A guide to
Cambridge Lower Secondary Science
Introduction
The Cambridge Lower Secondary Science curriculum supports learners in developing life-long curiosity about the natural world. It allows them to seek scientific explanations to the phenomena around them.
Learners will develop a holistic approach to science by combining scientific thinking and practical skills alongside knowledge and understanding. This is vital for explaining the world around us. This approach gives them the knowledge and skills to access and excel at science in later phases of education. It also allows them to make informed choices, including considering sustainability issues and meeting the challenges facing our environment.
In Cambridge Lower Secondary Science, learners:
- build curiosity and fascination about the world to stimulate their interest about science
- first meet foundational scientific concepts, that then develop through the Cambridge Pathway
- develop their scientific skills so they can become increasingly independent when questioning and investigating phenomena
- begin to understand that scientific models are used to understand and explain phenomena
- recognise that scientific understanding changes over time
- link science to real world contexts that are personal, local, national and global, identifying the relevance of science to the modern world.
Teaching Cambridge Lower Secondary Science
We provide a wide range of practical resources, detailed guidance, innovative training and professional development so that you can give your learners the best possible experience of Cambridge Lower Secondary Science.
We believe that for teaching and learning to be effective, there should be alignment between curriculum, pedagogy and assessment. We have designed Cambridge Lower Secondary Science around this principle:
Curriculum – taken from Lower Secondary Science Curriculum Framework
7Bp.04 Use and construct dichotomous keys to classify species and groups of related organisms.
Pedagogy – 7Bp.04 activity taken from the Stage 7 Scheme of Work
Using dichotomous keys
Tell learners that they will be using and creating dichotomous keys; check what prior knowledge they have of keys. Give learners the definition of a dichotomous key and explain that the term ‘dichotomous’ means ‘in two parts’.
Demonstrate a simple dichotomous key (e.g. a real key based on four different leaves). Alternatively, create an invented ‘alien key’ to describe four aliens: choose the alien names and create a key that would help you differentiate between them (e.g. how many heads they have, what colour they are, what shape they are, how many appendages they have). Show learners the key and challenge them to draw one of the named aliens. (Examples of ‘alien keys’ can be found online).
Provide learners with a simple dichotomous key for real species (e.g. using beaks as identification choices for birds, using leaves as identification choices for plant species). Alternatively, learners can use an online, interactive, dichotomous key to identify organisms (e.g. freshwater fish). Ask pairs of learners to use the key to identify a given specimen. This would work well as a ‘circus’ activity so that learners can practise on a range of organisms and use different dichotomous keys. Explain to learners that it is important that they go through each stage of the key, even if they think they know what the answer is going to be, as some species are very similar.
Ask learners to ‘think-pair-share’ to discuss how they might start to construct a dichotomous key. Once learners are clear how to start, ask them to work in pairs to construct a simple dichotomous key for a specimen (or picture) that they are given. Pairs should test their keys by asking another pair to use their key to identify their specimen, and modify their key if necessary, in the light of constructive feedback.
Resources: Examples of simple dichotomous keys, specimens of organisms
Assessment – question assessing 7Bp.04 taken from a Stage 7 Progression Test
Curriculum Framework
The Cambridge Lower Secondary Science Curriculum Framework is available to download on the Science (0893) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into six main areas called ‘strands’ which belong to one of three categories:
- Skills which includes the Thinking and Working Scientifically strand
- Content which includes the Biology, Chemistry, Physics, and Earth and Space strands
- Context which includes the Science in Context strand.
Each strand is further subdivided into ‘sub-strands’:
| Thinking and Working Scientifically | Biology | Chemistry | Physics | Earth and Space |
|---|---|---|---|---|
| Models and representations | Structure and function | Materials and their structure | Forces and energy | Planet Earth |
| Scientific enquiry: purpose and planning | Life processes | Properties of materials | Light and sound | Cycles on Earth |
| Carrying out scientific enquiry | Ecosystems | Changes to materials | Electricity and magnetism | Earth in Space |
| Scientific enquiry: analysis, evaluation and conclusions |
We have designed the learning objectives within each strand to ensure progression in learning from Stage 7 to Stage 9 and onwards into Cambridge Upper Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the Science (0893) page of the Cambridge Lower Secondary support site.
