At Hurworth it is our aim to provide a broad, balanced, and challenging curriculum that ignites students’ love of learning and successfully unlocks the true potential of each individual. We believe that students are empowered by what they know and that, if immersed in a knowledge-rich curriculum, they are more likely to become the best versions of themselves.
All lessons last for one hour.
At Key Stage 3 students study the following subjects:
English, Maths, Science, Spanish, Design and Technology, History, Geography, Religious Studies, Music, Art, Computing, Physical Education and PSHCE.
At Key Stage 4 our offer extends to include:
Health and Social, Creative iMedia, DT & Engineering VCert, Enterprise and Marketing, Hospitality & Catering and Dance.
The information for each subject is categorised as follows:
- Topics: this is an overview of the topics our students will be covering this half term.
- Assessment: this explains how students will be assessed on their understanding of this topic.
- How I can support my child: this gives suggestions of how you can offer your child support, as well as ways students can explore this area in more detail if they wish.
- Students will be using computers in these lessons.
Curriculum Documents
Art
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The Formal Elements of Art: To know, describe and identify the formal elements of art. To improve observational drawing skills through an understanding of the formal elements. | Portraiture: To understand the proportions of the face. Develop tonal and observational drawing. Understand how to draw facial features correctly. | Exploring Animals. A series of short artist studies that explore the style of individual artists and how they represent animals in art. Julie Rhodes – Tonal and observation and Christal Langan – Ink and resist. | Close Ups: Become familiar with a range of different medium and application techniques and have an understanding of self-evaluation and refinement to improve work. Continue to develop observational skills and build knowledge on building a GCSE project preparing them for the personal project later in the year. | Identity or Natural Form: This is a personal response to their chosen theme; each student will follow their own interests and explore their own ideas. |
| Assessment | Baseline assessment, homework tasks and classroom assessment to monitor observational drawing skills. | Baseline assessment, homework tasks and classroom assessment at the end of the project to monitor observational drawing skills and portraiture knowledge. | Baseline assessment, Homework to monitor independent work. Unit assessment at the end of each artist workshop to monitor their understanding of each new skill. | Assessment is ongoing throughout GCSE, students will be given regular targets on how to improve their work and presentation. There will be two deadlines for sketchbook progression this half term. Sketchbooks will be assessed holistically using the AQA marking scheme. | Assessment is ongoing throughout GCSE, students will be given regular targets on how to improve their work and presentation. There will be two deadlines for sketchbook progression this half term. Sketchbooks will be assessed holistically using the AQA marking scheme. After each deadline individual targets will be set and a discussion on what is required to improve. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The Formal Elements of Art: To understand how to build up tone using a range of application techniques. To understand the grid technique to assist observational drawing. | Portraiture: To be able to use their developing skills and knowledge of facial features to produce a detailed portraiture study using pencil. | Exploring Animals. Continuing with short artist studies students will explore the work of Peter Clarke, creating a collage of their own pet or favorite animal. Concluding with Lisa Stevens, where students will have develop their observations and finally respond with a clay piece. | Close Ups: Introducing the work of other artists to inspire and develp skills. Over this term students will understand the importance of looking at artists and how they inspire personal art development. Chris Gryder will influence clay work and Sarah Graham will assist with colour application and composition. | Identity: Students will experiment, refine and design a final outcome linked to the theme Identity. Produce a final piece based on their final design. |
| Assessment | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Ongoing classroom assessment. Ten-hour Identity mock exam and portfolio deadline (Natural Form and Identity projects), the portfolio assessment is worth 60%. Students will have a short period of time to revisit their coursework after the externally set 12-week project | Ongoing classroom assessment. Ten-hour Identity mock exam and portfolio deadline (Natural Form and Identity projects), the portfolio assessment is worth 60%. Students will have a short period of time to revisit their coursework after the externally set 12-week project |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Colour in Landscape: An understanding of the colour wheel and colour theory. Students will explore the artist Hundertwasser whilst developing paint application and mixing skills. | Text in Art: A series of workshops that explore different medium and artists that use text in the art. Jasper Johns – acylic paint application. Mark Langan – Cardboard relief and knife skills. Graffiti – colour theory and colour blending. | Still Life: An exploration of the theme of Still Life, students will develop their observational skills, with a focus on scale and shape. Cath Riley will influence Photorealism and accrutate tonal development. Followed by Pop Art that will simplify and explore flat application of colour. | Close Ups: To conclude their project ‘Close-Ups’, with a final piece based inspired by their coursework and understanding of their chosen artist. | Externally Set Assignment: Develop a 12-week project based on an individual theme selected from the ESA paper. |
| Assessment | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Classroom assessment to check understanding of process. End of term drawing assessment. | Ongoing assessment with regular feedback and targets for improvement. On completion of the project Students will be awarded a final mark using the AQA mark scheme. | Progress checks through deadlines. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Colour in Landscape: Showing their understanding of colour theory and the artist Hundertwasser, students will create their own A3 landscape painting. | Text in Art: Mel Bochner – Multimedia Richard Long – sensory exploration of a journey. Using words to create a piece of art. Barbra Kruger – Conceptual art using photography and Photoshop. | Still Life – To conclude the Still Life project students will research the artist Holly Coulis and experiment with masking and colour. Using this knowledge students will design their own composition and produce work that explores all three artists. | Personal Project -Students will start their own project with a starting point of Natural Form or Identity. This priject will be self guided and become the main project for their 60% coursework. Student’s will be supported and introduced to new techniques as their ideas and work develop. | Externally Set Assignment: Develop a 12-week project based on an individual theme. |
| Assessment | Classroom assessment to monitor technical understanding. End of topic assessment of product created. | End of topic assessment of that looks holistically at the Text in Art project. | A mark will be awarded at the end of the project that will focus on students understanding of Still Life through their studies. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | Progress checks through deadlines. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | “Art with a difference? Explore line and pattern through landscape and question, what is art? Students will work on a 3D surface inspired by the work of Cheeming Boey.” | Behind the Mask: Explore masks from different cultures through experimentation of mediums and applications. Concluding a group cardboard sculptural mask. | Advanced Portraiture: Using the work of Ellie Smallwood to help recognise skin tones and the mixing and application of skin tones using acrylic. Nikki Farquharson: Using pattern, colour and shape to create a self portrait that combines inner and outer emotions. | Natural Form or Identity: Students main focus will be researching and developing ideas based on the work of of their chosen artisits. | Completion of their ESA with a 10- hour independent study period. Revisit coursework: To complete any unfinished work and annotations from the Close ups, Natural Form and Identity project. |
| Assessment | Weekly classroom assessment and end of topic assessment. | Weekly classroom assessment to track progress. | Weekly classroom assessment to track progress. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. | All work will be marked on the 17th and 18th May to the AQA Art and Design marking structure. 60% – Coursework. 40% – ETA |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Experimental Fish: Explore different mediums and application techniques with a focus on the formal elements, texture, colour and shape. Concluding in a relief ceramic fish. | Behind the Mask: Explore masks from different cultures through experimentation of mediums and applications. Concluding a group cardboard sculptural mask. Clay Critters: A fun project creating clay sculptures, using colour theory to help reflect mood and personality. | Architectural Decay – A multi media response that experiments with layers, collage and sculpture. Students will create small studies to practice their techniques and complete a house front relief sculpture inspired by the work of Lorraine Brown & Mohamad Hafez | Natural Form or Identity: Students will continue to explore their chosen theme and develop an independent and personal project exploring different artists, mediums and application techniques. | |
| Assessment | Classroom assessment to monitor understanding of application and medium. End of topic assessment of product created. | End of topic assessment – Behind the Mask | Classroom assessment to monitor understanding of application and medium. End of topic assessment of product created. | Ongoing assessment with regular feedback and targets for improvement. Progress checks through deadlines. |
Exam Specification
https://filestore.aqa.org.uk/resources/art-and-design/specifications/AQA-ART-GCSE-SP-2016.PDF
How can I support my child?
Encourage your child to draw at home, they can also increase their subject knowledge by watching tutorials on YouTube on the techniques they are learning in lessons.
Business
Half Term 1
| Year 10 | Year 11 | |
| Topic | Unit 1: Business in the real world | Unit 4: Human resources |
| Assessment | Regular low stakes knowledge tests | Regular low stakes knowledge tests |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Unit 1: Business in the real world | Unit 5: Marketing |
| Assessment | Regular low stakes knowledge tests. End of Unit 1 assessment | Regular low stakes knowledge tests. Paper 1 assessment. |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Unit 2: Influences on business | Finishing Unit 5: Marketing and starting Unit 6: Finance |
| Assessment | Regular low stakes knowledge tests | Regular low stakes knowledge tests |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Unit 2: Influences on business followed by Unit 3: Operations. | Finishing Unit 6: Finance and starting revision. |
| Assessment | Regular low stakes knowledge tests and an End of Unit 2 assessment | Ongoing in-class assessments and Mock Papers |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Unit 3:Operations | Revision on all topics |
| Assessment | Regular low stakes knowledge tests. End of Unit 3 assessment | Ongoing in-class assessments and Mock Papers |
Half Term 6
| Year 10 | Year 11 | |
| Topic | Finishing Unit 3: Operations and starting Unit 4: Human Resources | |
| Assessment | Regular low stakes knowledge tests |
Exam Specification
https://filestore.aqa.org.uk/resources/business/specifications/AQA-8132-SP-2017.PDF
How can I support my child?
Testing students at home using digital copy of the GCSE Business textbook on Teams. Discuss current affairs relating to Business.
