Year 9

Term 1

Surrealism of Objects/Self-Image.

Coursework unit =60% of final GCSE grade.

Students explore a range of artists and artworks around the theme of Surrealism and create personal responses, making connections to the artist’s work they analyse.

The following artist’s work is explored –Marcelo Monreal, Ian MacArthur and Rene Magritte The following assessment objectives are covered within the

coursework unit.

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of Surrealist artists, such as Marcelo Monreal and Redmer Hoekstra and Rene Magritte; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing, printmaking and Photoshop techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Work from a range of photographs and record from images using a wide range of media and processes.

Year 9

Term 2

Surrealism of Objects/Self-Image.

Coursework unit =60% of final GCSE grade.

Students explore a range of artists and artworks around the theme of Surrealism and create personal responses, making connections to the artist’s work they analyse.

The following artist’s work is explored –Frida Kahlo, Rene Magritte and Dorothea Tanning.

The following assessment objectives are covered within the

coursework unit.

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of Surrealist artists such as Frida Kahlo, Rene Magritte and Dorothea Tanning; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing, printmaking and Photoshop techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Work from a range of photographs and record from images using a wide range of media and processes.

Year 9

Term 3

Surrealism of Objects/Self-Image.

Coursework unit =60% of final GCSE grade.

Students explore a range of artists and artworks around the theme of Surrealism and create personal responses, making connections to the artist’s work they analyse.

The following artist’s work is explored –M.C Esher, Marcelo Monreal, Redmer Hoekstra, Ian MacArthur.

 The following assessment objectives are covered within the

coursework unit.

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of Surrealist artists such as Frida Kahlo, Rene Magritte and Dorothea Tanning; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing, printmaking and Photoshop techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Work from a range of photographs and record from images using a wide range of media and processes.

Present

Year 9 – Three-hour mock exam

Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 10

Term 1

Overall theme; Identity

Autumn term 1

Objects & Belongings/Self-Image

Coursework unit =60% of final GCSE grade.

Students explore a range of artists and artworks around the theme of Objects & Belongings and create personal responses, making connections to the artist’s work they analyse.

The following artist’s work is explored -Michael Craig-Martin, Wayne Thiebaud, Patrick Caulfield, Rembrandt, Dryden Goodwin.

The following assessment objectives are covered within the

coursework unit.

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of pop artists Michael Craig- Martin, Patrick Caulfield and Wayne Thiebaud,; focusing on the content, mood, colour and composition of the artworks, as well as making links to their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and Photoshop techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Work from a range of photographs and record from images using a wide range of media and processes.

Year 10

Term 2

Objects & Belongings/Self-Image.

Coursework unit=60% of final GCSE grade.

Students explore a range of artist work around the theme of Self – image and create personal responses, making connections to the artist work they analyse.

The following artist’s work is explored -Michael Craig-Martin, Wayne Thiebaud, Patrick Caulfield, Julian Opie, Rembrandt, Dryden Goodwin, David Hockney.

The following assessment objectives are covered within the

coursework unit:

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of artists such as Rembrandt and Dryden Goodwin; focusing on the content, mood, colour and composition of the artworks, as well as the range of mark-making techniques within their portraiture work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Work from a range of photographs and record from images using a wide range of media and processes.

Year 10

Term 3

Objects & Belongings/Self-Image.

Coursework unit=60% of final GCSE grade.

Students explore a range of artist work around the theme of Self – image and create personal responses, making connections to the artist work they analyse.

The following artist’s work is explored Rembrandt, Dryden Goodwin, David Hockney, John Stezaker and Jiri Kolar.

The following assessment objectives are covered within the

coursework unit:

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of artists such as John Stezaker and Jiri Kolar; focusing on the content, mood, colour and composition of the artworks, as well as the way they manipulate imagery within their work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Present

Year 10 – Five-hour mock exam

Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 11

Term 1

Objects & Belongings/Self-Image.

Coursework unit=60% of final GCSE grade.

Students begin to select their own artists and explore a range of work around the theme of Self – image and create personal responses, making connections to the artist work they analyse.

Students can continue to develop ideas from an artist they have already researched or introduce other artist work that inspire their own personal work.

The following assessment objectives are covered within the

coursework unit:

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of artists that inspire and make links to students own practical work; focusing on the content, mood, colour and composition of the artworks.

Annotate sketchbook work describing the thought process and inspiration behind their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Present

Year 11 – Ten-hour mock exam

Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 11

Term 2

Externally set assignment (theme set by the exam board)

Exam Unit=40% of final GCSE grade.

Students explore a range of artists work around the theme set by the exam board.

Students then create personal responses, making connections to the artist work they analyse.

The following assessment objectives are covered within the

Exam unit:

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of artists that inspire and make links to students own practical work; focusing on the content, mood, colour and composition of the artworks.

Annotate sketchbook work describing the thought process and inspiration behind their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Year 11

Term 3

Externally set assignment (theme set by the exam board).

Exam Unit=40% of final GCSE grade.

Students explore a range of artists work around the theme set by the exam board.

Students then create personal responses, making connections to the artist work they analyse.

The following assessment objectives are covered within the

Exam unit:

Develop

Develop ideas through investigations informed by contextual and other sources.

Research and analyse the work of artists that inspire and make links to students own practical work; focusing on the content, mood, colour and composition of the artworks.

Annotate sketchbook work describing the thought process and inspiration behind their own practical work.

Refine

Refine ideas through experimenting and selecting appropriate resources, media,

Materials and processes.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Record

Record ideas, observations and insights relevant to intentions as work progresses.

Create personal responses to artist’s work using collage materials, observational drawing printmaking and mark-making techniques.

Present

Year 11 – Final ten-hour exam.

Students create a final piece under exam conditions, making connections to developmental work within their sketchbooks.

