10 autumn 1 autumn 2 spring 1 spring 2 summer 1 summer...
TRANSCRIPT
10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
English
A Christmas Carol
● Scrooge - a victim of nature or nurture?
● What is the purpose of Dickens’ novella?
● How and why does Scrooge change throughout the course of the novella?
● What is the importance of childhood and family?
● In what ways are the poor punished for simply being poor?
An Inspector Calls
● Who is responsible for Eva Smith’s death?
● Why is social responsibility important?
● How does Priestley employ dramatic devices to convey his ideas regarding class and capitalism?
Love and relationships and unseen
poetry What difficulties are faced in parent/child relationships? To what extent is growing up presented as painful? To what extent is romantic love presented as being difficult?
Macbeth
How is “Fair is foul and foul is fair” throughout the play script? What ultimately leads to Macbeth’s downfall? What does the representation or the supernatural and witches reveal? To what extent is Macbeth’s masculinity in crisis?
History Medicine in Britain, c1250–present Ideas about the cause of disease: c1250–c1500: Medicine in medieval England c1500–c1700: The Medical Renaissance in England c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain c1900–present: Medicine in modern Britain Case study: The Black Death, 1348–49 and The Great Plague in London, 1665
Medicine in Britain, c1250–present Approaches to prevention and treatment c1250–c1500: Medicine in medieval England c1500–c1700: The Medical Renaissance in England c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain c1900–present: Medicine in modern Britain Case Study: Fighting Cholera in London, 1854
Medicine in Britain, c1250–present The British sector of the Western Front, 1914–18: surgery and treatment The context of the British sector of Western Front and the theatre of war in Flanders and northern France Conditions requiring medical treatment on the Western Front The work of the RAMC and FANY The significance of the Western Front for experiments in surgery The historical context of
Henry VIII and his ministers, 1509–40 Key topic 1.1 Henry VIII, Renaissance Prince Key topic 1.2 The rise of Wolsey and his policies Key topic 1.3 Wolsey’s foreign policy Key topic 1.4 Wolsey, Catherine, the succession and annulment
Henry VIII and his ministers, 1509–40 Key topic 2.1 Cromwell’s rise to power, 1529–34 Key topic 2.2 Cromwell, and the king’s marriages Key topic 2.3 Cromwell and government, 1534–40 Key topic 2.4 The fall of Cromwell
Henry VIII and his ministers, 1509–40
Key topic 3.1 The break with Rome Key topic 3.2 Opposition to, and impact of, Reformation, 1534–40 Key topic 3.3 The dissolution of the monasteries Key topic 3.4 The Pilgrimage of Grace, 1536
Key individual: William Harvey
Key individual: Jenner Key Individuals: Fleming, Florey and Chain’s development of penicillin. Case Study: The fight against lung cancer in the twenty-first century:
medicine in the early twentieth century
Geography The Challenge of Natural Hazards: An exploration of the causes, effects and responses to tectonic hazards in richer and poorer parts of the world using case studies from Haiti and New Zealand.
The Challenge of Natural Hazards continued. Tropical storms including a case study of Typhoon Haiyan. The causes, effects and management of climate change and extreme weather events using a case study of the Beast from the East.
Changing Economic World: Measuring development. The causes and consequences of the development gap. Strategies to reduce the development gap. An in depth case study of Nigeria including: The rapid growth of industry and trans-national corporations such as Shell. The impact of development on quality of life and the environment.
Changing Economic World continued. An in depth case study of the UK including: An overview of the UK economy and how we are moving to a post- industrial economy. The impact of economic change on rural areas and the environment. The importance of infrastructure. The north-south divide.
RE Paper 1 Christianity Beliefs and teachings: Exploring the importance of Chiristianity as a world faith. 1. The nature of God 2. The Trinity 3.The crucifixion, ascension and resurrection. 4.The afterlife and judgement. 5. Heaven and hell
Paper 1 Christianity Practices: Exploring Chrisianity as the main religious tradition of UK. 1 Liturgical worship 2. Prayer 3. Sacraments 4. Pilgrimage 5. Festivals 6. Role of the Church
Paper 1 Islam Beliefs and teachings: Exploring Muslim beliefs in the Oneness of God and the supremacy of God’s will. 1. Oneness of God 2. Key beliefs of Sunni and Shi’a Islam 3. Nature of God 4. Angels, Predestination and Life after death
Paper 1 Islam Practices: Exploring Islam and the 5 pillars 1. Salah 2. Sawm 3. Zakat 4.Hajj 5. Jihad
Thematic Studies Relationship and families: Exploring Muslim and Christian teachings on human sexuality. To consider contemporary British attitudes towards relationships 1. Human sexuality 2. Homosexual relationships
Thematic Studies Religion crime and punishment: Exploring legal position about crime and punishment 1. Corporal punishment. 2. Death penalty 3. Forgiveness 4. Reasons for crime 5. Treatment of criminals 6. Forgiveness
