curriculum followed 2014/2015 subject: art · coursework self-directed project begin final piece...

CURRICULUM FOLLOWED 2014/2015

Subject: ART

Autumn Term Spring Term Summer Term

Year 7 Usually approx. 5 projects per year

Theme :- My Environment Examples of schemes of work:- Inside the body / Still life / Footprints/ Views / Interiors Techniques:- Paint / Mixed Media / Photography / Drawing

Theme :- Natural World Examples of schemes of work:- Birds /Meadows and Hedgerows / Natural Forms / Pattern and Texture Techniques:- 3d construction / Print/ Paper cut / Mixed Media / Wire

Theme :- Design Examples of schemes of work:- Mythical Beasts/Artist based project/Architecture/Design based project Techniques:- Clay / Card / Print / Paint

Year 8 usually approx. 4 projects per year

Theme :- Symbolism Examples of schemes of work:- Text in Art/ Still life/ Graphics/ Illustration / Abstraction Techniques:- Paint / Mixed Media / Photography / Drawing

Theme :- Landscape Examples of schemes of work:- Beetles & Insects/Trees/Coast/Maps/Travel Techniques:- Print / Mixed Media / Collage/ Wire

Theme :- Craft and Design Examples of schemes of work:- Weaving/Vessels/Wearable Art/Theatre/Graphics/Form and Function Techniques:- Clay/ 3d Construction/ Textiles/ Drawing/ Paper Mache

Year 9 Usually around 3 extended projects per year

Theme :- Identity Examples of schemes of work:- Life of a Shoe / Self Portrait / Still life / Techniques:- Paint / Mixed Media / Photography / Drawing

Theme :- What Am I Like? Examples of diploma schemes:- Artists reference & personalised imagery with workshops e.g wire / print / paper cut / clay teapots / exploring ideas Techniques:- 3d construction / Print/ Paper cut / Mixed Media / Wire

Theme :- Final piece and workshop Examples of schemes of work:- Customising an Object / Developing mixed media / experimental workshop / Techniques:-3d construction / Print/ Paper cut / Mixed Media / Wire/Clay / Card / Print

GCSE course followed: Edexcel Art and Design Topics covered: Themes and techniques may develop as the year progresses - the following is an outline of the work covered

Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3

Coursework (60% of final mark)

Observational drawing in a range of media. Still Life (mixed media) + own contextual research. Expressive paint.

Clay and 3d development. Print making and artists references.

Trial exam Developing ideas to create a personalised final piece. Gallery visit.

Completion of Coursework + Exam (40% of final mark)

Still-life painting Trial examination - developing ideas from sketchbook for coursework final piece.

Actual exam - workshops and sketchbook on theme from exam board + final piece created over two days.

Completion of coursework and displaying work for marking.

BTEC Art & Design Topics that may be covered include:

Year 10 Year 11

Unit 1- Introduction to Specialist Pathways in Art and Design Unit 2: Materials, Techniques and. Processes Unit 3- Communicating Ideas in 2D Unit 4- Communicating Ideas in 3D

Unit 5- Developing an Art and Design Portfolio Unit 6- Investigating Contextual References in Art and Design Externally Set Assignment

EDEXCEL AS + A2 level course followed:

Year 12 Term 1 Year 12 Term 2

Year 12 Term 3 Year 13 Term 1 Year 13 Term 2

Year 13 Term 3

Units 1 + 2 (AS)

Workshops - wire, print, paint, drawing Visiting artist workshop Trip to London Still Life drawing and artists research. Coursework Self-directed project

Begin final piece for coursework project Supporting studies and research for externally set assignment.

Final examination, complete final piece for externally set assignment. Finish coursework and final piece. Display exhibition Start Unit 3 workshops

Units 3 + 4 (A2)

Start Unit 3 - self directed study with extended written analysis. Visiting artist workshop Still Life London trip Develop coursework final idea and start final piece

Begin final coursework piece Exam workshops and research for externally set assignment.

Actual examination Complete coursework, write up and present contextual study. Mount exhibition


Subject: BUSINESS STUDIES

GCSE course followed: Edexcel Topics covered: Single Award


Unit 1: Business enterprise, Demand and market research, The marketing mix.

Unit 1: Business and People Types of business Employment, Motivation, Training and the law.

Unit 2: Controlled assessment (timed coursework) 25% of GCSE Based around marketing within a scenario context.

Unit 3: Production, Finance and the Business Environment.

Unit 3: Production, Finance and the Business Economic Environment Complete course.

Revision: Unit 1 – short answer exam Unit 3 - exam with extended written answers.

