11 curriculum... · Web viewThe department aims to develop students’ confidence in their ability to express themselves clearly and accurately in both written and spoken English;

Year 11 Curriculum Information Booklet

English/English Literature

Year 11 curriculum aims: The department aims to develop students confidence in their ability to express themselves clearly and accurately in both written and spoken English; to empower students as lifelong learners whose command of language is exemplary and who gain pleasure and fulfilment from reading, writing, talking and listening. Students will experience a wide variety of stimulating materials both for pleasure and for the development of a broad range of reading and writing skills. A sharing of these experiences through writing, talking and listening will be constantly encouraged.

Staff: Mrs. Scarff-Hurst,

Head of English [email protected]

Term 1 - June to October

Topic

Content

Assessment

English Language Unit 3 Spoken Language Study

Revision of set texts for Unit 2 exam GCSE Language/Literature

Analysis of spontaneous speech to understand how spoken language works in different contexts leading to a controlled assessment. Writing for the spoken voice producing a controlled assessment (writing a monologue).

Reading set 20th century texts for revision.

Controlled Assessment (20% of GCSE)

Mini mocks every six weeks.

Term 2 - November to February

Topic

Content

Assessment

GCSE Literature Paper 2 19th century texts.

Revision of 19th century texts for GCSE Literature Unit 1.

Fortnightly assessed mock exam questions. Mini mocks every six weeks.

Term 3 - February to May

Topic

Content

Assessment

Study of Anthology poetry collection for GCSE Literature Paper 2.

Revision of skills for GCSE Language.

Reading and analysis of 15 poems from the Edexcel poetry anthology. Practice in analysing unseen poetry.

Revision of all set texts and writing skills for GCSE Language Paper Section B.

Fortnightly assessed mock exam questions.


Parents/carers can help their child by ensuring that students read regularly and widely, both fiction and non-fiction texts.

Enrichment: The English Club meets on a weekly basis. It provides an opportunity for targeted support in all areas of English, in a relaxed and informal atmosphere.

Gifted and Talented: Reading articles from quality

newspapers or their on line equivalent. Reading fiction stories.

Wider reading in the anthology of poems. Contextual research on the Great Depression.

Resources/equipment: Black pen, pencil, ruler

Booklets and texts will be provided. Showmyhomework

www.bbc.co.uk/schools/gcsebitesize/english_literature

Help Resources Library

Mathematics

Year 11 curriculum aims: To build on the topics the students studied in Year 10. They will be working in classrooms and the aim of this year is to extend students knowledge of mathematical topics and prepare for the GCSE Mathematics examination at the end of the year. Communication skills and functional mathematics will continue to form an important part of this years learning.


Topic

Content

Assessment

Frequency tables

Percentages

Recurring decimals

Solving equations

Iterative processes

Finding averages from frequency tables.

Review percentage work.

Convert fractions to recurring decimals. Convert recurring decimals to fractions.

Review solving linear equations.

Trial and improvement methods.

Weekly homework

Mini mocks every six weeks

End of half term full GCSE paper


Topic

Content

Assessment

Sequences

Probability

Simultaneous equations

Vectors

Sampling

Find the nth term for linear and quadratic functions.

Conditional probability using tree diagrams.

Solve two simultaneous linear equations. Solve equations where one is linear, one is quadratic.

Vector addition using diagrams and column vectors. Multiply a vector by a scalar.

Understand and apply a variety of sampling methods. Understand Bias.

Weekly homework




Topic

Content

Assessment

Surface area

Charts and graphs

Histograms

Revision

Be able to find the surface area of prisms, spheres and cones.

Draw and interpret a variety of statistical diagrams.

Understand and interpret histograms with bars of varying width.

Start a comprehensive revision programme

Weekly homework


GCSE examination


Show my homework

www.bbc.co.uk/schools/gcsebitesize/mathematics


Enrichment: Attend catchup sessions on Thursday after school to sort out any issues arising in lessons. Enter the puzzle of the week competition.

Gifted and Talented: Extension activities offer depth of learning. These encourage the student to work with either more complex tasks (i.e. which combine or apply learning objectives in less familiar contexts) or provide them with a greater degree of complexity or abstraction.

Parents/carers can help their child by ensuring that students complete weekly homeworks and encouraging students to attend review and catchup sessions after school.

Staff: Mr J Noblett, Head of Mathematics

[email protected]

Art & Design GCSE

Year 11GCSE curriculum aims: The course allows students to explore a wide variety of media, techniques and processes whilst communicating personal ideas and /or experiences informed cultural and contextual references.

Project 1 - June to December 2015

Topic

Content

Assessment/Independent Learning

Still Life

(coursework)

Students will be introduced to a wide range of media, skills, techniques and processes, including acrylic paint, watercolours, oil pastels, chalk pastels, collage, digital media including photography and mixed media. This is a very exploratory project that allows the students to discover their strengths and weaknesses in preparation for Project 2.

Every 6 hours. Grade A-F and effort rating. Weekly sketchbook tasks for Independent Learning.

Project 2 January July 2016

Topic

Content


Personally selected theme

(coursework)

Students will focus on a specific media and select a theme that is personal to them. Workshops will still be a strong part of the project, introducing them to new ways of applying media.

