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Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Secondary 1 Science stage 7. Learning objectives for
the stage have been grouped into topic areas or Units. These have then been arranged in a recommended teaching order but you are free to teach objectives in
any order within a stage as your local requirements and resources dictate.
The scheme for Science has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and
title of each unit for stage 7 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.
Scientific Enquiry learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the objectives to illustrate possible
methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Secondary 1. It has been created solely to provide an
illustration of how delivery might be planned over the three stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Secondary 1 in your school can be found in the Cambridge Secondary
1Teacher Guide available on the Cambridge Secondary 1 website. Blank templates are also available on the Cambridge Secondary 1 website for you to use if you
wish.
Overview
Term 1 Term 2 Term 3
1A Unit 7.1 Living Things 2A Unit 7.4 Microorganisms and Disease 3A Unit 7.7 Habitats and Environment
1B Unit 7.2 Solids, Liquids and Gases 2B Unit 7.5 The Earth and Beyond 3B Unit 7.8 Acids and Bases
1C Unit 7.3 Energy Transformations 2C Unit 7.6 Putting Things into Groups 3C Unit 7.9 Forces and their Effects
7Bc1 Identify the seven characteristics Compare different animals, real (if Photos of animals eating, Use small group 90 min
of living things and relate these appropriate) or pictures, e.g. bird, running/swimming, and with discussion allowing
to a wide range of organisms in cat, fish and write down all the things their young. each pupil to voice
the local and wider environment. they have in common. Present your their ideas on
findings to other groups. observations,
followed by whole
7Ep1 Be able to talk about the Discuss the ways nutrition is class work to
importance of questions, obtained by different animals. encourage
evidence and explanations. confidence in
Breathing through a straw into lime- expressing science
7Eo1 Make careful observations water to show carbon dioxide is Drinking straws, limewater, ideas backed by
including measurements. produced. test-tubes or small beakers evidence.
to hold limewater.
7Eo2 Present results in the form of Discuss the difference between
tables, bar charts and line breathing and respiration.
graphs.
Discuss the difference between
growth and reproduction.
7Bc3 Identify the structures present in Observe prepared microscope slides Microscopes, prepared Time spent on a 90 min
plant and animal cells as seen of cells. slides of animal cells. Any demonstration will
with a simple light microscope Prepare and focus a good specimen available prepared slides avoid frustration and
and/or a computer microscope. without being misled by air bubbles could be used to practice possible damage to
or dust on the cover slip. focussing. microscopes. Using
7Eo1 Make careful observations Observe and identify the nucleus, Onion or other bulbs (the graph paper will help
including measurements. cytoplasm, (and in plant cells, the thin skin from between the to illustrate the
cell vacuole and cell wall). Record fleshy areas of an onion is magnification.
sketch diagrams of the cells. ideal.) Newsprint will show
inversion.
7Bc4 Compare the structure of plant Compare observed cells with Assess using table of 50 min
and animal cells. labelled diagrams for secondary differences between
sources and explain why the cell plant and animal
7Eo2 Present results in the form of membrane is not visible in the cells.
tables, bar charts and line prepared slides.
graphs.
7Bc6 Understand that cells can be Discuss that cells of the same type Relate this work on 50min
grouped together to form tissues, group together to form tissues. cells to the previous
organs and organisms. work on major organ
systems.
7Ec4 Present conclusions using Different types of tissues grouped
different methods. together can make an organ and
organs can group together to make
an organ system. Organ systems are
necessary to form a complex
organism e.g. flowering plant or
human.
7Bh1 Explore the role of the skeleton Describe the skeletal system and its 80min
and joints and the principle of functions.
antagonistic muscles.
Groups prepare presentations on the
functions of the skeleton to include
principle of antagonistic muscles and
joints.
7Cs1 Show in outline how the particle Students discuss samples of Card, ice, cake, A recap of previous 30 min
theory of matter can be used to everyday solids, liquids and gases, lemonade, boiling water, knowledge of
explain the properties of solids, considering their shape and volume. oil, fat, stick, soap, properties of solids,
liquids and gases, including They should tabulate their detergent, perfumed liquids and gases.
changes of state. identifying properties. candle, jelly, sand, blown
Consider tomato sauce (liquid or up balloons etc.
