Science

Year 8 Science 

Focus Area 1: Living Systems

In this focus area, students deepen their understanding of how living systems are organised and how their structures support their functions. They examine a range of biological systems; from cells and tissues to organs and whole organisms, and describe how each component contributes to the survival of the organism. By analysing real examples from plants, animals and microorganisms, students learn how structure and function are tightly linked in living systems.

Students develop their scientific thinking by identifying meaningful questions and making predictions that guide biological investigations. They plan and carry out inquiries that allow them to explore patterns, relationships and processes within living systems.

Throughout the focus area, students use a variety of tools and methods to process and represent data, including tables, graphs, annotated diagrams and digital tools. They learn to interpret data to draw evidence‑based conclusions about how living systems operate.

Students also strengthen their ability to communicate scientific ideas clearly and accurately. They present explanations, arguments and models using appropriate scientific language across written, visual and digital formats. These skills enable them to understand and explain the complexity of living systems and to participate confidently in scientific discussions.

Focus Area 2: Periodic Table and atomic structure

In this focus area, students explore how the properties of elements and compounds determine their uses in everyday life, industry and technology. They examine how scientific discoveries, such as the development of the periodic table, advances in materials science and improved understanding of chemical structure have shaped the ways substances are selected for particular purposes. Through real‑world examples, students learn how properties like reactivity, conductivity, strength and solubility influence the design and use of materials.

Students work with a range of data sets to deepen their understanding of chemical behaviour. They use tables, graphs, models and digital tools to process and represent information about elements, compounds and their properties. By analysing these representations, students identify trends and patterns such as periodic trends or relationships between structure and function and use these insights to draw evidence‑based conclusions.

Together, these skills enable students to understand how scientific knowledge guides material choices and innovations, and to interpret chemical data with increasing sophistication.