Year 10 learning programme 2015-16 booklet 2

Key Stage 4 Learning Programmes

Year 10 2015-2016

Booklet 2

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

Contents Art & Applied Design ……………………………………………………………………4 Business ………………………………………………………………………………….. 21 Dance ……………………………………………………………………………………..32 Drama ……………………………………………………………………………………..35 Geography ……………………………………………………………………………….. 41 History ……………………………………………………………………………………..46 Home Economics: Health and Social Care ………………………………. 52 Catering …………………………………………………58 ICT & Computing…………………………………………………………………………. 63 Modern Foreign Languages: French……………………………………………………69 German…………………………………………………..75 Spanish…………………………………………………..81 Music ……………………………………………………………………………………….87 Ethics & Philosophy ………………………………………………………………………91 Physical Education ………………………………………………………………………..100 Personal Development ……………………………………………………………………111 Sociology …………………………………………………………………………………...112

Key Stage 4 Subject: CONSTRUCTION WJEC Year Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Level 2 Extended Certificate Students will develop a range of key skills and a depth of knowledge about the Construction industry within the 3 units studied in each of the two years of the course; Year 1 and 2 Unit 1 9811 Safety and security in construction Unit 2 9812 Practical construction skills Unit 3 9813 Planning construction projects Description of lessons: Tasks: Complete workbooks containing assignments covering the Pass, Merit and Distinction criteria in each unit e.g.  Describing the key roles at all levels in a construction project team;  Explaining how the Construction Industry operates and how people can develop their careers.  Understanding of Risk analysis and COSHH data requirements.  Naming, describing and explaining the selection, safe use and maintenance of tools, machinery, equipment and materials to complete a range of tasks;  Identifying and describing the purpose of items of Personal Protective Equipment (PPE);  Using safety related equipment safely.  Understanding of practical skill development tasks.  Painting and decorating framed specimen boards.  Construction of a wooden frame using four different joint types.  Construction of gas/ water piping systems and electrical ring main and lighting circuits.

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

Describe some of the practical skills and techniques they are learning.

Identify features of individual materials and use specialist vocabulary to describe these.

Identify key skills and the equipment to successfully work with particular materials.

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Explain how their own work is progressing and what challenges they are having to overcome.  Discuss some of their ideas about careers within construction.  Explain how what they are learning will be of future benefit.

Homework: Regular homework is not generally a part of this course except in two main circumstances:  Catching up with work missed due to illness, exclusion, lack of effort etc.  Finishing or improving written tasks started in class.

Assessment: On line test for unit 1 which contributes 25% of the total mark. This is taken in Year 10.

On-going, in class teacher assessment and review as work progresses.

Regular teacher reviews and feedback with guidance on what is required to achieve success.

Units 2 and 3 are internally assessed and the marking is externally moderated.

Key Stage 4 Subject: ART AND DESIGN - FINE ART Year: Year 10 Year 11

Term: Half Term: Autumn 1st half Spring 2nd half Summer Topic/Module: Vintage Circus The main aim of the project is to thoroughly explore the theme of ‘Vintage Circus’ and research various artists who make work relating to the theme.

Assessment objectives will be addressed through study and research sheets, recorded observations using a range of media and in the creation of a final 3D outcome.

Description of lessons: Tasks: 1. Explore the theme Vintage Circus and present a study sheet.

2. Research the work of Laure Freyermuth, Laura Balombini and Kate Church and present on a study sheet.

3. Make detailed watercolour paintings and pencil drawings of the artists work.

4. Produce focused sheet about circus characters and acts.

5. Make observed figure drawings.

6. Make designs and maquettes for own character.

7. Use 3D techniques to develop final piece.

8. Extension work involves researching Sophie Mouton-Perrat 9. Develop own outcome referencing the artists style and processes.

Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to develop accurate drawings.  Identify features in the work of the artists studied and use specialist vocabulary to describe and analyse their work.  Explain how their own work has been influenced by the artists they have studied.  Describe some of the construction techniques used to develop their 3D outcomes.

Homework: Collect images and information about the theme and artists studied.

Create photos and drawn images of associated artefacts.

Collect resources for developing 3D figure.

Make figure drawings.

Assessment: On-going, in class teacher assessment as work progresses. Review at end of each half term or holiday with summative assessment and grading at end of project.

   

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: ART AND DESIGN - FINE ART Year: Year 10 Year 11

Term: Half Term: Autumn 1st half Spring 2nd half Summer Topic/Module: Abstracted Landscapes Students will create a large scale abstract mixed media image developed from their studies of the landscape and relevant artists.

Description of lessons: Tasks: 1. Present a landscape mood board.

2. Take photographs of landscapes 3. Record observations using range of media including sgraffito, collage and watercolour.

4. Research artists including peter Lanyon and Ben Nicholson 5. Digital manipulation of photos 6. Develop composition ideas 7. Create final outcome Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to develop accurate drawings.  Identify features in the work of the artists studied and use specialist vocabulary to describe and analyse their work.  Explain how their own work has been influenced by the artists they have studied.

Homework: Collect images and information about the theme and artists studied.

Create photos and drawn images of landscapes Develop classwork.

Present digital enhancements.

Assessment: On-going, in class teacher assessment as work progresses. Review at end of each half term or holiday with summative assessment and grading at end of project.    

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: ART AND DESIGN - FINE ART Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: ANATOMY The main aim of the project is to explore the theme of anatomy and the work of Travis Bedel and create a large scale mixed media piece in response Description of lessons: Tasks: 10. Explore the work of Travis Bedel, Leonardo Da Vinci and Susan Dorothea White.

11. Present information appropriately, showing analysis and personal opinions on design sheets.

12. Make observational drawings and photos of anatomical features and imagery used in collage.

13. Experiment with collage techniques.

14. Develop trial compositions.

15. Create final outcome.

Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to develop accurate observational drawings.  Identify features in the work of Travis Bedel and use specialist vocabulary to describe and analyse his work.  Identify features in the work of Susan Dorothea White and use specialist vocabulary to describe and analyse her work.  Explain how their own work has been influenced by the artists they have studied.  Explain the process of creating an emulsion print.

Homework:  Collect images and information about the artists studied.  Create photos and drawn images of anatomical forms.  Collect collage images.  make drawings of birds, reptiles etc for collage.

Assessment: On-going, in class teacher assessment as work progresses. Review at end of each half term or holiday with summative assessment and grading at end of project.    

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: GRAPHIC ART Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: The Wave: Magazine Cover Description of lessons:  Students introduced to brief and identify research needs.  Students collect and analyse examples of magazine covers.  Students observe and record examples of buildings (Mainly Neston High School) using a range of media.  Students go out and take images of the school buildings.  Students research and analyse the work of a number of designers.  Students develop initial ideas from research.  Students refine ideas evaluating them against the original brief.  Students develop ideas using Adobe Creative Suit.  Students produce a personal response which is relevant to their intentions.

Outcomes: Ask your son or daughter if they can …  Develop and explore ideas using media, processes and resources: Including drawing, painting, print, collage, stencilling, and ICT.  Explain how they have created designs that meet the requirements of the brief.  Understand how magazines are targeted at a particular market.  Understands the work of a range of artists and designers.

Homework:  Aspects of research from the checklist including gathering information on collectables, artists, promotional materials. Developing design ideas.

Assessment: On-going, in class teacher assessment as work progresses. Review at end of half term with summative assessment and grading at end of project.  AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.  AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.  AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.  AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: GRAPHIC ART Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Collectables fair promotional materials Description of lessons:  Students introduced to brief and identify research needs.  Students collect and analyse examples of collectables.  Students observe and record examples of collectables using a range of media.  Students research the providers of contemporary collectables such as Kidrobot.  Students research and analyse the work of a number of designers who have customised collectables.  Students research existing examples of collectable promotions.  Students develop initial ideas from research.  Students refine ideas evaluating them against the original brief.  Students produce a personal response which is relevant to their intentions.

EXTENSION TASK – Develop designs for additional promotional materials using Photoshop Outcomes: Ask your son or daughter if they can …  Develop and explore ideas using media, processes and resources: Including drawing, painting, print, collage, stencilling, and ICT.  Explain how they have created designs that meet the requirements of the brief.  Understand how collectables are targeted at a particular market.  Understands the work of a range of artists and designers.

Homework:  Aspects of research from the checklist including gathering information on collectables, artists, promotional materials. Developing design ideas.

Assessment: On-going, in class teacher assessment as work progresses. Review at end of half term with summative assessment and grading at end of project.  AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.  AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.  AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.  AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: PRODUCT DESIGN Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Music Trophy Students will develop a range of outcomes on the theme of ‘Music Trophies’.

They will explore shapes and colours associated with the artists Alfred Gockel and Roberta Daar and refine their ideas by experimenting with materials and techniques. They will record ideas and observations through drawings, photographs and present 3D personal responses.

Description of lessons: Tasks:       

Introduction to the theme. Students create their own collection of artist images.

Make recorded observations using a range of drawing media, pencil, fineliner, coloured card shapes and digital photography.

Research looking at existing products, their function, target market, materials and manufacturing processes..

Express ideas using a range of media techniques.

Develop further ideas through a range of 3D maquettes.

Present a personal response by way of a 3D scaled model made predominantly from hard materials.

Evaluation based around how successfully the final product reflects influence from research and the practical suitability of it.

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

Describe some of the techniques and media they have used to express their observations about the artist’s work.

Identify features of the artist’s work and use specialist vocabulary to describe and analyse their work..

Explain how their own work has been influenced by their research.

Discuss some of their 3D making techniques and how they have overcome the challenges faced in their work.

Explain how their final idea has been influenced through their research.

Homework: Regular homework is an integral part of this course. Students are expected to take responsibility for keeping up to date with coursework as they work through the design process. Deadlines for completion of specific sheets are given throughout the course.

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Research information and images related to the designer / artist being studied.

Time spent improving on the detail, quality and over presentation of course work sheets. Research into materials and processes. Design development sketching.

Experimentation with different presentation techniques.

Using Google Sketch up to refine ideas and present a final 3D drawing.

Assessment: On-going, in class teacher assessment as work progresses. Regular teacher reviews and feedback with summative assessment and grading at end of project.    

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual or other forms AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: PRODUCT DESIGN Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: MEMPHIS STORAGE UNIT Students will develop a range of outcomes on the theme of STORAGE. They will explore shapes, styles and colours associated with the MEMPHIS DESIGN and refine their ideas by experimenting with materials and techniques. They will record ideas and observations through drawings, photographs and present 3D personal responses.

Description of lessons: Tasks: 16. Introduction to the theme. Students create their own collection of own Memphis images.

17. Make recorded observations using range of drawing media, pencil, fine liner coloured card shapes and digital photography.

18. Research looking at existing products, their function, target market, materials and manufacturing processes.

19. Research the creative philosophy of the Memphis design group and the influence this era has had on furniture styles.

20. Express ideas using a range of media techniques.

21. Develop further ideas through a range of 3D maquettes 22. Present a personal response by way of a functioning 3D storage unit made predominantly from hard materials.

23. Evaluation based around how successfully the final product reflects influence from research and the practical suitability of it.

Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to express their observations about MEMPHIS.  Identify features of the MEMPHIS style and use specialist vocabulary to describe and analyse it.  Identify influences from the Memphis group on furniture design and use specialist vocabulary to describe and analyse this influence.  Explain how their own work has been influenced by their research.  Discuss some of their 3D making techniques and how they have overcome the challenges faced in their work.  Explain how their final idea has been influenced through their research.

Homework: Regular homework is an integral part of this course. Students are expected to take responsibility for keeping up to date with coursework as they work through the design process. Deadlines for completion of specific sheets are given throughout the course.  Research information and images related to the designer / artist being studied.  Time spent improving on the detail, quality and over presentation of course work sheets.  Research into materials and processes. Design development sketching.  Experimentation with different presentation techniques.  Using Google Sketch up to refine ideas and present a final 3D drawing.

Assessment: On-going, in class teacher assessment as work progresses. Regular teacher reviews and feedback with summative assessment and grading at end of project.    

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: ART AND DESIGN TEXTILES Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: BUTTERFLIES Students will be looking at the theme of butterflies as a starting point for the design and production of a Textiles based outcome. They will be looking closely at the shape, colours, texture and pattern. They will also explore the work of designers whose work is inspired by butterflies.

Description of lessons: Tasks:  Research sheets looking closely at the theme Butterflies. Include tonal Colour Swatches / Images/ Text/ Thread Wraps etc.  Create a series of mixed media butterfly drawings.  Research sheets on the work of relevant designers including own annotations and pencil / collage drawings of typical shapes/motifs, thread wraps etc.  Create fabric samples exploring images and shapes from chosen butterflies using brightly coloured fabrics and machine/hand sewing techniques. Include appliqué, reverse applique, Suffolk puffs, couching and embellish with buttons, sequins, beads etc. Present neatly with annotations.  Create a series of final design ideas for a top based on research.

Annotate and add colour.  Produce a final product that incorporates suitable patterns, shapes and most successful techniques. Embellish top with beading, sequins, sewing etc.  Photograph final piece and complete a project evaluation.

Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to develop accurate observational drawings.  Identify features in the work of artists researched and use specialist vocabulary to describe and analyse their work.  Explain how their own work has been influenced by the artists they have studied.  Describe some of the textile processes and materials they have used to develop their ideas.  Explain the process the have gone through from initial Butterfly mood boards to designing and making final textile outcome.

Homework:  Research and present facts & images on relevant designers  Research and present images of butterflies  Research and present images on fabric manipulation techniques

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Collect fabrics etc. suitable for fabric samples.

Research costume designs on chosen theme looking at different styles/fashion designers.  Continue development of classwork fabric /textiles /sewing samples Assessment: On-going, in class teacher assessment as work progresses. Review at end of half term with summative assessment and grading at end of project.  AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.  AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.  AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.  AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: ART AND DESIGN TEXTILES Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: STREET PUNK Students will be looking at the theme of Street Punk and the work of designers Vivienne Westwood, Jean Paul Gaultier as a starting point for the design and production of a Textiles based outcome. They will be looking closely at fabric manipulation techniques, design, shape, colour and embellishment.

Description of lessons: Tasks:  Research sheets looking closely at the theme Street Punk. Include Colour Swatches / Images/ Text/ Drawings/ Thread Wraps etc.  Research sheets on the work of relevant designers including own annotations and small scale samples of their work and techniques.  Explore weaving techniques using prepared papers, melted plastics and loom weaving using traditional and non- traditional materials.  Explore pleating and tucking techniques to produce a series of samples.  Further experiment with weaving/ tucking and pleating techniques including combining techniques and adding embellishments, beads, zips etc. to produce more finished samples.  Present all samples neatly with annotations.  Research various bag designs to help with own ideas development.

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Create a series of design ideas. Annotate and add colour.

Produce a final bag/s that incorporates most successful techniques and embellishments. Photograph in progress.  Photograph final item and complete a project evaluation Outcomes: Ask your son or daughter if they can …  Identify features in the work of designers researched and use specialist vocabulary to describe and analyse their work.  Explain how their own work has been influenced by the designers they have studied.  Describe the textile processes and materials they have used to develop their ideas and evaluate their samples.  Explain the process the have gone through from initial street punk research boards, fabric samples development, to designing and making final textile outcome.

Homework:  Research and present facts & images on relevant designers.  Research and present images on street punk.  Research and present images on fabric manipulation techniques explored in class.  Collect fabrics etc. suitable for fabric samples.  Research bag designs on chosen theme looking at different styles/accessory designers.  Continue development of classwork fabric /textiles /sewing samples Assessment: On-going, in class teacher assessment as work progresses. Review at end of half term with summative assessment and grading at end of project.  AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.  AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.  AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.  AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Level 2 Extended Certificate in Engineering Students will develop a range of key skills and a depth of knowledge about the Engineering industry within the 6 units studied; Three units in year 10 and a further two at year 11.

