St Thomas More Catholic School Striving for Excellence ......St Thomas More Catholic School Striving...

St Thomas More Catholic School

Striving for Excellence

Departmental Long Term Planning Grid

Department: Art Subject: Art GCE Key Stage: 5 Year:12

Autumn Term Spring Term Summer Term

Programme of Study ● Topics studied ● Key skills

developed

Close up Project A short project that uses the theme of “Close Up” to develop and refine students drawing and recording skills, and will be focusing on sketchbook development. Students will learn how to:

● Develop and refine skills in using a range of 2D media.

● Understand how artists convey ideas and meanings through their use of visual communication.

● Analyse and evaluate art work. ● Use sources and identify starting points to help

develop and record ideas. ● Produce and present art and investigations.

Personal investigation/ Component 1 This is a practical investigation supported by written material. Students are required to produce a practical investigation into an idea, concept or theme, supported by written material. The focus of the investigation will be identified by the student and must lead to a finished outcome or a series of related finished outcomes.

● The investigation needs to be a coherent, in depth study that demonstrates the student's ability to construct and develop a sustained line of reasoning from an initial starting point to final realisation.

● Clear development from initial intentions to final outcome or outcomes. It must include evidence of the students' ability to research and develop ideas and relate their work in meaningful ways to relevant critical/ contextual materials.

● Be informed by an aspect of contemporary or past practice artists, photographers, designers or craftspeople.

For Component 1 students could decide to return to the Close up project to develop into their personal investigation or decide on their on an alternative starting point.





● Develop a coherent and logically structured extended response of between 1000 and 3000 words of continuous prose.

Make It Stick Focus Drawing and recording skills. Analysing and evaluating art work. Developing ideas and presenting investigations.

Developing and refining art skills. Analysing and evaluating work. Developing ideas and presenting investigations.

Developing and refining art skills. Analysing and evaluating work. Developing ideas and presenting investigations. Producing an outcome.




Department: Art Subject: Art GCE Key Stage: 5 Year:13



developed






Component 2 Externally set assignment Question papers will be provided by the exam board. Each question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one. Students will be provided with examination papers on 1 February, or as soon as possible after that date. Preparatory period - from 1 February Following receipt of the paper students will consider the starting points and select one. Preparatory work will then be developed which will consist of research and investigations and development of ideas. Supervised time-15 hours- April Following the preparatory period, students must complete 15 hours of unaided, supervised time. In the 15 hours students must produce a finished outcome or a series of related finished outcomes informed by their preparatory work.

Make It Stick Focus Developing and refining art skills. Analysing and evaluating work. Developing ideas and presenting investigations. Producing an outcome

Developing and refining art skills. Analysing and evaluating work. Developing ideas and presenting investigations. Producing an outcome




Department: Art Subject: Textiles GCE Key Stage: 5 Year:12



developed

Close up Project A short project that uses the theme of “Close Up” to develop and refine students textiles skills, and will be focusing on sketchbook development. Students will learn how to:

● Develop and refine skills in using a range of textiles media.

● Understand how artists convey ideas and meanings through their use of visual communication.

● Analyse and evaluate art textile work. ● Use sources and identify starting points to help

develop and record ideas. ● Produce and present textiles work and investigations.





For Component 1 students could decide to return to the natural form project to develop into their personal investigation or decide on their on an alternative starting point.






Make It Stick Focus Textile and recording skills. Analysing and evaluating textile art work. Developing ideas and presenting investigations.

Developing and refining textile art skills. Analysing and evaluating work. Developing ideas and presenting investigations.

Developing and refining textile art skills. Analysing and evaluating work. Developing ideas and presenting investigations. Producing an outcome.




Department: Art Subject: Textiles GCE Key Stage: 5 Year:13



developed






Component 2 Externally set assignment Question papers will be provided by the exam board. Each question paper will consist of a choice of eight questions to be used as starting points. Students are required to select one. Students will be provided with examination papers on 1 February, or as soon as possible after that date. Preparatory period - from 1 February Following receipt of the paper students will consider the starting points and select one. Preparatory work will then be developed which will consist of research and investigations and development of ideas. Supervised time-15 hours- April Following the preparatory period, students must complete 15 hours of unaided, supervised time. In the 15 hours students must produce a finished outcome or a series of related finished outcomes informed by their preparatory work.

Make It Stick Focus Developing and refining textile art skills. Analysing and evaluating work. Developing ideas and presenting investigations. Producing an outcome

Developing and refining textile art skills. Analysing and evaluating work. Developing ideas and presenting investigations. Producing an outcome




Department: Vocational Business Subject: Cambridge Technical Introductory Diploma in Business (6) Key Stage: 5 Year: 12


Programme of Study

● Topics studied

● Key skills taught /

developed / assessed

Unit 1 - The Business Environment ● LO1 - Know the range of different businesses and their

ownership ● P1 - Describe the type of business, purpose and

ownership of two contrasting businesses ● M1 - Analyse the type of business, purpose and

ownership of two contrasting businesses ● D1 - Evaluate the effect of a selected business changing

its ownership status ● P2 - Describe the different stakeholders who influence

the purpose of two contrasting businesses ● LO2 - Understand how businesses are organised to

achieve their purposes ● P3 - Describe how two businesses are organised

Unit 2 - Business Resources ● LO1 - Know how human resources are managed ● P1 - Describe the recruitment documentation used in a

selected organisation ● M1 - Analyse the recruitment documentation of a

selected organisation ● P2 - Describe the main employability and personal and

communication skills required when applying for a specific job role

● LO2 - Know the purpose of managing physical and technological resources

● P3 Describe the main physical and technological resources required in the operation of a selected organisation

Unit 3 - Introduction to Marketing ● LO1 - Know the role of marketing in organisations ● P1 - Describe how marketing techniques are used in the

marketing of products in two organisations ● M1 - Analyse marketing techniques used in the

marketing of products in two organisations ● D1 - Recommend improvements to the marketing

techniques in one organisation ● P2 Describe the limitations and constraints of

Unit 1 - The Business Environment ● LO2 - Understand how businesses are organised to achieve their

purposes ● P4 - Explain how their style of organisation helps them to fulfil

their purposes. ● LO3 - Know the impact of the economic environment on

businesses ● P5 - Describe the influence of two contrasting economic

environments on business activities within a selected organisation

● M2 - Analyse the impact of changes in demand and supply on a selected business

● D2 - Evaluate to what extent a selected business is likely to be affected by changes in the economic environment

Unit 2 - Business Resources ● LO3 - Know how to access sources of finance ● P4 - Describe sources of internal and external finance for a

selected business ● M2 - Analyse the advantages and disadvantages of a range of

different sources of finance for a selected business ● D1 - Evaluate the best source of finance to meet the needs of a

selected business Unit 3 - Introduction to Marketing

● LO2 - Be able to use marketing research and marketing planning ● P3 - Describe how a selected organisation uses marketing

research to contribute to the development of its marketing plans

● P4 - Use marketing research for marketing planning ● LO3 Understand how and why customer groups are targeted ● P5 - Explain how and why groups of customers are targeted for

selected products ● LO4 Be able to develop a coherent marketing mix. ● P6 - Develop a coherent marketing mix for a new product or

service ● M2 - Explain why the developed marketing mix is relevant for a

chosen target group of customers

Unit 1 - The Business Environment

● LO4 - Know how political, legal and social factors impact on business

● P6 - Describe how political, legal and social factors are impacting upon the business activities of the selected organisations and their stakeholders

● Unit 2 - Business Resources

● LO4 - Be able to interpret financial statements

● P5- Interpret the contents of a trading and profit and loss account and balance sheet for a selected company

● Unit 3 - Introduction to Marketing

● LO4 Be able to develop a coherent marketing mix.

● D2 - Evaluate how the developed marketing mix would need to be modified for a new contrasting target group of customers




marketing

Make It Stick Focus As skills in producing high quality coursework improve, readdress previous versions to ensure maximum quality

Department: Vocational Business Subject: Cambridge Technical Diploma in Business (12) Key Stage: 5 Year: 12


Programme of Study

● Topics studied




LO1 - Know the range of different businesses and their

ownership

● P1 - Describe the type of business, purpose and

ownership of two contrasting businesses

● M1 - Analyse the type of business, purpose and

ownership of two contrasting businesses

● D1 - Evaluate the effect of a selected business

changing its ownership status

● P2 - Describe the different stakeholders who

influence the purpose of two contrasting

businesses

LO2 - Understand how businesses are organised to achieve

their purposes

● P3 - Describe how two businesses are organised

Unit 2 - Business Resources

LO1 - Know how human resources are managed

● P1 - Describe the recruitment documentation

used in a selected organisation

● M1 - Analyse the recruitment documentation of a

selected organisation

● P2 - Describe the main employability and personal

and communication skills required when applying

for a specific job role

LO2 - Know the purpose of managing physical and

technological resources


LO2 - Understand how businesses are organised to

achieve their purposes

● P4 - Explain how their style of

organisation helps them to fulfil their

purposes.

LO3 - Know the impact of the economic

environment on businesses

● P5 - Describe the influence of two

contrasting economic environments on

business activities within a selected

organisation

● M2 - Analyse the impact of changes in

demand and supply on a selected

business

● D2 - Evaluate to what extent a selected

business is likely to be affected by

changes in the economic environment


LO3 - Know how to access sources of finance

● P4 - Describe sources of internal and

external finance for a selected business

● M2 - Analyse the advantages and

disadvantages of a range of different

sources of finance for a selected business

● D1 - Evaluate the best source of finance

to meet the needs of a selected business


LO4 - Know how political, legal and social factors

impact on business

● P6 - Describe how political, legal and social

factors are impacting upon the business

activities of the selected organisations and

their stakeholders


LO4 - Be able to interpret financial statements

● P5- Interpret the contents of a trading and

profit and loss account and balance sheet for

a selected company

Unit 3 - Introduction to Marketing

LO4 - Be able to develop a coherent marketing mix.

● D2 - Evaluate how the developed marketing

mix would need to be modified for a new

contrasting target group of customers

Unit 5 - Human Resource Management in Business

LO4 - Understand the importance of managing

employee performance at work

● M3 - Analyse the advantages and limitations

of measuring and managing employee

performance

Unit 9 - Creative Product Promotion

LO4 - Be able to create a simple promotional campaign

● D1 - Change your promotional campaign to

meet the needs of a creative brief for the




● P3 Describe the main physical and technological

resources required in the operation of a selected

organisation


LO1 - Know the role of marketing in organisations

● P1 - Describe how marketing techniques are used

in the marketing of products in two organisations

● M1 - Analyse marketing techniques used in the

marketing of products in two organisations

● D1 - Recommend improvements to the marketing

techniques in one organisation

● P2 Describe the limitations and constraints of

marketing


LO1 - Know the factors that are involved in human resource

planning in organisations

● P1 - Describe the internal and external factors to

consider when planning the human resources

requirements of an organisation

● P2 - Describe how the skills that employees

require to carry out jobs in an organisation are

identified

● M1 - Explain the benefits to an organisation of

using a skills audit for human resource planning

● D1 - Evaluate the steps that an organisation could

take to improve the skills of its employees

LO2 - Know how organisations motivate employees

● P3 - Outline how an organisation motivates its

employee


LO1 - Know the constituents of the promotional mix

● P1 - Describe the promotional mix used by two

selected organisations for a selected

product/service

LO2 - Understand the role of promotion within the

marketing mix

● P2 - Explain the role of promotion within the

marketing mix for a selected product/service


LO2 - Be able to use marketing research and

marketing planning

● P3 - Describe how a selected organisation

uses marketing research to contribute to

the development of its marketing plans

● P4 - Use marketing research for

marketing planning

LO3 - Understand how and why customer groups

are targeted

● P5 - Explain how and why groups of

customers are targeted for selected

products

LO4 - Be able to develop a coherent marketing mix.

● P6 - Develop a coherent marketing mix

for a new product or service

● M2 - Explain why the developed

marketing mix is relevant for a chosen

target group of customers


LO2 - Know how organisations motivate employees

● M2 - Analyse different methods of

motivating employees in an organisation

● D2 - Recommend ways for a specific

organisation to improve employee

motivation

LO3 - Understand how to gain committed

employee cooperation

● P4 - Explain how organisations obtain the

cooperation of their employees

LO4 - Understand the importance of managing

employee performance at work

● P5 Explain how employee performance is

measured and managed


LO3 - Understand the role of advertising agencies

and the media

same product/ service but for a contrasting

target market

Unit 19 - Website Design Strategy

LO3 - Be able to plan the development of a website for

an organisation

● P6 - Draw up a plan for the launch of a

website for a specified organisation




● M1 - Analyse the role of promotion at the

introduction phase of the product life cycle for a

selected product/service

LO3 - Understand the role of advertising agencies and the

media

● P3 - Explain the role of advertising agencies in the

development of a successful promotional

campaign


LO1 - Know the purposes of a range of websites

● P1 - Describe how three contrasting organisations

use their websites for business purposes

LO2 - Understand the main elements in web design for

usability and visual appeal

● P2 - Explain the usability features of the websites

of three contrasting organisations

● P3 - Describe how the websites of three

organisations have been designed to appeal

visually to their users

● M1 - Compare the success of the design of the

websites of three organisations in taking into

consideration the needs of different users

● D1 - Evaluate the design of one website with

recommendations for improvements for meeting

the needs of different users

LO3 - Be able to plan the development of a website for an

organisation

● P4 - Explain the reasons behind the

choice of media in a successful

promotional campaign

● M2 - Analyse the advantages and

disadvantages of the main types of media

used for promotional activities

LO4 - Be able to create a simple promotional

campaign

● P5 - Design a promotional campaign for a

given product/service to meet the needs

of a given campaign/creative brief

● M3 - Analyse how your promotional

campaign meets the needs of the given

brief and make recommendations for

how the campaign can be improved


LO3 - Be able to plan the development of a website

for an organisation

● P4 - Design a website for a specified

organisation to meet stated purposes for

a defined target group

● P5 - Draw up plans to assess the design of

a website aimed at meeting a specified

purpose

● M2 - Explain the strengths and

weaknesses of your website design,

taking into account the stated purpose

for a defined target group

● D2 - Make reasoned recommendations to

improve the website design, in order to

meet the stated purpose for a defined

target group

Make It Stick Focus As skills in producing high quality coursework improve,

readdress previous versions to ensure maximum quality

As skills in producing high quality coursework

improve, readdress previous versions to ensure

maximum quality

As skills in producing high quality coursework improve,

readdress previous versions to ensure maximum

quality




Department: Vocational Business Subject: Cambridge Technical Introductory Diploma in Business (6) Key Stage: 5 Year: 13


Programme of Study

● Topics studied



Unit 4 - Business Accounting

LO1 - Understand the purpose of accounting and the categorisation of

business income and expenditure

● P1 - Describe the purpose of accounting for an organisation

● P2 - Explain the difference between capital and revenue

items of expenditure and income

LO2 - Be able to prepare a cash flow forecast

● P3 - Prepare a 12-month cash flow forecast to enable an

organisation to manage its cash

● M1 - Explain the factors which may affect the cash-flow

forecast for a selected business

● D1 - Recommend ways in which a selected business can

improve cash-flow forecasting

LO3 - Be able to prepare profit and loss accounts and balance sheets

● P4 - Prepare a profit and loss account and balance sheet for

a given organisation

Unit 13 - Development Planning for a Career in Business

LO1 - Know how to access career-related information

● P1 - Identify sources of information related to the career

path

● M1 - Analyse the different sources of information available

related to the career path

● D1 - Evaluate Labour Market Information related to the

career path

LO2 - Be able to develop a personal career development plan

● P2 - Complete a career plan identifying development needs

● P3 - Carry out a skills audit to identify skills gaps

● P4 - Create SMART targets for the career plan

LO3 - Be able to develop a range of transferable business skills at the

appropriate level

● P5 - Demonstrate transferable business skills


LO4 - Be able to review business performance using simple

ratio analysis.

