Key Stage 4 Subject information

Topic/Unit

Lord of The Flies

Key Concepts

Post 1914 Prose

A text selected to promote the challenging experiences of entering an adult world. Exploring key themes such as the importance of law and the challenging and unpredictable nature of human beings.

Key Skills Developed

• AO1 – understanding of the question and text
• AO2 – exploration of the effects of language
• AO4 – SPAG

Topic/Unit

Reading Prose/Creative Writing

Key Concepts

Fiction analysis/Narrative writing

Building life skills in English through understanding, analysing and critically evaluating texts alongside perfecting the key SPaG and communication features needed for advanced literacy in later life.

Key Skills Developed

• AO1 – Understanding of the question and text
• AO2 – Exploration of the effects of language
• AO4 – SPAG
• AO5 – Writing in the correct format and to right audience
• AO6 – Writing skills for effect

Topic/Unit

19th Century text (J&H or ACC)

Key Concepts

Essay writing, analysis of language and links to context

A text selected to broaden the horizons of our young adults. Students are introduced to a “new world” with Victorian society and the complexities that occurred within that society. Many of the themes are still relevant today such as exploring our own social responsibility or considering the inner conflict we all try to control on a daily basis.

Key Skills Developed

• AO1 – Understanding of the question and text
• AO2 – Exploration of the effects of language
• AO3

Topic/Unit

Spoken Language

Key Concepts

Separate qualification – Spoken Language Endorsement.

Building spoken skills for the work place through developing students written and verbal literacy to construct speeches and presentations.

Key Skills Developed

• AO7
• AO8
• AO9

Topic/Unit

Poetry Anthology

Key Concepts

Analysis of poetry/Thematic connections and comparison

The poetry collection is mandatory from the exam board however each poem allows students to build on prior knowledge of their WW1 contexts, develop understanding about love and relationships, explore their own identity and natural progression amongst many other themes.

Key Skills Developed

• AO1 – Understanding of the question and text
• AO2 – Exploration of the effects of language
• AO3

Topic/Unit

19th and 21st Century texts/Transactional Writing

Key Concepts

Non fiction analysis/Non-fiction creative writing

Building ‘life skills’ in English through understanding, analysing, critically evaluating texts and comparing them as well as perfecting the modes of non-fiction writing needed in the workplace.

Key Skills Developed

• AO1 – Understanding of the question and text
• AO2 – Exploration of the effects of language
• AO3
• AO4 – SPAG
• AO5 – Writing in the correct format and to right audience
• AO6 – Writing skills for effect

Topic/Unit

Independent Project

Key Concepts

Individual and independent project based on a chosen topic of interest

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking and use of the dark room.

Topic/Unit

Independent Project

Key Concepts

Individual and independent project based on a chosen topic of interest

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking and use of the dark room.

Topic/Unit

Independent Project

Key Concepts

Individual and independent project based on a chosen topic of interest

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking and use of the dark room.

Topic/Unit

Independent Project

Key Concepts

Individual and independent project based on a chosen topic of interest

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking and use of the dark room.

Topic/Unit

Independent Project

Key Concepts

Individual and independent project based on a chosen topic of interest

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking and use of the dark room.

Topic/Unit

Independent Project

Key Concepts

Individual and independent project based on a chosen topic of interest

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking and use of the dark room.

Topic/Unit

–

Key Concepts

Both tiers will spend the first 2 weeks recapping key numeracy skills relevant to their class/year.

• Foundation tier: Estimation, 3d Shapes and Properties, Plans and Elevations, Prime Factor Decomposition
• Higher tier: Fractions 2, Percentages 2, Algebra and inequalities 2, Setting up Expressions and Equations, Prisms 1 – Volume

Key Skills Developed

• Foundation students will be revisiting all 4 operators, including in a worded context as well as number properties, place value and products of primes. They will also be revisiting geometry by looking at the properties of 2D and 3D shapes and using these to convert between nets and solids.
• Higher Tier students will be revisiting all types of calculations with fractions and percentages, including those involving percentages greater that 100% and mixed numbers. They will then be looking at solving different types of equations and linear inequalities, and then being able to form their own equations from both geometry and worded/proportional problems. Forming expressions and solving equations then leads into volumes of prisms, as this is different depending on the type of prism and so the recall of formulae for different shapes and how to substitute and solve will be needed.

Topic/Unit

–

Key Concepts

• Foundation Tier: Indices, Root and Reciprocals, standard form, Angles 2, Fractions 2, Percentages 2
• Higher Tier: Surface area 1, Constructions and Loci, Bearings, Speed distance and time.

Key Skills Developed

• Foundation students will develop skills in sse of index laws in calculations and also applying these when calculating with standard form. Angles in polygons, angles in parallel lines and problem solving with angles, recap basic fraction skills and calculating with fractions and mixed numbers, recapping basic percentage skills, exploring reverse percentage and compound growth/decay.
• Higher tier students will develop skills in surface area of basic prisms, functional problems with surface area. Understanding the concept of loci, using proportions to create to scale drawings from descriptions. Constructing triangles and other polygons using ruler and pair of compass only, as well as angles of specified sizes, perpendicular bisectors and angle bisectors. Understanding the notation and concept of a bearing, using angles in parallel lines to solve contextual problems. Performing basic SDT calculations, interpreting DT graphs.

Topic/Unit

–

Key Concepts

• Foundation Tier: Perimeter and area 2, Prisms 1 – Volume, Surface Area 1, Functions and Algebra 3 , Drawing Linear Graphs 1
• Higher Tier: Standard Form 2, Linear Graphs 2, Quadratic, Cubic and Reciprocal Graphs, Regions, Transformations 2, Volume density and pressure.

Key Skills Developed

• Foundation students will have skills in area of basic and compound shapes, functional area questions. Volume and surface area of different prisms and functional volume and surface questions, conversion between units. Developing solving equations with more complex linear equations and using/rearranging formulae. Understanding the properties of straight line graphs and being able to plot them and interpret the gradient. Recap standard form 1 and indices 1 and 2, Calculate with standard form using index laws, Link the use of SF to density, mass, volume and speed/distance time.
• Higher tier students will recap on drawing all variations of linear graphs and y=mx+c, Draw quadratic graphs, Draw cubic graphs, Draw a reciprocal graph. Define a region from given inequalities, Write the inequality shown from a shaded region. Recap transformations 1, Describe any single transformation, Construct an enlargement with negative SF and negative fractional SF, Describe enlargements with negative and negative fractional SF. Recap of Prisms 1 module and volume, Calculate the density of a solid using the formulae, Calculate the mass of volume when given the density, Calculate the volume of spheres, pyramids and cones, Calculate density problems in relation to spheres, pyramids and cones, Introduce the concept of pressure, Calculate pressure using general formulae (pressure = F/A)

Topic/Unit

Key Concepts

• Foundation Tier: Graphs – real life, Transformations 2, Probability 2, Ratio and Proportion 2, Circles
• Higher Tier: Averages and Spread, Pythagoras and Trigonometry 1, Simultaneous Equations 1, Probability 2 and Set notation and Venn diagrams, Congruence and Similarity.

