Year 10 Curriculum 2019-2020
September 2019
Contents Acting Deputy Head (Academic) Mr Bown Head of Middle School
Mr Hall
Head of Academic Support
Mrs McEwan-Cox
Head of Examinations
Mrs Thakar
Page
Subject
Head of Department
5
Foreword
Mr Bown
7
Art & Design: Fine Art Art & Design: Graphic Communication
Mrs Weber
11
Arabic
Mr Thompson
13
Biology
Mr Glanville
19
Chemistry
Dr Hobbs
21
Computer Science
Mr Phillips
25
Design & Technology
Mr Vincent
31
Drama
Mr Wheeler
33
English Language
Mr Wheeler
35
English Literature
Mr Wheeler
37
French
Mr Bardou
39
Geography
Mrs Edwards
41
German
Mrs Hanlon
43
History
Mr Clark
45
Latin
Dr Joyce
47
Latin with Classical Greek
Dr Joyce
49
Mathematics
Mr Ward
51
Music
Mr Osmond
53
Physics
Mr Kerr
55
Russian
Mr Thompson
57
Spanish
Ms Adams
59
Sports Science
Mr Kerry
61
Theology & Philosophy
Mr Lawrence
65
Key Skills
Mr Bass
2019 Page | 2
Foreword This booklet outlines the curriculum that your son will be studying this year in each subject. This will allow you to further support him in his studies at home. Of course, if you have any concerns or questions, do please contact your son’s tutor. Year 10 is an exciting year for every pupil in many regards. It is the first year of GCSE Examinations and the subjects are all those that your son 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. Regrettably this can have a detrimental impact on the way that pupils approach their learning. Education up to Year 9 is developmental, expansive, exciting, and on many occasions independently led. As external examinations appear on the horizon pupils tend to become more risk-adverse and want to focus entirely on what is needed to gain a very high mark on the examination. Pupils narrow down their interests, reading and independent study to focus just on the requirements of the Awarding Bodies. Conversely when they begin to study A Levels in the L6th, they once again need to be independent learners who have a wide, broad and expanded understanding of their subject. It is for these reasons that we strive to ensure that the pupils maintain their excellent independent study skills and read broadly around their subjects through Years 10 & 11. We welcome the support of Parents to encourage initiative, interest and an inquiring mind. The pupils must not become obsessed by their GCSE courses and narrow themselves too much. At the end of each subject 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 James Bown Acting Deputy Head (Academic)
2019 Page | 3
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
• • • • • • • • •
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
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.
2019 Page | 4
relevant to intentions as 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
• • • • • • •
Photography 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
Summer
PRESENT Mock Exam
PRESENT Complete Final Outcome Reviewing, refining, completing
•
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
•
Undertake 5 hours of work on final outcome under exam conditions.
•
Spend at minimum a further 5 hours completing the final outcome
•
Complete all coursework including improving the work in response to teacher feedback.
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 risktaking. Work should be advanced, convincing, comprehensive, focused, perceptive, refined, resolved risk-taking. 2019 Page | 5
and extending coursework.
•
Write a written evaluation and summary of coursework.
Coursework Unit 1 Personal Investigation (60% of the actual GCSE Grade)
Autumn
Spring
Summer
All classwork and homework throughout the course.
All classwork and homework throughout the course.
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
2019 Page | 6
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.
Exam Board: Web link: Course Code: End of year exams: Week/ Term
Cambridge International Examinations (CIE) http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-arabic-foreign-language-0544/ 0544 School exams immediately following summer half 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
2019 Page | 7
Finding the way
Irregular verbs: hamzated verbs; doubled verbs; weak verbs;
Forms of the verb II 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
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
Exam Prep 2
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). 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). Understand common instructions in the imperative Talk about subjects in school 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 Talk about diet and exercise Talk about healthy and unhealthy habits Address the content of an essay effectively Use a range of verbs in their essays
Focus on essay writing Essay writing skills
Coursework
Autumn
Spring
Summer
n/a
n/a
n/a
n/a
Suggested further reading: http://www.arabicsmallwonders.com/ http://learning.aljazeera.net/en
2019 Page | 8
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: End of year exams:
Edexcel IGCSE https://qualifications.pearson.com/en/qualifications/edexcel-international-gcsesand-edexcel-certificates/international-gcse-biology-2017.html 4BI1 School exam week immediately after half term
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.
