KS3 Curriclum Map

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English

Year 7 – Autumn 1

Contemporary American Literature
Studied Text: Holes by Louis Sachar

Reading: Pupils will have the opportunities to explore and develop an understanding of characters, plot and themes through group reading, analysis and dramatic interpretations.

Writing: Pupils will be provided with opportunities to write fiction and non-fiction where the taught skills from reading weeks will be effectively applied. Examples of text types studied will be newspaper reports and writing a further chapter in the author’s style.

Drama: Dramatic interpretations of key events and characters through hot-seating, freeze frames, sound scaping, role plays and conscience alleys to deepen understanding of the novel.

Maths

Year 7 – Autumn 1

Sets 1 &  2

  • Analysing and displaying data
  • Number Skills

Set 3

  • Analysing and displaying data
  • Number skills

Set 4

  • Analysing
  • Calculating

Science

Year 7 – Autumn 1

Working Scientifically (6 lessons)
Asking Scientific questions
Planning an investigation
Collecting accurate and reliable data
Analysing data
Using lab equipment safely

Biology 1 Topic 1 Cells and their structures (6 lessons)
Structure and function of living organisms
Cells and organisation

Geography

Year 7 – Autumn 1

Key Geographical and Map Skills
-Physical Geography
-Human Geography
-Environmental Geography
– Grid referencing, map symbols, locations

History

Year 7 – Autumn 1

History: Historical Skills
Skills: Identify types of sources and reliability, chronology, PEE (Point, evidence, explain, link), analysis, forming opinions, identifying causation change and continuity.

Assessment: What is History?

Spanish

Year 7 – Autumn 1

Spanish: Come on!- Vamos!- Mira 1 Unit 1

Topics- 1st half term:

  • To introduce yourself, greet and ask others how they are.
  • To understand and follow classroom instructions.
  • To learn classroom furniture and equipment.
  • To learn the alphabet, spell words and recognise sounds.
  • To learn the months of the year, days of the week and seasons.
  • To ask and give the date in Spanish and count to 31.
  • To say what is in your school bag.
  • To ask for items in Spanish and reply.

Skills: AT1, 2, 3, 4

Grammar: definite articles el/la/los/las;how to form the plural of items, Imperatives for classroom instructions.

Verbs: TENER (to have) for age and school items. Imperatives for classroom instructions. Connectives Y (and) adjectival ending agreements gender + noun.

Levels: 1-3

Art

Year 7 – Autumn 1

Visual Elements

Students
will develop their key artistic skills during the first half term. Students
will look at perfecting the art of drawing through a variety of mediums
including charcoal, water colours and ink bleeding.

Key Skills-
Drawing from a live object.
Developing subject specific vocabulary and using GCSE language to support personal responses.
Experimenting and exploring different materials.

Developing their Communication skills of being able to verbally discuss their own work as well as the work of others.

DT

Year 7 – Autumn 1

Food Technology: The basics
Coverage:
Safety in the kitchen, bacteria, cross contamination, Healthy Eating and the Eatwell plate. Basic cookery skills, to design, analyse and complete the following dishes:
Sandwich, Fruit Salad, Cheese savoury muffins,  pizza, chicken pasta bake, Seasonal cupcake designs. This will run over the 2 half terms for Autumn. X1 dish to be designed and made and evaluated over the 2 week timetable.

Computing

Year 7 – Autumn 1

E-Safety
E-Safety affects every student both in and out of school due to online ICT’s increasingly becoming ubiquitous which has progressively moved society towards a more connected world. The safe use of all ICT’s (E-Safety) is therefore the first priority and teaching within KS3 year 7 computing. To be E-safe and Digitally Literate (DL) students learn how to use technology safely, respectfully, responsibly, legally and securely. Students are taught how to protect their online identity, privacy; and being able to recognise inappropriate content, contact and conduct and knowing how to report concerns to staff and parents/carers. The outcomes require students to research and create publications and presentations about E-safety best practice which is applicable to both home and school.

RE

Year 7 – Autumn 1

An introduction to R.E
This is a very basic introductory topic and deals with what R.E is important and what stills students can gain from it.

Coverage:
What is R.E?
Why is R.E important?
R.E keywords: belief, practice, religion, fact, opinion, empiricism.
Key concepts between each religion (e.g their religious scriptures)
The importance and value of time in religion
The difference between signs and symbols in religion.

Dispositions:
Being Silent and Attentive to, and Cultivating a Sense for, the Sacred and Transcendence
Being curious and valuing knowledge
Being imaginative and explorative

Music

Year 7 – Autumn 1

The Elements of Music

Students will be studying the basic building blocks of music and exploring them through listening, performance and composition tasks.

Theory Focus: Elements of music, basic rhythm

PE

Year 7 – Autumn 1

Muscle Groups
Identify the major muscles groups and the movements they produce.
How gym can be used in other sports
Confidence in weight bearing hands
Experienced working in pairs and small groups were they trust each other.
Worked with apparatus
Adapted their own and others work and evaluate.
Set out apparatus.

English

Year 8 – Autumn 1

Teenage Rebel Fiction Studied Text-The Outsiders by S.E Hinton Reading: Pupils to develop an understanding of the ‘teenage voice’ presented in the novel. Developing an understanding of 1950’s American society and culture through the eyes of a teenager. Writing: Pupils to enhance writing skills through a variety of text types, including: comparative essays, monologue, report and diary writing. Drama: Pupils to explore the presentation of characters and the exploration of themes through a range of dramatic techniques, including: freeze frame, mime, role play, hot-seating, re-enactments.

Maths

Year 8 – Autumn 1

Sets 1 & 2

  • Factors and Powers
  • Working with Powers

Set 3 

  • Number
  • Area and Volume

Set 4

  • Number Properties and Calculations
  • Shapes and Measures in 3D

Science

Year 8 – Autumn 1

Physics 1 Topic 2: Sound (7 lessons) Waves Loudness and Pitch Ultra sound and echoes Physics 1 Topic 3 Light (7 lessons) Light waves Reflection and refraction The camera and the eye

Geography

Year 8 – Autumn 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 8 – Autumn 1

The Transatlantic Slave Trade Skills: Identify types of sources and reliability, significance, PEE (Point, evidence, explain, link), analysis, forming opinions, identifying causation, perspectives and interpretation. Assessment: Was the ending of slave trade really a story of heroic brits?

Spanish

Year 8 – Autumn 1

Spanish: People- La gente- Mira 2- Unit 1 Topics- 1st half term:

  • To talk about daily routine using reflexive verbs
  • To revise how to say the time in Spanish
  • To describe what you do during the day including times
  • To understand and recognise regular verbs ending AR/ER/IR
  • To talk about different activities you do during the day
  • To compare routines with someone else
  • To present a description of day in the life of… (either themselves or can be a famous person)

Skills:  AT1,2,3,4 Grammar Focus: To use ‘me gusta’, ‘no me gusta’ and other vocabulary to express likes and dislikes. Reflexive verbs. Verbs: Different verbs related to the different activities that are carried out during free time. Regular verbs ending AR/ER/IR- explanation and introduction. Levels 3-4

Art

Year 8 – Autumn 1

Optical Illusions Students will study the work of the artist Bridget Riley to create a range of optical illusions. Students will be creating a series of illusions, looking at movements, tricking the eye and shape. Students will also be exploring scale as they will be required to work at a larger scale for a final outcome. Skills:

  • Promoting cross-curricular links: maths, Looking at symmetry, 3D shape and parallel patterns
  • Encouraging creative thinking- Using the examples students have created to create a final large scale piece.
  • Developing problem solving skills where students explore how they can turn simple lines into moving illusions.
  • Developing subject specific vocabulary.
  • Understanding and applying the GCSE assessment objectives to their own work.

DT

Year 8 – Autumn 1

Group 1: Resistant Materials: Wooden Clock Students to complete the following tasks and covered content to enable them to start the making stage of the project:

  • Initial Idea development.
  • Design Brief.
  • Specification.
  • Product analysis.
  • Design considerations such as Aesthetics, Ergonomics, cost, safety, materials, etc.
  • Production methods eg: one off, mass, batch etc.
  • Sketch Designing
  • Isometric drawing.
  • Annotating designs.
  • Health and safety in the workshop.      Group 2: Food Technology: Food from  around the world                           Students to complete the following practical and theory based tasks in food technology:
  • Reminder of health and safety in the kitchen.
  • World food flavours and production.
  • Oriental food: Chicken chow mein. Designing , making and evaluating processes. Chicken as a high risk food.
  • Mexican food: Vegetable Quiche. Designing, making and evaluating processes. Eggs as a high risk food.

Computing

Year 8 – Autumn 1

Spreadsheets and Macro Programming

Spreadsheets & Macro Programming teaches real world applications using Microsoft Excel where students build and debug Visual Basic code to Automate Spreadsheet functions. Rather than solely using applications, the focus is on understanding the programming behind the scenes and being able to develop real world working ICT solutions.

Students are taught key developer transferable skills and techniques within the Microsoft Visual basic environment which can be applied across the whole Microsoft Office Suite.  This is through independent learning practices when designing, building and testing Automated Macros. To embed learning students must record their progress within documentation and project diaries.

RE

Year 8 – Autumn 1

Commitment  In this topic, students will focus on what the term ‘commitment’ means. Students will then think about what they are committed to and how they can show these commitments. Coverage: Comittment Religous Commitments Hobbies, Interests, Family and Friends How can we show committment? Dispositions: Expressing joy Being loyal and steadfast Being courageous and confident Being thankful Sharing and being generous

Music

Year 8 – Autumn 1

Reggae Music

Students will develop their keyboard skills through the exploration of Reggae music. They will move towards sequencing a full piece of music using industry standard software.

Theory Focus:  Harmony, The Primary Chords

PE

Year 8 – Autumn 1

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

English

Year 9 – Autumn 1

Set reading text: The Woman In Black

Texts/extracts studied in lessons:
• Wuthering Heights
• Frankenstein
• Dracula
• Dr Jekyll and Mr Hyde
• Northanger Abbey
• The Monk

Students will be exposed to their set reading text as well as extracts from the list above. Students will spend the half term immersing themselves into the texts, gaining an understanding of the social and historical context, themes and ideas explored and the presentation of different character types.

Students will gain a secure understanding of the English literature and language assessment objectives through targeted and focused activities and exam type questions that relate to the critical analysis, exploration and evaluation of the following elements:
• Themes/ideas
• Context
• Character
• Use of language
• Structure
• Author’s Viewpoint
• Personal response.

Within this unit, Students will be exposed to a range of 20th and 21st century prose fiction texts, related to the above texts, as an introduction to the English language paper ‘Explorations in creative reading and writing.’ Students will begin to develop the skills needed for them to identify and interpret explicit and implicit information and ideas, analyse how writers use language and structure, and to become critical thinkers in order to be able to critically evaluate.

Writing: Descriptive or narrative writing.

Using the texts/extracts from reading, students will have the opportunities to revise, consolidate and demonstrate their knowledge of the features of descriptive and narrative writing. Emphasis will also be placed upon students making deliberate choices as to their use of sentence structure and punctuation. Students will demonstrate the above through extended pieces of writing.
As an end of unit assessment, students will be provided with an examination type question that requires then to analyse an extract and then relate it to the text as a whole. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development. As an end of unit writing assessment, students will complete a piece of narrative or descriptive writing. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

Maths Foundation

Year 9 – Autumn 1

Unit 1: Number

(Edexcel Scheme of Work Unit 1: Number, powers, decimals, HCF and LCM, roots and rounding)

1.1 Calculations
1.2 Decimal numbers
1.3 Place value
1.4 Factors and multiples
1.5 Squares, cubes and roots
1.6 Index notation
1.7 Prime factors

Maths Higher

Year 9 – Autumn 1

Unit 1: Number

(Edexcel Scheme of Work Unit 1: Powers, decimals, HCF and LCM, positive and negative, roots, rounding, reciprocals, standard form, indices and surds)

1.1 Number problems and reasoning
1.2 Place value and estimating
1.3 HCF and LCM
1.4 Calculating with powers (indices)
1.5 Zero, negative and fractional indices
1.6 Powers of 10 and standard form
1.7 Surds

Science

Year 9 – Autumn 1

Week 1: Working Scientifically Skills 2.1 -2.3: Using Scientific theories and explanation to develop hypotheses, apply knowledge of a range of techniques (instruments apparatus and materials appropriate for the experiment)

Week 2 – 4: Chemistry Unit 1

  1. 5.1 Atoms, Elements and Compounds
  2. 5.1.12 Mixtures and separating techniques
  3. Mixtures: Fractional distillation and chromatography.
  4. 5.1.13/5.14 History of the atom (Plum pudding) and subatomic particles
  5. 5.1.17 Structure of the atom and Electronic structure (5.1.15/5.16 and Size and mass of atoms and Relative Atomic mass) (End of atomic structure).
  6. Chemical equations
  7. 5.121/2 Patterns in the periodic table and the development
  8. 5.123 Metals and non-metals
  9. Review/assessment lesson (Summary questions?)

Week 5-6: Biology Unit 1

  1. 1. 4.11.1/2 Cell Structure, Prokaryotes and Eukaryotes2. Required Practical 1 Bio AT1 &7 Use a light microscope to observe, draw and label a selection of plant and animal cells including calculating magnification
    2. 4.115 Microscopy
    3. 4.113 Cell Specialisation
    4. 4. 1.3 Transport in Cells. Diffusion
    5. Osmosis

Geography

Year 9 – Autumn 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 9 – Autumn 1

British thematic study

c1000–c1500: Crime and punishment in medieval England

  • Nature and changing definitions of criminal activity
  • The nature of law enforcement and punishment
  • Case study – The influence of the Church on crime and punishment in the early thirteenth century

c1500–c1700: Crime and punishment in early modern England

  • Nature and changing definitions of criminal activity
  • The nature of law enforcement and punishment
  • Case studies -The Gunpowder Plotters, 1605: their crimes and punishment. Matthew Hopkins and the witch-hunts of 1645–47.

Spanish

Year 9 – Autumn 1

Theme: Local, national and international and global areas of interest
• Describing and analysing specific facts about my country and my culture
• To compare differences, similarities and cultures of different countries
• To describe geographical aspects of countries from the Hispanic world
• To talk about environmental issues
• To identify advantages and disadvantages of my city
• To talk about fair trade

Assessments: Reading and writing assessments.

Grammar: Ser/estar, demonstrative adjectives, Adjectives to make comparisons, expressions of quantity, numbers up to (1,000,000) using the verbs soler and poder with infinitives. Using tener with que. Justifying opinions, present tense endings and conditional tenses. Irregular 

Art

Year 9 – Autumn 1

Sweet Treats

Project to be based on the starting point of ‘Sweet Treats’.

This project will be heavily teacher lead as it will allow students to gain an understanding of what is required in an art portfolio.

Students will spend a number of lessons focusing on developing their technical skills through: oil pastels, chalk pastels, acrylic paint, different printing methods, developing and designing a final outcome and conducting effective artist research.

DT

Year 9 – Autumn 1

Accessories project (Wood/ plastics/textiles)

  • Design brief, specification, product analysis, initial ideas generation.
  • Product analysis
  • Social issues, moral issues, cultural issues, environmental issues, design issues/ End user, stakeholders, target audience.
  • Research: Mood board of related images, continue to generate ideas.
  • Researching jewellery
  • Designing/ annotating
  • Aesthetics
  • Consumer law
  • Economics in designing/ manufacture, costing.
  • Designing products
  • Ergonomics and Anthropometrics
  • Globalisation of design and manufacture
  • Choosing materials, material qualities.
  • Environmental concerns.
  • Product planning, making programme.
  • Cad/Cam– 2D/3D Design of final product.
  • Starting to step by step understand about putting components together
  • Risk assessment
  • Using machinery

Putting component parts together

Computing

Year 9 – Autumn 1

Systems Architecture

 Students will be introduced to the course and will then learn about the purpose of the CPU:

  • Introduction to Computer Science J276
  • The purpose of the CPU
  • Components of a CPU
  • CPU performance factors
  • Fetch-Decode-Execute cycle
  • Von Neumann architecture
  • Embedded systems

RE

Year 9 – Autumn 1

Area of Study 1: Religion and Ethics (Christianity)

Section 1: Christian Beliefs

In order to gain in-depth knowledge and understanding, students will study the following topics:

1.1 The Trinity
Students will gain an understanding of:

  • The nature and significance of the Trinity as expressed in the Nicene Creed.
  • Nature and significance of the oneness of God
  • The nature and significance of each of the Persons individually: including reference to Matthew 3:13–17
  • How the above is reflected in Christian worship and belief today.
  • Examine what is meant by the Trinity, be able to provide examples of how the Trinity is shown in the Nicene Creed
  • Examine the nature and significance of each of the Persons individually including reference to Matthew 3:13-17
  • Explore how the Trinity is shown in worship, liturgical and non-liturgical
  • Discuss and analyse why the Trinity is important to Christians and how this is reflected in Christian worship and belief today1.2 The creation of the universe and of humanity
  • Students will gain an understanding of:
  •  
    • The biblical account of creation and divergent ways in which it may be understood by Christians, including literal and metaphorical
  • The role of the Word and Spirit in creation including John 1:1–18 and Genesis 1–3
  • The importance of creation for Christians today.
  • Examine the biblical creation and how it is shown in the Old Testament (Genesis 1-3) and in the New Testament (John 1:1-18)
  • Explore why the biblical creation is important to Christians today, including stewardship
  • Discuss and analyse the divergent ways in which the biblical creation may be understood by Christians, including as literal and metaphorical

1.3 The Incarnation

Students will gain an understanding of:

    • The nature and importance of the person of Jesus Christ as the incarnate Son of God
  • The biblical basis of this teaching, including John 1:1–18 and 1 Timothy 3: 16 and its significance for Christians today.
  • Examine the concept of the incarnation of God as Jesus including references to John 1:1-18 and 1 Timothy 3:16
  • Discuss and analyse why the incarnation is important to Christians
  • Explore how the incarnation is reflected in the liturgical year

1.4 The last days of Jesus’ life

Students will gain an understanding of:

  • The Last Supper, betrayal, arrest, trial, crucifixion, resurrection and ascension of Jesus
  • The accounts of these within the Bible, including Luke 22–24 and the significance of these events to understanding the person of Jesus Christ.
  • Examine the relevance of the last days of Jesus’ life to his whole life and to the fulfilment of Old Testament prophecy
  • Explore the Gospel descriptions from the Last Supper preparations to the ascension, including Luke 22-24
  • Explore why the events in the last days of the life of Jesus are important for Christians today, the significance of these events to understanding the person of Jesus Christ and how they are remembered in liturgical celebrations today

Music

Year 9 – Autumn 1

Introduction to the music industry

Over this term we aim to get a broad overview of the different aspects of the music industry and the job roles and skills required to operate in it. This will be built upon as the course progresses in order to attain the best possible knowledge that will be proved in the external examination for Unit 1 of the specification

Getting to know the equipment

We will be exploring all of the different music technology equipment and systems that we will need to use over the course of the 3 year course whilst getting to grips with the rudimentary functions and use of our industry standard software and equipment.

PE

Year 9 – Autumn 1

In this unit students will:

A know about the components of fitness and the principles of training

B explore different fitness training methods

C investigate fitness testing to determine fitness levels.

Components of physical fitness:

Pupils will cover all the aspects connected to the components of physical fitness which will include:

  • Aerobic Endurance
  • Muscular Endurance
  • Flexibility
  • Speed
  • Muscular Strength
  • Body Composition

Components of skill related fitness:

Pupils will cover all the aspects connected to the skill related components of physical fitness which will include:

  • Agility
  • Balance
  • Co-ordination
  • Power
  • Reaction time

Mini revision test to see how pupils are retaining information – mark/grade entered on to department tracking sheet

PSHE

Year 9 – Autumn 1

Autumn 1

Pathways

  • To understand why rules are important.
  • To know what the difference is between a job and career.
  • To understand that there are a range of factors that will influence your choice of career.

English

Year 10 – Autumn 1

Language

Reading: C20th/C21st prose-fiction texts.

Teaching focus:

  • Identify and interpret explicit and implicit information and ideas (English language assessment objective-AO1).
  • Analysis of how writers use language and structure (English language assessment objective-AO2).
  • Critical evaluation (English language assessment objective-A04).

Writing: Thematic link to literature text and/or reading texts.

Teaching focus:

  • Revisit features of writing to describe/narrate.
  • Use of sentence structure and punctuation for impact.
  • Emphasis of crafting writing.

English language assessment objectives addressed: AO5 and AO6

Spoken language:

  • To teach skills of presentation with emphasis on planning, self and peer evaluation (English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • End of unit assessment for reading (C20th or C21st text with questions on language assessment objectives A0s 1, 2 and 4).
  • End of unit writing assessment to describe or narrate.

Spoken language presentations.

Maths Foundation

Year 10 – Autumn 1

Unit 9: Graphs

(Edexcel Scheme of Work Unit 9: Real-life and algebraic linear graphs)

9.1 Coordinates
9.2 Linear graphs
9.3 Gradient
9.4 y = mx + c
9.5 Real-life graphs
9.6 Distance-time graphs
9.7 More real-life graphs

Unit 10: Transformations

(Edexcel Scheme of Work Unit 10: Transformations)

10.1 Translation
10.2 Reflection
10.3 Rotation
10.4 Enlargement
10.5 Describing enlargements
10.6 Combining transformations

Maths Higher

Year 10 – Autumn 1

Unit 9: Equations and inequalities

(Edexcel Scheme of Work Unit 9: Algebra: Solving quadratic equations and inequalities, solving simultaneous equations algebraically)

9.1 Solving quadratic equations 1
9.2 Solving quadratic equations 2
9.3 Completing the square
9.4 Solving simple simultaneous equations
9.5 More simultaneous equations
9.6 Solving linear and quadratic simultaneous equations
9.7 Solving linear inequalities

Unit 10: Probability

(Edexcel Scheme of Work Unit 10: Probability)

10.1 Combined events
10.2 Mutually exclusive events
10.3 Experimental probability
10.4 Independent events and tree diagrams
10.5 Conditional probability

10.6 Venn diagrams and set notation

Science

Year 10 – Autumn 1

(7 Weeks)
(5 hours/week – Grade ribbon recaps)
(4.1- 4.5 cell biology, organisation, infection and response, bioenergetics, homeostasis and response)
Week 1: Recap skills
Week 2-3: Biology unit 5
1. 4.114 Cell differentiation
2. 4.1.2.1/2 Cell division – Chromosomes/Mitosis
3. 4.123 – Stem cells (End of 4.1 Cell biology)
4. 4.316 – Human defence systems
5. 4.317 – Vaccination
6. 4.318 – Antibiotics and painkillers (End of 4.3 infection and response)
7. 4.4.1.1/3 – Photosynthesis and uses of glucose
8. 4.4.1.2 – Rate of photosynthesis
9. 4.4.1.2 – Required practical 5 AT1-5: Investigate the effect of light intensity on the rate of photosynthesis using an aquatic organism such as pondweed.
10. Review

Week 4-5: Biology
1. 4.4.2.1 – Aerobic respiration
2. 4.421 – Anaerobic respiration
3. 4.422 – Response to exercise
4. 4.423 – Metabolism general (End of 4.4 Bioenergetics)
5. 4.5.1 – Homeostasis
6. 4.5.2 Human nervous system
7. 4.2.2 Human nervous system (reflex arc)
8. Required practical 6 AT 1, 3&4: Plan and carry out an investigation into the effect of a factor on human reaction time.
9. Required practical 6 AT 1, 3&4: Plan and carry out an investigation into the effect of a factor on human reaction time.
10. Review/ Test

Week 6-7: Biology
1. (4.5.3 Hormonal coordination in humans.) 4.5.3.1 Human endocrine system.
2. 4.5.3.2 – Blood glucose concentration
3. 4.5.3.2 – Diabetes and treatment
4. 4.5.3.3 – Hormones in human reproduction (puberty)
5. 4.5.3.3 – Menstrual cycle
6. 4.5.3.4 – Contraception (End of 4.5 Homeostasis and response)
7. (4.5.3.5 – HT only Use of hormones to treat infertility/negative feedback) 4.6.1.1 Reproduction, sexual and asexual.
8. 4.6.1.3 – DNA and the genome
9. 4.6.1.2 – Meisosis
10. Review/ Test

Geography

Year 10 – Autumn 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 10 – Autumn 1

Period study – Superpower relations and Cold War 1941-1991

Origins of the Cold War 1941-58

  • Early tension between East and West
  • The development of the Cold War
  • The Cold War intensifies

Spanish

Year 10 – Autumn 1

Theme Local, National, international and global areas of interest

Travel and Tourism

  • To discuss holidays and weather
  • To say what you did in summer
  • To talk about holiday preferences
  • To say what you did on holiday using the preterite tense
  • To be able to describe where you stayed using the imperfect tense
  • Booking accommodation and dealing with problems
  • To give an account of a past holiday

Speaking assessment
Writing assessment

Grammar
The present and preterite tense,
The imperfect tense
Verbs of opinion and positive and negative opinions
Usted
Using three tenses together

 

Art

Year 10 – Autumn 1

Development of key skills

During the autumn term there will be a heavy focus on students working on refining their artistic skills. This will include focused observational drawings to allow students to modify their key skills. Students will also use this term to heavily focus on their painting skills with a look at using canvas oil paints. This will allow them to feel confident when they start working on their portfolio project.

DT

Year 10 – Autumn 1

Iterative Design Challenge to be given out from OCR pre-release materials: Personalities

  • Design brief, specification, product analysis, initial ideas generation
  • Product analysis
  • Social issues, moral issues, cultural issues, environmental issues, design issues
  • Research: Mood board of related images, continue to generate ideas
  • Researching
  • Designing/ annotating
  • Designing products
  • Ergonomics and Anthropometrics
  • Choosing materials
  • Environmental concerns: 6r’s. Sustainable technologies
  • Product planning
  • Cad/Cam– 2D Design of final product
  • Starting to step by step understand about putting components together
  • Risk assessment
  • Using machinery
  • Putting component parts together
  • Creating a prototype

Computing

Year 10 – Autumn 1

Computational Thinking & Algorithms  

(Advanced Level)

Students will be introduced to the fundamentals of Computational Thinking at an advanced level. Students will need to create suitable algorithms which will provide a solution to given problems using precise CS & CT notation and methodologies to present solutions which can then be decoded using the higher level text based programming language: Python.

  • Decomposition
  • Top-down diagrams
  • Pattern recognition
  • Abstraction
  • Algorithms
  • Pseudocode
  • Precision
  • Keywords
  • Operators & variables
  • Conditionals
  • Loops
  • Algorithms
  • Flowcharts
  • Flowchart shapes
  • Bubble sort
  • Insertion sort
  • Merge sort
  • Searching
  • Data sets and criteria
  • Linear search
  • Binary searchSecond ½ Double Lesson: PRACTICING CONTROLLED ASSESSMENT & PYTHON PROGRAMMING SKILLS Students must learn Python Programming in order to embed the skills and techniques ready for the controlled assessment. To support them, each student will be provided with their own Python ‘beginners’ Guide to help them develop the basic skills. Programming at this stage also enables delivery and effective cross referencing to major cornerstones in Computational Thinking in a practical, hands-on way.

RE

Year 10 – Autumn 1

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 2: Crime and Punishment

In order to gain in-depth knowledge and understanding, students will study the following topics:

2.1 Muslim attitudes towards justice

Students will gain an understanding of:

    • Muslim teachings about the nature of justice and why justice is important for Muslims, including Surah 4: 135
  • Muslim responses to why justice is important for victims
  • Non-religious attitudes (including atheist and Humanist) about why justice is important, regardless of religion and belief, and Muslim responses to these attitudes.
  • Examine the nature of crime and justice and Muslim attitudes towards it.
  • Explore Muslim teachings about justice e.g. Surah 4:135
  • Discuss and analyse the importance of justice in society for Muslims and for the victims of crime and non-religious attitudes (including atheist and Humanist) about why justice is important, regardless of religion and Christian responses to these attitudes.

