Pearson Edexcel 11-16 Science Learning Pathway: Chemistry: An Alternative, Linear Approach To Teaching Science

Pearson Edexcel 11-16
Science Learning Pathway:

Chemistry
An alternative, linear approach to teaching Science

Pearson Edexcel 11-16 Science Learning Pathway: Chemistry
Contents
Introduction 3
11-16 Topic Overview plan for teaching Chemistry (Combined Science route) 5
11-16 Topic Overview plan for teaching Chemistry (Separate Science route) 7
Topic template description 9
Year 7 Chemistry Topics 37
© Pearson Education Ltd 2018 2

Introduction
What is our 11- 16 Science Learning pathway?
Our Pearson Edexcel Science (9-1) 11-16 Learning Pathway is an additional free resource
to support Edexcel centres with Science curriculum planning and provides a seamless
route to the delivery of science provision from Year 7 to 11.
The Learning Pathway consolidates and builds on learning from the Key Stage 2 and Key
Stage 3 programmes of study. It focuses on developing essential content and skills,
introducing and revisiting topics across 5 years to help teachers to create engaging
lessons and prepare learners for the demands of the new GCSE.
Each subject (Biology/Chemistry/Physics) contains three Big Ideas that run through from
year 7 to year 11. Under each of these Big Ideas there are interlinked topics that align
with the Key Stage 3 and 4 programmes of study. Each topic contains information on
prior learning and an overview of how the topic will build on that learning to show
progression. To facilitate learning, the topics also give teaching ideas that can be
expanded further and they also contain links to our current Exploring Science and GCSE
topic resources.
Big ideas
Biology Chemistry Physics
Cells and cellular processes Materials and their Energy

properties
Biological systems for life Chemical Changes Forces and fields
Organisms and their Our earth and its Matter and materials
interactions with the atmosphere
environment
How does this differ from our current 5 year scheme of work?
Our current 5 year scheme of work currently follows the route of our published
resources, using Exploring Science at Key Stage 3 followed by the published resources
for GCSE (with each topic in specification order) at Key Stage 4. This remains a standard
route to deliver science content at KS3 and KS4. However, our alternative 11-16 Science
Learning Pathway takes a more holistic view in its approach to delivering the Science
content. This approach would suit the needs of GCSE Science teachers who wish to
review their teaching of science across both Key Stages based on their experience of
teaching GCSE 9-1 Sciences to their first cohort.

The new learning pathway will:
1. At Key Stage 3: prepare your students for the demand of GCSEs whilst at the
same time continuing to provide an engaging curriculum taught over two years.
2. At GCSE: arranging content in teaching order which puts the most appropriate
and accessible topics first – especially important where students are being taught
GCSE topics from Year 9.
3. Highlights opportunities where students can develop practical, maths and enquiry
skills across both Key Stages to meet the assessment requirements of the new
exams
Which route do I choose/follow?
Both routes (published route and 11-16 Pathway) take the learner through a Science
journey from year 7 to 11, to meet the same end goal of providing the learner with a
positive and engaging experience of Secondary Science education and develop the
breadth and depth of learning required to meet the demands of the new GCSE. The route
you choose will depend on how you decide to organise your Science provision and the
aim here is to provide you with flexibility to your approach, depending on your needs.
Whichever route you choose our published resources will support the delivery of teaching
and learning.

Edexcel 11-16 Science Learning Pathway: Chemistry
11-16 Topic Overview plan for teaching Chemistry (Combined Science route)
The table shows the topics contained in Chemistry to be taught over the five years for learners who are following the Combined Science
route. The references given below each topic give a link to the relevant topic areas within our published resources (Exploring Science) and
where the topics map to GCSE specification. The table also indicates whether topics appear in paper 1 or paper 2 or both, from year 9
onward.
Big ideas Year 7 Year 8 Year 9 Year 10 Year 11
Materials and their C7.1 Solids, liquids C8.1 Atoms, C9.1 States of C10.2 Groups in the C10.10 Calculations
properties and gases (10 hours) elements and matter and Periodic Table (4 hours) involving masses (6
7Ga, 7Gb, 7Gc, 7Gd, compounds (6 mixtures (10 hours) GCSE topic 6 (6.1-6.16) hours)
7Ge, 7Eb hours) 7Ee, 7Ed , 7Ga, 7Gb, (paper 2) GCSE topic 1 (1.43-
7Hb, 8Fa, 7Ha, 7Hc, 7Gc 1.53) (paper 1 and 2)
7Hd, 8Fb GCSE topic 2 (2.1 –
2.12) (paper 1)
C7.2 Mixtures and C9.2 Atomic

separations (6 hours) structure (4 hours)
7Ea, 7Eb, 7Ec, 7Eb 8Fa
GCSE topic 1 (1.1-
1.12, 1.19) (paper 1
and 2)
C9.4 The Periodic C9.8 Bonding (8 hours)
Table (2 hours) 9Ha
8Fc, 8Fd, 8Fe GCSE topic 1 (1.21-1.42)
GCSE topic 1 (1.13- (paper 1 and 2)
1.20) (paper 1 and 2)
Chemical changes C7.3 Acids and Alkalis C8.2 Types of C9.5 Acids and C10.1 Formulae, C10.8 Electrolytic
(10 hours) chemical reaction bases (8 hours) equations and hazards processes (6 hours)
7Fa, 7Fb, 7Fc, 7Fd, 7Fe (10 hours) 7Fb, 7Fc, 7Fd, 7Fe (2 hours) GCSE topic 3 (3.22-
7He, 8Eb, 8Ec, 7Fd, GCSE topic 3 (3.1- GCSE topic 0 (0.1-0.6) 3.31) (paper 1)
7Fe 3.14) (Paper 1) (paper 1 and 2)
C9.3 Formulae and C10.3 Reactions of acids C10.9 Reversible
symbol equations (2 (8 hours) reactions (2 hours)
hours) GCSE topic 3 (3.1-3.21)
9Hd (paper 1) GCSE topic 4 (4.13-

GCSE topic 0 (0.1- 4.17) (paper 1)

0.3) (paper 1 and 2) C10.7 Fuels (4
C10.5 Rates of reaction hours)
(6 hours) 9Hc,
9Hc GCSE topic 8 (8.1-
GCSE topic 7 (7.1-7.8) 8.17) (paper 2)
(paper 2)
C10.4 Heat energy
changes
(4 hours)
GCSE topic 7 (7.9- 7.16)
(paper 2)
Our earth and its C7.4 The Earth's C8.3 Metals and C9.6 The C10.6 Obtaining and C11.7 Earth and
atmosphere Atmosphere (4 hours) their uses (8 hours) atmosphere and using metals atmospheric
7Ha, 7Ec 8He, 8Ga, 8Gb, 8Ge, climate (4 hours) (10 hours) science (6 hours)
8Gd 7Ha, 7Hc, 8Ee 9Fb, 9Fe, 9Fd, 9Ee, GCSE topic 8 (8.18-
GCSE topic 4 (4.1- 4.12) 8.26) (paper 2)
5.1C-5.7C) (paper 1)

11-16 Topic Overview plan for teaching Chemistry (Separate Science route)
The table shows the topics contained in Chemistry to be taught over the five years for learners who are following the Separate Science
route. The references given below each topic give a link to the relevant topic areas within our published resources (Exploring Science) and
where the topics map to GCSE specification. The table also indicates whether topics appear in paper 1 or paper 2 or both, from year 9
onward.
Big ideas Year 7 Year 8 Year 9 Year 10 Year 11
Materials and their C7.1 Solids, liquids C8.1 Atoms, C9.1 States of C10.2 Groups in the C11.3 Quantitative
properties and gases (10 hours) elements and matter and Periodic Table (4 hours) analysis (10 hours)
7Ga, 7Gb, 7Gc, 7Gd, compounds ( 6 mixtures (10 hours) GCSE topic 6 (6.1-6.16) GCSE topic 5 (5.8C-
7Ge, 7Eb hours) 7Ee, 7Ed , 7Ga, 7Gb, (paper 2) 5.18C) (paper 1)
7Hb, 8Fa, 7Ha, 7Hc, 7Gc
7Hd, 8Fb GCSE topic 2 (2.1 –
2.12) (paper 1)
C7.2 Mixtures and C9.2 Atomic C10.10 Calculations C11.5 Nanoparticles

separations (6 hours) structure (4 hours) involving masses (6 (2 hours)
7Ea, 7Eb, 7Ec, 7Eb 8Fa hours) GCSE topic 9 (9.35C –
GCSE topic 1 (1.1- GCSE topic 1 (1.43-1.53) 9.39C) (paper 2)
1.12, 1.19) (paper 1 (paper 1 and 2)
and 2)
C9.4 The Periodic
Table (2 hours)
8Fc, 8Fd, 8Fe
GCSE topic 1 (1.13-
1.20) (paper 1 and 2)
C9.8 Bonding (8
hours)
9Ha
GCSE topic 1 (1.21-
1.42) (paper 1 and 2)
Chemical changes C7.3 Acids and Alkalis C8.2 Types of C9.5 Acids and C10.1 Formulae, C11.6 Equilibria (6
(10 hours) chemical reaction bases (8 hours) equations and hazards hours)
7Fa, 7Fb, 7Fc, 7Fd, 7Fe (10 hours) 7Fb, 7Fc, 7Fd, 7Fe (2 hours) GCSE topic 5 (5.19C-
7He, 8Eb, 8Ec, 7Fd, GCSE topic 3 (3.1- GCSE topic 0 (0.1-0.6) 5.24C) (paper 1)
7Fe 3.14) (Paper 1) (paper 1 and 2)
C9.3 Formulae and C10.3 Reactions of acids C11.4 Cells (2 hours)
symbol equations (2 (8 hours) GCSE topic 5 (5.25C-

hours) 5.27C) (paper 1)

9Hd GCSE topic 3 (3.1-3.21)
GCSE topic 0 (0.1- (paper 1)
0.3) (paper 1 and 2) C10.8 Electrolytic C11.2 Organic
processes (6 hours) Chemistry (8 hours)
GCSE topic 3 (3.22-3.31) GCSE topic 9 (9.10C-
(paper 1) 9.34C) (paper 2)
C10.9 Reversible C11.1 Tests for ions
reactions (2 hours) (4 hours)
GCSE topic 9 (9.1C-
GCSE topic 4 (4.13-4.17) 9.9C) (paper 2)
(paper 1)
C10.5 Rates of reaction
(6 hours)
9Hc
GCSE topic 7 (7.1-7.8)
(paper 2)
C10.4 Heat energy
changes (4 hours)
GCSE topic 7 (7.9- 7.16)
(paper 2)
C10.7 Fuels (4 hours)
9Hc,
GCSE topic 8 (8.1- 8.17)
(paper 2)
Our earth and its C7.4 The Earth's C8.3 Metals and C9.6 The C10.6 Obtaining and C11.7 Earth and
atmosphere Atmosphere (4 hours) their uses ( 8 hours) atmosphere and using metals (including atmospheric
7Ha, 7Ec 8He, 8Ga, 8Gb, 8Ge, climate (4 hours) transition metals) (10 science (6 hours)
8Gd 7Ha, 7Hc, 8Ee hours) GCSE topic 8 (8.18-
9Fb, 9Fe, 9Fd, 9Ee, 8.26) (paper 2)
C9.7 Ceramics, GCSE topic 4 (4.1- 4.12)
polymers and 5.1C-5.7C) (paper 1)
composites ( 2
hours)
9Ea, 9Eb, 9Ec
GCSE topic 9 (9.39C,
9.38C) (paper 2)

Topic template description

The template below is used for each topic area. There is a description under each section of the template so that you can understand the
purpose of it and embed into your teaching.
Big Idea: There are three big ideas than run through Topic title: Indicative hours: This section will
each subject, from year 7 to year 11, all topic areas give you guided teaching hours to
underpin this big idea. deliver the content
Prior knowledge and skills required (KS2/KS3)
This section focus on the learning which will have been acquired from previous topics and/or previous Key Stage.
Topic Overview and progression and link to the programme of study
This gives a snapshot of the expected learning along with how it builds on previous learning and the links to other content areas in the pathway.
Apparatus and techniques developed Working Scientifically skills developed
This section indicates the coverage of apparatus This section indicates the coverage of working scientifically skills (scientific enquiry) across the
techniques within the suggested practical work content in the form of
1. Development of scientific thinking
2. Experimental skills and strategies
3. Analysis and evaluation
4. Scientific vocabulary, quantities units, symbols and nomenclature
Learning objectives Teaching ideas/ links to resources Indicative Success criteria
This section will give reference to the GCSE This section will indicate useful teaching ideas that can One of the assessment drivers that our
specification coverage (from year 9) and content be expanded further, including opportunities for maths papers are built on are assessment
objectives. For GCSE content, the objectives have e.g. ‘MS 2h’ and practical skills to be developed. Also objectives, AO1, 2 and 3, each focusing
been derived from the specification points however suggestions where learning could be extended. on particular skill areas. This section
please ensure you use this in conjunction with aims to give you guidance on the types
specification requirements. This section will also reference links to existing published of outcomes expected by learners
An indication with ’C’ for individual objectives or resources (topic areas within Exploring Science and aligned to the AO profiles. Please note
‘Chemistry only’ for whole sections will be given for GCSE) that this is not an exhaustive list.
Chemistry content only.
Those objectives which are emboldened are for more
able learners or Higher tier in GCSE.
Scientific terminology
Key words that important for learners to understand and use throughout teaching and learning

GCSE (9–1) Sciences: Core practical guide
Year 7 Chemistry Topics

Big Idea: Materials and their properties Topic: C7.1 Solids, Liquids and Gases Indicative hours: 10
Prior knowledge and skills required (KS2)
At KS2, students will have compared and grouped together everyday materials on the basis of their properties, including their hardness, solubility,
transparency, conductivity (electrical and thermal), and response to magnets. They will have demonstrated that dissolving, mixing, filtering and changes of
state are reversible changes.
This topic builds on and consolidates KS2 knowledge and understanding about solids, liquids and gases. It places the knowledge that all materials are made
from atoms and can be classified as solids, liquids or gases, and that changes of states are brought about by temperature change and are reversible, in the
context of the particle model. This leads to a consideration that atoms are not all the same in year 8 (C8.1 Atoms, elements and compounds) and a review
of the particle model in year 9 (C9.1, States of Matter and Mixtures) where limitations of the model may be considered.
Apparatus and techniques Working Scientifically skills developed
developed
AT 1 – use of a thermometer to The development of scientific thinking – the model of matter as spheres in solids, liquids and gases, and the
measure temperature power of this model to explain many phenomena
AT 2 – use of a Bunsen Burner and Experimental skills and strategies - the use of apparatus for heating and measuring temperature, planning
water bath experiments (solubility)
Analysis and evaluation - The presentation of data on graphs and the analysis of data using graphs (cooling
curves) or tables (melting and boiling point data)
Scientific vocabulary, quantities – temperature in 0C, length in nanometres – powers of 10, scientific
terminology listed below
Learning objectives Teaching ideas/ links to resources Indicative success criteria
Materials and their properties  test/measure physical properties of different materials e.g.  Recall the meaning of conductivity,
 Know that different materials conductivity, density, hardness and density (AO1)
have different physical  calculate volumes of different objects using appropriate units  Classify different materials using
properties and then calculate density (MS 1d, 3a, 3c, 5c) data about their properties (AO3)
 measure volume of irregular objects using displacement of  Calculate density (AO2)
water and calculate density
States of matter  (Try to) compress air, a liquid and a solid in a syringe  Describe the arrangement and
 Know that pure substances can  Allow propanone, soaked into cotton wool around a energy of particles in the three
be classified as a solid, liquid or thermometer bulb, to evaporate and measure the states of matter (AO1)
gas temperature  Recall the names of changes of
 Understand that matter is  Measure temperature of stearic acid as it cools then draw a state (AO1)
made of tiny particles called cooling curve (MS 4c)  Explain using the particle model
atoms, and how the atoms are  Interpret melting points and boiling points including negative how substances change when they
arranged in solids, liquids and numbers are heated or cooled (AO2)
gases  Use a simulation to explore the three states of matter  Find a melting point or boiling point

 Be able to describe the • Draw a chart of magnitude of atoms compared to everyday from a cooling curve graph (AO3)
changes in arrangement and objects (MS 2h)  Predict the state of substances
energy of particles when a Opportunities for Extension using melting point and boiling point
change of state occurs  Demonstrate Brownian motion data (AO2)
 Demonstrate diffusion of a perfume and calculate the speed
of diffusion (MS 1a, 3c)
 Use the particle model to explain gas pressure,
demonstrating the collapsing can experiment
 Identify relationships showing direct and inverse proportion
by analysis of graphs involving pressure, volume and/or
temperature (MS 4a, 4b)
Exploring Science
7Ga, 7Gb, 7Gc, 7Gd, 7Ge
Dissolving  Test the solubility of a solid at different temperatures  Describe in terms of particles what
 Understand what happens  Design an experiment to measure solubility of different happens when a solid dissolves and
when a solid dissolves substances why a solution is a mixture (AO1)
 Understand why changes of  Demonstrate the dilution of potassium manganate(VII)  Define a physical change (AO1)
state and dissolving are • Heat different substances (e.g. wax, copper carbonate, ice)  Calculate the masses of solids that
physical changes that are to be able to show that some changes are reversible and can dissolve in a given volume of
reversible some irreversible liquid using a solubility curves
Opportunities for Extension (AO3)
 Demonstrate the change of solubility with temperature using
lead iodide
 Interpret solubility curves (MS 4a)
Exploring Science
7Eb
atom, Bunsen burner, change of state, classify, condense, density, diffusion, dissolve, evaporate, freeze, gas, liquid, material, melt, particle, physical change,
physical property, reversible, saturated solution, solid, solidify, soluble, solute, solution, solvent, state of matter, temperature, thermometer, volume.