● P5 - Perform ratio analysis to measure the

profitability, liquidity and efficiency of a given

organisation

● M2 - Analyse the profitability, liquidity and efficiency

of a selected business using ratio analysis

● D2 - Recommend ways in which a selected business

can improve its profitability, liquidity and efficiency


LO4 - Understand methods of professional development and

training

● P6 - Discuss methods of continuing professional

development and training relevant to the career plan

● M3 - Analyse different methods of continuing

professional development and training relevant to the

career plan

Unit 17 - Understanding Health and Safety in the Business

Workplace

LO3 - Understand the role and responsibilities of key personnel

● P3 - Explain the roles and responsibilities for health

and safety of key personnel in a selected workplace

LO4 - Be able to assess and manage risk

● P4 - Plan a risk assessment for a selected

administrative work environment

● M3 - Carry out a risk assessment for a selected





● M2 - Analyse the strengths and weaknesses of own

transferable business skills

● D2 - Evaluate ways in which own transferable business skills

can be improved


Workplace

LO1 - Understand how health and safety legislation and regulations

affect a business working environment

● P1 - Explain the legal requirements and regulations for

ensuring the health, safety and security of those employed

in business

● M1 - Analyse the effect of health and safety legislation and

regulations on a given business working environment

● D1 - Evaluate the need for health and safety legislation and

regulations for a given business working environment

LO2 - Know the requirements for healthy, safe and productive

working conditions

● P2 - Describe the requirements for a healthy and safe

workplace, as applied to the physical environment and

equipment used, in a selected business

● M2 - Analyse the importance of healthy and safe working

conditions in promoting productive working conditions





Department: Vocational Business Subject: Cambridge Technical Diploma in Business (12) Key Stage: 5 Year: 13


Programme of Study

● Topics studied




LO1 - Understand the purpose of accounting and the categorisation of business

income and expenditure

● P1 - Describe the purpose of accounting for an organisation

● P2 - Explain the difference between capital and revenue items of

expenditure and income

LO2 - Be able to prepare a cash flow forecast

● P3 - Prepare a 12-month cash flow forecast to enable an organisation

to manage its cash

● M1 - Explain the factors which may affect the cash-flow forecast for a

selected business

● D1 - Recommend ways in which a selected business can improve cash-

flow forecasting

LO3 - Be able to prepare profit and loss accounts and balance sheets

● P4 - Prepare a profit and loss account and balance sheet for a given

organisation


LO1 - Know how to access career-related information

● P1 - Identify sources of information related to the career path

● M1 - Analyse the different sources of information available related to

the career path

● D1 - Evaluate Labour Market Information related to the career path

LO2 - Be able to develop a personal career development plan

● P2 - Complete a career plan identifying development needs

● P3 - Carry out a skills audit to identify skills gaps

● P4 - Create SMART targets for the career plan

LO3 - Be able to develop a range of transferable business skills at the appropriate

level

● P5 - Demonstrate transferable business skills

● M2 - Analyse the strengths and weaknesses of own transferable

business skills

● D2 - Evaluate ways in which own transferable business skills can be

improved


LO4 - Be able to review business performance using simple

ratio analysis.

● P5 - Perform ratio analysis to measure the

profitability, liquidity and efficiency of a given

organisation

● M2 - Analyse the profitability, liquidity and

efficiency of a selected business using ratio

analysis

● D2 - Recommend ways in which a selected

business can improve its profitability, liquidity and

efficiency


LO4 - Understand methods of professional development and

training

● P6 - Discuss methods of continuing professional

development and training relevant to the career

plan

● M3 - Analyse different methods of continuing

professional development and training relevant to

the career plan


Workplace

LO3 - Understand the role and responsibilities of key

personnel

● P3 - Explain the roles and responsibilities for

health and safety of key personnel in a selected

workplace

LO4 - Be able to assess and manage risk

● P4 - Plan a risk assessment for a selected


● M3 - Carry out a risk assessment for a selected





Unit 17 - Understanding Health and Safety in the Business Workplace

LO1 - Understand how health and safety legislation and regulations affect a

business working environment

● P1 - Explain the legal requirements and regulations for ensuring the

health, safety and security of those employed in business

● M1 - Analyse the effect of health and safety legislation and regulations

on a given business working environment

● D1 - Evaluate the need for health and safety legislation and regulations

for a given business working environment

LO2 - Know the requirements for healthy, safe and productive working

conditions

● P2 - Describe the requirements for a healthy and safe workplace, as

applied to the physical environment and equipment used, in a selected

business

● M2 - Analyse the importance of healthy and safe working conditions in

promoting productive working conditions

Unit 6 - Business Communication

LO1 - Understand different types of business information

● P1 - Explain different types of business information, their sources and

purposes

LO2 - Be able to present business information effectively

● P2 - Present complex internal business information using three

different methods appropriate to the user’s needs

● M1 - Analyse the advantages and disadvantages of three different

methods used for communicating internal business information

● D1 - Evaluate three different methods used to communicate complex

internal business information and make recommendations for

improvement

● P3 - Produce corporate communications

● P4 - Evaluate the external corporate communications of an existing

product or service

● M2 - Recommend and justify improvements to the external corporate

communications of an existing product or service

● D2 - Produce an improved version of the corporate communications of

an existing product or service

Unit 10 - Market Research in Business

LO1 - Understand the main types of market research used to make marketing

decisions

Unit 6 - Business Communication

LO3 - Understand the issues and constraints in relation to

the use of business information in organisations

● P5 - Explain the legal and ethical issues in relation

to the use of business information

● P6 - Explain the operational issues in relation to

the use of business information

LO4 - Know how to communicate business information using

appropriate methods

● P7 - Outline electronic and non-electronic methods

for communicating business information using

examples for different types of audience

Unit 10 - Market Research in Business

LO3 - Be able to carry out research

● P4 - Conduct primary and secondary research for a

selected product/service making use of identifiable

sampling techniques

LO4 - Be able to interpret research findings.

● P5 - Interpret findings from the research

presenting them clearly in an appropriate format

● M2 - Analyse the limitations of the research

findings to identify areas for further research

● D2 - Recommend and justify the research methods

appropriate to investigating the identified areas

for further research

Unit 12 - Recruitment and Selection in Business

LO 4 - Be able to participate in a selection interview

● P4 - Plan to take part in a selection interview

● P5 - Take part in a selection interview

● M2 - Analyse own performance in a selection

interview

● D2 - Evaluate the strengths and limitations of the

process of selection interviewing




● P1 - Describe the types of market research

● P2 - Explain how different research methods have been used to make a

marketing decision within a selected situation or business.

● M1 - Analyse the advantages and disadvantages of three market

research methods

● D1 - Recommend which market research method should be used to

make a marketing decision within a selected situation or business

LO2 - Be able to plan research

● P3 - Plan market research for a selected product/ service using

appropriate methods of data collection

Unit 12 - Recruitment and Selection in Business

LO1 - Know the processes involved in recruitment planning

● P1 - Identify how two organisations plan recruitment using internal

and external sources

● M1 - Analyse the value of documents used during the recruitment

process

● D1 - Evaluate the advantages and disadvantages of using external

recruitment sources compared to internal recruitment sources

LO2 - Understand the implications of the regulatory framework for the process

of recruitment and selection

● P2 - Explain the impact of the legal and regulatory framework on

recruitment and selection activities

LO3 - Be able to prepare documentation involved in the selection and

recruitment process

● P3 - Prepare the documents used in selection and recruitment

activities





Department: DT Subject: DT-Product Design Key Stage: 5 Year: 12


Programme of Study ● Topics studied ● Key skills taught /


This is a selection of the type of projects on offer and will vary depending on the students and their interests/career aspirations. Design and manufacture a tea light from a 6mm square section, 0.75mm mild steel sheet and 1mm Ø mild steel rod. Forged metal tealight

● Developing metal work techniques using hot metal. ● Performance of metal and forming techniques, the use of

specialist tools. Theory

● 3.1.1 Materials & their applications (P10) ● 3.11 Classification of materials (metals) (P10) ● 3.11 Methods for investigating & testing materials (P11) ● Theory lessons on Performance characteristics of materials: ● 3.1.2 Metals (PP15,16) ● 3.1.3 Enhancement of materials, metal ● Theory lessons on Forming, redistribution & addition

processes: ● 3.1.4 Metal processes (PP23,24) ● 3.1.5 The use of finishes - Metal finishing (P27) ● 3.1.4 Polymer processes (P22) ● 3.1.4.4 The use of adhesives & fixings (P24) ● 3.1.4 Wood processes (P25) ● 3.1.4.6 The use of adhesives & fixings ● 3.1.4.6 Jigs & fixtures ● 3.1.5 The use of finishes - Wood finishing (P28) ● Theory lessons on Designing & making principals: ● 3.2.1 Design methods & processes, iterative design process ● Including ergonomics & anthropometrics (P39)

Stereo amplifier design based on Art Deco radios- design and make task. Design and manufacture an amplifier housing. CAD/CAM will be used for appropriate elements of the design and manufacture. Theory

● 3.2.2 design influences, Design styles & movements, Designers & their work (PP39,40)

● Theory lessons on Materials and their applications:

Stereo amplifier: design based on Art Deco radios- design and make task. Design and manufacture an amplifier housing. CAD/CAM will be used for appropriate elements of the design and manufacture. Theory

● 3.1.2 Performance characteristics of elastomers & biodegradable polymers (P18)

● 3.1.3 Enhancement of materials, polymers, wood

● Theory lessons on Digital Design & manufacture:

● 3.1.7 Computer Aided design & Manufacture (P30)

● 3.1.7 Virtual modelling (P30) ● 3.1.7 Rapid prototyping process (P31) ● 3.1.7 Electronic data interchange (P31) ● 3.1.7 Production, planning & control (PPP)

(P31)

Brooch or Pendant project: Design and manufacture a prototype piece of jewellery using pewter casting/acrylic /resin. 2 x prototypes must be made demonstrating the ‘design for manufacture’ 2 x alternative packaging. CAD/CAM will be used for appropriate elements of the design and manufacture. Theory

● 3.1.6 Scale of production (P28) ● 3.1.6.2 Efficient use of materials (P29) ● 3.1.6 The use of computer systems (P29) ● 3.1.6 Subassembly (P29) ● Theory lessons on Health & safety ● 3.1.9 Safe working practices (P33) ● 3.1.9 Safety in products & services to the

customer (P33) ● Theory lessons on Enterprise & marketing in

the development of products:

Architecture Project Use iterative design to produce concepts and a final model from a design brief supplied by Graden Architects. The students will research factors influencing the development of products i.e. the set context, materials and appropriate construction techniques. A PowerPoint presentation will be produced explaining their design processes and justifications for their final design, this will be presented to Graden Architects for scrutiny and assessment. Theory 3.1.12 Feasibility Studies (P36) Theory lessons on Designing & making principals: 3.2.1 Design methods & processes, iterative design process Including ergonomics & anthropometrics (P39) Major project -coursework Respond to a selected design brief to be carried on into Year 13. Theory 3.1.5 Paper & board finishing 3.1.5 Paper & board printing processes




● 3.1.1 Materials & their applications (P10) ● 3.1.1 Classification of materials; Woods, Polymers

(P10) ● Theory lessons on Performance characteristics of materials: ● 3.1.2 Performance characteristics of woods (P13,14) ● 3.1.2 Performance characteristics of polymer based sheet &

film (P13) ● 3.1.2 Performance characteristics of polymers (P16,17)

● 3.1.13 Enterprise & marketing in the development of products (P37)

● 3.1.15 Modern manufacturing systems (P38) ● Theory lessons on Design for manufacture &

project management ● 3.2.9 Planning for accuracy & efficiency (P46) ● 3.2.9 Quality assurance (P46) ● 3.2.9 Quality control (P46)

Make It Stick Focus Classifying types of materials, quick fire questions. Past exam papers Class presentations, crosswords, recap questions, past exam papers.

Department: DT Subject: DT Product Design Key Stage: 5 Year: 13




Individual NEA coursework. Students have regular hand in dates throughout the year. Theory

● Unit 1.4 additional fabrication processes ● 1.4 temporary fasteners and joining methods ● Unit 1.2 Polymers- fractional distillation, polymerisation,

categories of polymers, physical and mechanical properties. ● Nit 1.2 Biodegradable polymers ● Unit 1.2 Composites ● Unit 1.2 Smart material ● 1,3 enhancement of materials polymers ● Enhancement of metals ● Unit 1.5 the use of finishes- paper and boards ● The use of finishes - polymers ● The use of finishes - metals ● Unit 1.2 feasibility studies ● Unit 1.9 Health & safety

Individual NEA coursework Theory

● Unit 2.1 design methods and processes ● Unit 2.2 design theory ● Unit 2.3 technological changes ● Unit 2.4 design process ● Unit 2.5 critical analysis and evaluation ● Unit 2.6 selecting appropriate tools ● Unit 2.7 accuracy in design manufacture ● Unit 2.8 responsible design ● Unit 2.9 design for manufacture and project

management ● Unit 2.10 national and international

standards

Revision and recapping any units students are unsure of.

