Our Curriculum — St Augustine's Catholic College

Key Stage 3Key Stage 4 (GCSE)Key Stage 5 (A-Level)

Your report

Shows your stage in each subject, from Building foundations to Deepening mastery.

About Geography at St Augustine's

Our students are growing up, and will live in a rapidly changing world. The topics taught have been chosen to help students understand the underpinning physical and human processes that are causing these changes, as well as those which have helped to shape the past. We aim to help students become global citizens, understand their place in the world and the impact of the choices and decisions they make. As well as ensuring students have the underpinning knowledge, tasks and assessments are used to help students think critically, develop their own opinions about key issues and to be able to justify them, whilst appreciating that other people may have different views.

As a Catholic school we aim to develop in our students a sense of awe and wonder so that they appreciate the world around them and are able to act as stewards of creation. Catholic Social Teaching and Lasallian values permeate the curriculum as we address key global issues and provide students with the knowledge and competencies to be active citizens, taking practical action to support the wider world and their local communities.

Fieldwork and trips allow students to develop their cultural capital by visiting different human and physical landscapes, bringing their learning to life.

Mrs Jen Ewings, Head of Department

KS3 · 3 hours per fortnight GCSE · 5 hours per fortnight A-Level · 9 hours per fortnight

Geography at St Augustine’s is taught through a coherent three-year Key Stage 3 curriculum that is designed to build year on year. In Year 7, students lay strong foundations through the geography of the UK — core map and fieldwork skills, settlement and population, the rocks and coasts that shape our landscapes, and our weather, climate and ecosystems. Year 8 widens the lens to the wider world and the issues that connect us — the geography of food, natural hazards, a changing world of work, and the global water crisis. Year 9 takes a fully global perspective, exploring climate and energy, our oceans, why development is uneven, and the geography of Africa and China.

Throughout the three years, students return to the subject’s big concepts — Place, Space, Earth Systems, Environment, Interconnections and Diversity — and every unit is built to develop what came before and to prepare the way for GCSE and A-Level. The knowledge & skills ladders below show what progress looks like at each stage, from Building foundations to Deepening mastery, and the knowledge organisers give students everything they need to revise and climb to the next rung.

Start here: choose what you are studying now to jump to the right resources.

What are you studying at the moment?— choose your topic to find your revision sheet and progress ladder

Key Stage 3 learning journey

The route through

The three-year journey through Geography, term by term. Open a year to see what your child studies and how the journey builds.

KS3Year 7 → Year 9 route throughAutumn · Spring · Summer

Year 7Geography of the UK

Autumn

The big picture & sustainable futures

What is geography?
What are the four spheres, and how do they link together?
What challenges does our planet face?
What sort of future do we want? (the Good Life Goals)
Clean water and sanitation: where does our waste go, and who does not have a toilet?
The problems of open defecation, and life without taps
The UN Rights of the Child
How can toilets be improved? Water pledges (CAFOD)

Assessment: Explain why a composting latrine can be considered sustainable.

Settlement & population

What and where is the UK?
Who are we? Migration to the UK
How has the population of the UK changed over time?
What shape is the UK population, and what are the challenges of an ageing population?
Where do people in the UK live, and how did early settlers choose a location?
Urban versus rural living, and an urban issue: crime in the local area
The North–South divide

Assessment: Knowledge checker test.

Spring

Physical geography of the UK: geology & National Parks

National Parks: what are they, and how are rural areas managed?
What conflicts exist in National Parks?
Mapping the physical geography of the UK
The geology of the UK: rock types and the rock cycle
How do rocks affect the landscape?

Assessment: Should tourists be limited in National Parks?

Coastal landscapes

How does the sea erode the land? The processes of erosion
The Isle of Purbeck: the formation of Old Harry’s Rocks (using OS maps)
How do waves move material along the beach? The formation of spits
How does coastal erosion cause problems for people along the North Norfolk coastline?
How can the coast be protected?

Assessment: Knowledge checker test.

Summer

Weather, climate & ecosystems

How does climate influence ecosystems in the UK (deciduous forests)?
How does a tropical rainforest climate and ecosystem compare?
How are plants and animals adapted to life in the rainforest?
Why are rainforests under threat, and why are they important?
What is the climate of the UK? (drawing and describing climate graphs)
How does the UK’s climate vary from place to place, and why?
Microclimate investigation

Geographical skills developed: Compass directions; four- and six-figure grid references; using OS maps; drawing bar, line and climate graphs; drawing proportional bar graphs; choropleth shading.

Year 8A widening world

Autumn

The geography of food

What is the geography of food?
Fridge-o-nomics: different diets around the world
Calculating your food miles
Home-grown or supermarkets?
Too much, too little: obesity in the USA
Hunger: tackling the issues (CAFOD)
The future of our food

Assessment: Should we import food from other countries? (Evaluate.)

Natural hazards: volcanoes & earthquakes

What are natural hazards?
Where are volcanoes and earthquakes located?
The structure of the Earth, and what happens at a plate boundary
What are volcanoes, and are they all the same?
What are the impacts of an eruption?
What causes earthquakes, and why do the impacts differ between countries?
How can you prepare for an earthquake? The 3 P’s

Assessment: Knowledge checker test.

Spring

World of work

Employment sectors and the Clark–Fisher model
What is globalisation?
Where are our clothes made, and why?
Sweatshops: who is to blame for the Rana Plaza disaster?
The true cost of fashion

Global water crisis

How much water is there, and where is it stored?
Enquiry: what happens when water hits the ground? The water cycle
What are the features of a drainage basin?
How does the river’s course vary along the River Severn?
Why is water important? Water footprints
Assess the causes of river flooding using hydrographs
The impacts of flooding in the UK: Boscastle
Why is Bangladesh so vulnerable to flooding?
A lack of water: water wars in the Middle East
How can water be managed? (dams, desalination, water-transfer schemes, boreholes)

Assessment: Knowledge checker test (processes and landforms).

Summer

Ice on the land

What is Antarctica like? The physical features of Antarctica
The climate of Antarctica (drawing and describing climate graphs)
The race to the South Pole: assess the factors that led to Scott’s demise
The value of, and threats to, Antarctica; the Antarctic Treaty
Glaciation: how does ice shape the land?
The processes of erosion, transportation and deposition, and the landforms they create

Year 9A global perspective

Autumn

Climate & energy

Past climate: the evidence
The natural causes of climate change, and the greenhouse effect
Global warming: the impacts, and calculating carbon footprints
Reducing your footprint (CAFOD)
Where does our energy come from?
Evaluating energy sources: “What the Frack!”
Solving the energy crisis (wind power, hydrogen and more)

Assessment: Knowledge checker test.

Oceans on the edge

Coral reefs: characteristics and distribution
The value of coral reefs, and the threats they face
The unsustainable use of our oceans: “Hugh’s Fish Fight” and tuna fishing
The Great Pacific Garbage Patch
Managing our seas: plastic pollution

Assessment: Knowledge checker test.

Spring

Development

How do we measure development?
Mapping rich and poor
How has development changed over time?
Factors affecting development: trade
Inequality within India (choropleth shading): Bihar versus Maharashtra
Top-down development: the Narmada River project
Bottom-up development: biogas

Assessment: What obstacles stand in the way of Malawi’s development? (Assess.)

Africa

Contrasting continents: what is Africa like?
Perspectives of Africa
Africa’s climate (drawing and describing climate graphs)
Africa’s biomes: plant and animal adaptations
The savanna: food webs
CAFOD’s role in Niger

Assessment: Desertification: causes and impacts. (Assess.)

Summer

China

Introduction to China: physical and human features
How and why has China changed and developed so rapidly?
Is development evenly spread within China? Explaining regional differences
Rural–urban migration
The consequences of rapid growth
China’s one-child policy

Geographical skills developed: Map skills; drawing climate graphs; calculating averages and percentages; choropleth shading.

Knowledge & skills ladders

Start here after your report

Each skill is a ladder you climb. Tap the wording from your report below — every ladder will show the rung you are on now and the rung to aim for next.

Highlight your stage — tap the words used on your report Show all

Building foundations
Developing understanding
Securing fluency
Deepening mastery

Y7Year 7 — knowledge & skillsSkills progression · all topics

This progression runs across the whole of Key Stage 3. Find your stage to see what you can already do and your next step up.

Locational knowledge

1
Building foundations
- I can identify and name familiar places, environments and geographical features in the local area, UK and wider world.
- I can recognise basic physical and human patterns and describe simple similarities and differences between places.
- I use simple locational language and geographical vocabulary to describe where places and features are located.
2
Developing understanding
- I can describe the distribution of major physical and human features at local, national and global scales.
- I can compare places by identifying similarities and differences in their characteristics.
- I use geographical vocabulary to describe patterns, locations and connections between places.
- I can demonstrate a developing knowledge of globally significant places and features.
3
Securing fluency
- I can describe and compare patterns and distributions in physical and human geography using place-specific detail and accurate geographical vocabulary.
- I use maps and geographical information to describe and interpret spatial patterns and relationships at a range of scales.
- I can describe how location and scale influence geographical issues and opportunities.
- I have secure knowledge of places and interconnections from local to global scales.
4
Deepening mastery
- I can accurately describe and compare complex spatial patterns and distributions across a wide range of places at local, national and global scales.
- I can evaluate how location, scale and interdependence shape geographical issues and opportunities.
- I use detailed place-specific knowledge to build geographical arguments and support my interpretations.
- I can apply my locational understanding confidently to unfamiliar places and contexts, including places in the news.

Application of geographical skills

1
Building foundations
- I can ask and answer simple geographical questions using maps, atlases, images and graphs.
- I can identify and describe information from geographical sources.
- I can present simple geographical information using charts, maps or diagrams.
- I can communicate simple geographical ideas and observations.
- I can use some basic geographical terminology.
2
Developing understanding
- I can investigate geographical questions using maps, graphs, photographs and data.
- I can describe patterns and trends in geographical information.
- I collect, present and interpret geographical data with some accuracy.
- I use evidence to support my observations and geographical ideas.
- I use geographical terminology with increasing accuracy.
3
Securing fluency
- I can interpret and analyse information from a range of geographical sources, including fieldwork data.
- I identify relationships, trends and patterns using evidence and begin to explain what causes them.
- I select and apply appropriate geographical skills with increasing independence.
- I make reasoned judgements, draw conclusions from evidence and communicate my ideas clearly.
- I can use a range of geographical terminology.
4
Deepening mastery
- I can independently plan and carry out enquiries using a wide range of quantitative and qualitative sources.
- I can critically analyse geographical information, identifying trends, relationships and anomalies.
- I evaluate the reliability and limitations of evidence and methods I have used.
- I synthesise evidence to reach well-supported conclusions and communicate complex arguments clearly.
- I can use a wide range of complex geographical terminology.

Understanding geographical patterns & processes

1
Building foundations
- I can describe simple physical and human processes and how they shape places and environments.
- I can identify simple patterns and changes in the environment.
- I can recognise basic links between people and places.
2
Developing understanding
- I can explain simple physical and human processes and how they influence places and environments.
- I describe how geographical patterns form and change over time.
- I can identify relationships between people, places and environments.
- I use geographical terminology with increasing accuracy.
3
Securing fluency
- I can explain how physical and human processes interact to create distinctive places, landscapes and environments.
- I explain patterns, connections and changes over time and space.
- I can apply my geographical understanding to unfamiliar contexts and issues.
- I make connections between different geographical systems and phenomena.
4
Deepening mastery
- I can analyse how physical and human processes interact across different environments and scales.
- I evaluate how geographical systems and processes drive change over time and space.
- I can apply conceptual understanding (e.g. models and theories) to complex or unfamiliar situations.
- I consider how people’s values and beliefs shape geographical patterns and processes.

Environmental change & sustainability

1
Building foundations
- I can identify ways that people affect environments.
- I can describe simple environmental changes and challenges.
- I can suggest basic actions that may help protect environments and resources.
2
Developing understanding
- I can explain how human activity changes environments at different scales.
- I describe the impacts of environmental change on people and places.
- I can recognise different responses to environmental issues and challenges.
- I can identify advantages and disadvantages of different environmental management strategies.
3
Securing fluency
- I can assess the effectiveness of different environmental management strategies.
- I explain interactions between human activity and environmental systems.
- I use evidence to support views about sustainability and environmental change.
- I can consider different viewpoints about environmental issues and evaluate responses.
4
Deepening mastery
- I can evaluate contrasting responses to environmental challenges, considering sustainability, scale and different viewpoints.
- I analyse the long-term impacts of environmental change on people, places and ecosystems.
- I make justified judgements about environmental management using evidence.
- I critically consider the ethical responsibilities and future consequences linked to environmental change.

Y8Year 8 — knowledge & skillsSkills progression · all topics

This progression runs across the whole of Key Stage 3. Find your stage to see what you can already do and your next step up.

Locational knowledge

1
Building foundations
- I can identify and name familiar places, environments and geographical features in the local area, UK and wider world.
- I can recognise basic physical and human patterns and describe simple similarities and differences between places.
- I use simple locational language and geographical vocabulary to describe where places and features are located.
2
Developing understanding
- I can describe the distribution of major physical and human features at local, national and global scales.
- I can compare places by identifying similarities and differences in their characteristics.
- I use geographical vocabulary to describe patterns, locations and connections between places.
- I can demonstrate a developing knowledge of globally significant places and features.
3
Securing fluency
- I can describe and compare patterns and distributions in physical and human geography using place-specific detail and accurate geographical vocabulary.
- I use maps and geographical information to describe and interpret spatial patterns and relationships at a range of scales.
- I can describe how location and scale influence geographical issues and opportunities.
- I have secure knowledge of places and interconnections from local to global scales.
4
Deepening mastery
- I can accurately describe and compare complex spatial patterns and distributions across a wide range of places at local, national and global scales.
- I can evaluate how location, scale and interdependence shape geographical issues and opportunities.
- I use detailed place-specific knowledge to build geographical arguments and support my interpretations.
- I can apply my locational understanding confidently to unfamiliar places and contexts, including places in the news.

Application of geographical skills

1
Building foundations
- I can ask and answer simple geographical questions using maps, atlases, images and graphs.
- I can identify and describe information from geographical sources.
- I can present simple geographical information using charts, maps or diagrams.
- I can communicate simple geographical ideas and observations.
- I can use some basic geographical terminology.
2
Developing understanding
- I can investigate geographical questions using maps, graphs, photographs and data.
- I can describe patterns and trends in geographical information.
- I collect, present and interpret geographical data with some accuracy.
- I use evidence to support my observations and geographical ideas.
- I use geographical terminology with increasing accuracy.
3
Securing fluency
- I can interpret and analyse information from a range of geographical sources, including fieldwork data.
- I identify relationships, trends and patterns using evidence and begin to explain what causes them.
- I select and apply appropriate geographical skills with increasing independence.
- I make reasoned judgements, draw conclusions from evidence and communicate my ideas clearly.
- I can use a range of geographical terminology.
4
Deepening mastery
- I can independently plan and carry out enquiries using a wide range of quantitative and qualitative sources.
- I can critically analyse geographical information, identifying trends, relationships and anomalies.
- I evaluate the reliability and limitations of evidence and methods I have used.
- I synthesise evidence to reach well-supported conclusions and communicate complex arguments clearly.
- I can use a wide range of complex geographical terminology.

Understanding geographical patterns & processes

1
Building foundations
- I can describe simple physical and human processes and how they shape places and environments.
- I can identify simple patterns and changes in the environment.
- I can recognise basic links between people and places.
2
Developing understanding
- I can explain simple physical and human processes and how they influence places and environments.
- I describe how geographical patterns form and change over time.
- I can identify relationships between people, places and environments.
- I use geographical terminology with increasing accuracy.
3
Securing fluency
- I can explain how physical and human processes interact to create distinctive places, landscapes and environments.
- I explain patterns, connections and changes over time and space.
- I can apply my geographical understanding to unfamiliar contexts and issues.
- I make connections between different geographical systems and phenomena.
4
Deepening mastery
- I can analyse how physical and human processes interact across different environments and scales.
- I evaluate how geographical systems and processes drive change over time and space.
- I can apply conceptual understanding (e.g. models and theories) to complex or unfamiliar situations.
- I consider how people’s values and beliefs shape geographical patterns and processes.

Environmental change & sustainability

1
Building foundations
- I can identify ways that people affect environments.
- I can describe simple environmental changes and challenges.
- I can suggest basic actions that may help protect environments and resources.
2
Developing understanding
- I can explain how human activity changes environments at different scales.
- I describe the impacts of environmental change on people and places.
- I can recognise different responses to environmental issues and challenges.
- I can identify advantages and disadvantages of different environmental management strategies.
3
Securing fluency
- I can assess the effectiveness of different environmental management strategies.
- I explain interactions between human activity and environmental systems.
- I use evidence to support views about sustainability and environmental change.
- I can consider different viewpoints about environmental issues and evaluate responses.
4
Deepening mastery
- I can evaluate contrasting responses to environmental challenges, considering sustainability, scale and different viewpoints.
- I analyse the long-term impacts of environmental change on people, places and ecosystems.
- I make justified judgements about environmental management using evidence.
- I critically consider the ethical responsibilities and future consequences linked to environmental change.

Y9Year 9 — knowledge & skillsSkills progression · all topics

This progression runs across the whole of Key Stage 3. Find your stage to see what you can already do and your next step up.

Locational knowledge

1
Building foundations
- I can identify and name familiar places, environments and geographical features in the local area, UK and wider world.
- I can recognise basic physical and human patterns and describe simple similarities and differences between places.
- I use simple locational language and geographical vocabulary to describe where places and features are located.
2
Developing understanding
- I can describe the distribution of major physical and human features at local, national and global scales.
- I can compare places by identifying similarities and differences in their characteristics.
- I use geographical vocabulary to describe patterns, locations and connections between places.
- I can demonstrate a developing knowledge of globally significant places and features.
3
Securing fluency
- I can describe and compare patterns and distributions in physical and human geography using place-specific detail and accurate geographical vocabulary.
- I use maps and geographical information to describe and interpret spatial patterns and relationships at a range of scales.
- I can describe how location and scale influence geographical issues and opportunities.
- I have secure knowledge of places and interconnections from local to global scales.
4
Deepening mastery
- I can accurately describe and compare complex spatial patterns and distributions across a wide range of places at local, national and global scales.
- I can evaluate how location, scale and interdependence shape geographical issues and opportunities.
- I use detailed place-specific knowledge to build geographical arguments and support my interpretations.
- I can apply my locational understanding confidently to unfamiliar places and contexts, including places in the news.

Application of geographical skills

1
Building foundations
- I can ask and answer simple geographical questions using maps, atlases, images and graphs.
- I can identify and describe information from geographical sources.
- I can present simple geographical information using charts, maps or diagrams.
- I can communicate simple geographical ideas and observations.
- I can use some basic geographical terminology.
2
Developing understanding
- I can investigate geographical questions using maps, graphs, photographs and data.
- I can describe patterns and trends in geographical information.
- I collect, present and interpret geographical data with some accuracy.
- I use evidence to support my observations and geographical ideas.
- I use geographical terminology with increasing accuracy.
3
Securing fluency
- I can interpret and analyse information from a range of geographical sources, including fieldwork data.
- I identify relationships, trends and patterns using evidence and begin to explain what causes them.
- I select and apply appropriate geographical skills with increasing independence.
- I make reasoned judgements, draw conclusions from evidence and communicate my ideas clearly.
- I can use a range of geographical terminology.
4
Deepening mastery
- I can independently plan and carry out enquiries using a wide range of quantitative and qualitative sources.
- I can critically analyse geographical information, identifying trends, relationships and anomalies.
- I evaluate the reliability and limitations of evidence and methods I have used.
- I synthesise evidence to reach well-supported conclusions and communicate complex arguments clearly.
- I can use a wide range of complex geographical terminology.

Understanding geographical patterns & processes

1
Building foundations
- I can describe simple physical and human processes and how they shape places and environments.
- I can identify simple patterns and changes in the environment.
- I can recognise basic links between people and places.
2
Developing understanding
- I can explain simple physical and human processes and how they influence places and environments.
- I describe how geographical patterns form and change over time.
- I can identify relationships between people, places and environments.
- I use geographical terminology with increasing accuracy.
3
Securing fluency
- I can explain how physical and human processes interact to create distinctive places, landscapes and environments.
- I explain patterns, connections and changes over time and space.
- I can apply my geographical understanding to unfamiliar contexts and issues.
- I make connections between different geographical systems and phenomena.
4
Deepening mastery
- I can analyse how physical and human processes interact across different environments and scales.
- I evaluate how geographical systems and processes drive change over time and space.
- I can apply conceptual understanding (e.g. models and theories) to complex or unfamiliar situations.
- I consider how people’s values and beliefs shape geographical patterns and processes.

Environmental change & sustainability

1
Building foundations
- I can identify ways that people affect environments.
- I can describe simple environmental changes and challenges.
- I can suggest basic actions that may help protect environments and resources.
2
Developing understanding
- I can explain how human activity changes environments at different scales.
- I describe the impacts of environmental change on people and places.
- I can recognise different responses to environmental issues and challenges.
- I can identify advantages and disadvantages of different environmental management strategies.
3
Securing fluency
- I can assess the effectiveness of different environmental management strategies.
- I explain interactions between human activity and environmental systems.
- I use evidence to support views about sustainability and environmental change.
- I can consider different viewpoints about environmental issues and evaluate responses.
4
Deepening mastery
- I can evaluate contrasting responses to environmental challenges, considering sustainability, scale and different viewpoints.
- I analyse the long-term impacts of environmental change on people, places and ecosystems.
- I make justified judgements about environmental management using evidence.
- I critically consider the ethical responsibilities and future consequences linked to environmental change.

Command words — making progress in geographical writing

The key command words students meet in lessons and assessments:

Describe: Say what you can see, giving details about a place, pattern, process or trend.
Explain: Give reasons why something is as it is, or why something is happening or changing.
Assess: Explain how important or significant something is; put things into a rank order.
Evaluate: Weigh up evidence, consider different viewpoints and reach a supported conclusion.

Knowledge organisers

Revision resources

A library of revision sheets — one per unit. Open the one for whatever you're studying now to revise the key knowledge and vocabulary, and to help you climb to the next rung.

KS3Open the knowledge organisersRevision sheets

Year 7

7.1Why is our planet important?Knowledge organiser

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7.1

Why is our planet important?

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What this unit is about.You start by exploring what it means to think like a geographer, are introduced to the key concepts (Place, Space, Earth Systems, Environment, Time, Scale, Diversity, Interconnectedness, Representation), get an overview of our planet and why it is important, and reflect on why, as Catholics, we are called to be stewards of creation.

Builds onKS2 basic knowledge of physical geography, e.g. mountains and the water cycle.

Leads toAn overview of the planet that helps you connect topics across Key Stage 3.

Key conceptsPlaceSpaceEarth SystemsEnvironmentCatholic Social Teaching

Key locations

Global scaleThe planet as a whole
National scale
Local scale

Key knowledge

The earth can be divided into different spheres — Atmosphere, Lithosphere, Cryosphere, Hydrosphere, Biosphere.
The spheres are interconnected by earth system processes, for example photosynthesis.
Biodiversity is essential for the processes that support all life on Earth. Healthy ecosystems provide the air we breathe and the food we eat.
The planet provides us with a range of goods and natural resources.
The planet provides a range of services that act as a life support system.

Key terminology

Physical geography	Features made by natural forces; the study of natural processes on earth.
Human geography	Features made by humans; the study of how humans affect or are influenced by earth.
Atmosphere	The gases surrounding the earth.
Biosphere	The areas of the earth in which living organisms are found, or in which life can be sustained.
Cryosphere	The areas of the earth covered in ice.
Hydrosphere	All the water areas on earth.
Lithosphere	The rocky, hard part of the earth's surface, including the crust and upper mantle.
Stewardship	To look after the earth for future generations, as stewards rather than consumers.
Biodiversity	The number of different species in an area, or the total number on earth.

Careers & pathways

Conservationist / ecologist— protect and restore habitats and biodiversity.
Environmental scientist— study ecosystems and the impact of human activity on the planet.
Sustainability officer— help organisations cut waste and use resources responsibly.
Climate scientist— research how the Earth’s systems and climate are changing.

Transferable skills these careers rely on

Systems thinkingInterpreting environmental dataEvaluating sustainabilityEthical reasoningCommunicating issues

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation (Stewardship).This unit’s focus on the Earth’s spheres, biodiversity and natural resources connects directly to our call to be stewards of creation — protecting the planet as a gift for future generations (Laudato Si’).

Curriculum links

Where this connectsAlso studied in Science 8.5 — Plant organ systems for photosynthesis; Science 9.13 — Ecology 1 for biodiversity and ecosystems; Religious Studies 7.1 — Creation and Covenant for stewardship of creation.

7.2Where in the world?Knowledge organiser

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7.2

Where in the world?

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What this unit is about.Locational knowledge at a range of scales underpins the rest of the curriculum, giving you what you need to describe geographical distributions and patterns — for example, the distribution of tropical rainforests.

Builds onKS2 knowledge of continents, oceans, lines of latitude, compass directions and grid references.

Leads toThe locational knowledge needed to describe geographical patterns and locate key places.

Key conceptsSpaceScaleCatholic Social Teaching

Key locations

Global scalePlanet Earth as a whole
National scaleThe United Kingdom
Local scaleWiltshire and Trowbridge

Key knowledge

There are 7 continents — Africa, Antarctica, Asia, Australia, Europe, North America and South America.
There are 5 oceans — Arctic, Atlantic, Indian, Pacific and Southern.
Lines of latitude and longitude create a coordinate system. The Equator and Tropics are key lines of latitude; the Prime Meridian (Greenwich) is a key line of longitude. These form the basis of GPS.
Cartographers use map projections to show a sphere on a flat surface, which always distorts size, shape or position.
The United Kingdom, Great Britain and the British Isles are distinct geographical areas.
Ordnance Survey maps cover the whole of the UK.

Key terminology

Continent	A continuous expanse of land; there are considered to be 7 globally.
Equator	An imaginary line around the Earth at 0° latitude, equidistant from the Poles.
Latitude	Lines that tell you how far north or south of the Equator a place is.
Longitude	Lines that tell you how far east or west of the Prime Meridian a place is.
Prime Meridian	The 0° line of longitude.
Map projection	A method to represent the Earth's curved surface on a flat plane.

Careers & pathways

Cartographer— design and produce maps.
GIS analyst— use Geographic Information Systems to map and analyse data.
Surveyor— measure and map land and buildings.
Town & transport planner— plan how places and transport networks develop.

Transferable skills these careers rely on

Map & atlas skillsGrid references & scaleSpatial / GIS thinkingAccurate measurementInterpreting patterns

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Solidarity.Knowing where places and people are in the world helps us recognise that we belong to one human family and share responsibility for one another, wherever they live.

Curriculum links

Where this connectsAlso studied in Mathematics GR — Coordinates & graphs for grid references and coordinates; Science 7.8 — Space for day, night and the seasons.

7.3How do rocks shape the landscape?Knowledge organiser

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7.3

How do rocks shape the landscape?

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What this unit is about.Knowing about UK geology is essential for understanding our landscapes and how processes form different landforms — for example, when exploring coasts.

Builds onBasic knowledge of the formation of rocks and basic physical landforms.

Leads toKnowledge of the rock cycle needed to understand erosion and weathering at the coast.

Key conceptsSpaceScalePlace

Key locations

National scaleNational Parks, e.g. Dartmoor and the Lake District
Igneous & metamorphicScottish Highlands, Snowdonia, Northern Ireland
SedimentaryMost of England, especially the South East

Key knowledge

Geological time is divided into periods; the end of each represents a significant change, e.g. the extinction of the dinosaurs.
There are three main rock types in the UK — Igneous, Metamorphic and Sedimentary.
The rock cycle shows how rocks change through melting, cooling, compression, heat and pressure, and weathering and erosion.
Igneous and metamorphic rocks are mostly in upland landscapes; lowland areas generally have sedimentary rocks.
There are 15 National Parks in the UK, protecting distinctive landscapes.
Different groups have different views on how National Parks should be used and managed, which can lead to conflict.

Key terminology

Geology	The study of the structure and formation of the Earth, including rocks and resources.
Geologist	A scientist who studies the structure of the Earth and its rocks.
Igneous rocks
Metamorphic rocks
Sedimentary rocks
Weathering	The breaking down of rocks by biological and weather processes such as rainfall, ice and plant roots.
Erosion	The wearing down and moving of rocks by wind, waves, rivers and glaciers.
Relief	The difference between the highest and lowest points in the landscape.
Topography	The shape of the land, e.g. hills, mountains and valleys.

Careers & pathways

Geologist / geoscientist— study the Earth’s structure and rocks.
Geotechnical / civil engineer— use knowledge of rocks and ground to build safely.
National Park ranger / countryside manager— protect and manage landscapes.
Seismologist— study earthquakes and the movement of the Earth.

Transferable skills these careers rely on

Observing & classifyingInterpreting landscapesSequencing processes over timeFieldwork & samplingSpatial reasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & the Common Good.National Parks protect distinctive landscapes for everyone; managing them well means balancing different people’s needs and using the land responsibly for the common good.

Curriculum links

Where this connectsAlso studied in Science 7.2 — Particles and their behaviour for the particle model of matter; Science 9.15 — Metals and materials for minerals and extraction.

7.4Who are we?Knowledge organiser

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7.4

Who are we?

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What this unit is about.Migration is an important issue in the UK. This unit helps you see how migration has shaped our population and continues to bring benefits as well as challenges, and helps you debate and form your own opinion about a key issue.

Builds onKnowledge of history such as the Romans and the Norman Conquest, and studies of local places.

Leads toStudies of rural–urban migration and globalisation in Year 9; connections in Year 8 (food and fashion).

Key conceptsSpaceScale

Key locations

Global scaleCocoa production in Africa; population pyramids of Tanzania, India and Japan
National scaleThe UK — key towns and cities

Key knowledge

Many groups have migrated to the UK over time, for a variety of reasons.
The UK population has increased over time due to changes in the birth and death rate.
Population pyramids show the structure of a population — young dependents, elderly dependents and the economically active.
Population structures differ between countries with different levels of wealth.
Population density shows the spread of people — urban (dense) and rural (sparse) areas.
People migrate for push and pull factors, and hold different opinions about migration.
People work in different economic sectors, and the UK economy is connected to the world, e.g. the chocolate industry.

Key terminology

Population	The number of people in an area or country.
Birth rate	The number of live births per 1,000 people.
Death rate	The number of deaths per 1,000 people.
Population density	The number of people in 1 km².
Migration	The movement of people from one place to another.
Push / pull factors	Things that make someone want to leave / go to an area.
Globalisation	The increasing links between countries through movement of people, money, goods and services.

Careers & pathways

Demographer— study populations to inform housing, transport and schools.
Town planner— plan housing and services for growing communities.
Economist— analyse how economies and economic sectors work.
Policy adviser / social researcher— research society (e.g. at the ONS) to inform public decisions.

Transferable skills these careers rely on

Reading population dataInterpreting population pyramidsSpotting trendsDrawing conclusionsWeighing viewpoints

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Solidarity & the Dignity of the Human Person.Studying migration reminds us that every migrant has equal dignity; Catholic Social Teaching calls us to welcome, protect and stand in solidarity with those who move in search of a better life.

Curriculum links

Where this connectsAlso studied in Mathematics HD — Handling data for population pyramids; PSHE 3 — Living in the Wider World for identity and community.

Year 8

8.1Food: is there enough for everyone?Knowledge organiser

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8.1

Food: is there enough for everyone?

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What this unit is about.You build on your knowledge of chocolate production to look at the global production and consumption of food. You investigate why diets vary and where people’s food comes from, evaluate the UK’s reliance on food imports and the impact of our food choices on people and the environment, and ask whether our food choices can be more sustainable.

Builds onYear 7 — variations in quality of life; the chocolate industry.

Leads toYear 9 — Development and Africa.

Key conceptsPlaceSpaceEnvironmentInterconnectionsCatholic Social Teaching

Key locations

Global scaleDistribution of hunger
National scaleUK, Egypt, Kenya
Local scaleSubsistence farming; food-security projects

Key knowledge

Diets vary considerably around the world.
Many people are food insecure, and there are many reasons for this.
The UK imports up to 95% of its fruit and vegetables, with impacts for people worldwide and on the environment.
Food is produced in many ways, from subsistence farming to heavily processed food.
Meat production is considered to have the biggest impact on the planet, but not all meat-free alternatives are good for the environment.
The current food system produces huge amounts of food waste while millions still lack food security.
There are many options for the future of food, including eating insects, each with positives and negatives.

Key terminology

Food insecurity	A lack of access to sufficient food.
Famine	Extreme and widespread scarcity of food.
Subsistence	Supporting yourself, mainly through farming.
Cash crops	Crops grown for sale rather than for the grower’s own use.
Export	Sending goods or services to another country for sale.
Irrigation	Bringing water from a source to use on land or crops.
Sustainable development	Development that meets the needs of the present without compromising future generations.
GNI	Gross National Income — a country’s total income, including income from foreign sources.

Careers & pathways

Agricultural scientist / agronomist— improve how crops are grown sustainably.
Food supply-chain manager— move food from farm to shelf efficiently.
Nutritionist / dietitian— advise on healthy, balanced diets.
Aid & development worker— tackle hunger with organisations such as CAFOD.

Transferable skills these careers rely on

Analysing supply & demandInterpreting dataEvaluating solutionsSystems thinkingGlobal & ethical awareness

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Solidarity & Option for the Poor.Food insecurity and hunger call us to solidarity with the poorest and to share the world’s resources justly.

Curriculum links

Where this connectsAlso studied in Design & Technology F — Food Preparation & Nutrition: safe cooking & nutrition for nutrition and the Eatwell Guide; Science B4 — Bioenergetics for photosynthesis and crop yield; Business 1 — Theme 1: Investigating small business for supply and demand.

8.2Can tectonically active places be safe?Knowledge organiser

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8.2

Can tectonically active places be safe?

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What this unit is about.You develop your knowledge of the lithosphere and the physical processes that create volcanoes and earthquakes. You study the hazards these create, explain how they affect people and property, assess the factors that affect their impact, and look at how people can learn to live in hazardous environments.

Builds onYear 7 — geological time, rocks and landscapes.

Leads toGCSE — Hazardous Earth.

Key conceptsPlaceSpaceEnvironmentEarth SystemsCatholic Social Teaching

Key locations

Global scaleDistribution of earthquakes and volcanoes
National scaleExamples of disasters

Key knowledge

The earth has a layered internal structure, and the layers have different compositions and characteristics.
The crust is divided into tectonic plates which move over time.
The plates move due to convection currents in the mantle.
The movement of the plates leads to earthquakes and volcanoes.
Earthquakes and volcanoes pose hazards, with a range of impacts on people and property.
Some natural hazards lead to disasters, and many factors affect their impact.
There are many ways in which countries and people can manage tectonic hazards.

Key terminology

Lithosphere	The rocky, hard part of the earth’s surface, including the crust and upper mantle.
Tectonic plates	Large, moving slabs of rock that make up the earth’s crust.
Plate boundary	A line along which tectonic plates meet.
Magnitude	A measure of the size of an earthquake.
Tsunami	A series of large ocean waves, usually caused by an underwater earthquake or eruption.
Pyroclastic flow	A dense cloud of hot gas and shattered rock flowing downhill at high speed.
Lahar	A fast-moving flow of ash and water down a river valley.
Liquefaction	When an earthquake turns wet soil into liquid mud.

Careers & pathways

Seismologist— study earthquakes and the movement of the earth.
Volcanologist— monitor and research volcanoes.
Civil / structural engineer— design earthquake-resistant buildings.
Emergency planner— prepare communities to respond to disasters.

Transferable skills these careers rely on

Understanding Earth processesAssessing riskInterpreting hazard dataProblem-solvingDecisions under uncertainty

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & Solidarity.Living safely with natural hazards means protecting the vulnerable and standing in solidarity with communities affected by disasters.

Curriculum links

Where this connectsAlso studied in Science 7.1 — Forces for forces and plate movement; Mathematics PR — Probability for hazard risk and probability.

8.3Is the fashion industry sustainable?Knowledge organiser

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8.3

Is the fashion industry sustainable?

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What this unit is about.You build on your knowledge of the chocolate industry to look at the global fashion industry. You evaluate the costs and benefits of fast fashion, think about the impact of our fashion choices on people and the environment, and investigate whether the fashion industry can be made more sustainable.

Builds onYear 7 — globalisation of the chocolate industry; Year 8 — food miles.

Leads toYear 9 — Development and Mobile phones.

Key conceptsPlaceSpaceEnvironmentInterconnectionsCatholic Social Teaching

Key locations

Global scaleGlobal connections in the fashion industry
National scaleBangladesh

Key knowledge

The fashion industry is highly globalised, with production and sale taking place in different countries.
Containerisation has made it easier to move goods around the world.
There are reasons why parts of the industry locate in countries at different levels of development.
There are advantages and disadvantages of factories (sweatshops), and people hold different views.
The Rana Plaza disaster was the collapse of a textiles factory in Bangladesh; many factors led to it and people disagree about who is to blame.
The industry has impacts on the environment as well as on different groups of people.
The industry could be made more sustainable, and our choices when buying clothes can help.

Key terminology

Globalisation	The increasing links between countries through the movement of goods, services, people and money.
Manufacturing	Making products from raw materials by hand or machine.
Primary sector	Extracting raw materials, e.g. mining, farming and fishing.
Secondary sector	Making (manufacturing) things from raw materials.
Tertiary sector	Providing a service to others.
Quaternary sector	Research and development.
Sustainability	Using resources to meet present needs without compromising the future.

Careers & pathways

Ethical-sourcing / sustainability manager— make supply chains fair and responsible.
Supply-chain & logistics manager— plan how goods move worldwide.
Fashion designer— design clothing and accessories.
Textiles technologist— develop and test fabrics and materials.

Transferable skills these careers rely on

Tracing supply chainsEvaluating sustainabilityWeighing costs & benefitsEthical decision-makingPersuasive communication

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Dignity of Work & the Rights of Workers.The Rana Plaza disaster reminds us that every worker has dignity and a right to safe, fair conditions — and that our choices as consumers carry a moral weight.

Curriculum links

Where this connectsAlso studied in Design & Technology T — Textiles: fibres, fabrics & construction for fibres, fabrics and fast fashion; Business 2 — Theme 2: Building a business for ethics and global sourcing; Religious Studies C3b — Ethics: Applied ethics & conscience for applied ethics.

8.4Is the world running out of water?Knowledge organiser

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8.4

Is the world running out of water?

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What this unit is about.You build on your knowledge of the water cycle to explore the global distribution of water stores. You explain why stores of fresh water are uncertain and may change in the future, focus on water scarcity in the Middle East, investigate how water can be used more sustainably, and debate whether desalination is a sustainable option.

Builds onKS2 — water cycle processes; Year 7 — what happens when it rains.

Leads toYear 9 — Development and Climate Change.

Key conceptsSpaceEnvironmentEarth SystemsCatholic Social Teaching

Key locations

Global scaleThe global water cycle
Regional scaleThe Middle East

Key knowledge

The global water cycle is a closed system of stores and transfers.
Most of the world’s water is stored in the oceans, and freshwater stores are often difficult to access.
Climate change and pollution may make these stores smaller in the future.
Some people face water scarcity for different reasons, including poverty.
The global distribution of freshwater is uneven; water is a human right, and a lack of access creates problems.
We can measure our use of water with a water footprint, including direct and virtual water.
The Middle East has particular problems of water scarcity, which can lead to conflict.
Freshwater can be made from seawater by desalination, but this has a big environmental impact.
There are small-scale solutions that can improve people’s access to water.

Key terminology

Water scarcity	A lack of freshwater resources to meet the demands of water use in an area.
Virtual water	The water used to produce the goods and services we use.
Water footprint	The amount of freshwater used by a person, organisation or country in a year.
Desalination	Removing salt from seawater to create freshwater.
Evaporation	The conversion of liquid water into water vapour.
Condensation	The conversion of water vapour into a liquid.
Precipitation	Water falling from the sky as rain, hail or snow.

Careers & pathways

Hydrologist— study water and how it moves through the environment.
Water-resources engineer— design ways to store, clean and supply water.
Environmental consultant— advise on protecting water and the environment.
WASH aid worker— improve water, sanitation and hygiene in communities.

Transferable skills these careers rely on

Interpreting dataUnderstanding water systemsEvaluating management optionsProblem-solvingGlobal & ethical awareness

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good & Dignity of the Human Person.Clean water is a human right; ensuring everyone can access it is central to the common good and to caring for creation.

Curriculum links

Where this connectsAlso studied in Science 8.2 — Separation techniques for water treatment and filtration; Science 8.7 — Health and lifestyle for health and disease.

Year 9

9.1Why is global development uneven?Knowledge organiser

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9.1

Why is global development uneven?

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What this unit is about.You build on your understanding that quality of life differs between places. You look at the pattern of global inequality and the different ways development can be measured, how development changes over time and why at different rates, and you investigate the consequences of inequality for people and countries.

Builds onYear 7 — quality of life variations.

Leads toGCSE — Development Dynamics.

Key conceptsPlaceSpaceInterconnectionsDiversityCatholic Social Teaching

Key locations

Global scaleGlobal patterns of wealth
National scaleMalawi
Local scaleLocal projects can support development

Key knowledge

Development means changes that improve people’s quality of life.
It can be measured using a range of indicators; wealth is the most common, but focusing on it alone can mislead.
Levels of development vary between, as well as within, countries.
The global pattern has changed over time, and countries have developed at different rates.
Many factors affect why some countries have developed more than others.
A lack of development causes a range of consequences for people in low-income countries.
The Sustainable Development Goals aim to reduce global inequalities by 2030.
Development projects operate at a range of scales, with different levels of success.

Key terminology

HDI	Human Development Index — combines health, wealth and education into a value between 0 and 1.
GNI	Gross National Income — a country’s total income, including income from foreign sources.
GDP	Gross Domestic Product — the total value of goods and services in a country.
Development gap	The gap between the richest and poorest countries of the world.
Bottom-up development	A project led by local people and communities.
Inequality	The uneven distribution of wealth in a society.
Sustainable development	Meeting present needs without compromising future generations.

Careers & pathways

International development / NGO worker— tackle poverty with organisations such as CAFOD.
Economist— analyse how economies grow and change.
Data analyst / statistician— measure and compare development.
Diplomat / policy adviser— shape international cooperation and aid.

