Curriculum by Subject
Art
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Formal Elements | Baseline Assessment | Pencil assessment drawing - Crushed cup observation | |
Line, mark-making (texture), tone, form | Line drawing, mark-making techniques and tone | ||||
The Formal Elements | Formal Element keywords | ||||
Natural Forms | Observational Drawing | Ernst Haeckel Observations | |||
The Formal Elements | Drawing exercises | ||||
Ernst Haeckel Critical Analysis | |||||
Autumn 2 | Monoprinting | ||||
The Colour Wheel | Colour Theory - Primary, Secondary & Tertiary Colours | ||||
Colour Theory - Complementary & Harmonious Colours | |||||
Colour mixing and applying | |||||
Colour Theory | Yayoi Kusama Critical Analysis | ||||
Yayoi Kusama Response | |||||
2 | Spring 1 | Landscape | The Formal Elements | Analysing Landscape Art | |
Pattern, Shape | Analyse and Respond to artist Luke Maitland's work | ||||
The Formal Elements | Analyse and respond to at least 3 of the following landscape artists; David Hockney, Paul Klee, Van Gogh, Hundertwasser, Henri Rousseau, Turner | ||||
Spring 2 | Printing (applying shape, pattern, line) | Polyblock Print - Luke Maitland response | |||
Oil Pastel (applying the formal elements) | Oil pastel study | ||||
Spring 2 | Clay Tile | Clay Relief tile design | |||
Spring 2 | Construct clay relief tile design | ||||
Summer 1 | Paint clay relief tile design | ||||
Collage / Photomontage techniques | Analyse and respond to one or more of the following photomontage artists; Jiri Kolar, David Hockney, Mimmo Rotella and Jason Chen | ||||
3 | Heroes & Villains: Pop Art | Colour Theory and The Formal Elements | Analyse and respond to one or more of the following Pop or Op artists; Andy Warhol, Roy Lichtenstein, Bridget Riley and/or graphic novel depictions of Heroes and Villains | ||
Summer 2 | Heroes & Villains Designs | What is a hero/ villain? What are their qualities? Response design idea drawings of heroes and villain characters. | |||
Response design idea drawings of heroes and villain characters. Present using a pop art colour palette | |||||
1 | Autumn 1 | Formal Elements | Baseline Assessment | Pencil assessment drawing - Crushed cup observation | |
Line, mark-making (texture), tone, form | Line drawing, mark-making techniques and tone | ||||
The Formal Elements | Formal Element keywords | ||||
Natural Forms | Observational Drawing | Ernst Haeckel Observations | |||
The Formal Elements | Drawing exercises | ||||
Ernst Haeckel Critical Analysis | |||||
Autumn 2 | Monoprinting | ||||
The Colour Wheel | Colour Theory - Primary, Secondary & Tertiary Colours | ||||
Colour Theory - Complementary & Harmonious Colours | |||||
Colour mixing and applying | |||||
Colour Theory | Yayoi Kusama Critical Analysis | ||||
Yayoi Kusama Response | |||||
2 | Spring 1 | Landscape | The Formal Elements | Analysing Landscape Art | |
Pattern, Shape | Analyse and Respond to artist Luke Maitland's work | ||||
The Formal Elements | Analyse and respond to at least 3 of the following landscape artists; David Hockney, Paul Klee, Van Gogh, Hundertwasser, Henri Rousseau, Turner | ||||
Spring 2 | Printing (applying shape, pattern, line) | Polyblock Print - Luke Maitland response | |||
Oil Pastel (applying the formal elements) | Oil pastel study | ||||
Spring 2 | Clay Tile | Clay Relief tile design | |||
Spring 2 | Construct clay relief tile design | ||||
Summer 1 | Paint clay relief tile design | ||||
Collage / Photomontage techniques | Analyse and respond to one or more of the following photomontage artists; Jiri Kolar, David Hockney, Mimmo Rotella and Jason Chen | ||||
3 | Heroes & Villains: Pop Art | Colour Theory and The Formal Elements | Analyse and respond to one or more of the following Pop or Op artists; Andy Warhol, Roy Lichtenstein, Bridget Riley and/or graphic novel depictions of Heroes and Villains | ||
Summer 2 | Heroes & Villains Designs | What is a hero/ villain? What are their qualities? Response design idea drawings of heroes and villain characters. | |||
Response design idea drawings of heroes and villain characters. Present using a pop art colour palette | |||||
Year: 8 | |||||
1 | Autumn 1 | Egyptian Art | Observational Drawing | Observational drawings of Facial Features | |
Drawing / Collage techniques | David Hockney inspired self-portrait collage drawing | ||||
Research | Visual Research of Ancient Egyptian Art and artefacts | ||||
Response Designs | Create a cartouche design | ||||
Create a sarcophagus design | |||||
Autumn 2 | Research and response to the pattern work of Gustav Klimt | ||||
3D | Create a 3D outcome in the form of either; Clay Cartouche tile or Papier Mache sarcophagus sculpture | ||||
3D. Painting | Painting 3D outcome | ||||
Evaluation | Self-Assessment and Evaluation of Ancient Egyptian Identity Project | ||||
2 | Music & Art | Composition | Onomatopoeia research and response designs | ||
Mark-making to music | |||||
Research and response to artist Wassily Kandinsky | |||||
2D into 3D drawings (shape into form) | |||||
2D into 3D Compositions | |||||
One point perspective compositions | |||||
1 | Autumn 1 | Egyptian Art | Observational Drawing | Observational drawings of Facial Features | |
Drawing / Collage techniques | David Hockney inspired self-portrait collage drawing | ||||
Research | Visual Research of Ancient Egyptian Art and artefacts | ||||
Response Designs | Create a cartouche design | ||||
Create a sarcophagus design | |||||
Autumn 2 | Research and response to the pattern work of Gustav Klimt | ||||
3D | Create a 3D outcome in the form of either; Clay Cartouche tile or Papier Mache sarcophagus sculpture | ||||
3D. Painting | Painting 3D outcome | ||||
Evaluation | Self-Assessment and Evaluation of Ancient Egyptian Identity Project | ||||
3 | Typography - Illustrative Lettering | Graphic Design | 'Words to Describe Themselves' research and response designs | ||
Research and response to Ed Ruscha, Robert Indiana or another example of illustrative lettering within graphic design |
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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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. |
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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:
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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.
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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.
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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:
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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.
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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.
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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.
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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:
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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.
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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.
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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.
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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:
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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.
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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.
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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.
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Present |
Year 11 – Final ten-hour exam. Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks. |
Biology
Year 9
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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 |
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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 |
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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 |
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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 |
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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 |
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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
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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 |
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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 |
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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 |
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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
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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 |
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Exam revision |
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Business
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
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1
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Unit 3 Retail Operations (Internal) LO1 - Know how retail operations are organised
LO2 – Understand interaction between customers and retail activities |
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Term 2 |
LO3 - Understand how retail businesses prepare for changes in the retail environment
LO4 - Be able to propose changes to retail operations
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Term 3 |
Controlled Assessment for Unit 3
Unit 1 Customer Experience (Internal) LO1 – Know customer service standards of retail businesses |
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Year 10 – WJEC Retail Business
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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
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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
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Term 3 |
LO3 – Be able to recommend solutions to retail business issues
Revision and practice assessment:
External Assessment for Unit 2 – June Series (First attempt) |
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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
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Term 2 |
LO3 – Be able to recommend solutions to retail business issues
Revision and practice assessment:
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Term 3 |
Revision and practice assessment:
External Moderation – Unit 1 and 3
External Assessment for Unit 2 – June Series (Second attempt) |
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Chemistry
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 |
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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 |
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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 |
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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 |
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Year 10
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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 |
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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 |
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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 |
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C6.3 interpreting and interacting with the earth |
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Year 11
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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 |
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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 |
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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 |
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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 |
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Exam revision |
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Computer Science
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn | Introduction to ICT | Information Technology | Rules, Expectations and Shortcuts | |
File Management | Get organised | ||||
Computer Crime and Cyber Security | Email Scams | ||||
Computer Misuse | |||||
Protecting Personal Data | |||||
Copyright | |||||
Health & Safety | |||||
2 | Spring | Introduction to Python | Programming | Strings and variables | |
Data types and arithmetic | |||||
Selection | |||||
Writing algorithms | |||||
While Loop | |||||
Searching | |||||
3 | Summer | Spreadsheet Modelling | Spreadsheet | Computer Models | |
Creating Financial Model | |||||
What IF' Scenarios | |||||
Conditional Formatting and Validation | |||||
Macros & Charts | |||||
Year: 8 | |||||
4 | Autumn | Understanding Computers | Hardware & processing | Elements of a computer | |
The CPU | |||||
Data and Representation of Data | Understanding Binary | ||||
Binary Addition | |||||
Hardware & processing | Storage Devices | ||||
Boolean Logic | |||||
Information & Technologies | Convergence & New Technologies | ||||
5 | Spring | Python Next steps | Programming | The basics | |
Loops | |||||
Lists | |||||
Introduction to functions | |||||
Functions returning values | |||||
More function returning values | |||||
6 | Summer | Graphics | Information Technology | Introduction to Vector Graphics | |
Bitmap Graphics | |||||
Conveying Meaning | |||||
Effects & Enhancements | |||||
Adding Text |
GCSE
Year 9 – Computer Science
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Data
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Programming |
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Term 2
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Problem Solving
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Term 3
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Problem Solving |
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Programming |
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Year 10 – Computer Science
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Data
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Programming |
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Term 2 |
Problem Solving
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Programming |
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Term 3 |
Computers
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Programming |
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Year 11 – Computer Science
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Non-Examined Assessment (NEA)
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Programming |
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Term 2 |
Communications
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Bigger picture |
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Term 3 |
Revision |
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Dance
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Introduction to dance | Performance | Warm up, actions, unison, timing | |
Levels, dynamics, balance. | |||||
Rehearsal skills, performance. | |||||
Developing movement using space. | |||||
Developing movement using canon | |||||
Rehearsal skills in choreography. | |||||
Performance to an audience with concentration. | |||||
Evaluation of performance/ target setting for improvement. | |||||
2 | Autumn 2 | Annie | Choreography | Using Lyrics to inform movement. | |
Narrative choreography. | |||||
Using character in choreography. | |||||
Using music to inform dynamics. | |||||
Developing movement in quartets | |||||
Developing rehearsal skills. | |||||
Performance to an audience with commitment. | |||||
Evaluation of performance/ target setting for improvement. | |||||
3 | Spring 1 | Duet choreography using props | Performing using complementary movement. | ||
Performing using contrast. | |||||
Choreography using a prop. | |||||
Choreography using contrast and complement. | |||||
Performance to an audience | |||||
Evaluation of performance/ target setting for improvement. | |||||
4 | Spring 2 | Group choreography using props | Formations, contrasting directions, use of prop to enhance movement. | ||
Sources for choreography. | |||||
Choreographic structure | |||||
Developing movement using contact. | |||||
Performance to an audience | |||||
Evaluation of performance/ target setting for improvement. | |||||
5 | Summer 1 | West Side Story | Performance | Style - jazz/salsa | |
Performing using lyrics to inform timing. | |||||
Choreography using lyrics. | |||||
Changing formations in choreography. | |||||
Performance to an audience with confidence. | |||||
Evaluation of performance/ target setting for improvement. | |||||
6 | Summer 2 | Narrative Choreography - duets | Choreography | Narrative choreography. | |
Planning and structuring choreograhy. | |||||
Dynamics in relation to music. | |||||
Developing character through movement. | |||||
Performance to an audience | |||||
Evaluation of performance/ target setting for improvement. | |||||
Year: 8 | |||||
1 | Autumn 1 | Martial Arts and Dance | Performance | Strength, extension, flexibility. | |
Posture, alignment, contrasting dynamics. | |||||
Refining performance of set movement | |||||
Developing movement using dynamics and space. | |||||
Developing flexibility and strength. | |||||
Using strength and flexibility in performance. | |||||
Performance to an audience with energy. | |||||
Evaluation of performance/ target setting for improvement. | |||||
2 | Autumn 2 | Hairspray | Style - jazz. | ||
Precision and co-ordination. | |||||
Developing precision and isolations in movement. | |||||
Developing movement using style. | |||||
Refining performance of set movement | |||||
further developmant of movement using style. | |||||
Performance to an audience using movement memory. | |||||
Evaluation of performance/ target setting for improvement. | |||||
3 | Spring 1 | Fela | Developing use of strength in the arms. | ||
Using muscle tension in performance. | |||||
Group contact/lifts | |||||
Choreography in a particular style - jazz/African | |||||
Performance to an audience | |||||
Evaluation of performance/ target setting for improvement. | |||||
4 | Spring 2 | Ghost Dances | Choreography | Using dynamics and mobility in performance to portray a character. | |
Using contrast within a narrative dance including elevation and mobility. | |||||
Using contact within a narrative dance. | |||||
Structuring a narrative. | |||||
Performance to an audience using focus. | |||||
Evaluation of performance/ target setting for improvement. | |||||
5 | Summer 1 | Shadows | Structuring a dance using narrative. | ||
Creating movement based on character. | |||||
Developing movement based on character. | |||||
Refining choreography | |||||
Performance to an audience | |||||
Evaluation of performance/ target setting for improvement. | |||||
6 | Summer 2 | Swansong | Features of a dance production. | ||
Relationships in choreography. | |||||
Choreographic processes | |||||
Lighting | |||||
Performance to an audience | |||||
Evaluation of performance/ target setting for improvement. |
Year 9 |
Term 1 |
Unit 1 |
Actions, space, dynamics, timing, musicality and use them in practical work when learning performance phrases.
