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Term/Weeks
Level Foundation Higher Foundation Higher Foundation Higher
TopicNumber
Algebra
Number
Algebra
Graphs, tables and charts
Fractions and percentages
Interpreting and representing data
Fractions, ratios and percentages
Angles and trigonometry
Equations, inequalities and
sequences
Angles
Graphs
Knowledge and Skills
Calculations
Decimal numbers
Place value
Factors and multiples
Squares, cubes and roots
Index notation
Prime factors
Algebraic expressions
Simplifying expressions
Substitution
Formulae
Expanding brackets
Factorising
Using expressions and formulae
Number problems and reasoning
Place value and estimating
HCF and LCM
Calculating with powers (indices)
Zero, negative and fractional indices
Powers of 10 and standard form
Surds
Algebraic indices
Expanding and factorising
Equations
Formulae
Linear sequences
Non-linear sequences
Frequency tables
Two-way tables
Representing data
Time series
Stem and leaf diagrams
Pie charts
Scatter graphs
Line of best fit
Working with fractions
Operations with fractions
Multiplying and dividing fractions
Fractions, percentages and decimals
Calculating percentages
Statistical diagrams
Time series
Scatter graphs
Line of best fit
Averages and range
Fractions
Ratios
Percentages
Angle properties of triangles and
quadrilaterals
Interior and exterior angles of a
polygon
Pythagoras' theorem
Trigonometry
Solving equations
Solving equations with brackets
Introducing inequalities
Formulae
Generating sequences
Using the nth term of a sequence
Properties of shapes
Angles in parallel lines and triangles
Exterior and interior angles
Geometric patterns
Linear graphs
Graphing rates of change
Real-life graphs
Line segments
Quadratic graphs
Cubic and reciprocal graphs
Term 1 Term 2 Term 3
6
Term/Weeks
Level Foundation Higher Foundation Higher Foundation Higher
TopicAverages and range
Perimeter, area and volume
Area and volume
Transformations and constructions
Equations and inequalities
Revision
Graphs
Revision
Probability
Transformations
Ratio and proportion
Right-angled triangles
Multiplicative reasoning
Similarity and congruence
Trigonometry
Knowledge and Skills
Mean, mode, median and range
Types of average
Estimating the mean
Sampling
Rectangles, parallelograms and
triangles
Trapezia and changing units
Area of compound shapes
Surface area of 3D solids
Volume of prisms
Perimeter and area
Units and accuracy
Prisms
Circles
Sectors of circles
Cylinders and spheres
Pyramids and cones
3D solids
Reflection and rotation
Enlargement
Transformations and combinations of
transformations
Bearings and scale drawings
Constructions
Loci
Solving quadratic equations
Completing the square
Solving simple simultaneous equations
Solving linear and quadratic
simultaneous equations
Solving linear inequalities
Coordinates
Linear graphs
Gradient
y=mx+c
Real-life graphs
Distance-time graphs
Combined events
Murually exclusive events
Experimental probability
Independent events and tree diagrams
Conditional probability
Venn diagrams and set notation
Translation
Reflection
Rotation
Enlargement
Describing enlargements
Combining transformations
Writing ratios
Using ratios
Ratios and measures
Comparing using ratios
Using proportion
Proportion and graphs
Pythagoras' theorem
Trigonometry: the sine, cosine and tangent ratios
Finding lengths and angles using trigonometry
Growth and decay
Compound measures
Ratio and proportion
Congruence
Geometric proof
Similarity
Accuracy
Graphs of the sine and cosine function
The tangent function
Calculating areas and the sine rule
The cosine rule and 2D trigonometric
problems
Transforming trigonometric graphs
Term 6Term 4 Term 5
7
Synergy
Triple
Term/Weeks Term 3
Module 4.1 Building Blocks 1 4.5 Building Blocks 2 4.2 Transport over larger distances4.6 Interactions over small and large
distances4.7 Movement and Interaction
Topics
4.1.1 States of Matter
4.1.2 Atomic Structure
4.1.3 Cells in animals and plants
4.1.4 Waves
4.5.1 The periodic table
4.5.2 Chemical Quantities
4.2.1 Systems in the human body
4.2.2 Plants and photosynthesis
4.6.1 Forces and energy change
4.6.2 Structure and bonding
4.6.3 Magnetism and electromagenetism
4.7.1 Forces and motion
4.7.2 Electricity
4.7.3 Acids and alkalis
4.7.4 Rate and extent of chemical change
4.7.5 Atoms into ions, ions into atoms
Term 1 Term 2
Term/Weeks wk 1 and 2
Module Phoenix Curriculum
B: Disease and
Bioenergetics (taught in
option time)
C: Chemical reactions and
energy changes
P: Particles at work
Forces in action
