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Year 11 Course Outlines2017-2018

Contents Art and Design Business Drama English Food Technology French Geography History ICT (Computing) ICT (GCSE) Maths – Foundation Maths – Higher Music (GCSE) Music (VCERT) PDW Product Design Religious Education Science SEN KS4 Learning Options Pathway Spanish Sports Studies

TextilesBasic Equipment For All Lessons

All students in Years 7 to 13 should carry with them the following basic equipment for all lessons:

Reading book Calculator Dictionary HB Pencil Soft pencils such as 2B, 4B, 6B (for Art) Colouring pencils Black, Blue and Green Pens; Black pens should be used for all written class

and homework. Green pens should be used for self-marking and peer-marking tasks.

Ruler, Eraser, Pencil sharpener

Department: Art and Design Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Students work with Assessment Criteria to focus on strengths and areas for improvement. Submissions of work for the Controlled Test take shape and journals and design sheets showing relevant research and developmental work are produced. There are four lessons per fortnight. A typical year plan might look like this, although themes may change and the focus in a project may vary to allow for individual progress;

Term 1 Mock exam preparation ‘Folkestone Triennial’ Journals; independently investigate assessment objectives Term 2 Exam final pieces Present a personal, informed and meaningful response in 2D/3DTerm 3 Portraits: Abstract Art Photography, printing, web designTerm 4 Externally set exam. Theme; Links to artists, response Journal - research and exploration of materials and mediaTerm 5 Externally set exam. Theme; Links to artists, response Journal –Developmental/experimental work. Final 10 hour exam.

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment during lessons by

teacher Student/teacher one-to-one discussions Formal summative assessment with exhibition of

work

Research of artists and their work. Development of personal journal. Visit to Art galleries and Museums. Working with different media. Use of digital photography to record progress. Use

of school website to advertise successes and exhibit work.

Independent enquirers: Plan and carry out research. Maquettes, design ideas and developments.

Creative thinkers: Generate ideas and explore possibilities.

Team workers: Collaborate with others towards a common goal (exhibition). Provide constructive support and feedback to others.

Self-managers: Work shows organisation, commitment and initiative.

Effective participators: Actively contribute to group work, suggesting appropriate ways to move forward. Working in manageable steps.

Reflective learners: Comment on own and others work, reviewing progress against project aims. Evaluate experiences.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear demonstrations on the use of

tools and equipment Art Risk Assessments are closely followed by staff

and students

Competitions are flagged up to students as they come into school

Enrichment opportunities are offered

Annotation of work in progress, using appropriate\subject specific language. Using key words and articulating verbally their thoughts and feelings.

Costing and estimating to ensure that project is feasible. Dealing with scale and project management (man hours)

Keywords are part of learning objectives for each lesson.

Department: Business Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Expanding a Business Conflict between stakeholders Choosing the Right Legal Structure Private limited companies (ltd) Public limited companies (plc) Business Aims and Objectives Ethical and environmental considerations Choosing the Best Location Finalising preparation for Controlled Assessment

Term 2 The Marketing Mix Product portfolio/mix & product life cycle Pricing decisions for growth Promotional activities to enable growth Selecting the promotional mix Channels of distribution Controlled Assessment

Term 3 Reorganising Organisational Charts and Management Hierarchies Internal organisational structures Appropriateness of centralisation/ Decentralisation for growing businesses. Recruitment and Retention of Staff The staff recruitment process Appraisal and training Methods of motivation Retention of staff. Production Methods for Growing Businesses Use of flow production Efficient production methods Lean production techniques. Recognising Challenges of Growth Advantages of growth Disadvantages of growth. Maintaining Quality Assurance in Growing

Businesses Identifying quality problems Methods of maintaining consistent quality

Term 4 Finance for Large Businesses Sources of finance available Appropriateness of the sources. Profit and Loss Accounts and Balance Sheets Purpose of financial statements Components of financial statements Interpretation of data given on financial statements. Revision and past papers

Term 5 Revision and past papers

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Self-Assessment Formative Assessment during lessons by teacher Formal formative assessment against criterion Student / teacher one-to-one discussions

Students undertake all criterion as homework Learn core GCSE Key Terms

Understanding how different groups and cultures are targeted / impacted by branding

Analysing the reaction to branding by different social groups and cultures

Understanding the personal requirements for Entrepreneurship

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are given clear and comprehensive

instructions on the use of equipment The Business department completes an annual risk

assessment which is followed by staff and students

Completion of past papers to A*-A standard Specific Key Terms are required in all student submissions

Students are required to submit evidence of mathematical research and analysis in all submissions

