KS3 science curriculum review | 1

KS3 science curriculum review

Content correlation between final (September 2013) and previous NC

Schoolzone September 2013

01242 262906 philip@schoolzone.co.uk
 KS3 science curriculum review | 2

Introduction

This correlation table is based on the September 2013 final version of the curriculum.
Correlations to the previous standards were carried out by science teachers.

Items in red text are new to the KS3 curriculum while those in green are largely unchanged
from the previous standards. Text shown in blue is where there is a close match to QCA
schemes of work.

Note that this correlation relates only to the learning objectives, not to any changes in
pedagogy, assessment or emphasis.

Code numbers prefixing each learning objective have been introduced by Schoolzone for
referencing purposes.

This document is protected by copyright and may not be shared via TES or other websites.
If you wish to share it, please use the link below, where updates will also be posted.

Further support documents for the introduction of the new

curriculum can be found at:

http://www.schoolzone.co.uk/schools/NewCurriculum.asp
 KS3 science curriculum review | 3

CONTENTS

Introduction 2

Working scientifically 7
Scientific attitudes 7

Experimental skills and investigations 8

Analysis and evaluation 9

Measurement 9

Biology 10
Structure and function of living organisms 10
Cells and organisation 10
The skeletal and muscular systems 11
Nutrition and digestion 12
Gas exchange systems13
Reproduction 14
Health 15

Material cycles and energy 16

Photosynthesis 16
Cellular respiration 16

Interactions and interdependencies 17

Relationships in an ecosystem 17

Genetics and evolution 19

Inheritance, chromosomes, DNA and genes 19

Chemistry 21
The particulate nature of matter 21

Atoms, elements and compounds 22

Pure and impure substances 23

Chemical reactions 24

Energetics 25

The Periodic Table 26

 KS3 science curriculum review | 4

Materials 27

Earth and Atmosphere 27

Physics 28
Energy 28
Calculation of fuel uses and costs in the domestic context 28
Energy changes and transfers 28
Changes in systems 29

Motion and forces 30

Describing motion 30
Forces 30
Pressure in fuids 31
Balanced forces 31
Forces and motion 31

Waves32
Observed waves 32
Sound waves 32
Energy and waves 32
Light waves 32

Electricity and electromagnetism 33

Current electricity 33
Static electricity 34
Magnetism 34

Matter 35
Physical changes 35
Particle model 35
Energy in matter 36

Space physics 36

Purpose of study
A high-quality science education provides
the foundations for understanding the
world through the specific disciplines of
biology, chemistry and physics. Science
has changed our lives and is vital to the
worlds future prosperity, and all pupils
should be taught essential aspects of the
knowledge, methods, processes and uses
of science. Through building up a body of
key foundational knowledge and
concepts, pupils should be encouraged to
recognise the power of rational
explanation and develop a sense of
excitement and curiosity about natural
phenomena. They should be encouraged
to understand how key foundational
knowledge and concepts can be used to
explain what is occurring, predict how
things will behave, and analyse causes.
Aims
The National Curriculum for science aims
to ensure that all pupils:
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The basic principles of this section are
unchanged from the Importance of
science 2007 equivalent; however there
are no longer references to linking
practical experience with scientific ideas,
experimentation and modelling, the
cultural significance of science or
encouraging critical and creative
thought.
The KS3 science curriculum is now split
out into the specific disciplines of biology,
chemistry and physics this was not the
case previously.
The 2007 National Curriculum had 3 over-
arching aims, for all young people to become:
successful learners who enjoy learning,
make progress and achieve
confident individuals who are able to live
safe, healthy and fulfilling lives
responsible citizens who make a positive
contribution to society.
These aims were followed by four Key
Concepts said to underpin the study of
science. The four Key Concepts were: 1.1
Scientific thinking, 1.2 Applications and
implications of science, 1.3 Cultural
understanding and 1.4 Collaboration. These
concepts are not split out in the curriculum
as they were previously.

