drama - year 11 - 2019-20€¦ · costume design skills puppetry design skills *see separate sheets...

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Curriculum Content

C3 ‘Scripted Performance’ In their groups, will choose the script for the C3 component, deciding upon two extracts and they will prepare, perform, and rehearse through the term. C1 Written examination: ‘Understanding Drama – sections A (Theatre roles and terminology) & B (Study of a set play – Blood Brothers) Pupils will learn about theatre roles and responsibilities and focus on Blood Brothers analysis/evaluation. C2 ‘Devising Drama’ Pupils will continue and complete the devised work as part of a group. They will rehearse and perform and this will be recorded. They will also complete their ‘Devising Log’ either in written or video format to accompany this.

C3 ‘Scripted Performance’ Finals Both extracts of chosen script will continue to be rehearsed and the final assessment (external) will take place). This will be assessed by an external examiner and videoed to be sent off to the exam board. C1 – C1 Written examination: ‘Understanding Drama B (Study of a set play – Blood Brothers) & C ‘Understanding drama (Live theatre production) Pupils will continue to study Blood Brothers through analysis and evaluation of the script and will also analyse and evaluate the live theatre piece they have been to see (currently Chicago in year 10)

C1 – Sections A, B & C Pupils will learn about theatre roles and responsibilities and will continue to study Blood Brothers and will also analyse and evaluate the live theatre piece they have been to see.

Prior knowledge and skills (from previous year / key stage)

C3 – pupils will have developed performance skills throughout year 10 and will have had a mock performance experience in year 10. C1 – pupils have learned about theatre roles and responsibilities, they have studied Blood Brothers in years 9 & 10 and have watched two pieces of live theatre and written about them.

C3 – pupils will have further developed their acting or other disciplined skills through learning and performing their chosen extracts. C1 – pupils will have learned in more detail and re-visited about theatre roles and responsibilities, the set text Blood Brothers and the analysis and evaluation of a live theatre performance.

C1 – pupils will have continued to learn in more detail and re-visited about theatre roles and responsibilities, the set text Blood Brothers and the analysis and evaluation of a live theatre performance. They will have done exam style questions and mock paper.

Assessment Objectives

(C3) Drama performance skills (acting or chosen discipline) through delivery of their chosen script and extracts. (C1) Written outcomes focussing on theatre terminology and the study/analysis of Blood Brothers, progressing to the analysis of the live performance (C2) Final recorded performance of the devised piece of theatre, final written or video ‘log’ describing the process undertake.

(C3) Drama performance skills (acting or chosen discipline) through delivery of their chosen script and extracts. Final, external, performance.

(C1) Written outcomes focussing on the study/analysis of Blood Brothers, and the analysis of the live performance they have been to see. Examination questions will prepare pupils for the final exam.

(C1) Written outcomes focussing on theatre terminology, the study/analysis of Blood Brothers, and the analysis of the live performance they have been to see. Examination questions will prepare pupils for the final exam.

Vocabulary / Key Subject Terminology

Vocal skills and techniques Physical skills and techniques Sound and lighting skills Set design skills Costume design skills Puppetry design skills *See separate sheets for detailed vocabulary



Assessment Performance mock of extract 1 Performance mock of extract 2

Exam questions and mock paper External and final assessment of the C3

Exam questions and mock paper Exam questions Final written exam in summer examination TT

Knowledge Organiser content





Drama - Year 11 - 2019-20

Cross Curricular Links with other Faculties

English Literature – Analysis of a set text, evaluation of text Spanish – vocal skills Music – sound production

Extra-Curricular Offer

Fame academy (acting skills and singing)






SMSC, FBV, Careers and EDI

Confidence (self-esteem), social skills (tolerance and respect), wider community links (Oldham Theatre workshop and Shaw Players etc.) – careers/jobs Social/moral, political issues (depending on choice of set text)


Curriculum Content

Component 2 B1 Practical engineering • Knowledge of how to observe and record, such as an examination of: o visual features o surface features o mass o colour o degradation o identification marks. • Measurement skills, such as: o measuring diameter o measuring linear dimensions o use of comparative techniques o knowledge of component values, e.g. resistors.