Transferable skills these careers rely on

Working with statisticsComparing development indicatorsIdentifying inequalityEvaluating policyBuilding a reasoned argument

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Option for the Poor & Solidarity.Uneven development calls us to stand with the world’s poorest and to work to close the development gap (the Sustainable Development Goals; the work of CAFOD).

Curriculum links

Where this connectsAlso studied in History 8.3 — The British Empire for empire and its legacy; Business 3 — The economic environment and business for economic development; Mathematics R — Ratio, proportion & rates of change for development indicators.

9.2Is Africa a prisoner of its geography?Knowledge organiser

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9.2

Is Africa a prisoner of its geography?

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What this unit is about.You build on your understanding of differing levels of development by focusing on Africa and the Sahel. You look at how the physical geography of the Sahel has hindered its development and how climate change makes it a challenging place to live, consider how human activity has contributed, and evaluate what the future holds for the region.

Builds onYear 7 — quality of life, tropical rainforests, UK climate; Year 8 — water and food insecurity.

Leads toGCSE — Development Dynamics; People and the Biosphere.

Key conceptsPlaceSpaceEnvironmentCatholic Social Teaching

Key locations

Continental scaleAfrica as a continent
Regional scaleThe Sahel
Local scaleLocal projects can support development

Key knowledge

Africa is a continent made up of 54 countries.
Africa has different climatic regions, which has led to different biomes across the continent.
The Sahel region lies below the Sahara Desert and is made up of many countries.
The dominant biome in the Sahel is tropical grassland.
Tropical grasslands have a seasonal climate, which has led to adaptations in plants and animals.
Desertification is the main challenge to tropical grasslands, caused by physical and human processes.
Climate change will continue to put the region under pressure, causing problems for people and the environment.
Different projects aim to make this biome more sustainable in the future.

Key terminology

Biome	A large-scale ecosystem characterised by its vegetation, soil, climate and wildlife.
Desertification	The process by which land turns into desert.
Arid	Dry regions that receive less than 250mm of precipitation per year.
Drought	A lack of precipitation over a long period that can cause a water shortage.
Deforestation	Removing trees from a forested area by cutting them down or burning them.
Climate change	Changes in the climate, now usually used in relation to changes caused by human activity.
Soil erosion	When topsoil is washed away by water or blown away by the wind.

Careers & pathways

International development / NGO worker— support communities with organisations such as CAFOD.
Climate-resilience adviser— help regions adapt to climate change.
Agricultural scientist— develop farming that copes with drought.
Cartographer / GIS analyst— map land use and environmental change.

Transferable skills these careers rely on

Challenging assumptionsInterpreting maps & dataSynthesising causesEvaluating evidenceCultural awareness

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & Solidarity.Desertification and climate change hit the world’s poorest hardest; we are called to care for creation and to stand with the communities affected.

Curriculum links

Where this connectsAlso studied in History 7.5 — The Mali Empire for West African empires; History 8.4 — Origins of transatlantic slavery for the transatlantic trade.

9.3Mobile phones: a blessing or a curse?Knowledge organiser

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9.3

Mobile phones: a blessing or a curse?

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What this unit is about.You look at the impact of globalisation using mobile phones as an example. You investigate how manufacturing phones has helped China to develop rapidly, but with negative impacts, examine the environmental impacts of mobile phones in different countries, and look at how phones are improving quality of life in developing countries.

Builds onYear 7 — the chocolate industry; Year 8 — food and fast fashion; Year 9 — Development and Africa.

Leads toGCSE — Development Dynamics; Challenges of Urbanisation.

Key conceptsSpaceInterconnectionsEnvironmentCatholic Social Teaching

Key locations

Global scaleMobile phone production and consumption
National scaleChina; Democratic Republic of Congo

Key knowledge

Globalisation has allowed some countries, such as China, to develop rapidly, initially through manufacturing.
Companies such as Apple buy components from all over the world, manufacture in China, design in the USA and sell globally.
Rapid development in China has improved many lives and driven rapid urbanisation, but with negative impacts on people and the environment.
Some components are mined in countries such as the Democratic Republic of Congo, where there have been problems including exploitation and environmental damage.
Worldwide use of mobile phones generates enormous amounts of e-waste.
Mobile phones have improved quality of life in developing countries by enabling access to services such as weather forecasts and banking.

Key terminology

Globalisation	The increasing links between countries through the movement of goods, services and money.
Urbanisation	The increasing percentage of a country’s population living in towns and cities.
Rural to urban migration	The movement of people from the countryside to towns and cities.
Ecological footprint	The amount of the environment required to support a particular lifestyle.
Raw materials	The basic materials from which products are made.
Inequality	Differences in wealth, wellbeing and access to jobs, housing and education.
Quality of life	The general wellbeing of people, including income, health, education and environment.

Careers & pathways

Electronics / manufacturing engineer— design and build technology products.
Supply-chain analyst— track how products are made and moved.
Recycling / circular-economy specialist— reduce e-waste and reuse materials.
International development worker— support fair and sustainable industry.

Transferable skills these careers rely on

Tracing global supply chainsWeighing benefits & costsSystems thinkingEvaluating sustainabilityEthical reasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Dignity of the Human Person & Care for Creation.The mining of phone components can involve exploitation; justice means protecting workers’ dignity and reducing the harm done to the environment.

Curriculum links

Where this connectsAlso studied in Science C10 — Using resources for extraction and recycling; PSHE 3 — Living in the Wider World for digital life and media.

9.4How can we save our oceans?Knowledge organiser

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9.4

How can we save our oceans?

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What this unit is about.You look at the importance of the world’s oceans and why we need to protect them. You explore the threats facing our oceans and their impact on ocean habitats and species, especially coral reefs, and investigate how oceans can be managed successfully.

Builds onYear 7 — coasts; Year 8 — Water.

Leads toClimate change; the Anthropocene.

Key conceptsSpaceEnvironmentEarth SystemsCatholic Social Teaching

Key locations

Global scaleOceans are part of our global commons
National scaleMaldives

Key knowledge

There are 5 oceans in the world.
Oceans are part of the global commons and are important for many reasons.
Coral reefs are a key ocean ecosystem and contain a high level of biodiversity.
A number of factors affect the distribution of tropical coral reefs.
Threats to the oceans include plastic pollution and climate change.
Climate change is one of the biggest threats to coral reefs, leading to coral bleaching.
Plastic pollution enters the oceans from many sources and builds into giant garbage patches.
Overfishing, for example of tuna, affects people and the environment, especially in places such as the Maldives.
Fishing can be done more sustainably, using methods such as pole-and-line fishing.
Managing oceans is difficult because they are vast and largely unowned; treaties such as the High Seas Treaty help manage them internationally.

Key terminology

Global commons	Resources, such as the oceans, that are shared by everyone and owned by no single country.
Overfishing	Removing fish from the ocean at an unsustainable rate.
Bycatch	The capture of unwanted animals while fishing for other species.
Biodiversity	The number of different plant and animal species in a given area.
Sustainability	Using resources to meet present needs without compromising the future.
Climate change	A long-term change in the earth’s climate, especially due to rising average temperatures.

Careers & pathways

Oceanographer— study marine life, ocean circulation and the seafloor.
Marine biologist— research ocean species and ecosystems.
Marine conservation officer— protect and manage ocean habitats.
Environmental scientist— monitor pollution and the health of the seas.

Transferable skills these careers rely on

Interpreting scientific dataSystems thinkingEvaluating conservationGlobal awarenessCommunicating issues

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & the Common Good.The oceans are a shared gift — part of the “global commons” — and protecting them is part of our stewardship of creation for everyone.

Curriculum links

Where this connectsAlso studied in Science B7 — Ecology for food webs and pollution; Science C9 — Chemistry of the atmosphere for the atmosphere and carbon; Religious Studies 7.1 — Creation and Covenant for care for creation.

How to revise

Make it stick

Best ways to revise Geography at Key Stage 3

Use the knowledge organisers with look – cover – write – check: read a section, hide it, write what you remember, then check.
Test yourself little and often — short, regular bursts beat one long session (spaced practice).
Turn the headings into questions and answer them from memory (retrieval practice).
Make flashcards for the key vocabulary in each organiser.
Check your report stage against the ladder and target your next step up.

Helpful revision links

BBC Bitesize — Geography ↗Bite-size explanations, activities and quizzes by topic.
Seneca Learning ↗Free interactive revision and self-marking quizzes.
Oak National Academy ↗Free lessons and worksheets across the curriculum.

Suggested starting points. Your teacher will give you any class logins.

At GCSE we follow Edexcel Geography B (specification 1GB0), a theme-based course built around three big enquiries: global issues, the UK, and people and the environment. It deepens the knowledge and skills started at Key Stage 3 and is assessed by three written exams (grades 1–9) sat at the end of Year 11 — there is no coursework, though two fieldwork investigations are examined within Paper 2.

Across the course students study physical and human geography together, learning to describe and explain patterns and processes, work with real data and fieldwork, and make and justify decisions about geographical issues. Use the selector below to find your current unit, follow the course route-through to see how it all fits together, track yourself on the knowledge & skills ladder, and revise with the knowledge organisers.

Pick the unit you’re studying now to jump to its revision organiser and progress ladder.

What are you studying at the moment?

Route through the course

What the course involves

View the Edexcel Geography B specification

Edexcel GCSE Geography B (specification 1GB0) is a linear, theme-based course assessed by three written papers at the end of Year 11 (252 marks in total). There is no coursework, though two fieldwork investigations are examined within Paper 2. Open the tile below for the full breakdown of each paper, the assessment objectives, geographical skills and how marks are gained.

GCSEThe course in detail — three papersPaper 1 37.5% · Paper 2 37.5% · Paper 3 25%

Paper 1 — Global Geographical IssuesWritten exam · 37.5%

Written exam (1GB0/01) · 1 hour 30 minutes · 94 marks · marked by Pearson
Three 30-mark sections; up to 4 marks are awarded for spelling, punctuation, grammar and terminology
Topic 1: Hazardous Earth— climate, tropical cyclones and tectonic hazards
Topic 2: Development dynamics— global inequality and an emerging country
Topic 3: Challenges of an urbanising world— urban growth and a megacity

Paper 2 — UK Geographical IssuesWritten exam · 37.5%

Written exam (1GB0/02) · 1 hour 30 minutes · 94 marks · includes fieldwork
Topic 4: The UK’s evolving physical landscape— coasts and rivers
Topic 5: The UK’s evolving human landscape— a changing major UK city
Topic 6: Geographical investigations — one physical and one human fieldwork enquiry
The two fieldwork investigations are examined here rather than in a separate paper

Paper 3 — People and Environment IssuesMaking decisions · 25%

Written exam (1GB0/03) · 1 hour 30 minutes · 64 marks · a decision-making paper with a resource booklet
Topic 7: People and the biosphere— biomes and the resources they provide
Topic 8: Forests under threat— rainforests, taiga and their management
Topic 9: Consuming energy resources— energy supply, demand and sustainability
A synoptic decision-making exercise drawing across the whole course

The four assessment objectives Assessment

AO1 Knowledge — locations, places, processes and environments (15%)
AO2 Understanding — geographical concepts and interrelationships (25%)
AO3 Application, analysis & judgement — interpret, analyse and evaluate (35%)
AO4 Geographical & fieldwork skills — maps, data, GIS and enquiry (25%)
There is no coursework; all four objectives are assessed across the three papers

Ways of working Geographical skills

Cartographic & GIS skills — maps, atlases, satellite images and geospatial data
Numerical & statistical skills — measures of average and spread, and data presentation
Fieldwork— one physical and one human enquiry, from question to conclusion
Decision-making— weighing evidence to justify a reasoned view
Extended writing — structured, evidenced arguments using case studies

How marks are gained What great work shows

Accurate, detailed knowledge of located examples and case studies
Clear explanation of processes, linking cause and effect
Analysis and evaluation that reaches a supported judgement
Confident use of data, maps and geographical terminology
Balanced, well-structured answers matched to the command word

Where it leads Progression

A-Level Geography in the Sixth Form
Further study in geography, geology, environmental science and planning
Careers in planning, GIS, sustainability, surveying and hazard management
Transferable strengths in data handling, analysis and decision-making

Knowledge & skills ladders

Start here after your report

Built around the four Edexcel B assessment objectives (AO1–AO4). Tap the stage from your report to see where you are and your next step up in each objective.

Highlight your stage— tap your grade bandShow all

Grades 1–2
Grades 3–4
Grades 5–6
Grades 7–9

GCSEGCSE — knowledge & skillsBy assessment objective · Edexcel B 1GB0

This grid is built around the four Edexcel B assessment objectives (AO1–AO4). Find your predicted-grade band in each row to see what you can already do, then read the next rung to see how to move up a grade.

AO1 · Knowledge (15%)

1
Grades 1–2
- I can name and locate some places, features and examples.
- I can recall simple facts about processes and environments.
2
Grades 3–4
- I can describe locations, places and processes at different scales.
- I can give located examples and basic case-study detail.
3
Grades 5–6
- I can recall accurate, detailed knowledge of places, processes and case studies.
- I can use the right places and scales to support a point.
4
Grades 7–9
- I can recall precise, wide-ranging knowledge and select the most relevant detail.
- I can draw on a secure bank of case studies across scales.

AO2 · Understanding (25%)

1
Grades 1–2
- I can define key geographical terms and concepts.
- I can give a simple reason for a pattern or process.
2
Grades 3–4
- I can explain geographical processes and how concepts apply to places.
- I can describe interrelationships between places, environments and processes.
3
Grades 5–6
- I can explain interrelationships clearly, linking causes and effects.
- I can apply concepts accurately to explain patterns and change.
4
Grades 7–9
- I can explain complex interrelationships with clarity and precision.
- I can connect concepts across topics to explain change over time and scale.

AO3 · Application, analysis & judgement (35%)

1
Grades 1–2
- I can pick out simple information from a resource.
- I can give a basic opinion on an issue.
2
Grades 3–4
- I can interpret and analyse geographical information and begin to reach a view.
- I can use evidence to support a simple argument.
3
Grades 5–6
- I can analyse and evaluate information and issues, and make a supported judgement.
- I can build a balanced argument using evidence.
4
Grades 7–9
- I can evaluate issues critically and reach a well-justified, substantiated conclusion.
- I can weigh competing views and options to justify a decision.

AO4 · Geographical & fieldwork skills (25%)

1
Grades 1–2
- I can read maps, graphs and photos and extract simple data.
- I can carry out basic fieldwork tasks with support.
2
Grades 3–4
- I can select and use a range of maps, graphs and statistics.
- I can plan and carry out fieldwork and present the results.
3
Grades 5–6
- I can select, adapt and use skills and techniques accurately to investigate questions.
- I can analyse fieldwork data and communicate findings clearly.
4
Grades 7–9
- I can choose and combine the most appropriate skills and techniques with precision.
- I can draw valid conclusions from fieldwork and evaluate the methods used.

Knowledge organisers

Revision resources

One organiser per topic. Open the unit you’re studying to revise its key knowledge and vocabulary.

GCSEOpen the knowledge organisersRevision sheets

Paper 1 — Global Geographical Issues

t1Topic 1: Hazardous EarthKnowledge organiser

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Topic 1: Hazardous Earth

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What this unit is about.How the world’s climate system works and changes over time, and why tropical cyclones and tectonic activity (earthquakes and volcanoes) are hazardous for people — and how that risk can be reduced and managed.

Builds onKS3 Natural hazards (Year 8 tectonics) and weather, climate & ecosystems.

Leads toA-Level Tectonic Processes and Hazards.

Key conceptsEarth SystemsRiskCausalityScaleCatholic Social Teaching

Key case studies

Tropical cyclone
Tectonic disaster (developed)
Tectonic disaster (emerging/developing)

Key knowledge

Global atmospheric circulation redistributes heat and helps explain the location of climate zones.
Tropical cyclones form over warm oceans and bring strong winds, heavy rain and storm surge.
The Earth’s structure and plate movement cause earthquakes and volcanoes, mostly at plate boundaries.
Hazard impacts differ between richer and poorer countries because of vulnerability and capacity to cope.
Risk is reduced through prediction, protection, planning and preparation.

Key terminology

Tropical cyclone	An intense low-pressure storm forming over warm tropical oceans.
Storm surge	A rise in sea level during a storm that causes coastal flooding.
Plate boundary	Where two tectonic plates meet; most earthquakes and volcanoes occur here.
Magnitude	The size or energy of an earthquake.
Vulnerability	How exposed and able to cope people are when a hazard strikes.
Mitigation	Actions that reduce the severity of a hazard’s impact.

Careers & pathways

Hazard / risk scientist— Models and forecasts natural hazards.
Meteorologist— Studies and forecasts weather and storms.
Civil / structural engineer— Designs hazard-resistant buildings and defences.
Emergency planner— Prepares communities and services for disasters.

Transferable skills these careers rely on

Interpreting climate & hazard dataAssessing riskExplaining processesDecision-makingUsing case-study evidence

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & Solidarity.We are called to protect the most vulnerable from disasters and to care responsibly for a changing planet.

Curriculum links

Where this connectsAlso studied in Science P5 — Forces for forces and energy; Science P4 — Atomic structure for the structure of the Earth.

t2Topic 2: Development dynamicsKnowledge organiser

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Topic 2: Development dynamics

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What this unit is about.The scale of global inequality, how development is measured and why countries develop at different rates — explored through the geography of one emerging country.

Builds onKS3 Development (Year 9) and the geography of Africa.

Leads toA-Level Globalisation, Superpowers and Global Development & Connections.

Key conceptsInequalityInterdependenceDevelopmentPlaceCatholic Social Teaching

Key case studies

Emerging country

Key knowledge

Development can be measured in economic and social ways, e.g. GDP per capita and the Human Development Index (HDI).
There is a large “development gap” between and within countries.
Trade, investment, aid and transnational corporations all influence development.
Rapid growth in an emerging country brings economic, social and environmental benefits and costs.
Development is uneven across regions within a country.

Key terminology

Development gap	The difference in wealth and wellbeing between richer and poorer areas.
HDI	A measure of development combining income, education and life expectancy.
GDP per capita	The average economic output per person.
Emerging economy	A country undergoing rapid economic growth and industrialisation.
TNC	A transnational corporation operating across several countries.
Globalisation	The growing connection of the world’s economies and cultures.

Careers & pathways

Economist— Analyses growth, trade and inequality.
International development worker— Supports projects in developing regions.
Data analyst— Interprets development and population data.
Trade / policy adviser— Advises on trade and economic policy.

Transferable skills these careers rely on

Working with development dataComparing indicatorsAnalysing inequalityEvaluating strategiesConstructing arguments

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Option for the Poor & Solidarity.We are called to stand with the poorest and to work for a fairer sharing of the world’s resources.

Curriculum links

Where this connectsAlso studied in Business 3 — The economic environment and business for growth and inequality; History 8.3 — The British Empire for colonial history.

t3Topic 3: Challenges of an urbanising worldKnowledge organiser

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Topic 3: Challenges of an urbanising world

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What this unit is about.The global pattern of urbanisation and why cities grow, and the challenges and opportunities of rapid urban growth — explored through one megacity in a developing or emerging country.

Builds onKS3 settlement, population and the urbanisation strand of Year 9.

Leads toA-Level Shaping Places (Regenerating / Diverse Places) and Superpowers.

Key conceptsUrbanisationPlaceInequalitySustainabilityCatholic Social Teaching

Key case studies

Megacity

Key knowledge

Urbanisation is fastest in developing and emerging countries.
Cities grow through rural–urban migration and natural increase.
Megacities create opportunities (jobs, services) and challenges (housing, inequality, environment).
Rapid growth can produce squatter settlements and pressure on services.
Cities can be managed to become more sustainable.

Key terminology

Urbanisation	The rising proportion of people living in towns and cities.
Megacity	A city with more than 10 million people.
Rural–urban migration	Movement of people from the countryside to cities.
Informal economy	Unofficial, unregulated work and trade.
Squatter settlement	Unplanned housing built on land without legal ownership.
Infrastructure	The basic services and structures a city needs to function.

Careers & pathways

Urban planner— Plans how cities grow and function.
Transport planner— Designs sustainable transport networks.
Architect— Designs buildings and spaces for growing cities.
NGO / charity worker— Supports communities in rapidly growing cities.

Transferable skills these careers rely on

Interpreting urban dataSpatial planning thinkingEvaluating solutionsWeighing stakeholder viewsCommunicating proposals

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Dignity of the Human Person & the Common Good.Every person deserves decent housing and services; cities should be planned for the good of all.

Curriculum links

Where this connectsAlso studied in History 8.6 — The Industrial Revolution for industrialisation and cities; Mathematics S — Statistics for census and urban data.

Paper 2 — UK Geographical Issues

t4Topic 4: The UK’s evolving physical landscapeKnowledge organiser

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Topic 4: The UK’s evolving physical landscape

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What this unit is about.How the UK’s physical landscapes have formed and continue to change — focusing on coastal landscapes and river landscapes, their processes, landforms and management.

Builds onKS3 coasts, rivers and the rock cycle (Year 7).

Leads toA-Level Landscape Systems (Coastal Landscapes and Change).

Key conceptsEarth SystemsProcessPlaceSustainabilityCatholic Social Teaching

Key case studies

Stretch of coastline
River basin

Key knowledge

The UK’s upland and lowland landscapes reflect its geology and past processes.
Coastal processes of erosion, transport and deposition create distinctive landforms.
Coasts are managed using hard engineering, soft engineering and managed retreat.
Rivers change downstream, creating landforms through erosion and deposition.
River flooding has physical and human causes and can be managed.

Key terminology

Erosion	The wearing away and removal of material.
Longshore drift	The movement of sediment along a coast by waves.
Deposition	The dropping of material carried by water.
Hard engineering	Built defences such as sea walls and groynes.
Managed retreat	Allowing the sea to flood low-value land in a planned way.
Hydrograph	A graph showing river discharge over time.

Careers & pathways

Coastal / flood-risk engineer— Designs defences against erosion and flooding.
Hydrologist— Studies rivers and the water cycle.
Environmental manager— Manages landscapes and natural resources.
Surveyor— Measures and maps the changing landscape.

Transferable skills these careers rely on

Fieldwork & measurementInterpreting landformsAnalysing processesEvaluating managementMap & data skills

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & Stewardship.We are stewards of the land and coast, managing change responsibly for future generations.

Curriculum links

Where this connectsAlso studied in Science P3 — Particle model of matter for weathering and erosion; Mathematics G — Geometry & measures for measuring cross-profiles.

t5Topic 5: The UK’s evolving human landscapeKnowledge organiser

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Topic 5: The UK’s evolving human landscape

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What this unit is about.How and why the UK’s human landscape is changing — its population, economy and settlements — with a focus on change in one major UK city.

Builds onKS3 settlement, population and the world of work.

Leads toA-Level Shaping Places (Regenerating / Diverse Places).

Key conceptsPlaceChangeInequalityInterdependenceCatholic Social Teaching

Key case studies

Major UK city

Key knowledge

The UK is increasingly urban, diverse and globally connected.
The economy has shifted from primary and secondary work towards services and knowledge industries.
A major UK city changes through migration, regeneration and rebranding.
Change brings winners and losers and can widen inequality.
Urban and rural areas are linked and influence one another.

Key terminology

Regeneration	Improving a rundown area, socially and economically.
Rebranding	Changing the image of a place to attract people and investment.
Deindustrialisation	The decline of manufacturing industry.
Migration	The movement of people to live in a new place.
Gentrification	Wealthier people moving into and changing an area.
Counter-urbanisation	Movement of people from cities to rural areas.

Careers & pathways

Town / regeneration planner— Plans the renewal of urban areas.
Economic development officer— Supports local jobs and investment.
Demographer— Studies population change.
Surveyor / GIS analyst— Maps and analyses changing places.

Transferable skills these careers rely on

Interpreting place dataAnalysing changeEvaluating regenerationWeighing viewpointsGIS & mapping

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good & Solidarity.Change should benefit whole communities, not leave the poorest behind.

Curriculum links

Where this connectsAlso studied in History 8.6 — The Industrial Revolution for the Industrial Revolution; Business 2 — Theme 2: Building a business for regional economies.

t6Topic 6: Geographical investigations (fieldwork)Knowledge organiser

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Topic 6: Geographical investigations (fieldwork)

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What this unit is about.Two fieldwork investigations — one physical (linked to coasts or rivers) and one human (linked to urban or rural) — taking you through the whole enquiry process from question to conclusion and evaluation.

Builds onThe “application of geographical skills” strand developed across KS3.

Leads toA-Level fieldwork and the independent investigation (NEA).

Key conceptsEnquiryEvidenceDataProcessCatholic Social Teaching

Key case studies

Physical fieldwork site
Human fieldwork site

Key knowledge

Geographical enquiry follows stages: question, methods, data collection, presentation, analysis, conclusion and evaluation.
Data can be primary (collected first-hand) or secondary.
Sampling and suitable methods make data reliable.
Different data are best shown with different graphs, maps and statistics.
Good evaluation reflects honestly on reliability and limitations.

Key terminology

Hypothesis	A statement to be tested by an investigation.
Primary data	Data collected first-hand in the field.
Secondary data	Data collected by someone else.
Sampling	Choosing where and what to measure in a fair way.
Reliability	How trustworthy and repeatable results are.
Anomaly	A result that does not fit the pattern.

Careers & pathways

Surveyor— Collects and records field measurements.
GIS analyst— Maps and analyses spatial data.
Market / social researcher— Designs surveys and interprets results.
Environmental consultant— Investigates sites and reports findings.

Transferable skills these careers rely on

Designing enquiriesCollecting primary dataSampling techniquesPresenting & analysing dataEvaluating reliability

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Stewardship & Truth.We seek the truth honestly and use evidence responsibly and fairly.

Curriculum links

Where this connectsAlso studied in Mathematics S — Statistics for sampling and presenting data; Business 3 — Quantitative & analytical skills for quantitative skills.

Paper 3 — People and Environment Issues

t7Topic 7: People and the biosphereKnowledge organiser

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Topic 7: People and the biosphere

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What this unit is about.The global distribution and character of the world’s major biomes, the goods and services the biosphere provides, and the growing pressure that people place on these resources.

Builds onKS3 ecosystems and biomes (rainforests, Africa).

Leads toA-Level the Carbon Cycle and the Water Cycle.

Key conceptsEarth SystemsEnvironmentInterdependenceSustainabilityCatholic Social Teaching

Key case studies

Biome example

Key knowledge

Climate largely determines where the major biomes are found.
The biosphere provides resources such as food, water, energy and materials.
It also regulates the atmosphere and the water cycle.
A growing population and rising consumption increase demand on these resources.
Local people often depend directly on biosphere resources.

Key terminology

Biome	A large-scale ecosystem, e.g. tropical rainforest or desert.
Biosphere	The zone of the Earth where living things exist.
Ecosystem services	The benefits people gain from ecosystems.
Resource	A natural material people use, e.g. water or timber.
Sustainability	Meeting needs today without harming the future.
Climate	The average weather conditions of a place.

Careers & pathways

Ecologist— Studies ecosystems and biodiversity.
Conservation officer— Protects habitats and species.
Sustainability adviser— Helps organisations reduce their impact.
Climate scientist— Studies the climate system and change.

Transferable skills these careers rely on

Systems thinkingInterpreting environmental dataEvaluating sustainabilityResource analysisCommunicating issues

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation (Laudato Si’).Creation is a gift to be protected; we share responsibility for the web of life.

Curriculum links

Where this connectsAlso studied in Science B7 — Ecology for ecosystems and food webs; Science B4 — Bioenergetics for photosynthesis.

t8Topic 8: Forests under threatKnowledge organiser

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Topic 8: Forests under threat

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What this unit is about.The character of tropical rainforests and the taiga, the threats they face, and the different ways they can be managed and protected.

Builds onKS3 ecosystems and rainforests.

Leads toA-Level the Carbon Cycle and biodiversity.

Key conceptsEnvironmentInterdependenceSustainabilityFuturesCatholic Social Teaching

Key case studies

Rainforest / taiga example

Key knowledge

Tropical rainforests and the taiga have distinctive climates, soils, plants and animals adapted to them.
Nutrients cycle between soil, plants and animals.
Threats include deforestation, climate change and resource exploitation.
Management ranges from strict conservation to sustainable use.
International agreements aim to protect forests.

Key terminology

Tropical rainforest	A dense forest in hot, wet equatorial regions.
Taiga	The cold coniferous forest of high latitudes.
Nutrient cycle	The movement of nutrients through an ecosystem.
Deforestation	The clearance of forest.
Biodiversity	The variety of living things in an area.
Sustainable management	Using a resource without using it up.

Careers & pathways

Conservation scientist— Researches and protects ecosystems.
Forester— Manages woodland and forestry sustainably.
Environmental policy adviser— Shapes laws that protect nature.
NGO project worker— Runs conservation projects.

Transferable skills these careers rely on

Understanding ecosystemsEvaluating managementWeighing viewpointsUsing evidenceDecision-making

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & the Common Good.The world’s forests are a shared inheritance to be protected for everyone.

Curriculum links

Where this connectsAlso studied in Science B7 — Ecology for deforestation and biodiversity; Religious Studies C3b — Ethics: Applied ethics & conscience for environmental ethics.

t9Topic 9: Consuming energy resourcesKnowledge organiser

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Topic 9: Consuming energy resources

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What this unit is about.The world’s energy resources — renewable and non-renewable — patterns of supply and demand, and the costs, benefits and sustainability of different energy choices.

Builds onKS3 climate, resources and energy (Year 9).

Leads toA-Level the Carbon Cycle and Energy Security.

Key conceptsEnvironmentSustainabilityFuturesRiskCatholic Social Teaching

Key case studies

Energy case study

Key knowledge

Energy resources are unevenly distributed around the world.
Demand for energy rises with development and population growth.
Fossil fuels, nuclear and renewables each have costs and benefits.
Energy security matters to every country.
There is a global shift towards more sustainable energy.

Key terminology

Renewable	Energy from sources that do not run out, e.g. wind or solar.
Non-renewable	Energy from finite sources, e.g. coal, oil and gas.
Fossil fuel	Carbon-based fuel formed from ancient organisms.
Energy security	Reliable, affordable access to energy.
Energy mix	The combination of energy sources a country uses.
Carbon footprint	The greenhouse gases produced by an activity.

Careers & pathways

Renewable-energy engineer— Designs and builds clean energy systems.
Environmental consultant— Advises on sustainable energy use.
Energy policy adviser— Shapes national energy strategy.
Sustainability manager— Reduces an organisation’s energy impact.

Transferable skills these careers rely on

Analysing supply & demandEvaluating energy optionsWeighing costs & benefitsFutures thinkingDecision-making

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & Stewardship.We are called to use the Earth’s energy wisely and justly, for today and tomorrow.

Curriculum links

Where this connectsAlso studied in Science P1 — Energy for renewable and non-renewable energy; Science C9 — Chemistry of the atmosphere for greenhouse gases; Business 3 — The economic environment and business for energy markets.

How to revise

Make it stick

Best ways to revise GCSE Geography (Edexcel B)

Revise from the knowledge organisers using retrieval practice and flashcards.
Learn your case studies in depth — make a one-page summary card for each.
Practise past-paper questions and mark them against the mark scheme.
Learn the command words (describe, explain, assess, evaluate) and what each one demands.
Practise the data-response (Paper 2) and decision-making (Paper 3) question styles.
Spread revision overweeks, not days.

Helpful revision links

Physics & Maths Tutor — Edexcel B ↗Topic notes, flashcards and past papers for this exact spec.
Save My Exams — Edexcel B ↗Revision notes and exam-style questions by topic.
Cognito — Edexcel B guide ↗Videos and a clear walkthrough of every paper.
Seneca Learning ↗Free interactive revision and self-marking quizzes.
BBC Bitesize — Geography ↗Bite-size explanations and quizzes by topic.
Pearson Edexcel — past papers ↗Official specification, past papers and mark schemes.

Suggested starting points. Your teacher will give you any class logins.

In the Sixth Form we follow Edexcel A-Level Geography (specification 9GE0), a linear two-year course covering physical geography, human geography, a synoptic investigation and an independent fieldwork investigation (the NEA). It builds directly on GCSE, developing deeper conceptual understanding and the independent analytical and evaluative skills needed for university and beyond.

Students are assessed through three written papers sat at the end of Year 13 — Physical (30%), Human (30%) and a Synoptic investigation (20%) — together with the independent investigation (20%). The three papers test knowledge and understanding, application, and analysis and evaluation. Use the selector below to find your current unit, follow the route-through, track yourself on the knowledge & skills ladder, and revise with the knowledge organisers.

Pick the unit you’re studying now to jump to its revision organiser and progress ladder.

What are you studying at the moment?

Route through the course

What the course involves

View the Edexcel A-Level Geography specification

Edexcel A-Level Geography (specification 9GE0) is a linear two-year course assessed by three written papers at the end of Year 13, alongside an independent investigation (NEA) completed during the course (350 marks in total). Open the tile below for the full breakdown of each paper, the assessment objectives, skills and how marks are gained.

A-LevelThe course in detail — three papers + NEAPaper 1 30% · Paper 2 30% · Paper 3 20% · NEA 20%

Paper 1 — Physical GeographyWritten exam · 30%

Written exam (9GE0/01) · 2 hours 15 minutes · 105 marks
Tectonic Processes and Hazards— plate tectonics and hazard risk
Landscape Systems — Coastal or Glaciated landscapes ()
The Water Cycle and Water Insecurity— water systems and scarcity
The Carbon Cycle and Energy Security— carbon, climate and energy

Paper 2 — Human GeographyWritten exam · 30%

Written exam (9GE0/02) · 2 hours 15 minutes · 105 marks
Globalisation— a connected and unequal world
Shaping Places— Regenerating or Diverse Places ()
Superpowers— the changing balance of global power
Global Development and Connections— development, human rights or migration ()

Paper 3 — Synoptic InvestigationWritten exam · 20%

Written exam (9GE0/03) · 2 hours 15 minutes · 70 marks · resource booklet provided on the day
A synoptic decision-making paper drawing across Papers 1 and 2
Synoptic themes— Players; Attitudes and actions; Futures and uncertainties
Unseen resources are analysed and applied under exam conditions

Independent Investigation (NEA)Coursework · 20%

Non-examination assessment · 70 marks · completed during the two-year course
A student-designed fieldwork enquiry of around 3,000–4,000 words
Data is collected, presented, analysed and evaluated independently
Assesses the full research process, from question to conclusion

The three assessment objectivesAssessment

AO1 Knowledge & understanding — places, processes and concepts (≈30%)
AO2 Application, analysis & evaluation — apply and evaluate ideas and evidence (≈40%)
AO3 Geographical & fieldwork skills — investigate, handle data and present findings (≈30%)
The objectives are assessed across the three papers and the independent investigation

Skills & processes Ways of working

Independent research— designing and carrying out a full enquiry
Quantitative & qualitative methods — collecting and handling varied data
Cartographic & GIS skills — mapping and geospatial analysis
Synoptic thinking— linking physical and human geography
Evaluative writing— extended, argued and evidenced responses

Where it leads Progression

University degrees in geography, environmental and earth sciences
Careers in planning, GIS, sustainability, environmental consultancy and research
Strong foundations for law, economics, data science and international development
Highly valued skills in analysis, fieldwork, data handling and argument

Knowledge & skills ladders

Start here after your report

Built around the three Edexcel A-Level assessment objectives (AO1–AO3). Tap the stage from your report to see your next step up in each objective.

Highlight your stage— tap the words used on your reportShow all

Grades E–D
Grade C
Grade B
Grades A–A*

A-LevelA-Level — knowledge & skillsBy assessment objective · Edexcel 9GE0

This grid is built around the three Edexcel A-Level assessment objectives (AO1–AO3). Find your predicted-grade band in each row to see what you can already do, then read the next rung to move up. Weightings are approximate.

AO1 · Knowledge & understanding (≈30%)

1
Grades E–D
- I can describe places, environments, concepts and processes at different scales.
- I can recall relevant located examples.
2
Grade C
- I can explain processes, interactions and change with growing accuracy.
- I can use detailed case-study knowledge.
3
Grade B
- I can demonstrate secure, detailed knowledge and understanding across scales.
- I can connect concepts, processes and change confidently.
4
Grades A–A*
- I can demonstrate comprehensive, precise knowledge and deep conceptual understanding.
- I can synthesise knowledge from across the specification.

AO2 · Application, analysis & evaluation (≈40%)

1
Grades E–D
- I can apply knowledge to interpret information in familiar contexts.
- I can begin to analyse and evaluate geographical issues.
2
Grade C
- I can apply understanding to analyse and evaluate information in different contexts.
- I can construct a supported argument.
3
Grade B
- I can analyse and evaluate issues in unfamiliar contexts and reach substantiated judgements.
- I can build balanced, evidence-led arguments.
4
Grades A–A*
- I can critically evaluate complex issues and construct perceptive, well-justified conclusions.
- I can synthesise ideas to make sophisticated judgements.

AO3 · Geographical & fieldwork skills (≈30%)

1
Grades E–D
- I can use basic quantitative, qualitative and fieldwork skills to investigate questions.
- I can interpret straightforward data and evidence.
2
Grade C
- I can select and use a range of relevant skills to investigate questions and issues.
- I can analyse data and draw simple conclusions.
3
Grade B
- I can use a wide range of skills to investigate, analyse and evaluate data and evidence.
- I can construct arguments and draw sound conclusions.
4
Grades A–A*
- I can select, adapt and combine skills with precision to investigate complex questions.
- I can evaluate methods and data critically and draw robust conclusions.

Knowledge organisers

Revision resources

One organiser per topic. Open the unit you’re studying to revise its key knowledge and vocabulary.

A-LevelOpen the knowledge organisersRevision sheets

Paper 1 — Physical Geography

a1Topic 1: Tectonic Processes and HazardsKnowledge organiser

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Topic 1: Tectonic Processes and Hazards

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What this unit is about.How plate tectonics produces earthquakes, volcanoes and tsunamis, why their impacts vary so widely, and how hazard risk can be governed and managed.

Builds onGCSE Hazardous Earth.

Leads toPaper 3 synoptic links and the independent investigation.

Key conceptsSystemsCausalityRiskResilienceCatholic Social Teaching

Key case studies

Earthquake (developed)
Tectonic disaster (developing)
Volcanic event

Key knowledge

Plate tectonic theory explains the global distribution of tectonic activity.
Hazards include earthquakes, volcanic eruptions and tsunamis, each with primary and secondary effects.
The disaster risk equation links hazard, vulnerability and capacity to cope.
Impacts and responses differ with development and governance.
Risk is managed through prediction, preparedness, mitigation and resilience-building.

Key terminology

Plate boundary	Where tectonic plates meet; the focus of most tectonic activity.
Magnitude	The energy released by an earthquake.
Vulnerability	How exposed and able to cope a population is.
Resilience	The capacity to absorb and recover from a hazard.
Disaster risk	The likely loss from a hazard, given vulnerability.
Governance	How decisions and management are organised.

Careers & pathways

Hazard scientist— Models and forecasts tectonic hazards.
Geologist— Studies the Earth’s structure and processes.
Emergency planner— Plans for and responds to disasters.
Risk / insurance analyst— Assesses and prices natural-hazard risk.

Transferable skills these careers rely on

Modelling riskAnalysing systemsInterpreting complex dataCritical evaluationSynoptic linking

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Solidarity & Option for the Poor.Disasters fall hardest on the vulnerable; justice calls us to reduce risk and stand with those affected.

Curriculum links

Where this connectsAlso studied in Science P5 — Forces for forces and seismic energy; Mathematics ME — Mechanics for vectors and motion.

a2Topic 2: Landscape Systems, Processes and ChangeKnowledge organiser

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Topic 2: Landscape Systems, Processes and Change

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What this unit is about.How a landscape works as an open system, and the processes, landforms and change within it. Schools choose Coastal or Glaciated Landscapes — the department teaches.

Builds onGCSE The UK’s evolving physical landscape.

Leads toIndependent investigation (physical fieldwork).

Key conceptsSystemsProcessEquilibriumSustainabilityCatholic Social Teaching

Key case studies

Managed landscape / coastline

Key knowledge

A landscape can be studied as an open system of inputs, stores, flows and outputs.
Marine/sub-aerial (or glacial) processes shape distinctive landforms.
Landscapes change over time, including with sea-level or climate change.
Sediment (or ice) budgets help explain change and equilibrium.
Management balances natural processes with human needs and can cause conflict.

Key terminology

Open system	A system exchanging energy and matter with its surroundings.
Sub-aerial process	Weathering and mass movement acting on the land.
Equilibrium	A balanced state within a system.
Sediment budget	The balance of sediment inputs and outputs.
Hard engineering	Built defences against natural processes.
Managed retreat	Planned, controlled withdrawal from the coast.

Careers & pathways

Geomorphologist— Studies landforms and the processes that shape them.
Coastal engineer— Designs and manages coastal defences.
Environmental consultant— Advises on landscape change and management.
GIS analyst— Maps and models landscape change.

Transferable skills these careers rely on

Systems analysisFieldwork & measurementInterpreting landformsModelling changeGIS & spatial analysis

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation & Stewardship.We are entrusted with the care of landscapes, managing change wisely for the generations to come.

Curriculum links

Where this connectsAlso studied in Science P3 — Particle model of matter for weathering processes; Mathematics P4 — Calculus & vectors for rates of change.

a5Topic 5: The Water Cycle and Water InsecurityKnowledge organiser

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Topic 5: The Water Cycle and Water Insecurity

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What this unit is about.The water cycle as a global system, the physical and human causes of water insecurity, and the strategies used to manage water supply sustainably.

Builds onGCSE rivers and the biosphere.

Leads toPaper 3 synoptic links; carbon–water cycle connections.

Key conceptsSystemsFeedbackInsecuritySustainabilityCatholic Social Teaching

Key case studies

Water-insecure region

Key knowledge

The global water budget and the drainage-basin system describe stores and flows of water.
Water insecurity has physical causes (climate, drought) and human causes (over-abstraction, pollution).
Demand is rising with population and development.
Water scarcity can lead to conflict between users and nations.
Management ranges from large schemes to integrated, sustainable approaches.

Key terminology

Drainage basin	The area drained by a river and its tributaries.
Water budget	The balance of water inputs and outputs.
Water scarcity	A shortage of available freshwater.
Aquifer	An underground store of water in rock.
Over-abstraction	Removing water faster than it is replaced.
Integrated management	Coordinated management of a whole water system.

Careers & pathways

Hydrologist— Studies water and the water cycle.
Water-resource manager— Plans sustainable water supply.
Environmental engineer— Designs water and treatment systems.
Climate analyst— Studies climate impacts on water.