develop scientific knowledge and
conceptual understanding through the
specific disciplines of biology, chemistry
and physics
develop understanding of the nature,
processes and methods of science
through different types of science
enquiries that help them to answer
scientific questions about the world
around them
are equipped with the scientific
knowledge required to understand the
uses and implications of science,
today and for the future.
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Although not previously an explicit
objective, developing scientific knowledge
was referenced in the Key Concepts
section There are a number of key
concepts that underpin the study of science
and how science works. Pupils need to
understand these concepts in order to
deepen and broaden their knowledge, skills
and understanding. 1.4a Collaboration
previously made reference to sharing
developments and common understanding
across disciplines. 2007 PoS was not split
out into the three disciplines (biology,
chemistry, physics)
Different wording, but this is essentially covers
the same ground as: 1.1 Scientific thinking.
As above, this is essentially 1.2 Applications
and implications of science, but reworded.
No reference to 1.3 Cultural understanding.
 Working scientifically
Working scientifically
Through the content across all three
disciplines, pupils should be taught to:
Scientific attitudes
WS1: pay attention to objectivity and
concern for validity, accuracy,
precision and measurement of
uncertainty
WS2: understand that scientific
methods and theories develop as
scientists modify earlier explanations
to take account of new evidence and
ideas, together with the importance
of publishing results and peer review
WS3: evaluate risks.
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Generally, this section is re-worded from the
former 2007 PoS section 2: Key processes.
More detail has been added and there are
clearer lines of progression to KS4, particularly
through the key language used.
Not previously referred to in the 2007 PoS.
Precision was Level 6 criteria and
measurement of uncertainty was exceptional
performance under Attainment Target 1: How
science works.
4h Curriculum opportunities explore
contemporary and historical scientific
developments and how they have been
communicated. The Explanatory Notes state:
This should include an appreciation of how
science is represented and sometimes
misrepresented in the media. No previous
reference to peer review. Potential for cross-
curricular links with history.
2.1b Key processes, Practical and enquiry
skills assess risk Change in terminology
from assess to evaluate.
 Working scientifically
Experimental skills and
investigations
WE1: ask questions and develop a
line of enquiry based on
observations of the real world,
alongside prior knowledge and
experience
WE2: make predictions using
scientific knowledge and
understanding
WE3: select, plan and carry out the
most appropriate types of scientific
enquiries to test predictions,
including identifying independent,
dependent and control variables
where appropriate
WE4: use appropriate techniques,
apparatus, and materials during
fieldwork and laboratory work,
paying attention to health and safety
WE5: make and record observations
and measurements using a range of
methods for different investigations;
and evaluate the reliability of
methods and suggest possible
improvements
WE6: apply sampling techniques.
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4b, c Curriculum opportunities pursue an
independent enquiry; use real-life
examples as a basis for finding out about
science.
No prior reference to making predictions.
2.1a, c Key processes, Practical and
enquiry skills use a range of scientific
methods and techniques to develop and
test ideas and explanations; plan and carry
out practical and investigative activities,
both individually and in groups. 1.1a, b Key
concepts, Scientific thinking Using
scientific ideas and models to explain
phenomena and developing them
creatively to generate and test theories;
critically analysing and evaluating evidence
from observations and experiments. 4a
Curriculum opportunities research,
experiment, discuss and develop
arguments. No previous explicit mention of
independent, dependent and control
variables (these have been moved in from
KS4) although identifying variables and
other factors when collecting evidence and
data came under Attainment Target 1: How
science works.
2.1a, b Key processes, Practical enquiry and
skills use a range of scientific methods and
techniques to develop and test ideas and
explanations; assess risk and work safely in
the laboratory, field and workplace
Reasoned previously referred to in the criteria
for Attainment Target 1: How science works.
Hypothesis and prediction are terminology
moved down from the KS4 curriculum. Sample
size was covered in QCA unit 7c, Environment
2.2b Key processes, Critical understanding of
evidence evaluate scientific evidence and
working methods. Reference to awareness of
sources of random and systematic error is
new.
 Working scientifically
Analysis and evaluation
WA1: Apply mathematical concepts
and calculate results
WA2: present observations and data
using appropriate methods, including
tables and graphs
WA3: interpret observations and
data, including identifying patterns
and using observations,
measurements and data to draw
conclusions
WA4: present reasoned explanations,
including explaining data in relation
to predictions and hypotheses
WA5: evaluate data, showing
awareness of potential sources of
random and systematic error
WA6: identify further questions
arising from their results.
Measurement
WM1: understand and use SI units
and IUPAC (International Union of
Pure and Applied Chemistry)
chemical nomenclature
WM2: use and derive simple
equations and carry out appropriate
calculations
WM3: undertake basic data analysis
including simple statistical
techniques.
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Maths application not previously specified
see new Energy calculations section
2.1a Key processes, Practical and enquiry
skills use a range of scientific methods and
techniques to develop and test ideas and
explanations. 2.2a, b Key processes, Critical
understanding of evidence obtain, record
and analyse data from a wide range of primary
and secondary sources; evaluate scientific
evidence and working methods. Specific
reference to suggesting possible
improvements is new. No longer any reference
to using ICT.
2.3a Key processes, Communication use
appropriate methods, including ICT, to
communicate scientific information Specific
references to tables and graphs previously
came under Attainment Target 1: How science
works criteria.
Change in terminology, with interpret
replacing analyse. Interpreting observations
and data and identifying patterns not
previously explicitly referred to in the 2007
PoS; these came under criteria for Attainment
Target 1: How science works. 2.2a Key
processes, Critical understanding of evidence
use findings to provide evidence for
scientific explanations. 1.1b Key concepts,
scientific thinking Critically analysing and
evaluating evidence from observations and
experiments.
Not previously specified within the PoS; this
came under criteria for Attainment Target 3:
Materials, their properties and the Earth.
2.2a Key processes, Critical understanding of
evidence obtain, record and analyse data
from a wide range of primary and secondary
sources Statistical techniques.is new

