Year 11 learning programme 2015-16 core subjects

Key Stage 4 Learning Programmes

Year 11 2015-2016 English, Maths & Science

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. The information will also be available on our website.

We hope that you find the information of benefit and would welcome any feedback on any aspect. Please email randersonc@nestonhigh.cheshire.sch.uk or make contact via telephone on 0151 336 3902 NB: a few regular abbreviations found here include: KS4= Key Stage 4 (Years 10 to 11) AFL= Assessment For Learning; VLE= Virtual Learning Environment (our own, web-based resource base) APP=Assessing Pupils’ Progress

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Unitised Scheme of Work

Neston High School

Contents English…………………………………………………………………………..4 Maths……………………………………………………………………………14 Science: Additional Science, Biology

………………………………….26

Additional Science, Chemistry

………………………………….32

Additional Science, Physics

………………………………….38

Environmental Science ……………………………………………………..43

GCSE Separate Science, Biology

………………………………….46

GCSE Separate Science, Chemistry

………………………………….52

GCSE Separate Science, Physics

………………………………….59

BTEC Applied Science, Biology & Chemistry BTEC Applied Science, Physics

Page 3 of 70

………………………….63

………………………………….67

Unitised Scheme of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: GCSE English Language Unit – Understanding Spoken and Written Texts and Writing Creatively.

This is a Controlled Assessment Unit that goes towards students’ GCSE English Language / English folder and makes up 40% of GCSE English Language / English final mark.

Given as this unit requires students to complete two final GCSE English Language Controlled Assessments – it will run over into the second half term of the Summer term. The aim would be to have all previous set Controlled Assessments completed and marked by the end of the Summer Term.

These would include :  GCSE English Language – Extended Reading based on a Literature text studied in the Autumn Term of Year 10  A GCSE English / English Language Controlled Assessment on Spoken Language;  A GCSE English / English Language Controlled Assessment piece on Creative Writing.  Various Speaking and Listening tasks recorded by their teacher throughout the year where and when appropriate.

Staff will focus on two written tasks in this unit. The first pupil response is entitled their Spoken Language Study where students explore attitudes and ideas about spoken language and the second one will be a creative piece by the student. The creative tasks are set by the AQA each year and students have a bank of tasks they can choose from.

Spoken Language Study - in which students complete one written study prepared under controlled conditions. The focus in this unit is investigative and looks at showing an understanding of how spoken and written language evolves in response to changes in society and technology and how this relates to identity and cultural diversity.

The areas studied are :   

Social attitudes to spoken language Spoken genres Multi-modal talk

Creative Writing - in which students complete two different written tasks based on option supplied by the exam board AQA. Students complete two tasks from a choice of:   

Moving Images - writing based on moving images Commissions - responding to a given brief Re-creations - Taking a text and turning it into another

In addition, during this unit students will also be given opportunities to contribute to their Speaking and Listening folder which makes up 20% of the GCSE English Language / English final mark.

Page 4 of 70

Unitised Scheme of Work

Neston High School

Description of lessons: Weeks 1 to 2: Students complete preparatory work and begin exploration of creative writing techniques via exempla of different forms of writing such as a film review or a newspaper article.

Weeks 3 to 4: Students develop understanding of writing techniques and the skills required to complete an effective coursework piece. Students will also look at ‘What Good Looks Like’ exempla from previous students’ pieces and use AQA exempla materials.

Weeks 5 to 6: Students continue to analyse and explore the writing techniques and begin to plan and create their first rough draft and / or ideas.

Staff will offer support throughout this process but once the formal Controlled Assessment begins students have to complete a planning sheet and their creative piece in school unaided.

The supervised time for this is roughly 4 hours and students are required to produce two pieces totalling around 1200 words.

Throughout this exploration teachers also have the option of using Speaking and Listening tasks and Controlled Assessment tasks to deepen understanding and knowledge of the set text.

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

Discuss the features of spoken language with confidence Highlight the key features of effective public speaking such as : the use of rhetoric, tripling, rhetorical questions and so on.

Discuss issues around spoken language and provide evidence for their insights Plan their writing effectively Respond effectively to teacher’s positive support and constructive criticism.

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

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

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

    

Relate their learning and understanding to their exam performance, target grade and strategy Research attitudes to Spoken Language and understand that The Spoken language study is all about understanding how we speak.

Students will be asked to explore the idea that It looks at the way culture and identity is reflected in the way we use language.

Explore how Spoken Language looks at how our language changes with society and new technologies.

Reflect critically on their own and others’ uses of language in different contexts.

How they adapt to different listeners and tasks, exploring these experiences in the contexts of wider language use and variation.

Plan their creative writing ideas considering setting, character, dialogue and realism.

Use Assessment for Learning and Peer Assessment to find out ‘What Good Looks Like ‘in this unit of their study.

Page 5 of 70

Unitised Scheme of Work

Neston High School

There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of these novels and plays In addition, the AQA offer a great deal of support and advice to students and parents on their own web site Assessment: Teachers have various options for assessment : 





Students should complete two full Controlled Assessment pieces from this unit.

However, staff and students can be flexible in this timeframe as long as the AQA guidelines are adhered to.

Apart from the final Controlled Assessments, staff will set weekly homework such as completing AQA planning sheets and exploring the set themes as a run up to the final pieces.

A formal Speaking and Listening assessment of either a) understanding and role play or presentation and discussion.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: This is a unit designed to introduce pupils to the skills that will be the cornerstone of their success in the GCSE English / English Language external exams in the Summer of Year 11.

The final exam is the same for GCSE English Language and GCSE English. The title of the exam is : Unit 1 Understanding and producing non-fiction texts which amounts to 40% of the final overall GCSE mark.

Section A : Reading – pupils read three linked resources and answer question on what they have read . 20% of final GCSE mark Section B: Writing – pupil complete two compulsory writing tasks; one shorter one longer. 20 of final GCSE mark.

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Unitised Scheme of Work

Neston High School

Description of lessons: Weeks 1 to 2: Students will focus on the Reading Section of the exam, looking at how writers use language for effect. A key skill is the awareness and analysis of inference – looking beyond the literal information and ‘reading between the lines’ and this will be explored in depth with past papers and teaching and learning activities.

Weeks 3 to 4: Students will focus on the Writing Section of the paper, looking at the key issue of what type of genre of writing is suitable for what purpose. Students will also learn the key features of language to inform, explain and describe in order to be able to analyse these forms in both the Reading section and to use the techniques of such in their own writing in Section B. Weeks 5 to 6: Students will explore and deepen their awareness of effective exam technique, key language skills in both sections, as well as looking at past papers and mark schemes. Students will have the opportunity to complete certain questions and past papers and use Assessment for Learning and peer assessment skills to clarify and strengthen their understanding of ‘What Good Looks Like’ in this external exam.

Outcomes: Ask your son or daughter if they can …

    

Identify different genres of non- fiction writing and the key techniques used to produce effective and different genres of non-fiction for different audiences and purposes.

Annotate examples of non-fiction writing and analyse effectively the Genre, Audience and Purpose of this writing using GAP. Employ such terms as Writing to Inform, Describe, Explain and Persuade with confidence and awareness.

List the different styles and techniques used in these different genres of writing and the purposes of such.

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

Homework: Research and exploration of different aspects of non-fiction reading and writing will be set on some or all of the following. Students will:    

explore and analyse different types of non-fiction writing forms and techniques plan, draft and re-draft their own non-fiction writing; explore and analyse exempla on suitable forms of non-fiction writing provided by the board explore and answer past papers targeting these key skills in terms of GAP and inference in particular.

There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of nonfiction reading and writing Page 7 of 70

Unitised Scheme of Work

Neston High School

In addition, the AQA offer a great deal of support and advice to students and parents on their own web site Assessment: Teachers have various options for assessment: these can take the form of weekly set homeworks on a particular topic or aspect of the unit such as answering selected past papers or sections.

In addition, students can be given the option of marking past paper exempla to arrive at a clearer understanding of how their papers will be marked at the end of Year 11.

Assessment for learning opportunities will also be offered after students complete homework so students can explore other pupils’ responses and arrive at an understanding of ‘What Good Looks Like’ in this external unit.

A formal Speaking and Listening assessment taking the form of either   

Presenting Discussing and listening Role play

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: GCSE English Language Unit – Understanding Spoken and Written Texts and Writing Creatively.

This is a Controlled Assessment Unit that goes towards students’ GCSE English Language / English folder and makes up 40% of GCSE English Language / English final mark.

Given as this unit requires students to complete two final GCSE English Language Controlled Assessments – it will run over into the second half term of the Summer term. The aim would be to have all previous set Controlled Assessments completed and marked by the end of the Summer Term.

These would include :    

GCSE English Language – Extended Reading based on a Literature text studied in the Autumn Term of Year 10 A GCSE English / English Language Controlled Assessment on Spoken Language; A GCSE English / English Language Controlled Assessment piece on Creative Writing.

Various Speaking and Listening tasks recorded by their teacher throughout the year where and when appropriate.

Page 8 of 70

Unitised Scheme of Work

Neston High School

Staff will focus on two written tasks in this unit. The first pupil response is entitled their Spoken Language Study where students explore attitudes and ideas about spoken language and the second one will be a creative piece by the student. The creative tasks are set by the AQA each year and students have a bank of tasks they can choose from.

Spoken Language Study - in which students complete one written study prepared under controlled conditions. The focus in this unit is investigative and looks at showing an understanding of how spoken and written language evolves in response to changes in society and technology and how this relates to identity and cultural diversity.

The areas studied are :   

Social attitudes to spoken language Spoken genres Multi-modal talk

Creative Writing - in which students complete two different written tasks based on option supplied by the exam board AQA. Students complete two tasks from a choice of:   

Moving Images - writing based on moving images Commissions - responding to a given brief Re-creations - Taking a text and turning it into another

In addition, during this unit students will also be given opportunities to contribute to their Speaking and Listening folder which makes up 20% of the GCSE English Language / English final mark.

Description of lessons: Weeks 1 to 2: Students complete preparatory work and begin exploration of creative writing techniques via exempla of different forms of writing such as a film review or a newspaper article.

Weeks 3 to 4: Students develop understanding of writing techniques and the skills required to complete an effective coursework piece. Students will also look at ‘What Good Looks Like’ exempla from previous students’ pieces and use AQA exempla materials.

Weeks 5 to 6: Students continue to analyse and explore the writing techniques and begin to plan and create their first rough draft and / or ideas.

Staff will offer support throughout this process but once the formal Controlled Assessment begins students have to complete a planning sheet and their creative piece in school unaided.

The supervised time for this is roughly 4 hours and students are required to produce two pieces totalling around 1200 words.

