Secondary 1 science curriculum framework

Cambridge Secondary 1
Science Curriculum Framework

Contents Introduction

Stage 7 .....................................................................................................1 Welcome to the Cambridge Secondary 1 Science curriculum framework.

Stage 8 .....................................................................................................4 This framework provides a comprehensive set of progressive learning
objectives for science. The objectives detail what the learner should
Stage 9 .....................................................................................................7 know or what they should be able to do in science in each year of lower
secondary education. They provide a structure for teaching and learning
and a reference against which learners’ ability and understanding can be
checked.

The Cambridge Secondary 1 Science curriculum is presented in four
content areas: Scientific enquiry, Biology, Chemistry and Physics.
Scientific enquiry is about considering ideas, evaluating evidence,
planning investigative work and recording and analysing data. The
Scientific enquiry objectives underpin Biology, Chemistry and Physics,
which are focused on developing confidence and interest in scientific
knowledge. Environmental awareness and some history of science
are also incorporated. The Cambridge Secondary 1 Science curriculum
framework continues the journey from the Cambridge Primary Science
framework and provides a solid foundation upon which the later stages
of education can be built.

The Cambridge Curriculum is founded on the values of the University
of Cambridge and best practice in schools. The curriculum is dedicated
to developing learners who are confident, responsible, innovative and
engaged. Each curriculum framework for English, mathematics and
science is designed to engage learners in an active and creative learning
journey.

b Cambridge Secondary 1 Science Curriculum Framework (for use from 2011)

Stage 7

Stage 7
Scientific enquiry Consider evidence and approach

Ideas and evidence • Make conclusions from collected data, including those presented in a
graph, chart or spreadsheet.
• Be able to talk about the importance of questions, evidence and
explanations. • Recognise results and observations that do not fit into a pattern,
including those presented in a graph, chart or spreadsheet.
• Make predictions and review them against evidence.
• Consider explanations for predictions using scientific knowledge and
Plan investigative work understanding and communicate these.

• Suggest ideas that may be tested. • Present conclusions using different methods.

• Outline plans to carry out investigations, considering the variables to
control, change or observe.
Biology
• Make predictions referring to previous scientific knowledge and
Plants
understanding.
• Recognise the positions, and know the functions of the major organs
• Identify appropriate evidence to collect and suitable methods of
of flowering plants, e.g. root, stem, leaf.
collection.
Humans as organisms
• Choose appropriate apparatus and use it correctly.
• Explore the role of the skeleton and joints and the principle of
Obtain and present evidence
antagonistic muscles.
• Make careful observations including measurements.
• Recognise the positions and know the functions of the major organ
• Present results in the form of tables, bar charts and line graphs. systems of the human body. Secondary sources can be used.

• Use information from secondary sources. • Research the work of scientists studying the human body.

Cambridge Secondary 1 Science Curriculum Framework (for use from 2011) 1

Stage 7
Stage 7

Biology (continued) Living things in their environment

Cells and organisms • Describe how organisms are adapted to their habitat, drawing on
locally occurring examples. Secondary sources can be used.
• Identify the seven characteristics of living things and relate these to a
wide range of organisms in the local and wider environment. • Draw and model simple food chains.

• Know about the role of micro-organisms in the breakdown of organic • Discuss positive and negative influence of humans on the
matter, food production and disease, including the work of Louis environment, e.g. the effect on food chains, pollution and ozone
Pasteur. depletion.

• Identify the structures present in plant and animal cells as seen with • Discuss a range of energy sources and distinguish between
a simple light microscope and/or a computer microscope. renewable and non-renewable resources. Secondary sources can be
used.
• Compare the structure of plant and animal cells.
Variation and classification
• Relate the structure of some common cells to their functions.
Secondary sources can be used. • Understand what is meant by a species.

• Understand that cells can be grouped together to form tissues, • Investigate variation within a species. Secondary sources can be
organs and organisms. used.

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

2 Cambridge Secondary 1 Science Curriculum Framework (for use from 2011)

Stage 7

Stage 7
Chemistry Physics
States of matter Forces and motion

• Show in outline how the particle theory of matter can be used to • Describe the effects of forces on motion, including friction and air
explain the properties of solids, liquids and gases, including changes resistance.
of state.
• Describe the effect of gravity on objects. Secondary sources can be
Material properties used.

• Distinguish between metals and non-metals. Energy

• Describe everyday materials and their physical properties. • Understand that energy cannot be created or destroyed and that
energy is always conserved.
Material changes
• Recognise different energy types and energy transfers.
• Use a pH scale.
The Earth and beyond
• Understand neutralisation and some of its applications.
• Describe how the movement of the Earth causes the apparent daily
• Use indicators to distinguish acid and alkaline solutions. and annual movement of the sun and the stars.
The Earth • Describe the relative position and movement of the planets and the
• Observe and classify different types of rocks and soils. sun in the solar system.