Biology
Chemistry
Structure and function of
living organisms
Pupils should be taught about:
Cells and organisation
BSC1: cells as the fundamental
unit of living organisms,
including how to interpret,
observe and record cell
structure using a light
microscope
BSC2: the functions of the cell
wall, cell membrane, cytoplasm,
nucleus, vacuole, mitochondria
and chloroplasts
BSC3: the similarities and
differences between plant and
animal cells
BSC4: the role of diffusion in
the movement of materials in
and between cells
BSC5: The structural adaptations
of some unicellular organisms
Correlations are the intellectual Content,
The subject content contains far more
information than the previous Range and
KS3 science
content provided by the 2007 curriculum review | 10
PoS. Most
comments here refer to the QCA KS3
Science SoW.
Cells and organisation was previously just
one objective in the 2007 PoS 3.3a Range
and Content, Organisms, behaviour and
health life processes are supported by the
organisation of cells into tissues, organs and
body systems.
QCA Unit 7A: Cells pupils should learn to
use a microscope safely and effectively;
prepare simple specimens on a slide for
observation using a microscope; make
observations using a microscope and record
these as drawings. Use of a light
microscope previously not specified.
QCA Unit 7A: Cells pupils should learn that plant
and animal cells have a cell surface membrane
which keeps the cell together and controls what
enters and leaves; that cells have a cytoplasm
which occupies most of the cell; that cells have
nuclei which control activities of the cell. Review
the parts of the cells, with pupils identifying that
plant cells also have a cell wall, almost always a
vacuole and often chloroplasts. The QCA SoW
also stated: Details of cell structure visible at
higher magnification are not required, e.g.
Mitochondria.
QCA Unit 7A: Cells pupils should learn that
plant and animal cells are similar in a number
of respects; that there are significant
differences between plant and animal cells.
Not previously mentioned.
QCA Unit 7A: Cells pupils should learn that
plants and animals contain organs; that
tissues make up organs; that cells for
tissues, and tissues from organs; about types
of cells, their functions and organisation into
tissues and organs. 3.3a Range and
property ofOrganisms, behaviour
Schoolzone.co.uk Ltd and health
life processes are supported by the
organisation of cells into tissues, organs and
 Chemistry
Chemistry
Pupils should be taught about:
The particulate nature of matter
CPa1: the properties of the different
states of matter (solid, liquid and
gas) in terms of particle model,
including gas pressure
CPa2: changes of state in terms of
particle model.
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3.2a Range and content, Chemical and
material behaviour the particle model
provides explanations for the different
physical properties and behaviour of matter.
QCA Unit 7G Particle model of solids, liquids
and gases How can we explain evidence
from experiments? What are the differences
between solids, liquids and gases? How can
the particle model explain the differences
between solids, liquids and gases? How can
the particle model explain other phenomena?
Particle kinetics is new terminology but is
essentially covered in Unit 7G. Linked to
QCA Unit 8A Food and digestion relates
the particle model of matter to the context of
digestion - and Unit 9L Pressure and
moments What are pneumatics and
hydraulics?
QCA Unit 8I Heating and cooling About this
unit states that pupils will use the particle
model to explain conduction, convection and
change of state.
 Chemistry
Atoms, elements and
compounds
CAt1: a simple (Dalton) atomic model
CAt2: differences between atoms,
elements and compounds
CAt3: chemical symbols and
formulae for elements and
compounds
CAt4: conservation of mass,
changes of state and chemical
reactions.
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Atomic structure not previously specified
3.2b, c Range and content, Chemical and
material behaviour elements consist of
atoms that combine together in chemical
reactions to form compounds; elements and
compounds show characteristic chemical
properties and patterns in their
behaviour. Also QCA Unit 8E Atoms and
elements How many different materials are
there? What are elements made from? What
are elements like? How do we get all the other
materials? QCA Unit 8F Compounds and
mixtures How are elements and compounds
different? How do compounds differ from the
elements from which they were made? Do
compounds react chemically? Are there other
sorts of material besides elements and
compounds?
QCA Unit 8E Atoms and elements - How can
we represent the changes when new materials
are made? QCA Unit 8F Compounds and
mixtures pupils should learn that formulae
indicate the (relative) numbers of atoms in a
compound.
QCA Unit 9E Reactions of metals and metal
compounds and About this unit states that
pupils will represent elements by symbols and
compounds by formulae.
QCA Unit 9H Using chemistry pupils should
learn that mass is conserved in chemical
reactions; that when gases are formed in
reactions, mass may appear to decrease
because the gas escapes; that mass is also
conserved in dissolving and changes of state;