Every 6 hours. Grade A-F and effort rating. Weekly sketchbook tasks for independent learning.

Project 3 September - December 2016

Topic

Content


Mock Exam

(coursework)

Students will select a question from an Art mock exam paper. Students will experience the Art exam process in preparation for the final exam. There is a period of 14 weeks to plan, prepare and develop a portfolio of work that will lead to a final piece that is to be created in the 5 hours of controlled time.


Exam January 2017 to May 2017

Content


Externally Set assignment

(Exam)

Students will select a question from an exam paper sent by the exam board. They will have 16 weeks to weeks to plan, prepare and develop a portfolio of work that will lead to a final piece that is to be created in the 10 hours of controlled time. A final Art exhibition will follow in the July as a celebration of the students hard work and success with an awards ceremony.


Resources/equipment: Art pack can be purchased from the Art department for 22. It contains everything your child would need in Art. It also helps them to complete work at home should they need or want to.

www.showmyhomework.co.uk


Enrichment: GCSE catch up sessions are every Thursday 3.10 until 5pm. Students can access extra support to help complete classwork or extend their learning further.

Parents/carers can help their child by visiting art galleries (eg. The Storey Institute in Lancaster) and ensuring class work is completed on time.

Staff: Mrs S. Campbell ([email protected])

Biology

Year 11 curriculum aims: To develop skills in analysing data and drawing conclusions. To carry out practical activities and be able to explain the science behind them.


Topic

Content

Assessment/HEAT task

Cell

Photosynthesis

Distribution of organism

Building on lower down in school the development of the structure of function of plant animal bacteria and yeast cells. Understand the relationship between cell tissues organs and organs systems in the body. The process of diffusion and how the process allows plants and animals to obtain what they need.

The process of photosynthesis the conditions needed and how the plants use the process to grow.

Carry out and understand sampling techniques used to collect data about plant species

Exam questions and Alfie assessments



Topic

Content


Enzymes

Respiration

Genetics

The role of enzymes in the digestive system and uses in industry. The factors that affect the working of enzymes.

Interpret data and explain the effect of exercise on the body relating to the process of respiration.

The structure and role of DNA, cell division and how genetic disorders are inherited.


End of section assessments



Topic

Content


Fossils

Speciation

The process of fossil formation and the reasons for extinction

The process of the developing a new species.


Resources/equipment: pen, pencil, ruler, calculator

http://www.bbc.co.uk/bitesize/ks4/science

Show my homework. Help resources library.

Enrichment: Parents/carers can help their child by encouraging students to learn the meanings of keywords for each topic and ensuring that home learning is completed on time.

Staff:

Mrs. McFall,

Head of Science. [email protected]

Gifted and Talented: Extension activities offer depth of learning. These encourage the student to work with more complex tasks (i.e. which combine or apply learning objectives in less familiar contexts) or provide them with a greater degree of complexity or abstraction.

Catering

Year 11 curriculum aims: continuing on from Year 10 Catering to complete the course.


Topic

Content

Assessment

International Cuisine

The students will be taking a trip around the world looking at different cuisines and how our food has been influenced and changed throughout time. Recipes from different countries are made and research into how the supermarkets reflect the demand for international ready meals.

Students are to research a topic set by the examination board, and choose their own recipes to create. Time is allowed to practise and hone skills before the assessment. Students are given a set amount of time to prepare, cook and present the dishes. Written work is a maximum of 20 sides of A4 paper.

Controlled assessment worth 40% of the final GCSE grade. Students are to cook according to the examination brief in a set amount of time and to demonstrate progression from the first assessment Coursework to support the practical work is also required.



Topic

Content

Assessment

Environmental Health

The Environment

Theory work to be covered that has not already been completed throughout the year. Students will still cook but with links to the topics being covered.

Homework set weekly.



Topic

Content

Assessment

Revision

Preparation leading up to the written examination, the final 40% of the course. Topics will be revisited in fun and interesting ways to embed the information.

Revision to be completed at home and past papers to be worked on.

Resources/equipment: Black pen, pencil, ruler and rubber.

Recipe book is optional.

Gifted and Talented: reading books that are suggested on the notice board outside AD9, television programmes and magazines that also will give further background information to develop skills.

Parents/carers can help their child by allowing students to practise recipes at home to develop confidence in the kitchen. Having a store-cupboard of ingredients for ease and to enable practising at home.

Staff : Miss Western, Head of Food [email protected]

Chemistry


Parents/carers can help their child by encouraging students to learn the key concepts for each topic, ensuring that home learning is completed on time and encouraging students to practise exam questions


Topic

Content


Structure and bonding

Structure and properties

How and why elements join together to make compounds. Covalent bonding, ionic bonding and metallic bonding. How to work out the formulae of ionic compounds.

The properties of substances produced from each of the above types of bonding. How the structure affects the properties. The bonding and properties of diamond, graphite and silicon dioxide. The structure and bonding in polymers and the properties. Nanoscience and the future.

Alfie online tests.

Past exam questions as homework.

Progress checks and end of unit assessments.



Topic

Content


How much?

