wider curriculum (fbv, weeks topic rationale assessment

Art

Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV,

Employability, SMSC, Cultural Capital)

1

In year 12 and 13 students consolidate, develop and refine skills in response to a personal project. In addition to the practical work there is a 3.000 word

essay that supports the learning journey undertaken by the student. This is

underpinned by Health and Safety in a practical environment.

Students need to demonstrate understanding

of health and safety to operate in a practical

environment.

Observation of health and safety.

Proof read the written element,

with the intention of reviewing this

draft and responding to

feedback.

Health and safety underpins a broad range

of employability skills, personal safety and

respect for the safety of others.

2 Review the visual and written element

of the project.

Students need to develop their project in a personal direction and build upon

skills and techniques. They need to consolidate and

refine their ideas to bring their project to a conclusion.

Peer review of ideas and intentions.

Set targets for future

development. Research relevant

contextual sources.

Understand how to research, avoiding

plagiarism and acknowledging sources.

3-7 Contextual investigation relevant to the

personal project.

Students need to increase their understanding of

contextual sources and be able to exploit these in the development of their own

working practice.

Students develop biographies and visual

analysis of practitioners work, information is presented as mood

boards for peer review.

Research task, contextual sources

relevant to their personal project.

Developing skills to work independently and

collaboratively, manage materials and equipment

safely.

Art

8-9

Realise ideas and intentions informed by sources and influences

within the personal project.

Students need to be able to develop rough and refined

plans and demonstrate time management within the

challenges and constraints of their personal project.

Students plan, demonstrate time

management, develop, refine and realise ideas for an

outcome in response to sources and influences.

Summary of research and

development of ideas and

intentions.

Developing skills to work independently and collaboratively, manage materials and

equipment safely.

10 Refine the 3,000 word

written element.

Students need to understand how to develop, refine and

review a formal written document, ensuring sources are accurately referenced.

Present the written element for review.

Respond to the review, make

improvements for further drafts.

Understand how to research, avoiding plagiarism and acknowledging sources.

11-13 Contextual investigation relevant to the personal

project.

Students need to increase their understanding of

contextual sources and be able to exploit these in the development of their own

working practice.

Students develop biographies and visual analysis of

practitioners work, information is

presented as mood boards for peer

review.

Research task, contextual sources

relevant to their personal project.


equipment safely.

14-16


within the personal project.




Students plan, demonstrate time

management, develop, refine and realise ideas for an

outcome in response to sources and influences.

Summary of research and

development of ideas and

intentions.


equipment safely.

Art

17

Submit the written element for the final

review. Make amendments to layout

and presentation, ensuring Harvard

referencing is used to acknowledge sources.

Students need to understand how to develop, refine and

review a formal written document, ensuring sources are accurately referenced.

Present the written element for review.

Respond to the review, make

improvements for the final submission.

Understand how to research, avoiding plagiarism and acknowledging sources.

18

Hand out the externally set assignment, collaboratively

investigate possible exam scenarios.

Students need to be able to purposefully select an exam title that provides enough

scope for them to generate a sustained exam assignment and realise intentions in the 15 hours allocated for the

final outcome.

Students mind map ideas, peer review.

Respond to peer review,

collect primary and secondary

sources appropriate to the scenario.


equipment safely.

19-23 Contextual investigation relevant to the externally

set assignment.

Students need to develop their proficiency and

understanding of contextual sources and working

practice.

Students develop biographies and visual

analysis of practitioners work,

information is presented as mood

boards for peer review.

Extend contextual research.

Respecting diversity, different beliefs, cultures and artistic value.

24-26

Develop observations and ideas from sources

responding to the set question from the

externally set assignment.




Students develop and refine and intentions

responding to their sources and influences from the externally set

assignment.

Extend planning and annotation.

Understand the need to meet deadlines in order to support our own and others

development within the working environment.

Art

27-29

Realise intentions in response to the externally set assignment.

Students need to consolidate and develop their proficiency

and understanding of contextual sources and

working practice.

Students develop biographies and visual analysis of

practitioner’s work, information is

presented as mood boards for peer

review.

Extend research of contextual

sources.

Importance of working safely with a range of techniques and processes, respecting the

working environment of others.

30


within the personal project, 15 hours.

Students need to realise their intentions within the constraints of the 15 hours

allocated by the exam board.

Realise intentions, 15 hours.

Review coursework.

Understand the need for time management and working to rules are appropriate within working life. Understand that sometimes we have to make changes to improve and that

taking on challenges and overcoming problems helps develop our perseverance and

adaptability in the working environment.

31-32 Mount up the

coursework element for formal assessment.

Students need to present their work in an appropriate

manner. Formal assessment

Ensure all work is presented.

Understand the need for time management and that working to rules are appropriate

within society.

Business

Teacher A

Teacher B

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Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC)

1-2

3.7.1 Mission, corporate objectives

and strategy .

Students are building on their knowledge of

corporate and functional objectives in AS and

focusing on the Influences on the mission

of a business. The distinction between

strategy and tactics. The links between mission, corporate objectives

and strategy. The impact of strategic

decision making on Functional decision

making and the value of SWOT analysis.

3.7.2 Analysing the

existing internal

position of a business to

assess strengths and weaknesses:

financial ratio analysis

To learn about how to assess the financial performance of a

business using balance sheets, income

statements and financial ratios. To understand the value of financial ratios

when assessing performance

Exam Command words: Analyse, Calculate Describe, Evaluate, Explain, Justify,

To what extent. Case studies and independently

High level of assessment on numerical elements

of the course Extended writing tasks in relation to a case study. Focus in Ratios in action.

Consolidation of learning and preparation for future

lessons.

Use the knowledge organiser with the key

terms they need to learn which will include Financial ratio analysis, profitability

(return on capital employed), liquidity

(current ratio), gearing, efficiency ratios: payables

days, receivables days, inventory turnover.

Employability- Understanding of how a

company operates and the roles of management and

decision making FBV-how the Government

and society influences corporate behaviour

Cultural capital- Understand the impact of

business on different stakeholder groups

SMSC – How businesses can behave in an ethical

and moral way around the use of ratios when making

decision which effect stakeholders.

3-4

3.7.6 Analysing the

external environment

to assess opportunities and threats: social and

technological

Students need to be able to analyse the external environment to assess

opportunities and threats by studying the impact

of social and technological

environment on strategic and functional decision

making.

3.7.2 Analysing the

existing internal



financial ratio analysis

(continued from above)




lessons.

Employability- Understanding of how a company operates and

expectations of companies on employees.

SMSC- Social and Ethical Responsibility or

companies and the expectation to behave in an ethical and environmental

way. FBV- Students reflection on

migration and how social changes impact upon

consumers, employees and business decisions.

Business

5-6

3.7.7 Analysing the


to assess opportunities and threats:

the competitive environment

Students need to analyse the external environment

to assess opportunities and threats in relation to

the competitive environment. They need to know about Porter’s

five forces, how and why these might change, and the implications of these forces for strategic and

functional decision making and profits

3.7.3 Analysing the

existing internal



overall performance

To learn about how to analyse data other than financial statements to

assess the strengths and weaknesses of a

business. To understand the importance of core competences. To learn about assessing short

and long-term performance. The value of different measures of

assessing business performance.



High level of assessment on numerical elements

of the course

Extended writing tasks in relation to a case study

Working through a number of numerical problems around data other than

financial statements which should include operations,

human resource and marketing data.

Review methods of

assessing overall business performance to include:

Kaplan and Norton’s Balanced Scorecard model

and Elkington’s Triple Bottom line (Profit, People,

Planet).

Employability- Developing an understanding how

businesses compete SMSC- Assessing the moral

behaviour of companies. Cultural capital – How

financial considerations effect the development of

new products in to the market

Employability – Support students basic numerical

skills in a working environment

Business

7

EOU Assessment: Opportunity for students to apply full

range of skills.

Exam paper

Business

Teacher A

Teacher B

3.8

Ch

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(Tea

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An

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(T

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Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV,

Employability, SMSC)

1-2

3.8.1 Strategic direction: choosing

which markets to compete in and what

products to offer

Students need to understand factors influencing which

markets to compete in and which products to

offer therefore they need to understand,

when assessing strategic direction, Ansoff Matrix

To understand the reasons for choosing and

value of different options for strategic

direction.

3.7.3 Analysing the

existing internal



overall performance (continued

from above)




lessons.

Employability- How to make strategic decisions

SMSC-The moral and ethical considerations management needs to

make.

