Year 11 Curriculum Booklet 2024-2025 by habselstreeschools

Year 11 Curriculum 2024-2025

Foreword

This booklet outlines the curriculum that your child will be studying this year in each subject. This will allow you to further support studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor in the first instance

Year 11 is of course a crucial year for all our pupils. Not only will they be preparing for important external examinations, they will also be making choices for 6th Form study, which in turn will influence their choice of university course.

Pupils will need to be reflective and independent - minded so that they not only know fully what is required by the awarding bodies, but also where they are in most need of additional practice, support or revision. Year 11 pupils will receive regular formative feedback from their teacher and it is important that each time they reflect on this feedback, respond and improve. In addition, there are key moments such as the Year 11 Mock Examinations in January, where detailed feedback will be provided to both the pupils and parents about progress and areas to improve upon.

Please encourage your child to take responsibility for their own learning, and crucially, to ask for help or support when needed

One key area of Parental support and monitoring is regarding coursework or practical elements of a course (e.g. Art, Computing, Design Engineering, Drama, Music, Sports Science etc.). Several subjects require pupils to complete coursework and submit material throughout the year. It is vital that these pieces are completed on time and to the best of the pupils’ abilities. Coursework or practical elements of a course should be a boost to a pupil’s mark.

In the second half of the Autumn Term, pupils will be asked to choose their A Level subjects for study in the Sixth Form. These are crucial decisions which can influence university courses and study. There will be a lot of information provided to both pupils and their parents. It is also important to remember that your child’s tutor and teachers have been through this process many times previously so do use their wealth of expertise and advice in helping your child make their choices.

There is a suggested further reading list at the bottom of each Curriculum summary: these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still.

As you will see from this curriculum booklet, the Year 11 programme of study is full and enriching. In addition, there are more activities and interests to be explored. I wish all the pupils every success this year and look forward to seeing you at the Year 11 Parents’ evening.

Mike Brennan

Deputy Head (Academic) Habs Boys

Art, Craft & Design

Aims and Objectives

• actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds

• develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products in a broad range of media, techniques, materials, processes and technologies

• become confident in taking risks and learn from experience when exploring ideas, processes, media, materials and techniques

• develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills

• develop and refine ideas and proposals, personal outcomes or solutions with increasing independence

• develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies, industries and cultures

Exam Board: Edexcel

Web link: https:/qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

Course Code: 1FA0 & 1GC0

Week/ Term Task Description Pupils should be able to

• Mind maps

• Researching a range of artists/designers

• Visual and written write up of visits to galleries and other places of interest

Autumn

DEVELOP ideas through investigations, demonstrating critical understanding of sources

REFINE work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

RECORD ideas, observations and insights relevant to intentions as

• Analysing artworks/designworks

• Reading, note taking

• Presenting images and notes purposefully

• Taking photographs relevant to intentions

• Analysis of own photographs

• Annotating ideas throughout the project and connecting ideas to research

• Thumbnail sketches

• Sustained investigation

• Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen, digital media

• Selecting appropriate media and techniques for an idea trial

• Trial ideas

• Evaluating trials

• Refining an idea

• Preparing a final piece

• Recognises the full potential of media, materials and processes

• Explore materials and styles through artist/designer studies and responses

• Planning a complex composition

• Willingness to take creative risks

• Observational drawings and paintings in a variety of media, styles and scales

• Written analysis of artists'/designers’ work and evaluation of own work

• Photography

• Critical annotation

Respond with initiative to the tasks set by the teacher. Present the work imaginatively and professionally. Work with enthusiasm and commitment to improve their work. Make use of the open studio times to extend their work. Make informed choices and decisions. Initiate critical discussion about their work and the work of others. Explore their personal theme with passion. Take responsibility for their coursework and progress in this. Their work should be developing towards being accomplished, inspired, intuitive, insightful, powerful, extraordinary, unexpected and outstanding

Spring

work progresses

• Evidencing understanding and use of the formal elements

• Accurate grammar, spelling and punctuation

• Depth of visual and written analysis

• Communication of ideas

• Use of specialist terms

• Writing about and visually communicating meaning, symbolism, context, mood, content

• Personal and individual qualities

• Perceptive grasp of ideas

• Creative use of visual or other forms

• Appropriately realising intentions

• Making effective and diverse connections

PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language

• Final outcome

• Evaluation

• Presentation of work

• Assured use of the formal elements

• Assured use of the design principles

• Assured use of media

• Small scale outcomes

• Large scale outcomes

• Creative and original elements

• Ambitious composition and or scale

Pupils will sit a mock in January, during which they will complete their final outcome for Unit 1. Unit will begin shortly afterward. Specific dates and details will be provided as soon as possible.

Summer Pupils will complete their final refinements for Unit 1.

NEA September – January

Unit 1 Personal Investigation (60%) Unit 1

All classwork and homework throughout the course counts towards the GCSE. FINAL HAND WILL TAKE PLACE BEFORE STUDY LEAVE. MORE INFORMATION TO FOLLOW.

NEA January – End of March/Beginning of April

Unit 2 ESA (Externally Set Assignment) (40%) Unit 2

The title is set by the exam board at the beginning of January. Unit 2 consists of approximately 8 weeks of preparatory work and a 10-hour timed assessment which takes place over 2 days. All classwork and homework set for this counts towards the GCSE.

Biology

Aims and Objectives

Learn about unifying patterns and themes in biology and use them in new and changing situations • acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • evaluate biological information, making judgements on the basis of this information • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in biology • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to biology as set out under each topic • prepare for more advanced courses in biology and for other courses that require knowledge of biology

Exam Board: Edexcel IGCSE

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html

Course Code: 4BI1

Week/ Term Task Description Pupils should be able to

Understand that organisms are able to respond to changes in their environment.

Co-ordination and response (recap of Y10)

Understand that homeostasis is the maintenance of a constant internal environment and that body water content and body temperature are both examples of homeostasis.

Understand that a coordinated response requires a stimulus, a receptor and an effector.

Understand that plants respond to stimuli.

Co-ordination and response in flowering plants

Co-ordination and response in humans

Describe the geotropic responses of roots and stems.

Describe positive phototropism of stems.

Describe how responses can be controlled by nervous or by hormonal communication and understand the differences between the two systems.

Understand that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves.

Understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses.

Understand the role of neurotransmitters at synapses.

Describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object.

