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Curriculum Information Term 3

Assessment information Term 3

Continuation of Portfolio – major coursework assessment based on the theme ‘Twisting and Turning’. 

Continual assessment based on exam board assessment objectives. 

Curriculum Information Term 4

Assessment information Term 4

Continuation of Portfolio – major coursework assessment based on the theme ‘Twisting and Turning’. 

Continual assessment based on exam board assessment objectives. 

beliefs and ethics

Curriculum Information Term 3

Assessment information Term 3

 Christian Practices

  • The sacraments: Holy Communion
  • Celebrating Holy Communion
  • Pilgrimage
  • Celebrating festivals
  • The role of the Church in the local community – Food banks
  • The role of the Church in the local community – Street Pastors
  • The place of mission and evangelism
  • Church growth
  • The importance of the worldwide Church
  • Christian persecution
  • Response to word poverty
  • Revision and end of topic test

 

Question on the role Holy Communion

 

 

Question on evangelism

 

 

Christian Practices End of topic test

Curriculum Information Term 4

Assessment information Term 4

 Islamic Beliefs

  • The beginnings of Islam
  • Sources of Authority
  • Islam after Muhammad
  • Sunni and Shia beliefs
  • What is the Tawhid?
  • Angels
  • Predestination
  • The Afterlife and Akhira
  • Prophethood
  • The Caliphate
  • Revision
  • Assessment

 

Question on evangelism

 

End of topic exam questions

 

Btec Tech Award Sport

Curriculum Information Term 3

Assessment information Term 3

Components of fitness

Fitness testing

Methods of training

Preparing participants to take part in Sport

Components of Fitness

Small assessments in the lesson as knowledge checks

Unit assessments via Microsoft Forms completion

Small summative/formative assessments in lessons

Component 1 – Formal PSA Assessment – February 2024

Curriculum Information Term 4

Assessment information Term 4

Components of fitness

Fitness testing

Methods of training

 

Officiating in Sport

Improving participants sports skills

Year 11 PPE, students examined on content taught to date.

Exam completed on computers and will be as close to the real

exam as possible.

 

Small assessments in the lesson as knowledge checks

Unit assessments via Microsoft Forms completion

BUSINESS

Curriculum Information Term 3

Assessment information Term 3

GCSE. Theme 1 : Edexcel Business  

Topic 1.3 Making the business effective – students will explore a range of factors that 

impact on the success of the business, including location, the marketing mix and the business plan. 

  • Business aims and objectives 

  • Business revenues, costs and profits 

  • Cash and cash-flow 

  • Sources of business finance 

BTEC: Component 1: Edexcel Exploring Enterprise  

Students will be reviewing the exam board set timed piece of coursework that will be internally marked and exam board moderated. It will be worth a third of their overall grade. They will then go on to learn the content for their component 2.  

End of unit test. Up to 9 marks questions. 

 

 

 

 

 

 

 

 

 

 

Coursework. Internally assessed, externally moderated. 

Curriculum Information Term 4

Assessment information Term 4

GCSE. Theme 1: Edexcel Business   

Topic 1.4 Making the business effective – students will explore a range of factors that 

impact on the success of the business, including location, the marketing mix and the business plan. 

  • The options for start-up and 

  • small businesses 

  • Business location 

  • The marketing mix 

  • Business plans 

 

 

BTEC: Component 3: Marketing and Finance for Enterprise.  

  • Targeting and segmenting the market 

  • 4Ps of the marketing mix 

  • Factors influencing the choice of marketing methods 

  • Trust, reputation and loyalty 

  • Financial documents 

  • Payment methods 

  • Revenue and costs 

End of unit test. Up to 9 marks questions. 

 

 

 

 

 

 

 

 

 

End of unit test. Up to 9 marks questions. 

 

Computer Science

Curriculum Information Term 3

Assessment information Term 3

Computer Science

Networks connections and protocols   

This unit explores how computers communicate with each other, why they communicate with each other and what standards are used to make sure they understand what is going on.  

 

IT Vocational 

Word Processing Skills   

Word processing skills will be worked on this term as well as the following theory topics.  

The moral, ethical and legal issues associated with ICT  

The cultural, personal and environmental impact of ICT   

 

Homework  

End of Topic Tests  

 

 

 

 

 

 

Word processing skills practice task  

Curriculum Information Term 4

Assessment information Term 4

Computer Science

 Algorithms 

Why did you get those video recommendations on youtube? The algorithm thought you might like them.