7Eo2 Present results in the form of tables, solid?) and how it could be made
bar charts or line graphs. more solid or more liquid.
7Cs1 Show in outline how the particle Students can try to compress air in Small sealed plastic 40mins
theory of matter can be used to syringes or balloons. Give syringes without needles
explain the properties of solids, explanations in terms of trying to should be used.
liquids and gases, including force things together. Introduce the idea of
changes of state. Drawings of boxes of particles in the particles too small to see.
gaseous state show particles well
separated.
7Cs1 Show in outline how the particle Pour particles of different size to Peas, rice grains, dry Remind students that 30 mins
theory of matter can be used to model the movement of smaller sand. sand is also hard if you
explain the properties of solids, particles. drop onto it and the
liquids and gases, including Make drawings of boxes of particles solids can be seen
changes of state. in liquids to show the particles as under the microscope.
close together but not in regular
arrangement.
7Cs1 Show in outline how the particle Glue particles (e.g. polystyrene Polystyrene balls, glue. Particles still have 40 mins
theory of matter can be used to balls) together in regular shapes movement, i.e.
explain the properties of solids, and show that they cannot be vibration about their
liquids and gases, including poured, have flat faces, are hard mean position.
changes of state. and dense. Drawings of boxes of
particles in a solid show the
particles as close together and in a
regular arrangement.
7Pe2 Recognise different energy types Students can brainstorm their own A guided discussion 50min
and energy transfers. ideas about what is meant by suggests that it is
energy. Examples to illustrate their something needed to
definition need to be given in their bring about changes
explanation. such as heating
water, running
upstairs, switching on
the light etc. It has to
be paid for.
7Pe2 Recognise different energy types Pupils inspect or try a range of Clockwork toys Pupils should 1 hour
and energy transfers. simple activities such as clockwork Lamps suggest how energy
toys, lamps, releasing a blown up Balloons is being input and
7Eo1 Make careful observations. balloon, burning a match, Matches (teacher demo if what outcome is
looking at a photographic negative, appropriate) being achieved.
7Eo2 Present results in the form of rattling a Photographic negative
tables, bar charts or line graphs. tin, etc. Tin containing some dried
beans.
7Pe2 Recognise different energy types Knowing the names science uses for Teacher directed with 20min
and energy transfers. the different types of energy: the opportunity for
heat (thermal) research using ICT.
7Eo3 Use secondary sources. light
sound
electrical
chemical
kinetic (movement)
potential (stored)
Note: This unit may be delivered in less time than units 2B and 2C. This is to ensure equal time is allocated to biology, chemistry and physics learning objectives in
term 2.
7Bc1 Identify the seven characteristics Use secondary sources to investigate Text books, Internet. Link to Stage 7 Unit 40min
of living things and relate these to the terms bacteria, fungi, virus. 1A.
a wide range of organisms in the List the characteristics of life shown
local and wider environment. by each type of microorganism.
7Bc2 Know about the role of micro- Demonstrate how to grow bacteria on Teacher Demo. Microbes should not 50min
organisms in the breakdown of a nutrient agar plate. Petri dish containing nutrient be grown without
organic matter, food production agar, preparation of non- reference to safety
and disease, including the work Discuss the risks involved in growing pathogenic bacteria, regulations. Use
of Louis Pasteur. bacteria and how they can be inoculating loop, incubator, aseptic technique.
controlled. disinfectant, Bunsen burner. Seal petri dish after
inoculation. Incubate
o
Explain how micro-organisms are at 28 C.
used in yogurt and cheese
manufacture.
7Bc2 Know about the role of micro- Research the role of bacteria and Secondary sources 40min
organisms in the breakdown of fungi as decomposers and present
organic matter, food production findings to whole class.
and disease, including the work of
Louis Pasteur.
7Ce1 Observe and classify different Observe different samples of rocks Several different samples 40min
types of rocks and soils. and asked to sort them into groups. of rocks e.g. granite,
Investigate one property of the rock sandstone, lava, chalk,
7Ep4 Outline plans to carry out samples in more detail e.g. porosity, limestone, marble, etc.
investigations, considering the hardness, susceptibility to
variables to control, change or weathering.
observe.
Pupils plan the experiment and
7Eo1 Make careful observations present their findings to the rest of
including measurements. the class.
