year 11 ht1 this term the following aspects of the ... 11 curriculu… · •make conjectures and...

Year 11 HT1

This term the following aspects of the curriculum will be covered in your child’s class

English language

Students will be able to:

Select relevant evidence from both texts. Offer clear interpretation of relevant implicit information.

Make relevant developed comments on how writers use language/structure to achieve effects.

Make clear and accurate use of subject terminology to support views.

Evaluate clearly the effect(s) on the reader.

Show developed understanding of writer’s methods.

Select a range of relevant textual references.

Make a clear and developed response to the focus of the statement.

Consistently match the tone of writing to the audience.

Use increasingly sophisticated vocabulary for effect as well as a range of successful methods.

Make effective use of a range of clear and connected paragraphs with integrated connectives.

Use punctuation to create a range of sentences that are mostly accurate.

Spell and use grammar correctly, including complex and irregular words.

Use increasingly sophisticated vocabulary.

English literature Students will be able to:

Form a clear response to the tasks across Papers 1 & 2.

Use clear evidence from the texts to support a developed response.

Clearly explain the writer’s methods, and support explanations supported with references.

Clearly explain the effects of the writer’s methods on the reader.

Clearly explain the ideas/contextual features and make links with the texts.

Spanish Students will be able to understand extracts of spoken French and write on the topic of:

• Using languages beyond the classroom: forming relationships; travel; employment.

• Ambitions: further study; volunteering; training.

• Work: jobs; careers & professions.

Mathematical Development (Maths)

Higher Tier

Quadratic equations

• Expand and simplify double and triple brackets.

• Factorise all forms of quadratic expression including recognising the difference of two squares.

• Solve a quadratic equation of the form x² + bx + c by factorising.

• Solve a quadratic equation of the form ax² + bx + c by factorising.

• Identify when a quadratic equation cannot be solved by factorising.

• Recall the quadratic formula and use it to solve a quadratic equation that is equal to zero.

• Complete the square of a quadratic expression with leading coefficient = 1.

• Complete the square of a quadratic expression with leading coefficient >1.

• Solve a quadratic equation equal to zero by completing the square.

• Solve a quadratic equation that is not equal to zero by factorising/completing the square/using the formula.

• Solve problems that involve solving a quadratic equation in context.

• Develop correct and consistent use of notation, symbols and diagrams when solving problems.

• Select appropriate strategies to use for solving problems.

Accuracy and Bounds

• Write down the maximum or minimum figure for a value rounded to a given accuracy (including writing error intervals).

• Combine upper or lower bounds appropriately to achieve an overall maximum or minimum for a situation.

• Work with practical problems involving bounds including in statistics. For example, finding the midpoint of a class interval, such

as 10 t ⩽ 20, in order to estimate a mean.

• Use bounds to calculate a value to an appropriate degree of accuracy.

•Make mental estimates of the answers to calculations; use checking procedures to monitor the accuracy of their results.

Fractions, Decimals and Percentages

• Complete the four operations with fractions.

• Complete the four operations with decimals.

• Convert and compare fractions, decimals and percentages including those greater than 1.

• Find a percentage of an amount, and increase and decrease by a given percentage.

• Express a change in quantity as a percentage change and calculate reverse percentage and fraction changes.

• Calculate over a range of time periods using compound percentage change with indices.

• Use FDP skills to solve a range of functional problems including reverse compound interest calculations.

• Apply the idea of compound interest to solve exponential growth and decay problems in various contexts

• Move from one form of representation to another to get different perspectives on the problem.

Indices, Surds and Standard form

• Understand and use index notation including finding (or estimating) values of calculations involving square roots, positive,

negative and fractional indices.

• Use indices correctly in the hierarchy of operations including with brackets.

• Recall and use the index laws of multiplication, division and powers of powers.

• Recall and use laws of fractional and negative indices.

• Use a calculator for all operations including powers, roots and brackets.

• Develop correct and consistent use of mathematical language when discussing problems.

• Interpret and compare numbers in standard form a x 10n, where 1≤a

• Find the prime factor decomposition of a positive integer and write as a product of its prime factors (understand that each

number has a unique prime factor decomposition).

• Find LCM and HCF of two numbers; by listing, Venn diagrams, and using prime numbers – including using the prime factor

decomposition of two numbers.

• Identify square and cube numbers and their corresponding roots.

•Select appropriate strategies to use for solving problems.

Equations and formulae

• To solve one and two step linear equations using 1 variable.

• To solve any linear equation where the unknown appears once - including with brackets or fractions.

• To solve an equation with unknowns on both sides.

• To apply solving linear equations to other aspects of maths.

• Develop correct and consistant use of notation, symbols and diagrams when solving problems.

• Know the heirachy of operations and be able to use this to form expressions and formulae.

• Substitute numerical values into scientific formulae.

• Understand and use standard mathematical formulae.

• Rearrange formulae to change the subject.

• Change the subject of a formula with brackets or when the subject appears twice.

• Translate simple situations or procedures into algebraic formulae.

•Represent problems and solutions clearly with good written communication.

Surface area and volume

• Identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres.

• Know and understand units for volume, area and length.

• Use standard formulae to solve problems involving areas of parallelograms, triangles and trapezia.

• Calculate area and circumference of circles.

• Caculate the volume of any prism.

• Calculate the surface area of any prism.

• Find the surface area and volume of composite solids.

• Calculate the volume of spheres, cones and pyramids.

• Calculate the surface area of spheres, cones and pyramids.

• Apply elementary knowledge to multistep and increasingly sophisticated problems.

• Select appropriate information for use in solving problems and identify what further information is required to solve a problem.

Fractions, decimals and percentages

• Four operations with decimals.

• Four operations with fractions.

• Convert between improper fractions and mixed numbers.

• Find a fraction of a quantity.

• Convert fluently between fractions, decimals and percentages.

• Find a percentage of a quantity.

• Increase or decrease a quantity by a given percentage.

• Calculate a repeated percentage change.

