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 11, 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 11 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 AQA Latin Eduqas Science: Physics Edexcel
Drama AQA Mandarin AQA Spanish AQA
English AQA Maths AQA Textiles AQA
Engineering AQA Music Edexcel
Food Preparation and Nutrition Eduqas Photography AQA
French AQA Physical Education, BTEC Edexcel
Vocational Construction WJEC
Vocational Engineering WJEC
Topics / tasks: Year 11 Component One- coursework
Summary of first half term: Students have continued with their component one projects, with some adapting or starting new projects. Students are able to access speciality materials in the lesson.
Content and skills:
Students will be continuing their personal projects with guidance by their class teacher. There are no generic projects and every student is working on a project unique to them. This includes individual tasks set each week.
There is no exam this year, students will be assessed only on their coursework. There is no requirement or need to set timed outcomes between now and the end of the course. For this reason, the mock exam for art will be used to develop or complete a substantial outcome outside of the sketchbook. This can be completed at any time and can range in hours spent making, as would be the case with any coursework outcome.
Occasionally a class teacher may set a timed outcome as a teaching and learning activity, and a whole class objective, but purely as an activity in making work and not as separate form of assessment.
Students are working personal projects and the content and skills range across all. Student will be encouraged to refine skills they have developed up to this stage, there may be some new processes introduced, but a focus on ‘showing off’ their skills and ability will be the main focus. Student will receive developmental comments in the lesson and they are strongly encouraged to respond to these comments.
Assessment:
The mock exam for art is an opportunity to complete more coursework and will not be assessed as a separate unit/component. It is not a case of seeing what a student would have achieved in an exam, as there is no exam this year for art and design.
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.
Stretch and challenge:
Extend their work through a greater exploration of materials and processes being used. To become more proficient in a specialist area of art and design in creating refined outcomes. 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.
The main challenge is now creating work that wow’s and impresses the viewer. There is no expectation on the quantity or work, but the quality of work will be what students are assessed on.
Art
Topics / tasks:
Brexit – the impact, Finance:
Business
Content and skills:
• 5.3 Revenue, costs, profit and loss
• 5.4 Break-even
• 5.5 Cash flow
• Formulas/finance = assessment
Be able to discuss:
• Global Issues Impact/effect (economic climate)
• The difference between cash and profit
• The importance of cash to a business
• Forecasting
Be able to calculate:
• The concept of revenue, costs and profit and loss in business and their importance in business decision making
• The different costs in operating a business
• Calculation of costs and revenue
• Calculation of profit/loss
• Calculation and interpretation of profitability ratios
• Average Rate of Return calculation
• Breakeven
Range of exam questions, classwork, homework. Q&A in lessons.
Data:
• Use and analyse graphical data and statistics
• Analyse information from a given scenario. Use key information when compiling an answer (application)
Interpersonal skills:
• Collaborative working, ideas, business and presenting.
Assessment:
Finance tests x 2 (50 marks & 30 marks)
Use of key terms & application assessed. Mock exam analysis – identify areas to develop
Finance:
Breakeven: www.youtube.com/watch?v=7RocdGhTd6Q
Revision: Folders & notes (mock exam papers, past questions & feedback)
Stretch and challenge:
Cash flow forecast: www.youtube.com/watch?v=4SNWA_HbF6U
Two teachers: www.youtube.com/channel/UCnVHZKYx1vWVnhRjJqJbNdQ BBC Bitesize Business GCSE: www.bbc.co.uk/bitesize/examspecs/zv8gvk7 SENECA: www.senecalearning.com/
Topics / tasks:
Content and skills:
Assessment:
Computer Science
Python Programming Fundamentals
Revision of topics based on mock feedback Tracing algorithms Translators and facilities of languages
Students will accumulate the Python programming skills they have learnt in Y10 to create a larger scale program, following the guidelines of a programming project
Students will be taught content based on the poorly answered questions in the mock, and effectively analyse which topics they need to improve
Students will analyse pseudo code and trace its execution by hand, in order to determine its final output and the purpose of the code itself
Students will investigate the need to translate software into machine code before execution, and the benefits of using an Integrated Development Environment when writing software
Networks Quiz assessments /20 December Test (Networks, Translators, Data Representation and Pseudo code) /35
Internal programming project (marked by objectives) /14
Stretch and challenge:
Investigate the purpose of a trace table and attempt to complete one for a binary search algorithm https://www.khanacademy.org/computing/computer science/algorithms/binary search
Look into the differences between compilers and interpreters and assess the need for an “intermediate language” (bytecode) https://en.wikipedia.org/wiki/Intermediate_representation
Creative iMedia
Topics / tasks: R082 – Creating digital graphics coursework unit (25% of final grade)
Coursework – LO1 – 4
This unit builds on unit R081 learners will be able to apply the skills, knowledge and understanding gained in that unit and vice versa.