Due to the developing nature of science, some learning objectives are developed over multiple years. In Thinking and Working Scientifically, for example, this is done to support mastery of a skill. Other scientific concepts are introduced in one year and then further developed after a gap. For example, learning about chemical and physical properties in Stage 7 and further developing it in Stage 9. This arrangement of content means Cambridge Lower Secondary Science gives you time to cover the breadth of scientific content.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below is an example of how knowledge, understanding, skills and context progress across the stages:
Curriculum Framework
The Cambridge Lower Secondary Science Curriculum Framework is available to download on the Science (0893) page of the Cambridge Lower Secondary support site. It provides a comprehensive set of learning objectives that give a structure for teaching and learning and can be used to assess learners’ attainment and skills development.
We have divided the learning objectives into six main areas called ‘strands’ which belong to one of three categories:
- Skills which includes the Thinking and Working Scientifically strand
- Content which includes the Biology, Chemistry, Physics, and Earth and Space strands
- Context which includes the Science in Context strand.
Each strand is further subdivided into ‘sub-strands’:
| Thinking and Working Scientifically | Biology | Chemistry | Physics | Earth and Space |
|---|---|---|---|---|
| Models and representations | Structure and function | Materials and their structure | Forces and energy | Planet Earth |
| Scientific enquiry: purpose and planning | Life processes | Properties of materials | Light and sound | Cycles on Earth |
| Carrying out scientific enquiry | Ecosystems | Changes to materials | Electricity and magnetism | Earth in Space |
| Scientific enquiry: analysis, evaluation and conclusions |
We have designed the learning objectives within each strand to ensure progression in learning from Stage 7 to Stage 9 and onwards into Cambridge Upper Secondary. You can download a Progression Grid, that outlines the progression for all learning objectives across all stages, from the Science (0893) page of the Cambridge Lower Secondary support site.
Due to the developing nature of science, some learning objectives are developed over multiple years. In Thinking and Working Scientifically, for example, this is done to support mastery of a skill. Other scientific concepts are introduced in one year and then further developed after a gap. For example, learning about chemical and physical properties in Stage 7 and further developing it in Stage 9. This arrangement of content means Cambridge Lower Secondary Science gives you time to cover the breadth of scientific content.
Find information from the Progression Grid
Find information from the Progression Grid
In the Progression Grid, identify the stage that you will be teaching, and the prior knowledge that learners are expected to have. It is important to ensure that this prior knowledge is secure before moving on to new skills and knowledge.
Below is an example of how knowledge, understanding, skills and context progress across the stages:
| Learning objective examples | |||
|---|---|---|---|
| Strand | Stage 7 | Stage 8 | Stage 9 |
| Thinking and Working Scientifically | Carry out practical work safely. | Carry out practical work safely, supported by risk assessments where appropriate. | |
| Biology | Understand that all organisms are made of cells and microorganisms are typically single celled. | (No relevant learning objective in the progression sequence) | Know that chromosomes contain genes, made of DNA, and that genes contribute to the determination of an organism's characteristics. |
| Chemistry | Use the particle model to describe chemical reactions. | Use word equations to describe reactions. | Use word equations and symbol equations to describe reactions (balancing symbol equations is not required). |
| Physics | Describe changes in energy that are a result of an event or process. | (No relevant learning objective in the progression sequence) | Know that energy is conserved, meaning it cannot be created or destroyed. |
| Earth and Space | Describe the model of plate tectonics, in which a solid outer layer (made up of the crust and uppermost mantle) | (No relevant learning objective in the progression sequence) | Explain the movement of tectonic plates in terms of convection currents. |
| Science in Context | Discuss how the uses of science can have a global environmental impact. | ||
Pedagogy
The Curriculum Framework gives you a list of learning objectives for each stage. Our support materials then give you guidance on:
- the order in which to teach the objectives
- ways of grouping them
- how to split the objectives into smaller steps, and how to differentiate to make the work easier or harder
- suitable activities through which to teach
- ideas for active learning.
Our support materials include:
- Progression Grids
- Schemes of Work
- Equipment list
- Teacher Guide
- Endorsed resources
- Training
Find and access these support materials on the Science (0893) page of the Cambridge Lower Secondary support site. You can find more general information about these support materials on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
Cambridge Primary Science is designed to be a holistic curriculum. The most effective science teaching develops learners’ scientific knowledge and skills in a cohesive way. It also helps learners to understand how and why science is relevant to their lives.