B: Disease and
bioenergetics
Biological responses
(taught in option time)
C: Rates, equilibrium and
organic chemistry
P: Forces in action
Waves,
electromagentism
and space
B: Biological responses
Genetics and reproduction
(taught in option time)
C: Analysis and the
Earth's resources
P: Waves, electromagnetism
and space
Topics
The phoenix curriculum
allows pupils to revisit the
key topic areas from the
previous academic year to
prepare them for the
forthcoming topics
B5 Communicable disease
B6 Preventing and treating
disease
B7 Non-communicable
diseases
C6 Electrolysis
C7 Energy changes
P7 Radioactivity
P8 Forces in balance
P9 Motion
B8 Photosynthesis
B9 Respiration
B10 The human nervous
system
B11 Hormonal
coordination
C8 Rates and equilibrium
C9 Crude oil and fuels
C10 Organic reactions
C11 Polymers
P10 Force and
motion
P11 Force and
pressure
P12 Wave properties
B12 Homeostasis in action
B13 Reproduction
B14 Variation and evolution
C12 Chemical analsysis
C13 The Earth's
atmosphere
C14 The Earth's
resources
P13 Electromagnetic waves
P14 Light
Term 1 Term 2 Term 3
8
Term/Weeks Term 1 Term 2 Term 3
TopicReflective Objects: Still life Project
(Coursework Project: 60% grade)
Distorted Portraiture:
Printmaking (Coursework Project:
60% grade)
Final Independent Project
(Coursework Project: 60%
grade)
Knowledge
and Skills
Contextual research & critical
analysis
Observational studies of still life
Photography exploration
Media experiments
Colour Theory
Developing paint techniques
Evaluating work in progress
Understanding rules of
composition
Planning a final piece
Final piece painting
Evaluation of final outcome
Contextual research & critical
analysis
Exploring portraiture
Printmaking experiments:
monoprints, polyprinting &
reduction printing
Evaluating work in progress
Planning a final piece
Final piece lino print
Evaluation of final outcome
Contextual Research & analysis
Media experiments
Photography exploration
Review and refinement of ideas
Final piece planning & trial
production
Critical review & refinement
Final piece production in choice
of media
Evaluation of final outcome
9
10
YEAR 10 Term 1 Term 2 Term 3
Assemblies:
Introduction to CV Writing T-Levels explained Jan- CV Skills Jan-Interview Skills
Raising Aspirations Outside Speaker June- Local HE Opportunities (DANCOP)
Enrichment Days: Jan- Industry Day/Mock Interviews
Career Talks/Lessons:
Dec- Intro to Education Pathways March-Introduction to HE (DANCOP)
Tutor Time: Various careers topics on Tutorial PowerPoint
Various careers topics on Tutorial PowerPoint
Various careers topics on Tutorial PowerPoint
Trips: Amazon
Feb-University of Derby-Healthcare Insight Day March- University of Sheffield
Other: Career Guidance 1:1s Careers Talks
Career Guidance 1:1s Parents’ Evening- Feb Careers Talks
Career Guidance 1:1s Careers Talks
11
12
Component 2: Devised PieceSchool film
Revision for Exam
13
14
Term/Weeks Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
TopicEcosystems/Coasts Coasts/Rivers Urban Challenges Urban Challenges Urban Challenges
Changing Economic
World
Mock Exam Dirt
Mini UK Case Study - Manc
Full UK Case Study - Liverpool
Traffic Strategies
Sustainable Urban Living
Measuring Development
Uneven Development
Causes of Uneven
Development
Consequences of
Uneven Development
Knowledge and Skills
Overview of the topic using pre-
printed/filled booklets
1. Key Features/Global
Distribution
2. Tropical Rainforests,
Deforestation
3. Case Study – Amazon
4. Hot Deserts
5. Case Study - Sahara
6. Desertification & Case Study –
Sahel
End Of Unit Test
Start Coasts:
Waves
Processes
Erosional Features
Depositional Features
Example – Holderness
Coastal Management
Case Study - Holderness
End Of Unit Test
The River Valley
River Processes
Upper Course Features
Middle Course Features
Lower Course Features
Example – River Clyde
Flooding
Management
Case Study - Boscastle
End Of Unit Test
Urbanisation
Megacities
Consequences of Urbanisation
Management – Mini Case Study
Rio
Full Case Study – Lagos
UK Urban Patterns
Urban Change
Consequences of Urban Change
15
16
Term/Weeks Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Topic
Paper 2 - Anglo-Saxon and Norman
England Paper 2 - Anglo-Saxon and Norman
England
Paper 2 - Anglo-Saxon and Norman
England . Paper 2 - American West Paper 2 - American West Paper 2 - American West
Paper 1 - Historic
environment
Knowledge and Skills
Review of Modern Medicine.
Anglo-Saxon England and the
Norman Conquest, 1060–66.
William I in Power: Securing the
Kingdom, 1066–87.
