Year 11 Programme of Study 2023/24 Subject
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Year End Points
Art
omponent 1 – C Portfolio Unit - Focus on producing final resolution ideas & plans based on the body of work as a whole. This development of final ideas is driven by critical studies influences & media experiment conclusions.
omponent 1 – C Portfolio Unit - Focus remains on working from the completion of diverse and exhaustive options to successfully complete final resolutions based on the body of work as a whole, ready to submit the Portfolio work as a whole.
omponent 2 C – Externally Set Assignment - Select a project title & focusing on AO1 & AO3 - initial investigations & observations. Demonstratin g understandin g of critical studies sources.
omponent 2 – C Externally Set Assignment - Strengthening observations at AO3 & exploring media options, choices and effects for final resolution(s) options.
omponent 2 – C Externally Set Assignment - Focus on working on the completion of diverse and exhaustive final resolution(s) options through to the realisation of intentions in 10 hours of supervised time.
GCSE
tudents will have refined working on S GSCE art skills used in producing a portfolio of work as part of the AQA course requirements. They will have perfected their skills of analysing and planning their practical work, writing brief critical analyses and evaluations of their work, using a wide range of appropriate technical language especially regarding their artist research and practical work. They will have been able to reflect on their skills and media and have taken opportunities to experiment with materials and techniques.
odule:2.2. M Making marketing decision – using the 4 Ps to make decisions
odule:2.3 M Making operational decisions
odule:2.4 M Making financial decision – business calculations
odule:2.5 M Making Human Resource decisions
GCSEs begin. Discuss how businesses grow
odule:2.1 usiness M B Growing a Studies
usiness – B methods of how businesses start to grow. Topics
opics T 2.2.1 - Product 2.2.2 - Price
opics T 2.3.1 - Business operations
Topics .4.2 - 2 Understanding
Topics .5.4 - 2 Motivation
aking judgements about ethical M behaviour resentation skills P Peer assessment of work Evaluating different types of production Understanding the need for good customer service
.1.1 - Business 2 growth .1.2 - Changes 2 in aims and objectives .1.3 - Business 2 and globalisation .1.4 - Ethics, 2 the environment and business ssessment 1: A SAMS baseline test ssessment 2: A Exam style questions for all PP grades
.2.3 - 2 Promotion 2.2.4 - Place 2.2.5 - Using the marketing mix to make business decisions
.3.2 - 2 Working with suppliers 2.3.3 - Managing quality 2.3.4 - The sales process
End Points
.4 Making 2 financial Assessment 3: decision – Dragon’s Den business style calculations presentation Topics Assessment 4:Mock Exams 2.4.1 - Business (Theme 1 previous calculation summers Assessment exam) 5: Exam practice throughout. Use exam questions for all assessments for PP grades, end of year exams etc. ssessment A 6:
usiness b performance .5 Making 2 Human Resource decisions Topics .5.1 - 2 Organisational structures .5.2 - Effective 2 recruitment .5.3 - Effective 2 training and development ssessment 7: A Whole school March mock exams full 1h30 mins Theme 2. In class
ssessment 8: A Exam style questions for all PP assessments
ssessment 8: A End of unit test 2.4 and 2.5 ssessment 9: A Use exam questions for all assessments for PP grades, end of year exams etc. im to finish A before the Easter holidays, perhaps one week after.
alculations C GPM, NPM, ARR Interpret business data - financial, marketing and market Interpret business ratios All skills required for GCSE
nd of unit E 2.3 test omputer C Science
odule: M Pseudocode and Building Robust Programs opics: T Pseudocode, Testing, Data Validation, Trace Tables, Programming Techniques ey Skills: K Analyse and identify the requirements for a solution to the problem. Set clear measurable objectives. Design suitable algorithms including pseudocode to represent the solution to a problem. Incorporate techniques to verify and validate data. Construct trace tables to test
odule: M Ethical, Legal, Cultural and Environmental Concerns opics: T Legislation Relevant to Computer Science. Implications of Computer Science in Society ey Skills: K Investigate and discuss computer science technologies while considering ethical issues, legal issues, cultural issues, environmental issues and privacy issues. How stakeholders are affected by technologies. Environmental
odule: M Algorithms and SQL
odule: M Producing Robust Programs and Topics: Pseudocode Computationa Exam l Thinking, Technique Sorting and Searching Topics: Algorithms Defensive Design, Key Skills: Maintainability, Explain the Purpose of concepts of Testing abstraction, decompositio Key Skills: n and Anticipate algorithmic computer thinking. misuse and Display techniques to standard prevent this, sorting authentication, algorithms planning for including a contingencies bubble sort, and examples merge sort of input and an sanitisation/vali insertion sort. dation. Identify Perform on syntax and logic data sorting errors and algorithms to choice of include suitable test bubble sort data for a given and merge scenario. sort.
odule: M Revision opics: Paper 1 T and Paper 2 ey Skills: K Exam technique
GCSE
nderstand ethical, legal, cultural or U environmental issues in relation to a given scenario. State what is meant by an algorithm taking into consideration abstraction and decomposition. Understand and be able to apply a linear and a binary search algorithm including the advantages of one over the other. Use a flowchart or pseudocode to define the steps in a simple algorithm Recognise standard symbols used to represent NOT, AND OR, NAND, NOR and XOR logic gates. Draw truth tables for the above logic gates. Be able to complete a trace table to trace through a simple algorithm.
lgorithms a before coding the solution. P1: Project M Submission P2: Trace M Table Assessment
nd cultural a issues on society. Discuss legislation surrounding computer science including the Data protection act (1998), Computer Misuse Act (1990), Copyright Patent and Designs Act (1988) and the Freedom of Information Act (2000)
P1: End of M Unit Assessment P2: Past M Paper Questions
P1: End of M Unit Assessment P2: Past M Paper Questions
P1: End of M Unit Assessment P2: Past M Paper Questions Drama
2 Performing C from a text 2 Performing C from a text: •Look at possible texts
2 Performing C C 2 live C3 Exam prep from a text/ C3 performance exam prep for 3 exam prep: C examiner/ C3 Exam-style C2 Performing exam prep questions and from a text: structure of •Look at paper etc. possible texts
C3 Exam prep 3 exam prep: C Exam-style questions and structure of paper etc.
