10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

English

A Christmas Carol

● Scrooge - a victim of nature or nurture?

● What is the purpose of Dickens’ novella?

● How and why does Scrooge change throughout the course of the novella?

● What is the importance of childhood and family?

● In what ways are the poor punished for simply being poor?

An Inspector Calls

● Who is responsible for Eva Smith’s death?

● Why is social responsibility important?

● How does Priestley employ dramatic devices to convey his ideas regarding class and capitalism?

Love and relationships and unseen

poetry What difficulties are faced in parent/child relationships? To what extent is growing up presented as painful? To what extent is romantic love presented as being difficult?

Macbeth

How is “Fair is foul and foul is fair” throughout the play script? What ultimately leads to Macbeth’s downfall? What does the representation or the supernatural and witches reveal? To what extent is Macbeth’s masculinity in crisis?

History Medicine in Britain, c1250–present Ideas about the cause of disease: c1250–c1500: Medicine in medieval England c1500–c1700: The Medical Renaissance in England c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain c1900–present: Medicine in modern Britain Case study: The Black Death, 1348–49 and The Great Plague in London, 1665

Medicine in Britain, c1250–present Approaches to prevention and treatment c1250–c1500: Medicine in medieval England c1500–c1700: The Medical Renaissance in England c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain c1900–present: Medicine in modern Britain Case Study: Fighting Cholera in London, 1854

Medicine in Britain, c1250–present The British sector of the Western Front, 1914–18: surgery and treatment The context of the British sector of Western Front and the theatre of war in Flanders and northern France Conditions requiring medical treatment on the Western Front The work of the RAMC and FANY The significance of the Western Front for experiments in surgery The historical context of

Henry VIII and his ministers, 1509–40 Key topic 1.1 Henry VIII, Renaissance Prince Key topic 1.2 The rise of Wolsey and his policies Key topic 1.3 Wolsey’s foreign policy Key topic 1.4 Wolsey, Catherine, the succession and annulment

Henry VIII and his ministers, 1509–40 Key topic 2.1 Cromwell’s rise to power, 1529–34 Key topic 2.2 Cromwell, and the king’s marriages Key topic 2.3 Cromwell and government, 1534–40 Key topic 2.4 The fall of Cromwell

Henry VIII and his ministers, 1509–40

Key topic 3.1 The break with Rome Key topic 3.2 Opposition to, and impact of, Reformation, 1534–40 Key topic 3.3 The dissolution of the monasteries Key topic 3.4 The Pilgrimage of Grace, 1536

Key individual: William Harvey

Key individual: Jenner Key Individuals: Fleming, Florey and Chain’s development of penicillin. Case Study: The fight against lung cancer in the twenty-first century:

medicine in the early twentieth century

Geography The Challenge of Natural Hazards: An exploration of the causes, effects and responses to tectonic hazards in richer and poorer parts of the world using case studies from Haiti and New Zealand.

The Challenge of Natural Hazards continued. Tropical storms including a case study of Typhoon Haiyan. The causes, effects and management of climate change and extreme weather events using a case study of the Beast from the East.

Changing Economic World: Measuring development. The causes and consequences of the development gap. Strategies to reduce the development gap. An in depth case study of Nigeria including: The rapid growth of industry and trans-national corporations such as Shell. The impact of development on quality of life and the environment.

Changing Economic World continued. An in depth case study of the UK including: An overview of the UK economy and how we are moving to a post- industrial economy. The impact of economic change on rural areas and the environment. The importance of infrastructure. The north-south divide.

RE Paper 1 Christianity Beliefs and teachings: Exploring the importance of Chiristianity as a world faith. 1. The nature of God 2. The Trinity 3.The crucifixion, ascension and resurrection. 4.The afterlife and judgement. 5. Heaven and hell

Paper 1 Christianity Practices: Exploring Chrisianity as the main religious tradition of UK. 1 Liturgical worship 2. Prayer 3. Sacraments 4. Pilgrimage 5. Festivals 6. Role of the Church

Paper 1 Islam Beliefs and teachings: Exploring Muslim beliefs in the Oneness of God and the supremacy of God’s will. 1. Oneness of God 2. Key beliefs of Sunni and Shi’a Islam 3. Nature of God 4. Angels, Predestination and Life after death

Paper 1 Islam Practices: Exploring Islam and the 5 pillars 1. Salah 2. Sawm 3. Zakat 4.Hajj 5. Jihad

Thematic Studies Relationship and families: Exploring Muslim and Christian teachings on human sexuality. To consider contemporary British attitudes towards relationships 1. Human sexuality 2. Homosexual relationships