Computing
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Digital Literacy | Computer Hardware | Computer Networks | Systems Architecture and Memory and Storage | Programming fundamentals and Creating robust program |
| Assessment | Multiple choice on-screen assessment. | Multiple choice assessment. Creation of a computer system to meet the requirements of a client brief. | Multiple choice assessment. Creation of a computer network diagram to meet the requirements of a client brief. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Online safety | Spreadsheets | Pre-production documents | Memory and storage and Networks | Programming fundamentals and Creating robust programs |
| Assessment | Multiple-choice assessnent. Creation of an online safety booklet to meet the requirements of a client brief. | Multiple-choice assessment. Creation of an automated spreadsheet model to meet the requirements of a client brief. | Multiple-choice assessment. Creation of a set of pre-production documents to meet the requirements of a client brief. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Digital Identity | Security | Programming using Python | Software & Security | Algorithms |
| Assessment | Multiple-choice assessnent. Creation of a set of business documents to meet the requirements of a client brief. | Multiple-choice assessment. Creation of a security “how to guide” to meet the requirements of a client brief. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions | Formative assessment every five lessons to inform intervention. End of unit summative assessments based on past exam questions. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Algorithms (using interactive flow charts) | Digital Graphics | Programming using Python | 1.6 Ethical, legal, cultural and environmental impacts of digital technology | Component 1: Computer Systems – knowledge retrieval and practice. |
| Assessment | Multiple-choice assessment. Creation of a flowchart to control a train level crossing. | Multiple-choice assessnent. Creation of a digital graphic (game cover) to meet the requirements of a client brief. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Formative assessment every five lessons, summative assessment at end of unit. | Formative multiple-choice assessment for every area of component 1. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Programming using Python (foundation): Recognise the syntax to input and output data. Understand the syntax for selection statements and create a series of programs to solve problems. | Programming using Python (intermediate): Remember the syntax to input, output and select instructions. Understand the syntax for iteration and create a series of programs to solve problems. | Inspiring Digital Enterprise Award (IDEA) Bronze. The digital equivalent of the Duke of Edinburgh Award which is ran by Buckingham Palace. | 2.5 – Programming languages and Integrated Development Environments | Revision |
| Assessment | Multiple choice assessment based on programming knowledge. Working solutions to small problems every lesson. | Multiple choice assessment based on programming knowledge. Working solutions to small problems every lesson. | Each badge has assessments-built in. 250 required for bronze award. | Formative assessment every five lessons, summative assessment at end of unit. | Formative multiple-choice assessment for every area of component 1. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Digital Literacy. | Programming using Python (intermediate) | Inspiring Digital Enterprise Award (IDEA) Silver. The digital equivalent of the Duke of Edinburgh Award which is ran by Buckingham Palace. | 2.2 – Programming fundamentals | |
| Assessment | Digital Literacy. | Summative assessment based upon the completion of a text adventure game which meets the requirements of a client brief and demonstrates the knowledge and skills acquired. | Each badge has assessments-built in. All citizen, worker, entrepreneur & gamer badges required to be awarded silver. | Formative assessment every five lessons, summative assessment at end of unit. |
Exam Specification
OCR (9-1) Computer Science J277
How can I help my child?
- Encourage students to watch knowledge videos on Microsoft OneNote and read attached key information. This could be used to create a model map to develop understanding. Download the free software “Thonny” to practice programming at home.
- Ensuring that notes are created before lessons based on watching video or reading relevant knowledge in revision guide.
Creative iMedia
Half Term 1
| Year 10 | Year 11 | |
| Topic | R094 – Visual identity | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production |
| Assessment | Non-Examined Assessment (NEA) will take place October to January | NEA worth 35% of qualification |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Visual identity Non-Examined Assessment (NEA) | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production |
| Assessment | Non-Examined Assessment (NEA) worth 25% of qualification | NEA worth 35% of qualification |
Half Term 3
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging – Photography | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Formative assessment every 5 lessons |
Half Term 4
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging – video | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Formative assessment every 5 lessons |
Half Term 5
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging – Pre-production documents | R093 – Creative iMedia in the media industry knowledge |
| Assessment | Non-Examined Assessment (NEA) will take place June to December | Practice exam paper |
Half Term 6
| Year 10 | Year 11 | |
| Topic | R098 Digital Imaging Non-Examined Assessment (NEA). Digital photography in manual mode. Digital video production | |
| Assessment | NEA worth 35% of qualification |
Exam Specification
OCR Level 1 /2 Cambridge National in Creative iMedia J834
How can I support my child?
Encourage students to meet deadlines and to complete all homework tasks.
DT – KS3
Students will study DT & Engineering for half the year and Food Technology for half the year
| Year 7 | Year 8 | Year 9 | |
| Topic – DT | Isometric Drawing Rationale: To reinforce pupils’ understanding of the difference between 2D and 3D design. To make pupils aware there is a range of 3D drawing techniques that can be used to present ideas. To introduce pupils to isometric drawing. | Mini Light Rationale: To develop pupils’ understanding of logos and packaging. To develop pupils’ ability to use existing products to inspire design. To develop pupils’ ability to design in 2D and use 2D Design. To develop pupils’ modelling skills. To develop pupils’ ability to evaluate. | Clock Rationale: To introduce pupils to a number of new materials, tools, equipment and machinery used in the workshop and reinforce their understanding of those used previously. To introduce pupils to different types of wood joint. To develop pupils’ ability to evaluate. |
| Topic – DT | Wall Mirror Rationale: To introduce pupils to a range of materials, tools, equipment and machinery. To teach pupils how to use existing products to design. To develop pupils’ ability to design in 2D. To teach pupils how to evaluate their work and what they have learnt. | Charging Chair Rationale: To introduce pupils to a number of new materials, tools, equipment and machinery used in the workshop and reinforce their understanding of those used previously. To develop pupils’ ability to evaluate their work and what they have learnt. | Night Light Rationale: To introduce pupils to the basic principles of electricity – current, voltage etc. To develop pupils’ understanding of how developments in electronics can impact everyday life. To introduce pupils to a range of basic components and the soldering process. |
| Topic – Food Technology | Food Safety and Hygiene Rationale: To introduce pupils to good safety and hygiene practice in the food rooms. To teach pupils how to weigh ingredients and use different parts of the cooker safely to prepare and cook dishes. To develop pupils’ ability to work independently and as part of a team. | Eatwell Guide Rationale: To introduce pupils to the Eatwell Guide and develop safety and hygiene practice in the food rooms. To develop pupils understanding of different ingredients used to prepare and cook dishes. To develop pupils’ ability to work independently and as part of a team. | Food Technology Rationale: To develop pupils’ understanding of the Eatwell Guide. Develop safety and hygiene practice in the food rooms. To develop pupils understanding of different ingredients used to prepare and cook dishes. To develop pupils’ ability to work independently and as part of a team. |
Assessment
Four key tasks in each area of DT (DT & Engineering/Food) which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered.
How I can support my child?
Discuss your child’s homework and help them with any issues that they find.
DT & Engineering VCERT & GCSE
Half Term 1
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | Drawing Techniques. Controller – Part 1 Investigating & Designing. | Students undertake their Non-Examined Assessment (NEA). | Students undertake their Non-Examined Assessment (NEA). | Orthographic Drawing and an Introduction to Model Engineering (practical metalwork project/fabrication – stealth fighter plane). | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The NEA is the method of assessment for the practical side of the course and makes up 50% of the student’s final mark. | The NEA is the method of assessment for the practical side of the course and makes up 40% of the student’s final mark. | Key tasks which assess pupils’ ability to draw by hand and using CAD make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 2
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | Controller – Part 2 Modelling, People, Culture & Society, Smart materials and Prototype development. | Students undertake their Non-Examined Assessment (NEA). | Students undertake their Non-Examined Assessment (NEA). | Introduction to Model Engineering (practical metalwork project/fabrication – stealth fighter plane). | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The NEA is the method of assessment for the practical side of the course and makes up 50% of the student’s final mark. | The NEA is the method of assessment for the practical side of the course and makes up 40% of the student’s final mark. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 3
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | USB – Material categories and properties. | Students undertake their Non-Examined Assessment (NEA). | Students undertake their Non-Examined Assessment (NEA). | TechSoft Design (CAD) and Sectional Drawing. | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The NEA is the method of assessment for the practical side of the course and makes up 50% of the student’s final mark. | The NEA is the method of assessment for the practical side of the course and makes up 40% of the student’s final mark. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 4
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | Multi-Storage Unit: To introduce students to ‘Product Design’. | Students undertake their Non-Examined Assessment (NEA). | Students undertake their Non-Examined Assessment (NEA). | Isometric Drawing by hand and Grand Prix racing car – practical metalwork project (fabrication and turning). | Students undertake their Synoptic Project. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The NEA is the method of assessment for the practical side of the course and makes up 50% of the student’s final mark. | The NEA is the method of assessment for the practical side of the course and makes up 40% of the student’s final mark. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The Synoptic Project is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 5
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | To introduce students to a range of materials, tools, equipment and machinery used in KS4 Design Technology. | Revision on all topics – exam prep. | Revision on all topics – exam prep. | Grand Prix racing car – practical metalwork project (fabrication and turning). | Revision on all topics – exam prep. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. |
Half Term 6
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10 VCert Engineering | Year 11 VCert Engineering | |
| Topic | To introduce students to the Synoptic Project format. | Grand Prix racing car – practical metalwork project (fabrication and turning) and Sketch Up (CAD). | |||
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Exam Specification
| Year 10 VCert DT | Year 11 GCSE DT | Year 11 GCSE Engineering | Year 10/11 VCert Engineering | |
| Specification | NCFE Level 1/2 Technical Award in Creative Design and Production | NCFE | AQA (9-1) Design & Technology 8552 | GCSE Engineering Specification Specifcation for first teaching in 2017 (aqa.org.uk) | NCFE Level 1/2 Technical Award in Engineering (1) | NCFE |
How can I support my child?
Discuss your child’s homework and help them with any issues that they find. Encourage students to revisit knowledge organisers to help embed skills and knowledge taught in the classroom. Students have been provided with read and watch list and knowledge organisers to aid revision.
