Assessment grid

KS3 Science – Year 7 Variation/Cells/Particles/Separation

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

VARIATION
Describe simply how genetic variation occurs ( re. information carried in nucleus of sperm and egg)

Name some organisms that are not placed into plant and animal kingdoms i.e fungus, bacteria, viruses, single celled organisms)

 

CELLS
Identify the similarities and differences between plant and animal cells.

Describe the function of the parts in detail

Explain that plants and animals grow by increasing the number of cells

Name some  specialised cells and be able to recognise specialised cells from drawings / pictures

Explain how each of the cells are specialised to carry out particular functions

Explain that cells increase in number by cell division

PARTICLES
Explain what is happening to the particles in solids, liquids and gases with ref: to diagrams e.g. particles are held close together in a regular pattern and vibrate against each other

Use the particle model to explain the differences in density and compressibility between solids, liquids and gases

Describe the process of diffusion e.g. 2 substances mixing together slowly by movement of particles

Use the particle model to explain what happens during a change of state

Refer to transfer of energy in explanation of change in state

Explain what causes gas pressure

 

SEPARATION
Use the idea of particles to explain what happens when things dissolve e.g. the particles of a solid spread out among the particles of a liquid

Use particle model to explain how chromatography works

Explain choice of separation technique re. particle model

Explain the separation of liquids of different boiling points using distillation



Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

VARIATION
Explain the importance of classifying  organisms

List some features of the main invertebrate groups

Classify characteristics into those that are caused by inherited factors, environmental factors or both

CELLS
Describe the main functions of the major organs in plants and humans

Recognise that complex organisms are made of cells, tissues, organs and organ systems.

Describe how cells are grouped to form tissues and tissues are grouped to form organs.

Be able to put labels correctly on a cell diagram with a simple description of the function.

Recognise an animal or plant cell.

 

 

PARTICLES

Begin to explain the arrangement of particles in solids, liquids and gases

Begin to use the particle model to explain mixing of liquids

Recognise that many everyday materials are mixtures of solids, liquids and gases

 

SEPARATION
Recognise that dissolving is a reversible change

Explain what a saturated solution is

Explain the terms solute and solvent

Explain the processes involved in the separation techniques eg. why solids can’t pass through filter paper

 

 

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

VARIATION
Recognise that invertebrates are animals

Name the 5 vertebrate groups

Identify some of the features of the vertebrate groups

Describe the 2 main causes of variation i.e genetic and environmental

CELLS
Identify the names and positions of major organs in plants and humans

Recognise that all organisms have life processes in common i.e. MRS GREN

 

 

PARTICLES
Be able to sort materials into solids, liquids and gases, giving reasons referring to properties

State some simple properties of gases ( they can be squashed) liquids ( keep the same volume but not shape) and solids ( keep the same volume and shape)

Use correct science words when describing changes in state e.g. when a gas changes into a liquid = condensation

Recognise that condensation and evaporation are reversible changes

Describe the arrangement of particles from simple diagrams

 

SEPARATION
Describe separation techniques eg. Filtration, distillation

Name some soluble and insoluble substances

Identify the correct apparatus for each separation technique

Select the correct separation technique for familiar substances

 

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

VARIATION
Identify similarities and differences between organisms of the same species e.g. Poodle and Alsatian

Classify organisms into plants and animals

Recognise that a vertebrate has a backbone and an invertebrate does not.

Recognise that animals are not just mammals.

CELLS
Describe some life processes simply e.g. nutrition: animals need water and food, plants produce own food

 

 

PARTICLES
Name some examples of solids , liquids and gases

State simple properties of solids ( hard, heavy) and liquids ( runny, wet, can be poured)

Describe changes in state in simple terms e.g. water changes into steam

 

SEPARATION
Describe simply how to separate solid “particles” using a sieve eg. Big bits do not go through holes

Sort materials according to whether they dissolve or not

Describe the results of separation experiments in everyday terms eg. Chromatography - different colours come from one colour

Recognise that when a solid dissolves it does not disappear e.g sea water tastes salty

 

 

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly

 

 

 

