Saint Augustine’s RC High School -...

Curriculum Booklet Year 11 2017/2018

Saint Augustine’s RC High School

Curriculum Booklet

YEAR 11


Year 11 Boards & Specifications Art, Craft & Design Art & Design AQA/Specification 8201

http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206

Graphic Communications AQA/Specification 8203

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/graphic-communication

Photography AQA/Specification 8206

https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/photography

BTEC Caring for Children/Specification LXT67

https://qualifications.pearson.com/en/qualifications/btec-entry-level-and-level-1/caring-for-children-l1.html

Land Based Studies (Horticulture)/ Specification LXT67

https://qualifications.pearson.com/en/qualifications/btec-firsts/horticulture-2010-qcf.html

Construction/Specification RJJ63 https://qualifications.pearson.com/en/qualifications/btec-entry-level-and-level-1/construction-l1.html

Computer Science Eduqas GCSE (9-1) in Computer Science Specification 601/8291/X

http://www.eduqas.co.uk/qualifications/computer-science/gcse/

ECDL

BCS Level 2 ECDL/Specification 600/6943/0

http://www.bcs.org/category/14424

English Language WJEC/Specification C700QS

http://www.eduqas.co.uk/qualifications/english-language/gcse/

Literature WJEC/Specification C720QS

http://www.eduqas.co.uk/qualifications/english-literature/gcse/

Food Preparation and Nutrition Eduqas Food Preparation and Nutrition/Specification C560P

http://eduqas.co.uk/qualifications/food-preparation-and-nutrition/











https://qualifications.pearson.com/en/qualifications/btec-entry-level-and-level-1/construction-l1.html

https://qualifications.pearson.com/en/qualifications/btec-entry-level-and-level-1/construction-l1.html



http://www.bcs.org/category/14424








Geography Geography AQA / Specification 8035 http://www.aqa.org.uk/subjects/geography/gcse/geography-

8035

Health & Social Care Pearson BTec Level 1/Level 2 First Award in Health and Social Care

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/health-and-social-care.html

History History Edexcel Specification IH10 https://qualifications.pearson.com/en/qualifications/edexcel-

gcses/history-2016.html

iMedia OCR / Specification J807 Cambridge Nationals in Creative iMedia

http://www.ocr.org.uk/qualifications/creative-imedia-level-1-2-award-certificate-j807-j817/

Maths Maths Pearson/Specification GCSE (9-1) 1MA1

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

MFL All AQA French/Specification 8658 http://www.aqa.org.uk/subjects/languages/gcse/french-8658

German/Specification 8668 http://www.aqa.org.uk/subjects/languages/gcse/german-8668

Spanish/Specification 8698 http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

Music Music Pearson/Specification 2MU01 http://qualifications.pearson.com/en/qualifications/edexcel-

gcses/music-2016.html

PE PE OCR/Specification J587 http://www.ocr.org.uk/qualifications/gcse-physical-education-

j587-from-2016/

RE Edexcel GCSE Religious Studies A https://qualifications.pearson.com/en/qualifications/edexcel-

gcses/religious-studies-a-2016.html

http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

http://www.aqa.org.uk/subjects/geography/gcse/geography-8035



https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html





http://www.aqa.org.uk/subjects/languages/gcse/french-8658

http://www.aqa.org.uk/subjects/languages/gcse/german-8668

http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/music-2016.html

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/music-2016.html

http://www.ocr.org.uk/qualifications/gcse-physical-education-j587-from-2016/

http://www.ocr.org.uk/qualifications/gcse-physical-education-j587-from-2016/

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html


Resistant Materials

Resistant Materials / Specification 4560

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-resistant-materials-4560

Science All AQA Biology/Specification 8461 http://www.aqa.org.uk/subjects/science/gcse/biology-8461

Chemistry/Specification 8462 http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

Physics/Specification 8463 http://www.aqa.org.uk/subjects/science/gcse/physics-8463

Combined Science/Specification 8464

http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

LINKS: www.aqa.org.uk

www.ocr.org.uk

www.pearson.com

www.wjec.co.uk




http://www.aqa.org.uk/subjects/science/gcse/biology-8461

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462

http://www.aqa.org.uk/subjects/science/gcse/physics-8463



http://www.aqa.org.uk/

http://www.ocr.org.uk/

http://www.pearson.com/

http://www.wjec.co.uk/


Subject: Art, Craft & Design

Content or Programme of Study

Art, Craft and Design is defined here as the need to explore an idea, convey an experience or respond to a theme or issue of personal significance. Areas of Study In Component 1 and Component 2 students are required to work in one or more area(s) of Art, Craft and Design such as those listed below: Drawing Painting

Sculpture Installation Lens-/light-based media Photography and moving image Printmaking

Mixed media Land art They may explore overlapping areas and combinations of areas. Knowledge, understanding and skills Students must develop and apply the knowledge, understanding and skills specified in the subject content within the context of Art, Craft and Design practice and their selected area(s) of study. The following aspects of the knowledge, understanding and skills are defined in further detail to ensure student’s work is clearly focused and relevant to Art, Craft and Design. Knowledge and understanding The way sources inspire the development of ideas, relevant to Art, Craft and Design including: how sources relate to individual, social, historical, environmental, cultural, ethical

and/or issues – based contexts.

how ideas, themes, forms, feelings and concerns can inspire personally determined responses that are primarily aesthetic, intellectual or conceptual.

