📚 Year 7 Cambridge Science: Complete Curriculum Guide | Year 7 Cambridge 科学：课程大纲全面解析
Year 7 Cambridge Science marks the beginning of the Lower Secondary Science programme, designed for learners aged 11 to 12. This stage builds a strong foundation across biology, chemistry, and physics while developing essential scientific enquiry skills that will serve students throughout their secondary education and beyond.
Year 7 Cambridge 科学标志着初中科学课程的起点，专为 11 至 12 岁的学习者设计。这一阶段在生物学、化学和物理学三大领域打下坚实基础，同时培养学生的科学探究技能，这些技能将贯穿他们的中学教育乃至更远的未来。
1. Course Overview and Structure | 课程概述与结构
The Cambridge Lower Secondary Science Stage 7 curriculum is organised around three core subject areas taught in parallel throughout the academic year. Students typically receive three to four science lessons per week, with each term covering topics from biology, chemistry, and physics to ensure a balanced and integrated learning experience.
Cambridge 初中科学 Stage 7 课程围绕三个核心学科领域组织，在整个学年中并行教学。学生通常每周有三到四节科学课，每个学期都会涵盖生物学、化学和物理学主题，确保均衡且整合的学习体验。
The curriculum framework is built upon four key strands: Biology, Chemistry, Physics, and Scientific Enquiry. The first three strands deliver subject-specific content knowledge, while Scientific Enquiry is woven throughout all topics, teaching students how to think and work like real scientists.
课程框架建立在四个关键支柱之上：生物学、化学、物理学和科学探究。前三个支柱传递学科特定的内容知识，而科学探究则贯穿所有主题，教导学生如何像真正的科学家一样思考和工作。
The course is designed to be flexible, allowing schools to adapt the teaching order to suit their resources and students’ needs. Some schools may teach biology, chemistry, and physics in rotation, while others may block topics together for deeper immersion in each subject area.
该课程设计灵活，允许学校根据自身资源和学生需求调整教学顺序。一些学校可能会轮换教授生物、化学和物理，而另一些学校可能将主题集中在一起进行，以便在每个学科领域进行更深入的沉浸式学习。
2. Biology: Living Things and Life Processes | 生物学：生物与生命过程
The biology component of Year 7 introduces students to the fundamental characteristics of living organisms. Learners explore the seven life processes, often remembered by the acronym MRS GREN: Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion, and Nutrition. These concepts form the bedrock for understanding what distinguishes living things from non-living matter.
Year 7 的生物部分向学生介绍生物体的基本特征。学习者探索七种生命过程，通常用首字母缩略词 MRS GREN 来记忆：运动、呼吸、敏感性、生长、繁殖、排泄和营养。这些概念构成了区分生物与非生物的基础。
Students study cell structure as the basic unit of life, learning to identify key organelles such as the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, and vacuoles. They compare and contrast plant and animal cells, recognising that plant cells possess a rigid cell wall, a large permanent vacuole, and chloroplasts for photosynthesis, while animal cells lack these structures.
学生将细胞结构作为生命的基本单位来学习，学会识别关键细胞器，如细胞核、细胞质、细胞膜、细胞壁、叶绿体和液泡。他们比较和对比植物细胞和动物细胞，认识到植物细胞具有坚硬的细胞壁、大型永久液泡和用于光合作用的叶绿体，而动物细胞则缺乏这些结构。
The topic extends to the organisation of cells into tissues, tissues into organs, and organs into organ systems. Learners examine how specialised cells such as red blood cells, nerve cells, and root hair cells are adapted to perform specific functions within multicellular organisms.
该主题延伸至细胞组织成组织、组织组织成器官、器官组织成器官系统的层次结构。学习者研究特化细胞如红细胞、神经细胞和根毛细胞如何适应多细胞生物体内的特定功能。
3. Biology: Classification and Ecosystems | 生物学：分类与生态系统
Classification is a major biology topic in Year 7, where students learn to sort living organisms into groups based on shared characteristics. The curriculum covers the five-kingdom classification system, introducing learners to animals, plants, fungi, protists, and bacteria. Students practise using dichotomous keys to identify unfamiliar organisms, developing their observation and logical reasoning skills.