2.2 Muslim attitudes towards crime

Students will gain an understanding of:

    • Muslim teachings and responses to the nature, causes and problem of crime, including Surah 16: 90-92
  • Muslim teachings about crime, including as a distraction from Allah
  • What action is taken by Muslim individuals and Muslim groups to end crime, including the Muslim Chaplains Association and the work of Mosaic.
    • Examine Muslim attitudes, teachings and responses to crime and the nature, causes and problem of crime including Surah 16:90-92
    • Explore Muslim teachings about crime, including as a distraction from Allah
  • Discuss and analyse the motivation for and importance of the actions of Muslims who have helped reduce crime, including a study of the Muslim Chaplains Association and the work of Mosaic

2.3 Muslim teachings about good, evil and suffering

Students will gain an understanding of:

    • Muslim teachings about the nature of good actions and how they are rewarded
  • The nature of evil actions
  • Non-religious attitudes (including atheist and Humanist) about why people suffer, including believing in religion, and Muslim responses to them
  • Divergent Muslim teachings about why people suffer, including Surah 76.
  • Examine Muslim teachings about the nature of good and evil actions and reward and suffering as the consequences of both
  • Explore non-religious attitudes (including atheist and Humanist) about why people suffer, including believing in religion and Muslim responses to them
  • Discuss and analyse divergent Muslim teachings about why people suffer, including a study of how reward and punishment is shown in Surah 76
  •  

2.4 Muslim attitudes towards punishment

Students will gain an understanding of:

    • Divergent Muslim teachings and attitudes towards the nature and use of punishment including Surah 2: 178 and 5: 44–46 and links to situation ethics
  • Muslim teachings on why punishment can be regarded as justice and why punishment might be needed in society.
  • Examine the nature of punishment
  • Explore divergent Muslim teachings and attitudes towards the nature and use of punishment, including Surah 2:178 and 5:44-46 and links to situation ethics
  • Discuss and analyse Muslim teachings on why punishment can be regarded as justice and why punishment might be needed in society

Music

Year 10 – Autumn 1

Unit 1 Focus: Venues and live performance industry.

Option 1:

Introduction to Recording

Students will be developing their recording techniques by recording different instruments in different situations culminating with a full recording session with performers from the school and guest musicians from local further and higher education institutions.

Option 2:

Introduction to composition

Students will complete a number of composition tasks that build upon each other in order to meet creative and business objectives that match a professional brief using live instrumental and/or computers.

PE

Year 10 – Autumn 1

In this unit you will:

A understand the rules, regulations and scoring systems for selected sports

B practically demonstrate skills, techniques and tactics in selected sports

C be able to review sports performance.

Observation checklist:
For example, to review performance in selected sports using video analysis:

  • Technical demands of sport (skills and techniques)
  • Production of a checklist suitable for self-analysis of performance in selected sports and the tactical demands of sport.

Review performance:

  • Strengths and areas for improvement: skills and techniques, specific to the sport and non-specific, e.g. fitness
  • Self-analysis: completion of observation checklist, e.g. use of video
  • Strengths and areas for improvement: tactics, the effectiveness of decision making
  • Activities to improve performance: (short-term and long-term goals) e.g. training programmes, use of technology, attending courses, where to seek help and advice.

Pupils will have to conduct a full analysis on a sporting star of their choice, they will need to cover all the skills/techniques used and also bring on their knowledge from the previous unit to talk about component of fitness and skills

PSHE

Year 10 – Autumn 1

Conflict Resolution

  • To know the process of handling conflict within a group.
  • To be aware of how behaviour and body language of individuals changes in a threatening situation.
  • To have an awareness of what human rights are.
  • To recognise that all people should be treated with respect and fairly irrespective of race, culture or ethnicity.

English

Year 11 – Autumn 1

Language

Reading: Paper 1-C2Oth/C21st century fiction.

Teaching focus:

  • Identify and interpret explicit and implicit information and ideas (English language assessment objective-AO1).
  • Analysis of how writers use language and structure (English language assessment objective-A02).
  • Critical evaluation (English language assessment objective-A04).
  • Textual references.

Writing: link thematically to texts studied in reading. Writing to describe and narrate.

Teaching focus:

  • Crafting writing.
  • Writing in timed conditions.
  • Accuracy
  • Proofreading

English language assessment objectives addressed: AO5 and AO6

Spoken language:

  • Teach refining presentations
  • Self and peer reflection and evaluation.

(English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • Assessment of reading-Paper 1
  • Assessment of writing-describe and narrate
  • Spoken language presentations

Maths Foundation

Year 11 – Autumn 1

Unit 18: Fractions, indices and standard form

(Edexcel Scheme of Work Unit 18: More fractions, reciprocals, standard form, zero and negative indices)

18.1 Multiplying and dividing fractions
18.2 The laws of indices
18.3 Writing large numbers in standard form
18.4 Writing small numbers in standard form
18.5 Calculating with standard form

Unit 19: Congruence, similarity and vectors

(Edexcel Scheme of Work Unit 19: Congruence, similarity and vectors)

19.1 Similarity and enlargement
19.2 More similarity
19.3 Using similarity
19.4 Congruence 1
19.5 Congruence 2
19.6 Vectors 1
19.7 Vectors 2

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Maths Higher

Year 11 – Autumn 1

Unit 18: Vectors and geometric proof

(Edexcel Scheme of Work Unit 18: Vectors and geometric proof)

18.1 Vectors and vector notation
18.2 Vector arithmetic
18.3 More vector arithmetic
18.4 Parallel vectors and collinear points
18.5 Solving geometric problems

Science

Year 11 – Autumn 1

Biology
(4.6-4.7 Inheritance, Ecology?)
Chemistry
(5.8-5.10 Chemical analysis, chemistry of the atmosphere, using resources)
Physics
(6.7 magnetism and electromagnetism)

Assessment
MOCK EXAMS

Geography

Year 11 – Autumn 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 11 – Autumn 1

Hitler’s rise to power 1919-1933

  • Early development of the Nazi Party, 1920–22
  • The Munich Putsch and the lean years, 1923–29
  • The growth in support for the Nazis, 1929–32
  • How Hitler became Chancellor, 1932–33

Spanish

Year 11 – Autumn 1

Theme Current and future study and employment

  • To talk about your studies and different jobs
  • Talking about subjects and teachers using comparatives and superlatives
  • Describing your school and comparing your school then and now
  • To learn about school rules and problems
  • To learn about plans for a school exchange
  • To be able to say how you earn extra money
  • The importance of learning languages
  • Applying for a summer job
  • To talk about gap years
  • To talk about plans for the future

Listening and Reading assessment

Grammar

Using soler and the imperfect tense
Using the imperfect and preterite together
Using the present and present continuous tense
Indirect object pronouns

 

Art

Year 11 – Autumn 1

Students to use this half term to ensure that all work has been completed, annotated and any additional work that can be added to their portfolio has been done. Students will also focus on how to mount and present their work.

DT

Year 11 – Autumn 1

Iterative Design Challenge to be given out from OCR Coursework question- Released 1st June 2018.

  • Design brief, specification, product analysis, initial ideas generation
  • Product analysis
  • Social, moral, cultural, environmental and design issues
  • Research: Mood board of related images, continue to generate ideas
  • Researching
  • Designing/ annotating
  • Designing products
  • Ergonomics and Anthropometrics
  • Choosing materials
  • Environmental concerns: 6r’s. Sustainable technologies
  • Putting component parts together
  • Creating a prototype

Computing

Year 11 – Autumn 1

Revision Mini Units & Exam Practice

Students will be reflecting back on theory covered during the breadth of the course through a range of mini units and exam practice in preparation for the real Unit 1 & 2 exams.

This begins with system security revision:

  • Malware
  • Phishing
  • People as the ‘weak point’ in secure systems (social engineering)
  • Brute force attacks
  • Denial of service attacks
  • Data interception and theft
  • The concept of SQL injection
  • Poor network policy
  • They will then begin identifying and preventing vulnerabilities such as:
  • Penetration testing
  • Network forensics
  • Network policies
  • Anti-malware software
  • Firewalls
  • User access levels
  • Passwords
  • Encryption

END OF TERM Mock exam – Feedback – Re-examination

The second mini unit covers the purpose and functionality of systems software revision:

  • User interface
  • Memory management/multitasking
  • Peripheral management and drivers
  • User management
  • File management
  • They will then be learning about the utility system software:
  • Encryption software
  • Defragmentation
  • Data compression
  • The role and methods of backup
  • Full
  • Incremental

END OF TERM Mock exam – Feedback – Re-examination

RE

Year 11 – Autumn 1

Area of Study 1: Religion and Ethics (Christianity)

Section 4: Matters of Life and Death

In order to gain in-depth knowledge and understanding, students will study the following topics:

4.1 Christian teachings about the origins and value of the universe

Students will gain an understanding of:

    • Scientific explanations for the origins of the universe and Christian responses to them, including the work of Georges Lemaître
  • The value of the universe in Christian teaching
  • Christian responses to the possible view that the universe can be used as a commodity, including interpretations of Genesis 1–2.
  • Examine the scientific explanations for the existence of the universe and the Christian responses to them including reference to compatibility with Christian teachings and Georges Lemaitre
  • Explore the value of the universe for Christians
  • Discuss and analyse Christian responses to the possible view that the universe is a commodity to be used, including interpretations of Genesis 1-2
  •  

4.2 Christian teachings about the sanctity of life

Students will gain an understanding of:

    • Why human life is holy
  • How the Bible can be interpreted to show life as special, including reference to being created in the image of God as shown in Genesis 1–3
  • The importance of sanctity of life for Christians today.
  • Examine the concept of the sanctity of life, why Christians regard life as holy, including reference to Genesis 1-3 which show life as holy
  • Explore why belief in the sanctity of life is important to Christians
  • Discuss and analyse the issues raised in Christian life by belief in the idea of sanctity of life4.3 Christian responses to scientific and non-religious explanations about the origins and value of human life
  • Students will gain an understanding of:
  •  
    • Evolution and survival of the fittest, including Special Agenda IV Diocesan Synod motions compatibility of science and Christian belief (Diocese of Manchester)
  • The significance of the responses to scientific and non-religious explanations, such as evolution and survival of the fittest, for Christians today.
  • Examine Christian responses to the scientific and non-religious explanations about the origins and value of human life such as evolution and survival of the fittest, including Special Agenda IC Diocesan Synod motions compatibility of science and Christian belief (Diocese of Manchester)
  • Explore the significance of the responses to scientific and non-religious explanations, such as evolution and survival of the fittest, for Christians today 4.4 Implications of the value and sanctity of life for the issue of abortion
  • Students will gain an understanding of:
    • The nature of abortion
  • Divergent Christian pro-life and pro-choice teachings about abortion, including reference to Humanae Vitae
  • Non-religious (including atheist and Humanist) arguments surrounding its use, including the application of ethical theories, such as situation ethics, and Christian responses to them.
  • Explain Christian teachings about the value and sanctity of life for the issue of abortion: the nature of abortion and divergent Christian pro-life and pro-choice teachings about abortion, including reference to Humanae Vitae
  • Explore the nature of abortion, why some people feel that it should be allowed and why some people think it should not be used
  • Discuss and analyse non-religious (including atheist and Humanist) arguments surrounding its use, including the application of ethical theories, such as situation ethics and Christian responses to them.

Music

Year 11 – Autumn 1

Unit 1 Focus: Performance and creative job roles

Option 1:

Introduction to Live Sound

The art of amplifying live music or spoken word performances has many technical challenges. In this module students will learn how to go about micking up a live performance in a number of settings and creating a number of test runs whilst aiding the performer’s stage techniques

Option 2:

Introduction to Performance

Students will be given the opportunity to select and practice a portfolio of pieces that will be recorded by those taking Introduction to recording.

PE

Year 11 – Autumn 1

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

PSHE

Year 11 – Autumn 1

SRE, Stereotyping & Multiculturalism

  • To have a clear understanding of the kind of sexual influences that can affect teenagers.
  • To know different ways of dealing with pressure.
  • To know what gender stereotyping is and how to challenge it.
  • Will have a clear understanding of what empathy is and know how to be empathetic.

English

Year 7 – Autumn 2

The Power of Language
Studied Text: A Midsummer Night’s Dream by William Shakespeare.

Reading: Pupils will be invited to experience the text in its original Elizabethan form, modern form (play) and the narrative adaptation to develop an understanding of how language and literary devices create meaning and imagery.

Writing: Pupils will experience Shakespearian language first hand where they will step into the role of individual characters to explore the themes and the social, cultural and historical context of the play. They will do this through the following text types: critical writing (discursive essay) to develop critical thinking, letters and monologues.

Drama:  Pupils will interpret and perform their understanding of a key scene in the play through a dramatic technique of their choice.

Maths

Year 7 – Autumn 2

Sets 1 &  2

  • Equations, functions and formulae
  • Fractions

Set 3 

  • Expressions, functions and formulae
  • Decimals and measures

Set 4

  • Expressions, functions and formulae
  • Graphs

Science

Year 7 – Autumn 2

Biology 1 Topic 2 Structure and function of body systems (7 lessons)
The skeletal and muscular systems
Gas exchange systems

Biology 2 Topic 1 Health and Lifestyle (9 lessons)
Nutrition and Digestion
Health

Geography

Year 7 – Autumn 2

The United Kingdom
-Countries, regions, locations within the UK
-Physical and Human features of the UK
-Population
-Jobs
-Rural and urban areas and comparisons
-Wealth distribution

History

Year 7 – Autumn 2

History: The Norman Conquest 
Skills: Identify types of sources and reliability, chronology, PEE(Point, evidence, explain, link), analysis, forming opinions, identifying causation change and continuity.

Assessment: Why did William win the battle of the hastings?

Spanish

Year 7 – Autumn 2

Spanish: My School- En el instituto- Mira 1- unit 2- p. 24-40

Topics- 2nd half term:

  • To learn school subjects
  • To give opinions and reasons.
  • To explain what activities they do in lessons.
  • To give opinions on their teachers.
  • To learn different school facilities.
  • To order snacks and lunchtime food.
  • To understand some agreements.
  • To learn about how Christmas is celebrated in Spain.

Skills: AT1,2,3,4

Grammar Focus: Using adjectives that end in o/a, understanding verbs ending AR/ER.

Verbs: ESTUDIAR (to study), TENER (to have) for subjects when describing the timetable, GUSTAR (to like) to express opinions using PORQUE (because).

Levels 2-3

Art

Year 7 – Autumn 2

Visual Elements
Students will continue developing their key artistic skills during autumn 2. Students will continue to perfect the art of drawing through a variety of mediums including charcoal, water colours and ink bleeding.

Key Skills-
Drawing from a live object.
Developing subject specific vocabulary and using GCSE language to support personal responses.
Experimenting and exploring different materials.

Developing their Communication skills of being able to verbally discuss their own work as well as the work of others.

DT

Year 7 – Autumn 2

Food Technology: The basics
Coverage:
Safety in the kitchen, bacteria, cross contamination, Healthy Eating and the Eatwell plate. Basic cookery skills, to design, analyse and complete the following dishes:
Sandwich, Fruit Salad, Cheese savoury muffins, pizza, chicken pasta bake, Seasonal cupcake designs. This will run over the 2 half terms for Autumn. X1 dish to be designed and made and evaluated over the 2 week timetable.

Computing

Year 7 – Autumn 2

Computer Networks 

Computer Networks is about exploring both Local Area Networks in the home to Wide Area Networks such as the Internet looking into the different hardware components, functions and network performance factors. Students must learn the theoretical and practical principles of networks fundamental to the technologies that underlie the connected world.

Following completion of this unit, students will understand the purposes and functions of network technologies essential to Computing and which daily impact on their lives. Beyond the classroom the aim is for students to make better informed judgements in pinpointing and comparing/purchasing network enabled devices.

 

RE

Year 7 – Autumn 2

Basic beliefs
This topic will last for two half terms and will focus on all of the accredited world religions. Students will spend an equal amount of time studying each world religion and are encouraged to express their viewpoint in a sophisticated and academic manner.

Coverage:
What are a theist, atheist and agnostic?
The characteristics of God
The Christian beliefs in the Trinity
The Hindu belief in the Trimurti

Dispositions:
Being regardful of suffering
Being Silent and Attentive to, and Cultivating a Sense for, the Sacred and Transcendence
Being curious and valuing knowledge
Being fair and just
Being merciful and forgiving

Music

Year 7 – Autumn 2

Foley, sound design, and composing for moving image

Students will be exploring and creating different sounds and timbres; recording different sound sources and using DAW software to manipulate sounds.

Theory Focus: Elements of music, basic rhythm

PE

Year 7 – Autumn 2

Somatotypes
Which body type (Somatotypes) are more suited to which sports/ positions.
Pupils will further develop the ability to outwit opponents and teams using strategies and tactics.

Pupils will learn to choose, combine and perform more advanced netball skills consistently applying fluency, greater accuracy and a higher quality of technique. A continual development, adaptation and refinement of the learnt skills will contribute to producing a successful performance.

English

Year 8 – Autumn 2

Classic American Literature
Studied Text-To Kill A Mockingbird by Harper Lee

Reading: Pupils to develop an understanding of the ‘child’s voice’ presented in the novel. Developing an understanding of 1930’s American society and culture through the eyes of a child during a period of racial unrest.

Writing: Pupils to explore and gain an understanding of society and racial tension through being introduced to and taught the skills of critical and analytical writing at GCSE level.

Drama: Pupils to explore the presentation of themes that still affect society in the present day through interpretative performance.

Maths

Year 8 – Autumn 2

Sets 1 &  2

  • 2D shapes and 3D shapes
  • Real Life Graphs

Set 3 

  • Expressions and Equations
  • Real-Life Graphs

Set 4

  • Statistics
  • Expressions and Equations

Science

Year 8 – Autumn 2

Physics Topic 4 Space (6 lessons)
Space physics
Seasons
Gravitational field strength

Physics 2 Topic 1 Electricity and magnetism (10 lessons)
Current electricity
Static electricity
Magnetism

Geography

Year 8 – Autumn 2

Volcanoes
Structure of the Earth
Location of Tectonic Activity
Plate Boundaries (Cause of Activity)
Measuring Seismic Activity
Pompei Case Study

History

Year 8 – Autumn 2

British Empire
Skills: Development of PEEL, analytical approach to writing, comparisons between present day and time studied, describing and explaining historical events, complex opinions, investigation, identifying evidence, significance and causation

Assessment: Did everyone benefit from the British Empire?

Spanish

Year 8 – Autumn 2

Are we going out? Vamos a salir?- Mira 2- Unit 20

Topics- 2nd half term:

  • To talk about different places in town
  • To describe the area where you live
  • To describe the things you can/cannot do in your area
  • To give directions in Spanish
  • To learn about ordinal numbers
  • To invite someone to go out
  • To accept or reject invitations by making excuses
  • To say what other people like and dislike in the area

Skills: AT1, 2, 3, 4

Grammar Focus: Stem-changing verbs PODER/QUERER

Verbs: PODER (can), QUERER (want); (near future- if sets 1-2) Hya, no hay

Levels 3-5

Art

Year 8 – Autumn 2

Optical Illusions
Students will continue to look at the work of the artist Bridget Riley to create a range of optical illusions.
Students will be creating a series of illusions, looking at movements, tricking the eye and shape.
Students will also be exploring scale as they will be required to work at a larger scale for a final outcome.

Skills:

  • Promoting cross-curricular links: maths, Looking at symmetry, 3D shape and parallel patterns
  • Encouraging creative thinking- Using the examples students have created to create a final large scale piece.
  • Developing problem solving skills where students explore how they can turn simple lines into moving illusions.
  • Research and contextual links- Being able to explain how the works of an artist will inspire a project.
  • Developing subject specific vocabulary.
  • Understanding and applying the GCSE assessment objectives to their own work.

DT

Year 8 – Autumn 2

Group 1:Resistant Materials: Wooden Clock
Students to complete the following tasks and covered content to enable them to finish the making stage of the project:

  • Health and safety in the workshop.
  • Safe and correct use of hand tools.
  • Measuring accurately and drafting out shapes and designs.
  • Correct cutting methods and practical cutting activities.
  • Sanding of cut materials.
  • Butt joints and other wood joint theory (Dovetail etc.)
  • Joining with adhesives and nails.
  • Creating cam mechanisms.
  • Fixing components to create a final outcome based on own designing.
  • Evaluating process.                               Group 2: Food Technology: Food from around the world  
  • Fair trade food production case study and group presentations.
  • Fair trade chocolate brownies.
  • Indian Food: Chicken Biryani designing, making and evaluating processes. Indian food spices and regional food production.
  • Italian food: Tuna and vegetable bake. Designing, making and evaluating processes. Italian food and regional food production.
  • Food production and seasonality theory.

Computing

Year 8 – Autumn 2

Computer Systems & Networks

Could we live without technology today? Students will be exploring the technology around us, which involves hardware and software used in different sectors of society. They will look at how internet has evolved over the years and how speed and consistency plays a role in what internet connection we use at home or in a business or organisation

RE

Year 8 – Autumn 2

Holy Scriptures

In this topic students will be introduced to religious texts from a variety of different religions. They will be able to look, see, feel and touch religious scriptures. They will also be expected to read sections of the holy scriptures and try to interpret them. This is a key skill that is expected at KS4 and learning this at KS3 gives an easy platform to build on over the next few years.

Coverage:
The value and composition of the Torah
The value and composition of the Bible
The value and composition of the Quran
The value and composition of the Guru Granth Sahib
The value and composition of the Vedas
The value and composition of the Pali Cannon.

Dispositions:
Appreciating beauty
Being thankful
Being curious and valuing knowledge
Being silent and attentive to, and cultivating a sense for, the sacred and transcendence.
Living by rules

Music

Year 8 – Autumn 2

Foley and Sound Design

Students will explore creating different sounds and timbres; recording different sound sources and using DAW software to manipulate sounds.

Theory Focus:  Harmony, The Primary Chords

PE

Year 8 – Autumn 2

Invasion Games: Throughout this unit pupils will:

  • Develop more advanced skills that can be used to outwit their opponents
  • Refine skills that have already been learnt, so they can become a better team player and more effective
  • Develop a range of transferrable skills that can be used across and range of activities
  • Develop analytical skills that can be used to improve their and other performance levels around them
  • Develop leadership skills and work independently of the teacher when needed and chances are provided
  • Apply knowledge of the game to get the upper hand on opponents and achieve goals/objectives

English

Year 9 – Autumn 2

Set reading text: Animal Farm

Texts/extracts studied in lessons:

  • 1984
  • Handmaid’s Tale
  • Do Androids Dream of Electric Sheep
  • Man in The High Tower

Students will be exposed to their set reading text as well as extracts from the list above.  Students will spend the half term immersing themselves into the texts, gaining an understanding of the social and historical context, themes and ideas explored and the presentation of different character types.

Students will gain a secure understanding of the English literature and language assessment objectives through targeted and focused activities and exam type questions that relate to the critical analysis, exploration and evaluation of the following elements:

  • Themes/ideas
  • Context
  • Character
  • Use of language
  • Structure
  • Author’s Viewpoint
  • Personal response.

Within this unit, students will be exposed to a range of 19th, 20th and 21st century non-fiction and literary non-fiction texts, related to the above texts, as an introduction to the English language paper ‘Writers’ Viewpoints and Perspectives.’ Texts selected will provide students with the opportunity to consider viewpoints and perspectives over time. Choice of genre will include: journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages.

Students will begin to develop the skills needed for them to identify and interpret explicit and implicit information and ideas and analyse how writers use language.

Writing: Writing to present a viewpoint

Using the texts/extracts from reading, students will have the opportunities to revise, consolidate and demonstrate their knowledge of the features writing to present a point of view or opinion and how to structure effectively for impact. An emphasis will also be placed upon writing for accuracy in terms of sentence structure, use of punctuation and grammatical accuracy. Students will demonstrate the above through extended pieces of writing.

As an end of unit assessment, students will be provided with an examination type question that requires then to analyse an extract and then relate it to the text as a whole. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

As an end of unit writing assessment, students will complete a piece of writing to present a viewpoint. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

Maths Foundation

Year 9 – Autumn 2

Foundation

Unit 2: Algebra
(Edexcel Scheme of Work Unit 2:  Expressions, substituting into simple formulae, expanding and factorising)

2.1 Algebraic expressions
2.2 Simplifying expressions
2.3 Substitution
2.4 Formulae
2.5 Expanding brackets
2.6 Factorising
2.7 Using expressions and formulae

Maths Higher

Year 9 – Autumn 2

Unit 2: Algebra

(Edexcel Scheme of Work Unit 2: Expressions, substituting into simple formulae, expanding and factorising, equations, sequences and inequalities, simple proof)

2.1 Algebraic indices
2.2 Expanding and factorising
2.3 Equations
2.4 Formulae
2.5 Linear sequences
2.6 Non-linear sequences
2.7 More expanding and factorising

Science

Year 9 – Autumn 2

Week 1:
Biology Unit 1:
1. Active transport
2. Practical Assessment 2 AT 1, 3 & 5: Investigate the effect of a range of concentrations of salt or sugar solutions on the mass of plant tissue.
3. Review/assessment lesson

Week 2 – 4
Physics Unit 1:
(6.2.1 – 6.3.5)
P2 – Energy transfers by heating
1. 6.21 Energy transfers by conduction
2. 6.22 Specific heat capacity (Required practical 14) Determining specific heat capacity: Determine the specific heat capacity of a metal block of known mass by measuring the energy transferred to the block and its temperature rise, and using the equation for specific heat capacity.
3. Specific heat capacity (Required practical 14) Determining specific heat capacity: Determine the specific heat capacity of a metal block of known mass by measuring the energy transferred to the block and its temperature rise, and using the equation for specific heat capacity.
4. P3.1 Heating and insulating (End of P2 – Energy Transfers by heating)
5. P3. 2 Energy demands
6. P3.4 Energy from wind and water
7. P3. 5 Power from the sun and the Earth.
8. Energy and the environment/Big issue (End of P3 – Energy Resources)
9. Review/assessment lesson

Week 5-7
Chemistry Unit 2:
1. 5.124 Group 0
2. 5.125 Group 1
3. 5.126 Group 7 (End of 5.1 Atomic structure and the periodic table)
4. 5.221 three states of matter
5. 5.227/5.228 Properties of metals and alloys
6. 5.225 Polymers
7.  5.211 Chemical bonds
8.  5.211 chemical bonds – link to atomic structure, periodic groups
9. Review/ assessment lesson

Geography

Year 9 – Autumn 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 9 – Autumn 2

British thematic study

c1700–c1900: Crime and punishment in 18th and 19th century Britain

  • Nature and changing definitions of criminal activity
  • The nature of law enforcement and punishment
  • Case studies – Pentonville prison in the mid nineteenth century. Key individual: Robert Peel

c1900–present: Crime and punishment in modern Britain

  • Nature and changing definitions of criminal activity
  • The nature of law enforcement and punishment

Case studies – The treatment of conscientious objectors in the First and Second World Wars. The Derek Bentley case.

Spanish

Year 9 – Autumn 2

Theme: Identity and Culture
• Describing relationships within the family
• Socialising and family
• Talking about friends
• Describing people
• Making arrangements
• Internet and social media
• Describing my country and my culture

Assessments: Speaking and listening assessment.

Grammar: Using verbs in the present tense, using adjectival agreement, using para with infinitives, Using the present continuous tense. Understanding ser and estar. Using a range of relationship verbs and contrasting reasons.

