Complete Mastery year 7 topics/full pack

Complete Mastery year 7 topics/full pack

"Even lower ability pupils are picking up complicated concepts far better. Some year 7 students can answer GCSE questions better than our current year 11" . John Farrant, Greig City Academy

Summer offer: Buy Year 7 or Year 8 at only £399 until 31st July (normally £599.00)

Complete Mastery is a comprehensive mastery programme to put the 5-year big ideas curriculum into practice and improve student outcomes in the difficult parts of GCSE: AO2 (apply) and AO3 (analyse). We have designed from scratch, the highest quality teaching and assessment materials to go beyond 'content coverage', and develop a deep understanding of key concepts - and students' ability to apply them.

Download introduction to Complete Mastery

The Year 7 programme covers 22 Key Concepts and enquiry skills from the beginning of secondary science. Give your students the best possible start and set them up for success in the new, more demanding GCSEs. 

Get a free evaluation topic

Take a look at the free Year 7 Cell Structure topic to help you evaluate the programme. It contains all the teaching and assessment materials. Contact us if you would like to speak to a school using Complete Mastery. 

Complete Mastery provides the highest quality materials based on a 5 stage strategy for achieving mastery - the 5As.

Get the free Cell Structure topic

Add-ons

If you need support in implementing Complete Mastery, we can provide CPD sessions in your school for your whole department:

The Practice Book is an extra, not included in the Complete Mastery pack.

 

Activate Pre-assessments to check prior concept understanding
Acquire Explorations to build concepts by explaining phenomena
Apply (Practice Book, sold separately) Extensive problem-solving
Assess Diagnostic quizzes to identify weak understanding
Analyse Challenges to use higher-order thinking 

Plus there's a summative assessment:
Test Exam-style quiz to measure progress in acquire (AO1), apply (AO2) and analyse (AO3)

      £19.99 £0.00

      The materials covering the 6 learning stages for each of the 22 key concepts in Year 7 of the 5-year plan. Here is a list of what's included for each stage. To see examples, see sample material.

      Activate

      • 22 Pre-assessment tasks: short activities to check understanding of an essential prior concept, diagnose and reveal miscconceptions
      • Teachers guides, with answers and ideas for follow-up

      Acquire

      • 40+ fully-resourced acquire lessons: engaging phenomena, exploratory activities and crystal clear, in-depth explanations to help students gain full understanding
      • Single or multiple lessons depending on the complexity of the concept
      • PowerPoint presentation backbone with high-quality visuals
      • Student activity sheets
      • Teachers guides with slide-by-slide running the lesson notes
      • Technicians guide, with practical details

      Apply (optional extra Practice Book)

      • 50 sets of problems set in new contexts for application of knowledge
      • Detailed worked examples using Detect, Recall, Solve strategy
      • Your turn practice questions, hints and answers
      • In book form or in digital form

      Assess

      • 22 diagnostic quizzes to test understanding and application
      • Self-assessment feedback sheets
      • Teachers guide with question specification
      • Reassess quiz - for students to have a second chance, after opportunity to do rethinking on areas where they struggled

      Analyse

      • 22 challenging tasks to develop higher-order thinking, where students have to interpret new information with conceptual understanding
      • Teachers guides, with template and hints, and model answers

      Test

      • 22 summative quizzes which can be combined to make end-of-unit or end-of-term tests
      • Divided into understanding (AO1), application (AO2) and analysis (AO3)
      • Teachers guide with mark scheme

      Plus

      • Unit guides with a summary of all the components and advance planning information

      Complete Mastery is delivered electronically. Most files are pdf format. Acquire presentations are in editable PowerPoint format.

      Contact forces unit

      Download unit planner for details

      Topics (Key concepts):

      • Balanced/unbalanced
      • Friction
      • Density

      Substances & particles unit

      Download unit planner for details

      Topics (Key concepts):

      • Particle model
      • Mixtures
      • Solutions

      Cells unit

      Download unit planner for details

      Topics (Key concepts):

      • Cell structure
      • Specialised cells

      Reproduction unit

      Download unit planner for details

      Topics (Key concepts):

      • Sexual/asexual
      • Menstrual cycle
      • Embryo development

      Interdependence unit 

      Download unit planner for details

      Topics (Key concepts):

      • Feeding relationships
      • Competition
      • Abiotic & biotic factors 

        Changing substances unit

        Download unit planner for details

        Topics (Key concepts):

        • Chemical & physical
        • pH scale
        • Neutralisation

        Electric circuits unit

        Download unit planner for details

        Topics (Key concepts):

        • Electric current
        • Resistance

            Energy transfers unit

            Download unit planner for details

            Topics (Key concepts):

            • Energy
            • Wasted energy
            • Heat & temperature

              To cover the Apply learning stage, we recommend using Practice Book 1. If you buy Complete Mastery year 7 all topics, you will be offered a 50% discount on a set of the books.