Year 10 UNIT 2: Interpreting Engineering Information.

UNIT 8: Selecting Engineering Materials.

UNIT 18: Engineering Marking Out. Year 11 UNIT 1: Working Safely and Effectively in Engineering.

UNIT 17: Fabrication Techniques and Sheet Metal Work.

Description of lessons: Tasks:  Research given topics from a range of sources.  Research of case studies related to H&S.  Independent learning tasks related to tools, materials and processes.  Unit booklets worked through to ensure depth of understanding for all Pass, Merit and Distinction criteria.  Questions/worksheets to reinforce understanding.  Writing reports to explain a particular process.  Preparing power point presentations.  Preparing Tool box talks.  Practical skill development tasks.

Outcomes: Ask your son or daughter if they can …  Describe some of the practical skills and techniques they are learning.  Identify features of individual materials and use specialist vocabulary to describe these.  Identify key skills and the equipment to successfully work with particular materials.  Explain how their own work is progressing and what challenges they are having to overcome.  Discuss some of their ideas about careers within engineering.  Explain how what they are learning will be of future benefit.

Homework: Regular homework is an integral part of this course. Students are expected to take responsibility for meeting assessment deadlines and making improvements to their work in order to achieve the prescribed Pass, Merit or Distinction.

Assessment: On-going, in class teacher assessment as work progresses. Regular teacher reviews and feedback with guidance on what is required to achieve success.

All units are internally assessed based on the achievements of specified learning outcomes. A summative unit grade can be awarded as a pass, merit or distinction.

Key Stage 4 Subject: ART AND DESIGN PHOTOGRAPHY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Colours The main aim of the project is to create a series of photographs inspired by a singular colour.

The focus is on close observation photographic studies of images and artefacts.

Description of lessons: Tasks: 24. Explore photographic presentation techniques 25. Present information appropriately, showing analysis and personal opinions in sketchbooks and PowerPoint presentations.

26. Take observational photos of images and artefacts of chosen colour.

27. Develop compositions for final piece.

28. Create large scale photograph or series of photographs.

Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to develop accurate observational photographs.  Identify features in the presentation of photographic work and use specialist vocabulary to describe and analyse the presentation techniques.  Explain how their own work has been influenced by the presentation techniques they have studied.  Explain the process of creating a colour study photograph.

Homework:   

Create photographs and manipulated images of the chosen coloured artefacts and images.

Compete in a series of regional and national photography competitions.

Complete a series of mini photographic studies including Shoes, Frames, and Food.

Assessment: On going, in class teacher assessment as work progresses. Review at end of each half term or holiday with summative assessment and grading at end of project.    

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: ART AND DESIGN PHOTOGRAPHY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Refelections: the focus of the project is to explore the theme of reflections in interior and exterior contexts Description of lessons: Tasks:1. Looking at photographs-analytical exercise 2 Exploring secondary sources of reflections 3. Annotating contact sheets 4. Primary sources of reflections at home 5. Primary sources of reflections in school 6. Ron Brinkmann research and practical-interior reflections 7. Daniel Kukla research and practical-exterior reflections 8. Macro photography 9. Height, angle and crop 10. Reflections in art 11.develop ideas 12. refine ideas 13. realise intentions Outcomes: Ask your son or daughter if they can …  Describe some of the techniques and media they have used to develop accurate observational photographs.  Identify features in the presentation of photographic work and use specialist vocabulary to describe and analyse the presentation techniques.  Explain how their own work has been influenced by the presentation techniques they have studied.  Explain the process of creating a colour study photograph.

Homework: Project specific homeworks linked to contextual sources given throughout the duration of the scheme Basic skills homeworks: viewpoint, fill the frame, rule of thirds ,terminology, line, pattern.

Assessment: On going, in class teacher assessment as work progresses. Review at end of each half term or holiday with summative assessment and grading at end of project.    

AO1 Develop their ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.

AO2 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes.

AO3 Record ideas, observations and insights relevant to their intentions in visual and/or other forms.

AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate, making connections between visual, written, oral or other elements.

Key Stage 4 Subject: BUSINESS STUDIES Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: The Business Framework:  Understand why and how businesses start.  The functions of the entrepreneur.  Aims and objectives of business.

Description of lessons:      

Motives for wanting to start a business.

The concept of enterprise, analysis of the role of the entrepreneur.

Characteristics of successful entrepreneurs.

Stakeholders in a business and how they influence the business.

Aims and objectives of business.

The relationship between the aims and objectives of a business and its stakeholders.

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

Explain the reasons people may have for starting their own business.

Define the term enterprise and describe the role of the entrepreneur.

Describe the stakeholders of a business and make links/connections with the aims and objectives of a business.

Homework:    

Questions/worksheets to test knowledge and understanding of topics.

To keep up to date with current affairs relating to business by either listening to the news, reading the newspaper or online.

To learn business vocabulary related to the topics covered.

Case studies to develop application of knowledge, analysis and evaluation skills.

Assessment:  

Case studies.

Past paper questions – topic focused.

Key Stage 4 Subject: BUSINESS STUDIES Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: The Business Framework:  Types of business structure, ownership and control Businesses and Their Customers:  Market research, market mix and constraints on marketing Description of lessons:       

UK as a mixed economy – public and private sector.

Structure, ownership and control of sole traders and partnerships.

Structure, ownership and control of limited companies.

Structure, ownership and control of cooperatives, franchises and charities.

The importance of market research both field and desk in identifying customer needs.

Including types of field and desk research that may be used.

Present, interpret and use market research findings to aid decision making.

The product life cycle.

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

Explain the make-up of the UK’s mixed economy.

Define the terms limited and unlimited liability and explain which business structure has each type of liability.

Make links/connections between the changing economic environment and the aims and objectives of each type of business structure.

Demonstrate understanding of why market research is important in identifying customer needs.

Explain the difference between field and desk research using examples.

Demonstrate and explain the stages of the product life cycle and how businesses use this as a tool.

Homework:    

questions/worksheets to test knowledge and understanding of topics to keep up to date with current affairs relating to business by either listening to the news, reading the newspaper or online to learn business vocabulary related to the topics covered case studies to develop application of knowledge, analysis and evaluation skills

Assessment:  

case studies past paper questions – topic focused

Key Stage 4 Subject: BUSINESS STUDIES Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Businesses and Their Customers:  Market mix – 4Ps  Constraints on marketing Description of lessons:  

Market segmentation – what it is and how it can be done and why.

The marketing mix – it’s importance and it’s components of promotion, product, price and place.  Promotion – above the line and below the line, types of and advantages and disadvantages of these.  Product – range/mix, design innovation, name/branding and packaging.  Price – cost plus market orientated pricing, competitive, skimming and penetration.

The use of loss leaders and range of sales promotions.  The role of demand and supply.  Place – chain/channels of distribution, retailing locally both in and out of town and the growing importance of e-commerce.  Marketing constraints imposed by consumers, regulatory organisations and pressure groups.

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

Describe how markets can be segmented and why this is important.

Explain the role of the marketing mix for a business and how this can vary depending on the business or product.

Analyse the links between product, price, place and promotion for a given business/product.

Explain the constraints that can be put on businesses when marketing products and who imposes these constraints.

Homework:  

questions/worksheets to test knowledge and understanding of topics to keep up to date with current affairs relating to business by either listening to the news, reading the newspaper or online  to learn business vocabulary related to the topics covered  case studies to develop application of knowledge, analysis and evaluation skills Assessment:  

case studies past paper questions – topic focused

Key Stage 4 Subject: BUSINESS STUDIES Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Producing Goods and Services:  Difference between goods and services  Methods of production Description of lessons:      

Distinguish between goods and services, consumer and producer, single use and durable. The difference between personal services and direct and commercial.

Provision of goods and services through both the private and public sector and trends relating to this.

Methods of production in relation to quality and quantities produced – job, batch and flow production.

The minimisation of waste through efficient use of resources – stock control and quality control.

Stock control – the importance of effective stock control management, comparing JIT and traditional methods of stock control.

Quality control – the importance of quality and how it is achieved in maintaining sales and reputation.

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

Explain the difference between consumer and producer goods, services and goods and correctly categorise goods around the home.

Describe the different methods of production and give examples of when these types of production may be used.

Demonstrate an understanding of why stock control and quality control are essential for businesses.

Make links/connections between stock and quality control and the minimisation of waste in a business.

Homework:    

questions/worksheets to test knowledge and understanding of topics to keep up to date with current affairs relating to business by either listening to the news, reading the newspaper or online to learn business vocabulary related to the topics covered case studies to develop application of knowledge, analysis and evaluation skills

Assessment:  

case studies past paper questions – topic focused

Key Stage 4 Subject: BUSINESS STUDIES Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Producing Goods and Services:  Functional departments  Break-even analysis – types of costs Description of lessons:     

Functional departments – the roles of the main department’s e.g. purchasing, production, marketing, sales, personnel and finance/accounts.

The interrelationship of the above departments.

Calculate, construct and interpret the following costs and revenue of a business – fixed costs, total variable costs, total costs and total revenue.

Use the above costs to construct and interpret a break-even forecast and chart in terms of profit/loss at various levels of output/sales.

Analyse the effects on break-even charts of changes in costs and/or prices.

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

Describe the main departments of a business.

Explain how the main departments of a business are inter linked.

Distinguish between costs and revenue of a business.

Explain the role of a break-even chart in business and how it can be used to make decisions.

Evaluate the effects of a change in costs on the break-even point of a business.

Homework:    

questions/worksheets to test knowledge and understanding of topics to keep up to date with current affairs relating to business by either listening to the news, reading the newspaper or online to learn business vocabulary related to the topics covered case studies to develop application of knowledge, analysis and evaluation skills

Assessment:  

case studies past paper questions – topic focused

Key Stage 4 Subject: BUSINESS STUDIES Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Producing Goods and Services: Business Growth Location of Business International trade and the membership of the European Union Description of lessons: Why businesses grow – factors to include profit, market share, competition, internal economies of scale, security of markets/supplies and spreading of risks.

Internal economies of scale – what they are and the costs and benefits of these How businesses grow – internal and external growth including diversification, horizontal and vertical integration, mergers and acquisitions.

Why do some businesses stay small? – Limitations on market size, availability of capital and desire of the entrepreneur.

Factors affecting the location of production and retailing businesses – locally nationally and internationally. The ability to apply this to specific situations is essential.

International trade – the threats, problems and opportunities of operating in a global market place.

The importance of EU membership – advantages and disadvantages of UK membership to businesses.

Outcomes: Ask your son or daughter if they can …

Explain why a business may want to grow and how this could be achieved.

Demonstrate understanding by giving examples of different types of business growth.

Make connections between the reasons for a business’s location and the product it makes or sells.

Analyse the UK’s membership of the EU in relation to our businesses.

Homework: Questions/worksheets to test knowledge and understanding of topics.

To keep up to date with current affairs relating to business by either listening to the news, reading the newspaper or online.

To learn business vocabulary related to the topics covered.

Case studies to develop application of knowledge, analysis and evaluation skills.

Assessment: End of Year 10 internal assessment examination.

Key Stage 4 Subject: BUSINESS BTEC Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 - Enterprise in the Business World.

Factors impacting on Business.

Description of lessons: 1.

2.

3.

4.

5.

6.

Why businesses exist National factors impacting on business Local factors impacting on business Trends impacting on business Size and scale of business Research methods

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

explain the purposes of different types of business e.g. a supermarket or a school define the terms size and scale in a business context explain the difference between start-ups and existing businesses explain the terms bias, reliability and currency in relation to research and information

Homework: 

investigate the following o population trends o household occupancy o technology trends o trends in Education o ethical and environmental trends



ensure that all deadlines are met

Assessment: BTEC Learning aim A

2Ap1, p2, m1, m2, d1. Assignment – PowerPoint.

Key Stage 4 Subject: BUSINESS BTEC Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Enterprise in the business world Factors impacting on Business Description of lessons: 1.

2.

3.

4.

Researching factors impacting on business.

Researching trends impacting on business.

Presenting information.

Analysing the reliability, currency, bias and validity of information on trends.

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

explain the impact of population size and distribution on business explain the impact of interest rates on business explain the impact of exchange rates on business explain how changes in technology affect business

Homework:  research  ensure that all coursework deadlines are met Assessment: BTEC Learning aim A

2Ap1, p2, m1, m2, d1. Assignment – PowerPoint.

Key Stage 4 Subject: BUSINESS BTEC Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Enterprise in the business world Business Plan Description of Lesson: 1.

2.

3.

4.

Reasons for producing business plans Content of business plans Preparing a business plan Comparing business plans

Outcomes: Ask your son or daughter if they can  explain the main content of a business plan  explain their business idea to you  explain their target market  explain their method of distribution

Homework:  

investigate other businesses in the same area research facts and figures for the plan

Assessment: BTEC 2B.p3, p4,m3,m4,d2 Business plan

Key Stage 4 Subject: BUSINESS BTEC Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 1 Business in the environment Present a business model Description of lessons: 1.

Business structure and format 2.

Selecting a suitable structure and format 3.

Coursework preparing business plan Outcomes: Ask your son or daughter if they can …  describe the possible formats available to a start-up business  discuss the advantages and disadvantages of each format  explain the format they have chosen for their business and give reasons for their choice

Homework:  research finance requirements  research HR requirements  ensure that all coursework deadlines are met Assessment: BTEC 2C.p5,p6.m5,d3

Key Stage 4 Subject: BUSINESS BTEC Year:

Term: Autumn Spring Summer

Year 10 Year 11 Topic/Module: Unit 2 Finance for business Description of lessons: 1.

2.

3.

4.

5.

Reasons for using Cash flow forecasts Analysis of cash flow forecasts Break-even tables Break-even charts Break-even analysis

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

explain the difference between Fixed and variable costs show you the formula to calculate break-even point calculate opening and closing balance on a cash flow forecast

Homework:  

cash flow forecast tasks break-even tasks

Assessment: Homework tasks Class tasks on cash flow and break-even Examination June

Half Term: 1st half 2nd half

Key Stage 4 Subject: BUSINESS BTEC Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 2 Business Finance Description of lessons: 1.

2.

3.

4.

Trading, profit and loss account Analysis of trading, profit and loss accounts Balance sheets Analysis of balance sheets

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

define and give examples of fixed and variable assets define and give examples of fixed and variable Liability define Gross profit define operating profit

Homework:    

revision for examination compile trading profit and loss account analysis them for success compile balance sheets carry our simple ratio analysis

Assessment: Home and classwork tasks on business finance. Examination June Year 10.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Introduction to GCSE Dance Description of lessons: Students will take part in both practical and theoretical classes that introduce them to the core skills and techniques covered in GCSE dance and the key elements of set works that feature on the written paper.

These include:       

Health & Safety in Dance Intro to Contemporary Dance Technique Intro to Contemporary Dance Technique Vocabulary Identifying and analysing the 4 aspects of Dance Identifying, analysing, creating and performing motifs Motif creation for solo and group choreography Performance Skills

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

demonstrate a warm up for contemporary dance identify and describe the stylistic qualities of contemporary dance demonstrate accurate physical skills when performing demonstrate expressive interpretive skills when performing discuss their own performances reviewing strengths and weaknesses identify, create and perform a motif identify set works and discuss briefly the key elements

Opportunities for Homework:    

practical based tasks – rehearsing & refining movements written tasks – Notating dance/stickmen diagrams to aid with movement memory written tasks- keeping a log book to record information and progress written tasks-completing worksheets

Assessment:    

continual assessment of students’ skills in performance and creative work observe pupils’ developing understanding of contemporary dance genre peer assessment and target setting baseline assessments throughout the term to enable effective target setting

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Developing technique, choreography & analysis skills Description of lessons: Students will take part in both practical and theoretical classes that develop their contemporary dance technique, build upon their knowledge of motif creation to extend it into motif development & key works will be introduced to enable analysis skills to develop.