分类是 Year 7 生物学的一个主要主题，学生学习根据共同特征将生物体分组。课程涵盖五界分类系统，向学习者介绍动物界、植物界、真菌界、原生生物界和细菌界。学生练习使用二叉检索表来识别不熟悉的生物，培养他们的观察和逻辑推理能力。
Within the animal kingdom, learners distinguish between vertebrates and invertebrates, then further classify vertebrates into the five main classes: mammals, birds, reptiles, amphibians, and fish. Each class is studied in terms of its defining features, such as body covering, method of reproduction, and thermoregulation strategy.
在动物界中，学习者区分脊椎动物和无脊椎动物，然后将脊椎动物进一步分类为五个主要纲：哺乳纲、鸟纲、爬行纲、两栖纲和鱼纲。每个纲都根据其定义特征进行研究，例如体表覆盖物、繁殖方式和体温调节策略。
Ecosystems and habitats form another key area, where students explore how organisms interact with each other and their environment. Concepts such as food chains, food webs, producers, consumers, predators, and prey are introduced. Learners also examine the impact of environmental changes on populations and the importance of biodiversity for ecosystem stability.
生态系统和栖息地构成另一个关键领域，学生探索生物体如何与环境以及彼此相互作用。引入食物链、食物网、生产者、消费者、捕食者和猎物等概念。学习者还研究环境变化对种群的影响以及生物多样性对生态系统稳定性的重要性。
4. Chemistry: States of Matter and Particle Theory | 化学：物质状态与粒子理论
The chemistry strand in Year 7 begins with the particle model of matter, a fundamental concept that explains the behaviour of solids, liquids, and gases. Students learn that all substances are composed of tiny particles in constant motion, and that the arrangement and movement of these particles determine the substance’s physical state.
Year 7 的化学部分从物质的粒子模型开始，这是一个解释固体、液体和气体行为的基本概念。学生了解到所有物质都由不断运动的微小粒子组成，而这些粒子的排列和运动方式决定了物质的物理状态。
In solids, particles are tightly packed in a regular arrangement and vibrate in fixed positions, giving solids a definite shape and volume. In liquids, particles are close together but can slide past one another, allowing liquids to flow and take the shape of their container while maintaining a fixed volume. In gases, particles are far apart and move rapidly in all directions, meaning gases have no fixed shape or volume and can be compressed.
在固体中，粒子以规则的排列紧密堆积并在固定位置振动，使固体具有确定的形状和体积。在液体中，粒子紧密相邻但可以相互滑过，使液体能够流动并呈现其容器的形状，同时保持固定的体积。在气体中，粒子相距很远并快速向各个方向运动，这意味着气体没有固定的形状或体积并且可以被压缩。
Students explore changes of state, including melting, freezing, boiling, evaporation, condensation, and sublimation. They learn to interpret heating and cooling curves and understand that temperature remains constant during a change of state as energy is used to overcome inter-particle forces rather than to raise temperature.
学生探索状态变化，包括熔化、凝固、沸腾、蒸发、凝结和升华。他们学习解读加热和冷却曲线，并理解在状态变化期间温度保持不变，因为能量被用于克服粒子间的作用力而不是提高温度。
Diffusion is introduced as evidence for the particle model. Students observe how the scent of perfume spreads through a room or how a crystal of potassium permanganate gradually colours an entire beaker of water, demonstrating that particles move randomly and spread out to fill available space.
扩散被引入作为粒子模型的证据。学生观察香水的气味如何在房间中扩散，或者高锰酸钾晶体如何逐渐使整个烧杯的水变色，证明粒子随机运动并扩散以填充可用空间。
5. Chemistry: Atoms, Elements, and Compounds | 化学：原子、元素与化合物
Year 7 chemistry introduces the concept of atoms as the smallest units of matter that retain the properties of an element. Students learn that elements are pure substances consisting of only one type of atom and are represented by chemical symbols, many derived from their Latin names. The periodic table is introduced as a systematic arrangement of all known elements.
Year 7 化学引入原子的概念，原子是保持元素性质的最小物质单位。学生了解到元素是仅由一种原子组成的纯净物质，并用化学符号表示，其中许多符号源自其拉丁名称。周期表被引入作为所有已知元素的系统排列。
Learners distinguish between metals and non-metals based on their physical properties. Metals are typically shiny, malleable, ductile, and good conductors of heat and electricity, while non-metals are generally dull, brittle, and poor conductors. Students also learn to identify the positions of metals and non-metals on the periodic table.