FBV- How businesses reflect changes in society and need to meet these

changes.

3-4

3.8.2 Strategic

positioning: choosing how to

compete

Once a business has analysed the competitive

environment they need to choose how to

compete therefore students need to learn about how to compete in terms of benefits and

price To learn about the value

of different strategic positioning strategies

3.7.4 Analysing the


to assess opportunities and threats: political and legal change

To learn about the impact of changes in the

political and legal environment on

strategic and functional decision making.



Extended writing in

relation to a case study and the students learn how to structure their exam answers. Use of


lessons.

Use the knowledge organiser to complete a

mind map on the key sources.

Employability- Understanding how businesses need to

consider their impact on wider society.

SMSC- The moral and social impact of business and how

this can impact upon the decisions made.

FBV-how business are influenced and effected by changes in societies values

and expectations. Employability- Students learn about how trade

works across the world and

Business

recall methods to ensure key sources and their

uses are remembered.

how govs decisions effects this capability.

Cultural capital – better understanding of key

political decisions currently being made.

5


range of skills.

Exam paper

Business

Teacher A

Teacher B

3.9

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Weeks Topic/theme Rationale Topic/theme Rationale Assessment Homework Wider Curriculum (FBV,


1-3 3.9.1 Assessing a change in scale

They need to know which strategic method is

appropriate therefore they need to understand the reasons why businesses

grow or retrench. To understand the difference

between organic and external growth and the

types of growth. How to manage and

overcome the problems of growth or retrenchment. Impact upon functional

areas.

3.7.5 Analysing the



economic change

To learn about the impact of changes in the UK and the global

economic environment on

strategic and functional decision

making. To understand reasons for greater

globalisation of business. To learn

about the importance of globalisation for business. To learn

about the importance of emerging

economies for business.

Exam Command words:

Analyse, Calculate Describe, Evaluate, Explain, Justify,


Extended writing in

relation to a case study and the students learn how to structure their exam answers using

numerical data to support their answers.

Consolidation of learning and preparation for

future lessons.

The student will undertake tasks which support their ability to understand Economic

factors.

They will also be able to understand economic

data, interpret changes in economic data for the UK, the European Union and

globally, and consider the implications of such

changes for business.

Employability- How to set and achieve

marketing objectives and developing the skills needed to work in

Marketing SMSC- The impact decisions have on

employees. The power of large companies on consumer choice.

FBV- The values of society and the impact they can

have.

Business

3 3.9.2 Assessing

innovation

Students need to learn about the value of innovation and the

pressures of innovation. They need to understand the types of innovation

Students must know the ways of protecting

intellectual property impact of an innovation

strategy on the functional areas of the business

3.7.5 Analysing the



economic change


Exam Command words:




future lessons.

Employability- Analytical skills/Deductive

reasoning/Critical thinking.

SMSC- How business can change society through innovation. The moral

implications.

4-5 3.9.3 Assessing

internationalisation

Students need to understand the reasons

for targeting, operating in and trading with

international markets. The methods of entering

international markets. The factors influencing the

attractiveness of International markets.

The impact of internationalisation for the

functional areas of the business

3.7.8 Analysing strategic options:

investment appraisal

To understand financial methods of

assessing an investment. To learn

about the factors influencing investment

decisions. To learn about the value of sensitivity analysis.

Exam Command words:



Extended writing in

relation to a case study and the students learn how to structure their exam answers using

numerical data to support their answers.


future lessons.

Be able to fully understand how to use Investment appraisal to include the calculation and interpretation of

payback, average rate of return and net present

value. However the work should lead to a greater understanding of how to use it to make decisions.

Employability- Management and

leadership decisions. SMSC- The moral and ethical behaviour of

businesses entering into international markets. FBV- Being aware of

different cultures. SMSC – able to see how

economics effects people’s daily lives and

how they make their purchasing decisions..

Business

6 3.9.4 Assessing greater use of

digital technology

Students need to learn about the pressures to

adopt digital technology.

Students need to understand the value of

digital technology , assess the impact of digital technology on the

functional areas of the business.

3.7.8 Analysing strategic options:

investment appraisal


Exam Command words:




future lessons.

SMSC- The use of data in influencing consumers.

FBV-how technology

impacts upon the roles in the future.

7

EOU Assessment: Opportunity for

students to apply full range of skills.

Exam paper


range of skills.

Exam paper

Business

3 1

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Teac

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A)

and

(Te

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B)

Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV,


1-2 3.10.1 Managing

change

Students need to understand that businesses change so they need to learn about causes of pressures for change. The value

of change relates to the value of a flexible organisation. Students need to assess barriers to change and how to

overcome barriers to change.




lessons.


reasoning/Critical thinking. Understanding how businesses need to

change, providing leadership skills.

SMSC- The implications for change on employees

and how society. FBV- how managers and leaders behave. Impact

on wider society.

3 3.10.2 Managing

organisational culture

Students need to understand the importance of organisational culture. Students need to learn about the

influences on organisational culture, reasons for and problems of changing organisational culture.




lessons.


reasoning/Critical thinking.

SMSC- How businesses

need to adapt to different cultures.

FBV- students will

understand cultural differences

4-6 3.10.3 Managing

strategic implementation

Students need to learn how to implement strategy effectively. They should understand the value of leadership in

strategic implementation, understand the value of communication in strategic implementation. Importance of

organisational structure in strategic implementation also the value of network analysis in strategic implementation.



lessons.


reasoning/Critical thinking. Management

and leadership understanding of the

decisions made.

Business


SMSC- Students reflect

on the impact of communication

7-8 3.10.4 Problems

with strategy and why strategies fail

Students need to learn about difficulties of strategic decision making and implementing strategy.

Students should be able to evaluate strategic performance To understand the value of strategic planning

To learn about the value of contingency planning

Exam command words: Analyse, Calculate Describe, Evaluate,

Explain, Justify To what extent. Case

studies and independently


lessons.


reasoning/Critical thinking. The process of

decision making.

SMSC- Reflecting on the moral behaviour of business leaders.

FBV- Business impacts

upon society as a whole.

9

EOU Assessment: Opportunity for

students to apply full range of skills.

Exam paper

Engineering

Week Topic Rationale Assessment Homework FBV, Employability

7th- 8th Investigate an engineering

project in a relevant specialist area

Investigation comes at the start of a project and so it is vital that these skills are applied before continuing further on. Investigating

problems and possible solutions is the fundamentals of engineering

Assessment period at the

end of delivery

Flipped learning tasks

Employability- Research skills, investigation, Research and

development

9th-10th

Develop project-management processes and a design solution

for the specialist engineering project as undertaken in

industry

It is important next that once a problem has been identified that students can now

management a project in order to come up with a relevant solution.


end of delivery


Employability- Time and project management, Development

engineer

11-12th

Undertake the solution for a specialist engineering project and present the solution as

undertaken in industry.

Finally producing the solution will give the students the feedback into whether they

have been successful in their planning and look to reflect on the outcomes.


end of delivery


Employability- Problem solving, presentation, confidence, public

speaking, self-reflection

13th -14th

Examine the construction and operation of a national grid, which safely connects power stations and substations to

supply electricity

Understanding how things are powered not only domestically but nationally is vital to understand how production can function.


end of delivery


Employability- Electrical engineer and electronics engineer

15th- 16th

Explore the operation of three-phase power circuits which

form the majority of electrical infrastructures globally

Understanding how things are powered not only domestically but nationally is vital to understand how production can function.


end of delivery


Employability- Electrical engineer and electronics engineer

17th -18th

Investigate the cost of using three-phase electrical power systems in typical industrial

applications.

Assessing the best power systems to use to effectively make sure cost is in line is

important for any operations manager of an engineering company.


end of delivery


Employability- Electrical engineer and electronics engineer,

production manager, operations manager

Engineering

Week Topic Rationale Assessment Homework FBV, Employability

19th -20th

Investigate the microstructure of metallic materials and the effects of processing on them and how these effects influence their mechanical

properties

To have a high understanding of working with metals you need to understand their structure and how they perform in certain situations and

circumstances.


end of delivery

Flipped learning

tasks

Employability- Materials engineer, mechanical engineer, materials

science, Design engineer, CAD design

21st -22nd

Explore safely the mechanical properties of metallic materials and

the impact on their in-service requirements

It is now vital that we look at the safety element of different metals and how their structures

could determine their suitability for certain parts or tasks.


end of delivery

Flipped learning

tasks



23rd- 24th

Explore the in-service failure of metallic components and consider

improvements to their design

Now how can metallic components degrade through time and usage. This needs to be

understood the make valued improvement suggestions.


end of delivery

Flipped learning

tasks



25th - 26th

Develop a three-dimensional computer-aided model of an

engineered product that can be used as part of other engineering processes.

the production of engineering drawings and models on CAD packages is a vital skill in this modern day of engineering and this unit will

provide the basics going forward.


end of delivery

Flipped learning

tasks

Employability- CAD, Design Engineer, drafting engineering, R&D

27th - 28th

Develop two-dimensional detailed computer-aided drawings of an

engineered product that can be used as part of other engineering processes.

