Science | Longbenton High School

Emerging

Developing

Securing

Mastering

Skills

They can ask simple, relevant questions.
They can use and identify simple scientific equipment.
They can identify and classify items into big groups.
They can make observations during an experiment and record results.
They can use data to answer simple questions.

They can ask relevant questions regarding performing experiments and analysing data.
They can simple perform experiments and produce simple tables.
They can identify and use different scientific equipment.
They can perform simple evaluations of experiments and identify errors.
They can present data in either simple bar chart or line graph form.
They can analyse their results and describe what occurred during an experiment.

They understand the importance of repeated measurements in an experiment.
They can perform experiments and produce suitable tables, with correct headings/units.
They can use a range of scientific equipment and can select the correct equipment for a particular purpose.
They can perform simple evaluations of experiments and identify errors.
They can present data in either bar chart or line graph form with suitable headings and units.
They are able to perform analysis of the data at a qualitative level and describe and explain what occurred during the experiment.

They understand the importance of objectivity and that new evidence needs to be accounted for and the importance of peer review.
They can plan and perform complex experiments and produce suitable tables, with correct headings/unit and can analyse their results to take account of anomalies.
They can use a range of scientific equipment and are able to choose the most suitable equipment for a particular purpose, taking account of the resolution required.
They can evaluate experiments and identify errors and suggest improvements to take account of random/systematic errors.
They can present data in the most appropriate graphical form and understand the terms continuous and categoric.
They are able to perform analysis of the data both qualitatively and quantitatively.

Forces

They know what speed is in simple terms.
They know what a distance time graph is used for.
They know what mass is measured in.
They know the units for force.
They can describe gravity in simple terms.
They can describe in simple terms the effect forces can have on objects.
They can identify situations where pressure is occurring.

They can describe speed and know what it can be measured in.
They can identify the different sections of a distance time graph.
They know the difference between mass and weight.
They know the units for force and can name common forces.
They can describe gravity in simple terms and its effects e.g. planet orbits.
They can describe in simple terms the effect forces can have on objects using the terms balanced/unbalanced forces.
They know what factors can affect pressure.

They can use the speed equation and give the correct units.
They can interpret a distance time graph.
They know the difference between mass and weight and know the correct units.
They know many examples of forces and the units and can use the weight equation
They can describe gravity in terms of a field.
They can describe the effect forces can have on objects using the terms balanced/unbalanced and resultant forces.
They can calculate pressure using the pressure equation.

They can use and rearrange the speed equation and give the correct units
They can perform a quantitative analysis of a distance time graph.
They know the difference between mass and weight, the units for them and what factors can affect the weight of an object.
They know many examples of forces and the units and can use/rearrange the weight equation.
They can describe gravity in terms of a field and use the idea of field lines to show how gravity gets weaker when distance is increased.
They can explain the effect forces can have on objects using the terms balanced/unbalanced and resultant forces and understand linear relationships (e.g. Hooke’s Law).
They can use and rearrange the pressure equation.

Electricity and magnetism

They can identify when a circuit will or will not conduct electricity.
They can identify conductors and insulators.
They can describe current in simple terms.
They can identify simple series and parallel circuits.
They know some advantages/disadvantages of electromagnets.
They know the names of the different poles of a permanent magnet.

They know some of the basic circuit symbols.
They know what is meant by a conductor an insulator.
They can describe current and potential difference in simple terms.
They can identify simple series and parallel circuits and construct series or parallel circuits.
They can describe how to make an electromagnet.
They know the parts of the magnet that will attract and repel.

They know what is meant by current and potential difference.
They can describe conductors and insulators in terms of current and resistance.
They can calculate resistance from the current and potential difference using R=IV.
They can build series and parallel circuits.
They can describe how to make an electromagnet and know what factors can affect the strength of the electromagnet.
They can describe the magnetic attraction in terms of a field.

They know what is meant by current and potential difference and know what will happen to them in different circuits.
They can explain how conductors and insulators work in terms of charges/electrons, current and resistance.
They can use and rearrange the resistance, current, potential difference equation (R=IV).
They can build series and parallel circuits and evaluate their uses in different situations.
They can describe how to make an electromagnet, know the factors the affect the strength of the electromagnet and can apply their knowledge to motors/loudspeakers.
They can explain how magnets works in terms of a fields and apply their knowledge to navigation.

