Art

Art, craft and design embody some of the highest forms of human creativity. At Bishop Challoner Catholic Federation of Schools we deliver a high-quality Art and Design education. We provide a curriculum which engages, inspires and challenges pupils. This equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they are able to think critically and develop a more rigorous understanding of the subject. They learn how art and design both reflect and shape our history and contribute to the culture, creativity and wealth of our nation.

In years 7, 8 and 9 students are taught to develop their creativity and ideas increasing their proficiency in the execution of their work. They develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils are taught:

to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
to use a range of techniques and media, including painting
to increase their proficiency in the handling of different materials
to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the present day.

In Year 7 Students learn about the formal elements of Art and Design; Colour, Tone, Line, Shape and Form, Pattern and Texture. These are the building blocks of all subsequent practice. They explore notions of Personal Identity, creating a colourful profile of themselves from objects and images that relate to themselves and their interests, and also begin looking at portraiture in movements such as Pop Art. In a Landscape Project pupils focus is on using mark-making techniques to create drawings and prints. Pattern and texture are sometimes used to create designs on ceramic tiles.

In Year 8 Students develop notions of identity further in a Self-Portrait project and by learning how the Ancient Egyptians represented their identities through the use of symbols and Hieroglyphics. This time there is focus on drawing and painting more realistic images with better handling of tone and colour. Students look at the way artists have manipulated portraits, such as in David Hockney’s photomontages, and they try these techniques themselves. In an Art & Music project, students look at ways of using art to describe sounds. Students look at the work of artists such as Kandinsky whose exploration in to the spirituality of music led him to become a pioneer of abstract art. Students then create their own abstract work.

Year 9	Term 1
Surrealism of Objects/Self-Image.	Coursework unit =60% of final GCSE grade. Students explore a range of artists and artworks around the theme of Surrealism and create personal responses, making connections to the artist’s work they analyse. The following artist’s work is explored –Marcelo Monreal, Ian MacArthur and Rene Magritte The following assessment objectives are covered within the coursework unit.
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of Surrealist artists, such as Marcelo Monreal and Redmer Hoekstra and Rene Magritte; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing, printmaking and Photoshop techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Work from a range of photographs and record from images using a wide range of media and processes.

Year 9	Term 2
Surrealism of Objects/Self-Image.	Coursework unit =60% of final GCSE grade. Students explore a range of artists and artworks around the theme of Surrealism and create personal responses, making connections to the artist’s work they analyse. The following artist’s work is explored –Frida Kahlo, Rene Magritte and Dorothea Tanning. The following assessment objectives are covered within the coursework unit.
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of Surrealist artists such as Frida Kahlo, Rene Magritte and Dorothea Tanning; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing, printmaking and Photoshop techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Work from a range of photographs and record from images using a wide range of media and processes.

Year 9	Term 3
Surrealism of Objects/Self-Image.	Coursework unit =60% of final GCSE grade. Students explore a range of artists and artworks around the theme of Surrealism and create personal responses, making connections to the artist’s work they analyse. The following artist’s work is explored –M.C Esher, Marcelo Monreal, Redmer Hoekstra, Ian MacArthur. The following assessment objectives are covered within the coursework unit.
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of Surrealist artists such as Frida Kahlo, Rene Magritte and Dorothea Tanning; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing, printmaking and Photoshop techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Work from a range of photographs and record from images using a wide range of media and processes.
Present	Year 9 – Three-hour mock exam Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 10	Term 1
Overall theme; Identity	Autumn term 1
Objects & Belongings/Self-Image	Coursework unit =60% of final GCSE grade. Students explore a range of artists and artworks around the theme of Objects & Belongings and create personal responses, making connections to the artist’s work they analyse. The following artist’s work is explored -Michael Craig-Martin, Wayne Thiebaud, Patrick Caulfield, Rembrandt, Dryden Goodwin. The following assessment objectives are covered within the coursework unit.
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of pop artists Michael Craig- Martin, Patrick Caulfield and Wayne Thiebaud,; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing printmaking and Photoshop techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Work from a range of photographs and record from images using a wide range of media and processes.

Year 10	Term 2
Objects & Belongings/Self-Image.	Coursework unit=60% of final GCSE grade. Students explore a range of artist work around the theme of Self – image and create personal responses, making connections to the artist work they analyse. The following artist’s work is explored -Michael Craig-Martin, Wayne Thiebaud, Patrick Caulfield, Julian Opie, Rembrandt, Dryden Goodwin, David Hockney. The following assessment objectives are covered within the coursework unit:
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of artists such as Rembrandt and Dryden Goodwin; focusing on the content, mood, colour and composition of the artworks, as well as the range of mark-making techniques within their portraiture work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Work from a range of photographs and record from images using a wide range of media and processes.

Year 10	Term 3
Objects & Belongings/Self-Image.	Coursework unit=60% of final GCSE grade. Students explore a range of artist work around the theme of Self – image and create personal responses, making connections to the artist work they analyse. The following artist’s work is explored Rembrandt, Dryden Goodwin, David Hockney, John Stezaker and Jiri Kolar. The following assessment objectives are covered within the coursework unit:
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of artists such as John Stezaker and Jiri Kolar; focusing on the content, mood, colour and composition of the artworks, as well as the way they manipulate imagery within their work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Present	Year 10 – Five-hour mock exam Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 11	Term 1
Objects & Belongings/Self-Image.	Coursework unit=60% of final GCSE grade. Students begin to select their own artists and explore a range of work around the theme of Self – image and create personal responses, making connections to the artist work they analyse. Students can continue to develop ideas from an artist they have already researched or introduce other artist work that inspire their own personal work. The following assessment objectives are covered within the coursework unit:
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of artists that inspire and make links to students own practical work; focusing on the content, mood, colour and composition of the artworks. Annotate sketchbook work describing the thought process and inspiration behind their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Present	Year 11 – Ten-hour mock exam Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 11	Term 2
Externally set assignment (theme set by the exam board)	Exam Unit=40% of final GCSE grade. Students explore a range of artists work around the theme set by the exam board. Students then create personal responses, making connections to the artist work they analyse. The following assessment objectives are covered within the Exam unit:
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of artists that inspire and make links to students own practical work; focusing on the content, mood, colour and composition of the artworks. Annotate sketchbook work describing the thought process and inspiration behind their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Year 11	Term 3
Externally set assignment (theme set by the exam board).	Exam Unit=40% of final GCSE grade. Students explore a range of artists work around the theme set by the exam board. Students then create personal responses, making connections to the artist work they analyse. The following assessment objectives are covered within the Exam unit:
Develop	Develop ideas through investigations informed by contextual and other sources. Research and analyse the work of artists that inspire and make links to students own practical work; focusing on the content, mood, colour and composition of the artworks. Annotate sketchbook work describing the thought process and inspiration behind their own practical work.
Refine	Refine ideas through experimenting and selecting appropriate resources, media, Materials and processes. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Record	Record ideas, observations and insights relevant to intentions as work progresses. Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.
Present	Year 11 – Final ten-hour exam. Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

B1: Cell level systems

B1.1

Describe how light microscopes and staining can be used to view cells

Name the main sub-cellular structures of eukaryotic cells and prokaryotic cells and explain how they are related to their functions

Explain how electron microscopy has increased our understanding of sub-cellular structures

B1: Cell level systems

B1.2

Describe DNA as a polymer that is made up of two strands, forming a double helix

Describe that DNA is made from four different nucleotides

HT ONLY: Recall a simple description of protein synthesis

HT ONLY: Explain simply how the structure of DNA affects the proteins made in protein synthesis, to include the triplet code

Describe experiments that can be used to investigate enzymatic reactions

Explain the mechanism of enzyme action

B1: Cell level systems

B1.3

Describe cellular respiration as a universal chemical process that occurs continuously to supply ATP in all living cells

Describe cellular respiration as an exothermic reaction

Describe and compare the processes of aerobic and anaerobic respiration in animals and plants/fungi inc ATP yield and location

Explain the importance of sugars in the synthesis and breakdown of carbohydrates

Explain the importance of amino acids in the synthesis and breakdown of proteins

Explain the importance of fatty acids and glycerol in the synthesis and breakdown of lipids

B1: Cell level systems

B1..4

Recall that photosynthetic organisms are the main source of food and therefore biomass for life on Earth

Describe the process of photosynthesis, to include reactants and products, the word equation and location of the reaction

Describe photosynthesis as an endothermic reaction

Describe experiments to investigate photosynthesis

Explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis

HT ONLY: Explain the interaction of the effect of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis

B2: Scaling up:

B2.1 Supplying the cell

Explain how substances are transported into and out of cells through diffusion, osmosis and active transport

Describe the process of mitosis in growth, including the cell cycle

Explain the importance of cell differentiation

Recall that stem cells are present in embryonic and adult animals and meristems in plants

Describe the functions of stem cells

Describe the difference between embryonic and adult stem cells in animals

Term 2

B2: Scaling up:

B2.2 The challenges of sizes

Explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area: volume ratio

Describe some of the substances transported into and out of a range of organisms in terms of the requirements of those organisms

Describe the human circulatory system, the relationship with the gaseous exchange system and the arrangement of vessels

Explain how the structure of the heart and the blood vessels are adapted to their functions

Explain how red blood cells and plasma are adapted to their transport functions in the blood

Explain how water and mineral ions are taken up by plants, including relating the structure of root hair cells to their function

Describe the process of transpiration and translocation

Explain how the structures of the xylem and phloem are adapted to their functions in the plant

Explain the effect of a variety of environmental factors on the rate of water uptake by a plant

Describe how a simple potometer can be used to investigate factors that affect the rate of water uptake

B4: Community level systems

Recall that many different substances cycle through the abiotic and biotic components of an ecosystem, with examples

Explain the role of microorganisms in the cycling of substances through an ecosystem

Explain the importance of the carbon cycle and the water cycle to living organisms

BIO ONLY: Explain the effect of factors such as temperature, water content, and oxygen availability on rate of decomposition

Describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem

Explain how abiotic and biotic factors can affect communities

Describe the importance of interdependence and competition in a community

BIO ONLY: Describe the differences between the trophic levels of organisms within an ecosystem

BIO ONLY: Describe pyramids of biomass and explain, with examples, how biomass is lost between the different trophic levels

BIO ONLY: Calculate the efficiency of biomass transfers between trophic levels and explain how this affects the number of trophic levels in a food chain

Term 3

B6: Global challenges:

B6.1: Monitoring and maintaining the environment

Explain how to carry out a field investigation into the distribution and abundance of organisms in a habitat and how to determine their numbers in a given area

Describe positive and negative human interactions within ecosystems

Explain the impact of human interactions within ecosystems on biodiversity

Explain some of the benefits and challenges of maintaining local and global biodiversity

HT ONLY: Evaluate the evidence for the impact of environmental changes on the distribution of organisms, with reference to water and atmospheric gases

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

B6: Global challenges:

B6.3: Monitoring and maintaining health

Describe the relationship between health and disease

Describe different types of diseases, to include communicable and non-communicable diseases

Describe the interactions between different types of disease

Explain how communicable diseases are spread in animals and plants

Explain how the spread of communicable diseases may be reduced or prevented in animals and plants

Describe a minimum of one common human infection, one plant disease and sexually transmitted infections in humans

BIO ONLY: Describe physical and chemical plant defences

BIO & HT ONLY: Describe different ways plant diseases can be detected and identified, in the lab and in the field

Explain how white blood cells and platelets are adapted to their defence functions in the blood

Describe the non-specific defence systems of the human body against pathogens

Explain the role of the immune system of the human body in defence against disease

BIO & HT ONLY: Describe what monoclonal antibodies are and how they are produced

BIO & HT ONLY: Describe some of the ways in which monoclonal antibodies can be used

Explain the use of vaccines and medicines in the prevention and treatment of disease

BIO ONLY: Explain the aseptic techniques used in culturing organisms

Describe the processes of discovery and development of potential new medicines

Recall that many non-communicable human diseases are caused by the interaction of a number of factors

Evaluate some different treatments for cardiovascular disease

Analyse the effect of lifestyle factors on the incidence of non-communicable diseases at local, national and global levels

Describe cancer as the result of changes in cells that lead to uncontrolled growth and division

Discuss potential benefits and risks associated with the use of stem cells in medicine

Explain some of the possible benefits and risks of using gene technology in medicine

Discuss the potential importance for medicine of our increasing understanding of the human genome

B3: Organism level systems:

B3.1: Coordination and Control – the nervous system

Describe the structure of the nervous system, to include the central nervous system, sensory and motor neurones and sensory receptors

Explain how the components of the nervous system can produce a coordinated response

Explain how the structure of a reflex arc is related to its function

Explain how the main structures of the eye are related to their functions

Describe common defects of the eye and explain how some of these problems may be overcome

Describe the structure and function of the brain, to include the cerebrum, cerebellum, medulla, hypothalamus and pituitary

HT ONLY: Explain some of the difficulties of investigating brain function

HT ONLY: Explain some of the limitations in treating damage and disease in the brain and other parts of the nervous system

Term 2

B3: Organism level systems:

B3.2: Coordination and Control the endocrine system

Describe the principles of hormonal coordination and control by the human endocrine system

HT ONLY: Explain the roles of thyroxine and adrenalin in the body, including thyroxine as an example of a negative feedback system

Name and describe the roles of hormones involved in human reproduction, including control of the menstrual cycle

HT ONLY: Explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle

Explain the use of hormones in contraception

Evaluate hormonal and non-hormonal methods of contraception

HT ONLY: Explain the use of hormones in modern reproductive technologies to treat infertility

Explain how plant hormones are important in the control and coordination of plant growth and development

Describe some of the variety of effects of plant hormones, relating to auxins

Describe some of the variety of effects of plant hormones, relating to gibberellins and ethene

Describe some of the different ways in which people use plant hormones to control plant growth

B3: Organism level systems:

B3.3: Maintaining Internal Environment

Explain the importance of maintaining a constant internal environment in response to internal and external change

BIO ONLY: Describe the function of the skin in the control of body temperature

Explain how insulin controls blood sugar levels in the body

HT ONLY: Explain how glucagon interacts with insulin to control blood sugar levels in the body

Compare type 1 and type 2 diabetes and explain how they can be treated

Explain the effect on cells of osmotic changes in body fluids

Describe the function of the kidneys in maintaining the water balance of the body

Describe the gross structure of the kidney and the structure of the kidney tubule

Describe the effect of ADH on the permeability of the kidney tubules

BIO & HT ONLY: Explain the response of the body to different temperature and osmotic challenges

Term 3

B5: Genes, inheritance and selection:

B5.1 Genes, Inheritance and Selection

Explain the following terms: gamete, chromosome, gene, genome, allele/variant, dominant, recessive, homozygous, heterozygous, genotype and phenotype

Describe the genome as the entire genetic material of an organism

Describe that the genome, and its interaction with the environment, influence the development of the phenotype of an organism

Recall that all variants arise from mutations, and that most have no effect on the phenotype, some influence phenotype and a very few determine phenotype

Describe how genetic variants may influence phenotype, to include how in coding DNA the activity of a protein can be altered and how in non-coding DNA gene expression can be altered

BIO ONLY: Explain some of the advantages and disadvantages of asexual and sexual reproduction in a range of organisms

Explain the terms haploid and diploid

Explain the role of meiotic cell division in halving the chromosome number to form gametes

Explain single gene inheritance

Predict the results of single gene crosses

Describe sex determination in humans using a genetic cross

Recall that most phenotypic features are the result of multiple genes rather than single gene inheritance

BIO ONLY: Describe the development of our understanding of genetics, to include knowledge of Mendel

B6: Global challenges:

B6.2: Feeding the human race

BIO ONLY: Explain the term 'food security' and some of the biological factors that affect it

BIO ONLY: Describe and explain some possible agricultural solutions to the demands of the growing human population

Explain the impact of the selective breeding of food plants and domesticated animals

Describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics

HT ONLY: Describe the main steps in the process of genetic engineering

BIO ONLY: Explain some of the possible benefits and risks of using gene technology in modern agriculture

Describe and explain some possible biotechnological and agricultural solutions to the demands of the growing human population

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	B5: Genes, inheritance and selection: *B5.2 Natural Selection and Evolution*	State that there is usually extensive genetic variation within a population of a species Describe the impact of developments in biology on classification systems Explain how evolution occurs through the natural selection of variants that have given rise to different phenotypes Describe evolution as a change in the inherited characteristics of a population over me, through a process of natural selection Describe the evidence for evolution, to include fossils and antibiotic resistance in bacteria BIO ONLY: Describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection BIO ONLY: Explain the impact of the theory of evolution on modern biology and society
Term 2	B6: Global challenges: *B6.4: Monitoring and maintaining health*
Term 2	Exam revision

Business

The study of Business and Economics are two exceeding important areas that affect everyone, every day of their lives. You will learn about how the businesses make decisions that affect what you buy and how much you earn. You will study topics that allow you to develop your leadership and management skills and work towards setting up your own businesses. You will also study how economic theory can affect people, businesses and world economies.

Studying Business and Economics courses will allow you to access courses at university and ultimately can allow you to work in many business related careers such as: Accountancy, Business Management, Business Analyst, Economist,

What you will study at GCSE

Year 9 –

WJEC Retail Business

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Unit 3 Retail Operations (Internal)

LO1 - Know how retail operations are organised

LO2 – Understand interaction between customers and retail activities

Describe activities of retail functional areas
Describe rights of retail employees
Summarise responsibilities of retail employees
Describe effects of legislation on retail operations

Assess methods used by retail businesses to encourage sales
Explain how technology is used to interact with customers

Term 2

LO3 - Understand how retail businesses prepare for changes in the retail environment

LO4 - Be able to propose changes to retail operations

Explain the effects of seasonality on retail operations
Explain measures retail businesses use to prepare for unplanned situations in daily retail operations

Identify relevant issues for a retail business to resolve
Suggest realistic and detailed actions for changes to a retail business’s operations.
Justify suggestions relevant to issues faced by a retail business using relevant examples in support of conclusions

Term 3

Controlled Assessment for Unit 3

Unit 1 Customer Experience (Internal)

LO1 – Know customer service standards of retail businesses

Carry out and complete controlled assessment for Unit 3

Describe principles of customer service in a retail business
Describe a wide range of situations when customers interact with retail businesses
Outline how customer service delivery differs across retail channels

Year 10 –

WJEC Retail Business

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Unit 1 Customer Experience (Internal cont’d)

LO2 – Understand how retail businesses meet the expectations of customers

LO3 - Be able to investigate the quality of customer experience in retail businesses

Describe needs of different types of retail customers

Explain how retail businesses meet the expectations of different types of customers

Design research tools for retail businesses
Record information from secondary sources and analyse information
Present information with appropriate use of content, images and language
Draw conclusions with references to research findings

Term 2

Controlled Assessment for Unit 1

Unit 2 Retail Business (External)

LO1 – Understand retail business

LO2 – Understand the business environment in which retail businesses operate

Carry out and complete controlled assessment for Unit 1

Describe forms of retail businesses
Assess forms of ownership for retail businesses
Suggest objectives of retail businesses

Explain how the UK business environment affect retail businesses
Explain the effect of location characteristics on retail businesses in different locations
Suggest methods used by retail businesses to achieve objectives

Term 3

LO3 – Be able to recommend solutions to retail business issues

Revision and practice assessment:

past papers
targeted intervention (topic specific)
exam techniques
- describe questions
- explain questions
- analyse questions
- justify questions
- evaluate questions
- PEEL
- BLT

External Assessment for Unit 2 – June Series (First attempt)

Analyse situations
Interpret and evaluate data
Review options for solutions to issues

Demonstrate knowledge and understanding of business concepts and
issues
Apply knowledge and understanding of business concepts and issues
to a variety of contexts
Analyse and evaluate business information and issues to demonstrate
understanding of business activity, make judgements and draw
conclusions

Year 11 –

WJEC Retail Business

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Unit 2 Retail Business (External)

LO1 – Understand retail business

LO2 – Understand the business environment in which retail businesses operate

Describe forms of retail businesses
Assess forms of ownership for retail businesses
Suggest objectives of retail businesses

Explain how the UK business environment affect retail businesses
Explain the effect of location characteristics on retail businesses in different locations
Suggest methods used by retail businesses to achieve objectives

Term 2

LO3 – Be able to recommend solutions to retail business issues

Revision and practice assessment:

past papers
targeted intervention (topic specific)
exam techniques
- describe questions
- explain questions
- analyse questions
- justify questions
- evaluate questions
- PEEL
- BLT

Analyse situations
Interpret and evaluate data
Review options for solutions to issues

Demonstrate knowledge and understanding of business concepts and
issues
Apply knowledge and understanding of business concepts and issues
to a variety of contexts
Analyse and evaluate business information and issues to demonstrate
understanding of business activity, make judgements and draw
conclusions

Term 3

Revision and practice assessment:

past papers
targeted intervention (topic specific)
exam techniques
- describe questions
- explain questions
- analyse questions
- justify questions
- evaluate questions
- PEEL
- BLT

External Moderation – Unit 1 and 3

External Assessment for Unit 2 – June Series (Second attempt)

Demonstrate knowledge and understanding of business concepts and
issues
Apply knowledge and understanding of business concepts and issues
to a variety of contexts
Analyse and evaluate business information and issues to demonstrate
understanding of business activity, make judgements and draw
conclusions