6. Christ and salvation.
5.Prophethood and Adam 6. Prophet Muhammad (PBUH) and the Immamte
3. Marriage 4. Divorce 5. Purpose of families 6. Gender equality
Maths Higher 1 Number 2 Algebra
3 Interpreting and
representing data
1.1 Number
problems and reasoning
1.2 Place value and estimating 1.3 HCF and
LCM 1.4 Calculating
with powers (indices) 1.5 Zero,
negative and fractional indices 1.6 Powers of 10
and standard form
1.7 Surds
2.1 Algebraic indices
2.2 Expanding and factorising 2.3 Equations 2.4 Formulae
2.5 Linear sequences
2.6 Non-linear sequences 2.7 More
expanding and factorising
3.1 Statistical diagrams 1
3.2 Time series 3.3 Scatter
graphs 3.4 Line of best
fit 3.5 Averages
and range 3.6 Statistical diagrams 2
4 Fractions, ratio and
percentages 5 Angles and trigonometry
4.1 Fractions
4.2 Ratios 4.3 Ratio and
proportion 4.4 Percentages 4.5 Fractions, decimals and percentages
5.1 Angle
properties of triangles and quadrilaterals
5.2 Interior angles of a
polygon 5.3 Exterior angles of a
polygon 5.4 Pythagoras’
theorem 1 5.5 Pythagoras’
theorem 2 5.6
Trigonometry 1 5.7
Trigonometry 2
6 Graphs 7 Area and
volume 8
Transformations and
constructions
6.1 Linear graphs 6.2 More linear
graphs 6.3 Graphing
rates of change 6.4 Real-life
graphs 6.5 Line
segments 6.6 Quadratic
graphs 6.7 Cubic and
reciprocal graphs 6.8 More graphs
7.1 Perimeter and
area 7.2 Units and
accuracy 7.3 Prisms 7.4 Circles
7.5 Sectors of circles
7.6 Cylinders and spheres
7.7 Pyramids and cones
8.1 3D solids
8.2 Reflection and rotation
8.3 Enlargement 8.4
Transformations and combinations of transformations 8.5 Bearings and scale drawings
8.6 Constructions 1
8.7 Constructions 8.7 Constructions
2 8.8 Loci
9 Equations and inequalities
10 Probability
9.1 Solving quadratic equations
1 9.2 Solving
quadratic equations 2
9.3 Completing the square
9.4 Solving simple simultaneous
equations 9.5 More
simultaneous equations
9.6 Solving linear and quadratic simultaneous
equations 9.7 Solving linear
inequalities
10.1 Combined events
10.2 Mutually exclusive events
10.3 Experimental probability
10.4 Independent events and tree
diagrams 10.5 Conditional
probability 10.6 Venn
diagrams and set notation
11 Multiplicative
reasoning 12 Similarity
and congruence
11.1 Growth and decay
11.2 Compound measures 11.3 More compound measures
11.4 Ratio and proportion
12.1
Congruence 12.2 Geometric
proof and congruence
12.2 Geometric proof and
congruence 12.3 Similarity
12.4 More similarity
12.5 Similarity in 3D solids
13 More trigonometry
14 Further statistics 15 Equations and
graphs
13.1 Accuracy 13.2 Graph of the
sine function 13.3 Graph of the cosine function
13.4 The tangent function
13.5 Calculating areas and the sine
rule 13.6 The cosine rule and 2D trigonometric
problems 13.7 Solving
problems in 3D 13.8 Transforming
trigonometric graphs 1
13.9 Transforming trigonometric graphs
2
14.1 Sampling 14.2 Cumulative
frequency 14.3 Box plots 14.4 Drawing histograms
14.5 Interpreting histograms
14.6 Comparing and describing
populations
15.1 Solving simultaneous
equations graphically 15.2 Representing
inequalities graphically
15.3 Graphs of quadratic functions
15.4 Solving quadratic equations
graphically 15.5 Graphs of cubic
functions
Maths Lower 1 Number 2 Algebra 3 Graphs, tables and
charts
1.1 Calculations 1.2 Decimal
numbers 1.3 Place value 1.4 Factors and
multiples 1.5 Squares, cubes and
roots 1.6 Index notation 1.7 Prime
factors
2.1 Algebraic expressions
2.2 Simplifying expressions
2.3 Substitution 2.4 Formulae
2.5 Expanding brackets
2.6 Factorising 2.7 Using
expressions and formulae
3.1 Frequency
tables 3.2 Two-way
tables 3.3
Representing data
3.4 Time series 3.5 Stem and leaf diagrams 3.6 Pie charts
4 Fractions and
percentages 5 Equations, inequalities
and sequences
4.1 Working
with fractions 4.2 Operations with fractions
4.3 Multiplying fractions
4.4 Dividing fractions
4.5 Fractions and decimals 4.6 Fractions
and percentages