Key Skills Developed

• Foundation students Read and interpret a real life and conversion graph, Read, interpret and use a fixed charge graph, Link graphs to scenarios, Describe what a graph is portraying. Recapping Transformations 1, describing any transformation, using enlargements from a centre or fractional scale factors. Recap Probability 1, explore Venn diagrams and independent and dependent events and probability trees. Develop skills learnt in ratio and proportion 1, link this skill to probability and real life graphs.
• Higher tier students will recap on averages and spread, Calculate an estimated mean, Stratified Sampling. Recap on Pythagoras, Calculate missing side lengths using trigonometry, Calculate missing angles using trigonometry, Problem solve with Pythagoras and trigonometry, Calculate a bearing using trigonometry. Solve simultaneous equations using elimination, Solve simultaneous equations by substitution, Rearrange an equations to solve simultaneously. Recap on probability 1, Sets and Venn diagrams, Tree diagrams with and without replacement, Conditional probability using Venn diagrams and tree diagrams. Understand the difference between congruence and similarity, using rules to prove congruence, proving similarity.

Topic/Unit

–

Key Concepts

• Foundation tier: Sequences 2, Pythagoras’ Theorem, Setting up Expressions and Equations, Constructions and Loci, Bearings
• Higher tier: Cumulative Frequency, Box plots, Similarity 2, Sectors and arcs.

Key Skills Developed

• Foundation students will understand term to term rule, Write the Nth term, Us the nth term to generate a sequence, Calculate any missing side length of a right angle triangle, Problem solve with more complex diagrams. When given information set up an expressions to represent and equation to solve, Relate to area, angles, cost. Construct an angle bisector, Construct a perpendicular bisector, Construct a perpendicular through a point, Construct a 600, 300 and 450 angle, Construct triangles, Use constructions to draw loci. Recap angle knowledge, Introduce bearings, Construct a bearing, Locate the position when given bearings, Calculate an angle from a bearing diagram (parallel lines with N lines).
• Higher tier students will be constructing cumulative frequency tables and diagrams, calculating IQR and quartiles, drawing box plots, drawing box plots from CF graphs, comparing data using IQR and box plots. Calculate with areas and volumes of similar shapes, Calculate missing side lengths when given the volume or area of similar shapes. Recap on circle formulae, Calculate the area of a sector, Calculate the arc length, Calculate the perimeter of a sector, Calculate the area of a segment.

Topic/Unit

–

Key Concepts

• Foundation Tier: Term 6 should be used primarily be used for preparing for the Term 6 PPEs – Percentages 3, Speed, distance, time, Expanding and Factorising
• Higher Tier: Revision and Gap filling for PPEs

Key Skills Developed

• Foundation students will be recap percentages 1 and 2, Percentage gain/loss, Reverse percentages Speed, distance time. Calculate using the general formulae speed, distance and time, Change units to calculate in the required measure, Problem solve with speed, distance and time. Recap on how to expand and factorise a linear expression, Expand double brackets, Factorise quadratics without coefficient of the x2. Revision on all Number topics including FDP, Calculating with money, ratio, proportion.
• Higher students will be revisiting any topics deemed necessary by class teacher before PPEs for revision, and using the gap analysis after PPEs have been assessed to construct a bespoke curriculum for each class based on needs.

Topic/Unit

Anglo-Saxons

Key Concepts

What was AS life like and how did it change after the Norman Conquest

Key Skills Developed

• Change vs Continuity
• Importance, significance
• Evaluation
• Content recall
• Extended writing
• Judgement

Topic/Unit

Anglo-Saxons

Key Concepts

What was AS life like and how did it change after the Norman Conquest

Key Skills Developed

• Change vs Continuity
• Importance, significance
• Evaluation
• Content recall
• Extended writing
• Judgement

Topic/Unit

Cold War

Key Concepts

What was the Cold War, why did it develop and how did it affect society and end.

Key Skills Developed

• Change vs Continuity
• Importance, significance
• Evaluation
• Content recall
• Extended writing
• Judgement

Topic/Unit

Cold War

Key Concepts

What was the Cold War, why did it develop and how did it affect society and end.

Key Skills Developed

• Change vs Continuity
• Importance, significance
• Evaluation
• Content recall
• Extended writing
• Judgement

Topic/Unit

Germany

Key Concepts

Why did Germany struggle after WW1, how this led to the rise of the Nazi Party and how life changed under the Nazis.

Key Skills Developed

• Change vs Continuity
• Importance, significance
• Evaluation
• Content recall
• Analysing interpretations
• Extended writing
• Judgement

Topic/Unit

Germany

Key Concepts

Why did Germany struggle after WW1, how this led to the rise of the Nazi Party and how life changed under the Nazis.

Key Skills Developed

• Change vs Continuity
• Importance, significance
• Evaluation
• Content recall
• Analysing interpretations
• Extended writing
• Judgement

Topic/Unit

Landscapes and Physical Processes (Theme 1)

Key Concepts

How do processes work together to create landform features, changes to the landform around rivers and coasts and problems caused by rivers and coasts and management techniques

Key Skills Developed

• Physical and human geography around the formation
• Management of rivers and coasts

Topic/Unit

Coastal Hazards and their management (Theme 4)

Key Concepts

Why are some coastal communities vulnerable to erosion and flooding? How are coastlines managed? What is the most sustainable way to manage coastlines in the face of rising sea levels?

Key Skills Developed

• Physical and human factors that increase vulnerability to coastal erosion and coastal flooding.
• How severe weather events and climatic change create vulnerability to coastal flooding.
• Social and economic factors that can increase vulnerability in coastal communities in countries at different levels of economic development.

Topic/Unit

Field Work and Paper 3

Key Concepts

Students are given a field work enquiry that changes each year. This is normally carried out by visiting a coastal area where both physical and human geography aspects are available. For this paper, students have to analyse statistics and their field work.

Key Skills Developed

• Statistics
• Data analysis
• Maths
• Field sketches
• Collecting data
• Evaluating their field work
• Field work techniques

Topic/Unit

Rural-Urban Links (Theme 2)

Key Concepts

How are urban and rural areas of the UK linked? How are rural areas in the UK changing? How is population impact urban and rural areas in the UK? How have other global cities beein impacted by population?

Key Skills Developed

• Data analysis
• Factors that impact population and rural and urban development
• Comparison of different global cities
• Factors that impact travel, population and cities

Topic/Unit

Rural-Urban Links (Theme 2)

Key Concepts

How are urban and rural areas of the UK linked? How are rural areas in the UK changing? How is population impact urban and rural areas in the UK? How have other global cities been impacted by population?

