Year 11 Curriculum 2019-20 by Haberdashers' Boys' School

Year 11 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

Foreword

Mr Bown

Art & Design: Fine Art

Mrs Weber

Arabic

Mr Thompson

Biology

Mr Glanville

Chemistry

Dr Hobbs

Computer Science

Mr Phillips

Design and Technology

Mr Vincent

Drama

Mr Wheeler

English Language

Mr Wheeler

English Literature

Mr Wheeler

French

Mr Bardou

Geography

Mrs Edwards

German

Mrs Hanlon

History

Mr Clark

Latin

Dr Joyce

Latin with Classical Greek

Dr Joyce

Mathematics

Mr Ward

Music

Mr Osmond

Physics

Mr Kerr

Russian

Mr Thompson

Spanish

Ms Adams

Sports Science

Mr Kerry

Theology & Philosophy

Mr Lawrence

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 11 is of course a crucial year for all of our pupils. Not only do they have important external examinations to prepare for, they also have to make choices for 6th Form study, which in turn will influence their choice of university course. The GCSE examinations are important, and boys will be expected to achieve six Grade 8s in order to progress into the 6th Form. This year the pupils need to be increasingly self-reflective and independent minded so that they not only know fully what is required by the awarding bodies, but also where they are in most need of additional practice, support or revision. The Year 11 pupils will receive regular formative feedback from their teacher and it is important that each time they reflect, respond and improve. In addition, there are key moments such as the Year 11 Mock Examination week, where detailed feedback will be provided to both the pupils and parents about progress and areas to improve upon. All academic departments run weekly Study support sessions for pupils. Please encourage your son to utilise this excellent provision throughout the year. One key area of Parental support and monitoring is regarding coursework or practical elements of a course (e.g. Art, Computing, Design Engineering, Drama, Music, Sports Science etc.). Several subjects require pupils to complete coursework and submit material throughout the year. It is vital that these pieces are completed on time and to the best of the pupil’s abilities. Coursework or practical elements of a course should be a boost to a pupil’s mark. Towards the end of the Autumn Term, pupils will be asked to choose their A Level subjects for study in the Sixth Form. These are crucial decisions which influence university courses and study. There will be a lot of information provided to both pupils and their parents. It is also important to remember that your son’s tutor and his teachers have been through this process many times previously so do use their wealth of expertise and advice in helping your son make his choices. There is a suggested further reading list at the bottom of each Curriculum summary: these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still. As you will see from this curriculum booklet, the Year 11 programme of study is full and enriching. In addition, there are more activities and interests to be explored. I wish all the pupils every success this year and look forward to seeing you at the Year 11 Parents’ evening.

Mr James Bown Acting Deputy Head (Academic)

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

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

Exam Board: Edexcel Web link: https:/qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html Course Code: 1FA0 Mock Exam date: Friday 10th January 2020 GCSE Exam date: March 2020 TBC Week/ Term

Task

Description • • •

DEVELOP ideas through investigations, demonstrating critical understanding of sources

• • • • • • • • •

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

• • • • • • • • •

Mind maps Researching a range of artists Visual and written write up of visits to galleries and other places of interest Analysing artworks Reading, note taking Presenting images and notes purposefully Taking photographs relevant to intentions Analysis of own photographs Annotating ideas throughout the project and connecting ideas to research Thumbnail sketches Sustained investigation Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen Selecting appropriate media and techniques for an idea trial Trial ideas Evaluating trials Refining an idea Preparing a final piece Recognises the full potential of media, materials and processes Explore materials and styles through artist studies and pastiches Planning a complex composition Willingness to take creative risks

Pupils should be able to Respond with initiative to the tasks set by the teacher. Present the work imaginatively and professionally. Work with enthusiasm and commitment to improve their work. Make use of the open studio times to extend their work. Make informed choices and decisions. Initiate critical discussion about their work and the work of others. Explore their personal theme with passion. Take responsibility for their coursework and progress in this. Their work should be developing towards being accomplished, inspired, intuitive, insightful, powerful, extraordinary, unexpected and outstanding. All Unit 1 work must be complete and handed in on 10th January 2020.

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• • RECORD ideas, observations and insights relevant to intentions as work progresses

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

• • • • • • • • • • • • • • • • • • • • • • •

ESA DEVELOP As above

Spring

All the factors described within DEVELOP above Externally set assignment paper is released in January. This marks the start of Unit 2 (worth 40% of the actual GCSE grade) and approximately 8 week preparatory time leading up to the exam. All the work done in the 8 weeks counts towards the grade.

ESA REFINE As above

•

All the factors described within REFINE above

ESA RECORD As above

•

All the factors described within RECORD above

•

All the factors described within PRESENT above Undertake 10 hours of work across 2 days on a Final Outcome under exam conditions. The exam usually takes place in March.

ESA PRESENT As above

Summer

•

Observational drawings and paintings in a variety of media, styles and scales Written analysis of artists' work and evaluation of own work Photography Critical annotation Evidencing understanding and use of the formal elements Accurate grammar, spelling and punctuation Depth of visual and written analysis Communication of ideas Use of specialist terms Writing about and visually communicating meaning, symbolism, context, mood, content Personal and individual qualities Perceptive grasp of ideas Creative use of visual or other forms Appropriately realising intentions Making effective and diverse connections Final outcome Evaluation Presentation of work Assured use of the formal elements Assured use of media Small scale outcomes Large scale outcomes Creative and original elements Ambitious composition and or scale

Reviewing, refining, completing and extending coursework.

