Year 11 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
Arabic
Mr Thompson
6
Art & Design: Fine Art Art & Design: Graphic Communication
Mrs Weber
9
Biology
Mr Glanville
13
Chemistry
Dr Hobbs
14
Computer Science
Mr Ovia
16
Design and Technology
Mr Vincent
19
Drama
Mr Wheeler
21
English Language
Mr Wheeler
22
English Literature
Mr Wheeler
23
French
Mr Bardou
25
Geography
Mrs Edwards
28
German
Mrs Hanlon
30
History
Mr Clark
31
Latin
Dr Joyce
32
Latin with Classical Greek
Dr Joyce
33
Mathematics
Mr Ward
35
Music
Mr Osmond
37
Physics
Mr Kerr
39
Russian
Mr Thompson
42
Spanish
Ms Adams
43
Sports Science
Mr Kerry
45
Theology & Philosophy
Mr Davis
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 11 is of course a crucial year for all our pupils. Not only will they be preparing for important external examinations, they will also be making choices for Sixth Form study, which in turn will influence their choice of university course. Pupils will need to be self-reflective and independent minded so that they not only know fully what is required by the awarding bodies, but also where they are in most need of additional practice, support or revision. The Year 11 pupils will receive regular formative feedback from their teacher and it is important that each time they reflect on this feedback, respond and improve. In addition, there are key moments such as the Year 11 Mock Examinations in January, where detailed feedback will be provided to both the pupils and parents about progress and areas to improve upon. Please encourage your child to take responsibility for his learning, and crucially, to ask for help or support when needed. One key area of Parental support and monitoring is regarding coursework or practical elements of a course (e.g. Art, Computing, Design Engineering, Drama, Music, Sports Science etc.). Several subjects require pupils to complete coursework and submit material throughout the year. It is vital that these pieces are completed on time and to the best of the pupils’ abilities. Coursework or practical elements of a course should be a boost to a pupil’s mark. In the second half of the Autumn Term, pupils will be asked to choose their A Level subjects for study in the Sixth Form. These are crucial decisions which can influence university courses and study. There will be a lot of information provided to both pupils and their parents. It is also important to remember that your child’s tutor and their teachers have been through this process many times previously so do use their wealth of expertise and advice in helping your child make their choices. There is a suggested further reading list at the bottom of each Curriculum summary: 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 11 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 11 Parents’ evening.
Mr Robert Sykes Deputy Head Academic
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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 Arab-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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsearabic-foreign-language-0544/ 0544 February 2020
IGCSE Topic
Grammar
School
subjunctive
The world of work
Future tense Conditional
Leisure and entertainment
Pronouns + أِلن/ لكن/ّإن
Holidays, travelling and accommodation Mock Exams
Object pronouns
Travel and transport
Revision of all tenses and grammar and Introduction to more complex phrases
Places and customs in the Arab world
Use of + كانverb
Autumn
Spring
Summer
Revision and exam techniques
Pupils should be able to Talk about the kind of school they go to. Describe their school. Talk about their school routine. Understand the Arabic subjunctive and its uses. Know the difference between the Arabic subjunctive and the pluperfect, past continuous and future perfect tense in use. Talk about different jobs Talk about past and future work experience opportunities Correctly use the future tense in a variety of contexts. Correctly use the Arabic conditional in a variety of contexts. Talk about what they do in their free time Talk about their hobbies Talk about their holidays and accommodation Talk about how they get around and the types of transport they use. Understand and talk about customs, holidays and culture in the Arab world. Engage in various role play scenarios. Deliver an effective presentation Understand and apply comprehension techniques. Address the content of an essay effectively. Use a range of verbs in their essays.
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Coursework
Autumn
Spring
Summer
N/A Suggested further reading: https://www.arageek.com/
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Art & Design: Fine Art 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: Edexcel Web link: https:/qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html Course Code: 1FA0 & 1GC0 0 Week/ Term
Task
Description • • •
DEVELOP ideas through investigations, demonstrating critical understanding of sources
• • • • • • • • •
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 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 Thumbnail sketches Sustained investigation Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen 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 Planning a complex composition Willingness to take creative risks
Pupils should be able to
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 developing towards being accomplished, inspired, intuitive, insightful, powerful, extraordinary, unexpected and outstanding.
Observational drawings and paintings in a variety of media, styles and scales Written analysis of artists' work and evaluation of own work Photography Critical annotation 2021 Page | 6
work progresses
• • • • • •
PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language
Spring
Summer
• • • • • • • • • • • • • •
Evidencing understanding and use of the formal elements Accurate grammar, spelling and punctuation Depth of visual and written analysis Communication of ideas Use of specialist terms 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 Appropriately realising intentions Making effective and diverse connections Final outcome Evaluation Presentation of work Assured use of the formal elements Assured use of media Small scale outcomes Large scale outcomes Creative and original elements Ambitious composition and or scale
Pupils will sit a mock in January, during which they will complete their final outcome for Unit 1. Unit 1 will be handed in at the end of January and Unit 2 will start at the beginning of February. Specific dates and details will be provided as soon as possible.
Pupils will continue with and complete Unit 2 which concludes with a 10-hour timed assessment set across 2 days. Dates will be provided as soon as possible.
NEA Unit 1 Personal Investigation (60%)
September - January Unit 1 All classwork and homework throughout the course. FINAL HAND WILL TAKE PLACE AT THE END OF JANUARY. MORE INFORMATION TO FOLLOW.