Key Skills Developed

• Data analysis
• Factors that impact population and rural and urban development
• Comparison of different global cities
• Factors that impact travel, population and cities

Topic/Unit

Weather, Climate and Ecosystems (Theme 5)

Key Concepts

What is the evidence for climate change? What are the causes of climate change? Causes, consequences and responses to weather hazards. What factors create cariations in weather and climate at different scales within the UK.

Key Skills Developed

• Understanding of weather patterns and causes
• Data analysis
• Understanding of climate change
• Management and responses to hazards
• How people use ecosystems and environments
• Processes and iterations
• Ecosystem sustainability

Topic/

Component 1 – Exploration

Key Concepts

Exploration of Frantic Assembly and National Theatre, use of analysis of stimulus, exploration of theme and theatre process.

Key Skills Developed

• Creating
• Performing
• Teamwork
• Problem solving
• Analysis

Topic/Unit

Component 1 – Exploration

Key Concepts

Exploration of Frantic Assembly and National Theatre, use of analysis of stimulus, exploration of theme and theatre process.

Key Skills Developed

• Creating
• Performing
• Teamwork
• Problem solving
• Analysis

Topic/Unit

Component 1 Coursework

Key Concepts

Understanding of roles, responsibilities and skills within the theatre, analysis of repertoire, presentation of findings.

Key Skills Developed

• Creating
• Performing
• Teamwork
• Problem solving
• Analysis

Topic/Unit

Devised Theatre

Key Concepts

Understanding of roles, responsibilities and skills within the theatre, analysis of repertoire, presentation of findings.

Key Skills Developed

• Creating
• Performing
• Teamwork
• Problem solving
• Analysis

Topic/Unit

Devised Theatre

Key Concepts

Skills audit, target setting, development of physical and vocal skills through workshops.

Key Skills Developed

• Creating
• Performing
• Teamwork
• Problem solving
• Analysis

Topic/Unit

Text Study – DNA

Key Concepts

Skills audit, target setting, development of physical and vocal skills through workshops.

Key Skills Developed

• Creating
• Performing
• Teamwork
• Problem solving
• Analysis

Topic/Unit

201ta Musical Knowledge

Key Concepts

Identifying and describing contrasting musical styles. Recognising and discussing key musical elements

Key Skills Developed

• Identifying and describing contrasting musical styles
• Recognising and discussing key musical elements

Topic/Unit

201ta Musical Knowledge

Key Concepts

Identifying and describing contrasting musical styles. Recognising and discussing key musical elements

Key Skills Developed

• Listening
• Analytical
• Research
• Communication
• IT

Topic/Unit

201ta Musical Knowledge, then 204ta Instrumental Study

Key Concepts

201: Identifying and describing contrasting musical styles. Recognising and discussing key musical elements. 204ta: Demonstrate care of instrument and instrumentalist; understand how to develop-instrument specific technique appropriate to performance at this level; know how to review progress in instrumental techniques and identify strengths and areas for development.

Key Skills Developed

• Listening
• Analytical
• Research
• Communication
• IT
• Instrument maintenance
• Health and Safety
• Instrumental
• Organisational

Topic/Unit

204ta Instrumental Study

Key Concepts

Demonstrate care of instrument and instrumentalist; understand how to develop-instrument specific technique appropriate to performance at this level; know how to review progress in instrumental techniques and identify strengths and areas for development.

Key Skills Developed

• Instrument maintenance
• Health and Safety
• Instrumental
• Organisational
• Analytical

Topic/Unit

204ta Instrumental Study

Key Concepts

Demonstrate care of instrument and instrumentalist; understand how to develop-instrument specific technique appropriate to performance at this level; know how to review progress in instrumental techniques and identify strengths and areas for development.

Key Skills Developed

• Instrument maintenance
• Health and Safety
• Instrumental
• Organisational
• Analytical

Topic/Unit

204ta Instrumental Study

Key Concepts

Demonstrate care of instrument and instrumentalist; understand how to develop-instrument specific technique appropriate to performance at this level; know how to review progress in instrumental techniques and identify strengths and areas for development.

Key Skills Developed

• Instrument maintenance
• Health and Safety
• Instrumental
• Organisational
• Analytical

Topic/Unit

Fats in the Diet

Key Concepts

Trial dishes, understanding functions of fat in the diet, processing affects of the nutritonal value, developing skills through pastry, knife skills and preparing vegetables. food provenace, EWG, Obesity, why food is cooked, game, analyis of recipes, develop complex skills, designing a product, labelling, additives,

Key Skills Developed

• Knife skills
• Use of equipment

Topic/Unit

Nutrition

Key Concepts

Trial dishes, understanding functions of fat in the diet, processing affects of the nutritional value, developing skills through pastry, knife skills and preparing vegetables. food provenance, EWG, Obesity, why food is cooked, game, analysis of recipes, develop complex skills, designing a product, labelling, additives,

Key Skills Developed

• Knife skills
• Use of equipment

Topic/Unit

Food Presentation

Key Concepts

Creativity, presentation and skills with tea cake challenge, sensory evaluation, practical investigations, portioning a chicken, heat transference, why we cook food, finishing dishes, different cooking methods, different life stages/dietary groups, nutritional needs, factors affecting food choice, international cuisine, fairtrade, seneca learning, sustainability of food

Key Skills Developed

• Knife skills
• Use of equipment

Topic/Unit

Food Presentation

Key Concepts

Creativity, presentation and skills with tea cake challenge, sensory evaluation, practical investigations, portioning a chicken, heat transference, why we cook food, finishing dishes, different cooking methods, different life stages/dietary groups, nutritional needs, factors affecting food choice, international cuisine, fairtrade, seneca learning, sustainability of food

Key Skills Developed

• Knife skills
• Use of equipment

Topic/Unit

Food science

Key Concepts

Scientific principles of raising agents, yeast experiments, choux pastry, Nutrition: vitamins and minerals, macro and micro nutrients, hydration, dietary groups: vegetarian, vegan, coeliac, lactose intolerance, reduce fat and high fibre modified NEA task 1

Key Skills Developed

• Knife skills
• Use of equipment 

Topic/Unit

Food science

Key Concepts

Scientific principal’s of raising agents, yeast experiments, choux pastry, Nutrition: vitamins and minerals, macro and micro nutrients, hydration, dietary groups: vegetarian, vegan, coeliac, lactose intolerance, reduce fat and high fibre modified NEA task 1

Key Skills Developed

• Knife skills
• Use of equipment

Topic/Unit

Performance Improvement and Mastery of Christian and Buddhist beliefs

Key Concepts

Pupils master the knowledge of Christian and Buddhist beliefs, teachings and practices – developing and extending their knowledge of these concepts

Key Skills Developed

• Description
• Explanation
• Evaluation

Topic/Unit

Good and Evil

Key Concepts

Morality, good, evil, suffering, forgiveness, crime, aims of punishment, death penalty, chaplaincy, justice

Key Skills Developed

• Identification
• Description
• Explanation
• Application
• Evaluation

Topic/Unit

Religious Attitudes towards Human Rights

Key Concepts

UDHR, Extremism, Discrimination, Prejudice, Censorship, Religious Expression, Poverty – the rich and poor, Charity.