CSE exams G continue.
● T o complete C2 exam to a visiting examiner (Date TBC by exam board). ● To complete C3 paper on DNA and live theatre review.
( pre-2000) to rehearse •Rehearse given text in groups (acting skills and techniques) •Perform given extract of text in groups.
( pre-2000) to rehearse •Rehearse given text in groups (acting skills and techniques) Perform given extract of text in groups.
2 Live C performance to examiner: Date given by exam board (TBC) All performances to be recorded for Assessment x 2 1 – mock of C3 Exam prep: moderating performance Explore purposes. – mock of 2 examples/ cover character exemplars of sheet C3 exam exam style (non-assessed prep: questions but read by Explore DNA text recap examiner) examples/exe Live theatre AO2 mplars of Apply theatrical opportunities - exam-style skills to realise how to write a questions artistic intentions review DNA text in live performance recap Assessment x Live theatre 2 review 1 – mock of performance Assessment 2 – mock x 2 paper 1 – Live questions. examiner C2 AO1 exam Create and 2 – Live develop ideas theatre to review communicate question.
NA D construction of text and how performances create meaning. Live theatre review
NA D construction of text and how performances create meaning. Live theatre review
ssessment x A 2 exam paper mocks.
ssessment x A 2 exam paper mocks.
O1 A Create and develop ideas to communicate meaning for theatrical performance AO2 Apply theatrical skills to realise artistic intentions in live performance
O1 A Create and develop ideas to communicate meaning for theatrical performance AO2 Apply theatrical skills to realise artistic intentions in live performance
O3 A Demonstrate knowledge and understanding of how drama and theatre is developed and performed AO4
O3 A Demonstrate knowledge and understanding of how drama and theatre is developed and performed AO4
● T o perform in GCSE examinations C2 and C3 and achieve target grades.
eaning for m theatrical performance AO2 Apply theatrical skills to realise artistic intentions in live performance AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed AO4 Analyse and evaluate their own work and the work of others
O1 A Create and develop ideas to communicate meaning for theatrical performance AO2 Apply theatrical skills to realise artistic intentions in live performance AO3 Demonstrate knowledge and understandin g of how drama and theatre is developed and performed AO4 Analyse and evaluate their own work and the work of others inal F recording of C2 (live
nalyse and A evaluate their own work and the work of others
nalyse and A evaluate their own work and the work of others 11 Study Y leave – exam usually is May = 40% of GCSE.
xaminer) = e 20% English
iterature-Rom L eo and Juliet Aim: To study plot, character, setting, stage directions and key contextual factors/universal topics and how these were received in the 16th century compared with today (e.g. forced marriage, masculinity, societal expectations of men and women, honour, mental well-being, family conflict and so on).
anguage L Paper 1 Aim: To build on prior knowledge from Year 10 and revisit/revise the skills needed for Paper 1. In addition, we want to engage students in this exam paper, providing them with a range of extracts-both films and extracts- that are going to enable them to think about a variety of genres and Skills: language topics. analysis/ Skills: language embedding analysis, context/ structural developing a features, critical viewpoint/ evaluating a understanding text, writing to writer’s methods describe/narrat and applying e in preparation for life beyond
iterature L Paper 2 Revisit – P&C Poetry im: To A revise and study a selection of poems from the cluster. kills: To S develop the skill of comparison and promote independent and alternative viewpoints.
anguage L Paper 2 Aim: To build on prior knowledge from Year 10 and revisit/revise the skills needed for Paper 2. In addition, we want to engage students in this exam paper, providing them with a range of extracts that explored topical issues such as knife crime, climate change and cruelty to animals. Skills: language analysis, structural features, evaluating a text, writing to describe/narrate in preparation for life beyond GCSEs (copywriter/edit or/proof-reader/ lawyer/
iterature L Paper 2 Revisit – P&C Poetry im: To revise A and study a selection of poems from the cluster. kills: To S develop the skill of comparison and promote independent and alternative viewpoints.
Revision and Exam Prep
Reading: ANG: To read a wide range of texts L confidently and with insight, being able to perceive strands of meaning and semantic fields, appreciating how these work together with generic features to fulfil the writer’s purpose and construct meanings. Identify the key ideas communicated by texts, summarising and synthesising information with precision. Read and evaluate texts critically and make comparisons between texts, commenting perceptively on a writer’s choice of vocabulary, grammatical and structural features; evaluate and explain precisely how language, structure, form and presentation contribute to quality and impact, using sophisticated linguistic and literary terminology. IT:Construct a critical, exploratory, L well-structured interpretative argument, marshalling and coordinating a wide range of references, many of which will be learned by heart. Build increasingly sophisticated interpretations informed by strong and precise knowledge of contextual factors, taking a conceptualised approach to the full task, supporting with a range of judicious references. There will be an insightful analysis of language, form and structure supported by judicious terminology.
s ubject terminology.
