Year 11 Course Outlines 2017-2018 - St Simon Stock ... · Year 11 Course Outlines 2017-2018 Contents Art and Design Business Drama English ... Advantages of growth Disadvantages of

Year 11 Course Outlines

2017-2018

Contents

Art and Design

Business

Drama

English

Food Technology

French

Geography

History

ICT (Computing)

ICT (GCSE)

Maths – Foundation

Maths – Higher

Music (GCSE)

Music (VCERT)

PDW

Product Design

Religious Education

Science

SEN KS4 Learning Options Pathway

Spanish

Sports Studies

Textiles

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: Art and Design Year 11

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 four 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 Mock exam preparation ‘Folkestone Triennial’ Journals; independently investigate assessment objectives

Term 2 Exam final pieces Present a personal, informed and meaningful response in 2D/3D

Term 3 Portraits: Abstract Art Photography, printing, web design

Term 4 Externally set exam. Theme; Links to artists, response Journal - research and exploration of materials and media

Term 5 Externally set exam. Theme; Links to artists, response Journal –Developmental/experimental work. Final 10 hour exam.

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: Business Year 11


Term 1

Expanding a Business

Conflict between stakeholders

Choosing the Right Legal Structure

Private limited companies (ltd)

Public limited companies (plc)

Business Aims and Objectives

Ethical and environmental considerations

Choosing the Best Location

Finalising preparation for Controlled

Assessment

Term 2

The Marketing Mix

Product portfolio/mix & product life cycle

Pricing decisions for growth

Promotional activities to enable growth

Selecting the promotional mix

Channels of distribution

Controlled Assessment

Term 3

Reorganising Organisational Charts and

Management Hierarchies

Internal organisational structures

Appropriateness of centralisation/

Decentralisation for growing businesses.

Recruitment and Retention of Staff

The staff recruitment process

Appraisal and training

Methods of motivation

Retention of staff.

Production Methods for Growing Businesses

Use of flow production

Efficient production methods

Lean production techniques.

Recognising Challenges of Growth

Advantages of growth

Disadvantages of growth.

Maintaining Quality Assurance in Growing

Businesses

Identifying quality problems

Methods of maintaining consistent quality

Term 4

Finance for Large Businesses

Sources of finance available

Appropriateness of the sources.

Profit and Loss Accounts and Balance Sheets

Purpose of financial statements

Components of financial statements

Interpretation of data given on financial

statements.

Revision and past papers

Term 5

Revision and past papers


Self-Assessment

Formative Assessment during lessons by

teacher

Formal formative assessment against criterion

Student / teacher one-to-one discussions

Students undertake all criterion as homework

Learn core GCSE Key Terms

Understanding how different groups and

cultures are targeted / impacted by branding

Analysing the reaction to branding by different

social groups and cultures

Understanding the personal requirements for

Entrepreneurship


Students are given clear and comprehensive

instructions on the use of equipment

The Business department completes an annual

risk assessment which is followed by staff and

students

Completion of past papers to A*-A standard Specific Key Terms are required in all student

submissions

Students are required to submit evidence of

mathematical research and analysis in all

submissions

Department: Drama Year 11


Term 1 – Component 1 Devising – Students will begin to develop a drama from a given stimulus. The will also take notes for their portfolio.

Term 2 – Component 1 Devising - examination performance. Writing portfolio. Mock examination preparation for Component 3 – Theatre Makers in

Practice.

Term 3 – Component 3 Mock examinations. Component 2 – Performance from Text.

Term 4 – Component 2 – rehearsals and examination by Edexcel examiner.

Term 5 – Component 3 - Revision for final written examination – The Crucible and The Woman in Black.




by teacher


Formal formative assessment for Performing

Research play texts/playwrights

Research dramatic styles

Reading plays as an individual

Learning lines

Developing skills in performance preparation

Group/pair work

Understanding the role of individuals in a team

Understanding of different cultures around the

world

Encouraging and empathising

Examining moral/cultural issues



use of equipment.

Students have clear guidelines of how to work

safely and independently in Studio and on stage

Careful choice of play texts to stretch

intellectually and dramatically

Negotiation/discussion when developing group

performance

Performances develop confidence of students

Specific word lists and specialised vocabulary

are used throughout the year.