Describe the structure and function of the eye as a receptor.

Answer the full range of IGCSE questions

Spring Inheritance

Understand the function of the eye in focusing near and distant objects, and in responding to changes in light intensity.

Understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen (some overlap with Year 9 and 10).

Understand the sources, roles and effects of the following hormones: ADH, FSH and LH (some overlap with Year 9 and 10)

Understand that the genome is the entire DNA of an organism and that a gene is a section of a molecule of DNA that codes for a specific protein.

Understand that the nucleus of a cell contains chromosomes on which genes are located.

Describe a DNA molecule as two strands coiled to form a double helix, the strands being linked by a series of paired bases: adenine (A) with thymine (T), and cytosine (C) with guanine (G).

Understand that an RNA molecule is single stranded and contains uracil (U) instead of thymine (T).

Describe the stages of protein synthesis including transcription and translation, including the role of mRNA, ribosomes, tRNA, codons and anticodons.

Understand how genes exist in alternative forms called alleles which give rise to differences in inherited characteristics

Understand the meaning of the terms: dominant, recessive, homozygous, heterozygous, phenotype, and genotype.

Understand the meaning of the term codominance.

Understand that most phenotypic features are the result of polygenic inheritance rather than single genes.

Describe patterns of monohybrid inheritance using a genetic diagram.

Understand how division of a diploid cell by mitosis produces two cells that contain identical sets of chromosomes.

Understand that mitosis occurs during growth, repair, cloning and asexual reproduction.

Understand how division of a cell by meiosis produces four cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes.

Understand how random fertilisation produces genetic variation of offspring.

Selective breeding

Know that in human cells the diploid number of chromosomes is 46 and the haploid number is 23.

Understand that variation within a species can be genetic, environmental, or a combination of both.

Understand that mutation is a rare, random change in genetic material that can be inherited.

Understand how a change in DNA can affect the phenotype by altering the sequence of amino acids in a protein.

Understand how most genetic mutations have no effect on the phenotype, some have a small effect and rarely do they have a significant effect.

Understand that the incidence of mutations can be increased by exposure to ionising radiation (for example, gamma rays, x-rays and ultraviolet rays) and some chemical mutagens (for example, chemicals in tobacco).

Explain Darwin’s theory of evolution by natural selection.

Understand how resistance to antibiotics can increase in bacterial populations, and appreciate how such an increase can lead to infections being difficult to control.

Understand how selective breeding can develop plants with desired characteristics.

Understand how selective breeding can develop animals with desired characteristics.

Understand how restriction enzymes are used to cut DNA at specific sites and ligase enzymes are used to join pieces of DNA together.

Understand how plasmids and viruses can act as vectors, which take up pieces of DNA, and then insert this recombinant DNA into other cells.

Genetic modification (genetic engineering)

Cloning

Understand how large amounts of human insulin can be manufactured from genetically modified bacteria that are grown in a fermenter.

Understand how genetically modified plants can be used to improve food production.

Understand that the term transgenic means the transfer of genetic material from one species to a different species.

Describe the process of micropropagation (tissue culture) in which explants are grown in vitro.

Understand how micropropagation can be used to produce commercial quantities of genetically identical plants with desirable characteristics.

Describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by Dolly the sheep.

Understand how cloned transgenic animals can be used to produce human proteins.

Suggested further reading:

Dawkins – The greatest show on Earth

Dawkins – The selfish gene

Alice Roberts – Tamed- Ten species that changed our world

Alice Roberts – The incredible unlikeliness of being Coyne – Why evolution is true

Jared Diamond – Collapse Summer Revision and exam practise

Chemistry

Aims and Objectives

The course builds on the experimental skills and knowledge of the subject already developed throughout the School. The course focuses on the understanding of energy changes and rates of chemical reactions, an introduction to Organic Chemistry and an appreciation of the huge impact that the Chemical Industry has had on our daily lives. The course also provides the best basis for further study due to the consistent focus on core chemical concepts.

Exam Board: Edexcel (International)

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-chemistry-2017.html

Course Code: 4CH1

Week/ Term Task

Acids & Bases

Autumn

Equilibria & Industrial Inorganic Chemistry

Organic Chemistry

Qualitative Analysis

Spring

Description

Reactions, properties, titrations & calculations.

Le Chatilier, The Haber Process, Contact Process, Fertilizers.

Alcohols, carboxylic acids, esters & polyesters.

Preparation and testing of gases, solubility patterns, preparation of soluble and insoluble salts, testing for cations & anions.

The Atmosphere Composition and pollution.

Revision

Summer Revision

Suggested further reading:

www.doddlelearn.co.uk; CGP IGCSE Edexcel Chemistry

Use of past papers to revise the specification and improve exam technique.

Pupils should be able to

Answer any appropriate question on this topic.

Use past papers and textbooks to revise the specification and improve exam technique.

Computer Science

Aims and Objectives

Computer Science is about developing the understanding the main principles of problem-solving using computers. The course focuses on a range of technical skills, as well as developing learners that are able to solve complex problems and represent the algorithm to do so using pseudocode, flowcharts as well as programming a solution in a high-level language.

The course helps learners to develop a strong confidence in Computational Thinking as well as have the opportunity to explore computer-based solutions to real-world problems.

Exam Board: Cambridge IGCSE

Web link: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-91-computer-science-0984/

Course Code: 0984

Term Topic Description Pupils should be able to

• Understand the role of the CPU and the fetch-execute cycle

• Understand the following terms and how they affect the performance of a CPU:

o Cores

Unit 3 – Computer Architecture and Storage

Autumn

Unit 4 – Input and Output

The unit is subdivided into six topics and an end-of-unit assessment. Each topic is designed to give enough materials for approximately 1 hour of teaching time, however, this will differ depending on how much depth is considered and whether homeworks are reviewed in the following lesson. The unit covers Section 3.1 and 3.3 of the Cambridge International iGCSE Computer Science 8525 0478/0984 specification. Computer architecture and data storage are both covered.

