Year 12 Programmes of Study 2023/24
Subject
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
Year End Points
Art
omponent 1 – C Personal investigation- Selecting title, researching critical studies links & pursuing initial observations.
omponent 1 C – Personal investigation- Focus on AO3 & AO1-, developing critical studies links & initial observations.
omponent C 1 – Personal investigation - Strengthenin g observations at AO3 & exploring media options, choices and effects.
omponent 1 – C Personal investigation- AO2 focus - Develop ideas, combining critical studies references, observations & media experiences to start designing potential final resolution(s)- AO4.
omponent 1 – C Personal investigation- Develop ideas further, combining critical studies references, observations & media experiences to start designing potential final resolution(s)- AO4.
omponent 1 C – Personal investigation- Focus on working on
tudents will have S explored media in greater depth and have experimented with materials and ideas. Work will have been focused on process over product, they will have tried out lots of new media and processes which would not necessarily result in finished pieces. Basic skills should have been revisited. It would be up to the student to have decided which media they used and how they decided to work with the themes set. Students would have been open minded about the possibilities open to them and for them to have explored new areas of subject matter and media.
eacher 1: T Module 2: Cell
eacher 1: T Module 2:
eacher 1: T Module 2:
eacher 1: T Module 2:
eacher 1: T Module 1:
eacher 1: T Module 5:
Biology
the completion of diverse and exhaustive final resolution(s) options.
o have an understanding of the cellular T structure, biochemistry and function of
tructure, S Biological Molecules opics: T Eukaryotes and Prokaryotes, Water, Carbohydrates and Proteins. ey K Skills: Comparin g biological structures, developing practicals skills - qualitative and quantitative testing. MP1: Baseline assessment MP2: Cells test Teacher 2: odule 3: M Exchange
nzymes and E Nucleic Acids opics: T Structure and function of enzymes and structure and function of nucleic acids. ey Skills: K Calculating rate, developing practical skills, chromatograph y, use of biosensors, comparing biological structures. P3: Exam M questions MP4: Test eacher 2: T Module 3: Transport in Animals and Plants opics: Blood T vessels, structure and function of the heart, transport
ucleotides, N Cell Division, Diversity and Differentiation
iological B Membranes, Classification and Evolution
aths and M Practical Skills Topics: Statistics.
opics:DNA T structure, protein synthesis, cell cycle, mitosis, meiosis, stem cells and specialised cells.
opics: T Biological membranes, diffusion, osmosis and active transport. Classification, phylogeny, natural selection.
ey Skills: K Determining and using a statistical test, developing practical skills, biological drawings.
ey Skills: K Microscopy, biological drawings, comparing biological processes.
ey Skills: K Developing practical skills, modelling biological processes, interpreting MP5: January graphs and Assessment application of scientific MP6: Exam theories. Questions Teacher 2: MP7: Test Module 4: Communicabl MP8: Exam e disease Questions opics: T eacher 2: T Communicabl Module 4: e diseases, Biodiversity defences
P9: Exam M Paper eacher 2: T Module 1: Practical Skills opics: Animal T Responses ey Skills: K Planning and implementing an investigation, statistical testing, sampling. P9: Exam M Paper
ommunicatio C n and homeostasis opics: T Homeostasis, thermoregulati on, the endocrine system and the adrenal glands. ey Skills: K Biological drawings MP10: UCAS Exam eacher 2: T Module 5: Hormonal Communicatio n opics: T Structure and function of the pancreas and diabetes. ey Skills: K Biological drawings, interpreting graphs, evaluating
the living organism. To understand the structural and functional adaptations of plants and animals in terms of their exchange and transport systems. To have an understanding of the variety of organisms that are pathogenic and how plants and animals have developed defences to deal with disease. To have an understanding of the importance of biodiversity and an appreciation for the need for conservation. To be able to successfully utilise microscopes to draw and calculate size of specimens. To use a range of biochemical techniques including quantitative and qualitative testing. To develop an understanding of the ethical use of living organisms in a practical context. To acquire a competence in the manipulation of qualitative and quantitative data including statistical testing.
s urfaces and breathing opics: T Structure and function of organelles, gas exchange, ventilation. ey Skills: K Microscopy, biological drawings, using graticules, spirometry, analysing charts. MP1: Exam
f oxygen and o carbon dioxide. Plant tissues and transpiration.
gainst a pathogens and the immune response.
ey Skills: K Dissection skills, drawing skills, drawing scale bars, interpreting graphs, potometry.
ey Skills: K Dissection, interpreting and analysing data.
P3: Exam M Questions
opics: T Sampling, biodiversity and conservation.
treatments for diseases. P10: UCAS M Exam
ey Skills: K Sampling, statistical tests, understanding human impact on the environment, MP5: January understanding. Assessment MP7: Test MP6: Exam Questions MP8: Exam Questions
MP4: Test
Questions MP2: Test usiness B Studies
odule: M 3.1 What is Business? 3.2 Managers, Leadership and Decision Making opics: T Teacher 1: Understanding
odule: M 3.3 Decision Making to Improve Marketing Performance 3.4 Decision Making to Improve
odule: M 3.3 Decision Making to Improve Marketing Performance 3.4 Decision Making to Improve
odule: M 3.5 Decision Making to Improve Financial Performance 3.6 Decision Making to Improve Human
odule: M 3.5 Decision Making to Improve Financial Performance 3.6 Decision Making to Improve Human
odule: M Begin (Y13 Work) 3.7 Analysing the Strategic POsition of a Business 3.8 Choosing Strategic Direction
ommunication Skills, Develop a C reasoned judgement based on information Develop a reasoned conclusion Presentation Skills Calculate Sales Volume, Value, Market Share, Growth Create a Balanced Conclusion, Understand Structure for 20 Mark Question
anagement, M Leadership and Decision Making, Management Decision Making, Role and Importance of Stakeholders eacher 2: T Understanding the Nature and Purpose of Business, Different Business Forms, External Environment ssessment 1: A Numeracy Assessment ssessment 2: A Extended Piece of Writing - 9/16 Mark Question
perational O Performance opics: T Teacher 1: Setting Marketing Objectives, Understanding Markets and Customers eacher 2: T Setting Operational Objectives, Analysing Operational Performance ssessment A 3: 9 Mark Question ssessment A 4: Presentation (Oracy) Extended Piece of Writing
perational O Performance
esource R Performance
esource R Performance
opics: T Teacher 1: Topics: Topics: Topics: Mission, Teacher 1: Teacher 1: Teacher 1: Corporate Making Setting Human Improving Objectives and Marketing Resource Motivation and Strategy, Decisions, Objectives, Engagement, Investment Segmentation Analysing HR Employer-emplo Appraisal , targeting, Performance, yee relations positioning, Improving Teacher 2: Using the Organisational Teacher 2: Choosing Marketing Mix Design and Sources of Which Markets Managing the Finance, to compete in Teacher 2: Human Improving Cash and what Increasing Resource Flow. Flow and Profits products to efficiency and offer, Choosing Productivity, Teacher 2: REVISION How to Improving Setting Compete. Quality, Financial Assessment 9: Managing Objectives, Presentation WHOLE Inventory and Analysing SCHOOL Supply Financial Assessment MOCK Chains. Performance 10: EXAMS in the Exam Questions HALL Assessment Assessment 7: in preparation 5: Extended Piece for Mock Exam Assessment In class of Writing 9/16 11:AS Paper Mark Question 1 & Paper 2 WHOLE NOTE: Must from June SCHOOL Assessment 8: finish Year 1 2018/19 not MOCKS – PQ and Short course M yet used paper 1 or 2 M ark Questions B EFORE actual from AS 2018 AS exam dates Followed by a or 2019 – likely to have week’s work some students experience ssessment A sitting AS 6: external exams
PED and YED, Size. onstruct and Analyse Budgets and C Cash Flow Forecast Calculate and Interpret HR Data e.g. Labour Turnover reative thinking, Leadership Skills, C Constructed a balanced reasoned argument. valuative Skills, Numerical Skills E (Specific Calculations e.g Market Share etc) Construct a reasoned argument.
xtended E Piece of Writing 20 Mark Question
hemistry C Organic Chemistry
odule 2: M Foundations in Chemistry
Teacher1
opics: T Electrons & bonding Shapes of molecules & Intermolecular forces
odule 4 Core M Organic chemistry & analysis
odule 4 M Core Organic chemistry & analysis
opics: T Basic concepts Alkanes & Alkenes
opics: T Alcohols Haloalkanes
ey Skills: K IUPAC rules, Key Skills: ratios, logical Understanding thinking & models, looking for development of patterns, scientific drawing in 3D, thinking, visualisation in analysis, 3D, analysis, evaluation, evaluation, extended writing, extended application of writing, radical knowledge to substitution properties, 3D mechanism, drawing, angles. electrophilic ractical skills. P addition mechanism,
ey Skills: K IUPAC rules, logical thinking, drawing & visualisation in 3D, analysis, evaluation, nucleophilic substitution mechanism, application of structure to properties. Ethics,
( as potential Y14 students, or are leaving at the end of the year)
ote that this N term is very disrupted due to mocks weeks, summer school and work experience for Year 12
odule 4 Core M Organic chemistry & analysis
odule 4 Core M Organic chemistry & analysis
odule 6 M Organic Chemistry & analysis
opics: T Organic Synthesis Spectroscopy – Mass & IR
opics: T Spectroscopy Revision
ey Skills: K Practical skills, purification techniques, analysis, logical thinking & looking for patterns, identification, data analysis, application of data and spectra to structure.