NEA
Unit 2 ESA (Externally Set Assignment) (40%)
February - Study Leave in the Summer
Unit 2
Suggested further reading: http://www.art2day.co.uk/ https://www.guggenheim.org/ https://www.npg.org.uk/ https://www.vam.ac.uk/
https://www.saatchigallery.com/ http://www.tate.org.uk/visit/tate-modern https://www.creativebloq.com/ https://www.nationalgallery.org.uk/ 2021 Page | 7
https://www.royalacademy.org.uk/ https://thebricklanegallery.com/ http://www.asianart.org/ https://www.mahj.org/en
http://www.wallacecollection.org/ http://www.nationalmuseumindia.gov.in/ https://africa.si.edu/# http://www.fitzmuseum.cam.ac.uk/
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 and Art Since 1960 by Michael Archer Art Since 1900 Modernism, Antimodernism, Postmodernism by Hal Foster, Rosalind Krauss, Yve-Alain Bois, Benjamin H.D. Buchloh and David Joselit Interviews with Francis Bacon by David Sylvester Grayson Perry by Jacky Klein Hockney’s Pictures by David Hockney Ways of Seeing by John Berger
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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. Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Edexcel IGCSE https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html 4BI1 School mock exam week Task
Description
Pupils should be able to
Understand that organisms are able to respond to changes in their environment. Co-ordination and response (recap of Y10)
Understand that homeostasis is the maintenance of a constant internal environment and that body water content and body temperature are both examples of homeostasis.
Answer the full range of IGCSE questions
Understand that a coordinated response requires a stimulus, a receptor and an effector. Understand that plants respond to stimuli. Co-ordination and response in flowering plants
Describe the geotropic responses of roots and stems. Describe positive phototropism of stems. Describe how responses can be controlled by nervous or by hormonal communication and understand the differences between the two systems.
Autumn
Understand that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves. Co-ordination and response in humans
Understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses. Understand the role of neurotransmitters at synapses. Describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object. 2021 Page | 9
Describe the structure and function of the eye as a receptor. Understand the function of the eye in focusing near and distant objects, and in responding to changes in light intensity. Understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen (some overlap with Year 9 and 10). Understand the sources, roles and effects of the following hormones: ADH, FSH and LH (some overlap with Year 9 and 10) Understand that the genome is the entire DNA of an organism and that a gene is a section of a molecule of DNA that codes for a specific protein. Understand that the nucleus of a cell contains chromosomes on which genes are located. Describe a DNA molecule as two strands coiled to form a double helix, the strands being linked by a series of paired bases: adenine (A) with thymine (T), and cytosine (C) with guanine (G). Understand that an RNA molecule is single stranded and contains uracil (U) instead of thymine (T). Describe the stages of protein synthesis including transcription and translation, including the role of mRNA, ribosomes, tRNA, codons and anticodons. Understand how genes exist in alternative forms called alleles which give rise to differences in inherited characteristics. Spring
Inheritance
Understand the meaning of the terms: dominant, recessive, homozygous, heterozygous, phenotype, and genotype. Understand the meaning of the term codominance. Understand that most phenotypic features are the result of polygenic inheritance rather than single genes. Describe patterns of monohybrid inheritance using a genetic diagram. Understand how division of a diploid cell by mitosis produces two cells that contain identical sets of chromosomes. Understand that mitosis occurs during growth, repair, cloning and asexual reproduction. Understand how division of a cell by meiosis produces four cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes. 2021 Page | 10
Understand how random fertilisation produces genetic variation of offspring. Know that in human cells the diploid number of chromosomes is 46 and the haploid number is 23. Understand that variation within a species can be genetic, environmental, or a combination of both. Understand that mutation is a rare, random change in genetic material that can be inherited. Understand how a change in DNA can affect the phenotype by altering the sequence of amino acids in a protein. Understand how most genetic mutations have no effect on the phenotype, some have a small effect and rarely do they have a significant effect. Understand that the incidence of mutations can be increased by exposure to ionising radiation (for example, gamma rays, x-rays and ultraviolet rays) and some chemical mutagens (for example, chemicals in tobacco). Explain Darwin’s theory of evolution by natural selection. Understand how resistance to antibiotics can increase in bacterial populations, and appreciate how such an increase can lead to infections being difficult to control. Understand how selective breeding can develop plants with desired characteristics. Selective breeding Understand how selective breeding can develop animals with desired characteristics. Understand how restriction enzymes are used to cut DNA at specific sites and ligase enzymes are used to join pieces of DNA together. Understand how plasmids and viruses can act as vectors, which take up pieces of DNA, and then insert this recombinant DNA into other cells. Genetic modification (genetic engineering)
Understand how large amounts of human insulin can be manufactured from genetically modified bacteria that are grown in a fermenter. Understand how genetically modified plants can be used to improve food production. Understand that the term transgenic means the transfer of genetic material from one species to a different species. Describe the process of micropropagation (tissue culture) in which explants are grown in vitro.
Cloning
Understand how micropropagation can be used to produce commercial quantities of genetically identical plants with desirable characteristics.
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Describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep. Understand how cloned transgenic animals can be used to produce human proteins. Summer
Revision and exam practise
Coursework
Autumn
Spring
Summer
N/A Suggested further reading: Dawkins – The greatest show on Earth Dawkins – The selfish gene Alice Roberts – Tamed- Ten species that changed our world Alice Roberts – The incredible unlikeliness of being Coyne – Why evolution is true Jared Diamond – Collapse
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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 Start of Spring term
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Autumn
Task
Pupils should be able to
Acids & Bases
Reactions, properties, titrations & calculations.
Equilibria & Industrial Inorganic Chemistry
Le Chatilier, The Haber Process, Contact Process, Fertilizers.
Electrolysis
Aqueous solutions, chloro-alkali industry, purifying copper.
Organic Chemistry
Alcohols, carboxylic acids, esters & polyesters.
Qualitative Analysis
Preparation and testing of gases, solubility patterns, preparation of soluble and insoluble salts, testing for cations & anions.
The Atmosphere
Composition and pollution.
Spring
Revision
Summer
Description
Revision
Use of past papers to revise the specification and improve exam technique. Use of past papers to revise the specification and improve exam technique.
Answer any appropriate question on this topic.
Use past papers and textbooks to revise the specification and improve exam technique. Use past papers and textbooks to revise the specification and improve exam technique.
