grade 1 science long term plan with · pdf filegrade 2 science long term plan with curriculum...

GRADE 1

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Revision for First

Term Examination

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Everyday Materials

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GRADE 1 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDS


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WEEK 8

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Revision for Final Examination

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Everyday Materials

GRADE 1

SCIWEEK 1

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WEEK 8WEEK 6 WEEK 7

WEEK 2

Plants

WEEK 3

WEEK 2

Describe the simple physical properties of a variety of everyday materials.

Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with

the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy;

waterproof/not waterproof; absorbent/not absorbent; opaque/transparent. Pupils should explore and experiment with a wide

variety of materials, including for example: brick, paper, fabrics, elastic, foil etc.

Distinguish between an object and the material from which it is made.

Identify and name a variety of everyday materials, including wood, plastic,

glass, metal, water, and rock.

Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Pupils should use the

local environment throughout the year to explore and answer questions about plants growing in their habitat. Pupils might work

scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants; describing

how they were able to identify and group them, and drawing diagrams showing the parts of different plants including trees. Pupils

might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare

and contrast what they have found out about different plants.

Assessment 1

Identify and describe the basic structure of a variety of common flowering

plants, including trees. Where possible, they should observe the growth of

flowers and vegetables that they have planted. They should become familiar

with common names of flowers, examples of deciduous and evergreen trees,

and plant structures (including leaves, flowers (blossom), petals, fruit, roots,

bulb, seed, trunk, branches, stem).

Assessment 2

Animals, including humans

Identify and name a variety of common animals including fish, amphibians, reptiles, birds and

mammals, especially from the local habitat. Identify and name a variety of common animals that are

carnivores, herbivores and omnivores. Describe and compare the structure of a variety of common

animals (fish, amphibians, reptiles, birds and mammals, including pets). They must know how to take

care of animals taken from their local environment and the need to return them safely after study. Pupils

might work scientifically by: using their observations to compare and contrast animals at first hand or

through videos and photographs, describing how they identify and group them; grouping animals

according to what they eat; and using their senses to compare different textures, sounds and smells.

Assessment 3

Identify, name, draw and label the basic parts of the human body (including

head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth).

Identify the five senses and the corresponding sense organs. Say which part

of the body is associated with each sense. Assessment 4

WEEK 3

Compare and classify a variety of everyday

materials on the basis of their simple physical

properties. Pupils work scientifically by:

performing simple tests to explore questions, like

‘What is the best material for an umbrella? ...for

lining a dog basket? ...for curtains? ...for a

bookshelf? ...for a gymnast’s leotard?’

Identify the changes across the four seasons.

Observe and describe weather associated with the seasons and how day length varies.

Pupils should observe and talk about changes in the weather and the seasons. They should be warned

that it is not safe to look directly at the Sun, even when wearing dark glasses.

Pupils might work scientifically by: making tables and charts about the weather; and making displays

of what happens in the world around them, including day length, as the seasons change.

Explore and compare the differences between

things that are living, dead, and things that have

never been alive. Know that all living things have

certain characteristics essential for keeping them

alive and healthy (life processes). Pupils work

scientifically by classifying things and recording

the findings using charts. They decide where to

place things, with questions like: ‘Is a flame alive?

Is a deciduous tree dead in winter?’

Identify that most living things live in ‘habitat’ (a natural environment or

home of a variety of plants and animals) and ‘micro-habitat’ (a very small

habitat, for example for woodlice under stones, logs or leaf litter) to which

they are suited and describe how different habitats provide for the basic

needs of different kinds of animals and plants, and how they depend on each

other. Identify and name a variety of plants and animals in their habitats,

including micro-habitats. Pupils compare animals in familiar habitats with

animals found in less familiar habitats, for example, on the seashore, in

woodland, in the ocean, in the rainforest.

Describe how animals obtain their food from plants and other animals, using

the idea of a simple food chain, and identify and name different sources of

food. They should use the local environment that help them to identify and

study a variety of plants and animals within their habitat and observe how

living things depend on each other, for example, plants serving as a source of

food and shelter for animals. They could construct a simple food chain that

includes humans (e.g. grass, cow, human). They could describe the

conditions in different habitats and micro-habitats and find out how the

conditions affect the number and type(s) of plants and animals that live

there.

GRADE 2

SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4

State common names of flowers. Identify and describe

the basic structure of a variety of common flowering

plants and trees ( leaves, flowers (blossom), petals, fruit,

roots, bulb, seed, trunk, branches, stem). Draw

diagrams showing the plant parts. Keep records of how

plants have changed over time, for example the leaves

falling off trees and buds opening.

Pupils observe and describe how seeds and bulbs grow into mature plants. They should use the local environment to observe how different

plants grow. They describe how plants need water, light and a suitable temperature to grow and stay healthy. Pupils should be introduced to

the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants. (Seeds and

bulbs need water to grow but most do not need light; seeds and bulbs have a store of food inside them). Pupils might work scientifically by:

observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing

similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy.

GRADE 2

SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

GRADE 2 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 2


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Plants I(9) Plants II(15)

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Animals I(9) Animals II(15)

Identify and name a variety of common animals including fish, amphibians,

reptiles, birds and mammals, especially from the local habitat. Identify and name a

variety of common animals that are carnivores, herbivores and omnivores. Describe

and compare the structure of a variety of common animals (fish, amphibians,

reptiles, birds and mammals, including pets). They must know how to take care of

animals taken from their local environment and the need to return them safely after

study. Pupils might work scientifically by: using their observations to compare and

contrast animals at first hand or through videos and photographs, describing how

they identify and group them; grouping animals according to what they eat; and

using their senses to compare different textures, sounds and smells.

Pupils should notice that animals, including humans,

have offspring which grow into adults. They should

know the processes of reproduction and growth in

animals. Pupils must recognise growth; they should not

be expected to understand how reproduction occurs.

Examples include egg, chick, chicken; egg, caterpillar,

pupa, butterfly; spawn, tadpole, frog; lamb, sheep etc.

Growing into adults can include reference to baby,

toddler, child, teenager and adult. Pupils work

scientifically by: observing, through video or first-hand

observation and measurement and how different

animals, including humans, grow.

Pupils describe the basic needs of animals, including

humans, for survival (water, food and air). They

describe the importance for humans of nutrition

(eating the right amounts of different types of food),

exercise and hygiene.

Revision for First Term

Exam

Identify and name a variety

of common wild and

garden plants, including

deciduous and evergreen

trees. Pupils should use the

local environment to

explore plants.


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Living things and their habitats

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Revision for Final ExaminationCompare and classify a variety of everyday

materials on the basis of their simple physical

properties. Pupils work scientifically by:

performing simple tests to explore questions, like

‘What is the best material for an umbrella? ...for

lining a dog basket? ...for curtains? ...for a

bookshelf? ...for a gymnast’s leotard?’

Identify the changes across the four seasons.

Observe and describe weather associated with the seasons and how day length varies.

Pupils should observe and talk about changes in the weather and the seasons. They should be warned

that it is not safe to look directly at the Sun, even when wearing dark glasses.

Pupils might work scientifically by: making tables and charts about the weather; and making displays

of what happens in the world around them, including day length, as the seasons change.


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Light Forces and Magnets

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Identify that animals, including humans, need the right types and amount of nutrition, and that they

cannot make their own food; they get nutrition from what they eat. Pupils should learn about the

importance of nutrition. They compare and contrast the diets of different animals (including their pets)

and decide ways of grouping them according to what they eat. They research different food groups and

how they keep us healthy and design meals based on what they find out.

Identify that humans and some other animals have skeletons and muscles for

support, protection and movement. They should know the main body parts

associated with the skeleton and muscles, finding out how different parts of

the body have special functions. Pupils work scientifically by identifying and

grouping animals with and without skeletons and observing and comparing

their movement; exploring ideas about what would happen if humans did not

have skeletons.

Revision for First

Term Examination

GRADE 3


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Plants

Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and

flowers. Pupils should be introduced to the relationship between structure and function: the idea that

every part has a job to do. They should explore questions that focus on the role of the roots and stem in

nutrition and support, leaves for nutrition and flowers for reproduction. Investigate the way in which

water is transported within plants. They observe how water is transported in plants, for example, by

putting cut, white carnations into coloured water and observing how water travels up the stem to the

flowers. Pupils must know that plants can make their own food, but at this stage they do not need to

understand how this happens.

Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to

grow) and how they vary from plant to plant. Explore the part that flowers play in the life cycle of

flowering plants, including pollination, seed formation and seed dispersal. Pupils work scientifically by

comparing the effect of different factors on plant growth, for example, the amount of light, the amount

of fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over

a period of time; looking for patterns in the structure of fruits that relate to how the seeds are dispersed.




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Uses of Everyday Materials

Pupils find out how the

shapes of solid objects

made from some

materials can be

changed by squashing,

bending, twisting and

stretching.

Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and

cardboard for particular uses. Pupils know how some materials are used for more than one thing (metal can be used for coins,

cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same

thing (spoons can be made from plastic, wood, metal, but not normally from glass). They consider the properties of materials that

make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses

for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop,

Charles Macintosh or John McAdam. Pupils work scientifically by comparing the uses of everyday materials in and around the

school with materials found in other places (at home, the journey to school, on visits, and in stories and songs); observing closely,

identifying and classifying the uses of different materials, and recording their observations.


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GRADE 4


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Living things and their habitats

Recognise that living things can be grouped in a variety of ways. Explore and use classification keys to

help group, identify and name a variety of living things in their local and wider environment. Pupils

should explore possible ways of grouping a wide selection of living things that include animals and

plants. Pupils could put vertebrate animals into groups such as fish, amphibians, reptiles, birds, and

mammals; and invertebrates into snails and slugs, worms, spiders, and insects. Plants can be grouped

into categories such as flowering plants (including grasses) and non-flowering plants, such as ferns and

mosses. Pupils work scientifically by using and making simple guides or keys to explore and identify

local plants and animals; making a guide to local living things; recording their observations of animals

and what they have found out about other animals that they have researched.

Recognise that environments can change and that this can sometimes pose dangers to living things.

Pupils should use the local environment throughout the year to raise and answer questions that help

them to identify and study plants and animals in their habitat. They should identify how the habitat

changes throughout the year. Pupils should explore examples of human impact (both positive and

negative) on environments, for example, the positive effects of nature reserves, ecologically planned

parks, or garden ponds, and the negative effects of population and development, litter or deforestation.




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Forces and Magnets Rocks

They explore the strengths of different magnets

and find a fair way to compare them; looking for

patterns in the way that magnets behave in relation

to each other and what might affect this, for

example, the strength of the magnet or which pole

faces another. They should explore the behaviour

and everyday uses of different magnets (for

example, bar, ring, button and horseshoe). Identify

how their properties make magnets useful in

everyday items and suggesting creative uses for

different magnets.

Compare and group together different kinds of rocks on the basis of their appearance and simple

physical properties. Describe in simple terms how fossils are formed when things that have lived are

trapped within rock. Recognise that soils are made from rocks and organic matter and describe how

they are formed. Linked with work in geography, pupils explore different kinds of rocks and soils,

including those in the local environment. Pupils might work scientifically by observing rocks, including

those used in buildings and gravestones, and exploring how and why they might have changed over

time; using a hand lens or microscope to help them to identify and classify rocks according to whether

they have grains or crystals, and whether they have fossils in them. Pupils research and discuss the

different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are

formed. Pupils explore different soils and identify similarities and differences between them and

investigate what happens when rocks are rubbed together or what changes occur when they are in

water.


GRADE 3


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Recognise that they need light in order to see things and that

dark is the absence of light. Recognise that light from the sun

and other bright sources can be dangerous and that there are

ways to protect their eyes. They explain why it is important to

protect their eyes from bright lights. Pupils should be warned

that it is not safe to look directly at the Sun, even when wearing

dark glasses. Notice that light is reflected from surfaces. Pupils

should explore what happens when light reflects off a mirror or

other reflective surfaces, including playing mirror games to help

them to answer questions about how light behaves.

Recognise that shadows are formed when the light from a light

source is blocked by an opaque object. Find patterns in the way

that the size of shadows change. They should look for, and

measure, shadows, and find out how they are formed and what

might cause the shadows to change. Pupils might work

scientifically by looking for patterns in what happens to shadows

when the light source moves or the distance between the light

source and the object changes.

Compare how things move on different surfaces and carry out tests to test

this. Pupils should observe that magnetic forces can act without direct

contact, unlike most forces, where direct contact is necessary (for example,

opening a door, pushing a swing). Observe how magnets attract or repel

each other and attract some materials and not others. Describe magnets as

having two poles. Predict whether two magnets will attract or repel each

other, depending on which poles are facing. Compare and group together a

variety of everyday materials on the basis of whether they are attracted to a

magnet, and identify some magnetic materials. Pupils work scientifically by

comparing how different things move and grouping them.

