1. Brit Spark

2. ELECTRICAL CIRCUITS Key concepts: Series and parallel circuits, current, voltage and resistance StepStep Descriptor 10-12I can name and draw the symbols for different circuit components 13-15I can use circuit symbols to draw simple series and parallel circuits 16-18I can describe current, voltage and resistance 16-18I can state the units of current, voltage and resistance 16-18I can name the pieces of equipment used to measure voltage and current 16-18I can describe that current will only flow if there is a source of potential difference in a closed circuit 19-21I can describe that within a series circuit the current at any point in the circuit is constant 19-21I can state that potential difference (voltage) in a series circuit is shared between the components 19-21 I can state that potential difference (voltage) in a parallel circuit is the same in each branch as the battery 19-21I can describe how to correctly connect an ammeter and a voltmeter in to a circuit 22-24 I can describe that within a parallel circuit the value of current in each branch adds up to the current through the power source 22-24I can explain why within a series circuit the current at any point is constant 22-24I can describe how a variable resistor can be used to change the current in a circuit 22-24 I can describe the relationship between current, resistance and voltage and use it to calculate resistance when given voltage and current 22-24 I can use a range of symbols to draw complex circuit diagrams, including voltmeters, ammeters, resistors, variable resistors

3. MAGNETISM Key concepts: Magnetic Fields, Electromagnets StepStep Descriptor 10-12 I can state the like poles repel and unlike poles attract and use this to predict whether two magnets will attract or repel 13-15I can draw the magnetic field lines surrounding a bar magnet 16-18I can describe how to make an electromagnet and describe some ways that they can be used 16-18 I can draw the magnetic field lines surrounding a bar magnet including arrows to show the direction of the magnetic field lines 16-18 I can label the north and south poles of a magnet, when given the direction of the magnetic field lines or details about repulsion or attraction 19-21I can describe the Earth and compasses as examples of magnets 19-21I can describe how to increase the strength of an electromagnet 19-21 I can describe that magnetism is a non-contact force that will affect magnetic materials within the magnetic field 19-21I can describe how to find the shape of a magnetic field using a compass 22-24I can describe the relationship between distance between field lines and strength 22-24I can describe and explain attraction and repulsion in terms of the direction of field lines 22-24I can explain why the geographical north pole of the Earth is actually a magnetic south pole

4. STATIC ELECTRICITY Key concepts: Magnetic Fields, Electromagnets StepStep Descriptor 16-18 I can state that there are two types of charge and these are positive and negative 16-18 I can describe the force between two charged objects as electrostatic force, which could be attraction or repulsion 16-18 I can state that when two insulator materials are rubbed together they will become charged 16-18 I can describe some examples of static electricity and how static electricity can be useful 19-21 I can explain when objects will attract or repel each other due to electrostatic force 19-21 I can describe electrons as being negatively charged 19-21 I can describe electrostatic force as a non-contact force where objects are affected if they are inside the electric field of a charged object and that the force of attraction or repulsion is greater the closer to the charged object 19-21 I can describe that sparks occur between charged bodies, giving an example of lightning. 19-21 I can explain why two insulators will become charged when they are rubbed together 22-24 I can explain situations in which static electricity can be dangerous or a nuisance

5. ELECTRICITY BILLS Key concepts: Electrical Power, Power Ratings, Costings StepStep Descriptor 19-21 I can use the equation power = voltage x current to calculate the power rating of an appliance 19-21 I can state that the unit of electrical energy supplied is the kilowatt hour 19-21 I can use the equation energy supplied = power x time to calculate energy supplied 19-21 I can calculate the cost of energy supplied

6. Fireworks

7. ATOMS, ELEMENTS AND COMPOUNDS Key concepts: Atoms, elements, compounds, mixtures, molecular formulae StepStep Descriptor 13-15I can list examples of atoms, elements and compounds 16-18I can describe the differences between atoms, elements and compounds 19-21I can represent elements using chemical symbols 19-21I can represent compounds using chemical formulae 19-21I can describe a mixture, including dissolved substances 19-21I can explain how mixtures are different from elements and compounds 19-21I can deduce the number of atoms in a formula with brackets 19-21I can deduce the number of each type of different atom in a formula with brackets 22-24 I can describe the number of atoms and bonds in a molecule given the displayed formula