ey Skills: K Analysis, logical thinking & looking for patterns, identification, data analysis, application of data and spectra to structure. Exam skills, command words, understanding mark schemes
- Apply new terminology and concepts to previous understanding of structure and bonding - Describe how the shape and polarity of molecules gives rise to their properties Topics: - Understand that these properties can Aromatic relate to forces that exist between or chemistry – within molecules benzene and - Apply new ideas about sigma- and phenol pi-bonds to explain bonding and Directing reactivity of organic molecules groups - Be able to represent and name organic molecules and functional groups using Key Skills: IUPAC nomenclature Understanding - Represent the reactions of different models, organic molecules in terms of reaction development mechanisms, reagents and conditions of scientific - Investigate the reactions of organic thinking, molecules using a variety of practical IUPAC rules, equipment and techniques logical thinking - Be able to apply knowledge of practical & looking for organic chemistry techniques in written patterns, exams analysis, - Identify the structure of organic evaluation, molecules using spectrometry and extended spectroscopy writing,
P1: Shapes & M IM forces exam Qs P2: Electrons M to IM forces Test
pplication of a structure to properties. Practical skills. P3: M nomenclature naming assessment
nvironmenta M e P7: Alcohol to l concerns. organic Practical synthesis test skills. MP8 Spectroscopy MP5: exam Qs January Assessment
P9: EOY M Exam
P10: M Aromatic Exam Qs Extracurricular: Cambridge University Chemistry Challenge
P4: Alkane & M M P6: alkene test Haloalkane exam Qs
Physical Chemistry
odule 2 M Foundations in Chemistry
odule 3 M Periodic table & energy
odule 3 M odule 3 M Periodic table Periodic table & & energy energy
opics: T Atoms, Ions and Compounds Amount of Substance
opics: T Acids and Redox The Periodic Table
opics: T Reactivity Trends Enthalpy
ey Skills: K Writing formulae, changing the subject of an equation, working with standard form and significant figures, using ratios, fractions,
ey Skills: K Substituting numbers into algebraic equations and solving them, plotting variables from experimental data, drawing and using the
Teacher2 opics: T Equilibrium and Reaction Rates
ey Skills: K Key Skills: Applying the algebraic conservation of equations energy and solving principle, data them, plotting analysis, logical variables thinking, from interpreting experimental diagrams, data, looking for recognising patterns, and drawing and explaining using the
ucleophilic n substitution mechanism, application of structure to properties. Practical skills.
odule 3 M Periodic table & energy & Module 5 Physical chemistry opics: T Revision Rates of reaction
odule 5 M Physical chemistry opics: T Rates of Reaction
ey Skills: K logarithms and their inverse, algebraic Key Skills: equations, Drawing and plotting using the experimental gradient of a data, graphical tangent to a analysis, curve, working with calculating indices, constants, exam practical skills skills, command
- To have a deep understanding of atomic, isotopic and ionic structure in terms of subatomic particles and be able to interpret this using mass spectrometry - To analyse and evaluate chemical reactions mathematically in terms of determining their formulae, moles, mass, volume, yield, and ratios through manipulating mathematical equations appropriately. - To be able to apply and explain a range of practical and analytical techniques to identify chemical species and determine mass, concentration, energy change by experiment. - To be able use the Periodic Table to describe and explain in detail a wide
ercentages, p practical skills.
radient of a g tangent to a curve to MP1: Baseline measure rate, test recognising and explaining MP2: Calculation patterns, exam Qs analysing experimental data, practical skills MP3: Quantitative Test
atterns, p evaluating, analysing experimental data, logical thinking, practical skills
radient of a g tangent to a curve, constructing enthalpy cycles, calculating constants, practical skills
ords, w understanding mark schemes. P9: EOY M Exam
P10: Orders M of Reaction Rates exam Qs
P5: January M Assessment P7: M Equilibrium Qs MP6: Bond MP8: Rates of enthalpy & reaction exam Hess cycle Qs assessment
r ange of trends in the properties, bonding and structure of elements thinking in Groups (horizontal) and Periods (lateral). - To understand and explain the trends in reactivity of Group 2 and Group 7 elements and their uses - To understand how energy (enthalpy) plays a fundamental role in driving chemical reactions and to be able to calculate and measure this by experiment and theoretically using Hess’ Law.
P4: Grp 7 M exam Qs omputer C Science
odule: M Fundamentals of computer systems opics:Number T systems, binary number system, Logic gates and Boolean algebra. Internet security, TCP/IP, client server model and networks ey Skills: Be K familiar with the concept of a number base, in particular
odule: M Fundamentals of Programming and the CPU Architecture opics: T Programming basics, Internal hardware, stored program concept and the processor instruction set ey Skills: K Define and use user-defined data types
odule: M Fundamental s of Communicati ons and Networking opics: T Communicati on basics, Networks, The Internet, Internet Security, TCP/IP, The Client Server Model ey Skills: K Define and
odule: M Systematic Approach and the Fundamentals of Databases opics: T Relational databases, SQL, big data ey Skills: K Produce a data model from given data requirements for a simple scenario involving
odule: M Consequences of Computing and Introduction to the NEA opics:Moral, T legal and ethical issues. Software development and non exam assessment introduction ey Skills: K Show awareness of current individual (moral), social
odule: M Aspects of software development opics: T Analysis, Design, Implementatio n, Testing and Evaluation ey Skills: Be K aware that before a problem can be solved, it must be defined, the requirements
nderstand the basic internal U components of a computer system. Be able to describe the concept of addressable memory and the stored program concept. Define the term ‘processor instruction set’. Be able to interpret simple assembly code instructions with immediate and direct addressing modes and use given assembly language instruction formats to write instructions to perform simple tasks. Understand the structure of the Internet. Understand the purpose and function of the Domain Name Server (DNS) system and the role of packet switching and routers. Understand how a firewall works and explain symmetric and asymmetric encryption and key exchange. Be able to discuss worms, Trojans and viruses and
ecimal, binary d and hexadecimal. Know that the 2n different values can be represented with n bits. represent negative and positive integers in two’s complement, perform subtraction using two’s complement, calculate the range of a given number of bits, n. Know how numbers with a fractional part can be represented. Compare the advantages and disadvantages of fixed point and floating point forms in terms of range, precision and speed of calculation. onstruct truth C tables, write Boolean expressions and
ased on b language-defin ed (built-in) data types. Use definite and indefinite iteration, Use nested selection and nested iteration structures. Use meaningful identifier names and know why it is important to use them. Be familiar with, and be able to use, random number generation. Know how to use exception handling in a programming language.
c ompare synchronous and asynchronous data transmission. Differentiate between baud rate and bit rate. Understand the relationship between bit rate and bandwidth. Explain peer-to-peer networking and client-server networking. Be familiar with the components required for wireless networking. Be able to Explain the describe the wireless stored program protocol concept. Carrier Sense Explain the role Multiple and operation Access with of a processor Collision and its major Avoidance components: (CSMA/CA) arithmetic logic with and
ultiple entities. m Produce entity relationship diagrams. Explain the concept of a relational database. Normalise relations to third normal form. Be able to use SQL to retrieve, update, insert and delete data from multiple tables of a relational database. Be able to use SQL to define a database table. Know that a client server database system provides simultaneous access to the database for multiple clients. Know how concurrent access can be controlled to preserve the integrity of the database.
( ethical), legal and cultural opportunities and risks of computing.
f the system o that solves the problem must be established and a data model created. Understand that Requirements developments in of system must computer be established science and the by interaction digital with the technologies intended users have of the system. dramatically altered the Be aware that shape of before communications constructing a and information solution, flows in the solution societies, should be enabling designed and massive specified, for transformations example in the capacity planning data to: structures for monitor the behaviour, data model, amass and designing analyse algorithms, personal designing an information. appropriate Distribute, modular publish, structure for communicate the solution and disseminate and designing personal the human information. user interface. Computer
the vulnerabilities that they exploit. Describe the roles of the four layers in the TCP/IP protocol stack, Be able to write an entity description for each entity in a database. define key terms such as attribute, primary key, composite primary key and foreign key. Produce simple entity relationship diagrams. Use SQL to retrieve, update, insert and delete data from a single table. State what is meant by a client-server database and issues surrounding this software. The ability to give examples of some of the moral and ethical choices which arise when digital technology is used. Explain, with examples, how some software applications have resulted in great benefits but also caused great harm Give examples from the range of laws which relate to the use, and misuse, of digital technology to gather, store, process and distribute digital data.
trace the logic of circuits. Be familiar with the use of Boolean identities and De Morgan’s laws to manipulate and simplify Boolean expressions.
nit, control u unit, clock, general-purpos e registers and dedicated registers, including: • program counter • current MP1: End of Unit instruction Assessment register • memory P2: Past Paper address M Questions register • memory buffer register • status register
ithout w Request to Send/Clear to Send (RTS/CTS). Understand the structure of the Internet. Understand how a firewall works (packet filtering, proxy server, stateful inspection). Describe the role of the four layers of Know that the instructions TCP/IP stack consist of an (application, opcode and transport, one or more network, link) operands and the (value, memory protocols that address or apply. Know register) that networks Understand can be and apply the divided into basic subnets. achine-code Distinguish m operations. between routable and MP1: End of non-routable Unit IP addresses. Assessment
now that 'Big K Data' is a catch-all term for data that won't fit the usual containers. P1: End of M Unit Assessment
s cientists and software engineers therefore have power, as well as the responsibilities that go with it, in the algorithms that they devise and the code that they deploy.
e aware that B the models and algorithms need to be implemented in the form of data structures and code (instructions) that a computer can understand.
