GRADE 1
SCIWEEK 1 WEEK 2 WEEK 3
Revision for First
Term Examination
WEEK 7
WEEK 5 WEEK 6 WEEK 7 WEEK 8
G1/SC 3 (24)
Everyday Materials
WEEK 4
T
E
R
M
1
T
E
R
M
2
WEEK 6
GRADE 1 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDS
WEEK 2 WEEK 3 WEEK 4 WEEK 5
WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
G1/SC 2 (24)
T
E
R
M
2
WEEK 8
WEEK 4 WEEK 5
Revision for Final Examination
G1/SC 4 (18)G1/SC 3 (6)
Everyday Materials
GRADE 1
SCIWEEK 1
GRADE 1
SCIWEEK 1
T
E
R
M
1
GRADE 1
SCIWEEK 1
G1/SC 1 (24)
WEEK 8WEEK 6 WEEK 7
WEEK 2
Plants
WEEK 3
WEEK 2
Describe the simple physical properties of a variety of everyday materials.
Pupils should explore, name, discuss and raise and answer questions about everyday materials so that they become familiar with
the names of materials and properties such as: hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy;
waterproof/not waterproof; absorbent/not absorbent; opaque/transparent. Pupils should explore and experiment with a wide
variety of materials, including for example: brick, paper, fabrics, elastic, foil etc.
Distinguish between an object and the material from which it is made.
Identify and name a variety of everyday materials, including wood, plastic,
glass, metal, water, and rock.
Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees. Pupils should use the
local environment throughout the year to explore and answer questions about plants growing in their habitat. Pupils might work
scientifically by: observing closely, perhaps using magnifying glasses, and comparing and contrasting familiar plants; describing
how they were able to identify and group them, and drawing diagrams showing the parts of different plants including trees. Pupils
might keep records of how plants have changed over time, for example the leaves falling off trees and buds opening; and compare
and contrast what they have found out about different plants.
Assessment 1
Identify and describe the basic structure of a variety of common flowering
plants, including trees. Where possible, they should observe the growth of
flowers and vegetables that they have planted. They should become familiar
with common names of flowers, examples of deciduous and evergreen trees,
and plant structures (including leaves, flowers (blossom), petals, fruit, roots,
bulb, seed, trunk, branches, stem).
Assessment 2
Animals, including humans
Identify and name a variety of common animals including fish, amphibians, reptiles, birds and
mammals, especially from the local habitat. Identify and name a variety of common animals that are
carnivores, herbivores and omnivores. Describe and compare the structure of a variety of common
animals (fish, amphibians, reptiles, birds and mammals, including pets). They must know how to take
care of animals taken from their local environment and the need to return them safely after study. Pupils
might work scientifically by: using their observations to compare and contrast animals at first hand or
through videos and photographs, describing how they identify and group them; grouping animals
according to what they eat; and using their senses to compare different textures, sounds and smells.
Assessment 3
Identify, name, draw and label the basic parts of the human body (including
head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth).
Identify the five senses and the corresponding sense organs. Say which part
of the body is associated with each sense. Assessment 4
WEEK 3
Compare and classify a variety of everyday
materials on the basis of their simple physical
properties. Pupils work scientifically by:
performing simple tests to explore questions, like
‘What is the best material for an umbrella? ...for
lining a dog basket? ...for curtains? ...for a
bookshelf? ...for a gymnast’s leotard?’
Identify the changes across the four seasons.
Observe and describe weather associated with the seasons and how day length varies.
Pupils should observe and talk about changes in the weather and the seasons. They should be warned
that it is not safe to look directly at the Sun, even when wearing dark glasses.
Pupils might work scientifically by: making tables and charts about the weather; and making displays
of what happens in the world around them, including day length, as the seasons change.
Explore and compare the differences between
things that are living, dead, and things that have
never been alive. Know that all living things have
certain characteristics essential for keeping them
alive and healthy (life processes). Pupils work
scientifically by classifying things and recording
the findings using charts. They decide where to
place things, with questions like: ‘Is a flame alive?
Is a deciduous tree dead in winter?’
Identify that most living things live in ‘habitat’ (a natural environment or
home of a variety of plants and animals) and ‘micro-habitat’ (a very small
habitat, for example for woodlice under stones, logs or leaf litter) to which
they are suited and describe how different habitats provide for the basic
needs of different kinds of animals and plants, and how they depend on each
other. Identify and name a variety of plants and animals in their habitats,
including micro-habitats. Pupils compare animals in familiar habitats with
animals found in less familiar habitats, for example, on the seashore, in
woodland, in the ocean, in the rainforest.
Describe how animals obtain their food from plants and other animals, using
the idea of a simple food chain, and identify and name different sources of
food. They should use the local environment that help them to identify and
study a variety of plants and animals within their habitat and observe how
living things depend on each other, for example, plants serving as a source of
food and shelter for animals. They could construct a simple food chain that
includes humans (e.g. grass, cow, human). They could describe the
conditions in different habitats and micro-habitats and find out how the
conditions affect the number and type(s) of plants and animals that live
there.
GRADE 2
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
State common names of flowers. Identify and describe
the basic structure of a variety of common flowering
plants and trees ( leaves, flowers (blossom), petals, fruit,
roots, bulb, seed, trunk, branches, stem). Draw
diagrams showing the plant parts. Keep records of how
plants have changed over time, for example the leaves
falling off trees and buds opening.
Pupils observe and describe how seeds and bulbs grow into mature plants. They should use the local environment to observe how different
plants grow. They describe how plants need water, light and a suitable temperature to grow and stay healthy. Pupils should be introduced to
the requirements of plants for germination, growth and survival, as well as to the processes of reproduction and growth in plants. (Seeds and
bulbs need water to grow but most do not need light; seeds and bulbs have a store of food inside them). Pupils might work scientifically by:
observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing
similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy.
GRADE 2
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 2 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 2
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G 1 / SC 1 (24)
Plants I(9) Plants II(15)
T
E
R
M
1
G 1 / SC 2 (24)
Animals I(9) Animals II(15)
Identify and name a variety of common animals including fish, amphibians,
reptiles, birds and mammals, especially from the local habitat. Identify and name a
variety of common animals that are carnivores, herbivores and omnivores. Describe
and compare the structure of a variety of common animals (fish, amphibians,
reptiles, birds and mammals, including pets). They must know how to take care of
animals taken from their local environment and the need to return them safely after
study. Pupils might work scientifically by: using their observations to compare and
contrast animals at first hand or through videos and photographs, describing how
they identify and group them; grouping animals according to what they eat; and
using their senses to compare different textures, sounds and smells.
Pupils should notice that animals, including humans,
have offspring which grow into adults. They should
know the processes of reproduction and growth in
animals. Pupils must recognise growth; they should not
be expected to understand how reproduction occurs.
Examples include egg, chick, chicken; egg, caterpillar,
pupa, butterfly; spawn, tadpole, frog; lamb, sheep etc.
Growing into adults can include reference to baby,
toddler, child, teenager and adult. Pupils work
scientifically by: observing, through video or first-hand
observation and measurement and how different
animals, including humans, grow.
Pupils describe the basic needs of animals, including
humans, for survival (water, food and air). They
describe the importance for humans of nutrition
(eating the right amounts of different types of food),
exercise and hygiene.
Revision for First Term
Exam
Identify and name a variety
of common wild and
garden plants, including
deciduous and evergreen
trees. Pupils should use the
local environment to
explore plants.
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G 1 / SC 3 (24)
Living things and their habitats
T
E
R
M
2
Revision for Final ExaminationCompare and classify a variety of everyday
materials on the basis of their simple physical
properties. Pupils work scientifically by:
performing simple tests to explore questions, like
‘What is the best material for an umbrella? ...for
lining a dog basket? ...for curtains? ...for a
bookshelf? ...for a gymnast’s leotard?’
Identify the changes across the four seasons.
Observe and describe weather associated with the seasons and how day length varies.
Pupils should observe and talk about changes in the weather and the seasons. They should be warned
that it is not safe to look directly at the Sun, even when wearing dark glasses.
Pupils might work scientifically by: making tables and charts about the weather; and making displays
of what happens in the world around them, including day length, as the seasons change.
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G3/SC 3 (15) G3/SC 4(9)
Light Forces and Magnets
GRADE 3
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G3/SC 2 (24)
Animals, including humans
Identify that animals, including humans, need the right types and amount of nutrition, and that they
cannot make their own food; they get nutrition from what they eat. Pupils should learn about the
importance of nutrition. They compare and contrast the diets of different animals (including their pets)
and decide ways of grouping them according to what they eat. They research different food groups and
how they keep us healthy and design meals based on what they find out.
Identify that humans and some other animals have skeletons and muscles for
support, protection and movement. They should know the main body parts
associated with the skeleton and muscles, finding out how different parts of
the body have special functions. Pupils work scientifically by identifying and
grouping animals with and without skeletons and observing and comparing
their movement; exploring ideas about what would happen if humans did not
have skeletons.
Revision for First
Term Examination
GRADE 3
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
1
G3/SC 1 (24)
Plants
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and
flowers. Pupils should be introduced to the relationship between structure and function: the idea that
every part has a job to do. They should explore questions that focus on the role of the roots and stem in
nutrition and support, leaves for nutrition and flowers for reproduction. Investigate the way in which
water is transported within plants. They observe how water is transported in plants, for example, by
putting cut, white carnations into coloured water and observing how water travels up the stem to the
flowers. Pupils must know that plants can make their own food, but at this stage they do not need to
understand how this happens.
Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to
grow) and how they vary from plant to plant. Explore the part that flowers play in the life cycle of
flowering plants, including pollination, seed formation and seed dispersal. Pupils work scientifically by
comparing the effect of different factors on plant growth, for example, the amount of light, the amount
of fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over
a period of time; looking for patterns in the structure of fruits that relate to how the seeds are dispersed.
GRADE 3 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 3
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G 1 / SC 4 (24)
Uses of Everyday Materials
Pupils find out how the
shapes of solid objects
made from some
materials can be
changed by squashing,
bending, twisting and
stretching.
Identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and
cardboard for particular uses. Pupils know how some materials are used for more than one thing (metal can be used for coins,
cans, cars and table legs; wood can be used for matches, floors, and telegraph poles) or different materials are used for the same
thing (spoons can be made from plastic, wood, metal, but not normally from glass). They consider the properties of materials that
make them suitable or unsuitable for particular purposes and they should be encouraged to think about unusual and creative uses
for everyday materials. Pupils might find out about people who have developed useful new materials, for example John Dunlop,
Charles Macintosh or John McAdam. Pupils work scientifically by comparing the uses of everyday materials in and around the
school with materials found in other places (at home, the journey to school, on visits, and in stories and songs); observing closely,
identifying and classifying the uses of different materials, and recording their observations.
Revision for Final Examination
GRADE 2
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G4/SC 2 (24)
GRADE 4
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
1
G4/SC 1 (24)
Living things and their habitats
Recognise that living things can be grouped in a variety of ways. Explore and use classification keys to
help group, identify and name a variety of living things in their local and wider environment. Pupils
should explore possible ways of grouping a wide selection of living things that include animals and
plants. Pupils could put vertebrate animals into groups such as fish, amphibians, reptiles, birds, and
mammals; and invertebrates into snails and slugs, worms, spiders, and insects. Plants can be grouped
into categories such as flowering plants (including grasses) and non-flowering plants, such as ferns and
mosses. Pupils work scientifically by using and making simple guides or keys to explore and identify
local plants and animals; making a guide to local living things; recording their observations of animals
and what they have found out about other animals that they have researched.
Recognise that environments can change and that this can sometimes pose dangers to living things.
Pupils should use the local environment throughout the year to raise and answer questions that help
them to identify and study plants and animals in their habitat. They should identify how the habitat
changes throughout the year. Pupils should explore examples of human impact (both positive and
negative) on environments, for example, the positive effects of nature reserves, ecologically planned
parks, or garden ponds, and the negative effects of population and development, litter or deforestation.
GRADE 4 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 4
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G3/SC 4 (6) G3/SC 5 (12)
Forces and Magnets Rocks
They explore the strengths of different magnets
and find a fair way to compare them; looking for
patterns in the way that magnets behave in relation
to each other and what might affect this, for
example, the strength of the magnet or which pole
faces another. They should explore the behaviour
and everyday uses of different magnets (for
example, bar, ring, button and horseshoe). Identify
how their properties make magnets useful in
everyday items and suggesting creative uses for
different magnets.
Compare and group together different kinds of rocks on the basis of their appearance and simple
physical properties. Describe in simple terms how fossils are formed when things that have lived are
trapped within rock. Recognise that soils are made from rocks and organic matter and describe how
they are formed. Linked with work in geography, pupils explore different kinds of rocks and soils,
including those in the local environment. Pupils might work scientifically by observing rocks, including
those used in buildings and gravestones, and exploring how and why they might have changed over
time; using a hand lens or microscope to help them to identify and classify rocks according to whether
they have grains or crystals, and whether they have fossils in them. Pupils research and discuss the
different kinds of living things whose fossils are found in sedimentary rock and explore how fossils are
formed. Pupils explore different soils and identify similarities and differences between them and
investigate what happens when rocks are rubbed together or what changes occur when they are in
water.
Revision for Final Examination
GRADE 3
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
2
Recognise that they need light in order to see things and that
dark is the absence of light. Recognise that light from the sun
and other bright sources can be dangerous and that there are
ways to protect their eyes. They explain why it is important to
protect their eyes from bright lights. Pupils should be warned
that it is not safe to look directly at the Sun, even when wearing
dark glasses. Notice that light is reflected from surfaces. Pupils
should explore what happens when light reflects off a mirror or
other reflective surfaces, including playing mirror games to help
them to answer questions about how light behaves.