CSEs G (copywriter/edit or/proof-reader/ lawyer/ semiotician/ web-content manager)
s emiotician/ web-content manager)
rovide convincing exploration of P ideas/themes/perspectives/contextual factors/interpretations. riting: W ● Producing engaging, compelling and convincing texts that display flair and originality. ● To consolidate prior learning/ability to write in a range of different forms seamlessly and display a confident and coherent performance. ● Consciously crafting sentences, employing a range of sentence and punctuation types for effect. ● Employ extensive and ambitious vocabulary. ● To have mastered the use of linguistic devices to shape and enhance purpose. ● To provoke a strong positive reaction (resulting in envy) from the examiner. Oracy: upils will have mastered the context P and their audience. onfidence in discussing a wide range of C topics in front of an audience. Evaluating different viewpoints and perspectives.
Geography
ynamic D Development
Urban Futures
esource R Reliance
K in the 21st U Century
evision Final R exams
evision Final R exams
nderstand the nature and causes of U differences in development between countries and how these differences can be addressed.
actors affecting F development, Zambia an LIDC, Rostow model/Millenniu m Development Goals/Transnati onal Corporations and trade with the context of Zambia
rbanisation in U LIDCs and ACs, Opportunities and challenges in London and Lagos
verview of O demand and supply for resources (food, water, energy) Food security, food security in Tanzania
K population U change, UK’s changing socioeconomic, cultural and political structure
nderstand how the processes of U migration, urbanisation and urban growth affect the characteristics of global cities. nderstand how ways of life vary in U cities, how this creates challenges in global cities and that these challenges can be addressed sustainably. nderstand the causes and impacts of U the demand for resources outstripping supply with particular reference to achieving a sustainable food supply and food security. nderstand how the UK has changed U economically, demographically and socially in the 21st Century including its global connections. now the physical and human K characteristics of the UK including population density, land use, relief and the associated issues of water stress and housing shortages. se OS map skills to describe human U landscapes in less familiar situations. Apply analytical skills to a wide range of geographical data. rovide well-developed explanations for P varied geographical features.
elect and apply relevant knowledge in S order to discuss, assess and evaluate geographical issues and reach balanced and reasoned judgements. History
opics: T Normans – conquest & control ontent: C Causes of Norman conquest, Military aspects eg battle tactics, establishing Norman control ssessment: A Why did William win the Battle of Hastings? & What was the significance of castles on Norman control?
opics:Life T under the Normans & the Norman Church ontent: C Feudalism and government, economic and social changes in towns & villages, changes to the Norman Church & Monasteries
kills: Complex S nature of causation
ssessment: A Write an account of governmental change under the Normans & December mock exams
ultural C Capital:Nature of medieval warfare & leadership,
kills: S Complex nature of change & continuity
opics: T Conflict & Tension – peace making & League of Nations
opics:Conflict R T evision & & Tension – GCSE Exams causes of WW2
ontent: C Development of tensions, Content: escalation in the Armistice 1930s, outbreak terms, impact of war of the treaty, formation of Assessment: the League of What was the Nations, biggest cause reasons for of WW2? & its collapse March mock exam Assessment: Usefulness of Skills: Complex sources for nature of Treaty of causation Versailles & Write an Cultural account of Capital:Debate League of over Nations appeasement, failure Causes of war, psychology of Skills: leadership Comparison of
ummer S School taster sessions
onsistently developing explanations of C significance & cause using ‘complex thinking’ (differentiation by group/type/length). tudents are able to provide a more S developed explanation of the usefulness of sources using greater historical context. tudents are able to apply their S understanding of GCSE content to explain what key events are significant and what is the driver of change.
CSE G Maths
impact of castles in landscape, ultural C nature of Capital:Nature symbolic power of medieval religion, Temporal vs religious leader conflict
s ources/inter pretations
Further Algebra C ircles and Proof Expanding 3 brackets Circle Completing the Theorems square Proof Sketching Iteration Graphs Cones and Quadratic Spheres Inequalities Quadratic & Mock Exams Linear Simultaneous Functions
ractions, F Graphs, Sequences and Surds
ultural C Capital: Versailles relevance today, peacemaking lessons, failure of multinational bodies
lgebraic A fractions =mx+c Y Equation of a circle Tangent of a circle uadratic Q sequences omplex C Surds
Revision ssessment A Week
Revision
GCSE EXAMS S implfy surds, including rationalising the denominator of a surd expression Manipulate quadratic expressions by completing the square Deduce roots and turning points of quadratic functions Understand the concept of an instantaneous rate of change Sketch translations and reflections of given functions Solve quadratic inequalities in one variable Solve a simultaneous equation where one variable is linear and the other in quadratic Find compound and inverse functions Solve problems involving direct and inverse proportion Know, apply and prove the circle theorems Use algebra with proofs Simplify and use the four operations with algebraic fractions Use and apply iteration formulae
ind the nth term rule of a quadratic F sequence Find the equation of a tangent to a circle CSE G Maths & AQA Level 2 Further Maths
Further Algebra P roof and Geometry Expanding 3 brackets Equation of a Completing the circle Square Tangent of a Sketching circle Graphs Iteration Quadratic Inequalities Quadratic & Further Maths Linear Differentiation Simultaneous Tangents/ Functions Normals Proof Stationary Algebraic Points fractions Binomial Expansion Mock Exams
urther F Maths actor F theorem Factorising cubics Completing the square Simultaneous equations w/3 unknowns Functions Matrices
Further Maths ine & Cosine S rule Trigonometry graphs Trigonometric identities CAST diagrams Sequences Equations of circles
Revision
GCSE EXAMS M anipulate quadratic expressions by completing the square Deduce roots and turning points of quadratic functions Understand the concept of an instantaneous rate of change Sketch translations and reflections of given functions Solve quadratic inequalities in one variable Solve a simultaneous equation where one variable is linear and the other is quadratic Find compound and inverse functions Solve problems involving direct and inverse proportion Know, apply and prove the circle theorems Use algebra with proofs Simplify and use the four operations with algebraic fractions Use and apply iteration formulae Find the nth term rule of a quadratic sequence Find the equation of a tangent to a circle Differentiate and find stationary points Use a CAST diagram and solve trigonometric equations Use the identities sin²x + cos² = 1 and 𝑠𝑖𝑛𝑥 tan x = 𝑐𝑜𝑠𝑥 se the factor theorem and algebraic U long division to factorise cubics
Binomial expand (ax + b)ⁿ olve simultaneous equations with 3 S variables Calculate with matrices FL M French
nits 9-10 and U 11-12 kills: S Describing a typical day in school, school rules, uniform and ideal school. Discussing future study and careers. rammar: G Revision of all tenses. Revision of vouloir/pouvoir/d evoir. Revision of il faut and superlatives. Using si clauses with the present and the future tenses together. Using quand and the future tense. Use of the passive voice in the perfect tense or avoiding this. Revision of
Unit 6 & 7
Unit 7 & 8
kills: S Describing and understanding the importance of charity work. Comparing old and new health habits. Discussing global environmental and social problems such as inequality and their solutions.
