Year 10 Learning Programme 2015-16 Core Subjects

Key Stage 4 Learning Programmes

Year 10 2015-2016 English, Mathematics & Science

Key Stage 4

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Unitised Scheme of Work

Neston High School

Key Stage 4

Dear Parent / Carer This booklet has been produced with YOU in mind.

Many parents tell us that they really want to help their children get the most out of school by supporting them in their studies.

The intention is that, by referring to this booklet, you can see at a glance just what it is that your child is studying in school – this includes:

• • • •

What is being covered in lessons at any time of the year in all their subjects – the work is typically broken down into half-termly units.

What your child should gain from their experiences – including “Ask your son or daughter if they can….” Sections.

Details of homework.

How they will be assessed at the end of each unit of work.

The aim of providing the information contained in this booklet is to help you to help your child.

We hope that you find the information of benefit and would welcome any feedback on any aspect. Please email randersonc@nestonhigh.cheshire.sch.uk or make contact via telephone on 0151 336 3902

NB: a few regular abbreviations found here include: KS4= Key Stage 4 (Years 10 to 11) AFL= Assessment for Learning; VLE= Virtual Learning Environment (our own, web-based resource base) APP=Assessing Pupils’ Progress

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Unitised Scheme of Work

Neston High School

Key Stage 4

Contents English ……………………………………………………………………………5

Mathematics ……………………………………………………………………..13

Science: Biology …………………………………………………………..19 Chemistry ……………………………………………………….24 Physics ………………………………………………………….28 Environmental Science ………………………………………..32

GCSE Separate Science, Biology …………………………………………….35

GCSE Separate Science, Chemistry ………………………………………….41

GCSE Separate Science, Physics …………………………………………….47

BTEC Applied Science, Biology ……………………………………………….53

BTEC Applied Science, Chemistry …………………………………………….57

BTEC Applied Science, Physics ………………………………………………..61

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENGLISH Year: Year 10 Year 11

Term: Autumn Spring Summer Topic/Module: ‘Macbeth’ – Literature

Half Term: 1st half 2nd half

In this English Literature unit, students will explore the methods employed by Shakespeare, focusing on language, form and structure and also the significance of context. Students will complete two extended analytical responses and a range of writing tasks.

Description of lessons: Weeks 1 to 2: Introduction to the play, focusing on context and form; students will first work on non-fiction texts and then will be immersed in exploring narrative methods, characterisation, etc., of the beginning of the play.

Weeks 3 to 4: Students develop understanding of narrative technique, deepening understanding of characterisation and relationships within the play and the importance of themes and concerns that run throughout.

Weeks 5 to 7: Students continue to analyse and explore the text closely and begin to gain an appreciation of the text’s over riding concerns and messages. In addition, students begin to explore, at different levels, key ideas such as: theme, symbolism, foreshadowing and narrative intention.

Throughout this exploration teachers also have the option of using spoken language tasks and developing creative writing skills.

Outcomes: Ask your son or daughter if they can … 

Summarise the plot and events in detail and understand characterisation and narrative intent Find areas in the text that explain key concerns regarding each character Pick out quotes from the text to back up their ideas Comment on the language of the text using words/phrases like, “suggests”, “implies”, “gives the impression that …”

Refer to the historical context of the novel and how its setting adds to the significance and meaning of the text Refer to the writer’s intentions when writing the text and what he or she wanted the reader to understand and feel as a result.

Relate their learning and understanding to their exam performance, target grade and strategy.

     

Homework: Research and analysis pieces will be set on some or all of the following: 

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the historical context of the novel and the author, readers views and responses to the text

Unitised Scheme of Work

Neston High School

Key Stage 4 

writing in role (as a character) · prediction exercises, thematic questions, and character based questions close analytical exercises of key sections incorporating the structural framework utilised in lessons. analysis of narrative technique – looking at narrative viewpoint, setting, dialogue, characterisation and symbolism mind mapping and timeline analysis of plot, events and structure There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of these novels and plays A variety of writing tasks In addition, the AQA offer a great deal of support and advice to students and parents on their own web site

      

Assessment: Teachers have various options for assessment :   

These can take the form of weekly set homeworks on a particular topic or aspect of the text, focusing on significant aspects of the play.

Writing tasks.

Research projects.

Subject: ENGLISH Year: Year 10 Year 11

Term: Autumn Spring Summer Topic/Module: ‘A Christmas Carol’ - Literature

Half Term: 1st half 2nd half

In this English Literature unit, students will explore the methods employed by Dickens, focusing on language, form and structure and also the significance of context. Students will complete two extended analytical responses and a range of writing tasks.

Description of lessons: Weeks 1 to 2: Students complete preparatory work and begin close analysis of chosen text exploring and familiarising themselves with: plot; setting; characterisation; narrative and dramatic techniques and historical context.

Weeks 3 to 4: Students develop understanding of dramatic or narrative technique, deepening understanding of characterisation and relationships within the text or play and the importance of themes and concerns that run throughout.

Weeks 5 to 7: Students continue to analyse and explore the text closely and begin to gain an appreciation of the text’s overriding concerns and messages. In addition, students begin to explore, at

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Unitised Scheme of Work

Neston High School

Key Stage 4 different levels, key ideas such as: theme, symbolism, foreshadowing and narrative or dramatic intention. Throughout this exploration students will complete a range of analytical and writing tasks.

Outcomes: Ask your son or daughter if they can …       

Summarise the plot and events in detail and understand characterisation and narrative or dramatic intent Find areas in the text that explain key concerns regarding each character Pick out quotes from the text to back up their ideas Comment on the language of the text using words/phrases like, “suggests”, “implies”, “gives the impression that …”

Refer to the historical context of the novel or play and how its setting adds to the significance and meaning of the text Refer to the novelist’s or playwright’s intentions when writing the text and what he or she wanted the reader or audience to understand and feel as a result.

Relate their learning and understanding to their exam performance, target grade and strategy.

Homework: Research and analysis pieces will be set on some or all of the following:  The historical context of the novel or the play and the author or playwright  Writing in role (as a character)  Prediction exercises  Close analytical exercises incorporating the point, quotation, explain framework  Analysis of narrative or dramatic technique  Exploration of past papers and exam questions  Mind mapping and timeline analysis of plot, events and structure.

There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of these novels and plays at http://www.bbc.co.uk/schools/gcsebitesize/english_literature/ In addition, the AQA offer a great deal of support and advice to students and parents on their own web site at : http://www.aqa.org.uk/resource-zone/english/overview.php Assessment: Teachers have various options for assessment:   

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These can take the form of weekly set homeworks on a particular topic or aspect of the text which focus on close analysis of structure, form and language.

Creative writing tasks.

Research projects.

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENGLISH Year: Year 10 Year 11

Term: Half term: Autumn 1st half Spring 2nd half Summer Topic/Module: Exploring Creative Writing – English Language reading and writing GCSE English Language focusing on students’ ability to craft writing, focusing on description and offering a viewpoint. To prepare students for this they will examine a range of extracts, also preparing them for the reading elements of the examination paper.

Tasks will include exploring model pieces of writing and honing students’ writing skills in order to match purpose, audience and format.

Description of lessons: Weeks 1 to 2: Students complete diagnostic tasks to demonstrate their ability to craft writing to match purpose, audience and format.

Weeks 3 to 4: Students develop understanding of the various devices which could be employed to help move their writing forward, including linguistic and structural devices and a range of spelling, punctuation and grammar tasks will be completed. Students will also look at ‘What Good Looks Like’ exempla from previous students’ pieces and use AQA exempla materials/teacher models. Reading of quality writing also support the reading aspect of the GCSE English Language examination.

Weeks 5 to 6: Students complete a range of writing tasks, acting on feedback and applying specific targets to improve their practice. They will come into contact with tasks specific to the final examination paper.

Outcomes: Ask your son or daughter if they can …      

Discuss the features found in specific types of writing.

Critique their own and other people’s writing, evaluating strengths and offering specific feedback to move the piece on.

Plan their writing carefully to ensure they are answering the question and considering the overall structure of their piece.

Respond effectively to teacher’s positive support and constructive criticism.

Identify and implement a range of linguistic and structural devices for effect.

Relate their learning and understanding to their exam performance, target grade and strategy.

Homework: Out of lessons, at home pupils are encouraged to: Research and analysis pieces will be set on some or all of the following:   

Relate their learning and understanding to their exam performance, target grade and strategy.

Complete written assignments on specially selected writing tasks.

Redraft and edit their writing.

Assessment:

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Unitised Scheme of Work

Neston High School

Key Stage 4 Teachers have various options for assessment :    

Students will complete a number of plans and writing tasks linked to the tasks found in final examination.

Diagnostic writing tasks.

Reading analysis linked to tasks in final examination.

Analysis of other people’s writing.

SUBJECT: ENGLISH Year: Year 10 Year 11

Term: Autumn Spring Summer Topic/Module: Poetry - Literature

Half term: 1st half 2nd half

Students explore a range of contemporary and classic poetry from the AQA anthology, as well as analysing a range of unseen poetry, in preparation for the English Literature examination.

Description of lessons: Weeks 1 to 2: Students begin with an introduction poetry analysis and appreciation, looking at poetic techniques, subtext and the importance of structuring and exploratory response.

Weeks 3 to 4: Students develop understanding of poetic techniques and analysis, working through the poems in their chosen cluster of the AQA anthology.

Weeks 5 to 7: Students develop understanding of poetic techniques and analysis working through the poems in their chosen cluster of the AQA anthology. In addition, the students will, on a thematic level, begin making comparisons between poems. More independent analysis is needed here, focusing on ‘unseen’ poems.

Outcomes: Ask your son or daughter if they can ….      

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Summarise the content, theme and poetic techniques used in each of the poems in the cluster.

Highlight key areas of the poems studied that reveal essential poetic techniques being employed by the poet and the intended response of the reader.

Pick out quotations and poetic techniques from the poems studied to back up their ideas.

Comment on the language that the poet has employed using words/phrases like, “suggests”, “implies”, “gives the impression that …”

Refer to the historical context and background of each poem and poet and how this background knowledge adds to the significance and meaning of the text.

Refer to the poet’s intentions when writing the poem and what he or she wanted the reader to understand and feel as a result.

Unitised Scheme of Work

Neston High School

Key Stage 4 

Relate their learning and understanding to their exam performance, target grade and strategy.

Homework: Out of lessons, at home pupils are encouraged to: Research and analysis pieces will be set on some or all of the following:     

the historical context of each poem and the poet. close analytical exercises incorporating the structural framework utilised in the classroom. analysis of poetic technique. exploration of past papers and exam questions mind mapping and timeline analysis of events, key quotations and poetic techniques

There are a number of excellent websites that can support students as they explore and enjoy the set texts such as: the BBC bitesize website which offers an excellent resource which covers all aspects of these poems.

In addition, the AQA offer a great deal of support and advice to students and parents on their own web site.

Assessment: Teachers have various options for assessment : These can take the form of weekly set homeworks on a particular topic or aspect of the poetry anthology, including analysing and selecting relevant quotations from poems; detailed annotations of poems; comparisons, etc.

Subject: ENGLISH Year: Year 10 Year 11

Term: Autumn Spring Summer Topic/Module: ‘Lord of the Flies’ - Literature

Half Term: 1st half 2nd half

In this English Literature unit, students will explore the methods employed by Golding, focusing on language, form and structure and also the significance of context. Students will complete two extended analytical responses and a range of writing tasks this half term.

Description of lessons: Weeks 1 to 2: Students complete preparatory work and begin close analysis of chosen text, exploring and familiarising themselves with: plot; setting; characterisation; narrative and dramatic techniques and historical context.

Weeks 3 to 4: Students develop understanding of dramatic or narrative technique, deepening understanding

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Unitised Scheme of Work

Neston High School

Key Stage 4 of characterisation and relationships within the text and the importance of themes and concerns that run throughout.

Weeks 5 to 7: Students continue to analyse and explore the text closely and begin to gain an appreciation of the text’s over riding concerns and messages. In addition, students begin to explore, at different levels, key ideas such as: theme, symbolism, foreshadowing and narrative or dramatic intention.