Big Idea: Materials and their properties Topic: C7.2 Mixtures and Separations Indicative hours: 6
At KS2, students will have studied the fact that some materials will dissolve in liquid to form a solution, and how to recover a substance from a solution.
They will also have learnt to use their knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving
and evaporating.
The unit build on the understanding of dissolving from KS2, and a consideration of solubility in the previous unit (C7.1 Solids, Liquids and Gases). The work
here will be the foundation for separation techniques in year 9 (C9.1 States of Matter and Mixtures) where crystallisation and chromatography will be studied
in a little more detail and further separation techniques introduced. The ideas about solubility and crystallisation are essential to salt preparation techniques
in year 10 (C10.3 Reactions of Acids).
AT 1 – use of a ruler to measure distances on a The development of scientific thinking – the model of matter as small particles in explaining
chromatogram dissolving and how filtration works; application of separation technique in pure water production
AT 2 – use of apparatus for a chromatography Experimental skills and strategies - the use of apparatus for heating, filtering and planning
experiment, use of funnel in filtration and Bunsen experiments (separation method), consideration of safety when heating to dryness
burner and evaporating basin in crystallisation Analysis and evaluation - Measurements from chromatograms and calculating R f values,
AT 4 – use of apparatus for separation in a interpretation of chromatograms to identify mixtures
chromatography experiment, in filtration, and in Scientific vocabulary, quantities –scientific terminology listed below
evaporation and crystallisation
Mixtures  Consider a range of mixtures as objects or  Recall the meaning of ‘pure’
 Understand the difference between a pure pictures and explain what the components are (AO1)
substance and a mixture (e.g. sand/water, milk, granite, air)  Classify particles diagrams as
 Use particle model diagrams to consider those of pure substances or
mixtures (MS5b) mixtures (AO2)
Solutions  Plan an experiment to separate sand and salt  Understand the difference
 Understand in terms of particles what a solution  Making pure salt from rock salt between soluble and insoluble
is  Heat solutions using a Bunsen burner and leave (AO1)
 Know that some substances are soluble and identical solutions to crystallise  Describe the difference in
some are insoluble Opportunities for extension appearance of a solution and a
 Know how dissolving/ filtering can be used to  Visit a water treatment plant or research how suspension (AO2)
separate a soluble and insoluble solid filtration is used to purify drinking water  Plan experiments to separate
 Understand how a solid can be produced from Exploring Science components in a mixture given
a solution 7Ea, 7Eb, 7Ec their properties (AO3)
 Explain the difference when
evaporating and crystallising a
solution (AO2)
Chromatography  Carry out simple paper chromatography  Describe how a chromatography
 Know that some mixtures can be separated by Opportunities for extension experiment is set up (AO1)
chromatography Calculate Rf values from provided chromatograms and  Identify pure substances and

 Explain how chromatography works use these to identify substances (MS 1a, 3c) mixtures from a chromatogram
 Know how to interpret chromatograms  Chromatography using solvent other than water (AO2)
 Calculate Rf values and use them to e.g. permanent marker pen ink with ethanol  Identify a substance using Rf
identify substances Exploring Science values (AO2)
7Ed
chromatography, filter paper, filtration, funnel, insoluble, mixture, pure, soluble, solute, solution, solvent, solvent front, suspension

Big Idea: Chemical Changes Topic: C7.3 Acids and Alkalis Indicative hours: 10
Acids are not studied in KS2.
The subject of acids and alkalis, and salt preparation, is introduced here and gradually built up. It is reviewed more formally and with greater depth (for
example, considering hydrogen ions) in year 9 (C9.5 Acids and Bases) and then completed with salt preparation techniques in year 10 (C10.3 Reactions of
Acids). Titration calculations appear in year 11 (C11.3 Quantitative analysis).
AT 1 – using indicators to measure pH, using The development of scientific thinking – evaluating risk when handling acids and alkalis
measuring cylinders for volume Experimental skills and strategies - using standard glassware when measuring pH and doing
AT 3- monitoring change in pH as an acid is neutralisation, use of measuring cylinder
neutralised Scientific vocabulary, quantities – use of the pH scale, scientific terminology listed below
AT 6 – Using appropriate safety precautions when
handling acids and alkalis
Acids  Examine common acidic household products and  Recall the properties of acids
 Know that acids are solutions look at hazard symbols (AO1)
 Know the properties of acids  Brainstorm the common properties of these  Name the hazard linked to a
 Know the hazard symbol for corrosive and substances hazard symbol (AO1)
health hazard Exploring Science  Suggest a suitable safety
7Fa precaution given the hazard
symbol (AO3)
Alkalis  Examine common alkaline household products  Recall the properties of alkalis
 Know that alkalis are solutions and look at hazard symbols (AO1)
 Know the properties of alkalis  Brainstorm the common properties of these
substances
Indicators  Make red cabbage indicator and test some  Recall the colours of litmus and
 Understand how indicators can be used to common solutions universal indicators (AO1)
distinguish between acidic, alkaline and neutral  Test the same solutions with pH paper or UI  Deduce the nature of a solution
solutions solution using its pH (AO2)
 Know the acid, neutral and alkaline colours for  Add UI to a low pH acid and follow the pH  Explain the limitations of using
litmus indicator. changes as it is diluted Universal Indicator to find pH
 Know that pH is a measure of acidity where  Take an acid at different pH values and show (AO3)
the lower the pH the more acidic a solution, different rate of reaction when marble chips
and the higher a pH the more alkaline a added
solution Opportunities for extension
 Know how to use universal indicator to classify  ‘Water into wine’ demonstration
a solution  Use pH meters to determine the pH of a solution
Exploring Science
7Fb, 7Fc

Neutralisation  Demonstrate adding an alkali to an acid  Explain why neutralisation is

 Know that that acids react with alkalis and this containing an indicator to show that a reaction classified as a chemical reaction
is called neutralisation occurs (AO2)
 Understand why neutralisation is a  Repeat but adding acid to alkali to show that a  Explain how an indicator can be
chemical change reaction occurs again used to show that neutralisation
 Research everyday examples of neutralisation has occurred (AO2)
such as indigestion remedies, toothpaste, rust
removal and changing the pH of soils
Exploring Science
7Fd, 7Fe
acid, alkali, corrosive, health hazard, indicator, litmus, measuring cylinder, neutral, neutralisation, pH paper, Universal indicator

Big Idea: Our Earth and its atmosphere Topic: C7.4 The Earth’s Atmosphere Indicative hours: 4
The atmosphere is not covered in KS2.
During year 7 students have met, in units C7.1 (Solids, Liquids and Gases) and C7.2 (Mixtures and separations), the idea that matter is made of small
particles that are arranged differently in solids, liquids and gases. In unit C7.3 (acids and alkalis) they met the ideas of acidic substances and chemical
reactions. This unit offers a chance to review these ideas in the context of the Earth’s atmosphere. The concept of a chemical formula is introduced. The
gases in the atmosphere and links to climate are developed in year 9 (C9.6 The atmosphere and climate) and the full influence of humans on the atmosphere
is completed in year 11 (C11.7 Earth and atmospheric science).
AT 1 – measure time in candle-in-beaker The development of scientific thinking – how ideas about gases in the air changed over time (as
experiment and gas volume in copper syringes Argon was discovered); use of models: representation of molecules with symbols
experiment Experimental skills and strategies - develop a hypothesis about the link between the size of beaker
AT 2 – safe use of Bunsen burner in copper and length of time a candle in the beaker will burn
syringes experiment Analysis and evaluation - Plotting and analysing the graph of the candle-in-beaker experiment
Scientific vocabulary, quantities –scientific terminology listed below
Gases in the atmosphere  Examine molecule pictures of air with N2, O2, Ar and  Recall the names of the gases in
 Know that the atmosphere is a mixture of CO2 to show that air is a mixture, and identify the the atmosphere, and their
gases gas of single atoms and the gas molecules percentages (AO1)
 Know the composition of the atmosphere  Burning candles in different sized beakers and  Calculate the percentage of
 Know the difference between an atom and measuring time of burning oxygen in the air from
a molecule  Demonstrate copper syringes experiment to find experimental data (AO2)
 Understand that atoms have symbols percentage of oxygen in air (MS 1c)  Interpret a formula to say how
 Understand that a formula shows the  Draw pie charts/ interpret pie charts of atmospheric many atoms of each type are in
number of atoms of each type in a composition (MS 4a) it (AO2)
molecule Opportunities for extension  Write the formula when given a
 Research how some acidic gases in the air cause diagram of a molecule (AO2)
problems  Interpret information about
Exploring Science how scientific ideas about gases
7Ha, 8Ec in the air developed (AO3)
air, argon, atmosphere, carbon dioxide, formula, gas syringe, molecule, nitrogen, oxygen, percentage, pie chart, unreactive


Big Idea: Materials and their properties Topic: C8.1 Atoms, elements and compounds Indicative hours: 6
Prior knowledge and skills required (Year 7)
The idea of atoms was introduced in year 7 (C7.1 Solids, Liquids and Gases) and the idea that atoms had symbols, with an introduction to some molecular
formulae was also introduced (C7.4 Our Earth and its atmosphere).
In this unit the idea of atoms covered in year 7 is firmed up with the historical context of Dalton, and the idea of a compound is introduced. The periodic
table as a simple list of elements makes its appearance. This is an essential foundation to year 9 work, where the sub-atomic structure of an atom is studied
(C9.2 Atomic Structure), the link to the periodic table is made (C9.4 The periodic table) and compound formation is studied in detail (C9.8 Bonding).
AT 1 – Using apparatus to measure mass and volumes The development of scientific thinking – how Dalton’s ideas developed our understanding
(density) of atoms
Experimental skills and strategies - planning an experiment in distinguishing between a
metal and non-metal
Analysis and evaluation - Using symbolic forms – representation of substances as
formulae
Scientific vocabulary, quantities –scientific terminology listed below, international use of
chemical symbols
Dalton’s atomic model  observe (or make) models of atoms,  Describe that all substances are
 Know Dalton’s atomic model molecules and a lattice made of atoms (AO1)
 Understand the meaning of a molecule Exploring Science  Interpret diagrams showing
 Understand the meaning of a lattice 7Hb, 8Fa atoms to identify atoms,
molecules, lattices, pure
substances and mixtures (AO3)
Elements  Display some large samples of elements  Understand how about 100
 Know that the atoms are grouped into about 100 and ask students to identify them from a types of atom can result in the
types, and that each type is given a symbol list of choices and then find their symbols. millions of known substances
 Understand why scientists across the world have Can they separate them into metal/non- (AO2)
agreed these symbols metal by appearance?  Write the formula of an atom
 Understand that an element is a substance where all  Students carry out tests to examine the correctly (AO2)
the atoms are of the same type thermal conduction, electrical conduction  Define an element (AO1)
 Know that the periodic table is a list of these and density of metal and non-metal  Plan a method to distinguish a
elements elements. metal and non-metal (AO3)
 Know the general physical properties of metals and  Demonstrate some of the other properties  Deduce whether an element is a
non-metallic elements of metals (malleability, flexibility, ductility) metal or non-metal from its
 Know the position of the metals and non-metals in Opportunities for extension position in the periodic table

the periodic table  Research the uses of different elements and/or its properties (AO3)
related to their properties.
 Research why the symbols of some
elements were chosen (e.g. W, Au, Ag, Pb,
Cu)
Exploring Science
7Ha, 7Hb, 7Hc
Compounds and formulae  Give the students a list of materials (e.g.  Explain why compounds have a
 Understand that a compound is where atoms of sulfur, copper, mercury, chlorine, bromine, fixed formula (AO1)
different elements are bonded together oxygen, iron, carbon, aluminium, nitrogen,  Deduce from the name of a
 Know the difference between a mixture of elements carbon dioxide, wood, polythene, glass, simple compound the elements
and a compound pure water, sea water, air, salt) and ask from which it is made (AO2)
 Understand the meaning of the formula of a molecule them to classify into elements, compounds  Interpret diagrams showing
 Know how simple two element compounds are and mixtures atoms to identify elements,
named  Demonstrate reaction between iron and mixtures and compounds (AO3)
sulfur, and distinct properties of the
compound
 Calculate the number of atoms in one
molecule given the formula (MS 1c)
Exploring Science
7Hd, 8Fb
atom, brittle, compound, conductor, conductivity, ductile, element, molecular formula, malleable, metal, mixture, molecule, non-metal, lattice, periodic table

Big Idea: Chemical Changes Topic: C8.2 Types of chemical reaction Indicative hours: 10
At KS2, students will have explained that some changes result in the formation of new materials, and that this kind of change is not usually reversible,
including changes associated with burning, rusting and the action of acid on bicarbonate of soda.
In year 7, the idea of a chemical change was introduced in the context of neutralisation (C7.3 Acids and alkalis). This topic extends the idea of chemical
change to several further examples, which also allows the introduction of word equations. Chemical changes and equations will be the foundation of all of the
other units within the Big Idea Chemical Changes.
AT 1 – Using apparatus to measure temperature, The development of scientific thinking – how the phlogiston theory was replaced, evaluation of risks
volume and pH in experiments in this unit
AT 3 – monitoring pH in a reaction Experimental skills and strategies - planning an experiment to evaluate indigestion remedies, make
AT 5 – making observations, qualitative and observations, carry out experiments safely
quantitative, including temperature change, mass Analysis and evaluation - Analysing pH graphs, explain mass changes in reactions
change Scientific vocabulary, quantities –scientific terminology listed below
AT 6 – safe use of acids
Physical and chemical changes  Brainstorm examples of chemical reactions in  Deduce from observations
 Know that physical changes produce no everyday life. whether a physical change or
new substance and are reversible Exploring Science chemical reaction has occurred
 Know that chemical changes produce new 7He (AO3)
substances and are not easily reversed
Combustion  List some of the new substances formed through  Use the fire triangle to explain
 Know that combustion is a reaction with burning a familiar substance such as wax or wood how to extinguish a fire (AO2)
oxygen from the air  Demonstrate burning some non-metals with oxygen  Explain how substances
 Understand that reactions where oxygen (e.g. sulfur, carbon) and show that the products are combust in air (AO1)
is added are oxidation reactions acidic  Classify reactions as oxidation
 Know the hazard symbol for flammable  Ask students what they think is needed for a reactions from descriptions or
 Understand the fire triangle fire. Collect contributions and use them to construct word equations (AO2)
a fire triangle on the board.  Deduce the products when a
 Ask students what would happen to a fire if more substance is burned in air
oxygen added. Demonstrate by placing a burning (AO2)
splint in oxygen.
 Research into different contents for fire extinguishers,
the band colours and on what fires they can be used
Opportunities for Extension
 Compare and contrast the oxygen and phlogiston
theories for combustion.
Exploring Science

8Eb, 8Ec
Neutralisation  Make observations as a carbonate is added to an acid  Classify reactions as oxidation
 Know that the reaction between an acid containing an indicator reactions from descriptions or
and an alkali is called neutralisation  Students investigate how the pH changes when an word equations (AO2)
 Know how to tell if neutralisation has acid is neutralised, using Universal Indicator or pH  Explain how neutralisation can
taken place using an indicator meters be shown using an indicator
 Plot graphs of data from a neutralisation experiment (AO2)
(MS 4a, 4c)  Describe how the pH changes
 Students plan an experiment to compare different as neutralisation occurs (AO1)
indigestion remedies. They look at the pH change  Read from a pH graph the
caused by adding different indigestion remedies to volume of alkali needed to
acid. neutralise an acid (AO3)
Exploring Science
7Fd, 7Fe
Exothermic and Endothermic reactions  Demonstrate exothermic and endothermic reactions  Design an experiment to
 Know that reactions that release heat Opportunities for extension determine whether a reaction is
energy are exothermic Research uses of exothermic and endothermic reactions e.g. exothermic or endothermic
 Know that reactions that absorb heat sports injury packs, self-heating food cans. (AO3)
energy are endothermic  Classify a reaction as
exothermic or endothermic
from observations (AO2)
Equations  Write word equations for reactions studied in the unit  Write a word equation for a
 Understand how word equations can be  Demonstrate the mixing of two reactants in a reaction (AO2)
used to represent a chemical reaction precipitation reaction, to show no mass change; and  Deduce reactants and products
 Understand why mass is conserved in the burning of a candle to show an (apparent) loss in from a given word equation
a chemical reaction mass after burning. Explain the difference. (AO2)
Exploring Science  Explain apparent losses in
8Eb mass in reactions forming a
gas product (AO2)
chemical reaction, combustion, endothermic, exothermic, fire triangle, flammable, oxidation, physical change, product, reactant, word equation

