· Web viewSpecific word lists and specialised vocabulary are used and displayed in the classroom. Students are asked to complete exam style questions in full sentences. Students

Year 10 Course Outlines2017-2018

Contents Art and Design Business Design Technology English Food Preparation and Nutrition French Geography History ICT (Computing) ICT (BTEC) Maths Music (VCert) PDW Religious Education Science SEN KS4 Learning Options Pathway Sports Studies Textiles

Basic Equipment For All Lessons All students in Years 7 to 13 should carry with them the following basic equipment for all lessons:

Reading book Calculator Dictionary HB Pencil Soft pencils such as 2B, 4B, 6B (for Art) Colouring pencils Black, Blue and Green Pens; Black pens should be used for all

written class and homework. Green pens should be used for self-marking and peer-marking tasks.

Ruler, Eraser, Pencil sharpener

Department: Art and Design Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Students will continue to work with Assessment Criteria and be shown how to use this structure to move towards their target grade or to better it. Structured projects with choice of media outcomes are underpinned by research and developmental work in journals and as sample pieces. There are four lessons per fortnight. A typical year plan might look like this, although themes may change and the focus in a project may vary to allow for individual progress;

Term 1 ‘Fantastic & Strange’ or ‘Spirals’ exploring the formal elements Observational drawing and contemporary artist studies. Term 2 Present a personal, informed and meaningful response in 2D/3D Independent project, development, evaluation Term 3 Mock exam: Present alternative 2D/3D response Painting, printing, textiles, ceramicsTerm 4 Art historical research. Recognising an Art movement and artists’ style. Journal - exploration of materials and mediaTerm 5 Working to a project brief: ‘Fashion & Surrealism’ Experiments with media, observational drawings and explanationsTerm 6 3D sculpture / wire /papier machie / clay Modelling skills

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment during lessons

by teacher Student/teacher one-to-one discussions Formal summative assessment with exhibition

of work

Research of artists and their work. Development of personal journal. Visit to Art galleries and Museums. Working with different media. Use of digital photography to record progress.

Use of school website to advertise successes and exhibit work.

Independent enquirers: Plan and carry out research. Maquettes, design ideas and developments.

Creative thinkers: Generate ideas and explore possibilities.

Team workers: Collaborate with others towards a common goal (exhibition). Provide constructive support and feedback to others.

Self-managers: Work shows organisation, commitment and initiative.

Effective participators: Actively contribute to group work, suggesting appropriate ways to move forward. Working in manageable steps.

Reflective learners: Comment on own and others work, reviewing progress against project aims. Evaluate experiences.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear demonstrations on the

use of tools and equipment Art Risk Assessments are closely followed by

staff and students

Competitions are flagged up to students as they come into school

Enrichment opportunities are offered

Annotation of work in progress, using appropriate\subject specific language. Using key words and articulating verbally their thoughts and feelings.

Costing and estimating to ensure that project is feasible. Dealing with scale and project management (man hours)

Keywords are part of learning objectives for each lesson.

Department: Business Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)GCSE Business Term 3 Term 5

Term 1The Economic Climate on Businesses Interest rates: How fluctuating interest rates can affect

businesses that rely on overdrafts and loans for finance

How fluctuating interest rates can affect consumer and business spending.

Level of employment Consumer spendingTerm 2The Economic Climate on Businesses Impact on businesses of operating in

competitive markets Uncertainty and risks businesses face

Production ProcessesMethods of production: Efficiency in productionThe role of Procurement Managing stockTerm 4The role of Procurement Factors affecting choice of suppliers The effects of procurement and logistics on a business The value of effective supply chain

management

Organisational Structures Organisational structures Appropriateness of organisational structures Centralisation and decentralisationRecruitment and Selection of employees The need for recruitment Methods of recruitment and selection of

employees Contracts of employmentTerm 6Motivation of employees Importance of motivation in the workforce Methods to motivate staff Importance of training the workforce Types of training undertaken by businesses

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Self-Assessment Formative Assessment during lessons by

teacher Formal formative assessment against criterion Student / teacher one-to-one discussions

Students undertake all criterion as homework Learn core GCSE Key Terms

Understanding how different groups and cultures are targeted / impacted by branding

Analysing the reaction to branding by different social groups and cultures

Understanding the personal requirements for Entrepreneurship

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are given clear and comprehensive

instructions on the use of equipment The Business department follows school policy

in terms of staying safe which is followed by staff and students

Completion of practise papers to grade 9 Specific Key Terms are required in all student submissions