P2: Past M Paper Questions
P1: End of M Unit Assessment
e aware that B the implementatio n must be tested for the presence of errors, using selected test data covering normal (typical), boundary and erroneous data
P2: Past M Paper Questions
now the K criteria for evaluating a computer system P1: End of M Unit Assessment
P2: Past M Paper Questions
P1: End of M Unit Assessment
P2: Past M Paper Questions
P2: Past M Paper Questions Drama
duqas A Level C E 1 Theatre Drama and Workshop and Theatre C3 Text in Performance Specification – https://www.eduq C1 Theatre as.co.uk/qualific Workshop ations/drama-an Practitioner/co d-theatre-as-a-le mpanies vel/#tab_overvie explored w depend on group. C1 Exploring acting/directing Practical techniques and exploration devising: Research of practitioner/co Elements of mpany Characterisation Mood boards/ Acting fact files etc. techniques/ rehearsal C3 Hedda techniques Gabler and (motivation, Curious voice, Incident movement) Read and Improvisation as analyse Hedda a creative tool
1 Theatre C Workshop and C3 Text in Performance
1: Theatre C Workshop 20 % of A Level
ehearsal of R C1 C1 Theatre performance Workshop and creative Practitioner/c log prep: Reinterpretation ompanies of chosen play explored in groups depend on Using a group. practitioner/com Practical pany to exploration reinterpret Research of practitioner/c Creative log exploring the ompany (creative log) process of Mood boards/ devising fact files etc. process. Record all performances. C3 Hedda Work together Gabler and in groups. Curious Incident:
1: Theatre C Workshop 20 % of A Level
3: text in C performance (exam) prep
ehearsal of R C1 performance and creative log prep: Reinterpretation of chosen play in groups Using a practitioner/com pany to reinterpret Creative log exploring the process of devising process. Record all performances. Work together in groups.
3 exam C prep: Revision of Hedda Gabler Revision of Curious Incident of the Dog in the Night-Time. Explore context, characters, design concepts, costumes etc. pportunities O for live theatre ssessment x A 2 1 – mock paper on
● T o complete C1 examination and Creative Log. ● To have read and understood two out of the 3 texts studied for the complete course. ● To have understood and have practised C3 paper.
● To perform well in Year 12 Mock xams in line with expectations e for progress.
ecap on key R practitioners
abler and G Chimerica Explore the text *Some of these practically will be based on using student devised work and others acting/directing may be looked at and design techniques through text Look at Assessment x 2 exam-style oth practical B questions assessment around the text. based on performance Opportunities (e.g. group for live theatre performance and monologue). Assessment x 2 1 – practical (based on Hedda extract and ability to think about context etc.) 2 – Research on given practitioner and embedding that in performance (practical and written). AO1
ead and R analyse Hedda Gabler and Chimerica Explore the text practically using acting/directin g and design techniques Look at exam-style questions around the text. pportunities O for live theatre
ssessment A x 2 1 – practical (based on Hedda extract and ability to think about context etc.)
ssessment x A 2 1 – mock performance 2 – Creative log drafts
ssessment x A 2 1 – mock performance 2 – Creative log drafts
edda and H Curious 2- mock questions/ performance of texts.
O1 A Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice
O1 A Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice
O1 A Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice
O2 A Apply theatrical skills to realise artistic intentions in live performance
O2 A Apply theatrical skills to realise artistic intentions in live performance
O2 A Apply theatrical skills to realise artistic Final recording intentions in of C1 (creative live log and performance performance) = AO3 20 % of A Demonstrate Level. knowledge and understanding of how drama and theatre is developed
reate and C develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice 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.
– Research 2 on given practitioner and embedding that in performance (practical and written). O1 A Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice AO2 Apply theatrical skills to realise artistic intentions in live performance AO3 Demonstrate knowledge and
nd performed a AO4 Analyse and evaluate their own work and the work of others.
nderstandin u g of how drama and theatre is developed and performed AO4 Analyse and evaluate their own work and the work of others. Economics
heme 1 T 1 Introduction to economics Understanding 2 of theorists (John M Keynesm Frederick Hayek, Karl Marxm Adam Smith) Productive 3 potential - PPF Supply and 4 demand Elasticities 5 (PED, PES, YED, XED) ssessment 1 - A topics 1,2 3
heme 1 T 1 Application of the supply and demand model Functions of 2 price mechanism Rational and 3 irrational behaviour Functions of 4 money
heme 2 T 1 Introduction to macroecono mic variables and objectives Economic 2 growth, inflation, unemployme nt
heme 2 T 1 Government objectives Government 2 discretionary policy in order to influence the economy - demand side and supply side (Fiscal / Monetary and Supply side policies)
Types of 6 market failure
Balance of 3 payments and patterns of international trade
Private and 7 social costs and benefits to
Assessment 1 Introduction P 4 ast papers of the Theme 2 aggregate
5 Externalities
Conflicts 3 between policies
xam practice E heme 3 T and revision Introduction to Themes 1 and 2 microeconomic s at A2 level. 1 Fiscal policy Competition, market, 2 Monetary structure. Policy Research task 3 Supply side on the UKs policy economy and a less Revision Theme developed 1 and 2 for country of the mock exams students’ choice - in Assessment 1 - order to past paper 1 develop skills theme 1 to succeed at A level by Assessment 2 - improving their past paper 2 use of context. theme 2 Assessment 1
o understand the nature of economics T To be able to explain economic potential to understand shifts and shapes of supply and demand curves. To be able to analyse the impact of external shocks on the markets To analyse the impact on society of markets To understand why markets and government intervention can lead to poor allocation of resources. To consolidate how markets work and fail. To understand the macroeconomic variables, how they are calculated and their importance. To be able to assess the impact on markets and the economy of the changeable economic environment. To be able to interpret economic policy and fully analyse and evaluate impact. To be effective at micro and macro analysis of a set of data.
ultiple choice M and short questions Assessment 2 - topics 1,2,34,5 Multiple choice and data response
s ociety of economic decisions and government intervention
s upply and demand model
heme 2 T Introduction to Macroeconomi cs
Circular 6 flow of income and wealth
ssessment 1 A -full past paper. Topics 1,2,3,4,5,6,7,8, 9,10
ssessment A 1 MOCK - past paper theme 1
ssessment 2 A Mixed paper Theme 1 and 2
eek 4 W summative assessment to include topics from all of the themes 1 and 2.
5 C, I, G, X M
o understand shifts of supply and T demand. To understand the concept of market failure and government failure. To be able to create and analyse a macroeconomic model. To understand and critically evaluate economic policy.
ssessment A 2 -multiple choice and short questions. Topics 1,2,3,4,5 (theme 2)
nglish E Literature
1: Poems of T the Decade T2: The Handmaid’s Tale
1: Poems of T the Decade T2: The Handmaid’s Tale
im: To A introduce students to a list of prescribed poems from the Poems of the Decade
im: To A continue studying the remaining poems of the anthology and consolidate
Streetcar A Named Desire im: To A introduce students to a 20th century American play and to build on prior knowledge/un derstanding,
rose P Comparison im: To A consolidate knowledge and understanding of the text and ensure completion. Essay writing skills focus.
NEA Prep
Satellite Texts ● T o read widely and independently set texts and others that they have Aim: To To introduce selected for themselves. introduce and study a ● To engage critically and creatively students to the range of with a substantial body of texts and NEA satellite texts, ways of responding to them. coursework, including The teaching them Great Gatsby, ● Develop and effectively apply their how to take the The Picture of knowledge of literary analysis and skills they’ve Dorian Grey evaluation. acquired this and others in ● Show knowledge and understanding year and apply it order to offer of how playwrights use dramatic to an students
ollection. To C build on their prior skills from GCSE (comparing, analysing, exploring) and getting them to apply and develop these skills by looking at new, challenging poetry that tackle modern day issues such as gender inequality, morality, universal truths, power, transitions.
ssay writing e skills in preparation for upcoming mock exams. To continue in-depth study of their first prose text and building essay writing skills and incorporating knowledge of key contextual themes.
aining an g overview of social/moral/p olitical/cultura l issues during the time it was written and understandin g how/why it’s relevant today.
o introduce T students to the second prose text Skills: that they will Understanding compare with of a The playwright’s Handmaid’s craft and Tale from beginning to prior terms. To introduce understand the To build and students to the intricacies of develop first of their two individual evaluative, prose texts. To features used comparative build on and and developing essay skills. develop prior a To explore a skills conceptualised Georgian text (comparing, response from which deals analysing, this. Being able with issues of exploring) and to consider a science get them to text as a versus apply these skills reproduction of religion, to a modern, the time period monstrosity, feminist, it’s written in Romantic dystopian novel and exploring ideals, power
o complete T their second prose text (Frankenstein) study and consolidate comparative essay skills in preparation for mock exams.