Assessment grid

KS3 Science – Year 7 Earth/Universe/Movement/Reproduction

 

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

EARTH
Describe the relationship between crystal size and rate of cooling

Explain the rock cycle

Explain the difference between erosion and weathering

Explain using the particle model how different rates of cooling leads to different crystal sizes

Explain how the physical and chemical processes are involved in the rock cycle

 

UNIVERSE
Interpret more complex data to explain relationships between position from the Sun and conditions on the planets

Make comparisons between the Sun and other stars

Explain how gravitational attraction determines the motion of bodies in the solar system

 

MOVEMENT
Use the nature of muscle cells to explain how muscles work

Explain why bones have a structure appropriate to their function

 

REPRODUCTION
Describe how the sperm and egg carry information for the development of a new life

Explain how diet, drugs, smoking and alcohol can affect the unborn baby.

Describe simply how twins are formed

Describe fertilisation as fusion of nuclei of sperm and egg

Explain the importance of the placenta

Explain why identical twins have the same features

Explain how the sperm and egg are adapted for their functions making links with where they are produced and where they are travelling to

Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

EARTH

Describe how sediment becomes sedimentary rock

Describe how igneous rock develops from magma

Describe how metamorphic rock forms

Describe parts of rock cycle in terms of time scale

Describe examples of weathering

Describe the distinctive features of the 3 rock types in terms of how the rocks were formed

 

UNIVERSE
Use a model of the Earth and the Sun to explain how we get day and night

Use a model to explain how we get seasons

Name the planets in order

Describe the conditions on other planets compared to Earth

Describe the term ellipse

 

MOVEMENT
Describe the harmful effects of exercise on joints and muscles
Describe the role of cartilage in joints

Describe the antagonistic action of muscles

 

REPRODUCTION
Describe the function of the parts of the reproductive systems

Describe the changes that take place at puberty

Recognise and describe sperm and egg cells referring to cell structure.

Describe fertilisation as joining of sperm and egg in fallopian tube.

Explain some of the stages of development

Recognise the importance of the stages in  the menstrual cycle

 

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

EARTH
Name the 3 types of rock and name an example for each

Describe some features of each rock type

Recognise examples of weathering

 

UNIVERSE
List some differences between the Earth and other planets

Recognise the sources of light in the solar system

Describe how the apparent changes in position of the Sun changes during the day

Recognise the Sun as a star

MOVEMENT
Identify the position of muscles and joints on a diagram of arm / leg

Suggest why we need joints

Describe the function of the skeleton

 

REPRODUCTION
Identify the male and female reproductive organs on diagrams of the major organs

Name the parts of the reproductive systems from diagrams

Describe when puberty occurs in males and females

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

EARTH

Name some rocks eg. granite, chalk

Describe the basic properties of rocks from observations

 

UNIVERSE
Recognise that the Moon orbits the Earth and the Earth orbits the Sun

State how long the Moon takes to orbit the Earth and how long the Earth takes to orbit the Sun.

Recognise that the Earths spins on its axis

MOVEMENT
Recognise that we have a skeleton made up from bones of different sizes

 

REPRODUCTION
Recognise that all living things reproduce

 

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly

 

Assessment grid

KS3 Science – Year 7 Metals/Acids/Sound/Light

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

METALS
Represent reactions using word equations

Arrange common metals in order of reactivity
Use the reactivity series to predict the outcome of reactions involving metals

Identify metals that can occur naturally

Describe how metals can be extracted

 

ACIDS
Explain a word equation for neutralisation

Make links between the pH value of an acid or alkali and its corrosiveness / hazards

LIGHT
Describe the refraction of light between air and glass and air and water using diagrams

Explain some everyday examples of refraction

Describe how a prism can be used to show that white light is a mixture of colours

Describe the effects of coloured filters

Begin to use the idea of energy transfer in descriptions ie. Why black objects heat up more in sunshine

Describe reflection , refraction and absorption in terms of energy transfer

Explain how coloured filters work

Explain the refraction of light between air and glass and air and water

 

