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Year 14

Curriculum Mapping

Curriculum Mapping

Subject: Art and Design Year Group:14

September- October November- December

Personal Investigation (40%)Essay (20%)

Students learn about: Examination the syllabus and breakdown of the A2 Course. Skills to develop their Personal Investigation and Artists who practice in their chosen media/theme.

Literacy: Extended essay writing, use of artistic vocabulary, researching and referencing work, writing a bibliography. Numeracy: Observation, scale and proportion relevant to their selected area. Mathematical skills associated with registration and measuring. ICT: Students will have opportunities to develop communication using written or visual language of art and design or making a personal response informed by contextual understanding;Using digital graphic design, website design, video art, animation, social media and experimenting with relevant software to help explore and realise creative intentions.TS & PC: record ideas, responses, intentions and outcomes in coherent forms such as sketchbooks, journals, photographs or blogs;•share resources and consider others; and

Mid- Term Personal Investigation (continued)

Literacy: Extended essay writing, use of artistic vocabulary, researching and referencing work, writing a bibliography. Numeracy: Observation, scale and proportion relevant to their selected area. Mathematical skills associated with registration and measuring.

ICT: Students will have opportunities to develop communication using written or visual language of art and design or making a personal response informed by contextual understanding;Using digital graphic design, website design, video art, animation, social media and experimenting with relevant software to help explore and realise creative intentions.

TS & PC: record ideas, responses, intentions and outcomes in coherent forms such as sketchbooks, journals, photographs or blogs;•share resources and consider others; and•respond to the demands, constraints and parameters of set briefs,

•respond to the demands, constraints and parameters of set briefs, projects or commissions

RRSA: NACareers: Develop knowledge through contextual research

Tracking assessment: Research and Initial studies

projects or commissions

RRSA: Seacourt Print Workshop in Bangor Careers: Develop knowledge through contextual research and local workshop/artists

Tracking assessment: Unit 1 Component of the cours

January to March

Unit 2 (40%)

Final Piece which will be personal in nature and may use a variety of media and disciplines. This is student led and teacher directed.

Curriculum Mapping

Subject ICT Year Group:14 OCN


Using Email

Literacy: reading and analysing course materials ICT: using appropriate software. Completing reports. Providing and conducting research.

Mid- Term

Focus on Word and PowerPoint

Literacy: Reading coursework questions properly. Conducting research. Using sources of information ICT: using ICT to complete questions, conducting research and compiling information TS & PC: Problem Solving, Handling DataCareers:Information on UCAS courses available

January- February March

Using the Internet

Literacy: Reading information correctly and transferring this to computerICT: using appropriate software. Developing knowledge of computer systemsTS & PC: Handling Data

Mid- Term

Using ICT- Imaging software

ICT: Using computer software to creatively complete courseworkPC: creativity through developing and manipulating images

April-May JuneEaster

holidays website software

Literacy: Correctly transferring information from one source to anotherNumeracy: Handling Data, reading chartsICT: Using computer software to create and develop websites.

Revisioncoursework completion

Literacy: Correctly transferring information from one source to anotherNumeracy: Handling DataTS & PC: Organisation Skills, Communication

Curriculum Mapping

Subject: Performing Arts Year Group: Year 14


Planning For Employment

Portfolio: Performance:Skills + Training Research + select 2 monologuesHow to Gain Employment Rehearse 2 monologuesEmployment Plan

Literacy: Research; newspapers; published monologues – read a range of texts {Contemporary/Classical; Genre; Style etc.}; explore + understand ideas, events + features in texts; marks are awarded for the quality of written work; express opinions about their own work; present ideas in a variety of formsNumeracy: Salaries for Performing Arts Job – budgeting; scaled drawings/models/floor plans; record ideas though notes or notation, dynamics, phrasing, tempo and tone; use plots + cue sheetsICT: Internet research; presentation of folio items; use software, systems and consolesTS & PC: Managing information; Being creative; Self-managementRRSA: Article 2 – pupils look at the role of the Unions so that they learn about, + how to deal with, discrimination in the workplace. Article 28 and Article 31Careers: The whole focus of this unit is how students can gain Employment in the Performing Arts Industry. For example: students outline 3 possible current job opportunities in their chosen discipline including, for each job, information on: qualifications required; contractual obligations; and fees/salaries available. Students assess how their own skills + aptitudes could be best employed in further study and/or work within related sectors.

Mid- Term Planning For Employment continued

Portfolio: Performance:A CV Rehearse 2 monologuesA headshot Prepare for the audition + interviewA show reel, web link, promotional DVD or demo CD, designs or photographic evidence as appropriate to the chosen disciplineEvaluation

Literacy: Research; newspapers; published monologues; explore + understand ideas, events + features in texts; marks are awarded for the quality of written work; express opinions about their own work; present ideas in a variety of formsNumeracy: Timing for cutting clips for promotional DVD; measurement for headshot; counting beats for musicians, timing for actors; measuring for designers; scaled drawings/models/floor plans; record ideas though notes or notation, dynamics, phrasing, tempo/tone; use plots + cue sheetsICT: Research; presentation of folio items; IMovie Maker or similar film making programme; use software, systems + consolesTS & PC: Managing information; Thinking, problem solving + decision making; Being creative; Self-managementRRSA: Article 12 – pupils review work so that they can have more knowledge + understanding about how they will be marked and the reasons why the teacher has made particular decisions. Article 28 + Article 31Careers: Students create their personal CV, showreel and headshot. They prepare 2 contrasting monologues + are interviewed as standard industry practice to secure employment. Students develop their skills, techniques and work attitudes to a standard that allows progression to further training and work.Tracking assessment: Audition, Interview + folio