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Unit 2 |
Students will be able to identify where these are used in practical work and give the definitions. |
Unit 3 |
Space, dynamics, levels, fragmentation, retrograde, travelling.
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Year 9 |
Term 2 |
Unit 1 |
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Unit 2 |
Actions, space, dynamics, timing, musicality
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Year 9 |
Term 3 |
Unit 1 |
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Unit 2 |
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Year 10 |
Term 1 |
Unit 1 |
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Unit 2 |
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Year 10 |
Term 2 |
Unit 1 |
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Unit 2 |
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Year 10 |
Term 3 |
Unit 1 |
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Unit 2 |
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Year 11 |
Term 1 |
Unit 1 |
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Unit 2 |
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Year 11 |
Term 2 |
Unit 1 |
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Unit 2 |
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Year 11 |
Term 3 |
Unit 1 |
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Design and Technology
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Health and Safety and polymers | H+S | General Health and Safety. | |
tools | Understand which tools go with which materials. | ||||
plastics | Understand about polymers. Learn about environmental issues | ||||
practical | Working with plastic. How to mark + cut out, finish + join. Start design ideas | ||||
designing | Understand importance of development of initial ideas + final idea in 3D. | ||||
making | Making, differentiate and use a variety of finishing tools to complete key fob | ||||
assessment | All to complete baseline test. All to check result. All will resit + improve. | ||||
2 | Autumn 2 | Motion and Mechanisms | designing | To understand what the design brief is and how to analyse it. Research (homework - to gather information and examples of pop up cards) | |
Analysis of research, Specification and design ideas | |||||
modelling | modelling of card mechanisms | ||||
making | making up the layers for the card | ||||
making and testing | making up the layers for the card and testing the cards | ||||
Evaluate | Write up end of term evaluation using literacy mat (homework - revise all work for end of term 1 test) | ||||
4 | Spring 2 | Materials - Timber and wood joints | Industrial practicses | Work and industry, Mechanical, electrical and farming / logo design | |
designing | Create a logo based on their chosen industry | ||||
Materials | Materials - categories of timber, properties and uses. | ||||
Wood joints | |||||
Making | Making - wood joint | ||||
5 | Summer 1 | Product design | Designing | Design brief and analysis for industrial promotional goods | |
designing | Specification, design ideas and analysis. Development of one, two or more designs | ||||
Designing and planning | Final design. What is a cutting list? | ||||
List the manufacturing plan | |||||
Making | Making promotional good -correct use of tools with supervision | ||||
Summer 2 | Making promotional good - independently working | ||||
summer 2 | Making promotional good - accuracy | ||||
Making promotional good - quality of build | |||||
Testing | Tesing the success if final product | ||||
Evaluating | Written evaluation of manufacture | ||||
Evaluating and green pen | |||||
Year: 8 | |||||
2 | Autumn 1 | Graphic design | Designing | What is Graphic design? Methods of communication and planning and producing a front cover sheet, give clear marking criteria | |
Design brief (the event), initial ideas and evaluation of ideas. | |||||
Graphics | What is isometric projection? Final design of an event product, look at smart materials | ||||
What is perspective drawing? Final design of an event product. | |||||
3D city | |||||
Evaluation | Evaluation of event project. | ||||
3 | Autumn 2 | Electronics | Circuit theory and soldering safety | What is a circuit and how a circuit works / how to solder safely | |
Imput components | What are they, battery clip, pp3, current, switch and LDR | ||||
Circuit control / process | What is a transistor and how does it work / multi core wire and strain holes | ||||
Resistors | What are they, how do they work and the colour code | ||||
Output components | Examples of outputs / LEDs and how to insultae components | ||||
Report writing and practical | Literacy task about how the circuit works / planning the task | ||||
Literacy task about how the circuit works / controlled assessment | |||||
4 | Spring 1 | Materials - Timber and wood joints | Industrial practicses | Work and industry, Mechanical, electrical and farming / logo design | |
designing | Create a logo based on their chosen industry | ||||
Materials | Materials - categories of timber, properties and uses. | ||||
Wood joints | |||||
Making | Making - wood joint | ||||
5 | Spring 2 | Product design | Designing | Design brief and analysis and research for industrial promotional goods | |
designing | Specification and design ideas and development of at least 3 designs | ||||
Designing and planning | Final design. What is a cutting list? | ||||
List the manufacturing plan | |||||
Summer 1 | Making | Modelling promotional good | |||
Making promotional good | |||||
6 | Evaluating | Testing and Written evaluation of manufacture | |||
Summer 2 | Design history and CAD/CAM | Research | History of design movements, styles and designers | ||
Research and designing | Study the work of two different designers and create designs for a clock based on their work. Design development, | ||||
CAD | Tutorial on 2D design. Draw 4 of the best designs onto 2D design and develop them, peer assessment about designs | ||||
Draw final design on 2D design | |||||
CAM | How does a laser machine work. Industry and school. Write a report matching clocks to spec and customers | ||||
Making and evaluation. | Continue with report and complete clocks |
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 )
Year 10-11
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Unit |
Student Learning Outcomes |
Term 1 |
New and emerging technologies 3.1.1 |
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Energy generation and storage 3.1.2 |
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Systems approach to designing 3.1.4 |
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Mechanical devices 3.1.5 |
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Developments in new materials 3.1.3 |
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Materials and their working properties 3.1.6 |
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Selection of materials or components 3.2.1 Using and working with materials 3.2.5
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Example NEA style project to cover 3.2 Section B – Project 1 MP3 docking station/storage. Introducing the idea of iterative thinking.
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Communication of ideas 3.3.5 |
Designing:
evaluation of work. |
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Ecological and social footprint 3.2.3 |
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Design Strategies 3.3.4 Communication of ideas 3.3.5 Ecological and social footprint 3.2.3 |
Designing:
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Using and working with materials 3.2.5 |
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Sources and origins 3.2.4 Stock forms types and sizes 3.2.6 |
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Communication of ideas 3.3.5 Scales of production 3.2.7 |
Designing:
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Investigation, primary and secondary data 3.3.1 Communication of ideas 3.3.5
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Term 2 |
Specialist techniques and processes 3.2.8 Material Management 3.3.9 |
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Specialist techniques and processes 3.2.8 Material management 3.3.9 |
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Surface treatments and finishes 3.2.9 |
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Forces and stresses 3.2.2 |
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The work of others 3.3.3
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Design strategies 3.3.4 Communication of design ideas 3.3.5 |
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Investigation, primary and secondary data 3.3.1 |
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Environmental, social and economic challenge 3.3.2 |
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Investigation, primary and secondary data 3.3.1 |
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Design strategies 3.3.4 Communication of design ideas 3.3.5 |
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Investigation, primary and secondary data 3.3.1 |
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Communication of design ideas 3.3.5 |
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Prototype development 3.3.6 |
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Selection of materials and components 3.3.7 |
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Tolerances 3.3.8
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Material management 3.3.9 |
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Selection of materials and components 3.3.7 Material management 3.3.9 |
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Specialist tools and equipment 3.3.10
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Specialist techniques and processes 3.3.11 |
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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 |
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Term 3 |
Using and working with materials 3.2.5 |
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Scales of production 3.2.7 |
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Specialist techniques and processes 3.2.8 |
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Term 4 |
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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.
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Term 5-6 |
Mock exams |
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NEA |
Improvements after moderation |
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Revision |
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Drama
*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.
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Introduction to Drama | Improvisation | Key skills and stimulus based devising | |
Slow motion and Still image | Key components of conventions, abstract nouns and refining use of movement | ||||
Monologue | Structuring a monologue, sensory exploration and vocal skills. | ||||
Autumn 2 | Physical theatre | Responding to music and theme of change through different elements of movement | |||
cross-cutting | still-image, modelling of effective cross-cutting, application to a devised piece of work. | ||||
Narration and role play | characterisation, mind-map of climate change, elements of quality of narration | ||||
introduction to Drama | Assessment | vocabulary test, formative assessment on use of soft skills during collaboration | |||
2 | Spring 1 | Devising | Stimulus-based exploration | celebrating differences, mind-mapping, basic structure to a devised play through still image | |
Exposition | character profiles and hot-seating | ||||
Rising action | Freytag's structure, establishing dilemma's, application of key conventions | ||||
performance | progress check on devising - formative assessment | ||||
Spring 2 | Falling action and climax | Mind-map, revise creative intentions, resolving the dilemmas in the plot. | |||
performance | dress rehearsal - formative feedback on performance and use of Drama strategies | ||||
Assessment | Use of key drama convetions within a 5 minute piece of drama - summative. | ||||
Year: 8 | |||||
7 | Autumn 1 | Frankenstein | text-based exploration | physical skills including levels and proxemics within a text | |
vocal skills, character development and analysis | |||||
Character development through exploration of the given circumstances and hot-seating | |||||
Autumn 2 | The Tempest | Accessing the language of Shakespeare through given circumstances | |||
Exploring status and communicating themes through performance skills | |||||
Performance and formative assessment. | |||||
8 | Spring 1 | Mugged | Analysis of scene 1 and establishing character profiles. Practical exploration through still image and direct address | ||
Analysis of Scene 2 and 3 through exploration of given circumstances and cross-cutting. Performance. | |||||
Analysis of scene 3 exploring reactions and vocal skills. Discussion on social and cultural relevance to themes of crime and poverty | |||||
Spring 2 | performance | Rehearsal, performance and refinement | |||
9 | |||||
Formative assessment. |
Year 9 |
Term 1 |
Theatrical Conventions |
Students will identify and describe the key theatrical conventions needed for devising a piece of drama. |
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Students will practically explore the key theatrical conventions in order to develop their understanding of style and structure of a short play. |
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Students will analyse their use of key vocal and physical skills. |
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Students will evaluate their use of key vocal and physical skills. |
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Students will incorporate key evaluative and subject-specific terminology into their evaluations when comparing performances. |
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Students will develop their ability to generate ideas and collaborate timely and effectively. |
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Year 9 |
Term 2 |
Devising |
Students will create a short play using Freytag’s structure. |
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Students will respond to stimuli in an in-depth way – transforming ideas into reality. |
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Students will learn how to analyse and evaluate the creative process. |
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Students will rehearse and refine their work to communicate clearly to their audiences. |
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Students will recall on style and structure before explaining how these elements have been considered. |
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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. |
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Students will practically explore the characters and plot of a text. |
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Students will recall on performance elements as they practically re-create moments from the text. |
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Students will be able to justify their directorial decisions. |
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Students will analyse how performance elements can be used to direct characters from the text on stage. |
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Students will compare key themes and moments from a text as they suggest links for similar direction of actors. |
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Students will develop an understanding of command words in the exam questions. |
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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. |
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Students will generate ideas extrapolated from a variety of stimuli and construct an original piece of theatre using key theatrical conventions. |
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Students will interpret assessment criteria in order to develop their ability to evaluate the work of others and their own creative process. |
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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. |
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Students will recall on the command words of lower level exam questions and compare with the higher level exam questions in the paper. |
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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” |
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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. |
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Students will evaluate their application of methodologies in written responses to key questions for their coursework. |
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Students will develop exam strategies for practical examination of devised piece in front of a live audience. |
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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. |
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Students create ideas for staging the prescribed text for an audience with a focus on lighting and sound. |
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Students will explain how costume can create impact and communicate context for a live audience. |
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Students will explain how performance skills can be used to interpret characters on stage. |
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Students will justify responses linked to in-depth knowledge of context of the play |
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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. |
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Students will compare key characters and analyse the similarities of their performance in various acts within the text. |
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Students will analyse exemplar responses to the exam questions and link to the assessment criteria. |
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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. |
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Students will analyse their performance text as they identify ‘The Given Circumstances’ and apply annotations to the text focused on physical and vocal skills. |