The unit covers the large number of input and output devices that are required by the specification. All key input and output devices are introduced, with a special focus on the technologies that students may have less understanding of such as 3D scanners, actuators and various sensors such as accelerometer, infra-red and proximity sensors. Students will also be shown how

o Cache

o Clock

• Understand what is meant by a microprocessor system

o Be able to identify devices which commonly use embedded systems

• Understand the meaning of primary storage including the role of:

o Random Access Memory (RAM)

• Describe the purpose and characteristics of an embedded

• Understand the need for secondary storage

• Describe the operation of the following types of storage and give examples of each:

o Magnetic storage

Further content available

• Understand what is meant by an input device

• Understand each of the following input devices and why they are required

o Keyboard

o Microphone

o Optical mouse

o Touch screen (resistive, capacitive and infra-red)

o Understand each of the following input devices

to identify the type of data captured by each sensor. Finally, an end of unit final assessment test will cover all aspects of the unit.

The unit covers Section 5 of the Cambridge International IGCSE Computer Science 0478/0984 specification. The Internet and its uses, the Internet and the World Wide Web, digital currency and cyber security are all covered.

and why they are required

o Barcode scanner

o QR code scanner

o Digital camera

o Two-dimensional (2D) scanners

• Understand the purpose of the following sensors

o Infra-red

o Light

o Pressure

o Temperature

o Understand what is meant by an output device

• Understand each of the following output devices and why they are required

o Speakers

Further content is available in the fully scheme of work.

• Understand that a computer needs a network interface card (NIC) to access a network

• Describe the role of a router in a network including:

o The routing of packets

• Understand the difference between the Internet and the World Wide Web

• Describe the purpose and operation of HTTP and HTTPS in the transmission of web pages

• Describe how web pages are located, retrieved and displayed when a user enters a URL, including the role of:

o The web browser

o IP addresses

• Describe the processes involved in, and the aim of carrying out, a range of cyber security threats including:

o Brute-force attack

o Malware (virus, worm, Trojan horse, spyware, adware, ransomware)

o Phishing and social engineering

• Explain how a range of solutions are used to help keep data safe from security threats, including:

o Access levels

o Anti-malware, anti-virus, anti-spyware

o Authentication

o Automatic software updates

o Checking the URL attached to a link

Further content available

Spring Unit 5 – networks and the Internet

Summer

Unit 10 File handling, Boolean logic, databases and SQL

Creating maintainable programs, file handling, databases and Boolean logic are all covered.

• Understand the concept of procedures and functions

• Learn how to write simple procedures and functions

• Understand the purpose of storing data in a file to be used by a program

• Construct truth tables for the following logic gates:

o NOT

o AND

o OR

• Understand how to create maintainable programs including the appropriate use of:

• Meaningful identifiers

• Use meaningful identifiers for:

• Variables and constants

Practical programming skills in python

Although this unit assumes that students have had some exposure to programming in Python, all the basics are covered and students with no experience should quickly be able to catch up.

Lessons 1 to 9 cover all the basic programming syntax that students will require at GCSE level, giving numerous examples of how to write Python programs to solve different types of problem. Lesson 10 summarises some of the most common programming techniques used, such as validating data entry and creating a menu system with separate functions for each of the menu options.

• Describe the role and basic functions of an operating system including:

• Managing files

• Providing an interface

• Managing user accounts

• Understand the meaning of highlevel and low-level languages

• Understand that assembly language is a form of low-level language

• Explain the role of an IDE in writing program code and the common functions IDEs provide including:

• Code editors

• Auto-completion

• Auto-correction

prep

Suggested further reading:

Python Programming for the Absolute Beginner by Mike Dawson

Design & Technology

Exams

Aims and Objectives

Design & Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for the pupils to become autonomous and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through Design and Technology, all pupils can become discriminating and informed users of products,and become innovators.

Exam Board: OCR

Web link: www.ocr.org.uk/qualifications/gcse/gcse-design-and-technology-j310-from-2017/ Course Code: J310

Week/ Term Task

Autumn

NEA: Iterative Design Challenge Coursework Element

Description

The iterative Design Challenge contexts will be released on 1 June each year.

This component offers the opportunity for learners to demonstrate understanding of and skills in iterative designing, in particular:

The interrelated nature of the processes used to identify needs and requirements (explore)

Creating solutions to meet those needs (create)

Evaluating whether the needs have been met (evaluate).

As an outcome of their challenge, learners will need to produce a chronological portfolio and one final prototype(s).

Through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design & Technology principles.

General Subject Theory

In the single lessons, each week pupils will expand their knowledge of the more general concepts of the subject

New and emerging technologies

• Ethics

• The environment

• Product Enhancement

• Industry and Enterprise

• Lifestyles, culture and society

Energy generation and storage

• Fossil fuels, nuclear, biofuel

Wider Implications that affect design and manufacture

• Environmental initiatives

• Fair trade

Pupils cover a wide variety of theory examining metal as a material and its manipulation and use.

Pupils are able to apply their knowledge to answer questions about metals.

NEA: Iterative Design Challenge Coursework Element

• Social and Ethical Awareness

• Global Sustainable development

How processes vary with scales of production

• One off, bespoke, mass, lean manufacturing, JIT

NEA completed at the end of February.

Introduction to remaining Core

Material Theory

General Materials Theory

Spring

Summer

Papers and board

Timbers

Textile fibres and fabrics

Properties and Characteristics of remaining materials

Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity

Lifecycle of Remaining Core Materials

• Recycling and sustainability

• Upcycling

Commonly Available Forms and Stock Components

• Length, sheet, reels, rods Manufacturing in School

• Wastage techniques: Cutting, sawing, drilling, sheering and turning

• Addition techniques such as lamination and applique

Through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design & Technology principles.

Pupils cover a wide variety of theory examining metal as a material and its manipulation and use.

Pupils are able to apply their knowledge to answer questions about metals.

Coursework

Iterative Design Challenge Submission Points:

Strand 1

Context analysis and research leading to final specification

Strand 2

(Concepts, Initial ideas, Analysis and Stakeholder Feedback) DUE: Sept of yr 11.

