1. Draft Cells: hierarchy of knowledge Specialised cells Cell structure
How is an expert’s understanding of the subject organised?
Big idea Cells are alive
Organisms are made of cells, which themselves have parts that carry out different functions. Organisms exists as single cells (unicellular) or many cells (multicellular). In multicellular organisms, cell division is essential for growth, development, and repair. Cells differentiate to form specialised cells that perform diverse functions.
Unit concept
Cell structure
Unit concept
Specialised cells
Sub-concepts
Animal cell, plant cell
Sub-concepts
Multicellular, sperm cell, nerve cell, muscle cell, root hair cell, palisade cell
Facts
Functions of: nucleus, cell membrane, cytoplasm, mitochondria, ribosomes, cell wall, vacuole, chloroplasts.
Bacterial cell parts
How a light microscope works
Facts
Unicellular organisms are one cell
What scientific reasoning, maths, literacy and problem solving skills are developed?
Skill area
Develop models
Describe how evidence supports a new idea
Draft
Note: the content is in draft form and may change when published © Mastery Science, 2018

2. I can use my knowledge to
Cells: learning stages & objectives
Cell biologist
Activate
I understand earlier concepts
Acquire
I can make sense of the idea that ..
Apply
In unfamiliar situations, I can use the concept to ..
Analyse
I can use higher order thinking to ..
Cell structure
Life processes
Cells are the smallest elements of life that are alive. They have parts that play different roles in life functions
Provide evidence for why an image is a plant, animal cell or neither
Suggest an explanation for how a change in a cell will affect the organism
Propose a model for how new cells form, using results from experiments and microscope images
Specialised cells
Body parts
Multicellular organisms have specialised cells with adaptations to allow them to carry out specific functions
Explain the functions of the adaptations of a specialised cell
Suggest the function of specialised cells from observations
Draw conclusions based on evidence about how specialised cells can be used in a medical treatment
Act
I can use my knowledge to
Consider evidence that life exists elsewhere in the Universe
Note: the content is in draft form and may change when published © Mastery Science, 2018

3. (AQA Trilogy combined science)
Cells: national curriculum
Which parts of KS3 are covered?
AQA KS3 syllabus: Cells
Which parts of GCSE are covered?
(AQA Trilogy combined science)
Cell structure
Animal and plant cells
Specialised cells
Cell specialisation
Develop models
WS3.6 Present reasoned explanations
WS 1.1 Understand how scientific methods and theories develop over time
What practical skills can be developed?
Apparatus and techniques
AT.7.B
Required practical activity 1: Using a light microscope
What resources are there to teach this unit?
Below are some ideas. Visit to see more teaching & assessment resources, including:
Advanced planners with teaching ideas for Acquire
Mastery Practice Books to practise Apply
Diagnostic and summative assessments for Acquire, Apply and Analyse
Teaching
ideas
Act Show the students an image of a meteorite that contains a mysterious cell-like structure. As them if they think this is good evidence that life exists elsewhere in the Universe and why. They should apply what they have learnt about cell structure to decide how likely it is that the structure is a cell
Note: the content is in draft form and may change when published © Mastery Science, 2018