kills: S Discussing global environmenta l and social problems such as inequality and their solutions. Discussing travel and tourism, holiday activities and visiting different places, towns and cities in France.
rammar: G Revision of all tenses. Present tense subjunctive. Recapping pronoun y, depuis + the present tense, using venir de + infinitive and using the imperfect and
rammar: G Revision of all tenses. Recapping il faut. Revision of pouvoir, devoir & vouloir. Use of the passive
evision of all R topics
N/A
N/A
y the end of year 11, students will be B able to…
evision of all R topics & exam practice.
understand and produce language on … the topics of environment, holidays, school and world of work.
ssessment: A Full Mock (Reading, Listening, Speaking, Writing)
conjugate verbs accurately in at least … five tenses. ...understand a wide variety of advanced structures. respond to 90-word and 150-word … writing tasks. respond to role plays and photo cards … in the speaking exam and be prepared for Themes 1-3 of the general conversation.
c omparatives erfect tenses p and superlatives. together to narrate a series Assessment: of events. End of Unit Using the Assessment pluperfect (Reading, tense. Using Listening and possibility Writing) constructions (il est possible de 1 x Foundation …). Il vaut/il Listening vaudrait mieux. 2 x Higher En + present Listening participle. 1 x Foundation Reading Assessment: 2 x Higher Full Mock Reading (Reading, 1 x Higher Listening, Translation into Speaking, TL Writing) 1 x Higher Translation into English
v oice. Using French idioms. Si + present tense. Pluperfect tense. Using possibility constructions (il est possible de …). ssessment: A End of Unit Assessment (Reading, Listening and Writing) x 1 Foundation Listening 2 x Higher Listening 1 x Foundation Reading 2 x Higher Reading 1 x Higher Translation into TL 1 x Higher Translation into English
German
nit 7: U Environment
nit 8: U Holidays
nit 9-10: U School
nit 11-12: U Work
kills: Reading S authentic texts, Talking about environmental problems ;
kills:Talking S about accommodatio n and city breaks, discussing travel websites and holiday destinations, using alternatives to weil : da/den, using more complex question words
kills: S Describing different types of schools in Germany, describing a typical school day, discussing different experience of school life, answering 150 word task withi confident for exam
kills: S Identifying different aspects of school life in Germany and England; Making choices about university and careers; Talking about careers choices ;
rammar: G Say must not and have to : müssen und dürfen, Recognising verbs followed by zu, Reconsolidation of pluperfect. ssessment: A End of Unit Assessment (Reading, Listening and Writing) x Foundation 1 Listening 2 x Higher Listening 1 x Foundation Reading 2 x Higher Reading 1 x Higher Translation into TL
rammar: G Consolidation of Grammar: grammar : 6 Revisiting tenses, cases, relative separable and pronouns, use Grammar: reflexive verbs, of impersonal Using personal verbs :man preposition pronouns, kann, ‘seit’ and’vor’, relative recognising the introducing pronouns, imperfect tense passive impersonal of irregular tense, verbs, verbs, revisiting 5 Consolidation of consolidating tenses for complex coordinating exam phrases for and preparation speaking exam, subordinating using conjunctions, Assessment: prepositions choosing dative End of Unit with the r accusative o ssessment A genetive case : (Reading,
Unit: ALL kills: Recap S from mocks / Consolidation from exams rammar: G revise and recap all grammar points in the context of productive skills
N/A
y the end of year 11, students will be B able to… understand and produce language on … the topics of environment, holidays, school and world of work. conjugate verbs accurately in at least … five tenses. ...understand the use of all four cases and a wide range of prepositions. respond to 90-word and 150-word … writing tasks. respond to role plays and photo cards … in the speaking exam and be prepared for Themes 1-3 of the general conversation.
x Higher 1 Translation into English
FL M Spanish
fter certain a prepositions.
istening and L Writing)
ährend des w Tages
ssessment: A Full Mock (Reading, Listening, Speaking, Writing)
x 1 Foundation Listening 2 x Higher Listening 1 x Foundation Reading 2 x Higher Reading 1 x Higher Translation into TL 1 x Higher Translation into English
ssessment: A Full Mock (Reading, Listening, Speaking, Writing)
Unit 8: Holidays U nit 7: Environment Skills:Holidays – transport, Skills: weather, dream Environment, holidays, global issues, destinations preparation for mocks Grammar:en + transport, Grammar: weather in past recognition of and present, pluperfect Present tense, reinforce continuous (de subjunctive, momento estoy revisit se visitando), puede/se introduce perfect debe/se deberia
nit 9-10: U School
nit 11-12: U Work
kills: S School subjects, life at school, uniform and clothes, school day
kills: Future S plans, careers, university, looking for work
rammar: G Revise adjective endings, more complex opinion
rammar:Si G clauses, verbs of future and wanting e.g. espero / quisiera / tengo la intenction de / tengo ganas de + infinitive
Unit: ALL kills:Recap S from mocks / Consolidation from exams rammar: G revise and recap all grammar points in the context of productive skills
y the end of year 11, students will be B able to… understand and produce language on … the topics of environment, holidays, school and world of work. conjugate verbs accurately in seven … tenses. ...understand the use of a range of advanced structures including the subjunctive. respond to 90-word and 150-word … writing tasks.