•

• •

Complete responses to teacher feedback for Unit 1. Write a written evaluation and summary of your coursework

As above and initiate own tasks in response to the timeline provided. All Unit 2 prep work must be handed in on day 1 of the exam and cannot be added to. The outcome for Unit 2 must be complete at the end of the 10 hours exam and cannot be added to.

All Unit 1 work must be fully refined in response to feedback and handed in by study leave.

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Coursework Unit 1 Personal Investigation (60%) Unit 2 Externally Set Assignment (40%)

Autumn

Spring

Summer

Unit 1 All classwork and homework throughout the course. First hand in: 10th January 2020. Final hand in: Last lesson before study leave

Unit 2 All classwork and homework from January until the timed assessment (usually midMarch)

Unit 1 All classwork and homework throughout the course. First hand in: 10th January 2020. Final hand in: Last lesson before study leave

All preparatory studies must be brought to school on the first day of the timed assessment and cannot be worked on any further. All Unit 2 work is collected in at the end of the timed assessment and cannot be returned to. Unit 2 begins in January and the final timed assessment usually takes place mid-March.

Suggested further reading: http://www.art2day.co.uk/ https://www.guggenheim.org/ https://www.npg.org.uk/ https://www.vam.ac.uk/ https://www.royalacademy.org.uk/ https://thebricklanegallery.com/ http://www.asianart.org/ https://www.mahj.org/en

https://www.saatchigallery.com/ http://www.tate.org.uk/visit/tate-modern https://www.creativebloq.com/ https://www.nationalgallery.org.uk/ http://www.wallacecollection.org/ http://www.nationalmuseumindia.gov.in/ https://africa.si.edu/# http://www.fitzmuseum.cam.ac.uk/

Architecture The Whole Story by Denna Jones The Thames & Hudson Introduction to Art Art in Detail – 100 masterpieces by Susie Hodge Who’s Afraid of Contemporary Art? By Kyung An and Jessica Cerasi The Self-Portrait A Cultural History by James Hall Why Your Five Year Old Could Not Have Done That – Modern Art Explained by Susie Hodge Art Since 1989 by Kelly Grovier and Art Since 1960 by Michael Archer Art Since 1900 Modernism, Antimodernism, Postmodernism by Hal Foster, Rosalind Krauss, Yve-Alain Bois, Benjamin H.D. Buchloh and David Joselit Interviews with Francis Bacon by David Sylvester Grayson Perry by Jacky Klein Hockney’s Pictures by David Hockney Ways of Seeing by John Berger

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

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

CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-arabic-foreign-language-0544/ 0544 February 2019

IGCSE Topic

Grammar

School

subjunctive

The world of work

Future tense Conditional

Autumn

Leisure and entertainment

Spring

Summer

Pronouns + ‫ أِلن‬/ ‫ لكن‬/‫ّإن‬

Holidays, travelling and accommodation Mock Exams

Object pronouns

Travel and transport

Revision of all tenses and grammar and Introduction to more complex phrases

Places and customs in the Arab world

Use of + ‫ كان‬verb

Revision and exam techniques

Pupils should be able to Talk about the kind of school they go to. Describe their school. Talk about their school routine. Understand the Arabic subjunctive and its uses. Know the difference between the Arabic subjunctive and the pluperfect, past continuous and future perfect tense in use. Talk about different jobs Talk about past and future work experience opportunities Correctly use the future tense in a variety of contexts. Correctly use the Arabic conditional in a variety of contexts. Talk about what they do in their free time Talk about their hobbies Talk about their holidays and accommodation Talk about how they get around and the types of transport they use. Understand and talk about customs, holidays and culture in the Arab world. Engage in various role play scenarios. Deliver an effective presentation Understand and apply comprehension techniques. Address the content of an essay effectively. Use a range of verbs in their essays.

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Coursework

Autumn

Spring

Summer

N/A Suggested further reading: https://www.arageek.com/

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Biology Aims and Objectives Learn about unifying patterns and themes in biology and use them in new and changing situations • acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • evaluate biological information, making judgements on the basis of this information • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in biology • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to biology as set out under each topic • prepare for more advanced courses in biology and for other courses that require knowledge of biology. Exam Board: Web link: Course Code: Mock Exam dates: Week/ Term

Edexcel IGCSE https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html 4BI1 School mock exam week Task

Description

Pupils should be able to

Understand that organisms are able to respond to changes in their environment. Co-ordination and response (recap of Y10)

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

Answer the full range of IGCSE questions

Understand that a coordinated response requires a stimulus, a receptor and an effector. Understand that plants respond to stimuli. Co-ordination and response in flowering plants

Describe the geotropic responses of roots and stems. Describe positive phototropism of stems. Describe how responses can be controlled by nervous or by hormonal communication and understand the differences between the two systems.

Autumn

Co-ordination and response in humans

Understand that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves. Understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses. Understand the role of neurotransmitters at synapses.