Coursework
Autumn
Spring
Summer
n/a
n/a
n/a
n/a
Suggested further reading: www.doddlelearn.co.uk; CGP IGCSE Edexcel Chemistry
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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 having the opportunity to explore computer-based solutions to real-world problems.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Cambridge IGCSE https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse9-1-computer-science-0984/ 0984 Immediately after February half term
Task
Prepare presentation of Summer Project
Present and evaluate summer projects
Autumn Security (SSL/TLS/encryption)
Ethics
Description All pupils to prepare how best to present, as well as how best to ask for peer feedback of the work they conducted over the summer holidays on their own Summer Projects Pupils given time to present to peers and ask peers for feedback and possible improvements Show understanding of the security aspects of using the Internet and understand what methods are available to help minimise the risks Show understanding of the Internet risks associated with malware, including viruses, spyware and hacking Explain how anti-virus and other protection software helps to protect the user from security risks Show understanding of the need to keep data safe from accidental damage, including corruption and human errors Show understanding of the need to keep data safe from malicious actions, including unauthorised viewing, deleting, copying and corruption Show understanding of how data are kept safe when stored and transmitted Show understanding of computer ethics, including copyright issues and plagiarism
Pupils should be able to
Show understanding of the need to keep online systems safe from attacks including denial of service attacks, phishing and pharming
Show understanding of the ethical issues raised by the spread of electronic communication and computer 2021 Page | 14
Error Checking/Parity Bits
Databases
Spring
Pre-release programming and possible question formulation and practice
Revision Summer Study Leave
Distinguish between free software, freeware and shareware Identify and describe methods of error detection and correction, such as parity checks, check digits, checksums and Automatic Repeat requests (ARQ) Show understanding of the need to check for errors Define a single-table database from given data storage requirements Choose and specify suitable data types Choose a suitable primary key for a database table Using the pre-release material given by the exam board, develop the formulation of the algorithm needed to solve the given problem Develop a programming solution to the problem Ensure all learners are confident with all topics within the course. Pupils to ensure that exam style questions for each topic can be answered correctly Pupils leave school at Easter. Additional in-school support to be offered for those interested
systems, including hacking, cracking and production of malware
Explain how parity bits are used for error detection
Perform a query-by-example from given search criteria.
Discuss possible exam questions likely to be asked and prepare competent answers to each
Pupils to ensure that their revision materials are all A* quality
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 & 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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
OCR www.ocr.org.uk/qualifications/gcse/gcse-design-and-technology-j310-from-2017/ J310
n/a
Task
Description
Pupils should be able to
The iterative Design Challenge contexts will be released on 1 June each year. This component offers the opportunity for learners to demonstrate understanding of and skills in iterative designing, in particular: NEA: Iterative Design Challenge Coursework Element
The interrelated nature of the processes used to identify needs and requirements (explore)
As an outcome of their challenge, learners will need to produce a chronological portfolio and one final prototype(s). Through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design & Technology principles.
Creating solutions to meet those needs (create) Evaluating whether the needs have been met (evaluate).
Autumn
In the single lessons, each week pupils will expand their knowledge of the more general concepts of the subject
General Subject Theory
New and emerging technologies • Ethics • The environment • Product Enhancement • Industry and Enterprise • Lifestyles, culture and society
Pupils cover a wide variety of theory examining metal as a material and its manipulation and use. Pupils are able to apply their knowledge to answer questions about metals.
Energy generation and storage • Fossil fuels, nuclear, biofuel 2021 Page | 16
Wider Implications that affect design and manufacture • Environmental initiatives • Fair trade • Social and Ethical Awareness • Global Sustainable development How processes vary with scales of production • One off, bespoke, mass, lean manufacturing, JIT Through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design & Technology principles.
NEA: Iterative Design Challenge Coursework Element
NEA completed on 6th March 2020
General Materials Theory
Introduction to remaining Core Material Theory Papers and board Timbers Textile fibres and fabrics
Spring
Pupils cover a wide variety of theory examining metal as a material and its manipulation and use. Pupils are able to apply their knowledge to answer questions about metals.
Properties and Characteristics of remaining materials Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity Lifecycle of Remaining Core Materials • Recycling and sustainability • Upcycling
Summer
Coursework Iterative Design Challenge
Commonly Available Forms and Stock Components • Length, sheet, reels, rods Manufacturing in School • Wastage techniques: Cutting, sawing, drilling, sheering and turning • Addition techniques such as lamination and applique Autumn Submission Points: Strand 1 Context analysis and research leading to final specification DUE: 16th Sept 2019
Spring Submission Points: Strand 4 Planning, Engineering Drawings, Photo Rendering, Material considerations and Final prototype DUE - 14th Feb 2020
Summer N/A
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Strand 2 (Concepts, Initial ideas, Analysis and Stakeholder Feedback) DUE - 7th Oct 2019
Strand 5 & Full hand in Testing and Evaluation, Improvements and video & photos of final product DUE - 6th March 2020
Section 2&3 Modelling and Development leading to final prototype DUE - 9th Dec 2019
Suggested further reading:
The Measure of Man and Woman: Human Factors in Design Invention by Design – How Engineers get from Thought to Thing Small Things Considered: Why there is No Perfect Design Product Design (Portfolio) Material Innovation: Product Design Process: 50 Product Designs from Concept to Manufacture
Alvin R. Tilley
John Wiley & Sons; Revised Edition (13 Feb 2002)
ISBN: 0471099554
Henry Petroski
Harvard University Press, 1998
ISBN 0674463684
Henry Petroski
Random House, 2004
ISBN 1400032938
Paul Rodgers Andrew H. Dent Jennifer Hudson
Laurence King (1 Aug 2011) Thames and Hudson Ltd (12 May 2014) Laurence King; 2 edition (25 April 2011)
1856697517 0500291292 1856697258
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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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
AQA 8261
Task
Description
Pupils should be able to
Understanding Theatre - Set text
Continued practical workshop and written tasks on the set text.