Submission Points: Strand 4 Planning, Engineering Drawings, Photo Rendering, Material considerations and Final prototype DUE - Feb of yr11

Strand 5 & Full hand in Testing and Evaluation, Improvements and video & photos of final product DUE – End of Feb

N/A

Section 2&3

Modelling and Development leading to final prototype DUE - Dec of Yr11

Suggested further reading:

The Measure of Man and Woman: Human Factors in Design

Invention by Design – How Engineers get from Thought to Thing

Small Things Considered: Why there is No Perfect Design

Product Design (Portfolio)

Material Innovation: Product Design

Process: 50 Product Designs from Concept to Manufacture

Alvin R. Tilley

Henry Petroski

Paul Rodgers

Andrew H. Dent

Jennifer Hudson

John Wiley & Sons; Revised Edition (13 Feb 2002)

ISBN: 0471099554

Harvard University Press, 1998 ISBN 0674463684

Random House, 2004

ISBN 1400032938

Laurence King (1 Aug 2011) 1856697517

Thames and Hudson Ltd (12 May 2014) 0500291292

Laurence King; 2 edition (25 April 2011) 1856697258

Drama

Aims and Objectives

The course engages and encourages pupils to become confident performers, devisers and designers. Pupils learn to collaborate with others, think analytically and creatively and evaluate effectively. They gain the confidence to pursue their own ideas, present them in a clear, compelling way, reflect and refine their efforts and will emerge with a valuable toolkit of transferable skills, highly applicable both in further studies and in the workplace.

Exam Board: AQA

Web link:

Course Code: 8261

Week/ Term Task Description Pupils should be able to

Continue to

• develop knowledge and understanding of the characteristics and content of the whole play

Autumn Understanding Theatre - Set text

Continued practical workshop and written tasks on the set text.

Appreciation of live theatre Preparation and post show work on the live production seen

• consider the practical demands of the text – particular moments and creative overview

• Explore ideas for how the play could be interpreted practically – in design and performance

Describe, analyse and evaluate, using appropriate theatre terminology, confident understanding of performance and design essentials and precise, practical detail, how meaning is interpreted and communicated by theatre makers.

Texts in practice

Spring

Rehearsal work on two extracts from chosen play

Final rehearsals and performance of two extracts of chosen play.

Develop ideas, rehearse, refine and amend work, collaborate with others in order to create and communicate meaning and fulfil stated dramatic aims.

Communicate meaning in order to engage a live audience. Understanding theatre – Set text

Continued practical workshop and written tasks on the set text

Summer Revision for written exam

Coursework

Suggested further reading:

Refining effective strategies for meeting the demands of the written exam

See above

Communicate their understanding and knowledge clearly, concisely and precisely and with a sharp focus on the demands of the question. Refine skills of clear, precise description, explanation, analysis and evaluation.

Autumn Spring Summer

Performance of 2 extracts to a visiting examiner in early/ mid-February. No written work.

We recommend pupils access as much online theatre as possible Pupils will be sent links to some good sources.

English Language

Aims and Objectives

English Language and English Literature are taught in tandem. By the end of the year 11 course, all pupils will be prepared for their exams in both subjects. English Language is examined over two papers – one covering unseen fiction and the other unseen non-fiction, including a comparative element where pupils work with a modern and a nineteenth century text. Both papers require pupils to produce creative fiction and non-fiction for a specific audience.

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/english/gcse/english-language-8700

Course Code: 8700

Week/ Term Task Description Pupils should be able to

19th Century Prose

Autumn

Spring

Fiction texts

Mock Paper 1 Preparation for mock exams in English Language and Literature

Revision & Exam practice

Pupils will study one 19th century novel from the set text list.

Pupils will study a range of fiction texts as preparation for the end of year exam (language paper 1).

Have a full understanding of the text. Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception. Produce timed essays.

Read fiction texts for meaning. Analyse language, methods and structure. Write creatively.

The course will be completed and revision will begin for mock exams in February 2019.

Summer Revision Revision based on mock exams. Be fully prepared for final exams.

Coursework

Spoken language only Spoken

Autumn Spring Summer

Suggested further reading: All pupils should read widely and for pleasure. We recommend at least 30 minutes per day. Reading lists are available via the library.

English Literature

Aims and Objectives

The English Language GCSE course is taught in tandem with the English Literature GCSE course, with some overlap of skills. English Literature exams cover set texts and unseen material. Over the duration of the course, pupils will be examined on a Shakespeare play, 19th Century Prose, an anthology of 15 poems, modern prose/drama and unseen poetry. At the start of year 10, pupils may well study texts from outside the syllabus to hone the analytical skills they require as we move to study texts set for the exam.

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

Course Code: 8702

Week/ Term Task

Autumn

Spring

19th Century Prose

Fiction texts

Mock Paper 1 Preparation for mock exams in English Language and Literature

Revision & Exam practice

Description Pupils should be able to

Pupils will study one 19th century novel from the set text list.

Pupils will study a range of fiction texts as preparation for the end of year exam (language paper 1).

Have a full understanding of the text. Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception. Produce timed essays.

Read fiction texts for meaning. Analyse language, methods and structure

Write creatively

The course will be completed and revision will begin for mock exams in February 2019.

Summer Revision Revision based on mock exams. Be fully prepared for final exams.

Suggested further reading:

All pupils should read widely and for pleasure. We recommend at least 30 minutes per day. Reading lists are available via the library.

French

Aims and Objectives

The French IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of France and the French-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in an exchange visit to France, which will further enhance their language skills.

Exam Board: CIE

Web link: http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsefrench-foreign-language-0520/

Course Code: 0520

Week/ Term

IGCSE Topic

Autumn School routine

Grammar

Verbs followed by infinitive Relative pronouns including DONT

Inviting people to go out, declining invitations and giving excuses Quantifiers Indefinites

Leisure, entertainments, invitations

Spring Holidays and Accommodation Mock exams

Travel and transport (airport and underground)

Places and customs

Summer Revision and Exam techniques

Disjunctive pronouns

Depuis + imperfect

Revision of all tenses and grammar and Introduction to more complex phrases

Pupils should be able to

Talk about the kind of school they go to.

Have a general understanding of the French school system.

Describe their school.

Talk about uniform and its advantages/disadvantages.

Talk about the school day.

Talk about what you did at school (past).

Talk about different jobs. Discuss a forthcoming work experience.

Talk about a past work experience.

Say where they spent their holiday and how they got there.

Talk about what they did on holiday.

Compare types of holiday and holiday accommodation.

Ask about accommodation/book a room.

Understand how to get around in France.

Understand signs at a train station.

Ask for and give directions

Ask about tourist activities

Talk about traditions and festivals in France and in other countries

Focus on all 4 skills

Introduction to the role play. Oral presentations.

Engage in various role play scenarios.

Listening and reading skills, inc Q words. Essay writing skills.

Suggested further reading: www.languagesonline.org.uk; www.thisislanguage.com;

Deliver an effective presentation. Understand and apply comprehension techniques. Address the content of an essay effectively. Use a range of verbs in their essays.