• Calculate a change in quantity as a percentage change.

• Calculate simple reverse percentage changes.

•Use alternative approaches to overcome difficulties and evaluate the effectiveness of their strategies.

Science Inheritance, variation and evolution


-Describe the differences between asexual and sexual reproduction.

-Understand that meiosis leads to non-identical cells being formed while mitosis leads to identical cells being formed.

-Explain how meiosis halves the number of chromosomes in gametes and fertilisation restores the full number of chromosomes.

-Describe the structure of DNA and define the term genome.

-Discuss the importance of understanding the human genome, including: the search for genes linked to different types of

disease; understanding and treatment of inherited disorders; use in tracing human migration patterns from the past.

-Explain the terms: gamete, chromosome, gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype

-Understand the concept of probability in predicting the results of a single gene cross.

-Use direct proportion and simple ratios to express the outcome of a genetic cross.

-Complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees.

-(HT only) Construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability.

-Carry out a genetic cross to show sex Inheritance using direct proportion and simple

ratios in genetic crosses. genes linked to different types of disease; understanding and treatment of inherited disorders; use in

tracing human migration patterns from the past.

-Explain the terms: gamete, chromosome, gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype

-Understand the concept of probability in predicting the results of a single gene cross.

-(HT only) describe the main steps in the process of genetic engineering.

-Interpret information about genetic engineering techniques and make informed judgements about issues concerning cloning

and genetic engineering, including GM crops.

The rate and extent of chemical change


-Calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product

formed and the time taken.

-Draw, and interpret, graphs showing the quantity of product formed or quantity of reactant used up against time.

-Draw tangents to the curves on these graphs and use the slope of the tangent as a measure of the rate of reaction.

-(HT only) Calculate the gradient of a tangent to the curve on these graphs as a measure of rate of reaction at a specific time.

-Predict and explain using collision theory the effects of changing conditions of concentration, pressure and temperature on the

rate of a reaction.

-Predict and explain the effects of changes in the size of pieces of a reacting solid in terms of surface area to volume ratio.

-Use simple ideas about proportionality when using collision theory to explain the effect of a factor on the rate of a reaction.

-Recall how changing these factors affects the rate of chemical reactions.

-Required Practical Activity 11

-Identify catalysts in reactions from their effect on the rate of reaction and because they are not included in the chemical

equation for the reaction.

-Explain catalytic action in terms of activation energy.

-Explain what is meant by a reversible reaction.

-Make qualitative predictions about the effect of changes on systems at equilibrium when given appropriate information.

-(HT only) interpret appropriate given data to predict the effect of a change in concentration of a reactant or product on given

reactions at equilibrium.

- Interpret appropriate given data to predict the effect of a change in temperature on given reactions at equilibrium.

- (HT only) Interpret appropriate given data to predict the effect of pressure changes on given reactions at equilibrium.

Organic chemistry


-Recognise substances as alkanes given their formulae in molecular or displayed forms.

-Name and identify methane, ethane, propane and butane (other specific alkanes are not required).

-Describe how boiling point, viscosity and flammability of hydrocarbons change with increasing molecular size.

-Write balanced equations for the complete combustion of hydrocarbons with a given formula.

-Explain how fractional distillation works in terms of evaporation and condensation.

-Recall the colour change when bromine water reacts with an alkene.

-Describe in general terms the conditions used for catalytic cracking and steam cracking.

-Balance chemical equations as examples of cracking given the formulae of the reactants and products.

-Give examples to illustrate the usefulness of cracking.

-Explain how modern life depends on the uses of hydrocarbons.

Forces


-Describe the difference between a linear and non-linear relationship between force and extension.

-Calculate a spring constant in linear cases.

-Interpret data from investigations of the relationship between force and extension.

-Calculate work done in stretching (or compressing) a spring (up to the limit of proportionality) using the equation for elastic

potential energy.

-Required Practical Activity 18

-Recall typical values of speed for a person walking, running and cycling as well as the typical values of speed for different types

of transportation systems.

-Make measurements of distance and time and then calculate speeds of objects.

-Recall and apply the equation for distance travelled.

-Calculate average speed for non-uniform motion.

-Use ratios and proportional reasoning to convert units and to compute rates.

-Draw distance–time graphs from measurements and extract and interpret lines and slopes of

distance–time graphs.

-Determine speed from a distance–time graph.

-(HT only) Draw a tangent and measure the gradient of the distance–time graph at that time to determine the speed of an

accelerating object.

-Explain the vector–scalar distinction as it applies to displacement, distance, velocity and speed.

-(HT only) Explain qualitatively, with examples, that motion in a circle involves constant speed but changing velocity.

-Recall and apply the equation for acceleration.

-Estimate the magnitude of everyday accelerations.

-Draw velocity–time graphs from measurements and interpret lines and slopes to determine acceleration.

-(HT only) Interpret enclosed areas in velocity–time graphs to determine distance travelled (or displacement).

-(HT only) Measure, when appropriate, the area under a velocity– time graph.

-Apply the equation for final velocity.

-Apply Newton’s First Law to explain the motion of objects moving with a uniform velocity and objects where the speed and/or

direction changes.

-Recall and apply the equation linking force and acceleration.

-(HT only) Explain that inertial mass is a measure of how difficult it is to change the velocity of an object.

- (HT only) Explain that inertial mass is defined as the ratio of force over acceleration.

-Estimate the speed, accelerations and forces involved in large accelerations for everyday road transport.

-Apply Newton’s Third Law to examples of equilibrium situations.

-Required Practical 19

-Explain the term terminal velocity.

History Anglo-Saxon England and the Norman Conquest, 1060–66 1

The causes and outcomes of AngloSaxon resistance, 1068–71

● The revolt of Earls Edwin and Morcar in 1068.

● Edgar the Aethling and the rebellions in the North, 1069.