• Research simple models of the internal structure of the Earth. • Discuss the impact of the ideas and discoveries of Copernicus,
Galileo and more recent scientists.
• Examine fossils and research the fossil record.
• Understand that the sun and other stars are sources of light and that
• Discuss the fossil record as a guide to estimating the age of the planets and other bodies are seen by reflected light.
Earth.

• Learn about most recent estimates of the age of the Earth.


Stage 8

Scientific enquiry Consider evidence and approach

Ideas and evidence • Make simple calculations.
Stage 8

• Discuss the importance of developing empirical questions which can • Identify trends and patterns in results (correlations).
be investigated, collecting evidence, developing explanations and • Compare results with predictions.
using creative thinking.
• Identify anomalous results and suggest improvements to
• Test predictions with reference to evidence gained. investigations.
Plan investigative work • Interpret data from secondary sources.
• Select ideas and turn them into a form that can be tested. • Discuss explanations for results using scientific knowledge and
• Plan investigations to test ideas. understanding. Communicate these clearly to others.

• Identify important variables; choose which variables to change, • Present conclusions to others in appropriate ways.
control and measure.

• Make predictions using scientific knowledge and understanding. Biology
Obtain and present evidence Plants

• Take appropriately accurate measurements. • Explore how plants need carbon dioxide, water and light for
photosynthesis in order to make biomass and oxygen.
• Use a range of equipment correctly.
• Describe the absorption and transport of water and mineral salts in
• Discuss and control risks to themselves and others.
flowering plants.
• Present results as appropriate in tables and graphs.
Humans as organisms

• Identify the constituents of a balanced diet and the functions of
various nutrients. Secondary sources can be used.

• Understand the effects of nutritional deficiencies.


Stage 8

Biology (continued) Chemistry
Humans as organisms (continued) States of matter

Stage 8
• Recognise the organs of the alimentary canal and know their • Show how the particle theory of matter can be used to explain the
functions. Secondary sources can be used. properties of solids, liquids and gases, including changes of state,
gas pressure and diffusion.
• Understand the function of enzymes as biological catalysts in
breaking down food to simple chemicals. Material properties

• Recognise and model the basic components of the circulatory • Describe and explain the differences between metals and non-
system and know their functions. metals.

• Understand the relationship between diet and fitness. • Give chemical symbols for the first twenty elements of the Periodic
Table.
• Discuss how conception, growth, development, behaviour and health
can be affected by diet, drugs and disease. • Understand that elements are made of atoms.

• Recognise the basic components of the respiratory system and • Explain the idea of compounds.
know their functions.
• Name some common compounds including oxides, hydroxides,
• Define and describe aerobic respiration, and use the word equation. chlorides, sulfates and carbonates.

• Explain gaseous exchange. • Distinguish between elements, compounds and mixtures.

• Describe the effects of smoking. Secondary sources can be used. Material changes

• Discuss the physical and emotional changes that take place during • Use a word equation to describe a common reaction. Secondary
adolescence. sources can be used.

• Describe the human reproductive system, including the menstrual • Describe chemical reactions which are not useful, e.g. rusting.
cycle, fertilisation and foetal development.


Stage 8

Physics Magnetism

Forces and motion • Describe the properties of magnets.
Stage 8

• Calculate average speeds, including through the use of timing gates. • Recognise and reproduce the magnetic field pattern of a bar magnet.

• Interpret simple distance/time graphs. • Construct and use an electromagnet.

Sound

• Explain the properties of sound in terms of movement of air
particles.

• Recognise the link between loudness and amplitude, pitch and
frequency, using an oscilloscope.

Light

• Use light travelling in a straight line to explain the formation of
shadows and other phenomena.

• Describe how non-luminous objects are seen.

• Describe reflection at a plane surface and use the law of reflection.

• Investigate refraction at the boundary between air and glass or air
and water.

• Explain the dispersion of white light.

• Explain colour addition and subtraction, and the absorption and
reflection of coloured light.


Stage 9

Scientific enquiry Obtain and present evidence

Ideas and evidence • Make sufficient observations and measurements to reduce error and
make results more reliable.
• Discuss and explain the importance of questions, evidence and
explanations, using historical and contemporary examples. • Use a range of materials and equipment and control risks.

• Test explanations by using them to make predictions and then • Make observations and measurements.
evaluate these against evidence. • Choose the best way to present results.

Stage 9
• Discuss the way that scientists work today and how they worked in Consider evidence and approach
the past, including reference to experimentation, evidence and
creative thought. • Describe patterns (correlations) seen in results.

