Year 10 Curriculum Booklet - 2021/22

Year 10 Curriculum Booklet September 2021

Contents

Deputy Head Academic

Mr Sykes

Head of Middle School

Mr Lawrence

Head of Academic Support Mrs McEwan-Cox Head of Examinations

Mrs Thakar

Page

Subject

Head of Department

3

Foreword

Mr Sykes

4

Art & Design: Fine Art Art & Design: Graphic Communication

Mrs Weber

7

Arabic

Mr Thompson

9

Biology

Mr Glanville

14

Chemistry

Dr Hobbs

15

Computer Science

Mr Ovia

18

Design & Technology

Mr Vincent

22

Drama

Mr Wheeler

24

English Language

Mr Wheeler

25

English Literature

Mr Wheeler

26

French

Mr Bardou

28

Geography

Mrs Edwards

30

German

Mrs Hanlon

32

History

Mr Clark

33

Latin

Dr Joyce

34

Latin with Classical Greek

Dr Joyce

35

Mathematics

Mr Ward

37

Music

Mr Osmond

39

Physics

Mr Kerr

41

Russian

Mr Thompson

44

Spanish

Ms Adams

46

Sports Science

Mr Kerry

48

Theology & Philosophy

Mr Davis

51

Key Skills

Mr Bass

Foreword This booklet outlines the curriculum that your child will be studying this year in each subject. This will allow you to further support them in their studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor.

Year 10 is an exciting year. Subjects that your child will study are all those that your child has deliberately chosen. This narrowing down of their choices allows greater depth of understanding within each subject.

All pupils will be preparing for external examinations, and teachers will ensure that they are on track for the highest possible grades. But it is also essential that pupils maintain their focus on the subject, and learning for its own sake, rather than solely focusing what is needed to gain marks in exams. We shall continue to encourage pupils to take risks, to learn independently and to explore their academic and wider interests.

They should maintain the excellent study skills that they have developed throughout Years 7 to 9, and, of course, they should continue to read widely to enhance their knowledge, to broaden their perspectives and also for pleasure. This is essential for success not just at GCSE level, but in the future, and we welcome the support of Parents to encourage initiative, interest and an inquiring mind.

At the end of each subject section there is a suggested further reading list for each Curriculum area: these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still.

As you will see from this curriculum booklet, the Year 10 programme of study is full and enriching. In addition, there are more activities and interests to be explored. I wish all the pupils every success this year and look forward to seeing you at the Year 10 Parents’ evening.

Mr Robert Sykes Deputy Head Academic

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Art & Design: Fine Art and Art & Design: Graphic Communication Aims and Objectives • • • • • •

Actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds Develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products in a broad range of media, techniques, materials, processes and technologies Become confident in taking risks and learn from experience when exploring ideas, processes, media, materials and techniques Develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills Develop and refine ideas and proposals, personal outcomes or solutions with increasing independence Develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies, industries and cultures

Exam Board: Web link: Course Codes: End of year exams: Week/ Term

Edexcel https:/qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design2016.html 1FA0 1GC0 Take place after the summer half term.

Task

DEVELOP ideas through investigations, demonstrating critical understanding of sources

Description • • • • • • • • • •

Autumn

REFINE work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

RECORD ideas, observations and insights relevant to intentions as

• • • • • • •

• • •

Mind maps Researching a range of artists/designers Visual and written write up of visits to galleries and other places of interest Analysing artworks Reading, note taking Presenting images and notes purposefully Taking photographs relevant to intentions Analysis of own photographs Annotating ideas throughout the project and connecting ideas to research Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen, photoshop, illustrator, printing Selecting appropriate media and techniques for an idea trial Trial ideas Evaluating trials Refining an idea Preparing a final piece Recognises the full potential of media, materials and processes Explore materials and styles through artist studies and pastiches Observational drawings in a variety of media, styles and scales Written analysis of artists'/designers’ work and evaluation of own work Photography

Pupils should be able to

Respond effectively to the tasks set by the teacher making use of any accompanying resources.

Present the work logically and consistently. Respond to teacher feedback to improve their work. Begin to make their own choices and decisions in response to teacher advice and feedback. Discuss and evaluate their own work and the work of others critically.

Engage in discussion about their work, and the work of others with their peers and teacher. Their work should be reflective, predictable, growing in control, broadening, have evidence of endeavour and safe in choices and approach.

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work progresses

PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language DEVELOP As above

REFINE As Above

Spring

RECORD As Above

• • • • • •

Critical annotation Evidencing understanding and use of the formal elements Accurate grammar, spelling & punctuation Depth of visual & written analysis Communication of ideas Use of specialist terms

• • • • • • •

Appropriately realising intentions Making effective and diverse connections Final outcome Evaluation Presentation of work Assured use of the formal elements Assured use of media

• • •

All the factors described within DEVELOP above Thumbnail sketches Sustained investigation

• • •

All the factors described within REFINE above Planning a complex composition Willingness to take creative risks

•

All the factors described within RECORD above Writing about and visually communicating meaning, symbolism, context, mood, content.

Personal and individual qualities Perceptive grasp of ideas Creative use of visual or other forms

• • • • •

PRESENT As Above

• • • •

PRESENT As above

•

All the factors described within PRESENT above Small scale outcomes Creative and original elements Ambitious composition and or scale

All the factors described within PRESENT above Large scale &/more complex final outcome

PRESENT Mock Exam

•

Undertake 5 hours of work on final outcome under exam conditions.

PRESENT Complete Final Outcome

•

Spend at minimum a further 5 hours completing the final outcome

Respond with initiative to the tasks set by the teacher.

Present the work imaginatively and professionally. Work with enthusiasm and commitment to improve their work. Make use of the open studio times to extend their work. Make informed choices and decisions. Initiate critical discussion about their work and the work of others.

Explore their personal theme with passion. Take responsibility for their coursework and progress in this. Their work should be informed, purposeful, secure in skill, evidence engagement, skilful, thoughtful and cohesive.

As above and initiate own tasks in response to the timeline provided. Their work should be developing towards being advanced, convincing, comprehensive, focused, perceptive, refined, resolved risk-taking.

Summer

Reviewing, refining, completing and extending coursework.

• •

Complete all coursework including improving the work in response to teacher feedback.

Write a written evaluation and summary of coursework.

Work should be advanced, convincing, comprehensive, focused, perceptive, refined, resolved risk-taking.

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Coursework Unit 1 Personal Investigation (60% of the actual GCSE Grade)

Autumn All classwork and homework throughout the course.

Spring All classwork and homework throughout the course.

Summer All classwork and homework throughout the course.

Suggested further reading and visits Fine Art: Architecture The Whole Story by Denna Jones The Thames & Hudson Introduction to Art Art in Detail – 100 masterpieces by Susie Hodge Who’s Afraid of Contemporary Art? by Kyung An and Jessica Cerasi The Self-Portrait A Cultural History by James Hall Why Your Five Year Old Could Not Have Done That – Modern Art Explained by Susie Hodge Art Since 1989 by Kelly Grovier Art Since 1960 by Michael Archer Art Since 1900 Modernism, Anti-Modernism, Post-Modernism by Hal Foster, Rosalind Krauss, Yve-Alain Bois, Benjamin H.D. Buchloh and David Joselit Interviews with Francis Bacon by David Sylvester Hockney’s Pictures by David Hockney Ways of Seeing by John Berger http://www.art2day.co.uk/ https://www.saatchigallery.com/ https://www.guggenheim.org/http://www.tate.org.uk/visit/tate-modern https://www.npg.org.uk/https://www.creativebloq.com/ https://www.vam.ac.uk/https://www.nationalgallery.org.uk/ https://www.royalacademy.org.uk/http://www.wallacecollection.org/ https://thebricklanegallery.com/http://www.nationalmuseumindia.gov.in/ http://www.asianart.org/https://africa.si.edu/# https://www.mahj.org/en http://www.fitzmuseum.cam.ac.uk/ https://www.studentartguide.com/articles/art-sketchbook-ideas

Suggested further reading and visits Graphic Communication: The Thames & Hudson Dictionary of Graphic Design and Designers by Alan and Isabella Livingston Graphic Design School by David Dabner, Sandra Stewart, Eric Zempol and Abbie Vickress Digital Fonts – The Complete Guide to Creating, Marketing and Selling by Alec Julien Graphic Design Theory by Meredith Davis Hegarty on Creativity There Are No Rules by John Hegarty Photography: The New Basics by Graham Diprose and Jeff Robins http://www.famousgraphicdesigners.org http://www.kemistrygallery.co.uk http://www.artistsinpireartists.com/graphicdesign/inspirational-gallery-72-graphic-design http://www.ucreative.com/inspiration/20-graphic-designers-for-your-inspiration http://www.illustrationweb.com/artists http://www.packagingserved.com https://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

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Arabic Aims and Objectives The Arabic IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Arabic and the Arabic-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest.

Cambridge International Examinations (CIE) http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsearabic-foreign-language-0544/ 0544 School exams immediately following summer half term

Exam Board: Web link: Course Code: End of year exams: Week/ Term

Task

Comparing things

Future plans

Grammar ‫منذ‬ Comparatives & Superlatives Days of the Week + ‫ لكن‬attached pronouns ‫كانت‬/‫كان‬ Weak verbs ‫ ما‬and ‫ْلم‬ Word order and Verbs Past negative ‫س سوف‬/of present tense ‫ ْأن‬between two verbs Forms of the verb I

Pupils should be able to

Compare past and present Talk about things they did in the past tense

Talk about future plans (university and work)

Pronouns Adjectives and plurals

Autumn

Family, house and home

Sound masculine plural in genitive/accusative Irregular verbs

Speak about themselves and their family Talk about types of accommodation Describe their homes and towns

Present tense verbs: negative

Health and fitness

Spring

Travel and tourism

‫ماذا‬/‫متى‬ Number and counted item 11 -99 + ‫ كم‬singular accusative Present tense Telling the time with ‫ُّإال‬ Present negative Verbal nouns and particles

Recall numbers 11-99 Talk about a healthy lifestyle and common illnesses

Talk about cultural events in the Arab world (‫)الحج‬

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Finding the way

Talk about their preferences To be able to give and follow directions in Arabic (some pupils will be able to talk about cultural events in the wider international world).

Irregular verbs: hamzated verbs; doubled verbs; weak verbs; Forms of the verb II

Ingredients Be able to order in a restaurant Talk about cultural/religious events (‫)رمضان‬ (Some pupils will be able to talk about events/celebrations in other cultures).