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

B1: Cell level systems

B1.1

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

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

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

B1: Cell level systems

B1.2

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

Describe that DNA is made from four different nucleotides

HT ONLY: Recall a simple description of protein synthesis

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

Describe experiments that can be used to investigate enzymatic reactions

Explain the mechanism of enzyme action

B1: Cell level systems

B1.3

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

Describe cellular respiration as an exothermic reaction

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

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

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

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

B1: Cell level systems

B1..4

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

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

Describe photosynthesis as an endothermic reaction

Describe experiments to investigate photosynthesis

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

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

B2: Scaling up:

 B2.1 Supplying the cell

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

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

Explain the importance of cell differentiation

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

Describe the functions of stem cells

Describe the difference between embryonic and adult stem cells in animals

Term 2

B2: Scaling up:

B2.2 The challenges of sizes

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

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

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

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

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

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

Describe the process of transpiration and translocation

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

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

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

B4: Community level systems

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

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

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

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

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

Explain how abiotic and biotic factors can affect communities

Describe the importance of interdependence and competition in a community

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

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

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

Term 3

B6: Global challenges:

 B6.1: Monitoring and maintaining the environment

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

Describe positive and negative human interactions within ecosystems

Explain the impact of human interactions within ecosystems on biodiversity

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

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

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

B6: Global challenges:

B6.3: Monitoring and maintaining health

Describe the relationship between health and disease

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

Describe the interactions between different types of disease

Explain how communicable diseases are spread in animals and plants

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

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

BIO ONLY: Describe physical and chemical plant defences

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

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

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

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

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

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

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

BIO ONLY: Explain the aseptic techniques used in culturing organisms

Describe the processes of discovery and development of potential new medicines

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

Evaluate some different treatments for cardiovascular disease

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

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

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

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

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

B3: Organism level systems:

B3.1: Coordination and Control – the nervous system

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

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

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

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

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

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

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

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

Term 2

B3: Organism level systems:

B3.2: Coordination and Control the endocrine system

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

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

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

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

Explain the use of hormones in contraception

Evaluate hormonal and non-hormonal methods of contraception

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

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

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

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

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

B3: Organism level systems:

B3.3: Maintaining Internal Environment 

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

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

Explain how insulin controls blood sugar levels in the body

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

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

Explain the effect on cells of osmotic changes in body fluids

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

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

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

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

Term 3

B5: Genes, inheritance and selection:

B5.1 Genes, Inheritance and Selection 

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

Describe the genome as the entire genetic material of an organism

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

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

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

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

Explain the terms haploid and diploid

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

Explain single gene inheritance

Predict the results of single gene crosses

Describe sex determination in humans using a genetic cross

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

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

B6: Global challenges:

 B6.2: Feeding the human race

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

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

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

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

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

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

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

Year 11

Unit / Topic / Theme

Student Learning Outcomes

Term 1

B5: Genes, inheritance and selection:

 B5.2 Natural Selection and Evolution 

State that there is usually extensive genetic variation within a population of a species

Describe the impact of developments in biology on classification systems

Explain how evolution occurs through the natural selection of variants that have given rise to different phenotypes

Describe evolution as a change in the inherited characteristics of a population over me, through a process of natural selection

Describe the evidence for evolution, to include fossils and antibiotic resistance in bacteria

BIO ONLY: Describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection

BIO ONLY: Explain the impact of the theory of evolution on modern biology and society

Term 2

B6: Global challenges:

 B6.4: Monitoring and maintaining health

Exam revision

Year 9 –

WJEC Retail Business

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Unit 3 Retail Operations (Internal)

LO1 - Know how retail operations are organised

LO2 – Understand interaction between customers and retail activities

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

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

Term 2

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

LO4 - Be able to propose changes to retail operations

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

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

Term 3

Controlled Assessment for Unit 3

Unit 1 Customer Experience (Internal)

LO1 – Know customer service standards of retail businesses

• Carry out and complete controlled assessment for Unit 3

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

Year 10 –

WJEC Retail Business

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Unit 1 Customer Experience (Internal cont’d)

LO2 – Understand how retail businesses meet the expectations of customers

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

• Describe needs of different types of retail customers

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

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

Term 2

Controlled Assessment for Unit 1

Unit 2 Retail Business (External)

LO1 – Understand retail business

LO2 – Understand the business environment in which retail businesses operate

• Carry out and complete controlled assessment for Unit 1

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

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

Term 3

LO3 – Be able to recommend solutions to retail business issues

Revision and practice assessment:

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

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

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

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

Year 11 –

WJEC Retail Business

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Unit 2 Retail Business (External)

LO1 – Understand retail business

LO2 – Understand the business environment in which retail businesses operate

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

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

Term 2

LO3 – Be able to recommend solutions to retail business issues

Revision and practice assessment:

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

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

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

Term 3

Revision and practice assessment:

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

External Moderation – Unit 1 and 3

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

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

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

C1: Particles

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

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

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

Describe how and why the atomic model has changed over time

Describe the structure of and name the sub atomic particles

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

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

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

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

Define atomic number and mass number

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

C2: Elements, compounds and mixtures

C2.1 separating mixtures

Explain what is meant by the purity of a substance, distinguishing between the scientific and everyday use of the term ‘pure’

Recall how to use melting point data to distinguish pure from impure substances

Describe what the relative formula mass (Mr) of a compound is and calculate the relative formula mass of a compound, given its formula

Deduce the empirical formula of a compound

Explain that many useful materials are formulations of mixtures

Describe, explain and exemplify the processes of filtration, crystallisation, simple distillation, and fractional distillation

Describe the techniques of paper and thin layer chromatography

Recall that chromatography involves a stationary and a mobile phase

Recall how to interpret chromatograms, including measuring Rf values

Suggest suitable separation and purification techniques for different mixtures

Suggest chromatographic methods for distinguishing pure from impure substances

Term 2

C2: Elements, compounds and mixtures

C2.2 bonding

Describe metals and non-metals and explain the differences between them on the basis of their characteristic physical and chemical properties

Explain how the atomic structure of metals and non-metals relates to their position in the periodic table

Explain how the position of an element in the periodic table is related to the arrangement of electrons in its atoms

Describe how elements are placed in groups and periods and how the electrons link to group number

Describe and compare the nature and arrangement of chemical bonds in: ionic compounds, simple molecules, giant covalent structures, polymers and metals

Explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electrons

Represent ionic compounds and simple covalent molecules using dot and cross diagrams

Discuss the limitations of particular representations and models, including dot and cross diagrams, ball and stick models and two- and three-dimensional representations

Explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic number

Explain in terms of atomic number how Mendeleev’s arrangement was refined into the modern periodic table

C2: Elements, compounds and mixtures

C2.3  carbon allotropes

Recall that carbon can form four covalent bonds

Explain that the vast array of natural and synthetic organic compounds occurs due to the ability of carbon to form families of similar compounds, chains and rings

Explain the properties of graphite, diamond, fullerenes and graphene in terms of their structure and bonding

Explain the different temperatures at which changes of state occur, using ideas about energy transfers and the relative strength of chemical bonds and intermolecular forces

Use data to predict states of substances under given conditions

Explain how the bulk properties of materials are related to the different types of bonds they contain, their bond strengths and the ways in which their bonds are arranged

CHEM ONLY: Compare the dimensions of nanoparticles to other particles and explain the effect of their high surface area to volume ratio on their properties

CHEM ONLY: Describe the surface area to volume relationship for different-sized particles and describe how this affects properties

