Curriculum guide 2018

Brentford School for Girls Curriculum Guide 2017-2018

Overview Curriculum Year 7 8 9 10 11 12 13

Age between Sept-Aug 12 13 14 15 16 17 18

Key Stage 3

Assessment/Grading Flight paths 1-9

4

GCSEs: 1-9 (A*-C for some subjects)

5

BTEC: Pass, Merit, Distinction, Distinction* A level: A*-E BTEC: Pass, Merit, Distinction, Distinction*

Curriculum Model 2017-2018 Key Stage 3 Year 7 Art Technology Drama PSCHE English Geography History ICT Maths MFL Music PE Science RE Library (AR) Total

1 2 1 1 4 2 2 1 4 3 1 2 4 1 1 30

Year 8 Art Technology Drama PSCHE English Geography History ICT Maths MFL Music PE Science RE Library (AR) Total

1 2 1 1 4 2 2 1 4 3 1 2 4 1 1 30

Year 9 English Maths Science RE PE PSCHE Option A Option B Option C Total

5 5 6/7 1/2 2 1 3 3 3 30

Key Stage 4 Year 10 English Maths Science RE PE PSCHE Option A Option B Option C Total

5 5 6/7 1/2 2 1 3 3 3 30

Year 11 English Maths Science RE PE PSCHE Option A Option B Option C AC Mentoring

Total

5 5 6/7 1 1/2 1 3 3 3 0/1 30

Art Term

Year 7

Year 8

Year 9

Year 10

Year 11

Term 1 Term 2 Term 3 Formal Elements Project  Exploratory workshop sessions investigating: Colour, pattern, line, shape, texture, line, form.  In Drawing, Painting, 3D, Printmaking  A wide range of artists, printmakers and sculptors largely from the 20th Century will be explored throughout this unit of work  Observational drawing of a 3D form Fauvist Portraits Students will make a copy of a Fauvist portrait and apply the technique to their own work  To gain an understanding of the work of the Fauvist artists and their style of art  To gain knowledge of facial proportions  To learn how to enlarge an image with accuracy using an enlargement grid  To learn how to emulate the work of the Fauvist artists

Natural Form – Sketchbook Skills To develop skills when:  Carrying out research  Analysing an image  Recording ideas and observations  Producing outcomes Portraiture Students will study the theme of Portraiture and look at historical and contemporary portraits.

They will record their own portraits from observation, develop their own ideas and produce a final piece of work They will develop skills when:  Carrying out research  Analysing an image  Recording ideas and observations  Producing outcomes Studies of the work of other artists, consideration of composition/background design

Term 4 Term 5 Painting Project  Piet Mondrian painting focussing on the formal elements  Learning how to plan a painting considering: space, shape & colour

Term 6

Cubist Still-Life Students will learn about the work of the Cubist artists. They will produce a still -life using pastels and will apply a similar technique to emulate their work  To gain an understanding of the work of the Cubist artists and their style of art  To gain a knowledge of still-life  To gain knowledge of how to compose a picture  To learn how to record observations and ideas  To learn the techniques used by the Cubist artists Pop Art & Graphics  To gain an understanding of the work of the Pop Artists and their graphic style of art  To gain knowledge of how to compose a picture  To learn how to record observations and ideas  To learn the techniques used by the Pop Artists Chosen theme from past exam papers Students will produce further independent work and record their own ideas and observations fuelled by the own research  To gain an understanding of the work of the Artists and their style of art  To gain knowledge of how to compose a picture  To learn how to record observations and ideas  To learn the techniques used by the artists

Hand out exam paper set by the exam board Set still-life tasks as lead up to different questions

Business Studies Term Year 7 Year 8

Year 9 (Eduqas)

Year 10 (Eduqas)

Year 11 (Edexcel)

Term 1

Term 2

Business Activity  Business Enterprise  Providing Goods & Services  Types of Ownership  Business Aims & Objectives  Business Growth  Business Location Human Resources  Recruitment & Selection  Training  Motivation  Organisational Structures

Managing Stock & Quality  To interpret bar gate stock graphs to see how stock control should work in theory and understand the need for the use of Just In Time (JIT) stock control.  The advantages and drawbacks of different stock control methods quality control versus a culture of quality assurance.

Meeting Consumer Needs  Trade Descriptions and Sale of goods legislation and the effects of this legislation on business.

Controlled Assessment Unit   





This unit is internally assessed under controlled conditions.

Students complete one Edexcel-set task with a total of 40 marks.

Research/investigation – approximately two week of curriculum time (a maximum of six hours).

Analysis/evaluation of task (final write-up) – approximately one week of curriculum time (a maximum of three hours).

The task is internally marked by teachers and moderated by Edexcel.

Term 3

Term 4

Term 5

Marketing  Target Markets  Market Segmentation  Market Research  Marketing Mix

Business Operations  Methods of Production  Quality  Supply Chain  Sales Process  Customer Service

Influences on Business  Technological Influence on Business Activity  Ethical Influence on Business Activity  Environmental Influence on Business Activity  Economic Influence on Business Activity  The Impact of Globalisation on Businesses  The impact of Legislation on Business Break Even Charts & Break Even Analysis  How to draw and interpret break-even charts; calculate the break-even point and margin of safety.  How changes to price and costs affect the break-even point.  The value to a business of using break-even analysis.

Finance  Sources of Finance  Revenue & Costs  Profit & Loss Accounts  Cash Flow  Financial performance Analysis

Effective People Management  The importance of divisional structure, levels of hierarchy, chains of command, and centralised versus decentralised systems.

Term 6

The Wider World Affecting Business – Environmental Issues  How businesses affect the environment the importance of short term environmental effects (impact on traffic congestion; air, noise and water pollution; recycling) and long-term environmental effects (global warming and resource depletion)

Drama Term

Year 7

Year 8

Year 9

Year 10

Year 11

Term 1 Introduction to Drama

Term 2 The Ship – Devising

Term 3 Theatre Review

 To explore Drama through a variety of stimuli

 Explore storytelling through the use of drama

 To understand the creation of theatre

 To develop an understanding of rehearsal techniques and the basics of drama  To evaluate the process of creating drama and rehearsing Explorative Strategies and Rehearsal Techniques  To explore the use of explorative strategies with a workshop  To use rehearsal techniques to develop a piece of theatre Introduction to GCSE Let Him Have It Devising Exploring through stimuli

 Apply a variety of drama strategies within a performance

 To evaluate and analyse a performance

 Consider technical theatre in creating a performance

 Theatre review & drama examination

Identity Devising  Explore a variety of stimuli through group work, explorative strategies and rehearsal techniques  Explore social issues through drama exploration Monologue Unit  Explore performing a monologue  Explore the use of voice, body language and creating a character  Evaluating own performance and justify creative decisions Preparation for Component 2  Rehearsal techniques