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Living things and their habitats Animals, including humans

Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Pupils

study and raise questions about their local environment throughout the year. They observe life-cycle

changes in a variety of living things, for example, plants in the vegetable garden or flower border, and

animals in the local environment. Pupils work scientifically by observing and comparing the life cycles

of plants and animals in their local environment with other plants and animals around the world (in the

rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and

suggesting reasons for similarities and differences. They might try to grow new plants from different

parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They should find out

about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane

Goodall.

Describe the life process of reproduction in some

plants and animals. Pupils should find out about

different types of reproduction, including sexual

and asexual reproduction in plants, and sexual

reproduction in animals. They might observe

changes in an animal over a period of time (for

example, by hatching and rearing chicks),

comparing how different animals reproduce and

grow.

Describe the changes as humans develop to old

age. Pupils should draw a timeline to indicate

stages in the growth and development of humans.

They should learn about the changes experienced

in puberty. They could work scientifically by

researching the gestation periods of other animals

and comparing them with humans; by finding out

and recording the length and mass of a baby as it

grows.




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Identify common appliances that run on electricity. Construct a simple series electrical circuit, identifying and naming its basic parts, including cells,

wires, bulbs, switches and buzzers. Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a

complete loop with a battery. Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series

circuit. Recognise some common conductors and insulators, and associate metals with being good conductors.

Use their circuits to create simple devices. Pupils should draw the circuit as a pictorial representation, not necessarily using conventional circuit symbols at

this stage; these will be introduced in year 6. Pupils might use the terms current and voltage, but these should not be introduced or defined formally at this

stage. Pupils should be taught about precautions for working safely with electricity. Pupils work scientifically by observing patterns, for example, that bulbs

get brighter if more cells are added, that metals tend to be conductors of electricity, and that some materials can and some cannot be used to connect across

a gap in a circuit.


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States of matter Sound

Compare and group materials as solids, liquids or gases. Pupils should explore a variety of everyday

materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a

pool not a pile; gases escape from an unsealed container). Pupils work scientifically by grouping and

classifying a variety of different materials. They observe water as a solid, a liquid and a gas and should

note the changes to water when it is heated or cooled. Observe that materials change state when they

are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius

(°C) for example, when iron melts or when oxygen condenses into a liquid. Teachers should avoid

using materials where heating is associated with chemical change, for example, baking or burning.

They explore the effect of temperature on substances like chocolate, butter, cream (for example, to

make food such as chocolate crispy cakes and ice-cream for a party). They observe and record

evaporation over a period of time, for example, a puddle in the playground or washing on a line, and

investigate the effect of temperature on rate of evaporation or melting. Identify the part played by

evaporation and condensation in the water cycle.

Identify how sounds are made, associating some of them with something vibrating. Pupils should

explore and identify the way sound is made through vibration in a range of different musical

instruments from around the world. Recognise that vibrations from sounds travel through a medium to

the ear. Find out how the pitch and volume of sounds can be changed in a variety of ways. They could

make and play their own instruments by using what they have found out about pitch and volume. Find

patterns between the pitch of a sound and features of the object that produced it. Find patterns

between the volume of a sound and the strength of the vibrations that produced it. Recognise that

sounds get fainter as the distance from the sound source increases. Pupils work scientifically by finding

patterns in the sounds that are made by different objects such as saucepan lids of different sizes or

elastic bands of different thicknesses. They make earmuffs from a variety of different materials to

investigate which provides the best insulation against sound.

GRADE 4


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Describe the simple functions of the basic parts of the digestive

system in humans like, mouth, tongue, teeth, oesophagus,

stomach and small and large intestine. Pupils should draw and

discuss their ideas about the digestive system.

Identify the different types of teeth in humans and their simple

functions. Pupils work scientifically by comparing the teeth of

carnivores and herbivores, and suggesting reasons for

differences; finding out what damages teeth and how to look

after them.

Construct and interpret a variety of food chains,

identifying producers, predators and prey.

Revision for First

Term Examination


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Forces

GRADE 5



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Earth and Space

Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. Pupils should be introduced to a

model of the Sun and Earth that enables them to explain day and night. Pupils should learn that the Sun is a star at the centre of

our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was

reclassified as a ‘dwarf planet’ in 2006). They should understand that a moon is a celestial body that orbits a planet (Earth has one

moon; Jupiter has four large moons and numerous smaller ones). Describe the movement of the Moon relative to the Earth.

Pupils should find out about the way that ideas about the solar system have developed, understanding how the geocentric model

of the solar system gave way to the heliocentric model by considering the work of scientists such as Ptolemy, Alhazen and

Copernicus. Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.

Describe the Sun, Earth and Moon as approximately spherical bodies. Use

the idea of the Earth’s rotation to explain day and night and the apparent

movement of the sun across the sky. Pupils might work scientifically by

comparing the time of day at different places on the Earth through internet

links and direct communication; creating simple models of the solar system;

constructing simple shadow clocks and sundials, calibrated to show midday

and the start and end of the school day; finding out why some people think

that structures such as Stonehenge might have been used as astronomical

clocks.

GRADE 5

SCIWEEK 2 WEEK 3 WEEK 4


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Properties and changes of Materials

Compare and group together everyday materials on the basis of their

properties, including their hardness, solubility, transparency, conductivity

(electrical and thermal), and response to magnets. Give reasons, based on

evidence from comparative and fair tests, for the particular uses of everyday

materials, including metals, wood and plastic. Pupils should build a more

systematic understanding of materials by exploring and comparing the

properties of a broad range of materials, including relating these to what they

learnt about magnetism in year 3 and about electricity in year 4. Pupils are

not required to make quantitative measurements about conductivity and

insulation at this stage. It is sufficient for them to observe that some

conductors will produce a brighter bulb in a circuit than others and that some

materials will feel hotter than others when a heat source is placed against

them. Pupils might work scientifically by: carrying out tests to answer

questions, for example, ‘Which materials would be the most effective for

making a warm jacket, for wrapping ice cream to stop it melting, or for

making blackout curtains?’ They might compare materials in order to make a

switch in a circuit.

Know that some materials will dissolve in liquid to

form a solution, and describe how to recover a

substance from a solution. Demonstrate that

dissolving, mixing and changes of state are

reversible changes. Use knowledge of solids,

liquids and gases to decide how mixtures might be

separated, including through filtering, sieving and

evaporating. They should explore reversible

changes, including, evaporating, filtering, sieving,

melting and dissolving, recognising that melting

and dissolving are different processes.

Explain that some changes result in the formation

of new materials, and that this kind of change is

not usually reversible, including changes

associated with burning and the action of acid on

bicarbonate of soda. They could observe and

compare the changes that take place, for example,

when burning different materials or baking bread

or cakes. Safety guidelines should be followed

when burning materials. They should find out

about how chemists create new materials, for

example, Spencer Silver, who invented the glue for

sticky notes or Ruth Benerito, who invented

wrinkle-free cotton. They might research and

discuss how chemical changes have an impact on

our lives, for example, cooking, and discuss the

creative use of new materials such as polymers,

super-sticky and super-thin materials.

Revision for First

Term Examination

GRADE 5


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Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Pupils

study and raise questions about their local environment throughout the year. They observe life-cycle

changes in a variety of living things, for example, plants in the vegetable garden or flower border, and

animals in the local environment. Pupils work scientifically by observing and comparing the life cycles

of plants and animals in their local environment with other plants and animals around the world (in the

rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and

suggesting reasons for similarities and differences. They might try to grow new plants from different

parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They should find out

about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane

Goodall.

Describe the life process of reproduction in some

plants and animals. Pupils should find out about

different types of reproduction, including sexual

and asexual reproduction in plants, and sexual

reproduction in animals. They might observe

changes in an animal over a period of time (for

example, by hatching and rearing chicks),

comparing how different animals reproduce and

grow.

Describe the changes as humans develop to old

age. Pupils should draw a timeline to indicate

stages in the growth and development of humans.

They should learn about the changes experienced

in puberty. They could work scientifically by

researching the gestation periods of other animals

and comparing them with humans; by finding out

and recording the length and mass of a baby as it

grows.


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GRADE 6



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Animals including humans Evolution and Inheritance

Recognise the impact of diet, exercise, drugs and

lifestyle on the way their bodies function. Pupils

should learn how to keep their bodies healthy and

how their bodies might be damaged – including

how some drugs and other substances can be

harmful to the human body. Pupils work

scientifically by exploring the work of scientists

and scientific research about the relationship

between diet, exercise, drugs, lifestyle and health.

Recognise that living things have changed over time and that fossils provide information about living things that inhabited the

Earth millions of years ago. Building on what they learned about fossils in the topic on rocks in year 3, pupils should find out

more about how living things on earth have changed over time. Recognise that living things produce offspring of the same kind,

but normally offspring vary and are not identical to their parents. They should know that characteristics are passed from parents

to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, labradors are

crossed with poodles. They should realise that variation in offspring over time can make animals more or less able to survive in

particular environments, for example, by exploring how giraffes’ necks got longer, or the development of insulating fur on the

arctic fox. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to

evolution. Pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and

Alfred Wallace developed their ideas on evolution. At this stage, pupils are not expected to understand how genes and

chromosomes work.

Revision for First

Term Examination

GRADE 6


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G6/SC 1 (22) G6/SC 2(10)

Living things and their habitats Animals including humans

Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and

differences, including micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics.

Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They should

be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. They should classify animals

into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals).

They should explain why living things are placed in one group and not another. Pupils work scientifically by using classification systems and

keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad

range of other habitats and decide where they belong in the classification system. Pupils find out about the significance of the work of

scientists such as Carl Linnaeus, a pioneer of classification.

Identify and name the main parts of the human circulatory

system, and describe the functions of the heart, blood vessels

and blood. Pupils should build on their learning from years 3

and 4 about the main body parts and internal organs (skeletal,

muscular and digestive system) to explore how the circulatory

system enables the body to function. Describe the ways in

which nutrients and water are transported within animals,

including humans.



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Forces

Pupils should experience forces that make things begin to move, get faster or slow down. Explain that

unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and

the falling object. Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton

helped to develop the theory of gravitation. Identify the effects of air resistance, water resistance and

friction, that act between moving surfaces. Pupils should explore falling objects by observing how

arachutes and sycamore seeds fall. Pupils should explore the effects of friction on movement and find

out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle

wheel. Pupils work scientifically by exploring falling paper cones or cup-cake cases, and designing and

making a variety of parachutes and carrying out fair tests to determine which designs are the most

effective. They might explore resistance in water by making and testing boats of different shapes.

Recognise that some mechanisms, including

levers, pulleys and gears, allow a smaller force to

have a greater effect.Pupils should explore the

effects of levers, pulleys and simple machines on

movement. They might design and make products

that use levers, pulleys, gears and/or springs and

explore their effects.



The skeletal and muscular systems Acids and Alkalis

Know that the cells are the fundamental units of living organisms. Know how to

observe, interpret and record cell structure using a light microscope. Describe the

functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole,

mitochondria and chloroplasts.Describe the similarities and differences between

plant and animal cells. Explain the role of diffusion in the movement of

materials in and between cells. Understand the structural adaptations of some

unicellular organisms. Describe the hierarchical organisation of multicellular

organisms: from cells to tissues to organs to systems to organisms.

Know the structure and functions of the human

skeleton, to include support, protection, movement

and making blood cells. Describe biomechanics – the

interaction between skeleton and muscles, including

the measurement of force exerted by different

muscles.to know the function of muscles and

examples of antagonistic muscles

DefinE acids and alkalis in terms of neutralisation reactio Use indicators and

pH scale for measuring acidity/alkalinity. Realise that the reactions of acids with

metals produce a salt plus hydrogen. Realise that the reactions of acids with

alkalis to produce a salt plus water.

WEEK 1 WEEK 2 WEEK 3 WEEK 6 WEEK 7 WEEK 8

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REVISION

GRADE 6



SCIWEEK 4 WEEK 5

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G7 /SC 1 (9) G7 /SC 2 (6) G7 /SC 3 (9)

Cells and organisation

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Light Electricity

Pupils recognise that light appears to travel in straight lines. They use the idea that light travels in

straight lines to explain that objects are seen because they give out or reflect light into the eye. They

explain that we see things because light travels from light sources to our eyes or from light sources to

objects and then to our eyes. They use the idea that light travels in straight lines to explain why

shadows have the same shape as the objects that cast them. Pupils should build on the work on light in

year 3, exploring the way that light behaves, including light sources, reflection and shadows. They

should explain what happens and make predictions. They investigate the relationship between light

sources, objects and shadows by using shadow puppets. Pupils work scientifically by deciding where to

place rear-view mirrors on cars; designing and making a periscope and using the idea that light appears

to travel in straight lines to explain how it works. They could consider a range of phenomena including

rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need

to explain why these phenomena occur).

Pupils associate the brightness of a lamp or the volume of a buzzer with the number and voltage of

cells used in the circuit. They compare and give reasons for variations in how components function,

including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Building

on their work in year 4, pupils should construct simple series circuits, to explain what happens when

they try different components, for example, switches, bulbs, buzzers and motors. Pupils work

scientifically by systematically identifying the effect of changing one component at a time in a circuit;

designing and making a set of traffic lights, a burglar alarm or some other useful circuit. They should

learn how to represent a simple circuit in a diagram using recognised symbols. They use recognised

symbols when representing a simple circuit in a diagram. Pupils are expected to learn only about series

circuits, not parallel circuits. They should take the necessary precautions for working safely with

electricity.

