Information for Parents - The Brakenhale School · 2019-10-25 · HCF/LCM (Highest Common...

Brakenhale School

Subject Overview 2019-20

Information for Parents

Subject Overview 2019-20 2

CONTENTS

Information for Parents

Maths and Further Maths

English

Science

Art

Business and Vocational Business

Criminology

Dance

Design Technology: Engineering

Design Technology: Food Technology and Catering

Design Technology: Product Design

Design Technology: Textiles

Drama

Economics

Geography

Health and Social Care

History

ICT and Computing

Media Studies

Modern Foreign Languages (French and Spanish)

Music

Photography

Physical Education and Sport

Psychology

Religious Studies and Philosophy

Travel and Tourism


SUBJECT OVERVIEW 2019-2020

INFORMATION FOR PARENTS

Dear Parents/Carers

This booklet provides information on the topics and assessment each subject covers by year

and term. This information complements the information available on the website under

curriculum and learning.

We hope that this will allow you to understand your child’s learning journey through the school

by informing you of what topics they will study and when throughout their education at

Brakenhale.

It is important to note that this information is accurate at the time of writing but is subject to

change to ensure each student progresses and they have access to a broad and balanced

curriculum.

Should you wish to discuss the curriculum, please do not hesitate to contact me.

Kind regards

Mr R Corry

Deputy Headteacher


SUBJECT - MATHS

Students in Key Stage 3 (Years 7 – 8) will cover a wide range of topics, students will be in mixed ability classes with the exception of set 1. In Year 9 and 10 students will study their GCSE. In Year 11 we will focus on

consolidation and stretching students to higher grades along with exam technique and practice.

Year Group

Topics Covered Overview of Assessment

Ye

ar

7

Term 1:

Addition and Subtraction

● Place Value ● Collecting like terms

● Perimeter ● Rounding

● Fractions

● Sequences

Cold Task - at the start of each term the

students will complete a cold task to assess prior knowledge.

At the end of the term students will complete an assessment of topics taught

along with topics learnt previously at Key

Stage 2 (KS2).

Term 2:

Multiply and Divide

● Fractions

● Decimals ● Brackets

● HCF/LCM (Highest Common Factor/Lowest

Common Multiple) ● Averages

Cold Task - at the start of each term the students will complete a cold task to assess

prior knowledge. At the end of the term students will

complete an assessment of topics taught

along with topics learnt previously at KS2 and term 1.

Term 3:

Algebra ● Solving equations

● Sequences ● Indices

● Changing the subject ● Factorising



At the end of the term students will

complete an assessment of topics taught along with topics learnt previously at KS2

and term 1 and 2.

Term 4:

Angle Geometry

● Angle facts ● Polygons

● Parallel lines ● Bearings

● Constructions


prior knowledge.


along with topics learnt previously at KS2 and term 1, 2 and 3.

Term 5:

Fractions, Decimals and

Percentages

● Four operations with fractions

● Percentage increase/decrease

● Conversions


students will complete a cold task to assess


complete an assessment of topics taught along with topics learnt previously at KS2,

term 1, 2, 3 and 4

Term 6:

Statistics ● Averages

● Comparing data

● Statistical graphs




along with topics learnt previously at KS2 and throughout the year.


SUBJECT - MATHS

Year

Group Topics Covered Overview of Assessment

Ye

ar

8

Term 1:

Ratio and Proportion

● Best buys

● Conversions ● Similar shapes

● Proportion




along with topics learnt previously in Year

7.

Term 2:

2D Geometry ● Area

● Pythagoras

● Circles ● Constructions

● Transformations


prior knowledge.


along with topics learnt previously.

Term 3:

Probability ● Calculating

● Relative frequency ● Tree diagrams

● Venn Diagrams



At the end of the term students will

complete an assessment of topics taught along with topics learnt previously.

Term 4:

Algebra and Graphs

● Coordinates ● Quadratic graphs

● Simultaneous graphs ● Real life graphs



complete an assessment of topics taught


Term 5:

3D Geometry

● Volume

● Surface area ● Plans and elevations

● Nets





Term 6:

Recap

A recap of all things covered

across the 2 years.


students will complete a cold task to assess


complete an assessment of topics taught along with topics learnt previously.


SUBJECT - MATHS

Students in Year 9, 10 and 11 will follow similar topics each year. In Year 11 we will be consolidating, revising and stretching students on the content covered in Years 9 and 10.

For GCSE there are two tiers: Foundation and Higher tier. These tiers broadly cover the same topics however, the

depth and challenge in the higher tier is greater than that of the foundation tier.

The topics will be taught across both year groups and they will be regularly assessed.

Year


GC

SE

Fo

un

da

tio

n

Topic 1: Calculations

Assessment 1 Students will sit a written test on Topics 1 –

6.

This mark will be used to track students’

progress.

Topic 2: Expressions

Topic 3: Handling data

Topic 4: Fractions, decimals, percentages

Topic 5: Equations and sequences

Topic 6: Angles and shape

Topic 7: Statistics

Assessment 2

Students will sit a written test on Topics 7 – 11.


progress.

Topic 8: Perimeter, area and volume

Topic 9: Real life graphs

Topic 10: Transformations

Topic 11: Ratio and proportion

Topic 12: Pythagoras and trigonometry

Pre Public Exams Students will sit a full set of GCSE Papers

prior to their GCSE Exams.

One will be sat at the end of Year 10 and

then two will be sat during Year 11.

Topic 13: Probability

Topic 14: Multiplicative reasoning

Topic 15: Constructions

Topic 16: Quadratics

Topic 17: Circles

Topic 18: Fractions, indices and standard form

Topic 19: Similarity and congruency


SUBJECT - MATHS

Year


GC

SE

Hig

he

r

Topic 1: Calculations

Assessment 1



progress.

Topic 2: Expressions

Topic 3: Handling data

Topic 4: Fractions, decimals, percentages

Topic 5: Angles, Pythagoras and trigonometry

Topic 6: Graphs

Topic 7: Perimeter, area and volume

Assessment 2


This mark will be used to track students’ progress.

Topic 8: Transformations and constructions

Topic 9: Solving equations

Topic 10: Probability

Topic 11: Multiplicative reasoning

Topic 12: Similarity and congruence

Pre Public Exams

Students will sit a full set of GCSE Papers prior to their GCSE Exams.

One will be sat at the end of Year 10 and then two will be sat during Year 11.

Topic 13: Trigonometry graphs

Topic 14: Data handling graphs

Topic 15: Quadratics

Topic 16: Circle geometry

Topic 17: Circles

Topic 18: Algebra

Topic 19: Vectors and proof

Topic 20: Proportion


SUBJECT – MATHS / Key Stage 5

Year Group

Topics Covered Overview of Assessment Y

ea

r 1

2

Pure Unit Topics taught are:

● Algebra ● Polynomials and Binomial Theorem

● Trigonometry

● Differentiation and Integration ● Exponentials and Logarithms

● Vectors

Applied Unit Topics taught in Statistics are:

● Collecting, Representing and Interpreting

Data ● Probability and Discrete Random Variables

● Hypothesis Testing

Topics taught in Mechanics are:

● Units and Kinematics ● Forces and Newton’s Law

All units will be assessed through frequent practice papers throughout the course.

Regular homework will be set to check understanding.

The final assessment is a formal exam for

each unit.

Ye

ar

13

Pure Unit

Topics taught are: ● Algebraic Methods

● Functions and Graphs ● Sequences and Series

● Binomial Expansion

● Trigonometric Functions ● Parametric Equations

● Numerical Methods ● Algebra and Series

● Differentiation

● Integration ● Numerical Methods

● Vectors

Applied Units Topics taught in statistics are:

● Regression, Correlation and Hypothesis

testing ● Conditional Probability

● The Normal Distribution

Topics taught in mechanics are:

Moments

Forces and Friction

Projectiles

Application of Forces

Further Kinematics

All units will be assessed through frequent

practice papers throughout the course.

Regular homework will be set to check understanding.

The final assessment is a formal exam for each unit.

(Please note: the pure content is assessed

across two papers in Year 13.)


SUBJECT - FURTHER MATHS / Key Stage 5

Year Group


ea

r 1

2

Pure Unit: - Core Pure Topics taught in CP1 are:

● Matrices ● Complex Numbers

● Roots of Equations

● Sequences and Series ● Vectors

● Calculus

Applied Units: Topics taught in Further Pure are:

● Vectors

● Conic Sections ● Inequalities

● The t-formula ● Numerical Methods

Topics taught in Decision are: ● Algorithms

● Graphs and Networks ● Critical Path Analysis

● Linear Programming


Regular homework will be set to check

understanding.


each unit.

Ye

ar

13

Pure Unit: - Core Pure Topics taught in CP1 and CP2 are:

● Proof

● Further Complex Numbers ● Matrices

● Further Algebra and Functions ● Further Calculus

● Further Vectors

● Methods and modelling Differential Equations

● Polar Coordinates ● Methods in Calculus

● Hyperbolic functions

Applied Units:

Topics taught in Further Pure are: ● Vectors

● Conic Sections ● Inequalities

● The t-formula

● Numerical Methods

Topics taught in Decision are: ● Algorithms

● Graphs and Networks

● Critical Path Analysis ● Linear Programming



understanding.


each unit.

(Please note: the core pure content is assessed across two papers in Year 13.)


SUBJECT - CORE MATHS / Key Stage 5

Year Group


ea

r 1

3

Unit 1: ● Analysis of Data

● Collection and Sampling ● Representing numerically

Unit 2: Maths for personal finance: ● Numerical calculations

● percentages ● Interest rates

● Repayments and the cost of credit ● Graphical representation

● Taxation

● Solution to financial problems

Unit 3: Estimation ● The modelling cycle

● Fermi estimation

Unit 4: Critical Analysis

● Spreadsheets and tabular data ● Presenting logical and reasonable

arguments

● Communicating mathematical approaches ● Analysing critically

Unit 5: Statistical Techniques

● Normal distribution ● Notation

● calculating probabilities

Unit 6: Probabilities and estimation

● Population and sample ● The mean of sample size n

● Confidence intervals

Unit 7: Correlation and Regression

● Correlation ● Product Moment Correlation Coefficient

(PMCC) ● Regression lines

All units will be assessed through frequent

practice papers throughout the course.


understanding.

The final assessment is a formal exam for each unit.


SUBJECT - ENGLISH

Year


Ye

ar

7

Autumn Term: ‘Once Upon a Time…’

Building on KS2 knowledge this unit will explore the importance of storytelling and

its origins including myths, legends and folk

tales through the study of epic poems like Beowulf. We will consider the relevance of

ancient texts today, such as the link between Beowulf and Jaws, and consider original

discussions about plot structures and use of character through the ages to the 21st Century,

including Chaucer.

Students will develop their writing skills using the knowledge gained through these studies,

including figurative language and vocabulary.

Grammar skills and spelling will be tested weekly throughout the year.

We will continue reviewing the art of storytelling with a focus on characterisation specifically

hero versus villain with an emphasis on writing to argue as the students consider real

life heroes.

Spring Term: ‘When along came…’

Using the theme of heroes and villains we will

springboard to the Elizabethan Era and Shakespeare with students gaining a

knowledge of the plot and characters of Romeo

and Juliet, particularly the King of Cats, Tybalt and the romantic hero Romeo.

Students will analyse and discuss the key techniques used by The Bard such as rhythm,

oxymoron and the Shakespearean Sonnet.

Summer Term: ‘And they all lived happily ever

after…’

Coming full circle we will extend our timeline of

storytelling to include the writings of the Brothers Grimm and Aesop’s Fables and

other Fairy Stories and discuss if they have

remained relevant.

We will explore the use of parody to expose

misconceptions and challenge viewpoints using the Disney film Shrek as a model.

The unit will include the reading of A Monster

Calls by Patrick Ness as a comparison to the traditional Grimm Tales and to highlight how

children’s literature continues to allow children to freely explore difficult subjects in a safe

environment.

Parents and guardians are advised that the main character is affected by the terminal illness of a parent.


SUBJECT - ENGLISH

Year Group


ea

r 8

Autumn Term: It Lives!

Students will explore the origins of the Gothic genre before identifying features used in 19th

Century literature with a focus on the Mary Shelley classic ‘Frankenstein’.

Linking to the key themes of the classic text,

students will respond to non-fiction articles to consider their own views regarding the use and

impact of science in our lives

Spring Term: Study of ‘Lord of the Flies’

Continuing to develop the students’ engagement

with challenging texts and themes from other

cultures, the students will read the literary classic Lord of the Flies, by Nobel Prize winner William

Golding. They will compare the text to poetry from other cultures including Imtiaz Dharker and

Grace Nichols and discuss how language is used across both.

Summer Term: Why should I care?

Centring on Merchant of Venice by William

Shakespeare students will give thought to the different ways prejudice manifests itself. Key

scenes of this play are to be studied in order to develop existing knowledge of the students and

bring this play to life. In addition to an

understanding of the Shakespearean language, close focus will be paid to the Bard’s presentation

of the key character and themes.


SUBJECT - ENGLISH

Year Group


ea

r 9

Autumn Term 1: Making your mind up

Autumn continued: Richard III

Using media as a main focus, this unit is designed to heighten student awareness of

techniques used by media corporations and social media to manipulate the audience.

Students are encouraged to develop their

opinions of both the positive and negative impact of techniques used through analysis of the

different forms before using these techniques in their own writing.

Using knowledge gained from the previous unit

we will investigate how Shakespeare employed

these devices hundreds of years before, through a reading of the play Richard III and scrutiny of

arguably the most Machiavellian of all characters.

Spring: The Mouthless Dead

Continuing our study of how language is used to

persuade, we will explore a range of WW1 poetry

and relevant articles and consider their effectiveness. The unit will focus not only on the

physical but also self, social, nature, cultural, fate and industry. The unit will also demand students

contemplate developments in our society such as climate change and rise in extinction of species,

before considering the responsibilities we have

as a society to the choices we make.

Summer: ‘The road map of a culture’

Students will read and consider a wide range of

mature and relevant themes presented in the text Pigeon English by Stephen Kelman, which

explores life on an inner London council estate and the choices facing the teenage protagonist

who has moved there following his immigration

to the UK.

The English department are constantly reviewing its curriculum to ensure that it remains rigorous and fit for purpose. Consequently, please be advised that the planned units can change without notice.


SUBJECT - ENGLISH

Year Group


ea

r 1

0

Term 1

19th Century Text - The Strange case of Dr Jekyll and Mr

Hyde

or A Christmas Carol

Paper 1: Literature

A range of fictional and non-fiction writing tasks to be included as well as analysis of some poems

from the GCSE anthology.

Revision of:

Language Paper 1 and Literature Paper 1

Assessment: New specification English Literature GCSE

question; closed book, but with a short extract.

Pre Public Exam (PPE) in October

Term 2 Complete study of Shakespeare text.