Year 9	Unit / Topic / Theme	Student Learning Outcomes
Term 1	C1: Particles	Describe the main features of the particle model in terms of states of matter and change of state Explain, in terms of the particle model, the distinction between physical changes and chemical changes HT ONLY: Discuss the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres Describe how and why the atomic model has changed over time Describe the structure of and name the sub atomic particles State the approximate size of atoms and the relative size of the nucleus and recall where most of the atom's mass is located State the relative charge of protons, neutrons and electrons and describe the overall charge of an atom State the relative masses of protons, neutrons and electrons and describe the distribution of mass in an atom Calculate the number of protons, neutrons and electrons in an atom when given its atomic number and mass number Define atomic number and mass number Define an ion and an isotope and use the standard notation to represent these
	C2: Elements, compounds and mixtures *C2.1 separating mixtures*	Explain what is meant by the purity of a substance, distinguishing between the scientific and everyday use of the term ‘pure’ Recall how to use melting point data to distinguish pure from impure substances Describe what the relative formula mass (Mr) of a compound is and calculate the relative formula mass of a compound, given its formula Deduce the empirical formula of a compound Explain that many useful materials are formulations of mixtures Describe, explain and exemplify the processes of filtration, crystallisation, simple distillation, and fractional distillation Describe the techniques of paper and thin layer chromatography Recall that chromatography involves a stationary and a mobile phase Recall how to interpret chromatograms, including measuring Rf values Suggest suitable separation and purification techniques for different mixtures Suggest chromatographic methods for distinguishing pure from impure substances
Term 2	C2: Elements, compounds and mixtures *C2.2 bonding*	Describe metals and non-metals and explain the differences between them on the basis of their characteristic physical and chemical properties Explain how the atomic structure of metals and non-metals relates to their position in the periodic table Explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms Describe how elements are placed in groups and periods and how the electrons link to group number Describe and compare the nature and arrangement of chemical bonds in: ionic compounds, simple molecules, giant covalent structures, polymers and metals Explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electrons Represent ionic compounds and simple covalent molecules using dot and cross diagrams Discuss the limitations of particular representations and models, including dot and cross diagrams, ball and stick models and two- and three-dimensional representations Explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number Explain in terms of atomic number how Mendeleev’s arrangement was refined into the modern periodic table
	C2: Elements, compounds and mixtures C2.3 carbon allotropes	Recall that carbon can form four covalent bonds Explain that the vast array of natural and synthetic organic compounds occurs due to the ability of carbon to form families of similar compounds, chains and rings Explain the properties of graphite, diamond, fullerenes and graphene in terms of their structure and bonding Explain the different temperatures at which changes of state occur, using ideas about energy transfers and the relative strength of chemical bonds and intermolecular forces Use data to predict states of substances under given conditions Explain how the bulk properties of materials are related to the different types of bonds they contain, their bond strengths and the ways in which their bonds are arranged CHEM ONLY: Compare the dimensions of nanoparticles to other particles and explain the effect of their high surface area to volume ratio on their properties CHEM ONLY: Describe the surface area to volume relationship for different-sized particles and describe how this affects properties CHEM ONLY: Describe how the properties of Nano particulate materials are related to their uses CHEM ONLY: Explain the possible risks associated with some Nano particulate materials
	C4: Predicting and identifying reactions and products *C4.1 predicating chemical reactions*	Recall the physical and chemical properties of Groups 1, 7 and 0 Explain how observed simple properties of Groups 1, 7 and 0 depend on the outer shell of electrons of the atoms and predict properties from given trends down the groups Recall the general properties of transition metals and their compounds and exemplify these by reference to a small number of transition metals Recall how to predict possible reactions and probable reactivity of elements from their positions in the periodic table Explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion Deduce the order of reactivity of metals based on experimental data
Term 3	C4: Predicting and identifying reactions and products *C4.2 identifying products*	Describe how to test for the presence of hydrogen, oxygen, carbon dioxide and chlorine Describe tests to identify aqueous cations and aqueous anions Describe how to perform a flame test Recall how to identify species from test results Interpret flame tests to identify metal ions Describe the advantages of instrumental methods of analysis Recall how to interpret an instrumental result when given appropriate data in chart or tabular form

Year 10	Unit / Topic / Theme	Student Learning Outcomes
Term 1	C3: Chemical reactions *C3.1 introducing chemical reactions*	Recall how to use chemical symbols to write the formulae of elements and simple covalent and ionic compounds Write word equations and balanced symbol equations for chemical reactions, including using appropriate state symbols Use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations Use the names and symbols of common elements from a supplied periodic table to write formulae and balanced chemical equations where appropriate Use the formula of common ions to deduce the formula of a compound HT ONLY: Write balanced half equations and ionic equations HT ONLY: Recall and use the definitions of the Avogadro constant and of the mole, and carry out calculations in standard form using the Avogadro constant HT ONLY: Explain how the mass of a given substance is related to the amount of that substance in moles and vice versa Recall and use the law of conservation of mass Explain any observed changes in mass in non-enclosed systems during a chemical reaction, using the particle model HT ONLY: Deduce the stoichiometry of an equation from the masses of reactants and products HT ONLY: Explain the effect of limiting the quantity of a reactant HT ONLY: Calculate the masses of reactants and products when given a balanced symbol equation
	C3: Chemical reactions *C3.2 Energetics*	Distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings Draw and label a reaction profile for an exothermic and an endothermic reaction Explain activation energy as the energy needed for a reaction to occur HT ONLY: Calculate energy changes in a chemical reaction by considering bond making and bond breaking energies
Term 2	C3: Chemical reactions *C3.3 types of chemical reactions*	Explain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced HT ONLY: Explain reduction and oxidation in terms of gain or loss of electrons Recall that acids form hydrogen ions when they dissolve in water and solutions of alkalis contain hydroxide ions Describe neutralisation as acid reacting with alkali or a base to form a salt plus water Recall that aqueous neutralisation reactions can be generalised to hydrogen ions reacting with hydroxide ions to form water Recall that carbonates and some metals react with acids and write balanced equations predicting products from given reactants HT ONLY: Use and explain the terms dilute and concentrated and weak and strong, in relation to acids Recall that relative acidity and alkalinity are measured by pH HT ONLY: Describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH HT ONLY: Recall that as hydrogen ion concentration increases by a factor of ten the pH value of a solution decreases by a factor of one Describe techniques and apparatus used to measure pH
	C3: Chemical reactions *C3.4 Electrolysis*	Recall at which inert electrode (cathode or anode) that metals, hydrogen and non-metals are formed at Predict the products of electrolysis of binary ionic compounds (e.g. NaCl) in the molten state Describe competing reactions in the electrolysis of aqueous solutions of ionic compounds e.g. NaCl and CuSO4 Describe electrolysis in terms of the ions present and reactions at the electrodes Describe the technique of electrolysis using inert and non-inert electrodes
Term 3	C6: Global challenges	Interpret evidence for how it is thought the atmosphere was originally formed Explain how, at the beginning of Earth's existence, oxygen was produced by photosynthesis and use the word and chemical equation for photosynthesis Describe the greenhouse effect in terms of the interaction of radiation with matter within the atmosphere Evaluate arguments for and against the idea that human activities cause a rise in temperature that results in global climate change State some potential side effects of global climate change, including discussing scale, risk and environmental implications List the major sources of carbon monoxide, sulfur dioxide, oxides of nitrogen and particulates in the atmosphere and explain the problems caused by increased amounts of these substances Describe the principal methods for increasing the availability of potable water in terms of the separation techniques used
	C6.3 interpreting and interacting with the earth

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	C6: Global challenges *C6.2 Organic chemistry*	Recognise functional groups and identify members of the same homologous series Name and draw the structural formulae, using fully displayed formulae, of the first four members of the straight chain alkanes, alkenes, alcohols and carboxylic acids Predict the formulae and structures of products of reactions of the first four and other given members of the homologous series of alkanes, alkenes and alcohols CHEM ONLY: Recall the basic principles of addition polymerisation by reference to the functional group in the monomer and the repeating units in the polymer Explain the basic principles of condensation polymerisation Describe practical techniques to make a polymer by condensation Deduce the structure of an addition polymer from a simple alkene monomer and vice versa Recall that DNA is a polymer made from four different monomers called nucleotides and that other important naturally-occurring polymers are based on sugars and amino-acids Recall that it is the generality of reactions of functional groups that determine the reactions of organic compounds Describe and explain the separation of crude oil by fractional distillation Describe the fractions as largely a mixture of compounds of formula CnH2n+2 which are members of the alkane homologous series Recall that crude oil is a main source of hydrocarbons and is a feedstock for the petrochemical industry Explain how modern life is crucially dependent upon hydrocarbons and recognise that crude oil is a finite resource Describe the production of materials that are more useful by cracking Recall that a chemical cell produces a potential difference until the reactants are used up Evaluate the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses
	C6: Global challenges *C6.1improving processes and products*	Explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals Explain why and how electrolysis is used to extract some metals from their ores HT ONLY: Evaluate alternative biological methods of metal extraction Describe the process of condensation polymerisation Explain the trade-off between rate of production of a desired product and position of equilibrium, in some industrial processes Recall how to interpret graphs of reaction conditions versus rate CHEM & HT ONLY: Explain how the commercially used conditions for an industrial process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate Explain the importance of the Haber process in agricultural production Compare the industrial production of fertilisers with laboratory syntheses of the same products Recall the importance of nitrogen, phosphorus and potassium compounds in agricultural production Describe the industrial production of fertilisers as several integrated processes using a variety of raw materials Describe the basic principles in carrying out a life-cycle assessment of a material or product Recall how to interpret data from a life-cycle assessment of a material or product Describe a process where a material or product is recycled for a different use, and explain why this is viable Evaluate factors that affect decisions on recycling Describe the composition of some important alloys in relation to their properties and uses Describe the process of corrosion and the conditions which cause corrosion Explain how mitigation of corrosion is achieved by creating a physical barrier to oxygen and water and by sacrificial protection Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals Explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required
	C5: Monitoring and controlling chemical reactions C5.2 controlling rates	Suggest practical methods for determining the rate of reaction Recall how to interpret rate of reaction graphs Describe the effect of changes in temperature, concentration, pressure, and surface area on rate of reaction Explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particles Explain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratio Describe the characteristics of catalysts and their effect on rates of reaction Recall how to identify catalysts in reactions Explain catalytic action in terms of activation energy Recall that enzymes act as catalysts in biological systems
	C5: Monitoring and controlling chemical reactions C5.3 equilibria	Recall that some reactions may be reversed by altering the reaction conditions Recall that dynamic equilibrium occurs in a closed system when the rates of forward and reverse reactions are equal HT ONLY: Recall how to predict the effect of changing reaction conditions on equilibrium position and suggest appropriate conditions to produce as much of a particular product as possible
Term 2	C5: Monitoring and controlling chemical reactions	HT ONLY: Explain how the concentration of a solution in mol/dm^3 is related to the mass of the solute and the volume of the solution Describe the technique of titration : Explain the relationship between the volume of a solution of known concentration of a substance and the volume or concentration of another substance that react completely together Describe the relationship between molar amounts of gases and their volumes and vice versa Calculate the volume of a gas at room temperature and pressure from its mass and relative formula mass Calculate the volumes of gases involved in reactions using the molar gas volume at room temperature and pressure HT ONLY: Explain how the mass of a solute and the volume of the solution is related to the concentration of the solution Calculate the theoretical amount of a product from a given amount of reactant Calculate the percentage yield of a reaction product from the actual yield of a reaction Define the atom economy of a reaction Calculate the atom economy of a reaction to form a desired product from the balanced equation HT ONLY: Explain why a particular reaction pathway is chosen to produce a specified product given appropriate data
	Exam revision

Computer Science

Computer Science gives students a real, in depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find captivating. Throughout the key stages students develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life. Students who want to go on to higher study and employment in the field of computer science will find it provides an excellent stepping stone.

In Year 7

Term 1: Students learn about the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act, GDPR and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, “data harvesting” identity theft and safe use of social media are discussed together with ways of protecting online identity and privacy. Health and Safety Law and environmental issues such as the safe disposal of old computers are also discussed.

Term 2: Student consolidate their learning of angles, distance and shapes to program instructions for a turtle using the Python IDE. They are able to see the outcomes of their solutions and test them, refine it and evaluate how effectively their output solves a problem. They move onto making their code more efficient by learning about data types, variables and the three programming constructs including sequence, selection and iteration.

Term 3: Students undertake a practical, skills-based unit covering the principles of creating and formatting basic spreadsheets to produce and use simple computer models. The unit is centred around creating a financial model for a TV show. Students start by looking at different types of model and then use basic spreadsheet techniques to create and format a simple financial model to calculate the expected income from viewers’ voting. The model is then extended to include sales from merchandising, with the introduction of “what if” scenarios. Finally, the students create a seating plan, book seats and calculate income from seat sales. Spreadsheet features covered include SUM, MAX, IF and COUNTIF functions, cell naming for absolute referencing, conditional formatting, validation, charting and simple macros.

In Year 8

Term 1: Students are introduced to a theoretical unit covering the basic principles of computer architecture and use of binary. They will look at the Input-Process-Output sequence and the Fetch-Decode-Execute cycle through practical activities. Students will perform simple binary to decimal conversions and vice versa, and learn how text characters are represented using the ASCII code. This is followed by some simple binary addition and later an in-depth study of how storage devices represent data using binary patterns.

Term 2: Students will learn the second programming language using a textual format in Python, a powerful but easy-to-use high-level programming language. The focus is on getting pupils to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs.

Term 3: Students are introduced to graphics and graphic file types. The unit explores how bitmap and vector images are represented and stored by the computer. There is also opportunity for students to practise skills in design, photo-editing and image manipulation using a Serif Draw Plus.

GCSE

Year 9 – Computer Science	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Data	Convert denary to binary, binary to denary, hexadecimal to binary and vice versa including two’s compliments Explain the use of binary codes to represent characters and understand the term ‘character set’ Explain the representation of an image as a series of pixels represented in binary and calculate the image file sizes making use of colour depth and resolution Explain how sound can be sampled and stored in digital form Perform binary arithmetic and logical binary shift Explain the need for compression and understand encryption and decryption of messages Explain the differences between unstructured and structured data and use databases to store data
Term 1	Programming	identify and use variable types integer, real, Boolean, character and string use arithmetic operations and Boolean operators including mod and div show the results of basic string manipulation use random number generation write a simple problems involving sequence, selection and iteration Explain and use simple functions and procedures that return values to the calling program differentiate between types of error in programs (logic, syntax, runtime)
Term 2	Problem Solving	state what is meant by an algorithm define the term abstraction and explain how abstraction is used in given scenario explain how decomposition may be used in an algorithm for a given problem use a flowchart or pseudocode to define the steps in a simple algorithm trace through a simple flowchart or pseudocode algorithm to determine the output interpret, correct or complete a short algorithm
Term 2	Programming	write pseudocode solutions to problems involving sequence, selection and iteration; and then write program code use nested selection and iteration statements use Boolean operations NOT, AND and OR within conditions for iterative and selection structures use string manipulation functions in pseudocode solutions give examples of and use data structures: arrays and records use one-dimensional arrays in the design of solutions to simple problems write simple functions and procedures using parameters use a trace table to determine what value a variable will hold at a given point in a program interpret error messages and identify, locate and fix errors in a program
Term 3	Problem Solving	explain how a binary search works explain how a bubble sort works state an advantage of the merge sort over the bubble sort show the state of a list after the first pass in a bubble sort list factors relevant to choosing and evaluating an algorithm
Term 3	Programming	explain why data structures (arrays and records) are needed use two-dimensional arrays in the design of solutions to simple problems use, and explain why it is good practice to use local variables in subprograms write functions and procedures using parameters determine the strengths and weaknesses of a program and suggest improvements

Year 10 – Computer Science

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Data

Convert denary to binary, binary to denary, hexadecimal to binary and vice versa including two’s compliments
Explain the use of binary codes to represent characters and understand the term ‘character set’
Explain the representation of an image as a series of pixels represented in binary and calculate the image file sizes making use of colour depth and resolution
Explain how sound can be sampled and stored in digital form
Perform binary arithmetic and logical binary shift
Explain the need for compression and understand encryption and decryption of messages
Explain the differences between unstructured and structured data and use databases to store data

Programming

identify and use variable types integer, real, Boolean, character and string
use arithmetic operations and Boolean operators including mod and div
show the results of basic string manipulation
use random number generation
write a simple problems involving sequence, selection and iteration
Explain and use simple functions and procedures that return values to the calling program
differentiate between types of error in programs (logic, syntax, runtime)

Term 2

Problem Solving

state what is meant by an algorithm
define the term abstraction and explain how abstraction is used in given scenario
explain how decomposition may be used in an algorithm for a given problem
explain how a binary search works
explain how a bubble sort works
state an advantage of the merge sort over the bubble sort
show the state of a list after the first pass in a bubble sort
use a flowchart or pseudocode to define the steps in a simple algorithm
trace through a simple flowchart or pseudocode algorithm to determine the output
interpret, correct or complete a short algorithm
list factors relevant to choosing and evaluating an algorithm

Programming

write pseudocode solutions to problems involving sequence, selection and iteration; and then write program code
use nested selection and iteration statements
use Boolean operations NOT, AND and OR within conditions for iterative and selection structures
use string manipulation functions in pseudocode solutions
give examples of and use data structures: arrays and records
use one-dimensional arrays in the design of solutions to simple problems
write simple functions and procedures using parameters
use a trace table to determine what value a variable will hold at a given point in a program
interpret error messages and identify, locate and fix errors in a program

Term 3

Computers

describe the role of the components of the CPU
explain the concept of the stored program computer
describe the steps in the fetch-decode-execute cycle
explain the concept of storing data in the “cloud”
describe the function of different types of memory (RAM, ROM, cache)
describe how data is stored on physical devices (magnetic, optical, solid state)
explain the need for embedded systems and their functions
construct truth tables for a given logic statement (AND, OR, NOT)
produce logic statements for simple problems
describe the functions of an operating system
describe the suitability of a high-level or low-level programming language for a particular task
describe the purpose and function of security and file management utility software
describe how software can be used to simulate and model aspects of the real world
describe the advantages and disadvantages of a compiler and an interpreter

Programming

explain why data structures (arrays and records) are needed
use two-dimensional arrays in the design of solutions to simple problems
use, and explain why it is good practice to use local variables in subprograms
read from and write to a text file
write functions and procedures using parameters
determine the strengths and weaknesses of a program and suggest improvements

Year 11 – Computer Science	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Non-Examined Assessment (NEA)	Solve a problem independently for controlled assessment (a scenario provided by exam board).
Term 1	Programming	explain why data structures (arrays and records) are needed use two-dimensional arrays in the design of solutions to simple problems use, and explain why it is good practice to use local variables in subprograms write functions and procedures using parameters read from and write to a text file
Term 2	Communications	describe the nature of the Internet as a worldwide collection of computer networks distinguish between the Internet and the World Wide Web explain what is meant by a communications protocol and why it is needed such as TCP/IP, HTTP, FTP, POP3, SMTP, IMAP etc explain the advantages of networking stand-alone computers into a local area network and distinguish between a LAN and a WAN describe, using diagrams or otherwise the star, ring, bus and mesh network topologies and for each explain advantages and disadvantages state that network data speeds are measured in bits per second (Mbps, Gbps) list methods of authenticating users (passwords, biometric methods) describe briefly different forms of cyberattack such as phishing and shoulder surfing list methods of protecting a network (access control, physical security and firewalls) describe black box and white box penetration testing
Term 2	Bigger picture	Describe some environmental, ethical and legal issues in relation to a given scenario List some privacy issues in relation to a given scenario Give examples of proprietary and open source software List one attribute and advantage of open source software and proprietary software Evaluate the impact of and issues related to privacy arising from the use of computers in society
Term 3	Revision	Revisions covering all the topics including past papers.

Dance

Dance is expression through movement. Dance develops creativity, self-confidence and self-discipline. Dance allows students to express themselves through movement. Dance improves physical fitness, flexibility, agility, strength and posture. Dance develops an awareness of different forms of music and the way in which we relate to music.

Dance develops students ability to problem solve in a group and share ideas when creating group choreography.

A qualification in dance can lead to a career in theatre, teaching, performing, choreography

Year 7 – Performance and choreography

Introduction to dance – actions space and dynamics
Contemporary choreography using a prop
Contemporary performance in a narrative dance.
Musical theatre – Annie

Year 8 – performance and choreography using different dance styles.

Jazz and salsa in musical theatre – West Side Story
Jazz performance – Hairspray
Rock and roll performance
Narrative choreography
Performance and choreography blending Martials Arts and contemporary dance.

Performance, choreography and analysis of professional dance practitioners.

Christopher Bruce – Ghost Dances explores political oppression.
Afrobeats – the life and work of Fela Kuti
Christopher Bruce – Swansong explores the plight of political prisoners
Alvin Ailey - Revelations tells the story of African-American faith and tenacity from slavery to freedom.

Year 9	Term 1
Unit 1	Students will learn what technical performance skills are – Actions, space, dynamics, timing, musicality and use them in practical work when learning performance phrases.
Unit 2	Students will learn what physical performance skills are – Strength, stamina, flexibility, coordination, mobility, isolation, alignment, posture. Students will be able to identify where these are used in practical work and give the definitions.
Unit 3	Students will learn how to develop motifs using character in narrative choreography. Students will learn how to develop motifs using a range of developments: Space, dynamics, levels, fragmentation, retrograde, travelling. Students will learn how to describe motifs and explain how they are developed. Students will learn how to analyse an image and identify the elements that could be used as a stimulus for choreography.

Year 9

Term 2

Unit 1

Students will learn how to use a professional dance work as a stimulus for choreography by analysing the movement
Students will learn how to create solo motifs using action cards.
Students will learn how to develop movement in a trio using isolations, contrast, contact.

Unit 2

Students will learn how to prepare a group dance for performance using technical and expressive performance skills:

Actions, space, dynamics, timing, musicality

Students will learn to analyse their own performance through video and set targets for improvement.

Year 9

Term 3

Unit 1

Students will learn a performance trio. They will improve their skills of using dance relationship in their performance:

Lead and follow
Action and reaction
Contrast
Contact
Formations
Mirroring
Complement
Accumulation

Unit 2

Students will study the professional set work Emancipation of Expressionism. They will learn to analyse the piece looking at choreographic intention in relation to set/costume/lighting/music/movement.
Students will use performance skills to learn phrases from the work.
Students will use the choreographic approach of the work to create and develop motifs that will be used in the creation of a performance piece.

Year 10

Term 1

Unit 1

Students will study the professional set work A Linha Curva. They will learn to analyse the piece looking at choreographic intention in relation to set/costume/lighting/music/movement.
Students will learn to compare two different professional works in short and long answer questions.
Students will use performance skills to learn phrases from the work.
Students will use the choreographic approach of the work to create and develop motifs that will be used in the creation of a performance piece.
Students will perform the finished piece, developing their skills of performing to an audience.

Unit 2

Students will study the professional set work Shadows. They will learn to analyse the piece looking at choreographic intention in relation to set/costume/lighting/music/movement.
Students will learn to compare three different professional works in short and long answer questions.
Students will develop their narrative choreography skills, identifying structural elements, character and use of props. They will use this analysis to inform their choreography.