Students are required to submit evidence of mathematical research and analysis in all submissions

Department: Design Technology Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Terms 1&2 : New and Emerging Technologies – Topic includes

Industry and emerging Technologies Sustainability and the environment People, culture and society Production techniques and systems Informing design decisions

Materials and their working properties (Papers and Boards) Sources, origins and properties Working with papers and boards Commercial manufacturing, surface treatments and finishes

Energy, materials, systems and devices – Topic includes Energy generation Energy Source Modern Materials Smart Materials Composite materials and technical textiles Systems approach to designing

Terms 3 & 4 : Common Specialist Technical Principles – Topic includes

Forces and stresses on materials Improving functionality

Terms 3 & 4 continued Ecological and social footprint The six R’s Scales of production

Materials and their working properties (Timber based materials) Sources, origins and properties Working with timber based materials Commercial manufacturing, surface treatments and finishes

Terms 5&6 - NEA (non-examined assessment) [50% of course] Pupils will prepare and then begin their official GCSE NEA with

teacher guidance. This controlled assessment project is worth 50% of the pupils final grade. This project will start around June and continue in to year 11.

Alongside the NEA pupils will also learn about designing and making principles, such as:

Investigation, primary and secondary data The work of others Design strategies Communication of design ideas and prototype development Selection of materials and components Tolerances and allowances Material management and marking out


by teacher Student/teacher one-to-one discussions Formal formative assessment

End of unit test

To be aware of relevant businesses, events and the inspirational products around us.

Research inspiration for the chosen themes. Students will be given material to read and

then asked to answer a question about the subject. Throughout the final two years this will become less supportive, preparing for the written paper.

Team work opportunities Developing ‘creative’ and ‘out of box’ thinking The role of individuals in a design team Respecting the opinions and ideas of others Encouraging and empathising Ethical, sustainability and human factors.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy Students receive clear demonstrations on the

use of tools and equipment. The Design and Technology Department have

detailed Risk Assessments which are closely followed by staff and students.

Students are allowed to adapt the projects if needed to extend learning and challenge G&T pupils even further.

Less support materials will be given to those who are achieving higher grades in their independent learning tasks.

Specialised vocabulary is used and students complete extended pieces of writing.

Students learn about measurements and dimensions of materials.

Students are asked to complete exam style questions in full sentences.

Department: English Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Language: Writing to describe/narrate Literature: Study of GCSE Modern Prose/Drama – 19th century novelTerm 2 Language: Language analysis Literature: Study of GCSE Modern Prose/DramaTerm 3 Language: Structural analysis of texts Literature: Studied poetry

Term 4 Language: Identifying and summarising writer’s viewpoint Literature: Study of unseen poetry

Term 5 Language: Analysis of points of views Literature: Study of Shakespeare set text

Term 6 Language: Comparison of writers’ ideas and perspectives Literature: Study of Shakespeare set text

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment by teacher Formal formative assessment/End of unit test

Contextual research, especially in Literature. Possible visit to theatre (via school or home)

Team work; encouraging and empathising Understanding the role of individuals in a team Understanding culture on Literature

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Classrooms risk assessed National writing competitions

Outside reading of work from writers studied Literacy embedded in lessons Time lines, diagrams as appropriate

Department: Food Technology Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Food safety – dates, temperatures and high risk food. Practical – chicken/

prawn curry. Functions of Eggs – Egg practical – different cooking methods and the

reaction of eggs to heat experiments, Fats and Oils, Sugar, Food Structures, Food Additives, Acids and Alkalis, Reaction of Bi-carbonate of soda as a raising agent, Practical – Ginger Snaps

Term 2 Food choice – organic, free range, vegetarianism, gluten free, allergies. Practical – taste test between products, gluten free brownies/cake.Term 3 Eating for different age groups. Research flavours and life styles. Practical – Preparing a range of meals for different age groups Food choice, costing and labelling Batter – Practical Pancakes.

Term 4 Year 10 mocks. Year 10 assessment and feedback Food preparation, Term 5 Food science – cooking methods – stir fry/ casserole Experiments with different fruits and vegetables – food preparation and

equipment.Term 6 Preparation of controlled assessment work. Key vocabulary. Recap on all topics covered.


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit assessment

To research recipes and to cook food of their own choice demonstrating the use of different techniques.

