Subject Topics to be Key Learning covered · Coasts The types of wave: destructive and...

YEAR 11: CURRICULUM OVERVIEW (Jan-Feb 2015) 1

Subject Topics to be covered

Key Learning

Exploring Modern Texts

Students study a modern text (a play or novel) selected from a list prescribed by the exam board, for example, ‘Lord of the Flies’ by William Golding, ‘Of Mice and Men’ by John Steinbeck, ‘The Woman in Black’ by Susan Hill. Students explore the text using a range of speaking and listening, reading and writing activities as this text is examined in their English Literature exam in the summer. They will also revisit the text that they studied in Year 10.

Pre-exposure homework

1. Read at least one other text from the GCSE reading list. 2. Research the GCSE text that you will be studying- finding out about

the historical, social, cultural and literary background. 3. Look at the notes on your text at

http://www.bbc.co.uk/schools/gcsebitesize/english_literature/

Controlled Assessment Continued

Investigating factors which affect photosynthesis.


1. Revise your work from B4 about the four factors which can affect photosynthesis.

2. Review the practical work which was completed during B4 on photosynthesis specifically how its rate can be measured.

C7: Sustainable Chemistry

How do we describe the work of the chemical industry? What innovations in green chemistry are there? What are the physical and chemical properties of alkanes, alcohols, carboxylic acids and esters? What are the structures and chemical properties of fats and oils? What chemistry do we need to learn and understand in order to study energy changes in chemistry? Why are reversible reactions important, and what do we mean by the term equilibrium? What are the stages involved in chemical analysis? Why are chromatography techniques and titrations important and how do we carry out these procedures?

http://www.bbc.co.uk/schools/gcsebitesize/english_literature/


Find out what ‘Organic Chemistry’ is and why it is such an important branch of chemistry. Carry out research into different ‘families’ of organic molecules. What do they have in common with each other? How do they differ?

OCR 21st Century Science (Physics) Unit 2 Revision P7: Studying the Universe

Revision in preparation for mock exams WB 5 January 2015

Naked eye astronomy

Light, telescopes and images


On a clear night go outside and try and locate some of the following astronomical objects in the sky; Moon, Venus, The Plough constellation, North star, Orion’s belt, Betelgeuse (Beetle Juice) Red Giant, Andromeda Galaxy, Milky way (if you don’t live in a town or city). Use the internet and/or star finding apps (e.g. SkySafari or Google Sky Map) to help you locate these objects.

OCR 21st Century Science B5: Growth and Develpoment C5: Chemicals of the Natural Environment P5: Electric Circuits

How do organisms develop? How does an organism produce new cells? How do genes control growth and development within the cell? What types of chemicals make up the atmosphere? What reactions happen in the hydrosphere? What types of chemicals make up the Earth’s lithosphere? How can we extract useful metals from minerals? Electric current – a flow of what? What determines the size of the current in an electric circuit and the energy it transfers? How do parallel and series circuits work? How is mains electricity produced? How are voltages and currents induced? How do electric motors work?



B5 Search you tube for ‘Mr Ward EC video’ and watch the clip. Remind yourself of some of the material you have already covered such as asexual reproduction in B1 and Natural Selection in B3. Be prepared to use this information to answer questions about cell division during the topic. C5 Find out how one of the following chemicals is synthesised: ammonia; sulfuric acid; sodium hydroxide. Write a series of short paragraphs to summarise what happens at each stage in the chemical synthesis. P5 Visit the BBC Bitesize website and find the pages on OCR 21st Century Additional Science Physics P5. Read the revision information on electric currents and then write three sentences stating what electrical current is, how some insulators can become charged and the units for electrical current.

Cont Unit 1(E) Me, Myself and 1 GCSE MOCK EXAM GCSE exam prep

Students will Finish observational recording skills using a variety of techniques. Produce a series of expressive collaged poly block prints. Research artists who explore personal identity in their work. Research and develop ideas based on one of 4 chosen themes.( 3 weeks prep time) Complete a final outcome based on their research (5 hour exam) Students will have 8 week exam preparation period to produce a sketchbook in response to their chosen theme; this will begin the week starting 21st Jan. Further detailed information will be provided closer to this time.


1. 10 hour art exam producing final outcome. 2. Exam period from 21 – 27th March (the last week of the Spring term).