Transferable skills these careers rely on

Systems & feedback analysisQuantitative data skillsEvaluating managementModelling scenariosSynoptic linking

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Option for the Poor & the Common Good.Access to clean water is a basic human right; we are called to share it justly.

Curriculum links

Where this connectsAlso studied in Science T3 — Exchange with the environment for transpiration and water movement; Science 8.2 — Separation techniques for water quality.

a6Topic 6: The Carbon Cycle and Energy SecurityKnowledge organiser

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Topic 6: The Carbon Cycle and Energy Security

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What this unit is about.The carbon cycle as a system, how it links to the water cycle and climate, and the geopolitics and sustainability of energy security.

Builds onGCSE consuming energy resources and the biosphere.

Leads toPaper 3 synoptic links; futures and uncertainties.

Key conceptsSystemsFeedbackSecurityFuturesCatholic Social Teaching

Key case studies

Energy / climate case study

Key knowledge

Carbon moves between stores (atmosphere, oceans, biosphere, lithosphere) through fluxes.
The greenhouse effect links the carbon cycle to climate change.
The water and carbon cycles interact and influence one another.
Energy security depends on a country’s energy mix and supply.
There is a global shift towards low-carbon energy, with mitigation and adaptation.

Key terminology

Carbon store / flux	Where carbon is held / how it moves.
Sequestration	The capture and long-term storage of carbon.
Greenhouse effect	Warming caused by atmospheric gases trapping heat.
Energy security	Reliable, affordable access to energy.
Mitigation	Reducing the causes of climate change.
Adaptation	Adjusting to the effects of climate change.

Careers & pathways

Carbon / sustainability analyst— Measures and reduces carbon emissions.
Energy policy adviser— Shapes national energy and climate strategy.
Environmental scientist— Studies the climate and carbon systems.
Renewable-energy engineer— Develops low-carbon energy.

Transferable skills these careers rely on

Systems analysisInterpreting climate dataEvaluating policyFutures & uncertainty thinkingSynoptic linking

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation (Laudato Si’).The climate is a common good; we must protect it for the whole human family.

Curriculum links

Where this connectsAlso studied in Science C9 — Chemistry of the atmosphere for the carbon cycle; Science T5 — Energy transfers for energy transfers.

Paper 2 — Human Geography

a3Topic 3: GlobalisationKnowledge organiser

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Topic 3: Globalisation

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What this unit is about.The causes of globalisation, how it connects and divides people and places, and its economic, social, cultural and environmental consequences.

Builds onGCSE development dynamics.

Leads toSuperpowers; Global Development and Connections.

Key conceptsGlobalisationInterdependenceInequalityIdentityCatholic Social Teaching

Key case studies

Globalisation case study

Key knowledge

Globalisation is driven by technology, trade, transport and transnational corporations.
The “global shift” has moved production around the world.
Globalisation creates winners and losers within and between countries.
It has cultural and environmental impacts.
People and governments respond to globalisation in different ways.

Key terminology

Globalisation	Growing interconnection of economies and cultures.
Global shift	The movement of industry to new regions.
TNC	A transnational corporation operating worldwide.
Interdependence	Mutual reliance between places.
Outsourcing	Contracting work to other firms or countries.
Glocalisation	Adapting global products to local markets.

Careers & pathways

International business analyst— Studies global markets and trade.
Supply-chain manager— Coordinates global production and logistics.
Development economist— Analyses growth and inequality.
Trade policy adviser— Advises on international trade.

Transferable skills these careers rely on

Analysing global systemsEconomic data analysisEvaluating impactsWeighing playersConstructing arguments

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Solidarity & the Common Good.A connected world should serve the good of all, not deepen inequality.

Curriculum links

Where this connectsAlso studied in Business 2 — Paper 2: Competing in the global economy for global trade; History 8.3 — The British Empire for empire and globalisation.

a4Topic 4: Shaping PlacesKnowledge organiser

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Topic 4: Shaping Places

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What this unit is about.How and why places change economically and socially, how that change is managed, and how people experience and perceive places. Schools choose Regenerating Places or Diverse Places — the department teaches.

Builds onGCSE The UK’s evolving human landscape.

Leads toIndependent investigation (human fieldwork).

Key conceptsPlaceIdentityInequalityRepresentationCatholic Social Teaching

Key case studies

Local place study
Contrasting place

Key knowledge

Economic change reshapes places and creates inequality.
Change can be measured with economic and social indicators.
Many players shape regeneration and place-making.
Places are represented and perceived in different ways.
Lived experience of place varies between groups.

Key terminology

Regeneration	Renewing a rundown area socially and economically.
Rebranding	Changing a place’s image.
Players	The people and organisations who shape places.
Lived experience	How people actually experience a place.
Representation	How a place is portrayed.
Inequality	Uneven access to wealth and opportunity.

Careers & pathways

Regeneration officer— Plans and delivers place renewal.
Urban planner— Plans how places develop.
Community development worker— Supports local communities.
Social researcher— Studies how people experience places.

Transferable skills these careers rely on

Place analysisMixed-methods researchInterpreting representationsEvaluating regenerationCritical evaluation

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Dignity of the Human Person & the Common Good.Every community deserves to flourish; place-making should include and value all people.

Curriculum links

Where this connectsAlso studied in Mathematics S — Statistics for place data and deprivation; Physical Education 3 — Sport and society for participation and community.

a7Topic 7: SuperpowersKnowledge organiser

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Topic 7: Superpowers

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What this unit is about.How superpower status is achieved and maintained, the changing global balance of power, and the consequences for people, the environment and global governance.

Builds onGCSE development dynamics.

Leads toGlobal Development and Connections; Paper 3 synoptic links.

Key conceptsPowerInterdependenceInequalityFuturesCatholic Social Teaching

Key case studies

Superpower / power case study

Key knowledge

Superpower status rests on economic, military, political and cultural power.
The global balance of power changes over time.
Superpowers exert influence through spheres of influence and institutions.
Rivalries create tensions and shape global governance.
Power has environmental and resource implications.

Key terminology

Superpower	A state with dominant global influence.
Hegemony	Leadership or dominance over others.
Sphere of influence	An area shaped by a power’s influence.
Global governance	International rules and institutions.
Emerging power	A rising state gaining influence.
Neo-colonialism	Indirect control through economic means.

Careers & pathways

International relations analyst— Studies global power and politics.
Diplomat— Represents a country abroad.
Defence / security analyst— Assesses strategic risks.
Economist— Analyses global economic power.

Transferable skills these careers rely on

Geopolitical analysisInterpreting dataEvaluating influenceSynthesising evidenceReasoned argument

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Solidarity & the Common Good.Power carries responsibility; it should serve peace and the global common good.

Curriculum links

Where this connectsAlso studied in History P1B — Conflict and tension: East and West, 1945–72 for Cold War geopolitics; Business 2 — Paper 2: Competing in the global economy for competing economies.

a8Topic 8: Global Development and ConnectionsKnowledge organiser

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Topic 8: Global Development and Connections

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What this unit is about.How development, human rights and global connections shape people’s lives. Schools choose Health, Human Rights and Intervention, or Migration, Identity and Sovereignty — the department teaches.

Builds onGCSE development dynamics.

Leads toIndependent investigation; Paper 3 synoptic links.

Key conceptsDevelopmentIdentityInequalitySovereigntyCatholic Social Teaching

Key case studies

Development / connections case study

Key knowledge

Development and human rights can be measured and compared.
International organisations influence development and rights.
Migration has many causes and consequences.
Identity and sovereignty shape and are shaped by global connections.
Intervention has intended and unintended consequences.

Key terminology

Human rights	Basic rights and freedoms for all people.
Sovereignty	A state’s authority over itself.
Intervention	Action by one state or body in another’s affairs.
Migration	Movement of people to live elsewhere.
Identity	A sense of who people and places are.
Development	Improvement in wellbeing and opportunity.

Careers & pathways

Human-rights officer— Promotes and protects rights.
International development worker— Delivers development projects.
Migration policy analyst— Studies and advises on migration.
Diplomat— Manages relations between states.

Transferable skills these careers rely on

Analysing development & rightsEvaluating interventionInterpreting migration dataEthical reasoningConstructing arguments

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Option for the Poor, Human Dignity & Solidarity.Every person has equal dignity; development and rights belong to all.

Curriculum links

Where this connectsAlso studied in Business 3 — The economic environment and business for aid, trade and debt; Religious Studies C3b — Ethics: Applied ethics & conscience for global justice.

Paper 3 & the independent investigation

a3pPaper 3: Synoptic investigationKnowledge organiser

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a3p

Paper 3: Synoptic investigation

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What this unit is about.A synoptic exam that draws across the whole course. A resource booklet is provided on the day, and longer evaluative questions ask you to link physical and human geography to a real situation.

Builds onAll of Papers 1 and 2.

Leads toStrong synoptic thinking supports the independent investigation and degree-level study.

Key conceptsSynthesisPlayersCausalityFuturesCatholic Social Teaching

Synoptic themes

Synoptic themePlayers
Synoptic themeAttitudes and actions
Synoptic themeFutures and uncertainties

Key knowledge

The exam is based on a pre-released-style resource booklet read on the day.
Three synoptic themes thread through the course: Players; Attitudes and actions; Futures and uncertainties.
Strong answers move deliberately between physical and human content.
Questions reward applying course concepts to the booklet’s case.
Reading and planning time is used to identify which ideas apply.

Key terminology

Synoptic	Making links across different parts of the course.
Players	The people and organisations involved in an issue.
Mitigation	Reducing the causes of a problem.
Resilience	The capacity to cope with and recover from change.
Uncertainty	Limits to what can be known about the future.
Sustainability	Meeting needs without harming the future.

Careers & pathways

Policy / strategy analyst— Weighs evidence and options to advise decisions.
Consultant— Brings together evidence to solve problems.
Researcher— Synthesises information from many sources.
Project manager— Balances players, risks and futures.

Transferable skills these careers rely on

Synthesising across topicsWeighing players & viewsEvaluating under uncertaintyDecision-makingApplying evidence to a case

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Prudence & the Common Good.Wise judgement weighs evidence and many viewpoints to choose well for the common good.

Curriculum links

Where this connectsAlso studied in Mathematics ST — Statistics for synthesising evidence; English A-Level — Comparative & critical methods for building a sustained argument.

aneaIndependent Investigation (NEA)Knowledge organiser

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anea

Independent Investigation (NEA)

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What this unit is about.An independent fieldwork investigation worth 20% of the A-Level (70 marks). You devise your own question linked to the specification, collect and analyse your own data, and write up a report of around 3,000–4,000 words. It is marked by your teacher and moderated by the exam board — on the quality of your enquiry, not the topic you choose.

Builds onGCSE fieldwork and the application-of-skills strand across the course.

Leads toUniversity-level independent research and dissertations.

Key conceptsEnquiryEvidenceIndependenceEvaluationCatholic Social Teaching

Your investigation

Your enquiry question

Key knowledge

You define a question or issue linked to the specification.
You plan and carry out fieldwork, collecting primary data (individually or partly as a group).
You present, analyse and interpret your data using appropriate techniques.
You reach evidence-based conclusions and evaluate your investigation honestly.
The write-up evidences independent analysis and evaluation.

The rules — read this before you start

Your investigation must meet JCQ and Pearson requirements. Breaking these rules is malpractice and can cost you marks — or your result.

It must be your own work.You may collect fieldwork data with others, but you must write up your own report in your own words and reach your own conclusions — even if your group shares the same data.
Length.Around 3,000–4,000 words is the guideline. You will not be penalised just for length, but going well over or under can stop you showing the skills the mark scheme rewards.
Reference everything.Credit every source in the text and in a bibliography, and put any direct quotes in quotation marks. Copying words, ideas or images without crediting them — from books, websites or another student — is plagiarism.
Using AI.You must acknowledge any use of AI tools and keep a copy of what you used and how. Passing AI-generated work off as your own is malpractice.
You will sign to confirm it is your own.Once you hand your report in for final marking, it cannot be changed.
Your teacher can guide, not do it for you.They can give general advice and review your draft once; they cannot correct it or tell you exactly what to change. If anyone else helps you, tell your teacher.
Keep it safe.Don’t share your work or post it online.
Deadlines are issued with the task. The college’s malpractice and AI-use policies are in the policies section of the school website..

Key terminology

NEA	Non-examination assessment — the independent investigation.
Primary data	Data collected first-hand.
Sampling	Choosing fair, representative data points.
Hypothesis	A statement to be tested.
Reliability	How trustworthy and repeatable results are.
Evaluation	Honest reflection on methods and limitations.

Careers & pathways

Researcher— Designs and carries out investigations.
GIS / data analyst— Analyses and maps spatial data.
Environmental consultant— Investigates and reports on sites.
Surveyor— Collects accurate field data.

Transferable skills these careers rely on

Independent research designFieldwork & data collectionStatistical analysisCritical evaluationAcademic referencing

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Truth & Stewardship.We pursue truth with integrity and use evidence responsibly and fairly.

Curriculum links

Where this connectsAlso studied in Mathematics ST — Statistics for statistical testing; History NEA — Topic-based essay (Non-exam assessment) for independent enquiry and referencing.

How to revise

Make it stick

Best ways to revise A-Level Geography (Edexcel)

Build case-study depth — detailed, named examples with real data.
Practise extended answers (12-, 16-, 20- and 24-mark) against mark schemes and examiner reports.
Make synoptic links across Papers 1 and 2 for Paper 3 (players, attitudes, futures).
Read widely — quality news and geographical journals deepen yourevaluation.
Usepast papers and examiner reportsto see what top answers do.
Keep your NEAon track with planning and your own data.

Helpful revision links

Physics & Maths Tutor — A-Level Edexcel ↗Topic notes, model answers and past papers for this spec.
Save My Exams ↗Revision notes and exam-style questions by topic.
tutor2u — Geography ↗Topic resources, case studies and exam technique.
Frantic Assembly ↗Physical theatre technique and practitioner resources.
The Paper Birds ↗Devising methods and resources from the company.
Pearson Edexcel — past papers ↗Official specification, past papers and mark schemes.

Suggested starting points. Your teacher will give you any class logins.

Interactive demo. The crest and the "About Geography" text are taken from the school's own materials and live website (the GCSE section was blank there, flagged). Knowledge & skills are shown as Model B ladders: tap your report stage to highlight your current rung and your next step. Knowledge organisers follow as a separate revision library. Grid gaps and three 7.3 rock definitions are flagged for the HoD.

Key Stage 3Key Stage 4 (GCSE)Key Stage 5 (A-Level)

Your report

Shows your stage in each subject, from Building foundations to Deepening mastery.

Science at St Augustine’s

Science at St Augustine’s is taught as one integrated subject across Key Stage 3, weaving biology, chemistry and physics together rather than teaching them in isolation. Our three-year curriculum follows a spiral model that builds on the KS2 national curriculum and revisits key ideas in greater depth each year, so that understanding deepens as students move through the school.

Five golden threads — energy, particles, forces, structure & properties, and interactions & systems — run underneath every topic, helping students carry key vocabulary and ideas from one lesson to the next and see how the disciplines connect. Alongside subject knowledge, students steadily develop their working-scientifically skills: asking questions, planning investigations, measuring accurately, analysing data and evaluating their conclusions.

In Year 7 students begin with concrete, observable science and the foundations of working safely and scientifically. Year 8 develops the core ideas and introduces more abstract thinking. Year 9 consolidates Key Stage 3 and begins to bridge into GCSE.Year 7 students begin with concrete, observable science and the foundations of working safely and scientifically. Year 8 develops the core ideas and introduces more abstract thinking. Year 9 consolidates Key Stage 3 and begins to bridge into GCSE.

Ms Elizabeth Edwards, Head of Department

KS3 · 6 hours per fortnightGCSE · Combined 9 hours · Triple 14 hours per fortnightA-Level · 9 hours per fortnight (each subject)

Science at St Augustine’s is taught through a coherent three-year Key Stage 3 curriculum that integrates biology, chemistry and physics and builds year on year. In Year 7, students lay strong foundations — forces, the particle model and states of matter, cells, sound, light, the human body, and space — alongside the essentials of working safely and scientifically. Year 8 develops the core — the periodic table and separation techniques, energy, electricity and magnetism, biological processes, ecosystems, health and inheritance. Year 9 consolidates Key Stage 3 and begins GCSE content, applying ideas with more independence in preparation for the required practicals ahead.biology, chemistry and physics and builds year on year. In Year 7, students lay strong foundations — forces, the particle model and states of matter, cells, sound, light, the human body, and space — alongside the essentials of working safely and scientifically. Year 8 develops the core — the periodic table and separation techniques, energy, electricity and magnetism, biological processes, ecosystems, health and inheritance. Year 9 consolidates Key Stage 3 and begins GCSE content, applying ideas with more independence in preparation for the required practicals ahead.

Throughout the three years, students revisit the five golden threads — energy, particles, forces, structure & properties, and interactions & systems — and every topic builds on what came before to prepare the way for GCSE and A-Level. The knowledge & skills ladders below show what progress looks like from Building foundations to Deepening mastery, and the knowledge organisers give students everything they need to revise and climb to the next rung.

Start here: choose what you are studying now to jump to the right resources.

What are you studying at the moment?— choose your unit to find your revision sheet and progress ladder

Key Stage 3 learning journey

The route through

Science is taught as one subject, with biology, chemistry and physics interleaved across the year. Each year runs across three terms (six half-terms). Open a year to see the topics and what they cover.

KS3Year 7 → Year 9 route throughAutumn · Spring · Summer

Year 7Foundations: observing, measuring and the building blocks of science

Autumn

Introduction to scienceTerm 1

Working safely in the laboratory and using equipment such as the Bunsen burner
Standard measurements, and planning and carrying out simple investigations
Golden threads: Working scientifically

Food chains and ecosystemsTerm 1

Producers, consumers and feeding relationships
How energy passes along a food chain
Golden threads: Interactions & systems

ForcesTerm 2

Contact and non-contact forces, and balanced and unbalanced forces
Measuring forces and finding a resultant force
Golden threads: Forces

States of matter and changing statesTerm 2

The particle model of solids, liquids and gases
Melting, freezing, boiling, evaporation and condensation
Golden threads: Energy, Particles

Rock cycleTerm 2

How sedimentary, igneous and metamorphic rocks form
How rock is recycled over time
Golden threads: Structure & properties, Interactions & systems

Musculoskeletal systemTerm 2

The skeleton, joints and how muscles produce movement
Antagonistic muscle pairs
Golden threads: Forces, Structure & properties, Interactions & systems

Spring

Sound wavesTerm 3

Sound as a wave that transfers energy by vibrations
How amplitude and frequency affect loudness and pitch
Golden threads: Energy

CellsTerm 3

Plant and animal cells and their parts
Specialised cells and movement by diffusion
Golden threads: Structure & properties

Speed and motionTerm 3

Describing motion and calculating speed
Interpreting simple distance–time graphs
Golden threads: Forces

Metals and non-metalsTerm 4

Comparing the properties of metals and non-metals
Linking properties to everyday uses
Golden threads: Structure & properties, Particles

Human reproductive systemTerm 4

The reproductive systems and fertilisation
Puberty, pregnancy and the menstrual cycle
Golden threads: Interactions & systems

Summer

Electricity and circuitsTerm 5

Building simple series and parallel circuits
Current and potential difference
Golden threads: Energy

Acids and alkalisTerm 5

The pH scale, indicators and neutralisation
Handling acids and alkalis safely
Golden threads: Energy, Particles

Space and project workTerm 6

The Solar System, day and night, seasons and the Moon
An extended investigation drawing the year together
Golden threads: All threads

Year 8Building the core: energy, systems and more abstract ideas

Autumn

Energy resources and transfersTerm 1

Energy stores and transfers, and conservation of energy
Renewable and non-renewable resources
Golden threads: Energy, Particles

The atom and periodic tableTerm 1

Atomic structure and how the periodic table is organised
Groups, periods and patterns in properties
Golden threads: Particles, Structure & properties

Mixtures and separation techniquesTerm 2

Mixtures, solutions and solubility
Filtration, evaporation, distillation and chromatography
Golden threads: Particles

Plant organ systemsTerm 2

Photosynthesis and the structure of a leaf
How water and nutrients move through a plant
Golden threads: Energy, Structure & properties, Interactions & systems

Spring

Digestion and nutritionTerm 3

A balanced diet and the role of nutrients
The digestive system and the role of enzymes
Golden threads: Energy, Interactions & systems

Magnets and electromagnetsTerm 3

Magnetic poles and magnetic fields
How electromagnets are made and used
Golden threads: Forces

Breathing and healthTerm 4

The gas-exchange system and how we breathe
The effects of drugs, alcohol and smoking
Golden threads: Interactions & systems

LightTerm 4

Reflection, refraction and how we see
Colour and dispersion
Golden threads: Energy

Summer

Variation, biodiversity and adaptationTerm 5

Variation, inheritance and natural selection
Adaptation and biodiversity
Golden threads: Structure & properties, Interactions & systems

PressureTerm 5

Pressure in solids, liquids and gases
Everyday effects of pressure
Golden threads: Forces

Climate change and projectTerm 6

The carbon cycle and the greenhouse effect
An extended investigation drawing the year together
Golden threads: Energy, Particles, Interactions & systems

Year 9Bridging into GCSE: consolidating Key Stage 3 and beginning GCSE content

Autumn

Chemical reactionsTerm 1

Combustion and thermal decomposition
Beginning to link to GCSE chemistry
Golden threads: Energy, Particles

Forces — appliedTerm 1

Applying force ideas in new contexts
Preparing for GCSE required practicals
Golden threads: Forces

Circuits — resistanceTerm 1

Introducing resistance in circuits
Beginning to link to GCSE physics
Golden threads: Energy

Conservation of mass and metal reactionsTerm 2

Conservation of mass in reactions
Reactions of metals
Golden threads: Particles, Structure & properties

RespirationTerm 2

Aerobic and anaerobic respiration
Beginning to link to GCSE biology
Golden threads: Energy, Interactions & systems

Catalyst investigationTerm 2

Investigating how catalysts affect reactions
Developing required-practical skills
Golden threads: Energy, Particles

Spring

AtmosphereTerm 3

The composition and history of the atmosphere
Golden threads: Particles, Interactions & systems

Energy transfersTerm 3

Energy transfers and efficiency
Golden threads: Energy

CellsTerm 4

Revisiting cells to begin GCSE biology
Golden threads: Structure & properties

Atomic structure and the periodic tableTerm 4

The development of the model of the atom and the periodic table
Golden threads: Particles, Structure & properties

Summer

OrganisationTerm 5

Levels of organisation in organisms
Golden threads: Structure & properties, Interactions & systems

Energy and work doneTerm 5

Work done and energy transfer
Golden threads: Energy, Forces

Ecology 1Term 6

Introducing GCSE ecology
Golden threads: Interactions & systems

Separating mixtures and groups of the periodic tableTerm 6

Revisiting separation and periodic patterns for GCSE
Golden threads: Particles, Structure & properties

Knowledge & skills ladders

Start here after your report

Each skill is a ladder you climb. Tap the wording from your report below — every ladder will show the rung you are on now and the rung to aim for next. These are the same stages used on your school report.

Highlight your stage— tap the words used on your reportShow all

Building foundations
Developing understanding
Securing fluency
Deepening mastery

Y7Year 7 — knowledge & skillsSkills progression · all areas

This progression runs across the whole of Key Stage 3. Find your stage to see what you can already do and your next step up.

Biology

1
Building foundations
- I can name cells, organs and body systems and identify what living things need.name cells, organs and body systems and identify what living things need.
- I can label diagrams of cells and body systems with support.label diagrams of cells and body systems with support.
2
Developing understanding
- I can describe how cells, tissues, organs and systems are organised and carry out their functions.describe how cells, tissues, organs and systems are organised and carry out their functions.
- I can describe key life processes such as nutrition, respiration, reproduction and photosynthesis.describe key life processes such as nutrition, respiration, reproduction and photosynthesis.
3
Securing fluency
- I can explain how organisms are adapted and how processes like digestion, respiration and photosynthesis work.explain how organisms are adapted and how processes like digestion, respiration and photosynthesis work.
- I can explain feeding relationships, variation and inheritance using evidence.explain feeding relationships, variation and inheritance using evidence.
4
Deepening mastery
- I can compare and connect biological processes and explain interdependence in ecosystems.compare and connect biological processes and explain interdependence in ecosystems.
- I can apply ideas about cells, genetics and evolution to unfamiliar examples.apply ideas about cells, genetics and evolution to unfamiliar examples.

Chemistry

1
Building foundations
- I can name the states of matter, elements and compounds and use the particle model with support.name the states of matter, elements and compounds and use the particle model with support.
- I can identify hazards and use simple laboratory equipment safely.identify hazards and use simple laboratory equipment safely.
2
Developing understanding
- I can describe the particle model, the periodic table and common reactions and separations.describe the particle model, the periodic table and common reactions and separations.
- I can write simple word equations and describe changes of state.write simple word equations and describe changes of state.
3
Securing fluency
- I can explain properties using the particle model and predict patterns in the periodic table and reactivity.explain properties using the particle model and predict patterns in the periodic table and reactivity.
- I can choose and describe separation techniques and explain conservation of mass.choose and describe separation techniques and explain conservation of mass.
4
Deepening mastery
- I can apply the particle model and periodic patterns to explain and predict unfamiliar reactions.apply the particle model and periodic patterns to explain and predict unfamiliar reactions.
- I can analyse data to compare substances and justify chemical explanations.analyse data to compare substances and justify chemical explanations.

Physics

1
Building foundations
- I can name forces, energy stores and features of waves and take simple measurements.name forces, energy stores and features of waves and take simple measurements.
- I can draw and label simple diagrams such as forces or circuits with support.draw and label simple diagrams such as forces or circuits with support.
2
Developing understanding
- I can describe forces, energy transfers, waves, electricity, magnetism and the Solar System.describe forces, energy transfers, waves, electricity, magnetism and the Solar System.
- I can use equations such as weight, and read scales and graphs.use equations such as weight, and read scales and graphs.
3
Securing fluency
- I can explain energy transfers, wave behaviour and how circuits, magnets and forces work.explain energy transfers, wave behaviour and how circuits, magnets and forces work.
- I can rearrange and use equations and interpret data confidently.rearrange and use equations and interpret data confidently.
4
Deepening mastery
- I can apply physics models to explain and predict unfamiliar situations.apply physics models to explain and predict unfamiliar situations.
- I can analyse data and evaluate models, methods and results.analyse data and evaluate models, methods and results.

Working scientifically

1
Building foundations
- I can make careful observations, ask simple scientific questions and follow a method safely.make careful observations, ask simple scientific questions and follow a method safely.
- I can record results in a simple table and identify variables with support.record results in a simple table and identify variables with support.
2
Developing understanding
- I can plan a fair test, take accurate measurements and present data in an appropriate graph.plan a fair test, take accurate measurements and present data in an appropriate graph.
- I can describe patterns in results and relate them to my prediction.describe patterns in results and relate them to my prediction.
3
Securing fluency
- I can select suitable equipment and techniques, draw a line of best fit and identify anomalies.select suitable equipment and techniques, draw a line of best fit and identify anomalies.
- I can draw valid conclusions from evidence and suggest improvements to my method.draw valid conclusions from evidence and suggest improvements to my method.
4
Deepening mastery
- I can plan and justify an investigation and evaluate accuracy, precision and reproducibility.plan and justify an investigation and evaluate accuracy, precision and reproducibility.
- I can critically analyse data, identify sources of error and justify my conclusions.critically analyse data, identify sources of error and justify my conclusions.

Y8Year 8 — knowledge & skillsSkills progression · all areas

This progression runs across the whole of Key Stage 3. Find your stage to see what you can already do and your next step up.

Biology

1
Building foundations
- I can name cells, organs and body systems and identify what living things need.name cells, organs and body systems and identify what living things need.
- I can label diagrams of cells and body systems with support.label diagrams of cells and body systems with support.
2
Developing understanding
- I can describe how cells, tissues, organs and systems are organised and carry out their functions.describe how cells, tissues, organs and systems are organised and carry out their functions.
- I can describe key life processes such as nutrition, respiration, reproduction and photosynthesis.describe key life processes such as nutrition, respiration, reproduction and photosynthesis.
3
Securing fluency
- I can explain how organisms are adapted and how processes like digestion, respiration and photosynthesis work.explain how organisms are adapted and how processes like digestion, respiration and photosynthesis work.
- I can explain feeding relationships, variation and inheritance using evidence.explain feeding relationships, variation and inheritance using evidence.
4
Deepening mastery
- I can compare and connect biological processes and explain interdependence in ecosystems.compare and connect biological processes and explain interdependence in ecosystems.
- I can apply ideas about cells, genetics and evolution to unfamiliar examples.apply ideas about cells, genetics and evolution to unfamiliar examples.

Chemistry

1
Building foundations
- I can name the states of matter, elements and compounds and use the particle model with support.name the states of matter, elements and compounds and use the particle model with support.
- I can identify hazards and use simple laboratory equipment safely.identify hazards and use simple laboratory equipment safely.
2
Developing understanding
- I can describe the particle model, the periodic table and common reactions and separations.describe the particle model, the periodic table and common reactions and separations.
- I can write simple word equations and describe changes of state.write simple word equations and describe changes of state.
3
Securing fluency
- I can explain properties using the particle model and predict patterns in the periodic table and reactivity.explain properties using the particle model and predict patterns in the periodic table and reactivity.
- I can choose and describe separation techniques and explain conservation of mass.choose and describe separation techniques and explain conservation of mass.
4
Deepening mastery
- I can apply the particle model and periodic patterns to explain and predict unfamiliar reactions.apply the particle model and periodic patterns to explain and predict unfamiliar reactions.
- I can analyse data to compare substances and justify chemical explanations.analyse data to compare substances and justify chemical explanations.

Physics

1
Building foundations
- I can name forces, energy stores and features of waves and take simple measurements.name forces, energy stores and features of waves and take simple measurements.
- I can draw and label simple diagrams such as forces or circuits with support.draw and label simple diagrams such as forces or circuits with support.
2
Developing understanding
- I can describe forces, energy transfers, waves, electricity, magnetism and the Solar System.describe forces, energy transfers, waves, electricity, magnetism and the Solar System.
- I can use equations such as weight, and read scales and graphs.use equations such as weight, and read scales and graphs.
3
Securing fluency
- I can explain energy transfers, wave behaviour and how circuits, magnets and forces work.explain energy transfers, wave behaviour and how circuits, magnets and forces work.
- I can rearrange and use equations and interpret data confidently.rearrange and use equations and interpret data confidently.
4
Deepening mastery
- I can apply physics models to explain and predict unfamiliar situations.apply physics models to explain and predict unfamiliar situations.
- I can analyse data and evaluate models, methods and results.analyse data and evaluate models, methods and results.

Working scientifically

1
Building foundations
- I can make careful observations, ask simple scientific questions and follow a method safely.make careful observations, ask simple scientific questions and follow a method safely.
- I can record results in a simple table and identify variables with support.record results in a simple table and identify variables with support.
2
Developing understanding
- I can plan a fair test, take accurate measurements and present data in an appropriate graph.plan a fair test, take accurate measurements and present data in an appropriate graph.
- I can describe patterns in results and relate them to my prediction.describe patterns in results and relate them to my prediction.
3
Securing fluency
- I can select suitable equipment and techniques, draw a line of best fit and identify anomalies.select suitable equipment and techniques, draw a line of best fit and identify anomalies.
- I can draw valid conclusions from evidence and suggest improvements to my method.draw valid conclusions from evidence and suggest improvements to my method.
4
Deepening mastery
- I can plan and justify an investigation and evaluate accuracy, precision and reproducibility.plan and justify an investigation and evaluate accuracy, precision and reproducibility.
- I can critically analyse data, identify sources of error and justify my conclusions.critically analyse data, identify sources of error and justify my conclusions.

Y9Year 9 — knowledge & skillsSkills progression · all areas

This progression runs across the whole of Key Stage 3. Find your stage to see what you can already do and your next step up.

Biology

1
Building foundations
- I can name cells, organs and body systems and identify what living things need.name cells, organs and body systems and identify what living things need.
- I can label diagrams of cells and body systems with support.label diagrams of cells and body systems with support.
2
Developing understanding
- I can describe how cells, tissues, organs and systems are organised and carry out their functions.describe how cells, tissues, organs and systems are organised and carry out their functions.
- I can describe key life processes such as nutrition, respiration, reproduction and photosynthesis.describe key life processes such as nutrition, respiration, reproduction and photosynthesis.
3
Securing fluency
- I can explain how organisms are adapted and how processes like digestion, respiration and photosynthesis work.explain how organisms are adapted and how processes like digestion, respiration and photosynthesis work.
- I can explain feeding relationships, variation and inheritance using evidence.explain feeding relationships, variation and inheritance using evidence.
4
Deepening mastery
- I can compare and connect biological processes and explain interdependence in ecosystems.compare and connect biological processes and explain interdependence in ecosystems.
- I can apply ideas about cells, genetics and evolution to unfamiliar examples.apply ideas about cells, genetics and evolution to unfamiliar examples.

Chemistry

1
Building foundations
- I can name the states of matter, elements and compounds and use the particle model with support.name the states of matter, elements and compounds and use the particle model with support.
- I can identify hazards and use simple laboratory equipment safely.identify hazards and use simple laboratory equipment safely.
2
Developing understanding
- I can describe the particle model, the periodic table and common reactions and separations.describe the particle model, the periodic table and common reactions and separations.
- I can write simple word equations and describe changes of state.write simple word equations and describe changes of state.
3
Securing fluency
- I can explain properties using the particle model and predict patterns in the periodic table and reactivity.explain properties using the particle model and predict patterns in the periodic table and reactivity.
- I can choose and describe separation techniques and explain conservation of mass.choose and describe separation techniques and explain conservation of mass.
4
Deepening mastery
- I can apply the particle model and periodic patterns to explain and predict unfamiliar reactions.apply the particle model and periodic patterns to explain and predict unfamiliar reactions.
- I can analyse data to compare substances and justify chemical explanations.analyse data to compare substances and justify chemical explanations.

Physics

1
Building foundations
- I can name forces, energy stores and features of waves and take simple measurements.name forces, energy stores and features of waves and take simple measurements.
- I can draw and label simple diagrams such as forces or circuits with support.draw and label simple diagrams such as forces or circuits with support.
2
Developing understanding
- I can describe forces, energy transfers, waves, electricity, magnetism and the Solar System.describe forces, energy transfers, waves, electricity, magnetism and the Solar System.
- I can use equations such as weight, and read scales and graphs.use equations such as weight, and read scales and graphs.
3
Securing fluency
- I can explain energy transfers, wave behaviour and how circuits, magnets and forces work.explain energy transfers, wave behaviour and how circuits, magnets and forces work.
- I can rearrange and use equations and interpret data confidently.rearrange and use equations and interpret data confidently.
4
Deepening mastery
- I can apply physics models to explain and predict unfamiliar situations.apply physics models to explain and predict unfamiliar situations.
- I can analyse data and evaluate models, methods and results.analyse data and evaluate models, methods and results.

Working scientifically

1
Building foundations
- I can make careful observations, ask simple scientific questions and follow a method safely.make careful observations, ask simple scientific questions and follow a method safely.
- I can record results in a simple table and identify variables with support.record results in a simple table and identify variables with support.
2
Developing understanding
- I can plan a fair test, take accurate measurements and present data in an appropriate graph.plan a fair test, take accurate measurements and present data in an appropriate graph.
- I can describe patterns in results and relate them to my prediction.describe patterns in results and relate them to my prediction.
3
Securing fluency
- I can select suitable equipment and techniques, draw a line of best fit and identify anomalies.select suitable equipment and techniques, draw a line of best fit and identify anomalies.
- I can draw valid conclusions from evidence and suggest improvements to my method.draw valid conclusions from evidence and suggest improvements to my method.
4
Deepening mastery
- I can plan and justify an investigation and evaluate accuracy, precision and reproducibility.plan and justify an investigation and evaluate accuracy, precision and reproducibility.
- I can critically analyse data, identify sources of error and justify my conclusions.critically analyse data, identify sources of error and justify my conclusions.

Knowledge organisers

Revision resources

A library of revision sheets — one per unit, colour-matched to the Year 7, 8 and 9 ladders above. Open the one for whatever you’re studying now to revise the key knowledge, skills and vocabulary.

KS3Open the knowledge organisersRevision sheets

Year 7

7.1ForcesKnowledge organiser

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7.1

Forces

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What this unit is about.Students learn what forces are, how they change the shape and motion of objects, and how to show and measure them. They meet contact and non-contact forces, balanced and unbalanced forces, and the difference between mass and weight.

Builds onKS2 forces and the idea that pushes and pulls can change how objects move.

Leads toGCSE Forces, motion and pressure.

StrandsPhysicsForcesScience

Key knowledge

Contact and non-contact forces, and how forces change shape or motion
Balanced and unbalanced forces, and resultant forces
The difference between mass and weight (weight = mass × gravitational field strength)

Key skills

Measure a force with a newton meter and read a scale accurately
Draw accurate, labelled force diagrams using arrows
Carry out simple force calculations

Key vocabulary

Force	A push, pull or twist that changes the shape or motion of an object.
Newton	The unit of force (N).
Mass	The amount of matter in an object (kg).
Weight	The force of gravity acting on a mass (N).
Friction	A force between two surfaces that are moving over each other.
Resultant force	The single force that has the same effect as all the forces acting.

Careers & pathways

Engineer— Design structures and machines that must withstand forces.
Physiotherapist— Use forces and movement to help people recover.
Sports equipment designer— Design equipment around forces and motion.
Architect— Design safe buildings that manage loads and forces.

Transferable skills these careers rely on

Careful measurementModelling with diagramsMathematical reasoningPrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Understanding forces underpins the skilled work of engineers, builders and carers who use their talents to keep people safe and serve others.

Curriculum links

Links to Maths (calculations, scales and graphs).

Where this connectsAlso studied in Mathematics G — Geometry & measures for speed, distance and time; Physical Education 2 — Movement analysis for movement analysis and levers; Geography 8.2 — Can tectonically active places be safe? for tectonic plate movement.

7.2Particles and their behaviourKnowledge organiser

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7.2

Particles and their behaviour

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What this unit is about.Students use the particle model to explain the three states of matter, changes of state, diffusion and density, and how the arrangement and movement of particles determine a substance’s properties.

Builds onKS2 that matter exists in three states and that changes of state are reversible.

Leads toGCSE atomic structure, bonding, structure and properties.

StrandsChemistryParticlesScience

Key knowledge

The arrangement, movement and spacing of particles in solids, liquids and gases
Changes of state: melting, freezing, boiling, evaporation, condensation and sublimation
Diffusion and density explained using the particle model

Key skills

Use models to compare the properties of materials
Measure temperature and plot a line graph
Determine the state of a substance from melting and boiling points

Key vocabulary

Particle	The tiny pieces that substances are made from.
Diffusion	The spreading of particles from high to low concentration.
Density	The mass of a substance for its size (mass ÷ volume).
Evaporation	A change from liquid to gas at the surface, at any temperature.
Sublimation	A change directly from solid to gas.
Melting point	The temperature at which a substance melts.

Careers & pathways

Polymer chemist— Design and test new materials.
Chef— Use changes of state and mixtures every day.
Food scientist— Develop and preserve food products.
Materials scientist— Study why materials behave as they do.

Transferable skills these careers rely on

ModellingInterpreting graphsCareful measurementExplaining with evidence

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Understanding matter helps people develop materials, food and clean water that serve the whole community.

Curriculum links

Links to Physics (particle model) and Maths (graphing and number lines).

Where this connectsAlso studied in Geography 7.3 — How do rocks shape the landscape? for rocks and the rock cycle; Design & Technology F — Food Preparation & Nutrition: safe cooking & nutrition for changes of state in cooking.

7.3CellsKnowledge organiser

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7.3

Cells

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What this unit is about.Students learn that cells are the building blocks of life. They use microscopes to observe cells, compare plant and animal cells, meet specialised cells, and learn how substances move by diffusion.

Builds onKS2 key life processes and the main organs of plants and animals.

Leads toGCSE cell biology and transport in cells.

StrandsBiologyStructure & propertiesScience

Key knowledge

The parts of animal and plant cells and their functions
How specialised cells are adapted to their jobs
How substances move into and out of cells by diffusion

Key skills

Use a microscope to observe cells
Calculate magnification
Produce clear, labelled biological drawings

Key vocabulary

Cell	The smallest functional unit of a living thing.
Microscope	An instrument that magnifies very small objects.
Chloroplast	Where photosynthesis happens in a plant cell.
Mitochondria	Where respiration happens in a cell.
Diffusion	Movement of particles from high to low concentration.
Unicellular	An organism made of a single cell.

Careers & pathways

Doctor— Understand the body at the level of cells.
Microbiologist— Study cells and micro-organisms.
Biomedical scientist— Analyse cells and samples to diagnose disease.
Research scientist— Investigate how living things work.

Transferable skills these careers rely on

Careful observationUsing equipment preciselyAccurate recordingScale and proportion

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Studying the building blocks of life deepens our wonder at the human body and our respect for the dignity of every person.

Curriculum links

Links to the Body systems knowledge organiser and to Maths (magnification calculations).

Where this connectsAlso studied in Art & Design 8.2 — Under the Microscope for observational drawing under the microscope; Religious Studies 7.1 — Creation and Covenant for the dignity of human life.

7.4SoundKnowledge organiser

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7.4

Sound

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What this unit is about.Students learn that sound is a wave that transfers energy through vibrations, how loudness and pitch relate to amplitude and frequency, how we hear, and how echoes and ultrasound are used.

Builds onKS2 sound.

Leads toGCSE energy and wave motion.

StrandsPhysicsEnergyScience

Key knowledge

Sound is a longitudinal wave that needs a medium to travel
How amplitude affects loudness and frequency affects pitch
How the ear detects sound, and uses of echoes and ultrasound

Key skills

Describe and interpret sound-wave diagrams
Apply the particle model to how sound travels
Measure and compare sound waves

Key vocabulary

Frequency	The number of waves each second, measured in hertz (Hz).
Amplitude	The size of a wave’s vibration; it sets loudness.
Pitch	How high or low a sound is, set by frequency.
Longitudinal	A wave that vibrates along its direction of travel.
Ultrasound	Sound above the range of human hearing.
Echo	A reflected sound wave.

Careers & pathways

Sound engineer— Record and shape sound for music and media.
Audiologist— Test and support people’s hearing.
Sonographer— Use ultrasound to produce medical images.
Acoustic engineer— Design spaces and products around sound.