Year 10

Term 2

Unit 1

Students will study the professional set work Infra. They will learn to analyse the piece looking at choreographic intention in relation to set/costume/lighting/music/movement.
Students will create short solo’s using the choreographic technique of the choreographer Wayne McGregor.
Students will use advanced motif development techniques using space/contact/contrast/fragmentation/travelling/dynamics.

Unit 2

Students will study the professional set work Within Her Eyes. They will learn to analyse the piece looking at choreographic intention in relation to set/costume/lighting/music/movement.
Students will learn exam technique focusing on section C of the written exam which analyses the set works.
Students will learn about dance for the camera and site sensitive work through practical tasks in a variety of locations around school.

Year 10

Term 3

Unit 1

Students will study the professional set work Artificial Things. They will learn to analyse the piece looking at choreographic intention in relation to set/costume/lighting/music/movement.

Unit 2

Students will learn the two set performance phrases. They will consolidate their ability to use physical, technical and expressive performance skills.
Students will analyse rehearsal techniques in relation to their own performance classwork. They will build 6 mark answers from section B of the exam paper using this technique.

Year 11

Term 1

Unit 1

Students will perfect their set phrases. They will consolidate and perfect their ability to use physical, technical and expressive performance skills. They will perform the finished solo phrases to camera which will comprise 15% of their GCSE grade.

Unit 2

Students will learn the performance duet. They will consolidate and perfect their ability to use physical, technical and expressive performance skills. They will perform the finished duet to camera which will comprise 20% of their GCSE grade.

Year 11

Term 2

Unit 1

Students will create their final choreography pieces using the stimulus provided by the exam board. They will use:

Actions and dynamics
Dance relationships and choreographic devices
Structure
Aural setting

Students will analyse choreography techniques in relation to their own work. They will build 6 mark answers from section B of the exam paper using this technique.

Unit 2

Students will complete and perform to camera their final choreography pieces. This will comprise 25% of their GCSE grade.
Students will focus on section A of the written exam which asks questions about hypothetical choreography using: Motif and development/structure/music/relationships/choreographic devices.

Year 11	Term 3
Unit 1	Students will learn to analyse exam questions and use all their consolidated knowledge to answer the paper.

Our mission is to provide opportunities for pupils at Bishop Challoner to develop as well rounded individuals who are confident and capable of realising their full potential, through application of acquired skills and problem solving. We see the preparation of our pupils for citizenship in a global technological society as integral to our planning of teaching and learning. To that end we are developing our links with cutting edge designers, universities, Colleges, Art and Design, Science and engineering organisations and industry specialists to bring the real world technological experiences into the classroom.

The DT curriculum at KS3 is delivered to all pupils over three years. We offer pupils Resistant Materials, Food Technology, Product Design / Graphics and Food Technology, in a carousel arrangement. This means that pupils get to complete nine to twelve week modules with subject teachers that specialise in the subject areas. Upon arrival in Year 7 all Students are given a baseline assessment which allows us as a Faculty to determine where each Student is and to some extent identify areas they may have a particular flair for. Furthermore, they are given interim assessments at the end of modules two and four to facilitate tracking of pupil progress throughout the academic year. In this way we build a clear trackable picture of the individual student’s attainment and progression. KS3 students (years 7 and 9), have a double period in each week lasting 100 minutes.

Year 7- Textiles-the Monster project. Graphics-The Olympic coin project (CAD/CAM and pewter casting). Resistant materials- Two mini projects covering basic tool and machinery skills. Food- Fruit and vegetables are the focus during this module, which consists of at least six different focused practical tasks.

Year 8- Textiles- the pop Art inspired cushion project. Graphics- The interactive book (Mechanisms). Resistant materials- Childs Toy. Food- Special diets are the focus during this module, which consists of at least six different focused practical tasks.

What you will study at GCSE

At GCSE students gain awareness and learn from wider influences on design and technology including historical, social, cultural, environmental and economic factors. Students get the opportunity to work creatively when designing and making and apply technical and practical expertise. At KS4 both boys and girls can select AQA product Design and WJEC Catering. However only the girls are offered Textiles. Students complete a design and make controlled assessment, which is worth 50% 0f the course grade over 30 hours. They then complete one 2 hour examination paper which is worth 50% of the final grade. (WJEC Catering 60% for two practical controlled assessment tasks and 40% for the exam paper )

AQA GCSE Design & Technology Curriculum Intent

Year 10-11	Unit	Student Learning Outcomes
Term 1	New and emerging technologies 3.1.1	Robotics, automation and production in industry Production techniques and systems – automation Enterprise Market pull and technology push People, society and culture Sustainability and the environment Critical evaluation of new and emerging technologies – planned obsolescence Design for maintenance Ethics The environment
	Energy generation and storage 3.1.2	Nuclear energy Energy storage Kinetic pumped storage systems Alkaline and rechargeable batteries Renewable and non-renewable resources
	Systems approach to designing 3.1.4	Systems
	Mechanical devices 3.1.5	Types of motion
	Developments in new materials 3.1.3	Modern materials Smart materials Composite materials Technical Textiles
	Materials and their working properties 3.1.6	Material properties
	Selection of materials or components 3.2.1 Using and working with materials 3.2.5	Example NEA style project to cover 3.2 Section B – Project 1 MP3 docking station/storage. Introducing the idea of iterative thinking. Functionality Aesthetics Environmental factors Availability Cost Social factors Ethical factors
	Communication of ideas 3.3.5	Designing: sketching modelling testing evaluation of work.
	Ecological and social footprint 3.2.3	The six Rs Ecological issues in design and manufacture
	Design Strategies 3.3.4 Communication of ideas 3.3.5 Ecological and social footprint 3.2.3	Designing: sketching modelling testing evaluation of work.
	Using and working with materials 3.2.5	Properties of materials Modifying properties for a purpose
	Sources and origins 3.2.4 Stock forms types and sizes 3.2.6	Commercially available types and sizes of materials
	Communication of ideas 3.3.5 Scales of production 3.2.7	Designing: sketching modelling testing evaluation of work.
	Investigation, primary and secondary data 3.3.1 Communication of ideas 3.3.5	Manufacturing specification/working drawings
Term 2	Specialist techniques and processes 3.2.8 Material Management 3.3.9	Tools, equipment and processes Quality control
	Specialist techniques and processes 3.2.8 Material management 3.3.9	How materials are cut, shaped and formed to a tolerance Quality control
	Surface treatments and finishes 3.2.9	The preparation and application of surface treatments and finishes Quality control Surface treatments and finishes Quality control
	Forces and stresses 3.2.2	Types of forces and reinforcing materials Manipulating materials to resist/work with forces
		Example NEA style project to cover 3.3 Section C – Project 2 (lighting). Building iteration into a project in preparation for the NEA.
	The work of others 3.3.3	Investigate, analyse and evaluate the work of past and present designers/ companies
	Design strategies 3.3.4 Communication of design ideas 3.3.5	Generating imaginative and creative designs
	Investigation, primary and secondary data 3.3.1	Using primary and secondary data to understand client and/or user needs. Market research, interviews, human factors
	Environmental, social and economic challenge 3.3.2	Constraints that are presented to designers
	Investigation, primary and secondary data 3.3.1	How to write a design brief
	Design strategies 3.3.4 Communication of design ideas 3.3.5	Generating imaginative and creative designs
	Investigation, primary and secondary data 3.3.1	How to write a design specification
	Communication of design ideas 3.3.5	Isometric and perspective designs Exploded diagrams Working drawings Computer-based tools Audio and visual recordings Modelling
	Prototype development 3.3.6	Satisfy the requirements of the brief Functionality Aesthetics Potentially marketable
	Selection of materials and components 3.3.7	Materials are selected based on functionality, cost and availability
	Tolerances 3.3.8	Working accurately
	Material management 3.3.9	Cutting, shaping and forming materials to tolerance Planning the cutting of materials to minimize waste (linking to tolerance)
	Selection of materials and components 3.3.7 Material management 3.3.9	Using measuring and marking out to create and accurate and quality prototype
	Specialist tools and equipment 3.3.10	Selection of the correct hand tools and machinery Safe use of tools
	Specialist techniques and processes 3.3.11	Selection and use of specialist techniques (used to shape, fabricate, construct) Preparing a material for a surface finish Applying a surface finish
	Specialist tools and equipment 3.3.10 Using and working with materials 3.2.5 Specialist techniques and processes 3.3.11 Surface treatments and finishes 3.3.11	Selection of the correct hand tools and machinery. Safe use of tools Selection and use of specialist techniques (used to shape, fabricate, construct) Preparing a material for a surface finish Applying a surface finish
Term 3	Using and working with materials 3.2.5	How materials can be altered to change their properties
	Scales of production 3.2.7	Scales of production
	Specialist techniques and processes 3.2.8	Commercial processes
Term 4		Year 11 term 1 will be spent on the NEA. It’s intended to be an iterative process so the learning activities will be directed by the student and will depend on their project.
Term 5-6	Mock exams
	NEA	Improvements after moderation
	Revision

*Want to be a good Diagnostician in medicine? You need an imagination.

*Want to be a lawyer who owns the courtroom with persuasive ideas that win the case? You need an imagination.

*Want to be an internationally best-selling author? You need an imagination.

*Want to be a BAFTA award winning actor/actress? You need an imagination.

To generate those ideas that make you stand out from the crowd, you need to develop and practice that imagination…continually.

In Drama, we do just that. Through extensive practical explorations combined with rigorous theoretical analyses, you will become a confident, creative communicator not just on stage but in the board room, the courtroom and the work arena.

Year 7 - The students explore and acquire a plethora of Drama strategies as they undergo an introduction to Drama at secondary level. From improvisation to physical theatre, they’ll collaborate and create original works based on the theme of “change” – a relevant theme in these young person’s life entering secondary school for the first time.

Year 8 – Students embark on an area of Dramatic study that is entirely text-based. From Mary Shelley’s Frankenstein to Shakespeare’s The Tempest, students will learn how to analyse a text from both a performer and director’s perspective. Developing their use of voice and physicality, your child will learn how to bring a text to life for the stage in a visually engaging and skilful way.

Year 9	Term 1
Theatrical Conventions	Students will identify and describe the key theatrical conventions needed for devising a piece of drama.
	Students will practically explore the key theatrical conventions in order to develop their understanding of style and structure of a short play.
	Students will analyse their use of key vocal and physical skills.
	Students will evaluate their use of key vocal and physical skills.
	Students will incorporate key evaluative and subject-specific terminology into their evaluations when comparing performances.
	Students will develop their ability to generate ideas and collaborate timely and effectively.

Year 9	Term 2
Devising	Students will create a short play using Freytag’s structure.
	Students will respond to stimuli in an in-depth way – transforming ideas into reality.
	Students will learn how to analyse and evaluate the creative process.
	Students will rehearse and refine their work to communicate clearly to their audiences.
	Students will recall on style and structure before explaining how these elements have been considered.
	Students will reflect on their creative process and personal contribution as they prepare for written exams.

Year 9	Term 3
Theatre Makers in Practice	Students will identify and discuss opinions on the themes and characters within a text.
	Students will practically explore the characters and plot of a text.
	Students will recall on performance elements as they practically re-create moments from the text.
	Students will be able to justify their directorial decisions.
	Students will analyse how performance elements can be used to direct characters from the text on stage.
	Students will compare key themes and moments from a text as they suggest links for similar direction of actors.
	Students will develop an understanding of command words in the exam questions.
	Students will refine their ability to write exam responses under timed conditions.

Year 10	Term 1
C1	Students will recall how meaning is extracted from stimuli and analyse their personal response.
	Students will generate ideas extrapolated from a variety of stimuli and construct an original piece of theatre using key theatrical conventions.
	Students will interpret assessment criteria in order to develop their ability to evaluate the work of others and their own creative process.
	Students will suggest ideas for development as they refine practical work and record the process of refinement through in-depth analysis.
C3	Students will practically recall upon and explore the themes and characters within each act of the prescribed text of study.
	Students will recall on the command words of lower level exam questions and compare with the higher level exam questions in the paper.
	Students will explain the context that the play was written in as they apply this to the written responses to higher level exam-style questions.

Year 10	Term 2
C1	Students will develop an understanding of Brecht’s methodologies and respond to the theory of “Epic Theatre”
	Students will apply the methodologies of “Epic Theatre” to their own devised piece as they consolidate their communication of a key message or aim to their audience.
	Students will evaluate their application of methodologies in written responses to key questions for their coursework.
	Students will develop exam strategies for practical examination of devised piece in front of a live audience.
	Students will evaluate the impact of the final performance and submit coursework.
C3	Students will compare the impact of sound and lighting in order to create impact for an audience.
	Students create ideas for staging the prescribed text for an audience with a focus on lighting and sound.
	Students will explain how costume can create impact and communicate context for a live audience.
	Students will explain how performance skills can be used to interpret characters on stage.
	Students will justify responses linked to in-depth knowledge of context of the play
	Students will apply exam strategies for answering section A of the exam paper.

Year 10	Term 3
C3	Students will reflect upon and apply feedback to the exam paper.
	Students will compare key characters and analyse the similarities of their performance in various acts within the text.
	Students will analyse exemplar responses to the exam questions and link to the assessment criteria.
	Students will develop their ability to formulate concise ideas for production and performance of the prescribed text under timed conditions.
C2	Students will interpret and explore two key extracts from a text that will be performed and examined.
	Students will analyse their performance text as they identify ‘The Given Circumstances’ and apply annotations to the text focused on physical and vocal skills.
	Students will begin rehearsing and evaluating their work and the work of others using the assessment criteria.
	Students will examine how proxemics and staging can communicate meaning for a live audience.
	Students will memorise lines in order to develop credibility to their performance and improve characterisation.
	Students will receive formative feedback on their performed extract and refine their work by applying the feedback received from external peers and professionals.

Year 11	Term 1
C2	Students will rehearse and refine the staging of their group performance
	Students will memorise lines and rehearse off-script
	Students will consider and apply the assessment criteria to their performance by focusing on varied and controlled use of vocality
	Students will consider and apply the assessment criteria to their performance by focusing on varied and controlled use of physicality
C3	Students will critically analyse a live performance
	Students will consolidate their understanding of the requirements for evaluating and analysing a live performance
	Students will consolidate their understanding of the performance and production elements of staging the prescribed set text
	Students will refine their ability to write under timed exam conditions
	Students will interpret the directorial decisions and intentions of a live performance
	Students will evaluate the impact of performance and production elements on audiences.

Year 11	Term 2
C2	Students will perform a credible performance in front of a visiting examiner
C3	Students will consolidate their knowledge and understanding of the themes and plot within the prescribed text
	Students will develop and apply exam strategies for analysing a live performance
	Students will develop and apply exam strategies for evaluating a live performance
	Students will develop and apply exam strategies writing as a director for a prescribed text
	Students will develop and apply exam strategies writing as a designer for a prescribed text

Year 11	Term 3
	Revision until May exam (2^nd week)

Year 9 OCR Economics (9-1) - GCSE	Unit / Topic / Theme	Student Learning Outcomes
Term 1	1. Introduction to Economics
	1.1 Main economic groups and factors of production	Identify main economic groups and factors of production Explain the factors of production: land, labour, capital and enterprise, including how they might be combined
	1.2 The basic economic problem	Explain what is meant by scarce resources and unlimited wants Explain the economic problem, including the questions of how resources should be allocated, what, for whom and how goods and services should be produced Explain what is meant by opportunity cost Evaluate the costs and benefits of economic choices, including the impact on economic, social and environmental sustainability
	2. The role of markets and money
	2.1 The role of markets	Explain what is meant by a market Explain the features of the primary, secondary and tertiary sectors, including the difference between the production of products and services Explain the difference between factor and product markets, including their interdependence Evaluate the costs and benefits of specialisation and exchange in markets including for producers, workers, regions and countries
	2.2 Demand	Explain what is meant by demand Draw and explain a demand curve using data, including individual and market demand Draw shifts of, and movements along, the demand curve Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the demand curve Explain price elasticity of demand Draw demand curves of different elasticity Evaluate the importance of price elasticity
Term 2	2. The role of markets and money
	2.3 Supply	Explain what is meant by supply Draw and explain a supply curve using data, including individual and market supply Draw shifts of, and movements along, the supply curve Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the supply curve Explain price elasticity of supply Draw supply curves of different elasticity Evaluate the importance of price elasticity of supply for consumers and producers
	2.4 Price	Explain price as a reflection of worth and its role in determining an efficient distribution of resources Explain what is meant by equilibrium price and quantity Draw and analyse the interaction of demand and supply Explain the role of markets in the determination of price and the allocation of resources Analyse how the market forces of demand and supply affect equilibrium price and quantity
Term 3	2. The role of markets and money
	2.5 Competition	Explain competition between producers in a market economy, including the reasons why producers compete Analyse how competition affects price Evaluate the economic impact of competition on producers and consumers Explain the meaning of monopoly and oligopoly and how they differ from competitive markets
	2.6 Production	Explain the role of producers, including individuals, firms and the government Evaluate the importance of production and productivity for the economy Calculate and explain total cost, average cost, total revenue, average revenue, profit and loss Evaluate the importance of cost, revenue, profit and loss for producers, including how costs and revenues affect profit and supply Explain what is meant by economies of scale
Assessment	Regular class topic tests, Multiple choice questions, Extended essays, Research tasks & Exam questions.

Year 10 OCR Economics (9-1) - GCSE	Unit / Topic / Theme	Student Learning Outcomes
Term 1	1. Introduction to Economics
	1.1 Main economic groups and factors of production	Identify main economic groups and factors of production Explain the factors of production: land, labour, capital and enterprise, including how they might be combined
	1.2 The basic economic problem	Explain what is meant by scarce resources and unlimited wants Explain the economic problem, including the questions of how resources should be allocated, what, for whom and how goods and services should be produced Explain what is meant by opportunity cost Evaluate the costs and benefits of economic choices, including the impact on economic, social and environmental sustainability
	2. The role of markets and money
	2.1 The role of markets	Explain what is meant by a market Explain the features of the primary, secondary and tertiary sectors, including the difference between the production of products and services Explain the difference between factor and product markets, including their interdependence Evaluate the costs and benefits of specialisation and exchange in markets including for producers, workers, regions and countries
	2.2 Demand	Explain what is meant by demand Draw and explain a demand curve using data, including individual and market demand Draw shifts of, and movements along, the demand curve Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the demand curve Explain price elasticity of demand Draw demand curves of different elasticity Evaluate the importance of price elasticity
	2.3 Supply	Explain what is meant by supply Draw and explain a supply curve using data, including individual and market supply Draw shifts of, and movements along, the supply curve
Term 2	2. The role of markets and money
	2.3 Supply (continued)	Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the supply curve Explain price elasticity of supply Draw supply curves of different elasticity Evaluate the importance of price elasticity of supply for consumers and producers
	2.4 Price	Explain price as a reflection of worth and its role in determining an efficient distribution of resources Explain what is meant by equilibrium price and quantity Draw and analyse the interaction of demand and supply Explain the role of markets in the determination of price and the allocation of resources Analyse how the market forces of demand and supply affect equilibrium price and quantity
	2.5 Competition	Explain competition between producers in a market economy, including the reasons why producers compete Analyse how competition affects price Evaluate the economic impact of competition on producers and consumers Explain the meaning of monopoly and oligopoly and how they differ from competitive markets
	2.6 Production	Explain the role of producers, including individuals, firms and the government Evaluate the importance of production and productivity for the economy Calculate and explain total cost, average cost, total revenue, average revenue, profit and loss Evaluate the importance of cost, revenue, profit and loss for producers, including how costs and revenues affect profit and supply Explain what is meant by economies of scale
Term 3	2. The role of markets and money
	The labour market	explain the role and operation of the labour market, including the interaction between workers and employers analyse the determination of wages through supply and demand, including factors aï¬ecting the supply and demand of labour explain and calculate gross and net pay, including deductions through income tax, national insurance and pension contributions
	2.8 The role of money and financial markets	explain the role of money as a medium of exchange explain the role of the financial sector for the economy, including financial institutions such as banks, building societes and insurance companies evaluate the importance of the financial sector for consumers, producers and government analyse how diï¬erent interest rates aï¬ect the levels of saving, borrowing and investment calculate the eï¬ect on savings and borrowings of changes in the rate of interest.
	3. Economic objectives and the role of government
	3.1 Economic growth	explain what is meant by economic growth calculate and explain how economic growth is measured with reference to Gross Domestic Product (GDP) and GDP per capita analyse recent and historical GDP data analyse the determinants of economic growth, including investment, changes in technology, size of workforce, education and training, availability of natural resources and government policies evaluate the costs and benefits of economic growth, including the impact on economic, social and environmental sustainability
	3.2 Low unemployment	explain what is meant by employment and unemployment explain how unemployment is measured using the Claimant Count calculate the unemployment rate analyse recent and historical unemployment figures explain the types of unemployment, including cyclical, frictional, seasonal and structural unemployment evaluate the causes and consequences of unemployment for individuals, regions and the government
Assessment	Regular class topic tests, Multiple choice questions, Extended essays, Research tasks & Exam questions.

English

The study of English provides the fundamental skills necessary to create opportunities for our students and their futures. By studying a variety of texts, both fiction and non-fiction, students are not only prepared for their GCSE and A-Level exams, but are also given a solid foundation on which to build analytical skills and an enjoyment of reading. The curriculum has been carefully designed at each key stage to stretch and challenge pupils to reach their full potential. In addition to classroom lessons, the English faculty also offers a variety of after school clubs and writing competitions to celebrate the talent of our students.