GRADE 7


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G7 /SC 4 (12) G7 /SC 5 (9)

The particulate nature of matter Forces and Motion , Describing motion Revision

Know the properties of the different states of matter (solid, liquid and gas) in terms of the particle model,

including gas pressure. Describe the changes of state in terms of the particle model. Understand the

differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and

density, the anomaly of ice-water transition. Conservation of material and of mass, and reversibility, in

melting, freezing, evaporation, sublimation, condensation, dissolving. Similarities and differences, including

density differences, between solids, liquids and gases. Describe Brownian motion in gases. Kow that

dffusion in liquids and gases are driven by differences in concentration. State the differences between

chemical and physical changes.

Identify forces as pushes or pulls, arising from the interaction between two

objects.Use force arrows in diagrams and adding forces in one dimension.

Identify balanced and unbalanced forces. Identify the forces associated with

deforming objects; stretching and squashing – springs; with rubbing and friction

between surfaces, with pushing things out of the way; resistance to motion of air

and water. Know that forces are measured in newtons. Investigate force-

extension linear relation; Hooke’s Law as a special case. Define work done and

energy changes on deformation. Descri non contact forces, opposing forces and

equilibrium. Know that forces are needed to cause objects to stop or start

moving, or to change their speed or direction of motion (qualitative only).


SCIWEEK 1

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G8 /SCI 1 (9) G8 /SCI 2 (15)

Nutrition and digestion The Periodic Table / Atoms, elements and compounds

State the content of a healthy human diet: carbohydrates, lipids (fats and oils),

proteins, vitamins, minerals, dietary fibre and water. Explain why each is needed.

Calculate energy requirements in a healthy daily diet. Know the consequences of

imbalances in the diet, including obesity, starvation and deficiency diseases.

Identify the tissues and organs of the human digestive system, including

adaptations to function and describe how the digestive system digests food.

Know that enzymes act as biological catalysts. Explain the importance of

bacteria in the human digestive system.

Know physical and chemical properties of different elements. Know the principles underpinning the Mendeleev Periodic table. Identify

periods and groups. Differentiate between metals and non-metals etc from the Periodic Table. Understand how patterns in reactions can

be predicted with reference to the Periodic Table. Identify the chemical properties of metal and non-metal oxides with respect to acidity.

Describe a simple (Dalton) atomic model. Understand the differences between atoms, elements and compounds. Identify the chemical

symbols and formulae for elements and compounds. Know conservation of mass changes of state and chemical reactions. Use the

concept of particle model to describe atoms and molecules.

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Know the properties of the different states of matter (solid, liquid and gas) in terms of the particle model,

including gas pressure. Describe the changes of state in terms of the particle model. Understand the

differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and

density, the anomaly of ice-water transition. Conservation of material and of mass, and reversibility, in

melting, freezing, evaporation, sublimation, condensation, dissolving. Similarities and differences, including

density differences, between solids, liquids and gases. Describe Brownian motion in gases. Kow that

dffusion in liquids and gases are driven by differences in concentration. State the differences between

chemical and physical changes.

Identify forces as pushes or pulls, arising from the interaction between two

objects.Use force arrows in diagrams and adding forces in one dimension.

Identify balanced and unbalanced forces. Identify the forces associated with

deforming objects; stretching and squashing – springs; with rubbing and friction

between surfaces, with pushing things out of the way; resistance to motion of air

and water. Know that forces are measured in newtons. Investigate force-

extension linear relation; Hooke’s Law as a special case. Define work done and

energy changes on deformation. Descri non contact forces, opposing forces and

equilibrium. Know that forces are needed to cause objects to stop or start

moving, or to change their speed or direction of motion (qualitative only).

WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

GRADE 7


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G7 /SC 6 (15) G7 /SC 7 (9)

Photosynthesis and Reproduction in plants

Know that plants make carbohydrates in their leaves by photosynthesis, gaining mineral nutrients and water from the soil via their

roots.Identify the reactants in, and products of, photosynthesis, and summarise photosynthesis. Describe the dependence of almost all

life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic

molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere. Describe the

adaptations of leaves for photosynthesis and the role of leaf stomata in gas exchange in plants. Describe the reproduction in plants,

including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal. Conduct quantitative

investigation of some dispersal mechanisms

Compare the energy values of different foods (from labels) (kJ). Compare power

ratings of appliances in watts (W, kW). Calculate the amounts of energy

transferred in J, kJ and kW hour. Children should know about domestic fuel

bills, fuel use and costs. Compare different types of fuels and energy resources.

GRADE 7


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G 7 / SC 8 (9) G 7 / SC 9 (3) G 7 / SC 10 (6) G7 /SC 11 (3)

Current Electricity Static Electricity Space Physics Reproduction Revision

Define electric current. Know current is measured in amperes. Measure current

in series and parallel circuits. Define potential difference, measured in volts.

Compare battery and bulb ratings. Define resistance, measured in ohms, as the

ratio of potential difference (p.d.) to current. identify the differences in resistance

of conducting and insulating components (quantitative).

Explain the separation of

positive or negative

charges when objects are

rubbed together( transfer

of electrons). Identify the

forces between charged

objects. Use the idea of

electric field to explain

forces acting across the

space between objects not

in contact.

Define gravitational force. Use weight = mass x

gravitational field strength (g), (Earth g=10 N/kg) in

numerical calculations. Understand that "g" is

different on other planets and stars. Know that

gravity forces between Earth and Moon, and between

Earth and Sun (qualitative only) keep them in orbit.

Know that our Sun is a star, there are other stars in

our galaxy and there are other galaxies. Realise that

the tilt of Earth's axis causes seasons resulting in day

length varying at different times of year, in different

hemispheres. Define light year as a unit of

astronomical distance.

Describe the

reproduction in humans,

including the structure

and function of the male

and female reproductive

systems, menstrual cycle

(without details of

hormones), gametes,

fertilisation, gestation and

birth, to include the effect

of maternal lifestyle on

foetus.

WEEK 2 WEEK 3

WEEK 6 WEEK 7

GRADE 9 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDS

WEEK 8

WEEK 2

GRADE 8

SCIWEEK 1

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G8 /SCI 9 (6) G8 /SCI 10 (6) G8 /SCI 11 (9)

Heat Energy changes and transfers Light Revision

Define heating and thermal equilibrium. Understand that

temperature difference between two objects leads to

energy transfer from the hotter to the cooler one, through

contact (conduction), convection or radiation. Know that

such transfers tend to reduce the temperature difference.

Describe use of insulators. recognize the changes with

temperature, in motion and spacing of particles. Define

internal energy stored in materials.

List different types of energy. Describe the processes that

involve energy transfer: changing motion, dropping an

object, completing an electrical circuit, stretching a spring,

metabolism of food and burning fuels.

Describe the similarities and differences between light waves and waves in matter.

Realise that light waves can travel through vacuum and state the speed of light. Describe

the transmission of light through materials: absorption, diffuse scattering and specular

reflection at a surface. Use of ray model to explain imaging in mirrors and the pinhole

camera. Define refraction of light and describe action of convex lens in focusing

(qualitative). List the parts and state the functions of the human eye. Realise that light

transfer energy from source to absorber, leading to chemical and electrical effects.

Identify the photo-sensitive material in the retina and in cameras. Identify the colours

and different frequencies of light when white light pass through a prism (qualitative

only). Know the differential colour effects in absorption and diffuse reflection.

GRADE 8

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G8 /SCI 6 (9) G8 /SCI 7 (9) G8 /SCI 8 (9)

Pressure in fluids , Moment and Simple machines Gas exchange systems Cellular respiration

Realise that pressure is defined as ratio of force over area acting normal to any surface.

Know that pressure in liquids increases with depth. Use up thrust effects to explain

floating and sinking. Realise that atmospheric pressure decreases with increase of height

as weight of air above decreases with height. Define moment as the

turning effect of a force. Know that Simple machines give bigger force but at the

expense of smaller movement (and vice versa) and the product of force and displacement

is unchanged.

Know the structure and functions of the gas exchange system in humans, including

adaptations to function. Undrstand the mechanism of breathing to move air in and out of

the lungs. Use a pressure model to explain the movement of gases, including simple

measurements of lung volume. Recognize the the impact of exercise, asthma and

smoking on the human gas exchange system.

Differentiate between aerobic and anaerobic respiration in

living organisms, including the breakdown of organic

molecules to enable all the other chemical processes

necessary for life . State a word summary for aerobic

respiration. Describe the process of anaerobic respiration

in humans and micro-organisms, including fermentation,

and state a word summary. Identify the differences

between aerobic and anaerobic respiration in terms of the

reactants, the products formed and the implications for the

organism.

WEEK 3 WEEK 4 WEEK 5

WEEK 5 WEEK 6

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State the content of a healthy human diet: carbohydrates, lipids (fats and oils),

proteins, vitamins, minerals, dietary fibre and water. Explain why each is needed.

Calculate energy requirements in a healthy daily diet. Know the consequences of

imbalances in the diet, including obesity, starvation and deficiency diseases.

Identify the tissues and organs of the human digestive system, including

adaptations to function and describe how the digestive system digests food.

Know that enzymes act as biological catalysts. Explain the importance of

bacteria in the human digestive system.

Know physical and chemical properties of different elements. Know the principles underpinning the Mendeleev Periodic table. Identify

periods and groups. Differentiate between metals and non-metals etc from the Periodic Table. Understand how patterns in reactions can

be predicted with reference to the Periodic Table. Identify the chemical properties of metal and non-metal oxides with respect to acidity.

Describe a simple (Dalton) atomic model. Understand the differences between atoms, elements and compounds. Identify the chemical

symbols and formulae for elements and compounds. Know conservation of mass changes of state and chemical reactions. Use the

concept of particle model to describe atoms and molecules.

GRADE 8

SCIWEEK 1

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G8 /SC 3 (9) G8 /SCI 4 (6) G8 /SCI 5 (6) REVISION

Sound waves Pure and impure substances Magnetism

Define frequency of sound waves and use the unit of hertz (Hz). Explain echoes using

reflection and absorption of sound.Understand that sound needs a medium to travel. Be

aware of the value of the speed of sound in air, in water and in solids.realise that sound

is produced by vibrations of objects. Recognize the vibrations of loud speakers passing

through air and affecting the microphone diaphragm and the ear drum. Know that sound

waves are longitudinal waves. Be aware of the auditory range of frequencies in humans

and animals.

Know the concept of a pure substance and mixtures and

explain dissolving. Know simple techniques for separating

mixtures: filtration, evaporation, distillation and

chromatography. Know the identification of pure

substances.

WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

WEEK 1


WEEK 8

WEEK 7 WEEK 8

Know that magnets have two poles and that the poles exert

attraction and repulsion. Draw magnetic field patterns by

plotting field lines with compass. Understand Earth’s

magnetism, working of a compass in navigation. Apply the

magnetic effect of a current in electromagnets and D.C.

motors (principles only).

WEEK 8

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GRADE 9

PHY

GRADE 9 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDSGRADE 9

PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4

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WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

Revision for

First Term Exam


WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

Recall standard form,

multiplication and

division of numbers with

indices. Revise changing

the subject of a formula

and substitution.

Construct and interpret

linear graphs.

Describe how mechanical waves propagate. Define frequency, wavelength,

amplitude, period and speed of waves. Draw and interpret displacement -

time and displacement - distance graphs. Differentiate between transverse

and longitudinal waves. Use the

equations wave speed = frequency x wavelength and distance =

speed x time.

Describe and explain the effects of reflection. refraction, absorption and

transmission of waves.

Mathematical Physics

GRADE 9

PHY

GRADE 9

PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7

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G9/P4(24)

Use a simple kinetic theory model to explain the

different states of matter (solids, liquids and

gases). Define density of a material. Describe

different changes of state. Explain how heating a

system will change the energy stored within the

system and raise its temperature or produce

changes of state.

Define the term specific heat capacity as the

amount of heat energy required to increase the

temperature of 1 kg of a substance by 1°C. Describe

how to determine the specific heat capacity of

materials including water and some solids. Use the

equation change in thermal energy (J) = mass (kg)

× specific heat capacity (J/kg °C) ×change in

temperature (°C) or ΔQ= m×c× Δθ

Define specific latent heat as the amount of heat

energy required to change the state of 1 kg of a

substance at constant temperature.

Use the equation thermal energy for a change of

state (J) = mass (kg) × specific latent heat (J/kg)

or Q = m × L

Know the difference between specific heat capacity

and specific latent heat.

Particle Model -1

Revision for the Final Exam

Revision

Light and electromagnetic spectrum

G9/P2(24)

G9/P1(24)

Describe the propagation of sound waves. Describe the variation in the

behaviour of sound waves when frequency changes.