8. CHEMICAL AND PHYSICAL REACTIONS Key concepts: chemical reactions, combustion, bonds, word and symbol equations StepStep Descriptor 10-12 I can explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible 13-15I can state that during chemical reactions reactants become products 13-15I can state that reactions take place when particles collide 16-18 I can state that during chemical reactions atoms are rearranged in order for reactants to become products 16-18I can describe how to increase the amount of product formed in a chemical reaction 19-21I can represent elements using chemical symbols 19-21I can represent compounds using chemical formulae 19-21 I can state neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids, as examples of chemical reactions 19-21I can represent chemical reactions using word equations 22-24 I can describe neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids as examples of chemical reactions 22-24I can represent chemical reactions using symbol equations 22-24 I can represent chemical reactions using balanced symbol equations given the formulae of the reactants and products 22-24 I can recognise and use the idea that the amount of product formed is directly proportional to the amount of limiting reactant used 25-27I can explain how collisions are random and must be successful in order for a reaction to occur 25-27 I can represent chemical reactions using balanced symbol equations given the formulae of the reactants and products

9. Gig

10. LIGHT Key concepts: White light, seeing in colour, reflection, refraction, dispersion StepStep Descriptor 10-12 I can describe that light travels in straight lines and we see objects that give out or reflect light into our eyes 10-12 I can explain why objects have the same shape as the shadows they cast, using ideas of light travelling in straight lines 10-12I can state that white light is a mixture of colours 10-12 I can state that light waves may be absorbed, reflected (diffuse and specular), refracted and diffused 10-12I can give some examples of when light is absorbed or reflected 13-15 I can state that pinhole cameras, cameras with lenses and the human eye form images from light 13-15I can list the colours of the spectrum of light in order 13-15I can state the primary colours and secondary colours of light 13-15 I can describe how light behaves in relation to different materials using the words, transparent, translucent and opaque 13-15I can describe what is meant by absorbing and reflecting light

11. StepStep Descriptor 16-18 I can state that during specular reflection in a plane mirror, the angle of incidence is always equal to the angle of reflection 16-18I can state that light waves are able to travel though a vacuum 16-18I can describe how a prism can be used to split white light 16-18I can state that light waves are transverse 19-21 I can describe the formation of an image from specular reflection in a plane mirror using a ray model diagram 19-21I can describe how light waves don't need any matter to travel 19-21I can describe why we see different colours 19-21I can describe how combinations of the primary colours of light result in the secondary colours of light 19-21I can describe how a pinhole camera works using a ray diagram 19-21I can state that in a vacuum, light waves have a maximum speed, the speed of light 19-21I can describe refraction using a ray diagram 19-21I can describe when refraction occurs 22-24I can state that convex lenses focus light 22-24I can describe how white light is a mixture of colours with reference to frequency 22-24I can explain when refraction occurs 22-24 I can explain how we see different colours, with reference to the colour of the object and the colour the light available

12. HEARING AND SEEING Key concepts: Seeing images, hearing sounds, structure of the ear, structure of the eye StepStep Descriptor 13-15 I can identify the main parts of the ear 13-15 I can state the auditory range of humans 13-15 I can name some animals that use sound and have different auditory ranges than humans 16-18 I can describe the functions of the parts of the ear 19-21 I can describe how the human eye forms an image using ray diagrams 19-21 I can describe problems with the ear and explain why they occur 19-21 I can identify the main parts of the eye 22-24 I can describe how sound waves can be used to transfer information in the human ear and diaphragm in a microphone 22-24 I can describe the range of frequencies of sound, below and above audible ranges 22-24 I can describe the functions of the parts of the eye 22-24 I can explain how problems with the ear can be overcome, including cochlear implants

13. SOUND Key concepts: Travelling sound, reflection (echos), sound proofing, uses of sound waves StepStep Descriptor 10-12 I can find patterns between the volume of a sound and the strength of the vibrations that produced it 10-12I can state that sound waves may can reflected or absorbed 13-15I can describe the reflection of a sound wave as an echo 13-15I can describe some applications of absorbing sound 13-15 I can state that sound cannot travel if there is no medium (i.e. it cannot travel through a vacuum) 13-15I can state that sound is produced by vibrations 16-18I can describe some applications of echoes, including sonar, ultrasound and echolocation 16-18I can state that sound waves are longitudinal 19-21I can describe how sound requires matter to travel 19-21I can state that frequencies of sound are measured in Hertz (Hz) 22-24 I can explain in which material sound will travel fastest, with reference to particle arrangement 22-24I can explain why sound can’t travel through a vacuum 22-24I can explain why sound travels at different speeds through different mediums

