Year 9 Science: What to Teach (England)
Your Teacher Information Pack for Year 9 Science: every national curriculum statement, the tests and dates that matter, and trusted links. Tick what you're teaching and send it straight into the lesson plan maker.
- Country
- England
- Key stage
- KS3
- Ages
- 13–14
- Status
- Compulsory national curriculum subject at KS3
- Source
- National curriculum in England – Updated 2015-05-06
- Last checked
- 2026-10-20
Roughly the same age as US Grades 6–8 (approximate: the systems don't line up exactly).
The KS3 programme of study covers the whole key stage; it is not split by year.
Current. The government response to the Curriculum and Assessment Review (Nov 2025) says a revised national curriculum will be published by spring 2027 for first teaching from September 2028.
What to teach
Below is the official programme of study for Year 9 Science: the statutory statements first, then any non-statutory notes and guidance, which schools don't have to follow.
Key stage 3 155 statutory statements
Introduction to Key stage 3 (official text)
The principal focus of science teaching in key stage 3 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Pupils should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. Examples of these big ideas are the links between structure and function in living organisms, the particulate model as the key to understanding the properties and interactions of matter in all its forms, and the resources and means of transfer of energy as key determinants of all of these interactions. They should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations.
Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and ideas and subjecting results to peer review. Pupils should decide on the appropriate type of scientific enquiry to undertake to answer their own questions and develop a deeper understanding of factors to be taken into account when collecting, recording and processing data. They should evaluate their results and identify further questions arising from them.
‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Teachers should feel free to choose examples that serve a variety of purposes, from showing how scientific ideas have developed historically to reflecting modern developments in science.
Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical representations.
Working scientifically – Scientific attitudes Statutory
Through the content across all three disciplines, pupils should be taught to:
- pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility
- understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
- evaluate risks
Working scientifically – Experimental skills and investigations Statutory
Through the content across all three disciplines, pupils should be taught to:
- ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
- make predictions using scientific knowledge and understanding
- select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables
- use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
- make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements
- apply sampling techniques
Working scientifically – Analysis and evaluation Statutory
Through the content across all three disciplines, pupils should be taught to:
- apply mathematical concepts and calculate results
- present observations and data using appropriate methods, including tables and graphs
- interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions
- present reasoned explanations, including explaining data in relation to predictions and hypotheses
- evaluate data, showing awareness of potential sources of random and systematic error
- identify further questions arising from their results
Working scientifically – Measurement Statutory
Through the content across all three disciplines, pupils should be taught to:
- understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
- use and derive simple equations and carry out appropriate calculations
- undertake basic data analysis including simple statistical techniques
Biology – Structure and function of living organisms – Cells and organisation Statutory
Pupils should be taught about:
- cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
- the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
- the similarities and differences between plant and animal cells
- the role of diffusion in the movement of materials in and between cells
- the structural adaptations of some unicellular organisms
- the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms
Biology – Structure and function of living organisms – The skeletal and muscular systems Statutory
Pupils should be taught about:
- the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
- biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
- the function of muscles and examples of antagonistic muscles
Biology – Structure and function of living organisms – Nutrition and digestion Statutory
Pupils should be taught about:
- the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
- calculations of energy requirements in a healthy daily diet
- the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
- the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
- the importance of bacteria in the human digestive system
- plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots
Biology – Structure and function of living organisms – Gas exchange systems Statutory
Pupils should be taught about:
- the structure and functions of the gas exchange system in humans, including adaptations to function
- the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
- the impact of exercise, asthma and smoking on the human gas exchange system
- the role of leaf stomata in gas exchange in plants
