Aqa Ks3 Chemistry Sow

AQA Key Stage 3 Chemistry
Number of
lessons
Specification reference
3.5.1 The Particle Model
1
2-3
3
Total 7-8
Number of
Specification reference lessons
3.5.2 Separating Substances
3
2-3
2
1-2
Total 7-9
Number of
lessons
3.6 Reactions
3.6.1 Metals and non-metals
1
2-3
2-3
Total 8-10
Number of
3.6 Reactions
3.6.2 Acids and alkalis
3
2
7
Number of
3.7 Earth
3.7.1 Earth Structure
1
2-3
Total 6-7
Number of
3.7 Earth
3.7.2 The Universe
1 (optional)
2
1-2
Total 6-8
Part 1 Study Total 41-49
Number of
lessons
3.5 Matter (Part 2)
3.5.3 The Periodic Table
2-3
1-2
1
Total 6-8
Number of
lessons
3.5 Matter (Part 2)
3.5.4 Elements
2
3
2-3
Total 8-9
Number of
lessons
3.6 Reactions (Part 2)
3.6.3 Chemical Energy
1 (optional)
1-2
2-3
Total: 4-7
Number of
lessons
3.6 Reactions (Part 2)
3.6.4 Types of Reaction
1-2
2-3
2-3
2-3
Total: 9-12
Number of
lessons
3.7 Earth (Part 2)
3.7.3 Climate
1
1-2
2
1-2
Total: 5-7
Number of
lessons
3.7 Earth (Part 2)
3.7.4 Resources
1
1-2
2-3
1-2
Total: 6-10
Part 2 Study Total 38-53
Chemistry lessons: 79-102
Lesson title and outcomes (specification key words in bold)
States of Matter
Know that there are three common states of matter: solid, liquid and gas.
Recognise and describe the properties of solids, liquids and gases.
Know the terms
for changes of state: solid to liquid (melting), liquid to gas
(boiling/evaporation), gas to liquid (condensing), liquid to solid (freezing)
and solid to gas (sublimation/subliming).
The Particle Model of Matter

Know that all matter is made of very small particles (atoms, ions or
molecules) and that these particles are arranged in different ways in solids,
liquids and gases.
Apply: Explain the properties of solids, liquids and gases based on the
arrangement and movement of their particles.
Changes of state
Know that pure
substances change state at a fixed temperature called: melting point, boiling
point etc. Apply:
Explain changes in states in terms of changes to the energy of particles.
Know that particles have energy and that they can gain or lose energy when
being heated or cooled. Heating substances causes them to expand whilst
cooling causes them to contract. This affects the density of the substance.
Review of work to date.
Sublimation, diffusion and pressure

Know that when some solids are heated they change directly into
a gas, and that this process is called sublimation.
Know that gas pressure is caused by collisions of particles with the walls of a
container.
Know that diffusion is the process by which particles in liquids or gases
spread out through random movement from a region where there are many
particles to one where there are fewer.
Apply: Draw before and after diagrams of particles to explain observations

about changes of state, gas pressure and diffusion.
Pure substances and mixtures

Know that a pure substance consists of only one type of element or
compound and has a fixed melting and boiling point. Mixtures may be
separated due to differences in their physical properties.
Introduce terms solution, solvent and
solute in the context of making a mixture of water and a soluble solid.
Apply: Explain how substances dissolve using the particle model.

Skill: Use techniques to separate mixtures.
Use evaporation as a means to separate the solutions formed by students.
Know that the method chosen to separate a mixture depends on which
physical properties of the individual substances are different.
Purifying Liquids
Know that the method chosen to separate a
mixture depends on which physical properties of the individual substances
are different Skill: Use techniques to separate
mixtures. Introduce filtration and distillation as methods for separating
solids from liquids, and liquids from other liquids.
Skill: Use techniques to separate mixtures. Introduce filtration and

distillation as methods for separating solids from liquids, and liquids from
other liquids
Chromatography
Know that chromatography is used to
separate mixtures of different coloured substances.
Skill: Use techniques to separate
mixtures. Introduce simple paper chromatography.
Apply: Use evidence from chromatography to identify unknown substances