4.7 Calculating percentages 1 4.8 Calculating percentages 2
5.1 Solving equations 1 5.2 Solving equations 2 5.3 Solving
equations with brackets
5.4 Introducing inequalities 5.5 More
inequalities 5.6 More formulae
5.7 Generating sequences
5.8 Using the nth term of a
sequence
6 Angles 7 Averages and
range 8 Perimeter, area
and volume 1
6.1 Properties of shapes
6.2 Angles in parallel lines 6.3 Angles in
triangles 6.4 Exterior and interior angles
6.5 More exterior and interior
angles 6.6 Geometrical
pattern
7.1 Mean and range
7.2 Mode, median and range
7.3 Types of average
7.4 Estimating the mean
7.5 Sampling
8.1 Rectangles, parallelograms and triangles
8.2 Trapezia and changing units
8.3 Area of compound
shapes 8.4 Surface area
of 3D solids 8.5 Volume of
prisms 8.6 More volume and surface area
9 Graphs 10
Transformations
9.1 Coordinates 9.2 Linear graphs
9.3 Gradient 9.4 y = mx + c
9.5 Real-life graphs 9.6 Distance-time
graphs 9.7 More real-life
graphs
10.1 Translation 10.2 Reflection 10.3 Rotation
10.4 Enlargement 10.5 Describing enlargements
10.6 Combining transformations
11 Ratio and proportion
12 Right-angled
triangles 13 Probability
11.1 Writing
ratios 11.2 Using
ratios 1 11.3 Ratios and
measures 11.4 Using
ratios 2 11.5 Comparing
using ratios 11.6 Using proportion
11.7 Proportion and graphs
11.8 Proportion problems
12.1
Pythagoras' theorem 1
12.2 Pythagoras' theorem 2
12.3 Trigonometry: the sine ratio 1
12.4 Trigonometry: the sine ratio 2
12.5 Trigonometry:
the cosine ratio 12.6
Trigonometry: the tangent
ratio 12.7 Finding lengths and angles using trigonometry
14 Multiplicative reasoning
15 Constructions, loci and bearings
14.1 Percentages 14.2 Growth and
decay 14.3 Compound
measures 14.4 Distance, speed
and time 14.5 Direct and
inverse proportion
15.1 3D solids 15.2 Plans and
elevations 15.3 Accurate
drawings 1 15.4 Scale drawings
and maps 15.5 Accurate
drawings 2 15.6 Constructions
15.7 Loci and regions 15.8 Bearings
13.1 Calculating probability 13.2 Two
events 13.3
Experimental probability 13.4 Venn diagrams 13.5 Tree diagrams
13.6 More tree diagrams
Science INFECTION AND
RESPONSE 1) Methods of disease transmission 2) Causes of disease 3) Establishing Immunity against disease RESPIRATION 1) Aerobic and anaerobic respiration in eukaryotic and prokaryotic organisms HOMEOSTASIS & NERVOUS SYSTEM 1) Maintenance of internal body conditions 2) Structure and function of human nervous system
HORMONAL COORDINATION IN HUMANS 1) Roles of hormones in body processes 2) Roles of hormones in the treatment of infertility REPRODUCTION 1) Sexual and a-sexual reproduction 2) Formation of sex cells 3) Human Genome and DNA 4) Genetic disorders and sex determination VARIATION 1) Variation within species 2) Selective Breeding 3) Genetic Engineering
ENERGY CHANGES
1) Exothermic and Endothermic
Reactions 2) Reaction
profiles
RATE AND EXTENT OF CHEMICAL CHANGE
1) Rates of reaction and
factors that affect them
2) Collision theory 3) Roles of catalysts
4) Reversible reactions
ORGANIC CHEMISTRY
1) Crude oil and alkanes
2) Fractional Distillation
3) Hydrocarbons 4) Cracking and
Alkenes
CHEMICAL ANALYSIS
1) Purity, formulations and chromatography
2) Identification of common gases
PARTICLE MODEL OF
MATTER 1) Changes of state and the particle model
2) Internal energy and
energy transfers 3) Particle model and pressure
ATOMIC
STRUCTURE 1) Atoms and
isotopes 2) Atoms and
nuclear radiation
FORCES 1) Forces and their
interactions 2) Work done and
energy transfer 3) Forces and
elasticity 4) Forces and Motion
5) Newton’s Laws 6) Momentum
Triple Science INFECTION AND
RESPONSE 1) Methods of disease transmission 2) Causes of disease 3) Establishing Immunity against disease RESPIRATION 1) Aerobic and anaerobic respiration in eukaryotic and prokaryotic organisms 2) Metabolism HOMEOSTASIS & NERVOUS SYSTEM 1) Maintenance of internal body conditions 2) Structure and function of human nervous system 3) The structure and function of the brain and eye