Thematic Studies Religion crime and punishment: Exploring legal position about crime and punishment 1. Corporal punishment. 2. Death penalty 3. Forgiveness 4. Reasons for crime 5. Treatment of criminals 6. Forgiveness

6. Christ and salvation.

5.Prophethood and Adam 6. Prophet Muhammad (PBUH) and the Immamte

3. Marriage 4. Divorce 5. Purpose of families 6. Gender equality

Maths Higher 1 Number 2 Algebra

3 Interpreting and

representing data

1.1 Number

problems and reasoning

1.2 Place value and estimating 1.3 HCF and

LCM 1.4 Calculating

with powers (indices) 1.5 Zero,

negative and fractional indices 1.6 Powers of 10

and standard form

1.7 Surds

2.1 Algebraic indices

2.2 Expanding and factorising 2.3 Equations 2.4 Formulae

2.5 Linear sequences

2.6 Non-linear sequences 2.7 More

expanding and factorising

3.1 Statistical diagrams 1

3.2 Time series 3.3 Scatter

graphs 3.4 Line of best

fit 3.5 Averages

and range 3.6 Statistical diagrams 2

4 Fractions, ratio and

percentages 5 Angles and trigonometry

4.1 Fractions

4.2 Ratios 4.3 Ratio and

proportion 4.4 Percentages 4.5 Fractions, decimals and percentages

5.1 Angle

properties of triangles and quadrilaterals

5.2 Interior angles of a

polygon 5.3 Exterior angles of a

polygon 5.4 Pythagoras’

theorem 1 5.5 Pythagoras’

theorem 2 5.6

Trigonometry 1 5.7

Trigonometry 2

6 Graphs 7 Area and

volume 8

Transformations and

constructions

6.1 Linear graphs 6.2 More linear

graphs 6.3 Graphing

rates of change 6.4 Real-life

graphs 6.5 Line

segments 6.6 Quadratic

graphs 6.7 Cubic and

reciprocal graphs 6.8 More graphs

7.1 Perimeter and

area 7.2 Units and

accuracy 7.3 Prisms 7.4 Circles

7.5 Sectors of circles

7.6 Cylinders and spheres

7.7 Pyramids and cones

8.1 3D solids

8.2 Reflection and rotation

8.3 Enlargement 8.4

Transformations and combinations of transformations 8.5 Bearings and scale drawings

