Art
Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV,
Employability, SMSC, Cultural Capital)
1
In year 12 and 13 students consolidate, develop and refine skills in response to a personal project. In addition to the practical work there is a 3.000 word
essay that supports the learning journey undertaken by the student. This is
underpinned by Health and Safety in a practical environment.
Students need to demonstrate understanding
of health and safety to operate in a practical
environment.
Observation of health and safety.
Proof read the written element,
with the intention of reviewing this
draft and responding to
feedback.
Health and safety underpins a broad range
of employability skills, personal safety and
respect for the safety of others.
2 Review the visual and written element
of the project.
Students need to develop their project in a personal direction and build upon
skills and techniques. They need to consolidate and
refine their ideas to bring their project to a conclusion.
Peer review of ideas and intentions.
Set targets for future
development. Research relevant
contextual sources.
Understand how to research, avoiding
plagiarism and acknowledging sources.
3-7 Contextual investigation relevant to the
personal project.
Students need to increase their understanding of
contextual sources and be able to exploit these in the development of their own
working practice.
Students develop biographies and visual
analysis of practitioners work, information is presented as mood
boards for peer review.
Research task, contextual sources
relevant to their personal project.
Developing skills to work independently and
collaboratively, manage materials and equipment
safely.
Art
8-9
Realise ideas and intentions informed by sources and influences
within the personal project.
Students need to be able to develop rough and refined
plans and demonstrate time management within the
challenges and constraints of their personal project.
Students plan, demonstrate time
management, develop, refine and realise ideas for an
outcome in response to sources and influences.
Summary of research and
development of ideas and
intentions.
Developing skills to work independently and collaboratively, manage materials and
equipment safely.
10 Refine the 3,000 word
written element.
Students need to understand how to develop, refine and
review a formal written document, ensuring sources are accurately referenced.
Present the written element for review.
Respond to the review, make
improvements for further drafts.
Understand how to research, avoiding plagiarism and acknowledging sources.
11-13 Contextual investigation relevant to the personal
project.
Students need to increase their understanding of
contextual sources and be able to exploit these in the development of their own
working practice.
Students develop biographies and visual analysis of
practitioners work, information is
presented as mood boards for peer
review.
Research task, contextual sources
relevant to their personal project.
Developing skills to work independently and collaboratively, manage materials and
equipment safely.
14-16
Realise ideas and intentions informed by sources and influences
within the personal project.
Students need to be able to develop rough and refined
plans and demonstrate time management within the
challenges and constraints of their personal project.
Students plan, demonstrate time
management, develop, refine and realise ideas for an
outcome in response to sources and influences.
Summary of research and
development of ideas and
intentions.
Developing skills to work independently and collaboratively, manage materials and
equipment safely.
Art
17
Submit the written element for the final
review. Make amendments to layout
and presentation, ensuring Harvard
referencing is used to acknowledge sources.
Students need to understand how to develop, refine and
review a formal written document, ensuring sources are accurately referenced.
Present the written element for review.
Respond to the review, make
improvements for the final submission.
Understand how to research, avoiding plagiarism and acknowledging sources.
18
Hand out the externally set assignment, collaboratively
investigate possible exam scenarios.
Students need to be able to purposefully select an exam title that provides enough
scope for them to generate a sustained exam assignment and realise intentions in the 15 hours allocated for the
final outcome.
Students mind map ideas, peer review.
Respond to peer review,
collect primary and secondary
sources appropriate to the scenario.
Developing skills to work independently and collaboratively, manage materials and
equipment safely.
19-23 Contextual investigation relevant to the externally
set assignment.
Students need to develop their proficiency and
understanding of contextual sources and working
practice.
Students develop biographies and visual
analysis of practitioners work,
information is presented as mood
boards for peer review.
Extend contextual research.
Respecting diversity, different beliefs, cultures and artistic value.
24-26
Develop observations and ideas from sources
responding to the set question from the
externally set assignment.
Students need to be able to develop rough and refined
plans and demonstrate time management within the
challenges and constraints of their personal project.
Students develop and refine and intentions
responding to their sources and influences from the externally set
assignment.
Extend planning and annotation.
Understand the need to meet deadlines in order to support our own and others
development within the working environment.
Art
27-29
Realise intentions in response to the externally set assignment.
Students need to consolidate and develop their proficiency
and understanding of contextual sources and
working practice.
Students develop biographies and visual analysis of
practitioner’s work, information is
presented as mood boards for peer
review.
Extend research of contextual
sources.
Importance of working safely with a range of techniques and processes, respecting the
working environment of others.
30
Realise ideas and intentions informed by sources and influences
within the personal project, 15 hours.
Students need to realise their intentions within the constraints of the 15 hours
allocated by the exam board.
Realise intentions, 15 hours.
Review coursework.
Understand the need for time management and working to rules are appropriate within working life. Understand that sometimes we have to make changes to improve and that
taking on challenges and overcoming problems helps develop our perseverance and
adaptability in the working environment.
31-32 Mount up the
coursework element for formal assessment.
Students need to present their work in an appropriate
manner. Formal assessment
Ensure all work is presented.
Understand the need for time management and that working to rules are appropriate
within society.
Business
Teacher A
Teacher B
Top
ic 1
: A
nal
ysin
g th
e st
rate
gic
po
siti
on
of
a b
usi
nes
s (T
each
er A
) /
An
alys
ing
the
str
ate
gic
po
siti
on
of
a b
usi
nes
s (T
eac
her
B)
Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC)
1-2
3.7.1 Mission, corporate objectives
and strategy .
Students are building on their knowledge of
corporate and functional objectives in AS and
focusing on the Influences on the mission
of a business. The distinction between
strategy and tactics. The links between mission, corporate objectives
and strategy. The impact of strategic
decision making on Functional decision
making and the value of SWOT analysis.
3.7.2 Analysing the
existing internal
position of a business to
assess strengths and weaknesses:
financial ratio analysis
To learn about how to assess the financial performance of a
business using balance sheets, income
statements and financial ratios. To understand the value of financial ratios
when assessing performance
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
High level of assessment on numerical elements
of the course Extended writing tasks in relation to a case study. Focus in Ratios in action.
Consolidation of learning and preparation for future
lessons.
Use the knowledge organiser with the key
terms they need to learn which will include Financial ratio analysis, profitability
(return on capital employed), liquidity
(current ratio), gearing, efficiency ratios: payables
days, receivables days, inventory turnover.
Employability- Understanding of how a
company operates and the roles of management and
decision making FBV-how the Government
and society influences corporate behaviour
Cultural capital- Understand the impact of
business on different stakeholder groups
SMSC – How businesses can behave in an ethical
and moral way around the use of ratios when making
decision which effect stakeholders.
3-4
3.7.6 Analysing the
external environment
to assess opportunities and threats: social and
technological
Students need to be able to analyse the external environment to assess
opportunities and threats by studying the impact
of social and technological
environment on strategic and functional decision
making.
3.7.2 Analysing the
existing internal
position of a business to
assess strengths and weaknesses:
financial ratio analysis
(continued from above)
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Consolidation of learning and preparation for future
lessons.
Employability- Understanding of how a company operates and
expectations of companies on employees.
SMSC- Social and Ethical Responsibility or
companies and the expectation to behave in an ethical and environmental
way. FBV- Students reflection on
migration and how social changes impact upon
consumers, employees and business decisions.
Business
5-6
3.7.7 Analysing the
external environment
to assess opportunities and threats:
the competitive environment
Students need to analyse the external environment
to assess opportunities and threats in relation to
the competitive environment. They need to know about Porter’s
five forces, how and why these might change, and the implications of these forces for strategic and
functional decision making and profits
3.7.3 Analysing the
existing internal
position of a business to
assess strengths and weaknesses:
overall performance
To learn about how to analyse data other than financial statements to
assess the strengths and weaknesses of a
business. To understand the importance of core competences. To learn about assessing short
and long-term performance. The value of different measures of
assessing business performance.
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
High level of assessment on numerical elements
of the course
Extended writing tasks in relation to a case study
Working through a number of numerical problems around data other than
financial statements which should include operations,
human resource and marketing data.
Review methods of
assessing overall business performance to include:
Kaplan and Norton’s Balanced Scorecard model
and Elkington’s Triple Bottom line (Profit, People,
Planet).
Employability- Developing an understanding how
businesses compete SMSC- Assessing the moral
behaviour of companies. Cultural capital – How
financial considerations effect the development of
new products in to the market
Employability – Support students basic numerical
skills in a working environment
Business
Teacher A
Teacher B
3.8
Ch
oo
sin
g st
rate
gic
dir
ect
ion
(Tea
cher
A)
An
alys
ing
the
stra
tegi
c p
osi
tio
n o
f a
bu
sin
ess
(T
eac
her
B)
Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV,
Employability, SMSC)
1-2
3.8.1 Strategic direction: choosing
which markets to compete in and what
products to offer
Students need to understand factors influencing which
markets to compete in and which products to
offer therefore they need to understand,
when assessing strategic direction, Ansoff Matrix
To understand the reasons for choosing and
value of different options for strategic
direction.