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Students will begin rehearsing and evaluating their work and the work of others using the assessment criteria. |
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Students will examine how proxemics and staging can communicate meaning for a live audience. |
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Students will memorise lines in order to develop credibility to their performance and improve characterisation. |
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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 |
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Students will memorise lines and rehearse off-script |
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Students will consider and apply the assessment criteria to their performance by focusing on varied and controlled use of vocality |
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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 |
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Students will consolidate their understanding of the requirements for evaluating and analysing a live performance |
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Students will consolidate their understanding of the performance and production elements of staging the prescribed set text |
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Students will refine their ability to write under timed exam conditions |
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Students will interpret the directorial decisions and intentions of a live performance |
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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 |
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Students will develop and apply exam strategies for analysing a live performance |
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Students will develop and apply exam strategies for evaluating a live performance |
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Students will develop and apply exam strategies writing as a director for a prescribed text |
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Students will develop and apply exam strategies writing as a designer for a prescribed text |
Year 11 |
Term 3 |
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Revision until May exam (2nd week) |
Economics
Year 9 OCR Economics (9-1) - GCSE |
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
1. Introduction to Economics |
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1.1 Main economic groups and factors of production |
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1.2 The basic economic problem |
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2. The role of markets and money |
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2.1 The role of markets |
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2.2 Demand |
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Term 2 |
2. The role of markets and money |
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2.3 Supply |
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2.4 Price |
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Term 3 |
2. The role of markets and money |
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2.5 Competition |
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2.6 Production |
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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 |
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1.1 Main economic groups and factors of production |
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1.2 The basic economic problem |
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2. The role of markets and money |
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2.1 The role of markets |
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2.2 Demand |
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2.3 Supply |
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Term 2 |
2. The role of markets and money |
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2.3 Supply (continued) |
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2.4 Price |
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2.5 Competition |
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2.6 Production |
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Term 3 |
2. The role of markets and money |
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2.8 The role of money and financial markets |
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3. Economic objectives and the role of government |
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3.1 Economic growth |
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3.2 Low unemployment |
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Assessment |
Regular class topic tests, Multiple choice questions, Extended essays, Research tasks & Exam questions. |
English
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
20th 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)
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Frankenstein Play | Context | Setting, time, social conditions, author | |
Character and plot | characters and plot | ||||
Language use | Language and ideas | ||||
Writer's motives/message | Writer's views | ||||
Themes | Use of themes | ||||
Performance | Performance aspect of the play | ||||
Analysis | Commenting on the text with evidence | ||||
2 | Autumn 2 | Novel | Context | Author and historical context | |
Identify | Develop 'identify' skill | ||||
Imagery and figurative language | Imagery and figurative language in the text | ||||
Theme | Key themes and presentation in the text | ||||
Explain and analyse | Develop 'Explain' and 'analyse' skill | ||||
TBC | TBC | ||||
Evaluation | Evaulation skills for assessment | ||||
3 | Spring 1 | Introduction to Shakespeare | Analysis/ gather ideas | Read text 1 and annotate meaning | |
Read text 2 and annotate meaning | |||||
Comparision | Compare theme in both texts/similarities and differences | ||||
Form | Features of form e.g. autobiography | ||||
Planning | Independent skills: Planning their own piece of writing | ||||
Writing | What to include in their writing/SPAG/ Write Assessment | ||||
4 | Spring 2 | Poetry | Context | Setting, time, social conditions, author | |
Characters and theme | characters and theme presentation | ||||
Language use | Language and ideas | ||||
Writer's motives/message | Writer's views | ||||
Theme | Theme potrayal | ||||
Comparision | Compare 2 extracts for theme/character | ||||
5 | Summer 1 | Gothic Fiction | Devices | Poetic devices/ SPLITT Acronym | |
Structure | How poem 1 is structured | ||||
Writer's motives/message | Writer's intention and language use | ||||
Punctuation | punctuation and pauses in a poem for effect Start to introduce poem 2 | ||||
Structure/ Language | Poem 2 Structure and Language, Plan and write assessment | ||||
6 | Summer 2 | Creative Writing | Gathering Ideas | Show image and discuss initial ideas/word choices for effect | |
Structuring their work/sentence structure | structure of their work- show examples of other stories as a model | ||||
Figurative Language | Figurative language- improve their description in their writing. | ||||
Variety of punctuation | How to vary puncutation in their work | ||||
writing | Writing their story/self-assessment. | ||||
Planning | Planning Elements of fiction | ||||
Fiction | Writing their story/self-assessment. | ||||
Year: 8 | |||||
7 | Autumn 1 | I Am Malala | Context | Setting, time, social conditions, author | |
Autumn 1 | Character and plot | characters and plot | |||
Autumn 1 | Language use | Language and ideas | |||
Writer's motives/message | Writer's views | ||||
Themes | Use of themes | ||||
Performance | Performance aspect of the play | ||||
Analysis | Commenting on the text with evidence | ||||
8 | Autumn 2 | Fantasy Writing | Context | Author and historical context | |
Identify | Develop 'identify' skill | ||||
Imagery | Imagery in the text | ||||
Theme | Key themes and presentation in the text | ||||
Explain | Develop 'Explain' skill | ||||
Mystery Semantic Field | How is mystery presented? | ||||
Evaluation | Evaulation skills for assessment | ||||
9 | Spring 1 | Protest Poetry | Analysis/ gather ideas | Read text 1 and annotate meaning | |
Read text 2 and annotate meaning | |||||
Comparision | Compare theme in both texts/similarities and differences | ||||
Form | Features of form e.g. autobiography | ||||
Planning | Independent skills: Planning their own piece of writing | ||||
Writing | What to include in their writing/SPAG/ Write Assessment | ||||
10 | Spring 2 | 19th Century Literature | Context | Setting, time, social conditions, author | |
Characters and theme | characters and theme presentation | ||||
Language use | Language and ideas | ||||
Writer's motives/message | Writer's views | ||||
Theme | Theme potrayal | ||||
Comparision | Compare 2 extracts for theme/character | ||||
11 | Summer 1 | Shakespeare | Devices | Poetic devices/ SPLITT Acronym | |
Structure | How poem 1 is structured | ||||
Writer's motives/message | Writer's intention and language use | ||||
Punctuation | punctuation and pauses in a poem for effect Start to introduce poem 2 | ||||
Structure/ Language | Poem 2 Structure and Language, Plan and write assessment | ||||
Summer 2 | Gathering Ideas | Show image and discuss initial ideas/word choices for effect | |||
Structuring their work/sentence structure | structure of their work- show examples of other stories as a model | ||||
12 | Creative Writing | Figurative Language | Figurative language- improve their description in their writing. | ||
Variety of punctuation | How to vary puncutation in their work | ||||
writing | Writing their story/self-assessment. | ||||
Planning | Planning Elements of fiction | ||||
Writing | Writing their story/self-assessment. |
Year 9
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Oliver Twist |
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Relationship Poetry |
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Term 2 |
King Lear or Twelfth Night |
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Crime Writing |
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Term 3 |
Language |
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Speaking and Listening |
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Year 10
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Conflict Poetry |
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An Inspector Calls |
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Term 2 |
Macbeth |
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19th Century Novel |
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Term 3 |
Language |
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Speaking and Listening |
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Year 11
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Literature |
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Term 2 |
Language |
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Term 3 |
Revision |
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Food Preparation and Nutrition
Year 9 - 10
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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
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Students will learn the:
Students also learn:
Students will learn:
Students will learn:
Students will learn:
Fats- Students will learn:
Students will learn:
Students will learn:
Students will learn:
Students will learn:
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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
|
Students will learn:
Students will learn:
Students will learn:
Students will learn:
Students will learn:
Students will learn:
To include:
Students will learn:
Students will learn the importance of adapting recipes to meet a range of special dietary needs:
Students will learn:
Students will learn:
Students will learn:
|
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
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Students will learn:
Students will learn the relationship between diet, nutrition and health. The major diet related diseases, what causes them and how to prevent them including:
Students will learn:
Students will learn:
Students will learn:
Students will learn:
Students will learn: The meanings of the following terms:
Students will learn:
Students will learn:
Fruit and vegetables
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:
Students will learn:
Students will learn:
Students will learn about:
The use of micro-organisms in the production of:
Students will learn:
Factors that influence what we eat today.
Students will learn:
Students will learn:
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Year 11
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Unit |
Student Learning Outcomes |
Term 1 |
Week 1
Week 2-3
Week 4-5
Week 6
Week 7
Week 8 -19 |
The Food investigation section A-C
Food preparation section B
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Term 2-3 |
Week 20
Week 25 - 26
Week 27 -29
Week 30 - 45 |
food preparation task, section C
Revision and mock examinations
|
French
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Key French sounds + quiz | Relationship between letter and sound | French sounds and intonation | |
Key French sounds + numbers 1-21 | |||||
Brothers+sisters+age | using AVOIR | talking about brothers, sisters , age | |||
classroom | Indefinite / definite article | describing a classroom | |||
Assessment week and DIT | |||||
2 | likes and dislikes | verb AIMER and definite article | Talking about likes and dislikes | ||
describing yourself and others | adjective agreement/ etre | describing yourself and others | |||
Autumn 2 | Saying what you do | infinitives and reg -er verbs | Saying what you do | ||
Giving/understanding dates | dates | an interview about yourself | |||
colours + time | Masculine & feminine/ prepo | pic description + poem | |||
school subjects and opinions | er verbs | which subjects you like and why | |||
Consolidation- Reading strategies | |||||
Assessment week and DIT | |||||
3 | school uniform | Adjectives after nouns | Talking about what you wear in school | ||
Spring 1 | A school day | using new -er verbs ( je-ils) | school routine | ||
A typical French school | reading and listening for gist | understanding keys facts about French schools | |||
what there is/isn't | combien de / d' | describing my school | |||
Agreeing/disagreeing | questions | writing a description | |||
Consolidation by skill | avoir/etre/er verbs/adjectives | ||||
Assessment week and DIT | Opinion verbs and present tense | Describing school day and the subjects you like | |||
4 | Spring 2 | Weather + seasons | KEY French sounds | Talking about weather + seasons | |
sports | Jouer a je-ils /neg | which sports you play/don'tplay | |||
Activities you do | Faire / faire de /est-ce que / qu'est-ce que | Free time activities | |||
what you like doing | verb + infinitive | Free time verbs and opinions | |||
an interview with a celebrity | forming/answering questions | creating an interview | |||
Consolidation- speaking skills | Present tense of irregular verbs, future tense, op | Free time | |||
Summer 1 | Assessment week and DIT | Present tense, Opinions verbs & infinitives | |||
5 | Taking about animals/ using higher numbers | irregular plural / higher numbers | Counting | ||
Describing your family | using possessives My and Your | Describing others | |||
Describing where you live | nous form of -er verbs | Describing where you live | |||
Talking about breakfast | using the partitive article | What do you eat/drink for breakfast | |||
Summer 2 | Bastille Day | Using the glossary | Learning about a popular celebration | ||
Consolidation- Reading strategies | see above | Descriptions | |||
Assessment week and DIT | Descriptions, present tense. | ||||
6 | Autumn 1 | using NOUS ( present tense) | Verbs and verb endings | Holidays | |
Autumn 1 | Getting ready to go out | Reflexive verbs ( regular) | |||
Using higher numbers | prices in euros | Buying drinks and snacks | |||
Talking about holidays plans | Using the near future tense | Holiday activities | |||
Assessment week 1 | Present tense, near future tense | ||||
DIT with grammar codes | Present tense and near future. | ||||
7 | Autumn 2 | Your dreams for the future | Je voudrais + infinitive | Plans for the future | |
Spare time activities | present tense -er verbs | TV programmes | |||
Consolidation week | 3 tenses | ||||
Assessment week 2 | Using the future and present tenses together | Holidays | |||
8 | Spare time activities | avoir + etre present tense | films and cinema | ||
ir and re verbs | Reading books | ||||
spare time activities | 3 tenses | spare time activities | |||
Spring 1 | Spare time activities | aller + faire | the internet | ||
spare time activities | The perfect tense | Last night activities | |||
a trip to Paris | The perfect tense ( reg. verbs) | Activities in Paris | |||
Consolidation week | The perfect tense | Visiting Paris | |||
Assessment week 3 | The perfect tense/ Je and on/nous | Activities in Paris | |||
Assessment DIT | |||||
9 | Spring 2 | when you did things | perfect tense of irregular verbs | ||
understanding information | c'etait… J'ai trouve.. + adj | ||||
Where you went and how | perfect tense with etre | ||||
Interviewing a suspect | asking questions in the perfect tense | ||||
Talking about personality | adjectival agreement | Identity | |||
Consolidation | Using 3 tenses | Spare time activities + holidays | |||
Summer 1 | Assessment 4 | ||||
DIT with grammar codes | |||||
10 | Talking about relationships | Reflexive verbs | identity | ||
Open book assessment | present, past + future | Identity | |||
DIT with grammar codes | Using the future, present and preterite tenses to | identity | |||
Summer 2 | Talking about music | agreeing, disagreeing, reasons | Identity | ||
Talking about clothes | the near future tense | ||||
Talking about your passion | past, present, future | ||||
Where you live | comparative adjectives | My house | |||
consolidation | past, present, future | Identity | |||
Assessment 6 | |||||
DIT with grammar codes |
Year 9 French GCSE |
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
THEME Identity and culture Module 1 |
|
Term 2 |
Module 1
Module 2 |
|
Term 3 |
Module 2 |
|
Year 10 French GCSE |
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
THEME Identity and culture Module 3 |
|
Term 2 |
Module 4 Local area, holiday and travel.
