YEAR 13 BOOKLET 2025 - 2026
Amity’s Skills for Success
Curriculum Vision, Values and Purpose
Academic A Level PE
BTEC Applied Science
Arabic Native
Art
Biology
BTEC Business Studies
Chemistry
Computer Science
Design Technology
Drama
Economics
International A-level English Literature
Extended Project Qualification (EPQ)
French
Geography
History
BTEC Information Technology
Islamic Native
Islamic Non-Native
Mathematics
Physical Education
Physics
PSCHME
Psychology
Spanish
Textiles
The Skills for Success, underpinning the curriculum across the school, are essential for preparing the youngest through to the oldest students to thrive in and beyond Amity. At the centre of the Skills for Success are Wellbeing and Self-care and Motivation and Engagement Wellbeing and Self-care recognises holistic development including emotional and mental health, both of which are addressed through robust pastoral systems and the additional provision offered by inclusion and school counsellors. Alongside this, Amity recognises that motivation and engagement are pivotal factors in meaningful and successful learning, underpinning participation, achievement, and joy, both inside and outside the classroom setting Agency, the ability to take initiative and drive one's learning, empowers students to be active participants in their educational journey. Creativity fosters innovation,
encouraging students to approach challenges with fresh perspectives, enhancing problemsolving abilities. Critical thinking cultivates analytical skills, enabling students to evaluate information, make informed decisions, and adapt to diverse situations. Collaboration emphasises the importance of working harmoniously with others. By instilling effective teamwork, students develop interpersonal skills crucial for success in both academic and social spheres. Students equipped, motivated and engaged with these skills can manage stress, build resilience, and maintain overall well-being. Through Enterprise, students apply agency, creativity, critical thinking, and collaboration to real-world scenarios, preparing them for future professional challenges.
Social Responsibility and Global Citizenship serve ‘to wrap around’ these skills in action Social Responsibility emphasises the ethical use of these skills, encouraging students to consider the impact of their actions on a broader societal scale This fosters a sense of empathy and community engagement. Being internationally minded adds a global dimension to these skills, preparing students for an interconnected world As an international school with over 70 nationalities, exposure to diverse perspectives promotes cultural awareness, fostering open-mindedness and adaptability supporting each school’s curriculum.
Our curriculum is developed to be equitable, inclusive, and future thinking It combines knowledge and skills to ensure students have a basis upon which to successfully build
Amity people are locally and globally minded citizens that are sensitive to the needs of others and proactively make a change to the world around them We value fostering community collaborations, developing selfworth, and human relationships.
The curriculum at Amity provides a roadmap that is sequential and builds knowledge and skills along with enriching opportunities outside of the walls of the classroom. It is structured so that it fosters cohesion, is inclusive to all learners and promotes future readiness, while acknowledging the importance of local, national and global communities.
Exam Board:
Pearson Edexcel
Specification link:
Duringterm1inyear13ALevel PE,studentswillcompletethe followingtopicsandchapters
Appliedanatomyand physiology.Energysystems fatigueandrecovery.Exercise physiologyandapplied movementanalysis.Injury preventionandthe rehabilitationofinjury. Skillacquisition.Memory models
SportandSociety Commercialisationofsport.
Studentswillalsolookat completingtheircoursework elementofthecourseandhand thisinforexternalmoderation.
Duringterm2inyear13A LevelPE,studentswill completethefollowingtopics andchapters
Exercisephysiologyand appliedmovementanalysis. Linearmotion.Angular motion,projectilemotionand fluidmechanics
Sportpsychology.Ethicsand devianceofsport;andthe relationshipbetweensport andthemediaandtalent identification
Studentswillalsofinalizetheir practicalperformanceduring thisterm,readyforexternal moderation
Duringterm3inyear13A LevelPE.Studentswillrevise fortheirexam.Wewilllook overallunitsfromyear12 andyear13.
Studentswillcomplete practicepapersanddevelop theirexamtechniquein preparationfortheirexam
Assessment Methods
Ongoing assessments will take place throughout the course. These will include written and practical tasks.
Digital Resource(s) & Useful Links: Click Here
EverLearner - https://theeverlearner.com/ Microsoft Teams
Edexcel A Level PE (2016) - https://qualifications pearson com/en/qualifications/edexcel-alevels/physical-education-2016 html [OL1] [OL1]@Joshua King Everlearn and Edexcel needs links
Exam Board:
Pearson Edexcel
Unit 4: Investigative Project Skills
This unit enables learners to gain an understanding and the skills required to undertake an investigative project
Unit 5: Principles and Applications of Biology II Learners will explore biological molecules and pathways, and their relevance to diseases, disorders, treatments and therapies.
Assessment Methods
Specification link:
Unit 6: Principles and Applications of Chemistry II
This unit builds on and extends the range of key science concepts in chemistry that were covered in Unit 2: Principles and Applications of Chemistry I
Unit 7: Principles and Applications of Physics II
This unit covers the important areas of thermal physics, materials and fluids and the essential aspects of radioactivity
Unit 10: Climate Change
This unit covers the principles, historic evidence and present-day understanding of the Earth’s atmosphere.
Unit 13: Biological Molecules and Metabolic Pathways
This unit covers biological molecules and the metabolic pathways involved in chemical reactions to enable organisms to function normally.