in mixtures.
Solubility Curves
Know that solubility is the maximum mass of
solute that dissolves in a certain volume of solvent.
Apply: Use the solubility curve of a solute to explain observations about

solutions.
Metals and non-metals

Know that metals are: shiny, good
conductors of electricity and heat, malleable and ductile, and usually solid at
room temperature. Non-metals are dull, poor conductors of electricity and
heat, brittle and usually solid or gaseous at room temperature.
Know that iron, nickel
and cobalt are magnetic elements; that mercury is a metal that is liquid at
room temperature; and that bromine is a non-metal that is liquid at room
temperature.
Apply: Identify an unknown element from its physical and chemical
properties.
Metals, acids and the reactivity series

Know that some metals
react with acids to produce salts and hydrogen.
Apply: Describe an oxidation,

displacement, or metal- acid reaction with a wordseries
Know that metals can be arranged as a reactivity equation.
in order of how
readily they react with other substances.
Know that reactivity is the tendency of a substance to
undergo a chemical reaction.
Apply: Describe an oxidation, displacement, or metal- acid
reaction with a word equation.
Apply: Place an unfamiliar metal into the reactivity series based on

information about its reactions.
How do metals and non-metals react with oxygen?
Know that
oxidation is a reaction in which a substance combines with oxygen.
Know that metals
and non-metals react with oxygen to form oxides which are either bases or
acids. Apply:
Describe an oxidation, displacement, or metal- acid reaction with a word
equation.
Apply: Use particle diagrams to represent oxidation, displacement and
metal-acid reactions.
Displacement reactions
Know that displacement is a reaction where a more
reactive metal takes the place of a less reactive metal in a compound.
Apply: Describe an oxidation, displacement, or

metal- acid reaction with a word equation.
Apply: Use particle diagrams to represent oxidation, displacement and
metal-acid reactions.
Apply: Place an unfamiliar metal into the reactivity series based
on information about its reactions.
Using the properties of a substance effectively
The pH scale
Know that pH is a scale of acidity and alkalinity from 0 to 14.
Know that acids have a pH below 7, neutral solutions have a pH
of 7, alkalis have a pH above 7; that hydrochloric, sulfuric and nitric acid are
strong acids; and that acetic and citric acid are weak acids.
Know: that acids and alkalis can be corrosive or
irritant and require safe handling.
Know that
concentration is a measure of the number of particles in a given volume.
Know that the pH of a solution depends on the strength of the acid: strong
acids have lower pH values than weak acids.
Know that indicators are substances used to identify whether
unknown solutions are acidic or alkaline.
Apply: Use data and observations to determine the pH of a solution and

explain what this shows.
Apply: Identify the best indicator to distinguish between solutions of
different pH, using data provided.
Acids reacting with alkalis

Know that mixing an acid and alkali produces a
chemical reaction, neutralisation, forming a chemical called a salt and water.
Know: that a base is a substance that neutralises an acid – those that

Apply: Explain how neutralisation reactions are used in a range of situations.
Apply: Describe
a method for how to make a neutral solution from an acid and alkali.
Acids reacting with metal carbonates
Making predictions about acids and alkalis
The Structure of the Earth

Know that the three rock layers inside Earth are
the crust, the mantle and the core.
Introduce ways of studying the Earth's surface and interior.
Know that minerals are chemicals that rocks are made
from. Explore the diffence between minerals (which have chemical
formulae) and rocks (which are mixtures of minerals, so cannot have a
formula).
Types of rock
Know that sedimentary rock are formed from layers of sediment,
and which can contain fossils. Examples are limestone, chalk and sandstone.
Know that igneous rocks are formed from cooled
magma, with minerals arranged in crystals. Examples are granite, basalt and
obsidian. Know that metamorphic rocks are
formed from existing rocks exposed to heat and pressure over a long time.
Examples are marble, slate and schist.
Apply: Explain why a rock has a particular property based on how it was
formed.
The Rock Cycle
Know that sedimentary, igneous and metamorphic rocks can be
inter converted over millions of years through weathering and erosion, heat
and pressure, and melting and cooling. This is the rock cycle.
Know that weathering is
the wearing down of rock by physical, chemical or biological processes.
Know that erosion is the
movement of rock by water, ice or wind (transportation).
Apply: Identify the causes of weathering and erosion and describe how they
occur. Apply:
Construct a labelled diagram to identify the processes of the rock cycle.
Extend: Rocks on other planets
Back to Basics: Day and Night