Theatre Review  To understand the creation of theatre  To evaluate and analyse a performance  Drama examination

Preparation for Component 1  Devising (40% of grade)  Creation from stimulus and process diary  1500-2000 word written work Component 2  One group performance directed by your teacher  One duologue/monologue

Term 4

Term 5 Ernie’s Incredible Illucinations - Play  To explore the use of narration and other drama strategies  To stage a play with a consideration for the style

Term 6 Shakespeare Introduction: Playwright / Genre  Explore the life and works of Shakespeare

Naturalism Theatre Style and Practitioner  Explore Stanislavski’s style and techniques  Apply techniques to a script

ASBO – Play  To understand social issues through performance  To stage and explore the themes and issues with the play

Horror: Technical Theatre  To understand the style and genre of Horror  To use the techniques of Horror within a performance

Mock Examination Theatre Review Director Perspective Exam Review

Blood Brothers Exploring and performing a script

Role of the Director  Script work  Studying a play

End of Year Performance

Theatre Review – Director Perspective  Preparation for Component 3

Dialogue Unit  Explore performing a duologue  Explore the use of voice, body language and creating a character

Preparation for Component 2  Performing a script  Role of a Director, Actor and Designer

End of Year Performance  Explore performing a duologue  Explore the use of voice, body language and creating a character

Component 3 - Written Exam  Devising  Creation from stimulus and process diary  1500-2000 word written work

 To understand the language and performance style of Shakespearean theatre

Theatre Review & Exam & Preparation for Written exam

English Term Year 7 Year 8 Year 9 Year 10

Year 11

Term 1 Gothic Horror Romeo and Juliet An Inspector Calls Jane Eyre

Poetry Ballads Unseen Poetry Love and Relationships Poems

Of Mice and Men Writing Unit

English (AQA) Classroom Assessment

English (AQA) Speaking & Listening: group discussion English (IGCSE) Speaking & listening mocks and final assessments

English (AQA) Language exam preparation

Term 5 Fairy Tales Performance Poetry PIXAR Media Unit Love and Relationships Poems Language Reading and Writing Skills English (AQA) Language exam preparation

English (IGCSE) Continue IGCSE Exam

English (IGCSE) IGCSE Exam Preparation

English (IGCSE) Classroom Assessment

Term 2

Term 3 Exploring Shakespeare

Term 4

Term 6

Poems English (AQA) Exams

Film Studies Term Year 7 Year 8

Year 9 (Eduqas)

Year 10 (Eduqas)

Term 1

Term 2

Introduction to film studies and film form  Understanding aesthetics and developing confidence in language of film form  Applying aesthetics to analysis of key sequences and scenes  Understanding meaning and response and applying to analysis  Understanding context and representation and developing ways of analysis through the use of the language of film form  Exploration contexts  History of film – Hollywood System Practical skills training  Developing skills in screenwriting  Developing skills in filming – lighting, camera angles, use of mise-en-scene  Understanding of basics of editing, use of sound Component 2: British Film Component 3: Non-examined Unit assessment (NEA)  Understanding  Developing skills in aesthetics and screenwriting developing confidence  Understanding format of in language of film form screenplays  Applying aesthetics to  Creating drama on the page analysis of key  Writing pitches, synopses sequences and scenes and treatments for  Understanding meaning screenplays and response and  Writing first drafts applying to analysis  Editing and re-drafting  Understanding context  Assessment 2 and representation and developing ways of analysis this through the use of the language of film form  Exploration of British film contexts  Creating revision cards  Assessment 1

Term 3

Term 4

Hitchcock study Component 2: Global Film: British Film (example 1)  Studying British film  Understanding aesthetics and developing confidence in language of film form  Applying aesthetics to analysis of key sequences and scenes  Understanding meaning and response and applying to analysis  Understanding context and representation and developing ways of analysis this through the use of the language of film form  Exploration of British film contexts  Creating revision cards Component 2: Global Film: English language global film  Studying global film made in English  Focus on aesthetics, narrative and analysis of key sequences  Exploration of film contexts  Creating revision cards Component 3: Non-examined Component 2: Global Film 1 assessment (NEA)  Completing screenplays  Studying global film made in  Storyboarding for film English  Focus on aesthetics, narrative  Subject to grades – and analysis of key sequences planning for production  Exploration of film contexts  Pre-production and filming  Assembly and first cut  Creating revision cards  Assessment 4 editing  Assessment 3

Term 5

Term 6

Component 2: Global Film: global film in foreign language  Viewing and study of global film in a foreign language  Analysis of key sequences  Representations, contexts and aesthetics  Revision cards Component 3: Non-examined assessment (NEA)  Screenplay writing  Production skills  Group Mini-shoot REVISION OF THREE FILMS STUDIED Final Assessment

Component 2: Global Film 2  Viewing and study of global film in a foreign language  Analysis of key sequences  Representations, contexts and aesthetics  Revision cards  Assessment 5

Component 3: Non-examined assessment (NEA)  Revisit of production/screenplay  Completion of editing and sound  Or Re-drafting of screenplay and shooting script REVISION OF THREE FILMS STUDIED Final Assessment

Year 11 (AQA)

Controlled Assessment 3: Film Trailer Production (majority of students) (30% of GCSE grade)  Research, planning and pre-production for thriller trailer production  12 page portfolio of research and planning for CA3a  Filming, editing, titling and post-production sound for thriller trailer  Evaluation of trailer drafted (completed over Xmas break) Audit and completion of outstanding Controlled Assessment work (CA1 and 2 – 30% of GCSE grade)  Intervention sessions to complete outstanding work

Exam Unit – Television Series Drama (40% of GCSE Grade)  Watching and analysis of TV series drama  Understanding of develop and production processes for Series Drama  Research into regulation, audience, demographics.  Research into channel identity, scheduling, the differences between commercial, pay-per-view, subscription and public funded channels  Exploration of representations of people places and events in TV drama  Investigation into promotion of TV series drama  Planning of original TV series drama ideas including promotion  Pitching of Series ideas and feedback  DEVELOPING REVISION CARDS Controlled Assessment catch-up and completion

Exam Unit – Television Series Drama (40% of GCSE Grade)  Signing off of Controlled Assessment portfolio  Revision for exam  Practice exams  Receipt of pre-release materials (4 weeks prior to exam)  Planning for exam questions and preparing own pitches

French Term

Year 7

Year 8

Year 9 Year 10 Year 11

Term 1 Term 2 Expo 1 Module 5: C’est Expo 1 Module 5: Famille et Parti!

Copains • Unité 1 Bonjour!

• Unité 1 Frères et sœurs • Unité 2 Dans mon sac • Unité 2 Ma famille • Unité 3 Quel âge as-tu?

• Unité 3 Tu as un • Unité 4 Bon anniversaire!