Recognise that shadows are formed when the light from a light
source is blocked by an opaque object. Find patterns in the way
that the size of shadows change. They should look for, and
measure, shadows, and find out how they are formed and what
might cause the shadows to change. Pupils might work
scientifically by looking for patterns in what happens to shadows
when the light source moves or the distance between the light
source and the object changes.
Compare how things move on different surfaces and carry out tests to test
this. Pupils should observe that magnetic forces can act without direct
contact, unlike most forces, where direct contact is necessary (for example,
opening a door, pushing a swing). Observe how magnets attract or repel
each other and attract some materials and not others. Describe magnets as
having two poles. Predict whether two magnets will attract or repel each
other, depending on which poles are facing. Compare and group together a
variety of everyday materials on the basis of whether they are attracted to a
magnet, and identify some magnetic materials. Pupils work scientifically by
comparing how different things move and grouping them.
T
E
R
M
1
G5/SC 1 (24) G5/SC 2(8)
Living things and their habitats Animals, including humans
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Pupils
study and raise questions about their local environment throughout the year. They observe life-cycle
changes in a variety of living things, for example, plants in the vegetable garden or flower border, and
animals in the local environment. Pupils work scientifically by observing and comparing the life cycles
of plants and animals in their local environment with other plants and animals around the world (in the
rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and
suggesting reasons for similarities and differences. They might try to grow new plants from different
parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They should find out
about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane
Goodall.
Describe the life process of reproduction in some
plants and animals. Pupils should find out about
different types of reproduction, including sexual
and asexual reproduction in plants, and sexual
reproduction in animals. They might observe
changes in an animal over a period of time (for
example, by hatching and rearing chicks),
comparing how different animals reproduce and
grow.
Describe the changes as humans develop to old
age. Pupils should draw a timeline to indicate
stages in the growth and development of humans.
They should learn about the changes experienced
in puberty. They could work scientifically by
researching the gestation periods of other animals
and comparing them with humans; by finding out
and recording the length and mass of a baby as it
grows.
GRADE 5 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 5
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G4/SC 5 (6)
Identify common appliances that run on electricity. Construct a simple series electrical circuit, identifying and naming its basic parts, including cells,
wires, bulbs, switches and buzzers. Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a
complete loop with a battery. Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series
circuit. Recognise some common conductors and insulators, and associate metals with being good conductors.
Use their circuits to create simple devices. Pupils should draw the circuit as a pictorial representation, not necessarily using conventional circuit symbols at
this stage; these will be introduced in year 6. Pupils might use the terms current and voltage, but these should not be introduced or defined formally at this
stage. Pupils should be taught about precautions for working safely with electricity. Pupils work scientifically by observing patterns, for example, that bulbs
get brighter if more cells are added, that metals tend to be conductors of electricity, and that some materials can and some cannot be used to connect across
a gap in a circuit.
Revision for Final Examination
GRADE 4
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G4/SC 3 (15) G4/SC 4(9)
States of matter Sound
Compare and group materials as solids, liquids or gases. Pupils should explore a variety of everyday
materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a
pool not a pile; gases escape from an unsealed container). Pupils work scientifically by grouping and
classifying a variety of different materials. They observe water as a solid, a liquid and a gas and should
note the changes to water when it is heated or cooled. Observe that materials change state when they
are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius
(°C) for example, when iron melts or when oxygen condenses into a liquid. Teachers should avoid
using materials where heating is associated with chemical change, for example, baking or burning.
They explore the effect of temperature on substances like chocolate, butter, cream (for example, to
make food such as chocolate crispy cakes and ice-cream for a party). They observe and record
evaporation over a period of time, for example, a puddle in the playground or washing on a line, and
investigate the effect of temperature on rate of evaporation or melting. Identify the part played by
evaporation and condensation in the water cycle.
Identify how sounds are made, associating some of them with something vibrating. Pupils should
explore and identify the way sound is made through vibration in a range of different musical
instruments from around the world. Recognise that vibrations from sounds travel through a medium to
the ear. Find out how the pitch and volume of sounds can be changed in a variety of ways. They could
make and play their own instruments by using what they have found out about pitch and volume. Find
patterns between the pitch of a sound and features of the object that produced it. Find patterns
between the volume of a sound and the strength of the vibrations that produced it. Recognise that
sounds get fainter as the distance from the sound source increases. Pupils work scientifically by finding
patterns in the sounds that are made by different objects such as saucepan lids of different sizes or
elastic bands of different thicknesses. They make earmuffs from a variety of different materials to
investigate which provides the best insulation against sound.
GRADE 4
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
1
Animals, including humans
Describe the simple functions of the basic parts of the digestive
system in humans like, mouth, tongue, teeth, oesophagus,
stomach and small and large intestine. Pupils should draw and
discuss their ideas about the digestive system.
Identify the different types of teeth in humans and their simple
functions. Pupils work scientifically by comparing the teeth of
carnivores and herbivores, and suggesting reasons for
differences; finding out what damages teeth and how to look
after them.
Construct and interpret a variety of food chains,
identifying producers, predators and prey.
Revision for First
Term Examination
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G5/SC 5 (32)
Forces
GRADE 5
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G5/SC 3 (32)
Earth and Space
Describe the movement of the Earth, and other planets, relative to the Sun in the solar system. Pupils should be introduced to a
model of the Sun and Earth that enables them to explain day and night. Pupils should learn that the Sun is a star at the centre of
our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was
reclassified as a ‘dwarf planet’ in 2006). They should understand that a moon is a celestial body that orbits a planet (Earth has one
moon; Jupiter has four large moons and numerous smaller ones). Describe the movement of the Moon relative to the Earth.
Pupils should find out about the way that ideas about the solar system have developed, understanding how the geocentric model
of the solar system gave way to the heliocentric model by considering the work of scientists such as Ptolemy, Alhazen and
Copernicus. Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.
Describe the Sun, Earth and Moon as approximately spherical bodies. Use
the idea of the Earth’s rotation to explain day and night and the apparent
movement of the sun across the sky. Pupils might work scientifically by
comparing the time of day at different places on the Earth through internet
links and direct communication; creating simple models of the solar system;
constructing simple shadow clocks and sundials, calibrated to show midday
and the start and end of the school day; finding out why some people think
that structures such as Stonehenge might have been used as astronomical
clocks.
GRADE 5
SCIWEEK 2 WEEK 3 WEEK 4
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G5/SC 2 (32)
Properties and changes of Materials
Compare and group together everyday materials on the basis of their
properties, including their hardness, solubility, transparency, conductivity
(electrical and thermal), and response to magnets. Give reasons, based on
evidence from comparative and fair tests, for the particular uses of everyday
materials, including metals, wood and plastic. Pupils should build a more
systematic understanding of materials by exploring and comparing the
properties of a broad range of materials, including relating these to what they
learnt about magnetism in year 3 and about electricity in year 4. Pupils are
not required to make quantitative measurements about conductivity and
insulation at this stage. It is sufficient for them to observe that some
conductors will produce a brighter bulb in a circuit than others and that some
materials will feel hotter than others when a heat source is placed against
them. Pupils might work scientifically by: carrying out tests to answer
questions, for example, ‘Which materials would be the most effective for
making a warm jacket, for wrapping ice cream to stop it melting, or for
making blackout curtains?’ They might compare materials in order to make a
switch in a circuit.
Know that some materials will dissolve in liquid to
form a solution, and describe how to recover a
substance from a solution. Demonstrate that
dissolving, mixing and changes of state are
reversible changes. Use knowledge of solids,
liquids and gases to decide how mixtures might be
separated, including through filtering, sieving and
evaporating. They should explore reversible
changes, including, evaporating, filtering, sieving,
melting and dissolving, recognising that melting
and dissolving are different processes.
Explain that some changes result in the formation
of new materials, and that this kind of change is
not usually reversible, including changes
associated with burning and the action of acid on
bicarbonate of soda. They could observe and
compare the changes that take place, for example,
when burning different materials or baking bread
or cakes. Safety guidelines should be followed
when burning materials. They should find out
about how chemists create new materials, for
example, Spencer Silver, who invented the glue for
sticky notes or Ruth Benerito, who invented
wrinkle-free cotton. They might research and
discuss how chemical changes have an impact on
our lives, for example, cooking, and discuss the
creative use of new materials such as polymers,
super-sticky and super-thin materials.
Revision for First
Term Examination
GRADE 5
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
1
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Pupils
study and raise questions about their local environment throughout the year. They observe life-cycle
changes in a variety of living things, for example, plants in the vegetable garden or flower border, and
animals in the local environment. Pupils work scientifically by observing and comparing the life cycles
of plants and animals in their local environment with other plants and animals around the world (in the
rainforest, in the oceans, in desert areas and in prehistoric times), asking pertinent questions and
suggesting reasons for similarities and differences. They might try to grow new plants from different
parts of the parent plant, for example, seeds, stem and root cuttings, tubers, bulbs. They should find out
about the work of naturalists and animal behaviourists, for example, David Attenborough and Jane
Goodall.
Describe the life process of reproduction in some
plants and animals. Pupils should find out about
different types of reproduction, including sexual
and asexual reproduction in plants, and sexual
reproduction in animals. They might observe
changes in an animal over a period of time (for
example, by hatching and rearing chicks),
comparing how different animals reproduce and
grow.
Describe the changes as humans develop to old
age. Pupils should draw a timeline to indicate
stages in the growth and development of humans.
They should learn about the changes experienced
in puberty. They could work scientifically by
researching the gestation periods of other animals
and comparing them with humans; by finding out
and recording the length and mass of a baby as it
grows.
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G6/SC 4 (16) G6/SC 5 (16)
GRADE 6
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G6/SC 2 (8) G6/SC 3 (24)
Animals including humans Evolution and Inheritance
Recognise the impact of diet, exercise, drugs and
lifestyle on the way their bodies function. Pupils
should learn how to keep their bodies healthy and
how their bodies might be damaged – including
how some drugs and other substances can be
harmful to the human body. Pupils work
scientifically by exploring the work of scientists
and scientific research about the relationship
between diet, exercise, drugs, lifestyle and health.
Recognise that living things have changed over time and that fossils provide information about living things that inhabited the
Earth millions of years ago. Building on what they learned about fossils in the topic on rocks in year 3, pupils should find out
more about how living things on earth have changed over time. Recognise that living things produce offspring of the same kind,
but normally offspring vary and are not identical to their parents. They should know that characteristics are passed from parents
to their offspring, for instance by considering different breeds of dogs, and what happens when, for example, labradors are
crossed with poodles. They should realise that variation in offspring over time can make animals more or less able to survive in
particular environments, for example, by exploring how giraffes’ necks got longer, or the development of insulating fur on the
arctic fox. Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to
evolution. Pupils might find out about the work of palaeontologists such as Mary Anning and about how Charles Darwin and
Alfred Wallace developed their ideas on evolution. At this stage, pupils are not expected to understand how genes and
chromosomes work.
Revision for First
Term Examination
GRADE 6
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
1
G6/SC 1 (22) G6/SC 2(10)
Living things and their habitats Animals including humans
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and
differences, including micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics.
Pupils should build on their learning about grouping living things in year 4 by looking at the classification system in more detail. They should
be introduced to the idea that broad groupings, such as micro-organisms, plants and animals can be subdivided. They should classify animals
into commonly found invertebrates (such as insects, spiders, snails, worms) and vertebrates (fish, amphibians, reptiles, birds and mammals).
They should explain why living things are placed in one group and not another. Pupils work scientifically by using classification systems and
keys to identify some animals and plants in the immediate environment. They could research unfamiliar animals and plants from a broad
range of other habitats and decide where they belong in the classification system. Pupils find out about the significance of the work of
scientists such as Carl Linnaeus, a pioneer of classification.
Identify and name the main parts of the human circulatory
system, and describe the functions of the heart, blood vessels
and blood. Pupils should build on their learning from years 3
and 4 about the main body parts and internal organs (skeletal,
muscular and digestive system) to explore how the circulatory
system enables the body to function. Describe the ways in
which nutrients and water are transported within animals,
including humans.
GRADE 6 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 6
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
Forces
Pupils should experience forces that make things begin to move, get faster or slow down. Explain that
unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and
the falling object. Pupils might find out how scientists, for example, Galileo Galilei and Isaac Newton
helped to develop the theory of gravitation. Identify the effects of air resistance, water resistance and
friction, that act between moving surfaces. Pupils should explore falling objects by observing how
arachutes and sycamore seeds fall. Pupils should explore the effects of friction on movement and find
out how it slows or stops moving objects, for example, by observing the effects of a brake on a bicycle
wheel. Pupils work scientifically by exploring falling paper cones or cup-cake cases, and designing and
making a variety of parachutes and carrying out fair tests to determine which designs are the most
effective. They might explore resistance in water by making and testing boats of different shapes.
Recognise that some mechanisms, including
levers, pulleys and gears, allow a smaller force to
have a greater effect.Pupils should explore the
effects of levers, pulleys and simple machines on
movement. They might design and make products
that use levers, pulleys, gears and/or springs and
explore their effects.
Revision for Final Examination
WEEK 5 WEEK 6 WEEK 7 WEEK 8
The skeletal and muscular systems Acids and Alkalis
Know that the cells are the fundamental units of living organisms. Know how to
observe, interpret and record cell structure using a light microscope. Describe the
functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole,
mitochondria and chloroplasts.Describe the similarities and differences between
plant and animal cells. Explain the role of diffusion in the movement of
materials in and between cells. Understand the structural adaptations of some
unicellular organisms. Describe the hierarchical organisation of multicellular
organisms: from cells to tissues to organs to systems to organisms.
Know the structure and functions of the human
skeleton, to include support, protection, movement
and making blood cells. Describe biomechanics – the
interaction between skeleton and muscles, including
the measurement of force exerted by different
muscles.to know the function of muscles and
examples of antagonistic muscles
DefinE acids and alkalis in terms of neutralisation reactio Use indicators and
pH scale for measuring acidity/alkalinity. Realise that the reactions of acids with
metals produce a salt plus hydrogen. Realise that the reactions of acids with
alkalis to produce a salt plus water.
