Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19 Wanstead High School Education with Character

WansteadYear Eleven Curriculum High 2018 - 19School Education with Character

2018

Dear Parents and Guardians, The Year 11 curriculum booklet is an outline of the syllabus covered in each subject. It is a guide so you can continue to help and encourage your child in their studies. We have now extended our afternoon tutor time. This will provide an opportunity for the tutor to be an integral part of your child’s progress. Students and tutors will use this time to discuss the day. Homework continues to be of great importance. Homework helps consolidate concepts taught in class. All books must be kept up to date and clear so they can be used for revision purposes. Homework diaries will be checked by tutors. Please monitor your child’s homework diary and inform us of any problems that may arise. This curriculum booklet outlines what homework your child will study in each subject. Yours sincerely,

Mr. R. Hamlyn Mr H Ali Headteacher Head of Year 11 Year Eleven Curriculum 2018 - 19 Year Eleven Curriculum 2018 - 19

Contents

Assessment in KS3 at Wanstead High School - A Parent’s Guide 6 - 7 Homework 8 Art and Design 9 Business Studies 10 Computer Science 11 Dance 12 Drama 13 English 14 Food & Design Technology 15 French 16 Geography 17 History 18 Mathematics 19 Media 20 Music 21 PE 22 PSHCE 23 Religion and Philosophy 24 Science 25 Spanish 26 - 27 Sociology 28 Textiles 29

1 Year Eleven Curriculum 2018 - 19 Assessment in KS3 at Wanstead High School A Parent’s Guide

Prior to joining Wanstead High School, students will have been assessed in KS2. We benchmark the progress that students are making against these outcomes. Our approach is built around the concept of mastery and the building of fundamental subject-specific skills that enable students to master the subject and ensure that they are always working with eventual success in mind.

The principles behind the approach are as follows: • We want to let students and parents know the progress they are making, relative to their starting points from the end of KS2. • We don’t want to limit what students think they can achieve, so we don’t set them ‘targets’ – we want to raise their aspirations. Staff know what eventual targets will be on the basis of KS2 prior attainment but students all need to strive for the best that they can do. • We want to celebrate the progress of all students, from all starting points. • We want students to understand that if they are currently not making expected progress, this doesn’t need to be a bad thing. An important aspect of learning anything is to know what we are good at, but also what we need to focus on more, in order to improve further. It is important that students are challenged sufficiently so that they can make mistakes and subsequently learn from them. • When students come to us from primary school, we look at two key pieces of data on them – their KS2 Maths score and their KS2 reading score. We use these two pieces of data because there is a very strong correlation between this data and how students eventually perform at GCSE. Their ‘expected progress’ is determined depending on how their entire national cohort performs. We will ‘band’ students on the basis of prior attainment ONLY for the purposes of reporting home on progress, the bands are otherwise not referred to.

Threshold Description

Students with an average scaled score of 111 – 120. These students should achieve Excellence grades 8 and 9 at the end of KS4.

Students with an average scaled score of 101 - 110. These students should achieve Secure grades 6 and 7 at the end of KS4.

Students with an average scaled score of 90 - 100. These students should achieve at least grades 4 and 5 by the end of KS4. A grade 5 is broadly in line with what the best Developing available evidence tells us is the average PISA performance in countries such as Finland, Canada, the Netherlands and Switzerland.

Students with an average scaled score of 80 -89. These students should achieve at least Foundation grade 3 at the end of KS4.

Teachers will be aware of students’ end of KS4 expected progress but these will not be shared explicitly with students themselves at KS3. This is to avoid complacency amongst students with high prior attainment and dis- illusionment amongst those with a lower prior attainment. We don’t want to set a ceiling on students’ potential and subsequently, curriculum plans and teaching will strive to enable all students to be skilled-up to achieve the highest standards – staff have undertaken a lot of work into a ‘growth mindset’ approach to curriculum planning and delivery. We will report home on the basis of what progress each child is making in respect of their own prior attainment. Interim Progress Checks will happen each term and they will look something like this:

6 Year Eleven Curriculum 2018 - 19

Homework Effort Behaviour Progress Teacher March 2017 March 2017 March 2017 March 2017 Ms. B. Ook Outstanding Outstanding Outstanding Expected Progress English Next Step: Start to evaluate differences of approach by writers in different texts. Mr. N. Umber Outstanding Good Good More than E.P. Mathematics Next Step: To be able to solve functional problems. Ms. P. Aint Good Outstanding Good Expected Progress Art Next Step: To investigate new paint techniques. Mr S. Tage Good Outstanding Outstanding Expected Progress Drama Next Step: Make a stronger effort to develop pauses and silences that support telling the story effectively. Ms. M. Ovement Good Outstanding Good Expected Progress Dance Next Step: More challenging motif developments are needed to make your dance more complex. Ms W. Orld Outstanding Outstanding Outstanding Expected Progress Geography Next Step: Use evidence from the real world to support the quality of your written answer. Ms. S. Ource Good Outstanding Outstanding Expected Progress History Next Step: Give detailed knowledge to support your answer.

We will report on the progress your child is making in relation to their statistically derived end of KS4 target, your child’s homework completion and quality rate, behaviour in class and the effort they are putting in. There are also subject-specific next steps that your child can work on in the subsequent term.

7 Year Eleven Curriculum 2018 - 19

Homework • In book-based subjects, homework tasks are designed to develop and consolidate learning that has taken place in lessons. These will be set weekly or fortnightly depending on how often the subject occurs (see booklet). • In practical subjects students should expect to be set ILAs (Independent Learning Assignments) which will require them to carry out independent research. Students will have an extended period time to complete these. Details of the ILAs will be published on the school website. How can parents help? • Please check and sign planners each week. Is homework being written down? Is it being completed? • Keep a copy of the homework timetable on view at home. • Help your child to organise their workload over the course of the week rather than leaving tasks to the last minute.

8 Year Eleven Curriculum 2018 - 19 Art and Design Students in Year 10 and Year 11 receive 5 lessons of Art & Design each fortnight. The exam code is AQA Art & Design 8202.

Mastering Art and Design • Students will be expected to demonstrate skills in all of the following: • Appreciation of different approaches to recording images, such as observation, analysis, expression and imagination • Awareness of intended audience, meaning or purpose • Appreciation of different way of working, using appropriate resources, media, materials, techniques and processes. • Understanding of pictorial space, composition, rhythm, scale and structure • Appreciation of colour, line, tone, texture, shape and form • Understanding of the conventions of figurative/ representational and non-representational/abstract imagery or genres (contextual understanding)

What will we be studying? When will we be What will we be doing? studying it? Students will begin to explore their Autumn Term 1 Students will begin a sustained project developed in Urban Environment/Architecture response to a subject, theme, task or brief evidencing and respond to the work of the journey from initial engagement with an idea(s) to Antonio Gaudi and Dan Mountford. the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.