Transferable skills these careers rely on

Interpreting diagramsApplying modelsCareful measurementLinking cause and effect

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Understanding sound leads to medical imaging and communication that serve people’s health and connection.

Curriculum links

Links to Music (pitch and sound) and Maths (interpreting graphs).

Where this connectsAlso studied in Music 7.1 — Creative composition for pitch, timbre and sound waves; Drama 9.5 — Practitioners & Theatre-Makers for stage sound design.

7.5Body systemsKnowledge organiser

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7.5

Body systems

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What this unit is about.Students learn how the body is organised from cells to systems, and study the skeleton, joints and antagonistic muscle pairs. Breathing and gas exchange are taught in Year 8.the exact unit title used by the department (the scheme of work lists a musculoskeletal focus).

Builds onYear 7 Cells, and KS2 organs and life processes.

Leads toGCSE organisation, respiration and the respiratory system.

StrandsBiologyStructure & propertiesInteractions & systemsScience

Key knowledge

Levels of organisation: cell → tissue → organ → organ system
The skeleton and how joints and antagonistic muscles produce movement

Key skills

Label the main bones, joints and organs of a system
Describe how antagonistic muscles work together
Measure a force exerted by muscles and estimate lung volume

Key vocabulary

Organ	A group of tissues working together for a function.
Tissue	A group of similar cells working together.
Antagonistic muscles	A pair of muscles that move a joint in opposite ways.
Cartilage	Smooth tissue that protects the ends of bones.
Alveolus	A tiny air sac where gas exchange happens.
Gas exchange	The transfer of gases between an organism and its surroundings.

Careers & pathways

Physiotherapist— Help people move and recover.
Doctor— Diagnose and treat the body’s systems.
Sports scientist— Study how the body moves and performs.
Nurse— Care for patients’ health and recovery.

Transferable skills these careers rely on

Labelling accuratelyDescribing systemsCareful measurementLinking structure to function

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Learning how wonderfully the body is made deepens respect for the dignity and health of every person.

Curriculum links

Links to PE (movement and the body) and the Cells knowledge organiser.

Where this connectsAlso studied in Physical Education 1 — Applied anatomy and physiology for anatomy and the skeleton; Physical Education Ae — Aesthetics — Dance & Gymnastics for movement and flexibility.

7.6Human reproductionKnowledge organiser

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7.6

Human reproduction

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What this unit is about.Students learn about adolescence and puberty, the male and female reproductive systems, fertilisation and pregnancy, and the menstrual cycle, taught in an age-appropriate and respectful way.

Builds onPSHE work on growing up.

Leads toGCSE homeostasis and hormonal control.

StrandsBiologyInteractions & systemsScience

Key knowledge

The physical changes of puberty and the role of sex hormones
The structures of the male and female reproductive systems and their functions
Fertilisation, implantation and the stages of the menstrual cycle

Key skills

Label the reproductive systems and describe their functions
Describe the process of fertilisation and implantation
Describe the main stages of the menstrual cycle

Key vocabulary

Gametes	The sex cells — sperm and egg.
Fertilisation	When a sperm nucleus joins an egg nucleus.
Uterus	Where a baby develops before birth.
Ovary	The organ that contains egg cells.
Menstrual cycle	The monthly cycle of the uterus lining.
Sex hormones	Chemical messengers that control puberty and reproduction.

Careers & pathways

Midwife— Support mothers and babies through pregnancy and birth.
Doctor— Care for reproductive and general health.
Nurse— Care for patients across the life course.
Health educator— Teach people about health and wellbeing.

Transferable skills these careers rely on

Using correct terminologyRespectful discussionDescribing processesAccurate recording

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Human life is a gift; studying reproduction with care and respect honours the dignity of every person from the very beginning.

Curriculum links

Links to PSHE and RSE (growing up and relationships).

Where this connectsAlso studied in PSHE 2 — Relationships & RSE for puberty and RSE; Religious Studies 7.1 — Creation and Covenant for the sanctity of life.

7.7Metals and non-metalsKnowledge organiser

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7.7

Metals and non-metals

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What this unit is about.Students compare the properties of metals and non-metals — appearance, conductivity, malleability and density — and sort elements by testing them. They meet acids and alkalis, the pH scale and indicators, and how metals behave in reactions.

Builds onThe particle model and the idea of elements from earlier in Year 7.

Leads toThe atoms and periodic table topic in Year 8, and the reactions of metals in Year 9.

StrandsElementsProperties

Key knowledge

The typical properties of metals — shiny, conductive, malleable, dense
The typical properties of non-metals, and the exceptions
How to test an element to decide whether it is a metal
Acids and alkalis, the pH scale and how indicators work
Neutralisation, and the salts that acids and metals produce

Key skills

Sort elements into metals and non-metals from test results
Measure pH and describe a solution as acidic, neutral or alkaline
Record and compare results in a clear table

Key vocabulary

Metal	An element that is shiny, conducts heat and electricity, and can be hammered into shape.
Non-metal	An element that is usually dull, brittle and a poor conductor.
Malleable	Can be hammered or rolled into shape without breaking.
Conductor	A material that lets heat or electricity pass through it.
pH scale	A scale from 0 to 14 that measures how acidic or alkaline a solution is.

Careers & pathways

Materials engineer— Choose and test the materials a product needs.
Analytical chemist— Identify what substances are made of.
Metallurgist— Work with metals and alloys in industry.
Laboratory technician— Prepare and run experiments safely.

Classifying

Catholic Social Teaching

Care for creation. Knowing what materials can do helps us choose them wisely and waste less of what the earth provides.

Curriculum links

Links to Maths (tables, sorting and comparing data).

Where this connectsAlso studied in Design & Technology P — Product Design: materials, mechanisms & making for material properties and selection; Geography 7.3 — How do rocks shape the landscape? for minerals and extraction.

7.8SpaceKnowledge organiser

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7.8

Space

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What this unit is about.Students learn about the night sky, the Solar System and how it formed, why we have day, night and seasons, the phases of the Moon, and eclipses. They also study space exploration, both crewed missions and exploration by telescope and rover, and discuss the possibility of life on other planets.

Builds onKS2 Earth and space, and seasonal changes.

Leads toGCSE space physics (Triple Science).

StrandsPhysicsForcesInteractions & systemsScience

Key knowledge

The structure of the Solar System and how it formed
Why we have day and night and the seasons
The phases of the Moon, and solar and lunar eclipses

Key skills

Interpret and explain models of the Earth, Sun and Moon
Carry out mathematical calculations about the Solar System
Explain observations using scientific models

Key vocabulary

Solar System	The Sun and everything in orbit around it.
Galaxy	A huge group of stars, such as the Milky Way.
Axis	The imaginary line the Earth spins around.
Satellite	A natural or artificial object orbiting a planet.
Eclipse	When one body passes into the shadow of another.
Orbit	The path of one body around another.

Careers & pathways

Astronomer— Study stars, planets and galaxies.
Astronaut— Live and work in space.
Satellite engineer— Design and operate satellites.
Astrophysicist— Investigate how the universe works.

Transferable skills these careers rely on

Using modelsMathematical reasoningInterpreting evidenceWonder and curiosity

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Contemplating the vastness of the universe inspires awe at creation and our place within it.

Curriculum links

Links to Maths (calculations and scale) and RE (creation and wonder). It also links to the Year 7 project lessons.

Where this connectsAlso studied in Geography 7.2 — Where in the world? for day, night and the seasons; Religious Studies 7.1 — Creation and Covenant for creation and cosmology; Religious Studies C2a — Philosophy: Arguments for God for arguments from design.

7.9ElectricityKnowledge organiser

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7.9

Electricity

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What this unit is about.Students learn about current electricity, how to build and measure series and parallel circuits, and the relationship between potential difference, current and resistance. Static electricity is taught in Year 9, once students know about electrons from the Year 8 atoms topic.the year placement, as the scheme of work also lists electricity in Year 7.

Builds onKS2 simple electrical circuits and conductivity.

Leads toGCSE electrical circuits and electricity in the home.

StrandsPhysicsEnergyScience

Key knowledge

Current, potential difference and resistance, and Ohm’s law (V = I × R)
How current and potential difference behave in series and parallel circuits

Key skills

Build circuits and measure current and potential difference
Draw circuit diagrams using correct symbols
Use and rearrange the equation V = I × R

Key vocabulary

Current	The rate of flow of electric charge, measured in amps (A).
Potential difference	The “push” on charge, measured in volts (V).
Resistance	How hard it is for current to flow, measured in ohms.
Series	Components connected in a single loop.
Parallel	A circuit with more than one path for current.
Ammeter	A device that measures current.

Careers & pathways

Electrician— Install and maintain electrical systems.
Electrical engineer— Design electrical and electronic devices.
Electric-vehicle designer— Design cars powered by electricity.
Paramedic— Use electrical equipment such as defibrillators.

Transferable skills these careers rely on

Building circuitsCareful measurementUsing equationsDrawing diagrams

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Reliable, safe electricity powers hospitals, homes and communities — a shared good that serves everyone.

Curriculum links

Links to Maths (using equations). Students rearrange the equation in the Year 9 electricity topic, not here.

Where this connectsAlso studied in Computing 9.6 — Applying programming skills with physical computing for physical computing and circuits; Design & Technology P — Product Design: materials, mechanisms & making for electronics in products.

Year 8

8.1Atoms, elements and the periodic tableKnowledge organiser

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8.1

Atoms, elements and the periodic table

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What this unit is about.Students learn that everything is made of atoms, how the atomic model and electronic configuration explain an element’s behaviour, and how the periodic table is organised into groups and periods. They study the properties of elements, how atoms join to form compounds, chemical formulae, and the characteristic behaviour of group 1, group 7 and group 0.

Department organisersAtoms, elements and compounds ↗The periodic table ↗

Builds onThe Year 7 particle model, atoms and elements.

Leads toGCSE bonding, structure and properties, and the groups of the periodic table.

StrandsChemistryParticlesStructure & propertiesScience

Key knowledge

How the periodic table is organised into groups and periods
Everything is made of atoms; atoms of one kind make an element
The atomic model and electronic configuration
The physical and chemical properties of elements
Atoms join to form molecules and compounds
Group 1 — the alkali metals and their reactions
Group 7 — the halogens and displacement
Writing and interpreting chemical formulae
Group 0 — the noble gases and why they are unreactive

Key skills

Describe patterns in properties across the periodic table
Interpret data from tables and graphs
Use group patterns to predict properties of elements

Key vocabulary

Group	A vertical column; elements with similar properties.
Period	A horizontal row of the periodic table.
Alkali metal	A very reactive metal in Group 1.
Halogen	A reactive non-metal in Group 7.
Noble gas	An unreactive element in Group 0.
Displacement reaction	A more reactive element takes the place of a less reactive one.

Careers & pathways

Metallurgist— Study and develop metals and alloys.
Research scientist— Investigate elements and their reactions.
Chemical engineer— Turn reactions into useful products.
Jewellery maker— Work with the properties of metals.

Transferable skills these careers rely on

Pattern-spottingInterpreting dataPredicting from evidencePrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.The periodic table is a shared achievement of scientists worldwide, used to develop materials that benefit everyone.

Curriculum links

Links to Physics (atomic structure) and Maths (interpreting graphical data).

Where this connectsAlso studied in Computing 8.4 — Representations — from clay to silicon for binary and data representation; Mathematics N — Number for standard form and large numbers.

8.2Separation techniquesKnowledge organiser

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8.2

Separation techniques

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What this unit is about.Students learn what mixtures and solutions are, and how to choose and use filtration, evaporation, distillation and chromatography to separate them, using the particle model to explain how each works.

Builds onKS2 separating mixtures, and the Year 7 particle model and compounds and mixtures.

Leads toGCSE chemical analysis, making salts and purifying water.

StrandsChemistryParticlesScience

Key knowledge

Mixtures, solutions, solubility and saturation
Filtration, evaporation, distillation and chromatography
Choosing the right technique to separate a given mixture

Key skills

Select an appropriate separation technique for a mixture
Suggest advantages and disadvantages of each technique
Use the particle model to explain how a method works

Key vocabulary

Mixture	Substances together but not chemically joined.
Solution	A solute dissolved evenly in a solvent.
Solvent	The liquid a solute dissolves in.
Filtration	Separating an insoluble solid from a liquid.
Distillation	Separating a solvent from a solution by evaporation and condensation.
Chromatography	Separating soluble substances in the same solvent.

Careers & pathways

Chemical engineer— Design large-scale separation processes.
Water treatment worker— Clean and purify water supplies.
Chemical analyst— Identify substances in samples.
Environmental scientist— Monitor and protect water and air.

Transferable skills these careers rely on

Choosing methodsEvaluating techniquesExplaining with modelsWorking safely

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Separation techniques let us purify water and protect the environment — caring for the creation we all share.

Curriculum links

Links to Biology (chromatography of chlorophyll) and Geography (water purification).

Where this connectsAlso studied in Geography 8.4 — Is the world running out of water? for water treatment; Design & Technology F — Food Preparation & Nutrition: safe cooking & nutrition for sieving, filtering and separating.

8.3MagnetismKnowledge organiser

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8.3

Magnetism

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What this unit is about.Students learn about magnets and magnetic materials, magnetic fields and how to represent them, the Earth’s magnetic field, and how electromagnets are made and used.

Builds onThe Year 8 Electricity unit.

Leads toGCSE electromagnetism and motors.

StrandsPhysicsForcesScience

Key knowledge

Magnetic poles: like poles repel and opposite poles attract
Magnetic fields, field lines and the Earth’s magnetic field
How electromagnets work and how their strength can be increased

Key skills

Investigate and draw the shape of a magnetic field
Use a plotting compass and iron filings to show fields
Describe how to change the strength of an electromagnet

Key vocabulary

Magnet	A material with a north and south pole and a magnetic field.
Magnetic field	A region where a magnetic material feels a force.
Attract	Pulled together, as with opposite poles.
Repel	Pushed apart, as with like poles.
Electromagnet	A temporary magnet made using an electric current.
Core	A magnetic material inside a coil to strengthen the field.

Careers & pathways

Electrical engineer— Design motors, generators and devices.
Maglev train designer— Use magnetism to lift and move trains.
Scrapyard operator— Use electromagnets to move metal.
Medical physicist— Work with magnetic imaging (MRI).

Transferable skills these careers rely on

InvestigatingRepresenting fieldsWorking safelyExplaining with evidence

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Magnetism drives motors, generators and medical scanners that serve people across society.

Curriculum links

Links to the Electricity knowledge organiser (electromagnets).

Where this connectsAlso studied in Geography 7.2 — Where in the world? for compasses and bearings; Design & Technology P — Product Design: materials, mechanisms & making for motors and mechanisms.

8.4EnergyKnowledge organiser

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8.4

Energy

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What this unit is about.Students learn about energy stores and transfers, fuels, renewable and non-renewable resources, conservation of energy, temperature and heat transfer by conduction, convection and radiation, and work and power. Energy in food, and the investigation into it, is taught in the Year 8 nutrition and digestion topic.

Builds onKS2 energy ideas and the Year 7 particle model.

Leads toGCSE energy stores, transfers and resources.

StrandsPhysicsEnergyParticlesScience

Key knowledge

Energy stores and how energy is transferred between them
Renewable and non-renewable resources, and conservation of energy
Heat transfer by conduction, convection and radiation, and work and power

Key skills

Carry out a practical safely and use SI units correctly
Apply scientific knowledge to explain data
Perform calculations and convert units

Key vocabulary

Energy store	Energy held in an object, such as food or a hot object.
Joule	The unit of energy (J).
Conservation of energy	Energy cannot be created or destroyed, only transferred.
Conduction	Energy transfer through a solid by vibrating particles.
Convection	Energy transfer by movement of a fluid.
Work	Energy transferred when a force moves an object.

Careers & pathways

Heating engineer— Design efficient heating systems.
Renewable-energy technician— Install and maintain clean energy.
Mechanical engineer— Design machines that transfer energy.
Building surveyor— Improve how buildings use energy.

Transferable skills these careers rely on

Working safelyUsing units correctlyCalculatingExplaining data

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Choosing and using energy wisely is central to caring for creation and protecting it for future generations.

Curriculum links

Links to Geography (energy resources) and Maths (calculations and units).

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for renewable and non-renewable energy; Physical Education 7 — Health, fitness and well-being for energy balance and diet.

8.5Plant organ systemsKnowledge organiser

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8.5

Plant organ systems

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What this unit is about.Students study the plant as a set of organ systems: leaf structure and function, how plants make food by photosynthesis, flower structure and pollination, germination, and an investigation into seed dispersal methods.

Department organisersPlant reproduction ↗Biological processes ↗

Builds onThe essential life processes met earlier in KS3.

Leads toGCSE cellular respiration and photosynthesis.

StrandsBiologyEnergyInteractions & systemsScience

Key knowledge

Leaf structure and how each part supports its function
Photosynthesis — the reactants, products and word equation
Flower structure and the parts involved in reproduction
Pollination and fertilisation in plants
Germination and what a seed needs to grow
Methods of seed dispersal, and how to investigate them

Key skills

Label a leaf and a flower and explain what each part does
Explain photosynthesis using the word equation
Plan and carry out an investigation into seed dispersal

Key vocabulary

Photosynthesis	How plants make glucose from carbon dioxide and water.
Chlorophyll	The green pigment that absorbs light.
Aerobic respiration	Releasing energy from glucose using oxygen.
Anaerobic respiration	Releasing energy from glucose without oxygen.
Fermentation	Anaerobic respiration in yeast, making ethanol and carbon dioxide.
Haemoglobin	The protein in red blood cells that carries oxygen.

Careers & pathways

Farmer— Grow crops using knowledge of photosynthesis.
Food scientist— Use fermentation to make food and drink.
Doctor— Understand respiration in the body.
Brewer / baker— Use fermentation in production.

Transferable skills these careers rely on

Writing equationsPractical testingComparing processesLinking structure to function

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Photosynthesis sustains life on Earth; understanding it deepens our care for the living world.

Curriculum links

Links to Chemistry (chemical reactions) and the Ecosystems knowledge organiser.

Where this connectsAlso studied in Geography 7.1 — Why is our planet important? for photosynthesis and ecosystems; Geography 8.1 — Food: is there enough for everyone? for food production and yield.

8.6EcosystemsKnowledge organiser

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8.6

Ecosystems

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What this unit is about.Students learn how organisms interact in ecosystems through food chains and webs, how energy and toxins pass along them, competition and interdependence, and how organisms are adapted to their environment.

Builds onKS2 habitats and adaptation.

Leads toGCSE ecology and the effect of biotic and abiotic factors.

StrandsBiologyInteractions & systemsStructure & propertiesScience

Key knowledge

Food chains, food webs and the flow of energy
Interdependence, competition and predator–prey relationships
Adaptation, bioaccumulation and biodiversity

Key skills

Construct and interpret food chains and webs
Use quadrats to sample populations
Use graphs to model predator–prey relationships

Key vocabulary

Ecosystem	The interaction of living things with their habitat.
Producer	An organism that makes its own food by photosynthesis.
Food web	A set of linked food chains for an area.
Adaptation	A feature that helps an organism survive.
Bioaccumulation	The build-up of toxins along a food chain.
Decomposer	An organism that breaks down dead material.

Careers & pathways

Ecologist— Study relationships between living things.
Conservationist— Protect species and habitats.
Environmental scientist— Monitor and protect ecosystems.
Park ranger— Manage and protect wild places.

Transferable skills these careers rely on

Constructing modelsSamplingInterpreting graphsSystems thinking

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding how ecosystems depend on one another calls us to protect the balance of the natural world.

Curriculum links

Links to Geography (habitats and environments) and the Biological processes knowledge organiser.

Where this connectsAlso studied in Geography 9.4 — How can we save our oceans? for food webs and habitats; Geography t7 — Topic 7: People and the biosphere for biomes and the biosphere.

8.7Health and lifestyleKnowledge organiser

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8.7

Health and lifestyle

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What this unit is about.Students learn about a balanced diet and the nutrients the body needs, how to test foods, how the digestive system and enzymes work, and the effects of drugs, alcohol and smoking on health.

Builds onKS2 the main parts of plants and animals.

Leads toGCSE health and lifestyle, and organisation.

StrandsBiologyInteractions & systemsEnergyScience

Key knowledge

A balanced diet and the role of each type of nutrient
The digestive system and how enzymes break down food
The effects of drugs, alcohol and smoking on the body

Key skills

Carry out food tests for starch, sugar, protein and lipids
Describe the role of enzymes in digestion
Calculate percentages and make scientific predictions

Key vocabulary

Enzyme	A protein that speeds up reactions such as digestion.
Catalyst	A substance that speeds up a reaction without being used up.
Bile	A substance that breaks fat into small droplets.
Villi	Tiny projections that increase absorption in the intestine.
Stimulant	A drug that speeds up the nervous system.
Balanced diet	Eating the right amounts of each nutrient.

Careers & pathways

Dietician— Advise people on healthy eating.
Doctor— Diagnose and treat health conditions.
Personal trainer— Support healthy, active lifestyles.
Pharmacist— Advise on medicines and their effects.

Transferable skills these careers rely on

Practical testingMaking predictionsCalculatingInformed decision-making

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Caring for our health and making informed choices honours the dignity of the body as a gift to be respected.

Curriculum links

Links to PE and PSHE (healthy lifestyles).

Where this connectsAlso studied in Design & Technology F — Food Preparation & Nutrition: safe cooking & nutrition for a balanced diet; Physical Education 7 — Health, fitness and well-being for health, fitness and well-being; PSHE 1 — Health & Wellbeing for making healthy choices.

8.8InheritanceKnowledge organiser

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8.8

Inheritance

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What this unit is about.Students learn about variation and its causes, DNA, chromosomes and genes, how characteristics are inherited, and how natural selection and extinction shape life over time.

Builds onKS2 that living things vary and better-adapted ones survive.

Leads toGCSE genetics, evolution and classification.

StrandsBiologyStructure & propertiesInteractions & systemsScience

Key knowledge

Continuous and discontinuous variation, and inherited and environmental variation
DNA, chromosomes and genes, and how characteristics are inherited
Natural selection, evolution and extinction

Key skills

Choose and plot the right graph for variation data
Describe how characteristics are inherited
Explain the process of natural selection

Key vocabulary

Variation	Differences between individuals of the same species.
DNA	The chemical that carries genetic information.
Chromosome	A long strand of DNA containing many genes.
Gene	A section of DNA coding for a characteristic.
Natural selection	Better-adapted individuals survive and reproduce.
Evolution	The gradual change of species over time.

Careers & pathways

Geneticist— Study genes and inheritance.
Ecologist— Study how species adapt and survive.
Conservationist— Protect biodiversity and threatened species.
Zoologist— Study animals and their evolution.

Transferable skills these careers rely on

Choosing graphsDisplaying dataExplaining processesEvaluating evidence

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding the diversity of life deepens our respect for every living thing and our duty to protect biodiversity.

Curriculum links

Links to Maths (choosing and plotting graphs) and the Ecosystems knowledge organiser.

Where this connectsAlso studied in Mathematics PR — Probability for probability and genetic crosses; Religious Studies 7.1 — Creation and Covenant for human dignity and bioethics.

8.9LightKnowledge organiser

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8.9

Light

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What this unit is about.Students learn that light travels in straight lines, how it reflects and refracts, how we see, how the eye and camera work, and how colour and dispersion arise.the scheme of work places Light in Year 8, while this organiser is labelled Year 7.

Builds onKS2 light.

Leads toGCSE energy and wave motion.

StrandsPhysicsEnergyScience

Key knowledge

Light travels in straight lines and can travel through a vacuum
Reflection (the law of reflection) and refraction
How the eye works, and how colour and dispersion arise

Key skills

Measure angles and draw accurate ray diagrams
Label diagrams of the eye and a camera
Compare models of reflection and refraction

Key vocabulary

Reflection	Light bouncing off a surface.
Refraction	Light changing direction as its speed changes.
Normal	A line at right angles to a surface where a ray meets it.
Transparent	Lets light through so you can see through it.
Dispersion	Splitting white light into a spectrum of colours.
Photoreceptor	A cell in the eye sensitive to light.

Careers & pathways

Optician— Test eyes and prescribe lenses.
Photographer— Use light to create images.
Studio engineer— Design lighting for film and media.
Optical engineer— Design lenses, cameras and instruments.

Transferable skills these careers rely on

Drawing diagrams accuratelyMeasuring anglesComparing modelsCareful observation

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.The beauty of light and colour invites wonder at creation and gratitude for the gift of sight.

Curriculum links

Links to Art (colour and light) and the Sound knowledge organiser (waves). It also links to plants and photosynthesis.

Where this connectsAlso studied in Art & Design 7.1 — Formal Elements for colour, tone and light; Drama 9.5 — Practitioners & Theatre-Makers for stage lighting; Computing 8.1 — Digital graphics and image editing (Photopea) for digital images and pixels.

Year 9

Year 9 begins by consolidating Key Stage 3 skills and knowledge and working through the harder parts of the Key Stage 3 curriculum, before GCSE content starts in January.

9.1Chemical reactionsKnowledge organiser

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9.1

Chemical reactions

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What this unit is about.Students begin GCSE chemistry by studying combustion (oxidation) and thermal decomposition, and by writing and balancing equations to represent what happens in a reaction.

Builds onYear 7–8 chemical reactions and word equations.

Leads toGCSE quantitative chemistry and energy changes.

StrandsChemistryEnergyParticlesScience

Key knowledge

Combustion is an oxidation reaction that releases energy
Thermal decomposition breaks a compound down using heat
How to represent reactions with word and balanced symbol equations

Key skills

Write word and balanced symbol equations
Classify reactions as combustion, oxidation or decomposition

Key vocabulary

Combustion	Burning — an oxidation reaction that releases energy.
Oxidation	A reaction in which a substance gains oxygen.
Thermal decomposition	Breaking a compound down using heat.
Reactant	A substance you start with in a reaction.
Product	A substance made in a reaction.

Careers & pathways

Chemist— Study and design chemical reactions.
Chemical engineer— Run reactions safely at large scale.
Forensic scientist— Use chemistry to analyse evidence.
Materials scientist— Develop new substances.

Transferable skills these careers rely on

Writing equationsClassifying reactionsWorking safelyPrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding combustion and the fuels we burn helps students weigh the impact of energy use on the world we are called to protect.

Curriculum links

— this is Key Stage 3 national curriculum content taught at the start of Year 9, which links on to the GCSE chemistry topics.

Where this connectsAlso studied in Design & Technology 5.2 — Food science — cooking & functional properties for food science and cooking reactions; Geography 7.3 — How do rocks shape the landscape? for chemical weathering.

9.2Forces — appliedKnowledge organiser

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9.2

Forces — applied

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What this unit is about.Students apply their Key Stage 3 understanding of forces to GCSE contexts, working with resultant forces and beginning to link force, mass and acceleration. The topic recaps the basics of forces before teaching turning forces (moments), then static electricity as a non-contact force, then recaps circuits and introduces resistance and Ohm’s law, which are not covered in the Year 7 electricity topic.

Builds onYear 7 Forces.

Leads toGCSE forces, motion and Newton’s laws.

StrandsPhysicsForcesScience

Key knowledge

Resultant forces and their effect on the motion of an object
Contact and non-contact forces in more demanding contexts
An introduction to the link between force, mass and acceleration

Key skills

Calculate resultant forces and draw free-body diagrams
Use and rearrange simple force equations

Key vocabulary

Resultant force	The single force with the same effect as all the forces.
Acceleration	How quickly velocity changes.
Free-body diagram	A diagram showing all forces on one object.
Equilibrium	When forces are balanced.
Newton	The unit of force (N).

Careers & pathways

Engineer— Design structures and machines around forces.
Automotive designer— Design safe, efficient vehicles.
Physicist— Investigate motion and forces.
Pilot— Apply forces and motion in flight.

Transferable skills these careers rely on

CalculatingDrawing diagramsMathematical reasoningModelling

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.A sound grasp of forces underpins the engineering that keeps transport, buildings and workplaces safe for everyone.

Curriculum links

Where this connectsAlso studied in Physical Education 2 — Movement analysis for levers and moments in movement; Mathematics ME — Mechanics for mechanics.

9.3Circuits — resistanceKnowledge organiser

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9.3

Circuits — resistance

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What this unit is about.Students extend their circuit work to GCSE, meeting resistance and Ohm’s law, and investigating how current and potential difference behave in series and parallel circuits.

Builds onYear 8 Electricity.

Leads toGCSE electricity and electricity in the home.

StrandsPhysicsEnergyScience

Key knowledge

Resistance and Ohm’s law (V = I × R)
How current and potential difference behave in series and parallel
Current–potential difference (I–V) graphs for components

Key skills

Build circuits and measure current and potential difference
Use and rearrange V = I × R and plot I–V graphs

Key vocabulary

Resistance	How hard it is for current to flow (ohms).
Ohm’s law	V = I × R for a fixed resistor.
Series	Components in a single loop.
Parallel	More than one path for current.
Ohm	The unit of resistance.

Careers & pathways

Electrical engineer— Design circuits and devices.
Electronics designer— Design electronic products.
Electrician— Install and maintain wiring.
Renewable-energy engineer— Design clean power systems.

Transferable skills these careers rely on

Building circuitsCareful measurementUsing equationsPlotting graphs

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Reliable electricity is a shared good; understanding circuits helps students use and design it safely for the benefit of all.

Curriculum links

— builds on the Year 7 electricity topic and links to the GCSE electricity topic.

Where this connectsAlso studied in Computing 9.6 — Applying programming skills with physical computing for building and testing circuits; Mathematics A — Algebra for rearranging formulae.

9.4Conservation of mass and metal reactionsKnowledge organiser

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9.4

Conservation of mass and metal reactions

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What this unit is about.Students learn that mass is conserved in reactions, practise balancing symbol equations, and study the reactions of metals with acids, water and oxygen using the reactivity series.

Builds onYear 8 The periodic table and Metals and materials.

Leads toGCSE reactivity, extraction and quantitative chemistry.

StrandsChemistryParticlesStructure & propertiesScience

Key knowledge

Mass is conserved in a chemical reaction
How to balance symbol equations
Reactions of metals and the reactivity series

Key skills

Balance symbol equations
Use the reactivity series to predict metal reactions

Key vocabulary

Conservation of mass	Total mass of reactants equals total mass of products.
Balanced equation	An equation with equal atoms on each side.
Reactivity series	Metals ordered from most to least reactive.
Displacement	A more reactive metal takes the place of a less reactive one.
Salt	A compound formed when a metal replaces the hydrogen in an acid.

Careers & pathways

Chemist— Study reactions and substances.
Metallurgist— Work with metals and alloys.
Chemical engineer— Scale up reactions safely.
Materials scientist— Design useful materials.

Transferable skills these careers rely on

Balancing equationsPredicting from patternsCareful measurementReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Using and recovering metals wisely reduces waste and cares for the finite resources of creation.

Curriculum links

— links to chemical changes in GCSE chemistry.

Where this connectsAlso studied in Mathematics N — Number for calculating with mass; Design & Technology P — Product Design: materials, mechanisms & making for metals in products.

9.5RespirationKnowledge organiser

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9.5

Respiration

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What this unit is about.Students study aerobic and anaerobic respiration at GCSE depth, including where respiration happens, its equations, and how the body responds during exercise.

Builds onYear 8 Biological processes.

Leads toGCSE bioenergetics and cellular respiration.

StrandsBiologyEnergyInteractions & systemsScience

Key knowledge

Aerobic and anaerobic respiration and their equations
Respiration is an exothermic reaction that happens in every cell
Oxygen debt and the body’s response to exercise

Key skills

Write equations for aerobic and anaerobic respiration
Compare the two types and interpret data on exercise

Key vocabulary

Aerobic respiration	Releasing energy from glucose using oxygen.
Anaerobic respiration	Releasing energy from glucose without oxygen.
Mitochondria	Where aerobic respiration happens.
Metabolism	All the chemical reactions in the body.
Oxygen debt	Extra oxygen needed after anaerobic exercise.

Careers & pathways

Doctor— Understand how the body uses energy.
Sports scientist— Study performance and recovery.
Biochemist— Study reactions in living things.
Dietician— Advise on energy and nutrition.

Transferable skills these careers rely on

Writing equationsComparing processesInterpreting dataApplying to real life

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Understanding how the body releases energy deepens respect for the wonder of the human body and the care it deserves.

Curriculum links

— links to the GCSE bioenergetics topic.

Where this connectsAlso studied in Physical Education 1 — Applied anatomy and physiology for aerobic and anaerobic exercise; Physical Education 4 — Exercise physiology for exercise physiology.

9.6Catalyst investigationKnowledge organiser

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9.6

Catalyst investigation

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What this unit is about.Students carry out an investigation into how a catalyst affects the rate of a reaction, developing the planning, measuring and analysis skills needed for GCSE required practicals.

Builds onWorking-scientifically skills across Key Stage 3.

Leads toGCSE rates of reaction and required practicals.

StrandsChemistryEnergyParticlesScience

Key knowledge

A catalyst speeds up a reaction without being used up
What is meant by the rate of a reaction
How to control variables to make a test fair

Key skills

Plan and carry out a rate investigation, controlling variables
Collect, analyse and evaluate rate data

Key vocabulary

Catalyst	A substance that speeds up a reaction without being used up.
Rate of reaction	How quickly reactants are used or products form.
Variable	A factor that can change in an investigation.
Repeatable	Getting similar results when you repeat a test.
Anomaly	A result that does not fit the pattern.

Careers & pathways

Chemist— Investigate and speed up reactions.
Process chemist— Optimise industrial reactions.
Chemical engineer— Design efficient processes.
Research scientist— Test ideas through investigation.

Transferable skills these careers rely on

Planning investigationsControlling variablesAnalysing dataEvaluating methods

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Careful, honest investigation reflects the dignity of scientific work done with integrity and in the service of truth.

Curriculum links

— links to the GCSE chemistry rates of reaction topic.

Where this connectsAlso studied in Mathematics S — Statistics for planning and presenting results; Computing 9.3 — Data science for data science and analysis.

9.7AtmosphereKnowledge organiser

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9.7

Atmosphere

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What this unit is about.Students study the composition of the Earth’s atmosphere and how it has changed, greenhouse gases and the greenhouse effect, and the evidence for climate change.

Builds onYear 8 climate change and the carbon cycle.

Leads toGCSE chemistry of the atmosphere.

StrandsChemistryParticlesInteractions & systemsScience

Key knowledge

The gases that make up today’s atmosphere
How the atmosphere formed and changed over time
Greenhouse gases, the greenhouse effect and human impact

Key skills

Interpret data about the atmosphere
Evaluate evidence for climate change

Key vocabulary

Atmosphere	The layer of gases surrounding the Earth.
Greenhouse gas	A gas that traps heat, e.g. carbon dioxide or methane.
Greenhouse effect	Warming caused by gases trapping heat.
Climate change	Long-term changes in global climate.
Carbon dioxide	A greenhouse gas released by burning fuels.

Careers & pathways

Atmospheric scientist— Study the air and climate.
Environmental scientist— Monitor and protect the environment.
Climate researcher— Investigate climate change.
Meteorologist— Study and forecast weather.

Transferable skills these careers rely on

Interpreting dataEvaluating evidenceReasoning about impactCommunicating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.The atmosphere is part of our common home; understanding it calls us to protect the climate for the whole human family and future generations.

Curriculum links

— a GCSE topic, following on from the Year 8 topic on climate change.

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for greenhouse gases and energy; Geography 9.4 — How can we save our oceans? for climate and the oceans; Religious Studies 7.1 — Creation and Covenant for care for creation.

9.8Energy transfersKnowledge organiser

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9.8

Energy transfers

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What this unit is about.Students study energy at GCSE — energy stores and transfers, conservation and dissipation, efficiency, and ways of reducing unwanted transfers.

Builds onYear 8 Energy.

Leads toGCSE energy stores, transfers and resources.

StrandsPhysicsEnergyScience

Key knowledge

Energy stores and the pathways that transfer energy between them
Energy is conserved, but some is dissipated to the surroundings
Efficiency and how to reduce unwanted energy transfers

Key skills

Calculate efficiency and describe energy transfers
Evaluate ways of reducing unwanted transfers

Key vocabulary

Energy store	Energy held in a system, e.g. thermal or kinetic.
Dissipation	Energy spreading out to the surroundings, often as heat.
Efficiency	The fraction of energy transferred usefully.
Conservation of energy	Energy cannot be created or destroyed.
Insulation	Reducing unwanted energy transfer.

Careers & pathways

Energy engineer— Design efficient energy systems.
Building surveyor— Improve how buildings use energy.
Environmental engineer— Reduce energy waste.
Physicist— Study energy and its transfer.

Transferable skills these careers rely on

Calculating efficiencyDescribing transfersEvaluatingUsing units

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Using energy efficiently and reducing waste is a practical way of caring for creation and its resources.

Curriculum links

— a GCSE topic, building on energy transfers from Year 8.

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for energy resources; Physical Education 4 — Exercise physiology for energy systems in exercise.

9.9CellsKnowledge organiser

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9.9

Cells

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What this unit is about.Students revisit cells to begin GCSE cell biology, comparing eukaryotic and prokaryotic cells, meeting sub-cellular structures, and using microscopy and magnification.

Builds onYear 7 Cells.

Leads toGCSE cell biology and transport in cells.

StrandsBiologyStructure & propertiesScience

Key knowledge

The differences between eukaryotic and prokaryotic cells
Sub-cellular structures and their functions
Microscopy, magnification and orders of magnitude

Key skills

Use a microscope and calculate magnification
Convert between units and use standard form

Key vocabulary

Eukaryotic	A cell with a nucleus (plants, animals).
Prokaryotic	A cell without a true nucleus (bacteria).
Sub-cellular structure	A part of a cell, e.g. a mitochondrion.
Magnification	How much bigger an image is than the object.
Resolution	The smallest detail that can be seen.

Careers & pathways

Microbiologist— Study cells and micro-organisms.
Biomedical scientist— Analyse cells and samples.
Doctor— Understand the body at a cellular level.
Research scientist— Investigate how life works.

Transferable skills these careers rely on

Using microscopesCalculatingConverting unitsAccurate recording

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Studying the building blocks of life renews our wonder at the human body and our respect for the dignity of every person.

Curriculum links

— a GCSE topic, building on the cells topic taught in Year 7.

Where this connectsAlso studied in Art & Design 8.2 — Under the Microscope for looking closely at natural forms; Mathematics G — Geometry & measures for scale and magnification.

9.10Atomic structure and the periodic tableKnowledge organiser

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9.10

Atomic structure and the periodic table

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What this unit is about.Students study how our model of the atom developed and how the modern periodic table is organised, including sub-atomic particles and electronic structure.

Builds onYear 8 The periodic table.

Leads toGCSE atomic structure and bonding.

StrandsChemistryParticlesStructure & propertiesScience

Key knowledge

Protons, neutrons and electrons and their relative charges
How the model of the atom developed over time
Groups, periods and electronic structure

Key skills

Describe the structure of an atom and work out electronic structure
Explain how scientific models change with evidence

Key vocabulary

Proton	A positive particle in the nucleus.
Neutron	A neutral particle in the nucleus.
Electron	A negative particle in shells around the nucleus.
Isotope	Atoms of an element with different numbers of neutrons.
Electronic structure	How electrons are arranged in shells.

Careers & pathways

Chemist— Study atoms and reactions.
Physicist— Investigate the structure of matter.
Research scientist— Develop new understanding.
Science communicator— Explain science to the public.

Transferable skills these careers rely on

Describing structureModellingExplaining changePrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.The atomic model is a shared human achievement, refined by many scientists across time and nations for the good of all.

Curriculum links

— a GCSE topic, building on the periodic table topic taught in Year 8.

Where this connectsAlso studied in Computing 8.4 — Representations — from clay to silicon for binary and representation; Mathematics N — Number for standard form.

9.11OrganisationKnowledge organiser

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9.11

Organisation

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What this unit is about.Students study how organisms are organised from cells to systems at GCSE, focusing on the digestive system and the role of enzymes.

Builds onYear 7 Body systems and Year 8 Health and lifestyle.

Leads toGCSE organisation and enzymes.

StrandsBiologyStructure & propertiesInteractions & systemsScience

Key knowledge

The hierarchy of organisation: cells, tissues, organs and systems
How enzymes work (the lock-and-key model)
The structure and function of the digestive system

Key skills

Describe levels of organisation and enzyme action
Carry out and interpret food tests

Key vocabulary

Tissue	A group of similar cells working together.
Organ	A group of tissues working together.
Organ system	A group of organs working together.
Enzyme	A biological catalyst that speeds up reactions.
Substrate	The molecule an enzyme acts on.

Careers & pathways

Doctor— Diagnose and treat the body’s systems.
Biomedical scientist— Analyse samples to diagnose disease.
Dietician— Advise on digestion and nutrition.
Surgeon— Operate on organs and tissues.

Transferable skills these careers rely on

Describing systemsExplaining processesPractical testingLinking structure to function

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Learning how the body is organised deepens respect for the dignity and health of the human person.

Curriculum links

— a GCSE topic, building on the systems topics taught in Year 7 (muscles) and Year 8 (breathing).

Where this connectsAlso studied in Physical Education 1 — Applied anatomy and physiology for body systems and organs; Physical Education 7 — Health, fitness and well-being for health and fitness.

9.12Energy and work doneKnowledge organiser

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9.12

Energy and work done

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What this unit is about.Students study work done, energy transfer by forces and power at GCSE, using and rearranging the key equations.

Builds onYear 8 Energy and Year 9 Forces.

Leads toGCSE energy, forces and power.

StrandsPhysicsEnergyForcesScience

Key knowledge

Work done = force × distance moved in the direction of the force
A force transfers energy when it does work
Power is the rate of transferring energy

Key skills

Calculate work done and power
Rearrange equations and use correct units

Key vocabulary

Work done	Energy transferred when a force moves an object.
Joule	The unit of energy and work (J).
Power	The rate of transferring energy.
Watt	The unit of power (W).
Force	A push or pull measured in newtons.

Careers & pathways

Mechanical engineer— Design machines that transfer energy.
Physicist— Study energy and motion.
Sports scientist— Analyse power and performance.
Energy consultant— Advise on efficient energy use.

Transferable skills these careers rely on

CalculatingRearranging equationsUsing unitsModelling

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Understanding work and power values the effort and skill of the many kinds of work that keep society running.

Curriculum links

— a GCSE topic, building on energy transfers taught earlier in Year 9 and in Year 8.