SOUND
Use the terms amplitude and frequency

Explain how the ear works and explain why loud sounds damage our hearing

Compare human range of hearing with that of other animals

Begin to describe sound in terms of energy transfer

Explain sound as a wave

Use idea of energy and particles to explain how sound travels

Use the particle model to explain why sound travels faster in solids and liquids compared to gases

Use the idea of energy dissipation to explain why sounds get fainter the further they have to travel

 

 

Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

METALS
Describe features of metals re. high melting points, good thermal and electrical conductors etc
Explain some everyday uses of metals and link it to their reactivity

Identify differences in the reactivity of different metals

 

ACIDS
Describe how different types of indicators work

Explain how the pH scale can be used to indicate the strength or weakness of acids and alkalis

Explain the term neutralisation

Describe some everyday uses of neutralisation

 

LIGHT
Accurately  use a ray diagram to explain the path of light rays in  reflection examples

Use the terms absorb and reflect to describe behaviour of light

Describe everyday examples of reflection

Recognise the difference between reflection and refraction

Identify the order of colours of a spectrum

 

SOUND

Explain why sounds can’t travel through a vacuum

Explain pitch and loudness inn terms of vibrations

Describe oscilloscope traces

Use the terms reflect and absorb to describe how sounds interact with materials

Explain how echoes occur

 

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

METALS
Name some metals and their features and uses

 

ACIDS
Describe some of the Hazard warning signs

Recognise that some acids are more dangerous than others

Describe the everyday uses of some acids

Recognise that alkalis can be dangerous and name some common everyday alkalis

Describe what a neutral solution is

Name some common laboratory acids and alkalis

Name an indicator and describe simply how it works eg. Turns red in acid

 

LIGHT
Be able to compare speed of light and speed of sound more accurately

Explain how light travels

Classify materials as opaque, translucent and transparent with reference to what happens when light shines on them

Describe light travelling from a light source to the eye when we see

Begin to draw simple ray diagrams indicating reflection
Recognise how light travels and that it travels faster than sound

Distinguish between luminous and non-luminous objects and be able to give examples of each

 

SOUND

Use term vibration to describe how sounds are produced

Describe how changing the speed and size of vibration can effect the sound.

Recognise that sound can travel through solids, liquids and gases but not a vacuum.

Be able to explain why we see lightning before we hear thunder

Describe how we hear sound, using a diagram

 

 

 

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

METALS
Identify some of the characteristics of metals

Describe the appearance of some metals and metal compounds e.g.  grey, shiny

 

ACIDS
Name some acids

Describe a simple feature of acids e.g. sour

Identify some safety symbols

LIGHT
Identify materials that light can  and cannot travel through

 

SOUND
Identify some sources of sound

Recognise that sound travels through the air

Use simple terms to describe sounds e.g. quiet, loud

 

 

 

 

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly

 

 

 

Assessment grid

KS3 Science – Year 7 Speed/Gravity/Interdependence/Plants

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

SPEED
Begin to use particle model to explain the relationship between resistance and speed

Apply the ideas of balanced and unbalanced forces to falling objects

Use the relationship between speed, distance and time to make predictions

Use the relationship between speed, distance and time to calculate speed of a moving object

Explain that falling objects reach a terminal velocity

Explain how changes in  movement of an object is related to its mass and the forces acting on it

 

GRAVITY
Explain the effect of distance of an object on gravity

Explain why weight is different on different planets and Moon

Explain that the force of gravity between 2 bodies depends on their masses and on their distances apart

Explain how artificial satellites are kept in orbit

PLANTS
Describe how the use of pesticides and weedkillers affect the distribution of organisms

Explain examples of competition re. specific resources

Identify specialised plant cells

Explain how root hair cells and leaf cells are adapted to suit their function

Explain how toxic materials accumulate in a food chain

 

INTERDEPENDENCE
Explain how competition for resources can limit the size/number/success of living things

Describe the relationship between specific adaptations and the environmental conditions eg. leaf size and light levels

Explain how a pyramid of numbers represents a feeding relationship in an environment