To keep a scrapbook of newspaper articles about food

To keep a recipe scrapbook To be aware of local produce – visit farmers

markets and food shows

Team work Understanding the role of individuals in a

team Understanding of different structures around

the world Encouraging and empathising Learning about artists, their life and their

work.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy Students receive clear demonstrations on the

use of tools and equipment. The Design and Technology Department have

detailed Risk Assessments which are closely followed by staff and students.

As Part of the Risk Assessment – all food allergy information about each student is recorded and students are taught to be aware of other students and their allergies.

Students are encouraged to enter the Kent Young Cooks competition in September

To visit The Good Food Show To give students the opportunity to cook

dishes of their choosing on enrichment days Students can visit the Farmers Markets and

Kent County Show to become aware of the produce produced in Kent

Specific word lists and specialised vocabulary are used throughout the year.

Students are asked to complete an extended piece of writing as homework.

Students learn about measurements and dimensions of materials when planning their projects.

Department: French Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 Module 4: De la ville à la campagne Grammar revision and translation practice Grammar and translation testTerm 2 Module 4 : De la ville à la campagne End of Term test : Speaking and Listening Module 5: Le grand large…Term 3 Module 5 : Le grand large… End of Term test : Reading and Writing

Term 4 Module 6: Au collège Grammar revision and translation practice End of Term test : Speaking and Listening

Term 5 Module 6 : Au collège End of Term test : Reading and Writing

Term 6 4 skills assessment (Modules 4 to 6) Modules de révisions


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit tests

Learn vocabulary on a regular basis Use Frog for more independent learning Use “Zut” website for extra challenging

activities and personalised learning Use “Quizlet” for key vocabulary revision Frequently learn core GCSE vocabulary from

Frog Access Active Learn for further practice and

revision BBC/French/bitesize website

Team work Understanding the role of individuals in a team Equality and diversity Learn about different cultures and traditions Encouraging and empathising


use of tools and equipment. The MFL Department have detailed Risk

Assessments which are closely followed by staff and students.

All electrical equipment is PAT tested Detailed Risk Assessments for trips

Encourage students to read a range of books in the Target Language made available to them

“Zut” website Use “Quizlet” for revision of complex

vocabulary Use Active Learn for extra challenging work


Students produce pieces of extended writing Students learn about dates, time, numbers

and prices

Department: Geography Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 The Challenge Of Resource Management Term 2 The Challenge Of Resource Management Term 3 The Challenge Of Natural Hazards Term 4 The Challenge Of Natural Hazards Term 5 The Changing Economic World Part 1 Term 6 Fieldwork


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit test

Research homework Fieldwork

Working individually, in pairs and in groups Understanding cultures in different countries Empathy for people from a range of cultures Understanding the impact of the physical

environment on peoples’ lives Understanding the impact of people on the

environment

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy The Geography Department has risk

assessments which are followed by staff and students

Completion of research activities Encouragement of application and synthesis of

knowledge in new situations End of unit assignments

Specific word lists and specialised vocabulary are used throughout the year

Extended writing assignments Students will develop statistical and graphical

skills Data analysis

Department: History Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 –Historical Enquiry – London and Second World War Why was London a target? What was impact of First blitz? Key events such as Balham Tube Disaster.Term 2 - Early Elizabethan England 1558-88. Structure of Government and power The problems Elizabeth faced on inheriting throne Why relations with Spain deteriorated Extended writing activity – exam style question on Elizabeth’s problemsTerm 3 Plots and Revolts at home eg Ridolfi and Throckmorton Reasons for the execution of Mary, Queen of Scots Defeat of the Armada Education and leisure activities in Elizabethan England Problems of the Poor – who should look after them? The exploration and new voyages of people such as Drake and Raleigh. Assessment – Exam style question on the impact of the new discoveries

and explorations.

Term 4 – Completion of Elizabethan England and begin Superpower Relations of the Cold War 1941-91 Early tension between East and West – Potsdam and Yalta conferences. Development of the Cold War eg Marshall Plan and Truman Doctrine. How the war intensified eg Arms Race Assessment – Exam style question on the causes of Cold War.Term 5 Cold War Crises – Berlin, Cuba and Czechoslovakia Nuclear Non-Proliferation Treaty Policies and ideology of Brezhnev. Assessment – Exam style question on Détente or Cuba CrisisTerm 6 SALT I and SALT II Policies of Reagan and Gorbachev in 1980s. INF Treaty Soviet invasion of Afghanistan Fall of Berlin Wall and easing of tension in Eastern Europe. Assessment – Mock examination on Paper 1 and Paper 2 – Elizabethan

England and Superpowers.


by teacher Student/teacher one-to-one discussions - all

teachers are happy to support students Formal formative assessment - these are

termly. End of GCSE examination in Year 11

Research techniques are a central part of History - however this is always structured with a precise outcome.