WEEK 1 WEEK 2 WEEK 3 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
REVISION
GRADE 6
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4
GRADE 7 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 7
SCIWEEK 4 WEEK 5
T
E
R
M
1
G7 /SC 1 (9) G7 /SC 2 (6) G7 /SC 3 (9)
Cells and organisation
T
E
R
M
2
Light Electricity
Pupils recognise that light appears to travel in straight lines. They use the idea that light travels in
straight lines to explain that objects are seen because they give out or reflect light into the eye. They
explain that we see things because light travels from light sources to our eyes or from light sources to
objects and then to our eyes. They use the idea that light travels in straight lines to explain why
shadows have the same shape as the objects that cast them. Pupils should build on the work on light in
year 3, exploring the way that light behaves, including light sources, reflection and shadows. They
should explain what happens and make predictions. They investigate the relationship between light
sources, objects and shadows by using shadow puppets. Pupils work scientifically by deciding where to
place rear-view mirrors on cars; designing and making a periscope and using the idea that light appears
to travel in straight lines to explain how it works. They could consider a range of phenomena including
rainbows, colours on soap bubbles, objects looking bent in water and coloured filters (they do not need
to explain why these phenomena occur).
Pupils associate the brightness of a lamp or the volume of a buzzer with the number and voltage of
cells used in the circuit. They compare and give reasons for variations in how components function,
including the brightness of bulbs, the loudness of buzzers and the on/off position of switches. Building
on their work in year 4, pupils should construct simple series circuits, to explain what happens when
they try different components, for example, switches, bulbs, buzzers and motors. Pupils work
scientifically by systematically identifying the effect of changing one component at a time in a circuit;
designing and making a set of traffic lights, a burglar alarm or some other useful circuit. They should
learn how to represent a simple circuit in a diagram using recognised symbols. They use recognised
symbols when representing a simple circuit in a diagram. Pupils are expected to learn only about series
circuits, not parallel circuits. They should take the necessary precautions for working safely with
electricity.
GRADE 7
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G7 /SC 4 (12) G7 /SC 5 (9)
The particulate nature of matter Forces and Motion , Describing motion Revision
Know the properties of the different states of matter (solid, liquid and gas) in terms of the particle model,
including gas pressure. Describe the changes of state in terms of the particle model. Understand the
differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and
density, the anomaly of ice-water transition. Conservation of material and of mass, and reversibility, in
melting, freezing, evaporation, sublimation, condensation, dissolving. Similarities and differences, including
density differences, between solids, liquids and gases. Describe Brownian motion in gases. Kow that
dffusion in liquids and gases are driven by differences in concentration. State the differences between
chemical and physical changes.
Identify forces as pushes or pulls, arising from the interaction between two
objects.Use force arrows in diagrams and adding forces in one dimension.
Identify balanced and unbalanced forces. Identify the forces associated with
deforming objects; stretching and squashing – springs; with rubbing and friction
between surfaces, with pushing things out of the way; resistance to motion of air
and water. Know that forces are measured in newtons. Investigate force-
extension linear relation; Hooke’s Law as a special case. Define work done and
energy changes on deformation. Descri non contact forces, opposing forces and
equilibrium. Know that forces are needed to cause objects to stop or start
moving, or to change their speed or direction of motion (qualitative only).
GRADE 8 SCIENCE LONG TERM PLAN with CURRICULUM STANDARDSGRADE 8
SCIWEEK 1
T
E
R
M
1
G8 /SCI 1 (9) G8 /SCI 2 (15)
Nutrition and digestion The Periodic Table / Atoms, elements and compounds
State the content of a healthy human diet: carbohydrates, lipids (fats and oils),
proteins, vitamins, minerals, dietary fibre and water. Explain why each is needed.
Calculate energy requirements in a healthy daily diet. Know the consequences of
imbalances in the diet, including obesity, starvation and deficiency diseases.
Identify the tissues and organs of the human digestive system, including
adaptations to function and describe how the digestive system digests food.
Know that enzymes act as biological catalysts. Explain the importance of
bacteria in the human digestive system.
Know physical and chemical properties of different elements. Know the principles underpinning the Mendeleev Periodic table. Identify
periods and groups. Differentiate between metals and non-metals etc from the Periodic Table. Understand how patterns in reactions can
be predicted with reference to the Periodic Table. Identify the chemical properties of metal and non-metal oxides with respect to acidity.
Describe a simple (Dalton) atomic model. Understand the differences between atoms, elements and compounds. Identify the chemical
symbols and formulae for elements and compounds. Know conservation of mass changes of state and chemical reactions. Use the
concept of particle model to describe atoms and molecules.
T
E
R
M
1
Know the properties of the different states of matter (solid, liquid and gas) in terms of the particle model,
including gas pressure. Describe the changes of state in terms of the particle model. Understand the
differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and
density, the anomaly of ice-water transition. Conservation of material and of mass, and reversibility, in
melting, freezing, evaporation, sublimation, condensation, dissolving. Similarities and differences, including
density differences, between solids, liquids and gases. Describe Brownian motion in gases. Kow that
dffusion in liquids and gases are driven by differences in concentration. State the differences between
chemical and physical changes.
Identify forces as pushes or pulls, arising from the interaction between two
objects.Use force arrows in diagrams and adding forces in one dimension.
Identify balanced and unbalanced forces. Identify the forces associated with
deforming objects; stretching and squashing – springs; with rubbing and friction
between surfaces, with pushing things out of the way; resistance to motion of air
and water. Know that forces are measured in newtons. Investigate force-
extension linear relation; Hooke’s Law as a special case. Define work done and
energy changes on deformation. Descri non contact forces, opposing forces and
equilibrium. Know that forces are needed to cause objects to stop or start
moving, or to change their speed or direction of motion (qualitative only).
WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 7
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G7 /SC 6 (15) G7 /SC 7 (9)
Photosynthesis and Reproduction in plants
Know that plants make carbohydrates in their leaves by photosynthesis, gaining mineral nutrients and water from the soil via their
roots.Identify the reactants in, and products of, photosynthesis, and summarise photosynthesis. Describe the dependence of almost all
life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic
molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere. Describe the
adaptations of leaves for photosynthesis and the role of leaf stomata in gas exchange in plants. Describe the reproduction in plants,
including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal. Conduct quantitative
investigation of some dispersal mechanisms
Compare the energy values of different foods (from labels) (kJ). Compare power
ratings of appliances in watts (W, kW). Calculate the amounts of energy
transferred in J, kJ and kW hour. Children should know about domestic fuel
bills, fuel use and costs. Compare different types of fuels and energy resources.
GRADE 7
SCIWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G 7 / SC 8 (9) G 7 / SC 9 (3) G 7 / SC 10 (6) G7 /SC 11 (3)
Current Electricity Static Electricity Space Physics Reproduction Revision
Define electric current. Know current is measured in amperes. Measure current
in series and parallel circuits. Define potential difference, measured in volts.
Compare battery and bulb ratings. Define resistance, measured in ohms, as the
ratio of potential difference (p.d.) to current. identify the differences in resistance
of conducting and insulating components (quantitative).
Explain the separation of
positive or negative
charges when objects are
rubbed together( transfer
of electrons). Identify the
forces between charged
objects. Use the idea of
electric field to explain
forces acting across the
space between objects not
in contact.
Define gravitational force. Use weight = mass x
gravitational field strength (g), (Earth g=10 N/kg) in
numerical calculations. Understand that "g" is
different on other planets and stars. Know that
gravity forces between Earth and Moon, and between
Earth and Sun (qualitative only) keep them in orbit.
Know that our Sun is a star, there are other stars in
our galaxy and there are other galaxies. Realise that
the tilt of Earth's axis causes seasons resulting in day
length varying at different times of year, in different
hemispheres. Define light year as a unit of
astronomical distance.
Describe the
reproduction in humans,
including the structure
and function of the male
and female reproductive
systems, menstrual cycle
(without details of
hormones), gametes,
fertilisation, gestation and
birth, to include the effect
of maternal lifestyle on
foetus.
WEEK 2 WEEK 3
WEEK 6 WEEK 7
GRADE 9 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDS
WEEK 8
WEEK 2
GRADE 8
SCIWEEK 1
T
E
R
M
2
G8 /SCI 9 (6) G8 /SCI 10 (6) G8 /SCI 11 (9)
Heat Energy changes and transfers Light Revision
Define heating and thermal equilibrium. Understand that
temperature difference between two objects leads to
energy transfer from the hotter to the cooler one, through
contact (conduction), convection or radiation. Know that
such transfers tend to reduce the temperature difference.
Describe use of insulators. recognize the changes with
temperature, in motion and spacing of particles. Define
internal energy stored in materials.
List different types of energy. Describe the processes that
involve energy transfer: changing motion, dropping an
object, completing an electrical circuit, stretching a spring,
metabolism of food and burning fuels.
Describe the similarities and differences between light waves and waves in matter.
Realise that light waves can travel through vacuum and state the speed of light. Describe
the transmission of light through materials: absorption, diffuse scattering and specular
reflection at a surface. Use of ray model to explain imaging in mirrors and the pinhole
camera. Define refraction of light and describe action of convex lens in focusing
(qualitative). List the parts and state the functions of the human eye. Realise that light
transfer energy from source to absorber, leading to chemical and electrical effects.
Identify the photo-sensitive material in the retina and in cameras. Identify the colours
and different frequencies of light when white light pass through a prism (qualitative
only). Know the differential colour effects in absorption and diffuse reflection.
GRADE 8
SCI
T
E
R
M
2
G8 /SCI 6 (9) G8 /SCI 7 (9) G8 /SCI 8 (9)
Pressure in fluids , Moment and Simple machines Gas exchange systems Cellular respiration
Realise that pressure is defined as ratio of force over area acting normal to any surface.
Know that pressure in liquids increases with depth. Use up thrust effects to explain
floating and sinking. Realise that atmospheric pressure decreases with increase of height
as weight of air above decreases with height. Define moment as the
turning effect of a force. Know that Simple machines give bigger force but at the
expense of smaller movement (and vice versa) and the product of force and displacement
is unchanged.
Know the structure and functions of the gas exchange system in humans, including
adaptations to function. Undrstand the mechanism of breathing to move air in and out of
the lungs. Use a pressure model to explain the movement of gases, including simple
measurements of lung volume. Recognize the the impact of exercise, asthma and
smoking on the human gas exchange system.
Differentiate between aerobic and anaerobic respiration in
living organisms, including the breakdown of organic
molecules to enable all the other chemical processes
necessary for life . State a word summary for aerobic
respiration. Describe the process of anaerobic respiration
in humans and micro-organisms, including fermentation,
and state a word summary. Identify the differences
between aerobic and anaerobic respiration in terms of the
reactants, the products formed and the implications for the
organism.
WEEK 3 WEEK 4 WEEK 5
WEEK 5 WEEK 6
T
E
R
M
1
State the content of a healthy human diet: carbohydrates, lipids (fats and oils),
proteins, vitamins, minerals, dietary fibre and water. Explain why each is needed.
Calculate energy requirements in a healthy daily diet. Know the consequences of
imbalances in the diet, including obesity, starvation and deficiency diseases.
Identify the tissues and organs of the human digestive system, including
adaptations to function and describe how the digestive system digests food.
Know that enzymes act as biological catalysts. Explain the importance of
bacteria in the human digestive system.
Know physical and chemical properties of different elements. Know the principles underpinning the Mendeleev Periodic table. Identify
periods and groups. Differentiate between metals and non-metals etc from the Periodic Table. Understand how patterns in reactions can
be predicted with reference to the Periodic Table. Identify the chemical properties of metal and non-metal oxides with respect to acidity.
Describe a simple (Dalton) atomic model. Understand the differences between atoms, elements and compounds. Identify the chemical
symbols and formulae for elements and compounds. Know conservation of mass changes of state and chemical reactions. Use the
concept of particle model to describe atoms and molecules.
GRADE 8
SCIWEEK 1
T
E
R
M
1
G8 /SC 3 (9) G8 /SCI 4 (6) G8 /SCI 5 (6) REVISION
Sound waves Pure and impure substances Magnetism
Define frequency of sound waves and use the unit of hertz (Hz). Explain echoes using
reflection and absorption of sound.Understand that sound needs a medium to travel. Be
aware of the value of the speed of sound in air, in water and in solids.realise that sound
is produced by vibrations of objects. Recognize the vibrations of loud speakers passing
through air and affecting the microphone diaphragm and the ear drum. Know that sound
waves are longitudinal waves. Be aware of the auditory range of frequencies in humans
and animals.
Know the concept of a pure substance and mixtures and
explain dissolving. Know simple techniques for separating
mixtures: filtration, evaporation, distillation and
chromatography. Know the identification of pure
substances.
WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7
WEEK 1
WEEK 2 WEEK 3 WEEK 4
WEEK 8
WEEK 7 WEEK 8
Know that magnets have two poles and that the poles exert
attraction and repulsion. Draw magnetic field patterns by
plotting field lines with compass. Understand Earth’s
magnetism, working of a compass in navigation. Apply the
magnetic effect of a current in electromagnets and D.C.
motors (principles only).
WEEK 8
T
E
R
M
1
GRADE 9
PHY
GRADE 9 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDSGRADE 9
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4
T
E
R
M
1
T
E
R
M
2
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
Revision for
First Term Exam
WEEK 5 WEEK 6 WEEK 7 WEEK 8
WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
Recall standard form,
multiplication and
division of numbers with
indices. Revise changing
the subject of a formula
and substitution.
Construct and interpret
linear graphs.
Describe how mechanical waves propagate. Define frequency, wavelength,
amplitude, period and speed of waves. Draw and interpret displacement -
time and displacement - distance graphs. Differentiate between transverse
and longitudinal waves. Use the
equations wave speed = frequency x wavelength and distance =
speed x time.