Students will be issued their Autumn Term Following receipt of the externally set assignment 2nd Externally Set Exam paper. 2 & 3 Jan. onwards, Year 11 students will select one starting A preparation period which can point from which to develop their own work. begin on or after 2 January is • Students will begin planning/discussing their starting followed by 10 hours of supervised points with the teacher. unaided work in which students • Preparatory work/Individual/independent study will are required to realise their commence which may be presented in any suitable intentions. Deadline 1st May two- or three-dimensional format such as mounted (subject to change). sheets, sketchbooks, journals, design proposals, models and maquettes, digital or non-digital presentations.

How can parents help? By encouraging students to be fully equipped in all lessons, the Dept. also runs a successful printer charge programme, students pay for unlimited use of the printer to support their personal research and development of work. To monitor and check students planners fortnightly for homework set (2hrs a week) and when deadlines are due. To act as critical referees for students in the production of their work, re-enforcing high expectations and encourage students to visit any current exhibitions which will broaden their insight and contextual knowledge of the subject.

9 Year Eleven Curriculum 2018 - 19 Business Studies Students in Year 10 and Year 11 receive five lessons of Business Studies each fortnight. The exam code is AQA Business Studies 8132

Mastering Business Studies Students apply their knowledge and understanding to different business contexts ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. Students develop an understanding of how these contexts impact on business behaviour. Students should understand the interdependent nature of business operations, marketing and finance. Students should be able to give examples of how business objectives would be split into functional plans with clear links throughout. What business operations involve their role within the production of goods and the provision of services, and how they influence the business activity. The purpose of marketing, its role within business and how it influences business activity. The purpose of the finance function, its role within business and how it influences business activity. Students will apply skills, knowledge and understanding in a variety of contexts learned and carry out planned investigations, evaluate evidence to make reasoned judgements and present appropriate conclusions based on evidence.

What will we When will What will we be doing? be studying? we be studying it? Business oper- Autumn One of the aims of this unit is for students to learn the operations of businesses, ations Term 1 their role within the production of goods and the provision of services, and how they influence business activity. Students will develop knowledge and understanding of the different production methods and consider when each is appropriate. They will consider the role of procurement and understand the importance of providing good service to customers. Marketing Spring Term In this unit students will learn the purpose of marketing, its role within business and how it influences business activity. Its importance in the non-commercial, public and voluntary sectors and to its customers. This unit will introduce students to some of the tools and techniques all types of organisations use to achieve their objectives. Firstly, students will explore the importance of identifying and satisfying customer needs. Students will then go on to understanding how and why different businesses use segmentation to target customers. The segmentation and targeting of groups of customers is a key marketing technique and this is studied in detail. This includes the different bases for segmentation of both consumer and business markets. Next, learners will examine how a marketing mix is developed to meet the needs and aspirations of a targeted group of prospective customers, before going on to develop a marketing mix for a new product or service.

Finance Summer In this unit, students will learn about the purpose of the finance function, its role Term within business and how it influences business activity. Students will understand the main internal and external sources of finance available for a business. Students will then explore the importance of cash to businesses and interpret cash flow forecasts. Next, students will gain understanding of the different financial terms and in particular, they will learn how to calculate the break-even point and how to analyse financial data from financial statements and assess the business performances.

How can parents help? Having access to the internet at home will support students in their independent research for GCSE Business Studies especially using Google classroom. Keeping abreast of current affairs (especially points related to the subject content listed above) through reading a quality newspaper and/or regularly watching the news will apply classroom based learning to the real world and will enable students to create up-to-date case studies for each topic. They can keep up to date with new business developments and current affairs by regularly watching BBC Click. This can be viewed on the BBC channel or viewed on BBC iPlayer. We recommend that your child brings a USB into school to download the resources created for them which are available on the school’s network. Your child will benefit by having a revision guide for the AQA exam code 8132. We have the CGP revision guide available for £3 on ParentPay.

10 Year Eleven Curriculum 2018 - 19 Computer Science Students in Year 10 and Year 11 receive five lessons of computer science each fortnight. The exam code is AQA Computer Science 8520 Mastering Computer Science Students will build on their knowledge, understanding and skills established through the computer science elements of the programme of study for computing at Key Stage 3. Students will understand and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation. Students will analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs. They will learn how to think creatively, innovatively, analytically, logically and critically understand the components that make up digital systems, and how they communicate with one another and with other systems. Students will investigate the impacts of digital technology to the individual and to wider society and be able to apply mathematical skills relevant to computer science. What will we be When will we What will we be doing? studying? be studying it? Fundamentals of Autumn Term Students will learn what a computer network is and be able to discuss Computer the benefits and risks of wired and wireless computer networks such as Networking PAN, LAN and WAN. They will learn about Star and Bus topologies and the purpose of common network protocols and the importance of network Programming security. They will study methods such as authentication, encryption and Project - Students firewalls. will be assessed The project allows students to develop their practical skills in a prob- by exam only but lem-solving context by coding a solution to a given problem. This will be a must complete learning experience, allowing students to work independently, over a period the Programming of time, extending their programming skills and increasing their understand- project task ing of practical, real world applications of computer science. Students will develop a computer program which has been designed, written and tested by them to solve a problem.

Programming Spring Term Students continue with the Programming Project Project Students will learn about the purpose of cyber security and understand that Fundamentals of it consists of the processes, practices and technologies designed to protect Cyber Security networks, computers, programs and data from attack, damage or unauthorised access. They will learn about a variety of threats such as social engineering techniques, malicious code, weak and default passwords, misconfigured access rights and unpatched or out-dated software. They will learn about social engineering methods such as blagging, phishing, pharming and shouldering. They will learn about Malware such as computer virus, trojan, spyware and adware. Ethical, Legal & Summer Term Students will learn about the current ethical, legal and environmental impacts Environmental and risks of digital technology on society. This will include cyber security, impacts of digital mobile technologies, wireless networking, cloud storage, wearable technology technologies and computer based implants.

How can parents help? Students will benefit from downloading the free Python software so that they can spend time outside of lessons coding. They can join one of the many online coding communities such as codecademy.com. They can keep up to date with new advances and uses of computer technology by regularly watching BBC Click. This can be viewed on the BBC channel or viewed on BBC iPlayer. We recommend that your child brings a USB into school to download the resources created for them which are available on the school’s network. Your child will benefit by having a revision guide for the AQA exam code 8520. There are many to choose from by using the exam code as a search term. We have the CGP revision guide available for £3 on ParentPay.