|
|
Term 3 |
Module 5 THEME Local area, holiday and travel. |
|
Year 11 French GCSE |
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
THEME Module 6 School
|
|
Term 2 |
THEME Module 7 Future aspirations, study and work
|
|
Term 3 |
THEME International and global dimension |
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Geography
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
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | What is Geography? | Introduction to Geography | The three types of Geography definitions and examples. Picture sorting activity. | |
Exploring the British Isles | Where are we? | Plotting the BI on a World Map, labelling the seven continents. Labelling three maps to understand the differences between the British Isles, United Kingdom and Great Britain. | |||
Mapping the British Isles | Political and Physical Maps of the British Isles mapping activities using the Atlases. | ||||
Rural and Urban Britain | Defining rural and urban. T Table identifying the key characteristics and differences between these areas. Extended writing activity 'I would rather live in an urban/rural areas' | ||||
What is Britishness? | Explanation of perception using famous images. | ||||
Changing society, changing economy. | Migration in the United Kingdom. | ||||
2 | Autumn 2 | Epic Ecosystems | Biomes and ecosystems of the World | Annotating/labelling of ecosystem, key word match up. Drawing diagram of a food chain. Table of the differences between biomes and ecosytems. World map locating four main ecosystems. Climate graph analysis. | |
The Tropical Rainforest | Layers of the rainforest diagram. Key word match up and Amazon Rainforest case study. Plant and animal adaptation A3 worksheet. | ||||
Threats to the Rainforest | Photograph analysis. Stakeholder matching task. Card sort activity and extended writing 'Who destroyed the rainforest?' | ||||
The Hot Desert | Definition of deserts and key word match up. Sahara Desert case study. Desertification explanation and comprehension activity based on the Bedouins. | ||||
Coniferous Forests | Locate taiga, coniferous or boreal. Analyse climate and adaptations. Utilise bipolar surveys to assess human impacts on coniferous forest ecosystems. | ||||
3 | Spring 1 | Map Skills | Introduction to Map Skills | The key features of every map and the similarities and differences between 6 types of maps. Complete table using powerpoint slides. | |
Grid References | Four and Six Figure grid references. Use powerpoint to explain how we find grid references. Worksheets containing activities to be completed. | ||||
Measuring height on a map | Learn the difference between contour lines, spot heights and layer shading. Complete worksheet and questions. | ||||
What is Scale? Measuring distance on a map. | Measuring distance and using symbols to create a story. | ||||
OS Map Skills and Symbols | OS Map of London Quiz. | ||||
4 | Spring 2 | Weather | Introduction to Weather | Weather and climate and the importance of this for different stakeholders. | |
The UK and World Climate | Factors affecting climate in the UK analysis and extended writing. Comparing world climates - climate graphs. | ||||
Preciptation | The water cycle and three types of rainfall. | ||||
Tropical Storms (Hurricanes, cyclones and typhoons | Causes and effects of tropical storms with extended writing task. | ||||
Comparing Case Studies | Typhoon Haiyan and Hurricane Katrina. Mystery activities? | ||||
5 | Summer 1 | Brazil | Introduction to Brazil | Locate Brazil on a world map, examine the key features of Brazil and compare differences in how Brazil is portrayed. | |
Population of Brazil | Analyse choropleth maps to explain popoulation distribution. Evaluative writing task discussing problems with living in cities. | ||||
Favelas | Comprehension carousel task and letter writing skills. | ||||
Inequality in Brazil | Income and gender inequalities. Comparative writing task. | ||||
Resources and Sustainability | Brazil's improving economy and creating a sustainable furture of Curitiba. Analysis of scenarios. | ||||
Global Brazil | Exploring a cultural melting pot through letter writing skills. Categorising impacts according to social enviornmental or economic. | ||||
6 | Summer 2 | Tourism | The Importance of Tourism | Ranking importance of tourism and reasons behind it. | |
Who are tourists and why is paradise lost? | Investigating the tourist and who are the new tourists. Assessing the positive and negatives of tourism. Considering alternative tourism such as sustainable tourism. | ||||
Should tourists be allowed everywhere? | Investigating economic, social and environmental impacts of tourism with specific case studies. Categorising impacts as positive, negative, EN, EC or S. | ||||
Tourism in Africa | Locating case studies. Assessing impacts in current and historical contexts. | ||||
Comparing Case Studies | Locating Blackpool. Using a living graph to show affect of tourism on Blackpool. Introducing the Butler model to explain theory of development and analyse patterns. | ||||
Ecotourism | Locating national parks in the UK. Identifying impacts of tourism on a local scale. Assessing how tourism can be changed to eco tourism through independent learning task. | ||||
Year: 8 | |||||
1 | Autumn 1 | Plate Tectonics | The Structure of the Earth and Convection Currents | Pop up layers of the earth diagram, jounrney to the centre of the earth, convection currents worksheet. | |
Plate Boundaries | Map analysis and map activity. Plate boundaries worksheet, key word match up and true or false activity. PEQ 10 minutes. | ||||
Causes and Impacts of Earthquakes | Diamond 9 activity of the effects of earthquakes. | ||||
Haiti Earthquake Case Study | Why did Emmanuel die? Mystery card sort activity and worksheet. PEQ Explain the effects of the Haiti Earthquake. Haiti Earthquake documentary https://www.youtube.com/watch?v=EEgA2zSz8rw | ||||
Managing Earthquakes and Japan Case Study | Video notes from a selection of clips about building design. Annotate earthquake proof building with EQ proof features. Kobe mystery. Extended writing; letter to the Haiti government. | ||||
2 | Autumn 2 | Age of Stupid | Natural Resources | Totally stupid worksheet. Geog.3. 4th Edition questions and answers. PEQ on energy resources. | |
Is Oil Stupid | Cartoon analysis, Geog.3 handout, the resource curse videos and extended writing | ||||
Global Warming Fact or Fiction | Cartoon timeline, global temperature change graph, the natural and enhanced greenhouse effect. | ||||
Impacts of a warmer Earth | Geog.2 4th addition, impacts of climate change comprehension table activity. Questions for Geog.2. Tweet. | ||||
Can we be less stupid? | How is electricity made? Renewable energy top trumps. Ideas for the future. Extended writing ‘What is the best option for the future?’ | ||||
3 | Spring 1 | Globalisation and Development | Population Introduction | Snapper Island numeracy task. World population graph analysis. Key term match up. Population pyramid analysis. | |
Population Impacts | Two minute presentation planning. | ||||
Population Policies | One Child Policy video clips and card sort. Positives and negatives of OCP. Writing task. Singapore Comprehension activity. | ||||
What is Development? | Development indicators, diamond 9 ranking activity, comparing countries ranking activity, Brandt line, extended writing 'Why are developing countries poor?' | ||||
Development in Malawi and Singapore | Define globalisation and TNCS, global brands identification, Nike Case Study, Winners and Losers of globalisation worksheet and Behind the swoosh documentary. Extended writing task. | ||||
Globalisation and TNCs | |||||
Putting an end to poverty | A3 worksheets on Wateraid, Single and Conservation farming, Intermediate technology and Fairtrade. Videos and information to help complete. | ||||
4 | Spring 2 | Coastal Landscapes | Coastal Erosion | Coasts mind map, Hard and Soft coasts, coastal erosion diagrams, PEQ. | |
Wave Types and Landforms of Coastal Erosion | Gap fill, 4 mark PEQ, CCASS diagram, 6 mark PEQ. | ||||
Longshore Drift and Depositional Landforms | Gap fill, PEQ 3 marks, landform explanations. | ||||
Holderness Case Study | Note taking using diagrams and maps, consolidation of notes, 6 mark PEQ, Mid Term Essay writing a letter to persuade. | ||||
Coastal Management | Coastal management worksheet, extended writing, mid-term essay. | ||||
5 | Summer 1 | Urbanisation | Changes in where we live | ||
6 | River Landscapes | The Drainage Basin and Long Profile of a River | Water cycle explanation and word fill. Drainage basin annotation and gap fill. Long profile of a river. Quick answer questions ‘Plenary’. | ||
Rivers at Works and Landforms of the Upper Course | Drainage basin diagram and crossword recap. Explanation of erosion, transportation and deposition. Key word Bingo. PEQ. Mini plenary quick fire round. Waterfalls, V-Shaped Valleys and Interlocking spurs explanation and worksheets. PEQ. | ||||
Middle and Lower Course Landforms | |||||
River Flooding | |||||
River Management | |||||
Summer 2 | UK Landscapes | UK's Physical Landscape | |||
UK's Changing Economy | |||||
Demographic Change | |||||
Regeneration | Decision making activity. Extended writing task. |
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
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
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?’
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!
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Romans | Were the Romans really 'rotten'? | Keywords, making inferences from interpretations | |
The mystery of the Maiden castle skeletons and When did the Romans invade Britain? | |||||
The Roman Army and How Significant was the Roman invasion of Britain? | |||||
Who would kill Julius Ceasar? | |||||
Revision and Assessment: Were the Romans really 'Rotten'? | |||||
2 | Vikings | What impact did the Vikings have on the Anglo Saxo | Who were the Vikings? And Why did the Vikings invade? Where did the Vikings settle? And How were the Vikings organised and led? | ||
What do sources tell us about the Vikings? And Why was King Cnut so great? | |||||
3 | Autumn 2 | Battle of Hastings | Why Did William Win the Battle of Hastings? | Who had a claim to the throne in 1066? | |
What happened before and during the Battle of Hastings? What were the key causes of William's victories? | |||||
4 | William of Normandy (the Normans) | Howdid the Normans Change England? | How did the French king change England: The Feudal System and the Domesday Book? | ||
How did the French king change England: Castles? And What was William’s biggest change? | |||||
Revision and Assessment: 'The Feudal System was William's biggest change'. To what extent do you agree with this statement? | |||||
5 | Spring 1 | Medieval Kings: King John | Did Disney have the correct interpretation of King | What were Medieval Kings supposed to do? And Did Disney have the correct interpretation of King John? | |
Students create and peer assess a play based on the life of King John Was King John a good King? And Why were the Baron's angry? Links to Magna Carta | |||||
Knowldege recap activity in order to judge the usefulnesses of Disney's interpretation, essay plan, essay | |||||
6 | The Crusades | Who was the greatest hero? | What is a crusade? How did Islam spread? What was the relationship of Christianity and Islam? | ||
The significance of the crusades; The impact of the Third Crusade; Case Study: Richard and Saladin | |||||
7 | Spring 2 | The Mughal and Tudor Dynasties | How were the Mughal and Tudor Empires Similar? | Introduction to chronology and geography of the empires | |
Similarities between Mughal and Tudor military | |||||
Similarities between Mughal and Tudor religious tolerance and policy | |||||
Similarities between Mughal and Tudor art and cultural achievements | |||||
Assessment and revision | |||||
8 | Summer 1 | The Hundred Years War | What was the significance of the Hundred Years War | Introduction to chronology and geography of the war | |
What were the causes of the conflict: social, political and eocnomic | |||||
What happened during the wars? Military evens of the conflict | |||||
What were the consequences of the Hundred Years War for France and England? | |||||
Revision | |||||
Assessment | |||||
Year: 8 | |||||
9 | Autumn 1 | The British Empire | Why did Britain want an Empire? | Introduction to other world empires and the concept of empire; chronology and geography of the British empire | |
Exploration of the benefits and significance of having an empire | |||||
Exploration of which countries were in the British Empire and British methods of conquest and influence | |||||
How did Britain lose their Empire? | The diversity of experience within the British Empire; the positive and negative impacts of the British Empire on its inhabitants | ||||
Independence movements in Ireland and India | |||||
Independence movements in Africa; Assessment and revision | |||||
10 | Autumn 2 | Democracy and Power | How did Democracy develop in Britain? | Overview of political changes; the loss of power by English Kings | |
The Great Reform Act and the Chartists - votes for the working classes | |||||
Votes for women - the Suffragettes and Suffragists; Emily Davidson | |||||
The effects of WWI on democracy and votes for women | |||||
Revision and Assessment | |||||
11 | Spring 1 | Slavery | How did the Slave Trade work? | Logistics of the slave trade, the experience of enslaved peoples on the middle passage; resistance and rebellion on plantations | |
Why did the slave trade end? | The abolition of slavery | ||||
12 | Black History in America | How did Emancipation affect Black people? | The American Civil War; reconstruction and Jim Crow | ||
To what extent did life for Black people change in | Emmett Till, Rosa Parks, Little Rock and overview | ||||
Who was most significant in fighting for Civil Rig | Martin Luther King, Malcolm X, The Black Panthers | ||||
Spring 2 | Revision and Assessment | ||||
13 | World War One | What was the main cause of WWI? | Introduction to the countries involved in WWI; militarism and alliances | ||
Imperialism, Nationalism, Assassination of Franz Ferdinand | |||||
Revision and Assessment | |||||
What was it like fighting the Western front? | Case Study: Coward and Shell Shock; weapons of the First World War | ||||
Summer 1 | The Battle of the Somme; 'Lions led by Donkeys'; How did the Allies win? | ||||
Interwar Peacekeeping | Why did the League of Nations fail? | Weaknesses of the League; Manchurian Crisis; Abyssinian Crisis | |||
Was Appeasement the correct choice? | Arguments for and against Appeasement | ||||
14 | Nazi Germany | How did the Nazis come to Power? | Hitlers Rise to Power and creastion of a dictatorship | ||
Did Germans benefit from Nazi rule? | Use of propaganda and terror state | ||||
The experience of women and unemployed in Germany | |||||
Summer 2 | The experience of young people and minorities, revision and assessment |
Year 9
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
The Holocaust and genocide (depth study) |
|
Cold War in Europe |
|
|
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
|
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)
|
|
Revision for End of Year Exams |
|
Year 10
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Germany Growth of dictatorship
|
|
Term 2 |
Elizabeth |
Part one: Elizabeth's court and Parliament
|
Elizabeth and Revision for mid terms |
Part three: Troubles at home and abroad
|
|
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.