Outcomes: Ask your son or daughter if they can …       

Summarise the plot and events in detail and understand characterisation and narrative or dramatic intent.

Find areas in the text that explain key concerns regarding each character.

Pick out quotes from the text to support their ideas.

Comment on the language of the text using words/phrases like, “suggests”, “implies”, “gives the impression that …”.

Refer to the historical context of the novel or play and how its setting adds to the significance and meaning of the text.

Refer to the novelist’s intentions when writing the text and what he or she wanted the reader or audience to understand and feel as a result.

Relate their learning and understanding to their exam performance, target grade and strategy.

Homework: Research and analysis pieces will be set on some or all of the following:  The historical context of the novel or the play and the author or playwright.  Writing in role (as a character).  Prediction exercises.  Close analytical exercises incorporating the point, quotation, explain framework.  Analysis of narrative or dramatic technique.  Exploration of past papers and exam questions.  Mind mapping and timeline analysis of plot, events and structure.

There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of these novels and plays at http://www.bbc.co.uk/schools/gcsebitesize/english_literature/ In addition, the AQA offer a great deal of support and advice to students and parents on their own web site at : http://www.aqa.org.uk/resource-zone/english/overview.php Assessment: Teachers have various options for assessment : These can take the form of weekly set homeworks on a particular topic or aspect of the text: such as William Golding’s presentation of Ralph in the opening chapters of Lord of the Flies, close analysis of specific extracts, linking to the whole text, etc.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENGLISH Year: Year 10 Year 11

Term: Half Term: Autumn 1st half Spring 2nd half Summer Topic/Module: Non Fiction– English Language Students examine a range of non-fiction and literary non-fiction texts, including news articles, web pages, travel writing, etc., covering 19th, 20th and 21st century texts.

Description of lessons: Weeks 1 to 2: Students explore a range of 19th, 20th and 21st century texts, analysing opening, endings, shifts in narrative perspective, etc.

Weeks 3 to 4: Students develop understanding of narrative technique, deepening understanding of how to extend and structure their written responses. They will use the texts as a spring board for their own non-fiction writing.

Weeks 5 to 7: Students continue to apply their skills, working independently to exploring the methods employed by writers and their effects. They will apply targets to both their reading analysis and their writing tasks.

Outcomes: Ask your son or daughter if they can …   

Summarise the overall tone and viewpoint presented in a text.

Choose excellent quotations to support ideas.

Comment on the language of the text using words/phrases like, “suggests”, “implies”, “gives the impression that …”

Explore the effect of linguistic and structural devices on the reader.

Craft writing to match purpose, audience and format.

Redraft and apply specific targets.

  

Homework:      

Discuss the features found in specific types of writing.

Critique their own and other people’s writing, evaluating strengths and offering specific feedback to move the piece on.

Plan their writing carefully to ensure they are answering the question and considering the overall structure of their piece.

Respond effectively to teacher’s positive support and constructive criticism.

Identify and implement a range of linguistic and structural devices for effect.

Relate their learning and understanding to their exam performance, target grade and strategy.

Assessment: Teachers have various options for assessment :  Students will complete a number of plans and writing tasks linked to the tasks found in final examination.  Diagnostic writing tasks.  Reading analysis linked to tasks in final examination.  Analysis of other people’s writing.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS (set 1-3) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Number, Algebra and Statistics.

Description of lessons: Number 1 - Calculations & Rounding, Indices, Roots and reciprocals, Factors multiples & primes and Standard Form & Surds.

Algebra 1 - Simplifying & Expanding, Solving equations and Sequences & Inequalities.

Statistics 1 - Average & Range, Representing Data and Representing Data – Scattergraphs & Correlation.

Number 2 – Fractions.

Outcomes: Ask your son or daughter if they can …          

Use index notation for integer powers of 10, including negative powers.

Recognise powers of 2, 3, 4, 5.

Identify factors, multiples and prime numbers.

Find the prime factor decomposition of positive integers – write as a product using index notation.

Convert large and small numbers into standard form and vice versa.

Add subtract, multiply & divide numbers in standard form.

Express a given number as a fraction of another.

Find equivalent fractions and compare the size of fractions.

Find the coordinates of points identified by geometrical information.

Identify and plot points in all four quadrants.

Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: October Diagnostic Assessment – Non Calculator

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS (set 1-3) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Algebra and Revision

Description of lessons: Algebra 3 - Real Life Graphs, Linear Graphs, Linear Graphs and Coordinate Geometry.

Algebra 4 - Cubic & Other graphs, Expanding & Factorising Quadratics and Solving Quadratics & Sketching quadratic graphs Revision – Past Papers Outcomes: Ask your son or daughter if they can …            

Plot and draw graphs of y = a, x = a, y = x and y = –x, drawing and recognising lines parallel to axes, plus y = x and y = –x; Plot and draw graphs of straight lines of the form y = mx + c with and without a table of values; Sketch a graph of a linear function, using the gradient and y-intercept (i.e. without a table of values); Interpret graphs of quadratic functions from real-life problems; Draw graphs of simple cubic functions using tables of values; Find approximate solutions to quadratic equations using a graph; Use iteration with simple converging sequences; Use a ratio to find one quantity when the other is known; Write a ratio as a fraction; Write a ratio as a linear function; Use a ratio to compare a scale model to real-life object; Convert between currencies.

Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: February Diagnostic Assessment – Calculator March Diagnostic A/A* Assessment Set 1 ONLY – Calculator March Diagnostic Assessment Sets 1-3 – GCSE Paper, exam conditions June 2015 Edexcel Calculator 1 hour test, peer marked.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS (set 1-3) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Algebra, Geometry and Number.

Description of lessons: Algebra - Revision – Past Papers.

Number 3 - Ratio & Proportion.

Geometry 3 - Polygons & parallel lines.

Revision.

Outcomes: Ask your son or daughter if they can … 

Students will revise and use test papers

Homework: Up to two homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: End of Year Exams – Edexcel Paper 1 Non-Calculator June 2015 End of Year Exams – Edexcel Paper 1 Non-Calculator June 2015

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS (set 4-6) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Number 1, Algebra 1, Number 2, Geometry 1, Probability 1 and Number 3.

Description of lessons: Number 1 - Basic Operations, Fractions and Standard Form.

Algebra 1 - Simplifying & Expanding, Substitution and Change the Subject.

Number 2 - Fractions, Decimals & Percentages.

Geometry 1 – Constructions, Angle Properties and Pythagoras’ Theorem.

Probability 1 - Basic Measures and Sample Space Diagrams.

Number 3 - Estimation & Rounding and Limits of Accuracy.

Outcomes: Ask your son or daughter if they can …           

Order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥.

Calculate with roots, and with integer indices.

Calculate exactly with fractions and multiples of π Use and interpret algebraic notation, coefficients written as fractions rather than as decimals, brackets Work interchangeably with terminating decimals and their corresponding fractions.

Identify and work with fractions in ratio problems.

Record describe and analyse the frequency of outcomes of probability experiments.

Using tables and frequency trees.

Use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate.

Work with coordinates in all four quadrants.

Understand the concept of density and be able to use the relationship between density, mass and volume; understand the concept of pressure and be able to use the relationship between pressure, force and area.

Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: October Diagnostic Assessment – Non Calculator December Conceptual Assessment – Non Calculator

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS (set 4-6) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Number 4, Statistics 2 and Revision.

Description of lessons: Number 4 - Share in ratio and Convert ratios to fractions.

Statistics 2 – Scatter graphs and Averages.

Statistics - Revision – Past Papers.

Outcomes: Ask your son or daughter if they can …           

Order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥.

Calculate with roots, and with integer indices.

Calculate exactly with fractions and multiples of π Use and interpret algebraic notation, coefficients written as fractions rather than as decimals, brackets Work interchangeably with terminating decimals and their corresponding fractions.

Identify and work with fractions in ratio problems.

Record describe and analyse the frequency of outcomes of probability experiments.

Using tables and frequency trees.

Use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate.

Work with coordinates in all four quadrants.

Understand the concept of density and be able to use the relationship between density, mass and volume; understand the concept of pressure and be able to use the relationship between pressure, force and area.

Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: February Diagnostic Assessment – Calculator.

March Diagnostic Assessment – Level 1 Statistics Mock May 2015.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS (set 4-6) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Statistics, Geometry 2 and Revision

Description of lessons: Statistics - Revision – Past Papers Geometry 2 - Transformations Revision Outcomes: Ask your son or daughter if they can …           

Order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥.

Calculate with roots, and with integer indices.

Calculate exactly with fractions and multiples of π Use and interpret algebraic notation, coefficients written as fractions rather than as decimals, brackets Work interchangeably with terminating decimals and their corresponding fractions.

Identify and work with fractions in ratio problems.

Record describe and analyse the frequency of outcomes of probability experiments.

Using tables and frequency trees.

Use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate.

Work with coordinates in all four quadrants.

Understand the concept of density and be able to use the relationship between density, mass and volume; understand the concept of pressure and be able to use the relationship between pressure, force and area.

Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: End of Year Exams – WJEC Paper 1 Non-Calculator May 2015.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: GCSE SCIENCE A BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 5 Science A Biology 1.1-1.3 Description of lessons: Recap B1 Nerves and hormones Receptors detecting stimuli Reflex Actions, The structure/function of the eye.

B1.2.2 Control in the human body Temperature Regulation / 3 lessons Water Regulation and hormonal control Progress check/Assessment Blood sugar regulation The menstrual cycle B1.2.3 Control in plants 3 lessons ISA Preparation ISA Paper 1 & 2 in Stewart Hall B1.3.1 Drugs B1.4 Interdependence and adaptation B1.4.1 Adaptations 3 lessons B1.4.2 Environmental change 2 lessons Outcomes: Ask your son or daughter if they can …

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Grade C

Grade A

Explain how carbohydrates, fats and proteins are used by the body to release energy and to build cells.

State that mineral ions and vitamins are needed in small amounts for healthy functioning of the body.

Describe factors that affect the metabolic rate, e.g. the rate varies with the amount of activity you do and the proportion of muscle to fat in your body.

Explain how inherited factors can also affect our health; these include metabolic rate and cholesterol levels Explain how pathogens cause disease.

Carry out and describe aseptic techniques.

Describe the work of Semmelweiss and link to results of class investigations Describe ways in which the body defends itself against disease.

Explain how microbes make us feel ill and how viruses damage cells.

Describe the actions of white blood cells using terms ‘ingest’, ‘antibodies’ and ‘antitoxins’.

Explain the processes of natural and acquired immunity.

Explain how antibiotics work.

Explain how the treatment of disease has changed due to understanding the action of antibiotics and immunity.

In addition to the grade C criteria: Evaluate information about the effect of food on health.

Analyse and evaluate claims made by slimming programmes and products.

Evaluate information about the effect of lifestyle on development of diseases.

Evaluate the advantages and disadvantages of being vaccinated against a disease, e.g. the measles, mumps and rubella (MMR) vaccine.

Evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics.

Explain what we should do to slow down the rate of development of resistant strains of bacteria.

Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

Evaluate the benefits and problems of using hormones to control fertility.

Link the hormones used in oral contraceptives to their effects on the body.

Produce a flow diagram to explain the process of In Vitro Fertilisation (IVF).

Describe and evaluate the effect of statins in cardiovascular disease.

Name some recreational drugs.

Describe some effects of caffeine on the body.

Evaluate the impact of smoking on health.

Evaluate why some people use illegal drugs for recreation.

Unitised Scheme of Work

Neston High School

Key Stage 4 Describe the functions of the main structures in the nervous system.

Match receptors of the eye, ear, tongue and skin with the stimuli they detect.

Label a light receptor cell with a nucleus, cytoplasm and cell membrane.

Explain the importance of being able to respond to environmental changes.

Explain the importance of reflex actions and be able to give examples.

Describe the pathway of a nerve impulse in a reflex response and explain the roles of the structures involved.

Explain the role of chemicals at synapses.

Describe some conditions that need to be controlled in the body.