Make It Stick Focus Quick fire questions, multiple choice, flash cards, exam questions. Quick fire questions, reduce it!, presentations. Exam techniques, practice papers

Exam techniques, practice papers




Department: DT Subject: DT Product Design Key Stage: 5 Year: 13




Individual coursework. Theory

● ICT in industrial and commercial practice. This unit looks at topics such as ISDN, video conferencing through to virtual modelling and rapid prototyping. Taught through the use of classroom discussions, worksheets, industrial examples.

● Marketing and distribution, electronic point of sale, internet marketing.

● Digital special effects including topics such as blue/green screen, computer generated images.

● Biotechnology- polymers, branded examples ● Systems and control linking in QRM,

concurrent manufacturing, flexible manufacturing systems and computer integrated manufacturing. Lean manufacturing and handling systems including robotics.

● Assessed through set worksheets/questions, presentations and past exam papers.

Individual coursework Theory

● Design in context- the effect of technological change on society linking in planned obsolescence, computers in the development of products, smart materials.

● Design movements and their influence on modern day design.

● Form versus functions ● Anthropometrics and ergonomics ● Assessed through set worksheets/questions,

presentations and past exam papers.

● Sustainability, life cycle assessment, cleaner design and technology, minimising waste in production, renewable and nonrenewable sources of energy.

● Reducing the carbon footprint. ● Assessed through set worksheets/questions,

presentations and past exam papers. Revision

Make It Stick Focus Quick fire questions, identify and justify odd one out, exam questions.

Quick fire questions, reduce it!, presentations. Exam techniques, practice papers

Exam techniques, practice papers




Department: Drama Subject: Drama Key Stage: 5 Year: 12



developed There are 3 components in the course: Drama and Theatre, Making Theatre and Creating Original Drama

Component 1: Drama and Theatre Students will explore the theatrical processes and practices involved in interpreting and performing theatre. Students will study:

- Practical demands of texts - Performance space - Stage configurations - Spatial relationships and proxemics - Semiotics - Subtext - Design elements - Vocal interpretation - Physical interpretation - Form and style - Social, historical and cultural context - Character motivation and interaction

These will be based on: Set Text A: Hedda Gabler by Henrik Ibsen Set Text B: Yerma by Frederico Garcia Lorca N.B. Texts can be changed annually if more fitting to the demographic and interests of the class. Students will also attend at least one production at the theatre and begin to evaluate live theatre. Component 3: Making Theatre Baseline acting assessment of monologue performance.

Component 3: Making Theatre Students contribute to a text-based drama in a live theatre context for an audience. Performers:

- Learn how interpret character or develop roles - Develop vocal skills and techniques - Develop physical skills and techniques - Develop spatial awareness and the ability to manipulate

proxemics - Develop an understanding of the relationship between audience

and actor - Develop interpretative skills - Develop the meaning and message of a performance - Adopt the latest safe working practices

Students must base their performance on a theatrical practitioner:

- Antonin Artaud - Steven Berkoff - Augusto Boal - Bertolt Brecht - Complicite - Frantic Assembly - Kneehigh - Shared Experience

Students will explore three key extracts from three different and contrasting plays. One of these extracts is performed to an audience. This must be justified using their Reflective Report.

Component 2: Creating Original Drama Each student is required to contribute to a devised duologue or group performance piece based on an appropriate stimulus material. Stimuli will vary year on year. In addition to the performance students will produce a working notebook which documents their process of creating the original drama. Students will use the summer term to explore a range of stimuli, preparing research and devised material ready for the beginning of Year 13. Component 1: Drama and Theatre Student will revisit the set texts: : Set Text A: Hedda Gabler by Henrik Ibsen Set Text B: Yerma by Frederico Garcia Lorca

Make It Stick Focus Interleaved quizzing, Memrise leaderboard Component 1: Drama and Theatre Essay questions and quizzing throughout Spring 1 and 2.

Mock examination preparation Redrafting

Assessments to Take Place Baseline Monologue Assessment Examination style questions Module 1

Component 3 Trial examination - acting piece Y12 Mock Examination Working Notebook - Section 1




Department: Drama Subject: Drama Key Stage: 5 Year: 13



developed There are 3 components in the course: Drama and Theatre, Making Theatre and Creating Original Drama.

Component 2: Creating Original Drama Each student is required to contribute to a devised duologue or group performance piece based on an appropriate stimulus material. Stimuli will vary year on year. In addition to the performance students will produce a working notebook which documents their process of creating the original drama. Students will complete the practical component of this unit by October half term and then continue to develop their working notebook until Christmas. Component 3: Making Theatre Casting and characterisation work in preparation for external examination.

Component 3: Making Theatre Students contribute to a text-based drama in a live theatre context for an audience. Performers:

- Learn how interpret character or develop roles - Develop vocal skills and techniques - Develop physical skills and techniques - Develop spatial awareness and the ability to

manipulate proxemics - Develop an understanding of the relationship

between audience and actor - Develop interpretative skills - Develop the meaning and message of a

performance - Adopt the latest safe working practices

Students must base their performance on a theatrical practitioner:

- Antonin Artaud - Steven Berkoff - Augusto Boal - Bertolt Brecht - Complicite - Frantic Assembly - Kneehigh - Shared Experience

Students will explore three key extracts from three different and contrasting plays. One of these extracts is performed to an audience. This must be justified using their Reflective Report.

Revision and external written examination Written examination comprised of a 3 hour test with three sections. Section A: Hedda Gabler by Henrik Ibsen Section B: Yerma by Frederico Garcia Lorca Section C: Evaluation of Live Theatre

Make It Stick Focus Memrise, quizzing, spaced learning Flashcards for key texts Exam preparation Walking, talking mocks

Assessments to Take Place Internal moderation of Component 2 External examiner visit to assess Component 3 AQA Written examination




Department Engineering Subject: A Level Engineering Key Stage:5 Year:12



developed

Designing principles

This section of the specification focuses on the designing

principles covering exploring contexts that design solutions are

intended for?

Understanding methods used to investigate stakeholders.

Exploring how enterprise can drive developments of new

products. How the useability is considered when prototyping

design solutions.

Designing and making principles

This section of the specification focuses on analysis and

evaluation of products. The understanding of new and

emerging technologies. The importance of recognising past

and present design engineering and developments and their

impact on industry & enterprise. Examination of life cycles of

products.

Understanding of how social, ethical, and environmental

issues influence products. Awareness of life cycle

management, and lifespans.

Sourcing materials, optimum use of materials and

components. Factors to consider when distributing products

such as cost effective distribution etc. How skills from other

subject areas inform decisions in design engineering.

Technical principles.

This section of the specification focuses on 2D & 3D

sketching and digital tools to communicate ideas.

How industry uses digital design tools for

exploration. How engineers use different

approaches such as iterative design, user centred

design etc. The importance collaboration to gain

specialist knowledge from subject areas.

Understand how design teams work together.

What factors influence the selection of materials,

materials for prototyping,

properties/characteristics of materials. Why

materials need to be reinforced. Various

mechanisms and mechanical efficiency. Electronic

systems - switches, sensors etc.

Make It Stick Focus Pop quiz, recap previous topics, generate revision material, exam questions

Pop quiz, recap previous topics, generate revision material, exam questions

Generate revision material, exam questions




Department Engineering Subject: A Level Engineering Key Stage:5 Year:13



developed

Technical principles

This section of the specification focuses on Systems (sub systems) and components such

as passive components, inputs, process control, outputs, analogue and digital signals,

open & closed loop systems including feedback.

Wireless devices such as Wi-Fi, Bluetooth, smart objects.

The benefits of electronic circuits, pneumatics, and mechanical systems.

Basic electronic understanding of voltage, current, ohm's law, and power and how

programmable devices and smart technologies provide functionality in design systems.

How programmable devices are used to add functionality to products relating to coding

and how these can enhance the user experience.

Design and making principles

Howa range of materials and process can be used to make iterative models. Such as

rapid prototyping or digital simulation packages. How materials and processes can be

used to make final prototypes. How to safely select and use workshop tools, machinery,

equipment and the various methods of manufacture such as wasting/subtraction

processes such as cutting, drilling, turning, milling, addition processes such as soldering,

brazing, welding, adhesives, fasteners

iii. Deforming and reforming processes such as bending, vacuum forming.

Demonstration of the understanding of the role of computer aided manufacture and

computer aided engineering to fabricate parts of a final prototype.

Understand and use the measurements and instruments and techniques used to ensure

products are manufactured within tolerances.

Pupils will be undertaking the Iterative design process which is worth 50% of the total

A Level

Technical principles

Understand the benefits and flexibility of using computer-

controlled machinery during industrial production.

How is manufacturing organised and managed for different

scales of production? JIT. Lean manufacturing etc. Understand

the processes that need to be undertaken to ensure products

meet legal requirements and are high quality. Understand how

engineers assess whether solution meet stakeholders needs,

testing designs, feasibility, and British standards, ISO standards

and the specification standards.

How engineers and manufacturers determine whether design

solutions are commercially viable.

Health & Safety

Understand the need for risk assessments, identifying hazards,

and implementing control measures to minimise risks.

Demonstrate an understanding of how to work safely with

specialist tools

Pupils will be undertaking the Iterative design process which is

worth 50% of the total A Level

Course completed

Make It Stick Focus Pop quiz, recap previous topics, generate revision material, exam questions Generate revision material, exam questions




Department Engineering Subject: BTEC National Engineering Key Stage:5 Year:12




Topics Studied ● Electronic & Electronic principles ● CAM ● Health & Safety ● Engineering Secondary & Finishing processes. ● Engineering drawing for Engineering

Technicians Key Skills Students will learn how design process operates and the legislation, standards and environmental and manufacturing constraints. Students will develop skills to prepare design proposals and final design solutions. To develop an understanding of the key features of health and safety legislation and regulations and how these are applied in engineering to ensure safe working conditions. Generate 3D models, make comparison with 2D CAD drawings and evaluate the impact of this technology on manufacturing companies and their customers. To develop knowledge of the use of secondary processing machines, including traditional machines (for example lathes and drilling machines) and others found in a more specialist workshop (for example spark or wire erosion methods).

Topics Studied ● Electronic & Electronic principles ● CAM ● Health & Safety ● Engineering Secondary & Finishing processes. ● Engineering drawing for Engineering Technicians

To develop an understanding of hazards and risks associated with health, safety and welfare in an engineering workplace, the associated legislation and regulations and of their roles in complying with the related legal obligations. Undertake full risk assessments and to appreciate the significant risks encountered in the workplace and the measures taken to deal with them. They will also study the principles of reporting and recording accidents and incidents, again within a legal context. To produce and interpret CAD drawings CAD drawings: orthographic projections; circuit diagrams e.g. hydraulic, pneumatic, electronic; exploded/ assembly drawing; standards e.g. BS8888, BS3939, BS2917 Commands: absolute/relative/polar coordinates; features e.g. line types, grids, snaps, etc. Know how heat treatment processes and assembly techniques are used Heat treatment processes for ferrous metals: surface hardening; other processes e.g. hardening, tempering, annealing, normalising; appropriate health and safety requirements e.g. Health and Safety at Work. Assembly techniques: manual e.g. screwed fasteners, locking devices, keys, dowels, circlips; automated e.g. part feeding devices, transfer and indexing, orientation devices

Completed all outstanding coursework & begin to investigate year 13 units

Make It Stick Focus Classifying types of materials, quick fire questions. Class presentations, crosswords, recap questions,




Department Engineering Subject: BTEC National Engineering Key Stage:5 Year:13


Programme of Study ● Topics studied ● Key skills taught

/ developed / assessed

● Mathematics for engineering ● Business operations ● Engineering drawing for Engineering Technicians ● Engineering Design ● Engineering project ● CAD

Knowledge and understanding of algebraic methods, from a look at the use of indices in engineering to the use of the algebraic formula for solving quadratic equations. Learning outcome 2 involves the introduction of the radian as another method of angle measurement, the shape of the trigonometric ratios and the use of standard formulae to solve surface areas and volumes of regular solids. Sectors: primary e.g. oil, gas, agriculture; secondary e.g. chemical, manufacturing, automotive, aerospace, marine, sports; tertiary e.g. energy distribution, nuclear technologies, waste management, water services, building services, civil, construction, structural, health, telecommunications Engineering functions: e.g. research and development (R&D), design, manufacture, materials supply and control, production planning and control, installation, commissioning, maintenance, technical support, technical sales, project planning and management, quality assurance. Organisational types: size e.g. micro, small, medium, large; status e.g. sole trader, partnership, public (plc), private (ltd), new, established, charitable, not for profit; structure e.g. owner-manager, boards, committees, governors, hierarchical, flat, matrix Information flow: internal systems e.g. lines of communication, working procedures, E-Systems, integrated systems; people involved e.g. supervisor, other employees, customers, suppliers; types of information e.g. work instructions (such as operation sheets, engineering drawings, circuit diagrams), work in progress records, stock/orders/sales; work ethics of communication e.g. confidentiality, integrity, respect. External factors: factors to consider e.g. markets, consumers, demographic and social trends, competitive products/services/organisations etc. Interpret: obtain information and describe features e.g. component features, dimensions and tolerances, surface finish; identify

● Mathematics for engineering ● Business operations ● Engineering drawing for Engineering Technicians ● Engineering Design ● Engineering project ● CAD

Learning outcome 3 requires learners to be able to represent statistical data in a variety of ways and calculate the mean, median and mode. Finally, learning outcome 4 is intended as a basic introduction to the arithmetic of elementary calculus. Legislation: legislation e.g. Health and Safety at Work Act 1974, Employment Act 2002, Factories Act 1961, Fire Precautions Act 1971, Data Protection Act 1998, Companies Act 2006 Regulation: e.g. Employment Equality (Age) Regulations 2006, Management of Health and Safety at Work Regulations 1999, Provision and use of Work Equipment Regulations 1998, Control of Substances Hazardous to Health (COSHH) Regulations 2002, Lifting Operations and Lifting Equipment Regulations 1998, Manual Handling Operations Regulations 1992, Personal Protective Equipment at Work Regulations 1992, Confined Spaces Regulations 1997, Electricity at Work Regulations 1989, etc. Costing techniques: income; expenditure; profit/loss; cost control e.g. direct cost, indirect cost, fixed cost, variable cost, contribution, marginal costing; assets e.g. investment and value of fixed assets, depreciation of fixed assets Make-or-buy decisions: e.g. break-even point, investment appraisal, return on investment, pay-back time, financial risk, development costs. Written work: note taking e.g. lists, mind mapping/flow diagrams; writing style e.g. business letter, memo writing, report styles and format, email, fax; proofreading and amending text; use of diary/logbook for planning and prioritising work schedules; graphical presentation techniques e.g. use of graphs, charts and diagrams Verbal methods: speaking e.g. with peers, supervisors, use of appropriate technical language, tone and manner; listening e.g. use of paraphrasing and note taking to clarify meaning; impact and use of body language in verbal communication. Use of information: e.g. for the solution of engineering problems, for product/service/topic research, gathering data or material to support own work, checking validity of own work/findings Requirements of a PDS: interpretation of technical requirements e.g.

