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Curriculum Information Term 1

Assessment information Term 1

Continuation of Portfolio – major coursework assessment based on the theme ‘Twisting and Turning’.

Continual assessment based on exam board assessment objectives.

Curriculum Information Term 2

Assessment information Term 2

Continuation of Portfolio – major coursework assessment based on the theme ‘Twisting and Turning’.

Final piece planning and completion.

Continual assessment and at specific dated point based on exam board assessment objectives.

Formal assessment.

Btec Tech Award Sport

Curriculum Information Term 1

Assessment information Term 1

Examination Unit 1 Fitness for Sport and exercise.
(interleaving topics)

  • Fitness components – skill and health related components, definitions, importance, and examples in sport
  • Fitness testing – linked to specific fitness components, methods and tracking progress.
  • Training Method/principles - linked to specific fitness components, intensity, FITT, SPIARV, how used to monitor improvements in fitness.
  • Anatomy and physiology

Method of assessment
Short and long answer exam questions.

End of unit assessment prior to exam.

PPE.

Revision resources
Revision resources can be found on the TEAMs page for each individual teaching class in the files section.

Revision book may be purchased from PE.

Seneca and Brianmac website.

Curriculum Information Term 2

Assessment information Term 2

Examination Unit 1 Fitness for Sport and exercise.
(interleaving topics)

  • Fitness components – skill and health related components, definitions, importance, and examples in sport.
  • Fitness testing – linked to specific fitness components, methods and tracking progress.
  • Training Method/principles - linked to specific fitness components, intensity, FITT, SPIARV, how used to monitor improvements in fitness.
  • Anatomy and physiology

Method of assessment
Short and long answer exam questions.

End of unit assessment prior to exam.

PPE.

Revision resources can be found on the TEAMs page for each individual teaching class in the files section.

Revision book may be purchased from PE.

Seneca and Brianmac website.

Business

Curriculum Information Term 1

Assessment information Term 1

Business GCSE 

Unit 2 : Edexcel Business GCSE

Topic 2.1 Growing the business – students are introduced to methods of growth and how and why business aims and objectives change as businesses evolve. The impact of

  • globalisation and the ethical and environmental questions facing businesses are explored.
  • Business growth
  • Changes in business aims and objectives
  • Business and globalisation
  • Ethics, the environment and business
     

Business BTEC

  • Component 2: Planning and Presenting a Micro-Enterprise Idea
  • Choosing ideas for a micro-enterprise
Plan for a micro-enterprise
  • End of unit test.  

 

 

 

 

 

 

 

 

 

 

 

Coursework internally assessed. Externally moderated 

Curriculum Information Term 2

Assessment information Term 2

Business GCSE 

Unit 2 : Edexcel Business GCSE

Topic 2.2 Making marketing decisions – students will explore how each element of the marketing mix is managed and used to inform and make business decisions in a competitive marketplace.

  • Product
  • Price
  • Promotion
  • Place
  • Using the marketing mix to make business decisions

 

Business BTEC 

  • Component 2: Planning and Presenting a Micro-Enterprise Idea

 

  • Present a plan for the micro-enterprise idea to meet specific requirements
  • Production of presentation
  • Delivery of presentation

End of unit test.

 

 

 

 

 

 

 


Students will be assessed on a recorded presentation. Dragons den style. 

Computer Science

Curriculum Information Term 1

Assessment information Term 1

Impact of digital technology
How is digital technology used in your everyday life? What impact is it having on you and the planet?

This unit explores these questions.

Homework
End of Topic Tests

Curriculum Information Term 2

Assessment information Term 2

Logic and languages
This unit explores the use of Boolean operators and looks at different types of languages computers use to program them.

Homework
End of Topic Tests

Drama

Curriculum Information Term 1

Assessment information Term 1

Devising Drama

  • Students will be developing, refining and performing a devised performance as part of their official GCSE examination.
  • This will be marked internally and moderated externally by AQA.
  • Students will then finalise a first draft of their ‘Devising Log’ which is the written section of the component. This will be a total of 2,500 words where students reflect on the process and final outcomes of their devised performance

Devised Performance – 20 Marks
Students will each perform their pieces in exam conditions. These will be filmed and marked by the class teacher.


Devising Log – 60 Marks
First draft to be submitted and general comments/ feedback provided. Students will then edit and hand in a final version to be marked and moderated.

Curriculum Information Term 2

Assessment information Term 2

Students will be introduced to the play, focusing on the playwright Berkoff and his style of theatre.

