Sixth Form Curriculum Information

Half term

Curriculum focus

Landmark assessment

Autumn 1

Introductory workshops.

Matchbox me 

Mini sketchbooking

Mark making and drawing

Photography

Project 1Collections – 6 weeks prep then exam

Continuous formative  assessment of  recording ideas, responding to artists ,developing ideas and producing a meaningful response

Autumn 2

Continue project 1 collections

End of Dec

Sketchbook work will be assessed using the A level assessment criteria.Students will sit a 10 hour exam to produce a final response to the theme of collections.

Spring 1

Project 2 –

Students will have approx. 8 weeks to develop work on  a given theme culminating in a 10 hour exam.

Formative assessment based on recording, evaluating, experimenting with media and responding to artists.

Spring 2

Project 2

Formative assessment based on recording, evaluating, experimenting with media and responding to artists.

Summer 1

Project 2 – exam after Easter

Start their research project for their A level studies. This will include research on a suitable theme chosen by the student.

Easter

Summative assessment on project 2 this includes preparatory studies

10 hour exam to produce a final response.

Approx 8 weeks to collate preparatory work.

Sketchbook work will be assessed and students will undertake a 10 hour exam to produce a final response

Summer 2

Start preparatory studies for A level final major project. Students will research artists, develop their visual communication, evaluation of their work as it progresses, culminating with an exam in Dec to complete a final response.

Formative assessment on recording, evaluating, experimenting with media and responding to artists.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Introductory workshops.

Alphabet mini task

Group work colour 48 hr challenge

Portraits mini task-

Workshops on lighting, snapseed & Imac work

Initial shoots

Project 1 Structures – 6 weeks prep then exam

Continuous formative  assessment of  recording ideas, responding to artists ,developing ideas and producing a meaningful response

Formal presentations of mini tasks

Autumn 2

Continue project 1 structure

End of Dec

Sketchbook work will be assessed using the A level assessment criteria. Students will sit a 10 hour exam to produce a final response to the theme of collections.

Spring 1

Feb Project 2 –

Students will have approx. 8 weeks to develop work on a given theme culminating in a 10 hour exam.

Formative assessment based on recording, evaluating, experimenting with media and responding to artists.

Spring 2

Project 2

Formative assessment based on recording, evaluating, experimenting with media and responding to artists.

Summer 1

Project 2 – exam after Easter

Start their research project for their A level studies. This will include research on a suitable theme chosen by the student.

Dark room techniques

Easter

Summative assessment on project 2 this includes preparatory studies

10 hour exam to produce a final response.

Approx 8 weeks to collate preparatory work.

Sketchbook work will be assessed and students will undertake a 10 hour exam to produce a final response

Summer 2

Start preparatory studies for A level final major project. Students will research artists, develop their visual communication, evaluation of their work as it progresses, culminating with an exam in Dec to complete a final response.

Formative assessment on recording, evaluating, experimenting with media and responding to artists.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Final major project- Students continue to explore their chosen themes. They also start writing their personal study -an essay which runs alongside their practical work.

Formative assessment on recording, evaluating, experimenting with media and responding to artists.

1^st draft personal study

Autumn 2

Final major project continued.

Summative assessment – including preparatory studies and work completed in a  10 hour exam in Dec

Spring 1

Exam unit-Theme set by the exam board

Approx 8 weeks to produce a portfolio of  preparatory studies culminating in a 15 hour exam at Easter. Dates to be confirmed.

Formative assessment on recording, evaluating, experimenting with media and responding to artists.

Spring 2

Exam unit continued.

Summative assessment -including preparatory studies, personal study essay and a final response completed in exam conditions (15hours)

Summer 1

Prepare work for assessment and the summer exhibition

Work assessed internally and a externally moderated

Summer 2

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils start with the foundations of biology, the ultrastructure of cells and biological molecules. They carry out practical work testing for the presence of biological molecules and investigate the properties of plasma membranes.

End of topic tests using past paper questions and grade boundaries.

Autumn 2

The cellular biology continues by learning how cells divide and are organised into organisms. The Biochemistry continues with the study of the structure of nucleic acids and the production of proteins.

End of topic tests using past paper questions and grade boundaries.

Spring 1

Pupils will investigate the structure and function of enzymes alongside studying communicable disease and the immune system. Some time will be spent preparing and reviewing the exams.

Year 12 January examinations

Spring 2

Pupils will learn about the physiology of exchange surfaces and breathing leading them to studying animal transport systems. They will also be learning and classification and the theory of evolution.

End of topic tests using past paper questions and grade boundaries.

Summer 1

Pupils will study the transport system of plants and spend time consolidating their learning for anyone taking the AS examinations

End of topic tests using past paper questions and grade boundaries.

Summer 2

Pupils will study the biochemistry of photosynthesis and populations and sustainability. They will also carry out practical work associated with these topics.

Year 12 Summer examinations

Half term

Curriculum focus

Landmark assessment

Autumn 1

In mammalian physiology, pupils will study communication, homeostasis and excretion including the liver and kidneys. They will also be learning about cellular control.

End of topic tests using past paper questions and grade boundaries.

Autumn 2

Pupils’ understanding of biochemistry continues by learning about cellular respiration. They will also be learning about the patterns of inheritance and predicting the outcomes of genetic crosses.

End of topic tests using past paper questions and grade boundaries.

Spring 1

Following preparation and review of the exams, pupils learn about the nervous system including the conduction of impulses and the structure of the brain. They will also be learning about how genomes can be manipulated in biotechnology.

Year 13 January examinations

Spring 2

The final new content is to learn about paint and animal responses. They will also start reviewing content ready for the examinations.

End of topic tests using past paper questions and grade boundaries.

Summer 1

Pupils will be revising content and completing past paper questions in preparation for their final examinations.

A level examinations

Summer 2

Course complete

Half term

Curriculum focus

Landmark assessment

Autumn 1

What is Business?

·       Understanding the nature and purpose of business

·       Understanding different business forms

·       Understanding that businesses operate within an external environment

Managers, leadership and decision making

·       Understanding management, leadership and decision making

·       Understanding decision making

·       The role and importance of stakeholders

What Is Business? Assessment.

Managers, Leadership and decision making? assessment

Autumn 2

Decision making to improve operational performance

·       Setting operational objectives

·       Analysing operational performance

·       Making operational decisions to improve performance: increasing efficiency and productivity

·       Making operational decisions to improve performance: improving quality

·       Managing inventory and supply chains

Decision making to improve human resource performance

·       Setting human resource objectives

·       Making human resource decisions: improving organisational design and managing the human resource flow

·       Making human resource decisions: improving motivation and engagement

·       Making human resource decisions: improving employer-employee relations

Operational Performance Assessment

Human Resources Performance Assessment

Spring 1

Decision making to improve marketing performance

·       Setting marketing objectives

·       Understanding markets and customers

·       Making marketing decisions: segmenting, targeting, positioning

Decision making to improve financial performance 

·       Setting financial objectives

·       Analysing financial performance

Mock exam year 12 – covers all content covered so far

Spring 2

Decision making to improve marketing performance

·       Making marketing decisions: using the marketing mix

Decision making to improve financial performance 

·       Making financial decisions: sources of finance

·       Making financial decisions: improving cash flow and profits

Marketing Assessment

Finance Assessment

Summer 1

Consolidation of knowledge of course

Knowledge:

·       What is Business?

·       Managers, leadership and decision making

·       Decision making to improve operational performance

·       Decision making to improve human resource performance

·       Decision making to improve marketing performance

·       Decision making to improve financial performance 

Skills to develop – Application, analysis and evaluation of topics to variety of business context.

