Secondary

SCIENCE CURRICULUM FOR Y 7

Scientific enquiry/ Ideas and evidence

Be able to talk about the importance of questions, evidence and explanations

Make predictions and review them against evidence

Scientific enquiry/Plan investigative work

Suggest ideas that may be tested

Outline plans to carry out investigations, considering the variables to control, change or observe

Make predictions referring to previous scientific knowledge and understanding

Identify appropriate evidence to collect and suitable methods of collection

Choose appropriate apparatus and use it correctly

Scientific enquiry/Obtain and present evidence

Make careful observations including measurements

Present results in the form of tables, bar charts and line graphs

Use information from secondary sources

Scientific enquiry/Consider evidence and approach

Make conclusions from collected data, including those presented in a graph, chart or spreadsheet

Recognise results and observations that do not fit into a pattern, including those presented in a graph, chart or spreadsheet

Consider explanations for predictions using scientific knowledge and understanding and communicate these

Present conclusions using different methods

Biology/Plants

Recognise the positions, and know the functions of the major organs of flowering plants, e.g. root, stem, leaf

Biology/Humans as organisms

Explore the role of the skeleton and joints and the principle of antagonistic muscles

Recognise the positions and know the functions of the major organ systems of the human body.   Secondary sources can be used

Research the work of scientists studying the human body

Biology/Cells and organisms

Identify the seven characteristics of living things and relate these to a wide range of organisms in the local and wider environment

Know about the role of micro-organisms in the breakdown of organic matter, food production and disease, including the work of Louis Pasteur

Identify the structures present in plant and animal cells as seen with a simple light microscope and/or a computer microscope

Compare the structure of plant and animal cells

Relate the structure of some common cells to their functions.  Secondary sources can be used

Understand that cells can be grouped together to form tissues, organs and organisms

Biology/Living things in their environment

Describe how organisms are adapted to their habitat, drawing on locally occurring examples.   Secondary sources can be used

Draw and model simple food chains

Discuss positive and negative influence of humans on the environment, e.g.  the effect on food chains, pollution and ozone depletion

Discuss a range of energy sources and distinguish between renewable and non-renewable resources.  Secondary sources can be used

Biology/Variation and classification

Understand what is meant by a species

Investigate variation within a species.   Secondary sources can be used

Classify animals and plants into major groups, using some locally occurring examples

Chemistry/States of matter

Show in outline how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state

Chemistry/Material properties

Distinguish between metals and non-metals

Describe everyday materials and their physical properties

Chemistry/Material changes

Use a pH scale

Understand neutralisation and some of its applications

Use indicators to distinguish acid and alkaline solutions

Chemistry/The Earth

Observe and classify different types of rocks and soils

Research simple models of the internal structure of the Earth

Examine fossils and research the fossil record

Discuss the fossil record as a guide to estimating the age of the Earth

Learn about most recent estimates of the age of the Earth

Physics/Forces and motion

Describe the effects of forces on motion, including friction and air resistance

Describe the effect of gravity on objects.   Secondary sources can be used

Physics/Energy

Understand that energy cannot be created or destroyed and that energy is always conserved

Recognise different energy types and energy transfers

Physics/The Earth and beyond

Describe how the movement of the Earth causes the apparent daily and annual movement of the sun and the stars

Describe the relative position and movement of the planets and the sun in the solar system

Discuss the impact of the ideas and discoveries of Copernicus, Galileo and more recent scientists

Understand that the sun and other stars are sources of light and that planets and other bodies are seen by reflected light

MATHEMATICS CURRICULUM FOR Y7

Number/Integers, powers and root

Recognise negative numbers as positions on a number line, and order, add and subtract positive and negative integers in context

Recognise multiples, factors, common factors, primes (all less than 100), making use of simple tests of divisibility; find the lowest common multiple in simple cases; use the ‘sieve’ for generating primes developed by Eratosthenes

Recognise squares of whole numbers to at least 20 × 20 and the corresponding square roots; use the notation 7² and √49

Number/Place value, ordering and rounding

Interpret decimal notation and place value; multiply and divide whole numbers and decimals by 10, 100 or 1000

Order decimals including measurements, changing these to the same units

Round whole numbers to the nearest 10, 100 or 1000 and decimals, including measurements, to the nearest whole number or one decimal place

