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Scheme of work Christianity – This scheme of work for A-level Religious Studies (7062) is designed to help you plan your teaching. Assumed coverage This scheme of work is based on 90 guided learning hours. It allows eight weeks for the Year 1 AS content and a further eight weeks for the Year 2 content, leaving approxim... | Scheme of work – Christianity This scheme of work for A-level Religious Studies (7062) is designed to help you plan your teaching. Assumed coverage This scheme of work is based on 90 guided learning hours. It allows eight weeks for the Year 1 AS content and a further eight weeks for the Year 2 content, leaving approxim... | 0.756902 | [
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Short answer question: explain and analyse three ways in which citizens can participate in the democratic process in the UK. (9 marks) UK elections 3.1.2.2: Students should produce clear Students should be familiar notes on the workings and with the full range of electoral systems. advantages and disadvantages electora... | Short answer question: explain and analyse three ways in which citizens can participate in the democratic process in the UK. (9 marks) UK elections 3.1.2.2: electoral systems. Students should produce clear notes on the workings and advantages and disadvantages of the electoral systems used in UK elections. Students sho... | 0.666901 | [
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ministers matter?’ ‘Do by Martin Smith in Politics Review, Vol. 20, 2010-11, No. 3, Feb. 9 A UK pressure groups 3.1.2.4: Short answer question: Chapter 5 in AS UK explain and analyse three Government and methods used by pressure ways in which pressure Politics by Philip groups. groups seeks to influence Lynch and Paul ... | ‘Do ministers matter?’ by Martin Smith in Politics Review, Vol. 20, 2010-11, No. 3, Feb. 9 A UK pressure groups 3.1.2.4: methods used by pressure groups. Short answer question: explain and analyse three ways in which pressure groups seeks to influence government policy’. (9 marks) Chapter 5 in AS UK Government and Poli... | 0.650172 | [
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electorate on key policy Students should understand the of pressure issues. groups relative to other representative bodies such Complete the pressure as political parties. groups quiz to test students’ knowledge. 10 Pressure groups (): Students should debate Students should understand the debate over the Chapter 4: deb... | electorate on key policy issues. Complete the pressure groups quiz to test students’ knowledge. Students should understand the of pressure groups relative to other representative bodies such as political parties. 10 Pressure groups (): debates concerning the power of pressure groups in the USA role and significance of ... | 0.589237 | [
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split ticket voting and high districts are, as well as impact of this on elections and McKay (2017: 9th levels of abstention in US gerrymandering. representation. Students should Edition) elections. Students should understand that there are high levels of consider their impact abstention in US elections and low Politic... | split ticket voting and high levels of abstention in US elections. districts are, as well as gerrymandering. Students should consider their impact on elections and representation. Students should debate why turnout is so low in US elections and if this matters. Students should finish their study of US elections and ref... | 0.591762 | [
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more able to represent Students should understand that this McKay (2017: 9th the views of the encompasses the three branches of Edition) electorate on key policy the federal government - the Executive, issues. Congress and the Supreme Court. Politics Review Students should learn about policy Complete the pressure Volum... | more able to represent the views of the electorate on key policy issues. Complete the pressure groups quiz to test students’ knowledge. Students should understand that this encompasses the three branches of the federal government - the Executive, Congress and the Supreme Court. Students should learn about policy making... | 0.623384 | [
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and how this came archive): What can we about. Students should expect from President focus on methods the Jeremy Taylor Trump? President uses to circumvent Congress such as executive orders, signing statements and executive agreements. Paper 3 only. 9 A Students should draw 9 B The executive branch of Students should e... | and how this came about. Students should focus on methods the President uses to circumvent Congress such as executive orders, signing statements and executive agreements. archive): What can we expect from President Trump? Jeremy Taylor 9 A Paper 3 only. 9 B The executive branch of government – President (): constraints... | 0.535356 | [
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Andrew Axelby 3 only. 11 A Students should 11 B The executive branch of Students should understand the Chapter 6: ‘The understand what the government President (): role and significance of the Presidency’ in A2 US – EOP is and the executive office of the President. Government and Politics the relationship between signi... | Andrew Axelby 11 A 3 only. 11 B The executive branch of government – President (): the relationship between the presidency and other institutions: Executive Office of the President federal bureaucracy federal agencies. Students should understand the role and significance of the executive office of the President. Studen... | 0.584932 | [
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Students should 1 B US pressure groups (): Students should why Chapter 4: ‘Pressure understand the pressure groups exist and why groups’ in A2 US functions pressure the US political system provides Government and Politics the extent of political pluralism groups perform and so many points’ for them by Anthony J Bennett... | 1 B US pressure groups (): the extent of political pluralism in the USA. Students should why pressure groups exist and why the US political system provides so many ‘access points’ for them to exert influence. Students should understand the functions pressure groups perform and how they operate. Students should focus on... | 0.551029 | [
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optional ideology concerned (see specification) Political Ideas 11 A Conservatism 3.3.1.2 Examine the origins and nature of Students to construct chapter 2 New Right conservatism. supplementary notes, explain Political the influence of Ayn Rand and Ideologies Robert Nozick upon New chapter 2 Right conservatism. . Relev... | optional ideology concerned (see specification) 11 A Conservatism 3.3.1.2 Examine the origins and nature of New Right conservatism. Students to construct supplementary notes, explain the influence of Ayn Rand and Robert Nozick upon New Right conservatism. Political Ideas chapter 2 Political Ideologies chapter 2 . 11 B ... | 0.551924 | [