GCSE APPLIED BUSINESS

Controlled Assessment

Students will complete their Controlled Assessment parts 2 and 3. These are research projects which involve students comparing a local and national business. In each case students will be provided with task sheets detailing specific criteria to be covered but very broadly the two investigations cover:

Business Organisation (CA2)

Functional Areas and Communication (CA2)

Stakeholders

Employment Law


Each Controlled Assessment is a research project. Students have had two school visits, one by Lawsons Fuses Ltd and the other from Barratt Development Plc. Students must complete detailed additional research and ensure their notes are carefully planned as to maximise their chance of success in the time constrained phase of the Controlled Assessment

Controlled Assessment

Students will complete their second and third Controlled Assessment task investigating the proposed Day Care Nursery. Business students will also have a mock exam and this will be based on Units 1 Business and Unit 2 People. Students will then begin their final unit which is accounting and finance. They will learn about the different sources of finance and how businesses track cash flow. Students will carry out break even analysis on a variety of different products and then learn how to analyse final accounts.


Students will have their research and note taking to produce over the Christmas break for the final controlled assessment task. Their notes should be ready and brought to their first class after the break. Student’s should also be revising for their mock exam and will have been provided with a revision guide for both units written by their teachers.

STUDY OF AN ENGINEERED PRODUCT

Candidates will investigate a variety of engineered products detailed by OCR

that have been developed through the use of modern technology. The impact

of modern technology on design and production will be assessed across

products from a range of engineering industries.

Candidates will then focus on a particular product selected from a list provided


in the OCR specification together with two more modern equivalents of the

same product. They will evidence their research for inclusion within a portfolio,

which may be completed electronically or in printed format.

In this unit, the candidate will consider:

the impact of modern technologies;

production details (materials and components, available technology);

engineering processes;

design solutions


How has a thermoplastic game handset been manufactured? Find a diagram and label the main parts of the machine.

UNIT 2 Controlled Assessment

Students are expected to integrate their knowledge and understanding with making and key skills to produce high quality food items which are appropriate to the task set out by WJEC exam board. Students will spend up to 20 hours creating a portfolio document and completing two practical exams.


Using the recipes covered within Year 10 & 11, adapt and trial a new development at home. Photograph your outcome and evaluate it.

School and Future Plans Or Listening and reading exam skills

Most students will be working towards a CA in either speaking or writing depending on their results so far. They will learn to talk about their school, what subjects they enjoy, what an ideal teacher would be like, and also to explain what jobs interest them and why. Students doing the higher level listening and reading examinations will begin extensive work on understanding more complex texts and spoken extracts.


1. Students should use the GCSE revision books to revise the key vocabulary for school

2. Those doing listening and reading exam skills should revise the Common Exam Vocab lists given to them by their teacher. Higher tier students should revise both the higher and the foundation tier vocab as both are relevant to their exams.

Coasts

The types of wave: destructive and constructive. The impact of weathering, erosion and mass movement on the coast: cliffs and wave-cut platforms, headlands and bays, caves, arches, stacks and stumps. The process and impact of longshore drift on the coastline and the formation of beaches, spits and bars. Differential rates of cliff recession due to factors such as fetch, geology and coastal management. The effects of coastal recession on people and the environment. Prediction and prevention of the effects of coastal flooding by forecasting, building design, planning and education and coastal management.


1. Make a dictionary of 15 key coastal terms eg Stack visit http://www.s-cool.co.uk/gcse/geography/coasts to help with this

2. Identify 5 different landforms found on the coast – describe what

they look like and explain how they are formed within the river –

use the bbc bitesize website to help

http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/

Home Town and Environmental problems

Students will learn structures to enable them to describe their local area and understand environmental problems and solutions in written and spoken form. We will focus on developing the passive skills by completing practice exam reading and listening questions as well as helping students develop effective strategies for learning vocabulary.


1. Research the differences between the weather in Northumberland and the weather in Franconia in Germany. Look at all seasons and draw up a diagram to compare them.