Appreciation of live theatre
Preparation and post show work on the live production seen
Texts in practice
Rehearsal work on two extracts from chosen play
Texts in practice
Final rehearsals and performance of two extracts of chosen play.
Communicate meaning in order to engage a live audience.
Understanding theatre – Set text
Continued practical workshop and written tasks on the set text
See above
Refining effective strategies for meeting the demands of the written exam.
Communicate their understanding and knowledge clearly, concisely and precisely and with a sharp focus on the demands of the question. Refine skills of clear, precise description, explanation, analysis and evaluation.
Autumn
Spring
Summer
Continue to • develop knowledge and understanding of the characteristics and content of the whole play • consider the practical demands of the text – particular moments and creative overview • Explore ideas for how the play could be interpreted practically – in design and performance 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 ideas, rehearse, refine and amend work, collaborate with others in order to create and communicate meaning and fulfil stated dramatic aims.
Revision for written exam
Coursework
Autumn
Spring
Summer
Performance of 2 extracts to a visiting examiner in early/ 2021 Page | 19
mid-February. No written work.
Suggested further reading: 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.
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English Language Aims and Objectives English Language and English Literature are taught in tandem. By the end of the year 11 course, all pupils will be prepared for their exams in both subjects. English Language is examined over two papers – one covering unseen fiction and the other unseen non-fiction, including a comparative element where pupils work with a modern and a nineteenth century text. Both papers require pupils to produce creative fiction and non-fiction for a specific audience. AQA http://www.aqa.org.uk/subjects/english/gcse/english-language-8700 8700 School exam mock week (Language 2) December 2019 (Language 1)
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Task
Description
Pupils should be able to
19th Century Prose
Pupils will study one 19th century novel from the set text list.
Fiction texts
Pupils will study a range of fiction texts as preparation for the end of year exam (language paper 1).
Autumn
Spring
Summer
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 fiction texts for meaning. Analyse language, methods and structure. Write creatively.
Mock Paper 1 Preparation for mock exams in English Language and Literature Revision & Exam practice
The course will be completed and revision will begin for mock exams in February 2019.
Revision
Revision based on mock exams.
Coursework Spoken language only
Autumn
Be fully prepared for final exams.
Spring
Summer
Spoken
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.
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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 January 2020 (Paper 1) During school mock week (Paper 2)
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Task
Description
Pupils should be able to
19th Century Prose
Pupils will study one 19th century novel from the set text list.
Fiction texts
Pupils will study a range of fiction texts as preparation for the end of year exam (language paper 1).
Autumn
Spring
Summer
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 fiction texts for meaning. Analyse language, methods and structure. Write creatively.
Mock Paper 1 Preparation for mock exams in English Language and Literature Revision & Exam practice
The course will be completed and revision will begin for mock exams in February 2019.
Revision
Revision based on mock exams.
Coursework
Autumn
Be fully prepared for final exams.
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.
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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 2022
IGCSE Topic
School routine
Grammar
Verbs followed by infinitive Relative pronouns including DONT
Autumn Inviting people to go out, declining invitations and giving excuses
Leisure, entertainments, invitations
Holidays and Accommodation Mock exams
Quantifiers Indefinites
Talk about the kind of school they go to. Have a general understanding of the French 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.
Disjunctive pronouns
Depuis + imperfect
Spring
Travel and transport (airport and underground)
Pupils should be able to
Revision of all tenses and grammar and Introduction to more complex phrases
Say where they spent their holiday and how they got there. Talk about what they did on holiday. Compare types of holiday and holiday accommodation. Ask about accommodation/book a room. Understand how to get around in France. Understand signs at a train station. Ask for and give directions Ask about tourist activities.
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Places and customs
Summer
Revision and Exam techniques
Coursework
Autumn
Focus on all 4 skills Introduction to the role play. Oral presentations. Listening and reading skills, inc Q words. Essay writing skills.
Spring
Talk about traditions and festivals in France and in other countries. Engage in various role play scenarios. Deliver an effective presentation. Understand and apply comprehension techniques. Address the content of an essay effectively. Use a range of verbs in their essays. Summer
NONE Suggested further reading: www.languagesonline.org.uk; www.thisislanguage.com; www.vocabexpress.com
2021 Page | 24
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
Topic
Description
How different factors affect rates of landform change in river and coastal landscapes in the UK.
Explain how and why river landforms change over time. Describe fluvial transport and deposition processes which result in the development of landforms. Explain how and why coastal landforms change over time. Describe slope and coastal processes that result in ciff retreat. Describe how and explain why geology, climate and human activity affect rates of landform change.
How physical factors affect stores and flows in UK drainage basins.
Identify stores and flows and explain the interrelationships.
How processes work together to create landforms at different scales in river and coastal landscapes in the UK.
Landscapes and physical processes
Autumn
Why rivers flood in the UK
The current and future management approaches to flooding in the UK.
Coastal hazards and management
Pupils should be able to
Why some coastal communities are vulnerable to erosion and flooding.
How coastlines are managed
Explain why physical and human factors affect flooding. Identify patterns in annual regimes. Analyse hydrographs. Explain the causes and effects of one UK flood. Describe the strategies and describe and explain conflicting views over management. Explain physical and human factors that increase vulnerability. Explain why severe weather and climate change create vulnerability. Describe social and economic factors that increase vulnerability in countries at different levels of development. Describe management strategies at a local scale. Explain contrasting opinions in relation to one low lying coastline. Explain the need to coordinate 2021 Page | 25
management. Describe how monitoring can be used to reduce risk.
Fieldwork
Sustainable management of coastlines in the face of rising sea levels.
Explain why some coastlines are at greater risk. Describe the challenges faced by small island states. Explain why sea level rise may lead to environmental refugees. Describe how governments in different countries are tackling the issue.
Preparation for Component 3.
Respond to questions on source material based on geographical enquiry.
How economic development is measured and contemporary global patterns.