Describe and explain the effects of reflection. refraction, absorption and
transmission of waves.
Mathematical Physics
GRADE 9
PHY
GRADE 9
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7
T
E
R
M
2
G9/P4(24)
Use a simple kinetic theory model to explain the
different states of matter (solids, liquids and
gases). Define density of a material. Describe
different changes of state. Explain how heating a
system will change the energy stored within the
system and raise its temperature or produce
changes of state.
Define the term specific heat capacity as the
amount of heat energy required to increase the
temperature of 1 kg of a substance by 1°C. Describe
how to determine the specific heat capacity of
materials including water and some solids. Use the
equation change in thermal energy (J) = mass (kg)
× specific heat capacity (J/kg °C) ×change in
temperature (°C) or ΔQ= m×c× Δθ
Define specific latent heat as the amount of heat
energy required to change the state of 1 kg of a
substance at constant temperature.
Use the equation thermal energy for a change of
state (J) = mass (kg) × specific latent heat (J/kg)
or Q = m × L
Know the difference between specific heat capacity
and specific latent heat.
Particle Model -1
Revision for the Final Exam
Revision
Light and electromagnetic spectrum
G9/P2(24)
G9/P1(24)
Describe the propagation of sound waves. Describe the variation in the
behaviour of sound waves when frequency changes.
Describe the features and uses of infra sound and ultra sound waves
including sonar, fetal scanning and study of earth's structure. Calculate
depth or distance from time and velocity of ultrasound.
Waves
G9/P3(24)
Mathematical Physics Motion
Recall standard form,
multiplication and
division of numbers with
indices. Revise changing
the subject of a formula
and substitution.
Construct linear graphs
with appropriate scales
and predict the trend.
Define displacement, speed, velocity and acceleration of an object. Draw and
interpret d-t and v-t graphs. Use the
equations a = (v-u) / t and v2 – u
2 = 2 × a × x to determine acceleration
State and explain Newton's three laws of motion. Draw and interpret free
body diagram and find resultant force. Investigate how force and mass can
affect the acceleration of an object. Describe and explain how objects falling
through Earth's atmosphere reach a terminal speed. Explain how for motion
in a circle there must be a resultant force known as a centripetal force that
acts towards the centre of the circle.
State conservation of linear momentum. Demonstrate an understanding of
the idea of linear momentum
conservation. Use the concept of momentum to explain the role of crumple
zone and other safety features of the car.
Identify factors affecting stopping distance of a vehicle. Relate work and
energy transferred. Identify the enrgy losses in electricity transmision and
domestic situations. Explain how efficiency can be increased by reducing
unwanted energy transfers.
Revision
Explain, with the aid of ray diagrams, reflection,
refraction and total internal reflection (TIR) of light,
including the law of reflection and critical angle.
Describe and explain differential absorption of light by
different materials. Describe the transmission of light
through filters.
Identify common properties of electromagnetic waves. Describe the continuous
electromagnetic spectrum including (in order) radio waves, microwaves, infrared,
visible (including the colours of the visible spectrum), ultraviolet, X-rays and
gamma rays. Describe the absorption and emission of thermal radiation. Identify
the harmful effects, to life, of excessive exposure to the electromagnetic radiations.
Describe characteristic properties and uses of each electromagnetic radiation.
Identify the characteristic property of the radiation involved in each application or
danger. Describe the effects of radiations on atoms.
Describe the refraction of light by converging and
diverging lenses. Explain the effects of different types
of lens in producing real and virtual
images. Relate the power of a lens to its shape.
GRADE 9 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 9
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
T
E
R
M
2
GRADE 9
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
G 9/ CHE 6 (24)
Calculations involving masses
Calculate the RFM, given the RAM of elements, deduce the empirical formula of a compound from the formula of its molecule, the molecular formula of a compound from its empirical formula and its relative
molecular mass. Explain the law of conservation of mass, applied to a closed system including a precipitation reaction in a closed flask and a non-enclosed system including a reaction in an open flask that
takes in or gives out a gas. Calculate masses of reactants and products from balanced equations, given the mass of one substance. Explain why, in a reaction, the mass of product formed is controlled by the
mass of the reactant which is not in excess. Deduce the stoichiometry of a reaction from the masses of the reactants and products. Calculate the concentration of solutions in g dm–3.
Recall that one mole of
particles of a substance is the Avogadro constant number of particles (atoms, molecules, formulae, ions) of that substance. Calculate the number of a moles of particles of a substance in a given mass of that
substance and vice versa. Calculate particles of a substance in a given number of moles of that substance and vice versa. Calculate the particles of a substance in a given mass of that substance and vice versa.
Assessment 6, 7
G 9/ CHE 1 (9) G 9/ CHE 2 (6)
Ionic Bonding
Describe the Dalton's model of atom, structure of atom in terms of protons,
electrons, neutrons and nucleus. Explain how the atom is neutral. Recall
atomic number and mass number of elements. Explain that atoms of a given
element as having the same number of protons in the nucleus and this
number is unique to that element. Define isotopes as atoms of the same
element with different number of neutrons. Calculate the RAM of elements
based on their % abundance and relative masses. Assessment 1
Explain how Mendeleev arranged the elements in a
periodic table by using properties of these elements
and their compounds, used his table to predict the
existence/properties of some elements not then
discovered. Use the Periodic Table to obtain the
names, symbols, relative atomic masses and proton
numbers of elements. Assessment 2
Demonstrate how ionic bonds are formed by the transfer of electrons to
produce cations and anions. Define ion as a charged particle. Draw diagrams
to explain how an atom donates / transfers electron to another atom, so that
both achieve noble gas electronic structure.
Calculate the number of protons, neutrons and electrons of an ion. Draw the
electronic structure of few ions. Write the formulae of different ionic
compounds.Explain the use of the endings –ide and –ate in the names of
compounds. Assessment 3
GRADE 9
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G 9/ CHE 4 (9) G 9/ CHE 5 (12)
Covalent bonding Types of substances
Explain how a covalent bond is formed when a pair of electrons is shared
between two atoms. Recall that covalent bonding results in the formation of
molecules. Draw the dot cross diagrams to explain how covalent bonds are
formed in molecules of hydrogen, hydrogen chloride, water, methane, oxygen
and carbon dioxide.Predict and draw the covalent bonding in
nitrogen,water,ammonia and carbon tetrachloride. Assessment 4
Demonstrate that elements and compounds can be classified as ionic, covalent, simple molecular
covalent, giant molecular and metallic. Explain the properties of ionic compounds limited to high
melting points and boiling points, conduction of electricity in solids, molten
and in aqueous solution. Explain the properties of typical covalent, simple molecular compounds.
Describe the structures and properties of graphite and diamond, properties of fullerenes including C60
and graphene in terms of their structures and bonding. Explain bonding in metals and their properties.
Assessment 5
REVISION FOR FIRST
TERM EXAMS
T
E
R
M
2
Use a simple kinetic theory model to explain the
different states of matter (solids, liquids and
gases). Define density of a material. Describe
different changes of state. Explain how heating a
system will change the energy stored within the
system and raise its temperature or produce
changes of state.
Define the term specific heat capacity as the
amount of heat energy required to increase the
temperature of 1 kg of a substance by 1°C. Describe
how to determine the specific heat capacity of
materials including water and some solids. Use the
equation change in thermal energy (J) = mass (kg)
× specific heat capacity (J/kg °C) ×change in
temperature (°C) or ΔQ= m×c× Δθ
Define specific latent heat as the amount of heat
energy required to change the state of 1 kg of a
substance at constant temperature.
Use the equation thermal energy for a change of
state (J) = mass (kg) × specific latent heat (J/kg)
or Q = m × L
Know the difference between specific heat capacity
and specific latent heat.
Revision for the Final Exam
G 9/ CHE 3 (9)
Atomic Structure The Periodic Table
T
E
R
M
2
G9/B2(15) G9/B3(6)
Cells & Control Genetics
Describe the structures and functions of the spinal cord
and the brain including the cerebellum, cerebral
hemispheres and medulla oblongata.Understand the
various brain imaging techniques.Discuss some of the
limitations in treating damage and disease in the brain
and other parts of the nervous system, including spinal
injuries and brain tumours.
– CT scan & PET scan.
Explain the structure and function of sensory neurones, motor neurons and
synapses in the transmission of electrical impulses including the axon, dendron,
myelin sheath and the role of neurotransmitters.Differentiate between different
types of neurones and their roles in reflex action. Explain the structure and function
of the eye as a sensory receptor. Describe defects of the eye & Explain how
cataracts, long-sightedness and short-sightedness can be corrected.
Investigation : Response to stimuli.
Discuss advantages and disadvantages of asexual
reproduction &sexual reproduction.Explain the role of
meiotic cell division in the formation of genetically
different haploid gametes.
Cells & Control
Explain how substances are transported by diffusion,
osmosis and active transport.
Investigation:Investigate diffusion in agar
and osmosis in potatoes.
Describe mitosis as part of the cell cycle including the
stages interphase, prophase, metaphase, anaphase and
telophase and cytokinesis.Understand the importance
of mitosis in growth, repair and asexual reproduction.
Describe cancer as the result of changes in cells that lead to uncontrolled cell
division.Explain growth in organisms, including cell division and differentiation in
animals & cell division, elongation and differentiation in plants.Demonstrate an
understanding of the use of percentiles charts to monitor growth. Identify types of
stem cells and its significance.
Revision for
Assessment 3
GRADE 9
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
Revision for
Assessment 4
GRADE 9 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDS
T
E
R
M
1
G9 /B1 (24)
Key Biological Concepts
Explain how the sub-cellular structures of eukaryotic
and prokaryotic cells are related to their function-
animal cells ,plant cells & bacteria.Describe how
specialised cells are adapted to their function-sperm
cells ,egg cells &ciliated epithelial cells.
Understand how changes in microscope technology,
including electron microscopy, have enabled us to see
cell structures with more clarity and detail than in the
past. Investigation:Produce
labelled scientific drawings from
observations of biological specimens using
microscopes. Assessment
1
Explain the structure, properties and role of enzymes.
Describe factors affecting enzyme activity.
Investigation : Factors affecting enzyme
activity .
Understand how the
energy contained in food
can be measured using
calorimetry.
Investigation:Use of
chemical reagents to
identify starch, reducing
sugars, proteins and fats in
food substances
Revision for
Assessment 2
GRADE 9
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G9/B1 (6) G9/B2(15)
Key Biological Concepts
T
E
R
M
2
REVISION FOR FINAL EXAM
GRADE 9
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
G 9/ CHE 7 (6) G 9 / CHE 8 (12)
States of matter Methods of separating and purifying substances
Describe the arrangement, movement and the
relative energy of particles in each of the three
states of matter: solid, liquid and gas
Recall the names used for the interconversions
between the three states of matter. Explain the
changes and conditions in arrangement, movement
and energy of particles during these
interconversions. Assessment 8
Identify the differences between a pure substance and a mixture, interpret melting point data to
distinguish between pure substances which have a sharp melting point and mixtures which melt over a
range of temperatures. Discuss the experimental techniques for separation of mixtures by simple
distillation, fractional distillation, filtration, crystallisation, paper chromatography. Describe an
appropriate experimental technique to separate a mixture knowing the properties of the components of
the mixture. Describe paper chromatography, interpret a paper chromatogram to distinguish between
pure and impure substances, identify substances by comparison with known substances and identify
substances by calculation and use of rf values. Assessment 9, 10
T
E
R
M
2
G9/B3(24)
Genetics
Describe DNA as a polymer made up of two
polynucleotide chains in the form of a double helix
.Differentiate gene & genome.Explain how the order of
bases in a section of DNA decides the order of amino
acids in the protein. Investigation:Extraction
of DNA from fruit.
Understand the stages of protein synthesis, including
transcription and translation.Describe how genetic
variants in the coding & non coding DNA of a gene
can affect phenotype by influencing the binding of
RNA polymerase , altering the quantity & activity of
protein produced.
Assessment 5
Describe the work of Mendel in discovering the basis of genetics and recognize the
difficulties of understanding inheritance before the mechanism was
discovered.Understand that characteristic features are controlled by genes-
dominant/recessive and homozygous/heterozygous. Analyse and interpret patterns
of monohybrid inheritance using a genetic diagram, Punnet square and family
pedigree. Describe the inheritance of the ABO blood groups with reference to
codominance and multiple alleles.Understand the cause, symptoms and cure for
sex linked diseases .Identify types and cause of variation in organisms. Understand
the significance of HGP & cause of gene mutation with specific examples.
Revision for
Assessment 6
T
E
R
M
2
Describe the structures and functions of the spinal cord
and the brain including the cerebellum, cerebral
hemispheres and medulla oblongata.Understand the
various brain imaging techniques.Discuss some of the
limitations in treating damage and disease in the brain
and other parts of the nervous system, including spinal
injuries and brain tumours.
– CT scan & PET scan.
Explain the structure and function of sensory neurones, motor neurons and
synapses in the transmission of electrical impulses including the axon, dendron,
myelin sheath and the role of neurotransmitters.Differentiate between different
types of neurones and their roles in reflex action. Explain the structure and function
of the eye as a sensory receptor. Describe defects of the eye & Explain how
cataracts, long-sightedness and short-sightedness can be corrected.
Investigation : Response to stimuli.
Discuss advantages and disadvantages of asexual
reproduction &sexual reproduction.Explain the role of
meiotic cell division in the formation of genetically
different haploid gametes.