Look for references to 'History in the news' and bring evidence to lessons.

Team work Understanding the role of individuals in a team

to achieve the best outcome. Encouraging and empathising - during

presentations this is openly encouraged. Visit to the Churchill War Rooms if applicable.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy There are a clear set of 'rules' which each

student writes into their book. Students are encouraged to remove blazers in

the summer to prevent over-heating.

Students will look in-depth at some events such as the execution of Mary Queen of Scots. Students should be able to place these events into a wider context of the period.

Students are given the opportunity to undertake independent research on any of the topics - incorporating their own historical evidence.

Visits to historical sites and watching the news.


Students complete practice exam questions or extended essays for all formal assessments.

Statistics and graphs play a central role in most of the topics covered.

Department: ICT (Computing) Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 – Networking LAN’s and WAN’s What affects the performance of a network Client Server and Peer-to-Peer networks Hardware needed to connect to a network Internet and Virtual NetworksTerm 2 – Algorithms Computation Thinking – Abstraction, Decomposition, Algorithmic Thinking Standard Searching algorithms – binary search and linear search Standard sorting algorithms – bubble sort, merge sort and insertion sort How to product algorithms using – pseudocode and flow diagrams. Interpret, correct or complete algorithms Term 3 – Network Topologies, protocols and layers Star and mesh network topologies Wifi – Frequency and channels as well as encryption Ethernet IP addressing, MAC addressing and protocols – TCP/IP, HTTP, HTTPS, FTP,

POP, IMAP, SMTP The concept of layers Packet switching

Term 4 – Programming Techniques The use of variables, constants, operators, inputs, outputs and

assignments Sequence, Selection and iterations String manipulation Open, Read, Write and Close Use of records to store data, use of sql to search for data Use of arrays – one and two dimensional Sub programs and data types: integer, real, Boolean, character and string,

casting Arithmetic operators and Boolean operatorsTerm 5 – System Security Forms of attack – threats posed on networks: malware, phishing, social

engineering, brute force attacks, denial of service attacks, data interception and theft, sql injection, poor network policy

Identifying and preventing vulnerabilities: penetration testing, network forensics, network policies, anti-malware software, firewalls, user access levels, passwords, encryption

Term 6 – Introduction of Controlled Assessment Project


by teacher Student/teacher one-to-one discussions Using task mark scheme to self-assess their

progress

Research the task and practice skills/knowledge

Produce your own code at home using school resources and internet research

Develop own projects outside of course tasks

The resilience of the student will be tested through the troubleshooting tasks that they have to complete

Understanding the processes required to debug code e.g. syntax or logic error requires different strategies

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students complete a unit dedicated to staying

safe whilst online. Students are presented with a clear list of

house rules for how to behave in the ICT classroom.

Students are constantly presented with extension activities for each unit covered.


Students convert binary to denary numbers.

Department: ICT (BTEC) Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 – Unit 2 Planning and Pitching Understand how to develop ideas for a digital media product Pitch ideas for a digital media product Produce planning for a digital media product. Assignment 1 DeliveryTerm 2 – Unit 2 Planning and Pitching Understand how to develop ideas for a digital media product Pitch ideas for a digital media product Produce planning for a digital media product. Assignment 2 DeliveryTerm 3 – Unit 2 Planning and Pitching Understand how to develop ideas for a digital media product Pitch ideas for a digital media product Produce planning for a digital media product. Assignment 3 Delivery

Term 4 – Unit 3 – Digital Moving Image Production Understand the key features of moving image productions Understand the technical construction of a digital moving image

production Produce and review a digital moving image production Assignment 1

Term 5 – Unit 3 – Digital Moving Image Production Understand the key features of moving image productions Understand the technical construction of a digital moving image


Term 6 - Unit 3 – Digital Moving Image Production Understand the key features of moving image productions Understand the technical construction of a digital moving image


How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment BTEC Assignments Student/teacher one-to-one discussions Formal formative assessment

Research tasks based on different topics within each unit of work.