independent task. This will involve discussing and setting reading of texts which are challenging and deal with complex issues such as homosexuality, historical context, mental health, relationships, representation of women, gender roles, etc.
insight into forms to shape meaning in drama potential texts texts and evoke responses in with which to audiences. compare for Show knowledge and understanding ● their NEA. This of the contexts in which texts have will give been produced and received and students the understanding of how these contexts opportunity to explore a influence meaning/reflect attitudes range of and values. historical, ● Show knowledge and understanding social, cultural f a range of literary texts and make o and religious connections and explore the contexts to relationships between texts. compare to their core play text. kills: S Introducing university-level writing to students- Harvard referencing, developing a thesis for an argument to formulate a detailed essay response, introducing students to-and helping them understand- bibliographies, using
that deals with wider themes and contexts of science and society, oppression of women, totalitarianism, fear and hope.
ow it h challenges societal values at a deeper level. Studying psychology/aw areness of mental health/ gender issues/ studying Skills: language History/Playwri analysis/compari ght/ Career in s on skills/ Drama independent thinking/apprecia Skills: Close tion of others’ language and viewpoints- structural preparing them analysis, for seminars/ independent discussions later and critical in life, poetry thinking, modules at understanding university level, of significant critical thinking contextual for essay writing factors, understanding of a writer’s craft, developing a conceptualised response from this.
f nature, o childhood, father and son relationships and comparing these themes to the modern prose text. Skills: Integrated comparison, close language and structural analysis, independent and critical thinking, understandin g of significant contextual factors, understandin g of a writer’s craft, and beginning to understand the intricacies of individual features used, developing a conceptualise d response from this.
cademic a books, journals, articles for research.
eing able to B consider a text as a reproduction of the time in which it is produced and exploring how it challenges societal values at a deeper level. Geography Teacher 1 ( 4 lessons per fortnight)
Teacher 2 ( 4 lessons per fortnight)
xploring E Oceans
xploring E Oceans
xploring E Oceans
xploring E Oceans
owers and P Borders
owers and P Borders
haracteristics C of Oceans
arine M resources. Socio-economi c and political factors.
ocio-econo S mic / political factors (continued). Climate change. Pollution.
ollution P (continued)
hallenges to C sovereignty and territorial integrity, global governance of conflicts .
lobal G governance of conflicts (continued)
hanging C Places, Making Spaces
hanging C Places, Making Spaces
oastal C Landscapes
oastal C Landscapes
oastal C Landscapes
nderstanding U places: perception, representation,
Impact of changes in economic activity on
rosional and E depositional landforms (continued). Coasts as systems
mergent and E submergent landforms
uman activity U H nderstand the consequences of human on coastlines activities on oceans.
hanging C Places, Making Spaces lace Identity P including built environment, physical landscape, demographic,
owers and P Borders hallenges to C sovereignty and territorial integrity.
nderstand how coastal landscapes can U operate as a system. Understand how coastal landforms develop in high and low energy environments. nderstand how climate change and U human activity can affect coastal landscapes. nderstand how climate change is U affecting coastal landscapes and ocean systems including island nations and the Arctic Ocean region. nderstand the physical and biological U characteristics of oceans.
nderstand how socio-economic and U political factors have influenced the use of oceans.
s ocio-economic, cultural and political characteristics Oceans
motional e attachment. Social Inequality Impact of changes in economic activity on places
laces.Place p making; rebranding
nderstand why carbon and water are U important to life on Earth. In groups, plan and complete fieldwork investigations in unfamiliar physical and human environments
oastal C Landscapes Geomorphic processes, Erosional and depositional landforms.
ith guidance, create GIS maps using W their own fieldwork data. To be able to apply and evaluate analytical skills to a wide range of geographical data. xplain in detail a variety of geographical E processes and features including independently identify and explain links between Oceans and other A level topics. onfidently apply knowledge and C understanding to unknown situations and to construct well-developed, evidenced arguments which reach reasoned conclusions.
2 1 NEA (2 lessons per fortnight)
Introduction to fieldwork lanning P fieldwork Writing an Introduction Writing methods Northleach fieldwork
riting up W fieldwork investigations
nalysing A fieldwork data
ieldwork F Preparation
rban U Fieldwork
EA N Preparation
Presenting ata D ArcGIS maps Analysing Data Writing Conclusions
tatistical S Tests Data Presentation Initial research for
nalysing data A from safety investigation Planning Swanage fieldwork
riting W questionnaires Birmingham fieldwork Use of Excel to analyse data
ompleting C own proposal forms Planning data collection
nderstand how to plan, undertake and U evaluate an individual investigation.
overnment G & Politics
H J Module UK GOV 1:The UK Constitution Content: Nature & sources of the UK Constitution, Constitutional change since 1997, impact of devolution, debates on further reform.
valuating E fieldwork
wn o Swanage investigations follow-up work Safety Investigations
H J Finish off UK Constitution
H J H J Finish off UK Start Module Parliament UK GOV 4: Relations MH between Start Module branches UK POL 2: Content: Political Supreme Court, parties Executive-Parlia Content: ment Political relationship, Parties; The influence of EU functions and on UK features of Government, political location of parties in the sovereignty. UK’s representativ MH e democracy. Finish Political Party funding Parties and debates on current Start Module system. UK POL 3: Established Electoral Political Systems Parties; The Content: origins and Functions of an historical electoral development system, of the Workings of Conservative, FPTP, Different Labour and electoral Liberal systems,
tart Module S UK GOV 2:UK Parliament Content: Structure & role of the House of Commons & House of Lords, comparative powers, MH legislative Module UK POL process, 1:Democracy & Parliament-Exe Participation cutive Content: interaction Current systems of representative democracy and MH direct Start Module Democracy; The UK GOV 3: features, Prime Minister similarities and & the Executive differences. Content: The Advantages and structure, role, disadvantages and powers of and the the Executive; consideration of Its structure, including PM,
H J Finish off Relations between branches
H J Start Political Ideologies module: Liberalism Content:Core ideas & principles MH (individualism, Finish freedom, state, Electoral rationalism, systems equality, liberal democracy); Start Module differing views UK POL 4: & tensions Voting within Behaviour & the socialism media (classical, Content: modern); Key Demographic thinkers (John factors Locke, Mary influencing Wollstonecraft, voting John Stuart behaviour, Mill, John non-demographi Rawls, Betty c explanations Friedan) for voting behaviour, Case MH studies of 3 key Finish Voting general Behaviour & elections, the Media influence of the media
K: U 1: an understanding of the emergence and development of the UK’s democratic system and the similarities, differences, connections and parallels between direct and indirect democracy. 2.) a critical evaluation of role of the individual in the political process and their relationship with the state and their fellow citizens. 3.) a fundamental understanding of the nature of law making and UK constitution, assessing where, how and by whom political decisions are made with further comparisons with other political systems. 4.) Exploring the main branches of Government, relationships and balance of power between them, with a consideration of where sovereignty now lies within this system. 5.) Understanding of the factors which influence voting behaviour and the viability of the electoral system they are voting in.
History
OCR Exam Board
the case for reform. A wider franchise and debates over suffrage; Key milestones in the widening of the franchise in relation to class, gender, ethnicity and age. The work of the suffragists/suffra gettes to extend the franchise.
the Cabinet, junior ministers and government departments. Its main roles, including proposing legislation, proposing a budget, making policy decisions within laws and budget. The main powers of the Executive, including Royal Prerogative powers, initiation of legislation and secondary legislative power. The concept of ministerial responsibility; individual and collective ministerial responsibility.
emocrat D Party’s. Current policy on the economy, law and order, welfare and foreign affairs. Emerging and minor UK political parties; Importance and case study of three minor parties.
r eferendums & how they are used, electoral system analysis
SA topic: U Westward Expansion
SA topic: U Native Americans
SA topic: U Sectional Tensions
SA topic: U Sectional Tensions
SA topic: The U Civil War
Introduction to coursework- independent research skills
tudents can make judgements about S which factor/s affect Expansion westward and the lives of Native Americans throughout the 19th Century.
USA
hat opened up W the west in the 19th Century? Exploration, Federal influences, Individuals, Economy, Ideology.
hy was there W conflict between the Native Americans and the Union? How did the Union effect the livelihood of the Native Americans?
hy did W tensions between the North and the South deteriorate? How important was the issue of slavery to the Union?
ow important H was the issue of slavery to the Union? Did Lincoln make civil war inevitable?
ssessment: A How far do you Assessment: agree that the How important 1860 election of was the role of Assessment: Assessment: Lincoln was the the Federal Christmas USA Which factor most important Government in exam (whole was the most reason for the opening up the paper) significant in secession of the West? increasing South? Skills: Nature tensions Which factor was of change & between the Skills:Complex the most c ontinuity and north and the nature of significance in interpretations south causation (What pening up the o of minorities 1.Uncle started the US West? Civil War) Tom’s Cabin 1.The Railways Cultural 2.‘Bleeding Cultural 2.The Fur Trade Capital: A Sumner’ focus on an Capital:The oppressed nature of minority looking sectionalism Skills: Skills: at the and the impact Evaluating Evaluating long-term it has on significance of significance impacts of society. The different events of different colonisation. nature of Civil people and War Cultural events Capital: Impact of colonisation Cultural and international Capital: relations. The Understandin concept of
ooking at the L leadership of both the Confederacy and the Union. Understanding the significance of key battles during the Civil War.
hoosing C topics and questions, students should be able to begin building their research skills in preparation for next year.
ssessment: A How much did the military leadership of the North account for the final victory?
ssessment- A June USA exam (whole paper)
kills: S Evaluating significance and the impacts different factors can have to the outcome of events ultural C Capital: Understand the impact of war including the specific impacts acivil warcan have.
kills: S Interpretations and sources (evidence) ultural C Capital: Building independent skills to aid research- key skills needed for most careers.
tudents can also argue what factor/s S caused the biggest impact between tensions of the North and the South and how this led to the Civil War. This will require a high level of thinking and understanding. tudents can discuss and compare S concepts using multiple PEEL paragraphs and a substantiated conclusion.
federalism and manifest destiny.