Geography

Aims and Objectives:

The course aims to develop skills which include:

An understanding of the processes which affect physical and human environments.

An understanding of location on a local, regional and global scale.

The ability to use and understand geographical data and information.

An understanding of how communities around the world are affected and constrained by different environments.

Exam Board: EDUQAS

Web link: https://www.eduqas.co.uk/media/j0zo4wbh/eduqas-gcse-geography-a-spec-from-2016-e24-01-20.pdf

Course Code: C111QS

Week/ Term Topic Description Pupils should be able to Autumn

Landscapes and physical processes

How processes work together to create landforms at different scales in river and coastal landscapes in the UK.

How different factors affect rates of landform change in river and coastal landscapes in the UK.

How physical factors affect stores and flows in UK drainage basins.

Why rivers flood in the UK

The current and future management approaches to flooding in the UK.

Why some coastal communities are vulnerable to erosion and flooding

Explain how and why river landforms change over time. Describe fluvial transport and deposition processes which result in the development of landforms.

Explain how and why coastal landforms change over time. Describe slope and coastal processes that result in ciff retreat.

Describe how and explain why geology, climate and human activity affect rates of landform change.

Identify stores and flows and explain the interrelationships.

Explain why physical and human factors affect flooding. Identify patterns in annual regimes. Analyse hydrographs. Explain the causes and effects of one UK flood.

Describe the strategies and describe and explain conflicting views over management.

Explain physical and human factors that increase vulnerability. Explain why severe weather and climate change create vulnerability. Describe social and economic factors that increase vulnerability in countries at different levels of development.

Coastal hazards and management

How coastlines are managed

Sustainable management of coastlines in the face of rising sea levels.

Describe management strategies at a local scale. Explain contrasting opinions in relation to one low lying coastline. Explain the need to coordinate management. Describe how monitoring can be used to reduce risk.

Explain why some coastlines are at greater risk. Describe the challenges faced by small island states. Explain why sea level rise may lead to

Fieldwork

environmental refugees. Describe how governments in different countries are tackling the issue.

Preparation for Component 3. Respond to questions on source material based on geographical enquiry.

How economic development is measured and contemporary global patterns.

Describe how wealth is used to measure development and explain the limitations. Describe the continuum of development and explain the dynamic nature of the development gap.

Spring Development and resource issues

Causes and consequences of uneven development at a global scale.

Summer Revision

Suggested further reading:

- Red Dust (Mian Jian)

- White Tiger (Aravind Adiga)

- The Kite Runner (Khaled Hossaini) - A Squatter’s Tale (Ike Oguine)

- Himalaya (Michael Palin)

- Pole To Pole (Michael Palin)

- Waking the Giant (Bill Maguire)

- The Land Grabbers (Fred Pearce)

- 10 Billion (Stephen Emmett)

Responses to uneven development at a global scale.

How and why demand for water is changing.

Sustainable management of water.

Causes and consequences of uneven development in LICs and NICs

Causes and consequences of regional patterns of development in the UK.

How regional inequality in the UK can be reduced.

Past papers and mock examination in class.

- Kandahar Cockney: A Tale of Two Worlds (James Ferguson)

Describe how geopolitical relationships lead to uneven development, particularly trade. Describe the changing nature of global industry and how it exploits uneven development. Describe the consequences of globalisation. Describe the contribution of tourism to the global economy and the impact on employment structure.

Describe how aid and NGOs can reduce inequality. Describe the benefits of fair trade.

Describe past and present trends in consumption. Explain the concepts of water footprint and security. Explain the link between population growth, agriculture and consumerism and demand for water.

Describe how and explain why people manage water supply. Describe the consequences of water management

Describe the patterns and consequences of inequality and factors contributing to the pattern.

Describe the north south divide in the UK. Describe the causes of the pattern and consequences.

Describe how investment creates growth in deprived regions. Describe how national policy can reduce inequality, e.g. infrastructure development.

Demonstrate an in-depth knowledge and understanding of specification content and an awareness of how to apply this to examination questions.

German

Aims and Objectives:

The German IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of German and the German-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest.

Exam Board: CIE

Web link: http://cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsegerman-foreign-language-0525/

Course Code: 7159

Week/ Term IGCSE Topic

Holidays

Getting around

Autumn

Health

Shopping

Grammar

Asking questions

Prepositions and accusative

Prepositions and dative

Prepostons and accusative OR dative

Revision of the perfect tense

The imperfect tense

Imperative

Modals können, wollen, sollen

Genetive case

Comparatives

Modal verbs müssen, dürfen

Dative case

Passive voice

dieser, welcher, jener was für

Relative pronouns

Pupils should be able to

Say where they spend their holiday and how they got there

Talk about what they did on holiday

Compare types of holiday and holiday accommodation

Ask about accommodation/book a room

More imperfect tense

Pluperfect tense

Revision of future tense

Understand how to get around in Germany

Understand signs at a train station

Ask for and give directions

Ask about tourist activities

Talk about healthy eating/drinking

Say how they keep fit/healthy

Talk about unhealthy lifestyles and give advice

Say what is wrong when they are unwell

Understand questions and advice from a doctor

Talk about accidents and injuries

Shop for clothes

Engage in transactions at the PO/bank/lost property office

Talk about changing money

Report a loss

Talk about different television programmes and films

Make arrangements to go out

Media

Spring

Environment

Indefinite pronouns with adjectival nouns

Conditional

Comparative and superlative

Talk about reading

Talk about internet/mobiles

Talk about advantages/disadvantages of social media

Talk about the weather

Discuss environmental problems

Exam prep

Focus on all 4 skills

Introduction to the role play

Oral presentations

Listening and reading skills, including Q words

Essay writing skills

Summer Exam prep As above

Suggested further reading:

IGCSE Course Companion (issued by the department)

Collins German Grammar & Practice www.languageonline.org.uk www.thisislanguage.com www.vocabexpress.com

Talk about protecting the environment

Talk about global problems

Engage in various role play scenarios

Deliver an effective presentation

Understand and apply comprehension techniques

Address the content of an essay effectively

Use a range of verbs in their essays

As above

History

Aims and Objectives

The Cambridge IGCSE (9-1) History syllabus looks at major international issues of the twentieth century, as well as covering the history of Germany in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.