学习者根据物理性质区分金属和非金属。金属通常有光泽、可锻、可延展，是热和电的良导体，而非金属通常暗淡、脆性且导电导热性差。学生还学习识别金属和非金属在周期表上的位置。
Compounds are introduced as substances formed when two or more elements chemically combine in fixed proportions. Students learn to name simple compounds such as sodium chloride, carbon dioxide, and magnesium oxide, and to write their chemical formulae. The difference between a compound and a mixture is emphasised; mixtures can be separated by physical means, whereas compounds require chemical reactions to break apart.
化合物被引入作为两种或多种元素以固定比例化学结合形成的物质。学生学习命名简单化合物，如氯化钠、二氧化碳和氧化镁，并书写它们的化学式。强调化合物与混合物的区别；混合物可以通过物理方法分离，而化合物需要化学反应才能分解。
6. Chemistry: Separating Mixtures and Chemical Reactions | 化学：混合物分离与化学反应
Separating mixtures is a practical and engaging topic in Year 7 chemistry. Students learn a range of separation techniques and understand that the choice of method depends on the physical properties of the substances involved. Key techniques include filtration, evaporation, crystallisation, simple distillation, and chromatography.
混合物分离是 Year 7 化学中一个实用且引人入胜的主题。学生学习一系列分离技术，并理解方法的选择取决于所涉及物质的物理性质。关键技术包括过滤、蒸发、结晶、简单蒸馏和色谱法。
Filtration is used to separate an insoluble solid from a liquid, such as sand from water. Evaporation and crystallisation are employed to recover a soluble solid from a solution, with crystallisation yielding larger, purer crystals. Simple distillation separates a solvent from a solution by boiling and condensing the vapour, while chromatography separates dissolved substances based on their differing solubilities.
过滤用于将不溶性固体从液体中分离出来，例如从水中分离沙子。蒸发和结晶用于从溶液中回收可溶性固体，其中结晶可产生更大、更纯的晶体。简单蒸馏通过沸腾和冷凝蒸气将溶剂从溶液中分离出来，而色谱法根据溶解物质的不同溶解度将其分离。
Chemical reactions are introduced as processes where new substances are formed. Students learn to recognise evidence of chemical change, including colour changes, gas production, precipitate formation, and energy changes. Simple word equations are written to represent chemical reactions, naming reactants on the left and products on the right, connected by an arrow.
化学反应被引入作为形成新物质的过程。学生学习识别化学变化的证据，包括颜色变化、气体产生、沉淀形成和能量变化。书写简单的文字方程式来表示化学反应，左侧命名反应物，右侧命名产物，中间用箭头连接。
7. Physics: Forces and Motion | 物理学：力与运动
The physics strand of Year 7 begins with forces, one of the most fundamental concepts in science. Students learn that a force is a push or a pull that can change an object’s speed, direction, or shape. Forces are measured in newtons (N) using a forcemeter or spring balance, named after Sir Isaac Newton.
Year 7 的物理部分从力开始，这是科学中最基本的概念之一。学生了解到力是一种推或拉，可以改变物体的速度、方向或形状。力以牛顿（N）为单位，使用测力计或弹簧秤进行测量，以艾萨克·牛顿爵士的名字命名。
Learners explore different types of forces, including gravitational force, friction, air resistance, tension, normal reaction force, and magnetic force. They understand that gravity is the force of attraction between all objects with mass, and that weight is the gravitational force acting on an object, distinct from mass which measures the amount of matter.
学习者探索不同类型的力，包括重力、摩擦力、空气阻力、张力、法向反作用力和磁力。他们理解重力是所有具有质量的物体之间的吸引力，而重量是作用在物体上的重力，与衡量物质多少的质量不同。
Balanced and unbalanced forces are key concepts. When forces on an object are balanced, the object remains stationary or continues moving at a constant speed in a straight line. When forces are unbalanced, the object accelerates in the direction of the resultant force. Students learn to draw and interpret force diagrams using arrows to represent the magnitude and direction of forces.
平衡力和非平衡力是关键概念。当作用在物体上的力平衡时，物体保持静止或继续沿直线以恒定速度运动。当力不平衡时，物体沿合力的方向加速。学生学习使用箭头表示力的大小和方向来绘制和解读力的示意图。
8. Physics: Energy and Energy Transfers | 物理学：能量与能量转移
Energy is introduced as a central organising concept in physics. Students learn that energy exists in different forms or stores, including kinetic energy, thermal energy, chemical energy, gravitational potential energy, elastic potential energy, and nuclear energy. The principle of conservation of energy is emphasised: energy cannot be created or destroyed, only transferred or transformed from one store to another.