7Ce1 Observe and classify different Use secondary sources to give the 40min
types of rocks and soils. properties of igneous, sedimentary
and metamorphic rock and how
7Eo3 Use Information from secondary each different type of rock is
sources. formed.
Relate properties of each type of
rock to its formation.
7Ce1 Observe and classify different Investigate the different soil types Soil samples, measuring Wear goggles. Be 60 min
types of rocks and soils. by shaking in water and letting cylinders, crucibles, bunsen aware of dangers of
mixture settle. burners, balance to weigh handling hot
7Ep4 Outline plans to carry out soil before and after crucibles.
investigations, considering the Students investigate different soil heating and roasting.
variables to control, change or types by finding out how much
observe. water and humus they contain.
7Ce3 Examiner fossils and research Students observe fossils or Plaster of Paris, moulds, Idea that there were 50 min
the fossil record. photographs of fossils. objects such as leaves to only fossils formed
7Ce4 Discuss the fossil record as a Discuss how fossils are formed. form impression in plaster when life exists and
guide to estimating the age of Make a fossil using plaster of Paris. mould. that the conditions of
the Earth. Explain why fossils are found in the early Earth
sedimentary rocks and not in precluded life.
7Ce5 Learn about most recent igneous rocks.
estimates of the age of the Investigate using secondary
Earth. sources how the fossil record can
be used to estimate the age of the
7Eo3 Use information from secondary Earth.
sources. Students discuss the limitation of
this method. Does the age of the
oldest fossil tell you the age of the
Earth.
Pupils investigate the way scientists
have estimated the age of the Earth
e.g. using radioactivity.
7Pb1 Describe how the movement of Discuss what is meant by a day, a Posters of solar system. 40min
the Earth causes the apparent month and a year in terms of the
daily and annual movement of movement of objects in the solar
the Sun and the stars. system.
Discuss why a day and a year on
7Ep1 Be able to talk about the other planet is different to that on
importance of questions, Earth
evidence and explanations.
7Ep2 Make predictions and review Discuss how it is possible to see the
them against evidence. planets and the Moon even though
they are not light sources.
Illustrate answers with labelled
diagrams.
7Cp2 Describe everyday materials and Compare a few household items, Household items e.g. pans, Achieve a common 30min
their physical properties. pans, doors, shoes, string etc and doors, shoes, string etc. understanding of the
suggest reasons for the choice of words used to
materials. describe properties
e.g. transparent,
Consider the results of interchanging opaque brittle,
the materials, wooden shoes, plastic malleable etc.
pans etc.
7Cp2 Describe everyday materials and Distinguish between absorbent and Brick, freezer, mopping 30min
their physical properties. waterproof materials by studying the cloth.
different materials which make up
7Ep2 Make predictions and review buildings.
them against evidence.
Absorption can be investigated by
finding the mass of water absorbed
by a tissue or mopping cloth. A
soaked brick can be put in the
freezer to show the damage
resulting.
Students should make predictions so
they can review these against the
evidence they obtain
7Cp2 Describe everyday materials and Recognise brittle, flexible and Various materials e.g. dried Safety goggles must 30min
their physical properties. malleable materials by using easily pasta, synthetic foam, be worn if forces are
obtained materials, e.g. brittle dried placticene, rubber band etc. applied to brittle
7Ep5 Make predictions referring to pasta, squashability synthetic materials.
previous scientific knowledge foam, malleability dough /
and understanding. plasticene.
7Cp2 Describe everyday materials and Recognise transparent and opaque Safety glasses must 30min
their physical properties. materials by investigating the be worn for heating.
properties of glass including
transparency, melting and solidifying,
7Ep7 Choose appropriate apparatus forming into narrow tubes etc
and use it correctly. Nylon granules can be heated gently
and drawn into threads.
7Cp2 Describe everyday materials and Distinguish between good and bad Safety glasses must 50min
their physical properties. conductors of heat. be worn for heating.
7Cp1 Distinguish between metals and Heat one end of rods of different
non-metals. materials.
They should be wax-coated with light
weight pins or rice grains set in the
wax, which drop off as the heat is
conducted along. Include one or two
non-metals such as wood or slate to
show that no conduction can be
detected and one or two different
metals to show that metals differ in
their heat conduction.