Component 2 B2 Disassembly techniques • Safe use of disassembly techniques, to include: o removal of semi-permanent fixings o parts removal and layout o replacement of non-reusable consumables or fixings. • Safe use of tools and equipment – disassembly/reassembly tools with settings. B3 Product design specification (PDS) Requirements in terms of: • size and mass • product life and reliability • performance/function/service requirements • economic and making considerations • implications of standards and legislation.

Component 2 C1 Engineering make process • Defining the problem. • Developing possible solutions. • Choosing a solution. • Making using engineering processes. • Inspecting and testing chosen solution. • Evaluating outcome of project. C2 Develop a production plan • Developing a production plan, to include: o health and safety o operations/processes o inspection, testing and quality standards o equipment/tools o materials and components o quantity, e.g. one-off, batch, mass production. • Awareness of risks and hazards for making processes. • Safe preparation, good housekeeping and close down of the work area. • Making skills associated with the product to be produced, e.g. choosing suitable tools, appropriate set up of the work area/machine, adaptation according to inspected outcomes. • knowledge in observing and recording techniques, e.g. in process measurement and comparison.

Component 3 A Carry out a process to meet the needs of an engineering brief Learners will develop an understanding of practical procedures and explore how to record, collect and interpret data in an engineering context. A1 Carry out a process A2 Recording the process A3 Interpretation of data B Provide a design solution for an engineered product against the needs of an engineering brief Students will develop an understanding of how to interpret a brief and explore design ideas, including their viability as a final solution. B1 Interpretation of a given brief for an engineered product B2 Redesign B3 Evaluation C Provide solutions to meet the needs of an engineering brief Students will develop an understanding of how to analyse information in an engineering context and will explore how to select a suitable solution and implement it to meet the brief. C1 Analysing engineering information associated with the problem C2 Selecting a solution C3 Problem solution


Correct selection and use of appropriate measuring equipment

Mechanical fastenings Correct selection and use of

machinery and equipment to manufacture a given product.

This external component builds on knowledge, understanding and

skills acquired and developed in Components 1 and 2. Students will apply developed skills in problem solving, design and communication to enable them to respond to engineering briefs.


Investigate a given engineered product using disassembly techniques Plan the manufacture of and

safely reproduce/inspect/test a

given engineered component.

AO1 Understand how to respond to an engineering brief AO2 Select skills and techniques in response to an engineering brief AO3 Apply skills and techniques in response to an engineering

brief

AO4 Evaluate and review the outcomes of the application of skills and techniques in response to an

engineering brief


thread plating rusting risk assessments drifts shank logistics

engineer's blue tolerances production plan swarf quality control

prototypes alloys accuracy reliability precision trends charts graphs axis scale labelling annotations

Engineering - Year 11 – 2019-20

assembly drawings vanishing points chamfers radius fillets parts integration fit-for-purpose speeds and feeds conventions unit costs specialised equipment right first time justification

Assessment 1 Component 2, Learning aim B1:

knowledge check Component 2, Learning aim B2:

knowledge check Component 2, Learning aim C:

knowledge check Component 3,: knowledge

checks Component 3,: knowledge

checks

Assessment 2

Assignment 4 – Learning Aim B of

Component 2 Focus on, and review of,

topics B1, B2 and B3

Students will be given an engineering product to investigate to disassemble in order to produce

a product design specification. Students will need to record each

component, its features and function.

Assignment 5 – Learning Aim

C of Component Focus on, and

review of, topics C1 and C2

Students will plan and manufacture an engineering

component from their investigation carried out for

Learning Aim B

JUNE 2020 Assessment: externally assessed task, where students create an engineered product based on a brief.

