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Year 12Curriculum Mapping

Curriculum Mapping

Subject: Art and Design Year Group:12

September- October November- December

Students Complete Unit 1B of the CCEA sylabus

They look at ‘art in context’, finding a location for their final design idea, and produce preparation sheets to support their final piece. They will work to refine and develop ideas in a media of their choice.

Literacy: Developing evaluative writing to comment on and critique work.

Numeracy: Scale, proportion, symmetry, colour mixing, estimating quantities of materials required and costing a design.

ICT: Students will have opportunities to develop communication using written or visual language of art through their comments on contextual understanding and own evaluation of work

Students will experiment with relevant software such as

Mid-

Term

Experimental and Design phase, completion of final design sheet for final piece and experiment linked to final piece, contextual copy linked to final piece idea

Complete Final piece over 6 weeks to be marked for mock examination

Literacy: comment bank sheets provided, evaluation of outcome of experiment, written comments on intention and contextual artists

Numeracy: Scale, proportion, perspective

ICT: Students will have opportunities to develop communication using written or visual language of art through their comments on contextual understanding and own evaluation of work

Students will experiment with relevant software such as

Photoshop to help explore and realise creative intentions.

TS & PC:

• an ability to experiment with media, materials, techniques and processes;

• a continuous process of review and refinement

of work in progress;

• problem-solving during activities;

RRSA: NA

Photoshop to help explore and realise creative intentions.

TS & PC:

• how they have explored and developed personal ideas and realised their intentions;

• their experience of working within real and relevant frameworks;

• an ability to make links between their personal work and the work of relevant artists and designers; and

• their work for assessment.

RRSA: N/A

Careers: Develop knowledge through contextual research

Tracking assessment: Final Design sheet / Experiment presentation / Final piece

January- February March- April

Students will complete a 10-week exam project commencing at the start of January. This will be based on a theme set by CCEA. It will be presented on A2 sheets and (if appropriate) a selection of 3D experiments

10 Hour final piece exam timetabled during class time and display and presentation of all coursework and Exam projects

Literacy: Key words and definitions


ICT: Students will have opportunities to develop communication using written or visual language of art through their comments on contextual understanding and own evaluation of work. Students will experiment with relevant software such as Photoshop to help explore and realise creative intentions.

TS & PC:

• an ability to record from direct observation and personal experience in coherent forms such as sketchbooks, journals, photographs

• critical thinking and analysis

• an understanding of skills

Mid- Term

Literacy: Key words and definitions


ICT: Students will have opportunities to develop communication using written or visual language of art through their comments on contextual understanding and own evaluation of work. Students will experiment with relevant software such as Photoshop to help explore and realise creative intentions.

TS & PC:

• use a range of media, materials, processes and techniques to

develop personal understanding of the most suitable way to

develop their ideas successfully in fine art, craft or design in

either 2D or 3D;

• review and modify work to create more ideas;

RRSA: NA

Careers: Develop knowledge through contextual research

• research relevant artists and designers to inform the

development of work

RRSA: NA

Curriculum Mapping

Subject BCS Year Group 12


Controlled Assessment

Literacy: Completing Controlled Assessment using SGP appropriately and listening to instructions

ICT: Using PowerPoint and Word to complete CA Task 6

Careers: Thinking about managing a business/ working in ICT

Mid-

Term

Unit 1- Using ICT- focus on Word and PowerPoint

Literacy: Reading and answering exam questions correctly

Numeracy: Using databases to compile information

ICT: using ICT to complete practise examination questions

TS & PC: Problem Solving, Handling Data

Careers:

Tracking assessment: Mock Exam

January- February March

Unit 1 Using ICT- focus on Database

Literacy: Reading information correctly and transferring this to computer

Numeracy: Handling formulas and numerical data

ICT: Using Database software

TS & PC: Handling Data

Mid- Term

Unit 1 Using ICT- focus on Spreadsheet software

Literacy: Correctly transferring information from one source to another

Numeracy: Handling Data, transferring data into a spreadsheet, altering data effectively

ICT: Using computer software to answer practise questions


April-May June

Easter holidays

Unit 1 Using ICT- Revision


Numeracy: Handling Data



Tracking assessment: Exam

Revision

Unit 1 Using ICT- Revision


Numeracy: Handling Data



Curriculum Mapping

Subject: G.C.S.E. English Language Specification: CCEA September- October November- December

Blackwell Spelling Test

Eng Lang Unit 2: Individual Extended Contribution incl. Q&A

Eng Lang Unit 1 Section A: Writing for Purpose and Audience Task 1, Task 2 and Task 3

TR1: Eng Lang: Individual Presentation on ‘Career Hopes and Dreams’

Literacy: Communicate clearly and effectively; present information and ideas; structure and sustain talk; adapt lang to audience; respond appropriately to Q&A.Numeracy: Make predictionsI.C.T.: Select information from a reliable source; use PowerPoint to support presentation. TS & PC: SM: Manage time to meet deadlines; plan task; set personal targets. RRSA: Article 12 (Have a say in decisions that affect you) Careers: 1930s workforce Assessment for Learning: Speaking and Listening (Tracker Task 1)

Half- Term Eng Lang Unit 1: Writing for Audience and Purpose; and, Section

B Reading to Access Non-Fiction and Media texts Task 4 and 5.

Eng Lang Unit 2: Group Discussion

Revision: Unit 1 Task 1 - 3

TR2: Eng Lang: Unit 1 Mock Examination – Tasks 1-3

Literacy: Interpret, analyse and present information in oral and written formats (Exam response and group discussions).Numeracy: Estimate numbers, converting numerical results to percentages and fractions. I.C.T.: Solving problems using digital tools and resourcesTS & PC: WWO: Learn with, and from, others (self and peer evaluation/reflection); work cooperatively; manage own behaviour; take responsibility for contributing to achieving team goals.RRSA: Article 28 (Right to an education)Careers: Travel writerAssessment for Learning: Winter examinations (Tracker Task 2)


Eng Lang Unit 2: Task 3 - Role Play

Eng Lang Unit 1: Writing for Purpose and Audience External Examination

Eng Lang Unit 4: Section A: Personal or Creative Writing Task 1Literacy: Explore and respond, imaginatively and critically, to a variety of texts; explore how authors shape meaning.Numeracy: Understanding of how language evolves over time. I.C.T. : SM: Monitor, review and evaluate progress to improve learning TS & PC; BC: Make ideas real by experimentingRRSA: Article 31 (you have the right to drama)Careers: Theatre and Arts Careers

Half - Term Eng Lang: Unit 4 – Section B, Writing and Reading Literary and Non-fiction

texts Task 3, 4 and 5

Literacy: Review accuracy of basic punctuation (for assessed spelling areas of Unit 1 eternal examination); Numeracy: Develop understanding in concepts of shape in relation to multi-modal texts; I.C.T.: Create, develop and publish ideas; TS & PC: SM: Focus, sustain attention and persist with tasks;RRSA: Article 2 (Right to protection from discrimination)Careers: Marketing Assessment for Learning: Predicted grades Tr 3.