Summer Assessments – year 12

Class assessments – past papers

Summer 2

Research task to develop understanding of business contexts:

Company research – in depth analysis of a company

Leadership Research – in depth analysis of a leader

Analysing the strategic position of a business

·       Mission, corporate objectives and strategy

Research / presentation assessment

Half term

Curriculum focus

Landmark assessment

Autumn 1

·       Analysing the existing internal position of a business to assess strengths and weaknesses: financial ratio analysis

·       overall performance

Choosing Strategic Direction

·       Choosing which markets to compete in and what products to offer

·       Strategic positioning: choosing how to compete

Autumn Assessment 1 (October)

Financial Ratio Assessment

Choosing Strategic Direction Assessment

Autumn 2

Analysing the external environment to assess opportunities and threats

·       political and legal change

·       economic change

·       social and technological

Strategic methods: how to pursue strategies

Assessing innovation

Analysing external Environment Asssessment

Strategic Methods Assessment

Spring 1

Analysing the external environment to assess opportunities and threats:

·       the competitive environment

Analysing strategic options: investment appraisal

Assessing internationalisation

Assessing greater use of digital technology

Mock Exam

Assessing internationalisation and digital technology assessment

Spring 2

Managing strategic change

·       Managing change

·       Managing organisational culture

·       Managing strategic implementation

·       Problems with strategy and why strategies fail

Managing Strategic Change Assessment

Summer 1

Consolidation of knowledge & Skills of course

Knowledge:

·       What is Business?

·       Managers, leadership and decision making

·       Decision making to improve operational performance

·       Decision making to improve human resource performance

·       Decision making to improve marketing performance

·       Decision making to improve financial performance 

·       Analysing the strategic position of a business

·       Choosing strategic direction

·       Strategic methods: how to pursue strategies

·       Managing strategic change

Skills to develop – Application, analysis and evaluation of topics to variety of business context.

Past papers in preparation of A-level Papers

Summer 2

Half term

Curriculum focus

Landmark assessment

Autumn 1

Students are split between two teachers with one teacher teaching inorganic chemistry and the other teaching organic chemistry. The inorganic chemistry starts with looking at atoms and compounds and basic calculations. Organic chemistry starts with the alkanes and the basic hydrocarbon concepts the students will build upon.

Students are given a recall test at the start of October

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Autumn 2

Inorganic chemistry then works through topics on acids and redox reactions looking closely at the bonding of molecules. Organic chemistry looks at further molecules and their reactions in particular alkenes and alcohols.

Students are given a recall test at the start of November and December.

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Spring 1

Inorganic chemistry then looks at how the bonding in atoms can affect the shape of molecules and the periodicity of atoms within the periodic table. Organic chemistry looks at further molecules and their reactions in particular haloalkenes and synthesis of molecules.

Year 12 January examinations

Students are given a recall test at the start of February

Spring 2

Inorganic chemistry then looks at reactivity trends observed within the periodic table followed by looking at enthalpy. Organic chemistry then looks at spectroscopy and how to identify unknown molecules.

Students are given a recall test at the start of March and April.

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Summer 1

Inorganic chemistry builds on the understanding of reactions by looking at the rates of reactions and equilibrium. The topics are reviewed during this time in preparation of the yr12 exams.

Students are given a recall test at the start of May and June.

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Summer 2

Students continue to look at rates of reaction in more detail. Students also build fundamental key skills within a series of practicals. 

Year 12 Summer examinations

Half term

Curriculum focus

Landmark assessment

Autumn 1

Inorganic chemistry further build upon their knowledge of equilibrium from yr12.Organic chemistry looks at further molecules and their reactions in particular aromatic chemistry.

Students are given a recall test at the start of October

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Autumn 2

Inorganic chemistry further build upon their knowledge of equilibrium from yr12.Organic chemistry looks at further molecules and their reactions in particular carbonyl molecules and during this time synthesise aspirin.

Students are given a recall test at the start of November and December.

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Spring 1

Inorganic chemistry further build upon their knowledge of enthalpy from yr12 and meet the concept of entropy. Organic chemistry looks at further molecules and their reactions in particular amines, amino acids and polymer molecules and during this time look further at synthesising molecules.

Year 13 January examinations

Spring 2

Organic chemistry further build upon their knowledge of spectroscopy from yr12 developing new methodologies. Inorganic chemistry looks in more detail at redox reactions and transition elements.

Students are given a recall test at the start of March and April.

There is also a formal assessment in the penultimate week in both Organic and Inorganic aspects of chemistry.

Summer 1

Pupils will be revising content and completing past paper questions in preparation for their final examinations.

A level examinations

Summer 2

Course complete

Half term

Curriculum focus

Landmark assessment

Autumn 1

Fundamentals of programming: data types, arrays, programming constructs, file R/W, records. Problem modelling (hierarchy charts).

Internal examination before half-term.

Autumn 2

Fundamentals of programming: skeleton code and programming extensions from a past examination.

Internal examination – mock exams.

On-screen exam.

Spring 1

Systematic approach to problem solving: aspects of software development: analysis, design, implementation, test and evaluation.

Theory of computation: FSM (Finite State Machines).

Internal examination before half-term.

Spring 2

Theory of computation: regular expressions, maths for regular expressions (sets), BNF (Backus-Naur Form) and syntax diagrams.

Fundamentals of programming: OOP (Object oriented programming).

Internal examination before Easter.

Summer 1

Fundamentals of programming: Recursion and the impact on call stack.

Fundamentals of databases: relationships, E-R diagrams, normal forms, SQL.

Internal examination before half-term.

Summer 2

Fundamentals of data structures: abstract data structures such as stacks, queues, trees, graphs.

Internal examination before the end of the academic year.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Fundamentals of algorithms: graph and tree traversal. Searching and sorting algorithms (adding binary search tree to the already known from GCSE).

Start of the NEA (programming project).

Internal examination before half-term.

Autumn 2

Analysis of skeleton code used in the final examination: implementation of potential extensions.

Fundamentals of data structures: hash tables, dictionaries.

Internal examination – mock exams.

On-screen exam.

Spring 1

Theory of computation: models of computation (Turing machines, Halting problem).

Fundamentals of algorithms: Dijkstra’s shortest path algorithm

Internal examination before half-term.

Spring 2

Fundamentals of functional programming.

Revision for final exam: analysis of past exams.

Internal examination before Easter.

NEA marked and moderated.

Summer 1

Revision for final exam.

Summer 2

Half term

Curriculum focus

Landmark assessment

Autumn 1

Unit 1 – Fundamentals of IT

LO1: Understand computer hardware.

Develop a knowledge/understanding of: computer hardware and component parts; types of computer systems; connectivity methods; communications hardware and units of measurement in IT.

LO2: Understand computer software.

Develop a knowledge/understanding of: different types of software; communication methods; common software faults and protocols.

Internal assessments:

End of LO1

End of LO2

Autumn 2

Unit 1 – Fundamentals of IT

LO3: Understand business IT systems.

Develop a knowledge/understanding of: different types of servers; forms of virtualisation; networking topologies; connectivity methods and business systems.

LO4: Understand employability and communication skills used in an IT environment.

Develop a knowledge/understanding of: different communication skills; communication technologies; personal attributes and being ready for work; different job roles in IT; professional bodies and IT certification.

LO5: Understand ethical and operational issues and threats to computer systems.

Develop a knowledge/understanding of: different ethical and operational issues; threats to computer systems; physical and digital security methods.

Internal assessments:

End of LO3

End of LO4

End of LO5

Internal mock examination

External examination

Spring 1

Unit 2 – Global Information

LO1: Understand where information is held globally and how it is transmitted.

Develop a knowledge/understanding of: holders of information; types of storage media/devices; the internet and www technologies.

LO2: Understand the styles classification and the management of global information.

Develop a knowledge/understanding of: different information styles; classifications of information; characteristics of information; management of information.

Internal assessments:

End of LO1

End of LO2

Spring 2

Unit 2 – Global Information

LO3: Understand the use of global information and the benefits to individuals and organisations.

Develop a knowledge/understanding of: data/information; categories of information; stages of data analysis; analysis tools; structure of information systems.