Biology – Structure and function of living organisms – Reproduction Statutory
Pupils should be taught about:
- reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
- reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms
Biology – Structure and function of living organisms – Health Statutory
Pupils should be taught about:
- the effects of recreational drugs (including substance misuse) on behaviour, health and life processes
Biology – Material cycles and energy – Photosynthesis Statutory
Pupils should be taught about:
- the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
- the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
- the adaptations of leaves for photosynthesis
Biology – Material cycles and energy – Cellular respiration Statutory
Pupils should be taught about:
- aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
- a word summary for aerobic respiration
- the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
- the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism
Biology – Interactions and interdependencies – Relationships in an ecosystem Statutory
Pupils should be taught about:
- the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
- the importance of plant reproduction through insect pollination in human food security
- how organisms affect, and are affected by, their environment, including the accumulation of toxic materials
Biology – Genetics and evolution – Inheritance, chromosomes, DNA and genes Statutory
Pupils should be taught about:
- heredity as the process by which genetic information is transmitted from one generation to the next
- a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
- differences between species
- the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
- the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection
- changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
- the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material
Chemistry – The particulate nature of matter Statutory
Pupils should be taught about:
- the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
- changes of state in terms of the particle model
Chemistry – Atoms, elements and compounds Statutory
Pupils should be taught about:
- a simple (Dalton) atomic model
- differences between atoms, elements and compounds
- chemical symbols and formulae for elements and compounds
- conservation of mass changes of state and chemical reactions
Chemistry – Pure and impure substances Statutory
Pupils should be taught about:
- the concept of a pure substance
- mixtures, including dissolving
- diffusion in terms of the particle model
- simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
- the identification of pure substances
Chemistry – Chemical reactions Statutory
Pupils should be taught about:
- chemical reactions as the rearrangement of atoms
- representing chemical reactions using formulae and using equations
- combustion, thermal decomposition, oxidation and displacement reactions
- defining acids and alkalis in terms of neutralisation reactions
- the pH scale for measuring acidity/alkalinity; and indicators
- reactions of acids with metals to produce a salt plus hydrogen
- reactions of acids with alkalis to produce a salt plus water
- what catalysts do
Chemistry – Energetics Statutory
Pupils should be taught about:
- energy changes on changes of state (qualitative)
- exothermic and endothermic chemical reactions (qualitative)
Chemistry – The periodic table Statutory
Pupils should be taught about:
- the varying physical and chemical properties of different elements
- the principles underpinning the Mendeleev periodic table
- the periodic table: periods and groups; metals and non-metals
- how patterns in reactions can be predicted with reference to the periodic table
- the properties of metals and non-metals
- the chemical properties of metal and non-metal oxides with respect to acidity
Chemistry – Materials Statutory
Pupils should be taught about:
- the order of metals and carbon in the reactivity series
- the use of carbon in obtaining metals from metal oxides
- properties of ceramics, polymers and composites (qualitative)
Chemistry – Earth and atmosphere Statutory
Pupils should be taught about:
- the composition of the Earth
- the structure of the Earth
- the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
- Earth as a source of limited resources and the efficacy of recycling
- the composition of the atmosphere
- the production of carbon dioxide by human activity and the impact on climate
Physics – Energy – Calculation of fuel uses and costs in the domestic context Statutory
Pupils should be taught about:
- comparing energy values of different foods (from labels) (kJ)
- comparing power ratings of appliances in watts (W, kW)
- comparing amounts of energy transferred (J, kJ, kW hour)
- domestic fuel bills, fuel use and costs
- fuels and energy resources
Physics – Energy – Energy changes and transfers Statutory
Pupils should be taught about:
- simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged
- heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators
- other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels
Physics – Energy – Changes in systems Statutory
Pupils should be taught about:
- energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change
- comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions
- using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes
Physics – Motion and forces – Describing motion Statutory
Pupils should be taught about:
- speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)
- the representation of a journey on a distance-time graph
- relative motion: trains and cars passing one another
Physics – Motion and forces – Forces Statutory
