Topic: Y8 Solutions & Mixtures Duration: 8 lessons Composite

: Unit test
Core knowledge Components

Powerful knowledge components crucial to commit to long term memory (IN RED BOX)
Key vocabulary: KS2: Use of everyday
materials, states of
Pure 1. Particle diagrams are used to show particles matter, properties
Impure KNOW WHAT PURITY IS: KNOW WHAT MIXTURES & COMPOUNDS ARE & TO in elements, mixtures & compounds. and changes of
Solvent IDENTIFY: materials
Solute
Solution Y7 – Particle model
Dissolves • pure substances can be identified by their melting
Saturated point. They have a sharp melting – melting happens at Y7 – Atoms, Elements
Solubility one temperature, not across a range of temperatures. and Compounds
Filtration
Filtrate Y9 – States of Matter
Residue & Mixtures
Evaporation 2. Mixtures are made up of more than 1 type of
Distillation substance that are not chemically KS4 – Methods of
Chromatography joined/bonded. They are easy to separate. Separating and
Chromatogram Purifying Substances
3. Compounds are made up of more than 1 type
KS4 – Particle Model
of substance that are chemically bonded.
They are not easy to separate.
FILTRATION
4. A pure substance Contains only 1 type of
• Residue = the liquid in the mixture substance; it is not a mixture.
• Filtrate is = insoluble solid in the mixture
5. Dissolving is the spreading out of a solute in
• How filtration can be used to separate mixtures:
a solvent until it cannot be seen.
add mixture to filter funnel/filter paper; filtrate
passes through into beaker; residue remains on the
paper.
• Uses: oil filters; water treatment
EVAPORATION
UNDERSTAND WHAT IS MEANT BY SOLUBILITY AND HOW
• Evaporation only affects particles on the surface of the SOLUTIONS ARE FORMED
mixture. • solubility of the solute = the mass of solute that dissolves
• It can happen at any temperature in 100g of water
• It can be used to separate mixtures: some liquid particles on • How temperature affects solubility: as temperature
the surface of the mixture gain energy from the increases, solubility increases – more solute can dissolve
surroundings. They move more and break free from the • solute = the solid or gas that dissolves in a liquid
liquid. They move into the surroundings as a gas. Left behind • solvent = the liquid in which a solid or gas dissolves
are particles that don’t have enough energy to leave. • solution = a mixture of a liquid with a solid/gas. All parts
• Uses: getting salt or water from sea-water, glue of the solution are the same
• solutions are formed by dissolving a solute in a solvent.
Evaporation is different to boiling. • saturated solution = a solution in which no more solute
Evaporation happens to particles on can dissolve
the surface and can happen at any • UNDERSTAND HOW AND WHEN TO USE THE 4 MAIN
temperature. It is usually slow. METHODS FOR SEPARATING MIXTURES: filtration,
evaporation, distillation and chromatography.
• Filtration: Used to separate an insoluble solid from a
DISTILLATION • Boiling happens to all liquid
particles in the liquid • Evaporation: Used to separate a soluble solid from a
• The liquid in the solution boils. and happens only at one liquid
• The gas leaves the solution. temperature. It is • Distillation: Used to separate 2 or more liquids or a
usually fast.
• The gas travels down the condenser and cools down. soluble solid from a liquid
• The gas condenses to form a liquid. • Chromatography can be used to separate substances in a
• The liquid collects in another container. mixture that are soluble in the same solvent.
• Uses: refining oil, distillery, obtaining drinking water •
CHROMATOGRAPHY

How: Draw pencil line of chromatography paper. Add dot of mixture

to pencil line. Place paper into solvent making sure pencil line is
above. Allow solvent to move up the paper. Observe the separation
of the mixture.
 Impressive reading Impressive Impressive Resilience Employability via:
speaking writing
http://www.bbc.co.uk/bang/handson/forensic_detective.sht Students to Describe how Demonstrate Detectives, brewers, Oil refinery workers, forensic scientists, Aid workers (water
ml offer suggested separation understandin provision)
answers to techniques can g to select the
(The above link includes practical work for students to carry Think Hard used to identify most
out) questions. components appropriate
within a mixture. separation
Explain how chromatography can be used to solve crimes technique
dependant on
the solution
CULTURE CAPITAL: CULTURE CAPITAL: https://www.youtube.com/watch?v=L03C_ZukGKY How the use of a Paper-fuge can separate blood, be used to identify diseases and thus save lives particularly in poorer countries.