History
OCR Exam Board Norman
opic T Anglo-Saxon England
the lasting g impacts of slavery and the discrimination minorities continue to suffer. opic: Early T Norman England
opic: T Normanisatio n Of England
opic: Lanfranc T – The Church Reformed
opic: William II T T opic: William S tudents can give multi-layered – government & II & the church. reasoning for the control Henry I causation/consequences of key events in the time period. Content: Content: Content: Content: Content: Content: England in 1035, William’s Consolidation Church reform, Consolidating relations with Students can understand & analyse a Cnut’s death, invasion, Battle of power, Relations power, relations papacy, complex chronology of Anglo-Saxon/ Edward the of Hastings, Norman between with Henry & Council of Norman rule Confessor, imposition of government papacy & Robert, dealing Rockingham, Godwin family, Norman rule, changes, role crown, Anselm, with Norman spread of Students can create a complex historical succession crisis c astle building of crown & William of St nobles monasticism. judgement on why/how multiple sources church, Calais Death of agree/ disagree (including provenance) Assessment:To Assessment: change in Assessment: William, what extent did How secure rural & urban Assessment: Study Source A succession of the Godwin was William’s areas To what extent How did William Henry family have position as king did the reforms II treat those control over of England by Assessment: of the Church in who opposed Assessment: Edward the the end of The greatest England him? (10 marks) Using your Confessor? (10 1067? (20 change to increase knowledge of Marks) marks) England in ecclesiastical Consider William II the years ower over the What level of p Rufus’ attitude Earl Godwin’s after the king? (20 control did he towards the involvement in Norman marks) have? Church assess the death of Conquest To what extent how useful Alfred, Edward were focused did his control Source A is as the Confessor’s on the change and evidence brother, was the demise of the why? about how most important Anglo-Saxon William Rufus
r eason for the succession crisis. To what extent do you agree with this statement? (20 Marks)
Maths
ure Maths P Teacher 1 Lead Quadratics Teacher 1(6 Quadratic lessons per Functions fortnight Simultaneous Pure & Equations Statistics) Inequalities eacher 2 (3 T lessons per fortnight Pure & Mechanics)
alculus – C Differentiation From first principles Differentiation Liebnitz notation Linear coordinate geometry Tangents and Normals
lites. To e what extent do you agree? (20 marks)
ure Maths P TEACHER 1 Trigonometry Sine and Cosine Rule Trigonometric graphs Solving equations through CAST diagrams Trigonometric Identities
ure Maths P TEACHER 1 Calculus - Differentiatio n Differentiation Maxima and minima Optimisation Problems inomial B Expansion With n as an integer
EACHER 2 T Factor Theorem and Cubics alculus - Factor theorem C Integration
ow effective H was his ruthless methods of control? How effective were his consolatory approach to maintaining control?
ure Maths P TEACHER 1 Proof By exhaustion Algebraic Disprove by counter example
ure Maths P TEACHER 2 Algebraic Fractions (A level) Simplifying Four operations
sed the u Church to reward loyal servants (10 Marks) sing Sources U A and B in their historical context, assess how far they support the view that William II was a very arrogant king. (15 Marks)
ure Maths P TEACHER 1 Partial Fractions (A level) Standard partial fractions STATISTICS T1 Repeated Discrete roots Logarithms Improper Probability fractions and inomial B Exponentials 3 Distribution Iteration e*x and ln x Location of Real life Hypothesis roots exponentials Testing Spider and Logarithmic staircase Binomial Data diagrams hypothesis
onstruct and present mathematical C arguments through appropriate use of diagrams; sketching graphs; logical deduction and precise statements Understand and use mathematical language and syntax as set out in the content. Understand and use language and symbols associated with set theory, as set out in the appendices. Apply to solutions of inequalities and probability. Comprehend and critique mathematical arguments, proofs and justifications of methods and formulae, including those relating to applications of mathematics. Recognise the underlying mathematical structure in a
ogarithms and L Exponentials Laws of logarithms Solving logarithmic equations Solving exponential Equations EACHER 2 T Indices and Surds Index laws Manipulating surds Rationalising a Denominator
lgebraic Long A division Solving Cubics TATISTICS S T1 Sampling & Definitions Sampling Methods Key definitions Large Data Set
Introduction to integration Reverse differentiation Areas under graphs oordinate C Geometry Equation of a circle Coordinate geometry problems MECHANICS T2 Vectors Notation Magnitude Unit vectors Angles with an axis
escribing D Data Histogram Means and Standard deviations Comparing Curve Sketching Distributions Sketching Cubic, Bivariate Data quartic and reciprocal grams MECHANICS Curve sketching T2 graph Forces & transformations ear 12 Pure Y Units Standard units and Applied Initial and basic Assessment dimensions Force units and balanced forces
testing p-value STATISTICS T1 and critical Probability regions Notation Tree diagrams MECHANICS Venn diagrams T2 Independence Connected and Mutually Particles exclusive Lifts Pulleys Discrete Probability Discrete MOCK EXAMS random variables ECHANICS M T2 Variable Acceleration Calculating displacement, velocity and acceleration using calculus ynamics D Use of F=ma onnected C Particles Cars pulling trailers
EACHER 2 T ituation and simplify and abstract s Trapezium appropriately to enable Rule (A Level) problems to be solved. Construct extended arguments to solve problems presented in an unstructured form, including problems in Statistics and context. Mechanics Interpret and communicate solutions in Exam the context of the original problem. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions. Understand the concept of a mathematical problem solving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations (for a given model or a model constructed or selected by the student). Interpret the outputs of a mathematical model in the
esultant R forces Motion in a straight line Displacement time graphs Velocity time graphs Constant Acceleration
ontext of the original situation (for a c given model or a model constructed or selected by the student). Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions.
UVAT Proof S SUVAT equations
Midterm Exam Maths
ure Maths P Teacher 1 Lead Quadratics Teacher 1(6 Quadratic lessons per Functions fortnight Simultaneous Pure & Equations Mechanics) Inequalities eacher 2 (3 T lessons per fortnight Pure & Statistics)
alculus – C Differentiation From first principles Differentiation Liebnitz notation Linear coordinate geometry
ure Maths P TEACHER 1 Trigonometry Sine and Cosine Rule Trigonometric graphs Solving equations through CAST diagrams Trigonometric Identities EACHER 2 T Factor Theorem and Cubics
ure Maths P TEACHER 1 Calculus - Differentiatio n Differentiation Maxima and minima Optimisation Problems inomial B Expansion With n as an integer
ure Maths P TEACHER 1 Proof By exhaustion Algebraic Disprove by counter example ogarithms L and Exponentials 3 e*x and ln x Real life exponentials
EACHER 1 T Functions (A level) Function notation Range and domains Composite functions Inverse Functions EACHER 2 T Algebraic Fractions (A level) Simplifying Four operations
EACHER 1 T Binomial Expansion (A level) n is negative or fractional Partial Fractions (A level) Standard partial fractions Repeated roots Improper fractions
onstruct and present mathematical C arguments through appropriate use of diagrams; sketching graphs; logical deduction and precise statements Understand and use mathematical language and syntax as set out in the content. Understand and use language and symbols associated with set theory, as set out in the appendices. Apply to solutions of inequalities and probability. Comprehend and critique mathematical arguments, proofs and justifications of methods and formulae, including those relating to applications of mathematics.
angents and T Normals
actor theorem C F alculus - Algebraic Long Integration division Introduction Logarithms and Solving Cubics to Exponentials integration Laws of MECHANICS Reverse logarithms T1 differentiation Solving Forces & logarithmic Areas under Units equations Standard units graphs Solving and basic exponential Coordinate dimensions Equations Force units and Geometry Equation of a TEACHER 2 balanced circle Indices and forces Surds Coordinate Resultant Index laws geometry forces Manipulating problems Motion in a surds straight line Rationalising a STATISTICS Denominator Displacement T2 time graphs Curve Probability Velocity time Sketching Notation Sketching Cubic, graphs Tree Constant quartic and diagrams reciprocal grams Acceleration Curve sketching SUVAT Proof Venn diagrams graph SUVAT Independenc equations e and Mutually STATISTICS exclusive Initial T2 Assessment Sampling & Definitions
ogarithmic L Data ECHANICS M T1 Vectors Notation Magnitude Unit vectors Angles with an axis TATISTICS T2 S Discrete Probability Binomial Distribution
MOCK EXAMS
EACHER 2 T ecognise the underlying mathematical R Trapezium structure in a Rule (A Level) situation and simplify and abstract appropriately to enable problems to be solved. Construct extended arguments to solve Statistics and problems Mechanics presented in an unstructured form, Exam including problems in context. Interpret and communicate solutions in the context of the original problem. Evaluate, including by making reasoned estimates, the accuracy or limitations of solutions. Understand the concept of a mathematical problem solving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. Translate a situation in context into a mathematical model, making simplifying assumptions. Use a mathematical model with suitable inputs to engage with and explore situations (for a given model or a model constructed or selected by the student).