Pupils should be able to
Answer the whole range of IGCSE exam questions
2019 Page | 9
Write the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms. 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. 2019 Page | 10
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. 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
Spring Coordination and response
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 HenlÊ and collecting duct. 2019 Page | 11
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.
Cycles within ecosystems
Human influences on the environment
Summer
Food production – Crop plants
Fish farming
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. 2019 Page | 12
The organism in the environment
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. 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.
Feeding relationships
Micro-organisms
Coursework N/A
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 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
2019 Page | 13
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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Edexcel (International) https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-chemistry-2017.html 4CH0 School exams immediately following summer half 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: www.doddlelearn.co.uk; CGP IGCSE Edexcel Chemistry 2019 Page | 14
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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
Cambridge IGCSE https://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-9-1-computer-science-0984/ 0984 School exams immediately following summer half term
Task
Description
Introduction to the course, problem solving fundamentals
Show understanding that an algorithm is a solution to a problem expressed as a sequence of defined steps.
Information representation
Compression Techniques Autumn
Algorithmic problem solving
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.
Program in a high level language a solution to an algorithm
2019 Page | 15
Select appropriate data types for a problem solution.
Data types
CPU Architecture
use in practical programming the data types that are common to 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
System Software – Operating Systems Spring
System Software – Utility Programs
Hardware – Input, Output and Storage Devices
Summer
Memory
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
Understand different programming data types and examples of data belonging to each type
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
2019 Page | 16
Logic Gates
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 binary inputs (all gates, except the NOT gate, will have two inputs only) Construct a logic circuit from either: o a problem statement, or o a logic expression Construct a truth table from either: o a logic circuit, or o 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.
2019 Page | 17
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: Course Code:J310 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.
2019 Page | 18
• 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
2019 Page | 19
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 2019 Page | 20
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
Coursework begins following context release on 1st June
Suggested further reading: 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
2019 Page | 21
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
Autumn
Task
Description
Building devising skills and technical/ design skills
Games and exercises and written reflection
Group Devised piece – as performers or designers
Developing and refining the group piece
Live theatre
Preparation and post show work on a live production – e.g “Warhorse”
Devising theatre
Performance to a live audience
Devising logs
A series of planning and writing workshops
The set text
Practical workshop and written work on the set text – e.g “The 39 Steps” or “The Crucible”.
Spring
Pupils should be able to 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 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. 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. Communicate meaning in order to engage a live audience Record, analyse and evaluate their own process of creating devised drama. 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.
Revision Summer
The set text
As above
As above
Scripted Performance
Initial practical exploration of possible plays
Prepare for the “Texts in Practice” component 2019 Page | 22
Coursework
Autumn
Spring
Summer
Devising Drama • Performance in February (before Half Term) • Portfolio analysing the creative process and evaluating the final performance is due by end of Spring Term.
Suggested further reading and watching: All About Theatre – National Theatre (Walker books) We recommend pupils go to as much theatre as possible. We would particularly recommend anything at The National Theatre, The Young Vic, The Donmar Warehouse, The Bush Theatre, The Yard, Theatre 503, the Almeida, The Battersea Arts Centre and The Unicorn Theatre. Summer festivals like the Edinburgh Festival and the Lift Festival and the Camden Fringe in London are great for seeing cheap, alternative and exciting, innovative pieces. Back stage tours for aspiring technicians and designers would be a great help too. https://www.nationaltheatre.org.uk/backstage
2019 Page | 23
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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
AQA http://www.aqa.org.uk/subjects/english/gcse/english-language-8700 8700 School exams after May half term – English Language Paper 2
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 nonfiction 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. 2019 Page | 24
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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
AQA http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702 8702 In year 11
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 nonfiction 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. 2019 Page | 25
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
Autumn
CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-french-foreign-language-0520/ 0520 February 2020
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 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
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 2019 Page | 26
Indirect object pronouns y
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 Revision of all tenses
Illness and Accidents Film Study Les intouchables
Coursework
Autumn
Talking about your local area, what you like and dislike and what you would change.
Spring
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 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
2019 Page | 27
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.
Exam Board: Web link:
CIE
Course Code: Mock Exam dates:
Geography 0976 School exams after May half term.