3.7.3 Analysing the
existing internal
position of a business to
assess strengths and weaknesses:
overall performance (continued
from above)
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Consolidation of learning and preparation for future
lessons.
Employability- How to make strategic decisions
SMSC-The moral and ethical considerations management needs to
make.
FBV- How businesses reflect changes in society and need to meet these
changes.
3-4
3.8.2 Strategic
positioning: choosing how to
compete
Once a business has analysed the competitive
environment they need to choose how to
compete therefore students need to learn about how to compete in terms of benefits and
price To learn about the value
of different strategic positioning strategies
3.7.4 Analysing the
external environment
to assess opportunities and threats: political and legal change
To learn about the impact of changes in the
political and legal environment on
strategic and functional decision making.
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Extended writing in
relation to a case study and the students learn how to structure their exam answers. Use of
Consolidation of learning and preparation for future
lessons.
Use the knowledge organiser to complete a
mind map on the key sources.
Employability- Understanding how businesses need to
consider their impact on wider society.
SMSC- The moral and social impact of business and how
this can impact upon the decisions made.
FBV-how business are influenced and effected by changes in societies values
and expectations. Employability- Students learn about how trade
works across the world and
Business
recall methods to ensure key sources and their
uses are remembered.
how govs decisions effects this capability.
Cultural capital – better understanding of key
political decisions currently being made.
5
EOU Assessment: Opportunity for students to apply full
range of skills.
Exam paper
Business
Teacher A
Teacher B
3.9
Stra
tegi
c m
eth
od
s: h
ow
to
pu
rsu
e s
trat
egie
s (T
eac
her
A)
Teac
her
A)
An
alys
ing
the
stra
tegi
c p
osi
tio
n o
f a
bu
sin
ess
(T
eac
her
B)
Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV,
Employability, SMSC)
1-3 3.9.1 Assessing a change in scale
They need to know which strategic method is
appropriate therefore they need to understand the reasons why businesses
grow or retrench. To understand the difference
between organic and external growth and the
types of growth. How to manage and
overcome the problems of growth or retrenchment. Impact upon functional
areas.
3.7.5 Analysing the
external environment
to assess opportunities and threats:
economic change
To learn about the impact of changes in the UK and the global
economic environment on
strategic and functional decision
making. To understand reasons for greater
globalisation of business. To learn
about the importance of globalisation for business. To learn
about the importance of emerging
economies for business.
Exam Command words:
Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Extended writing in
relation to a case study and the students learn how to structure their exam answers using
numerical data to support their answers.
Consolidation of learning and preparation for
future lessons.
The student will undertake tasks which support their ability to understand Economic
factors.
They will also be able to understand economic
data, interpret changes in economic data for the UK, the European Union and
globally, and consider the implications of such
changes for business.
Employability- How to set and achieve
marketing objectives and developing the skills needed to work in
Marketing SMSC- The impact decisions have on
employees. The power of large companies on consumer choice.
FBV- The values of society and the impact they can
have.
Business
3 3.9.2 Assessing
innovation
Students need to learn about the value of innovation and the
pressures of innovation. They need to understand the types of innovation
Students must know the ways of protecting
intellectual property impact of an innovation
strategy on the functional areas of the business
3.7.5 Analysing the
external environment
to assess opportunities and threats:
economic change
(continued from above)
Exam Command words:
Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Consolidation of learning and preparation for
future lessons.
Employability- Analytical skills/Deductive
reasoning/Critical thinking.
SMSC- How business can change society through innovation. The moral
implications.
4-5 3.9.3 Assessing
internationalisation
Students need to understand the reasons
for targeting, operating in and trading with
international markets. The methods of entering
international markets. The factors influencing the
attractiveness of International markets.
The impact of internationalisation for the
functional areas of the business
3.7.8 Analysing strategic options:
investment appraisal
To understand financial methods of
assessing an investment. To learn
about the factors influencing investment
decisions. To learn about the value of sensitivity analysis.
Exam Command words:
Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Extended writing in
relation to a case study and the students learn how to structure their exam answers using
numerical data to support their answers.
Consolidation of learning and preparation for
future lessons.
Be able to fully understand how to use Investment appraisal to include the calculation and interpretation of
payback, average rate of return and net present
value. However the work should lead to a greater understanding of how to use it to make decisions.
Employability- Management and
leadership decisions. SMSC- The moral and ethical behaviour of
businesses entering into international markets. FBV- Being aware of
different cultures. SMSC – able to see how
economics effects people’s daily lives and
how they make their purchasing decisions..
Business
6 3.9.4 Assessing greater use of
digital technology
Students need to learn about the pressures to
adopt digital technology.
Students need to understand the value of
digital technology , assess the impact of digital technology on the
functional areas of the business.
3.7.8 Analysing strategic options:
investment appraisal
(continued from above)
Exam Command words:
Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Consolidation of learning and preparation for
future lessons.
SMSC- The use of data in influencing consumers.
FBV-how technology
impacts upon the roles in the future.
7
EOU Assessment: Opportunity for
students to apply full range of skills.
Exam paper
EOU Assessment: Opportunity for students to apply full
range of skills.
Exam paper
Business
3 1
0 M
anag
ing
stra
tegi
c (
Teac
her
A)
and
(Te
ach
er
B)
Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV,
Employability, SMSC)
1-2 3.10.1 Managing
change
Students need to understand that businesses change so they need to learn about causes of pressures for change. The value
of change relates to the value of a flexible organisation. Students need to assess barriers to change and how to
overcome barriers to change.
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Consolidation of learning and preparation for future
lessons.
Employability- Analytical skills/Deductive
reasoning/Critical thinking. Understanding how businesses need to
change, providing leadership skills.
SMSC- The implications for change on employees
and how society. FBV- how managers and leaders behave. Impact
on wider society.
3 3.10.2 Managing
organisational culture
Students need to understand the importance of organisational culture. Students need to learn about the
influences on organisational culture, reasons for and problems of changing organisational culture.
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
To what extent. Case studies and independently
Consolidation of learning and preparation for future
lessons.
Employability- Analytical skills/Deductive
reasoning/Critical thinking.
SMSC- How businesses
need to adapt to different cultures.
FBV- students will
understand cultural differences
4-6 3.10.3 Managing
strategic implementation
Students need to learn how to implement strategy effectively. They should understand the value of leadership in
strategic implementation, understand the value of communication in strategic implementation. Importance of
organisational structure in strategic implementation also the value of network analysis in strategic implementation.
Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,
Consolidation of learning and preparation for future
lessons.
Employability- Analytical skills/Deductive
reasoning/Critical thinking. Management
and leadership understanding of the
decisions made.
Business
To what extent. Case studies and independently
SMSC- Students reflect
on the impact of communication
7-8 3.10.4 Problems
with strategy and why strategies fail
Students need to learn about difficulties of strategic decision making and implementing strategy.
Students should be able to evaluate strategic performance To understand the value of strategic planning
To learn about the value of contingency planning
Exam command words: Analyse, Calculate Describe, Evaluate,
Explain, Justify To what extent. Case
studies and independently
Consolidation of learning and preparation for future
lessons.
Employability- Analytical skills/Deductive
reasoning/Critical thinking. The process of
decision making.
SMSC- Reflecting on the moral behaviour of business leaders.
FBV- Business impacts
upon society as a whole.
9
EOU Assessment: Opportunity for
students to apply full range of skills.
Exam paper
Engineering
Week Topic Rationale Assessment Homework FBV, Employability
7th- 8th Investigate an engineering
project in a relevant specialist area
Investigation comes at the start of a project and so it is vital that these skills are applied before continuing further on. Investigating
problems and possible solutions is the fundamentals of engineering
Assessment period at the
end of delivery
Flipped learning tasks
Employability- Research skills, investigation, Research and
development
9th-10th
Develop project-management processes and a design solution
for the specialist engineering project as undertaken in
industry
It is important next that once a problem has been identified that students can now
management a project in order to come up with a relevant solution.
Assessment period at the
end of delivery
Flipped learning tasks
Employability- Time and project management, Development
engineer
11-12th
Undertake the solution for a specialist engineering project and present the solution as
undertaken in industry.
Finally producing the solution will give the students the feedback into whether they
have been successful in their planning and look to reflect on the outcomes.
Assessment period at the
end of delivery
Flipped learning tasks
Employability- Problem solving, presentation, confidence, public
speaking, self-reflection
13th -14th
Examine the construction and operation of a national grid, which safely connects power stations and substations to
supply electricity
Understanding how things are powered not only domestically but nationally is vital to understand how production can function.
Assessment period at the
end of delivery
Flipped learning tasks
Employability- Electrical engineer and electronics engineer
15th- 16th
Explore the operation of three-phase power circuits which
form the majority of electrical infrastructures globally
Understanding how things are powered not only domestically but nationally is vital to understand how production can function.
Assessment period at the
end of delivery
Flipped learning tasks
Employability- Electrical engineer and electronics engineer
17th -18th
Investigate the cost of using three-phase electrical power systems in typical industrial
applications.
