Year 13 Programmes of Study 2023/24 Subject
Term 1
Term 2
Term 3
Term 4
Term 5
Art
omponent 1 – C Personal investigation - Continue ideas for final resolutions referencing critical studies influences. Develop further/alternativ e ideas for final resolution(s). Begin 3000 word annotated essay.
omponent 1 – C Personal investigation - Develop final ideas further, combining critical studies references, observations & media experiences for the final resolution(s)- AO4. Work on the diverse and exhaustive final resolution(s).
omponent 1 C – Personal investigation - Focus remains on working on the completion of final resolution(s) based on critical studies influences & the body of work as a whole, ready to submit the PI unit as a whole (to include illustrated essay). Component 2 – Externally Set Assignment - Select a project title & focusing on AO1 & AO3 - initial
omponent 2 – C Externally Set Assignment - Strengthening observations at AO3 & exploring media options, choices and effects for final resolution(s) options - AO2.
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.
Term 6
Year End Points tudents will have developed their use S of' visual language and key communication skills. Initially working from observation, then specialising in a chosen area. They will have been encouraged to take responsibility for the development of their own ideas and to have gained independence in their learning as the course progressed. Through a sustained investigation, students will have shown sequential thinking and evidence of self-review. The artist research element required students to be critical in their analysis and to show an understanding of context.
investigations & observations. Demonstratin g understandin g of critical studies sources. Biology
eacher 1: T Module 5: Excretion.
eacher 1: T Module 5: Respiration.
opics:the T liver and the kidneys.
opics: T Glycolysis, Krebs cycle, phosphorylatio n, anaerobic respiration.
ey Skills: K Microscopy skills, biological drawings, relating structure to function. MP1: Test. MP2: Exam
Questions
ey Skills: K Designing and evaluating practical investigatio ns. Applying models to scientific theory. MP3: Assessment week MP4: Exam Questions
eacher 1: T Module 6: Animal responses, Manipulati ng genomes. opics: The T brain, reflexes, controlling heart rate, muscles, DNA sequencing, profiling, PCR, electro phoresi s, gene therapy . ey Skills: K understand
eacher 1: T Module 6: Cloning and Biotechnol ogy
1: T Module: Revision
opics: T cloning in plants and animals, using biotechnology, microbiology.
ey Skills: K Exam technique, practical skills, maths skills. Knowledge recap.
ey Skills: K Microbiology, aseptic technique.
P9: Revision M Tests/practice questions, unified.
P7: M Assessment week MP8:
opics: T Modules 1-6
eacher 2: T Module: Revision
EXAMS:
ohaveanunderstandingoftherange T of biochemical and physiological processes in plants and animals. o have an appreciation of the T complexity of the genome and the associated technologies in the real world. o have an understanding of the T diversity of life. o be able to effectively plan and T critically analyse and evaluate scientific experiments. o be an adeptpracticalbiologistwho T cansafelyandcorrectlyuselaboratory equipment. o T develop competence confidence in mathematical problem-solving skills.
and nd a
To
and
develop
their
interest
Teacher 2: odule 5: M Neuronal communication.
eacher2: T Module 6: Cellular control and Patterns of inheritance.
odule 6: M Photosynthesis
opics: T gene Topics:structure mutations, regulating and gene function of expression neurones and and body plan. generation of Variation and action genetic Potentials. crosses. Structure of Factors chloroplasts. affecting Light & dark evolution. reactions in photosynthesis. Key Skills: Applying theory Key Skills: of mutations, applying theory carrying out to novel genetic examples. crosses. Relating Statistical structure to testing. function. MP1: Test P2: Exam M Questions
MP3:
ing how developme nt of technologies have improved over time. Recording and analysing data using computer software. P5: M AS-level recap tests MP6: AS-level recap tests eacher 2: T Module 6: patterns of inheritanc e, Ecosyste ms. opics: T Evolution, isolating mechanisms and artificial selection. Transfer of biomass,
ssessment A week eacher 2: T Module 6: Population s and Sustainabil ity opics: T interactions between population s, conservati on, preservation, sustainable management. ey Skills: K interpreting graphs, evaluating conflict. Exam skills. MP7: ssessment A Week
opics: Modules T 1-6 ey Skills: K Exam technique, practical skills, maths skills. Knowledge recap. P9: Revision M Tests/practice questions, unified.
nthusiasm for biology including e developing an understanding of post-educationopportunitiesrelatingto biology. o understand how society makes T decisions about scientific issues and howbiologycontributestothesuccess of society.
Assessment
utrient n cycles and succession.
week
MP4: Exam Questions
P8: M Assessment Week
ey Skills: K statistical testing, applicat ion of knowle dge. MP5: AS-level recap tests MP6: AS-level recap tests
usiness B Studies
odule: M 3.7 Analysing The Strategic Position of a Business. 3.9 Strategic Methods: How to Pursue Strategies
odule: M 3.7 Analysing The Strategic Position of a Business. 3.9 Strategic Methods: How to Pursue Strategies
opics: T Teacher 1:
opics: T Teacher 1:
odule: M 3.7 Analysing The Strategic Position of a Business 3.8 Choosing Strategic Direction - Revisit 3.10 Managing
odule: M 3.10 Managing Strategic Change, Revision opics: T Teacher 1 Revision Teacher 2
evision and R Exam Practice ersonalised P Revision Plans for Students.
ssessment: A Complete another Paper 1
A-Levels Begin
e able to calculate Financial Ratios e.g B Profitability Construct a reasoned argument and evaluation, Application Skills e able to perform Calculations for B Marketing Y12 3.3 Creative Thinking, Develop Strategic Thinking. Application Skills
inancial Ratios F Analysis, Overall Performance - Y12 Revision 3.2.
olitical and P Legal Change, Economic Change - Y12 Revision 3.3
trategic S Change
anaging M Change, Organisational Topics: Culture, Teacher 1: Strategic Social and Implementation, Teacher 2: Teacher 2: Technological Problems with Assessing a Internationalisa , Investment Strategies Change in Scale, tion, Assessing Appraisal Innovation - Y12 Greater use of (revisit) Assessment 7 Revision 3.1 Digital Markets to & 8: WHOLE Technology - compete and SCHOOL Assessment 1: Y12 Revision choosing how March Baseline 3.4 to compete - assessments Assessment - Y12 Revision Paper 2 and/or Y12 AS Paper Assessment 3.6 Paper 3 2019 in (Unseen) 3: lessons A Level Paper Teacher 2: Assessment 2: 1 - MOCK Managing Extended Piece Change, of Writing 20 Assessment Organisation Mark Question 4: al Culture, MCQ, Small Strategic Mark Questions Implementati on, Problems with Strategies - Y12 Revision 3.5 ssessment A 5: Presentation ssessment A 6: Extended Piece of
s o that students have a recent understanding of their grades
trategic Thinking, Constructing a S reasoned argument, Calculating Key Numerical Data and applying in Context nalytical Skills A Be able to complete and interpret business calculations Apply Knowledge Construct a Reasoned Argument Evaluative Skills nalytical Skills A Be able to complete and interpret business calculations Apply Knowledge Construct a Reasoned Argument Evaluative Skills
riting 25 W Mark Questions Chemistry M odule 6 Organic Organic Chemistry & Chemistry analysis Topics: Teacher 1 Revision of arenes & reactions Carbonyls, carboxylic acids,esters and acyl chlorides ey Skills: K IUPAC rules, logical thinking & looking for patterns, analysis, evaluation, nucleophilic addition mechanism, application of structure to properties. 3D-visualisation and drawing. Practical skills.
odule 6 M Organic Chemistry & analysis Topics: Amines, amino acids, amides & chirality Condensation polymers
ey Skills: K IUPAC rules, logical thinking & looking for patterns, analysis, evaluation, nucleophilic addition mechanism, application of structure to properties. 3D-visualisatio n and drawing. Practical skills.