‘A’ level course followed: Economics B Specification Edexcel


Subject: DRAMA

The following projects are available but we don’t divide them up into specific terms. Autumn Term Spring Term Summer Term Year 7 1. ‘The Listeners’ poem, Mystery Encounters

2. ‘Bugsy Malone’ Gang Warfare 3. ‘School’ - Bullying - dispelling fears about

secondary school 4. ‘Performing Genre’ (looking at a variety of

theatre genres) Introduction to Drama – introduction to skills and techniques Animal rights and wrongs

5. Greek Theatre-introduction to basic elements of Greek Theatre.

6. ‘Whale’ Creation myths and legends. Environmental issues 7. The Turbulent Term of Tyke Tiler

School issues. 8. ‘Antigone’ – Greek theatre 9. ‘What Happened to Lulu’ poem - Disappearance of a teenager 10. Half Mask-Trestle Theatre Company.

11. The Haunted House. 12. The Oregon Trail – travel across America 13. African Dance and Storytelling. 14. Jamie – Drama. Home problems dominate a boy’s school life. 15. ‘The Green Children’ – Racism 16. Witches – the exploration of spells and Witchcraft 17. Waste (Physical Theatre) 18. The Goddesses of the Theatre. A project introducing theatre techniques.

Year 8 1. Work - comparing modern to Victorian times 2. ‘Fight’ - coping with racism 3. ‘Huckleberry Finn’ - different life-styles 4. ‘Streets of London’ – Homeless 5. ‘African Theatre’

‘Status’ – improvisational skills

6. ‘A Game of Soldiers’ - The Falklands War 7. ‘The Gallows Haunting’ Exploration of lonely, elderly parents and ghost story 8. ‘Burning Everest’ - fostering and rejection by biological mother. 9. ‘Beauty and the Beast’ physical theatre 10. ‘School Under Siege’ terrorism. 11. Musical play/production. 12. Berkoff-an introduction to this practitioner.

11. ‘War of the Worlds’ - Science Fiction adventure 12. Revolting Rhymes. 13. Mariza’s story – street children of Brazil 14. Darkwood Manor 16. ‘Differences’ issues of prejudice ‘The New Planet’ 17. ‘War of the Worlds’ creating drama about UFO sightings. 18. ‘Romeo and Juliet’ Looking at Shakespearian language and warring families.

Year 9 1. ‘Plants & Girls’ - a mentally unstable character

2. ‘Streetgangs’ - Aggression in gangs

3. ‘Kes’ Conflict in family and social deprivation

4. ‘Red Riding Hood’ ethical issues

5. ‘Fame’ – exploring the perils of being famous ‘Get up, stand up’ – standing up for yourself, Rosa Parks, Antigone

6. ‘I don’t like Mondays’ – consequences of teenage gun crime.

7. Conflict-Caught on Camera. (creating a movie)

8. History of Theatre.

9. Trestle Full Masks (Basic)

10. Teenagers Leaving Home - Conflict in family + homeless teenagers 11. Complicite Style-exploration of this theatre company. 12. The Legend of Oedipus Adoption/Prophecies 13. Commedia del Arte

Learning a basic commedia script and performing it. 14. Worse than Prison’ - difficulties at school 15. Theatre in Education – issue-based performance + workshop to Year 7

16. Hug the Trees - environment issues. 17. Famous for Fifteen Minutes. A person forced to live rough. 18. Big Brother – based on TV series. 19. Noughts and Crosses-examining racism. 20. Introducing the techniques of Circus, Silent Movie and Street Performers.

GCSE course followed: Topics covered: We don’t cover specific projects in a term but select our own over the year Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3

1. ‘Let Him Have it Chris’ [Chris Craig & Derek Bentley] 2. Hannah and her Father-use of images to stimulate drama. 3.Nameless and Friendless. Use of images to stimulate drama. 5. Institute for Unexplained

Technological Phenomena-developing audience participation techniques.

6. Drama Texts (a range of starting points as stimuli)

7. ‘Blood Brothers” [Social issues in family] 8. “Teechers” by John Godber. 9. ‘Death and the Maiden’ exploring repression in a dictatorship. 10. East is East’(a dysfunctional family and religious issues.)

Unit 2 GCSE DRAMA EXAM Exploration of a text through practical Drama and a 1,000 word essay. Miss Baldwin: ‘Blood Brothers’ Ms Cowley: ‘East is East’

GCSE Unit 1. A theatre review of ‘Blood Brothers’ 2,000 words. Exploration of a theme using a variety of sources. This is assessed through practical drama and a 2,000 word essay. Miss Baldwin: Injustice Ms Cowley: Moments of Terror.

GCSE Unit 3. Students work towards a rehearsed piece of drama performed to an external examiner in early March 2013.

Course is completed.

‘A’ LEVEL DRAMA

Year 12 Unit 1 Year 12 Unit 2 Year 13 Unit 3 Year 13 Unit 4

Practical Introduction to new Drama techniques and practitioners, eg African Theatre, Dumb Show, Cicely Berry and the physical theatre initiated by the theatre company, Shared Experience. Other practitioners explored are: Stephen Berkoff, Stanislavski, Augusto Boal, Grotowski and the dance company, DV8. We also teach projects on Immersive theatre, Street Theatre and Performance Art. Unit 1. Two texts are studied and these are examined through practical workshops and written coursework, up to 3,000 words. The texts are “Road” by Jim Cartwright and “Blood Wedding “by Federico Lorca. Students are required to experience a live theatre performance and submit a written evaluation of 1,000 words.