  •  Actors will explore key extracts, focusing on characterisation and Berkoff’s influence of Brecht and Artaud within his work.
  • Students will then select key extracts to prepare for a mock performance.
  • In February – March 2023, the class will be visited by an AQA examiner who will mark students’ performances of key extracts from Metamorphosis.

Practical assessment will take place where students create a perform a mock performance of 1-2 key scenes of the play.

These will be marked by the class teacher and feedback given in preparation for their official practical exam.

DT Electronic Products

Curriculum Information Term 1

Assessment information Term 1

In July students started their Non Examined Assessment project, this will form 50% of their GCSE grade.
 

In terms 1 & 2 students will be writing their own Specification and Design Brief. They will generate Ideas and develop their initial sketches based on modelling and testing working towards their design solution.
Students will be using a range of modelling techniques both 3 dimensional physical models and CAD.

Students will receive feedback www and ebi on each section of work. They will be told the band of the mark scheme that their work currently reflects.
Students will have access to exemplar materials of different grades in order to see WAGOLL.
Please note that teachers are prohibited from allocating a grade for coursework to students when the work is in progress and they are not able to give specific tasks to improve work for individual students.

Curriculum Information Term 2

Assessment information Term 2

In July students started their Non Examined Assessment project, this will form 50% of their GCSE grade.
 

In terms 1 & 2 students will be writing their own Specification and Design Brief. They will generate Ideas and develop their initial sketches based on modelling and testing working towards their design solution.
 

Students will be using a range of modelling techniques both 3 dimensional physical models and CAD.

Students will receive feedback www and ebi on each section of work. They will be told the band of the mark scheme that their work currently reflects.
Students will have access to exemplar materials of different grades in order to see WAGOLL.
Please note that teachers are prohibited from allocating a grade for coursework to students when the work is in progress and they are not able to give specific tasks to improve work for individual students.

DT Food

Curriculum Information Term 1

Assessment information Term 1

Controlled assessment NEA 1 which they have been preparing for in Term 6 of Year 10.  They will select an area of study from examboard briefs, research and form a hypothesis which they then design experiments to test. Students are expected to collect results analyse the outcomes and write a conclusion based on the evidence they have collected.
 

There will be 10 formal hours to complete the work under controlled conditions.  The teacher will publish dates when practical experiments will be carried out, if a student misses these lessons they will need to attend an afterschool session to get the work completed.
 

One lesson in five students will be working on consolidating their theory knowledge in preparation for their Y11 exams.
A full plan of what will be covered when will be on Edulink.

Students will receive biweekly feedback – www and ebi on their NEA. They will be told the mark band that their work currently represents. They will have access to a range of exemplar materials on TEAMS clearly labelled with outcome grades so that they are aware What a good one looks like.

The teacher is prohibited from telling students what grade it is and they are unable to give feedback to individuals with specific targets for improvement.

Students will be set exam questions for homework every two weeks based on the work covered in their theory lesson. This will be assessed by a combination of self, peer and teacher assessment to deepen the students understanding of what is required in different types of exam questions.

Curriculum Information Term 2

Assessment information Term 2

Controlled assessment NEA 1 which they have been preparing for in Term 6 of Year 10.  They will select an area of study from examboard briefs, research and form a hypothesis which they then design experiments to test. Students are expected to collect results analyse the outcomes and write a conclusion based on the evidence they have collected.


There will be 10 formal hours to complete the work under controlled conditions.  The teacher will publish dates when practical experiments will be carried out, if a student misses these lessons they will need to attend an afterschool session to get the work completed.
One lesson in five students will be working on consolidating their theory knowledge in preparation for their Y11 exams.


A full plan of what will be covered when will be on Edulink.

Students will receive biweekly feedback – www and ebi on their NEA. They will be told the mark band that their work currently represents. They will have access to a range of exemplar materials on TEAMS clearly labelled with outcome grades so that they are aware What a good one looks like.

The teacher is prohibited from telling students what grade it is and they are unable to give feedback to individuals with specific targets for improvement.

Students will be set exam questions for homework every two weeks based on the work covered in their theory lesson. This will be assessed by a combination of self, peer and teacher assessment to deepen the students understanding of what is required in different types of exam questions.

DT Product Design

Curriculum Information Term 1

Assessment information Term 1

In July students started their Non Examined Assessment project, this will form 50% of their GCSE grade.
 

In terms 1 & 2 students will be writing their own Specification and Design Brief. They will generate Ideas and develop their initial sketches based on modelling and testing working towards their design solution.
Students will be using a range of modelling techniques both 3 dimensional physical models and CAD.