April-May JuneEaster

holidaysEng Lang: Preparation and revision for Unit 1 PaperEng Lang: Preparation and revision for Unit 4 PaperEng Lang U1 examination: Wednesday 29th May 2019 – 1h 45minutes

YEAR 12 STUDY

Literacy: Revision of appropriate structure of written analysis and functional/creative written skills, for both examinationsNumeracy: Time management in exam situations and revision.ICT: Process found or self-produced images showing awareness of purpose and audienceTS & PC; SM: Set personal learning goals, manage time, independent study.RRSA: Article 28 (Right to an education)Careers: Editing

EXTERNAL EXAMS

Curriculum Mapping

Subject: English Language and Literature Year Group: 12 En1


Language: Study of Unit 4: Personal and Creative Writing

1 Speaking and Listening Task

Literature: Unit 1 Section B: Study of Unseen Prose

After school revision classes for Of Mice and Men

Literacy: Creative writing skills

ICT: Research on nineteenth century, presenting information using PowerPoint

TS & PC: MI, BC

RRSA: Article 12 (Have a say in decisions that affect you)

Careers: Presentation on Work Experience

Tracking assessment: Language: Speaking and Listening Task

Literature: Reading task: response to unseen prose

Mid-

Term

Language: Completion of study of Unit 4: Personal and Creative Writing & 1 Speaking and Listening Task

Literature: Unit 3: Study of Shakespeare (Controlled Assessment)

Literacy: Personal Writing skills

Numeracy: Use dates to calculate periods

ICT: Researching and presenting information in an appropriate format

TS & PC: BC, WWO

RRSA: Article 31 (you have the right to drama)

Careers: Group Discussion on Future pathways based on Work Experience

Tracking assessment: Language: Mock exam on Unit 4 Writing

Literature: Reading task: Mock exam on Unit 1 – Of Mice and Men and Unseen Prose


Language: Study of Unit 4: Reading Literary and Non-Fiction Texts & 1 Speaking and Listening Task

Literature: Unit 2: Study of Drama (Blood Brothers) and Poetry

Literacy: Study Dramatic and Poetic conventions

Numeracy: Using percentages and making predictions

ICT: Use of Google Classroom to complete and submit tasks

TS & PC: BC

Mid- Term

Language: Completion of Study of Unit 4: Reading Literary and Non-Fiction Texts

English Language Speaking and Listening External Moderation

Literature: Unit 2: Study of Drama (Blood Brothers) and Poetry

Literacy: Reading for meaning and inference

Numeracy: Calculating averages

RRSA: Article 2 (You have the right to protection against discrimination)

Careers: Pathways in the Arts – Drama related careers

ICT: Use of Google Classroom to complete and submit tasks

TS & PC: BC


Careers: the importance of Speaking and Listening skills in the workplace

Tracking assessment: Language: Unit 4 examination

Literature: Unit 2 examination

April-June

Easter holidays

Language: Revision for Unit 4 examination

Literature: Revision for Unit 1 and 2 examination.

Curriculum Mapping

Subject Careers Year Group: Yr12

September- November

Topic: Develop a personal career plan based on relevant information and guidance Review the steps necessary for career planning and consider the skills required e.g. decision making styles/strategies, setting short term and

long term goals, action planning. Develop a Personal Career Plan (e.g. implement PCP steps, locate, select and use careers information) Consider a range of post 16 options – education, training and employment (e.g. local, national and international) Access appropriate Careers guidance throughout the Personal Career Planning process to enable informed decision making. All students will have an individual guidance interview with the careers advisor over the course of the school year. Attend talks and events e.g. The N.I. Skills Exhibition, SERC, CAFRE, BMET. Learn how to write an application form and apply for a job. Students will have the opportunity to be involved in a mock assessment centre in

March 2020.

Literacy: Subject specific terms

TS & PC: Working with others (WWO), Self-Management (SM)

Curriculum Mapping

Subject: DRAMA Year Group: 12 GCSE


Devised Drama Performance - stimulus issued by CCEA

Students either:

● devise & present a group performance; or● devise & give a design presentation

All students submit a student log

All presentations are recorded

Literacy: Images; script extracts; research; newspaper headlines + topical news stories; explore + understand ideas, events + features in texts; marks are awarded for the quality of written work; express opinions about their own work; present ideas in a variety of forms

September – October Continued

Numeracy: Using mathematical knowledge & concepts accurately eg. measuring & ruling; identify & collect information; use ICT to solve problems and/or present their work

ICT: Internet research; powerpoint; apps/internet for sound effects; YouTube clips; presentation of folio items; use software, systems + consoles

Mid-

Term Devised Drama Performance Continued

Using a published play students either:

● perform to an invited audience; or● give a design presentation

Finalise student logbook

Complete controlled assessment

Introduce text for Scripted Unit

Explore themes + issues

Textual Analysis

Character study

Edit + shape script appropriately

Audition + cast the script

Plotting + blocking - rehearse

TS + PC: Managing information; Being creative; Self-management; Working with others

RRSA: Article 28 and Article 31

Careers:

Theatre arts including: sound; costume design ; props; set design; directing; lighting

design; stage management

Risk assessment

Past CCEA Examination Papers + preparation for Winter Examination

Refresh knowledge + understanding of the Set Text ‘Sparkleshark’ Philip Ridley

Literacy: Introduce students to Scripted Unit text (to be decided) - research + explore a range of genres and performance styles selecting scripts from a variety of plays including those from different eras; textual analysis – exploration of comedy, tragedy, history and romance, Victorian melodrama, physical theatre or pantomime; character analysis; writing in role; past CCEA Examination papers; theatre visit to refresh student’s knowledge and understanding of the set text ‘Sparkleshark’ by Philip Ridley

November – December Continued

Numeracy: Scaled drawings/models/floor plans; record ideas through

notes or notation; dynamics/phrasing/tempo and tone; use of plots and cue sheets

ICT: Internet research; powerpoint; apps/internet for sound/lighting effects; YouTube; presentation of folio items; use software, systems + consoles



Careers: Students will explore a variety of roles within theatre including Costume Designer + Properties Manager. The theatre visit will allow students to learn about the variety of front of house and backstage employment opportunities in theatre; students will explore the role of the playwright

Tracker: Performance of Devised Unit + Student notebook + Controlled Assessment

January- February March - June

Continue working on text for Scripted Unit

Mid- Ter

Develop the performance skills of voice, movement, gesture and facial

Continue blocking + rehearsing

Choose appropriate rehearsal methods, including improvisation + drama strategies to develop character + explore script

Continue working on the theatre arts including: sound; costume design; props; set design; directing; lighting design; stage management

Record + evaluate preparation work, including improvisation in the student notebook

Literacy: As Oct - Dec; continue working on Scripted Unit text (to be decided); textual analysis; character analysis; writing in role

Numeracy: Scaled drawings/models/floor plans; record ideas through notes or notation; dynamics/phrasing/tempo and tone; use of plots and cue sheets




m expression through rehearsing the script

Performance examination to an invited audience + CCEA Examiner

Viva Voce examination with CCEA Examiner`

Knowledge + Understanding Unit

Record their research + influences of performance styles + genres and evaluate their performance in their student notebook

Written Examination Paper preparation

Re read the Set Text ‘Sparkleshark’ Philip Ridley

Literacy: As Sept – Feb; continue working on Scripted Unit text (to be decided); textual analysis; character analysis; writing in role; past CCEA examination papers; theatre visit to refresh student’s knowledge and understanding of the set text ‘Sparkleshark’ Philip Ridley



Careers: Students will explore a variety of roles within theatre including Costume Designer + Properties Manager


RRSA: Article 2 – the students will explore LGBT issues arising from the text; Article 28 and Article 31

Careers: Students will explore a variety of roles within theatre including Costume Designer + Properties Manager. The theatre visit will allow students to learn about the variety of front of house and backstage employment opportunities in theatre

Tracker: Final Performance + Student Notebook + controlled assessment

April - June

Easter holidays

Knowledge + Understanding Unit + Scripted Unit

Written Examination Paper preparation

Re read the Set Text ‘Sparkleshark’ Philip Ridley

Practical workshops to support knowledge + understanding of the set text

Literacy: As Sept – Feb; continue working on Scripted Unit text (to be decided); textual analysis; character analysis; writing in role; past CCEA examination papers; theatre visit to refresh student’s knowledge and understanding of the set text ‘Sparkleshark’ Philip Ridley




RRSA: Article 2 – the students will explore LGBT issues arising from the text; Article 28 and Article 31

Careers: Students will explore a variety of roles within theatre including Costume Designer + Properties Manager. The theatre visit will allow students to learn about the variety of front of house and back stage employment opportunities in theatre

Curriculum Mapping

Subject Child Development Year Group: Yr12


Controlled assessment task - worth 40% of final grade

Task title not released by CCEA until 1st September of year in which the candidate will complete the course.

Literacy: extended writing on a given topic

Numeracy:

ICT: research / presentation of CA

TS & PC: Self-Management (SM) handling data

RRSA:

Careers:

Mid-

Term Completion of controlled assessment task.

