Curriculum Overview Half Term 2
Dear Parent/Carer,
In the following booklet you should find an overview of what your child will be studying this half term in school. We’ve included key details on what they will be looking at in each subject, how they’ll be assessed and what they might do to further develop their understanding. The aim is for this to make it easier for you to work with the school supporting your child with their work.
All lessons last for one hour. In Year 10, students study the following:
• English and Maths – four lessons per week per subject
• Science – two lessons per week per Science subject (Biology, Chemistry and Physics)
• Three ‘Options’ – three lessons per week per subject
• Religious Education – one lesson per week
• ‘Core’ PE – one lesson per week
The information for each subject is categorised as follows:
Topics / tasks: This is the overview of the topics Year 9 students will be covering this half term.
Content and skills: This explains what areas students will be looking at, and the skills they will be developing during the half term.
Assessment: This explains how students will be assessed on their understanding of this topic.
Stretch and challenge: This gives suggestions of how students can explore this area in more detail if they wish.
Exam Boards
Please use the table if you wish to know which exam board the school uses for each qualification. Click on the name of a subject to be taken directly to that page.
Subject Awarding Body Subject
Awarding Body Subject
Awarding Body
Art AQA Geography AQA Physical Education, GCSE AQA
Business OCR German AQA Religious Education Eduqas
Computer Science OCR Health & Social Care Edexcel Science: Biology Edexcel
Creative iMedia OCR History AQA Science: Chemistry Edexcel
Design Technology Textiles AQA Eduqas Latin Eduqas Science: Physics Edexcel
Drama AQA Mandarin AQA Spanish AQA
English AQA Maths AQA Textiles AQA
Engineering AQA Music Edexcel
Vocational Construction WJEC
Food Preparation and Nutrition Eduqas Photography AQA Vocational Engineering WJEC
French AQA Physical Education, BTEC WJEC
Topics / tasks:
Content and skills:
Assessment:
Art
Stretch and challenge:
Students have now all started a personal project, exploring the work of other artists, exploring a range of processes and developing work based on their own investigation.
This work will continue this half term, with a focus on refining the direction of the personal projects, making strong contextual links to the work of others and other cultures. Individuals will be encouraged to develop new processes suitable to their intentions and a gradual development of portfolios will take place.
Students need to become familiar with the assessment objectives and the course specification, all of which can be found on the AQA website for GCSE Art & Design.
Students have been provided a guide to completing contextual tasks, and they are strongly encourage to become familiar with this. As we move through the term tasks set to be completed outside the lesson will become more individual and we encourage at least one hour of home time to be spent completing tasks.
Their practical work reviewed and commented on. Basic technical skills will be assessed, but not over the imaginative and creative. Control of materials and understanding of the formal elements mapped. The assessment objectives (AQA exam board) will be referred to throughout the process.
Regular verbal feedback by the class teacher and a program of written self assessment as part of creating the portfolio.
Parental assessment of progress can easily take place by asking to see the student’s journal/sketchbook/art folder on a regular basis. If the parent/carer cannot see any new work being created, progress will likely be slow. It is not necessary to know what the new work is, just that it exists and the coursework is developing.
Further reading by exploring art museum websites and identifying artists the student likes. To then create outcomes and annotation based on these new artists without teacher direction. To use the literacy guide in moving toward advanced use of questioning.
We strongly encourage students to create work they enjoy making and we would ask them to show work from home, which they not think is relevant, but that could demonstrate new skills and knowledge to further develop their coursework.
Topics / tasks:
Aims
Business growth
Objectives
Business
Content and skills:
research
• Qualitative and quantitative data
Be able to discuss:
• How and why objectives might change as businesses evolve
• Why different businesses may have different objectives
business
Assessment:
• The roles and objectives of internal and external stakeholder groups
• The effect business activity has on stakeholders and the effect stakeholders have on business
• Organic and external growth
• Marketing and effective strategies, including the “four P’s” and market segmentation Data:
• Use and analyse graphical data and statistics
• Analyse information from a given scenario.
• Use key information from the case (industry) when compiling an answer (application)
Interpersonal skills:
• Collaborative working, ideas, business and presenting.
Range of exam questions, classwork, homework.
Q&A in lessons.
Topic tests (at end of unit).