January- February March - June

Performing To A Commission Brief

Portfolio:A research report – summary of individual research on the social, cultural + historical context of their chosen Commission Brief Performance:Research the pre-released Commission BriefWork in groups to make planning decisions and agree the type of event + performance concept for the eventWork to an agreed production schedule to meet deadlinesRehearsals of the performance event

Literacy: Research; newspapers; writing their own material; explore + understand ideas, events + features in texts; marks are awarded for the quality of written work; express opinions about their own work; present ideas in a variety of formsNumeracy: Research the financing + marketing of professional venues; scaled drawings/models/floor plans; record ideas though notes or notation, dynamics, phrasing, tempo and tone; use plots + cue sheets; work within financial restraintsICT: Research; presentation of folio items; budget + financing reports; use software, systems and consolesTS & PC: Managing Information; Thinking, Problem Solving + decision making; Being Creative; Self-Management; Working with othersRRSA: Article 28 + Article 31; Article 13 students learn to express their thoughts in different ways + in different contextsCareers: Students research finance + marketing at 2 professional venues. They are encouraged to carry out face to face or telephone interviews. Students develop their skills, techniques and work attitudes to a standard that allows progression to further training and work.

Mid- Term Performing To A Commission Brief continued

Portfolio:Students research the financing + marketing at 2 professional venuesTake account of production costs + budgetary constraints Students consider their target audience + how to market the eventStudents carry out an administrative role from the following:

Front of house;Health + safety officer;Budget + finance Education officer orPublicity officer

Each student must produce 6 pages of evidence for their chosen roleEvaluationAgree a contingency planControlled AssessmentPerformance:Work in groups to make planning decisions and agree the type of event + performance concept for the eventWork to an agreed production schedule to meet deadlinesRehearse + perform the event to a CCEA Examiner + to an invited audience

Literacy: Research; newspapers; writing their own material; using scripts/prose/existing materials as a source of inspiration; explore + understand ideas, events + features in texts; marks are awarded for the quality of written work; express opinions about their own work; present ideas in a variety of formsNumeracy: Research the financing + marketing of professional venues; scaled drawings/models/floor plans; record ideas though notes or notation, dynamics, phrasing, tempo and tone; use plots + cue sheetsICT: Research; presentation of folio items; budget + financing reports; work within financial restraints

TS & PC: Managing information; Thinking, problem solving + decision making; Being creative; Self-management; Working with others

March – June continued

RRSA: Article 28 + Article 31; Article 13 students learn to express their thoughts in different ways + in different contextsCareers: Students research finance + marketing at 2 professional venues. Students take on a live project to research the skills required to carry out a chosen administrative role producing evidence to show that they have understood the requirements of the Performing Arts role. Students develop their skills, techniques and work attitudes to a standard that allows progression to further training and work.Tracking assessment: Performing Art Event + folio

April - JuneEaster

holidays Performing To A Commission Brief continued

Portfolio:Students research the financing + marketing at 2 professional venuesTake account of production costs + budgetary constraints Students consider their target audience + how to market the event

Students carry out an administrative role from the following:Front of house;Health + safety officer;Budget + finance Education officer orPublicity officer

Each student must produce 6 pages of evidence for their chosen roleEvaluationAgree a contingency planControlled AssessmentPerformance:Work in groups to make planning decisions and agree the type of event + performance concept for the eventWork to an agreed production schedule to meet deadlinesRehearse + perform the event to a CCEA Examiner + to an invited audience

Literacy: Research; newspapers; writing their own material; using scripts/prose/existing materials as a source of inspiration; explore + understand ideas, events + features in texts; marks are awarded for the quality of written work; express opinions about their own work; present ideas in a variety of formsNumeracy: Research the financing + marketing of professional venues; scaled drawings/models/floor plans; record ideas though notes or notation, dynamics, phrasing, tempo and tone; use plots + cue sheetsICT: Research; presentation of folio items; budget + financing reports; work within financial restraintsTS & PC: Managing information; Thinking, problem solving + decision making; Being creative; Self-management; Working with othersRRSA: Article 28 + Article 31; Article 13 students learn to express their thoughts in different ways + in different contextsCareers: Students research finance + marketing at 2 professional venues. Students take on a live project to research the skills required to carry out a chosen administrative role producing evidence to show that they have understood the requirements of the Performing Arts role. Students develop their skills, techniques and work attitudes to a standard that allows progression to further training and work.Tracking assessment: Performing Art Event + folio

Curriculum Mapping

Subject Health and Social Care Year Group: Yr14


Unit 13 Child Development – focus is main stages of a child’s overall development and methods of monitoring development.