Year 7:

Play scripts (e.g. Frankenstein, Dracula, Noughts and Crosses, The Demon Headmaster)

Novels (e.g. Private Peaceful)

A Collection of Short Stories

A Collection of Poems

Non-fiction texts

Year 8:

Novels (e.g. The Curious Incident of the Dog in the Night-time, Wonder, Roll of Thunder Hear My Cry)

Fantasy Genre Texts

Character and Voice Poetry Anthology

20^th Century Novels (e.g. Call of the Wild, To Kill a Mockingbird)

A Shakespeare Play (e.g. Romeo and Juliet, The Tempest, A Midsummer Night’s Dream)

Year 9	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Oliver Twist	Introduction to the Literature GCSE style text Improve comprehension Build an understanding of the Victorian era Engage with social issues that we share with Dicken’s time Develop understand of character, plot, and themes and a higher level than KS3
Term 1	Relationship Poetry	Learn how to engage with poems of GCSE level Analyse structure and language Compare poems Explore a range of ideas and historic eras
Term 2	King Lear or Twelfth Night	Learn about tragic/comedy plays. Develop comprehension of Shakespearean English Compare different character types used by Shakespeare Learn about the performative aspects of the play
Term 2	Crime Writing	Introduction to Language Paper style questions Learn the conventions of the genre Understand what makes good writing, including the language and structural techniques, grammar, punctuation and vocabulary needed for this Use the language and structural techniques grammar, punctuation and vocabulary in their own writing
Term 3	Language	Develop comprehension of unseen fiction and non-fiction texts. Analyse the use of language and structure Evaluate fiction Compare the writers’ perspectives Create descriptive and persuasive writing
Term 3	Speaking and Listening	Put the skills improved in the Language module into practice Develop confidence to do public speaking in a formal setting Learn how to structure a speech

Year 10	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Conflict Poetry	Develop language skills while studying literature texts. Learn about a range of contexts from which the poems were created Analyse structure Improve comparative skills
Term 1	An Inspector Calls	Develop language skills while studying literature texts. Use understanding of the history and politics of 1900 to 1950 Learn about the conventions of a modern play
Term 2	Macbeth	Develop language skills while studying literature texts Compare Shakespearean times with the Middle ages and contemporary Britain Develop analysis of dense and sophisticated language Learn about the purpose of creating this play Consider how different actors and directors have approached the play
Term 2	19^th Century Novel	Develop a thorough understanding of either A Christmas Carol or Strange Case of Jekyll and Hyde Develop language skills while studying literature texts. Improve comprehension of 19^th Century texts. Apply understanding of Victorian England to better understand the texts. Learn about the Gothic genre.
Term 3	Language	Develop comprehension of unseen fiction and non-fiction texts Analyse the use of language and structure Evaluate fiction Compare the writers’ perspectives Create descriptive and persuasive writing
Term 3	Speaking and Listening	Put the skills improved in the Language module into practice Develop confidence to do public speaking in a formal setting Learn how to structure a speech Complete Speaking and Listening component of their English Language GCSE.

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Literature	Take the core content that they learn in Year 10, revise it and develop it further. Learn how to plan and write an essay Develop their ability to analyse literature Use context to better understand the text Analyse unseen poems
Term 2	Language	Develop comprehension of unseen fiction and non-fiction texts Analyse the use of language and structure Evaluate fiction Compare the writers’ perspectives Create descriptive and persuasive writing
Term 3	Revision	Focus on areas of weakness to ensure students have a complete understanding of what they need for the exams Develop exam skills Practise answering exam-style questions

Year 9 - 10

Unit

Student Learning Outcomes

Term

1-2

Week 1

Week 2

week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11-12

Week 13

Week 14-15

To demonstrate knowledge and understanding of the Eatwell guide guidelines and proportions.
To identify the main nutrients required for a healthy balanced diet.
To identify the main factors that affect dietary needs throughout different life stages.
To select a suitable starter or savoury light lunch dish to make that meets guideline of the Eatwell plate, nutritionally balanced and appealing to a teenager.

To cook and serve a healthy savoury lunch product for a teenager
To demonstrate the essential skills of preparing and cooking a simple soup, starter or lunch
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To explain how the ingredients in their dish provide the necessary energy and nutrients to meet the dietary reference values (DRVs) for teenagers.

Students will learn the:

Definition of protein
Function of protein in the body
Main sources of protein in the diet
Effects of a deficiency or excess of protein in the diet
Amount of protein needed at different life stages

Students also learn:

To become familiar with ingredients and cuisine from another country.
To recognise that a variety of food is needed in our diets because different foods provide different nutrients for good health and a balanced diet.
To describe and explain the importance of energy balance, physical activity and the implications of dietary excess/deficiency, eg malnutrition, maintenance of a healthy weight.
To describe and explain the importance of good food safety and hygiene when preparing and cooking high risk ingredients such as chicken.
To identify the main health issues related to diet.

To prepare, cook and serve a healthy fajita or tortilla wrap that contains protein, carbohydrate and at least 2-3 portions of your 5 a day.
To demonstrate the essential knife skills of preparing and cooking both meat and vegetables safely and hygienically.
To demonstrate an awareness of taste, texture and smell to decide how to season dishes and combine ingredients.
To demonstrate safe and hygienic working practices in the food room following teacher instructions and given recipes.

Students will learn:

The definition of carbohydrates in the diet
The main sources of carbohydrate.
The effects of deficiency and excess of carbohydrate in diet.
The amount of carbohydrate needed for everyday life.
The importance of reducing the amount of free sugars in our diets today.

Students will learn:

The definition of dietary fibre
The functions of dietary fibre
The different types of dietary fibre
The effect of excess and deficiency of dietary reference values for fibre
How to modify an existing recipe to reduce the amount of free sugar in the recipe and/or increase the amount of dietary fibre in the recipe.
Carbohydrates Lesson in increased dietary fibre and reduced sugar practical.

Students will learn:

To prepare, cook and serve muffin, tray bake or cake that has been adapted to reduce the sugar and increase the fibre.
To showcase a range of technical skills when preparing and cooking a suitable dish.
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To analyse the sugar and fibre content of the dish and explain how it has been reduced.

Fats- Students will learn:

The definition of Fat.
The definition of fat in the diet.
The main sources of fat in the diet
The effects of deficiency and excess of fat in diet.
The amount of fat needed for everyday life.
The importance of reducing the amount of saturated fat in our diets today.
The ingredients and methods to prepare and cook a savoury flan or quiche with a short crust pastry base.
The ability of fat to shorten foods such as pastries.

Students will learn:

The definition of shortening and understand the effect of using different fats to shorten pastry.
Write hypothesis or prediction about what type of fat is best for short crust pastry.
Investigate what is the best type of fat for pastry making.
Work in groups to prepare and make up short crust pastry using different types and ratios of fat: flour
Investigate 6 different types of fat used in pastry making and the ratios of each.
To develop and practice investigation skills similar to those used later in NEA.
To develop sensory analysis techniques when investigating foods.
To develop analysis and evaluation skills when working with different fats.

Students will learn:

To prepare, cook and serve a savoury quiche or flan that has been adapted to reduce the saturated fat content.
To showcase a range technical skills when preparing and cooking a suitable savoury dish.
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To identify nutritional profile and science behind the recipe.

Students will learn:

Vitamin A, D, E & K
The functions of vitamins in the body
The main sources of vitamins in the body
The effect of excess and deficiency of vitamins in the diet.
The dietary reference values for the different vitamins needed every day.

Students will learn:

To prepare, cook and serve soup, salad or starter that is rich in specified Vitamin and suitable for preparing cooking and serving in 1 hour.
To showcase a range of technical skills when preparing and cooking a suitable vitamin rich dish.
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To manage time successfully and present dish with fact file for assessment in 1 hour.
Why the preparation and cooking of foods has an effect on vitamin content.

Students will learn about the minerals calcium, iron, salt and flouride.
The functions of each mineral in the body.
The main sources of minerals in the body.
The effect of excess and deficiency of different minerals in the diet.
The dietary reference values for the different minerals needed every day.
To identify the main ingredients in moussaka, pasta bake or similar style pasta dish.
To understand the scientific principles of how starch thickens a sauce by gelatinisation.
To analyse the nutritional value of the meal and in particular the mineral content of the dish.

Term

3-4

Week 1

Week 2-3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10-11

Week 12

Week 13

To prepare, cook and serve main meal that is rich in calcium and vitamin D
To showcase a range of technical skills when preparing and cooking a suitable calcium rich dish. (S1,S2,S3,S4,S5,S6,S7,S8 and S10)
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To manage time successfully and present dish for assessment.
To serve the dish with a suitable salad or vegetable accompaniment which is rich in iron

Students will learn:

The importance of good preparation and revision in advance of end of topic assessment.
To practice answering different types of exam questions under examination conditions.
To develop exam technique when answering different types of questions
To test knowledge and understanding of nutrition and the different nutrients in food.
To develop research skills and apply knowledge of healthy eating and nutrition into practical activities.

Students will learn:

To develop research skills
To develop planning skills to include details of timings, instructions for making and include important hygiene or safety points.
To analyse the nutritional value of the meal.
To calculate the total costs of the dish, how many it will serve and portion size.
To produce a time plan for making.

Students will learn:

To prepare and cook a nutritionally balanced savoury main course dish which meets the advice of the Eatwell Guide.
To apply a variety of technical skills and make some creative and quality products with skill and precision.
To demonstrate and apply the principles of food safety and hygiene when cooking.
To present a dish with a good level of technical skill and is presented with a suitable level of finish and decoration for serving.
To carry out sensory analysis with family using a rating test.

Students will learn:

To prepare and cook an accompaniment that provides a valuable source of one of the antioxidant vitamins A,C and E.
To apply a variety of technical skills and make some creative and quality products with skill and precision.
To demonstrate and apply the principles of food safety and hygiene when cooking.
To present a dish with a good level of technical skill and is presented with a suitable level of finish and decoration for serving.
To carry out sensory analysis with family using profiling test.

Students will learn:

How to record the results of sensory testing in a rating or profiling chart?
To analyse the results of sensory testing and write detailed conclusions on the results
To calculate costs of dish (es) and evaluate how cost effective and value for money the dish is for family.
To analyse the nutritional profile of the dish and suggest modifications for improvement.
To evaluate work.

Students will learn:

The importance of consuming the right diet at different life stages

To include:

The dietary needs of pre-school children.
The dietary needs of school children aged 5-12.
The dietary needs of teenagers.
The dietary needs of adults.
The dietary needs of the elderly.
To develop mind mapping and revision techniques to revise dietary needs of different life stages.

Students will learn:

To prepare and cook recipe which meets the dietary needs of a chosen life stage.
To apply a variety of technical skills and make some creative and quality products with skill and precision
To demonstrate and apply the principles of food safety and hygiene when cooking.
To present a dish with a good level of technical level of technical skill and is presented with a suitable level of finish and decoration for serving.
To carry out sensory analysis with family using profiling test.

Students will learn the importance of adapting recipes to meet a range of special dietary needs:

Vegetarian and vegans
Coeliac
Lactose intolerant
High fibre
Reduced fat

Students will learn:

How to adapt a recipe for a layered dessert and make it suitable for a range of different dietary needs.
To produce an informative recipe card for chosen layered and chilled dessert.

Students will learn:

To adapt a given recipe for a layered dessert to make it suitable for chosen dietary need.
To apply a variety of technical skills and make some creative and quality products with skill and precision.
To demonstrate and apply the principles of food safety and hygiene when cooking
To present a dish with a good level of technical skill and is presented with a suitable level of finish and decoration for serving.
To carry out sensory analysis with family using profiling test

Students will learn:

Why the body needs energy
How energy is measured
The basal metabolic rate (BMR) is and how it is measured
What physical activity level is
How BMR and PAL work together to determine how much energy in Kilocalories is needed every day.
The recommended percentage of energy required by different nutrients
The effects of a deficiency or excess of energy in the body.

Term

5-6

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Students will learn:

To prepare, cook and serve main meal that a good source of energy.
To showcase a range of technical skills when preparing and cooking a suitable calcium rich dish.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To manage time successfully and present dish for assessment.
To serve the dish with a suitable salad or vegetable accompaniment which is rich in iron.

Students will learn the relationship between diet, nutrition and health.

The major diet related diseases, what causes them and how to prevent them including:

Obesity
Cardiovascular disease (coronary heart disease and high blood pressure)
Bone health including rickets and osteoporosis
Dental health
Iron deficiency anaemia
Type 2 diabetes.

To work as a team and plan a suitable menu for specific dietary illness or health condition.
To negotiate which student is going to make which course and dish from their chosen menu.

Students will learn:

To prepare, cook and serve main meal that a good source of energy.
To showcase a range of technical skills when preparing and cooking a suitable calcium rich dish.
To demonstrate and apply the principles of food safety and hygiene when cooking
To demonstrate a good working routine in the food room
To develop skills in garnishing, finishing and presentation of dishes
To manage time successfully and present dish for assessment
To serve both dishes as a complete meal with a suitable salad or vegetable accompaniment if appropriate

Students will learn:

To practice answering different types of exam questions under examination conditions.
To test knowledge and understanding of nutrition and the different nutrients in food.
Peer assessment techniques when assessing Mark papers.

Students will learn:

The reasons why food is cooked
The different ways that heat can be transferred
Write a hypothesis or prediction about what way of cooking vegetable to retain freshness and nutritional values.
To work in groups to use different methods of cooking a vegetable.
To develop and practice investigation skills similar to those used later in NEA
To develop sensory analysis techniques when investigating foods
To develop analysis and evaluation skills when working to investigate the best cooking time methods for vegetables.

Students will learn:

To prepare, cook and present kebabs with a range of vegetable and carbohydrate accompaniments that demonstrate 2-3 different methods of heat transfer.
To showcase a range of technical skills when preparing and cooking a suitable calcium rich dish.
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To manage time successfully and present dish for assessment.
To serve kebabs as a complete meal with a suitable salad or vegetable accompaniment if appropriate.

Students will learn:

The meanings of the following terms:

Protein denaturation
Protein coagulation
Foam formation

Apply scientific knowledge of these terms to recipes they have already made the course including marinating, pasta making, bread making and whisking meringues.
Gluten formation.

Students will learn:

The scientific principles underlying the role of protein and the formation of gluten when making a bread dough.
To identify the ingredients required to make bread, their functions and the essential stages of production processes and stages when making bread and bread products.
To prepare, cook and a bread based product which applies the scientific principles using the protein gluten to bind the dough and give elasticity.
To understand the function of yeast as a raising agent in bread making.
To showcase a range of technical skills when preparing and cooking bread based rolls or pizza (S1,S2,S3,S4,S5 and S8, S10 and S11)
To demonstrate and apply the principles of food safety and hygiene when cooking
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To manage time successfully and present dish for assessment.
To suggest ways of adapting the dough recipe to make it suitable for coeliac diets.

Students will learn:

The scientific principles underlying the use of fats and oils to demonstrate the following:

Shortening eg pastry making
Aeration eg making a cake
Plasticity eg pastry making
Emulsification eg salad dressings or mayonnaise

Fruit and vegetables

Enzyme browning of fresh fruit.

Oxidation and preventing vitamin loss when preparing and cooking vegetables

Students will learn about:

The scientific principles underlying the use of 4 different types of raising agents used in food today:

Chemical
Mechanical
Steam
Biological

Students will learn:

To apply knowledge and understanding of using different raising agents to food.
To showcase a range of technical skills when preparing and cooking dishes with raising agents added (S1,S2,S3,S4,/s5 and S11)
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To develop skills in garnishing, finishing and presentation of dishes.
To manage time successfully and present dish for assessment.

Students will learn:

What is meant by the term micro-organisms.
Which micro-organisms cause food to spoil and make it unsafe to eat.
Conditions for growth of micro-organisms in order to grow and multiply.
What enzymes are and how they spoil the palatability of foods.

Students will learn about:

Food poisoning
The bacteria that cause food poisoning
How bacteria grow and multiply
Temperature control to reduce or prevent bacteria multiplying.

The use of micro-organisms in the production of:

Cheddar cheese
Bread
Yoghurt

Students will learn:

To prepare, cook and serve a traditionally British soup which uses locally sourced vegetables and celebrates the best of British cuisine.
To showcase a range of technical skills when preparing and cooking suitable
To demonstrate and apply the principles of food safety and hygiene when cooking.
To demonstrate a good working routine in the food room.
To explain how the soup makes the best use of locally sourced ingredients.
To taste and evaluate the sensory qualities of the soup.
To discuss what went well and even better if.

Factors that influence what we eat today.

Food availability and seasonality
Cultural and religious influences
Ethical and moral influences
Environmental influences.
The media

Students will learn:

To explain how the meal makes the best use of fresh locally sourced ingredients.
To identify the environmental impact of some of our food choices.
To taste and evaluate the sensory qualities of the main meal they had at home and explain to the whole class.
To discuss what went well and even better if.

Students will learn:

To develop research skills and carry out research into the cuisine of another country.
About the ingredients and food products from different international countries.
About the distinctive features of chosen cuisine including ingredients, equipment, cooking techniques, eating patterns and presentation styles.
To gather research from a variety of different primary and secondary sources.
To present research findings in a concise and relevant way.

Year 11

Unit

Student Learning Outcomes

Term 1

Week 1

Week 2-3

Week 4-5

Week 6

Week 7

Week 8 -19

Understand the requirements of the food investigation task including: Research, plan and carry out and investigation into the working characteristics, functional and chemical properties of ingredients
Record the investigation findings
Analyse and evaluate results
Present the food investigation task.

The Food investigation section A-C

Research, plan and carry out an investigation into the working characteristics, functional and chemical properties of ingredients.
Develop research skills to gather and use primary and secondary sources of information.
Develop analysis and evaluation skills and explain how findings will influence practical investigations.

Carry out a range of practical investigations into the working characteristics functional and chemical properties of ingredients as identified in research findings.
Identify essential controls when carrying out a food investigation.
Record results from investigation using charts, graph, tables, sensory, testing and annotated photographs.
Explain how results of each investigation should be used to form the next stage of investigation with reasoning.

Analyse and interpret the results of investigative work.
Link the results to research explaining the working characteristics, functional and chemical properties of ingredients tested.
Write a conclusion to the hypothesis/prediction with reasons and justifications.
Explain how results can be applied into practical food preparation and cooking.

Understand the requirements of the food preparation task including:
Analyse a task and carry out research on a life stage/dietary group or culinary tradition.
Demonstrate a range of technical skills
Plan a final menu for chosen life stage/dietary group or culinary tradition
Prepare, cook and serve three dishes in a three hour session
Analyse and evaluate final menu.

Plan and carry out research into chosen life stage, dietary group or culinary tradition.
Develop research skills to gather and use primary and secondary sources of information.
Develop analysis and evaluation skills and explain how findings will influence practical investigations.
Present research in a concise and effectively communicated portfolio of work.
Plan relevant and appropriate practical activities.

Food preparation section B

Select a range of three or four suitable dishes to trial further.
Justify choices and explain suitability, creativity and technical skills.
Record evidence of the choice of dishes made during the technical skills demonstration.

Understand the assessment criteria for the technical demonstration
Make a range of suitable dishes showcasing technical skills, creativity and practice making skills
Demonstrate a good understanding of ingredients and making processes
Work with confidence, independence and accuracy.
Work safely and hygienically at all times.
Present dishes with a good level of technical skill and with a suitable level of finish and decoration for serving.
Carry out sensory analysis of all the dishes to determine final choice of menu.
Evaluate and determine the final menu dishes.

Term

2-3

Week 20

Week 25 - 26

Week 27 -29

Week 30 - 45

food preparation task, section C

Select suitable final dishes to make for the three-hour making session
Produce a three-hour time plan that includes food safety
Justify reasons for choice of final dishes and menu with reference to skills, ingredients, nutrition, cooking methods, costs, provenance, sensory properties and portion size.

Prepare, cook and serve three final dishes in one three-hour making session demonstrating some complexity and challenge
Execute a range of technical skills with confidence, precision and accuracy.
Select and use appropriate equipment accurately.
Demonstrate a range of appropriate finishing techniques and presentation techniques.
Demonstrate evidence of effective organisational skills and time management.
Produce all three dishes successfully within the three-hour period following the time plan.
Correctly sequence all making activities with effective dovetailing of tasks.
Work independently demonstrating good personal hygiene application of food safety.

Carry out sensory testing of the final dishes.
Carry out nutritional analysis of final dish.
Compare nutritional profile of dish against Dietary Reference Values for target group.
Cost the final dishes,
Evaluate the success of the dishes and identify improvements.

Revision and mock examinations

Allow one or two weeks to prepare students for mock exams. There is flexibility to build preparation and the mock exam into this scheme of work at a convenient time for schools.
Prepare a revision program after auditing what areas of specification have already been covered effectively in Year 10 and prioritise any topics not covered by students which need revising.
The following should be covered in this period:
How the written is organised
How to prepare for the written exam
The command words used in written exam
The types of question that will be asked in a written exam including
Data response
Structured question
Open-ended response questions or free response questions

The MFL Faculty strives to prepare students for a globalised world where the importance and relevance of foreign language learning has never been greater, given the wider opportunities for contacts abroad both at work and in leisure time.

Learning a language maximises opportunities for future employment in the UK, and offers a stimulating intellectual experience and a challenge which is worthwhile in itself. It also supports English literacy acquisition.

We believe that gaining insight into other cultures leads to greater tolerance and contributes to breaking barriers of racism and xenophobia.

During Years 7-8, students will have the opportunity to develop their language skills in listening, reading, speaking and writing in the target language. Whenever possible and appropriate, we use authentic material to support teaching and learning.

Weekly homework is a crucial part of learning and ensures students consolidate grammar concepts and vocabulary.

Year 9 French GCSE	Unit / Topic / Theme	Student Learning Outcomes
Term 1	THEME Identity and culture Module 1	Describing family and friends Revising places in town and activities Writing about friendship Using irregular verbs in the present tense. Talking about family relationships Using reflexive verbs in the present tense Planning to go out Describing a night out with friends Being able to say/write what I did.
Term 2	Module 1 Module 2	Writing about your childhood using the imperfect tense. Discussing role models Analysing when to use perfect or imperfect tense. Understanding the description of a best friend. Translating sentences with a variety of tenses and vocabulary. Evaluating the sport and music vocabulary I remember. Revising technology films and TV Explaining which sports I like/dislike Using depuis + present tense to say how long I have been doing something. Comparing on line activities
Term 3	Module 2	Understanding people’s reading habits Comparing present and past reading habits. Describing favourite television programmes. Using direct object pronouns ( le, la,les) Talking about actors and films Using superlatives adjectives. ( the best…)

Year 10

French

GCSE

Unit / Topic / Theme

Student Learning Outcomes

Term 1

THEME Identity and culture

Module 3

Talking about food and meals
Discussing shopping for clothes

Describing your daily life

Expressing what you can /must do

Talking about food for special occasions

Using the pronoun “en”

Differentiating formal / informal language

Asking questions in the TU and VOUS forms.