Throughout this exploration teachers also have the option of using Speaking and Listening tasks and Controlled Assessment tasks to deepen understanding and knowledge of the set text.

Page 9 of 70

Unitised Scheme of Work

Neston High School

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

Discuss the features of spoken language with confidence Highlight the key features of effective public speaking such as : the use of rhetoric, tripling, rhetorical questions and so on.

Discuss issues around spoken language and provide evidence for their insights Plan their writing effectively Respond effectively to teacher’s positive support and constructive criticism.

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

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

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

Relate their learning and understanding to their exam performance, target grade and strategy Research attitudes to Spoken Language and understand that The Spoken language study is all about understanding how we speak.

Students will be asked to explore the idea that It looks at the way culture and identity is reflected in the way we use language.

 



Explore how Spoken Language looks at how our language changes with society and new technologies.

Reflect critically on their own and others’ uses of language in different contexts.

How they adapt to different listeners and tasks, exploring these experiences in the contexts of wider language use and variation.

Plan their creative writing ideas considering setting, character, dialogue and realism.

Use Assessment for Learning and Peer Assessment to find out ‘What Good Looks Like ‘ in this unit of their study.

   

There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of these novels and plays In addition, the AQA offer a great deal of support and advice to students and parents on their own web site Assessment: Teachers have various options for assessment : 





Students should complete two full Controlled Assessment pieces from this unit.

However, staff and students can be flexible in this timeframe as long as the AQA guidelines are adhered to.

Apart from the final Controlled Assessments, staff will set weekly homework such as completing AQA planning sheets and exploring the set themes as a run up to the final pieces.

A formal Speaking and Listening assessment of either a) understanding and role play or presentation and discussion.

Page 10 of 70

Unitised Scheme of Work

Neston High School

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: GCSE English Language Unit – Understanding Spoken and Written Texts and Writing Creatively.

This is a Controlled Assessment Unit that goes towards students’ GCSE English Language / English folder and makes up 40% of GCSE English Language / English final mark.

Given as this unit requires students to complete two final GCSE English Language Controlled Assessments – it will run over into the second half term of the Summer term. The aim would be to have all previous set Controlled Assessments completed and marked by the end of the Summer Term.

These would include :  GCSE English Language – Extended Reading based on a Literature text studied in the Autumn Term of Year 10  A GCSE English / English Language Controlled Assessment on Spoken Language;  A GCSE English / English Language Controlled Assessment piece on Creative Writing.  Various Speaking and Listening tasks recorded by their teacher throughout the year where and when appropriate.

Staff will focus on two written tasks in this unit. The first pupil response is entitled their Spoken Language Study where students explore attitudes and ideas about spoken language and the second one will be a creative piece by the student. The creative tasks are set by the AQA each year and students have a bank of tasks they can choose from.

Spoken Language Study - in which students complete one written study prepared under controlled conditions. The focus in this unit is investigative and looks at showing an understanding of how spoken and written language evolves in response to changes in society and technology and how this relates to identity and cultural diversity.

The areas studied are :   

Social attitudes to spoken language Spoken genres Multi-modal talk

Creative Writing - in which students complete two different written tasks based on option supplied by the exam board AQA. Students complete two tasks from a choice of:   

Moving Images - writing based on moving images Commissions - responding to a given brief Re-creations - Taking a text and turning it into another

In addition, during this unit students will also be given opportunities to contribute to their Speaking and Listening folder which makes up 20% of the GCSE English Language / English final mark.

Page 11 of 70

Unitised Scheme of Work

Neston High School

Description of lessons: Weeks 1 to 2: Students complete preparatory work and begin exploration of creative writing techniques via exempla of different forms of writing such as a film review or a newspaper article.

Weeks 3 to 4: Students develop understanding of writing techniques and the skills required to complete an effective coursework piece. Students will also look at ‘What Good Looks Like’ exempla from previous students’ pieces and use AQA exempla materials.

Weeks 5 to 6: Students continue to analyse and explore the writing techniques and begin to plan and create their first rough draft and / or ideas.

Staff will offer support throughout this process but once the formal Controlled Assessment begins students have to complete a planning sheet and their creative piece in school unaided.

The supervised time for this is roughly 4 hours and students are required to produce two pieces totalling around 1200 words.

Throughout this exploration teachers also have the option of using Speaking and Listening tasks and Controlled Assessment tasks to deepen understanding and knowledge of the set text.

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

Discuss the features of spoken language with confidence Highlight the key features of effective public speaking such as : the use of rhetoric, tripling, rhetorical questions and so on.

Discuss issues around spoken language and provide evidence for their insights Plan their writing effectively Respond effectively to teacher’s positive support and constructive criticism.

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

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

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

    

Relate their learning and understanding to their exam performance, target grade and strategy Research attitudes to Spoken Language and understand that The Spoken language study is all about understanding how we speak.

Students will be asked to explore the idea that It looks at the way culture and identity is reflected in the way we use language.

Explore how Spoken Language looks at how our language changes with society and new technologies.

Reflect critically on their own and others’ uses of language in different contexts.

How they adapt to different listeners and tasks, exploring these experiences in the contexts of wider language use and variation.

Plan their creative writing ideas considering setting, character, dialogue and realism.

Use Assessment for Learning and Peer Assessment to find out ‘What Good Looks Like ‘in this unit of their study.

Page 12 of 70

Unitised Scheme of Work

Neston High School

There are a number of excellent websites that can support students as the explore and enjoy the set texts such as : The BBC bitesize website which offers an excellent resource which covers all aspects of these novels and plays In addition, the AQA offer a great deal of support and advice to students and parents on their own web site Assessment: Teachers have various options for assessment : 





Students should complete two full Controlled Assessment pieces from this unit.

However, staff and students can be flexible in this timeframe as long as the AQA guidelines are adhered to.

Apart from the final Controlled Assessments, staff will set weekly homework such as completing AQA planning sheets and exploring the set themes as a run up to the final pieces.

A formal Speaking and Listening assessment of either a) understanding and role play or presentation and discussion.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module: Over the summer term students revise in preparation for the literature and Language examination papers.

Page 13 of 70

Unitised Scheme of Work

Neston High School

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

w/c 31.08 w/c 07.09 w/c 14.09 w/c 21.09 w/c 28.09 w/c 05.10 w/c 12.10 w/c 19.10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Number 4

Statistics 3 Geometry 1b

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

Calculations & Rounding Indices Standard Form & Surds Accuracy & Bounds Averages & Range Representing & Collecting Data Cumulative Frequency & Boxplots Parallel Line Rules

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

Add, subtract, multiply and divide decimals and whole numbers; Multiply or divide by any number between 0 and 1; Put digits in the correct place in a decimal calculation and use one calculation to find the answer to another; Use the product rule for counting (i.e. if there are m ways of doing one task and for each of these, there are n ways of doing another task, then the total number of ways the two tasks can be done is m × n ways); Round numbers to the nearest 10, 100, 1000; Round to the nearest integer, to a given number of decimal places and to a given number of significant figures; Estimate answers to one- or two-step calculations, including use of rounding numbers and formal estimation to 1 and 3 significant figure: mainly whole numbers and then decimals.

Convert large and small numbers into standard form and vice versa; Multiply and divide numbers in standard form; Interpret a calculator display using standard form and know how to enter numbers in standard form; Design and use two-way tables for discrete and grouped data; Use information provided to complete a two-way table; Sort, classify and tabulate data and discrete or continuous quantitative data; Calculate mean and range, find median and mode from small data set; Recognise the advantages and disadvantages between measures of average; Construct and interpret stem and leaf diagrams (including back-to-back diagrams):

Page 14 of 70

Unitised Scheme of Work

Neston High School



find the mode, median, range, as well as the greatest and least values from stem and leaf diagrams, and compare two distributions from stem and leaf diagrams (mode, median, range);  Calculate the mean, mode, median and range from a frequency table (discrete data);  Construct and interpret grouped frequency tables for continuous data:  for grouped data, find the interval which contains the median and the modal class;  estimate the mean with grouped data;  understand that the expression ‘estimate’ will be used where appropriate, when finding the mean of grouped data using mid-interval values.  Classify quadrilaterals by their geometric properties and distinguish between scalene, isosceles and equilateral triangles;  Understand ‘regular’ and ‘irregular’ as applied to polygons;  Use symmetry property of an isosceles triangle to show that base angles are equal;  Find missing angles in a triangle using the angle sum in a triangle AND the properties of an isosceles triangle;  Understand a proof of, and use the fact that, the exterior angle of a triangle is equal to the sum of the interior angles at the other two vertices;  Explain why the angle sum of a quadrilateral is 360°;  Understand and use the angle properties of quadrilaterals and the fact that the angle sum of a quadrilateral is 360°;  Understand and use the angle properties of parallel lines and find missing angles using the properties of corresponding and alternate angles, giving reasons;  Use the angle sums of irregular polygons;  Calculate and use the sums of the interior angles of polygons, use the sum of angles in a triangle to deduce and use the angle sum in any polygon and to derive the properties of regular polygons; Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment:

October Diagnostic Assessment – Calculator An end of term assessment will be completed reviewing all topics covered throughout the term. This will also be a re-evaluation of sets for the students. Students will be provided with dates with at least a month’s notice to revise.

Page 15 of 70

Unitised Scheme of Work

Neston High School

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

w/c 02.11 w/c 09.11 w/c 16.11 w/c 23.11 w/c 30.11 w/c 07.12 w/c 14.12

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Geometry 1b

Geometry 3

Description of lessons:  Pythagoras  Trigonometry  Area & Volume  Similarity in 2 & 3D  Transformations  Transformations  Loci & Bearings Outcomes: Ask your son or daughter if they can …                  

Use the sum of the exterior angles of any polygon is 360°; Use the sum of the interior angles of an n-sided polygon; Use the sum of the interior angle and the exterior angle is 180°; Find the size of each interior angle, or the size of each exterior angle, or the number of sides of a regular polygon, and use the sum of angles of irregular polygons; Calculate the angles of regular polygons and use these to solve problems; Use the side/angle properties of compound shapes made up of triangles, lines and quadrilaterals, including solving angle and symmetry problems for shapes in the first quadrant, more complex problems and using algebra; Use angle facts to demonstrate how shapes would ‘fit together’, and work out interior angles of shapes in a pattern.