Number/Fractions, decimals, percentages, ratio and proportion

Recognise the equivalence of simple fractions, decimals and percentages

Simplify fractions by cancelling common factors and identify equivalent fractions; change an improper fraction to a mixed number, and vice versa; convert terminating decimals to fractions, e.g. 0.23 = 23 hundredths

Compare two fractions by using diagrams, or by using a calculator to convert the fractions to decimals

Add and subtract two simple fractions; find fractions of quantities (whole number answers); multiply a fraction by an integer

Understand percentage as the number of parts in every 100; use fractions and percentages to describe parts of shapes, quantities and measures

Calculate simple percentages of quantities (whole number answers) and express a smaller quantity as a fraction or percentage of a larger one

Use percentages to represent and compare different quantities

Use ratio notation, simplify ratios and divide a quantity into two parts in a given ratio

Recognise the relationship between ratio and proportion

Number/Fractions, decimals, percentages, ratio and proportion (Continued)

Use direct proportion in context; solve simple problems involving ratio and direct proportion

Number/Calculation/Mental strategies

Consolidate the rapid recall of number facts, including positive integer complements to 100, multiplication facts to 10 × 10 and associated division facts

Use known facts and place value to multiply and divide two-digit numbers by a single-digit number, e.g.  45 × 6, 96 ÷ 6

Know and apply tests of divisibility by 2, 3, 5, 6, 8, 9, 10 and 100

Use known facts and place value to multiply simple decimals by one-digit numbers, e.g. 0.8 x 6

Calculate simple fractions and percentages of quantities, e.g.  one quarter of 64, 20% of 50 kg

Use the laws of arithmetic and inverse operations to simplify calculations with whole numbers and decimals

Use the order of operations, including brackets, to work out simple calculations

Add and subtract integers and decimals, including numbers with different numbers of decimal places

Multiply and divide decimals with one and/or two places by single-digit numbers, e.g. 13.7 x 8, 4.35 ÷ 5

Know that in any division where the dividend is not a multiple of the divisor there will be a remainder, e.g. 157 ÷ 25 = 6 remainder 7.  The remainder can be expressed as a fraction of the divisor

Know when to round up or down after division when the context requires a whole-number answer

Algebra/Expressions, equations and formulae

Use letters to represent unknown numbers or variables; know the meanings of the words term, expression and equation

Know that algebraic operations follow the same order as arithmetic operations

Construct simple algebraic expressions by using letters to represent numbers

Simplify linear expressions, e.g. collect like terms; multiply a constant over a bracket

Derive and use simple formulae, e.g. to change hours to minutes

Substitute positive integers into simple linear expressions/formulae

Construct and solve simple linear equations with integer coefficients (unknown on one side only), e.g. 2x = 8, 3x + 5 = 14, 9 - 2x = 7

Algebra/Sequences, functions and graphs

Generate terms of an integer sequence and find a term given its position in the sequence; find simple term-to-term rules

Generate sequences from spatial patterns and describe the general term in simple cases

Represent simple functions using words, symbols and mappings

Generate coordinate pairs that satisfy a linear equation, where y is given explicitly in terms of x; plot the corresponding graphs; recognise straight-line graphs parallel to the x- or y-axis

Geometry/Shapes and geometric reasoning

Identify, describe, visualise and draw 2D shapes in different orientations

Use the notation and labelling conventions for points, lines, angles and shapes

Name and identify side, angle and symmetry properties of special quadrilaterals and triangles, and regular polygons with 5, 6 and 8 sides

Estimate the size of acute, obtuse and reflex angles to the nearest 10°

Start to recognise the angular connections between parallel lines, perpendicular lines and transversals

Calculate the sum of angles at a point, on a straight line and in a triangle, and prove that vertically opposite angles are equal; derive and use the property that the angle sum of a quadrilateral is 360°

Solve simple geometrical problems by using side and angle properties to identify equal lengths or calculate unknown angles, and explain reasoning

Recognise and describe common solids and some of their properties, e.g. the number of faces, edges and vertices

Recognise line and rotation symmetry in 2D shapes and patterns; draw lines of symmetry and complete patterns with two lines of symmetry; identify the order of rotation symmetry

Use a ruler, set square and protractor to:
–  measure and draw straight lines to the nearest millimetre;
–  measure and draw acute, obtuse and reflex angles to the nearest degree;
–  draw parallel and perpendicular lines;
–  construct a triangle given two sides and the included angle (SAS) or two angles and the included side (ASA);
–  construct squares and rectangles;
–  construct regular polygons, given a side and the internal angle