Shakespeare – Macbeth

Paper 1: Literature

A range of fictional and non-fiction writing tasks to be included as well as analysis of some poems


English Literature GCSE past paper question:

closed book, extract presented.

Assessment:

June - Pre Public Exams

Term 3

Modern Text: An Inspector Calls

(Paper 2): Literature

Full study of Priestley’s popular classic also including a range of fictional and non-fiction

writing tasks as well as analysis of some poems


Assessment:

Controlled conditions – English Literature GCSE closed book past paper; choice of two questions.


SUBJECT - ENGLISH

Year Group


ea

r 1

1

Term 1

Poetry – AQA Anthology: Power and Conflict

Paper 2: Literature

15 poems to be studied.

Prepare for the unseen poem.

Assessment:

Autumn - Pre Public Exams. Full paper.

Term 2

AQA English Language Paper 2

Prepare and practice for the whole paper.

- Language analysis - Comparison of texts

- Viewpoint writing

The paper deals with non-fiction and texts could

be from either the 19th, 20th or 21st century.

Revision of Paper 1

Focus on language and structural

analysis Descriptive writing

Story writing

Assessment:

AQA English Language Pre Public Exam

Term 3

Revision of key texts, techniques and exam skills.

Students will prepare for the Literature papers first – these will be the Pre Public Exams in

March.

Full revision of Language papers 1 and 2.

GCSE exams in English Language and English Literature May-June.


SUBJECT- SCIENCE

Key Stage 3 Science:

Science in Year 7 and 8 is taught in topics, which are broadly Biology, Chemistry or Physics based. Each term,

students will cover topics across the 3 Sciences.

At the end of each half term, students sit a written assessment linked to the topics covered. This takes place in

class, although students can be expected to do some preparation work at home.

Students in Year 7 will be taught in tutor groups for the first half term and then placed into groups following their

initial Science assessment.

In the summer term, Year 7 students will sit a combination exam to check knowledge and skills acquired over the

course of the year. Year 8 students will sit an assessment to assess their progress across KS3 and this will be based upon topics from both Year 7 and Year 8.

In Year 7 and Year 8, students follow the Activate program. This program is designed to cover the new tougher

KS3 National Curriculum and prepare students for the new linear tougher GCSE exams.


Students at KS4 cover Biology, Chemistry and Physics content alongside each other.

Year 9 students will begin their journey to GCSE. The purpose of this is to ensure appropriate time is given to the

new content, bridge the gap between KS3 and KS4, refresh knowledge and understanding of key ideas, and

improve practical skills. All students will work towards a GCSE called ‘Combined Science’ through the exam board OCR Gateway 9 – 1. Students finishing this course will gain a double GCSE award from 9-9 to 1-1.

Year 10 students will continue to complete/refresh their knowledge and understanding of the first part of the

combined Science GCSE content and then move onto content for the additional content of combined Science

through the exam board OCR Gateway 9 – 1.

Year 11 students will move onto the learning of the final content for combined Science through the exam board OCR Gateway 9 – 1. Although the title of this GCSE suggests that it is one GCSE, it has the weighting of 2

GCSEs. The GCSEs finish after students complete 6 exams in the May/June of their Year 11 year. These exams

can be either higher or foundation with grades 9-9 to 1-1 to be achieved. Entry on foundation level exams has a top award of 5-5.


Students are taught by subject specialists for advanced level Biology, Chemistry and Physics.

Year 12s in September will begin studying the new OCR AS/A2 level qualifications. All external examination is terminal and there is no longer an internal assessment unit.

Year 13s in September will move from the one year A-Level to the full A-Level course. An additional 2 units are taught and then the content from year 1 is revisited in order to prepare for the end of Year 13 exams. Students’

assessment is monitored regularly throughout the year and external examinations are terminal.

Applied Science BTEC: We are studying the Pearson Level 3 National Extended Certificate in Applied Science

which is equivalent in size to one A Level over the two years. Each year you complete two units so four units over

the duration of the course: two which are assessed internally by your teacher through coursework assignments

and two which are assessed externally by Pearson. These external assessments are in the form of three 40

minute exams in Year 12 and a practical and analysis in Year 13. We cover the following units in Year 12:

Principles and Application of Science and Practical Scientific Procedures and Techniques, with Science

Investigation Skills and Human Regulation and Reproduction being covered in Year 13.


SUBJECT - SCIENCE

Year Group


ea

r 7

Term 1:

Working Scientifically = Laboratory safety,

hazard warning symbols, drawing line graphs,

drawing bar graph, introduction to practical skills

B1: Cells = Observing cells, Plant and animal

cells, Specialised cells, Movement of substances, Unicellular organisms

C1: Particles and their behaviour = The particle model, States of matter, Melting and

freezing, Boiling, More changes of state, Diffusion, Gas pressure

P1: Forces = Introduction to forces, Squashing and stretching, Drag forces and friction, Forces

at a distance, Balanced and unbalanced forces

Ask questions to develop a line of enquiry

based on observations of the real world, alongside prior knowledge and experience

Select plan and carry out the most

appropriate types of scientific enquires to test predictions including identifying

independent dependent and control

variables Using appropriate techniques apparatus

and materials during fieldwork and

laboratory work, paying attention to health and safety

Present observations and data using

appropriate methods including tables and

graphs Evaluate data showing awareness of

potential sources of random and

systematic error. Evaluate the reliability of methods and suggest possible

improvements Understanding number size and scale and

the quantitative relationship between units.

Understanding when and how to use

estimation Calculating percentages

Plot and drawing line graphs and selecting

appropriate scales

Understanding and using common

measures and simple compound measures such as speed

Carry out calculations using +-x /singly or

in combination.

Identifying meanings in text taking into

account bias Summarise a range of information from

different sources

Using scientific terms

Identify the main ideas and supporting

evidence in text Using correct form in a range of writing

styles including relevant information for the

audience Organising ideas into well-developed linked

paragraphs

Term 2:

B2: Structure and function of body

systems = Levels of organisation, Gas exchange, Breathing, Skeleton, Movement of

joints and muscles

C2: Elements, atoms and compounds =

Elements, atoms, compound, chemical formulae

P2: Sound = Waves, Sound and energy

transfer, Loudness and pitch, Detecting sound, Echoes and ultrasound

B3: Reproduction = Adolescence,

Reproductive systems, Fertilisation and

implantation, Development of a foetus, The menstrual cycle, Flowers and pollination,

Fertilisation and germination, Seed dispersal

Term 3:

C3: Reactions = Chemical reactions, Word

equations, Burning fuels, Thermal

decomposition, Conservation of mass, Exothermic and endothermic

P3: Light = Light, Reflection, Refraction, The

eye and the camera, Colour

C4: Acids and alkalis = Acids and alkalis,

Indicators and pH, Neutralisation, Making salts

P4: Space = The night sky, The Solar System, The Earth, The Moon


SUBJECT - SCIENCE

Year Group


ea

r 8

Term 1:

B1: Health and lifestyle = Nutrients, Food

tests, Unhealthy diet, Digestive system, Bacteria and enzymes in digestion, Drugs, Alcohol,

Smoking

C1: The Periodic Table = Metals and non-metals, Groups and periods, The elements of

Group 1, 8 and 0 P1: Electricity and magnetism = Charging

up, Circuits and current, Potential difference,

Series and parallel, Resistance, Magnets and magnetic fields, Electromagnets, Using

electromagnets B2: Ecosystem processes = Photosynthesis,

Leaves, Plant minerals, Chemosynthesis, Aerobic respiration, Anaerobic respiration, Food chains

and webs, Disruption to food chains and webs,

Ecosystems

Understand that scientific methods develop as

earlier explanations are modified to take

account of new evidence and ideas. Present reasoned explanations explaining data

in relation to predictions and hypothesis


appropriate methods including tables and graphs.

Interpret observations of data including

identifying patterns and using observations,

measurements and data to draw conclusions. Apply sampling techniques

Evaluate data showing awareness of potential

sources of random and systematic error.

Select plan and carry out the most appropriate

types of scientific enquires to test predictions including identifying independent dependent

and control variables. Undertake basic data analysis including simple

statistical techniques.

Make and record observations using a range

of methods.

Using appropriate techniques apparatus and

materials during fieldwork and laboratory work, paying attention to health and safety.


appropriate methods including tables and graphs.

Quantitative problem solving

Extract and interpret information from charts

graphs and tables.

Calculating means


appropriate scales Understand when and how to use direct

proportion and ratios.

Understanding when and how to use

Estimation.

Understanding number size and scale and the

quantitative relationship between units. Substitute numerical values into formulae

using appropriate units.


appropriate scales. Carry out calculations using + singly or in

combination -x /

Select synthesise and compare information

from a variety of sources.

Using scientific terms confidently.

Organising ideas and evidence.

Organising ideas into well-developed linked

paragraphs. Identifying the main ideas and supporting

evidence in text.

Using correct form in a range of writing styles

including relevant information for the audience.

Term 2:

C2: Separation techniques = Mixtures,

Solutions, Solubility, Filtration, Evaporation and distillation, Chromatography

P2: Energy = Food and fuels, Energy adds up,

Energy and temperature, Energy transfer by particles and radiation, Energy resources,

Energy and power, Work, energy and machines B3: Adaptation and inheritance =

Competition and adaptation, Adapting to

change, Variation, Continuous and discontinuous, Inheritance, Natural selection,

Extinction

Term 3:

C3: Metals and acids = Acids and metals, Metals and oxygen, Metals and water, Metal

displacement reactions, Extracting metals,

Ceramics, Polymers, Composites P3: Motion and pressure = Speed, Motion

graphs, Pressure in gases and liquids, Pressure on solids, Turning forces

C4: The Earth = The Earth and its atmosphere, Sedimentary rocks, Igneous and

metamorphic rocks, The rock cycle, The carbon

cycle, Climate change, Recycling


SUBJECT - SCIENCE

Year Group


ea

r 9

Term 1:

B1: Cell level systems = Cells, What happens in cells, Respiration, Photosynthesis

C1: Particles = The particle model, Atomic structure P1: Matter = The particle model, Changes of state

Term 2:

B2: Scaling up = Supplying the cell, The challenges of size

C2: Elements, compounds and mixtures = Purity and separating mixtures, Bonding

Term 3: C2: Elements, compounds and mixtures = Properties

of materials

P2: Forces = Motion, Newton’s Laws

Course: OCR Gateway A GCSE 9-1

Combined Science.

This course is a linear qualification with all examinations being sat at the

end of year 11.

The grading system for Combined

Science GCSE is slightly different to the new GCSE 9-1 system as the

students are working towards a double award (equivalent to two GCSE

grades).

The scheme of assessment consists of

two tiers: Foundation or Higher. The Foundation tier assesses grades

up to a 5-5, and the Higher tier

assesses grades from a 4-4 to a 9-9. The students must be entered for

either the Foundation tier or the Higher tier.

The Combined Science GCSE is assessed in six examination papers

based on the modules taught in Year 9, 10 and 11.

1. Biology paper 1 = B1, B2 and B3

2. Chemistry paper 1 = C1, C2 and C3

3. Physics paper 1 = P1, P2 and P3

4. Biology paper 2 = B4, B5 and B6

5. Chemistry paper 2 = C4, C5 and C6

6. Physics paper 2 = P4, P5 and P6

All the papers are broken into two

sections: Section A in made up of

multiple-choice questions and Section B has structured questions including

extended response questions.

The examinations are worth 60 marks

each, 1 hour and 10 minutes long, and are weighed equally, adding up to the

students’ final grade.

Ye

ar

10

Term 1:

P2: Forces = Forces in action B3: Organism level systems = The nervous system,

The endocrine system, Maintaining internal environments C3: Chemical reactions = Introducing chemical

reactions, Energetics, Types of chemical reactions,

Electrolysis Term 2:

P3: Electricity and magnetism = B4: Community levels systems = Ecosystems

C4: Predicting and identifying chemical products = Predicting chemical reactions

P4: Waves and radioactivity = Wave behaviour, The

electromagnetic spectrum, Radioactivity Term 3:

B5: Genes, inheritance and selection = Inheritance, Natural selection and evolution

C5: Monitoring and controlling chemical reactions

= Controlling reactions, Equilibria P5: Energy = Work done, Power and efficiency

Ye

ar

11

Term 1:

B6: Global challenges = Monoitoring and maintaining

the environment, Feeding the human race, Monitoring and maintaining health

C6: Global challenges = Improving processes and products, Interpreting Earth Systems

P6: Global challenges = Physics on the move,

Powering Earth Term 2:

Revision of Biology 1 - 3 Revision of Chemistry 1 - 3

Revision of Physics 1 – 3

Term 3: Revision of Biology 4 - 6

Revision of Chemistry 4 - 6 Revision of Physics 4 - 6

Final GCSE Examinations


SUBJECT - SCIENCE

Year Group


ea

r 1

2

Biology: Term 1

2.1 Cell structure 2.2 Biological molecules

2.3 Nucleotides and nucleic acids 2.4 Enzymes

2.5 Biological membranes

2.6 Cell division, diversity and cell organisation

Term 2 3.1 Exchange surfaces

3.2 Transport in animals 3.3 Transport in plants

Term 3

4.1 Communicable disease 4.2 Biodiversity

4.3 Classification and evolution

Ongoing assessment including PPE weeks in the

Autumn and Spring term.

Year 1 exams for A Level are breadth and depth for

Chemistry, Physics and Biology. These will be sat at the end of Year 12.

Each exam paper is worth 70 marks with a score

out of 140 giving a grade at the end of the year.

The content of these exams will need to be

repeated as part of the exams for the whole A Level.

Chemistry: Term 1 2.1 Atoms, ions and compounds

2.2 Amount of substance

2.3 Acids and redox 2.4 Electrons and bonding

2.5 Shapes of molecules Term 2

3.1 Periodicity 3.2 Reactivity trends

3.3 Enthalpy

3.4 Reaction rates and equilibrium Term 3

4.1 Basic concepts of organic chemistry 4.2 Alkanes

4.3 Alkenes

4.4 Alcohols 4.5 Haloalkanes

4.6 Organic synthesis 4.7 Spectroscopy

Physics: Term 1: Ch 2: Vectors

Ch 3: Motion Ch 4: Forces in action

Ch 5: Work, energy and power

Ch 6: Materials Ch 7: Laws of motion and momentum

Ch 8: Charge and current Term 2:

Ch 9: Energy, power and resistance

Ch 10: Electrical circuits Ch 11: Waves 1

Ch 12: Waves 2 Ch 13: Quantum Physics

Term 3: Revision and consolidation of the above

chapters and examination preparation

AS level examinations

Course: OCR A level Physics A Year 1 is assessed with two examinations at the

end of the year making up the AS qualification. Paper 1: Breath in Physics - 1 hour and 30 minutes

- 70 marks.