CHEM ONLY: Describe how the properties of Nano particulate materials are related to their uses

CHEM ONLY: Explain the possible risks associated with some Nano particulate materials

C4: Predicting and identifying reactions and products

C4.1 predicating chemical reactions

Recall the physical and chemical properties of Groups 1, 7 and 0

Explain how observed simple properties of Groups 1, 7 and 0 depend on the outer shell of electrons of the atoms and predict properties from given trends down the groups

Recall the general properties of transition metals and their compounds and exemplify these by reference to a small number of transition metals

Recall how to predict possible reactions and probable reactivity of elements from their positions in the periodic table

Explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion

Deduce the order of reactivity of metals based on experimental data

Term 3

C4: Predicting and identifying reactions and products

C4.2 identifying products

Describe how to test for the presence of hydrogen, oxygen, carbon dioxide and chlorine

Describe tests to identify aqueous cations and aqueous anions

Describe how to perform a flame test

 Recall how to identify species from test results

Interpret flame tests to identify metal ions

Describe the advantages of instrumental methods of analysis

Recall how to interpret an instrumental result when given appropriate data in chart or tabular form

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

C3: Chemical reactions

C3.1 introducing chemical reactions

Recall how to use chemical symbols to write the formulae of elements and simple covalent and ionic compounds

Write word equations and balanced symbol equations for chemical reactions, including using appropriate state symbols

Use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations

Use the names and symbols of common elements from a supplied periodic table to write formulae and balanced chemical equations where appropriate

Use the formula of common ions to deduce the formula of a compound

HT ONLY: Write balanced half equations and ionic equations

HT ONLY: Recall and use the definitions of the Avogadro constant and of the mole, and carry out calculations in standard form using the Avogadro constant

HT ONLY: Explain how the mass of a given substance is related to the amount of that substance in moles and vice versa

Recall and use the law of conservation of mass

Explain any observed changes in mass in non-enclosed systems during a chemical reaction, using the particle model

HT ONLY: Deduce the stoichiometry of an equation from the masses of reactants and products

HT ONLY: Explain the effect of limiting the quantity of a reactant

HT ONLY: Calculate the masses of reactants and products when given a balanced symbol equation

C3: Chemical reactions

C3.2 Energetics

Distinguish between endothermic and exothermic reactions on the basis of the temperature change of the surroundings

Draw and label a reaction profile for an exothermic and an endothermic reaction

Explain activation energy as the energy needed for a reaction to occur

HT ONLY: Calculate energy changes in a chemical reaction by considering bond making and bond breaking energies

Term 2

C3: Chemical reactions

C3.3 types of chemical reactions

Explain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced

HT ONLY: Explain reduction and oxidation in terms of gain or loss of electrons

Recall that acids form hydrogen ions when they dissolve in water and solutions of alkalis contain hydroxide ions

Describe neutralisation as acid reacting with alkali or a base to form a salt plus water

Recall that aqueous neutralisation reactions can be generalised to hydrogen ions reacting with hydroxide ions to form water

Recall that carbonates and some metals react with acids and write balanced equations predicting products from given reactants

HT ONLY: Use and explain the terms dilute and concentrated and weak and strong, in relation to acids

Recall that relative acidity and alkalinity are measured by pH

HT ONLY: Describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH

HT ONLY: Recall that as hydrogen ion concentration increases by a factor of ten the pH value of a solution decreases by a factor of one

Describe techniques and apparatus used to measure pH

C3: Chemical reactions

C3.4 Electrolysis

Recall at which inert electrode (cathode or anode) that metals, hydrogen and non-metals are formed at

Predict the products of electrolysis of binary ionic compounds (e.g. NaCl) in the molten state

Describe competing reactions in the electrolysis of aqueous solutions of ionic compounds e.g. NaCl and CuSO4

Describe electrolysis in terms of the ions present and reactions at the electrodes

Describe the technique of electrolysis using inert and non-inert electrodes

Term 3

C6: Global challenges

Interpret evidence for how it is thought the atmosphere was originally formed

Explain how, at the beginning of Earth's existence, oxygen was produced by photosynthesis and use the word and chemical equation for photosynthesis

Describe the greenhouse effect in terms of the interaction of radiation with matter within the atmosphere

Evaluate arguments for and against the idea that human activities cause a rise in temperature that results in global climate change

State some potential side effects of global climate change, including discussing scale, risk and environmental implications

List the major sources of carbon monoxide, sulfur dioxide, oxides of nitrogen and particulates in the atmosphere and explain the problems caused by increased amounts of these substances

Describe the principal methods for increasing the availability of potable water in terms of the separation techniques used

C6.3 interpreting  and interacting with the earth

Year 11

Unit / Topic / Theme

Student Learning Outcomes

Term 1

C6: Global challenges

C6.2 Organic chemistry

Recognise functional groups and identify members of the same homologous series

Name and draw the structural formulae, using fully displayed formulae, of the first four members of the straight chain alkanes, alkenes, alcohols and carboxylic acids

 Predict the formulae and structures of products of reactions of the first four and other given members of the homologous series of alkanes, alkenes and alcohols

CHEM ONLY: Recall the basic principles of addition polymerisation by reference to the functional group in the monomer and the repeating units in the polymer

Explain the basic principles of condensation polymerisation

Describe practical techniques to make a polymer by condensation

Deduce the structure of an addition polymer from a simple alkene monomer and vice versa

Recall that DNA is a polymer made from four different monomers called nucleotides and that other important naturally-occurring polymers are based on sugars and amino-acids

Recall that it is the generality of reactions of functional groups that determine the reactions of organic compounds

Describe and explain the separation of crude oil by fractional distillation

Describe the fractions as largely a mixture of compounds of formula CnH2n+2 which are members of the alkane homologous series

Recall that crude oil is a main source of hydrocarbons and is a feedstock for the petrochemical industry

Explain how modern life is crucially dependent upon hydrocarbons and recognise that crude oil is a finite resource

Describe the production of materials that are more useful by cracking

Recall that a chemical cell produces a potential difference until the reactants are used up

Evaluate the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses

C6: Global challenges

C6.1improving processes and products

Explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals

Explain why and how electrolysis is used to extract some metals from their ores

HT ONLY: Evaluate alternative biological methods of metal extraction

Describe the process of condensation polymerisation

Explain the trade-off between rate of production of a desired product and position of equilibrium, in some industrial processes

Recall how to interpret graphs of reaction conditions versus rate

CHEM & HT ONLY: Explain how the commercially used conditions for an industrial process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate

Explain the importance of the Haber process in agricultural production

Compare the industrial production of fertilisers with laboratory syntheses of the same products

Recall the importance of nitrogen, phosphorus and potassium compounds in agricultural production

Describe the industrial production of fertilisers as several integrated processes using a variety of raw materials

Describe the basic principles in carrying out a life-cycle assessment of a material or product

Recall how to interpret data from a life-cycle assessment of a material or product

Describe a process where a material or product is recycled for a different use, and explain why this is viable

Evaluate factors that affect decisions on recycling

Describe the composition of some important alloys in relation to their properties and uses

Describe the process of corrosion and the conditions which cause corrosion

Explain how mitigation of corrosion is achieved by creating a physical barrier to oxygen and water and by sacrificial protection

Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals

Explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required

C5: Monitoring and controlling chemical reactions

C5.2 controlling rates

Suggest practical methods for determining the rate of reaction

Recall how to interpret rate of reaction graphs

Describe the effect of changes in temperature, concentration, pressure, and surface area on rate of reaction

Explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particles

Explain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratio

Describe the characteristics of catalysts and their effect on rates of reaction

Recall how to identify catalysts in reactions

Explain catalytic action in terms of activation energy

Recall that enzymes act as catalysts in biological systems

C5: Monitoring and controlling chemical reactions

C5.3 equilibria 

Recall that some reactions may be reversed by altering the reaction conditions

Recall that dynamic equilibrium occurs in a closed system when the rates of forward and reverse reactions are equal

HT ONLY:  Recall how to predict the effect of changing reaction conditions on equilibrium position and suggest appropriate conditions to produce as much of a particular product as possible

Term 2

C5: Monitoring and controlling chemical reactions

HT ONLY: Explain how the concentration of a solution in mol/dm^3 is related to the mass of the solute and the volume of the solution

Describe the technique of titration

: Explain the relationship between the volume of a solution of known concentration of a substance and the volume or concentration of another substance that react completely together

Describe the relationship between molar amounts of gases and their volumes and vice versa

Calculate the volume of a gas at room temperature and pressure from its mass and relative formula mass

Calculate the volumes of gases involved in reactions using the molar gas volume at room temperature and pressure

HT ONLY: Explain how the mass of a solute and the volume of the solution is related to the concentration of the solution

Calculate the theoretical amount of a product from a given amount of reactant

Calculate the percentage yield of a reaction product from the actual yield of a reaction

Define the atom economy of a reaction

Calculate the atom economy of a reaction to form a desired product from the balanced equation

HT ONLY: Explain why a particular reaction pathway is chosen to produce a specified product given appropriate data

Exam revision

Year 9 – Computer Science

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Data

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

Programming

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

Term 2

Problem Solving

• state what is meant by an algorithm
• define the term abstraction and explain how abstraction is used in given scenario
• explain how decomposition may be used in an algorithm for a given problem
• use a flowchart or pseudocode to define the steps in a simple algorithm
• trace through a simple flowchart or pseudocode algorithm to determine the output
• interpret, correct or complete a short algorithm
• Programming

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

Term 3

Problem Solving

• explain how a binary search works
• explain how a bubble sort works
• state an advantage of the merge sort over the bubble sort
• show the state of a list after the first pass in a bubble sort
• list factors relevant to choosing and evaluating an algorithm

Programming

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

Year 10 – Computer Science

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Data

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

Programming

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

Term 2

Problem Solving

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

Programming

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

Term 3

Computers

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

Programming

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

Year 11 – Computer Science

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Non-Examined Assessment (NEA)

• Solve a problem independently for controlled assessment (a scenario provided by exam board).

Programming

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

Term 2

Communications

• describe the nature of the Internet as a worldwide collection of computer networks
• distinguish between the Internet and the World Wide Web
• explain what is meant by a communications protocol and why it is needed such as TCP/IP, HTTP, FTP, POP3, SMTP, IMAP etc
• explain the advantages of networking stand-alone computers into a local area network and distinguish between a LAN and a WAN
• describe, using diagrams or otherwise the star, ring, bus and mesh network topologies and for each explain advantages and disadvantages
• state that network data speeds are measured in bits per second (Mbps, Gbps)
• list methods of authenticating users (passwords, biometric methods)
• describe briefly different forms of cyberattack such as phishing and shoulder surfing
• list methods of protecting a network (access control, physical security and firewalls)
• describe black box and white box penetration testing

Bigger picture

• Describe some environmental, ethical and legal issues in relation to a given scenario
• List some privacy issues in relation to a given scenario
• Give examples of proprietary and open source software
• List one attribute and advantage of open source software and proprietary software
• Evaluate the impact of and issues related to privacy arising from the use of computers in society

Term 3

Revision

• Revisions covering all the topics including past papers.

Year 9

Term 1

Unit 1

• Students will learn what technical performance skills are – 

Actions, space, dynamics, timing, musicality

and use them in practical work when learning performance phrases.

Unit 2

• Students will learn what physical performance skills are –  Strength, stamina, flexibility, coordination, mobility, isolation, alignment, posture.

Students will be able to identify where these are used in practical work and give the definitions.

Unit 3

• Students will learn how to develop motifs using character in narrative choreography.
• Students will learn how to develop motifs using a range of developments:

Space, dynamics, levels, fragmentation, retrograde, travelling.

• Students will learn how to describe motifs and explain how they are developed.
• Students will learn how to analyse an image and identify the elements that could be used as a stimulus for choreography.

Year 9

Term 2

Unit 1

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

Unit 2

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

Actions, space, dynamics, timing, musicality

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

Year 9

Term 3

Unit 1

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

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

Unit 2

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

Year 10

Term 1

Unit 1

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

Unit 2

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

Year 10

Term 2

Unit 1

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

Unit 2

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

Year 10

Term 3

Unit 1

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

Unit 2

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

Year 11

Term 1

Unit 1

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

Unit 2

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

Year 11

Term 2

Unit 1

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

• Actions and dynamics
• Dance relationships and choreographic devices
• Structure
• Aural setting

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

Unit 2

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

Year 11

Term 3

Unit 1

• Students will learn to analyse exam questions and use all their consolidated knowledge to answer the paper.