Rates and energy

This unit covers lots of calculations in chemistry. The mass of atoms, calculating relative formula mass and moles, percentage calculations and formulae. Equations and calculations to work out how much of a substance reacts. The yield of a reaction and how to calculate it. Reversible reactions. How we can analyse substances and instruments that can be used.

How fast reactions go and how we can make a reaction go faster. Exothermic and endothermic reactions and the energy changes involved. The energy changes involved in reversible reactions.

Alfie online tests.





Topic

Content


Salts and electrolysis

Revision

Acids, alkalis and bases, what they are and how we test for them. The reactions of different acids and bases to produce salts. Making insoluble salts. Electrolysis and the chemistry of electrolysis. How we can extract aluminium from its ore using electrolysis. How to carry out electroplating.

Revision of all topics covered.

Alfie online tests.



Mock exams.

Resources/equipment: Pen, pencil, ruler, calculator

http://www.rsc.org/periodic-table

http://www.bbc.co.uk/education/subjects/zrkw2hv

http://www.my-gcsescience.com/

http://freesciencelessons.co.uk/

Show my homework. Help resources library

Staff:

Mrs. McFall

Head of Science

[email protected]

Gifted and Talented: exam questions to challenge students. Extension tasks to further learning.

Construction

Year 11 curriculum aims: The award provides students with a broad introduction to the different trades involved in the sector and the types of career opportunities available.

The award is made up of three units, each having an applied purpose which acts as a focus encouraging students to consider how the use and application of their knowledge, understanding and skills impacts on individuals, employers, society and environment.


Topic

Content

Assessment

Practical construction skills

Planning construction projects

Through this unit students will be able to interpret technical information to plan the refurbishment of a building, taking account of health and safety issues. They will use appropriate skills and techniques to carry out the refurbishment (brick laying, plastering, tiling and carpentry).

Through this synoptic unit, students will use learning from the development of practical skills and health and safety requirements of construction processes and gain the knowledge and understanding needed to plan straightforward built environment development projects

Students will have their work marked regularly using coursework tracking booklets where students plan their own lessons.

Homework is set to practice the skills learnt in lesson.



Topic

Content

Assessment




Through this synoptic unit, students will use learning from the development of practical skills and health and safety requirements of construction processes and gain the knowledge and understanding needed to plan straightforward built environment development projects.





Topic

Content

Assessment




Through this synoptic unit, students will use learning from the development of practical skills and health and safety requirements of construction processes and gain the knowledge and understanding needed to plan straightforward built environment development projects.



Resources/equipment: Black pen, pencil, ruler, sharpener, rubber, colour pencils.

Enrichment: DT scholars takes place every Tuesday and Friday at 8am; places are available by application.

Gifted and Talented: students are encouraged to use our facilities and spare time to make their own products to extend the basic skills they have learnt. Workshops and trips are available throughout the year to encourage extended learning.

Staff: Mr D Powers, [email protected]

Dance

Year 11 curriculum aims: students will focus on Units 1 and 2, Individual Showcase. The units offer students the opportunity to understand the skills required for a dancer in the professional sector. Students will also learn how to respond to a stimulus and create a solo choreography and audition piece. Students will apply the technical, physical and performance skills previously developed in the first year of the course.


Topic

Content


External Paper - Understand the skills required for the exam paper.

Develop skills in at least two disciplines - ballet, contemporary, street dance, lindy hop, lyrical, jazz.

Respond to practice papers in preparation for external exam.

Review skills audit.

Practical workshops

Presentations

Rehearsal process

Performance


Topic

Content


Use skills developed and learnt in the first year to create several solo pieces in response to the exam question set by the exam board.

Students will be given exam paper from the exam board. They will begin to research and develop their ideas in preparation for assessment in May. Students will develop writing skills and present their ideas and work to the class.


Planning, preparing and rehearsing for exam piece

Review of work

Planning, preparing and rehearsing for Solo Composition.

Solo Performance

Review of work


Topic

Content


Complete controlled assessment in response to the exam question in the form of an application letter and two solo compositions.

Prepare for controlled assessment.

Students will create and collate several pieces of choreography in preparation for the audition.


Contribute, choreograph and perform two choreographys.

Rehearsal process

Performance

Review of own performance

Resources/equipment:

Pen, pencil, ruler

Show my homework Practical kit

Enrichment: After school clubs in Dance will be available to the students at no extra cost. Students are also encouraged to join clubs in the area. Theatre trips and workshops will be organised in school and also students are encouraged to go and see theatre trips outside of school.

Gifted and Talented: students will have sufficient opportunity to complete extension work in order to access higher grades as well as opportunities to

re-submit coursework to gain the highest mark possible.

Parents/carers can help their child by encouraging students to attend performances at local and national theatres as well as attending performances at the cinema of national shows and musicals.

Staff: Mrs. T. Winters

[email protected]

Engineering

Year 11 curriculum aims: The award in engineering provides an engaging, robust, broad-based introduction to engineering. It provides underpinning knowledge, understanding and practical skills that reflect the needs of employers and higher and further education professionals. It presents knowledge, skills and understanding in a meaningful work-related context, to allow students to understand theory and application.