11 Year Eleven Curriculum 2018 - 19 Dance Students receive one hour of Dance each fortnight.

Mastering Dance Outstanding dancers will show creativity using a range of choreography and performance skills. They will have an excellent understanding of actions, space, dynamics and relationships and are able to use them effectively to create their choreography. They will be able to create an interesting and varied choreography using a stimulus as a starting point. Movements will reflect the theme and/or style of dance and they will be able to choose an appropriate structure to show continuity and fluidity. They will also be able to create effective transitions that link the sections together to create a whole dance. They will be able to use a range of motif developments to adapt and develop existing dance movements and actions they create themselves. They will perform in groups, demonstrating a variety of relationships as they create and perform the choreography together. They will be able to dance with a clear connection to the audience, demonstrating excellent focus and establishing clear characterisation as they perform. They will be able to analyse and reflect on the quality of work undertaken, significant features of practitioners and styles and to be able to use this understanding in the preparation of written responses to the work and in completing a terminal written examination to the best of their ability.

What will we be When will we be What will we be doing? studying? studying it? Appreciation September to July. Introduction to technical, expressive and performance skills Introduction to all 6 works. Introduction to commenting on own choreography. Tests on important information of all 6 works. Variety of exam questions (within various set work booklets). Mock Theory exam.

Knowledge and understanding of choreographic processes and performing skills. Critical appreciation of students own work. Critical appreciation of professional works. Performance September to July. Taught 2 set phrases. Set phrases through a solo performance to 105bpm music and beat. (Approximately one minute in duration).

Taught key phrases from two different set works. Exploration of developing key phrases in pairs/trios.

Duet/trio performance ( In a dance which is a maximum of five minutes in duration). Choreography September to July. Introduction into working from a stimulus. Introduction and exploration of motif developments. Exploration of working in a variety of sized groups. All choreography explored through practical exploration of set works. Solo or group choreography – a solo (Two to two and a half minutes in length). Or A group dance for two to five dancers (Three to three and a half minutes in length).

How can parents help? We would be grateful if parents could support students in developing an understanding the aesthetics and language of Dance by taking students to see exciting Dance shows or productions that include Dance. In addition to this we welcome parental support in helping us to get good quality homework completed to the deadlines set, and encouraging their sons and daughters to attend extra curricular Dance rehearsals and catch up sessions where necessary.

12 Year Eleven Curriculum 2018 - 19 Drama Students in Year 10 & 11 receive five lessons of Drama per fortnight. AQA Drama (8261)

Mastering Drama: The exam explores: a) Understanding Drama. b) Devising Drama. c) Texts in practice.

What will we be When will we be What will we be doing? studying? studying it? The set play is “The From the start Workshops and performances of small sections, note taking and Crucible” by Arthur to the end of the research of period costume, answering past paper questions, Miller. course at intervals. discussions, role play, de-constructing scenes from film or written text. This will involve the exploration of what it would be like to be a New England Puritan in the 17th Century. Students will look at the crime of witchcraft in this setting and explore the motivations of the characters by acting them out and discussing them and note taking. Creation of a devised This will start at Students will be exploring the techniques of the practitioner Mike piece of work for the beginning of Leigh and in particular research, back story and improvisation to performance to an term 1 and finish create character and dialogue, the development of proxemics to audience. by Xmas. create meaning, creation of character based physicality and use of voice. This will lead to a sustained public performance, as part of a small group of approximately 20 minutes in length and a rehearsal log that explores the creation of character and piece. Text in Practice. This will start in Students will be cast in a play, a variety of texts will be used in the final term of year class and groupings will be made and could be from monologues 10. up to small group pieces involving five or six students. The students will workshop the texts, learn and rehearse the texts, get feedback on their work and give a final performance to an audience and then watch back their performance and self assess their strengths and weaknesses for future development of skills. Watching the school This will take place Students will watch this and prepare notes to help them understand Winter play production. in November. the demands of the written exam question, in their terminal written exam, that relates to response to a live performance. These notes will be used to prepare students for the mock examination and help them to understand the demands of the question on the examination paper. The focus will be on production values and performances.

How can parents help? Parents can help to support in the following ways: Students need to be exposed to as much live theatre as possible to help them to develop their understanding of performance, if parents are able to support that it would be highly beneficial. It would be valuable for all GCSE students to develop their skills by performing small, medium or large roles in school shows and encouragement from parents is always valuable in promoting this commitment. It isn’t compulsory but it is enjoyable and the experience supports the development of excellent examination performance skills. In addition to this, supporting students when it comes to line learning, meeting homework deadlines, organisation of workload, finding appropriate costumes are all valuable contributions to the success of students in Drama. The key support that can be offered in preparation for mock written exams and the final written exam involve a well organised revision timetable that sees students watching YouTube channel revision resources created by the department, going over notes and reading key scenes and making new notes on “The Crucible”.

13 Year Eleven Curriculum 2018 - 19 English Students in Year 11 receive five hours of English each fortnight and one hour of Library Literacy.

Mastering GCSE English Literature Skills: AO1 - Read, understand and respond to texts. Students should be able to: - maintain a critical style and develop an informed personal response - use textual references, including quotations, to support and illustrate interpretations. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they were written. AO4 - Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Mastering GCSE English Language Skills: SECTION A: READING AO1 - Identify and interpret explicit and implicit information and ideas.- Select and synthesise evidence from different texts. AO2 - Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO3 - Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. AO4 - Evaluate texts critically and support this with appropriate textual references. SECTION B: WRITING AO5 - Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. - Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 - Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

What will we be studying? When will we be What will we be doing? studying it? ‘Macbeth’ revision – Shakespeare Autumn Term English language paper 2 ‘A Christmas Carol’ – Dickens Writing about the play in exam conditions. English language paper 1 revision Learning reading and writing skills for the paper. Revision of key themes and characters. Practising reading and writing skills leading to the mock exams. ‘DNA’ – Dennis Kelly revision Spring Term AQA Poetry Anthology revision Revising key themes and characters/Practising writing in exam conditions. Revisiting poems and focusing on comparing poems Revision of all exam units Summer Term Revisiting all texts and practising writing in exam conditions.

How can parents help? • It can help to buy set texts to support home study/revision. • Revision guides can be bought to support study.

14 Year Eleven Curriculum 2018 - 19 Food Preparation and Nutrition Students in Years 10 & 11 receive five lessons of Food Preparation and Nutriton each fortnight. The examination board that our school follow is AQA Food Preparation and Nutrition (8585) Mastering Food Preparation and Nutrition Nutrition and health I will understand the functions and sources of Protein, Fats, Carbohydrates, Vitamins, Minerals and Water. I will understand how diet can affect health and be able to carry out nutritional analysis. I will be able to adapt recipes to make them suitable for dietary needs and so that they meet the eatwell plate guidelines Food Preparation I will be able to work independently to cook a wide range of healthy savoury and sweet dishes using recipes Practical skills I will become competent in a range of cooking techniques including, selecting and preparing ingredients; using equipment and electrical equipment; using the hob, oven, grill and microwave; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using basic recipes Source, seasonality and functions of ingredients. I will understand the source, seasonality and functions of a wide range of ingredients. I will know where and how ingredients are grown, reared and caught, how environmental issues can impact food and how food can be processed.