Complete all coursework




manufacturing/assembly/process instructions e.g. cutting lists, assembly arrangements, plant/process layout or operating procedures, electrical/electronic/communication circuit requirements; graphical information used to aid understanding of written or verbal communication e.g. illustrations, technical diagrams, sketches. The design process: triggers e.g. market pull, demand, profitability, technology push, innovation, market research; process of design for manufacture; decision making; use of new technologies e.g. computer aided design (CAD), simulation, rapid prototyping, computer integrated manufacture (CIM); lines of communication Customer: customer/client relationship; types of customer e.g. external, internal; requirements of customer e.g. performance specifications (physical dimensions, mass), compliance to operating standards, reliability and product support, end of life disposal, production quantities (custom built, modification to an existing product, small batch, large volume) Product design specification (PDS): analysis of customer requirements; production of an agreed PDS; documentation e.g. physical dimensions, materials, mass, operation and performance. Benefits of CAM: increased profitability e.g. reduced machine set-up times, greater flexibility in terms of batch sizes, reduction in lead times, reduction of labour costs, lower unit costs, optimised use of cutting tools, production of complex shapes; improvements in quality e.g. elimination of human error, consistent accuracy; greater responsiveness to the requirements of the customer; competing in the world marketplace Simultaneous engineering: parallel operation of tasks; multi-discipline team-based working e.g. marketing, design, modelling, rapid prototyping, manufacturing, development; time-based management e.g. integration of activities, lean manufacturing, total quality management (TQM), shorter development times, faster time to market, right first time, improved communication

operating performance, physical dimensions; interpret economic requirements e.g. production quantities, product life, marketplace positioning. Prepare design proposals: ideas generation e.g. research into existing products, freehand sketching, simulation, flow charts; realistic design proposals e.g. fitness for purpose, manufacturability, aesthetics, ergonomics. Design reference material: manufacturers’ catalogues e.g. screw fixings, bearings, seals, electrical connectors, drive belts, gear drives; materials databases e.g. mechanical properties, physical properties; design databases e.g. structural beam sections, corrosion protection, anthropometric data. Robots: applications e.g. pick and place systems, product handling, product assembly, machine loading, safe operation, codes of practice (Health and Safety Executive HSG43, Provision and Use of Work Equipment Regulations); advantages e.g. consistency of performance, 24/7 continuous working, reduced cycle times; limitations e.g. high standard of maintenance required, precise programming needed, computer systems failure will cause breakdown, new products require complete reprogramming, certain processes still need a skilled operator, complex and expensive equipment Flexible manufacturing systems: benefits e.g. production of different parts without major re-tooling, efficient production of customised products, ease of responding to changes in product mix and production schedules, lean manufacture

Make It Stick Focus Quick fire questions. Quick fire questions, reduce it!, presentations N/A




Department: English Subject: A Level English Literature Key Stage: 5 Year: 12

Autumn Term

Spring Term Teacher 1

Summer Term Teacher 1

Programme of Study Topics studied Key skills taught / developed / assessed

Teacher 1 Poetry of Hughes and Plath Introduce students to the poetry of Hughes and Plath, with a strong focus on the following skills:

● Analysis of how meanings are shaped in poetry texts and the ways writers adapt structure, form and language in poetry for effect.

● Show understanding of the cultural and contextual influences on readers and writers.

● Use accurately a range of literary concepts and terminology.

● Reflect on different interpretations of literary texts, including, where relevant, critical interpretation; debate alternative ideas about a text and consider multiple readings.

● Identify and consider how attitudes and values are expressed in texts.

● Use accurately quotations from and references to texts and sources.

● Organise responses in a clear and effective academic style and register with coherent written expression.

● Draw comparisons between the works of the two writers.

Teacher 2 A Streetcar Named Desire: Students read and analyse the first play in preparation for a comparison with an Early Modern play, with a focus on the following skills:

● Analysis of how meanings are shaped in drama texts.


● Use accurately a range of literary concepts and terminology, including knowledge of the

Teacher 1 Poetry of Hughes and Plath Students continue their study of the poetry of Hughes and Plath, continuing to develop the following skills:








● Draw comparisons between the works of the two writers.

Teacher 2 The Duchess of Malfi Students read and analyse the second play for comparison with A Streetcar Named Desire, developing the skills established in the Autumn term, including a new focus on comparison:

● Exploring and comparing the relationship between dramatic texts, considering how ideas are presented and how dramatic traditions have changed over time.

● Analysis of how meanings are shaped in drama texts. ● Show understanding of the cultural and contextual

influences on readers and writers.

Teacher 1 Prose Coursework: The Great Gatsby Students read and analyse The Great Gatsby as part of their prose study. The novel is then compared with a post-2000 novel of their choice (approved by the exam board). The focus will be on the following skills:

● Read texts in a variety of ways and respond critically and creatively.

● Communicate fluently, accurately and effectively their knowledge, understanding and judgement of texts.

● Use literary critical concepts and terminology with understanding and discrimination, including features specific to analysis of prose.

● Explore comparisons and contrasts between texts, establishing links and relationships.



● Draw on their understanding of different interpretations in responding to and evaluating texts.

● Adopt a clear and appropriate academic style and register.


Teacher 2 Unseen Prose and Poetry Introduce students to the study of unseen texts. Prose extracts will be taken from the period 1880-1910. Unseen poetry can be taken from any time period and be any form. Prose skills include:

● Focus their response on how meanings are shaped.




principles and conventions of drama and dramatic verse.




● Use accurately quotations and references to texts and sources.

● Use accurately a range of literary concepts and terminology, including knowledge of the principles and conventions of drama and dramatic verse.





● Give consideration to relevant contexts and how texts may be read in more than one way.

● Use literary critical terminology with understanding and discrimination.



Poetry skills include: ● Focus their response on how meanings are

shaped. ● Use literary critical terminology with

understanding and discrimination. ● Adopt a clear and appropriate academic style

and register. ● Use accurately quotations from and references

to texts and sources.

Make It Stick Focus ● Hughes and Plath: recall knowledge of poems; make links between poems; revision of themes & context and successful writing skills.

● Poetic terminology. ● A Streetcar Named Desire: recall knowledge of

the play; quotation recall and explanation of importance; revision of themes & context and successful writing skills.

● Dramatic terminology.

● Hughes and Plath: recall knowledge of poems; make links between poems; revision of themes & context and successful writing skills.

● Poetic terminology ● A Streetcar Named Desire & The Duchess of Malfi: recall

knowledge of the plays; quotation recall and explanation of importance; make links between the plays; revision of themes & context and successful writing skills.

● Dramatic terminology.

● Hughes & Plath recall. ● The Great Gatsby: recall knowledge of the

narrative; revision of themes & context and successful writing skills.

● Narrative terminology ● Literary terminology. ● Context appropriate for 1880-1910 time

period. ● Streetcar & Malfi recall. ● Successful writing skills.




Department: English Subject: A Level English Literature Key Stage: 5 Year: 13



Teacher 1 First 5 weeks: The Great Gatsby & coursework preparation Students continue their study of The Great Gatsby, focusing on skills previously highlighted. Students nominate their comparison texts and begin planning their area of focus. Whilst completing The Tempest, students should continue to work independently on their coursework, with set dates for drafts to be handed in to the class teacher. Rest of the term: The Tempest & Coursework completion Students read and analyse the Shakespeare play with a focus on the following skills:

● Analysis of how meanings are shaped in drama texts.


● Use accurately a range of literary concepts and terminology, including knowledge of the principles and conventions of drama and dramatic verse.





Teacher 2 Poetry of John Donne Introduce students to the poetry of John Donne, with a strong focus on the following skills:


Teacher 1 First half term: The Tempest Students continue their analysis of The Tempest, focusing on the skills previously highlighted. Unseen Prose and Poetry & Revision Students to develop their skills of analysis when tackling unseen extracts. Prose extracts will be taken from the period 1880-1910. Unseen poetry can be taken from any time period and be any form. Prose skills include:

● Focus their response on how meanings are shaped.

● Give consideration to relevant contexts and how texts may be read in more than one way.

● Use literary critical terminology with understanding and discrimination.



Poetry skills include: ● Focus their response on how meanings are

shaped. ● Use literary critical terminology with

understanding and discrimination. ● Adopt a clear and appropriate academic style

and register. ● Use accurately quotations from and references

to texts and sources. In addition to this, students should continue to work independently on their coursework, with set dates for drafts to be handed in to the class teacher. Teacher 2 Poetry of John Donne & Revision Students continue their study of the poetry of John Donne, continuing to develop the following skills:

Revision Revision of previous texts, with a focus on exam writing skills and any AOs that students need support with.

AO1 Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression

AO2 Analyse ways in which meanings are shaped in literary texts

AO3 Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received

AO4 Explore connections across literary texts

AO5 Explore literary texts informed by different interpretations.

















In addition to this, students should then begin revising previous texts, with a focus on exam writing skills and any AOs that students need support with.

Make It Stick Focus Teacher to decide the most appropriate MIS focus for each lesson based on class needs determined from assessments. This could include: Poetic/dramatic/narrative terminology. Hughes & Plath poetry & context. The Tempest quotations, knowledge and context. The Great Gatsby John Donne poetry & context. A Streetcar Named Desire & The Duchess of Malfi quotations, knowledge and context.

Teacher to decide the most appropriate MIS focus for each lesson based on class needs determined from assessments. This could include: Poetic/dramatic/narrative terminology. Hughes & Plath poetry & context. The Tempest quotations, knowledge and context. Context appropriate for 1880-1910 time period. John Donne poetry & context. A Streetcar Named Desire & The Duchess of Malfi quotations, knowledge and context.

Teacher to decide the most appropriate MIS focus for each lesson based on class needs determined from assessments. This could include: Poetic/dramatic/narrative terminology. Hughes & Plath poetry & context. The Tempest quotations, knowledge and context. John Donne poetry & context. A Streetcar Named Desire & The Duchess of Malfi quotations, knowledge and context.




Department: English Subject: English Language Key Stage: 5 Year: 12

Autumn Spring Summer


Teacher 1 - Language and Representation Cover key concepts Context Mode Representation Positioning of audience Spoken discourse AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning AO4: Explore connections across texts, informed by linguistic concepts and methods Grammar Word classes Clause structure Sentence structure Tense and aspect Written discourses Analysis of a range of genres including articles, leaflets, blogs, chat rooms, etc. AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning Teacher 2 - Language Diversity Gender Representation Spoken variation Inequalities Theorists AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO2: Demonstrate critical understanding of concepts and issues relevant to language use.

Teacher 1 - Language and Representation Frameworks Lexis Graphology Phonology Pragmatics AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning Creating texts NEA Development of writing skills. Focus upon originality, creativity and accuracy. Exposure to a range of texts. AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression. AO2: Demonstrate critical understanding of concepts and issues relevant to language use. AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning. AO4: Explore connections across texts, informed by linguistic concepts and methods. AO5: Demonstrate expertise and creativity in the use of English to communicate in different ways. Teacher 2 - Language Diversity Occupation Representation Features Spoken variation Theorists AO1: Apply appropriate methods of language analysis,

Teacher 1 End of Year exam preparation Sharp focus upon Paper 1, Qus 1-3. Revision of frameworks and key concepts as part of this. Creating texts NEA Continuation of drafting process with reference to this. End of Year exam Pupils to sit a mock in which they answer Paper 1, Section A in exam conditions. Responding to Feedback Pupils given back mock with level 3 marking. Green pen work, review of sample answers and re-drafting required. Teacher 2 - Language Diversity Social groups Representation Features Spoken variation Theorists AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO2: Demonstrate critical understanding of concepts and issues relevant to language use. End of Year exam preparation Sharp focus upon Paper 2, Section A. Revision of all variation topics as part of this. End of Year exam Pupils to sit a mock in which they answer Paper 2, Section A in exam conditions. Responding to Feedback Pupils given back mock with level 3 marking. Green pen work, review of sample answers and re-drafting required.




AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO2: Demonstrate critical understanding of concepts and issues relevant to language use.

using associated terminology and coherent written expression AO2: Demonstrate critical understanding of concepts and issues relevant to language use. World Englishes Representation Features Spoken variation Theorists AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO2: Demonstrate critical understanding of concepts and issues relevant to language use.

Make It Stick Focus

Constant focus throughout upon establishing key exam skills of analysis and evaluation through a range of activities. Teacher 1 Linking ideas of grammar back to key concepts through annotation of texts and application within exam questions. Teacher 2 Review of Gender through mock exam and focused lesson starters.

Teacher 1 Use of exam practice and feedback in order to solidify understanding of Paper 1, Qu 1-3 requirements. Reference made to frameworks and concepts of audience positioning and representation in the careful crafting of original writing. Teacher 2 Review of Accent and Dialect through mock exam question. Continuation of use of a range of starters to develop understanding of Gender. Use of a range of activities to recap all other variation topics. Mock exam on occupation.

Developing understanding and knowledge as well as honing revision skills as key focus in this area. Pupils are able to identify their own targets for continuing next year. Plan should be made for how to hone and develop these required skills going forward.




Department: English Subject: English Language Key Stage: 5 Year: 13

Autumn Spring Summer

Programme of Study ● Topics

studied ● Key skills

taught / developed / assessed

Teacher 1 Child Language Acquisition-Spoken Acquisition along the frameworks- Grammar, Lexis, Pragmatics, Phonology, Orthography, Graphology Child Directed Speech Theorists Stages of development The role of parent, carer and teacher AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning Teacher 2 Language Change Prescriptivism vs Descriptivism Change along the frameworks-Lexis, Grammar, Phonology, Semantics, Pragmatics Theories of change Context of change Language investigation NEA Conducting own linguistic research Developing analyses skills Structuring investigation AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression. AO2: Demonstrate critical understanding of concepts and issues relevant to language use. AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning.

Teacher 1 - Language Discourses Paper 2, Questions 3 and 4 Introduce language discourses - focus upon key debates in language Revisit audience positioning and representation within written texts Develop comparison skills Focus on writing skills for form - opinion article; radio script; documentary AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression. AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning. AO4: Explore connections across texts, informed by linguistic concepts and methods Teacher 2 Language investigation-FINAL DEADLINE Conducting own linguistic research Developing analyses skills Structuring investigation Paper 2, Questions 1 and 2 Honing of evaluation skills Structuring an argument Applying theorists/concepts appropriately AO1: Apply appropriate methods of language analysis, using associated terminology and coherent written expression. AO2: Demonstrate critical understanding of concepts and issues relevant to language use. AO3: Analyse and evaluate how contextual factors and language features are associated with the construction of meaning.