Homework Activities. Individual projects completed during each unit

– Completing Assignment Briefs

Team work Understanding the role of individuals in a team Encouraging and empathising Learning about different genres and

stereotypes associated in media.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are presented with a clear list of

house rules for how to behave in the ICT classroom.

Students are constantly presented with extension activities for each unit covered.

Students are presented with exemplar work to show how high level work should be completed


Department: Maths Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Foundation

Term 1 and 2 Using ratios Transformations (including combining) Real-life graphs Linear graphs Distance time graphs Proportion and graphs

Term 3 and 4 Probability (including Venn diagrams) Percentages profit/loss Growth and decay Compound measures Direct and inverse proportion Right-angled triangles: Pythagoras and

trigonometry

Term 5 and 6 3D solids: plans and elevations Scale drawings Quadratic graphs Quadratic expressions and equations Constructions, loci and bearings Circles: circumference and area Volume and surface area: pyramids, cones,

sphere and composite shapes

Plan Of Learning For The Year (Unit/Topic/Project Context)Higher

Term 1 and 2 Quadratic equations Simultaneous equations Probability (including set notation) Compound measures Ratio and proportion

Term 3 and 4 Geometric proof and congruence Similarity Trigonometric functions Sampling Cumulative frequency, box plots and

histograms.

Term 5 and 6 Simultaneous equations (graphically) Inequalities and regions Graphs of quadratic and cubic functions Radii, chords and tangents Circle theorems Algebraic fractions Surds Functions Proof


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit test

Homework will be set regularly by the class teacher

MathsWatch is available with instructional videos for every maths topics from grade 1 to 9!

Team work Understanding the role of individuals in a team Understanding of different structures around

the world

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive clear instruction for class

routines Guidance is given in accordance with the

whole school policy for online work

UKMT Maths Challenge in Term 5 Each mathematical concept will be extended

by applying it to complex problems. Students will be exposed to similar content but with greater or lesser difficulty depending on their ability.

Constructing arguments based on mathematical calculations.

Many of the problems that we solve involve comprehension and then effective communication of the solution.

Department: Music (VCert) Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Terms 1, 2, 3 and 4 Students to continue to develop their performing skills as an individual

and as part of an ensemble Students to continue evaluating their performance and how to develop

their skills Students to plan events Students complete Unit 1, which explores their work to date, including

Health and Safety

Terms 5 and 6 Students to plan an event for a specific occasion (for assessment) and

complete their external exam. For this students need to be able to plan and prepare music for an event and discuss the skills used


by teacher Student/teacher one-to-one discussions Formal formative assessment for Performing,

evaluating etc End of term performance Unit 1 is based on work in class, but there is

also an external exam, where they work independently or as part of a group

Research musical features Research musical styles Research performers and composers Researching different performances Evaluating Health and Safety

Group/pair work Understanding the role of individuals in a team Understanding of different cultures around the

world Encouraging and empathising Learning about composers and performers, and

specific styles of music Comparing performances


use of equipment. Students have clear guidelines of how to work

safely and independently in practise rooms.

Differentiated work is given for every project, so that instrumentalists have an opportunity to use their skills

Planning events aimed at a specific audience Concerts develop confidence of students

Specific word lists and specialised vocabulary are used throughout the year

Students use numeracy when counting rhythms.

Department: PDW Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Term 1 PSHEE & Citizenship – Living in the wider world: Career planning and extra-curricular activities. Term 2 PSHEE – Health& wellbeing, Relationships & Living in the wider world: Really resource (pregnancy, alcohol, emotional neglect, drugs…), Christian valuesTerm 3 PSHEE & Citizenship – E-safety, public image, social media, PREVENTTerm 4 PSHEE & Citizenship – apprenticeships, college, sixth form (the next steps)Term 5 PSHE & Citizenship – Living in the wider world & health and wellbeing: Mental health, first aid, revision skillsTerm 6 PSHEE & Citizenship – Relationships: role models, good sportsmanship


by teacher Student/teacher discussions

Active citizenship projects such as fundraising and volunteering

Reading/ watching news and current affairs Participation in school projects such as Peer

mentoring and school council External links to organisations and help lines

Explore beliefs and experience; respect values; discover oneself and the surrounding world and reflect.

Recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views.

Use social skills in different contexts; work well with others; resolve conflicts; understand how communities work.

Appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are reminded about the sensitive

nature of some of the issues discussed during PDW sessions and how respect and trust form an integral part of many sessions.

Many topics covered during PDW cover internet and personal safety including advice on where students can receive help.