These include:       

Developing Contemporary Dance Technique from exercises into phrases Developing Contemporary Dance Technique Vocabulary in peer evaluation Using the 4 aspects of Dance in choreography Identifying, analysing, creating and performing motifs from a variety of stimuli Motif Development for solo and group choreography Structuring solo & group choreography Performance Skills

Outcomes: Ask your son or daughter if they can …  demonstrate how they would lead a warm up exercise for contemporary dance  describe & demonstrate the key stylistic qualities of contemporary dance  perform a phrase of dance with accurate physical skills  performing a phrase of dance with accurate expressive skills  demonstrate contrasting dynamics & dance relationships  discuss professional performances reviewing core aspects  demonstrate a motif created from a stimuli  describe set works and discuss briefly the key elements Opportunities for Homework:    

practical based tasks – rehearsing & refining movements written tasks – Notating dance/stickmen diagrams to aid with movement memory written tasks- keeping a log book to record information and progress written tasks- identifying, analysing and discussing set works

Assessment:    

continual assessment of students’ skills in performance and creative work observe pupils’ developing understanding of contemporary dance genre peer assessment and target setting formative assessments throughout the term to enable effective target setting

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Refining expressive & physical skills, & preparing for examinations in Year 11 Description of lessons: Students will take part in practical workshops where they will refine their physical and expressive skills for the external assessment of Unit 2. Students will also refine their skills in describing and analysing professional dance works.

These include:      

Refining Contemporary Dance Technique Refining evaluation skills through peer and self-assessment Learn and perform a set dance for the external assessment for unit 2 The accurate physical and expressive skills when performing the set dance The accurate dynamics, space, timing and actions when performing the set dance Analyse and describe actions, set, costumes and dance relationships used in professional dance works

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

identify and describe the stylistic qualities of the set dance demonstrate accurate physical skills when performing the set dance demonstrate the accurate dynamics, space, timing and actions when performing the set dance demonstrate expressive interpretive skills when performing the set dance discuss their own performances reviewing strengths and weaknesses demonstrate understanding of safe practice within performance identify set works and discuss actions, set, costumes and dance relationships used

Opportunities for Homework:    

practical based tasks – rehearsing & refining movements written tasks – Notating dance/stickmen diagrams to aid with movement memory written tasks- keeping a log book to record information and progress written tasks- identifying, analysing and discussing set works

Assessment:    

summative assessment of students’ skills in performance observe pupils’ developing understanding of the set dance peer assessment and target setting baseline assessments throughout the term to enable effective target setting

Key Stage 4 Subject: DRAMA Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Blood Wedding

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

Intro to Course / Neutral / Control Work on small section of Text / Background / Naturalism Abstract Drama / Physical Theatre to explore issues in Text Cross Cutting / Hot Seating / Communal Drama Whole Group Conscience Corridor / Role Play Creating own version of Blood Wedding – pulling it all together

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

give facts about Lorca explain the plot explain the roles they have played discuss the styles they have used / skills learnt

Homework:     

research on Lorca writing up lessons writing in role learning lines / parts planning Drama

Assessment:   

self peer teacher – work completed both practically and written , will be filmed and assessed against GCSE criteria

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

Term: Autumn Spring Summer

Half Term: 2nd half

Topic/Module: Comedy of Godber & Cartwright

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

Comic Exploration of opposite Gender Looking at Bouncers as template for own work Developing own pieces in Godber style Looking at Teachers & working on own school based Godber pieces Looking at Cartwright’s ‘Two’ – performing Duologues from it Developing own Duologues based on style & set in same pub

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

describe Godber’s style of Drama describe Cartwright’s style of Drama discuss their own roles / pieces discuss other performances that impressed them

Homework:    

research on the 2 playwrights learning lines writing own scripts planning / finding materials & props for own work

Assessment:   

self peer teacher – assessed as a Unit 2 piece (Text) and as a Unit 3 (Own devising)

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Innocence & Experience

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

Going back to being 5 / Show & Tell 5/15/55/75 Dance Drama / Cross Cutting / Futures Looking at Monologues ( Trainspotting / Our Country’s Good/ Film examples) and starting to plan own Planning own Monologues / Linked Monos Performing Own Monologues / Linked Monos Creating a summative piece that encapsulates Unit

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

explain what they want their work to achieve / what message they want to convey perform their mono piece / summative piece – or bits of it for you

Homework:   

writing up lessons creating own Monologue / linked speeches research on Monologues / age choosing / life of character they are playing

Assessment:   

self peer teacher – filming and watching final 2 performance elements and assessing selves and each other as well as for teacher

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

Term: Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 2 – Exploration of Text – either Metamorphosis by Berkoff or The Cuacasian Chalk Circle by Brecht – Controlled Assessment of 6 hours of Practical work / 1000 words Documentary Evidence (write ups)- 20% of Final GCSE Description of lessons: Week 1.

Week 2.

Week 3.

Week 4.

Week 5.

Week 6.

Workshop 1 – Focus on style. background – plot summary, W orkshop 2 – key activities on Extract 1 Workshop 3 Key activities on Extract 2. W orkshop 4 – key activities on Extract 3, Workshop 5 – Key activities on Extract 4 Workshop 6 – final activities on final extract - First Hour of Controlled write ups 3 more Hours of write ups Final 2 hours of write ups.

Catch up sessions for any who missed hours

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

discuss the play they are studying pinpoint key themes / skills / the style give some facts about the playwright rehearse some lines / extracts from the play

Homework: Controlled Assessment planning notes in Preparation for write ups in school Assessment:    

self peer teacher moderated by exam board – filmed evidence of 1 lesson and the notes from the teacher and sampled student documentary responses (notes) sent off with centre marks

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

Term: Summer

Half Term: 1st half 2nd half

Topic/Module: Mock Unit 1 Option 1 Conflict

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

Looking at photos/ film stimuli from modern day / Cross Cutting Song stimulus – group pieces – Letters / Brecht Extracts from Birdsong / War Horse Poetry of WW1 TV Footage of today / Oh What a Lovely War stimulus Own Summative pieces on theme

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

relate opinions on War explain what they have done with the stimuli discuss their ideas for each focus

Homework:    

writing up lessons research on Stimuli planning for next lesson bringing in useful music / props / material

Assessment:   

self peer teacher – as a Mock Unit 1

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

Term: Autumn Spring Summer

Half Term: 2nd half

Topic/Module: Mock Unit 1 (Option 2) Physical Theatre / Fable / Berkoff

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

Principles of Physical Theatre Looking at Short Stories to apply style to Text Book ‘Fable activities Fable Activities Berkoff – Extracts – using Physical Theatre / Total Theatre Berkoff - Extracts – completing work in Performance – getting page to stage Starting next actual Unit 2 Controlled Assessment

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

explain how some Theatre Companies use Physical Theatre explain / show examples of Physical Theatre skills describe the Berkoff approach to Theatre give a mini performance of a Berkoff piece

Homework:    

research on Theatre Co.’s that use Physical Theatre research on Berkoff – plays, performances, writing, Film / TV learning lines / practicing skills writing up lessons

Assessment:   

self peer teacher – focus on how apply the skills learnt to their own sections of story / text

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 2, Consuming Resources Living Spaces Description of lessons: Week 9.

Week 10.

Week 11.

Week 12.

Week 13.

Week 14.

Week 15.

Future pressures on resources.

Theories of population & resources: Malthus & Boserup.

Future solutions to resource use-Hybrid car, renewable resources, Key words & exam question assessment.

Defining a good living space.

Urban v rural spaces.

Choosing where to live, based on age & life cycle.

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

Describe & explain future resource trends.

Explain the theories of Malthus & Boserup.

Suggest future solutions to resource use.

Explain what makes a good living space.

Evaluate the pros & cons of rural & urban living.

Homework: Answer exam questions, interpret graphs, use key terms, and explain the reasons for population and resources change: policy & practice.

Assessment: Exam question assessment.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Unit 2, Consuming Resources Living Spaces Description of lessons: Week 9.

Week 10.

Week 11.

Week 12.

Week 13.

Week 14.

Week 15.

Future pressures on resources.

Theories of population & resources: Malthus & Boserup.

Future solutions to resource use-Hybrid car, renewable resources, Key words & exam question assessment.

Defining a good living space.

Urban v rural spaces.

Choosing where to live, based on age & life cycle.

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

Describe & explain future resource trends.

Explain the theories of Malthus & Boserup.

Suggest future solutions to resource use.

Explain what makes a good living space.

Evaluate the pros & cons of rural & urban living.

Homework: Answer exam questions, interpret graphs, use key terms, and explain the reasons for population and resources change: policy & practice.

Assessment: Exam question assessment.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Living Spaces Making a Living Description of lessons: Week 16.

Week 17.

Week 18.

Week 19.

Week 20.

Week 21.

Week 22.

Week 23.

Living in MEDC living spaces.

Living in LEDC living spaces.

Improving living spaces.

Key words and exam question assessment.

Types of work, The Clarke Fisher Model.

Work in MEDCs. Work in LEDCs. The environmental impacts of industry.

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

Describe the issues in MEDC living spaces.

Describe the issues in LEDC living spaces.

Suggest how living spaces can be improved.

Explain the Clarke Fisher Model.

Describe MEDC work.

Describe LEDC work.

Name the types of environmental impacts of industry.

Homework: Answer exam questions, interpret graphs, use key terms, and explain the reasons for work & living space change: policy & practice.

Assessment: Exam question assessment.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Making a Living Changing Countryside Description of lessons: Week 24.

Week 25.

Week 26.

Week 27.

Week 28.

Week 29.

Industrial regeneration Key words and exam question assessment.

Issues facing rural MEDCs Issues facing rural LEDCs Change in rural MEDCs Change in rural LEDCs

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

Explain how Brownfield sites are regenerated.

Indentify rural issues in MEDCs & LEDCs. Indentify and explain rural change in MEDCs & LEDCs.

Homework: Answer exam questions, interpret graphs, use key terms, and explain the reasons for rural change: policy & practice.

Assessment: Exam question assessment.

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

Term: Summer

Half Term: 1st half 2nd half

Topic/Module: Development Dilemmas Description of lessons: Week 30. Development differences between & within countries.

Week 31. Top down development in LEDCs. Week 32. Bottom up development in LEDCs. Week 33. Evaluating the 2 approaches.

Week 34. Sustainable Development in LEDCs. Outcomes: Ask your son or daughter if they can …  Identify places globally with different levels of development.  Compare/contrast Top down & bottom up development.  Understand the importance of sustainable development.

Homework: Answer exam questions, interpret graphs, use key terms, and explain the reasons for changes in development: policy & practice.

Assessment: Exam question assessment.

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

Term: Summer

Half Term: 1st half 2nd half

Topic/Module: Development Dilemmas Preparing for 2 exams Description of lesson Week 35. Key words and exam question assessment.

Week 36. Preparation for Unit 2 exam Week 37. Preparation for Unit2 exam Week 38. Preparation for Unit 3 exam Week 39. Preparation for Unit 3 Week 40. Preparation for unit 3 Outcomes: Ask your son or daughter if they can …  Do practice papers in real time.  Understand The DME prelease and what the options might be.

Homework: Answer exam questions, interpret graphs, use key terms and explain the reasons for development: policy & practice.

Assessment: Exam question assessment.

Key Stage 4 Subject: HISTORY Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: UNIT 1: INTERNATIONAL RELATIONS - CONFLICT AND PEACE IN THE 20TH CENTURY Peacemaking 1918–1919 Key issue: How did the Treaty of Versailles establish peace?

The League of Nations Key issue: Why did the League of Nations fail in its aim to keep peace?

Description of lessons:   

The Paris Peace Conference: the aims of Clemenceau, Lloyd George and Woodrow Wilson: the Fourteen Points.

The main terms of the Treaty of Versailles: Diktat; territorial changes; military restrictions, war guilt and reparations.  The strengths and weaknesses of the Treaty of Versailles: why Germany objected to it.  Membership 1919–1939: why and how it changed; implications for the League of Nations Organisation, powers and peace keeping role: the Assembly; the Council; the Permanent Court of Justice; military and economic sanctions.  The Manchurian Crisis 1931–1933: events; action taken by the League; effect on the  League as a peace keeping force. Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Describe key events / course content covered in lessons.  Interpret historical sources, explaining their value to historians and highlighting any limitations by referring to the content of source, purpose of source and supporting their views with their own knowledge.  Explain the importance / significance of key events leading to causation.  Make links and connections between events in order to make informed conclusions /judgements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:    

Various written tasks (describing key events).

Analysis and evaluation of historical sources.

Exam practice questions / peer assessment of exemplar answers.

All students have been issued with a textbook- they will be expected to complete one reading homework per week.  Students are also encouraged to develop their independent learning skills by researching key themes/ content.  Website activities- for example http://www.bbc.co.uk/schools/gcsebitesize/history/  Thorough revision of key course content in preparation for end of unit exam practice questions.

Assessment: Exam practice question (focus – key issue)

Key Stage 4 Subject: HISTORY Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: UNIT 1: INTERNATIONAL RELATIONS - CONFLICT AND PEACE IN THE 20TH CENTURY The League of Nations Key issue: Why did the League of Nations fail in its aim to keep peace?

Hitler’s foreign policy and the origins of the Second World War Key issue: How did Hitler challenge and exploit the Treaty of Versailles 1933–March 1938?

Description of lessons:  The Abyssinian Crisis 1935–1936: events; action taken by the League; effect on the League as a peacekeeping force.  The reasons for the collapse of the League.  Hitler’s aims in foreign policy.  The beginning of rearmament in Germany: withdrawal from the Disarmament Conference 1933; non-aggression Pact with Poland 1934; reintroduction of conscription from 1935; Anglo-German Naval Agreement 1935.  The return of the Saar, 1935.  The remilitarisation of the Rhineland, March 1936.  The Anschluss with Austria, September 1938.

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Describe key events / course content covered in lessons.  Interpret historical sources, explaining their value to historians and highlighting any limitations by referring to the content of source, purpose of source and supporting their views with their own knowledge.  Explain the importance / significance of key events leading to causation.  Make links and connections between events in order to make informed conclusions /judgements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:       

Various written tasks (describing key events).

Analysis and evaluation of historical sources.

Exam practice questions / peer assessment of exemplar answers.

All students have been issued with a textbook- they will be expected to complete one reading homework per week.

Students are also encouraged to develop their independent learning skills by researching key themes/ content.

Website activities- for example http://www.bbc.co.uk/schools/gcsebitesize/history/ Thorough revision of key course content in preparation for end of unit exam practice questions.

Assessment: Exam practice question (focus – key issue)

Key Stage 4 Subject: HISTORY Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: UNIT 1: INTERNATIONAL RELATIONS - CONFLICT AND PEACE IN THE 20TH CENTURY Hitler’s foreign policy and the origins of the Second World War Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war in 1939?

Description of lessons:  Reasons for and against appeasement.  The Sudeten Crisis and Munich Agreement, September 1938.  The collapse of Czechoslovakia March, 1939.  The role of the USSR 1938–1939: the Nazi-Soviet Pact, August 1939.  Poland and the outbreak of war, September 1939.  Responsibility for the outbreak of war – Hitler on trial.