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Scheme of work: Tort This scheme of work suggests how to deliver the Tort section of our AS and A-level Law specifications (7161, 7162). 3.3 Tort Week Topic and content skills Activities and resources 1 Negligence injury and damage to Identify the tests for imposing a Consider the question of what – property: duty of c... | Scheme of work: Tort This scheme of work suggests how to deliver the Tort section of our AS and A-level Law specifications (7161, 7162). 3.3 Tort Week Topic and content skills Activities and resources 1 Negligence – injury and damage to property: the ‘neighbour’ principle and the Caparo three-part test theory of tort l... | 0.698878 | [
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causation in fact Explain and illustrate the test for Construct a step-by-step framework causation in law. for answering negligence problems causation in law (remoteness and practise applying it to past of damage). Create a Pictionary game, using papers. images found online to test students’ case knowledge. Include ans... | causation in fact causation in law (remoteness of damage). Explain and illustrate the test for causation in law. Create a Pictionary game, using images found online to test students’ case knowledge. Include answer sheet at the end. Complete. Construct a step-by-step framework for answering negligence problems and pract... | 0.692915 | [
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Establish what a moral 1 hour Crossword on agenda setting and gate keeping. Sociology review panic is. article, volume 21, Overview of moral panics and the work of Cohen. 3, February Explore contemporary Discuss the reasons why moral panics occur. 2012 examples of moral Storyboard ask students to summarise the key pani... | Establish what a moral panic is. Explore contemporary examples of moral panics. whether moral panics are still relevant in the new media age. 1 hour Crossword on agenda setting and gate keeping. Overview of moral panics and the work of Cohen. Discuss the reasons why moral panics occur. Storyboard – ask students to summ... | 0.676488 | [
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Week 13 Topic Learning objectives Time taken Learning activity Resources The new media Review neophiliac 1 hour Statements listed and students need to identify if that is and their view. a statement associated with neophiliacs or cultural significance for pessimists. Identify what the an cultural pessimist view Re-cap ... | Week 13 Topic Learning objectives Time taken Learning activity Resources The new media and their significance for an understanding of the role of the media in contemporary society Review neophiliac view. Identify what the cultural pessimist view is. Outline the key concepts associated with this view. 1 hour Statements ... | 0.722069 | [
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Time Learning activity with opportunity Assessment Learning Outcome Resources Learning objective taken to develop skills opportunities 0.4 Describe the Learning activities: Past exam paper The general structure of weeks general structure of material: teacher explanation of the amino acids and how the an amino acid. Ric... | Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The general structure of amino acids and how the only difference between amino acids is their side group. The roles played by proteins. The biuret test for proteins. 0.4 weeks Describe ... | 0.501692 | [
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chains, held together by the frequency the believe DNA to be the genetic hydrogen bonds other bases. code between complementary Explain why many exam questions. bases. scientists initially doubted that DNA Skills developed by learning was the genetic activities: code. MS 0.3 use incomplete – information the frequency o... | chains, held together by hydrogen bonds between complementary bases. the frequency the other bases. Explain why many scientists initially doubted that DNA was the genetic code. believe DNA to be the genetic code exam questions. Skills developed by learning activities: MS 0.3 – use incomplete information the frequency o... | 0.628558 | [
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MS 0.2 understand standard – form when applied to the size of bacteria AO1 development of – knowledge of prokaryotes AO2 application of – knowledge to micrographs. Time Learning activity with opportunity Assessment Learning Outcome Resources Learning objective to develop skills opportunities The structure of virus 0.2 ... | MS 0.2 – understand standard form when applied to the size of bacteria AO1 – development of knowledge of prokaryotes AO2 – application of knowledge to micrographs. Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The structure of virus part... | 0.608369 | [
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Time Learning activity with opportunity Assessment Learning Outcome Resources Learning objective taken to develop skills opportunities Specimen 0.2 Explain what the Learning activities: Not all cells in assessment weeks cell is and why provide card sort statements multicellular organisms material: it does not occur in ... | Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Not all cells in multicellular organisms retain the ability to divide. The cell cycle involves DNA replication followed by mitosis. 0.2 weeks Explain what the cell is and why it does no... | 0.614635 | [
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Teacher led explanation based on feedback. Time Learning activity with opportunity Assessment Learning Outcome Resources Learning objective to develop skills opportunities 0.2 Describe the Learning activities: Questions from Section Rich questions: Movement of molecules weeks adaptations of small B of the 2014 Q14 DART... | Teacher led explanation based on feedback. Learning objective Time Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Movement of molecules and ions against concentration gradients by co-transport. 0.2 weeks Describe the adaptations of small intestine epithelial cel... | 0.466851 | [
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Specimen 0.2 Explain what is Learning activities: Rich questions: The definition of an assessment material: weeks meant by an assess GCSE recall and efine what an antigen. antigen and the A-level Paper 3 (set 1) understanding antigen is. types of molecules Q4 define an antigen and explain xplain why the – These molecul... | The definition of an antigen. These molecules allow the immune system to identify pathogens, cells from other individuals, abnormal body cells and toxins. 0.2 weeks Explain what is meant by an antigen and the types of molecules which can act as antigens. Explain why antigen recognition is important for the immune syste... | 0.441504 | [
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structure and how antibodies lead to the destruction of pathogens. Time Learning activity with opportunity Assessment Learning Outcome Resources Learning objective taken to develop skills opportunities 0.2 Explain the humoral Past exam paper Learning activities: The response of B material: weeks (antibody-mediated) tea... | structure and how antibodies lead to the destruction of pathogens. Learning objective Time taken Learning Outcome Learning activity with opportunity to develop skills Assessment opportunities Resources The response of B lymphocytes to a foreign antigen, clonal selection and the release of monoclonal antibodies (the hum... | 0.444658 | [