Essay style question(s) (at the end of the unit). Use of key terms (knowledge) & application assessed.
Types of ownership: https://www.youtube.com/watch?v=BN2cQNNvg_4
Role of marketing: https://www.youtube.com/watch?v=hX X4SndI2w
Stretch and challenge:
BBC Bitesize Business GCSE: https://www.bbc.co.uk/bitesize/examspecs/zv8gvk7
SENECA: https://www.senecalearning.com/
Research BBC Business: https://www.bbc.co.uk/news/business Identify potential marketing opportunities / drawbacks based on today’s news (opportunity / threat)
1.4 Business
&
1.5 Stakeholders in business 1.6
2.1 The role of marketing: Purpose of marketing within
2.2 Market
Topics / tasks:
Content and skills:
Assessment:
Stretch and challenge:
Computer Science
Python Programming Fundamentals (Selection and Iteration)
Number theory (Binary, Denary, and Hexadecimal)
Character sets in computers (ASCII and Unicode)
Data Representation – Images, sound and Compression
Students will apply If statements and Loops to real programming scenarios and understand their purpose. Students will apply conversion techniques to Binary, Denary and Hexadecimal numbers (and when to use each), as well as understand the need for different number systems.
Students will understand the need of a “character set” and how it is represented by a computer
Students will investigate how Images and Sound are represented digitally in a computer (and how space can be saved when storing them), and understand the need for different file formats when storing media.
Binary, Denary, Hexadecimal Conversions Assessment /30 Assessment on all topics so far /36 PRIMM programming task assessments (6 tasks in total)
Attempt to complete the first 5 tasks on the website “project euler” https://projecteuler.net/archives
Investigate how Binary multiplication is possible using Binary addition https://www.youtube.com/watch?v= Ypf2s9_gG0
Look into the Hamming code system for error checking with ASCII characters https://en.wikipedia.org/wiki/Hamming(7,4)
Find how it is possible for a video and audio track to be kept in sync when processing https://www.techsmith.com/blog/sync audio and video sources/
Creative iMedia
Topics / tasks: R094 – Developing Visual Identity
Coursework – TA1 & TA2
This unit builds on and incorporates elements of RO93 (theory), learners will be able to apply the skills, knowledge and understanding gained in those units.
Content and skills:
Visual identity consists of images, typography and other identifiable elements that may be used by a brand. The digital graphics unit encourages students to consider effective visual identity and how they can apply this to their own images whilst developing the practical skills needed for successful graphics creation.
Learners will be able to plan a digital graphic to a client brief and use software effectively to create the graphic. They will also be able to effectively store the graphic in a suitable format for a variety of purposes.
On completion of this unit, students will know how to develop visual identities for clients. They will know how to apply the concepts of graphic design to create original digital graphics which incorporate visual identity to engage a target audience (OCR 2022)
Assessment: Teacher assessed coursework for each section TA1 TA3 Work is then sent for external moderation (Summer Series)
All coursework must be completed in class under teacher supervision knowledge, understanding and technical skills can all be revised and practised outside of school organisation and an in depth understanding of the topic is key!
Stretch and challenge:
Practice using Adobe Photoshop to hone your skills this can be accessed outside of school via your own device. Every student following the course has log in details for the software.
Learning materials: Cambridge Nationals Creative iMedia Level 1/2 J834 OCR
Topics / tasks: Specific theory content
Design Technology
Content and skills:
Students this half term will study the following areas:
• New and emerging technologies
• Automation in industry
• Work of others designers and companies
• Design, develop and prototype lighting mini NEA prep
Assessment:
Students will complete a test at the end of the term, books marked throughout and teacher assessment of mini NEA outcome.
Stretch and challenge:
Students should consider exploring (researching and evidencing) the theory areas to extend their learning. Students should be actively reviewing theory tasks to help consolidate learning. Students should be engaged with the class team to access further opportunities for learning.
Drama
Topics / tasks: Component 1: Written exam. Section B, Set Text: Reading and researching set text. 2. Section C write an evaluation of a live theatre performance.
Content and skills:
1. Explore and understanding the text from a design and performance perspective. Learn and practice how to write responses for the different questions in the examination, describing and explaining acting and design choices for a given extract from the play.
