Code Subject

Learning experiences
Theme/
Grade Syllabus topic Desired result Acceptable evidence Skills and instruction
section
activities
6 Biology Living Things Identify the seven • Carefully  Critical thinking Compare different
characteristics of living animals, real (if
things and relate these to observing and describing skill appropriate) or pictures,
a wide range of living things.  Observing skill e.g. bird, cat, fish and write
organisms in the local down all the things they
and wider environment. • Recording  Comparing skill have in common. Present
your findings to other
accurately in a variety of  Analyzing skill groups.
Be able to talk about the
ways e.g. drawing, using
importance of questions, Discuss the ways nutrition
evidence and tabular forms. is obtained by different
explanations. animals.
• Communicating
Make careful their ideas supported by Breathing through a straw
observations including into lime-water to show
measurements. evidence. carbon dioxide is
• Making and produced.
Present results in the
form of tables, bar charts presenting conclusions Discuss the difference
and line graphs. between breathing and
by bringing together
respiration.
evidence from different
Discuss the difference
sources. between growth and
reproduction.

Discuss why movement is

essential for survival
(finding shelter, avoiding
danger, finding food).
 Detecting different flavours
using taste only and
compare with ease of
detection when also using
nose.

Describe texture of a
variety of different
materials.
Micro-organisms Identify the seven • Using • observing skill Use secondary sources to
characteristics of living investigate the terms
things and relate these to information from  Organizing skills bacteria, fungi, virus.
a wide range of List the characteristics of
secondary sources.  Communicating
Biology organisms in the local life shown by each type of
and wider environment. • Choosing skill
microorganism.
Use information from
appropriate apparatus  Comparing skill
secondary sources. and using it correctly  Contrasing skill
Identify the structures • Making careful Observe and draw
present in plant and prepared slides of fungi as
animal cells as seen with observations including seen under the
a simple light microscope microscope.
measurements
and/or a computer Observe
microscope. • Carrying out an photomicrographs of
bacteria and viruses.
Choose appropriate investigation Include magnification.
apparatus and use it • Discussing the
correctly.
importance of questions,
Make careful
observations including
evidence and
measurements. explanations
Know about the role of Plan and carry out an
micro-organisms in the investigation about the
breakdown of organic activity of yeast under
matter, food production different conditions.
and disease, including Relate this to the use of
the work of Louis yeast in bread making.
Pasteur.

Suggest ideas that may

be tested.

Outline plans to carry out

investigations,
considering the variables
to control, change or
observe.

Identify appropriate
evidence to collect and
suitable methods of
collection.

Make conclusions from

collected data, including
those presented in a
graph, chart or
spreadsheet.

Know about the role of Demonstrate how to grow

micro-organisms in the bacteria on a nutrient agar
breakdown of organic plate.
matter, food production
and disease, including Discuss the risks involved
the work of Louis in growing bacteria and
Pasteur. how they can be
controlled.

Explain how micro-

organisms are used in
yogurt and cheese
 manufacture.
Know about the role of Research the role of
micro-organisms in the bacteria and fungi as
breakdown of organic decomposers and present
matter, food production findings to whole class.
and disease, including
the work of Louis
Pasteur.

Use Information from

secondary sources.
Know about the role of For a range of infectious
micro-organisms in the diseases caused by
breakdown of organic microorganisms, discuss:
matter, food production what type of organism is
and disease, including the causal agent, how the
the work of Louis disease is transmitted,
Pasteur. preventative measures.

Present results in the

form of tables, bar charts
and line graphs.

Use Information from

secondary sources.
Know about the role of Investigate the work of
micro-organisms in the Louis Pasteur and
breakdown of organic pasteurisation, including
matter, food production the scientific method used
and disease, including by Louis Pasteur.
the work of Louis
Pasteur.
Know about the role of Research the work of
micro-organisms in the scientists in the fight
breakdown of organic against disease. Present
matter, food production findings to the whole class
and disease, including
the work of Louis
 Pasteur.
Research the work of
scientists studying the
human body.
Be able to talk about the
importance of questions,
evidence and
explanations.
Habitats and escribe how organisms
are adapted to their
Environments habitat, drawing on locally
occurring examples.
Secondary sources can
be used.
Identify appropriate
evidence to collect and
suitable methods of
collection.
Make careful
observations including
measurements.
Present results in the
form of tables, bar charts
and line graphs.
Use Information from
secondary sources.
Draw and model simple
food chains.
Use Information from
secondary sources.
• Making Explain what is meant by a
habitat.
conclusions from Groups study and
• communicating describe/draw a local
collected data. Carefully
skill small habitat such as a
observing and describing hedge, a tree, a pond etc.
 Comparing skill They try to identify as
living things.
 Analyzing many living things there as
• Recording possible and group them
into green plants or fungi,
accurately in a variety of herbivores, omnivores,
ways e.g. drawing, using carnivores.
tabular forms. Through discussion each
group decides the best
• Communicating way to collect and present
their ideas supported by their results.
evidence.
• Making and
presenting conclusions
Draw and interpret simple
by bringing together food chains. Draw, or cut
evidence from different out supplied, shapes of
plants and animal which
sources. can form three item food