Geometry/Position and movement

Read and plot coordinates of points determined by geometric information in all four quadrants

Geometry/Position and movement (Continued)

Transform 2D points and shapes by:
–  reflection in a given line;
–  rotation about a given point;
–  translation
Know that shapes remain congruent after these transformations

Measure/Length, mass and capacity

Choose suitable units of measurement to estimate, measure, calculate and solve problems in everyday contexts

Know abbreviations for and relationships between metric units; convert between: 
–  kilometres (km), metres (m), centimetres (cm), millimetres (mm)
–  kilometres (km), metres (m), centimetres (cm), millimetres (mm);
–  tonnes (t), kilograms (kg) and grams (g);
–  litres (l) and millilitres (ml)

Read the scales on a range of analogue and digital measuring instruments

Measure/Time and rates of change

Draw and interpret graphs in real life contexts involving more than one stage, e.g. travel graphs

Know the relationships between units of time; understand and use the 12-hour and 24-hour clock systems; interpret timetables; calculate time intervals

Measure/Area, perimeter and volume

Know the abbreviations for and relationships between square metres (m²), square centimetres (cm²), square millimetres (mm²)

Derive and use formulae for the area and perimeter of a rectangle; calculate the perimeter and area of compound shapes made from rectangles

Derive and use the formula for the volume of a cuboid; calculate volumes of cuboids

Calculate the surface area of cubes and cuboids from their nets

Handling data/Planning and collecting data

Decide which data would be relevant to an enquiry and collect and organise the data

Design and use a data collection sheet or questionnaire for a simple survey

Construct and use frequency tables to gather discrete data, grouped where appropriate in equal class intervals

Handling data/processing and presenting

Find the mode (or modal class for grouped data), median and range

Handling data/processing and presenting (Continued

Calculate the mean, including from a simple frequency table

Draw and interpret:
–  bar-line graphs and bar charts;
–  frequency diagrams for grouped discrete data;
–  simple pie charts;
–  pictograms

Handling data/Interpreting and discussing results

Draw conclusions based on the shape of graphs and simple statistics

Compare two simple distributions using the range and the mode, median or mean

Handling data/probability

Use the language of probability to describe and interpret results involving likelihood and chance

Understand and use the probability scale from 0 to 1

Find probabilities based on equally likely outcomes in simple contexts

Identify all the possible mutually exclusive outcomes of a single event

Use experimental data to estimate probabilities

Compare experimental and theoretical probabilities in simple contexts

Problem solving/Using techniques and skills in solving mathematical problems

Use the laws of arithmetic and inverse operations to simplify calculations with whole numbers and decimals

Manipulate numbers, algebraic expressions and equations, and apply routine algorithms

Understand everyday systems of measurement and use them to estimate, measure and calculate

Recognise and use spatial relationships in two and three dimensions

Draw accurate mathematical diagrams, graphs and constructions

Check results of calculations by using inverse operations

Estimate, approximate and check their working

Solve word problems involving whole numbers, percentages, decimals, money or measures: choose operations and mental or written methods appropriate to the numbers and context, including problems with more than one step

Problem solving/Using understanding and strategies in solving problems

Identify and represent information or unknown numbers in problems, making correct use of numbers, symbols, words, diagrams, tables and graphs

Recognise mathematical properties, patterns and relationships, generalising in simple cases

Work logically and draw simple conclusions

Relate results or findings to the original context and check that they are reasonable

Record and explain methods, results and conclusions

Discuss and communicate findings effectively, orally and in writing

ENGLISH CURRICULUM FOR Y7

Reading

Understand specific information in texts on a limited range of unfamiliar general and curricular topics, including some extended texts

Understand the detail of an argument on a limited range of unfamiliar general and curricular topics, including some extended texts

Deduce meaning from context on a limited range of unfamiliar general and curricular topics, including some extended texts

Use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

Begin to recognise inconsistencies in argument in short texts on a limited range of general and curricular subjects

Understand implied meaning on a limited range of unfamiliar general and curricular topics, including some extended texts

Recognise the attitude or opinion of the writer on a limited range of unfamiliar general and curricular topics, including some extended texts

Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics with confidence and enjoyment

Understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts

Writing

Brainstorm, plan and draft written work at text level, with some support, on a range of general and curricular topics

Compose, edit and proofread written work at text level, with some support, on a range of general and curricular topics

Write, with some support, with moderate grammatical accuracy on a limited range of general and curricular topics