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Describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object. Describe the structure and function of the eye as a receptor. Understand the function of the eye in focusing near and distant objects, and in responding to changes in light intensity. Understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen (some overlap with Year 9 and 10). Understand the sources, roles and effects of the following hormones: ADH, FSH and LH (some overlap with Year 9 and 10) Understand that the genome is the entire DNA of an organism and that a gene is a section of a molecule of DNA that codes for a specific protein. Understand that the nucleus of a cell contains chromosomes on which genes are located. Describe a DNA molecule as two strands coiled to form a double helix, the strands being linked by a series of paired bases: adenine (A) with thymine (T), and cytosine (C) with guanine (G). Understand that an RNA molecule is single stranded and contains uracil (U) instead of thymine (T). Describe the stages of protein synthesis including transcription and translation, including the role of mRNA, ribosomes, tRNA, codons and anticodons. Spring

Inheritance

Understand how genes exist in alternative forms called alleles which give rise to differences in inherited characteristics. Understand the meaning of the terms: dominant, recessive, homozygous, heterozygous, phenotype, and genotype. Understand the meaning of the term codominance. Understand that most phenotypic features are the result of polygenic inheritance rather than single genes. Describe patterns of monohybrid inheritance using a genetic diagram. Understand how division of a diploid cell by mitosis produces two cells that contain identical sets of chromosomes. Understand that mitosis occurs during growth, repair, cloning and asexual reproduction. 2019 Page | 9

Understand how division of a cell by meiosis produces four cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes. Understand how random fertilisation produces genetic variation of offspring. Know that in human cells the diploid number of chromosomes is 46 and the haploid number is 23. Understand that variation within a species can be genetic, environmental, or a combination of both. Understand that mutation is a rare, random change in genetic material that can be inherited. Understand how a change in DNA can affect the phenotype by altering the sequence of amino acids in a protein. Understand how most genetic mutations have no effect on the phenotype, some have a small effect and rarely do they have a significant effect. Understand that the incidence of mutations can be increased by exposure to ionising radiation (for example, gamma rays, x-rays and ultraviolet rays) and some chemical mutagens (for example, chemicals in tobacco). Explain Darwinâ&#x20AC;&#x2122;s theory of evolution by natural selection. Understand how resistance to antibiotics can increase in bacterial populations, and appreciate how such an increase can lead to infections being difficult to control. Understand how selective breeding can develop plants with desired characteristics. Selective breeding Understand how selective breeding can develop animals with desired characteristics. Understand how restriction enzymes are used to cut DNA at specific sites and ligase enzymes are used to join pieces of DNA together. Understand how plasmids and viruses can act as vectors, which take up pieces of DNA, and then insert this recombinant DNA into other cells. Genetic modification (genetic engineering)

Understand how large amounts of human insulin can be manufactured from genetically modified bacteria that are grown in a fermenter. Understand how genetically modified plants can be used to improve food production. Understand that the term transgenic means the transfer of genetic material from one species to a different species. 2019 Page | 10

Describe the process of micropropagation (tissue culture) in which explants are grown in vitro. Understand how micropropagation can be used to produce commercial quantities of genetically identical plants with desirable characteristics. Cloning

Describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep. Understand how cloned transgenic animals can be used to produce human proteins.

Summer

Revision and exam practise

Coursework

Autumn

Spring

Summer

N/A Suggested further reading: Dawkins – The greatest show on Earth Dawkins – The selfish gene Alice Roberts – Tamed- Ten species that changed our world Alice Roberts – The incredible unlikeliness of being Coyne – Why evolution is true Jared Diamond – Collapse

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

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

Autumn

Edexcel (International) https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-chemistry-2017.html 4CH0 Immediately after February half term

Task

Pupils should be able to

Acids & Bases

Reactions, properties, titrations & calculations.

Equilibria & Industrial Inorganic Chemistry

Le Chatilier, The Haber Process, Contact Process, Fertilizers.

Electrolysis

Aqueous solutions, chloro-alkali industry, purifying copper.

Organic Chemistry

Alcohols, carboxylic acids, esters & polyesters.

Qualitative Analysis

Preparation and testing of gases, solubility patterns, preparation of soluble and insoluble salts, testing for cations & anions.

The Atmosphere

Composition and pollution.

Spring

Revision Summer

Description

Revision

Use of past papers to revise the specification and improve exam technique. Use of past papers to revise the specification and improve exam technique.

Answer any appropriate question on this topic.

Use past papers and textbooks to revise the specification and improve exam technique. Use past papers and textbooks to revise the specification and improve exam technique.

Coursework

Autumn

Spring

Summer

n/a

Suggested further reading: www.doddlelearn.co.uk; CGP IGCSE Edexcel Chemistry

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Computer Science Aims and Objectives Computer Science is about developing the understanding the main principles of problem-solving using computers. The course focuses on a range of technical skills, as well as developing learners that are able to solve complex problems and represent the algorithm to do so using pseudocode, flowcharts as well as programming a solution in a high-level language. The course helps learners to develop a strong confidence in Computational Thinking as well as having the opportunity to explore computer-based solutions to real-world problems.

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

Cambridge IGCSE https://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-9-1-computer-science-0984/ 0984 Immediately after February half term

Task

Prepare presentation of Summer Project

Present and evaluate summer projects

Autumn Security (SSL/TLS/encryption)

Ethics

Description All pupils to prepare how best to present, as well as how best to ask for peer feedback of the work they conducted over the summer holidays on their own Summer Projects Pupils given time to present to peers and ask peers for feedback and possible improvements Show understanding of the security aspects of using the Internet and understand what methods are available to help minimise the risks Show understanding of the Internet risks associated with malware, including viruses, spyware and hacking Explain how anti-virus and other protection software helps to protect the user from security risks Show understanding of the need to keep data safe from accidental damage, including corruption and human errors Show understanding of the need to keep data safe from malicious actions, including unauthorised viewing, deleting, copying and corruption Show understanding of how data are kept safe when stored and transmitted Show understanding of computer ethics, including copyright issues and plagiarism

Pupils should be able to

Show understanding of the need to keep online systems safe from attacks including denial of service attacks, phishing and pharming

Show understanding of the ethical issues raised by the spread of electronic communication and 2019 Page | 13

Error Checking/Parity Bits

Databases

Pre-release programming and possible question formulation and practice

Spring

Revision Summer Study Leave

Distinguish between free software, freeware and shareware Identify and describe methods of error detection and correction, such as parity checks, check digits, checksums and Automatic Repeat requests (ARQ) Show understanding of the need to check for errors Define a single-table database from given data storage requirements Choose and specify suitable data types Choose a suitable primary key for a database table Using the pre-release material given by the exam board, develop the formulation of the algorithm needed to solve the given problem Develop a programming solution to the problem Ensure all learners are confident with all topics within the course. Pupils to ensure that exam style questions for each topic can be answered correctly Pupils leave school at Easter. Additional in-school support to be offered for those interested

computer systems, including hacking, cracking and production of malware

Explain how parity bits are used for error detection

Perform a query-by-example from given search criteria.