Content and skills:
Digital graphics feature in many areas of our lives and play a very important part in today’s world. The digital media sector relies heavily on these visual stimulants within the products it produces, to communicate messages effectively. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. They will learn where and why digital graphics are used and what techniques are involved in their creation. This unit will develop learners’ understanding of the client brief, time frames, deadlines and preparation techniques as part of the planning and creation process. On completion of this unit, learners will understand the purpose and properties of digital graphics and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief. OCR 2020
Assessment:
Teacher assessed coursework for each section LO1 – 4. Work is then sent for external moderation (February series) . RO81 assessment for set exam questions (Low and high tariff questions)
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 enhance your skills – this can be accessed outside of school via your own device.
Learning materials: www.ocr.org.uk/qualifications/cambridge nationals/creative imedia level 1 2 award certificate j807 j817/
Topics / tasks: Continuation of NEA
Design Technology
Content and skills:
Students will continue their own response to the NEA tasks set by the exam board (AQA). This term students should explore:
• Development of design ideas
• Testing ideas with their proposed specification and target customer
• Exploring techniques that would help students realise intended design
In preparation for the mock exam, students will continue to recap knowledge and understanding of the greater world of design covering the following topics:
• Origins of materials
• Ergonomics and anthropometric data
• Product analysis (materials, function, safety, sustainability)
Assessment:
The students NEA response will be assessed in accordance with AQA marking criteria. Students will also be assessed in a mock exam.
Students should be actively revising theory tasks.
Stretch and challenge:
Students have been given a revision book with relevant practice questions that they can use for extra preparation for their exam.
Students should be engaged with the class team to access further opportunities for learning.
Drama
Topics / tasks: Topic 1: Component 2: Devised Coursework
Topic 2: Component 3: Texts in Practice
Content and skills:
Content of Topic 1: Complete all written sections of devised coursework for final grading.
Content of Topic 2: Researching and finalising script choices for practical examination (component 3)
a. Start rehearsing and improve acting skills.
Assessment: Component 2 coursework assessment (worth 40% of GCSE). Teacher marked practice questions on the set text.
Stretch and challenge: Research chosen monologue for component 3 in more depth.
English
Topics / tasks: AQA GCSE English Literature: Power and Conflict Poetry AQA GCSE English Language: Paper 2 Viewpoints and Perspectives
• Reading the AQA Power and Conflict anthology.
• Analysing the writer’s use of language, form and structure.
• Comparing themes and methods across two poems by different writers.
Content and skills:
• Considering the social and historical contexts of the texts and how these influence the writer
• Learning key quotations from all poems
• Understanding how to answer a comparative exam question
Assessment: Writing exam responses on individual poems and paired comparisons.
• Reading anthologies of modern poetry or via https://www.poetryfoundation.org/
• Reading non fiction and literary non fiction texts from 1800s, 1900s and present day.
• Summarising the key messages in texts.
• Understanding how writers present their viewpoints via methods.
• Comparing the viewpoints of writers and how they are presented within the contexts they were written in.
Stretch and challenge:
• Annotating poems for the methods the writer uses and why
• Accessing Mr Bruff on YouTube and watch the series of videos on unseen poetry whilst making useful revision notes. www.youtube.com/user/mrbruff/featured
Answering a full reading section of the exam
• Reading non fiction in the form of broadsheet newspaper articles.