Physical development of children to include stages of fine and gross motor skills

Literacy: subject specific key terms

Numeracy:

ICT: Research age stages of physical dev

TS & PC: SM / WWO

RRSA:

Careers:

Tracking assessment: Christmas Exam (written paper 1 hr)


Intellectual / Emotional and Social Development of Children -focus on age stages and patterns of development

Mid- Term

Weaning of children / Healthy diet in childhood – focus on suitable foods for young children including those with allergies / food preparation in relation to preventing food poisoning and storage of foods

Literacy: Key words

Numeracy: Handling data – age stage development

ICT:

TS & PC:

RRSA:

Careers: Role of Health Visitor

Literacy: key words, nutrients, types of bacteria

Numeracy:

ICT:

TS & PC: SM /WWO

RRSA:

Careers: Food packaging designer / Product development

Tracking assessment: past paper questions - unit 2 child dev module

April-May June

Easter holidays

Looking after children to include an evaluation of all options available to parents to include family, childminders, day nurseries

Revision

Study Leave

Literacy: Justifying an opinion

Numeracy: Cost comparisons

ICT: Research average costs of childcare options

TS & PC:

RRSA: Rights of children to be safe

Careers: Childcare sector

Tracking assessment: Mock exam unit 2 (written paper 1hr)

Curriculum Mapping

Subject : Film Studies Year Group : 12

Eduqas Specification


History Film – C1 – Section B

Component 2 Section B: non-English Film

Tsotsi

TR1: GCSE stepped question on Tsotsi (45 mins)

Component 3: NEA – Screenplay – Teen Film Opening

§ Research

§ Development of Narrative, Genre & Representation

§ Drafting of Screenplay – 800 to 1000 words

Literacy: Understanding how audio-visual communicates meaning, themes and emotions.

Numeracy: Make predictions

ICT: Understanding of how ICT evolution has influenced film

TS & PC: SM: Set personal targets and fulfil deadlines

Mid-

Term Component 1: Section A: US comparative film study – teen films

Film 1: Rebel Without A Cause Start Film 2: Ferris Bueller’s Day Off

TR2: GCSE Component 2 Examination Sections A, B & C (1h 30m)

Component 3: NEA – Screenplay – Teen Film Opening

Draft 1 of Screenplay 800 to 1000 words submitted Marked and redrafted – completed Screenplay for

December 2019

Literacy: Interpret, analyse and present information in oral and written formats (essays)

Numeracy: Recognition of how budget/ finance influences film.

ICT: Solving problems using digital tools and resources

TS & PC: WWO: Learn with and from others through cooperation

RRSA: Article 12 (Have a say in decisions that affect you)

Careers: Director

Tracking assessment: GCSE stepped question on cinematography

and accept responsibility for achieving collective goals.

RRSA: Article 28 (You have a right to an education)

Careers: Screenwriter

Tracking assessment: Winter examinations


Complete Component 1 Section A: US Film Comparative Study

Finish Film 2: Ferris Bueller’s Day Off Comparative work – Rebel v. Ferris

Component 3: NEA – Screenplay

Screening Sample Sheet – bringing your screenplay to life for the director – 1 page of screenplay

Literacy: Plan work and organisation of key elements.

Mid- Term

Component 1 Section C: US Indie Film & Specialist Writing

Juno

Component 3: NEA – Screenplay

Evaluation of Screenplay and Screening Sheet Sample -750 – 850 words:

o Aims of Genre Film Extracto Indication of how Screenplay reflects elements from 3

other genre filmso Evaluating and analysing production in relation to other

comparable produced films

Numeracy: Understanding of economic contexts in South Africa.

ICT: SM: Monitor, review and evaluate progress and improve their learning (identifying strengths and weakness)

TS & PC: BC: Make ideas real by experimenting


Careers: Accountant

Literacy: Effectively manage time in examination context.

Numeracy: Understanding of history of film.

ICT: Create, develop and publish ideas using Word.

TS & PC: SM: Focus, sustain attention and persist with tasks

RRSA: Article 2 (You have the right to protection against discrimination)

Careers: Marketing

Tracking assessment: Mock examinations

April-May June

Easter holidays

Complete Component 1 Section C: US Indie Film

Juno

Revision of Component 2 texts: Submarine & D9

Revision STUDY LEAVE

Literacy: Understand how meaning can be communicated successfully orally.

Numeracy: Time management of screenplay fulfils brief.

Literacy: Understanding of how meanings and emotions can be created globally through performance.

Numeracy: Time management in exam situations and revision.

ICT: Continued use of Microsoft software to edit screenplay.

TS & PC: SM: Set personal learning goals

RRSA: Article 28 (You have the right to an education)

Careers: Editing

ICT: Use of ICT to create shooting script.

TS & PC: BC: Seek out questions to explore

RRSA: Article 24 (You should get the best healthcare possible)

Careers: Director

Curriculum Mapping

Subject Food and Nutrition Year Group: Yr12


Controlled assessment task - worth 50% of final grade

Task title not released by CCEA until 1st September of year in which the candidate will complete the course.

Literacy: extended writing on the given topic

Numeracy: Calculating cost per portion and nutritional content of food. Developing a time plan

ICT: research / presentation of CA

TS & PC: Self-Management (SM) handling data

RRSA:

Careers:

Mid-

Term Completion of controlled assessment task and practical exam (date to be confirmed)

Topic: Being an effective consumer when shopping for food

Literacy: subject specific key terms

Numeracy: Weighing, measuring and time management

ICT: Research age stages of physical dev

TS & PC: SM/ Creativity with food

RRSA: Rights as a consumer

Careers:

Tracking assessment: Christmas Exam/ controlled assessment tbc


Factors that influence food choice

Resource Management

Mid- Term

Beginning of revision of Year 11/12 topics.

Completion of past paper questions

Literacy: Completion of past paper questions and class notes

Numeracy: Understanding and interpreting traffic light labelling

ICT: Researching advertisements

TS & PC:

RRSA: Understanding how religion and culture influence food choice.

Careers:

Literacy: key words, nutrients, extended writing, identifying/understanding exam terminology

Numeracy:

ICT: Use of BBC Bitesize for revision quizzes and videos

TS & PC: SM /WWO

RRSA:

Careers:

Tracking assessment: past paper questions

April-May June

Easter holidays

Revision of Year 11 and 12 topics for exam in May/June 2020.

Literacy: Completion of both short and extended writing responses. Learning to read exam questions

Numeracy:

Revision

Study Leave

ICT: Use of BBC Bitesize for revision

TS & PC: Managing Information

RRSA:

Careers:

Tracking assessment: Mock exam unit 2 (written paper 2 hours)

Curriculum Mapping

Subject BTEC Hospitality Year Group: Yr12


Unit 2 – Skills needed to work in Hospitality focusing on job roles in hospitality, skills needed to work in Hosp. Also the benefits of having these skills for the customers, employees and the business.

Literacy: Subject specific terms

Numeracy:handling data (hourly rates of pay for job roles)

ICT: Research job roles in Hospitality

TS & PC: Working with others (WWO), Self-Management (SM)

RRSA:

Careers: Roles within Hospitality

Mid-

Term Working skills in the Hospitality Industry – completion of coursework tasks. Students focus on skills they demonstrated when taking part in their own two hospitality events

Literacy:

Numeracy: Weighing and measuring of ingredients

ICT:

TS & PC: WWO, SM

RRSA:

Careers:

Tracking assessment: Christmas Exam


Unit 6 - Planning and Preparing a two- course meal. Focus is on making decisions on what to cook including reasons for choice and planning for practical cookery exam

Mid- Term

Unit 6 continued. Completion of coursework and evalution write up

Practical work exam (two course meal)

Literacy: Reading recipes / justification of choices made

Numeracy: Handling data / calculating nutritional info on planned meal

ICT:research of suitable recipes / nutritional analysis package

TS & PC:

RRSA:

Careers:

Literacy: extended writing. Coursework task

Numeracy: use of time / weighing and measuring

ICT:

TS & PC:WWO/MI /

RRSA:

Careers: Role of Chef / Comis Chef

April-May June

Easter holidays

Course completion – students to track progress across all units. Focus is on all paperwork to be signed off by learner and teacher. Provisional grade awarded

Literacy: Student self evaluation sheets

Numeracy:

ICT: calculation of provisional grade using Edexcel calculator

TS & PC: SM /MI

Revision

Study leave

RRSA:

Careers:

Tracking assessment: coursework completion

Curriculum Mapping

Subject: History Year Group: 12

September - October November - December

Hitler takes political control 1933-34

Revision of the following from year 11:

The removal of opposition by Hitler and the significance of the following:

Reichstag Fire

March 1933 election

Enabling Act

Focus on the following in year 12:

The significance of the following:

Gleichschaltung

Threat from Rohm and the SA

Night of the Long Knives

Death of von Hindenburg

Hitler becomes Fuhrer.