P1:Benzene & M M P3:Carbonyl phenol exam Qs to Synthesis Test
odule 6 M Organic Chemistry & analysis Topics: Organic synthesis, Practical techniques, Synthetic routes Chromatogra phy & functional group analysis ey Skills: K IUPAC rules, logical thinking & looking for patterns, analysis, evaluation, visualisation, extended writing. Practical skills. P5:RSC M Olympiad
odule 6 M Organic Chemistry & analysis Topics: Chromatograph y & functional group analysis Mass & IR Revision Carbon-13 NMR
odule 6 M Organic Chemistry & analysis Topics: Proton-NMR Combined Techniques Synoptic concepts REVISION
ey Skills: K Analysis, evaluation, identification, visualisation, mathematical skills, logical thinking
ey Skills: K Analysis, evaluation, identification, visualisation, mathematical skills, logical thinking. Exam skills, command words, subject specific key words, application, evaluation, practical skills, application of knowledge to a variety of unfamiliar molecules and reactions.
P7: MOCK M Paper 2 -synthesis & analytical techniques MP8:Synoptic Exam Questions
-Recall and explain the synthesis of organic functional groups; their typical reactions and properties. -Full understanding of how reactions happen and be able to apply these to unfamiliar situations. -Be able to identify and explain optical isomerism, and chirality -Be able to explain and show mechanisms for extending the carbon chain in aliphatic and aromatic molecules. -Investigate and explain how to practically synthesise molecules containing functional groups from Yr12 and 13. -To purify an organic solid and to test for the functional groups and purity -Compose multi-stage synthetic routes for preparing organic compounds -Effectively use carbon-13 and proton-NMR in connection with previous analytical technique to correctly identify complex organic molecules -Be able to combine knowledge from all modules to successfully answer synoptic/unfamiliar questions
P2:Module 2,4 M M P4: assessment Assessment week: Organic exam hysical P odule 5: M Chemistry Physical chemistry & Teacher 2 transition elements opics: T Rates of reaction Acids, Bases and pH ey Skills: K Changing the subject of, substituting numbers into, and solving algebraic equations, plotting experimental data, graphical analysis, logical thinking, calculating constants, practical skills
P6: M Analytical exam Qs
P9:Synoptic M Paper 3 Mock
odule 5: M Physical chemistry & transition elements
odule 5: M Physical chemistry & transition elements
odule 5: M Physical chemistry & transition elements
odule 5: M Physical chemistry & transition elements
opics: T Acids, Bases and pH Buffers & Neutralisation
opics: T Redox and Electrode Potentials
opics: T Enthalpy and Entropy Transition Elements
opics: T Synoptic concepts REVISION – modules 2, 3, 5 and practical techniques
ey Skills: K Changing the subject of, substituting numbers into, and solving algebraic equations, plotting experimental data, graphical analysis, logical thinking, calculating constants, using indices practical skills
P1:Equilibrium M exam Qs P3:Acids, M MP2:Module 2, Bases and 3 assessment Buffers Test
ey Skills: K Analysis, evaluation, applying conservation of energy, logical thinking, Changing the subject of, substituting numbers into, and solving algebraic equations, plotting experimental data, graphical analysis, practical skills
ey Skills: K Changing the subject of, substituting numbers into, & solving algebraic equations, plotting data, graphical analysis, interpreting data, logical thinking, applying principles to unfamiliar electrochemical cells, practical skills
ey Skills: K Exam skills, command words, subject specific key words, application, evaluation, practical skills P9: Transition M Elements exam Questions
- To apply mathematical skills to analyse chemical reactions quantitatively in terms of equilibrium, rates and energy for the first time. - To determine by calculation the extent, speed and feasibility of chemical reactions. - To evaluate the quantitative effects of temperature, pressure and concentration on the rate of reaction and chemical equilibrium, and understand how these can be manipulated to control industrial processes - To understand the importance of acids, bases and pH in chemical and biological processes. - To calculate pH of strong acids, weak acids, alkalis and buffer solutions and analyse pH curves - To understand the role of buffers in maintaining blood pH as a case study for the essential role of acids and bases to health and wellbeing - To determine whether chemical reactions are feasible and spontaneous by applying the principles of energy and entropy and studying
omputer C Science
P4: M Assessment week: Physical exam
P5:PAG 12 M MP6: Electrode Potentials test
P7: MOCK M Paper 1 :Periodic Table, Elements & Physical Chemistry MP8:Enthalpy & entropy test
odule: M odule: M Fundamentals of Computational Programming Thinking and Data Structures Topics:Object oriented Topics:Mealy programming machines, the Turing Key Skills:Be machine, familiar with the regular and use of recursive context free techniques in languages. programming Queues and
odule: M Fundamental s of Algorithms
odule: M Fundamentals of Functional Programming
opics: T Dijkstra’s shortest path algorithm, search algorithms, reverse polish
opics:Basics T of functional programming, writing functional programs
lectrode potential and e electrochemistry - To understand the importance of redox reactions in electrochemical cells, including fuel cells and those used to power portable devices (batteries) - To develop practical skills with techniques including continuous monitoring, measuring pH using pH meter, redox titrations, measuring potential difference of electrochemical cells - To understand in detail the chemistry of the transition metals/d-block elements, including the colours, shapes and reactions of their ions, how complexes form, and how and why chemical and physical properties change in the centre of the Periodic Table Revision aper 1 and P paper 2 topics. Exam techniques.
Exams
he ability to draw and interpret a class T diagram. Explain what is meant by inheritance and polymorphism and be able to interpret and correct a simple object-oriented program. Give examples of first-class objects in a functional programming language. Write and interpret simple functions in Haskell and evaluate simple functions involving map, filter, reduce or fold. State the distinguishing features of Big Data including volume, velocity and variety.
languages. Understand the characteristics of the procedural- and object-oriented programming paradigms, and have experience of programming in each. Be aware of the following object-oriented design principles: encapsulate what varies, favour composition over inheritance, program to interfaces, not implementation.
s tacks, hash tables and dictionaries
otation and n sorting algorithms Key Skills: Key Skills:Be Be able to able to trace distinguish breadth-first between static and and dynamic depth-first structures and search compare their algorithms uses, as well and describe as explaining typical the advantages applications and of both. Be disadvantages able to of each. Be describe ware of a a uses of graph as a data tree-traversal structure used algorithms. to represent Be able to more complex convert relationships. simple Know how an expressions adjacency in infix form MP1: End of Unit matrix and an to Reverse Assessment adjacency list Polish may be used to notation P2: Past Paper represent a M (RPN) form Questions graph. Be and vice familiar with versa. Know typical uses for and be able rooted trees. to trace and Be familiar with analyse the the concept of complexity of a hash table the linear and and binary search algorithms.
ey Skills: K Know that a function is a first-class object in functional programming languages and in imperative programming languages that support such objects. Know that function application means a function applied to its arguments. Know what is meant by composition of functions. Construct simple programs in a functional programming language. P1: End of M Unit Assessment P2: Past M Paper Questions
nderstand and describe the concept U and uses of a queue, stack, list, graph, tree, hash table, dictionary and vector. Define a rooted tree and a binary tree and be able to apply a simple hashing algorithm. Perform vector addition and scalar multiplication State the essential characteristics of a recursive algorithm. Explain and state the order in which nodes are visited in, addressing pre-order, in-order and post-order tree traversals. Give examples of linear, polynomial, exponential and logarithmic functions. Explain the principles of a linear and binary search. Explain what is meant by a tractable or intractable problem Interpret finite state machines with and without output. Define a set by listing its members and calculate a subset addressing membership, union, intersection, and difference of given sets. Form and use simple regular expressions for string manipulation. Explain the structure of a simple Turing machine. Read BNF production rules and validate input strings. Convert simple infix form to Reverse Polish Notation and vice versa
its uses. Be familiar with the concept of a vector and the specification notations. Be able to draw and interpret simple state transition diagrams and state transition tables for FSMs with no output and with output (Mealy machines only).
now and be K able to trace and analyse the time complexity of the bubble and merge sort algorithms. Understand and be able to trace Dijkstra’s shortest path algorithm.