Key Skills Developed

• Application of human rights to contemporary religious controversies

Topic/Unit

Assessment of knowledge

Key Concepts

Prior learning of life and death, good and evil, Human rights content

Key Skills Developed

• Evaluation
• Application
• Explanation
• Description

Topic/Unit

Food/Identity

Key Concepts

Drawing and studying food items. Looking closely at the human face.

Key Skills Developed

• Contextual studies and references
• Development of ideas
• Key terminology
• Analytical writing
• Presentation skills
• Observational drawing
• Printmaking and experimentation with media and materials.
• Drawing
• Painting
• Batik
• Oil pastels
• Sculpture
• Prints

Topic/Unit

Food/Identity

Key Concepts

Drawing and studying food items. Looking closely at the human face.

Key Skills Developed

• Contextual studies and references
• Development of ideas
• Key terminology
• Analytical writing
• Presentation skills
• Observational drawing
• Printmaking and experimentation with media and materials.
• Drawing
• Painting
• Batik
• Oil pastels
• Sculpture
• Prints

Topic/Unit

Food/Identity

Key Concepts

Drawing and studying food items. Looking closely at the human face.

Key Skills Developed

• Contextual studies and references
• Development of ideas
• Key terminology
• Analytical writing
• Presentation skills
• Observational drawing
• Printmaking and experimentation with media and materials.
• Drawing
• Painting
• Batik
• Oil pastels
• Sculpture
• Prints

Topic/Unit

Food/Identity

Key Concepts

Beginning to develop their own independent style from inspiration through exploration of AO1 and AO2

Key Skills Developed

• Contextual studies and references
• Development of ideas
• Key terminology
• Analytical writing
• Presentation skills
• Observational drawing
• Printmaking and experimentation with media and materials.
• Drawing
• Painting
• Batik
• Oil pastels
• Sculpture
• Prints

Topic/Unit

Food/Identity

Key Concepts

Developing their own independent style from inspiration through exploration of the assessment objectives

Key Skills Developed

• Contextual studies and references
• Development of ideas
• Key terminology
• Analytical writing
• Presentation skills
• Observational drawing
• Printmaking and experimentation with media and materials.
• Drawing
• Painting
• Batik
• Oil pastels
• Sculpture
• Prints

Topic/Unit

Food/Identity

Key Concepts

Developing their own independent style from inspiration through exploration of the assessment objectives

Key Skills Developed

• Contextual studies and references
• Development of ideas
• Key terminology
• Analytical writing
• Presentation skills
• Observational drawing
• Printmaking and experimentation with media and materials.
• Drawing
• Painting
• Batik
• Oil pastels
• Sculpture
• Prints

Topic/Unit

Music Project

Key Concepts

Individual and independent project based on a given topic

Key Skills Developed

• Contextual studies and references
• Photographer research
• Key terminology
• Use of the camera
• Photoshop skills
• ICT skills
• Analytical writing
• Presentation skills
• Digital drawing
• Drawing
• Printmaking
• Use of the dark room

Topic/Unit

Natural forms Research

Key Concepts

Research topic, present findings in portfolio, including finding artists with new textiles techniques, and creating inspired outcomes.

Key Skills Developed

• Written skills
• Writing brief and intention of project
• Research new topic
• Presentation of findings
• Develop technical skills through inspired outcomes

Topic/Unit

Natural forms Artists outcome and experimentation

Key Concepts

Artist research pages with inspired outcomes and to experiment/develop with previously learned techniques reflecting your theme.

Key Skills Developed

Continue to develop Textiles techniques, experiments, combinations such as:

• Embroidery
• Embellishments
• Applique
• Reverse applique
• Printing
• Felting
• Confetti quilting
• And others

Topic/Unit

Natural forms Final Outcome

Key Concepts

To finish final product with plenty of detail e.g. fabric embellishment, create manufacturing/construction pages, evaluate product

Key Skills Developed

• Measuring
• Pattern cutting
• Fabric construction
• Garment manufacturing
• Machine skills
• Hand fabric embellishments
• All techniques listed in year 9
• Presentation and documenting skills for manufacturing pages
• Evaluation and analysis skills for evaluation of final product

Topic/Unit

Messages Research

Key Concepts

Research topic, present findings in portfolio

Key Skills Developed

• Written skills
• Writing brief and intention of project
• Research new topic
• Presentation of findings
• Develop technical skills through inspired outcomes

Topic/Unit

Messages Artists outcome and experimentation

Key Concepts

Artist research pages with inspired outcomes and to experiment/develop with previously learned techniques reflecting your theme

Key Skills Developed

Continue to develop Textiles techniques, experiments, combinations such as:

• Embroidery
• Embellishments
• Applique
• Reverse applique
• Printing
• Felting
• Confetti quilting
• And others

Topic/Unit

LO1- To be able to identify the customer profile for a business proposal.

Key Concepts

To identify customers and how businesses build customer profiles. Understand Benefits of market segmentation and how this is applied within businesses e.g. age, gender etc.

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication

Topic/Unit

LO2- Be able to complete market research to aid decisions relating to a business challenge.

Key Concepts

To carry out Market Research which includes, primary/secondary methods, the purpose of the chosen methods and then record their findings for their chosen business challenge.

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication

Topic/Unit

LO3- Be able to develop a design proposal for a business challenge.

Key Concepts

How and why products are designed in business to meet the demands of business. Different methods of how to review product ideas in Business.

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication

Topic/Unit

LO4-Be able to review whether a business proposal is viable.

Key Concepts

Financial terms required to cost a business challenge. What are pricing strategies.How to review the success of a business venture using a variety of different products/services.

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication

Topic/Unit

R082 Digital Graphics LO1- Understand the purpose and properties of digital graphics

Key Concepts

The live assignment- this is the coursework unit 1 out of 3 for Year 10s to develop their Digital Graphic skills further. For this section they need to review graphics and plan a digital graphic.

Key Skills Developed

• Source assets identified for use in a digital graphic, i.e.: images and graphics
• Create assets identified for use in a digital graphic, i.e.: o images o graphics
• Ensure the technical compatibility of assets with the final graphic
• Create a digital graphic using a range of tools and techniques within the image editing software application
• Save a digital graphic in a format appropriate to the software being used
• Export the digital graphic using appropriate formats and properties for print use, web use and multimedia use.
• How to use version control when creating a digital graphic.
• They will then review a digital graphic against a specific brief
• Identify areas in a digital graphic for improvement and further development

Topic/Unit

R082 Digital Graphics LO2- Be able to plan the creation of a digital graphic

Key Concepts

The live assignment- this is the coursework unit 1 out of 3 for Year 10s to develop their Digital Graphic skills further. For this section they need to plan their final graphic using a range of planning techniques such as a GANTT chart, mood boards, mind maps and a visualisation diagram.