Department: Drama Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 – Component 1 Devising – Students will begin to develop a drama from a given stimulus. The will also take notes for their portfolio.Term 2 – Component 1 Devising - examination performance. Writing portfolio. Mock examination preparation for Component 3 – Theatre Makers in Practice.Term 3 – Component 3 Mock examinations. Component 2 – Performance from Text.Term 4 – Component 2 – rehearsals and examination by Edexcel examiner.Term 5 – Component 3 - Revision for final written examination – The Crucible and The Woman in Black.


teacher Student/teacher one-to-one discussions Formal formative assessment for Performing

Research play texts/playwrights Research dramatic styles Reading plays as an individual Learning lines Developing skills in performance preparation

Group/pair work Understanding the role of individuals in a team Understanding of different cultures around the

world Encouraging and empathising Examining moral/cultural issues


equipment. Students have clear guidelines of how to work

safely and independently in Studio and on stage

Careful choice of play texts to stretch intellectually and dramatically

Negotiation/discussion when developing group performance

Performances develop confidence of students

Specific word lists and specialised vocabulary are used throughout the year.

Students encounter texts in a variety of genres and eras

Department: English Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Language: analysis of language; assessment of Speaking & Listening Literature: study of modern set textTerm 2 Language: Critical analysis of texts Literature: study of modern set textTerm 3 Language: Revision of AO1, AO2, AO3 Literature: Revision of poetry

Term 4 Language: Revision of AO3, AO5, AO6; assessment of Speaking & Listening Literature: Revision of Shakespeare and nineteenth century text

Term 5 Language: Revision of AO4, AO5, AO6 Literature: Revision of Shakespeare and nineteenth century text

Term 6 Exam Season

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment (exam style

questions) Student/teacher one-to-one discussions Exam practise

Theatre visits (via school/home) Team work; Encouraging and empathising Understanding the role of individuals in a team Understanding the importance of

Language/Literature.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Classrooms risk assessed Re-do Controlled Assessments option for some Literacy embedded in lessons

Time lines, diagrams as appropriate

Department: Food Technology Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 1st September first NEA task set Work on 3 investigations for NEA task 1. Hand in NEA task for first marking Term 2 Finish off analysis and evaluations for NEA tasks 1st November second NEA task set Beginning research and planning for food preparation NEA task Revision and preparation for the mock examination in January 2018Term 3 Mock examination week. Continue with research and planning of NEA task 2. Day off timetable for full assessment of NEA task 2 (group split into two).

Term 4 Complete final stages on food preparation task Exam Revision lessons in preparation for the final examinationTerm 5 Exam Revision lessons in preparation for the final examination Walking talking mockTerm 6 Preparation for the final examination 2018.


teacher Student/teacher one-to-one discussions Formal formative assessment Practical assessment End of unit assessment

To research recipes and to cook food of their own choice demonstrating the use of different techniques.

To keep a recipe scrapbook To be aware of local produce – visit farmers markets

and food shows

Team work Understanding the role of individuals in a team Understanding of different structures around the

world Encouraging and empathising Learning about artists, their life and their work.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy Students receive clear demonstrations on the use of

tools and equipment. The Design and Technology Department have

detailed Risk Assessments which are closely followed by staff and students.

As Part of the Risk Assessment – all food allergy information about each student is recorded and students are taught to be aware of other students and their allergies.

To visit The Good Food Show To watch a range of cookery programmes To give students the opportunity to cook dishes of

their choosing in an enrichment activity Students can visit the Farmers Markets and Kent

County Show to become aware of the produce produced in Kent


Students must consider literacy in their NEA tasks. Students learn about measurements and

dimensions of materials when planning their projects.

Department: French Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1

Module 7: Part 1: discussing career choices and talking about future plans. Grammar revision and translation practice. End of Term assessment: Reading and writing.

Term 2 Module 7: Part 2: discussing the importance of languages and applying for

jobs. Grammar revision and translation practice End of Term assessment: Listening and Speaking.

Term 3 Module 8: discussing problems facing the world and protecting the

environment. End of Term assessment: Reading and Speaking in preparation for their

exam.

Term 4 Revision Modules 1 to 8 Grammar revision and translation practice Speaking preparation for their GCSE exam. Term 5 GCSE speaking exam preparation.


teacher Student/teacher one-to-one discussions Formal formative assessment End of unit tests

Learn vocabulary on a regular basis Use Frog for more independent learning Use “Zut” website for extra challenging activities

and personalised learning Use “Quizlet” for key vocabulary revision Frequently learn core GCSE vocabulary from Frog. Languagesonline.org BBC/French/bitesize website

Team work Understanding the role of individuals in a team Equality and diversity Learn about different cultures and traditions Encouraging and empathising


tools and equipment. The MFL Department have detailed Risk

Assessments which are closely followed by staff and students.

