Cambridge Lower Secondary

Transition to Stage 7 Science

We have updated the learning objectives in the Cambridge Lower Secondary curriculum and have restructured
the content introduced at each stage of learning. Learners who are transitioning from the current Cambridge
curriculum to the new curriculum may have gaps in their understanding or experience repetition of learning.
This document highlights the key differences in learning due to these curriculum changes and offers guidance
on how to support learners in their transition.

At a glance:
 We have added a new strand, Earth and Space, which covers content about the planet Earth, the wider
Solar System and beyond.
 We have retained the strands Biology, Chemistry and Physics, but reorganised, removed, added and
edited the content.
 We have replaced Scientific Enquiry with a new skills strand, Thinking and Working Scientifically. This
provides a broader range of skills learners are expected to develop, including a new focus on
developing and understanding scientific models.
 We have added a new strand, Science in Context, which provides a framework for how context can be
incorporated into the teaching of science and help learners see how science connects to their everyday
lives.

The following table lists the learning objectives that are new to Stage 7 Science and whether these were
previously in a different stage in the current curriculum or are new to the new curriculum.

Thinking and Working Scientifically

7TWSm.01 Describe the strengths and limitations of a model. New to the Cambridge curriculum.
7TWSp.01 Identify whether a given hypothesis is testable. Previously featured in Stages 6
and 7.
7TWSp.02 Describe how scientific hypotheses can be supported or Previously featured in Stage 6.
contradicted by evidence from an enquiry.
7TWSc.03 Evaluate whether measurements and observations Previously featured in Stages 6
have been repeated sufficiently to be reliable. and 9.
7TWSc.04 Take appropriately accurate and precise Previously featured in Stage 8.
measurements, explaining why accuracy and precision are
important.
7TWSc.05 Carry out practical work safely. New to the Cambridge curriculum.
7TWSc.06 Evaluate a range of secondary information sources for Previously featured in Stage 8.
their relevance and know that some sources may be biased.
7TWSa.04 Evaluate experiments and investigations, and suggest Previously featured in Stages 8
improvements, explaining any proposed changes. and 9.
Biology
7Bs.01 Understand that all organisms are made of cells and New to the Cambridge curriculum.
microorganisms are typically single celled.
7Bp.02 Discuss reasons for classifying viruses as living or non- New to the Cambridge curriculum.
living.
7Be.02 Construct and interpret food chains and webs which include New to the Cambridge curriculum.
microorganisms as decomposers.
 Chemistry
7Cm.01 Understand that all matter is made of atoms, with each Previously featured in Stage 8.
different type of atom being a different element.
7Cm.02 Know that the Periodic Table presents the known elements Previously featured in Stage 9.
in an order.
7Cm.04 Describe the differences between elements, compounds Previously featured in Stage 8.
and mixtures, including alloys as an example of a mixture.
7Cm.05 Describe a vacuum as a space devoid of matter. New to the Cambridge curriculum.
7Cm.07 Use the particle model to represent elements, compounds New to the Cambridge curriculum.
and mixtures.
7Cp.04 Use tests to identify hydrogen, carbon dioxide and oxygen New to the Cambridge curriculum.
gases.
7Cp.06 Understand that alloys are mixtures that have different New to the Cambridge curriculum.
chemical and physical properties from the constituent substances.
7Cp.07 Use the particle model to explain the difference in hardness New to the Cambridge curriculum.
between pure metals and their alloys.
7Cc.01 Identify whether a chemical reaction has taken place New to the Cambridge curriculum.
through observations of the loss of reactants and/or the formation
of products which have different properties to the reactants
(including evolving a gas, formation of a precipitate or change of
colour).
7Cc.02 Explain why a precipitate forms, in terms of a chemical New to the Cambridge curriculum.
reaction between soluble reactants forming at least one insoluble
product.
7Cc.03 Use the particle model to describe chemical reactions. New to the Cambridge curriculum.
Physics
7Ps.01 Describe the vibration of particles in a sound wave and Previously featured in Stage 8.
explain why sound does not travel in a vacuum.
7Ps.02 Explain echoes in terms of the reflection of sound waves. New to the Cambridge curriculum.
7Pe.01 Use a simple model to describe electricity as a flow of New to the Cambridge curriculum.
electrons around a circuit.
7Pe.02 Describe electrical conductors as substances that allow New to the Cambridge curriculum.
electron flow and electrical insulators as substances that inhibit
electron flow.
7Pe.03 Know how to measure the current in series circuits. Previously featured in Stage 9.
7Pe.04 Describe how adding components into a series circuit can Previously featured in Stage 9.
affect the current (limited to addition of cells and lamps).
7Pe.05 Use diagrams and conventional symbols to represent, Previously featured in Stage 6.
make and compare circuits that include cells, switches, lamps,
buzzers and ammeters.
Earth and Space
7ESp.01 Describe the model of plate tectonics, in which a solid New to the Cambridge curriculum.
outer layer (made up of the crust and uppermost mantle) moves
because of flow lower in the mantle.
7ESp.02 Describe how earthquakes, volcanoes and fold mountains New to the Cambridge curriculum.
occur near the boundaries of tectonic plates.
7ESp.03 Know that clean, dry air contains 78% nitrogen, 21% New to the Cambridge curriculum.
oxygen and small amounts of carbon dioxide and other gases, and
this composition can change because of pollution and natural
emissions.
7ESc.01 Describe the water cycle (limited to evaporation, Previously featured in Stage 5.