Rehearsals leading to the performance of a play, in front of an external assessor. Rehearsals of monologues or duologues, leading to performance in front of external examiner.

Students have to create a unique and original piece of theatre. Students are assessed on both the process of creation and the finished product in the form of a performance to an invited audience. Written evidence reflecting the research and development work is needed. Students are also required to complete an evaluation on both the process and performance of their work.

This is a written unit in the form of a 2 hour and 30 minute written paper. One play text, Doctor Faustus by Christopher Marlowe, is studied from the point of view of a director. A live performance of a play from a chosen historical period must be experienced and evaluated and a comparison made with the original staging conditions of the play. The play this year is ‘The Importance of Being Earnest.’


Subject: ENGLISH


Year 7

Community – writing to inform, explain and discussion around responsibilities Creatures Great and Small – animals in fiction and non-fiction. Humour – role play, review writing, technique

It’s Good to Talk – investigating the ways we use talk in different contexts Myths and Legends – understanding stories form other traditions and cultures

Author Study – comparing themes, ideas and style in the work of a single author Print Media – producing and analysing print-media texts

Year 8

Relationships – presentation of relationships in fiction and non-fiction texts Science Fiction – representation of ideas about science and the future

Different Cultures and Traditions – exploring cultural identity and language use Journeys – language and structure in travel writing for different purposes Victorian Life and Literature – social and historical issues in literature

Escape to the Countryside – the natural world as a source of inspiration to writers Other Englishes – exploring how English varies in dialect in speech and writing

Year 9

Identity – individual and group identity in a range of literary and media texts Shakespeare – study of a complete Shakespeare play.

Peace and War – reading and writing non-fiction and fiction texts about conflict and its absence 21

st Century Literature – examining ideas and literature

in a range of contemporary texts

Reportage – research, planning reportage writing using its structures and conventions Film Studies – examining the construction of meaning in moving image media

GCSE course followed: EITHER: Cambridge IGCSE and AQA Literature (A) Topics covered:

English and English Literature


Poetry cluster and unseen poetry (E)

Speaking and Listening (CW)

Writing to Describe (CW)

Reading from Other Cultures (E)

Writing to Narrate (CW)


Informative Analytical and/or Argumentative Writing (CW)


Exam Preparation 1. Reading skills 2. Analytical skills

3. Summarising skills

Modern Prose/Drama (E)


Shakespeare and the English Literary Heritage (CA)

Preparation for Trial Exams

Directed Writing in Response to Stimulus Texts (CW)


Exam revision (E)

Exam revision (E) (CA) controlled assessment (E) exams (CW) coursework

A Level Literature (WJEC) Year 12 AS Unit I: Poetry and Drama (2.5 hour exam) Year 13 A2 Unit 3: Period and genre study (coursework)

Unit 2: Prose study and Creative Reading (coursework) Unit 4: Poetry and Drama 2 (2.5 hour exam) A Level Language (AQA B) Year 12 AS Unit 1: Categorising texts (2 hour exam) Year 13 A2 Unit 3: Developing Language (2.5 hour exam) Unit 2: Creating texts (coursework) Unit 4: Investigating Language (coursework) A Level Film Studies (WJEC) Year 12 AS Unit 1: Exploring Film Form (coursework) Year 13 A2 Unit 3: Film Research and Creative Projects (coursework) Unit 2: British and American Film (2.5hr exam) Unit 4: Issues and Debates (2.75hr exam)

CURRICULUM FOLLOWED 2014-15

Subject: FRENCH


Year 7

Course book: Expo 1 Mod 1 (abridged): Numbers, dates, the alphabet, common objects Mod 2: Family members, describing people, pets and animals. Group Talk and extended project on describing people

Mod 3: Where I live – countries, house and home, bedrooms. Mod 4: Places in town, directions, food and drink Mod 5: Morning routine, schools (start)

Finish Mod 5 Mod 6: Sport, musical instruments, activities and holidays. A visit to France (cultural understanding)

Year 8 (Sets 1-6)

Course Book: Expo 2 (Rouge and Vert) Modules 1 and 2 Mod 1: Family, jobs, weather, present tense Mod 2: Weekends, sports, television, perfect tense (rouge only)

Modules 3 and 4 Mod 3: Invitations, clothes, shopping Mod 4: Food, meals, shopping for provisions

Modules 5 and 6 Mod 5: Countries and holidays Mod 6: Friends

Year 9 (Sets 1, 2 and 3)

Course Book Expo 3 Rouge Units 1-2 Entertainment, daily routine, past, present and future tenses. Future plans and careers, the simple future tense

Units 3 - 4 Illness and injuries, healthy living, negatives What you used to do, the imperfect tense