2. Spend 10 minutes every other day revising the topic specific vocabulary which you have covered in class so far.

Criterion 3: Making

Final outcome(s) shows a high level of making/modelling/finishing skills and accuracy

Selected and used appropriate tools, materials and/or technologies including, where appropriate, CAM correctly, skilfully and safely

Worked independently to produce a rigorous and demanding outcome

http://www.s-cool.co.uk/gcse/geography/coasts

http://www.bbc.co.uk/schools/gcsebitesize/geography/coasts/


Quality controls are evident throughout the project and it is clear how accuracy has been achieved.

The outcome has the potential to be commercially viable and is suitable for the target market


List 5 ways you could assess the quality of your product. (QC checks and tests.)

Single Award

Unit 1 :Understanding Personal Development and Relationships

Students will consider their knowledge and understanding of personal growth and development focusing on the effects of relationships and life events, which they studied in detail in Year 10. They will use a range of revision techniques and use exemplar exam questions, focussing on the techniques needed to answer higher mark questions successfully.


Create a mind map for each of the life stages, defining the PIES for each stage. Consider the layout, making it easy to follow as a revision tool.

Double Award

Unit 3: Promoting health and well being Unit 4:Health, Social Care and Early Years Practice

Students will begin their controlled assessment of this unit which contains the following four topics:

Understanding health and wellbeing

Factors affecting health and wellbeing

Indicators of physical health

Promoting and supporting health improvement. To develop an understanding of the core principles needed to work with other practitioners and service users. Students will consider the four topics studied in year 10 to combine as examination questions. Topics:

Understanding health and well being

Factors affecting health and well being

Indicators of physical health

Promoting and supporting health and improvement


Collect a range of health promotion leaflets from libraries, doctors or dentist surgeries.

What was the USA like in the 1920s?

Students will investigate: whether the economic boom in the 1920s was as widespread as it is sometimes made out to be, how and why American society was changing in the 1920s, as well as the causes and events of the Wall Street Crash. GCSE Paper One technique will be developed, both in relation to source analysis question types and those that require the recall of information.


1. What is meant by the term ‘roaring’ twenties? 2. Find five examples of social, economic or ethnic groups that didn’t

benefit from the ‘boom.’ 3. Consider visiting the OCR website to review past papers and

familiarise yourself with question types and the type of sources that are used.

Digital publications: Website

To understand how to design a mini-website including navigation and hyperlinks To create an e-portfolio website to showcase the some of the ICT products completed in the ICT project


Research websites that try to promote a healthy lifestyle. Identify the key features of the websites in terms of colour schemes, images, layout and information included. Use this research to make design decisions for your website.

Unit 4: Responding to a media brief

The aim of this unit is for candidates to produce a campaign across two media forms/platforms in response to an industry-related brief. This unit will be assessed by means of controlled assessment For this unit, candidates need to produce the following for assessment:

Research, Planning and Presentation Portfolio

Two production pieces

Evaluation (500 – 800 words)

Each year the assessment is based on a specific media topic, this year’s topic is ‘Media Piracy and Illegal Downloading’. This is a very important piece of work and accounts for 30% of the final GCSE grade.



1. This is an on-going unit of work from last term so as such there is no ‘pre-exposure’ element’. However students should be preparing for the second section of this very important project which is to create their two media products.

2. Homework could be to begin filming and photography work for those products or at least to carry out a location ‘recce’ to get ideas for what and where you will film or photograph.

Composition Listening Performance

Composition component over. Having covered Section B last term – the focus will shift to Section A. 6 set works will be focused on this term. Learning the vocab and practising Section A type questions Recordings and Assessment to take place throughout the half term. Students


Preparation for Solo and Ensemble Recordings.

The stimulus set by EDEXCEL for the summer practical examination 2014 is contrast/contrasts

The practical examination is the application of all the knowledge and understanding students have accumulated during the course. They must plan and manage workshops to develop and refine their performance ideas.


All students must research the examination theme selecting suitable stimuli for their devised theatre work.

Choosing pathways for learning

Students will be able to evaluate their decision about a fit and healthy lifestyle and be able to alter the pathway they have chosen with that evaluation in mind. Students will experience a mix of core activities and pathways. The pathways allow the students to make choices about the nature of the activity they enjoy which will sustain them into adult life and which will motivate their learning. Pathways run across the second term.