Teacher 1 Paper 1, Questions 1-3 Refining skills of analysis Reviewing knowledge and understanding of frameworks Developing application and understanding of representation and audience positioning to a range of written texts. Honing comparison skills. Teacher 2 Child Language Acquisition revision Structuring an argument Developing evaluation skills Applying knowledge and analysis to a transcript Applying theorists/concepts appropriately

Make It Stick Focus Starters focusing on areas of variation Level 3 marked responses to appropriate topics.

Review of skills required for Paper 1, Questions 1, 2 and 3 in developing understanding of Paper 2. Emphasis of link here is vital. Level 3 marked response to Child Language Acquisition-Spoken question and Literacy question. Revision of skills and content for Paper 2

Review of skills required for Paper 1, Questions 1, 2 and 3. Review of knowledge associated with Child Language Acquisition Appropriate level 3 marked responses.




Department: Geography Subject: Geography Key Stage: 5 Year: 12





Changing Places This section of our specification focuses on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time. Through developing this knowledge, students will gain understanding of the way in which their own lives and those of others are affected by continuity and change in the nature of places which are of fundamental importance in their lives. Study of the content must be embedded in 2 contrasting places, one to be local (Newcastle). A contrasting place (Detroit) is likely to be distant – it could be in the same country or a different country but it must show significant contrast in terms of economic development and/or population density and/or cultural background and/or systems of political and economic organisation. The place studies complement the requirement to embed the study of content in 2 contrasting places. Study of this section offers particular opportunities to exercise and develop qualitative (and quantitative) investigative techniques & practice-related observation, measurement and various mapping skills, together with data manipulation & statistical skills including those associated with & arising from fieldwork. Coastal Systems and Landscapes This section focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation & outcomes of fundamental geomorphological processes and their A-level exams June onwards. In common with water & carbon cycles, a systems approach to study is specified. Student engagement with subject content fosters an informed appreciation of the beauty and diversity of coasts and their importance as human habitats. The section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork.

Population and the Environment This section of our specification has been designed to explore the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment. Engaging with these themes at different scales fosters opportunities for students to contemplate the reciprocating relationships between the physical environment and human populations and the relationships between people in their local, national and international communities. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Coastal Systems and Landscapes continues See Autumn Term Water and Carbon Cycles This section of our specification focuses on the major stores of water at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. The content invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. The section offers the opportunity to exercise and develop geographical skills including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork.

Population and the Environment See Spring Term Water and Carbon Cycles continue See Spring Term NEA Investigation Students will conduct 4 field work days in the Spring and Summer terms that will then allow them to develop the taught skills to plan, carry out and write up their own independent enquiry.

Make It Stick Focus KS4 Hazards, Globalisation & Trade, Analysis of quantitative and qualitative data sources

Coastal Systems and Landscapes , Changing Places Links between various topics in Geography

Population and the environment, Changing Places Investigative skills




Department: Geography Subject: Geography Key Stage: 5 Year: 13




Population and the Environment Engaging with themes at different scales fosters opportunities for students to contemplate the reciprocating relationships between the physical environment and human populations and the relationships between people in their local, national and international communities. Study offers the opportunity to exercise & develop observation skills, measurement & geospatial mapping skills, data manipulation & statistical skills, including those associated with & arising from fieldwork. Hazards This optional section of our specification focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of hazards and the ways people respond to them, students can engage with many dimensions of the relationships between people and the environments they occupy. Students can exercise & develop observation skills, measurement & geospatial mapping skills, data manipulation and statistical skills, including those associated with and arising from fieldwork. Global Governance This section of our specification focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them. Students can exercise & develop both qualitative & quantitative approaches to gathering, processing & interpreting relevant information & data including those associated with and arising from fieldwork. Fieldwork and write up Students will complete an individual investigation which must include data collected in the field. This must be based on a question or issue defined and developed by the student relating to any part of the specification content. How it's assessed: • 3,000–4,000 words • 60 marks • 20% of A-level • marked by teachers • moderated by AQA

Hazards - continues See Autumn Term Global Governance continues See Autumn Term

Revision and final Exam Practice This term will focus on themes and concepts throughout the whole course and the synoptic links between them. Time will be spent revising each of the topics, practicing key skills and developing exam technique.

Make It Stick Focus Coastal Systems & Landscapes, Population & Environment, High order commands in exam responses Water and Carbon Cycles, Changing Places, Synoptic links in the course

All




Department: History Subject: A Level History Key Stage: 5 Year Group: 12

Unit 1 Unit 2 & 4

Programme of Study

A Level History A, OCR

Units 1,2,& 4 Unit 1 - British Period Study & Enquiry (25%) 1 hour 30 min exam Period study - essay based questions Enquiry study - source based questions Unit 2 - Non British Period Study (15%) 1 hour exam 2 essay based questions Unit 4 - Topic bases essay (20%)

British Period Study & Enquiry

The early Stuarts and the Origins of the English Civil War & The execution of King Charles 1st and the Interregnum

● James I and Parliament ● James I and religion ● Charles I 1625-1640 ● Charles I and the victory of parliament 1640-1646

Enquiry Topics

● The Execution of Charles I and the Interregnum 1646-1660 ● The failure to achieve a settlement 1646-49 ● The Commonwealth and the Protectorate ● The Restoration of Charles II

Non British Period of Study Democracy and Dictatorship in Germany 1919-63

● The establishment and development of the Weimar Republic: Jan 1919 - Jan 1933

● The establishment of the Nazi Dictatorship and its domestic policies: Feb 1933-1939

Topic Based Essay

● Reading preparation for essay ● Collating contrasting views of Historians ● Source Log collating primary sources and secondary interpretations ● Proposing and finalising essay question ● First draft of essay

Make it Stick focus:

● Knowledge tests ● Frequent timed essays in class ● Revisiting previous topics ● Revision techniques





Department: History Subject: A Level History Key Stage: 5 Year Group: 13

Unit 3 Unit 2 & 4

Programme of Study

A Level History A, OCR

Completing the study of Units 2, 3 & 4. Unit 2 - Non British Period Study (15%) 1 hour exam 2 essay based questions Unit 3 - Thematic Study and Historical Interpretations (40%) 2 Hours 30 min exam Thematic based essays Evaluation of Historical Interpretations Unit 4 - Topic based essay (20%)

Thematic study and Historical Interpretations Rebellion and disorder under the Tudors 1485-1603 & Interpretations of Pilgrimage of Grace, Northern Earls Rebellion, Tyrone’s Rebellion

● The main causes of rebellion and disorder ● The frequency and nature of disturbances ● The impact of disturbances on Tudor Governments ● The maintenance of political stability

Depth studies

● The Pilgrimage of Grace ● The Western Rebellion ● Tyrone’s Rebellion

Non British Period of Study Democracy and Dictatorship in Germany 1919-63

● The establishment of the Nazi Dictatorship and its domestic policies: Feb 1933-1939

● The impact of war and defeat on Germany: 1939-1949 ● Divided Germany: The Federal Republic and the DDR 1949 - 1963

● REVISION

Topic Based Essay

● Draft 2 & 3 of essay ● Final essay

Make it Stick focus:






Department: IT Subject: CTec IT Key Stage: 5 Year: 12


Programme of Study ● Topics studied ● Key skills taught / developed

/ assessed

● Information Systems ● Business Documents ● Design Life Cycle ● Problem Solving ● Writing specifications ● Digital image capture ● Business Data Collection ● Report writing ● Presentation creation ● Advanced Google Suite Skills ● Designing websites ● Asset creation

● Spreadsheet design & development ● Data Flow Diagrams ● Installing software ● Upgrading software ● Game engine development ● Asset creation ● Web development ● Testing products ● Refining reports ● Responding to feedback

● Database development ● Advanced asset creation ● Advanced spreadsheet formulas &

functions ● Publishing sites to the web ● Key research skills ● Identification of suitable sources

Make it Stick Focus

● Web Design (From Y11) ● Report writing skills - MIS across units

● Web design software (from M1) ● Utilizing business data (from M1) ● Editing images

● Data flow Diagrams (M2)




Department: IT Subject: CTec IT Key Stage: 5 Year: 13



/ assessed

● Social Media Platforms ● Designing Databases ● Designing Spreadsheets ● Interrogating computer systems ● Storyboarding ● Analysing multimedia products ● Creating analysis tools ● Drawing data dictionaries ● Drawing entity relationship diagrams ● Building a storyboard for a concept ● Creating multimedia assets ● Graphic Design

● Manipulating data in databases ● Advanced formulas - spreadsheets ● Advanced functions - spreadsheets ● Representation of data - spreadsheets ● Advanced Hardware & Software ● Creating a 2D animation ● Coding multimedia products ● Building Social Media Platforms

● Multimedia

○ Layering ○ Hyperlinks ○ Embedding media content

● Animation

○ Loops ○ Tweening ○ Rotoscoping ○

● Spreadsheets ○ Nested IF ○ V & H Lookups ○ Linked workbooks ○ Charts/graphs ○ Data validation ○

● Databases ○ Creating relationships, queries, reports

● Publishing databases to users ● Analysis of spreadsheet data ● Testing ● Publication of media products ● Pitching business concepts

Make it Stick Focus

● Digital image editing (from Y12) ● DFD (Y12)

● Spreadsheet functions & formulas (Y12) ● Publishing products to the web (Y12, Y13 M1)




Department: Mathematics Subject: Mathematics Key Stage: 5 Year:12/13



/ assessed

Full 2 year SOW A level maths

Make it Stick Focus

Common unit tests. Agreed examination papers as per calendar

Department: Mathematics Subject: Further Mathematics Key Stage: 5 Year:12/13



/ assessed

Full 2 year SOW A level further maths

Make it Stick Focus

Common unit tests. Agreed examination papers as per calendar

https://docs.google.com/spreadsheets/d/1loJLS5nrJnbrBcSc6Qs16tEQwI5Qvanyc9ckfA7QHzw/edit#gid=158758197

https://docs.google.com/spreadsheets/d/1GChmflKMnUxgHN_mir0SBiOfNSBhAT7zQIP5gwslNNo/edit#gid=59363687




Department: MFL Subject: French Key Stage: 5 Year: 12


Programme of Study ● Topics studied ● Key skills taught

/ developed / assessed

Theme objectives · The changing family structure in France · The family structure in France · The institution of marriage · Relationships within the family unit · Education in France · How the education system is structured · Issues French students might have · Higher education in France · Ways of adapting to working life Grammar · Revision of the present tense of regular and common irregular verbs · Future and near future tenses · Interrogatives · Definite and indefinite articles · Regular and irregular perfect tense · Position and agreement of adjectives ·Pronouns, including direct and indirect Skills/strategies: · Listening/reading/speaking and writing developed within each subtopic · Summarise information and extract key points from listening passages · Research and find useful material online · Use dictionaries(bilingual and online) · Use techniques to better understand written French · Learn techniques to memorise vocabulary · Acquire techniques to translate from French to English · Acquire techniques to answer questions in French

Theme objectives · The world of work in France · Work-life balance and attitudes towards work in France · Reasons why people strike, their rights and trade union intervention · Gender discrimination in the workplace · Music in France and French speaking countries · The popular music genre, la chanson française and Haïtian music Film La Haine · Study characters · Themes · Style and cinematic techniques · Cultural and historical background · The director and his intentions Grammar: Recognising and using comparative and superlative adjectives · Recognising and using the perfect and imperfect tenses · Using the passive voice and on · Reflexive verbs · Recognising and understanding the past historic of regular and common irregular verbs Skills: ·Listening/reading/speaking and writing developed within each subtopic · Learn how to summarise information · Extending vocabulary through word families and the use of synonyms · Improving reading techniques · Improving listening techniques · Translate from English into French · Essay writing in French

Theme objectives · The media in France · Freedom of speech in Francophone countries · Print and online media in francophone countries · The effect of the media on politics and society in francophone countries ·French festivals and traditions · Celebrations in francophone countries · French and francophone festivals · Customs and traditions in France · Research for independent research project Grammar: ·Present and past participles ·Using the negative form ·Using the imperative · Using ‘when’ followed by the future or conditional · Using the present subjunctive Skills: ·Listening/reading/speaking and writing developed within each subtopic ·Create more interesting sentences ·Acquire revision techniques · Learning and using more sophisticated language

Make It Stick Focus Consolidating current vocabulary as well as that of previous themes through various activities such as; Speaking activities to start the lesson, Dictation, Translations French to

English and vice versa, Weekly vocabulary tests, Independent listening and reading work, Regular grammar assessments, Essay and exam question practice




Department: MFL Subject: French Key Stage: 5 Year: 13





Theme objectives ● Immigration in France ● Origins of immigrants and their reasons for coming to France ● Positive contribution of immigrants, how they enrich French

culture ● Challenges & benefits of immigration & multiculturalism in

France ● Effects of immigration on local people ● Issues surrounding multiculturalism in France ● The German occupation of France in WW2 ● Life for the French under the Vichy regime ● The nature of anti-Semitism in France under the occupation ● Life under the occupation and post-war reprisals ● Marshal Pétain and life under the Vichy Regime ● The National Revolution and the role propaganda played in it.

Literary text -Les mains sales de Jean-Paul Sartre ● Themes, Style and structure, the author, his aims & philosophy ● Essay practice

Grammar ● Using expressions of time- depuis and venir de ● Constructing sentences with mixed tenses ● Using direct and indirect speech ● Demonstrative pronouns and adjectives ● Possessive pronouns and adjectives ● A wider range of uses of the subjunctive ● Phrases with the infinitive ● Avoiding use of adverbs ● Recognizing the irregular form of the past historic

Skills/strategies: ● Listening/reading/speaking/writing developed within each

subtopic ● Expressing proportions in written or spoken French ● Summarising a listening passage in French ● Dealing with unknown language ● Extracting and summarising information from a longer passage ● Researching an event or series of events

Theme objectives ● The extreme right in France ● The Front National including Rise of the FN, Aims of the party leaders,

What the public thinks of the FN, Impact of the policies of Vichy & fate of Marshal Pétain

● Resistance movements in France ● Role Jean Moulin & women played in French resistance ● Who were the Free French, how did they support General de Gaulle ● Revisit themes 1 and 2 (year12) ● What France is doing to care for the most vulnerable ● Volunteers in the workplace and in charities ● Studying abroad ● The role of the internet in crime and crime prevention ● Revision and exam practice

Film La Haine (MIS) ● Study characters and Themes ● Style and cinematic techniques ● Cultural and historical background ● The director and his intentions

Literary text -Les mains sales de Jean-Paul Sartre ● Themes, Style & structure, the author, his aims & philosophy ● Essay practice

Grammar: ● Comparative and superlative adverbs ● Passive with tenses other than the present ● Indefinite adjective and pronouns ● The perfect subjunctive ● How to use dependent and perfect infinitives ● Using different tenses with expressions of time. ● Using prepositions, interrogative adjectives and pronouns ● Using alternatives to the passive ● Future and conditional perfect Skills: ● Listening/reading/speaking/writing developed within each subtopic ● Checking writing for an appropriate range of language & accuracy ● Weighing up and drawing conclusions

Revision and exam practice




● Translating from French to authentic English ● Adapting register according to task ● Acquiring techniques for holding your audience’s attention

while giving an oral presentation.