Unit 5 - 6 Holidays, travel arrangements, a visit to an attraction World issues, school and work Project work and cultural understanding

Year 9 (Sets 4,5 and 6)

Course Book: Expo 3 Vert Units 1 – 2 Entertainment, descriptions, past and present tenses Future plans and careers, aller + infinitives

Units 3 – 4 Illness and injuries, healthy living, negatives Giving opinions, more on the past tense

Units 5 – 6 Holidays, travel arrangements, a visit to an attraction World issues, school and work Project work and cultural understanding

Year 10 Edexcel GCSE Modules 1 – 3 Mod 1: Personal information, sport, leisure Mod 2: Media and Culture Mod 3: Out and about One/Two controlled writing assessment(s)

Modules 4 – 5 Mod 4: Travel and tourism, shopping Mod 5: Future plans, education, work A minimum of one controlled writing assessment

Modules 5 - 6 Business, work and employment, including work experiences A minimum of one controlled writing assessment

Year 11 Modules 6 - 7: Work experience Holidays, travel Speaking assessments Further writing assessments if required

Module 8 - 9 Lifestyle choices, health The environment Speaking assessments Further writing assessments if required

Revision for the listening and reading exams


Subject: GEOGRAPHY


Year 7 Essential Geography (skills) including the UK Glaciers Use and Abuse of Rivers

Africa Cross Curricular

Year 8 Ecosystems Natural Hazards Africa Migration Adventure Landscapes Sustainable Music Festivals

Year 9 Fantastic Places

Disaster Zone Who wants to live forever?

Globalisation Geography at the Movies

GCSE course followed: OCR Geography B

Year 10 Year 11

Rivers & Coasts Population and Settlement

Natural Hazards Economic Development Controlled Assessment: geographical Enquiry 25% final mark

AS/A2 level course followed: OCR AS - River Environments, Coastal Environments, Cold Environments, Managing Change in Urban Environments, Managing Change in Rural areas, The growth of Tourism A2 – Global Issues (Earth Hazards, Ecosystems Under Threat, Population and Resources) and Geographical Skills


Subject: GERMAN Autumn Term Spring Term Summer Term

Year 8

Echo Express 1 Greetings, personal information, alphabet, school items, school, food and drink, clothes

Family, appearance, characteristics, pets, sports, hobbies, going out, time indicators

House and home, rooms, opinions, towns and cities, places in town, transport, directions, snacks, holiday plans

Year 9

Echo Express 2 Holidays past and present, past tense, fruit and vegetables, cafes, shops and items, pocket money

TV programmes, likes and dislikes, clock times, trips, body parts, illnesses, health, sport

Invitations, clothes, daily routine, problems, parties

GCSE course followed: Edexcel Textbook: Edexcel GCSE German


The Media Music, holidays, describing a journey, eating out, customs and celebrations, directions Practice oral and written assessment

School life, timetable, subjects and opinions, school day, uniform, school rules, family, relationships, problems Assessment

Eating and drinking habits, healthy and unhealthy lifestyles, illnesses, stress, jobs, future plans Assessment

Home, daily routine, household chores, house and local area, celebrations, weather, climate, environmental issues, transport Assessment

Freetime, past activities, sport, money, shopping and fashion. Assessment

Exam practice Preparation and Revision

‘A’ level course followed: EDEXCEL AS/A2 Textbook: Edexcel German for A Level


Chapter 1 and 2 (Youth Culture and Concerns; Life Style, Health and Fitness), start Chapters 3 and 4.

Chapters 3 and 4 (Travel and Tourism and The Environment) Start Chapters 5 and 6. Past Paper early on in term.

Complete Chapters 5 and 6 and Past Papers. Mocks. Oral exam and Listening, Reading and Writing exam. Extra session with assistant, if needed. After Exam Period start A2 course with Chapters 7 and 8

Complete Chapters 7 and 8 (Morals, Traditions and Beliefs; Lifestle, Health, Work and Training) Chapters 9 and 10 (National and International Events of the Past and Youth Issues and Our World)

Chapters 11 and 12 (Present-Day National and International Issues and Film/Literature). Film study and exploration of oral discussion topics and preparation for Oral Exam. Translation practice. Extra time with assistant, if needed.

Final Oral Exam preparation and re-drafting of Film Essays as well as further exploration and re-drafting of Discursive Essays. Past Papers including translation practice. Extra time with assistant, if needed.


Subject: HEALTH AND SOCIAL CARE Edexcel BTEC Level 2 first award

Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3 Unit 2 Health and Social Care Values: Care Values: *How they are used *Importance of them *Impact of them on individuals *Empowerment of individuals using varied techniques *Care planning

Continue with Health and Social care Values: Unit 6: the impact of nutrition on health and wellbeing *dietary needs of individuals at different life stages *effects of unbalanced diets on the health of individuals *specific dietary needs of service users * outline relevant legislation relating to preparing, cooking and serving food

Continue with unit 6: the impact of nutrition on health and well being understand principles of food safety and hygiene 4 assignments to be completed .