Topic

Content

Assessment

Health and safety in engineering

The ability to work safely in an engineering environment is essential for students wellbeing and that of others. This unit will help students to understand health and safety requirements and to know how to prepare and carry out an activity safely in your engineering work space.

Final assessment will be a PowerPoint presentation. Students will also have tasks set on show my homework to help embed their knowledge and demonstrate their understanding as the project progress.


Topic

Content

Assessment

Investigating an Engineering product

The Engineered world

Students will investigate the materials and commercial production processes used to manufacture a product, in order to learn why they were used in preference to others that might also have been appropriate.

In this unit students will discover the world of engineering. They will investigate the processes used to manufacture modern products within different engineering sectors. They will also study new developments in material and engineering technology that have an impact on life today. Students will investigate waste reduction, sustainability issues and disposal of products.

Report of findings. This will be marked as a pass, merit or distinction.

External exam - Engineered world

Students will also have task set on show my homework to help embed their knowledge and demonstrate their understanding as the project progress.


Topic

Content

Assessment

Computer-aided Engineering

In this unit students will learn about CAE by designing and producing drawings of a component and circuit using CAD. Students will also product a CAE (computer aided engineering) component using CAM software linked to computer controlled machine tools.

Make task and portfolio.

Pass, merit and distinction will be award on completion.

Resources/equipment: Pen, pencil, ruler, pencil colours, rubber, sharpener.

www.showmyhomework.co.uk

Enrichment: Scholars group takes place every Tuesday and Friday at 8am: students need to apply in writing to be a part of the programme.


Parents/carers can help their child by encouraging students to learn the meanings of keywords for each topic. and ensuring that home learning is completed on time.

Staff: Mrs C Brighouse, [email protected]

Geography

Year 11 curriculum aims: The GCSE Geography specification covered offers a different approach to delivering Geography, focusing on geographical issues and challenges and how these affect our world. This course offers a stimulating and imaginative issue-based approach to Geography along with an insight into future challenges through the study of current issues of local, national and global importance. Students will develop an awareness of mankind'sresponsibilities to other people,the environment andthe sustainability of the planet.


Topic

Content

Assessment

Investigating Tourism

Students will complete the topic started in Year 10, looking at global issues relating to tourism and in particular the need for sustainable tourism and responsible tourism. A wide range of case studies will be investigated including The Great Barrier Reef, Thailand, and Ecotourism in Kenya.

Fortnightly assessed piece of work

End of topic exam based on a previous past paper.


Topic

Content

Assessment

The Challenge of Extreme Environments

Students will consider three extreme environments; tropical rainforests, hot deserts and cold environments (glacial and tundra). Using a range of case studies students will learn about the characteristics of these environments, why they are under threat and how they can be managed sustainably.


End of topic exam based on a previous past paper.


Topic

Content

Assessment

The Coastal Environment

A great topic for our students as we live on the coast! Students learn about how various coastal features are formed including bays and headlands, caves, arches and stacks, and spits, bars and tombolos. Some issues based around coastal management and sustainable development are investigated along with conflict management. The future of our coastlines is considered as we face the real prospect of global warming and associated sea level rise.


Completed piece of controlled assessment


Booklets and texts will be provided. Show my homework

Enrichment: Students will have the opportunity to come for revision and exam preparation classes on a Wednesday and Thursday after school.

Gifted and Talented should be researching recent events linked to the topics covered through reading newspapers and watching the news either on TV or through the internet.

Parents/carers can help their child by ensuring that students read regularly around the topics at home and complete homework set on time.

Staff : Mrs Spooner, Head of Geography [email protected]

German

Year 11 curriculum aims: to build on the grammar and topics studied during Year 10. Controlled assessment tasks will be completed and exam skills will be developed further in preparation for the listening and reading exams. Students will also be given the opportunity to improve the controlled assessment marks by completing new pieces.


Topic

Content


Health

Work

Eating and drinking habits/pros and cons of fast food/healthy versus unhealthy lifestyles/talking about illnesses/discussing teenage stress/smoking and drinking /drug taking.

Advantages of different jobs/part-time jobs/work experience/applying for a job/future job possibilities.

Controlled assessment (speaking)

Alfie Cloud tests



Topic

Content


Home and local environment

Environmental issues

Talking about your home/daily routine/advantages and disadvantages of where you live/your future home/your town.

Weather changes/what we can do for the environment/ world problems and solutions/environmental impact on transport choices.

Alfie Cloud tests and Echo 4 end of unit assessments

Students also have the opportunity to create additional controlled assessment tasks to boost their grades.



Topic

Content


Listening and reading exam revision

Past papers will be attempted and analysed. Specific questions types will be practised.

Past papers and ALFIE cloud tests

Resources/equipment: pen, pencil, exercise book, revision booklets, a German-English dictionary.

Enrichment: Students can attend help sessions every lunch time or after school.

Gifted and Talented students are given the opportunity to work with German native students.

Parents/carers can help their child by assisting in vocabulary learning, helping to learn controlled assessment tasks and ensuring that all homework tasks are completed on time.