Doubled verbs Eating and drinking

Colour adjectives (plural)

Education and media

Summer

Weak verbs; Hollow verbs; defective verbs; weak verbs in the jussive The imperative

Understand common instructions in the imperative Talk about subjects in school

Exam Prep 1

Introduction to the Oral exam Oral presentations Role play Listening and Reading skills Question words

Climate and the Environment

Future tense Future negative Past passive

Health and happiness

‫يسبب‬

Talk about diet and exercise Talk about healthy and unhealthy habits

Focus on essay writing Essay writing skills

Address the content of an essay effectively Use a range of verbs in their essays

Exam Prep 2

Engage in various Role Play scenarios Understand how to make an effective presentation Understand and apply comprehension techniques.

Talking about possibilities (‫ ف‬, ‫ إن‬, ‫إذا‬...)

Talk about processes in the past

Coursework

Autumn

Spring

Summer

n/a

n/a

n/a

n/a

Suggested further reading: http://www.arabicsmallwonders.com/ http://learning.aljazeera.net/en

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Biology Aims and Objectives Learn about unifying patterns and themes in biology and use them in new and changing situations • acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • evaluate biological information, making judgements on the basis of this information • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in biology • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to biology as set out under each topic • prepare for more advanced courses in biology and for other courses that require knowledge of biology Edexcel IGCSE https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html 4BI1 School exam week immediately after half term

Exam Board: Web link: Course Code: End of year exams: Topics to be covered • • • • • • • • • • •

Movement into and out of cells Cellular respiration Breathing and gas exchange Blood and circulation Transport in plants Homeostasis and excretion Applied Microbiology Ecology –cycles Ecology – human impact Ecology – farming Ecology - sampling

Topic tests every week before progress grades.

Week/ Term

Task

Movement of substances into and out of cells

Autumn

Respiration

Description Understand definitions of diffusion, osmosis and active transport by which substances move into and out of cells.

Understand the factors that affect the rate of movement of substances into and out of cells, to include the effects of surface area to volume ratio, temperature and concentration gradient.

Practical: investigate diffusion and osmosis using living and non-living systems.

Understand that the process of respiration produces ATP in living organisms.

Know that ATP provides energy for cells.

Describe the differences between aerobic and anaerobic respiration.

Write the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms.

Pupils should be able to

Answer the whole range of IGCSE exam questions

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Write the word equation for anaerobic respiration in plants and in animals.

Practical: investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms.

Gas exchange plants (some repetition with Y9, this is intentional

Gas exchange Animals

Transport

Transport in animals

Understand the role of diffusion in gas exchange.

Understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis.

Understand how the structure of the leaf is adapted for gas exchange.

Describe the role of stomata in gas exchange.

Understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light.

Practical: investigate the effect of light on net gas exchange from a leaf, using hydrogencarbonate indicator.

Describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes.

Understand the role of the intercostal muscles and the diaphragm in ventilation.

Explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries.

Understand the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease.

Practical: Investigate breathing in humans, including the release of carbon dioxide and the effect of exercise Understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell.

Understand the need for a transport system in multicellular organisms Describe the composition of the blood: red blood cells, white blood cells, platelets and plasma.

Understand the role of plasma in the transport of carbon dioxide, digested food, urea, hormones and heat energy.

Explain how adaptations of red blood cells, including shape, structure and the presence of haemoglobin, make them suitable for the transport of oxygen.

Describe how the immune system responds to disease using white blood cells, illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen.

Understand that vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity.

Understand that platelets are involved in blood clotting, which prevents blood loss and the entry of micro-organisms.

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Describe the structure of the heart and how it functions.

Explain how the heart rate changes during exercise and under the influence of adrenaline.

Understand how factors may increase the risk of developing coronary heart disease.

Describe the structure of arteries, veins and capillaries and understand their roles.

Understand the general structure of the circulation system to include the blood vessels to and from the heart, the lungs, the liver and the kidneys.

Transport in plants

Coordination and response

Spring Excretion in flowering plants

Excretion in animals

Describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant.

Describe the role of xylem in transporting water and mineral salts from the roots to other parts of the plant.

Explain how water is absorbed by root hair cells.

Understand that transpiration is the evaporation of water from the surface of a plant.

Explain how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity.

Practical: investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot.

Understand how organisms are able to respond to changes in their environment.

Understand that homeostasis is the maintenance of a constant internal environment, and that body water content and body temperature are both examples of homeostasis.

Understand that a co-ordinated response requires a stimulus, a receptor and an effector (to be revisited in Year 11).

Describe the role of the skin in temperature regulation, with reference to sweating, vasoconstriction and vasodilation.

Understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf.

Recall that the lungs, kidneys and skin are organs of excretion.

Understand how the kidney carries out its roles of excretion and osmoregulation.

Describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra.

Describe the structure of a nephron, to include Bowman’s capsule and glomerulus, convoluted tubules, loop of Henlé and collecting duct.

Describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate.

Understand that water is reabsorbed into the blood from the collecting duct.

Understand that selective reabsorption of glucose occurs at the proximal convoluted tubule.

Describe the role of ADH in regulating the water content of the blood.

Understand that urine contains water, urea and salts.

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Cycles within ecosystems

Human influences on the environment

Summer Food production – Crop plants

Fish farming

The organism in the environment

Feeding relationships

Describe the stages in the carbon cycle, including respiration, photosynthesis, decomposition and combustion.

Describe the stages in the nitrogen cycle, including the roles of nitrogen fixing bacteria, decomposers, nitrifying bacteria and denitrifying bacteria (specific names of bacteria are not required).

Understand the biological consequences of pollution of air by sulphur dioxide and by carbon monoxide.

Understand that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse gases.

Understand how human activities contribute to greenhouse gases.

Understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences.

Understand the biological consequences of pollution of water by sewage.

Understand that eutrophication can result from leached minerals from fertiliser.

Understand the effects of deforestation, including leaching, soil erosion, disturbance of the water cycle and of the balance in atmospheric oxygen and carbon dioxide.

Describe how glasshouses and polythene tunnels can be used to increase the yield of certain crops.

Understand the effects on crop yield of increased carbon dioxide and increased temperature in glasshouses.

Understand the use of fertiliser to increase crop yield.

Understand the reasons for pest control and the advantages and disadvantages of using pesticides and biological control with crop plants.

Explain the methods which are used to farm large numbers of fish to provide a source of protein, including maintenance of water quality, control of intraspecific and interspecific predation, control of disease, removal of waste products, quality and frequency of feeding and the use of selective breeding.

Understand the terms population, community, habitat and ecosystem.

Investigate the population size of an organism in two different areas using quadrats.

Understand the term biodiversity.

Practical: investigate the distribution of organisms in their habitats and measure biodiversity using quadrats.

Understand how abiotic and biotic factors affect the population size and distribution of organisms Understand the names given to different trophic levels, including producers, primary, secondary and tertiary consumers and decomposers.

Understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer.

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Understand the transfer of substances and energy along a food chain.

Understand why only about 10% of energy is transferred from one trophic level to the next.

Micro-organisms

Coursework N/A

Understand the role of yeast in the production of food including bread.

Practical: investigate the role of anaerobic respiration by yeast in different conditions.

Understand the role of bacteria (Lactobacillus) in the production of yoghurt.

Understand the use of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of microorganisms.

Autumn

Spring

Summer

Suggested further reading: In the blood Professor by Steve Jones Epigenetics by Stella Casey Blood: A Biography of the Stuff of Life by Lawrence Hill

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Chemistry Aims and Objectives The course builds on the experimental skills and knowledge of the subject already developed throughout the School. The course focuses on the understanding of energy changes and rates of chemical reactions, an introduction to Organic Chemistry and an appreciation of the huge impact that the Chemical Industry has had on our daily lives. The course also provides the best basis for further study due to the consistent focus on core chemical concepts.

Edexcel (International) https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-chemistry-2017.html 4CH1 School exams immediately following summer half term

Exam Board: Web link: Course Code: Mock Exam dates:

Week/ Term

Task The Mole

Autumn

Rates of Reaction

Thermodynamics

Spring

Summer

Description

Pupils should be able to

Mr, Avogadro, concentration of solutions, reacting masses.

Following a reaction, effect of concentration, surface area, temperature and catalysts, graphs, collision theory.

Measuring an energy change, exo- & endo-thermic reactions, bond energy calculations.

Electrolysis

Electrolytes, migration of ions, half equations, melts & solutions.

Metal Extraction

Metal ores, extraction using carbon, Iron & steel, rusting and corrosion, Aluminium extraction, electrolysis of brine, copper purification.

Organic Chemistry (I)

Crude oil, alkanes, combustion of hydrocarbons, pollution.

Organic Chemistry (II)

Nomenclature, cracking, alkenes, polymerisation and plastics.

School Exam

90 min Exam covering all topics studied so far this year.

Solubility

Solubility of salts, effect of temperature, solubility curves.

Answer any appropriate question on this topic.

Coursework

Autumn

Spring

Summer

n/a

n/a

n/a

n/a

Suggested further reading: Chemistry for Breakfast by Dr Mai Thi Nguyen-Kim www.doddlelearn.co.uk; CGP IGCSE Edexcel Chemistry 2021 Page | 13

Computer Science Aims and Objectives Computer Science is about developing the understanding the main principles of problem-solving using computers.

The course focuses on a range of technical skills, as well as developing learners that are able to solve complex problems and represent the algorithm to do so using pseudocode, flowcharts as well as programming a solution in a high-level language.

The course helps learners to develop a strong confidence in Computational Thinking as well as have the opportunity to explore computer-based solutions to real-world problems.

Cambridge IGCSE https://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-9-1-computer-science-0984/ 0984 School exams immediately following summer half term

Exam Board: Web link: Course Code: Mock Exam dates:

Week/ Term

Task Introduction to the course, problem solving fundamentals

Information representation

Compression Techniques

Autumn Algorithmic problem solving

Description Show understanding that an algorithm is a solution to a problem expressed as a sequence of defined steps.

Show understanding of the basis of different number systems and use the binary, denary and hexadecimal number system.

Be able to convert a number from one number system to another.

Show understanding of how digital data can be compressed, using either ‘lossless’ (including runtime encoding – RTE) or ‘lossy’ techniques.

Decompose a problem into subtasks leading to the concept of a program module (procedure/function).

Show an appreciation of why logic statements are used to define parts of an algorithm solution.

Pupils should be able to

Understand how numbers, characters, images and sounds are represented using a computer.

Describe and use a variety of compression techniques to reduce the size of a file

Turn a complex problem into a step-bystep algorithm to solve the problem.