Unit 12 – Anatomy and Physiology – respiratory and cardi-vascular system

Literacy: Key terms in development/extended writing of courseworkNumeracy:ICT: research stages of development in childrenTS & PC: Working with others (WWO), Self-Management (SM)RRSA:Careers: role of health visitor in monitoring a child’s progress

Mid- Term Unit 13 – How play can be reflected in a child’s dev. Design a

learning aid for a child and implement this evaluating its impact on the child’s development

Unit 12 – Digestive and reproductive system

Literacy: writing for a purpose (coursework), Past paper questionsNumeracy: ICT: research children’s toysTS & PC: WWO, SMRRSA:Careers:Tracking assessment: Christmas Exam – Anatomy and Physiology


Unit10 – Care Practice and Provision focusing on meeting the needs of service users at a local level (Jan)The effect of national policy and legislation on care practice

Mid- Term Unit 10 – How quality assurance is promoted by services (March)

How the needs of service users can be met by service providers (March- April)

and provision (Feb)

Unit 12 – Renal system

Literacy: Extended writing Numeracy: Handling data - demographicsICT: Typing of coursework, secondary research for statistics and the Mental Health ActTS & PC: SM /WWO/ MIRRSA:Careers:

Unit 12 – Musculo-skeletal system and factors that influence health

Literacy: extended writingNumeracy: comparison of dataICT: Typing of coursework and secondary researchTS & PC: MI, SMRRSA:Careers: Role of an Occupational therapist and Mental Health Nurse.


holidaysUnit 10- How the needs of service users can be met by service providers

Unit 12: Revision of Physiology and anatomy topics

Literacy: Extended writing taskNumeracy: ICT: Typing of courseworkTS & PC:RRSA:Careers: Role of Occupational therapist and Mental Health Nurse.Tracking assessment: Mock exam (written paper 1hr30mins)

Revision Preparation for external exam

Literacy: Past paper questionsNumeracy:ICT: Accessing and watching topical videos produced by NHS and BHF for revision purposes.TS & PC: MI, SMRRSA:Careers:

Curriculum Mapping

Subject: History Year Group: 14 Unit 1


Russia and Opposition from Western Governments 1900-1924

Literacy: Reading and interpreting text and sources.Numeracy: Timelines ICT: Documentary clipsTS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Articles 13, 14 and 15.Careers: Assessment: Essay question.

Mid- Term

Russia and opposition from Western Governments 1924-1941 / USSR and World War II 1941-45

Literacy: Reading and interpreting text and sources.Numeracy:ICT: Documentary clipsTS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Articles 38 and 39.Careers: Tracking assessment: Mock exam

January- February MarchSearch for Security 1945-1956 / Cooperation and coexistence 1956-1979. Western governments’ response to these events.

Literacy: Reading and interpreting text.Numeracy: Timelines ICT: Documentary clipsTS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Articles 13, 14 and 15.Careers:Assessment: Essay question.

Mid- Term

Co-operation and coexistence 1956-1979 / Soviet aggression, decline and collapse 1979-91. Western governments response to these events.

Literacy: Reading and interpreting textNumeracy: Timelines ICT: Documentary clipsTS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Articles 13, 14 and 15.Careers: Tracking assessment: Past paper essay question under timed conditions.

April-MayEaster

holidaysSoviet aggression, decline and collapse 1979-91 / Revision

Literacy: Reading and interpreting text.Numeracy: ICT: Documentary clipsTS & PC: Managing information, working with others, making a decision based on evidence.RRSA:

Careers: Tracking assessment: Past paper essay question under timed conditions.

Curriculum Mapping

Subject: History Year Group: 14 Unit 2

September- October November- December The crisis over the Home Rule Bill up to September 1914.

Literacy: Reading, interpreting and analysing text and sources.Numeracy: Timelines ICT: Documentary clips. google classroom and Triptico.TS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Article 14.Careers: Assessment: Past paper source or essay question.

Mid- Term

Political developments 1914-18.

Literacy: Reading, interpreting and analysing text and sources.Numeracy: TImelinesICT: Documentary clips, google classroom and Triptico.TS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Careers: Tracking assessment: Mock exam

January- February MarchPolitical developments 1919-1921.

Literacy: Reading, interpreting and analysing text and sources.Numeracy: Timelines ICT: Documentary clips, google classroom and Triptico.TS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Careers:Assessment: Past paper source and essay question.

Mid- Term

Irish Civil War / Northern Ireland 1920 - 1925.

Literacy: Reading, interpreting and analysing text and sources.Numeracy: Timelines ICT: Documentary clips, google classroom and Triptico.TS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Careers: Tracking assessment: Past paper source and essay question.

April-MayEaster

holidaysNorthern Ireland 1920 - 1925 / Irish Free State after Civil War / Revision

Literacy: Reading, interpreting and analysing text and sources.Numeracy: TImelinesICT: Documentary clips, google classroom and Triptico.

TS & PC: Managing information, working with others, making a decision based on evidence.RRSA: Careers: Tracking assessment: Past paper under timed conditions.

Curriculum Mapping 2019-20

Subject ______ICT_______________Year Group ____14______________

ICT uses Google Classroom to set tasks, place resources, and monitor student’s progress. Students receive detailed tasks, dates for submission, are able to hand in drafts for checking, and other homework, and receive feedback, suggestions and more. Parents can be invited to join and see the progress of their child.


Unit 3: Computer Systems

Literacy: Reading websites, key terms, sending and receiving emailsRead technical data and articles.Write for different audiences and purposes.

Numeracy: Technical understanding of components and systems. Programming and the background to hardware.

ICT:Understand the components of computer systems. Be able to set up and maintain computer systems.Research, and understand internal systems, peripheral devices, operating systems, and software utilities. High level Use of Google Classroom for submission of work, monitoring, and receiving tasks.Use of social media for developing range of ideas for personal development plan and careers.

Mid- Term

Unit 5: Organisational Systems Security

Literacy: Reading websites, key terms, sending and receiving emailsExplain the impact of different types of threat to an organisation. Describe how software and network security can keep systems and data secure. Read policies and guidelines, and understand contract of employment. Write for different audiences and purposes.

Numeracy: Malicious codes, malware, spyware, hacking, and theft of data.

ICT:Threats and impacts to IT systems. Physical and network and software protection

Research, and understand internal systems, peripheral devices, operating systems, and software utilities.