Assessing the best power systems to use to effectively make sure cost is in line is
important for any operations manager of an engineering company.
Assessment period at the
end of delivery
Flipped learning tasks
Employability- Electrical engineer and electronics engineer,
production manager, operations manager
Engineering
Week Topic Rationale Assessment Homework FBV, Employability
19th -20th
Investigate the microstructure of metallic materials and the effects of processing on them and how these effects influence their mechanical
properties
To have a high understanding of working with metals you need to understand their structure and how they perform in certain situations and
circumstances.
Assessment period at the
end of delivery
Flipped learning
tasks
Employability- Materials engineer, mechanical engineer, materials
science, Design engineer, CAD design
21st -22nd
Explore safely the mechanical properties of metallic materials and
the impact on their in-service requirements
It is now vital that we look at the safety element of different metals and how their structures
could determine their suitability for certain parts or tasks.
Assessment period at the
end of delivery
Flipped learning
tasks
Employability- Materials engineer, mechanical engineer, materials
science, Design engineer, CAD design
23rd- 24th
Explore the in-service failure of metallic components and consider
improvements to their design
Now how can metallic components degrade through time and usage. This needs to be
understood the make valued improvement suggestions.
Assessment period at the
end of delivery
Flipped learning
tasks
Employability- Materials engineer, mechanical engineer, materials
science, Design engineer, CAD design
25th - 26th
Develop a three-dimensional computer-aided model of an
engineered product that can be used as part of other engineering processes.
the production of engineering drawings and models on CAD packages is a vital skill in this modern day of engineering and this unit will
provide the basics going forward.
Assessment period at the
end of delivery
Flipped learning
tasks
Employability- CAD, Design Engineer, drafting engineering, R&D
27th - 28th
Develop two-dimensional detailed computer-aided drawings of an
engineered product that can be used as part of other engineering processes.
Using the skills developed before will enable the students to carefully create accurate and useful
drawings to be used when making parts
Assessment period at the
end of delivery
Flipped learning
tasks
Employability- CAD, Design Engineer, drafting engineering, R&D
29th-30th
Develop a three-dimensional computer-aided model for a think walled product and a fabricated
product that can be used as part of other engineering processes.
Using drawings and modelling skills, now an accurate product can be developed that can be
created using rapid prototyping.
Assessment period at the
end of delivery
Flipped learning
tasks
Employability- CAD, Design Engineer, drafting engineering, R&D
Edexcel Pearson A Level Geography Curriculum Map Year 13 Teacher A
Teacher B
Top
ic 5
: Th
e W
ate
r C
ycle
an
d W
ate
r In
secu
rity
(Te
ach
er
A)
Top
ic 7
: Su
pe
rpo
we
rs (
Teac
he
r B
)
Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC)
1-3 EQ1: What are the processes operating within the hydrological cycle from global to local scale?
Water plays a key role in supporting life on earth. The water cycle operates at a variety of scales and also at short and long term timescales, from local to global. Students start by looking at the importance of water on earth. From here they will begin learning the processes operating within the water cycle and therefore gain a fundamental understanding. In future lessons students will be required to draw on this knowledge and understanding as the progress through the course.
EQ1: What are superpowers and how have they changed over time?
Superpowers can be developed by a number of characteristics. The pattern of dominance has changed over time. Students will explore this idea by examining the British Empire, the Cold War and the rise of the BRICs.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons.
Cultural Capital – Water is fundamental to human life. The water cycle helps us understand how life exists. Students can also enrich locational, spatial and contextual understanding through examining various case studies. Study of past historical events which have had a major impact on the world. SMSC (social) – Appreciating diverse viewpoints in relation to the ‘players’ synoptic link (e.g. flooding). Moral decisions of Superpowers. Acculturation and colonisation. Employability – soft employment skills in relation to analysis and communicating findings. Exposure careers in planning linked to urbanisation and flood risk.
Edexcel Pearson A Level Geography Curriculum Map Year 13 3-6 EQ2: What factors
influence the hydrological system over short- and long-term timescales?
Once students have a grounding in the key processes they will progress to understanding the factors that influence the water cycle. Physical processes control the circulation of water between stores on land, in the oceans, in the cryosphere and the atmosphere. Changes to the most important stores of water are a result of both physical and human processes. Students will be expected to apply their knowledge from the first section of the course whilst investigating these factors through contemporary case studies.
EQ2: What are the impacts of superpowers on the global economy, political systems and the environment?
Superpowers and emerging superpowers have a very significant impact on the global economy, global politics and the environment. Therefore they are very important in determining the relationships between countries and other organisations, level of protection vs degradation of the environment and of course global monetary systems.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons.
Cultural Capital- Short and long term variations in the hydrological cycle will have impacts on people and the environment. Students should be aware of these as the impacts may affect them in future. SMSC (moral and social) – Investigating moral and social issues whilst offering reasons views in relation to deficits in the hydrological system whilst also appreciating diverse viewpoints. Moral decisions towards responsibility of environmental protection. Employability – Exposure to careers in reducing the impact of flooding related to the planning/legal sector. Continued soft skills in relation to analysis and presentation. Role of the government and intergovernmental organisations.
Edexcel Pearson A Level Geography Curriculum Map Year 13 6-12 EQ3: How does water
insecurity occur and why is it becoming such a global issue for the 21st century?
Water insecurity is becoming a global issue with serious consequences and there is a range of different approaches to managing water supply. For students to investigate these key questions they must have a strong understanding and draw on their existing knowledge. This final section will therefore allow the students to illuminate these key issues whilst also applying their understanding through investigating contemporary case studies.
EQ3: What spheres of influence are contested by superpowers and what are the implications of this?
As superpowers seek to extend their global dominance their spheres of influence are frequently contested, resulting in geopolitical implications, which can have a range of outcomes. Students will explore examples such as the South East China Sea, The Arctic and the battle for Crimea.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons. End of unit assessments:
• Topic 1 (Recall)
• Topic 3 (Recall)
• Topic 5
• Topic 7
Cultural Capital –This knowledge will allow students to actively engage in issues that are ongoing and will certainly develop in the 21st century in relation to water insecurity. Discussions surrounding the future superpower relations. Employability – A wide range of players will be involved this global issue. Students will be exposed to these jobs and their roles. SMSC (moral and social) – Investigating moral and social issues surrounding the impacts and solutions to water insecurity. Study of case studies in the Arctic/Asia and Europe.
Edexcel Pearson A Level Geography Curriculum Map Year 13 Teacher A
Teacher B
Top
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Cyc
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8A
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Inte
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(Te
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Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC)
1-4 EQ1: How does the carbon cycle operate to maintain planetary health?
Carbon is the main building block of life and a balanced carbon cycle is important in maintaining planetary health. These lessons provide students with an understanding of the fundamentals in the carbon cycle. They will learn that the carbon cycle operates at a range of spatial scales and timescales, from seconds to millions of years. Moreover they will investigate the physical processes that control the movement of carbon between stores on land, the oceans and the atmosphere. They will need to draw on this understanding throughout the course in order to contextual future learning.
EQ1: What is human development and why do levels vary
from place to place?
Traditional definitions of development are based largely on economic measures but have been increasingly challenged by broader definitions based on environmental, social and political quality of life with many new measures used to record progress at all scales in human rights and human welfare.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons.
Cultural capital- Understanding of the fundamental building blocks of life. Engaement in discussion surrounding what human development is and the new ideas developing around this concept. SMSC (moral/social)- Understanding consequences of carbon cycle fluxes. Appreciating the range of players involved in disrupting the carbon cycle. Uneven human development. Employability- Exposure to jobs linked to sustainability. Statistics/problem solving.
Edexcel Pearson A Level Geography Curriculum Map Year 13 4-8 EQ2: What are the
consequences for people and the environment of our increasing demand for energy?
Changes to the most important stores of carbon and carbon fluxes are a result of physical and human processes. Reliance on fossil fuels has caused significant changes to carbon stores and contributed to climate change resulting from anthropogenic carbon emissions.
EQ2: Why do human rights vary from place to place?
Human rights are the fundamental moral principles or norms that describe certain standards of human behaviour and are regularly protected as natural and legal rights in municipal and international law. Students will explore the importance of these rights and how they vary and why this is the case in different countries.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons.
Cultural capital- Understanding of the fundamental building blocks of life. Discussions around human rights and their importance. SMSC (moral/social)- Understanding the consequences of human actions on carbon fluxes. Appreciation of the players involved in energy pathways. Protection of human rights. Employability- Exposure to jobs linked to sustainability. Organisations such as Amnesty International/Human Rights Watch.
8-12 EQ3: How are the carbon and water cycles linked to the global climate system?
The water and carbon cycles and the role of feedbacks in and between the two cycles, provide a context for developing an understanding of climate change. Anthropogenic climate change poses a serious threat to the
EQ3: How are human rights used as arguments for political and military intervention?
There are variations in the norms and laws of both national and global institutions that impact on decisions made at all scales, from local to global. These decisions lead to a wide range of geopolitical interventions via international and
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons.