All electrical equipment is PAT tested Detailed Risk Assessments for trips

Encourage students to read a range of books in the Target Language made available to them

“Zut” website Use “Quizlet” for revision of complex vocabulary PixL booklet “How to achieve an A and A* in French”


Students produce pieces of extended writing Students learn about dates, time, numbers and

prices

Department: Geography Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 The Changing Economic World.Term 2 The Changing Economic World.Term 3 Geographical Applications (write up fieldwork and prepare for questions on the pre-release materials after March 15th) Mock exam revision and preparationTerm 4 RevisionTerm 5 RevisionTerm 6 GCSE examination finished


teacher Student/teacher one-to-one discussions Formal formative assessment End of unit test

Research homework Fieldwork

Working individually, in pairs and in groups Understanding cultures in different countries Empathy for people from a range of cultures Understanding the impact of the physical

environment on peoples’ lives Understanding the impact of people on the

environment

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy The Geography Department has risk assessments

which are followed by staff and students Completion of research activities Encouragement of application and synthesis of

knowledge in new situations End of unit assignments

Specific word lists and specialised vocabulary are used throughout the year

Extended writing assignments Students will develop statistical and graphical skills Data analysis

Department: History Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Complete the study of Superpowers and Cold War. SALT 1 and SALT II Invasion of Afghanistan Gorbachev’s New Thinking Reagan’s leadershipTerm 2 Begin study of Paper 3 – Weimar and Nazi Germany 1918 – 39 Creation of New Republic Challenges from Right and Left Rise of Nazi Party Who was Hitler Exam technique: Interpretation skills.

Term 3 Complete study of Paper 3 – Hitler’s consolidation of power and life in Nazi

Germany Revision on Paper 1 – Nature of Warfare. 1250 – Present and Historical Enquiry Assessment – Mock Examination in all 3 unitsTerm 4 Revision on Paper 2 (Superpowers and Cold War and Early Elizabethan England) Revision on Paper 3 Weimar and Nazi Germany 1918 – 1939 Revision – all 3 papers and intensive Walking-talking mocks Assessment – public examinations preparationTerm 5 Revision Assessment – Public Examination


teacher Student/teacher one-to-one discussions - all

teachers are happy to support students Formal formative assessment - these are termly End of GCSE examination in Year 11

Research techniques are a central part of History - however this is always structured with a precise outcome.

Look for references to 'History in the news' and bring evidence to lessons.

Create a detailed revision timetable from Christmas of 2014.

Team work Understanding the role of individuals in a team to

achieve the best outcome. Encouraging and empathising - during

presentations this is openly encouraged.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy There are a clear set of 'rules' which each student

writes into their book. Students are encouraged to remove blazers in the

summer to prevent over-heating.

Students will look in-depth at some key events in each unit. Students should be able to place these events into a wider context of the period.

Students are given the opportunity to undertake independent research on any of the topics - incorporating their own historical evidence.

Visits to historical sites and watching the news.


Students complete practice exam questions or extended essays for all formal assessments.

Statistics and graphs play a central role in most of the topics covered.

Department: ICT (Computing) Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 – Controlled Assessment and Paper 1 Revision Working on controlled assessment General revision of Paper 1Term 2 – Controlled Assessment and Paper 2 Revision Working on controlled assessment General revision of Paper 2Term 3 – Controlled Assessment and Specific Topics Students completing controlled assessment Teacher will decide with students which specific topics to revise in detail

Term 4 – Intense Revision Focusing on topics from both Paper 1 and Paper 2 Lots of exam practice and assessmentTerm 5 – Intense Revision Focusing on topics from both Paper 1 and Paper 2 Lots of exam practice and assessmentTerm 6 – Exams Exams will be in the first week of this term

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment Student/teacher one-to-one discussions Formal formative assessment End of Term Assessment

Research tasks based on different topics within each unit of work.

Homework Activities. Individual projects completed during each unit –

Controlled Assessment Assignments

Team work Understanding the role of individuals in a team Encouraging and empathising

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are presented with a clear list of house

rules for how to behave in the ICT classroom. Students are constantly presented with extension

activities for each unit covered. Students are presented with exemplar work to show

how high level work should be completed


Department: ICT (GCSE) Year 11


Plan and manage work efficiently Use a search engine effectively Understand the need to consider quality, relevance and fitness for purpose Understand the implications of copyright Create original images and information which are fit for audience and

purpose Use reports to present information Organise electronic messages Work accurately

Term 2 In this term students will be taught the theory aspect of the course This will include: Digital devices Connectivity Legal & ethical aspects of ICT Protocols Standards This is in preparation for the mock exam in January, which is a vital part of

the exam preparation

Term 3 Mock exam happens in this term Students will analyse their performance in the mock exam Weaknesses will be highlighted so students can factor this into their personal

revision program Term 4

Activity 4 Evaluation of the their evidence for the CAB Peer and self-evaluation of the digital products produced throughout the CAB