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• Opening activity/theme is ‘then, now, what’ to ensure student buy in.
• Links to prior learning explicitly highlighted to support non-verbal reasoning – lessons have a knowledge recall starter and use of ‘then, now, next’.
• Skills ordered logically and sequenced with an increase in complexity as shown on each lesson’s power-point presentation.
• Repetition of key vocabulary in every lesson – each lesson has specific key words that appear regularly on slides. Students either write/provided with a copy for their books.
• Uses of separating techniques: examples of separating methods chosen as relatable.
• Opportunities for retrieval practice and building on prior knowledge throughout lessons and in each End of Topic test.
• Multi-sensory approach using: practical work, teacher demonstrations, listening to the teacher and reading information, writing, reading, paired work, the provision of a Topic Overview and
Knowledge Organiser
Topic: FOOD AND DIGESTION Duration: 8 lessons Composite
KS3 National Curriculum sub-topics:- : Unit test
Key vocabulary: Core knowledge Components Links to previous
and future topics

Powerful knowledge components crucial to commit to long term memory (in red box)
Respiration Nutrients and Healthy Diet: KS2 – Animals
Carbohydrates POWERFUL KNOWLEDGE including
Lipids (fats) Food packaging shows us:- Humans, Living
Proteins • what ingredients are present in food 1. Respiration is the process that the body uses to release energy from digested things and their
Vitamins • how much of a nutrient is present in a serving. food (glucose). habitats
Minerals • how much energy the food contains. 2. Word equation for respiration:
Fibre • There is colour coding on a label on the front that indicates if the Carbon
KS3 – Y7 Cells;
Enzyme food is healthy/ contains certain nutrients in high amounts. Glucose Oxygen Water Energy Organisation
Protease Dioxide
Carbohydrase 3. KS4 – movement
Red means high (these are foods
Lipase that should be cut down on and
of substances
Amylase eaten less and in small amounts) Sources and functions of different nutrients: in/out of cells:
Oesophagus Green means low (healthy) diffusion, osmosis
Stomach Nutrient Sources (where it is Function (why it is important in the and respiration
Liver Amber means medium (so
found) body)
you can eat foods with all
Intestine or mostly amber on label Carbohydrates Bread, rice, pasta, To release energy KS4 – Rates of
Rectum most of time) Reaction
noodles, potatoes,
Anus Nutrient Deficiencies: cereals
Bacteria KS4 – Health &
Protein Meat, eggs, fish, tofu, For growth and repair of body
Bile If you have too little of a particular nutrient, we say that you have a deficiency Disease
pulses, cheese, nuts tissue
Malnourishmen in that nutrient. Fats Butter, oils, margarine To release energy and to form cell
t a) iron deficiency can cause anaemia, where there are too few red blood membranes
Starvation cells Fibre, Vegetable and fruit, To keep the digestive system
Obese b) vitamin A deficiency can cause blindness brown bread, brown rice, working and to prevent
Deficiency c) vitamin D deficiency or calcium deficiency causes rickets, which makes pasta, whole-wheat constipation
Digestion the legs bow outwards in growing children cereals
Nutrient d) vitamin C deficiency causes scurvy, which makes the gums bleed (see Vitamin C Oranges, lemons, limes Prevents scurvy
Balanced diet picture below)
Hypothesis
Vitamin D Sunlight, oily fish For healthy growth of bones and
Catalyst
prevents rickets
• If the amount of energy you get from your food is different from the Iron Meat, nuts, fortified To create red blood cells and to
amount of energy you need, your diet will be imbalanced and this will cereals, kale, prevent anaemia
have a negative impact on health: Calcium Milk, cheese Strong teeth and bones
• too little food may lead to a person being underweight (anorexic)
• too much food may lead to a person being overweight (obese)
 Food tests:

Food Test Method Positive Result POWERFUL KNOWLEDGE

Starch Add iodine to sample Orangey-brown iodine turns
blue-black 4. A balanced diet is when:-
Protein Add biuret solution to Blue solution turns purple • a person eats food containing the right nutrients in the correct
sample amounts.
Fats Rub food on greaseproof Translucent stain on paper • a diet provides important vitamins, minerals, and nutrients to keep
paper the body and mind strong and healthy.
Glucose Add Benedict’s solution Blue solution becomes
to sample and leave in a yellow-orange-red 5. Eating well can also:-
water bath for 5-10 mins (depending on amount of • help ward off numerous diseases and health complications
glucose, red being most) • help maintain a healthy body weight
• provide energy
Digestive System: • allow better sleep
• Physical (mechanical) digestion = breaking down of food into smaller • improve brain function.
pieces.
• Chemical digestion = breaking down of large molecules into smaller 6. The Digestive system: names of parts and their function:-
more soluble molecules through the use of enzymes.
Mouth – mixes food with saliva; teeth
Bacteria and Enzymes in Digestion Digestive System break down food into smaller pieces.
Oesophagus – (gullet) the (the first part of the digestive system,
• Bacteria in the digestive system are important. For example, they: long tube between the where food enters the body mouth)
mouth and the stomach.
o can digest some substances that humans cannot digest, Stomach - a sack-like, muscular organ
Liver - a large organ which that is attached to the oesophagus.
such as certain carbohydrates makes bile that neutralises When food enters the stomach, it is
o reduce the chance of harmful bacteria multiplying and stomach acid & emulsifies fats. mixed with lots of acid and enzymes.
Gall bladder - a small sac below
causing disease the liver. It stores and releases
Pancreas – a gland below the stomach
which makes lots of chemicals called
o produce some vitamins that humans need, such as bile into the small intestine.
enzymes that help break down food.
vitamins B & K Large intestine - absorbs Small intestine - nutrients absorbed into
water from faeces. bloodstream.
• An enzyme is a biological catalyst. Rectum - the lower part of the large
• Enzymes are proteins. intestine, where faeces (poo) is stored
• A catalyst is something that speed up the breakdown large molecules before it leaves the body.
Anus - the opening at the end of the
into smaller molecules without being used up in the reaction.
digestive system from which faeces
• Factors that affect enzyme action include temperature and pH. (poo) leaves the body.
• Enzymes have an optimum pH and temperature that they work best at
and this varies for different enzymes.

Impressive reading Impressive speaking Impressive writing Resilience Employability via:

Culture capital task: Read an article from BHF about sugar levels in our diet Students to present to the Describe how to carry Learning the names & spellings of Diet and nutrition; Sports Science;
and complete tasks around this. class their findings in out food test. the organs of Digestive system and gastroenterology
describing their function
 • Read aloud in pairs – evaluate information in article by highlighting relation to the Impressive
key information reading task.
• What is your opinion?

CULTURE CAPITAL: British Heart Foundation: link between blood sugar levels and diet.

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• Opening activity/theme is opening slide to ensure learner buy in
• Opportunities for retrieval practice and building on prior knowledge: knowledge recall slide
• Multi-sensory approach using watching, listening, practical work, paired working, observing models, reading, speaking
• BHF: diet and glucose levels study chosen to support cultural capital at KS4/KS5
• BHF: diet and glucose levels study chosen as relatable
• BHF: diet and glucose levels study chosen due to cross curricular links with PE
• Repetition of key vocabulary in every lesson
• Curriculum time allocated for the explicit teaching of key vocabulary
• Skills ordered logically and sequenced with an increase in complexity
• Links to prior learning explicitly highlighted to support non-verbal reasoning
• Activities are scaffolded with over-learning of previous content to encourage independence
Topic: Heating and Cooling Duration: 8 lessons Composite
KS3 National Curriculum sub-topics:-
• Energy Changes and Transfers : Unit test
• Energy in Systems