Students will receive feedback www and ebi on each section of work. They will be told the band of the mark scheme that their work currently reflects.
Students will have access to exemplar materials of different grades in order to see WAGOLL.
Please note that teachers are prohibited from allocating a grade for coursework to students when the work is in progress and they are not able to give specific tasks to improve work for individual students.

Curriculum Information Term 2

Assessment information Term 2

In July students started their Non Examined Assessment project, this will form 50% of their GCSE grade.
 

In terms 1 & 2 students will be writing their own Specification and Design Brief. They will generate Ideas and develop their initial sketches based on modelling and testing working towards their design solution.
 

Students will be using a range of modelling techniques both 3 dimensional physical models and CAD.

Students will receive feedback www and ebi on each section of work. They will be told the band of the mark scheme that their work currently reflects.
Students will have access to exemplar materials of different grades in order to see WAGOLL.
Please note that teachers are prohibited from allocating a grade for coursework to students when the work is in progress and they are not able to give specific tasks to improve work for individual students.

DT Textiles

Curriculum Information Term 1

Assessment information Term 1

Students will be working on their Animals & Insects (sustained project contributing 60% of GCSE) (Term 5 & 6 year 10, Term 1 & 2 year 11)

3.7 Textile Design Area of study: Surface Pattern, Stitched and/or embellished textiles.
Students will produce a textile outcome that shows their practical skills, should include personal style to reflect a meaningful response.
The intention is that at the end of their sustained project they will create a pair of pyjama bottoms with an artistic aspect; they do not have to be functional pyjamas with influences from the artists explored.

It should portray their best techniques that they have explored so far within the course.

Students will receive feedback www and ebi on each section of work. They will be told the band of the mark scheme that their work currently reflects.
Students will have access to exemplar materials of different grades in order to see WAGOLL.
Please note that teachers are prohibited from allocating a grade for coursework to students when the work is in progress and they are not able to give specific tasks to improve work for individual students.

Curriculum Information Term 2

Assessment information Term 2

Students will be working on their Animals & Insects (sustained project contributing 60% of GCSE) (Term 5 & 6 year 10, Term 1 & 2 year 11)

3.7 Textile Design Area of study: Surface Pattern, Stitched and/or embellished textiles.
Students will produce a textile outcome that shows their practical skills, should include personal style to reflect a meaningful response.
The intention is that at the end of their sustained project they will create a pair of pyjama bottoms with an artistic aspect; they do not have to be functional pyjamas with influences from the artists explored.

It should portray their best techniques that they have explored so far within the course.

Students will receive feedback www and ebi on each section of work. They will be told the band of the mark scheme that their work currently reflects.
Students will have access to exemplar materials of different grades in order to see WAGOLL.
Please note that teachers are prohibited from allocating a grade for coursework to students when the work is in progress and they are not able to give specific tasks to improve work for individual students.

English 

Curriculum Information Term 1

Assessment information Term 1

English Literature Paper 2  

Revision: Power & Conflict Poetry Anthology 

  • In year 10, students studied 15 poems, clustered relating to the themes of power and conflict. In this unit they will revise these poems and related writing skills. 

  • Key skills: comprehending poetic language; analysing poetic structure and form; exploring the effect of writer’s methods; exploring the influence of context on the production and reading of texts; comparing texts; analytical academic writing; structuring academic essays. 

 

English Literature Paper 1  

Macbeth 

  • Students study this play as their Shakespeare set text for GCSE.  

  • Key skills: comprehending poetic language; analysing dramatic structure and form; exploring the effect of writer’s methods; exploring the effect of dramatic devices and stagecraft; exploring the influence of context on the production and reading of texts; comparing texts; analytical academic writing; structuring academic essays. 

 

 Revision: Power & Conflict Poetry Anthology 

  • Formative 1: academic essay comparing two poems 

  • Summative: academic essay comparing two poems 

 

 

 

 

 

 

 

Macbeth  

  • Formative 1: comprehension reading task & quotation revision 

  • Formative 2: writing an academic essay  

  • Weekly comprehension and quotation quizzes set for homework on EduLink. 

Curriculum Information Term 2

Assessment information Term 2

English Literature Paper 2  

PPES 

  • Whole school mock exams. 

Macbeth 

  • Students will complete their study of Macbeth.  

  • Key skills: see above. 