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100 000 when looking at data pandemic. Was this within populations a wise decision? AO1 development of – knowledge and understanding of antigen variability and its consequences AO2 application of – knowledge of antigen variability to the context of recent outbreaks of influenza (and diseases). Time Learning activity wi... | 100 000 when looking at data within populations AO1 – development of knowledge and understanding of antigen variability and its consequences AO2 – application of knowledge of antigen variability to the context of recent outbreaks of influenza (and diseases). pandemic. Was this a wise decision? Learning objective Time L... | 0.444738 | [
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How fast and how Required practical 3 far? 3.1.6 Equilibrium 1.0 Rates and equilibrium 2.6 weeks Further organic 3.3.3 Halogenoalkanes 1.4 chemistry 3.3.5 Alcohols 1.4 5 weeks 3.3.6 Organic analysis 1.8 Required practical 6 AS Chemistry Scheme of Work B: Summary Two teachers (30 weeks) Teacher 1 (14.6 Number of Themes ... | How fast and how far? Rates and equilibrium 2.6 weeks Required practical 3 3.1.6 Equilibrium 1.0 Further organic chemistry 5 weeks 3.3.3 Halogenoalkanes 1.4 3.3.5 Alcohols 1.4 3.3.6 Organic analysis 1.8 Required practical 6 AS Chemistry Scheme of Work B: Summary Two teachers (30 weeks) Teacher 1 (14.6 Themes Number of ... | 0.683523 | [
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how it can be removed from flue gases. 3.1.2.3 0.4 Use the Ideal gas equation Practical activity: Finding the Mr of June 2006 The ideal gas equation. weeks in calculations including a volatile liquid such as hexane. Unit 1 Q3 rearranging it to find The ideal gas equation unknown quantities. Students perform a variety o... | how it can be removed from flue gases. 3.1.2.3 The ideal gas equation. The ideal gas equation pV = nRT with the variables in SI units. 0.4 weeks Use the Ideal gas equation in calculations including rearranging it to find unknown quantities. Practical activity: Finding the Mr of a volatile liquid such as hexane. Student... | 0.510091 | [
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solution, alkaline solution as a zwitterion (AO2 - Apply Draw the structure of given January 2012 Unit 4 RSC resource on basic and as zwitterions. knowledge and understanding). Question 7 amino acids in acidic biochemistry (QS12.4.07) solution, alkaline solution January 2005 Unit 4 and as zwitterions. Question 2 (QW05.... | Draw the structure of given amino acids in acidic solution, alkaline solution and as zwitterions. solution, alkaline solution and as zwitterions. as a zwitterion (AO2 - Apply knowledge and understanding). January 2012 Unit 4 Question 7 (QS12.4.07) January 2005 Unit 4 Question 2 (QW05.4.02) RSC resource on basic biochem... | 0.515236 | [
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chromatography, including Rf the use of values. 3.3.13.3 Enzymes Time Learning activity with opportunity to Assessment Learning outcome Resources Learning objective develop skills opportunities Understand the structure of 0.2 RSC resource on basic Use a right handed glove with their Students should be able to: enzymes.... | chromatography, including the use of Rf values. 3.3.13.3 Enzymes Learning objective Time Learning outcome Learning activity with opportunity to develop skills Assessment opportunities Resources Understand the structure of enzymes. Understand the action of enzymes in of active sites. Understand the principle of drug act... | 0.570281 | [
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Using a range of measuring devices, analyse a building block from a child’s modular kit. Identify the tolerance needed for the blocks to successfully connect. Use a 3D printer and the measurements gained to produce an accurate accessory that will connect to the kit. The same exercise can be adjusted to cover CAD skills... | Using a range of measuring devices, analyse a building block from a child’s modular kit. Identify the tolerance needed for the blocks to successfully connect. Use a 3D printer and the measurements gained to produce an accurate accessory that will connect to the kit. The same exercise can be adjusted to cover CAD skills... | 0.746885 | [
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the Plastics Federation’ website ‘British and study the animations of the ‘Plastipedia’ polymer manufacturing processes. Week 19 3.1.4: Forming, Understand the methods Starter redistribution and that can be used to Recall activity using materials from week 18, addition processes: shape polymers into 3D Students should ... | the ‘British Plastics Federation’ website ‘Plastipedia’ and study the animations of the polymer manufacturing processes. Week 19 3.1.4: Forming, redistribution and addition processes: polymer processes introduce joining methods, adhesives and fixings along with the use of jigs and fixtures where appropriate. Understand... | 0.684677 | [
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fastening within each students to identify and annotate all category, eg relevant components. and invisible zips, students to go further and justify flat and domed buttons. reasons for use on the products illustrated. Present a list of fabric types eg denim, chiffon, satin weave, tartan, knitted. Students to suggests s... | fastening within each category, eg and invisible zips, flat and domed buttons. students to identify and annotate all relevant components. students to go further and justify reasons for use on the products illustrated. Present a list of fabric types eg denim, chiffon, satin weave, tartan, knitted. Students to suggests s... | 0.766263 | [
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industry prior to product table format, for direct comparison in note production. form. Product Simulation 3d virtual simulation – Specific processes to clips available online. List key features of include: product simulation for the designer and simulation client. PDS a CAD based system used to adapt – pattern design ... | industry prior to product production. Specific processes to include: simulation pattern design systems computer controlled printing to produce sample fabric lengths. table format, for direct comparison in note form. Product Simulation – 3d virtual simulation clips available online. List key features of product simulati... | 0.636636 | [
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and drying of textile Product analysis present students with a – products. physical product or a printed image of a product (or range of products) Students to re-evaluate product in terms of the 6 Rs – how could the product be designed and made to meet the requirements of the 6 Rs? Week Health and safety Safe working p... | and drying of textile products. Product analysis – present students with a physical product or a printed image of a product (or range of products) Students to re-evaluate product in terms of the 6 Rs – how could the product be designed and made to meet the requirements of the 6 Rs? Week 14 Health and safety Safe workin... | 0.655276 | [