Big Idea: Our Earth and its Atmosphere Topic: C8.3 Metals and their uses Indicative hours: 8
In KS2, students have met metals as part of the consideration of metals, wood and plastic as everyday materials. Earlier in year 8 the students have
considered metals and their general physical properties as one of the types of element (C8.1 Atoms, elements and compounds).
The source of the metal elements considered earlier is considered, and then leads to the use of metals in everyday life. Alloys are introduced. The reactions
of metals with oxygen and with acids leads on from unit 8.2 (Types of chemical reaction). This is the foundation for a major unit in year 10, considering the
reactivity and extraction of metals (10.6 Obtaining and using metals).
AT 1 – Using apparatus to measure time, volume of The development of scientific thinking – using a particle model to explain alloy strength,
gas (metal reactivity) everyday applications of science in metal uses, and economic and environmental implications
AT 5 – making observations of gas volume to monitor (metal extraction and recycling)
the rate of reaction Experimental skills and strategies - making qualitative observations (rusting) and quantitative
AT 6 – safe use of acids observations (gas volumes)
AT 8 – gas tests Analysis and evaluation - Identifying patterns (metal reactivity)
Scientific vocabulary, quantities –scientific terminology listed below
Metals as resources Exploring Science  Recall the meaning of ore and
 Know that metals occur as elements or 8He finite (AO1)
compounds in rocks called ores, and that these  Describe why waste metal
are finite should be recycled (AO2)
 Know that extracting metals from their ores  Evaluate the advantages and
required energy disadvantages of recycling
 Understand the benefits of recycling scrap metals (AO3)
metal
Uses of metals  Test the properties of different metals (and  Know that metals are good
 Know the general properties of metals alloys) to establish their suitability or not for a conductors of heat and
 Understand how a metal’s uses link to its given purpose: e.g. hardness, solubility, electricity, and are malleable
properties transparency, conductivity (electrical and and ductile (AO1)
 Know some uses of gold, copper, iron and thermal), and response to magnets.  Select a metal for a use given
aluminium  Research the cost of gold, copper, iron and data in a table (AO3)
aluminium, and find uses for each. Justify the
choice of metal.
Exploring Science
8Ga
Alloys  Set up an experiment to investigate the  Recall the definition of an alloy
 Know what an alloy is conditions required for iron to rust. (AO1)
 Understand how an alloy may be more useful  Demonstrate melting solder, allowing the  Explain the conditions needed
than its components molten metal to drip into a tin lid. If possible, for iron to rust (AO1)

 Know that iron rusts when exposed to air and demonstrate how solder is used to join copper  Interpret a rusting experiment
water pipes or wires together. to explain which nails have
 Know why alloy steels are used more widely  Research different alloys, their composition and rusted (AO3)
than iron uses.  Describe benefits of alloy steels
 Describe how the introduction of different atoms over iron (AO1)
into a metal structure to make an alloy  Explain why alloys are stronger
stronger, illustrated by using marbles in a tray than pure metals (AO2)
(MS 5b)
Opportunities for extension
 Research/ investigate ways in which iron can be
prevented from rusting
 Plot and interpret graphs of melting point or
boiling point for mixtures of varying
compositions (MS 4a, 4c)
Exploring Science
8Gb, 8Ge
Metal reactions  Demonstrate the reactions that take place when  Know that some metals react
 Know that some metals form metal oxides when copper and magnesium are heated in air. Write with oxygen to make metal
heated in air word equations. oxides and that these are
 Know that some metals react with acids to  Find the order of reactivity of calcium, oxidation reactions (AO1)
release hydrogen gas magnesium and zinc with hydrochloric acid, by  Know that some metals react
 Know the test for hydrogen measuring the volumes of gas produced over a with acid to release hydrogen
set time interval (AO1)
Exploring Science  Know the test for hydrogen
8Gd (AO1)
 Write word equations (AO2)
alloy, uncombined, ore, oxidation, reactive, reactivity, recycling, rusting, steel, unreactive


Big Idea: Materials and their properties Topic: C9.1 States of Matter and Mixtures Indicative hours: 10
In year 7, the students have already studied the arrangement, energy and movement of particles in solids, liquids and gases. They have studies changes
of state, and have considered a cooling curve (C7.1 Solids, liquids and gases). In the second unit in year 7 they looked at mixtures, and the techniques of
filtration and chromatography (C7.2 Mixtures and separations).
This unit builds on the particle model taught in year 7, and extends the separation techniques studied to include further examples such as distillation and
more mathematical aspects of chromatography. The understanding of the particle model is inherent in many chemical explanations in further unit, and it
particularly applicable when studying bonding (unit C9.8 Bonding). Separation techniques occur in various practical/industrial methods, in producing
potable water in this unit and particularly crystallisation in salt preparation (unit C10.3 Reaction of acids) and fractional distillation of crude oil (unit C10.7
Fuels).
AT 1 – use of a thermometer to measure The development of scientific thinking – the particulate model of matter, evaluating risk in
temperature in distillation separation experiments, benefits of science producing pure water
AT 2 – use of a Bunsen Burner and water bath in Experimental skills and strategies - the use of apparatus for separations and purifications, and
separation experiments the planning of methods to separate mixtures
AT 4 – Use of equipment to purify mixtures: Analysis and evaluation - The presentation of data on graphs and the analysis of data using
evaporation, filtration, crystallisation, graphs (cooling curves) or tables (physical properties of components of mixtures to be separated)
chromatography and distillation Scientific vocabulary, quantities - vocabulary of changes of state and of separations
AT 6 – Safe use and handling of substances
States of matter: GCSE 2.1-2.4  Draw before and after diagrams of particles to  Describe the arrangements,
 Understand the particle model of solids, explain observations about changes of state and energy and movement of
liquids and gases gas pressure (MS 5b) particles in the different states
 Understand what happens during changes  Demonstration of sublimation and deposition of of matter (AO1)
of state iodine  Explain why the temperature
 Know the approximate size (order or  Get data and plot a cooling curve graph (e.g. does not change as a pure
magnitude) of atoms and small molecules stearic acid) (MS 4a, 4c) substance melts (AO2)
 Deduce the state of a substance given melting/  Explain why mass is conserved
boiling point in a state of change (AO2)
Opportunities for extension  Use knowledge of
 Apply the particle model to diffusion melting/freezing and boiling
 Use a simulation to explore the three states of point to predict the state of a
matter substance at a given
 Plot/ interpret graphs of melting point for mixtures temperature (AO3)
of varying composition (MS 4a, 4c)

 Identify the part played by evaporation and

condensation in the water cycle
Exploring Science
7Ga,b,c
Active Learn Edexcel GCSE (9-1) Chemistry
Sc1a, 2a
Mixtures: GCSE 2.5-2.6, 2.7c, 2.12c  Explain, in terms of atoms and particles, how air is  State what is meant by pure
 Understand the scientific and everyday a mixture of elements, compounds, atoms and (AO1)
meanings of pure molecules  Use melting point information
 Understand the use of melting point data  Interpret given data to identify pure and impure to decide whether a substance
to test purity substances is pure or is a mixture (AO2)
 Know how filtration can separate some  Record the melting temperature of ice over time  Explain why water used in
mixtures and compare this with the melting temperature of chemical analysis must not
 Understand why water used in analysis an ice and salt mixture contain dissolved salts (AO2)
must be pure Active Learn Edexcel GCSE (9-1) Chemistry:
Sc2a, 2b
Separation techniques: crystallisation: GCSE  Investigate the difference between crystallization  Describe how crystals can be
2.7d, 2.8 and heating to dryness produced from a solution (AO1)
 Understand how crystals can be produced Active Learn Edexcel GCSE (9-1) Chemistry:
from a solution Sc2b
 Know the difference between heating to
dryness and crystallisation
Separation techniques: distillation GCSE  Demonstrate a simple distillation  Describe how simple distillation
2.7a-b, 2.8, 2.11  Watch clips of simple distillation and fractional and fractional distillation can
 Know how simple distillation apparatus is distillation to understand the difference separate mixtures (AO1)
set up  Demonstrate fractional distillation of ethanol/water  Identify whether simple
 Understand how distillation can be used to mixture distillation or fractional
separate mixtures Opportunities for extension distillation should be used in a
 Understand the difference in apparatus  Research how distillation is used to make perfumes separation (AO3)
between simple distillation and fractional Exploring Science  Explain how the products of
distillation, and the reason for using 7Ee fractional distillation are linked
fractional distillation Active Learn: to the boiling points of the
Sc2d components (AO1)
Separation techniques: chromatography  Interpret chromatograms to identify unknown  Explain how chromatography
GCSE 2.7e, 2.8, 2.9-2.11 substances in mixtures separates a mixture of dyes
 Understand how chromatography  Calculate Rf values to an appropriate number of (AO2)
separates mixtures significant figures (MS3c, 2a)  Calculate Rf values (AO2)
 Know how to set up a chromatography  Core Practical: Demonstrate distillation of an ink  Identify components of a
experiment mixture and then carry out paper chromatography mixture using Rf values (AO3)

 Know how to interpret a chromatogram, on the ink

including using Rf values Exploring Science
 Core Practical: Investigate the 7Ed
composition of inks using simple Active Learn Edexcel GCSE (9-1) Chemistry:
distillation and paper chromatography Sc2c
Potable Water: GCSE 2.12a-b  Research and produce a display/presentation on  Describe how fresh water can
 Know how sedimentation, filtration and the production of drinking water from waste water, be produced from waste,
chlorination are used to make potable ground water and sea water ground and seawater (AO1)
water  Filter dirty water using alum to flocculate fine
 Know how distillation is used to make particles so that sedimentation occurs quickly; and
potable water filtration using a bed of gravel and sand
 Demonstrate a simple solar still.
Exploring Science
7Ee
Active Learn Edexcel GCSE (9-1) Chemistry:
Sc2e
atom, boiling point, change of state, chlorination, chromatography, condense, crystallisation, dissolve, distillation, evaporate, evaporation, filtrate,
filtration, fractional distillation, freeze, gas, ground water, irreversible, liquid, melt, melting point, mixture, mobile phase, particle model, physical change,
physical property, potable, property, pure, residue, reversible, sedimentation, solid, solidify, solute, solution, solvent, solvent front, stationary phase,
state of matter temperature, thermometer, unadulterated, waste water

Big Idea: Materials and their properties Topic: C9.2 Atomic Structure Indicative hours: 4
The idea of atoms was introduced in year 7 (C7.1 Solids, Liquids and Gases) and in year 8 Dalton’s ideas about atoms were introduced, together with the
idea that there are different types of atoms, each with a symbol (C8.1 Atoms, elements and compounds).
In this unit the structure of an atom is considered in terms of sub-atomic particles. This will be linked to the Periodic Table later this year (unit C9.4 The
Periodic Table). The electronic configuration of an atom is fundamental to an understanding of bonding (unit C9.8 Bonding). This model is also used to
explain reactivity trends in groups (unit C10.2 Groups in the Periodic Table).
None The development of scientific thinking – how models of the atom have changed over time,
use of models to develop scientific explanations
Scientific vocabulary, quantities - scientific vocabulary, use of significant figures
Sub-atomic particles: GCSE 1.1-1.3  Research how ideas about matter changed over the  Recall the relative mass
 Understand that the Dalton model changed 2000 years from Democritus to Dalton to Bohr and charge of an electron,
once sub-atomic particles were discovered  Look at evidence that atoms are tiny proton and neutron (AO1)
 Know the relative mass, charge and position in  Place different items, including atoms, molecules,  Describe the difference
the atom of the three sub-atomic particles cells and everyday objects on a scale of order of between the Dalton model
magnitude (MS 2h) and the GCSE model of
Exploring Science the atom (AO1)
8Fa
Active Learn Edexcel GCSE (9-1) Chemistry:
3a
The nucleus: GCSE 1.5-1.8, 1.10  Use a variety of resources to make an atomic  Recall that the nucleus
 Know that protons and neutrons are packed model. The model should be three-dimensional and occupies a very small part
into a tiny nucleus show the arrangement of the subatomic particles of an atom (AO1)
 Understand that the atomic number  Calculate the numbers of protons, neutrons and  Calculate the number of
determines the element electrons in an atom electrons, protons and
 Understand why the mass number counts the Opportunities for extension neutrons in an atom given
protons and neutrons only  Explain the meaning of ions, and calculate the atomic number and mas
 Know how to calculate the number of each numbers of protons, neutrons and electrons in ions number (AO2)
sub-atomic particle Active Learn Edexcel GCSE (9-1) Chemistry:
3b
Electrons: GCSE 1.4, 1.19  Make models or draw diagrams of the electronic  Write the electronic
 Know that the number of protons and structure of the first 20 elements configuration of any atom
electrons in an atom is the same  Use simulations to explore patterns in electronic from hydrogen to calcium
 Know how electrons are allocated to in shells configurations (AO2)
for the first 20 elements Active Learn Edexcel GCSE (9-1) Chemistry:
4c

Isotopes: GCSE 1.9, 1.11-1.12  using polystyrene balls and sticky pads,  Define the term isotopes
 Understand the meaning of isotopes demonstrate the structure of the nuclei of different (AO1)
 Understand that the relative atomic mass is a isotopes of lithium (Li-6 and Li-7)  Identify isotopes given
mean relative mass  Calculate relative atomic masses given isotopic data (AO3)
 Be able to calculate relative atomic mass composition (MS 1a, 1c, 2b)  Calculate relative atomic
Active Learn Edexcel GCSE (9-1) Chemistry: mass using isotopic data
3c (AO2)
atomic number, electron, electronic configuration, isotopes, mass number, neutron, orbit, proton, relative atomic mass, shell

Big Idea: Chemical Changes Topic: C9.3 Formulae and symbol equations Indicative hours: 2
In year 8 the idea that elements with different atoms each had a symbol was introduced (C8.1 Atoms, Elements and Compounds). This unit also introduced
the idea of the formula of a molecule.
This unit is intended only to give a brief introduction to the concept of a balanced equation, with the idea that equations are then used in all subsequent
units, gradually building up students’ skills in this area. Ionic equations and half equations are only introduced as they occur naturally in further topics (for
example, C10.3 Reactions of acids [ionic equations] and C10.8 Electrolytic processes [half equations]). Reinforcement of this unit occurs in year 10 (unit
C10.1 Formulae, equations and hazards).
None Analysis and evaluation - presenting chemical information about reactants and products using symbolic
forms.
Word equations: GCSE 0.2  Use cards or an interactive whiteboard to construct word  Write word equations given
 Understand that reactants turn into equations all the reactants and
products  Give data about oxidation, displacement, metal-acid or products (AO2)
 Know the format of a word equation: synthesis reactions and construct word equations  Write word equations given
reactants → products Opportunities for extension some of the reactants and
 Give word equations and use these to predict observations products (e.g when a metal
that would be made is heated in air) (AO2)
Exploring Science
9Hd
Formulae: GCSE 0.1  Represent atoms, molecules and elements,  Write simple chemical
 Understand the meaning of a mixtures and compounds using particle diagrams or model kits formulae from molecular
molecular formula (molecules only) (MS 5b) structures (AO2)
 Give particle diagrams or models and write the formula  Identify number and type of
(molecules only) atoms in a molecular
 Name compounds using their chemical formulae formula (AO2)
 List atoms present and their number in a molecule given the
formula (molecules only)
 Deduce a pattern in the formulae of similar compounds and
use it to suggest formulae for unfamiliar ones (e.g. hydrogen
halides)
Balanced equations: GCSE 0.3  Use particle diagrams or models to represent reactions  Identify the products and
 Know the format of a symbol (molecules only) reactants using a symbol
equation  Practise writing simple balanced symbol equations (molecules equation (AO2)
 Understand that atoms are just only) (MS 1c)  Write balanced symbol
rearranged in chemical reactions  Identify appropriate state symbols equations (AO2)
 Know how to balance a simple Opportunities for extension  Recall and use state

symbol equation, and use state  Write symbol equations for more complex equations (MS 1c) symbols (AO2)
symbols Exploring Science
9Hd
8d
aqueous, atom, compound, element, formula, molecule, product, reactant, state symbol, symbol equation, word equation