Using the skills developed before will enable the students to carefully create accurate and useful

drawings to be used when making parts


end of delivery

Flipped learning

tasks


29th-30th

Develop a three-dimensional computer-aided model for a think walled product and a fabricated

product that can be used as part of other engineering processes.

Using drawings and modelling skills, now an accurate product can be developed that can be

created using rapid prototyping.


end of delivery

Flipped learning

tasks


Edexcel Pearson A Level Geography Curriculum Map Year 13 Teacher A

Teacher B

Top

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: Th

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(Te

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1-3 EQ1: What are the processes operating within the hydrological cycle from global to local scale?

Water plays a key role in supporting life on earth. The water cycle operates at a variety of scales and also at short and long term timescales, from local to global. Students start by looking at the importance of water on earth. From here they will begin learning the processes operating within the water cycle and therefore gain a fundamental understanding. In future lessons students will be required to draw on this knowledge and understanding as the progress through the course.

EQ1: What are superpowers and how have they changed over time?

Superpowers can be developed by a number of characteristics. The pattern of dominance has changed over time. Students will explore this idea by examining the British Empire, the Cold War and the rise of the BRICs.

Exam Command words: 4 calculate 4 Draw/plot 6 Suggest 8 Explain 8 Analyse 12 Assess 18 Evaluate 20 Evaluate 24 Evaluate

Consolidation of learning and preparation for future lessons.

Cultural Capital – Water is fundamental to human life. The water cycle helps us understand how life exists. Students can also enrich locational, spatial and contextual understanding through examining various case studies. Study of past historical events which have had a major impact on the world. SMSC (social) – Appreciating diverse viewpoints in relation to the ‘players’ synoptic link (e.g. flooding). Moral decisions of Superpowers. Acculturation and colonisation. Employability – soft employment skills in relation to analysis and communicating findings. Exposure careers in planning linked to urbanisation and flood risk.

Edexcel Pearson A Level Geography Curriculum Map Year 13 3-6 EQ2: What factors

influence the hydrological system over short- and long-term timescales?

Once students have a grounding in the key processes they will progress to understanding the factors that influence the water cycle. Physical processes control the circulation of water between stores on land, in the oceans, in the cryosphere and the atmosphere. Changes to the most important stores of water are a result of both physical and human processes. Students will be expected to apply their knowledge from the first section of the course whilst investigating these factors through contemporary case studies.

EQ2: What are the impacts of superpowers on the global economy, political systems and the environment?

Superpowers and emerging superpowers have a very significant impact on the global economy, global politics and the environment. Therefore they are very important in determining the relationships between countries and other organisations, level of protection vs degradation of the environment and of course global monetary systems.



Cultural Capital- Short and long term variations in the hydrological cycle will have impacts on people and the environment. Students should be aware of these as the impacts may affect them in future. SMSC (moral and social) – Investigating moral and social issues whilst offering reasons views in relation to deficits in the hydrological system whilst also appreciating diverse viewpoints. Moral decisions towards responsibility of environmental protection. Employability – Exposure to careers in reducing the impact of flooding related to the planning/legal sector. Continued soft skills in relation to analysis and presentation. Role of the government and intergovernmental organisations.

Edexcel Pearson A Level Geography Curriculum Map Year 13 6-12 EQ3: How does water

insecurity occur and why is it becoming such a global issue for the 21st century?

Water insecurity is becoming a global issue with serious consequences and there is a range of different approaches to managing water supply. For students to investigate these key questions they must have a strong understanding and draw on their existing knowledge. This final section will therefore allow the students to illuminate these key issues whilst also applying their understanding through investigating contemporary case studies.

EQ3: What spheres of influence are contested by superpowers and what are the implications of this?

As superpowers seek to extend their global dominance their spheres of influence are frequently contested, resulting in geopolitical implications, which can have a range of outcomes. Students will explore examples such as the South East China Sea, The Arctic and the battle for Crimea.


Consolidation of learning and preparation for future lessons. End of unit assessments:

• Topic 1 (Recall)

• Topic 3 (Recall)

• Topic 5

• Topic 7

Cultural Capital –This knowledge will allow students to actively engage in issues that are ongoing and will certainly develop in the 21st century in relation to water insecurity. Discussions surrounding the future superpower relations. Employability – A wide range of players will be involved this global issue. Students will be exposed to these jobs and their roles. SMSC (moral and social) – Investigating moral and social issues surrounding the impacts and solutions to water insecurity. Study of case studies in the Arctic/Asia and Europe.


Teacher B

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1-4 EQ1: How does the carbon cycle operate to maintain planetary health?

Carbon is the main building block of life and a balanced carbon cycle is important in maintaining planetary health. These lessons provide students with an understanding of the fundamentals in the carbon cycle. They will learn that the carbon cycle operates at a range of spatial scales and timescales, from seconds to millions of years. Moreover they will investigate the physical processes that control the movement of carbon between stores on land, the oceans and the atmosphere. They will need to draw on this understanding throughout the course in order to contextual future learning.

EQ1: What is human development and why do levels vary

from place to place?

Traditional definitions of development are based largely on economic measures but have been increasingly challenged by broader definitions based on environmental, social and political quality of life with many new measures used to record progress at all scales in human rights and human welfare.



Cultural capital- Understanding of the fundamental building blocks of life. Engaement in discussion surrounding what human development is and the new ideas developing around this concept. SMSC (moral/social)- Understanding consequences of carbon cycle fluxes. Appreciating the range of players involved in disrupting the carbon cycle. Uneven human development. Employability- Exposure to jobs linked to sustainability. Statistics/problem solving.

Edexcel Pearson A Level Geography Curriculum Map Year 13 4-8 EQ2: What are the

consequences for people and the environment of our increasing demand for energy?

Changes to the most important stores of carbon and carbon fluxes are a result of physical and human processes. Reliance on fossil fuels has caused significant changes to carbon stores and contributed to climate change resulting from anthropogenic carbon emissions.

EQ2: Why do human rights vary from place to place?

Human rights are the fundamental moral principles or norms that describe certain standards of human behaviour and are regularly protected as natural and legal rights in municipal and international law. Students will explore the importance of these rights and how they vary and why this is the case in different countries.



Cultural capital- Understanding of the fundamental building blocks of life. Discussions around human rights and their importance. SMSC (moral/social)- Understanding the consequences of human actions on carbon fluxes. Appreciation of the players involved in energy pathways. Protection of human rights. Employability- Exposure to jobs linked to sustainability. Organisations such as Amnesty International/Human Rights Watch.

8-12 EQ3: How are the carbon and water cycles linked to the global climate system?

The water and carbon cycles and the role of feedbacks in and between the two cycles, provide a context for developing an understanding of climate change. Anthropogenic climate change poses a serious threat to the

EQ3: How are human rights used as arguments for political and military intervention?

There are variations in the norms and laws of both national and global institutions that impact on decisions made at all scales, from local to global. These decisions lead to a wide range of geopolitical interventions via international and



Cultural capital-Understanding threats to the global climate system. Examining case studies such as the Iraq War. SMSC (moral/social)- Understanding the consequences of human actions on the global climate system. Understanding the

Edexcel Pearson A Level Geography Curriculum Map Year 13 health of the planet. There is a range of adaptation and mitigation strategies that could be used, but for them to be successful they require global agreements as well as national actions.

national policies, from development aid through to military campaigns.

attitudes and players relating to human wellbeing. Morality of war and military interventions. Morality of any intervention. Responsibility to protect vs loss of sovereignty. Employability- Exposure to jobs linked to sustainability. Role of the military.

12-16 Consolidation and revision topic 5 and topic 6.

Review and recall in preparation for their terminal examinations.

EQ4: What are the outcomes of geopolitical interventions in terms of human development and human rights?

The impact of geopolitical

interventions on both human health and wellbeing and human rights is variable and

contested, with some groups appearing to

benefit disproportionately, which can lead to increasing inequalities and injustice.