2. Apply drama knowledge to the live performance seen in school and learn how to write the evaluation.
Assessment: Teacher marked practice questions on the set text, and of drafted evaluation.
Stretch and challenge: Research text and contextual influences in more depth.
Engineering (GCSE)
Topics / tasks: Chapter 2– Engineering manufacturing processes
Students will study the following areas :
• Additive Manufacturing
• Material removal
Content and skills:
• Shaping, forming and manipulation
• Casting and Moulding
• Joining and assembly
• Heat and chemical treatment
• Surface Finishing
Student complete a portfolio of evidence on manufacturing processes. This is available on Microsoft Teams as are all teacher lesson PowerPoints.
Assessment:
Upon completion of Chapter 2 they will take a test. This will be a combination of multiple choice and longer answer questions.
Stretch and challenge:
Students can revise ahead on the next chapter which is Chapter 3 Systems.
Topics/Tasks
Content and skills:
English
AQA GCSE English Literature: Paper 1 ‘A Christmas Carol’ by Charles Dickens
Reading
• Reading the novella A Christmas Carol.
• Analysing the writer’s use of language in key extracts of the text.
• Considering the social and historical contexts of the novel and how these influence the writer
• Understanding how to answer an exam question
• Learning key quotations from across the text.
Assessment: Writing an exam response on a key theme.
AQA GCSE English Language: Paper 1 Writing to narrate
Writing
• Writing to narrate
• Exploring sentences
• Exploring narrative structure
• Examining narrative perspectives
• Crafting openings and endings
Stretch and challenge:
Writing an exam response on a key theme.
• Reading the text more than once
• Accessing Mr Bruff on YouTube and watching the series of videos on ‘A Christmas Carol’ whilst making useful revision notes. https://www.youtube.com/user/mrbruff/featured Reading critical articles via The British Library https://www.bl.uk/works/a christmas carol
Writing an exam response to produce the opening of a story.
Writing an exam response to produce the opening of a story.
• Reading fiction and examining how writers structure their stories
• Practising narrative writing by using images to spark a short story,
• Accessing Mr Bruff on YouTube and watching the series of videos on ‘English Language Paper 1: writing’ whilst making useful revision notes. https://www.youtube.com/user/mrbruff/featured
Food Preparation and Nutrition
Topics / tasks: Component 1 – Principles of Food Preparation and Nutrition.
Learners will explore different aspects of the specification each half term. In Yr10, students will begin by covering knowledge on fruit and vegetables as a commodity
1. Commodities – Meat, fish, poultry and eggs value in the diet, their origins, correct storage, working characteristics exploring physical and chemical changes and how to prepare and cook a range of dishes.
Component 2 – Food Preparation and Nutrition in Action.
Leaners will explore and demonstrate the different knowledge and skills required to undertake the two internally assessed parts of the qualification known as non examination assessments.
NEA1 focuses on food science and NEA2 focuses on cooking and food preparation.
4. Food Science investigating into protein, focusing on coagulation and form formation.
Content and skills:
2. Principle of Nutrition looking at the function, sources and value of protein in the diet, including the consequence of not consuming the right amount.
3. Diet and Good Health focusing on the energy requirements and how to plan balanced diets for a range of life stages, including toddlers, teenagers, early, middle and late adulthood.
4. Where Food Comes From and how it is packaged, the impact of packaging on the environment, sustainability of food, food poverty and food security.
5. Cooking and Food Preparation whereby students can demonstrate how to make a range of meat, fish, poultry and egg based dishes.
Assessment:
Students will complete a mini mock exam of knowledge covered so far, using past paper exam questions to help promote good exam technique practice.
Stretch and challenge:
Students should familiarise themselves with the specification for the course and expectations, this includes using the online textbook to familiarise themselves with the topics covered this half term and examples of NEA1 and NEA2. Students have received login details for the online textbook which is accessed at https://illuminate.digital/eduqasfood/ Students should watch related TV programmes which will be advised in class and on Teams. Students should aim to practice practical skills at home where possible, ensuring they have both permission and supervision from an adult at home when completing practical tasks.
French
Topics / tasks: Complete revision of Theme 1 topics –technology and free time. Students will then move on to the topic of “Customs and festivals”.