Revise and review prior learning about the
Solar System, night and day, moon and stars.
The Earth in Space
Know that the solar system can be modelled as planets
rotating on tilted axes while orbiting the Sun, moons orbiting planets and
sunlight spreading out and being reflected. This explains day and year length,
seasons and the visibility of objects from Earth.
Know that an orbit is a path taken
by a satellite, planet or star moving around a larger body. Earth completes
one orbit of the Sun every year.
Apply: Explain why places on the Earth experience different daylight hours
and amounts of sunlight during the year.
The Solar System
Know that the solar system can be modelled as planets
rotating on tilted axes while orbiting the Sun, moons orbiting planets and
sunlight spreading out and being reflected. This explains day and year length,
seasons and the visibility of objects from Earth.
Know that stars are bodies which give out light, and which may have a solar
system of planets.
Introduce orbital properties of other planets in our solar system:
graph plotting activities possible.
Phases of the Moon
Apply: Describe the appearance of planets or moons from diagrams

Beyond the Solar System
Know that our solar system is a tiny part of a galaxy, one of many
billions in the Universe. Light takes minutes to reach Earth from the Sun, four
years from our nearest star and billions of years from other galaxies.
Know that a galaxy is a collection of stars held together by
gravity. Our galaxy is called the Milky Way.
Know that a light year is the distance light travels in a
year (over 9 million, million kilometres).
Know that an exoplanet is a planet that orbits a
star outside our solar system. .
Apply: Describe how space exploration and observations of stars are

affected by the scale of the universe.
Apply: Explain the choice of particular units for measuring
distance.
Extend: Making predictions at other latitudes
The Structure of the Periodic Table

Revision of earlier work on elements
(from 3.5.2) Know that the Periodic table
shows all the elements arranged in rows and columns.
Know that Groups are columns of
the periodic table and that Periods are rows of the periodic table.
Know that metals are
generally found on the left side of the table, non-metals on the right.
Know that Group 0 contains unreactive gases called noble gases.

Know that physical properties are features of a substance that can be
observed without changing the substance itself.
Apply: Use data to describe a trend in physical
properties (boiling points of Noble Gases).
Apply: Use data showing a pattern in
physical properties to estimate a missing value for an element (boiling points
of Noble Gases).
Group 1 - the Alkali Metals

Know that Group
1 contains reactive metals called alkali metals. Know
that chemical properties are features of the way a substance reacts with
other substances.
Know that the elements in a group all react in a similar way and
sometimes show a pattern in reactivity.
Apply: Describe the reaction of an unfamiliar Group 1 or 7 element.
Apply: Use observations of a pattern in chemical reactions to predict the
behaviour of an element in a group.
Group 7 - the Halogens

Know that Group 7
contains non-metals called halogens. Apply: Use data
to describe a trend in physical properties (boiling points of Halogens).
Extend: Making predictions
Back to Basics: elements and compounds
Know that most substances are not pure elements, but compounds or
mixtures containing atoms of different elements. They have different
properties to the elements they contain.
Know that elements are what all substances are made up
of, and which contain only one type of atom.
Know that
a compound is a pure substance made up of two or more elements strongly
joined together.
Know that a chemical formula shows the elements present in a compound
and their relative proportions
Know the symbols of hydrogen, oxygen, nitrogen, carbon, hydrogen,
iron, zinc, copper, sulfur, aluminium, iodine, bromine, chlorine, sodium,
potassium and magnesium.
Apply: Given chemical formulae, name the elements
present and their relative proportions.
Representing elements & compounds
Know that atoms are the smallest

particle of an element that can exist.
Know that molecules are two to thousands of atoms joined
together. Most non-metals exist either as small or giant molecules.
Skill: Use particle diagrams to classify a substance as an element, mixture or