Consolidation of learning and preparation for future lessons. Final mock exam covering all of year 1 and year 2 topics.

Cultural capital-Different case studies explored. Discussions around the success and ethics of different types of intervention. Independent research. Employability-independent research into the news and case studies. Reliability of resources. SMSC-Morality of intervention.


Teacher B

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Syn

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1-8 Revision physical units of work including:

• Tectonics

• Glaciation

• Water

• Carbon

Review and recall in preparation for their terminal examinations.

Paper 3 preparation

Revision of human units of work including:

• Globalisation

• Regeneration

• Superpowers

• Health & Human Rights

Synoptic assessment requires students to work across different parts of a qualification and to show their accumulated knowledge and understanding of a topic or subject area. Synoptic assessment enables students to show their ability to combine their skills, knowledge and understanding with breadth and depth of the subject. Synopticity will be assessed in Paper 3.


Revision of students choice.

SMSC (moral/social)- Consideration of an issue for paper 3. Decision making. Employability- Synopticity/making links between areas od study/interpretation and analysis. Decision making.

Y13 History Curriculum Map

Teacher A

Co

urs

ew

ork

Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital)

September to May

Coursework preparation, research and

write-up

Students will have chosen a coursework topic in y12 and will spend the year completing their research and essay

writing. As they can pick from any area of interest they will spend a lot of time doing individual research in order to widen their historical knowledge. They will also build

up their understanding of how to reference and choose appropriate

enquiries in order to create purposeful historical studies and build skills for their

future.

Revision quizzes and recall activities.

Final coursework

assessment.

Coursework reading and research.

Y12 (Russia and China) revision

activities.

Employability – Building independent research and enquiry skills relevant to further education and the workplace.

Cultural Capital – building an

understanding of topics that have a personal interest and differ from history

already studied.

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1 Who were the

Tudors?

Students will gain an understanding of the expectations of the unit and also an

overview of the Tudor Dynasty in order to prepare them for the changes across the

period. Students will also gain an overview of the reasons behind discontent under the

Tudor monarchy which led to rebellion.

Reading preparation

SMSC – Students will understand consequences of the actions of the Tudor monarchy and the impact they had on society.

2-3 How was society

structured?

Students need to understand the structure of Tudor Society in order to explain why different groups felt discontent towards

the monarchy and rebelled.

Self-assessment. Which group would have felt the most discontent?

Reading preparation – students will research

roles within Tudor government

Cultural Capital – Students will look at the difference between Tudor society and Modern society and discuss the impacts this will have on people within the country.


4-5

Changes to the roles within

Tudor government

Students need to understand how the roles of; Tudor households, Privy Council,

Parliament, Secretary and Lord Lieutenant changed across the Tudor monarchs and

the impact these had on the control of the monarch.

Knowledge quiz

20 mark essay question – key factors in methods of

control.

Overview review sheet

Revision material for

essay question

Employability- Investigating the role of different jobs to support the monarch. Comparing the roles to modern day e.g. role of parliament in society, the secretaries of state and LL within areas.

Employability – Literacy skills for extended writing.

6

Changes in relationship with

monarch and church

Students will understand the role of the church in Tudor society and look at the

changing relationship between the church and the monarch after the break with

Rome and subsequent Religious Settlement.

Key word quiz

20 mark essay question – most powerful part of

Tudor government

Essay Planning

SMSC – Considering the morality around Henry VIII closing the monasteries. SMSC – Students will look at the importance of the church in Tudor society.

7

Revision of breadth unit and

end of unit assessment

Students will sum up the breadth topic looking at the extent of the change across the period and consider how much change there was in governance at the centre for

the monarch. Students will consider whether the changes increased/decreased

the monarch’s power over central government. The knowledge and skills will

then be tested in the end of unit assessment.

20 mark essay question for h/w – turning point in

church/monarch relations.

Choice of 2 - 20 mark

essays from across the Breadth 1 unit.

Breadth overview sheets for revision

Knowledge organiser

on Breadth 1

20 mark essay question

SMSC – Students will look at the changing importance of the church in Tudor society and the impact this would have had on society. Employability- Students will assess the level of change for different roles within Tudor local government e.g. LL and parliament. Employability – Literacy skills for extended writing.


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1 Relations with the

localities and reforms.

Students need to understand the difficulty in governing the localities for the Tudor monarchs and learn about the reforms

made in order to gain control.

Self-assessment – how successfully did the

Tudors managed Wales and the North?

Reading preparation

Cultural Capital – Students will look at the difference between Tudor society and Modern society and discuss the impacts this will have on people within the country.

2-3

Changing relations with the

localities – JPs and borough

representation.

Students need to understand how the changing role of the JPs and the increased representation of the boroughs impact on

the monarch’s control of the localities.

20 mark essay question for h/w – importance of

reform of the Privy Council.


Employability- Investigating the changing role of JPs across the period. Students will also consider how literacy amongst yeoman affected parliament. FBV- Students will consider how increased borough representation would affect democracy within the country.

4-5 Poverty in Tudor

society

Students need to understand the reason for the growth in poverty across the Tudor

period. This will help them understand the differences between the treatment of

impotent and able bodied poor.

Knowledge quiz

20 mark essay question for h/w – Statute of

Artificers and its significance.


SMSC – Students will look at the changing acts of provision for the poor and their impact on society. They will discover different methods of provision for impotent and able bodied poor.

6-7 Crown and

Country relationship

Students will consider and evaluate how far the different methods used by the Tudor

monarchs in order to try to gain control of the localities were successful. Did Elizabeth

have more control of the localities than Henry VII?

Choice of 2 - 20 mark essays from across the

Breadth 2 unit.

Knowledge organiser on Breadth 2

Revision for end of

unit assessment

Reading preparation for next unit

SMSC – Students will look at the changing relationship between the monarch and the country as a result of the reforms made within localities. Employability- Students will assess the level of change for different roles within regional government e.g. JPs. Employability – Literacy skills for extended writing.


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5-9

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1 Henry VII’s claim to and usurping of the throne.

Students need to discover the importance of the weakness of Henry’s claim to throne in

order to understand why Henry had to usurp the throne from Richard III at Bosworth.

Self-assessment – What impact did the Battle of Bosworth have on the

reign of Henry VII?

Reading preparation

SMSC – Students will discover the impact that Henry VII usurping the throne had on the country. Students will also consider the impact of the division between the Lancastrian and Yorkist factions following the Wars of the Roses.

2

How did Henry

secure the throne?

Students will understand the measures taken by Henry VII in order to secure the throne and the reasons these took place.

20 mark essay question – weaknesses of Henry VII

claim to the throne. Plan for essay

Cultural Capital – Students will be given websites for online articles to further develop their reading and understanding of Henry VII and the impact of the Battle of Bosworth.

3-4

The Pretenders and their

significance

The students will consider the importance of the ‘Pretenders’ and the threat that Lambert Simnel and Perkin Warbeck posed to Henry VII. Students will also evaluate the impact that foreign support had on the threat of

their rebellions.

Essay practice – conclusions.

Venn diagram on how

Henry was able to survive as king.

Revision for end of

unit assessment

Employability- Students will use critical thinking in order to set criteria for the extent of the threat of the rebellions to Henry VII. FBV- Students will consider the reasons behind the European foreign support for the rebellion. They will also consider the differences in the Yorkist and Lancastrian factions.

5

End of unit assessment

Students will learn the skills necessary in

order to answer the source question – students will have to use one source and evaluate its usefulness for two separate

enquiries.

Knowledge quiz

20 mark source question

Revision materials for Depth 1

Reading preparation for next unit

Employability – Literacy skills for extended writing. Employability – Judgement and decision making. Cultural Capital – Students will learn to interpret and analyse sources.


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1 Break with Rome and causes of the 1536 rebellions

In order to understand the causes of the rebellions against Henry VIII students must first understand the reasons for Henry VIIIs break from the Roman Catholic Church and

the impact that this had on society. Students will look at the dissolution of the

monasteries and the impact that this would have had on regular people in England.

Key word quiz Reading preparation

Cultural Capital – Students will be able to discuss the changes to religion within England and the impact that this had on society.

SMSC – Considering the morality around Henry VIII closing the monasteries and the impact this would have on the people who used them.

Cultural Capital – Students will be given websites for online articles to further develop their reading and understanding of Henry VIII and the break with Rome.

2

Lincolnshire Rising &

Pilgrimage of Grace

Students will consider the two main rebellions towards Henry VIII. They need to understand the reasons for, events of and

consequences of both rebellions.