Weighting: 40% of total course


Maths-accurate measuring Science –properties of materials Business studies – standards and legislation

Science – recording data from experiments

Art- drawing techniques Science – recording data from experiments Science and Maths – graphs


After school support and enhanced skill opportunities (an opportunity to use some of the machinery that may not particularly use in the school day)


Health and safety in the workplace Transferable career practical skills Health and safety considerations

Transferable career practical skills Health and safety considerations


Curriculum Content

Standing on the Shoulders of Literary Giants (1)

Pupils will explore a range of fiction texts with a focus on close analysis and evaluation. Pupils will develop and

practise their creative writing skills. They will focus on both descriptive and narrative writing, based on the extract they have just read. The texts studied will be key extracts from

seminal novels, generally considered to be among the books everyone should read:

- Pride and Prejudice (Jane Austen) - Lord of the Flies (William Golding) - The Kite Runner (Khaled Hosseini) - The Great Gatsby (F Scott Fitzgerald) - The Handmaid’s Tale (Margaret Atwood) - 1984 (George Orwell) - Les Miserables (Victor Hugo)

Writers’ Viewpoints and Perspectives

Pupils will explore a range of unseen non-fiction texts, identifying and comparing different perspectives. Pupils will develop and practise

their transactional writing skills. They will focus on writing to: argue, persuade, explain, advise and instruct. All extracts will be from a range of 19th, 20th and 21st century texts, exploring how life has

changed over the years: - George Orwell – ‘Shooting an Elephant’ / Article – circus

elephants - George Orwell – ‘Hostels’ / Leaflet – hostels for the poor - George Orwell – ‘Marrakech’ / Modern travel blog/essay - Charles Dickens – ‘Pictures of Italy’ / Modern travel blog/essay - Bertrand Russell – ‘Conscientious Objectors’ / Speech – war

propaganda - DeQuincey – ‘Confessions of an English Opium Eater’ / Speech –

drug abuse - Mayhew – ‘London Saturday markets’ / Article – online shopping

Teachers to cover the aspects of the examination specific to the

needs of the class


Previously studied in Y10


AO1, AO2 and AO4 AO5 and AO6 AO1, AO2 and AO3 AO5 and AO6


Language Structure Evaluate Narrative Descriptive

Language Summary

Perspective

Speech Explain Letter Instruct Leaflet Advise Essay Argue Article Persuade

Assessment Paper 1:A AQA GCSE Past Paper 1 AQA GCSE Past Paper 2 Paper 2:B


History – Conflict, rise of dictators Sociology -Gender and Power

Psychology - Gender

History – Origins of WW1 and 2 MFL – Grammar, adjectives and sentence structures

English - Year 11 Language - 2019-20


Information about different genres Sentence Stems Umbrella guide Key features of descriptive and narrative writing Reminder to take practice papers

Key language features of the different purposes Umbrella guide Key structural features of the different forms Spoken Language mark scheme Reminder to take practice papers


After school study club

GCSE Pod Challenge Champions


Causes and impact of poverty and labelling.

Difference and impact of social class.

Cultural capital

Tolerance of beliefs

Mutual Respect

Rule of Law Self-reflection of future achievements

Cultural capital


Mutual Respect

Rule of Law


Curriculum Content

An Inspector Calls

Pupils will explore themes, character,

setting, plot and context.

Revision

Macbeth Last studied: Y9 SU1-SU2

Pupils will explore themes, character, setting, plot and context, in preparation for the GCSE style questions

which could arise.

Class teachers to cover the aspects of the topic specific

to the needs of the class.

Revision

Nineteenth century novel Last studied: Y10 AU1-AU2

A Christmas Carol

Pupils will explore themes, character, setting, plot and context, in preparation for the GCSE

style questions which could arise.

Class teachers to cover the aspects of the topic specific to the needs of the class.

Revision

Poetry Last studied: Y10 SP1-SU2

Pupils will investigate poetry that explores the themes of power and conflict. They will analyse form, structure and

language choices and will consider how context affects their reading of the poems.