Assessment is designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector
All assessment is internal, but some mandatory units have extra controls on assessment such as core practicals
Digital Resource(s) & Useful Links:
All lesson content placed on teams
Revision resources with practice exam questions placed on Teams
Interactive quiz links and videos placed in posts on Teams
What are we learning each term?
Term 1
Types of Texts
Allah is with believers (Quran)
A look outside the window (Short story) I saw the palms (Autobiography) The reality of things (Essay)
Responding to a short story
Almutanaby (Biography)
Ahl Alazm (Masterpiece Poem) Exclamation mark (Short story)
Alherbaa (Short story)
Why do we count stars (Scientific essay) Composing a persuasive essay
Specification link:
Term 2
Texts around us
Allah is happier than (Hadith)
Jadak AL Ghaith (Classic Poem)
Assa Mawar (Short story)
Grouping (essay) Confronting desperation (Essay) Proposing personal case (Composition)
Andalusia Poetry
The young prince (Novel) Disclose fallacies (Essay)
Biography Research paper.
Term 3
To my mother (Poem)
The sugar of time (short story)
Dog (Short story) Zainab's Pen (Novel) Al Graphene (Essay) Autobiography
Modern Poetry (Nizar)
Modern novel (Ahamed Khalid) Writing to persuade.
Topic Quizzes: Quick checks for understanding, helping to catch gaps early and reinforce learning. End-of-Unit Tests: Assess overall grasp of a unit, guiding future teaching adjustments.
Main Assessments: Summative exams at term's end, evaluating cumulative knowledge for final grading.
Digital Resource(s) & Useful Links: Click Here
https://moe alefed com https://www.youtube.com/@Al Wa7a
Exam Board:
Pearson Edexcel
Personal PortfolioWorking to their chosen theme, students will be completing their final outcomes. At this stage in the course, they may choose to revisit and improve earlier work now that their skills have honed. The students will be producing their sheets in digital or physical format to upload to the exam board.
Assessment Methods
Specification link:
Click Here
Practical Exam 10 Hours
Pearson will release the exam paper on the 2nd of January, and students will work on the new externally set theme Students will have to work fast to produce a body of preparation work, the same amount as their Personal Portfolio in a much shorter space of time.
In Art students are continuously assessed throughout the course against the Pearson marking assessment grid https://qualifications.pearson.com/content/dam/pdf/A%20Level/Art%20and%20Design/201 5/Forms%20and%20administration/a-level-assessment-grid-practical-work-and-personalstudy-combined.pdf
The students will critique their own work, the work of their peers as well as receiving feedback from the teacher on how to improve their response to the assessment objectives
Exam Board: OxfordAQA
What are we learning each term?
Term 1
Unit3-Populationsand Ecosystems
Thefollowingtopicswillbe covered:
Unit3-Photosynthesis
Unit3-Respiration
Unit3-Theeffectofbiotic andabioticfactorson populations
Unit3-Energytransfer throughecosystems
Unit3-Nutrientcycles
Unit3-Inheritance
Unit3-Allelefrequenciesin populations
Unit3-Evolutionand speciation
Specification link:
Term 2
Unit4-Regulationof transcriptionand translation
Thefollowingtopicswillbe covered:
Unit4-Controlsystems involvestimulusand response
Unit4-Receptors
Unit4-Nerveimpulsesand synaptictransmission
Term 3
Unit4-Skeletalmusclesas effectors
Controlsystemsinplants
Homeostasisandnegative feedback
Hormonesandthecontrolof bloodglucoseconcentration
Controlofheartrate
ConsolidatingCorePracticals: Reviewpracticalstoensure understandingofmethodsand analysis.
Conductpracticalsorshowvideo demosandpracticelabreport writing
Holdworkshopsonexam strategiesandtime management.
MockPapersforUnit4and5
Schedulemockexamsforall unitsandreviewexam techniques.
Providedetailedfeedbackto highlightstrengthsand weaknesses.
Assessment Methods
Unit 4: Written exam: 1 hour 30 minutes 75 marks 20% of International A-level
Unit 5: Written exam: 1 hour 30 minutes 75 marks 20% of International A-level
Digital Resource(s) & Useful Links:
In Biology we use Teams to support learning. Lesson and revision resources are placed in Files on the class Team
Miss Estruch videos - Link 1 | Link 2
Pearson Edexcel
In Term 1 students will take the first of their three optional units.
Unit 23 work experience was started at the end of Term 3 in year 12.
Students will return with a completed log book and continue to finish parts A, B and C
Completion should be by October 11th prior to the half term break
After half term students will begin unit 19 which is called: Pitching a Business Idea. Students will be introduced to the planning for a Dragons’ Den style project.
Part A requires them to come up with an idea and plan for this by explaining 3 possible ideas, choosing one and in the next half term preparing the research and feasibility of that idea.
Specification link:
In Term 2 students will complete the presentation of their idea for unit 19. This will be recorded as evidence for this grade. By February 2025 we will begin the final optional unit.