Discuss possible exam questions likely to be asked and prepare competent answers to each

Pupils to ensure that their revision materials are all A* quality

Coursework

Autumn

Spring

Summer

n/a

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

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

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

OCR www.ocr.org.uk/qualifications/gcse/gcse-design-and-technology-j310-from-2017/ J310

n/a

Task

Description

Pupils should be able to

The iterative Design Challenge contexts will be released on 1 June each year. This component offers the opportunity for learners to demonstrate understanding of and skills in iterative designing, in particular: NEA: Iterative Design Challenge Coursework Element

The interrelated nature of the processes used to identify needs and requirements (explore)

As an outcome of their challenge, learners will need to produce a chronological portfolio and one final prototype(s). Through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design & Technology principles.

Creating solutions to meet those needs (create) Evaluating whether the needs have been met (evaluate).

Autumn

In the single lessons, each week pupils will expand their knowledge of the more general concepts of the subject

General Subject Theory

New and emerging technologies • Ethics • The environment • Product Enhancement • Industry and Enterprise • Lifestyles, culture and society

Pupils cover a wide variety of theory examining metal as a material and its manipulation and use. Pupils are able to apply their knowledge to answer questions about metals.

Energy generation and storage • Fossil fuels, nuclear, biofuel 2019 Page | 15

Wider Implications that affect design and manufacture • Environmental initiatives • Fair trade • Social and Ethical Awareness • Global Sustainable development How processes vary with scales of production • One off, bespoke, mass, lean manufacturing, JIT NEA: Iterative Design Challenge Coursework Element

NEA completed on 6th March 2020

General Materials Theory

Introduction to remaining Core Material Theory Papers and board Timbers Textile fibres and fabrics

Spring

Through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design & Technology principles.

Pupils cover a wide variety of theory examining metal as a material and its manipulation and use. Pupils are able to apply their knowledge to answer questions about metals.

Properties and Characteristics of remaining materials Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity Lifecycle of Remaining Core Materials • Recycling and sustainability • Upcycling

Summer

Coursework Iterative Design Challenge

Commonly Available Forms and Stock Components • Length, sheet, reels, rods Manufacturing in School • Wastage techniques: Cutting, sawing, drilling, sheering and turning • Addition techniques such as lamination and applique Autumn Submission Points: Strand 1 Context analysis and research leading to final specification DUE: 16th Sept 2019

Spring Submission Points: Strand 4 Planninng, Engineering Drawings, Photo Rendering, Material considerations and FInal prototype

Summer N/A

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DUE - 14th Feb 2020 Strand 2 (Concepts, Initial ideas, Analysis and Stakeholder Feedback) DUE - 7th Oct 2019

Strand 5 & Full hand in Testing and Evaluation, Improvements and video & photos of final product DUE - 6th March 2020

Section 2&3 Modelling and Development leading to final prototype DUE - 9th Dec 2019

Suggested further reading: -

Red Dust (Mian Jian) White Tiger (Aravind Adiga) The Kite Runner (Khaled Hossaini) A Squatterâ&#x20AC;&#x2122;s Tale (Ike Oguine) Himalaya (Michael Palin) Pole To Pole (Michael Palin) Waking the Giant (Bill Maguire) The Land Grabbers (Fred Pearce) 10 Billion (Stephen Emmett) Kandahar Cockney: A Tale of Two Worlds (James Ferguson)

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

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

IGCSE Topic

Holidays

Getting around Autumn

Health

Shopping

Media

CIE http://cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsegerman-foreign-language-0525/ 0525 February 2020 Grammar

Asking questions Prepositions and accusative Prepositions and dative Prepostons and accusative OR dative Revision of the perfect tense The imperfect tense Imperative Modals können, wollen, sollen Genetive case Comparatives Modal verbs müssen, dürfen Dative case Passive voice

dieser, welcher, jener was für Relative pronouns

More imperfect tense Pluperfect tense Revision of future tense Indefinite pronouns with adjectival nouns

Spring Environment

Exam prep

Conditional Comparative and superlative

Focus on all 4 skills Introduction to the role play

Pupils should be able to

Say where they spend their holiday and how they got there Talk about what they did on holiday Compare types of holiday and holiday accommodation Ask about accommodation/book a room Understand how to get around in Germany Understand signs at a train station Ask for and give directions Ask about tourist activities Talk about healthy eating/drinking Say how they keep fit/healthy Talk about unhealthy lifestyles and give advice Say what is wrong when they are unwell Understand questions and advice from a doctor Talk about accidents and injuries Shop for clothes Engage in transactions at the PO/bank/lost property office Talk about changing money Report a loss Talk about different television programmes and films Make arrangements to go out Talk about reading Talk about internet/mobiles Talk about advantages/disadvantages of social media Talk about the weather Discuss environmental problems Talk about protecting the environment Talk about global problems Engage in various role play scenarios Deliver an effective presentation 2019 Page | 26

Summer

Exam prep

Oral presentations Listening and reading skills, including Q words Essay writing skills

Understand and apply comprehension techniques Address the content of an essay effectively Use a range of verbs in their essays

As above

Coursework

Autumn

Spring

Summer

n/a

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

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History Aims and Objectives The Cambridge IGCSE (9-1) History syllabus looks at major international issues of the twentieth century, as well as covering the history of Germany in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.