Use logic statements to define parts of an algorithm solution.

Programming fundamentals – Input/ output, selection, iteration, string manipulation

Pupils to be able to decompose a problem into a suitable algorithm which can be programmed in a high-level language.

Select appropriate data types for a problem solution.

Data types use in practical programming the data types that are common to

Program in a high-level language a solution to an algorithm

Understand different programming data types and examples of data belonging to each type 2021 Page | 14

CPU Architecture

System Software – Operating Systems Spring System Software – Utility Programs

Hardware – Input, Output and Storage Devices

Summer

Memory

Logic Gates

procedural high-level languages: integer, real, char, string, Boolean, date (pseudocode will use the following data types: INTEGER, REAL, CHAR, STRING, BOOLEAN, DATE, ARRAY, FILE Show understanding of the basic Von Neumann model for a computer system and the stored program concept Show understanding of how data are transferred between various components of the computer system using the address bus, data bus and control bus Describe why a computer system requires an operating system Explain the key management tasks carried out by the operating system Show an understanding of the need for typical utility software used by a PC computer system: • Disk formatter • Virus checker • Defragmenter software • Disk contents analysis/disk repair software • File compression • Backup software Identify hardware devices used for input, output, secondary storage

Describe and understand the fundamental structure of the CPU

Understand the need for an operating system and describe some of the roles it can perform

Show understanding of the basic internal operation of the following specific types of device: • Keyboard • Trackerball mouse • Laser mouse • Scanner • Sensors • Actuators • Inkjet printer • Laser printer • Speakers • Optical disks • Hard disk • Flash memory Explain the differences between RAM and ROM memory Explain the differences between Static RAM (SRAM) and Dynamic RAM (DRAM) Understand and define the functions of NOT, AND, OR, NAND, NOR and XOR (EOR) gates including the binary output produced from all the possible 2021 Page | 15

binary inputs (all gates, except the NOT gate, will have two inputs only) Construct a logic circuit from either: • a problem statement, or • a logic expression Construct a truth table from either: • a logic circuit, or • a logic expression

Coursework

Autumn

Spring

Summer

n/a

n/a

n/a

n/a

Suggested further reading: Programming in VB.NET - https://www.dotnetperls.com/console-vbnet Cambridge IGCSE Computer Science: Coursebook Pupils should read widely on the theory and applications of Computer Science.

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Design & Technology Aims and Objectives Design and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for the pupils to become autonomous and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects.

Through Design and Technology, all pupils can become discriminating and informed users of products, and become innovators.

OCR Exam Board: http://www.ocr.org.uk/qualifications/gcse/gcse-design-and-technology-j310-from-2017/ Web link: J310 Course Code:J310

Week/ Term

Autumn

Task

Mechanical Systems

Electronic Systems

Description Introduction to mechanical systems: Types of motion • Linear • Reciprocating • Rotary • Oscillating Gearing systems • Spur • Crown • Bevel • Worm • Rack and Pinion CAMs and followers • Cylinder cam • Pear cam • Snail cam • Flat Follower • Roller Follower • Point Follower Levers and linkages • Type 1,2 and 3 levers • Reverse Linkage • Push Pull Linkage • Cranks Pulleys and belts • Pulleys and flat belt • V Pulleys and belts Introduction to electronic systems: Potential difference and current.

Series and parallel circuits. Ohms Law Systems thinking and systems diagrams Inputs • Switches • LDR • Thermistor • Ultrasound receiver

Pupils should be able to

Learn about the different mechanical systems, where the systems are applied and can apply mathematical principles to calculate gear ratios, loci and moments.

Look into electronics as an area and will be able to apply their knowledge to answer examination style questions including circuit design and relevant calculations.

2021 Page | 17

• IR receiver • Microphone Processes • Counters • Microcontrollers • Transistors and Thyristors • Signal conditioning Outputs • LED/ bulb • Speaker/ buzzer • IR and Ultrasound emitter • Motors Passive components: Resistors, Transistors, Thyristors, Capacitors, Diodes

Application of principles

Metals

Spring

Practical: Arduino based product.

Team challenge based on a context from previous year’s NEA titles.

Introduction to Metals Ferrous Metals • Iron, Steel & Stainless Steel Non-Ferrous Metals • Aluminium, copper and tin Alloys • Brass, pewter & tin/lead solder Properties and characteristics of metals • Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity

Apply their understanding of electronic and mechanical principles to solve an identified problem. Pupils develop problem solving and creative thinking skills while gaining confidence in working in teams.

Cover a wide variety of theory examining metal as a material and its manipulation and use.

Apply their knowledge to answer questions about metals.

Lifecycle of metals • Recycling and sustainability • Upcycling Commonly available forms and stock components • Length, sheet, reels, rods • Bolts, rivets, hinges, screws

2021 Page | 18

Manufacturing in School • Wastage techniques: Sawing, drilling, sheering and turning • Addition techniques such as welding/brazing and riveting • Deforming and reforming: pressing, bending and casting Industrial manufacture • CNC milling, turning, sheet metal folding, pressing and stampings and die casting.

Application of principles

Polymers

Summer

Projection Nightlight

Introduction to Polymers Thermo polymers • PET, HDPE, PVC, LDPE, PS, PP, ABS, Acrylic and TPE Thermosetting polymers • Silicone, Epoxy Resin and Polyester Resin Properties and characteristics of Polymers • Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity Lifecycle of Polymers • Recycling and sustainability • Upcycling • Eco-materials

Apply their understanding of metal manufacturing methods.

They apply creative process to design the projection aspect of the task Practical competencies developed include: • Marking and cutting techniques • External and internal thread cutting • Facing off and parallel turning • Using shears to shape metals • Mould making and casting.

• PCB manufacture – UV exposure, resist developing and use of Ferric Chloride • PCB drilling and soldering

Cover a wide variety of theory examining polymer as a material and its manipulation and use.

Apply their knowledge to answer questions about polymers.

Commonly available forms and stock components • Length, sheet, reels, rods, rolls • Caps, fasteners and bolts

2021 Page | 19

Manufacturing in School • Wastage Techniques: Sawing and drilling • Addition techniques such as adhesion and heat welding • Deforming and reforming: Moulding, vacuum forming and heat bending Industrial manufacture • Compression Moulding, injection moulding, vacuum forming, rotational moulding, extrusion and blow moulding

Application of principles

Apply their understanding of polymer manufacturing methods.

They apply creative process to design the casing for the circuit using polymer forming methods Practical competencies developed include: • Marking and Cutting techniques • Soldering of PCB • Programming of PIC microcontroller • Mould making, Vacuum Forming, Line bending, 3D Printing

Practical Task: Electronic Dice

Coursework

Autumn

Spring

Summer

Iterative Design Challenge (50%)

x

x

The Measure of Man and Woman: Human Factors in Design

Alvin R. Tilley

John Wiley & Sons; Revised Edition edition (13 Feb 2002)

ISBN: 0471099554

Invention by Design – How Engineers get from Thought to Thing

Henry Petroski

Harvard University Press, 1998

ISBN 0674463684

Small Things Considered: Why there is No Perfect Design

Henry Petroski

Random House, 2004

ISBN 1400032938

Product Design (Portfolio)

Paul Rodgers

Laurence King (1 Aug 2011)

1856697517

Material Innovation: Product Design

Andrew H. Dent

Thames and Hudson Ltd (12 May 2014)

0500291292

Process: 50 Product Designs from Concept to Manufacture

Jennifer Hudson

Laurence King; 2 edition (25 April 2011)

1856697258

Coursework begins following context release on 1st June

Suggested further reading:

2021 Page | 20

Drama Aims and Objectives The course engages and encourages pupils to become confident performers, devisers and designers. Pupils learn to collaborate with others, think analytically and creatively and evaluate effectively. They gain the confidence to pursue their own ideas, present them in a clear, compelling way, reflect and refine their efforts and will emerge with a valuable toolkit of transferable skills, highly applicable both in further studies and in the workplace.

AQA https://www.aqa.org.uk/subjects/drama/gcse/drama-8261 8261

Exam Board: Web link: Course Code:

Week/ Term

Task

Live theatre

The set text Autumn

Description

Preparation and post show work on digitally recorded live productions – e.g “Small Island” or “Peter Pan”

Practical workshops and written work on the set text – e.g “Blood Brothers” or “Around the World in Eighty Days”.

Games and exercises and written reflection Devising Theatre

Group Devised piece – as performers or designers

Spring

Devising theatre

Devising logs

Developing and refining the group piece

Pupils should be able to Describe, analyse and evaluate, using appropriate theatre terminology, confident understanding of performance and design essentials and precise, practical detail, how meaning is interpreted and communicated by theatre makers.

Develop knowledge and understanding of the characteristics and context of the whole play. Consider the practical demands of the text – particular moments and creative overview.

Explore ideas for how the play may be interpreted practically -in both design and performance. Refine skills of description, explanation and analysis.

Take risks and commit to exploration and experiment without fearing mistakes; collaborate with others; respond creatively to a range of stimuli; develop their performance skills (particularly physical and ensemble) and, if chosen, design skills (particularly sound and lighting).

Carry out research, develop ideas, rehearse, refine and amend their work in progress in order to create and communicate meaning and fulfil dramatic aims.

Performance to a live audience

Communicate meaning in order to engage a live audience

A series of planning and writing workshops reflecting on the initial stimulus, research, refinement and success of the Devised Piece.

Record, analyse and evaluate their own process of creating devised drama.

2021 Page | 21

Revision for end of year exam

A series of practical, discussion and writing lessons with a close focus on the specific demands of each question on the GCSE paper.

Consolidate their understanding and appreciation of the set text/ live theatre productions. Refine their skills of description, explanation, analysis and evaluation of the ways in which theatre makers make choices to create meaning for an audience.

Continued study of the set text

As above

As above

Scripted Performance

Initial practical exploration of possible plays

Prepare for the “Texts in Practice” component

Summer

Coursework

Autumn

Spring Devising Drama • Performance in Spring Term during lesson time.

Summer •

Portfolio analysing the creative process and evaluating the final performance is due by mid June.

Suggested further reading and watching: All About Theatre – National Theatre (Walker books) We recommend pupils access as much online theatre as possible. Boys will be sent links to some good sources. Back stage tours for aspiring technicians and designers would be a great help too. https://www.nationaltheatre.org.uk/backstage

2021 Page | 22

English Language Aims and Objectives The English Language GCSE course is taught in tandem with the English Literature GCSE course, with some overlap of skills. English Language exams utilise unseen texts in the exam, so the course is entirely skill based.