Cultural capital-Understanding threats to the global climate system. Examining case studies such as the Iraq War. SMSC (moral/social)- Understanding the consequences of human actions on the global climate system. Understanding the
Edexcel Pearson A Level Geography Curriculum Map Year 13 health of the planet. There is a range of adaptation and mitigation strategies that could be used, but for them to be successful they require global agreements as well as national actions.
national policies, from development aid through to military campaigns.
attitudes and players relating to human wellbeing. Morality of war and military interventions. Morality of any intervention. Responsibility to protect vs loss of sovereignty. Employability- Exposure to jobs linked to sustainability. Role of the military.
12-16 Consolidation and revision topic 5 and topic 6.
Review and recall in preparation for their terminal examinations.
EQ4: What are the outcomes of geopolitical interventions in terms of human development and human rights?
The impact of geopolitical
interventions on both human health and wellbeing and human rights is variable and
contested, with some groups appearing to
benefit disproportionately, which can lead to increasing inequalities and injustice.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Consolidation of learning and preparation for future lessons. Final mock exam covering all of year 1 and year 2 topics.
Cultural capital-Different case studies explored. Discussions around the success and ethics of different types of intervention. Independent research. Employability-independent research into the news and case studies. Reliability of resources. SMSC-Morality of intervention.
Edexcel Pearson A Level Geography Curriculum Map Year 13 Teacher A
Teacher B
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Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC)
1-8 Revision physical units of work including:
• Tectonics
• Glaciation
• Water
• Carbon
Review and recall in preparation for their terminal examinations.
Paper 3 preparation
Revision of human units of work including:
• Globalisation
• Regeneration
• Superpowers
• Health & Human Rights
Synoptic assessment requires students to work across different parts of a qualification and to show their accumulated knowledge and understanding of a topic or subject area. Synoptic assessment enables students to show their ability to combine their skills, knowledge and understanding with breadth and depth of the subject. Synopticity will be assessed in Paper 3.
Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate
Revision of students choice.
SMSC (moral/social)- Consideration of an issue for paper 3. Decision making. Employability- Synopticity/making links between areas od study/interpretation and analysis. Decision making.
Y13 History Curriculum Map
Teacher A
Co
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ew
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
September to May
Coursework preparation, research and
write-up
Students will have chosen a coursework topic in y12 and will spend the year completing their research and essay
writing. As they can pick from any area of interest they will spend a lot of time doing individual research in order to widen their historical knowledge. They will also build
up their understanding of how to reference and choose appropriate
enquiries in order to create purposeful historical studies and build skills for their
future.
Revision quizzes and recall activities.
Final coursework
assessment.
Coursework reading and research.
Y12 (Russia and China) revision
activities.
Employability – Building independent research and enquiry skills relevant to further education and the workplace.
Cultural Capital – building an
understanding of topics that have a personal interest and differ from history
already studied.
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1 Who were the
Tudors?
Students will gain an understanding of the expectations of the unit and also an
overview of the Tudor Dynasty in order to prepare them for the changes across the
period. Students will also gain an overview of the reasons behind discontent under the
Tudor monarchy which led to rebellion.
Reading preparation
SMSC – Students will understand consequences of the actions of the Tudor monarchy and the impact they had on society.
2-3 How was society
structured?
Students need to understand the structure of Tudor Society in order to explain why different groups felt discontent towards
the monarchy and rebelled.
Self-assessment. Which group would have felt the most discontent?
Reading preparation – students will research
roles within Tudor government
Cultural Capital – Students will look at the difference between Tudor society and Modern society and discuss the impacts this will have on people within the country.
Y13 History Curriculum Map
4-5
Changes to the roles within
Tudor government
Students need to understand how the roles of; Tudor households, Privy Council,
Parliament, Secretary and Lord Lieutenant changed across the Tudor monarchs and
the impact these had on the control of the monarch.
Knowledge quiz
20 mark essay question – key factors in methods of
control.
Overview review sheet
Revision material for
essay question
Employability- Investigating the role of different jobs to support the monarch. Comparing the roles to modern day e.g. role of parliament in society, the secretaries of state and LL within areas.
Employability – Literacy skills for extended writing.
6
Changes in relationship with
monarch and church
Students will understand the role of the church in Tudor society and look at the
changing relationship between the church and the monarch after the break with
Rome and subsequent Religious Settlement.
Key word quiz
20 mark essay question – most powerful part of
Tudor government
Essay Planning
SMSC – Considering the morality around Henry VIII closing the monasteries. SMSC – Students will look at the importance of the church in Tudor society.
7
Revision of breadth unit and
end of unit assessment
Students will sum up the breadth topic looking at the extent of the change across the period and consider how much change there was in governance at the centre for
the monarch. Students will consider whether the changes increased/decreased
the monarch’s power over central government. The knowledge and skills will
then be tested in the end of unit assessment.
20 mark essay question for h/w – turning point in
church/monarch relations.
Choice of 2 - 20 mark
essays from across the Breadth 1 unit.
Breadth overview sheets for revision
Knowledge organiser
on Breadth 1
20 mark essay question
SMSC – Students will look at the changing importance of the church in Tudor society and the impact this would have had on society. Employability- Students will assess the level of change for different roles within Tudor local government e.g. LL and parliament. Employability – Literacy skills for extended writing.
Y13 History Curriculum Map
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1 Relations with the
localities and reforms.
Students need to understand the difficulty in governing the localities for the Tudor monarchs and learn about the reforms
made in order to gain control.
Self-assessment – how successfully did the
Tudors managed Wales and the North?
Reading preparation
Cultural Capital – Students will look at the difference between Tudor society and Modern society and discuss the impacts this will have on people within the country.
2-3
Changing relations with the
localities – JPs and borough
representation.
Students need to understand how the changing role of the JPs and the increased representation of the boroughs impact on
the monarch’s control of the localities.
20 mark essay question for h/w – importance of
reform of the Privy Council.
20 mark essay question
Employability- Investigating the changing role of JPs across the period. Students will also consider how literacy amongst yeoman affected parliament. FBV- Students will consider how increased borough representation would affect democracy within the country.
4-5 Poverty in Tudor
society
Students need to understand the reason for the growth in poverty across the Tudor
period. This will help them understand the differences between the treatment of
impotent and able bodied poor.
Knowledge quiz
20 mark essay question for h/w – Statute of
Artificers and its significance.
20 mark essay question
SMSC – Students will look at the changing acts of provision for the poor and their impact on society. They will discover different methods of provision for impotent and able bodied poor.
6-7 Crown and
Country relationship
Students will consider and evaluate how far the different methods used by the Tudor
monarchs in order to try to gain control of the localities were successful. Did Elizabeth
have more control of the localities than Henry VII?
Choice of 2 - 20 mark essays from across the
Breadth 2 unit.
Knowledge organiser on Breadth 2
Revision for end of
unit assessment
Reading preparation for next unit
SMSC – Students will look at the changing relationship between the monarch and the country as a result of the reforms made within localities. Employability- Students will assess the level of change for different roles within regional government e.g. JPs. Employability – Literacy skills for extended writing.
Y13 History Curriculum Map
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1 Henry VII’s claim to and usurping of the throne.
Students need to discover the importance of the weakness of Henry’s claim to throne in
order to understand why Henry had to usurp the throne from Richard III at Bosworth.
Self-assessment – What impact did the Battle of Bosworth have on the
reign of Henry VII?
Reading preparation
SMSC – Students will discover the impact that Henry VII usurping the throne had on the country. Students will also consider the impact of the division between the Lancastrian and Yorkist factions following the Wars of the Roses.
2
How did Henry
secure the throne?
Students will understand the measures taken by Henry VII in order to secure the throne and the reasons these took place.
20 mark essay question – weaknesses of Henry VII
claim to the throne. Plan for essay
Cultural Capital – Students will be given websites for online articles to further develop their reading and understanding of Henry VII and the impact of the Battle of Bosworth.
3-4
The Pretenders and their
significance
The students will consider the importance of the ‘Pretenders’ and the threat that Lambert Simnel and Perkin Warbeck posed to Henry VII. Students will also evaluate the impact that foreign support had on the threat of
their rebellions.
Essay practice – conclusions.
Venn diagram on how
Henry was able to survive as king.
Revision for end of
unit assessment
Employability- Students will use critical thinking in order to set criteria for the extent of the threat of the rebellions to Henry VII. FBV- Students will consider the reasons behind the European foreign support for the rebellion. They will also consider the differences in the Yorkist and Lancastrian factions.
5
End of unit assessment
Students will learn the skills necessary in
order to answer the source question – students will have to use one source and evaluate its usefulness for two separate
enquiries.
Knowledge quiz
20 mark source question
Revision materials for Depth 1
Reading preparation for next unit
Employability – Literacy skills for extended writing. Employability – Judgement and decision making. Cultural Capital – Students will learn to interpret and analyse sources.
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1 Break with Rome and causes of the 1536 rebellions
In order to understand the causes of the rebellions against Henry VIII students must first understand the reasons for Henry VIIIs break from the Roman Catholic Church and
the impact that this had on society. Students will look at the dissolution of the
monasteries and the impact that this would have had on regular people in England.