8.6 Constructions 1

8.7 Constructions 8.7 Constructions

2 8.8 Loci

9 Equations and inequalities

10 Probability

9.1 Solving quadratic equations

1 9.2 Solving

quadratic equations 2

9.3 Completing the square

9.4 Solving simple simultaneous

equations 9.5 More

simultaneous equations

9.6 Solving linear and quadratic simultaneous

equations 9.7 Solving linear

inequalities

10.1 Combined events

10.2 Mutually exclusive events

10.3 Experimental probability

10.4 Independent events and tree

diagrams 10.5 Conditional

probability 10.6 Venn

diagrams and set notation

11 Multiplicative

reasoning 12 Similarity

and congruence

11.1 Growth and decay

11.2 Compound measures 11.3 More compound measures

11.4 Ratio and proportion

12.1

Congruence 12.2 Geometric

proof and congruence

12.2 Geometric proof and

congruence 12.3 Similarity

12.4 More similarity

12.5 Similarity in 3D solids

13 More trigonometry

14 Further statistics 15 Equations and

graphs

13.1 Accuracy 13.2 Graph of the

sine function 13.3 Graph of the cosine function

13.4 The tangent function

13.5 Calculating areas and the sine

rule 13.6 The cosine rule and 2D trigonometric

problems 13.7 Solving

problems in 3D 13.8 Transforming

trigonometric graphs 1

13.9 Transforming trigonometric graphs

2

14.1 Sampling 14.2 Cumulative

frequency 14.3 Box plots 14.4 Drawing histograms

14.5 Interpreting histograms

14.6 Comparing and describing

populations

15.1 Solving simultaneous

equations graphically 15.2 Representing

inequalities graphically

15.3 Graphs of quadratic functions

15.4 Solving quadratic equations

graphically 15.5 Graphs of cubic

functions

Maths Lower 1 Number 2 Algebra 3 Graphs, tables and

charts

1.1 Calculations 1.2 Decimal

numbers 1.3 Place value 1.4 Factors and

multiples 1.5 Squares, cubes and

roots 1.6 Index notation 1.7 Prime

factors

2.1 Algebraic expressions

2.2 Simplifying expressions

2.3 Substitution 2.4 Formulae

2.5 Expanding brackets

2.6 Factorising 2.7 Using

expressions and formulae

3.1 Frequency

tables 3.2 Two-way

tables 3.3

Representing data

3.4 Time series 3.5 Stem and leaf diagrams 3.6 Pie charts

4 Fractions and

percentages 5 Equations, inequalities

and sequences

4.1 Working

with fractions 4.2 Operations with fractions

4.3 Multiplying fractions

4.4 Dividing fractions

4.5 Fractions and decimals 4.6 Fractions

and percentages

4.7 Calculating percentages 1 4.8 Calculating percentages 2

5.1 Solving equations 1 5.2 Solving equations 2 5.3 Solving

equations with brackets

5.4 Introducing inequalities 5.5 More

inequalities 5.6 More formulae

5.7 Generating sequences

5.8 Using the nth term of a

sequence

6 Angles 7 Averages and

range 8 Perimeter, area

and volume 1

6.1 Properties of shapes

6.2 Angles in parallel lines 6.3 Angles in

triangles 6.4 Exterior and interior angles

6.5 More exterior and interior

angles 6.6 Geometrical

pattern

7.1 Mean and range

7.2 Mode, median and range

7.3 Types of average

7.4 Estimating the mean

7.5 Sampling

8.1 Rectangles, parallelograms and triangles

8.2 Trapezia and changing units

8.3 Area of compound

shapes 8.4 Surface area

of 3D solids 8.5 Volume of

prisms 8.6 More volume and surface area

9 Graphs 10

Transformations

9.1 Coordinates 9.2 Linear graphs

9.3 Gradient 9.4 y = mx + c

9.5 Real-life graphs 9.6 Distance-time

graphs 9.7 More real-life

graphs

10.1 Translation 10.2 Reflection 10.3 Rotation

10.4 Enlargement 10.5 Describing enlargements

10.6 Combining transformations

11 Ratio and proportion

12 Right-angled

triangles 13 Probability

11.1 Writing

ratios 11.2 Using

ratios 1 11.3 Ratios and

measures 11.4 Using

ratios 2 11.5 Comparing

using ratios 11.6 Using proportion

11.7 Proportion and graphs

11.8 Proportion problems

12.1

Pythagoras' theorem 1

12.2 Pythagoras' theorem 2

12.3 Trigonometry: the sine ratio 1

12.4 Trigonometry: the sine ratio 2

12.5 Trigonometry:

the cosine ratio 12.6

Trigonometry: the tangent

ratio 12.7 Finding lengths and angles using trigonometry

14 Multiplicative reasoning

15 Constructions, loci and bearings

14.1 Percentages 14.2 Growth and

decay 14.3 Compound

measures 14.4 Distance, speed

and time 14.5 Direct and

inverse proportion

15.1 3D solids 15.2 Plans and

elevations 15.3 Accurate

drawings 1 15.4 Scale drawings

and maps 15.5 Accurate

drawings 2 15.6 Constructions

15.7 Loci and regions 15.8 Bearings

13.1 Calculating probability 13.2 Two

events 13.3

Experimental probability 13.4 Venn diagrams 13.5 Tree diagrams

13.6 More tree diagrams

Science INFECTION AND

RESPONSE 1) Methods of disease transmission 2) Causes of disease 3) Establishing Immunity against disease RESPIRATION 1) Aerobic and anaerobic respiration in eukaryotic and prokaryotic organisms HOMEOSTASIS & NERVOUS SYSTEM 1) Maintenance of internal body conditions 2) Structure and function of human nervous system

HORMONAL COORDINATION IN HUMANS 1) Roles of hormones in body processes 2) Roles of hormones in the treatment of infertility REPRODUCTION 1) Sexual and a-sexual reproduction 2) Formation of sex cells 3) Human Genome and DNA 4) Genetic disorders and sex determination VARIATION 1) Variation within species 2) Selective Breeding 3) Genetic Engineering