The ways in which meanings, ideas and intentions relevant to fine art can be communicated including the use of:

figurative representation, abstraction, stylization, simplification, expression, exaggeration and imaginative interpretation

visual and tactile elements, such as: o colour o line form o tone


o texture o shape o composition o rhythm o scale o structure o surface

Skills Within the context of Art, Craft and Design, students must demonstrate the ability to:

Use Art, Craft and Design techniques and processes, appropriate to students’ personal intentions, for example:

o Mark-making o Monoprint, collagraph and block printing o Assemblage o Construction o Carving o Film and video o Digital working methods

Use media and materials, as appropriate to students’ personal intentions, for example: o Charcoal, pastels, pen and ink, crayons and pencil o Watercolour, gouache, acrylic and oil paint o Found materials o Clay, wood and metal o Digital imagery o Different papers and surfaces to work on

Assessments Students must complete both components.

Component 1 : Portfolio +

Component 2 : Externally set assignment

What’s assessed What’s assessed

A portfolio that in total shows explicit coverage of the four assessment objectives. It must include a sustained project evidencing the journey from initial engagement to the realization of intentions and a selection of further work undertaken during the student’s course of study.

Students respond to their chosen starting point from an externally set assignment paper relating to their subject title, evidencing coverage of all four assessment objectives.

How it’s assessed

No time limit 96 marks 60% of GCSE

How it’s assessed

Preparatory period followed by 10 hours of supervised time.

96 marks 40% of GCSE

Non-exam assessment (NEA) set and marked by the school and moderated by AQA during a visit. Moderation will normally take place in June.

Non-exam assessment (NEA) set by AQA; marked by the school and moderated by AQA during a visit. Moderation will normally take place in June.


Subject: Graphic Communication


Graphic Communication is defined here as the process of designing primarily visual material to convey information, ideas, meaning and emotions in response to a given or self-defined brief. Areas of Study In Component 1 and Component 2 students are required to work in one or more area(s) of graphic communication, such as those listed below: Communication graphics Design for print

Advertising and branding Illustration Package design Typography Interactive design (including web, app and game)

Multi-media Motion graphics Signage Exhibition graphics They may explore overlapping areas and combinations of areas. Knowledge, understanding and skills Students must develop and apply the knowledge, understanding and skills specified in the subject content to realise personal intentions relevant to graphics communication and the selected area(s) of study. The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to graphic communication. Knowledge and understanding The way sources inspire the development of ideas relevant to graphic communication including:

how sources relate to a given or self-defined brief which might, for example have a commercial social or environmental focus or be concerned with other aspects specific to the creative industries

how ideas, themes, forms, issues and needs can provide the stimulus for creative, imaginative, thoughtful and appropriately focused responses that are fit for a specific intended purpose.

The ways in which meanings, ideas and intentions relevant to graphics communication cab be communicated include the use of: colour

line form tone


texture

shape pattern composition stylization simplification

scale structure Skills Within the context of graphic communication, students must demonstrate the ability to:

use graphic communication techniques and processes, appropriate to students’ personal intentions, for example:

o typography o illustration o digital and/or non-digital photography o hand rendered working methods o digital working methods

use media and materials, as appropriate to students’ personal intentions, for example: o pencil, pen and ink, pen and wash, crayon and other graphic media o watercolour, gouache and acrylic paint o layout materials o digital media o printmaking o mixed media

Assessments

Students must complete both components.






How it’s assessed No time limit 96 marks

60% of GCSE

How it’s assessed Preparatory period followed by 10 hours

of supervised time.





Subject: Art & Design – Photography


Photography is defined here as the practice of producing images using light-sensitive

materials such as photographic film, or digital methods of development and production to

create static or moving images.

Areas of Study

In Component 1 and Component 2 students are required to work in one or more area(s) of photography, such as those listed below:

Portraiture* Location photography* Studio photography* Experimental imagery* Installation*

Documentary photography* Photo-journalism Moving image: film, video and animation Fashion photography*

They may explore overlapping areas and combinations of areas. The areas that are studied at St Augustine’s are starred (*) but students may independently study any of these areas. Knowledge, understanding and skills Students must develop and apply the knowledge, understanding and skills specified in the subject content to realise personal intentions relevant to photography and their selected area(s) of study. The following aspects of the knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to photography. Knowledge and understanding The way sources inspire the development of ideas, relevant to photography including:

How sources relate to historical, contemporary, social, cultural and issued based contexts and external considerations such as those associated with the cultural industries and client-orientated requirements.

How ideas, themes, subjects and feelings can inspire creative responses informed by different styles, genres and aesthetic considerations and/or an individual’s distinctive view of the world.