tense with key verbs ssessment: A End of Unit Assessment (Reading, Listening and Writing) x Foundation 1 Listening 2 x Higher Listening 1 x Foundation Reading 2 x Higher Reading 1 x Higher Translation into TL 1 x Higher Translation into English
ssessment: A Full Mock (Reading, Listening, Speaking, Writing)
hrases, p pronouns, revise times and time expressions, revise comparatives and superlatives, revise se debe and hay que ssessment: A End of Unit Assessment (Reading, Listening and Writing) x 1 Foundation Listening 2 x Higher Listening 1 x Foundation Reading 2 x Higher Reading 1 x Higher Translation into TL 1 x Higher Translation into English
ssessment: A Full Mock (Reading, Listening, Speaking, Writing)
respond to role plays and photo cards … in the speaking exam and be prepared for Themes 1-3 of the general conversation.
Music
odule:2.1 M Preparing for the mock: AOS 2/3 revision/board set brief composition/perf orming. Topics .1.1 – Board 2 set brief composition planning (choosing board set brief composition options from OCR)
odule:2.2. M Preparing for the mock: AOS 4/5 revision//board set brief composition/pe rforming
odule:2.3 M Review of the mock. Developing coursework.
odule:2.4 M Completing all coursework: refining performances/
Topics
c ompleting compositions
.2.1 – Board 2 set brief composition developing
.3.1 – Board 2 set brief-developi ng using advanced composition techniques
.2.2 – 2 Revision on AOS 4 “Video game music/Film” and AOS 5 “Conventions of Pop”
.3.2 – 2 Learner set brief composition-r eview/set targets to develop/refin e
Topics
.1.2 – Revision 2 on AOS 2 “Concerto through time”/Revision of .2.3 – “Rhythms of the 2 Solo/ensemble world” performance 2.1.3 – Solo developing/pre performance paring. preparation (for 2.2.4 – Exam mock in paper practice December) (aural/theory/sh 2.1.4 – ort/long answer Ensemble questions) performance
Topics .5.1 – Learner 2 set/board set brief compositions completion .5.2 2 Solo/ensemble
odule:2.5 M Preparing for the Listening paper
End Points: oard set B brief/learner
To have performed solo/
Topics
ensemble performance pieces for exam
.6.1 – Revision 2 on all Areas of study.
To have completed full listening paper.
End Points
o have developed a wide range of T performing, listening and composing skills.
ll skills A required for GCSE Listening Paper; being able to delivery high scoring answers in all questions.
.5.3 2 Listening paper practice/revision A ssessment 8: Short/long End Points: answer questions on all Board/learner 2.3.3 – Areas of study Solo/ensembl set brief compositions e Assessment 9: performance completed and Use exam submitted refinement questions for all olo/Ensemble S performances recorded and submitted
GCSEs begin. T o have completed both learner/board set brief compositions
ssessments for a PP grades, end of year exams etc.
o have completed the full Music GCSE T course.
reparation (for p mock in December)
s et brief compositions developed and refined
istening exam L paper End Points: completed/ Revision Board set brief End points: techniques composition Solo/ensembl completed. Board set brief first draft e (2nd composition) completed performances MARCH 24TH planning in place prepared/refin RECITAL: and first section Solo/ensemble ed performing both performances c omposed. performances to prepared Listening parents Revision on paper R evision of all (6.30-8.30) AOS 2 and practice/exam A OS and exam 3(deep thinking question MARCH 25TH and preparation question preparation (approx.) practice for mock) continues PERFORMANC E Both EXAMINATION performances Assessment 3: chosen for mock Interim COMPOSITI (all day in hall) ON COMPOSITION Assessment 1: assessments WORKSHOP WORKSHOP 2 o n Exam performing/com 1(Saturday (Saturday 9-1) questions/tests 9-1) p osition on AOS 2/3 for all PP grades BOTH Assessment 2: Assessment Assessment COMPOSITION Solo/ensemble 4:Mock Exams 5: S SUBMITTED: performance for (Both APRIL 2ND Exam PP compositions (approx.: end of (listening grades/Board submitted/solo/ paper) term) set brief ensembles/ practice composition/first Interpret throughout. draft. business data - financial,
im to finish A before the Easter holidays, perhaps one week after.
omplete C se exam U listening paper) questions for all assessments for PP grades, end of year exams etc.
arketing and m market Interpret business ratios
ssessment 7: A Whole school March mock Assessment exams full listening paper 6: 1h30 Solo/ensembl mins/assessme e nt of performances compositions and Board set performances brief/learner set brief drafts Assessment 8: Exam style questions for all PP assessments and interim assessments on performances/ compositions
PD
ellbeing, W stress, depression
areers- C UniFrog. Post 16 pathways.
onsent, C impact of negative experiences,
ecreational R drugs, their use & efects on
ritish Values, B Democracy and Prevent
tudents will have had a reminder of S how to recognise the signs concerning wellbeing and how to deal with pressures of exams and teenage life.