Describe how wealth is used to measure development and explain the limitations. Describe the continuum of development and explain the dynamic nature of the development gap.
Causes and consequences of uneven development at a global scale.
Responses to uneven development at a global scale. Spring
Development and resource issues How and why demand for water is changing.
Sustainable management of water. Causes and consequences of uneven development in LICs and NICs Causes and consequences of regional patterns of development in the UK. How regional inequality in the UK can be reduced.
Summer
Revision
Past papers and mock examination in class.
Describe how geopolitical relationships lead to uneven development, particularly trade. Describe the changing nature of global industry and how it exploits uneven development. Describe the consequences of globalisation. Describe the contribution of tourism to the global economy and the impact on employment structure. Describe how aid and NGOs can reduce inequality. Describe the benefits of fair trade. Describe past and present trends in consumption. Explain the concepts of water footprint and security. Explain the link between population growth, agriculture and consumerism and demand for water. Describe how and explain why people manage water supply. Describe the consequences of water management. Describe the patterns and consequences of inequality and factors contributing to the pattern. Describe the north south divide in the UK. Describe the causes of the pattern and consequences. Describe how investment creates growth in deprived regions. Describe how national policy can reduce inequality, e.g. infrastructure development. Demonstrate an in-depth knowledge and understanding of specification content and an awareness of how to apply this to examination questions.
Suggested further reading: -
Red Dust (Mian Jian) White Tiger (Aravind Adiga) The Kite Runner (Khaled Hossaini) A Squatter’s Tale (Ike Oguine) 2021 Page | 26
-
Himalaya (Michael Palin) Pole To Pole (Michael Palin) Waking the Giant (Bill Maguire) The Land Grabbers (Fred Pearce) 10 Billion (Stephen Emmett) Kandahar Cockney: A Tale of Two Worlds (James Ferguson)
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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 German 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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
IGCSE Topic
Holidays
Getting around Autumn
Health
Shopping
Media Spring
Environment
CIE http://cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsegerman-foreign-language-0525/ 7159 January 2021
Grammar
Pupils should be able to
Say where they spend their holiday and how they got Asking questions Prepositions and accusative there Talk about what they did on holiday Prepositions and dative Prepostons and accusative OR Compare types of holiday and holiday accommodation dative Revision of the perfect tense Ask about accommodation/book a room The imperfect tense Imperative Understand how to get around in Germany Modals können, wollen, sollen Understand signs at a train station Genetive case Ask for and give directions Ask about tourist activities Comparatives Talk about healthy eating/drinking Modal verbs müssen, dürfen Say how they keep fit/healthy Dative case Talk about unhealthy lifestyles and give advice Passive voice Say what is wrong when they are unwell Understand questions and advice from a doctor Talk about accidents and injuries dieser, welcher, jener Shop for clothes Engage in transactions at the PO/bank/lost property was für office Relative pronouns Talk about changing money Report a loss More imperfect tense Talk about different television programmes and films Pluperfect tense Make arrangements to go out Revision of future tense Talk about reading Indefinite pronouns with Talk about internet/mobiles adjectival nouns Talk about advantages/disadvantages of social media Talk about the weather Discuss environmental problems Conditional Comparative and superlative Talk about protecting the environment Talk about global problems 2021 Page | 28
Summe r
Exam prep
Focus on all 4 skills Introduction to the role play Oral presentations Listening and reading skills, including Q words Essay writing skills
Engage in various role play scenarios Deliver an effective presentation Understand and apply comprehension techniques Address the content of an essay effectively Use a range of verbs in their essays
Exam prep
As above
As above
Coursework
Autumn
Spring
Summer
n/a
n/a
n/a
n/a
Suggested further reading: IGCSE Course Companion (issued by the department) Collins German Grammar & Practice www.languageonline.org.uk www.thisislanguage.com www.vocabexpress.com
2021 Page | 29
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 in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsehistory-9-1-0977/ 0977 February 2022
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Task
Coursework Autumn Paper 1: 1945-2000
Paper 2 Spring
Revision Summer
Revision
Description Writing and submission of coursework essay (no more than 2000 words) during September Return to international relations core content for Paper 1 – focus on Cold War Depth study and technical preparation for source analysis in Paper 2. The Paper 2 topic is “How secure was the USSR’s control over Eastern Europe, 1948–c.1989??” Revision of Y10 and Y11 course content Revision of Y10 and Y11 course content
Pupils should be able to Produce two paragraphs before Monday 7th September 2020. Pupils will have submit the completed coursework by October 8th. Pupils will have completed the core content by December/early January Pupils will have acquired the skills for Paper 2 by February half-term; they will be tested on this in the mock exam week -
Suggested further reading: Richard Evans, Third Reich trilogy Ian Kershaw, Hitler Ian Kershaw, To Hell and Back: Europe 1914-1949 Robert Service, The End of the Cold War Mike Sewell, The Cold War
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Latin Aims and Objectives For pupils to feel confident in both Latin language and literature before their summer public exams. For pupils to work collaboratively as a class on translation and GCSE-style questions. For pupils to answer literature questions with fluency and eloquence. For pupils to achieve a mastery in Latin translation.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
OCR www.ocr.org.uk Latin J282
Task Translation of verse set text
Autumn
Spring
Summer
Description
Pupils should be able to
Verse set text sections from Virgil's Aeneid Book II and IV.
Work collaboratively as a class.
Notes on verse set text.
Find out about the historical background to their set text.
Pupils to revise syntax required for GCSE.
Feel more confident about the GCSE Latin syntax.
Analysis of verse set text
Notes on verse set text.
Understand how to write about literature in another language.
Revision of grammatical constructions
Pupils to revise grammar required for GCSE.
Feel more confident about the GCSE Latin grammar.
Revision of Verse and Prose set texts
To practise translating and answering questions on the literature.
Answer GCSE-style questions on Latin literature.
Revision of Latin language
To practise translating unseen Latin passages.
Answer GCSE-style questions on Latin language.