Students encounter texts in a variety of genres

and eras

Department: English Year 11


Term 1

Language: analysis of language; assessment of Speaking & Listening

Literature: study of modern set text

Term 2

Language: Critical analysis of texts

Literature: study of modern set text

Term 3

Language: Revision of AO1, AO2, AO3

Literature: Revision of poetry

Term 4

Language: Revision of AO3, AO5, AO6; assessment of Speaking &

Listening

Literature: Revision of Shakespeare and nineteenth century text

Term 5

Language: Revision of AO4, AO5, AO6

Literature: Revision of Shakespeare and nineteenth century text

Term 6

Exam Season



On-going formative assessment (exam style

questions)


Exam practise

Theatre visits (via school/home) Team work; Encouraging and empathising


Understanding the importance of

Language/Literature.


Classrooms risk assessed Re-do Controlled Assessments option for some Literacy embedded in lessons

Time lines, diagrams as appropriate

Department: Food Technology Year 11


Term 1

1st September first NEA task set

Work on 3 investigations for NEA task 1.

Hand in NEA task for first marking

Term 2

Finish off analysis and evaluations for NEA tasks

1st November second NEA task set

Beginning research and planning for food preparation NEA task

Revision and preparation for the mock examination in January 2018

Term 3

Mock examination week.

Continue with research and planning of NEA task 2.

Day off timetable for full assessment of NEA task 2 (group split into two).

Term 4

Complete final stages on food preparation task

Exam Revision lessons in preparation for the final examination

Term 5

Exam Revision lessons in preparation for the final examination

Walking talking mock

Term 6

Preparation for the final examination 2018.




by teacher


Formal formative assessment

Practical assessment

End of unit assessment

To research recipes and to cook food of their

own choice demonstrating the use of different

techniques.

To keep a recipe scrapbook

To be aware of local produce – visit farmers

markets and food shows

Team work

Understanding the role of individuals in a

team

Understanding of different structures around

the world


Learning about artists, their life and their

work.

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.

As Part of the Risk Assessment – all food allergy

information about each student is recorded and

students are taught to be aware of other

students and their allergies.

To visit The Good Food Show

To watch a range of cookery programmes

To give students the opportunity to cook

dishes of their choosing in an enrichment

activity

Students can visit the Farmers Markets and

Kent County Show to become aware of the

produce produced in Kent



Students must consider literacy in their NEA

tasks.

Students learn about measurements and

dimensions of materials when planning their

projects.

Department: French Year 11


Term 1

Module 7: Part 1: discussing career choices and talking about future

plans.

Grammar revision and translation practice.

End of Term assessment: Reading and writing.

Term 2

Module 7: Part 2: discussing the importance of languages and

applying for jobs.

Grammar revision and translation practice

End of Term assessment: Listening and Speaking.

Term 3

Module 8: discussing problems facing the world and protecting the

environment.

End of Term assessment: Reading and Speaking in preparation for

their exam.

Term 4

Revision Modules 1 to 8

Grammar revision and translation practice

Speaking preparation for their GCSE exam.

Term 5

GCSE speaking exam preparation.




by teacher



End of unit tests

Learn vocabulary on a regular basis

Use Frog for more independent learning

Use “Zut” website for extra challenging

activities and personalised learning

Use “Quizlet” for key vocabulary revision

Frequently learn core GCSE vocabulary from

Frog.

Languagesonline.org

BBC/French/bitesize website

Team work


Equality and diversity

Learn about different cultures and traditions




use of tools and equipment.

The MFL Department have detailed Risk

Assessments which are closely followed by

staff and students.

All electrical equipment is PAT tested

Detailed Risk Assessments for trips

Encourage students to read a range of books

in the Target Language made available to

them

“Zut” website

Use “Quizlet” for revision of complex

vocabulary

PixL booklet “How to achieve an A and A* in

French”



Students produce pieces of extended writing

Students learn about dates, time, numbers

and prices

Department: Geography Year 11


Term 1

The Changing Economic World.

Term 2

The Changing Economic World.

Term 3

Geographical Applications (write up fieldwork and prepare for questions on the pre-release materials after March 15th)

Mock exam revision and preparation

Term 4

Revision

Term 5

Revision

Term 6

GCSE examination finished




by teacher



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


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


are used throughout the year

Extended writing assignments

Students will develop statistical and graphical

skills

Data analysis

Department: History Year 11


Term 1

Complete the study of Superpowers and Cold War.