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22 hours for effective programme of study skills, action planning and initial research for the independent research project. Year 13 Teacher A: lesson Teacher B: lesson Time allocation Phase 1: Through the Teacher A Political life: through 14 for 7 weeks thematic aspects provides the the thematic aspects study of the l... | 22 hours for effective programme of study skills, action planning and initial research for the independent research project. Year 13 Teacher A: lesson Teacher B: lesson Time allocation Phase 1: 7 weeks Through the thematic aspects linked to social issues teacher A develops: listening and reading comprehension skills vo... | 0.453425 | [
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Sendai, Complete task and Japan compare and (2011) contrast activity as a class. South Napa, Alternatively, could California run as a paired (2014). teaching exercise. Two tectonic Volcanic hazards, at eruptions: contrasting levels of wealth, investigated LIC: Mount Pinatubo, by a pair of students. Write up Philippines... | Sendai, Japan (2011) South Napa, California (2014). Volcanic eruptions: LIC: Mount Pinatubo, Philippines (1991) Soufrier Hills, (1995) Sinabung, Indonesia (2014). Economically advanced countries: Mount St Helens, USA (2005) Complete task and compare and contrast activity as a class. Alternatively, could run as a paired... | 0.457801 | [
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3.1.1.3 Weather hazards Key idea Specification Suggested Case studies/examples Learning activity content timing and resources (hours) Global General 1 Largely needs to atmospheric atmospheric be taught, with circulation circulation the opportunity helps pressure belts for some active determine and surface modelling pat... | 3.1.1.3 Weather hazards Key idea Specification content Suggested timing (hours) Case studies/examples Learning activity and resources Global atmospheric circulation helps determine patterns of weather and climate. General atmospheric circulation pressure belts and surface winds. 1 Largely needs to be taught, with the o... | 0.537771 | [
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to write with The balance marker pens. between Small box of components. props/pictures The impact on given to each the ecosystem table with of changing objects that one relate to a component. small-scale ecosystem eg Overview of for hedgerow, the distribution a small container of and characteristics soil, bag of bird f... | The balance between components. The impact on the ecosystem of changing one component. Overview of the distribution and characteristics of large scale, natural, global ecosystems. to write with marker pens. Small box of props/pictures given to each table with objects that relate to a small-scale ecosystem eg for hedger... | 0.523429 | [
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title Subject-specific Guidance Learning activity Resources Lesson detail Number Sally Lynch, Claire Life after death Muslim beliefs about Students examine Muslim Big question: Teacher could ask Clinton, Janet Lesson life after death. beliefs the afterlife. students to write/draw what they think (Akhirah) Orchard and 7... | Lesson Number title Subject-specific detail Guidance Learning activity Resources Lesson 7 Life after death (Akhirah) Muslim beliefs about life after death. responsibility and accountability. Resurrection Concept of heaven and hell Description of these from the Qur’an. Students examine Muslim beliefs the afterlife. Big ... | 0.581849 | [
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Differentiation and extension Differentiation Provide – worksheets with information that is chunked with sets of questions per chunk Provide cloze procedures on the basic information needed Provide visual stimuli to aid discussion of the forms community service takes Extension Explore issues with – community service as... | Differentiation and extension Differentiation – Provide worksheets with information that is chunked with sets of questions per chunk Provide cloze procedures on the basic information needed Provide visual stimuli to aid discussion of the forms community service takes Extension – Explore issues with community service as... | 0.681884 | [
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Topic title Subject-specific Guidance Learning activity Resources Lesson detail Number Lesson Other Holy Books The the Psalms, The focus should be on Students be given extracts from Relevant extracts 11 looking at the other holy each of these holy books and asked to from these holy the Gospel, the Scrolls books reveale... | Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Lesson 11 Other Holy Books The the Psalms, the Gospel, the Scrolls of Abraham and their authority. The focus should be on looking at the other holy books revealed by Allah and the authority that they have. Students be given extracts ... | 0.642646 | [
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Topic title Subject-specific Guidance Learning activity Resources Lesson detail Number Lessons Assessment Assessing students The focus should be on Preparation for assessment in the first on the Key Beliefs assessing students’ lesson: Quiz covering main section of the unit. understanding of the Key Students could be gi... | Lesson Number Topic title Subject-specific detail Guidance Learning activity Resources Assessment Assessing students on the Key Beliefs section of the unit. The focus should be on assessing students’ understanding of the Key Beliefs section of the unit. In the first lesson, students should be allowed to recap and revis... | 0.668225 | [
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3.1.7 Expanding a business Specification Learning Additional Suggested Learning activities and resources content objectives guidance timing (hours) Methods of To understand Methods used by 2 Lesson 1 first half – expansion the methods businesses when used by expanding include Focuses on internal growth through opening ... | 3.1.7 Expanding a business Specification content Learning objectives Additional guidance Suggested timing (hours) Learning activities and resources Methods of expansion To understand the methods used by businesses when expanding. To discuss the advantages and disadvantages of each method of growth. Methods used by busi... | 0.615208 | [
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Private limited To understand what is No understanding of 1 Show introduction to limited companies – companies meant by a private the legal process of Explain the difference between businesses and companies. (Ltd) limited company and the incorporation is Show a short clip from Dragons’ Den why do businesses want to inv... | Private limited companies (Ltd) To understand what is meant by a private limited company and the benefits and drawbacks of this legal structure. To understand the concept of limited liability and which businesses benefit from this. No understanding of the legal process of incorporation is expected. 1 Show introduction ... | 0.681176 | [
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10 All specification End of Year assessments, 3 references so far review and feedback Year two Term one Week Specification reference Learning objective(s) Suggested timing Prerequisite knowledge to GCSE number (hours) Maths 8300 1 3.3.6 C4a Understand and review the 2 S2, S3, S4 different types of 3.3.7 C4b presentatio... | 10 All specification references so far End of Year assessments, review and feedback 3 Year two Term one Week number Specification reference Learning objective(s) Suggested timing (hours) Prerequisite knowledge to GCSE Maths 8300 1 3.3.6 C4a 3.3.7 C4b Understand and review the different types of presentations and visual... | 0.693123 | [