Pupils will analyse a range of fiction and non-fiction texts, looking closely at how writers use language, form and structure for effect. Pupils will also produce a range of fiction and non-fiction writing for different purposes and audiences over the two year course. All pupils will complete a spoken presentation to the class which is graded separately and does not contribute to final attainment grades.

AQA http://www.aqa.org.uk/subjects/english/gcse/english-language-8700 8700 School exams after May half term – English Language Paper 2

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

Task

Description

Non set text 1

This term will be spent developing skills, using texts not set for the exam.

Non set text 2

See above.

Autumn

Modern Prose/Drama

Pupils will study one modern play or novel from the set text list.

Pupils should be able to Read deeply and infer meaning.

Analyse language closely.

Consider context.

Write analytical essays.

Develop narrative voice.

Have a full understanding of the text.

Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception.

Produce timed essays.

Spring

19th Century Prose

Introduction to poetry anthology and toolbox for unseen poetry analysis.

Poetry skills

Summer

Coursework

Pupils will study one 19th century novel from the set text list.

Non-fiction texts

Pupils will study a range of nonfiction texts as preparation for the end of year exam (language paper 2).

Poetry Anthology

Study of the 15 poems set for examination.

Autumn

Spring

Have a full understanding of the text.

Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception.

Produce timed essays.

Read poems and develop methods for understanding meaning, language, form and structure.

Read non-fiction texts for meaning.

Analyse language.

Be familiar with 19th century non-fiction material.

Analyse and compare viewpoints.

Analyse language, form and structure of set poems in the anthology.

Summer Spoken Language

Suggested further reading: All pupils should read widely and for pleasure. We recommend at least 30 minutes per day. Reading lists are available via the library.

2021 Page | 23

English Literature Aims and Objectives The English Language GCSE course is taught in tandem with the English Literature GCSE course, with some overlap of skills. English Literature exams cover set texts and unseen material. Over the duration of the course, pupils will be examined on a Shakespeare play, 19th Century Prose, an anthology of 15 poems, modern prose/drama and unseen poetry. At the start of year 10, pupils may well study texts from outside the syllabus to hone the analytical skills they require as we move to study texts set for the exam.

AQA http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702 8702 In year 11

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

Task

Description

Pupils should be able to

Non set text 1

This term will be spent developing skills, using texts not set for the exam.

Non set text 2

See above.

Autumn

Modern Prose/Drama

Pupils will study one modern play or novel from the set text list.

Read deeply and infer meaning.

Analyse language closely.

Consider context.

Write analytical essays.

Develop narrative voice.

Have a full understanding of the text.

Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception.

Produce timed essays.

Spring

19th Century Prose

Poetry skills

Summer

Pupils will study one 19th century novel from the set text list.

Introduction to poetry anthology and toolbox for unseen poetry analysis.

Non-fiction texts

Pupils will study a range of nonfiction texts as preparation for the end of year exam (language paper 2).

Poetry Anthology

Study of the 15 poems set for examination.

Coursework

Autumn

Have a full understanding of the text.

Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception.

Produce timed essays.

Read poems and develop methods for understanding meaning, language, form and structure.

Read non-fiction texts for meaning.

Analyse language.

Be familiar with 19th century non-fiction material.

Analyse and compare viewpoints.

Analyse language, form and structure of set poems in the anthology.

Spring

Summer

N/A Suggested further reading: All pupils should read widely and for pleasure. We recommend at least 30 minutes per day. Reading lists are available via the library.

2021 Page | 24

French Aims and Objectives The French IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of France and the French-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest.

Pupils will also be strongly encouraged to participate in an exchange visit to France, which will further enhance their language skills.

Exam Board: Web link: Course Code: Mock Exam dates:

Week/ Term

CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsefrench-foreign-language-0520/ 0520 January 2023

IGCSE Topic

Grammar

Self, family, pets, personal relationships Meeting people Home Life Daily routine

Opinion and justification Revision of questions Depuis + present Revision of adjectives, comp and superlatives

House and Home Household chores

Revision of present tense (including reflexive verbs) Telling time Revision of passé composé Après avoir

Autumn

Revision of future Conditional

Eating and drinking Eating in other countries Eating out Festivals and special occasions

Health and Fitness (stress, alcohol, tobacco, drugs)

Partitive article

En (pronoun) Revision of direct object pronouns Indirect object pronouns y

Pupils should be able to Introduce themselves and give personal information Ask others for this information Use regular and irregular verbs in the present tense Talk about their family and ask others about theirs Understand and discuss family relationships Describe themselves and others (appearance & character) Talk about where they live and the type of house they have Describe the rooms in their house Talk about their daily routines during the week/weekend Talk about how they help at home Talk about a previous house/bedroom Say what they did at home (past) Talk about healthy eating and the importance thereof Engage in shopping transactions Order meals in restaurants Make a complaint Understand a recipe Talk and write about how to maintain a healthy and balanced lifestyle 2021 Page | 25

Home town and geographical surroundings Ville et campagne.

Dans ma ville il y a……

Spring Directions Shopping Food, clothes, souvenirs Importance of fashion, Les grandes surfaces Public services Bank, Post office, Lost property Natural and Man made environment Weather (home and abroad)

Summer

Transport (revision of different types) Role plays (station, bus, car) Road accidents

En + pres participle Revision of negatives ne ….aucun ne….ni….ni

Imperative

Discussing the advantages and disadvantages of living in the town and countryside

Lequel / Celui (ci / là) / ce +adj (ci/ là)

Asking directions and how far places are

Revision of pronouns eg le mien mon sac à moi

Passive

Venir de

Film Study (if time) Les intouchables

Coursework

Autumn

Asking for different products in shops, asking to try clothes on, complaining about faulty goods.

Talking about clothes and fashion Talking about how to protect the environment and how we are harming the environment Ordering tickets for travel.

Asking info about different forms of transport

Revision of all tenses

Illness and Accidents

Talking about your local area, what you like and dislike and what you would change.

Spring

Being able to communicate at the doctor’s and in a hospital Analysing a film: techniques, themes and message.

Summer

None

Suggested further reading: www.languagesonline.org.uk; www.thisislanguage.com; www.vocabexpress.com

2021 Page | 26

Geography Aims and Objectives: The course aims to develop skills which include: • An understanding of the processes which affect physical and human environments.

• An understanding of location on a local, regional and global scale.

• The ability to use and understand geographical data and information.

• An understanding of how communities around the world are affected and constrained by different environments.

EDUQAS Exam Board: https://www.eduqas.co.uk/media/j0zo4wbh/eduqas-gcse-geography-a-spec-from-2016-eWeb link: 24-01-20.pdf C111QS Course Code: School exams after May half term.

Mock Exam

dates:

Week/ Term

Autumn

Topic

Weather Climate and Ecosystems

Key ideas

Pupils should be able to:

Climate change in the Quaternary

Describe the evidence for and causes of climate change.

Weather patterns and processes

Describe the causes consequences and responses to weather hazards. Evaluate the effectiveness of responses.

Describe and explain the variation in weather and climate at different scales in the UK.

Processes and interactions within ecosystems.

Human activity in ecosystems

The urban – rural continuum in the UK

Spring

Rural and Urban links Population and Urban change in the UK

Describe where large-scale ecosystems are found. Describe and explain the processes occurring in ecosystems at different scales.

Describe how people use ecosystems and describe and explain the impacts.

Describe how and explain why people modify ecosystems. Describe how ecosystems can be managed sustainably and evaluate the attempts to manage these ecosystems.

Describe how and explain why urban and rural areas are linked. Describe how and explain why rural areas are changing. Evaluate strategies to address issues in rural areas.

Describe and explain the causes and consequences of population change.

Describe and evaluate attempts to address contemporary challenges in urban areas. Describe and explain high street change in the UK and evaluate attempts to address these changes.

2021 Page | 27

Urban issues in contrasting global cities.

Landscapes and physical processes

Distinctive landscapes of the UK

Describe and explain the global patterns of urbanisation. Describe and explain the consequences of urbanisation.

Evaluate attempts to address challenges in global cities. Describe how global cities are connected to the rest of the world.

Describe and explain what makes landscapes distinctive in the UK. Describe how and explain why landscapes are affected by human activity in the UK. Describe how these landscapes can be managed and evaluate attempts at management.

Suggested further reading: -

Red Dust by Mian Jian White Tiger by Aravind Adiga The Kite Runner by Khaled Hossaini A Squatter’s Tale by Ike Oguine Himalaya by Michael Palin Pole To Pole by Michael Palin Waking the Giant by Bill Maguire The Langrabbers by Fred Pearce 10 Billion by Stephen Emmett Kandahar Cockney: A Tale of Two Worlds by James Ferguson

2021 Page | 28

German Aims and Objectives: The German IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Germany and the German-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest.

Pupils will also be strongly encouraged to participate in an exchange visit to Germany, which will further enhance their language skills.

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

CIE http://cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsegerman-foreign-language-0525/ 7159 January 2022

Grammar

Introducing oneself

My home Autumn

Present tense Conjunctions und, aber (word order) Plural of nouns Gender and case Definite and indefinite articles Possessive adjectives Quantifiers

Adjectives Prepositions with dative Reflexive verbs Separable verbs Revise perfect tense Imperfects hatte, war, gab

Pupils should be able to

Introduce themselves and give personal information.

Ask others for this information.

Use regular and irregular verbs in the present tense.

Talk about their family and ask others about theirs. Understand and discuss family relationships.

Describe themselves and others (appearance and character).

Talk about where they live and the type of house they have.

Describe the rooms in their house.

Talk about their daily routines during the week/weekend.

Talk about how they help at home.

Talk about a previous house/bedroom.

Say what they did at home (past).

Talk about their hobbies and interests.

Free time

Time, manner, place Subordinating conjunctions Expressing preferences Word order

Ask others about how they spend their free time.

Express opinions on leisure activities.

Talk about pocket money, spending & saving.

Talk about part-time jobs.

Talk about keeping fit and sport.

Express preferences.

Food & drink

Plurals Revision of cases and articles Adjective endings Gern/lieber/am liebsten Gehen, essen, nehmen Schmecken and dative Subordinating conjunctions.

Talk about healthy eating and the importance thereof.

Engage in shopping transactions.

Order meals in restaurants.

Make a complaint.

Understand a recipe.