SALT 1 and SALT II

Invasion of Afghanistan

Gorbachev’s New Thinking

Reagan’s leadership

Term 2

Begin study of Paper 3 – Weimar and Nazi Germany 1918 – 39

Creation of New Republic

Challenges from Right and Left

Rise of Nazi Party

Who was Hitler

Exam technique: Interpretation skills.

Term 3

Complete study of Paper 3 – Hitler’s consolidation of power and life in Nazi

Germany

Revision on Paper 1 – Nature of Warfare. 1250 – Present and Historical

Enquiry

Assessment – Mock Examination in all 3 units

Term 4

Revision on Paper 2 (Superpowers and Cold War and Early Elizabethan

England)

Revision on Paper 3 Weimar and Nazi Germany 1918 – 1939

Revision – all 3 papers and intensive Walking-talking mocks

Assessment – public examinations preparation

Term 5

Revision

Assessment – Public Examination




by teacher

Student/teacher one-to-one discussions - all

teachers are happy to support students

Formal formative assessment - these are

termly

End of GCSE examination in Year 11

Research techniques are a central part of

History - however this is always structured with

a precise outcome.

Look for references to 'History in the news' and

bring evidence to lessons.

Create a detailed revision timetable from

Christmas of 2014.

Team work


to achieve the best outcome.

Encouraging and empathising - during

presentations this is openly encouraged.


There are a clear set of 'rules' which each

student writes into their book.

Students are encouraged to remove blazers in

the summer to prevent over-heating.

Students will look in-depth at some key events

in each unit. Students should be able to place

these events into a wider context of the period.

Students are given the opportunity to

undertake independent research on any of the

topics - incorporating their own historical

evidence.

Visits to historical sites and watching the news.



Students complete practice exam questions or

extended essays for all formal assessments.

Statistics and graphs play a central role in most

of the topics covered.

Department: ICT (Computing) Year 11


Term 1 – Controlled Assessment and Paper 1 Revision

Working on controlled assessment

General revision of Paper 1

Term 2 – Controlled Assessment and Paper 2 Revision

Working on controlled assessment

General revision of Paper 2

Term 3 – Controlled Assessment and Specific Topics

Students completing controlled assessment

Teacher will decide with students which specific topics to revise in detail

Term 4 – Intense Revision

Focusing on topics from both Paper 1 and Paper 2

Lots of exam practice and assessment

Term 5 – Intense Revision

Focusing on topics from both Paper 1 and Paper 2

Lots of exam practice and assessment

Term 6 – Exams

Exams will be in the first week of this term





End of Term Assessment

Research tasks based on different topics within

each unit of work.

Homework Activities.

Individual projects completed during each unit

– Controlled Assessment Assignments

Team work




Students are presented with a clear list of

house rules for how to behave in the ICT

classroom.

Students are constantly presented with

extension activities for each unit covered.

Students are presented with exemplar work to

show how high level work should be completed



Department: ICT (GCSE) Year 11


Term 1

Plan and manage work efficiently

Use a search engine effectively

Understand the need to consider quality, relevance and fitness for

purpose

Understand the implications of copyright

Create original images and information which are fit for audience and

purpose

Use reports to present information

Organise electronic messages

Work accurately

Term 2

In this term students will be taught the theory aspect of the course

This will include:

Digital devices

Connectivity

Legal & ethical aspects of ICT

Protocols

Standards

This is in preparation for the mock exam in January, which is a vital

part of the exam preparation

Term 3

Mock exam happens in this term

Students will analyse their performance in the mock exam

Weaknesses will be highlighted so students can factor this into their

personal revision program

Term 4

Activity 4

Evaluation of the their evidence for the CAB

Peer and self-evaluation of the digital products produced throughout

the CAB

Term 5

Revision of the theory side of the course

Includes after school/weekend and school holiday sessions

Exam occurs during this term

Term 6

N/A




by teacher


Using task mark scheme to self-assess their

progress

Research the task and practice

skills/knowledge

Produce your own resources and internet

research

Taking ownership of a project through the use

of a controlled assessment brief

Be able to critically assess and identify areas

of success and weaknesses


Students cover e-safety themes in the theory

section of the course

Students are presented with a clear list of

house rules for how to behave in the ICT

classroom.

