iLowerSecondary Science Scheme of Work
Year 7 Biology
Topic iLowerSecondary objective
Structure and B7.1.1A Know the seven shared characteristics of
function of living living things and be able to relate them to a wide
organisms: Life range of organisms in the local and the wider
processes environment.
Structure and B7.1.2A Know the structure of a typical animal
function of living cell.
organisms: Cells B7.1.2C Understand the basic parts of a simple
and organisation light microscope and their functions.
B7.1.2D Understand the level of cellular detail that
can be seen with a simple light microscope.
B7.1.2E Identify the cell wall, cell membrane,
cytoplasm, nucleus, permanent vacuole,
mitochondria and chloroplasts in a range of
familiar and less familiar animal and plant cells.
B7.1.2F Know the functions of the cell wall, cell
membrane, cytoplasm, nucleus, permanent
vacuole, mitochondria and chloroplasts.
B7.1.2G Know the hierarchical organisation of
multicellular organisms from cells to tissues to
organs to organ systems to organisms.
Suggested activities
Identify things as being alive or not; Recall the life processes:
movement, reproduction, sensitivity, growth, respiration,
excretion, nutrition using a mnemonic such as MRS GREN;
State the meaning of and correctly use the term: ‘organism’.
Identify a cell as an animal cell; Identify the nucleus, cell
membrane and cytoplasm on diagrams/photomicrographs of
a variety of animal cells; Suggest reasons for differences between
animal cells (in terms of their function); Justify the classification of
an organism as an animal, based on cell structure.
Use apparatus that requires the manipulation of more than
one part (e.g. a light microscope); Look at prepared slides
and/or make temporary mounts (e.g. fish scales, hair,
newsprint) as an introduction to microscope work – students
could draw or write about what they see; Compare the level of
detail that can be seen with a microscope and with a hand
lens.
Identify a cell as a plant cell; Identify the nucleus, cell
membrane, cytoplasm, cell wall, (large, permanent) vacuole
and chloroplasts, if present, on diagrams/photomicrographs
of a variety of plant cells or by making temporary mounts of
 B7.1.2H Know the major organs and organ
systems of the human body and describe their
functions.
B7.1.2I Apply knowledge of human organs and
organ systems to other vertebrates.
Plants: External B7.2.1A Identify the relative positions of roots,
structure of plants stems and leaves in a variety of flowering plants in
the local and the wider environment.
B7.2.1B Know the functions of roots, stems and
leaves.
B7.2.1C Apply knowledge of roots, stems and
leaves to a variety of familiar and less familiar
flowering plants.
B7.2.1D Know the simple external features of
plants living in different habitats.
e.g. onion skin stained with iodine solution; Observe and
tabulate differences between animal and plant cells; Relate
differences between animal and plant cells to their structural
features; Suggest reasons for differences between plant cells (in
terms of their function); Justify the classification of an organism as
a plant, based on cell structure.
Correctly use the terms: ‘cell’, ‘tissue’, ‘organ’ and ‘organ
system’; Understand that these terms are hierarchical and
look at examples of each to reinforce this. Distinguish
between the terms ‘unicellular’ and ‘multicellular’.
Identify the major organ systems of the human body i.e.
digestive, reproductive, breathing, musculo-skeletal, nervous
and excretory systems, linking their functions to life processes;
Identify the major organs of the body i.e. brain, heart, lungs,
liver, kidneys; Transfer knowledge of human organs and organ
systems to that of other vertebrates.
Identify the plant water transport system; State the function of
the roots, stem, leaves and xylem in water transport; Observe
water uptake by plants e.g. using water containing coloured
dye; Observe tree rings; Observe prepared slides showing the
structure of xylem or root hair cells to facilitate understanding;
Teacher demonstration or computer simulation of potometer to
show water uptake/loss.
Locate and identify roots, stems and leaves in a variety of
plants; Observe and describe how roots and stems in a variety
of plants are adapted for their function e.g. cacti, water lilies;
Observe, draw and describe a variety of leaves; Make and/or
 use a classification key for plants; Discuss how the features of
leaves and plant cells are adaptations for photosynthesis,
and/or prevention of water loss, in a variety of habitats;
Understand that plants make carbohydrates in their leaves
by photosynthesis and gain mineral nutrients and water from
the soil via their roots; Explain how particular adaptations
increase the chances of survival.
Humans and B7.3.1A Understand the structure and functions Observe bones and/or skeletons, either as specimens or in
animals: The of the human skeleton, to include support, drawings/photographs; Identify the skull, vertebrae, ribs,
musculo-skeletal protection, movement and making blood cells. sternum, and pelvis/hip bones; Relate the structure of these
system B7.3.1B Understand the function of antagonistic named bones to the functions of the skeleton; Research the
muscles in movement. names of other bones in the human skeleton; Compare and
B7.3.1C Explain the relationship between muscles contrast the human skeleton to that of other vertebrates.