English
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Origins of Literature – Greek, Roman and modern mythology. | Dystopian Literature: including an understanding of a wide selection of dystopian texts including: Noughts and Crosses, 1984, I Am Legend, The Bees and Dr Who in addition to ‘The Hunger Games’. | Gothic Literature including the study of a range of Gothic texts including: ‘Castle of Otranto,’ ‘Frankenstein,’ ‘Dr Jekyll and Mr Hyde’ in addition to ‘The Woman in Black’. Various Romantic poems by Blake, Wordsworth and Shelley. | J. B. Priestley’s ‘An Inspector Calls’: A whole text study and analysis of ‘An Inspector Calls’. Building on students’ prior knowledge of how writers present character and ideas in literature. Developing prior knowledge of social and historical significance of context. Building on students’ prior knowledge of how texts present different themes; exploration of the class system in early twentieth century Britain | Conflict and Unseen Poetry – Literature Paper 2, Section B: Developing an understanding of how poets communicate their feelings and ideas about conflict through the creative use of form, language & structure. questioning: What different forms can conflict take? Why does conflict occur and how can/have views/ideas and approaches to conflict change over time? Studying and comparing a range of conflict poetry from the Edexcel Poetry Anthology and a range of unseen poems. |
| Assessment | Origins of Literature end of term Writing assessment. Weekly spellings and vocabulary checks. | Dystopian Literature end of half term Writing Assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Gothic Literature end of half term writing assessment. Weekly spelling and vocabulary checks. | Verbal feedback/low stakes assessment, live marking, end of assessment GCSE style question on character or theme in the play. Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback/low stakes assessment, live marking, end of assessment GCSE style question on character or theme in the play. Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Origins of Literature – Greek, Roman and modern mythology. | Dystopian Literature: including the whole text study of Suzanne Collins’s ‘The Hunger Games’ | Gothic Literature including the whole text study of Susan Hill’s ‘The Woman in Black’ | Language Paper 1: 19th Century Fiction & Imaginative Writing: Improving the students’ reading and writing skills to produce personalised and analytical responses to the texts. To read a wide range of texts fluently and with good understanding. Read critically and use knowledge gained from wide reading to inform and improve their own writing | Charles Dickens’s ‘A Christmas Carol’ Literature paper 2 section A |
| Assessment | Origins of Literature end of term reading assessment. Weekly spellings and vocabulary checks. | Dystopian Literature end of half term writing Assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Gothic Literature end of half term reading assessment. Weekly spelling and vocabulary checks. | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Non-fiction – The Art of Rhetoric: An understanding of the power of speech. We will be building on the students’ knowledge of etymology and morphology, harnessing a deeper understanding of the origins and impact of language. | Non-fiction Writing – Global Adventures (Travel writing through the ages): Building on the students’ prior knowledge of non-fiction texts – travel writing is another key non-fiction form that students will encounter throughout their learning journey in English. An understanding of how the World is conveyed through the written form from writers such as David Livingstone and Charles Darwin right through to modern day travel writers such as Carol Drinkwater and Bill Bryson. | The Black Flamingo – Exploring diverse cultural representation through the novel The Black Flamingo by Dean Atta. We will explore culture, analyse diversity in society, racial and gender bias, bias based on sexual orientation and gender identity. We will also examine the controversies sometimes caused through media sources and how best to ensure we read widely on a subject before drawing our own conclusions. | Language Paper 2: Modern Non-fiction & Figurative Writing: Improving the students’ reading and writing skills to produce personalised and analytical responses to the texts. To read a wide range of texts fluently and with good understanding. Read critically and use knowledge gained from wide reading to inform and improve their own writing | Revision of Edexcel Language Papers 1 & “. Key reading and Writing skills. Revision of AO” (Analytical interpretations of the texts and AO4 Evaluative skills. |
| Assessment | Writing assessment on a set non-fiction text. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Non-fiction Reading- Global Adventures (Travel writing through the ages) end of half term Reading assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Writing assessment linked to the novel. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback/ low stakes assessment. End of assessment GCSE style question on two of the conflict poems Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Non-fiction – The Art of Rhetoric: An understanding of the power of speech. In preparation for KS4 and beyond – students will develop an appreciation of the language and structural devices utilised to produce a range of inspirational non-fiction texts. Development of writing and grammar skills with opportunities to challenge and improve their writing styles and techniques will also be a key learning outcome. | Non-fiction Writing – Global Adventures (Travel writing through the ages): Building on the students’ prior knowledge of non-fiction texts – travel writing is another key non-fiction form that students will encounter throughout their learning journey in English. An understanding of how the World is conveyed through the written form from writers such as David Livingstone and Charles Darwin right through to modern day travel writers such as Carol Drinkwater and Bill Bryson. | The Black Flamingo – Reading Focus . Aims and Learning Outcomes: Students will discover how diversity influences society as a whole, as well as individual lives. They will explore language and structural techniques are deliberately used to present ideas, groups, feelings or people in a certain light. | Literature Paper 1: William Shakespeare’s Macbeth: A whole text study and analysis of William Shakespeare’s ‘Macbeth’. Building on students’ prior knowledge of how writers present character and ideas in texts – students will develop their own personalised responses and interpretations of the text. Developing prior knowledge of social and historical significance of context. | Revision of all Edexcel Literature Texts: ‘A Christmas Carol’, ‘An Inspector Calls’, ‘Macbeth’ and the ‘Anthology Poetry’. Revision of key skills for Edexcel Language Paper 1 and 2. |
| Assessment | Reading assessment on a set non-fiction text. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Non-fiction Writing – Global Adventures (Travel writing through the ages) end of half term Reading assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Reading assessment on a set extract of the novel. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. | Verbal feedback/ low stakes assessment. End of assessment GCSE style questions and mini mocks. Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | William Shakespeare’s Romeo and Juliet: An understanding of the context and language of William Shakespeare’s’ Romeo and Juliet will be developed through a range of reading and drama lessons. | William Shakespeare’s ‘A Midsummer Night’s Dream’: An understanding of the context and language of William Shakespeare’s’ ‘A Midsummer Night’s Dream’ will be developed through a range of reading and drama lessons. Students will develop their reading skills including how to deconstruct, analyse and write critically about playscripts, using a wide range of apt evidence. | William Shakespeare’s ‘Shakespeare’s Villains’: An understanding of the context and language of William Shakespeare’s villains in a range of Shakespearian texts will be developed through a range of reading and drama lessons. Students will develop their reading skills including how to deconstruct, analyse and write critically about playscripts, using a wide range of apt evidence. I | Literature Paper 1: William Shakespeare’s Macbeth: A whole text study and analysis of William Shakespeare’s ‘Macbeth’. Building on students’ prior knowledge of how writers present character and ideas in texts – students will develop their own personalised responses and interpretations of the text. Developing prior knowledge of social and historical significance of context. | Revision of all Edexcel Literature Texts: ‘A Christmas Carol’, ‘An Inspector Calls’, ‘Macbeth’ and the ‘Anthology Poetry’. Revision of key skills for Edexcel Language Paper 1 and 2. |
| Assessment | Reading assessment on William Shakespeare’s Romeo and Juliet. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | ‘A Midsummer Night’s Dream’ end of half term Reading assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Shakespeare’s Villains’ – Writing assessment – that focuses on vocabulary, comprehension and language and structural analysis of an extract from Macbeth. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | William Shakespeare’s Romeo and Juliet: Students will develop their reading skills including how to deconstruct, analyse and write critically about playscripts, using a wide range of apt evidence | William Shakespeare’s ‘A Midsummer Night’s Dream’: In preparation for KS4 and beyond – students will develop an appreciation of character, themes and motifs. Development of writing and grammar skills with opportunities to challenge and improve their writing styles and techniques will also be a key learning outcome. | William Shakespeare’s ‘Shakespeare’s Villains’: students will develop an appreciation of character, themes and motifs. Development of writing and grammar skills with opportunities to challenge and improve their writing styles and techniques will also be a key learning outcome. | “Literature Paper 1: Poetry: A study and analysis of the Edexcel Anthology Poetry: Conflict section and a range of Unseen poems. Building on students’ prior knowledge of how writers present themes, character and ideas in texts – students will develop their own personalised responses and interpretations of the text. Developing prior knowledge of social and historical significance of context of the set poems.” | |
| Assessment | Writing assessment on William Shakespeare’s Romeo and Juliet. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | ‘A Midsummer Night’s Dream’ end of half term Writing assessment. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | Shakespeare’s Villains’ – Reading assessment – that focuses on vocabulary, comprehension and language and structural analysis of an extract from Macbeth. Fortnightly writing challenges. Weekly spelling and vocabulary checks. | A range of low stakes assessments: understanding key texts, language and structural analysis skills, retrieval of key quotations and understanding of character, plot and key themes. Summative assessment: Literature Paper 2 sample papers. |
Exam Specification
Edexcel GCSE English Literature
How I can support my child?
Utilise the English Knowledge Organisers to support understanding of key vocabulary, themes and key knowledge. At KS3: Support with reading: Student’s library book and via ReadingPlus. At KS4: reading and researching a range of Literature texts that help support work on: Macbeth, An Inspector Calls and A Christmas Carol.