● Using a variety of complex grammatical structures ● Recognizing and using similes and metaphors ● Translating from English into authentic French ● Responding to different styles of spoken language ● Taking the lead in conversation

Make It Stick Focus Consolidating current vocabulary as well as that of previous themes through various activities such as: · Weekly vocabulary tests · Independent listening and reading work · Regular grammar assessments les mains sales · Speaking activities to start lesson · Essay and exam question practice · Translations French to English and vice versa · Dictation

Department: MFL Subject: German Key Stage: 5 Year: 12




Social development in Germany (Language) ● Nature and Environment ● Education

Grammar ● nouns/genders/plurals ● Articles ● Present tense with regular / irregular / modal /

separable / reflexive verbs ● Cases ● Personal pronouns ● Prepositions

Social development in Germany (Language) ● The world of work

Political and artistic culture in German speaking areas (Language)

● Musik ● Media

Grammar

● Word order ● Conjunctions ● Perfect tense with haben and sein ● Future tense ● Adjectives and adjectival ending ● Imperfect tense ● Pluperfect tense

Goodbye Lenin! (Film)

● Historical background ● Life in DDR ● Watch the film ● Character analysis - main and minor characters

Political and artistic culture in German speaking areas (Language)

● Media ● Festivals and traditions

Grammar

● Interrogatives ● Relative clauses / pronouns ● Imperative ● Future perfect ● Passive voice ● Um...zu / ohne...zu ● Conditional ● Subjunctive I and II

Goodbye Lenin! (Film)

● Analysis of themes & characters in the film ● Cinematic devices ● Essay practice

Independent Research Project

● Choosing and breaking down into subheadings the topic for research project.

Make It Stick Focus Frequent grammar assessments of everything taught so far

Frequent grammar assessments of everything taught so far

Frequent grammar assessments of everything taught so far




Weekly vocabulary tests Listening summaries Reading comprehension

Weekly vocabulary tests Translations into English and into target language Listening summaries Reading comprehension

Weekly vocabulary tests Essay practice Translations into English and into target language Exam practice

Department: MFL Subject: German Key Stage: 5 Year: 13




Immigration and the German multicultural society (Language)

● The positive effects of integration ● The challenges of immigration and integration ● The social reaction to immigration

Grammar

● Consolidation of year 12 grammar

Ich fuhl mich so fifty-fifty (Text) ● Historical background of text ● Chapter analysis ● Main and minor character analysis ● Relevance of real life events ● Relevance of title

Independent Research Project

● Ongoing independent research

The German Reunification (Language) ● East Germany before the reunification ● Events before the reunification ● Germany since the reunification

Revision of previous topics in more detail

● Life after school ● Work and Pensions ● Internet - friend or foe?

Grammar

● Consolidation of year 12 grammar

Ich fuhl mich so fifty-fifty (Text) ● Analysis of themes ● Author’s techniques ● Essay practice

Goodbye Lenin!

● Revision and essay practice

Independent Research Project ● Ongoing independent research

● Revision of language topics ● Essay practice for film / text ● Speaking examination ● Exam practice

Make It Stick Focus Grammar assessments Vocabulary tests, including vocabulary from year 12 Essay practice & exam practice Translations into English and the target language Independent listening practice




Department: Music Subject: Music A Level Key Stage: 5 Year: 12



developed

Appraising Vocal Music

● J.S. Bach, Cantata, Ein feste Burg, BWV 80: Movements 1,

2 and 8

● Mozart, The Magic Flute: Act 1 Nos. 4 and 5

Suggested Wider Listening on Baroque and Classical Choral Music:

Handel Messiah - Surely he hath borne, And with his stripes,

Hallelujah, Worthy is the Lamb, Amen, The Trumpet Shall Sound

Schubert, Selection of Lieder: Erlkonig, An die Musik, Die Forelle, Der

Leiermann (Winterreise, no. 24)

Cover the full chronological period of 1600s - 1900s. Using the

relationship between the words and music, musical contexts and

make critical judgements and decisions.

Instrumental Music

● Vivaldi, Concerto in D minor, Op. 3 No. 11 ● Clara Wieck-Schumann, Piano Trio in G minor, Op. 17:

movement 1 Suggested Wider Listening on Baroque and Classical Instrumental

Music:

Haydn Symphony no.6 - movements 1 and 4

Bach Instrumental Suites

Beethoven String Quartet in C op. 59 movements 3 & 4

Beethoven op. 133 Grosse Fugue

Appraising Music for Film

● Danny Elfman, Batman Returns: Main theme (Birth of a Penguin Part II), Birth of a Penguin Part I, Rise and fall from grace, and Batman vs the Circus

● Rachel Portman, The Duchess: The Duchess and End titles, Mistake of your life, Six years later, and Never see your children again

Suggested Wider Listening: Max Steiner King Kong Ennio Morricone - Once Upon a Time in the West John Williams - Schindler’s List Popular Music and Jazz

● Courtney Pine, Back in the Day: Inner state (of mind), Lady Day and (John Coltrane), and Love and affection

● Kate Bush, Hounds of Love: Cloudbusting, And dream of sheep, and Under ice

Theory - extended chords and jazz progressions, jazz structures Suggested Wider Listening:

Charles Mingus - Blues and Roots

Carole King -Tapestry

Bix Beiderbecke - Jazz Me Blues

Appraising

Fusions

● Debussy, Estampes: Nos. 1 and 2

(Pagodes and La soiree dans Grenade)

● Familia Valera Miranda, Cana Quema: Alla va candela and Se quema la chumbamba

Suggested Wider Listening

Afro Celt Sound System - Vol. 2 Released: Eireann

and Riding the Waves

Villa Lobos - Bachiana Brasileiras No. 2 and No. 5

Robert Glasper Experiment, Black Radio: Afro Blue

New Directions

● Cage, Three Dances for two prepared pianos: No. 1

● Kaija Saariaho, Petals for Violoncello and Live Electronics

Suggested Wider Listening

Stockhausen - Gesang der Junglinge PIerre Boulez - Structures: 1a Peter Maxwell Davies - Eight Songs for a Mad King: No.s 6-8 Pupils to be assessed in the Summer Term with a mock exam paper based on the set works studied in Year 12 and comparison with other wider listening.

Compositional Techniques: Bach Chorale Adding ATB parts to a given soprano line (2 chorales) Harmonic vocabulary: triads in root position, first inversion, tonic triad in second inversion, 7th chords and inversions Voice leading, Passing notes and suspensions Modulation to closely related keys: abrupt/pivot/passing modulation Advanced harmonic vocabulary - diminished 7th chords, 3rd inversion chords Harmonising chorales in a minor key

Free Composition Conventions of the Classical Period

● Classical piano writing ● Sonata form ● String Quartet ● Minuet and Trio

Romanticism ● Composing for voice - Song Cycles/Lieder ● Romantic miniatures for piano and solo

instrument

Free Composition

Pupils to begin free composition in a style of their

own choice.

Lessons to consist of individual composition time

with one to one tutorials with teacher.




Make It Stick Focus Appraising - previous set works covered Composition Pupils to compose 1 Chorale per 2 week period to embed skills.

Appraising - previous set works covered Composition Pupils to compose 1 Chorale per 2 week period to embed skills.

Appraising - previous set works covered Composing Module 3 assessment to comprise of 2 chorales to be completed in 6 hours under controlled conditions.

Assessments to Take Place Performance Appraising Composition Pupils to compose 1 Chorale per 2 week period to embed skills.

Performance Appraising Composition Pupils to compose 1 Chorale per 2 week period to embed skills. Portfolio of compositions: Classical piano sonata Minuet and Trio for String Quartet Lieder Romantic Miniature for Piano

Performance Appraising Composing Module 3 assessment to comprise of 2 chorales to be completed in 6 hours under controlled conditions.

Department: Music Subject: Music A Level Key Stage: 5 Year: 13



developed

Appraising Vocal Music Vaughan Williams, On Wenlock Edge Nos. 1, 3 & 5 (On Wenlock Edge, Is My Team

Ploughing? And Bredon Hill)

Suggested Wider Listening: Fanny Mendelssohn, Ihr Tone schwingt euch flohlich (Lied zum

Geburrtstag des Vaters), Ethel Smyth, Mass in D: Gloria Verdi, Rigoletto: Act III, Nos. 11 and

12, Wagner, Die Walkure: Siegmund and Sieglinde (Wie dir die Stirn to Walsungen-Blut! And

orchestral postlude), Verdi: Rigoletto: Act III, Nos. 11 and 12

Instrumental Music

Berlioz, Symphonie Fantastique: Movement I Suggested Wider Listening on Baroque and Classical Instrumental Music: Cecile Chaminade -

Concertino for flute and orchestra: op. 107, Liszt - Les Preludes

Music for Film

Bernard Herrmann, Psycho: Prelude, The City, Marion, The Murder (Shower Scene), The Toys, The Cellar, Discovery, Finale Suggested Wider Listening: Debbie Wiseman - Wilde, Hans Zimmer and Lisa Gerrard - Gladiator, Toru Takemitsu - Black Rain

Appraising Fusions

Anoushka Shankar, Breathing Underwater: Burn,

Breathing Underwater, Easy

Suggested Wider Listening: R. Rahman - Jai ho (You are

my destiny), Gloria Estefan - Mi Tierra, Sara Tavares -

Xinti

New Directions

Stravinsky - The Rite of Spring, Introduction, The Augurs of Spring, and Ritual of Abduction Suggested Wider Listening; Unsuk Chin - Alice in

Wonderland: The Mad Tea Party, Oliver Messiaen - Des

Canyons aux etoiles - nos. 8 and 10, Tansy Davies - Re-

greening for a large orchestra

Appraising

Revision in preparation for exam.




Popular Music and Jazz

The Beatles - Revolver - Eleanor Rigby, Here there and everywhere, I want to tell you, and Tomorrow never knows Theory - extended chords and jazz progressions, jazz structures Suggested Wider Listening: Jay Z, Blueprint 3, Bjork, Vulnicura, Michael Jackson, Thriller

Free Composition Throughout term pupils to work on their Free Choice Composition. Pupils can begin a new free choice (own choice or responding to brief set by exam board on 1st September) or continue work on previous piece from before Summer.

Free Composition Final write up/corrections/recording of composition to be completed by end of January. Compositional Techniques Revision of Bach Chorale Technique through a range of example exercises. Focus on stylistic aspects of chorales - emulating Bach’s style as much as possible. Brief for Bach Chorales released on 1st April: 6 hours to complete under controlled conditions.

Compositional

Techniques

Completion of 6 hours

controlled time for Bach

Chorale.

Make It Stick Focus Appraising - previous set works covered Composition Revision of various compositional styles as necessary through style pupils are working in.

Appraising - previous set works covered Composition Revision of Bach Chorale techniques.

Appraising

Assessments to Take Place Performance Appraising Composition Ongoing assessment of Free Composition coursework.

Performance Appraising Composition Completion of Free Compositions. Release of brief for Compositional Techniques

Performance Appraising Composing Completion of Compositional Techniques paper.




Department: PE Subject: BTEC Sport Key Stage: 5 Year: 12





Unit 1- Principles of Anatomy and Physiology in Sport Know the structure and function of the skeletal system Know the structure and function of the muscular system Know the structure and function of the cardiovascular system Know the structure and function of the respiratory system Know the different types of energy systems Unit 3- Assessing Risk in Sport Know the key factors that influence health and safety in sport. Be able to carry out risk assessments. Know how to maintain the safety of participants and colleagues in a sports environment. Be able to plan a safe sporting activity. Unit 6- Sports Development Know key concepts in sports development Know the key providers of sports development Understand how quality is measured in sports development Know about sports development in practice.

Unit 2 - The Physiology of Fitness Know the body’s response to acute exercise Know the long-term effects of exercise on the body systems Be able to investigate the physiological effects of exercise on the body systems. Unit 7- Fitness Testing for Sport and Exercise Know a range of lab-based and field-based fitness tests Be able to use health screening techniques Be able to administer appropriate fitness tests Be able to interpret fitness test results & provide feedback. Unit 12- Current Issues in Sport Know how sport has developed in the UK Know how media & technology influence modern sport Know how contemporary issues affect sport Understand cultural influences & barriers that affect participation in sports activities.

Unit 2 - The Physiology of Fitness Know the body’s response to acute exercise Know long-term effects of exercise on the body systems Be able to investigate the physiological effects of exercise on the body systems. Unit 7- Fitness Testing for Sport and Exercise Know a range of lab-based and field-based fitness tests Be able to use health screening techniques Be able to administer appropriate fitness tests Be able to interpret results of fitness tests & provide feedback. Unit 13- Leadership in Sport Know the qualities, characteristics and roles of effective sports leaders Know the importance of psychological factors in leading sports activities Be able to plan a sports activity Be able to lead a sports activity.

Department: PE Subject: BTEC Sport Key Stage: 5 Year: 13





Unit 4- Fitness Training and Programming Know different methods of fitness training Be able to plan a fitness training session Be able to plan a fitness training programme Be able to review a fitness training programme. Unit 9- Practical Individual Sports Know skills, techniques & tactics required in selected individual sports Know rules & regulations of selected individual sports

Unit 5- Sports Coaching Know roles, responsibilities and skills of sports coaches Know the techniques used by coaches to improve performance of athletes Be able to plan a sports coaching session Be able to deliver and review a sports coaching session. Unit 15- Instructing Physical Activity and Exercise Know the principles of safe and effective exercise sessions

Unit 8- Practical Team Sports Know skills, techniques & tactics required in selected team sports Know the rules and regulations of selected team sports Be able to assess own performance in selected team sports Be able to assess the performance of teams in selected team sports. Unit 17- Psychology for Sports Performance

Know the effect of personality & motivation on sports performance




Be able to assess own performance in selected individual sports Be able to assess performance of others in selected individual sports.