能量被引入作为物理学的核心组织概念。学生了解到能量以不同的形式或储存方式存在，包括动能、热能、化学能、重力势能、弹性势能和核能。强调能量守恒原理：能量不能被创造或消灭，只能从一种储存方式转移或转化为另一种。
Energy transfers are explored through practical examples. When a ball is dropped, gravitational potential energy is converted to kinetic energy. When a light bulb is switched on, electrical energy is transferred to light and thermal energy. Students learn to represent these transfers using energy flow diagrams and Sankey diagrams, which show the relative proportions of useful and wasted energy.
通过实际例子探索能量转移。当球落下时，重力势能转化为动能。当灯泡打开时，电能转化为光能和热能。学生学习使用能量流图和桑基图来表示这些转移，这些图显示了有用能量和浪费能量的相对比例。
Fuels and energy resources are also covered. Students distinguish between renewable resources such as solar, wind, hydroelectric, and geothermal energy, and non-renewable resources such as fossil fuels and nuclear fuels. The environmental implications of different energy sources are discussed, including carbon emissions and sustainability.
燃料和能源资源也在覆盖范围内。学生区分可再生资源（如太阳能、风能、水力发电和地热能）和不可再生资源（如化石燃料和核燃料）。讨论不同能源的环境影响，包括碳排放和可持续性。
9. Physics: Light, Sound, and Waves | 物理学：光、声与波
The study of light in Year 7 covers the basic principles of how light travels and interacts with materials. Students learn that light travels in straight lines at an incredibly high speed of approximately 3 × 10⁸ metres per second in a vacuum. The formation of shadows is explained by the rectilinear propagation of light, with umbra and penumbra regions described for extended light sources.
Year 7 的光学研究涵盖光如何传播以及与材料相互作用的基本原理。学生了解到光在真空中以直线传播，速度极快，约为 3 × 10⁸ 米每秒。阴影的形成由光的直线传播解释，对于扩展光源描述了本影和半影区域。
Reflection is studied using plane mirrors, with students learning the law of reflection: the angle of incidence equals the angle of reflection, both measured relative to the normal line. Learners practise drawing accurate ray diagrams, identifying incident rays, reflected rays, the normal, and angles of incidence and reflection.
使用平面镜研究反射，学生学习反射定律：入射角等于反射角，两者均相对于法线测量。学习者练习绘制准确的光线图，识别入射光线、反射光线、法线以及入射角和反射角。
Sound is introduced as a longitudinal wave produced by vibrating objects. Students learn that sound requires a medium to travel through and cannot propagate through a vacuum. Key concepts include frequency (measured in hertz), amplitude, pitch, and loudness. The relationship between frequency and pitch, and between amplitude and loudness, is explored through practical investigations using tuning forks and oscilloscopes.
声音被引入为由振动物体产生的纵波。学生了解到声音需要介质来传播，不能在真空中传播。关键概念包括频率（以赫兹为单位）、振幅、音调和响度。通过使用音叉和示波器的实际探究，探索频率与音调之间以及振幅与响度之间的关系。
10. Scientific Enquiry: Skills and Methods | 科学探究：技能与方法
Scientific enquiry is not a standalone topic but a set of skills integrated throughout all biology, chemistry, and physics content. The Cambridge curriculum identifies five core enquiry skills: observing and measuring, recording and presenting data, analysing and interpreting results, planning investigations, and evaluating methods and conclusions.
科学探究不是一个独立的主题，而是贯穿所有生物学、化学和物理学内容的一套技能。Cambridge 课程确定了五项核心探究技能：观察与测量、记录与呈现数据、分析与解读结果、规划调查以及评估方法和结论。
Students learn to use common laboratory apparatus safely and accurately. This includes Bunsen burners, thermometers, measuring cylinders, stopwatches, microscopes, and electrical equipment. Proper techniques for heating substances, measuring volumes, reading meniscus levels, and handling chemicals are taught with a strong emphasis on laboratory safety rules and risk assessment.