Term 5 Revision of the theory side of the course Includes after school/weekend and school holiday sessions Exam occurs during this term

Term 6 N/A


teacher Student/teacher one-to-one discussions Using task mark scheme to self-assess their

progress

Research the task and practice skills/knowledge Produce your own resources and internet research

Taking ownership of a project through the use of a controlled assessment brief

Be able to critically assess and identify areas of success and weaknesses

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students cover e-safety themes in the theory

section of the course Students are presented with a clear list of house

rules for how to behave in the ICT classroom.

Students are constantly presented with extension activities for each unit covered.


Department: Maths (Foundation) Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 and 2As well as reviewing number work and mastering skills from previous years, students will cover final following topics from Foundation syllabus: Fractions: multiplying and dividing Standard Form Similarity Congruence Vectors: add/subtract, resultant of two vectors, multiples Graphs of cubic and reciprocal functions Simultaneous equations: algebraically and graphically Rearranging formulae Proof

Term 3 and 4Following the mock exams in early December, students will embark on a personalised revision programme designed to stretch each to their full potential.There will be also second round of mock exams in April.



Homework will be set regularly by the class teacher MathsWatch is available with instructional videos for

every maths topics from Level 3 up to A* GCSE!


world

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear instruction for class routines Guidance is given in accordance with the whole

school policy for online work

UKMT Maths Challenge in May Each mathematical concept will be extended by

applying it to complex problems. Students will be exposed to similar content but with greater or lesser difficulty depending on their ability.

Constructing arguments based on mathematical calculations.

Many of the problems that we solve involve comprehension and then effective communication of the solution.

Department: Maths (Higher) Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 and 2As well as reviewing content from previous years and ensuring basic skills are strong, students will be working on the following topics. Some students will study additional topics for AQA Further Mathematics qualification to bridge the gap between GCSE and A level topics.

Maths Topics: Vectors and vector notation Solving geometric problems Direct and inverse proportion Exponential functions Non-linear graphs (tangents and area under a curve) Translating graphs of functions

Statistics: (much of this will be quickly reviewed as previously covered) Charts & Graphs Collecting Data Averages Probability Scatter Graphs & Correlation Measures of Spread Histograms Time Series Shapes of Distributions Index Numbers Binomial Theorem

Term 3 and 4Following the mock exams in early December, students will embark on a personalised revision programme designed to stretch each to their full potential.



Homework will be set regularly by the class teacher MathsWatch is available with instructional videos for

every maths topics from grade 1 to 9!


world

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear instruction for class routines Guidance is given in accordance with the whole

school policy for online work

UKMT Maths Challenge in Term 5 Each mathematical concept will be extended by

applying it to complex problems. Students will be exposed to similar content but with greater or lesser difficulty depending on their ability.

Constructing arguments based on mathematical calculations.

Many of the problems that we solve involve comprehension and then effective communication of the solution.

Department: Music (GCSE) Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Terms 1 and 2 Students continue to develop their performing skills,

both in the classroom and in at concerts organised by the department. This is recorded before the end of term 2. Students also prepare their ensemble examination, which is recorded before the end of term 3.

Students commence work on their second composition (provided by the board)

All coursework is concluded before the end of term 2

Terms 3 and 4 The written examination is very much the priority for

this term. Revision continues with the extracts of music, with listening examples to prepare students for the examination in Term 5.

Terms 5 and 6 Depending on when the written examination is

taking place, students have their final preparation for the written examination, exploring the features of the music.


teacher Student/teacher one-to-one discussions Formal formative assessment for Performing,

Composing, Listening and Appraising End of project test

Research musical features Research musical styles Research performers and composers Listening to examples of instruments and music Learning key features Developing skills with Sibelius program

Group/pair work. Understanding the role of individuals in a team. Understanding of different cultures around the

world. Encouraging and empathising. Learning about composers and performers, their life

and work.


equipment. Students have clear guidelines of how to work

safely and independently in practise rooms.

Differentiated work is given for every project, so that instrumentalists have an opportunity to use their skills

Compositional opportunities develop instrumentalists further

Concerts develop confidence of students

Specific word lists and specialised vocabulary are used throughout the year and printed in their work booklets.

Students use numeracy when counting rhythms.