1 lesson per fortnight
ealing with D pressure. Careers - career pilot pathway planner.
exual & S gender identity & diversity.
c ontraception r isky (sexual) , STIs. behaviour).
trategies for managing mental health S including stress, anxiety and depression; a broader range of strategies for promoting their own emotional wellbeing e.g. how a lack of sleep can affect mood and ability to learn. They will have an understanding the similarities, differences and diversity among people such as different race, culture, gender identity and sexual orientation and the impact of stereotyping, prejudice and discrimination. They will have explored how to take increased responsibility for maintaining and monitoring their own health such as the benefits of regular self-examination and screening for illnesses, about cancer prevention, including healthy lifestyles. Illegal substances such as drugs, - the short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities. They should have deepened their understanding of how the United Kingdom is governed, as well as other forms and systems of government. They will have explored recognising abuse both in person and online to promote exploitation or extremism and have the strategies to manage being targeted or if witnessing others being targeted. They will have finalised options available for post 16 study pre exam results and have continued to build a skill set of personal skills to cope with the strains of examinations and how they
an continue to prepare themselves for a c world of changing employment opportunities. Psychology
sychological P Problems (Key concepts+theori es/explanations: Biological Explanations of Schizophrenia) riminal C Psychology (Key concepts+theori es/explanations of why criminal/anti social behaviour occurs, The Social Learning Theory) nd of term E assessment
sychological P Problems (Key concepts+theor ies/explanation s: Biological Explanations of Schizophrenia + Biological Explanations of Depression) riminal C Psychology ( Explanations of why criminal/anti social behaviour occurs: The Social Learning Theory, Eysenck’s Criminal Personality Theory) ovember N Assessments, Full paper 1 & 2 Exam
sychologic P al Problems
Revision
March MOCKS ( Theories/Exp lanations: ull Paper 2 F Psychological and 3 Exams Explanations of Depression and Application: The development of treatments)
Revision Informal Assessment
Study Leave
To be able to escribe D Apply Analyse Evaluate …Psychological ideas, processes, processes and research in relation to criminal psychology and psychological problems. …Studies by Cooper & Mackie (1986)
riminal C Psychology ( Explanations of why criminal/anti social behaviour occurs, Eysenck’s Criminal Personality Theory +Application: The changing nature of punishment) nd of term E assessment
Heaven (1996) Daniel, Weinberger, Jones et al (1991) Tandoc et al (2015) To be able to: emonstrate knowledge and D understanding of the features of planning and analysing research and their associated strengths and weaknesses including reliability and validity and the type of research objectives for which they are most suitable.
cience S Biology (Differenc es between triple and combine science noted)
hysics P Triple AQA GCSE Chemistry
odule: M Homeostasis and Inheritance Topics for Triple Biology: Plant Hormones, sampling revision, DNA, Inheritance. Topics for Combined Science: Sampling, DNA and Inheritance. Key Skills: Interpreting charts, planning and implementing and investigation. MP1: Paper 1 Test MP2: Exam Questions
odule: M Inheritance Topics: DNA, Inheritance, Evolution and Natural Selection, *Cloning, Genetic Engineering (*triple only) Key Skills: Performing genetic crosses, application of knowledge, understanding how the work of scientists influences our understanding of biology. MP3: Mock exams
odule: M Inheritance Topics for Triple: Classification, revision Topics for Combined Science: Genetic Engineering and Inheritance. Key Skills: Evaluating modern technologies, classifying information, study skills. MP5: Test MP6: Exam Questions
odule: M Revision Topics:Paper 2 Key Skills: All skills required for the GCSE. MP7: Test MP8: Exam Questions
opics: T Organic Chemistry Pt2 Reaction rates and the extent of chemical change
opics: T Extent of chemical change Revision for Mock exam Key Skills: comparing,
opics: T Analytical Chemistry Using Earth’s resources
opics: T Revision for Mock Exam Specific maths and practical skills revision
essons: L Revision Topics: Paper 1 Key Skills: All skills required for the GCSE. MP9: Test EXAMS Single Science: Paper 1 (Modules 1-4): 1 hour and 45 minutes Paper 2 (Modules 5-7): 1 hour and 45 minutes
opics: T Revision of topics 1-5, Paper 1 Revision of topics 6-10, Paper 2
EXAMS ombined C Science: aper 1 P (Modules 1-4): 1 our and 15 h minutes aper 2 P (Modules 5-7): 1 our and 15 h minutes
o have a fundamental understanding of T the functioning of organ systems in plants and animals. To begin to understand the importance of the genome in inheritance and an introduction to genetic engineering. To understand how and why organisms evolve and how modern classification systems have developed. To be able to write scientifically using key biological terminology To design experiments to test hypotheses to produce valid results. To have an understanding of the range of scientific equipment and how to use it in the laboratory. To understand the principles of data handling and analysis. To develop their interest and enthusiasm for biology to have confidence in their ability for further study. To evaluate the personal, moral and ethical implications of scientific technology. nderstand and explain the formation U and reactions of organic compounds - Link structure of organic compounds to their physical and chemical properties, including understanding of pH scale - Analyse and evaluate data on our diminishing finite resources, including order of
ey Skills: K Drawing structures, key terms, analysis, evaluation, balancing equations, ratios, application to industrial processes ; application to unfamiliar processes, link to natural processes. MP1: Organic Exam Qs MP2: Organic Chemistry Pt2 Test
valuating, e analysing, key terms, analysis, evaluation, balancing equations, ratios, application to industrial processes &; application to unfamiliar processes. Exam skills, command words, key terms MP3: Rates & Dynamic Equilibrium exam Q MP4: MOCK EXAM AQA PAPER 1