So what is an algorithm?

In this term you are going to find out and make your own.

 

Vocational ICT

Graphics   

I bet it would be quite a challenge for you to look around your house and find something that did not have some type of branding on it. Graphics are use almost everywhere. From packaging to signs to posters, to animations, special effects etc. Ever label on products has to be designed. You are using a keyboard, mouse and monitor, they will have graphics on there somewhere, be it a barcode, brand name CE kite mark etc. Graphics are part of everything we do and they blend in so well, we hardly realise they are there.  

In this unit you will learn the skills to create your own graphics and branding.  

You will also practice the skills needed to record evidence needed for your controlled assessment in year 11

 End of unit assessment

 

 

 

 

 

 

 

 

Completed graphics project with making evidence

Drama

Curriculum Information Term 3

Assessment information Term 3

  Devising Drama

  • Begin creating performance
  • Understanding the three key stages of devising
  • Explore given stimuli
  • Tracking progress with rehearsal records
  • Developing self-evaluation skills in order to develop and refine individual and group skills

 GCSE students will be assessed by:

 

  • Regular formative assessment focusing on a range of devising skills.

 

  • Teachers are only permitted to provide general comments during the devising process as this is an official examination which is internally marked and then moderated by AQA.

 

  • Students will be given many opportunities to self and peer reflect on their performance work in order to develop and refine their work.

Curriculum Information Term 4

Assessment information Term 4

 Noughts and Crosses: Developing Exam Skill (Section B)

  • Question 1: Context and impact on one design element
  • Question 2 – Performance of one line through vocal and physical skills
  • Question 3: Character interaction and use of performance space
  • Question 4: Performance of one character in extract and elsewhere within the play

 

  • Students will receive regular formative assessment with key successes and targets to focus on in each question of Section B of the exam paper.
  • Students will be given directed improvement reflection time to work on this feedback and build upon these key skills
  • Students will receive an end of unit assessment where they will receive a mark and grade for their exam responses.

 

DT Electronic Products

Curriculum Information Term 3

Assessment information Term 3

Boardgame project:
Students will be designing a boardgame for a specific target market. Students will build on their 2D Design skills from KS3 to customize their designs. Students will also create simple circuits and will use CAD modelling software.

Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.

Curriculum Information Term 4

Assessment information Term 4

Boardgame project:
 

Students will be designing a boardgame for a specific target market. Students will build on their 2D Design skills from KS3 to customize their designs. Students will also create simple circuits and will use CAD modelling software.

Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment  against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.

DT FOOD

Curriculum Information Term 3

Assessment information Term 3

Theory content: Macronutrients -  Carbohydrates and Fats & Oils.
For each of these students will learn:

 

  • What foods we get them from
  • Subcategories based on origin or structure
  • The function of them in the body
  • The chemical and physical functions of them in dishes
  • The effects on the body of excess and deficiency in these nutrients and how this affects long term health
     

Practical: we will be focused on basic knife skills using small vegetable knives. Basic cooking skills combining ingredients and creating a good quality outcome, whilst building confidence in more complex dishes. In term 2 students will make a range of bread products based on different kinds of raising agents.
 

Food science: students will learn about Gelatinisation, Dextrinisation, Carmelisation and the development of Gluten as well as different kinds of raising agents.
Cooking dates and recipes for the term will be uploaded to Edulink in week 1 of each term.
It is important that all students bring a container with a locking lid big enough to take their dish home.

Students will be set homework every two weeks, this will be marked by the teacher and they will be given an opportunity to improve the work.

Students will receive verbal feedback during practical lessons to help them develop their safe working practice. They do not have any formal assessment on their practical until later in the year as they are very much teacher led and the focus will be on encouragement and building independence.


There will be an end of topic test in the last week of term which is graded. In terms 1 and 2 this will be short answer questions worth 1 & 2 marks. They will be building to longer GCSE questions as the year progresses.