Department: Music (VCERT) Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Terms 1, 2, 3 and 4 The Elements of Music. Students will develop their understanding of how to

perform: strengths, weaknesses, opportunities and threats Students continue to develop their performing skills, in the classroom, concerts

and other opportunities/tasks organised by the department. This will be carefully planned and evaluated

Students complete the final task of the exam, planning an event as a group. This develops their team skills, as well as their own independent skills

Terms 5 and 6 Students can re-visit Unit 1 to improve any work required

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment by teacher Student/teacher one-to-one discussions Formal formative assessment for Performing and

Appraising End of task assessment

Research musical features and styles Research performers and composers for performance

requirements Planning performances, evaluating individual

strengths and weaknesses

Group/pair work Understanding the role of individuals in a team. Learning about composers and performers and how

it related to performance Cultural diversity in music


equipment. Students have clear guidelines of how to work safely

and independently in practise rooms.

Differentiated work is given for every project, so that instrumentalists have an opportunity to use their skills

Concerts develop confidence of students

Specific word lists and vocabulary are used throughout the year and printed in booklets

Students use numeracy when counting rhythms

Department: PDW Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 PSHEE – Relationships: Safer sex, healthy relationshipsTerm 2 PSHEE & Citizenship – Living in the wider world: Future planning, economy, e-safety, Christian valuesTerm 3 PSHEE – Health and Wellbeing: drug awareness, alcohol, social mediaTerm 4 PSHEE – Health and wellbeing: exam success (nutrition, mindfulness, mental health, organisation)Term 5 PSHEE & Citizenship – Living in the wider world: Next steps preparations, exam revision.


teacher Student/teacher discussions

Active citizenship projects such as fundraising and volunteering

Reading/ watching news and current affairs Participation in school projects such as Peer

mentoring and school council External links to organisations and help lines

Explore beliefs and experience; respect values; discover oneself and the surrounding world and reflect.

Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are reminded about the sensitive nature of

some of the issues discussed during PDW sessions and how respect and trust form an integral part of many sessions.

Many topics covered during PDW cover internet and personal safety including advice on where students can receive help.

Skill development including; research, discussion, presenting, persuasive arguments, evaluation.

Spiral learning to build on previous and cross curricular knowledge

Provision for students to work independently on active citizenship projects

Thinking Hard strategies

Specialised vocabulary used in every lesson. Students are asked to complete a variety of tasks

including poetry, song writing, raps, slogans and manifestos.

Students learn about economic wellbeing including debt, financial planning and budgeting.

Department: Product Design Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)GCSE Controlled Assessment:Investigating The Design Context Select and acquire relevant research that will promote. Show understanding of the design context through detailed analysis. Analyse relevant existing products that relate to design intentions. Clearly identify specific design criteria, reflecting the analysis undertaken. Identify a target market and the intended consumer/user profile.Development Of Design Proposals, Including Modelling Develop imaginative, innovative ideas, demonstrating creativity and flair. Consider a range of issues to inform the development of design proposals. Develop work through experimentation with a wide variety of techniques.Making Work independently to produce a rigorous and demanding final outcome. Select and use appropriate tools, materials and/or technologies. Testing and Evaluating Document the testing and evaluation throughout against the specification. Test final outcome against the design criteria/specification and evaluate. Evaluate and justify the need for modifications to the product. Communication Create a portfolio that is focussed, concise and relevant - while communicating

all decisions in a coherent manner with technical language.

Exam Preparation:Pupils will gain knowledge and understanding of the processes and techniques which aid manufacture and of the commercial and industrial applications of a range of materials involved in manufacturing their products in quantity. It is expected that designing and making will address complete product issues and therefore deal with materials which would aid manufacture, such as moulds, cutting dies, printing blocks, jigs etc. as well as dealing with issues such as labelling, packaging etc. It will be important therefore that candidates can utilise a variety of suitable materials and components. Whilst undertaking product analysis activities, it is expected that candidates will make detailed references to the materials used as well as the associated manufacturing issues.

Key Areas:Classification and working properties of materials, Paper/card, Timber based materials, Ferrous and non-ferrous metals, Plastics, Manipulating and combining materials, New materials, Evolution of product Design, Product development, Communication and representation of ideas, Design methodology, Packaging, Product marketing, Human factors, Safety, Quality, Ethical environmental and sustainability issues, Consumer issues, Product manufacture, Methods of production, Manufacture systems and the use of ICT.


teacher Student/teacher one-to-one discussions Formal formative assessment

End of unit test

To be aware of relevant businesses, events and the inspirational products around us.

Research inspiration for the chosen themes. Students will be given material to read and then

asked to answer a question about the subject. Throughout the final two years this will become less supportive, preparing for the written paper.

Team work opportunities Developing ‘creative’ and ‘out of box’ thinking The role of individuals in a design team Respecting the opinions and ideas of others Encouraging and empathising Ethical, sustainability and human factors.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy Students receive clear demonstrations on the use of



Students are allowed to adapt the projects if needed to extend learning and challenge G&T pupils even further.