LO4: Understand the legal and regulatory framework governing the storage and use of global information.

Develop a knowledge/understanding of: different legislation and regulation; global requirements for Green IT.

LO5: Understand the process flow of information.

Develop a knowledge/understanding of: different information sources and data types; DFD’s.

LO6: Understand the principles of information security.

Develop a knowledge/understanding of: information security for holders of information; protection measures.

Internal assessments:

End of LO3

End of LO4

End of LO5

End of LO6

Summer 1

Unit 2 – Global Information

Analysis of pre-release scenario in preparation for external examination.

Internal mock examination

External examination

Summer 2

Unit 6 – Application Design

LO1: Understand how applications are designed.

Demonstrate a knowledge/understanding of: the key stages of application development; different application development models.

Unit 13 – Social Media and Digital Marketing

LO1: Understand digital marketing.

Demonstrate a knowledge/understanding of: marketing and digital marketing; tools for digital marketing; stages of the digital marketing life cycle.

Internally marked coursework:

Unit 6 LO1

Unit 13 LO1

Half term

Curriculum focus

Landmark assessment

Autumn 1

Unit 6 – Application Design

LO2: Be able to investigate potential solutions for application developments.

Demonstrate skills of: gathering user requirements for a given scenario; creating a feasibility study of different solutions.

Unit 13 – Social Media and Digital Marketing

LO2: Understand the use of social media in a business.

Demonstrate a knowledge/understanding of: gathering research data; legislation and business policy/practice; ethical and moral issues.

Internally marked coursework:

Unit 6 LO2

Unit 13 LO2

Autumn 2

Unit 3 – Cyber Security

LO1: Understand what is meant by cyber security.

Develop a knowledge/understanding of: cyber security; types of cyber security incidents.

LO2: Understand the issues surrounding cyber security.

Develop a knowledge/understanding of: threats to cyber security; types of attackers; targets for cyber security threats; ethical and legal issues.

LO4: Understand measures used to protect against cyber security incidents.

Develop a knowledge/understanding of: measures to manage cyber security; testing vulnerabilities and monitoring systems; cyber security controls.

LO4: Understand how to manage cyber security incidents.

Develop a knowledge/understanding of: different procedures to be followed in the event of an incident; stages of investigation.

Analysis of pre-release scenario in preparation for external examination.

Internal assessments:

End of LO1

End of LO2

End of LO3

End of LO4

Internal mock examination

External examination

Spring 1

Unit 6 – Application Design

Improvement of LO2 from feedback given.

LO3: Be able to generate designs for application solutions.

Demonstrate skills of: creating design solutions in a variety of formats; identifying advantages/disadvantages of design solutions.

Unit 13 – Social Media and Digital Marketing

Improvement of LO2 from feedback given.

LO3: Be able to plan content and propose appropriate social media channels for digital marketing campaigns.

Demonstrate skills of: planning the use of different social media channels for a digital marketing campaign; describing the target audience; planning content for a digital marketing campaign.

Internally marked coursework:

Unit 6 LO3

Unit 13 LO3

Spring 2

Unit 6 – Application Design

Improvement of LO3 from feedback given.

LO4: Be able to present application solutions to meet client and user requirements.

Demonstrate skills of: pitching a design solution to a client and gathering feedback; negotiating adaptations to refine a design solution; creating a prototype in an Access database.

Unit 13 – Social Media and Digital Marketing

Improvement of LO3 from feedback given.

LO4: Be able to develop social media digital marketing campaigns.

Demonstrate skills of: proposing a digital marketing campaign across different social media channels for s given business objective; recommending improvements to business procedures to support digital marketing campaigns.

Internally marked coursework:

Unit 6 LO3

Unit 13 LO3

Summer 1

Unit 6 – Application Design

Improvement of LO4 from feedback given.

Preparation of resources for external moderation.

Unit 13 – Application Design

Improvement of LO4 from feedback given.

Preparation of resources for external moderation.

Internally marked coursework:

Unit 6

Unit 13

Summer 2

External moderation of coursework:

Unit 6

Unit 13

Half term

Curriculum focus

Landmark assessment

Autumn 1

Introduction to English Language – study of key frameworks including context, graphology, phonology, lexis/semantics and grammar.

Extended response comparing 2 texts

Autumn 2

Introduction to Child Language Acquisition – focusing on how children acquire speech and theories of language acquisition

Introduction to Language and Identity – students will study how writers/speakers use language to convey their persona

Spring 1

Child Language Acquisition – revision of stages and theories.

Students will study how children develop literacy skills.

Students will continue to study how language is used to shape identity in written and spoken texts.

Year 12 mock exam

Spring 2

Poetry anthology – students will continue studying poems focusing on imagery, structure and theme and comparison between poems.

Essay question comparing poems.

Summer 1

Revision for Language and Identity paper

Revision for Child Language Acquisition paper

Year 12 mock exam

Year 12 mock exam

Summer 2

Introduction to coursework – guided study of different genres for coursework.

Introduction to Language Variation – overview of the development of English Language over time.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Child Language Acquisition – revision of how children acquire speech

Language and Identity – revision of key frameworks and linguistic terms to support comparison of texts

Coursework – Crafting Language – students choose their own genre of writing to produce 2 pieces of writing for different audiences

Language Variation – students will study the key historical periods of development in English and key features that have changed over time.

End of year 12 assessment

End of year 12 assessment

First draft of coursework

Autumn 2

Coursework – Crafting Language – revision and editing of coursework by students

Language Variation and Identity

Final draft of coursework

Essay question comparing 2 texts from different periods/writers

Spring 1

Child Language Acquisition – revision of how children develop literacy skills

Coursework – Crafting Language – planning and writing a commentary

Language Investigation Study – students choose an area based on pre-release topics set by the board

Essay question from past paper

Draft of commentary completed

Spring 2

Language Variation and Identity – students use past papers to put analytical skills into practice

Coursework – Crafting Language – students produce final version of commentary to accompany coursework

Essay questions completed

Completed commentary submitted for coursework

Summer 1

Revision for A Level Exams

Past paper questions

Summer 2

Revision for A Level exams

Terminal exams completed

Half term

Curriculum focus

Landmark assessment

Autumn 1

Unit 2 – Prose set text – First of two novels – Frankenstein – Introduction to the novel form and the Gothic.

Poetry anthology – students will study 4-5 poems and start to compare style/theme

Essay question on Frankenstein

Extended response comparing 2 poems

Autumn 2

Unit 1 – Drama set text – A Streetcar Named Desire – students will focus on characterisation and dramatic presentation.

Unit 2 – Prose set text – Continue studying Frankenstein, focusing on the themes of science and society

Essay question based on an extract

Spring 1

Unit 1 – Drama set text – A Streetcar Named Desire – students will study how the main characters are presented.

Unit 1 – Poetry anthology – students will continue studying poems focusing on imagery, structure, and theme.

Unit 2 – Prose set text – Students start to study the second text, The Handmaid’s Tale, comparing with Frankenstein.

Year 12 mock exam

Spring 2

Unit 1 – Poetry anthology – students will continue studying poems focusing on imagery, structure and theme and comparison between poems.

Unit 2 – Prose set text – Continue studying The Handmaid’s Tale

Essay question comparing poems.

Essay question comparing the two novels.

Summer 1

Revision for Unit 1 – poetry and drama paper

Revision for Unit 2 – prose paper

Year 12 mock exam

Year 12 mock exam

Summer 2

Introduction to Unit 4 – coursework – guided study of In Cold Blood. – students choose a second text to compare to novel.

Introduction to the Unit 3 – Romantic poets – William Blake

Half term

Curriculum focus

Landmark assessment

Autumn 1

Unit 1 – Tragedy – Othello. Students study the tragic form and start to study context, character, and theme.

Unit 4 – Coursework – Continue studying In Cold Blood and students choose their second text to compare to the novel.

Essay question based on character in Othello.