TS & PC:Working with others.Being creativeManaging information

RRSA: Right to education, safety online, appropriate use of language, Article 16: You should be able to keep things private, unless the law says a reason that you can’t.Article 12: You have a right to a say in decisions that impact you. [choice of coursework decisions, career decisions e.g. careers fair.]

Careers: Research careers related to each topic. Careers Fair at Queens University.Careers talks from employers e.g. PWC

Tracking assessment Coursework submission

High level Use of Google Classroom for submission of work, monitoring, and receiving tasks.Use of social media for developing range of ideas for personal development plan and careers.


RRSA: Right to education, safety online, appropriate use of language, Article 16: You should be able to keep things private, unless the law says a reason that you can’t.Article 12: You have a right to a say in decisions that impact you. [choice of coursework decisions, career decisions e.g. careers fair.] Legal issues around security, protection of data, and theft of data.

Careers: Read policies and guidelines, and understand contract of employment. Research careers related to each topic.



Unit 29: The Business Environment

Literacy: Reading websites, key terms, sending and receiving emailsResearch business and the environment.Write for different audiences and purposes. Describe types of business, stakeholders, contrasting economic environments for a business. Research key areas of business: people, operations, finance, and ICT.Analysis and compare and contrast skills needed.

Numeracy: Understand financial objectives of a business: sources of, profit, return, risks, and failure rate. Examining data for changing economic and environmental conditions. The impact of economic data.

ICT:Analyse types of businesses High level Use of Google Classroom for submission of work, monitoring, and receiving tasks.Use of social media within the business environment. .


RRSA: Right to education, safety online, appropriate use of language, Article 16: You should be able to keep things private, unless the law says a reason that you can’t.

Mid- Term Unit 29: The Business Environment

Continued

Article 12: You have a right to a say in decisions that impact you. [choice of coursework decisions, career decisions e.g. careers fair.] Ethical decisions and environmental considerations in the setup of a business. Legal, social and political factors in the setup of a business.

Careers: Research careers related to each topic. e.g. Business Analyst. IT analyst. IT within business sector.



holidays Unit 30: Business Resources

Literacy: Reading websites, key terms, sending and receiving emailsResearch areas of a business including human, personnel, finance, and technology. Write for different audiences and purposes. Research mission objectives of a business Analysis and compare and contrast skills needed.

Numeracy: Understand financial objectives of a business: sources of, profit, return, risks, and failure rate and loan, mortgage, factoring, leasing, hp, venture capital, and balance sheets.

ICT:Understand the interactions of ICT within a business environment. Be able to set up and maintain computer systems.Research, and understand internal systems, peripheral devices, operating systems, and software utilities.

Revision

Unit 30: Business Resources

Continued

High level Use of Google Classroom for submission of work, monitoring, and receiving tasks.Use of social media for developing range of ideas for personal development plan and careers.


RRSA: Right to education, safety online, appropriate use of language, Article 16: You should be able to keep things private, unless the law says a reason that you can’t.Article 12: You have a right to a say in decisions that impact you. [choice of coursework decisions, career decisions e.g. careers fair.] Ethical decisions and environmental considerations in the set up of a business. Intellectual property. Software licences.

Careers: Research careers related to each topic. Human Resources and personnel: relationships within departments.Monitoring and performance.


Curriculum Mapping

Subject Life and Health Science Year Group Year 14


Internal assessment Organic Chemistry

Literacy: Describe fractional distillation, Report writing, Numeracy: Calculate emperical formula, analyse data ICT: Research the uses of compounds, literacy reviewTS & PC: Give and respond to feedback, plan and set goals, record and present information.RRSA:Careers: Industrial chemistry – making pharmaceutical drugsTracking assessment (Yr 8 only):

Mid- Term Internal assessment

Organic Chemistry

Literacy: Exam question, describe the combustion of compounds, report writingNumeracy: Balancing equations, analyse dataICT: ResearchTS & PC: work with others, locate sources of information.RRSA:Careers: Industrial chemistry – making pharmaceutical drugsTracking assessment:Christmas test


Biology Organic Chemistry

Literacy: Describe the preparation of alcohols, Describe the structure of DNANumeracy: Balancing equations, Chi squared testICT: Research the harmful effects of alcohol, research mutationsTS & PC: listen actively and share opinions, respond to feedback.RRSA:Careers: Industrial chemistry – making pharmaceutical drugs

Mid- Term Biology

Organic Chemistry

Literacy: Describe the disposal of polymers, exam questionsNumeracy: Balancing equations ICT: Past paper questions TS & PC: Listen and share opinions, set personal targets, manage time.RRSA:Careers: Council operativesTracking assessment: Topic test

April-May June

Easter holidays Biology

Literacy: Exam preparation & techniqueNumeracy: Graph analysisICT: RevisionTS & PC: Manage time, ask focused questions, respond to feedback.RRSA:Careers:Tracking assessment: A level exam

Revision

Study leave

Literacy:Numeracy:ICT: TS & PC:RRSA:Careers:

Curriculum Mapping Subject : A Level Media Studies Year Group : 14 Eduqas Specification


Revision of Media Language and Core Theorists NEW THEORISTS: Baudrillard/ van Zoonen/ bell hooks/ Butler/ Gilroy/ Livingstone and Lunt/ Hesmondhalgh/ Jenkins/ Shirky Component 2: Section B: Magazines

Vogue (July 1965) The Big Issue (October 2016)

Component 2: Section A: Television Humans: S1 E1 ‘Anita’