This is Unit 24: Branding After completing a marketing campaign and becoming familiar with well known companies and brandsstudentsshould be able to complete this unit. Thisshould be completed by mid-April after which all completed work will be externally moderated and gradessubmitted to the exam board for the full BTEC course
All students should have completed all units for BTEC by the end of April, therefore they should be able to do revision for other subjects in these lessons. This will mean completion of:
Unit 1
Unit 2
Unit 19
Unit 23
Unit 24
360 Guided learning hours over the two years.
Students must complete each unit by a specific date which will be marked and feedback given for improvement.BTEC students are assessed every week in class to ensure they understand what is needed by a deadline and they are guided towards the higher level tasks for a good grade. At the end of the Easter term, students will have all units from Year 12 and 13 graded as an overall BTEC mark of distinction, merit or pass
Digital Resource(s) & Useful Links: Tutor2u – Marketing, Business Aims and Objectives.Programs such as Sharktank and Dragon’s Den.
STUDCO website with examplars of BTEC work. Link
Exam Board: OxfordAQA
RateequationsandKc
Rateequations
Rateexperiments
Theratedeterminingstep
Thearrheniusequation
GasequilibriaandKp
Electrodepotentialsandcells
Electrodepotentials
Theelectrochemicalseries
Batteriesandfuelcells
AcidsbasesandpH
Acids,basesandKw
pHcalculations
pHcurvesandindicators
Titrationcalculations
Bufferaction,Period3elements
Period3elementsandoxides
Transitionmetals
Transitionmetalbasics
Complexions
Formationofcolouredions
Substitutionreactions
Variableoxidationstates
Titrationswithtransitionmetals
CatalystsMetal-Aquaions
Assessment Methods
isomerismandcarbonyl compounds
Specification link:
OpticalisomerismAldehydes andketonesCaboxylicacids andestersAcyl chloridesPurifyingorganic compounds
Aromaticcompoundsand amines
Aromaticcompounds
Aminesandamides
Polymers
Condensationpolymers
Disposingofpolymers
Aminoacids,proteinsand DNA
ProteinsandenzymesDNA
Furthersynthesisand anaylsis
Organicsynthesis
NMRspectroscopy
1HNMRChomatography
We will use a mixture of questions that show a student's knowledge and skill application in each unit of work End of topic tests are usually out of 30 marks, as well exam style questions which are given for homework.
Digital Resource(s) & Useful Links:
All lesson PowerPoints are shared with students via Teams. For each topic, there is a Seneca assignment to help refresh the content and deepen understanding: Seneca Learning. Link 1 | Link 2 | Link 3
Exam Board:
Cambridge International
Paper 1 & 2 revision for students who decided to re-sit these papers from Y12
Paper 3 Topics:
Data Representation
Security
AI
Paper 4 Topics: Students will be given approximately 50% of timetabled lessons focusing on the practical programming exam, covering advanced programming paradigms and past paper questions
Paper 3 Topics:
Hardware and Virtual
Machines
Software Communication
Specification link:
Paper 4 Topics: Students will be given approximately 75% of timetabled lessons focusing on the practical programming exam, covering advanced programming paradigms and past paper questions.
Students will undertake multiple mock exams, past-papers and revision in preparation for the summer examinations. This will be guided by student performance in said mock exams.
In Computer Science, students will undertake a series of both practical and written assessments. Where there is a programming element, students will be given a programming ‘problem’ to solve in that language. Each topic will have an end-of-topic assessment, as well as formative assessments throughout the teaching cycle, such as verbal discussions, homework and extension activities.
Cambridge International AS and A Level Computer Science Coursebook: ISBN 9781108733755
All digital resources are shared with students via OneNote
Pearson Edexcel
Students refine their design ideas, create accurate plans and technical drawings, and begin building their final product They test materials, justify design choices, and think about how their product will be used in real life. They learn about:
Advanced CAD/CAM and manufacturing planning
Tolerances, materials testing, and specification writing
Evaluating performance, cost, and environmental impact
Specification link:
This is the final push to complete their prototype to a high standard. Students assemble, finish, and test their product, and write a detailed evaluation that reflects on success, user feedback, and areas for improvement Alongside this, students revise key topics like: Safety standards and regulations in design Commercial manufacture and quality assurance Social, environmental, and economic responsibilities of designers
With the NEA complete, students focus on exam preparation. They revisit all major theory topics through practice questions, applied scenarios, and discussions. Topics include: Core material knowledge and performance
Product design principles and analysis
Influences on design: society, technology, and history
This final term equips students with the confidence and knowledge to succeed in their final exams and prepares them for future study or careers in design, engineering, or architecture.
independence. They are assessed on the following competencies:
Students plan and conduct detailed investigations to support their design
ideas They use user feedback and market research to justify and refine their thinking.
Pupils produce welldeveloped and clearly presented design solutions using professional standards of sketching, CAD modelling, and presentation.
Advanced Making and Manufacturing
Students demonstrate confidence and precision in using tools and machinery They plan and manage their own time and resources, producing outcomes that are refined, functional, and wellfinished
Students reflect critically on their final products, incorporating user testing and technical criteria. They consider improvements, commercial viability, and environmental impact
Pupils apply a full range of design and technology theory to support their ideas in both coursework and exam preparation They use this knowledge to explain and justify their design decisions clearly and confidently
Students demonstrate confidence and precision in using tools and machinery. They plan and manage their own time and resources, producing outcomes that are refined, functional, and wellfinished.
Students reflect critically on their final products, incorporating user testing and technical criteria. They consider improvements, commercial viability, and environmental impact.
Pupils apply a full range of design and technology theory to support
Throughout the A Level Product Design course, students refine key subject-specific skills aligned with the NEA (Non-Examined Assessment) structure and the expectations of the written exam. These skills are grouped into four main categories that mirror the design process and assessment criteria.