Students are constantly presented with

extension activities for each unit covered.



Department: Maths (Foundation) Year 11


Term 1 and 2

As well as reviewing number work and mastering skills from previous years,

students will cover final following topics from Foundation syllabus:

Fractions: multiplying and dividing

Standard Form

Similarity

Congruence

Vectors: add/subtract, resultant of two vectors, multiples

Graphs of cubic and reciprocal functions

Simultaneous equations: algebraically and graphically

Rearranging formulae

Proof

Term 3 and 4

Following the mock exams in early December, students will embark on a

personalised revision programme designed to stretch each to their full

potential.

There will be also second round of mock exams in April.




by teacher



End of unit test

Homework will be set regularly by the class

teacher

MathsWatch is available with instructional

videos for every maths topics from Level 3 up

to A* GCSE!

Team work



the world


Students receive clear instruction for class

routines

Guidance is given in accordance with the whole

school policy for online work

UKMT Maths Challenge in May

Each mathematical concept will be extended by

applying it to complex problems. Students will

be exposed to similar content but with greater

or lesser difficulty depending on their ability.

Constructing arguments based on

mathematical calculations.

Many of the problems that we solve involve

comprehension and then effective

communication of the solution.

Department: Maths (Higher) Year 11


Term 1 and 2

As well as reviewing content from previous years and ensuring basic skills are

strong, students will be working on the following topics. Some students will

study additional topics for AQA Further Mathematics qualification to bridge the

gap between GCSE and A level topics.

Maths Topics:

Vectors and vector notation

Solving geometric problems

Direct and inverse proportion

Exponential functions

Non-linear graphs (tangents and area under a curve)

Translating graphs of functions

Statistics: (much of this will be quickly reviewed as previously covered)

Charts & Graphs

Collecting Data

Averages

Probability

Scatter Graphs & Correlation

Measures of Spread

Histograms

Time Series

Shapes of Distributions

Index Numbers

Binomial Theorem

Term 3 and 4

Following the mock exams in early December, students will embark on a

personalised revision programme designed to stretch each to their full

potential.




by teacher



End of unit test

Homework will be set regularly by the class

teacher

MathsWatch is available with instructional

videos for every maths topics from grade 1 to

9!

Team work



the world


Students receive clear instruction for class

routines

Guidance is given in accordance with the whole

school policy for online work

UKMT Maths Challenge in Term 5

Each mathematical concept will be extended by

applying it to complex problems. Students will

be exposed to similar content but with greater

or lesser difficulty depending on their ability.

Constructing arguments based on

mathematical calculations.

Many of the problems that we solve involve

comprehension and then effective

communication of the solution.

Department: Music (GCSE) Year 11


Terms 1 and 2

Students continue to develop their performing

skills, both in the classroom and in at concerts

organised by the department. This is recorded

before the end of term 2. Students also prepare

their ensemble examination, which is recorded

before the end of term 3.

Students commence work on their second

composition (provided by the board)

All coursework is concluded before the end of

term 2

Terms 3 and 4

The written examination is very much the priority

for this term. Revision continues with the

extracts of music, with listening examples to

prepare students for the examination in Term 5.

Terms 5 and 6

Depending on when the written examination is

taking place, students have their final

preparation for the written examination,

exploring the features of the music.




by teacher


Formal formative assessment for Performing,

Composing, Listening and Appraising

End of project test

Research musical features

Research musical styles

Research performers and composers

Listening to examples of instruments and music

Learning key features

Developing skills with Sibelius program

Group/pair work.

Understanding the role of individuals in a team.

Understanding of different cultures around the

world.

Encouraging and empathising.

Learning about composers and performers,

their life and work.



use of equipment.


safely and independently in practise rooms.

Differentiated work is given for every project,

so that instrumentalists have an opportunity to

use their skills

Compositional opportunities develop

instrumentalists further

Concerts develop confidence of students


are used throughout the year and printed in

their work booklets.

Students use numeracy when counting

rhythms.