English Language Paper 1 

Unseen Poetry  

  • Students will build the skills to comprehend, analyse and compare unseen poems. This is to prepare them for the unseen poetry section of English Literature Paper 2.  

  • Key skills: comprehending poetic language; analysing poetic structure and form; exploring the effect of writer’s methods; exploring the influence of context on the production and reading of texts; comparing texts; analytical academic writing; structuring academic essays. 

 

Paper 1: Reading Fiction 

  • Students will practice Paper 1, Section of GCSE English Language. 

  • Skills: Reading and comprehending unseen fiction texts. 

PPES 

  • 1 x Language paper (1h45m)  

  • 1 x Literature paper (1h30m) 

Macbeth: 

  • Summative: comprehension reading task & quotation revision 

 

Unseen Poetry: 

  • Formative: academic essay 

  • Summative: academic essay 

 

 

 

 

 

 

 

Paper 1: Reading Fiction 

  • Formative: practice paper  

  • Summative: practice paper 

Geography

Curriculum Information Term 1

Assessment information Term 1

  • Economic world UK 
  • UK division 
  • Improvements to UK infrastructure. 
  • North/south divide
  • Strategies to support decline of particular areas of the UK. 
  • Human geography exam paper.
  • Urban environments
  • Resources, food water and energy
  • Economic world

Curriculum Information Term 2

Assessment information Term 2

Natural Hazards  

  • Tectonic hazards 

  • Plate tectonics 

  • Comparison of LIC/HIC earthquake event.  

  • Nepal 

  • Japan 

  • Knowledge based short answer exam questions on earth movements and plates.  

  • 9 mark case study question.  

   

German

Curriculum Information Term 1

Assessment information Term 1

My studies

  • Opinions on subjects, teachers and school uniform
  • School building
  • School rules
  • School timetable
  • German school system
  • Positive/negative aspects of school life

GCSE style 90 word written task
Listening/reading assessment on these topics

Curriculum Information Term 2

Assessment information Term 2

Post 16 Choices

  • Abitur (A-level) choices
  • Vocational college/apprenticeship
  • Pros/cons of university
  • Work experience

PPE’s

H&SC BTEC

Curriculum Information Term 1

Assessment information Term 1

Component 3
Health and wellbeing

A1: Factors that affect health and wellbeing
- Definition of health and wellbeing
- Physical and lifestyle factors
- Social, emotional and cultural factors
- Economic factors
- Environmental factors
- Impact of life events


B1: Physiological indicators
- Measuring health
- Interpreting data
- Abnormal readings
 

B2: Lifestyle indicators
- Interpretation of lifestyle data
 

Curriculum Information Term 2

Assessment information Term 2

Component 3
Health and wellbeing

C1: Health and wellbeing improvement plans
- Person centred approach
- Improvement plans
C2: Obstacles to implementing plans
- Potential obstacles

Practice exam assessments ready for the Component 3 exam in Term 3

History

Curriculum Information Term 1

Assessment information Term 1

Elizabethan England

  • Elizabeth I – background
  • How did Elizabeth I control England? (Government, Privy Council, Parliament and Key Ministers)
  • The succession crisis
  • Life in Elizabethan England
  • Elizabethan Theatre and Playwrights
  • Opposition to Elizabeth I

Open book assessment – GCSE paper

Curriculum Information Term 2

Assessment information Term 2

Elizabethan England

  • Life in Elizabethan England
  • Elizabethan Theatre and Playwrights
  • Opposition to Elizabeth I

PPE Assessments

Maths

Curriculum Information Term 1

Assessment information Term 1

Foundation

Geometry – identifying congruent triangles, scale factor of similar shapes, finding missing lengths of similar shapes

Probability – sample spaces, two-way tables, Venn diagrams, tree diagrams

Higher

Algebra – distance-time graphs, velocity-time graphs, acceleration using velocity-time graphs, estimating area under a curve, rates of change, equation of a circle, exponential graphs, cubic graphs, reciprocal graphs, transformations of graphs, completing the square
 

Curriculum Information Term 2

Assessment information Term 2

Foundation 

Number – indices, multiplication and division rules for powers, standard form, calculations with standard form

Simultaneous equations and inequalities – solving linear simultaneous equations, representing inequalities on a number line, solving linear inequalities

Higher

Algebra – algebraic fractions, more complex changing the subject, functions, composite functions, inverse functions, iterations, 

Geometry – properties of vectors, addition and subtraction of vectors, vectors in geometric problems

Year 11 PPEs

Foundation – 

1 non-calculator paper and 2 calculator papers. 