Autumn 2

Unit 1 – Tragedy – Othello. Students continue to study the tragic form and start to study context, character, and theme.

Unit 4 – Students work independently on coursework.

Essay question based on theme in Othello.

Spring 1

Unit 3 – The Romantics. Students study the remaining 4 poets, Wordsworth, Byron, Shelley and Keats focusing on the Romantic movement, the historical context and the language, structure and form of the poetry.

Unit 4 – Students continue to work independently on their coursework.

Mock A level exams for Units 1 and 2

First draft of coursework essay

Spring 2

Unit 3 – Continue with the Romantics

Unit 4 – Students now work in own time on coursework.

Unit 4 – Coursework – 3000-word essay on two novels of their choice

Summer 1

Unit 2 – Science and Society. Students revise two novels and draw out comparisons.

Unit 1 – Students revise A Streetcar Named Desire

Unit 3 – Students revise modern poetry question and revise unseen poetry analysis skills.

Essay question on Unit 2.

Essay question on A Streetcar named Desire.

Essay question on modern poetry comparison with unseen poem.

Summer 2

Exams

Formal A level Exams

Half Term

Curriculum Focus

Landmark Assessment

Y12 Autumn 1

Students will begin by studying the topic La famille en voie de changement where they will broaden their vocabulary and understanding of the topic of family and relationships covered at KS4. They will also begin to study the topic of La cyber-société building their vocabulary on the topic of social media and the internet.  We will revisit and develop the grammatical areas of verb conjugations in the present, perfect and imperfect tenses. Students will learn to recognise and understand the past historic tense and how to use infinitive constructions.

Y12/13 ROA due in October following VI form assessment week.

kerboodle assessment in all 4 skills

Y12

Autumn 2

Students will finish studying the topic of La cyber-société and begin ‘Jugendkultur: Mode, Musik und Fernsehen’ in which they learn about youth culture today.  They will be familiar with some vocabulary related to music and TV genres from GCSE but we will broaden their vocabulary on this topic, in particular focusing on extended writing skills as well as reading and listening skills.  In tandem we will recap correct pronoun usage (with cases too) as well as verbs which take specific cases.  Also, we will revise the imperatives and word order after conjunctions which introduce subordinate clauses.

kerboodle assessment in all 4 skills

Y12 Spring 1

In this term we begin to study the course film ‘Good Bye, Lenin!’ in tandem with beginning the second theme’s first topic ‘Feste und Traditionen’ which expands on the customs and celebrations topic covered at KS4.  Students will learn how to recognise and use the passive with ‘werden’ as well as correct usage of separable and inseparable verbs and reflexive verbs. Additionally, we will cover necessary vocabulary and skills relating to structuring an essay.

Y12/13 data drop in January following VI form exams.

Y12 exam adapted from AQA Paper 1

Y12

Spring 2

We complete the final two topics of ‘Kunst und Architektur’ and ‘Das Berliner Kulturleben damals und heute’ during this half term in which we introduce the role of art and architecture in the past and the present day.  We explore Berlin from a historical and modern day perspective.  We will revisit the grammar points of word order, comparatives and superlatives as well as adjective endings.  We will introduce infinitive constructions with(out) ‘zu’ and conditional clauses too.

kerboodle assessment in all 4 skills

Y12 Summer 1

In this half term we focus on exam preparation and revision of the AS course, focusing on essay writing skills, listening and reading skills as well as accuracy when translating as well as revisiting any areas of grammar where common misconceptions may still arise.  We complete many past papers, providing personalised feedback on each one.

Paper 2 question on Au Revoir Les Enfants

Y12

Summer 2

When students return, we begin the A2 course by starting the course text ‘Der Vorleser’.  We especially focus on the key events students will need to reference in an essay.  We will introduce students to the individual research project and the criteria which they have to complete during their fifth period independent work lesson next year.

Past paper exams – AQA papers 1 and 2

Half Term

Curriculum Focus

Landmark Assessment

Y13

Autumn 1

Students will begin to study the theme of multiculturalism in German-speaking society in which we cover the topics of immigration, integration and racism.  We will continue to study the course text and practise essay skills to build on those from Y12 too.  We will cover weak masculine nouns, complex adjectival phrases and the subjunctive with reported speech (conditional 1 and 2) as well as interrogative pronouns.

Y12/13 ROA due in October following VI form assessment week using kerboodle assessment in all 4 skills

Y13

Autumn 2

Students will begin to study theme 2 in which they learn about Germany’s role in the EU, youth politics and the consequences of reunification.  We will teach the pluperfect tense, future perfect and consolidate knowledge of the passive.

Ongoing teacher assessment

Y13 Spring 1

Students will study the topic of German reunification and its consequences for modern day Germany, broadening their knowledge from year 12.  Additionally, students will revisit and consolidate knowledge of cases and subjunctive.

Y12/13 data drop in January following VI form exams covering all skills.

Y13

Spring 2

We will use the rest of the academic year to revise AS topics and prepare for the speaking exam.  We will complete relevant past papers and practise exam skills. 

Past paper exam practice.

Mock oral exams.

Y13 ROA

Y13 Summer 1

Half term

Curriculum focus

Landmark assessment

Autumn 1

Tectonic Processes and Hazards:

Students investigate the global distribution and causes of tectonic hazards and how the Earth “works” with tectonic plates and mantle plumes. Students will also delve deep into the Earth to discover its structure and characteristics and how that results in the tectonic hazards experienced today. They focus on three particular tectonic hazards in detail; volcanic eruptions, tsunamis and earthquakes.

Globalisation:

Students discover why the world is shrinking and investigate the various factors contributing towards that. They examine the role of Governments in either encouraging globalisation or trying to ward off globalisation and why some countries are geographical “switched on” and others “switched off”. Students will also assess the impacts of globalisation on various countries.

Various 12 mark and 20 mark questions – “evaluate” and “assess”.

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

Autumn 2

Tectonic Processes and Hazards:

Students continue with the topic of tectonic hazards. Students now build on their knowledge of tectonic hazards to assess how they are being governed. Through the teaching of tectonic hazard case study examples, students will be able to evaluate the effectiveness of the preparation and response of the affected Governments. 

Globalisation:

Students continue with the topic of globalisation. They will be able to explain the impact of Disneyfication on the world and how other TNC’s have influenced global cultures. Students will also examine the consequences of globalisation on the environment, economy and people and evaluate the methods being used to manage the spread of globalisation in certain locations.

Various 12 mark and 20 mark questions – “evaluate” and “assess”.

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Spring 1

Coastal Landscapes and Change:

Students learn about the characteristics of different coastlines and how they can be classified. They also examine the role of geology, erosional processes and sub-aerial processes in the formation of different landforms found along concordant and discordant coastlines.

Diverse Places:

Students in this topic will explain how population structures vary in local and contrasting places and how those differences are driven by local, national and global processes. Students will then assess the differing views of diverse living spaces and the reasons behind those views.

Various 12 mark and 20 mark questions – “evaluate” and “assess”.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Spring 2

Coastal Landscapes and Change:

Students continue with the topic of coastal landscapes and build on their coastal knowledge to investigate how coastal erosion can impact on people and on the environment. They will also evaluate the different ways in which Governments can protect the coastline. Towards the end of the topic, students start their fieldwork preparation. They will be visiting local coastlines to carry out various fieldwork methods and statistical tests and then analyse their fieldwork findings back in the classroom and develop substantiated conclusions based on their findings.

Diverse Places:

Students continue the topic of diverse places.

They will examine the reasons for demographical and cultural tensions in different areas. Students will then investigate the different methods for managing those tensions and evaluate how successful those issues are managed. They will consider how lived experiences and perceptions can result in varying viewpoints.

Various 12 mark and 20 mark questions – “evaluate” and “assess”.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Statistical tests.