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Describe key events / course content covered in lessons.  Interpret historical sources, explaining their value to historians and highlighting any limitations by referring to the content of source, purpose of source and supporting their views with their own knowledge.  Explain the importance / significance of key events leading to causation.  Make links and connections between events in order to make informed conclusions  /judgements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:  Various written tasks (describing key events).  Analysis and evaluation of historical sources.  Exam practice questions / peer assessment of exemplar answers.  All students have been issued with a textbook- they will be expected to complete one reading homework per week.  Students are also encouraged to develop their independent learning skills by researching key themes/ content.  Website activities- for example http://www.bbc.co.uk/schools/gcsebitesize/history/  Thorough revision of key course content in preparation for end of unit exam practice questions.

Assessment: Exam practice question (focus – key issue)

Key Stage 4 Subject: HISTORY Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: UNIT 1: INTERNATIONAL RELATIONS - CONFLICT AND PEACE IN THE 20TH CENTURY The Origins of the Cold War 1945–1955 Key issue: Why did the USA and USSR become rivals in the years 1945–1949?

Description of lessons:        

Ideological differences and their effects.

The Yalta and Potsdam Conferences.

The dropping of the atom bomb and its effects: Hiroshima and Nagasaki.

The Iron Curtain: Soviet expansion in the East; Czechoslovakia, 1948.

The Truman Doctrine: the situation in Greece and Turkey; the purpose of Truman Doctrine.

The Marshall Plan: effect of Marshall Aid and the Soviet response; Cominform and Comecon; Yugoslavia.

The Berlin Blockade and Airlift.

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Describe key events / course content covered in lessons.  Interpret historical sources, explaining their value to historians and highlighting any limitations by referring to the content of source, purpose of source and supporting their views with their own knowledge.  Explain the importance / significance of key events leading to causation.  Make links and connections between events in order to make informed conclusions  /judgements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:       

Various written tasks (describing key events) Analysis and evaluation of historical sources.

Exam practice questions / peer assessment of exemplar answers.

All students have been issued with a textbook- they will be expected to complete one reading homework per week.

Students are also encouraged to develop their independent learning skills by researching key themes/ content.

Website activities- for example http://www.bbc.co.uk/schools/gcsebitesize/history/ Thorough revision of key course content in preparation for end of unit exam practice questions.

Assessment: Exam practice question (focus – key issue)

Key Stage 4 Subject: HISTORY Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: UNIT 1: INTERNATIONAL RELATIONS - CONFLICT AND PEACE IN THE 20TH CENTURY The Origins of the Cold War 1945–1960 Key issue: How did the Cold War develop in the years 1949–1960 Description of lessons:       

The formation of NATO: its membership and purpose.

The nuclear arms race: atom bomb; hydrogen bomb.

The Korean W ar, 1950–1953: reasons for involvement of UN and USA; the role of MacArthur; the part played by USSR and China.

The ‘Thaw’: death of Stalin; Austria; Khrushchev’s policy of peaceful co-existence.

The formation of the Warsaw Pact: membership and purpose.

The Hungarian uprising.

Revision of key course content and exam practice questions.

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Describe key events / course content covered in lessons.  Interpret historical sources, explaining their value to historians and highlighting any limitations by referring to the content of source, purpose of source and supporting their views with their own knowledge.  Explain the importance / significance of key events leading to causation.  Make links and connections between events in order to make informed conclusions  /judgements.  Suggest targets for their GCSE external exam.

Homework:       

Various written tasks (describing key events) Analysis and evaluation of historical sources.

Exam practice questions / peer assessment of exemplar answers.

All students have been issued with a textbook- they will be expected to complete one reading homework per week.

Students are also encouraged to develop their independent learning skills by researching key themes/ content.

Website activities- for example http://www.bbc.co.uk/schools/gcsebitesize/history/ Thorough revision of key course content in preparation for end of unit exam practice questions.

Assessment: Exam practice question (focus – key issue) Mock exam

Key Stage 4 Subject: HISTORY Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: UNIT 1: INTERNATIONAL RELATIONS - CONFLICT AND PEACE IN THE 20TH CENTURY Unit 3 - Historical Enquiry - Controlled Assessment Students have to complete 2 Controlled Assessment tasks (worth 25% of the final GCSE Grade) Task 1 Description of lessons:     

Knowledge and understanding of the Historical Enquiry course content.

How to select, evaluate and analyse sources.

Knowledge and understanding of the requirements of the Historical Enquiry course mark scheme.

Preparation for the CA task – medium control.

Task taking – High Control.

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

List the different types of sources available for historians to use.

Explain the usefulness and limitations of historical sources.

Give reasons for their selection of five sources needed for Task One. Explain why they have rejected some sources.

Homework:  

Independent research on key course content.

Due to the requirements of the exam board specification, this task must be completed in lesson time only.

Assessment: Source evaluation practice question.

Controlled Assessment task taking – High control.

Key Stage 4 Subject: HEALTH AND SOCIAL CARE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Understand the factors that influence the health and social needs of individuals Description of lessons: Week 7.

Week 8.

Week 9 Week 10 Week 11 Week 12

Socio- economic factors- social class, employment, culture, living conditions, income, education Physical factors – genetic inheritance, disability, sensory impairment, age, gender, environment Lifestyle factors – hygiene, diet, exercise, smoking, substance abuse stress, working patterns, sexual practices, social and community networks Health factors – infection, injury, mental health, chronic illness Assignment P2 - Explain factors which affect and influence everyday needs of individuals Assignment work

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

explain what is meant by socio-economic terms give physical factors that might affect them discuss lifestyle factors applicable to the household talk about the importance of vaccinations

Homework:    

list the short and long term effects of smoking write detailed notes on Personal hygiene research two genetically inherited diseases assignment P2

Assessment:    

grade and comment verbal peer assessment edexcel assessment criteria

Key Stage 4 Subject: HEALTH AND SOCIAL CARE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Plan to meet the health and wellbeing needs of an individual

Description of lessons: Week 13.

Week 14.

Week 15.

Week 16.

Week 17 Week 18 Week 19

Assessment of general health and wellbeing, Height, Weight B. M. I. Peak Flow, Blood Pressure, Pulse Rate Assessment P3 and 4. Smart targets, Action Plan, Taking of measurements of one individual Questionnaire, Statement on the individual plans Assessment M1 Identify short and long term targets to achieve Assessment D1 Explain how the targets will improve the individuals Unit 11 The Impact of diet on health, Our Healthy Nation Dietary needs of individuals at different life stages Dietary Reference Values, The energy equation, Vitamin C

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

talk about the different ways a person can carry out basic health measurements explain how smart targets can be used to achieve improved health discuss the questionnaire they have written apply healthy eating to themselves

Homework:    

create a chart to show personal health measurements write a questionnaire to find out the current health needs of one person show how the health plan could be improved the effect of diet on health w/s

Assessment:    

grade and comment verbal peer assessment edexcel assessment criteria

Key Stage 4 Subject: HEALTH AND SOCIAL CARE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Plan to meet the health and wellbeing needs of an individual

Description of lessons: Week 13.

Week 14.

Week 15.

Week 16.

Week 17 Week 18 Week 19

Assessment of general health and wellbeing, Height, Weight B. M. I. Peak Flow, Blood Pressure, Pulse Rate Assessment P3 and 4. Smart targets, Action Plan, Taking of measurements of one individual Questionnaire, Statement on the individual plans Assessment M1 Identify short and long term targets to achieve Assessment D1 Explain how the targets will improve the individuals Unit 11 The Impact of diet on health, Our Healthy Nation Dietary needs of individuals at different life stages Dietary Reference Values, The energy equation, Vitamin C

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

talk about the different ways a person can carry out basic health measurements explain how smart targets can be used to achieve improved health discuss the questionnaire they have written apply healthy eating to themselves

Homework:    

create a chart to show personal health measurements write a questionnaire to find out the current health needs of one person show how the health plan could be improved the effect of diet on health w/s

Assessment:    

grade and comment verbal peer assessment edexcel assessment criteria

Key Stage 4 Subject: HEALTH AND SOCIAL CARE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: The Impact of diet on Health

Description of lessons: Week 20.

Week 21.

Week 22.

Week 23.

Week 24.

Week 25

Balance diet, Main food groups, Malnutrition Macronutrients, Carbohydrates – Starch and Sugar, Fibre Protein, Fats, Vitamins Minerals, W ater, Salt Food related illnesses, Alcohol Research for P1 and P2 Assessment P1 and 2- Factsheets for patients that cover the nutritional needs of each life stage

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

give the main eight points on eating well explain the term macro and micro nutrients look at the amount of fat and salt in foods commonly eaten at home and discuss which are high in either group

Homework:    

research diabetes, explain the action of insulin w/s Target consumer groups w/s Food related illnesses work towards Assessment P1 and 2- draft work and ICT work

Assessment:    

grade and comment verbal discussion edexcel assessment criteria

Key Stage 4 Subject: HEALTH AND SOCIAL CARE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: The Impact of diet on health

Description of lessons: Week 26 Week 27 Week 28 Week 29

Week 30 Week 31

The effects of an unbalanced diet – coronary heart disease, Obesity Diabetes, Marasmus, Kwashiorkor, tooth decay Nutritional deficiencies – Rickets, night blindness, beriberi, scurvy Specific diets – Diabetes, allergies, lactose intolerance, obesity, heart disease, genetic disorders Assessment P3 Choose two medical conditions relating to nutritional requirements give signs and symptoms of the illness. Present your work as leaflets M1 Explain how a healthy balance diet can improve the conditions with points for and against changing the diet Assessment work Religion, Vegetarianism, Assessment P4- two day diet plan for individuals in P3

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

discuss the different illnesses caused by a poor diet show you the leaflets for Assessment P3 explain the different types of Vegetarians

Homework:      

chart to show how each aspect of an unbalanced diet can affect the health of an individual assessment work for P3 and M1 research heart disease- causes, foods to avoid, lifestyle issues plan a diet for two days with explanations for food choices assessment- work for P4 and M2 work for D1 if applicable

Assessment:    

grade and comment verbal discussion edexcel assessment criteria

Key Stage 4 Subject: HEALTH AND SOCIAL CARE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Principles of food hygiene and safety

Description of lessons: Week 32 Safe practice of food preparation, Unsafe practice Week 33 Types of food poisoning, Legislation Week 34 HACCP, Assessment P5 - prepare a ppt presentation on preparing, cooking and serving food to include safe practice Week 35 Work experience Week 36 Work experience Week 37 Assessment M3- prepare a quiz on unsafe practice Assessment D2- Cook a selection of dishes to demonstrate safe and hygiene food practice Outcomes: Ask your son or daughter if they can …  

explain the different types of food poisoning apply good hygiene principles when helping with food preparation, serving and clearing up

Homework:    

write up report on Video watched - Food Poisoning complete a sample HACCP assessment work for P5, M3 preparation for D2 and write up

Assessment:    

grade and comment verbal observation and recording information of food preparation edexcel assessment criteria

Key Stage 4 Subject: CATERING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Introduction to the Food and Drink Industry

Description of lessons: Week 1.

Week 2.

Week 3.

Week 4.

Week 5.

Week 6.

Introduction to course, personal health, safety and hygiene.

Practical work Training video using knives in the work place.

Effective use of equipment Nutrition Practical work to demonstrate safe use of knives and hygienic food preparation and cooking Egg theory and practical Proteins Week 5 Cake making theory and practical rubbed in, creaming method Week 6 Cake Making Melting and Whisking Carbohydrates

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

explain how to clean their hands effectively describe the uniform they wear and why they wear it know which knives to use to prepare different foods explain how to buy and store eggs safely describe the test for freshness know which method to use when making cakes understand the principles of good nutrition

Homework:   

complete worksheets and answer questions on personal hygiene research knives and their uses within the catering industry written work diet diary

Assessment:   

practical assessments –skills, working as a team, understanding ingredients evaluations and improvements to dishes made final outcomes

Key Stage 4 Subject: CATERING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Food and Drink Industry Types of Service

Description of lessons: Week 7.

Week 8.

Week 9.

Week 10.

Week 11.

Week 12.

Types of food establishments and service availability Fats and oils Theory of Preservation. Use of equipment Preparing and making chutney for Christmas Fayre Theory, and Practical - Types of Pastry Importance of Weighing and measuring Fibre Practical Short crust Pastry Food safety based on HACCP Principles Catering for Christmas using Flaky Pastry Theory food poisoning high risk foods Catering for Christmas using sweet pastry Vitamins

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

name 2 different food service systems available locally explain the importance of weighing and measuring when making food on a large scale make a pie using short crust pastry and explain the function of the ingredients make a tart using flaky pastry explain the difficulties when making and using sweet pastry explain what vitamins are

Homework:    

research restaurants in local area and types of service available complete chart showing types of pastry and uses watch YouTube to see how the food industry use HACCP make a leaflet to prevent food poisoning at Christmas

Assessment:  evaluations  practical outcomes  research and individual tasks

Key Stage 4 Subject: CATERING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Job Roles in the Catering Industry/Food Preparation Description of lessons: Week 13.

Week 14.

Week 15.

Week 16.

Week 17.

Week 18.

Kitchen and restaurant brigades Complete a chart for each group showing responsibilities Theory of minerals Theory of Rice and other cereals Practical savoury rice dishes Demonstration using pressure cooker Theory of Sauce Making Practical experiments Multi - Cultural Diets Theory of Pasta Practical pasta dishes Theory of vegetables Practice vegetable preparation Vegetarianism Practical dishes using vegetables/pasta and sauces

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

name 3 types of chef which may be found in a kitchen tell you an Italian, Indian and a Spanish rice dish which flour to use when making fairy cakes and why explain what a roux sauce is name 3 shapes of pasta explain what shape Julienne vegetables should be

Homework:     

describe the training needed to progress from one level to another in either the kitchen or a restaurant explain how different varieties of wheat produce different flours find out using recipe books and the internet a suitable sauce to accompany a lemon sole dish you are creating for a specials board draw name and describe 6 shapes of pasta find out ‘What is a mirepoix of vegetables?

Assessment:   

graded work practical outcomes practical skills

Key Stage 4 Subject: CATERING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Food Preparation Description of lessons: Week 19.

Week 20.

Week 21.

Week 22.

Week 23.

Theory Fruits and their uses Practical dishes using different fruits Theory Electrical Equipment Practical dishes using electrical equipment Research lifestyle diets Theory Basic Dough Products Practical Making Bread Theory Portion Control and Costing Practical dishes to demonstrate portion control in kitchens Theory Dairy Products – Lactose Intolerance Practical dishes using cheese, milk and cream Preparation for Practical Examination Task 1

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

name a dish which could be made using frozen apples, pineapple rings use a blender safely explain why we knead bread dough describe 3 ways of controlling portion size name 2 hard cheeses and 2 soft cheeses explain what they have to do for their practical examination

Homework:      

As a chef find 3 different types of exotic fruit to enhance a boring fruit salad and use an alternative style of presentation to impress the customer. Draw and label your final dish Identify 3 pieces of industrial machinery used in catering kitchens.

What is gluten? Define the term ‘to prove’. calculate the cost per portion of a dessert using fresh fruit and a pasta dish List as many cheeses as you can under the following headings Hard, Soft, Blue.

Describe six different ways of using cheese in cooking

Assessment:  grades for work  evaluations of dishes  final outcomes

Key Stage 4 Subject: CATERING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Controlled Assessment Task 1 Description of lessons: Week 24.

Controlled Assessment Research

Week 25.

Controlled Assessment Planning Awareness of HACCP

Week 26.