• Accessing Mr Bruff on YouTube and watching the series of videos on ‘English Language Paper 2: reading’ whilst making useful revision notes. https://www.youtube.com/user/mrbruff/featured
Engineering
Topics / tasks: NEA – Design and Make a prototype restricted parking Mechanism
Students will complete the following tasks:
• Complete Initials ideas for their restricted parking mechanism
Content and skills:
• Link these designs to their research.
• Modell prototype design ideas for a restricted parking mechanism
• Complete a final prototype design for a restricted parking mechanism
• Evaluate the prototype against the design specification.
Assessment: Upon completion of this Unit the work will be graded and count towards 40% of final grade.
Stretch and challenge: Students need to revise for upcoming mock exams. This will be on work primarily covered in Year 10. Student work is available through Microsoft Teams.
Food Preparation and Nutrition
Topics / tasks: Component 1 – Principles of Food Preparation and Nutrition.
Learners will continue to explore different aspects of the specification each half term. In Yr11, students will begin by revisiting knowledge covering food, nutrition and health and how to plan for different groups.
Students will continue covering revision content, this half term it will include:
Component 2 – Food Preparation and Nutrition in Action.
Leaners main task be to will explore and demonstrate the different knowledge and skills required to undertake the internally assessed part of the qualification known as non examination assessments, NEA2.
Students will continue to work through their NEA assignments provided by the exam board:
Content and skills:
Food Nutrition and Health focusing on healthy eating guidelines, nutritional needs of different age groups, diet related health problems, energy, nutritional analysis and planning meals for different groups.
Students will make sure that by the end of this half term, all research, planning for the practical element of the coursework, including the completion of the trial dishes is complete.
This will ensure they are ready for their practical assessment after the Christmas holidays in which they will produce their final 2 dishes with accompaniments (if appropriate).
Assessment:
Students will complete a mock exam of knowledge covered so far, using a past paper exam to help promote good exam technique practice.
3 hour practical exam will be on Wednesday 2nd February 2022.
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 NEA2.
Stretch and challenge:
Students have received login details for the online textbook which can be 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: Students will study the topic of holidays
Content and skills:
Review of mock examination including techniques. How to use the pluperfect tense; how to recognise and use the subjunctive; how to use sequencing adverbs; and how to use 3 different time frames together.
Assessment: Weekly vocabulary and grammar tests. Practice speaking activities.
Stretch and challenge: Research typical holiday destinations.
Geography
Topics / tasks: The Living World Resource Management
Content and skills:
Students will investigate the causes and impacts of deforestation in the Amazon Rainforest before evaluating the strategies used to manage the rainforest sustainably. Students will then examine the physical characteristics of a cold environment and how plants and animals adapt to the physical conditions. Students will then investigate the opportunities and challenges created for people living in a cold environment before evaluating the strategies used to manage these environments sustainably.
Students will examine the significance of food, water and energy to economic and social well-being. Students will then investigate global inequalities in the supply and consumption of resources.
Assessment: End of Unit Test on the Living World topic.
A range of GCSE practice questions throughout the half term.
Stretch and challenge:
Going to the AQA website and downloading past copies of paper 1 and the mark scheme to practice answering GCSE questions on this topic.
Watch the Cold Environments episodes of Planet Earth available on BBC iPlayer.
Going to the AQA website and downloading past copies of paper 2 and the mark scheme to practice answering GCSE questions on this topic.
Keeping up to date with recent news stories about food, water and energy around the world the BBC is a good place to start.
German
Topics / tasks: Theme 2 – Local, national and international and global areas of interest, including topics on the local area, social and global issues and holidays.
Students will study the relevant vocabulary as well as revision of prepositions, the TMP rule, the imperfect and conditional tenses, the pluperfect tense, reflexive verbs and the use of impersonal verbs.
Content and skills:
Students will be working on all four skills (reading, writing, listening and speaking), with a focus on how to tackle writing and speaking tasks in exams. They will also look at: reading authentic texts and using social/cultural context to understand meaning, using an understanding of suffixes to break down longer words to understand them, using alternatives to “weil”, using adjectives and paraphrasing.
Assessment: Completing various formative tests and pieces of homework.