|
Revision for End of Year Exam |
|
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 |
|
Term 3 |
Revision Paper 2 |
|
IT
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 |
1.2 Interaction and iteration between the phases of the project life cycle 1
1.3 The inputs and outputs of each stage of the project life cycle 1.4 Initial project considerations
|
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
|
|
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
4.4 Prevention Measures
4.5 Current legislation, its implications and applications
|
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
|
|
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
|
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
3.2 Information
|
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
Databases
|
|
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
|
|
|
6.3 The resources required for presenting information and data and the appropriateness of the use of these in context
|
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
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
|
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
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Term 3
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LO4 (R012) Understand the factors to be considered when collecting and processing data and storing data/information |
R012 Exam Revision Exam |
Mathematics
Mathematics
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Numbers and the number system | Number | Addition and subtraction of integers |
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Multiplication and Division of integers | |||||
BIDMAS and inverse operations | |||||
2 | Counting and comparing | Multiplication of decimals |
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3 | Defining and classification | Division of decimals | |||
4 | Naming and defining | Geometry | Lines- Definitions |
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Angles- defintions | |||||
5 | Calculating | To calculate angles on a straight line, on a triangle and around a point | |||
6 | Autumn 2 | Defining and classification | Polygons- definition, classification, angles |
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5 | Calculating | Worded problems on triangles: perimeter and angles | |||
6 | Defining and classification | Quadrilaterals- definition, classifcation, angles | |||
5 | Calculating | Area and perimeter of parallelograms: |
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6 | Defining and classification | Trapezia- definition, area and perimeter |
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Kites- defintion, area and perimeter Extension: compound shapes with parallelograms and rectangles |
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5 | Calculating | Geometrical problems | |||
6 | Autumn2 | Defining and classification | Number | Factors, multiples and prime numbers | |
7 | Calculating | Powers |
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Prime Factor decomposition |
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Highest Common Factor |
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Lowest Common Multiple - - Recognise factors and multiples Factor trees and expressing a number as product of prime factors (example: 18=2x3x3) |
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8 | Spring 1 | Fractions- definition, shading, comparison, drawing, reciprocal | |||
Equivalent fractions | |||||
Compare fractions with different denominator and numerator |
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Addition and subtraction of fractions | |||||
Multiplication and division of fractions | |||||
Fractions of amounts |
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Percentages of an amount | |||||
Comparing fractions , decimals and percentages | |||||
Increasing, decreasing an amount by a percentage | |||||
Ratios | |||||
9 | Spring 2 | Application of Ratios | |||
Worded problems with ratios |
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Ratios and direct proportion |
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Geometry | Scales in diagrams | ||||
Statistics | Probability | ||||
Experimental probability |
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10 | Defining and classification | Geometry | Circles- defintion and drawing |
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Solids |
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11 | Summer 1 | Calculating | Surface area |
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Volume of solids |
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Number | Negative numbers | ||||
Multiplication with negative numbers |
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Division with negative numbers | |||||
Algebra | Algebra notation, simplifying expressions and substitution | ||||
Algebra expressions | |||||
1 | Autumn 1 | Numbers and the number system | Number | Addition and subtraction of integers |
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Multiplication and Division of integers | |||||
BIDMAS and inverse operations | |||||
2 | Counting and comparing | Multiplication of decimals |
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3 | Defining and classification | Division of decimals | |||
4 | Naming and defining | Geometry | Lines- Definitions |
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Angles- defintions | |||||
5 | Calculating | To calculate angles on a straight line, on a triangle and around a point | |||
6 | Autumn 2 | Defining and classification | Polygons- definition, classification, angles |
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5 | Calculating | Worded problems on triangles: perimeter and angles | |||
6 | Defining and classification | Quadrilaterals- definition, classifcation, angles | |||
5 | Calculating | Area and perimeter of parallelograms: |
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6 | Defining and classification | Trapezia- definition, area and perimeter |
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Kites- defintion, area and perimeter Extension: compound shapes with parallelograms and rectangles |
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5 | Calculating | Geometrical problems | |||
6 | Autumn2 | Defining and classification | Number | Factors, multiples and prime numbers | |
7 | Calculating | Powers |
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Prime Factor decomposition |
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Highest Common Factor |
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Lowest Common Multiple - - Recognise factors and multiples Factor trees and expressing a number as product of prime factors (example: 18=2x3x3) |
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8 | Spring 1 | Fractions- definition, shading, comparison, drawing, reciprocal | |||
Equivalent fractions | |||||
Compare fractions with different denominator and numerator |
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Addition and subtraction of fractions | |||||
Multiplication and division of fractions | |||||
Fractions of amounts |
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Percentages of an amount | |||||
Comparing fractions , decimals and percentages | |||||
Increasing, decreasing an amount by a percentage | |||||
Ratios | |||||
9 | Spring 2 | Application of Ratios | |||
Worded problems with ratios |
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Ratios and direct proportion |
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Geometry | Scales in diagrams | ||||
Statistics | Probability | ||||
Experimental probability |
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10 | Defining and classification | Geometry | Circles- defintion and drawing |
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Solids |
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11 | Summer 1 | Calculating | Surface area |
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Volume of solids |
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Number | Negative numbers | ||||
Multiplication with negative numbers |
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Division with negative numbers | |||||
Algebra | Algebra notation, simplifying expressions and substitution | ||||
Algebra expressions | |||||
12 | Summer 2 | Algebra expanding and simplifying | |||
Solving equations | |||||
Sequences |
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Nth term of arithmetic sequences |
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13 | Defining and classification | Geometry | Congruence |
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Similarity and enlarement | |||||
Year: 8 | |||||
14 | Autumn 1 | Calculating | Number | BIDMAS and inverse operations | |
Operations with decimals (include working with money) and worded problems | |||||
Fractions, reciprocals and simplifying fractions | |||||
Improper fractions |
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Addition and subtraction of fractions and worded problems |
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Multiplication and division of fractions |
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Fractions of amounts |
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Percentages |
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15 | Autumn 2 | Ratios | |||
Worded problems with ratios |
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Ratios and direct proportion |
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Reverse Percentages |
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16 | Defining and classification | Geometry | Lines- definition, naming and identification |
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17 | Drawing and interpreting | Measuring and drawing angles | |||
16 | Defining and classification | Naming angles | |||
18 | Calculating | Calculating angles using geometry facts | |||
16 | Defining and classification | Polygons: Definition of regular and irregular polygons | |||
18 | Calculating | Calculating interior and exterior angles | |||
16 | Defining and classification | Triangles: classification and properties |
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Quadrilaterals: classification and properties |
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18 | Calculating | Geometrical problems and ratios |
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19 | Spring 1 | Drawing and interpreting | Construction of triangles |
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Constructing bisectors and shapes |
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20 | Defining and classification | Circles defining, naming, area and circumference |
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21 | Calculating | Area of circles |
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Sectors |
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Arcs |
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Number | Powers and roots |
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Index laws and standard form |
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Factors, multiples and prime numbers |
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Highest Common Factor and Lowest Common Factor | |||||
22 | Spring 2 | Negative numbers |
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Algebra | Algebra simpification, writing expressions and subsitutions |
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Expanding and factorising brackets | |||||
Solving equation: One step equations and two step equations |
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Algebraic Problems |
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23 | Drawing and interpreting | Coordinates |
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22 | Calculating | Drawing straight line graphs | |||
Equation of a straight line |
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24 | Summer 1 | Direct proportion on graphs |
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Number | Direct proportion as a special type of ratio | ||||
Probability | |||||
Algebra | Sequences (arithmetic, geometric, Fibonacci) | ||||
Nth term | |||||
Statistics | Averages | ||||
25 | Drawing and interpreting | Pictogram charts | |||
Bar charts | |||||
Summer 2 | Scatter graphs | ||||
Pie charts | |||||
Line graphs | |||||
26 | Defining and classification | Geometry | Congruence and similarity | ||
27 | Drawing and interpreting | Symmetry | |||
Rotational symmetry | |||||
Enlargement | |||||
Reflection | |||||
Translation | |||||
Rotation | |||||
28 | Calculating | Solids recap- names, definitions , nets and sketching | |||
Surface area | |||||
Volume of solids |
Year 9 - Foundation
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Unit 1 – Number Unit 2 – Algebra |
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Term 2 |
Unit 3 – Graphs, tables and charts Unit 4 – Fractions and percentages |
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Term 3 |
Unit 5 – Equations, inequalities and sequences Unit 6 – Angles |
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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 |
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Term 2 |
Unit 10 – Transformations Unit 11 – Ratio and Proportion Unit 12 – Right-angled triangles
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Term 3 |
Unit 13 – Probability Unit 14 – Multiplicative Reasoning Unit 15 – Constructions, loci and bearings |
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Year 11 - Foundation
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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 |
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Term 2 |
Unit 19 – Congruence, similarity and vectors Unit 20 – More algebra
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Term 3 |
Revision of all units |
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Year 9 - Higher
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Unit 1 – Number Unit 2 – Algebra |
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Term 2 |
Unit 3 – Intepreting and representing data Unit 4 – Fractions, ratio and proportion |
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Term 3 |
Unit 5 – Angles and trigonometry Unit 6 – Graphs |
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Year 10 - Higher
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Unit 7 – Area and volume Unit 8 – Transformations and constructions Unit 9 – Equations and inequalities |
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Term 2 |
Unit 15 – Equations and graphs Unit 7 – Area and Volume Unit 10 – Probability Unit 14 – Further statistics
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Term 3 |
Unit 11 – Multiplicative reasoning Unit 12 – Similarity and congruence Unit 17 – More algebra |
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Year 11 - Higher
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Unit 13 – Trigonometry Unit 16 – Circle theorems Unit 18 – Vectors and geometric proof |
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Term 2 |
Unit 19 – Proportion and graphs Unit 15 – Equations and graphs |
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Term 3 |
Revision of all units |
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Media
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 |
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Representation |
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Narrative |
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Audience |
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Photoshop Technical skills |
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Practical Production |
To create a range of print publishing media texts using appropriate layout and design conventions
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Year 9 |
Term 2 Component 1: Exploring Media Products |
Learning Aim A: Investigate Media Products
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Introduction to audiences-
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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.
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To develop knowledge and understanding of narrative focusing on media products from the audio/visual sector.
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Assignment 2: Exploring Media Products |
Summative Assessment: The report must include media products from one of the three sectors, and must analyse how:
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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;
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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.
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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.
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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.
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Year 10 |
Term 3 Component 2: Developing digital media production skills (audio/moving image) |
Learning Aim C: Review of progress and development |
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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.
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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 –
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A2: Generating ideas
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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.
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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.
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Learning Aim C: Apply skills and techniques to the creation of a media product |
C2: Production skills and techniques Sourcing content from secondary sources.
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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;
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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.