Energy

They can identify situations where energy is provided.
They can identify most renewable and non-renewable energy resources.
They can identify devices that have power ratings.
They can give examples of levers in everyday life.
They can give some examples of thermal conductors and insulators.
They can recall the heat moves from a hot area to a cold area.
They know the different colours that make up white light.

They can read food labels and identify the energy.
They know the difference between renewable and non-renewable energy resources.
They can describe power in simple terms.
They can describe purpose of a lever.
They can describe what the purpose of thermal conductors and insulators are.
They can state the 3 mechanisms by which heat energy is transferred.
They know the different colours that make up white light and can name the primary colours of light.

They know the difference between energy stores and energy transfers.
They know the difference between renewable and non-renewable energy resources and can describe their advantages/disadvantages.
They can use the power equation.
They can use the equation for work done and relate it to levers.
They can explain how thermal insulators and conductors work.
They can describe thermal transfers as either of conduction, convection or radiation.
They know the primary and secondary colours of light and what happens to the different colours when light reflects and goes through filters.

They can explain the difference between energy stores and energy transfers.
They can apply their knowledge of renewable and non-renewable energy resources to make judgements about which source should be used in different situations.
They can use/rearrange the power equation and are able to calculate the cost of electricity.
They can use/rearrange the equation for work done and explain how levers work in terms of energy and force required.
They can explain how thermal insulators and conductors work and evaluate different types for uses in different situations.
They can explain thermal transfers in terms of waves and particle movement.
They know the primary and secondary colours of light and can explain what happens to the different colours when light reflects and goes through filters.

Waves

They can use the term vibrations when describing sound waves.
They can draw the basic shape of a wave.
They can identify objects that will transmit and block light.
They know that light travels in straight lines.
They can identify diagrams of lens.
They know that ultrasounds are beyond the human hearing range.

They can describe, in simple terms, how sound waves travel.
They can draw a wave diagram and label most parts of the wave.
They can identify a transverse and/or longitudinal wave from a diagram.
They can use the terms transparent, translucent and opaque.
They can draw light getting reflected from a surface.
They can identify refraction from a diagram.
They can identify lens as either concave or convex.
They know that ultrasounds are beyond the human hearing range and can describe them simply in terms of frequency.

They can describe in detail how sound waves travel.
They can draw and analyse waves in terms of frequency, amplitude and wavelength.
They can describe the movement of particles in longitudinal and transvers waves.
They can draw and label light getting reflected from a surface.
They can explain the terms transparent, translucent and opaque.
They can draw a labelled diagram of refraction occurring.
They can draw diagram of light rays passing through concave and convex lenses.
They know what ultrasounds are and can describe them in terms of their frequency.

They can explain how sound waves travel and evaluate the speed of a wave in different mediums.
They can draw and analyse waves in terms of frequency, amplitude and wavelength and can explain the difference between longitudinal and transverse waves.
They can explain what happens to the light waves when they strike transparent, translucent and opaque objects.
They can draw and label light getting reflected from a surface and evaluate the position of mirrors for different situations.
They can draw a labelled diagram of refraction and can explain what scattering is.
They can evaluate the use of concave and convex lenses for different situations e.g. long and short sightedness.
They can explain ultrasounds in terms of frequency and particle movement and explain why they are used in different situations.

Matter

They can name the 3 main states of matter.
They can give simple examples of matter changing state.
They can identify situations of where diffusion and gas pressure are occurring.
They can identify some separation techniques.
They and identify some metals and non-metals.
They can name some elements from the periodic table.
They can identify simple polymers.

They can recognise particle diagrams of solids, liquids and gases.
They can use the terms melting and freezing to describe matter changing state.
They can describe gas pressure and diffusion in simple terms.
They can identify separation techniques and describe how filtration works.
They can state some of the properties of metals and non-metals.
They can name some examples of compounds and elements.
They can name some examples of polymers.

