Year 12 Course Outlines 2017-2018 Contents Applied Science Art and Photography Biology Business Chemistry Economics English English Language & Literature Film Studies Geography History ICT (Computer Science) ICT (Creative Media) ICT (Extended Certificate) Maths (Pure 1 and Statistics/Mechanics) Maths (Core Pure 1 and Decision 1) PDW Philosophy Physics Product Design Psychology Public Services Sociology Sports Studies Basic Equipment For All Lessons All students in Years 7 to 13 should carry with them the following basic equipment for all lessons: Reading book Calculator Dictionary HB Pencil Soft pencils such as 2B, 4B, 6B (for Art) Colouring pencils Black, Blue and Green Pens; Black pens should be used for all written class and homework. Green pens should be used for self- marking and peer-marking tasks. Ruler, Eraser, Pencil sharpener
Transcript
Year 12 Course Outlines
2017-2018
Contents
Applied Science
Art and Photography
Biology
Business
Chemistry
Economics
English
English Language & Literature
Film Studies
Geography
History
ICT (Computer Science)
ICT (Creative Media)
ICT (Extended Certificate)
Maths (Pure 1 and Statistics/Mechanics)
Maths (Core Pure 1 and Decision 1)
PDW
Philosophy
Physics
Product Design
Psychology
Public Services
Sociology
Sports Studies
Basic Equipment For All Lessons
All students in Years 7 to 13 should carry with them the following basic
equipment for all lessons:
Reading book
Calculator
Dictionary
HB Pencil
Soft pencils such as 2B, 4B, 6B (for Art)
Colouring pencils
Black, Blue and Green Pens; Black pens should be used for all
written class and homework. Green pens should be used for self-
marking and peer-marking tasks.
Ruler, Eraser, Pencil sharpener
Department: Applied Science Course Type: BTEC Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Terms 1, 2 and 3
UNIT 1 – Principles and Applications of Science 1
A. Periodicity and properties of elements
A1. Structure and bonding in applications in science
A2. Production and uses of substances in relation to properties
B. Structure and functions of Cells and Tissues
B1. Cell structure and functions
B2. Cell specialisation
B3. Tissue structure and function
C. Waves in communication
C1. Working with waves
C2. Waves in communication – Fibre Optics
C3. Use of Electromagnetic Waves in communication
Terms 4, 5 and 6
UNIT 2 – Practical Scientific Procedures and Techniques
A. Titration and Colorimetry to determine the concentration of
solutions
A1. Laboratory equipment and its calibration
A2. Preparation and standardisation of solutions using Titration
A3. Colorimetry
B. Using Calorimetry to study Cooling Curves
B1. Thermometers
B2. Cooling Curves
C. Chromatographic techniques to identify components in
mixtures
C1. Chromatographic techniques
C2. Application of Chromatography
C3. Interpretation of Chromatograms
D. Personal development of scientific skills for laboratory work.
D1. Personal Responsibility
D2. Interpersonal Skills
D3. Professional Practice
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Unit 1 is assessed through an examination.
Unit 2 is assessed through on-going
coursework.
Vocational scenarios linked to unit content and
grading criteria.
Formative assessment at the end of each unit.
Student/teacher one-to-one.
Note taking and consolidation of work through
revision and coursework.
Independent research using recommended
resources and the internet.
Edexcel website for Unit Specifications, Unit
Content and Grading Criteria.
Explore beliefs and experience; respect
values; discover oneself and the surrounding
world and reflect.
Use social skills in different contexts; work
well with others; resolve conflicts; understand
how communities work.
Appreciate cultural influences; understand,
accept, respect and celebrate diversity
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Applied Science demands that students are
exposed to various practical activities that are
risk assessed before they are undertaken.
Industrial visits are evaluated for any health
and safety issues.
Students are encouraged to read various
websites and journals.
Peer assessment and mentoring.
Grading criteria for all coursework includes
Merit and Distinction.
Visits to industry and guest speakers.
Specific word lists and specialised vocabulary
are used throughout the year.
The development of literacy skills to
successfully complete the written coursework.
Independent research and reading.
Numeracy aspects are visited throughout the
course.
Department: Art & Photography Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Students work with Assessment Criteria to focus on strengths and areas for improvement. Submissions of work for the Controlled Test take shape and
journals and design sheets showing relevant research and developmental work are produced. There are nine lessons per fortnight. A typical year plan
might look like this, although themes may change and the focus in a project may vary to allow for individual progress;
Term 1 Portfolio Workshops based around the Folkestone Triennial Observational drawing /painting /printing
Term 2 Portfolio: Critical and contextual studies Deepening knowledge, skills & understanding in art and design
Term 3 Portfolio: Personal project: Development Present a 2D/3D personal and meaningful response, realising intentions
Term 4 Mock exam: Focus on deepening knowledge of assessment objectives. Journal - research and exploration of materials and media
Term 5 Mock Exam: 10 Hour Exam Present a 2D/3D personal and meaningful response, realising intentions
Term 6 Personal investigation: idea, issue, concept or theme Prepare research for 1000-3000 word essay
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Formal summative assessment with exhibition
of work
Research of artists and their work.
Development of personal journal.
Visit to Art galleries and Museums.
Working with different media.
Use of digital photography to record progress.
Use of school website to advertise successes
and exhibit work.
Independent enquirers: Plan and carry out
research. Maquettes, design ideas and
developments.
Creative thinkers: Generate ideas and explore
possibilities.
Team workers: Collaborate with others
towards a common goal (exhibition). Provide
constructive support and feedback to others.
Self-managers: Work shows organisation,
commitment and initiative.
Effective participators: Actively contribute to
group work, suggesting appropriate ways to
move forward. Working in manageable steps.
Reflective learners: Comment on own and
others work, reviewing progress against
project aims. Evaluate experiences.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students receive clear demonstrations on the
use of tools and equipment
Art Risk Assessments are closely followed by
staff and students
Competitions are flagged up to students as
they come into school
Enrichment opportunities are offered
Annotation of work in progress, using
appropriate\subject specific language. Using
key words and articulating verbally their
thoughts and feelings.