Art

Year 9 – Autumn 2

Sweet Treats

Project to be based on the starting point of ‘sweet treats’. This project will be heavily teacher lead as it will allow Students to gain an understanding of what is required in an art portfolio. Students will spend a number of lessons focusing on developing their technical skills through: oil pastels, chalk pastels, acrylic paint, different printing methods, developing and designing a final outcome and conducting effective artist research.

DT

Year 9 – Autumn 2

Accessories project (Wood/ plastics/textiles)

  • Putting component parts together (Making skills)
  • Manufacturing component parts
  • Finishing off project
  • Evaluate/ reflect on learning

Computing

Year 9 – Autumn 2

Memory and Storage

During this half term students will learn about memory and storage which will involve:

  • Memory types
  • Storage
  • Purpose and size of storage
  • Type of storage
  • Selecting storage

Students will  consider differing storage devices and storage media for a given application and the advantages and disadvantages of these, using the following criteria and characteristics:

  • capacity
  • speed
  • portability
  • durability
  • Reliability
  • Cost

END OF TERM Mock exam – Feedback – Re-examination

RE

Year 9 – Autumn 2

Area of Study 1: Religion and Ethics (Christianity)

Section 1: Christian Beliefs

In order to gain in-depth knowledge and understanding, students will study the following topics:

1.5 The nature and significance of salvation and the role of Christ within salvation

Students will gain an understanding of:

    • Law, sin, grace and Spirit, the role of Christ in salvation, including John 3:10–21 and Acts 4:8–12
  • The nature and significance of atonement within Christianity and its link to salvation.
  • Examine the concepts of atonement, law, sin, grace and Spirit and how Jesus brings these, including John 3:10-21 and Acts 4:8-12
  • Explore what the nature and significance of atonement within Christianity
  • Examine why atonement is needed is needed by Christians today, especially with regard to salvation1.6 Christian eschatology
  • Students will gain an understanding of:
    • Divergent Christian teachings about life after death, including the nature and significance of resurrection, judgment, heaven, and hell and purgatory, with reference to the 39 Articles of Religion and Catholic teachings
  • How beliefs about life after death are shown in the Bible, including reference to 2 Corinthians 5:1–10 and divergent understandings as to why they are important for Christians today.
  • Examine the concept of eschatology with regard to Christian ideas of what it might mean
  • Explore divergent Christian teachings about life after death, include references to life after death as described in the 39 Articles of Religion and Catholic teachings and 2 Corinthians 5:1-10
  • Discuss and analyse the divergent understandings as to why belief in life after death is important for Christians today
  • Compare and contrast beliefs about the afterlife and their significance within Christianity and one of the main religions (Buddhism, Hinduism, Islam, Judaism or Sikhism) practiced in Great Britain1.7 The problem of evil/suffering and a loving and righteous God
  • Students will gain an understanding of:
    • The problems it raises for Christians about the nature of God, including reference to omnipotence and benevolence, including Psalm 103
  • How the problem may cause believers to question their faith or the existence of God
  • The nature and examples of natural suffering, moral suffering.
  • Examine the concepts of evil and suffering, moral suffering and natural suffering be able to describe them and be able to give examples of them and the problems they cause, with reference to Psalm 103
  • Examine what the problem of evil and suffering is, including the contradiction to the characteristics of God as loving, powerful and righteous (inconsistent triad)
  • Discuss and analyse why this might lead some people to question their belief in God1.8 Divergent solutions offered to the problem of evil/suffering and a loving and righteous God
  • Students will gain an understanding of:
  • Biblical, theoretical and practical, including reference to Psalm 119, Job, free will, vale of soul-making, prayer, and charity
  • The success of solutions to the problem.
  • Examine the divergent solutions offered to the problem of evil: in the Bible examine Psalm 119 and Job
  • Explore Christian responses to the problem both theoretical such as the free-will argument, the idea of a vale of soul-making and practical such as prayer and charity work, be able to provide examples of these responses and who might use them
  • Discuss and analyse the varying success of these responses together with the idea that there can never be a solution to the problem

Music

Year 9 – Autumn 2

Holiday Single

Over this half term the students will be shown and take the lead in attempting to produce a winter holiday charity single through the use of recording technology.

Students will take on the different job roles required to create this product; from project manager to performer to studio engineer.

Students will get a taste for the skills required to master each of these roles and will start to get an idea of their strengths and weaknesses to inform their later course choices.

PE

Year 9 – Autumn 2

In this unit students will:

A know about the components of fitness and the principles of training

B explore different fitness training methods

C investigate fitness testing to determine fitness levels.                           

Why fitness components are important for successful participation in given sports in terms of:

Pupils will understand why they need specific components of fitness or skill to:

  • Being able to successfully meet the physical demands of the sport in order to reach optimal performance
  • Being able to successfully meet the skill-related demands of the sport in order to reach optimal performance
  • Being able to perform efficiently giving due consideration to the type of event/position played.

Understand the FITT principles and other principles of training:

  • Frequency
  • Intensity
  • Time
  • Type
  • Overload
  • Reversibility
  • Variation
  • Specificity
  • Rest

PSHE

Year 9 – Autumn 2

Pathways

  • World Skills Show & Work Experience Preparation.
  • To visit the world skills show and find out about a range of industries.

English

Year 10 – Autumn 2

Literature

Modern Text: An Inspector Calls by JB Priestley

Teaching focus:

  • Understanding of main themes, ideas and characters.
  • Developing and refining skills of forming critical responses.
  • Refining skills of giving personal interpretations and responses.
  • Use of apt and relevant quotation and reference to text to support interpretations in closed book conditions.
  • Analysis of language.

English literature assessment objectives addressed: AO1, AO2, AO3 and A04

Spoken language:

  • To teach skills of presentation with emphasis on planning, self and peer evaluation (English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • Modern text exam question.
  • Spoken language presentations

Maths Foundation

Year 10 – Autumn 2

Unit 11: Ratio and proportion

(Edexcel Scheme of Work Unit 11: Ratio and Proportion)

11.1 Writing ratios
11.2 Using ratios 1
11.3 Ratios and measures
11.4 Using ratios 2
11.5 Comparing using ratios
11.6 Using proportion
11.7 Proportion and graphs
11.8 Proportion problems

Maths Higher

Year 10 – Autumn 2

Unit 11: Multiplicative reasoning

(Edexcel Scheme of Work Unit 11: Multiplicative reasoning: direct and inverse proportion, relating to graph form for direct, compound measures, repeated proportional change)

11.1 Growth and decay
11.2 Compound measures
11.3 More compound measures
11.4 Ratio and proportion

Science

Year 10 – Autumn 2

(8 Weeks)
Chemistry (5.1 – 5.3 Atomic structure, Bonding, structure and the properties of matter)

5.2.1 Chemical bonds, ionic, covalent and metallic
Recap structures
– 5.2.1.1 Chemical bonds
– 5.2.1.2 Ionic bonding
– 5.2.1.3 Ionic compounds
– 5.2.1.4 – Covalent bonding
– 5.2.1.5 – Metallic bonding

5.2.2 Properties of substances
– 5.2.2.2 – State symbols
– 5.2.2.3 Properties of ionic compounds
– 5.2.2.4 Properties of small molecules
– 5.2.2.6 Giant covalent structures

5.2.3 Structure and bonding of carbon
– 5.2.3.1 Diamond
– 5.2.3.2 Graphite
– 5.2.3.3 Graphene and fullerenes (End of 5.2 Bonding, structure, and the properties of matter)

5.3.1 Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations
– 5.3.1.1 Conservation of mass and balanced chemical equations
– 5.312 Relative formula mass
– 5.313 Mass changes when a reactant or product is a gas
– 5.314 Chemical measurements
5.325 Concentrations of solutions

5.3.2 Uses of amount of substance in relation to masses of pure substances
– 5.3.2.1 Moles (HT)
– 5.3.2.2 Amount of substances in equations (HT)
– 5.232 using moles to balance equations (HT)
– 5.3.24 Limiting reactants (HT)

Geography

Year 10 – Autumn 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 10 – Autumn 2

Cold War crises 1958-70

  • Increased tension between East and West
  • Cold War crises
  • Reaction to crisis

Spanish

Year 10 – Autumn 2

Identity and culture

  • To talk about my reading preferences
  • To learn about activities and achievements
  • To be able to say how long you have been doing something
  • Mock speaking exam using photocards
  • Role play exam preparation
  • Spontaneous talk
  • Listening and Reading exam practice using past papers from new specification

Grammar

Comparatives and superlatives
Pronouns, phrases followed by infinitives
The near future tense

 

Art

Year 10 – Autumn 2

Developments of key skills

During the autumn term there will be a heavy focus on students working on refining their artistic skills. This will include focused observational drawings to allow students to modify their key skills. Students will also use this term to heavily focus on their painting skills with a look at using canvas and oil paints. This will allow them to feel confident when they start working on their portfolio project.

DT

Year 10 – Autumn 2

Iterative Design Challenge to be given out from OCR pre-release materials: Personalities

  • Creating a prototype
  • Evaluate/ reflect on learning
  • End of term Assessment

Computing

Year 10 – Autumn 2

Programming Techniques

 

In the second half of the term students learn Programming Techniques:

Programming Techniques Variables etc. Variables, Constants, Arithmetic operators, Boolean operators, Assignment operators, Compound operators
Arrays One dimensional arrays, Static arrays, Dynamic arrays, Iterations, Two dimensional arrays, Array functions
Sequence, Selection, Iteration Sequence, Selection, Conditionals –IF, Conditionals – CASE, Iteration, WHILE, DO, FOR
String Manipulation Assignment & storage, Copy & concatenate, Traversal, Search, Casting
File Handling Open, Close, Write, Write loop, Read, Read loop
Databases & SQL Database parts, SQL, SELECT, WHERE, WHERE … AND WHERE … FOR, LIKE
Data Types Character & string, Integer, Real, Boolean
Sub procedure and Functions Repeating code, Sub procedures, Functions, Code Library

END OF TERM Mock exam – Feedback – Re-examination

Second ½ Double Lesson: PRACTICING CONTROLLED ASSESSMENT & PYTHON PROGRAMMING SKILLS

Students gain an understanding of the following: How code must be suitably annotated to describe the process. Test results should be annotated to show how these relate to the code, the test plan and the original problem. Students will need to provide an evaluation of their solution based on the test evidence. They should be encouraged to be innovative and creative in how they approach solving the tasks.

RE

Year 10 – Autumn 2

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 2: Crime and Punishment

In order to gain in-depth knowledge and understanding, students will study the following topics:

2.5 Muslim attitudes towards the aims of punishment

Students will gain an understanding of:

    • Divergent Muslim attitudes towards each of the aims of punishment (protection, retribution, deterrence and reformation)
  • Qur’anic teachings about punishment, including Surah 4:26–32.
  • Examine Muslim attitudes to the aims of punishment
  • Explore the role of punishment in society and the strengths and weaknesses of different aims of punishment (protection, retribution, deterrence and reformation)
  • Discuss and analyse Muslim attitudes towards the use of punishment, including references to the use of punishment in the Qur’an including Surah 4:26-32

2.6 Muslim teachings about forgiveness

Students will gain an understanding of:

    • Muslim teachings and responses about the nature and importance of forgiveness, including Surah 64: 14, how offenders are forgiven by the community and why this is needed
  • Muslim responses to the nature and use of restorative justice, and why it is important for criminals.
  • Examine Muslim teachings and responses to the nature and importance of forgiveness including Surah 64:14
  • Discuss and analyse the importance of forgiveness for Muslims and in society, be able to give examples of how offenders are forgiven by the community and why it is important
  • Explore Muslim responses to the nature and use of restorative justice and why it is important for criminals

2.7 Muslim teachings about the treatment of criminals

Students will gain an understanding of:

    • Muslim teachings about the treatment of criminals, including interpretations of Surah 76: 1–12
  • Divergent Muslim attitudes towards the use of torture, human rights, fair trial, trial by jury, including the application of ethical theories, such as situation ethics, which may accept the use of torture if it is for the greater good.
  • Examine issues raised by Muslim teachings about the treatment of criminals such as fair treatment, human rights, the use of torture and trials, including Surah 76:1-12.
  • Explain the nature of each of the issues and why they raise problems in society
  • Discuss and analyse divergent Christian attitudes, including the application of ethical theories, such as situation ethics, towards the treatment of criminals, which may accept the use of torture if it is for the greater good

2.8 Muslim attitudes towards the death penalty

Students will gain an understanding of:

    • The nature and purpose of capital punishment
  • Divergent Muslim teachings about the nature, purpose and arguments surrounding the use of capital punishment, including Sahih Muslim Hadith 16: 4152
  • Non-religious (including atheist and Humanist) attitudes towards the use of capital punishment, including the application of ethical theories, such as situation ethics, and Muslim responses to them.
  • Examine the nature and purpose of capital punishment, be able to provide examples of its use
  • Explore divergent Muslim teachings about the advantages and disadvantages of capital punishment including Sahih Muslim Hadith 16:4152
  • Discuss and analyse the non-religious (including atheist and Humanist) attitudes towards the use of capital punishment, including the application of ethical theories, such as situation ethics, and Muslim responses to them

Music

Year 10 – Autumn 2

Unit 1 Focus: Production and Promotion.

Option 1:

Introduction to Recording

Students will be developing their recording techniques by recording different instruments in different situations culminating with a full recording session with performers from the school and guest musicians from local further and higher education institutions.

Option 2:

Introduction to composition

Students will complete a number of composition tasks that build upon each other in order to meet creative and business objectives that match a professional brief using live instrumental and/or computers.

PE

Year 10 – Autumn 2

The Sports Performer in Action – Unit 4

In this unit you will:

A know about the short-term responses and long-term adaptations of the body systems to exercise

B know about the different energy systems used during sports performance.

Short-term effects of exercise on the musculoskeletal system:

  • Increased production of synovial fluid for joint lubrication and nourishment
  • Increased joint range of movement due to increase in blood flow and increased muscle temperature
  • Micro tears in muscle fibres, causing the muscle to rebuild itself and become slightly bigger and stronger
  • Exercise (high-impact activity) encourages new bone formation
  • Increased metabolic activity.

Short-term effects of exercise on the cardiorespiratory system:

  • Increased heart rate due to the heart having to work harder to pump oxygenated blood around the body
  • Increased breathing rate, in order to supply more oxygen to working muscles and remove carbon dioxide
  • Increased blood flow
  • Sweat production and skin reddening
  • Re-distribution of blood flow via the vasoconstriction (narrowing) of arterioles supplying inactive parts of the body and vasodilation (opening) of arterioles

supplying skeletal muscles with more blood and nutrients

  • Increased build-up of lactic acid in the blood
  • Increased cardiac output to get oxygenated blood to working muscles (due to increased heart rate and stroke volume)
  • Increased blood pressure – as the cardiovascular system works to deliver more oxygen and glucose to the muscles (systolic pressure rises and diastolic pressure remains unchanged)
  • As muscular activity increases, the production of carbon dioxide increases resulting in an increase in Tidal Volume (TV) (TV is the amount of air inhaled and exhaled with each breath).

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PSHE

Year 10 – Autumn 2

Follow the Leader

  • To understand what qualities are required to lead in different situations.
  • To be aware that leadership qualities are not the same for every situation.
  • To understand that people are not leaders for every situation.

English

Year 11 – Autumn 2

Literature

Shakespeare play: Macbeth

Teaching focus:

  • Key extracts and how to relate them to the whole play.
  • Understanding of main themes, ideas and character.
  • Personal and critical interpretation and response.
  • Use of quotation and references to text to support interpretations.
  • Analysis of language.
  • Context

English literature assessment objectives addressed: AO1, AO2, AO3 and AO4.

Spoken language:

  • Teach refining presentations
  • Self and peer reflection and evaluation.

(English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • End of unit assessment on Macbeth
  • Spoken language presentations.

Maths Foundation

Year 11 – Autumn 2

Unit 20: More algebra

(Edexcel Scheme of Work Unit 20: Rearranging equations, graphs of cubic and reciprocal functions and simultaneous equations)

20.1 Graphs of cubic and reciprocal functions
20.2 Non-linear graphs
20.3 Solving simultaneous equations graphically
20.4 Solving simultaneous equations algebraically
20.5 Rearranging formulae
20.6 Proof

Maths Higher

Year 11 – Autumn 2

Unit 19: Proportion and graphs

(Edexcel Scheme of Work Unit 19: Direct and indirect proportion: using statements of proportionality, reciprocal and exponential graphs, rates of change in graphs, functions, transformations of graphs)

19.1 Direct proportion
19.2 More direct proportion
19.3 Inverse proportion
19.4 Exponential functions
19.5 Non-linear graphs
19.6 Translating graphs of functions
19.7 Reflecting and stretching graphs of functions

Science

Year 11 – Autumn 2

Recap/revision

Geography

Year 11 – Autumn 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 11 – Autumn 2

Nazi control and dictatorship 1933-39

  • The creation of a dictatorship, 1933–34
  • The police state
  • Controlling and influencing attitudes

Opposition, resistance and conformity

Spanish

Year 11 – Autumn 2

Theme Local, national, international and global areas of interest

  • Making a better world
  • To be able to describe types of houses
  • To talk about the environment
  • Healthy eating and diet related problems
  • To talk about global issues
  • To talk about local actions
  • Presenting a written argument
  • To be able to give extended reasons
  • Writing and speaking assessment

Grammar

To be able to use the present subjunctive
Using the subjunctive in commands
Using the pluperfect tense
Using the imperfect continuous

 

Art

Year 11 – Autumn 2

Development of Key Skills.
During this half term there will be a heavy focus on students enhancing their artistic skills. This will include focused observational drawings to allow students to modify their key skills.
Students will also use this term to heavily focus on their painting skills with a look at using canvas and oil paints. This will allow them to feel confident when they start working on their portfolio project.

DT

Year 11 – Autumn 2

Iterative Design Challenge to be given out from OCR Coursework question- Released 1st June 2018.

  • Product planning
  • Cad/Cam– 2D Design of final product
  • Starting to step by step understand about putting components together
  • Risk assessment
  • Using machinery
  • Product Manufacturing.
  • Component parts.
  • Overcoming making issues.

Computing

Year 11 – Autumn 2

Revision Mini Units & Exam Practice

The third mini unit covers how to investigate and discuss computer science technologies while considering:

  • Ethical issues
  • Legal issues
  • Cultural issues
  • Environmental issues
  • Privacy issues
  • How key stakeholders are affected by technologies
  • Environmental impact of Computer Science
  • Cultural implications of Computer Science
  • Open source vs proprietary software
  • Legislation relevant to Computer Science:
  • The Data Protection Act 1998
  • Computer Misuse Act 1990
  • Copyright Designs and Patents Act 1988
  • Creative Commons Licensing
  • Freedom of Information Act 2000

END OF TERM Mock exam – Feedback – Re-examination

The fourth unit is Computational thinking revision:

  • Abstraction
  • Decomposition
  • Algorithmic thinking

Standard searching algorithms:

  • Binary search
  • Linear search
  • Standard sorting algorithms:
  • Bubble sort
  • Merge sort
  • Insertion sort
  • How to produce algorithms using:
  • Pseudocode
  • Using flow diagrams
  • Interpret, correct or complete algorithms

END OF TERM Mock exam – Feedback – Re-examination

RE

Year 11 – Autumn 2

Area of Study 1: Religion and Ethics (Christianity)

Section 4: Matters of Life and Death

In order to gain in-depth knowledge and understanding, students will study the following topics:

4.5 Christian teachings and beliefs about life after death

Students will gain an understanding of:

    • Christian teachings and beliefs that support the existence of a life after death, including the resurrection of Jesus and Ephesians 2:1–10
  • Divergent Christian arguments for life after death (including remembered lives, paranormal, logic, reward, comfort and meeting loved ones who have passed on)
  • The significance of belief in life after death for Christians.
  • Explore Christian beliefs and teachings about life after life including the resurrection of Jesus and Ephesians 2:1-10
  • Examine divergent Christian arguments for life after death e.g. remembered lives, paranormal, logic, reward, comfort and meeting loved ones who have passed on
  • Discuss and analyse reasons for belief in life after death for Christians4.6 Christian responses to non-religious arguments against life after death
  •  

Students will gain an understanding of:

  • Why Christians reject arguments against belief in life after death (including as a source of comfort, lack of evidence, fraudulent accounts and social control), including 1 Peter 3:18–22.
  • Examine the non-religious reasons why some people might not accept belief in life after death (including as a source of comfort, lack of evidence, fraudulent accounts and social control) including 1 Peter 3:18-22
  • Explore why Christians reject these arguments
  • Discuss and analyse the importance of belief in life after death for Christians and non-Christians4.7 Implications of Christian teachings about the value and sanctity of life for the issue of euthanasia
  •  

Students will gain an understanding of:

    • The nature of euthanasia
  • Christian teachings and divergent responses to euthanasia, including support for hospice care and interpretations of Job 2:1–10
  • Non-religious (including atheist and Humanist) arguments surrounding its use, including the application of ethical theories, such as situation ethics, and Christian responses to them.
  • Explain various Christian teachings about euthanasia and the value and sanctity of life including interpretation of Job 2:1-10 and support for hospices
  • Explore the nature of euthanasia and non-religious (including atheist and Humanist) arguments surrounding its use, including the application of ethical theories, such as situation ethics
  • Discuss and analyse the issues raised by euthanasia for Christians, Humanists and atheists4.8 Christian responses to issues in the natural world
  • Students will gain an understanding of:
  •  
    • Christian responses to threats to the world, including pollution, global warming and the use of natural resources
  • Stewardship and humanity’s role as stewards, including The Christian Declaration on Nature, Assisi 1986
  • Differing Christian responses to animal rights, including animal experimentation and the use of animals for food, including the application of ethical theories such as utilitarianism.
  • Explain the nature of threats to the natural world such as pollution, global warming and the use of natural resources; stewardship and humanity’s role as stewards including The Christian Declaration on Nature, Assisi 1986. Explore differing Christian responses to animal rights including animal experimentation and using animals for food, including the application of ethical theories such as utilitarianism
  • Discuss and analyse the issues raised by threats to the natural world for Christians

Music

Year 11 – Autumn 2

Unit 1 Focus: Management, promotion and recording roles

Option 1:

Introduction to Live Sound

The art of amplifying live music or spoken word performances has many technical challenges. In this module students will learn how to go about micking up a live performance in a number of settings and creating a number of test runs whilst aiding the performer’s stage techniques

Option 2:

Introduction to Performance

Students will be given the opportunity to select and practice a portfolio of pieces that will be recorded by those taking Introduction to recording.

PE

Year 11 – Autumn 2

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

PSHE

Year 11 – Autumn 2

Moving on

  • Will have a clear understanding of how important it is to plan for the future and consider the range of options available to me.
  • Know that others can influence my decisions.
  • Know that my decisions will influence my achievements in the future.
  • Will understand how influences have changed what it is to be British.
  • Will have an awareness of what it is like to be in a minority and the persecution they may experience.
  • Know that difference causes prejudice.

English

Year 7 – Spring 1

Crime Fiction Pre Twentieth Century
Studied Text: Sherlock Holmes short stories by Arthur Conan Doyle.

Reading: Pupils will read a range of Sherlock Holmes stories to gain an understanding of writing from the Victorian era and how it reflected the constraints of society.

Writing: Pupils to compare and contrast a modern crime short story with one of Arthur Conan Doyle’s short stories. To then lead into writing a short story in the style of the author, effectively implementing the elements of crime fiction and setting it in the Victorian era.

Drama: Through drama, pupils are to identify clues and analyse the given evidence in order to solve the crime.

Maths

Year 7 – Spring 1

Sets 1 &  2

  • Angles and Shapes
  • Decimals

Set 3

  • Fractions
  • Probability

Set 4

  • Factors and Multiples
  • Decimals and Measures

Science

Year 7 – Spring 1

Chemistry 1 Topic 1 Particles and their behaviour (9 lessons)
The particulate nature of matter
Gas pressure
Changes in state

Chemistry 1 Topic 2: Elements, atom and compounds (6 lessons)
The periodic table

Geography

Year 7 – Spring 1

Population
Population introduction
Population of the UK- Where do we live?
Facotrs affecting population
Population pyramids

  • Migration
  • Urbanisation
  • Benefits and disadvantages of living in a city

History

Year 7 – Spring 1

Life In Medieval England Power And Control

Skills: Development of PEEL, analytical approach to writing, comparisons between present day and time studied, describing and explaining historical events, complex opinions, investigation, identifying evidence, significance and causation

Assessment: Why do we still remember the Magna Carta?

Spanish

Year 7 – Spring 1

Spanish: My family and friends- La familia- Mira 1 unit 3 Topics- 3rd half term:

  • To talk about whether you have brothers and sisters
  • To ask others about their family members
  • To say how old you are and ask others
  • To say when your birthday is and ask others
  • To say what pets you have and ask others
  • To describe physical characteristics
  • To describe personality
  • To describe how you get on with family members

Art

Year 7 – Spring 1

Jon Burgerman
Students will spend the spring term being introduced to more contemporary artists. Jon Burgerman will be the main focus of the project. Students will be looking at a more animated way in which they can create art work.
Students will explore different drawing methods with the work of Jon Burgerman underpinning the entire project.

Key Skills-
Explorative drawing: students will explore continuous line and blind drawing.
Continue to develop subject specific vocabulary.
Developing confidence

Refining reflective skills when evaluating each element of the project.

DT

Year 7 – Spring 1

Topic Product Design: Jigsaws/ Child’s puzzle 
Coverage: Design brief, specification, product analysis, Visual research. ‘about them’ themed jigsaws.
Wood construction techniques such as joints etc/material understanding.                              Designing of Jigsaws constraints about designs eg: aesthetics, ergonomics, target audience, materials, cost, manafacture processes, issues with mass manafacturing. Design analysis.                                                   creating jigsaw using MDF sheet and hand talls. Accurate marking out and accurate cutting methods.

Computing

Year 7 – Spring 1

Computational Thinking

Computational Thinking (CT) teaches a number of essential approaches to tackle problems to develop solutions which can be computerised. It is a key foundation for true Computer science which will be developed in subsequent programming units. Students learn decomposition, pattern recognition & abstraction of problems into an algorithmic solution ready for coding.

Students understand a range of techniques that are applicable to Computing in addition to transferable skills which can be applied across the curriculum. The focus is firmly on working through each technique in a sequence carefully developing an understanding of Computational Thinking whilst recording progress within project documentation to embed learning.

RE

Year 7 – Spring 1

Basic Beliefs
This topic is a continuation from the previous half term. However to deepen their understanding of religion they will study faith traditions that they are less familiar with. Again, students are encouraged to give their view in a sophisticated and and academic manner.

Coverage:
The Islamic belief in the Oneness of Allah and the Five Pillars of Islam.
The Sikh belief in Ik Onkar
The Jewish belief in Oneness of God and the Chosen people.
The Buddhist belief in enlightenment.

Dispositions:
Being temperate, exercising self-discipline and cultivating serene contentment
Being Silent and Attentive to, and Cultivating a Sense for, the Sacred and Transcendence
Being reflective and self critical
Being fair and just
Sharing and being generous
Cultivating inclusion, identity and belonging
Being loyal and steadfast.
Being accountable and living with integrity

Music

Year 7 – Spring 1

Keyboard Skills

Students will learn about how the keyboard works and how to play it effectively. This is essential for continuing to work with music technology as well as accessing musical theory effectively.

Theory Focus: Pitch and Treble Staff Notation

PE

Year 7 – Spring 1

Bones
Know the different types of bone/classification/ location and how they help in different movements.
Pupils to implement strategic and tactical development based on hitting/ movement of the ball into space and choice of execution.
Developed an understanding of field placement.
Experienced a range of batting, bowling and fielding techniques.

English

Year 8 – Spring 1

Modern British Fiction
Studied Text-The Curious Incident of The Dog In The Night Time (play) adapted by Simon Stephens.