Construct and explain a pyramid of numbers

Explain and identify the effects of disease and pollution on the pyramid model

Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

SPEED
Identify a relationship between speed, distance and time

Describe speeding up or slowing down in terms of unbalanced forces

Describe the forces acting on a stationary object as balanced

 

GRAVITY
Describe how the planets are kept in orbit

Describe how weight is different on different planets and the Moon

Identify evidence for pull of gravity on Earth

 

PLANTS
Describe how plants compete with food crops

Describe how some animals compete with humans for food crops

Recognise that toxic materials accumulate in a food chain

 

 

INTERDEPENDENCE
Explain how more complex features help animals survive in a named habitat e.g. colour for camouflage

Make links between environmental factors and distribution of plants and animals and give reasons why

Represent food chains as pyramids of numbers

Describe how some factors cause population size to change

 

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

SPEED
Describe how forces can change the movement of an object

Identify the forces acting on an object

Describe friction as a force that slows moving objects down by acting in the opposite direction to the movement

 

GRAVITY
Relate force of gravity to mass of object

Describe weight as force of gravity acting on mass

 

PLANTS
Use term chlorophyll for the green colour in leaves

Identify carbon dioxide as the gas needed for production of food

Identify the leaves as organs where food is produced

Describe the role of the roots in production of food

Describe why we use fertilisers

List some factors that can affect the growth of crops

 

 

INTERDEPENDENCE
Recognise the role of microbes in getting rid of dead plants and animals

Describe some seasonal differences in a named habitat

Using simple examples, explain how adaptations make animals more suited to their environment e.g polar bears /thick fur
Recall simple food chain

 

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

SPEED
Describe how to change the speed of an object using simple terms like push or pull

 

 

GRAVITY
Describe gravity as a pulling force

PLANTS
Identify that plants need water and light to survive

 

 

INTERDEPENDENCE
Name simple features of animals that show that they are suited to their environment e.g. webbed feet for swimming

Match animals to their habitats using pictures or photographs

 

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly

 

 

 

Assessment grid

KS3 Science – Year 8 Digestion/Respiration/Variation/Cells

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

DIGESTION
Describe the function of the food groups

Describe what happens to food in the digestive system

Explain why digestion needs to take place ( simply)

Use the term ENZYME in  explanations of digestion

Use model to explain how enzymes break down food molecules

Explain why digestion is needed re. size of molecules / absorption

RESPIRATION
Explain how gases are exchanged at the alveolus

Make clear distinction between respiration and breathing

Make links between the food we eat and energy released re. respiration

Write a word equation for respiration

Identify similarities between respiration and burning

Explain why the alveolus is an effective gas exchange surface

Consider the effect of damage to the alveoli

 

CELLS

Identify the similarities and differences between plant and animal cells.

Describe the function of the parts in detail

Explain that plants and animals grow by increasing the number of cells

Name some  specialised cells and be able to recognise specialised cells from drawings / pictures

Explain how each of the cells are specialised to carry out particular functions

Explain that cells increase in number by cell division

 

VARIATION
Describe simply how genetic variation occurs ( re. information carried in nucleus of sperm and egg)

Name some organisms that are not placed into plant and animal kingdoms i.e fungus, bacteria, viruses, single celled organisms)

Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

DIGESTION
Describe the functions of the major organs

Name some examples of sources from each of the food groups

Recognise that a balanced diet includes 7 components which do not have to be in equal amounts

Describe how food travels around the body ( in simple terms re. the blood)

Describe what happens when we eat too much or too little

RESPIRATION
Describe the function of the parts of the breathing system

Describe the differences between inhaled and exhaled air

Begin to make links between respiration and breathing

CELLS

Describe the main functions of the major organs in plants and humans

Recognise that complex organisms are made of cells, tissues, organs and organ systems.

Describe how cells are grouped to form tissues and tissues are grouped to form organs.

Be able to put labels correctly on a cell diagram with a simple description of the function.

Recognise an animal or plant cell.