Distinguish properties that are preserved under particular transformations; Recognise and describe rotations – know that that they are specified by a centre and an angle; Rotate 2D shapes using the origin or any other point (not necessarily on a coordinate grid); Identify the equation of a line of symmetry; Recognise and describe reflections on a coordinate grid – know to include the mirror line as a simple algebraic equation, x = a, y = a, y = x, y = –x and lines not parallel to the axes; Reflect 2D shapes using specified mirror lines including lines parallel to the axes and also y = x and y = –x; Recognise and describe single translations using column vectors on a coordinate grid; Translate a given shape by a vector; Enlarge a shape on a grid without a centre specified; Describe and transform 2D shapes using enlargements by a positive integer, positive fractional, and negative scale factor; Know that an enlargement on a grid is specified by a centre and a scale factor;

Page 16 of 70

Unitised Scheme of Work

Neston High School

 

Identify the scale factor of an enlargement of a shape; Enlarge a given shape using a given centre as the centre of enlargement by counting distances from centre, and find the centre of enlargement by drawing.

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

Assessment: December Progress Assessment – June 2015 Edexcel Non Calculator Y11 Mock Exams An end of term assessment will be completed reviewing all topics covered throughout the term. This will also be a re-evaluation of sets for the students. Students will be provided with dates with at least a month’s notice to revise.

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

w/c 04.01 w/c 11.01 w/c 18.01 w/c 25.01 w/c 01.02 w/c 08.02

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Algebra 5

Statistics 2 Geometry 4

Description of lessons:  Solving Quadratics  Simultaneous Equations  Inequalities  Probability  Trigonometric Graphs Outcomes: Ask your son or daughter if they can …  Solve quadratic equations by factorisation and completing the square;  Set up and solve quadratic equations;  Solve quadratic equations by using the quadratic formula;  Find the exact solutions of two simultaneous equations in two unknowns;  Use elimination or substitution to solve simultaneous equations;  Factorise quadratic expressions in the form ax2 + bx + c;  Solve quadratic equations by factorisation;  Solve quadratic equations that need rearranging;  Find a missing probability from a list or two-way table, including algebraic terms;  Understand selection with or without replacement;  Compare experimental data and theoretical probabilities;  Compare relative frequencies from samples of different sizes.  Write probabilities using fractions, percentages or decimals;  Understand and use experimental and theoretical measures of probability, including relative frequency to include outcomes using dice, spinners, coins, etc; Page 17 of 70

Unitised Scheme of Work

Neston High School



Estimate the number of times an event will occur, given the probability and the number of trials;  Find the probability of successive events, such as several throws of a single dice;  List all outcomes for single events, and combined events, systematically;  Draw sample space diagrams and use them for adding simple probabilities;  Know that the sum of the probabilities of all outcomes is 1;  Use 1 – p as the probability of an event not occurring where p is the probability of the event occurring;  Recognise, sketch and interpret graphs of the trigonometric functions (in degrees) y = sin x, y = cos x and y = tan x for angles of any size.

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

Assessment: An end of term assessment will be completed reviewing all topics covered throughout the term. This will also be a re-evaluation of sets for the students. Students will be provided with dates with at least a month’s notice to revise.

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

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Topic/Module:

w/c 22.02 w/c 29.02 w/c 07.03 w/c 14.03 w/c 21.03 w/c 28.03

Geometry 5 Geometry 6 Algebra 5

Description of lessons:  Further Trigonometry  Circle Theorems  Vectors  Geometric Proof  Reciprocal Graphs Outcomes: Ask your son or daughter if they can …    

Recall the definition of a circle and identify (name) and draw parts of a circle, including sector, tangent, chord, segment; Prove and use the facts that: the angle subtended by an arc at the centre of a circle is twice the angle subtended at any point on the circumference; the angle in a semicircle is a right angle;

Page 18 of 70

Unitised Scheme of Work

Neston High School

    

the perpendicular from the centre of a circle to a chord bisects the chord; angles in the same segment are equal; alternate segment theorem; opposite angles of a cyclic quadrilateral sum to 180°; Understand and use the fact that the tangent at any point on a circle is perpendicular to the radius at that point;  Find and give reasons for missing angles on diagrams using:  circle theorems;  isosceles triangles (radius properties) in circles;  the fact that the angle between a tangent and radius is 90°;  The fact that tangents from an external point are equal in length.  Understand and use vector notation, including column notation, and understand and interpret vectors as displacement in the plane with an associated direction.  Understand that 2a is parallel to a and twice its length, and that a is parallel to –a in the opposite direction.  Interpret the gradient of a linear or non-linear graph in financial contexts;  Interpret the area under a linear or non-linear graph in real-life contexts;  Interpret the rate of change of graphs of containers filling and emptying;  Interpret the rate of change of unit price in price graphs.  Recognise and interpret graphs showing direct and indirect proportion;  Identify direct proportion from a table of values, by comparing ratios of values, for x squared and x cubed relationships;  Write statements of proportionality for quantities proportional to the square, cube or other power of another quantity; Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: March Diagnostic A/A* Assessment Set 1 ONLY – Calculator An end of term assessment will be completed reviewing all topics covered throughout the term. This will also be a re-evaluation of sets for the students. Students will be provided with dates with at least a month’s notice to revise.

Page 19 of 70

Unitised Scheme of Work

Neston High School

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

w/c 18.04 w/c 25.04 w/c 02.05 w/c 09.05 w/c 16.05 w/c 23.05 Half Term w/c 06.06

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Revision

Half Term Revision

Description of lessons: 

critical revision ahead of GCSE exams in June 2016

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

students will be working on papers and booklets to review whole course skills

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

Assessment: GCSE Papers

Page 20 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS Year: Year 10 Year 11 (sets 2-6) Topic/Module:

w/c 31.08 w/c 07.09 w/c 14.09 w/c 21.09 w/c 28.09 w/c 05.10 w/c 12.10 w/c 19.10

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Number 1

Number 2

Algebra 1

Description of lessons:  Structure & Calculation  Fractions  Percentages  Fractions, Decimals & Percentages  Notation Outcomes: Ask your son or daughter if they can … 

use and interpret algebraic notation, coefficients written as fractions rather than as decimals, brackets  substitute numerical values into formulae and expressions, including scientific  Formulae  understand and use standard mathematical formulae; rearrange basic formulae to change the subject  know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments  where appropriate, interpret simple expressions as functions with inputs and outputs  work with coordinates in all four quadrants  plot graphs of equations that correspond to straight-line graphs in the coordinate  plane; use the form y = mx + c to identify parallel lines; find the equation of the line through two given points, or through one point with a given gradient  . use conventional terms and notations: points, lines, vertices, edges, planes, parallel  lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from written description  apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons) Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: October Diagnostic Assessment – Non Calculator

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS Year: Year 10 Year 11 (sets 2-6) Topic/Module:

w/c 02.11 w/c 09.11 w/c 16.11 w/c 23.11 w/c 30.11 w/c 07.12 w/c 14.12

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Algebra 2 Geometry 1 Number 3 Algebra 3

Description of lessons: Manipulation Graphs Properties of Shape Measures & Accuracy Solving equations & Inequalities Outcomes: Ask your son or daughter if they can …  

    

derive and apply the properties and definitions of: special types of triangles, quadrilaterals (including square, rectangle, parallelogram, trapezium, kite and rhombus) and other plane figures using appropriate language; use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate estimate answers; check calculations using approximation and estimation, including answers obtained using technology; round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding; apply and interpret limits of accuracy; solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution; solve geometrical problems on coordinate axes.

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

Assessment: December Progress Assessment – June 2015 WJEC Non Calculator Y11 Mock Exams

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: Mathematics Year: Year 10 Year 11 (sets 2-6) Topic/Module: w/c 04.01 w/c 11.01 w/c 18.01 w/c 25.01

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Probability 1 Geometry 2

w/c 01.02 Statistics 1 w/c 08.02 Description of lessons:  Probability  Construction  Collecting  Representing & Scattergraphs Outcomes: Ask your son or daughter if they can tell you about …  infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling  designing and criticising questions for a questionnaire, including notion of fairness  interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use  interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:  appropriate graphical representation involving discrete, continuous and grouped data  appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outlier)  apply statistics to describe a population  use the standard ruler and compass constructions (perpendicular bisector of a line  segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line  identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation (including vector notation) and enlargement (including fractional scale factors)  solve geometrical problems on coordinate axes  apply the concepts of congruence and similarity, including the relationships between lengths in similar figures  record describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees  apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments  relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale Homework: Homework will cover the topics above. Up to 2 homeworks will be given each week for a duration of up to 50 minutes in total.

Assessment: December Diagnostic Assessment – Non Calculator February Diagnostic Assessment – Non Calculator

Page 23 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS Year: Year 10 Year 11 (sets 2-6) Topic/Module:

w/c 22.02 w/c 29.02 w/c 07.03 w/c 14.03 w/c 21.03 w/c 28.03

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Number 4 Geometry 3 Geometry 4 Algebra 4

Description of lessons:

   

Ratio Proportion Mensuration & Calculation Bearings Sequences

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

           

understand the concept of density and be able to use the relationship between density, mass and volume; understand the concept of pressure and be able to use the relationship between pressure, force and area use scale factors, scale diagrams and express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1 use ratio notation, including reduction to simplest form understand and use proportion as equality of ratios relate ratios to fractions and to linear functions measure line segments and angles in geometric figures, including interpreting maps scale drawings and use of bearings generate terms of a sequence from either a term-to-term or a position-toterm rule recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions ( rn where n is an integer, and r is a rational number > 0) deduce expressions to calculate the nth term of linear sequences

Homework:

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

Assessment:

March Diagnostic Assessment – Non Calculator GCSE exam to be sat in June 2016.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: MATHEMATICS Year: Year 10 Year 11 (sets 2-6) Topic/Module:

w/c 18.04 w/c 25.04 w/c 02.05 w/c 09.05 w/c 16.05 w/c 23.05

Term: Autumn Spring Summer

Half Term: 1st half 2nd half

Revision

Description of lessons:

Past GCSE Papers Outcomes: Ask your son or daughter if they can tell you about ‌ Students will be working on papers and booklets to review whole course skills.

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

Assessment: GCSE exam to be sat in June 2016.

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: Additional Science- Biology Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: B2 Biology Additional Description of lessons:

Week 1 Animal Organs Week 2 Plant Organs Week 3 B2.3.1 Photosynthesis Week 4 Factors effecting the rate of Photosynthesis Week 5 Uses of Glucose Week 6 ISA Practice Photosynthesis Planning/ Preliminary Week 7 ISA Practical /Paper 1 Week 8 B2.4.1 Distribution of organisms Week 9 Distribution of organisms Week 10 B2.5 Proteins – their functions and uses Week 11 Enzymes Week 12 Enzymes in industry Week 13 Mock Exams Week 14 Mock Exams Week 15 B2.6.1 Aerobic respiration Outcomes: Ask your son or daughter if they can ….