Pupils will also revise the unseen poetry component

of the exam.

Teachers to cover the aspects of the

examination specific to the

needs of the class


2018-19 – Study of Blood Brothers in KS3 will support students’ understanding. 2019-20 – Previously taught in Y10

Previously taught in Y9 Previously taught in Y10 Previously taught in Y10 All units studied in Y9 and Y10


AO1, AO2, AO3 and AO4 AO1, AO2, AO3 and AO4 AO1, AO2, AO3 and AO4 AO1, AO2 and AO3


Time Play Freytag’s Pyramid Socialism Capitalism Morality Play

Patriarchal Duality Rising Action Trochaic Tetrameter Soliloquy Hamartia Anagnorisis Tragic Hero Hubris Tyranny

Bildunsgroman Split Narration Romantic Gothic Epistolary

Blank Verse Free Verse Sonnet Epic Poem Lyric Poem Stanza Quatrain Dramatic Monologue Rhyme Scheme Rhythm

Assessment Paper 2:A AQA GCSE Past Paper Teacher Discretion AQA GCSE Past Paper


History – society and conflict PSHE - morality

Drama – Set design, sound and lighting History – Monarchy

History – Victorian society RS - Christianity PSHE – morality

History – society and conflict PSHE - morality

English Literature - Year 11 - 2019-20


After 2018-19 this can be carried forward from Y10 CONTEXT – Priestley; Titanic; England when it was written vs England when it was set CHARACTERS KEY QUOTES THEMES – guilt; responsibility; wealth; class; social responsibility socialism vs capitalism Reminder to take past papers Links to revision sites

After 2019-20 this can be carried forward from Y9 CONTEXT – Shakespeare; supernatural; James I/succession crisis; role of women; Aristotelian tragic hero CHARACTERS – Macbeth, Lady Macbeth, Macduff, Banquo, Duncan, Malcolm, the Witches THEMES – ambition; guilt; supernatural; loyalty; power

CONTEXT – Shelley; scientific advancements, Rime of the Ancient Mariner KEY QUOTES THEMES – fate, responsibility, knowledge, obsessions, victims, monsters, role of women Reminder to take past papers Links to revision sites

CONTEXT – Dickens; Malthus; The Poor Law; 19th Century London; Christmas KEY QUOTES THEMES – greed, isolation, family, rich vs poor, transformation, fear, music Reminder to take past papers Links to revision sites

After 2018-19 this can be carried forward from Y10 CONTEXT – Brief information about the poets CHARACTERS KEY QUOTES THEMES – power of man, power of nature, effects of war, internal conflict, corruption of power Reminder to take past papers

Links to revision sites


After school study club

GCSE Pod Challenge Champions


Causes and impact of poverty

and labelling.

Difference and impact

of social class.

Norms and values

Different cultures

Identity

Ethics

Socialisation


Rule of Law Mutual Respect

Cultural capital


Mutual Respect

Rule of Law

Rule of Law

Mutual Respect

Cultural capital


Mutual Respect

Rule of Law

Self-reflection of future achievements


Curriculum Content

World Cultures Students will gain a knowledge of World Cultures whilst moving through the four assessment objectives. Students will research and explore cultures from around the world to inform ideas, experiment with observational and mixed media processes, take photographs to record ideas and develop a large outcome showcasing a development of their skills and ideas.

AQA Exam - Externally Set January - May Students are to make a personal choice from one of seven starting points set by the AQA. Students must explore the four AO’s to develop a personal response to the starting point by researching other artists, experimenting in a range of media, recording and observing ideas and creating outcomes.


Pupils will build on their knowledge of developing ideas in response to artists. Working from objects and photographs in a range of media and materials to develop personal outcomes.

Pupils will build on their knowledge of developing ideas in response to artists. Working from objects and photographs in a range of media and materials to develop personal outcomes from their personal journey.