Control and opposition

Creation of the Police State:

Roles of Himmler, SS, Gestapo, the law courts and concentration camps

Mid- Term Impact of the following on the lives of workers:

Prices and wages

The impact of Nazi actions on the lives of German workers.

The effectiveness of Nazi actions by 1939.

Nazi views of women and the family:

Aryan ideals

Kinder, Kuche, Kirche.

Nazi actions and policies to change the lives of women and the family:

Marriage, employment and appearance

Family life

The impact of Nazi actions and policies on the lives of women and the family

The effectiveness of Nazi actions and policies by 1939.

Nazi actions and policies to change the lives of young people:

Education

Youth movements

Impact of Nazi actions and policies on the lives of young people

Impact of the Police State on the lives of the German people.

Propaganda and censorship:

Role of Goebbels in spreading Nazi ideas

Ministry of Propaganda and the spreading of Nazi ideas

Impact of propaganda and censorship on the lives of the German people.

Opposition to the Nazi regime

Opposition from the churches and young people.

Nazi attempts to reduce unemployment:

Public works

Conscription

Rearmament

Autarky

National Labour Service (RAD)

Impact of Nazi actions on the lives of German workers

Effectiveness of Nazi actions by 1939.

Nazi attempts to change the lives of workers:

German Labour Front (DAF)

Effectiveness of Nazi actions and policies by 1939.

The persecution of minorities:

Treatment of gypsies, homosexuals and those with disabilities.

Nazi racial ideas and policies.

Literacy: Reading and interpreting text and sources. Answering practice exam questions.

Numeracy: Timelines, saving schemes through Strength Through Joy

ICT: Documentary clips. Google classroom. Triptico.

TS & PC: MI. DM. WWO.

RRSA: Articles 5, 6, 7, 28 and 29

Careers: Carer

Strength Through Joy

Beauty of Labour


Numeracy: Timelines, cost of Hitler’s attempts to reduce unemployment.


TS & PC: Managing information (MI). Decision-making (DM). Working with others (WWO)

RRSA: Articles 6, 13, 14, 17 and 37.

Careers: Armed forces, factory operator and journalism.

January - February

Nazi persecution of the Jewish community:

Boycott of Jewish shops and businesses

Nuremberg laws

Kristallnacht

Impact of Nazi actions and policies on lives of Jewish community

Effectiveness of Nazi actions and policies by 1939.

Mid-term March - April

Reemergence of paramilitary organisations

Re-emergence of IRA, split and emergence of the Provisional IRA.

Re-emergence of UVF and its objectives.

Setting up of UDA and its objectives.

Internment

Reasons for and effects of internment.

Escalation of violence, civil rights marches against internment.

Life in Germany during WWII

Impact of war on the German people

Air raids and bombing

Total war and rationing

Labour shortages and the role of women in the workplace.

Escalation of racial persecution

Einsatzgruppen, ghettos and death camps

Final Solution.

Changing relationships: NI and its Neighbours, 1965-1998

The O’Neill years

O’Neill’s policies to improve the economy, community relations and relations with the Republic of Ireland.

Differing responses to O’Neill’s efforts.

The campaign for civil rights

Reasons for emergence of the NICRA, its demands, methods and differing attitudes towards it.

Early civil rights marches and responses to them.

Effectiveness of NICRA

Reasons for emergence of People’s Democracy; actions and

Bloody Sunday and responses to it.

Direct Rule

Reasons for the fall of Stormont and introduction of direct rule.

Reaction in NI and Republic of Ireland to the British government’s decision to suspend Stormont.

Attempts at power-sharing 1973-74

Reason for and responses to introduction of a power-sharing executive and Council of Ireland.

Ulster Workers’ Strike and re-introduction of direct rule.

Changing Republican strategy

Reasons for the introduction of the hunger strikes 1980-81.

Effect of Sinn Fein’s electoral success on SDLP.

Anglo-Irish Agreement

Reasons for closer co-operation between the Irish and British governments in the 1980s.

Terms of the Anglo-Irish Agreement.

Significance for relations between Britain, NI and the Republic of Ireland for how NI would be governed.

Downing Street Declaration

Hume Adams initiative

impact.

Reasons for downfall of O’Neill.

1969

Increasing tensions, violence and summer of 1969.

Reasons for and consequences of British and Irish government intervention.


Numeracy: Timelines Cost of Kristallnacht, war and rationing.


TS & PC: DM, MI.

RRSA: Articles 7, 14, 15, 27, 30, 36 and 37.

Careers: Women in the workplace.

Key terms and responses to the Declaration and its significance for paving way for ceasefires.

Downing Street Declaration

Hume Adams initiative

Key terms and responses to the Declaration and its significance for paving way for ceasefires.


Numeracy: Timelines


TS & PC: DM, WWO, MI.

RRSA: Articles 39 and 40.

Careers: Politician.

May

Good Friday Agreement

Key terms and responses to the Agreement including the referendum.

Significance of the Agreement for relations between Britain,

June

Literacy:

Numeracy:

ICT:

Northern Ireland and the Republic of Ireland.

Revision in preparation for unit 1 exam for those students sitting exam.

Overview of unit 1, including a focus on areas of difficulty and exam technique,


Numeracy: Timelines.


TS & PC: MI, DM.

RRSA: Articles 2, 4, 7, 13 and 14.

Careers: Politician

TS & PC: MI, DM, WWO.

RRSA:

Careers:

Curriculum Mapping

Subject: OCR Cambridge Nationals in ICT Year Group: 12

ICT uses Google Classroom to set tasks, place resources, and monitor student’s progress. Students receive detailed tasks, dates for submission, are able to hand in drafts for checking, and other homework, and receive feedback, suggestions and more. Parents can be invited to join and see the progress of their child.


Theme: Unit 3 Spreadsheets

– Cambridge Nationals in ICT

Students learn about:

Creating a spreadsheet with a high level of data.

Literacy:

Key words associated with new topics.

Accurate entry of data.

Use presentation features.

Create accurate input messages.

Use layout features: headers, gridlines….

Numeracy:

Select and enter functions such as SUM, AVERAGE, LOOK UPS, IF, AND, OR, TODAY, DATE, COUNT.

Use absolute and relative cell references

Cell linking to other cells.

Create, assign, print and annotate macros.

Mid-

Term

Theme: Unit 3 Spreadsheets

– Cambridge Nationals in ICT

Continued

Use scaling, paper size and orientation.

Sorting and filtering.

What-if analysis.

Graphical use and display of data.

ICT:

Create a spreadsheet using a range of data, analysis, numerical features, presentation features, and layout features.

Use of Google Classroom for materials, submission of work, feedback.

TS & PC:

Working with others.

Being creative

Managing information

RRSA:

Right to education, safety online, appropriate use of language,

Article 16: You should be able to keep things private, unless the

law says a reason that you can’t.

Accuracy of data in relation to privacy.

Careers:

Looking at the careers where ICT is relevant e.g. Banking, Shopping and Retail, Data Administrator, Small Business use.

Tracking Assessment:

Yr 12 scenario and controlled assessment.

And Year 12 Mock paper for the Christmas Mock exams.

January- February March-April

Theme: Unit 4 – Database

Students learn about:

Database applications

Literacy:

Mid- Term

Theme: Unit R002 – Unit 4 – Database

Continued …

Key words associated with new topics.

Modifying writing for instructions.

Accuracy and exactness required.

Create a test plan.

Customise interfaces, and correct writing and terminology for the creation of forms, switchboard manager, and command buttons.

Sequencing, set tasks, writing controlled assessment.

Numeracy:

Modify existing databases to add fields, tables, etc.

Create table structures – primary keys….

Use data types – number, text, date/time, currency….

Use validation rule and text.

Create queries.

Create a test plan using test data.

ICT:

Create a database.

Internet research

Use of Google Classroom for materials, submission of work, feedback.

Use of Database software to create controlled assessment task.

Create input forms, menus,

TS & PC:

Working with others.

Being creative

Managing information

RRSA:

Continuing with theme of the month for RRSA.