● Hereward the Wake and rebellion at Ely, 1070–71. 3 The

legacy of resistance to 1087

● The reasons for and features of Harrying of the North, 1069–

70. Its immediate and long-term impact, 1069–87.

● Changes in landownership from Anglo-Saxon to Norman,

1066–87.

● How William I maintained royal power. 4 Revolt of the Earls,

1075

● Reasons for and features of the revolt.

● The defeat of the revolt and its effects.

Key topic 3: Norman England, 1066–88 1 The feudal system

and the Church

● The feudal hierarchy. The role and importance of tenants-in-

chief and knights. The nature of feudalism (landholding,

homage, knight service, labour service); forfeiture.

● The Church in England: its role in society and relationship to

government, including the roles of Stigand and Lanfranc. The

Normanisation and reform of the Church in the reign of William

I.

● The extent of change to Anglo-Saxon society and economy. 2

Norman government

● Changes to government after the Conquest. Centralised

power and the limited use of earls under William I. The role of

regents.

● The office of sheriff and the demesne. Introduction and

significance of the ‘forest’.

● Domesday Book and its significance for Norman government

and finance. 3 The Norman aristocracy

● The culture and language of the Norman aristocracy.

Geography River landscapes in the UK

Students will understand the shape of river valleys changes as rivers flow downstream.

They will understand: • The long profile and changing cross profile of a river and its valley. Fluvial processes: • Erosion – hydraulic action, abrasion, attrition, solution, vertical and lateral erosion. • Transportation – traction, saltation, suspension and solution • Deposition – why rivers deposit sediment.

Students will understand that distinctive fluvial landforms result from different physical processes. They will understand: • Characteristics and formation of landforms resulting from erosion – interlocking spurs, waterfalls and gorges. • Characteristics and formation of landforms resulting from erosion and deposition – meanders and ox-bow lakes. • Characteristics and formation of landforms resulting from deposition – levées, flood plains and estuaries. • An example of a river valley in the UK to identify its major landforms of erosion and deposition. Students will understand that different management strategies can be used to protect river landscapes from the effects of flooding. They will understand: • How physical and human factors affect the flood risk – precipitation, geology, relief and land use. The use of hydrographs to show the relationship between

precipitation and discharge.

• The costs and benefits of the following management

strategies: • Hard engineering – dams and reservoirs,

straightening,

embankments, flood relief channels

• Soft engineering – flood warnings and preparation,

flood plain zoning, planting trees and river restoration.

• An example of a flood management scheme in the UK

to show:

• Why the scheme was required.

● The career and significance of Bishop Odo. 4 William I and

his sons

● Character and personality of William I and his relations with

Robert. Robert and revolt in Normandy, 1077–80.

● William’s death and the disputed succession. William Rufus

and the defeat of Robert and Odo

• The management strategy.

• The social, economic and environmental issues.

Business Students will be able to explain the purpose of different functional areas in two contrasting businesses and describe the responsibilities of two different job roles in two contrasting businesses.

Physical Education (PE)

Students will complete Unit 6

Learning Aim A: now the attributes associated with successful sports leadership

Describe, using relevant examples, the attributes required for, and responsibilities of, sports leadership.

Describe the attributes of two selected successful sports leaders.

Explain the attributes required for, and responsibilities of, sports leadership.

Evaluate the attributes of two successful sports leaders.

Compare and contrast the attributes of two successful sports leaders.

GCSE Art and Design Students will gain recording skills, learn how to work from primary and secondary sources and, by exploring 2D visual language,

will be able to generate and develop visual communication ideas successfully. Through exploring the work of 2D artists,

craftspeople and designers, students will find inspiring examples to stimulate and develop your own creative work. This unit gives

students an exciting opportunity for 2D designing and making. They will experiment with resistant and non-resistant materials

and develop techniques in modelling, constructing, carving, joining and moulding. Students will gain skills in the visual language

of 2D, exploring the formal elements of volume, surface, form and structure. Through vocational briefs they will be able to apply

their learning in a personal and creative way. Students will explore 2D media in a series of activities designed to develop their

visual communication skills. They will gather a range of different examples of 2D work for your portfolio that demonstrates their

knowledge and understanding of 2D working methods. Students will also learn about essential health and safety practice within

the creative industries, for example using equipment safely, working safely and recycling materials.

GCSE Food Students will have the opportunity to explore the understanding and skills required for proficiency in planning, preparing,

cooking and finishing a range of food types. They will learn how to select and prepare ingredients and plan a two-course meal.

They will also learn about the tools and equipment used to prepare, cook and finish food. Knowledge of each food course is

supported with understanding about planning and selecting ingredients and safe and hygienic working practices. The success of

the hospitality industry relies on workers at all levels understanding the importance of the quality of food used in preparing

meals, working in a safe and hygienic manner and storing food items correctly. If students identify any potential hazards in the

food production area, or related to the quality of the ingredients, they will need to react immediately, to avoid injuries to

customers or staff. This unit will help students to develop safe and hygienic working practices, using appropriate methods to cook

a nutritious two-course meal and using appropriate finishing methods to ensure the meal meets given requirements and

specifications. They will then gather feedback on the meal you cooked and finished to determine any improvements it may

require

Health & Social Care Students will complete Component 3

Learning aim A: Know factors that affect health and wellbeing

Computing

Controlled assessment

Personal, Culture and Social Development ( RE and SMSC)

SMSC and RE will be delivered during the tutorial programme and ACE Days. HT1 is focused around safety and will include a number of sessions delivered by school staff and external providers. Topics on ACE Day 1 will include: Spiralling (MWA)

This session is delivered by Academy staff and includes a short film and is about abusive relationships (focusing on a teenage relationship rather than domestic violence although all types of abuse will be mentioned). It is more about emotional abuse and pressure and encourages students to consider what it means to be safe in a relationship. Collision

A hard-hitting film by South Yorkshire police that follows groups of teenagers from different walks of life. Some have dreams of university, others have criminal backgrounds. The film culminates in a car being driven by 3 of the characters joyriding crashes into another car being driven by the second group of teenagers. Students are then asked to consider who is at fault, what could have been done to avoid the crash and strategies to avoid similar situations. Choose Your Own Adventure – Golddigger Trust