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 tbc

Task

Pupils should be able to

Coursework

Writing and submission of coursework essay (no more than 2000 words) during September

Produce two paragraphs with a full plan and a clear line of argument before Wednesday 12th September 2018. Pupils will have submit the completed coursework by October 12th.

Paper 1: 1945-2000

Return to international relations core content for Paper 1 â&#x20AC;&#x201C; focus on Cold War

Pupils will have completed the core content by December/early January

Paper 2

Depth study and technical preparation for source analysis in Paper 2

Pupils will have acquired the skills for Paper 2 by February half-term; they will be tested on this in the mock exam week

Revision

Revision of Y10 and Y11 course content

Revision

Revision of Y10 and Y11 course content

Autumn

Spring

Summer

Description

Suggested further reading: Richard Evans, Third Reich trilogy Ian Kershaw, Hitler Ian Kershaw, To Hell and Back: Europe 1914-1949 Robert Service, The End of the Cold War Mike Sewell, The Cold War

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Latin Aims and Objectives For For For For

pupils pupils pupils pupils

to to to to

feel confident in both Latin language and literature before their summer public exams. work collaboratively as a class on translation and GCSE-style questions. answer literature questions with fluency and eloquence. achieve a mastery in Latin translation.

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

OCR www.ocr.org.uk Latin J282

Task Translation of verse set text

Autumn

Analysis of verse set text Pupils to revise noun, verb and adjective endings Analysis of verse set text Revision of grammatical constructions

Spring

Summer

Revision of Verse and Prose set texts Revision of Latin language

Coursework

Description

Pupils should be able to

Verse set text sections from Virgil's Aeneid Book II and IV.

Work collaboratively as a class.

Notes on verse set text.

Find out about the historical background to their set text.

Pupils to revise syntax required for GCSE.

Feel more confident about the GCSE Latin syntax.

Notes on verse set text.

Understand how to write about literature in another language.

Pupils to revise grammar required for GCSE.

Feel more confident about the GCSE Latin grammar.

To practise translating and answering questions on the literature. To practise translating unseen Latin passages. Autumn

Answer GCSE-style questions on Latin literature. Answer GCSE-style questions on Latin language. Spring

Summer

n/a Suggested further reading: Virgil’s ‘Aeneid’ – full English prose translation

2019 Page | 29

Latin with Classical Greek Aims and Objectives For Latin: For pupils to For pupils to For pupils to For pupils to

For Greek:For pupils to For pupils to For pupils to For pupils to

feel confident in both Greek Literature and Language before their summer public exams. translate with greater fluency and a greater depth of knowledge. work collaboratively on Literature and Language. answer GCSE-style questions with ease.

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

Autumn

Spring

Summer

Task For pupils to finish the Greek Language Syllabus, using John Taylor’s Greek to GCSE. For pupils to revise their noun and verb endings. Translation and notes on Verse Set Text, Homer’s Odyssey, selections from Book 6.

Description

Pupils should be able to

Pupils cover all the grammar and syntax required for GCSE Classical Greek.

Deepen their knowledge of Greek Language.

Revision of noun and verb endings

Have confidence in recognising noun and verb endings.

Pupils translate and write notes on the GCSE Verse Set Text.

Work collaboratively.

For pupils to revise grammar. Translation and notes on Prose Set Text, Herodotus’ Histories, selections from Book 1. Revision of grammar and syntax with unseen translation and past papers.

Revision of all grammatical constructions required for Greek

Translate and answer grammatical questions.

Pupils translate and write notes on the GCSE Prose Set Text.

Translate and write notes on Prose set text.

Pupils revise with unseen passages to translate and past papers.

Translate and answer grammatical questions with confidence.

Revision of verse and prose set texts.

Exam-style questions on both literature topics.

Translate and answer questions on both prose and verse set texts with confidence.

Coursework

Autumn

Spring

Summer

n/a Suggested further reading: James Renshaw, “Those Were The Greeks.” 2019 Page | 30

Mathematics Aims and Objectives The aim is to study all topics at Key Stage 4, to prepare the pupils for sixth form work, to develop their ability to express the same concept in various mathematical languages (algebraic, geometric) and to develop cognitive skills. The objective is to make pupils familiar and confident with algebraic manipulation (including rational functions) and to introduce them to basic differentiation. Previous work on geometry and trigonometry is revised and extended via vectors and scalene triangles. Revision of the IGCSE course takes place during the second term for all except the top two sets, who work towards the FSMQ Additional Maths specification (entries in italics in the table below).