ENERGY CHANGES

1) Exothermic and Endothermic

Reactions 2) Reaction

profiles

RATE AND EXTENT OF CHEMICAL CHANGE

1) Rates of reaction and

factors that affect them

2) Collision theory 3) Roles of catalysts

4) Reversible reactions

ORGANIC CHEMISTRY

1) Crude oil and alkanes

2) Fractional Distillation

3) Hydrocarbons 4) Cracking and

Alkenes

CHEMICAL ANALYSIS

1) Purity, formulations and chromatography

2) Identification of common gases

PARTICLE MODEL OF

MATTER 1) Changes of state and the particle model

2) Internal energy and

energy transfers 3) Particle model and pressure

ATOMIC

STRUCTURE 1) Atoms and

isotopes 2) Atoms and

nuclear radiation

FORCES 1) Forces and their

interactions 2) Work done and

energy transfer 3) Forces and

elasticity 4) Forces and Motion

5) Newton’s Laws 6) Momentum

Triple Science INFECTION AND

RESPONSE 1) Methods of disease transmission 2) Causes of disease 3) Establishing Immunity against disease RESPIRATION 1) Aerobic and anaerobic respiration in eukaryotic and prokaryotic organisms 2) Metabolism HOMEOSTASIS & NERVOUS SYSTEM 1) Maintenance of internal body conditions 2) Structure and function of human nervous system 3) The structure and function of the brain and eye

HORMONAL COORDINATION IN HUMANS

1) Roles of hormones in body processes 2) Roles of hormones in the treatment of infertility 3) Negative Feedback Mechanisms 4) Control and coordination of plants

REPRODUCTION 1) Sexual and a-sexual reproduction 2) Formation of sex cells 3) Human Genome and DNA 4) Genetic disorders and sex determination 5) Protein Synthesis VARIATION 1) Variation within species 2) Selective Breeding 3) Genetic Engineering 4) Cloning GENETICS & EVOLUTION

1) Classification 2) Theory of

Evolution 3) Evidence for

evolution 4) Fossils

5) Extinction 6) Resistant

bacteria 7) Speciation

ENERGY CHANGES

1) Exothermic and Endothermic

Reactions 2) Reaction

profiles 3) Chemical cells

and fuel cells

RATE AND EXTENT OF CHEMICAL CHANGE

1) Rates of reaction and

factors that affect them

2) Collision theory 3) Roles of catalysts

4) Reversible reactions

ORGANIC CHEMISTRY

1) Crude oil and alkanes

2) Fractional Distillation

3) Hydrocarbons 4) Cracking and

Alkenes 5) Alcohols,

Carboxylic acids & Esters

6) Polymers 7) Biochemistry

CHEMICAL ANALYSIS

1) Purity, formulations and chromatography

2) Identification of common gases

3) Identification of common ions

French Self, Family and Friends.

Revising family and describing

people. Revising places in town, activities and times. What

makes a good friend. Regular -er verbs in the present tense.

Family relationships.

Reflexive verbs in the present tense. Making

arrangements to go out. Near future tense.

Describing a day out using the perfect tense. Time phrases,

sequencers and connectives.

Describing a role model using present and

perfect tenses.

Leisure Activities.

Revision of free-time

vocabulary. Revision of films and cinema.

Talking about sport using

depuis + present tense.

Uses of technology

using irregular verbs in the

present tense. Reading and music habits.

Negatives. TV programmes

using comparative. Describing a night out with friends using the perfect

tense.

Normal Days, Special Days.

Food and drink quantities.

Irregular verbs boire and

prendre. Clothes and what to wear

(adjective agreement).

Daily life using “devoir” and

“pouvoir”. Shopping for clothes using

“quel” and “ce” in different forms.

Describing festivals and

traditions. Questions: est-ce que and qu’est-ce

que. Shopping for a special

event using the present and near

future tenses. Describing family celebrations using past, present and

future tenses.

Town and Countryside.

Revise where we live and what we

can do there. Places n town and

asking the way. Describing a region

using the superlative.

Finding out tourist info by asking

questions. Conditional plans

dependent on weather (si

clauses). Talking about your home

town using negatives (never,

nothing, any more). Suggesting ways to

improve current facilities.

Holidays. Talking about

where you normally go. Revision of countries.

Dealing with a hotel stay using

“notre” and “nous”. Talking about travelling.

Coping at the train/bus station.

Justifying modes of

transport. What you do and did

on holiday. Ordering in a

restaurant. Expressions with avoir.

Holiday disasters in three time

frames.

School. School subjects and timetable. Revisions of days and time. Opinions on school subjects and facilities. Direct object pronouns. Difference between British and French schools. Using “ils”. Rules and regulations (il faut/il est interdit de). School activities using the imperfect tense. Talking about school successes using past, present and future time frames.

German School and School Life:

Talking about school subjects

and clothing. Using verbs in

the present tense.

Accusative adjective

endings. Talking about what’s in a

pencil case. Using the past

tense (imperfect and perfect). Talking about what you are, and are not,

looking forward to at school,

giving reasons. Describing a school day

including 24-hour clock times. School rules using modal

verbs. Differences

between German and English

school systems.

Leisure Activities:

Nouns and articles

(revision). Musical

instruments. Sports and

hobbies and who we do them with. Discussing

reading habits. Adverbs of frequency.

