Year 7 Biology Curriculum 2020-21
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Year 7 Biology Curriculum – 2020-21
Autumn Term Spring Term Summer Term
1 2 1 2 1 2
Key Concepts Organisms Interactions and interdependencies / Genetics and Human Reproduction
Reproduction
National The skeletal and Cells and Relationships in Reproduction Inheritance Reproduction
Curriculum muscular systems organisation an ecosystem * Differences * Reproduction in
Knowledge & * The structure and * Cells as the * The * Reproduction in between species humans (as an
Understanding functions of the fundamental unit of interdependence of plants, including * Heredity as the example of a
human skeleton, to living organisms, organisms in an flower structure, process by which mammal), including
include support, including how to ecosystem, wind and insect genetic information the structure and
protection, observe, interpret including food pollination, is transmitted from function of the
movement and and record cell webs and insect fertilisation, seed one generation to male and female
making blood cells structure using a pollinated crops and fruit formation the next reproductive
* Biomechanics the light microscope * The importance and dispersal, * The variation systems, menstrual
interaction of plant including between individuals cycle, gametes,
* The functions of
between skeleton reproduction quantitative within a species fertilisation,
the cell wall, cell
and muscles, through insect investigation of being continuous gestation and birth,
membrane,
including the pollination in some dispersal or discontinuous, to include the
cytoplasm, nucleus,
measurement of human food mechanisms. to include effect of maternal
vacuole,
force exerted by security measurement and lifestyle on the
mitochondria, and
different muscles * How organisms graphical foetus through the
chloroplasts
affect, and are representation of placenta
* The function of * The similarities affected by, their variation
muscles and and differences environment,
examples of between plant and including the
antagonistic animal cells accumulation of
muscles
* The role of toxic materials.
diffusion in the
movement ofmaterials in and
between cells
* The structural
adaptations of
some unicellular
organisms
* The hierarchical
organisation of
multicellular
organisms: from
cells to tissues to
organs to systems
to organisms.
Assessment Badger Assessment End of Unit Badger Assessment End of Unit Badger Assessment End of Unit
Assessment Assessment Assessment
Badger Assessment Badger Assessment Badger Assessment
End of term End of term End of term
Summative Summative Summative
Assessment Assessment Assessment
Why this? Skeletal and In the previous From KS2 pupils Prior to KS3, pupils Inheritance is Reproduction in
Why now? muscular systems module the can already have been explore studied now as humans steps up
builds on aspects concept of cells has describe the life the part that pupils have from the
of KS2 where pupils been introduced. cycles of some flowers play in the previously looked KS2 curriculum
have learned There is a organisms, but they life cycle of at KS2 at life cycles where human life
humans and some hierarchical will begin to flowering plants, and recognise that cycle is studied, but
other animals have demand, whereby understand why life including living things the mechanism has
skeletons and pupils will learn the cycles are pollination, seed produce offspring not been
muscles for basic structures of important in terms formation and seed of the same kind, investigated. It is
support, protection cells of plant and of food security. It dispersal. This topic but normally studied at this
and movement and animal cells and is studied at this will build on this offspring vary and point in the term asvertebrates. It is adaptations, which point as it lays the and incorporate are not identical to aspects of
studied early in the then will be applied foundations for the aspects of learning their parents. This specialised cells,
year as it is an to Reproduction. topic of from Cells and will underpin the principles of
opener for Cells Cross curricular Reproduction and Organisation and science required for systems from Cells
and Organisation links will be made cross curricular to Relationships in an the next module. and Organisms and
which requires to the chemistry the chemistry Ecosystem such as It will also enable Inheritance have
understanding of module Particle module Climate in types of specialised pupils to been introduced
forces as pushes Model, which is year 8, whereby cells and why understand more earlier in the year.
and pulls. This is taught as the first human activity and pollination is so abstract concepts Aspects of this
also taught as the module in the impact on important in the life in year 8 from the topic will be
first topic in year 7, chemistry in year 7 climate is studied cycle of plants. topics of integrated early
but the concepts as it shows how to a greater degree. These will be Inheritance and into year 8 where
needed have diffusion can take followed up later in Genes such as pupils will learn in
previously been place in cells. year 7 as they link natural selection more detail the
introduced in KS2 into Inheritance as and the use of impact of lifestyle
which teaches them there are gene banks. on the body in Gas
the concepts of differences Exchange.
levers. between species,
and Reproduction
whereby pupils can
study reproduction
in animals.