Curriculum Information Term 4

Assessment information Term 4

Theory content: Macronutrients -  Carbohydrates and Fats & Oils.
For each of these students will learn:

  • What foods we get them from
  • Subcategories based on origin or structure
  • The function of them in the body
  • The chemical and physical functions of them in dishes
  • The effects on the body of excess and deficiency in these nutrients and how this affects long term health

Practical: we will be focused on basic knife skills using small vegetable knives. Basic cooking skills combining ingredients and creating a good quality outcome, whilst building confidence in more complex dishes. In term 2 students will make a range of bread products based on different kinds of raising agents.


Food science: students will learn about Gelatinisation, Dextrinisation, Carmelisation and the development of Gluten as well as different kinds of raising agents.
Cooking dates and recipes for the term will be uploaded to Edulink in week 1 of each term.


It is important that all students bring a container with a locking lid big enough to take their dish home.

Students will be set homework every two weeks, this will be marked by the teacher and they will be given an opportunity to improve the work.

Students will receive verbal feedback during practical lessons to help them develop their safe working practice. They do not have any formal assessment on their practical until later in the year as they are very much teacher led and the focus will be on encouragement and building independence.


There will be an end of topic test in the last week of term which is graded. In terms 1 and 2 this will be short answer questions worth 1 & 2 marks. They will be building to longer GCSE questions as the year progresses.

DT Product Design

Curriculum Information Term 3

Assessment information Term 3

Storage box in Wood
Students are designing and making a storage box, in the process of doing this they will be learning about the materials, types of wood joints, the properties of different timber and appropriate finishes.
They will consider size, types of joints, finishes and embellishment when creating their own unique design.

Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment  against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.

Curriculum Information Term 4

Assessment information Term 4

Storage box in Wood
Students are designing and making a storage box, in the process of doing this they will be learning about the materials, types of wood joints, the properties of different timber and appropriate finishes.
They will consider size, types of joints, finishes and embellishment when creating their own unique design.

Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment  against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.

DT Textiles

Curriculum Information Term 3

Assessment information Term 3

Fashion Illustration & Sketchbook case project: 
Students will build up their drawing techniques and creativity by looking at using different media to draw clothing. There will be inspiration from artists and designers as well as observing trend books. Media such as pencil, pen, watercolour, paper / collage will be widely used to show colour, line, form / shape, tone, pattern, decoration, scale, and surface.

Students will also explore a range of surface decoration techniques to build up machine competence and awareness of textile techniques, such as patchwork / crazy patchwork, applique, embroidery techniques, fabric painting and some fabric manipulation. They will develop the samples created to show refinement and broaden their creative skillset.

By the end of the project students will create a sketchbook case / bag to depict their best fashion illustrative outcomes (using sublimation printing) and having a personalised style depicting their best / preferred decorative techniques.

Students will be given success criteria at the start of the project. Throughout they will receive regular www and ebi feedback on samples and drawing/rendering techniques.
Midway through and at the end of the project students will receive detailed feedback against the success criteria so that they have a clear understanding of what their successes and areas for improvement are.

Curriculum Information Term 4

Assessment information Term 4

Fashion Illustration & Sketchbook case project: 
Students will build up their drawing techniques and creativity by looking at using different media to draw clothing. There will be inspiration from artists and designers as well as observing trend books. Media such as pencil, pen, watercolour, paper / collage will be widely used to show colour, line, form / shape, tone, pattern, decoration, scale, and surface.

Students will also explore a range of surface decoration techniques to build up machine competence and awareness of textile techniques, such as patchwork / crazy patchwork, applique, embroidery techniques, fabric painting and some fabric manipulation. They will develop the samples created to show refinement and broaden their creative skillset.

By the end of the project students will create a sketchbook case / bag to depict their best fashion illustrative outcomes (using sublimation printing) and having a personalised style depicting their best / preferred decorative techniques.

Students will be given success criteria at the start of the project. Throughout they will receive regular www and ebi feedback on samples and drawing/rendering techniques.
Midway through and at the end of the project students will receive detailed feedback against the success criteria so that they have a clear understanding of what their successes and areas for improvement are.

   

ENGLISH

Curriculum Information Term 3

Assessment information Term 3

Reading 19th Century Non-Fiction & Comparing Non-Fiction Across Time 

 

Students will read a range of non-fiction texts from the 19th century to feed into context on A Christmas Carol. 

 

They will then move into a unit comparing non-fiction texts across time, which builds skills for English Language Paper 2. 