The ways in which meanings, ideas and intentions relevant to photography can be communicated

include the use of:

Figurative and non-figurative forms, image manipulation, close-up and imaginative interpretation


Visual and tactile elements such as: o Colour o Line o Form o Tone o Texture o Shape o Pattern o Composition o Scale o Sequence o Surface o Contrast

Skills Within the context of photography, students must demonstrate the ability to: Use photographic techniques and processes, appropriate to students’ personal

intentions, for example: o Lighting o Viewpoint o Aperture o Depth of field o Shutter speed and movement o Use of enlarger o Chemical and/or digital processes

Use media and materials, as appropriate to student’s personal intentions, for example: o Filme o Photographic papers o Chemicals appropriate to darkroom practices o Digital media, programs and related technologies o Graphic media for purposes such as storyboarding, planning and construction

shoots.

Progression

There are no prior learning requirements. However, the specification allows for

progression from Key Stage 3 whilst providing a strong foundation for further study art AS

and A-level as well as vocational pathways. To support this progression, the assessment

objectives, structure and titles are very similar to those details in the AS and A-level Art

and Design specification.


Assessments

Students must complete both components.






How it’s assessed

No time limit 96 marks 60% of GCSE

How it’s assessed

Preparatory period followed by 10 hours of supervised time.





Subject: BTEC Caring for Children


BTEC Level 1 - Caring for Children

Over the two years of the course pupils will learn valuable skills in Child Care and will complete a series of assignments designed to test their knowledge. There will also be opportunities for practical activities. Successful completion of these assignments will lead to the award of a Level 1 Certificate at the end of Year 11. THE UNITS THAT WILL BE COVERED IN YEAR 11 UNIT 7: COMMUNICATION SKILLS WITH CHILDREN UNIT 9: ENCOURAGING CHILDREN TO EAT HEALTHILY UNIT 12: CHILDRENS LEARNING THROUGH EVERYDAY EXPERIENCES


Subject: BTEC Construction


BTEC EDEXCEL Level 1 Construction

The units will introduce learners to the skills required for carrying out basic joinery tasks.

Introduction to tools and equipment.

Emphasis on the correct selection and safe use of the equipment. Although learners will work independently on some tasks, there are also opportunities to work as effective team members in group work. Learners will select and wear appropriate personal protective clothing and equipment (PPE) when required.

Learners will have the opportunity to manufacture a joinery item for themselves or others.

The units will help learners to develop an understanding of the personal qualities that are

valued by potential employers.

The Units for the course will involve the following in Year 11

Level 1 Certificate. Year 11

Unit 14: Developing Carpentry Skills.

Unit 23: Producing a Product.

Unit 15: Developing joinery Skills.


Subject: BTEC Land Based Studies (Horticulture)


Edexcel BTEC Level 1 Land Based Studies (Horticulture)

The units will introduce learners to the skills required for planting a variety of plants,

vegetables and trees.

Introduction to tools and equipment.

Emphasis on the correct selection and safe use of the equipment. Although learners will work independently on some tasks, there are also opportunities to work as effective team members in group work. Learners will select and wear appropriate personal protective clothing and equipment (PPE) when required. The units will help learners to develop an understanding of the personal qualities that are valued by potential employers.

The Units for the course will involve the following in Year 11:

Level 1 Certificate Year 11

Unit 33: Planting and Staking a Tree.

Unit 13: Working as Part of a Group.

Unit 15: Maintain the Safety of Self and Others in the Workplace.


Subject: Computer Science Eduqas GCSE (9-1)


Unit 1: Controlled Assessment (25% of final mark)

Pupils use Small Basic programming language to create an application based on one of

two WJEC given scenarios. The program is accompanied by a 2000 essay which includes

full descriptions of the following stages of the Software Life Cycle: Analysis, Design,

Implementation, Testing and Evaluation.

Unit 2: Online Programming Assessment

Unit 3: Study for Theory Assessment (45% of final mark)

Pupils learn the theory aspect of Computer Science. The course material includes: Data

Types, Networks, Images/Sound compression, Operating Systems, Legal aspects of ICT,

Software/Hardware, Logic Gates, Central Processing Unit.

Pupils move on to learn the Greenfoot programming language which is an extension of

Java. The pupils will take an online exam worth 30% of the final mark at the end of Year

11.


Subject: ECDL

BCS Level 2 ECDL Certificate in IT Applications


The development of ICT skills through a structured training and certification system.

Modules include:

Word Processing Spreadsheets Presentation software

Improving productivity using ICT.


Subject: English


Upper School – Years 10 and 11

All pupils follow GCSE courses in English Language and English Literature with

Eduqas. Both courses are assessed through a final examination (100% weighting).

Lessons will include the study of a wide range of literary and non-literary texts in addition

to a formal spoken presentation, which will be recorded for examination moderation

purposes. Pupils will sit several assessments and ‘mock’ exams over the two year course in

preparation for their final exams – the dates for these are published on the school website

and in letters to parents.

In Year 10, pupils will be introduced to the various components of the course and English

skills necessary to approach the two examinations. They will also study most of their

English Literature texts for the first time. Year 11 consists of consolidating and improving

the skills developed and practising and revising exam techniques as well as revisiting the

English Literature texts.