Big Idea: Materials and their properties Topic: C9.4 The periodic table Indicative hours: 2
In year 8, the idea of elements was introduced, and the classification of these as metals or non-metals (unit C8.1 Atoms, elements and compounds). The
periodic table was described as a list of these elements. Atomic structure was covered in a previous unit this year (C9.2 Atomic structure).
This unit discusses the historical development of the periodic table. It links the atomic structure of the atoms of an element to the element’s position in the
periodic table. This is developed further with group chemistry in year 10 (unit C10.2 Groups in the periodic table).
AT 1 – pH measurements of oxides The development of scientific thinking – change in the periodic table over time as new elements
AT 3 – pH measurements of oxides discovered and atomic structure was understood; power of this scientific model
AT 6 – safe handling of substances in pH Experimental skills and strategies - safe carrying out of pH testing; record observation using pH
measurements of oxides paper
Analysis and evaluation - Identifying patterns in element properties
Scientific vocabulary, quantities - importance of internationally recognised symbols
Mendeleev: GCSE 1.13-1.15 Exploring Science  Describe how Mendeleev
 Know how Mendeleev arranged elements 8Fc originally arranged the periodic
into a periodic table Active Learn Edexcel GCSE (9-1) Chemistry table (AO1)
 Understand why Mendeleev re-arranged 4a, 4b  Describe how Mendeleev
some elements and left some gaps predicted the existence and
properties of some elements yet
to be discovered (AO1)
 Explain why Mendeleev
rearranged some elements
(AO2)
The modern periodic table: GCSE 1.16-1.20  Use data to describe a trend in physical properties  Describe how the elements are
 Know that the elements are arranged in down a group arranged in the modern periodic
order of atomic number  Use data about the properties of elements to find table (AO1)
 Understand why Mendeleev’s similarities, patterns and anomalies  Predict an atom’s electronic
rearrangements are explained  Students predict the properties of three elements configuration from the position
 Know where how the electronic structure (sodium, germanium and bromine) using the of its element in the periodic
of an elements atoms is linked to the properties of the two elements above and below them table (AO2)
position of the element in the periodic  Chalk four circles on the ground to represent electron  Classify an element as a metal
table shells. Students occupy each circle following rules for or non-metal using data (AO3)
 Know what elements in the same group of electronic configurations, to illustrate given atoms  Explain why elements in the
the periodic table share  Use a periodic table with electronic configurations to same group have similar
 Know the position of metals and non- deduce the link to the group number properties (AO1)
metals in the periodic table  Use data to classify elements as metals or non-metals

 Test the pH of solutions of the oxides of some

elements going across the periodic table
 Compare the physical and chemical properties of
metal and non-metal oxides
 Research why some elements have been known for
much longer than others
 Research the term ‘metalloid’
Exploring Science
8Fd, 8Fe
4c
chemical properties, group, Mendeleev, metal, non-metal, period, periodic table, physical properties

Big Idea: Chemical changes Topic: C9.5 Acids and Bases Indicative hours: 8
In year 7, acids and alkalis were introduced, with the use of indicators and the pH scale (unit C7.3 Acids and alkalis). Neutralisation was also mentioned in
this unit, and reinforced in the next year (unit C8.2 Types of chemical reaction).
In this unit, acids, alkalis and neutralisation are explained in terms of ions, which are also introduced for the first time. (Ionic equations are introduced via
the neutralisation equation). The reactions of acids with metals, oxides, hydroxides and carbonates are covered. This leads on to a unit next year covering
salt preparation methods (unit 10.3 reactions of acids).
AT 1 – pH measurements during neutralisation The development of scientific thinking – evaluating risk when using acids and alkalis
AT 3 – using indicator or pH probe to monitor pH Experimental skills and strategies - plan, carry out and use apparatus in neutralisation
AT 5 – making observations of and recording pH values experiments
AT 6 – safe handling of substances in pH Analysis and evaluation - presenting pH data on graphs
measurements Scientific vocabulary, quantities - as listed below
AT 8 – testing for hydrogen and carbon dioxide
Acids: GCSE 3.1-3.5, 3.7-3.8  Use data and observations to determine  Recall the definition of an acid (AO1)
 Understand that ions are atoms that have the pH of a solution  Know the formulae of hydrochloric, nitric
gained or lost electrons  Demonstrate the dilution of potassium and sulfuric acids (AO1)
 Know that acids are substances that release H + manganate(VII), diluting 10-fold each  Recall that a neutral solution has pH 7
ions in when dissolved time until the colour cannot be seen and that acidic solutions have lower pH
 Know the colour of litmus, methyl orange and  Produce two mini-posters to illustrate values and alkaline solutions higher pH
phenolphthalein in acidic solutions the difference between strong and values (AO1)
 Know that acids have pH < 7 weak acid solutions in terms of ions  Recall the acid and alkali colours of
 Understand the difference between strong and  Test with pH probes equimolar solutions litmus, methyl orange and
weak acids of ethanoic acid and a strong acid phenolphthalein (AO1)
 Understand the difference between a dilute and  Demonstrate with a pH probes the  Explain the difference between a dilute
a concentrated acid change as an acid is diluted and a concentrated acid (AO1)
 Understand that the lower the pH, the higher  Calculate pH change when an acid is  Explain the difference between a strong
the concentration of H+ ions diluted and a weak acid (AO1)
 Know that if the concentration of H+ ions Exploring Science  Be able to deduce that change in pH as
increases x10 then the pH decreases by 1 7Fb, 7Fc H+ concentration and vice-versa (AO2)
Active Learn
8a, 8b
Alkalis: GCSE 3.1-3.4 Exploring Science  Recall the definition of an alkali (AO1)
 Know that alkalis are substances that release 7Fb, 7Fc  Recall the formula of sodium hydroxide
OH- ions when dissolved Active Learn (AO1)
 Know the colour of litmus, methyl orange and 8a  Explain the link between pH and OH- ion
phenolphthalein in alkaline solutions concentration (AO2)

 Know that alkalis have pH > 7

 Understand that the higher the pH, the higher
the concentration of OH- ions
Neutralisation: GCSE 3.6, 3.9-3.10, 3.12-3.14  Core Practical: Add spatulas of  Recall that a base reacts with an acid to
 Know that a base is a substance that reacts powdered calcium oxide/ hydroxide to form a salt and water only (AO1)
with an acid to make a salt and water some hydrochloric acid and follow the  Recall that alkalis are soluble bases
 Know that alkalis are soluble bases pH (AO1)
 Know that neutralisation is when H+ ions react  Plot a pH graph for the above (MS 4a,  Write the ionic equation for
with OH- ions to make water 4c) neutralization (AO2)
 Core Practical: Investigate the change in pH on Opportunities for extension  Plan a method to make a neutral
adding powdered calcium hydroxide or calcium  Research how neutralisation reactions solution from an acid and alkali (AO3)
oxide to a fixed volume of dilute hydrochloric are used in a range of situations
acid Exploring Science
7Fd, 7Fe
Active Learn
8c, 8d, 8e
Acid reactions: GCSE 3.11-3.12  Carry out test-tube reactions with a  Recall that hydrochloric acid produces
 Be able to write word equations for: bench acid and magnesium, copper chloride salts, nitric acid produces
acid + metal oxide, sodium hydroxide solution and nitrate salts and sulfuric acid produces
acid + metal oxide copper carbonate sulfate salts (AO1)
acid + metal hydroxide  Test for carbon dioxide [and/or in next  Write word equations for simple
acid + metal carbonate unit] and for hydrogen reactions of acids with metals, metal
 Know the tests for hydrogen and carbon dioxide  Give the names of an acid and an oxides, metal hydroxides and metal
alkali, and work out the name of the carbonates (AO2)
salt produced when they react
Active Learn Edexcel GCSE (9-1)
Chemistry
8f
acid, alkali, base, concentration, indicator, ion, ionic equation, limewater, methyl orange, neutral, neutralisation, pH, phenolphthalein, strength

Big Idea: Our Earth and its atmosphere Topic: C9.6 The atmosphere and climate Indicative hours: 4
The Earth’s atmosphere as a mixture of gases, and its composition, was covered in year 7 (unit C7.4 The Earth’s atmosphere).
The composition of the Earth’s atmosphere is reviewed, and then a consideration is made of pollution of the atmosphere. This will be developed in year 11
with the historical development of the atmosphere (unit C11.7 Earth and atmospheric science), and pollution is further covered in unit C11.4 with a more
quantitative approach (Greenhouse effect) and also in year 10 (unit C10.7 Fuels –pollutants other than carbon dioxide).
AT 8 – Tests for carbon dioxide and oxygen The development of scientific thinking – the model of the climate used to predict effects of
changing amounts of greenhouse gases; the power and the limitations; of this model and of the
data; evaluating applications of science (e.g. use of fossil fuels); evaluating risk of climate change;
importance of peer review (e.g. ICC data)
Experimental skills and strategies - interpreting data to identify patterns and make
inferences; evaluating data in terms of accuracy, precision and repeatability
Composition of the atmosphere  Plan an experiment to find the percentage of  Recall the percentage of each
 Know the composition of dry air oxygen in the air gas in the atmosphere (AO1)
 Know the tests for oxygen and carbon dioxide  Carry out calculations to find the percentage of  Calculate the percentage of
 Understand how to find the percentage of oxygen in the air (MS 1c) oxygen from data (AO2)
oxygen in the air  Carry out the tests for oxygen and carbon dioxide  Improve plans for
[and/or in previous unit] experiments to find
Opportunities for extension percentage of oxygen (AO3)
 Research water in the atmosphere and the water
cycle
Exploring Science
7Ha
Global warming  Use a diagram to show how carbon is recycled in  Describe how human activity
 Know the meaning of ‘greenhouse gas’ and that the environment and through living things leads to emission of
carbon dioxide, water and methane are  Study graphs showing carbon dioxide levels and greenhouse gases (AO1)
greenhouse gases average temperature levels to find a correlations  Explain how some gases in
 Understand how human activity increases the  Debate: Should the government increase taxes on the air lead to global warming
concentration of greenhouses gases transport? Students should consider the different (AO1)
 Know the meaning of ‘climate change’ ways in which governments try to persuade people  Understand the effects of
 Understand the possible effects on the climate to change their travel habits and so reduce their increased levels of
of increased levels of carbon dioxide and contribution to carbon dioxide emissions greenhouse gases and how
methane Opportunities for extension these may be ameliorated
 Know the projected effects of climate change  Evaluate the implications of a proposal to reduce (AO2)
 Know how the potential harmful effects of carbon emissions  Interpret graphs about carbon
climate change can be addressed and limited Exploring Science dioxide levels and average
7Hc (facts and opinions), 8Ee temperature (AO3)


21c, 21d
climate change, Earth’s atmosphere, fossil fuels, global warming, greenhouse effect

Big Idea: Our Earth and its atmosphere Topic: C9.7 Ceramics, polymers and composites Indicative hours: 2
In year 8 the idea of useful materials from the Earth was considered, and well as matching properties of a material to its use (unit C8.3 Metals and their
uses).
This topic leads into bonding where the reason for the properties in terms of the structure of some of these materials will be considered (unit C9.8 Bonding).
None The development of scientific thinking – explain everyday applications of science
Scientific vocabulary, quantities - as listed below
Materials from the Earth: GCSE 9.39C  Test objects for properties e.g. conductivity, flexibility, brittleness  Evaluate data about
(Chemistry only)  Give a table of properties of different composites (e.g. GRP, Kevlar ®, the properties of
 Know that we get many raw safety glass, concrete and carbon fibre) and ask students to suggest different material to
materials from the Earth the composite best suited to particular uses choose one for a
 Understand the meaning of physical  Demonstrate the formation of glass by making sugar glass or rock given use (AO3)
and chemical properties candy
 Know that uses of materials depend
on their physical and chemical
properties
Glass and clay ceramics, polymers,  Research properties and uses of composites (e.g. plywood, concrete)  Know that glass and
composites, metals: GCSE 9.38C  Give students some everyday materials (e.g. steel, copper, clay ceramics,
(Chemistry only) aluminium, lead, bone china, pottery, porcelain, coloured glass, polymers, composites
 Know some everyday examples of colourless glass, poly(ethene), poly(styrene), PVC, rubber, and metals are types
objects made from glass, clay concrete, glass fibre, paper, plywood, etc.) and ask them to classify as of material (AO1)
ceramic, polymer, composite and glass, ceramic, plastic, composite and metal
metal  Tell students about pykrete, a composite material made by freezing a
mixture of wood chips or paper with water. Then demonstrate the
properties of ice and pykrete using pre-prepared samples.
 Research how glass can be recycled
Exploring Science
9Ea, b, c
26a, 26b
ceramic, composite, glass, ore, polymer, raw material

Big Idea: Materials and their properties Topic: C9.8 Bonding Indicative hours: 8
The idea that atoms are held together in compounds by bonds has occurred in many previous units, and the idea of an ion was mentioned in the acids topic
(unit 9.5 Acids and bases).
This is a fundamental topic to the understanding of GCSE Chemistry. The unit has been placed at the end of year 9 so that teachers may, if they wish, move
some or all of this unit to the next year should this be desirable in terms of the students’ ability (one obvious split would be to cover ionic bonding in year 9
and covalent in year 10, or vice-versa). The bonding of substances will be relevant to discussions in many further units, particularly perhaps in unit 10.4 –
Heat energy changes (bond making and breaking), unit 10.7 – Fuels (covalently bonded hydrocarbon molecules) and unit 11.2 – Organic chemistry.
AT 1 – measuring melting points, conductivity The development of scientific thinking – the use of models to represent bonding; limitations of
AT 2 – use of heating devices measuring melting points these models
Experimental skills and strategies - carry out melting point experiments safely
Analysis and evaluation - interpreting data on physical properties to deduce bonding type
Scientific vocabulary, quantities - as listed below
Ionic bonding: GCSE 1.21-1.27, 1.33  Given a table on ions, work out the  Explain the formation of ions in
 Describe how atoms of elements from groups 1 formula of an ionic compound from the groups 1, 2, 6 and 7 (AO1)
or 2 react with atoms from elements from formulae of its ions  Use dot and cross diagrams to
groups 6 or 7 do so by forming ions  Demonstrate that solid zinc chloride does explain how ionic bonds are formed
 Know that the number of electrons gained or not conduct electricity, but that molten (AO2)
lost depends on the electronic configuration, zinc chloride does  Describe the structure of ionic
and how to work out the charge on the ion Exploring Science compounds (AO1)
 Know how to draw a dot and cross diagram 9Ha  Explain why ionic compounds conduct
 Know how to name ionic compounds Active Learn Edexcel GCSE (9-1) Chemistry electricity only when they are molten
 Know how to work out the formula of an ionic 5a, 5b, 5c and in aqueous solution (AO1)
compound from its ions  Explain why ionic compounds have
 Understand how an ionic lattice forms and high melting points and high boiling
explains the compounds physical properties points (AO1)
 Deduce the formula of an ionic
compound (AO2)
Covalent bonding: GCSE 1.28-1.31, 1.34-1.39  Students look at different ways that  Describe how covalent bonds are
 Know how covalent bonds form by sharing molecules are represented in textbooks formed (AO1)
electrons and on the internet. They then fill in a  Explain the formation of covalent
 Know how to draw dot and cross diagrams table with the names, molecular formulae, bonds using dot and cross diagrams
 Understand how some covalently bonded dot and cross diagrams, structural (AO1)
substances form simple molecules and how to formulae and 3D models of given simple  Explain why covalent, simple
explain their physical properties molecules, following an example. (MS 5b) molecular compounds have low
 Understand how some covalently bonded  Show students molecular models of the melting and boiling points and are
substances form giant covalent lattices and how following: hydrogen chloride, water, poor conductors of electricity (AO1)

to explain their physical properties methane, carbon dioxide and  Describe the structures of diamond,
 Know the structures of diamond, graphite and poly(ethene). Tell students which colours graphite, fullerenes and graphene
fullerenes and their uses represent which type of atoms and ask (AO1)
 Understand that polymers are very long them to use this information to identify the  Explain the properties of giant
molecules molecules. covalent substances (AO1)
 Students use models to represent the  Describe the structure of a polymer
structures of graphene, graphite and (AO1)
diamond. Modelling clay, straws and/or dry
spaghetti may be used in this activity, or
other similar materials. (MS 5b)
6a,7a, 7b
Metallic bonding: GCSE 1.40, 1.42  Demonstrate that metal foil or wire can be  Describe the structure of a metal
 Know that metals form lattices of ions with bent into different shapes without (AO1)
delocalised electrons and how to explain their breaking, and that a metal conducts  Explain why metals are malleable
physical properties electricity (AO1)
 Test the properties of a metal and a non-  Explain why metals conduct
metal then test an unknown substance and electricity (AO1)
deduce whether it is a metal or a non-
metal
7c
Types of substance: GCSE 1.32, 1.41  Represent structures and bonding using a  Describe the difference between
 Understand the difference between the bonding variety of different models (dot and cross, molecules and giant lattice structures
types: ionic, covalent, metallic ball and stick, 2D, 3D) (MS 5b) (AO2)
 Understand the difference between the  Give students a table of properties for  Explain how the structure and
structure types: ionic lattice, simple molecules, various substances so that they can deuce bonding of a substance is linked to its
covalent lattice. metallic lattice their bonding physical properties (relative melting
 Classify different types of elements and point and boiling point ability to
compounds by investigating their melting conduct electricity, as solids and in
points and boiling points, solubility in solution) (AO1)
water and electrical conductivity (as solids  Explain why we use models to
and in solution) including sodium chloride, represent structure and bonding
magnesium sulfate, hexane, liquid (AO2)
paraffin, silicon(IV) oxide, copper sulfate,  Describe the limitations of the
and sucrose (sugar). different models used to represent
Active Learn Edexcel GCSE (9-1) Chemistry structure and bonding (dot and cross,
7d ball and stick, 2D, 3D) (AO2)
anion, ball and stick, bond, Buckminsterfullerene, cation, conductivity, delocalised electrons, dot and cross, fullerene, giant lattice, graphite, graphene, ion,
lattice, polymer, sea of electrons, simple molecule