Component 3:Introduction to briefCompletion of research portfolioStatement of Aims and Intentions TR1: A Level stepped question (50 mins)

Literacy: Understanding how audio-visual communicates meaning, themes and emotions.Numeracy: Economic influences upon film.ICT: Use of software packages to collate research.TS & PC: SM: Set personal targets and fulfil deadlinesRRSA: Article 12 (Have a say in decisions that affect you)Careers: DirectorTracking assessment: A Level stepped question (30 mins)

Mid- Term

Component 2: Section A: Television – completion The Returned/ ‘Les Revenants’ – S1 E1 ‘Camille’

Component 2: Section C: Online Media

PointlessBlog – Alfie Deyes Online Magazines – DesiMag

Component 3:Progression through production element (magazine cover/

contents) – use of Adobe Photoshop TR2: Component 2 examination (1h 40mins) – TV/ Mag Literacy: Interpret, analyse and present information in extended written formats, with reference to critical perspectives (essays)Numeracy: Recognition of circulation figures in newspaper industries.ICT: Developing competency and expertise in the use of Photoshop.TS & PC: WWO: Learn with and from others through cooperation and paired learning with Photoshop.RRSA: Article 28 (You have a right to an education)Careers: EditingTracking assessment: Winter examination (Component 1 examination)

January- February MarchComponent 1 Section B: Industry/ Audience – Radio

Late Night Woman’s Hour – Home – Oct 2016

Component 1 Section B: Industry – Film New Text: I, Daniel Blake Revision: Straight Outta Compton

Component 3:Completion of print production (drafted, reviewed and

final submission): front cover, contents, double page feature spread – use of Adobe Photoshop

Literacy: Understanding of non-English language texts and their ability to communicate meaning.Numeracy: Understanding of economic contexts globally and nationally. ICT: SM: Monitor, review and evaluate progress and improve their learning (identifying strengths and weakness)TS & PC: BC: Make ideas real by experimenting (C3)RRSA: Article 31 (you have the right to drama)

Careers: ICT and Website Design

Mid- Term

Component 1 Section A: Music Video New Text: Riptide – Vance Joy Revision – Beyonce – Formation

Component 1 Section A&B: Newspapers New Text: Section A: The Times – Trump edition New Text: Section B: The Times – Theresa May edition Revision: Daily Mirror – Trump & Theresa May edition

Component 3: Complete cross-media design –webpage with audio – use of wix.com TR3: Predicted grade Literacy: Effectively manage time in examination context.Numeracy: Understanding of time and audience effects.ICT: Create, develop and publish ideas using website software packages.TS & PC: SM: Focus, sustain attention and persist with tasks.RRSA: Article 2 (You have the right to protection against discrimination)Careers: Marketing

Tracking assessment: Predicted grade


holidaysComponent 1 Section A & B: Advertising – revision

Tide Kiss of the Vampire Water Aid

Component 1 Section B: Industry/ Audience – Video Gaming

Assassin’s Creed III: Liberation Revision classes – text by text – focused lessons & key insights for C1 and C2 examinations Component 3: Completion of C3 production – end of April 2019 Literacy: Understanding of how meanings and emotions can be created on new digital platforms in the digital age.Numeracy: Time management in exam situations and revision.ICT: Continued use of website software packages.TS & PC: SM: Set personal learning goalsRRSA: Article 28 (You have the right to an education)Careers: Editing NEA Deadline for eSubmission by Coordinator: 15th May 2019 Component 1 examination: Wednesday 5th June 2019 (am)

RevisionSTUDY LEAVE

Component 2 examination: Thursday 13th June 2019 (pm)

Curriculum Mapping 2019-20

Subject Technology & Design Year Group 14

Edexcel Resistant materials (Product Design)

TheoryExternal Exam (50%) This will be completed in Summer of Year 14

Design Portfolio and Manufacture Task

Design Portfolio and Manufacture Task (50%)

To be submitted 28 March, 2020

● Topic 1 -Materials○ Woods○ Metals○ Polymers○ Composites○ Paper & Boards○ Textiles○ Smart Materials

● Topic 2 - Performance Characteristics of materials○ conductivity etc.

● Topic 3 - Processes-○ marking out techniques○ machining○ heat treatment○ Mechanical joints○ Use of heat to create permanent joints○ alloying○ printing○ casting○ moulding○ Laminating○ Specialist measuring○ Use of media to convey designs

■ isometric etc■ working drawing■ nets■ report writing

○ Adhesives,Joints○ Finishes

● Topic 4 - Digital Technologies○ CAD

Students have a design portfolio that has been shared with staff in google drive. Guidance notes and instructions are included in the comments section of each slide.

Portfolio● Design Opportunity● Research & analysis● Specification● Concepts and Analysis ● Development of final idea (including Solidworks

drawings) ● Complete Engineering/working drawing● Planning ● Evidence of manufacture● Evaluation and modifications pages.

Planning for manufacture to begin after Halloween.

Manufacturing of product during class time and study periods.

○ CAM● Topic 5 - factors influencing the development of

products○ Specifications and Fit for purpose○ Anthropometrics○ Ergonomics○ Form and function○ Design Theory

● Topic 6 - Effects of technological developments○ mass production○ ‘New’ industrial age○ the global marketplace

● Topic 7 - Safe working practices○ safe working and designing○ risk assessment

● Topic 8 – Features of manufacturing industries○ One off, batch, mass○ Quality○ ASRS, FMS, JIT, QRM

● Topic 9 – Designing for maintenance and the cleaner environment

● Topic 10 – Current Legislation● Topic 11 – Info handling, modelling and forward

planning● Topic 12 – Further processes and techniques

Curriculum Mapping

Subject RE Year Group 14 (Unit 2) Themes in Selected Letters of Paul

September- October November- December Galatians

Knowledge, understanding and critical evaluation of:

Explore the social and historical context of

Mid- Term

Paul’s first letter to the Corinthians.