Costing and estimating to ensure that project is
feasible. Dealing with scale and project
management (man hours)
Keywords are part of learning objectives for
each lesson.
Department: Biology Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Topic 1: Lifestyle, Health and Risk
This covers the circulatory system, the cardiac
cycle, causes and treatment of cardiovascular
disease and an in-depth look into the impact of
different foods on circulatory health.
Topic 2: Genes and Health
This covers the structure of cell membranes, the
production of protein, the functions of enzymes,
the nature of the genetic code and then uses this
knowledge to explore the causes and treatment of
cystic fibrosis.
Topic 3: Voice of the Genome
This covers the ultrastructure of cells, compares
prokaryotes with eukaryotes, fertilisation and cell
division (both mitosis and meiosis).
Topic 4: Biodiversity and Natural Resources
This covers natural selection, adaptation,
evolution, classification of living things, the
ultrastructure of plant cells, the structure and
function of different plant tissues and the
conservation of endangered species.
Practical assessment
Students develop their practical skills throughout
the course and are assessed on their ability to: Use
apparatus skillfully and safely; Produce and record
reliable and valid results; Present and analyse
data. Students carry out 12 practical which are
assessed individually. Students will write an
analysis of each experiment.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
In science, we operate a system of ‘www’ –
what went well, ‘nsw’ – not so well and ‘ebi’ –
even better if.
Students also engage in assessing the work of
their peers and comment on how they could
improve.
Students will be expected to sit formal end of
topic tests in each unit throughout terms 1 to
6.
Students should expect to receive guidance on
ways to improve through the regular
discussions with their teacher.
Students are also expected to take an active
role in assessing their own work and setting
themselves targets for improvement.
Research famous scientists and their impact on
the history of science and development of
humanity.
Visit museums and science exhibitions.
Watch online videos about science and/or
science based television shows eg Braniac,
Mythbusters, James May’s Bright Ideas, ect.
Using revision guides, workbooks and other
well established revision resources.
Understanding the role of individuals in a team
Considering the environment and the
importance of energy conservation e.g. acid
rain, global warming
Learning about the individuals who have helped
to shape the modern world and who may
influence the future of humankind.
Empowering students to realise that they are
aware that can make an impact on the world
around them.
Keeping up to date with current affairs in the
science arena.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
The Science Department have detailed Risk
Assessments which are closely followed by staff
and students.
Students are introduced to safety in the lab
from their very first lesson in science.
Teachers will remind students of health and
safety issues before each practical lesson.
Differentiation during lessons
Levelled tasks to allow students to achieve
more highly than their baseline target.
Trips and other extracurricular events.
STEM clubs and events.
Specific word lists and specialised vocabulary
are used throughout the year.
Students are asked to complete an extended
piece of writing.
Explanations are expected in full English.
Students learn about using graphs, tables and
charts to present and analyse information.
Students perform calculations, and quote
answers with correct units.
Department: Business Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Introduction to Business
The role of the entrepreneur, factors of
production, stakeholders
Economics sectors; legal structure; private
and public sectors
The functions of the business; methods of
measuring the size of a business
Human Resource Management
Organisational structure
Recruitment and selection; documentation,
methods and impact
Term 2
Business Objectives and decision making
Aims and Objectives: the influence of and
impact on stakeholders; conflict between
stakeholder groups
Business plans; the relationship between risk
and reward; the role of uncertainty
Financial and non-financial measures of
performance to help a business make
decisions
Managing change
Marketing
Identifying resources required to market a
product; using SWOT analysis to assess the
current situation
Using market research to identify customer
needs; sampling; using market share and
market growth data
Customer and product orientation; niche v
mass, mass marketing, market segmentation
b2b and b2c marketing
The marketing mix in the local, national and
global context
Term 3
External Influences
Explain what is meant by competition
Describe the key features of monopoly,
oligopoly and monopolistic competition
Analyse the relationship between market
structure and a business’ decision making
power
Evaluate the impact of competition at the
local, national and global contexts on a
business.
Term 4
Production
What is added value: economies and
diseconomies of scale; capacity management
Methods of production, specialisation and
division of labour, production in the service
sector
Stock control methods, stock control charts,
the impact of the production method on stock
control
Term 5
Finance
Sources of finance
Costs, revenue and profit, break-even
analysis, contribution
The role of budgets; calculate and interpret
variances
Cash-flow forecasts; the working capital cycle
Calculation and interpretation of income
statements and statements of financial
position
Term 6
Exam preparation and AS revision for internal
examination
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Formal formative assessments
End of unit tests
Learn all Key Terms
Read around and into the subject using a range
of broadsheets
Contextualise the subject from recommended
news sites e.g. BBC
Working individually, in pairs and in groups
Understanding and analysing the business
environments in diverse cultures
Business Ethics and the impact of business on
the environment
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students are given clear and comprehensive
instructions on the use of equipment
The Business Department completes an annual
risk assessment to be followed by staff and
students
End of unit assignments
Analysis of world business influences
Extended writing assignments
Data analysis and computation to obtain
financial ratios and final accounts
Key Terms are a fundamental in examination
methodology
Department: Chemistry Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Unit 1: The Core Principles of Chemistry
This unit provides opportunities for students to
develop the basic chemical skills of formulae
writing, equation writing and calculating chemical
quantities.
The study of energetics in chemistry is of
theoretical and practical importance.
The study of atomic structure shows how a more
detailed understanding of electron configuration
can account for the arrangements of elements in
the periodic table.
This unit introduces the three types of strong
chemical bonding.
Organic chemistry is also introduced with
students studying alkanes and alkenes.
Unit 2 Application of Core Principles of
Chemistry
This unit develops the treatment of chemical
bonding by introducing intermediate types of
bonding and by exploring intermolecular forces.