From September 2017

Eduqas GCSE English Language

Reading non-fiction texts (19th and 21st Century)

Reading and responding to fiction from the 20th Century

Creative Writing – narrative

Transactional Writing

Eduqas English Literature

Poetry Anthology (18 poems ranging from the 18th Century to the modern day)

Post-1914 Drama Text or Novel (from a choice of ‘Blood Brothers’ or ‘An Inspector

Calls’)

Shakespeare Text (either ‘Romeo and Juliet’ or ‘Macbeth’)

Pre-1914 Novel (from a choice of ‘A Christmas Carol’, or ‘Dr. Jekyll and Mr. Hyde’)

Unseen Poetry


Subject: GCSE Food and Nutrition (Eduqas):


Duration: 3 Terms – Food Preparation and Nutrition GCSE

Outline of the course

The Year 10 course is designed to cover all of the specification requirements for the GCSE and will be taught using the 6 commodities outlined in the specification:

Fruit and vegetables

Cereals Milk, Cheese and Yoghurts Non-dairy animal proteins Non-dairy, vegetable based proteins Fats and sugars

Within each of the commodities listed above pupils will cover the core knowledge needed within the specification to include:-

Principles of nutrition

Diet and good health The science of cooking food Food spoilage Food provenance and food waste Cultures and cuisines

Other factors affecting food choice It is a practical based course and pupils will have the opportunity to learn a range of skills, as well as experimenting with the functions of ingredients through:-

Teacher demonstration Video demonstrations Practical lessons in which they will cook a range of different dishes both sweet and

savoury

Dovetailing recipes Experiments

It is expected that pupils will learn the whole of the specification by the end of Year 10 as well as understand what is required for the non-examined assessments which all take place in Year 11.


Subject: Geography


Geography at GCSE offers students the opportunity to develop a clearer understanding of

our ever changing planet.

Not only do we learn in the classroom, but with UK fieldwork experiences to the Isle of

Arran, the Lake District, Aviemore, the Trough of Bowland, North Wales, and overseas

visits to Iceland, Kenya, Costa Rica, Japan, Sicily, the United States, we also genuinely

explore the world, its places and people, its triumphs and disasters and develop a better

understanding of the planet we live on.

In Year 10 we concentrate on Unit 1:

Tropical Rainforests (ecosystems)

Hot Deserts (ecosystems)

Coastal Landscapes

River Landscapes

Tectonic Hazards

Weather Hazards

Climate Change

In Year 11 we study Unit 2:

The Urban World

Urban Change in the UK

Urban Sustainability The Development Gap

A Newly Emerging Economy The Changing UK Economy Resource Management Energy Management


Subject: Health & Social Care

BTEC Level 1/Level 2 First Award in Health & Social Care



Subject: History



Subject: iMedia


OCR Cambridge Nationals in Creative iMedia

Cambridge Nationals in Creative iMedia are media sector-focused, including film,

television, web development, gaming and animation, and have IT at their heart. They

provide knowledge in a number of key areas in this field from pre-production skills to

digital animation and have a motivating, hands-on approach to both teaching and

learning. Cambridge Nationals deliver skills across the whole range of learning styles and

abilities, effectively engaging and inspiring all students to achieve great things.

How will I be assessed?

For the Certificate Award, equivalent to GCSE 1-9, Assessment is based on one external

examination and three internally assessed Units of work from a choice of ten covering all

aspects of media. These units are externally moderated.

Unit RO81 : Preproduction skills external examination.

Unit RO89 : Creating a digital video sequence.

Plus student : choice of one other digital skills based unit.

Cambridge National

pupils visit Urban Altitude

for their Video Creation

Unit


Subject: Maths


The New 2017 GCSE Mathematics GCSE will now be graded from 1-9.

The content for pupils following the Foundation Scheme will include all the topics form

grades 1 to 5. The Higher content will focus on all the topics from 4 to 9 although it will

be assumed that higher level pupils will have covered all the Foundation topics.

The following list indicates the topics to be covered and the level they have been

measured.

Grade 1 Place Value Ordering Integers Ordering Decimals Reading Scales Simple Mathematical Notation Interpreting Real-Life Tables Introduction to Algebraic Conventions Coordinates Simple Geometric Definitions Polygons Symmetries Tessellations and Congruent Shapes Names of Angles The Probability Scale Tally Charts and Bar Charts Pictograms

Grade 2 Adding Integers and Decimals Subtracting Integers and Decimals Multiplying Integers Dividing Integers Inverse Operations Money Questions Negatives in Real Life Introduction to Fractions Equivalent Fractions Simplifying Fractions Half-Way Values Factors, Multiples and Primes Introduction to Powers/Indices Multiply and Divide by Powers of 10 Rounding to the Nearest 10, 100 etc


Compound Interest and Depreciation Loci Congruent Triangles Sectors of a Circle Trigonometry Spheres Pyramids Cones Frustums Exact Trigonometric Values Angles on a Line and at a Point Measuring and Drawing Angles Drawing a Triangle Using a Protractor Reflections Rotations Translations Plans and Elevations Perimeters Area of a Rectangle Area of a Triangle Area of a Parallelogram Area of a Trapezium Frequency Trees Listing Outcomes Calculating Probabilities Mutually Exclusive Events Two-Way Tables Averages and the Range Data - Discrete and Continuous Vertical Line Charts Frequency Tables and Diagrams