Health and Social
Half Term 1
| Year 10 | Year 11 | |
| Topic | Principles of care in health & social care settings | Supporting individuals through life events |
| Assessment | End of topic tests and verbal feedback/low stakes assessment | Verbal feedback and live marking of research and written NEA |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Principles of care in health & social care settings | Supporting individuals through life events & Principles of care in health & social care settings |
| Assessment | Verbal feedback, live marking and practice exam questions will be used to test and refine knowledge and improve exam technique | Verbal feedback and live marking of research and written NEA, practice exam questions will be used to test and refine knowledge and improve exam technique in readiness for Mock examinations |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Principles of care in health & social care settings | Creative Activities & Principles of care in health & social care settings |
| Assessment | Verbal feedback, live marking and practice exam questions will be used to test and refine knowledge, exam technique and exam preparation | Verbal feedback and live marking of research and written NEA, practice exam questions will be used to test and refine knowledge and improve exam technique in readiness for Mock examinations |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Supporting individuals through life events | Creative Activities |
| Assessment | Verbal feedback and live marking of research in preparation for NEA | Verbal feedback and live marking of research and written NEA |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Supporting individuals through life events | Creative Activities |
| Assessment | Verbal feedback and live marking of research and written NEA | Verbal feedback and live marking of research and written NEA |
Half Term 1
| Year 10 | Year 11 | |
| Topic | Supporting individuals through life events | |
| Assessment | Verbal feedback and live marking of research and written NEA |
Exam Specification
How I can support my child?
Encouraging students to complete retrieval tasks, testing key vocabulary and key knowledge, reading newspaper articles related to health and social care settings which cover how service users are looked after, watching service-based documentaries (e.g. Ambulance, 24 hours in A & E, Hospital, Childrens’ Ward) and watching documentaries regarding life changing events e.g. The Billy Monger Story, Matt Willis Story, Katie Piper Story
Enterprise and Marketing
Half Term 1
| Year 10 | Year 11 | |
| Topic | Market Research | Planning & completing a pitch |
| Assessment | Coursework (R068) | Coursework (R069) |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Product design & Product development | Reflection on pitch/business proposal |
| Assessment | Coursework (R068) | Coursework (R069) |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Business Finance | Entrepreneurs, Market Research, Business Finance |
| Assessment | Coursework (R068) | End of topic assessments (R067) |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Factors influencing the success of new products | The marketing mix, Forms of ownership, Sources of capital |
| Assessment | Coursework (R068) | End of topic assessments (R067) & Mock exam |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Branding & Promotion | Revision on all topics |
| Assessment | Coursework (R069) | Past papers |
Half Term 6
| Year 10 | Year 11 | |
| Topic | Promotional campaigns | |
| Assessment | Coursework (R069) |
Exam Specification
OCR Level 1 /2 Cambridge National in Enterprise & Marketing J837
How I can support my child?
Supporting coursework tasks at home. Testing students using revision guide (provided). Discuss current affairs relating to Business.
Geography
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Geographical Skills | Ecosystems | Development: Students will investigate the challenge that population growth places on development globally and explore the global imbalance of wealth (development gap). | Living World and Resources | Geographical Applications and Fieldwork |
| Assessment | Baseline assessment following introductory lessons. Spelling Test on key words. Inspire research tasks. | Mid-point assessment to focus on substantive knowledge – key vocabulary, models, naming features and completing diagrams and key spellings. | Mid-point assessment to focus on substantive knowledge – key vocabulary, models, naming features and completing diagrams. Spelling test on key words set for homework. | Year 11 assessment week. Seneca ILT quizzes, end of topic walk through assessment followed by End of topic formal assessment | Year 11 assessment week. Seneca ILT quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Geographical Skills | Ecosystems | Development | Hazards and Economic World | Living World and Resources |
| Assessment | Baseline assessment after introductory lessons, Spelling test on key words set for homework and End of unit assessment | Baseline assessment after introductory lessons, Spelling test on key words set for homework and End of unit assessment | Baseline assessment after introductory lessons, Spelling test on key words set for homework and End of unit assessment | Seneca homework quizzes, End of topic walk through assessment followed by End of topic formal assessment | Year 11 assessment week. Seneca homework quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Weather – extreme weather events and climate change: Students will be looking at a range of extreme weather focussing upon tropical storms but also extreme heat. | Introduction to Global Issues | Hazards (Extreme Weather, Storm Desmond, Climate Change): explore the impacts of other hazards caused by extreme weather. They will assess the causes and impacts of Storm Desmond in the U.K. along with evaluating the success of the responses to this event. | Economic World | Resource Management |
| Assessment | Extended writing piece in exercise books. | Extended writing piece in exercise books. | Extended writing piece in exercise books. | End of unit assessment | Seneca homework quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Weather – Students will be assessing the impacts of these events on different locations and comparing the impacts and evaluating responses. Students will be looking at the natural and human causes of Climate Change and how this is impacting the world. | Global Issues – Geopolitics and Globalisation: Students will be exploring a range of issues occurring globally and for each will be assessing the impacts and evaluating the responses/impact of them across the different countries. | Continued work on Hazards. Students will also explore Climate Change as a hazard and how it impacts certain countries. | U.K. Physical Landscape & River Landscapes in the U.K. | Contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources. |
| Assessment | Weather assessment in the hall. | Global Issues assessment in the hall. | Hazard assessment in class | End of unit assessment (Changing economic world) | Seneca homework quizzes, end of topic walk through assessment followed by End of topic formal assessment |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | U.K: Students will be exploring and describing the distribution of both the physical and human landscapes of the U.K. along with explaining the links the U.K. has to the wider world. Students will also be researching the Northeast region. | Geomorphology: Students will be learning to explain how a river changes from source to mouth, including defining erosion, transportation and deposition processes and explaining where these occur along a rivers course along with the explanation of landforms created due to these processes. Students will be assessing the reasons for flooding across a rivers course. | People of the Planet – Students will be explaining the difference between Megacities and World cities and describe their distribution worldwide and how they have been changing overtime | Geographical Applications and Fieldwork | Geographical Applications (pre-release material) |
| Assessment | Extended writing piece in exercise books. | Extended writing piece in exercise books. | Extended writing piece in exercise books. | End of unit assessment (Geographical Applications) | Seneca ILT quizzes. End of topic walk through assessment followed by End of topic formal assessment |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | U.K: Students will continue to explore the U.K. focussing upon the differing employment in the U.K. and describing and evaluating the distribution of this. Students will also be assessing the impact that tourism, crime and Government has upon different areas within the U.K. | Geomorphology | People of the Planet: . Students will be assessing the impact of rapid urbanisation and applying this knowledge to evaluate the impact this is having upon Istanbul. | Geographical Applications and Fieldwork | |
| Assessment | Extended writing piece in exercise books | Extended writing piece in exercise books | Extended writing piece in exercise books | End of unit assessment (Geographical Applications) |
Exam Specification
https://filestore.aqa.org.uk/resources/geography/specifications/AQA-8035-SP-2016.PDF
How I can support my child?
- Encourage students to access the read and watch lists. Encourage students to complete the optional additional challenge homework. Ask students to explain which plants and animals have adapted to different ecosystems.
- Ensure students are signed into Seneca. Ensure students are following the department Instagram for all the additional subject reading/sign posting/reminders about deadlines!
History
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | What is History? A historical skills unit. | How did Tudor rule affect people’s lives? Reformation to Spanish Armada. | The causes of World War One, plus experiences of soldier’s during World War One. | Conflict and Tension 1918-1939 – Was the League of Nations bound to fail? | Health and the People 1000 – present day (Industrial and modern) |
| Assessment | Baseline assessment including: interpretations of evidence, knowledge quiz and Skeletons historical enquiry. | Knowledge quiz | Extended writing -reaching a judgement question – The assassination of Franz Ferdinand was the main cause of World War I. How far do you agree with this statement?, plus knowledge quiz | Homework tasks – Paper 1 style questions on the Treaty of Versailles, plus a Paper 1 style end of unit assessment on the League of Nations. Questions: How do you know? How useful? Write an account/Explain, How far?, plus various knowledge quizzes | Paper 2 exam paper end of unit on health and people. Questions: How useful? Significance, Compare and Factors – How far? Also, revision tasks on conflict and tension unit and exam paper to complete |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The impact that the Roman invasion had on Britain and the Northeast of England. | When and why did kings lose control? English Civil War and the rule of Oliver Cromwell | How were people’s lives affected by World War One? DORA and the home front during World War One | Conflict and Tension 1918-1939 – What were the causes of World War Two? | Complete above and then Paper 2 The Normans 1066-1100 |
| Assessment | The Roman army assessment. Training and skills were the most important factor in the Roman armies success? How far do you agree? Extended writing task, plus knowledge quiz | Extended writing – Was Oliver Cromwell a hero or a villain? Interpretations task, plus knowledge quiz | Which factor affected people’s lives at home in Britain during World War One the most?, plus knowledge quiz | Paper 1 style end of unit assessment on the causes of World War Two. Questions: How do you know? How useful? Write an account/Explain, How far?, plus various knowledge quizzes | Paper 2 exam style questions on the Normans. Questions: Convincing, write an account/explain, explain importance. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The events of 1066 and the Battle of Hastings. Why did William win the Battle of Hastings? | A time of change? Life in Early Modern England from the Restoration to the Great Fire of London | The Inter-War period – What challenges faced Britain and the world after World War One? | Germany 1890-1945 part one – Germany up to the Wall Street Crash. | As half term 3, plus the Normans Historic Environment (which changes annually) |
| Assessment | Extended writing – Write an account of the reasons why TWO of the contenders to the throne should be king in 1066. Compare the Anglo-Saxon and Norman armies. In what ways are they different? William won the Battle of Hastings because of his excellent leadership skills. How far do you agree this statement? Plus – knowledge quiz | Written task – Explain the ways in which the Great Fire of London 1666 affected the lives of London citizens, plus knowledge quiz | Presentation – If Hitler was an evil dictator, why did people support him?, plus knowledge quiz | Paper 1 style end of unit assessment on the causes of World War Two. Questions: How do you know? How useful? Write an account/Explain, How far?, plus various knowledge quizzes | Mock examinations, plus completion of GCSE course |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | All change? Life in the Middle Ages after the Norman Conquest up to 1381 | How did Britain become the workshop of the world? The Industrial Revolution | The challenge of tyranny How and why did the Holocaust happen? | Germany 1890-1945 part one – Germany up to the Wall Street Crash. | Revision |
| Assessment | Extended writing – Were the Middle Ages so bad? (Interpretations assessment), plus knowledge quiz | Written report – An investigation into coal mining in 1842, plus knowledge quiz | Extended writing – Describe conditions in Jewish ghettos. Write an account of Jewish persecution from 1933-39. Which of the following was the most important turning point in the Nazi persecution of the Jews and minority groups in the period 1939-1945: The role of the Einsatzgruppen or The Final Solution?, plus knowledge quiz | Paper 1 exam style assessment questions on Germany up to 1929. Questions: Interpretations – how different? why different, convincing, Describe, Explain and signifance. | Revision |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Who won the struggle for power in the medieval period? Power during the Middle Ages, plus a local study of Durham Cathedral | Should we feel guilty or proud of the British Empire? Empire to slavery | Conflict and Tension 1918-39 – How sensible was the Treaty of Versailles? | Germany 1890-1945 part two and three – Germany from 1929 to 1945 | Revision and examinations |
| Assessment | Presentation on Durham Cathedral, plus knowledge quiz | Source analysis useful question – How useful is the film Amistad to a historian studying the treatment and capture of slaves?, plus knowledge quiz | Source analysis tasks, plus knowledge quiz | Paper 1 end of unit assessment questions on Germany. Questions: Interpretations – how different? why different, convincing, Describe, Explain and signifance. | Revisions and examinations |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Continued – Who won the struggle for power in the medieval period? Power during the Middle Ages, plus a local study of Durham Cathedral | How did women won the struggle for the vote? Women’s suffrage | Continued focus on – Conflict and Tension 1918-39 – How sensible was the Treaty of Versailles? | Health and the People 1000 – present day (Middle Ages and Renaissance | Examinations |
| Assessment | Presentation on Durham Cathedral, plus knowledge quiz | Extended writing – Compare the methods of the Suffragists and the Suffragettes. In what ways are they different? Women failed to win the vote because of their violent tactics and methods. How far do you agree with this statement?, plus knowledge quiz | Source analysis tasks, plus knowledge quiz | Paper 2 exam style questions on health and people. Questions: How useful? Signifance, Compare and Factors – How far? | Examinations |
How I can support my child?