Skill development including; research, discussion, presenting, persuasive arguments, evaluation.

Spiral learning to build on previous and cross curricular knowledge

Provision for students to work independently on active citizenship projects

Thinking Hard strategies

Specialised vocabulary used in every lesson. Students are asked to complete a variety of

tasks including poetry, song writing, raps, slogans and manifestos.

Students learn about economic wellbeing including debt, financial planning and budgeting.

Department: Religious Education Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)Catholic ChristianityChapter 1: Beliefs and Teachings1.1 Trinity, 1.2 Trinity in the Bible, 1.3 Creation, 1.4 Creation and the nature of humanity, 1.5 Incarnation, 1.6 The Paschal Mystery, 1.7 The significance of the Paschal Mystery, 1.8 Eschatology

Chapter 2: Practices2.1 The sacramental nature of reality, 2.2 Liturgical worship, 2.3 The funeral rite, 2.4 Prayer, 2.5 Forms of popular piety, 2.6 Pilgrimage, 2.7 Catholic Social Teaching, 2.8 Catholic mission and evangelism

Chapter 3: Sources of Wisdom3.1 The Bible, 3.2 Interpretation of the Bible, 3.3 The magisterium, 3.4 The Second Vatican Council, 3.5 The Church as the Body of Christ, 3.6 The four marks of the Church, 3.7 Mary as a model of the Church, 3.8 Personal and ethical decision-making

Chapter 4: Forms of Expression4.1 Catholic church architecture, 4.2 Catholic church features, 4.3 Sacred objects, 4.4 Artwork in Catholicism, 4.5 Sculpture and statues, 4.6 Symbolism and imagery in religious art, 4.7 Drama, 4.8 Music in worship

JudaismBeliefs and Teachings7.1 The Almighty, 7.2 The Shekhinah, 7.3 The Messiah, 7.4 The covenant at Sinai, 7.5 The covenant with Abraham, 7.6 The sanctity of life, 7.7 Moral principles and the Mitzvot, 7.8 Life after death

Practices8.1 Public acts of worship, 8.2 The Tenakh and Talmud, 8.3 Private prayer, 8.4 The Shema and the Amidah, 8.5 Ritual and ceremony, 8.6 Shabbat, 8.7 Festivals, 8.8 Features of the Synagogue

Arguments for God’s existence9.1 Revelation, 9.2 Visions, 9.3 Miracles, 9.4 Religious Experience, 9.5 The Design Argument, 9.6 The Cosmological Argument, 9.7 The Existence of Suffering, 9.8 Solutions to the Existence of Suffering

Relationships10.1 Marriage, 10.2 Sexual Relationships, 10.3 The Family, 10.4 Support for the family, 10.5 Family Planning, 10.6 Divorce, annulment and remarriage, 10.7 Equality of men and women in the family, 10.8 Gender prejudice and discrimination


by teacher Student/teacher one-to-one discussions Formal formative assessment Knowledge tests End of unit tests

Research to be done when completing homework assignments.

Preparing presentations during lessons.

Understanding the role of religion and faith in the world.

Being aware of the social, political and cultural setting of the world that Jesus grew up in.

Developing open-mindedness and understanding for the reality of difference.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students receive a clear set of expectations

that include what is regarded as an acceptable standard of behaviour.

The Religious Education department have developed resources and activities that are specifically designed to challenge.

Key words are on display in each Religious Education classroom. These are used regularly during lessons.

Students are frequently asked to complete written work in lessons and as homework.

Tasks/activities that are given to students are usually timed.

Department: Science Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)For students studying GCSE Science the scheme of work is outlined below. In each unit there are opportunities for students to develop investigative skills and gain a better understanding of “how science works”. We follow the new AQA Combined Science Trilogy specification, within which there is a strong emphasis on Knowledge Recall (40%), Application of Knowledge (40%) and analysis/evaluation of experimental work (20%). There is no controlled assessment or coursework element, nor can students be early-entered in Year 10 – the whole Double Award course is examined via 6 x 1hr 15 min exams at the end of Year 11. Different groups may proceed at a different pace. This is a new course so the content described below is subject to change as the year progresses.Term 1 and Term 2In terms one and two, the topics studied are: Bio: Infection and response Chem: Qualitative Chemistry, Chemical change Phys: Forces

Term 3 and Term 4In terms 3 and 4, students will study : Bio: Bioenergetics Chem: Chemical Change, Energy Change Phys: Forces, Waves

Term 5 and Term 6 In the final two terms the topics studied are: Bio: Homeostasis Chem: Rates of reaction, Organic Chemistry Phys: Electromagnetic waves


by teacher Questioning of students Student/teacher one-to-one discussions and

progress reviews Formal formative assessment and book

marking End of unit tests are set every second term

and provide important evidence of student progress and organisation of sets for next year.