Knowledge, understanding and critical evaluation of:

Identify the context of the letter and the problems arising in

Galatians. Identify the reasons for Paul writing and the issues

which developed in Galatia following the first Missionary Journey (1:1–2:21).

Examine Paul’s main themes in the letter and how they relate to his audience.

Consider Paul’s teaching on Justification by Faith and the purpose of the Law(3:1–5:6);

Explore what life and Spirit and Christian Freedom meant to Paul (5:7–6:10);

Evaluate the value of this text for the early Church. Explore the theological and ethical content and the

importance of codes for living.Literacy: Essay writing and exegesis, analysis of scholarly opinion.Numeracy:ICT: Google ClassroomTS & PC: WO, MIRRSA: Article 14Careers: Link to studying Theology/BEdTracking assessment: Essay on the ending of Acts.

the Corinthian Church following the Second Missionary Journey.Explore Paul’s teaching on unity (1:1–4:21) and its relevance to his audience;A consideration of Paul’s teachings on Christian moral living (5:1–13, 6:12–20,7:1–8:13 and 10:14–11:1)

Literacy: Essay writing & exegesis of Stephen’s speech, analysis of scholarly opinion.Numeracy:ICT: Google ClassroomTS & PC:WO, MI, SMRRSA: Article 8, Article 12, Article 14, Article 19.Careers: Link to studying Theology/BEdTracking assessment: Mock exam on all content to date.

January- February MarchPaul’s First Letter to the Corinthians

A consideration of Paul’s guidance for Church life and worship (11:2–14:40 and 16:1–4).

Evaluate the value of this text for the early Church and its relevance for today.

Mid- Term

Paul’s Letter to the Ephesians

Identify the historical context of the text, how the Church was established during the Third Missionary Journey.

Consider the evidence that this letter was written while in prison in Rome.

Explore the roles that it presents Paul in – teacher, pastor and

Literacy: Essay writing and exegesis, analysis of scholarly opinion.Numeracy:ICT: Google ClassroomTS & PC: WO, MI, SMRRSA: Article 8, Article 12, Article 14, Article 19.Careers: Link to studying Theology/BEd

theologian and practical and theological advice he gives. Explore the theological teaching on God’s plan for salvation

through Christ (1:1–3:21). Consider the Christian life: in the local Church (4:1–16); The

world today (4:17–5:20); and In the family and household (5:21–6:9).

Evaluate Paul’s advice on spiritual warfare and the armour of God (6:10–18).

Reflect on the value of this text for the early Church and its relevance for today.

Literacy: Essay writing and exegesis; analysis of scholarly opinion.Numeracy:ICT: Google ClassroomTS & PC: WO, MI, SMRRSA: Article 8, Article 12, Article 14, Article 19.Careers: Link to studying Theology/BEd.Tracking assessment 1hr 30 min exam on content covered so far. Answer 2 questions out of 4.


holidaysPreparation for Synoptic Assessment Part A & B

Theme: Controversy, Division and Reconciliation.

Literacy: Essay writing and exegesis; analysis of scholarly opinion.Numeracy:ICT: Google classroom

Revision Revision

Literacy: Essay writing and exegesis; analysis of scholarly opinion.Numeracy:ICT: Google classroomTS & PC: WO, MI, SMRRSA: Article 8, Article 12, Article 14, Article

TS & PC: WO, MI, SMRRSA: Article 8, Article 12, Article 14, Article 19.Careers: Link to studying Theology/BEd.

19.Careers: Link to studying Theology/BEd.

Curriculum Mapping

Subject- Religious Studies (Celtic Church) Year Group 14


Introduction to the course – Controversy and Authority

demonstrate knowledge and understanding of, andcritically evaluate Celtic and Roman Christianity, including:- the wider Paschal Controversy;- events leading to the Synod of Whitby;- the main issues at the Synod;- the significance and outcome of the Synod; and- the dispute between Roman and Celtic Christianity;

demonstrate knowledge and understanding of, andcritically evaluate Celtic and Roman Christianity, including:

Mid- Term - the main issues at the Synod;

- the significance and outcome of the Synod; and- the dispute between Roman and Celtic Christianity;

demonstrate knowledge and understanding of, andcritically evaluate the Peregrinatio and missionaryoutreach, including:- nature of, background to and motivation of thePeregrini; and- their contribution to Christianity throughout NorthernBritain and Europe, to include Colmcille, Aidan, Colman,Gall, Killian and the Burgh Castle Group;

- the wider Paschal Controversy;- events leading to the Synod of Whitby;

Literacy: Reading and evaluating sourcesNumeracy: working out dates/years since the eventICT: Research opportunities using ICTTS & PC: working with others, independent learningRRSA: Appreciating alternative points of views and argumentsCareers: Teaching/Archaeology Tracking assessment : Past Paper written assessments


January- February Marchdemonstrate knowledge and understanding of, andcritically evaluate the significance of Columbanus,including:- the contribution of Columbanus to monasticism withreference to sources;- his involvement in secular and religious controversy; and- the nature, impact and significance of the writings ofColumbanus;

demonstrate knowledge and understanding of, andcritically evaluate controversy and reform through theages, including the significance and impact of theProtestant Reformation, Counter Reformation andVatican II in terms of church organisation and authority; and

Literacy: Reading and evaluating sourcesNumeracy: working out dates/years since the event

Mid- Term • demonstrate knowledge and understanding of, and

critically evaluate contemporary missionary outreach,including:- methods of evangelisation and impact of the missionaryoutreach of different Christian traditions in thenineteenth and twentieth centuries, to include referenceto Irish missionary outreach; and- missionary outreach in the context of secularisation andmodern atheistic thinking.