P1: End of M Unit Assessment
P2: Past M Paper Questions
P1: End of M Unit Assessment
P2: Past M Paper Questions Drama
2: Text in C Action and C3 Text in Performance 2- text in C Action: Study practitioner/com
2: Text in C Action and C3 Text in Performance 2- text in C Action: Study practitioner/co mpanies
2: Text in C Action (Performanc e) and C3 Text in Performance 2- text in C Action:
3: Text in C Performance (exam) prep
3: Text in C performance (exam) prep
3 exam prep: C Completion of Chimera text Recap Hedda and revise text
3 exam prep: C Completion of Chimera text Recap Hedda and revise text
tudy S leave/exams.
o have completed C2 performances T and log for a visiting examiner. o have studied all 3 texts for T examination and completed the examination in line with target grades.
anies (opposite p to C1) Devising using a stimulus rehearsals Choosing a text and performing it with a chosen practitioner/com pany in mind. Rehearsals – full group. Log exploration.
( opposite to C1) Devising using a stimulus rehearsals Choosing a text and performing it with a chosen practitioner/co mpany in mind. Rehearsals – full group. Log exploration.
tudy S practitioner/c ompanies (opposite to C1) Devising using a stimulus rehearsals Choosing a text and performing it with a chosen practitioner/c ompany in C3 – mind. Chimerica Rehearsals C3 – Chimerica Read and – full group. Read and explore the text Log explore the text (context, exploration. characters, (context, design etc.) characters, Revision of C3 – design etc.) Hedda (studied Chimerica Look at in Yr 12) Read and exam-style Look at explore the questions based exam-style text (context, questions characters, on text. based on text. design etc.) Recap and Assessment x 2 Assessment x revision on 1 – Mock of 2 Hedda. scripted and 1 – Mock of Look at devised scripted and exam-style 2 – mock-style devised questions questions on 2 – mock-style based on Chimerica questions on text. Chimerica
in performance application Completion of study of Curious Incident of the Dog in the Night-Time. Explore context, characters, design concepts, costumes etc.
in performance application Completion of study of Curious Incident of the Dog in the Night-Time. Characters, design concepts, costumes, lighting etc.
ssessment x A 2 1 – Full mock on all 3 texts 2- mock questions/ performance of texts.
ssessment x A 2 1 – Full mock on all 3 texts 2- mock questions/ performance of texts.
O3 A 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.
O3 A 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. C3 exam = 40 %
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 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 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.
ssessment A x 2 1 – Mock of scripted and devised 2 – mock-style questions on Chimerica and Hedda xaminer to E visit centre to assess C2 = 40% of A Level.Date TBC in Jan can be in T3 or T4 O1 A Create and develop ideas to communicate meaning as part of the theatre making process, making connections between dramatic theory and practice AO2
pply A 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. conomic E s
Theme 3
heme 3 T 1 Perfect 1. Introduction to competition . Business 2 economics
. 2 Contestability
. Growth of 3 businesses and their objectives
. Monopolistic 3 Competition Theme 4
heme 3 T 1 Oligopoly 2 Game theory 3 Monopoly 4 Monopsony
heme 3 T 1 Efficiency - allocative, productive, dynamic, technical
Theme 4
. Government 2 intervention to promote ssessment A competition and 1 - paper 3
1 International
heme 3 T Levels A Revision Begin themes 1, 2 ,3 4 Exam practice Research to consolidate contextual understanding
o be able to confidently understand T economic data and context using economic modelling and theories. o have a bank of factual information to T enable students to compare and contrast information. o have a broad understanding of the T UK and global economy.
. Costs and 4 revenues
Specialisation 2 1 of trade Competitiven ess 5. Types of profit 2 Terms of Trade 3 Inequality - Theme 4 Gini 3 Trading blocs coefficient, 1 and monetary Lorenz curve Macroeconomics unions t an a 4 Poverty international 4 WTO level 5 5 Protectionism Redistribution 2. Fiscal, - tariffs, quotas, of income monetary and non tariff and wealth supply side barriers policy 6 Exchange Assessment 3. Public sector rates finance, Taxation 1 short and public Assessment questions expenditure and multiple 1 Mock exam choice topics 4. Globalisation half paper 1 1,2,3,4,5,6,7, and half paper 8,9,10,11 2 Assessment Multiple choice 1 and 20 mark Q: globalisation 2 mixed paper 1 and 2 (theme 1,2)
rotect p consumers
o be able to interpret macro and T microeconomic information.
. Labour 3 market and wage determination
Theme 3
Theme 4 Measures of 1 development Factors 2 influencing growth and development Measure to 3 improve development Financial 4 markets Central banks and regulation
Assessment - mock exam 1 all themes Paper 3
o understand the motives driving firms T to grow or remain small To be able to draw and interpret cost and revenue curves To understand the assumptions for highly competitive models and be able to draw their short run and long run equilibrium To be able to use the appropriate diagram for the context To understand the long and short term equilibrium for all markets and the levels of efficiency To understand the purpose of competition policy To achieve a holistic understanding of global economics with in depth knowledge of micro and macro economic theories and models To confidently analyse and evaluate macro and micro economic information using contextual understanding To be able to synoptically analyse data heme 4 T To understand the interconnectedness of markets and globalisation To understand trade specialisation and comparative advantage To evaluate the impact of protectionism To understand factors that affect international competitiveness
- synoptic 2 essays, all themes
nglish E Language
oursework: C original writing (JBr.)
oursework: C original writing JBr.
im – Here is an A opportunity to get creative in an A Level that is quite scientific for English. Literary creativity by definition engages society and humanistic concerns. Gender, ethnicity and class are intrinsic to literary production.
im – With A completion of original writing, skills should now be strong. Looking at how not to lose marks in paper 2 question 4.
Theory r evision (gender, world, change, variation)JBr
ontinued C theory revision JBr
im - Students A now make their own knowledge Aim – organisers for Starting to multiple topics. collate and These KOs are categorise based on exam the theorists paper questions for revision. from the last Time to look three years and towards possible maximising variation on UCAS points those with a view to questions. Old future spec material is employment! used judiciously as Skill – A02. enhancement. Theorising language. Skill - A02. Theorising language
kill – S effectively blending article-writing (as opposed to essay-writing) with AO2 Skill – all the theory that skills for any cannot be budding authors, neglected. and literary criticism in the Child Language reflective Acquisition 2 aper 1 P commentary. (CC): section A – analysis and Aim - further comparison investigation
im / skill A Continued theory revision for child language
o evaluate impacts and causes of T inequality To understand financial markets To know how the 2008 financial crash shaped our world economy. im: to A N/A consolidate knowledge and understanding. To practise exam technique. Assessment xam Papers E and exercises – both peer- and teacher-assess ed
oursework: original writing. Engages in C confident literary production. oursework: data investigation. Manage C project to conclusion. how creativity, independence and S investigation skills- building in analysis and research, focusing on child literacy (reading and writing skills acquisition). Apply knowledge, terminology and study of case studies to texts. udiciously apply linguistic analysis J levels to deconstruct and compare unseen texts, exploring subtle structural features, textual cohesion and contexts. e able to comment perceptively on the B relationship between text producer and text receiver with links to context and purpose. how developed specialist ability to S link/compare texts by linguistic features and context erfect Paper 1 and Paper 2 skills. Be P able to review and apply on demand prior learning of linguistic theories, analytical methods, so that they are well-embedded in exam practice.
oursework: C data investigation (CC) im - A piece of A original data research in which students are encouraged to establish (and criticise) their own research parameters. Very useful for any higher education course. kill – Data S investigation by its nature involves forays into psychology, sociology, cultural geography and early childhood studies. Useful for aspiring primary teachers. Independent research is key skill – determining relevant sources and gaining a synoptic base
nd skills- a building in analysis and research(CC), focusing on child literacy (reading and writing skills acquisition) kill – Applying S wider knowledge, terminology and study of case studies to transcript data and written texts; constructing an argument in response to a question.
f unseen o texts (CC) im – A develop ability to link/compare texts by linguistic features and context; Skill - building context into exam answers
Assessment P5 Paper 1 M section A – Q1 A,B,C
Assessment MP6 Paper 2 P3 Paper 1 M all section – Section B CLA – 1 or 2, 3 question and 4. P4 Paper 2 – M more work on question 4.
cquisition and a section A comparison skillsCC Assessment arch mock M A2 exams Full papers
tudents become metacognitive and S independent in consolidating, exploring, revising and self-interrogating. how independence and partial mastery S in AO1 (linguistic detailing – word class etc.