Grade 3 Multiplying Decimals Dividing Decimals Four Rules of Negatives Listing Strategies Comparing Fractions Adding and Subtracting Fractions Finding a Fraction of an Amount Multiplying Fractions Dividing Fractions BODMAS/BIDMAS Reciprocals Calculator Questions Product of Primes Highest Common Factor (HCF) Lowest Common Multiple (LCM) Squares, Cubes and Roots Working with Indices


Rounding to Decimal Places Simplifying - Addition and Subtraction Simplifying - Multiplication Simplifying - Division Function Machines Generating a Sequence - Term to Term Introduction to Ratio Using Ratio for Recipe Questions Introduction to Percentages Value for Money Introduction to Proportion Properties of Solids Nets

Grade 4 Index Notation Introduction to Bounds Midpoint of a Line on a Graph Expanding and Simplifying Brackets Solving Equations Rearranging Simple Formulae Forming Formulae and Equations Inequalities on a Number Line Solving Linear Inequalities Simultaneous Equations Graphically Fibonacci Sequences Compound Units Distance-Time Graphs Similar Shapes Bisecting an Angle Constructing Perpendiculars Drawing a Triangle Using Compasses Enlargements Tangents, Arcs, Sectors and Segments Pythagoras' Theorem Simple Tree Diagrams Sampling Populations Time Series

Grade 5 Negative Indices Error Intervals Mathematical Reasoning Factorising and Solving Quadratics The Difference of Two Squares Finding the Equation of a Straight Line Roots and Turning Points of Quadraratics Cubic and Reciprocal Graphs Simultaneous Equations Algebraically Geometric Progressions


Standard Form Decimals and Fractions Fractions, Percentages, Decimals Percentage of an Amount (Calc) Percentage of an Amount (Non-Calc) Change to a Percentage (Calc) Change to a Percentage (Non-Calc) Introduction to Vectors Harder Tree Diagrams Stratified Sampling

Grade 6 Recurring Decimals to Fractions Product of Three Binomials Iteration - Trial and Improvement Iterative Processes Enlargement - Negative Scale Facto Combinations of Transformations Circle Theorems Proof of Circle Theorems Probability Using Venn Diagrams Cumulative Frequency Boxplots

Grade 7 Fractional Indices Recurring Decimals – Proof Rearranging Difficult Formulae Solving Quadratics with the Formul Factorising Hard Quadratics Algebraic Proof Exponential Functions Trigonometric Graphs Transformation of Functions Equation of a Circle Regions Direct and Inverse Proportion Similarity - Area and Volume The Sine Rule The Cosine Rule Area of a Triangle Using Sine And and Or Probability Questions Histograms Rounding to Significant Figures Estimating Answers Using Place Value Expanding Brackets Simple Factorisation Substitution Straight Line Graphs


The Gradient of a Line Drawing Quadratic Graphs Sketching Functions Solving Equations Using Flowcharts Subject of a Formula Using Flowcharts Generate a Sequence from th Term Finding the th Term Special Sequences Exchanging Money Sharing Using Ratio Ratios, Fractions and Graphs Increase/Decrease by a Percentage Percentage Change Reverse Percentage Problems Simple Interest Metric Conversions Angles and Parallel Lines Angles in a Triangle Properties of Special Triangles Angle Sum of Polygons Bearings Problems on Coordinate Axes Surface Area of a Prism Volume of a Cuboid Circle Definitions Area of a Circle Circumference of a Circle Volume of a Prism Experimental Probabilities Possibility Spaces Venn Diagrams Pie Charts Scatter Diagrams Averages From a Table

Grade 8/9 Upper and Lower Bounds Surds Perpendicular Lines Completing the Square Algebraic Fractions Simultaneous Eqns with a Quadratic Solving Quadratic Inequalities Finding the nth Term of a Quadrati Inverse Functions Composite Functions Velocity-Time Graphs Pythagoras in 3D Trigonometry in 3D Vectors


Subject: MFL


Exam Board: AQA

Exam Structure:

4 Skill Areas assessed externally in May/June of Year 11.

Listening 25% One external exam

Speaking 25% One Speaking Exam with 3 components; Role Play/Photocard/

General Conversation

Reading 25% One external exam (including translation into English)

Writing 25% One external exam (including translation into the Target

Language)

In Year 11, you will continue seamlessly into Year 2 of the 2-year AQA GCSE course with

internal assessments matching the requirements of the final GCSE exam. You will continue

to practise and develop your translation, speaking and grammar skills as well as build

sentences and widen your knowledge. You will find there is more crossover of topic-

related vocabulary and opportunity to revisit structures and language, helping you to

commit these to long-term memory. Assessments mirroring the final GCSE tasks will

continue to help you measure progress and decide on your Tier of Entry.