Describing family celebrations

Telling how to say you have just done something ( venir de + infinitive)

Describing festival and traditions in France.

Understanding and using a combination of tenses.

Term 2

Module 4

Local area, holiday and travel.

Evaluating how much I can say about where I live, the weather and transport in my area.
Describing a typical town and asking the way.
Learning about a French region and describing it.
Understanding how to use the pronoun”Y”
Analysing the pros and cons of your area.
Becoming confident at using negative forms.
Choosing what to see and do when visiting a city.
Translating “which ?”
Planning an activity according to the weather.
Using the future tense effectively.

Term 3

Module 5

THEME

Local area, holiday and travel.

Brainstorming holiday activities.

Talking about past/present/future holidays.

Writing creatively about an ideal holiday.

Using the conditional tense.

Booking and reviewing hotels

Using reflexive verbs in the perfect tense.

Ordering food and drinks in a restaurant.
Using EN + past participle
Exploring means of transport
Using avant de + infinitive
Buying souvenirs
Understanding and using ce/cette/ces
Describing a holiday that went wrong.
Using the pluperfect tense.

Year 11 French GCSE	Unit / Topic / Theme	Student Learning Outcomes
Term 1	THEME Module 6 School	Brainstorming school subjects. Describing your school. Comparing French /UK school systems. Discussing school rules Using il faut/il est interdit de Analysing what is best about school Talking about a school exchange Using past, present and future time frames.
Term 2	THEME Module 7 Future aspirations, study and work	Discussing jobs and work preferences, career choices. Translating better/worse , the best/the worst. Planning for the future Understanding the subjunctive Analysing why languages are important. Using adverbs. Applying for jobs Reading case studies (tourism) Using verbs followed by a or de
Term 3	THEME International and global dimension	Evaluating problems facing the world Making connections between word types. Listing suggestions to protect the environment. Using On pourrait…on devrait… Discussing ethical shopping Using the passive Exploring the world of volunteering. Discussing big events Giving arguments for and against.

Geography

Geography provokes and answers questions about the natural and human worlds, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. Geography explains the past, illuminates the present and prepares us for the future. What can be more important than that?

Year 7 – Exploring the British Isles, Epic Ecosystems, Map Skills, Exploring Brazil, Wild Weather and Tourism.

Year 8 – Plate tectonics, Population and Development, The Age of Stupid, Into Africa and UK Geography and Geographical Skills

Year 9 (2020 onwards)	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Introduction to Geographical enquiry Hazardous Earth: Tectonics	Explore the fundamental elements of geographical enquiry Understand the causes and impacts of tectonic activity and how management of tectonic hazards varies with location
Term 2	Hazardous Earth: Climate Development Dynamics	Understand the function, change and characteristics of the world’s climate system, including the hazards it creates Understand the scale of global inequality and how it can be reduced Employ a case study characterising how emerging countries manage to develop
Term 3	Challenges of an urbanising world	Understand the causes and challenges of rapid urban change Employ a case study signifying why quality of life varies within one megacity in an emerging country

Year 9 (2019-2020)	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Hazardous Earth: Tectonics Hazardous Earth: Climate	Understand the causes and impacts of tectonic activity and how management of tectonic hazards varies with location Understand the function, change and characteristics of the world’s climate system, including the hazards it creates
Term 2	Development Dynamics	Understand the scale of global inequality and how it can be reduced Employ a case study characterising how emerging countries manage to develop
Term 3	Challenges of an urbanising world	Understand the causes and challenges of rapid urban change Employ a case study signifying why quality of life varies within one megacity in an emerging country

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Hazardous Earth: Tectonics

Hazardous Earth: Climate

Understand the causes and impacts of tectonic activity and how management of tectonic hazards varies with location

Understand the function, change and characteristics of the world’s climate system, including the hazards it creates

Term 2

Development Dynamics

Challenges of an urbanising world

Understand the scale of global inequality and how it can be reduced

Employ a case study (India) characterising how emerging countries manage to develop

Understand the causes and challenges of rapid urban change

Employ a case study (Mumbai) signifying why quality of life varies within one megacity in an emerging country

Term 3

The UK’s evolving physical landscape

Coastal change and conflict

Understand why the physical landscape of the UK varies from place to place

Understand how geology, climate, physical and human processes create a variety of distinctive coastal landscapes

Investigate the impact of coastal management on coastal processes and communities (Walton-on-the-Naze)

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	River processes and pressures The UK’s evolving human landscape	Understand how geology, climate, physical and human processes create a variety of river landscapes Understand why places and people are changing in the UK Employ a case study (London) signifying how UK cities are changing Investigate how quality of life varies within an urban area (Stratford)
Term 2	People and the biosphere Forests Under threat Consuming energy resources	Understand the importance of the biosphere to human well-being and explore how humans use and modify the biosphere for resources Understand the threats to forest biomes (taiga and tropical rainforest) and explore strategies for reducing these threats Examine how the growing demand for energy can be met without serious environmental consequences
Term 3	Revision

Health and Social Care

Health and Social Care is a vocational subject available to learners aged 14+. It is a BTEC First qualifications where the skills learnt in studying this will aid progression to further study and prepare learners to enter the workplace in due course. In the health and social care sector, typical employment opportunities may be as an apprentice or in a supervised entry role, depending on specific job requirements and age restrictions. This qualification provides learners with a taste of what the health and social care sector is like, enabling them to make informed choices about their future career.

BTEC First Health and Social Care Level 1/2 is taught in Year 10 and 11. It is a two year course which consists of four units taught over the two years. There are three units of coursework (75% of final mark) and one exam unit (25% of final mark) which students have the opportunity re-sit. Each unit consists of 60 guided learning hours where students have the opportunity to gain marks which are graded as Pass Merit and Distinction.
There are two mandatory units which must be completed and 6 optional units where only two are chosen to study.

This course has been developed to:

Give learners the opportunity to gain a broad understanding and knowledge of the health and social care sector
Give learners the opportunity to develop a range of personal skills and techniques, through the selection of units that are essential for successful performance in working life
Support progression into a more specialised level 3 vocational or academic course or into an apprenticeship.

The exam board is Edexcel, average class size is 15 pupils

This course is recommended to those interested in working and caring for people that need help and support. This can be children, young people, vulnerable adults and the elderly. This course is also recommended for those that want to run their own health or social care business but want and insight to different areas within this field. If you are interested in careers such as midwifery, counselling, dietetics & nutrition, human rights, nursing and more, then this is the course for you.

History

More so now than ever, history allows us to understand the world we live in today; to challenge misconceptions about the past, to identify cause and consequence, changes and developments. History encourages classroom debate and discussion, helps develop student independence and opinion, and crucially provides a set of analytical and communication skills that are transferable across many forms of employment, whether you want to teach history, become a business manager, a doctor or a lawyer! It is a profoundly engaging subject that fuels students’ curiosity and encourages people to ask ‘what if’ and ‘why?’

KS3:

Topics you'll study in Year 7:

Were the Romans really ‘rotten’?

Why were the Vikings significant for England?

Did William win the Battle of Hastings just because of good luck?

What was William’s biggest change?

Did Disney have the correct interpretation of King John?

Richard Vs Saladin: who was the greater ‘hero’?

Mughals and Tudors – how similar were the two dynasties?

âTopics you'll study in Year 8:

‘The main cause of countries gaining independence from the British Empire was individuals’ Do you agree?

What was the impact of migration to Britain over time?

Explain how Britain has become more democratic over time.

Who or what did the most to help Black people achieve Civil Rights in America?

What was the main cause that led to the outbreak of the First World War?

‘Appeasement of Hitler was the correct policy for Britain between 1933-1939’. How far do you agree with this statement?

Life in Nazi Germany and the Holocaust.

GCSE

Year 9	Unit / Topic / Theme	Student Learning Outcomes
Term 1	The Holocaust and genocide (depth study)	In-depth study of the Holocaust – students will build on what they have studied in Year 8 through the story of Leon Greenman in order to ‘bust myths’ surrounding it. Students will then move on to look at the Rwandan and Bosnian Genocides in order to draw comparisons to the Holocaust and consider the importance of ‘busting myths’ surrounding these Genocides.
Term 1	Cold War in Europe	This unit aims to prepare student for the GCSE topic: Cold War in Asia by exploring some of the key substantive concepts such as communism and capitalism, and the key superpowers (USA/USSR). Students will also consider a causation enquiry to establish the key causes of the rising tension in Europe at this time.
Term 2	Cold War in Asia: Korean War	Part one: Conflict in Korea • The causes of the Korean War • The development of the Korean War • The end of the Korean War
Term 2	Cold War in Asia: Vietnam War (including revision for March Mocks)	Part two: Escalation of conflict in Vietnam • The end of French colonial rule • The US involvement • Johnson’s War Part three: The ending of conflict in Vietnam • Nixon’s War • Opposition to war • The end of the war
Term 3	Germany part (1890-1929)	Part 1: Germany and the growth of democracy Kaiser Wilhelm and the difficulties of ruling Germany; the influence of Prussian militarism, industrialisation, social reform and the growth of socialism, the navy laws The impact of the First World War; War weariness, economic problems, defeat, the Treaty of Versailles, reparations Occupation of the Ruhr, hyperinflation, Weimar democracy, political unrest, the Spartacists, Munich Putsch Weimar Germany- The Stresemann era; the new currency, the Dawes Plan with the USA, the Young Plan, impact of international agreements, Weimar culture
Term 3	Revision for End of Year Exams	To consolidate knowledge and skills

Year 10	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Germany Growth of dictatorship	Part 2: Germany and the Depression Growth in support for the Nazis, the role of the SA, Hitler’s appeal, effects of the Wall St Crash Nazi election results, the role of Papen and Hindenburg, Hitler’s appointment as Chancellor Establishment of dictatorship; the Reichstag Fire, the Enabling Act, elimination of political opposition, trade unions, Night of the Long Knives, Hitler becomes Fuhrer Part 3: the experiences of Germans under the Nazis Economic changes; employment, Strength Through Joy, rearmament, impact of WW2 on the economy Nazi policies towards women, policies towards youth, education, control of the Church, Nazi persecution; racial policies, Aryan ideas, the Final Solution Goebbels; the use of propaganda and censorship, Nazi culture, Use of terror; the SS, Gestapo, role of concentration camps Opposition and resistance; White Rose movement, the Swing Youth, Edelweiss Pirates, July Bomb Plot. Germany in WW2; rationing, propaganda, bombing, surrender
Term 2	Elizabeth	Part one: Elizabeth's court and Parliament • Elizabeth I and her court: background and character of Elizabeth I; court life, including patronage; key ministers. • The difficulties of a female ruler: relations with Parliament; the problem of marriage and the succession; the strength of Elizabeth’s authority at the end of her reign, including Essex’s rebellion in 1601. Part two: Life in Elizabethan times • A ‘Golden Age’: living standards and fashions; growing prosperity and the rise of the gentry; the Elizabethan theatre and its achievements; attitudes to the theatre. • The poor: reasons for the increase in poverty; attitudes and responses to poverty; the reasons for government action and the seriousness of the problem. • English sailors: Hawkins and Drake; circumnavigation 1577–1580, voyages and trade; the role of Raleigh.
Term 2	Elizabeth and Revision for mid terms	Part three: Troubles at home and abroad • Religious matters: the question of religion, English Catholicism and Protestantism; the Northern Rebellion; Elizabeth's excommunication; the missionaries; Catholic plots and the threat to the Elizabethan settlement; the nature and ideas of the Puritans and Puritanism; Elizabeth and her government's responses and policies towards religious matters. • Mary Queen of Scots: background; Elizabeth and Parliament’s treatment of Mary; the challenge posed by Mary; plots; execution and its impact. • Conflict with Spain: reasons; events; naval warfare, including tactics and technology; the defeat of the Spanish Armada. Part four: The historic environment of Elizabethan England – Spanish Armada
Term 3	Migration Part 1 and 2	Part one: Conquered and conquerors • Invasion: Vikings and Anglo-Saxons; reasons for Viking invasions; Danelaw; Alfred and Wessex; King Cnut, Emma of Normandy and the North Sea Empire. • A Norman Kingdom and ‘Angevin’ Empire: relationship between England and France; Henry II; invasion of Ireland; losses under King John. • The birth of English identity: The Hundred Years’ War and its impact for England’s future development. Part two: Looking west • Sugar and the Caribbean: piracy and plunder; the development of the slave trade, including John Hawkins; settlements in Barbados and West Indies; economic and social impact of the slave trade on Britain. • Colonisation in North America: causes and consequences of British colonisation; Raleigh; Jamestown; contact and relations with indigenous peoples; commodities; Pilgrim Fathers; indentured servants; the War of Independence, loss of American colonies. • Migrants to and from Britain: Huguenot migration; Highland clearances; the Ulster plantations.
Term 3	Revision for End of Year Exam	To consolidate knowledge and skills

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Migration Part 3 and 4	Part three: Expansion and empire • Expansion in India: causes and impact of British control; East India Company; Robert Clive; Warren Hastings; Indian Rebellion (1857); the social, political, cultural and economic impact of empire on Britain and India. • Expansion in Africa: causes and impact of British involvement; trade and missionary activity; South Africa; Egypt; the Scramble for Africa; Cecil Rhodes; the Boer War (1899–1902); imperial propaganda. • Migrants to, from and within Britain: Irish migration to Britain; Jewish migration to Britain; transportation; migration to and within the Empire, including migration of Asians to Africa; migration from rural to urban settings. Part four: Britain in the 20th century • The end of Empire: the impact of the First and Second World Wars; the impact of Suez; nationalism and independence in India and Africa, including the role of Gandhi, Nkrumrah and Kenyatta. • The legacy of Empire: ‘Windrush’ and the Caribbean migrants; the work of Claudia Jones in the UK; migration from Asia and Africa, including the role of Amin in Uganda; the Commonwealth; the Falklands War.
Term 2	Revision Paper 1	To consolidate knowledge and skills of Paper 1
Term 3	Revision Paper 2	To consolidate knowledge and skills of Paper 2

Bishop Challoner History Department staff are passionate, wildly enthusiastic historians and subject experts, having studied at top universities like LSE, Oxford and Cambridge. We love history, and believe it is a subject that empowers young minds, promotes tolerance and respect, as well emphasising how the past resonates directly with the lives we lead today. Above that, we think it is fascinating!

We are exceptionally proud of our results and provide a number of intervention strategies to help students make progress, from mentoring, exam skills and providing revision guides.

Our students gain offers to study at Oxford University, as well as top universities like Durham, Exeter and Warwick, and we actively support students in making these applications, providing personal statement guidance and interview practice.

We are honoured to be part of the Holocaust Educational Trust’s Lessons from Auschwitz Project, where our students have used their experience of visiting the trip to become Holocaust Community Ambassadors- even speaking in front of Mayor Sadiq Khan!

Additionally, we have been awarded Holocaust Beacon School Status from UCL in recognition of our scheme of work on the Holocaust and ‘myth busting’ students’ misconceptions- In 2016 we were given a ‘Quality Mark’ which means we are recognised as a leading department nationally.

Studying history at Bishop ultimately gives students an opportunity to immerse themselves in the past; through meeting WW2 veterans and Holocaust survivors, to completing independent learning projects and actively pursuing their own historical research, to literally using the historic environment around them- from the Tower of London, to Cable Street!

Year 9 – Vocational IT (Cambridge Nationals in IT)

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Module 1

LO1 (R012) Module 1

Understand the tools and techniques that can be used to initiate and plan solutions

Phases of the project life cycle and the tasks carried out in each phase

Understand what project management is
Identify the phases of the project life cycle
Understand what types of task are carried out during each phase of the project life cycle
List advantages of following the project life cycle

1.2 Interaction and iteration between the phases of the project life cycle 1

Learn that each stage of the project life cycle can repeat at the end of every phase
Learn that the process of reviewing work is carried out to inform actions to be implemented within the current phase or next stage of the project life cycle
Identify the inputs and outputs of each phase of the project life cycle

1.3 The inputs and outputs of each stage of the project life cycle

1.4 Initial project considerations

Learn what SMART targets are and how they are useful
Learn how to identify user requirements
Learn what success criteria are
Learn what constraints and limitations there are in a project
Learn why it is important to set goals when planning a project

LO2 (R013) Module 1

To be able to initiate and plan a solution to meet an identified need

2.1 Learn how to initiate a project by analysing the requirements to a given context

Learn what keyword analysis is
Learn how to do a SWOT analysis
Begin planning a project by analysing the requirements of a given context
Create SMART objectives
Create the scope for a project
Create the schedule for a project

Term 2

Module 2

LO1 (R012) Module 2

Understand the tools and techniques that can be used to initiate and plan solutions

2.2 Learn how to mitigate risks through the planning process

Identify the risks associated with time, resources, regulation, security and ethical/moral issues
Learn about how planning can reduce the risks of a project going wrong or not being completed
Understand that preparing for known issues and problems can make a project run more smoothly

4.4 Prevention Measures

Understand what measures can be taken to prevent data loss when collecting and processing data
Learn about physical prevention measures
Learn about logical prevention measures
Learn about different methods for the secure destruction of data

4.5 Current legislation, its implications and applications

Understand the implications of the law in relation to information technology
Produce a mind map to show the legal protection that each law provides
Discuss moral and ethical issues relating to the use of information technology

Term 3

Module 3

LO1 (R012) Module 3

Understand the tools and techniques that can be used to initiate and plan solutions

1.5 Planning tools and the software types used to develop project plans

Learn about a variety of project-planning tools and the software types that are used to develop project plans
Understand the purpose and components of each planning tool
Understand the advantages and disadvantages of different planning tools

LO8 (R103) Module 3

To be able to iteratively review the development of the solution

8.1 Learn how to carry out and document an iterative review i.e. Phase review

Learn how to carry out a detailed iterative (repeating) phase review
Learn what needs to be recorded or documented in a phase review
Understand that an iterative phase review is something that is done during or after each phase

Year 10 – Vocational IT (Cambridge Nationals in IT)

Unit / Topic / Theme

Student Learning Outcomes

Term 1

LO3 (R012) Module 4

Understand how data and information can be collected, stored and used

3.1 Data types

Learn that information is processed from raw facts and figures known as data
Learn about different types of data and understand how they are used in different contexts

3.2 Information

Understand what type of data and information can be collected
Learn how data and information are related to each other

LO5 (R013) Module 4

To be able to import and manipulate data to develop a solution to meet an identified need

5.1 Learners should be taught how to create, edit and delete data using appropriate software tools and techniques

Spreadsheets

Learn how to create, edit and delete and process data using spreadsheet software
Learn how to use a variety of functions
Understand the difference between relative referencing and absolute referencing
Learn how to link spreadsheet worksheets
Undertake a ‘what if’ analysis to forecast results
Learn how to use macros
Learn how to import data from different sources
Learn how to link external data to a spreadsheet
Learn how to produce charts and graphs
Learn how to hide and unhide columns
Learn how to apply password protection to cells, sheets, documents and read-only access
Learn how to export data to other applications

Databases

Learn how to create, edit and delete and process data using database software
Learn how to create a relational database by linking two tables by using foreign keys
Learn how to import data from different sources
Learn about different validation techniques such as presence check, length check, format check, lookup value, range check and input mask
Learn how to create and use different types of input forms (list box, checkbox, text field, multiple table entry and subforms)
Learn how to create and use different controls with the use of macros
Learn how to design and create queries using multiple tables, wild cards, parameters, crosstabs, grouping data in a query and complex queries
Learn how to design and create a report using multiple tables and results of complex queries
Learn how to apply password protection to cells, sheets, documents and read-only access
Learn how to export data to other applications

Term 2

Module 5

LO6 (R012) Module 5

Understand the different methods of processing data and presenting information

6.1 Selection and justification of the appropriate tools and techniques and formats to process data to meet the defined objectives in a given context

6.2 Purpose and suitability of presenting methods

Learn that social demographics are to do with gender, age, ethnicity, income, location and accessibility

Understand that all publication designs are based on social demographics with a target audience in mind
Learn that social demographics are a human creation and do not reflect an individual’s thoughts or preferences (and, therefore, create content limitations)
Learn to identify a target audience of a publication by analysing its content and design features
Learn to identify the purpose of a publication using its content and written language

6.3 The resources required for presenting information and data and the appropriateness of the use of these in context

Learn that social demographics are to do with gender, age, ethnicity, income, location and accessibility
Understand that all publication designs are based on social demographics with a target audience in mind
Learn that social demographics are a human creation and do not reflect an individual’s thoughts or preferences (and, therefore, create content limitations)
Learn to identify a target audience of a publication by analysing its content and design features
Learn to identify the purpose of a publication using its content and written language
Learn that individuals and organisations share information using a variety of different communication methods
Learn about a range of communication methods including messaging services, websites, VoIP, multimedia, cloud based technologies and mobile apps
Learn to identify the advantages and disadvantages of sharing and communicating information using technology

LO7 (R013) Module 5

To be able to select and present information in the development of the solution to meet an identified need

7.1 How to select and present information

7.2 Learners should be taught how to present information using appropriate software tools and techniques

Learn about the different ways of presenting information
Present the same information in different formats; for example, a report, a presentation, graphs, charts, tables, end user documentation or a mixture of these
Understand what to include in the different presentation methods
Understand that different tools and techniques can be used to achieve what you intend to do and the outcome that you want
Understand that not all tools and techniques need to be used and that some tools may need to be used in one software package and then integrated into a different software package
Identify the advantages and disadvantages of presenting information

7.3 Learners should be taught presentation techniques

Term 3

Module 6 & 7

LO8 (R103) Module 6

To be able to iteratively review the development of the solution

8.1 Final review

Learn how to do a final evaluation of a project
Learn what needs to be recorded or documented in the final project review/evaluation
Carry out a final project review for the project scenario

LO3 (R012) Module 7

Understand how data and information can be collected, stored and used

3.3 Methods used to collect and store data and information, and the appropriateness of the use of these in a given context

3.4 Storage and the appropriateness of the use of these in context

3.5 Use of data in a given context including Big Data

R013: Coursework (20 hours)

Year 11 – Vocational IT (Cambridge Nationals in IT)

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Module 8

LO4 (R012) Module 8

Understand the factors to be considered when collecting and processing data and storing data/information

4.1 Types of threats

4.2 The vulnerabilities –which can be exploited in a cyber-security attack

4.3 The impacts of a cyber-security attack

4.4 (DETAILED) Prevention methods

R013: Coursework (20 hours)

Term 2

LO4 (R012) Module 8

Understand the factors to be considered when collecting and processing data and storing data/information

4.5 Current relevant IT legislation, at time of delivery, its implications and applications

4.6 The importance of validity, reliability and bias when collecting and using data and information

R013: Coursework (20 hours)

R013 Coursework Submission

Term 3

LO4 (R012)

Understand the factors to be considered when collecting and processing data and storing data/information

R012 Exam Revision

Exam

Mathematics

WHAT WILL THIS COURSE ENABLE ME TO DO?