Knowledge quiz

Essay practice - introductions


for h/w – the extent Henry VII secured his

throne.


SMSC – Students will understand how the divisions within the country were caused by the changing of the religion from Catholic to Protestant. FBV- Students will understand the lack of tolerance between Catholics and the newly formed Protestants within the country. They will also discover the king’s attitude to this.

3

Leaders of the rebellion and extent of the

rebellion

Students will look at similarities and differences between the leaders of the

rebellions and their actions. Students will also consider the extent of the threat to Henry and the way he dealt with each

rebellion.

Essay practice – two sided arguments.

20 mark essay question for h/w – the reasons

behind the 1536 risings.


20 mark essay

question

SMSC – Students will look at the importance of the church in Tudor society and how the changing of the church led to two rebellions against Henry VIII.


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1 Origin of Kett’s

rebellion

Students will need to have an understanding of enclosure and the social and economic

impact it had on society. Students will then consider how these issues led to Kett’s

rebellion.

Essay practice – conclusions. How

dangerous was Kett’s rebellion?

Reading preparation

SMSC – Students will look at how enclosure had such a negative effect on people in Tudor England. Cultural Capital – Students will discuss enclosure and its impact both in Tudor England and linking to modern farming in Britain and across the world. FBV- Students will consider how men were fighting for their individual liberties that they felt were being taken away as a result of enclosure.

2 Rebels demands

and key individuals

Students need to understand what the rebels were demanding and who they

blamed for enclosure. Students will also look at key individuals and their role within Kett’s

rebellion.

20 mark essay question for h/w – were economic reasons to blame for the

rebellion.

Extent of the threat posed worksheet

20 mark essay

question

Employability- Students will use critical thinking in order to set criteria for the extent of the threat of the rebellions to Edward VI.

3 Extent of the

rebellion

Students need to consider the extent of the rebellion. Students can consider the

difference between the rebellion to Edward, and the rebellions of Henry VII and VIII.

Students will then develop their source skills – students will have to use one source and

evaluate its usefulness for two separate enquiries.

20 mark source question Revision materials for

Depth 3



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1 Causes of the Revolt of the

Northern Earls

Students need to understand how the religious divisions within England were still

creating resentment towards the monarchy. Students will look at the grievances of the northern earls and consider the political,

social and economic causes of the rebellion. Students will also consider the impact Mary,

Queen of Scots had on the rebels.

20 mark essay question for h/w – was the arrival

of Mary QoS the main reason for the rebellion

Source work


SMSC – Students will discuss how religion divisions within the country were still creating resentment to the monarch. Cultural Capital – Students will be given reading to develop their knowledge of Mary Queen of Scots and her impact on the rebellion.

2 Events and

significance of the rebellion

Students will discover the events of the rebellion. Students will also consider why

Elizabeth viewed the rebellion as a significant threat to her.

Key word quiz

Self-assessment – judging the threat of the rebellion

towards Elizabeth

Timeline showing the events of the

Rebellion of the Northern Earls

Cultural Capital – Students will understand how there was such divisions between the north and south of England and the impact this had on the earls in the north. Employability – creativity and communication in the timeline homework activity.

3

Why did the rising fail and

consequences of it

Students need to understand the reasons for the failure of the rebellion and the

repression that followed it. Students also need to consider the implications of the

failure of the rebellion for Catholicism and Protestantism in England.

Knowledge quiz

Essay practice – introductions. How far

changes to religion were as a result of the

rebellion.


SMSC – Students will discuss what happened to religion within England as a result of the failure of the rebellion. FBV- Students will consider the impact the failure of the rebellion had on England. Elizabeth had tried to be tolerant to Catholics but as a result of the rebellion her actions towards them became hostile.

4 End of unit assessment

Students will be tested on both their knowledge of this depth study and also both the essay question and the source question.

Choice of 2 - 20 mark essays from across the

Depth 4 unit.


Reading preparation for the next unit



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1

Causes of Tyrone’s rebellion.

Students need to understand the reasons behind Tyrone’s rebellion. Students will

consider long term issues in the Anglo-Irish rebellions and then they will consider the

growing level of discontent of the Irish which eventually led to the rebellion.

Self-assessment – how far did the English handing of

Ulster lead to the rebellion.

Source work

Cultural Capital – Students will look at reasons behind Irish discontent under the Tudors. Students can then make links between issues today. SMSC – Students will consider the implications for Ireland of being ruled by a foreign queen.

2 How extensive

was support for the rebellion?

Students need to understand 3 different battles of Tyrone’s rebellion and consider the

level of support for each of them. Students will then discuss reasons why the English found it difficult to defeat the Irish rebels.

Self-assessment of group work.

Knowledge quiz


for h/w – main causes of the rebellion.


Employability – Group work and communication Employability – Literacy skills for extended writing. Cultural Capital – Students will be given further reading to develop their knowledge of the rebellion.

3 Key players and

why the rebellion lasted so long.

Students will consider the role of key individuals within the rebellion and also evaluate the significance of their role.

Students will then consider the reasons why the war lasted so long and the reasons

behind the eventual collapse of the rebellion.

Knowledge quiz

20 mark essay question for h/w – reason for

length of the rebellion

Create revision material for depth 5

Revise for the end of topic examination.

20 mark essay

question

FBV- Students will consider the impact of the rebellion on both Ireland and England and consider how far English rule of Ireland created discontent there. Employability – Literacy skills for extended writing.

4 Full Tudor Exam

Paper

Students will be tested on both their knowledge of the two breadth topics and the

five depth topics and also both the depth essay and breadth essay questions and the

source question.

Choice of 2 breadth essays - 20 mark essays.

Choice of 2 depth essays -

20 mark essays.



Health and Social Care

Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV, Employability,

SMSC, Cultural Capital)

Teacher 1: 1-11

Unit 5: Meeting Individual

Care and Support Needs.

Learning Aim B – Examine

the ethical issues involved

when providing care and

support to meet individual

needs.

Students will continue to develop their learning from

learning aim A in year 1 and will consider a range of

ethical issues when giving care and support to

individuals. This learning will also build upon their

knowledge in unit 2.

Unit 5 internally assessed through

coursework. Learning

aims A, B, C,and D. This is a 90 GLH unit where

students are able to

complete all learning aims

across two assignments.

Students

may be

required to

complete

outstanding

sections of

their

coursework

outside of

the lesson

SMSC: Links to ethical issues can arise when giving care and support to individuals with different needs.

Teacher

1: 12-22

Unit 5: Meeting Individual Care and Support Needs.

Learning Aim C – Investigate the principles

behind enabling individuals with care and support

needs to overcome challenges.

This section forms a synoptic link between Learning Aim A and B where knowledge around ethical issues and

factors involved in providing care and support can allow students to investigate key principles surrounding care

and support as well as investigate how to overcome certain barriers.

Unit 5 internally assessed through

coursework. Learning

aims A,B,C,and D. This is a 90 GLH unit

where students are

able to complete all

Students

may be

required to

complete

outstanding

sections of

their

coursework

outside of

the lesson

Employability skills are embedded as students investigate a range of techniques

to overcome challenges in health and social care.


learning aims across two

assignments.

Teacher

1: 23-30

Unit 5: Meeting Individual

Care and Support Needs.

Learning Aim D –

Investigate the roles of

professionals and how

they work together to

provide the care and

support necessary to meet

individual needs.

Students continue their study of Unit 5 by concluding

their learning by researching different roles of

professionals and how they can help provide

appropriate care and support for individuals. This unit

continues to develop students learning from unit 2 and

unit 1.

Unit 5

internally

assessed

through

coursework.

Learning

aims

A,B,C,and D.

This is a 90

GLH unit

where

students are

able to

complete all

learning aims

across two

assignments..

Students

may be

required to

complete

outstanding

sections of

their

coursework

outside of

the lesson

Study of different professional roles in

health and social care. Employment links

as students will gain an insight into a

range of careers in health and social care.


Teacher

2: 1-8

Unit 2: Working in Health

and Social Care. Learning

Aim B – The roles of

organisations in the health

and social care sector.

This section continues to develop student’s knowledge

from learning aim A in year 1. Students will develop

knowledge on the specific roles of organisations in the

health and social care sector. This deepens student’s

knowledge from unit 1 and 5.

Unit 2 exam

– January

Year 2.

Memory

and recall

questions

Employability links are made through the

knowledge of different health and social

care organisations.