Use, with some support, style and register appropriate to a limited range of written genres on general and curricular topics

Develop coherent arguments, supported when necessary by reasons, examples and evidence, for a limited range of written genres on general and curricular topics

Use appropriate layout for a range of written genres on a growing range of general and curricular topics

Punctuate, with accuracy, a growing range of written work on a range of general and curricular topics

Use of English

Use a range of quantifiers for countable and uncountable nouns including several, plenty, a large/small number/ amount on a range of general and curricular topics

Use a limited range of comparative degree adverb structures not as quickly as/far less quickly with regular and irregular adverbs on a range of general and curricular topics

Use a growing range of simple perfect forms to express [recent, indefinite and unfinished] past on a range of general and curricular topics

Use a growing range of future forms, including present continuous and present simple with future meaning, on a range of general and curricular topics

Use a range of active and passive simple present and past forms on a range of general and curricular topics

Use a limited range of causative forms have/get done on a range of general and curricular topics

Use a growing range of past perfect simple forms in narrative and reported speech on a range of general and curricular topics

Use a growing range of present continuous forms and past continuous, including some passive forms, on a range of general and curricular topics

Use a growing range of reported speech forms for statements, questions and commands: say, ask, tell, including reported requests, on a range of general and curricular topics

Use a range of modal forms for a range of functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of general and curricular topics

Use if/unless/if only in second conditional clauses and wish [that] clauses [present reference] on a range of general and curricular topics

Use a growing range of abstract nouns and compound nouns on a variety of general and curricular topics

Use a limited range of complex noun phrases on a variety of general and curricular topics

Use a growing range of compound adjectives and adjectives as participles and a limited range of comparative structures to indicate degree including not as…as, much…than on a range of general and curricular topics

Use a limited range of sentence adverbs including too, either, also on a range of general and curricular topics

Use a growing range of pre-verbal, post-verbal and end-position adverbs on a range of general and curricular topics

Use a range of prepositions preceding nouns and adjectives in prepositional phrases on a range of general and curricular topics

Use prepositions as, like to indicate manner on a range of general and curricular topics

Use a growing range of dependent prepositions following adjectives on a range of general and curricular topics

Use a limited range of prepositional verbs and begin to use common phrasal verbs on a range of general and curricular topics

Spell a growing range of high-frequency vocabulary accurately on a range of general and curricular topics

Recognise typical features at word, sentence and text level in a limited range of written genres

Begin to recognise typical features at word, sentence and text level in a limited range of spoken genres

Use a limited range of gerunds as subjects and objects on a variety of general and curricular topics

Use a range of determiners including all, half, both [of] in pre-determiner function on a range of general and curricular topics

Use a range of questions using a range of different tense and modal forms on a range of general and curricular topics

Use a range of pronouns including indefinite pronouns anybody, anyone, anything and quantitative pronouns everyone, everything, none, more, less, a few on a range of general and curricular topics

Use infinitive forms after a limited range of verbs and adjectives on a range of general and curricular topics

Use gerund forms after a limited range of verbs and prepositions on a range of general and curricular topics

Use a growing range of conjunctions including since, as to explain reasons and the structures so ... that, such a/... that in giving explanations on a range of general and curricular topics

Use a range of relative clauses including why clauses on a range of general and curricular topics

Listening

Understand, with little or no support, most specific information in extended talk on a wide range of general and curricular topics

Understand, with little or no support, most of the detail of an argument in extended talk on a wide range of general and curricular topics

Deduce, with little or no support, meaning from context in extended talk on a wide range of general and curricular topics

Understand, with little or no support, most of the implied meaning in extended talk on a wide range of general and curricular topics

Understand extended narratives on a range of general and curricular topics

Understand, with little or no support, the main points in extended talk on a wide range of general and curricular topics

Recognise, with little or no support, the opinion of the speaker(s) in extended talk on a wide range of general and curricular topics

Speaking

Use formal and informal registers in their talk on a limited range of general and curricular topics

Ask questions to clarify meaning on a wide range of general and curricular topics

Give an opinion, at discourse level, on a range of general and curricular topics

Respond, with some flexibility, at both sentence and text level, to unexpected comments on a range of general and curricular topics

Link comments, with some flexibility, to what others say at sentence and discourse level in pair, group and whole class exchanges

Interact with peers to negotiate classroom tasks

Use appropriate subject-specific vocabulary and syntax to talk about a limited range of curricular topics