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

English

A Christmas Carol Revision

Revision of key

themes and characters. Analysing language,

structure and form.

Macbeth revision

Revision of key


structure and form.

Love and relationships

poetry revision

Revising key themes and ideas

in poetry. Analysing

language, structure and form.

An Inspector Calls

Revision of key


structure and form.

Revision

Practising exam questions and writing essays.

Revision

Practising exam questions and writing essays.

History Weimar and Nazi Germany,

1918–39

Key topic 1.1 The origins of the Republic,

1918–19

Key topic 1.2 The early

challenges to the Weimar Republic, 1919–23

Key topic 1.3

The recovery of the Republic,

1924–29

Key topic 1.4 Changes in

society, 1924–29

Key topic 2.1

Early development of the Nazi Party,

1920–22

Weimar and Nazi Germany, 1918–39

Key topic 2.2 The

Munich Putsch and the lean

years, 1923–29

Key topic 2.3 The growth in support

for the Nazis, 1929–32

Key topic 2.4

How Hitler became

Chancellor, 1932–33

Key topic 3.1 The

creation of a dictatorship,

1933–34

Key topic 3.2 The police state

Weimar and Nazi Germany, 1918–39

Key topic 3.3

Controlling and influencing attitudes

Key topic 3.4 Opposition,

resistance and conformity

Key topic 4.1 Nazi policies towards

women

Key topic 4.2 Nazi policies towards

the young

Key topic 4.3 Employment and living standards

Key topic 4.4 The

persecution of minorities

Superpower relations and the

Cold War, 1941–91

Key topic 1.1 Early tension between East

and West

Key topic 1.2 The development of the Cold War

Key topic 1.3 The Cold War intensifies

Key topics

2.1-2.3 Cold War crises, 1958–70 (Berlin, Cuba,

Czechoslovakia)

Superpower relations and the

Cold War, 1941–91

Key topic 3.1

Attempts to reduce tension between East and West

Key topic 3. 2 Flashpoints

Key topic 3.3 The collapse of Soviet control of Eastern

Europe

Exam Revision Use of tracking sheets to ensure that all content has been covered and reviewed. Practise papers and revision activities.

Geography Urban Issues and

Challenges:

An in depth case study of

Mumbai including:

Opportunities in health and education.

Challenges such as the growth of

Fieldwork study: The impact of

regeneration on the environment

in Stratford.

Landscapes in the UK 2: Glaciated

landscapes.

The challenge of resource

management

An overview of the issues facing us to do with food, water

and energy resources.

An in depth study of food including:

Issue Evaluation:

This is a booklet on a topic within the course that is issued by AQA

12 weeks before the exam. We

study this in class and then pupils have to answer

Revision Use of tracking sheets to ensure that all content has been covered and reviewed. Practise papers and revision activities.

Revision

Use of tracking sheets to ensure that all content has been covered and reviewed. Practise papers and revision activities.

slums and waste disposal.

Schemes to improve the life

of the urban poor.

An in depth

case study of London

including: Opportunities

such as economic

change and cultural mix.

Challenges such as deprivation and inequality.

Urban

Regeneration in Stratford after the Olympics.

Sustainable urban living.

One day field

trip to Stratford

Processes and landforms in

glaciated areas.

How people can use formerly

glaciated areas and how this can cause conflicts.

A case study of the impacts of tourism on the Lake District

The causes and impacts of food

insecurity. Strategies to increase food

supply including an example of a large

scale irrigation system..

Ways of making

our food supplies more sustainable

including an example of rice fish

farming in Indonesia

questions on this in their exam.

RE Religious Studies Thematic Studies Religion, Human Rights and Social Justice: Exploring the needs for laws to protect human rights and analysing religious teachings. 1. Status of women in religion. 2. The uses of wealth. 3. Freedom of religious expression 4. Wealth And exploitation 5. Social Justice 6. Giving money to the poor.