Week/ Term
http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-geography-9-1-0976/
Topic
Rivers
Development
Autumn
Industry
Description Processes and landforms in a drainage basin. Hazards, opportunities and management strategies in a drainage basin. A case study of opportunities, hazards and management associated with a river. Development indicators. Inequalities. Employment structure and change with level of development. Globalisation. A case study of a TNC and its global links. Industrial systems and types of industry. Factors affecting industrial location A case study of an industrial zone or factory.
Earthquakes and Volcanoes
Types and features of volcanoes and earthquakes. The distribution of volcanoes and earthquakes. The causes of earthquakes and volcanoes and effects on people and environments. The hazards and opportunities in tectonically active zones. Management of tectonic hazards.
Pupils should be able to Explain the hydrological and river processes in a drainage basin. Explain the formation of landforms associated with these processes. Describe the hazards and opportunities presented by rivers. Explain what can be done to manage river flooding. Assess the level of development of a country, and explain inequalities within a country. Classify production / employment sector and explain why it varies with level of development. Explain the process of globalisation and describe impacts Demonstrate understanding of industrial systems. Describe and explain the factors influencing industrial location. Describe the main features of volcanoes and earthquakes: stratovolcanoes and shield volcanoes, crater, vent, magma chamber, epicentre, focus, intensity. Describe and explain the distribution of plates and processes at different types of plate boundary: constructive, destructive, conservative. Describe and explain the hazards and impacts associated with tectonically 2019 Page | 28
active zones and explain why people live in these areas. Explain what can be done to reduce the impacts of earthquakes and volcanoes.
Population and Migration Spring
Settlements and service provision
Urban settlements and urbanisation
Population dynamics and reasons for changes. Population policies. Case studies of countries with overpopulation, underpopulation, a high rate of population growth and a low rate of population growth. Population structure and a case study of a country with a high dependent population. Population density and distribution. Case studies of a densely and sparsely populated countries. Migration and its impacts. A case study of international migration. Settlement patterns, growth, functions, sites and hierarchies. A case study of settlement and service provision in an area Characteristics of and changes in land use in urban areas. Problems in urban areas, and solutions. Rapid urban growth: problems and solutions. A case study of an urban area. A case study of a rapidly growing urban area in a developing country and migration to it.
Summer
St Albans fieldwork
Urban fieldwork preparation for Paper 4.
Describe and give reasons for population changes, overpopulation, underpopulation, and natural change. Describe and evaluate population policies. Explain implications of different types of population structure. Describe the factors influencing population density and distribution. Explain reasons for migration and its impacts.
Explain settlement patterns, and the factors which influence sites, growth and functions. Give reasons for hierarchies od settlements. Describe and give reasons for land use and land use changes. Explain the problems in urban areas and their impacts and solutions. Give reasons for rapid urban growth. Describe the impacts and solutions to problems caused by rapid urban growth. Identify, carry out and analyse fieldwork data in relation to hypotheses. Complete the stages of geographical enquiry.
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
2019 Page | 29
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/ 0525 Feb 2020
Grammar
Pupils should be able to
Introducing oneself
Present tense Conjunctions und, aber (word order) Plural of nouns Gender and case Definite and indefinite articles Possessive adjectives Quantifiers
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).
My home
Adjectives Prepositions with dative Reflexive verbs Separable verbs Revise perfect tense Imperfects hatte, war, gab
Autumn
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
Food & drink
Plurals Revision of cases and articles Adjective endings Gern/lieber/am liebsten Gehen, essen, nehmen Schmecken and dative Subordinating conjunctions.
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.
Talk about healthy eating and the importance thereof. Engage in shopping transactions. Order meals in restaurants. Make a complaint. Understand a recipe. 2019 Page | 30
School
Work Spring
Future
Exam prep 1
Negation (kein) Subordinating conjunctions Perfect tense haben & sein Separable verbs in the perfect tense Masculine & feminine jobs Um‌zu‌ 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.
Summer
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
2019 Page | 31
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.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-history-9-1-0977/ 0977
February 2020
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 preparation
Introductory course
Coursework Significance of allied strategic bombing of Germany in World War II
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
2019 Page | 32
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. Pupils to revise different uses of the subjunctive mood and the forms of subjunctive verbs. Pupils to revise all participles, including ablative absolutes.