from which to pursue particular area of interest. nglish E Literature
EA N Intro to Donne
EA N Donne Poetry
nseen/NEA A U SND/Othello Prose Revision Revision Prose/Poetry Aim:To plan Aim: To Revision and begin the introduce Aim:To build writing stages of students to on students’ NEA. ‘Othello’, knowledge Aim:to To introduce providing them from last year consolidate Donne’s with a clear and introduce knowledge and (challenging) overview of them to understanding. metaphysial both historical unseen To practise poetry and the factors (social poetry and exam various contexts and political), how to tackle technique. surroudning his deepening their this. work understanding (biographical, of the tragedy To revise religious, genre and prose texts cultural, introducing and target historical, literary them to the first areas in etc). To revise two acts of the which the sonnets that play. students feel they have less confident already studied Aim:to in. To look at and introduce complete study key themes, various other of the collection context, and forms that of Donne characters to Donne used, poems and build on prior exploring themes develop essay knowledge hich include of skills. w and aid love, religion, revision sexuality. Skills: skills. Introduce Skills: students to Skills: Playwright’s critics’ making
Revision im:to A consolidate knowledge and understanding. To practise exam technique
Revision
● E ngage critically and creatively with a substantial body of texts and ways Aim: to of responding to them. consolidate ● Undertake independent and knowledge and sustained studies to deepen their understanding. appreciation and understanding of To practise English literature, including its exam technique. changing traditions. ● Respond to and evaluate texts, drawing on their understanding of interpretations by different readers such as literary critics ● communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts ● Use literary critical concepts and terminology with understanding and discrimination ● Make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts and sources.
c raft, evaluating and developing critical thinking about the way in which a writer conveys their perspective, looking at the concept of nature vs: nurture, introducing students to machieavellianis m. kills:Poet’s S craft, analysing language and structural choices critically and evaluative. Making clear connections between the language and relevant contexts. Exploring metaphysical form and conventions. Geography
Teacher 1
owers and P Borders
erspectives p and use these to develop discussion, push students to challenge ideas/shape their own viewpoints. kills: Thinking S evaluatively and critically, applying key contextual factors to the poet’s methods. Students should develop an original viewpoint, discuss the significance of elements of language, structure, and form in terms of meaning.
azardous H Earth
c ritical choices when comparing poems/under stand themes and ideas/ comparison skills when presented with a new poem. kills: S making critical, significant comparisons between texts and their respective contexts. Analysis of writer’s craft and intentions.
azardous H Earth
azardous H Earth
Revision
Final Exams
nderstand how sovereignty and U territorial integrity can be challenged,
(4 lessons per fortnight
hallenges to C sovereignty and territorial integrity, global governance of conflicts
rocesses and P features at plate boundaries
ulcanicity; V volcano case studies, management of volcanic hazards
eismicity; S earthquake case studies, management of seismic hazards
nd how global governance can address a the consequences of these challenges. nderstand how the water and carbon U cycles operate in contrasting locations. nderstand how water and carbon U cycles can change over time. Understand how the water and carbon cycles are linked. nderstand conteporary patterns of U migration and how these are increasing in complexity. nderstand the impacts and issues U arising from unequal flows of migrants. nderstand the theory of plate tectonics U and the evidence to support this theory. nderstand the processes occurring at U plate boundaries. Know the main hazards generated by volcanic and seismic activity.
eacher 2 T (3 lessons per fortnight)
lobal G Migration
arth Life E Support Systems
arth Life E Support Systems
arth Life E Support Systems
hat are the W contemporary patterns of global migration, why has it become
ow important H are water and carbon cycles to life on earth?
ow do the H water and carbon cycle operate in contrasting locations.
o what extent T are the water and carbon cycle linked and how are they
Revision
Final Exams
nderstand the impacts, responses and U mitigation strategies associated with tectonic hazards. nderstand how the risk of a hazard U changes over time and is linked to the occurrence of disasters.
increasingly complex and what are the associated issues with unequal flows of global migration?
( Tropical anaged m rainforest globally. and Arctic Tundra). How much change occurs over time in the water and carbon cycle.
reate GIS maps independently using C own fieldwork data. xplain in detail a variety of geographical E processes and features including independently identify and explain links between Tectonics and other A level topics. onfidently apply knowledge and C understanding to unknown situations and to support well-developed, thoughtfully evidenced arguments which reach substantiated conclusions.
NEA (2 lessons per fortnight) overnm G ent & Politics
Writing up NEA: Introduction; Methods H M T&L Module 1: The US constitution Content: The nature of the Constitution; the main aims & principles of the US Constitution; its founding; the Bill of Rights & other amendments; constitutional amendment & the role of the
ata D Presentation and analysis
riting W conclusion and evaluation
inal checks; F contents page; bibliography
evision for R final exams
lan, undertake and evaluate an P individual investigation.
CD & MH N Completion of modules 1 & 2
CD & MH N Completion of modules 3 & 4
CD N T&L Module 3: The US Congress Content:the structure of Congress; The functions of Congress; interpretations & debates
Hs J T&L Module 3:Socialism Content: Core ideas & principles (collectivism, common humanity, equality, social class, workers’
CD & MH N T&L Module 5: Democracy & Participation Content: Electoral systems in the USA; Campaign finance; The key ideas and principles of the Democratic and Republican parties; The current conflicts and tendencies and the
evision for all A level exam R teachers NCD/MH to revise all US content plus links to UK for paper 3 and to support papers 1 & 2
SA: U 1: a deep understanding & critical appraisal of the nature of US Government and the role of, and relationship between, the different branches of US Government and between federal and state governments within a federal system; 2: an understanding of the rights and liberties of US citizens & an evaluation of how well they are protected today; 3: an understanding of the nature of US democracy and an evaluation of its strengths and weaknesses; 4: an appraisal of the similarities and differences between US and UK Government and Politics.
J Hs to revise ideologies & UK contentfor papers 1 and 2
C; federalism & S constitutional change. Debates about its effectiveness today CD N T&L Module 2: The Supreme Court, Rights & Liberties Content:The nature and role of the SC; the appointment process, the SC & public policy; the protection of rights & liberties; race & rights in the USA today H J Recap & consolidate T&L Module 2: Liberalism Content:Core ideas & principles (individualism, freedom, state, rationalism, equality, liberal democracy); differing views & tensions within
H M T&L Module 4: The Presidency Content: Formal sources of presidential power as outlined in the US Constitution and their use; Informal sources of presidential power and their use; The presidency over time; Interpretations & debates of the US presidency. Hs J T&L Module 2: Conservatism Content:Core ideas & principles (pragmatism, tradition, human imperfection, organic society, paternalism, libertarianism); differing views & tensions within socialism
c ontrol); differing views & tensions within socialism (revolutionary socialism, social democracy, third way); Key thinkers (Karl Marx, Beatrice Webb, Rosa Luxembourg, Anthony Crosland, Anthony Giddens)
c hanging power and influence that exist within the parties. Coalition of supporters for each party; Interest groups in the USA – their significance, resources, tactics and debates about their impact on democracy; Interpretations and debates of US democracy and participation including. Hs J T&L Module 4: Feminism Content:Core ideas & principles (sex & gender, patriarchy, personal is political, equality feminism & difference feminism, intersectionality)
: An understanding of the historical 5 context which impacted how key principles of conservatism, liberalism & socialism developed. 6: Ability to analyse the divisions within each ideology & evaluate the degree to which they are cohesive & united. 7: Ability to analyse how key thinkers have influenced each ideology's principles & focus.