Religious Studies Thematic Religion and life: Exploring Muslim and Christian beliefs about the origins of the universe 1. Abortion 2. Euthanasia 3. Animal experimentation 4. Origins of the universe 5. Use and abuse of the environment 6. Death and afterlife

Revision of Paper 1 Component 1 - The Study of religions: beliefs, teachings and practises. Options: Christianity and Islam 50%

Revision of Paper 2 Component 2 -Thematic Studies 50% 4 Themes out of 6. Relationships and families. Religion and life. Crime and punishment. Religion, human rights and social justice.



Maths Higher 16 Circle theorems 17 More algebra

16.1 Radii and chords

16.2 Tangents 16.3 Angles in

circles 1 16.4 Angles in

circles 2 16.5 Applying

circle theorems

17.1 Rearranging

formulae 17.2 Algebraic

fractions 17.3 Simplifying

algebraic fractions

17.4 More algebraic fractions

17.5 Surds 17.6 Solving

algebraic fraction

equations 17.7 Functions

17.8 Proof

18 Vectors and geometric proof

19 Proportion and graphs

18.1 Vectors and vector notation

18.2 Vector arithmetic

18.3 More vector arithmetic

18.4 Parallel vectors and

collinear points 18.5 Solving

geometric problems

19.1 Direct proportion

19.2 More direct proportion

19.3 Inverse proportion

19.4 Exponential functions

19.5 Non-linear graphs

19.6 Translating graphs of functions

19.7 Reflecting and stretching

graphs of functions

Revision Year 10 units And mock 1

feedback

Revision Year 11 units And mock 2 preparation

Revision Exam papers and

Analysis

Revision Exam Papers and

Analysis

Maths Lower 16 Quadratic equations and

graphs 17 Perimeter,

area and volume 2

18 Fractions, indices and

standard form

16.1 Expanding double brackets

16.2 Plotting quadratic

graphs

19 Congruence, similarity and

vectors 20 More algebra

19.1 Similarity and enlargement

19.2 More similarity

19.3 Using similarity

19.4 Congruence 1

19.5 Congruence 2

Revision Year 10 units And mock 1

feedback

Revision of Year 11 units and

mock 2 preparation


Analysis


Analysis

16.3 Using quadratic

graphs 16.4 Factorising

quadratic expressions 16.5 Solving

quadratic equations

algebraically

17.1 Circumference

of a circle 1 17.2

Circumference of a circle 2

17.3 Area of a circle

17.4 Semicircles and sectors

17.5 Composite 2D shapes and

cylinders 17.6 Pyramids

and cones 17.7 Spheres

and composite solids

18.1 Multiplying

and dividing fractions

18.2 The laws of indices

18.3 Writing large numbers

in standard form 18.4 Writing

small numbers in standard form 18.5 Calculating

with standard form

19.6 Vectors 1 19.7 Vectors 2

20.1 Graphs of cubic and reciprocal functions

20.2 Non-linear graphs

20.3 Solving simultaneous

equations graphically

20.4 Solving simultaneous

equations algebraically

20.5 Rearranging formulae

20.6 Proof

Science DEVELOPMENT OF

UNDERSTANDING GENETICS & EVOLUTION 1) Classification

2) Theory of Evolution

3) Evidence for evolution 4) Fossils

5) Extinction 6) Resistant

bacteria

ADAPTATIONS,

INTERDEPEND

ORGANISATION OF AN

ECOSYSTEM 1) Levels of Organisation 2) Feeding

relationships 3) Carbon Cycle

4) Sampling Methods

HUMAN

INTERACTIONS WITH

ECOSYSTEMS 1) Waste

Management and Pollution

CHEMISTRY OF THE

ATMOSPHERE 1) The composition

and evolution of the earth’s

atmosphere 2) Human activities and the increase in greenhouse gases

3) Common atmospheric

pollutants and their sources

USING RESOURCES

1) Using Earth’s resources and

obtaining potable water

2) Waste water treatment

3) Life cycle assessment and

recycling

WAVES 1) Transverse and longitudinal waves

2) Properties of waves