Boys follow their option choices in one lesson and ‘Run to London’ in the other

Developing independent learning and opportunity for peer and self-assessment in option lessons whilst incorporating realistic targets for improvement to ‘stretch’ the learner

Issues of Life and Death

An in-depth study of the value of life in the 21st century. Religious attitudes to life and the sanctity of life. An investigation into either Abortion OR Voluntary Euthanasia.


1. Be aware of news coverage about issues linked to the value and importance of life. This issue crops up on the news more than you would think.

School and work

Students will be able to describe in detail their school life, including pressures and problems. They will talk about their ideal school and will have the opportunity to write a controlled assessment on this topic, if it is needed to boost their grade. Students will study the topic of jobs, including part time work and future careers.


1. Log onto www.memrise.com . Create an account if you haven’t already done so, which is free. Choose AQA Spanish GCSE vocab’ course to follow to learn topic specific vocabulary in preparation for your reading and listening exams

2. Create a mind map of jobs in Spanish. Use www.wordreference.com to look up jobs of interest to you.

Theory Practical

Focus on Key Process C – Analysing and evaluating performances. Controlled written assessment to be completed by February half term. Catch up on any missing practical or opportunity to improve existing practical marks by exploring different practical options (e.g. indoor rowing/coaching/step aerobics/dance)

http://www.memrise.com/

http://www.wordreference.com/



Revise for mock exam. All areas covered on syllabus.

Work related Learning and Enterprise Independent Living

Knowledge of: Job/ college/ apprenticeship application process What is available and achievable How to be successful in an interview How a local company works Skills: Making the most of personal opportunities Effective letter writing Effective oral communication Effective research skills Supporting others Report writing Producing an excellent CV Knowledge of: How to deal with electricity, gas and water supplies safely Balanced diet / nutritional needs Ability to budget Ability to save for a purpose Skills: Research Discussion Compromise Effective planning Working well as a group and as an individual

Study and Revision Skills Teamwork

Students will learn a range of revision techniques to aid their GCSE study Students will learn about the importance of teamwork

Identify different roles for team members

Carry out group and individual activities

Give constructive feedback to team members

Identify what went well and take steps for improvement

RESISTANT MATERIALS Criterion 2:

Imaginative and innovative ideas have been developed, demonstrating creativity, flair and originality. Further developments made to take account of ongoing research A coherent and appropriate design strategy, with clear evidence of a planned approach, adopted throughout The implications of a wide range of issues including social, moral, environmental and sustainability, are taken into consideration and inform the development of the design proposals Excellent development work through experimentation with a wide variety of techniques and modelling (including CAD where appropriate) in order to produce a final design solution Appropriate materials/ingredients and components selected with full regard to their working properties Fully detailed and justified product/manufacturing specification taking full account of the analysis undertaken


What is an FSC forest? Why is it a good idea to source timber from these forests?


Higher Tier

1. Mock Exam Students will spend the start of term revising for their mock exam. There will

also be time allocated for reflection of their mock exam later in the half-term.

2. Functions and Graphs

This half term students will:

Draw, sketch and recognise graphs of cubics, reciprocals, exponentials, sinx and cosx

Transform functions

Construct quadratics and other functions from real life problems and plot their graphs.

3. Vectors

This half term students will:

Learn to use vector notation

Calculate the resultant of two vectors

Solve simple geometrical problems in 2D using vector methods

Apply vector methods for simple geometric proofs

Pre-exposure Homework

Find out the shapes of the graphs y = sinx, y = cosx and y = tanx.

Foundation

Revision of areas of weakness. By the end of year 10, students had covered almost all of the content for the foundation tier. The end of year exam which students sat at the end of June has highlighted some areas of weakness that will be addressed in lessons. These topics will vary from class to class and from student to student.

Unit 1: Creative Design and Make Activities (controlled assessment)

CA Objective: To be able to follow the creative design process and produce a final design proposal that fully meets the requirements of the identified user group. Students will complete research started in Summer term. Stage 5: Make Students will begin to manufacture a final design by using skills learned to produce a high quality product.

Pre-exposure Homework

Try exam practice by going to: www.bbc.co.uk/schools/gcsebitesize/d&t/ Focus on fibres and fabrics

http://www.bbc.co.uk/schools/gcsebitesize/d&t/

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Subject Topics to be Key Learning covered · Coasts The types of wave: destructive and...

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