Grade C 

Write the word equation for photosynthesis.



Grade A



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

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





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





State factors that affect the rate of photosynthesis.

Explain the steps involved in testing a leaf for starch.

Explain why glucose is converted to starch for storage.





List ways in which glucose is used by a plant.

Interpret data showing how factors affect the rate of photosynthesis.





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



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

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

  

Page 26 of 70

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

Interpret results of bicarbonate indicator experiment.

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

Unitised Scheme of Work

Neston High School

 

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

Explain the advantages and disadvantages of enzymes in industry.



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



Plot the results in a graph.



Explain why heart rate and breathing rate increase during exercise.



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



Explain why anaerobic respiration is less efficient than aerobic respiration.



Define the term oxygen debt.



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

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

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

Assessment:   

continual assessment of key skills termly assessments summative assessment May 2014

Page 27 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ADDITIONAL SCIENCE- BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: B2 Biology Additional Description of lessons:

Week 1 Aerobic respiration Week 2 B2.6.2 Anaerobic respiration Week 3 ISA preparation Week 4 ISA Papers 1& 2 Week 5 B2.7.1 Cell division Week 6 Meiosis Week 7 Stem Cells Week 8 B2.7.2 Genetic variation Week 9 B2.7.3 Genetic disorders Week 10 B2.8 Speciation Week 11 Species old and new Week 12 Review unit/ Progress check Outcomes: Ask your son or daughter if they can ….

Grade C Grade A  Evaluate methods used to collect  Suggest reasons for the distribution of environmental data and consider the organisms in a habitat. validity and reliability as evidence of  Name and explain how different factors environmental change can affect the distribution of organisms  Describe how to carry out random in a habitat. sampling of organisms using a quadrat.  Measure abiotic factors.  Describe and explain the effect of different pH values on the activity of  Use a transect. different enzymes.  Be able to process data and calculate 

the mean, median, mode and range for a set of data.

Know that sample size is important in terms of reliability and validity.



Describe the structure of protein molecules.



List some protein molecules found inside living organisms.

Define the terms ‘catalyst’ and ‘enzyme’.

  

Explain why enzymes are specific.

Explain why enzymes are denatured by high temperatures.



Explain why food molecules need to be digested.



State the names of digestive enzymes, organs which produce them, substrates they act on and products of digestion.

Page 28 of 70



Be able to interpret graphs showing the effect of temperature and pH on enzyme activity.



Be able to evaluate the advantages and disadvantages of using enzymes in the home and industry.



Be able to name the enzymes used to convert: i) starch to glucose and ii ) glucose to fructose.



Be able to name the enzyme that digests stains containing fats.



Be able to use a line graph to describe the effect of increasing temperature on the time taken by a detergent to remove a stain.



Be able to explain why the detergent does not work well at 60°C.



Be able to interpret line graphs and spirometer tracings to compare rate of

Unitised Scheme of Work

Neston High School



Plot a line graph and interpret results of effect of temperature on amylase activity.



State that microorganisms produce enzymes that we use in the home and in industry. For example, biological detergents, baby foods, sugar syrup and fructose syrup.

breathing before, during and after exercise. 

Be able to explain why muscles become fatigued during exercise.



Be able to understand that the build up of lactic acid leads to oxygen debt



Give examples of enzymes used in industry – proteases, carbohydrases and isomerase.



Explain the effect of lactic acid build up on muscle activity.



Write the word equation for aerobic respiration.





Explain what aerobic means.



State some uses of energy in animals and in plants.

Be able to suggest one reason why people support and one reason why people are against the screening of embryos for the cystic fibrosis allele.



Explain why respiration has to occur continually in plant and animal cells.



State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria.

 

Describe the test for carbon dioxide.

Write equations and explain the conversion between glucose and glycogen in liver and muscle cells.



Write the equation for anaerobic respiration in animal cells.



Be able to state the names of the different types of digestive enzymes where they are produced and the reactions they catalyse.

Remember that liver produces bile which is stored in the gall bladder.

Be able to complete a word equation for aerobic respiration.

Be able to explain the advantages to the body of the breathing rate being much higher when running than walking.

  



Be able to complete equation for anaerobic respiration.



To be able to interpret genetic diagrams.



Be able to complete a simple diagram to show cell division producing two daughter cells.



Be able to spell mitosis and meiosis and know which type of cell division each is.



Be able to give one use of stem cells.



Be able to give one reason why some people might object to using stem cells from embryos.

Be able to use a punnette square to show the inheritance of sex.



Page 29 of 70

Unitised Scheme of Work

Neston High School



Be able to use a family tree to explain why only some offspring inherit cystic fibrosis from a parent sufferer.

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

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

Assessment:  

continual assessment of key skills summative assessment May 2014

Key Stage 4 Subject: ADDITIONAL SCIENCE- BIOLOGY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: B2 Biology Additional Description of lessons: Week 1 Revision Week 2 Revision Week 3 Revision Week 4 Revision Week 5 Additional Exam (Biology B2.1- B2.4 )13th May Week 6 Additional Exam (Biology B2.5-B2.8) 19TH May Outcomes: Ask your son or daughter if they can ….

Grade C Grade A  Understand that the fossil record is  Be able to explain what is meant by incomplete because many fossils extinct. have been destroyed by geological  Be able to give two reasons why activity. some organisms are in danger of  Be able to give one reason why it is extinction. important to prevent species from becoming extinct.  Understand that organisms become extinct because something changes Page 30 of 70

Unitised Scheme of Work

Neston High School

and the species cannot adapt quickly enough to the new circumstances.

Understand that it takes millions of years for a new species to form.



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

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

Assessment:  continual assessment of key skills  termly assessments  summative assessment May 2014

Page 31 of 70

Unitised Scheme of Work

Neston High School

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry topics 2.3 to 2.4 Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Essential chemistry skills review C2.2.1 Giant ionic structures C2.2.2 Simple molecules C2.2.3 Giant covalent structures C2.2.4 Giant metallic structures C2.2.5 The properties of polymers C2.2.6 Nano-science C.2.3.1+2 Mass of atoms and moles.

C2.3.3 Percentages and formulae

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

C2.3.4 C2.3.5+6

Equations and calculations Yield of a reaction and reversible reactions C2.4.1 Measuring rate C2.4.4 Pressure and concentration C2.4.5+6 Catalysts + catalysts in action C2.4.2 Collision theory and surface area C2.4.3 Temperature Year 11 mock exam week Year 11 mock exam week C2.4.7 Exothermic and endothermic reactions

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

Grade C  Identify the atomic number and mass number form the periodic table.  Outline the relative masses and charges of protons, electrons and neutrons.  Explain what an isotope is.  Calculate the relative formula mass of a compound from the

Page 32 of 70

   

Grade A Explain what the relative atomic mass is.

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

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

Calculate the percentage yield of a chemical reaction.

Unitised Scheme of Work

Neston High School

relative atomic masses of the elements it is made from.  Calculate the percentage of an element in a compounds from its formula.  Describe what balanced symbol equations tell us about a chemical reaction.  Describe what the yield of a reaction is and what factors affect it.  Explain why a high yield is important in industry.  State what a reversible reaction is and how it can be represented in an equation.  Describe how we can detect artificial food colourings in a lab.  Describe how gas chromatography can be used to separate compounds in a sample mixture.  Describe how a mass spectrometer is used to identify compounds in a sample.  State what is meant by the ‘rate of reaction’  Describe 3 methods that can be used to find the rate of a chemical reaction.  Outline what conditions affect the rate of a chemical reaction.  Explain what is meant by ‘Collision Theory’.  Use Collision theory to explain the effect on rate of: o Surface area



  

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

Explain the meaning of ’Activation energy’.

Explain how this can affect a chemical reaction.

Outline how catalysts alter the activation energy.

Temperature Concentration  Describe what a catalyst is and how it affects the rate of a reaction.  Outline why catalysts are used in industrial reactions.

Page 33 of 70

Unitised Scheme of Work

Neston High School

 Explain the bad effects of catalysts on the environment and why scientists are keen to develop new catalysts.  State the meaning of an exothermic and an endothermic reaction.  Describe a method to measure the energy transferred in a chemical reaction.

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

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

Assessment:  

continual assessment of key skills summative assessment Unit C2 Tuesday 15th May 2014

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry topics Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Page 34 of 70

C2.4.8 C2.4.9 C2.4 C2.5.1 C2 5.2

Energy and reversible reactions Using energy transfers from reactions Review of rates of reactions and energy changes Acids and alkali Making salts –Metals and bases Unitised Scheme of Work

Neston High School

C2 5.3 Week 6

Half term Week 7

C2.5.4 Higher only C2 5.5 Week 8 C2.5.6 Week 9 C2 5.7 C2.5.7 Week 10 C2.5.8 Week 11 Week 12

Making salts from solutions Review of acids and salts

Electrolysis Changes at the electrodes REDOX Extraction of aluminium Electrolysis of brine Electrolysis of water Electroplating Review of C2.5

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

Grade C  Outline the energy changes in a reversible reaction and the difference between the forward and backward reactions.  Suggest uses for endo and exothermic reactions.  Identify the ions responsible for a substance being an acid and an alkali.  State the difference between a base and an alkali.  State the products of a reaction between: -a base and an acid -a metal and an acid  Describe how we can make different salts.  Describe how insoluble salts can be made and how this reaction can be used to remove ions from solutions.  Describe what happens to the ions in electrolysis  State what type of substances can be electrolysed.  Describe how the amount of water in a solution can affect the products of electrolysis.  Describe how aluminium can be extracted from Bauxite.  Present the reaction apparatus as a diagram.  Explain why cryolite is used.

Page 35 of 70

Grade A  Explain how reactivity of metals and non metals can affect the products of an electrolytic reaction.  Identify reactions at the anode and the cathode as oxidation and reduction in terms of the movement of electrons.  Represent the reactions at both the cathode and the anode during electrolysis of brine.  Represent the reactions at both the cathode and the anode during electrolysis of acidified water.  Represent the reactions at both the cathode and the anode during electroplating.

Unitised Scheme of Work

Neston High School

 Outline the products from the electrolysis of brine.  Outline the products from the electrolysis of acidified water.  Describe how and why we electroplate metal objects.