Where this connectsAlso studied in Physical Education 5 — Biomechanical movement for biomechanics and work done; Mathematics ME — Mechanics for mechanics.

9.13Ecology 1Knowledge organiser

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9.13

Ecology 1

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What this unit is about.Students begin GCSE ecology, studying how organisms are organised in ecosystems, interdependence and competition, and how to sample populations.

Builds onYear 8 Ecosystems.

Leads toGCSE ecology and biodiversity.

StrandsBiologyInteractions & systemsScience

Key knowledge

Levels of organisation in an ecosystem
Interdependence and competition between organisms
Sampling populations using quadrats and transects

Key skills

Sample populations and interpret ecological data
Describe interdependence and competition

Key vocabulary

Ecosystem	The interaction of living things with their habitat.
Community	All the populations living in a habitat.
Population	All the members of one species in an area.
Interdependence	How organisms depend on one another.
Quadrat	A square frame used to sample populations.

Careers & pathways

Ecologist— Study relationships between living things.
Conservationist— Protect species and habitats.
Environmental scientist— Monitor ecosystems.
Park ranger— Manage and protect wild places.

Transferable skills these careers rely on

SamplingInterpreting dataSystems thinkingFieldwork

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding how living things depend on one another calls us to protect the balance of the natural world entrusted to us.

Curriculum links

— a GCSE topic, building on ecology in Year 7 and adaptation and conservation in Year 8.

Where this connectsAlso studied in Geography 9.4 — How can we save our oceans? for oceans and biodiversity; Geography t7 — Topic 7: People and the biosphere for the biosphere.

9.14Separating mixtures and groups of the periodic tableKnowledge organiser

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9.14

Separating mixtures and groups of the periodic table

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What this unit is about.Students revisit separation techniques and the groups of the periodic table to consolidate Key Stage 3 chemistry and prepare for GCSE, including pure substances and formulations.

Builds onYear 8 Separation techniques and The periodic table.

Leads toGCSE chemical analysis and the groups of the periodic table.

StrandsChemistryParticlesStructure & propertiesScience

Key knowledge

Choosing and using filtration, distillation and chromatography
Trends in Groups 1, 7 and 0 of the periodic table
Pure substances and formulations

Key skills

Select separation techniques and interpret chromatograms
Describe and explain patterns in periodic-table groups

Key vocabulary

Pure substance	A single element or compound.
Formulation	A mixture made to an exact recipe for a purpose.
Chromatography	Separating soluble substances in the same solvent.
Group	A column of the periodic table with similar properties.
Trend	A pattern in properties across a group or period.

Careers & pathways

Analytical chemist— Identify substances in samples.
Chemical engineer— Design separation processes.
Forensic scientist— Analyse evidence.
Water scientist— Purify and test water.

Transferable skills these careers rely on

Choosing methodsInterpreting resultsPattern-spottingEvaluating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Separation and analysis let us purify water and monitor pollution, caring for the environment we all share.

Curriculum links

— a GCSE topic, building on the periodic table in Year 8 and chemical reactions at the start of Year 9.

Where this connectsAlso studied in Design & Technology F — Food Preparation & Nutrition: safe cooking & nutrition for sieving and filtering in cooking; Computing 9.3 — Data science for classifying and grouping data.

9.15Metals and materialsKnowledge organiser

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9.15

Metals and materials

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What this unit is about.Students study how metals react with water and with acids, the reactivity series and displacement reactions, and the properties and uses of ceramics, polymers and composites. The properties of metals and non-metals are taught in Year 7.the year placement of this material.

Builds onThe Year 8 periodic table unit and the Year 7 particle model.

Leads toGCSE reactivity, metal extraction and materials.

StrandsChemistryStructure & propertiesParticlesScience

Key knowledge

How metals react with acids, water and oxygen
The reactivity series and displacement reactions
The properties and uses of ceramics, polymers and composites

Key skills

Use the reactivity series to predict reactions
Write word equations for metal reactions
Match materials to their uses based on properties

Key vocabulary

Reactivity series	A list of metals from most to least reactive.
Salt	A compound where a metal replaces the hydrogen of an acid.
Displacement reaction	A more reactive metal displaces a less reactive one.
Ceramic	A hard, brittle material made by firing clay.
Polymer	A material made of very long molecules.
Composite	A material combining others to gain their properties.

Careers & pathways

Materials scientist— Design and test new materials.
Metallurgist— Work with metals and alloys.
Chemical engineer— Extract and process materials at scale.
Product designer— Choose materials for products.

Transferable skills these careers rely on

Predicting from patternsWriting equationsMatching properties to usesEvaluating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Choosing and recycling materials wisely reduces waste and protects the resources of creation.

Curriculum links

Links to Design & Technology (materials and their uses).

Where this connectsAlso studied in Design & Technology P — Product Design: materials, mechanisms & making for material choice in products; Geography 9.3 — Mobile phones: a blessing or a curse? for extraction and recycling.

How to revise

Make it stick

Best ways to revise Science at Key Stage 3

Use the knowledge organisers with look – cover – write – check.
Turn headings into questions and answer them from memory (retrieval practice).
Make flashcards for the key vocabulary in each organiser.
Practise drawing and labelling diagrams — cells, circuits, forces and the eye.diagrams — cells, circuits, forces and the eye.
Practise calculations and equations until they are automatic.calculations and equations until they are automatic.
Check your report stage against the ladder and target your next step up.

Helpful revision links

BBC Bitesize — KS3 Science ↗Bite-size explanations and quizzes by topic.
Seneca Learning ↗Free interactive revision and self-marking quizzes.
Oak National Academy ↗Free lessons and worksheets across KS3 Science.
STEM Learning ↗Science activities and careers information.

Suggested starting points. Your teacher will give you any class logins.

At GCSE, students follow AQA Science. Most take Combined Science: Trilogy (8464), worth two GCSEs, at 9 hours per fortnight; students taking the separate sciences — Biology (8461), Chemistry (8462) and Physics (8463) — have 14 hours per fortnight. All are linear, tiered (Foundation and Higher) and assessed entirely by written papers, with 21 required practicals underpinning the course. AQA Science. Most take Combined Science: Trilogy (8464), worth two GCSEs, at 9 hours per fortnight; students taking the separate sciences — Biology (8461), Chemistry (8462) and Physics (8463) — have 14 hours per fortnight. All are linear, tiered (Foundation and Higher) and assessed entirely by written papers, with 21 required practicals underpinning the course. the department’s pathway and tier-of-entry decisions.

Choose your GCSE science course to see its route through the exam papers. The grade ladder and revision guidance below apply to all of them.

Most students take Combined Science: Trilogy (AQA 8464). It is worth two GCSEs and covers biology, chemistry and physics across six papers — two per science, each 1 hour 15 minutes and 70 marks. It shares its content with the separate sciences but in less depth, and includes 21 required practicals (7 biology, 6 chemistry, 8 physics). Combined Science: Trilogy (AQA 8464). It is worth two GCSEs and covers biology, chemistry and physics across six papers — two per science, each 1 hour 15 minutes and 70 marks. It shares its content with the separate sciences but in less depth, and includes 21 required practicals (7 biology, 6 chemistry, 8 physics). tier of entry (Foundation or Higher).

Route through the course

Combined Science

View the AQA 8464 specification

Bio 1Biology Paper 11h 15 · 70 marks · 16.7% · tiered

Cell biology

Eukaryotic and prokaryotic cells; animal, plant and bacterial cell structures
Microscopy, magnification and resolution (required practical: light microscope)
Cell division by mitosis and the cell cycle; stem cells and their uses
Transport across membranes: diffusion, osmosis (required practical) and active transport

Organisation

Levels of organisation: cells, tissues, organs and systems
The human digestive system and enzymes (required practical: food tests)
The heart, blood vessels, blood and coronary heart disease
Plant tissues and transport; health, risk factors and cancer

Infection and response

Communicable diseases and pathogens (bacteria, viruses, fungi, protists)
Human defences and the immune system; vaccination
Antibiotics, painkillers and the development of new drugs

Bioenergetics

Photosynthesis, its equation and limiting factors (required practical)
Uses of glucose in plants
Aerobic and anaerobic respiration and their equations
Metabolism, exercise and oxygen debt

Bio 2Biology Paper 21h 15 · 70 marks · 16.7% · tiered

Homeostasis and response

Homeostasis; the nervous system and reflexes (required practical: reaction time)
The endocrine system and hormonal coordination
Control of blood glucose, diabetes and hormones in reproduction

Inheritance, variation and evolution

Sexual and asexual reproduction; DNA and the genome
Genetic inheritance, Punnett squares and inherited disorders
Variation, natural selection and selective breeding
Genetic engineering, fossils, extinction and classification

Ecology

Ecosystems, interdependence and biotic and abiotic factors
Sampling with quadrats and transects (required practical)
The carbon and water cycles
Biodiversity and human impact

Chem 1Chemistry Paper 11h 15 · 70 marks · 16.7% · tiered

Atomic structure and the periodic table

Atoms, elements, compounds and mixtures
Atomic structure, isotopes and relative atomic mass
The development of the model of the atom
The periodic table: groups, periods and the trends in Groups 0, 1 and 7

Bonding, structure and the properties of matter

Ionic, covalent and metallic bonding
States of matter and structures (giant, simple molecular, polymers)
Linking properties of substances to structure and bonding

Quantitative chemistry

Conservation of mass and relative formula mass
Moles and reacting masses (Higher)
Concentration of solutions and percentage yield

Chemical changes

Reactivity of metals, oxidation, reduction and extraction
Reactions of acids with metals, bases and carbonates; making salts
The pH scale and neutralisation; strong and weak acids
Electrolysis of molten and aqueous compounds (required practical)

Energy changes

Exothermic and endothermic reactions (required practical: temperature change)
Reaction profiles and activation energy
Bond-energy calculations (Higher)

Chem 2Chemistry Paper 21h 15 · 70 marks · 16.7% · tiered

The rate and extent of chemical change

Rate of reaction and the factors affecting it (required practical)
Collision theory and catalysts
Reversible reactions and dynamic equilibrium
Le Chatelier’s principle (Higher)

Organic chemistry

Crude oil, hydrocarbons and fractional distillation
Alkanes and alkenes; combustion and cracking

Chemical analysis

Pure substances, formulations and chromatography (required practical)
Tests for hydrogen, oxygen, carbon dioxide and chlorine

Chemistry of the atmosphere

The Earth’s early atmosphere and how it changed
Greenhouse gases and the human contribution to climate change
Atmospheric pollutants from burning fuels

Using resources

Finite and renewable resources and sustainability
Potable water and waste-water treatment
Life-cycle assessment and recycling

Phys 1Physics Paper 11h 15 · 70 marks · 16.7% · tiered

Energy

Energy stores, systems and transfers; kinetic, elastic and gravitational energy
Conservation, dissipation and efficiency (required practical: insulation)
Specific heat capacity (required practical)
National and global energy resources

Electricity

Charge, current, potential difference and resistance (required practicals)
Series and parallel circuits
Mains electricity, power and the National Grid

Particle model of matter

Density of materials (required practical)
Internal energy and changes of state
Specific latent heat

Atomic structure

The structure of the atom and how the model developed
Radioactive decay, nuclear radiation and half-life
Nuclear equations, contamination and irradiation

Phys 2Physics Paper 21h 15 · 70 marks · 16.7% · tiered

Forces

Scalars, vectors and contact and non-contact forces
Work done, forces and elasticity (required practical)
Motion graphs and Newton’s laws (required practical: acceleration)
Stopping distances and momentum (Higher)

Waves

Transverse and longitudinal waves and their properties (required practical)
Reflection, refraction and the electromagnetic spectrum
Uses and dangers of electromagnetic waves

Magnetism and electromagnetism

Permanent and induced magnets and magnetic fields
The magnetic effect of a current and the motor effect (Higher)

8464Assessment, skills & progressionAO1 40% · AO2 40% · AO3 20%

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, techniques and procedures (40%)
AO2 Apply knowledge & understanding — of ideas, enquiry, techniques and procedures (40%)
AO3 Analyse, interpret & evaluate — information and ideas to draw conclusions (20%)

Working scientifically & required practicalsSkills

The required practicals flagged on each paper above are examined within the written paperswithin the written papers
At least 15% of marks assess knowledge and skills relating to practical work15% of marks assess knowledge and skills relating to practical work
Maths skills are assessed — at least 10% (biology), 20% (chemistry) and 30% (physics), at Level 2 or above
Working scientifically runs through every topic: planning, analysing and evaluating

How marks are gained What great work shows

Accurate recall of scientific facts, definitions and equations
Applying ideas confidently to unfamiliar contexts and data
Clear, logical extended-response answers
Correct use of maths, units and significant figures
Interpreting and evaluating experimental data

Where it leads Progression

A-Level biology, chemistry or physics in the Sixth Form
A strong foundation across all three sciences
Further study and careers in healthcare, engineering, research and technology
Transferable strengths in analysis, maths and problem-solving

Triple Biology (AQA 8461) is a separate GCSE, assessed through two papers, each 1 hour 45 minutes and 100 marks. It covers the same topics as Combined Science biology in greater depth, with additional separate-science content (shown as “Triple” below).

Route through the course

Biology

View the AQA 8461 specification

Paper 1Biology Paper 11h 45 · 100 marks · 50% · tiered

Cell biology

Eukaryotic and prokaryotic cells; animal, plant and bacterial cell structures
Microscopy, magnification and resolution (required practical: light microscope)
Cell division by mitosis and the cell cycle; stem cells and their uses
Transport across membranes: diffusion, osmosis (required practical) and active transport

Organisation

Levels of organisation: cells, tissues, organs and systems
The human digestive system and enzymes (required practical: food tests)
The heart, blood vessels, blood and coronary heart disease
Plant tissues and transport; health, risk factors and cancer

Infection and response

Communicable diseases and pathogens (bacteria, viruses, fungi, protists)
Human defences and the immune system; vaccination
Antibiotics, painkillers and the development of new drugs
Triple: monoclonal antibodies; plant diseases and defences

Bioenergetics

Photosynthesis, its equation and limiting factors (required practical)
Uses of glucose in plants
Aerobic and anaerobic respiration and their equations
Metabolism, exercise and oxygen debt

Paper 2Biology Paper 21h 45 · 100 marks · 50% · tiered

Homeostasis and response

Homeostasis; the nervous system and reflexes (required practical: reaction time)
The endocrine system and hormonal coordination
Control of blood glucose, diabetes and hormones in reproduction
Triple: the eye, the brain, thermoregulation, kidneys and plant hormones

Inheritance, variation and evolution

Sexual and asexual reproduction; DNA and the genome
Genetic inheritance, Punnett squares and inherited disorders
Variation, natural selection and selective breeding
Genetic engineering, fossils, extinction and classification

Ecology

Ecosystems, interdependence and biotic and abiotic factors
Sampling with quadrats and transects (required practical)
The carbon and water cycles
Biodiversity and human impact; Triple: trophic levels and food security

8461Assessment, skills & progressionAO1 40% · AO2 40% · AO3 20%

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, techniques and procedures (40%)
AO2 Apply knowledge & understanding — of ideas, enquiry, techniques and procedures (40%)
AO3 Analyse, interpret & evaluate — information and ideas to draw conclusions (20%)

Working scientifically & required practicalsSkills

The required practicals flagged on each paper above are examined within the written paperswithin the written papers
At least 15% of marks assess knowledge and skills relating to practical work15% of marks assess knowledge and skills relating to practical work
Maths skills are assessed — at least 10% of marks, at Level 2 or above
Working scientifically runs through every topic: planning, analysing and evaluating

How marks are gained What great work shows

Accurate recall of scientific facts, definitions and equations
Applying ideas confidently to unfamiliar contexts and data
Clear, logical extended-response answers
Correct use of maths, units and significant figures
Interpreting and evaluating experimental data

Where it leads Progression

A-Level Biology in the Sixth Form
Further study in medicine, biosciences, psychology and environmental science
Careers in healthcare, research, agriculture and biotechnology
Transferable strengths in analysis, data handling and evaluation

Triple Chemistry (AQA 8462) is a separate GCSE, assessed through two papers, each 1 hour 45 minutes and 100 marks. It covers the same topics as Combined Science chemistry in greater depth, with additional separate-science content (shown as “Triple” below).

Route through the course

Chemistry

View the AQA 8462 specification

Paper 1Chemistry Paper 11h 45 · 100 marks · 50% · tiered

Atomic structure and the periodic table

Atoms, elements, compounds and mixtures
Atomic structure, isotopes and relative atomic mass
The development of the model of the atom
The periodic table: groups, periods and the trends in Groups 0, 1 and 7

Bonding, structure and the properties of matter

Ionic, covalent and metallic bonding
States of matter and structures (giant, simple molecular, polymers)
Linking properties of substances to structure and bonding
Triple: nanoparticles and their uses

Quantitative chemistry

Conservation of mass and relative formula mass
Moles and reacting masses (Higher)
Concentration of solutions and percentage yield
Triple: atom economy, titrations and volumes of gases

Chemical changes

Reactivity of metals, oxidation, reduction and extraction
Reactions of acids with metals, bases and carbonates; making salts
The pH scale and neutralisation; strong and weak acids
Electrolysis of molten and aqueous compounds (required practical)

Energy changes

Exothermic and endothermic reactions (required practical: temperature change)
Reaction profiles and activation energy
Bond-energy calculations (Higher)
Triple: chemical cells, batteries and fuel cells

Paper 2Chemistry Paper 21h 45 · 100 marks · 50% · tiered

The rate and extent of chemical change

Rate of reaction and the factors affecting it (required practical)
Collision theory and catalysts
Reversible reactions and dynamic equilibrium
Le Chatelier’s principle (Higher)

Organic chemistry

Crude oil, hydrocarbons and fractional distillation
Alkanes and alkenes; combustion and cracking
Triple: alcohols and carboxylic acids
Triple: addition and condensation polymers

Chemical analysis

Pure substances, formulations and chromatography (required practical)
Tests for hydrogen, oxygen, carbon dioxide and chlorine
Triple: flame tests and tests for ions
Triple: instrumental methods of analysis

Chemistry of the atmosphere

The Earth’s early atmosphere and how it changed
Greenhouse gases and the human contribution to climate change
Atmospheric pollutants from burning fuels

Using resources

Finite and renewable resources and sustainability
Potable water and waste-water treatment
Life-cycle assessment and recycling
Triple: the Haber process, NPK fertilisers, corrosion and alloys

8462Assessment, skills & progressionAO1 40% · AO2 40% · AO3 20%

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, techniques and procedures (40%)
AO2 Apply knowledge & understanding — of ideas, enquiry, techniques and procedures (40%)
AO3 Analyse, interpret & evaluate — information and ideas to draw conclusions (20%)

Working scientifically & required practicalsSkills

The required practicals flagged on each paper above are examined within the written paperswithin the written papers
At least 15% of marks assess knowledge and skills relating to practical work15% of marks assess knowledge and skills relating to practical work
Maths skills are assessed — at least 20% of marks, at Level 2 or above
Working scientifically runs through every topic: planning, analysing and evaluating

How marks are gained What great work shows

Accurate recall of scientific facts, definitions and equations
Applying ideas confidently to unfamiliar contexts and data
Clear, logical extended-response answers
Correct use of maths, units and significant figures
Interpreting and evaluating experimental data

Where it leads Progression

A-Level Chemistry in the Sixth Form
Further study in chemistry, medicine, pharmacy and chemical engineering
Careers in research, pharmaceuticals, materials and industry
Transferable strengths in maths, modelling and precise reasoning

Triple Physics (AQA 8463) is a separate GCSE, assessed through two papers, each 1 hour 45 minutes and 100 marks. It covers the same topics as Combined Science physics in greater depth, and adds Space physics.

Route through the course

Physics

View the AQA 8463 specification

Paper 1Physics Paper 11h 45 · 100 marks · 50% · tiered

Energy

Energy stores, systems and transfers; kinetic, elastic and gravitational energy
Conservation, dissipation and efficiency (required practical: insulation)
Specific heat capacity (required practical)
National and global energy resources

Electricity

Charge, current, potential difference and resistance (required practicals)
Series and parallel circuits
Mains electricity, power and the National Grid
Triple: static electricity and electric fields

Particle model of matter

Density of materials (required practical)
Internal energy and changes of state
Specific latent heat
Triple: particle motion in gases and gas pressure

Atomic structure

The structure of the atom and how the model developed
Radioactive decay, nuclear radiation and half-life
Nuclear equations, contamination and irradiation
Triple: nuclear fission and fusion

Paper 2Physics Paper 21h 45 · 100 marks · 50% · tiered

Forces

Scalars, vectors and contact and non-contact forces
Work done, forces and elasticity (required practical)
Motion graphs and Newton’s laws (required practical: acceleration)
Stopping distances and momentum (Higher); Triple: moments and pressure

Waves

Transverse and longitudinal waves and their properties (required practical)
Reflection, refraction and the electromagnetic spectrum
Uses and dangers of electromagnetic waves
Triple: lenses, colour, black-body radiation, sound and ultrasound

Magnetism and electromagnetism

Permanent and induced magnets and magnetic fields
The magnetic effect of a current and the motor effect (Higher)
Triple: induced potential, transformers and the generator effect

Space physics

The Solar System, orbital motion and satellites
The life cycle of stars
Red-shift and evidence for the Big Bang

8463Assessment, skills & progressionAO1 40% · AO2 40% · AO3 20%

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, techniques and procedures (40%)
AO2 Apply knowledge & understanding — of ideas, enquiry, techniques and procedures (40%)
AO3 Analyse, interpret & evaluate — information and ideas to draw conclusions (20%)

Working scientifically & required practicalsSkills

The required practicals flagged on each paper above are examined within the written paperswithin the written papers
At least 15% of marks assess knowledge and skills relating to practical work15% of marks assess knowledge and skills relating to practical work
Maths skills are assessed — at least 30% of marks, at Level 2 or above
Working scientifically runs through every topic: planning, analysing and evaluating

How marks are gained What great work shows

Accurate recall of scientific facts, definitions and equations
Applying ideas confidently to unfamiliar contexts and data
Clear, logical extended-response answers
Correct use of maths, units and significant figures
Interpreting and evaluating experimental data

Where it leads Progression

A-Level Physics in the Sixth Form
Further study in physics, engineering, astronomy and computing
Careers in engineering, technology, energy and research
Transferable strengths in maths, modelling and problem-solving

Knowledge & skills ladders

Start here after your report

Each row below is one of the three AQA assessment objectives, which are the same across Combined Science and the separate sciences. Tap your predicted-grade band to highlight the rung you are on in each objective, then read the next rung up to see what to do to move up a grade.

Highlight your stage— tap your grade bandShow all

Grades 1–2
Grades 3–4
Grades 5–6
Grades 7–9

GCSEGCSE Science — knowledge & skillsBy assessment objective · AQA

This grid is built around the three AQA assessment objectives — AO1 knowledge and understanding, AO2 applying knowledge, and AO3 analysing, interpreting and evaluating (including practical work). Find your predicted-grade band in each row to see what you can already do, then read the rung above to see exactly what to do to move up a grade. AO1 knowledge and understanding, AO2 applying knowledge, and AO3 analysing, interpreting and evaluating (including practical work). Find your predicted-grade band in each row to see what you can already do, then read the rung above to see exactly what to do to move up a grade. the exact grade-band wording and assessment-objective weightings.

AO1 · Knowledge & understanding

1
Grades 1–2
- I can recall simple scientific facts, key words and units for familiar topics.recall simple scientific facts, key words and units for familiar topics.
- I can label diagrams and state definitions with some support.label diagrams and state definitions with some support.
2
Grades 3–4
- I can describe the main scientific ideas across the topics studied, using some correct terminology.describe the main scientific ideas across the topics studied, using some correct terminology.
- I can recall common equations and state what the symbols mean.recall common equations and state what the symbols mean.
3
Grades 5–6
- I can explain scientific ideas clearly and accurately, using correct terminology throughout.explain scientific ideas clearly and accurately, using correct terminology throughout.
- I can recall and use the required equations and describe the required practicals confidently.recall and use the required equations and describe the required practicals confidently.
4
Grades 7–9
- I can recall detailed knowledge from across the whole specification and explain it precisely.recall detailed knowledge from across the whole specification and explain it precisely.
- I can link ideas from different topics and use technical vocabulary fluently and accurately.link ideas from different topics and use technical vocabulary fluently and accurately.

AO2 · Apply knowledge & understanding

1
Grades 1–2
- I can put one fact or step into a familiar, structured question with support.put one fact or step into a familiar, structured question with support.
- I can substitute numbers into an equation I am given.substitute numbers into an equation I am given.
2
Grades 3–4
- I can apply ideas to familiar problems and carry out standard calculations and techniques.apply ideas to familiar problems and carry out standard calculations and techniques.
- I can rearrange simple equations and use correct units.rearrange simple equations and use correct units.
3
Grades 5–6
- I can apply knowledge to less familiar contexts, choosing the right idea, equation or method.apply knowledge to less familiar contexts, choosing the right idea, equation or method.
- I can carry out multi-step calculations and convert between units accurately.carry out multi-step calculations and convert between units accurately.
4
Grades 7–9
- I can apply knowledge accurately to complex, unfamiliar problems and explain my reasoning.apply knowledge accurately to complex, unfamiliar problems and explain my reasoning.
- I can select and combine ideas from different topics to solve demanding problems.select and combine ideas from different topics to solve demanding problems.

AO3 · Analyse, interpret & evaluate

1
Grades 1–2
- I can read values from tables and graphs and follow a given method.read values from tables and graphs and follow a given method.
- I can make and record simple observations and measurements.make and record simple observations and measurements.
2
Grades 3–4
- I can plot graphs, describe patterns in data and draw a simple conclusion from practical work.plot graphs, describe patterns in data and draw a simple conclusion from practical work.
- I can identify obvious risks and suggest one improvement to a method.identify obvious risks and suggest one improvement to a method.
3
Grades 5–6
- I can analyse and interpret data, evaluate a method and draw valid conclusions supported by evidence.analyse and interpret data, evaluate a method and draw valid conclusions supported by evidence.
- I can identify anomalies, comment on repeatability and suggest sensible improvements.identify anomalies, comment on repeatability and suggest sensible improvements.
4
Grades 7–9
- I can critically evaluate methods, data and conclusions, considering accuracy, precision and uncertainty.critically evaluate methods, data and conclusions, considering accuracy, precision and uncertainty.
- I can justify improvements and judge how far the evidence supports a conclusion.justify improvements and judge how far the evidence supports a conclusion.

Knowledge organisers

Revision resources

A revision sheet for every GCSE topic, grouped by science. The same organisers apply to Combined Science and the separate sciences — the separate sciences simply go into more depth, and Triple-only content is marked.

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GCSEOpen the knowledge organisersRevision sheets

Biology

B1Cell biologyKnowledge organiser

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Cell biology

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What this topic is about.Students study eukaryotic and prokaryotic cells, cell structure and specialisation, cell division and stem cells, and how substances move into and out of cells.

Builds onKS3 cells and the Year 9 bridging unit.

Leads toA-Level cells and cell transport.

StrandsBiologyScience

Key knowledge

Eukaryotic cells (animal and plant) and prokaryotic cells, and the functions of their sub-cellular structures
Microscopy: the difference between light and electron microscopes, magnification and resolution
Cell specialisation and differentiation, and the stages of the cell cycle and mitosis
Stem cells (embryonic, adult and plant meristems), their uses and the ethical issues
Movement across membranes: diffusion, osmosis and active transport, and the effect of surface area to volume ratio

Key skills

Use a light microscope and prepare a slide, recording a labelled scientific drawing (required practical)
Rearrange and use the magnification equation, working in standard form and correct units
Investigate the effect of solution concentration on osmosis in plant tissue (required practical)
Calculate percentage change and evaluate the precision of measurements

Required practical(s)

Using a light microscope to observe, draw and label cells
Osmosis: the effect of solution concentration on plant tissue

Key vocabulary

Eukaryotic	A cell that has a nucleus.
Prokaryotic	A cell with no true nucleus; DNA is a single loop.
Organelle	A specialised structure within a cell.
Magnification	How many times larger an image is than the real object.
Resolution	The smallest distance between two points that can still be told apart.
Mitosis	Cell division producing two genetically identical cells.
Differentiation	How a cell becomes specialised for its function.
Active transport	Movement against a gradient, requiring energy from respiration.

Careers & pathways

Biomedical scientist— Analyse cells and samples.
Doctor— Understand disease at a cellular level.
Microbiologist— Study cells and micro-organisms.
Research scientist— Investigate how cells work.

Transferable skills these careers rely on

Using microscopesCalculatingAccurate recordingAnalysing data

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Studying the building blocks of life renews our wonder at the human body and respect for the dignity of every person.

Curriculum links

Where this connectsAlso studied in Art & Design 8.2 — Under the Microscope for microscopy and observation; Psychology 2 — Paper 1: Introductory Topics in Psychology for the biological approach.

B2OrganisationKnowledge organiser

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Organisation

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What this topic is about.Students study how organisms are organised from cells to systems, focusing on enzymes and the digestive, circulatory and respiratory systems, plant transport, and non-communicable disease.

Builds onB1 Cell biology.

Leads toA-Level exchange and mass transport.

StrandsBiologyScience

Key knowledge

The hierarchy of organisation: cells, tissues, organs and organ systems
Enzymes as biological catalysts, the lock-and-key model, and the effect of temperature, pH and substrate concentration
The human digestive system: the roles of amylase, protease and lipase, and of bile
The circulatory system: the heart, the three blood vessels and the components of blood
Health, risk factors and non-communicable disease, including coronary heart disease and cancer
Plant tissues and transport: transpiration, translocation and the factors affecting transpiration rate

Key skills

Carry out qualitative food tests for sugars, starch, protein and lipids (required practical)
Investigate the effect of pH on the rate of amylase activity (required practical)
Calculate rate of reaction and read values from enzyme-activity graphs
Interpret and evaluate data on risk factors and the incidence of disease

Required practical(s)

Food tests for sugars, starch, protein and lipids
The effect of pH on the rate of amylase activity

Key vocabulary

Enzyme	A protein that catalyses (speeds up) a reaction.
Substrate	The molecule an enzyme acts upon.
Active site	The part of an enzyme where the substrate binds.
Denature	The permanent change in an enzyme’s shape that stops it working.
Artery	A vessel carrying blood away from the heart at high pressure.
Vein	A vessel carrying blood back to the heart; has valves.
Transpiration	The loss of water vapour from a plant’s leaves.
Risk factor	A variable linked to an increased rate of a disease.

Careers & pathways

Surgeon— Operate on organs and tissues.
Dietician— Advise on digestion and nutrition.
Cardiac nurse— Care for heart patients.
Botanist— Study plants and transport systems.

Transferable skills these careers rely on

Practical testingLinking structure to functionInterpreting dataExplaining processes

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Understanding how the body is organised deepens respect for its dignity and the importance of caring for health.

Curriculum links

Where this connectsAlso studied in Physical Education 1 — Applied anatomy and physiology for applied anatomy and physiology; Design & Technology 5.1 — Nutrition & the Eatwell Guide for nutrition and digestion.

B3Infection and responseKnowledge organiser

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Infection and response

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What this topic is about.Students study communicable diseases and pathogens, the body’s defences and the immune system, vaccination, and the development of drugs.

Builds onKS3 health and lifestyle.

Leads toA-Level disease and immunity.

StrandsBiologyScience

Key knowledge

Communicable disease and the four types of pathogen: bacteria, viruses, fungi and protists
How pathogens spread and how their spread can be reduced
Human defences: physical and chemical barriers and the immune system (phagocytosis and antibodies)
Vaccination and herd immunity, and how antibiotics and painkillers differ
The discovery and development of drugs, including preclinical and clinical testing
Triple only: monoclonal antibodies, and plant diseases and defences

Key skills

Interpret data on the incidence and spread of communicable disease
Evaluate the benefits and risks of vaccination and the use of antibiotics
Describe how new drugs are tested for toxicity, efficacy and dose
Explain the stages of the immune response using correct terminology

Required practical(s)

The effect of antiseptics or antibiotics on bacterial growth (aseptic technique)(separate sciences only)

Key vocabulary

Pathogen	A microorganism that causes disease.
Communicable	A disease that can be passed from one organism to another.
Antigen	A unique marker on the surface of a cell or pathogen.
Antibody	A protein made by lymphocytes that targets a specific antigen.
Vaccination	Introducing a dead or weakened pathogen to build immunity.
Herd immunity	Protection of a population when enough people are immune.
Antibiotic	A medicine that kills bacteria inside the body.
Placebo	A dummy treatment used as a control in a drug trial.

Careers & pathways

Doctor— Diagnose and treat disease.
Immunologist— Study the immune system.
Pharmacologist— Develop and test drugs.
Public-health worker— Protect community health.

Transferable skills these careers rely on

Evaluating evidenceInterpreting dataInformed decision-makingCommunicating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Vaccination and public health protect the whole community, especially the most vulnerable — a shared responsibility for the common good.

Curriculum links

Where this connectsAlso studied in Design & Technology 5.3 — Food safety, provenance & sustainability for food safety and bacteria; PSHE 1 — Health & Wellbeing for health and immunisation.

B4BioenergeticsKnowledge organiser

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Bioenergetics

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What this topic is about.Students study photosynthesis and its limiting factors, and aerobic and anaerobic respiration, including how organisms release and use energy.

Builds onKS3 biological processes.

Leads toA-Level energy transfers.

StrandsBiologyEnergyScience

Key knowledge

Photosynthesis as an endothermic reaction, its word and symbol equations
The limiting factors of photosynthesis: light intensity, carbon dioxide and temperature
The uses of the glucose made in photosynthesis
Aerobic and anaerobic respiration, their equations and where they occur
Respiration as an exothermic reaction that supplies energy for all living processes
Metabolism, the response of the body to exercise, and oxygen debt

Key skills

Investigate the effect of light intensity on the rate of photosynthesis (required practical)
Apply the inverse square law to light intensity and photosynthesis (Higher)
Write and balance word and symbol equations for respiration and photosynthesis
Analyse graphs of limiting factors and explain the shape of each curve

Required practical(s)

The effect of light intensity on the rate of photosynthesis

Key vocabulary

Photosynthesis	Making glucose from carbon dioxide and water using light energy.
Endothermic	A reaction that takes in energy from the surroundings.
Limiting factor	The factor in shortest supply that caps the rate of a process.
Aerobic respiration	Releasing energy from glucose using oxygen.
Anaerobic respiration	Releasing energy without oxygen; produces lactic acid in muscles.
Exothermic	A reaction that releases energy to the surroundings.
Metabolism	The sum of all reactions in a cell or the body.
Oxygen debt	The extra oxygen needed after exercise to remove lactic acid.

Careers & pathways

Farmer / agronomist— Optimise crop growth.
Sports scientist— Study energy use in exercise.
Plant scientist— Improve photosynthesis and yield.
Food scientist— Use respiration and fermentation.

Transferable skills these careers rely on

Writing equationsPractical investigationInterpreting graphsApplying knowledge

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Photosynthesis sustains life on Earth; understanding it deepens our care for the living world and food security.

Curriculum links

Where this connectsAlso studied in Geography t7 — Topic 7: People and the biosphere for photosynthesis and biomes; Physical Education 4 — Exercise physiology for respiration and exercise.

B5Homeostasis and responseKnowledge organiser

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Homeostasis and response

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What this topic is about.Students study how the body keeps internal conditions stable, through the nervous and endocrine systems, control of blood glucose, and hormones in reproduction.

Builds onB2 Organisation.

Leads toA-Level homeostasis and coordination.

StrandsBiologyScience

Key knowledge

Homeostasis as the regulation of internal conditions, and the principle of negative feedback
The nervous system, the reflex arc and the roles of receptors, neurones and effectors
The endocrine system and the role of hormones, compared with nervous control
Control of blood glucose by insulin and glucagon, and types 1 and 2 diabetes
Hormones in human reproduction, the menstrual cycle and methods of contraception
Triple only: the eye, the brain, thermoregulation, the kidney and plant hormones

Key skills

Investigate the effect of a factor on human reaction time (required practical)
Interpret data and graphs on blood glucose and hormone levels
Explain control systems using the language of negative feedback
Evaluate the effectiveness of different methods of contraception

Required practical(s)

Investigating human reaction time
The effect of light or gravity on seedling growth(separate sciences only)

Key vocabulary

Homeostasis	Maintaining a stable internal environment.
Negative feedback	A response that reverses a change to restore the norm.
Receptor	A cell that detects a stimulus.
Effector	A muscle or gland that carries out a response.
Hormone	A chemical messenger transported in the blood.
Reflex	A rapid, automatic response that is not conscious.
Insulin	The hormone that lowers blood glucose concentration.
Synapse	The gap between two neurones, crossed by chemicals.

Careers & pathways

Endocrinologist— Study hormones and glands.
Diabetes nurse— Support patients managing diabetes.
Neuroscientist— Study the nervous system.
Pharmacist— Advise on medicines and hormones.

Transferable skills these careers rely on

Interpreting dataControlling variablesExplaining feedbackInformed choices

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.The finely balanced systems that keep us alive inspire respect for the dignity and wonder of the human body.

Curriculum links

Where this connectsAlso studied in Physical Education 4 — Exercise physiology for thermoregulation and exercise; Psychology 3 — Paper 2: Psychology in Context for the nervous system.

B6Inheritance, variation and evolutionKnowledge organiser

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Inheritance, variation and evolution

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What this topic is about.Students study reproduction, DNA and genetics, variation and selective breeding, and evolution, classification and the ethics of genetic technologies.

Builds onKS3 inheritance.

Leads toA-Level genetics and gene expression.

StrandsBiologyScience

Key knowledge

Sexual and asexual reproduction, and meiosis producing genetically varied gametes
DNA, genes, chromosomes and the genome, and the structure of DNA (Triple)
Genetic inheritance: dominant and recessive alleles, and using Punnett squares
Inherited disorders and the use of genetic and embryo screening
Variation, evolution by natural selection, and selective breeding and genetic engineering
Evidence for evolution: fossils, extinction, antibiotic resistance and classification

Key skills

Construct and interpret genetic cross diagrams and Punnett squares
Calculate and express genetic outcomes as ratios, percentages and probabilities
Evaluate the benefits and ethical issues of genetic engineering and screening
Explain how natural selection leads to evolution using specific examples

Key vocabulary

Gene	A section of DNA that codes for a protein.
Allele	A different version of the same gene.
Genome	The entire genetic material of an organism.
Dominant	An allele that is expressed even if only one copy is present.
Recessive	An allele expressed only when two copies are present.
Meiosis	Cell division that halves the chromosome number to form gametes.
Natural selection	Survival and reproduction of the best-adapted organisms.
Mutation	A random change to the DNA base sequence.

Careers & pathways

Geneticist— Study genes and inheritance.
Genetic counsellor— Advise families on inherited conditions.
Evolutionary biologist— Study how life changes over time.
Bioethicist— Consider the ethics of new technologies.

Transferable skills these careers rely on

Genetic reasoningProbabilityEvaluating ethicsInterpreting evidence

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Genetics carries real ethical weight; understanding it helps us use new powers wisely and always in service of human dignity.

Curriculum links

Where this connectsAlso studied in Mathematics P — Probability for probability and inheritance; Religious Studies 1.1 — Origins and Meaning for origins and meaning.

B7EcologyKnowledge organiser

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Ecology

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What this topic is about.Students study ecosystems and interdependence, sampling, the cycling of materials, biodiversity and the human impact on the environment.

Builds onKS3 ecosystems.

Leads toA-Level ecosystems and populations.

StrandsBiologyInteractionsScience

Key knowledge

Ecosystems, communities and the interdependence of organisms
Abiotic and biotic factors and how they affect communities
Adaptations of organisms — structural, behavioural and functional
The carbon cycle and the water cycle and the role of microorganisms
Biodiversity, the impact of human activity, and ways of maintaining ecosystems
Triple only: trophic levels, pyramids of biomass, and food security

Key skills

Sample the distribution and abundance of organisms using quadrats and transects (required practical)
Calculate means, medians and estimate population size from sample data
Interpret data on human impact, pollution and biodiversity
Evaluate the methods used to maintain biodiversity

Required practical(s)

Measuring population size using quadrats and transects

Key vocabulary

Ecosystem	The interaction of a community with the abiotic environment.
Community	All the populations of different species in a habitat.
Interdependence	The reliance of species on one another to survive.
Abiotic	A non-living factor, such as light or temperature.
Biotic	A living factor, such as predation or competition.
Biodiversity	The variety of all living things in an ecosystem.
Quadrat	A square frame used to sample organisms.
Trophic level	A feeding stage in a food chain.

Careers & pathways

Ecologist— Study relationships between living things.
Conservationist— Protect species and habitats.
Environmental consultant— Advise on human impact.
Marine biologist— Study ocean ecosystems.

Transferable skills these careers rely on

SamplingInterpreting dataSystems thinkingEvaluating impact

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding how life depends on balance calls us to protect biodiversity and our common home for future generations.

Curriculum links

Where this connectsAlso studied in Geography t8 — Topic 8: Forests under threat for deforestation and sustainability; Geography 9.4 — How can we save our oceans? for oceans and pollution.

Chemistry

C1Atomic structure and the periodic tableKnowledge organiser

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Atomic structure and the periodic table

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What this topic is about.Students study atoms, elements, compounds and mixtures, atomic structure and isotopes, how the atomic model developed, and the organisation and trends of the periodic table.

Department organisersAtomic structure ↗The periodic table ↗Separating mixtures ↗

Builds onKS3 atoms, elements and the periodic table.

Leads toA-Level atomic structure and periodicity.

StrandsChemistryParticlesScience

Key knowledge

Atoms, elements, compounds and mixtures, and separating mixtures
The structure of the atom: relative charges and masses of protons, neutrons and electrons
Isotopes and how to calculate relative atomic mass
How the model of the atom developed (Dalton, Thomson, Rutherford, Bohr)
Electronic structure and how it links to an element’s position in the periodic table
The periodic table: groups and periods, and the properties of Groups 0, 1 and 7

Key skills

Determine numbers of protons, neutrons and electrons from atomic and mass numbers
Calculate relative atomic mass from isotopic abundances
Write and use electronic structures to explain reactivity trends
Explain group trends using the arrangement of electrons in shells

Key vocabulary

Atom	The smallest part of an element that can exist.
Element	A substance made of only one type of atom.
Compound	Two or more elements chemically bonded together.
Isotope	Atoms of an element with the same protons but different neutrons.
Relative atomic mass	The mean mass of atoms allowing for isotopes.
Group	A vertical column of the periodic table.
Period	A horizontal row of the periodic table.
Electronic structure	The arrangement of electrons in shells around a nucleus.