Reading: Pupils to develop an understanding of the ‘teenage voice’ presented in the play. Developing an understanding of the world through the eyes of an autistic teenager, and how society views and deals with individuals with learning difficulties shown within the narration of ‘a play within a play’.

Writing: Pupils to develop the skills of essay writing through detailed responses to contemporary issues. Pupils to write their own play based upon a contemporary issue which will then be performed.

Drama: Pupils to perform their own ‘play within a play’ where they will gain an understanding of the staging and performance process.

Maths

Year 8 – Spring 1

Sets 1 &  2

  • Transformations
  • Fractions, Decimal and Percentages

Set 3 

  • Decimal and Ratio
  • Lines and Angles

Set 4

  • Decimal Calculations
  • Angles

Science

Year 8 – Spring 1

Physics 2 Topic 2: Energy (9 lessons)
Calculation of fuel costs
Energy changes and transfers
Changes in systems

Physics 2 Topic 3: Motion and pressure (7 lessons)
Describing motion
Pressure in fluids
Calculating pressure

Geography

Year 8 – Spring 1

Natural Hazards
Introduction- What is a Natural Hazard?
Tectonic Plates cause earthquakes and volcanoes
Case study- Haiti earthquake
Case Study- Tsunami 2004
Formation of Tropical Storm
Comparative case study of (NH) MEDC and LEDC
Reducing Impact of Natural Hazard
Earthquake proof design

History

Year 8 – Spring 1

The road to Total War
Skills: Development of PEEL, analytical approach to writing, describing and explaining historical events and making links, complex opinions, investigation, identifying significance ,interpretation and causation. In depth source analysis skills.

Assessment: What really caused WW1?

Spanish

Year 8 – Spring 1

My holidays – Mis vacaciones- Mira 2- Unit 3

Topics- 3rd half term:

  • To say where you went on holidays (countries- DONDE, where)
  • To say how you travel (means of transport, COMO, how)
  • To say who did you go with (family members- CON QUIEN, who with)
  • To say what you did on holidays (verbs QUE, what)
  • To describe how your holiday went
  • To present information about their holidays

Skills: AT1,2,3,4

Grammar Focus: Preterite tense

Verbs: IR (to go) for holidays and different activities. Spanish expressions to describe the holiday and how it went.

Art

Year 8 – Spring 1

Pop Art
Students will be studying the work of Andy Warhol and Roy Lichtenstein to create a large scale 3d food packaging in the Pop Art Style. Students will use the patterns, colours and idea of explosions with a mixture of different materials to create their final outcome.

Skills:

  • Promoting Independence: Students will be provided with opportunities to work alone on their individual pieces, creating a personalised item of food packaging.
  • Materials: Students will learn how to use a range of different materials from collage to paint.
  • Drawing and Designing:Students will learn how to draw and design a final outcome.
  • Research: Using the works of an artist to find contextual links.

DT

Year 8 – Spring 1

Group 1:Textiles Technology: African pattern textiles mobile phone cases
Students to complete the following practical and theory based tasks to get them to the making stage:

  • Initial idea development.
  • Design brief.
  • Specification.
  • Product Analysis.
  • Design consideration such as aesthetics, ergonomics, cost, safety, materials, etc.
  • Production methods e.g.:one off, mass, batch etc.
  • Sketch designing.
  • Annotating designs.
  • Health and safety in the workshop.
  • Material testing: machine applique, machine embroidery, hand stitch, fabric painting.                                                    Group 2: Resistant Materials: Wooden Clock
  • Initial idea development.
  • Design brief.
  • Specification.
  • Product analysis.
  • Design considerations such as aesthetics, ergonomics, cost, safety, materials, etc.
  • Production methods e.g: one off, mass, batch etc.
  • Sketch designing.
  • Isometric drawing.
  • Annotating designs.
  • Health and safety in the workshop.

Computing

Year 8 – Spring 1

Website Design HTML

In the first three lessons, pupils will learn the basics of HTML and CSS, and how to create a responsive design which adapts to any size of screen for viewing on, say, a mobile phone or a PC. They will learn how to create text styles and add content, including text and graphics, in a specified position on a page, as well as navigation links to other pages on their website and to external websites. The basics of good design are covered and, with the help of worksheets, pupils will develop their own templates in a text editor such as Notepad.  They will decide on a topic for their websites, document their designs and collect suitable text and images. They will then use their HTML templates to create their websites, including a web form. Pupils can view the data collected by the web form into a simulated database. This also helps to stimulate discussion on the privacy of data.

RE

Year 8 – Spring 1

Miracles
This topic will focus on miracles in various religions. Examples could include Jesus’s mircales, the revelation received by the prophet Muhammad (PBUH) and mircales in Sikhism. By the end of the topic students should be able to compare and contrast religious miracles and modern day miracles. Pupils will also evaluate the evidence and come to their own conclusions which is a key skill required in KS4.

Coverage: 
Miracles in Christianity
Miracles in Islam
Miracles in Sikhism
Dispositions:
Being critical
Being curious
Valuing knowledge
Evaluating evidence

Music

Year 8 – Spring 1

Ukulele

Students will exploring the ukulele and the techniques required to effectively perform using the instruments. This will allow students to gain a different perspective on music making and give them another tool with which to access music as a whole.

Theory Focus: Pitch, Treble and Bass Clef Notation

PE

Year 8 – Spring 1

Net and Wall: Throughout this unit pupils will:

  • Develop new skills related to net and wall games, which will be used in isolation and in competition style games
  • Get the opportunity to play both singles and doubles games developing the knowledge of different rules and regulations
  • Develop their knowledge and skills in playing different shots, at the right time to outwit their opponent.
  • Evaluate the strengths and weaknesses of their opponents in order to beat them
  • Understand the concept of good footwork and covering the court
  • Grow in independence as they will have to chance their own progression up and down the competition ladder

English

Year 9 – Spring 1

Set reading text: Jane Eyre

Texts/extracts studied in lessons:

  • Wide Sargasso Sea
  • Catcher in The Rye
  • White Oleander
  • The Wizard of Oz

Students will be exposed to their set reading text as well as extracts from the list above.  Students will spend the half term immersing themselves into the texts, gaining an understanding of the social and historical context, themes and ideas explored and the presentation of different character types.

Students will gain a secure understanding of the English literature and language assessment objectives through targeted and focused activities and exam type questions that relate to the critical analysis, exploration and evaluation of the following elements:

  • Themes/ideas
  • Context
  • Character
  • Use of language
  • Structure
  • Author’s Viewpoint
  • Personal response.

Within this unit, Students will be exposed to a range of 20th and 21st century prose fiction texts, related to the above texts,  as an introduction to the English language paper ‘Explorations in creative reading and writing.’ Students will begin to develop the skills needed for them to identify and interpret explicit and implicit information and ideas, analyse how writers use language and structure, and to become critical thinkers in order to be able to critically evaluate.

Writing: Descriptive or narrative writing.

Using the texts/extracts from reading, students will have the opportunities to revise, consolidate and demonstrate their knowledge of the features of descriptive and narrative writing. Emphasis will also be placed upon students making deliberate choices as to their use of sentence structure and punctuation. Students will demonstrate the above through extended pieces of writing.

As an end of unit assessment, students will be provided with an examination type question that requires then to analyse an extract and then relate it to the text as a whole. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

As an end of unit writing assessment, students will complete a piece of narrative or descriptive writing. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

Maths Foundation

Year 9 – Spring 1

Foundation 

Unit 3: Graphs, tables and charts

(Edexcel Scheme of Work Unit 3: Drawing and interpreting graphs, tables and charts)

3.1 Frequency tables
3.2 Two-way tables
3.3 Representing data
3.4 Time series
3.5 Stem and leaf diagrams
3.6 Pie charts
3.7 Scatter graphs
3.8 Line of best fit

Unit 4: Fractions and percentages

(Edexcel Scheme of Work Unit 4: Fractions and percentages)

4.1 Working with fractions
4.2 Operations with fractions
4.3 Multiplying fractions
4.4 Dividing fractions
4.5 Fractions and decimals
4.6 Fractions and percentages
4.7 Calculating percentages 1
4.8 Calculating percentages 2

Maths Higher

Year 9 – Spring 1

Unit 3: Interpreting and representing data

(Edexcel Scheme of Work Unit 3: Averages and range, collecting data, representing data)

3.1 Statistical diagrams 1
3.2 Time series
3.3 Scatter graphs
3.4 Line of best fit
3.5 Averages and range
3.6 Statistical diagrams 2

Unit 4: Fractions, ratio and percentages

(Edexcel Scheme of Work Unit 4: Fractions, percentages, ratio and proportion)

4.1 Fractions
4.2 Ratios
4.3 Ratio and proportion
4.4 Percentages
4.5 Fractions, decimals and percentages

Science

Year 9 – Spring 1

Week 1 – 3
Biology Unit 2
1. 4.21 Principles of cell organisation
2. 4.221 Digestive system – organs
3. 4.221 Digestive system- enzyme activity
4. Required Practical Activity 3 AT2 Use qualitative reagents to test for a range of carbohydrates, proteins and lipids
5. Required practical Activity 4 AT1,2 and 5 Investigate the effect of PH on the rate of reaction of amylase enzyme (2 hours)
6. Required practical Activity 4 AT1,2 and 5 Investigate the effect of PH on the rate of reaction of amylase enzyme (2 hours)
7. 4.22 The lungs and gaseous exchange The heart and blood vessels
8. 4.222/3The heart and blood vessels/Blood
9. Review/assessment lesson

Week 4-6:
Physics Unit 2:
6.4.1 Electrical circuits

1. 6.4.1 Current can charge
2. 6.42 Potential difference and resistance. Required practical 15 (AT1, 6 and 7): Investigating resistance. Set up circuits and investigate the resistance of a wire, and of resistors in series and parallel.
3. Required practical 15 (AT1, 6 and 7): Investigating resistance. Set up circuits and investigate the resistance of a wire, and of resistors in series and parallel
4. 6. 43 Component Characteristics. Required practical 16: Investigating electrical components. Correctly assemble a circuit and investigate the potential difference- Current characteristics of circuit components.
5. Required practical 16: Investigating electrical components. Correctly assemble a circuit and investigate the potential difference- Current characteristics of circuit components.
6. Series circuits
7. Parallel circuits (End of P4 – Electrical circuits)
8. Review
9. Assessment

Geography

Year 9 – Spring 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 9 – Spring 1

Historic environment – Whitechapel, c.1870-c.1900

  • What was it like to live in Whitechapel in this time period?
  • Why was immigration an issue in Whitehall in this period?
  • Why was it difficult to police the area of Whitechapel in this period?
  • What methods did the Police use to solve crimes in Whitechapel?
  • Who was Jack the Ripper?

Spanish

Year 9 – Spring 1

Theme Identity and culture
• Interests and influences
• Reading is a pleasure
• To talk about what you usually do
• To talk about what is trending
• To discuss different types of entertainment
• To talk about what inspires you

Grammar
Stem changing verbs
Soler + infinitive,
The perfect and imperfect tense
Using a range of tenses

Speaking  and writing assessment

 

Art

Year 9 – Spring 1

Sweet Treats
Project to be based on the starting point of ‘Sweet Treats’.
This project will be heavily teacher lead as it will allow students to gain an understanding of what is required in an art portfolio.
Students will spend a number of lessons focusing on developing their technical skills through: oil pastels, chalk pastels, acrylic paint, different printing methods, developing and designing a final outcome and conducting effective artist research.

DT

Year 9 – Spring 1

CAD/CAM basics: Tester boxes

  • Design brief, initial ideas generation
  • Social issues, moral issues, cultural issues, environmental issues, design issues, stakeholder, end user, target audience.
  • Research: Mood board of related images, continue to generate ideas
  • Researching CAM production methods- boxes.
  • Designing/ annotating
  • Aesthetics
  • Economics in designing/ manufacture
  • Designing products
  • Choosing materials, external and internal fibre qualities.
  • Environmental concerns: 6r’s. Sustainable technologies, smart and modern materials.
  • Product planning, costing.
  • Cad/Cam– 2D Design of final box product on sketch up
  • Creating products/ prototypes using cam techniques and methods.
  • Starting to step by step understand about putting components together
  • Risk assessment
  • Using machinery
  • Putting component parts together
  • Manufacturing component parts
  • Finishing off project
  • Evaluate/ reflect on learning

Computing

Year 9 – Spring 1

Networks (Wireless and Wired)

 In this half term students will be learning about wired and wireless networking of computers and will include the following:

  • Introduction to networks
  • Types of networks
  • Performance of networks
  • Client/Server and Peer-to-Peer
  • DNS, IP addressing, web hosting and the cloud
  • Virtual Networks

Students will focus also on the hardware required for Local Area Networks which will cover the following:

  • wireless access points
  • routers/switches
  • NIC (Network Interface Controller/Card)
  • transmission media

RE

Year 9 – Spring 1

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 1: Muslim Beliefs

In order to gain in-depth knowledge and understanding, students will study the following topics:

1.1 The six Beliefs of Islam

Students will gain an understanding of:

  • Their nature, history and purpose, including Kitab al-iman 1:4
  • How they are understood and expressed in Sunni and Shi’a Muslim communities today
  • The importance of these principles for Muslims.
  • Examine what is meant by the Six beliefs of Islam, be able to explain their history and provide examples of how they are shown in the Qur’an including Qur’an, 112:1- 4 and Kitab al-iman 1:4
  • Explore how these beliefs are shown in Sunni and Shi’a Muslim communities today
  • Discuss and analyse why they are important to Muslims 1.2 The five roots of ‘Usul ad-Din in Shi’a Islam (Tawhid (oneness of Allah); ‘Adl (Divine Justice); Nubuwwah (Prophethood); Imamah (Successors to Muhammad) and Mi’ad (The Day of Judgment and the Resurrection)
  • Students will gain an understanding of:
  • The nature, history and purpose of the five roots with reference to their Qur’anic basis, including Surah 112 (the oneness of Allah)
  • The importance of these principles for different Shi’a communities today, including Sevener and Twelver.
  • Examine what is meant by the Five Roots of Usul ad-Din in Shia Islam including Tawhid, ‘Adl, Nubuwwah, Imamah and Mi’ad, be able to explain their history and provide examples of how they are shown in the Qur’an including Surah 112
  • Explore how these beliefs are shown in Muslim life today
  • Discuss and analyse why they are important to different Shi’a communities today, including Sevener and Twelver1.3 The nature of Allah
  • Students will gain an understanding of:
    • How the characteristics of Allah are shown in the Qur’an and why they are important
  • Tawhid (oneness), including Surah 16: 35–36, immanence, transcendence, omnipotence, beneficence, mercy, fairness and justice, Adalat in Shi’a Islam.
  • Examine the various characteristics of Allah which are shown in the Qur’an (Tawhid – including Surah 16:35-36, immanence, transcendence, omnipotence, beneficence, mercy, fairness and justice, Adalat in Shi’a Islam), be able to explain what they are and give examples of how these characteristics are shown in the Qur’an
  • Explore why these characteristics are important to Muslims  Students will gain an understanding of:
  • 1.4 RiSalah
    • The nature and importance of prophethood for Muslims including Surah 2: 136
  • What the roles of prophets teach Muslims, exemplified in the lives of Adam, Ibrahim, Isma’il, Musa, Dawud, Isa, Muhammad.
    • Examine the nature of Risalah, what prophethood is, who they are and what they did with reference to Surah 2: 136
    • Explore the specific roles of Adam, Ibrahim, Isma’il, Isa and Muhammad as prophets and be able to give examples of their lives from the Qur’an
  • Discuss and analyse the importance of prophethood for Muslims

Music

Year 9 – Spring 1

Composing 101

In this half term we will be exploring the sequencing and composing tools available to us at Starbank School music department; learn about different compositional techniques that are widely use within popular music; and also start to explore how assignment briefs are delivered, laid out and followed.

Students will be composing short musical ideas using hooks, riffs, beats, lyrics, chords and melodies, all supported by the development of their sequencing techniques

PE

Year 9 – Spring 1

In this unit students will:

A know about the components of fitness and the principles of training

B explore different fitness training methods

C investigate fitness testing to determine fitness levels.

Understand the different types of fitness training there is, how effective each one is and how to conduct the training in a safe manner:

Flexibility training

  • Static
  • Ballistic
  • PNF

Strength, muscular endurance and power training

  • Circuit training
  • Free weight
  • Plymetrics

Aerobic endurance training

  • Continuous
  • Fartlek
  • Interval
  • Circuit

Speed training

  • Hollow sprints
  • Interval
  • Acceleration sprints

Mini revision test to see how pupils are retaining information – mark/grade entered on to department tracking sheet

Pupils will be expected to conduct and record a number of fitness test first hand to understand how to set up and what it take to complete them

PSHE

Year 9 – Spring 1

Spring 1:

Know your Brain

  • To understand which parts of my brain I use most.
  • To gain an understanding of how the brain works using patterns to improve memory recall and retention.
  • To know that the brain develops through adolescence and different parts mature at different rates until adulthood.

English

Year 10 – Spring 1

Language

Reading: C19th non-fiction texts (can be linked to the text studied for literature).

Teaching focus:

  • Identify and interpret explicit and implicit information and ideas (English language assessment objective-AO1).
  • Analysis of how writers use language (English language assessment objective-AO2).

Writing: Thematic links to texts studied in reading.

Teaching focus:

  • To revisit features of writing to present a point of view or opinion.
  • Planning and crafting.
  • Structure for impact.
  • Accuracy
  • How might opinion writing also help inform a good literature response?

English language assessment objectives addressed: AO5 and AO6

Spoken language:

  • To teach different ways of structuring a presentation for impact-self and peer evaluation (English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • Assessment of reading-one C19th non-fiction or literary non-fiction with questions focusing on language assessment objectives: A0s 1 and 2.
  • Assessment of writing to present a point of view.

Spoken language presentations.

Maths Foundation

Year 10 – Spring 1

Unit 12: Right-angled triangles

(Edexcel Scheme of Work Unit 12: Right-angled triangles: Pythagoras and trigonometry)

12.1 Pythagoras’ theorem 1
12.2 Pythagoras’ theorem 2
12.3 Trigonometry: the sine ratio 1
12.4 Trigonometry: the sine ratio 2
12.5 Trigonometry: the cosine ratio
12.6 Trigonometry: the tangent ratio
12.7 Finding lengths and angles using trigonometry

Unit 13: Probability

(Edexcel Scheme of Work Unit 13: Probability)

13.1 Calculating probability
13.2 Two events
13.3 Experimental probability
13.4 Venn diagrams
13.5 Tree diagrams
13.6 More tree diagrams

Maths Higher

Year 10 – Spring 1

Unit 12: Similarity and congruence

(Edexcel Scheme of Work Unit 12: Similarity and congruence in 2D and 3D)

12.1 Congruence

12.2 Geometric proof and congruence

12.3 Similarity

12.4 More similarity

12.5 Similarity in 3D solids

Unit 13: More trigonometry

(Edexcel Scheme of Work Unit 13: Sine and cosine rules, (1/2)ab sin C, trigonometry and Pythagoras’ Theorem in 3D, trigonometric graphs, and accuracy and bounds)

13.1 Accuracy

13.2 Graph of the sine function

13.3 Graph of the cosine function

13.4 The tangent function

13.5 Calculating areas and the sine rule

13.6 The cosine rule and 2D trigonometric problems

13.7 Solving problems in 3D

13.8 Transforming trigonometric graphs 1

13.9 Transforming trigonometric graphs 2

Science

Year 10 – Spring 1

(6 Weeks)

(6.1- 6.5 energy, electricity, particle model of matter, atomic structure and forces)

6.1.1 Energy changes in a system, and the ways energy is stored before and after such changes.

– 6.111 energy stores and systems

– 6. 112 changes in energy (calculations)

– 6.113 Energy changes in systems (End of 6.1 Energy)

– Required practical 14: Investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy store to increase in temperature and subsequent increase in thermal energy stored.

6.2.1 Current, potential difference and resistance

        1. Current, resistance and potential difference (recap)
        2. Resistors
  • Required practical 16: Use circuit diagrams to construct appropriate circuits to investigate the I-V characteristics of a variety of circuit elements, including a filament lamp, a diode and a resistor at constant temperature. (End of 6.2 Electricity)
      1. Internal energy and energy change
  • 6.321 Internal energy
  • 6.322 Temperature changes in a system and specific heat capacity
  • 6.323 Changes of heat and specific latent heat (End of 6.3 Particle model of matter)

6.4.1 Atoms and isotopes

– 6.4.1.1/2 Structure of an atom

6.4.2 Atoms and nuclear radiation

– 6.421 Radioactive decay and nuclear radiation

– 6.422 Nuclear equations

– 6.423 Half-lives and the random nature of radioactive decay.

– 6.424 Radioactive contamination (End of 6.4 Atomic structure)

6.5.3 Forces and elasticity (calculations)

– Required practical 18 AT1-2: Investigate the relationship between force and extension for a spring.

6.5.4 Forces and motion

– 6.541 Describing motion along a line

– 6.5411 Distance and displacement

– 6.5412 Speed

– 6.5413 Velocity

– 6.5414 Distance-time relationship

– 6.5415 Acceleration

Geography

Year 10 – Spring 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 10 – Spring 1

The end of the Cold War 1970-91

  • Attempts to reduce tension between East and West
  • Flashpoints
  • The collapse of Soviet control of Eastern Europe

Spanish

Year 10 – Spring 1

Spanish: People- La gente- Mira 2- Unit 1 Topics- 1st half term:

  • To talk about daily routine using reflexive verbs
  • To revise how to say the time in Spanish
  • To describe what you do during the day including times
  • To understand and recognise regular verbs ending AR/ER/IR
  • To talk about different activities you do during the day
  • To compare routines with someone else
  • To present a description of day in the life of… (either themselves or can be a famous person)

Skills:  AT1,2,3,4 Grammar Focus: To use ‘me gusta’, ‘no me gusta’ and other vocabulary to express likes and dislikes. Reflexive verbs. Verbs: Different verbs related to the different activities that are carried out during free time. Regular verbs ending AR/ER/IR- explanation and introduction. Levels 3-4

Art

Year 10 – Spring 1

Unit 3 (A110 – A117): Art and Design Portfolio
60% of the total GCSE Art and Design marks
Controlled Assessment
Approximately 45 hrs to complete the portfolio
100 marks

For this unit a candidate needs to produce a portfolio of work showing their personal response to either a starting point, brief, scenario, or stimulus devised and provided by the centre.
Candidates have approximately 45 hours (15-18 school weeks as a guide) in which to produce their portfolio.
This unit is internally assessed and externally moderated by OCR.

DT

Year 10 – Spring 1

Group 1: Resistant Materials: Wooden Clock Students to complete the following tasks and covered content to enable them to start the making stage of the project:

  • Initial Idea development.
  • Design Brief.
  • Specification.
  • Product analysis.
  • Design considerations such as Aesthetics, Ergonomics, cost, safety, materials, etc.
  • Production methods eg: one off, mass, batch etc.
  • Sketch Designing
  • Isometric drawing.
  • Annotating designs.
  • Health and safety in the workshop.      Group 2: Food Technology: Food from  around the world                           Students to complete the following practical and theory based tasks in food technology:
  • Reminder of health and safety in the kitchen.
  • World food flavours and production.
  • Oriental food: Chicken chow mein. Designing , making and evaluating processes. Chicken as a high risk food.
  • Mexican food: Vegetable Quiche. Designing, making and evaluating processes. Eggs as a high risk food.

Computing

Year 10 – Spring 1

Producing robust programs

 In this half term students will be learning about creating, maintaining, debugging and testing robust Programs:

Producing robust programs Defensive Design User interfaces, Screen widgets, Repeat entry, Input boxes, Validation, Whitelist & blacklist, Sanitising, Authentication
Maintainability Comments, Headers, Whitespace, Indentation
Errors and correcting algorithms Logic errors, Arithmetic order, Syntax errors, Debugging tools, Run-Time errors
Testing Test plan, Test data, Black box strategy, White box strategy, Iterative testing, Final testing

Second ½ Double Lesson: Students Continue Controlled Assessment 

The non-exam assessment should take a total of 20 hours to complete unless there are specific access requirements that should be considered. The non-exam assessment should be done using the higher level text based language Python.

Students will complete their controlled assessment in 20 hours.

RE

Year 10 – Spring 1

Commitment  In this topic, students will focus on what the term ‘commitment’ means. Students will then think about what they are committed to and how they can show these commitments. Coverage: Comittment Religous Commitments Hobbies, Interests, Family and Friends How can we show committment? Dispositions: Expressing joy Being loyal and steadfast Being courageous and confident Being thankful Sharing and being generous

Music

Year 10 – Spring 1

Unit 1 Focus: Service companies, and agents.

Core: Creating a music product

The composers and recording students will combine to plan, record, deliver a demo LP of the compositions. This will be a fully realised and designed product including a fully planned marketing strategy and ongoing and final product evaluation, much like happens in every other Primary industry.

PE

Year 10 – Spring 1

The Sports Performer in Action – Unit 4

In this unit you will:

A know about the short-term responses and long-term adaptations of the body systems to exercise

B know about the different energy systems used during sports performance.

Long-term adaptations of the musculoskeletal system:

  • Hypertrophy (increased muscle size)
  • Increase in bone density (bone strength) due to increase in calcium production
  • Stronger connective tissues (ligaments and tendons), so more resistant to injury
  • Increased stability of joints
  • Increased thickness of hyaline cartilage
  • Skeletal muscles adapt to using more oxygen, the muscles and their capillaries become more efficient and can therefore work for a longer period of time
  • Increased number of mitochondria
  • Decreased risk of osteoporosis
  • Improved posture.

Long-term adaptations of the cardiorespiratory system:

  • decrease in resting heart rate: resting heart rate is able to slow down because the heart is trained to pump a larger quantity of blood with every beat
  • Increase in heart size and strength
  • Increase in stroke volume
  • The heart can pump more blood per beat, so resting heart rate decreases

(bradycardia); heart becomes more efficient and does not need to beat as quickly to supply the body with oxygenated blood

  • Decreased risk of hypertension (high blood pressure)
  • Increased Vital Capacity (VC) – due to improved lung function (Vital Capacity is the amount of air that can be forcibly expelled from the lungs after breathing in as deeply as possible)
  • Increased efficiency to deliver oxygen and remove waste products
  • Increased lung efficiency and gaseous exchange
  • Increased maximum oxygen uptake (VO2 max).

PSHE

Year 10 – Spring 1

Facing the Challenge

  • Will have an understanding of what a social enterprise is.
  • To know what skills are needed to make a team work successfully.
  • Will know how and why a charity is set up and what their predominant role is.
  • Will be aware of the wide range of charities that serve different community issues.

English

Year 11 – Spring 1

Language

Reading: Focus on a variety of pairs of texts from C19th/C20th/C21st covering non-fiction and literary non-fiction.

Teaching focus:

  • Language (AO2)
  • Synthesis (AO1)
  • Comparison (AO3)

Writing: Link thematically to pairs of texts studied for reading. Writing to express a point of view.

Teaching focus:

  • Crafting writing
  • Timed conditions
  • Accuracy
  • Proofreading

English language assessment objectives addressed: AO5 and AO6

Spoken language:

  • Refining presentations.
  • Self/peer reflection and evaluation.

(English language assessment objectives addressed: AO7, AO8 and AO9)

Opportunities for assessment:

  • Practice language questions for both papers.

Spoken language presentations.