Use the knowledge organiser to quiz key knowledge including spellings. Encourage the use of the ‘Read and Watch’ list. Encourage wider reading and independent research. Check and test key word spellings and definition.
Hospitality and Catering
Half Term 1
| Year 10 | Year 11 | |
| Topic | Unit 1 LO1 – Understanding the Environment in which Hospitality and Catering Providers Operate. | Unit 2 L01 – Understand the importance of nutrition when planning menus. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Half Term 2
| Year 10 | Year 11 | |
| Topic | Unit 1 LO2 – Understand How H&C Providers Operate and Unit 1 LO4 – Know How Food Can Cause Ill Health. | Unit 2 – L02 Understand Menu Planning. |
| Assessment | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Half Term 3
| Year 10 | Year 11 | |
| Topic | Understand how the kitchen and the front of house operates in a hospitality provider. Understand how hospitality providers meet the need of different clients. | Students complete their mock Non-Examined Assessment (NEA) and prepare the menu for the actual Assessment. |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | Key tasks which assess students’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Half Term 4
| Year 10 | Year 11 | |
| Topic | Analyse Job requirements in the hospitality industry. Describe different working conditions in different job roles and explain different factors that effect the success of establishments in the industry. | Students undertake their Non-Examined Assessment (NEA). |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. | The NEA is the method of assessment for the practical side of the course and makes up 60% of the student’s final mark. |
Half Term 5
| Year 10 | Year 11 | |
| Topic | Unit 2 L03 – Be able to cook dishes. | Revision on all topics – exam prep. |
| Assessment | Theory and Practical | Practice exam questions will be used to test and refine knowledge, exam technique and exam preparation. |
Half Term 6
| Year 10 | Year 11 | |
| Topic | Unit 2 L03 – Be able to cook dishes. | |
| Assessment | Key tasks which assess pupils’ ability to design make and evaluate, in addition to their technical understanding of the topics covered. |
Exam Specification
Level 1/2 Vocational Award in Hospitality and Catering (wjec.co.uk)
How I can support my child?
Discuss your child’s homework and help them with any issues that they find. Encourage students to revisit knowledge organisers to help embed skills and knowledge taught in the classroom. Students have been provided with read and watch list and knowledge organisers to aid revision.
Maths
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Transition activities. Presenting and interpreting data and Algebraic Expressions. | Angles, Algebraic graphs, Transformations. | Fractions and Decimals. | Angles & Circle Theorems and Ratio & Proportion. | Quadratic Equations and Trigonometry. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Completion of Algebraic Expressions and Fractions. | Complete Transformations and then Pythagoras and constructions. | Expressions and Constructions. | Complete Ratio, Probability and Formula. | Complete Trigonometry and revision for Mock Exams. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Sequences and Decimals. | Inequalities and 3D Shapes. | Percentages and Presenting Data. | Complete Formula and Sequences Surds (H), Measures (F), Pythagoras. | Simultaneous Equations and Vectors. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Complete decimals and then 2D Shapes. | Complete 3D Shapes and Ratio and Proportion. | 2D Shapes – Identifying properties, finding the perimeter and area of 2D shapes. Equations – solving a range of one and two-step equations. | During this half term the topics covered will be 3D Shapes, Algebraic Graphs and Measures. | Most of the content for both the higher and foundation tiers has now been taught. Those students who are working towards the higher exam will be completing the final unit of work, which is Transformation of Graphs. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Equations and Percentages. | Complete Ratio and Proportion and then Indices. | 2D Shapes and Number. | Trigonometry (H), Present & Interpret Data | Higher – Transforming Functions and Revision for Final Exams. |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Past exam papers will be completing during lessons throughout the next term, further identifying areas where students need to improve before the final exams. Sparx homework will continue to be due each Wednesday. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Complete Percentages, Probability and Enrichment Activities. | Complete Indices, Measures and Functional Skills (1). | Complete Number, Transformations, Functional Skills (2) | 3D Shapes, Graphs and Inequalities. | |
| Assessment | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | Half term assessment containing everything covered in the year so far. Sparx homework which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. | “End of unit assessments and Sparx homework, which is due every Wednesday will cover everything from lessons and give students opportunities for retrieval from earlier in the year. “ |
GCSE Specification
Edexcel (9-1) Mathematics 1MA1 F/H
How can I support my child?
Encourage and support your child to complete their homework tasks to the best of their ability; this may involve watching help videos, making notes and having multiple attempts at a question.
KS4 Revision Materials
Maths Genie • Learn GCSE Maths for Free
https://corbettmaths.com/contents/
https://www.onmaths.com/
Music
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Baseline Unit – ‘Getting to know you’ unit to assess the students’ current knowledge of music, aural awareness and basic composition and performance skills. | ‘Musical ABCs’ – learning how to read music from staff notation and perform music on the keyboards. | ‘Film Music’ – Developing the ability to use the elements of music to describe a piece of music and be able to discuss the impact that this has on the film. Learning the techniques used by film composers to create different effects and moods. | ‘Introduction to GCSE Music’: Learning the basics of composition: notation, chord sequences, melody writing, adding harmony. Familiarisation with Sibelius software and how to use it. Begin work on composition 1 – controlled assessment. | Composition work to continue, Performance work to continue and Listening and Appraising: Consolidation of knowledge of keywords and study pieces |
| Assessment | 3 classroom assessments: Current knowledge/aural awareness/Composition and Performance. | Ongoing individual teacher assessments will take place throughout the lessons to ensure students are making progress throughout the different steps. | Listening assessments throughout the unit – identifying instruments, identifying musical features used, ability to describe the elements and the effect this has on the mood. | COMPOSITION: Students will complete a task sheet with a series of exercises to build up relevant composition skills and to familiarise themselves with Sibelius software. PERFORMANCE: Students will be required to do one musical performance throughout the first half term to show their current standard and ability. | PERFORMANCE: Students will be required to do one musical performance of their choice throughout the first half term. LISTENING: Monitoring knowledge and understanding of keywords and study pieces |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Unit 2 – ‘Animal Crackers’ – Instruments, Elements and Ensembles | ‘Musical ABCs’ (continued from Half Term 1) | Film Music (continued from Half Term 1) | Composition work, Listening work – keywords, Listening work – Mozart’s Clarinet Concerto and Little Shop of Horrors and Performance work | Composition work. Listening revision – keywords and Little Shop of Horrors study pieces |
| Assessment | Verbal feedback in class to check understanding and address and misconceptions. Written test on the elements of music. | Students are required to perform a piece of music which has various stages of difficulty. This will be monitored throughout the lesson and verbal feedback will be offered. | Verbal feedback in class to check understanding and address and misconceptions. Aural awareness – listening quizzes/tests. Performance skills (keyboard) | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Animal Crackers’ – Instruments, Elements and Ensembles | ‘Musical ABCs’ (continued from Half Term 1). Focus will be trying to use 2 hands together and progressing from this to improvisation. | Film Music (continued). Focus will be identifying the effects of the various elements on a piece of music. | Composition work (composition 1 to be started), Listening work – keywords, Listening work – Mozart’s Clarinet Concerto and Little Shop of Horrors and Performance work | Composition work – finishing composition 1 and focussing on composition 2, Listening work – keywords, Listening work – Mozart’s Clarinet Concerto and Little Shop of Horrors and Performance work (to be completed by start of March 2024). |
| Assessment | Verbal feedback in class to check understanding and address and misconceptions. Written test on the elements of music and listening work. | Ongoing individual teacher assessments will take place throughout the lessons to ensure students are making progress throughout the different steps. | Verbal feedback in class to check understanding and address and misconceptions. Aural awareness – listening quizzes/tests. Performance skills (keyboard) based on various leitmotifs from various films. | 2022 listening paper to be completed in 3 stages to cover the keywords and the study pieces. Performances will be heard to ensure progress is being made. 1:1 feedback and support with composition work. | 2023 listening paper to be completed as aprt of the mock GCSE exams. Performances will be heard to ensure progress is being made ready for recording in March 2024. 1:1 feedback and support with composition work. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Instruments, Elements and Ensembles Then ‘ Feel the Beat’ : Knowledge of the instruments of the orchestra and voice types. Elements of Music – timbre, tempo, dynamics, pitch, duration and texture. In Feel the Beat, students will gain knowledge on how to read simple rhythms using staff notation. Create a rhythm performance in groups which will be enhanced using the elements of music. | Musical ABCs and Stomp: Understanding and knowledge of how to read music and use this to perform on the keyboards. Understanding of rhythm and how to use this (combined with the elements of music) to create a performance. | African Music: Students will gain the knowledge of the main features of African music. They will be able to work together in groups to create both melodic and percussive compositions to reflect the different stylistic features | Composition techniques and Listening skills | Composition work; listening and appraising; performance: Students will be recording both of their performance pieces for their final exam. Composition 2 will be completed ready for final marking. Keywords and knowledge of each of the study pieces will be covered. |