• Unité 4 Je me présente • Unité 5 En classe • Unité 5 Portraits • Unité 6 Les couleurs Expo 1 Module 5: Ma Expo 1 Module 6: On s’amuse journée  Unité 1: Le sport et les jeux  Unité 1: le matin  Unité 2: Tu joues d’un  Unité 2: Mes matières instrument?  Unité 3: Pourquoi?  Unité 3: Qu’est-ce que tu  Unité 4: Mon emploidu aimes faire? temps  Unité 4: Je me présente  Unité 5: Après le collège  Unité 5: Portraits Module 1: Qui suis-je?

Module 4: dela ville à la campagne Module 7: Bon travail

Term 3 Chez Moi • Unité 1 Où habite-tu?

• Unité 2 Ma maison • Unité 3 Ma chamber • Unité 4 Le soir • Unité 5 Quelle heure est-il?

Term 4 On va en Ville • Unité 1 Au centre – ville • Unité 2 Où est le parc?

• Unité 3 Où es-tu? Où vas-tu?

Term 5 Expo 2 (V) Module 2: Temps Libre • Unité 4 J’aime bien ca!

• Unité 5 Au snack bar

Term 6 Preparation for end of year exams • Film project “les choristes”

Expo 2 (V) Module 1: Famille et Domicile  Unité 1: Salut! Fait-il?  Unité 2: Mon album de famille  Unité 3: Au boulot

Expo 2 (V) Module 1: Famille et Domicile  Unité 4: Où habitant-ils?  Unité 5: Quel temps fait-il?

Expo 2 (V) Module 2: Temps libre  Unité 1: Le week-end  Unité 2: Que fais-tu comme sport?  Unité 3: Micro-trottoir

Expo 2 (V) Module 2: Temps libre  Unité 4: Le télé  Unité 5: Le week-end dernier

Module 2: Le temps deloisirs Unit 5: Le grand large Module 8: Un oeil sur le monde

Speaking Exam Preparation

Module 3: Jours ordinaires de fête Module 6: Au collège Revision & Consolidation

Geography Term

Year 7

Year 8

Year 9

Term 1 Fantastic Places • Continents and Oceans • Using an atlas • H&P Features of the British Isles • Using a compass • Maps and map symbols • 4 & 6 figure grid references • Using photographs in Geography • What makes a fantastic place?

• Is Brazil a fantastic place?

• Brazil Continued Will China change the world?

• Development indicators to compare China and the UK • How China is changing • Introducing the concepts of interdependence and sustainability

Term 2 Migration • Who are the British?

• Why is the UK’s population growing?

• Where do people in the UK live?

• Push & Pull factors • Migration and attitudes • Migration into London • Arriving in the UK • Syria Crisis • Asylum seekers – time to flee • Asylum seekers journeys • Journeys continued

Map Skills • The use of compass directions to assess direction/orientation • The use of 4 figure gird references to locate features on a map • The use of 6 figure gird references to locate features on a map • Using and identifying symbols on a map • Measuring distance on a map using the scale bar • Orientating photographs using a map • Height and gradient of the land can be assessed

Geographical Statistics • The use of compass directions to assess direction/orientation • The use of 4 figure gird references to locate features on a map • The use of 6 figure gird references to locate features on a map • Using and identifying symbols on a map • Measuring distance on a map using the scale bar • Orientating photographs using a map • Height and gradient of the land can be assessed

Threatened Places • Tropical rainforests (including fieldwork in Kew Gardens) • •

Gulf oil spill Antarctica

Term 3 River Landscapes • The water cycle • Upper course landforms • Living by the upper course • Middle course landforms • Living by the middle course • Lower course landforms • Living by the lower course • Flooding

How do physical processes affect our world?

• Physical processes of weathering and erosion • River and/or coastal landforms as a result of physical processes • Flooding (including the floods in Pakistan in 2010) Investigative Skills • Developing hypotheses • Different sampling methods • Completing a field work risk assessment • Methods of data collection • The presentation of data • Drawing conclusions from geographical data

Term 4 Tropical Rainforest Ecosystems • Rainforests, what are they and where are they?

• What does the rainforest look like?

• Amazonian Animal Adaptations • The Rainforest Nutrient Cycle • Rainforest Usage • Living in the Rainforest

African Connections • Looking at scale and diversity in Africa • Looking at links between our lives and those of people in Africa (e.g. through mobile phones and Comic Relief)

Term 5 Africa • How do we think of Africa?

• The physical geography of Africa • Food connections • Aid – long term vs short term • Development – top down vs bottom down • No girl left behind • Kenya • Development in Kenya • The Kibera slum African Connections and Geographical Skills • Consolidating understanding of links between the UK and Africa • Introducing scale and distance, relief and land use on OS maps and using GIS to make decisions

Term 6 Coastal Landscapes • What is a coastline?

• Waves • Erosion, headlands and bays • Erosional landforms • Transportation and depositions • Depositional landforms • Coastal recession

Impossibly Risky Places • What are natural hazards • Causes and impacts of tectonic activity (e.g. earthquakes, volcanoes and tsunamis) • Hurricanes and/or tornadoes

Urban Field Work Task Students will complete a local field work task whereby students will collect data from the school and the local area. Students will complete a report based on the question outlined whereby students will have to apply all of the skills they have acquired from all of the previous units.

Year 10

Year 11

Changing Cities • Overview of urban patterns and processes • Case study of major UK city • Case study of major city in developing country Challenges for the Planet & Skills

Global Development • Global Development • Case study of development ina developing country

Settlement Change

Resource Management

 Resource management introduction

 Energy resource management Economic Change

The Changing Landscapes in the UK

 

Investigating Physical and Human Environments



Coasts & rural fieldwork

Overview of the UK’s physical landscapes Coastal Landscapes

Population Change

Tourist World

Revision

German Term

Year 7

Term 1 Echo 1 Module 1: Hallo!

• Unit 1: wie heiβt du?

• Unit 2: Wo wohnst du?

• Unit 3: Das Alphabet • Unit 4: Hast du einen Bleistift?

• Unit 5: Wann hast di

Year 8

Year 9 Year 10

Year 11

Term 2 Echo 1 Module 2: Die Schule • Unit 1: Was ist dein Lieblingsfach?

• Unit 2: Wie viel Uhr ist es?

• Unit 3: Pausenbrot • Unit 4: Was trägst du in de Schule?

• Unit 5: Meine Schule

geburtstag?

Echo 1 Module 1: Mein Echo 1 Module 6: Stadt und Zuhause Land • Unit 1: wo wohnst du?

Unit 1: Wo liegt das?

Unit 2: In der Stadt • Unit 2: Mein Haus • Unit 3: In meinem Zimmer Unit 3: Wo ist der Markt?

Unit 4: An der Imbissbude • Unit 4: Wo ist es?