Revision for
Assessment 4
GRADE 9
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G10/P5(16) G10/P5(16)
Momentum, energy, work and power Nuclear fission and nuclear fusion
Identify factors affecting stopping distance of a vehicle. State conservation of linear momentum. Use the concept
of momentum to explain the role of crumple zone and other safety features of the car. Define work and energy
transferred. Determine kinetic and potential energy of a body. Express power as the rate of doing work and
identify the factors affecting power. Assessment 4
Define isotopes. Identify different types of ionising radiations and state their properties. Describe nuclear
fission and working of nuclear power stations. Discuss environmental and social impact of nuclear power
stations. Describe nuclear fusion and discuss the difficulty in attaining the conditions for fusion.
Assessment 5
T
E
R
M
1
G10/P4(24)
Motion and ForcesDefine displacement, speed, velocity and acceleration of an object. Draw and interpret d-t and v-t graphs. Explore different types of forces. State and explain Newton's
three laws of motion. Draw and interpret free body diagram and find resultant force. Investigate how force and mass can affect the acceleration of an object. Describe
and explain how objects falling through Earth's atmosphere reach a terminal speed. Assessment 3Revision for
FIRST TERM EXAMINATION
GRADE 10
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G10/P1(12) G10/P2(20)
Static electricity Controlling and using electric current
Realise that like charges repel and unlike charges attract. Describe common
electrostatic phenomena in terms of movement of electrons. Discuss electrostatic
induction. Uses and dangers of static electricity. Assessment 1
Define voltage and current. State and explain Ohm's law and define resistance. Analyse series and parallel circuits. Develop an
understanding of components with changing resistances. Describe and explain how the resistance of filament lamp and thermistor vary with
temperature and how the resistance of an LDR varies with light intensity. Investigate IV graphs of different ohmic and non-ohmic
conductors like metal wire, filament lamp and semi coonductor diode. Explain the heating effect of an electric current and calculate
electrical power. Describe the working of a fuse. Assessment 2
GRADE 10
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 10 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDSGRADE 10
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G10 /CHE 5 (16) G10 /CHE 6 (16)
Groups in the periodic table Chemical reactions
Explain the structure and properties of metals using metallic bonding. Describe the pattern of reactivity
of Group 1 metals.Predict the colours of the halogens. List the halogens, their physical properties and
explain the chemical properties.Define displacement reactions with equations.Identify the colour
changes before and after the reaction in a displacement reactionsDemonstrate an understanding that
the discovery of the noble gases was due to chemists:a) noticing that the density of nitrogen made in a
reaction differed from that of nitrogen obtained from air b) developing a hypothesis about the
composition of the air. c) performing experiments to test this hypothesis and show the presence of the
noble gases.Relate the uses of noble gases with their properties. Assessment 5
Compare exothermic and endothermic reactions.Describe and investigate the effect of changes in
temperature, concentration and surface area of a solid on the rate of reaction. Explain the collision
theory of reactions. Describe the ways by which we can increase the rate of a given reaction. Explain
the effect of catalyst on the rate of reaction. Investigate the effect of temperature, concentration and
surface area of a solid on the rate of a reaction such as hydrochloric acid and marble chips Carry out
the experiment to find out the factors which affect the rate of reaction.Carry out an experiment of
calcium carbonate with dilute hydrochloric acid and collect the gas using a gas syringe.Draw
conclusions from the experiment and plot a graph of volume of gas collected with time.Assessment 6
GRADE 10
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G10 /CHE 3 (12) G10 /CHE 4 (16)
Ionic compounds and analysis Covalent compounds and separation techniques
Write the formulae of ionic compounds. Describe and explain the properties
of ionic substances including sodium chloride and magnesium oxide,
limited to a) melting points and boiling points b) whether they conduct
electricity as solids, when molten and in aqueous solution.Define
precipitation reactions.Enlist the steps involved to get pure dry sample of
salt.Write chemical equations including state symbols for the precipitation
reactions. Assessment 3
Explain the formation of simple molecular, covalent substances using dot and cross diagrams. Describe
the properties of typical simple molecular, covalent compounds. Explain the difference between simple
and giant covalent substances.Demonstrate an understanding of the differences between the properties
of simple molecular, covalent substances and those of giant molecular, covalent substances, including
diamond and graphite.Describe the separation of mixtures using separating funnel, fractional
distillation and chromatography.Explain the practical procedures involved while carrying out paper
chromatography.Assessment 4.
REVISION FOR FIRST
TERM EXAMINATION
GRADE 10
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G10 /CHE 1 (4) G10 /CHE 2 (16) G10 /CHE 3 (12)
Fuels Periodic table Ionic compounds and analysis
Define cracking. Suggest
why cracking is
important in
industries.Define
polymerisation with
equations.Relate the
uses of polymers to
theirproperties.
Explain how Mendeleev: a) arranged the elements, known at that time, in a periodic table by using
properties of these elements and their compounds b) used his table to predict the existence and
properties of some elements not then discovered. Know the structure of an atom and use the periodic
table to work out the number of each type of sub-atomic particle for an element.Use the Periodic Table
to obtain the names, symbols, relative atomic masses and proton numbers of elements.Calculate the
relative atomic mass of an element from the relative masses and abundances of its isotopes.Describe
electron arrangements for
elements up to number 20. Assessment 1
Describe how ionic bonds are formed by the transfer of electrons to produce
cations and anions.Define ion as a charged particle. Draw diagrams to
explain how an atom donates / transfers electron to another atom, so that
both achieve noble gas electronic structure.
Calculate the protons, neutrons and electrons of an ion.Draw the electronic
structure of few ions.Write the formulae of different ionic compounds.Draw
dot and cross diagrams to show the covalent bond formation in simple
covalent molecules. Assessment 2
T
E
R
M
2
G10/P6(20)
Benefits and drawbacks of using radio active materials
Realise the effect of radiation on human body and identify the safety precautions associated with using radioactive materials. Explore the
disposal methods of radioactive wastes. Recognize back ground radiation and describe how to obtain corrected count. Describe the random
and exponential decay of radio active materials and define half life. Describe the uses and dangers of radioactivity. Justify the choice of
source for each use depending on half life, ionisation and penetrative nature. Assessment 6
Revision for
FINAL EXAMINATION
GRADE 10 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 9
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
Identify factors affecting stopping distance of a vehicle. State conservation of linear momentum. Use the concept
of momentum to explain the role of crumple zone and other safety features of the car. Define work and energy
transferred. Determine kinetic and potential energy of a body. Express power as the rate of doing work and
identify the factors affecting power. Assessment 4
Define isotopes. Identify different types of ionising radiations and state their properties. Describe nuclear
fission and working of nuclear power stations. Discuss environmental and social impact of nuclear power
stations. Describe nuclear fusion and discuss the difficulty in attaining the conditions for fusion.
Assessment 5
GRADE 10
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G10/B1 (12) G10/ B2(16)
Problems of and solutions to changing environment The building blocks of cells
Demonstrate an understanding of how recycling can reduce demand of natural
resources. Understand the processes involved in cycling of carbon and nitrogen
within an ecosystem and know the significance of carbon and nitrogen in living
organisms.
Recall, compare and explain the structure of
prokaryotes and eukaryotes. Know the use of
microscopes in studying cell structure.
Understand the structure and discovery and
significance of DNA and HGP. Describe the extraction
of DNA from tissues.
Revision for
Assessment 2
T
E
R
M
1
G10 /BIO 1 (32)
Problems of and solutions to changing environment
Describe the cause, spread and control of infectious diseases in humans. Evaluate
the use of plant chemicals, antibiotics and antiseptics to favour cure and avoid
spread of infections. Investigation :
Effect of antibiotics on bacterial growth .
Demonstrate an understanding of how energy is
transferred along a food chain and use of ecological
pyramids. Explain biotic relationships of organisms in
an ecosystem.
Analyze, interpret and evaluate data related to air
pollution and water pollution Investigate effects of
pollutants on germination and plant growth and
describe remedial measures for air and water pollution.
Investigation : Effect of pollutants on
seed germination .
Revision for
Assessment 1
GRADE 10
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 10 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 10
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G 10 /CHE 6 (4) G10 /CHE 7 (20)
Chemical reactions Quantitative Chemistry
Explain the working of
catalytic converters in
cars. Predict the
conditions at which
converter works with
maximum efficiency.
Assessment 7
Define relative atomic mass and relative formula mass.Calculate relative formula mass given relative atomic masses. Find
molecular and empirical formula using the relevant steps.Calculate the molecular formula from the calculated empirical formula.
Calculate the percentage composition by mass of a compound from its formula.Calculate the masses of individual products from
a given mass of a reactant and the balanced symbol equation. Calculate the percentage yield of a reaction from the actual yield
and the theoretical yield.Explain the reasons why actual yield is less than theoretical yield.Demonstrate an understanding that
chemists in industry work to find the economically most favourable reactions where a) the percentage yield is high b) all the
products of the reaction are commercially useful c) the reaction occurs at a suitable speed. Assessment 8
REVISION FOR FINAL EXAMINATION
T
E
R
M
2
Explain the structure and properties of metals using metallic bonding. Describe the pattern of reactivity
of Group 1 metals.Predict the colours of the halogens. List the halogens, their physical properties and
explain the chemical properties.Define displacement reactions with equations.Identify the colour
changes before and after the reaction in a displacement reactionsDemonstrate an understanding that
the discovery of the noble gases was due to chemists:a) noticing that the density of nitrogen made in a
reaction differed from that of nitrogen obtained from air b) developing a hypothesis about the
composition of the air. c) performing experiments to test this hypothesis and show the presence of the
noble gases.Relate the uses of noble gases with their properties. Assessment 5
Compare exothermic and endothermic reactions.Describe and investigate the effect of changes in
temperature, concentration and surface area of a solid on the rate of reaction. Explain the collision
theory of reactions. Describe the ways by which we can increase the rate of a given reaction. Explain
the effect of catalyst on the rate of reaction. Investigate the effect of temperature, concentration and
surface area of a solid on the rate of a reaction such as hydrochloric acid and marble chips Carry out
the experiment to find out the factors which affect the rate of reaction.Carry out an experiment of
calcium carbonate with dilute hydrochloric acid and collect the gas using a gas syringe.Draw
conclusions from the experiment and plot a graph of volume of gas collected with time.Assessment 6
GRADE 10
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G11 /P1 (20) G11/P2 (20)
Radiation in treatment and medicine X-rays and ECGs
Discuss the effects of ionising radition on living matter. Discuss the use of radiations in medical science
including therapy and diagnosis. Define intensity of radiation and use the equation I = P/A. Recall reflection,
refraction and TIR. Differentiate between concave and convex lenses. Describe formation of real and virtual
images by convex lenses using ray diagrams. Use lens equation in numerical problems. Define refractive index
of optical materials and do numerical problems involving refractive index. Identify different parts of an eye and
describe their functions. Explain the symptoms and causes of short sight and long sight. Describe the use of
optical fibres in endoscopes with refraction and reflection of light. Describe reflection and refraction of ultra
sound in imaging and treatment of kidney stones. Assessment 1
Describe thermionic emission and principles of electron gun. Calculate the kinetic energy of an electron and the
beam current. Describe how X- rays are produced. Describe the effect of thickness and density of medium on
intensity of radiation. Describe how X-rays are used in CAT scans and fluoroscopes. Compare the risks and
advantages of using X-rays for treatment and diagnosis. Identify the parts of an ECG and
relate each to the respective cardiac activity. Explain how action potentials can be measured with an
electrocardiogram (ECG) to monitor heart action. Describe the working of a pulse oximeter and how it can be
used to measure pulse rate and oxygen saturation. Assessment 2
T
E
R
M
2
G10/B3(32)
Organisms and energy
Identify and describe how the various parts of the leaf
adapted for photosynthesis. Explain the role of
photosynthesis in plants, factors affecting
photosynthesis and analyzing the limiting factors.
Investigation : Factors affecting
photosynthesis .
Understand mechanisms of transport of nutrients in plants. Investigate osmosis in
plant cells. Describe various sampling techniques and distribution of species in the
environment. Investigate the distribution of organisms in an ecosystem.
Investigation : Effect of osmosis in plants .
Describe fossil formation and its significance related to
evolution. Identify the process involved in growth.
Analyze and interpret growth curves.
Revision for
Assessment 4
GRADE 11 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDSGRADE 11
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 10
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G10/ B2 (20) G10/ B3(8)
The building blocks of cells Organisms and energy
Describe the process of protein synthesis and cause of
gene mutation with specific examples. Describe the
technique of genetic engineering, production of GMO
and ethical issues.
Identify and understand the stages of mitosis and meiosis. Demonstrate an
understanding of the stages in the production of cloned mammals, advantages,
disadvantages and risks of the technique. Identify types of stem cells and its
significance. Explain the structure, properties and role of enzymes. Investigate the
factors affecting enzyme activity. Investigation : Factors
affecting enzyme activity .
Understand and differentiate aerobic and anaerobic
respiration and its significance during exercise.
Investigate changes taking place during exercise.
Calculate breathing rate, pulse rate, cardiac output and
stroke volume. Investigation :
Effect of exercise on heart rate &
breathing rate .
Revision for
Assessment 3
GRADE 10
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
Demonstrate an understanding of how recycling can reduce demand of natural
resources. Understand the processes involved in cycling of carbon and nitrogen
within an ecosystem and know the significance of carbon and nitrogen in living
organisms.
Recall, compare and explain the structure of
prokaryotes and eukaryotes. Know the use of
microscopes in studying cell structure.
Understand the structure and discovery and
significance of DNA and HGP. Describe the extraction
of DNA from tissues.
Revision for
Assessment 2
T
E
R
M
1
G11 /CHE 1 (15) G11 /CHE 2 (15)Controlled Assessment -1
Qualitative Analysis Quantitative Analysis
Describe why analytical chemists check the purity of drinking water, Define
precipitate, precipitation reactions.Experiments and records the observations
or the NaOH test.Identify the colours and predicts the ions responsible for
the formation of the precipitate.Writes balanced equation for the
precipitation reactions.Describe tests to show the presence of the : NH4+
using sodium hydroxide solution, warming and testing for the ammonia gas
produced Cl-, Br-, I- using dilute nitric acid and silver nitrate solution.