Summer 1

Revision:

Students are given time to revise all topics studied in the A Level Specification to date. They are given a range of revision activities to complete and get to experience exam style questions and mock exam papers. Students will also be able to analyse past students answers and justify why the answers were given the marks they were, using mark schemes. Students have the opportunity to assess their knowledge and improve on any areas identified.

Various 12 mark and 20 mark questions – “evaluate” and “assess”.

Mock exam papers. 

Interim knowledge tests.

Summer 2

Non-Examined Assessment Preparation:

Students are given time to start preparing for their coursework, which is worth 20% of their final grade. Guidance is provided where allowed and students will be able to see exemplar coursework pieces provided by the exam board. Students are given time to research their coursework topics and potential fieldwork methods. They are given two days to collect their primary data to then bring back to the classroom to aid with their coursework write up.

Various 12 mark and 20 mark questions – “evaluate” and “assess”.

Statistical tests.

Half term

Curriculum focus

Landmark assessment

Autumn 1

The Water Cycle and Water Insecurity:

Students discover how water plays a key role in supporting life on earth. They explore how the water cycle operates at a variety of spatial scales and also at short- and long-term timescales, from global to local. Students will be able to explain the physical processes controlling the circulation of water between the stores on land, in the oceans, in the cryosphere, and the atmosphere.

Superpowers:

Students will understand what is meant by a superpower and how they exhibit a number of characteristics. They will look at examples of superpower countries and the relationships between them. Students will explain the factors influencing superpower countries and how historical events have helped to shape these superpower countries.

Various 12 mark, 18 mark, 20 mark and 24 mark questions – “evaluate” and “assess”.

“Analyse” 8 mark questions.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Autumn 2

The Water Cycle and Water Insecurity:

Students will be able to investigate how changes to the most important stores of water are a result of both physical and human processes. They will be able to examine how water insecurity is becoming a global issue with serious consequences and there is a range of different approaches to managing water supply. Students will learn a variety of different examples and will be able to evaluate the approaches to water management.

Superpowers:

Students examine how the pattern of dominance has changed over time and the impact this has had on the world as we know it. They will assess how superpowers and emerging superpowers have a very significant impact on the global economy, global politics and the environment. Students will be able to explain what is meant by the spheres of influence and how that can be frequently contested between these powers, resulting in geopolitical implications.

Various 12 mark, 18 mark, 20 mark and 24 mark questions – “evaluate” and “assess”.

“Analyse” 8 mark questions.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Spring 1

The Carbon Cycle and Energy Security:

Students will understand how a balanced carbon cycle is important in maintaining planetary health. They will be able to explain that the carbon cycle operates at a range of spatial scales and timescales, from seconds to millions of years. Students will examine the physical processes that control the movement of carbon between stores on land, the oceans and the atmosphere.

Health, Human Rights and Intervention:

Students will be able to identify how traditional definitions of development are based largely on economic measures but have been increasingly challenged by broader definitions based on environmental, social and political quality of life with many new measures used to record progress at all scales in human rights and human welfare.  They will examine how some countries put economic development above social development and the consequences of this.

Various 12 mark, 18 mark, 20 mark and 24 mark questions – “evaluate” and “assess”.

“Analyse” 8 mark questions.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Spring 2

The Carbon Cycle and Energy Security:

Students will be able to explain how fossil fuels has caused significant changes to carbon stores and contributed to climate change. They will investigate how anthropogenic climate change poses a serious threat to the health of the planet and evaluate the range of adaptation and mitigation strategies that could be used.

Health, Human Rights and Intervention:

Students will evaluate the variations in the norms and laws of both national and global institutions that impact on decisions made at all scales, from local to global. They will be able to investigate how these decisions lead to a wide range of geopolitical interventions via international and national policies, from development aid through to military campaigns. Students will be able to assess the impact of geopolitical interventions on both human health and wellbeing and human rights and explain how it is variable and contested, with some groups appearing to benefit disproportionately, which can lead to increasing inequalities and injustice.

Various 12 mark, 18 mark, 20 mark and 24 mark questions – “evaluate” and “assess”.

“Analyse” 8 mark questions.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Interim knowledge tests.

End of unit tests in the style of A Level examinations.

Summer 1

Paper 3 “Synoptic” and Revision:

Students are given time to prepare for their synoptic paper. This specification contains three synoptic themes. These are over-arching themes designed to help students make links between different geographical themes, ideas and concepts. Students will be able to identify the players, attitudes and actions, and futures and uncertainties that run throughout the A Level course. They will be able to practise their responses to the synoptic themes and demonstrate interdependency and inter-relationships through a walk-through exam paper and mock exam papers.

Various 18 mark, 20 mark and 24 mark questions – “evaluate” and “assess”.

“Analyse” 8 mark questions.

Mock exam papers. 

Continuous assessment through AfL activities in lessons.

Summer 2

Revision:

Students are given time to revise all topics studied in the A Level Specification. They are given a range of revision activities to complete and get to experience mock exam papers. Students will also be able to analyse past students answers and justify why the answers were given the marks they were, using mark schemes. Students have the opportunity to assess their knowledge and improve on any areas identified.

Mock exam papers. 

Interim knowledge tests.

Half Term

Curriculum Focus

Landmark Assessment

Y12 Autumn 1

Students will begin to study the first topic ‘Familie im Wandel’ in which they will broaden their vocabulary on the topic of family and relationships covered at KS4 as well as begin the topic of ‘Die digitale Welt’ in which they will expand their vocabulary on the topic of social media and the internet.  We will revisit the grammar topics of present tense verb conjugation of regular and irregular verbs and modal verbs as well as the perfect tense and correct word formation and genders of nouns.  Additionally, we will recap word order rules, particularly time – manner – place as well as cover cases in more depth as well as prepositions.

Y12/13 ROA due in October following VI form assessment week.

Paper 1 – adapted

Y12

Autumn 2

Students will finish studying the topic of ‘Die Digitale Welt’ and begin ‘Jugendkultur: Mode, Musik und Fernsehen’ in which they learn about youth culture today.  They will be familiar with some vocabulary related to music and TV genres from GCSE but we will broaden their vocabulary on this topic, in particular focusing on extended writing skills as well as reading and listening skills.  In tandem we will recap correct pronoun usage (with cases too) as well as verbs which take specific cases.  Also, we will revise the imperatives and word order after conjunctions which introduce subordinate clauses.

Ongoing teacher assessment

Y12 Spring 1

In this term we begin to study the course film ‘Good Bye, Lenin!’ in tandem with beginning the second theme’s first topic ‘Feste und Traditionen’ which expands on the customs and celebrations topic covered at KS4.  Students will learn how to recognise and use the passive with ‘werden’ as well as correct usage of separable and inseparable verbs and reflexive verbs. Additionally, we will cover necessary vocabulary and skills relating to structuring an essay.

Y12/13 data drop in January following VI form exams.

Y12 exam adapted from paper 1 questions and translation into German

Y12

Spring 2

We complete the final two topics of ‘Kunst und Architektur’ and ‘Das Berliner Kulturleben damals und heute’ during this half term in which we introduce the role of art and architecture in the past and the present day.  We explore Berlin from a historical and modern day perspective.  We will revisit the grammar points of word order, comparatives and superlatives as well as adjective endings.  We will introduce infinitive constructions with(out) ‘zu’ and conditional clauses too.

Ongoing teacher assessment.

Y12 Summer 1

In this half term we focus on exam preparation and revision of the AS course, focusing on essay writing skills, listening and reading skills as well as accuracy when translating as well as revisiting any areas of grammar where common misconceptions may still arise.  We complete many past papers, providing personalised feedback on each one.

Ongoing teacher assessment

Y12

Summer 2

When students return, we begin the A2 course by starting the course text ‘Der Vorleser’.  We especially focus on the key events students will need to reference in an essay.  We will introduce students to the individual research project and the criteria which they have to complete during their fifth period independent work lesson next year.