that mass is conserved when materials burn.
Changes of state not previously specified, but
likely to have been encountered in 9H
 Chemistry
Pure and impure substances
CPu1: The concept of a pure substance
CPu2: mixtures, including dissolving
CPu3: diffusion in terms of the particle
model
CPu4: simple techniques for
separating mixtures: filtration,
evaporation, distillation and
chromatography
CPu5: the identification of pure
substances.
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QCA Unit 7H Solutions How can we tell
whether a liquid is a mixture? What happens to
the solute when a solution is made? How can
we separate solvents from solutes? How can
chromatography separate and identify
substances in mixtures? Is there a limit to the
amount of solid that will dissolve in a liquid?
What else affects solubility? QCA Unit 8F
Compounds and mixtures Are there other
sorts of material besides elements and
compounds?
Pure substances often introduced in 7H or 8F,
though not previously stated separately as in
CPu1
CPu3 Diffusion covered in QCA Unit 7G
section 4.
 Chemistry
Chemical reactions
CCh1: chemical reactions as the
rearrangement of atoms
CCh2: representing chemical
reactions using formulae and using
equations
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3.2c Range and content, Chemical and
material behaviour elements consist of
atoms that combine together in chemical
reactions to form compounds. Ideas about
chemical change first introduced in QCA Unit
7F Simple chemical reactions.
QCA Unit 8E Atoms and elements - How can
we represent the changes when new materials
are made? QCA Unit 8F Compounds and
mixtures Points to note state that teachers
may need to emphasise that some physical
changes also involve colour changes and gas
evolution and that a chemical reaction is
distinguished by changes in the ways atoms
are bonded together. QCA Unit 9H Using
chemistry What happens to atoms and
molecules when new materials are made?
QCA Unit 8E Atoms and elements pupils
should learn to represent and explain chemical
reactions by word equations, models or
diagrams. QCA Unit 8F Compound and
mixtures About the unit states that pupils
will distinguish between elements and
compounds and how they are represented by
symbols and formulae. QCA Unit 9E
Reactions of metals and metal compounds
pupils should learn to represent the reactions
of dilute acids by word equations; to represent
reactions of acids with metal oxides by word
equations Under Learning Outcomes pupils
will also translate word equation into symbol
equations. QCA Unit 9F Patterns of reactivity
About this unit states that pupils will represent
chemical reactions by word and/or symbol
equations. QCA Unit 9H Using chemistry
About the unit states that pupils will represent
chemical reactions by word and/or symbol
equations.
What new substances are made when
materials burn in air or oxygen? QCA Unit 7I
Energy resources Why are fuels useful?
QCA Unit 8B Respiration in this unit pupils
observe energy released in the combustion of
sugar.
 Chemistry
CCh3: combustion, thermal
decomposition, oxidation and
displacement reactions
CCh4: defining acids and alkalis in
terms of neutralisation reactions
CCh5: the pH scale for measuring
acidity/alkalinity; and indicators
CCh6: reactions of acids with metals
to produce a salt, plus hydrogen
CCh7: reactions of acids with alkalis
to produce a salt, plus water
CCh8: What catalysts do.
Energetics
CEn1: Energy changes on changes of
state (qualitative)
CEn2: exothermic and endothermic
chemical reactions (qualitative).
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QCA Unit 9F Patterns of reactivity Can
metals displace each other?
QCA Unit 9H Using chemistry What
chemical reactions take place when fuels
burn; How else are chemical reactions used
as energy resources? Also explored through
QCA Units 8E Atoms and elements and 8F
Compounds and mixtures. QCA Unit 9E
Reactions of metals and metal compounds
and Unit 9F Patterns of reactivity include
further work on the reactions of acids and on
burning as a chemical change. Thermal
Decomposition is new terminology at KS3
language not previously introduced until KS4.
Only previously covered as an example in
QCA Unit 7F Simple chemical reactions,
language not introduced until KS4.
QCA Unit 7E Acids and alkalis What are
acids and alkalis and where to we use them?
How can acids and alkalis be identified and
distinguished from each other? What happens
when an acid is added to an alkali? Where is
neutralisation important? Bases previously not
introduced until KS4.
QCA Unit 7E Acids and alkalis Is there a
range of acidity and alkalinity?
QCA Unit 7E Acids and alkalis How do acids
react with carbonates? QCA Unit 9E
Reactions of metals and metal compounds
What happens when metals react with acids?
How do acids react with metal carbonates?
What evidence is there of a chemical reaction
between acids and metal oxides? What is a
salt? Reaction of acids with metals to produce
salt and hydrogen.
 Chemistry
The Periodic Table
CPe1: the varying physical and
chemical properties of different
elements
CPe2: the principles underpinning the
Mendeleev Periodic Table
CPe3: the Periodic Table: periods
and groups; metals and non-metals
CPe4: how patterns in reactions can
be predicted with reference to the