Year 11 Scheme of Learning French / German / Spanish CONTENT GRAMMAR

A

U

T U

M N

T

E R

M

The Environment

Charity & Voluntary work

My Studies Life at school

School rules / problems Education post-16

Modal verbs

Past tense revision

If clauses Pluperfect tense recognition

Future tense

Career choices and ambitions Jobs – Positive/Negative aspects

YEAR 11 MOCK EXAM (Reading/Listening / Writing)

Work Experience

Future intention phrases Conditional tense

Comparatives Expressing personal opinions

Past tense

Persuasive arguments

S

P R

I N

G

Customs and festivals

Social media Using mobiles

Past tense

Using three tenses together Describing a past event

Negatives + imperfect tense (before social media)

Statements of possibility Subjunctive


T E

R M

Poverty Homelessness

Travel and tourism

Modal verbs Using both past tenses together

Sequencing words and phrases Using weather phrases in three tenses

S U

M

M E

R

T E

R

M

Speaking Exam focus GCSE SPEAKING EXAM: Week Commencing 23rd April 2018

Revision of topics / Comprehension skills / Writing preparation


Subject: Music


Year 11 - Edexcel Syllabus There are THREE components in the course: Unit 1: Performing Music (30%) Unit 2: Composing Music (30%) Unit 3: Listening to and Appraising Music (40%) In the performing exam, the pupil must play a solo piece of their own choosing, and an ensemble piece within a group of not more than five players. Each performance is marked out of 30. Pupils also undertake 2 composition projects: In Year 10 they must produce a free composition in a style chosen by the pupil. In Year 11 they must choose from a brief sent by the examination board on one of the four areas of study. Each composition is marked out of 30. Pupils will also sit a listening examination at the end of year 11 covering the 4 study areas. These study areas are:

Instrumental Music 1700–1820 Vocal Music

Music for Stage and Screen Fusions.

Within these study areas they will study 8 set works. These are as follows:


Subject: PE


Year 11 Curriculum

The Year 11 pupils will access an “Options” scheme. This will involve pupils choosing

which activity they will study for each half term. Pupils will have the options of either

staying in school or travelling to different venues close to school. E.g. Roefield Gym, Golf

driving range, Ice skating. Outside agencies are also invited into school to deliver Dance

and martial arts.

Some activities will require payment but pupils will always have options that are free.


Subject: Religious Education


1. Sources of Wisdom and Authority

The Bible

Magisterium Second Vatican Council The Church Mary Personal and Ethical Decision Making

2. Forms of Expression and Ways of Life

Architecture and Design of Church

Features of Church Sacred Objects Paintings Sculptures and Statues Symbolism and Imagery Drama

Music Year 11 Mocks will take place in November

3. Philosophy and Ethics 1

Revelation Visions

Miracles Religious Experiences Design Cosmological Evil and Suffering Solutions to Problems

4. Philosophy and Ethics 2

Marriage

Sexual Relationships Family Family and Parish Family Planning Divorce

Equality of men and women Prejudice and discrimination


Subject: Resistant Materials


AQA GCSE Resistant Materials

This is a general Scheme of Work for the course as a whole. This Scheme of Work is

designed to equip the students with the skills and knowledge required to complete quality

pieces of coursework as well as allow them to be successful in the exam. It is designed so

that coursework sheets can be completed as specific areas of the theory are taught and

practiced rather than subsequent to the completion of all theory and practice. This is to

allow the design cycle to be worked through and allow students to reach and complete the

important stages of their folder to set deadlines.

During the course of delivering the theory and skills, the students should retain the notes

they produce as well as any worksheets that they will use to complete their work.

The scheme and lesson numbers are a guide to be used and should be adapted to suit the

ability of students, resources and overall time available.

Author: A. Fahey

Year: 10 & 11

Duration: 2 Years

Outline of Unit The following Scheme of Work follows the ‘AQA GCSE Resistant Materials’ syllabus and includes the work that needs to be covered for both the centre assessed component and the exam. The scheme aims to develop the students’ understanding of Designing and Making activities and equip them with computer based and hand skills required to produce 3D products. As such the students will have the opportunity to use, practice and develop competence in using various hand tools and machine tools. They will also be introduced to and develop competence in the use of computer software packages including CAD (Computer Aided Design) packages and simulation software. Students will also be taught about materials and their properties. They will gain an awareness of the environmental impact of the products and materials they come across and use and will learn about how products are made when production numbers are to be scaled up. A firm grounding in Health and safety requirements including safe working practices in the D&T area will also be established. The new GCSE Resistant Materials Specification includes 5 Criterion for the Controlled Assessment/coursework element. These Criterion making up a total of 90 possible marks. The Criterion being: Criterion 1 – Investigating the Design Context. (maximum of 8 marks) This will require the imparting of a large amount of information for background knowledge


including materials, properties and the design process. Criterion 2 – Development of Design Proposals. (maximum of 32 marks) This section of the coursework is very large with the same amount of marks available as for the actual making of the final product. As such designing and developments skills will need to be learned and enhanced from the skills already acquired. Work on the presentation of drawings and the use of CAD will therefore need to be learned to allow good work to be achieved. Criterion 3 – Making. (maximum of 32 marks) This will require the students to build upon the knowledge and manual dexterity skills learned and practiced in Key Stage 3. Further development of skills through project tasks given will allow a more comprehensive understanding of processes and assembly techniques to take place as well as greater knowledge and understanding of joints for different materials. Criterion 4 – Testing and Evaluation. (maximum of 12 marks) The students will be taught how to analyse existing products and test and evaluate those that they have produced themselves. This will be possible using subject knowledge gained throughout the course. Criterion 5 – Communication. (maximum of 6 marks) The students will be guided in how to present their folder to help to ensure that it is concise and contains relevant information.