Choose Your Own Adventure which is an interactive lesson (normally an hour, but we could condense it into 50 minutes if needed) that takes group of 20-30 students at a time (Y9 – 13) on a journey of exploring issues of choices and consequences around CSE, Domestic Abuse and e-safety/sexting etc. This is the session that is a bit like a giant board game where we create a ‘town’ that students literally walk around as they make choices for their character, and get to explore what could happen. Lots of the story lines involve social media and e-safety risks, but also looks at CSE issues and peer on peer abusive relationships. Anti-Social Behaviour

This is delivered by the Community Youth Team. The session deals with anti-social behaviour and is aimed specifically at this age group. It looks mainly at consequences (for victims and perpetrators). First Aid

This session is delivered by the Red Cross and gives practical advice on dealing with an emergency and basic first aid. Students look at different emergency situations and how to deal with them. It uses practical aids (resuscitation dolls).

Year 11 HT2


English language Students will be able to:




















Spanish Students will be able to understand extracts of written French and take part in a role play and conversation on the topic of:

• Holidays: preferences; experiences; destinations.

• Travel and tourist transactions: travel & accommodation; asking for help & dealing with problems; directions; eating out; shopping. • Town, region and country: weather; places to see; things to do.

Mathematical Development (Maths)

Higher Tier

Ratio and Proportion

• Express the division of a quantity into two or three parts as a ratio; apply ratio to real contexts and problems (such as those

involving conversion, comparison, scaling, mixing, concentrations).

• Identify and work with fractions in ratio problems.

• Understand and use proportion as equality of ratios.

• Use a multiplier when solving problems involving direct proportion or proportional increase/decrease.

• Form and interpret equations that describe direct and inverse proportion.

• Understand that X is inversely proportional to Y is equivalent to X is proportional to 1/Y.

• Recognise and interpret graphs that illustrate direct and inverse proportion.

Cumulative frequency, box plots and histograms

• Work out the cumulative frequency from a grouped frequency table.

• Draw a cumulative frequency graph/curve from a grouped frequency table.

• Use a cumulative frequency graphs/curves to estimate the median.

• Use a cumulative frequency graphs/curves to estimate the interquartile range.

• Draw a box plot.

• Interpret a box plot and know that each section represents 25% of the data.

• Compare two data sets from cumulative frequency graphs/curves and box plots and make reasoned conclusions.

• Construct histograms for grouped data with equal and unequal class intervals.

• Interpret histograms for grouped data with equal and unequal class intervals.

• Use histograms to solve problems that draw on other topic in maths.

• Use histograms to work backwards to find missing frequencys in a grouped frequency table.

• Present and interpret solutions in context of the original problem.

Surface area and volume

• Know and understand units for volume, area and length.

• Use standard formulae to solve problems involving areas of parallelograms, triangles, trapezia and compound shapes.

• Calulate area and circumference of circles.

• Find the length of an arc and the area of a sector.

• Caculate the volume of any prism.

• Calculate the volume of spheres, pyramids and cones- including frustrums.

• Calculate the surface area of any prism.

• Calculate the surface area of spheres, pyramids and cones.

• Find the surface area and volume of composite solids.

• Solve problems invovling area/volume of enlarged shapes.

• Apply elementary knowledge to multistep and increasingly sophisticated problems.

• Select appropriate information for use in solving problems and identify what further information is required to solve a problem.

Circle theorems

• Identify alternate and corresponding angles and know they are equal.

• Use knowledge of alternate and corresponding angles to calculate missing angles in geometrical diagrams.

• Use the fact that angles in a triangle total 180° to work out the total of the angles in any polygon.

• Establish the size of an interior angle and an exterior angle in a regular polygon.

• Know the total of the exterior angles in any polygon.

• Identify when a circle theorem can be used to find missing angles in a geometrical problem.

• Apply and prove the standard circle theorems concerning angles, radii, tangents and chords.

•Know when to use circle theorems to prove geometrical problem.

• Make conjectures and check them for new cases.

• Distinguish between a practical demonstration and a proof.

Foundation Tier

Probability

• Combine probabilities by multiplying them together for simple experiments.

• Draw and use tree diagrams to calculate the probabilitly of two independent events.

• Draw and use tree diagrams to calculate the probability of two dependent events.

• Know how to place elements in Venn diagrams with 2 sets, according to their properties.

• Understand the notation for intersection and union, and which regions these statements apply to in a Venn diagram.

• Use set notation to find probabilities from a Venn diagram.

•Write probabilities in words, fractions, decimals and percentages and place these on a scale from 0 to 1.

• Compare the probabilities of events by comparing sizes of fractions, decimals and percentages.

•Systematically list all outcomes for single and combined events.

•Use and draw sample space diagrams.

• Use theoretical models to include outcomes using dice, spinners and coins.

•Select efficient techniques for numerical calculations.• Compare the probabilities of events by comparing sizes of fractions,

decimals and percentages.

• Use theoretical models to include outcomes using dice, spinners and coins.

• Record outcomes of probability experiements in tables.

• Compare experimental data and theoretical probabilities.

• Compare relative frequencies from samples of different sizes.

• Find the probability of an event happening using relative frequency.

•Estimate the number of times an event will occur , given the probability and the number of trials - both for experimental and

theoretical probabilities.

• Use two way tables and frequency trees to record information and calculate probbilities.

• Begin to model realistic situations mathematically and express the results of their investigations using a range of formal

mathematical representations.

Powers, roots and standard form

• Use indices correctly in the hierarchy of operations including with brackets, with and without a calculator.

• Recall and use the index laws of multiplication, division and powers of powers.

• Interpret and compare numbers in standard form a x 10n 1≤a

Extract and interpret information from charts, graphs and tables relating to the effect of abiotic factors on organisms within a

community

-Explain how a change in a biotic factor might affect a given community given appropriate data or context.