Key word quiz Reading preparation
Cultural Capital – Students will be able to discuss the changes to religion within England and the impact that this had on society.
SMSC – Considering the morality around Henry VIII closing the monasteries and the impact this would have on the people who used them.
Cultural Capital – Students will be given websites for online articles to further develop their reading and understanding of Henry VIII and the break with Rome.
2
Lincolnshire Rising &
Pilgrimage of Grace
Students will consider the two main rebellions towards Henry VIII. They need to understand the reasons for, events of and
consequences of both rebellions.
Knowledge quiz
Essay practice - introductions
20 mark essay question
for h/w – the extent Henry VII secured his
throne.
20 mark essay question
SMSC – Students will understand how the divisions within the country were caused by the changing of the religion from Catholic to Protestant. FBV- Students will understand the lack of tolerance between Catholics and the newly formed Protestants within the country. They will also discover the king’s attitude to this.
3
Leaders of the rebellion and extent of the
rebellion
Students will look at similarities and differences between the leaders of the
rebellions and their actions. Students will also consider the extent of the threat to Henry and the way he dealt with each
rebellion.
Essay practice – two sided arguments.
20 mark essay question for h/w – the reasons
behind the 1536 risings.
Revision materials for Depth 2
20 mark essay
question
SMSC – Students will look at the importance of the church in Tudor society and how the changing of the church led to two rebellions against Henry VIII.
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1 Origin of Kett’s
rebellion
Students will need to have an understanding of enclosure and the social and economic
impact it had on society. Students will then consider how these issues led to Kett’s
rebellion.
Essay practice – conclusions. How
dangerous was Kett’s rebellion?
Reading preparation
SMSC – Students will look at how enclosure had such a negative effect on people in Tudor England. Cultural Capital – Students will discuss enclosure and its impact both in Tudor England and linking to modern farming in Britain and across the world. FBV- Students will consider how men were fighting for their individual liberties that they felt were being taken away as a result of enclosure.
2 Rebels demands
and key individuals
Students need to understand what the rebels were demanding and who they
blamed for enclosure. Students will also look at key individuals and their role within Kett’s
rebellion.
20 mark essay question for h/w – were economic reasons to blame for the
rebellion.
Extent of the threat posed worksheet
20 mark essay
question
Employability- Students will use critical thinking in order to set criteria for the extent of the threat of the rebellions to Edward VI.
3 Extent of the
rebellion
Students need to consider the extent of the rebellion. Students can consider the
difference between the rebellion to Edward, and the rebellions of Henry VII and VIII.
Students will then develop their source skills – students will have to use one source and
evaluate its usefulness for two separate enquiries.
20 mark source question Revision materials for
Depth 3
Employability – Literacy skills for extended writing. Employability – Judgement and decision making. Cultural Capital – Students will learn to interpret and analyse sources.
Y13 History Curriculum Map
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1 Causes of the Revolt of the
Northern Earls
Students need to understand how the religious divisions within England were still
creating resentment towards the monarchy. Students will look at the grievances of the northern earls and consider the political,
social and economic causes of the rebellion. Students will also consider the impact Mary,
Queen of Scots had on the rebels.
20 mark essay question for h/w – was the arrival
of Mary QoS the main reason for the rebellion
Source work
20 mark essay question
SMSC – Students will discuss how religion divisions within the country were still creating resentment to the monarch. Cultural Capital – Students will be given reading to develop their knowledge of Mary Queen of Scots and her impact on the rebellion.
2 Events and
significance of the rebellion
Students will discover the events of the rebellion. Students will also consider why
Elizabeth viewed the rebellion as a significant threat to her.
Key word quiz
Self-assessment – judging the threat of the rebellion
towards Elizabeth
Timeline showing the events of the
Rebellion of the Northern Earls
Cultural Capital – Students will understand how there was such divisions between the north and south of England and the impact this had on the earls in the north. Employability – creativity and communication in the timeline homework activity.
3
Why did the rising fail and
consequences of it
Students need to understand the reasons for the failure of the rebellion and the
repression that followed it. Students also need to consider the implications of the
failure of the rebellion for Catholicism and Protestantism in England.
Knowledge quiz
Essay practice – introductions. How far
changes to religion were as a result of the
rebellion.
Revision materials for Depth 4
SMSC – Students will discuss what happened to religion within England as a result of the failure of the rebellion. FBV- Students will consider the impact the failure of the rebellion had on England. Elizabeth had tried to be tolerant to Catholics but as a result of the rebellion her actions towards them became hostile.
4 End of unit assessment
Students will be tested on both their knowledge of this depth study and also both the essay question and the source question.
Choice of 2 - 20 mark essays from across the
Depth 4 unit.
20 mark source question
Reading preparation for the next unit
Employability – Literacy skills for extended writing. Employability – Judgement and decision making. Cultural Capital – Students will learn to interpret and analyse sources.
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Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1
Causes of Tyrone’s rebellion.
Students need to understand the reasons behind Tyrone’s rebellion. Students will
consider long term issues in the Anglo-Irish rebellions and then they will consider the
growing level of discontent of the Irish which eventually led to the rebellion.
Self-assessment – how far did the English handing of
Ulster lead to the rebellion.
Source work
Cultural Capital – Students will look at reasons behind Irish discontent under the Tudors. Students can then make links between issues today. SMSC – Students will consider the implications for Ireland of being ruled by a foreign queen.
2 How extensive
was support for the rebellion?
Students need to understand 3 different battles of Tyrone’s rebellion and consider the
level of support for each of them. Students will then discuss reasons why the English found it difficult to defeat the Irish rebels.
Self-assessment of group work.
Knowledge quiz
20 mark essay question
for h/w – main causes of the rebellion.
20 mark essay question
Employability – Group work and communication Employability – Literacy skills for extended writing. Cultural Capital – Students will be given further reading to develop their knowledge of the rebellion.
3 Key players and
why the rebellion lasted so long.
Students will consider the role of key individuals within the rebellion and also evaluate the significance of their role.
Students will then consider the reasons why the war lasted so long and the reasons
behind the eventual collapse of the rebellion.
Knowledge quiz
20 mark essay question for h/w – reason for
length of the rebellion
Create revision material for depth 5
Revise for the end of topic examination.
20 mark essay
question
FBV- Students will consider the impact of the rebellion on both Ireland and England and consider how far English rule of Ireland created discontent there. Employability – Literacy skills for extended writing.
4 Full Tudor Exam
Paper
Students will be tested on both their knowledge of the two breadth topics and the
five depth topics and also both the depth essay and breadth essay questions and the
source question.
Choice of 2 breadth essays - 20 mark essays.
Choice of 2 depth essays -
20 mark essays.
20 mark source question
Employability – Literacy skills for extended writing. Employability – Judgement and decision making. Cultural Capital – Students will learn to interpret and analyse sources.
Health and Social Care
Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV, Employability,
SMSC, Cultural Capital)
Teacher 1: 1-11
Unit 5: Meeting Individual
Care and Support Needs.
Learning Aim B – Examine
the ethical issues involved
when providing care and
support to meet individual
needs.
Students will continue to develop their learning from
learning aim A in year 1 and will consider a range of
ethical issues when giving care and support to
individuals. This learning will also build upon their
knowledge in unit 2.
Unit 5 internally assessed through
coursework. Learning
aims A, B, C,and D. This is a 90 GLH unit where
students are able to
complete all learning aims
across two assignments.
Students
may be
required to
complete
outstanding
sections of
their
coursework
outside of
the lesson
SMSC: Links to ethical issues can arise when giving care and support to individuals with different needs.
Teacher
1: 12-22
Unit 5: Meeting Individual Care and Support Needs.
Learning Aim C – Investigate the principles
behind enabling individuals with care and support
needs to overcome challenges.
This section forms a synoptic link between Learning Aim A and B where knowledge around ethical issues and
factors involved in providing care and support can allow students to investigate key principles surrounding care
and support as well as investigate how to overcome certain barriers.
Unit 5 internally assessed through
coursework. Learning
aims A,B,C,and D. This is a 90 GLH unit
where students are
able to complete all
Students
may be
required to
complete
outstanding
sections of
their
coursework
outside of
the lesson
Employability skills are embedded as students investigate a range of techniques
to overcome challenges in health and social care.
Health and Social Care
learning aims across two
assignments.
Teacher
1: 23-30
Unit 5: Meeting Individual
Care and Support Needs.
Learning Aim D –
Investigate the roles of
professionals and how
they work together to
provide the care and
support necessary to meet
individual needs.
Students continue their study of Unit 5 by concluding
their learning by researching different roles of
professionals and how they can help provide
appropriate care and support for individuals. This unit
continues to develop students learning from unit 2 and
unit 1.
Unit 5
internally
assessed
through
coursework.
Learning
aims
A,B,C,and D.
This is a 90
GLH unit
where
students are
able to
complete all
learning aims
across two
assignments..
Students
may be
required to
complete
outstanding
sections of
their
coursework
outside of
the lesson
Study of different professional roles in
health and social care. Employment links
as students will gain an insight into a
range of careers in health and social care.