Study of the periodic table is extended to cover
the chemistry of groups 2 and 7. Ideas about
redox reactions are applied, in particular, to the
reactions of halogens and their compounds.
The unit develops an understanding of the ways
in which chemists can control the rate, direction
and extent of chemical change.
Organic chemistry in this unit covers alcohols
and halogenoalkanes. The treatment is extended
to explore the mechanisms of selected examples.
Investigative and Practical Skills – Internal
Assessment
Practical skills are assessed under the CPAC
framework but do not form part of the overall
grading.
This unit is assessed by testing the students’
laboratory skills. The three activities must cover
the areas of physical, organic and inorganic
chemistry.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
In science, we operate a system of ‘www’ –
what went well, ‘nsw’ – not so well and ‘ebi’ –
even better if.
Students also engage in assessing the work of
their peers and comment on how they could
improve.
Students will be expected to sit formal end of
topic tests in each unit throughout terms 1-6.
Students should expect to receive guidance on
ways to improve through the regular
discussions with their teacher.
Students are also expected to take an active
role in assessing their own work and setting
themselves targets for improvement.
Research famous scientists and their impact on
the history of science and humanity.
Visit museums and science exhibitions.
Watch online videos about science and/or
science based television shows eg Brainiac,
Mythbusters, James May’s Bright Ideas, etc.
Using revision guides, workbooks and other
well established revision resources.
Understanding the role of individuals in a team
Considering the environment and the
importance of energy conservation e.g. acid
rain, global warming
Learning about the individuals who have helped
to shape the modern world and who may
influence the future of humankind.
Empowering students to realise that they are
aware that can make an impact on the world.
Keeping up to date with current affairs in the
science arena.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
The Science Department have detailed Risk
Assessments which are closely followed by staff
and students.
Students are introduced to safety in the lab from
their very first lesson in science.
Teachers will remind students of health and
safety issues before each practical lesson.
Differentiation during lessons
Levelled tasks to allow students to achieve
more highly than their baseline target.
Trips and other extracurricular events.
STEM clubs and events.
Specific word lists and specialised vocabulary
are used throughout the year.
Students are asked to complete an extended
piece of writing.
Explanations are expected in full English.
Students learn about using graphs, tables and
charts to present and analyse information.
Students perform calculations, and quote
answers with correct units.
Department: Economics Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Economic methodology and the economic
problem
Economic methodology
The nature and purpose of economic activity
Economic resources
Scarcity, choice and the allocation of resources
Production possibility diagrams
Price determination in a competitive market
The factors which determine the demand for a
good or service.
A demand curve shows the relationship
between price and quantity demanded.
The causes of shifts in the demand curve
Price determination in a competitive market
The factors which determine the supply of a
good or service.
A supply curve shows the relationship between
price and quantity supplied.
Understand higher prices imply higher profits
and that this will
Term 2
The interrelationship between markets
Production converts inputs, or the services of
factors of production such as capital and
labour, into final output.
The meaning of productivity, including labour
productivity.
The benefits of specialisation and division of
labour.
Why specialisation necessitates an efficient
means of exchanging goods and services, such
as the use of money as a medium of
exchange.
Macroeconomics: The measurement of
macroeconomic performance
Production, costs and revenue
Production converts inputs, or the services of
factors of production such as capital and
labour, into final output.
The meaning of productivity, including labour
productivity.
The difference between internal and external
economies of scale.
Term 3
Competitive and concentrated markets
There is a range of market structures.
Factors such as the number of firms, the
degree of product
differentiation and ease of entry are used to
distinguish between different market
structures.
Profit is an important objective of most firms.
Firms may also have other objectives such as
survival, growth and increasing their market
share.
The main characteristics of a perfectly
competitive market.
The market mechanism, market failure and
government intervention in markets
Term 4 and Term 5
Macroeconomics: Economic performance
Macroeconomics: Macroeconomic policy
Preparation for Year 1 internal exams
Start A2 course
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Formal formative assessments
End of unit tests
Learn all Key Terms
Read around and into the subject using a range
of broadsheets
Contextualise the subject from recommended
news sites e.g. BBC
Working individually, in pairs and in groups
Understanding and analysing the business
environments in diverse cultures
Business Ethics and the impact of business on
the environment
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students are given clear and comprehensive
instructions on the use of equipment
The Business Department completes an annual
risk assessment to be followed by staff and
students
End of unit assignments
Analysis of world business influences
Extended writing assignments
Data analysis and computation to obtain
financial ratios and final accounts
Key Terms are a fundamental in examination
methodology
Department: English Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Study of Othello
Study of The Great Gatsby & Poetry from Anthology
Term 2
Study of Othello
Study of The Great Gatsby & Poetry from Anthology
Term 3
Study of Unseen Poetry
Study of The Great Gatsby & Poetry from Anthology
Term 4
Study of Unseen Prose
Study of The Great Gatsby & Poetry from Anthology
Term 5
Study of Modern Drama
Study of comparative poetry/prose
Term 6
Study of Modern Drama
Study of comparative poetry/prose
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Use of Personalised Learning Checklists
On-going formative assessment questions and
exam style questions
Student/teacher one-to-one.
Mock Exams
Wider Reading Log
Theatre visits
Contextual research
Team work
Historical context and understanding (WW1 –
home and on Front)
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Classrooms risk assessed Learning groups Literacy embedded in lessons
Department: English Lang & Lit Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Terms 1 & 2
Poetic Voices (poetry)
Imagined Worlds (prose)
Terms 3 & 4
‘Paris’ Anthology – various texts from all genres of Literature
Terms 5 & 6
Coursework
Re-creative Writing – adapting and shaping original material
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Regular timed essays
Cumulative knowledge testing
Formative assessment
Student/teacher 1:1 discussions
Students are also expected to take an active
role in assessing their own work and setting
themselves targets for improvement. Research various writers for context Critical research and research of linguistic
theories Prepare presentations to peers Visits to theatre
Contextual understanding
Understanding the importance of Literature
and how Language is used
Presentations to peers
Group work
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Risk assessments for trips
Classrooms have been risk-assessed
Introduce new terminology to class
Student led questioning
Wider reading
Literacy is embedded within the course
Use of timelines
Department: Film Studies Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
The 2 year A level consists of 2 exam papers (Component 1 – Varieties of Film and Film-making and Component 2 – Global Film-making) Each exam is
worth 35% of the overall mark. Students also complete 1 coursework task (Component 3) work 30%. We follow the WJEC Educas GCE A level in Film.