• Unit 5: Wann hast du Unit 5: in den Sommerferien geburtstag?

• Unit 5: Liebes Traumhaus team Module 1: Aufin die Schule!

Module 4 – Willkommen bei mir Module 7=Rund um die Module 7=Rund um die Arbeit Arbeit  Unit 1: Siehst du gern  Unit 1: Der Kὄrper Krimus?  Unit 2: Was is lo smit dir?  Unit 2: Sie schicken SMS  Unit 3: Beim Arzt  Unit 3: Skater!  Unit 4: Iss dich fit!  Unit 4: Ausflug im  Unit 5: Immer im Training Schwarzwald  Unit 5: Alibi

Term 3 Echo 1 Module 3: Familie und Freunde • Unit 1: Das ist meine familie • Unit 2: Wie siehst du aus?

• Unit 3: Er ist lustig • Unit 4: Haustiere • Unit 4: Emails

Term 4 Echo 1 Module 4: Freizeit • Unit 1: Sport • Unit 2: Hobbys und Lieblingssachen • Unit 3: Wie oft spilst du Fuβball?

Term 5 Echo 1 Module 4: Freizeit • Unit4: Möchtest du ins Kino gehen?

• Unit 5 Abenteuer im Freien

Term 6 Pupils prepare for end of year exams and following exams pupils complete a project on a German film

Echo 2 Module 1: Die Ferien • Unit 1: Was machst du im Sommer?

• Unit 2: Wo warst du?

• Unit 3: Was hast du gemacht?

Echo 2 Module 1: Die Ferien • Unit 4: Der Europapark • Unit 5: Skiurlaub

Echo 2 Module 2: Einkaufen und Essen • Unit 1: Auf dem Markt • Unit 2: Im Café • Unit 3: Wo gehst du einkaufen?

Echo 2 Module 2: Einkaufen und Essen • Unit 4: Taschengeld • Unit 5: Einkaufsbummel

Module 2: Zeit fϋr Freizeit Module 5 – Ich liebe Wien Module 8: Eine wundersar welt

Speaking Exam Preparation

Module 3: Menschliche Beziehungen Module 6 – Im Urlaub und zu Hause Revision & Consolidation

Health & Social Care Term Year 7 Year 8

Year 9

Year 10

Year 11

Term 1

Term 2

Induction Program • Introduction to BTEC • Introduction to Health & Social Care • Practice Assignment on Types of Communication

Component 2: Health and Social Care Services and Values Learning aim A: Understand the different types of health and social care services and barriers to accessing them Learners will explore the health and social care services that are available and why individuals may need to use them.

Learners will explore barriers that can make it difficult to use these services and how these barriers can be overcome.

Component 3: Health and Wellbeing Learning Aim A: Factors that affect health and wellbeing Learners will explore how factors can affect an individual’s health and wellbeing positively or negatively. This links to, and extends, knowledge and understanding of life events covered in Component 1, but here the focus is on health and wellbeing.

Term 3

Term 4

Component 1: Human Lifespan and Development Learning Aim A: Understand human growth and development across life stages and the factors that affect it Students to learn about the different life stages humans pass through, as well as the physical, intellectual, emotional and social development that occurs during these times. Students to complete coursework based on a case study covering three life stages.

Component 2: Health and Social Care Services and Values Learning aim B: Demonstrate care values and review own practice Learners will explore and practise applying the different care values that are key to the delivery of effective health and social care services.

Learners will reflect on own application of care values, including using teacher or service-user feedback.

Component 3: Health and Wellbeing Learning Aim B: Interpreting health indicators Learners will interpret indicators that can be used to measure physiological health, interpreting data using published guidance.

Lifestyle indicators Learners will interpret lifestyle data in relation to risks posed to physical health.

Term 5

Term 6

Component 1: Human Lifespan and Development Learning aim B: Investigate how individuals deal with life events Students to learn about the different life events that occur in our lives and the way in which individuals react to these

Preparation for Component 3: Students to be introduced to the final Component of the course and given time to prepare for this.

Component 3: Health and Wellbeing Learning Aim C Person- centred health and wellbeing improvement plans Health and wellbeing improvement plans Learners will explore the features of health and wellbeing improvement plans. It links to, and consolidates, knowledge and understanding from Component 2, in particular support services and also care values in terms of the need for a person-centred approach.

Learners will explore the obstacles that individuals can face when implementing these plans and how they may be mitigated.

History Term

Year 7

Year 8

Year 9

Term 1 Term 2 Introduction and Famous The Normans Women • Battle of Hastings • Time • Harold’s death • Skills • Domesday Book • Suffragettes • Harrying of the North • Marie Curie • Feudal System The Normans • Castles • England in the Middle Ages Black Peoples of America • The capture of slaves • The middle passage • Plantation life & resistance • Abolitionists • American Civil War Civil Rights Movement • What are Civil Rights • Bus Boycott • Education • Martin Luther King • Malcolm X

Britain: Health and the People c1000 – present day Medieval medicine • Christianity and medical progress • Islamic medicine and surgery • Surgery in medieval times • Public health in towns and monasteries • Black Death Early Modern Medicine • Vesalius, Pare and Harvey.

• Treatment of disease • The Plague • The growth of hospitals • Jenner and vaccination • Early modern surgery (Hunter)

Term 3 Religion in the Middles Ages • Medieval church • Monks and nuns Becket • King John & Magna Carta

Term 4 Henry VIII • England in 1500/ Tudors and Stuarts • Henry VIII • Wives • Reformation • Dissolution of monasteries

Term 5 Term 6 Tudors & Stuarts • Edward VI, Mary I, Elizabeth I James I • Gunpowder Plot • Witchcraft and superstition • Charles I, Civil War, Charles Trial & execution, Cromwell • Charles II • Fire • Plague

World War One • Assassination at Sarajevo • Causes of WW1 • Recruitment • Trenches • Christmas Truce • War Poetry • Women and War • End of the War

World War Two • Treaty of Versailles • Communism Vs Fascism • Hitler’s rise to power • Nazi Education • Nazi Women • Appeasement • Causes of WW2 • Persecution of the Jews • The Final Solution • Battle of Britain • The Blitz • Evacuation • VE Day

BRITAIN: HEALTH AND THE PEOPLE C1000 – PRESENT DAY 19 th century Medicine • Pasteur – Germ Theory • Developments in surgery: Anaesthetics / Antiseptics / Aseptic surgery.