Also Article 16 and Article 12

Create passwords in order to secure to private and personal and

sensitive data in a database.

Create validation rules to keep entry to database accurate because people have a right to privacy. Looking at the Data Protection Act in relation to this.

Careers:

Database Administrator. Web Database administrator. Usefulness of databases within the music, creative arts, movie, and other areas of industry.

Tracking Assessment:

Yr 12 scenario and controlled assessment.

May June

Theme: Submit all controlled assessment and mop up for final submissions of all work.

Continue

Curriculum Mapping

Subject Mathematics Year Group 12


Mixed Algebra

Sequences and Graphs

Polygons: Angles and Drawing

Mid-

Term Transformations

Measuring

Constructions, Loci, Scale Drawing, Bearings

ICT: Corbettmaths videos for revision.

Literacy: Key words outlined at start of each topic; Focus on writing all working out; Quality of Written Communication questions.

Numeracy: Embedded throughout; ‘Numeracy Ninja’ booklet may be used to improve and maintain core mental and written skills in arithmetic.TS & PC:Managing Information – Taking in new content and retaining it; Reviewing how they learn and working on the best ways to revise Mathematics.Thinking, Problem-Solving and Decision-Making – Given worded past paper questions and getting to the bottom of what is being asked; Choosing the best method to answer given questions.Working with Others – Think, Pair and Share; Working with peers for explanation and showing what a good piece of work looks like.Self-Management – Managing time to ensure maths revision occurs regularly; Prioritising weaker areas that need more work.

Tracking assessment: Cumulative Unit Tests






Probability

Revision



Numeracy: Embedded throughout; ‘Numeracy Ninja’ booklet may be used to improve and maintain core mental and written skills in arithmetic.TS & PC:Managing Information – Taking in new content and retaining it; Reviewing how they learn and working on the best ways to revise Mathematics.Thinking, Problem-Solving and Decision-Making – Given worded past paper questions and getting to the bottom of what is being asked; Choosing the best method to answer given questions.Working with Others – Think, Pair and Share; Working with peers for explanation and showing what a good piece of work looks like.

Mid- Term

Revision


Literacy: Focus on writing all working out; Quality of Written Communication questions.


Tracking assessment: Past Paper Questions

Self-Management – Managing time to ensure maths revision occurs regularly; Prioritising weaker areas that need more work.

Tracking assessment: N/A

April-May June

Easter holidays

Revision



Numeracy: Embedded throughout; ‘Numeracy Ninja’ booklet may be used to improve and maintain core mental and written skills in arithmetic.TS & PC:Managing Information – Taking in new content and retaining it;

Revision

External assessment: GCSE Module M6/M7/M8 – Thurs 4th June 2020

Reviewing how they learn and working on the best ways to revise Mathematics.Thinking, Problem-Solving and Decision-Making – Given worded past paper questions and getting to the bottom of what is being asked; Choosing the best method to answer given questions.Working with Others – Think, Pair and Share; Working with peers for explanation and showing what a good piece of work looks like.Self-Management – Managing time to ensure maths revision occurs regularly; Prioritising weaker areas that need more work.

Tracking assessment: Mock Modular Examination

Curriculum Mapping

Subject Further Mathematics Year Group 12


Kinematics

Vectors

Forces

Mid-

Term Forces

Newton’s Laws of Motion










Moments

Central Tendency and Dispersion

Probability

ICT: Corbettmaths videos for revision.Literacy: Key words outlined at start of each topic; Focus on writing all working out; Quality of Written Communication questions.

Numeracy: Embedded throughout; ‘Numeracy Ninja’ booklet may be used to improve and maintain core mental and written skills in arithmetic.TS & PC:Managing Information – Taking in new content and retaining it; Reviewing how they learn and working on the best ways to revise Mathematics.Thinking, Problem-Solving and Decision-Making – Given worded past paper questions and getting to the bottom of what is being asked; Choosing the best method to answer given questions.Working with Others – Think, Pair and Share; Working with peers for explanation and showing what a good piece of work looks like.Self-Management – Managing time to ensure maths revision

Mid- Term

Probability

Binomial Distribution




Tracking assessment: Past Paper Questions

occurs regularly; Prioritising weaker areas that need more work.

Tracking assessment: N/A

April-May June

Easter holidays

Normal Distribution

Bivariate Analysis



Revision

External assessment: GCSE Modules –

Mechanics (Unit 2) Tues 16th June 2020 Statistics (Unit 3) Wed 17th June 2020

(each worth 25%)

Numeracy: Embedded throughout; ‘Numeracy Ninja’ booklet may be used to improve and maintain core mental and written skills in arithmetic.TS & PC:Managing Information – Taking in new content and retaining it; Reviewing how they learn and working on the best ways to revise Mathematics.Thinking, Problem-Solving and Decision-Making – Given worded past paper questions and getting to the bottom of what is being asked; Choosing the best method to answer given questions.Working with Others – Think, Pair and Share; Working with peers for explanation and showing what a good piece of work looks like.Self-Management – Managing time to ensure maths revision occurs regularly; Prioritising weaker areas that need more work.Tracking assessment: Mock Modular Examination

Curriculum Mapping

Subject; Level 2 BTEC Music, Single Award Year Group; 12

BTEC single award has four units, two completed in Year 11 and two in Year 12.


Unit 6; Introducing Recording

Coursework

In this unit each learner has to record a song with 3 or 4 tracks using recording equipment in the studio. They have to plan for the Health and Safety of the performers during recording session. Finally, they have to edit each track to make a final version of the song.

Literacy: written coursework alongside practical work, such as lists, plans, written descriptions.

Numeracy: timing in recording work.

ICT: use of recording software and equipment.

TS & PC:SM:4, BC:5, WO:3

RRSA:

Careers: Recording Studio

Mid-

Term Unit 6; Introducing Recording

Coursework cont.

Literacy:

Numeracy:

ICT:

TS & PC: SM:4, BC:5, WO:3

RRSA:

Careers:

Tracking assessment:


Unit 5; Introducing Music Performance

Coursework

This unit is focused around a performance exam in front of an audience. Each learner has to perform two solo pieces. The project also involves keeping a rehearsal diary and evaluating your skills as the pieces improve.

Literacy: Written work to support practise and performance, such as log entries and audits.

Numeracy: use of timetables

ICT: performance equipment

TS & PC: SM:1, BC:4, BC:5, WO:3

RRSA:

Careers: Performing

Mid- Term


Coursework cont.

Literacy:

Numeracy:

ICT:

TS & PC:SM:1, BC:4, BC:5, WO:3

RRSA:

Careers:

Tracking assessment

April-May

Easter holidays


Coursework cont.

Literacy:

Numeracy:

ICT:


RRSA:

Careers:

Curriculum Mapping

Subject; Level 2, Music, Double BTEC (Certificate) Year Group; 12

Single award units are compulsory for all learners and are worked on during class time.

Double award units are extra and are worked on outside of timetabled time, eg after school.

BTEC Double ‘certificate’ has seven units, four completed in Year 11 and 3 in Year 12


Unit 8 Music and production analysis September TO MAY

External written exam.

This is the second written exam for those on the Double BTEC course. Learners will use a computer to play two songs, on which the written exams questions are based.

Literacy: Short answers and extended writing.

Numeracy: Counting in music

ICT: use of computer to play tracks


RRSA:

Careers: Recording Studio


Unit 6; Introducing Recording

Coursework

In this unit each learner has to record a song with 3 or 4 tracks using recording equipment in the studio. They have to plan for the Health and Safety of the performers during recording

Mid-

Term Unit 6; Introducing Recording

Coursework cont.

Literacy:

Numeracy:

ICT:


RRSA:

Careers:


session. Finally, they have to edit each track to make a final version of the song.

Literacy:

Numeracy:

ICT:

TS & PC:SM:4, BC:5, WO:3

RRSA:

Careers:


Unit 8 Music and production analysis September TO MAY

Final revision for exam in May.


Coursework

This unit is focused around a performance exam in front of an audience. Each learner has to perform two solo pieces. The

Mid- Term


Coursework cont.

Literacy:

Numeracy:

project also involves keeping a rehearsal diary and evaluating your skills as the pieces improve.

Literacy: Express ideas and information clearly, form independent views, adapt language to a range of styles.