Term 1- Introduction to core features of film: lighting, camerawork,
costume, performance, mise-en-scéne, editing, sound. Students learn the
key technical terms and develop skills in analysis in a range of introductory
texts, including own choice in homework tasks. Component 1, Section A:
Comparative Study. Students study 1 text from Hollywood 1930-1990:
‘Vertigo’ by Alfred Hitchcock and one from Hollywood 1961-1990: ‘Do the
Right Thing’ by Spike Lee. Students will analyse and compare the use of core
features within both texts, as well as learning the concept of auteur and how
this is applicable in the texts.
Component 1, Section B: American film since 2005. Students will examine
one mainstream text (‘La La Land’, 2016) and one independent text
(‘Frances Ha!’ 2012) For this unit, students analyse core elements as well as
issues of spectatorship.
Term 2 - Students will continue their focus on Sections A and B, developing
knowledge of the set texts and for Section A, developing their comparative
analysis.
Term 3 - Continuing focus on the set texts for Sections A and B. Component
3 – Production Coursework and Evaluative analysis. Students will examine
the conventions of short film, using a selection of examples provided by
WJEC as well as that of screenplays. From this, they will create plans for
their own short film and start the drafting process. Students have the
opportunity to select making their own short film as a piece of moving image
or as a written screenplay.
Term 4 - Component 1, Section C – British Film since 1995. Students
examine 2 texts: ‘Trainspotting’ 1996 and ‘Fish Tank’, 2009. The key areas
of study are for these are the usual core features as well as narrative and
ideology, examining the structure and content of the films as well as
messages, values and representations of aspects such as place, British
values, class etc.
Term 5 - Continuing with focus on Section C and drafting process of
coursework
Term 6 – Revision of all previous sections, coursework drafting. End of year
assessments. Introduction to Component 2, Section A – Global Film-making.
Students will examine 2 films – one European: ‘Life is Beautiful’, 1997 and
one international: ‘Dil Se’, 1998. For these films, students examine core
features only, although issues of context will also be covered.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Fortnightly Film Log, where micro analysis of
range of texts is formatively assessed On-going
use of past questions/exam style tasks
Twice termly folder checks
Group presentations
Drafting process of coursework
Student packs for students’ own use and
reference, containing key terms, exemplar
work and course outlines
Film office and ICT equipment available
Student allowed choice over texts for tasks
Students given list of focused independent work
Media Conference trip on various themes
Examining significance of music within texts
Context examined across all units and
representations of gender, race, class etc.
studied through set exam texts
Displays covering films from national cinemas
How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy
Students given clear instructions on using
equipment within the department (e.g. MACS
and cameras)
Students supervised during work in ICT suite
Students are encouraged to apply for WJEC
filmmaking competition
Exemplar work from previous students
available
Independent tasks designed to push students
Group tasks to develop use initiative
Use of academic texts and theoretical writing
Specific word lists and specialised vocabulary
are used throughout the year, with a list of
technical terms in student pack
Research and revision of key dates in film,
Use of timelines to track and understand
various narrative structures for film macro-
analysis
Time periods examined as part of context
Department: Geography Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Water and Carbon
Changing Places
Term 2
Water and Carbon
Changing Places
Term 3
Water and Carbon
Changing Places
Term 4
Hazards
Resource Security
Term 5
Hazards
Resource Security
Term 6
Fieldwork
Geographical Skills
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Formal formative assessment
End of unit test
Research homework
Fieldwork
Working individually, in pairs and in groups
Understanding cultures in different countries
Empathy for people from a range of cultures
Understanding the impact of the physical
environment on peoples’ lives
Understanding the impact of people on the
environment
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
The Geography Department has risk
assessments which are followed by staff and
students
Completion of research activities
Encouragement of application and synthesis of
knowledge in new situations
End of unit assignments
Specific word lists and specialised vocabulary
are used throughout the year
Extended writing assignments
Students will develop statistical and graphical
skills
Data analysis
Department: History Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Key
Unit 1 – Britain 1625 – 1701: conflict, revolution and settlement and Unit 2 –
Russia in Revolution 1894 – 1924. Unit 3 – Germany 1870 - 1991
Term 1
Course Overview. The quest for political stability 1625 – 88
Failure of monarchical government, republican rule 1649–1660,
restoration
Overview of course and background context
The rule of Nicholas II 1894 -1905
Unit 3: Understanding of the social and economic background in this
period.
Wilhelmian Germany: Society, economy and politics.
Essays given once every term in each unit
Term 2
Religion, conflict and dissent 1625 -88. Actions of Charles I
Nature of autocratic rule and opposition to Tsarism
Repression and reform, impact of WWI. February Revolution
Attempt to achieve unity through democracy 1917-19
Policies and leadership of the Second Reich
Essays given once every term in each unit
Term 3
Social and Intellectual Challenge 1625 -88
Reasons for rise in population, challenges to the structure of society
Interregnum and Oliver Cromwell
Term 3 continued: End of Romanov Rule 1906-17.
The provisional governments and it opponents Feb – Oct 1917
Birth of Democratic Germany
Essays will be given once every term for each unit
Term 4
Levellers and Diggers
Politics and Religious policies of Charles II and James II
Opposition to the Provisional government
A new Reich 1933-35
Gleichschultung and creating of Totalitarian State. Hitler’s role as
Fuhrer. New Nazi State.