7Cp1 Distinguish between metals and Distinguish between good and bad Simple electric circuits with 40min
non-metals. conductors of electricity by setting up battery and bulb, variety of
a simple circuit with a gap for materials, metals and non-
7Eo2 Present results in the form of inserting different materials. This will metals.
tables, bar charts and line quickly show that only metals and
graphs. graphite conduct appreciably at room
temperature.
7Ec1 Make conclusions from collected
data, including those presented
in a graph, chart or spreadsheet.
7Be1 Describe how organisms are Explain what is meant by a habitat. Make pictures available for A comparison of 60min
adapted to their habitat, drawing Groups study and describe/draw a identifying organisms. town and country
on locally occurring examples. local small habitat such as a hedge, habitats e.g. for mice,
Secondary sources can be used. a tree, a pond etc. They try to Quadrats, pooters, pit-fall could extend this
identify as many living things there traps, trowel, magnifying investigation.
7Ep6 Identify appropriate evidence to as possible and group them into lens.
collect and suitable methods of green plants or fungi, herbivores,
collection. omnivores, carnivores.
7Cc3 Use indicators to distinguish acid Comparing different acids. Provide Different acids e.g. vinegar, Teacher and 20min
and alkaline solutions. a display of acids (vinegar, lemon lemon juice, canned drink, students to wear
juice, canned drink, laboratory acids) laboratory acids safety glasses
with hazard labels where Hazard labels. whenever using
appropriate. acids.
7Pf1 Describe the effects of forces on Find out that forces change the Squashy football, raft, large 60min
motion, including friction and air speed and direction of objects. bowl of water, roller skate
resistance. Pupils should try activities to show etc
the effect on speed of pushing and
7Eo1 Make careful observations pulling forces.
including measurements.
Examples include kicking a squashy
7Eo2 Present results in the form of football and pulling a raft across
tables. water.
7Pf1 Describe the effects of forces on Measuring forces using various force Forcemeters, bathroom 60min
motion, including friction and air meters. Use bathroom scales for scales. You could use a
resistance. pushing against a wall or squeezing strong spring for stretching
with the hands. (it can be calibrated against
7Eo1 Make careful observations known weights).
including measurements.
7Pf2 Describe the effect of gravity on The relationship between gravity and Kilogram masses, newton Describe weight as 60 min
objects. weight. meters. Other masses to the force of gravity.
Hang kilogram masses on Newton find weight of.
7Ep7 Choose appropriate apparatus meters to find their weight. This can Explain the
and use it correctly. be described as the pulling force of difference between
the earth. Other weights can be mass and weight.
found to familiarise students with
newtons.
7Pf1 Describe the effects of forces on Investigate balanced and Wooden trolleys, newton Introduce the idea of 60min
motion, including friction and air unbalanced forces on objects. meters, various masses, the reaction force.
resistance. Pupils should find out by applying wooden blocks.
equal forces in opposite directions to
7Ep5 Make predictions referring to an object at rest, that it can stay at
previous scientific knowledge rest, e.g. a wooden trolley with equal
and understanding. masses attached on opposite sides.
Pupils can apply the idea to a
7Ec3 Consider explanations for floating object such as wood on
predictions using scientific water. The force acting downwards
knowledge and understanding can be measured with a Newton
and communicate these. meter and then the wood lowered
into water showing the upthrust.
7Ec3 Consider explanations for Friction during movement can be Ramp, objects with different
predictions using scientific compared with and without the roughness of surface, or
knowledge and understanding balloon. different masses.
and communicate these.
Investigate the forces that move an www.school.discovery.com/l
object down a ramp. The effect of essonplans/programs/frictio
the gradient of the ramp, the weight ninourlives/index.html
of the object, the surface of the
object could all be studied.
7Pf1 Describe the effects of forces on Discuss air resistance and explain in Homemade parachutes The air resistance on 60min
motion, including friction and air terms of forces what happens to a from handkerchiefs/tissue falling objects leading
resistance. parachutist when they jump from an and thread with a bob to terminal velocity
aeroplane until they land. weight. should be referred to
7Ep5 Make predictions referring to here.
previous scientific knowledge Investigate the motion of different
and understanding. parachutes e.g. changing surface
area, weight.
7Ec3 Consider explanations for
predictions using scientific
knowledge and understanding
and communicate these.