and bones to bring about movement at the elbow
and shoulder. Understand the term ‘joint’ and observe the location and
B7.3.1D Compare the range of movement of a range of movement of a variety of joints; Describe the basic
variety of human joints. parts of a joint; Classify joints as different types; Understand
why antagonistic muscles are used to move bones in many
joints; Make a model to show the action of the biceps and triceps
as an example of an antagonistic pair; Use a knowledge of bones
and joints to identify problems with them.
Organisms and B7.4.1A Understand the terms ‘producer’, ‘primary Observe/count a variety of organisms using pictures or in the
their environment: consumer’, ‘secondary consumer’, ‘tertiary field; Make/use simple identification keys; Group animals
Interactions consumer’ and ‘decomposer’. according to their diet using the terms ‘carnivore’, ‘herbivore’,
between living B7.4.1B Know the interdependence of organisms ‘omnivore’; Use information/observations to construct food
organisms in the environment in terms of feeding chains and food webs; Identify food chains within food webs;
relationships by drawing and interpreting food Use a food web to identify: producers, consumers, predators,
chains and food webs. prey.
Organisms and B7.4.2A Know how living organisms are adapted
their environment: to their habitat, relating these principles to a
Interactions with range of organisms in the local and the wider
the environment environment.
B7.4.2B Know the difference between abiotic and
biotic factors, using examples of each.
B7.4.2C Understand the effect of changing
environmental conditions on the number and
distribution of organisms in a variety of habitats.
Identify abiotic and biotic factors, ideally by investigating a
familiar, local habitat; Describe the adaptations of a range of
organisms to a diverse range of habitats; Explain how
particular adaptations increase the chances of survival;
Compare adaptations of plants and animals that live in similar
and in contrasting habitats; Identify and give examples of
inherited variation; Explain how inherited variation is caused
(does not include genes).
Describe how physical environmental factors vary in a habitat,
both on a daily basis and seasonally; Identify and give
examples of environmental variation; Research physical and
behavioural adaptations of organisms to daily and seasonal
changes e.g. deciduous and evergreen trees, nocturnal organisms,
hibernation and migration.
Year 7 Chemistry
Topic iLowerSecondary objective
Matter: Particle C7.1.1A Know the term ‘particle’.
model C7.1.1B Know the arrangement of particles in
solids, liquids and gases.
C7.1.1C Explain the properties of solids, liquids
and gases in terms of particles.
C7.1.1D Understand changes of state in terms of
arrangement, movement and energy of particles.
C7.1.1E Describe diffusion using the particle
model.
Matter: Hazards C7.1.2A Recognise common hazard symbols.
and safety C7.1.2B Understand how to work safely in a
laboratory.
Suggested activities
State that all materials are made from particles; Describe,
draw and recognise the arrangement of particles in solids,
liquids and gases; Describe how moving gas particles cause
pressure when they hit the walls of their container; Use the
particle theory to explain the properties of solids, liquids and
gases; Group materials using their states of matter as
justification; Recognise some effects and uses of pressure (e.g.
blowing up a balloon, vehicles tyres).
Describe what happens during changes of state; Relate
theoretical knowledge to practical observations e.g. ice melting or
plotting a cooling curve for stearic acid.
Describe diffusion as the movement of one substance through
another without any external mixing; Understand that in
diffusion, particles move from an area of high concentration to
an area of lower concentration; Observe some everyday
examples of diffusion.
Recall the purpose of hazard symbols; Recognise the hazard
symbols for: corrosive, toxic, explosive, flammable, caution,
dangerous to the environment; Understand why symbols are
used rather than words.
Recognise common laboratory hazards and suggest ways of
ensuring they do not cause harm; State the meaning of hazard
and risk; Suggest how to control familiar risks.
Matter: Pure C7.1.3A Know the difference between a pure Describe the difference between a mixture and a pure
substances and substance and a mixture. substance; Describe what is seen when a solid dissolves, and
mixtures C7.1.3B Understand dissolving in terms of correctly use the terms: ‘dissolve’, ‘soluble’, ‘solute’, ‘solvent’,
particles. ‘solution’; Observe how some solids can be used to form a
C7.1.3C Know what is meant by the terms solution, and identify the solvent and solute.
‘solvent’, ‘solute’, ‘solution’, ‘saturated solution’ and
‘suspension’. Observe what happens when a liquid will not dissolve any
C7.1.3D Know what is meant by the term ‘colloid’. more of a solid, describing this using the terms: ‘solubility’ and
‘saturated solution’; Classify mixtures as suspensions, colloids
and solutions, based on what they look like and whether they
separate on standing.
Matter: Separating C7.1.4A Know methods of separation: filtration, Separate mixtures using a variety of simple practical
mixtures evaporation, simple distillation and paper techniques; Use knowledge of dissolving to decide how
chromatography. mixtures should be separated.