Paper 2: Depth in Physics - 1 hour and 30 minutes - 70 marks

Both papers are split into two sections: Section A contains multiple-choice questions whereas Section

B contains extended questions.

Throughout the course, students will complete a

series of practicals to assess their practical skills; if they are successful, this will gain them a gain at

the Practical Endorsement section of the course.

These practical will also be assessed within the A level examinations in a written format.


SUBJECT - SCIENCE

Year


Ye

ar

13

: B

iolo

gy

Biology

Term 1

Module 5 - Communication,

homeostasis and energy 5.1 - communication and homeostasis

(8 lessons) 5.2 - excretion as an example of

homeostatic control

5.3 - neuronal communication (10 lessons)

5.4 - hormonal communication (6 lessons)

5.5 - plant and animal responses (5 lessons)

5.6 - photosynthesis (4 lessons)

5.7 - respiration (6 lessons)

Module 6 - Genetics, evolution and ecosystems

6.1 Cellular control

6.2 Patterns of inheritance 6.3 Manipulating genomes (5 lessons)

6.4 Cloning and biotechnology (8 lessons)

6.5 Ecosystems (5 lessons) 6.6 Populations and sustainability

Term 2 - Revisit AS content

2.1 Cell structure 2.2 Biological molecules

2.3 Nucleotides and nucleic acids

2.4 Enzymes 2.5 Biological membranes

2.6 Cell division, diversity and cell organisation

3.1 Exchange surfaces 3.2 Transport in animals

3.3 Transport in plants

4.1 Communicable disease 4.2 Biodiversity

4.3 Classification and evolution

Ongoing assessment including PPE weeks in the Autumn and Spring terms.

End of A Level exams will include topics from Year 12

as part of three separate papers.

Biological processes (01)

100 marks 2 hour 15 minutes written paper

37% of total A level

Biological diversity (02) 100 marks 2 hour 15 minutes

written paper


Unified biology (03)

70 marks 1 hour 30 minutes written paper


Component 01 assesses content from modules 1, 2, 3 and 5.

Component 02 assesses content from modules 1, 2, 4

and 6.

Component 03 assesses content from all modules (1 to

6).


SUBJECT - SCIENCE

Year


Ye

ar

13

: C

he

mis

try

Chemistry

Term 1

Module 5 – Physical chemistry and

transition elements 5.1 – Rates, equilibrium and pH

5.2 - Energy 5.3 - Transition elements

Module 6 – Organic Chemistry and analysis

6.1 Aromatic compounds, carbonyls and acids

6.2 Nitrogen compounds, polymers and synthesis

6.3 Analysis

Term 2 – Revisit AS content

2.3 Acids and redox

2.4 Electrons and bonding

2.5 Shapes of molecules

3.1 Periodicity 3.2 Reactivity trends

4.2 Alkanes

4.3 Alkenes

4.4 Alcohols 4.5 Haloalkanes

Chemistry

Ongoing assessment including PPE weeks in the Autumn and Spring terms.

End of A Level exams will include topics from Year 12 as part of three separate papers.

Periodic table, elements and physical chemistry (01)

100 marks 2 hour 15 minutes

written paper


Synthesis and analytical techniques (02) 100 marks 2 hour 15 minutes

written paper


Unified chemistry (03)

70 marks 1 hour 30 minutes

written paper




Component 03 assesses content from all modules (1 to

6).


SUBJECT - SCIENCE

Year


Ye

ar

13

: P

hysic

s

Physics

Term 1

Module 5 – Newtonian world and

astrophysics 1. 5.1 Thermal physics

2. 5.2 Circular motion 3. 5.3 Oscillations

4. 5.4 Gravitational fields

5.5 Astrophysics

Module 6 – Particles and Medical Physics 1. 6.1 Capacitors

2. 6.2 Electric fields 3. 6.3 Electromagnetism

4. 6.4 Nuclear and

particle physics 6.5 Medical imaging

Term 2 - Revisit of AS content

3.1 Motion 3.2 Forces in action

3.3 Work, energy and power 3.4 Materials

3.5 Laws of motion and momentum

4.1 Charge and current

4.2 Energy, power and resistance 4.3 Electrical circuits

4.4 Waves 1 4.5 Waves 2

4.6 Quantum physics

Physics end of A level exams consist of 3 papers.

Paper 1 Modelling Physics

Tests content from modules 1, 2, 3, 5

15 Multi-choice question Total marks 100

Length 2hr 15min Weighting 37%

Paper2 Exploring Physics

Tests content from modules 1, 2, 3, 6 15 Multi-choice question

Total marks 100 Length 2hr 15min

Weighting 37%

Paper 3

Unified Physics Tests content from all modules

Total marks 70

Length 1hr 30min Weighting 25%

Practical Endorsement for Physics

Non-exam assessed Reported separately.

Pass/Fail


SUBJECT – KS3 ART

Year


Ye

ar

7

Term 1

What is Art Project

Building of art skills, techniques

and terminology

AP (Assessment Point) grades informed by continual marking of class work in sketch books,

homework, final pieces as well as participation and discussion in class.

Students will be introduced to different art techniques and artists, including Joan Miro

and Jon Burgermann.

Skills:

● Automatic drawing; ● Artist research;

● Colour theory;

● Composition.

Term 2

Aboriginal Art

Students will be introduced to Aboriginal Art,

looking at cultural influences and the use of

narrative. They will explore print making techniques such as polystyrene tiles, foam printing

etc.

Skills:

● Drawing techniques; ● Translation to print tiles;

● Artist research; ● Colour;

● Composition.

Term 3 Butterflies and Bees

Students will be introduced to drawing techniques,

including tone and shade. They will practice realistic drawing using reference material, as well

as more experimental techniques.

Skills:

● Drawing techniques; ● Artist research;

● Tone and Shade; ● Proportions and Perspective.


SUBJECT – KS3 ART

Year


Ye

ar

8

Term 1

Optical Art Project

AP grades informed by continual marking of class work in sketch books, homework, final pieces as

well as participation and discussion in class.

Students will be introduced to Optical Art (Op Art),

optical illusions and weaving techniques.

Skills: ● Repeat pattern drawing; ● Artist research; ● Perspective; ● Colour, tone and shade; ● Weaving techniques to create illusions.

Term 2

African Art

Students will be introduced to African Art, looking

at cultural influences and the use of masks in

ceremonies. They will explore print making techniques such as polystyrene tiles, foam printing

etc., as well as designing and making a mask.

Skills:

● Drawing techniques; ● Translation to print tiles;

● Artist research; ● Colour;

● Composition; ● 3D mask making.

Term 3 Identity and Portraits

Students will be introduced to portraiture and self-

expression. They will explore different ways of expressing their identity as well as looking at self-

portraits in different styles.

Skills:

● Artist research; ● Art techniques, such as collage, drawing

skills, cartoons; ● Developing self-awareness.


SUBJECT – KS3 ART

Year


Ye

ar

9

Term 1

Street Art

AP grades informed by continual marking of class work in sketch books, homework, final pieces as

well as participation and discussion in class.

Students will be looking at different forms of

Street Art, including graffiti and stencil art.

Skills developed: ● Artist research;

● Typography;

● Design; ● Colour;

● Composition.

Term 2

Photography and Art

Students will be looking at how photography can

be used in art, including extended photographs, illustrations and collage.

Artists will include Nikki Farquahson, Ben Heine

and Andy Gellenberg

Skills developed:

● Artist research; ● Design;

● Colour; ● Composition;

● Photographic skills.

Term 3 Japanese Art

Students will be looking at different aspects of Japanese Art, including Origami, Sumi-e and

Samurai masks. They will use this knowledge to

develop a 2D or 3D outcome.

Skills: ● Drawing;

● Artist research; ● 3D sculpture;

● Design;

● Colour.


SUBJECT – GCSE ART

Year


Ye

ar

10

Term 1

Project 1 - Unit 1 Coursework Initial teacher led lessons to introduce a

range of media through observational

studies. Introduce analysing artists’ work via

content/form/process/mood sheet and hand-outs.

Introduce a range of starting points to students via ‘question sheet’.

Term 2

Project 1 / Project 2 Unit 1 coursework worth 60% of overall

grade.

Term 3 Project 2

Unit 1 coursework worth 60% of overall

grade.

Skills explored include oil pastels blending, acrylic painting, soft pastels, pen and ink, mixed media.

Homework to develop tonal work via teacher set

observational studies.

Students work on individual projects from a common starting point.

Individual work in response to student’s

investigation of a given starting point.

Individual milestones set for each student and

marked in line with the assessment criteria.

Ye

ar

11

Term 1 Project 2

Term 2 Externally-set task issued by AQA. 40% of overall grade.

Term 3 Externally-set task issued by AQA. 40% of overall grade.


investigation. Individual milestones set for each student and marked in line with the assessment

criteria.

Individual work in response to Externally-set assignment. Preparatory period from the 1st

January and ending with a 10 hour supervised exam. Exam and preparation marked in line with

marking criteria.

Personal Investigation and Externally-set assignment marked and moderated internally and

externally by AQA.


SUBJECT – AS AND A LEVEL ART

Year


Ye

ar

12

(A

S)

Term 1 Initial workshops

Unit 1 Personal Investigation into a

given theme

60% of overall grade

Term 2 Unit 1 Completion of Personal

Investigation


Unit 2 Issue of Externally-set assignment


Term 3 Start A Level course

Unit 1 Personal Investigation and written response



investigation of a given theme.

Individual milestones set for each student and

marked in line with the assessment criteria.

Individual work in response to Externally-set assignment. Preparatory period from the 1st

February and ending with a 10 hour supervised exam. Exam and preparation marked in line with

marking criteria.

Personal Investigation and Externally-set

assignment marked and moderated internally and externally by AQA.

Ye

ar

13

(A

Le

ve

l)

Term 1 Unit 1 Personal Investigation and

written response. 60% of overall grade.

Term 2 Unit 2 Completion of Personal Investigation and written response.

60% of overall grade.

Unit 2 Issue of Externally-set

assignment.


Term 3 Unit 2 Issue of Externally-set assignment.


Individual work in response to student’s personal

investigation.

Individual milestones set for each student and marked in line with the assessment criteria.

Individual work in response to Externally-set

assignment. Preparatory period from the 1st

February and ending with a 15 hour supervised exam. Exam and preparation marked in line with

marking criteria.

Personal Investigation and Externally-set assignment marked and moderated internally and

externally by AQA.


SUBJECT - BUSINESS STUDIES AND VOCATIONAL BUSINESS Year

Group Topic Covered Overview of Assessment

Ye

ar

10

/ 1

1 B

TE

C L

eve

l 1

/2

Term 1, 2 and 3 Year 10:

Unit 1 Exploring Enterprises

Characteristics of enterprises

Market research

Meeting customer needs

Competitor behaviour

Unit 3 Promotion and Finance for Enterprise

Promotional mix

Targeting and segmenting the market

Promotional methods

Financial records

Term 1 Year 11: Unit 2

Planning for and Pitching an Enterprise

Activity Exploring ideas for a micro-enterprise

activity

Planning for a micro-enterprise activity

Pitching an activity

Reviewing the micro-enterprise

Unit 3

Exploring Enterprises

Revenue, Costs and profit

Balance sheets

Cash flow forecasts

Profit and loss

Sources of finance

As per the assignment briefs for the BTEC course

Revision using past papers

Assessment - 1 hour online exam from Pearson


SUBJECT - BUSINESS STUDIES AND VOCATIONAL BUSINESS

Year


Ye

ar

10

GC

SE

Term 1 1. Enterprise and entrepreneurship

The dynamic nature of business

Risk and reward

The role of business enterprise

Competition

2. Spotting a business opportunity

Customer needs

Market research

Market segmentation

The competitive environment

3. Putting a business idea into

practice

Term 2

Business aims and objectives

Business revenues, costs and

profits

Cash and cash-flow

Sources of business finance

4. Making the business effective

The options for start-up and small businesses

Business location

The marketing mix

Business plans

5. Understanding external influences on

business Business stakeholders

Technology and business

Legislation and business

The economy and business

External influences

Long Answer questions on each topic covered Case studies to use subject knowledge End of unit tests for each section GCSE exam questions



Year


Ye

ar

11

GC

SE

Term 1

2.1 Growing the business Business growth

Changes in business aims and

objectives

Business and globalisation

Ethics, the environment and

business

2.2 Making marketing decisions Product

Price

Promotion

Place

Using the marketing mix to

make business decisions

Term 2

2.3 Making operational decisions Business operations

Working with suppliers

Managing quality

The sales process

2.4 Making financial decisions Business calculations

Understanding business

performance

Term 3

2.5 Making human resource decisions Organisational structures

Effective recruitment

Effective training and

development

Motivation

Revision for unit 1

Revision for Unit 2

Exam board conditions for assessment set up

Edexcel with Long Answer questions on each topic covered

GCSE exam questions


SUBJECT - BUSINESS STUDIES AND VOCATIONAL BUSINESS Year


Ye

ar

12

Bu

sin

ess S

tud

ies A

Le

ve

l

Term 1 - Unit 2

Internal and external finance

Liability

Planning

Sales revenue

Budgets

Breakeven

Business failure

Production/productivity

Stock control

Quality management

Economic influences

Legislation

The competitive environment

Term 2 - Unit 1

The market

Market research

Market positioning

Demand/Supply

Price and income elasticity of

demand

Branding and product design

Marketing mix

Marketing strategy

Approaches to staff

Recruitment, selection and training

Organisational design

Motivational theories

Leadership

Role of an entrepreneur

Characteristics of an entrepreneur

Business objectives

Forms of business

Term 3 Exam technique and revision

Data Response Questions from previous exam papers.

Essay long answer questions.

2 x 2 hour written exam.

Ye

ar

13

Bu

sin

ess

Stu

die

s A

Le

ve

l

Term 1 Marketing Module – Segmentation,

Research Systems, Strategic

planning including internationally

The Marketing Mix

Strategy module – numerical tools

such as CPA, forecasting tools and cyclical variance analysis

PESTLE analysis

Term 2

Marketing – Past paper practice

Strategy module – pre-issued case

study analysis

Data Response Questions from previous exam papers.

Essay long answer questions.



Year Group

Topic Covered Overview of Assessment Y

ea

r 1

2 B

TE

C L

eve

l 3

Term 1 and 2

Explore the features of different

businesses Analyse what makes a business successful Investigate how businesses are organised Examine the environment in which

businesses operate Examine business markets Investigate the role and contribution of

innovation and enterprise to business

success

Term 2 and 3 Marketing principles, concepts, processes,

key terms, data sources and definitions Marketing information and data Interpreting market data and showing

potential impact and influence on

marketing campaigns Planning, developing and adapting

marketing campaigns Justification for a marketing campaign and

producing all relevant information

As per the assignment briefs for the

BTEC course.

Ye

ar

13

BT

EC

Le

ve

l 3

Term 1 - Unit 4 Different types of business information

Effective presentation of business

information

Issues and constraints in using business

information in organisations Communication of business information

using appropriate methods.