Describe the features and uses of infra sound and ultra sound waves

including sonar, fetal scanning and study of earth's structure. Calculate

depth or distance from time and velocity of ultrasound.

Waves

G9/P3(24)

Mathematical Physics Motion

Recall standard form,

multiplication and

division of numbers with

indices. Revise changing

the subject of a formula

and substitution.

Construct linear graphs

with appropriate scales

and predict the trend.

Define displacement, speed, velocity and acceleration of an object. Draw and

interpret d-t and v-t graphs. Use the

equations a = (v-u) / t and v2 – u

2 = 2 × a × x to determine acceleration

State and explain Newton's three laws of motion. Draw and interpret free

body diagram and find resultant force. Investigate how force and mass can

affect the acceleration of an object. Describe and explain how objects falling

through Earth's atmosphere reach a terminal speed. Explain how for motion

in a circle there must be a resultant force known as a centripetal force that

acts towards the centre of the circle.

State conservation of linear momentum. Demonstrate an understanding of

the idea of linear momentum

conservation. Use the concept of momentum to explain the role of crumple

zone and other safety features of the car.

Identify factors affecting stopping distance of a vehicle. Relate work and

energy transferred. Identify the enrgy losses in electricity transmision and

domestic situations. Explain how efficiency can be increased by reducing

unwanted energy transfers.

Revision

Explain, with the aid of ray diagrams, reflection,

refraction and total internal reflection (TIR) of light,

including the law of reflection and critical angle.

Describe and explain differential absorption of light by

different materials. Describe the transmission of light

through filters.

Identify common properties of electromagnetic waves. Describe the continuous

electromagnetic spectrum including (in order) radio waves, microwaves, infrared,

visible (including the colours of the visible spectrum), ultraviolet, X-rays and

gamma rays. Describe the absorption and emission of thermal radiation. Identify

the harmful effects, to life, of excessive exposure to the electromagnetic radiations.

Describe characteristic properties and uses of each electromagnetic radiation.

Identify the characteristic property of the radiation involved in each application or

danger. Describe the effects of radiations on atoms.

Describe the refraction of light by converging and

diverging lenses. Explain the effects of different types

of lens in producing real and virtual

images. Relate the power of a lens to its shape.

GRADE 9 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 9

CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

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GRADE 9


G 9/ CHE 6 (24)

Calculations involving masses

Calculate the RFM, given the RAM of elements, deduce the empirical formula of a compound from the formula of its molecule, the molecular formula of a compound from its empirical formula and its relative

molecular mass. Explain the law of conservation of mass, applied to a closed system including a precipitation reaction in a closed flask and a non-enclosed system including a reaction in an open flask that

takes in or gives out a gas. Calculate masses of reactants and products from balanced equations, given the mass of one substance. Explain why, in a reaction, the mass of product formed is controlled by the

mass of the reactant which is not in excess. Deduce the stoichiometry of a reaction from the masses of the reactants and products. Calculate the concentration of solutions in g dm–3.

Recall that one mole of

particles of a substance is the Avogadro constant number of particles (atoms, molecules, formulae, ions) of that substance. Calculate the number of a moles of particles of a substance in a given mass of that

substance and vice versa. Calculate particles of a substance in a given number of moles of that substance and vice versa. Calculate the particles of a substance in a given mass of that substance and vice versa.

Assessment 6, 7

G 9/ CHE 1 (9) G 9/ CHE 2 (6)

Ionic Bonding

Describe the Dalton's model of atom, structure of atom in terms of protons,

electrons, neutrons and nucleus. Explain how the atom is neutral. Recall

atomic number and mass number of elements. Explain that atoms of a given

element as having the same number of protons in the nucleus and this

number is unique to that element. Define isotopes as atoms of the same

element with different number of neutrons. Calculate the RAM of elements

based on their % abundance and relative masses. Assessment 1

Explain how Mendeleev arranged the elements in a

periodic table by using properties of these elements

and their compounds, used his table to predict the

existence/properties of some elements not then

discovered. Use the Periodic Table to obtain the

names, symbols, relative atomic masses and proton

numbers of elements. Assessment 2

Demonstrate how ionic bonds are formed by the transfer of electrons to

produce cations and anions. Define ion as a charged particle. Draw diagrams

to explain how an atom donates / transfers electron to another atom, so that

both achieve noble gas electronic structure.

Calculate the number of protons, neutrons and electrons of an ion. Draw the

electronic structure of few ions. Write the formulae of different ionic

compounds.Explain the use of the endings –ide and –ate in the names of

compounds. Assessment 3

GRADE 9


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G 9/ CHE 4 (9) G 9/ CHE 5 (12)

Covalent bonding Types of substances

Explain how a covalent bond is formed when a pair of electrons is shared

between two atoms. Recall that covalent bonding results in the formation of

molecules. Draw the dot cross diagrams to explain how covalent bonds are

formed in molecules of hydrogen, hydrogen chloride, water, methane, oxygen

and carbon dioxide.Predict and draw the covalent bonding in

nitrogen,water,ammonia and carbon tetrachloride. Assessment 4

Demonstrate that elements and compounds can be classified as ionic, covalent, simple molecular

covalent, giant molecular and metallic. Explain the properties of ionic compounds limited to high

melting points and boiling points, conduction of electricity in solids, molten

and in aqueous solution. Explain the properties of typical covalent, simple molecular compounds.

Describe the structures and properties of graphite and diamond, properties of fullerenes including C60

and graphene in terms of their structures and bonding. Explain bonding in metals and their properties.

Assessment 5

REVISION FOR FIRST

TERM EXAMS

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Use a simple kinetic theory model to explain the

different states of matter (solids, liquids and

gases). Define density of a material. Describe

different changes of state. Explain how heating a

system will change the energy stored within the

system and raise its temperature or produce

changes of state.

Define the term specific heat capacity as the

amount of heat energy required to increase the

temperature of 1 kg of a substance by 1°C. Describe

how to determine the specific heat capacity of

materials including water and some solids. Use the

equation change in thermal energy (J) = mass (kg)

× specific heat capacity (J/kg °C) ×change in

temperature (°C) or ΔQ= m×c× Δθ

Define specific latent heat as the amount of heat

energy required to change the state of 1 kg of a

substance at constant temperature.

Use the equation thermal energy for a change of

state (J) = mass (kg) × specific latent heat (J/kg)

or Q = m × L

Know the difference between specific heat capacity

and specific latent heat.

Revision for the Final Exam

G 9/ CHE 3 (9)

Atomic Structure The Periodic Table

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G9/B2(15) G9/B3(6)

Cells & Control Genetics

Describe the structures and functions of the spinal cord

and the brain including the cerebellum, cerebral

hemispheres and medulla oblongata.Understand the

various brain imaging techniques.Discuss some of the

limitations in treating damage and disease in the brain

and other parts of the nervous system, including spinal

injuries and brain tumours.

– CT scan & PET scan.

Explain the structure and function of sensory neurones, motor neurons and

synapses in the transmission of electrical impulses including the axon, dendron,

myelin sheath and the role of neurotransmitters.Differentiate between different

types of neurones and their roles in reflex action. Explain the structure and function

of the eye as a sensory receptor. Describe defects of the eye & Explain how

cataracts, long-sightedness and short-sightedness can be corrected.

Investigation : Response to stimuli.

Discuss advantages and disadvantages of asexual

reproduction &sexual reproduction.Explain the role of

meiotic cell division in the formation of genetically

different haploid gametes.

Cells & Control

Explain how substances are transported by diffusion,

osmosis and active transport.

Investigation:Investigate diffusion in agar

and osmosis in potatoes.

Describe mitosis as part of the cell cycle including the

stages interphase, prophase, metaphase, anaphase and

telophase and cytokinesis.Understand the importance

of mitosis in growth, repair and asexual reproduction.

Describe cancer as the result of changes in cells that lead to uncontrolled cell

division.Explain growth in organisms, including cell division and differentiation in

animals & cell division, elongation and differentiation in plants.Demonstrate an

understanding of the use of percentiles charts to monitor growth. Identify types of

stem cells and its significance.

Revision for

Assessment 3

GRADE 9

BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

Revision for

Assessment 4

GRADE 9 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDS

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G9 /B1 (24)

Key Biological Concepts

Explain how the sub-cellular structures of eukaryotic

and prokaryotic cells are related to their function-

animal cells ,plant cells & bacteria.Describe how

specialised cells are adapted to their function-sperm

cells ,egg cells &ciliated epithelial cells.

Understand how changes in microscope technology,

including electron microscopy, have enabled us to see

cell structures with more clarity and detail than in the

past. Investigation:Produce

labelled scientific drawings from

observations of biological specimens using

microscopes. Assessment

1

Explain the structure, properties and role of enzymes.

Describe factors affecting enzyme activity.

Investigation : Factors affecting enzyme

activity .

Understand how the

energy contained in food

can be measured using

calorimetry.

Investigation:Use of

chemical reagents to

identify starch, reducing

sugars, proteins and fats in

food substances

Revision for

Assessment 2

GRADE 9


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G9/B1 (6) G9/B2(15)

Key Biological Concepts

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REVISION FOR FINAL EXAM

GRADE 9


G 9/ CHE 7 (6) G 9 / CHE 8 (12)

States of matter Methods of separating and purifying substances

Describe the arrangement, movement and the

relative energy of particles in each of the three

states of matter: solid, liquid and gas

Recall the names used for the interconversions

between the three states of matter. Explain the

changes and conditions in arrangement, movement

and energy of particles during these

interconversions. Assessment 8

Identify the differences between a pure substance and a mixture, interpret melting point data to

distinguish between pure substances which have a sharp melting point and mixtures which melt over a

range of temperatures. Discuss the experimental techniques for separation of mixtures by simple

distillation, fractional distillation, filtration, crystallisation, paper chromatography. Describe an

appropriate experimental technique to separate a mixture knowing the properties of the components of

the mixture. Describe paper chromatography, interpret a paper chromatogram to distinguish between

pure and impure substances, identify substances by comparison with known substances and identify

substances by calculation and use of rf values. Assessment 9, 10

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G9/B3(24)

Genetics

Describe DNA as a polymer made up of two

polynucleotide chains in the form of a double helix

.Differentiate gene & genome.Explain how the order of

bases in a section of DNA decides the order of amino

acids in the protein. Investigation:Extraction

of DNA from fruit.

Understand the stages of protein synthesis, including

transcription and translation.Describe how genetic

variants in the coding & non coding DNA of a gene

can affect phenotype by influencing the binding of

RNA polymerase , altering the quantity & activity of

protein produced.

Assessment 5

Describe the work of Mendel in discovering the basis of genetics and recognize the

difficulties of understanding inheritance before the mechanism was

discovered.Understand that characteristic features are controlled by genes-

dominant/recessive and homozygous/heterozygous. Analyse and interpret patterns

of monohybrid inheritance using a genetic diagram, Punnet square and family

pedigree. Describe the inheritance of the ABO blood groups with reference to

codominance and multiple alleles.Understand the cause, symptoms and cure for

sex linked diseases .Identify types and cause of variation in organisms. Understand

the significance of HGP & cause of gene mutation with specific examples.

Revision for

Assessment 6

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Describe the structures and functions of the spinal cord

and the brain including the cerebellum, cerebral

hemispheres and medulla oblongata.Understand the

various brain imaging techniques.Discuss some of the

limitations in treating damage and disease in the brain

and other parts of the nervous system, including spinal

injuries and brain tumours.

– CT scan & PET scan.

Explain the structure and function of sensory neurones, motor neurons and

synapses in the transmission of electrical impulses including the axon, dendron,

myelin sheath and the role of neurotransmitters.Differentiate between different

types of neurones and their roles in reflex action. Explain the structure and function

of the eye as a sensory receptor. Describe defects of the eye & Explain how

cataracts, long-sightedness and short-sightedness can be corrected.

Investigation : Response to stimuli.

Discuss advantages and disadvantages of asexual

reproduction &sexual reproduction.Explain the role of

meiotic cell division in the formation of genetically

different haploid gametes.

Revision for

Assessment 4

GRADE 9


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G10/P5(16) G10/P5(16)

Momentum, energy, work and power Nuclear fission and nuclear fusion

Identify factors affecting stopping distance of a vehicle. State conservation of linear momentum. Use the concept

of momentum to explain the role of crumple zone and other safety features of the car. Define work and energy

transferred. Determine kinetic and potential energy of a body. Express power as the rate of doing work and

identify the factors affecting power. Assessment 4

Define isotopes. Identify different types of ionising radiations and state their properties. Describe nuclear

fission and working of nuclear power stations. Discuss environmental and social impact of nuclear power

stations. Describe nuclear fusion and discuss the difficulty in attaining the conditions for fusion.