Health and Social Care
Teacher
2: 1-8
Unit 2: Working in Health
and Social Care. Learning
Aim B – The roles of
organisations in the health
and social care sector.
This section continues to develop student’s knowledge
from learning aim A in year 1. Students will develop
knowledge on the specific roles of organisations in the
health and social care sector. This deepens student’s
knowledge from unit 1 and 5.
Unit 2 exam
– January
Year 2.
Memory
and recall
questions
Employability links are made through the
knowledge of different health and social
care organisations.
Teacher
2: 9-16
Unit 2: Working in Health
and Social Care. Learning
Aim C – Working with
people with specific needs
in the health and social
care sector.
This section brings all students previous learning
together to understand how to apply previous
knowledge to supporting individuals with specific needs.
This draws upon their learning from unit 5.
Unit 2 exam
– January
Year 2.
Memory
and recall
questions
Employability skills are embedded through
the knowledge of how to care for specific
individuals. FBV links to mutual respect
and tolerance of a diversity of individuals.
Teacher
1: 30-35 Revision
Students will be provided with revision sessions
targeting unit 1 from year 1. These sessions will allow
students to focus on areas that need to be improved to
improve their overall grade in health and social care.
Retake of
unit 1 exam.
Memory
and recall
questions
SMSC links to mental health, impact of
lifestyle choices, impact on economic
factors and culture. Employability skills
continue to be embedded through the
learning of health and social care
provision.
Health and Social Care
Teacher
2: 17-35 Revision
Students will have an opportunity to revise unit 2 ready
for a retake to try and improve their original grade.
These sessions will be targeted on exam technique and
how students can develop their written responses.
Retake of
unit 2 exam.
Memory
and recall
questions
Study of working in the health and social
care sector will provide students the
necessary knowledge needed for
employment into the health and social
care sector.
Maths
Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital) – Across all Terms
Term 1
Unit 16 Algebraic
Methods and Partial
fractions
Split a function into
its parts
Assessments at the end of
each unit
Homeworks throughout the
term will continually revisit the skills covered
this term.
Cultural - Mathematics is the universal language of the world and we aim to develop a realisation that many topics we learn today have travelled across the world and are used internationally. Inevitably when introducing many topics, discussions will take
place about their origins and the cultural influences that influenced the development of these topics.
Unit 17 Binomial
expansion 2
Expand brackets with negative and
fractional orders
Spiritual - Developing a logical approach and the ability to recall and reason along with questioning the way in which the world works promotes the spiritual growth of our students. In Maths lessons, pupils are always encouraged to delve deeper into
their understanding of Mathematics and how it relates and can be used to explain the world around them.
Unit 18 Radian
Measure
Introduction to measuring angles with
radians
Moral - The moral development of pupils is evident in much of the curriculum where Maths is used in real life contexts and the students are able to apply the skills required to solve various problems and understand how decisions are made
dependent upon the outcomes of the problem. Through these scenarios, students understand that certain choices may have different consequences and outcomes. We
believe and hope to develop an awareness that Maths is not strictly limited to problems that result in right/wrong answers.
Unit 19 Trigonometric
Functions
Introduction of sec, cosec
and cot
Social - Using and applying Maths involves being able to solve problems and being able to do this individually, as part of a team or pair when a task requires it. Students
are encouraged to communicate mathematically when discussing, explaining and presenting ideas, through which they are able to develop their Mathematical
reasoning skills.
Unit 7 (Stats) Hypothesis
Testing
Introduction to Hypothesis testing, one tail and two
tail tests.
Maths
Term 3
Unit 22 Numerical Methods
Work with estimating methods of solving equations and integration
Assessments at the end
of each unit
Homeworks throughout
the term will continually revisit the
skills covered this
term.
Unit 24 Further Vectors
Modelling vectors in 3 dimensions finding magnitude and angles.
Unit 5 (mechanics) Moments
Mechanics principles about moments including centre of mass, equilibrium and moments
Unit 6 (Mechanics) Forces and Friction
Know how to resolve forces, use inclined planes and friction.
Unit 7 (Mechanics) Projectiles
Mathematical modelling of projectiles considering horizontal and vertical components
Unit 9 (Stats) Conditional Probability
Calculating probabilities that are conditional on other events
Term 4
Unit 23 Integration methods
Discover methods of differentiation to deal with complex equations
Mock Exams for year 13 completed in March
Homeworks throughout
the term will continually revisit the
skills covered this
term.
Unit 8 (Mechanics) Application of Forces
Modelling with statics.
Unit 9 (Mechanics) Further Kinematics
Using vectors in kinematics that includes the use of calculus techniques
Unit 10 (stats) Normal Distribution
Using the normal distribution for calculation of probabilities and hypothesis testing.
Term 5 Revision and Exam Revise over units and take examination
Modern Foreign Languages
Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural
Capital)
September-November
Aspects of political life in the French /
Spanish-speaking worlds
Students will explore their political
engagement whilst discovering the
political system of France / Spain. They will discuss some of their human rights and talk about the
place and the future of politics in people's
life today, with a particular focus on
immigrants' perspective.
Students will be assessed at the
end of each sub-topic. The
assessments will enable them to
practise the skills required
for their exams.
Homework will be set regularly and will continually support students in revising and recapping the language
(vocabulary, grammar..) learnt, as well as further
develop the skills necessary for the exams. Students will
be expected to undertake their own development work which should focus on areas that require improvement as well as personal study that will support and develop
their knowledge and understanding of the topics
studied.
To accept responsibility for their behaviour, show initiative, and to understand how they can contribute
positively to society / understand how citizens can influence decision-making through the democratic
process / encourage respect for others and democracy and support for participation in the democratic processes
• encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and enable students to distinguish right from wrong and to
respect the civil and criminal law of England; • encourage students to accept responsibility for their
behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more
widely; • enable students to acquire a broad general knowledge
of and respect for public institutions and services in England; working in the locality of the school and to
society more widely; • enable students to acquire a broad general knowledge
of and respect for public institutions
Modern Foreign Languages
December-February
study of a book
Students will be studying in detail a
French / Spanish book. They will look at the author's techniques,
the story line, the characters and the
plot, developing skills in speaking, essay writing, listening, reading, summary
writing and translation into and from target
language.
Students will be assessed at the end of each sub-topic. The assessments
will enable them to practise the skills required for their
exams.
cultural capital / social skills / expressing preferences and
opinions
March-April
revision, practise and completion of mock speaking exam enable students to develop their self-knowledge, self-esteem and self-confidence / to distinguish right from
wrong
May-June revision, practise and completion of exams enable students to develop their self-knowledge, self-
esteem and self-confidence / careers and employability
Year 13 Psychology Curriculum Map
PSYCHOLOGY
Issu
es
and
de
bat
es
Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1-8
• Issues and debates within psychology and how we can compare these.
• Research methods recap
Understanding the different issues psychology can face as it
has different perspectives. Students can voice their
opinions about Psychology
• Self-assessment of knowledge of year 1
• 16 marker essay
• End of unit assessment
4/8 marker
Employability – critical thinking and analysis skills
FBV – Exploring diversity and the differing opinions of psychologists
Re
lati
on
ship
s
9-15
• Relationships (factors affecting attraction, relationship theories and the media)
• research methods (statistical tests)
Understanding how and why people form relationships. This
provides a deeper understanding of human
development.
• 16 marker essay
• End of unit assessment 4/8 marker
FBV – Students are encouraged to think about the stereotypes of certain relationships and to avoid prejudice. Cultural capital – Understanding of the wider implications for different
types of relationships
Sch
izo
ph
ren
ia
16-22
• Schizophrenia (symptoms, causes and treatment)
• Research methods revision
Understanding the different symptoms of schizophrenia, the different causes of it and how It
can be treated. Students can relate this to year
1 with psychopathology.
• 16 marker essay
• End of unit assessment
4/8 marker
FBV – Prejudice against schizophrenia and mental health
Cultural capital – Understanding the impact of mental health and the effect
it can have on society
Agg
ress
ion
23-29
• Aggression (explanations of aggression and the media influence of aggression)
• Research methods revision
Understanding how aggression can affect a person, how it can
be triggered and any treatments to help.
In terms of media, students can provide their own research of
relevant topics.
• 16 marker essay
• End of unit assessment
• Research methods assessment
4/8 marker Media project
Cultural capital – Implications of aggression on society
Employability – communication skills
Science – Biology
Teacher 1 Rationale Assessment
Au
tum
n T
erm
Respiration We start the final year learning about the various substances used as respiratory
substrates.
2 x 1 hour half termly synoptic test for each teacher
Response to stimuli We learn how receptors and effectors work together to respond to different stimuli.
Homeostasis We learn about hormonal responses that stimulate their target cells via the blood
stream.
Teacher 2 Rationale
Photosynthesis We learn how life depends on continuous transfers of energy. In photosynthesis, light is
absorbed by chlorophyll and this is linked to the production of ATP.
Energy and ecosystems We learn about the transfer of biomass and its stored chemical energy in a community
from one organism to a consumer.