Term 5
Economy, Trade and empire 1625 – 88
Slave Trade and Navigation Acts
Defending the Bolshevik Revolution Oct 17 – 24.
Rise of Trotsky and other leaders.
Establishing and ruling the new republic after 1945. Creation of FRG.
Importance of Adenaeur and CDU in creating new republic
Formal assessment given – exam practice in June
Term 6
Historical interpretations – How revolutionary in the years to 1701 was
the Glorious revolution of 1688-89?
Consolidation of Russia in Revolution and start revision
Coming to terms with the past and de-nazification. Changes in nature
of SDP.
Reasons for flood of refugees in GDR in 1989.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Use of Personalised Learning Checklists
On-going formative assessment during lessons
by teacher using past paper questions
Student/teacher one-to-one.
Mock Exams in Term 5
Research is key in both units.
Detailed notes must be made in all lessons.
Exceptional Organisation and preparation is
expected.
Group discussion and debate
Understanding of different cultures and
customs in Ireland
An appreciation of the life and social challenges
of people in different countries.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
The History Department have detailed Risk
Assessments which are closely followed by staff
and students.
Drinks to be encouraged when hot weather
approaches.
Students are encouraged to research
independently and in-depth around the topics
studied.
Using online archive resource such as Jstor
Specific word lists and specialised vocabulary
are used throughout the year.
Essay writing skills will be developed
continuously through assessment and
modelling.
Department: ICT (Computer Science) Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Course Introduction
The characteristics of contemporary processors, inputs, outputs and
storage devices
Elements of computational thinking
Term 2
Software and software development
Problems solving and programming
Term 3
Exchanging data
Algorithms
Term 4
Data types, data structures and algorithms
Programming skills and practice
Term 5
Legal, ethical and cultural issues
Programming skills and practice
Term 6
Theory recap and revision
Programming skills and practice
Introduction to project
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment.
On-going formative and summative
assessment during lessons by teacher.
Student/teacher one-to-one discussions.
End of unit tests.
The blended learning approach means that a
fair portion of the study is home based.
Programming practice.
Research into computer systems.
Team work.
Understanding the role of individuals in a
team.
Reflection on one’s own strengths and
weaknesses within a programming
environment.
Creating projects of work to fully fit your
purpose and audience.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students are presented with a clear list of
house rules for how to behave in the ICT
classroom.
E-safety will cross linked throughout topics
taught.
Legal, ethical and cultural issues will cover key
safety concerns and issues.
Students are constantly presented with
extension activities for each unit covered.
Students are expected to consistently work on
their programming skills.
High end questioning will be built within the
units.
Specific word lists and specialised vocabulary
are used throughout the year.
Written tasks to demonstrate understanding
will integrate literacy skills.
Numeracy will be integrated within
programming units.
Timing of tasks will be visible throughout
lessons.
Department: ICT (Creative Media) Course Type: BTEC Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Introduction to Unit 1 Media Representation
Theory in preparation for Unit 1
Term 2
Introduction of Unit 4 Pre-Production Portfolio
Skills for Unit 4
Continuing theory for Unit 1
Term 3
Introduction to Unit 10 Film Production
Skills and content for Unit 10
Term 4
Submit first learning objective for Unit 10 and 4
Term 5
Theory in prep for Unit 1 (First sit of assessment)
Term 6
Submission of second learning objectives for Unit 4 and 10
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Summative assessment of the units
The blended learning approach means that a
fair portion of the study is home based.
The students will need to install an IDE for the
development of their game
The students will need to develop their
independent learning skills to enable them to
complete the game to a high enough working
standard
They will also have to abstractly think about
the internal processes of their game so that
they can create a suitable test plan
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students are presented with a clear list of
house rules for how to behave in the ICT
classroom.
E-safety will cross linked throughout topics
taught.
Legal, ethical and cultural issues will cover key
safety concerns and issues.
Students are constantly presented with
extension activities for each unit covered.
Students are expected to consistently work on
their programming skills.
High end questioning will be built within the
units.
Specific word lists and specialised vocabulary
are used throughout the year.
Written tasks to demonstrate understanding
will integrate literacy skills.
Numeracy will be integrated within
programming units.
Timing of tasks will be visible throughout
lessons.
Department: ICT (Extended Cert) Course Type: BTEC Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Introduction to the course outlining the various units and their content
Introduction to Unit 3 ‘Using Social Media in Business’
Investigate the use of social media in business
First assignment handed out
Term 2
First assignment handed in by students
Continuing research into the different aspects of social media in a
business setting
Second assignment handed out to students
Some lessons spent on Unit 2 ‘Creating Systems to Manage
Information’ this term
Term 3
Unit 2 ‘Creating Systems to Manage Information’ is formally started
Assignment 2 hand in for Unit 3
Revision tasks
Term 4
Theory and practical aspects of Unit 2 will be delivered this term
Some homework/study period tasks will be set
Term 5
Revision for Unit 2 creating systems to manage information
Exam occurs this term
Term 6
Finalisation of Unit 3 work
Theory taught for Unit 1 ‘Information Technology Systems’ in
preparation for the January 2018 exam
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
Student/teacher one-to-one discussions
Formal formative assessment (end of unit)
Mock examinations
Walkthrough study guides as provided
Research and practical tasks are involved in the
course
Team / Group Work
Reflection on own strengths & weaknesses Looking at the impact of social media on
business
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students are presented with a clear list of
house rules for how to behave in the ICT
classroom.
E-safety will cross linked throughout topics
taught.
Legal, ethical and cultural issues will cover key
safety concerns and issues.
Students are constantly presented with
extension activities for each unit covered.
Students are expected to consistently work on
their programming skills.
High end questioning will be built within the
units.
Specific word lists and specialised vocabulary
are used throughout the year.
Written tasks to demonstrate understanding
will integrate literacy skills.
Numeracy will be integrated within
programming units.
Timing of tasks will be visible throughout
lessons.