Less support materials will be given to those who are achieving higher grades in their independent learning tasks.

Specialised vocabulary is used and students complete extended pieces of writing.

Students learn about measurements and dimensions of materials.

Students are asked to complete exam style questions in full sentences.

Department: Religious Education Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Catholic ChristianityChapter 1: Beliefs and Teachings1.1 Trinity, 1.2 Trinity in the Bible, 1.3 Creation, 1.4 Creation and the nature of humanity, 1.5 Incarnation, 1.6 The Paschal Mystery, 1.7 The significance of the Paschal Mystery, 1.8 Eschatology

Chapter 2: Practices2.1 The sacramental nature of reality, 2.2 Liturgical worship, 2.3 The funeral rite, 2.4 Prayer, 2.5 Forms of popular piety, 2.6 Pilgrimage, 2.7 Catholic Social Teaching, 2.8 Catholic mission and evangelism

Chapter 3: Sources of Wisdom3.1 The Bible, 3.2 Interpretation of the Bible, 3.3 The magisterium, 3.4 The Second Vatican Council, 3.5 The Church as the Body of Christ, 3.6 The four marks of the Church, 3.7 Mary as a model of the Church, 3.8 Personal and ethical decision-making

Chapter 4: Forms of Expression4.1 Catholic church architecture, 4.2 Catholic church features, 4.3 Sacred objects, 4.4 Artwork in Catholicism, 4.5 Sculpture and statues, 4.6 Symbolism and imagery in religious art, 4.7 Drama, 4.8 Music in worship

JudaismBeliefs and Teachings7.1 The Almighty, 7.2 The Shekhinah, 7.3 The Messiah, 7.4 The covenant at Sinai, 7.5 The covenant with Abraham, 7.6 The sanctity of life, 7.7 Moral principles and the Mitzvot, 7.8 Life after death

Practices8.1 Public acts of worship, 8.2 The Tenakh and Talmud, 8.3 Private prayer, 8.4 The Shema and the Amidah, 8.5 Ritual and ceremony, 8.6 Shabbat, 8.7 Festivals, 8.8 Features of the Synagogue

Arguments for God’s existence9.1 Revelation, 9.2 Visions, 9.3 Miracles, 9.4 Religious Experience, 9.5 The Design Argument, 9.6 The Cosmological Argument, 9.7 The Existence of Suffering, 9.8 Solutions to the Existence of Suffering

Relationships10.1 Marriage, 10.2 Sexual Relationships, 10.3 The Family, 10.4 Support for the family, 10.5 Family Planning, 10.6 Divorce, annulment and remarriage, 10.7 Equality of men and women in the family, 10.8 Gender prejudice and discrimination


teacher Student/teacher one-to-one discussions Formal formative assessment Knowledge tests End of unit tests

Research to be done when completing homework assignments.

Preparing presentations during lessons.

Understanding the role of religion and faith in the world.

Being aware of the social, political and cultural setting of the world that Jesus grew up in.

Developing open-mindedness and understanding for the reality of difference.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive a clear set of expectations that

include what is regarded as an acceptable standard of behaviour.

The Religious Education department have developed resources and activities that are specifically designed to challenge.

Key words are on display in each Religious Education classroom. These are used regularly during lessons.

Students are frequently asked to complete written work in lessons and as homework.

Tasks/activities that are given to students are usually timed.

Department: Science Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)For students studying GCSE Science the scheme of work is outlined below. In each unit there are opportunities for students to develop investigative skills and gain a better understanding of “how science works”. We follow the new AQA Combined Science Trilogy specification, within which there is a strong emphasis on Knowledge Recall (40%), Application of Knowledge (40%) and analysis/evaluation of experimental work (20%). There is no controlled assessment or coursework element, nor can students be early-entered in Year 10 – the whole Double Award course is examined via 6 x 1hr 15 min exams at the end of Year 11. Different groups may proceed at a different pace. This is a new course so the content described below is subject to change as the year progresses.Term 1 and Term 2In terms one and two, the topics studied are: Bio: Ecology Chem: Atmosphere, Resources and Calculations Phys: Waves, Magnetism and Electromagnetism

Term 3 and Term 4In terms 3 and 4, students will completed their mock exams and then begin a revision programme based around weaknesses identified in PLCs (Personalised Learning Checklists)

Term 5 and Term 6 In the final two terms students have a small amount of lesson time dedicated to final revision, before the exams start.


teacher Questioning of students Student/teacher one-to-one discussions and

progress reviews Formal formative assessment and book marking End of unit tests are set every second term and

provide important evidence of student progress and organisation of sets for next year.

Students will be assessed using examinations which cover either individual or pairs of topics.