Content and skills:
Students will learn about the use of technology in France and how to talk about their own usage. They will also study a range of free time activities and talk about them in present and past tenses. The Customs and Festivals topic includes: considering our traditions and how we celebrate at home; discussing what traditions mean to us; describing international festivals; describing an event / festival. Students will use reflexive verbs in the perfect tense, the perfect infinitive, the imperfect tense of common verbs and using the perfect and imperfect tenses together.
Assessment: Weekly vocabulary and grammar assessments.
Stretch and challenge: Research on festivals celebrated in France or other French speaking countries such as le 14 juillet, le Mardi Gras etc
Geography
Topics / tasks: Urban Issues & Challenges Physical Landscapes in the UK
Content and skills:
Students will investigate urban challenges in the UK including environmental dereliction, building on brownfield and greenfield sites, the impact of urban sprawl on the rural–urban fringe, the growth of commuter settlements and waste disposal. Students will then examine an example of urban regeneration and sustainable urban living, focusing on water and energy conservation, waste recycling, creating green space and traffic management.
Students will investigate the physical landscapes found in the UK before focusing on the key characteristics of a river drainage basin, long and cross profiles and the processes that shape rivers from source to mouth.
Assessment: An end of unit test on the Urban Issues & Challenges topic. A range of GCSE practice questions throughout the half term.
Going to the AQA website and downloading past copies of paper 2 and the mark scheme to practice answering GCSE questions on this topic.
Going to the AQA website and downloading past copies of paper 1 and the mark scheme to practice answering GCSE questions on this topic.
Stretch and challenge:
Listen to ‘Costing the Earth’ podcast on BBC radio 4, episodes available at: www.bbc.co.uk/programmes/b006r4wn
Keeping up to date with recent news stories about urban issues in Mumbai, India and London, UK.
Watch episode 3 ‘Fresh Water’ part of the BBC Planet Earth series and the three ‘Sacred Rivers with Simon Reeves’ episodes on the Nile, Ganges and Yangtze rivers all available on BBC iPlayer.
Topics / tasks: Family and Technology
German
Content and skills:
Students will study the topic of Family and Technology in everyday life, including a full range of vocabulary linked to these topics. They will deepen their understanding of the imperfect and the perfect tenses, and revise word order in subordinate clauses.
How to make the most of near cognates, how to think creatively in speaking, how to tackle a translation from English into German, how to use a variety of vocabulary and different time frames in writing tasks.
Assessment: Completing various formative tests and pieces of homework.
Stretch and challenge:
Bringing all the above elements into their speaking questions and writing tasks.
Health and Social Care (BTEC)
Topics / tasks: Component 1 – Learning Aim A part 2 taught by Mrs Scott
Learning Aim A part 2: Students will learn and revise the following areas:
• Review of half term assessment
• Completion of PIES
Learning Aim Assessment part 1 - Half term assessment
PART 2: Factors that affect a person’s growth and development:
Component 2 – Learning Aim A taught by Mrs White
Learning Aim A part 2: Students will learn and revise the following areas:
• Services for adults with specific needs
• Services for older adults
• Informal social care
Content and skills:
• Physical factors – including genetic, disease, illness and accidents
• Lifestyle factors diet, exercise, lifestyle choices, appearance
• Social and cultural factors culture & religion, community, gender roles, educational experiences,
• Relationships and isolation – personal relationships, social isolation, role models
• Economic factors – I come and wealth, material possessions
Learning Aim Assessment part 2 - Half term assessment
Component 1 30% of overall grade. Component 2 30% of overall grade. Embedded in lessons will be:
• Assessment criteria
• How to understand coursework
• How to present work
Assessment:
• Command words and keywords review:
✓ Describe – not just identify but to describe a situation
✓ Explain how to expand sentences
✓ Compare how to look at both arguments and support with evidence
• Physical barriers
• Sensory barriers
• Social, cultural and psychological barriers
Stretch and challenge:
✓ Assess – how to justify, add opinion and support argument with evidence
All work is set and collected in Microsoft Teams. Students will complete a mini mock exam of knowledge covered so far, using past paper exam questions to help promote good exam technique practice.
Students should familiarise themselves with the specification for the course and expectations. Students should watch related TV programmes which will be advised in class and on Teams. Students should speak to people in their circle of family and friends to gain re life experiences and opinions. They will create a person time line and for further understanding of different life stages should do one for someone they know.