Transition to Stage 7 Science 2

 condensation, precipitation, water run-off, open water and
groundwater).
7ESs.01 Describe how planets form from dust and gas, which are New to Cambridge curriculum.
pulled together by gravity.
7ESs.02 Know that gravity is the force that holds components of Previously featured in Stage 7.
the Solar System in orbit around the Sun.
7ESs.03 Describe tidal forces on Earth as a consequence of the New to the Cambridge curriculum.
gravitational attraction between the Earth, Moon and Sun.
7ESs.04 Explain how solar and lunar eclipses happen. New to the Cambridge curriculum.
Science in Context
7SIC.01 Discuss how scientific knowledge is developed through New to the Cambridge curriculum.
collective understanding and scrutiny over time.
7SIC.02 Describe how science is applied across societies and New to the Cambridge curriculum.
industries, and in research.
7SIC.03 Evaluate issues which involve and/or require scientific New to the Cambridge curriculum.
understanding.
7SIC.04 Describe how people develop and use scientific New to the Cambridge curriculum.
understanding, as individuals and through collaboration, e.g.
through peer-review.
7SIC.05 Discuss how the uses of science can have a global New to the Cambridge curriculum.
environmental impact.

Gaps in understanding:
The table below lists the significant gaps in knowledge, skills and understanding that learners transitioning to
the new Stage 7 curriculum are likely to have and the key areas that should be covered to help to ensure a
successful transition. For each gap at least one relevant learning objective code, in bold and in brackets, has
been provided so you can identify activities in the Schemes of Work to help address the gap.

Thinking and Working Scientifically

7TWSm.01 Describe the strengths and While there are many models that are used when teaching
limitations of a model. science at any age, the explicit knowledge that scientific
models are a feature of scientific thinking could be a gap in
learning. When using any models in Stage 7, learners should
be prompted to think of the model in these terms.
(5TWSm.01, 6TWSm.01)
7TWSc.05 Carry out practical work When carrying out practical work in Stage 7, learners should
safely. be explicitly taught to consider their safety, and that of others.
(6TWSm.06)
Biology
7Bp.02 Discuss reasons for classifying Before teaching this learning objective, learners should be
viruses as living or non-living. taught about what viruses are, and the differences between
viruses, bacteria, parasites and fungi. (6Bp.02)
Earth and Space
7ESp.01 Describe the model of plate Before teaching this learning objective, learners should be
tectonics, in which a solid outer layer taught about the overall structure of the Earth which includes
(made up of the crust and uppermost a core, a mantle and a crust. (4ESp.01)
mantle) moves because of flow lower in
the mantle.

