Life after Levels - curriculum content and exemplar material Year 7 Autumn Term
Science
The very first topic in science is “Becoming a scientist” which introduces pupils to practical science and the skills
needed to carry out investigations; these skills will be continually developed as pupils progress through the KS3
curriculum.
During the autumn term pupils will study “forces” and “cells, tissues and organs”. Due to restraints on equipment
not all classes will be studying the same topic at the same time, however, by the end of the autumn term all classes
will have rotated and completed all topics.
In science each topic will have three assessment points:
1. A written homework task
The homework task will be different for each topic but will be structured to include success criteria that will
show pupils what knowledge and understanding is required for each pathway (emerging, developing, secure and
mastery).
2. A practical that focuses on a particular skill
Each topic has been allocated a practical skill that will be developed and assessed during the topic.
Skill one: planning and managing risks
Skill two: collecting and processing data
Skill three: evaluating and concluding
3. An assessment
Each topic has an assessment written to match the content that will be delivered during the topic. As each topic
is different they will all have slightly different grade boundaries to reflect the difference in content.
These assessments will be recorded on the tracker sheet at the front of the pupil’s exercise book.
More information regarding how we will be assessing in science and how to help your child with practical skills will
be given on the parent workshop evening (18th November 5:30-7:00).
Cell Tissues and Organs
Mastered
Example questions
Explain how specialised
cells are designed for a
particular job
Assessment grade
boundaries:
83 - 100% Mastered
54 - 82% Secure
25 - 53% Developing
0-24% Emerging
Practical Skill:
Planning and Managing
Risks
Describe how
unicellular organisms
are specialised
Explain the importance
of diffusion in keeping
us alive
I have planned a
detailed investigation
I stated the variables
which could not be
easily controlled
I can prepare a risk
assessment
Secure
Describe the function
of the organelles
Describe the roles of
the major organs in
the body
Describe diffusion
I chose a range of
values of data to
collect
The independent and
dependent variables
are stated
I can identify risks
independently and
take action to control
them
Developing
Emerging
Describe the
differences and
similarities between
animal and plant cells
Draw and label an
animal and plant cell
State what a
unicellular organism is
Label the parts of a
microscope
Explain what tissues
and organs are
State give the
position of the major
organs in the human
body
I have made a testable
prediction
I have selected my
own apparatus
I have said why I
chosen the apparatus
I identified one or
more variables to
control
The most suitable
variables were selected
I can identify the risks
in an investigation
I have taken steps to
make my test fair
I can recognise risks
when prompted
Life after Levels - curriculum content and exemplar material Year 7 Autumn Term
Forces
Example questions
Assessment grade
boundaries:
84 - 100% Mastered
60 - 83% Secure
35 - 59% Developing
0--34% Emerging
Mastered
Explain how
streamlining reduces
air resistance using the
particle theory.
Explain why drag is
greater in liquids that
in gases.
Analyse and evaluate
data related to force
and extension of a
spring.
Explain terminal
velocity using my
knowledge of air
resistance.
Describe the
relationship between
surface area and air
resistance
Practical Skill:
Evaluating & Concluding
Secure
Explain how to
reduce friction.
Describe, with
examples, the effects
of balanced and
unbalanced forces
acting on stationary
and moving objects
Explain what surfaces
cause more friction
Explain air resistance
using the particle
theory
Explain why
streamlining is useful
Describe the forces
that act on stationary
and moving objects.
Explain a simple
distance time graph.
Describe how a force
affects objects’ speed
and shape.
Explain how the force
on a spring affects its
extension.
I have considered ways
to extend my
investigation
I have suggested
improvements to the
apparatus /
techniques I used
I have suggested
further ideas to extend
the practical
Give examples of good
and bad friction
Explain why air
resistance is a contact
force.
State how to calculate
the speed and average
speed of a moving
object using the speed
formula s=d/t
I have explained how
this would improve the
results
Developing
Give examples of
contact and noncontact forces
I have commented
on the accuracy,
reliability and
precision of my data
Emerging
Describe what a
force is
State the units that
force is measured in
Measure forces using
a newton meter
Explain what a
contact and noncontact force is
State the units that
speed in measured in
Explain what friction
is
Describe the difference
between balanced and
unbalanced forces.
I can suggest reasons
for my anomalous
results
I have said how this
will make my results
better
I have evaluated the
effectiveness of the
techniques and
apparatus I used
I have identified
anomalous results
I have suggested
some improvements
Life after Levels - curriculum content and exemplar material Year 7 Autumn Term
Cell Tissues and Organs
Mastered – Pupil has picked two specialised cells and explained how they are specialised for a particular job using
their knowledge and understanding of organelle functions
Cell Tissues and Organs
Secure – Pupil has described the function of the organelles in an animal and plant cell
Life after Levels - curriculum content and exemplar material Year 7 Autumn Term
Cell Tissues and Organs
Developing – Pupil has stated the similarities and difference between plant and animal cells
Cell Tissues and Organs
Emerging – pupil has drawn and labelled a plant and animal cell