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bicarbonate indicator equations use cards – solution previously made for acid photosynthesis and alkali rearrange to show straw respiration. boiling Relate production of bungs chemicals in plants to black paper food chains. Cabomba If not covered elsewhere small invertebrates investigate the effect of gauze mineral ion... | equations – use cards previously made for photosynthesis and rearrange to show respiration. Relate production of chemicals in plants to food chains. If not covered elsewhere investigate the effect of mineral ions on plant growth and write a report (based on results from few weeks later). Explain the purpose of the air ... | 0.599422 | [
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Observation Draw a simple diagram to Mitosis occurs during Role play the process of activity materials: describe the cell cycle in terms of: growth or to produce mitosis or use plasticine, pipe bioviewers cell growth, when the replacement cells. cleaners, beads etc to make a microscopes number of organelles During mito... | Mitosis occurs during growth or to produce replacement cells. During mitosis: copies of the genetic material separate the cell then divides once to form two genetically identical cells. Mitosis forms part of the cell cycle. Draw a simple diagram to describe the cell cycle in terms of: cell growth, when the number of or... | 0.598538 | [
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new classification systems. Carl Woese Describe Carl Woese’s system developed the three of classification and classify 4.6.4 Sort picture cards into the Card sorting activity. domain system to organisms into the three three domains and give classify organisms mains. reasons. as: Archaea (primitive Homework: Poster show... | 4.6.4 new classification systems. Carl Woese developed the three domain system to classify organisms as: Archaea (primitive bacteria) Bacteria (true bacteria) Eukaryota (protists, fungi, plants and animals). Describe Carl Woese’s system of classification and classify organisms into the three mains. Sort picture cards i... | 0.537893 | [
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Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Opportunities to apply Self/peer assessment specification content timing (hours) scientific communication skills practical and enquiry skills Opportunities and What most candidates resources should be able to do Reference to past questions th... | Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to develop scientific communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions th... | 0.497221 | [
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Earth because Explain why scientists cannot many early forms be certain how life began on of life were Earth. Consider theories of how life on so few Explain how fossils provide Earth began. traces remain. evidence for evolution. What traces there were have been destroyed by geological activity. Fossils show how much, ... | 4.6.3.4 4.6.3.5 4.6.3.7 Earth because many early forms of life were so few traces remain. What traces there were have been destroyed by geological activity. Fossils show how much, or how little, organisms have changed over time. Resistant bacteria. Bacteria can evolve rapidly because they reproduce at a fast rate. Muta... | 0.564415 | [
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Resistant strains Research MRSA and C. difficile spread because infections and treatment. people are not Discuss how the rate of immune and there development of resistant is no effective bacteria could be slowed down. treatment. Discuss why are few new MRSA is resistant antibiotics being developed, to antibiotics. and ... | Resistant strains spread because people are not immune and there is no effective treatment. MRSA is resistant to antibiotics. How to reduce the development of resistant strains. Problems associated with the development of new antibiotics. Research MRSA and C. difficile infections and treatment. Discuss how the rate of ... | 0.546656 | [
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stationary and a Suggest how process of the difference between mobile phase. Separation chromatographic chromatography. coloured substances. depends on the distribution methods can be used for Students should calculate of substances between the distinguishing pure Describe to another Rf values. phases. substances from ... | stationary and a mobile phase. Separation depends on the distribution of substances between the phases. The ratio of the distance moved by a compound (centre of spot from origin) to the distance moved by the solvent can be expressed as its Rf value: Different compounds have different Rf values in different solvents, wh... | 0.636904 | [
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4.9.1.4 and plants decreased Describe the main 0.5 Extended writing: explain the percentage of carbon changes in the how algae and plants dioxide in the atmosphere atmosphere over time have caused the by photosynthesis. and some of the likely concentrations of carbon causes of these dioxide in the atmosphere Carbon dio... | 4.9.1.4 and plants decreased the percentage of carbon dioxide in the atmosphere by photosynthesis. Carbon dioxide was also decreased by the formation of sedimentary and fossil fuels that contain carbon. Describe the main changes in the atmosphere over time and some of the likely causes of these changes. Describe and ex... | 0.546709 | [
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leads to simplified WS 1.2, 1.3, 1.6 models, speculation and opinions presented in the media that may be based on only parts of the evidence and which may be biased. 4.9.2.3 An increase in average Describe briefly four 0.5 Identify the effects of Use the internet to obtain Video clips: global temperature is a potential... | leads to simplified models, speculation and opinions presented in the media that may be based on only parts of the evidence and which may be biased. WS 1.2, 1.3, 1.6 4.9.2.3 An increase in average global temperature is a major cause of climate change. There are several potential effects of global climate change. Descri... | 0.605589 | [
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place at the melting point, predict the states of matter in a solid, liquid boiling and condensing substances at different and gas. take place at the boiling temperatures given YouTube: point. appropriate data Define melting and The three states of matter explain the different boiling point. can be represented by a tem... | place at the melting point, boiling and condensing take place at the boiling point. The three states of matter can be represented by a simple model. In this model, particles are represented by small solid spheres. Particle theory can help to explain melting, boiling, freezing and condensing. The amount of energy needed... | 0.577718 | [
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same amount of positive Find out the origins of the charge. The name ‘proton’ words protons, neutrons and was given to these particles. electrons. Lastly, in 1932, the experimental work of James Chadwick provided the evidence to show the existence within the nucleus of the neutron. This was about 20 years after the nuc... | same amount of positive charge. The name ‘proton’ was given to these particles. Lastly, in 1932, the experimental work of James Chadwick provided the evidence to show the existence within the nucleus of the neutron. This was about 20 years after the nucleus became an accepted scientific idea. Find out the origins of th... | 0.66568 | [