• Nightingale: nursing and hospitals • Pasteur and Koch – understanding the cause of disease • Public health: Cholera / government / the role of reformers Modern Medicine • Overview – science and technology • Penicillin and the growth of the Pharmaceutical industry • The development of surgery • Public health – Booth and Rowntree / Liberal governments / impact of Boer War and WW1/2

BRITAIN: HEALTH AND THE PEOPLE C1000 – PRESENT DAY • Beveridge Report and Welfare State – NHS • Costs, choices and issues in 21st century Elizabethan England 1586 – 1603 • Elizabeth – early life • Government in Elizabethan England • Key Ministers • Problems in government: Northern Rebellion / Essex Rebellion • Marriage and the succession

Year 10

Year 11

Elizabethan England 1586 – 1603 • Society • The question of religion: The Catholic and Puritan threat • Mary Queen of Scots • Growing prosperity and the rise of the gentry • The Golden Age: Elizabethan country homes and the theatre • Poverty in Elizabethan England • English sailors, voyages and trade • Conflict with Spain - Naval warfare: The Armada CONFLICT AND TENSION BETWEEN EAST AND WEST 1945 – 1972 • Attitudes and ideologies • Yalta and Potsdam • Division of Germany • Effects of the atomic bomb on post war relations • Soviet expansion in eastern Europe • Truman Doctrine and Marshall Plan • Cominform / Comecon and Yugoslavia • Berlin blockade and airlift • Communism in China – USSR’s support for Mao • Korean war • Vietnam • Arms Race / Space Race 1950s / 1960s • NATO / Warsaw Pact • Hungary 1956 – Nagy’s reforms and Soviet response • The thaw / peaceful coexistence • U2 – and its impact • The Berlin Wall

RUSSIA 1894 – 1945 • Tsarist Russia – key features • Revolutionary opposition • 1905 revolution and attempts to reform Russia • Impact of WW1 on government, society, economy • Unpopularity of Romanovs / Role of Rasputin • Revolution Feb 1917 • Provisional Government • Lenin, Trotsky and the October Revolution • Lenin’s Russia: Civil war / War Communism / Kronstadt / NEP • Achievements of Lenin • Struggle for power after Lenin Social, economic and political impact of WW2 CONFLICT AND TENSION BETWEEN EAST AND WEST 1945 – 1972 • Castro’s revolution in Cuba, US concerns and Bay of Pigs • Cuban Missile crisis • Roles of Castro / Kennedy and Khrushchev • Dubcek and Prague Spring • USSR’s response and impact on East West relations • Brezhnev Doctrine • Détente – SALT and Helsinki - Soviet record on human rights • Role of Brezhnev and Nixon

RUSSIA 1894 - 1945 • Stalin’s Russia • The Terror and Purges • Censorship and Cult of personality • Collectivisation • Five Year Plans • Social and economic impact of change – extent of modernisation • Stalin’s wartime leadership Elizabethan England: Historic environment

Revision

Mathematics Term Year 7

Year 8

Year 9

Term 1 Transition Unit Handling Data 1 Number 1 & 3 Shape, space and measure 1 Shape, space and measure 1 Number 2 Number 4 Shape, space and measure 2 Revision Number Expressions & Sequences Consolidation & Test Fractions

Term 2 Algebra 1 & 2 Shape, space and measure 2 Revision Handling data 2 Revision Algebra 2 Number 3 Shape, space and measure 3

Term 3 Shape, space and measure 3 Number 2 fractions Algebra 3 Number 4 ratios Handling Data 2 Algebra 3 Shape, space and measure 4

Term 4 Algebra 4 Shape, space and measure 4 Revision

Term 5 Algebra 5 Number 5 Number and Algebra 1

Term 6 Handling data 3 Shape, space and measure 5 Revision

Handling Data 3 Algebra 4 Algebra 5

Algebra 1/2 Shape, space and measure 2 Solving Problems

Formulae

Collecting & Recording Data

Percentages

Solving Problems Revision End of Year Exam Shape, space and measure 1 Handling Data 2 Revision for Exam

Decimals & Estimation Consolidation & Test

Consolidation & Test Congruence, symmetry and similarity Expanding brackets and factorisation Decimals & Rounding Fractions Percentages Ration & Proportion Angles

Consolidation & Test Area & Volume

Measures Construction and Loci 1

Consolidation & Test Indices, standard form and surds

Angles & polygons

Year 10

Processing Representing Interpreting Data

Number Factors, multiples and primes Algebra 1 Algebra 2 Sequences

Chapter 3: Percentages

Chapter 11: Volume

Chapter 4: Linear Equations

Chapter 12: Congruency & Similarity Chapter 14: Constructions & Loci Mock exam 1

Year 11 Chapter 5: Inequalities and Formulae Chapter 10: Area

Chapter 6: More graphs & equations Chapter 7: Linear Equations Chapter 8: Proportion

Linear Equations

Ratio Graphs 1 Graphs 2 Graphs 3 Formulae 2D Shapes Angles 2 Chapter 13: Circle Theorems Chapter 16: Pythagoras’ Theorem & Trigonometry 1 Mock Exam 2

Measures Area & perimeter of 2D shapes 3D Shapes

Unit 3

Chapter 9: Transformations of Functions Chapter 17: Pythagoras’ Theorem & Trigonometry 2 Chapter 18: Vectors

Exams

Music Term

Year 7

Year 8

Year 9

Year 10

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 In Year 7, the focus is on developing instrumental, singing and ensemble skills. Throughout the year we learn and revise basic music theory so that the girls are able to read and understand different types of notation  Boomwhackers! – developing ensemble skills such as timing  Singing – developing our voices individually, as well as singing together in harmony to create quality whole-class vocal performances  Ukulele Skills – developing instrumental skills, such as playing chords, strumming and finger picking  Keyboard Skills – developing instrumental skills such as playing with independent hands creating bass lines and fluency  Samba Drumming – bringing the spirit and rhythms of Rio carnival to Brentford by developing ensemble, rhythm and leadership s kills In Year 8, we take the skills and interests developed in Year 7 and put them to use across a number of themed projects. The girls are able to choose on which instrument(s) they wish to develop their skills, based on their preferences and talents.  Band Skills – Developing band and ensemble skills (musical and social!); learning a basic drumming pattern and bass guitar.  Cover songs – Our students get into bands to create a cover version of their chosen song.  Around the World in Song – Further developing our voices individually, as well as singing together in harmony, to create quality whole-class vocal performances. Exploring the similarities and differences between genres.  Write Your Own Musical! – Each class will develop the plot for its own musical, and then compose the songs!  British Music – Exploring and playing some of the best music British composers/performers have created, and exploring how this links to our favourite music(s) in a personal project.  Samba drumming (2) – Rio carnival is back – and this time, the girls are composing the music!

There is a common thread of developing singing, individual and ensemble skills through all projects.

Throughout the year, we learn and revise basic music theory so that the girls are able to read and understand different types of notation (including tabs).