-Extract and interpret information from charts, graphs and tables relating to the effect of biotic factors on organisms within a

community.

-Explain how organisms are adapted to live in their natural environment.

-Understand that photosynthetic organisms are the producers of biomass for life on Earth.

-Interpret graphs used to model predator-prey cycles.

Chemical analysis


-Use melting point and boiling point data to distinguish pure from impure substances.

-Identify formulations given appropriate Information.

-Explain how paper chromatography separates mixtures.

-Suggest how chromatographic methods can be used for distinguishing pure substances from impure substances.

-Interpret chromatograms and determine Rf values from chromatograms.

- Required Practical Activity 12

-Describe the gas tests for hydrogen, chlorine, oxygen and carbon dioxide.

Chemistry of the atmosphere


- Interpret evidence and evaluate different theories about the Earth’s early atmosphere.

-Describe the main changes in the atmosphere over time and some of the likely causes of these changes.

-Describe and explain the formation of deposits of limestone, coal, crude oil and natural gas.

-Describe the greenhouse effect in terms of the interaction of short and long wavelength radiation with matter.

-Describe two human activities that increase the amounts of each of the greenhouse gases carbon dioxide and methane.

-Evaluate the quality of evidence of reports about global climate change given appropriate information and describe

uncertainties in the evidence base.

-Describe briefly four potential effects of global climate change.

- Discuss the scale, risk and environmental implications of global climate change.

- Describe actions to reduce emissions of carbon dioxide and methane and give reasons why actions may be limited.

Forces


-Explain methods used to measure human reaction times and recall typical results.

-Interpret and evaluate measurements from simple methods to measure the different reaction times of students.

-Evaluate the effect of various factors on thinking distance based on given data.

-Explain the factors which affect the distance required for road transport vehicles to come to rest in emergencies, and the

implications for safety.

-Estimate how the distance required for road vehicles to stop in an emergency varies over a range of typical speeds.

-Explain the dangers caused by large decelerations.

-(HT only) Estimate the forces involved in the deceleration of road vehicles in typical situations on a public road.

-Recall and apply the equation for momentum.

-Use the concept of momentum as a model to describe and explain examples of momentum in an event, such as a collision.

Waves


-Describe the difference between longitudinal and transverse waves.

-Describe evidence that, for both ripples on a water surface and sound waves in air, it is the wave and not the water or air itself

that travels.

-Describe wave motion in terms of their amplitude, wavelength, frequency and period.

-Apply the equation linking period and frequency.

-Recall and apply the equation for wave speed.

-Identify amplitude and wavelength from given diagrams.

-Describe a method to measure the speed of sound waves in air.

-Describe a method to measure the speed of ripples on a water surface.

-Give examples that illustrate the transfer of energy by electromagnetic waves.

- Give practical applications of each type of electromagnetic wave.

-(HT only) Give brief explanations why each type of electromagnetic wave is suitable for the practical application.

History Weimar and Nazi Germany; 1918-1939.

The origins of the Republic, 1918–19.

Students will understand: • The legacy of the First World War.

• The abdication of the Kaiser, the armistice and revolution, 1918–19 • The setting up of the Weimar Republic. • The strengths

and weaknesses of the new Constitution.

The early challenges to the

Weimar Republic, 1919–23.

Students will understand: • Reasons for the early unpopularity of the

Republic, including the ‘stab in the back’ theory and the key terms of the Treaty of Versailles.



Students will understand:

• Challenges to the Republic Left and Right: Spartacists,

Freikorps, the Kapp Putsch.

• The challenges of 1923: hyperinflation; the reasons for, and effects of, the French occupation of the Ruhr.

The recovery of the Republic, 1924–29.

Students will understand: • Reasons for economic recovery, including the work of Stresemann, the

Rentenmark, the Dawes and Young Plans and American loans and investment.

• The impact on domestic policies of Stresemann’s achievements abroad: The Locarno Pact, joining the League of Nations

and the Kellogg-Briand Pact.

Changes in society, 1924– 29.


Changes in the standard of living, including wages, housing, unemployment insurance.

Changes in the position of women in work, politics and leisure.

Cultural changes, including developments in architecture, art, literature and the cinema.

Geography Resource management Students will understand that food, water and energy are fundamental to human development. They will understand:

• The significance of food, water and energy to economic and social wellbeing.

• An overview of global inequalities in the supply and consumption of resources.

Students will understand that the changing demand and provision of resources in the UK create opportunities and challenges.

They will understand:

• An overview of resources in relation to the UK.

Food:

• The growing demand for high-value food exports from low income countries and all-year demand for seasonal food and

organic produce.

• Larger carbon footprints due to the increasing number of ‘food miles’ travelled, and moves towards local sourcing of

food.

• The trend towards agribusiness.

Water:

• The changing demand for water

• Water quality and pollution management • Matching supply and demand – areas of deficit and surplus

• The need for transfer to maintain supplies.

Energy:

• The changing energy mix – reliance on fossil fuels, growing significance of renewables

• Reduced domestic supplies of coal, gas and oil

• Economic and environmental issues associated with exploitation of energy sources.

Water

Demand for water resources is rising globally but supply can be insecure, which may lead to conflict. Areas of surplus (security)

and deficit (insecurity):

• global patterns of water surplus and deficit

• reasons for increasing water consumption: economic development, rising population

• factors affecting water availability: climate, geology, pollution of supply, over-abstraction, limited infrastructure, poverty.

Impacts of water insecurity – waterborne disease and water pollution, food production, industrial output, potential for conflict

where demand exceeds supply. Different strategies can be used to increase water supply. Overview of strategies to increase

water supply:

• diverting supplies and increasing storage, dams and reservoirs, water transfers and desalination

• an example of a large scale water transfer scheme to show how its development has both advantages and disadvantages.

Moving towards a sustainable resource future:

• water conservation, groundwater management, recycling, ‘grey’ water

• an example of a local scheme in an LIC or NEE to increase sustainable supplies of water.