Big Idea: Chemical Changes Topic: C10.1 Formulae, equations and hazards Indicative hours: 2
Unit 9.3 introduced the idea of formulae and word and symbol equations, with the balancing of simple symbol equations involving molecules only. The
bonding unit covered ionic formulae (unit C9.8 Bonding) and an example of an ionic equations occurred in the acids topic (unit C9.5 Acids and bases).
This unit is a refresher on equations and formulae, with the intention that symbol equations are now balanced whenever they occur naturally in the course of
subsequent units. So, equation balancing skills are revisited throughout the subsequent units. Whilst ionic equations are listed here, for many students it
will be better to cover them as they arise in context, e.g. in metal displacement reactions (unit C10.6 Obtaining and using metals). Half-equations will occur
in the context of electrolysis (unit C10.8 Electrolytic processes).
None Analysis and evaluation - presenting chemical information about reactants and products using
symbolic forms
Formulae: GCSE 0.1  Give students models of molecules are get  Deduce from a formula the identity
 Know how to interpret a formula in terms of them to write formulae of the elements in a molecule and
the elements present and their relative  Give students diagrams of lattices and get the number of each atom (AO2)
amounts them to write the empirical formula (MS 5b)  Understand that the formula of
 Appreciate the difference between a lattices represents the ratio of
molecular formula and the formula of a atoms of each element (is
substance existing as a giant lattice empirical) (AO1)
Equations: GCSE 0.2-0.4  Use cards to assemble word equations  Write word equations given some or
 Know how to write a word equation  Practise balancing symbol equations, graded all reactants and products (AO2)
 Know how to write and interpret a balanced according to students’ ability (MS 1c)  Balance simple symbol equations
symbol equations  Suggest observations given the equation and (AO2)
 Know how to use state symbols state symbols  Balance more complex symbol
 Understand and write ionic equations Opportunities for extension equations (AO2)
 Practise writing ionic equations  Interpret state symbols (AO2)
Sc8d, 11a
Hazards: GCSE 0.5-0.6  Look at the hazard symbols on household  Recall the main hazard symbols
 Know the basic hazard symbols products and research their meanings and (AO1)
 Understand which safety precautions are precautions  Suggest appropriate safety
needed in a specified experiment and/or  Demonstrate adding magnesium to acid at precautions for and experiment
where hazards are given concentration where it requires a ‘corrosive’ (AO3)
hazard symbol, then ‘harmful’, then no hazard

aqueous, corrosive, explosive, empirical formula, flammable, hazard, ionic equation, molecular formula, toxic
Big Idea: Materials and their properties Topic: C10.2 Groups in the periodic table Indicative hours: 4
In year 8 the idea of the periodic table as a list of elements was introduced (unit C8.1 Atoms, elements and compounds). In year 9, atomic structure was
studied (unit C9.2 Atomic structure) and this was then linked to the arrangement of the elements in the modern periodic table (unit C9.4 The periodic table)
as well as its historical development.
This unit now considers three groups in the periodic table, the alkali metals, the halogens and the noble gases. The noble gases links with bonding (the full
outer shell idea) (unit C9.8 Bonding). Oxidation and reduction appear in this unit in the context of halogen displacement. The transition metals will be
considered later this year (unit C10.6 Obtaining and using metals).
Apparatus and techniques Working Scientifically skills developed
developed
AT 5 – making appropriate The development of scientific thinking – everyday applications of science (noble gas uses); evaluate risks in
observations about halogen reactivity practical science
during reactions Experimental skills and strategies - carry out experiments appropriately; make and record observations
AT 6 – safe use of materials Analysis and evaluation - present observations and data
AT 8 – use of appropriate techniques Scientific vocabulary, quantities - listed below
in gas tests
Group 1: GCSE 6.1-6.5  Show students the metals lithium, sodium and  Identify the alkali metals, halogens and
 Know the position of the alkali potassium and demonstrate their main physical and noble gases on the periodic table (AO1)
metals in the periodic table chemical properties, including softness, density, and  Recall the typical physical properties of
and their physical properties their reactions with water alkali metals and that there is a trend in
 Know how the alkali metals  Show a video of the reaction between lithium and physical properties as you go down a group
react with water, and chlorine. Discuss the chemical change occurring, draw (AO1)
understand why there is a electron configurations, and construct a word and  Describe the reactions of lithium, sodium
trend in reactivity symbol equation for the reaction and potassium with water (AO1)
 Explain how the electronic configurations of
Opportunities for extension the atoms of alkali metals affect their
Write ionic equations for the reactions above reactivity (AO2)
Active Learn Edexcel GCSE (9-1) Chemistry  Use the reactions of alkali metals with
Sc17a water to predict the reactions of other alkali
metals (AO2)

Group 7: GCSE 6.6-6.13  Students carry out research using text and online  Describe the trends in colour, melting point
 Know the position of the sources to investigate the properties of chlorine, and boiling point of chlorine, bromine and
halogens in the periodic table bromine and iodine. The data can then be used to look iodine down the group, and use these to
 Know the colours, states and for general trends and make predictions about the predict physical properties of other
physical properties of the physical properties of other halogens. halogens (AO1/2)
halogens  In a fume cupboard, demonstrate the reactions of  Describe the chemical test for chlorine AO1)
 Know the test for chlorine different metals with halogens, e.g. heated iron/steel  Describe the trends in the reactions of
 Know the trend of halogens wool in gas jar of chlorine gas; burning magnesium in halogens with metals, and use this to
forming metal halides, and gas jar of chlorine gas; Dutch foil (copper) in warmed predict reactions of other halogens (AO1/2)
understand why there is a gas jar of chlorine. Construct word and symbol  Write word and balanced chemical
trend in reactivity equations for the reactions equations, including state symbols, for the
 Know the reaction of  Demonstrate the reactions of aluminium with each of reactions of halogens with metals (AO2)
halogens with hydrogen to three halogens, chlorine, bromine and iodine, to form  Describe hydrogen halides and their
form halides that give acidic the solid aluminium halides. Students should write chemical properties (AO1)
solutions equations and discuss how different halogens have  Explain how the reactivity of halogens can
 Understand the displacement different reactivities. be worked out from displacement reactions
reactions of halogens and  Use the trends to predict values for the properties of (AO3)
that these are redox astatine and check predictions against recorded data  Write ionic equations for redox reactions
reactions  Ask students to draw electron shell diagrams to show (AO2)
the electronic configurations of fluorine (2.7), chlorine  Explain the order of reactivity of halogens
(2.8.7), bromine (2.8.18.7) and iodine (2.8.18.18.7). using electronic configurations (AO1)
Discuss why these halogens react in a similar way and
what will happen, in terms of electrons, when the
halogens react
 Carry out the halogens by observing the displacement
reactions of halogens and halide ions
 Balance the more complex ionic equations forming
AlC3, SnCl4, etc (Ms 1c)
 identify the oxidation and reduction reactions involved
Sc17b, 17c
Group 0: GCSE 6.14-6.16  Students organise data on the physical properties of  Recall that the noble gases are chemically
 Know the position of the noble gases, relating observable trends to the position inert compared with other elements (AO1)
noble gases in the periodic of the elements in the periodic table and using the  Describe the trends in the physical
table and their physical trends to predict unknown values. The properties properties of the noble gases (AO1)
properties and uses investigated are: atomic size, relative atomic mass,  Use trends in physical properties to predict
 Understand why the noble boiling point and density. the physical properties of other noble gases
gases are inert Opportunities for extension (AO2)
 Students should draw a graph, with a best fit line, of  Explain why noble gases are chemically
relative atomic mass (horizontal axes) against the inert by referring to their electronic

density (vertical axes) for the noble gases. Ask configuration (AO1)
students to use their graphs to work out the densities  Describe uses of noble gases linked with
of other common gaseous elements and compounds their properties (AO2)
using their relative atomic masses. (MS4a, 4c)
Sc17d
alkali metal, bleach, halogen, inert, noble gas, oxidation, reduction, redox, trend, unreactive
Big Idea: Chemical changes Topic: 10.3 Reactions of acids Indicative hours: 8
The acids topic has been introduced gradually, in year 7 (C7.3 Acids and alkalis), year 8 (C8.2 Types of chemical reaction) and year 9 (C9.5 Acids or bases).
From this work the students will know about acids, alkalis, indicators and the reaction of acids with metals, oxides, hydroxides and carbonates. Separation
techniques – filtration, crystallisation – covered in year 9 (unit C9.1 States of matter and mixtures) are relevant to salt preparation.
The work from year 9 will be developed to complete this theme with a focus on salt preparation techniques. Titration calculations are met in year 11 (unit
C11.3 Quantitative analysis).
AT 1 – using apparatus to measure – The development of scientific thinking –evaluate risks in practical science
volumes, pH Experimental skills and strategies - planning, carry out and making measurements in experiments
AT 2 – safe use of heating apparatus – Analysis and evaluation - present observations and data, including graphs of pH changes
Bunsen burner and water bath Scientific vocabulary, quantities - use of units – volume and terminology listed below
AT 3 – measurement of pH in titration
AT 4 – use of equipment to separate –
evaporation, filtration and crystallisation
AT 5 – making observations of pH
AT 6 – careful mixing of acids and alkalis
Acid reactions: GCSE 3.1-3.14 Review work covered in unit C9.5 Acids and Bases See unit 9.5 Acids and Bases
 See 9.5 Acids and Bases  Calculate concentration of a solution in g dm −3 (MS 3c)
 Name the ions present in acidic and alkaline solutions
 Describe the relationship between hydrogen ion
concentration and pH
 Explain the difference between a dilute and concentrated
solution; and a strong and weak acid
 Write the ionic equation for neutralisation
 Plot and interpret graphs of pH against volume of acid or
alkali added in a neutralisation reaction (MS 4a, 4c)
Sc8a, 8b, 8c, 8d, 8f

Solubility rules: GCSE 3.19-3.20  Prepare a precipitate of silver chloride using solutions of  Recall the solubility rules (AO1)
 Know the solubility rules silver nitrate and sodium chloride  Apply the rules to deduce
 Predict the salts formed in acid  Demonstrate the formation of the same insoluble salt from whether a salt is soluble (AO2)
reactions and whether they are different solutions, e.g. barium sulfate by adding  Name the precipitate formed in
soluble or insoluble magnesium sulfate, sodium sulfate and copper sulfate a reaction (AO2)
solutions to separate portions of barium chloride solution.
 Explain that in the reactions above, it is the same
precipitate as the barium ions are reacting with the sulfate
ions. The other ions are spectator ions. They can then write
ionic equations for the formation of precipitates.
Sc8g
Preparing insoluble salts: GCSE 3.21  Preparation of magnesium sulfate from magnesium and  Describe how to prepare a pure,
 Know the method to prepare a dilute sulfuric acid dry sample of an insoluble salt
pure, dry sample of an insoluble Active Learn Edexcel GCSE (9-1) Chemistry (AO1)
salt Sc8g  Suggest improvements to a salt
preparation method (AO3)
Preparing a soluble salt with insoluble  Write word equations for the reactions of acids and metal  Describe the steps involved in
reactant: GCSE 3.15, 3.17 oxides preparing a soluble salt from an
 Know the method to prepare a  Core practical: making copper sulfate crystals from copper acid and an insoluble reactant
pure, dry sample of an soluble salt oxide and sulfuric acid, using a water bath to crystallise (AO1)
using an insoluble base  Plan the preparation of zinc nitrate from zinc carbonate and  Explain why an excess of
 Core practical: Prepare copper dilute nitric acid insoluble reactant is used (AO2)
sulfate crystals from copper oxide Opportunities for extension  Explain why filtration is used
 Write symbol equations for the reactions of acids and metal (AO2)
oxides  Suggest improvements to a salt
Active Learn Edexcel GCSE (9-1) Chemistry preparation method (AO3)
Sc8c
Preparing a soluble salt with soluble  Demonstrate the preparation of sodium chloride from  Describe how to carry out an
reactant: GCSE 3.16, 3.18 sodium hydroxide solution and dilute hydrochloric acid, acid-alkali titration (AO1)
 Know the method to prepare a using an indicator with titration  Explain why titration is used to
pure, dry sample of an soluble salt  Predict the salts produced from different combinations of prepare soluble salts (AO2)
using titration acids with metals, bases, carbonates and alkalis  Suggest improvements to a salt
Active Learn Edexcel GCSE (9-1) Chemistry preparation method (AO3)
Sc8e
base, burette, end point, excess, insoluble, meniscus, pipette, salt, soluble

Big Idea: Chemical changes Topic: C10.4 Heat energy changes Indicative hours: 4
In year 8 the concept of exothermic and endothermic reactions was introduced (unit C8.2 Types of chemical reaction).
This unit sets the understanding of energy changes in the context of a model of a reaction in which bonds are broken in the reactants and formed in the
products. Energy changes are calculated. The concept of activation energy is introduced, and this is applicable to rates of reaction (unit 10.5 Rates of
reaction).
AT 1 – using apparatus to measure temperature changes The development of scientific thinking –use of a bond making/breaking model; everyday
AT 2 – safe use of heating apparatus application of science (e.g. handwarmers, fuels, cold packs)
AT 3 – measurement of temperature to monitor reaction Experimental skills and strategies - planning, carry out and making measurements of
AT 5 – measurement of temperature to monitor reaction temperature changes in experiments
AT 6 – safe use of reactants Analysis and evaluation - present observations and data, including reaction profiles
Scientific vocabulary, quantities - use of units – kJ and appropriate significant figures
Exothermic reactions: GCSE 7.9-7.10  Demonstrate Shrieking jelly baby  Recall that temperature changes
 Know that reactions that give out heat are experiment - how potassium chlorate(V) occur during many chemical
exothermic oxidises the sugar in a jelly baby into reactions (AO1)
 Know how to demonstrate that a reaction is carbon dioxide and water  Plan an experiment to determine
exothermic  Plan an experiment and measure heat changes in a reaction
temperature changes accompanying some (AO3)
of the following types of change: a salt  Suggest improvements to
dissolving; neutralisation reactions; metal experiments (AO3)
displacement reactions
 Ask students to design a non-drug-
containing medical pack to ease joint
stiffness in older people. They need to
present their designs, together with
ingredients and details of how they would
make their packs and how they work.
19a
Endothermic reactions: GCSE 7.9, 7.11  Plan an experiment and measure  Classify (using temperature
 Know that reactions that take in heat are temperature changes accompanying an change) and explain (in terms of
endothermic endothermic dissolving energy transfer) exothermic or
 Know how to demonstrate that a reaction is Active Learn Edexcel GCSE (9-1) Chemistry endothermic reactions (AO2)
endothermic 19a
Bond making and breaking: GCSE 7.12-7.14  Calculate energy changes (MS 1a)  Describe bond breaking and

 Understand the link between making and breaking  Predict whether a chemical reaction will be making in terms of energy
bonds and energy change exothermic or endothermic given data on transfer (AO1)
 Calculate energy changes bond strengths  Use bond energies to calculate
Opportunities for extension energy changes in reactions
 Use energy data to select a reaction for a (AO2)
chemical hand warmer or cool pack
19b
Reaction profiles: GCSE 7.15-7.16  Interpret reaction profiles (MS 4a)  Draw and label reaction profiles
 Understand activation energy Active Learn Edexcel GCSE (9-1) Chemistry (AO2)
 Understand reaction profiles for exothermic and 19b
endothermic reactions
activation energy, bond breaking, bond making, endothermic reaction, exothermic reaction, reaction profile