Skills & Creativity will be Resilience learning Pupils will develop Creativity will be Enabling pupils to Creativity will be
Characteristics demonstrated in will be activated as creativity as they demonstrated in develop the used to apply
this module as pupils will use will need to apply this module as essential skills of knowledge integral
pupils will apply essential skills knowledge and pupils will be able become resilient to scientific
knowledge and required to logical thinking to apply knowledge learners as they will understanding in
thinking skills ascertain sequences integral and thinking skills look at practical relation to the topic
integral to scientific microscopy skills. to scientific integral to scientific results. Creativity of reproduction.
understanding by They will understanding. understanding to will be used to
being able to collaboratively seed formation and apply knowledge
explain how the improve lab skills dispersal. integral to scientific
working together Collaboration will understanding toarm is designed for to produce a occur involving the results of their
movement. specimen focused practical group practical work.
correctly. work to improve
lab skills and
communication.
Aspirations & The science The science The science The science The science The science
Careers involved in this involved in this involved in this involved in this involved in this involved in this
area correlates area correlates area correlates area correlates area correlates area correlates
with:- with:- with:- with:- with:- with:-
* Physiotherapy * Cytology * Farming and * Gardener * Zookeeper * Midwife
* Occupational * Biotechnology agriculture * Chemical * Geneticist * Health and Social
therapy * Laboratory * Beekeeper engineering * Animal breeder Care
* Radiography * Botany * Environmental * Horticulture * Food technologist * Care worker
* Sports Science CDI: 4, 5, 6 protection CDI: 4, 5, 6 CDI: 4, 5, 6 CDI: 4, 5, 6
* Engineering Conservationist
CDI: 4, 5, 6 CDI: 4, 5, 6Year 8 Biology Curriculum – 2021-22
Autumn Term Spring Term Summer Term
1 2 1 2 1 2
Key Concepts Organisms Material cycles and energy Genetics and Evolution
National Gas exchange Nutrition and Cellular Photosynthesis Inheritance Genes
Curriculum systems digestion respiration * The reactants in, * Heredity as the * A simple model of
Knowledge & * The structure and * Content of a * Aerobic and and products of, process by which chromosomes,
Understanding functions of the gas healthy human diet: anaerobic photosynthesis, genetic information genes and DNA in
exchange system in carbohydrates, respiration in living and a word is transmitted from heredity, including
humans, including lipids (fats and oils), organisms, summary for one generation to the part played by
adaptations to proteins, vitamins, including the photosynthesis the next Watson, Crick,
function minerals, dietary breakdown of The dependence of * The variation Wilkins and
* The mechanism fibre and water, organic molecules almost all life on between species Franklin in the
of breathing to and why each is to enable all the Earth on the ability and between development of the
move air in and out needed other chemical of photosynthetic individuals of the DNA model
of the lungs, using * Calculations of processes organisms, such as same species * The importance
a pressure model energy necessary for life plants and algae, to means some of maintaining
to explain the requirements in a use sunlight in organisms compete biodiversity and the
* A word summary
movement of healthy daily diet photosynthesis to more successfully, use of gene banks
for aerobic
gases, including * The build organic which can drive to preserve
respiration
simple consequences of molecules that are natural selection hereditary material.
measurements of imbalances in the * The process of an essential energy * Changes in the *The importance of
lung volume diet, including anaerobic store and to environment may maintaining
* The impact of obesity, starvation respiration in maintain levels of leave individuals biodiversity and the
exercise, asthma and deficiency humans and micro- oxygen and carbon within a species, use of gene banks
and smoking on diseases organisms, dioxide in the and some entire to preserve
the human gas * The tissues and including atmosphere species, less well hereditary material.