They can describe the structure and properties of solids, liquids and gases.
They describe what happens to the particles during melting, freezing, evaporation, condensation and sublimation.
They can describe what is happening to the particles during gas pressure and diffusion.
They can describe the following techniques for separating mixtures: filtration, evaporation, distillation and chromatography.
They know how the periodic table is arranged in terms of the properties of the elements.
They can describe the difference between compounds, elements and mixtures and identify them from diagrams.
They can describe the composition of polymers.

They can describe and explain the properties of solids, liquids and gases.
Explain changes in states in terms of changes to the energy of particles.
They can explain what is happening to the particles, and draw diagrams, during gas pressure and diffusion.
They can evaluate mixtures and choose the appropriate separation techniques for different substances.
They can predict the properties of an element based on its position in the periodic table.
They can explain the difference between elements, compounds and mixtures and can name compounds using the prefixes and suffixes mono, di-, tri-, -ide.
They can describe the composition of polymers and evaluate them for different uses.

Reactions

They can identify materials as either metal or non-metal based on some of their properties.
They can identify when a reaction is taking place.
They can identify simple reaction e.g. oxidation in the form of rust.
They can identify simple acids and alkalis.
They can identify when a reaction takes in or releases energy.
They can identify some factors that affect the rate of reactions.

They can group the properties of materials as metals or non-metals.
They know the difference between physical and chemical properties.
They can describe oxidation reactions.
They can identify acids and alkalis based on their pH value.
They can describe endothermic and exothermic reaction in simple terms.
They can describe some factors that affect the rate of reactions.

They can explain the properties of metals or non-metals.
They can describe what happens when a physical and chemical change occurs.
They can describe what occurs during displacement and oxidation reactions.
They can describe neutralisation reactions.
They can explain what is happening to the atoms during endothermic and exothermic reactions.
They can explain how different factors affect the rate of reactions.

They can evaluate the use of metals and non-metals based on their properties.
They can explain what happens when a physical and chemical change occurs.
They can describe displacement and oxidation reactions and can represent the reactions with chemical equations.
They can explain the effect that concentration can have on acids and alkalis.
They can evaluate energy level diagrams to determine if a reaction is endothermic or exothermic reactions.
They understand the role of a catalyst and can explain how it affects the activation energy.

Earth and space

They can state the three different classifications of rocks.
They can name some astronomical bodies and objects.
They can describe orbits in simple terms.
They can state some of the gases that make up the atmosphere.
They can give examples of different fuels.
They can name some of the natural resources that we can obtain from the Earth.

They can identify certain rocks as being igneous, sedimentary or metamorphic.
They can order astronomical objects in order of size.
They can describe, in simple terms, a day/year in terms of the motion of a planet.
They can state which gases can have a negative effect on the environment e.g. carbon dioxide.
They know what fossil fuels are.
They can name the Earth’s natural resources and can identify different materials that can be recycled.

They can explain the properties of the different rocks and understand the rock cycle.
They can describe sizes of astronomical bodies and know what is meant by a light year.
They can explain how a day and year is measured, what eclipses are and why there are different phases for the moon.
They can explain the effect that carbon dioxide can have on the environment.
They can explain the effect burning fossil fuels can have and they can describe the carbon cycle.
They can describe using extraction techniques and electrolysis to obtain useful compounds from different natural resources.

They can use the properties of different types of rock in order to evaluate them for different uses.
They can explain what exoplanets are and methods for detecting them.
They can make deductions from observation data of planets, stars and galaxies.
They can explain how the greenhouse effect works to cause global warming.
They can explain how carbon cycle can be affected by human activities and evaluate the effect these activities can have.
They can suggest ways in which changes in behaviour and the use of alternative materials may limit the consumption of natural resources.

Organisms

They can state that cells are the fundamental unit "building block" of organisms.
They can name some equipment that may be used to observe cells.
They can list some tissues and organs.
They can state that some muscles may be stronger than others.
They can list and describe some effects of recreational drugs on behaviour, health and life processes.
They can list some nutrients.
They can name some tissues and organs in the human gas exchange system and label a simple diagram of the human gas exchange system.
They can state that organisms release energy from carbohydrates by respiration.