compound and as molecules or atoms.
Apply: Use observations from chemical reactions to decide if an unknown
substance is an element or a compound.
Know that a polymer is a molecule made of thousands of smaller molecules

in a repeating pattern. Plastics are man-made polymers, starch is a natural
polymer.
Interpreting Chemical Formulae
Apply: Skill:
NameName simple using
compounds compounds using rules:
their chemical change non-metal to –ide;
formulae.
Extend: Ceramics and Composites
Back to Basics: Energy in Chemical Reactions
Endothermic and exothermic reactions
Know that an exothermic reaction is one in which energy is

given out, usually as heat or light.
Apply: Use experimental observations to distinguish exothermic and
endothermic reactions.
Explaining energy changes
Know that during a chemical reaction bonds are broken (requiring energy)
and new bonds formed (releasing energy). If the energy released is greater
than the energy required, the reaction is exothermic. If the reverse, it is
endothermic.
Know that a chemical bond is a force that holds atoms together in
molecules.
Apply: Use a diagram of relative energy levels of particles to explain energy
Know that catalysts are substances that speed up a chemical reactions but
are unchanged at the end.
Extend: Using bond energies
Back to Basics: Burning & Breaking Down
Revision of: chemical and physical changes, the fire triangle,

and an introduction to thermal decomposition, in the context of the
conservation of mass.
Chemical reaction: A change in which a new substance is formed.
Physical change: One that changes the physical properties of a
Thermal Decomposition
Know that thermal decomposition is a reaction where a single reactant is

broken down into simpler products by heating.
Know that chemical changes can be
described by a model where atoms and molecules in reactants rearrange to
make the products and the total number of atoms is conserved.
Reactants: Substances that
react together, shown before the arrow in an equation.
Products: Substances formed in a
chemical reaction, shown after the reaction arrow in an equation.
Conserved: When the
quantity of something does not change after a process takes place.
SKILL: Write word equations from information about chemical reactions.
Apply: Explain why a reaction is an example of combustion or thermal
decomposition.
Apply: Predict the products of the combustion or thermal decomposition of
a given reactant and show the reaction as a word equation.
Apply: Explain observations about mass in a chemical or physical
change. Apply: Use particle diagrams to show what happens in a
reaction.
Combustion
Know that combustion is a reaction
with oxygen in which energy is transferred to the surroundings as heat and
light. Know that chemical
changes can be described by a model where atoms and molecules in
reactants rearrange to make the products and the total number of atoms is
conserved.
SKILL: Write word equations from

information about chemical reactions. Apply: Explain why a reaction is
an example of combustion or thermal decomposition.
Apply: Predict the products of the
combustion or thermal decomposition of a given reactant and show the
reaction as a word equation.
Fuel: Stores energy in a chemical store which it can release as heat.
Apply: Explain observations about mass in a chemical or physical change.

Apply: Use particle diagrams to show what happens in a reaction.
Extend 1: Balancing Equations
Extend 2: Mass Calculations
Back to Basics: The water cycle & the carbon cycle
The Carbon Cycle Revision of: water cycle (including states of

matter and changes of state from 3.5.1) and reviewing/introducing the
carbon cycle.
Know that carbon is recycled through natural processes in
the atmosphere, ecosystems, oceans and the Earth’s crust (such as
photosynthesis and respiration) as well as human activities (burning fuels).
Know that the Earth’s atmosphere
contains around 78% nitrogen, 21% oxygen, <1% carbon dioxide, plus small
amounts of other gases.
Know that fossil fuels are the remains of dead organisms that are
burned as fuels, releasing carbon dioxide.
Know that a carbon sink is an area of
vegetation, the ocean or the soil, which absorbs and stores carbon.
Apply: Use a diagram to show
how carbon is recycled in the environment and through living things.
Apply: Describe how human activities affect the carbon cycle.