Business

Students will be able to explain the purpose of different functional areas in two contrasting businesses and describe the responsibilities of two different job roles in two contrasting businesses. They will be able to produce an appropriate and detailed job description and person specification for a specific job and produce

curriculum vitae, letter of application and completed application form to apply for a suitable job role.

PE Students will complete Unit 6

Learning Aim B: Undertake the planning and leading of sports activities

Plan two selected sports activities.

Independently lead a sports activity session.

Justify the choice of activities within the sports activity plan.

Lead a successful sports activity session.


















customers or staff. This unit will help students to develop safe and hygienic working practices, using appropriate methods to

cook a nutritious two-course meal and using appropriate finishing methods to ensure the meal meets given requirements and


require



Learning aim B: Interpret health indicators

Computing Ethical, legal, cultural and environmental concerns

You should understand:

• how to investigate and discuss Computer Science technologies while considering:

- ethical issues

- legal issues

- cultural issues

- environmental issues

- privacy issues

• how key stakeholders are affected by technologies

• environmental impact of Computer Science

• cultural implications of Computer Science

• open source vs proprietary software

• legislation relevant to Computer Science:

- The Data Protection Act 1998

- Computer Misuse Act 1990

- Copyright Designs and Patents Act 1988

- Creative Commons Licensing

- Freedom of Information Act 2000

Year 11 HT 3






















Spanish Students will be able to understand extracts of spoken French and write on the topic of:

• What school is like: school types; school day; subjects; rules and pressures; celebrating success.

• School activities: school trips; events & exchanges.

Mathematical Development (Maths) Higher Tier

Graphs

• Solve quadratics graphically, and know how to find the roots of a quadratic by factorising.

• Solve simultaneous equations graphically.

• Know how to find the turning point of a quadratic by completing the square.

• Be able to sketch a quadratic graph by finding it's roots and turning point.

• Shade a region given by one or more inequalities.

• Solve a quadratic inequality.

• Draw a cubic graph.

• Generate and plot coordinates for any linear function.

• Solve an equation in the form y=mx+c graphically or otherwise.

• Recognise that y=mx+c corresponds to a linear graph and know how the parts of this equation determine the line.

• Be able to find the equation of any straight line.

• Understand the gradients of parallel and perpendicular lines.

• Draw a quadratic graph inc graphs with a negative coefficient of x2.

• Find approximate solutions to quadratic equations using a graph.

• Deduce roots of quadratic functions algebraically.

• Be able to use a quadratic graph to find roots and turning points (minimum and maximum points).

• Represent problems and solutions clearly with good written communication.

Conditional probability

• Compare relative frequencies from samples of different sizes.

• Find the probability of an event happening using relative frequency.

•Estimate the number of times an event will occur, given the probability and the number of trials - both for experimental and

theoretical probabilities.

•Combine probabilities by multiplying them together for simple experiments.

•Draw a probability tree diagram based on given information, and use this to find probability and expected number of outcomes

•Understand conditional probabilities and decide if two events are independent - knowing the difference between selection with

and without replacement.

•Calculate the probability of independent and dependent combined events.

•Use a two-way table or tree diagram to calculate conditional probability.

• Know how to place elements in Venn diagrams with 2 sets, according to their properties.

• Understand the notation for intersection and union, and which regions these statements apply to in a Venn diagram.

• Use set notation to find probabilities from a Venn diagram.

• Calculate conditional probabilities from a Venn diagram.

•Write a probability as a fraction, decimal or percentage.

•Systematically list all the possible outcomes for single events and combined events, and know how to work out the number of

possible combinations for combined events.

•Construct and use two-way tables to calculate probabilities.

•Construct and use frequency trees to calculate probabilities.

•Recognise the importance of assumptions when deducing results; recognise the limitations of any assumptions that are made

and the effect that varying the assumptions may have on the solution of the problem.

Sine and Cosine rules

•Prior knowledge: Use Pythagoras' theorem and trigonometry in 2 dimensions.

• Use Pythagoras’ theorem to find lengths in three dimensional figures.

• Use trigonometry to find the angle between a line and a plane.

• Solve practical problems involving lengths and angles in three dimensional figures.

• Know the labelling conventions for non-right angled triangles.

• Know the sine rule and use if to find a missing length or angle in a non - right angled triangle.

• Know the cosine rule and use if to find a missing length or angle in a non - right angled triangle.

• Identify when the sine/cosine rule is needed to solve a problem and which of the two is needed.

• Solve problems involving bearings and the Sine/Cosine rule.

• Know how to find the area of a triangle using 0.5abSinC.

• Solve problems in 2D and 3D using all forms of trigonometry.

• Identify and label adjacent, opposite, hypotenuse and theta on a right angled triangle.

• Recall and use the correct trigonometric ratio to find a missing side length or angle in a right angled triangle.

• Use the trigonometric ratios to solve problems in 2D or 3D.

• Select appropriate information for use in solving problems and identify what further informtion is required to solve a problem.

Iteration and Simultaneous equations

• Understand the process of interval bisection to locate an approximate solution for a complex equation and use interval

bisection to locate an approximate solution for a complex equation

• Rearrange an equation to form an iterative formula

• Use an iterative formula to find approximate solutions to equations

• Solve two linear simultaneous equations in two variables by elimination (multiplication of both equations required)

• Understand the concept of solving simultaneous equations by substitution and solve one linear and one quadratic

simultaneous equations in two variables by substitution

• Decide whether to use elimination or substitution to solve a pair of simultaneous equations

• Derive and solve two simultaneous equations in complex cases

• Interpret the solution to a pair of simultaneous equations

Foundation Tier

Simultaneous equations and inequalities

• Generate and plot coordinates and draw the graph of any linear function.

• Recognise that y=mx+c corresponds to a linear graph and know how the parts of this equation determine the line.

• Solve any linear equation including those with brackets or where the unknown appears as a denominator.

• Solve linear equations where the unknown appears twice.