What will we be studying? When will we be studying it? What will we be doing? NEA One Autumn Term 2018 The topic for this will be set by the examination board in September and will require students to investigate a science concept and write a 2000 word report after completing experiments in class NEA Two Spring Term 2019 The topic for this will be set by the examination board in October and will require students to complete a portfolio researching the topic and take part in a three hour practical examination where they make three dishes in three hours. Food Labelling and Packaging Summer Term 2019 Students will assess the need for the and requirements for food packaging and labelling Food Sustainability Students will look and food provenance and security in Britain and the world and assess issues such as GM, Fair Trade and Organic farming Revision Students will spend the last part of the course reviewing their word in order to feel confident and fully prepared for the examination

How can parents help? Having access to the internet at home will support students in their independent research for their GCSE. Students will also benefit from keeping up to date with current affairs and topics being debated in the media around health and nutrition as well as watching programmes and cooking and healthy eating. Candidates will also need to spend time honing their practical skills at home. They would also benefit from regularly discussing meals and food in their family environment. Revision guides that would be suitable to supplement this course are:- Collins GCSE 9-1 Revision - AQA GCSE 9-1 Food Preparation and Nutrition All-in-One Revision and Practice ISBN: 978-0-00-816634-2

15 Year Eleven Curriculum 2018 - 19

French Students receive five hours of French per fortnight.

Mastering French Listening: Listening: Linguists are able to understand the main points and details of longer passages with language spoken at normal speed containing familiar and unfamiliar language in complex sentences with little repetition. We can discern information about people’s points of view in a range of time frames. Reading: Linguists can use knowledge of grammatical structures and vocabulary and the context to work out the meaning of new language. We can read aloud confidently and with a good accent and use the new vocabulary we learn through reading in our speaking and writing. We can understand a variety of points of view and detailed information from longer texts of written language and also discern information from different time frames. We can deal with both fictional and non-fictional texts and are able to choose authentic materials of an appropriate level to read independently. Speaking: Linguists are able to give examples of activities in a range of time frames and can refer to all three grammatical persons. We are able to use knowledge of language to answer questions which have not been prepared and can adapt language learnt to have conversations about areas of personal interest. We can improvise in a conversation and paraphrase information that we have been given. We can infer information from a photo card and change notes into full sentences in different role plays. Writing: Linguists can manipulate grammar providing a range of complex grammatical structures whilst writing about at least three different people. We can write in fictional, non-fictional, formal and informal texts in the language and we can write creatively and translate into English and into the target language. We can offer detailed opinions and justifications of points of view using connectives to write extended paragraphs on a range of topics. What will we be studying? When will we What will we be doing? be studying it? Comparing UK and French schools and Autumn Term Learning about the differences between UK and French looking at school exchanges. schools and putting forward arguments about which Talking about school uniform and rules. system you prefer and why. Discussing healthy living and vices. Pretending you are the headteacher – what rules would Looking to the future – work and careers you keep/change and why? and applying for jobs. Making a healthy living plan in French to help with Using third person pronouns, the difficult revision periods. imperative, understanding the subjunctive Listening to people talk about which jobs suit them – and using direct object pronouns. matching jobs to personalities. Writing a job application in French. Speaking booklet revision for each module. Spring Term Practising role plays, photo cards and general conver- Talking about problems facing the world, sation themes (including mastering your nominated environmental issues, ethical shopping, theme). volunteering and big local events. Design posters to highlight global issues relating to the Using modal verbs in the conditional tense, environment and natural disasters. the passive, indirect pronouns and giving Create an improvement plan for your town. arguments for and against.

How can parents help? Students should use the internet to listen to French news, radio and even watch films. Students should keep their own vocabulary lists for each topic and ensure they regularly revise grammar points and tenses before using the language in their speaking and writing in order to master its usage. Should GCSE students have the opportunity to travel to French-speaking countries whilst they are studying throughout Years 10 and 11, this would allow them to compare and contrast lifestyles in London and the newly visited areas, and also, of course, to practise the language first-hand.

16 Year Eleven Curriculum 2018 - 19 Geography Students in Years 10 & 11 receive five lessons of Geography each fortnight. Edexcel (Pearson) GCSE (9-1) Geography B (1GB0)

Mastering Geography : Locations, places, processes, environments & scale: These are often linked and delivered through the development & learning of case studies. Concepts & relationships: the understanding of how and why the environment is shaped and the way in which places, environments and processes are linked and inter-related. Interpretation, analysis & evaluation: Geographers use the evidence available to help explain events and situations, to forecast and predict for the future and to assist in the decision making process. We look for trends and patterns as well for data which may be unusual or problematic and investigate reasons for this. Geographers do not accept evidence at face value; we question and explore other possibilities. Geographical skills: this includes maps, graphs, photographs, satellite images, data tables and through various methods using ICT. We use evidence to help explain why things happen or the consequences of events. We use these skills to forecast future impacts or outcomes.

What will we be When will we What will we be doing? studying? be studying it? People & Environ- Autumn Term, There are three units in the Paper 3 exam: People & the Biosphere; Forests ment Issues 2018 Under Threat and Consuming Energy Resources. These three units are less detailed than the Paper 1 & 2 exams and therefore can easily be covered in one term. There are no case studies to learn for the Paper 3 exam. The fourth element of this exam is a decision making exercise based on the content of the three units. Human Geog- October 2018 There will be a day’s fieldwork to assess variations in Quality of Life in raphy of the UK Stratford. Learning from this experience will be assessed in the Paper 2 (fieldwork) exam. Azores trip October half- Participating students will have the opportunity to experience coastal and term 2018 tectonic environments, small scale local industries and rural communities.

Challenges of an Spring Term, An understanding of urbanisation trends since 1980 in the developed, Urbanising World 2019 emerging and developing world, and also by global regions. An understanding of the causes of urbanisation (economic activity and migration) and the creation of varying quality of life in an in-depth study of one mega-city in Development either a developing or emerging world case study Dynamics (Mumbai). Development dynamics draws on contemporary geographical issues involving human processes and people–environment interactions. It focuses on understanding the scale of global inequality and how one emerging country (India) is developing. Students are given the opportunity to deepen their understanding of place and the complex inter-relationships between countries in this changing world.

How can parents help? Having access to the internet at home will support students in their independent research for GCSE Geography. Keeping abreast of current affairs (especially points related to the subject content listed above) through reading a quality newspaper and/or regularly watching the news will apply classroom based learning to the real world and will enable students to create up-to-date case studies for each topic. A follow up discussion about the news story will embed the understanding and will encourage the exploration of the reasons why, the impacts, the “who’s involved” and the “what next” scenarios. Should GCSE students have the opportunity to travel whilst they are studying throughout Years 10 and 11, whether this be in the UK or overseas, this could involve discussions about similarities and differences between life in London and the newly visited areas, about the nature of the environment, landscapes and climates as well as the experiences of people in the host location.