Nervous coordination We learn more about responses and that a nerve impulse is specific to a target cell only because it releases a chemical messenger directly onto it, producing a response that is
usually rapid, short-lived and localised.
Inherited change We learn about the theory of evolution which underpins modern Biology i.e. all new
species arise from an existing species. This results in different species sharing a common ancestry.
Science – Biology
Spri
ng
term
Teacher 1 Rationale Assessment
Populations and evolution We learn about variation in the phenotypes of organisms in a population, due to genetic and
environmental factors.
2 x 1 hour half termly synoptic
test for each teacher
Gene expression We learn how cell cells control their metabolic activities and although cells carry the same genetic
information, only part of it is translated which enables cells to have specialised functions.
Required practicals Practicals are a key aspect in studying biology. We take time to complete the required practicals now
that all the relevant content has been taught.
Teacher 2 Rationale
Populations and ecosystems
We learn about two forces that affect genetic variation in populations: genetic drift and natural selection, and how this affects populations and an ecosystem.
Recombinant DNA We build on our understanding of the ways in which organisms and cells control their activities which
will lead to an appreciation of common ailments resulting from a breakdown of these control mechanisms and the use of DNA technology in the diagnosis and treatment of human diseases.
Sum
mer
ter
m
Teacher 1 Rationale Assessment
Structured revision We support students in their final weeks with targeted revision and intervention to successfully
complete their final exams.
A-level exams Teacher 2 Rationale
Structured revision We support students in their final weeks with targeted revision and intervention to successfully
complete their final exams.
Chemistry
Topic Rationale (Why and why when it is?) Assessment
Au
tum
n t
erm
1 –
Te
ach
er
1 3.1.9 Rate equations
and 3.1.10 Equilibrium constant
In rate equations, the mathematical relationship between rate of reaction and concentration gives information about the mechanism of a reaction that may occur in several steps The further study of equilibria considers how the mathematical expression for the equilibrium constant Kp enables us to
calculate how an equilibrium yield will be influenced by the partial pressures of reactants and products. This has important consequences for many industrial processes.
1 hour test
3.1.11 Electrochemical cells
Redox reactions take place in electrochemical cells where electrons are transferred from the reducing agent to the oxidising agent indirectly via an external circuit. A potential difference is created that can drive an
electric current to do work. Electrochemical cells have very important commercial applications as a portable supply of electricity to power electronic devices such as mobile phones, tablets and laptops. On a larger
scale, they can provide energy to power a vehicle
1 hour test
Au
tum
n t
erm
1 –
Tea
che
r 2
3.3.10 Aromatic chemistry
Aromatic chemistry takes benzene as an example of this type of molecule and looks at the structure of the benzene ring and its substitution reactions
1 hour test
3.3.11 Amines Amines are compounds based on ammonia where hydrogen atoms have been replaced by alkyl or aryl
groups. This section includes their reactions as nucleophiles. 1 hour test
Chemistry
Topic Rationale (Why and why when it is?) Assessment
Au
tum
n t
erm
2 -
Te
ach
er
1
3.1.12 Acids and bases
Acids and bases are important in domestic, environmental and industrial contexts. Acidity in aqueous solutions is caused by hydrogen ions and a logarithmic scale, pH, has been
devised to measure acidity. Buffer solutions, which can be made from partially neutralised weak acids, resist changes in pH and find many important industrial and biological
applications.
3.2.4 Properties of period 3 elements and their oxides
The reactions of the Period 3 elements with oxygen are considered. The pH of the solutions formed when the oxides react with water illustrates further trends in properties across this
period. Explanations of these reactions offer opportunities to develop an in-depth understanding of how and why these reactions occur.
1 Hour Test
Au
tum
n t
erm
2 -
Tea
che
r 2
3.3.12 Polymers
The study of polymers is extended to include condensation polymers. The ways in which condensation polymers are formed are studied, together with their properties and typical uses. Problems associated with the reuse or disposal of both addition and condensation
polymers are considered.
1 hour test
3.3.13 Amino acids, proteins and DNA Amino acids, proteins and DNA are the molecules of life. In this section, the structure and
bonding in these molecules and the way they interact is studied. Drug action is also considered.
1 hour test
Chemistry
Topic Rationale (Why and why when it is?) Assessment
Spri
ng
term
1 –
Te
ach
er 1
3.2.5 Transition metals
The 3d block contains 10 elements, all of which are metals. Unlike the metals in Groups 1 and 2, the transition metals Ti to Cu form coloured compounds and
compounds where the transition metal exists in different oxidation states. Some of these metals are familiar as catalysts. The properties of these elements are studied
in this section with opportunities for a wide range of practical investigations.
1 hour test
Spri
ng
term
1 –
Te
ach
er 2
3.3.14 Organic synthesis The formation of new organic compounds by multi-step syntheses using reactions
included in the specification is covered in this section 1 hour test
3.3.15 Nuclear magnetic resonance spectroscopy and chromatography
Chemists use a variety of techniques to deduce the structure of compounds. In this section, nuclear magnetic resonance spectroscopy is added to mass spectrometry
and infrared spectroscopy as an analytical technique. The emphasis is on the use of analytical data to solve problems rather than on spectroscopic theory.
Chromatography provides an important method of separating and identifying components in a mixture.
Different types of chromatography are used depending on the composition of mixture to be separated.
1 hour test
Chemistry
Topic teacher 1 Rationale (Why and why when it is?) Assessment
Spri
ng
term
2 a
nd
su
mm
er
term
s -
Teac
he
r 1
3.2.6 Reactions of ions in aqueous solutions
The reactions of transition metal ions in aqueous solution provide a practical opportunity for students to show and to understand how transition metal ions can be identified by test-tube
reactions in the laboratory.
Revision until the end of exams
Revision to improve pupil attainment
Spri
ng
term
2 a
nd
su
mm
er
term
s -
Teac
her
2
Revision until the end of exams
Revision to improve pupil attainment
Physics
Topic Rationale Assessment Wider
Au
tum
n t
erm
1 -
te
ach
er 1
Topic 6c - gases
The earlier study of mechanics is further advanced through a consideration of circular motion and simple harmonic motion (the harmonic oscillator). A further section allows the thermal properties of materials, the properties and nature of
ideal gases, and the molecular kinetic theory to be studied in depth.
1 hour test
Topic 9a - Radioactivity
This section builds on the work of Particles and radiation to link the properties of the nucleus to the production of nuclear power through the characteristics of the
nucleus, the properties of unstable nuclei, and the link between energy and mass. Students should become aware of the physics that underpins nuclear
energy production and also of the impact that it can have on society.
1 hour test
Au
tum
n t
erm
1 -
te
ach
er 2
Topic 7a - Gravitational fields The concept of field is one of the great unifying ideas in physics. The ideas of
gravitation, electrostatics and magnetic field theory are developed within the topic to emphasise this unification. Many ideas from mechanics and electricity
from earlier in the course support this and are further developed. Practical applications considered include: planetary and satellite orbits, capacitance and capacitors, their charge and discharge through resistors, and electromagnetic
induction. These topics have considerable impact on modern society.
1 hour test
Topic 7b - Electric fields
Physics
Topic Rationale Assessment Wider A
utu
mn
te
rm 2
- t
eac
her
1
Topic 9b - nuclear energy
This section builds on the work of Particles and radiation to link the properties of the nucleus to the production of nuclear power through the characteristics of the nucleus,
the properties of unstable nuclei, and the link between energy and mass. Students should become aware of the physics that underpins nuclear energy production and
also of the impact that it can have on society.
1 hour test
Au
tum
n t
erm
2 -
te
ach
er 1
Topic 7c - Capacitors
The concept of field is one of the great unifying ideas in physics. The ideas of gravitation, electrostatics and magnetic field theory are developed within the topic to emphasise this unification. Many ideas from mechanics and electricity from earlier in the course support this and are further developed. Practical applications considered include: planetary and satellite orbits, capacitance and capacitors, their charge and
discharge through resistors, and electromagnetic induction. These topics have considerable impact on modern society.
1 hour test
Topic 8a - Magnetic
fields
Following on from the electric fields topic the, magnetic fields and electromagnetic induction are intrinsically linked. Magnetic fields are embedded in pupils everyday
lives in the use of electronic devices such as smartphones. The use of electromagnetic induction to generate electricity is essential to modern life. This topic builds up on
previous topics in As level and GCSE.
1 hour test
Physics
Topic Rationale Assessment Wider Sp
rin
g te
rm -
te
ach
er
1
Optional topic - Thermodynamics
This option offers opportunities for students to reinforce and extend the work of core units by considering applications in areas of engineering and technology. It
extends the student’s understanding in areas of rotational dynamics and thermodynamics. The emphasis in this option is on an understanding of the
concepts and the application of physics. Questions can be set in novel or unfamiliar contexts, but in such cases the scene is set and any relevant required
information is given.