Unit 1: Human lifespan development: (EXAM UNIT – To be sat in January)

*exploring human growth and development across the different life stages *investigate factors that affect growth and development and how they are interrelated

Unit 4: social influences on health and well being *Primary and secondary socialisation *effect of socialisation on health and wellbeing *different types of relationships and their impact on health and wellbeing *effects of social factors

completion of 4

th

assignment revisiting previous assignments to make sure all have achieved all of pass criteria or to improve to merit or distinction

A’ level course followed: OCR single Health and Social Care: Single award


Subject: HISTORY

Autumn Term Spring Term Summer Term Year 7 Medieval Realms

1066-1500 Visit to Mountfitchet castle

Medieval Realms 1066-1500

Humanities cross curricula project

Year 8 The Tudors and the Stuarts

The English Civil War The Industrial Revolution

Slavery and Civil Rights

Year 9 The First World War

The Suffragette movement Europe in the interwar years

The Second World War Post 1945: A Changing World

GCSE- Topics covered: Year 10 Terms 1 and 2 Year 10 Term 3 Year 11 Term 1 Year 11

Term 2 Year 11 Term 3

Examination topic – Medicine through time

American West Controlled Assessment: Terrorism

American West Revision and examinations

IGCSE- Topics covered: Year 10 Terms 1, 2 and 3 Year 11 Terms 1 and 2 Year 11 Term 3

Core content: The 20th century: International Relations since 1919

Depth study: Russia, 1905–41.

Revision and examinations

A Level – AS A2

Module 1- Britain, 1483–1529 Module 1 – The Triumph of Elizabeth Module 2- Life in Nazi Germany, 1933–1945 Module 2 – Coursework: American Civil Rights


Subject: ICT


Year 7 Introduction to the school network

Using computers safely effectively and

responsibly

Programming in Scratch

Spreadsheet Modelling Sound editing

Creating and editing Graphics

Year 8 Computer Crime and Security

HTML & Website Development

Video Editing

Programming in Python


Creating animations

Year 9 Understanding Computers


Diploma Project – Developing an App Databases

GCSE ICT course followed: EDEXCEL

Year 10 Term 1 Term 10 Term 2 Year 10 Term 3 Year 11 Term 1 Year 11 Term 2 Year 11 Term 3

Coursework – 60% of course



Theory Work in preparation for exam – 40% of course



GCSE Computer Science course followed: OCR


Research coursework using HTML & JavaScript – 30% of course

Learning to program in Python

Programming coursework using Python – 30% of Coursework




AS/A2 level course followed: WJEC


AS Coursework – 20% of course



A2 coursework Database project – 20% of course




Subject: MATHEMATICS


Year 7 Students are placed into groups based on ability

Year 7 and 8 students follow a theme based scheme of work. Students study the content of the Mathematics National Curriculum through investigating four big mathematical ideas in each year. The four themes in Year 7 are Tiling the Plane, the Golden Ratio, Graph Theory and Iteration. In Year 8 students study Topology, Conic Sections, Number Theory and Game Theory. There is an emphasis on problem solving throughout the course.

Year 8 2 bands divided into groups based on ability

Year 9 2 bands each containing 6 groups based on ability

GCSE: OCR Linear Mathematics In Year 9 students begin their GCSE course. Students are continually assessed throughout the course to ensure they are fulfilling their potential.


GCSE: Students continue with their study of the OCR Linear Mathematics GCSE course. All students will be entered for Edexcel GCSE Statistics at the end of the year.


GCSE: OCR Linear Mathematics GCSE is sat at the end of the year. Students will be entered for either the Higher or Foundation tier. Students are entered for the Higher tier only if they are working confidently at the grade B level.

Years 12 and 13

‘A’ level: OCR (MEI) Specification In Year 12 all students do an AS level involving Core 1, Core 2 and Statistics 1. In Year 13 those students going on to do the full ‘A’ level study Core 3, Core 4 and Decision 1 or Mechanics 1. Further Mathematics: In Year 12 students study Further Pure 1, Numerical Methods & Mechanics 1; in Year 13 students study Further Pure 2, Differential Equations and Mechanics 2. Year 12 GCSE: Students are given the opportunity to retake their GCSE as required.


Subject: MUSIC

Module 1 (6 weeks)

Module 2 (6 weeks)

Module 3 (6 weeks)

Module 4 (6 weeks)

Module 5 (6 weeks)

Module 6 (6 weeks)

Year 7

Elements of Music Graphic Notation Introduction to keyboard

Steps and leaps in melody

Composing and using ostinatos

Composition and Performance on keyboards

Year 8 World Music (Ragas and Drones)

Performance including the primary chords

Chromaticism Programme Music Ground Bass Composition tasks

Year 9 Twelve Bar Blues Composition using the Twelve Bar Blues

Writing own chord sequence and adding a melody

Using chords in performance

Song writing and performance

Song arrangements Dance music compositions

GCSE course followed: Topics covered:


Syllabus EDEXCEL

Area of study 1: Western Classical Music 1600-1899

Area of study 3: Popular music

Area of study 4: World music

Area of study 2: Music in the 20

th

Century

Coursework focus and general listening

Revision

Composition and performance tasks are completed throughout the year.