When planning each lesson, you should:
- consider the content strands first, to make sure that all scientific knowledge is covered
- next, consider which Thinking and Working Scientifically skills you wish to develop alongside it
- finally, choose the Science in Context learning objectives to contextualise the learning. You should consider how the context will help learners connect science to their lives. You should also support them in understanding the real-world importance of the subject.
Wherever possible, each Science lesson should include activities that integrate Thinking and Working Scientifically with scientific knowledge and contexts. This would result in each lesson focusing on one learning objective from each category of strand within the Curriculum Framework.
However, some lessons may not involve a Thinking and Working Scientifically skill. This is not a problem. It means that in those lessons learners can focus on developing their understanding of scientific knowledge within Chemistry, Biology, Physics and Earth and Space. You can decide when it is appropriate to develop Thinking and Working Scientifically skills.
Similarly, some lessons will not include a context. This may be because there is no suitable context or because a context would distract learners from developing their scientific knowledge or skills. You can decide when to use Science in Context learning objectives to help contextualise science learning.
Find information from the Scheme of Work
Find information from the Scheme of Work
Choose a content (Biology, Chemistry, Physics, or Earth and Space) learning objective from the stage you will be teaching. Open the Scheme of Work for that stage. Find an example activity that integrates that learning objective with Thinking and Working Scientifically learning objectives.
Choose an activity
Choose an activity
Now consider how you could contextualise the activity so it is relevant to your learners.
For more information on the approaches to teaching and learning in Cambridge Lower Secondary Science, refer to Section 3.4 of the Teacher Guide.
Assessment
We offer a range of optional assessments to help you prove and improve learning
- Cambridge Lower Secondary Progression Tests can be used to check learners’ progress in Stages 7, 8 and 9. They are updated annually and marked in school.
- Cambridge Lower Secondary Checkpoint can be used to monitor individual and group performance at the end of the Lower Secondary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Lower Secondary Progression Tests (teacher marked)
Cambridge Lower Secondary Progression Tests help you to check your learners’ progress. They provide detailed information about the performance of each learner for Stages 7, 8 and 9 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool.
You can find more general information about Cambridge Lower Secondary Progression Tests on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
You can download sample Progression tests on the Science (0893) page of the Cambridge Lower Secondary support site.
Cambridge Lower Secondary Checkpoint (marked by Cambridge examiners)
Cambridge Lower Secondary Checkpoint tests skills, knowledge and understanding at the end of Stage 9 and helps you to measure achievement at the end of Cambridge Lower Secondary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Lower Secondary Checkpoint on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
There are two Cambridge Lower Secondary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct.
Science in Context is not assessed by either test.
Assessment
We offer a range of optional assessments to help you prove and improve learning
- Cambridge Lower Secondary Progression Tests can be used to check learners’ progress in Stages 7, 8 and 9. They are updated annually and marked in school.
- Cambridge Lower Secondary Checkpoint can be used to monitor individual and group performance at the end of the Lower Secondary programme. See how your learners are performing in comparison to the rest of their class and against an international benchmark. The tests are marked by Cambridge International.
Cambridge Lower Secondary Progression Tests (teacher marked)
Cambridge Lower Secondary Progression Tests help you to check your learners’ progress. They provide detailed information about the performance of each learner for Stages 7, 8 and 9 of the curriculum. The tests help teachers to compare the strengths and weaknesses of individuals and groups and share feedback with learners and parents. They are marked by teachers in your school and come with access to a unique reporting and analysis tool.
You can find more general information about Cambridge Lower Secondary Progression Tests on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
You can download sample Progression tests on the Science (0893) page of the Cambridge Lower Secondary support site.
Cambridge Lower Secondary Checkpoint (marked by Cambridge examiners)
Cambridge Lower Secondary Checkpoint tests skills, knowledge and understanding at the end of Stage 9 and helps you to measure achievement at the end of Cambridge Lower Secondary. The tests are marked by Cambridge International to provide an international benchmark of learner performance. Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school, and against all learners who have taken tests in that series around the world.
You can find more general information about Cambridge Lower Secondary Checkpoint on the About Cambridge Lower Secondary page of the Cambridge Lower Secondary support site.
There are two Cambridge Lower Secondary Checkpoint exam series every year. To enter learners for the tests, your school exams officer needs to go to the Making entries area on Cambridge International Direct.
Science in Context is not assessed by either test.
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