              Are all the acquire lessons like the sample, cell structure? No, they're all different. We want to engage students with a wide range of interests, and give them a wide range of experiences of doing science. Each lesson starts with a context - a reason to learn the concept. Some are mysterious phenomena, some explore contemporary issues, some have students taking scientific roles, and a few reconstruct the original discovery of the science idea. See some of the contexts from Y7 Acquire lessons

              What is included or not included in Complete Mastery? Complete Mastery includes teaching and assessment materials for all the 22 key concepts in year 7. For each one there is a pre-assessment (Activate), one or more fully resourced lessons (Acquire), diagnostic quiz, feedback and parallel quiz (Assess), challenging task (Analyse) and summative assessment (Test). The year 7 Practice Book is an optional extra not included in the pack. 

              How is it a mastery course? First, the learning objectives go beyond knowledge recall. They are designed for students to succed at all the 3 assessment objectives Acquire (AO1), Apply (AO2) and Analyse (AO3). Second, each teaching sequence offers strong support for building students' knowledge, understanding and skills. Third, there are two formative assessment stages built-in - Activate and Assess, so you can decide if students need more learning opportunities before moving on.

              How does the work change in terms of difficulty as you progress through each year?

              The Key Concepts progress in difficulty from year 7 to year 8 and onwards. The curriculum map is a learning progression within each Big Idea. Later Key Concepts are more theoretical and more quantitative, and require students to integrate earlier ones. If you are using Complete Mastery, you can also control the difficulty level - how much of the scientific thinking we put into the course that you handover to the students.

              Is there any planned timing to each unit/section/topic and each year of Blueprint?

              Yes, there is an estimated time for each stage of each Key Concept teaching and for each unit overall. The content in each year is designed to be approximately a year's worth. However, there is a big variation across schools in the number of lessons for science, and obviously a variation in the rate at which students learn. In the mastery model curriculum time is a variable, especially in year 7 and we have spread out the topics so that students have enough time to gain understanding.

              To allow enough time to finish all the topics in the 5 years of Blueprint, Year 11 is deliberately about half the size of Year 10. This should allow schools to go slower in earlier years if needed, and still finish the whole curriculum.

              Any advice on how we could manage students joining the school in the middle of the 5 years ie Yr 9 or Yr 10 rather than yr 7?

              From year 9 onwards you will have the detailed Blueprint planners to guide the structuring of content. From year 9-11, the content is of course the same as existing courses, but has been reordered and reprioritised. Each topic tells you what the prior ideas are. So this is the place to start with new students, making sure they have the prior understanding needed before teaching the new Key Concepts. New students may also be unused to the emphasis on scientific thinking and enquiry so may need more support at the beginning.

               

              Is there a textbook to accompany the course? Not yet. Most schools feel their existing textbooks are of limited use. However, research suggests a book that provides strong pedagogical support can boost achievement and teaching quality. So we are developing a new kind of book, which especially targets weaker students.

              Is there a programme for Years 9-11?

              We currently offer 3 products to support a mastery curriculum.

              1) Blueprint 5-year plan, which maps out all the key concepts, skills, progression, and which year/unit to teach each concept. For each, it provides an outline of the teaching sequence with detailed knowledge descriptors and the kinds of activities students need to do to acquire, apply and analyse. This covers Y7-11 and the basic version with 100 concept planners is free. Y7/8 was published last year and the new version being published this term.

              2) Complete Mastery, a Y7 and Y8 programme with all the materials and assessment to teach towards AO1, AO2 and AO3, using big ideas and mastery approach. This is currently only for Y7-8. We are considering a lighter version for Y9.

              3) Apply Practice Books, train students in applying knowledge. There is a Y7, Y8, and Y9 book and the Y10-11 book is in development. Each covers all the key concepts for that year.