Past paper exams – papers 1 and 2

Half Term

Curriculum Focus

Landmark Assessment

Y13

Autumn 1

Students will begin to study the theme of multiculturalism in German-speaking society in which we cover the topics of immigration, integration and racism.  We will continue to study the course text and practise essay skills to build on those from Y12 too.  We will cover weak masculine nouns, complex adjectival phrases and the subjunctive with reported speech (conditional 1 and 2) as well as interrogative pronouns.

Y12/13 ROA due in October following VI form assessment week.

Exams taken from papers 1 and 2

Y13

Autumn 2

Students will begin to study theme 2 in which they learn about Germany’s role in the EU, youth politics and the consequences of reunification.  We will teach the pluperfect tense, future perfect and consolidate knowledge of the passive.

Mock oral exam

Ongoing teacher assessment

Y13 Spring 1

Students will study the topic of German reunification and its consequences for modern day Germany, broadening their knowledge from year 12.  Additionally, students will revisit and consolidate knowledge of cases and subjunctive.

Y12/13 data drop in January following VI form exams covering all skills.

Y13

Spring 2

We will use the rest of the academic year to revise AS topics and prepare for the speaking exam.  We will complete relevant past papers and practise exam skills. 

Past paper exam practice

Y13 ROA

Y13 Summer 1

AS terminal exam

Overview

Year 12

Year 13

Skills, Knowledge and Understanding

Achieve a certification in Health and Social Care equivalent to 0.5an A-Level

Acquire the skills, knowledge and understanding tie complete the level 3 qualification in Health and Social Care.

Ambition

On completion of Year one, continuous education via apprenticeship is accessible and if commotion if year two, University courses or Employment within the Health and Social Care Sector.

Students will achieve an equivalent to A-Level to pursue a career in the Health and Social Care industry or University qualification.  It would be desirable for students to undertake work experience within the care sector to consolidate tier leaning and apply their skills and knowledge.

Unit 1

Unit 5

Unit 2

Unit 12

Unit 14

Unit 4

Title

Human Lifespan and Development

Meeting Individual care and support needs

Working in Health and Social Care

Supporting individuals with additional needs

Physiological Disorders and their care

Enquiries into current research in Health and Social care

Ambition

This is the mandatory exam unit and the foundation of Health and Social Care.  It underpins knowledge of the human life span of all six life stages.

For students to be able to provide the care and support that individuals need, it is important they have a good understanding of the principles behind providing good quality care and support.  Introduced values and issues which need to be considered within the care sector.

Ts is an introduction to the roles and responsibilities of Health and Social Care practitioners and the organosilicons they work in.  You will explore a wide range of roles and how they work together to meet individual needs.

You are exploring the care that those with addition needs may receive further best quality and support.  This will give you specialist knowledge around those with additional needs to meet their full potential.

Exploring different physiological ordered and how they are diagnosed but doctors. Students will research appropriate treatment and support that service users may encounter.  You will choose a case study from one of the disorder and contrast treatment plan which will identify the needs of the person.

To investigate a curet issue within Health and Social Care using literature and search methodology.  Finding out the purpose of research in Health ad Social Care.

Tier 3 terminology

milestones

cognitive

attachment

theorist

schema

maturation

genetic

economic

predictable

osteoarthritis

degeneration

attribute

empathy

ethical

legislation

principle

multidisciplinary

enabling

confidentiality

policies

personalisation

advocacy

preventative

occupational

consultant

safeguarding

rehabilitation

domiciliary

interventions

prejudice

empowering

clinical

whistleblowing

diagnostic

prognosis

degenerative

inherited

disorder

disability

dependency

assistive

Minimising

Stereotyping

statutory

physiological

respiratory

euphoria

sickle cell

referral

swellings

investigative

diagnosis

prognosis

clinician

impairment

validity

reliability

double blind clinical trial

placebo

strategy

bias

quantitative

qualitative

sampling

participant

rationale

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about the Cold War in Asia 1945-1993. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

Who was most important in the outbreak of the Korean War? i) Syngman Rhee  ii)Stalin  Explain your answer with reference to both i) and ii)

Autumn 2

Pupils will learn about the Cold War in Asia 1945-1993. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

‘American military strategy led to defeat in the Vietnam War.’ How far do you agree?

Spring 1

Pupils will learn about the Early Tudors 1509-1558. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

Assess the reasons for the fall of Thomas Wolsey in 1529.

Spring 2

Pupils will learn about the Early Tudors 1509-1558. They will analyse and evaluate appropriate source materials, primary and/or contemporary to theperiod, within its historical context.

Using these four sources in their historical context, assess how far they support the view that female rule was a serious problem in the 1550s.

Summer 1

Revision for external and internal examinations

Revision

Summer 2

Pupils will do their Topic Based essay. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

They will analyse and evaluate appropriate source materials, primary and/or contemporary to theperiod, within its historical context.

They will analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Example chosen by student – To what extent was the First World War the primary factor in women obtaining the right to vote in 1919?

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will do their Topic Based essay. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

They will analyse and evaluate appropriate source materials, primary and/or contemporary to the period, within its historical context.

They will analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Example chosen by student – To what extent was misogyny the main cause of witchhunting in the seventeenth century?

Autumn 2

Pupils learn about Civil Rights in the USA 1865-1992. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

They will analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

‘The Second World War the most important turning point in the development of African American civil rights.’ How far do you agree with this view of the period 1865 to 1992?

Spring 1

Pupils learn about Civil Rights in the USA 1865-1992. They will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate the key features related to the periods studied, making substantiated judgements and exploring concepts, as relevant, of cause, consequence, change, continuity, similarity, difference and significance.

They will analyse and evaluate, in relation to the historical context, different ways in which aspects of the past have been interpreted.

Evaluate the interpretations in both passages and explain which you think is more convincing as an explanation of the impact of the Black Power movement on Native American protest.

Spring 2

Revision for the final examinations.

Revision

Summer 1

Revision for the final examinations.

Revision

Summer 2

N/A

N/A

Half term

Curriculum focus

Landmark assessment

Autumn 1

Unit 4 (LAA) – Understand the requirements of pre-production of a digital media product

Unit 4 (LAA) – assessment of the written report that is produced.

Autumn 2

Unit 4 (LAA) – Understand the requirements of pre-production of a digital media product

Unit 4 (LAA) – assessment of the written report that is produced.

Spring 1

Unit 4 (LAB) – Carry out pre-production for a digital media product

Unit 4 (LAB) – assessment of the pre-production documentation produced. 

Spring 2

Unit 4 (LAC and LAD) – Produce a pre-production portfolio for a creative media production and Review pre-production of a digital media product.

Unit 4 (LAC and LAD) – assessment of the time plan, budget, e-portfolio and evaluations produced. 

Summer 1

Unit 13 (LAA) – Understand game genres and design considerations

Unit 13 (LAA) – assessment of the written report that is produced.

Summer 2

Unit 13 (LAA) – Understand game genres and design considerations

Unit 13 (LAA) – assessment of the written report that is produced.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Unit 13 (LAB) – Design a digital game using sourced assets

Unit 13 (LAB) – assessment of the planning documentation produced. 

Autumn 2

Unit 8 – This unit considers the commissioning process and how media producers respond to client by generating ideas using a range of skills.

Unit 8 – Controlled assessment, externally assessed.

Spring 1

Unit 13 (LAC) – Produce and check a digital game in a specific genre.

Unit 13 (LAC) – assessment of the digital game produced 

Spring 2

Unit 1 – Learners will consider how different media representations are constructed by media producers to create meaning, messages and values.

Unit 1 – Examination, externally assessed.

Summer 1

Unit 1 – Learners will consider how different media representations are constructed by media producers to create meaning, messages and values.

Unit 1 – Examination, externally assessed.

Summer 2

Unit 13 (LAC) – Produce and check a digital game in a specific genre.