Stretch and challenge: Research life in German speaking countries in terms of global and social issues (poverty, homelessness, refugees, the environment, travel) and write in German about the similarities and differences with Britain.
Topics / tasks:
Health and Social Care (BTEC)
Component 3 – Learning Aim A taught by Mrs Scott
Students are preparing for final exams to be taken in February 2021.
Learning A 1: Students will learn and revise the following areas:
1. Factors that affect health and individual wellbeing
2. Financial resources
3. Environmental conditions
4. Housing
5. Impact of life events relating to relationship changes
Component 3 – Learning Aim B taught by Mrs White
Students are preparing for final exams to be taken in February 2021.
Learning B 1: Students will continue to embed and revise the following areas:
1. Using published guidelines to interpret health indicators
2. Risks to physical health
3. Interpreting lifestyle data smoking, alcohol, inactivity, Embedded in lesson will be:
• How to understand the exam paper
Content and skills:
6. Impact of life events relating to changes in life circumstances
Learning C 1: Students will learn and revise the following areas
1. The importance of person centred approach
2. Recommended actions to improve health and wellbeing
3. Short and long term targets
4. Sources of support
Assessment:
• Command words and keywords review
• Modelling answers for exam questions
Learning C 1: Students will learn and revise the following areas
4 Writing Health and Wellbeing plans
5. Potential obstacles to implementing plans
6. Emotional / psychological obstacles
Time constraints
8. Availability of resources
Students will entered for the exam in February 2022 with the option of resitting exam in Summer of 2022. Component 3 40% of overall grade. All work is set and collected in Microsoft Teams.
Stretch and challenge: Students will complete additional revision for mock and final exams which can be accessed via Microsoft Teams.
7.
History
Topics / tasks: The Crises of Government during Elizabeth’s reign Domestic life in Elizabethan England
Content and skills:
Students will investigate the importance of religious opposition (both Catholic and Puritan), the causes and consequences of conflict with Spain, and the events of the Spanish Armada.
Students will investigate the social and cultural history of the period, including fashion, architecture, and the theatre. They will also study the problems of poverty, the rise of the gentry and the Essex Rebellion.
Assessment:
Completing exam style questions that test the ability to construct causal explanatory narratives and test interpretations of the past using evidence. Students completed a formal mock examination on Conflict and Tension and Democracy and Dictatorship during the previous half term.
There will be an end of unit test on the Elizabethan material.
Stretch and challenge:
Reading: Ian Mortimer, The Time Traveller’s Guide to Elizabethan England
Peter Ackroyd, Tudors: The History of England Vol II Antonia Fraser, Mary, Queen of Scots
Other Media: BBC Bitesize Elizabeth: The Golden Age (film, 2007) Elizabeth (film, 1998) Mary, Queen of Scots (film, 2018)- not fully accurate (the two Queens never met) but provides excellent context
Topics / tasks: Magic & Superstition: Texts & Sources.
Latin
Passive verbs, direct commands & questions, numbers and time.
Content and skills:
How to understand and analyse the sources set for Paper 2; how we can use these sources to learn about Magic & Superstition in the Roman world; how to answer exam questions on literary texts in Latin.
Completing revision of verb endings and simple sentences; preparing for GCSE translation and comprehension tasks.
Assessment: Exam style questions on the sources and targeted language tasks, in addition to regular vocabulary & grammar tests.
Stretch and challenge: Reading about Roman religion and beliefs. There is a selection of suitable books available for students to borrow.
Topics / tasks: Identity and culture (revisited)
Mandarin
Content and skills:
Students will revisit the topics from Theme one. They will revise vocabulary relevant to the topics and be able to apply this through speaking and listening. They will be able to understand more authentic Chinese sentences in reading. The focus will be on on word order in writing tasks. Students will consolidate the following grammar: Adverbs of frequency; verb+de; the difference in use of verb’hui and neng’ ke yi’.
Assessment: In class there will be weekly vocabulary (characters) and written and translation assessments on these topics.
Stretch and challenge: Forms of address on Chinese extended family and three generations living together.