Controlled Assessment Practical

Week 27.

Controlled Assessment Practical

Week 28.

Controlled Assessment Evaluations Communication and Record Keeping

Week 29.

Revision and Test

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

explain how to research a topic name the dishes they are making and give reasons give the good and bad points for each dish made give 3 examples of record keeping

Homework:   

continue research and write up checked notes for Task 1.

Write a letter to a meat supplier complaining about the size of the chicken breasts delivered the week before. Be polite but express your concern.

HACCP draft.

Assessment:    

moderation of work graded written work practical outcomes summative test

Key Stage 4 Subject: ICT - GCSE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: WJEC ICT GCSE: Preparation for communications controlled test WJEC ICT GCSE: Preparation for data handling controlled test task Description of lessons: Week 1.

Week 2.

Investigation of course specification and assessment criteria Research controlled test topic using the internet. Learning how to organise files and folders Week 3.

How to use DTP software to communicate effectively Week 4.

How to use advanced features of DTP software Week 5.

How to use presentation software to communicate effectively Week 6.

How to use advanced features of presentation software Week 7.

Review and refine controlled test documents Week 8.

How to use school e mail system. Send, receive, reply, forward and include attachments. Use e mail system to communicate with a peer and receive feedback on the documents produced Week 9.

Use feedback received to make final amendments to DTP and presentation documents Week 10. How to use basic data handling software features. Including how to import a csv. file, choose a primary key, apply validation rules, add fields and records Week 11. How to use advanced features of data handling software. Including how to run queries, sort data, create forms with macro buttons and create reports Week 12 & 13.Controlled test task on data handling Outcomes: Ask your son or daughter if they can …     

explain how many units the course consists of discuss the requirements of the controlled test describe the features of DTP software describe the features of presentation software state their GCSE target grade

Homework: Worksheets on the following   

types of computers input devices output devices

Assessment:     

all students will have a target level observation of students in lesson questioning during lessons completed tasks/worksheets during lessons and homework students will use the assessment criteria to monitor their own progress

Key Stage 4 Subject: ICT - GCSE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: WJEC ICT GCSE: Preparation for spreadsheet modelling controlled test task WJEC ICT GCSE: Revision for units 1 and 3 written examinations (to be sat in the summer of Year 11) Description of lessons: Week 14.

Practice spreadsheet tasks. Entering data, basic formulas, formatting and creating charts/graphs Week 15. Practice spreadsheet tasks. Entering a variety of advanced formula and modelling the data Week 16. Practice spreadsheet tasks. Entering a variety of advanced formula and modelling the data Week 17. Controlled test task on spreadsheet modelling Week 18. Controlled test task on spreadsheet modelling Week 19. Refining spreadsheet modelling task and evidencing skills used Week 20. Systems Life Cycle Week 21. Protecting systems Week 22. Using computer systems Week 23. Internet Week 24. Being online Week 25. Work and employment Outcomes: Ask your son or daughter if they can …   

discuss the features of a spreadsheet explain three different formulas used on a spreadsheet explain how to clearly label a chart/graph

Homework: Worksheets on the following   

data and information legal issues health and safety

Assessment:     

all students will have a target level observation of students in lesson questioning during lessons completed tasks/worksheets during lessons and homework students will use the assessment criteria to monitor their own progress

Key Stage 4 Subject: ICT - GCSE Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: WJEC ICT GCSE: Evaluating the controlled test and making final amendments to all tasks.

WJEC ICT GCSE: Preparation for unit 4 controlled test.

Description of lessons: Week 26.

Week 27.

Week 28.

Week 29.

Week 30.

Week 31.

Week 32.

Week 33.

Week 34.

Week 35.

Week 36.

Week 37.

Writing an evaluation of all tasks completed Writing an evaluation of all tasks completed Study of assessment criteria for controlled test Reviewing, refining and improving evidence for controlled test Reviewing, refining and improving evidence for controlled test Reviewing, refining and improving evidence for controlled test Features of presentation software Creating a video in Moviemaker Creating an animation in Fireworks Features of web design software Plan and create a six slide presentation or web page Work experience

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

describe what they have done during the project explain how the controlled test is assessed discuss how they will know if they have been successful in the test

Homework: Worksheets on the following   

spreadsheets databases software

Assessment:     

all students will have a target level observation of students in lesson questioning during lessons completed tasks/worksheets during lessons and homework students will use the assessment criteria to monitor their own progress

Key Stage 4 Subject: ICT - COMPUTING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: OCR Nationals Level 2: Unit 21 Creating computer graphics (Navigation bar) OCR Nationals Level 2: Unit 21 Creating computer graphics (Three buttons) Description of lessons: Week 1. Introduction to unit 21, assessment objectives and task Week 2. Practice: Use Macromedia Fireworks to create a navigation bar Week 3. Practice: Use Macromedia Fireworks to create a navigation bar Week 4. Coursework: Planning their own navigation bar Week 5. Coursework: Use Macromedia Fireworks to create their own navigation bar Week 6. Coursework: Use Macromedia Fireworks to create their own navigation bar Week 7. Practice: Use Macromedia Fireworks to create ‘Les and Des’ buttons Week 8. Practice: Use Macromedia Fireworks to create ‘Les and Des’ buttons Week 9. Coursework: Researching and planning their own buttons Week 10. Coursework: Use Macromedia Fireworks to create their own buttons Week 11. Coursework: Use feedback to make amendments to navigation bar Week 12. Coursework: Use feedback to make amendments to buttons Outcomes: Ask your son or daughter if they can …   

explain what they have to create for the unit discuss features of a good navigation bar explain what a ‘pop up menu’ is

Homework: Worksheets on the following 

attend at least one support session at lunch or after school to complete or improve coursework

Assessment:     

all students will have a target level observation of students in lesson questioning during lessons completed tasks/worksheets during lessons and homework students will use the assessment criteria to monitor their own progress

Key Stage 4 Subject: ICT - COMPUTING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: OCR Nationals Level 2: Unit 2 Creating a website AO1 OCR Nationals Level 2: Unit 2 Creating a website AO2 Description of lessons: Week 13.

Week 14.

Week 15.

Week 16.

Week 17.

Week 18.

Week 1.

Week 2.

Week 3.

Week 4.

Week 5.

Week 6.

Introduction to unit, task and assessment objectives Research existing websites to identify: purpose and target audience Research existing websites to identify: house style Planning their website, identifying house style, purpose and audience Planning their website, including navigational structure and showing the position of most components Planning their website, including advanced features of video, sound, animation and interactive elements Introduction to Dreamweaver software Use of basic features of software (folder structure, setting up pages) Use of basic features of software (adding text and optimised images) Use of basic features of software (clear house style, range of images) Use of basic features of software (adding hyperlinks and hotspots) Use of basic features of software (backup and file recovery)

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

discuss how to ensure a website has a good layout describe the house style of an existing business tell you about their website

Homework: Worksheets on the following 

attend at least one support session at lunch or after school to complete or improve coursework

Assessment:     

all students will have a target level observation of students in lesson questioning during lessons completed tasks/worksheets during lessons and homework students will use the assessment criteria to monitor their own progress

Key Stage 4 Subject: ICT - COMPUTING Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: OCR Nationals Level 2: Unit 2 Creating a website AO2 and AO3 Description of lessons: Week 7.

Week 8.

Week 9.

Week 10.

Week 11.

Week 12.

Use of basic features of software (Consistent and professional navigation system, link to an external website, an email link and an image map) Use of basic features of software (Consistent and professional navigation system, link to an external website, an email link and an image map) Use of basic features of software (Consistent and professional navigation system, link to an external website, an email link and an image map) Reviewing, refining and amending website and evidence Work experience Work experience

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

define ‘clear navigational structure’ explain the difference between a hyperlink and a hotspot

Homework: Worksheets on the following 

attend at least one support session at lunch or after school to complete or improve coursework

Assessment:     

all students will have a target level observation of students in lesson questioning during lessons completed tasks/worksheets during lessons and homework students will use the assessment criteria to monitor their own progress

Key Stage 4 Subject: FRENCH Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure Description of lessons: Week 1.

Week 2.

Week 3.

To be able to describe past leisure activities.

Detailed focus on the past tense in the context of leisure.

Description of leisure activities with the present & future tenses (in addition to the past tense).

Week 4. To be able to discuss pocket money and what you do to earn it.

Week 5. To understand & discuss shopping.

Week 6. To be able to describe shopping preferences using 3 tenses.

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

explain the rules of the perfect (past) tense in French name a variety of leisure activities in French explain the 3 different tenses in French and patterns of tense recognition name the key verbs related to shopping show you online resources used in lessons to compliment learning

Homework:    

A vocabulary learning task.

A worksheet/language task to complete.

An independent learning/research task.

ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:       

In class teacher assessment of student performance/feedback Observation of students in class Student assessment in AfL & own target setting Assessment of home work tasks and summative homework task with GCSE guidance grades Departmental progress monitoring Whole school Academic review Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: FRENCH Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure/Holidays Description of lessons: Week 7.

Week 8.

To be able to discuss fashion and view on fashion To be able to give detailed descriptions of fashion preferences, using 3 tenses Week 9.

Recognition and understanding of new technologies and their use in modern life Week 10. Holidays: understanding descriptions on holidays and describing your own Week 11. Developing detailed descriptions of holidays, using 3 tenses Week 12. Discussing future/dream holidays with a focus on the conditional tense Outcomes: Ask your son or daughter if they can …      

Name a variety of items of clothing in French Give opinions on fashion e.g. if they like designer labels Tell you about the French fashion industry Show you some web sites relating to French fashion Tell you about a variety of holiday options in France show you online resources used in lessons to compliment learning

Homework:       

A vocabulary learning task.

A worksheet/language task to complete.

An independent learning/research task.

ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites) A summative independent written task.

Revision for a forthcoming exam Preparation for a forthcoming controlled assessment

Assessment:       

In class teacher assessment of student performance/feedback Observation of students in class Student assessment in AfL & own target setting Assessment of home work tasks and summative homework task with GCSE guidance grades Departmental progress monitoring Whole school Academic review Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: FRENCH Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Holidays/Lifestyle Description of lessons: Week 13. Holiday activities (leisure) Week 14. Holiday activities (cultural) Week 15. Controlled Assessment planning and preparation Week 16. Lifestyle – revision of food and drink Week 17. Understanding about and discussion on diet Week 18. Understanding about and discussion on well-being Outcomes: Ask your son or daughter if they can …  Tell you about a variety of holiday activities in French  Explain the controlled assessment process  Name a variety of food & drink words in French  Name the key verbs re: diet & well-being (eating, drinking, relaxing etc)  show you online resources used in lessons to compliment learning Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: FRENCH Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Lifestyle/Relationship & Choices Description of lessons: Week 19. Key language, honing listening and reading skills on smoking Week 20. Understanding & discussion of issues around smoking Week 21. Key language, honing listening and reading skills on drugs Week 22. Understanding & discussion of issues around alcohol and drugs Week 23. Revision of family – vocabulary and simple descriptions Week 24. Understanding descriptions on and describing family members and relationships Outcomes: Ask your son or daughter if they can …  Name key vocabulary related to smoking/tobacco  Name key vocabulary related to alcohol and drugs  Name key vocabulary relating to family members  show you online resources used in lessons to compliment learning Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: FRENCH Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Lifestyle Description of lessons: Week 25. Focus on the future tense (differentiate between the immediate future/future tenses) Week 26. Understanding and discussion of future plans Week 27. Equal Opportunities – new language, honing listening and reading skills Week 28. Discussion and development of equal opportunities with exam style practice Week 29. Revision & Exam practice Week 30. Revison and Exam practice Outcomes: Ask your son or daughter if they can …  Explain how the future tense works  Name key vocabulary re: equal opportunities  Review year 10 themes & summarise learning Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: FRENCH Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Lifestyle Description of lessons: Week 31. Racism – new language, honing listening and reading skills Week 32. Discussion and development of racism with exam style practice Week 33. Poverty – new language, honing listening and reading skills Week 34. Discussion and development of poverty with exam style practice Week 35. Work Experience Week 36. Work Experience Outcomes: Ask your son or daughter if they can …  Give examples of vocabulary learnt on the above themes  Show you articles on the above themes  show you online resources used in lessons to compliment learning  Show you where to find past exam papers on the AQA web site Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: GERMAN Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Lifestyle: Health Description of lessons: Week 37. The body, illnesses and ailments Week 38. To be able to consult a doctor and describe physical ailments Week 39. Food & drink – introduction of key vocabulary and language Week 40. Preferences re: food & drink Week 41. Healthy eating – understanding descriptions on and discussing balanced diet Week 42. Well-being – introduction of key vocabulary and language structures Outcomes: Ask your son or daughter if they can …  Name parts of the body in German  Name a variety of food and drink in German  Say a variety of opinion phrases  Give key verbs relating to well-being (relaxing, sleeping, eating etc)  show you online resources used in lessons to compliment learning Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: GERMAN Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure Description of lessons: Week 43. Controlled Assessment planning and preparation Week 44. Developing understanding of & discussion of stress, relaxation, exercise, fitness Week 45. Smoking – Developing understanding of & discussion of issues around smoking Week 46. Alcohol - Developing understanding of & discussion of issues around alcohol Week 47. Drugs - Developing understanding of & discussion of issues around drugs Week 48. Planning and preparation of controlled assessment in January.

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

Say key words related to smoking Say key words related to alcohol Say key words relating to drugs Give key verbs relating to well-being (relaxing, sleeping, eating etc) show you online resources used in lessons to compliment learning

Homework:    

A vocabulary learning task.

A worksheet/language task to complete.

An independent learning/research task.

ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:       

In class teacher assessment of student performance/feedback Observation of students in class Student assessment in AfL & own target setting Assessment of home work tasks and summative homework task with GCSE guidance grades Departmental progress monitoring Whole school Academic review Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: GERMAN Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure: Free Time & the Media Description of lessons: 1. Interests and hobbies – key vocabulary and understanding audio and read texts 2. Interests and hobbies – developing personal descriptions with a focus on 3 tenses 3. Pocket money – to describe how much you receive and how you like to spend your money 4. Clothing vocabulary and key structure relating to clothes 5. Develop understanding and descriptions on fashion (e.g. designer clothes) 6. New technology: to be able to understand and describe others’ and personal use of new technology Outcomes: Ask your son or daughter if they can …  Name a variety of hobbies in German  Name a variety of clothes in German  Show you some web sites related to clothes/fashion in Germany  Name examples of new technologies in German  Show you some online resources/tasks relating to this theme Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: GERMAN Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure: Holidays Description of lessons: Week 49. Introduce countries and popular holiday destinations Week 50. Transport key vocabulary and personal experiences Week 51. Discussion of pros and cons of different modes of transports Week 52. Introduction of holiday activities Week 53. Introduce and drill of weather phrases Week 54. Controlled assessment planning and preparation Outcomes: Ask your son or daughter if they can …  Tell you about a variety of holiday options in Germany  show you online resources used in lessons to compliment learning  show you German web sites relating to holidays  explain the controlled assessment task and success criteria  show you the AQA web site with exam board guidance Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam.  Preparation for a forthcoming controlled assessment.

Assessment:  In class teacher assessment of student performance/feedback.  Observation of students in class.  Student assessment in AfL & own target setting.  Assessment of home work tasks and summative homework task with GCSE guidance grades.  Departmental progress monitoring.  Whole school Academic review.  Formal assessment in Speaking and Writing controlled assessments.