Teacher

2: 9-16

Unit 2: Working in Health

and Social Care. Learning

Aim C – Working with

people with specific needs

in the health and social

care sector.

This section brings all students previous learning

together to understand how to apply previous

knowledge to supporting individuals with specific needs.

This draws upon their learning from unit 5.

Unit 2 exam

– January

Year 2.

Memory

and recall

questions

Employability skills are embedded through

the knowledge of how to care for specific

individuals. FBV links to mutual respect

and tolerance of a diversity of individuals.

Teacher

1: 30-35 Revision

Students will be provided with revision sessions

targeting unit 1 from year 1. These sessions will allow

students to focus on areas that need to be improved to

improve their overall grade in health and social care.

Retake of

unit 1 exam.

Memory

and recall

questions

SMSC links to mental health, impact of

lifestyle choices, impact on economic

factors and culture. Employability skills

continue to be embedded through the

learning of health and social care

provision.


Teacher

2: 17-35 Revision

Students will have an opportunity to revise unit 2 ready

for a retake to try and improve their original grade.

These sessions will be targeted on exam technique and

how students can develop their written responses.

Retake of

unit 2 exam.

Memory

and recall

questions

Study of working in the health and social

care sector will provide students the

necessary knowledge needed for

employment into the health and social

care sector.

Maths

Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural Capital) – Across all Terms

Term 1

Unit 16 Algebraic

Methods and Partial

fractions

Split a function into

its parts

Assessments at the end of

each unit

Homeworks throughout the

term will continually revisit the skills covered

this term.

Cultural - Mathematics is the universal language of the world and we aim to develop a realisation that many topics we learn today have travelled across the world and are used internationally. Inevitably when introducing many topics, discussions will take

place about their origins and the cultural influences that influenced the development of these topics.

Unit 17 Binomial

expansion 2

Expand brackets with negative and

fractional orders

Spiritual - Developing a logical approach and the ability to recall and reason along with questioning the way in which the world works promotes the spiritual growth of our students. In Maths lessons, pupils are always encouraged to delve deeper into

their understanding of Mathematics and how it relates and can be used to explain the world around them.

Unit 18 Radian

Measure

Introduction to measuring angles with

radians

Moral - The moral development of pupils is evident in much of the curriculum where Maths is used in real life contexts and the students are able to apply the skills required to solve various problems and understand how decisions are made

dependent upon the outcomes of the problem. Through these scenarios, students understand that certain choices may have different consequences and outcomes. We

believe and hope to develop an awareness that Maths is not strictly limited to problems that result in right/wrong answers.

Unit 19 Trigonometric

Functions

Introduction of sec, cosec

and cot

Social - Using and applying Maths involves being able to solve problems and being able to do this individually, as part of a team or pair when a task requires it. Students

are encouraged to communicate mathematically when discussing, explaining and presenting ideas, through which they are able to develop their Mathematical

reasoning skills.

Unit 7 (Stats) Hypothesis

Testing

Introduction to Hypothesis testing, one tail and two

tail tests.

Maths

Term 3

Unit 22 Numerical Methods

Work with estimating methods of solving equations and integration

Assessments at the end

of each unit

Homeworks throughout

the term will continually revisit the

skills covered this

term.

Unit 24 Further Vectors

Modelling vectors in 3 dimensions finding magnitude and angles.

Unit 5 (mechanics) Moments

Mechanics principles about moments including centre of mass, equilibrium and moments

Unit 6 (Mechanics) Forces and Friction

Know how to resolve forces, use inclined planes and friction.

Unit 7 (Mechanics) Projectiles

Mathematical modelling of projectiles considering horizontal and vertical components

Unit 9 (Stats) Conditional Probability

Calculating probabilities that are conditional on other events

Term 4

Unit 23 Integration methods

Discover methods of differentiation to deal with complex equations

Mock Exams for year 13 completed in March

Homeworks throughout

the term will continually revisit the

skills covered this

term.

Unit 8 (Mechanics) Application of Forces

Modelling with statics.

Unit 9 (Mechanics) Further Kinematics

Using vectors in kinematics that includes the use of calculus techniques

Unit 10 (stats) Normal Distribution

Using the normal distribution for calculation of probabilities and hypothesis testing.

Term 5 Revision and Exam Revise over units and take examination

Modern Foreign Languages

Weeks Topic Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural

Capital)

September-November

Aspects of political life in the French /

Spanish-speaking worlds

Students will explore their political

engagement whilst discovering the

political system of France / Spain. They will discuss some of their human rights and talk about the

place and the future of politics in people's

life today, with a particular focus on

immigrants' perspective.

Students will be assessed at the

end of each sub-topic. The

assessments will enable them to

practise the skills required

for their exams.

Homework will be set regularly and will continually support students in revising and recapping the language

(vocabulary, grammar..) learnt, as well as further

develop the skills necessary for the exams. Students will

be expected to undertake their own development work which should focus on areas that require improvement as well as personal study that will support and develop

their knowledge and understanding of the topics

studied.

To accept responsibility for their behaviour, show initiative, and to understand how they can contribute

positively to society / understand how citizens can influence decision-making through the democratic

process / encourage respect for others and democracy and support for participation in the democratic processes

• encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and enable students to distinguish right from wrong and to

respect the civil and criminal law of England; • encourage students to accept responsibility for their

behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more

widely; • enable students to acquire a broad general knowledge

of and respect for public institutions and services in England; working in the locality of the school and to

society more widely; • enable students to acquire a broad general knowledge

of and respect for public institutions

Modern Foreign Languages

December-February

study of a book

Students will be studying in detail a

French / Spanish book. They will look at the author's techniques,

the story line, the characters and the

plot, developing skills in speaking, essay writing, listening, reading, summary

writing and translation into and from target

language.

Students will be assessed at the end of each sub-topic. The assessments

will enable them to practise the skills required for their

exams.

cultural capital / social skills / expressing preferences and

opinions

March-April

revision, practise and completion of mock speaking exam enable students to develop their self-knowledge, self-esteem and self-confidence / to distinguish right from

wrong

May-June revision, practise and completion of exams enable students to develop their self-knowledge, self-

esteem and self-confidence / careers and employability

Year 13 Psychology Curriculum Map

PSYCHOLOGY

Issu

es

and

de

bat

es


1-8

• Issues and debates within psychology and how we can compare these.

• Research methods recap

Understanding the different issues psychology can face as it

has different perspectives. Students can voice their

opinions about Psychology

• Self-assessment of knowledge of year 1

• 16 marker essay

• End of unit assessment

4/8 marker

Employability – critical thinking and analysis skills

FBV – Exploring diversity and the differing opinions of psychologists

Re

lati

on

ship

s

9-15

• Relationships (factors affecting attraction, relationship theories and the media)

• research methods (statistical tests)

Understanding how and why people form relationships. This

provides a deeper understanding of human

development.

• 16 marker essay

• End of unit assessment 4/8 marker

FBV – Students are encouraged to think about the stereotypes of certain relationships and to avoid prejudice. Cultural capital – Understanding of the wider implications for different

types of relationships

Sch

izo

ph

ren

ia

16-22

• Schizophrenia (symptoms, causes and treatment)

• Research methods revision

Understanding the different symptoms of schizophrenia, the different causes of it and how It

can be treated. Students can relate this to year

1 with psychopathology.

• 16 marker essay


4/8 marker

FBV – Prejudice against schizophrenia and mental health

Cultural capital – Understanding the impact of mental health and the effect

it can have on society

Agg

ress

ion

23-29

• Aggression (explanations of aggression and the media influence of aggression)

• Research methods revision

Understanding how aggression can affect a person, how it can

be triggered and any treatments to help.

In terms of media, students can provide their own research of

relevant topics.

• 16 marker essay


• Research methods assessment

4/8 marker Media project

Cultural capital – Implications of aggression on society

Employability – communication skills

Science – Biology

Teacher 1 Rationale Assessment

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Respiration We start the final year learning about the various substances used as respiratory

substrates.

2 x 1 hour half termly synoptic test for each teacher

Response to stimuli We learn how receptors and effectors work together to respond to different stimuli.

Homeostasis We learn about hormonal responses that stimulate their target cells via the blood

stream.

Teacher 2 Rationale

Photosynthesis We learn how life depends on continuous transfers of energy. In photosynthesis, light is

absorbed by chlorophyll and this is linked to the production of ATP.

Energy and ecosystems We learn about the transfer of biomass and its stored chemical energy in a community

from one organism to a consumer.