History
Topics / tasks: Reasons why a stalemate developed on the Western Front
Reasons why the stalemate on the Western Front finally broke
Content and skills:
Students will investigate: the key battles of the first years of the war (Marne, Mons, Gallipoli, Verdun, Jutland, The Somme, Passchendaele) and be able to explain their purpose and significance. Students will also be studying the development of trench warfare, tactics and governmental responses to the war, including conscription.
Students will develop as historians by practising numerous different exam questions, writing at length, explaining their reasoning using evidence, and reaching analytical judgements through comparing factors.
Students will investigate the different factors that led to the end of trench warfare, including the defeat of the Russians, the role of naval warfare, the impact of the USA joining the war, the Ludendorff Offensive and the fighting in 1918.
Students will be able to assess, analyse and evaluate the role that the different factors played in leading to the end of the First World War.
Assessment:
Completing exam style questions that test the ability to construct causal explanatory narratives as well as questions that compare and contrast the utility of different sources.
Reading:
Jeremy Paxman, Great Britain’s Great War
Gary Sheffield, A Short History of the First World War
Planning and writing an essay in the style appropriate to the GCSE examination.
Other Media: BBC Bitesize
Stretch and challenge:
Max Hastings, Catastrophe: Europe Goes to War 1914
Max Arthur, Forgotten Voices of the Great War
Our World War A dramatized reimagining of three key episodes from Britain’s experience on the Western Front (warning: violence and strong language)
They Shall Not Grow Old a film that colourises and adds sound to original footage from the First World War. Highly recommended.
Latin
Topics / tasks: Uses of the Ablative. Passive verbs Inscriptions from Roman Britain. The city of Rome
Content and skills: How to translate the ablative case & revision of usage of other cases; time phrases and numbers.
Assessment: Assessment test including translation and grammar questions.
How to use decipher common inscription types (gravestones & dedications) and how these complement other types of evidence
Stretch and challenge: Background reading about Roman Britain & the city of Rome. A selection of suitable books are available for students to borrow.
Mandarin
Topics / tasks: Travel (places around city and town)
Content and skills:
Students will study the topic of travel. They will learn vocabulary relevant to this topic and be able to apply this through speaking, listening, reading and writing tasks. Also, they will study the following grammar: the use comparatives and superlatives; the use of question word ‘shen me shi hou’ the use of ‘guo’ for past completed action, the use of ‘yi qian’ ’yi hou’ to indicate past and future plan, use of“de”after a verb and the use of conjunctions ‘chu le …..yi wai / hai…..’.
Assessment: In class there will be weekly vocabulary (characters) tests and assessment of listening, reading/translation and writing skills.
Stretch and challenge:
Students can research the changes in China's big cities in recent years
Maths
Topics / tasks:
All students Arithmetic with decimals and fractions Percentages Estimation and rounding Ratio
Higher Tier only Indices Standard form Surds
Higher Tier Extension Upper and lower bounds
Content and skills:
• Revision and consolidation of previously learned skills
• Extension of skills to unfamiliar contexts
• Reasoning and problem solving skills
Assessment: Half term assessment covering content covered this half term as well as previously covered content.
Stretch and challenge:
• Complete extra work using www.hegartymaths.com and www.corbettmaths.com
• Completing enrichment tasks on www.nrich.maths.org
Music
Content and skills:
AOS1: Beethoven
Topics / tasks: Ground Bass Composition
AOS3: Star Wars
Developing listening skills in analysis of set works
Developing skills of rhythmic, melodic and harmonic composition
Assessment:
Stretch and challenge:
Practical composition assessment Exam style listening questions
Listening to related works and comparing and contrasting them with the set works
Ground Bass Composition Ternary Form Composition
AOS1: Beethoven
Developing listening skills in analysis of set works
Developing skills of rhythmic, melodic and harmonic composition
Practical composition assessment Exam style listening questions
Listening to related works and comparing and contrasting them with the set works
10C 10K
Topics / tasks:
Content and skills:
Assessment:
Stretch and challenge:
Photography
Students will be introduced to various techniques using Photoshop to produce a range of tasks. The projects will introduce the students to Photoshop and enable them to have a creative approach to digital photography. Students will be given set briefs which will introduce them to more complex techniques. After each completed task pupils will receive a marked grade on AO1 AO2 AO3 and AO4.