Assessment 1
Explain the different types of hardness in water and the ways to remove
them. Define concentration in gram/dm3 and mol/dm
3. Carry out
calculations to convert mol/dm3 to gram/dm
3. Calculate the concentration of
the dissolved ions in a sample of water and vice versa, prepares soluble salts
by different methods, carries out simple calculations using the results of
titration, calculates an unknown concentration of solution/ volume of
solution required. Assessment 2
Plan an experiment by making a hypothesis, listing
the apparatus, identifying the control variables,
identifying the risks and stating an overall
procedure. Collect primary and secondary data.
Process data and arrive at conclusions. Evaluate
the method used by identifying the strengths and
weaknesses. Suggest improvements.Assessment 3
T
E
R
M
2 Revision for Mock Exam MOCK EXAM
GRADE 11 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 11
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 11
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G11/P4 (15)
Controlled Assessment -2G11/P5 (15)
Motion of Particles Kinetic Theory of Gases
Describe the use of particle accelerators to produce radioactive isotopes for medical
purposes. Explain the use of radio isotopes in PET scanners to produce gamma
rays. State, explain and use conservation of momentum in different situations,
especially particle collisions. Compare and constrast elastic and inelastic collisions.
Apply the idea of conservation of mass - energy for positron-electron annihilation.
Assessment 4
Plan an experiment by making a hypothesis, listing the
apparatus, identifying the control variables, identifying
the risks and stating an overall procedure. Collect
primary and secondary data. Process data and arrive at
conclusions. Evaluate the method used by identifying
the strengths and weaknesses. Suggest improvements.
Describe kinetic theory of gases. Explain the pressure of a gas in terms of the
motion of its particles. Recognize absolute zero as the lowest possible temperature.
Describe the effect of changing the temperature of a gas on its speed,volume and
pressure and identify the three laws governing them. Consolidate the three gas laws
and deduce the ideal gas law. Assessment 5
GRADE 11
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G11/P3 (15)Controlled Assessment -1
G11/P4 (15)
Ionising radiation Motion of Particles
Describe the properties of alpha, beta, gamma, positron and neutron radiation.
Explain the process of beta minus decay and beta plus decay. Describe the features
of the N-Z curve for stable isotopes Describe the process of alpha, beta minus, beta
plus and gamma decays and write nuclear equations and hadron equations. Realise
that nucleons are not fundamental particles and are made of smaller particles called
quarks. Express β- and β+ decay in terms of quark transformations. Assessment 3
Plan an experiment by making a hypothesis, listing the
apparatus, identifying the control variables, identifying
the risks and stating an overall procedure. Collect
primary and secondary data. Process data and arrive at
conclusions. Evaluate the method used by identifying
the strengths and weaknesses. Suggest improvements.
Identify the need to have a centripetal force for circular
motion. Describe and explain why a charge accelerates
and deflects inside a cyclotron. Describe the structure
and working of a cyclotron. Revision for
First Term Exam
GRADE 11
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
Revision
GRADE 11 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 11
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G11 /CHE 5 (30)Controlled Assessment -2
Organic Chemistry
Discuss the conditions needed to make the ethanol. Identify the social effects and harmful effects of ethanol in alcoholic drinks.Recall how ethanol can also
be manufactured by reacting ethene (from cracking of crude oil fractions) with steam.Evaluate the factors which are relevant to the choice of method used
in the manufacture of ethanol, including: a) the relative availability of sugar cane or sugar beet and crude oil b) the quality of the final product and whether
it needs further processing Write and draw the structure of the corresponding alkanes, alkenes and alcohols. Explain the formation of an ester by the
reaction of an acid and alcohol. Describe uses of: a) esters as flavourings and perfumes, as they are pleasant-smelling b) polyesters as fibres to make fabric
and as plastics for making bottles Explain that oils and fats are esters of glycerol and are known as glycerides.Write an equation for ester formation, discuss
uses of esters, recognise how soap is made from oils or fats, represent diagrammatically the cleansing action of soap, know how oils can be converted to
fats.Predict the cleaning action of soaps.Identify the chemicals required to make soap with the needed condition. Assessment 5
Plan an experiment by making a hypothesis, listing
the apparatus, identifying the control variables,
identifying the risks and stating an overall
procedure. Collect primary and secondary data.
Process data and arrive at conclusions. Evaluate
the method used by identifying the strengths and
weaknesses. Suggest improvements. REVISION
FOR MOCK EXAM
GRADE 9
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G11 /CHE 3 (20) G11 /CHE 4 (20)
Electrolytic processes Gases, Equilibria and Ammonia
Describe the movement of ions during electrolysis, such that: a) positively charged cations migrate to
the negatively charged cathode b) negatively charged anions migrate to the positively charged anode.
Define- oxidation is loss of electrons, reduction is gain of electrons. Write half equations for reactions
occurring at the anode and cathode for: copper chloride solutionb, copper sulfate solutionc, sodium
sulfate solution , molten lead bromide. Apply the theory of the electrolysis in electrorefining and
electroplating.Predict the uses of electrolysis- to improve the appearance of metal objects to prevent
corrosion of metal objects.Assessment 3
Describe and explain the use of Avogadro’s law to calculate the volumes of gases involved in reactions,
given the relevant equation. Explain the advantages and disadvantages of over use of ammonia.Define
reversible and dynamic equilibrium. Explain the steps involved in the Haber Process. Demonstrate an
understanding of the concept of dynamic equilibrium. Explain how the position of a dynamic
equilibrium is affected by changes in: a) temperature b) pressure c)concentration and d)catalyst.
Assessment 4 REVISION FOR FIRST TERM
EXAM
GRADE 11
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 11
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
Describe why analytical chemists check the purity of drinking water, Define
precipitate, precipitation reactions.Experiments and records the observations
or the NaOH test.Identify the colours and predicts the ions responsible for
the formation of the precipitate.Writes balanced equation for the
precipitation reactions.Describe tests to show the presence of the : NH4+
using sodium hydroxide solution, warming and testing for the ammonia gas
produced Cl-, Br-, I- using dilute nitric acid and silver nitrate solution.
Assessment 1
Explain the different types of hardness in water and the ways to remove
them. Define concentration in gram/dm3 and mol/dm
3. Carry out
calculations to convert mol/dm3 to gram/dm
3. Calculate the concentration of
the dissolved ions in a sample of water and vice versa, prepares soluble salts
by different methods, carries out simple calculations using the results of
titration, calculates an unknown concentration of solution/ volume of
solution required. Assessment 2
Plan an experiment by making a hypothesis, listing
the apparatus, identifying the control variables,
identifying the risks and stating an overall
procedure. Collect primary and secondary data.
Process data and arrive at conclusions. Evaluate
the method used by identifying the strengths and
weaknesses. Suggest improvements.Assessment 3
T
E
R
M
1
GR 12/PHY 1(6) GR 12/PHY 2(30) GR 12/PHY 3(12)
Working as a Physicist Mechanics Electric Circuits
Distinguish between base
and derived quantities and
their SI units. Understand
the measurements and
techniques for both
familiar and unfamiliar
experiments. Estimate
values for physical
quantities.
Identify base and SI units, state and derive equations of motion, interpret d-t , v-t and a-t graphs, resolve vectors into mutually
perpendicular components, identify properties of different types of forces, state and use Newton's laws of motion and analyse static
equilibrium. Investigate projectile motion. Know the principle of conservation of linear momentum. Relate this principle to Newton’s laws of
motion and understand how to apply this to problems in one dimension. Use the equation for the moment of a force and apply the principle
of moments to an extended body in equilibrium. Define work, energy, power and efficiency. Understand how to apply, the principle of
conservation of energy including use of work done, gravitational potential energy and kinetic energy. Assessment 1
Understand that electric current is the rate of flow of
charged particles. Define Ohm's law. Interpret VI
graphs of ohmic and non ohmic conductors. Define
resistivity and investigate the electrical resistivity of a
material. Use I = nqvA to explain the large range of
resistivities of different
materials. Analyse series and parallel circuits.
Assessment 2
GRADE 12 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDSGRADE 12
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G11/B4(15)Controlled Assessment -2
G11/B5(15)
Behaviour Biotechnology
Describe the significance of sexual reproduction and to understand the aspects of
courting behaviour and mating. Demonstrate an understanding of parental care as a
successful evolutionary strategy. Identify the different behaviours exhibited by
animals including instinctive and learned behaviour. Investigate animal behaviour
using choice chambers. Explain how plants and animals communicate using
chemicals and describe the work of ethologists. Understand concepts of co
evolution and evolution of humans. Describe the evidence for human evolution
based on fossils and stone tools. Realise the significance of mitochondrial DNA for
evolution. Demonstrate an understanding of the impact of climate change on
human behaviour. Assessment 5
Plan an experiment by making a hypothesis, listing the
apparatus, identifying the control variables, identifying
the risks and stating an overall procedure. Collect
primary and secondary data. Process data and arrive at
conclusions. Evaluate the method used by identifying
the strengths and weaknesses. Suggest improvements.
Describe the structure of a typical fermenter, suitable conditions required for the
production of biological products. Investigate the effect of factors on the growth of
yeast. Explain the advantages and disadvantages of using microorganisms for food
production. Understand the production of mycoprotein and yoghurt and evaluate
the advantages and disadvantages related to its production and use. Investigate the
effect of different factors on yoghurt making. Assessment 6 REVISION FOR MOCK EXAM
T
E
R
M
1
G11/B3(30)Controlled Assessment -1
Control systems
Recall and describe the stages of menstrual cycle. Interpret the role of hormones
and negative feedback mechanism involved in menstrual cycle. Explain the
structure and adaptations of egg and sperm in fertilization. Evaluate the advantages
disadvantages of infertility treatment. Use genetic diagrams to explain sex
determination in human and sex linked genetic disorders. Assessment 3
Describe the role of vaccines and evaluate the advantages and disadvantages of
immunisation techniques. Explain the role of lymphocytes and the production and
use of monoclonal antibodies. Understand infection, aseptic techniques and
conditions affecting growth of microorganisms. Significance of photoperiodism
and demonstrate an understanding of circardian rhythms in living organisms.
Assessment 4
Plan an experiment by making a hypothesis, listing the
apparatus, identifying the control variables, identifying
the risks and stating an overall procedure. Collect
primary and secondary data. Process data and arrive at
conclusions. Evaluate the method used by identifying
the strengths and weaknesses. Suggest improvements.
REVISION FOR FIRST TERM EXAM
GRADE 11
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 11
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G11/B1 (10) G11/B2(20) G11/B3(10)
Organisms and energy Common system Control systems
Describe various sampling techniques and distribution
of species in the environment. Investigate the
distribution of organisms in an ecosystem. Describe
fossil formation and its significance related to
evolution. Identify the process involved in growth.
Analyze and interpret growth curves. Assessment 1
Identify and explain the structure and functions of blood, heart, blood vessels and describe its role in transport
of nutrients and wastes in the human body. Know and understand the structure & functions of various parts of
the digestive systems in humans. Explain the role of digestive enzymes and detailed structure of villi for the
efficient absorption of soluble products. Investigate the effect of different concentrations of digestive enzymes.
Evaluate the evidence for the use of functional foods. Assessment 2
Understand the general structure and functions of
urinary system. Describe the possible treatments for
kidney failure. Role of nephron in urine formation.
Demonstrate an understanding of the role of ADH and
negative feedback mechanism.
GRADE 11
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
Revision for Final
Examination
T
E
R
M
2
GR 12/PHY 6(12) GR 12/PHY 7(12) GR 12/PHY 8(18)
Nuclear and Particle Physics Gravitational Field Nuclear Radiation
Use conservation laws of particle interactions and
interpret particle tracks. Understand why high energies
are required to investigate the structure of nucleons.
Use the equation ΔE = c²Δm in situations involving the
creation and annihilation of matter and antimatter
particles. Understand situations in which the relativistic
increase in particle lifetime is significant. State
standard model of particles. Use conservation laws of
particle interactions. Assessment 7
Define gravitational field. Understand that gravitational
field strength is defined as g=F/m. Define Newton’s
law of universal gravitation)
Compare electric fields with gravitational fields
Apply Newton’s laws of motion and universal
gravitation to orbital motion.
Assessment 8
Define binding energy and use it to describe stability of nuclei. Properties and uses
of nuclear radiations. Understand the processes of nuclear fusion and fission with
reference to the binding energy per nucleon curve. Define half life, decay constant
and activity of a source. Investigate decay graphs. Determine
the half-lives of radioactive isotopes graphically and use the equations for
radioactive decay. Derive and use the corresponding log equations. Assessment
9
T
E
R
M
2
GR 12/PHY 5(36) GR 12/PHY 6(12)
Electric and Magnetic Fields Nuclear and Particle Physics
Use Coulomb's law, define electric field strength. Draw and interpret diagrams using field lines and equipotentials to describe radial and uniform electric fields. Know
and understand the relation between electric field and electric potential. Define capacitance, determine the energy and charge stored, analyse series and parallel
combinations of capacitors. Able to draw and interpret charge and discharge curves for resistor capacitor circuits and understand the significance of the time constant
RC. Use related equations for exponential discharge in a resistor-capacitor circuit, I = I0 e(-t/RC), and V = V0 e(-t/RC) and the corresponding log equations.
Understand and use the terms magnetic flux density, flux and flux linkage .Describe magnetic effect of current and describe the working of a motor. Define
electromagnetic induction and describe working of generator and transformer.Understand what is meant by the terms frequency, period, peak value and root mean
square value when applied to alternating currents and potential differences. Assessment 5
Understand how large-angle alpha particle scattering
gives evidence for a nuclear model of the atom and how
our understanding of atomic structure has changed
over time. Know that electrons are released in the
process of thermionic emission and how they can be
accelerated by electric and magnetic fields. Understand
the role of electric and magnetic fields in particle
accelerators and detectors. Assessment 6
GRADE 12
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 12
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
GR 12/PHY 3(18) GR 12/PHY 4(24)
Electric Circuits Further Mechanics
Understand the principles of a potential divider circuit and analyse complex voltage
divider circuits involving LDRs and thermistors to design heat and light sensors.
