Topic - Trade

Key Skills/Knowledge

  • Explain what trading is.
  • Explain the difference between imports and exports.
  • List some goods exported from the UK.
  • List some goods imported to the UK.
  • Name some countries the UK exports goods to.
  • Name some countries the UK imports goods from.
  • Explain where the food we buy comes from.
  • Describe the global supply chain and how goods can be the product of more than one country.
  • Use an atlas to find countries.
  • Locate El Salvador on a world map.
  • Explain the human and physical geography of El Salvador and how this impacts on goods imported and exported.
  • Name some goods exported from El Salvador to the UK.
  • List some products that are fairly traded.
  • Explain why Fair Trade products benefit producers in less developed countries.
  • Consider the benefits of a new airport in Bromley and the impact this will have on trade.
  • Be able to read and write four figure grid references.
  • Be able to create a map using a key, compass directions and map symbols.
  • Describe how trade has changed over time.
  • Describe how trade took place in Tudor and Victorian times.
  • Understand the role that Britain played in the trade triangle.

Key Vocabulary

  • Trade terms: trade, import, export, goods, products, services, , GDP, Gross Domestic Product, source, globalisation, supply chain, multinational corporations, trading,  Fair Trade, producer, manufacturer, exporter, importer, retailer, plantation, picker
  • Influencing factors: human and physical factors, raw materials, resources,  climate, landscape
  • Map skills: key, OS map, Ordnance Survey, four figure and six figure grid reference, symbol, key, scale
  • Locational vocabulary: Case study,  El Salvador, Central and North America, topography, climate, Equator, Tropic of Cancer, landscape, mountainous, coastal,
  • Comparisons: similarities, differences
  • Historical vocabulary: Tudor, Victorian, British Empire, Slave trade, triangular trade, trade triangle



Topic - Light

Key Skills/Knowledge

  • recognise that light appears to travel in straight lines 

  • use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye 

  • explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes

  • use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them 

  • Thomas Young (1773 – 1829) – Wave theory of light. Double-slit experiment. 

  • Sir David Brewster (1781 – 1868) - Deduced ``Brewster's law'' giving the angle of incidence that produces reflected light which is completely polarized; invented the kaleidoscope and the stereoscope, and improved the spectroscope 

  • Jean-Bernard-Leon Foucault (1819-1868) – Accurately measured the speed of light 

Key Vocabulary

  • Simple comparisons: dark, dull, bright, very bright 

  • Comparative vocabulary: brighter, duller, and darker 

  • Superlative vocabulary: brightest, dullest, and darkest 

  • Opaque, translucent, transparent 

  • Shadow – block, absence of light 

  • Reflect – bounce, mirror, reflection 

  • See – light source 

  • Sun – sunset, sunrise, position 


Topic - Animals including Humans

Key Skills/Knowledge

  • Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood Recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function.
  • Describe the ways in which nutrients and water are transported within animals, including humans Planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary.
  • Taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate.
  • Recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs.
  • Using test results to make predictions to set up further comparative and fair tests  
  • Reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations.
  • Identifying scientific evidence that has been used to support or refute ideas or arguments. 


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