A01 – Annotate, develop ideas, research artists AO2 – Refine, experiment, techniques and processes, explore different media AO3 – Record, present ideas, primary observations AO4 – Present final ideas, clearly respond to artist explored, connect, conclude



1. Fine detail 2. Texture 3. Tone/Shade 4. Development 5. Mixed media 6. pattern 7. Personal 8. Composition 9. Outcome 10. Experimentation 11. colour

12. Visually interesting 13. Personal enquiry 14. Independent study 15. High quality

Assessment AO2, AO3 recording of

different cultures A01, A03 Artist Response A02, A04 Mixed Media Outcome A02, A04 Painted Outcome






GCSE Fine Art – Year 11 - 2019-20


D&T – Photoshop skills Maths – Transformations of scale (Grid method) RE – culture and religious iconography

Extra-Curricular Offer Christmas show set design evenings

Art Club Art Club


u Students develop personal and imaginative outcomes in response to various Artists and Cultures, developing work in a range of artistic media. Sketchbook work allows pupils to develop a unique sense of identity. Development of enjoyment and fascination developing sketchbook work at home and in school. High standards of work are celebrated through classroom displays, power points, and school website. - Use of equipment/safe - Right/wrong use of equipment - Philosophical conversation, no right or wrong opinions, ideas. All are relevant to the development of artwork. (tolerance and respect) - Building resilience through independent learning, perseverance. - Sharing ideas through discussion. (respect) - Supportive pupils working collaboratively, peer/peer support. - Art club. (active citizens) - British artists used throughout SOW for all Yr. groups. Some very influential artists shaped history. - Christmas show involvement.

HT1 HT2 HT3 HT4 HT5 HT6

Curriculum Content

NEA 1 assessment To begin NEA 1 – research, plan and prepare NEA 1 brief will be available from the 1st September. Knowledge topic will stem from the brief given. Revision: mini quizzes and tests as focus 5 and plenary’s to cover topics for exam (food commodities and nutrition)

NEA 1 assessment NEA 1 – complete investigations and evaluations. Complete NEA 1 for marking Revision: mini quizzes and tests as focus 5 and plenary’s to cover topics for exam (Special diets and nutrition)

NEA 2 assessment Begin NEA 2 – research, plan and prepare practical elements. NEA 1 brief will be available from the 1st November. Knowledge topic will stem from the brief given. Revision: mini quizzes and tests as focus 5 and plenary’s to cover topics for exam (ethical choice, environmental awareness and special diets)

NEA 2 assessment NEA 2 – complete practical’s and evaluate dishes. Complete research stage Complete final 3 hour practical Revision: mini quizzes and tests as focus 5 and plenary’s to cover topics for exam (The Science of Food & Nutrition)

NEA 2 assessment

Complete NEA 2

Revision: Food spoilage & the Science of Food Revision: mini quizzes and tests as focus 5 and plenary’s to cover topics for exam

Revision for exam


KS3 and 10 – Food commodities and nutrition

KS3 and 10 for NEA 1

Year 7 8, 9 and 10 – for revision

KS3 and Year 10 for NEA 1

Year 7 8, 9 and 10 – for revision

KS3 and KS 4 for NEA 2

Year 10, 7 and 9 – for revision

KS3 & 4 for NEA 2 KS3 & 4 for revision KS3 & 4 for revision


To demonstrate a secure understanding of the brief

To demonstrate independence and organisational skills

To show a secure knowledge of the NEA1

To demonstrate investigation skills

To demonstrate evaluation and literacy skills

To demonstrate a secure understanding of the brief

To demonstrate independence and organisational skills

To demonstrate a range of practical skills

To complete a range of high practical skills

To show knowledge and understanding of the working characteristics and functions of ingredients