Periodic Table
CPe5: The properties of metals and
non-metals
CPe6: the chemical properties of
metal and non-metal oxides with
respect to acidity.
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QCA Unit 8E Atoms and elements What are
elements like? QCA Unit that pupils will
explore the properties of metals and non-
metals.
QCA Unit 8E Atoms and elements What
are elements made from? What are elements
like? Principles previously Ks4
QCA Unit 7F Simple chemical reactions
How do acids react with metals? QCA Unit
9E Reactions of metals and metal
compounds About this unit states that
pupils will explore the properties of metals
and non-metals. What happens when metals
react with acids? What evidence is there of a
chemical reaction between acids and metal
oxides? How do acids react with metals?
QCA Unit 9F Patterns of reactivity Why do
metals tarnish? How do metals react with
water? IS the order of reactivity of metals
with water the same as that with acids? Can
we make predictions about the reactions of
metals with oxygen? Can metals displace
each other? How can we find out more about
the reaction of metals with acids? Non-metal
oxides with respect to acidity links to acid
rain Unit 9G Environmental chemistry
What causes acid rain? What are the effects
of acid rain and how can they be reduced?
QCA Unit 9F Patterns of reactivity
About this unit states that pupils will
establish and use a reactivity series for
metals.
9E Reactions of metals and metal
compounds About this unit states that
pupils will explore the properties of metals
and non-metals.
QCA Unit 9F Patterns of reactivity
 Chemistry
Materials
CMa1: the order of metals and
carbon in the reactivity series
CMa2: the use of carbon in obtaining
metals from metal oxides
CMa3: properties of ceramics, polymers
and composites (qualitative).
Earth and Atmosphere
CEa1: the composition of the Earth
CEa2: The structure of the Earth
CEa3: The rock cycle and the formation
of igneous, sedimentary and
metamorphic rocks
CEa4: Earth as a source of limited
resources and the efficacy of recycling
CEa5: The carbon cycle
CEa6: the composition of the
atmosphere
CEa7: the production of carbon
dioxide by human activity and the
impact on climate.
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Previously not specified at KS3.
Previously not specified at KS3.
Previously KS4 content.
Changes to the Earth over time were
previous covered via 3.4a Range and
content, The environment, Earth and
universe geological activity is caused
by chemical and physical processes.
QCA Unit 8G Rocks and weathering
About the unit states that in scientific
enquiry pupils will consider how evidence
from sedimentary layers and from fossils
has led to changes in ideas about the
development of the Earth. Also links to
Unit 8H The rock cycle how the rock
cycle provides a continuous supply and
transformation of Earth materials.
However, in the new PoS only changes to
the Earths atmosphere are mentioned,
which was previously KS4 content.
Carbon cycle atmosphere from previous
NC / KS4
3.4c Range and content, The
environment, Earth and universe
human activity and natural processes can
lead to changes in the environment. Also
QCA Unit 9G Environmental chemistry
What causes acid rain? What are the
effects of acid rain? Is pollution worse
now? Is global warming happening? Links
to QCA Unit 7I Energy resources and
renewable energy resources and QCA
Unit 9D Plants for food and sustainable
development.
 Physics
Physics
Pupils should be taught about:
Energy
Calculation of fuel uses and costs in the
domestic context
PEnCa1: comparing energy values of
different foods (from labels) (kJ)
PEnCa2: comparing power ratings of
appliances in watts (W, kW)
PEnCa3: comparing amounts of energy
transferred (J, kJ, kW hour)
PEnCa4: domestic fuel bills, fuel use and
costs
PEnCa5: fuels and energy resources.
Energy changes and transfers
PEnCh1: simple machines give bigger
force but at the expense of smaller
movement (and vice versa): product of
force and displacement unchanged
PEnCh2: heating and thermal equilibrium:
temperature difference between two
objects leading to energy transfer from
the hotter to the cooler one, through
contact (conduction) or radiation; such
transfers tending to reduce the
temperature difference: use of insulators
PEnCh3: other processes that involve
energy transfer: changing motion,
dropping an object, completing an
electrical circuit, stretching a spring,
metabolism of food, burning fuels.
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Food as a fuel covered in QCA Unit 7I
Power of household items covered in
QCA 9I section 8
Comparing electrical appliances
previously KS4 content. QCA Unit 7I
Energy resources how do living
things use energy? 8A Food and
digestion using food packaging to
identify nutrients and the energy
contained in food.
QCA Unit 9L Pressure and moments
How do levers work?
QCA Unit 7K Forces and their effects
QCA Unit 8I Heating and cooling
pupils should learn that radiation
energy (infrared) can travel through a
vacuum; heat as energy, energy
transfer result from a difference in
temperature.
3.1a Range and content, Energy,
electricity and forces energy can be
transferred usefully, stored or
dissipated, but cannot be created or
destroyed.
 Physics KS3 science curriculum review | 19