Key Skills Developed

• Interpret client requirements for a digital graphic based on a specific brief (e.g. by client discussion, reviewing a written brief, or specification)
• Understand target audience requirements for a digital graphic
• Produce a work plan for an original graphics creation. produce a visualisation diagram for a digital graphic
• Identify the assets needed to create a digital graphic
• Identify the resources needed to create a digital graphic
• How legislation applies to images used in digital graphics, whether sourced or created

Topic/Unit

R082 Digital Graphics LO3- Be able to create a digital graphic and LO4- Be able to review a digital graphic.

Key Concepts

The live assignment- this is the coursework unit 1 out of 3 for Year 10s to develop their Digital Graphic skills further. For this section they need to create their final digital graphic using a range of advanced software tools and using the skills from previous topics.

Key Skills Developed

• Source assets identified for use in a digital graphic, i.e.: mages and graphics
• Create assets identified for use in a digital graphic, i.e.: images and graphics
• Ensure the technical compatibility of assets with the final graphic
• Create a digital graphic using a range of tools and techniques within the image editing software application
• Save a digital graphic in a format appropriate to the software being used
• Export the digital graphic using appropriate formats and properties for print use, web use and multimedia use.
• How to use version control when creating a digital graphic. They will then review a digital graphic against a specific brief
• Identify areas in a digital graphic for improvement and further development

Topic/Unit

R085- Creating a multipage website LO1 Understand the properties and features of multi page websites

Key Concepts

The live assignment- this is the coursework unit 1 out of 3 for Year 10s to develop their Website development skills further. For this section they need to review a number of products, for different uses which will help them with their planning for the final product of a multi-page website.

Key Skills Developed

• Learners will investigate the purpose and component features of multi page websites in the public domain
• The devices used to access web pages i.e.: laptops and personal computers, mobile devices and smartphones, tablets, games consoles and digital television
• The methods of internet connection i.e.: wired broadband, wi-fi (e.g. private local area networks, public hotspots), wireless broadband (e.g. 3G, HSDPA, 3GPP, LTE).

Topic/Unit

R085- Creating a multipage website LO2 Be able to plan a multi page website

Key Concepts

The live assignment- this is the coursework unit 2 out of 3 for Year 10s to develop their Website development skills further. The learners will be planning their website using a number of different planning skills such as GANTT charts, a visualisation diagram.

Key Skills Developed

• Students will be planning in detail their final product for a specific scenario.
• They will need to create a number of planning documents to develop ideas and evolve this to the final visualisation diagram.

Topic/Unit

R085- Creating a multipage website LO3 Be able to create multi page websites using multimedia components LO4 Be able to review a multipage website

Key Concepts

The live assignment- this is the coursework unit 2 out of 3 for Year 10s to develop their Website development skills further. The learners will be creating a website using a number of design features. They will use css, HTML coding, interactive forms and tables.

Key Skills Developed

Learners will be using a number of website design features including:

• Create suitable folder structures to organise and save web pages and asset files using appropriate naming conventions
• Source and import assets (e.g. graphics, image, texture, sound, video, animation, text)
• Create a suitable master page as a template for a multipage website • use a range of tools and techniques in web authoring software to create a multipage website
• Insert assets into web pages to create planned layouts (e.g. text, lists, tables, graphics, moving images, embedded content)
• Create a navigation system (e.g. using a navigation bar, buttons, hyperlinks)
• Save a multipage website in a format appropriate to the software being used
• Publish a multipage website to a location appropriate to client requirements

Topic/Unit

Study of Magazines

Key Concepts

Representation, genre, media Language, Audiences

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication
• Extended writing skills

Topic/Unit

Study of Advertising

Key Concepts

Representation, genre, media Language, Audiences

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication
• Extended writing skills

Topic/Unit

Study of Gaming

Key Concepts

Representation, genre, media Language, Audiences

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication
• Extended writing skills

Topic/Unit

Study of Film

Key Concepts

Representation, genre, media Language, Audiences

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication
• Extended writing skills

Topic/Unit

Coursework preparation /Introduction to Music

Key Concepts

Representation, genre, media Language, Audiences

Key Skills Developed

• Analysis
• Evaluation
• Reasoning
• Verbal communication
• Written communication
• Extended writing skills
• Practical skills

Topic/Unit

NCFE

Key Concepts

Health and fitness

Key Skills Developed

• Unit 01 Introduction to body systems and principles of training in health and fitness Skeletal and Muscular system

Topic/Unit

NCFE

Key Concepts

Health and fitness

Key Skills Developed

• Unit 01 Understand the structure and function of body systems and how they apply to health and fitness Respiratory and Cardiovascular system

Topic/Unit

NCFE

Key Concepts

Health and fitness

Key Skills Developed

• Unit 01 Principles of health and fitness
• Unit 02 Healthy lifestyles
• Unit 03 Preparing and planning for health and fitness
• Unit 04 Develop a personal health and fitness programme

Topic/Unit

NCFE

Key Concepts

Health and fitness

Key Skills Developed

• Synoptic 1 assessment
• Unit 01 Principles of health and fitness
• Unit 02 Healthy lifestyles
• Unit 03 Preparing and planning for health and fitness
• Unit 04 Develop a personal health and fitness programme

Topic/Unit

Learners will begin the course by starting component 3. This components give students an insight into health and well being. They will look into the positive and negative influences which may effect a person’s overall health and wellbeing.

Key Concepts

Physical, emotional, social, cultural, economic and environmental factors

Key Skills Developed

• English
• Equality and diversity
• Cognitive and problem-solving skills
• Intrapersonal skills
• Interpersonal skills

Topic/Unit

Learners will continue with component 3 looking into the physiological indicators of health and well being. They will use data to interpret health status and use this information to identify abnormal readings and risks to health

Key Concepts

Physiological and lifestyles indicators

Key Skills Developed

• English
• Equality and diversity
• Cognitive and problem-solving skills
• Intrapersonal skills
• Interpersonal skills

Topic/Unit

Learners will continue with component 3 and will complete an external assessment on this component. During term 3 they will finish this component by exploring the features of a health and wellbeing improvement plan. They will take into account individual needs, wishes and circumstances to build a person centred improvement plan. Students will also explore the types of obstacles faced when implementing plans to improve health and how they might be mitigated.