Department: Music (VCERT) Year 11


Terms 1, 2, 3 and 4

The Elements of Music. Students will develop their understanding of how

to perform: strengths, weaknesses, opportunities and threats

Students continue to develop their performing skills, in the classroom,

concerts and other opportunities/tasks organised by the department. This

will be carefully planned and evaluated

Students complete the final task of the exam, planning an event as a

group. This develops their team skills, as well as their own independent

skills

Terms 5 and 6

Students can re-visit Unit 1 to improve any work required



On-going formative assessment by teacher


Formal formative assessment for Performing

and Appraising

End of task assessment

Research musical features and styles

Research performers and composers for

performance requirements

Planning performances, evaluating individual

strengths and weaknesses

Group/pair work


Learning about composers and performers and

how it related to performance

Cultural diversity in music



use of equipment.


safely and independently in practise rooms.

Differentiated work is given for every project, so

that instrumentalists have an opportunity to use

their skills

Concerts develop confidence of students

Specific word lists and vocabulary are used

throughout the year and printed in booklets

Students use numeracy when counting rhythms

Department: PDW Year 11


Term 1

PSHEE – Relationships: Safer sex, healthy relationships

Term 2

PSHEE & Citizenship – Living in the wider world: Future planning, economy, e-safety, Christian values

Term 3

PSHEE – Health and Wellbeing: drug awareness, alcohol, social media

Term 4

PSHEE – Health and wellbeing: exam success (nutrition, mindfulness, mental health, organisation)

Term 5

PSHEE & Citizenship – Living in the wider world: Next steps preparations, exam revision.




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


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: Product Design Year 11


GCSE Controlled Assessment:

Investigating The Design Context

Select and acquire relevant research that will promote.

Show understanding of the design context through detailed analysis.

Analyse relevant existing products that relate to design intentions.

Clearly identify specific design criteria, reflecting the analysis undertaken.

Identify a target market and the intended consumer/user profile.

Development Of Design Proposals, Including Modelling

Develop imaginative, innovative ideas, demonstrating creativity and flair.

Consider a range of issues to inform the development of design proposals.

Develop work through experimentation with a wide variety of techniques.

Making

Work independently to produce a rigorous and demanding final outcome.

Select and use appropriate tools, materials and/or technologies.

Testing and Evaluating

Document the testing and evaluation throughout against the specification.

Test final outcome against the design criteria/specification and evaluate.

Evaluate and justify the need for modifications to the product.

Communication

Create a portfolio that is focussed, concise and relevant - while

communicating all decisions in a coherent manner with technical

language.

Exam Preparation:

Pupils will gain knowledge and understanding of the processes and techniques

which aid manufacture and of the commercial and industrial applications of a

range of materials involved in manufacturing their products in quantity. It is

expected that designing and making will address complete product issues and

therefore deal with materials which would aid manufacture, such as moulds,

cutting dies, printing blocks, jigs etc. as well as dealing with issues such as

labelling, packaging etc. It will be important therefore that candidates can

utilise a variety of suitable materials and components. Whilst undertaking

product analysis activities, it is expected that candidates will make detailed

references to the materials used as well as the associated manufacturing

issues.

Key Areas:

Classification and working properties of materials, Paper/card, Timber based

materials, Ferrous and non-ferrous metals, Plastics, Manipulating and

combining materials, New materials, Evolution of product Design, Product

development, Communication and representation of ideas, Design

methodology, Packaging, Product marketing, Human factors, Safety, Quality,

Ethical environmental and sustainability issues, Consumer issues, Product

manufacture, Methods of production, Manufacture systems and the use of ICT.




by teacher



End of unit test

To be aware of relevant businesses, events and

the inspirational products around us.

Research inspiration for the chosen themes.

Students will be given material to read and then

asked to answer a question about the subject.

Throughout the final two years this will become

less supportive, preparing for the written paper.

Team work opportunities

Developing ‘creative’ and ‘out of box’ thinking

The role of individuals in a design team

Respecting the opinions and ideas of others


Ethical, sustainability and human factors.







Students are allowed to adapt the projects if

needed to extend learning and challenge G&T

pupils even further.

Less support materials will be given to those

who are achieving higher grades in their

independent learning tasks.

Specialised vocabulary is used and students

complete extended pieces of writing.


dimensions of materials.

Students are asked to complete exam style

questions in full sentences.