VARIATION
Explain the importance of classifying  organisms

List some features of the main invertebrate groups

Classify characteristics into those that are caused by inherited factors, environmental factors or both

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

DIGESTION

Recognise that to remain healthy we need a varied diet and exercise

Match scientific names with digestive organs an a simple diagram

Identify the position of the major organs in the body

RESPIRATION
Name respiration as one of the life processes  (MRS GREN) in plants and animals

Locate and name the parts of the breathing system using scientific names

 Name carbon dioxide as a gas we breathe out

 

CELLS

Describe some life processes simply e.g. nutrition: animals need water and food, plants produce own food

Recognise that all organisms have life processes in common i.e. MRS GREN

 

VARIATION

Recognise that invertebrates are animals

Name the 5 vertebrate groups

Identify some of the features of the vertebrate groups

Describe the 2 main causes of variation i.e genetic and environmental

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

DIGESTION
Identify food as energy source

Identify unhealthy and healthy foods

 

RESPIRATION
Recognise that breathing is essential to keep us alive by providing us with oxygen

Identify the lungs as breathing organs

 

CELLS

Describe the heart as a pump which can be felt in your pulse

Identify the names and positions of major organs in plants and humans

 

VARIATION
Recognise that a vertebrate has a backbone and an invertebrate does not.

Recognise that animals are not just mammals.

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly

 

 

 

Assessment grid

KS3 Science – Year 8 Chemical Energy/Reactions/Voltage/Current

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

CHEMICAL ENERGY/ REACTIONS
Explain chemical reactions in terms of new products being made and /or energy changes taking place
Explain chemical reactions in terms of particle model and conservation of mass

Represent reactions using word and symbol equations

Explain how a catalyst works and give some examples

Describe and explain thermal decomposition

Define, explain and give examples of endo and exo-thermic reactions

Write word and symbol equations for combustion reactions
Suggest suitable energy resources for a given situation.

 

 

 

 

 

VOLTAGE

 

CURRENT

Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

CHEMICAL ENERGY/ REACTIONS
Identify and describe similarities in chemical reactions
Represent reactions using word and symbol equations

Explain in simple terms how a catalyst works and give an example

Describe thermal decomposition

Define endo and exo-thermic reactions

Write word equations for the combustion of different fuels

Describe the impact on the environment of the products of combustion
Describe how different energy resources work and identify their advantages and disadvantages.

 

 

 

 

 

 

 

VOLTAGE

 

CURRENT

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

CHEMICAL ENERGY/ REACTIONS
Describe observations of chemical reactions e.g. it fizzed

Identify when a chemical reaction takes place

Describe a chemical reaction as new materials being formed

Describe a catalyst as speeding up a reaction

Describe how fuels are used

Define combustion as a reaction between a fuel and oxygen

 

 

 

 

VOLTAGE

 

CURRENT

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

CHEMICAL ENERGY/ REACTIONS

Recognise that a reaction has occurred when substances are brought together and something new is formed

 

Name some fuels

VOLTAGE

 

CURRENT

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly

 

 

Assessment grid

KS3 Science – Year 8 Elements/Metals/Light/Photosynthesis

KS3 Bands

 

 

Key knowledge

Key Skills

Excellence

ELEMENTS
Identify evidence for chemical reactions e.g. colour change linked to new products formed

Begin to use particle models to explain how elements, mixtures and compounds are different from one another

Identify elements , mixtures and compounds from pictures showing atoms

Describe some features of groups of elements in the periodic table

 

METALS
Represent reactions using word equations

Arrange common metals in order of reactivity
Use the reactivity series to predict the outcome of reactions involving metals

Identify metals that can occur naturally

Describe how metals can be extracted

LIGHT
Describe the refraction of light between air and glass and air and water using diagrams

Explain some everyday examples of refraction

Describe how a prism can be used to show that white light is a mixture of colours

Describe the effects of coloured filters

Begin to use the idea of energy transfer in descriptions ie. Why black objects heat up more in sunshine

Describe reflection , refraction and absorption in terms of energy transfer

Explain how coloured filters work

Explain the refraction of light between air and glass and air and water

 

PHOTOSYNTHESIS
Describe how the use of pesticides and weedkillers affect the distribution of organisms

Explain examples of competition re. specific resources

Explain how the products of photosynthesis are used by the plant

Explain how plants photosynthesise to produce their food and respire to grow.