Staff: Miss E Shirley

[email protected]

Hair and Beauty

Year 11 curriculum aims: This qualification has been designed to use the context of hairdressing and beauty therapy as a vehicle to support young people to develop broad and comprehensive understanding of the sector but more importantly of core academic knowledge and study skills that will support progression within hair and beauty therapy or more broadly. This qualification is ideal if students are just starting out in hair and beauty and want an understanding of the industry - enough to succeed in a job in the area or to move on to further study.


Topic

Content

Assessment

C&G 3001-90

Introduction to the Hair and Beauty Sector

Hair and beauty research project

Follow health and safety in the salon. Introduction to the hair and beauty sector. Presenting a professional image in a salon, styling womens hair, providing basic manicure treatment. Students will produce a proposal for research into the hair and beauty sector, and will use this to carry out a hair and beauty research project. Students will present their research and findings, as well as opportunities for improvement and recommendations for future hair and beauty projects.

Assessment in salon by assessor/tutor

Assignment externally marked


Topic

Content

Assessment

Marketing hair and beauty products and services

Students will explore the range of hair and beauty products and services available and, more specifically, how hair and beauty businesses use the marketing mix to promote and sell products. Students will develop the skills to carry out market research activities, and those required to plan promotional activities and develop promotional materials for hair and beauty products and services.



Topic

Content

Assessment

Enterprise in the hair and beauty sector

Students will carry out research and generate ideas for new hair and beauty products and services, and compare how realistic they are to pursue, in relation to personal knowledge and skills, cost, market need and laws and regulations. Students will develop their understanding and skills to plan for a hair and beauty business enterprise.


Resources/equipment: Tunic/black shirt for boys.

Show my homework

Enrichment: After school club on a Wednesday until 5pm.

Gifted and Talented: options to complete more units.

Parents/carers can help their child by encouraging them to practise skills at home on willing models. Help with research.

Staff: Mrs. J. Sibbert, Head of Vocational Faculty

Mrs. J. Meadowcroft and Ms. K. Southam

History

Year 11 curriculum aims: To provide students with the skills and techniques to pass their exams and also transferable skills that can be used in future careers.


Topic

Content


Controlled Assessment

A Divided Union - The USA

Students will look into the Civil Rights Movement and how the movement progressed and changed at different times throughout the 1950s, 1960s and 1970s.

Students will be expected to analyse the range of people and groups who made an impact on the protests and challenges faced by Black Americans in the USA.

Three part assessment in controlled exam conditions

Part A - Historical enquiry

Part B - Historical enquiry using a range of secondary sources

Part C- Analysis of three representations



Topic

Content


The Cold War

1943-1991

Students will be undertaking a depth study into the Cold War and the major events that defined this period of history. The course will be split into three sections:

1) The Start of the Cold War

2) The Crisis Years - The Cuban missile crisis, the Berlin crisis and Czechoslovakian crisis

3) The end of the Cold War and the break-up of the Soviet Union

Students will be assessed regularly on their exam technique with questions set fortnightly in class.

Students will also be expected to answer past papers as well as plotting the relationship changes throughout the Cold War.


Term 3 - February May

Topic

Content


Revision

This term will be used to revise the three exam topics covered in the two year course.

There will be a range of revision techniques used and targeted students will be able to enhance and extend their knowledge to push them towards the A and A* boundaries.

Students will be given various range of tasks that will encourage students to reach and exceed their target grades.

Mock papers.

Resources/equipment: New textbooks that cover the period across all the year 11 topics.

www.schoolhistory.co.uk

www.spartacuseducational.co.uk

www.bbc.co.uk/bitesize

Enrichment: Students will be able to sign up to revision courses in major cities and establishments.

Past examiners will be brought into school for revision purposes.

Staff: Mr. K. Doyle

Mrs. S. McVernon

Media Studies

Year 11 curriculum aims: To inspire and enthuse students. To give students the opportunity to gain a broad knowledge and understanding of the media. To support a progression to advanced study in media. To give students the necessary tools to choose employment in the media industries.


Topic

Content

Assessment

Unit 2: Planning & Pitching

In this unit students will use their verbal, written and visual communication skills to enable them to formulate, develop and pitch ideas of a product that they then plan to produce.

Research and pitch an idea for a music video in response to a brief

Internally Assessed to BTEC criteria

Externally Moderated



Topic

Content

Assessment

Unit 3: Digital Moving Image Production

In this unit students will investigate key features of digital moving image productions, including structures, generic conventions and audience address, in preparation for the making of a film or video.

Plan and produce a new music video





Topic

Content

Assessment

Unit 3: Digital Moving Image Production

In this unit students will investigate key features of digital moving image productions, including structures, generic conventions and audience address, in preparation for the making of a film or video.

Plan and produce a new music video



Resources/equipment: Black pen, Pencil, Ruler

Booklets and texts will be provided. Showmyhomework


Enrichment: Visit to BBC Media City and Bradford MPFT are planned

Gifted and Talented: Extra learning opportunities through extended coursework eg analysis of existing products and more sophisticated use of editing software to include special effects.

Parents/carers can help their child by encouraging students to analyse TV and video at home and by talking about style and content of News programmes and situation comedies.

Staff : Mr A Williams Head of Media Studies [email protected]

Outdoor Education

Year 11 curriculum aims: To provide students with an opportunity to develop their personal and fitness skills in creating their own personal fitness training programme. To develop leadership by studying the skills, responsibilities and qualities required and by planning, leading and reviewing their own event or competition.