Changes in systems
PEnSy1: energy as a quantity that can
be quantified and calculated; the total
energy has the same value before and
after a change
3.1a Range and content, Energy,
electricity and forces energy can be
transferred usefully, stored or
dissipated, but cannot be created or
destroyed.

QCA Unit 9I Energy and electricity

PEnSy2: comparing the starting with the
How is energy involved in doing
final conditions of a system and
useful things? How does electricity
describing increases and decreases in transfer energy?
the amounts of energy associated with
movements, temperatures, changes in
positions in a field, in elastic distortions
and in chemical compositions

PEnSy3: using physical processes and

mechanisms, rather than energy, to
explain the intermediate steps that
bring about such changes.

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 Physics
Motion and forces
Describing motion
PMD1: speed and the quantitative
relationship between average speed,
distance and time (speed = distance
time)
PMD2: the representation of a journey
on a distance-time graph
PMD3: relative motion: trains and cars
passing one another
Forces
PMF1: forces as pushes or pulls,
arising from the interaction between
two objects
PMF2: Using force arrows in
diagrams, adding forces in one
dimension, balanced and
unbalanced forces
PMF3: moment as the turning effect of
a force
PMF4: 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
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Previously KS4 content.
3.1b Range and content, Energy,
electricity and forces forces are
interactions between objects and can
affect their shape and motion.
QCA Unit 9K Speeding up How fast is
it moving?
QCA Unit 7K Forces and their effects
What affects how quickly a car stops?
QCA Unit 9K Speeding up How do
parachutes work?
Relative motion was previously KS4 content.
QCA Unit 7L The solar system and beyond
What is the cause of a year, a month, a day?
What causes the seasons on Earth? 3.4b
Range and content, The environment, Earth
and universe astronomy and space
science provide insight into the nature and
observed motions of the sun, moon, stars,
planets and other celestial bodies.
QCA Unit 7K Forces and their effects
Where do we come across forces?
Force arrows previously specified at KS2:
QCA Unit 6E: Forces in action,
Section 3: Showing how forces act on objects
QCA Unit 9L Pressure and moments How
do things balance?
QCA Unit 7K Forces and their effects How
do different materials stretch? What does
friction do? Where do we come across
forces? Why do things float? QCA Unit 9K
Speeding up How do parachutes work?
 Physics
PMF5: forces measured in newtons,
measurements of stretch or
compression as force is changed
PMF6: force-extension linear relation;
Hookes Law as a special case
PMF7: work done and energy changes
on deformation
PMF8: non-contact forces: gravity
forces acting at a distance on Earth
and in space, forces between
magnets, and with static electricity.
Pressure in fluids
PMP1: atmospheric pressure,
decreases with increase of height as
weight of air above decreases with
height
PMP2: pressure in liquids, increasing
with depth; upthrust effects, floating
and sinking
PMP3: pressure measured by ratio of
force over area acting normal to any
surface.
Balanced forces
PMB1: opposing forces and
equilibrium: weight held by stretched
spring or supported on a compressed
surface
Forces and motion
PMF1: forces being needed to cause
objects to stop or start moving, or to
change their speed or direction of
motion (qualitative only)
PMF2: change depending on direction
of force and its size.
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KS3 science curriculum review | 21
QCA Unit 7K Forces and their effects How
do different materials stretch? What is
weight?
The principles of Hookes Law are first
encountered in QCA Unit 7K Forces and
their effects, but the significance of it was
previously was not taught until KS4.
New content at KS3.
QCA Unit 9J Gravity and space What is
gravity? How does gravity change? What
keeps the planets and satellites in orbit?
QCA Unit 9L Pressure and moments
What is pressure? What are pneumatics
and hydraulics?
QCA Unit 7K Forces and their effects Why
do things float? QCA Unit 9L Pressure and
moments What are pneumatics and
hydraulics?
QCA Unit 9L Pressure and moments
pupils should learn how to use the
quantitative relationship between force,
area and pressure.
QCA Unit 7K Forces and their effects How
do different materials stretch? What does
friction do? Why do things float?