Term 2 - Unit 10 Different types of market research

Plan market research to make a marketing

decision

Conduct primary and secondary research

Interpret findings from the research.

Term 3 - Unit 9

Describe promotional mix for 2 companies

The role of promotion within the marketing

mix The role of advertising agencies in

promotional campaigns

The choice of media for a promotional

campaign

Design a promotional campaign

As per the assignment briefs for the

BTEC course.


SUBJECT – CRIMINOLOGY

Year Group


ea

r 1

2

Diploma in Criminology

Term 1 1st Half Term Crime and Deviance The Social Construction of Crime

Types of Criminal Behaviour (White Collar/Moral/State/

Technological/Individualistic)

2nd Half Term Theories of Criminology

(Biological/Psychological/Individualistic)

Term 2 1st Half Term Criminological Theory and Public Policy

(Punishment and links to theory) 2nd Half Term Criminal Justice Structure in the UK

(Governmental/Judicial/Criminal Justice System)

Term 3 1st Half Term Forms of Social Control (Tradition/Rational Ideology/Social Morality)

2nd Half Term Aims of Punishment (Retribution/Incapacitation/Deterrence/

Rehabilitation)

Walking Talking Mocks (WTMs) on topic

areas

PPE in November Series

WTMs on Topic areas

PPE in March Series

WTMs on Topic areas

Formal Exams - Units 2/4

Ye

ar

13

Term 1 1st Half Term Criminal Justice Structure in the UK (Governmental/Judicial/Criminal Justice System)

2nd Half Term Social Control and Punishment (Forms/Aims/Theories)

Term 2 Agencies of Control

(Types/Limitations/Impact)

Mock Assessment tasks set on Distinction

Level areas

Unit 3 Controlled Assessment Task to be completed during November

Mock Assessment Tasks to be set on Distinction Level areas

Unit 4 Controlled Assessment Task to be

completed during February


SUBJECT – DANCE

Year Group


ea

r 7

Term 1

Playgrounds

Inspired by Sean Parker ‘Spill’ Focusing on exploring different movement

actions, unison, cannon and formation. Developing basic team work and communication

skills.

Machines

Inspired by Motionhouse ‘Traction’ Using dynamic contrast to add interest to

choreography and learning a set phrase accurately. Developing ability to embody a

theme/idea.

Term 2

Space Inspired by various choreographers Exploring different pathways, directions, levels

and patterns. How we move our body in space and build spatial awareness.

Shadow man

Inspired by various choreographers Developing partner work that explores the idea

of lead and follow, mirroring and question and

answer. Looking at relationships in dance.

Term 3 Banksy

Inspired by various choreographers Using their own ideas and stimulus to shape their choreography, students select images from

graffiti artist Banksy to develop movement through improvisation.

Street Crew

Inspired by various choreographers Introduction to different dance styles. Students will explore three contrasting street dance sequences

before selecting one to develop into a group dance focusing on specific features

Performance of final group

choreography ‘playground’

Performance of set phrase showing

dynamic contrast and final group choreography ‘we are machines’

Lesson based tasks, creation of travelling based movement phrases

Lesson based tasks, final performance of

duet/trio ‘shadow man’

Performance of final group choreography

‘Banksy’

Performance of different movement

phrases, final performance of ‘street

crew’ choreography


SUBJECT – DANCE

Year Group


ea

r 8

Term 1 Contact

Inspired by Lila Dance ‘Tracker’ Learning safe practice for balance, counter

balance and lifts. Developing duet/trio work that

explores the use of contact and transitions.

Sutra Inspired by Sidi Larbi Cherkaoui ‘Sutra’ Developing contrast within choreography including the use of gestural movements and

more complex choreographic tools. Exploring

cultural themes and stimulus.

Term 2 Matilda

Inspired by the West End musical Learning more complex movement phrases with timing and musicality. Exploring performance

skills including projection, facial expressions and choreographic intent

Free Running Inspired by James Bond Exploring the art form of free running and travelling. Developing safe practice and key

technical skills.

Term 3

Interrogation Inspired by Christopher Bruce ‘Swansong’ Exploring the idea of interrogation and use of props. Developing understand of character and

narrative in Dance linking to social/political

themes.

Music Videos Various Working in specific roles to develop your own music video project. Exploring the medium of music

videos and stylistic qualities.

Safe practice in lessons, performance of

duet and group work

Responses to choreographic tasks, final performance of ‘Sutra’

Performance of movement phrases, final

performance of ‘Revolting Children’ from

Matilda

Responses to choreographic tasks, final presentation of ‘free running’ work

Safe practice in lessons, responses to choreographic tasks, final performance

Working methods in lesson, final performance


SUBJECT - DANCE

Year Group


ea

r 9

Term 1, 2 and 3

Students have opted to study dance within their PE

lessons. They will be preparing for both the GCSE and BTEC syllabus through technique lessons,

creative tasks and theoretical elements of the courses including studying elements of a range of

professional dance works. They will focus on building skills in the following areas;

Physical skills such as mobility, strength, stamina, flexibility, extension, co-ordination, balance,

posture and alignment.

Technical skills regarding movements, dynamics,

space and relationships.

Expressive skills such as projection, focus, spatial awareness, phrasing and musicality, facial

expression and communication of choreographic intent.

Safe practice and the required mental skills relating to rehearsal, working with others, concentration,

commitment and problem solving.

Choreographic skills to aid them in developing

creative and well-structured dance works that communicate their own artistic vision.

Assessments will take place throughout

the year in a range of creative tasks, practical performances and reflective

writing assignments.


SUBJECT – DANCE

Year Group


Ye

ar

10

GC

SE

Students will be working through the GCSE syllabus through technique lessons, creative tasks and theoretical elements including studying the

following six prescribed set works.

● Stopgap Dance Company – Artificial Things ● Rambert Dance Company – A Linha Curva

● The Royal Ballet – Infra ● Phoenix Dance Theatre – Shadows

● James Cousins Company – Within Her Eyes ● Boy Blue Entertainment – Emancipation of Expressionism

They will focus on building skills in the following areas; Physical skills such as mobility, strength, stamina, flexibility, extension,

co-ordination, balance, posture and alignment.

Technical skills regarding movements, dynamics, space and

relationships.

Expressive skills such as projection, focus, spatial awareness, phrasing and musicality, facial expression and communication of choreographic

intent.

Safe practice and the required mental skills relating to rehearsal,

working with others, concentration, commitment and problem solving.

Choreographic skills to aid them in developing creative and well-structured dance works that communicate their own artistic vision.

Assessments will take

place throughout the year in a range of

creative tasks,

practical performances,

research tasks, essays and other written

formats.

These assessments will

not be final grades – all official coursework

and exams take place in Year 11.

Ye

ar

11

GC

SE

Term 1 and 2

Performance and Choreography assessments

Performance

Set phrases through a solo performance (approximately one minute in duration)

Duet/trio performance (three minutes in a dance which is a

maximum of five minutes in duration)

Choreography Solo or group choreography – a solo (two to two and a half

minutes) or a group dance for two to five dancers (three to

three and a half minutes)

Term 3 Dance Appreciation;

o Knowledge and understanding of choreographic processes and performing skills

o Critical appreciation of own work

o Critical appreciation of professional work

Solo and duet/trio performance

30%

Solo/group

choreography 30%

Written exam 1 hour

20 minutes

40%


SUBJECT – DANCE

Year Group


Ye

ar

10

BT

EC

BTEC Dance Students will be working through the BTEC syllabus through

technique lessons, creative tasks and theoretical elements

including studying a range of professional works and dance styles.

They will focus on building skills in the following areas; Physical skills such as mobility, strength, stamina, flexibility,

extension, co-ordination, balance, posture and alignment.

Technical skills regarding movements, dynamics, space and

relationships.

Expressive skills such as projection, focus, spatial awareness, phrasing and musicality, facial expression and communication of

choreographic intent.

Safe practice and the required mental skills relating to rehearsal,

working with others, concentration, commitment and problem solving.

Choreographic skills to aid them in developing creative and well-

structured dance works that communicate their own artistic vision.

Unit 1: Exploring the Performing Arts

Students will use their learning from the year to create a powerpoint and report that explored three contrasting

dance works.

Mock assessments will take

place throughout the year in a range of creative

tasks, practical

performances, research tasks, essays and other

written formats.

- Powerpoint presentation

/ vlog - Report / website

Ye

ar

11

BT

EC

Term 1, 2 and 3

Unit 2:

Developing Skills and Techniques in the Performing Arts

Students will participate in a number of workshops and complete reflections based on their strengths and improvements. In groups

students will learn a repertoire piece of professional choreography,

they will rehearse and perform this.

Unit 3:

Responding to a Brief (external exam unit)

Students will work in groups to create an original dance work based around a set brief that will include purpose, target audience

and theme. They will reflect upon the process and perform to an

audience.

- Practical participation

in workshops and rehearsals

- Reflective logs - Final performance.

- Three separate ICT

exams of 1 hour, writing about the

process, skills and evaluating the work

- A final performance


SUBJECT – BTEC DANCE – KEY STAGE 5

Year


Ye

ar

12

Terms 1, 2 and 3

Students will complete two units throughout the

three terms;

Developing Skills and Techniques for Live

Performance

Contemporary Dance Technique

They will prepare for both units through a range of

mock assessments and tasks. Students will study a

range of practitioners during these units that will

link into their Year 13 units of study.

Assessments take place through a range

of methods including live performances,

practical classwork, logbooks, rehearsals

and workshops, written evaluations.

Ye

ar

13

Terms 1, 2 and 3

Students will be completing a range of units during

the three terms;

Developing Contemporary Dance

Jazz Dance

Choreographing Dances

Performing Arts Business

Performance Workshop

Site Specific Performance

These units have been selected to suit the current

BTEC cohort taking into account their strengths and

areas of interest.

Assessments take place through a range

of methods including live performances,

practical classwork, logbooks, rehearsals

and workshops, written evaluations.


SUBJECT – DESIGN TECHNOLOGY/BTEC ENGINEERING

Year Group


ea

r 1

1 B

TE

C

BTEC Tech Award, Level 1 / 2 - Engineering

Component 1: Exploring Engineering Sectors and Design

Applications.

Students explore the various engineering

sectors, and the role of design in engineering.

Component 2: Investigating an Engineering Project.

Students develop knowledge and

understanding of the processes of engineering

a product.

Component 3: Responding to an Engineering Brief.

Students pull together all they have learned and apply their knowledge by creating their

own product.

The three components focus on the assessment of knowledge, skills and practices. These are all

essential to developing a basis for progression and, therefore, learners need to achieve all

Components in order to achieve the

qualification.

The components are interrelated and they are best seen as part of an integrated whole rather

than as totally distinct study areas.

Students are given the opportunity to build

their confidence in understanding the sectors, vocational contexts and vocational attributes

during the course of study before they are assessed.

The marking of both components 1 and 2 are moderated in school to Pearson

(Edexcel) guidelines. Both are 30% of final grade.

Component 3 is an external assessment and makes up the final 40% of final grade:

• Task set and marked by Pearson,

completed under supervised conditions.

• The set task is made up of two parts

and will be completed in two hours for Part 1 and one and a half hours for Part

2.

• Both parts of the set task are

completed during a one-week period timetabled by Pearson.

• 60 marks

Assignments will test their knowledge,

research skills and practical skills related to Engineering industries.

All 3 components will be covered over the 2 year KS4 period and moderated

throughout those two years.


SUBJECT – DESIGN TECHNOLOGY/FOOD TECHNOLOGY and CATERING

Year Group


ea

r 7

9 week rotation in Design Technology

HEALTHY PROJECT

Personal hygiene and health and safety in the food room.

Using the sharp knife safely Oven Safety, use of hob and main oven

Fruit and vegetable preparation and manipulation of tools, sharp knife peeler and grater

Practical skills; whisking, melting, rubbing-in, shaping, boiling and baking.

Weighing, measuring, time management.

Testing for readiness.

Cutting skills, julienne, brunoise

Knife holds, bridge hold and claw grip Hygiene skills

Making skills/Presentational skills Evaluation - sensory analysis

Ye

ar

8


THE USE OF VEGETABLES IN COOKING Mise-en-place.

Personal and kitchen Hygiene Food Hygiene

Adapting recipes, looking at combinations of

flavours and proportions of ingredients.

Practical Skills include; soup making, blending, bread making, creative ways of using bread dough,

combining commodities in a creative way.

Choice of challenge recipes to end the rotation.

Independent chefs Time Plan

Health and Safety

Quality Control

Time management Practicals are assessed and feedback

given on the day.

Ye

ar

9

9 week rotation in Design Technology DESSERTS, SAUCES AND SENSORY PROPERTIES

Personal hygiene and health and safety in the food

room. Developing recipes.

Practical skills include; advanced pastry making,

cake making methods, complex sauces,

manipulating sensory properties, setting a mixture through gelation / coagulation.

Test for readiness.

Creating own time plans Adapting

recipes

Making skills / Presentational skills MasterChef competition

Evaluation


SUBJECT – DESIGN TECHNOLOGY/FOOD TECHNOLOGY and CATERING

Year Group


Ye

ar

10

an

d Y

ea

r 1

1 W

JE

C

Ho

sp

ita

lity

an

d C

ate

rin

g L

eve

l 1

/2

Term 1

Unit 1 External exam preparation, based around:

“Know how food can cause ill health”.

Practical session weekly.

Term 2

“Mock unit 2” Coursework.

Hospitality and Catering in action.


Term 3


“Understand the environment in which hospitality and

catering providers operate”


Term 4


“Understand how hospitality and catering provisions operate”

“Understand how hospitality and catering provision meets health and safety requirements”


Term 5


“Be able to propose a hospitality and catering provision to

meet specific requirements”


Unit 2 Internal Assignment set by the board.

Practicals assessed weekly

End of unit tests

PPEs


SUBJECT – DESIGN TECHNOLOGY/PRODUCT DESIGN

Year Group


ea

r 7


Understanding the Design process of research, designing, making and evaluation focusing on using CAD (Computer

Aided Design) and CAM (Computer Aided Manufacture) skills.

Design Projects: Using 2D Design CAD program to create an acrylic key-ring and clock.

Design skills

Making skills CAD skills

CAM skills Evaluation

Ye

ar

8


Building on skills learnt in Year 7 of research, designing, making, CAD/CAM and evaluation focusing on design

styles, 2D and 3D technical drawing and prototyping methods to produce a 3D prototype.

Design and Make task; 1 and 2 point perspective drawing, isometric drawing and 3D modelling using a range of

materials to create a bespoke chair design.

Design skills

Technical Drawing skills CAD skills

CAM skills Surface decoration

Working with a range of

modelling materials Making skills

Evaluation

Ye

ar

9


Building on skills learned in Years 7 and 8 of research, designing, technical drawing skills, CAD (Computer Aided

Design), making, CAM (Computer Aided Manufacture) and evaluation skills, focusing on using a range of different

materials, jigs and templates and formers to create a final

product.