Department: Religious Education Year 11


Catholic Christianity

Chapter 1: Beliefs and Teachings

1.1 Trinity, 1.2 Trinity in the Bible, 1.3 Creation, 1.4 Creation and the nature

of humanity, 1.5 Incarnation, 1.6 The Paschal Mystery, 1.7 The significance

of the Paschal Mystery, 1.8 Eschatology

Chapter 2: Practices

2.1 The sacramental nature of reality, 2.2 Liturgical worship, 2.3 The funeral

rite, 2.4 Prayer, 2.5 Forms of popular piety, 2.6 Pilgrimage, 2.7 Catholic

Social Teaching, 2.8 Catholic mission and evangelism

Chapter 3: Sources of Wisdom

3.1 The Bible, 3.2 Interpretation of the Bible, 3.3 The magisterium, 3.4 The

Second Vatican Council, 3.5 The Church as the Body of Christ, 3.6 The four

marks of the Church, 3.7 Mary as a model of the Church, 3.8 Personal and

ethical decision-making

Chapter 4: Forms of Expression

4.1 Catholic church architecture, 4.2 Catholic church features, 4.3 Sacred

objects, 4.4 Artwork in Catholicism, 4.5 Sculpture and statues, 4.6

Symbolism and imagery in religious art, 4.7 Drama, 4.8 Music in worship

Judaism

Beliefs and Teachings

7.1 The Almighty, 7.2 The Shekhinah, 7.3 The Messiah, 7.4 The covenant at

Sinai, 7.5 The covenant with Abraham, 7.6 The sanctity of life, 7.7 Moral

principles and the Mitzvot, 7.8 Life after death

Practices

8.1 Public acts of worship, 8.2 The Tenakh and Talmud, 8.3 Private prayer,

8.4 The Shema and the Amidah, 8.5 Ritual and ceremony, 8.6 Shabbat, 8.7

Festivals, 8.8 Features of the Synagogue

Arguments for God’s existence

9.1 Revelation, 9.2 Visions, 9.3 Miracles, 9.4 Religious Experience, 9.5 The

Design Argument, 9.6 The Cosmological Argument, 9.7 The Existence of

Suffering, 9.8 Solutions to the Existence of Suffering

Relationships

10.1 Marriage, 10.2 Sexual Relationships, 10.3 The Family, 10.4 Support for

the family, 10.5 Family Planning, 10.6 Divorce, annulment and remarriage,

10.7 Equality of men and women in the family, 10.8 Gender prejudice and

discrimination




by teacher



Knowledge tests

End of unit tests

Research to be done when completing

homework assignments.

Preparing presentations during lessons.

Understanding the role of religion and faith in

the world.

Being aware of the social, political and cultural

setting of the world that Jesus grew up in.

Developing open-mindedness and

understanding for the reality of difference.


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.

Key words are on display in each Religious

Education classroom. These are used regularly

during lessons.

Students are frequently asked to complete

written work in lessons and as homework.

Tasks/activities that are given to students are

usually timed.

Department: Science Year 11


For students studying GCSE Science the scheme of work is outlined below. In each unit there are opportunities for students to develop investigative skills

and gain a better understanding of “how science works”. We follow the new AQA Combined Science Trilogy specification, within which there is a strong

emphasis on Knowledge Recall (40%), Application of Knowledge (40%) and analysis/evaluation of experimental work (20%). There is no controlled

assessment or coursework element, nor can students be early-entered in Year 10 – the whole Double Award course is examined via 6 x 1hr 15 min exams

at the end of Year 11. Different groups may proceed at a different pace.

This is a new course so the content described below is subject to change as the year progresses.

Term 1 and Term 2

In terms one and two, the topics studied are:

Bio: Ecology

Chem: Atmosphere, Resources and Calculations

Phys: Waves, Magnetism and Electromagnetism

Term 3 and Term 4

In terms 3 and 4, students will completed their

mock exams and then begin a revision programme

based around weaknesses identified in PLCs

(Personalised Learning Checklists)

Term 5 and Term 6

In the final two terms students have a small

amount of lesson time dedicated to final revision,

before the exams start.




by teacher

Questioning of students

Student/teacher one-to-one discussions and

progress reviews

Formal formative assessment and book

marking

End of unit tests are set every second term and

provide important evidence of student progress

and organisation of sets for next year.

Students will be assessed using examinations

which cover either individual or pairs of topics.

Students will also complete a Controlled

Assessment.

Research famous scientists and their impact on

the history of science and development of

humanity.

Begin to learn computer programming.

Visit museums and science exhibitions.

Purchase and enjoy using a science kit (eg a

starter chemistry set).