Be able to design an exercise programme Be able to plan and lead an exercise session Be able to review the design of an exercise programme & leading of an exercise session.

Know relationship between stress, anxiety, arousal & sports performance Know the role of group dynamics in team sports Be able to plan a psychological skills training programme to enhance sports performance.

Department: PE Subject: A-level PE Key Stage: 5 Year: 12




Anatomy & Physiology ● Skeletal and muscular systems ● Joints, movements and muscles ● Functional roles of muscles and

types of contraction ● Analysis of movement ● Skeletal muscle contraction ● Muscle contraction during

exercise of differing intensities ● and during recovery

Cardiovascular and respiratory systems

● Cardiovascular system at rest ● Cardiovascular system during

exercise of differing intensities and during recovery

● Respiratory system at rest ● Respiratory system during

exercise of differing intensities and during recovery

Exercise Physiology

● Diet and nutrition and their effect on physical activity and performance

● Diet and nutrition ● Ergogenic aids

Skill Acquisition ● Classification of skills ● Types and methods of practice ● Transfer of skills ● Principles and theories of learning

movement skills ● Stages of learning ● Guidance ● Feedback

Sport Psychology

● Personality ● Attitudes ● Motivation ● Arousal ● Anxiety ● Aggression ● Social facilitation ● Groups and team dynamics in

sport ● Goal setting in sports

performance Demonstrate, apply, analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.

Sport and Society Emergence and evolution of modern sport. How social and cultural factors shaped the characteristics of, and participation in, sports and pastimes in pre-industrial Britain:

● social class ● gender ● law and order ● education/literacy ● availability of time ● availability of money ● type and availability of transport

How social and cultural factors shaped the characteristics of, and participation in, sport in post 1850 industrial Britain: social class – amateurism and professionalism

● gender/changing status of women ● law and order ● education/literacy ● availability of time/changing work conditions ● availability of money ● transport notably the railways

Influence of public schools:

● on the promotion and organisation of sports and games ● on the promotion of ethics through sports and games ● the ‘cult’ of athleticism – meaning, nature and impact ● on the spread and export of games and the games ethic

How social factors shaped the characteristics of, and participation in, sport in 20th century Britain:




Preparation and training methods in relation to improving and maintaining physical activity and performance

● Aerobic training ● Strength training ● Flexibility training ● Periodisation of training ● Impact of training on lifestyle

diseases Demonstrate, apply, analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.

● Class – amateurism and professionalism ● gender/changing role and status of women ● law and order ● education ● availability of time ● availability of money ● Transport

How contemporary factors are shaping the characteristics of, and participation in, sport in the 21st century:

● class – amateurism and professionalism ● gender/changing role and status of women ● law and order ● education ● availability of time ● availability of money ● transport

Globalisation of sport – media coverage – freedom of movement for performers – greater exposure of people to sport. Global sporting events The modern Olympic Games Background and aims (1896) Political exploitation of the Olympic Games – Berlin 1936, Third Reich Ideology – Mexico City 1968 ‘Black Power’ demonstration – Munich 1972 Palestinian terrorism – Moscow 1980 boycott lead by USA – Los Angeles 1984 boycott by Soviet Union Hosting global sporting events Positive and negative impacts on the host country/city of hosting a global sporting event (such as the Olympic Games or FIFA World Cup) – sporting – social – economic – political. Non examined assessment. (Practical) The learner’s practical performance, knowledge and understanding are assessed in the NEA component, Performance in physical education. The Learner is assessed in the selection, application and performance of skills in an open environment (effective performance) in one activity together with the Evaluation and Analysis of Performance for Improvement (EAPI), through observation and synopsis of knowledge (oral response) in that activity.

Make It Stick Focus ● Short answer exam questions. ● Extended answer exam questions. ● Revision sheets. ● Low stakes testing.

● Short answer exam questions. ● Extended answer exam questions. ● Revision sheets. ● Low stakes testing.





Department: PE Subject: A-Level PE Key Stage: 5 Year: 13




Anatomy & Physiology Energy for exercise

● Adenosine Triphosphate (ATP) and energy transfer

● Energy systems and ATP resynthesis

● ATP resynthesis during exercise of differing intensities and durations

● The recovery process

Environmental effects on body systems

● Exercise at altitude ● Exercise in the heat

Exercise Physiology Injury prevention and the rehabilitation of injury

● Acute and chronic injuries

● Injury prevention ● Responding to

injuries and medical conditions in a sporting context

● Rehabilitation of injury

Demonstrate, apply, analyse and evaluate the factors that underpin performance and

Skill Acquisition ● Memory

Sport Psychology ● Attribution ● Confidence and

self-efficacy in sports performance

● Leadership in sport

● Stress management to optimise performance

Demonstrate, apply, analyse and evaluate the factors that underpin performance and involvement in physical activity and sport.

Contemporary Issues in Physical Activity and Sport Ethics and deviance in sport

● drugs and doping in sport ● legal supplements versus illegal drugs and doping ● reasons why elite performers use illegal drugs/doping consequences/implications to: – society –

sport – performers strategies to stop the use of illegal drugs and doping Violence in sport

● causes in relation to players and spectators ● implications to: – society – sport – performers ● strategies to prevent violence in relation to players and spectators

Gambling in sport ● match fixing/bribery ● illegal sports betting

Commercialisation and media Factors leading to the commercialisation of contemporary physical activity and sport:

● growing public interest and spectatorship ● more media interest ● professionalism ● advertising ● Sponsorship

Positive and negative impacts of the commercialisation of physical activity and sport on: ● society ● individual sports ● performers ● Spectators

Coverage of sport by the media today and reasons for changes since the 1980s: ● television – terrestrial – free-to-air – satellite – subscription – pay-per-view ● radio – dedicated sports stations – local and national radio written press – newspapers – magazines ● internet positive and negative effects of the media on sport individual sports performers ● spectators relationship between sport and the media ● sport as a commodity ● links with advertising and sponsorship (‘golden triangle’).

Routes to sporting excellence in the UK

● development routes from talent identification through to elite performance ● the role of school, clubs, universities in contributing to elite sporting success




involvement in physical activity and sport.

● the role of UK Sport and National Institutes in developing sporting excellence/high performance sport strategies to address drop-out/failure rates from elite development programmes/at elite level.

Modern technology in Sport – its impact on Elite level sport, participation, fair outcomes and entertainment Elite performance:

● the extent to which modern technology has affected elite level sport including increased/improved: – access – facilities – equipment – monitoring of exercise – safety

General participation: ● The extent to which modern technology has increased participation including increased/improved: –

access – facilities – equipment – monitoring of exercise – safety ● The extent to which modern technology has limited or reduced participation including: – cost – the

range of alternatives to physical activity and sport Fair outcomes:

● The extent to which modern technology has increased fair outcomes including: – better timing devices – increased accountability of officials – more accurate decision making – improved detection of foul play – improved detection of doping.

● The extent to which modern technology has limited or decreased fair outcomes including: – access to modern technology can be limited – performance enhancing drug testing technology cannot keep up with new drug development – pressure on officials due to the exposure and scrutiny of their decisions

Entertainment: ● The extent to which modern technology has increased entertainment including: – action replays –

multiple camera angles – slow motion technology – improved analysis – punditry ● The extent to which modern technology has reduced or limited entertainment including: –

interruption and delay – reduced live attendances. Non examined assessment. (Practical) The learner’s practical performance, knowledge and understanding are assessed in the NEA component, Performance in physical education. The Learner is assessed in the selection, application and performance of skills in an open environment (effective performance) in one activity together with the Evaluation and Analysis of Performance for Improvement (EAPI), through observation and synopsis of knowledge (oral response) in that activity.

Make It Stick Focus ● Short answer exam questions.

● Extended answer exam questions.

● Revision sheets. ● Low stakes testing.

● Short answer exam questions.

● Extended answer exam questions.

● Revision sheets. ● Low stakes

testing.





Department: Psychology Subject: Psychology Key Stage: 5 Year:12


Paper 2 - Approaches Paper 1 - Attachment Paper 2 - Research Methods Paper 2 - Biopsychology Paper 1 - Memory Paper 3 - Schizophrenia Paper 3 - Issues and Debates Paper 1 - Social Psychology Paper 2- Psychopathology


/ assessed

Understanding the different approaches towards Psychology and evaluating these and comparisons between the approaches.

● Origins of Psychology ● The Learning Approach – Classical

Conditioning ● The Learning Approach – Operant

Conditioning ● Social Learning Theory ● Cognitive Approach ● Biological Approach ● Psychodynamic Approach ● Humanistic Approach ● Comparisons of Approaches

Understanding the function of the brain, how the brain recovers after trauma, how the brain has been viewed in the past and separate functions for the areas of the brain.

● The nervous system and the endocrine

system.

● Neurons and Synaptic transmission

● Localisation and function of the brain

● Plasticity and functional recovery of the

brain

● Split-Brain research into hemispheric

lateralisation

Attachment will focus on the key aspects of scientific essay writing- e will start interweaving aspects of research methods throughout the Attachment module.

● Schaffer’s stages of attachment ● Animal studies ● Learning Theory ● Bowlby’s Theory ● Ainsworth Strange Situation ● Bowlby’s maternal deprivation ● Romanian Orphan Studies ● Attachment and Later relationships

Memory will link to the approaches section in Module 1. In the spring term we start synthesising our learning by linking to other topics and modules and making links. This is where we can start ‘Making it Stick’. For the Memory Module, there are links to the Cognitive approach

● Coding Capacity and duration of memory ● The MSM ● LTM/STM ● The Working Memory model ● Interference ● Retrieval Failure ● Eyewitness Testimony – Misleading information ● Eyewitness testimony – Anxiety ● Improving Eyewitness Testimony – Cognitive

Research Methods makes up 60% of the course as this is interwoven every single module. Extra time is placed on this module because it is worth 48 marks of Paper 2, but also will make up a significant amount of marks over the three papers.

● Experimental Methods ● Control of Variables ● Experimental Design ● Types of experiment ● Sampling ● Ethical Issues and ways of dealing with

them. ● Pilot Studies ● Check out what you have learned so far. ● Observational Techniques ● Observational Design ● Self-report technique ● Self-report Design ● Correlations ● Data Analysis : Kinds of Data ● Data-Analysis – Descriptive Statistics ● Data-Analysis – Graphs ● Mathematical Content ● Stats tests ● Peer Review, Psychology and the

Economy.

Schizophrenia links to the approaches and psychopathology. This is embedded in the SOW as a performance strand. A02 questions will be




● Ways of investigating the brain

● Biological Rhythms and Circadian

Rhythms.

● Biological Rhythms: Infradian and

Ultradian Rhythms.

● Endogenous pacemakers and exogenous

zeitgebers.

What are the issues and debates in Psychology? Why should psychologists be concerned with gender bias, culture bias? This will look at the ability to reason and argue in psychology and are key points to use in every essay and how this can be applied to every topic.

● Gender Bias

● Cultural Bias

● Free Will and Determinism

● Nature/Nurture Debate

● Holism and Reductionism

● Idiographic and Nomothetic

● Ethical Implication

Interview

Psychopathology looks at abnormal behaviour. Where does this behaviour come from, what are the explanations and the possible cures for these behaviours. This links to the Approaches modules whereby there are several different studies to be included within.

● Definitions of abnormality ● Phobias ● Depression ● Obsessive Compulsive disorder ● Behavioural Approach to explaining phobias ● Behavioural Approach to treating phobia ● Cognitive Approach to explaining depression ● Cognitive Approach to treating depression. ● Biological Approach to explaining OCD ● Biological Approach to treating OCD

applied with research methods to get pupils use to writing a series of exam questions.

● What is schizophrenia? ● Biological Explanations ● Psychological Explanations ● Drug Therapy ● Psychological Explanation ● Interactionist Approach

Make it Stick Focus

Focus for this term in Year 12 will be applying content to exam questions and how to write 16 mark essays quickly whilst gaining maximum amount of marks. ‘Issues and debates’ contents will be applied to the evaluation structure and there should be 2 I&D paragraphs in each essay.

Make it stick focus: Synthesizing information within other modules.

Make it stick will focus on RM and how these will be represented in each module. Practice exam papers will be used every month to test the pupils AO1, AO2, and AO3 Skills.




Department: Psychology Subject: Psychology Key Stage: 5 Year:13




Research Methods Relationships Memory Relationships

● Sexual Selection and Human reproductive behaviour. ● Factors affecting attraction: Self-disclosure ● Factors affecting attraction: Physical Attractiveness ● Factors affecting attraction: Filter Theory ● Theories of Romantic Relationships- Social Exchange theory ● Theories of Romantic Relationships – Equity Theory ● Theories of Romantic Relationships: Rusbult’s investment model. ● Theories of Romantic Relationships: Duck’s Phase Model. ● Virtual Relationships in Social Media ● Parasocial Relationships

Memory

● Coding Capacity and duration of memory ● The MSM ● LTM/STM ● The Working Memory model ● Interference ● Retrieval Failure ● Eyewitness Testimony – Misleading information ● Eyewitness testimony – Anxiety ● Improving Eyewitness Testimony – Cognitive Interview.

Research Methods

● Experimental Methods ● Control of Variables ● Experimental Design ● Types of experiment ● Sampling ● Ethical Issues and ways of dealing with them. ● Pilot Studies

Aggression Memory Aggression

● Neural and Hormonal mechanisms in aggression. ● Genetic Factors in Aggression ● The Ethological Explanation of Aggression. ● Evolutionary explanation of human aggression. ● Social-Psychological Explanation of aggression:

Frustration Aggression Hypothesis. ● Social Psychological Explanation of Aggression: SLT ● Social-Psychological Explanation of Aggression:

Deindividuation ● Institutional Aggression in the context of prisons. ● Media Influences on aggression – the effects of

computer games. ● Media influences – Desensitisation, disinhibition and

cognitive priming

Memory ● Coding Capacity and duration of memory ● The MSM ● LTM/STM ● The Working Memory model ● Interference ● Retrieval Failure ● Eyewitness Testimony – Misleading information ● Eyewitness testimony – Anxiety ● Improving Eyewitness Testimony – Cognitive ● Interview.

Revision




● Check out what you have learned so far. ● Observational Techniques ● Observational Design ● Self-report technique ● Self-report Design ● Correlations ● Data Analysis : Kinds of Data ● Data-Analysis – Descriptive Statistics ● Data-Analysis – Graphs ● Mathematical Content ● Stats tests ● Peer Review, Psychology and the Economy.