istory H OCR Exam Board
s ocialism (classical, modern); Key thinkers (John Locke, Mary Wollstonecraft, John Stuart Mill, John Rawls, Betty Friedan)
( traditional, one-nation, new right); Key thinkers (Thomas Hobbes, Edmund Burke, Michael Oakeshott, Ayn Rand, Robert Nozick)
ussia Topic: R Alexander II, Alexander III & Nicholas II
ussia Topic: R Provisional Government & Lenin
ussia R Topics: Stalin & Khrushchev
ontent:Nature C of Emancipation, Liberal Reforms under Alexander II, the ‘reaction’ under Alexander III, industrialisation & growing opposition, reform & reaction under Nicholas II
ontent: C February Revolution, Dual Authority, PG in crisis, November Revolution, Red Terror, Civil War
ontent: C Great Terror, Modernisatio n programme, WW2, Cold War, De-Stalinisati on
ssessment: A PG interpretation question & November mocks
ssessment A :Stalin ‘Red Tsar’ thematic question & Khrushchev
ssessment: A Should A2 be known as the
; differing views & tensions within feminism (liberal, socialist, radical & post-modern feminism); key thinkers (Charlotte Perkins Gilman, Simone de Beauvoir, Kate Millett, Sheila Rowbotham, Bell Hooks) ussia Topics: R Thematic overview – government & nationalities ontent:Style C of government, effectiveness of opposition, structure of central/local government, freedom of nationalities, Russification ssessment: A Government thematic question & March mocks
ussia Topics: R Thematic overview – economy & war ontent: C Industrialisation, Agricultural problems, living conditions, war as a driver of change, social/political impacts of war ssessment: A Alternative March mock question & thematic question
Exams
eep chronological understanding of D Russia from 1855-1964 tudents are able to describe 100+ S events/concepts in Russian history tudents are able to give nuanced S analysis on why certain events are particularly significant tudents can evaluate the nature and S amount of change at multiple points between 1855 -1964 tudents can place multiple secondary S sources within a wider historical debate, applying a range of historical knowledge to evaluate their validity tudents can analyse trends & important S turning points within a particular theme
‘Tsar liberator’? & A2 interpretation question kills: S Evaluating validity of historical interpretations ultural C Content: Uneven & de-stabilising nature of industrialisation, political autocracy, Russian traditions oursework: C preparing an introduction to your essay and producing a written section of it.
ssessment- A research review feedback and Germany topic factual testing.
kills: S Continuing historical interpretation evaluation ultural C Content: Nature of democracy, socialism, use of violence for political change
oursework: C how to write a draft of coursework essay. November examination- Germany paper
interpretation Q kills: S Thematic analysis ultural C Content: Totalitarian regimes, methods of industrialisati on, WW2 impact on Russia, Cold War from Russian perspective
oursework: C developing feedback to strengthen essays
kills: S Developing thematic analysis ultural C Content: Perseverance of political systems, nature of freedom, cultural conflict in multi-national states
oursework- C final essay completion. March Mock Exams
ssessment- A Assessment March mock Assessment- - ongoing exam Germany exam coursework (Germany) and paper and essay final coursework critical feedback and grade. Germany
kills:Essay S planning in time-pressured conditions ultural C Content: Common people left behind, recurrence of famine, importance of total wars
( eg economy) over a broad period of time tudents have an appreciation of how S Russian history complements/contrasts with pre-existing historical knowledge
inal Germany F revision
tudents have the ability to undertake S independent learning & confidence to undertake a research question effectively
ssessment- A Germany exam response questions (final targeted topics)
tudents can be confident in using S primary sources to critically evaluate a historical debate. tudents will be able to create a S sustained argument using a broad range of historical knowledge & research.
Maths ead L Teacher 1 (6 lessons per fortnight Pure & Statistics) eacher 2 T (3 lessons per fortnight Pure & Mechanic s)
URE MATHS) P TEACHER 1 Trigonometry Introduction to radians Arc length and area Reciprocal trigonometric functions Inverse trigonometric functions Identities R Formula Small angle approximations Differentiation of trig from first principles EACHER 2 T Sequences and Series Recurrence relationships Arithmetic Sequences Geometric Sequences
feedback on initial essay
topic factual testing
URE MATHS P TEACHER 1 Calculus - Differentiation Chain, product and quotient Derivations of inverses Shapes of functions
URE P MATHS TEACHER 1 Calculus - Integration Area between two curves Integration by cover up Rational functions Partial fractions Trigonometric identities By parts Substitution Standard Results
unctions F Definition, domains and ranges Inverse function Compound function EACHER 2 T Binomial Expansion With fractional and negative powers odulus M Graphs Solving equations
TATISTICS ECHANICS T2 S M T1 Moments
URE MATHS P TEACHER 1 Parametric Equations 2 Differentiating parametrics Integrating parametrics
TATISTICS T1 S Hypothesis Testing Normal hypothesis testing p-value
onstruct and present mathematical C arguments through appropriate use of diagrams; sketching graphs; logical deduction; precise statements involving correct use of symbols and connecting language
orrelation C hypothesis testing p-value
nderstand and use mathematical U language and syntax as set out in the content nderstand and use language and U symbols associated with set theory, as set out in the content.
arametric P Equations 1 The graphs of parametric equations Parametric cartesian
ECHANICS M T2 Statics At an angle Coefficient of friction STATISTICS T1 Dynamic Approximating At an angle Distributions Coefficient of Approximating friction Binomial with a normal distribution Normal distribution hypothesis testing
EACHER 2 T Calculus - Differentiati on Implicit differentiation
ECHANICS M T2 Projectiles From ground level From a height
onstruct extended arguments to solve C problems presented in an unstructured form, including problems in context Interpret and communicate solutions in the context of the original problem.
olving S Differential Equations Connected rates of change Separation of variables
nderstand and use the definition of a U function; domain and range of functions. omprehend and critique mathematical C arguments, proofs and justifications of methods and formulae, including those relating to applications of mathematics ecognise the underlying mathematical R structure in a situation and simplify and abstract appropriately to enable problems to be solved.
onditional C ultiple pivots M and suspensions Probability Applied to tree diagrams and Variable Venn diagrams Acceleration Calculating Normal displacement, Distribution velocity and Finding acceleration probabilities using calculus Working backwards Z values and finding mean YEAR 13 TRANSITIONAL and standard deviation EXAM
ormals, N At an angle tangents and turning points roof P Proof by contradiction umerical N Methods Iteration Newton Rapheson Trapezium Rule
EAR 13 Y MOCK EXAMS
nderstand that many mathematical U problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy
valuate, including by making reasoned E estimates, the accuracy or limitations of solutions, including those obtained using numerical methods.
ECHANICS M T2 Vectors in 3D
nderstand the concept of a U 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
EAR 13 Y ASSESSMENT WEEK
nderstand, interpret and extract U information from diagrams and construct mathematical diagrams to solve problems, including in mechanics. ranslate a situation in context into a T mathematical model, making simplifying assumptions. se a mathematical model with suitable U 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 context of the original situation (for a given model or a model
constructed or selected by the student). nderstand that a mathematical U model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. nderstand and use modelling U assumptions
Maths ead L Teacher 1 (6 lessons per fortnight Pure & Mechanic s) eacher 2 T (3 lessons per fortnight Pure & Statistics)
URE MATHS) P TEACHER 1 Trigonometry Introduction to radians Arc length and area Reciprocal trigonometric functions Inverse trigonometric functions Identities R Formula Small angle approximations Differentiation of trig from first principles
URE MATHS P TEACHER 1 Calculus - Differentiation Chain, product and quotient Derivations of inverses Shapes of functions unctions F Definition, domains and ranges Inverse function Compound function TEACHER 2
URE P MATHS TEACHER 1 Calculus - Integration Area between two curves Integration by cover up Rational functions Partial fractions Trigonometric identities By parts Substitution Standard Results
URE MATHS P TEACHER 1 Parametric Equations 2 Differentiating parametrics Integrating parametrics olving S Differential Equations Connected rates of change Separation of variables MECHANICS T1 Projectiles From ground level
PURE MATHS REVISION
onstruct and present mathematical C arguments through appropriate use of diagrams; sketching graphs; logical deduction; precise statements involving correct use of symbols and connecting language nderstand and use mathematical U language and syntax as set out in the content nderstand and use language and U symbols associated with set theory, as set out in the content.