3) Electromagnetic waves

4) Magnetism and Electromagnetism

REVISION

ENCE & COMPETITION 1) Communities 2) Abiotic and Biotic factors

3) Adaptations of plants and

animals to their environment

and behavioural adaptations

2) Land use and deforestation

3) Global warming

4) Maintaining biodiversity

Triple Science ADAPTATIONS,

INTERDEPENDENCE &

COMPETITION 1) Communities 2) Abiotic and Biotic factors

3) Adaptations of plants and

animals to their environment

and behavioural adaptations

ORGANISATIO

N OF AN ECOSYSTEM 1) Producers,

consumers and decomposers

3) Carbon Cycle 4) Sampling

Methods 5)

Decomposition 6) Impact of

environmental change

HUMAN INTERACTIONS WITH ECOSYSTEMS

1) Waste Management and

Pollution 2) Land use and

deforestation 3) Global warming

4) Maintaining biodiversity

TROPHIC

LEVELS IN AN ECOSYSTEM

1) Trophic levels and food chains 2) Pyramids of

biomass 3) Transfer of

energy

FOOD PRODUCTION

1) Factors affecting food

security 2) Farming techniques

3) Sustainable fisheries

4) Role of biotechnology

CHEMISTRY OF THE

ATMOSPHERE 1) The composition

and evolution of the earth’s

atmosphere 2) Human activities and the increase in greenhouse gases

3) Common atmospheric

pollutants and their sources

USING RESOURCES

1) Using Earth’s resources and

obtaining potable water

2) Waste water treatment

3) Life cycle assessment and

recycling 4) Metals and

other materials 5) Making

fertlisers and the Haber Process

REVISION REVISION

French Work and future plans.

Jobs and workplaces.

Work preferences

using the conditional.

Plans, hopes and wishes “will”

and “shall”. Discussing the importance of

languages. Using adverbs. Talking about

earning money using the

present, perfect and conditional.

Work experience

using perfect and imperfect

tenses.

International and Global

Dimensions. Talking about

what makes us tick, and what concerns us.

The weather and natural disasters.

Simple future tense. Protecting the environment

- on doit + on peut. Ethical

shopping. The passive voice. Volunteering.

Emphatic pronouns.

Discussing big national events using three time

frames.

Preparation for speaking test

including preparation of

presentation and intensive roleplay,

photocard and conversation topic

practice. Revision of tenses. Acquisition of key topic vocabulary.

Speaking Test. Work on past

papers at Foundation or Higher level.

Revision of key grammar points.

False friends. What the

examiner wants.

Past Papers - Listening, Reading

and Writing. Translation

exercises French to English and

English to French.

PE Outwitting Opponents Football Netball

Outwitting Opponents Basketball Performing at Maximum Fitness (Boys)

Outwitting Opponents Table Tennis Replication of Movement Trampolining

Outwitting Opponents Badminton Identifying and Solving Problems OAA

Performing at Maximum Athletics

REVISION

Knowledge ● Critical knowledge of the different components of fitness ● Knowledge of principles of training and how they are applied in all situations ● Analyse own performance and the performance of others in order to identify own strengths and areas for future

development ● Knowledge of major muscle system in use, in specific actions.

Skills ● Be able to demonstrate advanced skills in a variety of activities. ● Develop advanced skills in specific sports. ● Select and apply skills effectively within competitive situations in order to outwit opponents. ● Be able to begin to officiate in ‘favoured’ sport ● Take on a leadership role in ‘Favoured’ sport ● Use of technical language when analysing and evaluating in a certain activity.