Equilibrium is new vocabulary at KS3.
QCA Unit 7K Forces and their effects
What does friction do? QCA Unit 9K
Speeding up How do forces affect speed?
How can we increase speed?
 Physics
Waves
Pupils should be taught about:
Observed waves
PWO1: waves on water as undulations
which travel through water with
transverse motion; these waves can
be reflected, and add or cancel
superposition
Sound waves
PWS1: frequencies of sound waves,
measured in hertz (Hz); echoes,
reflection and absorption of sound
PWS2: sound needs a medium to
travel, the speed of sound in air in
water, in solids
PWS3: sound produced by vibrations of
objects, in loud speakers, detected by
their effects on microphone diaphragm
and the ear drum; sound waves are
longitudinal
PWS4: auditory range of humans and
animals.
Energy and waves
PWE1: pressure waves transferring
energy: use for cleaning and
physiotherapy by ultra-sound; waves
carrying transferring information for
conversion to electrical signals by
microphone
Light waves
PWL1: the similarities and differences
between light and waves in matter
PWL2: light waves travelling through a
vacuum; speed of light
.
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KS3 science curriculum review | 22
Previously KS4 content.
QCA Unit 8L Sound and hearing How are
different sounds made? How do we hear
sounds? Can sound be dangerous? The
explicit mention of the frequency of sound
waves being measured in hertz (Hz) is new.
Echoes and reflection of sound were
previously KS4 content. Explicit reference
to the effects of vibrations on microphone
diaphragms is new. Points to note in Unit
8L states that a detailed account of the
longitudinal nature of sound waves is
left until KS4.
Concept of sound waves carrying
energy first introduced in QCA Unit 8L
Sound and hearing pupils should
learn that the energy of sound is
transferred through the eardrum,
however learning about specific uses
such as cleaning and physiotherapy
by ultrasound and information for
conversion to electrical signals by
microphone is new.
QCA Unit 8K Light Where the unit
fits in states that light as a wave is
studied at KS4. QCA Unit 8K Light.
Light as a wave was previously KS4
content. Interestingly, sound through a
vacuum has been removed, whereas
light through a vacuum has been
added.
 Physics
PWL3: the transmission of light through
materials: absorption, diffuse
scattering and specular reflection at a
surface
PWL4: use of ray model to explain
imaging in mirrors, the pinhole camera,
the refraction of light, action of convex
lens in focusing (qualitative) and the
human eye
PWL5: light transferring energy from
source to absorber leading to
chemical and electrical effects; photo-
sensitive material in the retina and in
cameras
PWL6: colour and the different
frequencies of light, white light and
prisms (qualitative only); differential
colour effects in absorption and diffuse
reflection.
Electricity and electromagnetism
Current electricity
PElC1: electric current, measured in
amperes, in circuits, series and parallel
circuits, currents add where branches
meet and current as flow of charge
PElC2: potential difference, measured in
volts, battery and bulb ratings;
resistance, measured in ohms, as the
ratio of potential difference (p.d.) to
current
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KS3 science curriculum review | 23
QCA Unit 8K Light How does light
travel? What happens light meets an
object? Diffuse scattering and
specular reflection is new terminology,
however it is essentially covered
through Unit 8K Light How do we see
things? (non-luminous and luminous
objects) How do mirrors reflect light?
How are images formed?
QCA Unit 8K Light Can light be bent?
Convex lenses previously KS4 content.
New content at KS3.
QCA Unit 8K Light What is a
spectrum? How can we change colour?
How do we see things? Frequencies of
light is new content at KS3. Diffuse
reflection is new terminology.
3.1c Range and content, Energy,
electricity and forces electric current
in circuits can produce a variety of
effects.QCA Unit 7J Electrical circuits
How do electrical circuits work? What
happens in a circuit? How can we
explain what happens in electrical
circuits? What kinds of circuits are
useful and what are the hazards?
QCA Unit 7J Electrical circuits What
happens in a circuit? introduces the
term resistance. QCA Unit 9I Energy
and electricity How does electricity
transfer energy? Resistance as the
ratio of p.d to current measured in
ohms is new content.
 Physics KS3 science curriculum review | 24