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External Summative Assessment: |
Exam date TBC
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GCSE Media Studies
Year 9 |
Term 1 |
Denotation/Connotation Image Analysis |
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Photoshop Introduction |
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Introduction to narrative theory |
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Year 9 |
Term 2 |
Component 1A: Images, Language, Layout & Design, Narrative and Intertextuality |
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Year 9 |
Term 3 |
Component 1A: Images, Language, Layout & Design, Narrative and Intertextuality |
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Component 1A: Representation |
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Year 10 |
Term 1 |
Component 1B: Fortnite |
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Component 1B: The Archers |
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Year 10 |
Term 2 |
Component 1B: The Sun |
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Component 1B: Spectre |
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Year 10 |
Term 3 |
Component 3: Controlled Assessment |
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Year 11 |
Term 1 |
Component 2A: Luther & The Sweeney |
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Year 11 |
Term 2 |
Component 2B: Music videos and online media (Bad Blood, Uptown Funk, Rio, plus artists’ websites) |
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Year 11 |
Term 3 |
Revision |
Exam practice focusing on Component 1A and 1B. |
Music
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
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn | Stomp | Note Values | Note values / Rhythmic patterns / call and response | |
Rhythm | Note values / Rhythmic patterns / call and response / composing ostinatos | ||||
Reading Note Values | Drum notation / composing | ||||
Composing in a group | Structuring a piece of Music / Composing Music / Notation | ||||
Composing & Performing in a group | |||||
Performing a group performance | Performing an assessment / feedback | ||||
2 | Autumn | The Keyboard | Treble stave notation and Right Hand playing | Treble Clef Notation / Finding Middle C / C Major Scale / 5 note pieces | |
Treble Clef Notation / 5 note pieces / performing to pupils | |||||
Assesment Preparation | Treble Clef Notation / Ode to Joy Assessment Preparation | ||||
Keyboard Assessment | Ode to Joy Assessment | ||||
3 | Spring | The Orchestra | Family of instruments | Families of Instruments / Treble Clef Notation / Keyboard task | |
Brass Section | Recognising Brass Instruments / Darth Vader Theme Task | ||||
Woodwind Section | Recognising Woodwind Instruments / Gabriel's Oboe Task | ||||
Percussion Section | Recognising Percussion Instruments / Polyrhythmic Composition | ||||
String Section | Canon on Keyboards / Open Stringed Violins | ||||
4 | Carnival of the Animals | Appraising Music | Music Vocabulary / How to describe music / Keyboard Task | ||
Representation in Music | Carnival of The Animals / Appraising Music / Composition Task 1 | ||||
Composing Music 1 | How to Compose Music on GarageBand | ||||
Composing Music 2 / Assessment Started | How to Compose Music on GarageBand / Beginning Compsosition Assessment | ||||
Composition Assessment Prep | Composition Assessment based on Carnival of the Animals | ||||
Composition Assessment | Composition Assessment based on Carnival of the Animals / Handing in Work | ||||
5 | Summer | African Drumming | Introduction to African Music | Different African Instruments / Djembe Drums 1 | |
Drumming 1 | Bass / Tone / Slap | ||||
Drumming 2 | Performing a traditional african song with the use of call and response | ||||
Drumming 3 | Polyrhythms / Composing Polyrhythms | ||||
Drumming 4 | |||||
Drumming 5 | Preparing for Drumming assessment | ||||
Drumming 6 | Performing an assessment / feedback | ||||
6 | Song Writing 1 | Chord Sequences | What is a chord / Major minor Chord Sequences / Playing in time with metronome | ||
Bass Lines | Composing a bass line using the notes of the chords | ||||
Melodies | Composing a melody using the food method | ||||
Drums | Recognising different parts of the drum kit / composing a simple drum rhythm | ||||
Lyrics | How to write lyrics | ||||
Matching lyrics to melody | |||||
Assessment | Bouncing song as an MP3 / Feedback | ||||
Year: 8 | |||||
1 | Autumn | The Ukulele | Ukulele 1 | Chords of C / G - Simple songs using the chords of C & G | |
Ukulele 2 | Chords of C / G / Am / F - Simple songs using the chords of C,G,Am & F | ||||
Ukulele 3 | Working as part of a group to perform a simple 4 chord song | ||||
Ukulele 4 | Performing a 4 chord song as part of a group | ||||
Ukulele 5 | Group Assessment Preparation | ||||
Ukulele 6 | Assessment Performance & Feedback | ||||
2 | Film Music | Leitmotifs | What is a Leitmotif / Recognising a Leitmotif / composing a leitmotif | ||
Music & Mood | How music can change the mood of the action that is happening on screen | ||||
Sound Effects | How film music composers use sound effects in movies | ||||
Assessment Project | Adding Music and Sound Effects to a movie clip | ||||
Assessment | Assessment and Feedback | ||||
3 | Spring | The Keyboard 2 | The Left Hand | Recap Treble clef notation / Bass Clef Notation / Left hand keyboard task | |
Sharps and Flats | Where to find a sharp and flat note / Performing pieces using sharps and flats | ||||
Assessment Preparation | Fur Elise / Harry Potter Assessment preparation | ||||
Assessment begins | Performing an assessment / feedback / pop song extension | ||||
Assessment finished | |||||
4 | Programme Music | How Music tells a story | The Sorcers Apprentice | ||
Performing Programme Music | Morning - Peer Gynt Suite | ||||
Performance assessment | |||||
Brief composition | Composing a piece of music using a brief stimilus | ||||
Composition assessment | Exporting composition and feedback | ||||
5 | Summer | Blues Music | 12 Bar Blues | Recap of what a chord is / Chords of 12 bar blues / 7th chords extension | |
Bass Lines | Recognising a walking bass / Performing a walking bass in time with chords | ||||
Bishop Blues | Performing a melody on top of 12 bar blues chords / composing using C blues scale | ||||
Tidy up week | Ensuring that all three parts of a blues song are completed and exported to hand in folder | ||||
Improvisation | How improvisation is used in blues music | ||||
Improvisation performance | |||||
6 | Remixing Music | Creating a remix | What creates a good remix / choosing a song to remix / adding additional music | ||
Editing a track | Cutting a track / copying a track / adding plug ins to track to change sound / Automation / Retriggering | ||||
Mash up of songs - Assessment | Choosing two songs and putting the tracks together / Experimenting with plug ins | ||||
Using Automation to enhance your track | |||||
Mixing song and output levels | |||||
Assessment | Bouncing song as an MP3 / Feedback |
Year 9 |
Term 1 |
Unit 1 Ensemble Performing 1
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Assessment – Ensemble performance recording |
Unit 2 Music Technology
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Assessment – Remix assessment (Pachelbel’s ‘Canon’) |
Year 9 |
Term 2 |
Unit 3 Music Theory
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Assessment – Music Theory test & Score Reading exercise. |
Unit 4 Instruments of the Orchestra
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Assessment – Listening Test |
Unit 5 Ensemble Performing 2
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Assessment – Ensemble performance recording |
Year 9 |
Term 3 |
Unit 6 Musical Elements
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Assessment – Exam style listening test & compare contrast questions |
Unit 7 Composing Music 1
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Assessment – 32 bar composition. |
Year 10 |
Term 1 |
Unit 1 AoS 4 – Popular Music |
Assessment – Pop music performance assessment, 32 bar pop composition & Listening test. |
Unit 2 AoS4 – Prepared Extract |
Assessment – Listening Test for prepared extract & Elements Essay |
Unit 3 Composing Music 2 |
Assessment – Melodic Composition to a given chord sequence to be handed in before Christmas. |
Year 10 |
Term 2 |
Unit 4 AoS1 – Musical Forms & Devices |
Assessment – Listening & Theory test. |
Unit 5 Aos1 – Prepared Extract |
Assessment – Listening Test for prepared extract & Elements Essay |
Unit 6 Composing Music 3 |
Assessment – Composition to a brief to be handed in by May Half Term. |
Year 10 |
Term 3 |
Unit 7 AoS 2 – Music for Ensemble |
Assessment – Performance Assessment & Listening Assessment. |
Unit 8 Performing Music |
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 |
Assessment – Listening & Theory test. |
Unit 2 Composing Music 4 |
Assessment – Draft 1 – Free & Brief Composition |
Unit 3 Performing Music 4 |
Assessment – Ensemble Recording 1 |
Year 11 |
Term 2 |
Unit 4 Composing Music 5 |
Assessment – Final Draft – Free & Brief Composition |
Unit 5 Performing Music 5 |
Assessment – Final Recordings – Ensemble & Solo Performance |
Unit 6 Revision 1 |
Assessment – Listening exam. |
Year 11 |
Term 3 |
Unit 7 Revision 2 |
Assessment – Listening exam |
Unit 8 Revision 3 |
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PE
PE
The aim of the PE Faculty at Bishop Challoner School is to promote physical activity that enables our students to progress physically, socially and academically.
We believe that PE is unique in its ability to develop positive character traits such as determination, discipline and team work.
As a Faculty we work tirelessly to provide opportunity for all our students to participate in competitive sport throughout the year that encourages commitment and endeavour to achieve excellence. We aim to compete at the highest level possible. Borough, county and national successes in football and athletics and various other sports are all testimony to the efforts of the staff, students and their families.
In Years 7-9 you will develop performance, thinking and analytical skills through a range of different sporting activities from the list below:
- Badminton
- Cricket
- Swimming
- Football
- Hockey
- Basketball
- Trampoline
- Fitness
- Netball
- Athletics
- Table Tennis
- Gymnastics
- Rowing
- Canoeing
- Rock climbing
- Handball
- Rounders
- Aerobics
Gain a theoretical underpinning of the following units of sport:
Year 7
Theory Term 1 | Theory Term 2 | Theory Term 3 |
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Purpose of warm up and cool down Phases of a warm up Activities included in warm ups and cool downs |
Name and location of muscles | Name and location of bones |
Year 8
Theory Term 1 | Theory Term 2 | Theory Term 3 |
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Definitions of fitness, health, exercise and performance and the relationship between them |
Components of fitness and the relative importance of these components in physical activity and sport: cardovascular fitness (aerobic endurance), stength, uscular endurance, flexibility, body composition, agility, balance, coordination, power, reaction time and speed |
Fitness tests for specific components of fitness: cardovascular fitness - Cooper 12 minute tests (run, swim), Harvard Step Test, strength - grip dynamometer, muscular endurance - one-minute sit-up, one-minute press-up, speed - 30m sprint, power - vertical jump, flexibility - sit and reach |
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn | Invasion Games | Netball | passing and core task | |
footwork | |||||
attacking skills | |||||
defensive skills | |||||
positional play | |||||
Netball | match play and rules | ||||
tactics, match play and core task | |||||
2 | Autumn | Football | passing, dribbling and core task | ||
first touch and shooting | |||||
attacking skills | |||||
defensive skills | |||||
positional play | |||||
game play and rules | |||||
tactics, game play and core task | |||||
3 | Spring | Net Wall Games | Badminton | Grip and Serve, core task | |
Clears | |||||
Net shot and drop shot | |||||
push, flick, whip | |||||
Smash | |||||
Umpire and match play, core task | |||||
4 | Gymnastics | Trampolining | shapes, twists, seat landing | ||
swivel hips | |||||
front landing | |||||
back landing | |||||
shaped landings | |||||
routines | |||||
5 | Summer | Performing at maximum levels | Athletics | Middle distance | |
sprint | |||||
jump | |||||
throw | |||||
hurdle | |||||
relay changeover | |||||
7 | Invasion Games | Basketball | passing, dribbling, core task | ||
lay up | |||||
set shot, jump shot | |||||
attacking skills | |||||
defensive skills | |||||
match play, rules and core task | |||||
Year: 8 | |||||
1 | Autumn | Invasion Games | Netball | passing and core task | |
footwork | |||||
attacking skills | |||||
defensive skills | |||||
positional play | |||||
match play and rules | |||||
tactics, match play and core task | |||||
2 | Football | passing, dribbling and core task | |||
first touch and shooting | |||||
attacking skills | |||||
defensive skills | |||||
positional play | |||||
game play and rules | |||||
tactics, game play and core task | |||||
3 | Spring | Net Wall Games | Badminton | Grip and Serve, core task | |
Clears | |||||
Net shot and drop shot | |||||
push, flick, whip | |||||
Smash | |||||
Umpire and match play, core task | |||||
4 | Gymnastics | Trampolining | shapes, twists, seat landing | ||
swivel hips | |||||
front landing | |||||
back landing | |||||
shaped landings | |||||
routines | |||||
5 | Summer | Performing at maximum levels | Athletics | Middle distance | |
sprint | |||||
jump | |||||
throw | |||||
hurdle | |||||
relay changeover | |||||
7 | Invasion Games | Basketball | passing, dribbling, core task | ||
lay up | |||||
set shot, jump shot | |||||
attacking skills | |||||
defensive skills | |||||
match play, rules and core task | |||||
8 | Striking and fielding | Cricket | throw, catch and core task | ||
bowl | |||||
batting stance, technique and grip | |||||
play a variety of shots | |||||
Fielding techniques | |||||
match play and rules | |||||
match play and core task | |||||
9 | Invasion Games | Handball | pass, catch and core task | ||
dribble and 3 steps | |||||
shooting | |||||
attacking skills | |||||
defensive skills | |||||
goalkeeping | |||||
rules, match play, tactics and core task |
Year 9
Muscular-skeletal system
Functions of skeletal system.
Understand classification of bones.