Maths
Topics / tasks:
Foundation Tier Simultaneous equations Data and statistics Surface area and volume Vectors
Higher Tier Pythagoras and Trigonometry review Sine and Cosine rule and area of a triangle Trig graphs Function notation
Higher tier extension Upper and lower bounds Vectors Interpret areas under graphs
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
Topics / tasks:
Content and skills:
AOS1: Further Listening AOS3: Further Listening Composition Review
Refining and improving listening skills
Developing the ability to write fluently about the set works
Refining and editing compositions
Assessment:
Stretch and challenge:
Exam style listening questions Formative composition feedback
Listening to related works and comparing and contrasting them with the set works
11K
AOS4: Review & Consolidation Composition Review
Refining and improving listening skills
Developing the ability to write fluently about the set works
Refining and editing compositions
Exam style listening questions
Formative composition feedback
Listening to related works and comparing and contrasting them with the set works
11C
Content and skills:
Assessment:
Stretch and challenge:
Photography
With each new task students will be developing creative processes, looking at digital artists and ways of working, helping them build a portfolio of work in response to the AQA assessment objectives. Assessment will be based on component one work only. Previous exam papers will be used to create projects, but the assessment is 100% coursework this year.
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.
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.
Topics / tasks: Students continue to develop their skills using various techniques with Photoshop to produce a range of tasks. The projects will allow further exploration for the students to progress a creative approach to digital photography.
Physical Education (GCSE)
Topics / tasks: NEA and revision
Content and skills: Students will complete the written component of their NEA. They will also start focussed revision
Assessment: Regular exam style questions and a Kerboodle on line end of chapter assessment.
Stretch and challenge: Continue to complete tasks on Everlearner and Kerboodle. Also use revision guides and past papers.
Physical Education (BTEC)
Topics / tasks: Unit 2 – Practical Sports
Content and skills: Students will study the rules and regulations of two selected sports and demonstrate their practical skills in those two sports.
Assessment: Students will undertake an assignment based assessment on practical sports.
Stretch and challenge: Continue to complete tasks on Everleaner and use BTEC revision guides and past papers.
Religious Education
Topics / tasks: GCSE focussed study of Christian Beliefs and teachings.
Content and skills:
Pupils will be developing their understanding of the nature of God in Christianity including the concept of the Trinity. In the development of this concept, they will need to link their understanding to the figure of Jesus Christ by establishing the significance of Jesus’ life and death for Christians, with specific reference to atonement and salvation. They will need to hang these beliefs on the Christian framework of the afterlife while exploring the notion of sin as preventing salvation. Their AO1 skills will have the opportunity to develop through the material outlined above with a stress on the significance of these ideas for belief at the higher levels, while their AO2 evaluation and analysis works towards critical comparisons over which of these central beliefs is the most important for the Christian belief structure.
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.
Stretch and challenge: Visit online reference sites such as: Wikipedia, Britannica and the BBC Bite Size website
Topics / tasks: Topic 2 – Cells and Control
Science: Biology
Content and skills:
• Cell division – mitosis
• Growth and differentiation
• Interpreting percentile charts to monitor growth
• Stem cells
• The nervous system
• The eye (triple only)
• The brain (triple only)
Assessment: Practice past exam questions and assessment of Topic 2 content
Stretch and challenge: Find out how stem cells can be used in medicine
Science: Chemistry
Topics / tasks: Dynamic equilibrium and extracting metals
Dynamic equilibrium
Content and skills:
Reversible reactions, how conditions change the position of equilibrium, manufacture of Ammonia
Extracting metals
Reactivity, Ores, Oxidation and reduction, Life cycle assessments of products
Assessment: Short assessment activiy via long or short answer question and longer end of unit assessment.
Stretch and challenge: Find out how the properties of the group 4 elements change within the group and produce a poster to summarise the findings.