To demonstrate organisational and accuracy skills

Complete NEA 2

To demonstrate knowledge of confidence and skills in practical’s completed

To demonstrate literacy and evaluation skills

Exam


Dependant on brief given on 1st September

Revision – micro and macronutrients

Fibre

Energy balance

Carbohydrate, protein, dairy, fat, fruit and vegetable

Dependant on brief given 1st September

Revision – Coeliac, diabetes,

CHD,

vegan,

ovo-lacto, lacto, ovo,

Eatwell guide

Dependant on brief given in November

Provenance

Ethical

Sustainable

Environmental

Food choice

Nutrition


Conduction, convection, radiation,

Tenderise

Marinade

Eatwell guide plate

Micro and macro nutrients

bacteria


Food spoilage

Bacteria

Enzyme

Mould

Hygiene

Revision key words

Assessment 1 Research and planning stage of NEA 1 Completion of NEA 1 Research, planning and preparation for

NEA 2 Practical and planning elements

completed for NEA 2 Complete NEA 2

Revision – mini white board, mock questions, mini quizzes,

bingo

Food - Year 11 – 2019-20

Assessment 2 Revision – mini quizzes, mini white

boards, mock questions Revision – mock questions, quizzes, mini

white boards, bingo Revision – mini white board, mock

exam, quizzes, mock paper Revision – mini white board, mock

questions, mini quizzes

Revision – mini white board, mock questions, mini quizzes,

bingo Mock paper


Science, English, Maths Dependant on the brief






Intervention classes after school and lunchtimes







International day of charity Macmillan coffee morning Mental health awareness

Mental health awareness

World Diabetes day Obesity awareness week Careers week

Eating disorders awareness week National stroke awareness week

Mental health awareness week Word environment day Healthy eating week


Curriculum content

Complete Urban environments from Y10 – GCSE content GCSE AQA spec: Students will learn about life in contrasting cities in both LICS/NEES and HICS – with case studies. Links to rural to urban migration, urbanisation and push and pull factors alongside improving quality of life and standards of living for people.

Resource management – GCSE content GCSE AQA spec: In a global world, resources are finite and limited and not equally distributed. This topic will cover food, water and energy as a resource, global distribution, and opportunities and challenges. The main focus will be on energy as a subtopic.

Economic World – GCSE content GCSE AQA spec: The link between a country’s economy and its development is studied in this topic – with links to LICE/NEES and HICE and why levels of development are unequal and not fairly distributed.

Paper 3 – Pre-release GCSE AQA spec: The AQA pre-release/issue evaluation will be studied to support the paper 3 GCSE exam for section a.

Revision Key case studies, knowledge recaps and terminology from throughout the GCSE.


Links to the population topic and migration, rural to urban and rates and urbanisation.

Linked to resources with regard to ecosystems and tropical rainforests and how humans can have a negative impact on resources globally and locally – with consequences to our planet.

Linked to natural hazards and weather hazards and a country’s development linked to hazards.

Studying support materials, figures and resources alongside the development of extended writing, 6 and 9 mark questions.

Linked to skills over the GCSE in all topic content.

Assessment objectives

GCSE AQA spec: Students will learn about life in contrasting cities in both LICS/NEES and HICS – with case studies. Links to rural to urban migration, urbanisation and push and pull factors alongside improving quality of life and standards of living for people.

GCSE AQA spec: In a global world, resources are finite and limited and not equally distributed. This topic will cover food, water and energy as a resource, global distribution, and opportunities and challenges. The main focus will be on energy as a subtopic.

GCSE AQA spec: The link between a country’s economy and its development is studied in this topic – with links to LICE/NEES and HICE and why levels of development are unequal and not fairly distributed.

GCSE AQA spec: The AQA pre-release/issue evaluation will be studied to support the paper 3 GCSE exam for section a.

GCSE content: all GCSE exam papers + case studies.

Vocabulary / key subject terminology

AQA GCSE content specification terminology: Urbanisation Migration Natural increase Push factors Pull factors LICS NEES

AQA GCSE content specification terminology: Resource Food Water Energy Global supply Consumption Carbon footprint

AQA GCSE content specification terminology: Development Gross national income Birth rate Death rate Infant mortality Literacy rates Life expectancy

AQA GCSE content specification terminology: Evaluation Resource Opinions Analysing Interpreting Information Enquiry

Key terms from throughout the GCSE.