Watch online videos about science and/or

science based television shows eg Braniac,

Mythbusters, James May’s Bright Ideas, ect.

Using “GCSE Bitesize”, revision guides,

workbooks and other well established revision

resources.

Team work


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.


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 in year 7.

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.



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: SEN KS4 Learning Options Pathway Year 11


Overview

Students, who are identified through the options process as being in the ‘Purple Pathway,’ spend a minimum of 4 hours a fortnight in Supported Learning

working in small groups.

During their time in Supported Learning, they complete a number of courses that are more vocational in nature, are designed to keep them engaged and

motivated and have a focus on developing their key skills in literacy and numeracy and are designed to maximise the targeted students’ academic

potential.

The key courses that are completed in the Supported Learning ‘Purple Pathway,’ are:

Course 1-2LT01-GCSE Edexcel Leisure and Tourism

Unit 1 is externally assessed in a 1 hour examination paper. Unit 1 focuses

on the nature of the leisure and tourism industry and introduces students

to the business operations that are in action in the industry. It also focuses

on the factors that affect customer choice and introduces students to the

themes of destinations, impact and sustainability.

Students then have to do an internally assessed controlled assessment unit

and can complete either unit 2 or 4. Unit 2 focuses on an investigation on

the sales and promotional activities that are found in the Leisure and

Tourism industry and unit 4 focuses on the customers and employment

opportunities in the leisure and tourism industry.

Course 2-4800-AQA Preparation for Work Life Course

There is an examined and a controlled assessment aspect to this course.

The exam is a 1 hour paper and students answer questions on 9 key topic

areas that focus on the world of work.

The students then complete 3 tasks for a controlled assessment. These

tasks are Curriculum Vitae, a letter of application and notes for a mock

interview.

Course 3-Booster Literacy Class

Students work in very small groups to improve their basic literacy skills and

this plays a vital role in developing their ability to cope with their GCSE’s

across all subjects and especially for English.

Course 4-Booster Numeracy Skills

Students work in very small groups to improve their basic numeracy skills

and this plays a vital role in developing their ability to cope with their

GCSE’s across all subjects and especially for Maths, Statistics and Science.



On-going formative assessment in class and in

books by the teacher.


Reading and spelling assessments.

Research information about topic areas.

Visit the library and read similar books to our

topic books.

Visit travel agents and leisure activity centres.

Learning of spellings and regular reading.

Team work and understanding the role of

individuals in a team

Understanding of different societies and

cultures around the world and in the work place


Learning about people and events


Clear code of conduct that is followed in the

Supported Learning Centre.

Clear expectations for behaviour

High staff to student ratio/small groups

Risk assessments completed for any visits

Students can move from Level 1 to Level 2

Preparation for Work Life in years 10 and 11, if

they have made rapid progress in year 9.

Students can move to the double award GCSE

in Leisure and Tourism in years 10 and 11, if

they have made rapid progress in year 9.

Regular subject specific vocabulary, grammar

and spelling lists to learn and reading for

pleasure encouraged.

Lexia reading and Rapid Plus used to improve

reading and spelling

Differentiated work materials

Department: Spanish Year 11


Term 1

Module 5: Ciudades

Grammar assessment

Term 2

Module 5: Ciudades

Module 6 : De costumbre

Speaking and Listening assessments

Term 3

Module 6 : De costumbre

Module 7 : ¡A currar!

Mock exams

Reading and Writing assessments

Term 4

Module 7 : ¡A currar!

Module 8 : Hacia un mundo mejor

Speaking and Listening assessments

Speaking exam

Term 5

Revision / preparation for Listening, Reading and Writing exams




by teacher



End of unit tests

Learn vocabulary on a regular basis

Use Frog for more independent learning

Use “Oye” website for extra challenging

activities and personalised learning

Use “Quizlet” for key vocabulary revision

Frequently learn core GCSE vocabulary from

Frog

Access Active Learn for practice and revision

BBC/Spanish/bitesize website

Team work


Equality and diversity

Learn about different cultures and traditions





The MFL Department have detailed Risk

Assessments which are closely followed by

staff and students.