Assessment 5

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G10/P4(24)

Motion and ForcesDefine displacement, speed, velocity and acceleration of an object. Draw and interpret d-t and v-t graphs. Explore different types of forces. State and explain Newton's

three laws of motion. Draw and interpret free body diagram and find resultant force. Investigate how force and mass can affect the acceleration of an object. Describe

and explain how objects falling through Earth's atmosphere reach a terminal speed. Assessment 3Revision for

FIRST TERM EXAMINATION

GRADE 10

PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8

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G10/P1(12) G10/P2(20)

Static electricity Controlling and using electric current

Realise that like charges repel and unlike charges attract. Describe common

electrostatic phenomena in terms of movement of electrons. Discuss electrostatic

induction. Uses and dangers of static electricity. Assessment 1

Define voltage and current. State and explain Ohm's law and define resistance. Analyse series and parallel circuits. Develop an

understanding of components with changing resistances. Describe and explain how the resistance of filament lamp and thermistor vary with

temperature and how the resistance of an LDR varies with light intensity. Investigate IV graphs of different ohmic and non-ohmic

conductors like metal wire, filament lamp and semi coonductor diode. Explain the heating effect of an electric current and calculate

electrical power. Describe the working of a fuse. Assessment 2

GRADE 10




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G10 /CHE 5 (16) G10 /CHE 6 (16)

Groups in the periodic table Chemical reactions

Explain the structure and properties of metals using metallic bonding. Describe the pattern of reactivity

of Group 1 metals.Predict the colours of the halogens. List the halogens, their physical properties and

explain the chemical properties.Define displacement reactions with equations.Identify the colour

changes before and after the reaction in a displacement reactionsDemonstrate an understanding that

the discovery of the noble gases was due to chemists:a) noticing that the density of nitrogen made in a

reaction differed from that of nitrogen obtained from air b) developing a hypothesis about the

composition of the air. c) performing experiments to test this hypothesis and show the presence of the

noble gases.Relate the uses of noble gases with their properties. Assessment 5

Compare exothermic and endothermic reactions.Describe and investigate the effect of changes in

temperature, concentration and surface area of a solid on the rate of reaction. Explain the collision

theory of reactions. Describe the ways by which we can increase the rate of a given reaction. Explain

the effect of catalyst on the rate of reaction. Investigate the effect of temperature, concentration and

surface area of a solid on the rate of a reaction such as hydrochloric acid and marble chips Carry out

the experiment to find out the factors which affect the rate of reaction.Carry out an experiment of

calcium carbonate with dilute hydrochloric acid and collect the gas using a gas syringe.Draw

conclusions from the experiment and plot a graph of volume of gas collected with time.Assessment 6

GRADE 10


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G10 /CHE 3 (12) G10 /CHE 4 (16)

Ionic compounds and analysis Covalent compounds and separation techniques

Write the formulae of ionic compounds. Describe and explain the properties

of ionic substances including sodium chloride and magnesium oxide,

limited to a) melting points and boiling points b) whether they conduct

electricity as solids, when molten and in aqueous solution.Define

precipitation reactions.Enlist the steps involved to get pure dry sample of

salt.Write chemical equations including state symbols for the precipitation

reactions. Assessment 3

Explain the formation of simple molecular, covalent substances using dot and cross diagrams. Describe

the properties of typical simple molecular, covalent compounds. Explain the difference between simple

and giant covalent substances.Demonstrate an understanding of the differences between the properties

of simple molecular, covalent substances and those of giant molecular, covalent substances, including

diamond and graphite.Describe the separation of mixtures using separating funnel, fractional

distillation and chromatography.Explain the practical procedures involved while carrying out paper

chromatography.Assessment 4.

REVISION FOR FIRST

TERM EXAMINATION

GRADE 10


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G10 /CHE 1 (4) G10 /CHE 2 (16) G10 /CHE 3 (12)

Fuels Periodic table Ionic compounds and analysis

Define cracking. Suggest

why cracking is

important in

industries.Define

polymerisation with

equations.Relate the

uses of polymers to

theirproperties.

Explain how Mendeleev: a) arranged the elements, known at that time, in a periodic table by using

properties of these elements and their compounds b) used his table to predict the existence and

properties of some elements not then discovered. Know the structure of an atom and use the periodic

table to work out the number of each type of sub-atomic particle for an element.Use the Periodic Table

to obtain the names, symbols, relative atomic masses and proton numbers of elements.Calculate the

relative atomic mass of an element from the relative masses and abundances of its isotopes.Describe

electron arrangements for

elements up to number 20. Assessment 1

Describe how ionic bonds are formed by the transfer of electrons to produce

cations and anions.Define ion as a charged particle. Draw diagrams to

explain how an atom donates / transfers electron to another atom, so that

both achieve noble gas electronic structure.

Calculate the protons, neutrons and electrons of an ion.Draw the electronic

structure of few ions.Write the formulae of different ionic compounds.Draw

dot and cross diagrams to show the covalent bond formation in simple

covalent molecules. Assessment 2

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G10/P6(20)

Benefits and drawbacks of using radio active materials

Realise the effect of radiation on human body and identify the safety precautions associated with using radioactive materials. Explore the

disposal methods of radioactive wastes. Recognize back ground radiation and describe how to obtain corrected count. Describe the random

and exponential decay of radio active materials and define half life. Describe the uses and dangers of radioactivity. Justify the choice of

source for each use depending on half life, ionisation and penetrative nature. Assessment 6

Revision for

FINAL EXAMINATION



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Identify factors affecting stopping distance of a vehicle. State conservation of linear momentum. Use the concept

of momentum to explain the role of crumple zone and other safety features of the car. Define work and energy

transferred. Determine kinetic and potential energy of a body. Express power as the rate of doing work and

identify the factors affecting power. Assessment 4

Define isotopes. Identify different types of ionising radiations and state their properties. Describe nuclear

fission and working of nuclear power stations. Discuss environmental and social impact of nuclear power

stations. Describe nuclear fusion and discuss the difficulty in attaining the conditions for fusion.

Assessment 5

GRADE 10


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G10/B1 (12) G10/ B2(16)

Problems of and solutions to changing environment The building blocks of cells

Demonstrate an understanding of how recycling can reduce demand of natural

resources. Understand the processes involved in cycling of carbon and nitrogen

within an ecosystem and know the significance of carbon and nitrogen in living

organisms.

Recall, compare and explain the structure of

prokaryotes and eukaryotes. Know the use of

microscopes in studying cell structure.

Understand the structure and discovery and

significance of DNA and HGP. Describe the extraction

of DNA from tissues.

Revision for

Assessment 2

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G10 /BIO 1 (32)

Problems of and solutions to changing environment

Describe the cause, spread and control of infectious diseases in humans. Evaluate

the use of plant chemicals, antibiotics and antiseptics to favour cure and avoid

spread of infections. Investigation :

Effect of antibiotics on bacterial growth .

Demonstrate an understanding of how energy is

transferred along a food chain and use of ecological

pyramids. Explain biotic relationships of organisms in

an ecosystem.

Analyze, interpret and evaluate data related to air

pollution and water pollution Investigate effects of

pollutants on germination and plant growth and

describe remedial measures for air and water pollution.

Investigation : Effect of pollutants on

seed germination .

Revision for

Assessment 1

GRADE 10


GRADE 10 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 10


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G 10 /CHE 6 (4) G10 /CHE 7 (20)

Chemical reactions Quantitative Chemistry

Explain the working of

catalytic converters in

cars. Predict the

conditions at which

converter works with

maximum efficiency.

Assessment 7

Define relative atomic mass and relative formula mass.Calculate relative formula mass given relative atomic masses. Find

molecular and empirical formula using the relevant steps.Calculate the molecular formula from the calculated empirical formula.

Calculate the percentage composition by mass of a compound from its formula.Calculate the masses of individual products from

a given mass of a reactant and the balanced symbol equation. Calculate the percentage yield of a reaction from the actual yield

and the theoretical yield.Explain the reasons why actual yield is less than theoretical yield.Demonstrate an understanding that

chemists in industry work to find the economically most favourable reactions where a) the percentage yield is high b) all the

products of the reaction are commercially useful c) the reaction occurs at a suitable speed. Assessment 8

REVISION FOR FINAL EXAMINATION

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Explain the structure and properties of metals using metallic bonding. Describe the pattern of reactivity

of Group 1 metals.Predict the colours of the halogens. List the halogens, their physical properties and

explain the chemical properties.Define displacement reactions with equations.Identify the colour

changes before and after the reaction in a displacement reactionsDemonstrate an understanding that

the discovery of the noble gases was due to chemists:a) noticing that the density of nitrogen made in a

reaction differed from that of nitrogen obtained from air b) developing a hypothesis about the

composition of the air. c) performing experiments to test this hypothesis and show the presence of the

noble gases.Relate the uses of noble gases with their properties. Assessment 5

Compare exothermic and endothermic reactions.Describe and investigate the effect of changes in

temperature, concentration and surface area of a solid on the rate of reaction. Explain the collision

theory of reactions. Describe the ways by which we can increase the rate of a given reaction. Explain

the effect of catalyst on the rate of reaction. Investigate the effect of temperature, concentration and

surface area of a solid on the rate of a reaction such as hydrochloric acid and marble chips Carry out

the experiment to find out the factors which affect the rate of reaction.Carry out an experiment of

calcium carbonate with dilute hydrochloric acid and collect the gas using a gas syringe.Draw

conclusions from the experiment and plot a graph of volume of gas collected with time.Assessment 6

GRADE 10


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G11 /P1 (20) G11/P2 (20)

Radiation in treatment and medicine X-rays and ECGs

Discuss the effects of ionising radition on living matter. Discuss the use of radiations in medical science

including therapy and diagnosis. Define intensity of radiation and use the equation I = P/A. Recall reflection,

refraction and TIR. Differentiate between concave and convex lenses. Describe formation of real and virtual

images by convex lenses using ray diagrams. Use lens equation in numerical problems. Define refractive index

of optical materials and do numerical problems involving refractive index. Identify different parts of an eye and

describe their functions. Explain the symptoms and causes of short sight and long sight. Describe the use of

optical fibres in endoscopes with refraction and reflection of light. Describe reflection and refraction of ultra

sound in imaging and treatment of kidney stones. Assessment 1

Describe thermionic emission and principles of electron gun. Calculate the kinetic energy of an electron and the

beam current. Describe how X- rays are produced. Describe the effect of thickness and density of medium on

intensity of radiation. Describe how X-rays are used in CAT scans and fluoroscopes. Compare the risks and

advantages of using X-rays for treatment and diagnosis. Identify the parts of an ECG and

relate each to the respective cardiac activity. Explain how action potentials can be measured with an

electrocardiogram (ECG) to monitor heart action. Describe the working of a pulse oximeter and how it can be

used to measure pulse rate and oxygen saturation. Assessment 2

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G10/B3(32)

Organisms and energy

Identify and describe how the various parts of the leaf

adapted for photosynthesis. Explain the role of

photosynthesis in plants, factors affecting

photosynthesis and analyzing the limiting factors.

Investigation : Factors affecting

photosynthesis .

Understand mechanisms of transport of nutrients in plants. Investigate osmosis in

plant cells. Describe various sampling techniques and distribution of species in the

environment. Investigate the distribution of organisms in an ecosystem.

Investigation : Effect of osmosis in plants .

Describe fossil formation and its significance related to

evolution. Identify the process involved in growth.

Analyze and interpret growth curves.

Revision for

Assessment 4



GRADE 10


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G10/ B2 (20) G10/ B3(8)

The building blocks of cells Organisms and energy

Describe the process of protein synthesis and cause of

gene mutation with specific examples. Describe the

technique of genetic engineering, production of GMO

and ethical issues.

Identify and understand the stages of mitosis and meiosis. Demonstrate an

understanding of the stages in the production of cloned mammals, advantages,

disadvantages and risks of the technique. Identify types of stem cells and its

significance. Explain the structure, properties and role of enzymes. Investigate the

factors affecting enzyme activity. Investigation : Factors

affecting enzyme activity .

Understand and differentiate aerobic and anaerobic

respiration and its significance during exercise.

Investigate changes taking place during exercise.

Calculate breathing rate, pulse rate, cardiac output and

stroke volume. Investigation :

Effect of exercise on heart rate &

breathing rate .

Revision for

Assessment 3

GRADE 10


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Demonstrate an understanding of how recycling can reduce demand of natural

resources. Understand the processes involved in cycling of carbon and nitrogen

within an ecosystem and know the significance of carbon and nitrogen in living

organisms.

Recall, compare and explain the structure of

prokaryotes and eukaryotes. Know the use of

microscopes in studying cell structure.

Understand the structure and discovery and

significance of DNA and HGP. Describe the extraction

of DNA from tissues.

Revision for

Assessment 2

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G11 /CHE 1 (15) G11 /CHE 2 (15)Controlled Assessment -1

Qualitative Analysis Quantitative Analysis

Describe why analytical chemists check the purity of drinking water, Define

precipitate, precipitation reactions.Experiments and records the observations

or the NaOH test.Identify the colours and predicts the ions responsible for

the formation of the precipitate.Writes balanced equation for the

precipitation reactions.Describe tests to show the presence of the : NH4+

using sodium hydroxide solution, warming and testing for the ammonia gas

produced Cl-, Br-, I- using dilute nitric acid and silver nitrate solution.