The most suitable revision tool for this GCSE is the Revise Edexcel GCSE (9-1) Geography B Revision Cards (ISBN: 9781292182414), £8.99.

17 Year Eleven Curriculum 2018 - 19 History Students will have 5 lessons of History each fortnight. Edexcel (Pearson) GCSE (9-1) History

Mastering History Studying History will give you the skills necessary to think critically and independently, and question the world around you. The key skills you will practice in History are: • Knowledge and understanding: this is a fundamental building block of history and the foundation upon which all evaluation and analysis is built. • Using evidence: you will learn to make inferences from source material and to interrogate the evidence in order to build a picture of the past. • Interpretation: you will learn to identify, explain and evaluate different interpretations of History • Analyse and evaluate: you will learn to form and substantiate judgements around cause and consequence; change and continuity; and significance.

What will we be When will What will we be doing? studying? we be studying it?

Superpower Autumn Cold War crises, 1958–70: Increased tension between East and West; Cold War relations and 1 and 2 crises; Reaction to crisis the Cold War, The end of the Cold War, 1970–91: Attempts to reduce tension between East and 1941–91 West; flashpoints; The collapse of Soviet control of Eastern Europe The USA, 1954– Autumn 2 The development of the civil rights movement, 1954–60: The position of black 75: conflict at and Americans in the early 1950s; Progress in education; The Montgomery Bus home and abroad Spring 1 Boycott and its impact, 1955–60; opposition to the civil rights movement. (Civil Rights) Protest, progress and radicalism, 1960–75: Progress, 1960–62; peaceful protests and their impact, 1963–65; Malcolm X and Black Power, 1963–70; The civil rights movement, 1965–75.

The USA, 1954– Spring 1 and US involvement in the Vietnam War, 1954–75: Reasons for US involvement in the 75: conflict at Spring 2 conflict in Vietnam, 1954–63; escalation of the conflict under Johnson; the nature home and abroad of the conflict in Vietnam, 1964–68; changes under Nixon, 1969–73. Reactions to, (Vietnam) and the end of, US involvement in Vietnam, 1964–75: Opposition to the war; support for the war; the peace process and end of the war; reasons for the failure of the USA in Vietnam.

How can parents help? Parents can support students by encouraging them to widen their knowledge and understanding by visiting museums and watching documentaries. For example, you could visit the Imperial War Museum. For Civil Rights, you could watch ‘Eyes on the Prize’ and for Vietnam, ‘The Vietnam War by Ken Burns’. National Portrait Gallery, or the Jack the Ripper Museum. The BBC also offers many excellent documentaries, available to watch online, on a variety of topics relating to our study.

18 Year Eleven Curriculum 2018 - 19 Mathematics Students in Year 11 receive 8 hours of Mathematics each fortnight.

Mastering Maths Fluency Skills: Students should aim to master fluency in number, algebra and geometry skills, understanding the close links between all three. They should aim to build the skills needed to tackle new problems, grasping the underlying principles rather than relying solely on remembering methods. Interpretation Skills: Students should aspire to master skills that include presenting & analysing data, drawing conclusions and discussing limitations. Problem Solving Skills: Students should endeavour to solve complex problems by breaking them up into smaller more manageable tasks. They should be able to identify which mathematical approach is most appropriate in different scenarios including real life problems. Communication Skills: Students are able to reason, explain and justify their thinking and analysis. This could be through using diagrams, showing clear worked solutions, logical explanation or at the highest level-proof. Subject Specific Skills: Students should be able to build on previous knowledge to further develop and deepen their understanding of mathematics.

What will we be studying? When will we be What will we be doing? studying it? Higher Autumn Term 1 Higher Algebraic Proof Using algebra to prove universal truths regarding number relationships e.g. the difference between 2 consecutive square Vectors numbers is always odd. Simplifying algebraic vectors. Proving that 2 vectors are parallel.

Foundation Foundation Algebraic manipulation Factorising quadratic expressions in the form x2 + bx + c. Indices Evaluating fractional and negative indices. Standard Form Solving problems involving numbers written in standard form.

Higher Autumn Term 2 Higher Direct and inverse Forming and using formulae for linear and non-linear proportion proportional relationships e.g. y = kx, y = kx2 Functions Substituting into functions. Graph transformations Forming inverse and composite functions. Transforming graphs, including trigonometric graphs. Foundation Foundation Drawing graphs Drawing graphs of cubic and reciprocal equations. Forming equations Forming and solving equations from geometric properties. Simultaneous equations Forming and solving simultaneous equations. Vectors Add and subtract numeric vectors. Simplify algebraic vectors.

Revision Spring Term Topics studied will be dependent on areas of weakness identified until the exams in mock exams.

How can parents help? Encouraging students to use online resources to help with homework and revision such as: Corbett maths, MyMaths and various revision tutorials on YouTube.

19 Year Eleven Curriculum 2018 - 19 Media Student have 5 hours of Media Studies lessons per fortnight. Media club will run one lunchtime a week. Eduquas Media Studies603/1115/0

Mastering Media Studies Mastering Knowledge and Understanding You will: • Have a clear grasp of the key concepts which underpin the subject : Genre, Representation, Audience, Institution and Language forms and conventions • Engage with and apply theories arising from the key concepts • Explore the impact and influence of the media in society Mastering Analysis You will: • Understand the constructed nature of media texts • Explore possible audience readings • Relate texts to their social, cultural and historic contexts • Mastering Production You will: • Generate creative ideas in response to a brief • Explain ideas clearly in a Statement of Aims • Use a range of research, planning and pre-production skills e.g. drafting . • Create successful products across a range of media formats e.g. film poster/ DVD cover • Utilize different technologies, software and product processes including photoshop • Review and evaluate work in the light of the original brief

What will we be When will we What will we be doing? studying? be studying it? Completion of NEA Autumn Term Students have already created a Film poster and will now be creating a [Non Examined September DVD cover for the film they have invented. It is essential that they have Assessment] 2018 taken their own high quality photos before we start this second product.