EDEXCEL AS UNITS: 1 Performing Music A2 UNITS: 4 Extended performance

2 Composing 5 Composition and Technical Study 3 Developing Musical Understanding 6 Further Musical Understanding


Subject: PHYSICAL EDUCATION Autumn Term and Spring Term

Summer Term

Year 7 and 8 A range of activities that include: games skills and concepts; invasion games; gymnastic activities; dance and fitness.

Athletics; striking and fielding activities; tennis

Year 8 A range of activities that include: invasion games; tennis/badminton; gymnastic activities and dance.


Year 9 A range of activities that include: invasion games; tennis/badminton; gymnastic activities and dance. Also with the inclusion of some organised competitive sport.


Year 10 In Year 10 students select an activity pathway where they take part in a range of activities tailored to meet their interests.

Year 11 In Year 11 students make options and elect 2 key areas to focus on. Activities will vary depending on student choices

Students can opt to study GCSE PE in Year 10 and 11 where the Edexcel syllabus is followed. GCSE consists of both the theoretical and practical study of Physical Education. A Level Physical Education is offered as an option in Year 12 and 13 and the OCR syllabus is followed.


Subject: PSYCHOLOGY

GCSE course followed: AQA Topics covered:


Unit 1: Non-Verbal Communication

Unit 1: Memory

Unit 1: Development of Personality

Unit 1: Stereotyping,

Prejudice and Discrimination

Unit 1: Stereotyping, Prejudice and Discrimination

(continued)

Year 10 exam: Unit 1 (internal)

Unit 2: Learning

Independent study on Research Methods,

including own project

Unit 2: Social Influence

Unit 2: Sex and Gender

Unit 2: Sex and Gender (continued)

Unit 2: Aggression

Revision

Revision

2 GCSE exams for Unit 1 and Unit 2

A Level course followed: AQA A Topics covered:


1 week Induction – Introduction to

Psychology

Cognitive Psychology - Memory

Developmental

Psychology – Early Social Development

Research Methods

Biological Psychology - Stress

Individual Differences –

Psychopathology (Abnormality)

Social Psychology –

Social Influence

Revision

PSYA1 exam May/June

PSYA 2 exam

May/June

Research project as part of A2 course

Psychological research and scientific method

The psychology of addictive behaviour

Psychopathology -

Depression

Biological rhythms and sleep

Eating behaviour

Aggression

Revision

PSYA 3 exam June

PSYA4 exam June


Subject: RE Autumn Term Spring Term Summer Term

Year 7 Sikhism Judaism

Hinduism/Islam

Year 8 Buddhism

Christian controversy Influential Religious Figures

Year 9 Ethics

Spirituality Spirited Art

GCSE course followed: EDEXCEL Unit A & H Topics covered:


Believing in God Matters of life and death

Marriage and the Family Religion and Community Cohesion

Religious Rights and Responsibilities

Environmental issues Medical Ethics

Crime and Punishment Peace and Conflict

Unit 1 Revision Unit 8 Revision

OCR AS + A level course followed:

AS Term 1

Greek Philosphy and Christian Theology

Absolute and Relative Ethics

Term 2 Arguments for the existence of God

Utilitarianism

Categorical Imperative

Term 3 Problem of Evil

Science and Relivion

Practical Ethics, including medical ethics

A2 Term 1

Body/soul dilemmas

After Life

Conscience

Virtue Ethics Conscience Free will and determination Meta-ethics Applied ethics

Term 2 Free Will and Determinism

Revelation, including scripture and miracles

Revelation Religious Language

Term 3

Religious Language

Practical Ethics, including sexual ethics and environmental ethics

War and Peace

Miracles Nature of God


Subject: SCIENCE

Year 7 Balanced Science Combination of year 7 and 8 units Chemistry Biology Physics

7A Tissues 7B Sex and Science 7L Space 9J Satellites 7J Circuits + 9I Electricity + 7I Energy 8G Glitters

7C Ecology + 7D Classification 7E Acids and Alkalis 7G Waste 9C On the Farm 9E Building for the future

7F Bubbles 8E In the Drink 7H Materials + 8H Earth 7K Forces + 8J Moving 8I Heat transfers

Year 8 Balanced Science Combination of year 8 and 9 units Chemistry Biology Physics

8B Going for Gold 8L Sound and Hearing 9H Flying Materials 8D Dodo + 9C Farm 8G Glitters and 9E Building

8C Doctors and Disease 9F Sculpture park 9K Record Breakers 9D Crime Scene 8A Food

8K Light 9G Clean Air 9L Dam it 8A Food 9A Science/Fiction 9B Model Career

How Science Works APP tasks will be completed in year 7 and 8

GCSE courses followed: Year 9 complete units B1 and B2, C1, P1, which can then be used in Core or Separate courses the following year after their options have been chosen and the diploma task. Year 10 OCR Gateway Core Science or Separate Science modules, Year 11 OCR B Gateway Science Additional Science OR OCR Applied Science OR Separate Sciences Topics covered as part of Core / Additional or Separate Sciences units.