ampling S Methods Key definitions Large Data Set
ear 12 Pure Y and Applied
Interpret the outputs of a mathematical model in the context of the original situation (for a given model or a model constructed or selected by the student). Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. Understand and use modelling assumptions.
escribing D Data Histogram Means and Standard deviations Comparing Distributions Bivariate Data
Midterm Exam
Further Maths
ORE MATHS C TEACHER 1 Complex Numbers 1 Arithmetic Conjugate Quadratics & Roots Argand diagram Modulus Argument form Loci Problem Solving
ORE MATHS C TEACHER 1 Matrices 2 Determinate Inverses Singular Transformation s Invariant Points Matrices PPQ omplex C Numbers 2 Complex Polynomials
ORE C MATHS TEACHER 1 Polar Coordinates Sketching polar graphs Polar to cartesian Intersecting lines Stats T1 F Discrete Random
ORE MATHS C TEACHER 1 Vectors Vector equation of a line Cartesian equation Intersection and Matrices Dot Product Angle between vectors Distances Volume of
ORE MATHS C TEACHER 1 Hyperbolic Functions • Definitions and graphs • Inverse • Identities and equations STAT T1 F Poisson • Definitions • Sum of distributions
ORE MATHS C TEACHER 1 Complex Numbers (A level) • Exponential form • Roots of complex numbers • Euler’s form roof of P Differences (A level)
T1: Mathematical argument, O language and proof OT1.1 Construct and present mathematical arguments through appropriate use of diagrams; sketching graphs; logical deduction; precise statements involving correct use of symbols and connecting language, including: constant, coefficient, expression, equation, function, identity, index, term, variable. OT1.2 Understand and use mathematical language and syntax as set out in the content
aclaurin M Expansion Expansions Combining standard Results atrices 1 M Introduction Arithmetic EACHER 2 T Summations Standard results roof P Proof of differences Proof by induction summations, division and recurrence
Midterm Exam
oots of R Polynomials Sum and product of roots of a quadratic Roots of a cubic Roots of a quartic Relationship between Roots lgebraic A Inequalities Solving inequalities Algebraically EACHER 2 T Graphs Linear rational equation & Inequalities Quadratic rational equations and inequalities Parabolas, ellipses and hyperbola roof P Proof by induction Matrices
ariables V Expectation and variance Coding Sums and differences Functions hi Squared C Hypothesis testing for independenc e on a contingency table ontinuous C Random Variables Expectation and variance Mean and Quartiles onfidence C Intervals Introduction to normal distribution Confidence interval for a Mean FMechT2 Momentum
evolution R Revolution around x axis Revolution around y axis ean Value M Theorem Finding mean value of a function using Integration FMech T2 ork, Energy W & Power Work, energy and power Gravitational potential energy Kinetic energy Tension & EPE
• Hypothesis Testing • Type I and Type II errors Mech T2 F Circular Motion Angular Motion Constant speed Connected particles
• Proof of differences with partial fractions Mech T2 F Circular Motion (A level) Tangential acceleration Conical pendulum
MOCK EXAMS urther F Statistics & Further Mechanics Exam
T1.3 Understand and use language O and symbols associated with set theory, as set out in the content. OT1.4 Understand and use the definition of a function; domain and range of functions. OT1.5 Comprehend and critique mathematical arguments, proofs and justifications of methods and formulae, including those relating to applications of mathematics T2: Mathematical problem solving O OT2.1 Recognise the underlying mathematical structure in a situation and simplify and abstract appropriately to enable problems to be solved. OT2.2 Construct extended arguments to solve problems presented in an unstructured form, including problems in context OT2.3 Interpret and communicate solutions in the context of the original problem. OT2.6 Understand the concept of a mathematical problem solving cycle, including specifying the problem, collecting information, processing and representing information and interpreting results, which may identify the need to repeat the cycle. OT2.7 Understand, interpret and extract information from diagrams and construct mathematical diagrams to solve problems, including in Mechanics.
ear 12 Exam Y Week
onservation C Experimental law Collisions Impulse
T1: Mathematical Modelling O OT3.1 Translate a situation in context into a mathematical model, making simplifying assumptions. OT3.2 Use a mathematical model with suitable inputs to engage with and explore situations (for a given model or a model constructed or selected by the student). OT3.3 Interpret the outputs of a mathematical model in the context of the original situation (for a given model or a model constructed or selected by the student). OT3.4 Understand that a mathematical model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate OT3.5 Understand and use modelling assumptions.
imension D Analysis Analysis Consistency urther F Statistics Assessment
MFL French
QA Unit 1- A (AEM)
QA Unit 3 A (AEM)
ilm study F (AEM)
ilm study F (AEM)
kills: S Discussing the changing concept of family
kills: S Discussing the role of voluntary and charity work
kills:Exam S preparation. Introduction to film module (La Haine)
rammar: G Using comparatives
SSESSME A NT:
kills:Film S module (La Haine) - analysis of background, themes and characters, introduction of IRP and
rammar: G Intensive GCSE grammar recap, regular and
xam E xam skills E preparation/ski and feedback lls (HQ) (HQ) ASSESSMENT: 12 Exams – Y full AS paper including speaking.
kills: S Revision, exams & work experience. Y12 exam feedback and evaluation.
ND POINTS E By the end of year 12, students will be able to… …understand and produce language on the topics of family, technology, voluntary work, French heritage and culture, music and cinema. …conjugate verbs accurately in all tenses. …critically analyse the film La Haine
irregular present tense, future tense, interrogative forms SSESSMENT: A Listening and Writing AQA Unit 2 (HQ)
nd a superlatives, using imperfect and pluperfect together, recognising and using direct and indirect pronouns)
ear 12 Y mid-year exams. QA Unit 5 A (HQ)
s peaking exam practice
onsolidation C of Units 1-6.
SSESSMENT: S A kills: 3 marked Multiculturalism, AQA Unit 7 essays. how French ( cont.) (AEM) society has AQA Unit 6 become Skills: ongoing (HQ) multicultural from Term 5
kills: S Discussing contemporary French music S kills: ASSESSMENT Discussing Skills: : Reading and Grammar: French cinema Discussing the Writing, Using the invention of role of Translation past historic cinema in technology in and France everyday life AQA Unit 4 imperatives, (HQ) recognising Grammar: Grammar:Using and using the Recognising definite articles Skills: imperfect, and using the and reflexive Discussing present and subjunctive, verbs, position French past conditional and agreement heritage and participles. tense and of adjectives, culture adverbs ASSESSMENT revision of the : Listening perfect tense Grammar: ASSESSMENT: Using irregular and Writing. Speaking card. Speaking ASSESSMENT: verbs in the Reading and card with Reading and perfect tense, Writing, Writing, negative forms, assistant. translation Translation the passive voice and use of “on” and infinitive constructions SSESSMENT A :Speaking,
QA Unit 7 A (AEM)
rammar: G Recognising and using comparative and superlative adverbs, demonstrative adjectives ad pronouns, possessive adjectives and pronouns
ASSESSMENT:
nit 7 tests: U Listening and Writing, Translation
respond to speaking cards on all … topics.
istening and L Writing. German
eacher 1 T (JJR): 2.1 Soziale Netzwerke 2.2 Die Sucht nach Technik 2.3 Das Internet 3.1 Musik und Lieder
eacher 2 (BP): T 1.1 So viele verschiedene Familienformen 1.2 Auf immer und ewig nit 2 U Assessment
eacher 1 T (JJR): 3.2 Promis aus dem Herkunftsland 3.3 Mode und Image 4.1 Frohe Festtage 4.2 Vielfältige Feste und Traditionen
eacher 2 T (BP): 1.3 Das heutige Familienleben 3.4 Die Rolle des Fernsehens
eacher 1 T (JJR): 4.3 Fest oder Geschäft 5.2 Deutsche Kunst 5.3 Der Zeit ihrer Kunst eacher 2 T (BP): 5.1 Meilensteine der Architektur id-year M exam Unit 4 Assessment
eacher 1 T (JJR): 5.4 Wiederaufbau oder Neuaufbau 6.1 Berlin – geprägt durch seine Geschichte 6.2 Kulturmetropole Berlin
eacher 1 T (JJR): 6.3 Berlin im Schatten des Dritten Reichs 6.4 Berlin – Hauptstadt der Vielfalt INTRO TO IRP
eacher 1 T (JJR): 7.1 Einwanderung sland Deutschland
y the end of year 12, students will be B able to…
eacher 2 T (BP): 8.1 Woher kommst du?
conjugate verbs accurately in all … tenses.
eacher 2 (BP): T Film Study: imed Film T Teacher 2 (BP): Goodbye, Lenin! Essays (x2) Film Study: Goodbye, Unit 6 Lenin! Assessment AS Mock exam Unit 5 Assessment
understand and produce language on … the topics of family, technology, youth culture, art and architecture and Berlin.