ey Skills: K practical skills, ionic equations, reaction observations, key words, extended writing, application to industrial process. GCSE Required practical.Eval uating data &; interpreting graphs. Application to current global issues - sustainability MP5: Analytical
ey Skills: K Exam skills, command words, key terms. Planning, modifying and improving practical methods. Evaluating data & interpreting graphs, mole calculation revision. P7: MOCK M EXAM AQA PAPER 2 P8: M Quantitative chemistry exam Qs
ey Skills: K Exam skills, command words, subject specific key words, time management, written practical skills, evaluating and interpreting data, core skills. High level question analysis, linking topics and concepts MP9: High demand exam Qs
agnitude estimations, and carry out m Life Cycle Assessments to evaluate new materials - Understand how a reversible reaction in a closed system can reach equilibrium and understand how its position can be altered - Successfully write compound formulae; know charges of complex ions and be able to balance symbol equations - Use different analytical techniques to identify unknown substances - Application of the scientific process to industrial scaling - Complete understanding of all eight Required Practical Activities. - Confidently analyse, interpret and manipulate data - Be able to answer high demand questions by linking knowledge from different topics and applying it to unfamiliar situations
opics: T Revision of topics 1-5,
o draw simple organic molecules and T explain their properties
hemistry C Test MP6: Using Earth’s resources Test hemistry T C opics: Combined Organic AQA Chemistry
opics: T Analytical Chemistry
opics: T Using Earth’s resources
opics: T Revision for Mock Exam
CSE G Combined Science: Trilogy
Physics Triple QA A GCSE Physics
eaction rates R and the extent of chemical change Key Skills: Drawing structures, key terms, analysis, evaluation, balancing equations, ratios, application to industrial processes & application to unfamiliar processes, link to natural processes. MP1: Organic Chemistry Test MP2: Rates & Dynamic Equilibrium exam Q
evision for R Mock exam
opics:Triple T Electromagnetis m Newton’s Laws and Momentum
Topics: Light
ey Skills: K Practical skills,
ey Skills: K comparing Key Skills: and command evaluating words, key data, terms, analysing, reaction key words, observations. extended GCSE required writing. practical. Evaluating Exam skills, data & command interpreting words, key graphs. words, Application to extended current writing global issues - MP3: Analytical sustainability Chemistry MP5: Using Exam Qs Earth’s P4: MOCK M resources EXAM AQA Test (comb) PAPER 1
ey Skills: K Calculating, application of knowledge, explaining, Practical skills
pecific maths S and practical skills revision Key Skills: Exam skills, command words, key terms. Planning, modifying and improving practical methods. Evaluating data & interpreting graphs, mole calculation revision. P7: M Quantitative chemistry exam Qs MP8: MOCK EXAM AQA (comb) PAPER 2
opics: Light, T T opics:Space, Triple Revision Momentum Key Skills: Key Skills: Revision Calculating, strategies, application of exam knowledge, technique,
aper 1 P Revision of topics 6-10, Paper 2 Key Skills: Exam skills, command words, subject specific key words, time management, written practical skills, evaluating and interpreting data, core skills. High level question analysis, linking topics and concepts MP9: High demand exam Qs
opics: T Revision ey Skills: K Revision strategies, exam skills,
- Analyse and evaluate data on our diminishing finite resources, including order of magnitude estimations, and carry out Life Cycle Assessments to evaluate new materials - Understand how a reversible reaction in a closed system can reach equilibrium and understand how its position can be altered - Successfully write compound formulae; know charges of complex ions and be able to balance symbol equations - Application of the scientific process to industrial scaling - Complete understanding of all six Required Practical Activities. - Confidently analyse, interpret and manipulate data - Be able to answer high demand questions by linking knowledge from different topics and applying it to unfamiliar situations
-
-
nderstand how the skills U developed in Physics lessons can be used in a range of careers See connections between topic areas, particularly through big
xplaining, e application of knowledge P1: AQA M End-of-Year 10 Assessment P2: Triple M Electromagnetis m Test
P3: M December Mock Exam (Paper 1)
xplaining, e Practical skills, analysing, modelling
pplication of a knowledge
pplication of a knowledge -
P6: March M Mock – Paper 2
P7: Equations M Test
P4: Light M Test MP5: Triple Momentum Test
- - -
Combined T opics: Magnetism and AQA Electromagnetis GCSE m Combined Science: Key Skills: Trilogy Calculating, application of knowledge, explaining, Practical skills
P1: AQA M End-of-Year 10 Assessment
opics: T opics: T Newton’s Laws Revision of and Momentum Paper 2 Topics Key Skills: Calculating, Key Skills: application of Calculating, knowledge, application of explaining, knowledge, Practical skills explaining, Practical skills, exam technique, revision MP3: strategies December Mock Exam (Paper 1) MP4: Newton’s Laws and
opics: Revision T of Paper 2 Topics opics: Revision T of Paper 1 Key Skills: Topics Calculating, application of Key Skills: knowledge, Revision explaining, strategies, exam Practical skills, skills exam technique, revision strategies P5: Mock M Paper 2
P6: Y9/10 M Topics test
-
- -
-
-
ideas like the particle model and energy changes. Critically evaluate data, information and claims through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively Suggest and verify mathematical relationships between variables Apply knowledge to a range of unfamiliar contexts Rearrange and use complex equations with four or more variables Express answers to an appropriate number of significant figures Use strategies to learn and recall the 23 key equations Apply Newton’s three laws to explain the effects of forces on the motion of an object Apply the conservation of momentum to make calculations about collisions and other events (triple only) Explain how gears and levers are used in machines to multiply forces and gain a mechanical advantage (triple only)
P2: Magnetism M and Electromagnetis m Test
S R (Eduqas Full Course GCSE) Content
hrstian C Beliefs Attributes of God, the problem of evil, the Trinity, Creation, the afterlife, The life of Jesus, salvation and atonement.
omentum M Test
-
-
hristian C Practices Worship, prayer, Festivals, the work of the local and worldwide church.