              In summary: products 1) and 3) are available for Y10-11 but not 2). We will also be producing tasks and performance assessments that cover year 9. We also expect that schools using Complete Mastery in year 7 and 8 will be able to translate the strategies to year 9-11 with fewer curriculum resources that we provide in year 7-8. 

              What about students doing triple students?

              Blueprint 5-year plan currently covers combined science only. It is fairly straightforward to adapt it for separate science. It is mainly adding extra content - to certain units - with just a few extra Key Concepts. 

              Are all the AQA GCSE spec points hit through teaching? Exact examples are needed as the exam quotes these in the mark scheme.

              Yes, Blueprint covers all of the AQA Combined Science specifications. The planners will give the GCSE reference, statement by statement where each spec point is taught. The planners indicate the depth of knowledge - whether it is a low-level concept or a complex understanding that has associated Apply and Analyse objectives.

              Is Blueprint only matched to AQA Combined trilogy Spec?

              The main ideas in each Key Concept cover all the Combined Science specifications, as they are very similar. There are differences at the individual statement level, which is where we have matched AQA.

              We are producing a document showing the statements in OCR/Edexcel which are not explicitly mentioned so schools can add these into the relevant topics.

              How much development or planning does the school need to do?

              Once you have Complete Mastery, you have plans and resources for the lesson and assessments. Any course needs some adaptation: sometimes you will want to add extra activities to give students extra support and sometimes more extended practicals. Because there are only approx 23 Key Concepts per year, there is space for this. You will also need to sometimes add more differentiation. We give suggestions and options but do not provide multiple versions of every activity.

              The other work is CPD - getting teachers to understand the approach, and because lessons might take an unfamiliar approach, the important habit of reading lesson guides to understand before teaching. We have taken feedback from schools and are working on adding more guidance for teachers, and options for differentiation - this will appear in future updates to the course.

              How can we schedule teaching throughout the 5 years?

              The 5-year curriculum map shows the key concepts/units planned for each year. There are approx 22-23 per year, allowing 1-1.5 weeks for teaching each. Units vary in length depending on the number and complexity of concepts. The planner shows approx timings for each learning stage (5As).

              In Y7 we recommend being flexible on unit timings to get the benefit of mastery. Ie if you take time to do all the lessons as intended more students will reach a high level of understanding, and this will enable them to grasp more complex concepts at GCSE. The formative assessments (Activate, Assess) will tell teachers whether students can progress or need more learning time.

              When will I get the materials?  After we receive payment, we create a pack that is personalised to each school, with a license name. Then we send the nominated teacher a message with the access details. This process takes 2-3 days. 

              How are the materials delivered? The materials are electronic downloads using Dropbox. Most of the materials are in pdf format. The Acquire presentations are in PowerPoint format as they contain some animation. You can see what is provided for teaching and assessing each concept, by clicking 'sample materials'

              Is Complete Mastery like OUP's Activate course (Kerboodle)? Not really. The biggest difference is that our course is designed from scratch to meet the demands of the Blueprint, 5-year big ideas curriculum and the new GCSE. It is not a collection of resources, but a systematic approach based on learning stages, and a mastery model.

              Is Complete Mastery like WIKID (2008 course we created)? The new course is quite different to WIKID. We have preserved the idea of contexts for engagement, and making students active enquirers, but we have learned a lot about what works - and doesn’t - over the 10 years since. The new course is much more knowledge focussed, and rigorously builds on research about structuring lessons and learning stages. All of the units are high quality.

              Are the contents of individual topics different to the full pack? No, the content is the same. Each topic provides the resources to teach/assess one of the 22 key concepts in Year 7 through all the stages: Activate, Acquire, Assess Analyse, and Test. The resources for the Apply stage are in the Year 7 Practice Book. 

              Which works out cheaper: all topics or individual topics? The price for each topic is £24.99 and so 22 topics works out as £624.74, compared to £599 for all topics.

              Using a Purchase Order? Add a customer note with the PO number during checkout. Your confirmation email will include a link to the invoice to pay.

              Need our details? You can download the company details. This includes contact information and bank details. Contact us for further information.

              Customer Reviews

              Based on 6 reviews
              83%
              (5)
              17%
              (1)
              0%
              (0)
              0%
              (0)
              0%
              (0)
              j
              j.d.
              Helps my department to move y7 & 8 teaching and learning more towards a style that emphasises wha...