...understand the use of all four cases and a wide range of prepositions. critically analyse the film Goodbye, … Lenin. respond to speaking cards on all … topics.
nit 1 U Assessment Unit 3 Assessment Philosophy & Ethics
Intro to erception as a R P eason as a philosophy. What source of source of is Knowledge? knowledge knowledge
imits of L knowledge
Revision
Projects
tudents will be able to construct S coherent arguments about key questions in Epistemology and Moral Philosophy.
Y - M tilitarianism U Epistemology (incl.
CL - Ethics Physics
applications) 1: Module 3 (6 T LESSONS) opics: T 1.Practical Skills 2.Foundations 3. Motion ey Skills: K Calculating, using a lab book, interpreting data, application of knowledge, explaining, practical skills
antian K Deontology (incl. applications)
irtue theory V (incl. applications)
Metaethics
T1:
T1:
T1:
T1:
opics: T 4. Forces in Action 5. Work, Energy and Power
opics: T 6. Materials
opics: T 7. Newton’s Laws and Momentum 13.Quantum
opics: T 14. Thermal
ey Skills: K Research, referencing, presenting P3: Forces M in Action Test P4: Work, M Energy and Power Test
P1:Foundation M s Test P2: Motion M Test T2: Module 4 (4 LESSONS) opics: T 8. Charge and Current
T2: opics: T 9. Energy, Power, Resistance 10. Electrical Circuits ey Skills: K Calculating, interpreting
ey Skills: K Calculating, interpreting data, application of knowledge, explaining, practical skills P5: M Mid-Year Exam P6: M Materials Test and Presentation T2: opics: T 11. Waves 1 ey Skills: K Calculating, interpreting data, application of knowledge,
ey Skills: K Calculating, interpreting data, application of knowledge, explaining, practical skills P6: Materials M Presentation
T1: opics: T 15. Ideal Gases
ey Skills: K Calculating, interpreting data, application of knowledge, explaining, practical skills
ey Skills: K Calculating, interpreting data, application of knowledge, explaining, MP8: Y12 Exam practical skills (Paper 1) MP9: Thermal T2: Physics Test opics: T P10: Ideal M 25. Radioactivity Gases Test
P7: Newton’s K M ey Skills: Laws and Calculating, Momentum Test interpreting data, application T2: of knowledge, explaining, Topics: practical skills 12. Waves 2 MP7: Y12 Exam Key Skills: (Paper 2) Calculating, interpreting
T2: opics: T 25. Radioactivity 24. Particle ey Skills: K Calculating, interpreting data, application of
Be able to give the unitsforall - quantities,namingtheSIbaseunitsand deriving all others Rearrange and use all the key - equations to make calculations, using thedatabookletappropriatelytolookup equations and constants - Derive selected equations from first principles - Determine the resultant of two ormorevectorsandresolvevectorsinto components - Interpret graphs accurately, including determining gradients and areas - Plan experiments, collect valid results safely using a range of apparatus and methods, critically evaluate results and suggest improvements. Apply Newton’s laws and the - principles of moments, conservation of momentum and conservation ofenergy to different situations qualitatively and quantitatively Build complex circuits from - diagrams and make measurements
ey Skills: K Calculating, interpreting data, application of knowledge, explaining, practical skills P1: M Charge and Current Test
Psychology P aper 1 Memory (models, types, forgetting, eyewitness testimonies) aper 2 P Origins of Psychology (Wundt & Introspection)
ata, d application of knowledge, explaining, practical skills MP2: Energy, Power, Resistance Test MP3: Electricity GAT
xplaining, e ata, d practical skills application of knowledge, explaining, MP4: practical skills Mid-year MP6: Waves 2 Exam Test (Electrical Circuits)
aper 1 P Memory continued (eyewitness testimony, cognitive interviews)
aper 1 P Attachment (stages, theories, studies, cultural variations)
ttachment A (stages)
aper 2 P The cognitive Research Approach Methods (Schema, (Experiments, models, validity, reliability, cognitive Case studies) neuroscience) he T Behaviourist Approach continued
nowledge, k explaining, practical skills, logarithms P8: M Radioactivity Test MP9: Particle Physics Test
- Apply Kirchhoff’s laws to make calculations about circuits Use ideas of proportionality to - make calculations Explain wave behaviour and - the experiments that provide evidence forboththewaveandparticulatenature of light
P5: Waves M 1 Test
aper 1 P Attachment continued (deprivation, privation, institutionalisati on, adult relationships)
aper 1 P Social Influence (conformity & obedience)
aper 1 P Social Influence continued (minority influence, Psychopatholo resistance and y g social change) Psychopath (OCD) ology Psychopatholo Paper 2 (defining y g Paper 2 Research abnormality) (phobias, The Biological Methods depression) Approach (Correlational Paper 2 (genetic basis Analysis) Research Paper 3 for behaviour, Methods Issues & genotype, + (observations Debates phenotype, c ontinued) Culture Bias evolution and natural Paper 3 selection) Issues & Debates Biopsychology
aper 1 P To be able to describe & evaluate: All research evidence (70+) and theory from the 4 topics in paper 1 aper 2 P To be able to describe, evaluate & apply: Behaviourist, cognitive and biological approaches to research and theory. To be able to describe: The biopsychological processes of neuronal communication, the nervous system, the endocrine system and the fight/flight response o be able to identity, describe & T evaluate: Research methods and techniques that psychologists use to investigate behaviour. aper 3 P To be able to apply:
( Classical & Operant Conditioning, Social Learning Theory) esearch R Methods (observations)
ature v N Nurture debate
( the nervous system, neurons, the endocrine system) Research Methods (self reports)
In Class JANUARY ASSESSMEN TS
hese debates when evaluating T research and theory in Paper 1 exam questions.
PRIL/MAY A MOCKS Full Paper 1 exam, partial Paper 2 exam
sychology P as a Science (paradigms, objectivity, reliability, hypothesis testing, falsification) aper 3 P Issues & Debates The Nomothetic vs Idiographic debate Sociology Paper 1 Topic of Study & Content
INTRODUCTOR METHODS IN C ontinue Y SOCIOLOGY CONTEXT from Term 2 (Key figures, (Experiments, perspectives and Q uestionnaires concepts) ) DUCATION E (The Role of Education)
EDUCATION (Differential Achievement by Class,
METHODS IN CONTEXT (Interviews, Observations, Official Statistics) DUCATION E (Educational Policies)
ontinue from C Term 4
METHODS IN CONTEXT (Experiments, Case Studies, Personal Documents)
tudents are expected to be familiar with S sociological explanations of the following content: ● the role and functions of the education system ● differential educational achievement of social groups ● relationships and processes within schools
Gender, thnicity) E
● the significance of educational policies tudents must be able to apply S sociological research methods to the study of education.
aper 2 P Topic of Study & Content
Papers 1&3 Topic of Study & Content
FAMILY & HOUSEHOLDS (Social Perspectives of the family)
FAMILY & ontinue C HOUSEHOLD from Term 2 S (Social Perspectives of the family, Demography, Family Diversity)
HEORY & T ontinue from C METHODS Term 1 (Data types, Positivism, Interpretivism, Qualitative & Quantitative methods, Sources of data)
FAMILY & ontinue from C HOUSEHOLDS Term 4 (Family Diversity, Changing Roles in the Family, Childhood)
HEORY & C T ontinue from METHODS Term 3 (Practical, Ethical, Theoretical Issues, Research Design, Sampling, Pilot Studies)
ontinue from C Term 3&4
FAMILY & HOUSEHOLD S (Social Policy & the Family)
tudents are expected to be familiar with S sociological explanations of the following content: ● the relationship of the family to social structure / change, the economy and state policies ● changing patterns of marriage, cohabitation, divorce, childbearing and the life course ● gender roles, domestic labour and power relationships within the family ● the nature of childhood, and the status of children in the family and society ● demographic trends in the United Kingdom since 1900
HEORY & T METHODS (Consensus, conflict, structural and social action theories)
tudents must be able to describe and S evaluate ● quantitative and qualitative methods of research ● sources of data, including questionnaires, interviews, observation, experiments, documents and official statistics ● primary, secondary, quantitative and qualitative data
● the relationship between positivism, interpretivism and sociological methods; the theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research Assessment
Homework assessment Based on content in this column
Homework assessment Based on content in this column
In class J ANUARY ASSESSMEN TS
Homework assessment Based on content in this column
MAY MOCKS. Full Paper 1 exam, partial Paper 2 exam.