Analysis of verse set text Pupils to revise noun, verb and adjective endings
Coursework
Autumn
Spring
Summer
n/a Suggested further reading: Virgil’s ‘Aeneid’ – full English prose translation
2021 Page | 31
Latin with Classical Greek Aims and Objectives For Latin: For pupils to feel confident in both Latin language and literature before their summer public exams. For pupils to work collaboratively as a class on translation and GCSE-style questions. For pupils to answer literature questions with fluency and eloquence. For pupils to achieve a mastery in Latin translation. For Greek:For pupils to feel confident in both Greek Literature and Language before their summer public exams. For pupils to translate with greater fluency and a greater depth of knowledge. For pupils to work collaboratively on Literature and Language. For pupils to answer GCSE-style questions with ease.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Autumn
Spring
Summer
Task For pupils to finish the Greek Language Syllabus, using John Taylor’s Greek to GCSE. For pupils to revise their noun and verb endings. Translation and notes on Verse Set Text, Homer’s Odyssey, selections from Book 6.
Description
Pupils should be able to
Pupils cover all the grammar and syntax required for GCSE Classical Greek.
Deepen their knowledge of Greek Language.
Revision of noun and verb endings
Have confidence in recognising noun and verb endings.
Pupils translate and write notes on the GCSE Verse Set Text.
Work collaboratively.
For pupils to revise grammar. Translation and notes on Prose Set Text, Herodotus’ Histories, selections from Book 1. Revision of grammar and syntax with unseen translation and past papers.
Revision of all grammatical constructions required for Greek
Translate and answer grammatical questions.
Pupils translate and write notes on the GCSE Prose Set Text.
Translate and write notes on Prose set text.
Pupils revise with unseen passages to translate and past papers.
Translate and answer grammatical questions with confidence.
Revision of verse and prose set texts.
Exam-style questions on both literature topics.
Translate and answer questions on both prose and verse set texts with confidence.
Coursework
Autumn
Spring
Summer
n/a Suggested further reading: James Renshaw, “Those Were The Greeks.” 2021 Page | 32
Mathematics Aims and Objectives The aim is to study all topics at Key Stage 4, to prepare the pupils for sixth form work, to develop their ability to express the same concept in various mathematical languages (algebraic, geometric) and to develop cognitive skills. The objective is to make pupils familiar and confident with algebraic manipulation (including rational functions) and to introduce them to basic differentiation. Previous work on geometry and trigonometry is revised and extended via vectors and scalene triangles. Revision of the IGCSE course takes place during the second term for all sets once the syllabus has been completed.
Edexcel https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-mathematics-a-2016.html 4MA1 January in Year 11
Exam Board: Web link:
Course Code: Mock Exam dates: Week/ Term
Autumn
Task
Description
Pupils should be able to Work with rotations, reflections, translations and enlargements
Shape and Space 5
Transformations
Number 10
Irrational numbers & Surds
Algebra 10
Algebraic fractions
Shape and Space 9
3D Trigonometry
Recap of Y10 work
Histograms
Understand the difference between histograms and bar charts and use summarised data to complete histograms and vice versa.
Handling data 6
Understand the definition of irrational numbers and manipulate expressions involving surds. Manipulate expressions and solve equations involving algebraic fractions.
UNIT TEST 1 Shape and Space 10
Graphs 9
Graphs of Trigonometric functions
Recall shape of the appropriate graph quickly and accurately
Introduction to calculus
Use differentiation to find the gradient of a curve and to produce tangents. Find turning points of a curve. Solve kinematics problems.
MOCK EXAMINATION Spring
Summer
Handling data 7
Probability
Solve compound probability problems using tree diagrams.
Revision
Past IGCSE papers
Work through past papers to refresh all knowledge and to build up speed.
Revision
Past IGCSE papers
Work through past papers to refresh all knowledge and to build up speed.
2021 Page | 33
Coursework
Autumn
Spring
Summer
N/A Suggested further reading: Chaos – James Gleick From Here to Infinity - Ian Stewart The Man Who Knew Infinity - Robert Kanigel Alan Turing, the Enigma - Andrew Hodges
2021 Page | 34
Music Aims and Objectives The course aims to continue with the topics required for GCSE Music from year 10, 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 all coursework having been completed by Spring half-term.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Autumn
AQA http://www.aqa.org.uk/subjects/music/gcse/music-8271 8271 March Year 11
Task
Description
Study: Orchestral Music of Haydn/Mozart/Beethoven
Including Beethoven Symphony no.6, Haydn Symphony no.101 (Clock) and study of the set work Mozart Clarinet Concerto in A
Identify the key features of Orchestral Music of Haydn/Mozart/Beethoven
Study: Coronation Anthems and Oratorios of Handel
Including Zadok the Priest and Messiah
Identify the key features of Coronation Anthems and Oratorios of Handel
Study: Requiems of the Late Romantic Performance: Solo and Ensemble
Composition: Set task
Composition: Completion of coursework
Spring
Summer
Performance: Completion of coursework
Pupils should be able to
Including Berlioz German Requiem, Fauré, Verdi and Dvorak Two performances to be recorded, one solo and ensemble. Choose the appropriate set task from those given by AQA, first draft to be complete by the end of term. Final selection of two compositions and preparation for submission, to be submitted by half-term. Final selection of solo and ensemble, re-recording if necessary, to be submitted by half term.
Selection of two set works and revision of all areas of study
Final choice of two set works for exam and revision of all topics studied in years 9, 10 and 11
Revision of all areas of study
Final choice of two set works for exam and revision of all topics studied in years 9, 10 and 11
Coursework
Autumn Composition and Performance (see above)
Identify the key features of Requiems of the Late Romantic Perform to a high standard and both peer and self-assess effectively. Create a structured plan for a pop song and a chorus with potential for expansion. Assess their work and complete for final submission.
Assess their work and complete for final submission. Answer both short answer questions on unseen extracts and longer questions on set works with confidence. Answer both short answer questions on unseen extracts and longer questions on set works with confidence.