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given number of half-lives. Determine the half-life HT only. of the cubes (the number of throws needed to get the number of cubes to reduce by half). This experiment can also be carried out using coins. Is it possible to predict which cubes or coins will land on a certain side? 6.4.2.4 How to handle Radioactive contami... | given number of half-lives. HT only. Determine the half-life of the cubes (the number of throws needed to get the number of cubes to reduce by half). This experiment can also be carried out using coins. Is it possible to predict which cubes or coins will land on a certain side? 6.4.2.4 How to handle radioactive sources... | 0.714672 | [
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than 7 and aqueous solutions of alkalis have pH values greater than 7. In neutralisation reactions between an acid and an alkali, hydrogen ions react with hydroxide ions to produce water. This reaction can be represented by the equation: H+ (aq) + OH– (aq) H2O (l) 5.4.2.5 A strong acid is completely Use and explain the... | than 7 and aqueous solutions of alkalis have pH values greater than 7. In neutralisation reactions between an acid and an alkali, hydrogen ions react with hydroxide ions to produce water. This reaction can be represented by the equation: H+ (aq) + OH– (aq) H2O (l) 5.4.2.5 (HT only) A strong acid is completely ionised i... | 0.633314 | [
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The changes A system is an object or Presenting and writing descriptions Obtaining and presenting Energy: 6.1.1.1 2 involved in the group of objects. and explanations: primary evidence: way energy is Describe, for common Ask students to explore questions Investigation using simple stored when a situations, the changes ... | 6.1.1.1 The changes involved in the way energy is stored when a system changes. Calculations to include work done by forces and when a current flows. The equations are covered in detail in sections 6.2.4, and 6.5.2. Equations for work done by a force and work done when a charge moves through a potential difference shou... | 0.531028 | [
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Developing explanations using to the increase in ideas and models: temperature and subsequent change in thermal energy, increase in thermal energy Give students an opportunity to in joules, J ΔE, create their own models to explain stored. mass, m, in kilograms, kg what is happening when a solid is In measuring specific... | change in thermal energy, ΔE, in joules, J mass, m, in kilograms, kg specific heat capacity, c, in joules per kilogram per degree Celsius, J/kg°C temperature change, Δθ, in degrees Celsius, °C The specific heat capacity of a substance is the amount of energy required to the temperature of one kilogram of the substance ... | 0.627745 | [
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Spec ref. Summary of the Learning outcomes Suggested Opportunities to develop Scientific Opportunities to apply Self/peer assessment specification timing Communication skills practical and enquiry skills What most students should be Opportunities and content (hours) able to do resources Reference to past questions that... | Spec ref. Summary of the specification content Learning outcomes What most students should be able to do Suggested timing (hours) Opportunities to develop Scientific Communication skills Opportunities to apply practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that... | 0.486753 | [
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spider plant Gametes are pollination of flowers (see producing produced by resources). runners meiosis. Observe exhibition showing 4.6.1.1 bulb Asexual asexual reproduction in amoeba reproduction different organisms. yeast. involves only one Give examples of sexual and parent and no asexual reproduction in fusion of ga... | 4.6.1.1 Gametes are produced by meiosis. Asexual reproduction involves only one parent and no fusion of gametes. There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved. pollination of flowers (see resources). Observe exhibition showing asexual reprodu... | 0.471703 | [
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from parts of organisms shells The evidence to how a fossil can be Model how a fossil can be that have not decayed leaves and support Darwin’s formed. formed. because one or more of the other artefacts theory. 4.6.3.1 conditions needed for sand Fossils decay are absent Discuss how fossils provide plaster of 4.6.3.2 Fos... | 4.6.3.1 4.6.3.2 4.6.3.4 The evidence to support Darwin’s theory. Fossils Fossils are the ‘remains’ of organisms from many years ago, which are found in rocks. Scientists cannot be certain about how life began on Earth because many early forms of life were so few traces remain. What traces there were have been destroyed... | 0.594953 | [
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development of new antibiotics. 4.6.3.3 Extinction Define the term extinction. 0.5 Give a list of extinct organisms PPT 1.8 Evolution and ask students to print Extinction may be Explain how extinction may images. Suggest reasons to caused by: be caused. explain why they died out. changes to the Explain that organisms P... | development of new antibiotics. 4.6.3.3 Extinction Extinction may be caused by: changes to the environment over geological time new predators new diseases new, more successful competitors a single catastrophic eg massive volcanic eruptions or collisions with asteroids. Define the term extinction. Explain how extinction... | 0.536192 | [
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transfer into another Scissors Describe the functions of the Watch the video of digestion of bowl via a sieve (small Microscopes organs in the system an egg sandwich (see intestine). Slides of small resources). Explain how the small intestine. what is left in the sieve intestine is adapted for its Describe the pathway ... | Describe the functions of the organs in the system Explain how the small intestine is adapted for its function. Watch the video of digestion of an egg sandwich (see resources). Describe the pathway of an egg sandwich from mouth to anus. Tell it as a story. transfer into another bowl via a sieve (small intestine). what ... | 0.688321 | [
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Use the BBC activity about the digestive system. Make a life size of the digestive system. Role play What happens to – food as it moves along the digestive system? 4.2.2.2 The heart and blood Describe the functions of the 1.5 Describe the functions of the Demo: Show a Model heart vessels heart and circulatory system he... | Use the BBC activity about the digestive system. Make a life size of the digestive system. Role play – What happens to food as it moves along the digestive system? 4.2.2.2 4.2.2.2 The heart and blood vessels The heart is a double pump. How the heart is adapted for its function. The names of the blood vessels associated... | 0.571814 | [