HORMONAL COORDINATION IN HUMANS
1) Roles of hormones in body processes 2) Roles of hormones in the treatment of infertility 3) Negative Feedback Mechanisms 4) Control and coordination of plants
REPRODUCTION 1) Sexual and a-sexual reproduction 2) Formation of sex cells 3) Human Genome and DNA 4) Genetic disorders and sex determination 5) Protein Synthesis VARIATION 1) Variation within species 2) Selective Breeding 3) Genetic Engineering 4) Cloning GENETICS & EVOLUTION
1) Classification 2) Theory of
Evolution 3) Evidence for
evolution 4) Fossils
5) Extinction 6) Resistant
bacteria 7) Speciation
ENERGY CHANGES
1) Exothermic and Endothermic
Reactions 2) Reaction
profiles 3) Chemical cells
and fuel cells
RATE AND EXTENT OF CHEMICAL CHANGE
1) Rates of reaction and
factors that affect them
2) Collision theory 3) Roles of catalysts
4) Reversible reactions
ORGANIC CHEMISTRY
1) Crude oil and alkanes
2) Fractional Distillation
3) Hydrocarbons 4) Cracking and
Alkenes 5) Alcohols,
Carboxylic acids & Esters
6) Polymers 7) Biochemistry
CHEMICAL ANALYSIS
1) Purity, formulations and chromatography
2) Identification of common gases
3) Identification of common ions
French Self, Family and Friends.
Revising family and describing
people. Revising places in town, activities and times. What
makes a good friend. Regular -er verbs in the present tense.
Family relationships.
Reflexive verbs in the present tense. Making
arrangements to go out. Near future tense.
Describing a day out using the perfect tense. Time phrases,
sequencers and connectives.
Describing a role model using present and
perfect tenses.
Leisure Activities.
Revision of free-time
vocabulary. Revision of films and cinema.
Talking about sport using
depuis + present tense.
Uses of technology
using irregular verbs in the
present tense. Reading and music habits.
Negatives. TV programmes
using comparative. Describing a night out with friends using the perfect
tense.
Normal Days, Special Days.
Food and drink quantities.
Irregular verbs boire and
prendre. Clothes and what to wear
(adjective agreement).
Daily life using “devoir” and
“pouvoir”. Shopping for clothes using
“quel” and “ce” in different forms.
Describing festivals and
traditions. Questions: est-ce que and qu’est-ce
que. Shopping for a special
event using the present and near
future tenses. Describing family celebrations using past, present and
future tenses.
Town and Countryside.
Revise where we live and what we
can do there. Places n town and
asking the way. Describing a region
using the superlative.
Finding out tourist info by asking
questions. Conditional plans
dependent on weather (si
clauses). Talking about your home
town using negatives (never,
nothing, any more). Suggesting ways to
improve current facilities.
Holidays. Talking about
where you normally go. Revision of countries.
Dealing with a hotel stay using
“notre” and “nous”. Talking about travelling.
Coping at the train/bus station.
Justifying modes of
transport. What you do and did
on holiday. Ordering in a
restaurant. Expressions with avoir.
Holiday disasters in three time
frames.
School. School subjects and timetable. Revisions of days and time. Opinions on school subjects and facilities. Direct object pronouns. Difference between British and French schools. Using “ils”. Rules and regulations (il faut/il est interdit de). School activities using the imperfect tense. Talking about school successes using past, present and future time frames.
German School and School Life:
Talking about school subjects
and clothing. Using verbs in
the present tense.
Accusative adjective
endings. Talking about what’s in a
pencil case. Using the past
tense (imperfect and perfect). Talking about what you are, and are not,
looking forward to at school,
giving reasons. Describing a school day
including 24-hour clock times. School rules using modal
verbs. Differences
between German and English
school systems.