Students will be assessed using examinations which cover either individual or pairs of topics.

Students will also complete a Controlled Assessment.

Research famous scientists and their impact on the history of science and development of humanity.

Begin to learn computer programming. Visit museums and science exhibitions. Purchase and enjoy using a science kit (eg a

starter chemistry set). Watch online videos about science and/or

science based television shows eg Brainiac, Mythbusters, James May’s Bright Ideas, etc.

Using “GCSE Bitesize”, revision guides, workbooks and other well established revision resources.

Team work Understanding the role of individuals in a team Considering the environment and the

importance of energy conservation e.g. acid rain, global warming

Learning about the individuals who have helped to shape the modern world and who may influence the future of humankind.

Empowering students to realise that they are aware that can make an impact on the world around them.

Keeping up to date with current affairs in the science arena.

How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy The Science Department have detailed Risk

Assessments which are closely followed by staff and students.

Students are introduced to safety in the lab from their very first lesson in science in year 7.

Teachers will remind students of health and safety issues before each practical lesson.

Differentiation during lessons Levelled tasks to allow students to achieve

more highly than their baseline target. Trips and other extracurricular events. STEM clubs and events.


Students are asked to complete an extended piece of writing.

Explanations are expected in full English. Students learn about using graphs, tables and

charts to present and analyse information. Students perform calculations, and quote

answers with correct units.

Department: SEN KS4 Learning Options Pathway Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)

Overview Students, who are identified through the options process as being in the ‘Purple Pathway,’ spend a minimum of 4 hours a fortnight in Supported Learning

working in small groups. During their time in Supported Learning, they complete a number of courses that are more vocational in nature, are designed to keep them engaged and

motivated and have a focus on developing their key skills in literacy and numeracy and are designed to maximise the targeted students’ academic potential.

The key courses that are completed in the Supported Learning ‘Purple Pathway,’ are:Course 1-2LT01-GCSE Edexcel Leisure and Tourism Unit 1 is externally assessed in a 1 hour examination paper. Unit 1

focuses on the nature of the leisure and tourism industry and introduces students to the business operations that are in action in the industry. It also focuses on the factors that affect customer choice and introduces students to the themes of destinations, impact and sustainability.

Students then have to do an internally assessed controlled assessment unit and can complete either unit 2 or 4. Unit 2 focuses on an investigation on the sales and promotional activities that are found in the Leisure and Tourism industry and unit 4 focuses on the customers and employment opportunities in the leisure and tourism industry.

Course 2-4800-AQA Preparation for Work Life Course There is an examined and a controlled assessment aspect to this course. The exam is a 1 hour paper and students answer questions on 9 key

topic areas that focus on the world of work. The students then complete 3 tasks for a controlled assessment. These

tasks are Curriculum Vitae, a letter of application and notes for a mock interview.

Course 3-Booster Literacy Class Students work in very small groups to improve their basic literacy skills

and this plays a vital role in developing their ability to cope with their GCSE’s across all subjects and especially for English.

Course 4-Booster Numeracy Skills Students work in very small groups to improve their basic numeracy skills

and this plays a vital role in developing their ability to cope with their GCSE’s across all subjects and especially for Maths, Statistics and Science.

How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning Peer and self-assessment On-going formative assessment in class and in

books by the teacher. Student/teacher one-to-one discussions Reading and spelling assessments.

Research information about topic areas. Visit the library and read similar books to our

topic books. Visit travel agents and leisure activity centres. Learning of spellings and regular reading.

Team work and understanding the role of individuals in a team

Understanding of different societies and cultures around the world and in the work place

Encouraging and empathising. Learning about people and events

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Clear code of conduct that is followed in the

Supported Learning Centre. Clear expectations for behaviour High staff to student ratio/Small teaching

groups Risk assessments completed for any visits

Students can move from Level 1 to Level 2 Preparation for Work Life in years 10 and 11, if they have made rapid progress in year 9.

Students can move to the double award GCSE in Leisure and Tourism in years 10 and 11, if they have made rapid progress in year 9.

Regular subject specific vocabulary, grammar and spelling lists to learn and reading for pleasure encouraged.