Key vocabulary: Core knowledge Components Links to previous

Powerful knowledge components crucial to commit to long term memory (in red box) and future topics
Conservation
Energy KS3: Particles and
Dissipates Heat Transfers States of Matter their behaviour
Thermal
Heating particles changes the way that they move, causing them
Kinetic KS4: States of
to either vibrate quicker or move randomly with faster speeds. Matter
Chemical
Elastic Heat can be transferred in three ways by convection, conduction,
Gravitational or radiation. KS4: Heat energy
potential changes in
Temperature Convection -> When particles in one area of a fluid gain chemical reactions
Energy is measured in Joules (J)
thermometer thermal energy and spread farther apart. This decreases the
Equilibrium density of the particles, so they rise up through the fluid. As they Law of the Conservation of Energy: Energy KS4: Earth and
Conduction rise, they transfer their thermal energy to other particles of the cannot be created or destroyed but is Atmospheric
Convection fluid and cool off in the process. With less energy, the particles Science
transferred between stores into different
Infrared move closer together so they sink back down through the fluid. forms.
Radiation KS4: Conservation
When they reach the bottom of the fluid, the cycle repeats. This
Insulators Energy stores: thermal, kinetic, chemical, of Energy
is called a convection current.
gravitational potential, elastic.
KS4:
Electromagnetic
Useful energy: energy that is transferred to the Spectrum
desired store.
Wasted energy: energy that is not transferred KS4: Particle
to the desired store Model
Wasted energy often dissipates (spreads out
thinly to the thermal store in the surroundings.
Radiation -> The transfer of heat which does not require
particles. The most common example is the transfer of heat from
Thermal energy moves from a hotter area to a
the Sun to Earth.
cooler area.
Conduction -> The transfer of heat in a solid due to the vibration of
the particles. One particle vibrates due to gaining heat, colliding with Thermal equilibrium means there is no difference in
the particle next to it. This causes the heat to transfer down the temperature between 2 areas.
solid.
The internal energy is the total amount of
kinetic energy and potential energy of all the
particles in the system.

Heating particles changes the way they move.

When energy is given to raise the temperature ,

particles speed up and gain kinetic energy.

Thermal energy transfers by: Conduction,

Convection and/or radiation.
Infrared Radiation
Heat can be transferred via infrared radiation which is invisible to the Conduction happens in solids.
naked eye. We can see infrared radiation using a thermal imaging
camera. Convection happens in liquids and gases.

Radiation does not need particles present.

The red areas show large amount of
infrared radiation leaving the house. This is The method that thermal energy transfers depends
often referred to as ‘wasted’ energy as it is on whether particles are present and the State of
being dissipated into the surroundings. Matter of the substances involved.

Insulation reduces the amount of wasted energy

transfers.
Different colours can emit and absorb different amounts of infrared
Insulator = material that reduces thermal energy
radiation.
transfer.
 Impressive reading Impressive speaking Impressive writing Resilience Employability via:
https://www.energysavingtrust.org.uk/home Using K/U of Concisely and Engineering, Product
-insulation Present Eco-house design to peers. thermal energy coherently Design, Architecture.
transfer, design a explaining thermal
Carry out research to design an eco-House T-shirt that will energy transfer via
which lessens wasted thermal energy keep the wearer conduction,
losses via conduction, convection and cool in Summer convection and
radiation. but warm in radiation
Winter.

CULTURE CAPITAL: ECO-Housing – benefits to the individual, the country and the global environment. Using resources: https://www.energysavingtrust.org.uk/home-
insulation and https://www.youtube.com/watch?v=NMBdkoUdh8k

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• Opening activity/theme is starter slide to ensure learner buy in

• Opportunities for retrieval practice and building on prior knowledge on knowledge recall slide.
• Multi-sensory approach using reading, writing, listening, watching, doing practicals, participating in paired/group work, watching teacher demo/modelling
• ECO housing theme chosen to support cultural capital at KS4/KS5 and is relatable with cross-curricular links to Geography.
• Repetition of key vocabulary in every lesson
• Curriculum time allocated for the explicit teaching of key vocabulary
• Skills ordered logically and sequenced with an increase in complexity
• Links to prior learning explicitly highlighted to support non-verbal reasoning
• Texts used/alternative texts available with a consideration to reading age
• Activities are scaffolded with over-learning of previous content to encourage independence
Topic: Y8 MICRORGANISMS Duration: 13 LESSONS Composite
: Unit test
Key Core knowledge Components Links to previous
vocabulary: Powerful knowledge components crucial to commit to long term memory (in red box) and future topics
Unicellular
Multicellular KEYWORDS DEFINITIONS KS2: Animals including
Bacteria 1. Organisms are grouped into categories based on their Humans; Living things
Antibiotic characteristics; this is called classification. and their Habitats,
Fungus 2. Microorganisms are microscopic organisms. Earth
Bacteria Unicellular organisms, some of which can cause disease e.g. E.
Fermentation Coli, Salmonella, Cholera and Meningitis
Respiration 3. 5 Kingdoms: Plants, Animals, Protists, Fungi, Prokaryotes. KS3: Y7 – Cells; Y7 –
Decay Living Processes; Y8 -
Eutrophication Excess of nutrients in a body of water due to run off from the
Virus 4. Organisms can be unicellular or multicellular. Unicellular = only 1 Food and Digestion
land which causes a dense growth of plant life
Vaccination cell; multicellular = more than 1 cell.
Immunity
Toxin Antibiotic A medicine that inhibits the growth of or destroys bacteria 5. Bacteria are microorganisms; they can be beneficial or harmful. KS4: Key Concepts;
Antibody
6. Some bacteria can be killed using antibiotics. Cells and Control;
Antiseptic
7. Antibiotic resistance means certain antibiotics can no longer destroy Natural Selection;
Antibacterial Fungus A spore-producing organism that feeds on organic matter
Resistance some bacteria; it is on the rise. Health, Disease and
Mutation the Development of
Kingdom Respiration A process in living organisms where energy is released 8. Aerobic respiration involves oxygen to release energy. Medicines;
Domain 9. Anaerobic respiration does not involve oxygen to release energy. Ecosystems and
Material Cycles.
Decay Process of rotting or decomposing through the action of
Impressive bacteria or fungi 10. Decay is a vital process in the recycling of substances such as Carbon.
Vocabulary:
Virus A particle that can infect cells and cause the cells to make 11. Viruses are not organisms; they are not alive.
Classification 12. Some viruses can be destroyed using vaccinations.
copies of the virus
Microorganis
m
Microbe Vaccination A substance containing dead or weakened diseases introduced
Immunologica to the body to make the person immune to that disease
l memory
Eutrophicatio
n Immunity The ability of an organism to resist a particular infection or
toxin