Dance Focus: Appreciation. ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. ‘Artificial things’ by Lucy Bennett. Analysis of A, S and D. Performance

Focus: Appreciation. ‘Shadows’ by Christopher Bruce. ‘A linha curva’ by Itzik Galili. Choreography. Choreographic intent – understanding its importance and

Focus: Appreciation. ‘Infra’ by Wayne McGregor. ‘Within her eyes’ by James Cousins. Choreography. Assessment task 2: choreography. Appreciation: Infra’ by Wayne McGregor. ‘Within

Focus: Component 2 – critical appreciation. ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. ‘Artificial things’ by Lucy Bennett. ‘Shadows’ by Christopher

Assessment task 1: solo performance. Understanding of: the rehearsal process the physical technical and expressive skills the mental skills and attributes needed for performance. Appreciation: ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. ‘Artificial things’ by Lucy Bennett. Compare similarities and differences between the two works. Complete handbook on rehearsal technique. Answer exam style questions on own experience of performance. Choreography: Phrases, breathe, focus, shift and scoop. Analysis of the action, space and dynamic content of the four set phrases. Link to understanding of: use of transitions highlights climax phrasing.

relevance to a successful dancer. Research the importance of an artistic vision. Performance. Assessment task 1: Duet/trio performance. Appreciation: ‘Shadows’ by Christopher Bruce. ‘A linha curva’ by Itzik Galili Compare similarities and differences between the two works. Model writing a programme note to support understanding of the work. Start work on a choreographic journal. Choreography: Choreographic intent – understanding its importance and relevance to a successful dancer. Re-visiting and understanding use of focus on solo work - learning the set action, dynamics, space and relationships. Working with students to develop the original content of the two set phrases through A, D, S and R. Developing student input for duet/trios. Modeling appropriate choices of aural setting. Choose a stimulus from the AQA set task list. Consideration of artistic vision. Begin the research process.

her eyes’ by James Cousins. Compare similarities and differences between the two works. Write a programme note to support understanding of the work. Choreographic journal completed to support both the process of choreography plus link to Component 2. Choreography: Devise a timetable to help guide the completion of the work. Consider selection of aural setting and performance environment (where appropriate). Explanation of assessment criteria and how marks are awarded. Re–visit chorographic processes. Start the process of choreography.

Bruce. ‘A linha curva’ by Itzik Galili ‘Infra’ by Wayne McGregor. ‘Within her eyes’ by James ‘Cousins. Appreciation: revision.

DT Graphic Products

Non-Exam-Assessment project The NEA project will contribute towards 50% of your GCSE grade and will be continued most lessons throughout the year eleven. You will work independently as a graphic/ product designer to design an innovative new product for a client. You will follow the design process and present a desktop published portfolio showcasing all the skills and technological understanding that you have developed previously. You will develop your own brief for a client, investigating the problems, develop a specification and then sketch possible solutions. When you have almost solved the problem you will produce a range of models to be tested for aesthetics, function and manufacture. Finally you will make your product using CAD/CAM methods and ‘Adobe Photoshop’ computer graphics.

DT Resistant Materials

Non-Exam-Assessment project The NEA project will contribute towards 50% of your GCSE grade and will be continued most lessons throughout the year eleven. You will work independently as a graphic/ product designer to design an innovative new product for a client. You will follow the design process and present a desktop published portfolio showcasing all the skills and technological understanding that you have developed previously. You will develop your own brief for a client, investigating the problems, develop a specification and then sketch possible solutions. When you have almost solved the problem you will produce a range of models to be tested for aesthetics, function and manufacture. Finally you will make your product using traditional techniques and CAD/CAM methods.

DT Textiles Non-Exam-Assessment project The NEA project will contribute towards 50% of your GCSE grade and will be continued most lessons throughout the year eleven. You will work independently as a fashion or textile designer to design an innovative new product for a client. You will follow the design process and present a desktop published portfolio showcasing all the skills and technological understanding that you have developed previously. You will develop your own brief for a client, investigating the problems, develop a specification and then sketch possible solutions. When you have almost solved the problem you will produce a range of toile, patterns and experiments to be tested for aesthetics, function and manufacture. Finally you will make your product using traditional sewing methods and embellish using a range of techniques including CAD/ CAM laser cutting.