exchange system organs of the fermentation, and a * The adaptations adapted to
* The role of leaf human digestive word summary for of leaves for compete
stomata in gas system, including anaerobic photosynthesis. successfully and
exchange in plants. adaptations to respiration reproduce.* The effects of function and how * The differences
recreational drugs the digestive between aerobic
(including system digests and anaerobic
substance misuse) food (enzymes respiration in terms
on behaviour, simply as biological of the reactants,
health and life catalysts) the products
processes. * The importance formed and the
of bacteria in the implications for the
human digestive organism
system
* Plants making
carbohydrates in
their leaves by
photosynthesis and
gaining mineral
nutrients and water
from the soil via
their roots
Assessment Badger Assessment End of Unit Badger Assessment End of Unit Badger Assessment End of Unit
Assessment Assessment Assessment
Badger Assessment Badger Assessment Badger Assessment
End of term End of term End of term
Summative Summative Summative
Assessment Assessment AssessmentWhy this? This topic is Nutrition and In the previous This unit of work Following on from The science in this
Why now? conveyed early in digestion systems module pupils builds on earlier KS2 where pupils final module draws
the year as it will develop considered food as concepts from identified how on understanding
incorporates chained learning to a chemical energy Cellular Respiration animals and plants from the previous
several themes form linked store. Now they will as it explains how are adapted to suit Cells and
from year 7, from sequences across study the processes plants obtain their environment Organisation
Cells and the curriculum, whereby this glucose for and that adaptation module early in
Organisms, where which is why it is energy is released. respiration. Prior to may lead to year 7, where
pupils define studied at this It will incorporate this it encompasses evolution, and in pupils studied
tissues, organs and point. It begins at aspects of the topic aspects of Gas year 7, whereby the chromosomes, the
systems and from KS2 where pupils Gas Exchange Exchange systems mechanism of Inheritance module
reproduction where describe the ways Systems as pupils studied at the inheritance takes later on in year 7 as
they have looked at in which nutrients need to have prior beginning of the place in the the process by
the effects of transported within understanding as year. It is also Reproduction which genetic
lifestyle choices on humans whereas to where and how studied before the module. This topic information is
a foetus. This is now, they will learn oxygen is chemistry unit of also relies on transmitted from
now stepped up to the purpose of transported into Climate so pupils understanding of one generation to
incorporate how these nutrients and the blood and understand the disruption to food the next was
these lifestyle the constituents of Particle Model principles behind webs studied in the determined and
factors impact on a balanced diet. linking in diffusion aspects of the Relationships in finally in year 8, in
life processes such This links back to and conservation of carbon cycle. Ecosystems the Inheritance
as gas exchange. the earlier topic in material. Pupils Furthermore, links module. Pupils now module where the
The early use of the year 8 when pupils have already been will be forged in have studied the consequences of
pressure model to studied lifestyle introduced to word terms of human underlying variation were
introduce the choices. It also equations in Year 7 impact in the principles to build studied. Cross
physical concept of makes connections during Metals and environment as on more abstract curricular links from
pressure will act as back to Cells and non- metal topic pupils will have ideas such as how early in the year 8
an introducer to Organisms as allowing pupils to background extinction may Chemistry module
more detailed reinforcement of identify reactants knowledge as to occur in some Atoms, elements
study of pressure tissues and organs. and products of why plants are species but not all. and Compounds
that will follow on It also will lay respiration and the fundamental to the This is ideally can be interwoven
later in the physics foundations as to construction of the maintenance of the placed before the as pupils will
scheme of learning. the origin of food equation. atmosphere. Genes topic, where understandThis must be being chemical pupils will discover polymers, which
studied prior to energy in the year why gene banks are can be linked to the
Photosynthesis so 7 Physics topic of necessary. structure of DNA.
pupils can Energy, pupils have
conceptualise that compared energy
plants do not values from food
breathe but have labels, but now
organs for gas they will make
exchange, enabling calculations and
the study of link results back to
Cellular respiration lifestyle choices.