Exam Board: CIE

Web link: http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsehistory-9-1-0977/

Course Code: 0977

Week/

Term Task

Coursework

Autumn

Paper 1: 1945-1991

Paper 2

Spring

Revision

Summer Revision

Suggested further reading:

Richard Evans, Third Reich trilogy

Ian Kershaw, Hitler

Description

Writing and submission of coursework essay (no more than 2000 words) during September

Return to international relations core content for Paper 1 – focus on Cold War

Depth study and technical preparation for source analysis in Paper 2. The Paper 2 topic is “To what extent was the League of Nations a success?”

Pupils should be able to

Pupils will have to submit the completed coursework by Wednesday 16 October

Pupils will have completed the core content by December. The January Mock will be on Paper 1 core content.

Pupils will have acquired the skills for Paper 2 by the end of February. There will be a Paper 2 mock done in class at the start of March.

Revision of Y10 and Y11 course content -

Ian Kershaw, To Hell and Back: Europe 1914-1949

Robert Service, The End of the Cold War

Mike Sewell, The Cold War

Latin

Aims and Objectives

For pupils to feel confident in both Latin language and literature before their summer public exams. For pupils to work collaboratively as a class on translation and GCSE-style questions. For pupils to answer literature questions with fluency and eloquence. For pupils to achieve a mastery in Latin translation.

Exam Board: OCR

Web link: www.ocr.org.uk

Course Code: Latin J282

Week/ Term Task

Translation of verse set text

Autumn

Spring

Analysis of verse set text

Pupils to revise noun, verb and adjective endings

Analysis of verse set text

Revision of grammatical constructions

Revision of Verse and Prose set texts

Summer

Revision of Latin language

Suggested further reading:

Description

Pupils should be able to

Verse set text sections from Virgil's Aeneid Book II and IV. Work collaboratively as a class.

Notes on verse set text.

Pupils to revise syntax required for GCSE.

Notes on verse set text.

Pupils to revise grammar required for GCSE.

To practise translating and answering questions on the literature.

To practise translating unseen Latin passages.

Virgil’s ‘Aeneid’ – full English prose translation

Find out about the historical background to their set text.

Feel more confident about the GCSE Latin syntax.

Understand how to write about literature in another language.

Feel more confident about the GCSE Latin grammar.

Answer GCSE-style questions on Latin literature.

Answer GCSE-style questions on Latin language.

Latin with Classical Greek

Aims and Objectives

For Latin:

For Greek:-

For pupils to feel confident in both Greek Literature and Language before their summer public exams. For pupils to translate with greater fluency and a greater depth of knowledge. For pupils to work collaboratively on Literature and Language.

For pupils to answer GCSE-style questions with ease.

Exam Board:

Web link:

Course Code:

Week/ Term Task Description

For pupils to finish the Greek Language Syllabus, using John Taylor’s Greek to GCSE.

Autumn

For pupils to revise their noun and verb endings.

Translation and notes on Verse Set Text, Homer’s Odyssey, selections from Book 6.

For pupils to revise grammar.

Spring

Summer

Translation and notes on Prose Set Text, Herodotus’ Histories, selections from Book 1.

Revision of grammar and syntax with unseen translation and past papers.

Revision of verse and prose set texts.

Pupils cover all the grammar and syntax required for GCSE Classical Greek.

Revision of noun and verb endings

Pupils should be able to

Deepen their knowledge of Greek Language.

Have confidence in recognising noun and verb endings.

Pupils translate and write notes on the GCSE Verse Set Text. Work collaboratively.

Revision of all grammatical constructions required for Greek

Pupils translate and write notes on the GCSE Prose Set Text.

Pupils revise with unseen passages to translate and past papers.

Exam-style questions on both literature topics.

Suggested further reading: James Renshaw, “Those Were The Greeks.”

Mathematics

Translate and answer grammatical questions.

Translate and write notes on Prose set text.

Translate and answer grammatical questions with confidence.

Translate and answer questions on both prose and verse set texts with confidence.

Aims and Objectives

The aim is to study all topics at Key Stage 4, to prepare the pupils for sixth form work, to develop their ability to express the same concept in various mathematical languages (algebraic, geometric) and to develop cognitive skills.

The objective is to make pupils familiar and confident with algebraic manipulation (including rational functions) and to introduce them to basic differentiation. Previous work on geometry and trigonometry is revised and extended via vectors and scalene triangles. Revision of the IGCSE course takes place during the second term for all sets once the syllabus has been completed.

Exam Board:  Edexcel

Web link:  Edexcel IGCSE Mathematics A (4MA1)

Course Code:  4MA1

Week/ Term Task Description

Shape and Space 5  Transformations

Number 10  Irrational numbers & Surds

Graphs 8  Gradient of a curve and graph transformations

Autumn

Algebra 10  Algebraic fractions

Handling data 6  Histograms

Shape and Space 10

Spring

Pupils should be able to

Work with rotations, reflections, translations and enlargements

Understand the definition of irrational numbers and manipulate expressions involving surds.

Draw a tangent to a curve, calculate gradient, recognise standard transformations of curves in function notation

UNIT TEST 1

Manipulate expressions and solve equations involving algebraic fractions.

Understand the difference between histograms and bar charts and use summarised data to complete histograms and vice versa.

MOCK EXAMINATION

Graphs of Trigonometric functions

Handling data 7  Probability

Graphs 9  Introduction to calculus

Revision  Past IGCSE papers

Summer Revision  Past IGCSE papers

Suggested further reading:

Chaos – James Gleick

From Here to Infinity - Ian Stewart

The Man Who Knew Infinity - Robert Kanigel  Alan Turing, the Enigma - Andrew Hodges

Recall shape of the appropriate graph quickly and accurately

Solve compound probability problems using tree diagrams.

Use differentiation to find the gradient of a curve and to produce tangents. Find turning points of a curve. Solve kinematics problems.

Work through past papers to refresh all knowledge and to build up speed.

Aims and Objectives

The course aims to continue with the topics required for GCSE Music from year 10, giving a broad overview of many different styles of music from different parts of the globe. Performance and Composition skills are also honed with the objective of all coursework having been completed by Spring half-term

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/music/gcse/music-8271

Course Code: 8271

Week/ Term

Autumn

Task

Study: Orchestral Music of Haydn/Mozart/Beethoven

Study: Coronation Anthems and Oratorios of Handel

Study: Requiems of the Late Romantic

Performance: Solo and Ensemble

Composition: Set task

Composition: Completion of coursework

Spring

Performance: Completion of coursework

Selection of two set works and revision of all areas of study

Summer Revision of all areas of study

Coursework

Description Pupils should be able to

Including Beethoven Symphony no.6, Haydn Symphony no.101 (Clock) and study of the set work Mozart Clarinet Concerto in A

Including Zadok the Priest and Messiah

Including Berlioz German Requiem, Fauré, Verdi and Dvorak

Two performances to be recorded, one solo and ensemble.