Present results in the
form of tables, bar charts
and line graphs
Discuss positive and
negative influence of
humans on the
environment, e.g. the
effect on food chains,
pollution and ozone
depletion.
Describe how organisms
are adapted to their
habitat, drawing on locally
occurring examples.
Secondary sources can
be used.
Suggest ideas that may
be tested.
Outline plans to carry out
investigations,
considering the variables
to control, change or
chains and hang them up
so that the producer is the
lowest item.
Introduce the terms:
producer, primary
consumer, secondary
consumer, an omnivore,
herbivore, carnivore.
Draw some food chains
from the habitat they have
studied in the previous
lesson.
Describe the effect of
human activity on a food
chain. Discuss several
different scenarios
involving human activity
and food chains to predict
the effect on the
organisms within the food
chain.
Investigate by fieldwork
how organisms are
adapted within a local
habitat.
Students should
investigate using
secondary sources
adaptations of plants and
animals in more
extreme habitats such as
desert, mountain, arctic,
underwater.
observe.
Make careful
observations including
measurements.
Present results in the
form of tables, bar charts
and line graphs.
Use Information from
secondary sources.
Describe how organisms
are adapted to their
habitat, drawing on locally
occurring examples.
Secondary sources can
be used.
Use information from
secondary sources.
Present conclusions
using different methods.
Describe how organisms
are adapted to their
habitat, drawing on locally
occurring examples.
Secondary sources can
be used.
Use information from
secondary sources.
Present conclusions
using different methods.
Discuss positive and
negative influence of
Explain how some
organisms are adapted for
day and night. In groups,
consider which animals
are active in daytime and
which in night-time and
study their adaptations.
The adaptations are based
on survival; food, water,
shelter, protection from
predation.
Compare
photographs/pictures of
animals and plants at
different seasons and
discuss how they survive
e.g. hot/rainy season,
summer/winter season
and why particular
measures have to be
taken in extreme
temperatures.
The needs of an
increasing human
humans on the population.
environment, e.g. the
effect on food chains, In groups, discuss the
pollution and ozone needs of an increasing
depletion. population and display e.g.
as a topic web. Compare
Present conclusions two differing populations
using different methods. such as people in desert
areas and those in major
cities. Present ideas to
the whole class.
Discuss positive and Understand the problems
negative influence of of obtaining clean air.
humans on the
environment, e.g. the Schools in cities can test
effect on food chains, for air born particles by
pollution and ozone leaving a white tissue on
depletion. the outside of a building
for a few days and
Be able to talk about the comparing with a clean
importance of questions, one.
evidence and
explanations. A waxy or oily fuel can be
burned and the fumes
Use information from collected on cotton wool or
secondary sources. similar.

Present conclusions Use secondary sources to

using different methods. investigate the cause and
effects of ozone depletion.

Produce a poster or
PowerPoint to explain why
the use of CFCs should be
banned

Discuss a range of Distinguish between a

energy sources and non-renewable and a
 distinguish between renewable energy
renewable and non- resource. Produce a list of
renewable resources. a list of non-renewable
Secondary sources can and a list of renewable
be used. resources.