Transition to Stage 7 Science 3

 7ESp.02 Describe how earthquakes, Before teaching this learning objective, learners should be
volcanoes and fold mountains occur taught about the common features of volcanoes and that they
near the boundaries of tectonic plates. are found at breaks in the Earth's crust; and that earthquakes
can occur when parts of the Earth’s crust move suddenly.
(4ESp.02, 4ESp.03)
7ESp.03 Know that clean, dry air Before teaching this learning objective, learners should be
contains 78% nitrogen, 21% oxygen taught that the Earth is surrounded by a layer of air called the
and small amounts of carbon dioxide atmosphere, which is a mixture of different gases. (5ESp.01)
and other gases, and this composition
can change because of pollution and
natural emissions.

Repetition of learning:
The table below lists the Stage 7 learning objectives that learners transitioning from the current curriculum to
the new curriculum are likely to have already covered, in whole or in part, and how to approach this in teaching
to help to ensure a successful transition.

Thinking and Working Scientifically

7TWSm.02 Use symbols and formulae By the end of Cambridge Primary learners have been taught
to represent scientific ideas. to represent series circuits with drawings and conventional
symbols.
7TWSp.01 Identify whether a given By the end of Cambridge Primary learners have turned ideas
hypothesis is testable. into a form that can be tested and chosen what evidence to
7TWSp.02 Describe how scientific collect to investigate a question, while ensuring that the
hypotheses can be supported or evidence is sufficient. Focus teaching on consolidating this
contradicted by evidence from an previous learning and extend it to include the idea that all
enquiry. scientific hypotheses are subject to scrutiny using evidence.
7TWSp.03 Make predictions of likely By the end of Cambridge Primary learners have been making
outcomes for a scientific enquiry based predictions using scientific knowledge and understanding.
on scientific knowledge and
understanding.
7TWSc.01 Sort, group and classify By the end of Cambridge Primary learners have been
phenomena, objects, materials and collecting evidence and data to test ideas including
organisms through testing, observation, predictions, making relevant observations, comparisons and
using secondary information, and measurements using simple apparatus.
making and using keys.
7TWSc.02 Decide what equipment is By the end of Cambridge Primary learners have been
required to carry out an investigation or choosing which equipment to use and making relevant
experiment and use it appropriately. observations, comparisons and measurements using simple
apparatus.
7TWSc.03 Evaluate whether By the end of Cambridge Primary learners have been
measurements and observations have deciding when observations and measurements need to be
been repeated sufficiently to be reliable. checked by repeating to give more reliable data. Focus
teaching on consolidating this previous learning and make
sure learners refer to improving reliability, as opposed to
simply ‘checking’ observations and measurements.

Transition to Stage 7 Science 4

 Biology
7Bp.01 Describe the seven In Cambridge Primary learners are taught to describe
characteristics of living organisms. differences between living and non-living things using
knowledge of life processes. Focus teaching on consolidating
this previous learning and extend it by systematically
referencing the seven characteristics.
7Bp.04 Use and construct dichotomous In Cambridge Primary learners are taught to use simple
keys to classify species and groups of identification keys. Focus teaching on consolidating this
related organisms. previous learning and extend it by constructing their own
keys, and comparing with others.
Physics
7Pe.05 Use diagrams and conventional By the end of Cambridge Primary learners have been taught
symbols to represent, make and to represent series circuits with drawings and conventional
compare circuits that include cells, symbols. Focus teaching on consolidating this previous
switches, lamps, buzzers and learning.
ammeters.
Earth and Space
7ESc.01 Describe the water cycle In Cambridge Primary learners are taught that air contains
(limited to evaporation, condensation, water vapour and when this meets a cold surface it may
precipitation, water run-off, open water condense, and condensation is required to understand the
and groundwater). water cycle. Focus teaching on consolidating this previous
learning and extend it by framing it in the context of the water
cycle, and now also referring to evaporation, precipitation,
water run-off, open water and groundwater.

Transition to Stage 7 Science 5