Music (gern, lieber, am

liebsten). Film and tv

preferences using plural

nouns. Sport in Switzerland

using the Conditional.

Learning about celebrations and festivals using several

tenses together. Visiting

Human Relationships.

Describing photos.

Reviewing adjectives. What

makes a good friend.

Possessive adjectives. Describing

relationships. Dative + mit.

Weekend activities using in + accusative or

dative. Discussing role

models. Subject and object pronouns.

Comparing childhood with life now, using modal

verbs in the imperfect tense.

House and Home. Describing houses

using irregular verbs in the present tense. Describing

food and drink items. Separable

verbs. Meeting and greeting guests

using the appropriate

register. Describing your home and its

location. Prepositions with accusative and

dative. Revisiting reflexive and

separable verbs. Traditional German food. Opinions in

the past tense. Social media and technology using “wenn” clauses. Advantages and disadvantages of

social media. Complex opinions

with “dass”.

Visiting another Town or

Country. Forms of transport.

Hotel reservations. Clauses and subordinate clauses with two verbs. Revision of

question words. Ways of

travelling. Buying tickets.

Comparative/superlative.

Describing accommodation

. The demonstrative article dieser.

Dream or nightmare holidays.

Asking for and giving directions

using the imperative.

Ordering at a restaurant.

Wenn clauses + subjunctive.

At Home and Abroad. Popular tourist destinations. Using “nach”, “in” and “an” to say where you are going to. Talking about the weather. “Werden” in the present tense. Different types of holidays. Genitive prepositions. Holiday experiences. Pluperfect tense. Holiday plans. Infinitive constructions with “zu”. Describing places where people live and their advantages and disadvantages. What we could, should or would do.

School exchanges and class trips using the future tense.

Success and achievement using modal

verbs.

Christmas markets.

Shopping for souvenirs.

Nominative and Accusative adjective endings.

Describing problems using “seit” + present

tense.

PE

Outwitting Opponents Football Netball

Outwitting Opponents Basketball Performing at Maximum Fitness (Boys)

Outwitting Opponents Table Tennis Replication of Movement Trampolining

Outwitting Opponents Badminton Identifying and Solving Problems OAA

Performing at Maximum Athletics

Outwitting Opponents Rounders Tennis

Knowledge ● Knowledge of the different components of fitness ● Knowledge of principles of training and how they are applied ● Analyse own performance and the performance of others in order to identify own strengths and areas for future

development ● Knowledge of major muscle system in use.

Skills ● Be able to demonstrate advanced skills in a variety of activities ● Develop advanced skills in specific sports ● Select and apply skills effectively within competitive situations in order to outwit opponents ● Be able to begin to officiate in ‘favoured’ sport

Dance Focus: Appreciation. ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. . Choreography. Introduction to ‘action, space dynamics relationships’ (ASDR). Performance developing technical and physical skills. Appreciation: Study Boy Blue – ‘Emancipation of expressionism’ by Kenrick H2O Sandy MBE. Features of production - focus on costume and aural setting. Decide on or design own

Focus: Appreciation. ‘Artificial things’ by Lucy Bennett. Choreography. Motif development and choreographic terms. Understanding structure. Performance. Improving technique and broadening vocabulary. Understanding expressive skills. Appreciation: Study ‘Artificial things’ by Lucy Bennett. Features of production – set design and lighting. Look at

Focus: Appreciation. ‘Shadows’ by Christopher Bruce. Choreography. Understanding the processes of researching and improvising. Responding to a given stimulus. Performance. Improving technique. Appreciation: Study ‘Shadows’ by Christopher Bruce. Critical appreciation of understanding the features of production: staging / set lighting properties costume dancers aural settings.

Focus: Appreciation. ‘A linha curva’ by Itzik Galili. Choreography. Understanding of spatial design. Patterns, formations, pathways, directions, levels, size of movement. Performance. Exploration of dance styles. Appreciation: Study ‘A linha curva’ by Itzik Galili. Analysis of the features of production. Particular focus on: action and dynamic content spatial content dance relationships choreographic devices such as manipulation of

Focus: Appreciation. ‘Infra’ by Wayne McGregor. Choreography. Choreographic approaches. Use of video recording to aid analysis and bring about improvement of own work. Performance. Introduction to movements from set phrases Breathe and Shift into class work. Appreciation: Study ‘Infra’ by Wayne McGregor. Analysis of the features of production. Particular focus