Explain why body temperature has to be controlled.

Explain what hormones are.

Give some changes that occur at puberty and link with secretion of hormones.

Name the hormones that control the menstrual cycle and state the glands that produce them.

State the hormones that may be present in oral contraceptives.

Describe how plant shoots and roots respond to light, gravity and moisture.

Draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in shoots and roots.

Explain how plant hormones are used as weed killers and rooting hormones.

Define the term â&#x20AC;&#x2DC;drugâ&#x20AC;&#x2122;.

Give examples of medical drugs.

Explain why drugs need to be tested before they can be prescribed.

Describe the uses and problems associated with thalidomide.

Explain how the drug testing procedure for thalidomide was inappropriate.

Describe the main steps in testing a new drug.

Explain the terms placebo and double- blind trial.

Describe the effects of heroin/cocaine addiction and withdrawal symptoms.

Evaluate claims made about the effect of prescribed and non- prescribed drugs on health, Evaluate the impact of alcohol on health.

Describe the effects of cannabis on the body.

Consider the possible progression from recreational to hard drugs.

Evaluate the use of drugs to enhance performance in sport.

Consider the ethical issues of performance enhancing drugs.

Describe some effects and risks of these drugs.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

To complete tasks set using the Key stage 4 www.Doddlelearn.co.uk on line resource.

Assessment: Continual assessment of key skills.

Termly assessments.

Summative assessment.

20

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: GCSE SCIENCE A BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Science A Unit 6 Biology 1.4-1.8 Description of lessons: B1.5 Energy and biomass in food chains Energy in biomass 2 lessons B1.6 Waste materials from plants and animals B1.6.1 Decay processes 2 lessons B1.6.2 The carbon cycle 1 lessons B1.7 Genetic variation B1.7.1 Why organisms are different? 2 lessons B1.7.2 Reproduction 3 lessons B1.8 Evolution Revision/ Progress Check Outcomes: Ask your son or daughter if they can â&#x20AC;Ś Grade C

Grade A

Observe adaptations of a range of organisms.

Explain how organisms are adapted to survive in their habitat.

Describe and explain adaptations for survival in the Arctic.

Describe and explain adaptations for survival in a desert.

Define the term extremophile and be able to give general examples.

List factors that affect the survival of organisms in their habitat.

Give examples of resources that plants and animals compete for in a given habitat.

Describe adaptations that some organisms have to avoid being eaten.

Give examples of how an environment can change.

Construct and interpret pyramids of biomass.

Describe how energy and mass is transferred along a food chain.

Explain why energy and biomass is reduced at successive stages in a food chain.

Describe how plants and animals return materials to the environment.

Describe the role of microorganisms in decay.

State factors affecting the rate of decay.

Explain how decay is useful to plants.

Explain the carbon cycle in terms of photosynthesis, respiration, feeding, death and decay, combustion of wood and fossil fuels.

Explain the role of microorganisms and detritus feeders in decay.

Classify characteristics as being due to genetic or environmental causes.

Decide the best way to present information about variation in tables and charts.

Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene.

21

In addition to the Grade C criteria: Interpret population curves.

Evaluate data on environmental change and the distribution and behaviour of living organisms.

Interpret data on lichen distribution and sulfur dioxide levels.

Interpret data on invertebrates and water pollution.

Evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes.

Unitised Scheme of Work

Neston High School

Key Stage 4 Explain why sexual reproduction results in variation, but asexual reproduction does not produce variation.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

To complete tasks set using the Key stage 4 www.Doddlelearn.co.uk on line resource.

Assessment: Continual assessment of key skills.

Termly assessments.

Summative assessment.

Subject: GCSE SCIENCE A BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: GCSE Science A Unit 6 Biology 1.4-1.8

Description of lessons: Start Biology B2 Additional Science B2.1.1 Cells and cell structure B2.1.2 Dissolved Substances B2.2 Tissues, Organs and organ systems B2.3.1 Photosynthesis Revision Exam Week Unit 5 Science A( Biology 1.1-1.3) Exam Week Unit 6 Science A( Biology 1.4-1.8) Animal Organs Plant Organs B2.3.1 Photosynthesis Outcomes: Ask your son or daughter if they can …

UNIT 6

22

GRADE C

GRADE A

Explain why sexual reproduction results in variation, but asexual reproduction does not produce variation.

Describe sexual reproduction as the joining of male and female gametes.

Define the term ‘clone’.

Take plant cuttings and grow new plants.

Describe the process of tissue culture in plants.

Explain the importance of cloning to plant growers.

In addition to the Grade C criteria: Interpret information about cloning techniques.

Make informed judgements about the economic, social and ethical issues concerning cloning.

Interpret information about genetic engineering techniques.

Make informed judgements about the economic, social and ethical issues concerning genetic engineering.

Unitised Scheme of Work

Neston High School

Key Stage 4 Describe the process of embryo transplants in Identify differences between Darwin’s theory of animals. evolution and conflicting theories.

Describe the process of adult cell cloning in Suggest reasons for the different theories. animals.

Interpret evidence relating to evolutionary theory.

Define the term ‘genetic engineering’.

Explain advantages and disadvantages of genetic Describe the process of genetic engineering to engineering. produce bacteria that can produce insulin and Explain advantages and disadvantages of cloning crops that have desired characteristics. techniques.

State the theory of evolution.

Describe different theories of evolution.

Explain the terms ‘inherited’ and ‘acquired’ characteristics Describe the stages in natural selection.

Define the term ‘mutation’.

Explain why mutation may lead to more rapid change in a species.

Suggest reasons why Darwin’s theory was only gradually accepted.

Classify organisms based on their similarities.

UNIT B2 GRADE C GRADE A Label diagrams of animal and plant cells.

Explain how specialised cells are adapted for their Use a microscope. function.

Prepare slides of plant and animal cells.

Describe the functions of the digestive system to Match cell organelles to their functions. digest and absorb food molecules.

Label diagrams of bacterial and yeast cells.

Describe the functions of the organs in the system Identify diagrams of cells as being from an animal, – salivary glands, stomach, small intestine, liver, plant, bacterium or yeast. pancreas and large intestine.

Observe different types of cells under a microscope.

Relate their structure to their function.

Define the term organ Name the main systems in the human body and state their functions.

Label a diagram of the digestive system.

Name the main organs in the human body and state their functions.

Name the tissues in the stomach and explain what they do.

Define the term organ.

Define the term tissue.

Explain why large organisms need different systems to survive.

Explain what cell differentiation is.

Describe organisation in large organisms.

Label the main organs of a plant and describe their functions.

Identify different tissues in a leaf and describe their functions.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

To complete tasks set using the Key stage 4 www.Doddlelearn.co.uk on line resource.

23

Unitised Scheme of Work

Neston High School

Key Stage 4 Assessment: Continual assessment of key skills.

Termly assessments.

Summative assessment.

Subject: GCSE CORE SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Chemistry topics 1.1 to 1.4

Description of lessons: Week 1 ISA skills lessons Key words and tables Week 2 ISA skills lessons Command words and graphs Week 3 C1.7 The Earth’s crust Week 4 C1.7.1 Changes in the tectonic plates C1.3 Metals Week 5 C1.3.1 Extracting metals – Reduction by carbon, iron and steel Week 6 Introduction to ISA ‘Carbonate Ores’ ISA Planning Week 7 ISA Paper 1 Week 8 ISA Experiment ISA Data handling Week 9 ISA Paper 2 Week 10 Aluminium and titanium and Extracting copper Week 11 C1.3.2 Alloys Week 12 C1.3.3 Properties and uses of metals & C1.7.2 Gases in the Atmosphere Week 13 Evolution of the atmosphere Week 14 Carbon cycle and human influence & C1.4.1 Crude oil alkanes and alkenes Week 15 C1.4.2 Hydrocarbons - fractional distillation Outcomes: Ask your son or daughter if they can …

GRADE C Know the three parts of the Earth, and the atmosphere.

Know that all our resources come for the crust, the seas, or the air.

Know key features of Wegener’s theory, and evidence to support it.

Explain what earthquakes are and why we cannot predict them.

Explain what volcanoes are and why we cannot predict their eruptions.

List examples of native metals and metals found in ores.

Relate the use of carbon in metal extraction to the reactivity of a metal.

Identify a reduction process from a description of a reaction.

State that iron oxide is reduced to form iron in a blast furnace using carbon.

List the properties of iron produced from the blast furnace.

Explain why steels are produced.

24

GRADE A Write a balanced equation to show the reduction of a metal oxide.

Give examples of different types of steels, and how their properties differ.

Explain why the extraction of aluminium and titanium is costly.

Evaluate the different methods of copper extraction.

Explain why alloys are often more useful than a pure metal.

Explain the benefits, in terms of social, economic and environmental, of exploiting metal ores.

Explain the benefits, in terms of social, economic and environmental, of recycling metals.

Describe how we obtain pure gases form the mixture we call air.

Describe an experiment used to prove how life evolved from the ‘primordial soup’.

Unitised Scheme of Work

Neston High School

Key Stage 4 List some useful properties of aluminium and titanium.

State that methods of extraction used for aluminium (as an example of a metal more reactive than carbon) and titanium are expensive.

Give examples of uses of aluminium and/or titanium and explain which.

Properties makes them fit for purpose.

Describe how to extract copper by smelting.

Explain why low-grade ores are now being exploited.

Explain two methods for extracting copper from low-grade ores.

Recognise transition metals and list their properties and some uses.

Define an alloy and give an example.

List an advantage and a disadvantage of exploiting metal ores.

List reasons for the importance of recycling metals.

State a benefit and a drawback of using metals in construction.

Describe the atmosphere today.

Describe how our atmosphere evolved.

Describe how human activity has affected.

Describe how carbon cycles round the earth and atmosphere.

Draw and name the first 10 alkanes.

Describe how crude oil is separated and which physical properties are exploited in this process.

Draw and name alkanes and use the general formula of all alkanes to predict the number of hydrogen atoms.

Explain the physical properties of the crude oil fractions using the idea of intermolecular forces.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

Assessment: Continual assessment of key skills.

Summative assessment.

25

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: GCSE CORE SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Chemistry topics C1.6-C1.7

Description of lessons: Week 1 C1.4.3 Burning fuels Week 2 C1.4.4 + 5 Cleaner fuels + alternative fuels C1.5.1 Obtaining useful substances from crude oil Week 3 C1.5.3 Uses of polymers and plastic waste.

Week 4 C1.5.2 Polymers - Making polymers from alkenes - Plastic waste Week 5 C1.5.5 Ethanol from fermentation Week 6 Hydration of ethane & Review of Topic C1.5 Week 7 C1.6.1 Extracting Plant oils and their uses.

Week 8 C1.6.2 Vegetable oils and cooking & C1.6.3 Emulsions Week 9 C1.6.4 Saturated and unsaturated oils.

Week 10 C1.1-2 Review & C2.1.1 Chemical bonding Week 11 C2.1.2 Ionic bonding Week 12 C2.1.3 Formulae of ionic compounds & C2.1.4 Covalent bonding Outcomes: Ask your son or daughter if they can â&#x20AC;Ś

26

GRADE C

GRADE A

State the products of complete and incomplete combustion and describe the problems with the production of carbon monoxide.

Describe the negative effects of burning fossil fuels.

Describe the difference between global warming and global dimming.

Describe what can be used as alternative fuels to fossil fuels.

State a definition of cracking and list the general conditions needed.

Explain why cracking is carried out.

State and use the general formula to work out the formula of an alkene when n is given.

Recognise an alkene from a structural or molecular formula and carry out the test for alkenes.

State definitions of monomers and polymers.

List some uses of polymer products.

Give an example of a polymer that has been designed for a specific job.

State a definition of biodegradable.

Give an example of how a plastic can be made biodegradable.

Explain some of the problems arising from plastic disposal.

Write the word equation and conditions for the production of ethanol from ethane and by fermentation state a definition of cracking and list the general conditions needed.

Describe the use of ethanol and hydrogen as alternative fuels.

Describe the advantages and disadvantages of each fuel.