Choose the appropriate set task from those given by AQA, first draft to be complete by the end of term.

Final selection of two compositions and preparation for submission, to be submitted by half-term.

Final selection of solo and ensemble, re-recording if necessary, to be submitted by half term.

Final choice of two set works for exam and revision of all topics studied in years 9, 10 and 11

Composition and Performance (see above)

Suggested further reading:

Howard Goodall: The Story of Music

Kate Jones: Keeping your Nerve!

Daniel Levitin: This is your Brain on Music

Oliver Sacks: Musicophilia

Gordon Jacob: Orchestral Technique

Identify the key features of Orchestral Music of Haydn/Mozart/Beethoven

Identify the key features of Coronation Anthems and Oratorios of Handel

Identify the key features of Requiems of the Late Romantic

Perform to a high standard and both peer and self-assess effectively.

Create a structured plan for a pop song and a chorus with potential for expansion.

Assess their work and complete for final submission.

Answer both short answer questions on unseen extracts and longer questions on set works with confidence.

Composition: both compositions to be completed and submitted by half-term.

Performance: both solo and ensemble performances to be completed by half-term.

None

Physics

Aims and Objectives

The aim is to complete the study of the IGCSE content, and to revise material taught in previous years, in preparation for the IGCSE Physics examination. The new topics covered in Year 11 include Momentum, Molecules and Kinetics, Electromagnetic induction and Effects of Forces. As in previous years, pupils undertake a wide range of practical activities, and apply their physics to solve problems in a wide variety of circumstances, to and beyond the expectations of IGCSE. There is significant extension of topics from prior years, to take advantage of pupil’s greater mathematical skill. For example, we revisit refraction and introducing Snell’s law. There is no coursework element.

Please note that order of topics will vary due to equipment requirements. The below is for example only.

Exam Board: EdExcel IGCSE Physics (2017)

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses/international-gcse-physics-2017.html

Course Code: 4PH1

Week/ Term Task

Momentum

Description Pupils should be able to

Some classes will have completed this topic in year 10, and will not repeat it.

A treatment of the concept of momentum, and its use in understanding motion.

Effects of forces

Autumn

A treatment of the turning and stretching effects of forces.

Calculate momentum.

Analyse collisions.

Use rate of change of momentum in relation to vehicular safety.

Apply Newton’s third law of motion.

Calculate moments.

Solve one- and two-support problems. Find the centre of gravity of a lamina object.

Use Hooke’s Law.

Identify materials from force-extension curves.

Distinguish elastic and inelastic deformation.

Calculate pressure due to liquids, solids and gas.

Molecules and Kinetics

Spring Electromagnetic induction

Density, pressure, Brownian motion, specific heat capacity, the gas laws.

Spring and Summer Revision and extension

Suggested further reading:

Principle of induction, generators, transformers and the national grid.

Further study of prior topics, and exam paper practice.

Describe Brownian motion, and its implications.

Use heat capacity in calculations

Use the kelvin temperature scale, and explain the concept of absolute zero.

Use and explain the gas laws.

Explain induction, and factors affecting induction.

Understand the operation of generators, including effects such as rate of rotation. Explain the operation of transformers, their efficiency, and use the transformer law.

Explain the role of transformers in the National Grid.

Answer any appropriate question in any topic

Pupils’ progress in IGCSE physics is best promoted by a detailed understanding of the course content, and practice in answering exam-style questions. The wide range of resources we provide is ample for this task. However, there are many excellent physics books to stretch and fascinate any pupil of physics, which will help them determine if this is a subject they wish to study further. A small sample, in no particular order:

Hawking, S A Brief History of Time

Feynman, R Q.E.D.: The Strange Theory of Light and Matter Greene, B. The Elegant Universe Kaku, M. Hyperspace Gleick, J. Chaos

Russian

Aims and Objectives

The Russian GCSE course aims to help pupils make significant progress towards becoming a specialist in the language and the culture of the Russian-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as reading, writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in a trip to Russia or another Russian-speaking country, which will further enhance their language skills.

Exam Board: Edexcel

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/russian-2017.html

Course Code: 1RU0

Family & relationships

People & Fashion

Revision of all cases Accusative animate Possessive adjectives in all cases

Give detailed physical and character descriptions of family members

Describe relationships with family members and friends

Say what makes a good friend and talk about role models

Say what they usually wear and what they have bought recently

Talk about the role of fashion in lives of young people

Music

Reading

Film and TV

Revision of past, present & future tenses

Reflexives in all tenses

нравится in all tenses

Comparative adjectives including common special short forms

'по' as a prefix

Suggested further reading:

NA START / VNIMANIE / MARSH GCSE text books

Novaya Iskra 1,2&3

Teach yourself Russian Grammar – Daphne West

Marina Chetinal Russian GCSE Speaking Card booklet

Relative clauses Use of cвой

Describe their part-time job –a typical day

Talk about the advantages and disadvantages of work experience / part-time jobs

Discuss future plans for university / career

Describe their dream job

Talk about voluntary work

Understand global challenges

Talk about different celebrations and festivals in detail

Respond to picture-based task stimuli

Pass with flying colours

Websites:

Russian Alphabet - Russian Language Lesson 1 (russianlessons.net)

www.linguascope.com - Beginners Russian section

www.russianfilmsweek.org (@russian film week)

https://www.youtube.com/watch?v=id7zF8Vvy5Y Маша и медведь (Masha & The Bear popular cartoon with subtitles)

Quizlet: Search ‘MissDrakeHabs’ there is a folder called ‘Russian GCSE from 2017 – core vocabulary’

https://quizlet.com/MissDrakeHABS/folders/russian-gcse-from-2017-core-vocabulary/sets

Spanish

Aims and Objectives

The Spanish IGCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Spain and the Spanish speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in an exchange visit to Spain, which will further enhance their language skills

Exam Board: CIE

Web link:

https://www.cambridgeinternational.org/programmes-andqualifications/cambridge-igcse-spanish-9-1-7160/