Numeracy:

ICT:

TS & PC: SM:1, BC:4, BC:5, WO:3

RRSA:

Careers:

ICT:


RRSA:

Careers:

Tracking assessment

April-May

Easter holidays


Coursework cont.

Literacy:

Numeracy:

ICT:


RRSA:

Careers:

Curriculum Mapping

Subject BTec Sport Year Group 12


Unit 4 – The Sports Performer in Action

Students will learn how to describe/explain the short term responses and long term adaptations of musculoskeletal and cardiorespiratory systems to exercise.

Literacy: Talking and listening. Listen attentively for specific information. Carry out instructions

Mid-

Term

Unit 4 – The Sports Performer in Action

Students will describe the function of the three energy systems in the production and release of energy for sports performance. They will select two sports and explain how the body uses both anaerobic and aerobic energy systems.

Literacy: Talking and listening. Listen attentively for specific information. Carry out instructions

Numeracy: Use and interpret data, measurement,

ICT: use of i-pad for research and delivery of information

TS & PC: Managing information and decision-making. Sequence, order & make comparisons

RRSA: : Article 29- Education must fully develop your talents, skills and abilities

Careers: Discuss careers as a fitness instructor and their role.

Tracking assessment: Students must produce a PowerPoint Presentation on the short and long term effects of exercise on the Cardiorespiratory System and Musculoskeletal System

Numeracy: Use and interpret data, measurement,

ICT: Use of i-pad for research and delivery of information

TS & PC: Managing information and decision-making. Sequence, order & make comparisons

RRSA: : Article 29- Education must fully develop your talents, skills and abilities

Careers: Discuss careers as a fitness instructor and their role.

Tracking assessment: Students must complete a written assessment on the function of the three energy systems in the production and release of energy for sports performance.


Unit 5 – Training for Personal Fitness

Students will assess personal information in order to design a six-week personal fitness training programme, showing creativity in the design.

Literacy: Talking and listening – listen attentively for specific

Mid- Term


Students will safely implement a six-week personal fitness training programme, maintaining a training diary & evaluating performance and progress.

Literacy: Talking and listening – listen attentively for specific information.

information. Discuss their own & others ideas.

Numeracy: Measurement of components of fitness


TS & PC: Being Creative – experiment with ideas & questions

RRSA: Article 28 – You have the right to an education

Careers : Discuss careers in the sports and leisure industry and qualification needed to follow each career path.

Discuss their own & others ideas.

Numeracy: Measurement of components of fitness, interpreting data

ICT: Measurement - Use of technology for fitness testing

TS & PC: Being Creative – experiment with ideas & questions

RRSA:

Careers: Discuss careers in the sports and leisure industry and qualification needed to follow each career path.

Tracking assessment: Students must design a safe six-week personal fitness-training programme.

April-May June

Easter holidays


Students will review their six-week training programme, explaining strengths and areas for improvement. They will also make recommendations for future training and performance.

Revision

Literacy:

Literacy: Talking and listening – listen attentively for specific information. Discuss their own & others ideas.

Numeracy: Interpret and use of data


TS & PC: Managing information – use a range of methods for collating, recording and representing information.

RRSA: Article 28 – You have the right to an education

Careers: Discuss careers in the sports and leisure industry and the qualifications necessary to follow each career choice.

Tracking assessment: Students must review/explain/analyse the strengths of their six-week training programme and recommend areas for improvement

Numeracy:

ICT:

TS & PC:

RRSA:

Careers:

Curriculum Mapping

Subject Science Year Group Year 12


SA Physics

DA Physics

OCN Physics

Literacy: Describe the methods of heat transfer, describe the dangers of electromagnetic waves

Numeracy: Interpreting data & calculations, measure angles of reflection

ICT: Research methods used to reduce energy loss, Research

Mid- Term

SA Physics

DA Physics

OCN Physics

Literacy: Exam questions, write a report on the applications of heat transfer

Numeracy: Calculations, plotting graphs

ICT: Research the uses of ultrasound, create a poster on the electromagnetic spectrum

renewable and non-renewable energy

TS & PC:MI, WO, BC, DM, SM

RRSA:

Careers:

TS & PC: :MI, WO, BC, DM, SM

RRSA:

Careers:

Tracking assessment: Past paper questions

April-May June

Easter holidays

SA Physics

DA Physics

OCN Physics

Literacy: Exam questions, summarise text, define keywords

Numeracy: Graphs/Data/Calculations

ICT: Research the main features of a car, revision

TS & PC: MI, WO, BC, DM, SM

RRSA:

Careers:

Tracking assessment: GCSE exam

Revision

Course completed

Curriculum Mapping

Subject Technology & Design Year Group 12

TheoryUnit 2 External Exam (25%) This will be completed in Summer of Year 12

Mechanisms and Pneumatics

Mechanisms

○ Input, Process, Output○ Types of Motion○ Mechanical components/symbols○ Levers○ Mechanical Advantage○ Velocity ratio○ Moments of forces○ Efficiency

Design Portfolio and Manufacture Task

Design Portfolio and Manufacture Task (50%)

This Controlled Assessment will be submitted in Spring of Year 12

Students have a design portfolio that has been shared with staff in google drive. Guidance notes and instructions are included in the comments section of each slide.

Portfolio

● Design Opportunity● Research & analysis

○ Transmission of motion using gears○ Compound gears○ Conversion of motion-

■ cams■ crank and slider■ rack and pinion■ screw threads■ ratchet and pawl

Pneumatics-

○ components and symbols○ circuit design, component selection○ Pneumatic principles- Force, Area, Pressure○ Cylinders○ Flow control valves○ Time delay○ Automatic reciprocation

● Specification● Concepts and Analysis (3 ideas)● Development of final idea (including Solidworks drawings) ● Complete Engineering/working drawing● Evaluation and modifications page

Two days off timetable to complete practical project.

Curriculum Mapping

Fre

Subject : GCSE French Year 12

September- October CONTEXT FOR LEARNING ONE November- December CONTEXT FOR LEARNING THREE

Revise clothes and adjectives Shopping for clothes Complete speaking questions on Context for

learning 1 on google classroom Festivals and special occasions

Context for Learning one - Identity/Lifestyle and Culture

This includes:Myself/Family/relationships/social media/new technology/free time/leisure/daily routine/fashion/shopping/culture and customs

Literacy:Using Target Language to communicate with classmates. Numeracy:

Mid-

Term

Part-time jobs and pocket money Re-cap of school subjects/opinions/time and daily

routine/rules Uniform Work/future plans and career COMPLETE ALL SPEAKING ACTIVITIES FOR

CONTEXT 3 ON GOOGLE CLASSROOM

Context for Learning three - School Life/Studies and the World of Work

This includes:school life and my studies/rules and

ICT: Use of IPAD in class teaching/ triptico/classroom tools/All-in website/ google classroom

TS & PC: Being creative- performing role-plays in pairs/ working with others and listening actively to our peers

RRSA: Article 30

Careers: The value of languages for careers prospects

Tracking assessment Speaking assessment on context area 1

regulations/hobbies/part-time jobs and money management/future plans and careers/post 16 education and further studies/apprenticeships




RRSA: Article 28


Tracking assessment Listening/ Reading and Writing assessment on based on context for learning areas 1 and 3

January- February – CONTEXT FOR LEARNING TWO March

Revision of where you live Places in the town

Mid- Term

Health/lifestyle/ant-social behaviour Environment

Neighbourhood Charity/voluntary work Social and global issues

GOOGLE CLASSROOM

FOCUS on completing all preparation work for speaking exam on questions from CONTEXT for LEARNING 2: Revision of where you live

Places in the town Neighbourhood Charity/voluntary work Social and global issues Health/lifestyle/ant-social behaviour Environment Holidays/Travel and tourism Weather Holiday activities and Eating Out




RRSA: Article 28

Holidays/Travel and tourism Weather Holiday activities and Eating Out




RRSA: Article 28


Tracking assessment Listening/ Reading and Writing assessment on based on context for learning areas 1, 2 and 3 MOCK Speaking assessment based on context for learning areas 1, 2 and 3


Tracking assessment : Listening/ Reading and Writing assessment on based on context for learning areas 1, 2

April-May June

Easter holidays

Revision of all contexts for learning and intense practice in preparation for the official speaking exam.