By Year 13, students are expected to show a higher level of independence, confidence, and technical accuracy. They build on earlier learning by developing:
Advanced Research and Investigation
Students gather, interpret, and apply complex information, focusing on specific user needs and technical considerations to guide their projects.
Professional-Level Design Communication
Pupils confidently use drawing, CAD, and modelling to create sophisticated, userfocused design proposals with clear justifications.
Skilled Manufacturing and Prototyping
Students take ownership of their making process, working with high levels of precision and care They choose appropriate techniques and tools to match their design intent.
Critical Evaluation and Testing
Pupils analyse and test their final products, using detailed evaluation to assess success and suggest realistic improvements.
Students integrate their knowledge of materials, processes, and systems into both practical projects and exam responses, demonstrating a secure understanding of all course content.
At A Level, students are expected to work with increasing independence and professionalism. The subject skills they develop support future study and employment in designrelated fields such as architecture, product design, and engineering. In addition, the curriculum builds on the Amity Skills for Success framework, helping students grow as thoughtful, capable individuals.
Subject-Specific Skills
Advanced design thinking: applying logic, creativity, and empathy to real-world challenges. Workshop and manufacturing skills: working with precision, safety, and responsibility. CAD/CAM proficiency: using digital tools such as Fusion 360, 2D Design, and SketchUp Analytical thinking: evaluating materials, processes, and sustainability in depth
Visual and verbal communication: presenting ideas clearly through drawings, models, and presentations
Creativity – generates and refines original ideas through exploration, risktaking, and feedback. Critical Thinking –justifies decisions using evidence and thoughtful evaluation. Agency – shows independence, takes initiative, and manages long-term projects with confidence.
Collaboration – works constructively with peers, clients, and mentors during design development. Motivation and Engagement –remains committed to projects, managing time and workload effectively. Wellbeing – maintains safe workshop practices and manages stress during NEA deadlines.
Visual and verbal communication: presenting ideas clearly through drawings, models, and presentations
Creativity – generates and refines original ideas through exploration, risktaking, and feedback. Critical Thinking –justifies decisions using evidence and thoughtful evaluation. Agency – shows independence, takes initiative, and manages long-term projects with confidence.
Collaboration – works constructively with peers, clients, and mentors during design development. Motivation and Engagement –remains committed to projects, managing time and workload effectively. Wellbeing – maintains safe workshop practices and manages stress during NEA deadlines.
Assessment Methods
Component 1 - 50% of qualification
Written examination. Exam 2hrs 30 mins 120 marks. The paper includes calculations, short open and open-response questions as well as extended-writing questions.
Component 2 - 50% of qualification
Non-Examined Assessment (NEA):
The NEA is worth 120 marks. The investigation report is internally assessed and externally moderated.
Digital Resource(s) & Useful Links:
https://www.pearsonschoolsandfecolleges.co.uk/Secondary?nodeId=4b231f12-3977-48618a65-d0c2dffc84ca&entryId=9aa5dbef-7c2c-469e-95fa-9a7f32495791
http://www mr-dt com/materials/paperandboardtypes html
https://www bobst com/uken/products/hot-foilstamping/process/# WKRJmrlXXIU
Cambridge international
Pupilswillcovercomponents 3and4,identifyingtheir specialismandworkingon teacher-facilitated,studentcenteredprojects.Theywill explorestylesandplaysfrom theCIElist,choosea tradition/stylefortheC3case study,andpreparefor devising.Pupilswillidentify themes,gathersupporting materials,enhanceactingskills forC3,andresearchtwoareas forC4withaninvestigation question.Theywillalso explorecasestudiesand finalizetheirresearchessay question.
Assessment Methods
Specification link:
Click Here
InTerm2studentswill completethepresentation oftheirideaforunit19. Thiswillberecordedas evidenceforthisgrade. ByFebruary2025wewill beginthefinaloptionalunit ThisisUnit24:Branding Aftercompletinga marketingcampaignand becomingfamiliarwithwell knowncompaniesand brandsstudentsshouldbe abletocompletethisunit. Thisshouldbecompleted bymid-Aprilafterwhichall completedworkwillbe externallymoderatedand gradessubmittedtothe examboardforthefull BTECcourse.
Allstudentsshouldhave completedallunitsforBTEC bytheendofApril, thereforetheyshouldbe abletodorevisionforother subjectsintheselessons Thiswillmeancompletion of:
Unit1
Unit2
Unit19
Unit23
Unit24
360Guidedlearninghours overthetwoyears.
C3 devising and solo performances examined. Preparation time in class and Homework.
Ongoing monitoring of the C4 research essay
Digital Resource(s) & Useful Links:
The Drama department provides access to the following platforms
Digital Theatre Plus www.digitaltheatreplus.com and Drama online library www dramaonlinelibrary com
Drama
Pearson Edexcel
Theme3focusesonlabormarket economics,whileTheme4covers globalization,trade,and development.Topicsinclude multinationalbusinesses,trade patterns,balanceofpayments, exchangerates,poverty, inequality,growthfactors, financialmarkets,marketfailure, centralbanks,andpublicfinances.