Students will also complete a Controlled Assessment.

Research famous scientists and their impact on the history of science and development of humanity.

Begin to learn computer programming. Visit museums and science exhibitions. Purchase and enjoy using a science kit (eg a starter

chemistry set). Watch online videos about science and/or science

based television shows eg Braniac, Mythbusters, James May’s Bright Ideas, ect.

Using “GCSE Bitesize”, revision guides, workbooks and other well established revision resources.

Team work Understanding the role of individuals in a team Considering the environment and the importance of

energy conservation e.g. acid rain, global warming Learning about the individuals who have helped to

shape the modern world and who may influence the future of humankind.

Empowering students to realise that they are aware that can make an impact on the world around them.

Keeping up to date with current affairs in the science arena.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy The Science Department have detailed Risk


Students are introduced to safety in the lab from their very first lesson in science in year 7.

Teachers will remind students of health and safety issues before each practical lesson.

Differentiation during lessons Levelled tasks to allow students to achieve more

highly than their baseline target. Trips and other extracurricular events. STEM clubs and events.


Students are asked to complete an extended piece of writing.

Explanations are expected in full English. Students learn about using graphs, tables and

charts to present and analyse information. Students perform calculations, and quote answers

with correct units.

Department: SEN KS4 Learning Options Pathway Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Overview Students, who are identified through the options process as being in the ‘Purple Pathway,’ spend a minimum of 4 hours a fortnight in Supported Learning working in small

groups. During their time in Supported Learning, they complete a number of courses that are more vocational in nature, are designed to keep them engaged and motivated and

have a focus on developing their key skills in literacy and numeracy and are designed to maximise the targeted students’ academic potential. The key courses that are completed in the Supported Learning ‘Purple Pathway,’ are:Course 1-2LT01-GCSE Edexcel Leisure and Tourism Unit 1 is externally assessed in a 1 hour examination paper. Unit 1 focuses on the

nature of the leisure and tourism industry and introduces students to the business operations that are in action in the industry. It also focuses on the factors that affect customer choice and introduces students to the themes of destinations, impact and sustainability.

Students then have to do an internally assessed controlled assessment unit and can complete either unit 2 or 4. Unit 2 focuses on an investigation on the sales and promotional activities that are found in the Leisure and Tourism industry and unit 4 focuses on the customers and employment opportunities in the leisure and tourism industry.

Course 2-4800-AQA Preparation for Work Life Course There is an examined and a controlled assessment aspect to this course. The exam is a 1 hour paper and students answer questions on 9 key topic areas

that focus on the world of work. The students then complete 3 tasks for a controlled assessment. These tasks are

Curriculum Vitae, a letter of application and notes for a mock interview.Course 3-Booster Literacy Class Students work in very small groups to improve their basic literacy skills and this

plays a vital role in developing their ability to cope with their GCSE’s across all subjects and especially for English.

Course 4-Booster Numeracy Skills Students work in very small groups to improve their basic numeracy skills and this

plays a vital role in developing their ability to cope with their GCSE’s across all subjects and especially for Maths, Statistics and Science.

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment in class and in

books by the teacher. Student/teacher one-to-one discussions Reading and spelling assessments.

Research information about topic areas. Visit the library and read similar books to our topic

books. Visit travel agents and leisure activity centres. Learning of spellings and regular reading.

Team work and understanding the role of individuals in a team

Understanding of different societies and cultures around the world and in the work place

Encouraging and empathising. Learning about people and events

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Clear code of conduct that is followed in the

Supported Learning Centre. Clear expectations for behaviour High staff to student ratio/small groups Risk assessments completed for any visits

Students can move from Level 1 to Level 2 Preparation for Work Life in years 10 and 11, if they have made rapid progress in year 9.

Students can move to the double award GCSE in Leisure and Tourism in years 10 and 11, if they have made rapid progress in year 9.

Regular subject specific vocabulary, grammar and spelling lists to learn and reading for pleasure encouraged.

Lexia reading and Rapid Plus used to improve reading and spelling

Differentiated work materials

Department: Spanish Year 11


Module 5: Ciudades Grammar assessment

Term 2 Module 5: Ciudades Module 6 : De costumbre Speaking and Listening assessments

Term 3 Module 6 : De costumbre Module 7 : ¡A currar! Mock exams Reading and Writing assessments

Term 4 Module 7 : ¡A currar! Module 8 : Hacia un mundo mejor Speaking and Listening assessments Speaking exam

Term 5 Revision / preparation for Listening, Reading and Writing exams


teacher Student/teacher one-to-one discussions Formal formative assessment End of unit tests