Microorganism A microscopic organism especially a bacteria, virus or fungus

Fermentation Process where yeast produces carbon dioxide and ethanol

from sugar
Aerobic respiration Chemical reaction that transfers energy to cells. Uses oxygen
Bacteria
Bacteria such as E. Coli, Salmonella and
Cholera can make people very poorly,
causing a range of symptoms such as
Anaerobic Transfers energy from glucose to cells. Happens when oxygen vomiting and diarrhoea.
respiration is not present BUT

Not all bacteria are harmful! Yogurt and

cheese makers use bacteria to make their
products. Bacteria in our intestines help in
Uses: food (mushrooms); decay
digestion and produce vitamin K.
process; fermentation (making
wine and beer)

Harmful: infections e.g. Athlete’s

foot

Cytoplasm Where chemical reactions happen

Viruses
Ribosome Where proteins are made
Virus Structure
Virus’ do not have cellular structure but a
Mitochondrion Where aerobic respiration occurs core of genetic material surrounded by a
protein coat.
Nucleus Controls activities of the cell–
They can only reproduce in living cells.
where DNA is
They are not living because they do not
Cell Wall Supports and strengthens the cell. perform all the processes in MRS GREN
Made of chitin

Cell Membrane Controls what can enter and leave

the cell
Decay is the process by which dead organisms are broken into smaller
pieces. Organisms such as earthworms are involved in this process.

Bacteria and fungi also break down dead material.

During decay, carbon compounds in the dead matter are broken down by
bacteria or fungi, releasing the carbon back into the soil.
 Impressive reading Impressive speaking Impressive writing Resilience Numeracy Employability via:

Reading of a journal Correct use of key words and Pupils to write an Use of Graph skills for investigations. Microbiologist
article about a new impressive vocabulary during account of a carbon characteristic (rate of fermentation with temperature; and rate of Brewer
antibiotic that has spoken descriptions and atoms journey through s checklist to photosynthesis with light intensity) Pharmacy
been developed to explanations, in response to the carbon cycle. determine Doctor
treat MRSA. discussion around the journal which Nurse
article. kingdoms Environmental Biologist/Chemist
various
organisms fit
into.

CULTURE CAPITAL: Reading of a journal article about a new antibiotic that has been developed to treat MRSA.

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• Opening activity/theme is opening slide to ensure learner buy in

• Opportunities for retrieval practice and building on prior knowledge: knowledge recall slide
• Multi-sensory approach using reading, listening, practical work, watching videos, dual-coding, practical work, paired working, observing teacher demonstrations
• Antibiotics & MRSA case study chosen to support cultural capital at KS4/KS5
• Antibiotics & MRSA case study as relatable
• Repetition of key vocabulary in every lesson
• Curriculum time allocated for the explicit teaching of key vocabulary
• Skills ordered logically and sequenced with an increase in complexity
• Links to prior learning explicitly highlighted to support non-verbal reasoning
• Activities are scaffolded with over-learning of previous content to encourage independence