Parents/carers can help their child by encourage students to bring appropriate equipment, show the required maturity whilst out of school and relate practical situations to theory based assignments. Encourage students to be positive about the importance of coursework completion.

Enrichment: Duke of Edinburgh Award Scheme. Students should continue to attend training, complete sections and look to enrol on the Silver award.

Encourage students to participate in outdoor and adventurous activities in their own time and/or join local clubs.

Gifted and Talented:

Extension activities offer higher level of skill and techniques in line with NGB qualifications. Students are encouraged to take on more leadership roles to facilitate decision making and responsibility.

Resources/equipment: Pen, pencil, ruler, bikes, maps, compasses, suitable outdoor clothing, specialised and camping equipment.

NGB websites Show my homework


Topic

Content


Unit 5 Training for Personal Fitness

Unit 6 Leading Sports Activities

Learning aim A: Design a personal fitness training programme

A.1 Personal information to aid training programme design. A.2 The basic principles of training (FITT).

A.3 Further principles of training and how they are applied to training methods. A.4 Programme design.

Learning aim B: Know about exercise adherence factors and strategies for continued training success.

B.1 Factors. B.2 Strategies.

Learning aim A: Know the attributes associated with successful sports leadership

A.1 Sports leaders. A.2 Attributes. A.3 Responsibilities.

Assignment 1 PFTP Design and Assessing Personal Needs

Practical Simulation Triathlon / Fitness Suite

Assignment 1 Poster

Practical Simulation Expedition Experience / DofE (optional)


Topic

Content




Learning aim C: Implement a self-designed personal fitness training programme to achieve own goals and objectives.

C.1 Safely implement a personal fitness training programme C.2 Training diary for each session recording

C.3 Measures for success

Learning aim B: Undertake the planning and leading of sports activities.

B.1 Sports activities. B.2 Components of sports activity session.

B.3 Plan. B.4 Lead. B.5 Measures of success.

Assignment 2 Personal 6 week PFTP

Practical Simulation training methods using various facilities and equipment

Assignment 2 Plan & Lead (group tasks)

Practical Simulation - Indoor Climbing / Skiing


Topic

Content




Learning aim D: Review a personal fitness training programme.

D.1 Review programme.

Learning aim C: Review the planning and leading of sports activities.

C.1 Review. C.2 Targets for development.

Assignment 3 Written Review of Personal Fitness Training Programme

Assignment 3 Written Review of Leadership Experience

Staff: Mr. A. Law

[email protected]

Performing Arts

Year 11 curriculum aims: Students will develop a number of skills and work in preparation to complete the AQA GCSE Performing Arts qualification. This will include a number of workshops which will prepare them for the Showcase (Unit 2) and for their coursework (unit 1)


Topic

Content


Unit 1 skills development

Workshops in any of the disciplines that the students want to specialise in for the final showcase.

Completing work for the portfolio will be done correcting previous work and also new work will be set according to performances watched and new workshops completed.

Looking towards the showcase exam by studying past topics and gathering ideas as groups of what discipline each student will want to specialise in.

All workshops will culminate in a written assessment task that will go towards their final portfolio (48801).

Keeping a log book of all new ideas and a practise diary.


Topic

Content


Unit 2 : Showcase

Students will be given a brief for the final showcase which will be released on 1st November. Students will have approximately 15 hours of preparation time which will include group meetings, individual ideas for the showcase, developing initial ideas and working on the four page evaluation. They will also have approx. 30 hours to work and rehearse on the actual showcase. All students will be involved in one group performance that will be devised by the team. All aspects of the show will be run by the students and overseen by the teacher. One performance will be given before the exam date and another performed on the exam day.

Diary log of meetings and rehearsals.

Power point of initial ideas.

4 page evaluation.

Skills development record.

Moderator to come in and assess the work before the Easter holidays.


Topic

Content


Unit 1 : 48801 final portfolio

All the portfolio assessments to be completed to the required standards and work will be sent to the exam board by May 7th.

All the evidence and assessed work to be finished for the final portfolio. All work will be internally and externally marked.

Resources/equipment: Pen, pencil, ruler

Show my homework

Prop room, lighting rig and sound board

Enrichment: After school clubs in all the disciplines of Performing Arts will be available to the students at no extra cost. Students are also encouraged to join clubs in the area. Theatre trips and workshops will be organised in school and also students are encouraged to go and see theatre trips outside of school.

Gifted and Talented: Students will have sufficient opportunity to complete extension work in order to access higher grades as well as opportunities to re-submit coursework to gain the highest mark possible.

Parents/carers can help their child by encouraging students to attend performances at local and national theatres as well as attending performances at the cinema of national shows and musicals. Ensuring all students attend all extra rehearsals as well as supporting their son/daughter with the portfolio work.

Staff: Mrs. R. Spence

[email protected]

Physical Education (Curriculum)

Year 11 curriculum aims: to provide the students with continued opportunities to follow a healthy, active lifestyle. Opportunities to continue with previous sports, as well as some sports and activities which they may not have experienced before.