 Formative: Mock exam questions from Language Paper 2, Questions 1 & 3 

 

Summative: Mini-mock under exam conditions of Language Paper 2, Questions 1-4. 

Curriculum Information Term 4

Assessment information Term 4

Reading 19th Century Non-Fiction & Comparing Non-Fiction Across Time 

Students will read a range of non-fiction texts from the 19th century to feed into context on A Christmas Carol. 

 

They will then move into a unit comparing non-fiction texts across time, which builds skills for English Language Paper 2. 

 

 Formative: Mock exam questions from Language Paper 2, Questions 1 & 3 

 

Summative: Mini-mock under exam conditions of Language Paper 2, Questions 1-4. 

ENGLISH LITERATURE

Curriculum Information Term 3

Assessment information Term 3

 A Christmas Carol 

Students will complete their study of the 19th century novella started last term. 

 Summative: Full essay on an extract from the novella. 

Curriculum Information Term 4

Assessment information Term 4

 An Inspector Calls 

Students will begin their study of this modern play from the 1940s. 

 Formative: analytical paragraph on the play. 

Summative: whole essay on a key theme from the play. 

Geography

Curriculum Information Term 3

Assessment information Term 3

Physical Landscapes – Glacial regions  

  • Introduction to glaciation 

  • Glacial processes 

  • Glacial landforms 

 2 Exam Questions 

Opportunities and Challenges of cold places 

Curriculum Information Term 4

Assessment information Term 4

Physical Landscapes - Coasts  

  • Coastal processes 

  • Features of erosion 

  • Features of deposition 

  • Coastal management 

 2 Exam Questions 

Hard and Soft Engineering at the coast 

 

GERMAN

Curriculum Information Term 3

Assessment information Term 3

Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). 

Skills focus: Vocabulary & writing. 

Cumulative scores from 3 vocabulary quizzes  

End of unit 2 mixed skill assessment 

Paper 3 Reading  

Paper 2 Speaking: General conversation (section 3) 

Curriculum Information Term 4

Assessment information Term 4

Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). 

Skills focus: Vocabulary & writing. 

Cumulative scores from 3 vocabulary quizzes  

End of unit 3 mixed skill assessment 

Paper 1 Listening  

Paper 4 Writing: 2 bullet point question (HQ2) 

H&S BTEC

Curriculum Information Term 3

Assessment information Term 3

 Human Lifespan Development 

Learners continue explore different aspects of growth and development and the factors that can 

affect this across the life stages. They will explore the different events that can impact on 

individuals’ physical, intellectual, emotional and social (PIES) development and how 

individuals cope with and are supported through changes caused by life events. 

  

Assessed by Controlled Assessment.  

Curriculum Information Term 4

Assessment information Term 4

  Human Lifespan Development 

Learners continue explore different aspects of growth and development and the factors that can 

affect this across the life stages. They will explore the different events that can impact on 

individuals’ physical, intellectual, emotional and social (PIES) development and how 

individuals cope with and are supported through changes caused by life events. 

  

Assessed by controlled assessment.  

 

Resubmissions of assessments this term.  

HISTORY

Curriculum Information Term 3

Assessment information Term 3

 Introduction to Medicine uni 

Ancient medicine and cures 

Medieval beliefs and cures 

Hospitals 

Islamic medicine 

War and surgery in the medieval period 

 2 exam Qs in January on Conflict 

Hospital Q in February 

 

Curriculum Information Term 4

Assessment information Term 4

 Black Death  

Intro to Renaissance period 

Renaissance surgery 

Beliefs and treatments 

Public Health and 1665 Plague 

Jenner 

 Two exam Qs on Medieval period 

 

Jenner and Vaccination 

MATHS

Curriculum Information Term 3

Assessment information Term 3

Higher – Counting, accuracy, powers and surds: rational numbers, reciprocals, terminating and recurring decimals, negative and fractional powers, surds, bounds, choices and outcomes 

Sampling and more complex diagrams: sampling, frequency polygons, cumulative frequency, boxplots, histograms 

Foundation - Representation and interpretation of data: Sampling, pie charts, scatter diagrams, grouped data and averages,  

Constructions and loci: triangles, line bisectors, angle bisectors, locus, loci problems 

Percentages and proportion: compound interest, repeated percentage change, reverse percentages, direct proportion, inverse proportion 

 