Catering Non-Exam-Assessment project The NEA project will contribute towards 60% of your GCSE grade and will be continued most lessons throughout year eleven. You will work independently to research, plan and develop a two course meal for a brief provided by WJEC. You will follow a research style project and present a desktop published portfolio concluding in a photographic page of your two final dishes. You will develop the brief given, investigating the problems, such as nutrition and target user suitability, develop a time plan with quality control along with health and safety comments. When you have researched and investigated the problem you will produce a two course meal under examination conditions taking photographic evidence for your portfolios.

IT . Key Skills/ Theory

Pupils will be given a real understanding of their digital environment, develop key skills, and prepare them for their future use of IT in their chosen careers across a wide range of job roles.

Pupils will study two units across the two years. Unit R012: Understanding tools, techniques, methods and processes for technological solutions (Exam)

This unit will help pupils to broaden the IT knowledge and understanding to help

Controlled Assessment

Unit R013: Developing technological solutions This unit is completed over 20 hours. It is internally completed and assessed externally. The assessment focuses on how effectively learners use their skills when developing a technological solution. They will be given a project to develop a technological solution that processes data and communicates information using a wide range of technologies to plan, create and test an integrated technological solution.

them to make decisions and appropriate choices when developing a technological solution. Pupils will understand the different risks associated with the collection, storage and use of data and how the legal, moral, ethical and security issues can have an impact on organisations and individuals

IT(continued) Phases of project life cycle. -Initiation phase - Planning phase - Execution phase - Evaluation phase - Advantages of following a project life cycle

Interaction between phases -Difference between interaction and iteration. Initiation phase inputs. - Initiation phase outputs and planning phase inputs - Planning phase outputs and execution phase inputs - Execution phase outputs and evaluation phase inputs - Evaluation phase outputs

SMART goals - User requirements - Success criteria -Constraints or limitations Constraints or limitations -Time and resources constraints Regulations - Security and risk management - Mitigation of risks - The purpose and importance of setting objectives The purpose of planning tools - Gantt chart - PERT chart - Critical path - Visualisation diagram - Flow chart - Mind map - Task list - Components of planning tools - Advantages and disadvantages of planning tools - Software types used - Project management software - Spreadsheets - Word processors

Data and Information What is data? - Data types and how they are used? What information is? - How data and information are related? - The methods used to collect and store data/information Appropriateness of data collection methods - Information technology used to support data collection Different storage methods and the appropriateness of use of these in context Big data - Application and interaction of data stores - The benefit and drawbacks of the use of data

Types of cyber threats

Botnet - Malware - Social Engineering - Hacking - Distributed Denial of Service (DDoS)

- Pharming The vulnerabilities that can be exploited in a cyber-security attack -The environmental vulnerabilities - Physical vulnerabilities - System vulnerabilities The impact and consequences of a cyber-security attack Cyber security Prevention measures: -Physical prevention measures - Logical prevention measures - Secure destruction of data

Selection and justification of the appropriate software tools and techniques to process data - Spreadsheets - Databases - The selection of appropriate tools and techniques to present information - The purpose and suitability of methods of presenting information - The advantages and disadvantages of methods for presenting information The resources required for presenting information - Hardware requirements - Software requirements - Connectivity requirements

Child Development

Non-Exam-Assessment project The NEA project will contribute towards 60% of your GCSE grade and will be continued most lessons throughout year eleven. You will work independently to research, plan and develop two units. One focussing on feeding solutions for children in their early years and the other a case study to understand the development of a child from birth to five years. You will investigate appropriate feeding solutions and the developmental norms of children from birth to five years and develop an understanding of the impact of play on the developmental norms. You will apply and demonstrate your knowledge and understanding through practical activities, supported by a written portfolio of evidence.

Drama Component 1: Devising Students are given the stimuli that their assessment will be based on,

as a group students devise their own piece of work based on the stimulus.

Students begin their portfolio of evidence detailing, analysing and

evaluation their devising process to be submitted to the teacher for their

component 1 assessment.

Component 2: Scripted

Students explore their chosen text and the teachers select their extracts for performance. In this they must consider the playwright's intentions as well as what they want their audience to think/feel.

Students develop their performances or designs for their chosen extracts and perform these.