Be able to talk about the Evaluate the advantages

importance of questions, of having renewable
evidence and energy resources.
explanations.
Research the mining of a
Use Information from named fossil fuel and
secondary sources report findings to whole
class, giving both
advantages and
disadvantages.
Show in outline how the • Planning and  Observing skill Students discuss samples
particle theory of matter of everyday solids, liquids
can be used to explain carrying out  Comparing skill and gases, considering
the properties of solids, their shape and volume.
investigations,  Inferring skill
Chemist Solids, liquids and liquids and gases, They should tabulate their
including changes of considering the variables identifying properties.
ry gases state. Consider tomato sauce
to control, change or
(liquid or solid?) and how it
Present results in the observe. could be made more solid
form of tables, bar charts or more liquid.
or line graphs. • Identifying
Show in outline how the appropriate evidence to Students can try to
particle theory of matter compress air in syringes or
can be used to explain collect and suitable balloons. Give
the properties of solids, explanations in terms of
methods of collection.
liquids and gases, trying to force things
including changes of • Choosing together.
state. Drawings of boxes of
appropriate apparatus particles in the gaseous
and using it correctly. state show particles well
separated.
Show in outline how the • Making careful  Observing Pour ‘particles’ of different
particle theory of matter size to model the
can be used to explain observations and  Communicating movement of smaller
the properties of solids, particles.
measurements.  Measuring
liquids and gases, Make drawings of boxes of
including changes of • Presenting  Inferring particles in liquids to show
state. the particles as close
results appropriately.  Analyzing together but not in regular
• Recognise results arrangement.
 Organizing
Show in outline how the Glue particles (e.g.
particle theory of matter and observations that do polystyrene balls) together
 Comparing
can be used to explain not fit into a pattern. in regular shapes and
the properties of solids, show that they cannot be
liquids and gases, • Making poured, have flat faces,
including changes of are hard and dense.
conclusions from
state. Drawings of boxes of
collected data. particles in a solid show
the particles as close
together and in a regular
arrangement.

Show in outline how the Observe changes of state

particle theory of matter such as:
can be used to explain  Melting ice, butter,
the properties of solids, sulphur, wax
liquids and gases,
 Freezing water, sulfur,
including changes of
wax, saturated copper
state.
sulfate solution.
Outline plans to carry out  Boiling water (kettle),
investigations, alcohol in hot water,
considering the variables salt solution.
to control, change or  Condensing water,
observe (as whole class). alcohol. Show ice in a
test tube and try
Choose appropriate account for the
apparatus and use it condensation on the
correctly. outside of the tube.
 Sublimation of iodine.
Make careful
observations.

Recognise results and

observations that do not
fit into a pattern.
Show in outline how the  Analyzing Students model the
particle theory of matter changes of motion and
can be used to explain  Communicating arrangement of particles
the properties of solids, during boiling,
 Observing
liquids and gases, evaporation,
including changes of  Comparing condensation, freezing
state. and melting.
Show in outline how the  Solve problems Students model the
particle theory of matter changes of motion and
 Reason
can be used to explain arrangement of particles
the properties of solids, effectively during boiling,
liquids and gases, evaporation,
including changes of condensation, freezing
state. and melting.
Show in outline how the Measure the temperature
particle theory of matter during the heating or
can be used to explain cooling of a substance.
the properties of solids,
liquids and gases, The temperature of a low
including changes of melting solid, warmed and
state. then allowed to cool, is
taken at intervals to note
Choose appropriate its change with time.
apparatus and use it Plot temperatures against
correctly. time.

Make careful
observations including
measurements.

Present results in the

form of tables, bar charts
or line graphs.
Show in outline how the  Analyzing Plan and then carry out an
particle theory of matter investigation to see how
can be used to explain  Communicating the temperature of ice
the properties of solids, changes as it is heated to
 Observing
liquids and gases, its boiling point. This time
including changes of  Comparing there should be two
state. constant temperatures one
 Solve problem when it is melting and
Outline plans to carry out when it is boiling.
investigations,
considering the variables Plot temperatures against
to control, change or time.
observe.

Identify appropriate
evidence to collect and
suitable methods of
collection.

Choose appropriate
apparatus and use it
correctly.

Make careful
observations including
measurements.

Present results in the

form of tables, bar charts
or line graphs.
Show in outline how the  Analyzing Analyse and evaluate
particle theory of matter heating or cooling curves.
can be used to explain  Communicating Students can plot graphs,
the properties of solids, draw conclusions about
 Observing
liquids and gases, the melting and boiling
including changes of  Comparing points of substances.
state. Solve problem Students can decide if any
of the results do not fit a
Make conclusions from pattern.
collected data, including
those presented in a
graph, chart or
spreadsheet.

Recognise results and

observations that do not
fit into a pattern, including
those presented on a
graph, chart or
spreadsheet.
Show in outline how the Investigate processes
particle theory of matter which can speed up
can be used to explain evaporation but note that it
the properties of solids, does not take place at
liquids and gases, constant temperature.
including changes of They can account for the
state. residue and link with salt
extraction.
Make predictions and
review them against
evidence.