1 hour test
Spri
ng
term
- t
eac
he
r 2
Topic 8b - electromagnetic
induction
Following on from the electric fields topic the, magnetic fields and electromagnetic induction are intrinsically linked. Magnetic fields are embedded in pupils everyday lives in the use of electronic devices such as smartphones. The use
of electromagnetic induction to generate electricity is essential to modern life. This topic builds up on previous topics in As level and GCSE.
1 hour test
optional topic - rotational dynamics
This option offers opportunities for students to reinforce and extend the work of core units by considering applications in areas of engineering and technology. It
extends the student’s understanding in areas of rotational dynamics and thermodynamics. The emphasis in this option is on an understanding of the
concepts and the application of physics. Questions can be set in novel or unfamiliar contexts, but in such cases the scene is set and any relevant required
information is given.
1 hour test
Revision Time to address gaps in knowledge and skills based on pupil progress. This will
allow pupils to reach their potential
Mocks and
National
assessments
Sociology
Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
Glo
bal
Dev
elo
pm
en
t
6-7 (1-2)
Aid vs. Trade
Students will establish knowledge and
understanding of different aspects of aid and trade including free
trade, fair trade and tourism.
Outline and evaluate whether aid or trade is more effective in
development. These will be supported
using scaffolding to develop exam skills.
Use the knowledge
organiser to complete
flash cards.
Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions
through a range of media.
FBV: Respect for how other people live and their backgrounds; respect for other others and perspectives within class discussions; discussions motivated by concerns for individual liberty and individual freedoms.
SMSC: Appreciating a wide range of viewpoints (social); discussion
distinct cultural backgrounds (cultural); evaluating the relative economic and social position of cultures and individuals (moral);
evaluating whether aid is positive (moral)
Employability: Links to social work, international development, charity work, economics, politics, teaching and uniformed services.
8-9 (3-4)
The Process of
Development: Urbanisation,
The Environment and Conflict
Students will examine the role of
urbanisation, the environment, war and
conflict on the development process.
Outline and evaluate the impact of a
ranges of processes on development.
These will be supported using
scaffolding to develop exam skills.
Use the knowledge
organiser to complete
flash cards.
Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions. We
use newspaper articles and documentary clips expose students to different experiences of individuals around the world.
FBV: Respect for how other people live and their backgrounds;
SMSC: Appreciating a wide range of viewpoints (social); discussion
distinct cultural backgrounds (cultural); evaluating the relative economic and social position of cultures and individuals (moral);
evaluating the role of war (moral)
Employability: Links to social work, international development, charity work, economics, politics, teaching and uniformed services.
Sociology
9-11 (4-2)
Aspects of Development:
Education, Health,
Population and Gender
Students will establish knowledge and
understanding of these different aspects
development.
Outline and evaluate whether
development is positive or negative
on education, health, population and
gender.
Use the knowledge
organiser to complete
flash cards.
Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions
through a range of media.
FBV: Respect for how other people live and their backgrounds; discussions motivated by concerns for individual liberty and individual
freedoms.
SMSC: Appreciating a wide range of viewpoints (social); discussion distinct cultural backgrounds (cultural); evaluating the relative
economic and social position of cultures and individuals (moral);
Employability: Links to social work, international development, charity work, economics, politics, teaching and uniformed services.
12 (7)
The Role of TNCs, NGOs
and International
Agencies
Students will establish knowledge and
understanding of these organisations, their
roles and aims.
Outline and evaluate the usefulness of
different international
organisations in development.
Use the knowledge
organiser to complete
flash cards.
Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions. It
also looks at the role of NGOs and charities.
FBV: Respect for how other people live and their backgrounds; respect for other others and perspectives within class discussions; discussions motivated by concerns for individual liberty and individual freedoms.
SMSC: Evaluate the role of charities (moral)
Employability: Links to social work, international development, charity
work, economics, politics, teaching and uniformed services.
Sociology
Cri
me
an
d D
evi
ance
Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural
Capital)
1-4 Theories of Crime and Deviance
Students will establish knowledge of how
functionalists, Marxists and interactionists
approach the study of crime.
Outline and evaluate the usefulness of different theories for explaining
crime rates. These will be supported using
scaffolding to develop exam skills.
Use the knowledge
organiser to complete flash
cards.
Cultural Capital: This unit allows students an understanding of the position of working class may lead to crime.
FBV: Respect for how other people live and their
backgrounds; discussions motivated by concerns for individual liberty and individual freedoms.
SMSC: Appreciating a wide range of viewpoints (social);
discussion distinct cultural backgrounds (cultural); evaluating the relative economic and social position of
cultures and individuals (moral); evaluating where 'blame' is attributed for actions (moral)
Employability: Allowing for a range of skills including
analysis, evaluation and empathic understanding of the impact of individual differences in accessing opportunities
within the UK employment market.
4-6 Gender,
Ethnicity and Crime
Students will establish knowledge of differences in crime rates and provide sociological explanations
for these differences.
Outline and evaluate explanations of gender and
ethnic differences in patterns of crime. These will be supported using scaffolding to develop
exam skills.
Use the knowledge
organiser to complete flash
cards.
Cultural Capital: This unit allows students an understanding of the position different groups in society such as ethnic
minorities and how they interact with the criminal justice system.
FBV: Respect for how other people live and their
backgrounds; discussions motivated by concerns for individual liberty.
SMSC: Appreciating a wide range of viewpoints (social); evaluating the relative economic and social position of
cultures and individuals (moral); evaluating where 'blame' is attributed for actions (moral)
Employability: Links to social work, criminology and
uniformed services.
Sociology
7-9
Globalisation and Crime in
Contemporary Society
Students will establish knowledge of how the
media and globalisation provide opportunities for crime and how sociology
approaches green and state crime.
Outline and evaluate the role of the media and
explanations of state and green crime. These will be
supported using scaffolding to develop
exam skills.
Use the knowledge
organiser to complete flash
cards.
Cultural Capital: This unit allows students an understanding of environmental crime and global implications.
FBV: Respect for how other people live and their
backgrounds;
SMSC: Appreciating a wide range of viewpoints (social); discussion distinct cultural backgrounds (cultural);
evaluating the relative economic and social position of cultures and individuals (moral); evaluating where 'blame' is attributed for actions (moral); evaluating the role of the
state in human rights abuses (moral)
Employability: Links to social work, criminology and uniformed services.
11-12
Crime, Prevention, Control and Punishment
Students will establish knowledge crime
prevention and control strategies and
perspectives on punishment, surveillance
and sentencing.
Outline and evaluate the effectiveness of crime
prevention strategies and punishment. These will be
supported using scaffolding to develop
exam skills.
Use the knowledge
organiser to complete flash
cards.
Cultural Capital: This unit allows students an understanding the position of victims and those in prison.
FBV: Respect for how other people live and their
backgrounds; respect for others and perspectives within class discussions; discussions motivated by concerns for
individual liberty and individual freedoms.
SMSC: Appreciating a wide range of viewpoints (social); discussion distinct cultural backgrounds (cultural);
evaluating the relative economic and social position of cultures and individuals (moral); evaluating where 'blame'
is attributed for actions (moral);
Employability: Links to social work, criminology and uniformed services.
Sociology
Theo
ry a
nd
Res
ear
ch M
eth
od
s
Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)
1-2
Research Methods,
Science and Objectivity
Students will consolidate knowledge of the different
research methods, practical, ethical and theoretical
issues and how they are used and the reasons for using particular research
methods.
Outline and evaluate the different research methods and analyse
them within a theoretical
perspective. These will be supported using
appropriate scaffolding to develop
exam skills.
Use the knowledge
organiser to complete flash
cards (some flash cards will
be reused from the Year
One unit)
FBV: Respect for other backgrounds and perspectives within class discussions; discussions motivated by concerns for
individual liberty and individual freedoms.
SMSC: Appreciating a wide range of viewpoints (social); using research methods (social)
Employability: Familiarity with research methods is key skill in many jobs. Links to research, market research, social work, HR,
teaching and uniformed services.
3-5 Modernist Theories
Students will consolidate and build on knowledge of
the different theories.
Outline and evaluate the different research methods and analyse
them within a theoretical
perspective. These will be supported using
appropriate scaffolding to develop
exam skills.
Use the knowledge
organiser to complete flash
cards.
Cultural Capital: This unit allows students an understanding of academic thinking reflective of university. We use documentary
clips to expose students to different academic speakers.
FBV: Discussions on how these different perspectives lead to outcomes within a democracy; discussions motivated by concerns for individual liberty and individual freedoms.
SMSC: Appreciating a wide range of viewpoints (social);
evaluating the role of values in sociology (moral);
Employability: Links to social work, higher education and uniformed services.
5-6 Social Policy
Students will establish knowledge of interactions
between sociological perspectives and their
influence on social policy.
Outline and evaluate the connection
between sociology and social policy.
Use the knowledge
organiser to complete flash
cards.
Cultural Capital: This unit allows students an understanding of the impact of the government on different groups in society.
FBV: Discussions motivated by concerns for individual liberty
and freedom; the role of sociology in social policy and democracy.
SMSC: Appreciating a wide range of personal and political viewpoints (social); evaluating the impact on equality (moral)
Employability: Links to social work, HR teaching, politics, economics and uniformed services.