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

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

Assessment:  

continual assessment of key skills summative assessment Unit 15th May 2014

Page 36 of 70

Unitised Scheme of Work

Neston High School

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry topics C2.4 and C2.5 Description of lessons: Week 1 Week 2 Week 3 Week 4 Half term

Review of rates and energy Past paper practice Review of salts and electrolysis Additional exam

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

continual assessment of key skills summative assessment Unit C2 15th May 2014

Page 37 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: PHYSICS ADDITIONAL YEAR 11 Year: Year 11

Term: Autumn

Half term: 1st half 2nd half

Topic/Module: Forces Description of lessons: Week 2 Week 3 graphs Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14

P2.1.1 P2.1.2

Resultant Forces Forces and motion/ Distance-time graphs/velocity-time

P2.1.3 P2.1.4 P2.1.5 P2.2 P2.2.1 P2.2.2 P2.3 P2.3.1 P2.3.2

Forces and braking.

Terminal velocity Elasticity, stretching and elastic potential energy Kinetic energy – speeding up and slowing down Work done, Power, KE and PE Momentum Current in electrical circuits Static electricity Electrical circuits Revision Mock exam

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

GRADE C GRADE A  State that the gradient of a distance–  Rearrange and use the speed time graph represents the speed. formula  Use the speed formula to calculate  Compare the speed of different the average speed of an object. objects using the gradient of a distance – time graph.  Explain the difference between the velocity of an object and the speed.  Rearrange and use the acceleration equation.  Calculate the acceleration of an object using the acceleration  Use velocity-time graphs to compare equation. accelerations.  Explain how data-logging equipment  Use velocity-time graphs to compare can be used to measure the velocity distance travelled. of an object.  Explain examples of equal and  Describe the acceleration of an object opposite forces acting when two from a velocity-time graph. objects interact.  State the unit of force and that forces  Rearrange and use the formula F=ma occur in equal and opposite pairs.  Explain the motion of an object  Describe how frictional forces act released from rest falling through a between objects. fluid.  Find the resultant force acting on an  Use the spring constant and load to object when there are two forces calculate the extension of a spring. acting in the same direction or in  Perform calculations including the opposite directions. rearrangement of the work done  Describe how the resultant force will equation. affect the movement of an object.  Perform calculations including the rearrangement of the gravitational Page 38 of 70

Unitised Scheme of Work

Neston High School

 Calculate the force required to produce a given acceleration of an object of known mass.  State that objects of larger mass require greater forces to produce a given acceleration.  Use a chart to find the stopping distance, the braking distance and the thinking distance at a given speed.  Explain the difference between mass and weight.  Describe how the velocity of an object released from rest in a fluid changes as it falls.  Describe how a spring extends in terms of the force acting on it and ‘Hookes Law’.  Discuss a range of speed and travelrelated issues linking their discussions to scientific knowledge and understanding.  State that ‘work done’ is the amount of energy transferred.  Calculate the work done when a force moves an object through a distance. 

        

potential energy equation and the kinetic energy equation.

Apply and rearrange the appropriate equations to two bodies that collide in a straight line.

Provide a detailed description of the transfer of charge in terms of electron movement.

Use the equation V=IR. Explain the uses of an LDR, thermistor and LED. Analyse a series circuit to find current and P.d.

Measure period and frequency of an a.c source using an oscilloscope.

Explain choice of materials used for a 3 pin plug.

Use the equation E=Pt. Calculate the energy transferred using the pd and the charge transferred.

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

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

Assessment:  continual assessment of key skills  summative assessment June 2014

Page 39 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: PHYSICS ADDITIONAL YEAR 11 Year: Year 11

Term: Spring

Half term: 1st half 2nd half

Topic/Module: Description of lessons: Week 1-2 Series and parallel circuits Week 3 Alternating Current Week 4 P2.4 Mains electricity and power Week 5 P2.4.1 Household electricity Week 6 P2.4.2 Current, charge and power HALF TERM Week 7-8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14

P2.5 P2.5.1 P2.5.2 P2.6 P2.6.1 P2.6.2

Discovery of the nucleus Atomic Structure Nuclear Reactions Half - Life Nuclear Fission Nuclear Fusion Review radiation

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

GRADE C GRADE A  Understand the difference between direct current and alternating current.  Measure period and frequency of an a.c source using an oscilloscope.  Compare and calculate potential differences of d.c supplies and  Explain choice of materials used for a the peak potential differences of 3 pin plug. a.c supplies from diagrams of  Use the equation E=Pt. oscilloscope traces.  Calculate the energy transferred Know the structure of both 2 core using the pd and the charge and 3 core cable transferred.  Know what materials are used in  Explain the deflection of alpha and 3 pin plugs and understand why beta particles in terms of their relative they are used mass and charge.  Know the colour coding of the 3  Reproduce nuclear equations to wires used in 3 pin plugs. show single alpha and beta decay.  Understand the purpose and action of the fuse and the earth wire.  Know that RCCBs operate by detecting a difference in the current between the live and neutral wires.  Know that an RCCB operates much faster than a fuse.  Understand that a lot of energy is wasted in filament bulbs by Page 40 of 70

Unitised Scheme of Work

Neston High School

     

     

    

heating. Less energy is wasted in power saving lamps such as Compact Fluorescent Lamps (CFLs) Use equations connecting power with energy transferred and with current and potential difference.

Use the equation connecting energy with potential difference and charge.

Describe the structure of an atom.

Know that according to the nuclear model, most of the atom is empty space.

Know that an atom has no overall charge.

Explain how results from the Rutherford and Marsden scattering experiments led to the ‘plum pudding’ model being replaced by the nuclear model.

Understand that new evidence can cause a theory to be reevaluated.

Understand the terms atomic number and mass number.

Describe how an ion is formed.

Know and understand where background radiation comes from.

Recall the ionising power and properties of alpha, beta and gamma radiation.

Balance nuclear equations, limited to the completion of atomic number and mass number.

Recall the definition of half-life.

Work out half-life from a radioactive decay graph.

Understand the process of nuclear fusion and fission.

Explain how stars are able to maintain their energy output for millions of years.

Explain why the early universe contained only hydrogen but now contains a large variety of different elements.

Page 41 of 70

Unitised Scheme of Work

Neston High School

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

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

Assessment:  

continual assessment of key skills summative assessment June 2014

Key Stage 4 Subject: PHYSICS ADDITIONAL YEAR 11 Year: Year 11

Term: Summer

Half term: 1st half 2nd half

Topic/Module: Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Star formation and early universe.

Life History of a star.

Revision- electricity and circuits Practice paper.

Targeted revision.

Additional exam

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

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

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

Assessment:  continual assessment of key skills  summative assessment May 2014

Page 42 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENVIRONMENTAL SCIENCE Year: Year 11

Term: Autumn Unit 682

Half term: 1st half 2nd Half

Topic/Module: Plant cultivation and small animal care Description of lessons: Week 1 Practical controlled assessment Week 2 Practical controlled assessment Week 3 Practical controlled assessment Week 4 Practical controlled assessment Week 5 Practical controlled assessment Week 6 Practical controlled assessment Week 7 Practical controlled assessment Week 8 Practical controlled assessment Week 9 Ethics of animal welfare Week 10 Cross breeding and inbreeding Week 11 Hormones Week 12 Embryo development Week 13 Diet Week 14 Plant cultivation Week 15 Field trip – Environmental business Outcomes: Ask your son or daughter if they can ….   

discuss ethics of animal welfare list components of a healthy diet for animals know sampling techniques

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

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

Assessment:  

exam June 2014 controlled assessment throughout

Page 43 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENVIRONMENTAL SCIENCE Year: Year 11

Term: Spring

Half term: 1st half 2nd Half

B684 Controlled assessment 60 % GCSE Topic/Module: Environmental and land based science portfolio Description of lessons: Week 1 Plant cultivation Week 2 Exam preparation Week 3 Investigation introduction Week 4 Investigation graphs Week 5 Investigation analysis Week 6 Investigation evaluation Week 7 Investigation IT work Week 8 Investigation IT work Week 9 Investigation IT Week 10 Investigation IT Week 11 Controlled assessment – skill 1 Week 12 Controlled assessment – skill 2 Week 13 Controlled assessment - skill 3 Week 14 Controlled assessment – skill 4 Week 15 Controlled assessment Outcomes: Ask your son or daughter if they can ….   

draw a graph analyse data organise information for the skills assessments

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

collect information for use in investigation write up find secondary data organise photos etc. for the skills write up prepare for analysis and evaluation

Assessment:  

exam June 2014 controlled assessment throughout

Page 44 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: ENVIRONMENTAL SCIENCE Year: Year 11

Term: Summer B684 Controlled assessment 60 % GCSE

Half term: 1st half 2nd Half

Topic/Module: Environmental and land based science portfolio Description of lessons: Week 1 Revision Week 2 Revision Week 3 Revision Week 4 Revision Week 5 Revision Week 6 Revision Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Outcomes: Ask your son or daughter if they can ….   

draw a graph analyse data organise information for the skills assessments

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

collect information for use in work based report find secondary data organise photos etc. for the work based report write up prepare for analysis and evaluation

Assessment:  

exam June 2014 controlled assessment throughout

Page 45 of 70

Unitised Scheme of Work

Neston High School

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Biology B2/B3 Description of lessons: Week 1 Summary of photosynthesis Week 2 Organisms and their environment Week 3 Distribution of organisms Week 4 B2.5 Proteins Week 5 Properties of Enzymes/ Uses of enzymes Week 6 B2.6.1 Aerobic respiration Week 7 B2.6.2 Anaerobic respiration HALF-TERM Week 8 B2.7 Cell division and inheritance Week 9 B2.7.2 Genetic variation Week 10 B2.7.2 Genetic variation Week 11 B2.8 Speciation Week 12 B2.8.1 Old and new species / Genetic disorders Week 13 B2 Mock Exams Week 14 B2 Mock exams Week 15 B3.1 Movement of molecules in and out of cells, Dissolved substances, Gaseous exchange Outcomes: Ask your son or daughter if they can ….

Grade C Grade A In addition to the Grade C criteria:  Suggest reasons for the distribution of organisms in a habitat. 

Describe the structure of protein molecules.



Define the terms ‘catalyst’ and ‘enzyme’.



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



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



Explain why enzymes are specific.



. Explain why enzymes are denatured by high temperatures.



Explain why food molecules need to be digested.



State the names of digestive enzymes, organs which produce them, substrates they act on and products of digestion.



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



State that microorganisms produce enzymes that we use in the home and in industry. For example, biological detergents, baby foods, sugar syrup and fructose syrup.



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



Explain the advantages and disadvantages of enzymes in industry.



Explain what aerobic means.



Explain why respiration has to occur continually in plant and animal cells.





Give examples of enzymes used in industry – proteases, carbohydrases and isomerase.

Write the word equation for aerobic respiration.

Page 46 of 70

Unitised Scheme of Work

Neston High School



State the site of aerobic respiration and be able to give examples of cells that contain a lot of mitochondria



State that all animals and plants produce carbon dioxide all the time as a by-product of aerobic respiration.