Course Code: 7160

Term IGCSE Topic

Autumn 1

Environment

Grammar Description

• Imperfect tense

Travel and transport

Autumn 2

Education + training

Spring 1 Employment

Spring 2

Inter-nation perspectives

• Perfect tense

• Conditional

• Present subjunctive

• Imperative

• Future perfect

• Si clauses

• Pluperfect

Summer Revision Oral preparation Exam papers

Pupils should be able to

➢ Describe how you protect the environment

➢ Describe the weather er

➢ Travel preferences

➢ Understand info on Spanish schools

➢ Discuss your career plans

➢ Prepare to get a job

➢ Attend an interview in Spanish

➢ Discuss global issues

Coursework Autumn Spring Summer NONE

Suggested further reading: Mary Glasgow Magazine Ahora

Websites: www.espanol-extra.co.uk www.languagesonline.org.uk www.vocabexpress.com

Departmental IGCSE guides/grammar booklets

Sports Science

Aims and Objectives

The course builds on the practical skills and knowledge of the subject already developed throughout year 7-9 curriculum Physical Education. The course focuses on the understanding of the physiological, psychological and sociological concepts that underpin physical performance and an appreciation of the huge impact that science and technology have on Sport. Furthermore, the pupils are assessed practically across three sports.

Exam Board: AQA

Web link: https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

Week/ Term Task

Autumn Sports Psychology (Continued)

Analysis and Evaluation Coursework

Spring

Course Code: 8582 Coursework

Social, Cultural and Ethical Influences

Social, Cultural and Ethical Influences (continued)

TEL Roadmap

Health, fitness and wellbeing

Summer Recap & Revision

Description Pupils should be able to

Motivation, anxiety, arousal, relaxation techniques, personality types.

Analysing & Correcting strengths and weaknesses of own performances.

Factors affecting access and participation in physical activities, performance-enhancing drugs (PEDs), Disadvantages of PEDs, blood doping

Identify, state, describe, suggest, illustrate, explain, compare, discuss, suggest, analyse, evaluate.

Physical, emotional and social health, sedentary lifestyle, technology, diet and energy systems

Energy supply and effects of exercise, fitness and training social, cultural and ethical Influences.

Assessment in Two Sports Collate and edit video footage.

Suggested further reading:

The Everlearner – James Simms

Luck – Ed Smith

Bounce – Matthew Syed

Legacy – James Kerr

Detox Your Ego – Steven Sylvester

Outliers - Malcom Gladwell

To understand and apply the theoretical concepts of sports psychology to performance.

To be able to fully analyse strengths and weaknesses of skill, tactical and fitness performance. Also pupils must design a theoretical corrective measure to improve all weaknesses.

To understand and apply the theoretical concepts of social, cultural and ethical influences to performance.

To fully understand the requirements of different command words.

Identify, describe and explain the benefits of participating in physical activity and sport to health, fitness and wellbeing.

To revisit and revise the topic areas from year 10.

The Miracle of Castel di Sangro – Joe McGuinniss

The Lords of the Rings – Andrew Jennings

The Sports Gene – David Epstein

Friday Night Lights – H G Bissinger

Endure – Alex Hutchinson

The Best (How Elite Athletes are Made) – Wigmore & Williams

Theology & Philosophy

Aims and Objectives

To learn how religion, philosophy and ethics form the basis of our culture, and to develop valuable skills that will help prepare pupils for further study. Pupils will consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. They will learn that the religious traditions of Great Britain are, in the main, Christian, and that religious traditions in Great Britain are diverse and will study Christianity and Buddhism alongside non-religious beliefs such as atheism and humanism.

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062

Course Code: 8062

Week / Term Task Description

Paper 2: Themes Religion and Life

Autumn

Paper 2: Themes Relationships and Families

Spring

Paper 2: Themes Religion, Human Rights and Social Justice

Paper 2: Themes Religion, Peace and Conflict and/or

Religion, Crime and Punishment

Pupils should be able to

Explain and evaluate views concerning the origins of the universe; the use and abuse of the environment; the origins of human life; abortion; euthanasia; and death and the afterlife, with reference to the main religious tradition in Britain (Christianity). Buddhism and non-religious beliefs such as atheism and humanism.

Explain and evaluate contrasting beliefs about contraception; sexual relationships; marriage; divorce; the concept of family; homosexuality and gender equality, with reference to the main religious tradition in Britain (Christianity). Buddhism and non-religious beliefs such as atheism and humanism.

Explain and evaluate contrasting beliefs about the status of women in religion; racial prejudice; homophobia; freedom of religious expression; human rights; issues of wealth and poverty, with reference to the main religious tradition in Britain (Christianity). Buddhism and non-religious beliefs such as atheism and humanism.

Explain and evaluate contrasting beliefs about peace and conflict; violent protest; terrorism; causes and consequences of war; WMDs; Just War; and pacifism, with reference to the main religious tradition in Britain (Christianity). Buddhism and non-religious beliefs such as atheism and humanism.

Explain and evaluate contrasting beliefs about causes of crime; different types of crime; the aims of punishment; the treatment of criminals; corporal and capital punishment, with reference to the main religious tradition in Britain (Christianity). Buddhism

Summer Revision and exam preparation

Suggested further reading:

‘Being Good’, Simon Blackburn

‘Mere Christianity, C.S. Lewis

‘If this is a man’, Primo Levi

‘The Problems of Philosophy’, Bertrand Russell

‘The History of Western Philosophy’, Bertrand Russell

‘What Money Can’t Buy’, Michael Sandel

‘Justice: What’s the right thing to do?’, Michael Sandel

‘Issues in Philosophy’, Calvin Pinchin

‘This is Philosophy of Mind’, Peter Mandik

‘Nineteen eighty-four’, George Orwell

‘The Philosopher’s Apprentice’, J. Morrow

‘Do Androids Dream of Electric Sheep’, P.K. Dick

and non-religious beliefs such as atheism and humanism.

PSHE

PSHE Jigsaw Secondary Curriculum Units

Year 11 pupils will receive a weekly PSHE lesson with their Form Tutors. This consists of combining Jigsaw Secondary modules and resources for themed weeks or special topics. In addition, workshops with specialist speakers are organised for all year groups at different times throughout the year. These focus on specific age-appropriate issues such as forming friendships, anxiety, e-safety, substances, physical and mental health and relationships. Workshops are also delivered to parents.