Nervous coordination We learn more about responses and that a nerve impulse is specific to a target cell only because it releases a chemical messenger directly onto it, producing a response that is

usually rapid, short-lived and localised.

Inherited change We learn about the theory of evolution which underpins modern Biology i.e. all new

species arise from an existing species. This results in different species sharing a common ancestry.

Science – Biology

Spri

ng

term


Populations and evolution We learn about variation in the phenotypes of organisms in a population, due to genetic and

environmental factors.

2 x 1 hour half termly synoptic

test for each teacher

Gene expression We learn how cell cells control their metabolic activities and although cells carry the same genetic

information, only part of it is translated which enables cells to have specialised functions.

Required practicals Practicals are a key aspect in studying biology. We take time to complete the required practicals now

that all the relevant content has been taught.

Teacher 2 Rationale

Populations and ecosystems

We learn about two forces that affect genetic variation in populations: genetic drift and natural selection, and how this affects populations and an ecosystem.

Recombinant DNA We build on our understanding of the ways in which organisms and cells control their activities which

will lead to an appreciation of common ailments resulting from a breakdown of these control mechanisms and the use of DNA technology in the diagnosis and treatment of human diseases.

Sum

mer

ter

m


Structured revision We support students in their final weeks with targeted revision and intervention to successfully

complete their final exams.

A-level exams Teacher 2 Rationale

Structured revision We support students in their final weeks with targeted revision and intervention to successfully

complete their final exams.

Chemistry

Topic Rationale (Why and why when it is?) Assessment

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1 3.1.9 Rate equations

and 3.1.10 Equilibrium constant

In rate equations, the mathematical relationship between rate of reaction and concentration gives information about the mechanism of a reaction that may occur in several steps The further study of equilibria considers how the mathematical expression for the equilibrium constant Kp enables us to

calculate how an equilibrium yield will be influenced by the partial pressures of reactants and products. This has important consequences for many industrial processes.

1 hour test

3.1.11 Electrochemical cells

Redox reactions take place in electrochemical cells where electrons are transferred from the reducing agent to the oxidising agent indirectly via an external circuit. A potential difference is created that can drive an

electric current to do work. Electrochemical cells have very important commercial applications as a portable supply of electricity to power electronic devices such as mobile phones, tablets and laptops. On a larger

scale, they can provide energy to power a vehicle

1 hour test

Au

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1 –

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r 2

3.3.10 Aromatic chemistry

Aromatic chemistry takes benzene as an example of this type of molecule and looks at the structure of the benzene ring and its substitution reactions

1 hour test

3.3.11 Amines Amines are compounds based on ammonia where hydrogen atoms have been replaced by alkyl or aryl

groups. This section includes their reactions as nucleophiles. 1 hour test

Chemistry


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1

3.1.12 Acids and bases

Acids and bases are important in domestic, environmental and industrial contexts. Acidity in aqueous solutions is caused by hydrogen ions and a logarithmic scale, pH, has been

devised to measure acidity. Buffer solutions, which can be made from partially neutralised weak acids, resist changes in pH and find many important industrial and biological

applications.

3.2.4 Properties of period 3 elements and their oxides

The reactions of the Period 3 elements with oxygen are considered. The pH of the solutions formed when the oxides react with water illustrates further trends in properties across this

period. Explanations of these reactions offer opportunities to develop an in-depth understanding of how and why these reactions occur.

1 Hour Test

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2 -

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3.3.12 Polymers

The study of polymers is extended to include condensation polymers. The ways in which condensation polymers are formed are studied, together with their properties and typical uses. Problems associated with the reuse or disposal of both addition and condensation

polymers are considered.

1 hour test

3.3.13 Amino acids, proteins and DNA Amino acids, proteins and DNA are the molecules of life. In this section, the structure and

bonding in these molecules and the way they interact is studied. Drug action is also considered.

1 hour test

Chemistry


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3.2.5 Transition metals

The 3d block contains 10 elements, all of which are metals. Unlike the metals in Groups 1 and 2, the transition metals Ti to Cu form coloured compounds and

compounds where the transition metal exists in different oxidation states. Some of these metals are familiar as catalysts. The properties of these elements are studied

in this section with opportunities for a wide range of practical investigations.

1 hour test

Spri

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1 –

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3.3.14 Organic synthesis The formation of new organic compounds by multi-step syntheses using reactions

included in the specification is covered in this section 1 hour test

3.3.15 Nuclear magnetic resonance spectroscopy and chromatography

Chemists use a variety of techniques to deduce the structure of compounds. In this section, nuclear magnetic resonance spectroscopy is added to mass spectrometry

and infrared spectroscopy as an analytical technique. The emphasis is on the use of analytical data to solve problems rather than on spectroscopic theory.

Chromatography provides an important method of separating and identifying components in a mixture.

Different types of chromatography are used depending on the composition of mixture to be separated.

1 hour test

Chemistry

Topic teacher 1 Rationale (Why and why when it is?) Assessment

Spri

ng

term

2 a

nd

su

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term

s -

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r 1

3.2.6 Reactions of ions in aqueous solutions

The reactions of transition metal ions in aqueous solution provide a practical opportunity for students to show and to understand how transition metal ions can be identified by test-tube

reactions in the laboratory.

Revision until the end of exams

Revision to improve pupil attainment

Spri

ng

term

2 a

nd

su

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term

s -

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2

Revision until the end of exams

Revision to improve pupil attainment

Physics

Topic Rationale Assessment Wider

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Topic 6c - gases

The earlier study of mechanics is further advanced through a consideration of circular motion and simple harmonic motion (the harmonic oscillator). A further section allows the thermal properties of materials, the properties and nature of

ideal gases, and the molecular kinetic theory to be studied in depth.

1 hour test

Topic 9a - Radioactivity

This section builds on the work of Particles and radiation to link the properties of the nucleus to the production of nuclear power through the characteristics of the

nucleus, the properties of unstable nuclei, and the link between energy and mass. Students should become aware of the physics that underpins nuclear

energy production and also of the impact that it can have on society.

1 hour test

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Topic 7a - Gravitational fields The concept of field is one of the great unifying ideas in physics. The ideas of

gravitation, electrostatics and magnetic field theory are developed within the topic to emphasise this unification. Many ideas from mechanics and electricity

from earlier in the course support this and are further developed. Practical applications considered include: planetary and satellite orbits, capacitance and capacitors, their charge and discharge through resistors, and electromagnetic

induction. These topics have considerable impact on modern society.

1 hour test

Topic 7b - Electric fields

Physics

Topic Rationale Assessment Wider A

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1

Topic 9b - nuclear energy

This section builds on the work of Particles and radiation to link the properties of the nucleus to the production of nuclear power through the characteristics of the nucleus,

the properties of unstable nuclei, and the link between energy and mass. Students should become aware of the physics that underpins nuclear energy production and

also of the impact that it can have on society.

1 hour test

Au

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2 -

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Topic 7c - Capacitors

The concept of field is one of the great unifying ideas in physics. The ideas of gravitation, electrostatics and magnetic field theory are developed within the topic to emphasise this unification. Many ideas from mechanics and electricity from earlier in the course support this and are further developed. Practical applications considered include: planetary and satellite orbits, capacitance and capacitors, their charge and

discharge through resistors, and electromagnetic induction. These topics have considerable impact on modern society.

1 hour test

Topic 8a - Magnetic

fields

Following on from the electric fields topic the, magnetic fields and electromagnetic induction are intrinsically linked. Magnetic fields are embedded in pupils everyday

lives in the use of electronic devices such as smartphones. The use of electromagnetic induction to generate electricity is essential to modern life. This topic builds up on

previous topics in As level and GCSE.

1 hour test

Physics

Topic Rationale Assessment Wider Sp

rin

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1

Optional topic - Thermodynamics

This option offers opportunities for students to reinforce and extend the work of core units by considering applications in areas of engineering and technology. It

extends the student’s understanding in areas of rotational dynamics and thermodynamics. The emphasis in this option is on an understanding of the

concepts and the application of physics. Questions can be set in novel or unfamiliar contexts, but in such cases the scene is set and any relevant required

information is given.

1 hour test

Spri

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Topic 8b - electromagnetic

induction

Following on from the electric fields topic the, magnetic fields and electromagnetic induction are intrinsically linked. Magnetic fields are embedded in pupils everyday lives in the use of electronic devices such as smartphones. The use

of electromagnetic induction to generate electricity is essential to modern life. This topic builds up on previous topics in As level and GCSE.