ECHANICS M T1 Statics At an angle
nderstand and use the definition of a U function; domain and range of functions. omprehend and critique mathematical C arguments, proofs and justifications of
EACHER 2 T Recurrence relationships Arithmetic Sequences Geometric Sequences TATISTICS T2 S Conditional Probability Applied to tree diagrams and Venn diagrams
inomial B Expansion With fractional and negative powers odulus M Graphs Solving equations ECHANICS M T1 Moments Multiple pivots and suspensions
ariable V EAR 13 Y TRANSITIONAL Acceleration Calculating EXAM displacement, velocity and acceleration using calculus Vectors in 3D TATISTICS S T2 Conditional Probability Applied to tree diagrams and Venn diagrams
arametric P Equations 1 The graphs of parametric equations Parametric cartesian
oefficient of C friction Dynamic STATISTICS T2 At an angle Approximating Coefficient of Distributions friction Approximating Binomial with a STATISTICS T2 TEACHER 2 normal Hypothesis Calculus - distribution Testing Differentiati Normal Normal on distribution hypothesis Implicit hypothesis testing p-value differentiation testing ormals, N Correlation tangents and hypothesis turning points testing p-value YEAR 13 Proof MOCK EXAMS Proof by contradiction umerical N Methods Iteration Newton Rapheson Trapezium Rule
rom a height F At an angle
ethods and formulae, including those m relating to applications of mathematics ecognise the underlying mathematical R structure in a situation and simplify and abstract appropriately to enable problems to be solved. onstruct extended arguments to solve C problems presented in an unstructured form, including problems in context Interpret and communicate solutions in the context of the original problem. nderstand that many mathematical U problems cannot be solved analytically, but numerical methods permit solution to a required level of accuracy
valuate, including by making reasoned E estimates, the accuracy or limitations of solutions, including those obtained using numerical methods.
nderstand the concept of a U 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 nderstand, interpret and extract U information from diagrams and construct
ormal N Distribution Finding probabilities Working backwards Z values and finding mean and standard deviation
athematical diagrams to solve m problems, including in mechanics. ranslate a situation in context into a T mathematical model, making simplifying assumptions. se a mathematical model with suitable U 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 context of the original situation (for a given model or a model constructed or selected by the student).
EAR 13 Y ASSESSMENT WEEK
nderstand that a mathematical U model can be refined by considering its outputs and simplifying assumptions; evaluate whether the model is appropriate. nderstand and use modelling U assumptions urther F Maths
ORE MATHS C TEACHER 1 Complex Numbers 1 Demoivres introduction Trig multiples to powers Powers to multiples
ORE MATHS C TEACHER 1 Matrices 2 Factorising Eigen vectors and Eigen values Diagonalisatio n nd Order 2 Differential
ORE C MATHS TEACHER 1 Integration 1 Improper Integrals EACHER 2 T Hyperbolic Functions 1
ORE MATHS C TEACHER 1 Integration 2 Integrating Partial fractions Polar integration Reduction formula TEACHER 2
ORE MATHS C TEACHER 1 Differential Equations 1st order differential equations Simple harmonic motion Damped and forced motion
T1.1 Construct and present O 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
quations Nth roots of unity E Solve homogenous Vectors Solve non homogenous Vector product Particular Equation of line s olutions and area of triangle Planes, angles and intersections Distances
aclaurin & M Limits Proving an expansion L’Hopitals rule
atrices 1 M Determinate of 3x3 Sim equations and geometric
Mech T1 F Circular Motion Inclined planes Conical pendulum
EACHER 2 T Numerical Methods Mid-ordinate rule Euler’s Method raphs G Modulus functions Rational with oblique asymptotes Composite Transformations
Stat T2 F Chi Squared Yates correction ontinuous C random variables Cumulative distribution Rectangular distribution
eciprocal R hyperbolic functions Differentiatin g and integrating hyperbolic functions Mech T1 F Circular Motion Vertical motion entre of C Mass Particles and rods Composite Volume of revolution Toppling or sliding ollisions C Collisions with walls Impulse FMech T2
ontinuous C random variables YEAR 13 Exponential ASSESSMENT distribution WEEK
yperbolic H Functions 1 Osbourne’s rule Identities in proof ork, Energy W & Power Work, energy and power Gravitational potential energy Kinetic energy Tension & EPE EAR 13 Y MOCK EXAMS
Coupled quations e Mech T2 F Angular Motion Constant speed Connected particles
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 T2.1 Recognise the underlying O 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 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. OT1: Mathematical Modelling OT3.1 Translate a situation in context into a mathematical model, making simplifying assumptions.
-Tests T Hypothesis testing with t-tests Confidence Intervals Mean and variance unknown
EAR 13 Y TRANSITIONAL EXAMS
FL - M FRENCH
T3.2 Use a mathematical model with O 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.
QA Unit 7 A (HQ)
QA Unit 8 A (HQ)
QA Unit 9 A (AEM)
QA Unit 11 A (AEM)
kills: S Multiculturalism, how French society has become multicultural
kills:How S marginalisation affects different sectors in society
kills:Prison S in France (the judicial and prison system)
kills: S Demonstrations and strikes
rammar: G Venir de and depuis, passive in all tenses, indefinite pronouns and adjectives
rammar: G Using inversion, present and perfect subjunctive
rammar: G Comparative and superlative adverbs, demonstrative adjectives ad pronouns,
rammar: G interrogative adjectives and pronouns, prepositions, irregular forms of the past historic ASSESSMENT:
EXAMS
EXAMS
y the end of year 13, students will be B able to… …understand and produce language on the topics of racism, immigration, integration, politics and monarchy. …conjugate verbs accurately in all tenses. ...understand the use of the subjunctive and other advanced tenses. …critically analyse the film La Haine and the book Un Sac de Billes. …respond to speaking cards on all topics and a wide range of IRP questions.
ossessive p adjectives and pronouns SSESSMENT: A Listening and Writing, Translation
SSESSMENT A : Year 13 Mocks – 3 papers including mock speaking with assistant
SSESSME A NT: Reading and Writing, Translation QA Unit 10 A (HQ)
iterature study L L iterature (AEM) study (AEM)
kills:Young S people and politics, the Skills:Study of Skills:Study of right to vote, book Un Sac de book Un sac de the future of billes (analysis of billes, cont. the EU background, themes and ASSESSMENT Grammar: characters, : 3 marked future ideas essay writing essays with quand, skills) using more than 1 tense ASSESSMENT: in the same 3 marked essays sentence
ear 13 Y assessment week – 3 papers including speaking QA Unit 12 A (HQ) kills:Politics S of immigration rammar: G impersonal verbs and dependent infinitives, direct and indirect speech, recognising the imperfect subjective)
SSESSME A NT: Listening and Writing, Reading and Writing, Translation LF - M SPANISH
eacher 1 (BP): T 7.3 La inmigración mexicana en EE. UU.
eacher 1 T (BP): 9.1 La convivencia entre culturas
eacher 1 T (BP): 10.1 Los jóvenes y la política:
eacher 2 (BP): R T evision and 12.1 El poder Exams de los sindicatos
evision and R Exams
y the end of year 13, students will be B able to… …understand and produce language on the topics of racism, immigration, integration, politics and monarchy.
.1 Actitudes 8 racistas y xenófobas en la España de ayer y hoy 8.2 Las medidas nacionales y locales en contra del racismo en Hispanoamérica 8.3 Las legislaciones antirracistas en el mundo hispano eacher 2 (HQ): T Book study: Como Agua Para Chocolate Paper 2 Mock
MUSIC
odule: M 3.17 AOS 5 Programme Music 3.18 Board set brief composition
n la España e medieval 9.2 Convivencia e integración en los centros escolares 9.3 La convivencia en la España moderna
activismo o ¿ apatía? 10.2 El paro entre los jóvenes 10.3 Su sociedad ideal: ¿una quimera?
2.2 Las 1 protestas sociales en profundidad 12.3 La efectividad de las manifestaciones
conjugate verbs accurately in all … tenses.
eacher 2 T Teacher 2 (HQ): (HQ): 13.1 Las Teacher 2 11.1 El corrientes (HQ): franquismo pictóricas del Book study: en España último siglo y su Como Agua 11.2 La legado Para Chocolate evolución de 13.2 La la monarquía seguridad y los en España hackers 11.3 13.3 La Dictadores influencia de la latinoamerica Iglesia Católica nos en Latinoamérica
respond to speaking cards on all … topics and a wide range of IRP questions.