Learn vocabulary on a regular basis Use Frog for more independent learning Use “Oye” website for extra challenging activities

and personalised learning Use “Quizlet” for key vocabulary revision Frequently learn core GCSE vocabulary from Frog Access Active Learn for practice and revision BBC/Spanish/bitesize website

Team work Understanding the role of individuals in a team Equality and diversity Learn about different cultures and traditions Encouraging and empathising


tools and equipment. The MFL Department have detailed Risk


All electrical equipment is PAT tested Detailed Risk Assessments for trips

Encourage students to read a range of books in the Target Language made available to them

“Oye” website Use “Quizlet” for revision of complex vocabulary Use Active Learn for further revision


Students produce pieces of extended writing Students learn about dates, time, numbers and

prices

Department: Sports Studies Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)Students will receive Three theory and one practical lesson per fortnight throughout the year. Practical lessons cover a wide range of sports, enabling students to enhance technical, tactical and physiological aspects of performance. Students and staff will work together to select their 3 best sports to enter for the GCSE practical exam.Term 1 and 2 Students will study the effects of exercise on their

body systems including the cardiovascular system, respiratory system, muscular system and skeletal system

Term 3 and 4 Students will plan their analysis of performance

work by researching the rules, tactics and fitness requirements of their main sporting activity. This will be assessed during

Term 5 Students will take their practical exam early in term

5 and then revise for their theory exam.


teacher Student/teacher one-to-one discussions Formal formative assessment: end of unit activity

grade GCSE practical grades, out of 35, will be awarded

for each sport covered. End of unit tests to check progress and

understanding.

A mix of independent, pair and group work. Students can attend extra-curricular clubs to further

their learning. Students are encouraged to carry out wider reading

to learn more about the sports industry.

Team work. Understanding the role of individuals in a team. Encouraging and empathising.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are required to bring full PE kit to every

practical lesson. Teacher will inform students if they need to bring

specialist equipment (eg, shin pads, boots, etc). Students should speak to first aid trained PE staff

immediately if they experience any pain or discomfort before, during or after a lesson.

Staff monitor all practical activities.

Maidstone schools competitions. Nominate talented students for County trials. Offer advice in finding local clubs. Opportunity to assist in coaching younger students.

Theory lessons provide opportunity for assessment through written work.

Key words are identified and defined every lesson. Students are responsible for scoring their own

practical games and will learn to use tables to keep track of league and tournament scores.

Department: Textiles Year 11

Plan Of Learning For The Year (Unit/Topic/Project Context)GCSE Controlled Assessment:Investigating The Design Context Select and acquire relevant research that will promote. Show understanding of the design context through detailed analysis. Analyse relevant existing products that relate to design intentions. Clearly identify specific design criteria, reflecting the analysis undertaken. Identify a target market and the intended consumer/user profile.Development Of Design Proposals, Including Modelling Develop imaginative, innovative ideas, demonstrating creativity and flair. Consider a range of issues to inform the development of design proposals. Develop work through experimentation with a wide variety of techniques.Making Work independently to produce a rigorous and demanding final outcome. Select and use appropriate tools, materials and/or technologies. Testing and Evaluating Document the testing and evaluation throughout against the specification. Test final outcome against the design criteria/specification and evaluate. Evaluate and justify the need for modifications to the product. Communication Create a portfolio that is focussed, concise and relevant - while communicating

all decisions in a coherent manner with technical language.

Exam Preparation:Key Areas Of Study Properties and characteristics of fibres and fabrics Finishing Processes, including dyeing and printing, decoration and enhancement

and other finishes to enhance technical properties Modern and ‘Smart’ materials Design and market influences Past and present textile designs and products Social, Cultural, Moral, Health and Safety and Environment Issues The role of the designer Consumer choice and ethical issues The recycling of textiles, waste reduction, organic and Fair Trade cotton, bio

fibres, biodegradable fibres/fabrics. Health and Safety issues CAD and CAM Industrial and commercial practice Techniques And Processes – in the classroom and industrially Industrial systems used to produce textile products Costs of production, including the constraints of budget and time scale. Quality assurance


teacher Student/teacher one-to-one discussions Formal formative assessment End of unit assessment

Research inspiration for the chosen themes in each project.

Students will be given material to read and then asked to answer a question about the subject. Throughout the two years this will become less supportive, preparing for the written paper.

Team work Developing creative skills Written and spoken peer feedback Cultural considerations when designing. Focussed practical tasks will highlight cultural

differences.




Students are allowed to adapt the projects if needed to extend learning.

Less support materials will be given to those who are achieving higher grades in their independent learning tasks.

Specific word lists and specialised vocabulary are used and displayed in the classroom.

Students are asked to complete exam style questions in full sentences.

Students learn about measurements and dimensions of materials when planning their projects.

· web viewstudents should be able to place these events into a wider context of the period. ......

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