Key Stage 4 Subject: GERMAN Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Lifestyle: Relationships and choices Description of lessons: Week 55. Holiday activities with weather Week 56. Developing detailed holiday descriptions using all 3 tenses Week 57. Introduction of family members and pets Week 58. Family situations and relationships Week 59. Future relationships and marriage Week 60. Future plans and aspirations Outcomes: Ask your son or daughter if they can …  Name family members in German  Name a variety of pets in German  Show you some online resources/tasks relating to this theme  Give some examples of future plans in German Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: GERMAN Year: 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure/Social Issues Description of lessons: Week 61. Gender Equality Week 62. Racial issues Week 63. Poverty Week 64. Exam practice on yr 10 themes Week 65. Work Experience Week 66. Work Experience Outcomes: Ask your son or daughter if they can …  Give examples of key vocabulary learnt on the above themes  Show you articles on the above themes  show you online resources used in lessons to compliment learning  Show you where to find past exam papers on the AQA web site Homework:  A vocabulary learning task.  A worksheet/language task to complete.  An independent learning/research task.  ICT tasks (in Kerboodle/ linguascope/GCSE Bitesize or other recommended MFL web sites)  A summative independent written task.  Revision for a forthcoming exam  Preparation for a forthcoming controlled assessment Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework task with GCSE guidance grades  Departmental progress monitoring  Whole school Academic review  Formal assessment in Speaking and Writing controlled assessments

Key Stage 4 Subject: SPANISH Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Introductions / Where I live Description of lessons: Week 67. To be able to introduce themselves as well as other relatives / friends Week 68. To be able to include marital status and physical appearance Week 69. To be able to describe your house (rooms) Week 70. To be able to describe your bedroom (furniture, positions) Week 71. To be able to describe your local area (places in town and amenities) Week 72. To recognise and use the PRESENT TENSE in full Outcomes: Ask your son or daughter if they can …  Remember all numbers up to 100, talk about themselves in Spanish  Know all the endings for the present tense in Spanish  Describe their family and extended family  Describe their house in full with a variety of opinions and connectives  Describe their hometown Homework:  Learn topic specific vocabulary (vocab tests every fortnight)  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description on an aspect/all aspects of “your house”  Consolidation/revision tasks  Complete two extended pieces of writing on LOCAL AREA and FAMILY Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework tasks in weeks 3 and 6 with GCSE grades  Departmental progress monitoring  Whole school Academic review

Key Stage 4 Subject: SPANISH Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: School Life and Daily routine Description of lessons: Week 73. To be able to talk about subjects and extra activities including sophisticated opinions Week 74. To be able to talk about teachers and school life Week 75. To be able to describe their school facilities and uniform Week 76. To be able to talk about what they do on a daily basis including at what time Week 77. To be able to recognise and use REFLEXIVE VERBS Week 78. To be able to invite someone to do an activity, and arrange it Outcomes: Ask your son or daughter if they can …  Know at least 12 subjects in Spanish and 10 adjectives to describe them  Know at least 8 new words to describe their school and 12 words to describe their uniform  Know how to tell the time in Spanish correctly  Describe their daily routine  Invite someone out  Name 4 differences between Spanish and British schools Homework:  Learn topic specific vocabulary (vocab tests every fortnight)  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description on school matters, uniform, etc  Consolidation/revision tasks  Complete two extended pieces of writing on SCHOOL LIFE and DAILY ROUTINE on weeks 3 and 6 Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework tasks in weeks 3 and 6 with GCSE grades  Departmental progress monitoring  Whole school Academic review

Key Stage 4 Subject: SPANISH Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Hobbies Description of lessons: Week 79. To be able to talk about their past time activities, including sports Week 80. To be able to discuss Spanish newspapers and magazines as well as films.

Week 81. To be able to use the PRETERITE tense in full, including a few irregulars Week 82. To be able to talk about the pros and cons of the Internet and new technologies Week 83. Understand the requirements of the controlled assessments and plan it Week 84. Be able to plan and write their assessments Outcomes: Ask your son or daughter if they can …  Know at least 12 sports in Spanish and 6 adjectives to describe them  Know at least 10 new words to describe their past time activities  Describe what a magazine is about and express their opinion about it  Describe a film including genre, actors, opinions, etc  Talk about the internet and how it can be used in different ways  Remember all the PRETERITE tense endings from memory Homework:  Learn topic specific vocabulary (vocab tests every fortnight)  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description of a particular hobby including how they started to get into it  Consolidation/revision tasks  Complete two extended pieces of writing on HOBBIES and THE CINEMA on weeks 3 and 5 Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework tasks in weeks 3 and 5 with GCSE grades  PREPARATION FOR FIRST CONTROLLED ASSESSMENT on “hobbies”

Key Stage 4 Subject: SPANISH Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Helping at Home Description of lessons: Week 85. To be able to write their controlled assessment in class Week 86. To be able to talk about household chores using 3 time frames Week 87. To be able to extend their writing pieces with new time frames and new connectives Week 88. To be able to discuss TV programmes and viewing habits at home. Opinions Week 89. To be able to talk / write about but one should / shouldn’t do to have a good lifestyle Week 90. To talk about the pros and cons of tv and sedentary life Outcomes: Ask your son or daughter if they can …  Know at least 10 new phrases related to chores  Go beyond the “basics” and extend their opinions with connectives  Describe a TV programme they like and others they hate and WHY  Write about the good and bad aspects of television  Combine 3 different time frames in order to talk / write about helping around the house Homework:  Learn topic specific vocabulary (vocab tests every fortnight)  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description of what they do to help at home  Consolidation/revision tasks  Complete one extended piece of writing on HOUSE LIFE Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework tasks in weeks 3 and 5 with GCSE grades

Key Stage 4 Subject: SPANISH Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Holidays Description of lessons: Week 91. To be able talk about their holidays including destination and opinons Week 92. Discuss holiday arrangements such as accommodation, weather, activities…

Week 93. To be able to describe their hotel room.

Week 94. To be able to write and learn a holiday report on their own Week 95. To be able to understand a leaflet / brochure at the Tourist Information Office Week 96. To be independent enough to combine 3 different time frames in their Speaking Ass. Outcomes: Ask your son or daughter if they can …  Narrate past events related to holidays  Know at least 8 weather phrases they can also use in the PRETERITE tense  Describe a hotel rooms including its features as well as book a room themselves  Plan their own holiday report with 3 tenses, opinions and a variety of different activities  Talk about their past holidays from memory for at least 4 minutes Homework:  Learn topic specific vocabulary (vocab tests every fortnight)  Complete language consolidation tasks (work sheet)/short written exercise  Write a summative description of a PAST HOLIDAY  Consolidation/revision tasks  Complete one extended piece of writing on HOLIDAY ACTIVITIES AND EVENTS Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework  SPEAKING ASSESSMENT WITH THE TITLE “MY PAST HOLIDAY”

Key Stage 4 Subject: SPANISH Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Food and Drink / Shopping Description of lessons: Week 97. To be able to memorise all new words related to food and drink. Use Demonstratives Week 98. Discuss healthy and unhealthy eating habits in Spanish as well as traditional food Week 99. To be able to understand a restaurant menu as well as design their own Week 100. To be able to understand measurements and use new vocab re. food packaging Week 101. To be able to discuss the pros and cons of small shops and shopping centres Week 102. To be able to discuss problems at the shop such as exchanges, getting money back…

Outcomes: Ask your son or daughter if they can …  Remember at least 20 words related to fruit, veg, meat and drink in Spanish  Describe a traditional Spanish meal in Spanish with its ingredients  Book a table in a restaurant and order their food from a menu  Talk about their preference towards shops v shopping centres  Ask to try something on in the shop, get the receipt, get a refund or money back Homework:  Learn topic specific vocabulary (vocab tests every fortnight)  Complete language consolidation tasks (work sheet)/short written exercise  Write two summative pieces of writing on FAVUIRITE FOOD / DRINK and SHOPPING  Consolidation/revision tasks Assessment:  In class teacher assessment of student performance/feedback  Observation of students in class  Student assessment in AfL & own target setting  Assessment of home work tasks and summative homework

Key Stage 4 Subject: MUSIC Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Performing Description of lessons: Preparation of this will be done on a week to week basis over the two years with each individual’s instrumental music teacher. The music department will check progression on a half termly rota of either solo or ensemble performance in the form of a mock performance exam in class which will be recorded. Dates of these mock exams are printed in the Music Department dates diary at the start of each academic year.

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

Perform their solo performance piece of music.

Perform their ensemble piece of music.

Homework: 

To practice for at least 20 minutes a day either their solo and/or ensemble piece.

Assessment: This will take place in class at half termly intervals in the form of a mock performance exam.

Key Stage 4 Subject: MUSIC Year: Year 10

Term: Autumn Spring Summer

Topic/Module: Strand 1:The Western Classical Tradition Description of lessons: Week 1 & 2: Week 3 & 4: Week 5 & 6: Week 7 & 8: Week 9 & 10: Week 11 & 12:

Introduction and The Baroque Orchestra Baroque Genres The Concerto Music for Voices: Choral Music Music for voices: Operas and Songs Chamber Music and the Sonata

Half Term: 1st half 2nd half

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

Identify the ‘ W estern Classic Tradition’ as a genre of music Identify Composers from that period Identify terms and devices from the tradition Identify the different styles of music from this period from the categories stated above.

Homework:    

Listen to Music from this period and identify musical devices.

Research Composers from this period of Music.

Learn Terms and devices from this period.

Identify terms and devices from this period of Music.

Assessment: This Unit will be assessed through a variety of listening tests and activities and some exam based questions.

Key Stage 4 Subject: MUSIC Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Group composition of the chosen area of study for unit 2 : Composing and Appraising Music Description of lessons: Week 7.

Introduction the area of study to focus on as a composition (W estern classical, Pop or World Music).

Week 8.

Listen to and discuss/analysis of the set style and preparation for group work.

Week 9.

Compose a piece of music in the chosen style in a group situation.

Week 10. Develop a piece of music in the chosen style in a group situation.

Week 11. Develop a piece of music in the chosen style in a group situation.

Week 12. Peer and self-Assessment of the Composition.

Outcomes: Ask your son or daughter if they can …  Compose identify elements, instruments and devices used in the chosen style.  Discuss a suitable structure for the composition.

Homework:   

Learn key terms for chosen style of music.

Learn notations to help develop composition.

Use own time on to complete composition for a performance.

Assessment: This Unit will be assessed through the compositions produced in a group situation.

Key Stage 4 Subject: MUSIC Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Composition of the chosen area of study for unit 2 : Composing and Appraising Music

Description of lessons: Week 13. Introduction the area of study to focus on as a composition (W estern classical, Pop or World Music).

Week 14. Listen to and discuss/analysis of the set style and preparation for individual work.

Week 15. Compose a piece of music in the chosen style on either Logic or Sibelius.

Week 16. Develop a piece of music in the chosen style.

Week 17. Develop a piece of music in the chosen style.

Week 18. Peer and self-Assessment of the Composition. What can be done next?

Outcomes: Ask your son or daughter if they can …  Compose identify elements, instruments and devices used in the chosen style.  Discuss a suitable structure for the composition.

Homework:  Learn key terms for chosen style of music.  Learn notations to help develop composition.  Use own time on to complete composition for a performance.

Assessment: This Unit will be assessed through the compositions produced on the Macintosh Computers.

Key Stage 4 Subject: MUSIC Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Composition ‘Using Sibelius’ Description of lessons: Week 25.

Introduction to using Sibelius.

Week 26.

Introduction to using Sibelius.

Week 27.

Compose an 8 bar chord structure using Sibelius.

Week 28.

Compose a bass line to fit with the chord structure.

Week 29.

Compose a melody to fit with the chord structure.

Week 30.

Peer and self-Assessment of the Composition.

Outcomes: Ask your son or daughter if they can …  Compose an 8 bar chord Structure.  Compose an 8 bar bass line.  Compose an 8 bar melody.

Homework:  Learn key commands and short cuts for Sibelius.  Learn notations to help develop composition.  Use own time on Macintosh computers to complete composition.

Assessment: This Unit will be assessed through the compositions produced.

Subject: MUSIC Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Composition ‘Using Logic’ on the Macintosh computers.

Description of lessons: Week 31.

Introduction to using Logic.

Week 32.

Introduction to using Logic.

Week 33.

Compose an 8 bar chord structure using Logic.

Week 34.

Compose a bass line to fit with the chord structure.

Week 35.

Compose a melody to fit with the chord structure.

Week 36.

Peer and self-Assessment of the Composition.

Outcomes: Ask your son or daughter if they can …  Compose an 8 bar chord Structure.  Compose an 8 bar bass line.  Compose an 8 bar melody.

Homework:  Learn key commands and short cuts for Logic.  Learn notations to help develop composition.  Use own time on Macintosh computers to complete composition.

Assessment: This Unit will be assessed through the compositions produced.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK D) Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Religion & Early Life Description of lessons:           

What is Sanctity of Life?

When does life begin? Why does this question matter?

What does ‘quality of life’ mean? W hy is this an issue for abortion?

What is UK law on abortion?

Who has rights when considering the question of pregnancy & abortion?

Key attitudes to abortion: What are pro-life & pro-choice?

What are Christian attitudes to abortion?

What are Humanist attitudes to abortion?

What are the alternatives to abortion? Adoption, Fostering & keeping.

Case studies: How can we apply our knowledge to actual situations?

11&12. Preparation and assessment.

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

Describe what is meant by terms such as sanctity of life & quality of life.

Explain how these concepts are related to the issue of abortion.

Explain ideas of rights and law surrounding the issue of abortion.

Explain key arguments on abortion used by pro-life & pro-choice groups.

Analyse and evaluate these ideas, giving reasons for their responses.

Explain key religious/non-religious ideas on abortion.

Link these ideas to general pro-life & pro-choice positions.

Explain possible alternatives to abortion.

Provide a more detailed analysis & evaluation of the ideas encountered when applied to actual case studies.

Homework:       

Key terms research.

Research task: UK Law and abortion (including background).

Research task: Key pro-life & pro-choice groups.

Personal evaluation: Is abortion too easy an option in the UK? Research task – alternatives to abortion: Fostering & Adoption.

Case study discussion preparation – key character response research.

Enhance preparation for GCSE practice question.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module GCSE graded exam questions.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK D) Year: Year 10

Term: Autumn Spring Summer

Half Term: 2nd half 1st half

Topic/Module: Religion, War & Peace (Module runs over part of the 1st & 2nd half of Autumn Term) Description of lessons:           

What causes war? W hy do communities fight?

Key examples of conflict. What & W hy? How do people fighting feel?

What role do ideas of peace, justice & sanctity of life play when considering war?

What is meant by Just war & Holy war? What is Just War Theory?

What is pacifism? Why are some people pacifists?

Religious & non-religious responses to war & pacifism.

Key responses: King, Torres & Bonhoeffer.

Victims of war. W hat happens to refugees, the injured, etc?

Who works for peace? The Red Cross, individual campaigners.

Arguments surrounding terrorism, WMDs, the use of nuclear weapons, etc.  11&12. Preparation and assessment.

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

  

Describe the reasons why communities fight & the effects of fighting on the individual/community Explain how ideas of peace, justice & sanctity of life play a part when considering the issue of war Explain what is meant by the terms holy war & just war. Explain the Just war rules & apply them to key conflicts Explain what pacifism is and why people might be pacifists Explain religious responses to war & pacifism. Give reasons for these responses.

Analyse the strengths & weaknesses of each position Analyse & evaluate the work of such as the Red Cross, NATO, NATO peacekeeping forces, etc.

Analyse and evaluate key issues such as terrorism, the ownership & potential use of WMDs, Nuclear W eapons, etc.

Apply religious & non-religious teachings to all of the above.

      

D Day Diary.

What were the Crusades? How were they seen as a ‘holy war?’