Unit 13 (LAC) – assessment of the digital game produced 

Half term

Curriculum focus

           Core                         Statistics & Mechanics

Landmark assessment

Autumn 1

Indices

Surds

Quadratics

Sketching graphs

Probability

Data Analysis

Regression

Students are given half term assessment on work covered to date

Autumn 2

Straight Lines

Differentiation

Proof

Vectors

Distributions

Hypothesis Testing

SUVAT

Variable acceleration

Spring 1

Integration

Binomial Expansion

Algebra

Trigonometry

Forces i’s and j’s

F=ma

Students are given a formal January mock exam assessment on all work covered to date

Spring 2

Circles

Logs

Connected Particles

Summer 1

Exam Paper Practice

External AS exams

Summer 2

A2 course starts

Differentiation

Radians

Sequences

Partial Fractions

Internal AS exams

Half term

Curriculum focus

           Core                         Statistics & Mechanics

Landmark assessment

Autumn 1

Trigonometry

Differentiation

Students are given half term assessment on work covered to date

Autumn 2

Integration

Binomial expansion

Numerical methods

Functions & Modulas

Spring 1

Vectors

Regression

Hypothesis testing

Probability

Normal Distribution

Parametric equations

Forces on slopes

F=ma

Vectors

Moments

Statics

Students are given a formal January mock exam assessment on all work covered to date

Spring 2

Exam preparation and exam past papers

Summer 1

Summer 2

External AS exams

Half Term

Curriculum Focus

Landmark assessment

Autumn 1

Listening: Students will analyse the key features of the symphony. They will look at the historical development of this form of music and listen to and analyse the two symphonic set works by Haydn and Mendelssohn.

Composing: Students will start developing their composing skills by undertaking exercises to develop their use of a variety of elements including melody, harmony and structure.

Summative assessments using practice questions on the symphony.

Formative assessments on composing, looking at the use and development of musical elements within compositions.

Autumn 2

Listening: Students will focus on Haydn’s 104^thsymphony ‘London’ in detail. They will listen to and analyse the key features of the symphony and compare and contrast with other examples of symphonic pieces.

Composing: Students will continue to develop their composing skills, looking in greater detail at how composers develop musical ideas.

Performing: Students will begin to plan their performance repertoire, identifying suitable pieces to perform.

Summative assessments using practice questions on the Haydn symphony.

Formative assessments on composing, looking at the use and development of musical elements within compositions.

Spring 1

Listening: Students will study Musical Theatre. They will listen to and analyse a wide range of musical theatre songs, from Sondheim to Hammerstein, and Lloyd Webber to Menken.

Composing: Students will start to plan their free composition, deciding on the genre and developing their main musical ideas.

Performing: Students will also continue to plan their performance repertoire, using key milestone performances as a marker of progress.

Summative assessments using practice questions on musical theatre.

Spring 2

Listening: Students will listen to and analyse features of 20^th century music, looking at the main composers and how music developed and changed from the classical and romantic style.

Composing: Students will continue to develop their compositional ideas, exploring use of melody, harmony and rhythm in particular.

Performing: In this half term, students will perform one of their pieces to an audience as preparation for their recital in Year 13.

Summative assessments using practice questions on musical theatre.

Formative assessments on composing, looking at the use and development of melody, harmony and rhythm.

Summative assessment on performing, based on grade criteria of the exam board.

Summer 1

Listening: Students will study the two set works of Into the Twentieth Century: ‘Trio for Oboe, Bassoon and Piano’ by Poulenc; and ‘Three Nocturnes’ by Debussy. They will analyse the key features of these pieces. They will use their knowledge of 20^th century music to see how they compare against other pieces of the same era.

Composing: Students will also revise and record their free compositions.

Performing: Students will continue with their performance repertoire, focusing on their second musical choice. They will devise and practice routine, identifying key parts of the piece which require most work. 

Summative assessments using practice questions on Poulenc and Debussy.

Summative assessment on composing using grading criteria of the exam board

Summer 2

Listening: Students will revise all listening work done this year. They will look at exam technique, and practice answering a number of exam questions. They will develop their dictation skills by listening to musical examples and writing down the notation on a stave.

Composing: students will look at how to prepare to compose to a brief. They will look at examples of western classical music briefs and discuss how to use the musical elements to create an effective piece.

Performing: students will perform their second piece to an audience as preparation for their recital in Year 13.

Summative assessments – Year 12 exam on all areas of study from this year

Summative assessment on performing using grading criteria of the exam board.

Half Term

Curriculum Focus

Landmark assessment

Autumn 1

Listening: Students will revise the key features of the Haydn and Mendelssohn symphonies . They will listen to and analyse the key features of the symphony and compare and contrast with other examples of symphonic pieces.

Composing: Students will start to plan their composition to a brief, deciding on the genre and developing their main musical ideas.

Summative assessments using practice questions on the Haydn and Mendelssohn symphonies.

Summative assessments on composing, using

Autumn 2

Listening: students will widen their knowledge of the symphony by studying other examples of the genre. They will be able to develop knowledge of key features and use an extensive repertoire to back up their evidence.

Composing: Students will continue to develop their melodic ideas, as well as the structure and harmony of their composition.

Performing: Students will use a practice routine to learn their pieces off by heart and fully develop their performance recital.

Summative assessments using practice questions on the symphony.

Formative assessments on composing, looking at the use and development of musical elements within compositions.

Spring 1

Listening: Students will consolidate their knowledge of Musical Theatre. They will listen to and analyse a wide range of musical theatre songs, developing an understanding of the different musical styles, and contrasting and comparing different composers.

Composing: Students will continue to develop their composition to a brief, exploring use of harmony, texture, tonality and rhythm in particular.

Performing: Students will continue to plan their performance repertoire, using key milestone performances as a marker of progress.

Summative assessments using practice questions on musical theatre.

Formative assessment on performing, based on grade criteria of the exam board.

Spring 2

Listening: Students will listen to and analyse more features of 20^th century music, using a wider range of listening examples. Comparative features of different composers will be studied to enable students to gain a deeper understanding of 20^th century music. Students will complete dictation exercises throughout the half term.

Composing: Students will refine, finalise and record their composition to a brief.

Performing: Students will continue to practice their performance pieces, with a recital at the end of the half term to guide progress.

Summative assessments using practice questions on 20^th century music.

Formative assessments on composing, looking at the use and development of melody, harmony and rhythm.

Summative assessment on performing, based on grade criteria of the exam board.

Summer 1

Listening: Students will revise all material from all the set works. Practice exam questions will be used to develop exam technique. Students will also be revising wider listening examples to use in the exam. Students will complete dictation exercises throughout the half term.

Performing: Students will practice all of their pieces for their recital, culminating in a performance in front of an external examiner. 

Summative assessments using practice exam questions on all the set works

Summative assessment on composing using grading criteria of the exam board

Summer 2

Listening: Students will undertake the written examination.

Summative assessments – Year 13 exam on all areas of study from this year

Half term

Curriculum focus

Landmark assessment

Autumn 1

Classes are split between two teachers with one teacher teaching Particles and Radiation, and one teacher Waves.

In Particles, we start by looking at the fundamental constituents of the atom, then the stability of nuclei, fundamental interactions, and how particles are classified.

In Waves, we look at the properties of waves, then  polarisation and interference. Students learn the practical skills needed to determine the wavelength of laser light,

Knowledge recall tests at end of each month.

RP (Required Practical ) 2a

Autumn 2

In Particles, we use particle classifications and conservation laws to predict particle interactions. We look at the photoelectric effect and evidence for wave-particle duality.

In Waves, the students apply their understanding of interference to describe the effect of diffraction gratings and the creation of stationary waves. 

Knowledge recall tests at end of each month

RP2b

RP1

Spring 1

Our new topic this term is Mechanics. We build on students’ GCSE knowledge to analyse straight line motion. We apply the equations for uniform acceleration to projectiles. 