Year

10-11

Unit

Student Learning Outcomes

Term 1

New and emerging technologies 3.1.1

• Robotics, automation and production in industry
• Production techniques and systems – automation
• Enterprise
• Market pull and technology push
• People, society and culture

• Sustainability and the environment
• Critical evaluation of new and emerging technologies – planned obsolescence
• Design for maintenance
• Ethics
• The environment

Energy generation and storage 3.1.2

• Nuclear energy
• Energy storage
• Kinetic pumped storage systems
• Alkaline and rechargeable batteries
• Renewable and non-renewable resources

Systems approach to designing 3.1.4

• Systems

Mechanical devices 3.1.5

• Types of motion

Developments in new materials 3.1.3

• Modern materials
• Smart materials
• Composite materials
• Technical Textiles

Materials and their working properties 3.1.6

• Material properties

Selection of materials or components 3.2.1

Using and working with materials 3.2.5

Example NEA style project to cover 3.2 Section B – Project 1 MP3 docking station/storage.

Introducing the idea of iterative thinking.

• Functionality
• Aesthetics
• Environmental factors
• Availability
• Cost
• Social factors
• Ethical factors

Communication of ideas 3.3.5

Designing:

• sketching
• modelling
• testing

evaluation of work.

Ecological and social footprint 3.2.3

• The six Rs
• Ecological issues in design and manufacture

Design Strategies 3.3.4

Communication of ideas 3.3.5

Ecological and social footprint 3.2.3

Designing:

• sketching
• modelling
• testing
• evaluation of work.

Using and working with materials 3.2.5

• Properties of materials
• Modifying properties for a purpose

Sources and origins 3.2.4

Stock forms types and sizes 3.2.6

• Commercially available types and sizes of materials

Communication of ideas 3.3.5

Scales of production 3.2.7

Designing:

• sketching
• modelling
• testing
• evaluation of work.

Investigation, primary and secondary data 3.3.1

Communication of ideas 3.3.5

• Manufacturing specification/working drawings

Term 2

Specialist techniques and processes 3.2.8

Material Management 3.3.9

• Tools, equipment and processes
• Quality control

Specialist techniques and processes 3.2.8

Material management 3.3.9

• How materials are cut, shaped and formed to a tolerance
• Quality control

Surface treatments and finishes 3.2.9

• The preparation and application of surface treatments and finishes
• Quality control Surface treatments and finishes
• Quality control

Forces and stresses 3.2.2

• Types of forces and reinforcing materials
• Manipulating materials to resist/work with forces

• Example NEA style project to cover 3.3 Section C – Project 2 (lighting).
• Building iteration into a project in preparation for the NEA.

The work of others 3.3.3

• Investigate, analyse and evaluate the work of past and present designers/ companies

Design strategies 3.3.4

Communication of design ideas 3.3.5

• Generating imaginative and creative designs

Investigation, primary and secondary data 3.3.1

• Using primary and secondary data to understand client and/or user needs.
• Market research, interviews, human factors

Environmental, social and economic challenge 3.3.2

• Constraints that are presented to designers

Investigation, primary and secondary data 3.3.1

• How to write a design brief

Design strategies 3.3.4

Communication of design ideas 3.3.5

• Generating imaginative and creative designs

Investigation, primary and secondary data 3.3.1

• How to write a design specification

Communication of design ideas 3.3.5

• Isometric and perspective designs
• Exploded diagrams
• Working drawings
• Computer-based tools
• Audio and visual recordings
• Modelling

Prototype development 3.3.6

• Satisfy the requirements of the brief
• Functionality
• Aesthetics
• Potentially marketable

Selection of materials and components 3.3.7

• Materials are selected based on functionality, cost and availability

Tolerances 3.3.8

• Working accurately

Material management 3.3.9

• Cutting, shaping and forming materials to tolerance
• Planning the cutting of materials to minimize waste (linking to tolerance)

Selection of materials and components 3.3.7

Material management 3.3.9

• Using measuring and marking out to create and accurate and quality prototype

Specialist tools and equipment 3.3.10

• Selection of the correct hand tools and machinery
• Safe use of tools

Specialist techniques and processes 3.3.11

• Selection and use of specialist techniques (used to shape, fabricate, construct)
• Preparing a material for a surface finish
• Applying a surface finish

Specialist tools and equipment 3.3.10

Using and working with materials 3.2.5

Specialist techniques and processes 3.3.11

Surface treatments and finishes 3.3.11

• Selection of the correct hand tools and machinery.
• Safe use of tools
• Selection and use of specialist techniques (used to shape, fabricate, construct)
• Preparing a material for a surface finish
• Applying a surface finish

Term 3

Using and working with materials 3.2.5

• How materials can be altered to change their properties

Scales of production 3.2.7

• Scales of production

Specialist techniques and processes 3.2.8

• Commercial processes

Term 4

Year 11 term 1 will be spent on the NEA.

It’s intended to be an iterative process so the learning activities will be directed by the student and will depend on their project.

Term 5-6

Mock exams

NEA

Improvements after moderation

Revision

Year 9

Term 1

Theatrical Conventions

Students will identify and describe the key theatrical conventions needed for devising a piece of drama.

Students will practically explore the key theatrical conventions in order to develop their understanding of style and structure of a short play.

Students will analyse their use of key vocal and physical skills.

Students will evaluate their use of key vocal and physical skills.

Students will incorporate key evaluative and subject-specific terminology into their evaluations when comparing performances.

Students will develop their ability to generate ideas and collaborate timely and effectively.

Year 9

Term 2

Devising  

Students will create a short play using Freytag’s structure.

Students will respond to stimuli in an in-depth way – transforming ideas into reality.

Students will learn how to analyse and evaluate the creative process.

Students will rehearse and refine their work to communicate clearly to their audiences.

Students will recall on style and structure before explaining how these elements have been considered.

Students will reflect on their creative process and personal contribution as they prepare for written exams.

Year 9

Term 3

Theatre Makers in Practice

Students will identify and discuss opinions on the themes and characters within a text.

Students will practically explore the characters and plot of a text.

Students will recall on performance elements as they practically re-create moments from the text.

Students will be able to justify their directorial decisions.

Students will analyse how performance elements can be used to direct characters from the text on stage.

Students will compare key themes and moments from a text as they suggest links for similar direction of actors. 

Students will develop an understanding of command words in the exam questions.

Students will refine their ability to write exam responses under timed conditions.

Year 10

Term 1

C1

Students will recall how meaning is extracted from stimuli and analyse their personal response.

Students will generate ideas extrapolated from a variety of stimuli and construct an original piece of theatre using key theatrical conventions.

Students will interpret assessment criteria in order to develop their ability to evaluate the work of others and their own creative process.

Students will suggest ideas for development as they refine practical work and record the process of refinement through in-depth analysis.

C3

Students will practically recall upon and explore the themes and characters within each act of the prescribed text of study.

Students will recall on the command words of lower level exam questions and compare with the higher level exam questions in the paper.

Students will explain the context that the play was written in as they apply this to the written responses to higher level exam-style questions.