Specification link:
InTerm2studentswill completethepresentationof theirideaforunit19
Thiswillberecordedas evidenceforthisgrade ByFebruary2025wewillbegin thefinaloptionalunit ThisisUnit24:Branding Aftercompletingamarketing campaignandbecoming familiarwithwellknown companiesandbrands studentsshouldbeableto completethisunit.
Thisshouldbecompletedby mid-Aprilafterwhichall completedworkwillbe externallymoderatedand gradessubmittedtotheexam boardforthefullBTECcourse.
Allstudentsshouldhave completedallunitsforBTEC bytheendofApril,therefore theyshouldbeabletodo revisionforothersubjectsin theselessons.
Thiswillmeancompletionof: Unit1 Unit2 Unit19 Unit23 Unit24
360Guidedlearninghours overthetwoyears.
Mid-term test and end of term tests Exam paper practice every week Homework – research and debate preparation. Verbal assessment in every lesson, Peer assessment with exam questions Constant reviews against their minimum expected grade and feedback on how to improve every week in the class.
Digital Resource(s) & Useful
Tutor2 U, Econdal are the two recommended main websites for Economics Students have access to an Economics book each They also have access to past papers and are given a package of revision materials prior to their mock exams
Exam Board: Pearson
Specification link:
Click Here
Edexcel
Term 1
Unit3Inthisunitstudentswill developtheskillstorespond topost-1900unseenpoetry andtheirresponseswillbe informedbytheskillsthey havepreviouslydevelopedin relationtothestudyofpoetry Studentswillalsobuildonthe knowledgeofprosefictionto studytwothematicprosetexts andlearntomakeconnections betweenthesetexts.Teaching andwiderreadingshould addressthesignificanceand influenceofcontextualfactors ofthechosentexts.
Term 2
Unit4Studentswillexploreone textbyShakespeare.Theywill exploretheuseofliteraryand dramaticdevicesandthe shapingofmeaningintheir chosentext Teachingandwider readingshould A Level Econ A Spec.pdf addressthesignificanceand influenceofcontextualfactors andengagewithdifferent interpretationsofchosentext Studentswillalsostudypoems fromaspecifiedpoetry movement.Theywillusepoetry alreadydevelopedtofurther gainadeeperunderstandingof poeticstyleandmeaning. Teachingandwiderreading shouldaddressthesignificance andinfluenceofcontextual factorsandengagewith differentinterpretationsof chosenpoetry.
Term 3
Finalexampreparationand revision.
Digital Resource(s) & Useful Links: Students will undertake a series of timed essays in preparation for the exam, including review assessments for Units 1 and 2.
https://www.digitaltheatreplus.com/ https://www.sparknotes.com/
Exam Board: OxfordAQA
Term 1
Introduction & Skills
Development: Students are introduced to the EPQ, learning essential research, time management, and academic writing skills. Training on evaluating sources, note-taking, and referencing is also provided.
Project Proposal: Students choose a topic, create a project proposal, and complete initial planning, including setting objectives and timelines.
Initial Research: Students begin detailed research on their chosen topic, gathering information from a range of sources (books, articles, online resources, etc.).
Supervisor Meetings: Regular one-on-one meetings with supervisors to review progress, get feedback, and refine research focus.
Term 2
Specification link:
Term 3
Project Execution: Students focus on completing their research, developing their project (essay, artifact, or other outputs), and compiling evidence of their work.
Writing & Review: The written report (usually around 5,000 words) or artifact is drafted, reviewed by supervisors, and revised based on feedback.
Presentation & Reflection: Students prepare and deliver a presentation about their project, findings, and learning process. They also complete a self-reflection on their development.
Final Submission: The completed project, including a production log and presentation, is submitted for assessment.
Throughout both terms, independent learning, critical thinking, and project management skills are emphasized.
Students will have completed their qualification by this term.
Students are assessed on the completion of the following 3 things. Production Log Produced Artefact or Report Presentation Assessment Methods
Exam Board:
Pearson Edexcel
Unité 7 L’impact positif de l’immigration en France
7.1 Les immigrés en France : d’où viennent-ils et pourquoi sont-ils venus ?
7.2 L’immigration – une nécessité pour l’économie française
7 3 L’immigration et l’enrichissement culturel de la France
Unité 8 Les défis de l’immigration et de l’intégration en France
8 1 Vivre ensemble
8 2 Les défis et bienfaits de l’immigration et du multiculturalisme
8.3 Les enjeux du multiculturalisme en France
Unité 9 L’extrême droite
9.1 Le Front National
9.2 La montée du Front National
9.3 Les objectifs des chefs de file du FN
9.4 L'opinion publique
Essay-writing skills through Film and Literature
Specification link:
IUnité 10 La France occupée
10.1 La France sous l’Occupation et la collaboration
10 2 L’antisémitisme et l’Occupation
10.3 La vie sous l’Occupation : les représailles d’après-guerre
Unité 11 Le régime de Vichy
11 1 Le maréchal Pétain et le régime de Vichy
11.2 La Révolution nationale
11.3 La politique de Vichy et ses conséquences
Unité 12 La Résistance
12 1 La Résistance française
12.2 L’importance de Jean Moulin et des femmes dans la Résistance
12 3 Les Français libres et le général de Gaulle
Essay-writing skills through Film and Literature
Research Project: active work should be planned throughout Term 2.