Leisure Activities:
Nouns and articles
(revision). Musical
instruments. Sports and
hobbies and who we do them with. Discussing
reading habits. Adverbs of frequency.
Music (gern, lieber, am
liebsten). Film and tv
preferences using plural
nouns. Sport in Switzerland
using the Conditional.
Learning about celebrations and festivals using several
tenses together. Visiting
Human Relationships.
Describing photos.
Reviewing adjectives. What
makes a good friend.
Possessive adjectives. Describing
relationships. Dative + mit.
Weekend activities using in + accusative or
dative. Discussing role
models. Subject and object pronouns.
Comparing childhood with life now, using modal
verbs in the imperfect tense.
House and Home. Describing houses
using irregular verbs in the present tense. Describing
food and drink items. Separable
verbs. Meeting and greeting guests
using the appropriate
register. Describing your home and its
location. Prepositions with accusative and
dative. Revisiting reflexive and
separable verbs. Traditional German food. Opinions in
the past tense. Social media and technology using “wenn” clauses. Advantages and disadvantages of
social media. Complex opinions
with “dass”.
Visiting another Town or
Country. Forms of transport.
Hotel reservations. Clauses and subordinate clauses with two verbs. Revision of
question words. Ways of
travelling. Buying tickets.
Comparative/superlative.
Describing accommodation
. The demonstrative article dieser.
Dream or nightmare holidays.
Asking for and giving directions
using the imperative.
Ordering at a restaurant.
Wenn clauses + subjunctive.
At Home and Abroad. Popular tourist destinations. Using “nach”, “in” and “an” to say where you are going to. Talking about the weather. “Werden” in the present tense. Different types of holidays. Genitive prepositions. Holiday experiences. Pluperfect tense. Holiday plans. Infinitive constructions with “zu”. Describing places where people live and their advantages and disadvantages. What we could, should or would do.
School exchanges and class trips using the future tense.
Success and achievement using modal
verbs.
Christmas markets.
Shopping for souvenirs.
Nominative and Accusative adjective endings.
Describing problems using “seit” + present
tense.
PE
Outwitting Opponents Football Netball
Outwitting Opponents Basketball Performing at Maximum Fitness (Boys)
Outwitting Opponents Table Tennis Replication of Movement Trampolining
Outwitting Opponents Badminton Identifying and Solving Problems OAA
Performing at Maximum Athletics
Outwitting Opponents Rounders Tennis
Knowledge ● Knowledge of the different components of fitness ● Knowledge of principles of training and how they are applied ● Analyse own performance and the performance of others in order to identify own strengths and areas for future
development ● Knowledge of major muscle system in use.
Skills ● Be able to demonstrate advanced skills in a variety of activities ● Develop advanced skills in specific sports ● Select and apply skills effectively within competitive situations in order to outwit opponents ● Be able to begin to officiate in ‘favoured’ sport
Dance Focus: Appreciation. ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. . Choreography. Introduction to ‘action, space dynamics relationships’ (ASDR). Performance developing technical and physical skills. Appreciation: Study Boy Blue – ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. Features of production - focus on costume and aural setting. Decide on or design own
Focus: Appreciation. ‘Artificial things’ by Lucy Bennett. Choreography. Motif development and choreographic terms. Understanding structure. Performance. Improving technique and broadening vocabulary. Understanding expressive skills. Appreciation: Study ‘Artificial things’ by Lucy Bennett. Features of production – set design and lighting. Look at
Focus: Appreciation. ‘Shadows’ by Christopher Bruce. Choreography. Understanding the processes of researching and improvising. Responding to a given stimulus. Performance. Improving technique. Appreciation: Study ‘Shadows’ by Christopher Bruce. Critical appreciation of understanding the features of production: staging / set lighting properties costume dancers aural settings.