Pupils should be taught about:
- forces as pushes or pulls, arising from the interaction between 2 objects
- using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces
- moment as the turning effect of a force
- forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
- forces measured in newtons, measurements of stretch or compression as force is changed
- force-extension linear relation; Hooke’s Law as a special case
- work done and energy changes on deformation
- non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity
Physics – Motion and forces – Pressure in fluids Statutory
Pupils should be taught about:
- atmospheric pressure, decreases with increase of height as weight of air above decreases with height
- pressure in liquids, increasing with depth; upthrust effects, floating and sinking
- pressure measured by ratio of force over area – acting normal to any surface
Physics – Motion and forces – Balanced forces Statutory
Pupils should be taught about:
- opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface
Physics – Motion and forces – Forces and motion Statutory
Pupils should be taught about:
- forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)
- change depending on direction of force and its size
Physics – Waves – Observed waves Statutory
Pupils should be taught about:
- waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition
Physics – Waves – Sound waves Statutory
Pupils should be taught about:
- frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound
- sound needs a medium to travel, the speed of sound in air, in water, in solids
- sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal
- the auditory range of humans and animals
Physics – Waves – Energy and waves Statutory
Pupils should be taught about:
- pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone
Physics – Waves – Light waves Statutory
Pupils should be taught about:
- the similarities and differences between light waves and waves in matter
- light waves travelling through a vacuum; speed of light
- the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface
- use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye
- light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras
- colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection
Physics – Electricity and electromagnetism – Current electricity Statutory
Pupils should be taught about:
- electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge
- potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
- differences in resistance between conducting and insulating components (quantitative)
Physics – Electricity and electromagnetism – Static electricity Statutory
Pupils should be taught about:
- separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
- the idea of electric field, forces acting across the space between objects not in contact
Physics – Electricity and electromagnetism – Magnetism Statutory
Pupils should be taught about:
- magnetic poles, attraction and repulsion
- magnetic fields by plotting with compass, representation by field lines
- Earth’s magnetism, compass and navigation
- the magnetic effect of a current, electromagnets, DC motors (principles only)
Physics – Matter – Physical changes Statutory
Pupils should be taught about:
- conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
- similarities and differences, including density differences, between solids, liquids and gases
- Brownian motion in gases
- diffusion in liquids and gases driven by differences in concentration
- the difference between chemical and physical changes
Physics – Matter – Particle model Statutory
Pupils should be taught about:
- the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density; the anomaly of ice-water transition
- atoms and molecules as particles
Physics – Matter – Energy in matter Statutory
Pupils should be taught about:
- changes with temperature in motion and spacing of particles
- internal energy stored in materials
Physics – Space physics Statutory
Pupils should be taught about:
- gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and sun (qualitative only)
- our sun as a star, other stars in our galaxy, other galaxies
- the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres
- the light year as a unit of astronomical distance
Assessments and key dates
There are no national tests or checks in Year 9. Your school will use its own assessments.
Official documents
Trusted free resources
- Oak National Academy – Free, full lesson sequences for KS3 (government-funded).
- BBC Bitesize – Short videos and quizzes by key stage and subject.
Links only: we don't copy their content and we aren't connected to these organisations.
More packs
Other subjects in Year 9: English, Maths, Art and Design, Citizenship, Computing, Design and Technology, Geography, History, Languages, Music, PE.
Find another TIP · National curriculum overview
Contains public sector information licensed under the Open Government Licence v3.0. Source: Department for Education, National curriculum in England: science programmes of study (GOV.UK), © Crown copyright.
Statements in the curriculum lists are copied word for word from GOV.UK; everything else on this page (headings, notes, summaries) is written by us. Classfern is not affiliated with or endorsed by the Department for Education or the Standards and Testing Agency. Always check the official documents linked on this page.
Questions teachers ask
Is science compulsory in Year 9?
Yes. Science is a compulsory national curriculum subject at KS3 in England (national curriculum framework, figure 1).
Is the Year 9 content set out year by year?
The KS3 programme of study covers the whole key stage; it is not split by year.