Make it Stick Focus

Interweaving RM into all areas of Year 1 Psychology. Create new A03 for Social Influence and Psychopathology for Year 13.




Department: RE Subject: RE Key Stage: 5 (Eduqas spec.) Year:12


Link to Scheme of Work https://drive.google.com/drive/folders/0By_zF8YkP8VoOXdkTVQzSU9mRlE


/ assessed

Philosophy and Ethics themes taught in tandem Philosophy Arguments for the existence of God Challenges to religious belief Religious experience Religious Language Ethics Ethical Thought Deontological Ethics Teleological Ethics Determinism and Freewill

Philosophy and Ethics themes taught in tandem Philosophy Arguments for the existence of God Challenges to religious belief Religious experience Religious Language Ethics Ethical Thought Deontological Ethics Teleological Ethics Determinism and Freewill

Philosophy and Ethics themes taught in tandem Philosophy Arguments for the existence of God Challenges to religious belief Religious experience Religious Language Ethics Ethical Thought Deontological Ethics Teleological Ethics Determinism and Freewill Revision and Trial exams

Key Skills ● Develop their interest in a rigorous study of religion and belief and relate it to the wider world ● Develop knowledge and understanding appropriate to a specialist study of religion ● Develop an understanding and appreciation of religious thought and its ● Contribution to individuals, communities and societies ● Adopt an enquiring, critical and reflective approach to the study of religion ● Reflect on and develop their own values, opinions and attitudes in the light of their study. ● A level Religious Studies is designed to enable learners to develop their interest in, and enthusiasm for, a study of religion and its place in the wider world. ● The WJEC Eduqas A Level specification contains three components which include a wide range of topics for consideration, including an in-depth and broad study

of one of the six major world religions, philosophy of religion, religion and ethics. ● Demonstrate knowledge and understanding of religion and belief, including: ● Religious, philosophical and/or ethical thought and teaching influence of beliefs, teachings and practices on individuals, communities and societies ● Cause and significance of similarities and differences in belief, teaching and practice ● Approaches to the study of religion and belief. ● Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study

Make it Stick Focus

● Knowledge tests ● Frequent timed essays in class ● Comprehension exercises ● Revisiting previous topics ● Revision techniques



https://drive.google.com/drive/folders/0By_zF8YkP8VoOXdkTVQzSU9mRlE




Department: RE Subject: RE Key Stage: 5 (Eduqas) Year:13


Link to Scheme of Work https://drive.google.com/drive/folders/0By_zF8YkP8VoOXdkTVQzSU9mRlE


/ assessed

Theology Theme: A Study of Christianity Taught for 1-2 terms with spaced retrieval/MIS from year 12 throughout Religious figures and sacred texts Religious concepts and religious life Social and Historical developments Religious Practices

Theology Theme: A Study of Christianity Taught for 1-2 terms with spaced retrieval/MIS from year 12 throughout Religious figures and sacred texts Religious concepts and religious life Social and Historical developments Religious Practices

● Revision ● Timed essay practice ● MIS ● Spaced retrieval

Key Skills ● Develop their interest in a rigorous study of religion and belief and relate it to the wider world ● Develop knowledge and understanding appropriate to a specialist study of religion ● Develop an understanding and appreciation of religious thought and its ● Contribution to individuals, communities and societies ● Adopt an enquiring, critical and reflective approach to the study of religion ● Reflect on and develop their own values, opinions and attitudes in the light of their study. ● A level Religious Studies is designed to enable learners to develop their interest in, and enthusiasm for, a study of religion and its place in the wider world. ● The WJEC Eduqas A Level specification contains three components which include a wide range of topics for consideration, including an in-depth and broad study

of one of the six major world religions, philosophy of religion, religion and ethics. ● Demonstrate knowledge and understanding of religion and belief, including: ● Religious, philosophical and/or ethical thought and teaching influence of beliefs, teachings and practices on individuals, communities and societies ● Cause and significance of similarities and differences in belief, teaching and practice ● Approaches to the study of religion and belief. ● Analyse and evaluate aspects of, and approaches to, religion and belief, including their significance, influence and study

Make it Stick Focus




https://drive.google.com/drive/folders/0By_zF8YkP8VoOXdkTVQzSU9mRlE




Department: Science Subject: Biology Key Stage: 5 Year: 12




Teacher 1: ● Cells and Microscopy ● Water and its importance in plants and animals ● Proteins and Enzymes

Teacher 2:

● The heart and monitoring heart function ● Transport systems in mammals ● Gas exchange in mammals and plants ● Transport systems in plants

Ongoing Development of skills throughout the whole course:

● Practical Skills (tested in a written examination and as part of a practical endorsement)

● Planning - independent thinking ● Implementing - use and application of scientific

methods and practices, use of apparatus and techniques

● Analysis ● Evaluation ● Research and referencing ● Mathematical skills ● Examination skills

Teacher 1: ● Nucleic acids ● The developing cell: cell division and cell

differentiation ● The developing individual: meiosis, growth and

development Teacher 2:

● Pathogenic microorganisms ● The immune system ● Controlling communicable diseases ● The cellular basis of cancer and treatment






Teacher 2: ● Respiratory diseases and treatment

Revision

● End of year exams Ongoing Development of skills throughout the whole course:


● Planning - independent thinking ● Implementing - use and application of

scientific methods and practices, use of apparatus and techniques


Make It Stick Focus Topics covered during this term Water and its importance Proteins and enzymes Gas exchange in mammals and plants Transport systems in plants Pathogenic organisms

Nucleic acids The developing cell: cell division and differentiation The developing individual: meiosis, growth and development The immune system Controlling communicable disease




Department: Science Subject: Biology Key Stage: 5 Year: 13




Teacher 1: ● Fertility and assisted reproduction ● The effects of ageing on the reproductive system ● Plant reproduction ● Cellular respiration

Teacher 2: ● Patterns of inheritance ● Population genetics and epigenetics ● Gene technologies ● The nervous systems

Ongoing Development of skills throughout the whole course: ● Practical Skills (tested in a written examination and as part

of a practical endorsement) ● Planning - independent thinking ● Implementing - use and application of scientific methods

and practices, use of apparatus and techniques ● Analysis ● Evaluation ● Research and referencing ● Mathematical skills ● Examination skills

Teacher 1: ● Metabolism and exercise ● Photosynthesis, food production and the

management of the environment ● The impact of population increase

Teacher 2: ● Identification and consequences of damage to the

nervous system ● Monitoring visual function ● Effect of ageing on the nervous system ● Principles and importance of homeostasis ● The hormonal control of blood glucose and the

management of diabetes ● Kidney functions and malfunctions






Revision in preparation for external examinations Ongoing Development of skills throughout the whole course:


● Planning - independent thinking

● Implementing - use and application of scientific methods and practices, use of apparatus and techniques


Make It Stick Focus ● Cells and microscopes ● Water and its importance ● Proteins and enzymes ● The developing cell: cell division & cell differentiation ● The developing individual: meiosis, growth & development ● The development of a species: evolution & classification ● The immune system ● Cellular respiration ● Fertility and assisted reproduction ● The effects of ageing on the reproductive system

● Plant reproduction ● Patterns of inheritance ● Population genetics and epigenetics ● Gene technology ● The heart and monitoring heart function ● Transport systems in mammals ● Gas exchange in mammals and plants ● Controlling communicable diseases ● Cellular basis of cancer and treatment ● Respiratory diseases and treatment

● Whole course




Department: Science Subject: Chemistry Key Stage: 5 Year: 12


Specification: OCR Chemistry A

Programme of Study ● Topics studied

Module 2: Foundations in chemistry ● Atomic structure ● Quantitative chemistry: formulae, equations,

amount of substance and the mole ● Reactions of acids ● Oxidation number and redox reactions ● Bonding and structure

Module 3: Periodic table and energy ● The periodic table ● Reversible reactions and chemical equilibrium ● Consideration of energy and yield in improving

sustainability Module 4: Core organic chemistry

● Nomenclature and formula representation, functional groups, organic reactions and isomerism

● Aliphatic hydrocarbons

Module 3: continued ● Enthalpy changes and their determination ● Rates of reactions

Module 4:continued

● Alcohols and haloalkanes ● Organic practical skills and organic synthesis ● Instrumental analytical techniques to provide

evidence of structural features in molecules

● Key skills taught / developed / assessed

Module 1 - Development of practical skills are embedded throughout all modules ● Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures ● Apply knowledge and understanding of scientific ideas, processes, techniques and procedures:

○ In a theoretical context ○ In a practical context ○ When handling qualitative data ○ When handling quantitative data

● Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to: ○ Make judgements and reach conclusions ○ Develop and refine practical design and procedures

● Application of Level 2 or above mathematical skills to relevant chemistry

Make It Stick Focus Frequent testing on prior knowledge Exam question practice e.g. multiple choice vs longer answers Development of synoptic skills




Department: Science Subject: Chemistry Key Stage: 5 Year: 13


Specification: OCR Chemistry A



Module 5: Physical chemistry and transition elements: ● Rates of reactions ● Equilibrium ● Enthalpy and entropy

Module 6: Organic chemistry and analysis

● Chromatography and spectroscopy ● Aromatic chemistry ● Carbonyls and carboxylic acids

Module 5: continued ● Acids, bases and pH ● Buffers and neutralisation ● Redox and electrode potentials ● Transition elements

Module 6: continued

● Amines , amino acids and proteins ● Organic synthesis

Exam preparation

Module 1 - Development of practical skills are embedded throughout all modules ● Demonstrate knowledge and understanding of scientific ideas, processes, techniques and procedures ● Apply knowledge and understanding of scientific ideas, processes, techniques and procedures:

○ In a theoretical context ○ In a practical context ○ When handling qualitative data ○ When handling quantitative data

● Analyse, interpret and evaluate scientific information, ideas and evidence, including in relation to issues, to: ○ Make judgements and reach conclusions ○ Develop and refine practical design and procedures

● Application of Level 2 or above mathematical skills to relevant chemistry

Make It Stick Focus Frequent testing on prior knowledge Exam question practice e.g. multiple choice vs longer answers Development of synoptic skills




Department: Science Subject: Physics Key Stage: 5 Year: 12




Teacher A

● Measurement

● Kinematics

● Linear Motion

● Projectile Motion

● Dynamics

● CORE PRAC Terminal Velocity

● Non uniform Acceleration

● Newton's of Law

● Collisions

Teacher B

● Introductory Maths Skills

● Vectors

● Equilibrium

● Density & Pressure

● Work & Cons Energy

● E & PE

● 3.3.3 Power

● 3.4.1 Springs

● 3.4.2 Mechanical Properties

● 2.1 Core Prac Young’s Modulus

Teacher A

● Wave Motion

● CORE PRAC Oscilloscope

● EM Waves

● CORE PRAC Wavelength of light

● Superposition

● Stationary Waves

● Photons

● Photoelectric effect

● CORE PRAC Determine Planck's constant

● Wave particle duality

Teacher B

● Charge

● Mean Drift Velocity

● Circuit Symbols

● EMF PD

● Resistance

● Resistivity

● Core Prac Resistivity

● Power

● Series & Parallel

● Internal Resistance

● Potential Dividers

● Core Prac Electrical Characteristics of Non Ohmic conductors

● Cosmology – prep for CERN

● Research Report

● Preparation for End of Year

Examinations

● Nuclear & Particle Physics, particle

accelerators – preparation for CERN

● Core Prac Research Project

● Preparation for End of Year

Examinations

Assessment Opportunities ● Students will be given formative homework each lesson to support their work in the classroom. ● Students are expected to be doing 6-7 hours work per week outside of the classroom. Part of this time will be completing directed homework tasks, in addition to

this students are expected to be doing self-directed study to consolidate or extend their work. Examples of self-directed study would be, working through additional problems from the textbooks or exam papers (including those from other boards), going back to redo/improve difficult problems from previous class work or homework, making revision notes or resources e.g. flash cards, reading ahead or reading around the subject with suitably advanced books or articles. Files will be checked periodically and students will be expected to show evidence of their self-directed study.

● Short knowledge based make it stick homeworks and mini tests will be given roughly every 5 weeks ● Summative tests to monitor students progress will be given in November, January, Easter and at the end of the year.




Department: Science Subject: Physics Key Stage: 5 Year: 13




Teacher A

● Kinematics of Circular Motion ● Centripetal Force ● Point & Spherical Masses ● Newton's Law of Gravitation ● Planetary Motion ● Gravitational Potential Energy ● Stars ● Electromagnetic Radiation from Stars ● Cosmology ● Core Prac Research Report

Teacher B

● Temperature ● Solid, liquid & Gas ● Thermal Properties of Materials ● Core Prac Determining SHC

● Ideal Gases ● Estimating Absolute Zero from P&V ● Simple Harmonic Oscillations ● Core Prac Factors affecting SHM

● Energy in SHM ● Dampling

Teacher A

● Capacitors ● Energy in Capacitors ● Charging & Discharging ● Core Prac Charging & Discharging a Capacitor ● Point & Spherical charges ● Coulomb's Law ● Uniform Electric Field ● Magnetic fields ● Core Prac Determine B

● Motion of charged Particles ● Electromagnetism

Teacher B

● Temperature ● Solid, liquid & Gas ● Thermal Properties of Materials ● Core Prac Determining SHC

● Ideal Gases ● Estimating Absolute Zero from P&V ● Simple Harmonic Oscillations ● Core Prac Factors affecting SHM

● Energy in SHM ● Dampling

Teacher A

● Preparations for terminal examinations.

Teacher B

● Preparations for terminal examinations.

Assessment Opportunities ● Students will be given formative homework each lesson to support their work in the classroom. ● Students are expected to be doing 7-8 hours work per week outside of the classroom. Part of this time will be completing directed homework tasks, in addition to

this students are expected to be doing self-directed study to consolidate or extend their work. Examples of self-directed study would be, working through additional problems from the textbooks or exam papers (including those from other boards), going back to redo/improve difficult problems from previous class work or homework, making revision notes or resources e.g. flash cards, reading ahead or reading around the subject with suitably advanced books or articles. Files will be checked periodically and students will be expected to show evidence of their self-directed study.

● Make It Stick Tests - students will be periodically given synoptic tests which will cover material studied from the beginning of year 12. Most of the tests are designed to be done and marked in a lesson. All tests will be on unseen material. The frequency of tests will be one per month in the first term stepping up to one per fortnight after Christmas and then one per week from March.

● Summative tests to monitor student’s progression will be given in November, January, and Easter.

St Thomas More Catholic School Striving for Excellence ......St Thomas More Catholic School Striving...

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