Maths Foundation

Year 11 – Spring 1

Preparing for GCSE Exams

Maths Higher

Year 11 – Spring 1

Preparing for GCSE exams

Science

Year 11 – Spring 1

Recap/ Revision

Geography

Year 11 – Spring 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 11 – Spring 1

Life in Nazi Germany

  • Nazi policies towards women
  • Nazi policies towards the young
  • Employment and living standards
  • The persecution of minorities

Spanish

Year 11 – Spring 1

Theme Local, national, international and global areas of interest

  • Making a better world
  • To talk about healthy lifestyles
  • To talk about international sporting events
  • To talk about natural disasters
  • Listening and Reading assessment

(Students will receive exam themes)

Art

Year 11 – Spring 1

Unit 4 (A120 – A127): Art and Design OCR-set Task

40% of the total GCSE Art and Design marks. Question paper issued to candidates on or after the 1st of January. Unlimited preparatory period. 10 hrs supervised OCR-set Task. 100 marks

The early release question paper will be issued in January and will provide candidates with a range of written and visual starting points, briefs, scenarios and stimuli. From these, one must be selected upon which to base their personal response.

Candidates will have a preparatory period determined by the centre, followed by a supervised ten-hour period in which to complete their personal response outcome(s). One timetabled session must last for at least 3 hours.

This unit is internally assessed and externally moderated by OCR.

DT

Year 11 – Spring 1

Iterative Design Challenge to be given out from OCR Coursework question- Released 1st June 2018.

  • Using machinery
  • Product Manufacturing.
  • Component parts.
  • Overcoming making issues.
  • Finishing off coursework- prototypes and folio presentation.

Evaluation of processes.

Computing

Year 11 – Spring 1

Revision Mini Units & Exam Practice

The fifth mini unit covers Computational Logic revision:

  • Why data is represented in computer systems in binary form
  • Simple logic diagrams using the operations AND, OR and NOT
  • Truth tables, combining Boolean operators using AND, OR and NOT to two levels
  • Applying logical operators in appropriate truth tables to solve problems and applying computing-related mathematics: + – /  *  Exponentiation (^) MOD  DIV

 END OF TERM Mock exam – Feedback – Re-examination

The sixth mini unit covers Defensive design considerations:

  • Input sanitisation/validation
  • Planning for contingencies
  • Anticipating misuse
  • Authentication
  • Maintainability:
  • Comments
  • Indentation

 END OF TERM Mock exam – Feedback – Re-examination

RE

Year 11 – Spring 1

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 4: Peace and Conflict

In order to gain in-depth knowledge and understanding, students will study the following topics:

4.1 Muslim attitudes towards peace

Students will gain an understanding of:

    • Muslim teachings about the nature and importance of peace, including Surah 25: 63
  • Muslim understandings about Islam as a religion of peace and how this may be understood in the life of a Muslim.
  • Examine Muslim attitudes and teachings towards peace, the nature of peace and the importance of peace for Muslims
  • Explore Muslim teachings about peace including Surah 25:63
  • Discuss and analyse Muslim understanding about Islam as a religion of peace and how this may be understood in the life of a Muslim

4.2 The role of Muslims in peace making

Students will gain an understanding of:

    • Muslim teachings about peace making
  • The importance for Muslims of justice, forgiveness and reconciliation in peace making, including Surah 41: 31–38
  • The work of Muslims working for peace today.
  • Examine Muslim teachings about peace making
  • Explore the work of Muslims working for peace in the world, their motivation and the action that they have taken
  • Discuss and analyse the importance for Muslims of justice, forgiveness and reconciliation in peace making including Surah 41:31-38

4.3 Muslim attitudes to conflict

Students will gain an understanding of:

    • Muslim teachings and responses to the nature and causes of conflict
  • Muslim responses to the problems conflict causes within society, including Surah 2: 190–195 and links to situation ethics
  • Non-religious (including atheist and Humanist) attitudes about the role of religion in the causes of conflict and Muslim responses to them.
  • Examine different Muslim teachings and responses to the nature and causes of conflict
  • Explore the nature of conflict and the each of the causes of conflict (politics, resources, history, culture and religion) and Muslim responses to it, including Qur’an 2:190- 195 and links to situation ethics
  • Discuss and analyse non-religious (including atheist and Humanist) attitudes about the role of religion in the causes of conflict and Muslim responses to them

4.4 Pacifism

Students will gain an understanding of:

    • Divergent Muslim teachings and responses to the nature and history of pacifism, including interpretations of Surah 5: 27–30
  • Muslim teachings about passive resistance and examples of its use within Islam, including elements of the Arab Spring.
  • Examine the nature and history of pacifism and divergent Muslim teachings and responses about it
  • Explore Muslim teachings about passive resistance and examples of its use within Islam including elements of the Arab Spring

Music

Year 11 – Spring 1

Unit 1 Focus: Media roles and employment models

Core: Creating a music product

Students will plan two concerts throughout this period building upon skills and auctioning evaluation points between the first and the second. All previously developed skills will be used.

 

PE

Year 11 – Spring 1

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

PSHE

Year 11 – Spring 1

GCSE Preparation/Revision

English

Year 7 – Spring 2

Remember The Past To Build The Future
Studied Text: The Boy In The Striped Pyjamas

Reading: Pupils to gain a cultural, social and historical understanding of life during WW2 from the perspective of a German child.

Writing: Pupils to gain a deeper understanding through analytical writing, where they will compare the novel and the film. To develop the skill of empathy pupils will write a newspaper report about the liberation of Auschwitz from a Russian reporter’s point of view as well as a poem from a Jewish prisoner about life in Auschwitz.

Drama: Pupils will develop their empathy skills through the drama techniques of: conscience alley, hot seating, freeze frame and mime.

Maths

Year 7 – Spring 2

Sets 1 &  2

  • Equations (2 weeks)

Set 3

  • Ratio and proportion

Set 4

  • Angles and Lines

Science

Year 7 – Spring 2

Chemistry 1 Topic 3 Chemical Reactions (8 lessons)
Energetics
Word equations
Thermal decomposition

Chemistry 1 Topic 4: Acids and Alkalis (6 lessons)
Neutralisation
Making and naming salts

Geography

Year 7 – Spring 2

Weather
-Different types of weather
-What causes weather
-Measuring the weather
-Types of rainfall and clouds
-Air pressure
-Air mass
-Storms
-Climate

History

Year 7 – Spring 2

Tudor Social History
Skills: Development of PEEL, analytical approach to writing, describing and explaining historical events and making links, complex opinions, investigation, identifying continuity, change and regression. Investigating the reliability of sources. Investigative skills. Development of conclusions

Assessment: Elizabeth- A golden age?

Spanish

Year 7 – Spring 2

Spanish: Free time- Tiempo lib Mira 1- Unit 5

Topics- 6th half term:

  • To talk about what you like doing in your free time.
  • To talk about sports.
  • To say what you like to do.
  • To make and respond to invitations.

Skills: AT1,2,3,4

Grammar Focus: Connectives: Y (and), PERO (but), Porque (because), CUANDO (when), ME GUSTA + infinitive

Verbs: SALIR (To go out), IR (To go), PRACTICAR (to practise)

Levels: 3-4

Art

Year 7 – Spring 2

Jon Burgerman
Students will continue to spend the spring term being introduced to more contemporary artists. Jon Burgerman will be the main focus of the project. Students will be looking at a more animated way in which they can create art work.
Students will explore different drawing methods with the work of Jon Burgerman underpinning the entire project.

Key Skills-
Explorative drawing, students will explore continuous line and blind drawing.
Continue to develop subject specific vocabulary.
Developing confidence

Refining reflective skills when evaluating each element of the project.

DT

Year 7 – Spring 2

Topic Product Design: Jigsaws/childs puzzle

Coverage:
Creating jigsaw/jewellery boxes using MDF and hand tools. Accurate marking out and accurate cutting methods.
Creating surface decoration for jigsaw about animals and matching a pre design to realise intentions of design and meet the given brief.

Assessing the impact of wood joints.

Evaluating the process of making.

 

Computing

Year 7 – Spring 2

Scratch
Scratch builds upon Computational Thinking through visual block programming, whereby students develop both simple and complex sequences introducing the concepts of syntax, looping, variables, testing and debugging. Students learn through an interactive visual hands on environment where they can program stories, games and animations. A fun first walk into programming sequences.

Students are encouraged to work independently throughout all tasks with a key focus on recording progress within project diaries enabling students to embed and reflect on this first introduction to KS3 programing. Students then take Scratch visual block programming to its logical conclusion through the higher level text based Python programming language in the next unit.

RE

Year 7 – Spring 2

Places of Worship
This topic is concerned with how religion is expressed in a contemporary society like Birmingham. The aim of this topic is to develop the students’ understanding of the world around them and to allow them to value living in a Multicultural society.

Coverage:
The difference between public and private worship.
Recognising and explaining features of a Church
Recognising and explaining the features of a Synagogue
Recognising and explaining the features of a Mosque
Recognising and explaining the features of a Mandir
Recognising and explaining the features of a Gurdwara
Recognising and explaining the features of a Vihara.

Dispositions:
Expressing joy,
Appreciating beauty
Being imaginative and explorative
Being reflective and self critical

Music

Year 7 – Spring 2

First composition

Students to study EDM and dance beats and breaks.

Introduction to sequencing, MIDI events and utilising virtual instruments.

Theory Focus: Pitch and Treble Staff Notation

 

PE

Year 7 – Spring 2

Media Reasons for participation
Look at the 3 reason why people take and the influence that the influence that the media has.
Pupils will identify different areas of the court and be able to move between these areas using a variety of techniques. Pupils will understand how to outwit opponents using strategies and tactics during game play. Pupils will learn and perform more basic badminton skills with accuracy and control. Continual development and adaptation of the necessary skills will contribute to producing an improved performance.
Refined of the fundamental skill which will contribute to an improved performance.

English

Year 8 – Spring 2

The nobel prize in literature 
Studied Text- Of Mice And Men By John Steinbeck

Reading: Pupils will read ‘Of Mice and Men’ to gain an appreciation of the great works of literature. Pupils will develop the skills required for GCSE English Literature where they will carry out critical reading into the portrayal of characters, plot, themes and context. Pupils will use their gained knowledge to begin to establish an informed personal viewpoint.

Writing: Pupils will use and apply skills learnt from critical reading to continue to develop the required skills for critical and analytical writing. To then lead into creative writing by composing pieces of writing in the following text types:  a short story in the style of the author, report, interview and persuasive.

Drama: Through drama, pupils are to identify clues and analyse the given evidence in order to solve the crime.

Maths

Year 8 – Spring 2

Sets 1 & 2

  • Construction and Loci
  • Probability

Set 3 

  • Calculations and Fractions

Set 4

  • Number Properties

Science

Year 8 – Spring 2

Biology 2 Topic 1: Health and lifestyle (9 lessons)
Nutrition and Digestion
Health

Biology 2 Topic 2: Ecosystem Processes
Photosynthesis
Cellular respiration

Relationships in an ecosystem

Geography

Year 8 – Spring 2

Globalization and Development
What is Globalization
Where are your jeans from
What is development
TNCs in LEDCs
Where does our food come from
Measuring Development
Case Study, Development in MEDC

Trade and Development

Fair Trade

History

Year 8 – Spring 2

World War 1
Skills: Development of PEEL, analytical approach to writing, describing and explaining historical events and making links, complex opinions, investigation, identifying significance, causation and historical interpretations. Development of conclusions. Development of historical empathy.

Assessment: Haig- Hero or butcher?

Spanish

Year 8 – Spring 2

Spanish: Food – La comida – Mira 2- Unit 4

Topics- 4th half term:

  • To recognise different types of food in Spanish.
  • To talk about favourite foods and why
  • To say what you eat for breakfast, lunch, dinner
  • To shop for food (with quantities and prices)
  • To order food in a restaurant
  • To invite someone for a meal
  • To talk about a past meal

Skills: AT1, 2,3,4

Grammar Focus: Preterite and present tense

Verbs: COMER (to eat) DESAYUNAR (to have breakfast)

Levels: 4-5

Art

Year 8 – Spring 2

Pop Art
Students will continue studying the work of Andy Warhol and Roy Lichtenstein to create a large scale outcome using a viewfinder and enlargements. Students will use the patterns, colours and idea of explosions with a mixture of different materials to create their final outcome.

Skills:

  • Promoting Independence: Students will be provided with opportunites to work alone on their individual pieces, creating a personalised item of food packaging.
  • Materials- Students will learn how to use a range of different materials from collage to paint.
  • Drawing and Designing- students will learn how to draw and design a final outcome.
  • Making and creating: Students will work on pace by creating their final outcome in a set time.
  • Organisation: Students will learn how and what to prioritise when creating their final outcome.

DT

Year 8 – Spring 2

Group 1:Texties Technology: African pattern textiles mobile phone cases
Students to complete the following practical and theory based tasks in textiles technology to get them to the making stage:

  • Making and cutting patterns accurately.
  • Pin, tack, sew.
  • Setting and completing straight and zig zag machine stitch.
  • How to set up and rethread the machine.
  • Creating surface embellishments.
  • Fixing components to create a final outcome based on own designing.
  • Evaluating process.

Group 2: Resistant Materials: Wooden Clock

·
Health
and safety in the workshop.

·
Safe
and correct use of hand tools.

·
Measuring
accurately and drafting out shapes and designs.

·
Correct
cutting methods and practical cutting activities.

·
Sanding
of cut materials.

·
Butt
joints and other wood joint theory (Dovetail etc.)

·
Joining
with adhesives and nails.

·
Creating
cam mechanisms.

·
Fixing
components to create a final outcome based on own designing.

Computing

Year 8 – Spring 2

Advanced Python Programming

Advanced Python Programming takes the Pseudocode developed within the previous unit to build a complex solution. Students are introduced to iteration, arrays, functions and procedures. Python specific syntax is introduced including Regular expressions, Using lists, Sorting lists and both reading and writing to a file.  Students are guided through Python to build a working solution.

This is the second half of the Year 8 Programming Project where students complete their working solutions and are assessed on their designs, iterative development, programming techniques, testing and project review. The criteria has been carefully designed to embed and sign post approaches mirrored within GCSE Computer Science providing a foundation for KS4 programming.

RE

Year 8 – Spring 2

Rites of Passage
This topic will focus on the different ceremonies that could take place within a believer’s life. Examples could include: birth, marriage and funerals.
By the end of the topic students should have sound knowledge on all six of the world faiths and the Rites of Passage within each. This module will continue into the next half term.

Coverage:
Christian rites of passage
Islamic rites of passage
Jewish rites of passage

Dispositions:
Living by rules
Cultivating inclusion, identify and belonging
Expressing joy
Being accountable and living with integrity

Music

Year 8 – Spring 2

Sacred music in contemporary religion

Students will explore and perform different sacred music from the dominant religions in the 21st century and compare and contrast their use and stylistic elements.

Students will exploring: Islamic Nasheed, Sufi Qawwali, Byzantine and Gregorian chant, Protestant Hymns, and Jewish chant, Gospel.

Theory Focus: Pitch, Treble and Bass Clef Notation

PE

Year 8 – Spring 2

Invasion Games: Throughout this unit pupils will begin to:

  • Use transferrable skills that have been developed and improved in different areas of the curriculum
  • Understand roles and discipline of playing in a certain position
  • Use tactics and strategies to outwit opponents
  • Develop real team work, using each other strengths to be the best that they can be
  • Develop leadership skills, taking the role of the physio, captain and vice-captain to help the team
  • Grow in independence as they will have to track chance their own progression up and down the competition ladder

Time will be given to pupils to peer assess each other, and comment on each other’s, quality of shot and selection.

English

Year 9 – Spring 2

Set reading text: The Importance of Being Earnest

Students will spend the half term studying the play, immersing themselves into the text, gaining an initial understanding of the social and historical context, themes and ideas explored, the presentation of characters, the playwright’s use of language and the use of staging.

Students will continue to develop, deepen and consolidate their understanding of the English literature assessment objectives by:

  • Understanding of main themes, ideas and characters.
  • Developing and refining skills of forming critical responses.
  • Refining skills of giving personal interpretations and responses.
  • Use of apt and relevant quotation and reference to text to support interpretations in closed book conditions.
  • Analysis of language.

Within this unit, students will be exposed to a range of 19th, 20th and 21st century non-fiction and literary non-fiction texts, related to the above texts, as an introduction to the English language paper ‘Writers’ Viewpoints and Perspectives.’ Texts selected will provide students with the opportunity to consider viewpoints and perspectives over time. Choice of genre will include: journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, autobiography and biographical passages.

Students will begin to develop the skills needed for them to identify and interpret explicit and implicit information and ideas and analyse how writers use language.

Writing: Writing to present a viewpoint

Using the text from reading, students will have the opportunities to revise, consolidate and demonstrate their knowledge of the features writing to present a point of view or opinion and how to structure effectively for impact. An emphasis will also be placed upon writing for accuracy in terms of sentence structure, use of punctuation and grammatical accuracy. Students will demonstrate the above through extended pieces of writing.

As an end of unit assessment, students will be provided with an examination type question that requires then to analyse an extract and then relate it to the text as a whole. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

As an end of unit writing assessment, students will complete a piece of writing to present a viewpoint. Students will be assessed using the GCSE grading system to ensure that they are aware of their progression and areas for further development.

Maths Foundation

Year 9 – Spring 2

Unit 5: Equations, inequalities and sequences

(Edexcel Scheme of Work Unit 5: Equations, inequalities and sequences)

5.1 Solving equations 1
5.2 Solving equations 2
5.3 Solving equations with brackets
5.4 Introducing inequalities
5.5 More inequalities
5.6 More formulae
5.7 Generating sequences
5.8 Using the nth term of a sequence

Maths Higher

Year 9 – Spring 2

Unit 5: Angles and trigonometry

(Edexcel Scheme of Work Unit 5: Angles, polygons, parallel lines; Right-angled triangles: Pythagoras and trigonometry)

5.1 Angle properties of triangles and quadrilaterals
5.2 Interior angles of a polygon
5.3 Exterior angles of a polygon
5.4 Pythagoras’ theorem 1
5.5 Pythagoras’ theorem 2
5.6 Trigonometry 1
5.7 Trigonometry 2

Science

Year 9 – Spring 2

Week 1-3:
Chemistry Unit 3:
1. 5.4.1 Reactivity of metals: Metal oxides (practical)
2. 5.412 Reactivity series
3. 5.412 Reactivity series
4. 5.413 Extraction of metals and reduction
5. 5.421 Reaction of acids with metals
6. 5.422 Neutralisation of acid and salt production
7. 5.423 Soluble salts
8. Required practical 8 AT2,3,4 and 6 Prep of a pure dry sample of a soluble salt.
9. Required practical 8 AT2,3,4 and 6 Prep of a pure dry sample of a soluble salt.

Week 4-6:
Biology Unit 3:
1. 4.224 Coronary heart diseases, non-communicable diseases
2. 4.225 Health issues
3. 4.226 The effect of lifestyle on some non communicable diseases
4. 4.226 The effect of lifestyle on some non communicable diseases
5. 4.227 Cancer
6. 4.231 Plant tissues
7. 4.232 Plant organ systems (practical)
8. 4.232 Plant organ systems
9. Review/assessment lesson (End of 4.2 Organisation)

Geography

Year 9 – Spring 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 9 – Spring 2

British Depth Study – Henry VIII and his ministers

Henry VIII and Wolsey, 1509–29

  • Henry VIII – Renaissance Prince
  • The rise of Wolsey and his policies
  • Wolsey’s foreign policy

Wolsey, Catherine, the succession and annulment

Spanish

Year 9 – Spring 2

Theme Local, national, international and global areas of interest

Cities and towns

  • To talk about places in town and shops
  • To learn about different features of a region
  • To plan to go out and meet with a friend
  • To talk about problems in a town
  • To describe a visit in the past tense

Grammar

Using se puede and se pueden
Using the future tense and different tenses together
Demonstrative adjectives
The conditional

Art

Year 9 – Spring 2

Two starting points will be selected from last year’s exam brief.
Students will continue working on this project ensuring each assessment objective has been completed to the highest standard.
This project will be less teacher lead as it will allow them to become independent in applying the skills, knowledge and understanding of what is required in an art portfolio.
Students will spend a number of lessons focusing on developing their technical skills through: oil pastels, chalk pastels, acrylic paint, different printing methods, developing and designing a final outcome and conducting effective artist research.

DT

Year 9 – Spring 2

CAD/CAM: 3D Printing a product.

  • Design brief, product analysis, initial ideas generation
  • Social issues, moral issues, cultural issues, environmental issues, design issues, stakeholder, end user, target audience.
  • Research: Mood board of related images, continue to generate ideas
  • Researching CAM production methods.
  • Designing/ annotating
  • Aesthetics
  • Economics in designing/ manufacture
  • Designing products
  • Choosing materials, external and internal fibre qualities.
  • Environmental concerns: 6r’s. Sustainable technologies, smart and modern materials.
  • Product planning, costing.
  • Cad/Cam– 2D Design of final product on sketch up
  • Creating products/ prototypes using cam techniques and methods.
  • Starting to step by step understand about putting components together
  • Risk assessment
  • Using machinery
  • Putting component parts together
  • Manufacturing component parts
  • Finishing off project
  • Evaluate/ reflect on learning

Computing

Year 9 – Spring 2

Networks (Continued) and Security

This half term students will continue to learn about Networks and also Network security:

  • Network topologies
  • Protocols
  • Addressing
  • Widely used protocols
  • Layer model
  • Ethernet and WiFi
  • Packet Switching
  • Network security
  • Why security?
  • Security methods
  • Types of attack
  • Prevention methods

END OF TERM Mock exam – Feedback – Re-examination

RE

Year 9 – Spring 2

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 1: Muslim Beliefs

In order to gain in-depth knowledge and understanding, students will study the following topics:

1.5 Muslim holy books (kutub)

Students will gain an understanding of:

  • The nature, history, significance and purpose of Muslim holy books with reference to the Qur’an, Tawrat (Torah), including Surah 5: 43–48
    • Surah, Zabur (Psalms), including Surah 4: 163–171
  • Injil (Gospel), including Surah 53: 36, Sahifah (Scrolls)
  • Divergent Muslim views about the importance of the holy books in their lives today.
  • Examine the nature of the various Muslim holy books (the Qur’an, Tawrat, Zabur, Injil and Sahifah), be able to explain what they are, their history and give examples of what they contain, including Surah 5: 43-48, Surah 4: 163-171 and Surah 53:36
  • Discuss and analyse divergent Muslim views about the importance of the holy books in their lives today1.6 Malaikah
  • Students will gain an understanding of:
  •  
  • The nature and importance of angels for Muslims
  • How angels Jibril, Izra’il and Mika’il are shown in the Qur’an including Surah 19, 32: 11 and 2: 97–98, and their significance for Muslims today.
  • Examine the nature of Malaikah, what they are, what they do and who they are
  • Explore the role of Jibril, Izra’il and Mika’il and be able to give examples of their actions in the Quran including Surah 19, 32:11 and 2:97-98
  • Discuss and analyse the importance of angels for Muslims today1.7 al-Qadr
  • Students will gain an understanding of:
    • The nature and importance of Predestination for Muslims
  • How al-Qadr and human freedom relates to the Day of Judgement, including reference to Sahih Al-Bukhari 78: 685
  • Divergent understandings of predestination in Sunni and Shi’a Islam
  • The implications of belief in al-Qadr for Muslims today.
  • Examine the nature of al-Qadr, be able to explain what divine predestination means and give examples of the effects of al-Qadr from the Qur’an including Sahih Al-Bukhari 78: 685
  • Explore how the ideas of predestination and free-will relate to the Day of Judgement
  • Discuss divergent understandings of predestination in Sunni and Shi’a Islam
  • Discuss and analyse why al-Qadr is important in the lives of many Muslims today 1.8 * Akhirah
  • Students will gain an understanding of:
    • Muslim teachings about life after death
  • The nature of judgement, paradise and hell
  • How they are shown in the Qur’an, including Surah 17: 49–72
  • Divergent ways in which Muslims teachings about life after death affect the life of a Muslim today.
    • Examine the nature of Akhirah: what Muslim beliefs and teachings about the nature of life after death are and how they are shown in the Qur’an including Surah 17:49-72
    • Explore how Muslim beliefs about the nature of Akhirah affect the life of a Muslim and how the divergent ways in which Muslim teachings about life after death affect the life of a Muslim today
  • Discuss and analyse the importance of Akhirah for Muslims

* Students should compare and contrast the beliefs about the afterlife and their significance within Christianity and Islam

Music

Year 9 – Spring 2

Developing your musical ideas

The second half of our composition project.

We will be looking at how to develop musical ideas into a completed piece of music. Looking at creative and academic developments of musical materials to suit a commercial brief.

There will also be opportunities for performance and recording activities as part of these musical developments.

PE

Year 9 – Spring 2

In this unit students will:

A know about the components of fitness and the principles of training

B explore different fitness training methods

C investigate fitness testing to determine fitness levels.

Fitness test methods for components of fitness:

      • Flexibility: sit and reach test (usually measured in cm or inches)
      • Strength: grip dynamometer (usually measured in KgW)
      • Aerobic endurance: multi-stage fitness test, known as the bleep test (usually predicted in ml/kg/min) forestry step test (usually predicted in ml/kg/min) definition of VO2 max (ml/kg/min): the maximum amount of oxygen uptake, usually measured in ml of oxygen per kg of body mass per minute. It is a measure of cardiorespiratory endurance.
      • Speed: 35m sprint (usually measured in s)
      • Speed and agility: Illinois agility run test (usually measured in s)
      • Anaerobic power: vertical jump test (usually measured in kgm/s)
      • Muscular endurance: one-minute press-up, one-minute sit-up (usually measured in number of reps/minute)
      • Body composition: Body Mass Index (BMI) (usually measured in kg/m²) Bioelectrical Impedance Analysis (BIA), used for prediction of percent body fat skinfold testing via the Jackson-Pollock nomogram method for prediction of percent body fat (sites for males: chest, abdominal and thigh; sites for females: triceps, suprailiac and thigh).
      • Importance of fitness testing to sports performers and coache
  • Requirements for administration of each fitness test
  • Interpretation of fitness test results

All pupils to complete fitness test and analyse class data

PSHE

Year 9 – Spring 2

SRE and Placement Interviews

  • To know why commitment and communication is important in an intimate relationship.
  • To know why responsibility in relationships is important and in choices relating to contraception.
  • To understand the causes and issues related to teenage pregnancy.
  • To know what consent is and that it can be withdrawn.
  • To be aware of what an exploitative situation is and what some of the warning signs are.
  • To know where to get help.

English

Year 10 – Spring 2

Literature

Nineteenth Century novel: Pride and Prejudice by Jane Austen.

Teaching focus:

  • Key extracts and how to relate them to the whole novel.
  • To build on work in understanding of main themes, ideas and character.
  • Personal and critical interpretation and response.
  • Use of quotation and reference to text to support interpretations.
  • Analysis of language.
  • Analysis of structure.
  • Context of the text.

English literature assessment objectives addressed: AO1, AO2, AO3

Spoken language:

  • To teach different ways of structuring a presentation for impact-self and peer evaluation (English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • Nineteenth century novel exam question.

Spoken language presentations.