Year 10

Term 2

C1

Students will develop an understanding of Brecht’s methodologies and respond to the theory of “Epic Theatre”

Students will apply the methodologies of “Epic Theatre” to their own devised piece as they consolidate their communication of a key message or aim to their audience.

Students will evaluate their application of methodologies in written responses to key questions for their coursework.

Students will develop exam strategies for practical examination of devised piece in front of a live audience.

Students will evaluate the impact of the final performance and submit coursework.

C3

Students will compare the impact of sound and lighting in order to create impact for an audience.

Students create ideas for staging the prescribed text for an audience with a focus on lighting and sound.

Students will explain how costume can create impact and communicate context for a live audience.

Students will explain how performance skills can be used to interpret characters on stage.

Students will justify responses linked to in-depth knowledge of context of the play

Students will apply exam strategies for answering section A of the exam paper.

Year 10

Term 3

C3

Students will reflect upon and apply feedback to the exam paper.

Students will compare key characters and analyse the similarities of their performance in various acts within the text.

Students will analyse exemplar responses to the exam questions and link to the assessment criteria.

Students will develop their ability to formulate concise ideas for production and performance of the prescribed text under timed conditions.

C2

Students will interpret and explore two key extracts from a text that will be performed and examined.

Students will analyse their performance text as they identify ‘The Given Circumstances’ and apply annotations to the text focused on physical and vocal skills.

Students will begin rehearsing and evaluating their work and the work of others using the assessment criteria.

Students will examine how proxemics and staging can communicate meaning for a live audience.

Students will memorise lines in order to develop credibility to their performance and improve characterisation.

Students will receive formative feedback on their performed extract and refine their work by applying the feedback received from external peers and professionals.

Year 11

Term 1

C2

Students will rehearse and refine the staging of their group performance

Students will memorise lines and rehearse off-script

Students will consider and apply the assessment criteria to their performance by focusing on varied and controlled use of vocality

Students will consider and apply the assessment criteria to their performance by focusing on varied and controlled use of physicality

C3

Students will critically analyse a live performance

Students will consolidate their understanding of the requirements for evaluating and analysing a live performance

Students will consolidate their understanding of the performance and production elements of staging the prescribed set text

Students will refine their ability to write under timed exam conditions

Students will interpret the directorial decisions and intentions of a live performance

Students will evaluate the impact of performance and production elements on audiences.

Year 11

Term 2

C2

Students will perform a credible performance in front of a visiting examiner

C3

Students will consolidate their knowledge and understanding of the themes and plot within the prescribed text

Students will develop and apply exam strategies for analysing a live performance

Students will develop and apply exam strategies for evaluating a live performance

Students will develop and apply exam strategies writing as a director for a prescribed text

Students will develop and apply exam strategies writing as a designer for a prescribed text

Year 11

Term 3

Revision until May exam (2^nd week)

Year 9 OCR Economics (9-1) - GCSE

Unit / Topic / Theme

Student Learning Outcomes

Term  1

1. Introduction to Economics

1.1 Main economic groups and factors of production

• Identify main economic groups and factors of production
• Explain the factors of production: land, labour, capital and enterprise, including how they might be combined

1.2 The basic economic problem

• Explain what is meant by scarce resources and unlimited wants
• Explain the economic problem, including the questions of how resources should be allocated, what, for whom and how goods and services should be produced
• Explain what is meant by opportunity cost
• Evaluate the costs and benefits of economic choices, including the impact on economic, social and environmental sustainability

2. The role of markets and money

2.1 The role of markets

• Explain what is meant by a market
• Explain the features of the primary, secondary and tertiary sectors, including the difference between the production of products and services
• Explain the difference between factor and product markets, including their interdependence
• Evaluate the costs and benefits of specialisation and exchange in markets including for producers, workers, regions and countries

2.2 Demand

• Explain what is meant by demand
• Draw and explain a demand curve using data, including individual and market demand
• Draw shifts of, and movements along, the demand curve
• Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the demand curve
• Explain price elasticity of demand
• Draw demand curves of different elasticity
• Evaluate the importance of price elasticity

Term 2

2. The role of markets and money

2.3 Supply

• Explain what is meant by supply
• Draw and explain a supply curve using data, including individual and market supply
• Draw shifts of, and movements along, the supply curve
• Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the supply curve
• Explain price elasticity of supply
• Draw supply curves of different elasticity
• Evaluate the importance of price elasticity of supply for consumers and producers

2.4 Price

• Explain price as a reflection of worth and its role in determining an efficient distribution of resources
• Explain what is meant by equilibrium price and quantity
• Draw and analyse the interaction of demand and supply
• Explain the role of markets in the determination of price and the allocation of resources
• Analyse how the market forces of demand and supply affect equilibrium price and quantity

Term 3

2. The role of markets and money

2.5 Competition

• Explain competition between producers in a market economy, including the reasons why producers compete
• Analyse how competition affects price
• Evaluate the economic impact of competition on producers and consumers
• Explain the meaning of monopoly and oligopoly and how they differ from competitive markets

2.6 Production

• Explain the role of producers, including individuals, firms and the government
• Evaluate the importance of production and productivity for the economy
• Calculate and explain total cost, average cost, total revenue, average revenue, profit and loss
• Evaluate the importance of cost, revenue, profit and loss for producers, including how costs and revenues affect profit and supply
• Explain what is meant by economies of scale

Assessment

Regular class topic tests, Multiple choice questions, Extended essays, Research tasks & Exam questions.

Year 10 OCR Economics (9-1) - GCSE

Unit / Topic / Theme

Student Learning Outcomes

Term  1

1. Introduction to Economics

1.1 Main economic groups and factors of production

• Identify main economic groups and factors of production
• Explain the factors of production: land, labour, capital and enterprise, including how they might be combined

1.2 The basic economic problem

• Explain what is meant by scarce resources and unlimited wants
• Explain the economic problem, including the questions of how resources should be allocated, what, for whom and how goods and services should be produced
• Explain what is meant by opportunity cost
• Evaluate the costs and benefits of economic choices, including the impact on economic, social and environmental sustainability

2. The role of markets and money

2.1 The role of markets

• Explain what is meant by a market
• Explain the features of the primary, secondary and tertiary sectors, including the difference between the production of products and services
• Explain the difference between factor and product markets, including their interdependence
• Evaluate the costs and benefits of specialisation and exchange in markets including for producers, workers, regions and countries

2.2 Demand

• Explain what is meant by demand
• Draw and explain a demand curve using data, including individual and market demand
• Draw shifts of, and movements along, the demand curve
• Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the demand curve
• Explain price elasticity of demand
• Draw demand curves of different elasticity
• Evaluate the importance of price elasticity