Triple award:
Topic 7: Astronomy
Topics / tasks:
Content and skills:
Science: Physics
Topic 9: Forces and their effects
Topic 10: Electricity and circuits
Topic 11: Static electricity
Topic 7: Astronomy
• Red shift
• Origin of the universe
Topic 9: Forces and their effects
• Rotational forces
Topic 10: Electricity and circuits
• Electrical calculations
• Resistance
• Series and parallel dc circuits
• Transferring electrical energy
• Power
• Electrical safety
Topic 11: Static electricity
• Charges and static electricity
• Uses and dangers of static electricity
• Electric fields
Assessment: End of topic tests, practice past paper questions
Dual award:
Topic 9: Electricity and circuits
Topic 10: Magnetism and the motor effect
Topic 11: Electromagnetic induction
Topic 9: Electricity and circuits
• Concepts of charge, current, resistance and potential difference
• Electrical calculations
• Series and parallel dc circuits
• Transferring energy by electricity
• Electrical power
• Electrical safety
Topic 10 : Magnetism and the motor effect
• Magnets and magnetic fields
• Electromagnetism
• Magnetic forces (higher only)
Topic 11: Electromagnetic induction
• Transformers
Stretch and challenge: Completing relevant exercises on Isaac Physics website.
Spanish
Topics / tasks: Completion of unit 10 of the AQA Spanish textbook concluding the topic of life at school and college and beginning unit 11 Education post-16.
Content and skills:
Grammar will include revision of se debe, hay que, tener que; verbs that take the infinitive ad further use of the imperative, leading into use of lo que and lo + adjective. Use of the the present subjunctive after expressions of time. Strategy skills will include translation into English, looking for clues to time frames and learning common suffixes. Listening and reading for specific details and opinions.
Assessment: Regular vocabulary tests. Writing and speaking tasks in class and for homework which will be assessed formatively.
Stretch and challenge: Use of Kerboodle interactive activities linked to these topics, research into the education system in Spain and other Spanish speaking countries.
Topics / tasks: Continuation of NEA
Textiles
Content and skills:
Students will continue their own response to the NEA tasks set by the exam board (AQA). This term students should explore:
• Development of design ideas
• Testing ideas with their proposed specification and target customer
• Exploring techniques that would help students realise intended design
Students will continue to recap 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:
The students NEA response will be assessed in accordance with AQA marking criteria. Students will also be assessed in a mock exam.
Stretch and challenge:
Students should be actively revising theory tasks. Students have been given a revision book with relevant practice questions that they can use for extra preparation for their exam.
Students should be engaged with the class team to access further opportunities for learning.
Vocational Construction
Topics / tasks: Unit 1 – Safety and Security & Unit 3: Planning Construction Projects
Students are preparing for final exams to be taken in January 2021.
Unit 1: Students will revise the following areas:
• Safety signs
• Fire extinguishers
• Health and Safety Executive
• Construction Legislation
Content and skills:
• Risks, Hazards & Control Measures
• Security in Construction
Unit 3: Students will revise the following areas:
• Activities, Responsibilities and Outputs of Construction workers.
• Calculate resources needed to complete construction tasks.
• Health and Safety practices in construction tasks.
Assessment:
Student will complete a mock exam this term and then sit their real exams in January 2021. Unit 1 is 25% of overall grade and Unit 3 is 25 % of final grade.
All work is set and collected in Microsoft Teams.
Stretch and challenge: Additional Revision for mock and final exams which can be accessed via Microsoft Teams.
Topics / tasks:
Content and skills:
Assessment:
Stretch and challenge:
Vocational Engineering
Unit 2 – Making Engineering Products – The purpose of this unit is for learners to use skills developed to produce an engineered product (task light).
Unit 3 – Solving Engineering Problems – this is the theory part of the course for the exam (25%).
Students will be asked to complete the following tasks:
Unit 2 – Practical
1. Interpret engineering information.
2. Plan engineering production.
3. Use engineering equipment.
Unit 3 – Exam (first attempt Jan 2022)
Learning Objective 1 Understanding effects of engineering achievements describe engineering developments, explain effects of engineering achievements and explain how environmental achievements affect engineering applications.
Learning Objective 2 Understand properties of engineering achievements describe properties required of materials for engineered products, explain how materials are tested for properties and select materials for a purpose.
Learning Objective 3 – know forming processes of engineered materials – describe engineering processes and describe applications of engineering processes.
Work will be assessed 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 examples of Unit 1.
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.