They can list the main parts of cells (cell wall, cell membrane, nucleus, vacuole, mitochondria and chloroplasts) and identify them from a diagram.
They can accurately draw parts of cells when viewing them under a light microscope.
They can describe a tissue, an organ and an organ system and describe how multicellular organisms are organised.
They can identify and describe the functions of parts of the skeletal and muscular systems.
They can outline the process of digesting food.
They can state what each part of the bell jar model represents.
They can describe the impact of exercise, asthma and smoking on the human gas exchange system.

They can compare and contrast animal and plant cells.
They can explain the process of diffusion.
They can suggest how the rate of diffusion may be affected.
They can describe the structural adaptations of some animal and plant cells.
They can describe the function of different components in blood.
They can explain some effects of recreational drugs and substance misuse on behaviour, health and life processes.
They can make calculations of energy requirements in a healthy daily diet.
They can explain how digestion happens, with reference to enzymes.
They can summarise the reactants and products of aerobic and anaerobic respiration using word equations.
They can compare and contrast aerobic and anaerobic respiration.
They can describe some applications of aerobic and anaerobic respiration.

They can explain the process that occurs in chloroplasts.
They can suggest how artificial parts of the skeletal and muscular systems may affect an individual.
They can link adaptations of different parts of the digestive system to their functions.
They can discuss the benefits of bacteria in the human digestive system.
They can evaluate the implications of aerobic and anaerobic respiration for organisms based on the reactants and products.
They can explain how ventilation occurs with reference to pressure changes and measuring lung volume.
They can interpret data about and evaluate the impact of exercise, asthma and smoking on the human gas exchange system.

Ecosystems

They can state that all organisms in an ecosystem may affect each other and are affected by their environment.
They can construct and interpret simple food chains.
They can identify variation between organisms of the same and different types.
They can name the parts if a flower.
They can state what is meant by pollination.
They can describe the methods of seed and fruit dispersal.
They can name an example of a unicellular organism.

They can describe how a change in the numbers of one organism may affect another.
They can list some physical environmental factors in an environment.
They can use food webs to write food chains.
They can name and describe the functions of some tissues and organs in the reproductive
systems of plants.
They can name methods of seed dispersal.
They can identify some structures of amoeba and euglena.

They can describe and explain how organisms may be affected by their environment, with reference to adaptations.
They can explain how a change in the numbers of one organism may affect another, with reference to competition and predation.
They can explain how adaptations increase the chances of survival for organisms.
They can describe how a seed is adapted for its methods of seed dispersal.
They can describe the structure and function of euglena.

They can evaluate the impact of humans on other organisms, with reference to the accumulation of toxic materials.
They can describe the stages of the menstrual cycle as a timed sequence of events.
They can explain how energy is lost in food chains.
They can interpret and draw pyramid of numbers.
They can explain the effects of some persistent pesticides on top predators.
They can discuss the importance of insect pollination and plant reproduction, with reference to human food security.
They can explain the processes of wind and insect pollination comparing the similarities and differences between the two.
They can explain how the germination of seeds occurs.
They can explain the structure and function of euglena.

Genes

They can name and describe the functions of some tissues and organs in the human reproductive systems.
They can state what is meant by fertilisation.
They can state how long pregnancy lasts.
They can state a simple definition of the menstrual cycle.
They can give some examples of variation.
They can identify some characteristics that are inherited or environmental.

They can describe fertilisation.
They can describe the function of the main structures in the male and female reproductive systems.
They can state the main stages of pregnancy and birth.
They can describe what is meant by variation in simple terms.
They can state what is meant by inherited and environmental characteristics.
They can describe in simple terms the role of genes in inheriting characteristics.

They can explain the sequence of fertilisation and implantation.
They can describe accurately the sequence of events during gestation.
They can describe the different between continuous and discontinuous variation.
They can explain whether characteristics are inherited, environmental or both.
They can explain how biodiversity is beneficial and what is meant by natural selection.
They can describe evolution occurs.
They can use diagrams to show how genes are inherited.

They can explain how the different parts of the male and female reproductive system work together to achieve certain functions.
They can explain in detail how contractions bring about birth.
They can evaluate some methods used to resolve infertility problems.
They can make links between the menstrual cycle, fertilisation and infertility problems.
They can discuss the impact of maternal lifestyle on the foetus.
They can evaluate whether variation is continuous or discontinuous.
They can explain how variation helps a particular species in a changing environment.