Maths Foundation

Year 10 – Spring 2

Unit 14: Multiplicative reasoning

(Edexcel Scheme of Work Unit 14: Multiplicative reasoning: more percentages, rates of change, compound measures)

14.1 Percentages
14.2 Growth and decay
14.3 Compound measures
14.4 Distance, speed and time
14.5 Direct and inverse proportion

Maths Higher

Year 10 – Spring 2

Unit 14: Further statistics

(Edexcel Scheme of Work Unit 14: Statistics and sampling, cumulative frequency and histograms)

14.1 Sampling
14.2 Cumulative frequency
14.3 Box plots
14.4 Drawing histograms
14.5 Interpreting histograms
14.6 Comparing and describing populations

Science

Year 10 – Spring 2

(5 Weeks)

(4.6-4.7 Inheritance, variation and evolution, Ecology)

4.6.1 Reproduction

– 4.614 Genetic inheritance
– 4.615 Inherited disorders
– 4.616 Sex determination

4.6.2

– 4.621 Variation
– 4.622 Evolution
– 4.623 Selective breeding
– 4.624 Genetic engineering

4.6.3 The development of understanding of genetics and evolution

– 4.631 Evidence for evolution
– 4.632 Fossils
– 4.633 Extinction
– 4.634 Resistant bacteria

4.6.4 Classification of living organisms (End of 4.6 Inheritance, variation and evolution)

4.7 Ecology 4.7.1 Adaptation, interdependence and competition

– 4.711 Communities
– 4.712 Abiotic factors
– 4.713 Biotic factors
– 4.714 Adaptations

4.7.2 Organisation of ecosystems

– 4.721 Levels of organisation
– Required practical 7 AT1,3,4,6: measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species.
– 4.722 How are materials cycled

4.7.3 Biodiversity and the effect of human interaction on ecosystem

– 4.731 Biodiversity
– 4.732 Waste management
– 4.733 Land use
– 4.734 Deforestation
– 4.735 Global warming
– 4.736 Maintaining biodiversity (End of 4.7 Ecology)

Geography

Year 10 – Spring 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 10 – Spring 2

Revision of Year 9 topics

Spanish

Year 10 – Spring 2

Spanish: People- La gente- Mira 2- Unit 1 Topics- 1st half term:

  • To talk about daily routine using reflexive verbs
  • To revise how to say the time in Spanish
  • To describe what you do during the day including times
  • To understand and recognise regular verbs ending AR/ER/IR
  • To talk about different activities you do during the day
  • To compare routines with someone else
  • To present a description of day in the life of… (either themselves or can be a famous person)

Skills:  AT1,2,3,4 Grammar Focus: To use ‘me gusta’, ‘no me gusta’ and other vocabulary to express likes and dislikes. Reflexive verbs. Verbs: Different verbs related to the different activities that are carried out during free time. Regular verbs ending AR/ER/IR- explanation and introduction. Levels 3-4

Art

Year 10 – Spring 2

Unit 3 (A110 – A117): Art and Design Portfolio
60% of the total GCSE Art and Design marks
Controlled Assessment
Approximately 45 hrs to complete the portfolio
100 marks

For this unit a candidate needs to produce a portfolio of work showing their personal response to either a starting point, brief, scenario, or stimulus devised and provided by the centre.
Candidates have approximately 45 hours (15-18 school weeks as a guide) in which to produce their portfolio.
This unit is internally assessed and externally moderated by OCR

DT

Year 10 – Spring 2

Group 1: Resistant Materials: Wooden Clock Students to complete the following tasks and covered content to enable them to start the making stage of the project:

  • Initial Idea development.
  • Design Brief.
  • Specification.
  • Product analysis.
  • Design considerations such as Aesthetics, Ergonomics, cost, safety, materials, etc.
  • Production methods eg: one off, mass, batch etc.
  • Sketch Designing
  • Isometric drawing.
  • Annotating designs.
  • Health and safety in the workshop.      Group 2: Food Technology: Food from  around the world                           Students to complete the following practical and theory based tasks in food technology:
  • Reminder of health and safety in the kitchen.
  • World food flavours and production.
  • Oriental food: Chicken chow mein. Designing , making and evaluating processes. Chicken as a high risk food.
  • Mexican food: Vegetable Quiche. Designing, making and evaluating processes. Eggs as a high risk food.

Computing

Year 10 – Spring 2

Computational Logic

This half term students will learn about: Computational Logic at advanced level:

Logic and Truth Tables What is logic

Binary logic

Truth tables

Logic gates

Translators and facilities of languages Levels of language, Translators and IDE

Machine code

Assembly code

High level language

Translators

Assemblers

Compilers

Interpreters

IDE

END OF TERM Mock exam – Feedback – Re-examination

Second ½ Double Lesson: Students Continue Controlled Assessment 

Students extend their Project documentation focusing on:

  • How to produce a full report covering all aspects of the investigation
  • How to present the information in a clear form which is understandable by a third party and which is easily navigable
  • How to critically appraise the evidence that they have presented
  • How to test their own solution
  • How to present their evaluation in a relevant, clear, organised, structured and coherent format
  • How to use specialist terms correctly and appropriately
  • How to present a conclusion to the report

How to justify their conclusions based on the evidence provided.

RE

Year 10 – Spring 2

Commitment  In this topic, students will focus on what the term ‘commitment’ means. Students will then think about what they are committed to and how they can show these commitments. Coverage: Comittment Religous Commitments Hobbies, Interests, Family and Friends How can we show committment? Dispositions: Expressing joy Being loyal and steadfast Being courageous and confident Being thankful Sharing and being generous

Music

Year 10 – Spring 2

Unit 1 Focus: Unions and self-employment.

Core: Creating a music product

The composers and recording students will combine to plan, record, deliver a demo LP of the compositions. This will be a fully realised and designed product including a fully planned marketing strategy and ongoing and final product evaluation, much like happens in every other Primary industry.

PE

Year 10 – Spring 2

The Sports Performer in Action – Unit 4

In this unit you will:
A know about the short-term responses and long-term adaptations of the body systems to exercise
B know about the different energy systems used during sports performance.
The anaerobic energy system – not using oxygen:
Sports that use this system to provide energy are very high intensity and explosive.
That is, they use short bursts of exercise lasting a few seconds, for example, javelin throw, weightlifting, sprinting, high jump.

ATP-CP/alactic acid anaerobic system:

  • Reliance on stored adenosine triphosphate (ATP) (the molecule that produces the energy in all living things), energy supplied by ATP (up to four seconds)
  • Another stored molecule, creatine phosphate (CP) helps restore ATP
  • CP is restored aerobically (with oxygen)
  • Energy is supplied by ATP and CP (four to 20 seconds)
  • When this system runs out of ATP-PC stores, glycolysis takes place.

Glycolysis/lactic acid anaerobic system:

  • ATP is made from glucose stored in the liver and muscles
  • Energy is supplied by ATP, CP and muscle glycogen (20 to 45 seconds)
  • Energy is supplied by muscle glycogen (45 to 240 seconds)
  • Waste product is lactic acid
  • When this system is unable to maintain energy requirements, the aerobic system starts to produce energy
  • Sports that use this system to provide energy are moderate to high intensity, i.e. short bursts of exercise lasting a few minutes, e.g. running 400 m, 800 m, and 1500 m distances.

The aerobic energy system – using oxygen:
For example during longer periods of exercise/activity; sustained energy relies on this system.
Sports that mainly use this system to provide energy used for sustained activity are long-distance events such as marathon running, long-distance swimming, long-distance cycling.

  • Energy supplied by muscle glycogen and fatty acids (240 to 600 seconds)
  • Uses oxygen as a means of making energy (re-synthesising ATP)
  • Low to moderate intensity (beyond 90 seconds).

div class=”pd_curriculum_item year-10 PSHE autumn-1″>

PSHE

Year 10 – Spring 2

Spring 2:

Globalisation, Advocacy and Representation

  • To understand what globalization is.
  • To understand how globalization is related to drug trafficking.
  • To evaluate who is responsible for drug trafficking.
  • To understand what Fairtrade is.
  • To understand why it is important to protect worker’s rights.
  • To understand why the rights of workers vary in the world.

PSHE

Year 11 – Spring 2

GCSE Preparation/Revision

English

Year 11 – Spring 2

Literature

Poetry: Power and Conflict

Teaching focus:

  • Revision of all poems in the cluster.
  • Preparation for unseen poems.

Revisit texts: Pride and Prejudice and An Inspector Calls

Teaching focus:

  • Ensure detailed understanding of key sections of the texts and characters and how these relate to the whole text.
  • Revision of exam skills and techniques.

Spoken language:

  • Refining presentations.
  • Self/peer reflection and evaluation.

(English language assessment objectives addressed: AO7, AO8 and AO9)

Opportunities for assessment:

  • Mock exam on taught poetry.
  • Mock exam on Pride and Prejudice.
  • Mock exam on An Inspector Calls.
  • Spoken language presentations.

Maths Foundation

Year 11 – Spring 2

Preparing for GCSE Exams

Maths Higher

Year 11 – Spring 2

Preparing for GCSE exams

Science

Year 11 – Spring 2

Recap/ Revision

Geography

Year 11 – Spring 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 11 – Spring 2

Final revision programme

Year 9, 10 and 11 topics

Spanish

Year 11 – Spring 2

A Repasar – Revision of main themes

  • Technology
  • School
  • My family and friends
  • Influences and interests
  • Cities and towns
  • Traditions
  • Work and work experience
  • A better world

Exam practice and Revision Writing and Speaking

Exam practice and Revision Reading and Listening

Art

Year 11 – Spring 2

Unit 4 (A120 – A127): Art and Design OCR-set Task
40% of the total GCSE Art and Design marks
Question paper issued to candidates on or after the 1st of January
Unlimited preparatory period
10 hrs supervised OCR-set Task
100 marks
The early release question paper will be issued in January and will provide candidates with a range of written and visual starting points, briefs, scenarios and stimuli. From these, one must be selected upon which to base their personal response.
Candidates will have a preparatory period determined by the centre, followed by a supervised ten-hour period in which to complete their personal response outcome(s). One timetabled session must last for at least 3 hours.
This unit is internally assessed and externally moderated by OCR

DT

Year 11 – Spring 2

Iterative Design Challenge to be given out from OCR Coursework question- Released 1st June 2018.

Revision sessions theory- Core and In depth knowledge.

Practice papers for exam

Long and short answer questions

Revision techniques

Finish off/ improve any coursework.

Computing

Year 11 – Spring 2

Revision Mini Units & Exam Practice

The seventh mini unit covers Computational Logic revision:

  • The purpose of testing
  • Iterative
  • Final/terminal
  • How to identify syntax and logic errors
  • Selecting and using suitable test data

END OF TERM Mock exam – Feedback – Re-examination

The eighth mini unit covers Translators with facilities of languages revision:

  • Characteristics and purpose of different levels of programming language, including low level languages
  • The purpose of translators
  • The characteristics of an assembler, a compiler and an interpreter
  • Common tools and facilities available in an integrated development environment (IDE): editors, error diagnostics, run-time environment, translators

END OF TERM Mock exam – Feedback – Re-examination

RE

Year 11 – Spring 2

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 4: Peace and Conflict

In order to gain in-depth knowledge and understanding, students will study the following topics:

4.5 Just War theory

Students will gain an understanding of:

    • Divergent Muslim teachings and responses to the nature and importance of the Just War theory, including reference to Sunni and Shi’a Islam
  • The conditions of a just war within Islam, with specific reference to the lesser jihad, including reference to Surah 4: 69–110
  • Divergent opinions on whether a just war is possible for Muslims today, including the application of ethical theories such as situation ethics.
  • Explore the nature and importance of the just war theory, its history and divergent Muslim teachings and responses about just war including reference to Sunni and Shi’a Islam
  • Examine the different conditions of the just war theory within Islam with specific reference to the lesser jihad including reference to Surah 4:69-110 and discuss whether a just war is possible given modern methods of warfare
  • Discuss and analyse divergent opinions on whether a just war is possible for Muslims today, including the application of ethical theories such as situation ethics and whether the just war theory is important for Muslims and non-Muslims

4.6 Holy War

Students will gain an understanding of:

    • The nature of a holy war (Harb al-Maqadis) within Islam
  • Muslim teachings about war and peace as shown in the Qur’an
  • Divergent Muslim teachings about war, with specific reference to the lesser jihad, including interpretations of Surah 8: 61 and 9: 1–14.
  • Examine Muslim teachings about holy war (Harb al-Maqadis), be able to explain Muslim teachings about war and peace, especially those shown in the Qur’an
  • Explore why Muslim teachings about war and peace are important to Muslims and how they might affect their lives
  • Discuss and analyse divergent Muslim teachings about war, with specific reference to the lesser jihad, including interpretations of Surah 8:61 and 9:1-14

4.7 Weapons of mass destruction (WMD)

Students will gain an understanding of:

    • Muslim teaching and responses to the problems and benefits of WMD
  • Muslim attitudes towards the use of such weapons, including Surah 5: 32
  • Non-religious attitudes (including atheist and Humanist) and the application of ethical theories, such as utilitarianism which supports the acquisition of weapons of mass destruction, and Muslim responses to them.  
  • Examine the nature of weapons of mass destruction and the benefits and problems associated with such weapons
  • Explore Muslim attitudes to the acquisition and use of WMD including Surah 5:32
  • Discuss and analyse non-religious (including atheist and Humanist) attitudes to WMD and apply ethical theories, such as utilitarianism, which support the acquisition of WMD and Muslim responses to them
  •  

4.8 Issues surrounding conflict

Students will gain an understanding of:

    • Divergent Muslim teachings and responses to the nature of problems involved in conflict – violence, war, and terrorism
  • How Muslims have worked to overcome these issues, including Malik’s Muwatta 21. 3. 10
  • Non-religious (including atheist and Humanist) views towards the issues surrounding conflict and Muslim responses to them.
  • Examine divergent Muslim teachings and responses to the nature and history of problems caused by violence, war and terrorism
  • Explore how Muslims and other people are working to overcome these problems including Malik Muwatta 21.3.10
  • Discuss and analyse non-religious (including atheist and Humanist) views towards the issues surrounding conflict and Muslim responses to them

Music

Year 11 – Spring 2

Unit 1 Focus: Getting a break and how to work with others

Core: Creating a music product

Students will plan two concerts throughout this period building upon skills and auctioning evaluation points between the first and the second. All previously developed skills will be used. 

PE

Year 11 – Spring 2

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

English

Year 7 – Summer 1

Lest we Forget
Studied Text: A Selection of War Poetry

Reading: Pupils will be exposed to a range of poetry from different conflicts, past and present.

Writing: Pupils will be analysing, commenting and exploring the poet’s voice through comparisons and detailed comprehension.

Drama: Pupils will interpret and perform their understanding of the poem through a dramatic technique of their choice.

Maths

Year 7 – Summer 1

Sets 1 &  2

  • Multiplicative Reasoning
  • Perimeter, area and volume

Set 3 

  • Sequences and graphs
  • Lines and Angles

Set 4

  • Measuring and Shapes
  • Fractions, Decimals and percentages

Science

Year 7 – Summer 1

Chemistry 1 Topic 4 Acids and Alkalis (6 lessons)
Neutralisation
Making and naming salts

Physics 1 Topic 1 Forces (7 lessons)
Contact and non contact forces
Balanced forces
Drag forces

Physics 1 Topic 2: Sound (7 lessons)
Waves
Loudness and Pitch
Ultra sound and echoes

Geography

Year 7 – Summer 1

Russia
-What and where is it?
-A short history
-Physical Geography of Russia
-Population of Russia
-Rural vs Urban Russia
-Case Study Chernobyl
-Russia and Ukraine- Geographical Rivalry

History

Year 7 – Summer 1

The English Civil War 1642-1651
Skills: Development of PEEL, Historical enquiry, describing and explaining historical events and making links, complex opinions, investigation, identifying causation, perspective and interpretation. Investigating the reliability of sources.

Assessment: Was Oliver Cromwell a Hero Or Villain?

Art

Year 7 – Summer 1

Sarah Beetson/Footwear
Students will spend the summer term continuing to develop their knowledge of contemporary artists. This term they will focus on the work of Sarah Beetson. Students will return to observational drawing but with a stronger emphasis on drawing with perspective. Students will also look at working with different materials such as Oil pastels.

Key Skills-
Developing technical skills through Observational drawings
Developing confidence in using different materials by using watercolours and oil pastels.
Continue to use more subject specific language to discuss their work and the work of their peers.
Enhancing their evaluvative skills where they are able to produce an in depth evaluation of the project.

DT

Year 7 – Summer 1

Textiles Technology: Feltie Characters:
Coverage: Design brief, specification, product analysis.
Materials testing on felt: fabric paint, hand sewing and hand embellishments eg sequins, buttons etc. Applique, straight stitch, zig zag stitch using sewing machines, machine embroidery.                             Designing and analysis of design, drawing introduction of rendered forms.

Computing

Year 7 – Summer 1

Learn Python

Building on the previous Scratch Unit, Learn Python focuses on teaching text based programming using the higher level Python Level programming environment. Learn Python teaches the basics of how to open Python shells, run and write simple one line programs, input functions, If … Else and Elif commands. Concluding this unit students will create a simple chatbot which will respond to user based input.

Python concepts can be quickly picked up and with dedication students can move onto web programming and desktop applications. This enables students a firm foundation to begin to understand other languages. Learning is embedded by students recording their progress within project documentation using professional Computer Science techniques and best practices.

RE

Year 7 – Summer 1

Religious Founders
This topic, just like all others, will focus on the main religious figures of each of the world religions. Students are encouraged to offer their point of view but should always be mindful of others who do not share the same beliefs as them.

Coverage:
The life and teachings of Buddha
The life and teachings of Jesus
The life and teachings of Guru Nanak
Hindu narratives about Rama and Sita
The life and teachings on Prophet Muhammad PBUH.
The life and teachings of Abraham.

Dispositions:
Remembering roots
Being regardful of suffering
Participating and Willing to Lead
Being merciful and forgiving
Being courageous and steadfast
Being reflective and self critical

Being hopeful and visionary

Music

Year 7 – Summer 1

Music in Marketing

Students will examine how music is used in the wider context of marketing and advertising by looking at how it is used effectively.  They will create their own radio adverts with voice and music.

Theory Focus: Rhythm and Rhythmic notation, the next level

PE

Year 7 – Summer 1

Components of fitness HRF and SRF
Pupils should understand different events demand different components of fitness and be able to adapt to the set task.
Pupils will further develop the skills of sprinting, sustained running, jumping and throwing using advance tactics to improve scores

Pupils will be introduce to activities and develop an accurate replication of the techniques.

Spanish

Spanish: At home- En casa- Mira 1 Unit 4

Topics- 4th half term:

  • To talk about where you live
  • To describe your house and rooms of the house
  • To list furniture in the house
  • To describe your room with some basic prepositions
  • To give simple reasons why you like/dislike a room
  • To describe the house of your dreams (L5)

Skills: AT1,2,3,4

Grammar Focus: Prepositions: arriba, abajo al lado, debajo, encima.

Verbs: VIVIR (to live), HAY (there is/there are), GUSTAR (to like), TENGO (to have), ME GUSTARIA, VIVIRIA

Levels: 4-5

English

Year 8 – Summer 1

The Genius of William Shakepseare
Studied Text-Othello by William Shakespeare

Reading: Pupils to build on their work from the previous year, comparing and contrasting other tragedies. Pupils will find and discuss common themes, plots and tragedy formula.

Writing: Pupils to develop essay writing skills by detailing and exploring the steps that led to Othello’s downfall as well as comparing Othello to another of Shakespeare’s tragedies.   Pupils to write their own tragedy set in the modern era based upon a Shakespearian theme.

Drama: Pupils to perform key scenes for complete understanding of the play.

Maths

Year 8 – Summer 1

Sets 1 &  2

  • Scale Drawings and Measures
  • Graphs

Set 3 

  • Straight Line Graphs
  • Percentages, Decimals and Fractions

Set 4

  • Sequences
  • Fractions and Percentages

Science

Year 8 – Summer 1

Biology 2 Topic 2: Ecosystem Processes

Biology 2 Topic 3: Adaptation and inheritance ( 8 lessons)
Inheritance, chromosomes, DNA and genes

Chemistry 2 Topic 1: The periodic Table (6 lessons)
Metals and non metals
Groups 1, 7, 0 elements

Geography

Year 8 – Summer 1

Africa
What and where is it?
A short history
Africa today -People, natural wealth, challenges
Countries
Population distribution
Physical Features
Biomes

History

Year 8 – Summer 1

World War 2
Skills: Development of PEEL, Historical enquiry, describing and explaining historical events and making links, complex opinions, investigation, identifying causation, perspective and interpretation. Investigating the reliability of sources. Development of conclusions.

Assessment:  ‘The main cause of WW2 was the Treaty of Versailles’ – Do you agree?

Spanish

Year 8 – Summer 1

Spanish: Fashion – De moda- Mira 2- Unit 5

Topics- 3rd half term:

  • To recognise different types of clothing
  • To describe your school uniform and why you like/dislike it
  • To describe what you and others wear at home
  • To describe a famous character’s clothing
  • To talk about clothing preferences and why
  • To shop for clothes and request different sizes and colours.
  • To ask for prices when shopping for clothes
  • To talk about what you wore in a fancy dress party
  • To talk about what you would like to wear in a future occasion

Skills: AT1, 2, 3, 4

Grammar Focus: Asking questions, answering questions and giving the right information, describing ideal situations in the future with ME GUSTARIA (I would like) Question words: CUANDO (when), CUANTO (how much), TALLA (size)

Verbs: ME GUSTARIA (I would like), PORQUE (because) to express reasons

Levels 4-6

Art

Year 8 – Summer 1

The Day of the Dead
During the Summer term students will be working on a project based on The Day of the Dead festival that takes place once a year in Mexico. Students will deepen their knowledge of different religious festivals. Student will look at designing their own skulls and using a range of different materials. Students will also develop their drawing skills with a key focus on symmetry.

Skills:

  • Preparing students for GCSE through creating a basic version of a GCSE Project where students are developing their technical skills.
  • Planning- Students to plan how they would like to present their work.
  • Patience- Students to learn to create a range of observational drawing that involves drawing from primary and secondary sources.
  • Research and contextualising: Students to find links to the works of artists where they carry out high quality research.
  • Promoting cross-curricular links with Maths and RE.

DT

Year 8 – Summer 1

Group 1: Food Technology: Food from around the world.
Students to complete the following practical and theory based tasks in food technology:

  • Reminder of health and safety in the kitchen.
  • World food flavours and food production.
  • Oriental food: Chicken chow mein, designing, making and evaluating processes. Chicken as a high risk food.
  • Mexican food: Beef and vegetable fajitas.
  • French food: Vegetable quiche. Designing, making and evaluating processes. Eggs as a high risk  food.                                    Group 2:Textiles Technology: African pattern textiles mobile phone cases
  • Initial idea development.
  • Design brief.
  • Specification
  • Product analysis
  • Design considerations such as aesthetics, ergonomics, cost, safety, materials, etc.
  • Production methods e.g. : one off, mass, batch, etc.
  • Sketch designing.
  • Annotating designs.
  • Health and safety in the workshop.
  • Material testing: Machine applique, machine embroidery, hand stitch, fabric painting.

Computing

Year 8 – Summer 1

Web Design

The Web Design unit teaches students how to design and build a fully interactive web site, by learning the basics of HTML, Formatting, Hyperlinks and CSS. Students are encouraged to work independently and they are taught how to program in both the text based language of HTML and through visualisation of content using the Adobe Dreamweaver Graphical User Interface.

Students will explore the range of functions available to build a usable and interactive website whilst recording their progress within project documentation. Students are assessed on their design, iterative development, web design, HTML/CSS techniques, testing and project review. Similarly to the Python Unit, the criteria mirrors techniques within KS4 GCSE Computer Science.

RE

Year 8 – Summer 1

Rites of Passage
This topic is a continuation from the previous half term. This topic will focus on the different ceremonies that could take place within a believer’s life. Examples could include: birth, marriage and funerals. By the end of the topic students should have sound knowledge on all six of the world faiths and the Rites of Passage within each.

Coverage:
Hindu cycle of life
Hindu rites of passage
Sikh rites of passage
Buddhist rites of passage

Dispositions:
Living by rules
Cultivating inclusion, identify and belonging
Expressing joy
Being accountable and living with integrity

Music

Year 8 – Summer 1

Song Writing

Students will explore the techniques required to write songs through performance analysis and composition.

Theory Focus: Rhythm Metre and Note Groupings

PE

Year 8 – Summer 1

Net and Wall: Throughout this unit pupils will begin to:

  • Evaluate the strengths and weaknesses of their opponents in order to beat them
  • Pupils will understand the concept of good footwork and covering the court
  • Pupils will grow in independence as they will have to chance their own progression up and down the competition ladder/tables
  • Time will be given to pupils to peer assess each other, and comment on each other’s, quality of shot and selection.
  • Pupils will continue to develop new skills related to net and wall games, which will be used in isolation and in competition style games
  • They will get the opportunity to play both singles and doubles games developing the knowledge of different rules and regulations
  • Develop their knowledge and skills in playing different shots, at the right time to outwit their opponent.

English

Year 9 – Summer 1

During the summer term, students will be introduced to their GCSE Literature examination texts:

  • Pride and Prejudice
  • Macbeth
  • An Inspector Calls
  • Power and Conflict (poetry anthology)

In lessons, students will read the texts immersing themselves into the texts, gaining an initial understanding of the social and historical contexts, themes and ideas explored, the presentation of characters and the author’s use of language.

Maths Foundation

Year 9 – Summer 1

Unit 6: Angles

(Edexcel Scheme of Work Unit 5: Angles, polygons and parallel lines)

6.1 Properties of shapes
6.2 Angles in parallel lines
6.3 Angles in triangles
6.4 Exterior and interior angles
6.5 More exterior and interior angles
6.6 Geometrical patterns

Maths Higher

Year 9 – Summer 1

Unit 6: Graphs

(Edexcel Scheme of Work Unit 6: Real-life and algebraic linear graphs, quadratic and cubic graphs, the equation of a circle, plus rates of change and area under graphs made from straight lines)

6.1 Linear graphs
6.2 More linear graphs
6.3 Graphing rates of change
6.4 Real-life graphs
6.5 Line segments
6.6 Quadratic graphs
6.7 Cubic and reciprocal graphs
6.8 More graphs

Science

Year 9 – Summer 1

Physics Unit 3
Week 1-3:
P8 – Forces in balance
1. P.81 6.511 Scalar and vector quantities
2. Forces between objects.
3. 6.5.14 resultant forces.
4. 8.4 Centre of mass
5. 8.5 Speed distance time graphs
6. 8.6 Velocity and acceleration
7. 8.7 Velocity time graphs
8. 8.8 Analysing motion graphs.
9. Review/Assessment

Chemistry Unit 4:
Week 4-5
1. 5.431 The process of electrolysis
2. 5.4323 Electrolysis of molten ionic compounds
3. 5.4333 Electrolysis to extract metals
4. 5.434 Electrolysis of aqueous solutions
5. Required practical 9
6. Required practical 9
7. Review/assessment lesson

Geography

Year 9 – Summer 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 9 – Summer 1

Henry VIII and Cromwell, 1529–40

  • Cromwell’s rise to power 1529-34
  • Cromwell and the King’s marriages
  • Cromwell and government 1534-40

The fall of Cromwell

Spanish

Year 9 – Summer 1

Theme Identity and Culture

  • Customs and traditions
  • To describe mealtimes
  • To talk about injuries and illnesses and ask for help at the pharmacy
  • To talk about daily routine
  • To talk about typical foods
  • To compare different festivals
  • Spontaneous talk

Grammar

Using the passive
Avoiding using the passive
Using reflexive verbs in the preterite
Paying attention to question words
Spotting words which describe and increase/decrease

 

Art

Year 9 – Summer 1

Two starting points will be selected from last year’s exam brief.
Students will continue working on this project ensuring each assessment objective has been completed to the highest standard.
This project will be less teacher lead as it will allow them to become independent in applying the skills, knowledge and understanding of what is required in an art portfolio.
Students will spend a number of lessons focusing on developing their technical skills through: oil pastels, chalk pastels, acrylic paint, different printing methods, developing and designing a final outcome and conducting effective artist research.