2021 Page | 29

School

Spring

Work

Future

Exam prep 1

Summe r

Negation (kein) Subordinating conjunctions Perfect tense haben & sein Separable verbs in the perfect tense Masculine & feminine jobs Um…zu…

Time expressions for future Intentions Future tense Adverbs of probability Du or Sie? Forming questions Oral and comprehension Introduction to the role play Oral presentations Listening & Reading skills, including question words

Town & area

Verb gefallen Positive & negative opinions Revision of past Personal pronouns Conditional tense

Exam prep 2

Focus on essay writing.

Essay writing skills.

Film study

Talk about the kind of school they go to.

Have a general understanding of the German school system.

Describe their school.

Talk about uniform and its advantages/disadvantages.

Talk about the school day.

Talk about what you did at school (past).

Talk about different jobs.

Discuss a forthcoming work experience.

Talk about a past work experience.

Discuss their plans for after the exams.

Talk about their future plans.

Apply for a job.

Engage in various role play scenarios.

Understand how to make an effective presentation. Understand and apply comprehension techniques.

Describe their town.

Give details about the local area.

Discuss advantages/disadvantages of city v country life.

Talk about their childhood.

Talk about where they would ideally like to live.

Address the content of an essay effectively.

Use a range of verbs in their essays.

Discuss the characters and themes.

Understand the film's social/political/cultural context. Use specific film vocab to analyse the film.

Use evidence to justify opinions & draw conclusions.

Coursework

Autumn

Spring

Summer

n/a

n/a

n/a

n/a

Suggested further reading: IGCSE German Course Companion (issued by the department) Collins German Grammar & Practice www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com

2021 Page | 30

History Aims and Objectives The Cambridge IGCSE (9-1) History syllabus looks at major international issues of the twentieth century, as well as covering the history of Germany (1918-45) in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. The Paper 2 topic, which will be studied in 2022-23, is “Why did international peace collapse by 1939?”

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsehistory-9-1-0977/ 0977

February 2022

Task

Description

Autumn

Paper 1 Core Content

International relations 1919-39

Spring

Paper 1 Depth Study

Germany, 1918-1934

Summer

Paper 1 Depth Study

Germany 1934-1945

Coursework (Paper 3) preparation

Introductory course

Coursework (TBC) Significance of the Great Depression on Germany

Pupils should be able to Pupils learn course content and techniques for Paper 1, Section A of the IGCSE Pupils learn course content and techniques for Paper 1, Section B of the IGCSE Pupils learn course content and techniques for Paper 1, Section B of the IGCSE Pupils are introduced to the skills for coursework, an outline course for broad context, and use summer to research and plan for coursework drafting in September

Summer Preparatory reading and skills work. Research and drafting coursework.

Suggested further reading: The Vanquished: Why the First World War Failed to End by Robert Gerwarth To Hell and Back: Europe 1914-1949 by Ian Kershaw The Deluge: The Great War and the Remaking of Global Order 1916-1931 by Adam Tooze Hitler by Ian Kershaw Third Reich trilogy by Richard Evans

2021 Page | 31

Latin Aims and Objectives For pupils to deepen their knowledge of Latin Language.

To have covered all the Latin grammar and syntax required for their GCSE. For pupils to work collaboratively in approaching Latin Literature.

For pupils to find out more about the historical context to their Literature set texts.

For pupils to find out how to answer Literature questions on a text in a different language.

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

OCR www.ocr.org.uk J282

n/a Task

Pupils to learn the passive voice.

Autumn

Pupils to learn Indirect Statement.

Pupils to revise noun and adjective forms.

Pupils to revise uses of the subjunctive.

Spring

Summer

Revision of participles.

Begin translating Prose set text – for 2018/19 Caesar and Tacitus, ‘Boudica’ and ‘Druids’.

Finish translating Prose set text and write notes on the specification.

Revise grammar and syntax by translating Unseen Latin translations.

Revision of GCSE vocabulary.

Coursework

Description

Objectives

Pupils learn the difference between active and passive and all forms of both.

Pupils to learn the grammatical construction indirect statement including forms of the infinitive.

Revision of noun declensions and cases, as well as adjective forms.

Enrich their understanding of how both English and Latin work.

Develop their skills in Latin by translating longer and more complex sentences.

Deepen their knowledge and increase fluency of translation.

Pupils to revise different uses of the subjunctive mood and the forms of subjunctive verbs.

Translate more complex Latin.

Pupils to revise all participles, including ablative absolutes.

Consolidate earlier learning and use this to aid translation.

Pupils start translating the Prose Set Text together, working on a ‘class translation’

To work collaboratively as a class.

Finish class translation of the prose set text and write class notes on the background and literary analysis.

Find out more about the historical background to the Latin texts.

Pupils to revise grammar and syntax by translating Latin passages.

Increase confidence in Language skills.

Regular learning and testing of GCSE Latin vocabulary

Have an overview of what is required for GCSE Latin.

Autumn

Spring

Summer

n/a Suggested further reading: ‘In Search of the Romans’ by James Renshaw

2021 Page | 32

Latin with Classical Greek Aims and Objectives For pupils to experience an enjoyable Introduction to Classical Greek.

For pupils to recognise the links between Classical Greek, Latin and English.

For pupils to cover most of the Language required for GCSE Greek.

For pupils to deepen their understanding of Language in general.

OCR www.ocr.org.uk J292

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

Task Learn Greek alphabet

Autumn

Learn basic noun and verb forms.

Description

Pupils should be able to

For pupils to learn the classical Greek alphabet and practise writing it.

For pupils to learn the first three noun declensions and the present, future and imperfect active tenses.

Learn the definite article.

Aorist tenses

Spring

Adjectives

Participles

Learn the basics of Greek grammar, using their prior knowledge of Latin.

Enjoy their introduction to Greek and feel confident in pursuing the subject.

Pupils to learn the two types of aorist tenses.

Pupils to learn forms of adjectives, including comparative and superlatives.

Pupils to learn forms of active participles and learn how to translate them.

Translate simple sentences.

Use prior knowledge to deepen understanding.

Start to translate more complex sentences.

The Middle and Passive Voices.

Pupils to learn about the Middle Voice and see the Passive forms.

To deepen their understanding of how languages work, using prior knowledge of English and Latin.

Indirect Statement

Pupils to learn how Classical Greek expresses Indirect Statement

To feel more confident in translating longer sentences.

Summer

Throughout the Year

See the links between Greek-LatinEnglish and the basis of our alphabet.

Regular learning and testing of GCSE Greek Vocabulary.

Coursework

Continuously consolidate knowledge of Greek vocabulary, making links to English vocabulary.

Autumn

Spring

Summer

Suggested further reading: Homer, ‘The Odyssey: A Translation.”

2021 Page | 33

Mathematics Aims and Objectives The aim is to make pupils aware of the need for mathematical proof in algebra and geometry, and to appreciate the practical use of statistics.

The objective is to extend the pupils’ knowledge of algebra and geometry, and to teach this is in a more formal way.

Pupils should learn to recognise a well-reasoned argument and to be able to produce a justification for congruent and similar triangles, and for angles in circles. Pupils will be given an opportunity to use computer software to enhance their understanding of practical statistics.

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

Edexcel https://qualifications.pearson.com/en/qualifications/edexcel-international-gcsesand-edexcel-certificates/international-gcse-mathematics-a-2016.html 4MA1 January of year 11

Task

Description

Pupils should be able to

Shape and Space 5

Transformations

Work with rotations, reflections, translations and enlargements

Number 6

Direct and Inverse proportion Negative and fractional indices

Solve problems involving proportion and work with indices

Algebra 6

Proportion

Algebraic formulae for proportionality models

Shape and Space 6

Circles

Use intersecting chord theorems

Number 7

Recurring decimals

Convert between recurring decimals and fractions

Sets 2

Problems involving sets Set builder notation

Understand the language of set notation

Autumn

UNIT TEST 1 Algebra 7

Quadratic equations

Solving using quadratic formula; use of discriminant

Graphs 6

Cubic and reciprocal graphs

Draw smooth curves with care

Sets 3

Compound probability

Shape and Space 7

Arcs and sectors Scale factors

Number 8

Conversion of Units

Spring

Conditional probability using Venn diagrams Understand and use arc and sector formulae, and work with Linear, Area and Volume scale factors Convert between Imperial and Metric systems

INTERMEDIATE MATHS CHALLENGE Algebra 8

Understand the notation and language of functions

Functions

UNIT TEST 2 2021 Page | 34

Graphs 7

Graphical solution of equations

Use given graphs to solve non-linear equations

Shape and Space 8

Vectors

Use correct notation in proving geometric results using vectors

Sequences

Arithmetic sequences

Use established formulae to quickly find sums of sequences and solve problems

Shape and Space 9

3D Trigonometry

Be able to solve 3D problems using trigonometry and Pythagoras’ theorem

Summer

SUMMER EXAMINATION Algebra 9

Simultaneous equations Proof

Solve cases involving non-linear equations

Graphs 8

Gradient of a curve Graph transformations

Draw a tangent by eye

Coursework

Autumn

Spring

Summer

N/A Suggested further reading: How to Think like a Mathematician by Kevin Houston Does God play dice? by Ian Stewart The man who loved only numbers by Paul Hoffman Makers of Mathematics by Stuart Hollingdale

2021 Page | 35

Music Aims and Objectives The course aims to continue with the topics required for GCSE Music from Year 9, giving a broad overview of many different styles of music from different parts of the globe. Performance and Composition skills are also honed with the objective of preliminary work having been completed on much of the exam coursework by the end of the year.

Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

Autumn

Spring

AQA http://www.aqa.org.uk/subjects/music/gcse/music-8271 8271 March year 11

Task

Description

Study: Contemporary Latin Music

Including Buena Vista Social Club and study of the set work Santana Supernatural

Identify the key features of Contemporary Latin Music.

Study: Music of Broadway 1950s1990s

Including West Side Story, Grease, Sweeney Todd

Identify the key features of Broadway Music of the 1950s-90s.

Study: Rock Music of 1960s+70s

Including Pink Floyd, Led Zeppelin, Beach Boys, and study of the set work Beatles Sergeant Pepper

Identify the key features of Rock Music of 1960s-70s.

Study: Fusion Music incorporating African and/or Caribbean music

Including Bob Marley Legend, Paul Simon Graceland

Identify the key features of fusion music incorporating African/Caribbean music

Performance: Solo and Ensemble

Two performances to be recorded, one solo and ensemble.

Perform to a high standard and both peer and self-assess effectively.

Composition: Pop song begins

Preliminary work on structure, chord sequences and melodies.

Study: Orchestral Music of Copland

Including Appalachian Spring and Rodeo

Create a structured plan for a pop song and a chorus with potential for expansion.

Identify the key features of Copland’s Orchestral style.