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. Translate more complex Latin. 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
2019 Page | 33
Latin with Classical Greek Aims and Objectives For For For For
pupils pupils pupils pupils
to to to to
experience an enjoyable Introduction to Classical Greek. recognise the links between Classical Greek, Latin and English. cover most of the Language required for GCSE Greek. deepen their understanding of Language in general.
Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term
OCR www.ocr.org.uk J292
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 Adjectives
Spring
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.�
2019 Page | 34
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-internationalgcses-and-edexcel-certificates/international-gcse-mathematics-a-2016.html 4MA1 After February half-term in year 11
Task
Description
Pupils should be able to
Algebra 1
Direct and inverse proportion
Understand applications to proportionality models, including density/mass/volume and pressure/mass/area
Graphs 1
Cubic and reciprocal graphs
Recognise and produce standard graphs
Shape and Space 1
Transformations and intersecting chord theorems
Work with rotations, reflections, translations and enlargements. Recognise when an intersecting chord theorem can be used in problem solving.
Number 1
Recurring decimals
Convert recurring decimals to fractions
Sets 1
Problem solving and set builder notation
Number 2
Negative and fractional indices
Algebra 2
Quadratics
Statistics
Median, quartiles, box plots and cumulative frequency
Graphs 2
Graphical solution of equations
Handling data 2
Compound probability
Algebra 3
Simultaneous equations
Autumn
Spring
Solve problems using Venn diagrams and use set notation to describe solution sets. Understand and use negative and fractional indices in numerical and algebraic cases. Solve equations and problems leading to quadratics. Solve quadratic inequalities. Understand the different methods of representing data, and use diagrams in problem solving. Use intersecting graphs to solve equations. Understand mutually exclusive and independent events. Use tree diagrams to calculate probabilities. Deal with cases involving one linear and one non-linear equation.
2019 Page | 35
Algebra 4
Functions
Sequences
Arithmetic sequences
Shape & Space 2
2D and 3D shapes
Shape & Space 4
Trigonometry
Graphs 3
Gradients of curves
Summer
Coursework
Autumn
Understand function notation, inverse and composite functions. Understand domain and range terminology. Produce the nth term of an arithmetic sequence. Find the sum of n terms. Solve problems involving a variety of shapes and using linear, area and volume scale factors. Use trigonometry for any angles. Use sine and cosine rule. Use trigonometry in 3D shapes. Use tangents to estimate gradients.
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
2019 Page | 36
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.
Create a structured plan for a pop song and a chorus with potential for expansion.
Study: Orchestral Music of Copland
Including Appalachian Spring and study of the set work Rodeo
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 Hary Janos and Concerto for Orchestra
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
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
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.
2019 Page | 37
Performance: Ensemble
One ensemble performance to be recorded, before half term. Compose a minimalist work, first draft to be complete by the end of term.
Composition: Minimalism
Coursework
Autumn Composition: interim deadlines as above. Performance - one solo recorded prior to half term, one ensemble recorded prior to end of term.
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.
Spring
Summer
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:
2019 Page | 38
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-gcsesand-edexcel-certificates/international-gcse-physics-2017.html
Exam Board: Web link: Course Code: 4PH1 Mock Exam dates: After May halfterm 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
Spring
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
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. 2019 Page | 39
off radiation, and this is a natural and everyday occurrence.
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
Take measurements in order to measure half-lives. 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
2019 Page | 40
Russian Aims and Objectives The GCSE Russian course allows pupils the chance to try something completely new. Russian is an expressive East Slavonic language with a rich culture to match. The Cyrillic alphabet is mastered quickly, and we work at the intricate ways in which Russian conveys meaning. Russian is as much a conceptual as a grammatical challenge, and it is definitely worth a try.