Key Concepts

Short and long term goal setting, sources of support, psychological barriers, time constraints, resources and individual factors affecting progression

Key Skills Developed

• English
• Equality and diversity
• Cognitive and problem-solving skills
• Intrapersonal skills
• Interpersonal skills

Topic/Unit

Learners will start component 1A . This components investigates how humans grow and develop and how development is affected by physical, social, cultural and economic factors.

Key Concepts

Physical, intellectual, social and emotional growth and development

Key Skills Developed

• English
• Equality and diversity
• Cognitive and problem-solving skills
• Intrapersonal skills
• Interpersonal skills

Topic/Unit

Students will start Component 1B. Learning aim B investigates how people deal with expected and unexpected life events. In the learning aim students will also explore the types and sources of support available to help people to cope with events which are out of our control.

Key Concepts

Expected and unexpected life events. formal and informal support

Key Skills Developed

• English
• Equality and diversity
• Cognitive and problem-solving skills
• Intrapersonal skills
• Interpersonal skills

Topic/Unit

Capa229 Dance Ensemble

Key Concepts

Recap technique and fitness. Revise RSL requirements.Health and Safety within Dance. To learn and understand the RSL specification and the health and safety surrounding dance.

Key Skills Developed

Links directly to RSL dance ensemble unit.

Topic/Unit

Capa229 Dance Ensemble

Key Concepts

Exploration of Jazz, Street and Contemporary technique workshops. To learn and understand new dance techniques and how we can develop them into our final unit of work.

Key Skills Developed

Links directly to RSL dance ensemble unit.

Topic/Unit

Capa229 Dance Ensemble

Key Concepts

Understanding the roles and responsibilities within the Dance Company and how the dance audition process works.. To audition for and create a dance company. To understand the roles and responsibilities within a dance company and how they effect the dance ensemble.

Key Skills Developed

Links directly to RSL dance ensemble unit.

Topic/Unit

Capa229 Dance Ensemble

Key Concepts

SMART TARGETS, progression and forward planning.. Students to start leading dance classes via a warm up and cool down. Students to start planning for their upcoming rehearsal schedule in preparation for the dance ensemble.

Key Skills Developed

Links directly to RSL dance ensemble unit.

Topic/Unit

Capa229 Dance Ensemble

Key Concepts

Motif Development: To learn 2nd dance ensemble repertoire. To Start creating motifs and developing these in preparation for the dance ensemble final piece.

Key Skills Developed

Links directly to RSL dance ensemble unit.

Topic/Unit

Showcase workshops.

Key Concepts

To participate in showcase workshops and rehearsals. To perform both existing pieces of repertoire, while continually evaluating progress.

Key Skills Developed

Links directly to RSL dance ensemble unit.

Topic/Unit

Probability

Key Concepts

Both tiers wil spend the first 2 weeks recapping data types and sampling techniques

Key Skills Developed

• Produce and understand sample space diagrams
• Draw and read probability trees

Topic/Unit

Index numbers and Scatter graphs and correlation

Key Concepts

Weighted index, Consumer price index, line of best fit, correlation

Key Skills Developed

• Making predictions using rates of change formulae
• Determining and drawing line of best fit

Topic/Unit

Spearman’s rank correlation coefficient , time series graphs

Key Concepts

Learn how to calculate spearman’s rank correlation coefficient,draw and interpret time series graphs

Key Skills Developed

• Interpret seasonal and cyclic trends in context
• Distinguish between RS and PMCC

Topic/Unit

Processing and Representing Data

Key Concepts

Construct, draw, use and interpret histograms, cumulative frequency graphs, frequency polygons

Key Skills Developed

• Construct cumulative frequency graphs from tables.

Topic/Unit

Calculate and Interpret measures of central tendency and spread

Key Concepts

To ensure that students can calculate and analyse the various measures of dispersion and spread

Key Skills Developed

• Estimate the mean from a grouped frequency table.
• When given a set of data, decide which average to use and give a reason why.
• Extract the averages from a stem and leaf diagram.
• If given a grouped frequency table explain why the mean would only be an estimate.
• Compare and interpret spread of data

Topic/Unit

Boxplots, statistical cycle enquiry

Key Concepts

To carry out an independent statistical investigation. The statistical data handling cycle is assessed within the written papers (AO3 20%). Students should have the opportunity to work with real world data sets. They may choose to investigate a problem from the sciences, geography, business, economics or other relevant field.

Key Skills Developed

• Define a hypothesis to be investigated
• Decide data to collect
• Plan a strategy on how to process and represent data
• Generate diagrams to represent data
• Generate statistical measures
• Analyse diagrams and calculations
• Draw conclusions relating to hypotheses
  • Discuss reliability
  • Identify weaknesses
  • Suggest improvements
  • Make refinements

Topic/Unit

Core games

Key Concepts

Invasion games, net and wall, striking and fielding, Athletics, Dance, GYM, OAA, Fitness activities

Key Skills Developed

• Hard skills
• Soft skills
• Techniques
• Tactics

Topic/Unit

Research Methods
Education

Key Concepts

Quantitative, qualitative, survey, questionnaires, interviews, observations, ethics, the scientific method, aims and hypothesis, sampling methods, pilot studies, mixed methods, reliability, validity

Key Skills Developed

Research Methods

Research skills, scientific understanding, numeracy, logical thinking, planning, use of tables, graphs, interpretation, evaluating, writing conclusions

Education

• Key sociological terms.
• Understanding and application of sociological theory to the key concepts.
• Links to other institutions.
• Developing and writing own opinions.
• Evaluating key sociological theories.
• Statistical comparison, analysis and evaluation.
• Answering exam questions.

Topic/Unit

Families
Sociological Approaches

Key Concepts

The role and functions of the family. Changes to family types and dynamics. Marriage and divorce rates. The role of the education system.

Key Skills Developed

• Key sociological terms.
• Understanding and application of sociological theory to the key concepts.
• Links to other institutions.
• Developing and writing own opinions.
• Evaluating key sociological theories.
• Statistical comparison, analysis and evaluation.
• Answering exam questions.

Topic/Unit

Review of all year 10 work, and exam preparation

Key Concepts

Applying sociological knowledge to exam questions in preparation for the GCSE exam. Apply the assessment objectives in exam situations.

Key Skills Developed

• Key sociological terms.
• Understanding and application of sociological theory to the key concepts.
• Links to other institutions.
• Developing and writing own opinions.
• Evaluating key sociological theories.
• Statistical comparison, analysis and evaluation.
• Answering exam questions.