In addition to the Grade C criteria: Write balanced equations to show the difference between incomplete and complete combustion.

Explain how we can counteract the problems of burning impure fossil fuels.

Outline the advantages and disadvantages of using bio fuels.

Balance a symbol equation to represent cracking.

Explain how we can detect unsaturated hydrocarbons in oils.

Balance a symbol equation to represent cracking.

Draw the structural formula of a polymer, if the monomer is given.

Explain polymerisation in terms of bond breaking and making.

Evaluate the suitability of different polymers for particular uses.

Explain how a plastic can be made biodegradable.

Evaluate the advantages and disadvantages of using ethanol as a fuel.

Write the symbol equation for the reaction of ethane with steam and for the fermentation of sugar.

Know how to determine the relative amounts of saturation in an oil/fat by using bromine water.

Chemistry C2 Explain why atoms bond and demonstrate what happens to the electrons in the bonding atoms.

Represent the reactions between atoms using dot and cross diagrams for more than 2 atoms.

Explain what causes the particles to be bonded together in an ionic bond.

Unitised Scheme of Work

Neston High School

Key Stage 4 Know how to measure simply the amount of energy produced by a burning fuel.

Know about different types of error, and how to deal with them.

Balance the charges on ions to form neutral compounds and construct balanced formulae for these compounds.

Use intermolecular forces to explain the properties of simple molecular substances.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

To complete tasks set using the Key stage 4 My Works on line resource.

Assessment: Continual assessment of key skills.

Summative assessment.

Subject: GCSE CORE SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry topics C2.1-C2.2 Description of lessons: Week 1 C2.1.5 Metals Week 2 C2.2.1 Giant ionic structures, C2.2.2 Simple molecules Week 3 C2.2.3 Giant covalent structures Week 4 C2.2.4 Giant metallic structures, Unit 1 revision and exam practice Week 5 Unit 1 revision and exam practice Week 6 Unit 1 revision and exam practice Week 7 Unit 1 external exam Week 8 C2.2.5 The properties of polymers, C2.2.6 Nano-science Week 11+12 Review of unit 2 work Outcomes: Ask your son or daughter if they can â&#x20AC;Ś

27

GRADE C

GRADE A

Represent a giant ionic lattice Explain he properties of ionic compounds.

Interpret the bonding in a giant covalent structure of graphite and diamond.

Explain the difference in properties of diamond and graphite allotropes of carbon.

Represent a giant metallic structure.

Explain the properties of simple molecules using the idea of intermolecular forces.

Explain what can affect the properties of a polymer.

Describe the difference between thermo softening and thermosetting plastics.

Explain why graphite conducts electricity.

Explain what a fullerene is.

Explain how electricity and energy flows through metals.

Explain, using intermolecular forces and molecule size, the difference between thermosetting and thermo softening plastics.

Unitised Scheme of Work

Neston High School

Key Stage 4 Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

To complete tasks set using the Key stage 4 My Works on line resource.

Assessment: Continual assessment of key skills.

Summative assessment.

Subject: GCSE SCIENCE A PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 5 Science A Physics 1.1-1.3

Description of lessons: Week 1-2 P1.1 Energy transfer by heating revision Week 3-4 P1.1.4 Heating and insulating buildings Week 5 P1.2 Energy and efficiency Week 6 P1.2.1 Energy transfers and efficiency Week 7 P1.3 The usefulness of electrical appliances Week 8-9 P1.3.1 Transferring electrical energy Week 10-12 ISA prep Week 13-14 Revision Outcomes: Ask your son or daughter if they can …

28

GRADE C

GRADE A

Draw simple diagrams to model the difference between solids, liquids and gases.

Describe the states of matter in terms of the energy of their particles.

Describe the energy transfers and the main energy wastages that occur in a range of situations or appliances.

Interpret and draw a Sankey diagram.

Understand the concept of efficiency and why efficiency can never be greater than 100%.

Use the equation to calculate efficiency as a decimal or percentage.

Understand in simple terms of how the arrangement and movement of particles determine whether a material is a conductor or an insulator.

Understand the role of free electrons in conduction through a metal.

In addition to the C Grade criteria: Explain evaporation and the cooling effect this causes using the kinetic theory.

Evaluate different materials according to their specific heat capacities, eg water, which has a very high specific heat capacity, oil filled radiators and electric storage heaters containing concrete.

Be able to evaluate the efficiency and cost effectiveness of methods used to reduce ‘energy consumption’ Calculate the cost of using individual appliances and also to interpret electricity meter readings to calculate total cost over a period of time.

Unitised Scheme of Work

Neston High School

Key Stage 4 Use the idea of particles moving apart to make a fluid less dense and to explain simple applications of convection.

Know that the rate at which an object transfers energy by heating depends on: surface area and volume, the material from which the object is made, the nature of the surface with which the object is in contact and the temperature difference between the object and its surroundings.

Be able to explain the design of devices in terms of energy transfer, e.g. cooling fins.

Be able to explain animal adaptations in terms of energy transfer, e.g. relative ear size of animals in cold and warm climates.

Understand what infrared radiation is. know the factors which affect the rate at which an object radiates infrared radiation Understand the difference between radiation and absorption of infrared radiation.

Know the factors which affect the rate at which an object absorbs infrared radiation.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Continual assessment of key skills.

Summative assessment.

Subject: GCSE SCIENCE A PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 6 Science A Physics 1.4-1.5 Description of lessons: Week 1 Revision Week 2 Unit 5 Exam Wednesday 9th January Week 3-5 Surface area and cooling ISA Week 6 P1.4 Methods we use to generate electricity Week 7 P1.4.1 Generating electricity Week 8 P1.5 The use of waves for communication Week 9 P1.5.2 Reflection Week10 P1.5.3 Sound Week 11 P1.5.4 Red-Shift Week 12 Revision

29

Unitised Scheme of Work

Neston High School

Key Stage 4 Outcomes: Ask your son or daughter if they can …

30

GRADE C

GRADE A

Understand the purpose of the main parts of a power station.

Know that different energy sources which heat the water include: the fossil fuels (coal, oil and gas) which are burned to heat water or air, uranium and plutonium, when energy from nuclear fission is used to heat water, biofuels that can be burned to heat water.

Know that, of the fossil fuel power stations, gasfired have the shortest start-up time.

Be aware of the advantages of pumped storage systems in order to meet peak demand, and as a means of storing energy for later use.

Know the basic principles by which wind turbines operate.

Know that water can be used to drive turbines in a variety of ways, which include, but are not limited to, waves, tides and the falling of water in hydroelectric schemes.

Know the basic principles of how geothermal energy is used.

Know that solar cells can be used to generate electricity.

Understand effects on the environment such as: the release of substances into the atmosphere, the production of waste materials, noise and visual pollution, the destruction of wildlife habitats.

Understand that carbon capture and storage is a rapidly evolving technology.

Identify and label the essential parts of the National Grid.

Draw diagrams showing rays of light being reflected from a plane mirror, labelling incident and reflected rays, angles of incidence and reflection, and the normal.

Understand that in a transverse wave the oscillations are perpendicular to the direction of energy transfer.

Understand that in a longitudinal wave the oscillations are parallel to the direction of energy transfer.

Understand the terms ‘frequency’, ‘wavelength’ and ‘amplitude’ and be able to annotate a diagram to show these terms.

Know the order of electromagnetic waves within the spectrum, in terms of energy, frequency and wavelength.

Understand the circumstances where a wave is reflected, refracted or diffracted.

Be able to complete wave front diagrams for reflection, refraction and diffraction.

Know that waves are not refracted if travelling along the normal.

Know situations in which waves are typically used for communication, e.g: radio waves – TV and radio (including diffraction effects), microwaves – mobile phones and satellite television, infrared – remote controls, visible light – photography.

Know how sound waves are produced.

Understand how echoes are formed.

Be able to explain the term ‘red-shift’.

In addition to the C Grade criteria: Evaluate different methods of generating electricity given data including start-up times, costs of electricity generation and the total cost of generating electricity when factors such as building and decommissioning are taken into account. The reliability of different methods should also be understood.

Be able to describe the advantages and disadvantages of the use of solar cells in generating electricity.

Know why transformers are an essential part of the National Grid.

Understand that to prevent carbon dioxide building up in the atmosphere we can catch and store it; some of the best natural containers are old oil and gas fields, such as those under the North Sea. Understand how an image is formed by a plane mirror, and why it is virtual.

Understand the terms ‘compression’ and ‘rarefaction’ and how they are formed.

Be able to use the equation, knowing that v is speed in metres per second (m/s) f is frequency in hertz (Hz) and λ is wavelength in metres (m).

Understand the relationship between the pitch of a sound and the frequency of the sound wave.

Be able to explain the Doppler effect.

Know that when the source moves away from the observer, the observed wavelength increases and the frequency decreases; when the source moves towards the observer, the observed wavelength decreases and the frequency increases.

Unitised Scheme of Work

Neston High School

Key Stage 4 Know that the further away the galaxies are, the faster they are moving, and the bigger the observed increase in wavelength.

Be able to explain how ‘red-shift’ provides evidence that the universe is expanding.

Know that the ‘Big Bang’ theory indicates that the universe began from a very small initial point.

Know that CMBR comes from radiation that was present shortly after the beginning of the universe.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

Learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

Independent learning task.

Complete tasks set using the Key stage 4 My Works on line resource.

Assessment: Continual assessment of key skills.

Summative assessment.

Subject: GCSE SCIENCE A PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 6 Physics 1.4- 1.5 Description of lessons: Week 1 Unit 2 P2.1 Forces and their effects Week 2 P2.1.1 Resultant forces Week 3 P2.1.2 Forces and motion Week 4-5 Work experience Week 6 P2.1.3 Forces and motion Outcomes: Ask your son or daughter if they can …

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

Learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

Independent learning task.

31

Unitised Scheme of Work

Neston High School

Key Stage 4 Assessment: Continual assessment of key skills.

Summative assessment.

Subject: ENVIRONMENTAL SCIENCE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit B681 & Controlled Assessment Description of lessons: Week 1 Ecology Week 2 Feeding relationships Week 3 habitats – hedgerow survey Week 4 Lichen survey of school – controlled assessment Week 5 Dibbinsdale - controlled assessment Week 6 Dibbinsdale – controlled assessment Week 7 Dibbinsdale – controlled assessment Week 8 Dibbinsdale – controlled assessment Week 9 Dibbinsdale – controlled assessment Week 10 Dibbinsdale – controlled assessment Week 11 Weed control Week 12 Intensive farming Week 13 Field trip – land based business Outcomes: Ask your son or daughter if they can …

How lichens and tar spots can be used to test air quality.

How to sample invertebrates in a stream.

Investigate the distribution of plants and animals in an eco-system.

Homework: Research Dibbinsdale as a local nature reserve, which species are found there.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks – spreadsheets, PowerPoints.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Controlled assessments throughout.

32

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENVIRONMENTAL SCIENCE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 682 & Controlled Assessment Plant Cultivation and Small Animal Care Description of lessons: Week 1 sexual reproduction – controlled assessment Week 2 sexual reproduction – controlled assessment Week 3 controlled assessment – interview with zoo ranger Week 4 controlled assessment - skills Week 5 controlled assessment - skills Week 6 hedgerows – role of government – controlled assessment Week 7 Selective breeding – machinery – controlled assessment Week 8 controlled assessment - skills Week 9 controlled assessment - skills Week 10 Animal care & plant care intro – controlled assessment Week 11 growing media & control of growth – controlled assessment Week 12 pests – controlled assessment Week 13 biological control – controlled assessment Week 14 Plant minerals – controlled assessment Outcomes: Ask your son or daughter if they can …

Grow plants from seed.

Explain 3 methods of plant propagation.

Recognise signs of ill health in plants.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Controlled assessments throughout.