Exam Board: Edexcel Web link: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/russian-2017.html Course code: 1RU0 Read and Write Russian script Term
Topic
Grammar
Cyrillic Personal information Autumn
Spring
Summer
Where I live
Use the Cyrillic alphabet
Nominative case Prepositional and plurals
Hobbies My house Transport
Verbs and the accusative Prepositions
Food
Past tense
School
Time and reflexives
Work Holidays
Cases
Cultural life
Pupils should be able to
Verbs of motion
Future
Use the nominative and some genitive Use nominative plural and state locations Form simple sentences Use genitives Understand uni- and multidirectional verbs Use imperfectives in the past Use some time conventions, use the reflexive verb types Use the instrumental case Use all 3 tenses, know some festivals Be able to talk about a range of cultural events and customs
Suggested further reading: The Penguin Russian course
2019 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: CIE Web link: http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-spanishforeign-language-0530/ Course Code: 0530
Mock Exam dates: February 2020
Term
IGCSE Topic
Grammar Description ➢
Family, personal relationships and home life, daily routine
Autumn
➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢
Holidays, hotels and tourism
➢ ➢
Adjectives (including possessive adjectives) Revision of ser/estar (Status e.g. estoy divorciado) Revision of present tense + Common irregular verbs Reflexive verbs Interrogatives + prepositions Desde hace Comparative/superlative revision (characters etc) Imperfect tense Preterite tense + combined preterite/imperfect Negatives Advanced connectives
Pupils should be able to ➢ ➢ ➢ ➢ ➢
➢ ➢ ➢ ➢
➢ ➢ Getting around and local area Spring
➢ ➢ ➢ ➢ ➢ ➢ ➢
Free time ➢
Introduce simple future ser, estar, hay (present and past) Conditional tense Comparative and superlative Basic imperatives Si clauses Lo + adjective Combine tenses advanced opinions (me da(n) rabia que/ me cabrea/ me fastidia/ no soporto/no aguanto) estar+ gerund
➢ ➢ ➢ ➢
Discuss family relationships and say how they get on Talk about the status of married/single/divorced Describe their daily routine Say how long they have done something for Compare and contrast personalities Discuss past holiday habits Use both preterite and imperfect to describe a holiday Extend knowledge of linguistic features Use negatives more effectively
Discuss plans and imagine situations Understand commands Use Si in different clause Compare and contrast areas ➢ ➢ ➢
Talk about free time habits Express opinions on hobbies Say what you are currently doing 2019 Page | 42
/what you did and what you will do ➢ ➢ School routine Summer
➢ ➢ ➢ ➢
Perfect/Pluperfect Subject and object pronouns Por /para durante Perfect/ pluperfect
➢ ➢
Describe school, subjects and rules Discuss the best/worst aspects of school and what you would change Contrast England with Spain systems Use perfect and pluperfect tenses
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
2019 Page | 43
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
CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-physical-education-0995/past-papers/ 0995 After May Half Term
Task
Description
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
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.
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
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 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 skeletal and muscular 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
Summer
Collate footage of skills in isolation and gameplay.
Collate footage of skills in isolation and gameplay.
2019 Page | 44
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
2019 Page | 45
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
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
Autumn
Pupils should be able to Explain the idea of God's nature put into words; Explain the doctrinal concept of Trinity; Explain the concept of the creative Word and how this influences Christian understanding of creation; Explain classical teaching about life after death, judgement, heaven and hell; Explain the theological concept of incarnation and its meaning; Explain beliefs about the crucifixion as a historical reality and as a theological event; Understand the resurrection as historically ambiguous but with clear religious importance; Explain the ascension, sin and salvation. Describe how the Buddha was born and the regal life in to which he was born; Explain the effects of the four sights on the Buddha and his subsequent decision to leave the Palace; Explain why the Buddha turned away from the ascetic path; Explain the impact of the Buddha's enlightenment on the life of the Buddha and those around him; Describe how suffering is caused by ignorance and hate; Explain the importance and impact of nibbana for the Buddhist; Explain the path of sila; Explain Dhammapada 190-101 the importance of the Four Noble Truths; Explain the key features of the Dharma; 2019 Page | 46
Spring
To learn key concepts including: Food banks; Street pastors; Mission; and Reconciliation.
Christianity: Role of the church in the community
To learn key concepts including: Five Moral Precepts; and Six Perfections in Mahayana.
Buddhism: Buddhist Ethics
To learn: Origins and value of the universe; use and abuse of the environment
Theme B: Christianity/Buddhism and Life
To learn: use and abuse of animals; sanctity of life; abortion; euthanasia; death and afterlife.