• Use elimination to solve a pair of simultaneous equations, including those where one or both of the equations need to be

multiplied.

• Be able to form a pair of simultaneous equations from a worded question, or from a geometric diagram.

• Plot a pair of simultaneous equations on a set of axis and know that the point of intersection is the solution for that pair of

equations.

• To know the symbols < ≤ > ≥ = ≡

• To represent inequalities on a number line.

• To solve an inequality.


Ratio and Proportion

•Understand the link between ratio and fractions and be able to use fractions to solve ratio problems.

•Use and convert standard units of mass, length, time, money and other measures (including standard compound measures)

using decimal quantities where appropriate.

•Use ratio notation, including reduction to simplest form.

•Divide a given quantity into two parts in a given part: part or part: whole ratio; apply ratio to real contexts and problems.

•Express a multiplicative relationship between two quantities as a ratio or a fraction.

•Understand direct proportion and its link to equivalent ratios.

•Solve problems involving direct and inverse proportion, understand a graphical representation of something in direct

proportion.

•Compare lengths, areas and volumes using ratio notation; make links to similarity and scale factors.

•Move from one form of representation to another to get different perspectives on the problem.

Constructions and Loci

• The angle facts for points, lines, parallel and intersecting lines, and regular polygons.

• What similar and congruent mean.

• Construct congruent triangles using ASA, SAS, SSS & RHS.

• Prove two tringles are congruent using the rules ASA, SAS, SSS or RHS.

• Apply congruence, similarity, and triangle constructions to solve problems.

• The difference between congruent and similar shapes.

• Construct both angle, line and point to line bisections.

• Construct a locus of a points from a fixed point, line or shape.

• Apply bisections and loci to solve problems.

• Explore connective in mathematics to develop flexible approaches to increasingly demanding problems.

Quadratics

• Expand single brackets/factorise linear expressions.

•Expand double brackets (using grid method) to produce a quadratic expression/equation.

• Solve a quadratic equation of the form x² + bx + c by factorising.

• Solve a quadratic equation of the form ax² + bx + c by factorising.

• Draw a quadratic graph inc graphs with a negative coefficient of x².

• Find approximate solutions to quadratic equations using a graph.

• Deduce roots of quadratic functions algebraically.

• Be able to use a quadratic graph to find roots and turning points (minimum and maximum points) .

• Solve problems that involve solving a quadratic (by factorising) equation in context.


Science Ecology


-Recall that many different materials cycle through the abiotic and biotic components of an ecosystem.

-Explain the importance of the carbon and water cycles to living organisms.

-Interpret and explain the processes in diagrams of the carbon cycle, the water cycle.

-Explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon

dioxide and mineral ions to the soil.

-Explain how waste, deforestation and global warming have an impact on biodiversity.

-Explain how pollution can occur and its consequences.

-Understand the conflict between the need for

cheap available compost to increase food production and the need to conserve peat bogs and peatlands as habitats for

biodiversity and to reduce carbon dioxide emissions.

-Evaluate the environmental implications of deforestation.

-Describe some of the biological consequences of global warming.

-Explain why evidence is uncertain or incomplete in a complex context global warming.

Describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.

-Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment.

-Explain and evaluate the conflicting pressures on maintaining biodiversity given appropriate information.

Chemistry of the atmosphere


-Describe how carbon monoxide, soot (carbon particles), sulfur dioxide and oxides of nitrogen are produced by burning fuels.

-Predict the products of combustion of a fuel given appropriate information about the composition of the fuel and the conditions

in which it is used.

-Describe and explain the problems caused by increased amounts of these pollutants in the air.

Using resources


-State examples of natural products that are supplemented or replaced by agricultural and synthetic products.

-Distinguish between finite and renewable resources given appropriate information.

-Extract and interpret information about resources from charts, graphs and tables.

-Use orders of magnitude to evaluate the significance of data about resources.

-Distinguish between potable water and pure water.

-Describe the differences in treatment of ground water and salty water.

-Give reasons for the steps used to produce potable water.

-Comment on the relative ease of obtaining potable water from waste, ground and salt water.

-Evaluate alternative biological methods of metal extraction, given appropriate information.

-State examples of natural products that are supplemented or replaced by agricultural and synthetic products.

-Distinguish between finite and renewable resources given appropriate information.

-Extract and interpret information about resources from charts, graphs and tables.

-Use orders of magnitude to evaluate the significance of data about resources.

-Carry out simple comparative LCAs (life cycle assessment) for shopping bags made from plastic and paper.

-Interpret LCAs of other materials or products, given appropriate information.

-Evaluate ways of reducing the use of limited resources, given appropriate information.

Waves


- Construct ray diagrams to illustrate the refraction of a wave at the boundary between two different media.

- HT only – Explain how different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary

with wavelength

-HT only - use wave front diagrams to explain refraction in terms of the change of speed that happens when a wave travels from

one medium to a different medium.

-Required practical activity 21: investigate how the amount of infrared radiation absorbed or radiated by a surface depends on

the nature of that surface.

Magnetism and Electromagnetism


-Describe the attraction and repulsion between unlike and like poles for permanent magnets.

-Describe the difference between permanent and induced magnets.

-Describe how to plot the magnetic field pattern of a magnet using a compass.

-Draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another.

-Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic.

-Describe how the magnetic effect of a current can be demonstrated.

-Draw the magnetic field pattern for a straight wire carrying a current and for a solenoid (showing the direction of the field).

-Explain how a solenoid arrangement can increase the magnetic effect of the current.

-(HT only)Show that Fleming's left-hand rule represents the relative orientation of the force, the current in the conductor and the

magnetic field.

-Recall the factors that affect the size of the force on the conductor.

-Apply the equation force = magnetic flux density × current × length

-Explain how the force on a conductor in a magnetic field causes the rotation of the coil in an electric motor.




• The abdication of the Kaiser, the armistice and revolution, 1918–19 • The setting up of the Weimar Republic. • The strengths

and weaknesses of the new Constitution.