RRSA: Article 28


Tracking assessment : GCSE exam in all 4 Target Language Areas

Revision

Literacy:

Numeracy:

ICT:

TS & PC:

RRSA:

Careers:

Curriculum Mapping

Subject: Introduction to Philosophy of Religion GCSE Year Group 11/12

September- October November- December The Existence of GodStudents will look at the arguments around the existence of God. Students will consider the evidence for and against the existence of God and will be encouraged to give their own views and opinions in order to stimulate discussion and debate. Students will study, in particular, The First Cause Argument, the argument from Design and the argument from Religious Experience.

Literacy: Writing up Risk Assessment and portfolio.Numeracy: Statistical analysis of dataICT: Google ClassroomTS & PC: WO, MI, BC.RRSA: Articles: 8, 12, 18, 21 & 32.Careers: Having mature discussions and debate with others whom they may not agree with. Tracking assessment: Past Paper GCSE questions, monologue on the existence of God

Mid- Term

Creation Stories

Students will study and research the creation stories of Christianity and other world religions, namely Islam and Hinduism. The Students will be encouraged to look at the similarities and differences between these beliefs and the Christian 7 days of creation that they may be more familiar with. Students will also look at the challenges science poses to these beliefs. Charles Darwin and other scientists will be considered in this topic. The students will consider the Big Bang Theory and the Theory of Evolution to help them decide their own beliefs.

Literacy: Student portfolio.Numeracy: Calculation of creationICT: Google ClassroomTS & PC:WO, MI, SM, BC.

RRSA: Articles: 10, 11, 14 19 & 27Careers: Science and the impact it has in the world. Tracking assessment: Past Paper GCSE Questions

January- February MarchThe Nature of God

Students will research and consider key issues in the argument of what God is like. Students will consider questions like “If God is real, why doesn’t he make himself known?” and “If God loves us, why does he allow pain and suffering?” Students will consider Christin, Hindu and Islamic beliefs about God and what God is like. Students will understand terms such as Immanent, Transcendent and omniscient, amongst others, to help their understanding of God.

The problem of Suffering and EvilStudents will consider the problem of suffering and evil in the world for the belief of an all-powerful God. Students will consider if pain and suffering have a purpose and how it sits alongside the idea of an ‘All-loving’ God. Students will consider the understanding of suffering and evil in the context of other religions, namely Islam and Hinduism.

Literacy: Student portfolios, discussions, talking and listening in enrichment activity.Numeracy: considering the cost of procedures and % chances of success

Mid- Term

Experiencing God

How does God reveal himself? Students will consider the evidence of God’s revelation in Sacred texts, Religious ceremonies, Religious experiences and miracles etc. Students will consider if there is enough tangible evidence to accept the existence of God and whether or not God fully reveals himself to followers. Students will look at this evidence in the context of today’s growing secular world and consider the idea ‘Is God dead?’

Literacy: Student portfolio, discussions.Numeracy: Using the NI census to investigate diversity in NI.ICT: Google ClassroomTS & PC: WO, MI, SMRRSA:. Articles 4, 7, 8, 10 & 14.Careers: Discus the importance of rights and responsibilities in the world of work.Tracking assessment Past Paper GCSE questions

ICT: Google ClassroomTS & PC: WO, MI, SMRRSA: Articles 24 & 28Careers:

April-May JuneEaster

holidaysLife after Death

Students will consider the beliefs of Christians, Muslims, Hindus and Humanists in regards to life after death. Students will examine the basis for the belief in life after death and will look at the evidence for and against. Students will consider the spiritual and emotional value of belief in an afterlife and the different beliefs of after life, namely heaven, hell and reincarnation.

Literacy: Evaluation of belief in the afterlife and its effectsNumeracy: Cost of a funeral ICT: Google classroomTS & PC: WO, MI, SMRRSA: 19, 32 & 38.Careers:

Revision Revision – Exam Prep

Students will be given revision classes, exam preparation classes in the lead up to the exam, once all topics have been covered.

Literacy: Discussions, portfolio.Numeracy: Statistics on religious believers’ throughput the worldICT: Google classroomTS & PC: WO, MI, SMRRSA: Article 3, 6, 8, 16 & 24.Careers:

Curriculum Mapping

Subject OCN PS & WB Year Group 12


Exploring Relationships

Describe the meaning of relationships and their importance to self and others.

Describe the characteristics, roles and boundaries of the following relationships:

a) familyb) personal and socialc) working Describe skills needed to develop and maintain

relationships. Explain the importance of trust within a relationship. Assess possible causes of conflict within a relationship

and how these might be overcome. Complete Portfolio Booklet.

Managing Risk

Describe a range of situations involving risk to self and others.

Describe situations involving risk where pressure could be used to influence others.

Describe the positive and negative aspects of risk. Describe the importance of assessing and managing

risk. Assess risk in a given situation. Describe reasons for own risk-taking and associated

feelings. Complete Portfolio Booklet.

Mid-

Term

Exploring Own Personal Identity

Describe what is meant by personal identity. Describe factors that shape the personal identity of self and

others. Describe how a positive personal identity can help an

individual contribute to society. Describe what is meant by self-esteem and confidence. Describe the relationship between personal identity and

self-esteem. Complete Portfolio Booklet.

Prejudice & Discrimination

Describe what is meant by the terms prejudice and discrimination identifying any differences.

Examine how attitudes are formed and how they may be challenged.

Describe a range of stereotypes outlining positive and negative factors of each.

Describe ways in which prejudice may manifest itself. Describe positive and negative consequences of prejudice

and discrimination.

Describe how discrimination can lead to disadvantage. Complete Portfolio Booklet

Literacy: Writing up Risk Assessment and portfolio.

Numeracy: Statistical analysis of data

ICT: Google Classroom

TS & PC: WO, MI, BC.

RRSA: Articles: 8, 12, 18, 21 & 32.

Careers: Risk assessments in the work place.

Tracking assessment: Portfolio booklet on relationships

Literacy: Student portfolio.

Numeracy: Hate crime statistical analysis


TS & PC:WO, MI, SM, BC.

RRSA: Articles: 10, 11, 14 19 & 27

Careers: Think about prejudice & discrimination in the workplace.

Tracking assessment: Portfolio booklet on Prejudice & discrimination


Understanding Healthy Lifestyles

Describe the importance of a balanced diet to a healthy lifestyle.

Describe the essential food groups of a balanced diet. Describe how exercise contributes to a healthy lifestyle.

Mid- Term

Understanding Individuals Rights and Responsibilities

Describe the rights and responsibilities of individuals. Outline key current legislation in relating an individual’s rights in

society. Describe own rights and personal, social and legal responsibilities

Compare different types of exercise and their effectiveness.

Describe what is meant by emotional and mental well-being.

Describe the importance of a work/life balance on emotional and mental well-being.

Assess own lifestyle in relation to physical and mental health, and emotional well-being.

Assess sources of information and/or support and how they can be accessed.

Produce a plan to improve own lifestyle Complete Portfolio Booklet.

Taking Part in an Enrichment Activity

Explain the aims and objectives of the activity. Participate in an enrichment activity to promote personal

well-being. Describe own contribution to the agreed enrichment

activity including knowledge and/or skills gained. Assess the benefits of participating in an enrichment

activity to promote personal well-being for self and others. Describe ways in which the activity could have been

improved. Complete Portfolio Booklet

Literacy: Student portfolios, discussions, talking and listening in enrichment activity.

Numeracy: Developing a workout routine to improve health.

as an individual in society. Describe a situation that can affect an individual’s rights and

responsibilities. Explain the possible consequences when an individual does not

undertake their responsibilities.

Cultural Diversity

Describe a range of different cultural traditions in own region including specific cultural practices.

Describe what is meant by racism and sectarianism.

Describe a range of examples of racism and sectarian behaviour and their impact on own local communities.

Compare strategies used by local communities to resolve contentious issues.

Describe diversity in relation to own community emerging from conflict.

Describe how own community can address the past.


TS & PC: WO, MI, SM

RRSA: Articles 24 & 28

Careers: Thinking about well-being in the work place.

Describe how respecting diversity can integrate communities.

Outline advantages of living in a diverse society.

Complete Portfolio Booklet.

Literacy: Student portfolio, discussions.

