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1 CIE Curriculum Frameworks - Checkpoint Science
2 (grades 6 - 8 in US schools)
Students will be expected to demonstrate : knowledge with
3 understanding
Students will be expected to demonstrate : application of scientific
4 knowledge to explaine everyday occurances
Students will be expected to demonstrate: knowledge of practical
5 procedures
Students will be expected to demonstrate: ability to present and
6 process data
Students will be expected to demonstrate: ability to perform simple
7 calculations
Students will be expected to demonstrate: correct use of scientific
8 vocabulary and terminology
9 BIOLOGY
BIOLOGY: Cells & Organisms; Students should: Bc1. investigate the
10 characteristics of living organisms
BIOLOGY: Cells & Organisms; Students should: Bc2. Investigate
animal and plant cells and understand the functions of the main
components, define what is meant by a tissue, an organ and an organ
11 system
BIOLOGY: Humans as Organisms; Students should: Bh1. Recognise
the positions and know the functions of the major organ systems
12
BIOLOGY: Humans as Organisms; Students should: Bh2. investigate
nutrition, including balanced diets and the effects of deficiencies;
13
BIOLOGY: Humans as Organisms; Students should: Bh3. learn about
14 the organs and basic functions of the alimentary canal
BIOLOGY: Humans as Organisms; Students should: Bh4. learn about
15 the components and basic functions of the circulatory system
BIOLOGY: Humans as Organisms; Students should: Bh5. understand
the relationship between diet, fitness and circulatory disorders;
16
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1 CIE Curriculum Frameworks - Checkpoint Science
2 (grades 6 - 8 in US schools)
BIOLOGY: Humans as Organisms; Students should: Bh6. learn about
the structure and basic function of the component parts of the
17 respiratory system; gas exchange and effects of smoking
BIOLOGY: Humans as Organisms; Students should: Bh7. learn about
18 respiration, including a definition and a word equation.
BIOLOGY: Plants; Students should: Bp1. recognise the positions and
19 functions of the major organs in flowering plants;
BIOLOGY: Plants; Students should: Bp2. learn about photosynthesis,
20 including a word equation for the process;
BIOLOGY: Plants; Students should: Bp3. learn about the mineral
21 requirements and the transport of water in flowering plants
BIOLOGY: Plants; Students should: Bp4. understand sexual
reproduction in flowering plants including pollination, fertilisation, seed
22 formation and dispersal.
BIOLOGY: Variation and Classification: Students should: Bv1.
23 Consider examples of variation within species and between species
BIOLOGY: Variation and Classification: Students should: Bv2. use
24 keys to identify plants and animals;
BIOLOGY: Variation and Classification: Students should: Bv3.
25 classify living organisms into major groups.
BIOLOGY: Variation and Classification: Students should: Bv4.
26 Understand that selective breeding can lead to new varieties.
BIOLOGY: Ecosystems; Students should: Be1. Investigate adaptations
of living things to their habitat or daily and seasonal changes
27
BIOLOGY: Ecosystems; Students should: Be2. understand energy
28 flow, food chains and food webs and use appropriate terminology.
BIOLOGY: Ecosystems; Students should: Be3. Learn about factors
29 affecting the size of populations
BIOLOGY: Ecosystems; Students should: Be4. Appreciate human
30 influences on ecosystems
31 CHEMISTRY
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1 CIE Curriculum Frameworks - Checkpoint Science
2 (grades 6 - 8 in US schools)
Chemistry: Materials; Students should: Cm1. become familiar with the
symbols of common elements and understand that elements are made
32 of atoms
Chemistry: Materials; Students should: Cm2. understand the idea of
compounds and be able to name some comon compounds incvluding
33 oxides, hydorxides, chlorides, sulphates and carbonates;
Chemistry: Materials; Students should: Cm3. understand the difference
34 between elements, mixtures and compounds
Chemistry: Materials; Students should: Cm4. understand the
35 distinction between metals and non-metals
Chemistry: Materials; Students should: Cm5. investigate everyday
36 materials and their physical properties.