Subject: Science


Year 11 – BIOLOGY

1) Bioenergetics

A) Photosynthesis

Photosynthesis Reaction

Rate of Photosynthesis

Uses of Glucose from Photosynthesis

B) Respiration

Aerobic & Anaerobic Respiration

Response to Exercise

Metabolism

2) Homeostasis & Response

A) Homeostasis

B) The Human Nervous System

Structure & Function The Brain

The Eye

Control of Body Temperature

C) Hormonal Coordination in Humans

Human Endocrine System

Control of Blood Glucose Concentration

Maintaining Water & Nitrogen Balance in the Body

Hormones in Human Reproduction

Contraception

The Use of Hormones to Treat Infertility

Negative Feedback

D) Plant Hormones

Control & Coordination

The Use of Plant Hormones


3) Inheritance, Variation & Evolution

A) Reproduction

Sexual and Asexual Reproduction

Meiosis

Advantages and Disadvantages of Sexual and Asexual Reproduction

DNA & The Genome

DNA Structure

Genetic Inheritance

Inherited Disorders

Sex Determination

B) Variation & Evolution

Variation

Evolution

Selective Breeding

Genetic Engineering

Cloning

C) The Development of Understanding of Genetics & Evolution

The Theory of Evolution

Speciation

The Understanding of Genetics

Evidence for Evolution

Fossils

Extinction

Resistant Bacteria

D) Classification of Living Organisms

Year 11 – Chemistry 1. Energy changes

Exothermic and endothermic reactions

Energy changes in chemical reactions

Fuel cells


2. Rates of reaction

Calculating rates of reaction

Factors affecting the rate of reaction

Collision theory and activation energy

Reversible reactions and equilibrium

Conditions affecting equilibrium

3. Organic chemistry

Crude oil, hydrocarbons and alkanes

Fractional distillation

Properties of hydrocarbons

Cracking and alkanes

Alkenes and alcohols

Carboxylic acids

Polymers

4. Chemical analysis

Pure substances and formulations

Chromatography

Gas tests

Flame tests

Ion tests

Instrumental methods

5. The Earth’s atmosphere

The early atmosphere

How the atmosphere changed

Human activities and the atmosphere

Climate change

Atmospheric pollutants


6. Using resources

Sustainable development

Potable water

Waste water treatment

Life cycle assessment and recycling

Corrosion

Ceramics, polymers and composites

The Haber process and NPK fertilisers

Year 11 – Physics 4.5 forces

4.5.1 forces and their interactions

4.5.1.1 scalar and vector quantities

4.5.1.2 contact and non contact forces

4.5.1.4 resultant forces

4.5.6.2 forces, accelerations and Newton’s Laws of motion

4.5.6.2.1 Newton’s first law

4.5.6.2.2 Newton’s second law

4.5.6.2.3 Newton’s third law

4.5.1.3 gravity

4.5.6 forces and motion

4.5.6.1 describing motion along a line

4.5.6.1.1. distance and displacement

4.5.6.1.4 the distance-time relationship

4.5.6.1.2 speed

4.5.6.1.3 velocity

4.5.6.1.5 acceleration

4.5.6.3 Forces and braking


4.5.6.3.1 stopping distances

4.5.6.3.2 reaction time

4.5.6.3.3 factors affecting braking distance 1


4.5.2 work done and energy transfer

4.5.3 Forces and elasticity

4.5.4 moments, levers and gears

4.5.5 pressure and pressure differences in fluids

4.5.5.1 pressure in a fluid

4.5.5.1.1 pressure in a fluid 1


4.5.5.2 atmospheric pressure

4.5.7 momentum

4.5.7.1 momentum is a property of moving objects

4.5.7.2 conservation of momentum

4.5.7.3 changes in momentum

4.6 waves

4.6.1 waves in air, fluids, solids

4.6.1.1 transverse and longitudinal waves

4.6.1.2 properties of waves

4.6.1.3 reflection of waves

4.6.1.4 sound waves

4.6.1.5 waves for detection and exploration

4.6.2 electromagnetic waves

4.6.2.1 types of electromagnetic waves

4.6.2.2 properties of electromagnetic waves 1



4.6.2.4 uses and applications of electromagnetic waves

4.6.2.5 lenses

4.6.2.6 visible light

4.6.3 black body radiation

4.6.3.1 emission and absorption of infrared radiation

4.6.3.2 perfect black bodies and radiation

4.7 magnetism and electromagnetism

4.7.1 permanent and induced magnetism, magnetic forces and fields

4.7.1.1 poles of a magnet

4.7.1.2 magnetic fields

4.7.2 the motor effect

4.7.2.1 electromagnetism

4.7.2.2 Fleming’s left hand rule (HT)

4.7.2.3 electric motors (HT)