Design Projects: Photo frame using wood, plastics and metal.

Design skills

Technical Drawing skills CAD skills

CAM skills Surface decoration

Working with mixed media

Use of jigs and templates Forming techniques

Making skills Evaluation


SUBJECT – DESIGN TECHNOLOGY/DESIGN and TECHNOLOGY

Year Group


Ye

ar

10

- A

QA

Autumn Term;

Materials and Properties of all disciplines; Graphic Products

/ RM / Textiles Focused design task

New and emerging technologies CAD and CAM

3D Modelling

Spring Term;

Focus on chosen area of material; Focused learning on finishes and properties

Focused design task - modelling and development Modelling and development using a range of different

materials, 2D and 3D development techniques including

CAD and CAM

Summer Term; Focused design and modelling task

NEA (non-exam assessment) task

Each focused design and modelling task assessed

against the board’s criteria.

Exam questions assessed

using mark schemes.

Ye

ar

11

- A

QA

Autumn Term;

Materials and Properties of all disciplines; Graphic Products / RM / Textiles

Focused design task

New and emerging technologies CAD and CAM

3D Modelling

Spring Term;

Focus on chosen area of material; Focused learning on finishes and properties

Focused design task set by exam board - modelling and development using a range of different materials, 2D and

3D development techniques including CAD and CAM

Produce a portfolio and a high quality final prototype

Summer Term; Prepare for final examination

Each focused design and

modelling task assessed

against the board’s criteria.

Exam questions assessed using mark schemes.


SUBJECT – DESIGN TECHNOLOGY/TEXTILES

Year Group


ea

r 7


Health and safety in the textiles room How to use the sewing machine and Textiles equipment.

Design skills Practical Skills to include weaving and the use the use of

embroidery

Design and Make task; A weaving product using

recyclable materials

Machine skills Design skills


Ye

ar

8


Health and Safety in the Textiles room

The Sewing Machine, straight and zig- zag stitches Design skills

Creating own patterns

Fabric construction Practical Skills to include Applique/Logo technique, hand

stitching, Seams

Design and Make task; Design a Wall hanging or soft toy related to the Mexican Celebration “The Day of the Dead”

- celebrating the lives who have died. It is a day of

happiness and celebration.

Machine skills

Design skills Surface decoration

Making skills

Evaluation

Ye

ar

9


Health and Safety in the Textiles room The Sewing Machine, straight and zig- zag stitches,

embroidery skill and embellishment

Creating own patterns Fabric construction

Practical Skills to include Applique technique, hand stitching, Seams

Design and Make task; You have been commissioned to

design a Sugar Skull inspired by Cultures for an

installation at the V&A (Victoria and Albert Museum) for young designers.

Machine skills Design skills

Surface decoration



SUBJECT - DRAMA

Year Group


ea

r 7

an

d 8

Year 7 and 8 will cover the same curriculum in 2019-20 as both are studying Drama for the first time.

They will study a range of theatre styles, respond to stimuli,

experience theatre history and develop confidence in

portraying characters using vocal and physical skills.

Half term 1 - Introduction to Drama Half term 2 - Darkwood Manor

Half term 3 - Greek Theatre Half term 4 - Harriet Tubman

Half term 5 - Lord of the Flies

Half term 6 - Caucasian Chalk Circle

All practical work is filmed twice a term to track progress.

Students are assessed on the

following areas:

Devising work in response to

stimuli Performing scripted and devised

work demonstrating a range of

characters Analysing own and professional

work through discussion

Ye

ar

9

Term 1, 2 and 3

Students will be working towards a Bronze Arts Award qualification throughout the three terms.

Students will explore a range of Drama techniques and methods including improvisation, characterisation, scripted

performance, devising and analysis of theatre.

Assessments will take place throughout the year in a range of

creative tasks, practical performances and reflective writing

assignments.

To gain the Bronze Arts Award

qualification students must submit a portfolio of evidence and written

review, parents will be contacted with further information within the

academic year.


SUBJECT - DRAMA

Year Group

Topic Covered Overview of Assessment

Ye

ar

10

BT

EC

Term 1, 2 and 3

Students will be working through the BTEC syllabus through practical lessons and theoretical elements including

studying a range of professional works and contrasting

performance styles.

They will focus on building skills in the following areas; characterisation, physicality, use of voice, scripted

performance, improvisation and devising.

Units of study over the two years include;

Exploring the Performing Arts

Developing Skills and Techniques in the Performing

Arts Performing to a Brief

Assessments will take place throughout the year in a range of

creative tasks, practical

performances, research tasks, essays and other written formats.

Ye

ar

11

BT

EC

Term 1, 2 and 3

Unit 3: Acting Skills

Students will explore a scripted performance piece and be

required to rehearse, perform and review their progress.

Unit 1: Individual Showcase

Preparing for auditions through application and monologues. Students will select an opportunity to apply

for from a given exam paper and prepare two contrasting monologue pieces. They will write an application letter in a

one hour exam.

Rehearsal process, logbook

and final performance.

Written application through

1 hour exam (ICT).

Two contrasting solo pieces

(filmed).


SUBJECT - DRAMA

Year Group


ea

r 1

2 B

TE

C

Year 1 - Terms 1, 2, 3 and 4

Students will prepare and complete a range of

assessments for the following unit;

Unit 19: Principles of Acting

Unit 32: Developing Physical Theatre

Terms 5 and 6

Unit 18: Auditions for Actors

Unit 7: Performing to an Audience

Students will prepare for both units through a range of

mock assessments and tasks. They will study a range of

practitioners during these units that will further link into

their Year 13 units of study.

Assessments take place through a

range of methods including live

performances, practical classwork,

logbooks, rehearsals and

workshops, written evaluations

Ye

ar

13

BT

EC

Students will prepare and complete a range of

assessments for the following units;

Investigating Practitioners Work

Developing Skills and Techniques for Live

Performance

Group Performance Workshop

Students will prepare for both units through a range of

mock assessments and tasks. They will study a range of

practitioners during these units.

Terms 1 and 2

Unit 18: Auditions for Actors (continued)

Unit 7: Performing to an Audience (continued)

Terms 3, 4 and 5

Unit 23: Film and TV Acting

Unit 10: Theatre in Education

Assessments take place through a

range of methods including live

performances, practical classwork,

logbooks, rehearsals and

workshops, written evaluations


SUBJECT - ECONOMICS

Year Group


ea

r 1

0

Unit 1/2 - How the economy works

● The basic economic problem

● Scarcity ● Choice and opportunity cost

● Approaches to the economic problem ● Specialisation

● What are competitive markets

● Monopolies ● Demand and Supply

● Price Elasticity of demand ● Price Elasticity of supply

● Determination of price ● Operating in competitive markets

● Productivity

● Growth of firms ● Economies of scale

● Labour rewards ● Wage rates

Review Questions at the end

of each topic with a mixture

of multiple choice and short answer questions.

Termly assessments on

longer answer questions.

Ye

ar

11

Unit 3 – UK Economy

● Objectives of government policy ● Economic growth

● Employment ● Inflation

● Raising and spending money

● Income and taxes ● Correcting market failure

● Fiscal policy ● Exchange rates and interest rates

● Factors for competitiveness

● Government policy and international competitiveness

● UK and globalisation ● Poverty

● Ways of supporting growth

Unit 4 – Globalisation

● Globalisation ● Multinationals

● International specialisation and trade ● World Trade organisation

● Patterns of trade

● Protectionism ● China and India

● UK and the European Union ● Balance of Payments and deficit

● Value of currency


SUBJECT - ECONOMICS

Year Group

Topic Covered Overview of Assessment

Ye

ar

12

Theme 1

● The nature of economic

○ The economic problem ○ PPFs

○ Types of economies ● How the market works

○ Demand and supply

○ Elasticity ○ Taxes

○ Pricing ● Market Failure

○ Externalities ○ Public goods

○ Information gaps

Theme 2

● Measures of performance ○ Economic growth

○ Inflation

○ Unemployment ○ Balance of payment

● Aggregate Demand ○ Investment

○ Consumption ○ Government expenditure

○ Trade

● Aggregate supply ○ Short run

○ Long run ● National Income

○ Circular flow of income

○ The Multiplier ● Economic growth

○ Causes ○ Impact

● Macro economic objectives

○ UK Objectives ○ Demand-side policies

○ Supply-side policies ○ Conflicts and trade-offs

Online Seneca homework

questions

Multiple choice tests

Data Response Questions from

previous exam papers

Essay long answer questions


SUBJECT - ECONOMICS

Year Group


ea

r 1

3

Theme 3

● Business growth

○ Types of firms ○ Growth

○ Demergers ● Business objectives

○ Profit maximisation

○ Revenue Maximisation ○ Sales Maximisation

○ Satisficing ● Revenue, Cost and Profits

○ Revenue ○ Costs

○ Profit

● Market structures ○ Efficiency

○ Perfect competition ○ Monopolistic competition

○ Oligopoly

○ Monopoly ○ Monopsony

○ Contestability ● Labour Market

○ Demand ○ Supply

○ Wage determination

● Government Intervention ○ Types

○ Impact Theme 4

● International economics

○ Globalisation ○ Specialisation

○ Trade ○ Balance of Payments

○ Exchange rates

● Poverty and Inequality ○ Poverty

○ Inequality ● Emerging and developing countries

○ Measures of development ○ Factors influencing growth

○ Strategies

● The financial sector ○ Financial Markets

○ Market failure ○ Central Bank

● The role of the State

○ Finances ○ Taxation

○ Policies ○ Spending

Data Response Questions from previous exam papers

Essay long answer questions


SUBJECT - GEOGRAPHY

Year Group


ea

r 7

Term 1 Map Skills

Limestone and Glacial Landscapes

Term 2

Asia

Resources

Term 3

Rivers

Weather and Climate

Term 1 Baseline Assessment

Glacial and Limestone Landform Assessment

Term 2 China Population Control Assessment

Pollution Assessment

Term 3 River Landform Assessment

Climate Graph Assessment

Ye

ar

8

Term 1

Rivers

Term 2 Asia and Resources

Term 3 Resources and Coasts

Term 1

River Landform Assessment Flooding Management Assessment

Term 2

China Population Control Assessment

Pollution Assessment

Term 3 Plastic Assessment

Coastal Landform Assessment

Ye

ar

9

Term 1

Development

Term 2

Natural Hazards

Term 3

Living World

Term 1

Bracknell Regeneration Project

Development Assessment

Term 2 Volcano Assessment

Hazards Assessment

Term 3

Living World exam questions GCSE Living World exam


SUBJECT - GEOGRAPHY

Year Group


ea

r 1

0

Term 1 Urban Geography

This unit includes studies about urban areas around the world focusing on Rio de Janeiro and

Bristol

Resources

This unit includes studies about the distribution of food, energy and water around the world. The

unit then focuses on problems and sustainable

usage of energy

Term 2 Physical Landscape of the UK

This unit will look at the landscape of the UK, with particular reference to the UK’s coasts

Natural Hazards This unit includes studies on earthquakes,

volcanoes

Term 3

Natural Hazards This unit includes studies on tropical storms and

wildfires

Physical Landscape of the UK

This unit will look at the landscape of the UK, with particular reference to the UK’s Rivers

Fieldwork

6-9 Mark exam questions used as mini

assessments

Full exam papers for each of the units

Undertake fieldwork and complete exam questions based on paper 3 of the GCSE

series

Mocks based on a combination of paper 1

and 2 of the GCSE series

Exam Board: AQA

Ye

ar

11

Term 1

Fieldwork

Physical Landscape of the UK

This unit will look at the landscape of the UK, with particular reference to the UK’s Rivers

Changing Economies

Students will look at the development gap and how it is influencing global economics

Term 2 Changing Economies

Students will look at the development gap and how it is influencing global economics

Revision

Term 3 Decision Making Exercise – Paper 3

Revision

6-9 Mark exam questions used as mini assessments

Full exam papers for each of the units

Undertake fieldwork and complete exam

questions based on paper 3 of the GCSE

series

Mock exam on Paper 1

Mock exam on Paper 2

Exam Board: AQA


SUBJECT - GEOGRAPHY

Year Group


ea

r 1

2

Term 1 Coasts

Changing Places

Term 2

Natural Hazards

Fieldwork

Term 3

Revision

AS exam

Fieldwork

Specimen exam questions used as mini

milestones, full milestones, class, and home

activity tasks.

Students will also complete the fieldwork element of the course about a topic that they

find interesting. This will involve a range of fieldwork opportunities that must be

completed and then exam questions based

on this.

Mocks on Human and Physical Papers.

Exam Board: AQA

Ye

ar

13

Term 1

Global Systems and Governance

Water and the Carbon Cycle

NEA (Non Exam Assessment)

Term 2

Contemporary Urban Environments

Water and the Carbon Cycle

NEA (Non Exam Assessment)

Term 3

Revision

Specimen exam questions used as mini milestones, full milestones, class, and home

activity tasks.

NEA write-up for 20% of A-Level assessment.

Mocks on human and physical papers.

Exam Board: AQA


SUBJECT - HEALTH and SOCIAL CARE BTEC AWARD

Year Group


ea

r 1

0

Term 1 and 2

Human Lifespan Development (Component 1)

Learners will investigate how, in real situations, human development is affected by different

factors and that people deal differently with life events.

Term 2 and 3

Health and Social Care Services and Values (Component 2) - Learning Aim A

Learners study and explore practically, health and social care services and how they meet the needs

of real service users. They also develop skills in applying care values.

Coursework based (30%)

2 assignments:

Written report (Learning Aim A: Understand

human growth and development across life stages and the factors that affect it)

Interview and information pack (Learning

Aim B: Investigate how individuals deal with life events)


1 assignment:

Review (Learning Aim A: Understand the

different types of health and social care services and barriers to accessing them)

Ye

ar

11

Term 1

Health and Social Care Services and Values (Component 2) - Learning Aim B

Learners study and explore practically, health and social care services and how they meet the needs

of real service users. They also develop skills in applying care values.

Term 1, 2 and 3

Health and Wellbeing (Component 3)

Learners will study the factors that affect health and wellbeing, learning about physiological and

lifestyle indicators, and how to design a health

and wellbeing improvement plan.

Assessment Objectives AO1 Demonstrate knowledge and understanding

of factors that affect health and wellbeing

AO2 Interpret health indicators

AO3 Design a person-centred health and

wellbeing improvement plan

AO4 Demonstrate knowledge and understand of

how to overcome obstacles relating to health and wellbeing improvement plans

1 assignment: Role Play and report (Learning Aim B:

Demonstrate care values and review own practice)

External component (40%) will be

completed under supervised conditions.

The supervised assessment period is a maximum of three hours and must be

arranged in the period timetabled by the exam board.