DT

Year 9 – Summer 1

Iterative Design Challenge to be given out from OCR pre-release materials: Dining

  • Design brief, specification, product analysis, initial ideas generation
  • Product analysis
  • Social issues, moral issues, cultural issues, environmental issues, design issues
  • Research: Mood board of related images, continue to generate ideas
  • Researching
  • Designing/ annotating
  • Designing products
  • Ergonomics and Anthropometrics
  • Choosing materials
  • Environmental concerns: 6r’s. Sustainable technologies
  • Product planning
  • Cad/Cam– 2D Design of final product
  • Starting to step by step understand about putting components together
  • Risk assessment
  • Using machinery
  • Putting component parts together
  • Creating a prototype

 

Computing

Year 9 – Summer 1

Systems Software &  Ethical and Legal Aspects

Students will learn about the purpose and functionality of different systems software:

  • Purpose of system software
  • Examples of real world system software
  • Operating system tasks
  • Utility software
  • Examples of real world Utility software

Students will then learn how to investigate and discuss Computer Science technologies while considering:

  • Ethical issues
  • Legal issues
  • Cultural issues
  • Environmental issues
  • Privacy issues

RE

Year 9 – Summer 1

Area of Study 1: Religion and Ethics (Christianity)

Section 2: Marriage and the Family

In order to gain in-depth knowledge and understanding, students will study the following topics:

2.1 The importance and purpose of marriage for Christians

Students will gain an understanding of:

  • Christian teachings about the significance of marriage in Christian life
    • The purpose of marriage for Christians including Mark 10:6–9
  • Divergent Christian and non-religious (including atheist and Humanist) attitudes to the importance of marriage in society
  • The sanctity of marriage, a lack of importance, cohabitation and Christian responses to these attitudes.
  • Examine the nature, purpose and importance of marriage for Christians including Mark 10:6-9
  • Explore why marriage is seen as important by both Christians and society
  • Discuss and analyse different attitudes (including atheist and Humanist) to marriage and cohabitation including why some people might question the importance of marriage and the Christian responses to them

2.2 Christian teachings about the nature and importance of sexual relationships

Students will gain an understanding of:

    • Divergent Christian teachings about sexual relationships
  • Christian attitudes towards sexual relationships outside of marriage and homosexuality, including interpretations of 1 Corinthians 6:7–20
  • Divergent Christian and non-religious (including atheist and Humanist) attitudes to sexual relationships, including the acceptance of sexual relationships outside marriage and homosexuality and Christian responses to them.
  • Examine Christian teachings about the nature and importance of the different types of sexual relationships including reference to homosexuality and sex outside marriage, including 1 Corinthians 6:7-20
  • Explore the nature and importance of the different types of sexual relationships including homosexuality and sex outside marriage and the way attitudes towards them have changed in the last century
  • Discuss and analyse different attitudes to sexual relationships including the acceptance of homosexuality and sex outside marriage, including those of Humanists and atheists and the Christian responses to them2.3 Christian teachings about the purpose and importance of the family including
  • Students will gain an understanding of:
  •  
    • Procreation, security and education of children, with reference to Ephesians 6:1–4
  • Divergent Christian responses to different types of family within 21st-century society (nuclear, single parent, same-sex parents, extended and blended families).
  • Examine Christian teachings about the nature, purpose and importance of the family, including reference to procreation and importance to the security and education of children with reference to Ephesians 6:1-4
  • Explore the different types of family and the way that family types have changed over the last century, know examples of the different types and the advantages and disadvantages of each type
  • Discuss and analyse divergent Christian attitudes to the different types of family within 21st century society2.4 Support for the family in the local parish
  • Students will gain an understanding of:
  •  
    • How and why the local church community tries to support families, including through family worship, including interpretations of Matthew 19:13–14, rites of passage, classes for parents, groups for children, including Sunday schools and counselling
  • The importance of the support of the local parish for Christians today.
  • Examine the ways that the Christian community encourages family life, including how and why the local church community works to support families, including interpretations of Matthew 19:13-14
  • Discuss and analyse the reasons why these ways might help and why they are important to both the family and to the Christian community

Music

Year 9 – Summer 1

Revisiting the industry

This half term we will be looking deeper at a number of aspects of the music industry and business including: contract law, marketing, cash flow and the interactions between different aspects of the business.

Preparing a performance Piece

In tandem with the above, each student will select and practice a performance piece for a concert at the end of the year.

PE

Year 9 – Summer 1

In this unit you will:
A understand the rules, regulations and scoring systems for selected sports
B practically demonstrate skills, techniques and tactics in selected sports
C be able to review sports performance.

Pupils will work through this unit and cover the following areas
Rules (or laws):
Rules (or laws) as regulated by the national or international governing body for the sport. For example, FIFA (Fédération Internationale de Football Association) laws of football, IRB (International Rugby Board) laws of rugby, BWF (Badminton World Federation) rules of badminton, IOF (International Orienteering Federation) rules of orienteering.
Regulations:
For example: relating to players and participants, equipment, playing surface, facilities, health and safety, time, officials (referee, umpire, judge, starter, timekeeper).
Scoring systems:
For example: the method of scoring goals or points, method and/or requirements of victory.
Application of the rules/laws of sports in different situations:
For example: when a goal is scored when a player is in an offside position in football, leg before wicket (lbw) in cricket, charging in lead-up to scoring in basketball, forward pass resulting in a try in rugby.
Sports:
For example: cricket, hockey, netball, rounders, volleyball, wheelchair basketball, golf, trampolining, table tennis, archery, judo, cross-country running, Boccia, fencing, orienteering, skiing, canoeing, sailing, mountain biking.
Roles of officials:
For example: the roles of umpires, referees, referees’ assistants, judges, timekeeper, starters, table officials, third umpire, fourth official.
Responsibilities of officials:
For example: appearance, equipment, fitness, qualifications, interpretation and application of rules, control of players, accountability to spectators, health and safety (equipment, facilities, players), fair play, use of technology, effective communication (voice, whistle, signals).

PSHE

Year 9 – Summer 1

Work Experience

English

Year 10 – Summer 1

Language

Reading: Texts for English language paper 2. Thematic approach-combination of C19th and C20th/C21st literary non-fiction/non-fiction.

Teaching focus:

  • Synthesis of texts (English language assessment objective AO1).
  • Comparison of writer’s ideas and perspectives (English language assessment objective AO3).
  • Comparison of writers’ methods to convey meaning/s (English language assessment objective AO3).

Writing: Thematic links to reading texts and/or poetry).

Teaching focus:

  • Writing to present a point of view.
  • Planning within a time limit.
  • Proofreading/accuracy

English language assessment objectives addressed: AO5 and AO6

Spoken language:

  • Teach ways of asking and responding to questions
  • Self and peer evaluation

(English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • Language reading paper 2
  • Language writing-exam type questions to describe/narrate and explaining a point of view.

Spoken language presentations.

Maths Foundation

Year 10 – Summer 1

Unit 15: Constructions, loci and bearings

(Edexcel Scheme of Work Unit 15: Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings)

15.1 3D solids
15.2 Plans and elevations
15.3 Accurate drawings 1
15.4 Scale drawings and maps
15.5 Accurate drawings 2
15.6 Constructions
15.7 Loci and regions
15.8 Bearings

Maths Higher

Year 10 – Summer 1

Unit 15: Equations and graphs

(Edexcel Scheme of Work Unit 15: Quadratics, expanding more than two brackets, sketching graphs, graphs of circles, cubes and quadratics)

15.1 Solving simultaneous equations graphically
15.2 Representing inequalities graphically
15.3 Graphs of quadratic functions
15.4 Solving quadratic equations graphically
15.5 Graphs of cubic functions

Science

Year 10 – Summer 1

(6 weeks)

(5.4 – 5.7 Chemical changes, Energy changes, the rate and extent of chemical change, organic chemistry)

5.4.1 Reactivity of metals

– 5.414 oxidation and reduction in terms of electrons (HT)

5.4.2 Reactions of acids

– 5.424 the pH scale and neutralisation
– 5.434/5 Electrolysis of aqueous solutions and half equations at electrodes (End of 5.4 Chemical changes)

5.5 Energy changes 5.5.1 Exothermic and endothermic reactions

– 5.511 Energy transfer during exothermic and endothermic reactions
– required practical 10 AT1,3,5&6: investigate the variables that affect temperature changes in reacting solutions such as, e.g. acid plus metals, acid plus carbonates, neutralisation, displacement of metals.

– 5.512 Reaction profiles
– 5.513 Energy change of reactions (HT) (End of 5.5 energy changes)

5.6 The rate and extent of chemical change

5.6.1 Rate of reaction

– 5.611 Calculating rates of reactions
– 5.612 Factors which affect the rates of chemical reactions
– required practical 11 AT1,3,5&6: investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving change in colour or turbidity.
– 5.613 Collision theory and activation
– 5. 614 Catalyst

5.6.2 Reversible reactions and dynamic equilibrium

– 5.621 Reversible reactions
– 5.622 Energy changes and reversible reactions
– 5.624 The effect of changing conditions on equilibrium
– 5.625 The effect of changing concentration (HT)
– 5.626 The effect of temperature changes on equilibrium (HT)
– 5.627 The effect of pressure changes on equilibrium (HT) (End of 5.6 Rate and extent of chemical change)

5.7.1 Organic chemistry

– 5.711 Crude oil, hydrocarbons and alkanes
– 5.712 Fractional distillation and petrochemicals
– 5.713 Properties of hydrocarbons
– 5.714 cracking and alkenes (End of 5.7 Organic chemistry)

MOCK EXAMS

Geography

Year 10 – Summer 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 10 – Summer 1

Revision of Year 10 material and internal examination

Spanish

Year 10 – Summer 1

Spanish: People- La gente- Mira 2- Unit 1 Topics- 1st half term:

  • To talk about daily routine using reflexive verbs
  • To revise how to say the time in Spanish
  • To describe what you do during the day including times
  • To understand and recognise regular verbs ending AR/ER/IR
  • To talk about different activities you do during the day
  • To compare routines with someone else
  • To present a description of day in the life of… (either themselves or can be a famous person)

Skills:  AT1,2,3,4 Grammar Focus: To use ‘me gusta’, ‘no me gusta’ and other vocabulary to express likes and dislikes. Reflexive verbs. Verbs: Different verbs related to the different activities that are carried out during free time. Regular verbs ending AR/ER/IR- explanation and introduction. Levels 3-4

Art

Year 10 – Summer 1

Unit 3 (A110 – A117): Art and Design Portfolio
60% of the total GCSE Art and Design marks
Controlled Assessment
Approximately 45 hrs to complete the portfolio
100 marks

For this unit a candidate needs to produce a portfolio of work showing their personal response to either a starting point, brief, scenario, or stimulus devised and provided by the centre.
Candidates have approximately 45 hours (15-18 school weeks as a guide) in which to produce their portfolio.
This unit is internally assessed and externally moderated by OCR

 

DT

Year 10 – Summer 1

Revision sessions- Core and In Depth Knowledge.

Revision sessions theory- Core and In depth knowledge.

Practice papers for exam
Long and short answer questions
Revision techniques
Mock Exam

Computing

Year 10 – Summer 1

Data Representation

Students will learn about how different forms of Data are represented within a digital form.

Units  
Bit, nibble, byte
Kilobyte, megabyte, gigabyte
Terabyte, petabyte
Binary Numbers
Number systems, Digit position, Denary to binary
Binary to denary
Adding binary
Binary shift
Binary overflow
Hexadecimal Numbers
Hexadecimal symbols
Denary to Hexadecimal
Hexadecimal to denary
Binary to hexadecimal
Hexadecimal to binary
Check digits
 Characters
ASCII
Extended ASCII
Character sets
Unicode

Second ½ Double Lesson: Students Complete Controlled Assessment 
The controlled assessment will be completed this half term. Any drafts or retakes of the controlled assessment will also be done during this half term.

RE

Year 10 – Summer 1

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 3: Living the Muslim life

In order to gain in-depth knowledge and understanding, students will study the following topics:

3.1 Ten Obligatory Acts of Shi’a Islam

Students will gain an understanding of:

    • Their nature, history and purpose of the Ten Obligatory Acts
  • The diversity of practice and importance of Ten Obligatory Acts for Shi’a Muslims today
  • Their basis in the Qur’an, including reference to Surah 9: 71–73
  • Divergent understandings of these principles within Sunni Islam, including links with the Five Pillars.
  • Examine the nature of each of the Ten Obligatory Acts in Shi’a Islam
  • Explain the history, purpose and importance of each of the Ten Obligatory Acts and their basis in the Qur’an including reference to Surah 9: 71-73
  • Discuss and analyse the importance of the acts for Shi’a Muslims today as well as divergent understanding of these principles within Sunni Islam, including links with the Five Pillars  Students will gain an understanding of:
  • 3.2 Shahadah as one of the Five Pillars
  •  
    • The nature, role and significance of Shahadah for Sunni and Shi’a Muslims, including reference to Surah 3: 17–21
  • Why reciting Shahadah is important for Muslims, and its place in Muslim practice today.
  • Examine Muslim beliefs about the Shahadah, know its history and refer to references to it from the Qur’an including Surah 3:17-21 and from the Dome of the Rock
  • Explore the various uses of the Shahadah
  • Discuss and analyse why it is important to Muslims today 3.3* Salah as one of the Five Pillars
  • Students will gain an understanding of:
    • Surah 15: 98–99 and 29: 45: the nature, history, significance and purpose of Salah for Sunni and Shi’a Muslims, including different ways of understanding them
  • How Salah is performed including ablution, times, directions, movements and recitations, in the home and mosque and Jummah prayer.
    • Examine the different Muslim beliefs about the salah, be able to explain the history of salah and refer to references to it from the Qur’an in Surah 15:98-99 and 29:45
    • Explore how salah is performed at home, in the mosque and during Jummah prayer and the different ways of understanding them, know about ablution, times, directions, movements and recitations
    • Discuss and assess why salah is important to Muslims today
  • * Students should compare and contrast the practice and significance of worship within Christianity and Islam Students will gain an understanding of:
  • 3.4 Sawm as one of the Five Pillars
    • The nature, role, significance and purpose of fasting during Ramadan including Surah 2: 183-185
  • Those who are excused from fasting and why
  • The significance of the Night of Power: the nature, history and purpose of the Night of Power
  • Why Laylat al-Qadr is important for Muslims today.
  • Examine the nature, role and history of sawm and refer to references to it from the Qur’an including Surah 2: 183-185
  • Explore the reasons why some people are excused from Fasting
  • Examine the significance of the Night of Power and the nature, history and purpose of the Night of Power
  • Discuss and analyse the importance of sawm and Laylat al-Qadr for Muslims today

Music

Year 10 – Summer 1

Unit 1 Focus: Interrelations of organisations in the music industry.

Core: Creating a music product

The composers and recording students will combine to plan, record, deliver a demo LP of the compositions. This will be a fully realised and designed product including a fully planned marketing strategy and ongoing and final product evaluation, much like happens in every other Primary industry.

PE

Year 10 – Summer 1

In this unit you will:
A design a personal fitness training programme
B know about exercise adherence factors and strategies for continued training success
C implement a self-designed personal fitness training programme to achieve own goals and objectives
D review a personal fitness training programme.

Personal information to aid training programme design:

  • Personal goals: specific, measurable, achievable, realistic, time-related, exciting, recorded (SMARTER) short-term (set over a short period of time, between one day and one month) medium-term (should give progressive support towards achievement of long-term goals) long-term (what they want to achieve in the long term, and the best way of doing this).
  • Aims (details of what they would like to achieve)
  • Objectives (how they intend to meet their aims)
  • Lifestyle and physical activity history
  • Medical history questionnaire
  • Attitudes and personal motivation for training.

The basic principles of training (FITT):

  • Frequency (the number of training sessions completed per week)
  • Intensity (how hard training will be)
  • Time (how long training sessions will be)
  • Type (selecting a training method to improve a specific component of personal fitness and/or sports performance).

Further principles of training and how they are applied to
training methods:

  • Intensity: target zones and training thresholds (calculating and applying maximum heart rate (HR max) to training): HR max = 220 – age (years)

60–85% HR max is the recommended training zone for cardiovascular health and fitness the Borg (1970) (6–20) Rating of Perceived Exertion (RPE) Scale can be used as a measure of exercise intensity the relationship between RPE and heart rate where: RPE x 10 = HR (bpm).

  • Progressive overload: in order to progress, the training needs to be demanding enough to cause the body to adapt, improving performance. This can be done by increasing frequency, intensity, or time, or by reducing recovery times. Not all these methods should be used at once or the increase in workload will be too much.
  • Specificity: training should be specific to personal sport, activity or physical/skill related fitness goals to be developed
  • Individual differences/needs (the programme should be designed to meet personal training goals and needs) variation: vary the personal training regime to avoid boredom and maintain enjoyment
  • Rest and recovery are required so that the body can recover from the training and to allow adaptation to occur
  • Adaptation: where the body reacts to training loads by increasing its ability to cope with those loads. Adaptation occurs during the recovery period after the training session is completed
  • Reversibility: if training stops, or the intensity of training is not sufficient to cause adaptation, training effects are reversed.

PSHE

Year 10 – Summer 1

Charity Factor

  • Will have an understanding of what a social enterprise is.
  • To know what skills are needed to make a team work successfully.
  • Will know how and why a charity is set up and what their predominant role is.
  • Will be aware of the wide range of charities that serve different community issues.

English

Year 11 – Summer 1

English language and English literature

Teaching focus:

  • Revision and consolidation of the skills and techniques needed for all four examination papers.
  • Revision and consolidation of all four English literature texts.
  • Revision and consolidation of knowledge and understanding of the assessment objectives for C19th/C20th/C21st texts (fiction, literary non-fiction and non-fiction).

Maths

Year 11 – Summer 1

Preparing for GCSE Exams

Maths Higher

Year 11 – Summer 1

Preparing for GCSE exams

Science

Year 11 – Summer 1

Exams

Geography

Year 11 – Summer 1

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 11 – Summer 1

Revision and examinations

Spanish

Year 11 – Summer 1

GCSE EXAMS

Speaking
Listening
Reading
Writing

 

Art

Year 11 – Summer 1

n/a 

DT

Year 11 – Summer 1

Exam preparation – Core and In depth knowledge

Practice papers for exam

Long and short answer questions

Revision techniques

Computing

Year 11 – Summer 1

Data representation

Before the final unit 1 & 2 exams, students will revisit the final unit Data Representation revision:

 Units

  • Bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte, petabyte
  • How data needs to be converted into a binary format to be processed by a computer

Numbers

  • How to convert positive denary whole numbers (0–255) into 8 bit binary numbers and vice versa
  • How to add two 8 bit binary integers and explain overflow errors which may occur • binary shifts
  • How to convert positive denary whole numbers (0–255) into 2 digit hexadecimal numbers and vice versa
  • How to convert from binary to hexadecimal equivalents and vice versa
  • Check digits.

Characters

  • The use of binary codes to represent characters
  • The term ‘character-set’
  • The relationship between the number of bits per character in a character set and the number of characters which can be represented (for example ASCII, extended ASCII and Unicode)

Images

  • How an image is represented as a series of pixels represented in binary
  • Metadata included in the file
  • The effect of colour depth and resolution on the size of an image file

Sound

  • How sound can be sampled and stored in digital form
  • How sampling intervals and other factors affect the size of a sound file and the quality of its playback: sample size, bit rate, sampling frequency

Compression

  • Need for compression

• Types of compression: loss and lossless

RE

Year 11 – Summer 1

  • Revision

Two examination papers of 1 hour and 45 minutes: one for Area of Study 1 and one for Area of Study 2.

Music

Year 11 – Summer 1

Unit 1 Focus: Entrepreneurship and getting paid in music.

Core: Creating a music product

Students will plan two concerts throughout this period building upon skills and auctioning evaluation points between the first and the second. All previously developed skills will be used. 

PE

Year 11 – Summer 1

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

div class=”pd_curriculum_item year-11 PSHE autumn-1″>

PSHE

Year 11 – Summer 1

GCSE Preparation/Revision

English

Year 7 – Summer 2

The World of Shakespeare
Studied Text: Romeo and Juliet by William Shakespeare

Reading: Pupils will be invited to experience the text in its original Elizabethan form, modern form (play) and the narrative adaptation to develop an understanding of how language and literary devices create meaning and imagery.

Writing: Pupils will write a modern adaptation of the play, and to focus on incorporating modern day settings.

Drama: Pupils will perform their plays for other groups.

Maths

Year 7 – Summer 2

Sets 1 &  2

  • Sequences and Graphs

Set 3 

  • Transformation

Set 4

  • Transformations

Science

Year 7 – Summer 2

Physics 1 Topic 3 Light (7 lessons)
Light waves
Reflection and refraction
The camera and the eye

Physics Topic 4 Space (6 lessons)
Space physics
Seasons
Gravitational field strength

B1 C1 P1 exams

Geography

Year 7 – Summer 2

Coasts

– Tides and Waves
– Erosion, Deposition and Transportation
– Landforms- Understanding how stacks, arches and caves are formed
– Living on a coastline- Threats and Solutions
– Tourism on the coast
– Climate change and coasts
– Global coasts

History

Year 7 – Summer 2

The Transatlantic Slave Trade
Skills: Identify types of sources and reliability, significance, PEE (Point, evidence, explain, link), analysis, forming opinions, identifying causation, perspectives and interpretation.

Assessment: Was the ending of the slave trade really a story of heroic brits?

Spanish

Year 7 – Summer 2

Spanish: In the city- En la ciudad- Mira 1- Unit 6

Topics- 5th half term:

  • To talk about what your town is like
  • To ask about places in town
  • To give simple directions
  • To make and respond to invitations using the future tense (L5)

Skills: AT1,2,3,4

Grammar Focus: Connectives: Y (and), PERO (but), PORQUE (because), CUANDO (when)

Verbs: QUERER + infinitive (to want), HAY (there is/there are), ME GUSTARIA IR A, VOY/VAS.VAMOS A IR A

Levels: 4-5

Art

Year 7 – Summer 2

Sarah Beetson/Footwear
Students will continue to develop their knowledge of contemporary artists. This term they will focus on the work of Sarah Beetson. Students will continue with observational drawing but with a stronger emphasis on drawing with perspective. Students will also look at working with different materials such as Oil pastels.

Key Skills-
Developing technical skills through observational drawings
Developing confidence in using different materials by using watercolours and oil pastels.
Continue to use more subject specific language to discuss their work and the work of their peers.
Enhancing their evaluative skills where they are able to produce an in depth evaluation of the project.

DT

Year 7 – Summer 2

Textiles Technology: Feltie Characters:
Coverage: Making character patterns for cutting out.                                                            Use of appropriate material and tools eg fabric scissors, pinning, tacking etc.
Cutting patterns, hand and machine embellishment, fabric painting designs, sewing structures on sewing machine. Final production of feltie character. igsaw using A4 Evaluating process and progress.MDF sheet and hand tools. Accurate marking out and accurate cutting methods.
Further guidance on feltie designs and pre done feltie patterns: ‘Felties’ by Nelly Pailloux or if you put felties into amazon there are lots of different books depending on what sort of character you want to make.

Computing

Year 7 – Summer 2

Learning to Code BBC micro:bit

Learning to Code BBC micro:bit introduces students to programming real computing hardware; the micro:bit which is a handheld, fully programmable computer which is 70 times smaller and 18 times faster than the original BBC Micro computers used in schools in the 1980s. However the principles haven’t changed, it is still all about real time programming of hands on computer architecture.

In this unit students learn to create, test and debug creations in a simulator before transferring to the micro:bit hardware. A fun and innovative way to learn complex real-time hardware coding. Students further embed learning through researching and using other micro:bit program architectures and progress is recorded within a project diary.

RE

Year 7 – Summer 2

Festivals 1
This topic will continue into the next academic year. It will focus on the six world religions and the key festivals. Students will learn why believers celebrate such festivals, how they are celebrated and will get to compare festivals across all faiths.

Coverage:
The birth of Jesus and Christmas
Holy week and Easter
Ramadan and Eid Ul Fitr
Hajj and Eid Ul Adha

Dispositions:
Creating unity and harmony
Expressing joy
Cultivating inclusion, identity and belonging
Being thankful

Music

Year 7 – Summer 2

Performance

Students will practice and perform a song in small ensembles using different instruments. A final concert will be performed towards the end of the year to demonstrate the students’ musical prowess.

Theory Focus: Rhythm and Rhythmic notation, the next level

PE

Year 7 – Summer 2

Diet and Heart
Taking heart rate to determine which energy system has been used.
Thinking about how diet can affect your energy levels.
Knowledge of the basic strokes and techniques (BLABT)
Understanding the principles of been streamlined and body positioning.
Some knowledge of swimming competition rules.
Work independently and in small groups.

English

Year 8 – Summer 2

The Romantic Era
Studied Text-Poetry by The Romantics

Reading: Pupils will read and explore a range of poems written by the Romantics in the Victorian era. To gain an understanding of how their poetry differed from the social norms of the day.

Writing: Pupils to analyse the different writing styles of a range of poets and how their poetic style was a form of social commentary on society’s views and rules. Pupils to compose their own poems choosing the style of the poet they have enjoyed the most.

Drama: Pupils to perform poetry.

Maths

Year 8 – Summer 2

Sets 1 &  2

  • Powers and Roots (reciprocals, indices up to fractional, standard form surds)
  • Quadratics (sequences, expanding and factorizing

Set 3 

  • Statistics, graphs and charts.

Set 4

  • Probability

Science

Year 8 – Summer 2

Chemistry 2 Topic 2: Separation Techniques (7 lessons)
Pure and impure substances
Chromatography
Filtration
Distillation and evaporation

Chemistry 2 Topic 3: Metals and Acids (9 lessons)
Materials: polymers composites and ceramics
Metal displacement reactions

Chemistry 2 Topic 4: The Earth (8 lessons) (to move into KS4)
Earth and atmosphere
Types of rocks
The carbon cycle
Recycling

Geography

Year 8 – Summer 2

BIC States
China- A population crisis?
BIC states population to production
Incredible India
Comparative case study India vs China
Culture and Carnival Brazil
Amazon Rainforest- Asset or stress?Upper course – V shaped valleys
Research project on all BIC states

History

Year 8 – Summer 2

Total War and Social Change
Skills: Development of PEEL, analytical approach to writing, describing and explaining historical events and differing experiences. Identifying diversity and making links, complex opinions, investigation, identifying continuity, change and regression. Investigating the reliability of sources. Development of substantiated conclusions. Independent enquiry

Assessment: Who was Jack the Ripper and what evidence do we have to support this?  End of Year Assessment

Spanish

Year 8 – Summer 2

Spanish: Barcelona- Mira 2- Unit 6

Topics- 6th half term:

  • To describe what there is to do and see in Barcelona
  • To ask for different places in the city
  • To give directions to arrive at different places
  • To follow directions to arrive at different places
  • To describe different cities (either in Spain or other Spanish speaking countries)
  • To write about different cities you would like to visit
  • To express reasons why you would like to visit those cities.

Skills: AT1, 2, 3, 4

Grammar Focus: Descriptions using a variety of vocabulary, synonyms, adjectives and nouns.

Verbs: Emphasis on 3 verbal tense being used: present, past and future.

Levels 4-6

Art

Year 8 – Summer 2

The Day of the Dead
Students will continue working on their project based on The Day of the Dead festival that takes place once a year in Mexico. Students will deepen their knowledge of different religious festivals. Student will look at designing their own skulls and using a range of different materials. Students will also develop their drawing skills with a key focus on symmetry.

Skills:

  • Preparing students for GCSE through creating a basic version of a GCSE Project where students are developing their technical skills.
  • Planning- Students to plan how they would like to present their work.
  • Patience- Students to learn to create a range of observational drawing that involves drawing from primary and secondary sources.
  • Research and contextualising: Students to find links to the works of artists where they cary out high quality research.
  • Literacy: Students will learn to communicate their thoughts and ideas about their work.
  • Promoting cross-curricular links with maths and RE

This project will have a heavy emphasis on how a GCSE project is to be created, developed and refined.