Component 2: Autumn Term We will be studying the first topic for the second exam: Component 2. TV Crime drama Oct - Dec Students will undertake analysis of a range of crime drama with a focus on two set texts : Luther and The Sweeney

Revision Component Autumn Term Students will revise all topics from the first exam Component one and the 1 and Mock exam Dec 2018 Crime drama Topic from Component 2 Component 2: Spring Term Students will study a range of pop videos with a focus on the set texts: Pop video and online Jan - Feb Katy Perry, Roar (2013), Bruno Mars, Uptown Funk (2014) Michael Jackson, Black or White (1991) They will then explore online material related to the music video artists

Component 1 Spring Term Students will study the representation of key issues, events and social Newspapers Feb - April groups in newspapers . the set texts are : The Guardian, The Sun They will also need to be prepared to respond to an unseen text in the exam. Revision Component Summer term We will undertake though revision and exam preparation for both 1 and 2 component 1 and component 2. How can parents help? Access to the internet will facilitate the development of independent learning and enable students to home - learning resources and upload completed tasks. Students should be encouraged to read around the topics of study and keep abreast of wider developments and trends in the media by reading a quality newspaper, watching the news regularly and visiting sites such as the Media Guardian. In September students need to have completed high quality photoshoots to enable them to complete their NEA work on DVD covers. Study of the Crime Drama topic will be supported by watching a broad range of TV Crime drama which can be accessed through sites such as BBC iplayer and Netfliks. Students should also be exploring a broad range of music videos including ones outside of their usual preferences. We recommend all students have a usb stick to store document. Students will benefit greatly from having a revision guide for the Eduquas Media GCSE revision book. Qualification Accreditation Number: 603/1115/0 The most important support that will impact on achievement is to ensure that students are meeting regular homework deadlines and undertake well structured and detailed revision for the mock and final exams. Please encourage students to attend Media club regularly and attend revision sessions offered.

20 Year Eleven Curriculum 2018 - 19 Music Students in Year 11 will receive is 5 hours of Music per fortnight.

Mastering Musicianship Performance: Musicians are able to play and perform confidently in a range of solo and ensemble contexts using their voice and other instruments musically, fluently and with accuracy and expression. They show an understanding of the context of the music that they perform. Composition: Musicians are able to improvise and compose music in a range of different musical styles, making good use of the elements of music and demonstrating an understanding of the genre. They can extend and develop musical ideas musically and confidently and can structure their music effectively.Listening, analysing and appraising: Musicians are able to analyse music from a range of historical periods, genres, styles and tradition; identifying how melody, rhythm, timbre, harmony and the other elements of music have been used and describing these using an appropriate musical vocabulary. They are able to relate the music they hear to its context and history.

What will we be studying? When will we be What will we be doing? studying it? Area of Study 4: September - Students will learn about the context and musical features of Afro Fusions November Celt Sound System’s ‘Release’ and Esperanza Spalding’s ‘Samba Em Preludio’. Aural Skills September - Students will develop their ability to analyse and describe June previously unheard music in preparation for the listening examination. Revision of all set works April -J July Students will revise the context and musical features of all eight set works in preparation for the listening examination. Performance Skills September - De- Students will record final versions of their solo and ensemble cember performances, which together account for 30% of the GCSE. Composition Skills September - Students will choose one of the four set briefs from Edexcel and March develop a composition based on this brief. Together with the free brief composition from year 10, this will account for 30% of the GCSE.

How can parents help? Parents can encourage student to revise the eight set works at home by listening to these (they are all available on YouTube and Spotify, as well as other sources) and frequently reading the pages in the text book and revision guide on these pieces. Students should be frequently practising their instruments and in particular their solo and ensemble pieces as these account for 30% of the GCSE. The combined length of the two pieces needs to be at least 4 minutes in duration and ideally the level of difficulty should be grade 5 or above. Please also remind students to attend the regular extra-curricular ensembles that take place in the department each week to help to build ensemble and performance skills. Parents can also help by checking that homework on the set works is completed, that students know when they are recording their final solo and ensemble performances and that they are working on their compositions regularly between lessons.

21 Year Eleven Curriculum 2018 - 19 PE Students receive four lessons of Physical Education each fortnight.

Mastering GCSE Physical Education (AQA) AO1 Demonstrate knowledge and understanding of factors that underpin performance and involvement in physical activity and sport

AO2 Apply knowledge and understanding of factors that underpin performance and involvement in physical activity and sport

AO3 Analyse and evaluate factors that underpin performance and involvement in physical activity and sport

AO4 Demonstrate and apply relevant skills and techniques in physical activity and sport (30%)

What will we be When will we be What will we be doing? studying? studying it? • Classification of skills Ongoing throughout Learning definitions, key terms and developing • The use of goal setting & SMART the year with an end understanding of key concepts that underpin the targets of unit assessment at subject. (AO1) the end of each unit • Basic information processing to track progress. Applying learnt definitions, key terms and key • Guidance & feedback on perfor- concepts to sporting examples to demonstrate mance understanding. (AO2) • Mental preparation for performance • Engagement patterns of different Analyse and evaluate learnt content to sporting social groups in physical activity & examples linking to performance of physical activity sport and sport. Students can also link (synoptic) other areas of the syllabus to develop, enhance and add • Commercialisation of physical depth to written responses. activity & sport • Ethical & socio-cultural issues These will be developed through: • Physical, emotional & social • Multiple choice questions well-being • Short Structured Questions (SSQ’s) • The consequences of a sedentary • Longer response questions (6/9 marks) lifestyle • Badminton • Table Tennis • Energy use, diet, nutrition & • Trampolining hydration • Handball • Practical (NEA) • Basketball • A range of different team & • Athletics individual sports/activities If you perform in an activity outside of school, ensure you can obtain video evidence of performance. This can then be assessed by staff in school.

How can parents help? When talking to the student encourage them to: • Answer all questions • Underline key words in the question • Identify how many marks have been awarded and make that amount of separate points i.e. 3 marks means write 3 answers • Give specific physical activity examples do not just name a sport i.e. dodging your opponent in Basketball Link to AQA GCSE PE Specification http://filestore.aqa.org.uk/resources/pe/specifications/AQA-8582-SP-2016.PDF GOOGLE CLASSROOM CODE:3jcghk

22 Year Eleven Curriculum 2018 - 19 PSHCE Students receive one hour each fortnight of PSHCE.

Mastering PSHCE PSHCE is not assessed.

What will we be studying? When will we be What will we be doing? studying it? Thinking about the future Autumn 1 Students begin to think about their own strengths and weaknesses and understand the importance of using qualifications to plan their future. Students explore and understand different post 16 options and pathways they can take after GCSEs. The world of Work Autumn 2 Students investigate different opportunities in learning and work and participate in mock interviews in preparation for the world of work and further learning. The world of Work - contin- Spring 1 Students understand how to write a Cover Letter and Curriculum ued Vitae (CV). Students also begin to produce digital professional platforms and learn how to utilise these accurately to support their future careers. Managing Stress Spring 2 Students explore different ways to manage exam stress and how to revise effectively.

Sex Education Summer 1 & 2 Students form a safe learning environment to discuss and understand what makes a healthy and unhealthy relationship. In Sex Education, students learn the different methods of contraception and understand different types of sexual infections/diseases.

How can parents help? Parents can help by making sure that homework tasks are done to the highest standard, as well as encouraging your child to complete their class work fully and with care. Ensure that your child has the appropriate equipment for learning PSHCE, e.g. pens, pencils, rulers, calculator, coloured pencils, erasers, etc. Encourage your child to spend time on presenting research well, using secondary sources (i.e. Library, internet). Encourage your child to watch the news regularly and read newspapers to be up to date on current affairs. Finally, please check your child’s exercise books regularly and comment on the ‘Books Home’ feedback slips during key points in the year.