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biological or Demonstrate effect of mechanical ones. blockage in tube on rate of water flow. Heart failure can be treated with a heart Observe video of heart and and lung transplant. lung transplant. Artificial hearts can be BBC animation and quiz used whilst waiting for heart disease. a transplant, or to Research the ... | biological or mechanical ones. Heart failure can be treated with a heart and lung transplant. Artificial hearts can be used whilst waiting for a transplant, or to allow the heart to rest and recover. Demonstrate effect of blockage in tube on rate of water flow. Observe video of heart and lung transplant. BBC animation ... | 0.55725 | [
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A reaction profile for a those specified in the catalysed reaction can be subject content. drawn in the following form: 5.6.2 Reversible reactions and dynamic equilibrium Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to develop Opportunities to develop and Self/peer content What most ... | A reaction profile for a catalysed reaction can be drawn in the following form: those specified in the subject content. 5.6.2 Reversible reactions and dynamic equilibrium Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do Suggested timing (hours) Opportunities to ... | 0.622537 | [
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ions as one mole of mass of that substance and any other substance. vice versa. The number of atoms, WS 4.1, 4.2, 4.3, 4.5, 4.6 molecules or ions in a MS 1a, 1b, 2a, 3b, 3c mole of a given substance is the Avogadro constant. The value of the Avogadro constant is 6.02 × 1023 per mole. 4.5.2.5 The balancing MS 3c, 3d 2.5... | ions as one mole of any other substance. The number of atoms, molecules or ions in a mole of a given substance is the Avogadro constant. The value of the Avogadro constant is 6.02 × 1023 per mole. mass of that substance and vice versa. WS 4.1, 4.2, 4.3, 4.5, 4.6 MS 1a, 1b, 2a, 3b, 3c 4.5.2.5 (HT only) The balancing num... | 0.606653 | [
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calculate the masses of reactants to ensure chemical equations to substances shown in a that all of the other calculate the masses of balanced symbol reactant is used. The substances present. equation reactant that is calculate the masses of completely used up is called the limiting reactants and products reactant beca... | reactants to ensure that all of the other reactant is used. The reactant that is completely used up is called the limiting reactant because it limits the amount of products. The masses of reactants and products can be calculated from balanced symbol equations. Chemical equations can be interpreted in terms of moles. Fo... | 0.753667 | [
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an ecosystem. A population Describe factors that survival and introduce the term Assess the importance is made up of all the affect the survival of of Mycorrhiza. ‘interdependence’. individuals of the same organisms in their Are humans hosts to How are species in a habitat. A habitat. parasites? contraceptives arriving... | an ecosystem. A population is made up of all the individuals of the same species in a habitat. A community is made up of all the populations of different organisms that live in the same habitat. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer that synthe... | 0.514511 | [
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4.4.2.5 Biodiversity is greater in Define the term 1 Exhibition or video clips to Evaluate environmental ecosystems that provide a biodiversity. show the variety of life, to effects and ethical bigger range of different include microorganisms and issues related to Explain how great Teachit Science habitats which are ho... | 4.4.2.5 Biodiversity is greater in ecosystems that provide a bigger range of different habitats which are home to larger populations of a variety of organisms. populations are in greater danger of dying out if an ecosystem is disrupted in some way. Ecosystems with high levels of biodiversity help to provide the resourc... | 0.565823 | [
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An ionic compound is a giant dot and cross, ball metals in groups 1 and 2 with structure of ions. Ionic and stick, two- non-metals in groups 6 and 7. compounds are held together by and Work out the charge on the strong electrostatic forces of dimensional ions of metals and non-metals attraction between oppositely diagr... | An ionic compound is a giant structure of ions. Ionic compounds are held together by strong electrostatic forces of attraction between oppositely charged ions. These forces act in all directions in the lattice and this is called ionic bonding. The structure of sodium chloride can be represented in the following forms: ... | 0.619025 | [
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Some covalently bonded the molecules H2, models and two- and Demo giant covalent substances have very large Cl2, O2, N2, HCl, representations. structures using molecules, such as polymers. H2O, NH3 and molecular model kits. MS 5b CH4. Some covalently bonded Discussion questions: Visualise and represent 2D substances ha... | Some covalently bonded substances have very large molecules, such as polymers. Some covalently bonded substances have giant covalent structures, such as diamond and silicon dioxide. The covalent bonds in molecules and giant structures can be represented in the following forms: Polymers can be represented in the form: w... | 0.470139 | [
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do not have an overall electric Extended writing: explain why Investigate the charge. the melting point and boiling properties of plastic point increases as the size of bags. Polymers have very large the molecule does in terms of molecules. The atoms in the Research some uses of intermolecular forces. polymer molecules... | do not have an overall electric charge. Polymers have very large molecules. The atoms in the polymer molecules are linked to other atoms by strong covalent bonds. The intermolecular forces between polymer molecules are relatively strong and so these substances are solids at room temperature. Substances that consist of ... | 0.589215 | [
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available because of matters of scale and complexity. 4.6.3.4 When a current flows through Describe how the 1 Use the hand grip rule’ to Demonstrate what ‘right a conducting wire a magnetic magnetic effect of a draw the magnetic field pattern happens when a foil field is produced around the current can be of a wire car... | available because of matters of scale and complexity. 4.6.3.4 When a current flows through a conducting wire a magnetic field is produced around the wire. The shape of the magnetic field can be seen as a series of concentric circles in a plane, perpendicular to the wire. The direction of these field lines depends on th... | 0.624008 | [
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4.3.1.6 During puberty reproductive Describe secondary 1 Watch BBC video clip about Research the effects of hormones cause secondary sexual characteristics puberty. testosterone and sex characteristics to of boys and girls. oestrogen on secondary Describe the changes that develop. Oestrogen is the sexual characteristic... | 4.3.1.6 During puberty reproductive hormones cause secondary sex characteristics to develop. Oestrogen is the main female reproductive hormone produced in the ovary. At puberty eggs begin to mature and one is released approximately every 28 days. This is called ovulation. Testosterone is the main male reproductive horm... | 0.515395 | [