Assessment 1

Explain the different types of hardness in water and the ways to remove

them. Define concentration in gram/dm3 and mol/dm

3. Carry out

calculations to convert mol/dm3 to gram/dm

3. Calculate the concentration of

the dissolved ions in a sample of water and vice versa, prepares soluble salts

by different methods, carries out simple calculations using the results of

titration, calculates an unknown concentration of solution/ volume of

solution required. Assessment 2

Plan an experiment by making a hypothesis, listing

the apparatus, identifying the control variables,

identifying the risks and stating an overall

procedure. Collect primary and secondary data.

Process data and arrive at conclusions. Evaluate

the method used by identifying the strengths and

weaknesses. Suggest improvements.Assessment 3

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GRADE 11


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G11/P4 (15)

Controlled Assessment -2G11/P5 (15)

Motion of Particles Kinetic Theory of Gases

Describe the use of particle accelerators to produce radioactive isotopes for medical

purposes. Explain the use of radio isotopes in PET scanners to produce gamma

rays. State, explain and use conservation of momentum in different situations,

especially particle collisions. Compare and constrast elastic and inelastic collisions.

Apply the idea of conservation of mass - energy for positron-electron annihilation.

Assessment 4

Plan an experiment by making a hypothesis, listing the

apparatus, identifying the control variables, identifying

the risks and stating an overall procedure. Collect

primary and secondary data. Process data and arrive at

conclusions. Evaluate the method used by identifying

the strengths and weaknesses. Suggest improvements.

Describe kinetic theory of gases. Explain the pressure of a gas in terms of the

motion of its particles. Recognize absolute zero as the lowest possible temperature.

Describe the effect of changing the temperature of a gas on its speed,volume and

pressure and identify the three laws governing them. Consolidate the three gas laws

and deduce the ideal gas law. Assessment 5

GRADE 11


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G11/P3 (15)Controlled Assessment -1

G11/P4 (15)

Ionising radiation Motion of Particles

Describe the properties of alpha, beta, gamma, positron and neutron radiation.

Explain the process of beta minus decay and beta plus decay. Describe the features

of the N-Z curve for stable isotopes Describe the process of alpha, beta minus, beta

plus and gamma decays and write nuclear equations and hadron equations. Realise

that nucleons are not fundamental particles and are made of smaller particles called

quarks. Express β- and β+ decay in terms of quark transformations. Assessment 3







Identify the need to have a centripetal force for circular

motion. Describe and explain why a charge accelerates

and deflects inside a cyclotron. Describe the structure

and working of a cyclotron. Revision for

First Term Exam

GRADE 11


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Revision



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G11 /CHE 5 (30)Controlled Assessment -2

Organic Chemistry

Discuss the conditions needed to make the ethanol. Identify the social effects and harmful effects of ethanol in alcoholic drinks.Recall how ethanol can also

be manufactured by reacting ethene (from cracking of crude oil fractions) with steam.Evaluate the factors which are relevant to the choice of method used

in the manufacture of ethanol, including: a) the relative availability of sugar cane or sugar beet and crude oil b) the quality of the final product and whether

it needs further processing Write and draw the structure of the corresponding alkanes, alkenes and alcohols. Explain the formation of an ester by the

reaction of an acid and alcohol. Describe uses of: a) esters as flavourings and perfumes, as they are pleasant-smelling b) polyesters as fibres to make fabric

and as plastics for making bottles Explain that oils and fats are esters of glycerol and are known as glycerides.Write an equation for ester formation, discuss

uses of esters, recognise how soap is made from oils or fats, represent diagrammatically the cleansing action of soap, know how oils can be converted to

fats.Predict the cleaning action of soaps.Identify the chemicals required to make soap with the needed condition. Assessment 5







weaknesses. Suggest improvements. REVISION

FOR MOCK EXAM

GRADE 9


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G11 /CHE 3 (20) G11 /CHE 4 (20)

Electrolytic processes Gases, Equilibria and Ammonia

Describe the movement of ions during electrolysis, such that: a) positively charged cations migrate to

the negatively charged cathode b) negatively charged anions migrate to the positively charged anode.

Define- oxidation is loss of electrons, reduction is gain of electrons. Write half equations for reactions

occurring at the anode and cathode for: copper chloride solutionb, copper sulfate solutionc, sodium

sulfate solution , molten lead bromide. Apply the theory of the electrolysis in electrorefining and

electroplating.Predict the uses of electrolysis- to improve the appearance of metal objects to prevent

corrosion of metal objects.Assessment 3

Describe and explain the use of Avogadro’s law to calculate the volumes of gases involved in reactions,

given the relevant equation. Explain the advantages and disadvantages of over use of ammonia.Define

reversible and dynamic equilibrium. Explain the steps involved in the Haber Process. Demonstrate an

understanding of the concept of dynamic equilibrium. Explain how the position of a dynamic

equilibrium is affected by changes in: a) temperature b) pressure c)concentration and d)catalyst.

Assessment 4 REVISION FOR FIRST TERM

EXAM

GRADE 11


GRADE 11


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Describe why analytical chemists check the purity of drinking water, Define

precipitate, precipitation reactions.Experiments and records the observations

or the NaOH test.Identify the colours and predicts the ions responsible for

the formation of the precipitate.Writes balanced equation for the

precipitation reactions.Describe tests to show the presence of the : NH4+

using sodium hydroxide solution, warming and testing for the ammonia gas

produced Cl-, Br-, I- using dilute nitric acid and silver nitrate solution.

Assessment 1

Explain the different types of hardness in water and the ways to remove

them. Define concentration in gram/dm3 and mol/dm

3. Carry out

calculations to convert mol/dm3 to gram/dm

3. Calculate the concentration of

the dissolved ions in a sample of water and vice versa, prepares soluble salts

by different methods, carries out simple calculations using the results of

titration, calculates an unknown concentration of solution/ volume of

solution required. Assessment 2







weaknesses. Suggest improvements.Assessment 3

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GR 12/PHY 1(6) GR 12/PHY 2(30) GR 12/PHY 3(12)

Working as a Physicist Mechanics Electric Circuits

Distinguish between base

and derived quantities and

their SI units. Understand

the measurements and

techniques for both

familiar and unfamiliar

experiments. Estimate

values for physical

quantities.

Identify base and SI units, state and derive equations of motion, interpret d-t , v-t and a-t graphs, resolve vectors into mutually

perpendicular components, identify properties of different types of forces, state and use Newton's laws of motion and analyse static

equilibrium. Investigate projectile motion. Know the principle of conservation of linear momentum. Relate this principle to Newton’s laws of

motion and understand how to apply this to problems in one dimension. Use the equation for the moment of a force and apply the principle

of moments to an extended body in equilibrium. Define work, energy, power and efficiency. Understand how to apply, the principle of

conservation of energy including use of work done, gravitational potential energy and kinetic energy. Assessment 1

Understand that electric current is the rate of flow of

charged particles. Define Ohm's law. Interpret VI

graphs of ohmic and non ohmic conductors. Define

resistivity and investigate the electrical resistivity of a

material. Use I = nqvA to explain the large range of

resistivities of different

materials. Analyse series and parallel circuits.

Assessment 2



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G11/B4(15)Controlled Assessment -2

G11/B5(15)

Behaviour Biotechnology

Describe the significance of sexual reproduction and to understand the aspects of

courting behaviour and mating. Demonstrate an understanding of parental care as a

successful evolutionary strategy. Identify the different behaviours exhibited by

animals including instinctive and learned behaviour. Investigate animal behaviour

using choice chambers. Explain how plants and animals communicate using

chemicals and describe the work of ethologists. Understand concepts of co

evolution and evolution of humans. Describe the evidence for human evolution

based on fossils and stone tools. Realise the significance of mitochondrial DNA for

evolution. Demonstrate an understanding of the impact of climate change on

human behaviour. Assessment 5







Describe the structure of a typical fermenter, suitable conditions required for the

production of biological products. Investigate the effect of factors on the growth of

yeast. Explain the advantages and disadvantages of using microorganisms for food

production. Understand the production of mycoprotein and yoghurt and evaluate

the advantages and disadvantages related to its production and use. Investigate the

effect of different factors on yoghurt making. Assessment 6 REVISION FOR MOCK EXAM

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G11/B3(30)Controlled Assessment -1

Control systems

Recall and describe the stages of menstrual cycle. Interpret the role of hormones

and negative feedback mechanism involved in menstrual cycle. Explain the

structure and adaptations of egg and sperm in fertilization. Evaluate the advantages

disadvantages of infertility treatment. Use genetic diagrams to explain sex

determination in human and sex linked genetic disorders. Assessment 3

Describe the role of vaccines and evaluate the advantages and disadvantages of

immunisation techniques. Explain the role of lymphocytes and the production and

use of monoclonal antibodies. Understand infection, aseptic techniques and

conditions affecting growth of microorganisms. Significance of photoperiodism

and demonstrate an understanding of circardian rhythms in living organisms.

Assessment 4







REVISION FOR FIRST TERM EXAM

GRADE 11


GRADE 11


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G11/B1 (10) G11/B2(20) G11/B3(10)

Organisms and energy Common system Control systems

Describe various sampling techniques and distribution

of species in the environment. Investigate the

distribution of organisms in an ecosystem. Describe

fossil formation and its significance related to

evolution. Identify the process involved in growth.

Analyze and interpret growth curves. Assessment 1

Identify and explain the structure and functions of blood, heart, blood vessels and describe its role in transport

of nutrients and wastes in the human body. Know and understand the structure & functions of various parts of

the digestive systems in humans. Explain the role of digestive enzymes and detailed structure of villi for the

efficient absorption of soluble products. Investigate the effect of different concentrations of digestive enzymes.

Evaluate the evidence for the use of functional foods. Assessment 2

Understand the general structure and functions of

urinary system. Describe the possible treatments for

kidney failure. Role of nephron in urine formation.

Demonstrate an understanding of the role of ADH and

negative feedback mechanism.

GRADE 11


Revision for Final

Examination

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GR 12/PHY 6(12) GR 12/PHY 7(12) GR 12/PHY 8(18)

Nuclear and Particle Physics Gravitational Field Nuclear Radiation

Use conservation laws of particle interactions and

interpret particle tracks. Understand why high energies

are required to investigate the structure of nucleons.

Use the equation ΔE = c²Δm in situations involving the

creation and annihilation of matter and antimatter

particles. Understand situations in which the relativistic

increase in particle lifetime is significant. State

standard model of particles. Use conservation laws of

particle interactions. Assessment 7

Define gravitational field. Understand that gravitational

field strength is defined as g=F/m. Define Newton’s

law of universal gravitation)

Compare electric fields with gravitational fields

Apply Newton’s laws of motion and universal

gravitation to orbital motion.

Assessment 8

Define binding energy and use it to describe stability of nuclei. Properties and uses

of nuclear radiations. Understand the processes of nuclear fusion and fission with

reference to the binding energy per nucleon curve. Define half life, decay constant

and activity of a source. Investigate decay graphs. Determine

the half-lives of radioactive isotopes graphically and use the equations for

radioactive decay. Derive and use the corresponding log equations. Assessment

9

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GR 12/PHY 5(36) GR 12/PHY 6(12)

Electric and Magnetic Fields Nuclear and Particle Physics

Use Coulomb's law, define electric field strength. Draw and interpret diagrams using field lines and equipotentials to describe radial and uniform electric fields. Know

and understand the relation between electric field and electric potential. Define capacitance, determine the energy and charge stored, analyse series and parallel

combinations of capacitors. Able to draw and interpret charge and discharge curves for resistor capacitor circuits and understand the significance of the time constant

RC. Use related equations for exponential discharge in a resistor-capacitor circuit, I = I0 e(-t/RC), and V = V0 e(-t/RC) and the corresponding log equations.

Understand and use the terms magnetic flux density, flux and flux linkage .Describe magnetic effect of current and describe the working of a motor. Define

electromagnetic induction and describe working of generator and transformer.Understand what is meant by the terms frequency, period, peak value and root mean

square value when applied to alternating currents and potential differences. Assessment 5

Understand how large-angle alpha particle scattering

gives evidence for a nuclear model of the atom and how

our understanding of atomic structure has changed

over time. Know that electrons are released in the

process of thermionic emission and how they can be

accelerated by electric and magnetic fields. Understand

the role of electric and magnetic fields in particle

accelerators and detectors. Assessment 6

GRADE 12


GRADE 12


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GR 12/PHY 3(18) GR 12/PHY 4(24)

Electric Circuits Further Mechanics

Understand the principles of a potential divider circuit and analyse complex voltage

divider circuits involving LDRs and thermistors to design heat and light sensors.

Know the definition of electromotive force (e.m.f.) and internal resistance and know

how to distinguish between e.m.f. and terminal potential difference. Explain semi -

conductor theory and use transport equation. Understand how changes of resistance

with temperature and illumination may be modelled in terms of lattice vibrations

and number of conduction electrons and understand how to apply this model to

metallic conductors, negative temperature coefficient thermistors and LDR.