Describe the test for carbon dioxide.



Write equations and explain the conversion between glucose and glycogen in liver and muscle cells.



Write the equation for anaerobic respiration in animal cells.



State that the genetic information is carried as genes on chromosomes.



State that body cells divide by mitosis.



Draw simple diagrams to describe mitosis.



State that offspring produced by asexual reproduction are produced by mitosis so contain all the same alleles



State that sex cells are called gametes and are produced when cells in the sex organs divide by meiosis; sex cells have only one set of chromosomes.



Describe the structure of chromosomes and DNA.



Explain using a Punnett square and genetic diagram how sex is determined in humans.



Draw/interpret genetic diagrams to show how polydactyly is inherited.



Describe ways in which fossils are formed – from hard parts that do not decay easily; when conditions for decay are absent; when parts are replaced by other materials as they decay; as preserved imprints.



Explain why fossils are useful to us today – to provide evidence of how lifer has developed; to help us understand evolutionary relationships.



Define the term ‘extinction’.



Explain how extinction may be caused.

Page 47 of 70



Explain why heart rate and breathing rate increase during exercise.



Explain the effect of lactic acid build up on muscle activity.



Explain why anaerobic respiration is less efficient than aerobic respiration.



Define the term oxygen debt.



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



Explain why gametes only have one set of chromosomes.



Explain why sexual reproduction results in variety



Explain how stem cells could be used to help treat some medical conditions.



State that each gene codes for a particular sequence of amino acids to make a specific protein.



Define the terms homozygous, heterozygous, phenotype and genotype.



Explain what cystic fibrosis is and why it can be inherited from two healthy parents.



Explain how new species arise using the term ‘isolation’.



Unitised Scheme of Work

Neston High School

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

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

Assessment:   

continual assessment of key skills mock Exams December 2013 GCSE Summative assessment Biology B1, B2, B3 June 2014

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 3 Biology 3 Description of lessons: Week 1 B3.1.3 Exchange systems in plants , Transpiration Week 2 B3.2.1 The blood system B3.2.2 The blood Week 3 B3.2.3 Transport systems in plants Week 4 ISA Week 5 ISA HALF-TERM Week 6 B3.3 Homeostasis Week 7 B3.3.1 Removal of waste and water control Week 8 Kidney Dialysis Week 9 B3.3.2 Temperature control Week 10 B3.3.3 Sugar control Week 11 B3.4 Humans and their environment Week 12 B3.4.1 Waste from human activity Outcomes: Ask your son or daughter if they can ….

Grade C Grade A In addition to the Grade C criteria:  Define the term active transport. 

Label diagrams to show where active transport occurs in humans and plants and what is transported.

Page 48 of 70



. Explain why the size and complexity of an organism increases the difficulty in exchanging materials.

Unitised Scheme of Work

Neston High School



Explain why active transport requires energy.







Describe and explain the features of a good exchange surface.

Relate active transport to oxygen supply and numbers of mitochondria in cells.



Label a diagram of an alveolus and list how it is adapted for gas exchange.

Explain why some food molecules are absorbed by diffusion and others by active transport



Explain the changes that occur to bring about ventilation of the lungs in terms of relaxation and contraction of muscles, movement of the ribcage and diaphragm, changes in volume and pressure in the thorax.



Explain why foods have to be digested.



Label a diagram of a villus and list how it is adapted for absorption of food molecules.



Calculate mean, median, mode and range of lung volumes.

Label a diagram of the breathing system.



Interpret spirometer traces..



Evaluate the development and use of artificial aids for breathing, including the use of artificial ventilators.



Describe the flow of blood from the body, through the heart and lungs and back to the body.



Describe problems associated with the heart and explain how they can be treated.



Evaluate the use of artificial hearts and heart valves.



Describe what a stent is and what it is used for.



Explain the structure and function of red blood cells, white blood cells and platelets

.

 

State the function of the breathing system.



Label a diagram of a leaf to explain why the flattened, thin structure is useful for photosynthesis and gas adapted for their function.



Draw diagrams of stomata and guard cells and explain their function.



Define the term transpiration.



Explain how a potometer can be used to measure the rate of water uptake by a shoot.



State the functions of the circulatory system and the heart.



Label a diagram of the heart showing 4 chambers, vena cava, pulmonary artery, pulmonary vein and aorta.



Explain why the reversible reaction between oxygen and haemoglobin is important.



Compare the structure and function of arteries, veins and capillaries.



Explain what artificial blood is.





Label diagrams showing the position of xylem and phloem in roots, stem and leaves.

Describe differences between real and artificial blood.



Explain the function of xylem and phloem.



Define the term ‘homeostasis’.





Give examples of waste products that have to be removed and explain where they are excreted from the body.

Describe what the transpiration stream is.





Label a diagram of the excretory system and state the functions of the kidneys and bladder

Explain how a kidney machine works in terms of the partially permeable membrane and composition of the dialysis fluid.





Describe different methods to measure body temperature.

Explain why dialysis fluid contains sugar and ions at the same concentration as normal blood, but no urea.

Page 49 of 70

Unitised Scheme of Work

Neston High School



HT only Explain how sweating cools the body as it evaporates.



State that insulin is produced by the pancreas and explain its effect on blood glucose levels.

Explain the changes in blood vessels supplying skin capillaries when the body is too hot or too cold.





List the problems associated with an increasing human population.

Explain how shivering helps to warm the body by releasing more energy from respiration.





Describe how water can be polluted with sewage, fertiliser or toxic chemicals.

State that glucagon is also produced by the pancreas and explain its effect on blood glucose levels.



Calculate a mean and state the range of body temperatures for the class.



Compare the changes that occur when body temperature is too high or too low.



Homework: Out of lessons, at home pupils are encouraged to:  questions/worksheets to test knowledge/understanding of a topic  research for work which will be done in the following lessons  writing up evaluations of work already completed  a learning task of Scientific Vocabulary  ICT tasks  Revision for forthcoming assessments.  an independent learning task  to complete tasks set using the Key stage 4 www.doddlelearn.co.uk on line resource Assessment:  

continual assessment of key skills summative assessment June 2015

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 3 Biology 3 Description of lessons: Week 1, B3.4.2 Deforestation and the destruction of areas of peat Week 2 B3.4.3 Biofuels , B3.4.4 Food production Week 3 Revision B2 Week 4 Revision B3 Week 5 B2 & B3 Exam Tuesday 14th May 2014 Week 6 Revision Week 7 May half-term Week 8 B1 Exam 6Th June 2014 Week 9 Week 10 Week 11 Page 50 of 70

Unitised Scheme of Work

Neston High School

Week 12 Outcomes: Ask your son or daughter if they can ….

Grade C Grade A In addition to the Grade C criteria:  Describe the effects of smoke on buildings, humans and plant photosynthesis.



Explain how carbon dioxide contributes to global warming.



Describe how acid rain is formed.





Describe the effects of acid rain on living organisms.

Explain why vast tropical areas have been cleared of trees



Explain how deforestation increases the amount of carbon dioxide in the atmosphere and leads to a reduction in biodiversity.



Explain how deforestation could lead to an increase in methane in the atmosphere.



Describe how Fusarium is grown to produce mycoprotein that can be eaten.



Describe what herbicides and pesticides are used for.



Describe the uses of DichloroDiphenylTrichloroethane (DDT) and why it was banned.



Define the term ‘deforestation’.



Explain the terms ‘greenhouse effect’ and ‘global warming’.



Explain with the aid of a diagram how levels of carbon dioxide and methane contribute to global warming.



Define the term ‘biofuel’.



Write the equation for the production of ethanol using yeast



Define the term ‘biogas’.



State that biogas is produced by anaerobic respiration of plant products or animal wastes.



Explain how energy is lost at each level in a food chain and calculate percentage energy losses.



Explain why shorter food chains are more efficient for food production.



Explain why some fish stocks are declining and why this is a problem.



Describe ways that fish stocks can be conserved.



Give an example of sustainable food production.



State that the fungus Fusarium can be used to produce mycoprotein which is a protein rich food.

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

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

Page 51 of 70

Unitised Scheme of Work

Neston High School



to complete tasks set using the Key stage 4 www.doddlelearn.co.uk on line resource

Assessment:  

continual assessment of key skills GCSE Exams Summer 2015

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry units C2.3 – 3.2 Description of lessons: Week 1 review of C2.3.1 Week 1 C2.3.1 C2.3.2 Week 2 C2.3.3 C2.3.4 Week 3 C2.3.5 C2.3.6 C2.3.7 Week 4 C2.3.8 C2.3 Week 5 C2 5.1 C2 5.2 Week 6 C2 5.3 Week 7 C2 5.4

Half term Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Page 52 of 70

C2 5.5 C2. 5.6 C2 5.7 C2.5.8

The mass of atoms Masses of atoms and moles Percentages and formulae Equations and calculations The yield of a chemical reaction Reversible reactions Analysing substances Instrumental analysis End of topic test Acids and alkalis Making salts –Metals and bases Making salts from solutions Electrolysis

Changes at the electrodes REDOX Extraction of aluminium Electrolysis of brine Electroplating Introduction to ISA- Electroplating ISA Electroplating -Planning ISA Electroplating –Paper 1 ISA Electroplating -Practical ISA Electroplating –Processing data ISA Electroplating –Paper 2 Mock exams Unitised Scheme of Work

Neston High School

Week 14 Week 15

C3 1.1 C3 1.2

Mock exams The early periodic table The modern periodic table

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

Grade C Grade A  Calculate the relative formula  Explain what the relative atomic mass of a compound from the mass is. relative atomic masses of the  Calculate the empirical formula elements it is made from. of a compound from its  Calculate the percentage of an percentage composition. element in a compounds from its  Balance the symbol equations to formula. calculate the masses of the  Describe what balanced symbol reactants and products. equations tell us about a chemical  Calculate the percentage yield of reaction. a chemical reaction.  Describe what the yield of a  Describe how a mass reaction is and what factors affect spectrometer is used to identify it. the relative formula mass of a  Explain why a high yield is compound. important in industry.  Explain the meaning of  State what a reversible reaction is ’Activation energy’. and how it can be represented in  Explain how this can affect a an equation. chemical reaction.  Describe how we can detect  Outline how catalysts alter the artificial food colourings in a lab. activation energy.  Describe how gas  Explain how reactivity of metals chromatography can be used to and non-metals can affect the separate compounds in a sample products of an electrolytic mixture. reaction.  Describe how a mass  Represent the reactions at both spectrometer is used to identify the cathode and the anode compounds in a sample. during electrolysis of brine.  State what is meant by the ‘rate of  Represent the reactions at both reaction’ the cathode and the anode during electrolysis of acidified  Describe 3 methods that can be used to find the rate of a chemical water. reaction.  Represent the reactions at both  Outline what conditions affect the the cathode and the anode rate of a chemical reaction. during electroplating.  Explain what is meant by ‘Collision  Describe how the electronic Theory’. structure can explain the reactivity within group I and VII.  Use Collision theory to explain the effect on rate of: Surface area  Relate the size of the atoms in Temperature Group I to their increases Concentration relative reactivity down the group.  Describe what a catalyst is and how it affects the rate of a reaction.