33

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENVIRONMENTAL SCIENCE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 682 & Controlled Assessment Plant Cultivation and Small Animal Care Description of lessons: Week 1 sexual reproduction – controlled assessment Week 2 sexual reproduction – controlled assessment Week 3 propagation – controlled assessment Week 4 selective breeding & cloning – controlled assessment Week 5 GM – controlled assessment Week 6 mendelian genetics – controlled assessment Week 7 soil cultivation by hand – controlled assessment Week 8 storing crops – controlled assessment Week 9 small animal care – project in animal care Week 10 small animal care – project in animal care Week 11 small animal care – project in animal care Week 12 small animal care – project in animal care Week 13 small animal care – project in animal care Week 14 small animal care – project in animal care Outcomes: Ask your son or daughter if they can …

Identify signs of ill health in animals.

Identify when an animal needs cleaning out.

Recognise signs of ill health in plants.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Controlled assessments throughout.

34

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: SEPARATE SCIENCE BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Biology 1 Description of lessons: Week 1 Recap B1.2 Nerves and hormones Week 2 Receptors detecting stimuli Reflex Actions, The structure/function of the eye.

Week 3 B1.2.2 Control in the human body 3 lessons Water Regulation and hormonal control Week 4 The menstrual Cycle Week 5 B1.2.3 Control in plants/ Tropisms Week 6 B1.3 The use and abuse of drugs Week 7 B1.3.1 Drugs Week 8 ISA Skills Interpreting Data Week 9 B1.4 Interdependence and adaptation Week 10 B1.4.1 Adaptations Week 11 B1.4.2 Environmental change Week 12 B1.5 Energy and biomass in food chains Week 13 B1.5.1 Energy in biomass Week 14 B1.6 Waste materials from plants and animals Week 15 B1.6 Waste materials from plants and animals Outcomes: Ask your son or daughter if they can …

GRADE C Explain how carbohydrates, fats and proteins are used by the body to release energy and to build cells.

State that mineral ions and vitamins are needed in small amounts for healthy functioning of the body.

Describe factors that affect the metabolic rate, e.g. the rate varies with the amount of activity you do and the proportion of muscle to fat in your body.

Explain how inherited factors can also affect our health; these include metabolic rate and cholesterol levels.

Explain how pathogens cause disease.

Carry out and describe aseptic techniques.

Describe the work of Semmelweiss and link to results of class investigations.

Describe ways in which the body defends itself against disease.

Explain how microbes make us feel ill and how viruses damage cells.

Describe the actions of white blood cells using terms ‘ingest’, ‘antibodies’ and ‘antitoxins’.

Explain the processes of natural and acquired immunity.

Explain how antibiotics work.

35

GRADE A In addition to the grade C criteria: Evaluate information about the effect of food on health.

Analyse and evaluate claims made by slimming programmes and products.

Evaluate information about the effect of lifestyle on development of diseases.

Evaluate the advantages and disadvantages of being vaccinated against a disease, e.g. the measles, mumps and rubella (MMR) vaccine.

Evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and pandemics.

Explain what we should do to slow down the rate of development of resistant strains of bacteria.

Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

Evaluate the benefits and problems of using hormones to control fertility.

Link the hormones used in oral contraceptives to their effects on the body.

Produce a flow diagram to explain the process of In Vitro Fertilisation (IVF).

Unitised Scheme of Work

Neston High School

Key Stage 4 Explain how the treatment of disease has changed due to understanding the action of antibiotics and immunity.

Describe the functions of the main structures in the nervous system.

Match receptors of the eye, ear, tongue and skin with the stimuli they detect.

Label a light receptor cell with a nucleus, cytoplasm and cell membrane.

Explain the importance of being able to respond to environmental changes.

Explain the importance of reflex actions and be able to give examples.

Describe the pathway of a nerve impulse in a reflex response and explain the roles of the structures involved.

Explain the role of chemicals at synapses.

Describe some conditions that need to be controlled in the body.

Explain why body temperature has to be controlled. Explain what hormones are.

Give some changes that occur at puberty and link with secretion of hormones.

Name the hormones that control the menstrual cycle and state the glands that produce them. State the hormones that may be present in oral contraceptives.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Continual assessment of key skills.

Termly Assessments.

Summative assessment.

36

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: SEPARATE SCIENCE BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Biology 1

Description of lessons: Week 1 B1.6.1 Decay processes Week 1 ISA Planning skills Week 2 B1.6.2 The carbon cycle Week 3 B1.7 Genetic variation Week 4 B1.7.1 Why organisms are different? 2 lessons Week 5 7B1.7.2 Reproduction 3 lessons Week 6 B1.8.1 Evolution 3 lessons Week 7B1 Revision/ Progress Check Week 8 ISA Skills Interpreting data Week 9 ISA Skills Week 10 Unit B2 Cells and cell structure Week 11 B2.1.2 Dissolved substances Week 12 B2.2.1 Tissues, Organs Outcomes: Ask your son or daughter if they can …

GRADE C Describe how plant shoots and roots respond to light, gravity and moisture.

Draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in shoots and roots.

Explain how plant hormones are used as weed killers and rooting hormones.

Define the term ‘drug’.

Give examples of medical drugs.

Explain why drugs need to be tested before they can be prescribed.

Describe the uses and problems associated with thalidomide.

Explain how the drug testing procedure for thalidomide was inappropriate.

Describe the main steps in testing a new drug.

Explain the terms placebo and double-blind trial. Describe the effects of heroin/cocaine addiction and withdrawal symptoms.

Observe adaptations of a range of organisms.

Explain how organisms are adapted to survive in their habitat.

Describe and explain adaptations for survival in the Arctic.

Describe and explain adaptations for survival in a desert.

Define the term extremophile and be able to give general examples.

37

GRADE A In addition to the Grade C criteria: Describe and evaluate the effect of statins in cardiovascular disease.

Name some recreational drugs.

Describe some effects of caffeine on the body.

Evaluate the impact of smoking on health.

Evaluate why some people use illegal drugs for recreation.

Evaluate claims made about the effect of prescribed and non-prescribed drugs on health, Evaluate the impact of alcohol on health.

Describe the effects of cannabis on the body.

Consider the possible progression from recreational to hard drugs.

Evaluate the use of drugs to enhance performance in sport.

Consider the ethical issues of performance enhancing drugs.

Describe some effects and risks of these drugs.

Interpret population curves.

Evaluate data on environmental change and the distribution and behaviour of living organisms.

Interpret data on lichen distribution and sulfur dioxide levels.

Interpret data on invertebrates and water pollution.

Unitised Scheme of Work

Neston High School

Key Stage 4 List factors that affect the survival of organisms in their habitat.

Give examples of resources that plants and animals compete for in a given habitat.

Describe adaptations that some organisms have to avoid being eaten.

Give examples of how an environment can change.

Construct and interpret pyramids of biomass.

Describe how energy and mass is transferred along a food chain.

Explain why energy and biomass is reduced at successive stages in a food chain.

Describe how plants and animals return materials to the environment.

Describe the role of microorganisms in decay.

State factors affecting the rate of decay.

Explain how decay is useful to plants.

Explain the carbon cycle in terms of photosynthesis, respiration, feeding, death and decay, combustion of wood and fossil fuels.

Explain the role of microorganisms and detritus feeders in decay.

Classify characteristics as being due to genetic or environmental causes.

Decide the best way to present information about variation in tables and charts.

Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene.

Explain why sexual reproduction results in variation, but asexual reproduction does not produce variation.

Describe sexual reproduction as the joining of male and female gametes.

Define the term ‘clone’.

Take plant cuttings and grow new plants.

Describe the process of tissue culture in plants.

Explain the importance of cloning to plant growers.

Describe the process of embryo transplants in animals.

Describe the process of adult cell cloning in animals.

Explain advantages and disadvantages of cloning techniques.

Define the term ‘genetic engineering’.

Describe the process of genetic engineering to produce bacteria that can produce insulin and crops that have desired characteristics.

Explain advantages and disadvantages of genetic engineering.

State the theory of evolution.

Describe different theories of evolution.

Explain the terms ‘inherited’ and ‘acquired’ characteristics.

Describe the stages in natural selection.

38

Evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes Interpret information about cloning techniques.

Make informed judgements about the economic, social and ethical issues concerning cloning.

Interpret information about genetic engineering techniques.

Make informed judgements about the economic, social and ethical issues concerning genetic engineering.

Identify differences between Darwin’s theory of evolution and conflicting theories.

Suggest reasons for the different theories.

Interpret evidence relating to evolutionary theory.

Unitised Scheme of Work

Neston High School

Key Stage 4 Define the term ‘mutation’.

Explain why mutation may lead to more rapid change in a species.

Suggest reasons why Darwin’s theory was only gradually accepted.

Classify organisms based on their similarities.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Continual assessment of key skills.

Summative Assessments termly.

GCSE summative assessment.

Subject: SEPARATE SCIENCE BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: B2 Biology 2 Description of lessons: Week 1 Tissues, Organs Week 1 B2.2.2 Plant organs Week 2 B2.3.1 Photosynthesis Week 3 Factors effecting the rate of Photosynthesis Week 4 ISA Skills Week 5 B2.4 Organisms and their environment Week 6 Distribution of organisms Week 7 B2.5 Proteins Week 11 Uses of Enzymes Week 12 Activity Week Week 13 Enzymes in industry Outcomes: Ask your son or daughter if they can …

GRADE C Label diagrams of animal and plant cells.

Use a microscope.

Prepare slides of plant and animal cells.

Match cell organelles to their functions.

Label diagrams of bacterial and yeast cells.

39

GRADE A In addition to the Grade C criteria: Explain how specialised cells are adapted for their function.

Describe the functions of the digestive system to digest and absorb food molecules.

Unitised Scheme of Work

Neston High School

Key Stage 4 Identify diagrams of cells as being from an animal, plant, bacterium or yeast.

Observe different types of cells under a microscope.

Relate their structure to their function.

Define the term ‘diffusion’.

Explain that diffusion is faster if there is a bigger concentration difference.

Give examples of substances that diffuse into and out of cells.

Define the term organ system Name the main systems in the human body and state their functions.

Label a diagram of the digestive system.

Name the main organs in the human body and state their functions.

Name the tissues in the stomach and explain what they do.

Define the term organ.

Define the term tissue.

Describe organisation in large organisms.

Label the main organs of a plant and describe their functions.

Identify different tissues in a leaf and describe their functions.

Write the word equation for photosynthesis.

Carry out experiments to show that light, carbon dioxide and chlorophyll are needed to make glucose.

Describe experiments to show that plants produce oxygen in the light.

State factors that affect the rate of photosynthesis.

List ways in which glucose is used by a plant.

Describe functions of fats, oils, cellulose, starch and proteins in a plant.

Suggest reasons for the distribution of organisms in a habitat.

Name and explain how different factors can affect the distribution of organisms in a habitat.

Measure abiotic factors.

Use a transect.

Calculate mean, median, mode and range.

Describe the structure of protein molecules.

List some protein molecules found inside living organisms.

40

Describe the functions of the organs in the system – salivary glands, stomach, small intestine, liver, pancreas and large intestine.

Explain why large organisms need different systems to survive.

Explain what cell differentiation is.

Explain why plants should be destarched before photosynthesis experiments and describe how this is done.

Explain the steps involved in testing a leaf for starch.

Explain why glucose is converted to starch for storage.

Explain how conditions in greenhouses can be controlled to optimise the growth of plants.

Evaluate the benefits of artificially manipulating the environment in which plants are grown.

Interpret data showing how factors affect the rate of photosynthesis.

Explain how plants obtain nitrate ions and what they are needed for.

Interpret results of bicarbonate indicator experiment.

Evaluate methods used to collect environmental data and consider the validity and reliability as evidence of environmental change.

Describe how to carry out random sampling of organisms using a quadrat.

Describe and explain the effect of different pH values on the activity of different enzymes.

Explain why biological detergents work better than non-biological detergents at removing protein and fat stains.

Explain the advantages and disadvantages of biological and non-biological detergents.

Explain the advantages and disadvantages of enzymes in industry.

Explain what aerobic means Design an investigation to find out the effect of exercise on heart and breathing rates.

Plot the results in a graph.

Explain why heart rate and breathing rate increase during exercise.

Interpret data relating to the effects of exercise on the body, e.g. spirometer tracings.