Topic/Unit

Unit 1: Me, my family & friends
Unit 2: Technology in everyday life

Key Concepts

Talk about:

• Self and family
• Getting on with family and friends
• Personal relationships
• Future relationships
• Online communication
• Social media
• Advantages and disadvantages of mobile technology
• Uses of mobile technology

Key Skills Developed

All four skills developed

Topic/Unit

Unit 3: Free-time activities

Key Concepts

Talk about:

• Films & tv
• Recent activities
• Food and meals
• Eating out & different cuisines
• Sports

Key Skills Developed

All four skills developed

Topic/Unit

Unit 5: Home, town, neighbourhood & region

Key Concepts

Talk about:

• Home (chores, different homes)
• Items in home
• Local surroundings
• Describing towns

Key Skills Developed

All four skills developed

Topic/Unit

Unit 8: Travel & tourism

Key Concepts

Talk about:

• Holiday destinations
• Holiday preferences
• Past holiday activities
• Visiting places in France

Key Skills Developed

All four skills developed

Topic/Unit

Unit 9: My studies Unit 10: Life at school & college

Key Concepts

Talk about:

• School day and facilities
• School subjects
• Differences between school in France and school in UK
• School uniform and rules
• Studies after age 16
• Job preferences and part-time work
• Job applications and interviews

Key Skills Developed

All four skills developed

Topic/Unit

Unit 4: Customs & festivals

Key Concepts

Talk about:

• Celebrations
• How we celebrate
• Festivals
• International festivals

Key Skills Developed

All four skills developed

Topic/Unit

Unit 1: Me, my family & friends
Unit 2: Technology in everyday life

Key Concepts

• Using the verbs tener and ser
• Describing family including physical descriptions
• Talking about other peoples’ personalities
• Talking about relationships with friends
• Giving opinions on future relationships
• Future plans
• Talking about you use the internet
• Making comparisons using más que and menos que
• Using the perfect tense
• Talking about you use your phone
• Giving opinions on mobile technology
• Using the present continuous

Key Skills Developed

All four skills developed

Topic/Unit

Unit 3: Free-time activities

Key Concepts

• Free time activities
• Expressing a variety of opinions
• Talking about TV, film and music
• Revising the present tense
• Food habits
• Eating out preferences
• Ordering food in a restaurant
• Talking about sports
• Using hacer and jugar in the present tense
• Talking about sports in the future tense
• Using the actual future

Key Skills Developed

All four skills developed

Topic/Unit

Unit 5: Home, town, neighbourhood & region

Key Concepts

• Describing house
• Items in the house
• Using hay, ser & estar
• Using prepositions to say where things are
• Using quantifiers
• Describing town
• Using se puede to say what you can do in town
• Talking about the amenities in your area
• Using demonstrative adjectives
• Using demonstrative pronouns
• Using three tenses to describe town

Key Skills Developed

All four skills developed

Topic/Unit

Unit 8: Travel & tourism

Key Concepts

• Talking about different holiday destinations
• Describing the weather
• Types of transport
• Accommodation
• Describing a holiday in the past
• Talking about different regions in Spain
• Points on a compass
• Understanding tourist leaflets
• Using estar+past participle
• Describing a holiday destination in present and imperfect
• Directions

Key Skills Developed

All four skills developed

Topic/Unit

Unit 9: My studies
Unit 10: Life at school & college

Key Concepts

• School subjects
• Giving a variety of opinions
• Revising comparatives and superlatives
• Talking about studies
• Expressing opinions on teachers
• Describing school day
• Describing daily routine
• Using quantifiers & intensifiers – mucho, poco, bastante, demasiado
• Talking about school rules
• Describing uniform
• Revising se debe, hay que, tener que

Key Skills Developed

All four skills developed

Topic/Unit

Unit 4: Customs & festivals

Key Concepts

• Comparing Spanish & English lifestyles and routines.
• Revising preterite tense
• Revising the time
• Talking about local customs
• Using ser and ir in the preterite
• Describing an account of a Spanish festival in the preterite
• Recognising and revising the imperfect
• Talking about Latin American culture & festivals

Key Skills Developed

All four skills developed

Topic/Unit

Chemistry – Making Salts and Electrolysis

Key Concepts

Pupils learn about acids, alkalis and how to make salts. Pupils move on to learn about extracting metals and electrolysis, including the different types of electrolysis used to separate different compounds, based on the their properties.

Key Skills Developed

Pupils will carry out a required practical covering skills AT 3 and 7. They will develop their critical thinking skills and evaluate different methods of extraction for metals, and their environmental impacts.

Topic/Unit

Chemistry – Quantitative Chemistry

Key Concepts

Pupils learn how to complete a range of chemical calculations including balancing equations, moles, concentration, mass of reactants and mass of products.

Key Skills Developed

Pupils work on their numeracy skills including using and rearranging equations, converting units, algebraic type calculations and percentage changes.

Topic/Unit

Physics – Atomic Structure

Key Concepts

Pupils learn about the atom and the history of the atomic structure (different models over time). Pupils link this to radiation and both the effects and uses of radiation.

Key Skills Developed

Pupils will develop their understanding of how radioactive materials are stored and safety measures that must be in place when using them. They will continue to develop their numeracy skills in this topic and continue to develop their ability to evaluate by looking at uses of different forms of radiation.

Topic/Unit

Chemistry – Rate and extent of Chemical Change

Key Concepts

Pupils will learn about chemical reactions and factors which may speed them up or slow them down, including temperature, concentration, surface area and catalysts. They will learn about endothermic and exothermic reactions.

Key Skills Developed

Pupils will develop their ability to design and carry out safe practicals, whilst also covering the specific required practical skills including AT 1, 3, 5, 6. They will need to record results, draw and interpret graphs, and write conclusions.

Topic/Unit

Physics – Forces

Key Concepts

Defining scalars and vectors, relating these to physical quantities throughout the GCSE topics. Describing a variety of contact and non-contact force interactions. Calculations of various physical quantities including – weight, work done, energy, Hooke’s law, moments and pressure. Investigate Hooke’s law by demonstrating practical skills. Describe the stability of objects through the principle of moments and explain what causes pressure to be applied to objects.

Key Skills Developed

• Practical skills
• High level calculations
• Conversion of units
• Evaluating data and information
• Research skills

Topic/Unit

Physics – Forces

Key Concepts

Defining scalars and vectors, relating these to physical quantities throughout the GCSE topics. Describing a variety of contact and non-contact force interactions. Calculations of various physical quantities including – weight, work done, energy, Hooke’s law, moments and pressure. Investigate Hooke’s law by demonstrating practical skills. Describe the stability of objects through the principle of moments and explain what causes pressure to be applied to objects.

Key Skills Developed

• Practical skills
• High level calculations
• Conversion of units
• Evaluating data and information
• Research skills

Topic/Unit

Biology – Ecosystems

Key Concepts

Pupils learn about about communities of organisms and how they interact with each other in their habitats and environments. Pupils will learn about sustainability issues and the effect of humans on the environment, and therefore their effect on ecosystems.

Key Skills Developed

Pupils will learn to evaluate different human practices such as deforestation, land use and waste management. Pupils will complete a required practical activity covering skills AT1, 3, 4, 6, 8.