Chemistry: States of Matter and Physical Change; Students should:
37 Cs1. investigate solids, liquids and gases and their inter-conversion
Chemistry: States of Matter and Physical Change; Students should:
38 Cs2. use simple kinetic particle theory to explain changes of state,
Chemistry: States of Matter and Physical Change; Students should:
Cs3. meet a variety of methods of obtaining pure substances from
39 different mixtures
Chemistry: States of Matter and Physical Change; Students should:
40 Cs4. understand the distinction between physical and chemical changes
Chemistry: Chemical Change; Students should: Cc1. meet different
chemical reactions and word equations, including formation of oxides
41 from metals, neutralization and displacement reactions
Chemistry: Chemical Change; Students should: Cc2. investigate
42 chemical reactions which are not useful e.g. rusting
Chemistry: Chemical Change; Students should: Cc3. understand the
43 idea of exothermic and endothermic reactions.
Chemistry: Chemical Change; Students should: Cc4. investigate the
reactivity of metals (with oxygen, water and dilute acids), and a reactivity
44 series and examples of displacement reactions
Chemistry: Chemical Change; Students should: Cc5. describe
45 neutrality, acidity and alkalinity and use indicators and the pH scale.
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1 CIE Curriculum Frameworks - Checkpoint Science
2 (grades 6 - 8 in US schools)
Chemistry: Chemical Change; Students should: Cc6. learn about
46 neutralisation and its applications
Chemistry: Chemical Change; Students should: Cc7. prepare some
47 common salts by reactions of metals or metal carbonates with acid
Chemistry: Chemical Change; Students should: Cc8. understand the
effect of concentration, particle size, temperature and catalysts on the
48 rate of reactions (qualitative only).
Chemistry: Periodic Table; Students should: Cp1. learn about the
structure of atoms and relate this to the first twenty elements of the
49 Periodic Table
Chemistry: Periodic Table; Students should: Cp2. learn about trends in
50 groups and periods
52 PHYSICS
Physics: Measurement and Properties of Matter; Students should:
53 Pp1. use appropriate apparatus for measurements
Physics: Measurement and Properties of Matter; Students should:
Pp2. understand the way that particles are arranged and move in solids,
54 liquids and gases and be able to apply this
Physics: Measurement and Properties of Matter; Students should:
55 Pp3. understand the expansion of solids, liquids and gases
Physics: Measurement and Properties of Matter; Students should:
56 Pp4. determine the density of solids and liquids
Physics: Forces and Motion; Students should: Pf1. calculate average
57 speed and interpret simple distance / time graphs
Physics: Forces and Motion; Students should: Pf2. investigate the
58 effect of forces on the motion and shape of objects
Physics: Forces and Motion; Students should: Pf3. appreciate the
effect of a force on an area resulting in a pressure (qualitatively
59 treatment only).
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1 CIE Curriculum Frameworks - Checkpoint Science
2 (grades 6 - 8 in US schools)
Physics: Forces and Motion; Students should: Pf4. explain pressure in
60 gases and fluids (qualitatively only).
Physics: Energy; Students should: Pe.1 Recognize the major sources
Physics: and alternative sources of energy such familiar with energy
61 of energy Energy; Students should: Pe2. becomeas solar and wind as
the ability to make things happen (do work) and its conversion and
62 conservation
Physics: Energy; Students should: Pe3. learn about the thermal energy
63 transfer processes of conduction, convection and radiation.
Physics: Light; Students should: Pl1. understand the reticular
propagation of light, and how the propagation of light may be
64 represented by rays
Physics: Light; Students should: Pl2. apply the rectilinear propagation
65 of light to shadow formation
Physics: Light; Students should: Pl3. learn that on-luminous objects
66 are seen because light scattered from them enters the eye
Physics: Light; Students should: Pl4. investigate reflection at plane
67 surfaces and understand the law of reflections
Physics: Light; Students should: Pl5. investigate refraction at the
68 boundary bettween air and glass or air and water
Physics: Light; Students should: Pl6. know that white light can be
69 dispersed to give a range of colors
Physics: Light; Students should: Pl7. learn about color addition and
70 subtraction, and the absorption and reflection of colored light
Physics: Sound; Students should: Ps1. understand the properties of
71 sound waves in terms of movement of air particles
Physics: Sound; Students should: Ps2. recognise the link between
72 loudness and amplitude, pitch and frequency
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1 CIE Curriculum Frameworks - Checkpoint Science
2 (grades 6 - 8 in US schools)
Physics: Magnetism; Students should: Pm1. investigate the properties
73 of magnets
Physics: Magnetism; Students should: Pm2. investigate magnetic field
74 patterns produced by a bar magnet
Physics: Magnetism; Students should: Pm3. construct and use an
75 electromagnet.