Assessment availability will be February and/or May/June.


SUBJECT - HEALTH and SOCIAL CARE BTEC NATIONAL EXTENDED CERTIFICATE

BTEC National Extended Certificate in Health and Social Care

Year Group


Ye

ar

12

Term 1 and 2 Human Lifespan Development (Unit 1)

Learners cover physical, intellectual, emotional and social development across the human

lifespan, and the factors affecting development and the effects of ageing.

Assessment Objectives

AO1 – Demonstrate knowledge of physical, intellectual, emotional and social development

across the human lifespan, factors affecting human growth and development and effects of

ageing

AO2 – Analyse and evaluate information related to

human development theories/models and factors affecting human growth and development

AO3 – Make connections between theories/models in relation to human development, factors

affecting human growth and development and effects of aging

Term 2 and 3

Meeting Individual Care and Support Needs (Unit 5)

Learners focus on the principles and practicalities that underpin meeting individuals’ care and

support needs, which are the foundation of all the care disciplines.

Learning Aims

A – Examine principles, values and skills which

underpin meeting the care and support needs of individuals

B – Examine the ethical issues involved when

providing care and support to meet individual

needs

C – Investigate the principles behind enabling individuals with care and support needs to

overcome challenges

D – Investigate the roles of professionals and how

they work together to provide the care and support necessary to meet individual needs

External Exam (25%)

1 Hour and 30 minutes

90 Marks

The assessment availability is twice a year

in January and May/June


2 assignments:

Review (Learning Aim A: Understand the

different types of health and social care services and barriers to accessing them)

Role Play and report (Learning Aim B:

Demonstrate care values and review own

practice)


Written Report


SUBJECT - HEALTH and SOCIAL CARE BTEC NATIONAL EXTENDED CERTIFICATE

Year Group


ea

r 1

3

Term 1 and 2 Working in Health and Social Care (Unit 2)

Learners explore what it is like to work in the

health and social care sector, including the roles

and responsibilities of workers and organisations.

Assessment Objectives AO1 Demonstrate knowledge of service user

needs, roles and responsibilities of workers, and working practices within the health and social care

sector

AO2 Analyse and evaluate information related to

the roles and responsibilities of health and social care workers and organisations and how workers

and organisations are monitored and regulated.

AO3 Design a person-centred health and

wellbeing improvement plan

AO4 Demonstrate knowledge and understand of

how to overcome obstacles relating to health and wellbeing improvement plans

Term 2 and 3

Supporting Individuals with Additional Needs (Unit

12)

Learners explore the role of health and social are services in providing care and support to

individuals with additional needs.

Learning Aims

A- Examine reasons why individuals may experience additional needs

B- Examine how to overcome the challenges to daily living faced by people with additional

needs

C- Investigate current practice with respect to provision for individuals with additional needs

External Exam (37%)

1 Hour and 30 minutes

80 Marks

The assessment availability is twice a year

in January and May/June


Written Report


SUBJECT – HISTORY We are currently in the process of reviewing our KS3 Schemes of Learning to support the new GCSE changes, as such some topics and assessments may change. We are also running new courses at both GCSE and A Level and

so there may be some flexibility in the structure of the course.

Year Group


Ye

ar

7

Term 1

● Norman Conquest

Term 2 ● Medieval Life and the religion

Term 3

● Power and Monarchy ● Women in Medieval England

Why did William win the Battle of Hastings?

Consequences and importance of the Invasion

Source utility and consequences of the

Black Death

Why did people go on crusade?

Source utility and importance of the Magna Carta

“Rich or poor, women were useless in

medieval society” how far do you agree?

Ye

ar

8

Term 1

● English Civil War and Cromwell

● French Revolution

Term 2

● Industrial Revolution ● Victorian England

Term 3

● The British Empire and Slavery ● The American West

Explanation of the reasons for the English

Civil War Was Cromwell a hero or a villain?

Why was the quality of life so poor during

the Industrial Revolution? “Victorian society dealt with problem

groups effectively” How far do you agree?

“The British Empire was an instrument for good” how far do you agree?”

Why is the American West sometimes

referred to as “wild”?

Ye

ar

9

Term 1

● The causes and course of WW1 ● The inter-war years and the Rise of the

Dictators

Term 2

● The Holocaust

● WW2

Term 3 ● The Cold War

● Policing in Whitechapel (Link to GCSE)

“Haig was the butcher of the Somme” How far do you agree?

Interpretations of Hitler

Why did Jews face anti-Semitism under Nazi Rule?

Causes of WW2

Why did the Cold War start? Source utility


SUBJECT – HISTORY

Year


Ye

ar

10

Following the Edexcel (1-9) specification

Term 1: Crime and Punishment Through Time

Term 2: Elizabethan England

Term 3: The Cold War

Past paper questions used frequently, on

average, one a month.

Ye

ar

11

Term 1: The Cold War

Term 2: Nazi Germany

Term 3: Revision

Past paper questions used frequently, on

average, one a month.

Ye

ar

12

Unit 1: England 1547–1603: the Later Tudors Enquiry topic: Mid Tudor Crises 1547–1558

Unit 2: Italy 1896-1943

Both units will be assessed through frequent essays and practice papers

throughout the course.

Ye

ar

13

(cu

rrent)

Unit 3: Popular culture and the rise of the witch craze of the 16th and 17th centuries

Unit 4: Personal study based on Historical significance.

Unit 3 will be assessed through frequent essays and practice papers throughout

the course.

Unit 4 is a coursework module and so

cannot be assessed through milestone points.


SUBJECT - ICT and COMPUTING At Key Stage 3 students will complete a variety of units which combine theoretical and practical elements of ICT and Computer Science. IT is taught in a 9 week block rotation with 2 hours per week allocated for each group.

At Key Stage 4 GCSE level students may study either Computer Science or an ICT vocational program (OCR

Cambridge Nationals).

At Key Stage 5 students may study ICT or Computer Science on either an academic or vocation pathway. We are

proud to be able to deliver a high quality A Level Computer Science programme.

Year


Ye

ar

7

Units delivered are chosen from:

Block 1 Digital citizen : including eSafety

Being Creative : including spreadsheets Introduction to programming : Scratch

Block 2 How computers work

Being Creative Part 2 Programming with Python and the microbit

End of unit tests are used to assess knowledge on

computer rules, files and folders, appropriate email use, e-safety, health and safety and

copyright. Extended practical tasks are set to demonstrate

formatting, formulas, functions and models within

spreadsheets. Programming challenges are used throughout the

programming units to assess skills.

Ye

ar

8

Block 1 Badge Project with Python

How computers work Being Creative : myApp

Block 2 Digital World : including cybersecurity

Being Creative : Media Project Game design with GameMaker

Students are set an extended Python project to

design and implement their own badge using Turtle.

Extended practical tasks are set to demonstrate

formatting, formulas, functions and models within spreadsheets.

Students plan and design their own mobile apps.

Ye

ar

9

Block 1

Binary Bits

Advanced programming with Python Introduction to Databases

Block 2

Computational Thinking Introduction to Animation

Being Creative with Photoshop

Students are assessed through end of unit tests and a range of extended practical tasks.

Ye

ar

10

Term 1, 2 and 3 GCSE Computer Science: Component 1 and Component 2

OCR Cambridge Nationals: R012 and R013

Theory Programming principles and

Computational thinking.

Practice assignment.


SUBJECT - ICT and COMPUTING

Year Group


ea

r 1

1

Term 1

Level 2 Cambridge Nationals in Information Technologies R013

GCSE Computer Science Component 1 and Component 2 Prep and assessment

Term 2

Level 2 Cambridge Nationals in Information Technologies R013

GCSE Computer Science Component 1 and Component 2

Term 3

Level 2 Cambridge Nationals in Information

Technologies R013

GCSE Computer Science Component 1 revision.

Controlled Assessments

Pre-public examinations

Ye

ar

12

Term 1 AS GCE Component 1, Component 2

BTEC Level 3: Unit 1

Term 2

AS GCE Component 1, Component 2 BTEC level 3: Unit 2

Term 3

AS GCE Component 1, Component 2 BTEC level 3: Unit 31

Coursework Examination Preparation

Ye

ar

13

Term 1

A2 GCE Component 1, 2 and 3


Term 2 A2 GCE Component 1, 2 and 3


Term 3

A2 GCE Component 1, 2 and 3 BTEC Level 3: Unit 18

Coursework Examination Preparation


SUBJECT - MEDIA STUDIES

Year Group


ea

r 1

0

Term 1

Introduction to Media (studying key

concepts and theories)

Music video analysis

Focus: Media language and Audience

Term 2 Film promotion: Understanding how

films use conventions and appeal to

target audience To understand cross media convergence

and how products work together to

advertise.

To look at key representations of

gender

Term 3 Complete film promotion

Introduction to Magazine coursework

Term 1

Base line assessment

700-word music video essay

(including multiple drafts)

10 frame storyboard plan for your

own music video plus 100-word evaluation

Term 2

1200-word film promotion essay

(including multiple drafts)

Film Poster (using Photoshop)

Term 3

10 frame storyboard plan for your

own film trailer storyboard plus 200-

word evaluation Research and Planning Pages 1-3

(front cover, contents page and

double-page spread analysis of existing magazine)

Ye

ar

11

Term 1

Complete 12 pages of Research and

Planning coursework Complete 4 pages of a magazine

production on Photoshop (front cover,

contents page and double-page spread) Evaluation of magazine

Introduction to Television Game Shows

exam topic (exam topic changes each

year)

Key areas: Media language/audience/

representation/institution

Term 2: exam

Understanding the conventions of television dramas

Media theories and key terms

Understanding how the 4 key concepts

(Media Language, Representation,

Audience and Institution) can be applied to the topic

Term 3: exam

Exam practice

Responding to a brief

Case Study materials

AQA Preliminary letter preparation (4

weeks prior to exam date)

Term 1: All coursework

12 pages of research and planning

into similar products (Media language), audience and institution

and planning for own product Four pages of magazine production

Evaluation

Term 2: exam

PPE 2

Exam styled questions practice

Assessed creative products (linked

to Television Drama)

Term 3: exam

Further mock exam questions/papers Case Studies monitoring

Creative Tasks monitoring

Revision activities/assessments


SUBJECT – AS MEDIA STUDIES

Year Group


ea

r 1

2

Term 1 Media Language and Media Representations in

relation to:

- Advertising and marketing - Magazines

- Video Games

Term 2 Media Industries and Media audiences in relation to:

- Television - Music Video

- Film (industries only)

Term 3 Theoretical framework in relation to:

- Radio - Newspapers

- Online, social and participatory media

Term 1

Application of knowledge to exam style

questions

Creative process to produce selected media

and analysis of chosen genre

Term 2

Application of knowledge to exam style

questions Creative process to produce selected media

and analysis of chosen genre

Term 3 Research documentation

Applying researching methods

Presenting research methods

The qualification will assess: All areas of the theoretical framework and

understanding of the media products

students have engaged with

and

Ability to create media products


SUBJECT - MODERN FOREIGN LANGUAGES (FRENCH AND SPANISH)

Year Group


ea

r 7

Students will study both French and Spanish in Year 7 – below are the topics they will cover in both

languages across the year.

Topic 1

Introduction to Language: Foundation studies

Introductions, alphabet, numbers, months, dates, birthdays, colours, countries, nationalities, describing

people, classroom items, classroom instructions,

forming the present tense.

Topic 2

Family Members and Pets

Animals, adjectival agreement, family members, introducing people, first and third person singular of

key verbs “to have” and “to be”, synonyms and

antonyms, comparisons, family relationships.

Topic 3

Hobbies / Free Time

Hobbies, sport, music, expressing preferences about free time activities, the weather, “if” clauses, the

present and future tenses.

Reading and listening assessments with authentic texts.

Regular vocabulary tests.

Regular quizzes using knowledge organisers.

Speaking assessments – role-plays and

presentations.



Year Group


ea

r 8

Half Term 1

School and Clothes/Uniform School subjects, opinions about school subjects,

adjectives, larger numbers, telling the time, using the 24 hour clock, the near future, uniform,

describing what you usually wear, presentation

skills.

Reading and listening assessments with

authentic texts.

Speaking presentation about my life at school.

Writing assessment: describe your school life, express opinions on subjects and

teachers.

Half Term 2

Holidays Countries and holiday destinations, reviewing regular

past tense verbs, using irregular past tense verbs, suitcase and luggage items, the simple future,

holiday accommodation, booking holiday

accommodation by website and by phone, writing a letter of complaint.


authentic texts.

Regular vocabulary tests.

Writing assessment using the present

tense to describe where you usually go on holiday, the past tense to describe

where you went on holiday last year and the future to explain where you will go

next year.

Half Term 3

House, Home and Neighbourhood Rooms, furniture, prepositions, regular and irregular

present tense verbs, daily routine, reflexive verbs,

chores, pocket money, places in town, describing where you live.


authentic texts.

Regular vocabulary and spelling tests.

Writing assessment: Describe your house

and town. Include opinions and justifications.

Regular vocabulary tests and quizzes from knowledge organisers.

Half Term 4

Food and Healthy Living

Food, drink, opinions about food, ordering food in a restaurant/café, keeping fit, aches, illnesses, role

play in a pharmacy.


authentic texts.

Speaking assessment: role-play at the

doctors.

Regular vocabulary tests and quizzes

from knowledge organisers.

Half Term 5 Daily Routine

Use the 24 hour clock, daily routines – time you get

up, go to school, eat lunch, study, shower, go to bed etc. Use of reflexive verbs


Regular vocabulary and spelling tests and quizzes from knowledge organisers.

Half Term 6 Technology and Media

Written and electronic media, opinions about media items, types of media, opinions on different media

(social networks) TV shows, different versions of the

past tense, negative constructions, writing a film review, debating the advantages/disadvantages of

new technologies.

End of term listening, reading, writing and translation.

Written assessments: writing a film

review.



Year Group


ea

r 9

Term 1

Me, My Friends and Family

Family members, introducing people, first and third person singular of key verbs “to have” and “to be”,

synonyms and antonyms, comparisons, family

relationships. Grammar focus:

possessive adjectives

adjective agreement rules

reflexive verbs

comparatives plus que/moins que / mas que /menos que

adverbs of frequency

avoir / tener and être / ser / estar present

tense

regular verbs in present tense

House, Home and Neighbourhood

Rooms, furniture, prepositions, regular and irregular

present tense verbs, reflexive verbs, chores, pocket money, places in town, describing where I live.

Grammar focus:

il y a / hay

on a / tenemos c’est / es prepositions

plural partitive article and de after

negative

pouvoir + infinitive expressions of quantity

irregular verbs aller/faire / ir / hacer

ceux qui + verb

demonstrative adjectives

Term 1


authentic texts.

Speaking assessment: talking about who

is in your family and who you get on with.

Regular vocabulary and spelling tests.