Numeracy: Using the NI census to investigate diversity in NI.


TS & PC: WO, MI, SM

RRSA:. Articles 4, 7, 8, 10 & 14.

Careers: Discus the importance of rights and responsibilities in the world of work.

Tracking assessment Portfolio Booklet on Cultural Diversity

April-May June

Easter holidays

Understanding Teamwork

Describe team and teamwork.

Revision Sex and Relationships

Describe the range of sexual relationships.

Describe effective team working skills and qualities. Describe the role and responsibilities of team members

including own role. Identify a team goal and work with others to achieve this

goal by promoting effective communication, respect and support for others.

Describe how to overcome conflict within a team. Evaluate team performance and outline areas for

improvement. Complete Portfolio Booklet

Literacy: Evaluation of team work skills and qualities.

Numeracy: Self evaluation of each other’s work using a numerical scale.

ICT: Google classroom

TS & PC: WO, MI, SM

RRSA: 19, 32 & 38.

Careers: Discuss how teamwork is essential in the work place.

Describe what is meant by a consensual sexual relationship.

Describe cultural differences regarding sexual relationships and marriage.

Describe risks associated with a sexual relationship and how they may be minimised or avoided.

Describe legal issues in relation to age of consent, marriage, cohabitation and abuse.

Describe changes in the male and female body during sexual activity.

Compare methods of contraception and the advantages and disadvantages of each.

Describe sources of further information and support available.

Describe causes and effects of STIs including HIV and AIDS.

Describe how to maintain good sexual health.

Describe sources of further information and support available.

Complete Portfolio Booklet

Review all booklets in portfolio in preparation for moderation.

Literacy: Discussions, portfolio.

Numeracy: Statistics on sexual activity and success of various contraception..


TS & PC: WO, MI, SM

RRSA: Article 3, 6, 8, 16 & 24.

Careers:

Curriculum Mapping

Subject Careers Year Group 12

January - February March

Career Planning

Understanding the importance of updating PCP and what it should include.

RAG task – review, actions, goals Looking at pathways into careers Individual careers guidance interview Attending Skills NI Exhibition, Assessment Centre, range of

talks. Writing an application form/CV

Literacy: considering skills and qualities.

Numeracy: Self evaluation of progress


TS & PC: WO, MI, SM

RRSA:

Careers: PSNI Sergeant, paramedic, plumber, chartered accountant, hair salon manager.

Revision Progression Options

Investigating post 16 options. Students consider two options in depth.

Review the obstacles which they may have to overcome in pursuing desired options.

Writing a personal statement and career plan

Literacy: personal statement

Numeracy: considering labour market information.


TS & PC: WO, MI, SM

RRSA:

Careers: related to student preferences.

Curriculum Mapping

Subject: GCSE CCEA Geography – Paper 2: Living in our world (Human Geography)


Theme A : Population and Migration

Literacy:

learning and understanding key terms associated with population growth, change and structure: demography, birth rate, death rate, natural change and social and economic development

distinguishing between the crude birth rate and the crude death rate, also push and pull factors in relation to migration

differentiating between and understanding the implications of the terms youth dependent, aged dependent and independent, in relation to population structure

differentiating between the terms asylum seekers, refugees and economic migrants in relation to migration

Numeracy:

analysis and interpretation of statistics, maps and graphical information related to Development and the Demographic Transition Model

analysing and interpreting statistics showing population

Mid-

Term

Theme B: Changing Urban Areas

Literacy:

learning and understanding vocabulary associated with urban geography: CBD, inner city, suburbs, industrial zones, rural-urban fringe, regeneration and gentrification

evaluation of gentrification, of traffic and cultural issues in urban areas and of the Titanic Quarter regeneration scheme

comparing and contrasting LEDC and MEDC urbanisation analysis issues in LEDC shanty towns and evaluation of

efforts to overcome these problems

Numeracy:

interpretation of OS maps of the Belfast urban area use of map skills analysis and interpretation of choropleth maps

ICT:

use of downloaded aerial photographs of Belfast further research on case studies of Titanic Quarter

regeneration and of Kolkata’s shanty towns

structure on Population Pyramids (horizontal bar graphs) calculating national Dependency Ratios

ICT:

research opportunities for research on case study of migration to Greece

analysing and interpreting graphs and maps relating to case study

analysis of online interactive NI Research and Statistics Agency GIS graphs and maps in relation to migration and population data for N Ireland

Triptico

Careers:

career opportunities in statistics or demographic research


GCSE past paper questions Use of CCEA GCSE microsite

Triptico

Careers:

career opportunities in urban planning


GCSE past paper questions Use of CCEA GCSE Geography microsite

January- February March - April

Theme C: Contrasts in World Development

Literacy:

Learning and understanding key terms associated with development such as literacy rates, life expectancy etc

Differentiating between, and evaluating the use of, social, economic and composite indicators of development

Evaluating the factors which have hindered LEDC development such as dependence on primary activities and debt

Evaluation of examples of small scale sustainable development and appropriate technology in LEDCs, also of the impacts of Fairtrade

Numeracy:

Analysis, interpretation and comparison of national development statistics illustrated on maps and graphs

Understanding economic indicators of development: GNI, GDP and HDI

Understanding the necessity of paying high interest rates on large loans, leading to increasing national debt

Understanding the economic impacts of globalisation with particular reference to the case study on India

RRS:

An evaluation of the United Nations’ Sustainable Development Goals and their potential impact on economic and social development on LEDCs

Mid- Term

Theme D: Managing our Environment

Literacy:

Key terms in relation to climate change: the greenhouse effect, greenhouse gases and carbon footprint

Differentiation between human and natural causes of climate change

Categorisation of the impacts of climate change in relation to the environment, people and economy

Understanding terms related to managing resources: reduce, reuse, recycle, also key terms in connection with renewable energy: biofuels, solar, HEP etc

Evaluation of solar energy with particular reference to the Middle East and North Africa, also of the impacts of the Paris Agreement

Key terms linked to tourism: sustainability, mass tourism, disposable income etc

Assessing and categorising the impacts of mass tourism in relation to culture, the economy and the environment

Evaluating the impacts of ecotourism with particular reference to the case study of Nam Ha, Laos

Numeracy:

Calculating and comparing carbon footprints for various activities Comparison of national statistics on greenhouse gas emissions and

carbon footprints Comparison of graphical data on recycling rates in different areas of

the UK Analysis and interpretation of choropleth maps and line graphs Memorisation of numerical data from the case study on Nam Ha

ICT:

Use of interactive maps showing global differences in development

Video clips showing impacts of underdevelopment in India Triptico

Careers:

Career opportunities in Statistics and Research or with NGOs


GCSE past paper questions Use of CCEA GCSE Geography microsite

ICT:

Use of interactive carbon footprint calculator Further research on case study of Ecotourism in Nam Ha, Laos Triptico

Careers:

Career opportunities in Meteorology, Environmental Science and Renewable Energy as well as Travel and Tourism


GCSE past paper questions Use of GCSE CCEA Geography microsite

Curriculum Mapping

Subject: GCSE CCEA Geography – Paper 3: Fieldwork Techniques

June (Year 11)/September (Year 12) March/April (Year 12)

Fieldwork Techniques

Literacy:

Key terms associated with fieldwork, eg hypotheses, data collection, data analysis, data interpretation, evaluation, conclusions etc

Preparation of sample data collection forms

Numeracy:

Analysis and interpretation of fieldwork data Practice of drawing and interpretation of graphs used to

present data Map work of area to be investigated

Careers:

Career opportunities in research and statistics, Environment Agency or Urban Planning

ICT:

Triptico

Fieldwork, either:

Physical Geography (a river study at Colin Glen, Belfast)

Literacy:

Revision of key terms Completion of notes on methodology, data analysis, data

interpretation, evaluation and conclusions

Numeracy:

Practice of presenting data – scatter graph

ICT:

Use of internet resources such as geological map of the Colin River or map of landuse in Belfast

Triptico

Careers:

Career opportunities in research and statistics, Environment Agency or Urban Planning


GCSE practice past paper questions Use of CCEA GCSE Geography microsite

or Human Geography (an urban study of changing landuse,

building height and environmental quality from the CBD of Belfast to the inner city in the university area)


Use of CCEA GCSE microsite

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