These are assessed

by a visiting examiner.

Component 3:

Students return to

their exploration of

An Inspector calls and work on

achieving top marks for the last

component.

They will also see a piece of live theatre to analyse and

evaluate for the written paper.

Internally assessed work is sent for

Moderation.

Students prepare their live theatre evaluation notes.

Students revise the

set text they have studied, as well as the live theatre they will see to analyse and

evaluate.

Students sit the external

examination in May/June.

Music Unit 2 - Part 2 (Skills Development): Pupils continue to work towards their personalised targets for development and document the process in diary format. Pupils are required to have a fluid approach to skills development and reassess goals and actions plans based on progress made.

Unit 3 - Controlled assessment preparation: Pupils explore various exemplar and mock briefs in order to plan and prepare for a musical recital taking into account musical resources available, the needs of a specific audience, the skills and experience of performers and

Unit 3 - Controlled Assessment: Pupils work to a brief from the exam board to deliver a music product under controlled conditions. Learners are expected to work to the brief whilst managing all aspects of the project from conceptualising the product to managing deadlines.

Preparing Coursework Submission: Pupils revisit coursework and build portfolios ensuring all aspects of work are delivered to the highest quality possible.

REVISION

the timeframe available.

Art Unit 1- Personal project Pupils will complete their Unit 1 personal project. Personal and individualised tutorials will focus on how pupils should improve and refine their work. Pupils are given the opportunity to write their own personal project. They will develop their own ideas through investigations, demonstrating critical understanding of sources. They will then go on to refine their work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Pupils must record their ideas, observations and insights relevant to intentions as their work progresses. Finally, pupils will present a personal and meaningful response that realises their intentions and demonstrates their understanding of visual language.

Unit 2 – Externally-Set Task (set by the Exam Board AQA) = 40% of total marks Question papers can be issued to pupils from 1st January. Pupils will discuss with their teacher which question to work from to give them a chance of the most successful outcome. They will then respond to their chosen starting point to produce a personal response (the exam board have given unlimited time in which preparation work can be carried out). A 10 hour period of sustained and focused study concludes the externally set task. A response to all Assessment Objectives is required. Work presented is then marked by the department and moderated by AQA.

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

Business

4.3 The sales process and

customer service

Methods of selling

The influence of e-

commerce on business

activity

The importance to a

business of good

customer service

including after-sales

service

The contribution of

product knowledge and

customer engagement

to good customer

service

4.4 Consumer law

The impact of consumer law on businesses

4.5 Business location

Factors influencing business location

4.6 Working with suppliers

The role of procurement

The impact of logistical

and supply decisions on

businesses

5.1 The role of the finance function

The purpose of the finance function

The influence of the finance function on business activity

5.2 Sources of finance

The reasons businesses

need finance

Ways of raising finance

How and why different

sources of finance are

suitable for new and

established businesses

5.3 Revenue, costs, profit and

loss

The concept of revenue, costs and profit and loss in business

The different costs in operating a business

Calculation of costs and revenue

Calculation of profit/loss

Calculation and interpretation of profitability ratios

Calculation and interpretation of average rate of return

5.4 Break-even

The concept of break-

even

Simple calculation of

break-even quantity

The usefulness of break-

even in business

decision making

5.5 Cash and cash flow

The importance of cash

to a business

The difference between

cash and profit

The usefulness of cash

flow forecasting to a

business

Completion of cash flow

forecasts

6.1 Ethical and environmental

considerations

Ethical considerations

and their impact on

businesses

Environmental

considerations and their

impact on businesses

6.2 The economic climate

The economic climate and its impact on businesses

6.3 Globalisation

The concept of globalisation

The impact of globalisation on businesses

7. The interdependent nature

of business

the interdependent

nature of business

operations, finance,

marketing and human

resources within a

business context

how these

interdependencies

underpin business

decision-making

the impact of risk and

reward on business

activity

the use of financial

information in

measuring and

understanding business

performance and

decision-making

REVISION

REVISION

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