Study: Blues Music 1920-50 Study: Orchestral Music of Kodaly and Bartok

Including Bessie Smith, Blind Willie McTell, Robert Jonson

Identify the key features of Blues Music 1920-50.

Including Concerto for Orchestra and the Set Work Hary Janos.

Identify the key features of the Orchestral Music of Kodaly and Bartok.

One solo performance to be recorded.

Completion of first draft of pop song, to be complete by the end of term.

Including Peter Grimes, The Lamb, Orkney Wedding with Sunrise, Concerto for Guitar and Orchestra One ensemble performance to be recorded, before half term.

Compose a minimalist work, first draft to be complete by the end of term.

Perform to a high standard and both peer and self-assess effectively.

Performance: Solo Composition: Pop Song completion

Summer

Study: British Music of Arnold, Britten, Maxwell-Davies, Tavener Performance: Ensemble Composition: Minimalism

Pupils should be able to

Recognise what makes a good pop song and emulate this in their own work.

Identify the key features of British Classical Music of the last 100 years.

Perform to a high standard and both peer and self-assess effectively.

Create a structured plan for a minimalist piece and complete at least one major section.

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Coursework

Autumn

Spring

Summer

Composition: interim deadlines as above.

Performance - one solo recorded prior to half term, one ensemble recorded prior to end of term.

Composition: First draft of pop song completed by end of term.

Performance: additional solo to be recorded by end of term.

Composition: First draft of minimalist work completed by end of term.

Performance: additional ensemble recorded prior to half term.

Suggested further reading/listening: The Story of Music by Howard Goodall Keeping your Nerve! by Kate Jones This is your Brain on Music by Daniel Levitin Musicophilia by Oliver Sacks Orchestral Technique by Gordon Jacob:

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Physics Aims and Objectives The aim of the course is to develop an interest in and understanding of physics through undertaking experiments and practical activities. The objectives for pupils include; • • • •

Understanding the application and importance of physics principles in everyday activities Being able to analyse and draw conclusions from the results of their investigations Knowing how to represent physics principles and the results of experiments mathematically, graphically and in writing Having an awareness of various types of experimental risk, and how to carry out investigations safely

The modules listed below will not necessarily be taught in the order shown. Additionally, some pupils will learn the Momentum topic in Year 11.

Edexcel https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-physics-2017.html

Exam Board: Web link: Course Code: 4PH1 Mock Exam dates: After May half-term Week/ Term

Task

Description

Forces and Motion

This is the most mathematical unit of work, and it examines Newtons 3 Laws which link forces acting on an object to changes in its motion.

Magnets and magnetism

This module begins with an explanation of simple bar magnets, and then goes on to the relevance of magnetism to music systems, motors and the production of electricity.

Autumn

Charge and charge flow

This topic covers 2 main ideas.

Firstly, the fact that an imbalance of charge creates electrostatic forces. Secondly, the flow of charge in an electric current.

Radioactivity

This focuses on the nucleus and its stability. Unstable nuclei give off radiation, and this is a natural and everyday occurrence.

Spring

Pupils should be able to Distinguish between scalar and vector quantities.

Draw graphs representing the motion of an object.

Apply the equations of motion.

Have a deep understanding of the effects of specific forces such as gravity and friction.

Draw magnetic fields using field lines.

Induce magnetism.

Understand the link between electric current and magnetic fields.

Explain how electromagnets work and identify their uses.

Describe the Motor Effect and its applications.

Understand that electrostatic forces can act at a distance, and can both attract and repel.

Describe the process of charging through induction.

Explain the use of a gold leaf electroscope.

Identify the dangers of sparking and explain how to minimise these through charge sharing and earthing.

Demonstrate the working of different types of radiation detectors.

Take measurements in order to measure half-lives.

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Astrophysics

This covers motion in the Universe, fusion and its role in stellar evolution, and cosmology.

Summer

Momentum

Coursework

This explores the idea that momentum, the product of mass and velocity, is an essential and significant property of any moving object, whether it be an aeroplane or a molecule of gas.

Autumn

Determine the different penetrating powers of alpha, beta and gamma radiation.

Describe the uses of each type of radiation.

Explain how gravity governs the Universe.

Calculate orbital speeds and radii.

Describe the Big Bang Theory with reference to red shift and cosmic microwave background radiation.

Understand how fusion is instrumental in the birth and death of a star.

Explain the idea of conservation of momentum from its roots in Newtons third law of motion.

Calculate impact forces during collisions using equations of momentum.

Apply the momentum equation to safety features such as air bags, crumple zones and crash mats.

Spring

Summer

N/A

Suggested further reading: Pupils should refer to Habsnet for PowerPoint presentations and worksheets covering all topics.

The Edexcel course specification can be found at: https://qualifications.pearson.com/en/qualifications/edexcelinternational-gcses-and-edexcel-certificates/international-gcse-physics-2011.html

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Russian Aims and Objectives The Russian GCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Russia and the Russian-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as reading, writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in a trip to Russia or another Russian-speaking country, which will further enhance their language skills.

Exam Board: Edexcel Web link: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/russian-2017.html Course code: 1RU0 Mock exam dates: January 2022 Term

Topic

Grammar

Cyrillic alphabet (script) Personal information

Pupils should be able to Use the Cyrillic alphabet (script)

Gender of nouns

Introduce themselves

Possessive adjectives

Give basic information about their family and pets (names and ages)

Expressing possession using У меня есть / У тебя есть

Recognise numbers up to 100

Two verbs in a sentence Say what they like doing

Where I live Autumn

Weather & Days of the week

Present tense: Group I & Group II regular verb endings Plurals Adjective agreements Basic introduction to the Russian case system and the prepositional case Reflexive verbs Imperatives Ordinal numbers for dates

Describe where they live including local amenities Understand directions

Say the date in Russian Describe the weather

Hobbies

Adverbs Basic introduction to the accusative case More on the prepositional case

Say what they do in their free time and how frequently Say which musical instruments and sports they play 2021 Page | 40

Transport

My house

Verbs of motion Uni- & Multi-directional verbs Accusative of motion Adjectives used as nouns Basic introduction to genitive case Revision of preposition and accusative cases

Talk about how they get to different places using different modes of transport.

Describe their house (rooms & furniture)

Say what they did over Christmas holiday Imperfective past tense Quantities + genitive Food & shopping

Irregular verbs

Order food at a café / restaurant Understand prices (recognise high numbers)

Много / мало + genitive можно / нужно / надо / нельзя

Say what food is healthy / unhealthy Say what you should / should not eat Describe their school timetable / typical day at school

Spring

School

24 hour clock 12 hour clock More reflexive verbs Adjectives with the prefix неComparatives & superlatives

Say what they did at school yesterday Say which subjects they like / dislike and why Describe their friends and teachers

Work

Basic introduction to instrumental case

Holidays Revision of past tense (imperfective form only)

Say what job they want to have and why Describe people in detail including clothing Talk about holidays with family and school trips / exchanges in past and future Describe accommodation

Imperfective future tense Basic introduction to perfective future tense (я поеду / я пойду) Common impersonal constructions At the Doctor’s Summer

У меня болит / болят

Role plays: at the tourist information office Picture-based tasks: holidays & school Describe symptoms Say what I want / don’t want & can / can’t do

Irregular verbs мочь & хотеть Festivals & Cultural Celebrations

Dates High numbers

Talk about a range of Cultural and Sporting events in Russia including 2021 Page | 41

Christmas, New Year, Maslenitsa, World Cup 2018, Sochi Winter Olympics 2014.

Suggested further reading: NA START / VNIMANIE / MARSH GCSE text books Novaya Iskra 1,2&3 Ruslan Russian Grammar Book Quizlet: Search ‘MissDrakeHabs’ there is a folder called ‘Russian GCSE from 2017 – core vocabulary’ https://quizlet.com/MissDrakeHABS/folders/russian-gcse-from-2017-core-vocabulary/sets

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Spanish Aims and Objectives The Spanish IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Spain and the Spanish speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in an exchange visit to Spain, which will further enhance their language skills.

Exam Board: CIE Web link: http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanishforeign-language-0530/ Course Code: 7160

Mock Exam dates: January 2022

Term

IGCSE Topic

Grammar Description

• • • •

Use of adjectives Present tense review regular + irregular Question words The gerund

Family friends At home

• • • • •

Personal a Possesive pronouns Reflexive verbs Near future Impersonal verbs

Going out to eat Special occasions

• •

Comparative Numbers up to 100

Introducing your home and school Eating habits and health

Autumn

Pupils should be able to ➢ Talk about themselves and where they live ➢ Describe activities at home and their school day ➢ Describe eating habits and discuss healthy living ➢ Explain a health problem ➢ Describe family and relationships in it ➢ Discuss hobbies and chores at home

➢ ➢

Order food Describe special occasions

➢

Describe holiday preferences and make plans Describe a past trip Describing where you live and giving directions

Spring

Holidays

Summer

Home town Shopping/services

• •

Preterite tense Future tense • •

Direct/Indirect pronouns Ser /estar

➢ ➢

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➢ ➢

Pros and cons of town v city Describe shopping and be able to shop in Spain + use services

Exam preparation /revision + correction Coursework

Autumn

Spring

Summer

None

Suggested further reading: Mary Glasgow Magazine Ahora Websites: www.espanol-extra.co.uk www.languagesonline.org.uk www.vocabexpress.com Departmental IGCSE course companion Vocabulary for GCSE Spanish book

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Sports Science Aims and Objectives The course builds on the practical skills and knowledge of the subject already developed throughout year 7-9 curriculum Physical Education. The course focuses on the understanding of the physiological, psychological and sociological concepts that underpin physical performance and an appreciation of the huge impact that science and technology have on Sport. Furthermore, the pupils are assessed practically across four sports.

Exam Board: Web link: Course Code: Mock Exam dates:

Week/ Term

AQA https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582 8582 After May Half Term

Task Skeletal & Muscular Systems

Autumn

Respiratory and circulatory systems

Social, cultural and ethical Influences Energy supply and effects of exercise

Spring

Health and nutrition

Social, cultural and ethical influences

Fitness and training Summer

Filming for NEA Social, cultural and ethical Influences

Coursework Assessment in four sports

Description

Pupils should be able to

Bones, joints, function, movement types, muscles, fibre types, contractions, antagonistic pairs.

Pathway of air, gaseous exchange, mechanics of breathing, respiratory volumes, components of blood, structure and function of the heart, cardiac values, blood vessels.

Leisure and recreation, growth in leisure activities, sports development pyramid, Aerobic vs anaerobic, recovery, long and short-term effects of exercise on body.