and The principles of
Photosynthesis. enzymes will also
be introduced in a
simple form so that
in year 9 pupils can
study further
aspects of enzymes
such as how they
are used in food
production in the
module
Biotechnology.Skills & Pupils will Pupils will work Pupils will display This unit will Collaboration in Pupils will
Characteristics demonstrate collaboratively on creativity in their actively develop this topic will be empathise with
collaboration as practical work as learning, applying resilience, developed as scientists who have
they work together they explore the scientific collaboration, and pupils may use the demonstrated
carrying out role of enzymes in understanding of creative minds, as art of debate and resilience in their
practical work digestion. They will respiration to food pupils will explore then creativity to own practical work
improving their then use creative production. They photosynthesis explain ideas about and harness this to
skills and thinking skills to will work during practical evolution and their own resilience
communication apply knowledge to collaboratively sessions, while inheritance. when learning.
techniques. They their findings. during practical working
will also show work. collaboratively to
resilience in their set up and carry
learning by looking out experiments.
at the results of Finally, they will
practical work. apply knowledge
and thinking skills
inn succession to
explain the
practical results.
Aspirations & The science The science The science The science The science The science
Careers involved in this involved in this involved in this involved in this involved in this involved in this
area correlates area correlates area correlates area correlates area correlates area correlates
with:- with:- with:- with:- with:- with:-
* Health care * Food technologist * Personal trainer * Research scientist * Geneticist * Zoologist
* Social work * Nutritionist * Food technology * School teacher * Genetics * Biochemist
* Asthma nurse * Personal trainer * Microbiologist CDI: 4, 5, 6 counsellor * Archaeologist
CDI: 4, 5, 6 CDI: 4, 5, 6 CDI: 4, 5, 6 * Plant breeder CDI: 4, 5, 6
CDI: 4, 5, 6Year 9 Biology Curriculum – 2022-23
Autumn Term Spring Term Summer Term
1 2 1 2 1 2
Key Concepts New Technology Turning Points in Biology Turning Points in Detection
Biology
National Genetics Biotechnology Cells and Systems Genes and Evolution Photosynthesis Working
Curriculum Scientifically in
In this topic pupils In this topic pupils This section of Pupils will continue
Knowledge & In this topic pupils Careers
will learn more will learn about biology will in their mastery of
Understanding will investigate
about genes and how enzymes are enhance pupils biological concepts
the reactants in, In this topic pupils
how they not just useful in understanding of relating to DNA,
and products of, will make, and
determine our the digestive specialised cells, Charles Darwin and
photosynthesis. record observations
characteristics. system, but how specifically the role ensuring biodiversity
They will make and measurements
They will look at they also have a of white blood cells is continued. They
predictions using using a range of
the ways in which role in and their role in the will be able to see
scientific methods for
our current biotechnology. It body. Pupils will the importance of
knowledge, select different
knowledge of applies concepts forge links with peer review as
and plan and investigations and
genes can help us learned from prior other concepts for scientists critically
carry out the most suggest possible
to calculate the modules and example how analyse each other’s
appropriate types improvements. This
probability of enlightens pupils to antibiotic resistance work. Pupils will
of scientific will link directly to
inheriting genetic how these can be is a consequence of develop practical
enquiries to test skills used within
disorders. They will incorporated into evolution via skills and extract
predictions, different careers for
see how selective modern day natural selection. DNA.
including e.g. microscopy
breeding, genetic applications and This topic will
identifying skills.
engineering and careers to improve continue
independent,
cloning can help us our lives and the incorporating
dependent and
to produce more health of our working
control variables,
desirable planet. Pupils will scientifically
where
organisms but also select, plan and aspects of the
appropriate.
how technology is carry out the most curriculum, as
enabling us to do appropriate types pupils will carry outso. Pupils have had of scientific and plan
many practical enquiries to test investigations to
opportunities predictions, find out which
within biology. This including antibiotic is the
section will enable identifying most effective. This
pupils to revisit independent, topic will also be an
these key principles dependent and introduction to KS4
enabling them to control variables, Communicable
secure skills, where appropriate. Diseases.
knowledge and to For example, they
apply and answer will plan out and
scientific questions investigate the
about the world effects of
around them by temperature on
carrying out fermentation.
investigations into
e.g Variation.