Key Research: Camillo Torres & Dietrich Bonhoeffer.

Refugee case study.

Who are the Red Cross? What do they do? W hy?

Political post cards – arguments for & against ownership of nuclear weapons.

Enhance preparation for GCSE practice question.

      

 Homework:

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK D) Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Religious Attitudes to matters of life (Medical Ethics) (Module runs over part of the 2nd half of Autumn Term & 1st half of Spring Term) Description of lessons:         

What are cloning, stem cell research, embryology, etc?

What issues are raised by the above medical technologies?

How is the concept of sanctity of life related to these technologies?

How do religious & Humanist groups respond to these technologies?

Why? Other key issues – transplant surgery, blood transfusions & experiments On humans.

What is Fertility Treatment? What methods of Fertility Treatment are available?

What are the implications of artificial methods of reproduction for those who take part and for the children produced?  Are children a right or a blessing? If a right, for whom?  What are religious & Humanist attitudes to Fertility Treatment? Why?  Case studies: How can we apply our knowledge to actual situations?  11&12. Preparation and assessment.

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

Describe all key medical ethical techniques studied.

Explain the key ethical issues raised by these techniques & apply the concept of sanctity of life to these issues.

Explain religious & non-religious responses to these techniques, giving reasons.

Evaluate these responses, giving their own reasons.

Explain issues surrounding infertility & fertility treatment.

Explain Religious & non-religious attitudes to Fertility Treatment.

Analyse & evaluate these responses.

Explain their own views, giving reasons/using evidence.

Apply key approaches to case studies, again giving reasons & justifying with evidence.

Homework:      

Key terms research.

Letter to the Editor! Religious views on stem cell research.

Research – Religious attitudes to fertility treatment.

VLE debate – where do you stand on fertility treatment? W hy?

Case study preparation. What does my character think about medical ethical issues?

Why? Enhance preparation for GCSE practice question.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module GCSE graded exam questions.

Subject: RE - ETHICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Religious Attitudes to Elderly & Death (Euthanasia) (This module to run over some of the 1st & 2nd half of Spring Term) Description of lessons:           

How do the concepts of the sanctity and quality of life relate to elderly people?

What issues are faced by the elderly? (include role within the family, ageism & health) How should we care for the elderly? Who is responsible for that care?

What should be done when an elderly person is critically ill? When should we continue life using artificial means? (life support) How do we decide when to turn off life support?

What is euthanasia? What is UK law on euthanasia?

Why might we consider euthanasia? Should people have the right to choose euthanasia as a right of self-determination?

What are active & passive euthanasia? Euthanasia as a contemporary issue.

What are religious & Humanist views on euthanasia? Why? What are the alternatives to euthanasia? Why so some people see these as a better option?

How do religious & non-religious groups approach death ideas of what happens after death?

11&12. Preparation and assessment.

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

Describe what is meant by key terms such as euthanasia, active & passive euthanasia, etc.

Explain the links between quality of life, sanctity of life and attitudes to the care of the elderly & euthanasia.

Explain the issues raised by life as an elderly person, especially related to role in the family/society, healthcare, etc.

Explain the general arguments for and against euthanasia, giving reasons.

Analyse & evaluate these arguments, using evidence to justify different views.

Summarize Christian and Humanist teachings on euthanasia & the care of the elderly, with reasons.

Apply these teachings to key case studies.

Homework:   

Family research: W hat issues are faced by the elderly in UK society?

VLE Forum on who should take responsibility for care of the elderly Short written report on euthanasia & UK/International Law.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK D) Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Religious Attitudes to Crime & Punishment (This module to run over some of the 2nd half of Spring Term & 1st half of Summer Term) Description of lessons:           

What are the key religious & non-religious ideas surrounding law and order?

What are concepts of right and wrong, conscience, duty and responsibility? Where do these concepts come from?

What are the causes of crime? (including social, environmental and psychological explanations) What are the different types of crimes? (including against the person, property and the state and religious offences) What are the aims of punishment? (protection, retribution, deterrence, reformation, vindication and reparation) How can different forms of punishment achieve the aims of punishment? (including: the handling of young offenders, the effects of imprisonment, the meaning and implications of life imprisonment, issues arising out of parole and early release) What do Christians and Humanists say about crime & punishment? Why? Is the death penalty (capital punishment) ever appropriate? Why/Why not?

What are the alternatives to prison? (including electronic tagging, probation, fines and community service and the debate about prison reform).

Case studies – how can we effectively deal with the issue of crime in the community?

11&12. Preparation and assessment

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

Describe the key ideas set around law & order.

Explain the different types of crime and recognised causes of crime.

Explain the 6 key aims of punishment.

Analyse & evaluate the ways different types of punishment might meet the 6 aims of punishment.

Analyse & evaluate the arguments surrounding capital punishment.

Explain modern alternatives to prison and how they might satisfy the 6 aims of punishment.

Summarize Christian and Humanist teachings on crime & punishment.

Apply the above teachings to specific case studies.

Homework:     

Research on statistics connected with crime & punishment in the UK. Research on the impact of crime on individuals and the community.

VLE Forum on the effectiveness of prison in dealing with crime.

Letter to the editor! Capital Punishment.

Case study preparation.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module GCSE graded exam questions.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK N) Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Religion & Early Life Description of lessons:  What is Sanctity of Life?  When does life begin? Why does this question matter?  What does ‘quality of life’ mean? W hy is this an issue for abortion?  What is UK law on abortion?  Who has rights when considering the question of pregnancy & abortion?  Key attitudes to abortion: What are pro-life & pro-choice?  What are Christian attitudes to abortion?  What are Humanist attitudes to abortion?  What are the alternatives to abortion? Adoption, Fostering & keeping.  Case studies: How can we apply our knowledge to actual situations?  11&12. Preparation and assessment Outcomes: Ask your son or daughter if they can …  Describe what is meant by terms such as sanctity of life & quality of life.  Explain how these concepts are related to the issue of abortion.  Explain ideas of rights and law surrounding the issue of abortion.  Explain key arguments on abortion used by pro-life & pro-choice groups.  Analyse and evaluate these ideas, giving reasons for their responses.  Explain key religious/non-religious ideas on abortion.  Link these ideas to general pro-life & pro-choice positions.  Explain possible alternatives to abortion.  Provide a more detailed analysis & evaluation of the ideas encountered when applied to actual case studies.

Homework:  Key terms research.  Research task: UK Law and abortion (including background).  Research task: Key pro-life & pro-choice groups.  Personal evaluation: Is abortion too easy an option in the UK?  Research task – alternatives to abortion: Fostering & Adoption.

Assessment:  Ongoing teacher assessment of participation/key work produced.  End of Module GCSE graded exam questions.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK N) Year: Year 10

Term: Autumn Spring Summer

Half Term: 2nd half 1st half

Topic/Module: Religion, War & Peace Description of lessons:           

What causes war? W hy do communities fight?

Key examples of conflict. What & W hy? How do people fighting feel?

What role do ideas of peace, justice & sanctity of life play when considering war?

What is meant by Just war & Holy war? What is Just War Theory?

What is pacifism? Why are some people pacifists?

Religious & non-religious responses to war & pacifism.

Key responses: King, Torres & Bonhoeffer.

Victims of war. W hat happens to refugees, the injured, etc?

Who works for peace? The Red Cross, individual campaigners.

Arguments surrounding terrorism, WMDs, the use of nuclear weapons, etc.?

11&12. Preparation and assessment.

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

Describe the reasons why communities fight & the effects of fighting on the individual/community.

Explain how ideas of peace, justice & sanctity of life play a part when considering the issue of war.

Explain what is meant by the terms holy war & just war. Explain the Just war rules & apply them to key conflicts.

Explain what pacifism is and why people might be pacifists.

Explain religious responses to war & pacifism. Give reasons for these responses.

Analyse the strengths & weaknesses of each position.

Analyse & evaluate the work of such as the Red Cross, NATO, NATO peacekeeping forces, etc.

Analyse and evaluate key issues such as terrorism, the ownership & potential use of WMDs, Nuclear W eapons, etc.

Apply religious & non-religious teachings to all of the above.

Homework:   D Day Diary.  What were the Crusades? How were they seen as a ‘holy war?’  Key Research: Camillo Torres & Dietrich Bonhoeffer.  Refugee case study.  Who are the Red Cross? What do they do? W hy?  Political post cards – arguments for & against ownership of nuclear weapons.  Enhance preparation for GCSE practice question.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK N) Year: Year 10

Term: Autumn Spring Summer

Half Term: 2nd half 1st half

Topic/Module: Religious Attitudes to matters of life (Medical Ethics) Description of lessons:       

What are cloning, stem cell research, embryology, etc.?

What issues are raised by the above medical technologies?

How is the concept of sanctity of life related to these technologies?

How do religious & Humanist groups respond to these technologies? Why? Other key issues – transplant surgery, blood transfusions & experiments on humans.

What is Fertility Treatment? What methods of Fertility Treatment are available?

What are the implications of artificial methods of reproduction for those who take part and for the children produced?

Are children a right or a blessing? If a right, for whom?

What are religious & Humanist attitudes to Fertility Treatment? Why? Case studies: How can we apply our knowledge to actual situations?

11&12. Preparation and assessment

   

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

Describe all key medical ethical techniques studied Explain the key ethical issues raised by these techniques & apply the concept of sanctity of life to these issues.

Explain religious & non-religious responses to these techniques, giving reasons.

Evaluate these responses, giving their own reasons.

Explain issues surrounding infertility & fertility treatment.

Explain Religious & non-religious attitudes to Fertility Treatment.

Analyse & evaluate these responses.

Explain their own views, giving reasons/using evidence.

Apply key approaches to case studies, again giving reasons & justifying with evidence.

      

Homework:  Key terms research.  Letter to the Editor! Religious views on stem cell research.  Research – Religious attitudes to fertility treatment.  VLE debate – where do you stand on fertility treatment? W hy?  Case study preparation. What does my character think about medical ethical issues?

Why?  Enhance preparation for GCSE practice question.

Assessment:  

Ongoing teacher assessment of participation/key work produced.

End of Module GCSE graded exam questions.

Key Stage 4 Subject: RE - ETHICS & PHILOSOPHY (BLOCK N) Year: Year 10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Religious Attitudes to Crime & Punishment Description of lessons: Week 1.

Week 2.

What are the key religious & non-religious ideas surrounding law and order?

What are concepts of right and wrong, conscience, duty and responsibility?

Where do these concepts come from?

Week 3. What are the causes of crime? (including social, environmental and psychological explanations) Week 4. What are the different types of crimes? (including against the person, property and the state and religious offences) Week 5. What are the aims of punishment? (protection, retribution, deterrence, reformation, vindication and reparation) Week 6. How can different forms of punishment achieve the aims of punishment? (including: the handling of young offenders, the effects of imprisonment, the meaning and implications of life imprisonment, issues arising out of parole and early release) Week 7. What do Christians and Humanists say about crime & punishment? Why? Week 8. Is the death penalty (capital punishment) ever appropriate? Why/Why not?

Week 9. What are the alternatives to prison? (including electronic tagging, probation, fines and community service and the debate about prison reform).

Week 10. Case studies – how can we effectively deal with the issue of crime in the community?

Week 11.Ask 11&12. and ifassessment.

Outcomes: your Preparation son or daughter they can …       

Describe the key ideas set around law & order.

Explain the different types of crime and recognised causes of crime.

Explain the 6 key aims of punishment.

Analyse & evaluate the ways different types of punishment might meet the 6 aims of punishment.

Analyse & evaluate the arguments surrounding capital punishment.

Explain modern alternatives to prison and how they might satisfy the 6 aims of punishment.

Summarize Christian and Humanist teachings on crime & punishment.

Homework:  Research on statistics connected with crime & punishment in the UK.  Research on the impact of crime on individuals and the community.  VLE Forum on the effectiveness of prison in dealing with crime.  Letter to the editor! Capital Punishment.  Case study preparation.

Assessment:  Ongoing teacher assessment of participation/key work produced.  End of Module GCSE graded exam questions.

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: The participant as an individual Description of lessons: Week 103.

Week 104.

Week 105.

Week 106.

Week 107.

Week 108.

Week 109.

Age Gender Somatotype Disability Risk & Environment Training Assessment

Outcomes: Ask your son or daughter if they can … a. Explain the effects of performance at various ages up to and including retirement b. Explain what their bodies can and cannot do as they go through periods of development c. Explain how physical, mental, temporary or permanent disability can affect participation and performance in physical activity d. Explain how physique, metabolism and hormones can affect participation and performance in physical activity e. Know the most suitable body type for a particular sport or playing role/position within that sport f. Have knowledge of the particular sports for each type and the reasons for their suitability g. Know how weather, pollution, altitude, humidity, and access to facilities and terrain can affect the participant and their performance in physical activity h. Understand risk assessment and risk control for themselves and others to participate safely in different environments i. Explain the effects and needs of different demands from different activities j. Know how funds and the time available affect the participant and their performance in physical activity Students should also understand that taking part in physical activity of any sort, for any reason, involves developing physical and mental capacity to respond to the demands of performance.

Homework: Out of lessons, at home students will be expected to complete at least 1 piece of written 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  ICT tasks  Revision for forthcoming assessments.  An independent learning task Assessment:  End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Physical and mental demands of performance Description of lessons: Week 1 Stress Week 2 Fatigue Week 3 Respiratory system Week 4 Circulatory system Week 5 Injury Week 6 Aerobic & Anaerobic energy production Outcomes: Ask your son or daughter if they can … 

Explain how and when fatigue and stress occur, and the effects on skill level, including the following, Personality/emotions, Tension/anxiety, Aggression, Motivation/arousal, Boredom/tedium, and Feedback/criticism.



Explain how precautions are taken to prevent injury. The use of correct techniques and safe practice and clothing/equipment. Also how following rules/codes of conduct prevent injuries.

Explain the function and role of the blood in the transport of oxygen, glucose and waste products, body temperature control and protection, link to aerobic and anaerobic.

Understand that Oxygen debt is the result of muscles respiring anaerobically during vigorous exercise and producing a mild poison called lactic acid.



  

Explain the recovery process from vigorous exercise.

Explain aerobic respiration in the presence of oxygen,



Explain anaerobic respiration in the absence of oxygen.

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  Revision for forthcoming assessments.  an independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Health, fitness and a healthy active lifestyle

Description of lessons: Week 1 Difference between Health & Fitness Week 2 Components of fitness Week 3 Skeletal System Week 4 Joint analysis Week 5 Muscular System Week 6 Assessment Outcomes: Ask your son or daughter if they can … 

Explain the differences between health and fitness and how they are related.



Give examples of how to adapt a healthy active lifestyle

 

Be able to give a definition and a sport for each component of fitness Understand the make up of the Skeletal and muscular systems

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  Revision for forthcoming assessments.  An independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Training Description of lessons: Week 1Principles of training Week 2 Methods of training Week 3 Applying the principles of training to the methods of training Week 4 Training zones, rest & recovery Week 5 Periodisation Week 6 Training environment Outcomes: Ask your son or daughter if they can … 

Give specific exercises including advantages and disadvantages for training and practice to improve fitness/skills/techniques relating to the methods of training



Explain the principles of training and how they can be applied to each training method for a variety of different sports. Aspects of training Calculate training zones Explain the need for rest/recovery.