Geography - Year 11 – 2019-20 – ALL SUBJECT TO CHANGE

HICS Life expectancy Birth rate Death rates Social, economic, environmental Challenges Opportunities National International Sustainable Regeneration

Demand Supply Pollution Energy mix Social, economic and environmental issues Insecurity Production Sustainable Renewable energy Non-renewable energy Fossil fuels Fracking Nuclear energy Finite and infinite

HICS, NEES, LICS Human development index Demographic transition model Economic Trade Health Wealth Development gap Quality of life Standard of living

Summary

Assessment 1

Mock exam – paper 1 (physical geography) Mock exam – paper 2 (human geography) Mock exam – paper 3 (geographical skills)

Cross curricular links with other faculties

History- analysis of sources.

Extra-curricular offer

Smsc, fbv, careers and edi

Smsc – links to life in a developed and developing country and how life differs and how it can be improved.

Smsc – finite resources (food, water and energy) and its potential impact on poorer countries.

Smsc – links to how a country develops and how people’s quality of life and standard of living can be improved.


Curriculum Content

Paper 3- USA 1954-75 How much progress was made by the

Civil Rights Movement?

Paper 3- USA 1954-75 Why did USA get involved in Vietnam? Why were USA forced to withdraw from Vietnam?

Paper 3- USA 1954-75 Revision of exam questions in

content for Paper 3.

Interleaved revision of all GCSE content

Interleaved revision of all GCSE content

N/A


Pupils will build on their knowledge of the Civil War in USA and how this impacted on the freed slaves (Exoduster Movement American West Paper)

Pupils will build on prior knowledge of Martin Luther King.

Pupils will build on prior knowledge of the geography of USA

Pupils will build on prior knowledge of the Cold War and communism to explain why USA got involved in Vietnam

Pupils will build on prior knowledge of the growing role of the media as a factor for change to explain opposition to Vietnam.

Pupils will build on prior knowledge of interpretations and their differences

Pupils will consolidate knowledge on Vietnam and Paper 3

Building on embedding key content and knowledge of exam skills for all papers.

Building on key content and skills from all papers.

Assessment Objectives A01,A02, A03, A04 A01,A02, A03, A04 A01,A02, A03, A04 A01,A02, A03, A04 A01,A02, A03, A04


Segregation

Jim Crow Laws

Supreme Court

Federal

Supremacists

Integration

Boycott

Acts

Congress

Kerner Report

Provenance

Domino Theory

Vietnamisation

Containment

Vietcong

Strategic Hamlets

Doctrine

Communism

Capitalism

Provenance

Guerrilla tactics

All key words covered so far in GCSE SOW.



Assessment 1

Weekly knowledge test on all content so far. Formative assessment on

inference and usefulness. Week 4 seen interpretations question

paper.

Section B of exam paper week 3 Dependent on which areas mock

results suggest need to be focussed on.

Paper 1 practice paper American west question paper

Assessment 2 Week 7 unseen interpretations

question paper. Full mock all 3 papers to be assessed. End of unit assessment full paper 3 Elizabeth question paper. Paper 3


Links with To Kill a mocking Bird English text. Links to RE.

Links to Animal Farm English text with study of communism./ capitalism


1. Key terms definitions and timeline

Key terms definitions and timeline Key exam words and skills N/A all knowledge organisers given

N/A all knowledge organisers given

History - Year 11 – 2019-20


History film discussion group- The Green Book, Selma, The Butler, Mississippi Burning History board games group

History film discussion group- Apocalypse Now, Good Morning Vietnam, Platoon.

History board games group

London Trip History board games group

History board games group History board games group


Racism, diversity, democracy, Rule of law, tolerance

Democracy Rule of law

drama - year 11 - 2019-20€¦ · costume design skills puppetry design skills *see separate sheets...

Documents