Theme B: Buddhism/Christianity and Life
To learn: Teleological, Cosmological arguments; argument
Theme C: The existence of God and revelation
Provide examples from the natural world to illustrate paticcasamupada; To illustrate beliefs with reference to the natural world; Relate beliefs in annicca and anatta; Identify differences between Theravada and Mahayana beliefs; Explain the Bodhisattva; Explain importance of Buddhahood for Pure Land Buddhism. Explore mission and evangelism as a priority for Christians and church communities; Explain the ways that churches work for peace; Explore how far Christians who live in security are under obligation to support Christians who are being persecuted; Understand the work and rationale of one or more agency e.g. CAFOD. Explain the importance of karma, karuna and metta for the Buddhist way of life; Provide examples of compassion and loving kindness from the Buddha's life and the Eightfold Path; Explain the importance of ethical principles for the Buddhist way of life; Explain how the Buddhist is able to develop the perfections within themselves; Explain the importance of rituals and practice in enabling the Buddhist to achieve his/her goal; Outline a scientific theory of the origin of the universe; Understand why the scientific and religious teachings might be considered incompatible; Understand different accounts of creation and their interpretations; Explain stewardship, dominion, responsibility, awe and wonder. Apply knowledge and understanding to issues of animal experimentation and the use and abuse of animals; Explain the concepts of sanctity and quality of life; Understand the issue of abortion and how it applies to different circumstances; Debate the arguments surrounding abortion; Explain the reasons why euthanasia might be considered in certain circumstances; Understand beliefs and attitudes about death and an afterlife; Critically evaluate the strengths and weaknesses for the arguments for the existence of God; 2019 Page | 47
from miracles; problem of evil and suffering; arguments based on science; and revelation.
To learn: sex, marriage and divorce; human sexuality; sexual relationships; contraception and family planning; divorce; purpose of marriage; same-sex marriage and cohabitation; families and gender equality.
Theme A: Relationships and families
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
To learn: different forms of worship and significance; prayer; sacraments; and role and importance of
Christianity: Worship and festivals
Summer
Explain the problem of evil and suffering; Explain the nature of visions; Explain their own view of the validity of revelation as a source of information about the nature of God; Explain how enlightenment provides information about the divine; Describe problems with enlightenment and the validity of such experiences as a source of knowledge about God's existence; Describe how nature can provide information about God; Describe different ideas about the divine that come from scripture. Understand there is variety in human sexuality, religious teachings and attitudes and what makes and breaks relationships; Explain religious attitudes towards sexual relationships before marriage and outside of marriage; Understand attitudes to contraception and family planning; Understand the purpose of marriage; Explain cohabitation; Explain what divorce is and its impact; Explain arguments against and in favour of divorce based upon ethical considerations; Understand how families have changed in society; Understand the purpose of family as the right place for procreation; Understand contemporary family issues and how religions respond to them; Understand attitudes about the roles of men and women. Evaluate the importance of Buddhist places of worship; Explain the nature and function of key features including the Buddha rupa, artefacts and offerings; Analyse the importance of puja, chanting, mantra recitation and the use of malas; Describe methods of Samatha meditation and Vipassana; Explain the significance of meditation as a form of worship; Explain the importance of ceremonies for individual communities; Explain the significance of practices and how they relate to beliefs; Explain the significance of Parinirvana Day Explain differences in types of worship; Explain the concept of sacrament and how this applies to the practice of some churches; Explain the importance of baptism; 2019 Page | 48
pilgrimage and celebrations.
Explain the sacramental nature of Holy Communion and the way this influences some churches; Understand Holy Communion and the way this influences some churches; Understand the importance of pilgrimage to the church and meanings of Christmas and Easter.
Coursework
Autumn
Spring
Summer
N/A
N/A
N/A
N/A
Suggested further reading: See reading list on Habsnet: http://habsnet/Academic/TheologyAndPhilosophy/SitePages/Y10.aspx
2019 Page | 49
Key Skills
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 Me, Myself and I Politics Careers Finance Understanding Mental Health
Pupils are on a 6 week/half termly rotation.
2019 Page | 50
Page
Subject
Head of Department/Lead Teacher
65
Foreword
Mr Bass
66
Relationships and Sex
Mr Metcalfe and Mr Handley
66
Me, Myself and I
Mr Cooper and Mr Roncarati
67
Politics
Mr Saddington and Mr Lawrence
67
Finance
Mrs Lyons and Mr Hall
68
Careers
Ms Nash
68
Understanding Mental Health
Dr Harrison and Reverend Brandon
2019 Page | 51
TITLE OF UNIT: Sex and Relationships
UNIT LEARNING OBJECTIVES: To understand the changes in adolescence and recap on earlier sex education. Develop understanding of relationships and sexuality and safe sex.