Focus: Appreciation. ‘Within her eyes’ by James Cousins. Choreography. Focus on choreographic processes – such as research. Understanding how to respond creatively to a stimulus. Performance. Exploring contact and weight- taking. Introduce movements from set phrases Focus and Scoop into class work. Appreciation: Study ‘Within her eyes’ by James Cousins. Analysis of the features of production. Particular focus on: how the use of focus supports the dance idea how the response is not a stereotypical one

costume for the group dance. Decide on appropriate aural setting. Written tasks - exam style questions on understanding of dance style, choreographic intent, dance relationships. Choreography: Use of action content from the professional work, including ninja walk, ninja glide, ninja static and chariots of fire. Teacher-led group dance, with 5 - 6 dancers. Workshop the following dance styles: hip hop krumping locking and popping breaking animation waacking techniques.

the facial expression and storytelling used in the Dave Toole’s solo at the end of the work. Written tasks – exam style questions. Choreography Teacher-led collaborative choreography – outcome a 2 minute trio. Choose three links to the professional work, for example: learn three movement phrases from the trio section in Artificial Things images / portraits of families snow globe and use of confined space. Motif development and choreographic terms. Responding to a given stimuli. Task 1 working in trios. Task 2 – working in pairs. Task 3 – working individually. Focus on structuring devices and form.

Three hypothetical choreography written tasks – linked to practical tasks. Choreography: Workshops exploring stimuli and starting points. Task: collaborative group choreography. Working in fours choose one of the following stimuli: a sculpture by Frances Bruno Catalano a suitcase the music: ‘Faun’ by Olafur Arnalds. ‘Text’ by Emma Lazarus: ‘Give me your tired, your poor, your huddled masses yearning to breathe free, the wretched refuse of your teeming shore. Send these, the homeless, tempesttossed to me. I lift my lamp beside the golden door’. (Part of the poem engraved on the base of the Statue of Liberty).

number and repetition, unison, canon. Choreography: Workshops that cover different dance styles (Salsa, Capoeira, African and Contemporary). Workshops that explore the use of props. Devise a whole class group dance that includes: entrances and exits skateboards and scooters phrases from the work a fusion of the dance styles explored in class. Consider use of aural setting to create the appropriate mood or meaning of the dance.

on: action, dynamic and spatial content. Complete a choreographic workbook including learning about motif writing. Complete exam style questions on choreographic processes. Choreography: Solo composition task. An introduction to choreographic approaches using Wayne McGregor’s method. 1. Teach a phrase to the whole class and dancers recreate the phrase exactly. 2. Dancers make a phrase on another dancer. 3. Teacher sets a choreographic task for dancers to complete or pose a choreographic problem for dancers to solve. Use the movement material from the three phrases as the starting point for creating a new solo of 1 – 1 ½ minutes.

performance environment how the lighting supports the dance idea. Choreography: Workshops that cover: exploring different performance environments exploring different stimuli improvising in response to a stimulus generating movement material understanding the importance of selecting and discarding dance material developing and structuring learning about the importance of refining. Task – choreograph a group dance (2 – 5 dancers) that is a response to a stimulus of your own choice. Consider use of site sensitive performance environments.

DT Graphic Products

Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of drawing styles and presentation of design ideas. They will also cover the majority of the core theory for the course through study and mini design and make projects. The core theory will cover areas such as Materials, Product sustainability, Electronic systems, Mechanical systems and Production systems such as CAD/CAM. (Computer Aided Design and Computer Aided Manufacture)

Controlled Assessment Pupils will be able to choose a project challenge to focus on and begin researching and investigating possible design possibilities and outcomes. Pupils will also need to select a client or market to design and make their final prototype for.

DT Resistant Materials

Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of drawing styles and presentation of design ideas. They will also cover the majority of the core theory for the course through study and mini design and make projects. The core theory will cover areas such as Materials, Product sustainability, Electronic systems, Mechanical systems and Production systems such as CAD/CAM. (Computer Aided Design and Computer Aided Manufacture)

Controlled Assessment Pupils will be able to choose a project challenge to focus on and begin researching and investigating possible design possibilities and outcomes. Pupils will also need to select a client or market to design and make their final prototype for.

DT Textiles Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of drawing styles and presentation of design ideas. They will also cover the majority of the core theory for the course through study and mini design and make projects. The core theory will cover areas such as Materials, Product sustainability, Electronic systems, Mechanical systems and Production systems such as CAD/CAM. (Computer Aided Design and Computer Aided Manufacture)

Controlled Assessment Pupils will be able to choose a project challenge to focus on and begin researching and investigating possible design possibilities and outcomes. Pupils will also need to select a client or market to design and make their final prototype for.