The first year of KS4 is all about consolidating and further developing our musical, social and organisational skills from Ye ar 7 & 8. Most students will be working at ABRSM Theory Grade 2 or 3 by the end of the year  In double lessons we focus on our “practical” skills (performing and composing) and the single lessons are spent working towards ABRSM Theory grades.  Topics of student can vary but skills but could include: o Advanced band skills – developing band and ensemble skills(musical and social); learning a basic drumming pattern and bass guitar; learning to set u p AV equipment o Battle of the Bands – preparing and rehearsing a performance for “Battle of the Bands”; mock Rockschool controlled assessment unit o Song writing – developing skills as a composer through the medium of song; chords and chord patterns o Samba Drumming (advanced) o Video Game Music (composing) – developing skills as a composer; how musical techniques can be used to enhance images The girls will complete their RSL (Rockschool) Level 2 Certificate in Performance qualification.

The RSL Certificate comprises three elements:  A 4-credit research-based coursework unit, that will allow your daughter to explore a style (or styles) of music that interest her most. This will be completed by October half-term.  An 8-credit performance-based unit, that will allow your daughter to develop her performance instrumental and/or rehearsal skills further. This will be completed by January 2018.  An 8-credit controlled assessment (CA). This unit has to be completed in a window and under conditions determined by the exam boar d. This will be completed between January and March 2018.

Both of the coursework units will be completed across class time and homework.

If she decides to perform as part of a group, your daughter may wish to spend some time outside of lessons rehearsing and wor king with her group; the space and time she needs will be provided for her on the school site if she requires it. As well as being given regular verbal feedback on her work, after initial written marking and moderation, your d aughter will also get the opportunity to improve her two coursework units later in the year.

The CA unit requires your daughter to complete all work under my supervision at school. She will have 20 hours to complete the assignment between January and March .

Year 11

The girls will complete their RSL (Rockschool) Level 2 Certificate in Performance qualification as an after school cl ass.

The RSL Certificate comprises three elements:  A 4-credit research-based coursework unit, that will allow your daughter to explore a style (or styles) of music that interest her most. This wil l be completed by Christmas.  An 8-credit performance-based unit, that will allow your daughter to develop her performance instrumental and/or rehearsal skills further. This will be com pleted concurrently with the Controlled Assessment between January and April.  An 8-credit controlled assessment (CA). This unit has to be completed in a window and under conditions determined by the exam board. This will be completed between January and Mar ch 2018.

Both of the coursework units will be completed across twilight classes and homework.

If she decides to perform as part of a group, your daughter may wish to spend some time outside of lessons rehearsing and working with her group; the space and time she needs will be provided for her on the school site if she requires it. As well as being given regular verbal feedback on her work, after initial written marking and moderation, your daughter will also get the opportunity to improve her two coursework units later in the year.

The CA unit requires your daughter to complete all work under my supervision at school. She will have 20 hours to complete the assignment between January and March.

Core PE Term Year 7

Year 8

Year 9 Year 10 Year 11

Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 All students receive two periods of PE teaching a week. The curriculum is designed to give students a broad overview of a variety of different sporting activities. In Year 7 the curriculum has a focus on skill acquisition and development Activities taught are netball, football, basketball, badminton, tennis, volleyball, gymnastics, dance, athletics, rounders, t rampoline, OAA, tennis, cricket, fitness and aerobics All students receive two periods of PE teaching a week. The curriculum is designed to give students a broad overview of a variety of different sporting activities. In Year 8, the curriculum further develops skills into more competitive game situations and develops leadership skills Activities taught are netball, football, basketball, badminton, tennis, volleyball, gymnastics, dance, athletics, rounders, t rampoline, OAA, tennis, cricket, fitness and aerobics All students receive two periods of PE teaching a week. The curriculum is designed to give students a broad overview of a variety of different sporting activities. In Year 9, the curriculum consolidates activities with a focus on coaching and officiating as well as refining skills Activities taught are netball, football, basketball, badminton, tennis, volleyball, gymnastics, dance, athletics, rounders, t rampoline, OAA, tennis, cricket, fitness and aerobics In KS4 students have two core PE lessons. The philosophy of core PE is to develop confidence in new activities, understand how sport can be used as a vehicle to de-stress and understand the importance of fitness for life beyond school. Students have a choice of activities at KS4 Activities taught are netball, football, basketball, badminton, tennis, volleyball, gymnastics, dance, athletics, rounders, t rampoline, OAA, tennis, cricket, fitness and aerobics

GCSE PE Term Year 7 Year 8 Year 9 Year 10 Year 11

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

The course has a practical element that accounts for 40% of the course and a theory element that accounts for 60% of the cour se  The theory element includes learning about body systems, health & fitness, nutrition and the social element of s ports and fitness. There are two exams taken by students at the end of Year 11  The practical element will focus on a variety of sports and the final assessment includes three sports from two different cat egories along with one piece of written coursework

PSCHEE Term

Year 7

Year 8

Year 9

Term 1 Getting Started! Family, Identity, Diversity @ Brentford  Introductions  Myself – timelines  School - finding out (.who does what in school) interview skills + careers research  Your Time- planning and organisation  Decision making  How to access information  Learning to Learn  Me and my ambitions  Me and my family Me and my community  The people around me Healthy Living – Diet and exercise  Healthy eating  Good mood food  Energy, exercise, sleep  Food advertising  Unhealthy diets

Term 2 Bullying  Types of bullying and their effects – cyber bullying, social networking, laws.  Beat the bullies  Role plays  Anti-bullying policy

Body Image, eating disorders and growing in confidence

Crime and anti- social behaviour/youth justice system

 What is body image?

Term 3 Puberty and SRE Adapting to change  What is puberty Challenges of puberty  Feminine protection  HPV awareness  Appropriate behaviour regarding puberty

Term 4 First Aid – Saving Londoners Lives – train up staff - qualification for all students  DRAB  Calling for help Recovery position First aid techniques  Assessed and certified at end of course

Term 5 Government and Politics/Community  Voting and Parliament Voting, everyday politics, student council elections.  Relevant elections (London Mayoral Campaign)

Financial management – budgeting  My Money week  Work and Financial Awareness  Budgeting and Finance  Work and Lifestyles Economy  My Money Week – The Money Tree Your Call!

Your Choice!

Your Decision!

Diversity and Discrimination  Diversity similarities and differences, disability  Challenging prejudice attitudes  Conflict and racism Images of Britain  Being British  Building bridges  Refugees Alcohol Awareness  Drink aware campaign  Alcohol – limits/units/law Alcohol Abuse  Effects long term and short term

Domestic Violence  Ground rules  Abusive behaviour  Is it domestic violence?  Teenage abuse  Adverts  Respecting women  What do I think?