Literacy: Reading and evaluating sourcesNumeracy: working out dates/years since the eventICT: Research opportunities using ICTTS & PC: working with others, independent learning

ICT: Research opportunities using ICTTS & PC: working with others, independent learningRRSA: Appreciating alternative points of views and argumentsCareers: Teaching/Archaeology Tracking assessment : Past Paper written assessments

RRSA: Appreciating alternative points of views and argumentsCareers: Teaching/Archaeology Tracking assessment : Past Paper written assessments


holidaysSynoptic essay prep (Ongoing throughout the year but collated for April time) Students should be able to:• demonstrate knowledge and understanding of, andcritically evaluate the relationship between religionand the state;• demonstrate knowledge and understanding of, andcritically evaluate the lessons that can be learned fromcurrent and historical examples in relation to ethical andmoral issues; and• demonstrate knowledge and understanding of, andcritically evaluate the contribution of religion in resolvingconflict and controversy.

Revision and exam prep


RevisionRevision and exam prep


Curriculum Mapping

Subject: English Language and Literature Year Group 14


Introduction to Non-Examination Assessment (NEA)

A Streetcar Named Desire by Tennessee Williams:Understand context, characters and events.

The Great Gatsby by F. Scott Fitzgerald:Understand context, characters and events.

Literacy: Using a formal writing styleNumeracy: using spreadsheets and handling dataICT: Researching chosen textsTS & PC: MI, BCRRSA: Article 12Careers: Linking NEA with career choices

Mid- Term Completion of NEA

A Streetcar Named Desire by Tennessee Williams Consolidate and analyse of context, characters and events in light of assessment theme: Conflict.

The Great Gatsby by F. Scott Fitzgerald:Understand assessment theme: Writing about Society. Begin to make links between context, characters and events and the assessment criteria.

Literacy: writing a formal research paperNumeracy: meeting word counts and deadlinesICT: Using internet to research material for NEA reviewTS & PC: MIRRSA: Article 12

Tracking assessment: Creative task based on The Great Gatsby

Tracking assessment: Essay on A Streetcar Named Desire


A Streetcar Named Desire by Tennessee Williams Consolidate and analyse of context, characters and events in light of assessment theme: Conflict. This term: examination preparation and essay response/ writing techniques.

The Great Gatsby by F. Scott Fitzgerald:Focus on recasting and exam technique. Make further links between context, characters and themes and assessment criteria.

Literacy: Examination techniqueICT: Use of Google Classroom to research and complete revision tasksTS & PC: MIRRSA: Article 2Tracking assessment: NEA assessment

Mid- Term Revision of Duffy Poetry & The Lovely Bones

A Streetcar Named Desire by Tennessee Williams Consolidate and analyse of context, characters and events in light of assessment theme: Conflict. This term: examination preparation and essay response/ writing techniques.

The Great Gatsby by F. Scott Fitzgerald:Focus on recasting and exam technique. Make further links between context, characters and themes and assessment criteria.

Literacy: Examination techniqueNumeracy: Timed responses, managing and meeting time limitsTS & PC: MIRRSA: Article 2

April-JuneEaster

holidays Revision of Paris Anthology

A Streetcar Named Desire by Tennessee Williams: revision and final examination preparation.

The Great Gatsby by F. Scott Fitzgerald:Revision and final examination preparation.

Curriculum Mapping

Year 14 Public Services

September- December January- March April- June

Unit 1: Government, Policies and the Public Services

10 CreditsThis unit enables learners to develop knowledge and understanding of the UK government policies and the democratic election process. It also enables them to demonstrate the process of developing government policies and how these policies impact on the public services.

On completion of the unit, the learner should:1 Know the different levels of government in the UK2 Understand the democratic election

Unit 2: Leadership and Teamwork in the Public Services

15 CreditsThe aim of this unit is to enable learners to develop a knowledge of leadership style and an understandingof teams and teamwork activities within the public services. Learners will also gain the skills needed tocommunicate with, and lead, teams.

On completion of the unit, the learner should:1 Understand the styles of leadership and the role of a team leader2 Be able to communicate effectively to

Unit 17: Police Powers in the Public Services5 Credits

This unit enables learners to develop an understanding of lawful arrests and detention and the regulations withregard to searching people and their premises. It also covers the powers the police have to grant bail.

On completion of the unit, the learner should:1 Know the requirements of lawful arrest and detention2 Understand regulations regarding

process for each level of government in the UK3 Know the impact of UK government policies on the public services4 Be able to demonstrate how government policies are developed.

Literacy: Acquisition of new vocabulary and coursework completion. Numeracy: Discover a range of election processes in the UK and how they are calculated.ICT: Google classroom and word used to create and submit courseworkTS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

brief and debrief teams3 Be able to use appropriate skills and qualities to lead a team4 Be able to participate in teamwork activities within the public services5 Understand team development.

Literacy: Acquisition of new vocabulary and coursework completion. Careers: be able to lead tasks and develop confidence for application processesICT: Google classroom and word used to create and submit courseworkTS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

searching people and premises3 Understand the powers of the police to grant bail.