Assessment 3

Define Impulse. Apply conservation of momentum in one and two dimensions, and analyse elastic and inelastic

collisions. Define angular displacement and angular velocity. Understand that a resultant force (centripetal

force) is required to produce and maintain circular motion. Recognize the forces involved in circular motion of

different objects and investigate different applications of examples of circular motion. Assessment 4

Revision for First

Term Exam

GRADE 12


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Distinguish between base

and derived quantities and

their SI units. Understand

the measurements and

techniques for both

familiar and unfamiliar

experiments. Estimate

values for physical

quantities.



equilibrium. Investigate projectile motion. Know the principle of conservation of linear momentum. Relate this principle to Newton’s laws of

motion and understand how to apply this to problems in one dimension. Use the equation for the moment of a force and apply the principle

of moments to an extended body in equilibrium. Define work, energy, power and efficiency. Understand how to apply, the principle of

conservation of energy including use of work done, gravitational potential energy and kinetic energy. Assessment 1

Understand that electric current is the rate of flow of

charged particles. Define Ohm's law. Interpret VI

graphs of ohmic and non ohmic conductors. Define

resistivity and investigate the electrical resistivity of a

material. Use I = nqvA to explain the large range of

resistivities of different

materials. Analyse series and parallel circuits.

Assessment 2

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AL/P4(48) AL/P5(48)

Unit 4 - Physics on the Move Unit 5 - Physics from Creation to Collapse

Apply conservation of momentum in 1 and 2 dimensions, and analyse elastic and inelastic collisions. Define

angular displacement and angular velocity. Recognize the forces involved in circular motion of different objects

and investigate different applications of examples of circular motion. Assessment 7 Use Coulomb's law, define electric field strength and describe radial and uniform fields. Define capacitance,

determine the energy and charge stored, analyse series and parallel combinations of capacitors, investigate

charging and discharging and discuss practical applications of capacitors. Assessment 8 Describe magnetic effect of current and describe the working of a motor. Define electromagnetic induction and

describe working of generator and transformer. State nuclear atom model. Describe particle accelerators like

linac, cyclotron and synchrotron and detectors like cloud and bubble chambers and G M tube. State standard

model of particles. Use conservation laws of particle interactions. Assessment 9

Define specific heat capacity. Explain gas laws. State, explain and use kinetic theory of gases.

Properties and uses of nuclear radiations. Define half life, decay constant and activity of a source. Investigate

decay graphs. Define binding energy and use it to describe stability of nuclei. Investigate nuclear fission and

fusion in detail. Assessment 10 Identify

basic features of SHM and interpret displacement, velocity and acceleration graphs. Investigate the oscillations

of a simple pendulum and loaded spring. Discuss the effect of damping and conditions for resonance.

Assessment 11 Use Newton's law of gravitation, define gravitational field strength

and explore orbital motion of planets and satellites. Explore black body radiators using Stefan's law and Wein's

law. Describe life cycle and properties of stars, measurement of distance using trigonometric parallax, standard

candles and measurement of velocity using red shift. Define Hubble's law and use it to explain universe

theories. Assessment 12

GRADE 13


GRADE 13


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AL/P2(60) AL/ P3(24)

Unit 2 - Physics at Work - Waves Unit 3 - Exploring Physics

Describe wave motion and differentiate between transverse and longitudinal waves. define the term phase and phase difference.Explore

reflection of waves and its applications. Use principle of superposition and investigate stationary waves. Describe the formation of stationary

waves in stretched strings and air columns. Describe refraction, use Snell's law and discuss its applications. Assessment 5 Define interference, investigate conditions for patterns and explore its applications. Describe diffraction and polarisation and discuss their

applications. Describe doppler effect. Describe the properties of electromagnetic radiations. Define intensity of radiation, describe

photoelectricity and explain atomic spectra. Describe Matter waves and De Broglie hypothesis.

Assessment 6

Prepare a case study report on the topic. Plan an

experiment related to AS Physics, predict the outcome,

select and justify the choice of apparatus, describe the

correct measuring techniques, ensuring fair testing and

reliability and considering safety issues. Take precise

and accurate observations with reliability and validity.

Process results using linear graphs, use it to arrive at a

conclusion based on the evidence and scientific theory.

Evaluate the experimental method and identify

strengths and weaknesses. Suggest improvements and

propose extension of the work.

REVISION FOR

FIRST TERM

EXAM

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AL/P1(60) AL/P2(36)

Unit 1 - Physics on the Go - Mechanics Unit 2 - Physics at Work- Electricity



equilibrium. Investigate projectile motion, define work, energy, power and efficiency and use conservation of energy. Assessment 1 State Hooke's law, interpret F-e graphs and define Young modulus. Define energy density, use stress- strain graph and describe solid

properties. Define upthrust and use Archemede's principle. Identify types of fluid flow and define viscous drag. Use Stoke's law to

investigate the relation between terminal velocity and radius of the spherical object or density of the fluid. Assessment 2

Interpret VI graphs of ohmic and non ohmic conductors. Define resistivity.

Analyse series and parallel circuits. Assessment 3 Define e.m.f and internal resistance of cells and analyse complex voltage divider

circuits involving LDRs and thermistors to design heat and light sensors. Explain

semi - conductor theory and use transport equation. Assessment 4.

GRADE 13




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G12 /CHE 8 (12) G12/ CHE 9 (24) G12/ CHE 10 (12)

Equilibrium II Acid - base Equilibria Energetics II

GRADE 12


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G 12 /CHE 4 (12) G 12 /CHE 5 (18) G 12 /CHE 6 (12) G 12 /CHE 7 (6)

Inorganic Chemistry Formulae, Equations and amounts of substance Energetics Equilibrium I

Predict the reactions of the elements Mg to Ba in

group 2 with oxygen, chlorine and water. Interpret

the trend in reactivity of group 2 and group 7

elements. Reason out the trends in thermal stability

of the nitrates and carbonates of gr.1 and 2. Predict

the disproportionation reaction of chlorine with

hot, cold alkali and water. Assessment 4

Calculate moles in reactions involving mass, volume of gas, volume of

solution, concentration, % yields and % atom economies using chemical

equations and experimental results, errors in experiment.

CORE PRACTICAL 1: Measure the molar volume of a gas.

CORE PRACTICAL 2: Prepare a standard solution from a solid acid and find

concentration.

CORE PRACTICAL 3: Find the concentration of a solution of hydrochloric

acid. Assessment 5

Construct and interpret enthalpy level diagrams

showing enthalpy change for exothermic and

endothermic reactions. Define standard enthalpy

changes of reaction and do calculations from given

experimental results.

CORE PRACTICAL 8: To determine the enthalpy

change of a reaction using Hess's Law.

Assessment 6

Predict the effect of a

temperaure,concentratio

n, pressure on a

homogenous system in

equilibrium.Deduce an

expression for Kc in

heterogenousequilibria

Assessment 7

GRADE 12


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G 12 /CHE 1 (18) G 12 /CHE 2 (18) G 12 /CHE 3 (12)

Atomic structure and periodic table Bonding and structure Redox I

Define relative molecular mass and suggests why compared to an atom of

Carbon 12. Analyse and interpret data from mass spectrometry to calculate

relative atomic mass from relative abundance of isotopes. Reason out for the

general increase in first ionization energy across the period. Predict the

electronic configurations using 1s notation and electrons- in-boxes notation

of atoms. Illustrate periodicity using data, atomic radii, melting and boiling

points and first ionisation energies.

Assessment 1

Predict the properties of ionic compound and explains the idea of regular

crystalline structure. Draw dot and cross diagrams to show electrons in

covalent substances including molecules with single, double and triple bonds

and for species exhibiting dative bonding. Predict the bond angles,shapes of

simple molecules and ions using electron pair repulsion theory. Predict the

nature of intermolecular forces resulting from London forces, permanent

dipoles and hydrogen bonds. Assessment 2

Calculate the oxidation number in terms of

electron transfer. Identify the disproportionation

reaction. Apply that oxidation number is a useful

concept in terms of the classification of reactions

as redox and as disproportionation. Write ionic half

equations and use them to construct full ionic

equations. Assessment 3



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AL/P6 (24)

Unit 6- Experimental Physics

Plan an experiment related to A2 Physics, predict the

outcome, select and justify the choice of apparatus,

describe the correct measuring techniques, ensuring

fair testing and reliability and considering safety issues.

Take precise and accurate observations with reliability

and validity. Process results graphically using

exponential or log/ln graphs, use it to arrive at a

conclusion based on the evidence and scientific theory.

Evaluate the experimental method and identify

strengths and weaknesses. Suggest improvements and

propose extension of the work.

Revision for

Mock ExamMOCK EXAM

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G12/ CHE 11 (6) G12/ CHE 12 (18) G12/ CHE 13 (24)

Energetics II(contd) Redox II Transition Metals

Define entropy, calculate

total entropy change of

reaction, predict if

reaction is feasible using

ΔG values. use ΔG =

−RT lnK. Assessment 10

Explain oxidation and reduction in terms of electron transfer, standard

electrode potential, Eθ, SHE, to calculate Eθcell by combining two standard

electrode potentials, explain how disproportionation reactions relate to Eθ,

application of electrode potentials to storage cells. Understand that Eθcell is

directly proportional to total entropy change and to lnK for a reaction and

able to carry out titration calculations including Fe2+

/MnO4−, and I2/S2O3

2−.

CORE PRACTICAL 10: Investigating some electrochemical cells

CORE PRACTICAL 11: Redox titration. Assessment 11

Deduce the electronic configurations of atoms and ions of the d-block elements of Period 4 (Sc–Zn),

explain why they show variable oxidation number, complex, coloured compounds. Know the colours of

the oxidation states of vanadium compounds, understand redox reactions of vanadium, chromium,

record observations and write suitable equations for the reactions of Cr3+

(aq), Fe2+

(aq), Fe3+

(aq),

Co2+

(aq) and Cu2+

(aq) with aqueous sodium hydroxide and aqueous ammonia, including in excess.

Write ionic equations to show the difference between ligand exchange and amphoteric behaviour.

Explain that a heterogeneous catalyst is in a different phase from the reactants and that the reaction

occurs at the surface of the catalyst.

CORE PRACTICAL 12: The preparation of a transition metal complex. Assessment 12

GRADE 13 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDS

GRADE 13

CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6

GRADE 12


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Equilibrium II Acid - base Equilibria Energetics II

Deduce an expression for Kp, for homogeneous

and heterogeneous systems, in terms of

equilibrium partial pressures in atm, to calculate

value for Kp & Kc, know the effect of changing

temperature on the equilibrium constant (Kc and

Kp) for exothermic and endothermic reactions,

position of equilibrium by changes in

oncentration/pressure/addition of a catalyst.

Assessment 8

Discuss the Brønsted–Lowry theory of acids and bases, calculate pH from [H+], difference between a

strong acid and a weak acid in terms of degree of dissociation, calculate the pH of a strong acid,

calculate Ka for a weak acid from experimental data giving the pH of a solution containing a known

mass of acid, draw and interpret titration curves of acids and bases, select a suitable indicator, using a

titration curve, explain the action of a buffer solution, calculate the pH of a buffer solution given

appropriate data, calculate the concentrations of solutions required to prepare a buffer solution of a

given pH. Explain the roles of carbonic acid molecules and hydrogencarbonate ions in controlling the

pH of blood.

CORE PRACTICAL 9: Finding the Ka value for a weak acid. Assessment 9

Define lattice energy, construct Born Haber cycles

and carry out related calculations, compare the

experimental lattice energy value (from a Born-

Haber cycle) with the theoretical value (obtained

from electrostatic theory) in a particular compound

indicates the degree of covalent bonding.Use

energy cycles and energy level diagrams to carry

out calculations involving lattice energy.

WEEK 7 WEEK 8

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G 13 /CHE 1 (52) G 13 /CHE 2 (52)

Unit 1 - Core principles of Chemistry Unit 2 - Applications of core principles of Chemistry

Calculates mass, moles ,volume using the formulas, the concentration of solutions, enthalpy changes

for reactions. Assessment 1

Write the s,p,d,f notation for the first 36 elements, evaluate ionization energy graphs. Assessment 2

Review the difference between ionic, covalent,metallic bonding and draw dative covalent bonding

molecules, identify the different homologous series, write the structural, displayed formula for alkanes,

alkenes and apply the mechanisms to write the different chemical reactions. Assessment 3

Apply VSEPR Theory to predict the shapes of molecules and ions and identify the different intermolecular

forces. Assessment 4

Identify the steps to write ionic equations and full equations, develop naming and mechanisms of alkanes,

alkenes, identify the reactions of Alcohols and Halogenoalkanes, identifies disproportionation and other

chemical properties of group 2 and 7 elements, apply the concept of rate, equilibria to the reversible reactions,

interpret the mass and IR spectra, understand the term carbon footprint, carbon neutrality, discuss the different

techniques of organic preparations. Assessment 5 REVISION FOR FIRST TERM EXAM

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G 13 /CHE 3 (26) G 13 /CHE 4 (78)

Carry out AS Chemistry practicals to identify the ions in

the inorganic salts, organic functional groups in the

organic salts, carry out acid –base titration, calculate

the enthalpy change for a neutralization reaction

(Hess’s Law), prepare a transition metal salt and

calculate % yield.