              I have already planned out a Y7 & 8 teaching order and so am selecting Mastery topics and inserting parts from them into these topics when groups meet them. At first I have used Diagnostic and re-assessment quizzes as routine elements of reviews of topics. Students notice that they have to pause to consider which of the mulitple choice responses is best and I appreciate the way that feedback grids offer reasons why the best answer is deemed best as well as why the weaker ones are deemed weaker. Other activities (Acquire and Exploration slideshows) are increasingly offered as alternative lesson structures to the ones previously planned, the overall effect being to shift the tone of 'normal' teaching and learning towards one in which working with ideas takes a more prominent role than defining ideas. I am finding that pupils may take longer to get into these slightly more demanding types of task (some pre-thinking is required to appreciate what new response the task is asking for). However, the outcome meets both the need to encounter and understand a basic idea and the more challenging need to give pupils practice in constructing more flexible and useful ways to deploy these ideas.

              B
              B.T.
              Balanced and unbalanced forces

              An excellent resource which challenges pupils to think for themselves. It promotes learning autonomy and deeper thinking. A pleasure to use.

              J
              J.T.
              Detect, Recall and Solve

              This book is a useful way to get students to think about problems in an orderly way, using a three-step "Detect, Recall and Solve" system. The benefits of the method may not be immediately obvious to students, who are likely to rush to an answer, but persistence in following the steps should help students as soon as the solutions become less obvious (in the Mixed-Up questions section). There could be a case for adding a fourth step that involves identifying the information given, rather than just detecting the nature of the problem, but this refinement doesn't detract from the basic method. The questions themselves are nicely pitched towards GCSE-type problems rather than easier KS3 content although there is some simplification to make topics more accessible. This is a great resource to have available but be aware that there is less chemistry content than physics and biology.

              s
              s.
              forces

              was easy to read - great for ELL students and got the information needed to the students easily

              J
              J.M.
              Feedback and intervention

              I and the department are very impressed with the design and the specific feedback and intervention activities for students.

              Customer Reviews

              Based on 6 reviews
              83%
              (5)
              17%
              (1)
              0%
              (0)
              0%
              (0)
              0%
              (0)
              j
              j.d.
              Helps my department to move y7 & 8 teaching and learning more towards a style that emphasises wha...

              I have already planned out a Y7 & 8 teaching order and so am selecting Mastery topics and inserting parts from them into these topics when groups meet them. At first I have used Diagnostic and re-assessment quizzes as routine elements of reviews of topics. Students notice that they have to pause to consider which of the mulitple choice responses is best and I appreciate the way that feedback grids offer reasons why the best answer is deemed best as well as why the weaker ones are deemed weaker. Other activities (Acquire and Exploration slideshows) are increasingly offered as alternative lesson structures to the ones previously planned, the overall effect being to shift the tone of 'normal' teaching and learning towards one in which working with ideas takes a more prominent role than defining ideas. I am finding that pupils may take longer to get into these slightly more demanding types of task (some pre-thinking is required to appreciate what new response the task is asking for). However, the outcome meets both the need to encounter and understand a basic idea and the more challenging need to give pupils practice in constructing more flexible and useful ways to deploy these ideas.

              B
              B.T.
              Balanced and unbalanced forces

              An excellent resource which challenges pupils to think for themselves. It promotes learning autonomy and deeper thinking. A pleasure to use.

              J
              J.T.
              Detect, Recall and Solve

              This book is a useful way to get students to think about problems in an orderly way, using a three-step "Detect, Recall and Solve" system. The benefits of the method may not be immediately obvious to students, who are likely to rush to an answer, but persistence in following the steps should help students as soon as the solutions become less obvious (in the Mixed-Up questions section). There could be a case for adding a fourth step that involves identifying the information given, rather than just detecting the nature of the problem, but this refinement doesn't detract from the basic method. The questions themselves are nicely pitched towards GCSE-type problems rather than easier KS3 content although there is some simplification to make topics more accessible. This is a great resource to have available but be aware that there is less chemistry content than physics and biology.

              s
              s.
              forces

              was easy to read - great for ELL students and got the information needed to the students easily

              J
              J.M.
              Feedback and intervention

              I and the department are very impressed with the design and the specific feedback and intervention activities for students.