Physics: Electricity; Students should: Pc1. investigate conductors and
76 insulators
Physics: Electricity; Students should: Pc2. learn about electrostatics
77 and the concept of charge
Physics: Electricity; Students should: Pc3. interpret and draw circuit
78 diagrams and design simple series and parallel circuits
Physics: Electricity; Students should: Pc4. understand how the number
79 and common types of component, including cells, affect current
Physics: Electricity; Students should: Pc5. understand how current
80 divides in parallel circuits
81 Physics: Electricity; Students should: Pc6. measure current in circuits
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1 CIE Curriculum Frameworks - Checkpoint English
2 (grades 6 - 8 in US schools)
3
Reading: The student should read a wide range of narrative, non-fiction and media
texts.These may include novels, short stories, drama scripts, poetry, journals, diaries,
4 letters, leaflets, magazines, newspapers and advertising matter.
Reading: recognize explicit meaning, select, collate and summarise facts and ideas,
5 using their own words where appropriate to demonstrate understanding
6 Reading: recognize and comment on opinions expressed by a writer
Reading: understand vocabulary and comment on a writer's use of language, such as in
an informal or a formal style, the choice of wrods to create an atmosphere or to persuade
7 the reader
Reading: recognize implied meaning, such as the inference of character from what
8 someone says or does in a text, or the meaning contained in an image
Reading: comment on the main features of narrative writing, such as character, setting ,
9 theme, and the way in which a plot is put together
Reading: demonstrate understanding of features of narrative, non-fiction and media texts
by developing them in their own discussion and writing, for example, a further episode
10 abouty a family portrayed in a book, or providing the wording for an advertisement.
Writing: write for a variety of purposes, such as to inform, explain, describe, explore,
11 imagine, entertain, argue, persuade, instruct, analyse, review and commment.
Writing: write in a wide range of forms, such as stories, poems, play scripts,
autobiographies, personal letters, diaries, formal letters, persuasive writing, advertising
copy, newspaper reports and articles, reviews, arguments, information sheets, notes and
12 leaflets.
13 Writing: begin to develop a sense of audience and to engage the reader's attention;
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1 CIE Curriculum Frameworks - Checkpoint English
2 (grades 6 - 8 in US schools)
Writing: structure their writing, using paragraphs and sequencing events, details and ideas
14 within paragraphs
15 Writing: use varying styles of writing appropriate to different forms.
Usage: Students should use full stops, capitral letters, commas and question marks to
make meaning clear, and show awareness of other forms of punctuation, including the
16 presentation of dialogue
17 Usage: spell correctly most of the words they use
Usage: learn a range of vocabulary appropriate to their needs, and ause vocabularyu in
18 speech and in writing to clarify meanding and to interest their audience
Usage: use a range of increasingly complex sentence structures to communicate
19 meaning and to give fluency to their speech and writing
20 Usage: use correct grammer, including tense, case and word order
Speaking and Listening: speak for a variety of purposees, such as to explain, describe,
21 narrate, explore, analyze, imagine, discuss, argue and persuade
Speaking and Listening: participate in speaking and listening activities in order to discuss
22 and prepare assignments.
Speaking and Listening begin to make significant contributions to group discussions and
23 help to plan and to give group presentations
24 Speaking and Listening hold conversations with others on familiar subjects
Speaking and Listening developing the ability to listen courteously to others and to be
25 sensitive to turn-taking.
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1 CIE Curriculum Frameworks - Checkpoint English
2 (grades 6 - 8 in US schools)
26 Speaking and Listening: practice speaking fluently at an appropriate pace
27 Speaking and Listening: practice speaking clearly at an appropriate volume
Speaking and Listening: use a range of vocabulary and sentence structure to make
28 speech interesting and convincing
29
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1 CIE Curriculum Frameworks - Checkpoint Mathematics
2 (grades 6 - 8 in US schools)
3 NUMBER: Properties; Students should: Np1 understand place value in whole numbers and decimals;
4 NUMBER: Properties; Students should: Np2 the four rules of computation for calculations;
NUMBER: Properties; Students should: Np3 understand the relationship betweeen decimals,
5 fractions and percentages and be able to convert between them;
NUMBER: Properties; Students should: Np4 use prime numbers, common factors and common
6 multiples, squares, square roots and cubes of numbers;
NUMBER: Properties; Students should: Np5 order quantities by magnitude and be familiar with the
symbols =, ≠, >, <, ≥, ≤;
7
NUMBER: Properties; Students should: Np6 use the standard form A x 10n where n is a positive
8 whole number and 1 ≤ A < 10.