23 Year Eleven Curriculum 2018 - 19 Religion and Philosophy Students receive one compulsory lesson of Religion and Philosophy each fortnight.

Mastering Religious Studies and Philosophical Thought Theological knowledge and understanding: Philosophers will use religious evidence and sources (holy books, religious teachings and religious scriptures) to develop knowledge and understanding of the key teachings, beliefs and practices of different world religions. Philosophers will use religious and non-religious evidence to discuss how key beliefs influences individuals and groups in society. Analysis: Philosophers will be able to form their own philosophies by critically analysing the impact religious beliefs, teachings, practices and secular ideas, have on individuals and the wider community. Evaluation: Philosophers will be able to critically evaluate and interpret different theological, philosophical and moral perspectives; they will have to demonstrate the possible limitations of different theological and philosophical theories whilst concluding on their own philosophies.

What will we be When will we What will we be doing? studying? be studying it? Abortion Autumn Term • Students will understand the UK laws on abortion whilst concluding on their own ethical and moral beliefs. Students explore the Christian and Islamic teachings and beliefs on abortion, in order to critically analyse the impact religious beliefs and teachings have on individuals and the Crime and wider community. Punishment • Students explore different types of crime and why people break the law. They explore the Christian and Muslim attitudes to forgiveness and reconciliation and the Muslim beliefs on capital punishment. Prejudice Spring Term • Students will explore case studies of inspirational leaders e.g. Gandhi, Martin Luther King and Malcolm X to understand the issue of prejudice and discrimination. They will explore the Christian teachings on prejudice and discrimination and critically analyse the impact these beliefs and teachings have on individuals and the wider community.

War and Peace Summer Term • Students explore and understand the central belief of pacifism. Using religious sources and scriptures students will understand the Christian and Islamic principles of Holy War and the Just War Criteria. Students will research different types of war and war weapons and explore Christian and Islamic attitudes to acts of war and violence.

How can parents help? Parents/carers can support their child in RP by ensuring that homework tasks are completed to the highest standards, as well as encouraging their child to complete all classwork fully and with care. Parents/carers will need to ensure that their child has the appropriate equipment to study RP e.g. pens, pencils, ruler, calculator, dictionary etc. It is vital for parents/carers to encourage their child to read a lot and spend some time using secondary sources (internet, holy books, and scriptures) to extend their learning outside of the classroom and be curious about people’s beliefs and opinions. Participate in discussing religious and ethical issues with your child. Finally, please check your child’s exercise books regularly and comment on the ‘Books Home’ feedback slips during key points in the year.

24 Year Eleven Curriculum 2018 - 19 Science Combined students receive nine hours and triple students receive fourteen hours of science each fortnight.

Mastering Science Investigation skills: Pupils should aspire to master skills that consist of devising questions and procedures, estimating risks, testing hypotheses, planning variables and collecting data. This includes carrying out practicals safely and precisely to be able to collect the appropriate data. Communication skills: Pupils should master skills that consist of communicating ideas, justifying opinions, presenting data neatly and appropriately, including drawing tables of results and constructing explanations with evidence obtained. Mathematical skills: Pupils should aspire to master skills that include interpreting mathematical symbols, writing and rearranging equations, using powers of 10 and standard form, rounding numbers using correct significant figures, calculating ratios, fractions and percentages, representing data in different formats and using appropriate units and conversions. Analysis and evaluation skills: Pupils should aim to master skills that include analysing patterns especially from graphs, explaining data with scientific ideas, drawing conclusions and discussing limitations. They should also interrogate sources and explain why scientific ideas change over time.

What will we When will we be What will we be doing? be studying? studying it? Biology Combined: Biological responses – hormonal coordination. Genetics and reproduction – reproduction, variation & evolution and genetics & evolution. Ecology – adaptations, interdependence & competition, organising an ecosystem and biodiversity & ecosystems. Triple: All units above plus extra topics – asexual & sexual reproduction, DNA structure & protein synthesis, gene expression & mutation, cloning, adult cell cloning, history of genetics, theories of evolution, accepting Darwin’s ideas, evolution and speciation, rates of decomposition, impact of change to an All three ecosystem, trophic levels & biomass, biomass transfers, factors affecting food subjects will be security, making food production efficient and sustainability. taught by Chemistry specialist Combined: Organic chemistry – crude oil and fuels. Analysis and the Earth’s resources – subject teachers chemical analysis, the Earth’s atmosphere and the Earth’s resources. parallel to each other Triple: All units above plus extra topics – polymers, testing for positive and negative throughout the ions, instrumental analysis. Using our resources – including rusting, using alloys, year. properties of polymers Haber process, making fertilisers in the lab and in industry. Physics Combined: Forces in action – force and motion. Wave properties, electromagnetic waves and electromagnetism. Triple: All units above plus extra topics – force and pressure, sound waves, the uses of ultrasound, seismic waves, light, electromagnets in devices, the generator effect, the alternating-current generator, transformers and space.

How can parents help? • Research/ follow current scientific developments in the news, scientific journals or magazines. • Support your child with their learning and make sure they complete their homework on time. • Use student’s exercise books to help them create a glossary of scientific keywords for each topic.

25 Year Eleven Curriculum 2018 - 19

Spanish Students receive five hours of Spanish per fortnight.

Mastering Modern Foreign Languages Listening: Linguists are able to understand the main points and details of longer passages with language spoken at normal speed containing familiar and unfamiliar language in complex sentences with little repetition. We can discern information about people’s points of view in a range of time frames. Reading: Linguists can use knowledge of grammatical structures and vocabulary and the context to work out the meaning of new language. We can read aloud confidently and with a good accent and use the new vocabulary we learn through reading in our speaking and writing. We can understand a variety of points of view and detailed information from longer texts of written language and also discern information from different time frames. We can deal with both fictional and non-fictional texts and are able to choose authentic materials of an appropriate level to read independently. Speaking: Linguists are able to give examples of activities in a range of time frames and can refer to all three grammatical persons. We are able to use knowledge of language to answer questions which have not been prepared and can adapt language learnt to have conversations about areas of personal interest. We can improvise in a conversation and paraphrase information that we have been given. We can infer information from a photo card and change notes into full sentences in different role plays. Writing: Linguists can manipulate grammar providing a range of complex grammatical structures whilst writing about at least three different people. We can write in fictional, non-fictional, formal and informal texts in the language and we can write creatively and translate into English and into the target language. We can offer detailed opinions and justifications of points of view using connectives to write extended paragraphs on a range of topics.