This term students will revisit theme 1 and 2
They will also do Intensive exam skills practice
Revision of grammar/translation Intensive essay-writing practice
Each half term, students’ listening, reading, speaking and writing skills will be assessed
Digital Resource(s) & Useful Links:
Assessment Methods https://www lemonde fr/
Exam Board: OxfordAQA
Term 1
We will study two topics this term:
Hazardous environments
Hazards resulting from tectonic processes
Hazards resulting from mass movements
Hazards resulting from atmospheric disturbances
Sustainable management in hazardous environments
Global Interdependence
-Trade flows and trading patterns
-International debt and international aid
-The development of international tourism
-The management of a tourist destination
Specification link:
We will study two topics this term:
Coastal environments
-Coastal processes
-Characteristics and formation of coastal landforms
-Coral reefs
-Sustainable management of coasts
Environmental management
-Sustainable energy supplies
-The management of energy supply
-Environmental degradation Management of a degraded environment
In this term we will prepare and sit the end of year examinations for A Level
Students will undertake routine past paper drills and sit a mock examination in January in addition to the final assessment in term 3.
Digital Resource(s) & Useful Links:
A variety of resources are available online on Youtube, at Save my Exams: https://www.savemyexams.com/a-level/geography/ and BBC Bitesize revision.
Exam Board:
Pearson Edexcel
CivilRightsandRaceRelations intheUSA1865-2009
‘Freeatlast’,1865–77
Exploringreasonsfor,and impactof,theThirteenth Amendment1865–77
Thetriumphof‘JimCrow’, 1883–c1900
Lookingattheroleofthe SupremeCourtandimpactof thecivilrightscases. Rooseveltandracerelations, 1933–45
TheimpactoftheNewDeal
TheworlddividedSuperpower Relations1943-1990
-Historicalinterpretations: Whatexplainstheoutbreakand developmentoftheColdWarin theyears1943–53?
-Conciliationandconfrontation, 1953–64;theroleof personalities inshapingthe conflict,eventsintheColdWar uptothebeginningsofdetente
Specification link:
CivilRightsandRaceRelations intheUSA1865-2009
‘Ihaveadream’,1954–68
Exploringpressureforchange 1954-65,landmarklegislation andthebeginningsofsplitto civilrightsgroups
RacerelationsandObama’s campaignforthepresidency, c2000–09
Exploringthepoliticalcareerof BarackObama;reasonsfor victoryinNovember2008
TheworlddividedSuperpower Relations1943-1990
-StalemateandDétente,1964–79;examiningtheimpactofwar byproxyandreasonsfor detenteandgreaterstability
-Renewedconfrontationand resolution,1979–90; examiningheightenedtensions inthe1980s,theeconomicsof thecoldwarandsignificanceof thebreakdownofUSSR
Revisionandexamtechnique
Pearson Edexcel
In Term 1 students will take the final optional unit for this course on Unit 2 - Creating Systems to Manage Information.
Students will return coursework on Part A: understanding the purpose and structure of relational database management systems
Part B: Design a relational database to meet client requirement
Part C: Develop a relational database to meet client requirement
Learners must submit their own, independent work as detailed in the set assignment. Each learner must complete an authentication sheet.
Specification link:
In Term 2 students will take the final Mandatory unitInformation Technology Systems – Strategy, Management and Infrastructure.
This is a Pearson Set Assignment completed in sessions that come to a total of 20 hours in a controlled environment.
Students will return coursework on Part A: Explore how IT infrastructure meets the needs of organisations and their stakeholders.
Part B: Understand how organisations make use of data and information
Part C: Develop policies for the use of IT within an organisation
All students should have completed all units for BTEC by the end of April, therefore they should be able to do revision for other subjects in my lessons
Students must complete each unit by a specific date which will be marked and feedback given for improvement. At the end of the Easter term, students will have all units from Year 12 and 13 graded as an overall BTEC mark of distinction, merit or pass
Digital Resource(s) & Useful Links:
www.willsimpson24.co.uk website with exemplars of BTEC work. All lesson materials are shared with students via OneNote, including PowerPoints. PDFs of each unit is also provided in their notebooks
Exam Board: UAE- Ministry of Education
What are we learning each term?
Term 1
1. "Community Protection from Moral Crimes"
2 "Approaches of the Commentators"
3. "Islam Rejects Extremism"
4. "Marital Separation"
5. "The Prophet Muhammad, peace be upon him, and Social Life"
6. "The False Accusation Hadith - A Lesson and a Moral"
7 "Divine Traditions"
8 Responsibility in Islam"
9."The Five Objectives of Legislation"
10."Sheikha Fatima bint Mubarak – 11. May God preserve her"
Assessment Methods
Term 2
Social Communication: Behavior and Etiquette"
"The Prophetic Approach to Healthcare"
"Forbidden Transactions"
"National Service: A Religious Duty and a National Requirement"
Marriage as a Path to Chastity"
"Creative Thinking in Islam"
"Jurisprudence of Organizing Actions According to Their Objectives" Globalization"
Forbidden Transactions"
National Service: A Religious Duty and a National Requirement"
Term 3
Allah is the Light of the Heavens and the Earth"
Obedience and Compliance: The Path of Faith"
Islamic Etiquette in Visions and Dreams"
Lesson of Sheikh Zayed bin Sultan (may God have mercy on him)
Islam and the knowledge economy
Topic Quizzes: Quick checks for understanding, helping to catch gaps early and reinforce learning End-of-Unit Tests: Assess overall grasp of a unit, guiding future teaching adjustments.