Focus: Appreciation. ‘A linha curva’ by Itzik Galili. Choreography. Understanding of spatial design. Patterns, formations, pathways, directions, levels, size of movement. Performance. Exploration of dance styles. Appreciation: Study ‘A linha curva’ by Itzik Galili. Analysis of the features of production. Particular focus on: action and dynamic content spatial content dance relationships choreographic devices such as manipulation of
Focus: Appreciation. ‘Infra’ by Wayne McGregor. Choreography. Choreographic approaches. Use of video recording to aid analysis and bring about improvement of own work. Performance. Introduction to movements from set phrases Breathe and Shift into class work. Appreciation: Study ‘Infra’ by Wayne McGregor. Analysis of the features of production. Particular focus
Focus: Appreciation. ‘Within her eyes’ by James Cousins. Choreography. Focus on choreographic processes – such as research. Understanding how to respond creatively to a stimulus. Performance. Exploring contact and weight- taking. Introduce movements from set phrases Focus and Scoop into class work. Appreciation: Study ‘Within her eyes’ by James Cousins. Analysis of the features of production. Particular focus on: how the use of focus supports the dance idea how the response is not a stereotypical one
costume for the group dance. Decide on appropriate aural setting. Written tasks - exam style questions on understanding of dance style, choreographic intent, dance relationships. Choreography: Use of action content from the professional work, including ninja walk, ninja glide, ninja static and chariots of fire. Teacher-led group dance, with 5 - 6 dancers. Workshop the following dance styles: hip hop krumping locking and popping breaking animation waacking techniques.
the facial expression and storytelling used in the Dave Toole’s solo at the end of the work. Written tasks – exam style questions. Choreography Teacher-led collaborative choreography – outcome a 2 minute trio. Choose three links to the professional work, for example: learn three movement phrases from the trio section in Artificial Things images / portraits of families snow globe and use of confined space. Motif development and choreographic terms. Responding to a given stimuli. Task 1 working in trios. Task 2 – working in pairs. Task 3 – working individually. Focus on structuring devices and form.
Three hypothetical choreography written tasks – linked to practical tasks. Choreography: Workshops exploring stimuli and starting points. Task: collaborative group choreography. Working in fours choose one of the following stimuli: a sculpture by Frances Bruno Catalano a suitcase the music: ‘Faun’ by Olafur Arnalds. ‘Text’ by Emma Lazarus: ‘Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempesttossed to me. I lift my lamp beside the golden door’. (Part of the poem engraved on the base of the Statue of Liberty).
number and repetition, unison, canon. Choreography: Workshops that cover different dance styles (Salsa, Capoeira, African and Contemporary). Workshops that explore the use of props. Devise a whole class group dance that includes: entrances and exits skateboards and scooters phrases from the work a fusion of the dance styles explored in class. Consider use of aural setting to create the appropriate mood or meaning of the dance.
on: action, dynamic and spatial content. Complete a choreographic workbook including learning about motif writing. Complete exam style questions on choreographic processes. Choreography: Solo composition task. An introduction to choreographic approaches using Wayne McGregor’s method. 1. Teach a phrase to the whole class and dancers recreate the phrase exactly. 2. Dancers make a phrase on another dancer. 3. Teacher sets a choreographic task for dancers to complete or pose a choreographic problem for dancers to solve. Use the movement material from the three phrases as the starting point for creating a new solo of 1 – 1 ½ minutes.
performance environment how the lighting supports the dance idea. Choreography: Workshops that cover: exploring different performance environments exploring different stimuli improvising in response to a stimulus generating movement material understanding the importance of selecting and discarding dance material developing and structuring learning about the importance of refining. Task – choreograph a group dance (2 – 5 dancers) that is a response to a stimulus of your own choice. Consider use of site sensitive performance environments.
DT Graphic Products
Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of drawing styles and presentation of design ideas. They will also cover the majority of the core theory for the course through study and mini design and make projects. The core theory will cover areas such as Materials, Product sustainability, Electronic systems, Mechanical systems and Production systems such as CAD/CAM. (Computer Aided Design and Computer Aided Manufacture)
Controlled Assessment Pupils will be able to choose a project challenge to focus on and begin researching and investigating possible design possibilities and outcomes. Pupils will also need to select a client or market to design and make their final prototype for.
DT Resistant Materials
Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of drawing styles and presentation of design ideas. They will also cover the majority of the core theory for the course through study and mini design and make projects. The core theory will cover areas such as Materials, Product sustainability, Electronic systems, Mechanical systems and Production systems such as CAD/CAM. (Computer Aided Design and Computer Aided Manufacture)
Controlled Assessment Pupils will be able to choose a project challenge to focus on and begin researching and investigating possible design possibilities and outcomes. Pupils will also need to select a client or market to design and make their final prototype for.
DT Textiles Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of drawing styles and presentation of design ideas. They will also cover the majority of the core theory for the course through study and mini design and make projects. The core theory will cover areas such as Materials, Product sustainability, Electronic systems, Mechanical systems and Production systems such as CAD/CAM. (Computer Aided Design and Computer Aided Manufacture)
Controlled Assessment Pupils will be able to choose a project challenge to focus on and begin researching and investigating possible design possibilities and outcomes. Pupils will also need to select a client or market to design and make their final prototype for.