Term 1 September to December

Topic

Content


Sports Skills

Sports on offer: rugby, football, netball, hockey, lacrosse, badminton, volleyball, basketball, aerobics, step aerobics, trampolining, gymnastics, fitness, handball, ultimate frisbee.

In accordance with the schools OEGSIP effort rating and annual school reports.

Term 2 January to March

Topic

Content


Sports Skills

Sports on offer: rugby, football, netball, hockey, lacrosse, badminton, volleyball, basketball, aerobics, step aerobics, trampolining, gymnastics, fitness, handball, ultimate frisbee.


Term 3 April to July

Topic

Content


Sports Skills

Sports on offer: cricket, athletics, tennis, softball, rounders, Danish longball.


Staff: Mrs. S. Roberts [email protected]

Resources/equipment: full school PE kit, trainers, hair bobbles.

Enrichment: Extra-curricular clubs are offered in almost every sport which is offered during lesson times. Both intra-school and inter-school competitions available.

Gifted and Talented: coaching and leadership opportunities available. Pathways provided for out of school clubs.

Parents/carers can help their child by ensuring their child has full PE kit for every PE lesson and participates weekly. Encouraging their child to take up at least one enrichment activity.

Physical Education (GCSE theory)

Year 11 curriculum aims: gain an understanding of the functioning of a healthy, active body.

Term 1 June to October

Topic

Content

Assessment

Physical activity and your healthy mind and body.

Somatotypes; endomorph, ectomorph and mesomorph. Optimum weight; height, gender, bone structure and muscle girth. Weight related conditions; anorexic, obese, overfat, overweight and underweight. Recreational drugs; smoking and alcohol. Performance enhancing drugs; anabolic steroids, beta blockers, diuretics, narcotic analgesics, stimulants, peptide hormones (EPO).

Year 11 baseline test.

Homework once a week.

Extended writing task.


Topic

Content

Assessment

Physical activity and your healthy mind and body.

A healthy, active lifestyle and your cardiovascular system.

Identification of risks and measures to reduce them; warm-up, cool down, checking equipment and facilities, PARQ, personal readiness, balanced comp, rules.

Immediate and short term effects of exercise. Effects of regular participation (long term effects). The effect of rest, diet (HLD, LDL) and drugs on the body system.

November mock exam.

Homework once a week.

Extended writing task.


Topic

Content

Assessment

A healthy, active lifestyle and your respiratory system.

A healthy, active lifestyle and your muscular system.

A healthy, active lifestyle and your skeletal system.

Revision activities.

Immediate and short term effects of exercise. Effects of regular participation (long term effects). The effect of recreational drugs on the body system.

The role of the muscular system during physical activity. Major muscles and their roles. Immediate and short term effects of exercise. Effects of regular participation (long term effects). Potential injuries and their treatment. The effect of rest, diet (protein) and drugs on the body system.

Immediate and short term effects of exercise. Effects of regular participation (long term effects). Potential injuries and their treatment. The importance of weight bearing exercises to prevent osteoporosis. The effect of diet (calcium and vitamin D).

Sit previous years exam in revision phase.

Final exam.

Staff:

Miss A Leck

[email protected]

Resources/equipment: Text books, exercise books, show my homework, tablet (revision clips).

Enrichment: GCSE revision/catch up three times a week.

Gifted and Talented: Extension tasks, Blooms structured lessons, PPPB questioning.

Parents/carers can help their child by ensuring that students complete every homework set by regularly checking what is set on showmyhomework. Ensure that your child takes pride in their work and maintains a high standard of presentation in their book.

Physics



Topic

Content


Forces and Motion

Terminal Velocity, Elasticity and Energy

Momentum

Forces and how they affect things, speed, distance and acceleration, motion graphs and Newtons Laws of Motion.

Why do cars have a top speed? How do parachutes work? What is the science behind car safety? How does a bungee rope know how much to stretch?

Defining momentum, conservation of momentum and its uses.

Use of exam-style assessments at the end of each topic, weekly homework and ALFIE assessments once a fortnight.



Topic

Content


Static Electricity

Current Electricity

Household electricity

How do things get an electrical charge and when is this useful and when is it dangerous?

Circuits, electrical current, voltage and resistance. What is electricity and how does it work?

Mains electricity, household electricity safety devices, charge and electrical power.



Term 3 - February - May

Topic

Content


Atoms and Radiation

Nuclear Fission

Nuclear Fusion

Stars and Elements

What is an atom? Whats inside an atom? How was it discovered? What is radiation, what causes it and why is it dangerous? What are the uses of radiation?

What is nuclear fission? What can we use it for? Can it be dangerous?

What is nuclear fusion? Where does it happen? Why dont we use it for electricity?

The life cycle of the star, how stars die and where do all the elements come from?


Staff:

Mrs. McFall

Head of Science

[email protected]

Parents/carers can help their child by encouraging students to learn the key concepts for each topic, ensuring that home learning is completed on time and encouraging students to practise exam questions.

Resources/equipment:

pen, pencil, ruler, calculator

http://www.bbc.co.uk/bitesize/ks4/science/

Show my homework. Help resources library.