Social, mental and physical wellbeing, Health and fitness, balanced diet, food groups, energy balance, obesity.

Identify, describe and explain the skeletal and muscular systems and how they affect health and performance.

Components of fitness, testing, Vo2max, principles of training, methods of training, warm up and cool down.

Film and edit the skills in isolation of the coursework sports.

Autumn Establish the four sports

To understand and be able to apply the concepts of social, cultural and ethical influences to sports performance.

Identify, describe and explain the energy supply and effects of exercise on the human body.

To understand and link Heath, Fitness and nutrition for a trained and nontrained person.

To understand and be able to apply the concepts of social, cultural and ethical influences to sports performance.

Sponsorship, media, global events

Technology, diet and energy systems

Identify, describe and explain the respiratory and circulatory systems and how they affect health and performance.

To understand and be able to apply the concepts of fitness and training to health and sports performance.

To collate the key skills and begin to edit the evidence.

To understand and be able to apply the concepts of social, cultural and ethical influences to sports performance.

Spring Collate footage of skills in isolation and gameplay.

Summer Collate footage of skills in isolation and gameplay.

2021 Page | 45

Suggested further reading: The Everlearner by James Simms Luck by Ed Smith Bounce by Matthew Syed Legacy by James Kerr Detox Your Ego by Steven Sylvester Outliers by Malcom Gladwell The Miracle of Castel di Sangro byJoe McGuinniss The Lords of the Rings by Andrew Jennings The Sports Gene by David Epstein Friday Night Lights by H G Bissinger

2021 Page | 46

Theology & Philosophy Aims and Objectives To learn how religion, philosophy and ethics form the basis of our culture, and to develop valuable skills that will help prepare pupils for further study.

Pupils will consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. They will learn that the religious traditions of Great Britain are, in the main, Christian, and that religious traditions in Great Britain are diverse and will study Christianity and Buddhism alongside non-religious beliefs such as atheism and humanism.

AQA Exam Board: http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 Web link: 8062 Course Code:

Mock Exam dates: Week / Term

Task

Description

To learn key concepts including: The Nature of God; Creation; Afterlife; Incarnation; Salvation; and Atonement.

Christianity: Key Beliefs

Explain and evaluate beliefs and teachings about: · the nature of God as omnipotent, loving and just, and the problem of evil and suffering; · the doctrinal concept of the Trinity; · creation including the role of Word and Spirit; · the afterlife and their importance, including: resurrection and life after death; judgement, heaven and hell; · the theological concept of the incarnation and its meaning; · the crucifixion as a historical reality and theological event; · the resurrection as historically ambiguous, but theologically significant; · ascension, sin and salvation.

To learn key concepts including: Dhamma; Paticcasamupada ; Three Marks of Existence; Human Personality and Destiny; Buddha's life; Four Noble Truths; Tanha; and Magga.

Buddhism: Key Beliefs

Explain and evaluate beliefs and teachings about: · the birth of the Buddha and his life of luxury; · the Four Sights and their impact; · the Buddha’s ascetic life; · the Buddha’s Enlightenment; · the concept of Dhamma; · the concept of paticcasamupada; · the Three Marks of Existence: anicca, anatta and dukkha; · the human personality and ideals in the Theravada and Mahayana traditions, including arhats and bodhisattvas; · Pure Land Buddhism.

To learn: different forms of worship and significance; prayer; sacraments; and role and importance of

Christianity: Worship and festivals

Explain and evaluate: · different forms of worship and their significance; · the role and meaning of the sacraments in different churches; · the importance of baptism; · the significance of Holy Communion and how this influences some churches;

Autumn

Spring

Pupils should be able to

2021 Page | 47

pilgrimage and celebrations.

Summer

·

the role and importance of pilgrimage and celebrations including Christmas and Easter.

To learn: the nature, use and importance of places of worship; puja; meditation; ceremonies and rituals associated with death and mourning; festivals and retreats in Great Britain today.

Buddhism: Worship and festivals

Explain and evaluate: · the importance of different Buddhist places of worship; · the significance and role of puja ritual in the home and in the temple; · the significance of different methods of meditation, including Samatha and Vipassana; · significance of different ceremonies and rituals associated with death and mourning in different communities; · the significance of celebrations, including Wesak and Parinirvana Day.

To learn key concepts including: Food banks; Street pastors; Mission; and Reconciliation.

Christianity: Role of the church in the community

Explain and evaluate: · the role of the Church in the local community, including food banks and street pastors; · the place of mission, evangelism and Church growth; · the importance of the worldwide Church including: work for reconciliation and responses to persecution; the work of one Christian charity or agency.

To learn key concepts including: Five Moral Precepts; and Six Perfections in Mahayana.

Buddhism: Buddhist Ethics

Explain and evaluate: · the importance of kamma; karuna and metta; · the value of the five moral precepts; · the six perfections in the Mahayanan tradition (including teachings on how the individual develops these perfections within themselves); · the importance of rituals and practice in enabling the Buddhist to achieve his/her goal.

To learn key concepts, including: Equality; Social Justice; Prejudice; Discrimination; Rights; Responsibilities; Wealth; Poverty.

Religion, Human Rights and Social Justice

Explain and evaluate views concerning: · ethical responses to racial discrimination (including positive discrimination), including those based on the ideals of equality and social justice. · prejudice and discrimination in religion and belief, including the status and treatment within religion of women and homosexuals; · issues of equality, freedom of religion and belief including freedom of religious expression; · human rights and the responsibilities that come with rights, including the responsibility to respect the rights of others; · the right attitude and use to wealth; · the responsibilities of wealth, including the duty to tackle poverty and its causes; · the exploitation of the poor including issues relating to: fair pay; excessive interest on loans; people-trafficking; · The responsibilities of those living in poverty to help themselves overcome the difficulties they face; · Charity, including issues related to giving money to the poor.

2021 Page | 48

Coursework

Autumn

Spring

Summer

N/A

N/A

N/A

N/A

Suggested further reading: ‘Mere Theology’, A.E. McGrath ‘Surprised by Meaning’, A.E. McGrath ‘The God Delusion’, Richard Dawkins ‘The Dawkins Delusion’, A.E. McGrath ‘The Island’, Aldous Huxley ‘The Testament of Mary’, Colm Toibin ‘The Good Man Jesus and the Scoundrel Christ’, Philip Pullman ‘Philosophy: the basics’, Nigel Warburton ‘The Pig that wants to be eaten’, Julian Baggini

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Key Skills

Page

Subject

Head of Department/Lead Teacher

65

Foreword

Mr Bass

66

Relationships and Sex

Mr Metcalfe and Mr Bass

66

Me, Myself and I

Mr Dunn and Mr Lawrence

67

Politics

Dr St John and Mrs McEwan-Cox

67

Finance

Mrs Lyons and Mr Bartlett

68

Careers

Ms Nash

68

Understanding Mental Health

Mrs Jones and Reverend Brandon

Foreword The purpose of the Key Skills programme is to develop and nurture skills in our pupils that cut across curriculum areas and that support lifelong learning. These skills will enhance progress and attainment in education, employment, lifelong learning and personal development.

The programme is a key ingredient in the education offered at Haberdashers. Along with our Academic curriculum and Pastoral care, the key skills programme ensures that we achieve our aims: 1.

2.

3.

To challenge bright pupils to achieve the highest standards To develop a sense of community and shared values To support parents in preparing their sons for a fulfilled life

These subjects are non-examined.

In particular the programme will • • •

Foster the development of non-subject specific skills The early introduction of key skills will ensure that pupils gain an excellent grounding in these skills.

This will enhance their progress through later years in the school.

Ensure that pupils understand the values of our community and apply them to achieve both personal and community success.

The programme covers the following key skills: 1.

2.

3.

4.

5.

6.

Relationships and Sex Identity: Me, Myself and I Politics Careers Finance Understanding Mental Health

Pupils are on a 4-6 week/half termly rotation.

2021 Page | 50

TITLE OF UNIT: Sex and Relationships

UNIT LEARNING OBJECTIVES: To understand the changes in adolescence and recap on earlier understanding of relationships and sexuality and safe sex.

YEAR GROUP: 10

LESSON LESSON LEARNING OBJECTIVES & OUTCOMES

1 Relationships; healthy and unhealthy; scenarios.

Pornography

2 What are you ready for?

3 Consent and the Law; Harrassment; peer on peer

4 FGM (female genital mutilation), violence against women

5 Safe sex: what’s that?

6 Safe sex: how do you do it?

PSCHCEE Framework KS3 & 4 Core Theme Health and Wellbeing Sexual and Emotional Health. Consent. Choices and Relationships.

Body Image. Managing feelings about self and body. Safe practice, advice and support.

MAIN ACTIVITIES

RESOURCES (inc ICT)

-baseline knowledge and rules -how does body image affect self-esteem or relationships -where do these ideas come from?

Relationships clips and ppts.

-card sorting activity

-boundaries and peer awareness -types of physical intimacy, sexting -meeting, chatting and going out -breaking up and broken hearts

-understanding sexual consent and law (thinkuknow) -responsibilities around sexual relations -undesirable experience

BBC Relationships:

Consent:

http://www.bbc.co. uk/education/topic s/zpsv9j6

-support

https://thinkuknow .co.uk/14_plus/Ne ed-advice/Sexand-the-law/ http://www.respect notfear.co.uk/cons entandconsequen ces/consent.html

Powerpoints on FGM and 4 types.

-prevalence and reasons -legal understanding ; UK criminalisation of FGM -physical and mental consequences BBC Relationships: http://www.bbc.co. uk/education/topic s/zpsv9j6

-NHS Live Well: STIs (Chlamydia, herpes, genital warts, HIV) -what to do after unsafe sex -protection and emergency contraception -hygiene -support

-practical use of condoms on dildo -familiarity with techniques of use -resistance to condom use -lubricants

Condoms; STI diagrams; images

Condoms; dildos; wipes

http://www.nhs.uk/ Livewell/Sexandy oungpeople/Page s/STIs.aspx

DIFFERENTIATION Diverse cultural backgrounds; gender/sexuality awareness; difference in values and principles relating to sexuality.

SMSC and fundamental British values inform all less. All the topics mentioned above lend themselves to the spiritual, moral, social and cultural development of our pupils by fostering respect for other views, understanding the consequence of actions, co-operating with others and appreciating cultural issues that shape our lives.