Exam Board: Web link:

Course Code: Mock Exam dates: Week/ Term

Autumn

Spring

Edexcel https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-mathematics-a-2016.html 4MA1 After February half-term in year 11

Task

Description

Number 4

Irrational numbers & Surds

Shape & Space 3

Vectors

Algebra 4

Algebraic fractions

Handling data 3

Histograms

Graphs 4

Introduction to calculus

Handling data 4

Probability

In house unit

Completing the square

In house unit

Graph transformations

Revision

Past IGCSE papers

FSMQ

Linear programming

FSMQ

Equation of a circle

FSMQ

Remainder & Factor theorem

Pupils should be able to Understand the definition of irrational numbers and manipulate expressions involving surds. Work with vectors to prove geometrical theorems. Manipulate expressions and solve equations involving algebraic fractions. Understand the difference between histograms and bar charts and use summarised data to complete histograms and vice versa. Use differentiation to find the gradient of a curve and to produce tangents. Find turning points of a curve. Solve kinematics problems. Solve compound probability problems using tree diagrams. Complete the square on quadratic expressions to find the vertex of a curve and to produce equations of circles. Understand the effects on the graphs of functions of small changes to the equation of the function. Work through past papers to refresh all knowledge and to build up speed. Solve problems involving multiple inequalities. Solve problems involving circles and tangents to circles. Use division of polynomials. Use remainder and factor theorem methods to help factorise polynomials. 2019 Page | 31

Summer

FSMQ

Trigonometry

FSMQ

Integration

FSMQ

Kinematics

Revision

Past IGCSE papers

Coursework

Autumn

Solve trigonometric equations using identities. Understand integration as the reverse of differentiation. Find the area under a curve. Solve problems involving constant acceleration. Use integration in kinematics problems. Work through past papers to refresh all knowledge and to build up speed. Spring

Summer

N/A Suggested further reading: Chaos â&#x20AC;&#x201C; James Gleick From Here to Infinity - Ian Stewart The Man Who Knew Infinity - Robert Kanigel Alan Turing, the Enigma - Andrew Hodges

2019 Page | 32

Music Aims and Objectives The course aims to continue with the topics required for GCSE Music from year 10, giving a broad overview of many different styles of music from different parts of the globe. Performance and Composition skills are also honed with the objective of all coursework having been completed by Spring half-term.

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

Autumn

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

Description

Pupils should be able to

Study: Orchestral Music of Haydn/Mozart/Beethoven

Including Beethoven Symphony no.6, Mozart Clarinet Concert in A and study of the set work Haydn Symphony no.101 (Clock) mvt. 2

Identify the key features of Orchestral Music of Haydn/Mozart/Beethoven

Study: Coronation Anthems and Oratorios of Handel

Including Zadok the Priest and Messiah

Identify the key features of Coronation Anthems and Oratorios of Handel

Study: Requiems of the Late Romantic Performance: Solo and Ensemble Composition: Set task

Composition: Completion of coursework Performance: Completion of coursework

Spring

Selection of two set works and revision of all areas of study

Summer

Revision of all areas of study

Coursework

Including Berlioz German Requiem, FaurĂŠ, Verdi and Dvorak Two performances to be recorded, one solo and ensemble. Choose the appropriate set task from those given by AQA, first draft to be complete by the end of term. Final selection of two compositions and preparation for submission, to be submitted by half-term. Final selection of solo and ensemble, re-recording if necessary, to be submitted by half term. Final choice of two set works for exam and revision of all topics studied in years 9, 10 and 11 Final choice of two set works for exam and revision of all topics studied in years 9, 10 and 11 Autumn

Composition and Performance (see above)

Identify the key features of Requiems of the Late Romantic Perform to a high standard and both peer and self-assess effectively. Create a structured plan for a pop song and a chorus with potential for expansion. Assess their work and complete for final submission. Assess their work and complete for final submission. Answer both short answer questions on unseen extracts and longer questions on set works with confidence. Answer both short answer questions on unseen extracts and longer questions on set works with confidence.

Spring Composition: both compositions to be completed and submitted by half-term. Performance: both solo and ensemble performances to be completed by half-term.

Summer None

2019 Page | 33

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

2019 Page | 34

Physics Aims and Objectives The aim is to complete the study of the IGCSE content, and to revise material taught in previous years, in preparation for the IGCSE Physics examination. The new topics covered in Year 11 include Momentum, Molecules and Kinetics, Electromagnetic induction and Effects of Forces. As in previous years, pupils undertake a wide range of practical activities, and apply their physics to solve problems in a wide variety of circumstances, to and beyond the expectations of IGCSE. There is significant extension of topics from prior years, to take advantage of pupil’s greater mathematical skill. For example, we revisit refraction and introducing Snell’s law. There is no coursework element. Please note that order of topics will vary due to equipment requirements. The below is for example only.

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

EdExcel IGCSE Physics (2017) EdExcel IGCSE Physics (2017) 4PH1 Y11 Mock Exam week

Task

Description Some classes will have completed this topic in year 10, and will not repeat it.

Momentum A treatment of the concept of momentum, and its use in understanding motion.

Effects of forces

A treatment of the turning and stretching effects of forces.

Molecules and Kinetics

Density, pressure, Brownian motion, specific heat capacity, the gas laws.

Spring

Electromagnetic induction

Principle of induction, generators, transformers and the national grid.

Spring and Summer

Revision and extension

Further study of prior topics, and exam paper practice.

Autumn

Pupils should be able to Calculate momentum. Analyse collisions. Use rate of change of momentum in relation to vehicular safety. Apply Newton’s third law of motion. Calculate moments. Solve one- and two-support problems. Find the centre of gravity of a lamina object. Use Hooke’s Law. Identify materials from force-extension curves. Distinguish elastic and inelastic deformation. Calculate pressure due to liquids, solids and gas. Describe Brownian motion, and its implications. Use heat capacity in calculations Use the kelvin temperature scale, and explain the concept of absolute zero. Use and explain the gas laws. Explain induction, and factors affecting induction. Understand the operation of generators, including effects such as rate of rotation. Explain the operation of transformers, their efficiency, and use the transformer law. Explain the role of transformers in the National Grid. Answer any appropriate question in any topic 2019 Page | 35

Suggested further reading: Pupilsâ&#x20AC;&#x2122; progress in IGCSE physics is best promoted by a detailed understanding of the course content, and practice in answering exam-style questions. The wide range of resources we provide is ample for this task. However, there are many excellent physics books to stretch and fascinate any pupil of physics, which will help them determine if this is a subject they wish to study further. A small sample, in no particular order: Hawking, S. Feynman, R. Greene, B. Kaku, M. Gleick, J.