2.3 Supply

• Explain what is meant by supply
• Draw and explain a supply curve using data, including individual and market supply
• Draw shifts of, and movements along, the supply curve

Term 2

2. The role of markets and money

2.3 Supply (continued)

• Analyse the causes and consequences for consumers and producers, of shifts of, and movements along, the supply curve
• Explain price elasticity of supply
• Draw supply curves of different elasticity
• Evaluate the importance of price elasticity of supply for consumers and producers

2.4 Price

• Explain price as a reflection of worth and its role in determining an efficient distribution of resources
• Explain what is meant by equilibrium price and quantity
• Draw and analyse the interaction of demand and supply
• Explain the role of markets in the determination of price and the allocation of resources
• Analyse how the market forces of demand and supply affect equilibrium price and quantity

2.5 Competition

• Explain competition between producers in a market economy, including the reasons why producers compete
• Analyse how competition affects price
• Evaluate the economic impact of competition on producers and consumers
• Explain the meaning of monopoly and oligopoly and how they differ from competitive markets

2.6 Production

• Explain the role of producers, including individuals, firms and the government
• Evaluate the importance of production and productivity for the economy
• Calculate and explain total cost, average cost, total revenue, average revenue, profit and loss
• Evaluate the importance of cost, revenue, profit and loss for producers, including how costs and revenues affect profit and supply
• Explain what is meant by economies of scale

Term 3

2. The role of markets and money

1. The labour market

• explain the role and operation of the labour market, including the interaction between workers and employers
• analyse the determination of wages through supply and demand, including factors affecting the supply and demand of labour
• explain and calculate gross and net pay, including deductions through income tax, national insurance and pension contributions

2.8 The role of money and financial markets

• explain the role of money as a medium of exchange
• explain the role of the financial sector for the economy, including financial institutions such as banks, building societes and insurance companies
• evaluate the importance of the financial sector for consumers, producers and government
• analyse how different interest rates affect the levels of saving, borrowing and investment
• calculate the effect on savings and borrowings of changes in the rate of interest.

3. Economic objectives and the role of government

3.1 Economic growth

• explain what is meant by economic growth
• calculate and explain how economic growth is measured with reference to Gross Domestic Product (GDP) and GDP per capita
• analyse recent and historical GDP data
• analyse the determinants of economic growth, including investment, changes in technology, size of workforce, education and training, availability of natural resources and government policies
• evaluate the costs and benefits of economic growth, including the impact on economic, social and environmental sustainability

3.2 Low unemployment

• explain what is meant by employment and unemployment
• explain how unemployment is measured using the Claimant Count
• calculate the unemployment rate
• analyse recent and historical unemployment figures
• explain the types of unemployment, including cyclical, frictional, seasonal and structural unemployment
• evaluate the causes and consequences of unemployment for individuals, regions and the government

Assessment

Regular class topic tests, Multiple choice questions, Extended essays, Research tasks & Exam questions.

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Oliver Twist

• Introduction to the Literature GCSE style text
• Improve comprehension
• Build an understanding of the Victorian era
• Engage with social issues that we share with Dicken’s time
• Develop understand of character, plot, and themes and a higher level than KS3

Relationship Poetry

• Learn how to engage with poems of GCSE level
• Analyse structure and language
• Compare poems
• Explore a range of ideas and historic eras

Term 2

King Lear or Twelfth Night

• Learn about tragic/comedy plays.
• Develop comprehension of Shakespearean English
• Compare different character types used by Shakespeare
• Learn about the performative aspects of the play

Crime Writing

• Introduction to Language Paper style questions
• Learn the conventions of the genre
• Understand what makes good writing, including the language and structural techniques, grammar, punctuation and vocabulary needed for this
• Use the language and structural techniques grammar, punctuation and vocabulary in their own writing

Term 3

Language

• Develop comprehension of unseen fiction and non-fiction texts.
• Analyse the use of language and structure
• Evaluate fiction
• Compare the writers’ perspectives
• Create descriptive and persuasive writing

Speaking and Listening

• Put the skills improved in the Language module into practice
• Develop confidence to do public speaking in a formal setting
• Learn how to structure a speech

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Conflict Poetry

• Develop language skills while studying literature texts.
• Learn about a range of contexts from which the poems were created
• Analyse structure
• Improve comparative skills

An Inspector Calls

• Develop language skills while studying literature texts.
• Use understanding of the history and politics of 1900 to 1950
• Learn about the conventions of a modern play

Term 2

Macbeth

• Develop language skills while studying literature texts
• Compare Shakespearean times with the Middle ages and contemporary Britain
• Develop analysis of dense and sophisticated language
• Learn about the purpose of creating this play
• Consider how different actors and directors have approached the play

19^th Century Novel

• Develop a thorough understanding of either A Christmas Carol or Strange Case of Jekyll and Hyde
• Develop language skills while studying literature texts.
• Improve comprehension of 19^th Century texts.
• Apply understanding of Victorian England to better understand the texts.
• Learn about the Gothic genre.

Term 3

Language

• Develop comprehension of unseen fiction and non-fiction texts
• Analyse the use of language and structure
• Evaluate fiction
• Compare the writers’ perspectives
• Create descriptive and persuasive writing

Speaking and Listening

• Put the skills improved in the Language module into practice
• Develop confidence to do public speaking in a formal setting
• Learn how to structure a speech
• Complete Speaking and Listening component of their English Language GCSE.

Year 11

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Literature

• Take the core content that they learn in Year 10, revise it and develop it further.
• Learn how to plan and write an essay
• Develop their ability to analyse literature
• Use context to better understand the text
• Analyse unseen poems

Term 2

Language

• Develop comprehension of unseen fiction and non-fiction texts
• Analyse the use of language and structure
• Evaluate fiction
• Compare the writers’ perspectives
• Create descriptive and persuasive writing

Term 3

Revision

• Focus on areas of weakness to ensure students have a complete understanding of what they need for the exams
• Develop exam skills
• Practise answering exam-style questions

Year 9 - 10

Unit

Student Learning Outcomes

Term

1-2

Week 1

Week 2

week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11-12

Week 13

Week 14-15

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

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

Students will learn the:

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

Students also learn:

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

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Fats- Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

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

Term

3-4

Week 1

Week 2-3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10-11

Week 12

Week 13

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

• The importance of consuming the right diet at different life stages

To include:

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

Students will learn:

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

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

• Vegetarian and vegans
• Coeliac
• Lactose intolerant
• High fibre
• Reduced fat

Students will learn:

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

Students will learn:

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

Students will learn:

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

Term

5-6

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

Week 13

Week 14

Students will learn:

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

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

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

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

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

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

Students will learn:

The meanings of the following terms:

• Protein denaturation
• Protein coagulation
• Foam formation

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

Students will learn:

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

Students will learn:

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

1. Shortening eg pastry making
2. Aeration eg making a cake
3. Plasticity eg pastry making
4. Emulsification eg salad dressings or mayonnaise
5.  