2021 Page | 51

TITLE OF UNIT: Me, Myself and I

UNIT LEARNING OBJECTIVES: To explore issues of identity, emotional behaviour, body image and belonging. Pupils will learn about themselves and their relationship to society and peers. Tolerance and compassion

YEAR GROUP: Year 10 LESSON

LESSON LEARNING OBJECTIVES & OUTCOMES

1 What is masculinity?

View gender roles as socially constructed ideas.

Question gender roles and social expectations.

Acknowledge that not everyone fits into narrowed gender roles.

2 Gender & Feminism

3 Individual vs Groups

4 Belonging and fitting in

5 Understanding & Managing Emotions

Understand how sexual objectification encourages inequality.

Understand how behaviour changes in social/group settings.

Understanding of how to interpret emotions in others.

Diversity of human sex and gender 'Male-Female' physical model as well as 'MalenessFemaleness' identity approach.

Build on knowledge from “Individuals vs Groups” and apply to self.

Develop knowledge of psychological processes of deindividuation, bystander apathy, herd mentality and to apply these to real life situations

How the lives of such people are allowed or disallowed by different cultures.

MAIN ACTIVITIES

1. Gender & Personality Worksheet How closely do these personality traits resemble you as a male?

Can boys have feminine qualities and girls masculine qualities?

2. Male expectations placed on men.

1. Read and discuss 'The Harlem Dancer'

by Claude McKay: How does this poem make you feel?

Why do you think the dancer in this poem is working in this nightclub?

The Harlem Dancer Critical Essay by Arelis Ruiz

Reflect on personal identity and values and how this shapes behaviour.

Understand and reflect on own emotional responses and how to manage them.

Explain definition of Deindividuation and Herd Mentality.

Discussion of situations this can happen (groups, costumes, uniforms, internet). Does it

Blob Tree activity.

Where are you now?

Where do you want to be?

Why? “What is the difference between belonging and fitting in?”

Discussion

How life online can be idealised and may not reflect reality Empathise with others and offer advice to those who may be struggling online Devise strategies to boost their selfesteem and consider ‘how to be happy’

Reflect on own group behaviour Read article https://www.theguar dian.com/uk/2011/a ug/07/tottenhamriots-police-had-notanticipated-violence

6 Body Image & self-esteem

Emoji emotions vs photos of emotions.

How easy are they to interpret?

“Emotional intelligence is more useful that Academic Intelligence” Discuss.

Watch https://www.youtube.c om/watch?v=n6MRsGwy

1. ‘When young people go online, they feel better about themselves’ – discuss 2. Three 'talking heads' films (1 min each) – characters speaking about self- esteem and social media

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TITLE OF UNIT: Politics

UNIT LEARNING OBJECTIVES : Develop a critical awareness of the nature of Politics and the relationship between political ideas, institutions and processes; Acquire knowledge and understanding of the structures of authority and power within the political system of the UK; understanding the rights and responsibilities of the individual.

YEAR GROUP: 10

LESSON

2

3

LESSON LEARNING OBJECTIVES & OUTCOMES

Overview of the political system

Popular Democracy

Rights and Freedoms (HRA)

Freedom of the Press

Political Leaders – a case study

PSHCEE Framework

Economics and political environment Introduce parties, leaders, concepts of left and right wing Role of Parliament - Group discussion should voting age be reduced to 16

Discrimination and Intolerance

Relationship between Britain and the EU Active citizens and diverse communication Case study – Brexit

Rights and Responsibilities

Primacy of human rights

Should the HRA be repealed?

-Voting rights for prisoners?

-Protection for minorities -Use of torture for terrorist suspects

Free speech, fake news, alternative facts, critical analysis of various news sources -Case study: Trump

Economics and Political Environment Research individual political leaders Brief presentation on why they are successful/unsucce ssful

UK parliament booklet + video

Articles from The Day

Newspaper article

Articles from The Day

Newspaper articles, video clips

MAIN ACTIVITIES

RESOURCES (inc ICT)

1

Referendums and voting, concept of majority rule and tyranny of the majority - Debate

4

5

6

Politics Today; Editorials; Newsnight clips

DIFFERENTIATION Most of the pupils will be able to read and analyse source material e.g. Human Rights Act. SMSC and fundamental British values inform all lessons. All the topics mentioned above lend themselves to the spiritual, moral, social and cultural development of our pupils by fostering respect for other views, understanding the consequence of actions, co-operating with others and appreciating cultural issues that shape our lives.

Communication skills, literacy, numeracy and digital literacy are embedded in the pupils’ understanding and learning.

TITLE OF UNIT: Finance

UNIT LEARNING OBJECTIVES: An introduction to the world of finance and the economy. How the HABS values might relate to this course for now and in the future. The course will try and keep up-to-date with recent events using The Day as a resource to do this.

YEAR GROUP 10 LESSON LESSON LEARNING OBJECTIVES & OUTCOMES PSHCEE Framework

1

2

3

Your Money, Your Future

Budgeting and Introduction to Fraud

Understanding Identity fraud

Introduce the function of money and key concepts relating to money

To understand why it is important to be able to budget.

Introduction to fraud 1. University Budgeting – plan budget for fictional university.

2. Share tips on budgeting at Uni 3. Introduction to fraud / fraudulent activity. Consider age appropriate case studies

To understand the importance of online safety strategies

MyBnk, Uni of York website, Cifas: Anti Fraud Education

Cifa: Barclays

MAIN ACTIVITIES

1.Consider key finance terms 2. Understand the function of money and its history 3. Summarise the key concepts for their future – Earn, Save, Budget, Spend, Borrow, Protect Give

RESOURCES (inc ICT)

VISA MyBnk Martin Lewis website

1.What is identity fraud?

2. What is public / private information?

3. How can you protect yourself now and in the future?

4

5

6

Debt / Credit card challenge & Entrepreneurship Credit card challenge!

What does being an entrepreneur mean.

1. Discussion of Debt 2. Credit card activity 3. What is an entrepreneur?

4. Habs – entrepreneurs

Understanding Global Finance

1. Brainstorm on global finance 2. Why is the finance market global 3. What happened in the financial crisis 4. How did it impact – country, city, family, me

1. Recap of Global Financial crisis 2. Brief understanding of the UK budget 4. Key UK issues 5. School values in course

MyBank, Martin Lewis student website; Habs alumni website

Purchasing power ppts; HABS Alumni website;

Government website, clips, The Day

To understand that the financial market is global, it is interconnected and interdependent.

Understanding Key Finance Issues / Considerations in the UK Market Understand how global finance affects the UK

DIFFERENTIATION: Awareness of sensitivities in discussing socio-economic issues and financial situations.

SMSC and fundamental British values inform all lessons. All the topics mentioned above lend themselves to the spiritual, moral, social and cultural development of our pupils by fostering respect for other views, understanding the consequence of actions, co-operating with others and appreciating cultural issues that shape our lives.

Communication skills, literacy, numeracy and digital literacy are embedded in the pupils’ understanding and learning.

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TITLE OF UNIT: Careers

UNIT LEARNING OBJECTIVES: To begin to understand risk and problem-solving in the world of work, as well as to think about changes in the employment market and the skills and attributes that are needed to enable people to cope with these.

YEAR GROUP: 10

Lesso n

Topic

Learning outcomes - by the end of the session students should:

1

Unifrog Careers Library treasure hunt

Be able to navigate the careers library confidently and use the information available to help them make more informed decisions.

2

Teamwork

Understand the skills needed to become effective team players.

3

Competency based questions

Understand how to formulate strong answers to competency based questions.

4

Employability skills

Be able to apply their experiences to core qualities that employers look for.

5

PwC sustainability case study part 1

Have considered the sustainability and environmental issues faced by businesses, and the different approaches available to tackle these.

6

PwC sustainability case study part 2

Have used their understanding to prepare and deliver a pitch to their peers.

TITLE OF UNIT: Understanding Mental Health

UNIT LEARNING OBJECTIVES: To have an introduction to understanding mental health and the stigma attached. To develop a mature sense of how to cope or support.

YEAR GROUP: Y10

LESSON LESSON LEARNING OBJECTIVES & OUTCOMES

PSHCEE Framework MAIN ACTIVITIES

1 Introduce the course ground rules.

Discussion about attitudes. Understand definitions of mental health.

Y10 Key Skills Ground rules.

Use introductory ppt on Stigma or Celebrity Quiz.

GraffitiWall: What is ‘Mental Health’?

- chance to explore the language; negative and positive portrayals of mental health. Film Clip: ‘The Stand Up Kid’ from Time to Change.

-follow up questions and discussion using booklet or ppt What’s the Problem for Young People?

Definition of Mental Health STOP Stigma Survey

2 Recap on last lesson.

Understand the historical and cultural context of mental health Y10 Key Skills Talk through facts about mental illness and introduce brief outlines of common conditions. Open question session.

-show website references for further reading; projector Historical/cultural contexts and following questions. Case studies to offer historical perspective.

3 Focus on Stigma and Discrimination.

Discuss and understand the concepts of capacity, responsibility Y10 Key Skills See the clip from website ‘Time to Change’ on experiencing stigma. https://www.youtube.com /watch?v=Hupsx5Hoylcat Read and discuss the definitions of stigma and three part detail.

Work through the questions and scenarios.

Use the Learning Outcomes Resource sheet to help pupils’ answers.

Emil and arachnophobia; workplace discrimination exercise Introduce The Equality Act.

4 To understand different types of discrimination.

To understand the Equality Act in action

5 To understand the idea of the continuum of mental health.

6 Review websites and report to class. Awareness of where to go for information and support.

Wellbeing tips

Y10 Key Skills Recap on Equality Act and discrimination.

Explain the concept of ‘protected characteristics’.

-work on the examples A-D

Y10 Key Skills Mental Health continuum diagram. Explain how a person can move from one area to another. A person can have a mental illness yet be in a ‘flourishing’ state.

Y10 Key Skills Recognise 5 Ways to Wellbeing. Discuss the importance of the advice and how to fit it into their lives

‘How can you help stop…?’ Emphasise the need to speak up or speak out; challenge the language and stereotypes.

Learn to Listen; be a non-judgemental listener.

Read and understand the idea of empathy Role plays: improvise or short script in pairs or threes.

-emphasise the definition of mental health and discuss -watch the clip with Stephen Fry and Robbie Williams discussing bipolar depression. idiagnosis

Web quest; choose a website from the list and make a brief research of the mental health issues and features. Class to work in pairs and report back to peers. Use projector.

Review STOP Stigma Survey answers Course feedback sheet

Case Study: Chris and Sam. Pupils to map out the year in the lives of the teenagers and to answer questions on what affects wellbeing.

RSE will include lessons on pornography, the harmful effects of addiction and unrealistic portrayal of relationships.

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