Unit Unit Titles Unit Weighting

Unit Titles

1 B1 – Understanding Organisms

C1 – Carbon Chemistry

P1 – Energy for the home

35% B3–Living and Growing

C3 - Chemical Economics

P3 - Forces for transport

2 B2 – Understanding our Environment

C2 – Chemical Resources

P2 – Living for the future (Energy Resources)

40% B4 It’s a green world C4 – the Periodic Table

P4 - Radiation for Life

3 Controlled assessment set by OCR exam board 25% Controlled assessment set by OCR exam board

Year 9 Diploma task

GCSE OCR Applied Science J251

A191 Science and Society 20% A192 Science Materials and Production 20%

A193 Science Work Related Learning Portfolio 60%

Triple Science Option students :

B1, B2, B3, B4, B5, B6 + C1, C2, C3, C4, C5, C6 + P1, P2, P3, P4, P5, P6

} }Year 10/11 }

Controlled assessment (set by OCR) for Biology, Chemistry and Physics

B5 – The Living Body B6 – Beyond the Microscope C5 – How much? C6 – Chemistry out there? P5 – Space for Reflection P6 Electricity for gadgets

‘A’ level course followed:

OCR Chemistry AS/A H034/H434 OCR Physics H158/H558 AQA Biology 1411 OCR Applied Science H175/H575

} } Year 13 } Year 12

AQA Biology A 2411 OCR Physics A H158/H558 OCR Chemistry AS/A2 H034/H434 Applied Science A2 H575

} } } Year 12/13 } }


Subject: SOCIOLOGY

GCSE course followed: AQA 5191 Topics covered:


Studying Society Family

Education Studying Society (continued)

Crime and Deviance

Crime and Deviance –(continued) Social Inequality

Exam on Unit 1 Mass Media

REVISION

‘A’ level course followed: AEB 0638 Modular without coursework


Subject: SPANISH

GCSE course followed: Edexcel Textbook: Edexcel GCSE Spanish Topics covered:


Personal life, transport, directions, holidays, eating out, describing a day out, festivals.

School life, timetable, subjects and opinions, school day, uniform, school rules.

Family, relationships, daily routine, chores, personality.

Jobs, future plans, free time, technology. House and local area, shopping,

Illnesses, buying food, healthy and unhealthy lifestyles, problems and youth culture Environment, global issues

Exam practice Preparation and Revision


Subject: TECHNOLOGY Resistant

Materials Electronics CAD/CAM &

Graphic Products Food Textiles Systems +

Control Information Technology

Year 7 Puzzle Box

LED card Laser Project Drawing and presentation skills

Introduction to cooking

Soft Toys Mechanisms

Introduction to ICT and Network, e-safety Modelling HTML programming Computer Game Programming

Year 8 Light Sensing Device Structures

Packaging design: perspective drawing

Staple Foods Pencil Cases inspired by the theme ‘Rainforest’.

Modelling Data Handling Web Design Game Creation Application Development

Year 9 Jewellery casing. Flashing circuit promotional stand

Blister Pack Design Isometric drawing CAD souvenir

Nutrition and Skills

Drawstring Bags inspired by the theme ’Urban Art’.

Cryptography Python Programming Diploma Project Modelling Relational Databases

Information Technology in Years 7, 8 and 9: Each student has one lesson per week throughout the year.

GCSE course followed: Topics covered:


RESISTANT MATERIALS

Project 1 Wood joining – box project

Project 2 Plastic working – Phone Holder Project 3 Metal working – Balance toy

Practice Controlled Assessment

Controlled Assessment


Examination preparation and revision

GRAPHIC PRODUCTS

Basic drawing skills and designing techniques

Drawing skills Modelling skills Designing techniques


Controlled Assessment Revision. Revision.

TEXTILES Working through a skills portfolio and then design and make a simple skirt.

Design and make a corset inspired by a theme of the student’s own choosing.

Fibres to Fabrics project. Controlled Assessment.

Controlled Assessment Controlled Assessment Revision

Exam preparation and revision

SYSTEMS Electronics Computer simulation

Materials Mechanisms

CAD/CAM

Controlled Assessment Controlled Assessment


ICT ICT Skills and coursework – Logo, Database and video editing

ICT Skills and coursework - Modelling

ICT Skills and coursework – Audio Editing, deigning an App and Evaluating their work

Theory Work

Theory Work


CATERING The industry – food and drink; Job roles; Health, safety and hygiene; Food preparation, cooking and presentation; Nutrition and menu planning;

Costing and portion control;

Specialist equipment; Communication and record keeping; Environmental considerations.