Fruit and vegetables

1. Enzyme browning of fresh fruit.

Oxidation and preventing vitamin loss when preparing and cooking vegetables

Students will learn about:

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

• Chemical
• Mechanical
• Steam
• Biological

Students will learn:

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

Students will learn:

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

Students will learn about:

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

The use of micro-organisms in the production of:

1. Cheddar cheese
2. Bread
3. Yoghurt

Students will learn:

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

Factors that influence what we eat today.

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

Students will learn:

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

Students will learn:

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

Year 11

Unit

Student Learning Outcomes

Term 1

Week 1

Week 2-3

Week 4-5

Week 6

Week 7

Week 8 -19

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

The Food investigation section A-C

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

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

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

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

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

Food preparation section B

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

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

Term

2-3

Week 20

Week 25 - 26

Week 27 -29

Week 30 - 45

food preparation task, section C

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

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

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

Revision and mock examinations

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

Year 9

French

GCSE

Unit / Topic / Theme

Student Learning Outcomes

Term 1

THEME Identity and culture

Module 1

• Describing family and friends
• Revising places in town and activities

• Writing about friendship
• Using irregular verbs in the present tense.
• Talking about family relationships
• Using reflexive verbs in the present tense
• Planning to go out
• Describing a night out with friends
• Being able to say/write  what I did.

Term 2

Module 1

Module 2

• Writing about your childhood using the imperfect tense.
• Discussing role models
• Analysing when to use perfect or imperfect tense.
• Understanding the description of a best friend.
• Translating sentences with a variety of tenses and vocabulary.

• Evaluating the sport and music vocabulary I remember.
• Revising technology films and TV

• Explaining which sports I like/dislike

• Using depuis + present tense to say how long I have been doing something.

• Comparing on line activities

Term 3

 Module 2

• Understanding people’s reading habits
• Comparing present and past reading habits.
• Describing favourite television programmes.
• Using direct object pronouns ( le, la,les)
• Talking about actors and films
• Using superlatives adjectives. ( the best…)

Year 10

French

GCSE

Unit / Topic / Theme

Student Learning Outcomes

Term 1

THEME Identity and culture

Module 3

• Talking about food and meals
• Discussing shopping for clothes

• Describing your daily life

• Expressing what you can /must do

• Talking about food for special occasions

• Using the pronoun “en”

• Differentiating formal / informal language

• Asking questions in the TU and VOUS forms.

• Describing family celebrations

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

• Describing festival and traditions in France.

• Understanding and using a combination of tenses.

Term 2

Module 4

Local area, holiday and travel.

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

Term 3

 Module 5

THEME

Local area, holiday and travel.

• Brainstorming holiday activities.

• Talking about past/present/future holidays.

• Writing creatively about an ideal holiday.

• Using the conditional tense.

• Booking and reviewing hotels

• Using reflexive verbs in the perfect tense.

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

Year 11

French

GCSE

Unit / Topic / Theme

Student Learning Outcomes

Term 1

THEME

Module 6

School

• Brainstorming school subjects.
• Describing your school.
• Comparing French /UK school systems.
• Discussing school rules
• Using il faut/il est interdit de
• Analysing what is best about school
• Talking about a school exchange
• Using past, present and future time frames.

Term 2

THEME

Module 7

Future aspirations, study and work

• Discussing jobs and work preferences, career choices.
• Translating better/worse , the best/the worst.
• Planning for the future
• Understanding the subjunctive
• Analysing why languages are important.
• Using adverbs.
• Applying for jobs
• Reading case studies (tourism)
• Using verbs followed by a or de

Term 3

THEME

International and global dimension

• Evaluating problems facing the world
• Making connections between word types.
• Listing suggestions to protect the environment.
• Using On pourrait…on devrait…
• Discussing ethical shopping
• Using the passive
• Exploring the world of volunteering.
• Discussing big events
• Giving arguments for and against.

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

Year 9

Unit / Topic / Theme

Student Learning Outcomes

Term 1

The Holocaust and genocide (depth study)

• In-depth study of the Holocaust – students will build on what they have studied in Year 8 through the story of Leon Greenman in order to ‘bust myths’ surrounding it. 

• Students will then move on to look at the Rwandan and Bosnian Genocides in order to draw comparisons to the Holocaust and consider the importance of ‘busting myths’ surrounding these Genocides. 

Cold War in Europe

• This unit aims to prepare student for the GCSE topic: Cold War in Asia by exploring some of the key substantive concepts such as communism and capitalism, and the key superpowers (USA/USSR). 

• Students will also consider a causation enquiry to establish the key causes of the rising tension in Europe at this time. 

Term 2

Cold War in Asia: Korean War

Part one: Conflict in Korea 

• The causes of the Korean War 

• The development of the Korean War 

• The end of the Korean War 

Cold War in Asia: Vietnam War

(including revision for March Mocks)

Part two: Escalation of conflict in Vietnam 

• The end of French colonial rule 

• The US involvement 

• Johnson’s War  

Part three: The ending of conflict in Vietnam 

• Nixon’s War 

• Opposition to war 

• The end of the war 

Term 3

Germany part (1890-1929)

• Part 1: Germany and the growth of democracy

• Kaiser Wilhelm and the difficulties of ruling Germany; the influence of Prussian militarism, industrialisation, social reform and the growth of socialism, the navy laws
• The impact of the First World War; War weariness, economic problems, defeat, the Treaty of Versailles, reparations
• Occupation of the Ruhr, hyperinflation, Weimar democracy, political unrest, the Spartacists, Munich Putsch
• Weimar Germany- The Stresemann era; the new currency, the Dawes Plan with the USA, the Young Plan, impact of international agreements, Weimar culture
•  

Revision for End of Year Exams

• To consolidate knowledge and skills

Year 10

Unit / Topic / Theme

Student Learning Outcomes

Term 1

Germany Growth of dictatorship

• Part 2: Germany and the Depression
• Growth in support for the Nazis, the role of the SA, Hitler’s appeal, effects of the Wall St Crash
• Nazi election results, the role of Papen and Hindenburg, Hitler’s appointment as Chancellor
• Establishment of dictatorship; the Reichstag Fire, the Enabling Act, elimination of political opposition, trade unions, Night of the Long Knives, Hitler becomes Fuhrer