DT

Year 8 – Summer 2

Group 1: Food
technology: Food from around the world.

Students to
complete the following practical and theory based tasks in food technology:

·
Reminder
of health and safety in the kitchen.

·
World
food flavours and food production.

·
Oriental
food: Chicken Chow Mein. Designing, making and evaluating processes. Chicken as
a high risk food.

·
Mexican
food: Beef and vegetable fajitas. Designing, making and evaluating processes.

·
French
food: Vegetable Quiche. Designing, making and evaluating processes. Eggs as a
high risk food.

 

 

Group 2: Textiles
Technology: African pattern textiles mobile phone cases

Students to
complete the following practical and theory based tasks in textiles technology
to get them to the making stage:

·       Making and cutting
patterns accurately.

·       Pin, Tack, Sew,

·       Setting and completing
Straight and Zig Zag machine stitch.

·       How to set up and rethread
the machine.

·       Creating surface
embellishments.

·       Fixing components to
create a final outcome based on own designing.

·       Evaluating process.

Computing

Year 8 – Summer 2

App Making

Year 8 concludes with students making a real world App. This is by using the App shed Visual environment enabling students to freely create and publish apps for iOS, Android, Windows and the web. Using the graphical user interface students can embed radio buttons, hyperlinks, media content and commands together with phone functions to create a fully blown smartphone mobile app.

Due to this unit being the final and logical conclusion to KS3 Computing, students will have the opportunity to independently exhibit their computing abilities through exporting and modifying code with possible extended learning into Direct HTML modification, Custom CSS classes, Custom JavaScript, Remote scripting, PHP & MySQL.  Equally to previous units higher level Computer Science skill sets and formalities are mirrored through assessing design, iterative development, App design, App creation and project review. This is to provide a solid foundation for the Computer Science GCSE in Year 9 KS4.

RE

Year 8 – Summer 2

Rules and Laws
This topic will focus mainly on practices of religion. Students will be expected to know the different rules within religions, how they came about and the implications it could have for the believer during their everyday life. Students are expected to offer their opinions and justifications in an academic manner.

Coverage: 
The importance of rules and laws in society (British Laws)
Christian laws: The ten commandments
Islamic food laws: Halal and haram food
Islamic dress laws: the hijab

Jewish food laws: Kosher and Trefah, Jewish dress laws: Kippah, Tallit etc

Sikh dress laws: the 5 K’s

Buddhist rules: the five moral precepts

Dispositions: 
Living by rules
Being accountable and living with integrity, Caring for others, animals and the environment, Being open, honest and truthful, creating unity and harmony, participating and willing to lead, sharing and being generous, being reflective and self crticical, cultivating inclusion, identity and belonging.

 

Music

Year 8 – Summer 2

Song Writing 2

Students will explore the techniques required to write songs through performance analysis and composition

Theory Focus: Rhythm Metre and Note Groupings

PE

Year 8 – Summer 2

Performing at Maximum Levels:  Throughout this unit pupils will begin to:

  • Pupils will use a variety of different techniques and skills to compete in a variety of events
  • Pupils will use cross curricular knowledge to work out times, distances etc
  • A good knowledge of how the body works will allow pupils to excel in this unit of work
  • Pupils will compete against others in the group, self-assessing their strengths and weaknesses along the way
  • Pupils will use a variety of different equipment and will learn about the health and safety implications associated with such events
  • Pupils will develop a real understanding about what each event needs in order to be successful at it.
  • Pupils to observe and analyse each other in order to help each other performance levels improve.

English

Year 9 – Summer 2

During the summer term, students will be introduced to their GCSE Literature examination
texts:

  • Pride and Prejudice
  • Macbeth
  • An Inspector Calls
  • Power and Conflict (poetry anthology)

In lessons, students will read the texts immersing themselves into the texts, gaining an initial understanding of the social and historical contexts, themes and ideas explored, the presentation of characters and the author’s use of language.

Maths Foundation

Year 9 – Summer 2

Unit 7: Averages and range

(Edexcel Scheme of Work Unit 5: Averages and range, sampling, collecting data, analysing data)

7.1 Mean and range
7.2 Mode, median and range
7.3 Types of average
7.4 Estimating the mean
7.5 Sampling
8 Perimeter, area and volume 1

(Edexcel Scheme of Work Unit 8:  Perimeter, area and volume 1)

8.1  Rectangles, parallelograms and triangles
8.2 Trapezia and changing units
8.3 Area of compound shapes
8.4 Surface area of 3D solids
8.5 Volume of prisms
8.6 More volume and surface area

Maths Higher

Year 9 – Summer 2

Unit 7: Area and volume

(Edexcel Scheme of Work Unit 7: Perimeter, area and volume, plane shapes and prisms, circles, cylinders, spheres, cones; Accuracy and bounds)

7.1 Perimeter and area
7.2 Units and accuracy
7.3 Prisms
7.4 Circles
7.5 Sectors of circles
7.6 Cylinders and spheres
7.7 Pyramids and cones

Unit 8: Transformations and constructions

(Edexcel Scheme of Work Unit 8: Transformations; Constructions: triangles, nets, plan and elevation, loci, scale drawings and bearings)

8.1 3D solids
8.2 Reflection and rotation
8.3 Enlargement
8.4 Transformations and combinations of transformations
8.5 Bearings and scale drawings
8.6 Constructions 1
8.7 Constructions 2
8.8 Loci

Science

Year 9 – Summer 2

Biology Unit 4:
Week 1-2
1. 4.311 Communicable diseases
2. 4.312-4.315 Viral, bacterial, fungal and protest diseases
3. 4.312-4.315 Viral, bacterial, fungal and protest
4. 4.319 – discovery and development of drugs
5. Review lesson

Physics Unit 4:
Week 3-4
P.11 Waves and electromagnetism
1. P.11.1 (wave properties) Nature of waves.
2. P.11.2 Properties of waves
3. P.11.3 Reflection and refraction
4. P.11.4 More about waves. Required practical 20: Investigate plane waves in a ripple tank and waves in a solid. Determine which apparatus are most suitable for measuring the frequency, speed and wavelength of waves in a ripple tank, and investigate wave son a stretched string.
5. Required practical 20: Investigate plane waves in a ripple tank and waves in a solid. Determine which apparatus are most suitable for measuring the frequency, speed and wavelength of waves in a ripple tank, and investigate wave son a stretched string. (End of wave properties).
6. Review

Week 5-7:
Revision and Exams

Geography

Year 9 – Summer 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 9 – Summer 2

Revision of Year 9 topics and internal examination

Spanish

Year 9 – Summer 2

Theme Identity and Culture

Customs and traditions

  • To describe a special day
  • To order in a restaurant
  • To talk about a music festival
  • Question words and spontaneous talk
  • Listening for gist and details

Trip to Spanish Restaurant

Listening and Reading Assessment

Grammar

Using absolute superlatives
Using expressions followed by the infinitive

 

Art

Year 9 – Summer 2

Two starting points will be selected from last years brief

Students will continue working on this project ensuring each assessment objective has been completed to the highest standard. This project will be less teacher lead as it will allow them to become independent in applying the skills, knowledge and understanding of what is required in an art portfolio. Students will spend a number of lessons focusing on developing their technical skills through: oil pastels, chalk pastels, acrylic paint, different printing methods, developing and designing a final outcome and conducting effective artist research.

DT

Year 9 – Summer 2

Iterative Design Challenge to be given out from OCR pre-release materials: Dining

  • Creating a prototype
  • Evaluate/ reflect on learning
  • End of term Assessment

Computing

Year 9 – Summer 2

Ethical, Legal & Cultural Issues (Continued)

This is a continuation of the previous term where students will delve into:
• How key stakeholders are affected by technologies
• Environmental impact of Computer Science
• Cultural implications of Computer Science
• Open source vs proprietary software
• Legislation relevant to Computer Science:
• The Data Protection Act 1998
• Computer Misuse Act 1990
• Copyright Designs and Patents Act 1988
• Creative Commons Licensing
• Freedom of Information Act 2000.

END OF TERM Mock exam – Feedback – Re-examination

RE

Year 9 – Summer 2

Area of Study 1: Religion and Ethics (Christianity)

Section 2: Marriage and the Family

In order to gain in-depth knowledge and understanding, students will study the following topics:

2.5 Christian teaching about family planning and regulation of births

Students will gain an understanding of:

    • Divergent Christian attitudes about contraception and family planning, including teachings about the artificial methods of contraception by some Protestant Churches and the Catholic Church, with reference to Humanae Vitae
  • Different non-religious (including atheist and Humanist) attitudes to family planning and the application of ethical theories, such as situation ethics, and Christian responses to them.
  • Examine Christian attitudes and teachings about the different types of contraception and family planning, including teachings about the artificial methods of contraception by some Protestant Churches and the Catholic Church with reference to Humanae Vitae
  • Explore the nature and purpose of contraception, the different types and how they function, including the advantages and disadvantages of the different types of contraception
  • Discuss and analyse different non-religious (including Humanist and atheist) attitudes to family planning and the application of ethical theories such as situation ethics and the Christian responses to themStudents will gain an understanding of:
  • 2.6 Christian teachings and attitudes towards divorce and remarriage
  • Christian teachings about divorce and remarriage, including Matthew 19:1–12
  • Divergent Christian, non-religious (including atheist and Humanist) attitudes to divorce and remarriage, including the application of ethical theories, such as situation ethics, and Christian responses to them.
  • Examine the different Christian attitudes and teachings about divorce and remarriage, including Matthew 19:1-12
  • Explore the nature and purpose of divorce and re-marriage, including the UK law on divorce
  • Discuss and analyse divergent Christian, non-religious (including atheist and Humanist) attitudes to divorce and re-marriage including the application of ethical theories, such as situation ethics, and the Christian responses to them2.7 Christian teaching about the equality of men and women in the family
  • Students will gain an understanding of:
    • Christian teachings and attitudes about the role of men and women in the family, including reference to Genesis 1–3 and Ephesians 5:21–30
  • Divergent Christian attitudes about the equality and role of men and women in the family and Christian responses to them.
  • Examine Christian beliefs, teachings and attitudes towards the role of men and women within the family
  • Explore the role of men and women as shown in the scriptures including Genesis 1-3 and Ephesians 5:21-30
  • Discuss and analyse divergent Christian attitudes about the equality and role of men and women within the family and the Christian responses to them2.8 Christian teachings about gender prejudice and discrimination
  • Students will gain an understanding of:
    • Christian opposition to gender prejudice and discrimination, including Galatians 3:23–29
  • Examples of Christian opposition to gender prejudice and discrimination
  • Divergent Christian attitudes to gender differences, including the role of women in the Church, prejudice and discrimination and Christian responses to them.
  • Examine Christian teachings about gender prejudice and discrimination and how Christians show gender quality
  • Explore examples of Christian opposition to gender prejudice and discrimination, including Galatians 3:23-29
  • Discuss and analyse divergent Christian attitudes to gender differences including the role of women in the Church, prejudice and discrimination and the Christian responses to them

Music

Year 9 – Summer 2

Putting on a concert

The students will organise and put on an end of year concert showcasing their own talents and those of other students in the school.

Students will organise themselves into an events management company and make all of the necessary arrangements in order to ensure that the concert is a success. There will also be a product evaluation phase which will look at mistakes that were made and how to improve.

PE

Year 9 – Summer 2

In this unit you will:
A understand the rules, regulations and scoring systems for selected sports
B practically demonstrate skills, techniques and tactics in selected sports
C be able to review sports performance.

Pupils will need to practically demonstrate skills, techniques and tactics in selected sports
Technical demands:
These are the skills and techniques required. For example: continuous skills (such as running), serial skills (such as high jump), discrete skills (such as a golf swing), movement, use of equipment, communication, other demands specific to sport.
Tactical demands:
For example: decision making, defending and attacking, choice and use of shots or strokes, variation, conditions, use of space, other demands specific to sport.
Safe and appropriate participation:
The demonstration of skills, techniques and tactics within a controlled environment, for example, no competition, drills, set plays.
Relevant skills and techniques:
The skills and techniques relevant to the selected sport and practice.
Relevant tactics:
The tactics relevant to the selected sport and practice/situation.
Effective use of skills and techniques, and the correct application of
each component:
For example: rugby conversion, including head position, body position, placement of non-kicking foot, placement of kicking foot, connection with the ball.
Effective use of skills, techniques and tactics:
The use of skills and techniques within conditioned and competitive situations, and effective decision making and selection of skills, techniques and tactics when under pressure from opponents.
Isolated practices:
For example: skills and techniques demonstrated independently without any pressure or external forces, completed successfully and without fault.
Conditioned practices:
For example: small-sided games, a limited number of touches, a set number of defenders or attackers.
Competitive situations:
For example, full-sided games, with appropriate opposition, with match officials.provided

PSHE

Year 9 – Summer 2

Game of Life

  • To understand what individuality is and how peer pressure can prevent people from using their creativity and originality.
  • To understand what budgeting is and why it is essential.
  • To know how alcohol can create a range of issues in a person’s life and how to avoid them.
  • To know that there are a range of issues that teenagers have to deal with and being solution focused is important.

English

Year 10 – Summer 2

Literature

Poetry: Power and Conflict/approaches to unseen poetry.

Teaching focus:

  • Teach skills that pupils will need for the unseen section of the paper.
  • Understanding the main ideas in the poems
  • Comparison, analysis of language and structure.
  • Independent student interpretation and responses.
  • Context

English literature assessment objectives addressed: AO1, AO2, AO3

Spoken language:

  • Teach ways of asking and responding to questions
  • Self and peer evaluation

(English language assessment objectives-A07, AO8 and A09).

Opportunities for assessment:

  • Exam type questions on unseen poetry, modern text and C19th novel

Maths Foundation

Year 10 – Summer 2

Unit 16: Quadratic equations and graphs

(Edexcel Scheme of Work Unit 16: Algebra: quadratic equations and graphs)

16.1 Expanding double brackets
16.2 Plotting quadratic graphs
16.3 Using quadratic graphs
16.4 Factorising quadratic expressions
16.5 Solving quadratic equations algebraically

Unit 17: Perimeter, area and volume 2

(Edexcel Scheme of Work Unit 17: Perimeter, area and volume 2: circles, cylinders, cones and spheres)

17.1 Circumference of a circle 1
17.2 Circumference of a circle 2
17.3 Area of a circle
17.4 Semicircles and sectors
17.5 Composite 2D shapes and cylinders
17.6 Pyramids and cones
17.7 Spheres and composite solids

Maths Higher

Year 10 – Summer 2

Unit 16: Circle theorems

(Edexcel Scheme of Work Unit 16: Circle theorems and circle geometry)

16.1 Radii and chords
16.2 Tangents
16.3 Angles in circles 1
16.4 Angles in circles 2
16.5 Applying circle theorems

Unit 17: More algebra

(Edexcel Scheme of Work Unit 17: Changing the subject of formulae (more complex), algebraic fractions, solving equations arising from algebraic fractions, rationalising surds, proof)

17.1 Rearranging formulae
17.2 Algebraic fractions
17.3 Simplifying algebraic fractions
17.4 More algebraic fractions
17.5 Surds
17.6 Solving algebraic fraction equations
17.7 Functions
17.8 Proof

Science

Year 10 – Summer 2

(7 Weeks)

(6.5 – 6.7 Forces, Waves, magnetism and electromagnetism)

6.5.4.2 Forces, acceleration and Newton’s laws of motion

6.5421 Newton’s first law

– 6.5422 Newton’s second law
– required practical 19 AT1-3: Investigate the effect of varying the force on the acceleration of an object of constant mass, and the effect of varying the mass of an object on the acceleration produced by a constant force.
– 6.5423 Newton’s third law
– 6.5431 Stopping distance
– 6.5432 Reaction time
– 6.5433 Factors affecting braking distance 1
– 6.5434 factors affecting braking distance 2

6.5.5 Momentum (HT)

– 6.551/2 Momentum and conservation of momentum (End of 6.5 forces)

6.6 Waves 6.6.1 Waves in air, fluids and solids

– 6.611 Transverse and longitudinal waves
– 6.612 Properties of waves

– Required practical 20 AT4: Make observations to identify the suitability of apparatus to measure the frequency, wavelength and speed of waves in a ripple tank and waves in a solid and take appropriate measurements.

6.6.2 Electromagnetic waves

– 6.621 Types of EM waves
– 6.622 Properties of EM waves 1 Required practical 21 AT1&4: Investigate how the amount of infrared radiation absorbed or radiated by a surface depends on the nature of that surface.
– 6.623 Properties of EM Waves 2
– 6.624 Uses and applications of EM Waves (End of 6.6 Waves)

6.7 Magnetism and electromagnetism 6.7.1 Permanent and induced magnetism, magnetic forces and fields

– 6.711 Poles of magnets
– 6.712 magnetic fields

6.7.2 The motor effect

– 6.721 Electromagnetism
– 6.722 Flemings left hand rule (HT)
– 6.723 Electric motors (HT) (End of 6.7 Magnetism and electromagnetism)

Geography

Year 10 – Summer 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 10 – Summer 2

Modern depth study – Weimar and Nazi Germany 1919-1939

Weimar Germany 1919-1929

  • The origins of the Republic, 1918–19
  • The early challenges to the Weimar Republic, 1919–23
  • The recovery of the Republic, 1924–29
  • Changes in society, 1924–29

Spanish

Year 10 – Summer 2

Spanish: People- La gente- Mira 2- Unit 1 Topics- 1st half term:

  • To talk about daily routine using reflexive verbs
  • To revise how to say the time in Spanish
  • To describe what you do during the day including times
  • To understand and recognise regular verbs ending AR/ER/IR
  • To talk about different activities you do during the day
  • To compare routines with someone else
  • To present a description of day in the life of… (either themselves or can be a famous person)

Skills:  AT1,2,3,4 Grammar Focus: To use ‘me gusta’, ‘no me gusta’ and other vocabulary to express likes and dislikes. Reflexive verbs. Verbs: Different verbs related to the different activities that are carried out during free time. Regular verbs ending AR/ER/IR- explanation and introduction. Levels 3-4

Art

Year 10 – Summer 2

Unit 3 (A110 – A117): Art and Design Portfolio

60% of the total GCSE Art and Design marks

Controlled Assessment. Approximately 45 hrs to complete the portfolio. 100 marks. For this unit a candidate needs to produce a portfolio of work showing their personal response to either a starting point, brief, scenario, or stimulus devised and provided by the centre.

Candidates have approximately 45 hours (15-18 school weeks as a guide) in which to produce their portfolio.

This unit is internally assessed and externally moderated by OCR

 

DT

Year 10 – Summer 2

Revision sessions- Core and In Depth Knowledge.

Revision sessions theory- Core and In depth knowledge.
Practice papers for exam
Long and short answer questions
Revision techniques
Mock Exam

Computing

Year 10 – Summer 2

Data Representation (Continued)

Data Representation Part II

Images

Input devices
Pixels
Greyscale
Colour
Colour depth
Resolution
Metadata
Sound
Sampling
Storing
Sampling frequency
Sampling bit depth
Channels
Bit rate
Metadata
Compression
Loss compression
Lossless compression
END OF TERM Mock exam – Feedback – Re-examination

6 WEEKS HOLIDAY REVISION

By the end of Year 10 all curriculum theory has been covered. Computer Science students will now embark upon revision materials to recap Unit 1 & 2 theory in order to embed and reinforce learning in preparation for the exam. Students will begin this through a detailed revision booklet over the 6 weeks holidays, ready to commence Year 11 – which will begin with an exam testing students on the revision materials covered within the 6 weeks holidays.

RE

Year 10 – Summer 2

Area of Study 2: Religion, Peace and Conflict (Islam)

Section 3: Living the Muslim life

In order to gain in-depth knowledge and understanding, students will study the following topics:

3.5 Zakah as one of the Five Pillars and Khums

Students will gain an understanding of:

    • The nature, role, significance and purpose of Zakah and khums including Surah 9: 58–60 and 8: 36–42
  • Why Zakah is important for Sunni Muslims
  • Why khums is important for Shi’a Muslims
  • The benefits of receiving Zakah or khums.
  • Examine the nature, role and history of zakah and khums including Surah 9: 58-60 and 8:36-42
  • Explore why Zakah is important for Sunni Muslims ad Khums is important for Shi’a Muslims
  • Discuss and analyse the importance of Zakah and khums to those giving and those receiving  3.6 Hajj as one of the Five Pillars
  • Students will gain an understanding of:
  •  
  •  
    • The nature, role, origins and significance of Hajj including Surah 2: 124-130; 22: 25-30
  • How Hajj is performed and why Hajj is important for Muslims
  • Benefits and challenges from attending Hajj for Muslims.
  • Explore the nature of the Hajj, its history and importance for Muslims today including Surah 2: 124-130; 22: 25-30
  • Examine the different parts of the Hajj, their history and purpose
  • Explore the reasons why Muslims take part in the Hajj and reasons why they might be unable to
  • Discuss and analyse the importance of the Hajj for Muslims 3.7 Jihad
  • Students will gain an understanding of:
  •  
    • The origins, meaning and significance of jihad in Islam
  • Divergent understandings of jihad within Islam, including the difference between lesser and greater jihad
  • The conditions for declaration of lesser jihad, including reference to Surah 2: 190–194 and 22: 39
  • The importance of jihad in the life of Muslims.
  • Examine the nature, meaning and significance of jihad and divergent understandings of jihad within Islam and provide references to it from the Qur’an
  • Explore the similarities and differences between lesser and greater jihad and the conditions for declaration of lesser jihad, including reference to Surah 2: 190-194 and 22: 39
  • Discuss and analyse the role and importance of each of the lesser and greater jihad in the lives of Muslims today Students will gain an understanding of:
  • 3.8 The nature, origins, activities, meaning and significance of the celebration/commemoration of Id-ul-Adha
  •  
    • Surah 37: 77–111, and Id-ul-Fitr in Sunni Islam with reference to their place within Shi’a Islam
  • Id-ul-Ghadeer, with reference to Hadith and the interpretation of Surah 5: 3, and Ashura in Shi’a Islam with reference to their place within Sunni Islam.
  • Examine the nature and importance of festivals and commemorations as a whole for Muslims
  • Explore the origins and importance of the festivals Id-ul-Adha (with reference to Surah 37: 77-111) and Id-ul-Fitr in Sunni Islam, with reference to their place within Shi’a Islam
  • Explore the origins and importance of the commemorations, Id-ul-Ghadeer (with reference to Hadith and Surah 5:3) and Ashura in Shi’a Islam with reference to their place in Sunni Islam
  • Discuss and analyse the importance of the individual celebrations for Muslims

Music

Year 10 – Summer 2

Unit 1 Focus: Unit 1A consolidation.

Core: Creating a music product

The composers and recording students will combine to plan, record, deliver a demo LP of the compositions. This will be a fully realised and designed product including a fully planned marketing strategy and ongoing and final product evaluation, much like happens in every other Primary industry.

 

PE

Year 10 – Summer 2

In this unit you will:
A design a personal fitness training programme
B know about exercise adherence factors and strategies for continued training success
C implement a self-designed personal fitness training programme to achieve own goals and objectives
D review a personal fitness training programme.

Programme design:

  • Use personal information to aid training programme design
  • Selection of appropriate training method(s)/activities for improving/maintaining fitness, e.g. flexibility, strength, muscular endurance and power, aerobic endurance, speed
  • Safe design: appropriate method(s)/selection of an appropriate combination of activities to meet personal training needs, goals, aims and objectives
  • Selection of appropriate activities for warm-up (light, continuous physical activity to prepare the body for exercise)
  • Selection of appropriate activities for cool down (light, continuous physical activity to reduce heart rate, remove lactic acid and prevent blood pooling)
  • Creative design: consideration given to prevent/avoid barriers to training occurring, ensuring exercise adherence is maintained and the programme is enjoyable, for example, including interesting, different exercise activities to maintain motivation and commitment, and to prevent boredom.

Pupils will implement their training program over the 6 weeks holiday with a view to evaluating and reviewing their fitness gains in Year 11 Autumn 1

PSHE

Year 10 – Summer 2

  • To have an understanding of how our mind-set can influence our level of success.
  • To know that different team members have different skills that contribute to a team.
  • To understand how the 5S theory can help with daily tasks and help me to achieve my goals.

English

Year 11 – Summer 2

GCSE English language and GCSE English literature.

English language:

Paper 1: Explorations in Creative Reading and Writing.

  • Section A: Reading-one literature text drawn from either the 20th or 21st
  • Section B: Writing-descriptive or narrative writing related to the topic of the reading text in section A.

Paper 2: Writers’ Viewpoints and Perspectives.

  • Section A: Reading-one non-fiction text and one literary non-fiction text one drawn from the 19th century and the second either from the 20th or 21st
  • Section B: Writing-writing to present a viewpoint related to the theme of section A.

English literature:

Paper 1: Shakespeare and the 19th century novel.

  • Macbeth
  • Pride and Prejudice

Paper 2: Modern texts and poetry.

  • An Inspector Calls
  • Power and Conflict (poetry)
  • Unseen poetry

Maths Foundation

Year 11 – Summer 2

Preparing for GCSE Exams

Maths Higher

Year 11 – Summer 2

Preparing for GCSE Exams

Science

Year 11 – Summer 2

Exams

Geography

Year 11 – Summer 2

Biomes and Climate Change Factors affecting climate Major world biomes Ecosystems Equatorial Climate Case Study- Brazil Deforestation Desert Climate

History

Year 11 – Summer 2

N/A

Spanish

Year 11 – Summer 2

 

Art

Year 11 – Summer 2

n/a

DT

Year 11 – Summer 2

Exam preparation – Core and In depth knowledge

Examination preparation.

Final 2 hour examination.

Computing

Year 11 – Summer 2

Data representation

Before the final unit 1 & 2 exams, students will revisit the final unit Data Representation revision:

Units

  • Bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte, petabyte
  • How data needs to be converted into a binary format to be processed by a computer

Numbers

  • How to convert positive denary whole numbers (0–255) into 8 bit binary numbers and vice versa
  • How to add two 8 bit binary integers and explain overflow errors which may occur • binary shifts
  • How to convert positive denary whole numbers (0–255) into 2 digit hexadecimal numbers and vice versa
  • How to convert from binary to hexadecimal equivalents and vice versa
  • Check digits.

Characters

  • The use of binary codes to represent characters
  • The term ‘character-set’
  • The relationship between the number of bits per character in a character set and the number of characters which can be represented (for example ASCII, extended ASCII and Unicode)

Images

  • How an image is represented as a series of pixels represented in binary
  • Metadata included in the file
  • The effect of colour depth and resolution on the size of an image file

Sound

  • How sound can be sampled and stored in digital form
  • How sampling intervals and other factors affect the size of a sound file and the quality of its playback: sample size, bit rate, sampling frequency

Compression

  • Need for compression

• Types of compression: loss and lossless

RE

Year 11 – Summer 2

  • Revision

Two examination papers of 1 hour and 45 minutes: one for Area of Study 1 and one for Area of Study 2.

Music

Year 11 – Summer 2

Unit 1 Focus: Unit 1A consolidation. And final exam.

Core: Creating a music product

Students will plan two concerts throughout this period building upon skills and auctioning evaluation points between the first and the second. All previously developed skills will be used.

 

PE

Year 11 – Summer 2

Striking and Fielding: Throughout this unit pupils will:

  • Develop tactical awareness and how to exploit weaknesses in the field
  • Refine skills that have been developed in order to become more efficient and effective in the games they are playing
  • Develop the ability to throw over long distances showing good accuracy and decision making
  • Understand which post/end to throw to in order to outwit opponents
  • Angles of shots selection identifying areas, which are weaknesses in the field
  • Change the pitch/bowling to challenge the batter
  • Develop leadership skills and work independently of the teacher when needed and chances are provided

PSHE

Year 11 – Summer 2

GCSE Preparation/Revision

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