Gifted and Talented: extension activities offer depth of learning. These encourage the student to work with more complex tasks (i.e. which combine or apply learning objectives in less familiar contexts) or provide them with a greater degree of complexity or abstraction.

Sport BTEC Level 2

Year 11 curriculum aims: Inspire and enthuse students to consider a career in the sports and active leisure sector, rather than just participate in sport as recreation. Give students the opportunity to gain a broad understanding and knowledge of, and develop skills in, the sport sector, eg. the health and fitness industry or sports leadership. Support progression to a more specialised level 3 vocational or academic Sport or Physical Education course or an apprenticeship give students the potential opportunity, in due course, to enter employment within a wide range of junior job roles across the sport and active leisure sector. Junior job roles include: Recreation Assistant, Sports Leader or Assistant Sports Coach.

Unit 4 The Sports Performer In Action

Topic

Content


A: Know about the short-term responses and long-term adaptations of the body systems to exercise.

B: Know about the different energy systems used during sports performance.

A.1 Short-term effects of exercise on the musculoskeletal system.

A.2 Short-term effects of exercise on the cardiorespiratory system.

A.3 Long-term adaptations of the musculoskeletal system.

A.4 Long-term adaptations of the cardiorespiratory system.

B.1 The anaerobic energy system. B.2 ATP-CP/lactic acid anaerobic system.

B.3 Glycolysis/lactic acid anaerobic system. B.4 The aerobic energy system.

Coursework

Practical assignments

Observation logs

Witness statements


Topic

Content


A: Design a personal fitness training programme

B: Know about exercise adherence factors and strategies for continued training success.

C: Implement a self-designed personal fitness training programme to achieve own goals and objectives.

D: Review a personal fitness training programme.

A.1 Personal information to aid training programme design. A.2 The basic principles of training (FITT).

A.3 Further principles of training and how they are applied to training methods.

A.4 Programme design B.1 Factors B.2 Strategies

C.1 Safely implement a personal fitness training programme.

C.2 Training diary for each session recording. C.3 Measures for success.

D.1 Review programme.

Coursework


Observation logs

Witness statements

Unit 13 Profiling Sports Performance

Topic

Content


A: Understand the performance profile of sports

B: Be able to analyse and profile sports performance

C: Review the performance profiles and set goals for further development.

A.1 Performance profile A.2 Sporting activity

A.3 Performance profile qualities, traits and attributes

B.1 Use performance profiling to determine current sports performance

B.2 Performance profile assessment

C.1 Review the performance profile C.2 Set goals for further development

C.3 Development plan

Coursework


Observation logs

Witness statements

Resources/equipment: PowerPoints, practical activities, gym access, video analysis, external visits, PE kit.

Enrichment: variety of sports clubs and leadership opportunities.

Gifted and Talented: Promoting independent study away from classroom. Promote need for vocational experience, eg. volunteering within the department/ sector.

Parents/carers can help their child by encouraging students to meet deadlines, work independently outside of lessons and attend catch up session.

Staff: Mr. Hill, Mr. Price

Mr. Fairclough, Miss. Bird

Textiles

Year 11 curriculum aims: Students will finish their portfolio and practical project which counts as 60% of their GCSE mark. By the Easter term of Year 11 students will have completed their GCSE portfolio and practical project and be ready to start revision for the GCSE examination.


Topic

Content

Assessment

Design and Development

As soon as students decide the theme of their projects they can begin using the skills they learned in Year 10 to illustrate a range of design ideas that fit their brief.

1:1 time is necessary to assess this work as each student will be working on a different theme. Work will be marked fortnightly in their planning booklets.


Topic

Content

Assessment

Testing and Production

As soon as students are clear as to what and how their product is produced they can begin production which is documented throughout with industrial planning techniques and photographic evidence. This evidence is collected throughout the production process.

1:1 time is necessary to assess this work as each student will be working on a different theme. Some work will need to be completed from home and will be set as and when necessary. Work will be marked fortnightly in their planning booklets.


Topic

Content

Assessment

Production, testing, fashion show and revision.

Students will use the development of their design from the previous term to make their product which will be showcased at the school fashion show. Following this, portfolios will be completed and handed in for assessment. A period of revision for their GCSE exam follows.

Portfolio tasks will need completing at home.

Revision tasks will be set weekly for the final term of school.

Resources/equipment: Black pen, pencil, ruler, sharpener, rubber, coloured pencils.

It is useful for students to have access to a sewing machine but not crucial as they can use school facilities in their own time.

Enrichment: DT scholars takes place every Tuesday and Friday at 8am - places are available by application.

Gifted and Talented: Students are encouraged to use our facilities in their spare time to make their own products to extend the basic skills they have learned. Workshops and trips are available throughout the year to encourage extended learning. All students will attend the Clothes Show Live at the NEC.

Parents/carers can help their child by allowing students to create garments and drawings, practising the skills they have learned in lessons. There are occasions where they will have to purchase their own fabrics and will be unable to complete their work without doing so.

Staff: Mrs S Williams, Head of Design and Technology [email protected]

With courage, determination, scholarship and compassion, anything is possible.

Documents

11 curriculum... · Web viewThe department aims to develop students’ confidence in their ability to express themselves clearly and accurately in both written and spoken English;