Traditionally Mathematics has involved knowing the rules to deal with numbers, percentages, areas, equations etc. This course will demonstrate that Mathematics can be used to solve practical problems in everyday situations.

An important aim of the course is to help students talk about Mathematics and use mathematical language correctly. Helping students to read and understand mathematical information given in tables, graphs and diagrams, building confidence to enable you to pass on knowledge to others in a clear, concise and logical way.

WHAT WILL THE COURSE CONTAIN?

Year 9 - Foundation	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 1 – Number Unit 2 – Algebra	Multiply and divide positive and negative numbers Evaluate expressions involving squares, cubes and roots Compare and order decimal numbers using the symbols <, > Round to a given number of decimal places. Round to any given number of significant figures Manipulate and simplify algebraic expressions by collecting ‘like’ terms Substitute numbers into a formula Simplify expressions involving brackets Factorise algebraic expressions by taking out common factors. Forming algebraic expressions
Term 2	Unit 3 – Graphs, tables and charts Unit 4 – Fractions and percentages	Extract data from lists and tables Use information provided to complete a two-way table Frequency tables Construct and interpret simple pie charts Draw scatter graphs Order fractions, by using a common denominator Add, subtract, multiply and divide fractions Convert between fractions, decimals and percentages. Increase/decrease quantities using percentages Use percentages in real-life situations Use a multiplier to increase or decrease by a percentage
Term 3	Unit 5 – Equations, inequalities and sequences Unit 6 – Angles	Use function machines Solve linear equations Substitute into a formula, and solve the resulting equation Show inequalities on number lines Find the nth term of an arithmetic sequence Estimate sizes of angles Draw sketches of shapes Find missing angles using properties of corresponding and alternate angles Tessellations Calculate and use the angles of regular polygons

Year 10 - Foundation	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 7 – Averages and Range Unit 8 – Perimeter, Area and Volume 1 Unit 9 – Graphs	Calculate the mean, mode, median and range for discrete data Reverse mean Mean, mode and median from a frequency table Mean, mode and median from a bar chart Convert metric units to metric units Convert between metric volume measures Area and perimeter of rectangles, triangles, parallelograms and trapezia Identify and name common solids: cube, cuboid, cylinder, prism, pyramid, sphere and cone; Sketch nets of cuboids and prisms Find the volume of a prism, including a triangular prism, cube and cuboid Find the surface area of a prism Find the coordinates of the midpoint of a line segment Plot and draw graphs of straight lines of the form y = mx + c using a table of values. Identify parallel lines from their equations Find the equation of a straight line from a graph Draw and interpret distance–time graphs and velocity–time graphs
Term 2	Unit 10 – Transformations Unit 11 – Ratio and Proportion Unit 12 – Right-angled triangles	Reflections Translations Rotations Enlargement Write ratios in form 1 : m or m : 1 and to describe a situation Write ratios in their simplest form, including three-part ratios Write a ratio as a fraction Proportional reasoning: Use a ratio to find one quantity when the other is known Divide a given quantity using a ratio. Use a ratio to find one quantity when the other is known Scale up recipes Best buy questions. Convert between currencies. Pythagoras Calculate the length of the hypotenuse. Calculate the length of the shorter side in a right angled triangle Exact trig values SOHCAHTOA to find angles and lengths in 2D figures/problems.
Term 3	Unit 13 – Probability Unit 14 – Multiplicative Reasoning Unit 15 – Constructions, loci and bearings	Probability of an event Mutually exclusive events Sample space diagrams Experimental and theoretical probability Venn diagrams and set notation Tree diagrams Percentages using a multiplier Reverse Percentages Compound interest Conversions m/s to km/hr, g to kg, cm² to m² etc Use kinematics formulae from the formulae sheet to calculate speed, acceleration, etc (with variables defined in the question) Speed, Distance, Time Density, Mass, Volume Pressure, Force, Area Direct proportion Inverse Proportion Draw circles and arcs to a given radius or given the diameter Measure and draw lines, to the nearest mm; Measure and draw angles, to the nearest degree Make accurate drawings of triangles and other 2D shapes using a ruler and a protractor Know the terms face, edge and vertex and identify quantities of each on 3D shapes. Given the quantities of faces, edges and vertices, identify 3D shapes. Understand and draw front and side elevations and plans of shapes made from simple solids; Constructions Construct the perpendicular bisector of a given line; Construct the perpendicular from a point to a line; Construct the bisector of a given angle Loci: Find and describe regions satisfying a combination of loci; Use constructions to solve loci problems (2D only) Use and interpret maps and scale drawings Bearings: Give a bearing between the points on a map Construct bearings Use accurate drawing to solve bearings problems

Year 11 - Foundation	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 16 – Quadratic equations and graphs Unit 17 – Perimeter, area and volume 2 Unit 18 –Fractions, indices and standard form	Multiply together two algebraic expressions with brackets Factorise quadratic expressions of the form x² + bx + c Solve quadratic equations by factorising Generate points and plot graphs of simple quadratic functions, then more general quadratic functions. Find approximate solutions to quadratic equations using a graph Recognise, sketch and interpret graphs of simple cubic functions Recognise, sketch and interpret graphs of the reciprocal function with x ≠ 0 Recognise, sketch and interpret graphs of quadratic, cubic and reciprocal functions Circles Find circumferences and areas enclosed by circles Find the perimeters and areas of semicircles and quarter-circles Find radius or diameter, given area or perimeter of a circles Sectors of circles Find the area of a sector Find the arc length of a sector Find the perimeter of a sector Volume and surface area of cylinders Volume and surface area of pyramids and cones Volume and surface area of spheres and composite solids Use index laws to simplify and calculate the value of numerical expressions involving multiplication and division of integer powers, powers of a power and negatives. Convert large and small numbers into standard form and vice versa Add and subtract numbers in standard form Multiply and divide numbers in standard form
Term 2	Unit 19 – Congruence, similarity and vectors Unit 20 – More algebra	Use the basic congruence criteria for triangles (SSS, SAS, ASA and RHS) Understand similarity of triangles and of other plane shapes, use this to make geometric inferences, and solve angle problems using similarity Understand and use column notation in relation to vectors Be able to represent information graphically given column vectors Identify two column vectors which are parallel Calculate using column vectors, and represent graphically, the sum of two vectors, the difference of two vectors and a scalar multiple of a vector. Solve simultaneous equations (linear/linear) algebraically and graphically Change the subject of a formula involving the use of square roots and squares
Term 3	Revision of all units	Focus on revision of previous topics that students were not able to do based on the November and March mocks

Year 9 - Higher	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 1 – Number Unit 2 – Algebra	Estimate answers to one- or two-step calculations Find the prime factor decomposition of positive integers Multiply and divide using index laws Venn diagrams Multiply and divide numbers in standard form Simplify surd expressions Manipulate an expression by collecting like terms Substitution Expanding double brackets Factorise quadratic expressions Set up and solve linear equations
Term 2	Unit 3 – Intepreting and representing data Unit 4 – Fractions, ratio and proportion	Design and use two-way tables for discrete and grouped data Calculate mean and range, find median and mode Construct and interpret grouped frequency tables for continuous data Draw and interpret scatter graphs Construct and interpret time–series graphs Add, subtract, multiply and divide fractions – include mixed numbers Find a percentage of a quantity using a multiplier Convert between fractions, decimals and percentages Divide a given quantity using a ratio Convert between currencies
Term 3	Unit 5 – Angles and trigonometry Unit 6 – Graphs	Understand and use the angle properties of parallel lines Calculate the angles of regular polygons and use these to solve problems Understand, recall and use Pythagoras’ Theorem in 2D SOHCAHTOA to find angles and lengths in 2D figures/problems Plot and draw graphs of straight lines of the form y = mx + c Find the equation of the line through two given points Generate points and plot graphs of simple quadratic functions

Year 10 - Higher	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 7 – Area and volume Unit 8 – Transformations and constructions Unit 9 – Equations and inequalities	Area and perimeter of rectangles, triangles, parallelograms and trapezia Volume of prisms Surface area of prisms Conversions Circles Find circumferences and areas enclosed by circles Find the perimeters and areas of semicircles and quarter-circles Find radius or diameter, given area or perimeter of a circles Sectors of circles Find the area of a sector Find the arc length of a sector Find the perimeter of a sector Volume and surface area of cylinders Volume and surface area of pyramids and cones Volume and surface area of spheres and composite solids Reflections Translations Rotations Enlargement Make accurate drawings of triangles and other 2D shapes using a ruler and a protractor Know the terms face, edge and vertex and identify quantities of each on 3D shapes. Given the quantities of faces, edges and vertices, identify 3D shapes. Understand and draw front and side elevations and plans of shapes made from simple solids; Constructions Construct the perpendicular bisector of a given line; Construct the perpendicular from a point to a line; Construct the bisector of a given angle Loci: Find and describe regions satisfying a combination of loci; Use constructions to solve loci problems (2D only) Use and interpret maps and scale drawings Change the subject of a formula Factorise and solve quadratic expressions Solve quadratic equations by using the quadratic formula Set up and solve quadratic equations Completing the square Solve quadratic equations by completing the square. Deduce turning points by completing the square. Sketch quadratics
Term 2	Unit 15 – Equations and graphs Unit 7 – Area and Volume Unit 10 – Probability Unit 14 – Further statistics	Solve simultaneous equations Solve simultaneous equations containing a quadratic. Show inequalities on number lines Solve inequalities graphically Solve quadratic inequalities. Represent the solution set for inequalities using set notation Solve quadratic inequalities Calculate the upper and lowers bounds of numbers given to varying degrees of accuracy; Find the upper and lower bounds of calculations involving perimeters, areas and volumes of 2D and 3D shapes Calculate the upper and lower bounds of more complex calculations, particularly when working with measurements Probability of an event Mutually exclusive events Sample space diagrams Experimental and theoretical probability Venn diagrams and set notation Tree diagrams Sampling Box plots Cumulative Frequency graphs Histograms Comparing data
Term 3	Unit 11 – Multiplicative reasoning Unit 12 – Similarity and congruence Unit 17 – More algebra	Compound interest and depreciation Conversions m/s to km/hr, m² to cm² etc Use kinematics formulae from the formulae sheet to calculate speed, acceleration, etc (with variables defined in the question) Speed, Distance, Time Density, Mass, Volume Pressure, Force, Area Direct proportion Inverse Proportion Use the basic congruence criteria for triangles (SSS, SAS, ASA and RHS) Similar shapes Identify the scale factor of an enlargement of a similar shape as the ratio of the lengths of two corresponding sides, using integer or fraction scale factors Use the linear/area/volume scale factor to work out missing values Simplify algebraic fractions Multiply and divide algebraic fractions Add and subtract algebraic fractions Solve quadratic equations arising from algebraic fraction equations Proofs - using consecutive integers (n, n + 1), squares a², b², even numbers 2n, odd numbers 2n +1

Year 11 - Higher	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 13 – Trigonometry Unit 16 – Circle theorems Unit 18 – Vectors and geometric proof	Know and apply Area = ab sin C Know the sine and cosine rules and use to solve 2/3D problems (including involving bearings) Circle theorems Understand and use theorems. Give reasons for missing angles in problem solving questions, using circle theorems. Ensure isosceles triangles are a focus. Vectors Understand and use vector notation. Work out the magnitude of a vector. Calculate using vectors and represent the solutions graphically. Calculate the resultant of two vectors. Solve problems using vectors. Use the resultant of two vectors to solve vector problems (including ratio problems) Express points as position vectors. Prove lines are parallel. Prove points are collinear.
Term 2	Unit 19 – Proportion and graphs Unit 15 – Equations and graphs	Recognise, sketch and interpret graphs of exponential functions y = k^x for positive values of k and integer values of x. Estimate the gradient of a quadratic or non-linear graph at a given point by sketching the tangent and finding its gradient Estimate area under a quadratic or other graph by dividing it into trapezia Transformation of functions Translating and reflecting graphs of functions for linear, quadratic, cubic and trigonometric functions Sketching Quadratics Sketching Cubics Use function notation e.g. f(x) = 5x + 1, then f(1) = Inverse functions, e.g. f(x) = 2x + 3, f^-1(x) = Composite functions, e.g. f(x) = 2x + 3, g(x) = x², gf(x) = Iteration Combinations/Product rule for counting
Term 3	Revision of all units	Focus on revision of previous topics that students were not able to do based on the November and March mocks

Media

Overview:

Component 1: Exploring Media Language and Representation (40%)

Component 2: Understanding Media Forms and Products (30%)

Component 3: Non-examination assessment (30%)

“The media is the most powerful entity on Earth. They have the power to make the innocent guilty and to make the guilty innocent, and that’s power. They control the minds of the masses” – Malcolm X

Every day you are exposed to newspaper headlines, film trailers, advertising on billboards, and constant updates on your social media accounts. What could be more important than thinking critically about the messages you are receiving? How is your life impacted by the media you consume? How does the mainstream media manipulate the masses to maintain the status quo? What are the consequences? What are the alternatives? What might the future hold?

Btec Level 2 Tech Award in Creative Media Production

Year 9	Term 1: Introduction to Media Key Concepts and Practical Skills
Media Language	To develop basic textual analysis skills. To identify and explain elements of mise en scene and cinematography using denotation/connotation analysis structure. To apply and consolidate textual analysis skills in the deconstruction of a range of print-based media texts.
Representation	To develop basic knowledge and understanding of the way in which people, places, events and issues are portrayed in the media.
Narrative	To develop basic knowledge and understanding of the ways in which media texts are structured to create meaning to the audience.
Audience	To develop basic knowledge and understanding of the relationship between media products and the target audience.
Photoshop Technical skills	To develop a range of image manipulation skills and design techniques using Adobe photoshop software. Resizing images, cropping images, deleting backgrounds, text (Insert, resize, colour, font style, effects) colour filters, lighting adjustments, colour balance, using layers.
Practical Production	To create a range of print publishing media texts using appropriate layout and design conventions Re- create existing print adverts Re- create an existing magazine cover Create an original magazine cover with original images

Year 9	Term 2 Component 1: Exploring Media Products
Learning Aim A: Investigate Media Products	To identify and categorise media products into relevant media sectors (audio/visual, publishing and interactive).
	To analyse own media consumption and consider how media products are accessed across a range of different mediums.
	Introduction to audiences- Students identify and explain the target audience (age range, gender and ethnicity) for a range of media products across the three sectors (audio/visual, publishing and interactive).
	To develop knowledge and understanding of primary, secondary, mass and niche audiences. Students will apply their knowledge to a range of media products across the three media sectors (audio/visual, publishing and interactive).
	To identify and explain the purpose of media products across the three sectors (audio/visual, publishing and interactive). To evaluate own media consumption in relation to the three purposes (information, entertainment, escapism). More able students will apply the uses and gratification theory to the media products they consume.
	To develop knowledge and understanding of socio-economic groups and create lifestyle audience profiles for a range of media products.
Assignment 1: Exploring Media Products	Summative assessment and initial research. The report must include media products past and present across the three sectors, and analyse: the target audience for each product the purpose of each product the relationship between product, target audience and purpose.

Year 9	Term 3 Component 2: Exploring Media Products
Learning Aim B: Explore how digital media products are created to provide meaning and engage audiences	B1: Genre, narrative, representation and audience interpretation
	To develop knowledge and understanding of genre focusing on media products from the audio/visual sector. To identify the different genres for a range of film and television texts. To categorise television and film texts into hybrid and subgenres. To develop knowledge and understanding of genre by analysing the codes and conventions across a range of British television sitcoms. To examine how British television sitcom conventions have developed over time through textual analysis of set texts. To apply Steve Neale’s ‘repetition and Difference’ genre theory to analyses work. To develop and apply knowledge and understanding of hybrid and subgenre to British television sitcoms. To examine how and why the codes and conventions can be subverted in sitcoms, through textual analysis of set texts. To compare and contrast the social contexts of British/American sitcoms and examine how it effects the use of codes and conventions in a range of UK/US texts.
	To develop knowledge and understanding of narrative focusing on media products from the audio/visual sector. To develop knowledge and understanding of narrative focusing on media products from the audio/visual sector. To identify and explain a range of narrative structures (Linear, non-linear, open ended, closed, circular, interactive, multi strand and single strand). To apply knowledge and understanding of narrative structure to a range of film and TV texts. To consolidate knowledge and understanding of narrative structures by recreating narrative structures from existing film and television texts.
Assignment 2: Exploring Media Products	Summative Assessment: The report must include media products from one of the three sectors, and must analyse how: Genre, narrative and representation combine to create meaning How the audience may respond to the product How media production techniques combine to create meaning.

Year 10

Term 1 Component 2: Developing digital media production skills (audio/moving image)

Learning Aim A: Develop Media Production Skills and Techniques

A1: Practical skills and techniques

To develop skills and techniques for creating content relevant to the audio/moving image sector;

Shooting video in different locations
Shot composition
Framing, angle, camera movement
Recording audio in a studio and on location, acoustics, microphones, ambient sound, recording levels

Year 10

Term 2 Component 2: Developing digital media production skills (audio/moving image)

Learning Aim B:

Apply Media Production Skills and Techniques

B1: Pre-production processes and practices

T demonstrate imaginative application of pre-production, skills and techniques when reworking aspects of an existing media product, leading to creative outcomes.

e.g. sound script, shooting script, storyboard.

The assignment will require students to apply media skills and techniques to ‘re-imagine’ an existing media product for a new teenage audience, e.g. produce a scene from a blockbuster action film or music video recreated in the local area.

B2: Production processes and practices

e.g. recording audio, shooting footage.

The assignment will require students to apply media skills and techniques to ‘re-imagine’ an existing media product for a new teenage audience, e.g. produce a scene from a blockbuster action film or music video recreated in the local area.

Students will demonstrate imaginative application of production skills and techniques when reworking aspects of an existing media product, leading to creative outcomes.

B3: Post-production processes and practices

The assignment will require students to apply media skills and techniques to ‘re-imagine’ an existing media product for a new teenage audience, e.g. produce a scene from a blockbuster action film or music video recreated in the local area.

Students will use optimisation and compression techniques, e.g. rendering audio and video.

Year 10	Term 3 Component 2: Developing digital media production skills (audio/moving image)
Learning Aim C: Review of progress and development
	C1: Review of progress and development To analyse own development and application of skills and techniques, using considered examples to identify strengths and set targets for improvement. Development of skills and techniques Responding to audience/user feedback Identifying strengths and areas for development Actions and targets for future production work Reference to professional working practice Use of terminology appropriate to the media field.

Year 11

Term 1 Component 3: Create a Media Product in Response to a Brief

Learning Aim A:

Develop Ideas in Response to a brief

A1: Responding to a brief –

To establishing the purpose, technical requirements of the brief and define the target audience.

To Research similar existing media products, within the publishing media sector, to understand the market place/competition.
To compare and contrast a range of media products from the following categories: mainstream, niche, alternative, generic, unconventional
To evaluate a media product in terms of how effective it is in targeting the audience.
To analyse the stylistic and technical codes in a media product (magazine/digital print advert campaign) from the publishing sector.
To carry out a Content analysis to establish the contents, order and sequencing within the media product (magazine/print advert campaign).

A2: Generating ideas

To explore and consider different ideas for a magazine/print advert campaign, including its content and style in order to develop a coherent product proposal.
To analyse and interpret current trends and innovative practice within the magazine and advertising industry.
To reflect upon creative ideas by consistently selecting, revising and developing creative ideas based on primary and secondary research into similar existing products.

Learning Aim B:

Develop pre-production materials in response to a brief

B1: Planning materials

To produce digital publishing planning materials that are sufficiently detailed to enable the client to visualise the proposed product.

To continue to develop and refine a range of pre -production planning skills relevant to the publishing media sector.
Page layout and design
Thumbnail sketches
Design annotations
To evaluate planning documents and make necessary revisions.

Year 11

Term 2 Component 3: Create a Media Product in Response to a Brief

Learning Aim B:

Develop pre-production materials in response to a brief

B2: Managing the production process

To evaluate production process and documents making necessary revisions where necessary.

narrated screen recordings
annotated screenshots
video and audio recordings
annotated drafts or mock-ups of practical work

Learning Aim C:

Apply skills and techniques to the creation of a media product

C2: Production skills and techniques

Sourcing content from secondary sources.

C3: Combining and refining content

Students will record an advanced skills audit to revise, consolidate and extend their practical creative skills in the following software packages and technical areas;

Software: Adobe Photoshop/In Design
Stylistic codes: mise en scène, lighting.
Combining assets for the magazine pages/adverts: alignment, formatting text and images, use of colour, typography.
aligning text and images
use of white space
creating a visual hierarchy
balance and contrast
Adding interactivity: usability/playability.
previewing magazine/advert campaign drafts for consistency in fonts, colours, layout and design.

Year 11

Term 3 Component 3: Create a Media Product in Response to a Brief

Learning Aim C:

Apply skills and techniques to the creation of a media product.

C4: Testing and exporting for distribution

Compressing media products and exporting in appropriate file formats for the chosen distribution platform.

External Summative Assessment:

Exam date TBC

GCSE Media Studies

Year 9	Term 1
Denotation/Connotation Image Analysis	know and understand the process of deconstructed media texts through denotation/connotation analysis. analyse text examples using denotation/connotation structure to explore how meaning is created through images and words.
Photoshop Introduction	know the basics of Photoshop including setting up a document, importing images, resizing objects, deleting backgrounds, and changing colours, as well as using layers. know how to set up photography equipment safely apply knowledge to make a copy of an existing film poster
Introduction to narrative theory	know and understand structuralism theory including Todorov, Propp, and Levi-Strauss apply these theories to example texts analyse texts to suggest how micro elements construct narrative meaning evaluate the extent to which structuralism theory can be applied to a text.