Department: Maths Pure 1/Mec/Stat Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Algebra and Functions
Statistical sampling
Data representation and interpretation
Quantities and units in mechanics
Kinematics 1 (constant acceleration)
Term 2
Coordinate geometry in the (x,y) plane
Further algebra
Data representation and interpretation continue
Kinematics 1 continue (constant acceleration)
Term 3
Trigonometry
Vectors
Probability
Statistical distributions
Forces and Newton’s law
Term 4
Differentiation
Integration
Statistical hypothesis testing
Forces and Newton’s law
Term 5
Exponentials and logarithms
Statistical hypothesis testing
Kinematics 2 (variable acceleration)
Term 6
Revision of past paper questions up to the internal mock examinations.
Proof
Algebraic and partial fractions
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
At the end of each topic there is a formal topic
assessment during lessons by teacher using
past paper questions.
Students not achieving their target grade are
expected to come back after school and retake
the test.
Student/teacher one-to-one.
Use of Personalised Learning Checklists
On-going formative assessment during lessons
by teacher using past paper questions
Regular homework assignments are set to
practice new skills and consolidate learning.
Answering questions on the topic and
particularly looking at past exam questions to
note the style of question on the topic.
Resources made available for extra support
and
practice as required
Essential that you maintain your own notes on
how to apply the topics learnt.
Essential that you draw clear diagrams!
Team work within the class.
Understanding the real life situations that
mechanics can be used for.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
As a classroom subject, students and teachers
adhere to the general school safety procedures
Students are given clear guidance if asked to
use the internet as part of their studies
Understand why the formulas are used.
Opportunities to explore theories and issues in
further depth are signposted to the students in
lesson.
Specialised vocabulary is used throughout the
year.
Questions are often heavily worded problem
solving situations and one of the skills of
mechanics is to be able to pick the maths out
of the situation presented and to construct
diagrams from the information given.
Department: Maths CorePure1/Dec 1 Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Students learn all content from Pure 1 and Mechanics/Statistics units in
addition to their Further Maths units listed below.
Term 1
Complex numbers (part 1)
Matrices 1
Algorithms and graph theory (part 1)
Allocation (Assignment) problems
Term 2
Matrices 2
Complex numbers (part 2)
Algorithms on graphs I (part 1)
Flows in networks
Term 3
Series
Algebra and functions
Proof
Algorithms on graphs II
Linear programming
Flows in networks
Term 4
Vectors
Linear programming
Critical paths analysis
Game Theory
Term 5
Calculus
Critical path analysis
Recurrence Relations
Term 6
Complex numbers
Algorithms and graph theory (part 2)
Algorithms on graphs I (part 2)
Transportation problems
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Use of Personalised Learning Checklists to
assess understanding throughout the course
On-going formative assessment during lessons
by teacher using past paper questions
Regular homework assignments are set to
practice new skills and consolidate from earlier
in the year
Student/teacher one-to-one.
Resources made available for extra support
and practice as required
Online tuition videos shared and linked to
within lessons
An appreciation of the application of
mathematics to the real world
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
As a classroom subject, students and teachers
adhere to the general school safety procedures
Students are given clear guidance if asked to
use the internet as part of their studies
Students sit the Senior Maths Challenge each
year.
Numeracy is inherent in all we do!
Opportunities for comprehension and
application of mathematics to different real
world scenarios are integral to the syllabus
Department: PDW Course Type: NA Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
PSHEE & Citizenship - Health and wellbeing, living in the wider world,
relationships: Optimising the year ahead, safer sex, mental health, drug
awareness.
Term 2
PSHEE & Citizenship – Living in the wider world: Unifrog, road safety, the
right to education, Christian values
Term 3
PSHEE & Citizenship – Living in the wider world: e-safety, political
awareness
Term 4
PSHEE & Citizenship – Living in the wider world: apprenticeships,
homelessness
Term 5
PSHEE & Citizenship – living in the wider world: exam technique,
relaxation technique
Term 6
PSHEE – Living in the wider world: UCAS,
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher discussions
Active citizenship projects such as fundraising
and volunteering
Reading/ watching news and current affairs
Participation in school projects such as Peer
mentoring and school council
External links to organisations and help lines
Explore beliefs and experience; respect
values; discover oneself and the surrounding
world and reflect.
Recognise right and wrong; understand
consequences; investigate moral and ethical
issues; offer reasoned views.
Use social skills in different contexts; work
well with others; resolve conflicts; understand
how communities work.
Appreciate cultural influences; participate in
culture opportunities; understand, accept,
respect and celebrate diversity
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students are reminded about the sensitive
nature of some of the issues discussed during
PDW sessions and how respect and trust form
an integral part of many sessions.
Many topics covered during PDW cover internet
and personal safety including advice on where
students can receive help.
Skill development including; research,
discussion, presenting, persuasive arguments,
evaluation.
Spiral learning to build on previous and cross
curricular knowledge
Provision for students to work independently
on active citizenship projects
Thinking hard strategies
Specialised vocabulary used in every lesson.
Students are asked to complete a variety of
tasks including poetry, song writing, raps,
slogans and manifestos.
Students learn about economic wellbeing
including debt, financial planning and
budgeting.
Department: Philosophy Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Philosophy of Religion Religion and Ethics Developments in Religious Thought
Term 1 - Ancient Philosophical Influences.
Plato: reality; Forms; analogy of the cave.
Aristotle: reality; Four Causes; Prime Mover.
Term 2 - Soul, Mind And Body
Philosophical language of soul, mind and body.
Metaphysics of consciousness.
Term 3 - Arguments Based On Observation.
The teleological argument: Aquinas and Paley.
The cosmological argument: Aquinas.
Challenges to arguments: Hume and evolution.
Term 4 - Arguments Based On Reason.
The ontological argument: Anselm.
Challenges to argument: Gaunilo and Kant.
Term 5 - Religious Experience.
Nature and influence of religious experiences.