The Greenhouse Effect and Global Warming
Know that greenhouse gases reduce the amount of energy lost from the
Earth through radiation and therefore the temperature has been rising as the
concentration of those gases has risen.
Know that the
greenhouse effect is when energy from the sun is transferred to the thermal
Know that scientists have evidence that global warming caused by human
activity is causing changes in climate.
Know that global warming is the gradual increase in surface temperature of
the Earth. Apply:
Describe how global warming can impact on climate and local weather
patterns.
Extend: Isn't Global Warning normal?
Back to Basics: Reactivity Series Recap
Finite Resources
Revision of: the reactivity series and displacement reactions
from 3.6.1. Know that there is only a
certain quantity of any resource on Earth, so the faster it is extracted, the
sooner it will run out. Recycling reduces the need to extract resources.
Natural
resources: materials from the Earth which act as raw materials for making a
variety of products.
Extraction: the separation of a metal from a metal compound.
Recycling: the processing a material so that it can be used again.
Apply: Explain why
recycling of some materials is particularly important.
Extracting metals using displacement reactions
Know that most metals are found combined with other elements, as a
compound, in ores. The more reactive a metal, the more difficult it is to
separate it from its compound. Carbon displaces less reactive metals, while
electrolysis is needed for more reactive metals.
Mineral: a naturally occurring metal
or metal compound. Ore: a
naturally occurring rock containing sufficient minerals for extraction.
Apply: Describe how Earth’s resources are turned into useful materials or
recycled.
Extracting metals using electrolysis
Know
that most metals are found combined with other elements, as a compound,
in ores. The more reactive a metal, the more difficult it is to separate it from
its compound. Carbon displaces less reactive metals, while electrolysis is
needed for more reactive metals.
Electrolysis: using electricity to split up a compound
Apply: Justify the choice of extraction method for a metal, given data about
reactivity.
Apply: Suggest factors to take into account when deciding whether
extraction of a metal is practical.
Extend: Reduce, reuse, recycle

Maths skills Practical opportunity
Determining the properties of

solids, liquids and gases.
Heating and/or cooling a

substance (stearic acid, water)
Calculating densities Demonstration of expansion and

(mass ÷ volume) contraction.
Sublimation of iodine or dry ice

demonstration. Deodorant spray
demonstration.
Changes in mass of Investigating the change in mass

dissolving. Mass of of making a solution: dissolving
solution = mass of salt/sugar/copper sulfate in
solute + mass of water.
solvent. Addition &
subtraction.
Crystallisation of copper sulfate or

sodium chloride crystals from
solution
Separating salt from sand
practical.
Filtration of a solid from a liquid
(precipitation of lead iodide
followed by filtration).
Demonstration of simple
distillation of water from a
solution of water and ethanol or
class practical separating water
from a solution of copper sulfate.
Demonstration of
fractional distillation.
Simple paper chromatography to

separate coloured inks or food
colourings.
General properties of metals and

non-metals
Reaction of magnesium with

sulfuric acid. Test for hydrogen
gas.
Investigating the reactivity of

different metals with acid:
magnesium, zinc, copper, iron.
Burning copper or magnesium in
air. Demonstration of sulfur
burning in air (fume cupboard
required).
Simple displacement reactions

between metals and solutions of
metal compounds.
Demonstration of thermite
reaction.
Testing the pH of a range of

substances using universal
indicator.
Extracting and using an indicator
solution from red cabbage
Investigating how pH changes

during neutralisation of an acid
with an alkali using UI.
Collecting and testing

carbon dioxide gas
using lime water.
Age of the Earth: using Observation of sedimentary,

standard form to igneous and metamorphic rocks
represent very large to identify what they are made of
numbers. (mineral grains/crystals)
Classification of different types of
rock based on appearance.
Demonstrating chemical
weathering (acid + carbonate).
Demonstrating transportation and
deposition of sediments.

Graph plotting: orbital
properties of other
planets (length of orbit
against distance from
Sun).
Using standard form to

represent very large
numbers.
Graph drawing skills.