Explain why anaerobic respiration is less efficient than aerobic respiration.

Define the term oxygen debt.

Write the equation for the Breakdown of lactic acid into carbon dioxide and water.

Unitised Scheme of Work

Neston High School

Key Stage 4 Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

Assessment: Continual assessment of key skills.

Termly summative assessments.

Subject: GCSE SEPARATE SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Chemistry topics C1.6-C1.7 Description of lessons: Week 1 Week 2

C1.4.3 Burning fuels C1.4.4 + 5 Cleaner fuels + alternative fuels C1.5.1 Obtaining useful substances from crude oil Week 3 C1.5.3 Uses of polymers and plastic waste.

Week 4 C1.5.2 Polymers - Making polymers from alkenes - Plastic waste Week 5 C1.5.5 Ethanol from fermentation Week 6 Hydration of ethene Review of Topic C1.5 Week 7 C1.6.1 Extracting Plant oils and their uses.

Week 8 C1.6.2 Vegetable oils and cooking C1.6.3 Emulsions Week 9 C1.6.4 Saturated and unsaturated oils.

Week 10 C1.1-2 Review C2.1.1 Chemical bonding Week 11 C2.1.2 Ionic bonding Week 12 C2.1.3 Formulae of ionic compounds C2.1.4 Covalent bonding Outcomes: Ask your son or daughter if they can â&#x20AC;Ś GRADE C State the products of complete and incomplete combustion and describe the problems with the production of carbon monoxide.

Describe the negative effects of burning fossil fuels.

Describe the difference between global warming and global dimming.

41

GRADE A In addition to the Grade C criteria: Write balanced equations to show the difference between incomplete and complete combustion.

Explain how we can counteract the problems of burning impure fossil fuels.

Outline the advantages and disadvantages of using bio fuels.

Unitised Scheme of Work

Neston High School

Key Stage 4 Describe what can be used as alternative fuels to fossil fuels.

State a definition of cracking and list the general conditions needed.

Explain why cracking is carried out.

State and use the general formula to work out the formula of an alkene when n is given.

Recognise an alkene from a structural or molecular formula and carry out the test for alkenes.

State definitions of monomers and polymers.

List some uses of polymer products.

Give an example of a polymer that has been designed for a specific job State a definition of biodegradable.

Give an example of how a plastic can be made biodegradable.

Explain some of the problems arising from plastic disposal.

Write the word equation and conditions for the production of ethanol from ethane and by fermentation state a definition of cracking and list the general conditions needed.

Describe the use of ethanol and hydrogen as alternative fuels.

Describe the advantages and disadvantages of each fuel.

Know how to measure simply the amount of energy produced by a burning fuel.

Balance a symbol equation to represent cracking.

Explain how we can detect unsaturated hydrocarbons in oils.

Balance a symbol equation to represent cracking.

Draw the structural formula of a polymer, if the monomer is given.

Explain polymerisation in terms of bond breaking and making.

Evaluate the suitability of different polymers for particular uses.

Explain how a plastic can be made biodegradable.

Evaluate the advantages and disadvantages of using ethanol as a fuel.

Write the symbol equation for the reaction of ethane with steam and for the fermentation of sugar.

Know how to determine the relative amounts of saturation in an oil/fat by using bromine water.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

Assessment: Continual assessment of key skills.

Summative assessment.

42

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: GCSE SEPARATE SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Chemistry topics C1.6-C1.7

Description of lessons: Week 1 Week 2

C1.4.3 Burning fuels C1.4.4 + 5 Cleaner fuels + alternative fuels C1.5.1 Obtaining useful substances from crude oil Week 3 C1.5.3 Uses of polymers and plastic waste.

Week 4 C1.5.2 Polymers - Making polymers from alkenes - Plastic waste Week 5 C1.5.5 Ethanol from fermentation Week 6 Hydration of ethene Review of Topic C1.5 Week 7 C1.6.1 Extracting Plant oils and their uses.

Week 8 C1.6.2 Vegetable oils and cooking C1.6.3 Emulsions Week 9 C1.6.4 Saturated and unsaturated oils.

Week 10 C1.1-2 Review C2.1.1 Chemical bonding Week 11 C2.1.2 Ionic bonding Week 12 C2.1.3 Formulae of ionic compounds C2.1.4 Covalent bonding Outcomes: Ask your son or daughter if they can â&#x20AC;Ś GRADE C State the products of complete and incomplete combustion and describe the problems with the production of carbon monoxide.

Describe the negative effects of burning fossil fuels.

Describe the difference between global warming and global dimming.

Describe what can be used as alternative fuels to fossil fuels.

State a definition of cracking and list the general conditions needed.

Explain why cracking is carried out.

State and use the general formula to work out the formula of an alkene when n is given.

Recognise an alkene from a structural or molecular formula and carry out the test for alkenes.

State definitions of monomers and polymers.

List some uses of polymer products.

Give an example of a polymer that has been designed for a specific job State a definition of biodegradable.

43

GRADE A Balance a symbol equation to represent cracking.

Draw the structural formula of a polymer, if the monomer is given.

Explain polymerisation in terms of bond breaking and making.

Evaluate the suitability of different polymers for particular uses.

Explain how a plastic can be made biodegradable.

Evaluate the advantages and disadvantages of using ethanol as a fuel.

Write the symbol equation for the reaction of ethane with steam and for the fermentation of sugar.

Know how to determine the relative amounts of saturation in an oil/fat by using bromine water.

Chemistry C2 Explain why atoms bond and demonstrate what happens to the electrons in the bonding atoms.

Unitised Scheme of Work

Neston High School

Key Stage 4 Give an example of how a plastic can be made biodegradable.

Explain some of the problems arising from plastic disposal.

Write the word equation and conditions for the production of ethanol from ethane and by fermentation state a definition of cracking and list the general conditions needed.

Describe the use of ethanol and hydrogen as alternative fuels.

Describe the advantages and disadvantages of each fuel.

Know how to measure simply the amount of energy produced by a burning fuel.

Know about different types of error, and how to deal with them.

Understand how secondary sources can help confirm a hypothesis/ theory.

Describe how oils can be extracted from plants.

Test an oil to find out if it is an unsaturated oil.

Describe the general uses of vegetable oils in plants.

Know how emulsifying agents can help oil and water mixtures to remain mixed.

Draw a simple representation of a molecule with hydrophobic and hydrophilic ends.

Chemistry C2 Describe the meanings of the term elements and compounds.

Describe what happens when an element in group I reacts with an element in group VII. Describe what reacts together to form a covalent bond.

Describe what reacts together to form an ionic bond.

Represent covalent and ionic bonding using formulae with dot and cross diagrams.

Simply balance the charges on simple ions to construct formulae.

Name the salts formed from the reactions between metals and non-metals.

Draw the shapes of molecules based on the electron pairing in a covalent bond.

Represent the reactions between atoms using dot and cross diagrams for more than 2 atoms.

Explain what causes the particles to be bonded together in an ionic bond.

Balance the charges on ions to form neutral compounds and construct balanced formulae for these compounds.

Use intermolecular forces to explain the properties of simple molecular substances.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

44

Unitised Scheme of Work

Neston High School

Key Stage 4 Assessment: Continual assessment of key skills.

Summative assessment.

Subject: GCSE SEPARATE SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry topics C2.2-C2.4

Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

C2.2.1 Giant ionic structures C2.2.2 Simple molecules C2.2.3 Giant covalent structures C2.2.4 Giant metallic structures C2.2.5 The properties of polymers C2.2.6 Nanoscience C2.2 End of topic test C2.3.6 Reversible reactions C2.3.7 Analysing substances C2.3.8 Instrumental analysis C2.4.1 How fast?

C2.4.2 Collision theory and surface area C2.4.3 The effect of temperature C2.4.4 The effect of concentration or pressure Work exp.

Work exp.

Activity week C2.4.5 The effect of catalysts + Catalysts in action

Outcomes: Ask your son or daughter if they can â&#x20AC;Ś GRADE C Describe why ionic compounds have high melting points.

Explain why ionic solids do not conduct electricity but solutions and liquid do.

Explain why molecular substances do not conduct electricity.

Describe the properties or giant molecules.

Suggest why diamond and graphite have certain properties.

Describe the bonding within a metal.

Outline all the factors that can change the properties of a polymer.

State the conditions needed to make a high and a low density polyethylene.

45

GRADE A Explain why molecular substances have low melting /boiling points and why they do not conduct electricity.

Explain why graphite is an electrical conductor.

Illustrate what a fullerene is.

Describe the bonding within a metal and explain how the properties of a metal relate to this structure.

Describe the difference in bonding between thermosetting and thermo softening polymers.

Explain what the relative atomic mass is.

Calculate the empirical formula of a compound from its percentage composition.

Unitised Scheme of Work

Neston High School

Key Stage 4 Describe the difference in properties and uses of thermosetting and thermo softening polymers.

State the meaning of ‘Nanoscience’.

Outline potential benefits and risks associated with nanoscience.

Identify the atomic number and mass number form the periodic table.

Outline the relative masses and charges of protons, electrons and neutrons.

Explain what an isotope is.

Calculate the relative formula mass of a compound from the relative atomic masses of the elements it is made from.

Calculate the percentage of an element in a compounds from its formula.

Describe what balanced symbol equations tell us about a chemical reaction.

Describe what the yield of a reaction is and what factors affect it.

Explain why a high yield is important in industry.

State what a reversible reaction is and how it can be represented in an equation.

Describe how we can detect artificial food colourings in a lab.

Describe how gas chromatography can be used to separate compounds in a sample mixture.

Describe how a mass spectrometer is used to identify compounds in a sample.

State what is meant by the ‘rate of reaction’ Describe a method to measure the energy transferred in a chemical reaction.

Outline the energy changes in a reversible reaction and the difference between the forward and backward reactions.

Suggest uses for endo and exothermic reactions.

Balance the symbol equations to calculate the masses of the reactants and products.

Calculate the percentage yield of a chemical reaction.

Describe how a mass spectrometer is used to identify the relative formula mass of a compound.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

Assessment: Continual assessment of key skills.

Summative assessment.

46

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: GCSE SEPARATE SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Physics 1

Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6-8

P1.1 Energy transfer P1.1.2 Kinetic theory 1 lesson P1.2 Energy and efficiency P1.2.1 Energy transfers and efficiency 1 lesson P1.1 Energy transfer P1.1.3 Energy transfer by heating 5 lessons Conduction, Convection and Radiation Week 9 P1.1.1 Infra-red radiation partly completed at the end of year 9 1 review lesson Week 10-11 P1.1.4 Heating and insulating buildings 3 lessons Week 12 P1.3 The usefulness of electrical appliances Week 13 P1.3.1 Transferring electrical energy 2 lessons Week 14 Electrical Energy Outcomes: Ask your son or daughter if they can …

GRADE C Draw simple diagrams to model the difference between solids, liquids and gases.

Describe the states of matter in terms of the energy of their particles.

Describe the energy transfers and the main energy wastages that occur in a range of situations or appliances.

Interpret and draw a Sankey diagram.

Understand the concept of efficiency and why efficiency can never be greater than 100%.

Use the equation to calculate efficiency as a decimal or percentage.

Understand in simple terms of how the arrangement and movement of particles determine whether a material is a conductor or an insulator.

Understand the role of free electrons in conduction through a metal.

Use the idea of particles moving apart to make a fluid less dense and to explain simple applications of convection.

Know that the rate at which an object transfers energy by heating depends on: surface area and volume, the material from which the object is made, the nature of the surface with which the object is in contact and the temperature difference between the object and its surroundings.

47

GRADE A In addition to the C Grade criteria: Explain evaporation and the cooling effect this causes using the kinetic theory.

Evaluate different materials according to their specific heat capacities, eg water, which has a very high specific heat capacity, oil filled radiators and electric storage heaters containing concrete.

Be able to evaluate the efficiency and cost effectiveness of methods used to reduce ‘energy consumption’ Calculate the cost of using individual appliances and also to interpret electricity meter readings to calculate total cost over a period of time.