Lexia reading and Rapid Plus used to improve reading and spelling

Differentiated work materials

Department: Sports Studies Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)

Students will receive three theory and one practical lesson per fortnight throughout the year. Practical lessons cover a wide range of sports over the two year period, enabling students to enhance technical, tactical and physiological aspects of performance.Term 1 Students will investigate a healthy, active lifestyle and how this effects

their participation in sport.Term 2 Students will look into opportunities and pathways in sport.Term 3 Students will develop their understanding of the components of fitness

and their effect on sports performance.

Term 4 and 5 Students will look at training principles and goal setting in preparation for

their PEP coursework in term 6.Term 6 Students will be required to produce a personal exercise programme (PEP)

identifying strengths and weaknesses and planning and carrying out a programme of improvement.


by teacher Student/teacher one-to-one discussions Formal formative assessment: end of unit

activity grade GCSE practical grades, out of 10, will be

awarded for each sport covered. End of unit tests to check progress and

understanding.

A mix of independent, pair and group work. Students can attend extra-curricular clubs to

further their learning. Students are encouraged to carry out wider

reading to learn more about the sports industry.

Team work. Understanding the role of individuals in a

team. Encouraging and empathising.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy Students are required to bring full PE kit to

every practical lesson. Teacher will inform students if they need to

bring specialist equipment (eg, shin pads, boots, etc).

Students should speak to first aid trained PE staff immediately if they experience any pain or discomfort before, during or after a lesson.

Staff monitor all practical activities.

Maidstone schools competitions. Nominate talented students for County trials. Offer advice in finding local clubs. Opportunity to assist in coaching younger

students.

Theory lessons provide opportunity for assessment through written work.

Key words are identified and defined every lesson.

Students are responsible for scoring their own practical games and will learn to use tables to keep track of league and tournament scores.

Department: Textiles Year 10

Plan Of Learning For The Year (Unit/Topic/Project Context)GCSE Controlled Assessment:Research Select and acquire relevant research that promotes originality in

designing Write a clear and specific design criteria reflecting the analysis

undertaken Identify the target market and profile the intended consumer/user Generate Ideas Imaginative and innovative ideas are to be developed Adopt a coherent and appropriate design strategy Select appropriate materials/components with regard to their propertiesDeveloping Design Consider the implications of a wide range of issues Develop work through experimentation with a wide variety of techniques

and modelling to produce a final design solution Fully detail and justify product/manufacturing specificationMaking Work independently to produce a final outcome to a high level Select and use appropriate tools, materials and/or technologies Show evidence of quality controls throughout the project. Evaluating Show detailed testing and evaluation taking account of client/user/ All aspects of the final outcome have been tested against the

specification. Evaluate and justify the need for modifications to the product

Exam Preparation:Key Areas Of Study Properties and characteristics of fibres and fabrics Finishing Processes, including dyeing and printing, decoration and

enhancement and other finishes to enhance technical properties Modern and ‘Smart’ materials Design and market influences Past and present textile designs and products Social, Cultural, Moral, Health and Safety and Environment Issues The role of the designer Consumer choice and ethical issues The recycling of textiles, waste reduction, organic and Fair Trade cotton,

bio fibres, biodegradable fibres/fabrics. Health and Safety issues CAD and CAM Industrial and commercial practice Techniques And Processes – in the classroom and industrially Industrial systems used to produce textile products Costs of production, including the constraints of budget and time scale. Quality assurance


by teacher Student/teacher one-to-one discussions Formal formative assessment End of unit assessment

Research inspiration for the chosen themes in each project.

Students will be given material to read and then asked to answer a question about the subject. Throughout the two years this will become less supportive, preparing for the written paper.

Team work Developing creative skills Written and spoken peer feedback Cultural considerations when designing. Focussed practical tasks will highlight cultural

differences.

How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy

Students receive clear demonstrations on the use of tools and equipment.

The Design and Technology Department have detailed Risk Assessments which are closely followed by staff and students.

Students are allowed to adapt the projects if needed to extend learning.

Less support materials will be given to those who are achieving higher grades in their independent learning tasks.

Specific word lists and specialised vocabulary are used and displayed in the classroom.

Students are asked to complete exam style questions in full sentences.

Students learn about measurements and dimensions of materials when planning their projects.

Documents

· Web viewSpecific word lists and specialised vocabulary are used and displayed in the classroom. Students are asked to complete exam style questions in full sentences. Students