Catering Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of cooking methods and presentation of dishes. They will also cover the majority of the core theory for the course through study and mini design and cook projects. The core theory will cover areas such as the hospitality industry, ie restaurants and hotels. The catering industry along with the job roles and processes. Health and Safety and Nutrition. Specific diets with links to target users and their needs.
Controlled Assessment Pupils will be able to choose a brief to focus on and begin researching and investigating possible dishes, linked to their chosen theme. Pupils will also need to select two different user groups to make their dishes for with consideration of their needs.
IT Key Skills/ Theory Unit R012: Understanding tools, techniques, methods and processes for technological solutions (Exam)
This unit will help pupils to broaden the IT knowledge and understanding to help them to make decisions and appropriate choices when developing a technological solution. Pupils will understand the different risks associated with the collection, storage and use of data and how the legal, moral, ethical and security issues can have an impact on organisations and individuals.
IT (Continued) Phases of project life cycle. -Initiation phase - Planning phase - Execution phase - Evaluation phase - Advantages of following a project life cycle
Interaction between phases -Difference between interaction and iteration. Initiation phase inputs. - Initiation phase outputs and planning phase inputs
SMART goals - User requirements - Success criteria -Constraints or limitations Constraints or limitations -Time and resources constraints Regulations
Data and Information What is data? - Data types and how they are used? What information is? - How data and information are related?
Types of cyber threats
Botnet - Malware - Social Engineering - Hacking - Distributed Denial of Service (DDoS)
- Pharming
Selection and justification of the appropriate software tools and techniques to process data - Spreadsheets - Databases - The selection of appropriate tools and
- Planning phase outputs and execution phase inputs - Execution phase outputs and evaluation phase inputs - Evaluation phase outputs
- Security and risk management - Mitigation of risks - The purpose and importance of setting objectives The purpose of planning tools
- The methods used to collect and store data/information Appropriateness of data collection methods - Information technology used to support data collection Different storage methods and the appropriateness of use of these in context
Current relevant IT legislation, its implications and applications Validity, reliability and bias The importance of validity, reliability and bias when collecting and using data and information
techniques to present information - The purpose and suitability of methods of presenting information - The advantages and disadvantages of methods for presenting information
Designing the Built Environment
Pupils will cover three different units: 1. Planning potential of construction projects:
● Requirements of planning a construction project. ● The impact of infrastructure on design. ● Reporting on planning potential.l
2. Drawing construction plans: ● Mathematical techniques for construction designs. ● Drawing construction designs and using computer software in the development of construction designs.
3. Building structures and materials: ● The function of building elements, the suitability of structural forms of buildings, the impact of material
properties in construction and making buildings sustainable.
Child Development Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills looking at choosing correct feeding equipment from birth to 12 months and then from children 1 to 5 years of age. Case studies will look at nutritional guidelines and requirements for children from birth to 5 years. The core theory will focus on Health and well being for child development and will cover areas such as the roles and responsibilities of parenthood, from pre-conception through antenatal to postnatal care. Pupils will develop an appreciation of the importance of creating the best conditions for a child to thrive.
Controlled Assessment Pupils will learn about the range of equipment and nutritional and hygiene requirements of children from birth to five years, and they will demonstrate in a practical activity how these needs are met to promote a child’s development and well-being, evidenced through a written portfolio.
Drama Curious Incident of the Dog in the
Night time / Practitionres
Exploring the work of Frantic Assembly, a highly successful physical theatre company. Exploring the script version of Curious Incident of the Dog in the Night Time using different techniques from the company themselves for them to apply to
Mini-component 2 - Scripted
In this scheme of work, students explore a range of texts and extracts are selected dependent on the group of pupils and changes year to year to
suit the cohort we have. Students develop their performances and the realisations and creative intentions are finalised and performed to the teacher and class in a mock exam
style in preparation for their component 2 exam that involves an
external examiner.
Component 3 - An Inspector calls
Students practically explore their set text in preparation for their written
exam. This includes exploring roles as a performer, designer and director. We
look at the intentions of J.B Priestley and how it is different from exploring
the text to how it is done in English. We explore the text practically and then
transfer this into written form for their component 3 written exam.
Mini-component 1
In groups, students explore a range of
stimuli and apply the skills they have learnt
to devising. They record a portfolio alongside this to record their ideas
and journey as part of their exploration.
This is an opportunity for students to
showcase their skills and creativity.
their component 1 and 2 of their GCSE exam.