Assessment Assessed project Assessed project Assessed project Assessed project Assessed project Assessed project
comprising of unit comprising of end comprising of unit comprising of end of comprising of unit comprising of end
test, practical of unit test, test, practical unit test, practical test, practical of unit test,
assessment of skills practical assessment of skills assessment of skills assessment of practical
in while assessment of skills in while in while investigating skills in while assessment of skills
investigating in while investigating DNA extraction. investigating in while
techniques of investigating antibiotics. photosynthesis. investigating
cloning. fermentation. microscopes.Why this? Pupils have prior Pupils have This is studied at This topic is placed Photosynthesis is Connections
Why now? understanding of previously been this point as at this point as it a fundamental between science
Variation in terms introduced to the previously in year 7 uses understanding principle at KS3 and careers is a
of inheritance, concept of pupils were from Cells and and KS4 in thread running
chromosomes, biotechnology in introduced to the Organisation module biology and through from the
genes, and DNA year 8 when concept of early in year 7, where chemistry as it year 7 and year 8
from year 7 and studying specialised cells pupils studied allows pupils to curriculum. The
from year 8 where respiration. and that organisms chromosomes; the make links focus at this point
pupils studied However, pupils will are made up of Inheritance module between cross will be applying the
Inheritance. These use understanding systems. Pupils will later on in year 7 as curricular areas of practical skills from
can now be and knowledge and now build on this the process by which the Carbon Cycle a variety of topics
incorporated apply this to build a knowledge to the genetic information and climate in biology to
together to unite scientific fact that there are is transmitted from change. Pupils will different careers.
abstract concepts investigation where other specialised one generation to have Some of these skills
which will l later be results can be cells in the body the next was opportunities to will be paramount
applied to the topic analysed. They will and that the body determined and carry out a range to the curriculum at
Genes and also look at other also has an finally in year 8, in of scientific KS4 and serves as a
Evolution while examples of how immune system. the Inheritance experiments for bridge between
bridging the gap to scientists can use While incorporating module where the e.g. testing a leaf KS3 and KS4. For
study genetic biotechnology to aspects of the consequences of for starch e.g pupils have
engineering in our advantage e.g working variation were whereby they can used microscopes
greater depth at how cheese and scientifically studied. Pupils will apply in year 7, but now
KS4. yoghurt are made. curriculum, pupils use specific practical understanding of they will investigate
will understand skills safely to food tests from the different types
that scientific observe genetic year 8 when they of microscopes,
methods and material within a studied digestion how they link to
theories develop as specimen. to the leaf. forensic science,
scientists modify which will also
earlier explanations incorporate
to consider new knowledge of
evidence and ideas. genetics from
earlier on in the
year.Skills & Resilience
Characteristics Being able to look at practical results, identify anomalies and carrying out repeats are all essential skills to build resilience
Collaboration
Lessons involve practical group work to improve lab skills and communication.
Pupils understand the importance of discussion and peer review in the scientific community.
Creativity
Application of knowledge and logical thinking skills are integral to scientific investigation
Aspirations & CEIAG
Careers Medical Experience days: These events link with scientific content and bring ‘real-life’, everyday experiences into the classroom
which specifically link to human anatomy areas in the curriculum. CDI: 4, 5, 6, 7
Careers Fairs: Provides an opportunity to students to practice presenting themselves in front of potential employers. This is also a
great way for students to compare employers, and find out what area of science/ scientific skills they need to focus on in the
classroom in order to be considered for future posts. CDI: 4, 5, 6, 7
Work Experience: Students are introduced to different scientific skills by work colleagues during work experience which includes;
the ability to problem solve, handling/ analysing data and communicate effectively. All skills which are used daily during day – to
day lessons. CDI: 11, 12
Cultural Capital
Pupils are encouraged to make links between current events, like plastic pollution and biodiversity and our biology learning in
the classroom.
All pupils take advantage of our excellent links with the Science Ambassadors and through trips and in class activities.
Extracurricular
Stem Club: Help to inspire, attract and develop STEM talents during school. The purpose of a STEM club is to raise student’s
engagement and achievement in these subject area.
Jeans for Genes assemblies: Brings awareness of life-altering genetic disorders which affect half a million UK children. This
awareness helps bring relevance to the ‘genetics’ and both communicable and non-communicable topics in the curriculum.
Young Health Champions: Provide students skills and knowledge to act as mentors with increased awareness of healthy lifestyles
and overall ‘health’. Again, this encourages students to understand the relevance for teaching health-based topics in biology.You can also read