Homework assessment Based on content in this column
Sports Science
Anatomy & hysiology P Skeletal and Muscular Systems Structure and function Synovial joints Muscle fibre types and types of contraction
Movement analysis Planes and axes of movement Movement patterns Application to sporting examples
Cardiovascu lar and respiratory systems Structure and function of the heart Mechanics of breathing Cardiorespira tory response to exercise Cardiovascul ar and respiratory control
Diet and utrition n Healthy balanced diet Macro and micro nutrients Energy intake, expenditure, and balance
Ergogenic aids harmacologica P l aids Physiological aids Nutritional aids
Preparation - nd training a methods Methods of training Evaluation of fitness Periodisation - Adaptations to training
kill S Classification of skills Types and methods of practice Transfer of skills Stages of learning Guidance
kill S Principles and theories of learning movement skills Feedback
Psychology Attitudes Motivation Arousal Anxiety Global Sporting Events
Biomechanic s Biomechanics Levers Modern iomechanical B Analysing Olympics aims principles movement lympic games O Newton's Laws through the politics Sport & Society Force
Psychology Social Facilitation Aggression Goal setting in sports performance Psychology Team Dynamics: Teams and groups Group effectiveness Ringlemann effect
Revision / Reinforce Prior - Learning Skill iomechanic B s Psychology - Revision Recap of key topics from the - course
earners will develop their L knowledge and understanding of the roles of the skeletal and muscular systems in the performance of movement skills in physical activities and sport. earners will develop an L understanding of the importance of being able to classify skills in order to select the most suitable approach to the learning of motor skills. nderstand the ‘Emergence and U evolution of modern sport’ topic area, investigating sport that can be charted through each century. Learners will be able to apply and justify the impact social factors such as class, gender, money etc. has on participation in physical activity. Learners will develop knowledge and understanding of how physical activity and sport have developed
Emergence and Stability use of Evolution of technology Modern Sport Emergence Introduction to and Evolution Psychology social cultural of Modern Individual factors Sport differences Pre & Social cultural Personality Post-Industrial factors that Britain s haped sport in Emergence 20th Century and End of topic Britain Evolution of assessment Modern Public Sport Schools ocial cultural S Amateurism factors that and shaped sport professionalis in 21st m Century Public School Britain Influence Social class Contemporar and status y factors shaping sport End Social class of Topic Globalisation Assessments End of Topic Assessment Informal Assessment
Impacts of osting global h sporting events nd of Topic E Assessment
Social loafing End of Topic ssessments A
EAPI – apply the various areas of learning to the - EAPI assessment to help prepare students for the EAPI assessment in Year 13. End of Topic ssessments - A Formal Assessment Non-Examine d Assessment (NEA) Introduction to - EAPI Assessment Strengths and Weakness Observation Skills EAPI Essay Formal Assessment
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through time and the factors that shape contemporary sport. evelop knowledge and D understanding of planes of movement, the roles of muscles and types of contraction will be developed. Learners will also be able to analyse movement in physical activities and sport applying the underlying knowledge of muscular contraction. tudents will be able to identify S underlying factors required for effective and efficient performance. Students will also gain a detailed understanding of the impact of the environment and conditions in which new skills are learned on the success of acquiring these motor skills. Students will develop a knowledge and understanding of biomechanical principles, including defining and applying Newton’s Laws. The concept of force will be understood along with being able to draw and understand free body diagrams. nderstand the ‘Emergence and U evolution of modern sport’ topic area, investigating sport that can be charted through each century. Learners will be able to apply and justify the impact social factors such
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s class, gender, money etc. has on a participation in physical activity. Learners will gain an understanding of how 19TH Century Public Schools helped shape the develop the provision for sport across the UK. Learners will develop knowledge and understanding of how physical activity and sport have developed through time and the factors that shape contemporary sport.
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earners will know key terms and L develop their knowledge and understanding of the cardiovascular and respiratory systems at rest, during exercise and during recovery.
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tudents will develop their S knowledge and understanding of levers and the mechanical advantage of the second-class lever, as well as the use of technology to analyse movement and improve performance. Students will be able to explain how individual differences affect performers in physical activity and sport.
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nderstand the ‘Emergence and U evolution of modern sport’ topic area, investigating sport that can be charted through each century. Learners will develop knowledge and understanding of how physical
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ctivity and sport have developed a through time and the factors that shape contemporary sport. Learners will be able to define, apply and explain social factors such as globalisation, freedom of movement and gender equality which have developed sport in the 21st Century.
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earners will develop their L knowledge and understanding of diet, nutrition and ergogenic aids and their effects on physical activity and performance.
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tudents will be able to explain how S individual differences affect performers in physical activity and sport. Students will be able to explain the role of attribution in motivating performers.
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tudents will develop their S knowledge and understanding of the nature of global sporting events and how they reflect and are impacted upon by social issues. Students will be able to explain and justify specific events which have politically exploited the Olympic games. earners will develop their L knowledge and understanding of diet, nutrition and ergogenic aids and
their effects on physical activity and performance. -
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tudents should be able to explain S the importance of goal setting in sports performance. Students should be able to explain the role of attribution in motivating performers. Students should be able to explain confidence and self-efficacy in sport.
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tudents will be able to explain and S apply group and team dynamics in sport.
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earners will know about physical L preparation and different training methods in relation to improving and maintaining physical activity and performance. Knowledge and understanding will also be developed of the impact of training on preventing lifestyle- related diseases.
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earners will develop their L knowledge and understanding of how physiological adaptations resulting from training and lifestyle affect the efficiency of these body systems.
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tudents will gain a thorough S understanding of the NEA and EAPI assessment process.
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Subject
Term 1
Term 2
DT
roject 1: Lamp P P roject 2: Project 2: Passive Passive Speakers Speakers Skills: Skills: ● to learn to ● to learn about apply a range of knowledge measuring, and marking out understandi and cutting ng of tools working ● to learn about properties, a range of characteristi natural and cs, manufactured applications timbers and , boards advantages, including disadvantag their sources es of the and origins, following their physical characteristic
tudents will develop their S observation skills when watching a live performance. Students will be able to structure, analyse and complete their strengths and weaknesses (part 1) of their EAPI.
Term 3
Term 4
Term 5
Term 6
Year End Points
omponent C 2: Independent Design and Make Project (Paper code: 9DT0/02)
omponent 2: C Independent Design and Make Project (Paper code: 9DT0/02)
omponent 2: C Independent Design and Make Project (Paper code: 9DT0/02)
omponent 2: C Independent Design and Make Project (Paper code: 9DT0/02)
By the end of Year 12 students will have:
● to learn about the manufactu re of a product, including the selection and justificatio n of tools and processes ● to learn about the
to learn about to learn ● the manufacture about of a product, identifying including the design selection and opportunities justification of ● to learn tools and bout the a processes. ● to learn needs and about the wants of a need for range of quality and potential accuracy different ● to learn users about the ● to learn need to test about the and evaluate different
sed creativity and imagination when U applying iterative design processes to develop and modify designs, and to design and make prototypes that solve real world problems, considering their own and others’ needs, wants, aspirations and values Identified market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes cquired subject knowledge in design A and technology, including how a product can be developed through the stages of prototyping, realisation, and commercial manufacture een open to taking design risks, B showing innovation and enterprise while considering their role as responsible designers and citizens
s , working properties, social and ecological footprint ● to learn about setting up the pillar drilling machine to drill blind holes ● to learn about aluminium rolling and acrylic bending ● to learn about threading using taps and dies ● to learn about laminating solid timber and flexibly ● to learn about a range of surface finishes for timbers
types of need for material: quality ● 1.1 Woods and ● 1.2 Metals accuracy ● 1.3 ● to learn Polymers about the ● 1.4 work of Composites past and ● 1.5 Papers present and boards designers ● 1.6 Textiles. and companie 1.7– Smart s. and modern materials 3.5 Application, 2.1 advantages Performance and characteristics disadvantage of materials. s of finishing 3.1-3.2 techniques Processes, and methods techniques and of specialist tools. preservation 3.3Use of including for media to the convey design prevention of decisions, to degradation: record to 4Digital recognised Technologies standards, 4.1Set up, explain and safe and communicate accurate information operation, and ideas. advantages and
product a types of including the research to use of user be carried testing and a out when LCA investigating ● to learn potential about the design use of opportunities different to learn ● design about the strategies need and ● to learn purpose of a about the design use of a specification range of ● to learn how communicati to use on different techniques design strategies ● to learn about different design techniques and the need for modelling ● to learn about how energy is generated and stored including; fossil fuels,
eveloped intellectual curiosity about the D design and manufacture of products and systems, and their impact on daily life and the wider world orked collaboratively to develop and W refine their ideas, responding to feedback from users, peers, and expert practitioners ained an insight into the creative, G engineering and/or manufacturing industries eveloped the capacity to think D creatively, innovatively, and critically through focused research and exploration of design opportunities arising from the needs, wants and values of clients/end users eveloped an in-depth knowledge and D understanding of materials, components and processes associated with the creation of products that can be tested and evaluated in use een able to make informed design B decisions through an in-depth understanding of the management and development of taking a design through to a prototype een able to create and analyse a B design concept and use a range of skills and knowledge from other subject areas, including mathematics and science, to
.4Uses, 3 characteristics, advantages and disadvantages of the following permanent and semi-permanen t joining techniques in order to discriminate between them, select appropriately
isadvantage d s of the following digital technologies: -Factors 5 influencing the development of products 5.1The importance and influence of user centred design in ensuring products are fit-for-purpose and meet the criteria of specifications when designing, making and evaluating
iofuels, b tidal, wind, solar, hydroelectric , batteries and cells, solar cells, mains electricity and wind power
inform decisions in design and the application or development of technology een able to work safely and skilfully to B produce high-quality prototypes critical understanding of the wider A influences on design and technology, including cultural, economic, environmental, historical and social factors eveloped the ability to draw on and D apply a range of skills and knowledge from other subject areas, including the use of mathematics and science for analysis and informing decisions in design.