| Assessment | Keyword understanding and listening assessments | Understanding and knowledge of how to read music and use this to perform on the keyboards. Understanding of rhythm and how to use this (combined with the elements of music) to create a performance. | Listening tasks and group performances. | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Feel the Beat’: Whole-class rhythm work – students will gain knowledge on how to read simple rhythms using staff notation. Create a rhythm performance in groups which will be enhanced using the elements of music. | STOMP: Understanding and knowledge of rhythm and how to use this (combined with the elements of music) to create a performance in the style of STOMP. | African Music | Composition skills and Listening skills | Final completion of performing/composing coursework; Listening work |
| Assessment | Whole-class performance of rhythms; knowledge of rhythm writing | Opportunity to go to any live performance or encouragement to listen to a wide variety of musical styles. | Listening tasks | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. | Past listening papers and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Feel the Beat (performance work) | STOMP: Continued understanding and knowledge of rhythm and how to use this (combined with the elements of music) to create a performance in the style of STOMP. | African Music: Students will gain the knowledge of the main features of African music. They will be able to work together in groups to create both percussive and melodic compositions using the Djembe drums and keyboards to reflect the different stylistic features. | Composition skills (how to develop the music and how to add a contrasting section); Listening skills | |
| Assessment | Group work rhythm performance | Group STOMP performance | Group African Performance | Past listening paper and exam style questions will be used to learn exam techniques and monitor knowledge. These will be revisited to clear up any misconceptions and problem areas. Verbal feedback will be given to students on a 1:1 basis for both composition and performance work. |
Exam Specification
How can I support my child?
Listening to a variety of live or recorded pieces of music to watch how players perform and how mood is created. Participation in any live music even (choir/orchestra)Use the knowledge organiser to quiz key knowledge. Read and watch list and online music lessons.
PE
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sports Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Football: Develop basic skills of passing and receiving, dribbling, turning shooting and heading to participate in small sided games. To gain an understanding of the basic laws of the game. | Football: Broaden and develop the range of skills used in a competitive match and know how and when to use attacking and defensive tactics effectively. | Football: Embed basic skills and techniques with an emphasis on developing attacking and defensive principles when in and out of possession, including set plays and formations. | Health, Fitness & Well-Being: Students should develop knowledge and understanding of health, fitness and well-being and their effect on performance in physical activity and sport. | Physiology : Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness and performance in physical activity and sport. Socio-Cultural | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | R186 Sport and the Media: Topic Area 1:The different sources of media that cover sport. |
| Topic | Handball: Develop basic skills of passing, dribbling and shooting, to participate in small-sided games. To gain an understanding of the basic laws of the game. | Handball: Broaden and develop the range of skills used in a competitive match, know how and when to apply attacking and defensive tactics effectively. | Handball: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles when in and out of possession, including set plays and formations. | Physical Training Part 1: Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. | Influences : Socio-Cultural Influences: Students should develop knowledge and understanding of the socio-cultural factors that impact on physical activity and sport, and the impact of sport on society. | ||
| Topic | Netball: Develop skills of passing and receiving, footwork and marking to participate in small sided games. To gain an understanding of the positions in Netball and the laws of the game | Netball -Broaden and develop the range of skills used in a competitive match, including defending, dodging, and shooting. Know how and when to use attacking and defensive tactics effectively. | Netball – Embed basic skills with an emphasis on developing technique, by introducing attacking and defending set plays and introduce more advanced tactics and strategies | ||||
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | OCR set assignment briefs | OCR set assignment briefs |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Table Tennis: Develop basic skills of grip, ready position, backhand push, forehand push and the serve in order to hold a rally. To gain an understanding of the basic laws of the game. Endurance Running: Undergo a range of fitness tests to establish strengths and weaknesses. Participate in a range of training methods e.g. Continuous, Interval and Fartlek to understand how to improve certain components of fitness. Develop basic skills of straight jumping, stopping, tuck, straddle, pike, seat drop, swivel hips, half and full twist, in order to link them together into a short routine. To gain an understanding of health and safety when trampolining. | Table Tennis: Broaden the range of shots used in a competitive match by developing the forehand and backhand drive shots. know how and when to use a variety of serves effectively. Gain an understanding of doubles rules and scoring systems. Endurance Running: Undergo a range of fitness tests to establish strengths and weaknesses. Participate in a range of training methods e.g. Continuous, Interval and Fartlek to understand how to improve certain components of fitness. Introduce front and back drops to broaden the range of skills performed in a routine. Add twists to drops to perform a higher tariff routine and know how to put a routine together. | Table Tennis: Embed basic skills and shots with an emphasis on developing technique by introducing spin on shots. Develop the lob and smash advanced shots. Endurance Running: Undergo a range of fitness tests to establish strengths and weaknesses. Participate in a range of training methods e.g. Continuous, Interval and Fartlek to understand how to improve certain components of fitness. Combine basic moves and introduce front and back somersaults. Complete a 10-bounce routine. | Physical Training Part 2: Students should develop knowledge and understanding of the principles of training and different training methods in order to plan, carry out, monitor and evaluate personal exercise and training programmes. | OCR set assignment briefs | OCR set assignment briefs | |
| Assessment | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. Scores achieved in fitness tests, quality and intensity of work rate whilst completing training exercises. Perform a 10 bounce routine. Chose the routine that is at your challenge level. | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. Scores achieved in fitness tests, quality and intensity of work rate whilst completing training exercises. Perform a 10 bounce routine. Chose the routine that is at your challenge level. | Table Tennis Game Play – Top Table Format, application of shots taught in a competitive rally, first to 11 points wins and moves up the ladder. Scores achieved in fitness tests, quality and intensity of work rate whilst completing training exercises. Perform a 10 bounce routine. Chose the routine that is at your challenge level. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | R184 Contemporary issues in sport: Topic Area 1: Issues which affect participation in sport and Topic Area 2: The role of sport in promoting values |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | HRF – Engage in a diverse range of health-related fitness (HRF) activities, including cardiovascular exercises, resistance training, stretching routines, and various methods, emphasizing coordination and teamwork to foster lifelong habits for a healthy and active lifestyle. Dodgeball: Develop basic skills of catching, throwing and dodgeing, to participate in small-sided games. To gain an understanding of the basic laws of the game. Dance: Basic dance movements have been developed with shape and timing. Application of these movements has been developed in a routine. Basic choreographic devices have been used to create a routine. | HRF – Engage in a diverse range of health-related fitness (HRF) activities, including cardiovascular exercises, resistance training, stretching routines, and various methods, emphasizing coordination and teamwork to foster lifelong habits for a healthy and active lifestyle. Dodgeball: Broaden and develop the range of skills used in a competitive match, know how and when to apply varying tactics effectively. Dance: Broaden the range of basic skills in Dance and moves in order to perform a Dance routine and be able to know when to use the skills effectively. To be able to analyse their performances in order to critique themselves and improve the techniques used. | HRF – Engage in a diverse range of health-related fitness (HRF) activities, including cardiovascular exercises, resistance training, stretching routines, and various methods, emphasizing coordination and teamwork to foster lifelong habits for a healthy and active lifestyle. Dodgeball: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles, including set plays and formations. Dance: Embed basic skills of Dance and move with an emphasis on developing technique by introducing choreography and introducing more advanced techniques such as turning and meeting and parting movements. To be able to analyse their performances in order to critique themselves and improve the techniques used. | Sports Psychology: Students should develop knowledge and understanding of the key psychological factors and how they impact on health, fitness and performance in physical activity and sport. | Moderation Prep | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | R184 Contemporary issues in sport: Topic Area 1: Issues which affect participation in sport and Topic Area 2: The role of sport in promoting values |