Identify specialised plant cells

Complete the word equation for photosynthesis

Explain how root hair cells and leaf cells are adapted to suit their function

Suggest a range of factors that can affect the rate of photosynthesis

Explain the equation for photosynthesis

Relate crop production to pyramid of numbers

Explain how toxic materials accumulate in a food chain

Use abstract ideas or models or multiple factors when explaining processes or phenomena. Say what is good or bad about a model. Describe evidence which supports or disproves accepted or developing scientific ideas

 

Explain which type of presentation is best for the data or the task

 

Present well-structured explanations, arguments or counter- arguments in a variety of ways that stand up to challenge. Explain any anomalous results using scientific knowledge and understanding

 

Select the correct formula and use it to calculate a result including appropriate units.

 

Secure

ELEMENTS
Describe the difference between element, mixture and compound.

Describe the terms melting point and boiling point re. changes of state

Recognise symbols of common elements

Identify the elements in simple compounds from simple formulae

Recognise the positions of elements in the periodic table

 

METALS
Describe features of metals re. high melting points, good thermal and electrical conductors etc
Explain some everyday uses of metals and link it to their reactivity

Identify differences in the reactivity of different metals

LIGHT
Accurately  use a ray diagram to explain the path of light rays in  reflection examples

Use the terms absorb and reflect to describe behaviour of light

Describe everyday examples of reflection

Recognise the difference between reflection and refraction

Identify the order of colours of a spectrum

 

PHOTOSYNTHESIS
Identify carbon dioxide and water as raw materials for photosynthesis

Identify how some parts of the plant are adapted for

Describe how plants compete with food crops

Describe how some animals compete with humans for food crops

Recognise that toxic materials accumulate in a food chain

Use abstract ideas or models of more than one step when describing processes or phenomena. Suggest solutions to problems using scientific ideas. Identify the use of evidence and creative thinking by scientists in the development of scientific ideas.

 

Select the most useful ways of presenting information, given a range of choices, for example when a line graph should be used rather than a bar chart

 

Use clear sentences, scientific words and symbols correctly when describing abstract ideas and observations

Recognise data that does not fit a pattern or trend. When given a formula use it to calculate a result.

 

Developing

ELEMENTS
Describe how some mixtures can be separated

Recognise when a chemical change has taken place

Describe observations of chemical changes

Describe the difference between a chemical and physical change

Name some metals and non-metals and their features

METALS
Name some metals and their features and uses

LIGHT
Be able to compare speed of light and speed of sound more accurately

Explain how light travels

Classify materials as opaque, translucent and transparent with reference to what happens when light shines on them

Describe light travelling from a light source to the eye when we see

Begin to draw simple ray diagrams indicating reflection
Recognise how light travels and that it travels faster than sound

Distinguish between luminous and non-luminous objects and be able to give examples of each

 

PHOTOSYNTHESIS
Use term chlorophyll for the green colour in leaves

Identify carbon dioxide as the gas needed for production of food

Identify the leaves as organs where food is produced

Describe the role of the roots in production of food

Describe why we use fertilisers

List some factors that can affect the growth of crops

Identify some organisms that compete for resources where crops are grown

 

 

Use simple models to describe scientific ideas. Recognise when scientific evidence supports an idea or not.

 

Select appropriate ways of presenting scientific data.

 

Use clear sentences, scientific words and symbols to describe simple ideas and observations

 

Foundation

ELEMENTS
Observe and describe simple changes of state re. ice melting

Recognise that some changes can be reversed e.g. ice melts into water then water back to ice

 

METALS
Identify some of the characteristics of metals

Describe the appearance of some metals and metal compounds e.g.  grey, shiny

LIGHT
Identify materials that light can  and cannot travel through

 

PHOTOSYNTHESIS
Identify that plants need water and light to survive

Identify the Sun as an energy source

Name carbon dioxide and oxygen as gases in the air

 

 

Use scientific evidence and ideas to answer questions. Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena.

 

Present simple scientific data in more than one way, including via tables and bar charts

 

Use simple scientific words to describe or compare correctly