Understand when filtration is used; Give examples of mixtures

that could be separated by filtration; Identify a filter funnel
and filter paper.

Describe how evaporation is used to separate mixtures;

Describe how to obtain dry salt from a salt solution.

Describe how chromatography is used to separate mixtures,

with examples; Interpret simple chromatograms.

Describe how simple distillation is carried out and some

examples of its use.
Matter: Elements, C7.1.5A Understand the meaning of the terms
atoms and ‘element’, ‘atom’, ‘compound’ and ‘molecule’.
compounds
Chemical reactions: C7.2.1A Understand the difference between
Chemical reactions physical changes and chemical changes.
introduction C7.2.1B Describe reactions in terms of
rearrangement of atoms to form new
substance(s)/compound(s).
C7.2.1C Understand the terms ‘reactants’ and
‘products’.
C7.2.1D Know combustion as an example of a
type of reaction.
C7.2.1E Understand what is meant by a thermal
decomposition reaction.
C7.2.1F Describe the formation of carbon dioxide
from the thermal decomposition of copper(II)
carbonate.
Chemical reactions: C7.2.2A Know names and occurrences of common
Acids, bases and acids, bases and alkalis.
alkalis C7.2.2B Know how to detect acids and alkalis
using indicators.
C7.2.2C Know the pH scale as a scale from 0 to 14
of acidity and alkalinity.
C7.2.2D Know the reaction between an acid and
an alkali as neutralisation.
C7.2.2E Know the general equation for reactions
between acids and alkalis.
State that all matter is made up of tiny particles called atoms;
Describe the difference between an atom and a molecule;
Draw and interpret particle models of mixtures, atoms,
molecules, elements and compounds.
Observe examples of chemical and physical changes;
Distinguish between a chemical and a physical change; State
what happens to mass in a physical change.
Observe a series of reactions to make compounds e.g. copper
and/or magnesium heated in the air and describe how atoms
are rearranged in chemical reactions; Discuss observations
that show a chemical reaction has taken place; Correctly use
the terms ‘reactants’ and ‘products’ and represent these using
simple word equations; Identify the products and reactants
when given a word equation; Understand the term
‘combustion’; Observe and describe the formation of carbon
dioxide from the thermal decomposition of copper(II)
carbonate; Identify thermal decomposition reactions.
Recall examples of everyday substances that are acids and
alkalis; Make simple indicators using plant materials such as red
cabbage, berries; Understand that indicators are used to
distinguish between acidic, alkaline and neutral solutions;
Recall the colour changes associated with litmus indicator;
Describe how universal indicator is used to distinguish
between acidic, alkaline and neutral solutions; Describe the
main features of the pH scale (numbered scale that shows
how acidic or alkaline a solution is, with solutions below pH 7
 C7.2.2F Know how to name salts from the names being acidic, those above pH 7 being alkaline and those at pH
of acids and alkalis and use these in word 7 being neutral).
equations.
Recall that acids react with alkalis and this is called
neutralisation; Model the reactions of acids with alkalis using
word equations (including the salts produced by hydrochloric,
sulphuric and nitric acids); Explain how everyday examples of
neutralisation are useful e.g. changing the pH of soils. Design a
fair test to investigate the pH change when different indigestion
remedies are added to acid.
Periodic table: C7.3.1A Know the names and chemical symbols of Recall that elements are often represented by symbols;
Periodic table some common elements. Explain why internationally agreed symbols and conventions
introduction C7.3.1B Understand how to identify an element as are necessary in science communication; Recognise some
a metal or a non-metal from its position in the symbols for common elements; Use the Periodic Table to look
Periodic Table. up symbols for elements; Understand the layout of the
C7.3.1C Know and describe the typical physical Periodic Table using the terms ‘group’ and ‘period’.
properties of metals and non-metals.
C7.3.1D Relate the physical properties of metals to Recall that different materials have different properties; Relate
their uses. the uses of different elements to their properties; Identify
C7.3.1E Know a vertical column of elements as a metals and non-metals by their physical properties; Identify
‘group’. the positions of metal and non-metal elements in the Periodic
C7.3.1F Know a horizontal row of elements as a Table.
‘period’.
Earth and C7.4.1A Know the approximate composition of Recall the names of the most abundant gases that are mixed
atmosphere: gases found in dry air. together in air and their relative proportions; Research the
Composition of air C7.4.1B Know uses of the gases found in air. main uses of the gases found in air.