| Assessment | Quality and intensity of exercise, increasing heart rate to approprite training zone. Gameplay: Application of skills and tactics in a competitive game. To create and perform a dance routine in small groups. | Quality and intensity of exercise, increasing heart rate to appropriate training zone. Gameplay: Application of skills and tactics in a competitive game. To create and perform a dance routine in small groups. | Quality and intensity of exercise, increasing heart rate to appropriate training zone. Gameplay: Application of skills and tactics in a competitive game. To create and perform a dance routine in small groups. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Practical Moderation | OCR set assignment briefs | End of topic area assessment |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Futsal: Incorporate basic skills from Football Learning Journey, encouraging using the sole of the foot when receiving the ball. To gain an understanding of the basic laws of the game. Rugby: Develop basic skills of passing, tackling, ball carrying and rucking, to participate in small-sided games. To gain an understanding of the basic laws of the game. Volleyball: Develop basic skills of the volley / set, dig, spike and underarm serve, to participate in a small-sided game. To gain an understanding of the basic laws of the game. | Futsal: Incorporate range of skills from Football Learning Journey, develop attacking and defensive tactics. Rugby: Broaden and develop the range of skills used in a competitive match to include kicking, scrummaging and mauling and know how and when to use attacking and defensive tactics effectively. Volleyball: Further develop the dig, spike and serve to allow students to compete in a more demanding environment. To develop the block shot. | Futsal: Embed skills and techniques from Football Learning Journey, experimenting with different formation. Rugby: Embed basic skills and techniques with an emphasis on developing developing attacking and defensive principles when in and out of possession, including set plays and formations. Volleyball: Embed basic skills and shots with an emphasis on developing defensive and attacking tactics with full rotations so students have a greater range of strategies to outwit their opponents. | Socio-Cultural: Students should develop knowledge and understanding of the key socio-cultural factors and how they impact on health, fitness and performance in physical activity and sport. | Revision | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | R184 Contemporary issues in sport: Topic Area 3: The implicatiopns of hosting a major sporting event for a city or country and Topic Area 4: The role NGBs play in the development of their sport |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Exam Questions | OCR set assignment briefs | End of topic area assessment |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Basketball: Develop basic skills of passing, dribbling and shooting, including the lay-up, to participate in small-sided games. To gain an understanding of the basic laws of the game. Athletics: Develop basic skills in a variety of runs, throws and jumps, to participate in mini competitions. Follow all safety guidelines and understand basic rules when competing in athletics. | Basketball: ALE Athletics: Broaden the range of skills and techniques executed in a variety of runs, throws, and jumps, to participate in mini competitions. Follow all safety guidelines and understand basic rules when competing in athletics. | Basketball: ALE Athletics: Embed basic skills with an emphasis on developing technique in a range of runs, throws and jumps. Follow all safety guidelines and understand basic rules when competing in athletics. | Anatomy : Students should develop knowledge and understanding of the key body systems and how they impact on health, fitness and performance in physical activity and sport. | Revision | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | R184 Contemporary issues in sport: Topic Area 5: The use of technology in sport. |
| Assessment | Gameplay: Application of skills and tactics in a competitive game. Times and distances of events. | Gameplay: Application of skills and tactics in a competitive game. Times and distances of events. | Gameplay: Application of skills and tactics in a competitive game. Times and distances of events. | Non-Negotiable Knowledge Checker. End of Topic Assessment (Exam Questions) Century Tech PE. Exam Question Booklet | Exam Questions | OCR set assignment briefs | End of topic area assessment |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 – GCSE PE – DDS | Year 11 – GCSE PE | Year 10 – Sport Studies – ALS | Year 11 – Sports Studies – ALE | |
| Topic | Striking & Fielding: Develop basic skills of bowling, batting, fielding, catching, and throwing in Rounders, Cricket and Softball, to participate in competitive match play. To gain an understanding of the basic laws of these activities. | Striking & Fielding: Broaden the range of bowling, batting, and fielding techniques used in a competitive match play and know how and when to use these skills effectively. Gain an understanding of tactical play and scoring systems. | Striking & Fielding: Embed basic skills of bowling, batting, and fielding with an emphasis on developing technique and introducing more advanced tactical play. Transfer these skills to competitive Softball games. | NEA: Performance Analysis Assessment (PAA) | R185: Performance and Leadership. Develop skills as a performer in two different sporting activities. You will also learn how to lead sporting activity sessions. Also, you will analyse your own performance to help improve your own skills in sport. | ||
| Assessment | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | Gameplay: Application of skills and tactics in a competitive game. | PAA Assessment | OCR set assignment briefs |
GCSE Specification
- AQA (9-1) GCSE Physical Education 8582
- OCR Level 1/Level 2 Cambridge National in Sport Studies specification
How can I support my child?
- Check understanding of rules/laws of the game and scoring systems. Encourage to watch live sporting events and the reading of sport articles. Promote and participate with physical activity at home.
- Encourage use of Century Tech PE – online learning platform. Use the exam question booklets and test them. Encourage them to read their revision guide – ClearRevise.
- Encourage deadlines are met.
PSHCE
Half Term 1
| Year 7, Year 8, Year 9 | Year 10, Year 11 | |
| Topic | Personal, Social, Health and Citizenship Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. | Social, Moral, Spiritual and Cultural Education. ‘Being Me’. Developing skills and attributes such as resilience, self-esteem, risk-management, team working and critical thinking. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
Half Term 2
| Year 7, Year 8, Year 9 | Year 10, Year 11 | |
| Topic | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. | ‘Relationships’. Developing skills such as negotiation, managing conflict and dealing with pressure. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
Half Term 3
| Year 7, Year 8, Year 9 | Year 10, Year 11 | |
| Topic | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. | Risk’. Developing skills such as identifying and managing risk, seeking support and staying safe. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
Half Term 4
| Year 7, Year 8, Year 9 | Year 10, Year 11 | |
| Topic | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. | Health’. Developing the skills and knowledge needed to make healthy choices and manage our health care. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
Half Term 5
| Year 7, Year 8, Year 9 | Year 10, Year 11 | |
| Topic | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. | Diversity’. Learning about the range of diverse identifies which exist in the world, prejudice and discrimination. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
Half Term 6
| Year 7, Year 8, Year 9 | Year 10, Year 11 | |
| Topic | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. | Wider World’. Preparing students to live in the world beyond Hurworth; considering topics like sustainability, human rights and charity work. |
| Assessment | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. | Baseline assessment from the start of the topic are revisited to allow students to show what they have leant and how they can use this new knowledge. |
How I can support my child?
Use the ‘Safe Media’ Lists on the school website to watch clips with your child to prompt discussion. Tere is also a range of services and organisations that an help.
RS
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | The Island. Understanding the key concepts of religious communities – rites, values, laws and stories. | This term our big question is ‘What does it mean to be Jewish?’. We will be looking at key beliefs in the Jewish faith as well as different ways these beliefs might be interpreted. | Our big question this term is ‘What happens to us when we die?’ During this half term we will focus on arguments to support/oppose the existence of a life after death as well as Christian, Jewish and Muslim perspectives on the question. | Paper 1: Christian Beliefs, | Theme F: Human Rights and Social Justice, Christian Practices |
| Assessment | Students complete assessed questions once every half term. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. | Students complete assessed questions once every half term. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. | Students complete assessed questions once every half term. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. | Students complete assessed questions every Thursday of Week 1. We call this ‘Blue Thursday’ as we complete all assessed questions on blue paper. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. | Students complete assessed questions every Thursday of Week 1. We call this ‘Blue Thursday’ as we complete all assessed questions on blue paper. We use an assessment strategy which focusses on reducing cognitive leading to support students who feel anxious about assessments. |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Does it make sense to believe in God? | Jewish Practices including laws and diversity within different traditions. | Beliefs about life after death with a focus on Hindu Traditions. | Paper 2: Islamic beliefs | Islamic Practices |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | How do religious people describe God? How do they believe that God has revealed themselves to the world? | The Holocaust and the impact this has on Jewish beliefs about G-d. | How do religious beliefs affect decisions made about ethical dilemmas? | Theme A: Religion and the Family | We have now completed the course and will be revising the content. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | How do religious people describe God? How do they believe that God has revealed themselves to the world? | How do people worship? | How do religious beliefs affect decisions made about ethical dilemmas? | Theme B: Religion and Life | We have now completed the course and will be revising the content. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Hindu Traditions- Key Beliefs | How do people worship? | What is social justice and how do religious people work for this? | Theme E: Religion, Crime and Punishment | We have now completed the course and will be revising the content. |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support. |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Hindu Traditions- Festivals and Practices | Rites of Passage: Marriage | What is social justice and how do religious people work for this? | Religion, Human Rights and Social Justice | |
| Assessment | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed via a mixture of knowledge and evaluation questions at key points in the course. | Students are assessed fortnightly on our ‘Blue Thursday’. They complete exam questions with staged levels of support |
Exam Specification
AQA (9-1) Religious Studies A 8062
How I can support my child?
- Help to quiz them on their key vocabulary and check their Quiz Books each week.
- Students have assignments on Seneca every week- this is set and due on a Thursday.