Careers & pathways

Research chemist— Investigate substances and reactions.
Chemical engineer— Design chemical processes.
Science teacher— Share chemistry with others.
Forensic scientist— Analyse chemical evidence.

Transferable skills these careers rely on

Using modelsPattern-spottingPrecisionPredicting

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.The periodic table is a shared human achievement, developed across nations for the good of all.

Curriculum links

Where this connectsAlso studied in Computing 8.4 — Representations — from clay to silicon for representing data in binary; Mathematics N — Number for standard form.

C2Bonding, structure and the properties of matterKnowledge organiser

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Bonding, structure and the properties of matter

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What this topic is about.Students study ionic, covalent and metallic bonding, the structures of substances, and how structure and bonding explain physical properties.

Department organisersIonic bonding ↗Metallic bonding ↗Covalent bonding ↗

Builds onC1 Atomic structure.

Leads toA-Level bonding and structure.

StrandsChemistryParticlesStructureScience

Key knowledge

Ionic bonding: the transfer of electrons between metals and non-metals
Covalent bonding: shared pairs of electrons in molecules and giant structures
Metallic bonding and the sea of delocalised electrons
The three states of matter, state changes and state symbols
Linking properties (melting point, conductivity) to structure and bonding
Triple only: nanoparticles, their properties and uses

Key skills

Draw dot-and-cross diagrams for ionic and covalent substances
Explain physical properties in terms of structure and bonding
Represent structures using different models and evaluate their limitations
Calculate the surface area to volume ratio of nanoparticles (Triple)

Key vocabulary

Ionic bond	The electrostatic attraction between oppositely charged ions.
Covalent bond	A shared pair of electrons between two atoms.
Metallic bond	Attraction between positive ions and delocalised electrons.
Ion	A charged particle formed when atoms lose or gain electrons.
Giant lattice	A huge, regular, repeating arrangement of particles.
Delocalised	Electrons that are free to move through a structure.
Intermolecular force	A weak force of attraction between molecules.
Polymer	A large molecule made from many repeating units.

Careers & pathways

Materials scientist— Design new materials.
Nanotechnologist— Work with nanoparticles.
Chemical engineer— Turn substances into products.
Product designer— Choose materials for uses.

Transferable skills these careers rely on

Drawing diagramsExplaining with modelsLinking cause and effectEvaluating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Understanding materials lets us create things that serve society, from medicines to clean technologies.

Curriculum links

Where this connectsAlso studied in Design & Technology 3.2 — Specialist technical principles — materials for material properties; Mathematics G — Geometry & measures for 3D shapes and structures.

C3Quantitative chemistryKnowledge organiser

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Quantitative chemistry

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What this topic is about.Students study conservation of mass, relative formula mass, the mole and reacting masses, concentration and yield.

Department organisersYear 10 ↗Year 11 ↗Triple extra ↗

Builds onKS3 conservation of mass.

Leads toA-Level amount of substance.

StrandsChemistryParticlesScience

Key knowledge

Conservation of mass and how to balance symbol equations
Relative formula mass and the law of conservation of mass
The mole and Avogadro’s constant, and reacting-mass calculations (Higher)
Limiting reactants and their effect on the mass of product (Higher)
Concentration of solutions in g/dm³ and mol/dm³
Triple only: percentage yield, atom economy, titrations and gas volumes

Key skills

Balance symbol equations, including with state symbols
Carry out reacting-mass and mole calculations (Higher)
Convert between mass, moles and concentration using correct units
Calculate percentage yield and atom economy (Triple)

Required practical(s)

Titration: finding the reacting volumes of acid and alkali

Key vocabulary

Mole	The unit for amount of substance (6.02 × 10²³ particles).
Relative formula mass	The sum of the relative atomic masses in a formula.
Conservation of mass	No atoms are lost or made in a chemical reaction.
Concentration	The amount of solute dissolved in a given volume.
Limiting reactant	The reactant that is used up first and stops the reaction.
Percentage yield	The actual yield as a percentage of the theoretical yield.
Atom economy	The percentage of reactant atoms that become useful product.
Titration	A technique to find an unknown concentration accurately.

Careers & pathways

Analytical chemist— Measure amounts precisely.
Chemical engineer— Scale up reactions.
Pharmacist— Calculate doses.
Quality-control scientist— Check product purity.

Transferable skills these careers rely on

CalculatingBalancing equationsPrecisionReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Careful, honest measurement reflects the integrity and dignity of scientific work done in service of truth.

Curriculum links

Where this connectsAlso studied in Mathematics R — Ratio, proportion & rates of change for ratio and proportion; Business 3 — Quantitative & analytical skills for quantitative skills.

C4Chemical changesKnowledge organiser

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Chemical changes

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What this topic is about.Students study the reactivity of metals and extraction, reactions of acids, and electrolysis.

Department organisersReactions of metals ↗Acids and neutralisation (Year 10) ↗Acids and neutralisation (Year 11) ↗Acids, bases and salts (Year 10) ↗Acids, bases and salts (Year 11) ↗

Builds onKS3 metals and reactions.

Leads toA-Level redox and electrode potentials.

StrandsChemistryScience

Key knowledge

The reactivity series and the reactions of metals with oxygen, water and acids
Oxidation and reduction in terms of oxygen and of electrons (Higher)
Extraction of metals by reduction with carbon, linked to reactivity
Reactions of acids with metals, bases and carbonates to make salts
The pH scale, neutralisation, and strong versus weak acids (Higher)
Electrolysis of molten and aqueous compounds and the products formed

Key skills

Make and purify a pure, dry sample of a soluble salt (required practical)
Investigate the electrolysis of aqueous solutions (required practical)
Write half equations for reactions at electrodes (Higher)
Predict the products of electrolysis and explain them

Required practical(s)

Preparing a pure, dry sample of a soluble salt
Electrolysis of aqueous solutions

Key vocabulary

Oxidation	The loss of electrons or the gain of oxygen.
Reduction	The gain of electrons or the loss of oxygen.
Reactivity series	A list of metals in order of their reactivity.
Neutralisation	The reaction of an acid with a base to form a salt and water.
Electrolysis	Breaking down an ionic compound using electricity.
Electrode	A conducting rod through which current enters or leaves.
Ore	A rock containing enough metal to make extraction worthwhile.
Half equation	An equation showing electron loss or gain at an electrode.

Careers & pathways

Metallurgist— Extract and work with metals.
Electrochemist— Study electrolysis and cells.
Chemical engineer— Run industrial processes.
Environmental chemist— Reduce process impacts.

Transferable skills these careers rely on

Practical techniquePredicting reactionsWorking safelyExplaining

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Extracting and using metals wisely, and recycling them, cares for the finite resources of creation.

Curriculum links

Where this connectsAlso studied in Design & Technology 5.2 — Food science — cooking & functional properties for cooking and functional properties; Geography t4 — Topic 4: The UK’s evolving physical landscape for chemical weathering.

C5Energy changesKnowledge organiser

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Energy changes

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What this topic is about.Students study exothermic and endothermic reactions, reaction profiles, and (Higher) bond-energy calculations.

Builds onKS3 energy in reactions.

Leads toA-Level energetics and thermodynamics.

StrandsChemistryEnergyScience

Key knowledge

Exothermic and endothermic reactions and everyday examples of each
Energy transfer in reactions and temperature-change measurements
Reaction profiles and the meaning of activation energy
Bond energies and using them to calculate energy change (Higher)
Triple only: chemical cells, batteries and hydrogen fuel cells

Key skills

Investigate the temperature change of reacting solutions (required practical)
Draw and label reaction profiles for exothermic and endothermic reactions
Calculate the overall energy change from bond energies (Higher)
Evaluate the advantages and disadvantages of fuel cells (Triple)

Required practical(s)

Temperature changes in reacting solutions

Key vocabulary

Exothermic	A reaction that transfers energy to the surroundings.
Endothermic	A reaction that takes in energy from the surroundings.
Activation energy	The minimum energy needed for a reaction to occur.
Reaction profile	A diagram showing energy changes during a reaction.
Bond energy	The energy needed to break, or released on making, a bond.
Catalyst	A substance that speeds up a reaction and lowers activation energy.
Fuel cell	A cell that produces electricity from a fuel and oxygen.
Dissipated	Energy that has spread out to the surroundings.

Careers & pathways

Process chemist— Optimise reaction energy.
Battery scientist— Develop cells and fuel cells.
Chemical engineer— Manage energy in production.
Research chemist— Study energy changes.

Transferable skills these careers rely on

CalculatingInterpreting graphsPractical techniqueReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Developing cleaner reactions and fuel cells supports a more sustainable stewardship of energy.

Curriculum links

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for fuels and energy resources; Physical Education 4 — Exercise physiology for energy systems in exercise.

C6The rate and extent of chemical changeKnowledge organiser

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The rate and extent of chemical change

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What this topic is about.Students study the factors affecting reaction rate, collision theory and catalysts, and reversible reactions and equilibrium.

Builds onKS3 rates and catalysts.

Leads toA-Level kinetics and equilibria.

StrandsChemistryEnergyScience

Key knowledge

Ways to measure the rate of a reaction and how to calculate mean rate
The factors affecting rate: concentration, pressure, surface area, temperature and catalysts
Collision theory and the effect of activation energy
How catalysts work, including enzymes as biological catalysts
Reversible reactions and the idea of dynamic equilibrium
Le Chatelier’s principle and the effect of changing conditions (Higher)

Key skills

Investigate how a factor affects the rate of reaction (required practical)
Calculate mean rate of reaction from mass or volume data
Draw tangents to find the rate at a given time (Higher)
Predict the effect of changing conditions on a system at equilibrium (Higher)

Required practical(s)

Investigating the rate of a reaction (two methods)

Key vocabulary

Rate of reaction	How quickly reactants turn into products.
Collision theory	Particles must collide with enough energy to react.
Activation energy	The minimum energy needed for a successful collision.
Catalyst	A substance that increases rate without being used up.
Reversible reaction	A reaction that can go both forwards and backwards.
Equilibrium	When forward and backward reactions occur at the same rate.
Le Chatelier	A system shifts to oppose any change to its conditions.
Tangent	A straight line touching a curve, used to find rate.

Careers & pathways

Process chemist— Speed up industrial reactions.
Catalysis researcher— Design better catalysts.
Chemical engineer— Control reaction conditions.
Research scientist— Study reaction kinetics.

Transferable skills these careers rely on

Practical investigationInterpreting graphsControlling variablesReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Patient, rigorous investigation of how reactions work reflects the value and dignity of careful scientific work.

Curriculum links

Where this connectsAlso studied in Mathematics S — Statistics for rates and graphs; Design & Technology 5.2 — Food science — cooking & functional properties for reaction rates in cooking.

C7Organic chemistryKnowledge organiser

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Organic chemistry

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What this topic is about.Students study crude oil and hydrocarbons, alkanes and alkenes, and (Triple) alcohols, carboxylic acids and polymers.

Builds onKS3 fuels and reactions.

Leads toA-Level organic chemistry.

StrandsChemistryScience

Key knowledge

Crude oil as a mixture of hydrocarbons and a finite resource
Fractional distillation and the properties of the fractions
Alkanes and alkenes: their general formulae and functional groups
Combustion, and cracking to make more useful, shorter molecules
Triple only: alcohols and carboxylic acids and their reactions
Triple only: addition and condensation polymers

Key skills

Name and draw the first four alkanes and alkenes
Explain trends in boiling point and viscosity down the fractions
Write balanced equations for complete and incomplete combustion
Distinguish alkenes from alkanes using bromine water

Key vocabulary

Hydrocarbon	A compound of hydrogen and carbon only.
Alkane	A saturated hydrocarbon with only single bonds.
Alkene	An unsaturated hydrocarbon with a C=C double bond.
Fractional distillation	Separating a mixture using differences in boiling point.
Cracking	Breaking long hydrocarbons into shorter, more useful ones.
Combustion	Burning a fuel, releasing energy.
Monomer	A small molecule that joins to form a polymer.
Polymer	A long molecule made from many monomers.

Careers & pathways

Petrochemical engineer— Process crude oil.
Polymer chemist— Design plastics and materials.
Pharmaceutical chemist— Make medicines.
Environmental scientist— Reduce pollution from fuels.

Transferable skills these careers rely on

Naming moleculesExplaining processesModellingEvaluating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.How we use crude oil and plastics has a real impact on creation; understanding organic chemistry helps us choose more responsibly.

Curriculum links

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for fossil fuels; Design & Technology 3.2 — Specialist technical principles — materials for polymers in products.

C8Chemical analysisKnowledge organiser

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Chemical analysis

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What this topic is about.Students study pure substances and formulations, chromatography, and tests for gases and (Triple) ions and instrumental methods.

Builds onKS3 separation techniques.

Leads toA-Level analysis and spectroscopy.

StrandsChemistryParticlesScience

Key knowledge

Pure substances and mixtures, and formulations as useful mixtures
Chromatography, calculating R f values and identifying substances
Tests for the gases hydrogen, oxygen, carbon dioxide and chlorine
Triple only: flame tests and tests for metal ions with sodium hydroxide
Triple only: tests for carbonates, halides and sulfates
Triple only: instrumental methods such as flame emission spectroscopy

Key skills

Investigate how paper chromatography separates a mixture of dyes (required practical)
Calculate R f values from a chromatogram
Carry out chemical tests to identify unknown ions (Triple)
Compare instrumental methods with chemical tests

Required practical(s)

Paper chromatography and R f values
Identifying ions by chemical tests(separate sciences only)

Key vocabulary

Pure substance	A single element or compound with a fixed melting point.
Formulation	A mixture made in set proportions for a purpose.
Chromatography	A method to separate substances in a mixture.
R f value	Distance moved by a substance ÷ distance moved by solvent.
Mobile phase	The solvent that moves through the chromatography paper.
Stationary phase	The paper (or medium) that does not move.
Flame test	Identifying a metal ion by the colour it produces in a flame.
Precipitate	An insoluble solid formed in a solution.

Careers & pathways

Analytical chemist— Identify substances in samples.
Forensic scientist— Analyse evidence.
Quality-control scientist— Check purity and safety.
Water scientist— Test and treat water.

Transferable skills these careers rely on

Practical techniqueInterpreting resultsPrecisionIdentifying

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Accurate analysis keeps food, water and medicines safe, protecting the health of the whole community.

Curriculum links

Where this connectsAlso studied in Design & Technology 5.3 — Food safety, provenance & sustainability for testing and food provenance; Mathematics S — Statistics for interpreting results.

C9Chemistry of the atmosphereKnowledge organiser

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Chemistry of the atmosphere

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What this topic is about.Students study the evolution of the Earth’s atmosphere, greenhouse gases and climate change, and atmospheric pollutants.

Builds onKS3 the atmosphere and climate change.

Leads toA-Level environmental chemistry.

StrandsChemistryInteractionsScience

Key knowledge

The gases in today’s atmosphere and theories about the early atmosphere
How the atmosphere changed, including the role of algae and plants
The greenhouse gases carbon dioxide, methane and water vapour
The greenhouse effect and evidence for human-caused climate change
Carbon footprint and actions that could reduce emissions
Atmospheric pollutants from burning fuels and their effects on health

Key skills

Interpret data and graphs on atmospheric composition and temperature
Evaluate the reliability of evidence and models about climate change
Describe the origins and effects of common atmospheric pollutants
Discuss actions to reduce a carbon footprint and their limitations

Key vocabulary

Atmosphere	The layer of gases surrounding the Earth.
Greenhouse gas	A gas that absorbs and re-emits heat radiation.
Greenhouse effect	The warming of the Earth by trapped heat radiation.
Climate change	A long-term change in global weather patterns.
Carbon footprint	The total greenhouse gases produced by an activity.
Pollutant	A substance released that harms the environment or health.
Particulate	Tiny solid particles released when fuels burn.
Combustion	Burning a fuel in oxygen, releasing energy and gases.

Careers & pathways

Climate scientist— Study the changing climate.
Environmental consultant— Advise on emissions.
Air-quality scientist— Monitor pollution.
Sustainability officer— Reduce organisations’ impact.

Transferable skills these careers rely on

Interpreting dataEvaluating evidenceReasoning about impactCommunicating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.The atmosphere is part of our common home; understanding it calls us to protect the climate for the whole human family.

Curriculum links

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for greenhouse gases and climate; Geography a6 — Topic 6: The Carbon Cycle and Energy Security for the carbon cycle.

C10Using resourcesKnowledge organiser

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C10

Using resources

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What this topic is about.Students study finite and renewable resources, potable water and waste treatment, life-cycle assessment and (Triple) the Haber process and materials.

Builds onKS3 metals and materials.

Leads toA-Level industrial chemistry.

StrandsChemistryInteractionsScience

Key knowledge

Finite and renewable resources and the meaning of sustainable development
Producing potable water and treating waste water
Extracting metals from low-grade ores by phytomining and bioleaching (Higher)
Life-cycle assessments to judge environmental impact
Reducing, reusing and recycling materials
Triple only: the Haber process, NPK fertilisers, corrosion and alloys

Key skills

Analyse and treat a water sample and test its purity (required practical)
Interpret and evaluate a life-cycle assessment
Compare methods of extracting and recycling metals
Explain the conditions used in the Haber process and why (Triple)

Required practical(s)

Analysis and purification of a water sample

Key vocabulary

Finite resource	A resource that is being used up faster than it forms.
Renewable resource	A resource that can be replaced as it is used.
Potable water	Water that is safe to drink.
Sustainable development	Meeting present needs without harming the future.
Life-cycle assessment	An assessment of impact from raw material to disposal.
Recycling	Processing used materials so they can be used again.
Alloy	A mixture of a metal with other elements.
Corrosion	The gradual destruction of a metal by reaction with its surroundings.

Careers & pathways

Water-treatment engineer— Provide clean water.
Sustainability scientist— Reduce resource use.
Chemical engineer— Design efficient processes.
Recycling specialist— Recover materials.

Transferable skills these careers rely on

EvaluatingInterpreting dataSystems thinkingDecision-making

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Using resources wisely, providing clean water and recycling are practical acts of stewardship of creation.

Curriculum links

Where this connectsAlso studied in Geography 9.3 — Mobile phones: a blessing or a curse? for extraction and recycling; Design & Technology 5.3 — Food safety, provenance & sustainability for sustainability and packaging.

Physics

P1EnergyKnowledge organiser

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Energy

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What this topic is about.Students study energy stores and transfers, conservation, dissipation and efficiency, and national and global energy resources.

Builds onKS3 energy.

Leads toA-Level mechanics and thermal physics.

StrandsPhysicsEnergyScience

Key knowledge

Energy stores and the transfers between them in a system
Calculating kinetic, gravitational potential and elastic potential energy
Conservation of energy, dissipation and how to improve efficiency
Specific heat capacity and the factors affecting the energy stored
Power as the rate of energy transfer, and calculating efficiency
National and global energy resources, renewable and non-renewable

Key skills

Investigate the effectiveness of different thermal insulators (required practical)
Determine the specific heat capacity of a material (required practical)
Select and rearrange energy, power and efficiency equations
Calculate efficiency and represent transfers with Sankey diagrams

Required practical(s)

Specific heat capacity of a material
Investigating thermal insulation(separate sciences only)

Key vocabulary

Energy store	A way energy is held, e.g. kinetic or thermal.
Dissipation	Energy spreading out and becoming less useful.
Efficiency	Useful energy transferred ÷ total energy supplied.
Specific heat capacity	Energy to raise 1 kg of a substance by 1°C.
Power	The rate of transferring energy or doing work (watts).
Work done	Energy transferred when a force moves an object.
Conservation of energy	Energy cannot be created or destroyed, only transferred.
Renewable	An energy resource that will not run out.

Careers & pathways

Energy engineer— Design efficient systems.
Building surveyor— Improve energy use in buildings.
Renewable-energy technician— Install clean energy.
Physicist— Study energy and its transfer.

Transferable skills these careers rely on

CalculatingPractical techniqueUsing unitsEvaluating

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Using energy efficiently and choosing cleaner resources is a practical way of caring for creation.

Curriculum links

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for energy resources; Physical Education 7 — Health, fitness and well-being for energy and diet.

P2ElectricityKnowledge organiser

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Electricity

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What this topic is about.Students study charge, current, potential difference and resistance, series and parallel circuits, and mains electricity and power.

Builds onKS3 electricity and circuits.

Leads toA-Level electricity.

StrandsPhysicsEnergyScience

Key knowledge

Charge, current, potential difference and resistance and how they relate
Ohm’s law and the I–V characteristics of components
Series and parallel circuits and the rules for current, p.d. and resistance
Resistance of an LDR and a thermistor and their uses
Mains electricity, direct and alternating current, and the three-pin plug
Electrical power, energy transfer and the National Grid

Key skills

Investigate how the length of a wire affects resistance (required practical)
Investigate the I–V characteristics of circuit components (required practical)
Rearrange and use V = I R and power equations
Calculate total resistance in series and analyse circuit data

Required practical(s)

Investigating the resistance of a wire
I–V characteristics of circuit components

Key vocabulary

Current	The rate of flow of electric charge (amperes).
Potential difference	The energy transferred per unit charge (volts).
Resistance	How much a component opposes the current (ohms).
Ohm’s law	Current is proportional to p.d. at constant temperature.
Series	A circuit with a single loop for the current.
Parallel	A circuit with more than one branch for the current.
Alternating current	Current that repeatedly reverses direction.
National Grid	The system of cables and transformers distributing electricity.

Careers & pathways

Electrical engineer— Design circuits and devices.
Electrician— Install and maintain wiring.
Electronics designer— Design electronic products.
Power engineer— Manage the electricity grid.

Transferable skills these careers rely on

Building circuitsCareful measurementUsing equationsPlotting graphs

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Safe, reliable electricity powers hospitals, homes and communities — a shared good serving everyone.

Curriculum links

Where this connectsAlso studied in Computing 1.1 — Systems architecture for systems architecture and power; Mathematics A — Algebra for rearranging equations.

P3Particle model of matterKnowledge organiser

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Particle model of matter

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What this topic is about.Students study density, internal energy and changes of state, specific latent heat and (Triple) gas pressure.

Department organisersDensity ↗States of matter ↗Specific heat capacity ↗Gas pressure ↗

Builds onKS3 particle model.

Leads toA-Level thermal physics.

StrandsPhysicsParticlesEnergyScience

Key knowledge

The particle model and the arrangement of particles in solids, liquids and gases
Density, and how to measure the density of regular and irregular objects
Internal energy and how heating changes the energy of particles
Changes of state as physical, conserving mass, and specific latent heat
Triple only: how the motion of gas particles causes pressure
Triple only: the effect of changing volume or temperature on gas pressure

Key skills

Determine the density of regular and irregular solids and of liquids (required practical)
Rearrange and use the density and specific latent heat equations
Interpret heating and cooling graphs, explaining the flat sections
Calculate energy changes for heating and for changes of state

Required practical(s)

Determining the density of solids and liquids

Key vocabulary

Density	The mass per unit volume of a substance.
Internal energy	The total kinetic and potential energy of the particles.
Specific heat capacity	Energy to raise 1 kg by 1°C without a state change.
Specific latent heat	Energy to change the state of 1 kg without a temperature change.
Change of state	A physical change such as melting or boiling.
Conservation of mass	Mass stays the same during a change of state.
Gas pressure	Force per unit area from particle collisions with a surface.
Absolute zero	The lowest possible temperature, −273°C.

Careers & pathways

Materials scientist— Study how materials behave.
Mechanical engineer— Work with heat and materials.
HVAC engineer— Design heating and cooling.
Physicist— Study matter and energy.

Transferable skills these careers rely on

Practical techniqueCalculatingUsing modelsInterpreting data

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Understanding matter and heat underpins safe, comfortable homes and technologies that serve people.

Curriculum links

Where this connectsAlso studied in Geography t4 — Topic 4: The UK’s evolving physical landscape for weathering and erosion; Design & Technology 3.2 — Specialist technical principles — materials for material properties.

P4Atomic structureKnowledge organiser

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Atomic structure

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What this topic is about.Students study the nuclear model of the atom, radioactive decay and half-life, and (Triple) nuclear fission and fusion.

Builds onKS3 atomic structure.

Leads toA-Level nuclear physics.

StrandsPhysicsParticlesScience

Key knowledge

The nuclear model of the atom and how it developed from earlier models
The relative sizes and charges of protons, neutrons and electrons
Isotopes, radioactive decay and the types of nuclear radiation
Nuclear equations for alpha and beta decay, and half-life
Contamination and irradiation, their dangers and how to reduce risk
Triple only: nuclear fission, chain reactions and nuclear fusion

Key skills

Determine and use half-life from decay data and graphs
Balance nuclear equations for alpha and beta decay
Compare the penetrating power and ionising ability of radiation types
Evaluate the risks and uses of radioactivity, including in medicine

Key vocabulary

Isotope	Atoms with the same protons but different numbers of neutrons.
Radioactive decay	The random breakdown of an unstable nucleus.
Half-life	The time for half the unstable nuclei to decay.
Alpha particle	Two protons and two neutrons; highly ionising, low penetration.
Beta particle	A fast electron from the nucleus; moderately penetrating.
Irradiation	Exposing an object to radiation from a source.
Contamination	Getting radioactive material onto or into an object.
Fission	The splitting of a large, unstable nucleus.

Careers & pathways

Radiographer— Use radiation in medical imaging.
Nuclear engineer— Work in the nuclear industry.
Radiation-protection officer— Keep people safe.
Medical physicist— Apply physics in medicine.

Transferable skills these careers rely on

Interpreting dataCalculatingWorking safelyReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Rights and Responsibilities.The power of the nucleus can heal or harm; it must be used responsibly, with care for human life and safety.

Curriculum links

Where this connectsAlso studied in Religious Studies 1.1 — Origins and Meaning for origins and meaning; Mathematics N — Number for standard form.

P5ForcesKnowledge organiser

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Forces

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What this topic is about.Students study scalars and vectors, forces and motion, work and elasticity, Newton’s laws, and (Higher) momentum and stopping distances.

Builds onKS3 forces.

Leads toA-Level mechanics.

StrandsPhysicsForcesScience

Key knowledge

Scalar and vector quantities and contact and non-contact forces
Resultant forces and resolving and representing forces with free-body diagrams
Work done, elasticity and Hooke’s law
Distance, displacement, speed, velocity and acceleration, and motion graphs
Newton’s three laws of motion and the idea of inertia
Stopping distance, reaction time, and momentum and its conservation (Higher)

Key skills

Investigate the relationship between force and extension of a spring (required practical)
Investigate the effect of force or mass on acceleration (required practical)
Interpret distance–time and velocity–time graphs, including gradients and areas
Rearrange and apply equations of motion and F = m a

Required practical(s)

Force and extension (Hooke’s law)
Investigating force, mass and acceleration

Key vocabulary

Scalar	A quantity with size only, e.g. speed.
Vector	A quantity with size and direction, e.g. velocity.
Resultant force	The single force equal to all forces acting.
Acceleration	The rate of change of velocity.
Newton’s first law	An object stays at rest or constant velocity unless acted on.
Terminal velocity	The steady speed reached when forces are balanced.
Momentum	Mass multiplied by velocity.
Hooke’s law	Extension is proportional to the force applied (to a limit).

Careers & pathways

Mechanical engineer— Design machines and structures.
Automotive engineer— Design safe vehicles.
Aerospace engineer— Design aircraft and spacecraft.
Biomechanist— Study forces in the body.

Transferable skills these careers rely on

CalculatingGraph analysisPractical techniqueModelling

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Understanding forces underpins the skilled engineering that keeps people safe at work and on the move.

Curriculum links

Where this connectsAlso studied in Physical Education 2 — Movement analysis for movement analysis; Geography t1 — Topic 1: Hazardous Earth for tectonic forces; Mathematics ME — Mechanics for mechanics.

P6WavesKnowledge organiser

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Waves

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What this topic is about.Students study transverse and longitudinal waves and their properties, the electromagnetic spectrum, and (Triple) lenses, sound and black-body radiation.

Builds onKS3 sound and light.

Leads toA-Level waves and optics.

StrandsPhysicsEnergyScience

Key knowledge

Transverse and longitudinal waves and their properties
The wave equation relating speed, frequency and wavelength
Reflection, refraction and the behaviour of waves at boundaries
The electromagnetic spectrum and the properties of its regions
Uses and dangers of electromagnetic waves across the spectrum
Triple only: lenses and ray diagrams, visible light and colour, and black-body radiation

Key skills

Measure the frequency, wavelength and speed of waves (required practical)
Investigate infrared radiation emitted by different surfaces (required practical)
Rearrange and use the wave equation with correct units
Draw ray diagrams for reflection and refraction (Triple)

Required practical(s)

Measuring the frequency, wavelength and speed of waves
Infrared radiation absorbed and emitted by surfaces
Refraction and lenses(separate sciences only)

Key vocabulary

Transverse wave	A wave where vibrations are at right angles to travel.
Longitudinal wave	A wave where vibrations are along the direction of travel.
Frequency	The number of waves passing a point each second (hertz).
Wavelength	The distance between two matching points on a wave.
Amplitude	The maximum displacement from the rest position.
Refraction	The change in direction of a wave as its speed changes.
Electromagnetic spectrum	The continuous range of EM waves by wavelength.
Black body	A perfect absorber and emitter of radiation.

Careers & pathways

Communications engineer— Design signal systems.
Radiographer— Use waves in medical imaging.
Acoustic engineer— Design for sound.
Optical engineer— Design lenses and cameras.

Transferable skills these careers rely on

Using equationsDrawing diagramsPractical techniqueAnalysing

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Waves power the communication and medical imaging that connect and heal people across society.

Curriculum links

Where this connectsAlso studied in Music 7.4 — Musical ensembles for pitch and timbre; Mathematics P3 — Trigonometry, exponentials & logarithms for trigonometry and wave graphs.

P7Magnetism and electromagnetismKnowledge organiser

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Magnetism and electromagnetism

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What this topic is about.Students study magnets and magnetic fields, the motor effect, and (Triple) induction, generators and transformers.

Builds onKS3 magnetism.

Leads toA-Level fields.

StrandsPhysicsForcesScience

Key knowledge

Permanent and induced magnets, magnetic fields and how to plot them
The magnetic effect of a current and the field around a solenoid
The motor effect, Fleming’s left-hand rule and F = B I l (Higher)
Triple only: the generator effect and how alternators and dynamos work
Triple only: transformers and the transformer equation
Triple only: how loudspeakers and microphones use the motor and generator effects

Key skills

Investigate and plot the magnetic field around a magnet and a wire
Apply Fleming’s left-hand rule to find the direction of force
Rearrange and use F = B I l and the transformer equations (Triple)
Explain electromagnetic induction using clear cause and effect

Key vocabulary

Magnetic field	The region where a magnetic material feels a force.
Induced magnet	A material that becomes magnetic in a magnetic field.
Solenoid	A coil of wire that produces a magnetic field.
Motor effect	The force on a current-carrying wire in a magnetic field.
Fleming’s left-hand rule	A rule linking field, current and force directions.
Electromagnetic induction	Generating a p.d. by a changing magnetic field.
Transformer	A device that changes the size of an alternating p.d.
Alternator	A generator that produces alternating current.

Careers & pathways

Electrical engineer— Design motors and generators.
Power engineer— Work on the grid and transformers.
Medical physicist— Work with MRI scanners.
Renewable-energy engineer— Design wind and hydro generators.

Transferable skills these careers rely on

Representing fieldsUsing equationsPractical techniqueExplaining

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Electromagnetism drives the motors, generators and scanners that serve homes, industry and hospitals.

Curriculum links

Where this connectsAlso studied in Computing 9.6 — Applying programming skills with physical computing for motors and physical computing; Design & Technology P — Product Design: materials, mechanisms & making for mechanisms in products.

P8Space physicsKnowledge organiser

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Space physics

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What this topic is about.Taken by Triple Physics students. Students study the Solar System and orbital motion, the life cycle of stars, and red-shift and the Big Bang.

Builds onKS3 space.

Leads toA-Level astrophysics (optional topic).

StrandsPhysicsForcesScience

Key knowledge

Taken by Triple Physics students only
The Solar System: the Sun, planets, moons, and dwarf planets
Gravity, orbital motion and how speed and radius relate for a stable orbit
The life cycle of stars, from nebula to their final stages
How elements are formed in stars and distributed by supernovae
Red-shift, the expanding universe and evidence for the Big Bang

Key skills

Interpret models and diagrams of orbits and the life cycle of stars
Explain how the mass of a star determines its life cycle
Describe red-shift as evidence that the universe is expanding
Evaluate how scientific evidence supports the Big Bang theory

Key vocabulary

Solar System	The Sun and everything that orbits it.
Orbit	The path of one object around another under gravity.
Satellite	An object that orbits a larger body.
Nebula	A cloud of dust and gas where stars form.
Main sequence	The long, stable stage of a star’s life.
Supernova	The explosion of a massive star at the end of its life.
Red-shift	The shift of light to longer wavelengths from receding galaxies.
Big Bang	The theory that the universe began from a hot, dense point.

Careers & pathways

Astronomer— Study stars and galaxies.
Astrophysicist— Investigate how the universe works.
Satellite engineer— Design and operate satellites.
Space scientist— Work on space missions.

Transferable skills these careers rely on

Using modelsInterpreting evidenceReasoningWonder and curiosity

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Contemplating the vastness of the universe inspires awe at creation and our place within it.

Curriculum links

Where this connectsAlso studied in Geography 7.2 — Where in the world? for day, night and the seasons; Religious Studies C2a — Philosophy: Arguments for God for cosmological arguments.

How to revise

Make it stick

Best ways to revise GCSE Science

Learn the key terms and definitions — make flashcards for each topic.
Learn the required practicals: method, variables, results and evaluation.required practicals: method, variables, results and evaluation.
Practise calculations and equations, and rearranging them, until they are automatic.calculations and equations, and rearranging them, until they are automatic.
Do past-paper questionsand mark them against the mark scheme.
Useretrieval practice— turn headings into questions and answer from memory.
Check your report band against the ladder and target your next step up.

Helpful revision links

BBC Bitesize — AQA Combined Science ↗Explanations and quizzes by topic.
Physics & Maths Tutor — AQA ↗Notes, questions and past papers by topic.
Save My Exams — AQA ↗Revision notes and exam questions.
AQA Science ↗Specifications, past papers and mark schemes.

Suggested starting points. Your teacher will give you any class logins.

At A-Level, students can study Biology (AQA 7402), Chemistry (AQA 7405) and Physics (AQA 7408) as three separate A-Levels, each taught at 9 hours per fortnight. All three are full two-year linear A-Levels — the school does not run AS qualifications — assessed through three written papers at the end of Year 13, together with a separate practical endorsement based on twelve required practicals. Biology (AQA 7402), Chemistry (AQA 7405) and Physics (AQA 7408) as three separate A-Levels, each taught at 9 hours per fortnight. All three are full two-year linear A-Levels — the school does not run AS qualifications — assessed through three written papers at the end of Year 13, together with a separate practical endorsement based on twelve required practicals. the physics optional topic and the assessment-objective weightings.

Choose an A-Level science to see its route through the exam papers. All three are full linear A-Levels — the school does not run AS courses — and each includes a separate practical endorsement. The grade ladder and revision guidance below apply to all three.linear A-Levels — the school does not run AS courses — and each includes a separate practical endorsement. The grade ladder and revision guidance below apply to all three.

A-Level Biology (AQA 7402) is a full two-year linear A-Level assessed through three papers plus a practical endorsement. Papers 1 and 2 each cover half the course; Paper 3 is synoptic and ends with a 25-mark essay. There are 12 required practicals, and at least 15% of marks assess practical skills.

Route through the course

Biology

View the AQA 7402 specification

Paper 1Biology Paper 1 (topics 1–4)2h · 91 marks · 35%

Topic 1 — Biological molecules

Monomers, polymers and condensation & hydrolysis reactions
Carbohydrates: monosaccharides, disaccharides and polysaccharides (starch, glycogen, cellulose)
Lipids: triglycerides and phospholipids
Proteins: primary–quaternary structure; enzyme action and the induced-fit model
Nucleic acids: DNA and RNA structure and semi-conservative replication
ATP, water and inorganic ions

Topic 2 — Cells

Eukaryotic and prokaryotic cell structure; viruses
Studying cells: optical and electron microscopy and cell fractionation
The cell cycle, mitosis and its control (cancer)
Transport across membranes: diffusion, osmosis, active transport and co-transport
Cell recognition and the immune system: antigens, antibodies, phagocytosis, T and B cells, vaccination and HIV

Topic 3 — Exchange with the environment

Surface area to volume ratio and adaptations for exchange
Gas exchange in single-celled organisms, insects, fish and plants
Digestion and absorption of carbohydrates, lipids and proteins
Mass transport in animals: haemoglobin, oxygen dissociation and the heart and circulation
Mass transport in plants: xylem, phloem, transpiration and translocation

Topic 4 — Genetic information & variation

DNA, genes and chromosomes and the genetic code
Protein synthesis: transcription and translation
Genetic diversity: meiosis, mutation and non-disjunction
Genetic diversity and adaptation; directional and stabilising selection
Species, taxonomy and phylogenetic classification
Biodiversity, indices of diversity and investigating diversity

Paper 2Biology Paper 2 (topics 5–8)2h · 91 marks · 35%

Topic 5 — Energy transfers

Photosynthesis: the light-dependent and light-independent reactions
Respiration: glycolysis, the link reaction, Krebs cycle and oxidative phosphorylation
Anaerobic respiration in mammals, plants and microorganisms
Energy and ecosystems: biomass, productivity and transfer efficiency
Nutrient cycles: the nitrogen and phosphorus cycles and use of fertilisers

Topic 6 — Responding to the environment

Survival and response; tropisms, taxes, kineses and the reflex arc
Receptors: the Pacinian corpuscle and the rods and cones of the retina
Nervous coordination: action potentials and synaptic transmission
Skeletal muscles and the sliding-filament mechanism
Homeostasis: control of blood glucose (insulin, glucagon, diabetes) and the kidney & osmoregulation

Topic 7 — Genetics, populations, evolution & ecosystems

Inheritance: monohybrid and dihybrid crosses, codominance, sex linkage and epistasis; the chi-squared test
Populations and the Hardy–Weinberg principle
Evolution and speciation (allopatric and sympatric); genetic drift
Populations in ecosystems: succession, predator–prey relationships and investigating populations

Topic 8 — The control of gene expression

Gene mutations and their effects
Control of gene expression: transcription factors, oestrogen, RNA interference and epigenetics
Stem cells and cell specialisation; tumour suppressor genes and oncogenes
Using and comparing genome projects
Gene technologies: recombinant DNA, PCR, gene probes, genetic fingerprinting and gene therapy

Paper 3Biology Paper 3 (synoptic + essay)2h · 78 marks · 30%

Synoptic assessment

Questions drawing on content from across topics 1–8
Practical techniques and the twelve required practicals
A 15-mark section on the critical analysis of experimental data

Section B — the essay

One 25-mark essay chosen from a choice of two titles
Draws together biology from at least five different topics

7402Assessment, skills & progressionassessment · practicals · progression

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, processes, techniques and procedures
AO2 Apply knowledge & understanding — in theoretical and practical contexts, and with data
AO3 Analyse, interpret & evaluate — information, ideas and evidence to reach conclusions
Exact AO weightings

Practical endorsement & required practicalsWorking scientifically

Practical endorsement (CPAC) — a separate pass/fail report on the 12 required practicals
At least 15% of marks in the written papers assess practical knowledge and skills15% of marks in the written papers assess practical knowledge and skills
Maths skills — at least 10% of marks at Level 2 or above
The required practicals flagged on each paper above underpin many exam questions

How marks are gained What great work shows

Precise, detailed knowledge and correct terminology
Confident application to unfamiliar, multi-step problems
Rigorous handling of data, maths and units
Evaluating methods, evidence and conclusions
Well-structured synoptic answers, including the 25-mark essay

Where it leads Progression

University degrees in medicine, biosciences, veterinary and environmental science
Careers in healthcare, research, biotechnology and conservation
A facilitating subject valued across the sciences
Highly valued skills in analysis, data handling and evaluation

A-Level Chemistry (AQA 7405) is a full two-year linear A-Level assessed through three papers plus a practical endorsement. Paper 1 covers inorganic and physical chemistry, Paper 2 organic and physical, and Paper 3 is synoptic with a multiple-choice section. There are 12 required practicals.

Route through the course

Chemistry

View the AQA 7405 specification

Paper 1Chemistry Paper 1 (Inorganic & Physical)2h · 105 marks · 35%

Physical chemistry (Papers 1 & 3)

Atomic structure: sub-atomic particles, mass spectrometry, electron configuration and ionisation energies
Amount of substance: the mole, the ideal gas equation, formulae, titrations and yields
Bonding: ionic, covalent and metallic bonding, molecular shapes, electronegativity and intermolecular forces
Energetics: enthalpy changes, calorimetry, Hess’s law and bond enthalpies
Oxidation, reduction and redox equations
Thermodynamics (A2): Born–Haber cycles, lattice enthalpy, entropy and Gibbs free energy
Equilibrium constant K p for homogeneous systems (A2)
Electrode potentials and electrochemical cells: the electrochemical series and fuel cells (A2)
Acids and bases (A2): pH, K a, buffers and titration curves

Inorganic chemistry

Periodicity: classification and trends across Period 3
Group 2, the alkaline earth metals: trends in reactivity and solubility
Group 7, the halogens: trends, displacement, disproportionation and tests for ions
Properties of Period 3 elements and their oxides (A2)
Transition metals: complex ions, colour, catalysis and variable oxidation states (A2)
Reactions of ions in aqueous solution (A2)

Paper 2Chemistry Paper 2 (Organic & Physical)2h · 105 marks · 35%

Organic chemistry

Introduction: nomenclature, isomerism and reaction mechanisms
Alkanes: fractional distillation, cracking and combustion
Halogenoalkanes: nucleophilic substitution, elimination and ozone depletion
Alkenes: addition reactions and addition polymers
Alcohols: production, oxidation and elimination
Organic analysis: functional-group tests, mass spectrometry and infrared spectroscopy
Optical isomerism; aldehydes and ketones (A2)
Carboxylic acids and derivatives: esters, acyl chlorides and amides (A2)
Aromatic chemistry: benzene and electrophilic substitution (A2)
Amines, polymers, and amino acids, proteins & DNA (A2)
Organic synthesis and multi-step routes (A2)
NMR spectroscopy and chromatography (A2)

Physical chemistry (Papers 2 & 3)

Amount of substance, bonding and energetics applied to organic contexts
Equilibria and the equilibrium constant K c
Kinetics (A2): rate equations, orders of reaction and the Arrhenius equation

Paper 3Chemistry Paper 3 (synoptic + multiple choice)2h · 90 marks · 30%

Synoptic assessment

Any content from across the whole specification
Questions on practical techniques and data analysis (the required practicals)
30 marks of multiple-choice questions

7405Assessment, skills & progressionassessment · practicals · progression

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, processes, techniques and procedures
AO2 Apply knowledge & understanding — in theoretical and practical contexts, and with data
AO3 Analyse, interpret & evaluate — information, ideas and evidence to reach conclusions
Exact AO weightings

Practical endorsement & required practicalsWorking scientifically

Practical endorsement (CPAC) — a separate pass/fail report on the 12 required practicals
At least 15% of marks in the written papers assess practical knowledge and skills15% of marks in the written papers assess practical knowledge and skills
Maths skills — at least 20% of marks at Level 2 or above
The required practicals flagged on each paper above underpin many exam questions

How marks are gained What great work shows

Precise, detailed knowledge and correct terminology
Confident application to unfamiliar, multi-step problems
Rigorous handling of data, maths and units
Evaluating methods, evidence and conclusions
Well-structured synoptic answers across organic, inorganic and physical chemistry

Where it leads Progression

University degrees in chemistry, medicine, pharmacy and chemical engineering
Careers in research, pharmaceuticals, energy and materials
A facilitating subject valued across STEM
Highly valued skills in maths, modelling and precise reasoning

A-Level Physics (AQA 7408) is a full two-year linear A-Level assessed through three papers plus a practical endorsement. Papers 1 and 2 cover the compulsory content; Paper 3 has a compulsory practical-skills section and one optional topic. There are 12 required practicals.