YEAR GROUP: Y10 LESSON
1
LESSON LEARNING What’s happening OBJECTIVES & to you? OUTCOMES PSHCEE Framework
2
3
What are you ready for?
Where do you draw the line?
4 How do you make sex special?
5 Safe sex: what’s that?
6 Safe sex: how do you do it?
KS3 &4 Core Theme: Health and Wellbeing. Sexual and Emotional Health. Consequences of pregnancy. Consent. Choice and Relationships. Body Image. Managing feelings about self and body. Safe practice, advice and support. MAIN ACTIVITIES -baseline -boundaries and -understanding -the first time -NHS Live Well: -practical use of knowledge and peer awareness sexual consent and -how to have sex STIs (chlamydia, condoms on dildo rules -types of physical law (thinkuknow) when you are ready herpes, genital -familiarity with -puberty and intimacy; sexting -responsibilities -consideration of warts, HIV) techniques of use sexual identity -meeting, chatting around pregnancy partner’s feelings -what to do after -resistance to -how does body and going out -undesirable -emotional and unsafe sex condom use image affect self-breaking up and experiences physical reaction -protection and -lubricants esteem or broken hearts -internet and -pleasure and love emergency relationships groomers contraception -where do these -support -hygiene ideas come from? -support -pornography and objectification Consent: RESOURCES Powerpoint; film BBC Relationships: BBC Relationships: Condoms; STI Condoms; dildos; https://www.thinkukno (inc ICT) on body image. http://www.bbc.c http://www.bbc.c diagrams; images wipes; w.co.uk/14_plus/Need-card sorting o.uk/education/to o.uk/education/to http://www.nhs.uk advice/Sex-and-theactivity pics/zpsv9j6 pics/zpsv9j6 /Livewell/Sexandy law/ oungpeople/Pages/ STIs.aspx http://www.respectn otfear.co.uk/consent andconsequences/co nsent.html
DIFFERENTIATION
Diverse cultural backgrounds; gender/sexuality awareness; differences in values and principles relating to sexuality. 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.
2019 Page | 52
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
TITLE OF UNIT: Politics
“What is the difference between belonging and fitting in?” Discussion
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
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
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?
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
How life online can be idealised and may not reflect reality
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
Reflect on personal identity and values and how this shapes behaviour.
Understand and reflect on own emotional responses and how to manage them.
6 Body Image & self-esteem
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.
2019 Page | 53
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
4
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?
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.
TITLE OF UNIT: Careers
UNIT LEARNING OBJECTIVES: To begin to understand risk and problemsolving 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
LESSON LESSON LEARNING OBJECTIVES & OUTCOMES PSHCEE Framework MAIN ACTIVITIES
RESOURCES (inc ICT)
1
2
3
4
5
6
How Businesses Work - Innovation
How businesses work – investment and risk
How businesses work – Problem solving and teamworking
Gap years and your career
Coping with employment uncertainty.
Uncertainty – what skills do you need to be able to cope with change?
Thinking about inventions and how these have affected the way we live. Matching inventions to dates and names. Thinking about which of these inventions are still at the heart of big industries today.
Understanding the risks involved in business. Understanding the term Business Angel and how this differs from investment from a bank or venture capitalist.
Working together as teams in order to solve realistic business problems.
Understanding about changes they might face in the world of work, flexible working and the different ways in which people and communities cope with changes in the employment market.
Understanding those personal skills and attributes which help people cope with change.
Copies of worksheets Access to laptops for pupils
Copies of worksheets Pen and paper for brainstorming Access to laptops
Copies of worksheets Pens and paper for brainstorming.
Appreciating the wider meaning of the term gap year. Understanding what people might do on a gap year. Understanding that a structured bap year could be beneficial to future careers. Thinking about whether a gap year is appropriate for them. Worksheets
Access to laptops Copies of worksheets and PowerPoint presentation
Copies of pupil worksheets.
2019 Page | 54
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.
2019 Page | 55
www.habsboys.org.uk www.habsboys.org.uk
/habsboys /habsboys @habsboys @habsboys @habsboysschool