Norman England, 1066–88.
Norman England, 1066–88.
Chronology.
The Early Settlement of the West .
Development of the Plains,
c1862–c1876.
Development of the Plains,
c1862–c1876. Conflicts and
Conquest, c1876–c1895.
Chronology.
Conflicts and Conquest,
c1876–c1895.
The Historic Environment -
The British sector of the
Western Front, 1914–18:
injuries, treatment and the
trenches. Source analysis.
17
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20
21
Term/Weeks Term 1 Term 2 Term 3
TopicMovement analysis
Practical assessment - Football
Engagement Patterns
Sports Psychology
Practical assessment - Handball
Cardiovascular and Respiratory Systems
Knowledge and
Skills
• Planes of movement.
• Axis of rotation.
• Lever systems including mechanical advantage
• Applying these to practical examples.
• Core skills: ball control, passing and shooting with
dominant foot, dribbling, heading and tackling.
• Advanced skills: ball control using different parts of
the body, passing and shooting with non-dominant
foot, beating opponents and marking.
• Decision making.
• Awareness of attacking and defensive
strategies/tactics.
• Awareness of rules and regulations of the game.
• The 5 key social groups - family, age, gender,
ethnicity and disability.
• Other factors that affect participation levels:
education, time, cost, socio-economic status,
opportunity/access, environment/climate, media, role
models.
• Strategies to improve participation - promotion,
provision and access.
• Current trends in participation levels in the UK.
• Skill classification and practical examples.
• Reasons for goal setting - S.M.A.R.T principle.
• Mental preparation techniques - imagery, mental
rehearsal, selective attention, positive thinking.
• Types of guidance - visual, verbal, manual and
mechanical.
• Types of feedback - intrinsic, extrinsic, positive,
negative, knowledge of performance and knowledge of
results.
• Core skills: catching with two hands, dribbling with
dominant hand, passing, basic shooting, feinting.
• Advanced skills: cathcing with one hand, dribbling
with both hands, jump pass, jump shot, screeening an
opponent, stealing the ball.
• Awareness of attacking and defensive
strategies/tactics.
• Awareness of rules and regulations of the game.
• Pathway of blood through the heart.
• Structure and function of the blood vessels.
• The vascular shunt mechanism.
• Definition of heart rate, stroke volume, cardiac
output, breathing rate, tidal volume and minute
ventilation.
• Pathway of air and gaseous exchange.
• The role of respiratory muscles during the mechanics
of breathing.
• Aerobic and Anaerobic exercise.
22
Term/Weeks Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Topic RO54 - Sport and the media RO54 - Sport and the media RO51 - Contemporary issues in sportRO51 - Contemporary issues in sport RO51 - Contemporary issues in sport
Interleaving weeks - RO51
RO5 - Developing sports skills
Knowledge and
Skills
LO1 - How sport is covered across the media
• How sport is covered by TV e.g. pay per view.
• How sport is covered by the written press.
• How sport is covered by national and local radio.
• How sport is covered by the internet
LO2 - Positive effects of media on sport
• Increased exposure of minority sports.
• Increased promotional opportunitites.
• Education about rules and technique.
• Increased income generated by media rights.
• Inspiring people to participate.
• Competition between sports and clubs
LO3 - Negative effects of media on sport
• Decline in live spectators.
• Loss of traditional sporting values.
• Coverage of inappropriate behaviour.
• Increased presuure on officials.
• Nespapers dominated by a few sports.
• Saturation of sport coverage.
LO4 - The relationship between sport and the
media
• How media uses sport to promote itself.
• How sport uses media to promote itself.
• Sport as a commodity.
• Sponsorship and advertising.
• Adoption and rejection of sporting heroes by the
media.
•How scrutiny/criticism through the media has
increased.
• The impact of pay-per-view.
LO5 - Evaluating media coverage of sport
• Aspects which may influence the coverage of a story
e.g. type of media outlet, competition between media
outlets, target audience, timing and popularity.
• Features of the coverage e.g. method of reporting,
format, potential bias, extent and duration of the
coverage.
LO1 - Understand the issues which affect
participation in sport
• The different user groups who participate in sport e.g.
ethnic minorities, children, disabled, single parents.
• Barriers which affects participation e.g. time, work
resitrictions, disposable income, access, gender.
• Solutions to barriers which affects participation e.g.
provision, promotion and access.
• Factors which can impact upon the popularity of sport
in the UK e.g. participation, environment, spectatorship,
media coverage, role models, provision.
• Curent trends in the popularity of different sports.
• Growth od new/emerging sports in the UK.
LO2 - The role of sport in promoting values
• Values which can be promoted through sport e.g.
team spirit, fair play, tolerance, respect, inclusion.
• The Olympic and Paralympic movement.
• Other initiatives and events which promote values
through sport e.g. sport relief.