Plotting boiling point of
noble gases against
atomic mass.
Negative numbers
Demonstrations of Group 1 metals:

physical properties (softness,
density) & chemical properties
(tarnishing in air, reaction with
water).
Graph drawing skills. Demonstration of Group 7 elements:

Plotting boiling point of appearance and state at RT for
halogens against atomic chlorine, bromine & iodine; reaction
mass. of chlorine and bromine with Dutch
Negative numbers metal.
Demonstrating the formation of

aluminium iodide from aluminium
and iodine, or sodium chloride
from sodium and chlorine.
Use of brackets in
formulae: addition &
multiplication
Thermal decomposition of an
unknown substance (copper
carbonate) to deduce whether it
is an element or compound.
Making slime: mixing PVA and

borax solution to form a polymer
(see RSC for details)
Observing the properties of

ceramics, composites and their
components.
Circus of physical and simple

chemical changes
Measuring initial and Circus of exothermic and

final temperatures to endothermic reactions
calculate overall
temperature change.
Subtraction.
Demonstration of a very
exothermic and a very
endothermic reaction.
Combustion of
ethanol in a big blue bottle (exo);
and the reaction between barium
hydroxide octahydrate and
ammonium chloride (endo).
Investigating what substances

catalyse the decomposition of
hydrogen peroxide solution
Addition,
multiplication &
subtraction of bond
energy values.

Thermal decomposition of copper
carbonate, zinc carbonate, baking
powder. Investigation into the
change in mass during these
reactions.
Combustion of a range of
flammable materials.
Investigation into the properties
of different fuels.
Introduction to calorimetry as a
means of comparing the energy
released by different fuels.
Investigating the amount of

energy released during the
combustion of different fuels:
designing a repeatable
investigation.
Simple addition &
multiplication of
numbers of different
atoms
Addition & subtraction

of masses of reactants
and products.
Demonstration of the products of

combustion of a hydrocarbon fuel
(candle wax)
Simple displacement reactions.
Extracting copper from copper

carbonate (malachite): thermal
decomposition of copper
carbonate followed by
displacement of copper from
copper oxide formed using
carbon.
Demonstration of the Thermite
reaction.
Making iron on a match head
practical (RSC/Nuffield Chemistry
activity).
Demonstration of the electrolysis

of zinc chloride.
Recycling paper to make new

paper.
Extension activities
Extend: Argue for how to classify

substances which behave unusually as
solids, liquids or gases
Extend: Evaluate observations that provide

evidence for the existence of particles (see
Matter Extend Spread).
Extend: Make predictions about what will

happen during unfamiliar physical
processes, in terms of particles and their
energy (in the context of sublimation).
Calculation of percentage yield of salt

separated form sand/salt mixture.
Extend: Suggest a combination of methods

to separate a complex mixture and justify
the choices.
Extend: Evaluate the evidence for

identifying a unknown substance using
separating techniques.
Extend: Deduce the physical or chemical
changes a metal has undergone from its
appearance.
Extend: Justify the use of specific metals

and non-metals for different applications,
using data provided.
Extend: Deduce the hazards of different alkalis

and acids using data about their concentration
and pH.
Extend: Given the names of an acid and an
alkali, work out the name of the salt
produced when they react.
Extend: Given the names of an acid and an

alkali, work out the name of the salt
produced when they react.
Extend: Estimate the pH of an acid based
on information from reactions.
Extend: Suggest how ceramics might be
similar to some types of rock.
Extend: Identify circumstances that

indicate fast processes of change on Earth
and those that indicate slower processes.
Extend: Predict planetary conditions from

descriptions of rocks on other planets.
Extend: Make deductions from observation
data of planets, stars and galaxies
Extend: Predict patterns in day length, the

Sun’s intensity or an object’s shadow at
different latitudes.
Extend: Predict the position of an element in
the periodic table based on information about
its physical and chemical properties.
Extend: Use data about the
properties of elements to find similarities,
patterns and anomalies (periodicity across
periods).
Extend: Choose elements for different uses
from their position in the periodic table.
Extend: Compare and contrast the

properties of elements and compounds and
give a reason for their differences.
Extend: Use particle diagrams to predict