14. WAVES Key concepts: Wave forms, longitudinal and transverse waves StepStep Descriptor 19-21 I can recognise longitudinal waves from a diagram 19-21 I can describe what frequency is 19-21 I can recognise transverse waves from a diagram 19-21 I can state that frequency is measured in Hertz (Hz) 22-24 I can label a diagram of a longitudinal wave, including compressions, rarefactions 22-24 I can label a diagram of a transverse wave with wavelength, amplitude, crest and trough

15. Junior Doctor

16. ORGANISATION IN LIVING THINGS Key concepts: Cells to organ systems, animal and plant cells, stem cells StepStep Descriptor 10-12I can state that cells are the fundamental unit "building block" of organisms 10-12I can name some equipment that may be used to observe cells 10-12 I can describe how multicellular organisms are organised (ceils, tissues, organs, organ systems, organisms 10-12I can list some tissues and organs 13-15I can describe a tissue, and organ and an organ system 13-15I can list some tissues and organs and organ systems 16-18I can list the main parts of cells 16-18I can describe the structural adaptations of some animal and plant cells 16-18 I can describe how multicellular organisms are organised (ceils, tissues, organs, organ systems, organisms) 16-18I can identify parts of cells from a diagram 19-21I can describe the functions of the main parts of cells 22-24I can describe a tissue, and organ and an organ system 25-27I can compare and contrast animal and plant cells

17. INHERITANCE Key concepts: DNA, discovery of DNA, genetic variation, designer babies, cloning StepStep Descriptor 13-15 I can describe how variation is caused by inherited and environmental factors 13-15 I can state that genetic information is inherited 13-15 I can describe what a clone is 13-15 I can state identical twins as an example of natural clones 13-15 I can describe what genetic engineering is 16-18 I can describe some uses of cloning 16-18 I can describe some uses of genetic engineering 19-21 I can state that all organisms show variation, both within a species and between species 19-21 I can describe the process of cloning 19-21 I can describe some advantages and disadvantages of cloning 19-21 I can describe some advantages and disadvantages of genetic engineering 22-24 I can describe the role of DNA, genes and chromosomes in heredity 22-24 I can recall that the genome is the sum total of the genetic material in an organism 22-24 I can explain how sex is determined in humans and other organisms 22-24 I can discuss mutations as a source of genetic variation 22-24 I can describe the causes of mutations 22-24 I can evaluate the importance of genetic engineering 22-24 I can evaluate the importance of cloning

18. REPRODUCTION Key concepts: Menstrual cycle, sexual reproduction, fertilization, pregnancy StepStep Descriptor 16-18 I can name some tissues and organs in the human reproductive systems 16-18I can describe the role of the menstrual cycle in reproduction 19-21I can describe the stages of pregnancy and birth 19-21I can discuss the impact of maternal lifestyle on the foetus 19-21 I can describe the functions of some tissues and organs in the human reproductive systems 22-24I can explain how gametes are involved in fertilisation 22-24I can describe the stages of the menstrual cycle

19. Real Life Chemistry

20. MIXTURES AND SOLUTIONS Key concepts: Mixtures, solutions, dissolving, separating mixtures and solutions, pure and impure substances StepStep Descriptor 10-12I can describe what a pure substance is 13-15I can select appropriate simple techniques for separating given mixtures 16-18I can describe how to carry out simple techniques for separating mixtures 19-21 I can describe simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography 19-21I can describe a mixture, including dissolved substances 19-21I can explain how mixtures are different from elements and compounds 19-21I can describe dissolving, with reference to particles 19-21I can explain how simple techniques for separating mixtures work 22-24I can describe how impurities may affect boiling and melting points of impure substance

21. REACTIONS WITH ACIDS Key concepts: Acids, alkalis, pH scale, neutralization, acids and metals, acids and carbonates StepStep Descriptor 13-15I can state that different acids and alkalis may have different strengths 13-15I can state that an indicator may be used to determine if a solution is acidic or alkaline 13-15I can state that during chemical reactions reactants become products 13-15I can state that reactions take place when particles collide 16-18 I can state that during chemical reactions atoms are rearranged in order for reactants to become products 16-18 I can describe how to use Universal indicator to find the strength of an acid or an alkali, using the pH scale 19-21 I can state neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids, as examples of chemical reactions 19-21I can represent chemical reactions using word equations 22-24 I can describe neutralisation, combustion, thermal decomposition, oxidation, displacement and the reaction of metals and acids as examples of chemical reactions 22-24 I can explain that the reactions of acids with metal carbonates produce a salt plus water and carbon dioxide 22-24I can represent chemical reactions using symbol equations 22-24 I can represent chemical reactions using balanced symbol equations given the formulae of the reactants and products