• Explain why metals are good conductors of energy in terms of electron behaviour.

Give a detailed description of convection in terms of particle movement, expansion and density changes.

Explain in detail how evaporation has a cooling effect on a liquid.

Explain in detail how the design of a vacuum flask reduces the rate of energy transfer.

Explain energy transfers using U-values for materials.

Describe in detail, energy transfers involving gravitational, kinetic and energy by heating.

Unitised Scheme of Work

Neston High School

Key Stage 4 Be able to explain the design of devices in terms of energy transfer, eg cooling fins.

Be able to explain animal adaptations in terms of energy transfer, eg relative ear size of animals in cold and warm climates.

Understand what infrared radiation is. know the factors which affect the rate at which an object radiates infrared radiation Understand the difference between radiation and absorption of infrared radiation.

Know the factors which affect the rate at which an object absorbs infrared radiation.

Understand the meaning of specific heat capacity.

Know what a U-value is and what it tells us about the material as an insulator.

Be able to evaluate the effectiveness of different types of material used for insulation, including U-values and economic factors including payback time.

Understand the energy transfers that occur in electrical appliances.

Use the equation to calculate the energy transferred from the mains to an electrical appliance, either in joules or kilowatt-hours.

Describe in detail energy transfers involving gravitational, kinetic and elastic strain energy, taking into account transfer by heating.

Perform calculations including the rearrangement of the efficiency of the efficiency equation.

Homework: Questions/worksheets to test knowledge/understanding of a topic.

Research for work which will be done in the following lessons.

Writing up evaluations of work already completed.

A learning task of Scientific Vocabulary.

ICT tasks.

Revision for forthcoming assessments.

An independent learning task.

An extended writing task.

Assessment: Continual assessment of key skills.

Summative assessment.

48

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: GCSE SEPARATE SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 1 Physics 1 Description of lessons: Week 1 Practice ISA Week 2 Practice ISA Week 3-4 Renewable energy resources.

Week 5 Fuel for electricity Week 6 Energy and the environment.

Week 7 Generating electricity Week 8 P1.4.2 The national grid Week 9 The national grid Week 10 Energy issues.

Week 11 P1.5 The nature of waves Week12 Measuring waves Outcomes: Ask your son or daughter if they can ….

Grade C Grade A In addition to the C Grade criteria:  Understand the purpose of the main  Evaluate different methods of parts of a power station. generating electricity given data including start-up times, costs of  Know that different energy sources electricity generation and the total which heat the water include: the cost of generating electricity when fossil fuels (coal, oil and gas) which factors such as building and are burned to heat water or air, decommissioning are taken into uranium and plutonium, when account. The reliability of different energy from nuclear fission is used methods should also be to heat water, biofuels that can be understood. burned to heat water.  Evaluate in detail the advantages  Know that, of the fossil fuel power and disadvantages of nuclear stations, gas-fired have the shortest power in comparison with fossil start-up time. fuels.  Be aware of the advantages of  Explain the issues relating to pumped storage systems in order to nuclear power and renewable meet peak demand, and as a energy sources. means of storing energy for later use.  Be able to describe the advantages and disadvantages of the use of  Know the basic principles by which solar cells in generating electricity. wind turbines operate.  Know why transformers are an  Know that water can be used to essential part of the National Grid. drive turbines in a variety of ways, which include, but are not limited to,  Understand that to prevent carbon waves, tides and the falling of water dioxide building up in the in hydroelectric schemes. atmosphere we can catch and store it; some of the best natural  Know the basic principles of how containers are old oil and gas fields, geothermal energy is used. such as those under the North Sea.  Know that solar cells can be used to  Explain the motion of particles in generate electricity. longitudinal and transverse  Understand effects on the mechanical waves. environment such as: the release of substances into the atmosphere, the production of waste materials,

49

Unitised Scheme of Work

Neston High School

Key Stage 4

   

 

noise and visual pollution, the destruction of wildlife habitats.

Understand that carbon capture and storage is a rapidly evolving technology.

Identify and label the essential parts of the National Grid.

Give examples of mechanical and electromagnetic waves.

Give examples of longitudinal waves and transverse waves and describe the differences between them.

Label a diagram of a wave to show the wavelength and amplitude.

Calculate the wave speed when given the frequency and speed.



Apply the wave speed equation in a range of situations including rearrangement of the equation.

Homework: Out of lessons, at home pupils are encouraged to:        

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed a learning task of Scientific Vocabulary ICT tasks revision for forthcoming assessments an independent learning task to complete tasks set using the Key stage 4 My Works on line resource

Assessment:  

continual assessment of key skills mock exam

Subject: GCSE SEPARATE SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit1 Physics 1

Week 1 P1.5 The use of waves for communication Week 2-4 P1.5.2 Reflection, refraction and diffraction Week 5 General properties of waves Week 6 Musical sounds Week 7 P1.5.3 Sound Week 8 P1.5.4The Big Bang and Red Shift Week 9 The Expanding Universe Week 10 Mock Exam Week 11 P2.1.1 Resultant forces Week 12 Forces and motion

50

Unitised Scheme of Work

Neston High School

Key Stage 4 Week 13 Forces and braking Outcomes: Ask your son or daughter if they can ….

Grade C Grade A In addition to the C Grade criteria :  Draw diagrams showing rays of light being reflected from a plane  Understand how an image is mirror, labelling incident and formed by a plane mirror, and why it reflected rays, angles of incidence is virtual. and reflection, and the normal.  Understand the terms ‘compression’ and ‘rarefaction’ and how they are  Understand that in a transverse wave the oscillations are formed. perpendicular to the direction of  Draw a diagram to show the energy transfer. formation of the image of a point object in a plane mirror.  Understand that in a longitudinal wave the oscillations are parallel to  Explain why refraction takes place. the direction of energy transfer.  Draw a diagram showing the  Understand the terms ‘frequency’, refraction of light by a prism and ‘wavelength’ and ‘amplitude’ and be explain the process that causes this able to annotate a diagram to show effect. these terms.  Give examples of diffraction of  Know the order of electromagnetic mechanical and electromagnetic waves within the spectrum, in terms waves. of energy, frequency and  Be able to use the equation, wavelength. knowing that v is speed in metres  Understand the circumstances per second (m/s) f is frequency in where a wave is reflected, refracted hertz (Hz) and λ is wavelength in or diffracted. metres (m).  Be able to complete wavefront  Explain why mechanical vibrations diagrams for reflection, refraction produce sound waves. and diffraction.  Explain how sound is produced by  Know that waves are not refracted if different types of musical travelling along the normal. instruments and compare the  Know situations in which waves are sounds they produce, including typically used for communication, pitch and loudness. eg: radio waves – TV and radio  Explain why microwaves can be (including diffraction effects), used for satellite communications microwaves – mobile phones and but not terrestrial communications. satellite television, infrared – remote  Explain how optical fibres can be controls, visible light – photography. used to carry waves allowing them  Know how sound waves are to be contained and travel around produced. bends due to total internal reflection.  Understand how echoes are formed.  Describe the limitations in the Big  Be able to explain the term ‘redBang theory. shift’.  Be able to explain the Doppler  Know that the further away the effect. galaxies are, the faster they are moving, and the bigger the  Know that when the source moves observed increase in wavelength. away from the observer, the  Be able to explain how ‘red-shift’ observed wavelength increases and provides evidence that the universe the frequency decreases; when the is expanding. source moves towards the observer, the observed wavelength  Know that the ‘Big Bang’ theory decreases and the frequency indicates that the universe began increases. from a very small initial point.  Know that CMBR comes from radiation that was present shortly after the beginning of the universe

51

Unitised Scheme of Work

Neston High School

Key Stage 4

Homework: Out of lessons, at home pupils are encouraged to:        

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed a learning task of Scientific Vocabulary ICT tasks revision for forthcoming assessments an independent learning task to complete tasks set using the Key stage 4 My Works on line resource

Assessment:  

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continual assessment of key skills mock exam

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 4: Biology and our Environment Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Assignment 1 Is survival in the genes?

Genetic and environmental variation Evolution Evolution Interdependence of organisms Classification Construct and use keys

Half term Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15

Assignment 2 How polluted is the environment?

How human activities alter ecosystems through deforestation and agriculture Pollution – herbicides, pesticides and fertilisers The use of living and non-living indicators to measure the level of pollution The use of living and non-living indicators to measure the level of pollution Recycling and reusing materials Conservation techniques Use of renewable resources and organic fertilisers

Outcomes: Ask your son or daughter if they Pass  Distinguish between variation due to genes and variation due to environmental factors.  Construct simple keys to classify organisms.  Construct food chains and food webs.  Describe the role of genes and the environment in variation.  Describe how characteristics are used to classify organisms.  Describe the different ways in which organisms show interdependence.  Identify human activities that affect an ecosystem.  Identify living and nonliving indicators and the type of pollution they measure.  Describe how recycling and reusing materials can reduce the impact that human activities have on an ecosystem.  Describe the impact that different human activities have on ecosystems

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can ….     

 

Distinction Explain the role of genes and the environment in evolution.

Discuss the factors that affect the relationship between different organisms.

Evaluate the impact of genes and the environment on the survival or extinction of organisms.

Analyse the effects of pollutants on ecosystems.

Discuss the advantages and disadvantages of methods used to reduce the impact of human activity on ecosystems.

Explain the long-term effects of pollutants on living organisms and ecosystems.

Evaluate the success of methods to reduce the impact of human activity on an ecosystem, for a given scenario.

Unitised Scheme of Work

Neston High School

Key Stage 4  

Describe how living and nonliving indicators can be used to measure levels of pollutants.

Describe the different methods used to help reduce the impact of human activities on ecosystems.

Homework: Out of lessons, at home pupils are encouraged to:       

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed a learning task of Scientific Vocabulary ICT tasks an independent learning task an extended writing task

Assessment:  

Assignment 1 Is survival in the genes?

Assignment 2 How polluted is the environment?

Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2: Chemistry and our Earth Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Half term Week 8 alcohol Week 9 quality Week 10 Week 11 Week 12 Week 13

Assignment 3 Improving the use of medicines Infectious diseases - bacteria Infectious diseases - viruses Vaccinations Antibiotics Non-infectious diseases caused by lifestyle or the environment – diet and drugs Non-infectious diseases caused by lifestyle or the environment – smoking and Non-infectious diseases caused by lifestyle or the environment – sunlight and air Influence of genes on human health Physical activity helps to keep the body healthy Review assignments 1-3 Review assignments 1-3

Outcomes: Ask your son or daughter if they can ….

Pass Distinction  List the different biological,  Explain how bacteria can become social and inherited factors that resistant to antibiotics affect human health  Explain the use of pedigree analysis

54

Unitised Scheme of Work

Neston High School

Key Stage 4 

Identify measures that can be  Discuss the advantages and taken to prevent and treat disadvantages of vaccination infectious disease programmes  List some benefits of exercise  Evaluate the use of antibiotics, pedigree on health analysis and vaccination programmes in the treatment and prevention of  Describe how pathogens affect childhood illnesses human health  Describe two different treatment regimes: one used to prevent a disease and one used to treat a disease  Describe how lifestyle choices can affect human health Homework: Out of lessons, at home pupils are encouraged to:      

Questions/worksheets to test knowledge/understanding of a topic Research for work which will be done in the following lessons Writing up evaluations of work already completed ICT tasks an independent learning task an extended writing task

Assessment: 

Assignment 3 Improving the use of medicines

Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 4: Biology and our Environment Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Unit 1 Principles of Science exam preparation Structure and function of eukaryotic cells Plants and transpiration DNA, chromosomes and genes Homeostasis The nervous system

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Exam preparation/revision Exam preparation/revision Review assignments 1-3 Review assignments 1-3 Work experience Work experience Review assignments 1-3

Outcomes: Ask your son or daughter if they can ….

Pass Distinction  Describe the structure of animal  Relate the structure of unfamiliar cells to and plant cells. other functions in a tissue or organ.

55

Unitised Scheme of Work

Neston High School

Key Stage 4               

     

Describe the functions of parts of animal and plant cells.