Ways in which individual religious experiences
can be understood.
Term 6 - The Problem Of Evil
The problem of evil and suffering.
Theodicies: Augustine and Irenaeus.
Term 1 - Natural Law
Aquinas’ natural law including: telos; four
tiers of law; precepts.
Term 2 - Situation Ethics
Fletcher’s situation ethics.
Term 3 - Kantian Ethics
Kantian ethics.
Term 4 - Utilitarianism
Utilitarianism.
Term 5 - Euthanasia
Key areas, including: sanctity of life;
quality of life; voluntary euthanasia; non-
voluntary euthanasia.
Term 6 - Business Ethics
Key areas, including: corporate social
responsibility; whistle-blowing; good ethics
is good business; globalisation.
Term 1 - Augustine On Human Nature
Human relationships pre- and post-Fall.
Original Sin and its effect on the will of society.
God’s grace.
Term 2 - Death And The Afterlife
Christian teaching on: heaven; hell; purgatory.
Term 3 - Knowledge Of God’s Existence
Natural knowledge of God’s existence: as an
innate sense of the divine; through creation.
Revealed knowledge of God’s existence:
through faith and God’s grace and Jesus Christ.
Term 4 - The Person Of Jesus Christ
Jesus Christ’s authority as: the Son of God; a
teacher of wisdom; a liberator.
Term 5 - Christian Moral Principles
The diversity of Christian moral reasoning and
practices and sources of ethics.
Term 6 - Christian Moral Action
The teaching and example of Dietrich
Bonhoeffer.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Formal formative assessment
Timed Essays
Mock Examinations
Research and background reading to be done
when completing essays.
Preparing presentations for lessons
Understanding the role of religion and faith in
the world.
Being aware of social, political and cultural
issues from philosophical and ethical
perspectives.
Developing open-mindedness/understanding of
the variety of philosophical and ethical
viewpoints in regard to contemporary issues.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Students receive a clear set of expectations
that include what is regarded as an acceptable
standard of behaviour.
The Religious Education department have
developed resources and activities that are
specifically designed to challenge.
Students are frequently asked to complete
written work in lessons and as homework.
Students complete background reading on any
given topic.
Tasks/activities that are given to students are
usually timed.
Department: Physics Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Core Physics I
This comprises the topics of Mechanics and
Electrical Circuits.
The topic is taught through a variety of concept
and context driven methods.
A 1 hr 30 min exam paper is set on these topics
at the end of year 12.
The paper will include questions that target
mathematics skills.
Students will apply their learning in familiar and
unfamiliar situations.
Core Physics II
This comprises the topics of Materials, Waves
and Quantum Mechanics.
The topic is taught through a variety of concept
and context driven methods.
A 1 hr 30 min exam paper is set on these topics
at the end of year 12.
The paper will include questions that target
mathematics skills.
Students will apply their learning in familiar and
unfamiliar situations.
A Strong Focus On Practical Work
6 extended practical tasks on waves, circuits,
mechanics and quantum mechanics.
Detailed write ups.
An emphasis on developing practical and
communication skills.
This has an examined element and practical
skills are tested in the A2 Physics course
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
In science, we operate a system of ‘www’ –
what went well, and ‘ebi’ – even better if.
Students also engage in assessing the work of
their peers and comment on how they could
improve.
Students will be expected to sit formal end of
topic tests in each unit throughout terms 1 to
6.
Students should expect to receive guidance on
ways to improve through the regular
discussions with their teacher.
Students are also expected to take an active
role in assessing their own work and setting
themselves targets for improvement.
Research famous scientists and their impact on
the history of science and development of
humanity.
Visit museums and science exhibitions.
Watch online videos about science and/or
science based television shows eg Braniac,
Mythbusters, James May’s Bright Ideas, ect.
Using revision guides, workbooks and other
well established revision resources.
Understanding the role of individuals in a team
Considering the environment and the
importance of energy conservation e.g. acid
rain, global warming
Learning about the individuals who have helped
to shape the modern world and who may
influence the future of humankind.
Empowering students to realise that they are
aware that can make an impact on the world
around them.
Keeping up to date with current affairs in the
science arena.
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
The Science Department have detailed Risk
Assessments which are closely followed by staff
and students.
Students are introduced to safety in the lab
from their very first lesson in science.
Teachers will remind students of health and
safety issues before each practical lesson.
Differentiation during lessons
Levelled tasks to allow students to achieve
more highly than their baseline target.
Trips and other extracurricular events.
STEM clubs and events.
Physics Olympiad Competitions
Students are asked to complete an extended
piece of writing.
Explanations are expected in full English.
Students learn about using graphs, tables and
charts to present and analyse information.
Students perform calculations, and quote
answers with correct units.
Department: Product Design Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Subject Content:
A-level Design and Technology: Product Design requires students to engage
in both practical and theoretical study. This specification requires students to
cover design and technology skills and knowledge as set out below. These
have been separated into:
• technical principles
• designing and making principles.
Aims:
Thorough a series of structured tasks and projects this full courses will
encourage students to:
• be open to taking design risks, showing innovation and enterprise whilst
considering their role as responsible designers and citizens
• develop intellectual curiosity about the design and manufacture of
products and systems, and their impact on daily life and the wider world
• work collaboratively to develop and refine their ideas, responding to
feedback from users, peers and expert practitioners
• gain an insight into the creative, engineering and/or manufacturing
industries
• be able to work safely and skillfully to produce high-quality
prototypes/products
• develop the capacity to think creatively, innovatively and critically through
focused research and the exploration of design opportunities arising from
the needs, wants and values of users and clients
• develop knowledge and experience of real world contexts for design and
technological activity
• develop an in-depth knowledge and understanding of materials,
components and processes associated with the creation of products that can
be tested and evaluated in use
• be able to make informed design decisions through an in-depth
understanding of the management and development of taking a design
through to a prototype/product
• be able to create and analyse a design concept and use a range of skills
and knowledge from other subject areas, including maths and science, to
inform decisions in design and the application or development of technology
• have a critical understanding of the wider influences on design and
technology, including cultural, economic, environmental, historical and social
factors
• develop the ability to draw on and apply a range of skills and knowledge
from other subject areas, including the use of maths and science for analysis
and informing decisions in design.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Peer and self-assessment
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one discussions
Formal formative assessment
End of unit test
Sourcing and analysing relevant products that
they find independently
Establishing a personalised element in their
project through their detailed specification.