1 hour test

optional topic - rotational dynamics

This option offers opportunities for students to reinforce and extend the work of core units by considering applications in areas of engineering and technology. It

extends the student’s understanding in areas of rotational dynamics and thermodynamics. The emphasis in this option is on an understanding of the

concepts and the application of physics. Questions can be set in novel or unfamiliar contexts, but in such cases the scene is set and any relevant required

information is given.

1 hour test

Revision Time to address gaps in knowledge and skills based on pupil progress. This will

allow pupils to reach their potential

Mocks and

National

assessments

Sociology


Glo

bal

Dev

elo

pm

en

t

6-7 (1-2)

Aid vs. Trade

Students will establish knowledge and

understanding of different aspects of aid and trade including free

trade, fair trade and tourism.

Outline and evaluate whether aid or trade is more effective in

development. These will be supported

using scaffolding to develop exam skills.

Use the knowledge

organiser to complete

flash cards.

Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions

through a range of media.

FBV: Respect for how other people live and their backgrounds; respect for other others and perspectives within class discussions; discussions motivated by concerns for individual liberty and individual freedoms.

SMSC: Appreciating a wide range of viewpoints (social); discussion

distinct cultural backgrounds (cultural); evaluating the relative economic and social position of cultures and individuals (moral);

evaluating whether aid is positive (moral)

Employability: Links to social work, international development, charity work, economics, politics, teaching and uniformed services.

8-9 (3-4)

The Process of

Development: Urbanisation,

The Environment and Conflict

Students will examine the role of

urbanisation, the environment, war and

conflict on the development process.

Outline and evaluate the impact of a

ranges of processes on development.

These will be supported using

scaffolding to develop exam skills.

Use the knowledge


flash cards.

Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions. We

use newspaper articles and documentary clips expose students to different experiences of individuals around the world.

FBV: Respect for how other people live and their backgrounds;

SMSC: Appreciating a wide range of viewpoints (social); discussion

distinct cultural backgrounds (cultural); evaluating the relative economic and social position of cultures and individuals (moral);

evaluating the role of war (moral)


Sociology

9-11 (4-2)

Aspects of Development:

Education, Health,

Population and Gender


understanding of these different aspects

development.

Outline and evaluate whether

development is positive or negative

on education, health, population and

gender.

Use the knowledge


flash cards.

Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions

through a range of media.

FBV: Respect for how other people live and their backgrounds; discussions motivated by concerns for individual liberty and individual

freedoms.

SMSC: Appreciating a wide range of viewpoints (social); discussion distinct cultural backgrounds (cultural); evaluating the relative

economic and social position of cultures and individuals (moral);


12 (7)

The Role of TNCs, NGOs

and International

Agencies


understanding of these organisations, their

roles and aims.

Outline and evaluate the usefulness of

different international

organisations in development.

Use the knowledge


flash cards.

Cultural Capital: This unit allows students an understanding of different cultures from a number of different economic positions. It

also looks at the role of NGOs and charities.

FBV: Respect for how other people live and their backgrounds; respect for other others and perspectives within class discussions; discussions motivated by concerns for individual liberty and individual freedoms.

SMSC: Evaluate the role of charities (moral)

Employability: Links to social work, international development, charity

work, economics, politics, teaching and uniformed services.

Sociology

Cri

me

an

d D

evi

ance

Weeks Topic/theme Rationale Assessment Homework Wider Curriculum (FBV, Employability, SMSC, Cultural

Capital)

1-4 Theories of Crime and Deviance

Students will establish knowledge of how

functionalists, Marxists and interactionists

approach the study of crime.

Outline and evaluate the usefulness of different theories for explaining

crime rates. These will be supported using

scaffolding to develop exam skills.

Use the knowledge

organiser to complete flash

cards.

Cultural Capital: This unit allows students an understanding of the position of working class may lead to crime.

FBV: Respect for how other people live and their

backgrounds; discussions motivated by concerns for individual liberty and individual freedoms.

SMSC: Appreciating a wide range of viewpoints (social);

discussion distinct cultural backgrounds (cultural); evaluating the relative economic and social position of

cultures and individuals (moral); evaluating where 'blame' is attributed for actions (moral)

Employability: Allowing for a range of skills including

analysis, evaluation and empathic understanding of the impact of individual differences in accessing opportunities

within the UK employment market.

4-6 Gender,

Ethnicity and Crime

Students will establish knowledge of differences in crime rates and provide sociological explanations

for these differences.

Outline and evaluate explanations of gender and

ethnic differences in patterns of crime. These will be supported using scaffolding to develop

exam skills.

Use the knowledge


cards.

Cultural Capital: This unit allows students an understanding of the position different groups in society such as ethnic

minorities and how they interact with the criminal justice system.


backgrounds; discussions motivated by concerns for individual liberty.

SMSC: Appreciating a wide range of viewpoints (social); evaluating the relative economic and social position of

cultures and individuals (moral); evaluating where 'blame' is attributed for actions (moral)

Employability: Links to social work, criminology and

uniformed services.

Sociology

7-9

Globalisation and Crime in

Contemporary Society

Students will establish knowledge of how the

media and globalisation provide opportunities for crime and how sociology

approaches green and state crime.

Outline and evaluate the role of the media and

explanations of state and green crime. These will be

supported using scaffolding to develop

exam skills.

Use the knowledge


cards.

Cultural Capital: This unit allows students an understanding of environmental crime and global implications.


backgrounds;

SMSC: Appreciating a wide range of viewpoints (social); discussion distinct cultural backgrounds (cultural);

evaluating the relative economic and social position of cultures and individuals (moral); evaluating where 'blame' is attributed for actions (moral); evaluating the role of the

state in human rights abuses (moral)

Employability: Links to social work, criminology and uniformed services.

11-12

Crime, Prevention, Control and Punishment

Students will establish knowledge crime

prevention and control strategies and

perspectives on punishment, surveillance

and sentencing.

Outline and evaluate the effectiveness of crime

prevention strategies and punishment. These will be

supported using scaffolding to develop

exam skills.

Use the knowledge


cards.

Cultural Capital: This unit allows students an understanding the position of victims and those in prison.


backgrounds; respect for others and perspectives within class discussions; discussions motivated by concerns for

individual liberty and individual freedoms.

SMSC: Appreciating a wide range of viewpoints (social); discussion distinct cultural backgrounds (cultural);

evaluating the relative economic and social position of cultures and individuals (moral); evaluating where 'blame'

is attributed for actions (moral);

Employability: Links to social work, criminology and uniformed services.

Sociology

Theo

ry a

nd

Res

ear

ch M

eth

od

s


1-2

Research Methods,

Science and Objectivity

Students will consolidate knowledge of the different

research methods, practical, ethical and theoretical

issues and how they are used and the reasons for using particular research

methods.

Outline and evaluate the different research methods and analyse

them within a theoretical

perspective. These will be supported using

appropriate scaffolding to develop

exam skills.

Use the knowledge


cards (some flash cards will

be reused from the Year

One unit)

FBV: Respect for other backgrounds and perspectives within class discussions; discussions motivated by concerns for

individual liberty and individual freedoms.

SMSC: Appreciating a wide range of viewpoints (social); using research methods (social)

Employability: Familiarity with research methods is key skill in many jobs. Links to research, market research, social work, HR,

teaching and uniformed services.

3-5 Modernist Theories

Students will consolidate and build on knowledge of

the different theories.

Outline and evaluate the different research methods and analyse

them within a theoretical

perspective. These will be supported using

appropriate scaffolding to develop

exam skills.

Use the knowledge


cards.

Cultural Capital: This unit allows students an understanding of academic thinking reflective of university. We use documentary

clips to expose students to different academic speakers.

FBV: Discussions on how these different perspectives lead to outcomes within a democracy; discussions motivated by concerns for individual liberty and individual freedoms.

SMSC: Appreciating a wide range of viewpoints (social);

evaluating the role of values in sociology (moral);

Employability: Links to social work, higher education and uniformed services.

5-6 Social Policy

Students will establish knowledge of interactions

between sociological perspectives and their

influence on social policy.

Outline and evaluate the connection

between sociology and social policy.

Use the knowledge


cards.

Cultural Capital: This unit allows students an understanding of the impact of the government on different groups in society.

FBV: Discussions motivated by concerns for individual liberty

and freedom; the role of sociology in social policy and democracy.

SMSC: Appreciating a wide range of personal and political viewpoints (social); evaluating the impact on equality (moral)

Employability: Links to social work, HR teaching, politics, economics and uniformed services.

wider curriculum (fbv, weeks topic rationale assessment

Documents