Main Assessments: Summative exams at term's end, evaluating cumulative knowledge for final grading.
Digital Resource(s) & Useful Links:
https://www.houseofquran.com/quransys/qsys-ar.html
Exam Board:
UAE- Ministry of Education
What are we learning each term?
"Community Protection from Moral Crimes"
"Approaches of the Commentators"
"Islam Rejects Extremism"
"Marital Separation"
"The Prophet Muhammad, peace be upon him, and Social Life"
"The False Accusation
Hadith - A Lesson and a Moral"
"Divine Traditions"
“Responsibility in Islam"
"The Five Objectives of Legislation"
"Sheikha Fatima bint
Mubarak
“May God preserve her"
Social Communication: Behavior and Etiquette"
"The Prophetic Approach to Healthcare"
"Forbidden Transactions"
"National Service: A Religious Duty and a National Requirement"
Marriage as a Path to Chastity"
"Creative Thinking in Islam"
"Jurisprudence of Organizing Actions According to Their Objectives"
Globalization"
Forbidden Transactions"
National Service: A Religious Duty and a National Requirement"
Allah is the Light of the Heavens and the Earth"
Obedience and Compliance: The Path of Faith"
Islamic Etiquette in Visions and Dreams"
Lesson of Sheikh Zayed bin Sultan (may God have mercy on him)
Islam and the knowledge economy
Assessment Methods
Our assessments include topic quizzes for quick checks, identifying gaps early, and reinforcing learning. End-of-unit tests measure understanding and guide teaching adjustments, while main assessments at term’s end evaluate cumulative knowledge for final grades.
Digital Resource(s) & Useful Links:
https://www houseofquran com/quransys/qsys-ar html
Exam Board: Pearson Edexcel
InTerm1ofYear13 Mathematics,weaimto completemostoftheA2 Purecontenttoensurethat studentsarepreparedtosit amockexaminationin January
Pure Functions&Graphs Trigonometric Functions Trigonometry& Modelling Vectors ParametricEquations Differentiation Integration
Specification link: Click Here
InTerm2,studentswill continuewiththePurecontent andalsobegintheApplied units.
Pure Integrationcontinued BinomialExpansion
Applied(Mechanics) Moments Forces&friction Applicationofforces
Applied(Statistics) Regression,Correlation& HypothesisTesting ConditionalProbability TheNormalDistribution
InTerm3,studentswill completethefinalchapters ofthePureandMechanics contentbeforemovinginto focusedrevision.Lessons willbededicatedto consolidatingknowledge, addressinganygaps identifiedthrough assessments,andtailoring supporttothespecific needsofthestudentsas theypreparefortheir examinations.
Pure NumericalMethods
Applied(Mechanics) Projectiles FurtherKinematics
Students are regularly assessed in class to check their progress. Summative assessments take place at the end of topics, making use of past paper questions and will include some prior learning to ensure retrieval of previous content. Mock examinations will take place early in Term 2 of Year 13.
Topic questions, past papers and links to useful resources can be found on the Independent Study Teams page, as well as the Maths Teams Students have access to both a physical and digital copy of the course textbook. Due to the nature of a linear course, where prior knowledge is needed in order to access new learning, regular revision is built into lessons and homework, however independent study on top of this is an expectation.
During term 1 in year 13
PE, students will take part in team based sports for the first half term Contributing to different tournaments as a class and the roles and responsibilities required within a team
During the second half term, students will have the opportunity to complete a four week sailing block
During term 2 in year 13
PE, students will be given the opportunity to choose the direction their PE journey continues. Each 4week block, students will be given new opportunities and sports they can select.
During the first half term, students will have the opportunity to complete a four week sailing block
During term 3 in year 13
PE, students will be given the opportunity to choose the direction their PE journey continues Each 4week block, students will be given new opportunities and sports they can select.
As they approach their exams, PE is a wonderful resource for students to keep them calm throughout the buildup to this period.
Assessment Methods
There is no formal assessment for year 13 Physical Education.
Digital Resource(s) & Useful Links:
Microsoft Teams is where the PE department post useful links and resources for students.