Curriculum Information Term 4

Assessment information Term 4

  Higher – Quadratic equations: Plotting, solving by factorising, using quadratic formula, completing the square, significant points on a curve, solving simultaneous equations (linear and non-linear), quadratic inequalities 

Combined events: Tree diagrams and conditional probability 

Foundation – Percentages and proportion: compound interest, repeated percentage change, reverse percentages, direct proportion, inverse proportion 

Curved shapes and pyramids: area and perimeter of sectors, volume and surface area of pyramids, cones and spheres 

Number and sequences: continuing sequences (numbers and patterns), finding the nth term of a linear sequence and using this, Fibonacci numbers, squares, cubes and triangular numbers, 

 Calculator paper in the hall. Either Higher (70 mins) or Foundation (60 mins) on all content covered at GCSE so far. 

MEDIA

Curriculum Information Term 3

Assessment information Term 3

Component 1 Exploring Media Products 

Component 1 Exploring Media Products 

Curriculum Information Term 4

Assessment information Term 4

Component 1 Exploring Media Products 

Component 1 Exploring Media Products 

music

Curriculum Information Term 3

Assessment information Term 3

AoS4: Pop Music -  

History, structures, chord progressions, tech effects, composing for voice 

Beginning of AoS 4 pop song composition 

   

Set Work: Africa 

Fusion Music 

 Composing for voice completed. 

gcse pE 

Curriculum Information Term 3

Assessment information Term 3

The cardiovascular/respiratory system and effects of exercise 

Functions 

Components and functions 

Flow of blood through the heart/body and double circulatory system/pathway of air through respiratory system 

Short and long term effects of exercise 

Interleaving test – skeleton, muscles, cardiovascular system and respiratory system 

  

Short answer questions in lesson. 

Curriculum Information Term 4

Assessment information Term 4

Paper 1: 

Fitness components and fitness testing. 

Training methods and training principles 

NEA preparation tasks 

 

Interleaving test – skeleton, muscles, cardiovascular system and respiratory system, Components of Fitness 

  

Short answer questions in lesson. 

NEA prep tasks 

Science (Combined Science)

Curriculum Information Term 3 and 4

Assessment information Term 3 and 4

 

BIOLOGY (3 lessons)

B6 Inheritance, Variation and Evolution

  • Sexual and asexual reproduction
  • Meiosis
  • DNA and the genome
  • Genetics
  • Inherited disorders and sex determination
  • Variation
  • Evolution
  • Selective breeding
  • Genetic engineering
  • Evidence for evolution
  • Fossils

 

CHEMISTRY (3 lessons)

C3 Quantitative Chemistry

  • Amount of substances
  • Mole calculations

C1 Atomic Structure and the Periodic Table

  • Metals and Non-metals
  • Group 0
  • Group 1
  • Group 7

 

C2 Bonding, Structure and the properties of matter

  • Chemical bonds
  • Ionic bonding
  • Covalent bonding
  • Metallic bonding
  • States of matter and state symbols
  • Properties of ionic compounds
  • Properties of small molecules
  • Polymers
  • Giant covalent structures

 

PHYSICS (3 lessons)

P5 Forces

  • Work done and energy transferred
  • Forces and elasticity
  • Hooke’s Law
  • Distance and displacement
  • Speed
  • Velocity
  • Distance-time relationships
  • Acceleration

 

All students will be set THREE Educake homeworks per fortnight (www.educake.co.uk)

, one for each subject.

These are always set on a Monday of week one and will be due in on the Sunday of week 2 (or the last Sunday of a holiday if it is set on the last fortnight of term)

 

Every topic will have a number of assessment points (roughly 1 every 6 lessons).  These are based on exam questions and are designed to help build students exam skills as well as test their recall on the topics.

 

 

 

spanish

Curriculum Information Term 3

Assessment information Term 3

Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). 

Skills focus: Vocabulary & writing. 

Cumulative scores from 3 vocabulary quizzes  

End of unit 2 mixed skill assessment 

Paper 3 Reading  

Paper 2 Speaking: General conversation (section 3) 

Curriculum Information Term 4

Assessment information Term 4

Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). 

Skills focus: Vocabulary & writing. 

Cumulative scores from 3 vocabulary quizzes  

End of unit 3 mixed skill assessment 

Paper 1 Listening  

Paper 4 Writing: 2 bullet point question (HQ2)