Route through the course

Physics

View the AQA 7408 specification

Paper 1Physics Paper 1 (sections 1–5, 6.1)2h · 85 marks · 34%

1 — Measurements and their errors

SI units and their prefixes
Random and systematic errors; precision and accuracy
Combining and calculating uncertainties
Estimation of physical quantities

2 — Particles and radiation

Constituents of the atom; stable and unstable nuclei
Particles, antiparticles and photons
Classification of particles: hadrons, leptons and quarks; conservation laws
The photoelectric effect, energy levels and wave–particle duality

3 — Waves

Progressive waves and their properties; longitudinal and transverse waves
Superposition and stationary waves
Refraction, diffraction and interference; Young’s double-slit experiment
Diffraction gratings and optical fibres

4 — Mechanics and materials

Scalars, vectors and moments
Motion, projectiles and Newton’s laws of motion
Work, energy, power and conservation of energy
Momentum and impulse
Density, Hooke’s law, the Young modulus and stress–strain behaviour

5 — Electricity

Current, potential difference, resistance and resistivity
I–V characteristics of components
Series and parallel circuits
EMF and internal resistance; potential dividers

6.1 — Periodic motion

Circular motion and centripetal force
Simple harmonic motion and its energy
Forced vibrations and resonance

Paper 2Physics Paper 2 (sections 6.2, 7, 8)2h · 85 marks · 34%

6.2 — Thermal physics

Thermal energy transfer and specific heat capacity
Ideal gases and the gas laws
The molecular kinetic theory model

7 — Fields and their consequences

Gravitational fields, potential and orbits of planets and satellites
Electric fields and electric potential
Capacitance and capacitor charge and discharge
Magnetic fields, the motor effect and electromagnetic induction

8 — Nuclear physics

Rutherford scattering and the nuclear model
Radioactive decay, half-life and safety
Nuclear instability and the properties of radiation
Mass–energy equivalence, nuclear fission and fusion

Assumed knowledge

Paper 2 also assumes the content of sections 1–6.1

Paper 3Physics Paper 3 (practical skills + option)2h · 80 marks · 32%

Section A — Practical skills and data analysis

Compulsory section (45 marks)
Experimental methods and the required practicals
Treatment of uncertainties and the analysis and evaluation of data

Section B — Optional topic

One optional topic (35 marks): Astrophysics, Medical physics, Engineering physics, Turning points in physics or Electronics
School’s chosen option

7408Assessment, skills & progressionassessment · practicals · progression

The three assessment objectives Assessment

AO1 Knowledge & understanding — of scientific ideas, processes, techniques and procedures
AO2 Apply knowledge & understanding — in theoretical and practical contexts, and with data
AO3 Analyse, interpret & evaluate — information, ideas and evidence to reach conclusions
Exact AO weightings

Practical endorsement & required practicalsWorking scientifically

Practical endorsement (CPAC) — a separate pass/fail report on the 12 required practicals
At least 15% of marks in the written papers assess practical knowledge and skills15% of marks in the written papers assess practical knowledge and skills
Maths skills — at least 40% of marks at Level 2 or above
The required practicals flagged on each paper above underpin many exam questions

How marks are gained What great work shows

Precise, detailed knowledge and correct terminology
Confident application to unfamiliar, multi-step problems
Rigorous handling of data, maths and units
Evaluating methods, evidence and conclusions
Well-structured synoptic answers linking topics and the option

Where it leads Progression

University degrees in physics, engineering, astrophysics and computing
Careers in engineering, technology, energy and research
A facilitating subject valued across STEM
Highly valued skills in maths, modelling and problem-solving

Knowledge & skills ladders

Start here after your report

Each row is one of the three AQA assessment objectives, which are the same across A-Level Biology, Chemistry and Physics. Tap your target-grade band to highlight the rung you are on, then read the next rung up.

Highlight your stage— tap the words used on your reportShow all

Grades E–D
Grade C
Grade B
Grades A–A*

A-LevelA-Level Science — knowledge & skillsBy assessment objective · AQA

This grid is built around the three AQA assessment objectives — AO1 knowledge and understanding, AO2 applying knowledge, and AO3 analysing, interpreting and evaluating (including practical work). Find your target-grade band in each row to see what you can already do, then read the rung above to see what to do to move up. AO1 knowledge and understanding, AO2 applying knowledge, and AO3 analysing, interpreting and evaluating (including practical work). Find your target-grade band in each row to see what you can already do, then read the rung above to see what to do to move up. the exact grade-band wording and assessment-objective weightings.

AO1 · Knowledge & understanding

1
Grades E–D
- I can recall key definitions, laws and equations from across the course.recall key definitions, laws and equations from across the course.
- I can state and outline the main models and theories.state and outline the main models and theories.
2
Grade C
- I can describe and explain scientific ideas accurately using correct terminology.describe and explain scientific ideas accurately using correct terminology.
- I can recall the required practicals and the reason for each step.recall the required practicals and the reason for each step.
3
Grade B
- I can explain complex ideas across the specification and link topics together.explain complex ideas across the specification and link topics together.
- I can use precise technical language and correct conventions throughout.use precise technical language and correct conventions throughout.
4
Grades A–A*
- I can recall and explain detailed, synoptic knowledge with precision and fluency.recall and explain detailed, synoptic knowledge with precision and fluency.
- I can connect ideas from across the whole course, including the mathematical requirements.connect ideas from across the whole course, including the mathematical requirements.

AO2 · Apply knowledge & understanding

1
Grades E–D
- I can apply a familiar idea or equation to a straightforward problem.apply a familiar idea or equation to a straightforward problem.
- I can carry out a standard calculation with the equation given.carry out a standard calculation with the equation given.
2
Grade C
- I can apply knowledge to familiar problems and carry out multi-step calculations.apply knowledge to familiar problems and carry out multi-step calculations.
- I can select the correct equation and rearrange it correctly.select the correct equation and rearrange it correctly.
3
Grade B
- I can apply knowledge to unfamiliar contexts, selecting and combining ideas.apply knowledge to unfamiliar contexts, selecting and combining ideas.
- I can work through extended calculations, handling significant figures and units.work through extended calculations, handling significant figures and units.
4
Grades A–A*
- I can apply knowledge to complex, synoptic and unfamiliar problems and justify my approach.apply knowledge to complex, synoptic and unfamiliar problems and justify my approach.
- I can construct multi-step reasoning and translate between contexts independently.construct multi-step reasoning and translate between contexts independently.

AO3 · Analyse, interpret & evaluate

1
Grades E–D
- I can process data and follow a given experimental method.process data and follow a given experimental method.
- I can plot data and read values with reasonable accuracy.plot data and read values with reasonable accuracy.
2
Grade C
- I can analyse and interpret data and evaluate a given method.analyse and interpret data and evaluate a given method.
- I can identify random and systematic errors in an experiment.identify random and systematic errors in an experiment.
3
Grade B
- I can evaluate methods, data and conclusions, considering uncertainty and validity.evaluate methods, data and conclusions, considering uncertainty and validity.
- I can calculate and use uncertainties and comment on precision and accuracy.calculate and use uncertainties and comment on precision and accuracy.
4
Grades A–A*
- I can critically evaluate methodology, evidence and conclusions and justify improvements.critically evaluate methodology, evidence and conclusions and justify improvements.
- I can judge the validity and reliability of evidence and develop a reasoned argument.judge the validity and reliability of evidence and develop a reasoned argument.

Knowledge organisers

Revision resources

A revision sheet for every A-Level topic, grouped by subject.

What are you studying at the moment?— choose your topic to open its organiser

A-LevelOpen the knowledge organisersRevision sheets

Biology

T1Biological moleculesKnowledge organiser

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Biological molecules

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What this topic is about.The chemistry of life: monomers and polymers, carbohydrates, lipids and proteins, enzymes, and the nucleic acids and ATP that carry information and energy.

Builds onGCSE cell biology and organic chemistry.

Leads toBiochemistry and every other A-Level topic.

StrandsBiologyMoleculesScience

Key knowledge

Monomers and polymers, and condensation and hydrolysis reactions
Carbohydrates (monosaccharides, disaccharides, polysaccharides) and lipids (triglycerides, phospholipids)
Protein structure (primary to quaternary) and enzyme action, including the induced-fit model and inhibition
The structure of DNA and RNA and the role of ATP
The properties of water and the roles of inorganic ions
Enzyme kinetics: the effects of temperature, pH, concentration and competitive and non-competitive inhibitors

Key skills

Carry out biochemical tests (Benedict’s, iodine, biuret, emulsion) (required practical)
Investigate the effect of a named variable on enzyme-controlled reactions (required practical)
Process quantitative data, calculating rates and percentage change
Evaluate experimental design, identifying variables and improvements

Required practical(s)

The effect of a named variable on the rate of an enzyme-controlled reaction

Key vocabulary

Polymer	A large molecule made of many repeating monomers.
Condensation	A reaction joining molecules and releasing water.
Hydrolysis	A reaction splitting molecules using water.
Induced fit	The active site changes shape to fit the substrate.
Denaturation	The loss of an enzyme’s tertiary structure and function.
Competitive inhibitor	A molecule that competes for the active site.
ATP	Adenosine triphosphate, the universal energy currency.
Monomer	A single unit that bonds to form a polymer.

Careers & pathways

Biochemist— Study the chemistry of life.
Pharmacologist— Develop medicines.
Clinical scientist— Analyse biological samples.
Research scientist— Investigate biological molecules.

Transferable skills these careers rely on

Practical techniqueAnalysing dataApplying modelsPrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.The intricate chemistry that underlies every living cell inspires awe at the gift of life and respect for the human person.

Curriculum links

Where this connectsAlso studied in Design & Technology 5.1 — Nutrition & the Eatwell Guide for carbohydrates, proteins and lipids; Physical Education 4 — Exercise physiology for nutrition and metabolism.

T2CellsKnowledge organiser

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Cells

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What this topic is about.Cell structure and microscopy, cell division by mitosis and meiosis, transport across membranes, and how the immune system recognises and responds to cells.

Builds onT1 and GCSE cells.

Leads toPhysiology and immunology.

StrandsBiologyCellsScience

Key knowledge

The detailed ultrastructure of eukaryotic and prokaryotic cells and of viruses
Studying cells: magnification, resolution and cell fractionation and ultracentrifugation
The cell cycle, mitosis, its regulation, and uncontrolled division in cancer
Transport across membranes: simple and facilitated diffusion, osmosis, active transport and co-transport
Cell recognition and the immune system: antigens, phagocytosis, T and B lymphocytes and antibodies
The specific immune response, antigenic variation, vaccines, monoclonal antibodies and HIV/AIDS

Key skills

Prepare and stain a root-tip squash and calculate a mitotic index (required practical)
Investigate membrane permeability using the effect of temperature or solvents (required practical)
Use the magnification equation and work confidently in standard form
Interpret data from the ELISA test and antibody studies

Required practical(s)

Preparing a stained root-tip squash and calculating a mitotic index
The effect of a named variable on cell-membrane permeability
Aseptic technique: the effect of antimicrobials on microbial growth

Key vocabulary

Ultrastructure	The fine detail of a cell seen with an electron microscope.
Cell fractionation	Separating organelles by ultracentrifugation.
Mitotic index	The proportion of cells undergoing mitosis.
Facilitated diffusion	Diffusion through carrier or channel proteins.
Antigen	A molecule that triggers an immune response.
Phagocytosis	Engulfing and digesting a pathogen.
Monoclonal antibody	An identical antibody from cloned cells.
Antigenic variation	A change in a pathogen’s surface antigens.

Careers & pathways

Immunologist— Study the immune system.
Cytologist— Study cells and diagnose disease.
Vaccine researcher— Develop vaccines.
Biomedical scientist— Analyse cells and samples.

Transferable skills these careers rely on

MicroscopyAnalysing dataExplaining processesPrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Understanding how cells defend the body deepens gratitude for its design and respect for human life.

Curriculum links

Where this connectsAlso studied in Art & Design 8.2 — Under the Microscope for microscopy and close observation; Psychology 1 — Research methods, issues & debates for research methods.

T3Exchange with the environmentKnowledge organiser

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Exchange with the environment

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What this topic is about.How organisms exchange substances with their surroundings: surface-area-to-volume relationships, gas exchange, digestion and absorption, and mass transport in animals and plants.

Builds onT2 Cells.

Leads toPhysiology and medicine.

StrandsBiologySystemsScience

Key knowledge

Surface area to volume ratio and its consequences for exchange
Gas exchange in single-celled organisms, insects, fish and dicotyledonous plants
Adaptations of the human gas-exchange system and the effects of lung disease
Digestion and absorption of carbohydrates, lipids and proteins
Mass transport in animals: haemoglobin, the oxygen dissociation curve and the Bohr effect
Mass transport in plants: the cohesion-tension theory and the mass-flow hypothesis

Key skills

Dissect an animal or plant gas-exchange or mass-transport system (required practical)
Interpret oxygen dissociation curves and explain the Bohr shift
Analyse and evaluate data on the effects of lung disease and exercise
Apply the principles of diffusion to unfamiliar exchange systems

Required practical(s)

Finding the water potential of plant tissue using a dilution series
Dissection of a gas-exchange or mass-transport system

Key vocabulary

Surface area to volume ratio	How area compares with volume as size changes.
Ventilation	The movement of air into and out of the lungs.
Haemoglobin	The protein that transports oxygen in the blood.
Bohr effect	A shift in the dissociation curve as CO₂ rises.
Cohesion-tension	The theory explaining water transport up the xylem.
Translocation	The transport of assimilates in the phloem.
Countercurrent	Opposing flow that maximises diffusion, as in fish gills.
Dissociation curve	A graph of haemoglobin saturation against oxygen level.

Careers & pathways

Doctor— Understand the body’s systems.
Physiologist— Study how the body works.
Cardiac technician— Monitor heart function.
Veterinary surgeon— Treat animals.

Transferable skills these careers rely on

DissectionAnalysing dataLinking structure to functionReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.The elegance of the body’s exchange systems calls us to value and care for human health.

Curriculum links

Where this connectsAlso studied in Geography a5 — Topic 5: The Water Cycle and Water Insecurity for transpiration and the water cycle; Physical Education 1 — Applied anatomy and physiology for gas exchange and the lungs.

T4Genetic information and variationKnowledge organiser

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Genetic information and variation

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What this topic is about.How genetic information is stored, copied and expressed; genetic diversity through meiosis and mutation; and how biodiversity is measured and species classified.

Builds onT1 and T2.

Leads toT7, T8 and evolutionary biology.

StrandsBiologyGeneticsScience

Key knowledge

The structure of DNA, genes and chromosomes, and the nature of the genetic code
Protein synthesis: transcription, splicing and translation
Meiosis and the sources of genetic variation
Genetic diversity, the founder effect, genetic bottlenecks and natural selection
The principles of taxonomy, phylogenetics and the three domains
Measuring biodiversity within and between communities and investigating diversity using DNA and proteins

Key skills

Investigate species diversity using an index of diversity
Interpret data from DNA sequencing and comparisons
Use genetic diagrams to explain the outcomes of meiosis
Evaluate the reliability of measures of genetic and species diversity

Key vocabulary

Genetic code	The triplet, degenerate, non-overlapping DNA code.
Transcription	Copying a gene into messenger RNA.
Translation	Assembling a polypeptide from an mRNA sequence.
Meiosis	Division producing four genetically varied haploid cells.
Genetic diversity	The number of different alleles in a population.
Phylogenetics	Classifying organisms by evolutionary relationships.
Index of diversity	A measure combining species richness and evenness.
Course of natural selection	Directional, stabilising or disruptive selection.

Careers & pathways

Geneticist— Study genes and inheritance.
Bioinformatician— Analyse genetic data.
Conservation scientist— Protect biodiversity.
Forensic scientist— Use DNA analysis.

Transferable skills these careers rely on

Data analysisStatisticsGenetic reasoningClassifying

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Measuring and protecting biodiversity is part of our shared responsibility to care for the richness of creation.

Curriculum links

Where this connectsAlso studied in Mathematics ST — Statistics for statistical testing; Religious Studies 1.1 — Origins and Meaning for origins and meaning.

T5Energy transfersKnowledge organiser

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Energy transfers

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What this topic is about.How energy flows through living systems: photosynthesis and respiration in detail, energy transfer through ecosystems, and the cycling of nutrients.

Builds onT1 and GCSE bioenergetics.

Leads toEcology and agriculture.

StrandsBiologyEnergyScience

Key knowledge

Photosynthesis: the light-dependent reactions and photophosphorylation
The light-independent reactions (Calvin cycle) and limiting factors
Respiration: glycolysis, the link reaction, the Krebs cycle and oxidative phosphorylation
Anaerobic respiration in mammals, plants and microorganisms, and chemiosmosis
Energy transfer through ecosystems: gross and net primary productivity
Nutrient cycles: the nitrogen and phosphorus cycles and the use of fertilisers

Key skills

Investigate the effect of a factor on the rate of photosynthesis or respiration (required practical)
Use a respirometer and calculate the rate of oxygen consumption
Calculate net and gross productivity and energy transfer efficiency
Interpret metabolic pathways and evaluate the effects of fertilisers

Required practical(s)

Chromatography of photosynthetic pigments
The effect of a factor on dehydrogenase activity in chloroplasts
The effect of a variable on the rate of respiration of single-celled organisms

Key vocabulary

Photophosphorylation	Making ATP using light energy.
Calvin cycle	The light-independent fixation of carbon dioxide.
Chemiosmosis	ATP synthesis driven by a proton gradient.
Glycolysis	The splitting of glucose in the cytoplasm.
Oxidative phosphorylation	ATP synthesis using the electron transport chain.
Net primary productivity	Gross productivity minus respiratory losses.
Saprobiont	A decomposer that breaks down dead material.
Eutrophication	Nutrient enrichment leading to algal blooms.

Careers & pathways

Plant scientist— Improve crops and yield.
Agricultural scientist— Support food production.
Biochemist— Study metabolic pathways.
Environmental scientist— Study nutrient cycles.

Transferable skills these careers rely on

Practical techniqueCalculatingInterpreting pathwaysAnalysing

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding how energy sustains life underpins food security and the responsible care of our common home.

Curriculum links

Where this connectsAlso studied in Geography a6 — Topic 6: The Carbon Cycle and Energy Security for the carbon cycle; Physical Education 4 — Exercise physiology for energy systems.

T6Responding to the environmentKnowledge organiser

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Responding to the environment

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What this topic is about.How organisms detect and respond to change: nervous and hormonal coordination, muscle contraction, and the control systems that maintain homeostasis.

Builds onGCSE homeostasis and T2.

Leads toPhysiology and medicine.

StrandsBiologySystemsScience

Key knowledge

Stimuli and responses: tropisms, taxes, kineses and the reflex arc
Receptors, including the Pacinian corpuscle and the rods and cones of the retina
Nerve impulses: resting and action potentials, propagation and the refractory period
Synaptic transmission at cholinergic synapses and the effects of drugs
The structure and contraction of skeletal muscle (the sliding-filament model)
Homeostasis: control of blood glucose (insulin, glucagon, the second messenger) and the kidney and osmoregulation

Key skills

Investigate factors affecting heart rate or the effect of a variable on responses
Interpret oscilloscope traces of action potentials
Explain the control of blood water potential and glucose using feedback
Analyse data on the action of hormones and drugs at synapses

Required practical(s)

The effect of an environmental variable on animal movement (choice chamber or maze)
A colorimetric calibration curve to find an unknown glucose concentration

Key vocabulary

Action potential	A rapid reversal of charge across a neurone membrane.
Refractory period	The recovery time before another impulse can pass.
Synapse	The junction between two neurones.
Neurotransmitter	A chemical that carries a signal across a synapse.
Sarcomere	The functional contractile unit of a muscle.
Sliding filament	The mechanism of muscle contraction.
Osmoregulation	The control of the water potential of the blood.
Ultrafiltration	Filtration under pressure in the kidney nephron.

Careers & pathways

Neuroscientist— Study the nervous system.
Sports physiologist— Study performance.
Endocrinologist— Study hormones.
Anaesthetist— Manage patients’ responses.

Transferable skills these careers rely on

Interpreting dataExplaining feedbackPractical techniqueReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.The finely tuned systems that keep us alive inspire respect for the dignity and wonder of the body.

Curriculum links

Where this connectsAlso studied in Psychology 3 — Paper 2: Psychology in Context for the nervous system and behaviour; Physical Education 2 — Skill acquisition for skill acquisition and feedback.

T7Genetics, populations, evolution and ecosystemsKnowledge organiser

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Genetics, populations, evolution and ecosystems

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What this topic is about.How characteristics are inherited, how populations change through natural selection and speciation, and how populations interact within ecosystems.

Builds onT4 and GCSE inheritance.

Leads toEvolutionary biology and ecology.

StrandsBiologyGeneticsEcologyScience

Key knowledge

Inheritance: monohybrid and dihybrid crosses, codominance, multiple alleles and sex linkage
Autosomal linkage, epistasis and the use of the chi-squared test
Populations, allele and genotype frequencies and the Hardy–Weinberg principle
Variation and the effects of stabilising, directional and disruptive selection
Speciation (allopatric and sympatric) and the role of genetic drift
Populations in ecosystems: carrying capacity, succession and predator–prey relationships

Key skills

Use the chi-squared test to compare observed and expected genetic ratios
Apply the Hardy–Weinberg equations to calculate allele frequencies
Investigate populations using randomly placed quadrats, transects and mark-release-recapture (required practical)
Interpret data on selection, speciation and succession

Required practical(s)

The effect of an environmental factor on the distribution of a species

Key vocabulary

Codominance	Both alleles are expressed in the phenotype.
Epistasis	One gene masking the effect of another.
Hardy–Weinberg	A model predicting allele frequencies in a population.
Allele frequency	How common an allele is in a population.
Genetic drift	A change in allele frequency by chance.
Speciation	The formation of a new species.
Succession	The change in a community over time.
Carrying capacity	The maximum population an ecosystem can support.

Careers & pathways

Ecologist— Study populations and ecosystems.
Evolutionary biologist— Study how species change.
Conservation scientist— Protect species.
Geneticist— Study inheritance.

Transferable skills these careers rely on

Genetic reasoningStatisticsSamplingModelling

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Understanding how populations and ecosystems change equips us to protect the balance of the natural world.

Curriculum links

Where this connectsAlso studied in Geography t7 — Topic 7: People and the biosphere for ecosystems and the biosphere; Mathematics ST — Statistics for sampling and statistics.

T8The control of gene expressionKnowledge organiser

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The control of gene expression

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What this topic is about.How gene expression is controlled, how mutations and epigenetics affect it, and how gene technologies are used in research and medicine.

Builds onT4 and T7.

Leads toGenomics, medicine and biotechnology.

StrandsBiologyGeneticsScience

Key knowledge

Gene mutations, their causes and their effects on the phenotype
Regulation of transcription and translation by transcription factors and oestrogen
Epigenetic control through DNA methylation and histone modification
RNA interference, and the role of stem cells and totipotency
The role of tumour suppressor genes and oncogenes in cancer
Gene technologies: making DNA fragments, PCR, in vivo and in vitro cloning, and gene therapy

Key skills

Interpret the results of gel electrophoresis and DNA profiling
Explain the use of recombinant DNA technology and its applications
Evaluate the ethical, social and economic issues of gene technologies
Analyse data on gene expression and epigenetic modification

Key vocabulary

Mutation	A change in the base sequence of DNA.
Transcription factor	A protein that controls the rate of transcription.
Epigenetics	Heritable changes not caused by DNA sequence changes.
Methylation	Adding methyl groups to DNA to silence a gene.
Totipotent	A stem cell able to form any cell type.
Oncogene	A mutated gene that can cause cancer.
Recombinant DNA	DNA combined from two different sources.
PCR	The polymerase chain reaction used to amplify DNA.

Careers & pathways

Genomic scientist— Analyse and use genomes.
Biotechnologist— Develop gene technologies.
Genetic counsellor— Advise families.
Bioethicist— Consider the ethics of new technology.

Transferable skills these careers rely on

Interpreting techniquesEvaluating ethicsAnalysing dataReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of the Human Person.Powerful gene technologies must always serve, and never diminish, the dignity of the human person.

Curriculum links

Where this connectsAlso studied in Religious Studies C3b — Ethics: Applied ethics & conscience for bioethics and applied ethics; Psychology 1 — Research methods, issues & debates for research methods and ethics.

Chemistry

PH1Atomic structure & the moleKnowledge organiser

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PH1

Atomic structure & the mole

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What this topic is about.Physical chemistry: atomic structure and mass spectrometry, and the mole as the foundation of quantitative chemistry.

Department organisersAtoms and moles ↗Ionisation energy ↗

Builds onGCSE atomic structure and quantitative chemistry.

Leads toAll quantitative A-Level chemistry.

StrandsChemistryPhysicalScience

Key knowledge

Fundamental particles, isotopes and time-of-flight mass spectrometry
Electron configuration in sub-shells and successive ionisation energies
The mole, Avogadro’s constant and the ideal gas equation pV = nRT
Empirical and molecular formulae and balanced equations
Reacting masses, atom economy, percentage yield and errors in measurement
Calculations involving solutions, concentrations and titrations

Key skills

Interpret mass spectra to deduce isotopes and relative atomic mass
Carry out structured mole, gas-volume and titration calculations
Make up a standard solution and carry out an acid–base titration (required practical)
Evaluate the uncertainty and errors in quantitative measurements

Required practical(s)

Making a volumetric solution and carrying out an acid–base titration

Key vocabulary

Isotope	Atoms with the same protons but different neutrons.
Time of flight	A mass spectrometry method separating ions by mass/charge.
Ionisation energy	Energy to remove one mole of electrons from gaseous atoms.
Mole	The amount of substance containing 6.02 × 10²³ particles.
Empirical formula	The simplest whole-number ratio of atoms.
Atom economy	The proportion of reactant atoms in the useful product.
Ideal gas	A gas obeying pV = nRT under all conditions.
Standard solution	A solution of accurately known concentration.

Careers & pathways

Analytical chemist— Measure and identify substances.
Chemical engineer— Scale reactions accurately.
Pharmaceutical scientist— Formulate medicines.
Research chemist— Investigate matter.

Transferable skills these careers rely on

CalculatingInterpreting spectraPrecisionReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Rigorous, honest measurement reflects the integrity and dignity of scientific work.

Curriculum links

Where this connectsAlso studied in Mathematics N — Number for standard form and the mole; Mathematics P1 — Proof, algebra & functions for algebraic manipulation.

PH2Bonding & structureKnowledge organiser

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PH2

Bonding & structure

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What this topic is about.Physical chemistry: how atoms bond and how structure and intermolecular forces determine the properties of substances.

Department organisersElectrons, bonding and structure ↗Ionic, covalent and metallic bonding ↗

Builds onGCSE bonding and structure.

Leads toOrganic and inorganic chemistry.

StrandsChemistryPhysicalStructureScience

Key knowledge

Ionic, covalent, co-ordinate (dative) and metallic bonding
The shapes of simple molecules and ions using electron-pair repulsion
Bond polarity, electronegativity and dipoles
Intermolecular forces: van der Waals, dipole–dipole and hydrogen bonding
How structure and bonding determine physical properties
The four crystal structures: ionic, metallic, and macromolecular and molecular covalent

Key skills

Predict and explain molecular shapes and bond angles
Deduce polarity and the presence of intermolecular forces
Relate melting point, conductivity and solubility to structure
Represent bonding using dot-and-cross and displayed formulae

Key vocabulary

Dative bond	A covalent bond where one atom supplies both electrons.
Electronegativity	The power of an atom to attract a bonding pair.
Electron-pair repulsion	The principle used to predict molecular shape.
Van der Waals	Weak forces from temporary induced dipoles.
Hydrogen bond	A strong intermolecular force involving N, O or F.
Dipole	A separation of charge across a bond or molecule.
Macromolecular	A giant covalent structure such as diamond.
Polar	Having an uneven distribution of charge.

Careers & pathways

Materials scientist— Design new materials.
Computational chemist— Model molecules.
Chemical engineer— Apply structure to processes.
Research chemist— Study bonding.

Transferable skills these careers rely on

PredictingModellingExplainingReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Understanding matter at the molecular level lets us create materials and medicines that serve society.

Curriculum links

Where this connectsAlso studied in Design & Technology A1 — Materials & their applications for materials and their applications; Mathematics G — Geometry & measures for shape and structure.

PH3Energetics & kineticsKnowledge organiser

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PH3

Energetics & kinetics

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What this topic is about.Physical chemistry: energy changes in reactions and the factors and mechanisms that control how fast reactions go.

Department organisersEnthalpy changes 1 ↗Enthalpy changes 2 ↗Reaction rates ↗

Builds onGCSE energy changes and rates.

Leads toThermodynamics and rate equations.

StrandsChemistryPhysicalEnergyScience

Key knowledge

Enthalpy changes and standard enthalpy definitions
Calorimetry and calculating enthalpy change from experimental data
Hess’s law and enthalpy cycles
Mean bond enthalpies and their limitations
Collision theory, the Maxwell–Boltzmann distribution and activation energy
The effect of temperature, concentration and catalysts on rate

Key skills

Determine an enthalpy change by calorimetry (required practical)
Apply Hess’s law to calculate enthalpy changes
Use mean bond enthalpies to estimate reaction enthalpy
Interpret Maxwell–Boltzmann distributions to explain rate changes

Required practical(s)

Measuring an enthalpy change
Investigating how reaction rate changes with temperature

Key vocabulary

Enthalpy change	The heat energy change at constant pressure.
Calorimetry	Measuring heat change using temperature and q = mcΔT.
Hess’s law	The enthalpy change is independent of the route taken.
Bond enthalpy	The energy to break one mole of a bond in the gas phase.
Activation energy	The minimum energy for a successful collision.
Maxwell–Boltzmann	The distribution of molecular energies in a sample.
Catalyst	A substance that provides an alternative, lower-energy route.
Standard conditions	100 kPa and a stated temperature (usually 298 K).

Careers & pathways

Process chemist— Optimise reaction conditions.
Energy scientist— Develop cleaner reactions.
Chemical engineer— Manage reaction energy.
Research chemist— Study kinetics.

Transferable skills these careers rely on

CalorimetryCalculatingInterpreting graphsReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Designing efficient, lower-energy reactions supports responsible stewardship of energy and resources.

Curriculum links

Where this connectsAlso studied in Mathematics P4 — Calculus & vectors for rates of change and calculus; Design & Technology 5.2 — Food science — cooking & functional properties for reaction rates in cooking.

PH4Chemical equilibria & acids-basesKnowledge organiser

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PH4

Chemical equilibria & acids-bases

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What this topic is about.Physical chemistry: dynamic equilibrium, the equilibrium constant, and the behaviour of acids and bases including pH and buffers.

Department organisersEquilibrium 1 ↗Equilibrium 2 ↗Acids, bases and pH ↗Buffers ↗Titration ↗

Builds onGCSE reversible reactions.

Leads toIndustrial chemistry and biochemistry.

StrandsChemistryPhysicalScience

Key knowledge

Dynamic equilibrium and Le Chatelier’s principle
The equilibrium constant Kc and its calculation
Brønsted–Lowry acids and bases and conjugate pairs
The pH scale, and calculations for strong acids and bases
Weak acids, Ka and pKa, and buffer solutions
Titration curves, indicators and the equivalence point

Key skills

Calculate Kc, pH, Ka and the pH of buffers
Carry out titrations and interpret pH titration curves (required practical)
Select a suitable indicator for a given titration
Explain how a buffer resists changes in pH

Required practical(s)

Investigating how pH changes when a weak acid reacts with a strong base

Key vocabulary

Dynamic equilibrium	Forward and reverse reactions occur at equal rates.
Kc	The equilibrium constant in terms of concentrations.
Le Chatelier	A system opposes any change imposed on it.
Brønsted–Lowry	An acid is a proton donor and a base a proton acceptor.
pH	−log of the hydrogen-ion concentration.
Ka	The acid dissociation constant of a weak acid.
Buffer	A solution resisting change in pH on adding acid or base.
Equivalence point	Where acid and base have exactly reacted.

Careers & pathways

Analytical chemist— Measure concentrations.
Biochemist— Study buffers in living systems.
Process chemist— Control industrial equilibria.
Water scientist— Manage pH in treatment.

Transferable skills these careers rely on

CalculatingTitration techniqueInterpreting curvesReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Controlling acidity and equilibria keeps water, food and medicines safe for the whole community.

Curriculum links

Where this connectsAlso studied in Mathematics P3 — Trigonometry, exponentials & logarithms for logarithms and pH; Mathematics P1 — Proof, algebra & functions for rearranging expressions.

PH5Redox & electrode potentialsKnowledge organiser

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PH5

Redox & electrode potentials

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What this topic is about.Physical chemistry: oxidation and reduction, electrode potentials and how electrochemical cells store and release energy.

Department organisersElectrochemical cells ↗Redox and electrode potentials ↗

Builds onGCSE electrolysis and reactivity.

Leads toElectrochemistry and energy storage.

StrandsChemistryPhysicalScience

Key knowledge

Oxidation states and constructing balanced redox and half equations
Electrode potentials and the standard hydrogen electrode
The electrochemical series and predicting the feasibility of reactions
Electrochemical cells and calculating cell EMF
Commercial cells, batteries and fuel cells
The link between electrode potentials, feasibility and limitations

Key skills

Assign oxidation states and combine half equations
Calculate the EMF of an electrochemical cell
Predict whether a redox reaction is feasible from electrode potentials
Evaluate the benefits and drawbacks of fuel cells and batteries

Key vocabulary

Oxidation state	The apparent charge on an atom in a compound.
Half equation	An equation showing electron loss or gain.
Standard electrode potential	The potential of a half-cell under standard conditions.
Electrochemical series	Half-cells ranked by electrode potential.
EMF	The maximum potential difference of a cell.
Feasibility	Whether a reaction is thermodynamically possible.
Fuel cell	A cell producing electricity from a continuous fuel supply.
Salt bridge	A connection allowing ion flow between half-cells.

Careers & pathways

Electrochemist— Study cells and corrosion.
Battery scientist— Develop energy storage.
Chemical engineer— Design electrochemical processes.
Renewable-energy scientist— Develop fuel cells.

Transferable skills these careers rely on

Balancing equationsCalculatingPredictingReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Better batteries and fuel cells support the transition to cleaner energy and care for creation.

Curriculum links

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for energy storage and batteries; Design & Technology A1 — Materials & their applications for conductive materials.

PH6Thermodynamics & rate equationsKnowledge organiser

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PH6

Thermodynamics & rate equations

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What this topic is about.Physical chemistry (A2): entropy and free energy determine whether reactions happen, and rate equations describe how fast they go.

Builds onPH3 Energetics and kinetics.

Leads toAdvanced physical chemistry.

StrandsChemistryPhysicalEnergyScience

Key knowledge

Born–Haber cycles and lattice enthalpy
Enthalpies of solution, hydration and the effect of ionic size and charge
Entropy and the feasibility of change
Gibbs free energy (ΔG = ΔH − TΔS) and the temperature of feasibility
Rate equations, orders of reaction and the rate constant
The Arrhenius equation and rate-determining steps

Key skills

Construct and use Born–Haber cycles to find lattice enthalpy
Calculate entropy change and Gibbs free energy
Determine orders of reaction and the rate constant from data
Deduce a reaction mechanism from the rate-determining step

Required practical(s)

Measuring reaction rate by an initial-rate (iodine-clock) method
Measuring reaction rate by a continuous-monitoring method

Key vocabulary

Lattice enthalpy	The enthalpy of forming a lattice from gaseous ions.
Born–Haber cycle	An enthalpy cycle used to find lattice enthalpy.
Entropy	A measure of the disorder of a system.
Gibbs free energy	A quantity that predicts whether a change is feasible.
Rate equation	An equation linking rate to reactant concentrations.
Order	The power of a concentration term in the rate equation.
Rate constant	The constant k in a rate equation.
Rate-determining step	The slowest step that controls the overall rate.

Careers & pathways

Physical chemist— Study energy and rates.
Chemical engineer— Model reaction feasibility.
Research scientist— Investigate mechanisms.
Data analyst— Analyse kinetic data.

Transferable skills these careers rely on

Constructing cyclesCalculatingAnalysing dataReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.The discipline of thermodynamics reflects the patient, rigorous work of seeking to understand the world truthfully.

Curriculum links

Where this connectsAlso studied in Mathematics P4 — Calculus & vectors for calculus and rate equations; Mathematics P3 — Trigonometry, exponentials & logarithms for logarithms.

IN1Periodicity & Period 3Knowledge organiser

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IN1

Periodicity & Period 3

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What this topic is about.Inorganic chemistry: trends across the periodic table and the reactions and oxides of the Period 3 elements.

Department organisersPeriodicity ↗Period 3 elements and oxides ↗

Builds onGCSE periodic table.

Leads toInorganic chemistry.

StrandsChemistryInorganicScience

Key knowledge

Classification of elements into s, p, d and f blocks
Trends across Period 3 in atomic radius, ionisation energy and melting point
The reactions of Period 3 elements with oxygen, chlorine and water
The structures and bonding of the Period 3 oxides
The acid–base character of the Period 3 oxides
Explaining periodicity using electron configuration and structure

Key skills

Explain periodic trends using shielding, nuclear charge and radius
Write equations for the reactions of Period 3 elements and oxides
Predict the pH and behaviour of oxides in water
Interpret data on the physical properties of Period 3 elements

Key vocabulary

Periodicity	A repeating pattern of properties across a period.
Atomic radius	A measure of the size of an atom.
Ionisation energy	Energy to remove an electron from a gaseous atom.
Shielding	Inner electrons reducing the pull on outer electrons.
Amphoteric	A substance reacting as both an acid and a base.
Giant covalent	A macromolecular structure such as silicon dioxide.
Block	A region of the periodic table (s, p, d or f).
Oxide	A compound of an element with oxygen.

Careers & pathways

Research chemist— Study the elements.
Materials scientist— Use element properties.
Chemical engineer— Apply inorganic chemistry.
Science teacher— Share chemistry.

Transferable skills these careers rely on

Pattern-spottingExplaining trendsInterpreting dataReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.The periodic patterns discovered by scientists worldwide are a shared inheritance for the good of all.

Curriculum links

Where this connectsAlso studied in Design & Technology A1 — Materials & their applications for material properties across a period; Geography 7.3 — How do rocks shape the landscape? for minerals and elements.

IN2Group 2 & Group 7Knowledge organiser

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IN2

Group 2 & Group 7

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What this topic is about.Inorganic chemistry: the trends and reactions of the alkaline earth metals and the halogens.

Department organisersEntropy and free energy ↗Lattice enthalpy ↗Equilibrium Kp 1 ↗Equilibrium Kp 2 ↗Rate equations 1 ↗Rate equations 2 ↗Group 2 ↗Group 7 ↗Testing for ions and chlorine ↗

Builds onGCSE groups of the periodic table.

Leads toInorganic and industrial chemistry.

StrandsChemistryInorganicScience

Key knowledge

Trends in Group 2: reactivity, first ionisation energy and solubility of hydroxides and sulfates
The uses of Group 2 compounds, including in agriculture and medicine
Trends in Group 7: electronegativity, boiling point and oxidising power
Reactions of halides with silver nitrate and with concentrated sulfuric acid
Disproportionation reactions of chlorine, including with water and alkali
Tests for the halide ions and their reliability

Key skills

Carry out and interpret tests for anions, including halides, sulfates and carbonates (required practical)
Write equations for disproportionation and displacement reactions
Explain Group 2 and Group 7 trends using structure and electron arrangement
Evaluate the reliability of qualitative tests for ions

Required practical(s)

Test-tube reactions to identify cations and anions

Key vocabulary

Alkaline earth metal	An element in Group 2.
Halogen	An element in Group 7 (17).
Oxidising power	The tendency to gain electrons; decreases down Group 7.
Disproportionation	Simultaneous oxidation and reduction of one element.
Displacement	A more reactive halogen replacing a less reactive one.
Thermal decomposition	Breaking a compound down using heat.
Solubility trend	How solubility changes down a group.
Precipitate	An insoluble solid formed in a reaction.

Careers & pathways

Analytical chemist— Identify ions.
Water scientist— Use chlorine treatment.
Chemical engineer— Apply inorganic reactions.
Research chemist— Study reactivity.

Transferable skills these careers rely on

Practical techniqueExplaining trendsIdentifyingReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Halogen chemistry underpins clean water and disinfection that protect public health.

Curriculum links

Where this connectsAlso studied in Design & Technology A1 — Materials & their applications for material selection; Art & Design 7.1 — Formal Elements for pigments and flame colour.