Page 53 of 70

Unitised Scheme of Work

Neston High School

 Outline why catalysts are used in industrial reactions.  Explain the bad effects of catalysts on the environment and why scientists are keen to develop new catalysts.  State the meaning of an exothermic and an endothermic reaction.  Describe a method to measure the energy transferred in a chemical reaction.  Outline the energy changes in a reversible reaction and the difference between the forward and backward reactions.  Suggest uses for endo and exothermic reactions.  Identify the ions responsible for a substance being an acid and an alkali.  State the difference between a base and an alkali.  State the products of a reaction between: -a base and an acid -a metal and an acid  Describe how we can make different salts.  Describe how insoluble salts can be made and how this reaction can be used to remove ions from solutions.  Describe what happens to the ions in electrolysis  State what type of substances can be electrolysed.  Describe how the amount of water in a solution can affect the products of electrolysis.  Describe how aluminium can be extracted from Bauxite.  Present the reaction apparatus as a diagram.  Explain why cryolite is used.  Outline the products from the electrolysis of brine.  Outline the products from the electrolysis of acidified water.

Page 54 of 70

Unitised Scheme of Work

Neston High School

 Describe how and why we electroplate metal objects.  Outline how Mendeleev and Newlands helped to develop the periodic table.  Identify how the atomic structure is related to the periodic table.  Generalise about how the group I elements react.  Describe and explain how the properties change down the group.  Outline the properties of the transition metals.

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

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

Assessment:  

Continual assessment of key skills Summative assessment 15th May 2014

Page 55 of 70

Unitised Scheme of Work

Neston High School

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 2 Chemistry units C2.5 – 3.

Description of lessons: Week 1 review of C2.3.1 Week 1 C3 1.3 Group 1 -alkali metals C3 1.4 The transition elements Week 2 C3 1.5 Group 7 –the halogens C3.2.1 Hard water.

Week 3 C3.2.2 Removing hardness of water C3.2.3 Water treatment introduce context of ISA (write hypothesis) Week 4 C3.2.4 Water issues –Purifying water Week 5 C3.3.1 Energy from fuels C3.3.2 Energy from solutions Week 6 C3.3.3+5 Catalysts and energy level diagrams C3.3.4 Calculations using bond

Half term Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

C3.4.1 Tests for cations- flame tests C3.4.1 Chemical Tests for cations C3.4.2 Tests for anions C3.4.3 Titrations C3.4.4 Titration calculations C3.4 Chemical analysis C3.5.1-2 Making Ammonia- The Haber process C3.5.3-4 The economics of the Haber process C3.5.1-2 Alcohols + Properties and uses of alcohols C3.5.3 Carboxylic acids C3.5.3 Esters

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

Grade C Grade A  Generalise about how the group VII  Relate the size of the atoms in Group elements react.

VII to their decreased relative reactivity down the group.  Describe and explain how the properties change down the group.  Explain the effect of heating hard water.  State the meaning of ‘Hard water.  Identify the number of bonds broken and bonds made in a chemical  Describe how it is made in nature. reaction.  Outline the advantages and  Calculate the energy change when a disadvantages of hard water. specific number of moles of a chemical  Understand the difference between reacts based on the bond energies of temporary and permanent hardness of the atoms and the number of bonds water. broken.  Describe how water can be softened.  Calculate the energy change when a  Describe how water is treated to make it specific number of moles of a chemical safe to drink is formed based on the bond energies

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Unitised Scheme of Work

Neston High School

 Evaluate the advantages and disadvantages of adding chlorine and fluoride to drinking water.  Describe how we can measure the amount of energy found in 1 gram of fuel.  Calculate the number of Joules in 1 gram of fuel based on the experiment.  Describe how we can measure the amount of energy changed during a chemical reaction between 2 solutions.  Draw energy level diagrams for reactions and describe what they show us.  Identify the energy changes that take place when bonds are broken or made.  Identify the effect a catalyst has on the activation energy of a chemical reaction.  Outline the advantages and disadvantages of using carbon based fuels and hydrogen fuel.  Describe how to identify metal ions using flame and chemical tests.  Identify metal ions based on the results from flame and chemical tests.  Identify halides, carbonates and sulphates using chemical tests.  Describe the test used to identify halides, carbonates and sulphates.  Describe how to complete a titration and what you would observe during the reaction.  Outline the uses of analytical chemistry.  Interpret results from secondary data to draw conclusions about forensic science or environmental chemistry.  State how ammonia is important to industry and agriculture.  Outline the reaction and conditions needed to make ammonia without wasting any of the raw materials.  Name a range of simple alcohols, carboxylic acids and esters from their chemical formulae.  Represent the structures of alcohols, carboxylic acids and esters from their chemical formulae.  Identify the uses of alcohols related to their physical properties.  State the products of mild and extreme oxidation of alcohols.  Describe how a carboxylic acid can be identified from the physical and chemical properties.  Outline the uses of carboxylic acids and esters.  Describe how we can make an ester in a laboratory.  Identify the type of organic chemical from the chemical formulae.

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of the atoms and the number of bonds made.

Combine the results of bonds broken and bonds made to work out the total energy change taking place during a chemical reaction.

Represent this information as an energy diagram.

Outline the basic reaction that takes place in a hydrogen fuel cell.

Calculate the number of moles of an acid found in a certain volume of the acid.

Use a balanced chemical equation to identify the number of moles of acid that reacts with an alkali.

Use the number of moles of acid and the molecular mass of the alkali to calculate the concentration of the unknown alkaline solution.

Use similar calculation processes to find other unknown values.

State what is meant by the term ’Equilibrium’.

Describe what happens to the concentrations of the reactants and the products during a reversible reaction at equilibrium.

Suggest how by altering the concentrations of reactants or products, you can influence the amount of product made from a specific reaction.

Suggest how by altering the pressure, you can influence the amount of product made from a specific reaction involving gases.

Suggest how by altering the temperature, you can influence the amount of product made from a specific reaction involving gases.

Describe and explain why one direction of a reversible reaction will be favoured under different conditions.

Explain why a compromise temperature is used when making ammonia.

Explain why a compromise pressure is used when making ammonia.

Explain the effect of a catalyst on a reversible reaction and why one is used to make ammonia.

Explain what a weak and a strong acid is.

Explain why carboxylic acids are described as weak.

Unitised Scheme of Work

Neston High School

 Evaluate the issues surrounding the sale and use of alcohols, carboxylic acids and esters.  Discuss the benefits of organic reactions in the production of biofuels.

Homework: Out of lessons, at home pupils are encouraged to:  questions/worksheets to test knowledge/understanding of a topic  research for work which will be done in the following lessons  writing up evaluations of work already completed  a learning task of Scientific Vocabulary  ICT tasks  revision for forthcoming assessments  an independent learning task  an extended writing task  to complete tasks set using the Key stage 4 My Works on line resource Assessment:  continual assessment of key skills  summative assessment 15th May 2014

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

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 1 Chemistry topics Description of lessons: Week 1 Review Unit 2 work Week 2 Review Unit 2 work Week 3 Review Unit 3 work Week 4 C2+ C3 Exam Week 5 Review Unit 1 work Week 6 Review Unit 1 work Week 7 Review Unit 1 work Half term Week 8 Week 9 Week 10

Review Unit 1 work Review Unit 1 work C1 Exam

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

Grade C

Grade A

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

Page 58 of 70

Unitised Scheme of Work

Neston High School

     

a learning task of Scientific Vocabulary ICT tasks revision for forthcoming assessments an independent learning task an extended writing task to complete tasks set using the Key stage 4 My Works on line resource

Assessment:  

continual assessment of key skills summative assessment 15th May 2014

Key Stage 4 Subject: PHYSICS UNIT 2 AQA SEPARATE SCIENCE Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Description of lessons:              

Week 1 P2.1 Resultant Forces Week 2 P2.1.2 Forces and motion/ Distance-time graphs/velocity-time graphs Week 3 P2.1.3 Forces and braking.

Week 4 P2.1.4 Terminal velocity Week 5 P2.1.5 Elasticity, stretching and elastic potential energy Week 6 P2.2 Kinetic energy – speeding up and slowing down Week 7 P2.2.2 Momentum Week 8 P2.3 Electricity Static electricity Week 9 P2.3.2 Electric circuits Week 10 P2.4 Thermistors and LDR’S Week 11 P2.41 Household electricity Week 12 P2.5.1 Atomic structure Week 13 P2.5.2 Half-life Week 14 P2.6.1 Fission and fusion

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

GRADE C GRADE A  State that the gradient of a distance–  Rearrange and use the speed time graph represents the speed. formula  Use the speed formula to calculate  Compare the speed of different the average speed of an object. objects using the gradient of a distance – time graph.  Explain the difference between the velocity of an object and the speed.  Rearrange and use the acceleration equation.  Calculate the acceleration of an object using the acceleration  Use velocity-time graphs to compare equation. accelerations.  Explain how data-logging equipment  Use velocity-time graphs to compare can be used to measure the velocity distance travelled. of an object.

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Unitised Scheme of Work

Neston High School

 Describe the acceleration of an object from a velocity-time graph.  State the unit of force and that forces occur in equal and opposite pairs.  Describe how frictional forces act between objects.  Find the resultant force acting on an object when there are two forces acting in the same direction or in opposite directions.  Describe how the resultant force will affect the movement of an object.  Calculate the force required to produce a given acceleration of an object of known mass.  State that objects of larger mass require greater forces to produce a given acceleration.  Use a chart to find the stopping distance, the braking distance and the thinking distance at a given speed.  Explain the difference between mass and weight.  Describe how the velocity of an object released from rest in a fluid changes as it falls.  Describe how a spring extends in terms of the force acting on it and ‘Hookes Law’.  Discuss a range of speed and travelrelated issues linking their discussions to scientific knowledge and understanding.  State that ‘work done’ is the amount of energy transferred.  Calculate the work done when a force moves an object through a distance.   Understand the difference between direct current and alternating current.  Compare and calculate potential differences of d.c supplies and the peak potential differences of a.c supplies from diagrams of oscilloscope traces.