A Brief History of Time Q.E.D.: The Strange Theory of Light and Matter The Elegant Universe Hyperspace Chaos

2019 Page | 36

Russian Aims and Objectives The Russian GCSE course aims to develop the competence of pupils with the aim of becoming a communicator in the language. We will also get to know the culture of the former USSR. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will understand the language in a variety of registers, and will write and speak it accurately and with increasing fluency.

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

Term

Autumn

Spring

Summer

Edexcel https://qualifications.pearson.com/en/qualifications/edexcel-gcses/russian2017.html 1RU0 March Y11

Topic

Grammar

Pupils should be able to

Family and Fashion

Cases

Use cases independently

Music

Tenses

Use all 3 tenses

Reading

Comparatives

Film and TV

Frequency and pronouns

Digital media

Verbs with instrumental

Tourism

Verbs of motion

Environment

Demonstratives

Work

Perfectives and particles

Study

Conditional

Celebrations

Numbers

Use more/less Use adverbs of frequency and personal object pronouns Use the verb â&#x20AC;&#x153;to useâ&#x20AC;? Use multi and uni directional verbs Use this and that Use the future and past perfectives Form the conditional Use ordinal and cardinal numbers (+case) Pass with flying colours

Revision and speaking test

2019 Page | 37

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

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

Term

CIE http://www.cambridgeinternational.org/programmes- andqualifications/cambridge-igcse-spanish-foreign-language-0530/ 0530 February 2020

IGCSE Topic

Grammar Description ✓

El mundo del trabajo Autumn 1

Work Experience Future Plans

Así es mi vida

Autumn 2

Parts of the body, health, healthy eating and exercise

Shopping and quantities

Spring 1

Food + Eating Out

Living Life to the full

✓ ✓ ✓

✓ ✓ ✓ ✓ ✓ ✓

✓ ✓

✓

Introduction of the perfect tense Giving Instructions and advice using Imperatives Impersonal verbs, revision of impersonal verbs + introduction of doler + extend with others Introduction of the pluperfect tense Ordinal Numbers

✓

Disjunctive pronouns and pronoun review

✓

Review imperative and intro/develop present subjunctive in opinion phrases The imperfect subjunctive and conditional

Youth issues

Mock exams

Revision of preterite and imperfect tenses Preterite verses imperfect expressing intention Si clauses – simple and more complex (Si present + future, Si imp subj+ conditional) Review immediate future + introduction of simple future Review/develop conditional tense

✓ ✓

✓

✓ ✓

Spring 2 Environmental issues

Pupils should be able to

✓

Talk about a work experience placement or a planned one Discuss your future plans Make conditional statements

Use the perfect tense to say what you have done to hurt yourself Discuss your lifestyle and healthy /unhealthy habits Do basic shopping and ask for quantities Use ordinal numbers

✓ ✓

Order in restaurants Gain cultural understanding of food in Spain and South America

✓

Use the subjunctive tense to give sophisticated opinions Discuss modern day issues affecting young people

✓

2019 Page | 38

Oral preparation Summer

Revision + past papers

Coursework

Role play + general conversation practice Fine tuning of essay writing skills, listening + reading technique

Autumn

Spring

Summer

NONE Suggested further reading: Departmental IGCSE course companion (given in Year 10) Vocabulary for GCSE Spanish book Website resources:www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com

2019 Page | 39

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:

CIE http://www.cambridgeinternational.org/programmes-and-qualifications/cambridgeigcse-physical-education-0995/past-papers/

Course Code: Mock Exam dates:

0995 After February Half Term

Week/ Term

Task

Description Force, levers, movement analysis.

Biomechanics Sports Psychology

Autumn

TEL Roadmap

Social, Cultural and Ethical Influences

Skill Acquisition Spring

Recap & Revision Social, Cultural and Ethical Influences

Summer

Recap & Revision

Coursework Assessment in sour Sports

Pupils should be able to

Motivation, anxiety, arousal, relaxation techniques, personality types. Identify, state, describe, suggest, illustrate, explain, compare, discuss, suggest, analyse, evaluate. Factors affecting access and participation in physical activities, performanceenhancing drugs (PEDs), Disadvantages of PEDs, blood doping Skill, ability, classification of skill, information processing, stages of learning, feedback, guidance, goal setting, Skeletal and muscular systems, respiratory and circulatory systems Sportsmanship and gamesmanship, risk, risk assessment, injuries Energy supply and effects of exercise, fitness and training social, cultural and ethical Influences. Autumn

Collate and edit video footage.

To understand and apply the theoretical biomechanical concepts to performance. To understand and apply the theoretical concepts of sports psychology to performance. To fully understand the requirements of different command words.

To understand and apply the theoretical concepts of social, cultural and ethical influences to performance.

To understand and apply the theoretical concepts of Skill Acquisition to performance. To revisit and revise the topic areas from year 10. To understand and apply the theoretical concepts of social, cultural and ethical influences to performance. To revisit and revise the topic areas from year 10.