   

Explain different types of environment e.g. altitude, warm weather Apply the training year – pre-season, competition, closed season to a variety of sports

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  Revision for forthcoming assessments.  An independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Diet Description of lessons: Week 1 Balanced diet Week 2 The importance of each food group for exercise Week 3 Dietary imbalance/ deficiency in obesity & anorexia Week 4 Specialised diets Week 5 Case study Week 6 Assessment Outcomes: Ask your son or daughter if they can … 

Explain how a balanced diet enables the body receives the nourishment it needs to maintain physical health (proteins, carbohydrates, fats, vitamins, minerals, water/fluids, fibre/roughage)



Explain the causes and results on the body of dietary imbalance/deficiency with particular reference to obesity and anorexia Explain special diets for different types and levels of active participation; to include carbohydrate loading and high protein diets.



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  Revision for forthcoming assessments.  An independent learning task.

Assessment: 

End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure and Recreation Description of lessons: Week 1 Leisure Week 2 Recreation Week 3 Lifetime sports Week 4 Work experience Week 5 Work experience Week 6 Assessment Outcomes: Ask your son or daughter if they can …   

Explain how leisure and recreation contribute to a balanced, healthy lifestyle and as a non-competitive, alternative, option leading to lifetime sport.

Be able to understand definitions for Leisure Recreation, Physical recreation & Outdoor recreation Give examples of the benefits of Lifetime sports – which can be carried on throughout life.

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  Revision for forthcoming assessments.  An independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: BTEC SPORT Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Fitness for Sport and Exercise Description of lessons: Week 1 Components of physical fitness Week 2 Components of skill-related fitness Week 3 Why fitness components are important for successful participation in given sports Week 4 Exercise intensity and how it can be determined Week 5 The basic principles of training (FITT) Week 6 Additional principles of training Week 7 Requirements for each of the following fitness training methods Week 8 Additional requirements for each of the fitness training methods Week 9 Fitness training methods Week 10 Fitness test methods for components of fitness Week 11 Importance of fitness testing to sports performers and coaches Week 12 Requirements for administration of each fitness test & Interpretation of fitness test results Outcomes: Ask your son or daughter if they …  know about the components of fitness and the principles of training  know different fitness training methods  Know all the fitness tests that are used to determine fitness levels.

Homework:     

Work sheets Extension tasks from lessons Research work Case studies Online tests

Assessment: 

Online Assessment

Key Stage 4 Subject: BTEC SPORT Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Practical Sports Performance Description of lessons: Week 110.

Week 111.

Week 112.

Week 113.

Week 114.

Week 115.

Week 116.

Week 117.

Week 118.

Week 119.

Week 120.

Week 121.

Week 122.

Week 123.

Rules (or laws) of 2 selected sports Regulations of 2 selected sports Scoring systems of 2 selected sports Application of the rules/laws of sports in different situations Sports and the role of officials Responsibilities of officials Technical and Tactical demands Safe and appropriate participation Skills, techniques and tactics in sport Isolated practices Conditioned practices Competitive Games Observation Checklist Review Performances

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

understand the rules, regulations and scoring systems for selected sports practically demonstrate skills, techniques and tactics in selected sports review sports performances.

Homework:     

Work sheets Extension tasks from lessons Research work Case studies Final Assessment work

Assessment: 

Assessment booklets

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Training

Description of lessons: Week 1Principles of training Week 2 Methods of training Week 3 Applying the principles of training to the methods of training Week 4 Training zones, rest & recovery Week 5 Periodisation Week 6 Training environment Outcomes: Ask your son or daughter if they can … 

Give specific exercises including advantages and disadvantages for training and practice to improve fitness/skills/techniques relating to the methods of training

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Explain the principles of training and how they can be applied to each training method for a variety of different sports. Aspects of training Calculate training zones Explain the need for rest/recovery.

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Explain different types of environment e.g. altitude, warm weather Apply the training year – pre-season, competition, closed season to a variety of sports

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  Revision for forthcoming assessments.  an independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Diet

Description of lessons: Week 1 Balanced diet Week 2 The importance of each food group for exercise Week 3 Dietary imbalance/ deficiency in obesity & anorexia Week 4 Specialised diets Week 5 Case study Week 6 Assessment Outcomes: Ask your son or daughter if they can … 

Explain how a balanced diet enables the body receives the nourishment it needs to maintain physical health (proteins, carbohydrates, fats, vitamins, minerals, water/fluids, fibre/roughage)

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Explain the causes and results on the body of dietary imbalance/deficiency with particular reference to obesity and anorexia Explain special diets for different types and levels of active participation; to include carbohydrate loading and high protein diets.

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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  Revision for forthcoming assessments.  an independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: PE- GCSE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Leisure and Recreation

Description of lessons: Week 1 Leisure Week 2 Recreation Week 3 Lifetime sports Week 4 Work experience Week 5 Work experience Week 6 Assessment Outcomes: Ask your son or daughter if they can …   

Explain how leisure and recreation contribute to a balanced, healthy lifestyle and as a non-competitive, alternative, option leading to lifetime sport.

Be able to understand definitions for Leisure Recreation, Physical recreation & Outdoor recreation Give examples of the benefits of Lifetime sports – which can be carried on throughout life.

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  Revision for forthcoming assessments.  an independent learning task Assessment: 

End of term assessments

Key Stage 4 Subject: PERSONAL DEVELOPMENT The learning programmes for Personal Development cover a wide range of issues that directly impact upon young people as they begin to take their place in society.

The following is an outline of the topics covered in Year 10 Topic/Modules covered: Relationships

Autumn 1st half term

Future Destinations and Work Experience

Autumn 2nd half term

Money matters

Spring 1st half term

Sex and Relationships

Spring 2nd half term

Media

Summer 1st half term

Future Destinations and Work Experience Delivery

Summer 2nd half term

Work covered includes discussions, role plays activities, IT work, research Content      

how to recognise abusive relationships how to find an meaningful work placement developing entrepreneurial skills marketing and advertising for product based sales the influence of the media recognising skills for the work place

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

discuss the tell-tale signs of an abusive relationship apply for work placements based on their future career plans describe how to market a particular product and increase sales debate people’s right to privacy against public interest

Assessment: Discussion, informal observations, skills acquired, opinions expressed

Key Stage 4 Subject: SOCIOLOGY – UNIT 1 Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Studying Society Key content: What are the key social structures, processes and issues involved in Sociology?

Studying Society Key content: What are different ways used by sociologists to research society?

Description of lessons:            

What is society? Key terms linked with how individuals form groups / societies.

How does the sociological approach contrast with ‘common sense’, journalistic or psychological approaches?

How do differing sociological theories explain the ways in which society works?

What is culture? How does it impact on the lives of individuals?

What is a social structure? How do differing structures affect our lives?

What is a social process? How does socialisation help shape individuals?

What is a social process? How do informal and formal agencies of social control regulate behaviour?

What is a social issue? How do these affect individuals / society?

How do sociologists research society? Overview of key terms / issues.

What is quantitative data? How do sociologists gain a suitable sample?

What are the uses of questionnaires?

How does qualitative research differ from quantitative research?

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Show knowledge and understanding of social structures, processes and issues.  Apply knowledge and understanding to both familiar and unfamiliar contexts.  Select, interpret, analyse and evaluate information from different sources.  Write extended answers which address ‘how far’ sociologists would agree / disagree with a range of statements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:  Various written tasks (explaining key concepts / relating them to their own experiences).  Analysis and evaluation of sources of evidence – e.g. examining how the media portrays certain news stories.  Exam practice questions / peer assessment of exemplar answers.  Research tasks into contemporary issues – e.g. using www.direct.gov.uk/en/index.htm.  Students are also encouraged to develop their independent learning skills by researching key themes/ content, e.g. by watching news/ current affairs programmes.  Thorough revision of key course content in preparation for completing exam practice questions.

Assessment: Key concepts test; short answer questions; extended writing tasks.

Key Stage 4 Subject: SOCIOLOGY – UNIT 1 Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Studying Society Key content: What are different ways used by sociologists to research society?

Families Key content: What are families and how have they changed over time?

Description of lessons:               

Qualitative research: what are the uses of interviews?

Qualitative research: what are the uses of observational techniques?

What are the uses of secondary data?

Triangulation: how can methods be combined to study society?

Exam techniques / practice exam question in timed conditions.

What is a family? What does ‘family’ mean to different people?

Family diversity: what are the different types of family which exist?

What is the neo-conventional family? Why has it emerged?

How do differing sociological theories explain the family? Consensus views.

How do differing sociological theories explain the family? Conflict views.

Does marriage still matter?

How does divorce affect families / society?

What are traditional role relationships within the family?

Has the family become more egalitarian?

What is childhood? Why is it said to be socially constructed?

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Show knowledge and understanding of social structures, processes and issues.  Apply knowledge and understanding to both familiar and unfamiliar contexts.  Select, interpret, analyse and evaluate information from different sources.  Write extended answers which address ‘how far’ sociologists would agree / disagree with a range of statements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:    

Various written tasks (explaining key concepts / relating them to their own experiences).

Analysis and evaluation of sources of evidence – e.g. examining how the media portrays certain news stories.

Exam practice questions / peer assessment of exemplar answers.

Research tasks into contemporary issues – e.g. using www.direct.gov.uk/en/index.htm.

 

Students are also encouraged to develop their independent learning skills by researching key themes/ content, e.g. by watching news/ current affairs programmes.

Thorough revision of key course content in preparation for completing exam practice questions.

Assessment: Exam practice question; extended writing tasks; short answer questions.

Key Stage 4 Subject: SOCIOLOGY – UNIT 1 Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Families Key content: How have changes in society affected families?

Education Key content: What is the role of the education system?

Description of lessons:             

How have changing fertility rates and longer life expectancy affected families?

What have governments done with regards to families?

What are the alternatives to the family?

Is the family in decline? What does contemporary research tell us?

Exam techniques / practice exam question in timed conditions.

What is the role / purpose of education?

What are schools for? What are the benefits of home schooling?

How do differing sociological theories explain education? Consensus views.

How do differing sociological theories explain education? Conflict views.

How is educational success measured?

What are the different types of school?

What is learned in schools? Formal & informal education.

How do labelling, setting and the development of subcultures occur?

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Show knowledge and understanding of social structures, processes and issues.  Apply knowledge and understanding to both familiar and unfamiliar contexts.  Select, interpret, analyse and evaluate information from different sources.  Write extended answers which address ‘how far’ sociologists would agree / disagree with a range of statements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:   

Various written tasks (explaining key concepts / relating them to their own experiences).

Analysis and evaluation of sources of evidence – e.g. examining how the media portrays certain news stories.

Exam practice questions / peer assessment of exemplar answers.

  

Research tasks into contemporary issues – e.g. using www.direct.gov.uk/en/index.htm or www.education.gov.uk/performancetables/.

Students are also encouraged to develop their independent learning skills by researching key themes/ content, e.g. by watching news/ current affairs programmes.

Thorough revision of key course content in preparation for completing exam practice questions.

Assessment Exam practice question; extended writing tasks; short answer questions (peer and self assess).

Key Stage 4 Subject: SOCIOLOGY – UNIT 1 Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Education Key content: How has education changed over time and how do differing groups achieve?

Description of lessons:          

Why is education a political issue? History of educational policy up to grammar / secondary modern schools.

Why is education a political issue? Were comprehensives an improvement?

Why is education a political issue? Recent changes from 1988.

What is differential educational achievement? Overview of key issues.

Differential educational achievement: how does social class affect achievement?

Differential educational achievement: how does gender affect achievement?

Differential educational achievement: how does ethnicity affect achievement?

Differential educational achievement: how do school factors compare with those outside the school?

What does contemporary evidence tell us about education in the 21st century?

Exam techniques / practice exam question in timed conditions.

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Show knowledge and understanding of social structures, processes and issues.  Apply knowledge and understanding to both familiar and unfamiliar contexts.  Select, interpret, analyse and evaluate information from different sources.  Write extended answers which address ‘how far’ sociologists would agree / disagree with a range of statements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:   

Various written tasks (explaining key concepts / relating them to their own experiences).

Exam practice questions / peer assessment of exemplar answers.

Research tasks into contemporary issues – e.g. using www.direct.gov.uk/en/index.htm or www.education.gov.uk.

  

Interview differing generations of their own family to compare experiences of schooling.

Students are also encouraged to develop their independent learning skills by researching key themes/ content, e.g. by watching news/ current affairs programmes.

Thorough revision of key course content in preparation for completing exam practice questions.

Assessment: Exam practice question; extended writing tasks; short answer questions (peer and self assess).

Key Stage 4 Subject: SOCIOLOGY – UNIT 1/2 Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Studying Society Key content: revising key concepts, theories, issues, research methods.

Families Key content: revising key concepts, theories, issues, contemporary trends.

Education Key content: revising key concepts, theories, issues, contemporary trends.

Crime & Deviance (Unit 2) Key content: what are criminal & deviant acts and why are they of concern to society?

Description of lessons:       

Revision of key content from Topic 1 – Studying Society. Focus on key concepts, theories, structures, processes, research methods (see Autumn term information).

Revision of key content from Topic 2 – Families. Focus on family structures, changes over time, power & role relationships etc (see Autumn / Spring term information).

Revision of key content from Topic 3 – Education. Focus on the role of education, changes over time, differential achievement etc (see Spring / Summer term information).

Mock examination paper Unit 1 – 90 minutes in duration.

What makes an act criminal or deviant?

How is deviance socially constructed? Variations over time, place etc.

How does deviance and crime affect individuals / communities?

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Show knowledge and understanding of social structures, processes and issues.  Apply knowledge and understanding to both familiar and unfamiliar contexts.  Select, interpret, analyse and evaluate information from different sources.  Write extended answers which address ‘how far’ sociologists would agree / disagree with a range of statements.  Explain their current working level and suggest targets for their next exam practice question.

Homework:     

Various written tasks (explaining key concepts / relating them to their own experiences).

Exam practice questions / peer assessment of exemplar answers.

Research tasks into contemporary issues – e.g. using www.direct.gov.uk/en/index.htm or www.statistics.gov.uk.

Students are also encouraged to develop their independent learning skills by researching key themes/ content, e.g. by watching news/ current affairs programmes.

Thorough revision of key course content in preparation for completing Mock Examination.

 Assessment: Mock exam – Unit 1.

Key Stage 4 Subject: SOCIOLOGY – UNIT 2 Year: Year 10 Year 11

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Crime & Deviance Key content: How is the level of crime and deviance in society measured; why do people commit criminal or deviant acts; how does society deal with issues of social order and social control?

Description of lessons:       

What are the uses of official statistics on crime?

What are the alternative ways of measuring the amount of crime in society?

How do we explain criminal / deviant behaviour - are criminals born or made?

How do differing sociological theories explain crime & deviance?

What is informal social control? Is it always successful?

What is formal social control? How do differing agencies affect / regulate our lives?

Are the agencies of social control effective in regulating behaviour?

Outcomes: Ask your son or daughter if they can … (linked to key Assessment Objectives)  Show knowledge and understanding of social structures, processes and issues.  Apply knowledge and understanding to both familiar and unfamiliar contexts.  Select, interpret, analyse and evaluate information from different sources.  Write extended answers which address ‘how far’ sociologists would agree / disagree with a range of statements.  Explain their current working level and suggest targets for their external exam in June.

Homework:     

Various written tasks (explaining key concepts / relating them to their own experiences).

Exam practice questions / peer assessment of exemplar answers.

Research tasks into contemporary issues – e.g. using www.direct.gov.uk/en/index.htm or www.statistics.gov.uk.

Students are also encouraged to develop their independent learning skills by researching key themes/ content, e.g. by watching news/ current affairs programmes.

Research tasks – e.g. why riots in 2011 / what does this tell us about the effectiveness of the agencies of social control?

Assessment: Exam practice questions; extended writing tasks; short answer questions (peer and self assess).