Literacy: Acquisition of new vocabulary and coursework completion. Careers: Understand the job role of Policing in the UK.ICT: Google classroom and word used to create and submit courseworkTS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

Curriculum Mapping

Year 14 Travel and Tourism

September- December January- March April- June

Unit 3: The UK as a Destination10 Credits

This unit enables learners to develop their skills in locating destinations in the United Kingdom and also gain an overview of the UK tourism product and how it attracts and meets the needs of domestic and inbound visitors. Learners will develop their understanding of the factors that affect tourism to and within the UK. The unit supports the development of research skills through the exploration of UK tourist destinations and their locations.

On completion of the unit, the learner should:1 Be able to locate UK gateways, tourist destinations and geographical features

Unit 6: Preparing for Employment in Travel and Tourism

10 Credits

This unit will develop learners’ knowledge about career opportunities in travel and tourism, and the stages ofrecruitment and selection. Learners will develop skills in applying for employment, and understanding of thefactors that motivate employees and contribute to a positive working environment.

On completion of the unit, the learner should:1 Know about career opportunities in the travel and tourism sector2 Know the stages of recruitment and

Unit 9: Retail Travel Operations10 Credits

The retail travel industry is constantly evolving and this unit will develop knowledge and understanding of theretail environment and the operational requirements necessary to meet the needs of customers and maintaineffectiveness in this highly competitive sector. There are opportunities for learners to gain skills in selecting andcosting holidays to meet customer requirements.

On completion of the unit, the learner should:1 Know the retail travel environment2 Know retail travel operational

2 Know the needs of inbound and domestic visitors to UK tourist destinations3 Know the features and facilities that attract visitors to UK destinations4 Understand how the UK inbound and domestic tourism is affected by internal and external factors5 Be able to use reference sources to provide information on the UK as a destination.

Literacy: Acquisition of new vocabulary and coursework completion. Numeracy: Discover cheapest travel arrangements for a range of guests.ICT: Google classroom and word used to create and submit courseworkTS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

selection in travel and tourism3 Be able to prepare for application for employment in the travel and tourism sector4 Understand the factors that contribute to an effective workplace.

Literacy: Acquisition of new vocabulary and coursework completion. Careers: Mock job application process will prepare pupils for future progression.ICT: Google classroom and word used to create and submit courseworkTS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

practices3 Understand how retail travel organisations seek to gain competitive advantage4 Be able to select, cost and provide information for leisure holidays to meet the needs of customers.

Literacy: Acquisition of new vocabulary and coursework completion. Numeracy: Costing and providing leisure holidays for customers.ICT: Google classroom and word used to create and submit courseworkTS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

Curriculum Mapping

Subject Careers Year Group 14

Careers uses Google Classroom to set tasks, place resources, and monitor student’s progress with the UCAS applications.

September- December January- March April- May

CAREERS MANAGEMENT

Careers management is developing skills in career planning and employing effective career decision-making strategies to manage transition and make suitable career development choices, with the appropriate support, advice and guidance

Learners will be given the opportunity to:

Identify and prioritise their learning needs.

Set and review appropriate targets to support progress and improvement post 16, based on their increased self awareness, knowledge of areas for development and their increased experiences from participation in career exploration opportunities.

CAREERS MANAGEMENT

Learners will be given the opportunity to:Identify the decisions they need to make, using an appropriate timeframe to support their progression to an appropriate post 18 pathway.

Identify and review the external influences which impact on their career decision making and the affect on opportunities available to them.

Identify and review the factors which result in poor decision making which adversely affect the opportunities available.

Review the transition to post-18 pathway and investigate the skills, qualities and attitudes needed to make a successful transition to the world of work, training, and higher education.

CAREERS MANAGEMENT

Learners will be given the opportunity to:Identify their skills, qualities and competences for managing planned and unplanned changes effectively at post-18 and throughout their working life.

Follow application procedures correctly and use a range of self presentation techniques.

Demonstrate that they can select and provide appropriate evidence to promote a positive self image when making applications and attending interviews for employment, training and higher education.

Demonstrate the skills required in making applications to employment, training or into HE.

Record achievements in the self review form and personal statement.

Demonstrate the work-related opportunities they have participated in.

Negotiate and agree progressive Personal careers plans which identify career goals, using information about their self awareness and development, achievements and experience of career exploration activities, to support their progression to an appropriate post 16 pathway.

Identify and have access to planned impartial career advice and guidance throughout post 16 pathway to support career planning.

Demonstrate that they have used their work related learning opportunities and careers advice and guidance to inform their career plans.

Students apply online to UCAS and CAO if desirable. They are made aware of the range of post 18 options and guided in their choices from teachers and external providers. We offer a range of talks and opportunities to engage with organisations.

Literacy: Acquisition of new vocabulary.Careers: application forms/CV to aid progression. Interview preparation. Searching for jobs/higher apprenticeships.ICT: Google classroom TS & PC: Focus, sustain attention and persist with tasks.Seek advice when necessary.

Update their CV. Make final decisions as regards firm and insurance UCAS choices. Literacy: Acquisition of new vocabulary UCAS application completion.

Numeracy: costing and student finance applications.ICT: Google classroom TS & PC: Focus,sustain attention and persist with tasks.Seek advice when necessary.

Literacy: personal statement. Numeracy: calculating the costs associated with study at higher education.Careers: UCAS app form, attending university roadshow, PWC workshop and other talks.ICT: Google classroom and word used to create and submit UCAS form and personal statement.TS & PC: Focus, sustain attention and persist with tasks.Seek advice when necessary.

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