In Waves, we use Snell’s Law to predict refraction and to explain total internal refection. We consider the application of fibre optics

Year 12 January examinations, AO1,AO2 AND AO3 questions

RP3

Spring 2

In Mechanics we learn the Principle of Conservation of momentum and relate this to Newton’s 3rd law. We apply the conservation of energy and the concept of work done

Our new topic this term is electricity. We start by consolidating GSCE ideas of current, pd and resistance and develop these to gain an understanding of diodes, thermistors, and the application of  superconductivity.

Knowledge recall tests at end of each month.

RP5

Summer 1

In Materials, the students use Hooke’s Law, and concepts such as stress and strain to consider plastic behaviour, fracture and brittle behaviour.

In Electricity the students use their understanding of pd and resistance to design control circuits using potential dividers. They learn how internal resistance impacts on real circuits.

Knowledge recall tests at end of each month.

RP4

RP6

Summer 2

Following a period or revision for the year 12 examinations, we start on the A2 specification by studying the closely linked topics of Circular Motion and Gravitational fields.

Year 12 Summer examinations, full examination papers

Half term

Curriculum focus

Landmark assessment

Autumn 1

In our first topic, Electric Fields, the students take the concept of a field developed in y12 and use this to define and investigate electric field strength and potential. These ideas are then applied to study Capacitance.

The Simple Harmonic Motion Topic builds on the work on periodic motion that the students undertook at the end of Y12. We analyse characteristics of SHM and represent it graphically. Mass-spring and simple pendulum systems are studied and the effects of resonance and damping investigated

A03 graded assessment of AS material

Knowledge recall tests at end of each month.

RP9

RP 7a and 7b

Autumn 2

Magnetic Fields. Continuing our study of fields, we investigate the size and direction of the magnetic force on current carrying wires and moving charges. The students  learn how to use rms values to represent ac and the operation of alternators and transformers. 

Nuclear. This topic builds on knowledge from GCSE. The Inverse square law is investigated and practical considerations such as background count and safe handling of sources is considered, 

Knowledge recall tests at end of each month.

RP 10

RP12

Spring 1

Magnetic fields. We extend our thinking to the concept of magnetic flux linkage and electromagnetic induction, with use of Faraday’s and Lenz’s laws.

Nuclear. The students relate the random nature of decay to its exponential nature. They consider nuclear stability and fission and fusion processes.

Our new topic this term is Thermal Physics. The students consider the concept of ideal gases and develop a model of molecular kinetic theory.

Year 13 January examinations

RP11

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about 4 central themes in Christianity: religious figures and sacred texts; religious concepts and religious life; significant social and historical developments in religious thought; religious practices and religious identity. Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection. (continued in Autumn 2)

A01 and A02 questions from each theme. Example: A01 – Compare the birth narratives in Matthew and Luke

Autumn 2

Pupils will learn about 4 central themes in Christianity:religious figures and sacred texts; religious concepts and religious life; significant social and historical developments in religious thought; religious practices and religious identity. Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: A02 – ‘Baptism is nothing more than a symbolic act’ Evaluate this view.

Spring 1

Pupils will learn about 4 central themes in Philosophy: arguments for the existence of God; challenges to religious belief; religious experience and religious language. Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: A01 – Outline the cosmological arguments for the existence of God.

Spring 2

Pupils will learn about 4 central themes in Philosophy: arguments for the existence of God; challenges to religious belief; religious experience and religious language. Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: A02 – ‘Visions and mysticism are valid means of communicating religious teaching and belief’ Evaluate this view.

Summer 1

Revision for external and internal examinations

Pupils will learn about 4 central themes in Ethics: ethical thought, deontological ethics, teleological ethics, determinism and free will.

Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

Past papers and examination.

A01 and A02 questions from each theme. Example: A01 – Examine both the deontological and teleological features of Rule Utilitarianism.

Summer 2

Pupils will learn about 4 central themes in Ethics: ethical thought, deontological ethics, teleological ethics, determinism and free will.

Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: A02 – ‘Natural Law is meaningless without belief in a creator God.’

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about 4 central themes in Christianity: religious figures and sacred texts; religious concepts and religious life; significant social and historical developments in religious thought; religious practices and religious identity. Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: A01 – Examine the views of Richard Dawkins on the relationship between religion and science. A02 – ‘Scientists must be atheists.’ Evaluate this view.

Autumn 2

Pupils will learn about 4 central themes in Philosophy: arguments for the existence of God; challenges to religious belief; religious experience and religious language. Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: Examine the term ‘miracle’ with reference to three scholars. A02 – ‘All definitions of miracles are inadequate.’ Evaluate this view.

Spring 1

Pupils will learn about 4 central themes in Ethics:ethical thought, deontological ethics, teleological ethics, determinism and free will.

Pupils will demonstrate, organise and communicate knowledge and understanding to analyse and evaluate key features of each theme. They will make substantiated judgements and explore concepts as relevant for each theme as well as a personal reflection.

A01 and A02 questions from each theme. Example: A01 – Explain the meta-ethical approach of Emotivism, including reference to A. J. Ayer. A02 – ‘Moral terms, like right and wrong, are no more than expressions or our emotions.’ Evaluate this view.

Spring 2

Pupils will consolidate learning across all 3 units in Religion, Philosophy and Ethics.

Past Papers across 3 units

Summer 1

Revision for final examinations

Revision, Past Papers and Final Examinations Papers: Religion, Philosophy and Ethics

3 x 2 hour papers.

Summer 2

N/A

Half term

Curriculum focus

Landmark assessment

Autumn 1

Learners will explore a range of advanced practitioners through both practical workshops and independent research.

An introduction to the set text Antigone with practical exploration of the narrative, characters, themes, structure and social, cultural, historical and political context.

Continuous formative  assessment of  participation in workshops and theory work.

Autumn 2

Learners will explore a range of advanced practitioners through both practical workshops and independent research.

An introduction to the set text Antigone with practical exploration of the narrative, characters, themes, structure and social, cultural, historical and political context.

Continuous formative  assessment of  participation in workshops and theory work.

Spring 1

Using the knowledge of practitioners, learners will create two scripted performances from two separate texts and compile a reflective report of the process of creating the performance.

Learners will continue their work on Antigone with a deeper focus on the technical demands of the play. Learners will watch a live performance and will begin work to analyse and evaluate it.

Summative assessment of performances and reflective report.

Continuous formative assessment of knowledge of Antigone.

Spring 2

Using the knowledge of practitioners, learners will create two scripted performances from two separate texts and compile a reflective report of the process of creating the performance.

Learners will be introduced to the set text of Our Country’s Good and will participate in practical exploration of the narrative, characters, themes and social, cultural, historical and political context.

Summative assessment of performances and reflective report.

Half term

Curriculum focus

Landmark assessment

Autumn 1

 Internal examination of Component 2: Creating Original Drama, completion of the Working Notebook.

Learners will continue their work on Our Country’s Good with a deeper focus on the technical demands of the play. Learners will watch a live performance and will begin work to analyse and evaluate it.

Summative assessment by internal examiner 30% of A level.

Continuous formative assessment of knowledge of Our Country’s Good.

Autumn 2

Preparation of final performance for Component 3: Making Theatre.

Learners will revise Antigone, Our Country’s Good and Live Evaluation.

Year 12 mock exam Drama and Theatre sections A, B & C

Spring 1

Preparation of final performance for Component 3: Making Theatre.

 Learners will continue their exploration of Antigone, Our Country’s Good and Evaluation of Live Theatre

Continuous formative assessment of scripted performance and reflective report

Formative assessment of understanding of the three sections of the exam

Spring 2

External examination of Component 3: Making Theatre.

Learners will continue their exploration of Antigone, Our Country’s Good and Evaluation of Live Theatre

Summative assessment by external examiner 30% of A level

Formative assessment of understanding of the three sections of the exam

Summer 1

 Final revision for Component 1: Drama and Theatre.

Practice exam papers

Summer 2

Component 1: Drama and Theatre exam

Final summative paper 40% of final exam.