Science
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Science Lab Licence Cells, tissues, organs and systems. | Science Lab Licence Food and Nutrition | Science Lab Licence Microscopes and Cells | Science Lab Licence Genetics | Science Lab Licence Ecosystems and Material Cycles Animal Coordination, control and Homeostasis | Science Lab Licence Ionic bonding. Covalent bonding and Types of substance | Groups in the Periodic Table, Rates of Reaction and Heat Energy Changes in Chemical Reactions | Science Lab Licence Waves | Magnetism and the Motor Effect and Electromagnetic Induction | Science Lab Licence, Genetics, Ionic bonding, Covalent bonding, Types of substance Waves | Ecosystems and Material Cycles, Control and Homeostasis, Fuels, Earth and Atmospheric Science, Magnetism and the Motor Effect |
| Assessment | Introduction to Science Assessment Cells, tissues, organs and systems end of unit assessment. | Science introduction assessment. Food and Nutrition end of unit assessment | Microscope and cells end of unit assessment | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Tests | End of Unit Tests |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Cells, tissue, organs and systems Mixtures and Separation | Metals and their Uses Light | Methods of Separation and Purifying Substances Motion | Natural Selection and Genetic Modification | Animal Coordination, Control and Homeostasis Exchange and Transport in Animals | Acids and Alkalis | Hydrocarbons, Alcohols and Carboxylic Acids and Polymers. Qualitative Analysis: tests for ions, Bulk and Surface Properties of Matter | Light and the Electromagnetic Spectrum | Particle Model, Forces and Matter | Natural Selection and Genetic Modification Acids and Alkalis Light and the Electromagnetic Spectrum Natural selection and genetic modification | Exchange and Transport in Animals Chemistry Revision Particle Model, Forces and Matter |
| Assessment | Metals and their Uses end of unit test | Methods of Separation and Purifying Substances end of unit test Motion end of unit test | End of Unit Test | Year 11 Assessments End of unit test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Tests | End of Unit Tests |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Forces Sexual Reproduction | Light Breathing and Respiration | Enzymes and Nutrition Forces and Motion | Health, Disease and the Development of Medicines | GCSE Biology Revision | Calculations Involving Masses Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions and Equilibria, Transition Metals, Alloys and Corrosion | Qualitative Analysis: tests for ions, Bulk and Surface properties of Matter | Radioactivity | Physics Revision | Natural Selection and Genetic Modification Calculations involving masses Radioactivity | Biology Revision Chemistry Revision Physics Revision |
| Assessment | Forces end of unit test | Light end of unit test Breathing and Respiration end of unit assessment | Enzymes and Nutrition end of unit test Forces and Motion end of unit assessment | End of Unit Tests | Progress check assessments throughout the revision period | End of Unit Tests | End of Unit Tests | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | Progress check assessments throughout the revision period |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Sexual Reproduction Acids and Alkalis | The Periodic Table Energy | Transporting Substances Atomic Structure and the Periodic Table | Health, Disease and the Development of Medicines Plant Structures and their Functions | GCSE Biology Revision | Electrolytic processes, obtaining and using metals, reversible reactions and equilibria, transition metals, alloys and corrosion. | Chemistry Revision | Astronomy | Physics Revision | Health Disease and the Development of Medicine Electrolytic Processes, Obtaining and Using Metals, Reversible Reactions and Equilibria Energy Forces Doing Work, P8 Forces and their Effects | Biology Revision Chemistry Revision Physics Revision |
| Assessment | Sexual Reproduction end of unit test Acids and Alkalis end of unit assessment | The Periodic Table end of unit test Energy end of unit assessment | Transporting Substances End of unit test Atomic Structure and the Periodic Table end of unit test | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Test | Progress check assessments throughout the revision period | End of Unit Tests | Progress check assessments throughout the revision period |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Electricity Ecosystems | Plants and their Reproduction Combustion | Cells and Control | Plant Structures and their Functions | Quantitative analysis, dynamic equilibria, calculations involving gases, chemical and fuel cells. Groups in the periodic table, Rates of reaction, heat energy changes in chemical reactions | Energy – Forces Doing Work, Forces and their Effects Electricity and Circuits | Plant Structures and their Functions Electrolytic processes, obtaining and using metals, reversible reactions and equilibria. Electricity and Circuits | ||||
| Assessment | Electricity end of unit test | Plants and their Reproduction end of unit test | Cells and control end of unit test | End of Unit Tests. Year 10 Assessment | End of Unit Tests. | End of Unit Test | End of Unit Tests and Year 10 Assessment |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 – Biology Separate Science | Year 11 – Biology Separate Science | Year 10 – Chemistry Separate Science | Year 11 – Chemistry Separate Science | Year 10 – Physics Separate Science | Year 11 – Physics Separate Science | Year 10 Combined Science | Year 11 Combined Science | |
| Topic | Ecosystems Energy | Combustion Earth and Space | Conservation of Energy | Ecosystems and Material Cycles | Fuels, Earth and Atmospheric Sciences, Electrolytic Processes and Obtaining and Using Metals | Electricity and Circuits and Static Electricity | Ecosystems and Material Cycles Groups in the periodic table, Rates of reaction, heat energy changes in chemical reactions Electricity and Circuits | ||||
| Assessment | Ecosystems end of unit test Energy end of unit assessment | Combustion end of unit test Earth and Space end of unit assessment | Conservation of Energy end of unit test | End of Unit Test | End of Unit Test | End of Unit Test | End of Unit Test |
Exam Specification
- Edexcel (9-1) Biology 1B10 F/H
- Edexcel (9-1) Chemistry 1CH0 F/H
- Edexcel (9-1) Combined Science 1SC0 F/H
How can I support my child?
- Discuss your child’s Homework tasks and help them with any issues that they find. Ask for a description of the learning outcomes covered within Science lessons.
- Direct your child to YouTube clips from educational provides such as fuseschool, freesciencelessons and cognito. Discuss the learning outcomes with your child and ask them to teach you the content they have been learning.
Revision Resources
GP Revision Guides are provided to all students at the start of Year 10. YouTube Videos, Freesciencelessons, FuseSchool, Cognito, BBC Bitesize, Physicsand mathstutor.com
Spanish
Half Term 1
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Grammar Stage 1 How are you? And you? What is your name? How do you spell it? Where are you from? What is your nationality?Where Spanish is spoken (including the history of how Spanish came to be spoken in other parts of the world). Geography of Spain and the Spanish speaking world. Was it morally wrong for Spain to colonise parts of South America? Spanish formal/informal address. Typical Spanish names and Spanish convention for surnames. Famous/ significant Spanish speakers. | Grammar Stage 4 What did you do during the summer? Describe a past holiday (including your opinions with reasons). What is the town/country/place like? Most popular holiday destinations in Spain (including the islands). Weather in Spain. Holiday habits of Spanish people (including when the school holidays are). | Grammar Stage 7 Describe your family members and friends. Describe your relationships with your family members/friends. Who is your role model and why? The family model in Hispanic culture. Famous Hispanic (real/fictional) families: Spanish Royal family/ Encanto/ Coco/ Valentin Hispanic role models/inspiring people. | Holidays Hispanic celebrations/festivals. | Town and region Hispanic festivals/celebrations. |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate |
Half Term 2
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Grammar Stage 1 continued How old are you? When is your birthday? What do you look like? What is your personality? | Grammar Stage 4 continued What can you do there? What is the best/worst thing about the town/country/place? What was the best/worst thing about your holiday? | Grammar Stage 7 continued What should we do/not do to protect the environment? What issues worry you? Environmental issues in the Hispanic world including deforestation in the Amazon | School life and future study plans. | World of work and future life plans |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate |
Half Term 3
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Grammar Stage 2 How many people are there in your family? Describe your family members (name/age/birthday/physical/personality). Describe your pets/ wild animal factfiles (including which country they come from/ traits/ habitat). Typical Spanish family model. Spanish Royal family. Animals of Spain/ South America. | Grammar Stage 5 Describe your diet (what you (usually) eat/drink/don’t/never eat/don’t/never drink/avoid and how often and why). Describe your daily routine. Say what activities you (usually) do to stay healthy. Spanish sports and sports people. Spanish foods, diet and timings of meals. Health campaigns in Spain. | Grammar Stage 8 What job would you like in the future and why? Labour market in Spain. Careers with languages. Places to visit in Spanish speaking world as a gap year. | Relationships and role models | Social issues/global issues Health |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Mock exams |
Half Term 4
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Grammar Stage 2 continued What is your school like? (What do you like/dislike and why?) Describe a typical school day. What is your opinion of your school subjects and why? Similarities and differences between our school system and the Spanish school system. | Grammar Stage 5 continued What did you do last week to be healthy? What are you going to do in the future to be healthy? What should we (not) do to be healthy? Spanish sports and sports people. Spanish foods, diet and timings of meals. Health campaigns in Spain. | Grammar Stage 8 continued What are your ambitions? What will your life be like? Labour market in Spain. Careers with languages. Places to visit in Spanish speaking world as a gap year. | Relationships and role models | Exam preparation |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate |
Half Term 5
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Grammar Stage 3 Where do you live? What is your house like? What is your opinion of it? What is your town like? What is your opinion of it? Hispanic house styles. Significant Spanish towns/cities/regions. Features of a Spanish town e.g. architecture/ plaza mayor/ churches and cathedrals/ bull ring/ outside eating | Grammar Stage 6 Where will you go this summer and what will you do during your holiday? Where would you go for your dream holiday and what would you do? Hispanic world geography and factfiles. Significant places to visit in the South America. Differences between Spanish spoken in Spain and Spanish spoken in South America. Gap years/ backpacking in South America. | Grammar Stage 9 How has your town/region changed? What was your town/region/life like in the past? Utilise South America as the context and specifically link to how colonialism and environmental destruction/modernity has affected those countries and the landscape (do from point of view of some indigenous communities and South American wildlife). | Leisure and technology | Exam preparation and exams |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | External exams |
Half Term 6
| Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| Topic | Grammar Stage 3 continued What do you do in your free time? What are you going to do in the summer? Sport in Spain and famous Hispanic sports people. | Grammar Stage 6 continued Holiday Spanish scenarios such as shop/market/bar/restaurant/reception desk | Grammar Stage 9 continued What will life be like in the future/ What will your town/region/ life be like? Utilise South America as the context and specifically link to how colonialism and environmental destruction/modernity has affected those countries and the landscape (do from point of view of some indigenous communities and South American wildlife). | Health | Exams |
| Assessment | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | Listening/Reading/Speaking/Writing tasks as appropriate | External exams |
GCSE Specification
How I can support my child?
KS3: Encourage him/her to engage fully with his/her homework tasks. As a family you could take part in learning Spanish alongside your child using DuoLingo which offers you lots of conversational Spanish and gives daily goals and stats so there can be an element of competition. Ecah half term we offer optional enrichment activities that your child could take part in, please encourage this. When your child brings his/her book home, ask him/her to talk you through the work they have completed and the feedback he/she has been given.
KS4: Encourage him/her to engage with his/her homework tasks. Encourage him/her to regularly complete vocab revision from Memrise or Blooket (or the paper lists of vocab per module). Offer to test your child on module vocabulary. Offer to practise the speaking questions with your child.