Outline plans to carry out

investigations,
considering the variables
to control, change or
observe.
 Analyzing
Consider explanations for
 Communicating
predictions using
scientific knowledge and  Observing
understanding and
communicate these.  Comparing
Solve problem
Acids and bases Use indicators to • Suggesting ideas  • Analyzing Comparing different acids.
distinguish acid and Provide a display of acids
alkaline solutions. that may be tested.  Communicating (vinegar, lemon juice,
canned drink, laboratory
• Outlining plans to  Observing
acids) with hazard labels
carry out investigations,  Comparing where appropriate.
considering the variables Solve problem Discuss the meaning of
to control, change or the hazard labels.

observe. Students can discuss and

• Identifying draw a hazard label seen
on a sack of chemicals or
appropriate evidence to on a chemical
transporter.
collect and suitable
Use indicators to Test indicator solutions
distinguish acid and methods of collection. with an acidic solution,
alkaline solutions. alkaline solution and
• Choosing distilled water (neutral).
Suggest ideas that may appropriate apparatus
be tested.
and use it correctly.
Outline plans to carry out Students to design a set of
investigations, • Making instructions to explain how
considering the variables conclusions from to distinguish acidic,
to control, change or alkaline and neutral
observe. collected data. solutions (this will normally
need the use of two
indicators).
Use indicators to Prepare indicator dyes
distinguish acid and from colourful vegetables,
alkaline solutions. fruits, flowers; good
examples are turmeric, red
Choose appropriate cabbage, beetroot.
apparatus and use it
correctly.
Use the prepared indicator
Make careful on some acids and alkalis
observations including as the chemical opposite
measurements. of an acid.

Present results in the

form of tables, bar charts
and line graphs.
Use a PH scale. Define acids, alkalis and a
neutral solution in terms of
Use indicators to pH.
distinguish acid and
alkaline solutions. Demonstrate the scale of
colours (pH) shown by
Universal Indicator
(mixture of plant dyes).
Pupils should draw a
suitable colour chart.

Explain why Universal

Indicator is more useful
than other indicators with
one colour change.
Understand neutralisation Prepare crystals of
and some of its common salt.
applications.

Choose appropriate Pupils can prepare salt but

apparatus and use it it is best to demonstrate
correctly. the neutralisation and then
provide students with
solution. This is then
evaporated to reduce and
then left to cool. The
crystals can be examined.

Commercial production of
salt can be researched.
Understand neutralisation Describe the use of
and some of its neutralisation to solve a
 applications. problem.

Use Information from Cures for indigestion (test

secondary sources. some powders with
indicator).
Dissolving scale from
kettles.
Cleaning teeth.
Acidic bites (ants, bees)
can eased by adding mild
alkali (sodium carbonate),
alkaline bites (wasps) can
be eased using mild acid
(vinegar).
Study the labels of
cosmetics, shampoos etc.

Make a display of
magazine pictures of uses
of acids and alkalis.
Forces and their Describe the effects of Suggesting ideas that may  Analyzing Find out that forces
forces on motion, be tested. change the speed and
Effects including friction and air  Communicating direction of objects.
Outlining plans to carry out
resistance. Pupils should try activities
investigations, considering  Observing
to show the effect on
the variables to control,
Physic Make careful
change or observe.  Comparing speed of pushing and
observations including pulling forces.
measurements. Making predictions  Solve problem
referring to previous Examples include kicking
Present results in the scientific knowledge and a squashy football and
form of tables. understanding. pulling a raft across water.
Describe the effects of Identifying appropriate Investigate the effect of
forces on motion, evidence to collect and forces on the shape of
including friction and air suitable methods of objects.
resistance. collection.
Choosing appropriate
Outline plans to carry out apparatus and use it Investigate the extension
investigations, of an expendable spring
considering the variables correctly. with added weights. Pupils
to control, change or make their own springs
Making careful
observe. with copper wire and this
observations including
avoids the need to use
measurements.
Make predictions heavy weights. Rubber
referring to previous Presenting results in the bands can be used but
scientific knowledge and form of tables, bar charts need quite a few heavy
understanding. and line graphs. weights.
Considering explanations
for predictions using
Describe the effect of scientific knowledge and The relationship between
gravity on objects. understanding and gravity and weight.
communicate these. Hang kilogram masses on
Choose appropriate Presenting conclusions Newton meters to find their
apparatus and use it using different methods. weight. This can be
correctly. described as the pulling
force of the earth. Other
weights can be found to
familiarise students with
newtons.
Describe the effects of Investigate balanced and
forces on motion, unbalanced forces on
including friction and air objects.
resistance. Pupils should find out by
applying equal forces in
Make predictions opposite directions to an
referring to previous object at rest, that it can
scientific knowledge and stay at rest, e.g. a wooden
understanding. trolley with equal masses
attached on opposite
Consider explanations for sides. Pupils can apply the
predictions using idea to a floating object
scientific knowledge and such as wood on water.
understanding and The force acting
communicate these. downwards can be
measured with a Newton
meter and then the wood
lowered into water
showing the upthrust.