Know the definition of electromotive force (e.m.f.) and internal resistance and know
how to distinguish between e.m.f. and terminal potential difference. Explain semi -
conductor theory and use transport equation. Understand how changes of resistance
with temperature and illumination may be modelled in terms of lattice vibrations
and number of conduction electrons and understand how to apply this model to
metallic conductors, negative temperature coefficient thermistors and LDR.
Assessment 3
Define Impulse. Apply conservation of momentum in one and two dimensions, and analyse elastic and inelastic
collisions. Define angular displacement and angular velocity. Understand that a resultant force (centripetal
force) is required to produce and maintain circular motion. Recognize the forces involved in circular motion of
different objects and investigate different applications of examples of circular motion. Assessment 4
Revision for First
Term Exam
GRADE 12
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
Distinguish between base
and derived quantities and
their SI units. Understand
the measurements and
techniques for both
familiar and unfamiliar
experiments. Estimate
values for physical
quantities.
Identify base and SI units, state and derive equations of motion, interpret d-t , v-t and a-t graphs, resolve vectors into mutually
perpendicular components, identify properties of different types of forces, state and use Newton's laws of motion and analyse static
equilibrium. Investigate projectile motion. Know the principle of conservation of linear momentum. Relate this principle to Newton’s laws of
motion and understand how to apply this to problems in one dimension. Use the equation for the moment of a force and apply the principle
of moments to an extended body in equilibrium. Define work, energy, power and efficiency. Understand how to apply, the principle of
conservation of energy including use of work done, gravitational potential energy and kinetic energy. Assessment 1
Understand that electric current is the rate of flow of
charged particles. Define Ohm's law. Interpret VI
graphs of ohmic and non ohmic conductors. Define
resistivity and investigate the electrical resistivity of a
material. Use I = nqvA to explain the large range of
resistivities of different
materials. Analyse series and parallel circuits.
Assessment 2
T
E
R
M
2
AL/P4(48) AL/P5(48)
Unit 4 - Physics on the Move Unit 5 - Physics from Creation to Collapse
Apply conservation of momentum in 1 and 2 dimensions, and analyse elastic and inelastic collisions. Define
angular displacement and angular velocity. Recognize the forces involved in circular motion of different objects
and investigate different applications of examples of circular motion. Assessment 7 Use Coulomb's law, define electric field strength and describe radial and uniform fields. Define capacitance,
determine the energy and charge stored, analyse series and parallel combinations of capacitors, investigate
charging and discharging and discuss practical applications of capacitors. Assessment 8 Describe magnetic effect of current and describe the working of a motor. Define electromagnetic induction and
describe working of generator and transformer. State nuclear atom model. Describe particle accelerators like
linac, cyclotron and synchrotron and detectors like cloud and bubble chambers and G M tube. State standard
model of particles. Use conservation laws of particle interactions. Assessment 9
Define specific heat capacity. Explain gas laws. State, explain and use kinetic theory of gases.
Properties and uses of nuclear radiations. Define half life, decay constant and activity of a source. Investigate
decay graphs. Define binding energy and use it to describe stability of nuclei. Investigate nuclear fission and
fusion in detail. Assessment 10 Identify
basic features of SHM and interpret displacement, velocity and acceleration graphs. Investigate the oscillations
of a simple pendulum and loaded spring. Discuss the effect of damping and conditions for resonance.
Assessment 11 Use Newton's law of gravitation, define gravitational field strength
and explore orbital motion of planets and satellites. Explore black body radiators using Stefan's law and Wein's
law. Describe life cycle and properties of stars, measurement of distance using trigonometric parallax, standard
candles and measurement of velocity using red shift. Define Hubble's law and use it to explain universe
theories. Assessment 12
GRADE 13
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 13
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
AL/P2(60) AL/ P3(24)
Unit 2 - Physics at Work - Waves Unit 3 - Exploring Physics
Describe wave motion and differentiate between transverse and longitudinal waves. define the term phase and phase difference.Explore
reflection of waves and its applications. Use principle of superposition and investigate stationary waves. Describe the formation of stationary
waves in stretched strings and air columns. Describe refraction, use Snell's law and discuss its applications. Assessment 5 Define interference, investigate conditions for patterns and explore its applications. Describe diffraction and polarisation and discuss their
applications. Describe doppler effect. Describe the properties of electromagnetic radiations. Define intensity of radiation, describe
photoelectricity and explain atomic spectra. Describe Matter waves and De Broglie hypothesis.
Assessment 6
Prepare a case study report on the topic. Plan an
experiment related to AS Physics, predict the outcome,
select and justify the choice of apparatus, describe the
correct measuring techniques, ensuring fair testing and
reliability and considering safety issues. Take precise
and accurate observations with reliability and validity.
Process results using linear graphs, use it to arrive at a
conclusion based on the evidence and scientific theory.
Evaluate the experimental method and identify
strengths and weaknesses. Suggest improvements and
propose extension of the work.
REVISION FOR
FIRST TERM
EXAM
T
E
R
M
1
AL/P1(60) AL/P2(36)
Unit 1 - Physics on the Go - Mechanics Unit 2 - Physics at Work- Electricity
Identify base and SI units, state and derive equations of motion, interpret d-t , v-t and a-t graphs, resolve vectors into mutually
perpendicular components, identify properties of different types of forces, state and use Newton's laws of motion and analyse static
equilibrium. Investigate projectile motion, define work, energy, power and efficiency and use conservation of energy. Assessment 1 State Hooke's law, interpret F-e graphs and define Young modulus. Define energy density, use stress- strain graph and describe solid
properties. Define upthrust and use Archemede's principle. Identify types of fluid flow and define viscous drag. Use Stoke's law to
investigate the relation between terminal velocity and radius of the spherical object or density of the fluid. Assessment 2
Interpret VI graphs of ohmic and non ohmic conductors. Define resistivity.
Analyse series and parallel circuits. Assessment 3 Define e.m.f and internal resistance of cells and analyse complex voltage divider
circuits involving LDRs and thermistors to design heat and light sensors. Explain
semi - conductor theory and use transport equation. Assessment 4.
GRADE 13
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 13 PHYSICS LONG TERM PLAN with CURRICULUM STANDARDSGRADE 13
PHYWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G12 /CHE 8 (12) G12/ CHE 9 (24) G12/ CHE 10 (12)
Equilibrium II Acid - base Equilibria Energetics II
GRADE 12
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G 12 /CHE 4 (12) G 12 /CHE 5 (18) G 12 /CHE 6 (12) G 12 /CHE 7 (6)
Inorganic Chemistry Formulae, Equations and amounts of substance Energetics Equilibrium I
Predict the reactions of the elements Mg to Ba in
group 2 with oxygen, chlorine and water. Interpret
the trend in reactivity of group 2 and group 7
elements. Reason out the trends in thermal stability
of the nitrates and carbonates of gr.1 and 2. Predict
the disproportionation reaction of chlorine with
hot, cold alkali and water. Assessment 4
Calculate moles in reactions involving mass, volume of gas, volume of
solution, concentration, % yields and % atom economies using chemical
equations and experimental results, errors in experiment.
CORE PRACTICAL 1: Measure the molar volume of a gas.
CORE PRACTICAL 2: Prepare a standard solution from a solid acid and find
concentration.
CORE PRACTICAL 3: Find the concentration of a solution of hydrochloric
acid. Assessment 5
Construct and interpret enthalpy level diagrams
showing enthalpy change for exothermic and
endothermic reactions. Define standard enthalpy
changes of reaction and do calculations from given
experimental results.
CORE PRACTICAL 8: To determine the enthalpy
change of a reaction using Hess's Law.
Assessment 6
Predict the effect of a
temperaure,concentratio
n, pressure on a
homogenous system in
equilibrium.Deduce an
expression for Kc in
heterogenousequilibria
Assessment 7
GRADE 12
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
G 12 /CHE 1 (18) G 12 /CHE 2 (18) G 12 /CHE 3 (12)
Atomic structure and periodic table Bonding and structure Redox I
Define relative molecular mass and suggests why compared to an atom of
Carbon 12. Analyse and interpret data from mass spectrometry to calculate
relative atomic mass from relative abundance of isotopes. Reason out for the
general increase in first ionization energy across the period. Predict the
electronic configurations using 1s notation and electrons- in-boxes notation
of atoms. Illustrate periodicity using data, atomic radii, melting and boiling
points and first ionisation energies.
Assessment 1
Predict the properties of ionic compound and explains the idea of regular
crystalline structure. Draw dot and cross diagrams to show electrons in
covalent substances including molecules with single, double and triple bonds
and for species exhibiting dative bonding. Predict the bond angles,shapes of
simple molecules and ions using electron pair repulsion theory. Predict the
nature of intermolecular forces resulting from London forces, permanent
dipoles and hydrogen bonds. Assessment 2
Calculate the oxidation number in terms of
electron transfer. Identify the disproportionation
reaction. Apply that oxidation number is a useful
concept in terms of the classification of reactions
as redox and as disproportionation. Write ionic half
equations and use them to construct full ionic
equations. Assessment 3
GRADE 12 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 12
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
AL/P6 (24)
Unit 6- Experimental Physics
Plan an experiment related to A2 Physics, predict the
outcome, select and justify the choice of apparatus,
describe the correct measuring techniques, ensuring
fair testing and reliability and considering safety issues.
Take precise and accurate observations with reliability
and validity. Process results graphically using
exponential or log/ln graphs, use it to arrive at a
conclusion based on the evidence and scientific theory.
Evaluate the experimental method and identify
strengths and weaknesses. Suggest improvements and
propose extension of the work.
Revision for
Mock ExamMOCK EXAM
T
E
R
M
2
G12/ CHE 11 (6) G12/ CHE 12 (18) G12/ CHE 13 (24)
Energetics II(contd) Redox II Transition Metals
Define entropy, calculate
total entropy change of
reaction, predict if
reaction is feasible using
ΔG values. use ΔG =
−RT lnK. Assessment 10
Explain oxidation and reduction in terms of electron transfer, standard
electrode potential, Eθ, SHE, to calculate Eθcell by combining two standard
electrode potentials, explain how disproportionation reactions relate to Eθ,
application of electrode potentials to storage cells. Understand that Eθcell is
directly proportional to total entropy change and to lnK for a reaction and
able to carry out titration calculations including Fe2+
/MnO4−, and I2/S2O3
2−.
CORE PRACTICAL 10: Investigating some electrochemical cells
CORE PRACTICAL 11: Redox titration. Assessment 11
Deduce the electronic configurations of atoms and ions of the d-block elements of Period 4 (Sc–Zn),
explain why they show variable oxidation number, complex, coloured compounds. Know the colours of
the oxidation states of vanadium compounds, understand redox reactions of vanadium, chromium,
record observations and write suitable equations for the reactions of Cr3+
(aq), Fe2+
(aq), Fe3+
(aq),
Co2+
(aq) and Cu2+
(aq) with aqueous sodium hydroxide and aqueous ammonia, including in excess.
Write ionic equations to show the difference between ligand exchange and amphoteric behaviour.
Explain that a heterogeneous catalyst is in a different phase from the reactants and that the reaction
occurs at the surface of the catalyst.
CORE PRACTICAL 12: The preparation of a transition metal complex. Assessment 12
GRADE 13 CHEMISTRY LONG TERM PLAN with CURRICULUM STANDARDS
GRADE 13
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6
GRADE 12
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
Equilibrium II Acid - base Equilibria Energetics II
Deduce an expression for Kp, for homogeneous
and heterogeneous systems, in terms of
equilibrium partial pressures in atm, to calculate
value for Kp & Kc, know the effect of changing
temperature on the equilibrium constant (Kc and
Kp) for exothermic and endothermic reactions,
position of equilibrium by changes in
oncentration/pressure/addition of a catalyst.
Assessment 8
Discuss the Brønsted–Lowry theory of acids and bases, calculate pH from [H+], difference between a
strong acid and a weak acid in terms of degree of dissociation, calculate the pH of a strong acid,
calculate Ka for a weak acid from experimental data giving the pH of a solution containing a known
mass of acid, draw and interpret titration curves of acids and bases, select a suitable indicator, using a
titration curve, explain the action of a buffer solution, calculate the pH of a buffer solution given
appropriate data, calculate the concentrations of solutions required to prepare a buffer solution of a
given pH. Explain the roles of carbonic acid molecules and hydrogencarbonate ions in controlling the
pH of blood.
CORE PRACTICAL 9: Finding the Ka value for a weak acid. Assessment 9
Define lattice energy, construct Born Haber cycles
and carry out related calculations, compare the
experimental lattice energy value (from a Born-
Haber cycle) with the theoretical value (obtained
from electrostatic theory) in a particular compound
indicates the degree of covalent bonding.Use
energy cycles and energy level diagrams to carry
out calculations involving lattice energy.