With each new task students will be introduction to new process, new artists and ways of working, helping them build a portfolio of work in response to the AQA assessment objectives. Students will be expected to cover all the AQA Assessment objectives and work to a deadline.
Their practical work will be regularly reviewed, and feedback given with advice and guidance on how the student can improve and work more independently and effectively. Technical skills using a camera, Photoshop and other photography assisted programs will be assessed. The assessment objectives (AQA exam board) will be referred to throughout the process. Regular verbal feedback by the class teacher and a program of written self assessment as part of creating the portfolio.
Extend their work through a greater exploration of materials and processes. Being creative in approached to how they can use their skills and imagination to refine and explore various techniques. Further reading by exploring creative websites and identifying artists the student finds interesting and inspirational. To then create outcomes and annotation based on investigations and present a personal and expressive response that shows self confidence and conviction.
Physical Education (GCSE)
Topics / tasks: Applied anatomy and physiology (Chapter 1) and in practical lessons basketball and table tennis
Understand the structure and functions of the skeleton and synovial joints
Content and skills:
Understand the movements involved at different joints.
Understand the structure and functions of the lungs, heart and blood vessels.
Understand the mechanics of breathing, gaseous exchange and spirometer traces
Understand aerobic and anaerobic exercise, EPOC and the immediate, short term and long term effects of exercise
Assessment: Regular exam style questions and a Kerboodle on line end of chapter assessment.
Stretch and challenge: Become involved in school teams and also train and compete regularly outside of school.
Physical Education (BTEC)
Topics / tasks: Fitness for Sport exam unit (Chapter 1)
Content and skills: Students will learn about muscular and skeletal systems and the effects of exercise on the body. Also work on assignment unit Improving Sporting performance including components of fitness and fitness testing.
Assessment: Students will be assessed using continuous assessment.
Stretch and challenge: Use course companion textbook to increase knowledge.
Religious Education
Topics / tasks: GCSE Theme 2: Religious responses to issues of life and death.
Content and skills:
Pupils will study this theme looking exclusively at Judaism and Christianity and each religion's teaching about the origins of the world (Creation Story) alongside modern scientific alternative explanations - Big Bang cosmology and the theory of Evolution. They will learn about religious attitudes to key issues of abortion and euthanasia and the sanctity of life. They will explore Jewish and Christian beliefs about death and afterlife.
Assessment:
Pupils will have a range of GCSE type assessments to complete. These concentrate on accurate understanding of key vocabulary, the ability to link the influence of belief to action, an ability to make detailed comparisons between the two religions studied and to evaluate a point of view and relate their religious knowledge to enrich the answer they make.
All students will sit a 30 minute assessment under exam conditions at the end of the term.
Stretch and challenge:
Visit online reference sites such as: Wikipedia, Britannica and the BBC Bite Size website.
Science: Biology
Topics / tasks: Topic 6: Plants structures and their functions
• Limiting factors in photosynthesis
• Factors affecting transpiration
• Translocation
• Adaptations of plants in extreme environments (Triple only)
Content and skills:
• Plant hormones (Triple only)
• Investigating rate of photosynthesis
• Using the inverse square law
• Describing and Explaining data
• Plotting line graphs from data
• Evaluate methods and data
Assessment: End of topic test on Topics 1 and 6
Stretch and challenge: Find out what xerophytes and hydrophytes are.
Topics / tasks: Metallic Bonding, Fuels
Science: Chemistry
Content and skills:
Metallic bonding
Describe and explain the structure of Metals
Link the structure to common properties of metals
Fuels
This unit looks at how Crude Oil is formed, then the process involved in separation followed by uses and reactions of the fractions.
What is in Crude Oil, Fractional Distillation, Properties of different fractions, Use of different fractions, Homologous series, Combustion of Hydrocarbons, Fossil fuels and alternatives, Cracking
Assessment: Short answer questions and more detailed end of topic test at end of half term.
Stretch and challenge:
Find out about SMAs and describe how thermosetting and thermosoftening plastics vary in their structure and bonding.