Know the structure of both 2 core and 3 core cable  Know what materials are used in 3 pin plugs and understand why they are used

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 Explain examples of equal and opposite forces acting when two objects interact.  Rearrange and use the formula F=ma  Explain the motion of an object released from rest falling through a fluid.  Use the spring constant and load to calculate the extension of a spring.  Perform calculations including the rearrangement of the work done equation.  Perform calculations including the rearrangement of the gravitational potential energy equation and the kinetic energy equation.  Apply and rearrange the appropriate equations to two bodies that collide in a straight line.  Provide a detailed description of the transfer of charge in terms of electron movement.  Use the equation V=IR.  Explain the uses of an LDR, thermistor and LED.  Analyse a series circuit to find current and P.d.  Measure period and frequency of an a.c source using an oscilloscope.  Explain choice of materials used for a 3 pin plug.  Use the equation E=Pt.  Calculate the energy transferred using the pd and the charge transferred  Explain the deflection of alpha and beta particles in terms of their relative mass and charge.  Reproduce nuclear equations to show single alpha and beta decay.

Unitised Scheme of Work

Neston High School

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Know the colour coding of the 3 wires used in 3 pin plugs.

Understand the purpose and action of the fuse and the earth wire.

Know that RCCBs operate by detecting a difference in the current between the live and neutral wires.

Know that an RCCB operates much faster than a fuse.

Understand that a lot of energy is wasted in filament bulbs by heating. Less energy is wasted in power saving lamps such as Compact Fluorescent Lamps (CFLs) Use equations connecting power with energy transferred and with current and potential difference.

Use the equation connecting energy with potential difference and charge.

Describe the structure of an atom.

Know that according to the nuclear model, most of the atom is empty space.

Know that an atom has no overall charge.

Explain how results from the Rutherford and Marsden scattering experiments led to the ‘plum pudding’ model being replaced by the nuclear model.

Understand that new evidence can cause a theory to be reevaluated.

Understand the terms atomic number and mass number.

Describe how an ion is formed.

Know and understand where background radiation comes from.

Recall the ionising power and properties of alpha, beta and gamma radiation.

Balance nuclear equations, limited to the completion of atomic number and mass number.

Recall the definition of half-life.

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Unitised Scheme of Work

Neston High School

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Work out half-life from a radioactive decay graph.  Understand the process of nuclear fusion and fission.  Explain how stars are able to maintain their energy output for millions of years.

Explain why the early universe contained only hydrogen but now contains a large variety of different elements.

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

continual assessment of key skills summative assessment P2 Monday pm 19th May 2014 summative assessment P3 Monday pm 19th May 2014 summative assessment P1 Thursday am 12th June 2014

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Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: BTEC LEVEL 2 EXTENDED CERTIFICATE APPLIED SCIENCE BIOLOGY AND CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 13 Investigating a crime scene Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Review Year 10 BTEC work certificate in Applied Science Assignment 13.1 recording a crime scene Investigate the crime scene Investigate the crime scene Recording and documenting evidence Recording and documenting evidence Record and document the crime scene

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

Assignment 13.2 Planning the analysis Planning the analysis of hair and fingerprints Planning the analysis of blood and white powder Planning the analysis of shoe prints Assignment 13.3 Analysing evidence from the crime scene Analysis of hair Analysis of fingerprints Analysis of blood

Outcomes: Ask your son or daughter if they Pass  Investigate a scene of crime.  Assess hazards and risks at the scene and in a lab.  Carry out an initial assessment of the scene of crime.  Secure the crime scene.  Record and document the crime scene.  Search and target evidence.  Record and document evidence.  Process evidence.  Collect and recover evidence.  Package and label evidence.  Transport evidence and understand the chain of continuity.  Use appropriate scientific techniques to analyse hair, fingerprints and blood.

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Distinction Analyse evidence.

Discuss how to prevent contamination of the crime scene.

Understand anti-contamination methods.

Unitised Scheme of Work

Neston High School

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

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

Assessment:   

assignment 13.1 recording a crime scene assignment 13.2 Planning the analysis assignment 13.3 Analysing evidence from the crime scene

Key Stage 4 Subject: BTEC LEVEL 2 EXTENDED CERTIFICATE APPLIED SCIENCE BIOLOGY AND CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 13 Investigating a crime scene Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Analysis of white powder Analysis of white powder Analysis of shoe prints Analysis of results Forensic scientists’ report Forensic scientists’ report

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

Assignment 13.4 Your day in court The forensic scientist Reporting the statement in court The criminal investigation Interviewing techniques The criminal justice system

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

Pass Distinction  Use appropriate scientific  Analyse evidence. techniques to analyse white  Develop open/closed questions powder and show prints. techniques.  Understand the relationship of forensic science to the law.  Develop interviewing techniques.

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Unitised Scheme of Work

Neston High School

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Understand the criminal justice system.

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

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

Assessment:  

assignment 13.3 Analysing evidence from the crime scene assignment 13.4 Your day in court

Key Stage 4 Subject: BTEC LEVEL 2 EXTENDED CERTIFICATE APPLIED SCIENCE BIOLOGY AND CHEMISTRY Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 13 Investigating a crime scene Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Review assignments 13.1-13.4 Review assignments 13.1-13.4 Review assignments 13.1-13.4 Review assignments 13.1-13.4 Review assignments 13.1-13.4 BTEC deadline all assignments to be completed

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

Pass Distinction  Investigate a scene of crime  Discuss how to prevent contamination of the crime scene  Assess hazards and risks at the scene and in a lab  Understand anti-contamination methods Analyse evidence  Carry out an initial assessment of the scene of crime  Develop open/closed questions techniques  Secure the crime scene  Record and document the crime scene  Search and target evidence  Record and document evidence  Process evidence  Collect and recover evidence  Package and label evidence

Page 65 of 70

Unitised Scheme of Work

Neston High School

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Transport evidence and understand the chain of continuity Use appropriate scientific techniques to analyse hair, fingerprints and blood Use appropriate scientific techniques to analyse white powder and show prints Understand the relationship of forensic science to the law Develop interviewing techniques Understand the criminal justice system

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

assignment 13.1 Recording a crime scene assignment 13.2 Planning the analysis of crime scene evidence assignment 13.3 Analysing evidence from the crime scene assignment 13.4 Your day in court

Page 66 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: BTEC LEVEL 2 EXTENDED CERTIFICATE IN APPLIED SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 5 Application of Physics Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7

Review Year 10 BTEC work certificate in Applied Science Assignment 5.1 Investigating an application of motion Speed, distance and time Velocity Designing a roller coaster Experimental write up Analyse and evaluate results

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

Assignment 5.2 Investigating an application of force Forces Balanced and unbalanced forces Hooke’s Law Acceleration Investigate the effects of different surfaces on stopping distance Experimental write up Analyse and evaluate results

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

Pass Distinction  Investigate motion.  Rearrange and use the speed formula.  State that the gradient of a  Compare the speed of different objects distance-time graph represents using the gradient of a distance-time the speed. graph.  Use the speed formula to  Rearrange and use the acceleration calculate the average speed of equation. an object.  Explain examples of equal and opposite  Explain the difference between forces acting when two objects interact. the velocity of an object and the speed.  Calculate the acceleration of an object using the acceleration equation.  State the unit of force and that forces occur in equal and opposite pairs.  Describe how frictional forces act between objects.  Describe Hooke’s Law. Homework: Out of lessons, at home pupils are encouraged to:     

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

Page 67 of 70

Unitised Scheme of Work

Neston High School

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an independent learning task an extended writing task

Assessment:  

assignment 5.1 Investigating an application of motion assignment 5.2 Investigating an application of force

Key Stage 4 Subject: BTEC LEVEL 2 EXTENDED CERTIFICATE IN APPLIED SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 5 Applications of Physical Science Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Assignment 5.3 Investigating applications of waves Investigating an application of light – focal lenses Experimental write up Analyse and evaluate results Investigating an application of sound Experimental write up

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

Finish assignment 5.3 Investigating applications of waves Assignment 5.4 Investigating an application of electricity Series and parallel circuits Ohm’s Law Investigating resistance Investigating resistance

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

Pass Distinction  Give examples of longitudinal  Explain the motion of particles in waves and transverse waves longitudinal and transverse mechanical and describe the differences waves. between them.  Draw a diagram to show how the  Draw a diagram showing formation of the image of a point object reflection by a plane mirror in a plane mirror. which shows the angle of  Explain why refraction takes place. incidence, the angle of  Draw a diagram showing the refraction reflection and the normal. of light by a prism and explain the  Explain that the image in a process that causes this effect. mirror is virtual.  Explain why mechanical vibrations  Draw diagrams showing how produce sound waves. light is refracted when entering  Explain resistance change in terms of and leaving a transparent ions and electrons. substance.  State the range of hearing for a typical human.

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Unitised Scheme of Work

Neston High School

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Describe the properties of a sound wave, including its longitudinal nature.

Describe the behaviour of a sound wave, including reflection and refraction.

Draw circuit diagrams.

Measure the resistance of a resistor using an ammeter and voltmeter.

Calculate the resistance of a device from the current through it and the potential difference across it.

State Ohm’s law for a metal wire.

Perform calculations that involve rearrangement of the resistance equations.

Explain the changes that take place in a series circuit including a thermistor or a LDR when the temperature or light level changes.

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

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

Assessment:  

assignment 5.3 Investigating applications of waves assignment 5.4 Investigating an application of electricity

Page 69 of 70

Unitised Scheme of Work

Neston High School

Key Stage 4 Subject: BTEC LEVEL 2 EXTENDED CERTIFICATE IN APPLIED SCIENCE PHYSICS Year: Year 10 Year 11

Term: Autumn Spring Summer

Half term: 1st half 2nd half

Topic/Module: Unit 13 Investigating a crime scene Description of lessons: Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Finish assignment 5.4 Investigating an application of electricity Review assignments 5.1 – 5.4 Review assignments 5.1 – 5.4 Review assignments 5.1 – 5.4 Review assignments 5.1 – 5.4 BTEC deadline all assignments to be completed

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

Pass Distinction  Draw circuit diagrams.  Explain resistance change in terms of ions and electrons.  Measure the resistance of a resistor using an ammeter and voltmeter.  Calculate the resistance of a device from the current through it and the potential difference across it.  State Ohm’s law for a metal wire.  Perform calculations that involve rearrangement of the resistance equations.  Explain the changes that take place in a series circuit including a thermistor or a LDR when the temperature or light level changes.

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

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

Assessment:    

assignment 5.1 Investigating an application of motion assignment 5.2 Investigating an application of force assignment 5.3 Investigating applications of waves assignment 5.4 Investigating an application of electricity

Page 70 of 70

Unitised Scheme of Work

Neston High School