Music Knowing your instrument
Pupils research their chosen instrument in more depth to gain an understanding of its history and development, along with associated playing styles and techniques. Pupils also explore how to maintain their instrument and examine the health and safety issues associated with musical development such as repetitive strain injuries and hearing loss.
The practise of practice
Pupils explore how skills development and retention works on a cognitive level and explore the idea of how to practise effectively through target setting and monitoring progress. Pupils build on their ability to work autonomously and with focus
Unit 1 - Musical Knowledge Development (Part 1)
Pupils build on their practical skills through the study and performance of a wide range of musical styles and repertoire. Pupils examine the characteristics of music from a wide range of places and times including Rock, Blues, Reggae, Country, Hip Hop, Funk and Electronic and gain an understanding of the social and historical factors affecting the development of each genre.
Unit 1 - Musical Knowledge Development (Part 2)
Pupils build on their knowledge of their preferred styles with the completion of a written report outlining the historical, cultural and musical characteristics of two styles of their choice. Pupils develop the ability to express and justify their musical opinions and demonstrate their understanding through correct use of musical vocabulary.
Unit 2 - Part 1 (Skills Development)
Pupils assess and evaluate their current skill levels and identify any weaknesses. Pupils set their own targets for development and devise an action plan which will allow them to demonstrate consistent progress towards these targets over time. These action plans are then carried out and documented within practice diaries to encourage accountability and to enable monitoring of slow-build skills development.
Ensemble skills
Pupils work towards delivering a live performance to an audience. They are required to take into account the needs of the audience and to work autonomously within groups to develop efficient rehearsal strategies and manage all aspects of planning and delivering a performance from leading others to conflict resolution.
Art Media & Techniques Exploration
Pupils begin to select and work from personal choice of context – they create an A2 Inspiration Sheet to use as source material to experiment with a wide range of media and techniques over several weeks.
Unit 1 Natural/ Mechanical Forms
Pupils have the choice if either a ‘Natural Forms’ or ‘Mechanical Forms’ project brief. Pupils will develop their ideas through investigations, demonstrating critical understanding of sources. They will then go on to refine their work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Pupils must record their ideas, observations and insights relevant to intentions as their work progresses, presenting a personal and meaningful response that realises their intentions and demonstrates their understanding of visual language.
Unit 1 Personal project brief
Pupils are given the opportunity to write their own personal project. They will develop their own ideas through investigations, demonstrating critical understanding of sources. They will then go on to refine their work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Pupils must record their ideas, observations and insights relevant to intentions as their work progresses, presenting a personal and meaningful response that realises their intentions and demonstrates their understanding of visual language.
10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Business
1.1 The role of business
enterprise and
entrepreneurship
The purpose of business activity and enterprise
Characteristics of an entrepreneur
The concept of risk and reward
1.2 Business planning
The purpose of planning business activity
The role and importance of business plans
1.3 Business ownership
The features of different types of ownership
The concept of limited liability
The suitability of differing types of ownership in different business contexts
1.4 Business aims and objectives
The aims and objectives of business
How and why objectives might change as businesses evolve
Why different businesses have different objectives
1.5 Stakeholders in business
The roles and objectives of internal and external stakeholders
The effect business on stakeholders
The effect stakeholders have on business
1.6 Business growth
Organic growth
External growth
2.1 The role of marketing
The purpose of marketing
2.2 Market research
The purpose of market research
Primary research
Secondary research
Use of market research for different purposes
Qualitative and quantitative data
2.3 Market segmentation
The use of segmentation
2.4 The marketing mix
The four Ps of the marketing
How the four Ps of the marketing mix work together
The use of the marketing mix to inform and implement business decisions
Interpretation of market data
3.1 The role of human resources
The purpose of human resources within business
3.2 Organisational structures and different ways of working
Different organisational structures
The terminology of organisation charts
Why businesses have different organisational structures
Ways of working 3.3 Communication in
business
Ways of communicating
in a business context
The importance of
business
communications
The influence of digital communication
3.4 Recruitment and selection
Why businesses recruit
The use of different recruitment methods
Methods of selection
3.5 Motivation and retention
Financial methods of motivation
Non-financial methods of motivation
The importance of employee motivation
The importance of employee retention
3.6 Training and development
Different training
methods
Why businesses train
their workers
Staff development
The benefits to
employees and
businesses of staff
development
3.7 Employment law
The impact of current legislation on recruitment and employment
4.1 Production
processes
Different production
processes
The influence of
technology on
production and the
impact on businesses
4.2 Quality of goods and
services
The concept of quality
Methods of ensuring
quality
The important of quality
in both the production
of products and the
provision of services