Big Idea: Chemical Changes Topic: C10.5 Rates of reaction Indicative hours: 6
This topic relies on a good understanding of the particulate nature of matter (unit C9.1 States of matter and mixtures) and links to the ideas about bond
making and breaking in the last topic (unit C10.4 Heat energy changes) – which also introduced the idea of activation energy.
This unit considers how the rate of reaction is determined by the frequency of collisions and energy of the reactant particles. It is relevant to any unit
involving reactions, but in particular will be used in year 11 when considering the conditions under which equilibrium processes are carried out in industry
(unit C11.6 equilibria).
AT 1 – using apparatus to measure – volumes, time, mass The development of scientific thinking –the particle model used in the collision theory;
AT 2 – safe use of heating apparatus – Bunsen burner and use of a bond making/breaking model; evaluate risks in practical science
water bath Experimental skills and strategies - planning, carry out and making measurements in
AT 3 – measurement of gas volumes, time rates experiments; suggesting improvements
AT 5 – measurement of rates of reaction Analysis and evaluation - present observations and data, including graphing data;
AT 6 – careful mixing of reactants in rate experiments calculating gradients; identifying patterns in data; providing explanations for patterns
Scientific vocabulary, quantities - use of units of quantity and tine; appropriate
significant figures
The collision theory: GCSE 7.3  Ask students to work in pairs to write  Recall some reactions that
 Know that reactants must collide before a reaction down as many chemical reactions as they happen slowly and some that
can occur can think of, classifying them under three happen quickly (AO1)
 Understand that particles must have a minimum headings 1 - very slow reactions e.g.  Explain what the activation
amount of energy, the activation energy, before a rusting, 2 - medium speed reactions e.g. energy of a reaction is (AO1)
collision can result in a reaction cooking and 3 - very fast reactions e.g.  Recall the meaning of rate of
 Understand the meaning of rate of reaction explosions and precipitations. reaction (AO1)
 Know that rate can be increased by increasing  Demonstrate the idea that collisions are
collision frequency or proportion of particles with at needed for reactions to occur using a tray
least the activation energy of marbles with a solid block of wood in
the centre
18a, 18b
Rates factors: concentration, gas pressure, surface  Core Practical: Investigate the effects of  Explain why changes in the
area of solid, temperature: GCSE 7.1, 7.2, 7.4, 7.5 changing the conditions of the reaction frequency of collisions between
 Understand how altering concentration of a reactant between hydrochloric acid and marble particles affect the rate of
in solution or pressure of a gas reactant alters the chips by measuring the production of a gas reaction (AO1)
rate of reaction in terms of collision frequency  Core Practical: Investigate the effects of  Explain why changes in
 Understand how altering the surface area of solid changing the conditions of the reaction temperature, concentration,
reactants alters the rate of reaction in terms of between sodium thiosulfate and surface area and pressure affect
collision frequency hydrochloric acid by observing the colour the rate of reaction (AO2)

 Understand how altering the temperature alters the change  Plan experimental methods to
rate of reaction in terms of (a) the proportion of  Calculating the rate of reaction from data investigate rates of reaction
particles with ≥ activation energy and (b) collision (MS 2a, 3c) (AO3)
frequency  Drawing and interpreting appropriate  Use graphs of changes (in mass,
 Calculate surface area/volume ratio graphs from data and calculating the volume or concentration of
 Core practicals: marble chips and acid/sodium gradient (MS 4a, 4c, 4d, 4e) reactant or product) against
thiosulfate and acid Opportunities for extension time, to interpret what is
 Analyse graphs, including calculation of gradient  Use simulation software to explore rates happening during reactions
factors (AO3)
 Graph 1/time (min-1) on the vertical axis  Draw a tangent and calculate
against temperature (°C) on the horizontal the gradient (AO2)
axis for a rates experiment (MS 4a, 4c, 4d,
4e)
Exploring Science
9Hc
18b
Rates factors: catalyst: GCSE 7.2, 7.5-7.8  Investigate the effect of using different  Describe how catalysts affect
 Know that a catalyst speeds up a reaction catalysts on the decomposition of the rate of a reaction (AO1)
 Understand how a catalyst works in terms of hydrogen peroxide. Students compare the  Explain how a catalyst works
activation energy effect of adding a range of solid oxides to (AO1)
 Know that biological catalysts are enzymes and that hydrogen peroxide and observing which  Describe what enzymes are
they are used in fermentation produces the oxygen gas most quickly. (AO1)
 Demonstration of the catalytic effect of  Explain how catalysts are used
cobalt(II) ions on the reaction between in fermentations (AO1)
hydrogen peroxide and potassium sodium
tartrate (Rochelle salt)
 Research the use of enzymes in alcohol
production
18c
activation energy, catalyst, collision, enzyme, gradient, particle, rate of reaction, surface area, surface area to volume ratio
Big Idea: Our Earth and its atmosphere Topic: C10.6 Obtaining and using metals Indicative hours: 10
In year 8 a solid foundation was laid about metals and their occurrence in the Earth (unit C8.3 Metals and their uses).

This topic is focussed on the reactivity series. The derivation of this from the reactions of metals is the foundation, which is then applied to metal
displacement reactions (where redox and ionic equations are developed), metal extraction methods and corrosion. Life-cycle assessments are introduced
with the example of metals. Finally, transition metals are introduced along with their alloys, particularly steel.
AT 2 – safe use of heating apparatus when The development of scientific thinking –the model of alloys; applications of science in metal uses and anti-
carrying out metal extraction corrosion methods
AT 3 – observations to monitor metal Experimental skills and strategies - planning, carry out and making measurements in metal experiments
reactions Analysis and evaluation - present observations and data, analysing data to produce a reactivity series;
AT 5 – making and recording observations providing explanations for patterns in metal displacement
in metal reactions
AT 6 – careful mixing of reactants
The reactivity series: GCSE 4.1, 4.3  Demonstrate the reactions of potassium and  Describe the reactions of different metals
 Know the reaction of metals with sodium with water with water (AO1)
water  Carry out experiments of calcium, magnesium,  Describe the reactions of metals with
 Know the reaction of metals with zinc, iron and copper with water acids (AO1)
acid  Carry out experiments of magnesium, zinc, iron  Place metals in reactivity series order
 Understand how the reactivity and copper with acid given data or observations (AO3)
series is constructed  Deduce the order of metals in the reactivity series  Explain the reactivity series in terms of
 Understand why some metals from their reactions with water and acids the tendency of different metal atoms to
are more reactive Opportunities for extension form cations (AO1)
 Write ionic equations for metal/acid reactions
Exploring Science
9Fb, 9Fe
11a
Displacement reactions: GCSE 4.1- 4.2  Students mix magnesium, zinc, iron and copper  State the meaning of displacement
 Know the reaction of metals with with the appropriate sulfate solutions and observe reaction (AO1)
salt solutions to see which pairs react  Describe observations of the reactions of
 Understand why some metals  Use results from displacement reactions to metals with salt solutions (AO2)
displace others in terms of the produce an order of reactivity  Explain the meaning of oxidation and
reactivity series  Students investigate temperature changes reduction in terms of the movement of
 Understand the meaning of during displacement reactions of copper sulfate electrons (AO1)
redox in terms of electron solution, by adding different metals to the copper  Write balanced equations for displacement
transfer sulfate solution. reactions (AO2)
 Ask them to predict which of these mixtures will  Explain how displacement reactions are
react and why: magnesium and iron oxide, copper examples of redox reactions (AO2)
and zinc oxide, iron and copper oxide  Explain which substance has been
Opportunities for extension oxidised and which substance has been
 Demonstrate the displacement of silver under a reduced in a reaction (AO2)

microscope, using silver nitrate solution and

copper foil
 Write half equations for reactions and explain why
they are redox reactions, in terms of electrons
gained or lost
Exploring Science
9Fd
11a
Metal extraction: GCSE 4.4-4.8  Demonstrate a thermite reaction  Recall the meaning of the term ‘ore’ (AO1)
 Know that metals are separated  Extraction of copper from copper oxide or lead  Recall some metals that are found
from, or extracted from compounds from lead oxide by heating with carbon uncombined in the Earth’s crust (AO1)
in, ores  Justify the choice of extraction method for a  Describe the meanings of oxidation and
 Know that unreactive metals occur metal, given data about reactivity reduction in terms of oxygen (AO1)
uncombined  Evaluate biological methods of metal extraction  Recall that all metals are produced by
 Know that meaning of oxidation and Opportunities for extension reduction of their ores (AO1)
reduction in terms of oxygen  Evaluate the environmental effects of quarrying  Describe how metals are extracted from
 Know that metals in the middle of and mining their ores by heating with carbon or
the reactivity series can be Active Learn Edexcel GCSE (9-1) Chemistry electrolysis (AO1)
extracted by displacing the metal by 11b, 11c  Explain why the method used to extract a
heating with carbon metal is related to its position in the
 Know that metals at the top of the reactivity series and cost of the extraction
reactivity series can only be process (AO2)
extracted by electrolysis  Describe two biological methods of metal
 Understand the benefits and extraction (AO1)
drawbacks of bacterial and
phytoextraction
Corrosion: GCSE 4.9, 5.2C-5.4C  Demonstrate rusting of iron using ferroxyl  Describe corrosion of metals as the result
 Know that corrosion is an oxidation indicator of oxidation (AO1)
reaction  Investigate barrier rust prevention methods (nail  Recall ways in which iron can be
 Know that more reactive metals varnish, grease and cling film) and sacrificial prevented from rusting (AO1))
corrode more easily protection (magnesium and copper). Use  Explain how barrier methods work (AO2)
 Understand methods to prevent Hexacyanoferrate(III) as an indicator  Use ideas about reactivity to explain how
rusting of iron (C)  Electroplate metal objects (e.g. coins/metal foil) sacrificial metals can protect iron from
 Know that electroplating can be with copper using a copper anode and copper(II) rusting (AO2)
used to improve corrosion sulfate solution. Ask students to predict what will
resistance and appearance(C) happen to the mass of the anode and the mass of
the object being electroplated during the process,
and to justify their answers.
 Electroplate a piece of copper with zinc in a fume
cupboard using zinc sulfate solution/ sodium

hydroxide solution electrolyte and copper and zinc

electrodes.
Exploring Science
9Fb
11c, 13b, 13c
Life cycle assessments: GCSE 4.10-4.12  Use data to evaluate proposals for recycling  Explain why recycling of metals is
 Understand the advantages and materials important (AO1)
disadvantages of recycling metals  Present and discuss Life Cycle Assessments for  Use life cycle assessment data to evaluate
 Know the stages in a life cycle different types of shopping bag different materials (AO3)
assessment Exploring Science
9Ee
11d
Transition metals: GCSE 5.1C  Investigate catalysing the reaction between  Describe some general chemical and
(Chemistry only) iron(III) nitrate solution and sodium thiosulfate physical properties of transition metals
 Know the position of transition solution: a purple solution forms which turns (AO1)
metals including iron in the periodic colourless over time. Students use drops of  Explain why iron has the typical properties
table different transition metal solutions, e.g. cobalt(II) of a transition metal (AO2)
 Know the general properties of chloride, copper(II) sulfate and iron(II) sulfate
transition metals  Demonstrate the decomposition of hydrogen
peroxide using two transition metal oxides, and
the use of copper(II) sulfate to catalyse the
reaction between zinc and dilute sulfuric acid.
13a
Alloys: GCSE 5.5C-5.7C (Chemistry  Use a tray of identical-sized marbles to model the  Explain why alloys are often stronger than
only) structure of a metal. Add a larger marble and the metals they contain (AO1)
 Know the structure of a metal discuss the effects this has on the structure, and  Describe alloy steels are their benefits
lattice the effects this change would have on the over pure iron (AO1)
 Understand why alloys are stronger strength of a metal. (MS 5b)
than pure metals  Make a small sample of a lead–tin alloy. Compare
 Understand why iron is alloyed to its hardness to that of lead and tin separately.
make steel  Show students a Bunsen burner, a stand, boss
and clamp, and a gauze mat and tripod. Ask them
to suggest the properties that these items should
have and whether they think one metal or alloy
would be suitable for all of them.
 Use data about metals and alloys to link uses and
properties of different materials

13d, 13e
alloy, alloy steel, corrosion, displacement, electrolysis, extraction, life cycle assessment, natural resources, ore, reactivity series, recycling, rusting, transition
metal

Big Idea: Chemical changes Topic: C10.7 Fuels Indicative hours: 4

In year 9 the idea that the products from burning fossil fuels is affecting our environment was introduced (Unit C9.6 The atmosphere and climate).
This unit is the foundation for organic chemistry, covering crude oil and its separation into useful products – cracking where necessary. The products of
combustion are considered, both complete and incomplete, and the pollutants and their problems are discussed. Organic chemistry will be developed further
with more functional groups in year 11 (unit C11.2 organic chemistry).
None The development of scientific thinking –applications and implications of the use of science
considering fuels
Scientific vocabulary, quantities - listed below
Crude Oil: GCSE 8.2-8.5  Demonstrate the fractional distillation  Describe the compounds found in crude oil
 Know that crude oil is a mixture of chains and of synthetic crude oil and the ease of (AO1)
rings, and is finite ignition and viscosity of the fractions  Explain why crude oil is a finite resource
 Understand how and why crude oil is Active Learn Edexcel GCSE (9-1) (AO2)
separated by fractional distillation Chemistry  Recall the names and uses of fractions
 Recall fractions and their uses 20a, c20b from crude oil (AO1)
 Know the trends as carbon chain length  Explain how fractional distillation of crude
increases oil works (AO2)
 Describe how fractions differ from each
other (AO2)
Alkanes: GCSE 8.1, 8.6  make models of alkanes of different  State the meaning of hydrocarbon (AO1)
 Know the definition of a hydrocarbon lengths  Describe that oil fractions mostly contain
 Understand the meaning of the term  plot the boiling point of the first 10 alkanes (AO1)
‘homologous series’ alkanes (MS 4a, 4c)  Explain why alkanes form a homologous
 Know that the chains in crude oil are alkanes Active Learn Edexcel GCSE (9-1) series (AO2)
Chemistry  Identify hydrocarbons and alkanes from a
20a, 20 list of structural formulae (AO3)
Combustion of hydrocarbons: GCSE 8.7-15  Compare the temperature rise of water  Describe the complete and incomplete
 Know the products of complete combustion of when some fuels are burnt combustion of hydrocarbons (in terms of
a hydrocarbon Active Learn Edexcel GCSE (9-1) reactants and products) (AO1)
 Know the products of incomplete combustion Chemistry  Explain the problems caused by
 Understand the problems caused by carbon, 20d, 20e incomplete combustion (AO1)
carbon monoxide, sulfur dioxide, nitrogen  Explain why carbon monoxide is toxic
oxides (AO1)
 Know that petrol, diesel, kerosene and  Describe the tests for carbon dioxide and
methane are non-renewable fossil fuels water (AO1)
 Understand the advantages and disadvantages  Explain how some hydrocarbon fuels
of hydrogen as a fuel compared to petrol produce sulfur dioxide in use (AO1)

 Explain why oxides of nitrogen are

produced when fuels are burned in
engines (AO1)
 Recall the names of some common fossil
fuels (AO1)
 Evaluate data on burning fuels to deduce
the best energy per gram of fuel (AO3)
 Evaluate hydrogen as an alternative fuel
to petrol for cars (AO3)
Cracking: GCSE 8.16-8.17  Demonstrate cracking of paraffin oil  Describe why cracking is necessary (AO1)
 Know why cracking is carried out  Use molecular models to illustrate  Explain why alkanes are saturated and
 Understand what happens when a hydrocarbon cracking alkenes are unsaturated (AO1)
is cracked Active Learn Edexcel GCSE (9-1)
Chemistry
20f
alkane, bitumen, complete combustion, crude oil, diesel oil, fractional distillation, fuel, fuel oil, finite, gases, homologous series, hydrocarbon, incomplete
combustion, kerosene,non-renewable, petrol