PElC3: differences in resistance Unit 8I Heating and cooling How do

between conducting and insulating things get hotter and colder? looks at
components (quantitative). conductors and insulators, however the
reference to the difference in resistance
Static electricity between them is new.

PElS1: separation of positive or New content at KS3.

negative charges when objects are
rubbed together: transfer of electrons,
forces between charged objects
PElS2: the idea of electric field, forces
acting across the space between
objects not in contact.

Magnetism

PElMg1: magnetic poles, attraction and

repulsion
PElMg2: magnetic fields by plotting with
compass, representation by field lines
PElMg3: Earths magnetism, compass
and navigation
PElMg4: the magnetic effect of a
current, electromagnets, D.C. motors
(principles only).
QCA Unit 8J Magnets and
electromagnets What can a magnet
do? Can magnetism be stopped? Can
magnets be made? What is a magnetic
field? How can electricity make a
magnet? How can we explain how
electromagnets work? The reference to
D.C motors is new.

Correlations are the intellectual property of Schoolzone.co.uk Ltd

 Physics
Matter
Physical changes
PMPh1: conservation of material and of
mass, and reversibility, in melting,
freezing, evaporation, sublimation,
condensation, dissolving
PMPh2: similarities and differences,
including density differences, between
solids, liquids and gases
PMPh3: Brownian motion in gases
PMPh4: diffusion in liquids and gases
driven by differences in concentration
PMPh5: the difference between
chemical and physical changes.
Particle model
PMPa1: the differences in
arrangements, in motion and in
closeness of particles explaining
changes of state, shape and density,
the anomaly of ice-water transition
PMPa2: atoms and molecules as
particles.
Correlations are the intellectual property of Schoolzone.co.uk Ltd
KS3 science curriculum review | 25
QCA Unit 8I Heating and Cooling How
can we explain change of state? How can
we reduce energy waste? Whats the
temperature? Dissolving, conservation of
mass, evaporation and condensation
(distillation) covered in QCA Unit 7H
Solutions. Sublimation is new terminology
at KS3.
QCA Unit 7G Particle model of solids,
liquids and gases How can we explain
evidence from experiments? What are the
differences between solids, liquids and
gases? How can the particle model
explain the differences between solids,
liquids and gases?
Previously KS4 content.
QCA Unit 7G Particle model of solids,
liquids and gases How can the particle
model explain other phenomena? Explicit
reference to diffusion in liquids and gases
related to concentration is new at KS3.
QCA Unit 7F Simple chemical reactions
About this unit states that pupils will be
introduced to the idea of chemical change.
QCA Unit 7G Particle model of solids,
liquids and gases How can the particle
model explain the differences between
solids, liquids and gases? QCA Unit 8I
Heating and cooling pupils will learn that
evidence of conduction in solids, liquids
and gases can be explained using the
particle model. How do materials change
when they are heated and cooled? How
can we explain change of state?
 Physics KS3 science curriculum review | 26

Energy in matter
PME1: changes with temperature in
motion and spacing of particles
PME2: internal energy stored in
materials.
QCA Unit 8I Heating and cooling pupils
will learn that evidence of conduction in
solids, liquids and gases can be explained
using the particle model. How do
materials change when they are heated
and cooled? How can we explain change
of state?

There appears to be a lot less detail

regarding resources providing the energy
we need as well as conduction,
convection, evaporation and radiation.

Space physics

PSp1: gravity force, weight = mass x Previously KS4

gravitational field strength (g), on earth
g=10 N/kg, different on other planets
and stars; gravity forces between earth
and moon, and between earth and sun
(qualitative only)

PSp2: our Sun as a star, other stars in our

galaxy, other galaxies

PSp3: the seasons and the Earths tilt,

Seasons covered in QCA Unit 7L : The
day length at different times of year, in
solar system and beyond
different hemispheres

PSp4: the light year as a unit of

astronomical distance.

Correlations are the intellectual property of Schoolzone.co.uk Ltd

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Further support documents for the introduction of the new

curriculum can be found at:

http://www.schoolzone.co.uk/schools/NewCurriculum.asp