Recall location of bones
Recall location of muscles
Understand antagonistic pairs
Cardio-respiratory system
Functions of Cardiovascular system
Structure of the system
Location and components of Respiratory system
What You Will Study at GCSE/BTEC
BTEC
Over the 2 years you will study 4 units of work which are:
Health and Fitness for Sport and Exercise
Practical Sports
Training for personal Fitness
Leading Sports Activities
Activities
Various sporting activities such as: Football, Fitness, Badminton, Athletics, Basketball, Netball, Trampoline.
Fitness testing.
Leading coaching sessions.
Officiating in games.
Controlled Assessment
- Observed performing in different sporting activities that is internally assessed.
- Observed leading different sports activities which are internally assessed.
- Observed officiating in different sporting activities which are internally assessed.
Examination
“The unit 1 fitness for sport and exercise is assessed by an onscreen test. It is 1 hour and fifteen minutes long and assessed out of 60 marks”
GCSE
In sport science you will study the following:
In your theory lessons you will focus on “Fitness and Body Systems” including Applied anatomy and physiology, Movement analysis, Physical training and the use of data. Also “Health and Performance” which includes Health, fitness and well-being, Sport psychology, Socio-cultural influences.
During your double lessons you will take part in various sporting activities ranging from Football, Badminton, Rowing, Climbing, Athletics, Basketball, Netball and Trampoline.
70% theory
Written paper Fitness and Body Systems 1 hr 45 mins
Written paper Health and Performance 1 hr 15
Personal Exercise Programme (PEP)
30% practical
Practical performance – 3 sports
NB School PE lessons and sports fixtures are often offsite. Please contact the PE Staff via reception for more details.
Year 10
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
PEP
Cardiovascular System |
To Independently design a 6-week personal training programme to develop weakness in sporting performance
To successfully implement a 6-week personal training programme, logging all repetitions and summarising adaptations to each session
To review the effectiveness of a personal training programme by comparing pre and post results, evaluating current performance and providing recommendations for the future.
To know the functions of the cardiovascular system and can apply knowledge to performance in physical activities.
To know the structure of the cardiovascular system and each component’s role in maintaining blood circulation during performance in physical activity and sport.
To know the structure of arteries, capillaries and veins and how their structure relates to their function and importance during physical activity and sport.
To understand the mechanisms required and the need for redistribution of blood flow during physical activities compared to when resting.
To know the function and importance of red and white blood cells, platelets and plasma for physical activity and sport. |
Term 2 |
Respiratory System
Movement Analysis |
To know the composition of inhaled and exhaled air and the impact of physical activity and sport on this composition.
To explore the lung volumes including vital capacity, tidal volume and minute ventilation. To identify changes to lung volumes due to physical activity and sport
To identify the location of the main components of the respiratory system and know their role in movement of oxygen and carbon dioxide into and out of the body.
To understand how the cardiovascular and respiratory systems work together to allow participation in physical activity and sport.
To identify first, second and third class levers and their use in physical activity and sport.
To understand the mechanical advantage and disadvantage of the body’s lever systems and the impact on sporting performance.
To explore the movement patterns using body planes and axes applied to physical activities and sporting action. |
Term 3 |
Health, Fitness and Wellbeing
|
To understand physical, emotional and social health and how participation in physical activity and sport can improve health and how these benefits are achieved.
To explore the impact of fitness on well-being and the associated long term health disorders To explore lifestyle choices in relation to: Diet, activity level, work/rest/sleep balance, and recreational drugs.
To explore sedentary lifestyles and the associated consequences.
To know the nutritional requirements and ratio of Macronutrients for a balanced diet in order to maintain a healthy lifestyle and optimise performance in physical activity and sport.
To know the role and importance of micronutrients, water and fibre for performers/players in physical activities and sports activities and sports, carbohydrate loading for endurance athletes, and timing of protein intake for power athletes.
To explore the factors that affect a person's optimum weight.
To understand the variation in optimum weight according to roles in specific physical activities and sports.
To know the correct energy balance to maintain a healthy weight. I understand the requirements of hydration for physical activity and sport. |
Year 11
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Sports Psychology
Socio Cultural Issues
|
To understand the classification of a range of sport's skills using the open-closed, basic (simple)-complex, and low organisation-high organisation continua.
To explore practice structures including massed, distributed, fixed and variable.
To explore the different types of guidance to optimise performance.
To understand the use of goal setting to improve and/or optimise performance.
To understand the different types of feedback to optimise performance.
To explore mental preparation for performance.
To explore participation rates in physical activity and sports and the impact on participation rates considering the following personal factors: Gender, age, socio-economic group, ethnicity, disability.
To understand the relationship between commercialisation, the media and sport. To explore the advantages and disadvantages of commercialisation and the media for: The sponsor, the sport, the player/performer, the spectator.
To understand the different types of sporting behaviour and the reasons for, and consequences of, deviance at elite level. |
Term 2 |
Revision Exam Technique |
To diagnose misunderstanding (areas of development) within the GCSE PE specification using the PLC
To address misunderstanding using therapy revision methods
To assess the effectiveness of therapy revision using exam style questions
To review misunderstanding through use of PLC
To develop exam strategies to deal effectively with Explain (using an example) command words
To develop exam strategies to deal effectively with Assess command words
To develop exam strategies to deal effectively with Analyse command words
To develop exam strategies to deal effectively with Examine command words
To develop exam strategies to deal effectively with Discuss command words
To develop exam strategies to deal effectively with Evaluate command words |
Physics
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 |
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
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.
Unit | Term | Topic | Theme | |
Year: 7 | ||||
1 | Autumn 1 | Introduction to RE | Introduction to RE | |
The Bible | ||||
Old and New Testament | ||||
Midterm | ||||
The God of Christianity | ||||
Christian Worship and prayer | ||||
Visit to St. Mary's and St. Michael's Church | ||||
Holy Orders and the Religious Life | ||||
End of Unit assessment | ||||
2 | Autumn 2 | Beliefs and Values | Introduction /God as Father and Creator | |
God as Son | ||||
God as Holy Spirit and the Church | ||||
Midterm | ||||
Mary the Mother of God | ||||
The Rosary | ||||
Bishop Challoner/ Form Patrons | ||||
End of Unit assessment | ||||
3 | Spring 1 | Global issues | Introduction and Catholic Social Teaching | |
Poverty and The Christian response | ||||
CaFOD and Charity | ||||
Midterm | ||||
Fairtrade | ||||
Violence and War | ||||
Just War and Wepons of Mass Destruction | ||||
End of Unit assessment | ||||
4 | Spring 2 | Covenants | Introduction | |
Moses and the Passover | ||||
Ten Commandments and First Two Commandments | ||||
Commandments 3,4,5,6 | ||||
Commandments 7,8,9,10 | ||||
Midterm | ||||
New Covenent and New Commandment | ||||
Holy Week: Palm Sunday & Last Supper | ||||
Holy Week: Good Friday and Easter Sunday | ||||
End of Unit Assement | ||||
5 | Summer 1 | Mark's Gospel | Introduction and Purpose | |
The Beginning of Jesus' Mission | ||||
The Cost of Discipleship and the Feeding of the 50 | ||||
Jesus and the Authorities | ||||
Outcasts and the Sick | ||||
Midterm | ||||
Jesus reveals his identidy to the 12 | ||||
Jesus The Messiah : Son of God and Son of Man | ||||
End of unit Assessment | ||||
6 | Summer 2 | Islam | Introduction & Beliefs about God in Islam | |
The Life of Mohammed & the Quran | ||||
First and Second Pillar of Islam | ||||
Third and Fourth Pillar of Islam | ||||
Fifth Pillar of Islam | ||||
Islamic Art | ||||
Presentation preparation | ||||
Presentations | ||||
End of unit Assesment | ||||
1 | Autumn 1 | Introduction to RE | Introduction to RE | |
The Bible | ||||
Old and New Testament | ||||
Midterm | ||||
The God of Christianity | ||||
Christian Worship and prayer | ||||
Visit to St. Mary's and St. Michael's Church | ||||
Holy Orders and the Religious Life | ||||
End of Unit assessment | ||||
2 | Autumn 2 | Beliefs and Values | Introduction /God as Father and Creator | |
God as Son | ||||
God as Holy Spirit and the Church | ||||
Midterm | ||||
Mary the Mother of God | ||||
The Rosary | ||||
Bishop Challoner/ Form Patrons | ||||
End of Unit assessment | ||||
3 | Spring 1 | Global issues | Introduction and Catholic Social Teaching | |
Poverty and The Christian response | ||||
CaFOD and Charity | ||||
Midterm | ||||
Fairtrade | ||||
Violence and War | ||||
Just War and Wepons of Mass Destruction | ||||
End of Unit assessment | ||||
4 | Spring 2 | Covenants | Introduction | |
Moses and the Passover | ||||
Ten Commandments and First Two Commandments | ||||
Commandments 3,4,5,6 | ||||
Commandments 7,8,9,10 | ||||
Midterm | ||||
New Covenent and New Commandment | ||||
Holy Week: Palm Sunday & Last Supper | ||||
Holy Week: Good Friday and Easter Sunday | ||||
End of Unit Assement | ||||
5 | Summer 1 | Mark's Gospel | Introduction and Purpose | |
The Beginning of Jesus' Mission | ||||
The Cost of Discipleship and the Feeding of the 50 | ||||
Jesus and the Authorities | ||||
Outcasts and the Sick | ||||
Midterm | ||||
Jesus reveals his identidy to the 12 | ||||
Jesus The Messiah : Son of God and Son of Man | ||||
End of unit Assessment | ||||
6 | Summer 2 | Islam | Introduction & Beliefs about God in Islam | |
The Life of Mohammed & the Quran | ||||
First and Second Pillar of Islam | ||||
Third and Fourth Pillar of Islam | ||||
Fifth Pillar of Islam | ||||
Islamic Art | ||||
Presentation preparation | ||||
Presentations | ||||
End of unit Assesment | ||||
Year: 8 | ||||
7 | Autumn 1 | Revelation | Introduction and Creation | |
Humanity and Orignal Sin | ||||
Revelation to the Patriarchs | ||||
Midterm Assessment | ||||
Revelation to the Prophets | ||||
Jesus: God Revealed | ||||
Nature of Jesus | ||||
Jesus' Redeeming Sacrafice | ||||
End of Unit Assessment | ||||
8 | Autumn 2 | Grace | Introduction and Why We Need Grace | |
Theological Virtues and Cardinal Virtues | ||||
Moral Virtues and Midterm | ||||
Sacraments and Baptism | ||||
Eucharist and Confirmation | ||||
Reconciliation and Annointing of the Sick | ||||
Marriage and Holy Orders | ||||
End of Unit Assessment | ||||
9 | Spring 1 | Marriage | Introduction and Marriage in the Bible | |
The Rite of Marriage in the Catholic Church | ||||
Family Life | ||||
Midterm Assessment | ||||
Marital breakdown and Divorce | ||||
Divorce and Remarriage | ||||
Adoption and fostering | ||||
End of Unit Assessment | ||||
10 | Spring 2 | Sacrafice and Death | Introduction to Holy Week and the Entry into Jerus | |
Jesus' Anointing and the Betrayal by Judas | ||||
Sacrifice and Death | The Last Supper and the Agony in the Garden | |||
Jesus' Arrest and Trial | ||||
Crucifixion, Death and Burial, | ||||
Resurrection and Ascension | ||||
End of Unit Assessment | ||||
11 | Summer 1 | Judgement and the Afterlife | Introduction and the cause of death | |
Death in the New Testament | ||||
Preparing for Death | ||||
Requiem Mass and Christian mourning Rituals | ||||
7 | Autumn 1 | Revelation | Introduction and Creation | |
Humanity and Orignal Sin | ||||
Revelation to the Patriarchs | ||||
Midterm Assessment | ||||
Revelation to the Prophets | ||||
Jesus: God Revealed | ||||
Nature of Jesus | ||||
Jesus' Redeeming Sacrafice | ||||
End of Unit Assessment | ||||
8 | Autumn 2 | Grace | Introduction and Why We Need Grace | |
Theological Virtues and Cardinal Virtues | ||||
Moral Virtues and Midterm | ||||
Sacraments and Baptism | ||||
Eucharist and Confirmation | ||||
Reconciliation and Annointing of the Sick | ||||
Marriage and Holy Orders | ||||
End of Unit Assessment | ||||
9 | Spring 1 | Marriage | Introduction and Marriage in the Bible | |
The Rite of Marriage in the Catholic Church | ||||
Family Life | ||||
Midterm Assessment | ||||
Marital breakdown and Divorce | ||||
Divorce and Remarriage | ||||
Adoption and fostering | ||||
End of Unit Assessment | ||||
10 | Spring 2 | Sacrafice and Death | Introduction to Holy Week and the Entry into Jerus | |
Jesus' Anointing and the Betrayal by Judas | ||||
Sacrifice and Death | The Last Supper and the Agony in the Garden | |||
Jesus' Arrest and Trial | ||||
Crucifixion, Death and Burial, | ||||
Resurrection and Ascension | ||||
End of Unit Assessment | ||||
11 | Summer 1 | Judgement and the Afterlife | Introduction and the cause of death | |
Death in the New Testament | ||||
Preparing for Death | ||||
Requiem Mass and Christian mourning Rituals |
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 |
|
Term 2 |
Unit 1: Creation
Unit 2: Incarnation |
|
Term 3 |
Unit 3 |
|
|
|
|
Year 10
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Unit 4: Redemption
Unit 5: Church and the Kingdom of God |
|
Term 2 |
Unit 6: Eschatology
|
|
Term 3 |
Theme A: Religion Relationships and Families |
|
Year 11
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Theme B: Religion Peace and Conflict
Judaism: Beliefs and Teachings |
|
Term 2 |
Judaism: Practices
|
|
Term 3 |
N/A |
N/A |
Science (KS3)
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
Unit |
Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Core skills | Working scientifically | health and safety | |
equipment | |||||
scientific investigations | |||||
Data and graphs | |||||
2 | Cells | Cells & Digestion | Microscopes | ||
Cells | |||||
Specialised cells | |||||
3 | Autumn 2 | Forces | Forces | Contact and non contact, effect of forces | |
Resultant forces | |||||
4 | Particles | Particles & Separation | Particle model | ||
Solids, liquids, gases | |||||
5 | Spring 1 | particles | Atoms ,Elements, Compounds | atoms, elements and compounds | |
Particles | chemical formulae | ||||