WEEK 7 WEEK 8
T
E
R
M
1
G 13 /CHE 1 (52) G 13 /CHE 2 (52)
Unit 1 - Core principles of Chemistry Unit 2 - Applications of core principles of Chemistry
Calculates mass, moles ,volume using the formulas, the concentration of solutions, enthalpy changes
for reactions. Assessment 1
Write the s,p,d,f notation for the first 36 elements, evaluate ionization energy graphs. Assessment 2
Review the difference between ionic, covalent,metallic bonding and draw dative covalent bonding
molecules, identify the different homologous series, write the structural, displayed formula for alkanes,
alkenes and apply the mechanisms to write the different chemical reactions. Assessment 3
Apply VSEPR Theory to predict the shapes of molecules and ions and identify the different intermolecular
forces. Assessment 4
Identify the steps to write ionic equations and full equations, develop naming and mechanisms of alkanes,
alkenes, identify the reactions of Alcohols and Halogenoalkanes, identifies disproportionation and other
chemical properties of group 2 and 7 elements, apply the concept of rate, equilibria to the reversible reactions,
interpret the mass and IR spectra, understand the term carbon footprint, carbon neutrality, discuss the different
techniques of organic preparations. Assessment 5 REVISION FOR FIRST TERM EXAM
T
E
R
M
1
G 13 /CHE 3 (26) G 13 /CHE 4 (78)
Carry out AS Chemistry practicals to identify the ions in
the inorganic salts, organic functional groups in the
organic salts, carry out acid –base titration, calculate
the enthalpy change for a neutralization reaction
(Hess’s Law), prepare a transition metal salt and
calculate % yield.
Determine the order of reaction from experimental data. Deduce, from a concentration-time graph, from a rate-concentration graph, the order with respect to a reactant.
Understanding that the entropy change in any reaction is made up of the entropy change in the system added to the entropy change in the surroundings. Assessment 6.
Calculate Kc and Kp, identify controlling factors for industrial process. Explain the term Ka, shows the extent of acid dissociation; Deduce, for weak acids, expressions
for Ka and pKa. Define and write expressions for Kw. pKw. Ka and pKa Assessment 7. Identify carbonyl and carboxylic acids,Explain trans- esterification of esters
with acids or alcohols.Explain the manufacture of bio-diesel and low fat spreads.Identify the different chromatographic and spectroscopic techniques from the given
data. Assessment 8
WEEK 7 WEEK 8
GRADE 13
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6
WEEK 6 WEEK 7 WEEK 8
GRADE 12 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDSGRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
AL/B1(24) AL/B1(24)
Identify, describe and explain the structure, properties, formation and role of carbohydrates , fats and proteins .
Distinguish monosaccharide ,disaccharide & polysaccharide .Distinguish between the
primary,secondary,tertiary & quartenary structure.Discuss the physical & chemical properties of water.
Investigation : Detection of carbohydrates,fats & proteins using Iodine test,Benedict test,Biuret test &
Emulsion test Assessment 1
Describe properties of enzymes & explain factors affecting enzyme action Interpret and explain the structure
and roles of nucleic acids in a cell and DNA replication. To understand and describe the process of protein
synthesis and significance of genetic code. Understand the role of inorganic ions in plants . CORE
PRACTICAL 1: Investigate a factor affecting the initial rate of an enzyme–
controlled reaction. Assessment 2
GRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5
Biological Molecules Biological Molecules
T
E
R
M
2
T
E
R
M
1
Carry out AS Chemistry practicals to identify the ions in
the inorganic salts, organic functional groups in the
organic salts, carry out acid –base titration, calculate
the enthalpy change for a neutralization reaction
(Hess’s Law), prepare a transition metal salt and
calculate % yield.
Determine the order of reaction from experimental data. Deduce, from a concentration-time graph, from a rate-concentration graph, the order with respect to a reactant.
Understanding that the entropy change in any reaction is made up of the entropy change in the system added to the entropy change in the surroundings. Assessment 6.
Calculate Kc and Kp, identify controlling factors for industrial process. Explain the term Ka, shows the extent of acid dissociation; Deduce, for weak acids, expressions
for Ka and pKa. Define and write expressions for Kw. pKw. Ka and pKa Assessment 7. Identify carbonyl and carboxylic acids,Explain trans- esterification of esters
with acids or alcohols.Explain the manufacture of bio-diesel and low fat spreads.Identify the different chromatographic and spectroscopic techniques from the given
data. Assessment 8
GRADE 13
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
G 13 /CHE 5 (78) G 13 /CHE 6 (26)
Define the term standard electrode potential. Describe how to measure standard electrode potentials of (i) metals or non-metals in contact with their ions in aqueous
solution, (ii) ions of the same element in different oxidation state. Assessment 9. Deduce the electron configurations of atoms and ions (Sc–Zn) , Explain
the existence of variable oxidation states for each element, the formation of coloured ions, the catalytic behaviour. Explain the formation of complex ions with
monodentate and bidentate ligands. Assessment 10
Write the reactions of benzene and phenol with nitrating mixture, bromine, Friedel Crafts alkylation, acylation and their mechanisms. Assessment 11
Name amines and aminoacids, discuss their chemical reactions . Assessment 12 Plan the synthetic routes for organic
reactions, discuss the applications of combinatorial chemistry in the synthesis of drugs. Assessment 13 REVISION FOR MOCK EXAM
Carry out A2 Practicals to identify the ions present in
the transition salts, thiosulphate experiments to find
the order for the reaction, identify the organic
functional groups, do redox titrations, prepare a
transition metal complex salt and calculate its
percentage yield from the actual and the theoretical
yield.
GRADE 13
CHEWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
AL/B5(24) AL/B5(24)
Energy for Biological Processes Energy for Biological Processes
Recall structure of mitochondria .Distinguish aerobic and anaerobic respiration in living organisms. Describe
glycolysis,kreb cycle & oxidative phosporylation.Distinguish yeast fermentation & lactate fermentation
.Significance of EPOC. CORE PRACTICAL 9: Investigate factors affecting the rate of aerobic or anaerobic
respiration using a respirometer, taking into account the safe and ethical use of organisms. Assessment 7 .
Recall structure of chloroplast Discuss the role of photosynthetic pigments in plants.Analyse & interpret
absorption spectra & action spectra . Explain the light and dark reactions of photosynthesis, concepts of
limiting factors affecting photosynthesis.CORE PRACTICAL 10: Investigate the effects of different wavelengths
of light on the rate of photosynthesis.CORE PRACTICAL 11: Investigate the presence of different chloroplast
pigments using chromatography.Assessment 8
AL/B3(18)
Cells, Viruses and Reproduction of Living Things Classification and Biodiversity
Identify and understand the ultra structure of organelles in prokaryotes and eukaryotes.Describe structure , life cycle & harmfulness of virus
particles . Explore stages of cell cycle, mitosis and meiosis and its role in sexual and asexual reproduction in animals and plants. Identify
various levels of organization in organisms- cells, tissues, organs& organ system with examples. CORE PRACTICAL 2: Use of the light
microscope, including simple stage and eyepiecemicrometers and drawing small numbers of cells from a specialised tissue.CORE
PRACTICAL 3: Make a temporary squash preparation of a root tip to show stagesof mitosis in the meristem under the light
microscope.CORE PRACTICAL 4: Investigate the effect of sucrose concentrations on pollen tube growth or germination.Assessment 3
Explain the hierarchy of classification & three domain concept .Describe how gel
electrophoresis can be used to separate DNA fragments of different length.Recall
evolution by natural selection and understand the types of natural selection,
speciation and isolation mechanisms with examples. Understand techniques in
measuring biodiversity, concepts of niche and adaptation in organisms. Know the
role of extinction in conservation of organisms and evaluate in situ and ex situ
conservation techniques.Assessment 4 REVISION FOR FIRST TERM EXAM
GRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
2
AL/B4(24) AL/B4(24)
Exchange and Transport Exchange and Transport
Explain the structure of cell membrane, gas exchange surfaces and exchange of substances.Differentiate
diffusion,active transport,osmosis & bulk transport of substances. Compare gas exchange in insects, fish ,plant
& humans. CORE PRACTICAL 5: Investigate the effect of temperature on beetroot membrane. CORE
PRACTICAL 6: Determine the water potential of a plant tissue.CORE PRACTICAL 7: Dissect an insect to show
the structure of the gas exchange system, taking into account the safe and ethical use of organisms .
Assessment 5.
Identify and understand the ultra structure of human heart, blood vessels, blood and cardiac cycle. Analyze and
interpret causes and correlation of heart diseases related to life style factors and diet. Identify the structural
details of plant tissues (xylem & phloem) and its role in transport of nutrients. Corelate the role of transpiration
in transport of nutrients. CORE PRACTICAL 8: Investigate factors affecting water uptake by plant shoots
using a potometer.Assessment 6
GRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
T
E
R
M
1
AL/B1(56) AL/B2(28)
Unit 1 - Lifestyle, transport, genes and healthUnit 2 - Development, Plants and environment
Identify, describe and explain the structure, properties, formation and role of water, carbohydrates , fats, proteins
and enzymes. Interpret and explain the structure and roles of nucleic acids in a cell and DNA replication. To
understand and describe the process of protein synthesis and significance of genetic code. Explain the structure
of cell membrane, gas exchange surfaces and exchange of substances. Identify and understand the ultra
structure of human heart, blood vessels, blood and cardiac cycle. Analyze and interpret causes and correlation of
heart diseases related to life style factors and diet. Understand the concepts of genetic cross, genetic diseases,
gene therapy and genetic screening. Explain the social and ethical issues related to genetic screening.
Assessment 1 and 2
Identify and understand the ultra structure of
organelles in prokaryotes and eukaryotes. Explore
stages of cell cycle, mitosis and meiosis and its role in
sexual and asexual reproduction in animals and plants.
Identify various levels of organization in organisms-
cells, tissues, organs& organ system with examples.
GRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
GRADE 13 BIOLOGY LONG TERM PLAN with CURRICULUM STANDARDS
T
E
R
M
1
AL/B2(30)
T
E
R
M
2
AL/B4(42) AL/B5(42) AL/B6 (28)
Unit 4 - The natural environment and species survival Unit 5 - Energy, Exercise and Coordination Unit 6- Practical Biology and Investigative skills
Explain the light and dark reactions of photosynthesis, concepts of limiting factors
affecting photosynthesis. Analyze and interpret productivity, biotic and abiotic
factors, ecological techniques and the types and role of succession. Interpret cycling
of nutrients and analyze global warming. Identify and describe reproductive
isolation, allele frequency and analyze biochemical evidence related to evolution.
Assessment 5 Explain PCR technique,
DNA fingerprinting, gel electrophoresis. Interpret and analyze time of death of
humans. Understand the structure and reproduction of microorganisms and
concepts of TB and HIV. Know and explain body defences 1, 2 & 3 and types of
immunity in relation to infection. Describe and interpret the methods of preventing
diseases and role of antibiotics. Assessment 6
Describe ultra structure of muscles and mechanism of muscle contraction. Compare
details of aerobic and anaerobic respiration and its role in the survival of organisms.
Interpret feedback mechanisms in breathing, cardiac cycle and thermoregulation.
Evaluate effects of altitude, diet, exercise and performance enhancing drugs and
significance of knee replacement and prostheses. Assessment 7 Know photoreception and flowering in plants and details of nerve impulse
transmission. Understand photoreception in animals and explore various brain
imaging techniques. Interpret examples of nature and nurture effect in organisms.
Describe instinct and types of learned behaviour and discuss imbalances of human
brain due to effects of drugs. Evaluate outcomes of HGP and use of transgenic
organisms to cure diseases. Assessment 8 REVISION FOR
MOCK EXAM
Plan an experiment related to AS and A2 Biology,
predict the outcome, describe the correct measuring
techniques, ensuring fair testing and reliability and
considering safety issues. Take precise and accurate
observations. Process results graphically and use it to
arrive at a conclusion based on the evidence and
scientific theory. Evaluate the experimental method
and identify strengths and weaknesses. Suggest
improvements and propose extension of the work.
Carry out an individual investigation which includes
research and rationale on the topic, planning and
carrying out preliminary and actual test, recording data
and using statistical test to interpret and evaluate the
experimental results.
GRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8
WEEK 7 WEEK 8
T
E
R
M
1
AL/B2(56) AL/ B3(28)
Unit 2 - Development, Plants and the environment Unit 3 - Practical Biology and Research skills
Significance of cell determination and cell differentiation and evaluate the role and use of stem cell research.
Understand interactions between genes and the environment in prokaryotes and eukaryotes. Identify the
structural details of plant cells and plant tissues and its role in transport of nutrients. Assessment 3 Describe the industrial and medicinal uses of plants and bio plastics and understand concepts of drug trialling.
Recall evolution by natural selection and understand the types of natural selection, speciation and isolation
mechanisms with examples. Understand techniques in measuring biodiversity, concepts of niche and adaptation
in organisms. Know the role of extinction in conservation of organisms and evaluate in situ and ex situ
conservation techniques. Assessment 4 REVISION FOR
FIRST TERM EXAM
Plan an experiment related to AS Biology, predict the
outcome, select and justify the choice of apparatus,
describe the correct measuring techniques, ensuring
fair testing and reliability and considering safety issues.
Take precise and accurate observations with reliability
and validity. Process results graphically and use it to
arrive at a conclusion based on the evidence and
scientific theory. Evaluate the experimental method
and identify strengths and weaknesses. Suggest
improvements and propose extension of the work.
Identify the biological problem and interpret and
evaluate issue reports.
T
E
R
M
1
Identify, describe and explain the structure, properties, formation and role of water, carbohydrates , fats, proteins
and enzymes. Interpret and explain the structure and roles of nucleic acids in a cell and DNA replication. To
understand and describe the process of protein synthesis and significance of genetic code. Explain the structure
of cell membrane, gas exchange surfaces and exchange of substances. Identify and understand the ultra
structure of human heart, blood vessels, blood and cardiac cycle. Analyze and interpret causes and correlation of
heart diseases related to life style factors and diet. Understand the concepts of genetic cross, genetic diseases,
gene therapy and genetic screening. Explain the social and ethical issues related to genetic screening.
Assessment 1 and 2
Identify and understand the ultra structure of
organelles in prokaryotes and eukaryotes. Explore
stages of cell cycle, mitosis and meiosis and its role in
sexual and asexual reproduction in animals and plants.
Identify various levels of organization in organisms-
cells, tissues, organs& organ system with examples.
GRADE 12
BIOWEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6