The industry – food and drink; Job roles; Health, safety and hygiene; Food preparation, cooking and presentation; Nutrition and menu planning;

‘A’ level course followed: WJEC - Design & Technology (Product Design)


Subject: TRAVEL & TOURISM

BTEC course followed: BTEC Level 2 Award in Travel and Tourism

Double Award


Unit 2: UK Travel and Tourism Destinations Two assignments

Unit 2: UK Travel and Tourism Destinations One assignment Unit 5: Factors Affecting Worldwide Travel and Tourism One assignment

Unit 5: Factors Affecting Worldwide Travel and Tourism One assignment

Unit 3: The Development of Travel and Tourism in the UK Two assignments

Unit 3: The Development of Travel and Tourism in the UK One assignment Unit 1: The UK Travel and Tourism Sector Exam preparation

Unit 1: The UK Travel and Tourism Sector External exam

‘A’ level course followed: OCR Single Award Travel & Tourism

FARLINGAYE HIGH SCHOOL

Child Protection Policy

There are many areas where the school has to address child protection, examples in the widest sense could be drug and alcohol abuse but this policy focuses on Child Abuse. Child Abuse is looked at under four headings:- 1 Physical Abuse - where a child is physically hurt; 2 Sexual Abuse - where a child is exploited by an adult(s) who uses the child to meet his or her sexual desires; 3 Neglect - where those with parental responsibility fail to meet the basic and essential needs of the child: food, clothes, warmth and medical care; 4 Emotional Abuse - where a child consistently faces a lack of love or affection or is frequently exposed to taunting, shouting or other forms of verbal attack. All children have the right to grow up unharmed, to have the opportunity to develop fully and have their basic needs met. Further, they have the right to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

To this end the school aims to create an environment where: 1 Students can approach staff secure in the knowledge that they will be listened to and supported within the framework in which the school must work. 2 All staff have the skills to listen to pupils within the Suffolk Safeguarding Children Board (SCB) framework and the knowledge to deal with issues and concerns raised. 3 All staff have an awareness of the signs of abuse and know how to record and take action on any concerns using the Suffolk SCB Procedures. Students are assisted in being confident and open in expressing their views through:

the established pastoral system within the school

the agreed classroom principles

the Year/School Council forum

the OK/Not OK decision making exercises and assertiveness

work built into the PSE Programme Staff are assisted in their role by:

guidance in the staff handbook

INSET work with additional CPD sessions

involvement of Year Co-ordinators (YCs) in some Child Protection case conferences

personal feedback (as allowed by the need to know guidelines) from senior staff

personal support following a disclosure

involvement of key staff (YCs, SENCO, etc) in regular safeguarding meetings

Safeguarding Officer Mr Tunaley is the member of staff identified as our Child Protection (CP) Co-ordinator having responsibility for Child Protection issues (matters relating to Years 12/13 should be discussed with the Headteacher). The role of the CP Co-ordinator involves reporting directly to the Headteacher, taking the responsibility for referring cases of suspected abuse to the investigative agencies, usually Children & Young People’s Services (CYPS), informing the Local Authority of referrals made, attending case conferences called by the Safeguarding Children Board and providing reports for these, maintaining active liaison with CYPS covering our catchment area and maintaining a restricted file on pupils placed on the Child Protection register. The school will assist the CP Co-ordinator in this role by ensuring they have the opportunity to attend courses to update their knowledge and skill. The school has appointed a safeguarding officer to support this work.

Information for Parents on Farlingaye’s Child Protection Policy

Child abuse usually comes to the notice of teachers in one of four ways:- 1 a disclosure is made by the child; 2 a report is received from a friend or relative; 3 the child shows significant behaviour changes; 4 the child has obvious injuries for which no reasonable explanation is offered. We have a duty to INFORM other agencies, usually Children & Young People’s Services (CYPS). We do not undertake investigations of any kind. If a child asks to speak with any of us, our immediate response is “you may tell me anything you like but I may have to tell someone else what you tell me.” Students who do approach us usually do so because they want an adult to take on the responsibility for action. We listen, without question, in a supportive atmosphere. As soon as we can we record what has been told to us, using the student’s words where possible. We then involve CYPS, usually by phone and secure email, and may follow up with a formal referral if required. There is no hard and fast rule about who informs parents. We act on the advice given to us by CYPS. Once a referral has been made we continue to support the student as sensitively and unobtrusively as possible. The matter is not a subject for general discussion and the majority of staff will not be aware of the matter. If a case conference is called, a senior member of staff will attend. Child Protection is not an easy matter and it is not taken lightly. The theory that underpins the practice is printed in bold type in the policy. We think all parents will support this. Our Child Protection Policy has the acceptance of governors and staff.

curriculum followed 2014/2015 subject: art · coursework self-directed project begin final piece...

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