22. ENVIRONMENTAL CHEMISTRY Key concepts: Recycling, composition of the atmosphere StepStep Descriptor 10-12 I can list human activities that impact on the climate by producing carbon dioxide 13-15 I can name the main elements that make up the composition of the atmosphere 16-18 I can describe ways that human activities impact on the climate by producing carbon dioxide 16-18 I can describe different ways of recycling 16-18 I can describe the composition of the atmosphere 19-21 I can name some of the molecules that contain carbon on the Earth and in it's atmosphere 22-24 I can describe ways that carbon can move between organisms and parts of the Earth 22-24 I can consider the advantages and disadvantages of recycling 22-24 I can suggest ways that the level of carbon dioxide in the atmosphere can be reduced 22-24 I can explain the impact of human activities on the climate by producing carbon dioxide leading to the greenhouse effect

23. WWF

24. IDENTIFYING ORGANISMS Key concepts: Classification and identification keys StepStep Descriptor 10-12 I can identify a variety of common animals that are carnivores, herbivores and omnivores 13-15 I can identify and describe the basic structure of basic flowers and trees 16-18 I can identify and name a variety of plants and animals that live in specific habitats 16-18 I can recognise that living things can be grouped and use classification keys 16-18I can identify and classify local species and using keys 19-21 I can classify plants, microorganisms and animals into groups based on observable characteristics

25. PRESERVING BIODIVERSITY Key concepts: Endangered species, extinction, gene banks StepStep Descriptor 13-15 I can compare the difference between living and dead things 13-15 I can describe what is meant by an endangered species and an extinct species 16-18 I can describe why an organism may become endangered or extinct 16-18 I can describe what a gene bank is 19-21 I can describe how genes are stored for plants and animals 19-21 I can state that gene banks are important in maintaining biodiversity 22-24 I can describe how competition can result in extinction

26. RELATIONSHIPS WITHIN ECOSYSTEMS Key concepts: Ecosystems, biodiversity, food chains and food webs StepStep Descriptor 10-12I can identify a variety of common animals that are carnivores, herbivores and omnivores 10-12I can identify different ecosystems 10-12I can identify producers and consumers 13-15I can describe what an ecosystem is 13-15I can state that all organisms are dependent on plants 13-15I can define producer, consumer, primary consumer and secondary consumer 13-15I can define herbivore, carnivore and omnivore 16-18I can describe simple food chains 16-18I can define biodiversity 16-18I can describe how all organisms are dependent on plants 19-21I can construct food chains and identify producers, consumers, predators and prey 19-21I can interpret simple food chains 19-21I can describe how organisms may be affected by their environment 19-21I can state that gene banks are important in maintaining biodiversity 19-21I can describe the diversity of organisms 19-21I can explain why all organisms are dependent on plants

27. 22-24 I can explain that all organisms in an ecosystem may affect each other and are affected by their environment 22-24 I can describe how a change in the numbers of one organism may affect another 22-24I can interpret food webs 22-24I can describe the relationships among organisms in an ecosystem 25-27 I can explain how organisms may be affected by their environment, with reference to adaptations 25-27I can describe the importance of biodiversity in ecosystems

28. ORGANISM SURVIVAL Key concepts: Variation, adaptations, competition and natural selection StepStep Descriptor 10-12 I can state that all organisms show variation, both within a species and between species 13-15 I can compare the difference between living and dead things 13-15 I can describe how variation is caused by inherited and environmental factors 13-15 I can describe why organisms show variation 13-15 I can state that genetic information is inherited 16-18 I can define continuous and discontinuous variation 16-18 I can identify how organisms are suited to their environment 16-18 I can recognise that environments can change which can be dangerous 16-18 I can state what organisms need to survive 19-21 I can describe examples of continuous and discontinuous variation 19-21 I can describe how organisms are suited to their environment 19-21 I can describe how organisms compete to survive 19-21 I can describe how plants need suitable temperature, water & light to stay healthy 19-21 I can describe how organisms may be affected by their environment 19-21 I can state that due to variation, some individuals within a species will compete more successfully 19-21 I can state that gene banks are important in maintaining biodiversity 22-24 I can interpret data on continuous and discontinuous variation 22-24 I can describe how more successful competition can result in extinction 22-24 I can discuss mutations as a source of genetic variation 22-24 I can explain the evolution of new species over time through natural selection 22-24 I can describe the role of mutations in evolution of a new species