Written Assessment – describing their town, what there is in their town,

including opinions and justifications.

Term 2

Home, town, neighbourhood and region.

Describe where you live.

Describe what you can / can’t do in your town. Use a variety of adjectives.

Discuss house hold chores. Use a variety of prepositions.

Review directions.

Grammar Focus

Il y a / hay

On a / tenemos

C’est / es

Negatives

‘to be able to’ + infinitive

Irregular verbs in present tense

Term 2


Speaking assessment: Discussion 1-1

with teacher about your town.



Year Group


ea

r 9

Term 3

School Reviewing school subjects, school buildings,

translation skills, describing previous life at primary school, describing your ideal school, the

French/Spanish school system, comparatives and

superlatives. Grammar Focus :

il faut / se debe + infinitive

devoir / deber + infinitive

parce que/ porque to express reasons

perfect tense regular avoir verbs

two verbs together comparative and superlative in expressing

opinions about subjects

Term 3


authentic texts.

Written assessments: Describe your school life, opinions on

subjects, teachers, school facilities and your ideal school.

Term 4

Leisure Reviewing sports and hobbies, discussing what you

did last weekend, musical instruments, transcribing lyrics from songs, speaking in various time frames.

Grammar Focus:

consolidation of present tense including

irregular verbs extend range of two verbs together

Use a variety of adverbs

Term 4


authentic texts.

Speaking assessments: interview on

leisure activities and use of free time.

Term 5 Free-time activities

Students should confidently use the present tense to

describe what they usually do in their free time. Develop the use of the past tense to describe what

they did last weekend – linking to the topic of sport, eating out, leisure.

Food and eating out

Sport

(French only) perfect tense with avoir using regular and common irregular verbs (ce que j’ai fait hier soir/le weekend dernier) Simple opinion statements to express how it was (illustration of the imperfect).

Term 5

Reading and Listening assessments with

authentic texts.

Written assessment on a past festival or celebration.

Regular vocabulary spelling tests.

Term 6 Customs and Festivals in French/Spanish Speaking

Countries

Developing an understanding of French/Spanish Culture; the famous festivals, celebrations and

traditions. Grammar Focus:

perfect of verbs with être (French only)+

agreement rules reflexive verbs in perfect; perfect and imperfect

tenses together

Revision for end of year Assessment.

Term 6

Reading and Listening assessments with

authentic texts.

Written assessment on a past festival or celebration.

Regular vocabulary spelling tests.



Year Group


ea

r 1

0 a

nd

Ye

ar

11

Term 1

● Relationships with family and friends ● Home, town, neighbourhood and region

● My studies

● Free-time activities ● Music

● Cinema and TV ● Food and eating out

● Sport

Term 2

● Healthy / unhealthy living

● Life at school / college ● Customs and festivals in French-speaking

countries/ communities

● Travel and tourism

Term 3

● Education post-16

● Year-end assessments ● Transition to Year 2 of GCSE

● Me, my family and friends ● Marriage/ partnership

Term 4

● The environment ● Charity / voluntary work

● Career choices and ambitions ● Social media

● Mobile technology

Term 5

● Mock examination / assessment

● Poverty / homelessness ● Revision and preparation for assessment

Term 6

ASSESSMENT

Past papers, regular vocabulary tests throughout Year 10 and Year 11.


SUBJECT - MODERN FOREIGN LANGUAGES – Key Stage 5 FRENCH

Year Group


ea

r 1

2 a

nd

13

We only study French at Key Stage 5.

Papers 1 and 2

Papers 1 and 2 will be based on content from

themes which address a range of social issues and trends, as well as aspects of the political and artistic

culture of France and French-speaking countries.

Theme 1 deals with aspects of French society: Les changements dans la société française, Les

changements dans les structures familiales,

L’éducation, Le monde du travail.

Theme 2 requires students to broaden their knowledge across francophone countries and

communities: La culture politique et artistique dans

les pays francophones, La musique, Les medias, Les festivals et les traditions.

Paper 2 involves a translation exercise and an essay

which draws on the study at AS Level of one discrete

French work, either one literary text or one film, or two works at A2 Level, two literary texts or one text

and one film, taken from a list provided, which include a range of classic and contemporary novels,

a series of short stories and plays.

Paper 3

Paper 3 requires students to read and respond to

texts based on the theme ‘Les changements dans la société française’ and ‘La culture politique et

artistique dans les pays francophones’.

The Pearson Edexcel Level 3 Advanced

Subsidiary GCE in French consists of two externally examined papers assessing

listening, reading and writing and an

internally assessed speaking exam at both AS and A Level.

The speaking assessment is externally

set and conducted by the teacher in school. All assessments are marked by

Pearson.

Students must complete their speaking

assessment in April/May and all other assessments in May/June in any single

year.

Paper 1: Listening, reading and

translation into English, written examination: 1 hour and 50 minutes,

40% of the qualification, 64 marks.

Paper 2: Written response to work,

grammar and translation, written examination: 1 hour and 40 minutes (2

hours and 40 minutes at A Level), 30% of the qualification, 48 marks.

Paper 3: Speaking, internally conducted and externally assessed, 30% of the

qualification, 48 marks. Students will be assessed on their ability to communicate

and interact effectively, summarise and

understand written sources in speech, manipulate language accurately and

show knowledge and understanding of the culture and society where the

language is spoken.


SUBJECT – MUSIC

Year Group


ea

r 7

Term 1

Riffs and Hooks

Student learn ‘I Gotta Feelin’ by the Black Eyed Peas to develop instrumental skills

and note reading skills

Tetris - Computer game music

Note reading and performance skills

Term 2

Western Classical Traditions

Baroque, Classical and Romantic Music

Major and Minor Chords Students study chords and how to play

them through studying ‘Stay’ by Rihanna

Term 3

STOMP!

Rhythms and note reading

Using Chord Sheets

Students learn how to use chord sheets and work out chords by themselves

Performance

Performance

Performance

Performance

Performance/composition

Performance

All formative assessments will comprise of performances at the end of lessons.

Summative assessment will be a final recorded performance.

Students will also be assessed on their

ability to work as part of a group.


SUBJECT – MUSIC

Year Group


ea

r 8

Term 1

Band Workshop 1

Students will recap/learn how to use chord

sheets as a stimulus for group work, and in groups will choose their own piece to

work on.

Song Writing Students use their knowledge of chords to

inform their own composition in groups.

Groups will produce a song with chords, lyrics, melody, and a riff, and will be

performed throughout the unit.

Term 2

Theme and Variation

Students learn about changing elements of music to make pieces sound different, as

well as developing performance skills and note reading skills.

Blues/Improvisation Students will study blues music and will

learn about improvisation. The students will use their knowledge of the pentatonic

scale to inform their playing. The focus will

be on the 12 bar blues structure.

Term 3

Music for Film and Television Students will be composing music for film

trailers and scenes from films over the

course of the term. They will be expected to understand the compositional

techniques used by composers to create different moods and effects in music, and

apply some of these to their own

compositions.

British Music Students will study pop music from the

British Isles spanning the generations from

Bowie to Oasis. Students will choose a song and will work towards a final

performance of their song. Students will focus on producing a polished end

product.

Performance

Composition and performance


Performance and improvisation


Performance



Students will also be assessed on their ability

to work as part of a group.


SUBJECT – MUSIC

Year Group


ea

r 9

Term 1

Reggae

Students will learn about cultural and

musical aspects of Reggae through studying ‘Three Little Birds’ by Bob Marley.

Students will work in groups to perform the song after having demonstrated an

understanding of the chords and of syncopation.

Band Workshop – Aural Development Students will develop their aural skills by

listening to songs and trying to work out their parts themselves.

Term 2

Cover songs Students will focus on the different musical

aspects of songs and will work towards performing a cover of a song of their

choice. There should be a focus on

changing different elements of music and on using appropriate technical language

Performance techniques Students will be studying about different

performing techniques. This will range from improving reading of different types

of notations through to producing a confident, well-rehearsed performance at

the end in groups.

Term 3

Minimalism and Art Music

Students will stay minimalism and will be developing their wider subject knowledge,

note reading skills, and performance skills.

Band Workshop – Rehearsing a Set

Students will rehearse as many pieces as they can from throughout the year for a

final performance of as much material as

possible. The focus will be on producing a polished end product of a small ‘set’ and

should be presented as such.

Performance

Aural skills and performance

Performance

Performance


Performance



Students will also be assessed on their ability to

work as part of a group.


SUBJECT – BTEC MUSIC

Year Group


ea

r 1

0

Term 1

The Music Industry

Student study for an exam in the Music industry and its practices

Term 2

Managing a Music Product

Learning aim A: Plan, develop and deliver a

music product Learning aim B: Promote a music product

Learning aim C: Review the management of a music product

Term 3

Managing a Music Product

Learning aim A: Plan, develop and deliver a music product

Learning aim B: Promote a music product

Learning aim C: Review the management of a music product

Exam

Production of a music product, promotion

material and evaluation

Production of a music product, promotion

material and evaluation

Ye

ar

11

Term 1

Introducing Live Sound Learning aim A: Plan for a live music event

Demonstrate understanding of health and

safety Learning aim C: Set up and use live music

systems

Term 2

Introducing Music Performance

Student will study for a performance, and

will need to prepare, practice and from to the appropriate level

Setting up and evaluation equipment for performance

Performance


SUBJECT – BTEC MUSIC

Year Group


ea

r 1

2

Students will study the BTEC Level 3 Subsidiary Diploma in Music Performance.

We will plan the course around the students’ needs depending who is on the course in

September

The likely units that the students will study in Year 12 are:

Music Performance Techniques

Live Music Workshop Working and Developing as a Musical

Ensemble

Multiple

Ye

ar

13

Students will be covering:

Pop Music in Practice

Managing a Product Special Subject Investigation

Multiple


SUBJECT – A LEVEL MUSIC

Year Group


ea

r 1

3

Term 1/ Term 2

Performance

Preparing, deciding, researching and practicing music for the final recital in May.

Composition/harmony

Researching and preparing a free composition for submission in May.

Harmony understanding in popular music.

Harmony and chorale writing.

Analysis Studying and analyzing the remaining set

works. Revising set works studied in Year

12 and preparation for the listening paper and essay writing.

Formative assessment throughout the term

with the final performance recorded and sent to the examining board.

Formative assessment throughout the term with the final composition and harmony

analysis sent to the examining board.

Formative assessment throughout the term

with summative assessment when completing

PPEs.

Final listening paper will be marked externally.


SUBJECT – GCSE PHOTOGRAPHY

Year


Ye

ar

10

Term 1

Photographic Techniques

Students will be introduced to a range of digital photographic skills and techniques in order to

develop their knowledge base on photography. They will produce individual work from practical

workshops. Students will be introduced to key skills

such as the use of Photoshop, lighting, composition, camera controls etc.

Outcome:

● Sketchbook/PowerPoint;

● Portfolio of final prints.

Term 2 Individual Project based on a

given theme

Using the skills from the previous term, students

will undertake their own project. This will be supported by a range of teacher-led exercises and

tasks.

Outcome:

● Sketchbook/PowerPoint; ● Portfolio of final prints.

Term 3

Individual Project based on GCSE Externally-set Assignment papers

Students will undertake a mock Externally-set

Assignment. This will be based on the 7 themes

from the previous year’s GCSE paper.

Students will undertake a period of research, investigation, experimentation and development,

which will include a mock exam, with all work submitted by the end of the Summer term.

Outcome: ● Sketchbook/PowerPoint;


All work will be marked internally and in line with

AQA’s assessment criteria.


SUBJECT – GCSE PHOTOGRAPHY

Year


Ye

ar

11

Term 1

Unit 1 – Portfolio Unit

(60% of overall GCSE grade)

This will include an individual project

based on the theme of ‘To Colour or not to Colour’

Following a recap on photographic skills, students will undertake development of the production of a

portfolio of work that shows understanding of at least 2 photographic disciplines – e.g. digital

photography and photographic genres.

This may include work that was produced in Year

10 or may be new work created in Year 11.

To support this, students will be participating in

weekly practical workshops, followed by a weekly IT based session to allow digital manipulation.

Outcome:

● Sketchbook/PowerPoint; ● Portfolio of final prints.

All work to be marked internally, in line with assessment criteria and will be externally

moderated by AQA.

Term 2 Unit 2 – Externally-set Assignment


Students will be undertaking individual work in

response to the Externally-set Assignment. Preparatory period from 1st January and

culminating with a 10 hour supervised exam in

Term 3.

Individual milestones set for each student and marked in line with the assessment criteria.

Term 3

Unit 2 – Externally-set Assignment


Students will complete and submit their response

to the Externally-set Assignment, following their 10

hour supervised exam.

Outcome: ● Sketchbook/PowerPoint;


Portfolio and Externally-set Assignment marked

moderated internally and externally by AQA.


SUBJECT – BTEC LEVEL 3 NATIONAL DIPLOMA IN PHOTOGRAPHY

Year


Ye

ar

12

Term 1

Unit 9: Photographic Materials and Processes

Unit 17: Studio Photography

Learners will be introduced to the fundamental materials, techniques and processes in photography

to develop their skills and understanding.

Outcome:

● Sketchbook/PowerPoint of work; ● Portfolio of final prints.

Unit 9 will culminate with a set assignment to be

assessed in line with the grading criteria from

Edexcel.

Learners will explore studio photography materials, techniques and processes to develop the skills to

produce photographs within a photographic studio environment.

Term 2

Unit 17: Studio Photography

Unit 6: Managing A Client Brief

Outcome:

● Sketchbook/PowerPoint of work;


Unit 17 will culminate with a set assignment to be assessed in line with the grading criteria from

Edexcel.

Students will explore how to respond to a client

brief, considering presentation skills, data research and the skill of presenting in a succinct and visual

manner.

Unit 6 will finish with a set client brief set by Edexcel

and then responded to in a controlled assessment. The work is marked externally by Edexcel with results

published in the August.

Term 3

Unit 10: Graphics Materials, Techniques and Processes

Unit 18: Location Photography

As part of the course, students complete one unit outside of their primary practice. In this unit,

students will study typography, layout and graphics in order to understand how their photography can be

used in graphic design, magazines, advertising etc.

Outcome:



Edexcel.

At the end of Year 12, students will receive their Location Photography assignment enabling them to

use the summer holidays to access a variety of

locations for their photography.


SUBJECT – BTEC LEVEL 3 NATIONAL DIPLOMA IN PHOTOGRAPHY

Year


Ye

ar

13

Term 1 Unit 18: Location Photography

Unit 19: Digital Image Capture and Editing

Learners explore techniques and develop the skills

to produce photographs while out on location.

Outcome:


Unit 18 will culminate with a set assignment to be

assessed in line with the grading criteria from

Edexcel.

Learners will explore a variety of digital techniques

to produce their work. This will include use of proprietary software such as Photoshop, along with

apps such as Snapseed, VCSO etc.