Spring Composition: both compositions to be completed and submitted by half-term. Performance: both solo and ensemble
Summer None
2021 Page | 35
performances to be completed by half-term. Suggested further reading: Howard Goodall: The Story of Music Kate Jones: Keeping your Nerve! Daniel Levitin: This is your Brain on Music Oliver Sacks: Musicophilia Gordon Jacob: Orchestral Technique
2021 Page | 36
Physics Aims and Objectives The aim is to complete the study of the IGCSE content, and to revise material taught in previous years, in preparation for the IGCSE Physics examination. The new topics covered in Year 11 include Momentum, Molecules and Kinetics, Electromagnetic induction and Effects of Forces. As in previous years, pupils undertake a wide range of practical activities, and apply their physics to solve problems in a wide variety of circumstances, to and beyond the expectations of IGCSE. There is significant extension of topics from prior years, to take advantage of pupil’s greater mathematical skill. For example, we revisit refraction and introducing Snell’s law. There is no coursework element. Please note that order of topics will vary due to equipment requirements. The below is for example only.
EdExcel IGCSE Physics (2017) EdExcel IGCSE Physics (2017) 4PH1 Y11 Mock Exam week
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Task
Description Some classes will have completed this topic in year 10, and will not repeat it.
Momentum A treatment of the concept of momentum, and its use in understanding motion.
Effects of forces
A treatment of the turning and stretching effects of forces.
Molecules and Kinetics
Density, pressure, Brownian motion, specific heat capacity, the gas laws.
Spring
Electromagnetic induction
Principle of induction, generators, transformers and the national grid.
Spring and Summer
Revision and extension
Further study of prior topics, and exam paper practice.
Autumn
Pupils should be able to Calculate momentum. Analyse collisions. Use rate of change of momentum in relation to vehicular safety. Apply Newton’s third law of motion. Calculate moments. Solve one- and two-support problems. Find the centre of gravity of a lamina object. Use Hooke’s Law. Identify materials from force-extension curves. Distinguish elastic and inelastic deformation. Calculate pressure due to liquids, solids and gas. Describe Brownian motion, and its implications. Use heat capacity in calculations Use the kelvin temperature scale, and explain the concept of absolute zero. Use and explain the gas laws. Explain induction, and factors affecting induction. Understand the operation of generators, including effects such as rate of rotation. Explain the operation of transformers, their efficiency, and use the transformer law. Explain the role of transformers in the National Grid. Answer any appropriate question in any topic 2021 Page | 37
Suggested further reading: Pupils’ progress in IGCSE physics is best promoted by a detailed understanding of the course content, and practice in answering exam-style questions. The wide range of resources we provide is ample for this task. However, there are many excellent physics books to stretch and fascinate any pupil of physics, which will help them determine if this is a subject they wish to study further. A small sample, in no particular order: Hawking, S. Feynman, R. Greene, B. Kaku, M. Gleick, J.
A Brief History of Time Q.E.D.: The Strange Theory of Light and Matter The Elegant Universe Hyperspace Chaos
2021 Page | 38
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: Web link: Course Code: Mock Exam dates:
Term
Edexcel https://qualifications.pearson.com/en/qualifications/edexcel-gcses/russian2017.html 1RU0 January 2022
Topic
Family & relationships People & Fashion
Grammar
Revision of all cases Accusative animate Possessive adjectives in all cases
Revision of past, present & future tenses Music Autumn
Reflexives in all tenses
нравится in all tenses Comparative adjectives including common special short forms Reading
Pupils should be able to Give detailed physical and character descriptions of family members Describe relationships with family members and friends Say what makes a good friend and talk about role models Say what they usually wear and what they have bought recently Talk about the role of fashion in lives of young people Talk about their favourite types of music Talk about their favourite band(s) / singer(s) Describe a concert Discuss different literary genres and preferences Describe a book they have read recently
'по' as a prefix More on the dative case Adverbs of frequency Film and TV
Personal pronouns in all cases Instrumental case - nouns
Say why they prefer reading a book / watching a film Discuss different TV / Film genres and preferences Describe a film / TV programme they have seen recently 2021 Page | 39
and adjectives in plural Say how often they watch TV / go to the cinema
Internet & Mobile phones
More on the instrumental case
Talk about the dangers of using the internet / mobile phones Talk about my ideal holiday
нет + genitive in all tenses
Talk about problems on holiday
Conditional tense
Give more detailed descriptions of holidays; accommodation, shopping & eating out, transport etc.
Prefixed verbs of motion
Holidays & the environment
Talk about the dangers of watching too much TV Say what they use the internet / their mobile phone for
Ordinal numbers in different cases
Recognise numbers up to 5000
этот/эта/это/эти – all cases кто, что, какой, каждый, тот, такой - all cases
Part-time jobs & work experience
Ideal job
Perfective & imperfective past tense Use of -нибудь and –то Register
Conditional tense
Spring World problems & charity work
Celebrations
Summer
Revision and oral exam
Identify environmental problems Say what they do to protect the environement
Describe their part-time job – a typical day Talk about the advantages and disadvantages of work experience / part-time jobs Discuss future plans for university / career Describe their dream job Talk about voluntary work Understand global challenges
Relative clauses Use of cвой
Talk about different celebrations and festivals in detail Respond to picture-based task stimuli Pass with flying colours
Suggested further reading: NA START / VNIMANIE / MARSH GCSE text books 2021 Page | 40
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
2021 Page | 41
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: Web link: Course Code: Mock Exam dates: Term
CIE http://www.cambridgeinternational.org/programmes- andqualifications/cambridge-igcse-spanish-foreign-language-0530/ 7160 January 2021
IGCSE Topic
Grammar Description
Pupils should be able to ➢
Environment
•
Imperfect tense
➢
Autumn 1
➢
Travel and transport
Autumn 2
Education + training
•
Perfect tense
•
Conditional
➢
➢ •
Present subjunctive ➢
Spring 1
Employment
• •
Imperative Future perfect
➢
Spring 2
Inter-nation perspectives
• •
Si clauses Pluperfect
➢
Describe how you protect the environment Describe the weather er Travel preferences Understand info on Spanish schools Discuss your career plans Prepare to get a job Attend an interview in Spanish
Discuss global issues
Revision Oral preparation Exam papers
Summer
Coursework
Autumn
Spring
Summer
NONE Suggested further reading: Departmental IGCSE course companion (given in Year 10) Website resources:www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com 2021 Page | 42
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 Two sports.