Module:
odule: M 3.22 AOS 6 Innovations in Music 2/Revision on AOS 1-5 3.23 Developing
.19 AOS 6 3 Innovations in Music. .20 3 Developing
Module: .26 3 Completing both compositions
...understand the use of the subjunctive and other advanced tenses. critically analyse the film EL Laberinto … del Fauno and the book Como Agua Para Chocolate.
evision and R Exam Practice ersonalised P Revision Plans for Students. Assessment:
- Levels A Begin
e able to understand all key features, B composers and styles of Programme music. ompleted first draft on Board set brief C composition High level performance recital completed
opics: T Continuing AOS 5, Programme Music: Symphonic poem: Smetana, Liszt, Strauss and composers for piano
oard set brief B composition .21 Producing 3 an A grade performance recital
Topics: hoosing Board C set brief composition (set by OCR) and beginning a first draft efining the full R solo performance recital ssessment 1: A Essay question on Programme Music ssessment 2: A First draft of Board set brief composition Performance recital
OS 6: A Innovations in Music: Late Romanticism, Impressionism, Expressionism. eveloping D Board set brief composition Improving and developing performance recital. evision of R AOS 3 ssessment A 3:
oard set b brief composition 3.24 Developing learner set brief composition 3.25 Preparing recital for exam opics: T Continue to study “Innovations in Music”: Minimalism, Modernism Continue to develop both compositions Detailed revision on AOS 1-5 with exam preparation/cl ass test/exam questions
Level A ssessment Listening paper A 5: 2018 - MOCK Presentation on
.27 Revising 3 for the listening paper .28 preparing 3 for the recital exam.
Topics: ompleting C BOTH compositions for submission on May 1st reparing and P refining performance recital for Exam on April 21st (approx. date)
evising all R areas of study and completing range of examination related essays, questions and aural perception tests for the Listening paper.
omplete C another full listening paper. Complete a range of timed essay questions/mind maps and examination questions (Listening paper takes place in June)
e able to produce a high grade B performance ompleted first draft of Board set brief C composition e able to complete a full Listening B paper to a high standard. trategic Thinking, Constructing a S reasoned argument, Calculating Key Numerical Data and applying in Context oth compositions submitted to a high B standard. Performance recital completed All areas of study revised obust revision for the listening paper R completed. bility to complete a full Listening paper A to a high standard. ll revision completed and each question A type revised. All areas of study also revised in depth.
ssessment A 4: oard set brief B composition ull F performance recital
hilosop P hy & Ethics
inimalism/M M odernism Revision presentations on AOS 1, 2 and 3 ssessment A 6: Essay questions (25 mark) on AOS 3-5. Short 10 mark questions on AOS 1,2 and aural perception tests.
hilosophy P theme4 A-F: Religious Language
thics theme E hilosophy P 4 A-F: Free Will Theme2 & Determinism D-F: Freud & Jung, New Atheism
thics Theme1 E D-F: Metaethics
thics Theme E 2 D-F: Natural Law
eligion R Theme1 DEF & Theme 3 ABC
ssessment 7 A & 8: WHOLE SCHOOL March assessments: A Level Listening Paper 2019
hilosophy P theme3 D-F: Miracles eligion R Theme3 DEF & 4 DEF
Revision
evision / R Exams
tudents will be able to construct S coherent arguments about key philosophical, moral and theological issues.
Physics
T1: Module 5
T1:
T1:
T1:
T1:
opics: T 15. Ideal Gases 16. Circular Motion Key Skills: Calculating, practical skills, analysing data, extrapolating, explaining changes, application of knowledge, exam technique
opics: T 18. Gravity 17. Oscillations
opics: T 19. Stars
opics: T 20. Cosmology Revision
opics: T Revision
P1: Thermal M and Ideal Gases Test
ey Skills: K Calculating, analysing, practical skills, Datalogging, interpreting data, application of knowledge, exam technique P3: Gravity M Test
ey Skills: K Literacy, extended response, explaining, researching, referencing, exam technique
ey Skills: K Literacy, calculating, conversion of units, literacy, researching, referencing, exam technique
P5:Oscillati M ons Test
P7: March M Mock (Paper 1)
P6: Stars M Test
P8: March M Mock (Paper 3)
T2: P4: M November opics: T Exam (Paper 1) 23. Magnetic T2: Module 6 Fields T2: Topics: Key Skills: 24. Particle Topics: Calculating, 25. Radioactivity 21. application of 26. Nuclear Capacitance knowledge, Key Skills: 22. Electric explaining, Calculating, Fields exam analysing, Key Skills: technique application of Datalogging, knowledge, calculating, MP5: Electric explaining, exam practical skills, Fields Test technique interpreting P2: Circular M Motion Test
T2: opics: T 27. Medical Physics ey Skills: K Calculating, logarithms, explaining, exam technique P7: X-rays M GAT P8: March M Mock (Paper 2)
ey Skills: K Revision strategies, exam technique P9: M Cosmology Test T2: opics: T Revision ey Skills: K Revision strategies, exam technique P9: Medical M Physics Test
XAMS E (Provisional dates)
- Understand how the skills and knowledge gained through study of PhysicsALevelcanbeusedinarange of different careers and industries Make connections between - topic areas, using big ideas like kinetic theory, energy changes and fields Use logarithmic functions - confidently, including plotting and interpreting log graphs - Identifyexponentialchangeand explain how this is modelled mathematically, specifically in the context of radioactive decay and capacitor charging/discharging - Apply knowledge in a range of unfamiliar contexts - Derive selected equations from basic principles - Derive all the commonly used units using SI base units - Use kinetic theory to explain changes of state and the behaviour of ideal gases qualitatively and quantitatively Use mathematical equations to - explain the motion of simple harmonic oscillators and objects moving in circles Understand the similarities and - differences between gravitational, electric and magnetic fields and their applications
P1: M Radioactivity Test or Particle Test P2: Nuclear M Physics Test
ata, d P6: M logarithms, Magnetic application of Fields Test knowledge, exam technique MP3: Capacitors Test
- Understand the past, present and future of our universe and the evidence we have for this Understand how the standard - model has developed over time, the nature of radioactive decay and the importance of nuclear physics in the development of energy resources - Understand how different topic areas come together when designing, buildingandusingmachinesformedical physics - Understand the importance of Physicsincultural,economic,moraland social change, but the limitations of scientific fact in decision making.
P4: M November Exam (Paper 2)
sycholo P gy
aper 2 P Research Methods (Statistical testing) iopsychology B (biorhythms)
aper 3 P Aggression (Biological and social-psycholo gical explanations)
ender G Development The (stereotypes, Psychodynamic androgyny, pproach A explanations) (Personality, Ego defence Issues & mechanisms, Debates Consciousness, Gender Bias
aper 2 P Research Methods (Content & Thematic Analysis, validity)
aper 2 P Research Methods (Self reports, reliability)
aper 2 P tudy Leave S Research Methods (Content & Thematic Analysis, Biopsychology Writing a report) (the brain) The Paper 3 Humanistic Paper 3 Schizophrenia Approach Schizophrenia (treatments) (Congruence, (biological and elf-Actualisa psycho-social S Issues & tion, Client- explanations) Debates centred Ethical and Therapy) Issues & Socially Debates
o be able to describe, evaluate and T apply psychological approaches to research and theory. obeabletodescribeandevaluatethe T biopsychologicalprocessesofbiological rhythms, brain functions, plasticity and brain investigation techniques o be able to describe and evaluate T content analysis, thematic analysis, case studies.
sychosexual P Stages) aper 3 P Issues & Debates Gener Bias
OVEMBER N assessments Full Paper 1 & 2 Exam
aper 3 P Aggression (institutional aggression, influences on aggression)
Reductionism
ensitive S Research
o be able to apply debates when T evaluatingresearchandtheoryinPaper 1 and Paper 3 topic exam questions.