All electrical equipment is PAT tested

Detailed Risk Assessments for trips

Encourage students to read a range of books

in the Target Language made available to

them

“Oye” website

Use “Quizlet” for revision of complex

vocabulary

Use Active Learn for further revision



Students produce pieces of extended writing

Students learn about dates, time, numbers

and prices

Department: Sports Studies Year 11


Students will receive Three theory and one practical lesson per fortnight throughout the year. Practical lessons cover a wide range of sports, enabling

students to enhance technical, tactical and physiological aspects of performance. Students and staff will work together to select their 3 best sports to enter

for the GCSE practical exam.

Term 1 and 2

Students will study the effects of exercise on

their body systems including the cardiovascular

system, respiratory system, muscular system

and skeletal system

Term 3 and 4

Students will plan their analysis of

performance work by researching the rules,

tactics and fitness requirements of their main

sporting activity. This will be assessed during

Term 5

Students will take their practical exam early in

term 5 and then revise for their theory exam.




by teacher


Formal formative assessment: end of unit

activity grade

GCSE practical grades, out of 35, will be

awarded for each sport covered.

End of unit tests to check progress and

understanding.

A mix of independent, pair and group work.

Students can attend extra-curricular clubs to

further their learning.

Students are encouraged to carry out wider

reading to learn more about the sports

industry.

Team work.




Students are required to bring full PE kit to

every practical lesson.

Teacher will inform students if they need to

bring specialist equipment (eg, shin pads,

boots, etc).

Students should speak to first aid trained PE

staff immediately if they experience any pain or

discomfort before, during or after a lesson.

Staff monitor all practical activities.

Maidstone schools competitions.

Nominate talented students for County trials.

Offer advice in finding local clubs.

Opportunity to assist in coaching younger

students.

Theory lessons provide opportunity for

assessment through written work.

Key words are identified and defined every

lesson.

Students are responsible for scoring their own

practical games and will learn to use tables to

keep track of league and tournament scores.

Department: Textiles Year 11


GCSE Controlled Assessment:

Investigating The Design Context

Select and acquire relevant research that will promote.

Show understanding of the design context through detailed analysis.

Analyse relevant existing products that relate to design intentions.

Clearly identify specific design criteria, reflecting the analysis undertaken.

Identify a target market and the intended consumer/user profile.

Development Of Design Proposals, Including Modelling

Develop imaginative, innovative ideas, demonstrating creativity and flair.

Consider a range of issues to inform the development of design proposals.

Develop work through experimentation with a wide variety of techniques.

Making

Work independently to produce a rigorous and demanding final outcome.

Select and use appropriate tools, materials and/or technologies.

Testing and Evaluating

Document the testing and evaluation throughout against the specification.

Test final outcome against the design criteria/specification and evaluate.

Evaluate and justify the need for modifications to the product.

Communication

Create a portfolio that is focussed, concise and relevant - while

communicating all decisions in a coherent manner with technical language.

Exam Preparation:

Key Areas Of Study

Properties and characteristics of fibres and fabrics

Finishing Processes, including dyeing and printing, decoration and

enhancement and other finishes to enhance technical properties

Modern and ‘Smart’ materials

Design and market influences

Past and present textile designs and products

Social, Cultural, Moral, Health and Safety and Environment Issues

The role of the designer

Consumer choice and ethical issues

The recycling of textiles, waste reduction, organic and Fair Trade cotton,

bio fibres, biodegradable fibres/fabrics.

Health and Safety issues

CAD and CAM

Industrial and commercial practice

Techniques And Processes – in the classroom and industrially

Industrial systems used to produce textile products

Costs of production, including the constraints of budget and time scale.

Quality assurance




by teacher



End of unit assessment

Research inspiration for the chosen themes in

each project.

Students will be given material to read and then

asked to answer a question about the subject.

Throughout the two years this will become less

supportive, preparing for the written paper.

Team work

Developing creative skills

Written and spoken peer feedback

Cultural considerations when designing.

Focussed practical tasks will highlight cultural

differences.







Students are allowed to adapt the projects if

needed to extend learning.

Less support materials will be given to those

who are achieving higher grades in their

independent learning tasks.


are used and displayed in the classroom.

Students are asked to complete exam style

questions in full sentences.


dimensions of materials when planning their

projects.

Year 11 Course Outlines 2017-2018 - St Simon Stock ... · Year 11 Course Outlines 2017-2018 Contents Art and Design Business Drama English ... Advantages of growth Disadvantages of

Documents