Exam Board: Web link:
AQA
Course Code: Mock Exam dates:
8582 After February Half Term
Week/ Term
https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582
Task Biomechanics Sports Psychology
Autumn
Analysis and Evaluation Coursework
Skill Acquisition
TEL Roadmap
Social, Cultural and Ethical Influences
Summer
Recap & Revision
Coursework Assessment in Two Sports
Pupils should be able to
Force, levers, movement analysis. Motivation, anxiety, arousal, relaxation techniques, personality types.
To understand and apply the theoretical biomechanical concepts to performance. To understand and apply the theoretical concepts of sports psychology to performance. To be able to fully analyse strengths and weaknesses of skill, tactical and fitness performance. Also pupils must design a theoretical corrective measure to improve all weaknesses.
Analysing & Correcting strengths and weaknesses of own performances.
Social, Cultural and Ethical Influences
Spring
Description
Factors affecting access and participation in physical activities, performance-enhancing drugs (PEDs), Disadvantages of PEDs, blood doping Skill, ability, classification of skill, information processing, stages of learning, feedback, guidance, goal setting, Identify, state, describe, suggest, illustrate, explain, compare, discuss, suggest, analyse, evaluate. Sportsmanship and gamesmanship, risk, risk assessment, injuries Energy supply and effects of exercise, fitness and training social, cultural and ethical Influences. Autumn
Collate and edit video footage.
To understand and apply the theoretical concepts of social, cultural and ethical influences to performance. To understand and apply the theoretical concepts of Skill Acquisition to performance. To fully understand the requirements of different command words. To understand and apply the theoretical concepts of social, cultural and ethical influences to performance. To revisit and revise the topic areas from year 10.
Spring Submit final edit of footage. 1 March 2019
Summer External Moderation
Suggested further reading: The Everlearner – James Simms Luck – Ed Smith 2021 Page | 43
Bounce – Matthew Syed Legacy – James Kerr Detox Your Ego – Steven Sylvester Outliers - Malcom Gladwell The Miracle of Castel di Sangro – Joe McGuinniss The Lords of the Rings – Andrew Jennings The Sports Gene – David Epstein Friday Night Lights – H G Bissinger
2021 Page | 44
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 http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 8062
Exam Board: Web link: Course Code: Mock Exam dates: Week / Term
Task
Description
Pupils should be able to
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.
To learn: The Origins of the Universe; The Use and Abuse of the Environment; The Origins of Human Life; Abortion; Euthanasia; and Death and the Afterlife.
Religion and Life
Explain and evaluate views concerning: · the origins of the universe, the religious interpretations thereof and their compatibility with science; · the value of the world and the duty of human beings to protect it, including religious teachings about stewardship, dominion, responsibility, awe and wonder; · the use and abuse of the environment, including the use of natural resources, pollution; · the use and abuse of animals, including animal experimentation and the use of animals for food;
Autumn
2021 Page | 45
·
· · · ·
the origins of life, including the compatibility between scientific concepts, such as evolution, and religious views; the sanctity of life and the quality of life as applied to the issues of abortion and euthanasia; abortion, including religious and ethical considerations in different situations; euthanasia, including religious and ethical considerations in different situations; death and an afterlife.
To learn key concepts including: Reasons for Crime; Different Types of Crime; Aims of Punishment; Treatment of Criminals; Corporal Punishment and the Death Penalty.
Religion, Crime and Punishment
Explain and evaluate: · the role of intention and whether it can ever be good to cause suffering; · the significance of different causes of crime; · the impact of different types of crime on both the criminal and the victim; · the merits of the various aims of punishment; · the impact of differing methods with which to treat criminal behaviour; · the role of forgiveness and reconciliation; · the religious and ethical arguments related to corporal and capital punishment, including those based on the principle of utility and sanctity of life.
To learn key concepts including: Peace and Conflict; Violent Protest and Terrorism; Reasons for War; Weapons of Mass Destruction; Just War; and Peacemaking.
Religion, Peace and Conflict
To explain and evaluate: · the meaning and significance of peace, justice, forgiveness and reconciliation; · different attitudes about violence, including violent protest; · different attitudes to terrorism; · different causes of war, including religion, greed, self-defence and retaliation; · the effectiveness of just war theory; · the criteria for a holy war; · different attitudes to pacifism; · different attitudes to nuclear weapons and weapons of mass destruction; · the role of religion in working for peace in the contemporary world; · religious responses to the victims of war.
Past papers and mock exams
Reflect on their performance to improve exam technique.
Spring
Summer
Revision
Coursework
Autumn
Spring
Summer
N/A
Suggested further reading: ‘Being Good’, Simon Blackburn 2021 Page | 46
‘Mere Christianity, C.S. Lewis ‘If this is a man’, Primo Levi ‘The Problems of Philosophy’-Bertrand Russell ‘The History of Western Philosophy’, Bertrand Russell ‘What Money Can’t Buy’, Michael Sandel ‘Justice: What’s the right thing to do?’, Michael Sandel ‘Issues in Philosophy’, Calvin Pinchin ‘This is Philosophy of Mind’, Peter Mandik ‘Nineteen eighty-four’, George Orwell ‘The Philosopher’s Apprentice’, J. Morrow ‘Do Androids Dream of Electric Sheep’, P.K. Dick
2021 Page | 47
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