Topic/Unit

Physics – Electricity

Key Concepts

Pupils learn about both series and parallel electrical circuits, linking them to their uses. Pupils learn about the laws of these circuits, alongside potential difference and resistance. Pupils go on to link this to mains electricity that comes into their homes, how this is powered and how energy is transferred throughout the national grid.

Key Skills Developed

Pupils will complete required practical activities which cover skills AT6, 7.

Topic/Unit

Physics – Energy

Key Concepts

Recalling energy stores and transfers, and applying these to various contexts. Describe and calculate the specific heat capacity of different substances. Calculations of various physical quantities including – work done, power, efficiency and energy. Describe the law of conservation of energy. Evaluate different methods of generating electricity, including renewable and non-renewable resources.

Key Skills Developed

• Practical skills
• High level calculations
• Conversion of units
• Evaluating data and information
• Research skills

Topic/Unit

Biology – Infection and Response

Key Concepts

Pupils learn about communicable and non-communicable diseases, their immune systems and response and the development of drugs for prevention or treatment.

Key Skills Developed

Pupils complete some practical work which allows them to develop their practical skills, analysing skills and developing their ability to form valid conclusions.

Topic/Unit

Biology – Infection and Response

Key Concepts

Pupils learn about viruses, bacteria, fungi and protist in detail. They learn about communicable and non-communicable diseases. They learn about how our body protects itself against disease and how we can enhance that protection with vaccines and antibiotics.

Key Skills Developed

• Practical skills
• High level calculations
• Conversion of units
• Evaluating data and information
• Research skills

Topic/Unit

Biology – Homeostasis and Response

Key Concepts

Pupils learn about the nervous system and the hormonal system. They will learn how the CNS and PNS work together so we can respond to external stimuli. They will also learn how the body regulates the following: water levels, temperature, glucose levels, ions and the menstrual cycle hormones

Key Skills Developed

Pupils are able to evaluate different types of contraception and the benefits of IVF.

Topic/Unit

Ecology

Key Concepts

Pupils learn about biodiversity, deforestation, communities, levels of organisation and trophic levels

Key Skills Developed

Pupils use sampling methods to identify different levels of biodiversity in local habitats

Topic/Unit

Infection and Response

Key Concepts

Pupils learn about viruses, bacteria, fungi and protist in detail. They learn about communicable and non-communicable diseases. They learn about how our body protects itself against disease and how we can enhance that protection with vaccines and antibiotics.

Key Skills Developed

Pupils learn to critique different methods of treating or preventing diseases though research

Topic/Unit

Homeostasis and Response

Key Concepts

Pupils learn about the nervous system and the hormonal system. They will learn how the CNS and PNS work together so we can respond to external stimuli. They will also learn how the body regulates the following: water levels, temperature, glucose levels, ions and the menstrual cycle hormones

Key Skills Developed

Pupils are able to evaluate different types of contraception and the benefits of IVF.

Topic/Unit

Making Salts and Electrolysis

Key Concepts

Pupils learn about acids, alkalis and how to make salts. Pupils move on to learn about extracting metals and electrolysis, including the different types of electrolysis used to separate different compounds, based on the their properties. Pupils will determine the concentration of solutions using titrations.

Key Skills Developed

Pupils will carry out a required practical covering skills AT 3 and 7. They will develop their critical thinking skills and evaluate different methods of extraction for metals, and their environmental impacts.

Topic/Unit

Quantitative Chemistry

Key Concepts

Pupils learn how to complete a range of chemical calculations including balancing equations, moles, concentration, mass of reactants and mass of products. Pupils will also learn how to calculate the amount of substance in relation to volumes of gases.

Key Skills Developed

Pupils work on their numeracy skills including using and rearranging equations, converting units, algebraic type calculations and percentage changes.

Topic/Unit

Rate and extent of Chemical Change

Key Concepts

Pupils will learn about chemical reactions and factors which may speed them up or slow them down, including temperature, concentration, surface area and catalysts. They will learn about endothermic and exothermic reactions.

Key Skills Developed

Pupils will develop their ability to design and carry out safe practicals, whilst also covering the specific required practical skills including AT 1, 3, 5, 6. They will need to record results, draw and intepret graphs, and write conclusions.

Topic/Unit

Organic Chemistry

Key Concepts

Pupils will learn importance of carbon atoms and the compounds they form. Pupils will develop an understanding of of their importance in industry, including fossil fuels.

Key Skills Developed

Pupils will have the opportunity to make models of alkane molecules. Pupils will investigate properties of different hydrocarbons developing their practical skills.

Topic/Unit

Organic Chemistry continued.

Key Concepts

Pupils will learn in depth different types of carbon compounds, including alkenes, alcohols and carboxylic acids. Pupils will also have a greater understanding of how alkenes make polymers through the process of polymerisation.

Key Skills Developed

Pupils will have opportunities to develop their practical skills investigating reactions of carboxylic acids and creating esters as well as modelling polymers.

Topic/Unit

Atoms

Key Concepts

Describing the structure of the nuclear model of the atom, and comparing this to the plum pudding model. Explaining the results of Rutherfords alpha scattering experiment in the development of atomic theory. Observing the properties of alpha, beta and gamma radiation, and linking these to their uses. Describe the processes of nuclear fission and fusion, and relate the dangers of nuclear power stations to events such as Chernobyl.

Key Skills Developed

• Research skills

Topic/Unit

Forces

Key Concepts

Defining scalars and vectors, relating these to physical quantities throughout the GCSE topics. Describing a variety of contact and non-contact force interactions. Calculations of various physical quantities including – weight, work done, energy, Hooke’s law, moments and pressure. Investigate Hooke’s law by demonstrating practical skills. Describe the stability of objects through the principle of moments and explain what causes pressure to be applied to objects.

Key Skills Developed

• Practical skills
• High level calculations
• Conversion of units
• Evaluating data and information
• Research skills

Topic/Unit

Waves

Key Concepts

Understand the properties of light and sound waves, completing a required practical to measure these properties of waves in different mediums. Evaluate the uses of sound waves, relating these to their properties. Describe the electromagnetic spectrum and recognise the dangers associated with different types of electromagnetic radiation. Investigate refraction and apply this to everyday uses.

Key Skills Developed

• Practical skills
• High level calculations
• Conversion of units
• Evaluating data and information
• Research skills

Topic/Unit

Motion

Key Concepts

Calculations of various physical quantities including – speed, velocity and acceleration. Completing higher order graph skills such as calculating areas and gradients. Explain the motion of objects under gravity with relation to the forces acting on the object. Investigate Newton’s laws by demonstrating practical skills. Define thinking and braking distance, as well as explaining the factors which affect these. Calculate momentum and describe the forces acting on objects as momentum changes.

Key Skills Developed

• Practical skills
• High level calculations
• Graph skills
• Conversion of units
• Evaluating data and information
• Research skills