Islamic Beliefs the 5 roots / 6 articles, Tawhid, the role of angels, predestinatio n and human responsibility, the afterlife, prophets, holy books and the Imamate.
Islamic Practices The 5 pillars, Jihad, festivals and commemorsatio ns
evision (esp. R R evision / Relationships) Exams Sexual and familial relationships, and the range of religious and non-religious attitudes towards them.
nderstand the life cycles of U stars and how the elements are formed (triple only) Understand the Big Bang theory for the beginning of the universe and the evidence that supports this theory (triple only).
Students will have a sophisticated understanding of the theological commitments underpinning the two religions studied, and be able to evaluate the moral positions they lead to on various topical issues.
DT
Term 1
Term 2
EA task in N response to the Contextual Challenge Skills: To learn about a identifying design opportunities
EA task in N response to the Contextual Challenge Skills: To learn about the need for producing a final design proposal
o learn about T the needs and wants of a range of potential different users o learn about T the different types of research to be carried out when investigating potential design opportunities o learn about T the need and purpose of a design specification o learn how to T use different design strategies
Term 3
EA task in N response to the Contextual Challenge Skills: To learn about the manufacture of a product, including the selection and To learn about justification of the need to carry tools and out a final review processes of the final design proposal To learn about the need for To learn about quality and the justification accuracy of materials, components and To learn about manufacturing the work of past processes in and present relation to a final designers and design proposals companies o learn about T the need to produce manufacturing drawings to enable 3rd party manufacture
Term 4
Term 5
EA task in N response to the Contextual Challenge Skills: To learn about the manufacture of a product, including the selection and justification of tools and processes
SEA task in N response to the Contextual Challenge Skills: To learn about identifying design opportunities
o learn about T the need for quality and accuracy
o learn about T the needs and wants of a range of potential different users
o learn about T the different types of To learn about research to be the need to test carried out when and evaluate a investigating product including potential design the use of user opportunities testing and a LCA To learn about the need and To learn about purpose of a the use of design different design specification strategies To learn how to To learn about use different the use of a design strategies
Term 6 ●
End Points y the end of B Year 11 students will have completed: – Investigation 1 Investigated the needs and research, and a product specification 2 – Designing This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design 3 – Making This includes manufacture, and quality and accuracy 4 – Evaluation This includes testing and evaluation.
o learn about T different design techniques and the need for modelling to learn about how energy is generated and stored including; fossil fuels, biofuels, tidal, wind, solar, hydroelectric, batteries and cells, solar cells, mains electricity and wind power
o learn about T the developments in modern and smart materials, composites and technical textiles
r ange of communication techniques
o learn about T different design techniques and the need for modelling o learn about T how energy is generated and stored including; fossil fuels, biofuels, tidal, wind, solar, hydroelectric, batteries and cells, solar cells, mains electricity and wind power
tudents will S have undertaken a project as part of their non-examination assessment. The project will have tested students’ skills in investigation, designing, making and evaluation of a prototype of a product that has allowed them to apply the skills they have acquired and developed throughout their study. The exam board provided three themes, each with two contextual challenges. Students were required to choose one of these challenges and analyse it on an individual basis. Having selected a contextual challenge to work within,
tudents have s developed a range of potential ideas and then realised one through practical making activities. The project has allowed students to apply knowledge and understanding in a product development process to investigate, design, make and evaluate their prototype. he project T required students to follow an iterative design process rather than a linear process requiring them to continually test, evaluate and refine ideas. Assessments
eekly homework, W W eekly homework, W eekly homework NEA task and NEA task and (Exam style mock exam mock exam
eekly homework W (Exam style
eekly homework W and NEA task
uestions and q NEA task
uestions and q NEA task
Food Tech
Term 1
Term 2
Term 3
Term 4
Topic
ood F processing/ production Primary & secondary stages of processing and production; How processing affects the sensory and nutritional properties of ingredients; Technological developments to support better health & food production: fortification & modified foods. NEA1 prepared, planned, starts
EA1 concludes N Preparation for mock exam Mock exam
ock exam M feedback NEA2 started
NEA2 continued
Term 5
reparation for P GCSE exam NEA2 concluded paper
Term 6
End Points upils will have P refined their GSCE skills used in producing NEA1 and NEA2 as part of the AQA course requirements. They will have perfected their skills of analysing and planning their practical work, writing critical analyses and evaluations of their work, using a wide range of appropriate technical language. They will have been able to reflect on their skills and have experimented with food
aterials and m techniques. Objectives
rimary P ● Time-plannin processing: g is then rearing, fishing, covered, so growing, that the harvesting and preparation cleaning of the for NEA1 can raw food be done prior to its material (milling commencem of wheattoflour, ent half- heattreatmentof milk, way through pasteurised, September, completed by UHT, sterilised 15th and microfiltered milk) November Secondary (10 hours max: up to 30 processing: how marks); raw primary processed ingredients are processed to produce a food product (flour intobreadand/or pasta, milk into cheese & yoghurt,fruitinto jams etc.) Loss of vitamins through heating and drying; Effect of heating/drying on sensory
● Time-plannin g is then covered, so that the preparation for NEA1 can be done prior to its commencem ent half- way through September, completed by 15th November (10 hours max: up to 30 marks);
fter the A completion of both NEAs, the lessons revert to revision of the subject (theoretical) content & past-paper practice.
c haracteristicsof milk; Cholesterol lowering spreads; Health benefits of fortification; Positive & negativeaspects of the use of additives & GM foods. NEA1 started ractical P Dishes rench F Apple Frangipane Tart or Bakewell Tart Beef Lasagne