ARCH M MOCKS Full Paper 2 & 3 Exams
o be able to describeandevaluateall T research evidence (70+) and theory from the 3 topics in Paper 3 (Gender, Aggression, Schizophrenia)
ender G Developmen t (media and cultural, influences, gender dysphoria) Issues & Debates Determinism Sociology
RIME & C DEVIANCE (Explaining Crime: Functionalist, strain and subcultural theories, labelling theory, Marxist, neo-Marxist and critical criminological theories, left and right realism) HEORY & T METHODS
RIME & C DEVIANCE (Gender + crime, ethnicity + crime, class + crime, Media + crime, patterns + trends, Human rights, State Crime, Green Crime,)
EDIA M (the new media + the role of the media in contemporary society, the relationship between ownership and control of THEORY & the media, METHODS the media, (Modernity and globalisation Post-modernity, and popular the extent to culture) which
EDIA M (the processes of selection and presentation of the content of the news, media representations of age, social class, ethnicity, gender, sexuality and disability the relationship between the media, their content and
EDIA M (completion if necessary) Revision Informal assessment
Study Leave Level A Examinations
tudents are expected to be familiar S with sociological explanations of the following content: New media The relationship between ownership and control of the media The media, globalisation and popular culture The processes of selection and presentation of the content of the news media representations of age, social class, ethnicity, gender, sexuality and disability
( Consensus, conflict, structural and social action theories) nd of term E assessment Based on content in this column
ociology can S be regarded as scientific,) OVEMBER N assessments. Full Paper 1 & 2 exam.
RIME & C DEVIANCE (crime and criminal justice, Crime control, prevention, punishment and victims) HEORY & T METHODS (The relationship between theory and methods, Subjectivity, objectivity and value freedom) nd of term E assessment Based on content in this column
resentation, p and audiences) HEORY & T METHODS (Sociology and social policy) ARCH M MOCKS.Full Paper 2 and 3 exams
he relationship between the media, T their content and presentation, and audiences. Students are expected to be familiar with sociological explanations of the following content: crime, deviance, social order and control The social distribution of crime and deviancebyethnicity,genderandsocial class Globalisationandcrimeincontemporary society Crime control, surveillance, prevention andpunishment,victims,andtheroleof The criminal justice system. Students must be able to describeand analyse The nature of ‘social facts’ Consensus, conflict, structural and social action theories The concepts of modernity and post-modernity Thenatureofscienceandtheextentto which Sociology can be regarded as scientific The relationship between theory and methods Debates about subjectivity, objectivity and value freedom TherelationshipbetweenSociologyand social policy.
ports S Science - natomy A & Physiolog y
kill & S Biomecha nics
ocio-Cul S tural
nergy E systems ATP, ATP/PC, Glycolytic and aerobic energy systems Energy continuum
ecovery, R Altitude and Heat EPOC Implications of recovery on training Effect of altitude on performance Effect of heat on performance
ports S Injury Acute and chronic injuries Hard tissue and soft tissue injuries
revention and P Rehabilitation of Injury Intrinsic and extrinsic risk factors Acute management (SALTAPS/PRI CE) Rehabilitation methods (e.g. massage)
nd of Topic E Assessments Formal Assessment
Level A EXAMS
-
earners will develop their L knowledge and understanding of Adenosine Triphosphate (ATP) as energy currency, along with the principle of the coupled reactions and resynthesis of ATP. The detail of the different energy systems will be known and learners will understand the energy continuum and factors that affect the interplay of the energy systems.
kill S iomechanics B Memory models Quantities Moment of Biomechanics Inertia Linear Motion Conservation of Quantities Angular Graphs Momentum Angular Motion Fluid Axes of Rotation Mechanics Air Resistance Projectile Motion Free body diagrams Resolving of Forces
iomechani B cs Flight Paths Bernoulli’s Principle Lift Forces Downward Forces Spin - Magnus Force
sychology P Leadership in Sport Stress Management to Optimise Performance
nd of Topic E Assessments Formal Assessment
Level A EXAMS
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tudents will be able to identify S different types of practice and relate these to a particular stage of learning. Students will be able to apply the different learning theories to the development of skills.
thics & E Deviance in Sport
outes to R Sporting Excellence
ommercialis C m & Media
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he definitions and creation of linear T motion and angular motion will be known and students will be able to make calculations for quantities of linear and angular motion.
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tudents will develop their S knowledge and understanding of the ethics involved in sport and deviance
sychology P Attribution - Weiner’s Model Confidence and self efficacy odern M Technology Impact on:
nd of Topic E Assessments
Level A EXAMS
Influence s
rugs in Sport D Legal Supplements vs Illegal Drugs Violence in Sport Gambling in Sport
actors leading F to commercialism Positive & negative impacts on sport Changes in media since 1980 Golden Triangle
Identification of Talent Support strategies Role of UK Sport, National Institutes Drop out strategies
lite E performance General participation Fair Outcomes Entertainment
ormal F Assessment -
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that affects sport and sporting behaviour will be understood and applied using practical examples. Students will be able to distinguish and explain the differences between legal supplements and illegal drugs in sport. Students will be able to analyse the reason for and the prevention strategies put in place with reference to violence in sport. Students will develop knowledge and understanding of gambling in sport and how it has become a 21st century issue with regards to deviLearners will know about physical 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. earners will develop their L knowledge and understanding of how physiological adaptations resulting from training and lifestyle affect the efficiency of these body systemStudents will develop their knowledge and understanding of fluid mechanics, including factors that impact the magnitude of air
r esistance (on land) or drag (in water) on a body or object.s.ance. -
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earners will develop their L knowledge and understanding of the positive and negative impacts of commercialisation and the media on physical activity and sport. Students will be able to distinguish and apply the growth of media in sport and the significant changes which took place since 1980. Students will be able to analyse and apply the impact of the Golden Triangle and how sport, media and sponsorship work together.
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earners will be able to understand L how to prevent injury in physical activities and sport and the rehabilitation of injury including the treatment of common sporting injuries.
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tudents will develop their S knowledge and understanding of projectile motion, including the application of Bernoulli’s principle.
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tudents should be able to explain S confidence and self-efficacy in sport.
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earners will develop their L knowledge and understanding of the different identification strategies available in sport to identify talent.
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earners will analyse and be able to L fully explain the support strategies on offer from UK Sport, National Institutes and NGBs to help develop sporting talent. Learners will be able to analyse and justify the reasons for ‘drop out’ in sport and the strategies put in place to prevent drop out.
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earners will be able to understand L how to prevent injury in physical activities and sport and the rehabilitation of injury including the treatment of common sporting injuries.
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tudents should be able to explain S leadership in sport. Students should be able to explain how stress management techniques in physical activities and sports can optimise performance.
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tudents will develop their S knowledge and understanding of the developing influences of modern technology in physical activities and sport will be understood as well as its impact on participation, fair outcomes and entertainment.
Subject
Term 1
Term 2
EA Task in N response to the Contextual Challenge Skills
o learn about the T need to review design ideas against a specification
o learn about the T need for producing a final design proposal
o learn about T developing a design idea through modelling and iterations o learn about the T impact of new and emerging technologies including; industry, enterprise, sustainability, people, culture, society, the environment and production techniques and systems
Term 3
o learn about T the manufacture of a product, including the To learn about the selection and need to carry out a justification of final review of the tools and final design processes proposal To learn about To learn about the the need for justification of quality and materials, accuracy components and manufacturing To learn about processes in the work of relation to a final past and design proposals present designers and To learn about the companies need to produce manufacturing drawings to enable 3rd party manufacture o learn about the T developments in modern and smart materials, composites and technical textiles
Term 4
Term 5
o learn about the Revision T manufacture of a product, including the selection and justification of tools and processes o learn about the T need for quality and accuracy to learn about the need to test and evaluate a product including the use of user testing and a LCA o learn about the T use of different design strategies o learn about the T use of a range of communication techniques
erm T 6
Year End Points By the end of Year 13 students will have: Individually and/or in consultation with a client/end user identified a problem and design context. eveloped a range of potential solutions D which include the use of computer aided design and evidence of modelling. ade decisions about the designing and M development of the prototype in conjunction with the opinions of the client/end user. ealised one potential solution through R practical making activities with evidence of project management and plan for production. Incorporated issues related to sustainability and the impact their prototype may have on the environment nalysed and evaluated design A decisions and outcomes for prototypes/products made by themselves and others nalysed and evaluated the wider issues A in design technology, including social, moral, ethical, and environmental impacts. Revised subject knowledge in design
nd technology, including how a product a can be developed through the stages of prototyping, realisation, and commercial manufacture 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