Determine the order of reaction from experimental data. Deduce, from a concentration-time graph, from a rate-concentration graph, the order with respect to a reactant.

Understanding that the entropy change in any reaction is made up of the entropy change in the system added to the entropy change in the surroundings. Assessment 6.

Calculate Kc and Kp, identify controlling factors for industrial process. Explain the term Ka, shows the extent of acid dissociation; Deduce, for weak acids, expressions

for Ka and pKa. Define and write expressions for Kw. pKw. Ka and pKa Assessment 7. Identify carbonyl and carboxylic acids,Explain trans- esterification of esters

with acids or alcohols.Explain the manufacture of bio-diesel and low fat spreads.Identify the different chromatographic and spectroscopic techniques from the given

data. Assessment 8

WEEK 7 WEEK 8

GRADE 13

CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6




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AL/B1(24) AL/B1(24)

Identify, describe and explain the structure, properties, formation and role of carbohydrates , fats and proteins .

Distinguish monosaccharide ,disaccharide & polysaccharide .Distinguish between the

primary,secondary,tertiary & quartenary structure.Discuss the physical & chemical properties of water.

Investigation : Detection of carbohydrates,fats & proteins using Iodine test,Benedict test,Biuret test &

Emulsion test Assessment 1

Describe properties of enzymes & explain factors affecting enzyme action Interpret and explain the structure

and roles of nucleic acids in a cell and DNA replication. To understand and describe the process of protein

synthesis and significance of genetic code. Understand the role of inorganic ions in plants . CORE

PRACTICAL 1: Investigate a factor affecting the initial rate of an enzyme–

controlled reaction. Assessment 2

GRADE 12

BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5

Biological Molecules Biological Molecules

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Carry out AS Chemistry practicals to identify the ions in

the inorganic salts, organic functional groups in the

organic salts, carry out acid –base titration, calculate

the enthalpy change for a neutralization reaction

(Hess’s Law), prepare a transition metal salt and

calculate % yield.

Determine the order of reaction from experimental data. Deduce, from a concentration-time graph, from a rate-concentration graph, the order with respect to a reactant.

Understanding that the entropy change in any reaction is made up of the entropy change in the system added to the entropy change in the surroundings. Assessment 6.

Calculate Kc and Kp, identify controlling factors for industrial process. Explain the term Ka, shows the extent of acid dissociation; Deduce, for weak acids, expressions

for Ka and pKa. Define and write expressions for Kw. pKw. Ka and pKa Assessment 7. Identify carbonyl and carboxylic acids,Explain trans- esterification of esters

with acids or alcohols.Explain the manufacture of bio-diesel and low fat spreads.Identify the different chromatographic and spectroscopic techniques from the given

data. Assessment 8

GRADE 13


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G 13 /CHE 5 (78) G 13 /CHE 6 (26)

Define the term standard electrode potential. Describe how to measure standard electrode potentials of (i) metals or non-metals in contact with their ions in aqueous

solution, (ii) ions of the same element in different oxidation state. Assessment 9. Deduce the electron configurations of atoms and ions (Sc–Zn) , Explain

the existence of variable oxidation states for each element, the formation of coloured ions, the catalytic behaviour. Explain the formation of complex ions with

monodentate and bidentate ligands. Assessment 10

Write the reactions of benzene and phenol with nitrating mixture, bromine, Friedel Crafts alkylation, acylation and their mechanisms. Assessment 11

Name amines and aminoacids, discuss their chemical reactions . Assessment 12 Plan the synthetic routes for organic

reactions, discuss the applications of combinatorial chemistry in the synthesis of drugs. Assessment 13 REVISION FOR MOCK EXAM

Carry out A2 Practicals to identify the ions present in

the transition salts, thiosulphate experiments to find

the order for the reaction, identify the organic

functional groups, do redox titrations, prepare a

transition metal complex salt and calculate its

percentage yield from the actual and the theoretical

yield.

GRADE 13


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AL/B5(24) AL/B5(24)

Energy for Biological Processes Energy for Biological Processes

Recall structure of mitochondria .Distinguish aerobic and anaerobic respiration in living organisms. Describe

glycolysis,kreb cycle & oxidative phosporylation.Distinguish yeast fermentation & lactate fermentation

.Significance of EPOC. CORE PRACTICAL 9: Investigate factors affecting the rate of aerobic or anaerobic

respiration using a respirometer, taking into account the safe and ethical use of organisms. Assessment 7 .

Recall structure of chloroplast Discuss the role of photosynthetic pigments in plants.Analyse & interpret

absorption spectra & action spectra . Explain the light and dark reactions of photosynthesis, concepts of

limiting factors affecting photosynthesis.CORE PRACTICAL 10: Investigate the effects of different wavelengths

of light on the rate of photosynthesis.CORE PRACTICAL 11: Investigate the presence of different chloroplast

pigments using chromatography.Assessment 8

AL/B3(18)

Cells, Viruses and Reproduction of Living Things Classification and Biodiversity

Identify and understand the ultra structure of organelles in prokaryotes and eukaryotes.Describe structure , life cycle & harmfulness of virus

particles . Explore stages of cell cycle, mitosis and meiosis and its role in sexual and asexual reproduction in animals and plants. Identify

various levels of organization in organisms- cells, tissues, organs& organ system with examples. CORE PRACTICAL 2: Use of the light

microscope, including simple stage and eyepiecemicrometers and drawing small numbers of cells from a specialised tissue.CORE

PRACTICAL 3: Make a temporary squash preparation of a root tip to show stagesof mitosis in the meristem under the light

microscope.CORE PRACTICAL 4: Investigate the effect of sucrose concentrations on pollen tube growth or germination.Assessment 3

Explain the hierarchy of classification & three domain concept .Describe how gel

electrophoresis can be used to separate DNA fragments of different length.Recall

evolution by natural selection and understand the types of natural selection,

speciation and isolation mechanisms with examples. Understand techniques in

measuring biodiversity, concepts of niche and adaptation in organisms. Know the

role of extinction in conservation of organisms and evaluate in situ and ex situ

conservation techniques.Assessment 4 REVISION FOR FIRST TERM EXAM

GRADE 12


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AL/B4(24) AL/B4(24)

Exchange and Transport Exchange and Transport

Explain the structure of cell membrane, gas exchange surfaces and exchange of substances.Differentiate

diffusion,active transport,osmosis & bulk transport of substances. Compare gas exchange in insects, fish ,plant

& humans. CORE PRACTICAL 5: Investigate the effect of temperature on beetroot membrane. CORE

PRACTICAL 6: Determine the water potential of a plant tissue.CORE PRACTICAL 7: Dissect an insect to show

the structure of the gas exchange system, taking into account the safe and ethical use of organisms .

Assessment 5.

Identify and understand the ultra structure of human heart, blood vessels, blood and cardiac cycle. Analyze and

interpret causes and correlation of heart diseases related to life style factors and diet. Identify the structural

details of plant tissues (xylem & phloem) and its role in transport of nutrients. Corelate the role of transpiration

in transport of nutrients. CORE PRACTICAL 8: Investigate factors affecting water uptake by plant shoots

using a potometer.Assessment 6

GRADE 12


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AL/B1(56) AL/B2(28)

Unit 1 - Lifestyle, transport, genes and healthUnit 2 - Development, Plants and environment

Identify, describe and explain the structure, properties, formation and role of water, carbohydrates , fats, proteins

and enzymes. Interpret and explain the structure and roles of nucleic acids in a cell and DNA replication. To

understand and describe the process of protein synthesis and significance of genetic code. Explain the structure

of cell membrane, gas exchange surfaces and exchange of substances. Identify and understand the ultra

structure of human heart, blood vessels, blood and cardiac cycle. Analyze and interpret causes and correlation of

heart diseases related to life style factors and diet. Understand the concepts of genetic cross, genetic diseases,

gene therapy and genetic screening. Explain the social and ethical issues related to genetic screening.

Assessment 1 and 2

Identify and understand the ultra structure of

organelles in prokaryotes and eukaryotes. Explore

stages of cell cycle, mitosis and meiosis and its role in

sexual and asexual reproduction in animals and plants.

Identify various levels of organization in organisms-

cells, tissues, organs& organ system with examples.

GRADE 12


GRADE 13 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDS

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AL/B2(30)

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AL/B4(42) AL/B5(42) AL/B6 (28)

Unit 4 - The natural environment and species survival Unit 5 - Energy, Exercise and Coordination Unit 6- Practical Biology and Investigative skills

Explain the light and dark reactions of photosynthesis, concepts of limiting factors

affecting photosynthesis. Analyze and interpret productivity, biotic and abiotic

factors, ecological techniques and the types and role of succession. Interpret cycling

of nutrients and analyze global warming. Identify and describe reproductive

isolation, allele frequency and analyze biochemical evidence related to evolution.

Assessment 5 Explain PCR technique,

DNA fingerprinting, gel electrophoresis. Interpret and analyze time of death of

humans. Understand the structure and reproduction of microorganisms and

concepts of TB and HIV. Know and explain body defences 1, 2 & 3 and types of

immunity in relation to infection. Describe and interpret the methods of preventing

diseases and role of antibiotics. Assessment 6

Describe ultra structure of muscles and mechanism of muscle contraction. Compare

details of aerobic and anaerobic respiration and its role in the survival of organisms.

Interpret feedback mechanisms in breathing, cardiac cycle and thermoregulation.

Evaluate effects of altitude, diet, exercise and performance enhancing drugs and

significance of knee replacement and prostheses. Assessment 7 Know photoreception and flowering in plants and details of nerve impulse

transmission. Understand photoreception in animals and explore various brain

imaging techniques. Interpret examples of nature and nurture effect in organisms.

Describe instinct and types of learned behaviour and discuss imbalances of human

brain due to effects of drugs. Evaluate outcomes of HGP and use of transgenic

organisms to cure diseases. Assessment 8 REVISION FOR

MOCK EXAM

Plan an experiment related to AS and A2 Biology,

predict the outcome, describe the correct measuring

techniques, ensuring fair testing and reliability and

considering safety issues. Take precise and accurate

observations. Process results graphically and use it to

arrive at a conclusion based on the evidence and

scientific theory. Evaluate the experimental method

and identify strengths and weaknesses. Suggest

improvements and propose extension of the work.

Carry out an individual investigation which includes

research and rationale on the topic, planning and

carrying out preliminary and actual test, recording data

and using statistical test to interpret and evaluate the

experimental results.

GRADE 12


WEEK 7 WEEK 8

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AL/B2(56) AL/ B3(28)

Unit 2 - Development, Plants and the environment Unit 3 - Practical Biology and Research skills

Significance of cell determination and cell differentiation and evaluate the role and use of stem cell research.

Understand interactions between genes and the environment in prokaryotes and eukaryotes. Identify the

structural details of plant cells and plant tissues and its role in transport of nutrients. Assessment 3 Describe the industrial and medicinal uses of plants and bio plastics and understand concepts of drug trialling.

Recall evolution by natural selection and understand the types of natural selection, speciation and isolation

mechanisms with examples. Understand techniques in measuring biodiversity, concepts of niche and adaptation

in organisms. Know the role of extinction in conservation of organisms and evaluate in situ and ex situ

conservation techniques. Assessment 4 REVISION FOR

FIRST TERM EXAM

Plan an experiment related to AS Biology, predict the

outcome, select and justify the choice of apparatus,

describe the correct measuring techniques, ensuring

fair testing and reliability and considering safety issues.

Take precise and accurate observations with reliability

and validity. Process results graphically and use it to

arrive at a conclusion based on the evidence and

scientific theory. Evaluate the experimental method

and identify strengths and weaknesses. Suggest

improvements and propose extension of the work.

Identify the biological problem and interpret and

evaluate issue reports.

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Identify, describe and explain the structure, properties, formation and role of water, carbohydrates , fats, proteins

and enzymes. Interpret and explain the structure and roles of nucleic acids in a cell and DNA replication. To

understand and describe the process of protein synthesis and significance of genetic code. Explain the structure

of cell membrane, gas exchange surfaces and exchange of substances. Identify and understand the ultra

structure of human heart, blood vessels, blood and cardiac cycle. Analyze and interpret causes and correlation of

heart diseases related to life style factors and diet. Understand the concepts of genetic cross, genetic diseases,

gene therapy and genetic screening. Explain the social and ethical issues related to genetic screening.

Assessment 1 and 2

Identify and understand the ultra structure of

organelles in prokaryotes and eukaryotes. Explore

stages of cell cycle, mitosis and meiosis and its role in

sexual and asexual reproduction in animals and plants.

Identify various levels of organization in organisms-

cells, tissues, organs& organ system with examples.

GRADE 12

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