Science: Physics
Topics / tasks: Topic 2: Forces and Motion Topic 4: Waves
• Momentum (higher only)
• Stopping distances
Content and skills:
• Braking distance and energy (triple only)
• Crash hazards
• Describing waves
• Wave speeds
• Refraction
Topic 3 (Revision/recap): Conservation of energy
• Energy stores and transfers
• Energy efficiency
• Keeping warm
• Stored energies
• Non renewable resources
• Renewable resources
Assessment: Cumulative assessment test covering topics 1,2, 3 and 4 (Motion, Forces & Conservation of Energy), homework and in class assessment
Stretch and challenge: Completing relevant exercises on Isaac Physics website.
Topics / tasks:
Content and skills:
Spanish
Complete Theme 1 Unit 4- Customs and Festivals4.1F- Festivals in the Spanish Speaking World and 4.1H- Festivals in Spain- Las Fallas.
Start Theme 2 Unit 5- 5.1F- Saying what your house is like and 5.1H- Describing your house and where it is.
Unit 4 Using the verbs to be and to go in the preterit tense, expressing actions and opinions, using the verbs to have and to do in the preterit tense, using spelling changes in the preterit tense, recognising irregular verbs in the imperfect tense, revising numbers, using the preterit and the imperfect together, talking about photos, using cognates to aid understanding.
Unit 5 Using prepositions to say where things are, using important quantifiers, formulating more complex questions.
Assessment: Students will be assessed by regular vocabulary and grammar tests.
Stretch and challenge:
Using the interactive online exercises accessible to all students via Kerboodle. Continual revision of grammar points Developing an interest in current affairs in Spanish speaking countries Listening to Spanish radio and TV online
Textiles
Topics / tasks: Bag Design & Investigating Textiles Techniques/Processes
Students will investigate the following Textiles techniques/processes:
• Repeat pattern design
• Dye sublimation
• Tie Dye
• Batik
• Screen printing
• Block printing
Content and skills:
• Quilting
• Decorative techniques
Students will use the information generated to create a bag design, applying the knowledge they have gained. Students will continue to gain knowledge and understanding of the greater world of design covering the following topics:
• Types of manufacture
• Process of manufacture
• Generation of materials
• Product analysis (materials, function, safety, sustainability)
Assessment:
Students will carry out a written assessment at the end of the half term covering the topics studied. Students completion of the research & design task (bag & textiles techniques) will be assessed holistically, in mirroring the AQA marking criteria.
Stretch and challenge:
Students should consider exploring (researching and evidencing) textiles techniques not explored in lesson time to show further understanding of the subject.
Students should be actively reviewing theory tasks to revise for the end of term test. Students should be engaged with the class team to access further opportunities for learning.
Vocational Construction
Topics / tasks: Unit 1 – Safety and Security
Students are preparing for final exams to be taken in June 2021.
Unit 1: Students will revise the following areas:
• Safety signs
Content and skills:
• Fire extinguishers
• Health and Safety Executive
• Construction Legislation
• Risks, Hazards & Control Measures
• Security in Construction
Assessment:
Students will complete a portfolio of evidence that will prepare them for their final exam next year. Unit 1 is 25% of overall grade.
All work is set and collected in Microsoft Teams.
Stretch and challenge:
Complete additional revision for mock and final exams which can be accessed via Microsoft Teams.
Content and skills:
Assessment:
Vocational Engineering
Stretch and challenge:
Students will be asked to complete the following tasks
• Learning Objective 3 – know forming processes of engineered materials describe engineering processes and describe applications of engineering processes.
• Practice mock papers/exam technique.
This is an externally assessed Unit using the WJEC assessment criteria framework graded Level 1 Pass, Level 2 Pass, Level 2 Merit and Level 2 Distinction. This Unit is 25% of overall grade.
Students should familiarise themselves with the specification for the course and expectations, this includes using the textbook to familiarise themselves with the topics covered this term.
Students could purchase the course textbook WJEC Vocational Award Engineering Level 1/2, Matthew Wrigley, Illuminate Publishing, ISBN 978 1 912820 15 3.
Students should watch related TV programmes which will be advised in class and on Teams. Students should watch the Engineering video clips on Manufacturing Processes and Materials.
Topics / tasks: Unit 3 – Solving Engineering Problems – this is the theory part of the course for the exam (25%).