Big Idea: Chemical changes Topic: C10.8 Electrolytic processes Indicative hours: 6
A good knowledge of ions is required as covered in year 9 (unit C9.8 Bonding). Electrolysis has already been encountered, but with no detail, in context of
the extraction of aluminium (unit C10.6 Obtaining and using metals).
This unit explains how the movement of ions is necessary for electrolysis and the products of electrolysis for molten and aqueous electrolytes is considered.
The final type of equation, half-equation, is covered.
AT 1 – using apparatus to measure current, mass The development of scientific thinking –evaluation of risks in electrolysis experiments
of electrodes Experimental skills and strategies - planning, carry out and making measurements in electrolysis
AT 2 – safe use of heating apparatus in electrolysis experiments
of molten electrolytes Analysis and evaluation - present observations and data
AT 3 – measurement of current, mass of Scientific vocabulary, quantities - use of units of current; electrolysis vocabulary
electrodes
AT 5 – monitoring products at electrodes
AT 6 – careful use of electrolysis apparatus
AT 7 – Use apparatus to set up cells
Electrolysis: GCSE 3.22-3.24  Show the movement of ions by  State the meaning of the term ‘electrolyte’
 Know that electrolysis is decomposition electrolysis of potassium (AO1)
using electricity manganate(VII) on damp filter paper  Explain the movement of the ions during
 Know that electrolytes are ionic compounds on a glass slide electrolysis (AO1)
that must be melted or dissolved Active Learn Edexcel GCSE (9-1)  Outline that electrolysis is decomposition
 Understand that the ions travel to the Chemistry (AO1)
oppositely charged electrodes 10a
Electrolysis of molten substances: GCSE 3.25-  Demonstrate the electrolysis of molten  Recall the products formed from the
3.29 lead bromide electrolysis of molten lead bromide (AO1)
 Understand that in a molten binary ionic Active Learn Edexcel GCSE (9-1)  Predict the products formed from the
electrolyte the cations move to the cathode Chemistry electrolysis of a molten, binary, ionic
where they gain electrons to form metal 10a, 10b compound (AO2)
atoms; this is reduction….  Explain how oxidation and reduction happen
 …and the anions move to the anode where during electrolysis (AO1)
they lose electrons to form non-metal  Write half equations for the reactions at the
molecule; this is oxidation electrodes (AO2)
 Write half-equations for electrode  Explain why reactions occurring at the
reactions electrodes during electrolysis are redox
reactions (AO2)
Electrolysis of aqueous solutions: GCSE 3.25,  Investigate the electrolysis of: copper  Recall the products formed from the
3.27-3.31 chloride solution, sodium chloride electrolysis of copper chloride solution,
 Understand that in an aqueous ionic solution, sodium sulfate solution, water sodium chloride solution, sodium sulfate

electrolyte the cations and H+ ions move to acidified with sulfuric acid solution, acidified water (AO1)
the cathode where they gain electrons to  Core Practical: Investigate the  Explain the formation of the products in the
form metal atoms or H2; this is reduction…. electrolysis of copper sulfate solution electrolysis of the above solutions (AO2)
 …and the anions and OH- ions move to the with inert electrodes and with copper  Predict the products formed from the
anode where they lose electrons to form electrodes. Using the inert electrode electrolysis of other aqueous solutions (AO2)
non-metal molecules or O2; this is oxidation set-up, students observe and explain  Write half equations for the reactions at the
 Know how to select the correct the formation of copper and oxygen at electrodes (AO2)
electrode product the electrodes. Using the set-up with  Explain why reactions occurring at the
 Write half-equations for electrode copper electrodes, students measure electrodes during electrolysis are redox
reactions the mass change of the electrodes reactions (AO2)
 Core practical: copper sulfate electrolysis using different currents.  Explain the products formed from the
with graphite and copper electrodes Opportunities for extension electrolysis of copper sulfate solution using
 Know how to purify copper by electrolysis  Do a larger scale demonstration of the graphite electrodes (AO1)
electrolysis of acidified water or  Explain how the electrolysis of copper sulfate
aqueous sodium chloride solution using solution using copper electrodes can be used
a Hofmann voltameter so that the to purify copper (AO2)
gases can easily be collected, their
volumes measured and then the gases
tested to identify them.
Active Learn Edexcel GCSE (9-1)
Chemistry
10a, 10b
anion, anode, cathode, cation, conductor, current, electrolyte, electrode, half-equation

Big Idea: Chemical changes Topic: C10.9 Reversible reactions Indicative hours: 2
None required.
This topic introduces the idea that some reactions are reversible, and then goes on to introduce the idea of an equilibrium. The factors that influence the
position of equilibrium are considered. The example used is the Haber process. Next year, Le Chatelier’s ideas are considered in much more detail, and the
industrial process of the Haber process and its use in manufacturing fertilisers is covered in greater depth (C11.6 Equilibria).
AT 2 – safe use of heating apparatus Experimental skills and strategies - plan experiment to show a reaction is reversible
AT 5 – monitoring a reversible reaction by observation Analysis and evaluation - interpretation of yield graphs
AT 7 – Test for water Scientific vocabulary, quantities - equilibrium vocabulary
Learning objectives Teaching ideas/ links to Indicative success criteria
resources
Reversible reactions and equilibria: GCSE 4.13-4.17  Heat hydrated copper  Describe what happens in reversible reactions
 Understand that some reactions are reversible, and sulfate, then add water to (AO1)
that if they are in a closed system they can reach the anhydrous salt to show  Describe what is meant by dynamic equilibrium
equilibrium reversibility (AO1)
 Know the meaning of dynamic equilibrium  Investigate the  Predict what will be present at equilibrium (AO2)
 Understand how changes in conditions will affect the decomposition of  Predict for a given equilibrium how changes in
position of equilibrium ammonium chloride temperature, concentration or pressure will alter
 Know the conditions of the Haber process  Analyse graphs showing the position of equilibrium (AO2)
yield at different  Describe the formation of ammonia in the Haber
temperatures and process (AO1)
pressures (MS 4a)  Predict for the Haber process how changes in
 Use a simulation to look at temperature, concentration or pressure will alter
an equilibrium the position of equilibrium (AO2)
Active Learn Edexcel GCSE (9-
1) Chemistry
12a
closed system, dynamic, equilibrium, position of equilibrium, reversible reaction, yield

Big Idea: Materials and their properties Topic: C10.10 Calculations involving masses Indicative hours: 6
In year 9, the relative mass of atoms was considered (unit C9.2 Atomic structure) and in the consideration of equations, the idea that mass is conserved was
implicit (unit C9.3 Formulae and symbol equations).
This unit brings a quantitative approach to chemical masses. This includes calculating masses of products, empirical formulae and the concept of moles. The
unit is placed at the end of year 10. Some teachers may wish to split this unit, and, for example, cover empirical formulae earlier, of cover moles later in
year 11. The work is developed with further calculations including those for titration in year 11 (unit C11.3 Quantitative analysis).
AT 1 – using apparatus to measure mass Experimental skills and strategies - planning, carry out and making measurements in
AT 2 – safe use of heating apparatus in mass change mass change experiments
experiments Analysis and evaluation - mathematical analysis of data
AT 5 – recording masses Scientific vocabulary, quantities - use of units of mass, amount of substance (mol),
significant figures
Learning objectives Teaching ideas / links to resources Indicative success criteria
Relative formula mass and empirical formulae: GCSE  Ask students to work out the number of  Interpret formulae to identify
1.43-1.46 atoms in 5 compounds, including some the types of and ratio of atoms
 Know how to calculate relative formula mass with brackets, e.g. MgCl2, Li2O, CuSO4, in a compound (AO2)
 Know how to find an empirical formula Ca(NO3)2, (NH4)2CO3 (MS 1c)  Calculate the relative formula
 Calculate the relative formula mass of a mass of a compound (AO2)
substance from relative atomic masses  Plan an experiment to determine
(MS 1c) the empirical formula for a
 Determine the empirical formula for compound (AO3)
magnesium oxide by heating magnesium  Calculate an empirical formula
in a crucible (MS 1c) (AO2)
 Work through examples showing how to  Find the molecular formula from
calculate empirical and molecular formulae the empirical formula (AO2)
for compounds from reacting masses (MS
1c, 2a)
 Determine the formula of a hydrated salt
such as copper sulfate by heating to drive
off water of crystallization (MS 1c, 2a)
9a
Law of conservation of mass: GCSE 1.47-1.48  Explain the change in mass seen in  Recall what happens to mass in
 Understand the law of conservation of mass reactions in closed and open systems and a chemical reaction (AO1)
 Given the equation, know how to find the mass of a when a gas is lost/ added  State what is meant by the yield
product from the mass of a reactant  Demonstrate the law of conservation of of a reaction (AO1)
mass with a precipitation reaction  Calculate the mass of a reactant

 Work through examples of calculations needed to produce a given

with simple ratios between formula mass amount of product, using a
and actual mass (MS 1c) balanced equation (AO2)
 Opportunities for extension  Calculate the mass of product
 Investigate the decomposition of copper formed from a given mass of
carbonate and use data to see if amount of reactant, using a balanced
copper oxide formed is as calculated equation (AO2)
9b
Moles: GCSE: 1.49-1.53  Calculate the number of moles of particles  Calculate the number of moles
 Know how to calculate the number of moles in a given mass of a certain substance and in a given mass (AO2)
from mass and vice-versa vice versa (MS 3c)  Calculate the mass of a given
 Understand how to use Avogadro’s number  Work through calculations involving number of moles (AO2)
 Know how to calculate a concentration in gdm -3 and masses of reactants and products using  Calculate the number of
moldm-3 moles (MS 3c) particles in a given number of
 Know how to calculate the mass of product  Work through calculations with a more moles (AO2)
when one reactant is in excess complex balanced equation e.g. Fe3O4 +  Calculate the number of
 Know how to find the equation given the 4H2 → 3Fe + 4H2O (MS 3c) particles in a given mass (AO2)
reacting masses Opportunities for extension  Explain that the mass of a
 Investigate the reaction between iron and product formed in a reaction is
copper sulfate solution. Work through controlled by the mass of
calculations finding the number of moles of reactant that is not in excess
each reactant, finding the simplest ratio, (AO2)
then deducing the balanced equation. (MS  Calculate mass of product where
1c, 3c) one reactant is in excess (AO2)
9c
Avogadro number, empirical formula, excess, mole, molecular formula


Big Idea: Chemical changes Topic: C11.1 Tests for ions Indicative hours: 4
None.
This unit cover the tests for positive and negative ions used in qualitative analysis.
AT 3 – use apparatus and reagents for carrying out The development of scientific thinking –explain technological applications – flame photometer
qualitative tests Experimental skills and strategies - planning, carry out and recording observations in ion
AT 6 – safe use of substances during analysis analysis
AT 8 – use of appropriate reagents and techniques in Analysis and evaluation - present observations and interpreting to identify ions, or
analysis concentrations in flame photometry
Scientific vocabulary, quantities - terminology listed below
Tests for cations: GCSE 9.2C-9.4C (Chemistry  Carry out flame tests on the following ions in  Describe how to carry out a
only) solids: flame test safely (AO1)
 Know how to carry out a flame test a) lithium ion, Li+  Recall flame colours (AO1)
 Know flame colours for Li+, Na+, K+, Ca2+, Cu2+ b) sodium ion, Na+  Describe how to carry out tests
 Know how to test for Al3+, Ca2+, Cu2+, Fe2+, c) potassium ion, K+ for cations using sodium
Fe3+, NH4+ using precipitates formed with d) calcium ion, Ca2+ hydroxide (AO1)
sodium hydroxide solution e) copper ion, Cu2+  Recall the test for ammonia
 Know the test for ammonia  Carry out tests to identify the following ions in (AO1)
solids or solutions as appropriate:  Analyse data to identify cations
a) aluminium ion, Al3+ (AO3)
b) calcium ion, Ca2+
c) copper ion, Cu2+
d) iron(II) ion, Fe2+
e) iron(III) ion, Fe3+
using sodium hydroxide solution
 Test for ammonium ion, NH4+ and for ammonia
gas
25a, 25b
Tests for anions: GCSE 9.5C (Chemistry only)  Carry out tests to identify the following ions in  Describe how to carry out tests
 Know the test for carbonate ions solids or solutions as appropriate: for anions using sodium
 Know the test for sulfate ions a) carbonate ion, CO32– using dilute acid and identifying hydroxide (AO1)
 Know the test for halide ions the carbon dioxide evolved  Analyse data to identify anions

b) sulfate ion, SO42– using dilute hydrochloric acid and (AO3)

barium chloride solution
c) chloride ion, Cl–, bromide ion, Br–, iodide ion, I–, using
dilute nitric acid and silver nitrate solution
25c
Qualitative analysis: 9.1C, 9.6C-9.9C (Chemistry  Core practical: Give the students unknown salts  Explain why ion tests must be
only) containing one cation and one anion from those unique (AO1)
 Know why each test ion must be unique listed, and Identify the ions using systematic  Identify salts given
 Core practical: identify ions in unknown salts testing observational data (AO3)
 Know the advantages of instrumental methods  Analyse flame photometer data (MS 4a)  Plan a test to distinguish
 Understand how to analyse flame photometer Active Learn Edexcel GCSE (9-1) Chemistry different compounds (AO3)
data 25a, 25c  Analyse flame photometer data
to identify an ion or find a
concentration (AO3)
anion, calibration, cation, flame photometer, flame test, instrumental method, precipitate, sensitivity

Big Idea: Chemical changes Topic: C11.2 Organic Chemistry Indicative hours: 8
In year 10 organic chemistry was introduced (unit C10.7 Fuels) looking at alkanes and with a mention of alkenes.
The homologous series of alkanes and alkenes are developed and alcohols and carboxylic acids are introduced in the unit. The molecular structures and
some reactions of these series are studies. Addition and condensation polymers, their formation use and disposal, are covered, and a brief mention of
natural polymers.
AT 6 – safe use of substances during analysis The development of scientific thinking –the everyday and technological applications of science
AT 8 – use of appropriate reagents and techniques in – the many uses of organic compounds with advantages and drawbacks
analysis Analysis and evaluation - analysing data in the life cycle assessment of plastic bags
Alkanes: GCSE 9.10C, 9.11C, 9.16C (Chemistry  Investigate the products produced from the  Explain why the alkanes belong
only) complete combustion of a hydrocarbon by in a homologous series (AO2)
 Understand that the alkanes are an testing a burning candle’s products for water  Recall the meaning of saturated
homologous series of saturated hydrocarbons vapour and carbon dioxide (AO1)
 Know the molecular and structural formulae of Active Learn Edexcel GCSE (9-1) Chemistry  Draw the structure of an alkane
the first four alkanes 22a, 22b (AO1)
 Know the products when alkanes are
combusted
Alkenes: GCSE 9.12C-9.16C (Chemistry only)  Make molecular models of alkanes and of  Explain why the alkenes belong
 Understand that the alkenes are an alkenes in a homologous series (AO2)
homologous series of unsaturated  Test for unsaturation using bromine water  Recall the meaning of
hydrocarbons  Look at displayed formulae and identify the unsaturated (AO1)
 Know the molecular and structural formulae of hydrocarbons, alkanes, alkenes, saturated  Draw the structure of an alkene
the first three alkanes substances, unsaturated substances (AO1)
 Know the products when alkenes are Active Learn Edexcel GCSE (9-1) Chemistry  Deduce whether a molecule is an
combusted 22a, 22b alkane or alkene from its
 Know the bromine test for alkenes structure (AO3)
 Describe and write equations for
the addition reaction with
bromine (AO2)
Addition polymers: GCSE 9.17C-9.21C (Chemistry  Ask each group to look at some samples of  Describe the structure of a
only) polymers and then list the properties they think polymer (AO1)
 Understand how alkene monomers polymerise they have in common  Recall what happens when
to form a long chain molecule  Give each student a few paper clips. Ask them alkene monomers polymerise
 Know how the uses of a polymer relate to its to join the paper clips together to form a short (AO1)
properties chain. Then ask each student to join their chain  Write the formula of a polymer
to the next one and continue this until all the from the monomer (AO2)

chains have joined together.  Deduce the monomer structure

 Show the students a model of ethene and ask in a given polymer chain (AO3)
them to make their own model. They each  Link the properties of common
break one of the bonds between the two carbon polymers to their uses (AO2)
atoms and join their molecules to form a long
chain.
 make models of propene, chloroethene and
tetrafluoroethene, and join them together to
form polymers
 Demonstrate the polymerisation of styrene, or
show a short video clip of the procedure. Use
molecular models to show the formation of
polystyrene.
 Research some addition polymers, such as
poly(ethenol) and rubber, and prepare a
presentation about their structures, properties
and uses
24a, 24b
Further polymers: GCSE 9.22C-9.25C (Chemistry  Students use 4% PVA solution, 4% borax  Recall the meaning of
only) solution to make slime condensation polymerisation
 Understand the differences between  Demonstrate how nylon can be made from the (AO1)
addition and condensation polymerisation reaction between hexane-1,6-diamine (1,6-  Explain how a polyester forms
 Understand how polyesters are formed diaminohexane) in water and either decanedioyl (AO1)
 Know the problems of the production and dichloride or hexanedioyl (adipoyl) dichloride in  State the meaning of:
disposal of polymers cyclohexane biodegradable, non-
 Understand the advantages and disadvantages  Show students a video to illustrate the formation biodegradable (AO1)
of recycling polymers of polyesters  Recall some problems with the
 Know the natural polymers DNA, starch and  Demonstrate how quickly a biodegradable disposal of artificial polymers
proteins and their monomers plastic bag disintegrates compared to a non- (AO1)
biodegradable bag  Recall the names of some
Opportunities for extension common artificial and natural
 Use data from a life cycle assessment of plastic polymers and the monomers
and paper bags to evaluate their use from which they are made (AO1)
 Analyse the plastic recycling bins in the school.  Use life cycle assessment data to
Sort them into types depending on the code evaluate the use of plastics
stamped or printed on them. Allocate different (AO3)
groups a specific code and they then research
that group of plastics to find out what the code
means, the types of items made from that type

of plastic and how that type of plastic is

recycled. (MS 2c)
24c, 24d
Alcohols and carboxylic acids: GCSE 9.26C-9.34C  Core practical: Investigate the temperature rise  Draw the structure of an alcohol
(Chemistry only) produced by burning methanol, ethanol, (AO1)
 Know the functional group and formulae of the propanol and butanol  Recall the functional group in an
first four alcohols  Students make up models of ethanol and alcohol and a carboxylic acid
 Core practical – burning alcohols ethanoic acid, and combine them together to (AO1)
 Know the functional group and formulae of the form the ester, ethyl ethanoate, and water.  Analyse data from burning
first four carboxylic acids Students then make up models of ethane-1,2- alcohols (AO3)
 Know how carboxylic acids can be formed by diol and ethanedioic acid and combine them  Suggest improvements to
oxidising alcohols together to form one ester linkage. burning alcohols experiment
 Know how ethanol is produced by fermentation  Prepare a solution of ethanol by fermentation (AO3)
and fractional distillation Active Learn Edexcel GCSE (9-1) Chemistry  Explain how a concentrated
23a, 23b, 23c solution of ethanol can be
formed from sugars (AO1)
addition, alcohol, alkane, alkene, amino acid, biodegradable, carboxylic acid, condensation, DNA, homologous series, hydrocarbon, landfill site, nucleotide,
polyester, polymer, protein, recycling, saturated, structural formula, unsaturated