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potential difference, V, in the equation to find volts, V any quantity the other two. Convert units into SI units where required. Use of standard form may also be required as well as understanding the meaning of the different prefixes used in a scientific context. 4.7.2.9 The National Grid is a Describe how 1 How does ... | potential difference, V, in volts, V the equation to find any quantity the other two. Convert units into SI units where required. Use of standard form may also be required as well as understanding the meaning of the different prefixes used in a scientific context. 4.7.2.9 The National Grid is a system of cables and tra... | 0.630675 | [
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neutralisations, displacement of metals. Chemistry AT 1, 3, 5 and 6. 4.7.3.4 Acids produce hydrogen ions Recall that acids form 1 Define the following terms: Measure the pH of a Video clips: (H+) in aqueous solutions. hydrogen ions when variety of the following acid they dissolve in water solutions: Aqueous solutions o... | neutralisations, displacement of metals. Chemistry AT 1, 3, 5 and 6. 4.7.3.4 Acids produce hydrogen ions (H+) in aqueous solutions. Aqueous solutions of alkalis contain hydroxide ions The pH scale, from 0 to 14, is a measure of the acidity or alkalinity of a solution and can be measured using universal indicator or a p... | 0.580821 | [
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In neutralisation reactions with hydroxide ions to indicator to measure the neutralisation reactions between an acid and an form approximate pH of a solution. provides opportunities to alkali, hydrogen ions with cover the measurement WS 3.2 hydroxide ions to produce of pH (biology AT 1 and Use the pH scale to identify ... | In neutralisation reactions between an acid and an alkali, hydrogen ions with hydroxide ions to produce water. with hydroxide ions to form indicator to measure the approximate pH of a solution. WS 3.2 Use the pH scale to identify acidic or alkaline solutions. neutralisation reactions provides opportunities to cover the... | 0.529272 | [
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alkalinity in terms of Describe relative acidity in the effect of the terms of hydrogen ion concentration of concentration. hydrogen ions on the numerical value of pH (whole numbers only). 4.7.4 The rate and extent of chemical change Spec ref. Summary of the specification Learning outcomes Suggested Opportunities to de... | alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only). Describe relative acidity in terms of hydrogen ion concentration. 4.7.4 The rate and extent of chemical change Spec ref. Summary of the specification content Learning outcomes What most candidates ... | 0.608832 | [
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increases the rate of reaction for a given mass of a solid reactant. 4.7.4.3 According to collision theory, Explain the effects on 0.5 Describe collision theory. Required practical 19: Video clips: chemical reactions can occur rates of reaction of investigation of how Use collision theory to explain YouTube: only when ... | increases the rate of reaction for a given mass of a solid reactant. 4.7.4.3 According to collision theory, chemical reactions can occur only when reacting particles collide with each other and with sufficient energy. The minimum amount of energy that particles must have to react is called the activation energy. Explai... | 0.595908 | [
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need specialised structures describe their up a class annotated diagram for transporting and functions. to show the substances exchanging materials. The transported and their role Name the substances roots, stem and leaves form within the plant. transported into and a plant organ system for out of plants, to transport ... | need specialised structures for transporting and exchanging materials. The roots, stem and leaves form a plant organ system for transport of substances around the plant. Plants take in carbon dioxide from the atmosphere for photosynthesis and oxygen for respiration. Plants take in water from the soil with dissolved ion... | 0.500027 | [
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triangle, area of a circle, area of a trapezium. 3.2.2, 3.2.4, Be able to use Apply the programming 3 hours The in this section is on the 3.2.5, 3.2.12 selection (if, else, techniques listed. use of selection statements to else if, case/switch if determine the path of code Choose appropriate test appropriate) execution... | triangle, area of a circle, area of a trapezium. 3.2.2, 3.2.4, 3.2.5, 3.2.12 Be able to use selection (if, else, else if, case/switch if appropriate) Be able to use a of relational operators. Be familiar with and able to use NOT, AND, OR. Using nested selection structures. Apply the programming techniques listed. Choos... | 0.609549 | [
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Define the term 'malware'. Describe the following forms of malware: computer virus, Trojan, spyware, adware. 3.6.1, 3.6.1.1, Describe how social Be able to describe 1 hour This topic woks well as a 3.6.1.2, engineering can be methods that are suitable discussion, as students will be 3.6.2 protected against. for protect... | Define the term 'malware'. Describe the following forms of malware: computer virus, Trojan, spyware, adware. 3.6.1, 3.6.1.1, 3.6.1.2, 3.6.2 Describe how social engineering can be protected against. Describe how malware can be protected against. Understand and be able to explain the following security measures biometric... | 0.675417 | [
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Week 29 Key idea Specification content Learning activity and resources Iteration 3.3.4 Design strategies Post-it boards key findings from previous – sessions? Take initial idea/s develop these using the information – regarding energy usage and storage. Iteration 3.3.4 Design strategies Post-it notes/white boards key fi... | Week 29 Key idea Specification content Learning activity and resources Iteration 3.3.4 Design strategies Post-it boards – key findings from previous sessions? Take initial idea/s – develop these using the information regarding energy usage and storage. Iteration 3.3.4 Design strategies Post-it notes/white boards – key ... | 0.742085 | [
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November Current and future study My سے، پیارے/محترم/کافی دلچسپ and employment ضرورت، چاہیے،اجازت دینا،پسند کرنا،چاہنا، word order rule word order rule Comparative with جیسا کہ. And superlative in expressing opinions about subjects Use of and in informal/formal exchanges تم آپ December Identity and culture. Free-time a... | November Current and future study and employment My سے، پیارے/محترم/کافی دلچسپ ضرورت، چاہیے،اجازت دینا،پسند کرنا،چاہنا، word order rule word order rule Comparative with جیسا کہ. And superlative in expressing opinions about subjects Use of تم and آپ in informal/formal exchanges December Identity and culture. Free-time a... | 0.633144 | [
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