List the differences between animal and plant cells.

Recognise different types of plant and animal cells.

Relate the structure of given types of cells to their functions in a tissue or an organ.

Describe the relationship between chromosomes and genes.

Identify where the chromosomes are located in cells.

State that each gene affects a different characteristic.

Explain how inheritance of characteristics is controlled by dominant and recessive alleles.

Explain how sex is determined in humans.

Explain how gene mutations can change the characteristics of organisms.

Explain how genetic mutations can be beneficial or harmful to organisms.

Define the term homeostasis.

Describe how the nervous system works.

Explain what is meant by the term reflex action.

Describe the role of receptors, sensory, relay and motor neurons, synapses and effectors in a reflex action.

Explain why reflex actions are important.

Discuss the differences between.

Explain how body temperature is regulated by the nervous system.

Explain how blood glucose concentration is regulated by the endocrine system.

State that hormones coordinate processes in the body.

Compare the differences in communication between the endocrine and nervous system.

    

Recognise that genes are found in pairs on paired chromosomes.

Use the terms homozygous, heterozygous, phenotype and genotype correctly.

Explain the complexity of homeostasis.

Analyse a specific reflex action.

Explain in detail how a synapse works.

Homework: Out of lessons, at home pupils are encouraged to:   

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questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed

Unitised Scheme of Work

Neston High School

Key Stage 4   

ICT tasks an independent learning task an extended writing task

Assessment:  

unit 1 Principles of Science exam review assignments 1-3

Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2: Chemistry and Our Earth Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Assignment 1 The elements of groups 1 and 7 of the Periodic table Chemical and physical properties of groups 1 and 7 of the periodic table Group 1 – Reactivity with water Group 7 – Displacement reactions Trends in chemical properties in group 1 and 7 Electronic configuration Assignment 2 Ionic and covalent compounds

Half term Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15

Formulae of molecules Covalent bonding and properties Ionic bonding and properties Assignment 3 Useful chemical products Uses of chemicals based on their physical properties Uses of chemicals based on their physical properties Sodium azide in airbags and argon in welding Silicon in computer-chip technology and carbon dioxide in fire extinguishers

Outcomes: Ask your son or daughter if they can ….

Pass Distinction  Classify group 1 and 7  Describe trends in the physical and elements based on their chemical properties of group 1 and 7 properties. elements.  Describe the physical and  Explain the trends in chemical chemical properties of group 1 properties of group 1 and 7 elements in and 7 elements. terms of electronic structure.  Classify substances as ionic or  Explain the properties of ionic and covalent. covalent substances.  Compare properties of ionic  Describe the formation of ionic and and covalent substances. covalent substances.  Draw dot-and-cross diagrams  Relate applications of compounds to of simple ionic and covalent their properties and to their bonding and substances. structure.  Explain the properties of ionic  Explain how physical and chemical and covalent substances. properties of chemical substances make them suitable for their uses.

57

Unitised Scheme of Work

Neston High School

Key Stage 4 

Describe physical and chemical properties of chemical substances.

Describe how chemical substances are used based on their physical properties.

Describe how chemical substances are used based on their chemical properties.

 



Assess the suitability of different types of substance for a specified use.

Homework: Out of lessons, at home pupils are encouraged to:       

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed a learning task of Scientific Vocabulary ICT tasks an independent learning task an extended writing task

Assessment:   

assignment 1 The elements of groups 1 and 7 of the Periodic table assignment 2 Ionic and covalent compounds assignment 3 Useful chemical products

Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2: Chemistry and our Earth Description of lessons: Week 1

Assignment 4 Controlling industrial reactions

Week 2

Reversible and irreversible chemical change

Week 3

Reaction rates – concentration and surface area

Week 4

Reaction rates – temperature and catalysts

Week 5

Reaction rates – surface area and temperature

Week 6

Industrial processes

Week 8

Assignment 5 Affecting the environment

Week 9

Natural activity factors influencing the Earth’s crust

Week 10

The evolution of the atmosphere and oceans

Week 11

Human activity factors – obtaining materials and the production of useful materials

58

Unitised Scheme of Work

Neston High School

Key Stage 4 Week 12 Human activity factors – Effects on the environment and effects of chemical processing Week 13

Sustainable development issues

Outcomes: Ask your son or daughter if they can ….

Pass  

     

Distinction

Identify the factors that can affect the rates of chemical reactions.

Identify reactants and products, including state symbols in chemical equations, and whether reactions are reversible or irreversible.

Describe the factors that can affect the rates of chemical reactions.

Identify the number and types of atoms in balanced chemical equations.

Identify the human activities that affect the Earth and its environment.

Identify natural factors that have changed the surface and atmosphere of the Earth.

Describe the human activities that affect the Earth and its environment.

Describe natural factors that have changed the surface and atmosphere of the Earth.

    

Explain how different factors affect the rate of industrial reactions.

Explain the terms ‘yield’ and ‘atom economy’ in relation to specific chemical reactions.

Analyse how different factors affect the rate and yield of an industrial reaction.

Discuss the extent to which human activity has changed the environment, in comparison to natural activity.

Evaluate possible solutions to changes in the environment, occurring from natural or human activity.

Homework: Out of lessons, at home pupils are encouraged to:  questions/worksheets to test knowledge/understanding of a topic  research for work which will be done in the following lessons  writing up evaluations of work already completed  ICT tasks  an independent learning task  an extended writing task Assessment:  

59

assignment 4 Controlling industrial reactions assignment 5 Affecting the environment

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2: Chemistry and Our Earth Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Unit 1 Principles of Science exam preparation The Periodic table and the structure of the atom Electronic configuration and isotopes Acids, alkalis and salts Neutralisation reactions and their application Hazard symbols and the chemical tests for hydrogen and carbon dioxide

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Exam preparation/revision Exam preparation/revision Review assignments 1-5 Review assignments 1-5 Work experience Work experience Review assignments 1-5

Outcomes: Ask your son or daughter if they can ….

Pass Distinction  Define elements, mixtures and  Write balanced symbol equations with compounds state symbols  Use the Periodic Table to  Explain neutralisation reactions recognise elements and  Discuss the applications of formulae of simple compounds neutralisation reactions  Describe the structure of the atom  Draw the arrangement of electron in the first 20 elements of the Periodic table  Define atomic number, mass number and relative atomic mass  Write word equations  Define acids, alkalis and bases  Describe neutralisation reactions  Carry out the chemical tests for hydrogen and carbon dioxide  Carry out pH tests using universal indicator and litmus  Identify the hazard symbols Homework: Out of lessons, at home pupils are encouraged to:     

60

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed ICT tasks an independent learning task

Unitised Scheme of Work

Neston High School

Key Stage 4 

an extended writing task

Assessment:  

unit 1 Principles of Science exam review assignments 1-5

Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 3: Energy and our Universe Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Assignment 1 Ionising radiation Alpha, beta and gamma radiation Ionising radiation Half-life Nuclear fission and fusion Assignment 2 Green electricity Electric circuits

Half term Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15

Power supplies (batteries, solar cells etc) Efficiency Assignment 3 Making electricity Ohm’s law Ohm’s law National grid Step up and step down transformers Step up and step down transformers

Outcomes: Ask your son or daughter if they can ….

Pass Distinction  Describe the structure of atomic  Use graphs to explain radioactive decay nuclei. and half-life.  Identify the types of ionising  Compare the benefits and drawbacks of radiation. using radioactive isotopes in the home or workplace.  Identify the problems associated with the use of  Describe the environmental impact of radioactive isotopes. radioactive material from nuclear fission reactors released into the environment.  Describe nuclear fission and fusion.  Calculate the half-life of radioactive isotopes.  Describe half-life in terms of radioactive decay.  Justify the selection of a radioactive isotope for a given use within the home  Describe the different types of or workplace. ionising radiation.  Evaluate the environmental impacts of a nuclear fission reactor accident, in terms of half-life.

61

Unitised Scheme of Work

Neston High School

Key Stage 4      

Describe the problems associated with the use of radioactive isotopes.

Describe how controllable nuclear fission and fusion reactions are.

Identify methods of producing electricity from different sources Describe methods of producing a.c. and d.c. electricity.

Use V=IR to predict values in electric circuit investigations.

Describe how electricity is transmitted to the home or industry.

  

Compare the efficiency and environmental impact of electricity generated by different sources.

Assess, in qualitative terms, ways to minimise energy losses when transmitting electricity.

Assess, in quantitative terms, ways to minimise energy losses either when transmitting electricity or when transforming electricity into other forms for consumer applications.

Homework: Out of lessons, at home pupils are encouraged to:       

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed a learning task of Scientific Vocabulary ICT tasks an independent learning task an extended writing task

Assessment:   

assignment 1 Ionising radiation assignment 2 Green electricity assignment 3 Making electricity

Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 3: Energy and our Universe Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Assignment 4 No running round this circuit Series and parallel circuits Ohm’s law Ohm’s law Step up and down transformers Step up and down transformers

Half term Week 8 Week 9

62

Assignment 5 The final frontier The Solar System

Unitised Scheme of Work

Neston High School

Key Stage 4 Week 10 Week 11 Week 12 Week 13

The Universe Observing the Universe Changing the Universe Review assignments 1-5

Outcomes: Ask your son or daughter if they can ….

Pass Distinction  Demonstrate building simple  Describe how the Universe and the series and parallel circuits.

Solar System were formed.  Describe electrical power in  Explain how evidence shows that the terms of voltage and current.

Universe is changing.  Use V = IR to predict values in  Evaluate the evidence leading to the Big electric circuit investigations.

Bang theory of how the Universe was formed.  Identify the components of our Solar System.  Identify methods of observing the Universe.  Describe the dynamic nature of our Solar System and Universe.  Describe the structure of the Universe and our Solar System.  Describe the suitability of different methods for observing the Universe.  Identify evidence that shows the dynamic nature of the Universe.

Homework: Out of lessons, at home pupils are encouraged to:      

questions/worksheets to test knowledge/understanding of a topic research for work which will be done in the following lessons writing up evaluations of work already completed ICT tasks an independent learning task an extended writing task

Assessment:  

63

assignment 4 No running around this circuit assignment 5 The final frontier

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: BTEC LEVEL 2 PRINCIPLES OF APPLIED SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 4: Biology and our Environment Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Unit 1 Principles of Science exam preparation Forms of energy and energy transfers Efficiency Wave characteristics Wave calculations Electromagnetic spectrum

Week 1 Exam preparation/revision Week 2 Exam preparation/revision Week 3 Review assignments 1-5 Week 4 Review assignments 1-5 Week 5 Work experience Week 6 Work experience Week 7 Review assignments 1-5 Outcomes: Ask your son or daughter if they can ….

Pass Distinction  List the main forms of energy  Describe in detail, energy transfers and give their uses. involving gravitational, kinetic and elastic strain energy, taking into account  List the main forms of energy transfer by heating. stores and give their uses.  Perform calculations including the  Describe energy transfers. rearrangement of the efficiency  Draw simple energy transfer equation. diagrams showing changes in  Apply the wave speed equation in energy. arrange of situations including  Describe what is meant by the rearrangement of the equation. efficiency of a device.  Explain how infrared, microwaves and  Calculate the efficiency of a radio waves are used in communication. device.  Label a diagram of a wave to show the wavelength and amplitude.  Calculate the wave speed when given the frequency and speed.  State the parts of the electromagnetic spectrum in order of wavelength.  State that all electromagnetic waves travel at the same speed through a vacuum.  State the uses of infrared, microwaves and radio waves in communication.  Discuss the harmful effects of excessive exposure to electromagnetic radiation.

64

Unitised Scheme of Work

Neston High School

Key Stage 4 Homework: Out of lessons, at home pupils are encouraged to:      

Questions/worksheets to test knowledge/understanding of a topic Research for work which will be done in the following lessons Writing up evaluations of work already completed ICT tasks an independent learning task an extended writing task

Assessment:  Unit 1 Principles of Science exam  Review assignments 1-5

65

Unitised Scheme of Work

Neston High School

Key Stage 4

66

Unitised Scheme of Work

Neston High School