IN3Transition metals & aqueous ionsKnowledge organiser

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IN3

Transition metals & aqueous ions

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What this topic is about.Inorganic chemistry: the characteristic properties of transition metals, complex ions, colour, catalysis and reactions of aqueous ions.

Department organisersIntroduction to transition metals ↗Complex ions, shapes and colour ↗Variable oxidation states ↗Reactions of aqueous solutions ↗Catalysts ↗

Builds onIN1 and IN2.

Leads toCatalysis and analytical chemistry.

StrandsChemistryInorganicScience

Key knowledge

The characteristic properties of transition metals and their electron configurations
Complex ions, ligands, co-ordination number and shape
Optical and cis–trans isomerism in complexes
Coloured ions and the origin of colour, and the use of colorimetry
Catalysis by transition metals and their compounds
Ligand-substitution reactions and the reactions of aqueous metal ions with acids, bases and ammonia

Key skills

Prepare and investigate transition-metal complexes and observe colour changes
Carry out tests to identify transition-metal ions in solution (required practical)
Use colorimetry to determine the concentration of a coloured ion
Write equations for ligand substitution and precipitation reactions

Required practical(s)

Identifying transition-metal ions in aqueous solution

Key vocabulary

Transition metal	A d-block element forming ions with partly filled d orbitals.
Ligand	An ion or molecule with a lone pair bonded to a metal.
Complex ion	A central metal ion surrounded by ligands.
Co-ordination number	The number of co-ordinate bonds to the central ion.
Ligand substitution	Replacing one ligand with another.
Heterogeneous catalyst	A catalyst in a different phase to the reactants.
Colorimetry	Measuring concentration from colour intensity.
Chelate effect	The stability gained from multidentate ligands.

Careers & pathways

Catalysis researcher— Develop catalysts.
Analytical chemist— Identify metal ions.
Materials chemist— Use transition-metal compounds.
Pharmaceutical chemist— Use metal complexes in medicine.

Transferable skills these careers rely on

Practical techniqueIdentifyingExplaining colourReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Transition-metal catalysts make industrial processes cleaner and cheaper, serving people and the planet.

Curriculum links

Where this connectsAlso studied in Art & Design 7.1 — Formal Elements for pigments and colour; Design & Technology A3 — Manufacturing & industry for industrial processes.

OR1Hydrocarbons, halogenoalkanes & alcoholsKnowledge organiser

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OR1

Hydrocarbons, halogenoalkanes & alcohols

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What this topic is about.Organic chemistry: the foundations of organic reactions through alkanes, alkenes, halogenoalkanes and alcohols, and how to analyse organic compounds.

Department organisersIntroduction to organic ↗Alkanes ↗Halogenoalkanes ↗Alkenes ↗Alcohols ↗

Builds onGCSE organic chemistry.

Leads toOrganic synthesis and analysis.

StrandsChemistryOrganicScience

Key knowledge

Nomenclature, structural and stereoisomerism, and reaction mechanisms
Alkanes: combustion, and the free-radical substitution mechanism
Halogenoalkanes: nucleophilic substitution and elimination, and ozone depletion
Alkenes: electrophilic addition, Markownikoff’s rule and addition polymers
Alcohols: preparation, oxidation, dehydration and their reactions
Organic analysis: functional-group tests, mass spectrometry and infrared spectroscopy

Key skills

Prepare, purify and test an organic liquid using distillation and separation (required practical)
Draw curly-arrow mechanisms for substitution, addition and elimination
Deduce structures from mass, infrared and combustion data
Explain reactivity using bond polarity and mechanism type

Required practical(s)

Distillation of a product from a reaction
Tests for alcohol, aldehyde, alkene and carboxylic acid

Key vocabulary

Nucleophile	An electron-pair donor that attacks a positive centre.
Electrophile	An electron-pair acceptor.
Free radical	A species with an unpaired electron.
Electrophilic addition	Addition across a C=C double bond.
Elimination	Removing a small molecule to form a double bond.
Structural isomer	Same formula, different structural arrangement.
Curly arrow	A symbol showing the movement of an electron pair.
Fingerprint region	The complex lower region of an infrared spectrum.

Careers & pathways

Organic chemist— Design and make molecules.
Pharmaceutical chemist— Develop drugs.
Petrochemical engineer— Process hydrocarbons.
Forensic scientist— Analyse organic compounds.

Transferable skills these careers rely on

Drawing mechanismsNaming moleculesPractical techniqueReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Care for Creation.Choosing greener organic processes and fuels reflects responsible stewardship of creation.

Curriculum links

Where this connectsAlso studied in Design & Technology 5.2 — Food science — cooking & functional properties for food science and functional properties; Design & Technology 5.3 — Food safety, provenance & sustainability for testing and provenance.

OR2Carbonyls, carboxylic acids, aromatics & aminesKnowledge organiser

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OR2

Carbonyls, carboxylic acids, aromatics & amines

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What this topic is about.Organic chemistry (A2): the chemistry of carbonyl compounds, carboxylic acids and their derivatives, aromatic compounds and amines.

Department organisersAldehydes and ketones ↗Aromatic chemistry ↗Carboxylic acid derivatives ↗Amines ↗

Builds onOR1 Hydrocarbons and alcohols.

Leads toOrganic synthesis and biochemistry.

StrandsChemistryOrganicScience

Key knowledge

Optical isomerism and chirality
Aldehydes and ketones: oxidation, nucleophilic addition and the tri-iodomethane test
Carboxylic acids and derivatives: esters, acyl chlorides and acid anhydrides
Aromatic chemistry: the structure of benzene and electrophilic substitution
Amines: their basicity, preparation and reactions
Reaction mechanisms and reactivity across these functional groups

Key skills

Draw mechanisms for nucleophilic addition and electrophilic substitution
Carry out organic preparations, purification and reflux techniques
Identify functional groups from chemical tests and spectra
Explain relative reactivity and the basicity of amines

Required practical(s)

Preparing a pure organic solid and testing its purity by melting point

Key vocabulary

Chirality	The property of having non-superimposable mirror images.
Optical isomer	One of a pair of mirror-image molecules.
Nucleophilic addition	Addition of a nucleophile to a carbonyl group.
Esterification	Forming an ester from an acid and an alcohol.
Acyl chloride	A reactive carboxylic acid derivative.
Delocalisation	The spreading of electrons, as in benzene.
Electrophilic substitution	Replacing an H on benzene with an electrophile.
Basicity	The ability to accept a proton, as in amines.

Careers & pathways

Medicinal chemist— Design drug molecules.
Organic chemist— Synthesise compounds.
Fragrance chemist— Develop scents and flavours.
Research scientist— Investigate reactions.

Transferable skills these careers rely on

Drawing mechanismsPractical techniqueReasoningPrecision

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Organic synthesis creates the medicines and materials that improve and lengthen human lives.

Curriculum links

Where this connectsAlso studied in Design & Technology 5.3 — Food safety, provenance & sustainability for food chemistry and provenance; Design & Technology A1 — Materials & their applications for polymers and materials.

OR3Polymers, biochemistry, synthesis & spectroscopyKnowledge organiser

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OR3

Polymers, biochemistry, synthesis & spectroscopy

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What this topic is about.Organic chemistry (A2): condensation polymers, amino acids, proteins and DNA, organic synthesis routes, and the spectroscopic techniques used to identify molecules.

Department organisersPolymers ↗Amino acids and proteins ↗DNA and anticancer drugs ↗Organic synthesis ↗Analysis ↗Organic analysis ↗

Builds onOR1 and OR2.

Leads toBiochemistry and analytical science.

StrandsChemistryOrganicScience

Key knowledge

Condensation polymers: polyesters and polyamides, and their hydrolysis
Amino acids, proteins, their structure and the action of enzymes
DNA structure and the action of anticancer drugs (cisplatin)
Organic synthesis: designing multi-step routes and identifying reagents
Proton and carbon-13 NMR spectroscopy and chemical shift
Chromatography: thin-layer, column and gas chromatography

Key skills

Interpret proton and carbon-13 NMR spectra, including splitting patterns
Combine mass, infrared and NMR data to determine a structure
Plan a multi-step synthesis specifying reagents and conditions
Interpret chromatograms and calculate retention data

Required practical(s)

Separation of species by thin-layer chromatography (TLC)

Key vocabulary

Condensation polymer	A polymer formed with loss of a small molecule.
Polyamide	A polymer with repeating amide links.
Zwitterion	An amino acid with both positive and negative charge.
NMR	Nuclear magnetic resonance spectroscopy.
Chemical shift	The position of an NMR peak relative to TMS.
Spin–spin splitting	The splitting of NMR peaks by neighbouring protons.
Retention time	The time a compound takes to pass through a column.
Synthetic route	A planned sequence of reactions to a target molecule.

Careers & pathways

Analytical chemist— Identify molecules by spectroscopy.
Biochemist— Study proteins and DNA.
Polymer scientist— Design new polymers.
Pharmaceutical chemist— Develop and analyse drugs.

Transferable skills these careers rely on

Interpreting spectraPlanning synthesisAnalysingReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.The tools to identify and build molecules power medicine, materials and analysis that benefit everyone.

Curriculum links

Where this connectsAlso studied in Design & Technology A1 — Materials & their applications for polymers and composites; Design & Technology A3 — Manufacturing & industry for manufacturing and industry.

Physics

1Measurements and their errorsKnowledge organiser

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Measurements and their errors

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What this topic is about.The foundation of experimental physics: SI units, estimation, and the treatment of uncertainty and error in measurement.

Department organisersChemistry practical skills ↗Measurements and their errors ↗

Builds onGCSE working scientifically.

Leads toAll practical and data-analysis work.

StrandsPhysicsPracticalScience

Key knowledge

SI base units and the derivation of derived units
Prefixes, standard form and orders of magnitude
Random and systematic errors, precision, accuracy and repeatability
Absolute, fractional and percentage uncertainties and how to combine them
Estimation of physical quantities to an appropriate order of magnitude
Representing uncertainty on graphs using error bars and worst-fit lines

Key skills

Combine uncertainties in sums, products and powers
Determine uncertainty from repeat readings and instrument resolution
Use error bars to find the uncertainty in a gradient or intercept
Make and justify order-of-magnitude estimates

Key vocabulary

SI unit	An internationally agreed base unit of measurement.
Systematic error	A repeatable error with a consistent cause.
Random error	An unpredictable scatter in measurements.
Precision	How close repeated measurements are to each other.
Accuracy	How close a measurement is to the true value.
Uncertainty	The interval within which the true value lies.
Resolution	The smallest change an instrument can detect.
Order of magnitude	A power-of-ten estimate of size.

Careers & pathways

Metrologist— Work on precise measurement.
Research physicist— Design experiments.
Data analyst— Analyse experimental data.
Quality engineer— Ensure measurement standards.

Transferable skills these careers rely on

Handling uncertaintyEstimationPrecisionAnalysing data

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Honesty about uncertainty is at the heart of trustworthy science and reflects integrity in work.

Curriculum links

Where this connectsAlso studied in Mathematics ST — Statistics for uncertainty and error; Physical Education 4 — Use of data for use of data; Geography t6 — Topic 6: Geographical investigations (fieldwork) for fieldwork measurement.

2Particles and radiationKnowledge organiser

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Particles and radiation

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What this topic is about.The building blocks of matter: fundamental particles, radioactivity, quarks and leptons, and the quantum behaviour of light.

Department organisersParticles and antiparticles ↗Particles ↗EM radiation and quantum phenomena ↗

Builds onGCSE atomic structure.

Leads toNuclear and particle physics.

StrandsPhysicsParticlesScience

Key knowledge

The constituents of the atom, specific charge, and stable and unstable nuclei
Particles, antiparticles, annihilation and pair production
The four fundamental interactions and exchange particles
Classification of hadrons and leptons, quarks and conservation laws
The photoelectric effect, work function and stopping potential
Energy levels, photon emission and wave–particle duality (the de Broglie wavelength)

Key skills

Apply conservation of charge, baryon number and lepton number to interactions
Use the photoelectric equation to find work function and maximum kinetic energy
Calculate photon energy and the de Broglie wavelength
Interpret energy-level diagrams and line spectra

Key vocabulary

Specific charge	The charge-to-mass ratio of a particle.
Antiparticle	A particle with equal mass but opposite charge.
Annihilation	A particle and antiparticle converting to photons.
Quark	A fundamental building block of hadrons.
Lepton	A fundamental particle such as the electron.
Photoelectric effect	Electron emission when light hits a metal surface.
Work function	The minimum energy to release an electron.
de Broglie wavelength	The wavelength associated with a moving particle.

Careers & pathways

Particle physicist— Study fundamental particles.
Medical physicist— Apply radiation in medicine.
Research scientist— Investigate matter.
Detector engineer— Build particle detectors.

Transferable skills these careers rely on

Applying lawsCalculatingModellingReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Fundamental research is a shared human quest for understanding, pursued through international collaboration.

Curriculum links

Where this connectsAlso studied in Mathematics N — Number for standard form; Religious Studies C2a — Philosophy: Arguments for God for cosmological arguments.

3WavesKnowledge organiser

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Waves

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What this topic is about.The physics of waves: progressive and stationary waves, superposition and interference, and refraction and optical fibres.

Department organisersProgressive and stationary waves ↗Refraction, diffraction and interference ↗

Builds onGCSE waves.

Leads toOptics and communications.

StrandsPhysicsEnergyScience

Key knowledge

Progressive waves: amplitude, frequency, wavelength, phase and phase difference
Longitudinal and transverse waves and the plane of polarisation
Superposition, stationary waves and harmonics on strings and in pipes
Path difference, coherence and constructive and destructive interference
Young’s double-slit experiment and the double-slit equation
Diffraction gratings, the grating equation and applications

Key skills

Investigate stationary waves on a string and find the speed of the wave (required practical)
Investigate interference and measure wavelength using Young’s slits and a grating (required practical)
Apply the double-slit and diffraction-grating equations
Explain observations using path difference and phase

Required practical(s)

Stationary waves on a string
Interference and wavelength using a diffraction grating or Young’s slits

Key vocabulary

Progressive wave	A wave that transfers energy through a medium.
Phase difference	How far out of step two points on a wave are.
Polarisation	Restricting wave vibrations to one plane.
Stationary wave	A wave pattern of nodes and antinodes.
Coherent	Having a constant phase relationship.
Path difference	The difference in distance travelled by two waves.
Diffraction grating	A slide with many slits used to disperse light.
Superposition	The adding of displacements of overlapping waves.

Careers & pathways

Optical engineer— Design lenses and fibres.
Communications engineer— Design signal systems.
Acoustic engineer— Design for sound.
Physicist— Study wave behaviour.

Transferable skills these careers rely on

Practical techniqueUsing equationsInterpreting patternsAnalysing

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Wave physics powers the fibre-optic communication that connects the whole human family.

Curriculum links

Where this connectsAlso studied in Music 7.4 — Musical ensembles for sound, pitch and resonance; Mathematics P3 — Trigonometry, exponentials & logarithms for trigonometry and wave graphs.

4Mechanics and materialsKnowledge organiser

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Mechanics and materials

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What this topic is about.The physics of forces and motion: vectors, projectiles, Newton’s laws, momentum, energy and the mechanical properties of materials.

Department organisersScalars and vectors ↗Motion ↗Newton’s laws of motion ↗Work, energy, power and materials ↗

Builds onGCSE forces.

Leads toEngineering and further mechanics.

StrandsPhysicsForcesScience

Key knowledge

Scalars, vectors, resolving forces and the conditions for equilibrium
Moments, couples and the principle of moments
Uniformly accelerated motion, the SUVAT equations and projectile motion
Newton’s laws of motion, momentum, impulse and its conservation
Work, energy, power, efficiency and the conservation of energy
Materials: density, Hooke’s law, the Young modulus and stress–strain graphs

Key skills

Determine the Young modulus of a wire (required practical)
Investigate projectile motion or the acceleration due to gravity (required practical)
Resolve vectors and apply the SUVAT equations to two-dimensional motion
Interpret force–extension and stress–strain graphs, finding energy stored

Required practical(s)

Determining g by a free-fall method
Determining the Young modulus of a wire

Key vocabulary

Vector	A quantity with both magnitude and direction.
Moment	The turning effect of a force about a point.
Impulse	The change of momentum, equal to force × time.
Terminal velocity	The constant velocity when resultant force is zero.
Young modulus	Tensile stress divided by tensile strain.
Elastic limit	The point beyond which deformation is permanent.
Projectile	An object moving under gravity with horizontal motion.
Conservation of momentum	Total momentum is constant with no external force.

Careers & pathways

Mechanical engineer— Design machines and structures.
Civil engineer— Design buildings and bridges.
Aerospace engineer— Design aircraft.
Materials engineer— Test and select materials.

Transferable skills these careers rely on

CalculatingPractical techniqueVector reasoningModelling

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Dignity of Work.Mechanics underpins the engineering that builds safe homes, transport and workplaces for all.

Curriculum links

Where this connectsAlso studied in Physical Education 5 — Biomechanical movement for biomechanical movement; Mathematics ME — Mechanics for mechanics; Design & Technology A1 — Materials & their applications for material strength and stress.

5ElectricityKnowledge organiser

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Electricity

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What this topic is about.The physics of electric circuits: current, resistance and resistivity, EMF and internal resistance, and potential dividers.

Department organisersElectricity and resistivity ↗Circuits, emf and internal resistance ↗Capacitance ↗

Builds onGCSE electricity.

Leads toElectronics and fields.

StrandsPhysicsEnergyScience

Key knowledge

Current as the rate of flow of charge, and potential difference
Resistance, resistivity and the effect of temperature on resistance
I–V characteristics of ohmic conductors, filament lamps and diodes
Kirchhoff’s laws and resistors in series and parallel
Electromotive force, internal resistance and terminal potential difference
Potential dividers and their use with sensors

Key skills

Determine the resistivity of a wire (required practical)
Determine the EMF and internal resistance of a cell (required practical)
Apply Kirchhoff’s laws to analyse circuits
Design and analyse potential-divider circuits

Required practical(s)

Determining the resistivity of a wire
Investigating the EMF and internal resistance of a cell

Key vocabulary

Current	The rate of flow of electric charge.
Resistivity	A property of a material governing its resistance.
Ohmic conductor	A conductor obeying Ohm’s law at constant temperature.
EMF	The energy given per unit charge by a source.
Internal resistance	The resistance within a source of EMF.
Terminal p.d.	The potential difference across a cell’s terminals.
Kirchhoff’s laws	Rules for conserving charge and energy in circuits.
Potential divider	A circuit that splits voltage in a set ratio.

Careers & pathways

Electronics engineer— Design circuits.
Electrical engineer— Design power systems.
Instrumentation engineer— Design sensors.
Physicist— Study electrical behaviour.

Transferable skills these careers rely on

Circuit analysisPractical techniqueCalculatingGraph analysis

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Reliable electrical understanding underpins the technology and power that serve modern life.

Curriculum links

Where this connectsAlso studied in Computing 1.1 — Systems architecture for processors and power; Mathematics A — Algebra for rearranging equations.

6Further mechanics and thermal physicsKnowledge organiser

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Further mechanics and thermal physics

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What this topic is about.Circular and simple harmonic motion, and thermal physics: internal energy, ideal gases and the kinetic theory.

Department organisersPeriodic motion ↗Thermal physics ↗

Builds onMechanics (section 4).

Leads toFields and nuclear physics.

StrandsPhysicsForcesEnergyScience

Key knowledge

Circular motion: angular speed, centripetal acceleration and centripetal force
Simple harmonic motion, its defining equation and the energy changes involved
Free and forced vibrations, damping and resonance
Thermal energy transfer, specific heat capacity and specific latent heat
The gas laws, the ideal gas equation and absolute temperature
The molecular kinetic theory model and the root-mean-square speed

Key skills

Investigate simple harmonic motion for a mass–spring system or pendulum (required practical)
Investigate the relationship between pressure, volume and temperature of a gas
Apply the SHM and ideal-gas equations to unfamiliar situations
Interpret graphs of displacement, velocity and acceleration in SHM

Required practical(s)

Investigating simple harmonic motion (mass–spring or pendulum)
Investigating the gas laws (Boyle’s law)
Determining a specific heat capacity

Key vocabulary

Angular speed	The rate of change of angle in circular motion.
Centripetal force	The resultant force directed to the centre of a circle.
Simple harmonic motion	Motion with acceleration proportional to displacement.
Resonance	A large amplitude when driven at the natural frequency.
Damping	The reduction of amplitude by energy loss.
Specific latent heat	Energy to change the state of 1 kg of a substance.
Ideal gas	A gas obeying pV = nRT under all conditions.
Root-mean-square speed	A measure of the average speed of gas molecules.

Careers & pathways

Mechanical engineer— Design oscillating systems.
Thermal engineer— Work with heat and gases.
Automotive engineer— Manage engine thermodynamics.
Physicist— Study motion and heat.

Transferable skills these careers rely on

Practical techniqueCalculatingModellingApplying laws

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.Understanding heat and motion drives efficient engines and technologies that benefit society.

Curriculum links

Where this connectsAlso studied in Physical Education 5 — Biomechanical movement for rotation and momentum in sport; Mathematics ME — Mechanics for mechanics.

7Fields and their consequencesKnowledge organiser

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Fields and their consequences

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What this topic is about.The unifying idea of fields: gravitational, electric and magnetic fields, capacitance, and electromagnetic induction.

Department organisersGravitational fields ↗Electric fields ↗Magnetic fields ↗

Builds onSections 4–6 and GCSE magnetism.

Leads toAdvanced physics and engineering.

StrandsPhysicsForcesScience

Key knowledge

The concept of a field and field lines for gravitational, electric and magnetic fields
Newton’s law of gravitation, gravitational field strength and potential
Coulomb’s law, electric field strength and electric potential
Capacitance, energy stored, and the exponential charge and discharge of capacitors
Magnetic flux density, the motor effect and forces on charged particles
Electromagnetic induction, Faraday’s and Lenz’s laws and alternating currents

Key skills

Investigate the charge and discharge of a capacitor and find the time constant (required practical)
Apply inverse-square laws for gravitational and electric fields
Calculate the energy stored by a capacitor and analyse exponential decay
Apply Faraday’s and Lenz’s laws to induced EMF

Required practical(s)

Investigating the charge and discharge of a capacitor
Investigating the force on a current-carrying wire in a magnetic field

Key vocabulary

Field	A region where an object experiences a force.
Gravitational potential	The work done per unit mass to move from infinity.
Coulomb’s law	The inverse-square law for the force between charges.
Capacitance	The charge stored per unit potential difference.
Time constant	The product RC; the time to fall to 1/e of a value.
Magnetic flux density	The strength of a magnetic field (tesla).
Faraday’s law	Induced EMF equals the rate of change of flux linkage.
Lenz’s law	An induced current opposes the change causing it.

Careers & pathways

Electrical engineer— Design generators and transformers.
Aerospace engineer— Apply gravitational fields.
Medical physicist— Work with MRI and imaging.
Physicist— Study fields.

Transferable skills these careers rely on

Applying equationsPractical techniqueModellingAnalysing

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

The Common Good.The concept of fields underpins the generators, motors and scanners that power and heal society.

Curriculum links

Where this connectsAlso studied in Mathematics P4 — Calculus & vectors for vectors and fields; Computing 9.6 — Applying programming skills with physical computing for sensors and physical computing.

8Nuclear physicsKnowledge organiser

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Nuclear physics

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What this topic is about.The structure and behaviour of the nucleus: radioactivity and decay, nuclear energy, and the physics of fission and fusion.

Department organisersNuclei and nuclear energy ↗Radioactivity ↗

Builds onParticles and radiation (section 2).

Leads toNuclear engineering and astrophysics.

StrandsPhysicsParticlesScience

Key knowledge

Rutherford scattering and evidence for the nuclear model
The properties, nature and dangers of alpha, beta and gamma radiation
Radioactive decay, the decay constant, activity and half-life
Nuclear instability, N–Z curves and modes of decay
Nuclear radius, density and the unified atomic mass unit
Mass–energy equivalence, binding energy per nucleon, and fission and fusion

Key skills

Investigate the absorption and inverse-square behaviour of gamma radiation (required practical)
Use the exponential decay law and calculate activity and half-life
Apply E = mc² and binding-energy data to nuclear reactions
Interpret binding-energy-per-nucleon curves to explain fission and fusion

Required practical(s)

Investigating the inverse-square law for gamma radiation

Key vocabulary

Decay constant	The probability of decay of a nucleus per unit time.
Activity	The number of decays per second (becquerel).
Half-life	The time for half the nuclei in a sample to decay.
Binding energy	The energy needed to separate a nucleus into nucleons.
Mass defect	The difference in mass converted to binding energy.
Fission	The splitting of a heavy nucleus into lighter ones.
Fusion	The joining of light nuclei to form a heavier nucleus.
Nucleon	A proton or neutron in a nucleus.

Careers & pathways

Nuclear engineer— Work in the nuclear industry.
Medical physicist— Use radiation in treatment.
Radiation-protection scientist— Keep people safe.
Research physicist— Study the nucleus.

Transferable skills these careers rely on

Analysing dataCalculatingWorking safelyReasoning

Careers in the curriculum (Gatsby Benchmark 4) · Linking curriculum learning to careers

Catholic Social Teaching

Rights and Responsibilities.The immense power of the nucleus must be used responsibly, always in the service of human life and dignity.

Curriculum links

Where this connectsAlso studied in Geography t9 — Topic 9: Consuming energy resources for nuclear energy; Religious Studies C3b — Ethics: Applied ethics & conscience for applied ethics; History 9.4 — The Second World War: a global war for the atomic bomb and 1945.

How to revise

Make it stick

Best ways to revise A-Level Science

Work in the order the specification lists topics — later topics build on earlier ones.
Learn the required practicals in detail: method, variables, uncertainties and analysis.required practicals in detail: method, variables, uncertainties and analysis.
Drill calculations, equations and unit work until they are fast and automatic.calculations, equations and unit work until they are fast and automatic.
Do past-paper questions under timed conditions and mark them against the mark scheme.past-paper questions under timed conditions and mark them against the mark scheme.
Useretrieval practiceand make links between topics for the synoptic paper.
Check your target band against the ladder and focus on your next step up.

Helpful revision links

Physics & Maths Tutor — AQA ↗Notes, questions and past papers by topic.
Save My Exams — AQA ↗Revision notes and exam questions.
Seneca Learning ↗Free interactive revision and quizzes.
AQA Science ↗Specifications, past papers and mark schemes.

Suggested starting points. Your teacher will give you any class logins.

Typography	The art of arranging type; serif has small strokes, sans serif does not.
Vector	Graphics made of paths that scale without losing quality.
Raster	Graphics made of pixels that lose quality when enlarged.
ACCESS FM	Aesthetics, Cost, Customer, Environment, Size, Safety, Function, Materials.
Net	A flat 2D shape that folds up into a 3D package.
Die-line	The cut, fold and crease lines that define a net.
Kerf	The width of material removed by a laser or blade.
6Rs	Rethink, Refuse, Reduce, Reuse, Repair, Recycle.

Fibre	A fine thread; natural (e.g. cotton) or synthetic (e.g. polyester).
Warp / weft	Lengthwise (warp) and crosswise (weft) yarns in a woven fabric.
Anthropometry	Using human body measurements to design products that fit.
Seam allowance	Extra fabric added beyond the sewing line.
Sublimation	A dye process where solid dye becomes gas and bonds to polyester.
Fast fashion	Cheap, rapidly produced clothing with a high environmental cost.
Circular economy	Designing to reuse and recycle rather than discard.
Upcycling	Reusing materials to make something of higher value.

4 Cs	Cleaning, Cooking, Chilling, Cross-contamination.
Cross-contamination	The spread of bacteria from one food to another.
Eatwell Guide	The UK model of a healthy, balanced diet.
Macronutrient	Protein, fat or carbohydrate, needed in larger amounts.
Micronutrient	Vitamins and minerals, needed in small amounts.
Gelatinisation	Starch thickening a liquid when heated (e.g. a roux).
Aeration	Trapping air into a mixture (e.g. whisking a sponge).
Coagulation	Proteins setting when heated (e.g. eggs cooking).

Ferrous	A metal that contains iron (e.g. mild steel); can rust.
Alloy	A mixture of metals designed for better properties (e.g. pewter).
Polymer	A material made of long chains of molecules (e.g. acrylic/PMMA).
CAD / CAM	Computer-Aided Design / Manufacture (e.g. 2D Design → laser cutter).
Lever	A rigid bar that pivots to change force or movement.
Mechanical advantage	How much a mechanism multiplies an input force.
Iterative design	Repeatedly testing and improving a prototype.
Centre of gravity	The point where an object’s weight is balanced.

Technology push / market pull	New tech driving products vs consumer demand driving them.
Finite / non-finite	Resources that will run out vs those that are renewable.
Smart material	A material that changes its properties in response to a stimulus.
Composite	A material made from two or more materials with better properties.
System	Inputs, processes and outputs working together.
Mechanical advantage	How much a mechanism multiplies the input force.
CAD / CAM	Computer-Aided Design / Manufacture.
Sustainability	Meeting present needs without harming future generations.

Hardwood / softwood	Timber from broadleaved vs coniferous trees.
Ferrous	A metal containing iron, which can rust.
Thermoplastic	A polymer that can be reheated and reshaped (e.g. acrylic/PMMA).
Thermoset	A polymer that sets permanently and cannot be remelted.
Stock form	The standard shape a material is supplied in (sheet, bar, rod).
Tension / compression	Forces that stretch vs squash a material.
Alloy	A mixture of metals designed for improved properties.
Batch production	Making a set quantity of identical products.

Design brief	A short statement of what is to be designed and why.
Specification	Measurable criteria the product must meet.
Iterative design	Repeated cycles of designing, making, testing, improving.
Design fixation	Getting stuck on one idea too early.
Ergonomics	Designing products to suit the people who use them.
Anthropometrics	Using human body measurements in design.
Isometric	A 3D drawing method using 30° angles.
User-centred design	Designing around the needs of real users.

Tolerance	The allowable range a measurement can vary within.
Quality control	Checks that ensure a product meets the standard.
Jig	A device that holds work and guides a tool for accuracy.
Template	A shape used to mark out repeated parts.
Finish	A treatment that protects or improves a surface.
Prototype	A working model of a design solution.
Plan of making	The ordered sequence of manufacturing steps.
NEA	Non-exam assessment: the design-and-make project (50%).

Macronutrient	Protein, fat or carbohydrate; needed in larger amounts.
Micronutrient	Vitamins and minerals; needed in small amounts.
HBV protein	High biological value protein containing all essential amino acids.
Eatwell Guide	The UK model of a balanced diet.
Energy balance	Energy in from food vs energy out through activity.
BMR	Basal metabolic rate: energy used at complete rest.
Deficiency	Too little of a nutrient, causing ill health.
Fibre (NSP)	Plant material that aids digestion and gut health.

Denaturation	Proteins unravelling due to heat, acid or agitation.
Coagulation	Proteins setting to a solid when heated.
Gelatinisation	Starch granules swelling to thicken a liquid.
Dextrinisation	Starch browning under dry heat (e.g. toast).
Caramelisation	Sugars browning and developing flavour when heated.
Emulsification	Combining oil and water with an emulsifier (e.g. egg yolk).
Aeration	Trapping air into a mixture to make it rise.
Enzymic browning	Cut fruit browning when exposed to oxygen.

High-risk food	Ready-to-eat foods that support bacterial growth.
Danger zone	5–63°C, where bacteria multiply fastest.
Cross-contamination	The transfer of bacteria between foods.
Best before / use by	Quality date vs safety date.
Food provenance	Where food comes from and how it is produced.
Food miles	The distance food travels from source to plate.
Seasonality	Eating foods when they are naturally in season locally.
Food security	Reliable access to enough safe, nutritious food.

Mise en place	Having everything prepared and to hand before cooking.
Dovetailing	Overlapping tasks to use time efficiently.
Time plan	An ordered, timed sequence of making, with checks.
Technical skill	A specific cooking technique (e.g. making a roux).
Sensory analysis	Structured tasting of taste, texture, appearance, aroma.
Garnish	A decorative, edible finish that improves presentation.
Portion control	Serving consistent, appropriate amounts.
NEA	Non-exam assessment: the two coursework tasks (50%).

Composite	Two or more materials combined for superior properties (e.g. CFRP).
Smart material	A material that responds reversibly to a stimulus.
Technical textile	A fabric engineered for performance, not appearance.
Modern material	A material developed through recent innovation (e.g. graphene).
Stock form	The standard supplied shape of a material.
LCA	Life-cycle assessment: cradle-to-grave environmental analysis.
Standard component	A ready-made part bought in (e.g. a fixing).
Working properties	How a material behaves when worked and in use.

Design movement	A shared style and philosophy in a period of design.
Circular economy	An economy that designs out waste and keeps materials in use.
Inclusive design	Designing to be usable by as many people as possible.
Anthropometrics	Human body measurement data used in design.
Patent	Legal protection for a new invention.
Design right	Protection for the shape or configuration of a product.
Planned obsolescence	Designing products to have a limited useful life.
Ethical design	Designing with regard for people and the planet.

Batch / mass production	Making set quantities vs very large numbers.
Injection moulding	Forcing molten polymer into a mould at scale.
CNC	Computer numerical control of manufacturing machines.
Tolerance	The permitted variation in a dimension.
Quality assurance	Systems that build quality in throughout production.
JIT	Just-in-time: making to order to reduce stock and waste.
Lean manufacturing	Reducing waste while adding value for customers.
Standard (BSI/ISO)	An agreed specification for quality or safety.

Autobiography	A first-person account of the writer’s own life.
Narrator	The voice telling the story.
Character	A person created by the writer.
Theme	An idea explored across a text.
Perspective	The point of view a text is told from.
Connotation	An idea or feeling a word suggests.
Nostalgic	Looking back fondly on the past.
Bildungsroman	A ‘coming of age’ novel of growth.

Transformation	A complete change in a character.
Innocence	Freedom from corruption or guilt.
Exploited	Used unfairly for someone’s gain.
Orphan	A child whose parents have died.
Vulnerable	Easily harmed or in need of protection.
Miser	A person who hoards money and gives nothing.
Context	The circumstances that shaped a text.
Bildungsroman	A story tracing a character’s growth.

Persona	A voice or character a poet writes as.
Metaphor	Describing one thing as another.
Personification	Giving human qualities to non-human things.
Imagery	Language that creates a picture.
Form	The shape and structure of a poem.
Emotive language	Words chosen to stir feeling.
Iridescent	Shining with shifting colours.
Inference	A conclusion drawn from clues in a text.

Narrative arc	The shape and structure of a story.
Protagonist	The main character.
Antagonist	The character who opposes the hero.
Foil	A character who contrasts with another.
Archetype	A recurring character type.
Omniscient narrator	An all-knowing storytelling voice.
Flashback	A scene set earlier than the main action.
Denouement	The resolution at a story’s end.

Iterative design	Repeated cycles of design, make, test and improve.
User-centred design	Designing around real users’ needs throughout.
Prototype	A working model used to test and develop a design.
Anthropometrics	Human measurement data applied to design.
Ergonomics	Designing products to suit their users.
Iteration	One cycle of testing and improving a design.
Specification	Measurable criteria a design must meet.
NEA	Non-exam assessment: the independent design-and-make project (50%).

Allegory	A story with a hidden, deeper meaning.
Satire	Using humour to criticise and expose.
Symbolism	Using something to stand for an idea.
Propaganda	Biased information used to persuade.
Corruption	Dishonest use of power.
Rhetoric	The art of persuasive language.
Revolution	The overthrow of those in power.
Tyranny	Cruel and unjust use of power.

Tragedy	A play ending in downfall or death.
Comedy	A play with a happy, often marriage, ending.
Dramatic irony	When the audience knows more than a character.
Monologue	A long speech by one character to others.
Dialogue	Speech between characters.
Stage direction	Instructions for performance.
Patriarchy	A society in which men hold power.
Imagination	A central theme of the play.

Myth	A traditional story that explains or teaches.
Gothic	A genre of gloom, fear and the supernatural.
Hybrid	A creature made of mixed forms.
Monstrous	Frightening, unnatural or cruel.
Sinister	Suggesting evil or harm.
Ominous	Hinting that something bad will happen.
Misunderstood	Wrongly judged by others.
Otherness	Being seen as different or outside.

Isolation	Being set apart from others.
Dehumanisation	Treating a person as less than human.
Otherness	Being seen as different or outside.
Bias	A one-sided view.
Reliable	Able to be trusted as accurate.
Anecdote	A short personal story used as evidence.
Speculation	Guessing without firm evidence.
Humanity	The quality of being humane and human.

Colonisation	Taking control of another people’s land.
Usurp	To take power wrongfully.
Hierarchy	A ranked order of power.
Manipulate	To control others cunningly.
Soliloquy	A speech revealing private thoughts.
Aside	Words to the audience unheard by others.
Tragicomedy	A play mixing tragedy and comedy.
Native	Belonging to a place by birth.

Romanticism	A movement valuing nature and feeling.
Sublime	Awe-inspiring greatness or grandeur.
Enlightenment	An age that prized reason and science.
Introspective	Looking inward at one’s own feelings.
Rebellion	Resistance against authority.
Quatrain	A four-line stanza.
Semantic field	A group of words on one theme.
Symbol	Something that stands for an idea.

Identity	Who a person is and how they see themselves.
Prejudice	Judging unfairly before knowing.
Perspective	The viewpoint a story is told from.
Colloquialism	Informal, everyday language.
Characterisation	How a writer builds a character.
Resilience	Recovering and adapting after hardship.
Empathy	Understanding another’s feelings.
Transformation	A significant change in a character.

Civilisation	Ordered, rule-governed society.
Savagery	Wild, violent lack of order.
Symbolism	Using objects to stand for ideas.
Allegory	A story with a deeper hidden meaning.
Pathetic fallacy	Weather reflecting mood.
Foreshadowing	Hints of what is to come.
Isolation	Being cut off from others.
Antagonist	The character who opposes the hero.

Tragedy	A play ending in downfall or death.
Prologue	An opening that introduces the play.
Soliloquy	A speech revealing private thoughts.
Dramatic irony	When the audience knows more than a character.
Foreshadow	To hint at future events.
Patriarch	A male head holding authority.
Iambic pentameter	A ten-syllable rhythmic line.
Fate	The idea that events are predetermined.

Curriculum intent

For everyone aiming high

From secure to exceptional

How the highest achievers study

Build an independent routine

Go beyond the specification

Reading lists & resources by subject

Our Stretch & Challenge programmes

Exam technique for the top bands

Am I working at the top?

Aiming higher, the Lasallian way

Design & Technology at Key Stage 3 The carousel

Key Stage 3 learning journey

PACK IT! — snack packaging design

TOP IT OFF! — fleece hat project

GET COOKING! — foundation skills

MOOD-LIGHT — a working USB light

BRAND IT! — identity & laser-cut signage

DYE ANOTHER DAY! — cushion & T-shirt

BAKE IT BETTER! — pastry & sponges

CAST IT! + WIND RACERS

COVER STORY — the creative director project

BAG FOR LIFE! — upcycled denim bag

MASTER THE MEAL! — Ready Steady Cook

MECHANISMS IN MOTION

Knowledge & skills ladders

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Building foundations

Developing understanding

Securing fluency

Deepening mastery

Knowledge organisers

Graphics: design, branding & CAD

Viewpoint	A writer’s attitude or opinion.
Perspective	The angle from which something is seen.
Literary non-fiction	True writing that uses fiction’s techniques.
Bias	A one-sided view.
Emotive language	Words chosen to stir feeling.
Rhetorical question	A question asked for effect.
Sardonic	Mocking or scornful in tone.
Euphoric	Intensely happy or elated.

Patriotism	Devoted love of one’s country.
Propaganda	Biased material used to persuade.
Jingoism	Aggressive, extreme patriotism.
Caesura	A deliberate pause within a line.
Enjambment	A line running on without a pause.
Juxtaposition	Placing ideas together for contrast.
Irony	Meaning the opposite of what is said.
Persona	The voice a poet writes in.

Portal	A gateway between worlds.
Archetype	A recurring character type.
Protagonist	The main character.
Setting	The time and place of a story.
Atmosphere	The mood created for the reader.
Imagery	Language that creates a picture.
Prolepsis	A flash-forward in a narrative.
Cyclical	A structure returning to its start.

Responsibility	A duty to others and society.
Conscience	An inner sense of right and wrong.
Class	Social rank based on wealth and status.
Socialism	Belief in shared social responsibility.
Dramatic irony	When the audience knows more than a character.
Microcosm	A small thing standing for a larger whole.
Morality	Principles of right and wrong.
Didactic	Intended to teach a lesson.

Explicit	Stated clearly and directly.
Implicit	Suggested rather than stated.
Structure	How a text is ordered and shaped.
Zoom	A shift from wide focus to close detail.
Perspective	The viewpoint a text is told from.
Evaluate	To judge how well something works.
Connotation	An idea a word suggests.
Foreshadow	To hint at what is to come.

Description	Writing that creates a vivid picture.
Narrative	A piece that tells a story.
Imagery	Language that appeals to the senses.
Cohesion	How a text links together.
Register	The level of formality of language.
Semantic field	A group of words on one theme.
Motif	A repeated idea or image.
Syntax	The arrangement of words in a sentence.

Synthesise	To combine ideas from more than one source.
Viewpoint	A writer’s attitude or opinion.
Perspective	The angle from which something is seen.
Rhetoric	The art of persuasive language.
Bias	A one-sided view.
Tone	The attitude conveyed by a text.
Anecdote	A short personal story used as evidence.
Juxtaposition	Placing ideas together for contrast.

Persuade	To convince someone of a viewpoint.
Rhetorical question	A question asked for effect.
Direct address	Speaking straight to the reader.
Anaphora	Repetition at the start of clauses.
Counter-argument	An opposing point answered in advance.
Register	The level of formality.
Discourse marker	A word that signals the flow of ideas.
Standard English	The widely accepted form of English.

Tragedy	A play tracing a hero’s downfall.
Ambition	A strong desire for power or success.
Soliloquy	A speech revealing private thoughts.
Regicide	The killing of a king.
Hubris	Excessive pride leading to downfall.
Motif	A repeated image or idea.
Divine right	The belief kings are chosen by God.
Catharsis	The release of emotion in tragedy.

Duality	The state of having two sides.
Gothic	A genre of fear and the uncanny.
Respectability	Being seen as decent by society.
Repression	Holding back thoughts or urges.
Degeneration	Victorian fear of decline.
Atavism	A throwback to a primitive state.
Foreshadow	To hint at what is to come.
Uncanny	Strangely familiar and unsettling.