Outcome:



Edexcel.

Term 2

Unit 20: Non-digital Photographic Techniques

Unit 7: Developing and Reaslising Creative Intentions

Learners develop skills and techniques in non-digital photography through practical applications.

Outcome:

● Sketchbook/PowerPoint of work;


Unit 20 will culminate with a set assignment to be assessed in line with the grading criteria from Edexcel.

Learners will explore their own ideas in this unit,

enabling them to show independent practice in response to a theme or idea set by Edexcel.

This unit is marked externally and results will be published in the August.

Term 3

Unit 8: Professional Practice in Art and Design

Students will explore professional practice in the art

and design sector, developing a piece of art and

design work for a particular market.

Outcome: ● Sketchbook/PowerPoint of work;


Unit 8 will culminate with a set assignment assessed in

line with the grading criteria from Edexcel.


SUBJECT – PHYSICAL EDUCATION – KS3 - CORE PE (ALL STUDENTS)

Year

Group

Sports/Activities Covered Overview of Assessment

2 hours of PE per week ‘ME IN PE’

Ye

ar

7

Autumn

Term

Physical attribute testing

Touch/Rugby

Net/benchball Net games

Team games Football

Multi Skills

Physical ME

Social ME

Attitude to Learning score Engagement in PE score

Spring

Term

Football

Handball

Multi Skills Trampolining

Net Games

Physical ME

Thinking ME


Summer Term

Athletics Tennis

Cricket

Rounders

Physical ME Leading ME

Attitude to Learning score

Engagement in PE score

2 hours of PE per week ‘ME IN PE’

Ye

ar

8

Autumn Term

Physical attribute testing Touch/Rugby


Team games Football

Multi Skills

Physical ME Social ME


Spring Term

Football Handball

Multi Skills

Trampolining Net Games

Physical ME Thinking ME



Summer

Term

Athletics

Tennis Cricket

Rounders

Physical ME

Leading ME Attitude to Learning score


1 hour of PE per week ‘ME IN PE’

Ye

ar

9

Autumn

Term

Touch/Rugby


Team games Football

Multi Skills

Physical ME

Social ME Attitude to Learning score


Spring

Term

Football

Handball Multi Skills

Trampolining Net Games

Physical ME

Thinking ME Attitude to Learning score


Summer Term

Athletics Tennis

Cricket Rounders

Physical ME Leading ME



SUBJECT – PHYSICAL EDUCATION – KS4 - CORE PE (ALL STUDENTS)

Year Group

Sports/Activities Covered Overview of Assessment Y

ea

r 1

0 C

OR

E

1 hour of PE per week

Students choose from:

1. Traditional Games

Boys:

Football/Rugby/Hockey/Handball/Cricket/Athletics

Girls:

Netball/Hockey/Football/Lacrosse/Rounders/Athletics

2. Alternative Games

All:

Volleyball/Badminton/Ultimate Frisbee/Dodgeball/ Athletics

3. Fitness Development and Dance

Boys:

Strength and Conditioning/Circuits/SAQ Training/

Boxercise

Girls: Circuits/Toning and Conditioning/Boxercise/Zumba

Wellbeing Assessment

Autumn Term Attitude to Learning score


Spring Term


Summer Term



Ye

ar

11

CO

RE

2 hours of PE per week

Students choose from:

1. Traditional Games

Boys: Football/Rugby/Hockey/Handball/Cricket/Athletics

Girls: Netball/Hockey/Football/Lacrosse/Rounders/Athletics

2. Alternative Games

All: Volleyball/Badminton/Ultimate Frisbee/Dodgeball/

Athletics

3. Fitness Development and Dance

Boys:

Strength and Conditioning/Circuits/SAQ Training/ Boxercise

Girls:

Circuits/Toning and Conditioning/Boxercise/Zumba

Wellbeing Assessment

Autumn Term


Spring Term Attitude to Learning score


Summer Term



SUBJECT – PHYSICAL EDUCATION – KS4 - GCSE PE - OPTIONAL

Year Group


ea

r 1

0 G

CS

E

AUTUMN TERM

1.1 Applied anatomy and physiology

SPRING TERM

1.2 Physical training

SUMMER TERM

3.2 Analysing and Evaluating Performance (AEP),

task-based NEA

All terms:

End of topic tests

PPEs

Spot tests

Exam questions

Practical sessions

Ye

ar

11

GC

SE

AUTUMN TERM

2.1 Socio-cultural influences

SPRING TERM

2.2 Sports psychology

2.3 Health, fitness and well-being

SUMMER TERM

Revision; All topics

All terms:

End of topic tests

PPEs

Spot tests

Exam questions

Practical sessions

Mock moderation

Final moderation


SUBJECT – PHYSICAL EDUCATION – KS4 – BTEC SPORT - OPTIONAL

Year Group


ea

r 1

0 B

TE

C

AUTUMN TERM

Unit 6 – Leading Sports Activities

SPRING TERM

Unit 2 – Practical Sport 1

SUMMER TERM

Unit 2 – Practical Sport 2

All terms:

Draft course work assignments

Final course work assignments

Practical sessions

Ye

ar

11

BT

EC

AUTUMN TERM

Unit 1 – Fitness for Sport and Exercise

SPRING TERM

Unit 3 – Training for fitness/sport

SUMMER TERM

Course Finished

All terms:

End of topic tests

Spot tests

Exam questions



Practical sessions


SUBJECT – PHYSICAL EDUCATION – KS5 – BTEC SPORT – OPTIONAL

Year Group


ea

r 1

2 B

TE

C

AUTUMN TERM

Unit 1 – Anatomy and Physiology

Topic A – Structure and function of the skeletal system

Topic B – Structure and function of the muscular

system

Topic C – Structure and function of the respiratory

system

Unit 3 – Sports and Exercise Psychology

Topic A – Personality and motivation

SPRING TERM

Unit 1 – Anatomy and Physiology

Topic D – Structure and function of the cardiovascular

system

Unit 2 – Exercise Physiology

Topic A – Initial response of the body to exercise

Topic B – Response of the body to steady state

exercise


Topic B – Arousal, stress and anxiety

SUMMER TERM

Unit 2 – Exercise Physiology

Topic C – Fatigue and recovery of the body

Topic D – Body’s response to long term exercise


Topic C – Group dynamics

All terms:



Practical sessions


SUBJECT – PHYSICAL EDUCATION – KS5 – BTEC SPORT – OPTIONAL

Year Group


ea

r 1

3 B

TE

C

AUTUMN TERM

Unit 8 – Fitness Testing

Topic A – Know laboratory based fitness tests

Topic B – Health Screening

Unit 16 – Sports Coaching

Topic A – What makes a good coach

SPRING TERM

Unit 8 – Fitness Testing

Topic C – Administering, recording and evaluating fitness testing

Unit 15 – Sports Injuries

Topic A – Common sports injuries and identification of risk

Topic B – Sports injuries and symptoms


Topic B – Plan and delivery sports coaching sessions

SUMMER TERM


Topic C – Evaluating sports coaching sessions

Unit 15 – Sports Injuries

Topic C – Methods of treating sports injuries

Topic D – Construction of treatment and rehabilitation

programmes for injury.

All terms:



Practical sessions


SUBJECT – PHYSICAL EDUCATION – KS5 – A LEVEL PE – OPTIONAL

Year Group


ea

r 1

2 A

Le

ve

l

AUTUMN TERM

1.1 Applied Anatomy and Physiology (1)

2.1 Skill Acquisition (1)

SPRING TERM

1.2 Exercise Physiology (1)

2.2 Sports Psychology (1)

SUMMER TERM

1.3 Biomechanics (1)

2.3 Sport and Society (1)

All terms:

End of topic tests

PPEs

Spot tests

Exam questions

Practical sessions

Ye

ar

13

A L

eve

l

AUTUMN TERM

1.1 Applied Anatomy and Physiology (2)

2.1 Skill Acquisition (2) 2.2 Sports Psychology (2)

SPRING TERM

1.2 Exercise Physiology (2)

3.1 Sport and Society (2)

SUMMER TERM

1.3 Biomechanics (2) 3.2 Contemporary issues in physical activity and sport.

Revision; All topics

All terms:

End of topic tests

PPEs

Spot tests

Exam questions

Practical sessions

Final moderation


SUBJECT – PSYCHOLOGY

Year


Ye

ar

12

Autumn Term Origins of Psychology

Introduction to Research Methods Social Influence

Memory

Spring Term

Attachment Approaches in Psychology

Research Methods Psychopathology

Summer Term Psychopathology

Research Methods Revision for AS Level examination

N.B Research Methods runs throughout the course and can be assessed in any topic.

AS Level Assessment

Paper 1

Introductory Topics in Psychology

• Social Influence

• Memory

• Attachment

50% of AS qualification

1 hour 30 minutes written exam - 72 marks

Paper 2 Psychology in Context

• Approaches in Psychology

• Psychopathology

• Research Methods

50% of AS qualification 1 hour 30 minutes written exam - 72 marks

Ye

ar

13

Autumn Term Approaches in Psychology

Issues and Debates Research Methods

Introduction to Options in Psychology

Spring Term

Options in Psychology

Option 1: Gender, Relationships, or Cognition and Development

Option 2: Eating Behaviour, Schizophrenia, or Stress

Option 3: Forensic Psychology, Addiction,

Aggression

(Class study from each option)

Summer Term

Revision of Year 12 topics and consolidation of

Year 13 topics in preparation for A-Level examination

N.B Research Methods runs throughout the course and can be assessed in any topic.

A-Level Assessment

Paper 1

Introductory Topics in Psychology

• Social Influence

• Memory

• Attachment

• Psychopathology

33.3% of A-Level qualification 2 hour written exam - 96 marks

Paper 2 Psychology in Context

• Approaches in Psychology

• Psychopathology

• Research Methods

33.3% of A-Level qualification

2 hour written exam - 96 marks

Paper 3

Issues and Options in Psychology

• Issues and Debates

• Option 1

• Option 2

• Option 3

33.3% of A-Level qualification 2 hour written exam - 96 marks


SUBJECT- RELIGIOUS STUDIES

Year Group


ea

r 7

an

d 8

Term 1

Introduction to Religious Studies Within the first unit students will travel in the

Tardis and explore the six principal world religions.

Prejudice and Discrimination Within this unit, students will examine the meaning of prejudice and discrimination, consider

different types of discrimination ranging from racism, sexism to ageism. Students will consider

how religions respond to the issues of prejudice

and discrimination.

Term 2

Rite of Passage During this term, students will study how different

members of faith groups celebrate rites of passage and important mile stones within their

faith such as birth, marriage and death.

Life as a Jew In the second half of this term, students will

examine key prophets in Judaism, key festivals in

Judaism and finally reflect upon Anti-Semitism within the world today.

Term 3

Faith in the Community Finally, this term examines how do Christians and Sikhs work within the community and students

will be given an opportunity to reflect upon how they can support their local community.

Life as a Muslim

To finish the year, students will learn about Islam, the key beliefs, examine dress within Muslim

culture and the festivals Muslims celebrate.

Tests reflecting the GCSE style of questioning will take place every 4 to 6 weeks


SUBJECT- RELIGIOUS STUDIES

Year Group


ea

r 9

All Year 9 students are following the Eduqas GCSE Religious Studies exam.

Term 1

Human Rights; which includes issues of wealth and poverty, prejudice and discrimination.

Term 2 and 3 Life and life after death.

This covers a range of issues; euthanasia,

abortion and the origins of the world and environmental issues.

As with all topics, students learn about the religious and secular responses to these issues.

Tests reflecting the GCSE style of questioning

will take place every 4 to 6 weeks

End of Year 9 Exam

Ye

ar

10

In Year 10 students continue to follow the

Eduqas GCSE Religious Studies exam.

Term 1 Good and Evil – this covers issues such as

crime and punishment, suffering, free will and

religious responses.

Term 2 Relationships – sex before marriage, marriage,

divorce, contraception. As with all topics, students learn about the religious and secular

responses to these issues. Term 3 Revision

Tests reflecting the GCSE style of questioning

will take place every 4 to 6 weeks

PPE exams throughout the year

GCSE RS exam:

Three papers –

Paper one: Philosophy – 2 hours Paper two: Christianity – 1 hour

Paper three: Islam – 1 hour


SUBJECT- RELIGIOUS STUDIES: PHILOSOPHY and ETHICS

Year


Ye

ar

12

Term 1

Buddhism - Story of the Buddha, Key Buddhist

Teachings and Key Buddhist Practices (i.e. meditation)

Philosophy - Existence of God (Teleological,

Cosmological and Ontological)

Ethics - Divine Command Theory, Natural Law,

Situation Ethics and Utilitarianism

Term 2

Buddhism - Key Buddhist Teachings and Key

Buddhist Practices

Philosophy - Religious Experience and Problem of

Evil

Ethics - Application to the following issues: Sexual

Ethics, Nuclear Warfare and Animal Rights.

Term 3

Revision of Year 12 topics and consolidation of

topics in preparation for A/S examination and starting Year 13 content.

AS Level Assessment Paper 1 Buddhism 33.3% of AS qualification 1 hour 30 minutes written exam 50 marks Paper 2 Philosophy 33.3% of AS qualification 1 hour 30 minutes written exam 50 marks Paper 3 Ethics

33.3% of AS qualification 1 hour 30 minutes written exam 50 marks


SUBJECT - TRAVEL and TOURISM

Year Group


Ye

ar

12

BT

EC

Le

ve

l 3

Terms 1 and 2

Unit 1: Investigating the Travel and Tourism Sector

Students will develop their knowledge and

understanding of the travel and tourism sector, its

component industries, their role and the interrelationships within the sector.

Unit 3 : The UK as a Destination

This unit enables students to develop their skills in

locating destinations in the United Kingdom and

also gain an overview of the UK tourism product and how it attracts and meets the needs of

domestic and inbound visitors.

Term 3

Unit 7 : European Destinations

In this unit students will gain skills to enable them

to locate and explore the diverse destinations that make up the European travel market.

Each unit comprises of a range of

assignments to complete the learning

objectives.

Unit 3 includes an assessment that requires the student to complete the

task without additional resources.

Ye

ar

13

BT

EC

Le

ve

l 3

Term 1 and 2

Unit 2 : The Business of Travel and Tourism

This unit will enable students to gain knowledge and understanding about travel and tourism as a

business and appreciate how travel and tourism organisations operate and have a role to play in a

business environment.

Unit 4 : Customer Service in Travel and Tourism

This unit enables students to gain an

understanding of how excellent customer service contributes to the success of travel and tourism

organisations.

Term 3

Unit 8 : Long-haul Travel Destinations

The focus of this unit is for students to gain knowledge and understanding of long-haul travel

destinations. They will develop skills in locating major long-haul destinations, as well as the skills

needed to plan a multicentre long-haul tour.

Each unit comprises of a range of assignments to complete the learning

objectives.

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