physical properties of elements and
compounds.
Extend: Deduce a pattern in the formula of
similar compounds and use it to suggest
formulae for unfamiliar ones.
Extend: Describe and explain the
properties of ceramics and composites.
Extend: Use data about
the properties of elements to find
similarities, patterns and anomalies
(periodicity across periods).
Extend: Choose
elements for different uses from their
position in the periodic table.
Extend: Use energy data to select a
reaction for a chemical hand warmer or
cool pack.
Extend: Predict whether a chemical

reaction will be exothermic or endothermic
given data on bond strengths.
Extend: Devise a general rule for how a set
of compounds reacts with oxygen or
thermally decomposes.
Extend: Devise a general rule for how a set

of compounds reacts with oxygen or
thermally decomposes.
Extend: Compare the pros and cons of fuels

in terms of their products of combustion.
Extend: Balance a symbol equation.
Extend: Use known masses of reactants or

products to calculate unknown masses of
the remaining reactant or product.
Extend:
Use mass of reactant in equation to
determine mass of product e.g. magnesium
and oxygen.
Extend: Evaluate the implications of a
proposal to reduce carbon emissions.
Extend: Evaluate claims that human activity

is causing global warming or climate
change.
Extend:
Compare the relative effects of human-
produced and natural global warming.
Extend: Suggest ways in which waste
products from industrial processes could be
reduced.
Extend:
Use data to evaluate proposals for recycling
materials. Extend:
Suggest ways in which changes in behaviour
and the use of alternative materials may
limit the consumption of natural resources.

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AQA Key Stage 3 Chemistry

The Particle Model of Matter

Review of work to date.

Sublimation, diffusion and pressure

Apply: Draw before and after diagrams of particles to explain observations

Pure substances and mixtures

Apply: Explain how substances dissolve using the particle model.

Skill: Use techniques to separate mixtures. Introduce filtration and

Apply: Use evidence from chromatography to identify unknown substances

Apply: Use the solubility curve of a solute to explain observations about

Lesson title and outcomes (specification key words in bold)

Metals and non-metals

Metals, acids and the reactivity series

Apply: Describe an oxidation,

Apply: Place an unfamiliar metal into the reactivity series based on

Apply: Describe an oxidation, displacement, or

Using the properties of a substance effectively

Lesson title and outcomes (specification key words in bold)

Apply: Use data and observations to determine the pH of a solution and

Acids reacting with alkalis

Know: that a base is a substance that neutralises an acid – those that

Acids reacting with metal carbonates

Making predictions about acids and alkalis

Lesson title and outcomes (specification key words in bold)

The Structure of the Earth

Extend: Rocks on other planets

Lesson title and outcomes (specification key words in bold)

Back to Basics: Day and Night

Phases of the Moon

Apply: Describe the appearance of planets or moons from diagrams

Apply: Describe how space exploration and observations of stars are

The Structure of the Periodic Table

Know that Group 0 contains unreactive gases called noble gases.

Group 1 - the Alkali Metals

Group 7 - the Halogens

Lesson title and outcomes (specification key words in bold)

Back to Basics: elements and compounds

Representing elements & compounds

Know that atoms are the smallest

Skill: Use particle diagrams to classify a substance as an element, mixture or

Know that a polymer is a molecule made of thousands of smaller molecules

Interpreting Chemical Formulae

Extend: Ceramics and Composites

Lesson title and outcomes (specification key words in bold)

Back to Basics: Energy in Chemical Reactions

Endothermic and exothermic reactions

Know that an exothermic reaction is one in which energy is

Extend: Using bond energies

Lesson title and outcomes (specification key words in bold)

Back to Basics: Burning & Breaking Down

Revision of: chemical and physical changes, the fire triangle,

Know that thermal decomposition is a reaction where a single reactant is

SKILL: Write word equations from

Apply: Explain observations about mass in a chemical or physical change.

Extend 2: Mass Calculations

Lesson title and outcomes (specification key words in bold)

Back to Basics: The water cycle & the carbon cycle

The Carbon Cycle Revision of: water cycle (including states of

Apply: Describe how human activities affect the carbon cycle.

Extend: Isn't Global Warning normal?

Lesson title and outcomes (specification key words in bold)

Back to Basics: Reactivity Series Recap

Extend: Reduce, reuse, recycle