Spring Submit final edit of footage. 1 March 2019

Summer External Moderation

Suggested further reading: The Everlearner – James Simms Luck – Ed Smith Bounce – Matthew Syed 2019 Page | 40

Legacy – James Kerr Detox Your Ego – Steven Sylvester Outliers - Malcom Gladwell The Miracle of Castel di Sangro – Joe McGuinniss The Lords of the Rings – Andrew Jennings The Sports Gene – David Epstein Friday Night Lights – H G Bissinger

2019 Page | 41

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 nonreligious 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.

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

AQA http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 8062

Task

Description

To learn key concepts including: The origin of the universe; The use and abuse of the environment; The origins of human life; Abortion; Euthanasia; and Death & the afterlife.

Christianity: Key Teachings

To learn key concepts including: The story of the poisoned arrow; The theory of evolution; Sanctity and quality of life; Stewardship; Vegetarianism; and Karma & rebirth

Buddhism- Key Teachings

To learn key concepts including: The Design argument; Miracles; Arguments against the existence of God; Revelation and Ideas about the divine

Christianity: Key Teachings

Autumn

Pupils should be able to -Explain Christian teachings about the origins of the universe and human life; -Explain the reasons why the scientific and Christian teachings might be considered compatible; -Explain a variety of Christian teachings about the duty to protect the planet, building on knowledge of creation accounts; -Explain the issues surrounding animal experimentation; the use and abuse of animals and the use of animals for food; -Explain Christian teachings on the issue of abortion and how they apply to different circumstances; -Explain the reasons why euthanasia might be considered in certain circumstances; -Explain Christian beliefs and attitudes about death and an afterlife. -Explain scientific theory of the origins of life e.g. the theory of evolution; -Explain the meaning of key terms e.g., stewardship, dominion, responsibility, awe and wonder; -Explain the reasons why the scientific and Buddhist teachings might be considered incompatible; -Explain the concepts of sanctity and quality of life and be able to differentiate between the two. -Explain the key features of the Design Argument and provide examples from the natural world; - Explain the strengths and weaknesses of the causal argument. - Explain one example of a miracle from Christianity; - Explain the main strengths and weaknesses of the argument from Miracles; 2019 Page | 42

Spring

To learn key concepts including: Samsara; The problem of evil and suffering; Special revelation and scripture; and Enlightenment.

Buddhism- Key Teachings

To learn key concepts including: Peace and conflict; Violent protest and terrorism; Reasons for war; Weapons of mass destruction; Just war; and Peacemaking.

Christianity: Key Teachings

To learn key concepts including: Forgiveness and reconciliation; Justice; The three poisons; Nuclear warfare; Pacifism and Buddhist responses to war victims.

Buddhism- Key Teachings

To learn key concepts including: Reasons for crime; Different types of crime; Aims of punishment; Treatment of criminals; Corporal punishment and the death penalty.

Christianity: Key Teachings

- Explain how evil and suffering may prove that God does not exist; - Explain key theodicies used by Christians to defend God’s existence. - Explain various ideas of God that come from special revelation. - Explain the effectiveness of the argument that evil and suffering prove the non-existence of God; -Explain how scientific theories – such as those associated with the Big Bang and Evolution – may prove the nonexistence of God; -Explain how special revelation may demonstrate God’s existence; - Explain the key problems with special revelation; including those relating to the ideas of the divine, alternative explanations and whether the people who describe these experiences are mistaken; - Explain how enlightenment provides information about the divine and what can be known about the divine from this source. - Explain Christian teachings about the meaning and significance of peace and justice; - Explain Christian attitudes towards violence and violent protest; -Explain why some believers may take part in terrorist activity and go to war; -Explain attitudes towards the use of weapons of mass destruction; - Explain the just war theory; -Explain Christian attitudes towards peace-making. -Explain Buddhist teachings about the meaning and significance of forgiveness and reconciliation; - Explain the significance of the Three Poisons for the life of a Buddhist; - Explain Buddhist attitudes towards nuclear warfare; - Explain Buddhist teachings on pacifism and how this guides the life of a believer; - Explain Buddhist beliefs on the treatment of victims of suffering and evil. -Explain some of the reasons for crime and provide examples; -Explain the impact of crime on the life of the criminal and victim; - Explain the aims of punishment and assess their effectiveness; -Explain Christian teachings on the treatment of criminals; - Explain Christian teachings relating to corporal & capital punishment; -Explain the diversity that exists within Christianity regarding corporal & capital punishment. 2019 Page | 43

Summer

To learn key concepts including: Punishment; Skilful and unskilful actions; Unjust laws; Principle of utility; Reconciliation and Dharma.

Buddhism- Key Teachings

-Explain attitudes to crime from a Buddhist perspective; -Explain how teaching regarding skilful and unskilful actions shape how a Buddhist makes decisions; -Explain how a Buddhist may react towards unjust laws; -Explain how a Buddhist may apply the principle of utility to their life; - Explain the teachings of reconciliation and Dharma and the impact these teachings have on the life of a Buddhist.

Revision

Past papers and mock exams

-Reflect on their performance to improve exam technique.

Coursework

Autumn

Spring

Summer

N/A Suggested further reading: ‘Being Good’- Simon Blackburn ‘Mere Christianity’-C.S. Lewis ‘If this is a man’- Primo Levi ‘The Problems of Philosophy’-Bertrand Russell ‘The History of Western Philosophy’-Bertrand Russell ‘What Money Can’t Buy’-Michael Sandel ‘Justice: What’s the right thing to do?’-Michael Sandel ‘Issues in Philosophy’-Calvin Pinchin ‘This is Philosophy of Mind’-Peter Mandik ‘Nineteen eighty-four’-George Orwell ‘The Philosopher’s Apprentice’-J. Morrow ‘Do Androids Dream of Electric Sheep’-P.K. Dick

2019 Page | 44

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