Long-Term Planning Template: Cambridge Lower Secondary Science Stage 8

Cambridge Lower Secondary
Long-term planning template
Cambridge Lower Secondary Science Stage 8

Framework Learning Objective Ongoing (O)
Code Term ref (T1, T2, T3)
Scientific enquiry/ideas and evidence

8Ep1 Discuss the importance of developing empirical questions which can be investigated,
collecting evidence, developing explanations and using creative thinking
8Ep2 Test predictions with reference to evidence gained
Scientific enquiry/Plan investigative work
8Ep3 Select ideas and turn them into a form that can be tested
8Ep4 Plan investigations to test ideas
8Ep5 Identify important variables; choose which variables to change, control and measure
8Ep6 Make predictions using scientific knowledge and understanding
Scientific enquiry/Obtain and present evidence
8Eo1 Take appropriately accurate measurements
8Eo1 Use a range of equipment correctly
8Eo1 Discuss and control risks to themselves and others
8Eo1 Present results as appropriate in tables and graphs
Scientific enquiry/Consider evidence and approach
8Ec1 Make simple calculations
8Ec2 Identify trends and patterns in results (correlations)
8Ec3 Compare results with predictions
8Ec4 Identify anomalous results and suggest improvements to investigations
8Ec5 Interpret data from secondary sources
8Ec6 Discuss explanations for results using scientific knowledge and understanding.
Communicate these clearly to others
Scientific enquiry/Consider evidence and approach
(Continued)
8Ec7 Present conclusions to others in appropriate ways
Biology/Plants
8Bp1 Explore how plants need carbon dioxide, water and light for photosynthesis in order to
make biomass and oxygen
8Bp2 Describe the absorption and transport of water and mineral salts in flowering plants
Biology/Humans as organisms
8Bh1 Identify the constituents of a balanced diet and the functions of various nutrients.
Secondary sources can be used
8Bh2 Understand the effects of nutritional deficiencies
8Bh3 Recognise the organs of the alimentary canal and know their functions. Secondary
sources can be used
Cambridge International, 2018 1

8Bh4 Understand the function of enzymes as biological catalysts in breaking down food to
simple chemicals
8Bh5 Recognise and model the basic components of the circulatory system and know their
functions
8Bh6 Understand the relationship between diet and fitness
8Bh7 Discuss how conception, growth, development, behaviour and health can be affected
by diet, drugs and disease
8Bh8 Recognise the basic components of the respiratory system and know their functions
8Bh9 Define and describe aerobic respiration, and use the word equation
8Bh10 Explain gaseous exchange
8Bh11 Describe the effects of smoking. Secondary sources can be used
8Bh12 Discuss the physical and emotional changes that take place during adolescence
8Bh13 Describe the human reproductive system, including the menstrual cycle, fertilisation
and foetal development
Chemistry/States of matter
8Cs1 Show how the particle theory of matter can be used to explain the properties of solids,
liquids and gases, including changes of state, gas pressure and diffusion
Chemistry/Material properties
8Cp1 Describe and explain the differences between metals and non-metals
Chemistry/Material properties (Continued)
8Cp2 Give chemical symbols for the first twenty elements of the Periodic Table
8Cp3 Understand that elements are made of atoms
8Cp4 Explain the idea of compounds
8Cp5 Name some common compounds including oxides, hydroxides, chlorides, sulfates and
carbonates
8Cp6 Distinguish between elements, compounds and mixtures
Chemistry/Material changes
8Cc1 Use a word equation to describe a common reaction. Secondary sources can be used
8Cc2 Describe chemical reactions which are not useful, e.g. rusting
Physics/Forces and motion
8Pf1 Calculate average speeds, including through the use of timing gates
8Pf2 Interpret simple distance/time graphs
Physics/Sound
8Ps1 Explain the properties of sound in terms of movement of air particles
8Ps2 Recognise the link between loudness and amplitude, pitch and frequency, using an
oscilloscope
Physics/Light
8Pl1 Use light travelling in a straight line to explain the formation of shadows and other
phenomena
8Pl2 Describe how non-luminous objects are seen
8Pl3 Describe reflection at a plane surface and use the law of reflection
8Pl4 Investigate refraction at the boundary between air and glass or air and water
8Pl5 Explain the dispersion of white light

8Pl6 Explain colour addition and subtraction, and the absorption and reflection of coloured
light
Physics/Magnetism
8Pm1 Describe the properties of magnets
8Pm2 Recognise and reproduce the magnetic field pattern of a bar magnet
8Pm3 Construct and use an electromagnet
Notes:
 You should enter all the learning objectives for the stage here. The number of lines in the table should match
the total number of learning objectives for the stage.
 The final column should give a clear overview of coverage. Where an objective is addressed in more than
one unit, all of the relevant units should be listed – this will help you to achieve a balance, ensuring that
coverage is sufficient and/or not too frequent at the expense of others.

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What topics are covered in the science framework?

What are the different components of the circulatory system?

Cambridge Lower Secondary

Long-term planning template

Cambridge Lower Secondary Science Stage 8

Scientific enquiry/ideas and evidence

Cambridge International, 2018 1

Cambridge International, 2018 2

Cambridge International, 2018 3

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