Staying safe, personal safety.  E- safety and emergency situations  Robbery, mobile phones  Staying safe online – bbm, Facebook  Dialing 999 – calling for help  Basic First Aid recap

SRE – are you ready?  Sex and sexual pressure, where to go for help

National Government  Political parties  UK government  Corruption  Types of Government  Democracy and Dictatorship  Members of Parliament Laws

Staying Safe  Independent journeys  Awareness of others, awareness of self minimising risk.  Risky behaviour and attitudes.  Rail, road, water safety Healthy Living – Drugs, tobacco and the law  Smoking & Drugs – types, costs, effects (physical & mental)  Media - celebrities

Parliament  Parliamentary jobs  Making laws/why important.

Relationships/friendships  Positive and negative.  Types of relationships

Term 6 Active Citizenship  End of year assessment project – Active citizenship.  What would you like to change around the school?  Group work/roles.

Presentation to class.  Planning, prep and delivery to class.

Year 10

Year 11

SRE relationships, sex and review STIs (related to appropriate relationships) • My ideal family – family structure.  Roles & Responsibilities  Relationships  Sexual Intercourse  Consequences  STIs Post-16 Applying for 6 th form, writing letters

SRE Pregnancy, abortion, parenting skills • Contraception • Conception & Pregnancy /Teenage • The law • Pregnancy choices • Abortion • Young Parents, what kind of family are you?

• Job description for a parent!

• Costs of parenting – lists/spending • Day in the life of a baby First Aid

Careers Unit: Into Work!

• Personal Qualities / Self awareness • Challenging Stereotypes: Equal Opportunities • Local Labour marketand work legislation• Applying for work • Work experience planning (ongoing)

Crime civil/criminal law • Laws • Types of crime • Anti-social and offending • Victims of crime – Katie Piper • Jailed for a knife • Civil and Criminal Law • Courts/youth justice (Just deserts – CPS Crown Pros Service – You Tube)

Mental health • OCD • Eating Disorders • Stress • Anxiety • Coping with depression • Relaxation/Visualisation

Life skills/finance/getting a job • Life skills Finance

Study Skills /Revision Organisation Planning Revising

Domestic Violence and prep for work experience, expectations, health & safety • What is abuse?

• Facts and effects • Effect on welfare and development • Denial, minimisation and blame • What’s gender got to do with it?

• Positive/negative Relationships

RE Term

Year 7

Year 8

Year 9

Term 1 Introduction to Religious Studies  What is the difference between knowing and believing?  What is belief?  What is meant by truth?  What counts as evidence?  Is religion true?

Festivals  Why do religious people celebrate festivals?  Why Muslims celebrate with sacrifice?  Why do Sikhs celebrate Vaisakhi?  Why do Christians celebrate the death of Jesus?  Why do Hindu’s celebrate light?  Why is the Festival of Hanukkah important to Jewish people?

Introduction to GCSE  The fall  History of Christianity  Denominational Differences  Life of Jesus  Bible – Old Testament  Bible – New Testament

Term 2 Religion and Belonging  Christianity- Are symbols important in belonging?  Sikhism- Are symbols important in belonging?  Islam- Does helping others help us to belong?  Judaism- Do I need to follow all the rules to belong?  Hinduism- Does everyone belong in the same way?

Beliefs in action  How do Muslims put their beliefs in action?  What is belief?  What is meant by truth?  What counts as evidence?  Is religion true?

Term 3 Importance of Place  What makes a place special?  Humanism: Do we need a physical place to worship?  How are Sikh beliefs practised through the Gurdwara  Is the Mosque important to the Islamic community?  Do all Jewish people worship in the same way?

Equality  Are we all equal?  Do all races share equality?  Are men and women equal?  Are the rich and poor equal?  Are all religions equal?

Term 4 Jesus  Introduction to the Bible  Creation Stories  The Temptation of Jesus  Parables  The Crucifixion  The resurrection of Jesus

Term 5 Term 6 Leaders  Jesus the leader  Oscar Romero- a follower of Jesus.  Mahatma Ghandi- a leader of peace.  What could the world learn from Gandhi?  The 10 Gurus of Sikhism- Leaders of change  Muhammad (pbuh)- a leader of influence  Was Pilate a good leader?  Everyday Leaders in Religion  Group Project

Rites of Passage  Rites of passage- birth  Rites of passage- childhood  Rites of passage becoming an adult  Rites of passage- adulthood  Rites of passage- death

What are the answers to life’s big mysteries?  What is the meaning of life?  How was the universe created?  Why do we suffer?  What happens when we die?  Group Project

The Nature of God  God as omnipotent, loving and just, and the problem of evil and suffering  the oneness of God and the Trinity o Different Christian beliefs about creation, the afterlife and their importance, Jesus Christ and Salvation  The incarnation and Jesus as the Son of God  The crucifixion  Resurrection, Ascension, Sin

Worship and Festivals  Different forms of worship and their significance  The role and meaning of the sacraments

The role and importance of pilgrimage and celebrations

Islam – Beliefs and Teachings Key Beliefs

The role of the church in the local and worldwide community

Authority  The Holy Books Practices  Worship  Duties & Festivals

Year 10

Year 11

Five Pillars of Sunni Islam Introduction to the 5 pillars of Islam and 10 obligatory acts of Shi’a Islam  Shahadah:  Salah and its significance  Sawm: the role and significance of fasting during the month of Ramadan  Zakah: the role and significance of giving alms  Hajj: the role and significance of the pilgrimage to Makkah  Jihad

Duties & Festivals Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings  Id-k-Fitr  Id-ul-Adha  Ashura

Five Pillars of Sunni Islam Introduction to the 5 pillars of Islam and 10 obligatory acts of Shi’a Islam

Duties & Festivals Festivals and commemorations and their importance for Muslims in Great Britain today, including the origins and meanings 

Theme A: Relationships and Families Sex, Marriage & Divorce  Human sexuality including: heterosexual and homosexual relationships.  Sexual relationships before and outside of marriage  Contraception and family planning.  The nature and purpose of marriage  Same-sex marriage and cohabitation  Divorce, including reasons for divorce, and remarrying.  Ethical arguments related to divorce, including those based on the sanctity of marriage vows and compassion

Theme A: Relationships and Families Families and Gender Equality  The nature of families including: o The role of parents & children o Extended families and the nuclear family o The purpose of families; procreation, stability and the protection of children, educating children in a faith

Religion, violence terrorism and war  Religion, Violence, Terrorism & War  Religion and Belief in 21st Century Conflict

Religion, crime and punishment  Religion & the causes of crime including good & evil intentions and actions and reasons for crime  Religion & Punishment

 Contemporary family issues including: o Same-sex parents o Polygamy o The roles of men and women o Gender equality o Gender prejudice and discrimination

Theme A: Relationships and Families  Religion, Violence, Terrorism & War o Peace o Justice o Forgiveness o Reconciliation o Violence, including violent protest o Reasons for war o The just war theory o Holy war o Pacifism  Religion and Belief in 21st Century Conflict o Religion & belief as a cause of war & violence in the contemporary world o Nuclear weapons o The use of weapons of mass destruction o Religion & peace-making in the contemporary wold o Religious responses to the victims of war Religion, Human Rights & Social Justice  Human Rights  Wealth & Poverty

Theme E: Religion, crime and punishment Students should study religious teachings, and religious, philosophical and ethical arguments, relating to the issues that follow, and their impact and influence in the modern world.