Plan investigative work • Interpret results using scientific knowledge and understanding.

• Select ideas and produce plans for testing based on previous • Look critically at sources of secondary data.
knowledge, understanding and research.
• Draw conclusions.
• Suggest and use preliminary work to decide how to carry out an
investigation. • Evaluate the methods used and refine for further investigations.

• Decide whether to use evidence from first hand experience or • Compare results and methods used by others.
secondary sources. • Present conclusions and evaluation of working methods in different
• Decide which measurements and observations are necessary and ways.
what equipment to use. • Explain results using scientific knowledge and understanding.
• Decide which apparatus to use and assess any hazards in the Communicate this clearly to others.
laboratory, field or workplace.

• Use appropriate sampling techniques where required.


Stage 9

Biology Variation and classification

Plants • Use and construct keys to identify plants and animals.

• Define and describe photosynthesis, and use the word equation. • Understand that organisms inherit characteristics from their parents
through genetic material that is carried in cell nuclei.
• Understand the importance of water and mineral salts to plant
growth. • Describe how selective breeding can lead to new varieties.

• Understand sexual reproduction in flowering plants, including • Discuss the work of Darwin in developing the scientific theory of
Stage 9

pollination, fertilisation, seed formation and dispersal. natural selection.

Living things in their environment
Chemistry
• Explain the ways in which living things are adapted to their habitats.
Secondary sources can be used. Material properties

• Research the work of scientists studying the natural world. • Describe the structure of an atom and learn about the methods and
Secondary sources can be used. discoveries of Rutherford.

• Explain and model food chains, food webs and energy flow. • Compare the structures of the first twenty elements of the Periodic
Table.
• Explain the role of decomposers.
• Describe trends in groups and periods.
• Describe factors affecting the size of populations.
• Talk about the contribution of scientists. Secondary sources can be
• Describe and investigate some effects of human influences on the
used.
environment.


Stage 9

Chemistry (continued) Electricity

Material changes • Describe electrostatics and the concept of charge, including digital
sensors.
• Explore and explain the idea of endothermic processes, e.g. melting
of ice, and exothermic reactions, e.g. burning, oxidation. • Interpret and draw simple parallel circuits.

• Describe the reactivity of metals with oxygen, water and dilute acids. • Model and explain how common types of components, including
cells (batteries), affect current.
• Explore and understand the reactivity series.

Stage 9
• Explain how current divides in parallel circuits.
• Give examples of displacement reactions.
• Measure current using ammeters and voltage using voltmeters,
• Explain how to prepare some common salts by the reactions of including digital meters.
metals and metal carbonates and be able to write word equations for
these reactions. Energy

• Give an explanation of the effects of concentration, particle size, • Use knowledge of energy sources including fossil fuels and
temperature and catalysts on the rate of a reaction. renewable energy resources to consider the world’s energy needs,
including research from secondary sources.

• Identify and explain the thermal (heat) energy transfer processes of
Physics conduction, convection and radiation.
Forces and motion • Explain cooling by evaporation.
• Explain that pressure is caused by the action of a force on an area.

• Determine densities of solids, liquids and gases.

• Explain pressures in gases and liquids (qualitative only).

• Know that forces can cause objects to turn on a pivot and understand
the principle of moments.


Safety issues Policy frameworks

An essential part of this programme is that learners develop skills It is expected that schools will have their own sex education policy
in scientific enquiry. This includes the collection of primary data set within their national legislative framework and drawn up in
by experiment. Scientific experiments are engaging and provide consultation with parents. We are aware that these policies will be
opportunities for first hand exploration. However, they must, at all distinct and varied due to the diversity in tradition and culture enjoyed
times, be conducted with the utmost respect for safety, specifically: over our global network of schools. For this reason, the focus of the
Secondary 1 curriculum is the factual and preparative aspects of sex
• It is the responsibility of the teacher in charge to adhere and education. It does not address attitudes and values or personal and
conform to any national, regional and school regulation in place social skills as we expect each school to make a judgement on how
with respect to safety of scientific experimentation. these aspects of sex education are addressed within their wider
• It is the responsibility of the teacher in charge to make a risk curriculum framework/obligations.
assessment of the hazards involved with any particular class or
individual when undertaking a scientific experiment that conforms
to these regulations.

• Cambridge takes no responsibility for the management of safety
for individual published experiments or for the management of
safety for the undertaking of practical experiments in any given
location. Cambridge only endorses support material in relation to
curriculum content and is not responsible for the safety of
activities contained within it. The responsibility for the safety of all
activities and experiments remains with the school.


Secondary 1 science curriculum framework

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Secondary 1 science curriculum framework

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