学生学习安全和准确地使用常见实验室设备。这包括本生灯、温度计、量筒、秒表、显微镜和电气设备。教授加热物质、测量体积、读取液面弯月面以及处理化学品的正确技术，并高度重视实验室安全规则和风险评估。
Variables are a crucial concept in experimental design. Students learn to identify the independent variable (what they change), the dependent variable (what they measure), and control variables (what they keep the same) in a fair test investigation. They practise writing clear, testable hypotheses and designing methods that produce reliable and reproducible data.
变量是实验设计中的关键概念。学生学习在公平测试调查中识别自变量（他们改变的内容）、因变量（他们测量的内容）和控制变量（他们保持不变的内容）。他们练习编写清晰、可检验的假设，并设计产生可靠且可重复数据的方法。
11. Assessment and Progress Tracking | 评估与进度跟踪
Assessment in Cambridge Lower Secondary Science takes multiple forms. Schools typically conduct end-of-topic tests, termly examinations, and ongoing formative assessment through homework, classwork, and practical investigations. The Cambridge progression tests, available at the end of each stage, provide standardised benchmarking against international performance standards.
Cambridge 初中科学的评估采取多种形式。学校通常通过家庭作业、课堂作业和实际调查进行主题结束测试、学期考试和持续形成性评估。在每个阶段结束时提供的 Cambridge 进展测试，根据国际表现标准提供标准化的基准评估。
Assessment objectives are divided into three categories: AO1 Knowledge with understanding (approximately 50% of marks), AO2 Handling information and problem-solving (approximately 30% of marks), and AO3 Experimental skills and investigations (approximately 20% of marks). This balanced approach ensures that students are assessed on both their theoretical knowledge and their practical capabilities.
评估目标分为三类：AO1 知识理解（约占分数的 50%）、AO2 信息处理与问题解决（约占分数的 30%）和 AO3 实验技能与调查（约占分数的 20%）。这种平衡的方法确保学生在理论知识和实践能力两方面都得到评估。
Teachers use mark schemes and assessment criteria aligned with the Cambridge framework. Feedback is designed to be constructive, highlighting strengths and identifying areas for improvement. Many schools use tracking grids to monitor individual student progress across each curriculum strand, ensuring no gaps in learning develop over time.
教师使用与 Cambridge 框架对齐的评分方案和评估标准。反馈旨在建设性，突出优势并确定需要改进的领域。许多学校使用跟踪表来监测每个学生在每个课程板块的进展，确保随着时间的推移不会出现学习空白。
12. Tips for Success and Transition to Year 8 | 成功技巧与 Year 8 衔接
Success in Year 7 Cambridge Science requires consistent engagement and the development of effective study habits. Students should review their notes regularly, practise drawing and labelling diagrams from memory, and complete all assigned practical write-ups thoroughly. Active revision techniques such as creating flashcards, mind maps, and self-quizzing are far more effective than passive reading.
在 Year 7 Cambridge 科学中取得成功需要持续的投入和良好学习习惯的养成。学生应定期复习笔记，练习凭记忆绘制和标记图表，并认真完成所有布置的实验报告。主动复习技巧如制作抽认卡、思维导图和自我测验远比被动阅读有效得多。
Practical work is integral to the course. Students should approach every experiment with curiosity, asking questions about why procedures are designed in particular ways and what each step aims to achieve. Understanding the underlying principles of an investigation is more valuable than simply following instructions mechanically.
实验工作是课程的有机组成部分。学生应对每个实验都抱有好奇心，质疑为什么程序以特定方式设计，以及每一步旨在实现什么。理解调查背后的原理比机械地遵循指令更有价值。
The transition to Year 8 builds directly on the foundations laid in Year 7. In biology, students will extend their understanding of cells to more complex organ systems. In chemistry, they will explore the periodic table in greater depth and study more sophisticated reaction types. In physics, they will apply their knowledge of forces and energy to more quantitative problem-solving. Consistent effort throughout Year 7 ensures a smooth and confident progression into the next academic stage.
向 Year 8 的过渡直接建立在 Year 7 奠定的基础之上。在生物学方面，学生将把对细胞的理解扩展到更复杂的器官系统。在化学方面，他们将更深入地探索周期表并研究更复杂的反应类型。在物理学方面，他们将应用力和能量的知识进行更具量化性的问题解决。Year 7 全年的持续努力确保了顺利而自信地进入下一个学术阶段。
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