Each will be 1 hour and 30 minutes and cover the course content. 


Higher

1 non-calculator paper and 2 calculator papers. 

Each will be 1 hour and 30 minutes and cover the course content.

Music

Curriculum Information Term 1

Assessment information Term 1

Paper 1: Performance Portfolio 

  • Sharing criteria about Performance Portfolio again
  • Individualised target setting related to marking scheme
  • First recordings of progress on portfolio (solo)
  • Early identification of students not making necessary progress
  • Dedicated practice of solo performances (this is expected to happen at home. Students are expected to practice for 20-30 minutes, 4-5 times a week in preparation).

Paper 2:

  • Exam Brief Composition
    (this continues into term 2)
  • Introduction to Exam Board Briefs
  • Approaches to and selection of exam board brief
  • Research into exam board brief
  • Initial Ideas
  • Developing Initial Ideas
  • Improving technical control of resources

AoS 1: Forms and Devices

  • Revise periods of history
  • Revise binary, ternary, minuet and trio
  • Introduce Rondo form and strophic form
  • Melody and texture in Western Classical Music – ornaments and textures
  • Chord inversions, dominant and subdominant chords
  • Practice exam style question

Mid-term portfolio performance capture

 

 

 

 

 

 

 

 

Teacher feedback 1/3 on progress on exam brief composition so far.

 

 
 

 

 

 


AoS1 Unit assessment test

Curriculum Information Term 2

Assessment information Term 2

Paper 1: Performance Portfolio 

  • Second recording of solo performances for feedback.
  • Individualised target setting
  • Recording of part of Performance Portfolio (solo element)

AoS2: Music for Ensemble

  • Chamber Music – Baroque sonata, classical string quartet
  • Musical Theatre – revising musical textures
  • Practicing the longer response question.
  • Jazz and Blues – advanced textures – canon and counter-melody
  • Set Work Revision - Badinerie

Paper 2: Exam Brief
As in Term 1 continued.

Formative assessment of performance work

First of two performance portfolio recording exams

 

 
Year 11 PPE

 

 

 Teacher feedback 2/3

PE GCSE

Curriculum Information Term 1

Assessment information Term 1

Sports Psychology

  • Feedback and Guidance – types, function and application to sport.
  • Skill – characteristics, classification continuums, and application to sport.

Method of assessment
Exam questions – short and long answer
End of topic test

Curriculum Information Term 2

Assessment information Term 2

Sports Psychology

  • Goal setting and mental preparations – definitions, types, and application to sport.
  • Revision of topic covered to date.

Method of assessment
Exam questions – short and long answer
End of topic test
PPE

Revision resources can be found on the TEAMs page for each individual teaching class in the files section.

Science

Curriculum Information Term 1

Assessment information Term 1

BIOLOGY
B7 Ecology
• Communities
• Abiotic factors
• Biotic factors
• Adaptation
• Sampling techniques
• Organisation
• Recycling materials
• Biodiversity
• Waste management
• Land Use


CHEMISTRY
C4 Chemical Change
• Limiting reagents
• Concentration of solutions
• Metal oxides
• The reactivity series
• Extraction of metals and reduction
• Oxidation and reduction
• Reaction of acids with metals
• Reactions of acids to form salts
• Making salts
• pH scale and neutralisation

PHYSICS
P6 Waves
• Transverse and longitudinal waves
• Properties of waves
• Investigating waves
• Electromagnetic waves
• Infrared absorption/radiation
• Uses of electromagnetic waves

All students will be set TWO Educake homeworks per fortnight.  One for Biology and one for the Chemistry/Physics lessons (code SC on timetable).
These are always set on a Monday of week one and will be due in on the Sunday of week 2.

Required practical practice



Required practical practice





 

 

 




Required practical practice

Curriculum Information Term 2

Assessment information Term 2

BIOLOGY
B7 Ecology continued
• Deforestation
• Global Warming
• Maintaining Biodiversity
 

CHEMISTRY
C4 continued
• Electrolysis of molten compounds
• Electrolysis to extract metals
• Electrolysis of aqueous solutions

PHYSICS
P7 Electromagnetism
• Permanent magnets
• Magnetic fields
• Electromagnetism
• Fleming’s left hand rule
• Electric motors

PPE On Unseen Papers
Biology paper 1
Chemistry Paper 2
Physics Paper 1

   

spanish

Curriculum Information Term 1

Assessment information Term 1

 

Curriculum Information Term 2

Assessment information Term 2