6 | Body systems | Structure of living organisiims | Levels of organisation | ||
breathing and gas exchanges | |||||
Muscles and joints | |||||
skeleton | |||||
7 | Spring 2 | Space | Universe & Gravity | Space & Solar system | |
phases of the moon | |||||
Day and night, seasons | |||||
8 | Reactions | Types of reaction | Metal carbonates and acids | ||
Combustion | |||||
Oxidation | |||||
Reversible reactions and energy changes | |||||
9 | Summer 1 | Reproduction | Plant & Animal Repro | Animal Reproduction | |
Plant Reproduction | |||||
10 | Acid and Alkali | Acids and alkali | Acids and alkali | ||
salts and neutralisation | |||||
11 | Summer 2 | Waves | Sound | Sound waves and energy | |
Sound waves drawing and indentifying waves | |||||
Calculating waves | |||||
Uses of sound waves | |||||
Summer 2 | Light | Primary and secondary colours of light | |||
How we see, eyes, pin-hole cameras | |||||
Reflection, refraction, dispersion | |||||
EM spectrum and uses of IR etc | |||||
Year: 8 | |||||
12 | Autumn 1 | Health and lifestyle | Nutrition and digestion | Food and nutrients | |
Digestive system | |||||
drugs | |||||
13 | Autumn 2 | Periodic Table | Periodic Table & elements | Elements | |
Periodic Table | |||||
Compounds | |||||
Trends in periodic table | |||||
14 | Electricty and magnetisim | Magnetism | Effects of magnets | ||
Electromagnets | |||||
Voltage, Current & Resistance | Basic circuits | ||||
Connecting ammeters and voltmeters, calculating resistance | |||||
Resistance in a wire | |||||
Uses of resistance | |||||
15 | Spring 1 | Ecosystems and processes | Photosynthesis | Structure and function of a leaf | |
Photosynthesis | |||||
Investigating Photosynthesis | |||||
Importance of photosynthesis | |||||
Breathing & Respiration | Respiratory system | ||||
Effects of exercise on breathing and heart rate | |||||
Respiration | |||||
Interdependance | Food chains and food webs | ||||
16 | Seperation techniques | Particles & Separation | Separation techniques | ||
17 | Spring 2 | Energy | Heating & Cooling | Conduction | |
Convection | |||||
Radiation | |||||
Heat transfer | |||||
Energy costs | Types of energy, efficiency calculations | ||||
Power ratings, power and work done | |||||
Efficiency comparisons | |||||
Generation of electricity | |||||
18 | Metals and acids | Types of reaction | Metals and acids | ||
Extracting metals | reactivity and extrcation | ||||
Materials | polymers ceramics and composites | ||||
19 | Summer 1 | Adaptation and inheritance | Adaptation and competiion | competition and adaptation | |
Variation and genes | Enivironmental and inhereted characteristics | ||||
Genes and DNA | |||||
Species and biodibersity | |||||
Genetic engineering and cloning | |||||
20 | Earth's resources | Earth | Atmosphere | ||
Lithosphere | |||||
Earth | Extraction of metals | ||||
Earth | Climate change | ||||
21 | Summer 2 | Motion and Pressure | Forces | Speed, distance time | |
22 | Pressure | What is pressure, effects of changing pressure | |||
Pressure and particles | |||||
Pressure calculations | |||||
Density and related calculations | |||||
23 | Skills | Science skills | Investigation 1 | ||
Investigation 2 | |||||
Investigation 3 | |||||
Investigation 4 | |||||
Investigation 5 |
Science (Combined)
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 |
|
P1: Matter
|
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 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 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
|
|
B2: Scaling up |
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 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 |
|
Term 2 |
C2: Elements, compounds and 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 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 Recall that carbon can form four covalent bonds Explain that the vast array of natural and synthetic organic compounds occur 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
|
P4: Waves and radioactivity |
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 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 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 HT ONLY: Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits 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 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 Recall the differences between contamination and irradiation effects and compare the hazards associated with these two
|
|
Term 3 |
C4: Predicting and identifying reactions and products |
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 Describe how to test for the presence of hydrogen, oxygen, carbon dioxide and chlorine
|
|
P6: Global challenges |
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 Explain the dangers caused by large decelerations 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 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
|
Year 10
|
Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
B6: Global challenges |
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 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 Describe and explain some possible biotechnological and agricultural solutions to the demands of the growing human population 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 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 Explain the use of vaccines and medicines in the prevention and treatment of disease 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 |
|
C6: Global challenges |
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 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 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 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 |
|
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 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 |
Term 2 |
P2: Forces |
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 HT ONLY: Recall how to interpret enclosed areas 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 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 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) 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 |
|
B3: Organism level systems |
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 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 the importance of maintaining a constant internal environment in response to internal and external change 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 Describe the gross structure of the kidney and the structure of the kidney tubule |
Term 3 |
P3: Electricity and magnetism |
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 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 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 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
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C3: 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 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 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 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
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Year 11
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
B5: 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 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 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 |
Term 2 |
C5: Monitoring and controlling chemical reactions
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HT ONLY: Explain how the mass of a solute and the volume of the solution is related to the concentration of the solution 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 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 |
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Exam revision |
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Sociology
Sociology is the study of human social relationships and social institutions. Its purpose is to understand how human action and consciousness both shape and are shaped by surrounding cultural and social structures. Sociology is an exciting and illuminating subject that covers a range of topics such as crime, education, religion and families.
Year 9
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Introduction to sociology |
Introduction to Sociology
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Term 2 |
Research Methods |
Research Methods – how do sociologists investigate society and social behaviour? To define, explain and evaluate:
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Term 3 |
Families and Households |
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Year 10
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Education |
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Term 2 |
Education |
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Crime and Deviance |
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Term 3 |
Crime and Deviance |
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Year 11
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Unit / Topic / Theme |
Student Learning Outcomes |
Term 1 |
Social Stratification |
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Term 2 |
Social stratification |
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Revision |
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Term 3 |
Revision |
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Spanish
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.
Unit | Term | Topic | Theme | Lesson Content | |
Year: 7 | |||||
1 | Autumn 1 | Phonics | Relationship between letter and sound | Spanish sounds and intonation | |
Class rules | Infinitive expressions: Hay que, vamos a | Colours, numbers 1- 6 | |||
Writing a short paragraph | Basic connectives, expressions with infinitives | Writing a short text describing what you can and can't do at school | |||
Assessment week and DIT | |||||
2 | Greetings | Greetings expressions; cómo, dónde | Asking and saying my name, where I live and how I am | ||
Age | Numbers 1- 20, expressions with tener | Asking and saying my age | |||
Autumn 2 | Dates and birthdays | Numbers 1- 31 | Asking and saying when my birthday is; asking and saying today's date | ||
The alphabet & spelling words in Spanish | Alphabet & spellings | Asking and saying spelling of familiar words | |||
Items in my rucksack | Masculine & feminine; basic connectives; writing a | Asking and saying what you have in your rucksack | |||
Items in the classroom | Masculine & feminine; basic connectives;writing a | Asking and saying what you have in your classroom | |||
Consolidation- Reading strategies | tengo, me llamo, hay | Introducing myself | |||
Assessment week | |||||
DIT and target setting | |||||
3 | Spring 1 | School subjects | Masculine & feminine; basic connectives;writing a | Asking and saying the school subjects you study | |
Lesson activities | Present tense of regular verbs (ar) | Asking and saying what you do at school | |||
Describing your teachers | Es, tiene, negation, adjectival agreement | Asking and saying what your teacher is like | |||
Expressing opinions on school subjects | Opinion verbs, masculine & feminine, singular & pl | Asking and expressing opinion | |||
Items of food and drink | Present tense of regular verbs (er, ir) | Asking and saying what you normally eat and drink at school | |||
Consolidation- Listening strategies | Opinion verbs and present tense | Describing school day and the subjects you like | |||
Assessment week and DIT | |||||
4 | Spring 2 | Telling the time | Numbers, singular & plural | Asking and telling th time | |
The future tense | Immediate future tense & infinitives | Future tense & conjugation of ir | |||
Open book writing assessent | Using the present and the future tenses together | General revision | |||
DIT with codes | |||||
5 | Expressing opinions on free time activities | Opinions verbs & infinitives | Asking and expressing opinions | ||
Summer 1 | Free time activites | Present tense of hacer, salir; al, a la | Free time verbs and opinions | ||
Sports | Present tense of hacer & jugar | Sports and opinions | |||
Consolidation- Writing strategies | Present tense of irregular verbs, future tense, op | Free time | |||
Assessment week and DIT | Present tense, Opinions verbs & infinitives | ||||
6 | Description- hair & eyes | Present tense tener | Physical description | ||
Talking about my family- brothers and sisters | adjectival agreement, se llama(n), possessives, ti | Describing others | |||
Summer 2 | Talking about my family- other family members | se llama(n), possessives, tiene | Describing others, numbers 1- 100 | ||
Talking about pets | adjectival agreement, se llama(n), possessives, ti | Describing others | |||
Describing character | adjectival agreement, se llama(n), tengo, soy | Describing oneself | |||
Consolidation- Reading strategies | Descriptions, present tense, future tense, adjecti | Descriptions | |||
Assessment week and DIT | |||||
DIT week | |||||
Year: 8 | |||||
7 | Autumn 1 | Verbs: Infinitives and present tense | Verbs and verb endings | Free time | |
Autumn 1 | Free time activities | Present tense of regular verbs and hacer, salir, j | |||
Description | Adjectival agreement, tener, ser | Describing others | |||
Comparisons | Desccribing others | ||||
Assessment week 1 | Present tense and comparatives | Descriptions and free time | |||
DIT with grammar codes | |||||
8 | Autumn 2 | Daily routine | Reflexive verbs- present tense | Describing my routine | |
Nationality | Adjectival agreemnent | Talking about oneself | |||
Conslodiation week | Using the future and present tenses together | ||||
Assessment week 2 | Descriptions and free time | ||||
9 | Places in town | voy al vs voy a la | Describing where I go | ||
Future tense | Present and future tenses together | Making plans | |||
Telling the time | Singlular and plural | Arranging to go out | |||
Spring 1 | Inviting someone out | Using the conditional | |||
Accepting and Refusing invitations | No puedo, quiero + infinitive | ||||
What you like doing in your free time | Expressions with infinitives | Free time | |||
Conslodiation week | Free time and descriptions | ||||
Assessment week 3 | |||||
Assessment DIT | |||||
10 | Spring 2 | What you did | Preterite of regular verbs | Holidays | |
Where you want and who with | Preterite of ir and ser | ||||
Saying where you went on holidays | Preterite of irregular verbs | ||||
Saying who you went on holidays with | |||||
Giving more details of your holidays | Expressing opinions in the preterite | ||||
Conslodiation week | Using the future, present and preterite tenses to | ||||
Summer 1 | Assessment 4 | ||||
DIT with grammar codes | |||||
11 | Talking about the weather | Weather idioms | |||
Open book assessment | Using the future, present and preterite tenses to | ||||
DIT with grammar codes | |||||
12 | Summer 2 | Iitems of clothing | Adjectival agreement, tener, ser | Identity | |
School uniform | Present tense of llevar/ sentences with infinitive | ||||
What you like wearing | Planning a trip | ||||
Talking about a party you went | Revision of preterite | ||||
Conslodiation week | Using the future, present and preterite tenses to | ||||
Assessment 6 | |||||
DIT with grammar codes |