4.7.2.4 loudspeakers (physics –HT)

4.7.3 induces potential, transformers and the National Grid (physics only-HT)

4.7.3.1 induced potential (HT)

4.7.3.2 uses of the generator effect (HT)

4.7.3.3 microphones (HT)

4.7.3.4 transformers (HT)

4.8 space physics (physics only)

4.8.1 solar system, stability of orbital motions, satellites (physics only)

4.8.1.1 our solar system

4.8.1.2 the life cycle of a star

4.8.1.3 orbital motion, natural and artificial satellites

4.8.2 red shift (physics only)


Year 11 – Combined Science (Biology) Topics

1) Bioenergetics

A) Photosynthesis

Photosynthesis Reaction

Rate of Photosynthesis

Uses of Glucose from Photosynthesis

B) Respiration

Aerobic & Anaerobic Respiration

Response to Exercise

Metabolism

2) Homeostasis & Response

A) Homeostasis

B) The Human Nervous System

Structure & Function

C) Hormonal Coordination in Humans

Human Endocrine System

Control of Blood Glucose Concentration

Hormones in Human Reproduction

Contraception

The Use of Hormones to Treat Infertility (HT)

Negative Feedback (HT)


3) Inheritance, Variation & Evolution

A) Reproduction

Sexual and Asexual Reproduction

Meiosis

DNA & The Genome

Genetic Inheritance

Inherited Disorders

Sex Determination

B) Variation & Evolution

Variation

Evolution

Selective Breeding

Genetic Engineering

C) The Development of Understanding of Genetics & Evolution

Evidence for Evolution

Fossils

Extinction

Resistant Bacteria

D) Classification of Living Organisms


Year 11 – Combined Science (Chemistry)

1. Energy changes

Exothermic and endothermic reactions

Energy changes in chemical reactions

Fuel cells

2. Rates of reaction

Calculating rates of reaction

Factors affecting the rate of reaction

Collision theory and activation energy

Reversible reactions and equilibrium

Conditions affecting equilibrium (HT)

3.Organic chemistry

Crude oil, hydrocarbons and alkanes

Fractional distillation

Properties of hydrocarbons

Cracking and alkanes

4.Chemical analysis

Pure substances and formulations

Chromatography

Gas tests

5.The Earth’s atmosphere

The early atmosphere

How the atmosphere changed

Human activities and the atmosphere

Climate change

Atmospheric pollutants

6. Using resources


Sustainable development

Potable water

Waste water treatment

Life cycle assessment and recycling

7 .Quantitative chemistry

Conservation of mass

Relative formula mass

Reacting masses

Year 11 – Combined Science (Physics) Topics

4.5 forces

4.5.1 forces and their interactions

4.5.1.1 scalar and vector quantities

4.5.1.2 contact and non contact forces

4.5.1.4 resultant forces

4.5.6.2 forces, accelerations and Newton’s Laws of motion

4.5.6.2.1 Newton’s first law

4.5.6.2.2 Newton’s second law

4.5.6.2.3 Newton’s third law

4.5.1.3 gravity

4.5.6 forces and motion

4.5.6.1 describing motion along a line

4.5.6.1.1. distance and displacement

4.5.6.1.4 the distance-time relationship

4.5.6.1.2 speed

4.5.6.1.3 velocity

4.5.6.1.5 acceleration


4.5.6.3 Forces and braking

4.5.6.3.1 stopping distances

4.5.6.3.2 reaction time



4.5.2 work done and energy transfer

4.5.3 Forces and elasticity

4.5.5.1 pressure in a fluid


4.5.5.1.2 pressure in a fluid 2 (HT)

4.5.5.2 atmospheric pressure

4.5.7 momentum (HT)

4.5.7.1 momentum is a property of moving objects

4.5.7.2 conservation of momentum

4.6 waves

4.6.1 waves in air, fluids, solids

4.6.1.1 transverse and longitudinal waves

4.6.1.2 properties of waves

4.6.2 electromagnetic waves

4.6.2.1 types of electromagnetic waves



4.6.2.4 uses and applications of electromagnetic waves

4.6.3.1 emission and absorption of infrared radiation

4.6.3.2 perfect black bodies and radiation

4.7 magnetism and electromagnetism

4.7.1 permanent and induced magnetism, magnetic forces and fields


4.7.1.1 poles of a magnet

4.7.1.2 magnetic fields

4.7.2 the motor effect

4.7.2.1 electromagnetism

4.7.2.2 Fleming’s left hand rule (HT)

4.7.2.3 electric motors (HT)

4.7.2.4 loudspeakers (physics –HT)

4.7.3.1 induced potential (HT)

4.7.3.2 uses of the generator effect (HT)

4.7.3.3 microphones (HT)

4.7.3.4 transformers (HT)

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