Exam Board: OxfordAQA
In Term 1, we will cover Motion in a Circle, Simple Harmonic Motion, Gravitational Fields, and Electric Fields. The topics we will explore include:
Motion in a Circle:
Uniform circular motion
Centripetal acceleration
On the road
At the fairground
Simple Harmonic Motion:
The principles of simple harmonic motion
More about sine waves
Applications of simple harmonic motion
Gravitational Fields: Newton's law of gravitation
Gravitational field strength
Gravitational potential
Planetary fields
Satellite motion
Electric Fields:
Field patterns
Electric field strength
Electric potential
Coulomb'slaw
Point charges
Comparing electric fields and gravitational fields
Specification link:Click Here
In Term 2, we will cover Capacitors, Magnetic Fields, and Electromagnetic Induction
The topics we will explore include:
Capacitors:
Capacitance
Energy stored in a charged capacitor
Dielectrics
Charging and discharging a capacitor through a fixed resistor
The theory of radioactive decay
Magnetic Fields:
Current-carrying conductors in a magnetic field
Moving charges in a magnetic field
Charged particles in circular orbits
Electromagnetic Induction:
Generating electricity
The laws of electromagnetic induction
The alternating current generator
Alternating current and power
Transformers
In Term 3, we will cover Thermal Physics, Gases, Nuclear Energy, Rotational Dynamics, and Renewable Energy Resources The topics we will explore include:
Thermal Physics:
Internal energy and temperature
Specific heat capacity
Change ofstate
Energy transfer by heating
Gases:
The experimental gas laws
The ideal gaslaw
The kinetic theory of gases
Nuclear Energy:
Nuclear radius
Energy and mass
Binding energy
Fission and fusion
The thermal nuclear reactor
Rotational Dynamics:
Angular acceleration
Moment of inertia
Rotational kinetic energy
Angular momentum
Renewable Energy Resources
Wind energy
Solar energy
Hydropower and pumped storage
Assessment Methods
We will use a mixture of strategies to assess students such as quizzes, unit tests and exam style questions that show a student's knowledge and skill application in each unit of work Pupils sit an end of topic tests for most units covered, in some instances we combined unit assessments
Digital Resource(s) & Useful Links:
All lesson PowerPoints and worksheets can be found in Teams.
For revision notes, visit Save My Exams AQA: Save My Exams AQA Revision Notes.
For past papers, check Physics and Maths Tutor: Physics and Maths Tutor Past Papers. For practical physics videos, visit: Physics Practical Videos.
For content videos, check: Content Videos.
What are we learning each term?
In Term 1 of Year 13, we cover themes of Independence in the first half term, as our senior students start to prepare for life after school at University, and Next Steps, with a focus more on the University application process.
In Term 2, our first topic is Financial Choices, to continue the theme of life after school, followed by Building and Maintaining Relationships, with a focus on at University and in the workplace
In Term 3, the focus switches to Revision Techniques and Managing exam Preparation, as the students start to prpeare for their final examinations
Resources and handouts will largely be shared in the PSCHME lesson, although occasionally students will be directed to articles and extra support that links to their learning in class. In the Sixth Form, we also encourage our students to have some input into what is covered in PSHCME to ensure that these times in the week are relevant to the experiences they are having at different points in the academic year.
Exam Board: Pearson Edexcel
The Issues & Debates unit explores key psychological concepts and controversies, including the nature-nurture debate, free will versus determinism, and ethical considerations in research. It encourages students to critically evaluate different perspectives, integrating these discussions into their understanding of psychological theories and practices.
Specification link:Click Here
Topic: Criminal Psychology
The Clinical Psychology unit explores the theories and practices related to psychological disorders, focusing on their diagnosis, treatment, and the impact on individuals and society. It covers various therapeutic approaches, including cognitive-behavioral therapy and psychoanalysis, while examining case studies and research to understand the effectiveness of these interventions.
The unit of Criminal Psychology explores the psychological principles underlying criminal behavior, including the motivations, thoughts, and actions of offenders. It also examines the psychological impact of crime on victims and society, alongside various approaches to crime prevention and intervention.
In Psychology, students will complete a learning check half-way into each unit and an end of unit assessment once each unit has been completed. There will always be a minimum of two weeks between when students have been notified of when an assessment taking place and the date the assessment takes place. There will also be practice essay questions that are completed in lesson time once students have covered the appropriate content.
In Psychology, all lesson resources, revision materials and assessment materials are posted on the Teams page of the class, which all students have access to.
Exam Board: Pearsons Edexcel
What are we learning each
Term 1
Tema 3: La Inmigracion y la sociedad multicultural
El impacto positivo de la inmigracion en la sociedad espanola
·Los desafios de la inmigracion y de la integracion
La reaccion publica y social a la inmigracion
Assessment Methods
Term 2
Specification link: Click Here
Tema 4: La dictadura franquista y la transición democratica
La Guerra Civil y el ascenso de Franco
La dictadura franquista
El paso de la dictadura a la democracia
Paper 2 and Paper 3 exam preparation:
La Casa de Bernarda Alba
El Laberinto del Fauno Personal Research Project
Past Papers, essay writing, Speaking Cards
Digital Resource(s) & Useful Links:
https://boost-learning.com https://elpais com/
Term 3
This term we will be continuing our focus on A level exam preparation and technique Our main areas will be essay writing, translation skills and speaking focused on themes cards and Personal Research Project
Exam Board: Pearson Edexcel
Personal Portfolio - Working to their chosen theme, students will be completing their final outcomes
At this stage in the course, they may choose to revisit and improve earlier work now that their skills have honed. The students will be producing their sheets in digital or physical format to upload to the exam board.
Exam Unit Preparation.
Specification link: Click Here
Pearson will release the exam paper on the 2nd of January, and students will work on the new externally set theme Students will have to work fast to produce a body of preparation work, the same amount as their Personal Portfolio in a much shorter space of time. Term 1
Assessment Methods
In Art students are continuously assessed throughout the course against the Pearson marking assessment grid
https://qualifications.pearson.com/content/dam/pdf/A%20Level/Art%20and%20Design/201 5/Forms%20and%20administration/a-level-assessment-grid-practical-work-and-personalstudy-combined.pdf
The students will critique their own work, the work of their peers as well as receiving feedback from the teacher on how to improve their response to the assessment objectives
To understand how this links to the reports you will receive please see the table below
https://www.studentartguide.com/