Catering Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills including a range of cooking methods and presentation of dishes. They will also cover the majority of the core theory for the course through study and mini design and cook projects. The core theory will cover areas such as the hospitality industry, ie restaurants and hotels. The catering industry along with the job roles and processes. Health and Safety and Nutrition. Specific diets with links to target users and their needs.

Controlled Assessment Pupils will be able to choose a brief to focus on and begin researching and investigating possible dishes, linked to their chosen theme. Pupils will also need to select two different user groups to make their dishes for with consideration of their needs.

IT Key Skills/ Theory Unit R012: Understanding tools, techniques, methods and processes for technological solutions (Exam)

This unit will help pupils to broaden the IT knowledge and understanding to help them to make decisions and appropriate choices when developing a technological solution. Pupils will understand the different risks associated with the collection, storage and use of data and how the legal, moral, ethical and security issues can have an impact on organisations and individuals.

IT (Continued) Phases of project life cycle. -Initiation phase - Planning phase - Execution phase - Evaluation phase - Advantages of following a project life cycle

Interaction between phases -Difference between interaction and iteration. Initiation phase inputs. - Initiation phase outputs and planning phase inputs

SMART goals - User requirements - Success criteria -Constraints or limitations Constraints or limitations -Time and resources constraints Regulations

Data and Information What is data? - Data types and how they are used? What information is? - How data and information are related?

Types of cyber threats

Botnet - Malware - Social Engineering - Hacking - Distributed Denial of Service (DDoS)

- Pharming

Selection and justification of the appropriate software tools and techniques to process data - Spreadsheets - Databases - The selection of appropriate tools and

- Planning phase outputs and execution phase inputs - Execution phase outputs and evaluation phase inputs - Evaluation phase outputs

- Security and risk management - Mitigation of risks - The purpose and importance of setting objectives The purpose of planning tools

- The methods used to collect and store data/information Appropriateness of data collection methods - Information technology used to support data collection Different storage methods and the appropriateness of use of these in context

Current relevant IT legislation, its implications and applications Validity, reliability and bias The importance of validity, reliability and bias when collecting and using data and information

techniques to present information - The purpose and suitability of methods of presenting information - The advantages and disadvantages of methods for presenting information

Designing the Built Environment

Pupils will cover three different units: 1. Planning potential of construction projects:

● Requirements of planning a construction project. ● The impact of infrastructure on design. ● Reporting on planning potential.l

2. Drawing construction plans: ● Mathematical techniques for construction designs. ● Drawing construction designs and using computer software in the development of construction designs.

3. Building structures and materials: ● The function of building elements, the suitability of structural forms of buildings, the impact of material

properties in construction and making buildings sustainable.

Child Development Key Skills/ Theory/ Mini Projects Pupils will be introduced to and work through a range of key skills looking at choosing correct feeding equipment from birth to 12 months and then from children 1 to 5 years of age. Case studies will look at nutritional guidelines and requirements for children from birth to 5 years. The core theory will focus on Health and well being for child development and will cover areas such as the roles and responsibilities of parenthood, from pre-conception through antenatal to postnatal care. Pupils will develop an appreciation of the importance of creating the best conditions for a child to thrive.

Controlled Assessment Pupils will learn about the range of equipment and nutritional and hygiene requirements of children from birth to five years, and they will demonstrate in a practical activity how these needs are met to promote a child’s development and well-being, evidenced through a written portfolio.

Drama Curious Incident of the Dog in the

Night time / Practitionres

Exploring the work of Frantic Assembly, a highly successful physical theatre company. Exploring the script version of Curious Incident of the Dog in the Night Time using different techniques from the company themselves for them to apply to

Mini-component 2 - Scripted

In this scheme of work, students explore a range of texts and extracts are selected dependent on the group of pupils and changes year to year to

suit the cohort we have. Students develop their performances and the realisations and creative intentions are finalised and performed to the teacher and class in a mock exam

style in preparation for their component 2 exam that involves an

external examiner.

Component 3 - An Inspector calls

Students practically explore their set text in preparation for their written

exam. This includes exploring roles as a performer, designer and director. We

look at the intentions of J.B Priestley and how it is different from exploring

the text to how it is done in English. We explore the text practically and then

transfer this into written form for their component 3 written exam.

Mini-component 1

In groups, students explore a range of

stimuli and apply the skills they have learnt

to devising. They record a portfolio alongside this to record their ideas

and journey as part of their exploration.

This is an opportunity for students to

showcase their skills and creativity.

their component 1 and 2 of their GCSE exam.