Big Idea: Materials and their properties Topic: C11.3 Quantitative analysis Indicative hours: 10
In year 9 the relative masses of atoms was covered (unit C9.2 Atomic structure), and mass-mass calculations and moles were covered in year 10 (unit
C10.10 Calculations involving masses).
This unit extends calculations to those involving solutions (titrations) and also to gases (molar volume of gases). The concepts of percentage yield and atom
economy are studied.
AT 1 – using apparatus to carry out a titration Experimental skills and strategies - planning, carry out and recording in quantitative analysis
AT 3 – use apparatus and reagents for carrying out Analysis and evaluation - recording titration results and calculating concentrations
a titration Scientific vocabulary, quantities - terminology listed below; units of moldm-3; appropriate
AT 5 – recording volumes in a titration significant figures in titration volumes
AT 6 – safe use of substances during titration
AT 8 – use of appropriate indicators
Titrations: GCSE 5.8C-5.10C (Chemistry only)  Investigate the concentration of salt in seawater,  Calculate the number of moles
 Know how to convert gdm-3 to moldm-3 using a made up version of seawater just containing of solute in a given volume of
and vice-versa sodium chloride solution (AO2)
 Core practical – titration  Demonstrate a correct procedure for making up a  Convert concentration in g dm−3
 Calculate concentration from titration standard solution of sodium carbonate, and into concentration in mol dm−3
−3
data calculate the concentration of the solution in g dm (AO2)
and then mol dm−3 (MS 3c)  Calculate the concentration of a
 Core practical: Carry out an acid-alkali titration, solution using the results of an
using burette, pipette and suitable indicator (methyl acid-alkali titration (AO2)
orange or phenolphthalein)  Calculate the volume of solution
 Work through titration calculations (MS 1a, 2a, 2b) required in an acid-alkali
Active Learn Edexcel GCSE (9-1) Chemistry titration, given the
14c, 14d concentrations of both the acid
and the alkali (AO2)
Percentage yield: GCSE 5.11C-5.12C  Add dilute hydrochloric acid to excess marble chips  Recall the formula for
(Chemistry only) and collect the carbon dioxide in a gas syringe. percentage yield (AO1)
 Know how to calculate percentage yield Calculate the percentage yield of carbon dioxide.  Calculate percentage yields
 Understand reasons why percentage yield (MS 1a, 1c, 3c) (AO2)
will be less than 100%  Provide students with data sets and work through  Analyse an experimental
examples to practice calculating percentage yields method to suggest reasons for a
(MS 1a, 1c) yield <100% (AO3)
14a
Atom economy: GCSE 5.13C-5.15C (Chemistry  Work through examples of calculating atom  Recall the formula for atom
only) economy, using the sum of the relative atomic economy (AO1)

 Know how to calculate atom economy masses of the reactants. (MS 1a, 1c, 3c)  Calculate for atom economy
 Understand how a reaction pathway is  Students compare the manufacture of ethanol by (AO2)
chosen in terms of data about atom fermentation and hydration of ethene. They  Explain how a reaction pathway
economy, yield, rate, equilibrium research these two processes and prepare an is chosen in terms of given data
position and by-products account or presentation where they evaluate the (AO2)
advantages and disadvantages of each process.
14b
Calculations with gases: GCSE 5.16C—5.18C  Students measure the molar volume of hydrogen by  Recall Avogadro's law (AO1)
(Chemistry only) adding a known mass of magnesium ribbon to an  Use Avogadro's law to calculate
 Know the molar volume of a gas excess of dilute hydrochloric acid, and measuring the volumes of reacting gases
 Understand Avogadro’s law the volume of gas produced using a gas syringe. (AO2)
 Calculate gas volumes using balanced  Demonstrate that molar volume applies to any gas.  Describe what is meant by the
equations First calculate the empty mass of the syringe, using molar volume of a gas (AO1)
100 cm3 air. Then use 100 cm3 of three readily  Use the molar volume in
available gases, such as carbon dioxide, oxygen and calculations involving solids and
methane. Measure and record the mass of the gas gases in reactions (AO2)
syringe when filled to 100 cm3 with each gas, and
show by calculation that mass/Mr is a constant. (MS
3c)
14e
Avogadro’s law, atom economy, by-products, concordant, end point, molar volume, percentage yield, reaction pathway, side reactions, titration

Big Idea: Chemical changes Topic: C11.4 Cells Indicative hours: 2

In year 10, the use of fossil fuels and hydrogen is vehicles is considered (unit C10.7 Fuels)
This topic makes a comparison between chemical cells and fuel cells.
None The development of scientific thinking –everyday and technological applications of science
Experimental skills and strategies - make and record voltage observations
Scientific vocabulary, quantities - terminology listed below, units – V, A
Chemical cells: GCSE 5.25C (Chemistry only)  Students make three half-cells (zinc, iron, copper) in  Recall why a chemical cell
 Know that in a chemical cell happens a beakers. They connect them in pairs using a simple eventually stops producing a
chemical reaction produces a current until salt bridge and measure the voltage produced for voltage (AO1)
one reactant is used up each of the three combinations.
16a
Fuel cells: GCSE 5.26C-5.27C (Chemistry  Demonstrate a simple fuel cell. Dip two carbon rods  Recall the fuel and product used
only) into a beaker of water. Show that there is no voltage. in a hydrogen fuel cell (AO1)
 Know the reactants and products in a Attach a battery so that the apparatus acts as an  Evaluate the use of fuel cells for
hydrogen fuel cell electrolytic cell. Allow a current to flow long enough different purposes (AO3)
 Know the advantages and disadvantages for bubbles to form on the electrodes. Replace the
of a fuel cell battery with a voltmeter. The apparatus now acts as
a fuel cell. Show that a voltage now exists.
16a
chemical cell, fuel cell, voltage

Big Idea: Materials and their properties Topic: C11.5 Nanoparticles Indicative hours: 2
In year 9, the approximate size of atoms was studied (unit C9.1 States of matter and mixtures) and later, ceramics, polymer and composites were
considered as materials (unit C9.7 Ceramics, polymers and composites)
This unit considers briefly nanoparticles, their uses and drawbacks. Secondly, it reviews different types of material and their uses.
None The development of scientific thinking –everyday and technological applications of
nanoparticles and materials; evaluating risks in society and peer review of results for new
discoveries
Analysis and evaluation - interpreting data about properties of materials
Scientific vocabulary, quantities - prefixes and powers of ten and converting units for
small lengths and volumes (nanoparticles)
Nanoparticles: GCSE 9.35C-9.37C (Chemistry only)  Convert metres to nanometres and vice  Know the approximate sizes of
 Know how the size of nanoparticles compare to versa (MS 1b, 2a) atoms and nanoparticles (AO1)
atoms  Calculate the surface area to volume ratio  Know why nanoparticles are
 Know how the uses of nanoparticles, including in of cubes (MS 3c, 5c) used in sunscreens (AO1)
sunscreens, links to their properties  Research the use of nanoparticles in  Evaluate benefits and risks of
 Know possible risks of using nanoparticles sunscreens nanoparticles (AO3)
Active Learn Edexcel GCSE (9-1) Chemistry  Calculate surface area to volume
26c ratios (AO2)
Uses of materials: GCSE 9.38C-9.39C (Chemistry only)  Each group of students has one type of  Evaluate data to choose a
 Compare the physical properties of glass, clay material and they research and present material for a particular use
ceramics, polymers, composites and metals information about its properties and linked (AO3)
 Know how the uses of materials link to their uses
properties Active Learn Edexcel GCSE (9-1) Chemistry
26a, 26b
composite, nanoparticle, surface area to volume ration

Big Idea: Chemical changes Topic: C11.6 Equilibria Indicative hours: 6

Last year the idea of reversible reactions and equilibria was introduced (unit C10.9 Reversible reactions).
This unit covers the application of Le Chatelier’s principle in more detail, and
AT 1 – using apparatus to measure – volumes, pH The development of scientific thinking –application of science – social, environmental and
AT 2 – safe use of heating apparatus – Bunsen burner and economic aspects and making decisions (fertilisers)
water bath Experimental skills and strategies - carrying out a titration
AT 3 – measurement of pH in titration Analysis and evaluation - presenting data about an industrial process in a flow chart
AT 4 – use of equipment to separate –crystallisation Scientific vocabulary, quantities - terminology listed below
AT 5 – making observations of pH
AT 6 – careful mixing of acids and alkalis
Le Chatelier’s priniciple: GCSE 5.20C (Chemistry only)  Review unit 10.9 and use a simulation to  Explain the use of the symbol ⇌
 Understand how to predict changes in the develop an understanding of the in chemical equations (AO2)
position of equilibrium as conditions are altered application of Le Chatelier’s principle  Describe how changing the
 Understand how the rate of attainment of  Demonstrate the reversible reaction reaction conditions affects the
equilibrium is affected by changes in condition between bismuth(III) chloride solution and relative amount of substances in
a precipitate of bismuth(III) oxychloride. an equilibrium mixture (AO2)
Show that it takes longer to reach a new  Predict how different conditions
position of equilibrium when adding affect how quickly equilibrium is
concentrated hydrochloric acid or water, reached (AO2)
and discuss other factors.
 Students make propyl ethanoate (an ester
that smells of pears) by reacting propan-1-
ol with ethanoic acid. They compare the
rate of appearance of this smell when the
mixture is heated or not heated in a hot
water bath, and whether or not
concentrated sulfuric acid is present as a
catalyst.
15b
The Haber process : GCSE 5.19C, 5.21C (Chemistry  Use a simulation of the Haber process to  State the conditions used for the
only) explore changing factors Haber process (AO1)
 Know that the Haber process is used to manufacture Active Learn Edexcel GCSE (9-1) Chemistry  Explain how the conditions are
ammonia 15b chosen for industrial reactions
 Understand how the conditions of an industrial (AO2)

process, including the Haber process, are

chosen in terms of raw materials, energy and
yield
Fertilisers: GCSE 5.22C-5.24C (Chemistry only)  Demonstrate the simple titration of dilute  Recall some compounds found in
 Know the elements in fertilisers, and that ammonium nitric acid with dilute ammonia solution. fertilisers (AO1)
salts may be fertilisers  Students carry out a simple titration to  Describe how ammonium nitrate
 Know how to prepare a salt in the laboratory by produce a pure, dry sample of ammonium is made using ammonia (AO1)
reacting ammonia with nitric acid or sulfuric acid sulfate.  Describe and compare small-
 Compare the industrial and laboratory production of Active Learn Edexcel GCSE (9-1) Chemistry scale and large-scale production
ammonium sulfate 15a of ammonium sulfate (AO2)
fertiliser, position of equilibrium

Big Idea: Our Earth and its atmosphere Topic: C11.7 Earth and atmospheric science Indicative hours: 6
In year 9 much of the material on climate change was covered (Unit C9.6 The atmosphere and climate).
The first section of this unit is a new piece of work which explains how the atmosphere evolved from volcanic gases to today’s atmosphere. This then
continues by building on the year 9 work to give a good understanding of climate change and the evidence, which can be considered in a more nuanced and
mathematical way than in year 9.
None. The development of scientific thinking –an understanding of the power of science to
model the climate with its limitations in terms of complexity and quality of data input; making
decisions that have social, economic and environmental impacts; the importance of peer
review and communication of results to audiences- the public, politicians
Analysis and evaluation - analysing data and considering correlations
The evolution of the atmosphere: GCSE 8.18-8.23,  Review the copper syringes  State the source, names and relative
8.26 experiment (if done in year 9) and amounts of the gases found in the
 Know the gases in the early atmosphere and that plan an experiment to Investigate Earth's early atmosphere (AO1)
they were produced from volcanoes the proportion of oxygen in the  Explain how the oceans formed (AO1)
 Understand how the amount of water vapour atmosphere using rusting of iron  Describe how the formation of the
reduced  Calculate percentage of oxygen in oceans influenced the composition of
 Know that plants evolved air from data (MS 1c) the atmosphere (AO1)
 Understand how the amount of carbon dioxide Active Learn Edexcel GCSE (9-1)  Explain how photosynthesis changed
reduced Chemistry the composition of the atmosphere
 Know how the amount of oxygen increased 21a, 21b (AO1)
 Know the test for oxygen
 Know the composition of the current atmosphere
Climate change: GCSE 8.24-8.26  Consider graphs of carbon dioxide  Recall reasons why the temperature on
 Know how carbon dioxide, water and methane enter levels and average temperature, the Earth varies over time (AO1)
the atmosphere and that they are greenhouse gases calculating changes and considering  Explain how human activity affects the
 Understand the greenhouse effect the correlation (MS 4a) levels of carbon dioxide and methane
 Understand the evidence for human activity causing  Students prepare a presentation on in the atmosphere (AO1)
climate change and uncertainties with this ways to (a) minimise the occurrence  Explain how atmospheric gases cause
 Understand the potential effects of climate change of climate change and (b) manage the greenhouse effect (AO1)
and how these can be mitigated the effects of climate change  Recall ways in which the climate is
 Students present their changing (AO1)
presentations, followed by a  Describe ways to reduce climate
discussion of how evidence can be change and its effects (AO1)
weighed and sources evaluated  Explain how methods of controlling the

Active Learn Edexcel GCSE (9-1) levels of carbon dioxide work (AO1)
Chemistry  Evaluate the link between global
21c, 21d temperature and levels of carbon
dioxide in the atmosphere (AO3)
atmosphere, causation, correlation, evolution, climate change, global warming, greenhouse effect, greenhouse gas, photosynthesis


Pearson Edexcel 11-16 Science Learning Pathway: Chemistry: An Alternative, Linear Approach To Teaching Science

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Pearson Edexcel 11-16 Science Learning Pathway: Chemistry: An Alternative, Linear Approach To Teaching Science

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Pearson Edexcel 11-16

Science Learning Pathway:

An alternative, linear approach to teaching Science

© Pearson Education Ltd 2018 2

Biology Chemistry Physics

Cells and cellular processes Materials and their Energy

Biological systems for life Chemical Changes Forces and fields

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The new learning pathway will:

Which route do I choose/follow?

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C7.2 Mixtures and C9.2 Atomic

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GCSE topic 0 (0.1- 4.17) (paper 1)

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C7.2 Mixtures and C9.2 Atomic C10.10 Calculations C11.5 Nanoparticles

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hours) 5.27C) (paper 1)

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Topic template description

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Year 7 Chemistry Topics

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Neutralisation  Demonstrate adding an alkali to an acid  Explain why neutralisation is

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Year 8 Chemistry Topics

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Year 9 Chemistry Topics

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 Identify the part played by evaporation and

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 Know how to interpret a chromatogram, on the ink

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 Test the pH of solutions of the oxides of some

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 Know that alkalis have pH > 7

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Active Learn Edexcel GCSE (9-1) Chemistry

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Year 10 Chemistry Topics

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