LO2 - The role of sport in promoting values
• The importanece of etiquette and sporting behaviour
of both performers and spectators
• Definition of sportsmanship and gamesmanship.
• Sport initiatives such as Kick Racism Out of Football.
• The use of performance-enhacing drugs in sport.
• World Anti-Doping Agency (WADA)
LO3 - Understand the importance of hosting
major sporting events
• The features of major sporting events e.g. scheduling,
level of investment and legacy.
• Benefits of hosting sporting events e.g. investment,
commercial benefits, participation, improved facilities,
improved infrastructure, morale.
• Drawbacks of hosting sporting events e.g. expense,
facilities not used, poor organisation.
LO4 - Know about the role of national governing
bodies in sport
• Promotion e.g. promoting participation and increasing
popularity of the sport.
• Development e.g. coaching awards and trianing
officials.
• Infrastructure e.g. competitions and tournaments, rule
making, disciplinary procedures, helping with facility
development.
• Policies and initiatives e.g. ant-doping policies,
promoting etiquette, community programmes.
• Funding e.g. grants, membership, subscription fees,
income from the media, private investment,
merchandising, admission charges.
• Support e.g. providing technical advice, providing
details for local clubs.
• Interleaving weeks with a focus on recapping RO51:
LO1 - Understand the issues that affect participation,
LO2 - The role of sport in promoting values
LO3 - Understand the importance of hosting major
sporting events
LO1 - be able to use skills, techniques and
tactics/strategies as an individual performer in a
sporting activity
• Performance of skills and techniques.
• Creativity
• Appropriate use of tactics/stratgies/compositional
ideas.
• Decision making during performance.
• Ability to manage/maintain own performance.
23
Term/Weeks Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Topic
Health
and
Wellbeing
Topics
Living in
the wider
world Relationships
Health
and
Wellbeing
Living in
the
Wider
World
Relationships
Knowledge and Skills
Emotional Toolkit
Careers Community Cohesion
Health Prevent Healthy Relationships
24
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26
Term Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Topic Animals Animals Externally set project (MOCK) Externally set project (MOCK) Externally set project (MOCK)Textiles Techniques based on
Coasts
Art and Design
Textile Design
Knowledge and Skills
Introduce students to theme
"Animals".
Begin the project by researching:
‘We are all animals’ by Permindar
Kaur, a mixture of animal features
and human forms.
‘Stitchmonger’, a knitted and
crocheted collection by Kate Jenkins
based on sea life.
Kathryn Harmer Fox who references
the plight of wildlife in her ‘Africa
Skinned’ series, and printmaker
Mark Hearld.
Pupils complete research and initial
designs/concepts into theme in a
sketchbook and this will count
towards your final grade.
Pupils to continue with initial
designs on theme Animals.
Pupils will now begin to work with
different materials and technqiues
e.g. embroidery, applique, screen
printing, silk printing, tie dye, laser
cutter to bring initial ideas to life.
Pupils will complete development of
designs to create a "final piece",
which will form part of your
assessment in your sketchbook.
Pupils will complete a 1 day mock
exam where they will need to
create their final piece using
materials and Textiles techniques.
Pupils will have the chance to reflect
on their work in preparation for the
exam.
Students should make one of the
following:
An item for home furnishing.
A fashion/costume piece or
accessory such as a hat, scarf, shoes
or belt.
A bag or textile container.
A textile panel.
Pupils will choose from the Art and
Design Textiles Design: Externally
Set Assignment Tasks.
Pupils will need to research
designers in relation to their brief as
well as start to develop design ideas
and research Textiles techniques
which reflect their ideas, this will
forms the main part of your final
assessment sketchbook.
Students should begin to design one
of the following:
An item for home furnishing.
A fashion/costume piece or
accessory.
A bag or textile container.
A textile panel.
Pupils will continue designing and
researching for their Externally Set
Assignment.
Pupils will develop/finalise their
design ideas and should begin to
design one of the following:
An item for home furnishing.
A fashion/costume piece or
accessory.
A bag or textile container.
A textile panel.
Pupils will continue designing and
researching for their Externally Set
Assignment.
Pupils will develop/finalise their
design ideas and should begin to
design one of the following:
An item for home furnishing.
A fashion/costume piece or
accessory.
A bag or textile container.
A textile panel.
Pupils will complete a 5 hour exam,
based on their externally set
project, where they will bring their
design to life using a range of
Textiles techniques.
Students use the knowledge and
understanding gained to date to
create an artefact that has been
inspired by their previous research
on coasts.
Students may use one or a
combination of the media,
techniques or processes that they
have encountered through their
course of study.
Students should present their ideas
and findings that have led to and
support their decision making in an
appropriate format.
Students should make one of the
following:
An item for home furnishing.
A fashion/costume piece or
accessory.
A bag or textile container.
A textile panel.
27