Music Knowing your instrument

Pupils research their chosen instrument in more depth to gain an understanding of its history and development, along with associated playing styles and techniques. Pupils also explore how to maintain their instrument and examine the health and safety issues associated with musical development such as repetitive strain injuries and hearing loss.

The practise of practice

Pupils explore how skills development and retention works on a cognitive level and explore the idea of how to practise effectively through target setting and monitoring progress. Pupils build on their ability to work autonomously and with focus

Unit 1 - Musical Knowledge Development (Part 1)

Pupils build on their practical skills through the study and performance of a wide range of musical styles and repertoire. Pupils examine the characteristics of music from a wide range of places and times including Rock, Blues, Reggae, Country, Hip Hop, Funk and Electronic and gain an understanding of the social and historical factors affecting the development of each genre.

Unit 1 - Musical Knowledge Development (Part 2)

Pupils build on their knowledge of their preferred styles with the completion of a written report outlining the historical, cultural and musical characteristics of two styles of their choice. Pupils develop the ability to express and justify their musical opinions and demonstrate their understanding through correct use of musical vocabulary.

Unit 2 - Part 1 (Skills Development)

Pupils assess and evaluate their current skill levels and identify any weaknesses. Pupils set their own targets for development and devise an action plan which will allow them to demonstrate consistent progress towards these targets over time. These action plans are then carried out and documented within practice diaries to encourage accountability and to enable monitoring of slow-build skills development.

Ensemble skills

Pupils work towards delivering a live performance to an audience. They are required to take into account the needs of the audience and to work autonomously within groups to develop efficient rehearsal strategies and manage all aspects of planning and delivering a performance from leading others to conflict resolution.

Art Media & Techniques Exploration

Pupils begin to select and work from personal choice of context – they create an A2 Inspiration Sheet to use as source material to experiment with a wide range of media and techniques over several weeks.

Unit 1 Natural/ Mechanical Forms

Pupils have the choice if either a ‘Natural Forms’ or ‘Mechanical Forms’ project brief. Pupils will develop their ideas through investigations, demonstrating critical understanding of sources. They will then go on to refine their work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Pupils must record their ideas, observations and insights relevant to intentions as their work progresses, presenting a personal and meaningful response that realises their intentions and demonstrates their understanding of visual language.

Unit 1 Personal project brief

Pupils are given the opportunity to write their own personal project. They will develop their own ideas through investigations, demonstrating critical understanding of sources. They will then go on to refine their work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Pupils must record their ideas, observations and insights relevant to intentions as their work progresses, presenting a personal and meaningful response that realises their intentions and demonstrates their understanding of visual language.

10 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Business

1.1 The role of business

enterprise and

entrepreneurship

The purpose of business activity and enterprise

Characteristics of an entrepreneur

The concept of risk and reward

1.2 Business planning

The purpose of planning business activity

The role and importance of business plans

1.3 Business ownership

The features of different types of ownership

The concept of limited liability

The suitability of differing types of ownership in different business contexts

1.4 Business aims and objectives

The aims and objectives of business

How and why objectives might change as businesses evolve

Why different businesses have different objectives

1.5 Stakeholders in business

The roles and objectives of internal and external stakeholders

The effect business on stakeholders

The effect stakeholders have on business

1.6 Business growth

Organic growth

External growth

2.1 The role of marketing

The purpose of marketing

2.2 Market research

The purpose of market research

Primary research

Secondary research

Use of market research for different purposes

Qualitative and quantitative data

2.3 Market segmentation

The use of segmentation

2.4 The marketing mix

The four Ps of the marketing

How the four Ps of the marketing mix work together

The use of the marketing mix to inform and implement business decisions

Interpretation of market data

3.1 The role of human resources

The purpose of human resources within business

3.2 Organisational structures and different ways of working

Different organisational structures

The terminology of organisation charts

Why businesses have different organisational structures

Ways of working 3.3 Communication in

business

Ways of communicating

in a business context

The importance of

business

communications

The influence of digital communication

3.4 Recruitment and selection

Why businesses recruit

The use of different recruitment methods

Methods of selection

3.5 Motivation and retention

Financial methods of motivation

Non-financial methods of motivation

The importance of employee motivation

The importance of employee retention

3.6 Training and development

Different training

methods

Why businesses train

their workers

Staff development

The benefits to

employees and

businesses of staff

development

3.7 Employment law

The impact of current legislation on recruitment and employment

4.1 Production

processes

Different production

processes

The influence of

technology on

production and the

impact on businesses

4.2 Quality of goods and

services

The concept of quality

Methods of ensuring

quality

The important of quality

in both the production

of products and the

provision of services