Year 9

Term 2

Component 1A: Images, Language, Layout & Design, Narrative and Intertextuality

carry out denotation/connotation analysis to engage with the way meaning is created in images from print advertising (This Girl Can & Quality Street) magazine covers (GQ & Pride), film posters (Spectre & TMWTGG). This will include exploring mise-en-scene, camerawork, and editing.
carry out denotation/connotation analysis to engage with the way media language is communicated through language (words) used in the set texts.
carry out denotation/connotation analysis to engage with the way media language is communicated through page layout and design used in the set texts
carry out denotation/connotation analysis to suggest how micro elements construct narrative meaning
evaluate the extent to which structuralism theory can be applied to a text.
carry out denotation/connotation analysis to engage with the way media language is communicated through intertextuality used in the set texts
evaluate the impact of intertextuality on the creation of meaning

Year 9

Term 3

Component 1A: Images, Language, Layout & Design, Narrative and Intertextuality

carry out denotation/connotation analysis to engage with the way meaning is created in images in newspapers (The Sun, The Times). This will include exploring mise-en-scene, camerawork, and editing.
carry out denotation/connotation analysis to engage with the way media language is communicated through language (words) used in the set texts.
carry out denotation/connotation analysis to engage with the way media language is communicated through page layout and design used in the set texts
carry out denotation/connotation analysis to suggest how micro elements construct narrative meaning
evaluate the extent to which structuralism theory can be applied to a text.
carry out denotation/connotation analysis to engage with the way media language is communicated through intertextuality used in the set texts
evaluate the impact of intertextuality on the creation of meaning

Component 1A: Representation

to know and understand representation theory including Laura Mulvey and Paul Gilroy.
to analyse the set texts and unseen texts to draw out the way representations have been constructed.
to evaluate the extent to which representation theory can be applied to the set text, and compare and contrast the representation to an unseen text.
to make judgements about the representation and how it reflects the context in which the product was made

Year 10

Term 1

Component 1B: Fortnite

to know and understand the nature of media production by large organisations, focusing on the production context of Fortnite
to analyse the effect of ownership and control on the production and distribution of Fortnite
to analyse the impact of convergence on the production, distribution and exhibition of Fortnite
to evaluate the impact of regulation on the video games industry
to know the ways audiences are categorised
to analyse the ways Fortnite targets audiences through marketing and the role of media technologies in reaching audiences
to evaluate the different ways audiences might interpret media products and how they use media products such as Fortnite, referring to the Uses and Gratifications theory.

Component 1B:

The Archers

to know and understand the nature of media production by large organisations, focusing on the production context of The Archers
to analyse the effect of ownership and control on the production and distribution of The Archers
to analyse the impact of convergence on the production, distribution and exhibition of The Archers
to evaluate the impact of regulation on the radio industry
to know the ways audiences are categorised
to analyse the ways The Archers targets audiences through marketing and the role of media technologies in reaching audiences
to evaluate the different ways audiences might interpret media products and how they use media products such as The Archers, referring to the Uses and Gratifications theory.

Year 10

Term 2

Component 1B:

The Sun

to know and understand the nature of media production by large organisations, focusing on the production context of The Sun
to analyse the effect of ownership and control on the production and distribution of The Sun
to analyse the impact of convergence on the production, distribution and exhibition of The Sun
to evaluate the impact of regulation on the newspaper industry
to know the ways audiences are categorised
to analyse the ways The Sun targets audiences through marketing and the role of media technologies in reaching audiences
to evaluate the different ways audiences might interpret media products and how they use media products such as The Sun, referring to the Uses and Gratifications theory.

Component 1B: Spectre

to know and understand the nature of media production by large organisations, focusing on the production context of Spectre
to analyse the effect of ownership and control on the production and distribution of Spectre
to analyse the impact of convergence on the production, distribution and exhibition of Spectre
to evaluate the impact of regulation on the film industry
to know the ways audiences are categorised
to analyse the ways Spectre targeted audiences through marketing and the role of media technologies in reaching audiences
to evaluate the different ways audiences might interpret media products and how they use media products such as Spectre, referring to the Uses and Gratifications theory.

Year 10

Term 3

Component 3: Controlled Assessment

know and understand the codes and conventions of the selected genre for production (confirmed by exam board in March 2021)
to analyse professional products engaging with key concepts including media language, representation, industry, and audience (e.g. analysis of film posters in selected genre).
to apply understanding to create a new idea for a media production (e.g. create a film poster and DVD cover), including evaluating the idea in terms of genre codes and conventions, narrative, industry, media language, and audience appeal.
to create products using practical skills including photography and use of Photoshop.

Year 11

Term 1

Component 2A: Luther & The Sweeney

to know and understand the codes and conventions of TV drama, with a focus on crime drama.
to understand theoretical perspectives on genre including principles of repetition and variation, hybridity, and intertextuality.
to apply narrative theory to the set text, including Propp, Todorov, Levi-Strauss and Barthes.
to know and understand the principles of media language including revisiting mise-en-scene and cameras, and introducing editing and sound.
to analyse the way media language creates meaning in the set text through mise-en-scene, camerawork, editing, and sound.
to analyse representations within the set text including representations of: heroes and villains; gender; place; realism.
to analyse the significance of social, cultural, and political representations in terms of themes and issues explores in the set text
to evaluate the reasons for particular representations including the under-representation and misrepresentation of particular social groups.
to know and understand the impact media ownership has on media production and distribution, with a focus on the BBC and other distributors of Luther.
to analyse the way Luther appeals to a range of audiences and how audiences are targeted through marketing and distribution.
to evaluate why and how audiences engage with Luther, with reference to the Uses and Gratifications theory.

Year 11

Term 2

Component 2B: Music videos and online media (Bad Blood, Uptown Funk, Rio, plus artists’ websites)

to know and understand the codes and conventions of music video
to understand theoretical perspectives on genre including principles of repetition and variation, hybridity, and intertextuality.
to apply narrative theory to the set texts, including Propp, Todorov, Levi-Strauss and Barthes.
to know and understand the principles of media language including revisiting mise-en-scene and cameras, editing and sound.
to analyse the way media language creates meaning in the set texts through mise-en-scene, camerawork, editing, and sound.
to analyse representations within the set texts including: representations of ethnicity and gender
to analyse the significance of social, cultural, and political representations in terms of themes and issues explores in the set texts
to evaluate the reasons for particular representations including the under-representation and misrepresentation of particular social groups.
to know and understand the impact media ownership has on media production and distribution
to analyse the ways the set texts and artists appeals to a range of audiences and how audiences are targeted through marketing and distribution.
to evaluate why and how audiences engage with the set texts and artists, with reference to the Uses and Gratifications theory.

Year 11	Term 3
Revision	Exam practice focusing on Component 1A and 1B.

Music

We have a fantastically well-resourced Music Department:
Two full sized teaching classrooms with Apple Mac computers and MIDI Keyboards.
Eight practice rooms each with an upright piano (one with a Baby Grand Piano) and a Keyboard for breakout performance space.
A recital room with a Yamaha Baby Grand Piano that is used for instrumental workshops and recitals.
A recording studio with state of the art recording equipment used in KS3 & KS4 lessons.
A Yamaha Grand Piano within the Theatre used for ABRSM Examinations and weekly recitals.
A Grand Piano in the Drama Studio, allowing cross curricular work with the Drama Department.

All Music lessons enable pupils to develop highly-desirable skills in areas such as self-management, teamwork, problem-solving and communication, all areas which are looked upon extremely favourably by top Universities and employers.

At Key Stage 3 our pupils focus on the building blocks of Music. Pupils’ learning will range from how to play a Musical instrument to learning how to listen to and describe music appropriately. Pupils study a range of topics, some of which are listed:

Reading Music
Creating their own instruments
African Music
Film Music
Rap Music
Blues Music

At the start of Year 7, students are given the option of learning how to play an instrument. A “Taster Week” is given and pupils can see the range of instruments they can learn.

There are many extracurricular clubs which run before, during and after school

Year 9

Term 1

Unit 1

Ensemble Performing 1

To learn to play Pachelbel’s ‘Canon’
To develop individual performance skills
To perform individual musical lines within a group performance
To develop rehearsal skills
To develop knowledge of primary chords

Assessment – Ensemble performance recording

Unit 2

Music Technology

To develop basic keyboard skills
To use Midi Keyboards to play different instruments
To explore different sonorities and textures
To use Music Technology to enhance compositions and arrangements
To use GarageBand/Logic

Assessment – Remix assessment (Pachelbel’s ‘Canon’)

Year 9

Term 2

Unit 3

Music Theory

To learn to read notes on the treble Clef
To learn to read notes on the bass Clef
To learn to read different forms of notation
To learn different time signatures and recognise them aurally
To learn key signatures for the major keys up to four sharps and flats
To develop dictation skills, both rhythmic and melodic
To learn how to follow a score
To learn to identify key elements from the score

Assessment – Music Theory test & Score Reading exercise.

Unit 4

Instruments of the Orchestra

To learn to recognise the four families of instruments in the orchestra
To learn to recognise the individual instruments in the orchestra both visually and aurally
To learn about orchestral playing styles
To learn about the development of the orchestra from 1600-1900.
To learn about the role of the conductor
To learn the key features of the Baroque, Classical and Romantic periods of music
To be able to aurally identify music from different periods

Assessment – Listening Test

Unit 5

Ensemble Performing 2

To learn to perform ‘Africa’ by Toto
To develop rehearsal skills through group performance
To develop keyboard/singing/ukulele/guitar performance skills
To develop knowledge of chords and chord sequences
To learn the pop song structure

Assessment – Ensemble performance recording

Year 9

Term 3

Unit 6

Musical Elements

To learn to describe music using vocabulary of the elements of music
To learn the Italian terms and subject specific vocabulary related to the elements of music
To learn how to describe music using Italian terms and subject specific vocabulary
To develop listening skills and aural awareness

Assessment – Exam style listening test & compare contrast questions

Unit 7

Composing Music 1

To understanding the assessment criteria and requirements
To learn how to compose using different structures
To develop knowledge and use of harmony
To develop melodic writing

Assessment – 32 bar composition.

Year 10

Term 1

Unit 1

AoS 4 – Popular Music

To learn the origins, development, key composers, structures relating to Popular Music (AoS4)
To learn how the digital age has influenced popular music.
To learn how composers use instrumental techniques in popular music.
To learn about fusion music
To learn about different voice types.
To learn how to describe popular music using the Elements of Music.

Assessment – Pop music performance assessment, 32 bar pop composition & Listening test.

Unit 2

AoS4 – Prepared Extract

To learn how to analyse our first set work.
To learn how to apply the elements of music to analyse a piece of music
To learn how to answer exam style questions

Assessment – Listening Test for prepared extract & Elements Essay

Unit 3

Composing Music 2

To learn the GCSE Music Composing requirements.
To learn how to compose a melody to fit a chord sequence.
To learn how to develop a melody.
To learn how to compose music to a set brief.

Assessment – Melodic Composition to a given chord sequence to be handed in before Christmas.

Year 10

Term 2

Unit 4

AoS1 – Musical Forms & Devices

To learn the origins, development, key composers, structures relating to Western Classical Music.
To learn about the Baroque, Classical and Romantic eras of music.
To learn what a rhythmic and melodic device is
To learn how to recognise rhythmic and melodic devices through aural perception.
To consolidate learning of Key signatures
To consolidate learning of accompaniment styles and how they are used through Western Classical Music.

Assessment – Listening & Theory test.

Unit 5

Aos1 – Prepared Extract

To learn how to analyse our second set work.
To learn how to apply the elements of music to analyse a piece of music
To learn how to answer exam style questions

Assessment – Listening Test for prepared extract & Elements Essay

Unit 6

Composing Music 3

To consolidate learning of a chord sequence
To learn how to compose using different accompaniment styles.
To learn what a perfect and plagal cadence is an how to compose using these.
To learn how to recognise a perfect and plagal cadence through aural perception.
To consolidate learning of how to compose and develop a melody on top of an accompaniment.
To learn how to compose in sections to meet the requirements of GCSE Music.

Assessment – Composition to a brief to be handed in by May Half Term.

Year 10

Term 3

Unit 7

AoS 2 – Music for Ensemble

To learn the origins, development, key composers, structures relating to Music for Ensembles
To consolidate learning of Texture
To learn about different types of ensembles
To learn about Chamber Music, Musical Theatre, and Jazz & Blues music.

Assessment – Performance Assessment & Listening Assessment.

Unit 8

Performing Music

To consolidate learning of ensemble performance and the GCSE requirements.
To learn how to perform with accuracy and expression both as a solo performer and an ensemble performer.

Assessment - Year 10 Performance Evening. Pupils must perform and record either a solo or ensemble performance.

Year 11

Term 1

Unit 1

AoS 3 – Film Music

To learn the origins, development, key composers, structures relating to Film Music.
To learn how composers, use leitmotifs and thematic transformation to develop thematic material.
To learn how composers, use the musical elements to interpret a given stimulus or commission.
To learn how sonority affects mood.
To learn how Music technology is used to enhance sonority.
To learn how minimalistic techniques are used in film music.

Assessment – Listening & Theory test.

Unit 2

Composing Music 4

To consolidate knowledge and understanding of GCSE Requirements
To consolidate learning of melodic and accompaniment development.
To learn about the set briefs set by the examination board.
To begin work on our brief composition.
To complete draft 1 of our free composition by Halloween.
To complete draft 1 of our brief composition by Christmas

Assessment – Draft 1 – Free & Brief Composition

Unit 3

Performing Music 4

To consolidate knowledge and understanding of GCSE Requirements
To consolidate learning of Ensemble Performance

Assessment – Ensemble Recording 1

Year 11

Term 2

Unit 4

Composing Music 5

To consolidate knowledge and understanding of GCSE Requirements
To learn how to adapt and develop compositions with teacher feedback

Assessment – Final Draft – Free & Brief Composition

Unit 5

Performing Music 5

To consolidate knowledge and understanding of GCSE Requirements
To consolidate learning of Ensemble Performance

Assessment – Final Recordings – Ensemble & Solo Performance

Unit 6

Revision 1

To consolidate knowledge and understanding of AoS1
To consolidate knowledge and understanding of AoS1 Set Works
To learn specific examination technique to answer exam questions

Assessment – Listening exam.

Year 11

Term 3

Unit 7

Revision 2

To consolidate knowledge and understanding of AoS2
To consolidate knowledge and understanding of AoS4
To consolidate knowledge and understanding of AoS4 Set Works
To learn specific examination technique to answer exam questions

Assessment – Listening exam

Unit 8

Revision 3

To consolidate knowledge and understanding of AoS3
To consolidate knowledge and understanding of both set works.

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

P1: Matter

P1.1 particle model

Describe how and why the atomic model has changed over time

Describe the structure of the atom and discuss the charges and relative sizes of the particles

State the typical size (order of magnitude) of atoms and small molecules

Define density

Explain the differences in density between the different states of matter in terms of the arrangements of the atoms and molecules

Apply the relationship between density, mass and volume to changes where mass is conserved

P1: Matter

P1.2 Changes of state

Describe how mass is conserved when substances melt, freeze, evaporate, condense or sublimate

State that physical changes differ from chemical changes because the material recovers its original properties if the change is reversed

Describe how heating a system will change the energy stored within the system and raise its temperature or produce changes of state

Define the term specific heat capacity and distinguish between it and the term specific latent heat

Apply the relationship between change in internal energy of a material and its mass, specific heat capacity and temperature change to calculate the energy change involved

Apply the relationship between specific latent heat and mass to calculate the energy change involved in a change of state

P1: Matter

P1.3 pressure

Explain how the motion of the molecules in a gas is related both to its temperature and its pressure

Explain the relationship between the temperature of a gas and its pressure at constant volume (qual only)

Recall that gases can be compressed or expanded by pressure changes and that the pressure produces a net force at right angles to any surface

: Explain how increasing the volume in which a gas is contained, at constant temperature can lead to a decrease in pressure

HT ONLY: Explain how work done on a gas can lead to an increase in its temperature

Describe a simple model of the Earth's atmosphere and of atmospheric pressure

Explain why atmospheric pressure varies with height above the surface of the planet

HT ONLY: Describe the factors which influence floating and sinking

HT ONLY: Explain why pressure in a liquid varies with depth and density and how this leads to an upwards force on a partially submerged object

HT ONLY: Calculate differences in pressure at different depths in a liquid

P5: Waves in Matter

P5.1: Wave behaviour

Describe wave motion in terms of amplitude, wavelength, frequency and period

Define wavelength and frequency

Describe and apply the relationship between these and the wave velocity

Apply formulae relating velocity, frequency and wavelength

Describe differences between transverse and longitudinal waves

Explain how changes, in velocity, frequency and wavelength, in transmission of sound waves from one medium to another, are inter-related

PHY ONLY: Describe the effects of reflection, transmission, and absorption of waves at material interface

PHY & HT ONLY: Describe, with examples, processes which convert wave disturbances between sound waves and vibrations in solids

PHY & HT ONLY: Explain why such processes only work over a limited frequency range, and the relevance of this to human hearing

Describe how ripples on water surfaces are used to model transverse waves whilst sound waves in air are longitudinal waves, and how the speed of each may be measured

Describe evidence that in both cases it is the wave and not the water or air itself that travels

P5: Waves in Matter

P5.2 Electromagnetic spectrum

Recall that electromagnetic waves are transverse and are transmitted through space where all have the same velocity

Explain that electromagnetic waves transfer energy from source to absorber

Apply the relationships between frequency and wavelength across the electromagnetic spectrum

Describe the main groupings of the electromagnetic spectrum and that these groupings range from long to short wavelengths and from low to high frequencies

Describe that our eyes can only detect a limited range of the electromagnetic spectrum

Recall that light is an electromagnetic wave

State examples of some practical uses of electromagnetic waves in the radio, micro-wave, infra-red, visible, ultra-violet, X-ray and gamma-ray regions

Describe how ultra-violet waves, X-rays and gamma-rays can have hazardous effects, notably on human bodily tissues

PHY & HT ONLY: Explain how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used both for detection and for exploration of structures

HT ONLY: Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits

P5: Waves in Matter

P5.3 wave interactions

HT ONLY: Recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves in ways that vary with wavelength

HT ONLY: Explain how some effects are related to differences in the velocity of electromagnetic waves in different substances

Use ray diagrams to illustrate reflection, refraction and the similarities and differences between convex and concave lenses

Recall how to construct two-dimensional ray diagrams to illustrate reflection and refraction

Explain how colour is related to differential absorption, transmission and reflection

Term 2

P6: Radioactivity

P6.1 radioactive emission

Recall that atomic nuclei are composed of both protons and neutrons, that the nucleus of each element has a characteristic positive charge

Recall that atoms of the same elements can differ in nuclear mass by having different numbers of neutrons

Use the conventional representation for nuclei to relate the differences between isotopes

Recall that some nuclei are unstable and may emit alpha particles, beta particles, or neutrons, and electromagnetic radiation as gamma rays

Relate these emissions to possible changes in the mass or the charge of the nucleus, or both

Recall how to use names and symbols of common nuclei and particles to write balanced equations that represent radioactive decay

Recall how to balance equations representing the emission of alpha-, beta- or gamma-radiation in terms of the masses, and charges of the atoms involved

Recall that in each atom its electrons are arranged at different distances from the nucleus and that such arrangements may change with absorption or emission of electromagnetic radiation

Recall that atoms can become ions by loss of outer electrons

Recall that changes in atoms and nuclei can also generate and absorb radiations over a wide frequency range

Explain the concept of half-life and how this is related to the random nature of radioactive decay

HT ONLY: Recall how to calculate the net decline, expressed as a ratio, during radioactive emission after a given (integral) number of half-lives

Recall the differences in the penetration properties of alpha-particles, beta-particles and gamma-rays

P6: Radioactivity

P6.2: Uses and Hazards

Recall the differences between contamination and irradiation effects and compare the hazards associated with these two

Explain why the hazards associated with radioactive material differ according to the half-life involved

Describe the different uses of nuclear radiations for exploration of internal organs, and for control or destruction of unwanted tissue

Recall that some nuclei are unstable and may split, and relate such effects to radiation which might emerge, to transfer of energy to other particles and to the possibility of chain reactions

Describe the process of nuclear fusion

Term 3

P8 Global challenges:

P8.3: Powering the earth

PHY ONLY: Explain the red-shift of light from galaxies that are receding, and how this red-shift changes with the distance of the galaxy from Earth

Explain how red shift and other evidence can be linked to the Big-Bang model

: Recall that our Sun was formed from dust and gas drawn together by gravity and explain how this caused fusion reactions

Explain that all bodies emit radiation, and that the intensity and wavelength distribution of any emission depends on the temperature of the body

Recall the main features of our solar system, including the similarities and distinctions between the planets, their moons, and artificial satellites

HT ONLY: Explain that, for circular orbits, the force of gravity leads to a constantly changing velocity but unchanged speed

HT ONLY: Explain that, for a stable orbit, the radius must change if the speed changes

HT ONLY: Explain, using everyday examples, how the temperature of a body is related to the balance between incoming radiation absorbed and radiation emitted

HT ONLY: Explain how the differences in velocity, absorption and reflection between different types of waves in solids and liquids can be used both for detection and exploration

P8 Global challenges P8..2poweing the earth

Describe the main energy sources available for use on Earth, compare the ways in which they are used and distinguish between renewable and non-renewable sources

Explain patterns and trends in the use of energy resources

Recall that, in the national grid, electrical power is transferred at high voltages from power stations, and then transferred at lower voltages in each locality for domestic use

Describe how step-up and step-down transformers are used to change the potential difference as power is transferred from power stations

Explain how the national grid is an efficient way to transfer energy

: Use simple calculations to link the potential differences and numbers of turns of a transformer to the power transfer involved, and relate this to the advantages of power transmission at high voltages

Recall that the domestic supply in the UK is a.c. At 50Hz and about 230 volts

Explain the difference between direct and alternating voltage

Recall the differences in function between the live, neutral and earth mains wires, and the potential differences between these wires

Explain that a live wire may be dangerous even when a switch in the mains circuit is open, by explaining the danger of providing any connection between the live wire and earth

P8 Global challenges

P8.1 driving safely

Recall typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems

Estimate the magnitudes of everyday accelerations

Recall how to make calculations using ratios and proportional reasoning to convert units and to compute rates

Explain methods of measuring human reaction times and recall typical results

Explain the factors which affect the distance required for road transport vehicles to come to rest in emergencies and the implications for safety

Estimate how the distances required for road vehicles to stop in an emergency, varies over a range of typical speeds

Explain the dangers caused by large decelerations

Estimate the forces involved in typical situations on a public road

PHY ONLY: Estimate, for everyday road transport, the speed, accelerations and forces involved in large accelerations

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

P3: Electricity:

P3.1 Static Electricity

Describe that charge is a property of all matter, that there are positive and negative charges, and that the effects of charges are not seen inc how they cancel each other out

Describe the production of static electricity, and sparking, by the rubbing of insulating surfaces

Describe evidence that charged objects exert forces of attraction or repulsion on one another when not in contact

Explain how transfer of electrons between objects can explain the phenomena of static electricity

PHY ONLY: Explain the concept of an electric field and how it helps to explain the phenomena of static electricity

Recall that current is a rate of flow of charge (electrons) and the conditions needed for charge to flow

Recall that current has the same value at any point in a single closed loop

Recall and use the relationship between quantity of charge, current and time

P3: Electricity:

P3.2: Simple Circuits

Describe the differences between series and parallel circuits

Recall how to represent d.c. circuits with the conventions of positive and negative terminals, and the symbols that represent common circuit elements

Recall that current depends on both resistance and potential difference and the units in which these are measured

Recall and apply the relationship between I, R and V, and that for some resistors the value of R remains constant but that in others it can change as the current changes

Explain that for some resistors the value of R remains constant but that in others it can change as the current changes

Explain the design and use of circuits to explore such effects

Recall how to use graphs to explore whether circuit elements are linear or non-linear

Recall how to use graphs and relate the curves produced to the function and properties of circuit elements

Explain why, if two resistors are in series the net resistance is increased, whereas with two in parallel the net resistance is decreased

Recall how to calculate the currents, potential differences and resistances in d.c. series and parallel circuits

Explain the design and use of such circuits for measurement and testing purposes

Explain how the power transfer in any circuit device is related to the potential difference across it and the current, and to the energy changes over a given time

Apply the equations relating potential difference, current, quantity of charge, resistance, power, energy, and time, and solve problems for circuits

Term 2

P4: Magnetism

Describe the attraction and repulsion between unlike and like poles for permanent magnets

Describe the difference between permanent and induced magnets

Describe the characteristics of the magnetic field of a magnet, showing how strength and direction change from one point to another

Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic

Describe how to show that a current can create a magnetic effect and describe the directions of the magnetic field around a conducting wire

Recall that the strength of the field depends on the current and the distance from the conductor

Explain how solenoid arrangements can enhance the magnetic effect

HT ONLY: Describe how a magnet and a current-carrying conductor exert a force on one another

HT ONLY: Recall how to show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field

HT ONLY: Apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved

HT ONLY: Explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors

Recall that a change in the magnetic field around a conductor can give rise to an induced potential difference across its ends, generating a magnetic field that would oppose the original change

Explain how this effect is used in an alternator to generate a.c., and in a dynamo to generate d.c.