Students can choose to visit design related
museums, galleries, shops and events.
Team work & understanding the role of
individuals in a design team
Developing ‘creative’ and ‘out of box’ thinking
Respecting the opinions and ideas of others
Encouraging and empathising
Ethical, sustainability and human factors
Learning about designers
How Students Stay Safe Opportunities For Stretch and Challenge Opportunities For Literacy and Numeracy
Students receive clear demonstrations on the
use of tools and equipment.
The Design and Technology Department have
detailed Risk Assessments which are closely
followed by staff and students.
To give students the opportunity to create
products of their choosing both in lesson
content and enrichment activity
Students can choose to visit design related
museums, galleries, shops and events.
Specialised vocabulary is used and students
complete extended pieces of writing.
Students learn about measurements and
dimensions of materials.
Students are asked to complete exam style
questions in full sentences.
Department: Psychology Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Research Methods - Learners will explore how Psychology came to be a
science and how we uphold this through empirical testing and statistical
analyses.
Term 2
Social Influence - Why do we behave differently depending on who we are
with? How can this be manipulated? Learners will explore the works of Social
Psychologists to understand how the voice of few can overthrow a majority.
Term 3
Memory - What is a memory? Where is it kept? Learners will begin to grasp a
knowledge of Cognitive Psychology to explain how we create and store
memories in the human mind. Learners will also discover the reliability of
memories in eye witness testimonies.
Term 4
Attachment - How do an infant’s first bonds affect the rest of their
development? Can the damage caused in infancy ever be reversed? Learners
will follow the works of astound Developmental Psychologists to assess the
true influence of care-givers during infancy.
Term 5
Biopsychology - How does our body work? How does the physical affect the
mind? Learners will explore the inner-workings of the Human Body and use
this knowledge to explain how stimulating different regions of the brain can
alter our behaviours.
Term 6
Approaches - What parts of our development are the most influential? What
shapes us into our adult selves? Learners will assess the works of a wide range
of theorists in an attempt to answer what our greatest influence is.
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Personal Learning Checklists (PLC’s) and
Progress Arrows.
Ongoing Formative Assessments.
Assessment Books – Dedicated Improvement
and Reflection Time (DIRT).
Formal Summative Assessments.
Self, Peer and Teacher Marking.
Cornell note-taking; summative mind maps;
flash cards.
Independent Study Tasks – Use of Frog,
Internet searches
Super-Star Thinker’s Zone.
AQA website for past papers and other useful
material
Summer Research Projects
Explore beliefs and experience; respect
values; discover oneself and the surrounding
world and reflect.
Investigate moral and ethical issues; offer
reasoned views.
Use social skills in different contexts; work
well with others; resolve conflicts; understand
how communities work.
Appreciate cultural influences; understand,
accept, respect and celebrate diversity
Appreciate and celebrate Neurological
Diversities
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Social Science demands that students respect
and appreciate a diverse spectrum of views and
experiences. Students are reminded regularly
of the nature of their chosen subject and a zero
tolerance approach is adopted by staff.
Trips and conferences are evaluated for any
health and safety issues.
Students are encouraged to use the many
resources and readings on FROG
Peer assessment and mentoring
Independent research projects
Conferences and university visits
Super-Star Thinker’s Zone
In-class extension tasks
Verbal Literacy – Thinking Dice / Discussion
Tasks / Pair Work / Presentation tasks
Written Literacy - Vocabulary Books / Essay
practice / Cornell Note-Taking
Reading Literacy – Journal articles / Social
Science Magazine / Newspaper links /
Contextual novels
Numeracy – Research Methods
Department: Public Services Course Type: BTEC Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Unit 1 – Public service skills (10)
Unit 2 – Employment in the uniformed public services (5)
Term 2
Unit 12 – Crime and its effects on society and individuals (10)
Unit 2 – Employment in the uniformed public services (5)
Term 3
Unit 5 – Health and fitness for the public services (10)
Unit 11 – Law and its impact on the public services (10)
Unit 4 - Career planning for the public services (5)
Term 4
Unit 6 – Citizenship the individual and public services (10)
Unit 4 - Career planning for the public services (5)
Term 5
Completion
How Learning Is Assessed Independent Learning Opportunities Social And Cultural Learning
Assessment briefs at the start of every unit.
On-going formative assessment during lessons
by teacher
Student/teacher one-to-one.
Peer and self-assessment opportunities.
Working to deadlines
Research and presentation tasks
Film making and role play activities
ICT based assessment
Explore beliefs and experience; respect values.
Investigate moral and ethical issues; offer
reasoned views.
Use social skills in different contexts; work well
with others; understand how communities
work.
Appreciate cultural influences and celebrate
diversity
How Students Stay Safe Opportunities For Stretch And Challenge Opportunities For Literacy And Numeracy
Trips and conferences are evaluated for any
health and safety issues.
Students are required to cover topics and
situations that may involve personal disclosure.
A zero tolerance approach to verbal or
emotional intimidation is adopted by staff.
Assignment briefs are tiered
Peer assessment and mentoring
Independent research projects
Visits and active citizenship projects.
Specialised vocabulary
The development of literacy skills in written
tasks including understanding key assessment
terms
Independent research and reading
Calculations and recording of data.
Department: Sociology Course Type: A-Level Year 12
Plan Of Learning For The Year (Unit/Topic/Project Context)
Term 1
Introduction to Sociology – Social Theory. Students will explore the main