NUMBER: Problem Solving; Students should: Ns1 calculate the percentage of a quantity; express
9 one quantity as a percentage of another;
10 NUMBER: Problem Solving; Students should: Ns2 use negative numbers in context;
NUMBER: Problem Solving; Students should: Ns3 recognise the notation of ratio, use ratio and
11 direct proportion in context;
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1 CIE Curriculum Frameworks - Checkpoint Mathematics
2 (grades 6 - 8 in US schools)
NUMBER: Problem Solving; Students should Ns4 understand approximation to specified numbers
of significant figures and decimal places; give appropriate upper and lower bounds for data given to
12 specified accuracy;
NUMBER: Problem Solving; Students should Ns5 understand how to use an electronic calculator
13 effectively;
NUMBER: Problem Solving; Students should Ns6 number manipulation mentally and show evidence
14 of performing calculations without the aid of a calculator.
NUMBER: Data Handling; Students should: Nd1 collect and tabulate discrete and continuous data,
15 representing it on bar charts,pictograms, pie charts and frequency diagrams;
NUMBER: Data Handling; Students should: Nd2 calculate the mean, median, mode and range for
16 discrete and continuous data;
17 NUMBER: Data Handling; Students should: Nd3 calculate the probability of a single event.
ALGEBRA: Manipulation; Students should: An1 use letters to represent unknowns, substitute in a
18 formula and transform simple formulae;
ALGEBRA: Manipulation; Students should: An2 find the solution of linear, simple simultaneous and
19 quadratic equations using algebraic manipulation;
ALGEBRA: Manipulation; Students should: An3 demonstrate the understanding of simple
20 inequalities;
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1 CIE Curriculum Frameworks - Checkpoint Mathematics
2 (grades 6 - 8 in US schools)
ALGEBRA: Manipulation; Students should: An4 manipulate directed numbers; use brackets and
21 extract common factors;
22 ALGEBRA: Manipulation; Students should: An5 use and interpret positive indices
ALGEBRA: Graphs; Students should: Ag1 draw and interpret the graphs of simple functions, use
23 tables of values and find the gradient of straight line graphs;
24 ALGEBRA: Graphs; Students should: Ag2 draw and interpret graphs in practical situations;
25 ALGEBRA: Graphs; Students should: Ag3 use Cartesian co-ordinates
ALGEBRA: Graphs; Students should: Ag4 find the solution of linear and simple simultaneous
26 equations using graphs;
ALGEBRA: Graphs; Students should: Ag5 recognise, continue and generalise number patterns
27 including finding expressions for the nth term.
SPACE: Measure; Students should: Sm1 use standard units of mass, length, area, volume and
28 capacity; express quantities in terms of larger or smaller units;
SPACE: Measure; Students should: Sm2 calculate times in terms of the 24-hour and 12-hour clock
29 systems;
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1 CIE Curriculum Frameworks - Checkpoint Mathematics
2 (grades 6 - 8 in US schools)
SPACE: Measure; Students should: Sm3 calculate using money; solve problems on personal and
30 household finance involving simple interest, discount, profit and loss;
31 SPACE: Measure; Students should: Sm4 calculate average speed and other compound measures;
SPACE: Measure; Students should: Sm5 calculate the perimeter and area of triangles, quadrilaterals
32 and circles, and the volumes derived from these shapes.
SPACE: Geometry; Students should: Sg1 use and interpret the geometric terms: point, line, parallel,
bearing, right angle, acute angle, use and interpret the vocabulary of triangles, quadrilaterals, circles
33 and polygons;
SPACE: Geometry; Students should: Sg2 calculate unknown angles using the properties of angles at
34 a point, angles formed within parallel lines and angle properties of triangles and quadrilaterals;
SPACE: Geometry; Students should: Sg3 construct, using appropriate equipment, simple 2D shapes
35 and the nets of simple 3D shapes;
SPACE: Geometry; Students should: Sg4 understand the concepts of reflection, rotation and
36 symmetry in two dimensions including enlargement by a positive whole number scale factor;
37 SPACE: Geometry; Students should: Sg5 plot the locus of an object moving according to given rules.
38 ALGEBRA: Trigonometry; Students should St1 use Pythagoras' Rule
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1 CIE Curriculum Frameworks - Checkpoint Mathematics
2 (grades 6 - 8 in US schools)
ALGEBRA: Trigonometry; Students should St2 use trigonometric ratios within right angled triangles
39 to solve problems.