Explain how the effect of an alternating current in one circuit, in inducing a current in another, is used in transformers

Explain how the ratio of the potential differences across the two coils depends on the ratio of the number of turns on each, and so distinguish a step-up from a step-down transformer

: Apply the equation linking the potential differences and number of turns in the two coils of a transformer

Explain the action of the microphone in converting the pressure variations in sound waves into variations in current in electrical circuits and reverse for loudspeakers and headphones

P2: Forces:

P2.1: Motion

Describe how to measure distance and time in a range of scenarios

Describe how to measure distance and time and use these to calculate speed

Recall how to make calculations using ratios and proportional reasoning to convert units and to compute rates

Explain the vector–scalar distinction as it applies to displacement and distance, velocity and speed

Relate changes and differences in motion to appropriate distance-time, and velocity-time graphs; interpret lines and slopes

Recall how to interpret enclosed area in velocity-time graphs

Recall how to calculate average speed for non-uniform motion

Recall how to apply formulae relating distance, time and speed, for uniform motion, and for motion with uniform acceleration

Term 3

P2: Forces:

P2.2: Newton’s Law

Recall examples of ways in which objects interact and describe how such examples involve interactions between pairs of objects which produce a force on each object

Recall how to represent such forces as vectors

Recall and apply Newton’s First Law to explain the motion of an object moving with uniform velocity and also an object where the speed and/or direction change

HT ONLY: Recall how to use vector diagrams to illustrate resolution of forces, a net force (resultant force), and equilibrium situations

HT ONLY: Describe examples of the forces acting on an isolated solid object or system

HT ONLY: Describe, using free body diagrams, examples where two or more forces lead to a resultant force on an object

HT ONLY: Describe, using free body diagrams, examples of the special case where forces balance to produce a resultant force of zero (qualitative only)

Recall and apply Newton’s second law in calculations relating forces, masses and accelerations

HT ONLY: Explain that inertia is a measure of how difficult it is to change the velocity of an object and that the mass is defined as the ratio of force over acceleration

HT ONLY: Define momentum and describe examples of momentum in collisions

PHY ONLY: Apply formulae relating force, mass, velocity and acceleration to explain how the changes involved are inter-related

Recall how to use the relationship between work done, force, and distance moved along the line of action of the force and describe the energy transfer involved

Calculate relevant values of stored energy and energy transfers; convert between newton-metres and joules

Explain, with reference to examples, the definition of power as the rate at which energy is transferred

Recall and apply Newton’s third law

HT ONLY: Explain why an object moving in a circle with a constant speed has a changing velocity (qualitative only)

P2: Forces:

P2.3: Forces and Acceleration

Explain that to stretch, bend or compress an object, more than one force has to be applied

Describe the difference between elastic and plastic deformation caused by stretching forces

Describe the relationship between force and extension for a spring and other simple systems

Describe the difference between linear and non-linear relationships between force and extension

Recall how to calculate a spring constant in linear cases

Recall how to calculate the work done in stretching

Describe that all matter has a gravitational field that causes attraction, and the field strength is much greater for massive objects

Define weight and describe how it is measured

Describe the relationship between the weight of an object and the gravitational field strength (g) (and) has a value of 10N/kg at the Earth’s surface

Recall the acceleration in free fall

Apply formulae relating force, mass and relevant physical constants, including gravitational field strength (g), to explore how changes in these are inter-related

Describe examples in which forces cause rotation

Define and calculate the moment of the force in such examples

Explain how levers and gears transmit the rotational effects of forces

Recall that the pressure in fluids (gases and liquids) causes a net force at right angles to any surface

Recall how to use the relationship between the force, the pressure and the area in contact

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	P7: Energy: *P7.1 Work Done*	Describe that, in situations where there are energy transfers in a system, there is no net change to the total energy of a closed system Describe all the changes involved in the way energy is stored when a system changes for common situations Describe the changes in energy involved when a system is changed by heating, by work done by forces, and by work done when a current flows Recall how to make calculations of the energy changes associated with changes in a system, recalling or selecting the relevant equations for mechanical, electrical, and thermal processes Calculate the amounts of energy associated with a moving body, a stretched spring and an object raised above ground level
Term 1	P7: Energy: *P7.2 Power and Efficiency*	Describe, with examples, the process by which energy is dissipated, so that it is stored in less useful ways Describe how, in different domestic devices, energy is transferred from batteries or the a.c. from the mains Describe, with examples, the power ratings for domestic electrical appliances and how these are linked to the changes in stored energy when they are in use Calculate energy efficiency for any energy transfer HT ONLY: Describe ways to increase efficiency Explain ways of reducing unwanted energy transfer Describe how the rate of cooling of a building is affected by the thickness and thermal conductivity of its walls
Term 2	Exam revision

RE

Religious Education is the core of the curriculum and provides a sound introduction to Roman Catholic teachings and the Gospel values of truth, justice, equality, forgiveness, peace and love. Throughout the key stages students study a variety of topics that enables them to develop their understanding of the Catholic faith and recognise the seeds of truth in other faith traditions. They gain understanding of what it means to be ‘People of God’ and the importance of faith in action.

In year 7 students begin with an introduction to the Catholic faith, which includes religious practices and prayer life. Students also study how to be holy and explore beliefs about judgement and the afterlife. In year 8 students learn about God's revelation, the nature of grace and the 7 Sacraments.

Throughout Key Stage 3 students study ethical topics such as Global Issues, in which they reflect on their impact on the world around them and the importance of stewardship.

Students are also given the opportunity to explore other faith traditions with a particular focus on Islam, Sikhism and Judaism

Year 7

Introduction to RE: Students learn the essential parts of the Catholic faith. Particularly focusing on the role of the Bible and its importance to Catholic life.
Catholic Beliefs and Values: Students continue to learn the key aspects of the Catholic faith, focusing on the nature of God. We look at how these beliefs impact Catholic practice today.
Global Issues: Students learn about Jesus’ teachings and how they are being lived out by Catholics today. Students have an opportunity to reflect on key issues impacting our world today, such as poverty, war, and intolerance.
Covenants: Students learn about the term covenant and key promises that were made in Jewish history. Furthermore, students have an opportunity to reflect on Holy Week alongside a focus on artwork surrounding this important time.
Marks Gospel: Students learn the background to the Gospel of Mark and how this impacts our understanding of Jesus’ role today.
Islam: Students study some of the key beliefs and practices of Islam, focusing on the importance of the Five Pillars of Islam.

Year 8

Divine Revelation and Incarnation: We explore how God has revealed himself to us, using the Bible to understand the role of the prophets. We then focus on the most important revelation of God; Jesus, and his role in our Salvation.
Grace: In this unit, we discuss the importance of grace in our life and think about the key terms sanctifying and sacramental grace. We reflect on key parts of the Christian life, such as baptism.
Ethics – Marriage and Family Life: Here, we have an opportunity to investigate a key issue in our world today. We look at issues, such as marriage, the family, adoption, and divorce.
Sacrifice and Death: This unit is focussing on the sacrifice and death of Jesus Christ, particularly analysing how it is expressed in Mark’s Gospel. This unit leads up to Easter as we think about the importance of his death for Christians today.
Judgement and Afterlife: We take a closer look at the topic of death in this unit, looking at what Scripture has to say about death. We evaluate the implications of purgatory, heaven, and hell, on our lives today.
Sikhism: We introduce the topic of Sikhism, exploring different key teachings through the lens of the 10 Gurus. We reflect on their practices and evaluate whether these key beliefs are still relevant today.

Key Stage 4

What You Will Study at GCSE

Year 9	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Introduction to Judaism Introduction to Catholic Christianity	To understand the nature and content of the RE GCSE To explore the foundations of Judaism and the belief that God is One To learn different key writings with the Tenakh and its formation To analyse key titles of God as creator and sustainer found in Genesis To evaluate the important of the titles of God as Law-giver, Judge and Redeemer To identify the qualities of the Messiah To contrast the similarities and differences between Christian and Jewish ideas of the Messiah To explore the Covenants with Abraham and their importance of Jewish communities today To investigate the Covenant with Moses and importance of the 10 commandments today To develop an understanding of the key features of a Synagogue To understand the way God reveals Himself to us through the Bible To know the meaning of the Incarnation and its impact for Christians today To analyse the ethical teachings of Jesus in terms of how we treat others and the Kingdom of God To identify the role and importance of the Magisterium To understand the central role of the Pope as Head of the Church To explain the importance of the Holy Spirit in our lives and the wider Church To explore Catholic beliefs of sin and salvation and their impact on the Church today To use Annibale Carracci’s ‘Image of a Fiery Purgatory’ to explore Catholic beliefs concerning the afterlife To know various forms of prayer and worship, including drama and music To identify the main features of the Church and how they help Catholics worship
Term 2	Unit 1: Creation Unit 2: Incarnation	To understand the meaning and significance of Michelangelo’s Creation of Adam as it reflects Catholics beliefs about creation and humanity To compare Michelangelo’s Creation of Adam to another Christian artistic expression of creation To explore how the nature of God as creator, transcendent and omnipotent is expressed through Genesis 1 and 2 To evaluate the importance of human beings as made in the image of God and how this influences free will, dignity, sanctity of life and stewardship To examine the origins of the Bible and its structure and form To understand how different people interpret the Bible as the Word of God and how this relates to interpretations of Genesis To know Natural Law and how it influences Catholic views on sanctity of life To evaluate the influence of Second Vatican Council on the relationship between religion and science with reference to Gaudium et Spes 36 To apply understanding of ‘love your neighbour’ to stewardship locally, nationally and globally To explore how CAFOD’s work on sustainability expresses Catholic beliefs about the goodness of creation To understand the significance of Christian symbols such as the Ichtus, the Alpha and Omega and the Chi-Rho To analyse how belief in the Incarnation influences use of religious art and imagery To explore different sculptures of Jesus and their significance for Catholics today To use the Incarnation accounts to explore beliefs in Jesus as Son and divine Word To examine different titles for Jesus such as ‘Son of Man’ and ‘Son of God’ To explain how Jesus is a source of moral teaching using the Beatitudes and the Parable of the Sheep and the Goats To understand the meaning and significance of the writings of Irenaeus in terms of the nature of Jesus To compare and contrast the presentations of the Incarnation in Dei Verbum 4 and Verbum Domini 12 To analyse how grace and the Sacraments show the holiness of life To know the importance of imago dei for protecting the unborn
Term 3	Unit 3	To understand the influence of different styles of worship such as psalms, plainchant, traditional hymns and contemporary worship songs To describe the different mass settings used in liturgy and their significance To learn the Eucharistic acclamations; the Gloria, Alleluia, Sanctus and Mystery of Faith To use the Bible and the Nicene Creed to explain Christian beliefs regarding the Trinity To examine Genesis 1 and how it influences Christians interpretations of the Trinity To explain how belief in the Trinity influences Catholic understanding of mission and evangelism To compare and contrast St Augustine and Catherine LaCugna’s explanation of the Trinity To analyse how the councils have impacted Catholic doctrine of the Trinity To explore the importance of Baptism as a sign of initiation and of participation in the Trinity To explain the importance of prayer including contrasting ideas regarding types of prayer

Year 10	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Unit 4: Redemption Unit 5: Church and the Kingdom of God	To explain how the architecture, design and decoration of Catholic churches reflect beliefs and practices of worship To analyse how the lectern, altar, crucifix and tabernacle express the mystery of redemption To explore contrasting architecture and artefacts used in Churches To understand how the death of Jesus and the different events surrounding redemption are restorative To compare and contrast Christian views on salvation and grace To evaluate how far redemption has influenced Catholic understanding of the liturgy To compare and contrast St Augustine and Anselm’s salvation metaphors To analyse the meaning of conscience as the Voice of God and how far it guides Catholics today To understand the meaning and importance of the Eucharist for Catholics while comparing it to different denominations To explain how the Words of Institution, the Agnus Dei, the ‘Real Presence’ and the sacrifice of the Mass are linked and shown in Eucharistic adoration To reflect on how dramatised prayer, such as the stations of the cross, shows the Church are a people of God on a sacred journey To understand the meaning and significance of pilgrimage to holy sites such as Jerusalem, Rome, Walsingham, and Lourdes To explain how Catholic understanding of mission and evangelism are expressed in drama To explore the meaning and significance of the ‘Kingdom’ of God as expressed in the Lord’s Prayer To analyse how justice, peace and reconciliation are signs of the Kingdom and are expressed by one important Catholic figure To understand the hierarchy of the Church through the Second Vatican Council and the history of its documents and themes To illustrate how Mary is a model of discipleship in the Church To identify the four marks of the Church and the influence of this on the Magisterium To explain the nature and role of the Magisterium, especially in regard to Catholic social teaching To explore the teaching to love our neighbour through the work of two agencies and through different vocations such as priesthood and family life
Term 2	Unit 6: Eschatology	To reflect on the features and significance of the Paschal candle To analyse Michelangelo’s Last Judgement and its significance for Catholics To compare and contrast different Christian beliefs about life after death and how they are expressed, for example through tombstones and monuments To explore Catholic beliefs about life after death, including Jesus’ resurrection and how this influences eschatology To understand the four last things; death, judgement, heaven and hell To explain Catholic beliefs about purgatory and the difference between particular and final judgement To describe and explain the significance of the story of the Rich Man and Lazarus To know the meaning and significance of cosmic reconciliation of all things with reference to Mother Julian of Norwich To identify how the last rites and the funeral rite express reconciliation and Catholic beliefs about life after death To evaluate the influence of the ‘sanctity of life’ on care for the dying and euthanasia
Term 3	Theme A: Religion Relationships and Families	To explore the biblical understanding of humans as male and female To explain the nature and purpose of sexual love as marital, unitive and procreative To explore key features of John Paul II’s Theology of the Body To compare and contrast different perspectives on issues such as sex before marriage, adultery and homosexuality To understand the conditions and nature of a valid marriage To explain Catholic beliefs about annulment, divorce and remarrying To compare and contrast different perspectives on issues such as cohabitation and same-sex marriage To explore the nature and purpose of the family including family planning, procreation and roles and responsibilities at home To explore different attitudes to the use of artificial contraception and the rights of same-sex and single people to have children To analyse biblical and Catholic teaching on the equality of men and women and different perspectives on this today

Year 11	Unit / Topic / Theme	Student Learning Outcomes
Term 1	Theme B: Religion Peace and Conflict Judaism: Beliefs and Teachings	To analyse biblical perspectives on violence, including bullying To explore the concepts of forgiveness, reconciliation and justice through the teachings of Jesus To compare and contrast different perspectives on issues such as righteous anger, injustice and violent protest To know the meaning and significance of Just War Theory, with reference to CCC 2309 To explain different attitudes to modern warfare, particular of nuclear war and the use of weapons of mass destruction To understand biblical perspectives on war, including Holy War, particularly from the Old Testament To compare and contrast different perspectives on pacifism To explain Catholic views on terrorism, torture, radicalisation and martyrdom and different perspectives surrounding these issues To explore Catholic perspectives on conflict resolution and peacemaking To analyse the work of two Christian organisations working for conflict resolution and peacemaking To understand the nature of God as one, Creator, Law-Giver and Judge To know the key concept of divine presence (Shekinah) To explore Jewish beliefs about life after death, including judgement and resurrection To analyse different beliefs concerning the role of the Messiah To explain the Abrahamic covenant and the importance of the Promised Land To understand the significance of Moses and the 10 Commandments at Sinai To explore key moral principles including justice, healing the world, charity and kindness To evaluate the importance of the Sanctity of Life and ‘saving life’ To explain the relationship between free will and the 613 mitzvot To compare and contrast different types of mitzvot and views on their importance
Term 2	Judaism: Practices	To reflect on the features and significance of the Paschal candle To analyse Michelangelo’s Last Judgement and its significance for Catholics To compare and contrast different Christian beliefs about life after death and how they are expressed, for example through tombstones and monuments To explore Catholic beliefs about life after death, including Jesus’ resurrection and how this influences eschatology To understand the four last things; death, judgement, heaven and hell To explain Catholic beliefs about purgatory and the difference between particular and final judgement To describe and explain the significance of the story of the Rich Man and Lazarus To know the meaning and significance of cosmic reconciliation of all things with reference to Mother Julian of Norwich To identify how the last rites and the funeral rite express reconciliation and Catholic beliefs about life after death To evaluate the influence of the ‘sanctity of life’ on care for the dying and euthanasia
Term 3	N/A	N/A

Science (Combined)

Science allows us to explain the world around us, from the ways plants grow, to how the different parts of our body work together to space travel. It is a hugely varied and interesting subject that is well respected by higher education institutions and employers alike due to its academic rigour. Many specific career paths such as medicine, pharmacology, engineering and veterinary science require strong grades in this subject. However, any career choice would benefit from strong grades in science.

In the Science Faculty, we run a two year KS3 course. In Years 7 and 8, students build on their knowledge from Primary School to form clear concepts on fundamental areas of science including particles, forces and the processes of living things.

In Year 9, students complete a short “key ideas” unit before moving on to the GCSE curriculum, allowing plenty of time to master the challenging new curriculum.

Curriculum intent GCSE Combined science

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

B1: Cell level systems

Describe how light microscopes and staining can be used to view cells

Name the main sub-cellular structures of eukaryotic cells and prokaryotic cells and explain how they are related to their functions

Explain how electron microscopy has increased our understanding of sub-cellular structures

Describe DNA as a polymer that is made up of two strands, forming a double helix

Describe that DNA is made from four different nucleotides

Describe experiments that can be used to investigate enzymatic reactions

Explain the mechanism of enzyme action

Describe cellular respiration as a universal chemical process that occurs continuously to supply ATP in all living cells

Describe cellular respiration as an exothermic reaction

Describe and compare the processes of aerobic and anaerobic respiration in animals and plants/fungi inc ATP yield and location

Explain the importance of sugars in the synthesis and breakdown of carbohydrates

Explain the importance of amino acids in the synthesis and breakdown of proteins

Explain the importance of fatty acids and glycerol in the synthesis and breakdown of lipids

Recall that photosynthetic organisms are the main source of food and therefore biomass for life on Earth

Describe the process of photosynthesis, to include reactants and products, the word equation and location of the reaction

Describe photosynthesis as an endothermic reaction

Describe experiments to investigate photosynthesis

Explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis

HT ONLY: Explain the interaction of the effect of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis

C1: Particles

Describe the main features of the particle model in terms of states of matter and change of state

Explain, in terms of the particle model, the distinction between physical changes and chemical changes

HT ONLY: Discuss the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres

Describe how and why the atomic model has changed over time

Describe the structure of and name the sub atomic particles

State the approximate size of atoms and the relative size of the nucleus and recall where most of the atom's mass is located

State the relative charge of protons, neutrons and electrons and describe the overall charge of an atom

State the relative masses of protons, neutrons and electrons and describe the distribution of mass in an atom

Calculate the number of protons, neutrons and electrons in an atom when given its atomic number and mass number

Define atomic number and mass number

Define an ion and an isotope and use the standard notation to represent these