What will we be studying? When will What will we be doing? we be studying it? Mealtimes and daily routine. Describing mealtimes. Illnesses and injuries. Talking about daily routine. Pharmacy products. Talking about illnesses and injuries. Typical foods. Asking for help at the pharmacy. The passive. Talking about typical foods. Words which indicate an increase/ Spotting words which indicate an increase/decrease. decrease. Comparing different festivals. Question words. Describing a special day. Special days. Inferring meaning in literary texts. Reflexive verbs in the preterite. Ordering in a restaurant. Restaurant orders. Talking about a music festival. Absolute superlatives. Adding interest when narrating a story. Irregular verbs in the preterite. Music festivals. Talking about different jobs. Expressions followed by infini- Discussing job preferences. tives. Talking about how you earn money. Autumn Talking about work experience. Different jobs. Term Talking about the importance of learning languages. “Soler” in the imperfect. Applying for a summer job. Verbs in different forms. Writing a formal letter. Work experience. Discussing gap years. Preterite an imperfect together. Discussing plans for the future. Alternatives to “and”. Using different ways to express future plans. The importance of learning languages. Present and present continuous. “Saber” and “conocer”. Summer jobs. Indir3ect object pronouns. Gap years. The conditional. The 24 hour clock. Plans for the future. The subjunctive with “cuando”.

26 Year Eleven Curriculum 2018 - 19

Global issues. Describing types of houses. Types of houses. Talking about the environment. The environment. Talking about healthy eating. Healthy eating and diet-related Discussing diet-related problems. problems. Listening for high numbers. High numbers. Talking about local actions. Present subjunctive in commands. Presenting a written argument. Healthy lifestyles. Spring Term Discussing healthy lifestyles. Different tenses. Giving extended reasons. Extended reasons. Talking about international sporting events. International sporting events. Explaining your point of view. Pluperfect. Talking about natural disasters. Natural disasters. Using grammar knowledge in translation. Imperfect continuous.

How can parents help? Students should use the internet to listen to Spanish news, radio and even watch films. Students should keep their own vocabulary lists for each topic and ensure they regularly revise grammar points and tenses before using the language in their speaking and writing in order to master its usage. Should GCSE students have the opportunity to travel to Spanish-speaking countries whilst they are studying throughout Years 10 and 11, this would allow them to compare and contrast lifestyles in London and the newly visited areas, and also, of course, to practise the language first-hand.

27 Year Eleven Curriculum 2018 - 19

Sociology Students in Years 10 & 11 receive five lessons of Sociology each fortnight. AQA (Collins) GCSE 9-1 Sociology Student Book

Mastering Sociology: Using information sources: draw on information and evidence from different sources and demonstrate the ability to synthesise them Research methods: analyse and evaluate different research methods used in sociological investigations and assess, critically, the appropriateness of their use Sociological skills: analyse and evaluate information and evidence presented in different written, visual and numerical forms Real world examples: apply understanding using appropriate examples to explore and debate the current sociological issues outlined in each of the topic areas Sociological theory: use sociological theories, concepts and evidence to compare and contrast social issues, construct reasoned arguments and debates, make substantiated judgements and draw conclusions Connections: draw connections between the different topic areas studied.

What will we be When will we be What will we be doing? studying? studying it? Crime and Deviance Autumn Term This topic explores the social construction of concepts of crime and devi- 2018 ance and explanations of crime and deviance using the work of Merton on the causes of crime from a functionalist perspective and Becker from an interactionist perspective. We study formal and informal methods of social control, e.g. The work of Heidensohn on female conformity in male dominated patriarchal socie- ties, factors affecting criminal and deviant behaviour and ways in which criminal and deviant behaviour have generated public debate. We also analyse the usefulness of the main sources of data on crime, the collec- tion of official data on crime, patterns and trends in crime figures and the ‘dark figure’ of crime. Social Stratification Spring Term Students study different views of the functionalist theory of social stratifi- 2019 cation, socio-economic class, and factors affecting life chances. We explore different interpretations of poverty as a social issue including the work of Townsend on relative deprivation and Murray on the under- class. We identify different forms of power and authority including the work of Weber, and will describe and explain different views on factors affecting power relationships including social class, gender, sexuality, race, age, disability, religion and beliefs.

Revision Summer Term Revision and Exams 2019

How can parents help? During the year parents can use the schedule above to guide students to create and use revision resources for the unit they are studying, such as flash cards, topic mind maps, answering past exam questions (available on the AQA website). The Collins book: ‘AQA GCSE Sociology All in One Revision and Practice’ also has sample exam questions and answers. Keeping up with current affairs (especially points related to the subject content listed above) through reading a quality newspaper and/or regularly watching the news will apply classroom based learning to the real world and will enable students to use contemporary examples for each topic.

28 Year Eleven Curriculum 2018 - 19

Textiles Students in Year 10 and Year 11 receive 5 lessons of Art & Design each fortnight. The exam code is AQA Art & Design 8202.

Mastering Textiles (Art and Design)

Students will be expected to demonstrate, in the context of their chosen area(s) of Textile Design in all of the following: awareness of the elements of textile design, such as shape, line, scale, colour, texture, pattern, contrast and/or repetition in relation to the chosen area(s) of textile design. • awareness of intended audience or purpose for their chosen area(s) of textile design • ability to respond to an issue, concept or idea, working to a brief or answering a need in the chosen area(s) of textile design. • appreciation of the relationship of form and function and, where applicable, the constraints of working to a brief. • understanding of a variety of textile methods, such as: fabric printing, mono-printing, relief printing, screen printing and laser printing; tie-dye and batik; spraying and transfer; fabric construction; stitching, appliqué, patchwork, padding, quilting and embroidery.

What will we be When will we What will we be doing? studying? be studying it? Students will begin their new project based Autumn term 1 Students will produce a range of studies based on on ‘Urban Environment/Architecture’. architecture. This will form a starting point to then Students will be introduced to a range of produce a range of textile designs. construction techniques. Students will have the opportunity to develop their knowledge of fashion design and explore the work of other fashion designers. They will learn a range of construction techniques which will help them to produce a garment for their final piece. This will be completed during their mock exam. Students will be issued their Externally Set Autumn term 2 Following receipt of the externally set assignment Exam paper. & 3 2nd January onwards, Year 11 students will select one A preparation period which can begin on or starting point from which to develop their own work. after 2 January is followed by 10 hours of Students will begin planning/discussing their starting supervised unaided work in which students points with the teacher. are required to realise their intentions. Dead- Preparatory work/Individual/independent study will line 1st May (subject to change). commence which will include a range of drawings,

fabric samples, photographs and fashion designs. How it’s assessed: • Preparatory period followed by 10 hours of Students will produce a final outcome based on their supervised time research. This can be in the form of a garment, a large • 96 marks textile sample of a 3D textile piece. • 40% of GCSE How can parents help? By encouraging students to be fully equipped in all lessons, the department also runs a successful printer charge programme, students pay for unlimited use of the printer to support their personal research and development of work. To monitor and check students planners fortnightly for homework set (2hrs a week) and when deadlines are due. To act as critical referees for students in the production of their work, re-enforcing high expectations and encourage students to visit any current exhibitions which will broaden their insight and contextual knowledge of the subject.