They should be aware of contrasting perspectives in contemporary British society on all of these issues.  Corporal punishment  Death penalty  Forgiveness

Relationships & Families  Sex, marriage & divorce  Families & gender equality

Science Term Year 7

Year 8

Year 9

Year 10

Year 11

Term 1 7A Cells, Tissues, Organs and Systems

8B Plants and their reproduction

Term 2 7B Sexual Reproduction in animals 7D Ecosystems

Term 3 7E Mixtures and Separation

Term 4 7G The Particle Model

7I Energy

Term 6 7J Current Electricity

7F Acids and Alkali

8C Breathing and respiration 8A Food and nutrition 8D Unicellular organisms

8F The Periodic Table

7H Atoms, Elements and Molecules 8G Metals and the Uses 8E Combustion

8J Light 8I Fluids

8K Energy Transfers 8L Earth & Space

Biology  Key concepts in biology  Cells and control  Genetics

Biology  Natural selection & genetic modification  Health, disease and the development of medicines  Plant structures and their functions  Animal coordination, control and homeostasis

Biology  Plant structures and their function  Animal coordination, control & homeostasis  Exchange & transport in animals  Ecosystems & material cycles

Chemistry  Key concepts in Chemistry  States of matter and mixtures  Atomic structure  Periodic table  Bonding  Toes of Substance  Fuels and Earth Science Chemistry  Acids  Calculations involving masses  Electrolysis  Obtaining and using metals  Reversible reactions & equilibria  Groups in the periodic table  Rates of reaction  Heat energy changes in chemical reactions Chemistry  Electrolysis  Obtaining and using metals  Reversible reactions  Groups in the periodic table  Rates of reaction  Heat energy changes in chemical reactions  Fuels  Earth & atmospheric science

Term 5

Physics  Key concepts of Physics  Motion and forces  Conservation of energy  Waves

Physics  Light & electromagnetic spectrum  Radioactivity  Energy-forces doing work  Forces and their effects

Physics  Electricity & Circuits  Magnetism & the Motor effect  Electromagnetic induction  Particle model  Forces and Matter

Technology Term

Year 7

Students will move through each of the carousels during the academic year

Carousel 1: Food

Carousel 2: Graphics

Carousel 3: Resistant Materials

 Food safety & Hygiene  Healthy eating & basic nutrition.  Basic practical skills cutting, dicing, chopping  Fruit & vegetables -Making salads & stir-fries

 

 Health & safety  Introduction to resistant materials.  Materials  Focused practical task: Maze project – teacher led manufacture, cutting & gluing to make wooden maze, vacuum forming & plastics.  Consolidation of skills – manufacture of picture frame using skills learned making maze, more pupil led

Carousel 1 : Food  Designing & manufacturing for a target Audience – school canteen.

Carousel 2 : Graphics  Typography – Typefaces interesting ways to present words  Production of booklet, including pop-ups, paper mechanics, photography and photo - editing.  Working through design process  CAD – computer aided design

 Cultural sauces.

Year 8

 Market research  Sensory testing- analysis & evaluation.  Skills - Mixing methods – all in one, Roux  Temperature control  Production planning – batch production



Drawing & design skills Working through the design process, designing for a café & production of 3D models Corporate identity & target audience.

Carousel 4: Textiles  Introduction to textiles  Health & safety in textiles.  Basic hand sewing skills, simple embroidery stitches.  Introduction to the sewing machine.  Team work project – making simple group project – Quality control, cutting accurate templates, exact seam allowance, sewing with sewing machine.

Carousel 3 :Resistant Materials

Carousel 4 : Textiles

 Use of plastics & acrylics

 Cultural cushions  Analysis of design brief to identify specification.

 Design project – clocks.  Cutting & shaping materials.  Selection of appropriate tools.  Working through the design process.  Peer evaluation.

 Designing to reflect theme  Development of design ideas  Skills – stenciling, embroidery & constructing using sewing machine.  Evaluation against criteria  Production planning & application of quality control.  Textiles & the environment.

GCSE Textiles Term

Year 9

Year 10

Year 11

Term 1 Basic skills program – pupils to work through basic skills list, construction techniques – joining and finishing fabrics.

• Decorative techniques – application of colour • Fabric manipulation to build up a portfolio, evaluating each technique.

Term 2 Mass production & team work project, production of cuddly toys within small teams, to be made and sold at the Christmas fair.

Theory: • Different production methods – one-off, batch & mass • QA & QC

Term 3 Fibres and fabrics  Fibres to yarns  Fabric construction  Weaving, knitting and felt making Components:  Fastenings

Term 4 Fabric manipulation

Term 5 Basic Skills program making a sleeved top– pattern cutting, manufacture of a toile, fitting a sleeve, patch pocket and fastening.

Term 6 Basic Skills program making a sleeved top– pattern cutting, manufacture of a toile, fitting a sleeve, patch pocket and fastening.

Theory: • Pattern markings, lay planning

Theory:  Pattern markings, lay planning

   

 Joining and finishing techniques  Natural and synthetic fibres  Yarns  Fabrics – construction  Finishing processes

 Components, materials, equipment and processes  Printing processes  Decorative and stitch techniques

 Design and make project – Contextual challenge  Analysing products  Specification

 Modelling and prototyping  Lay planning and cutting (using a commercial pattern)  Production plan

 Quality of manufacture  Scale of production

Controlled Assessment • Unit 1, Stage 1.1: Investigate • Unit 1, Stage 1.2: Research • Unit 1, Stage 1.3: Specification • Unit 1, Stage 2.1: Initial design ideas

Controlled Assessment • Unit 1, Stage 2.2: Review • Unit 1, Stage 3.1: Development • Unit 1, Stage 2.2: Review • Unit 2, Topic 3.2: Materials and components • Unit 1, Stage 3.2: Final design

Controlled Assessment  Unit 1, Stage 4.1: Production plan  Unit 2, Stage 3.3: manufacturing processes  Unit 1, Stage 5.1: Quality of safety  manufacture

Controlled Assessment • Unit 1, Stage 5.2: Quality of outcome • Unit 1, Stage 5.3: Health and safety

• Test and consolidation lesson on fibres, fabrics and suitability to end uses.

• Test and consolidation lesson on efficient lay planning, flat pattern making, 2D/3D virtual modelling and testing.

• Test and consolidation lesson on sustainability issues, smart and modern materials

Controlled Assessment Investigate Research Specification