• The impact on domestic policies of Stresemann’s achievements abroad: The Locarno Pact, joining the League of Nations

and the Kellogg-Briand Pact.






Geography

Fieldwork

Suitable question for geographical enquiry.


• The factors that need to be considered when selecting suitable questions / hypotheses for geographical enquiry. • The geographical theory/concept underpinning the enquiry. • Appropriate sources of primary and secondary evidence, including locations for fieldwork. • The potential risks of both human and physical fieldwork and how these risks might be reduced. Selecting, measuring and recording data appropriate to the chosen enquiry. Students will understand:

• Difference between primary and secondary data. Identification and selection of appropriate physical and human data.

• Measuring and recording data using different sampling methods.

• Description and justification of data collection methods.

• Selecting appropriate ways of processing and

• presenting fieldwork data Students will understand:

• Appreciation that a range of visual, graphical and cartographic methods is available.

• Selection and accurate use of appropriate presentation methods.

• Description, explanation and adaptation of presentation methods.

• Describing, analysing and explaining fieldwork data Students will understand:

• Description, analysis and explanation of the results of fieldwork data.

• Establish links between data sets.

• Use appropriate statistical techniques.

• Identification of anomalies in fieldwork data.

• Reaching conclusions

• Students will understand how to:

• Draw evidenced conclusions in relation to original aims of the enquiry. Evaluation of geographical enquiry Students will

understand:

• Identification of problems of data collection methods.

• Identification of limitations of data collected.

• Suggestions for other data that might be useful.

• Extent to which conclusions were reliable.

Business Students will be able to explain the purpose of different functional areas in two contrasting businesses. They will be able to describe the responsibilities of two different job roles in two contrasting businesses and produce an appropriate and detailed job description and person specification for a specific job. Students will be able to produce curriculum vitae, letter of application and completed application form to apply for a suitable job

role.

They will be able to provide appropriate responses to interview questions for a specific job role and produce a realistic personal

career development plan



Learning Aim C: Review the planning and leading of sports activities

Review the planning and leading of the sports activity session, describing strengths and areas for improvement, and

targets for future development as a sports leader.

Explain targets for future development as a sports leader, including a personal development plan.

Justify targets for future development as a sports leader and activities within the personal development plan.


















customers or staff. This unit will help students to develop safe and hygienic working practices, using appropriate methods to

cook a nutritious two-course meal and using appropriate finishing methods to ensure the meal meets given requirements and


require




Learning aim C: Explore person-centred health and wellbeing improvement plans

Computing Computational logic


• why data is represented in computer systems in binary form

• simple logic diagrams using the operations AND, OR and NOT

• truth tables

• combining Boolean operators using AND, OR and NOT to two levels

• applying logical operators in appropriate truth tables to solve problems

• applying computing-related mathematics:

⃝ +

⃝ -

⃝ *

⃝ /

⃝ Exponentiation (^)

⃝ MOD

⃝ DIV

Year 11 HT4






















Spanish Students will be able to understand extracts of spoken & written French and write & speak on the topics of:

• ID & culture; school; jobs; environment and local area, holidays & travel

Mathematical Development (Maths) Higher Tier

Functions

• Understand the meaning of a function

• Know the notation for composite functions

• Find the inverse of a given function

• Solve problems involving inverse functions

• Solve problems involving composite functions

Real life graphs

•Draw and interpet real-life graphs.

•Calculate the gradient of a straight line and know what this represents on a real-life graph.

•Calculate the area under a straight line and know what this represents on a real-life graph.

•Know how to estimate the instantaneous rate of change from a 'real life graph' by drawing a tangent.

• Know how to use the trapezium rule to estimate the area underneath a curve and understand what it means in various contexts.

•Know how to find speed, average speed, acceleration, distance, average acceleration from real life graphs.

•Understand and manipulate units and compound units.

•Understand and know the difference between scalar and vector quantities.

•Present and interpret solutions clearly in the context of the original problem.

Vectors

• Use diagrammatic representation of vectors.

• Know and use different notations for vectors.

• Add and subtract vectors.

• Multiply a vector by a scalar.

• Understand how to create and present a proof involving vectors.

• Make deductions about situations involving vectors that are multiples of other vectors.

• Make deductions about situations involving vectors expressed using ratios.

• Make deductions about situations involving vectors and parallel lines.

• Prove that three points are co-linear.

• Solve multi step problems involving vectors.

Other Graphs

• Plot the graph of an exponential function, y = k^x, for positive values of k

• Understand that trigonometric values can be found for angles of any size

• Plot the graphs of the trigonometric functions, y = sin x, y = cos x and y = tan x

• Know the key features of exponential and trigonometric graphs

• Know the effects of transforming the graph y = f(x): f(x), f(ax), af(x), f(x) + a, f(x + a), y = f(-x) and y = -f(x)

• Solve problems involving the transformation of graphs

• Recognise and use the equation of a circle with centre at the origin

• Find the equation of a tangent to a circle at a given point

Foundation Tier

Pythagoras and Trigonometry

• Recall and use the formula a²+b²=c² to find the hypotenuse right angled triangle and one of the shorter side lengths of a right

angled triangle.

• Use Pythagoras’ theorem in context or to solve other geometrical problems - for example to find the distance between two

coordinate.

• Choose an appropriate trigonometric ratio that can be used in a given situation.

• Understand that sine, cosine and tangent are functions of an angle.

• Know the trigonometric ratios, sinθ = opp/hyp, cosθ = adj/hyp, tanθ = opp/adj.

• Set up and solve a trigonometric equation to find a missing side in a right-angled triangle.

• Set up and solve a trigonometric equation to find a missing angle in a right-angled triangle.

• Examine critically, improve, then justify their choice of mathematical presentation; present a concise, reasoned argument.

Averages

• To find the mean, median and mode from a list of data.

• To know when to use each average and why.

• To use the mean to find a missing number in a set of data

• Understand the range as a measure of spread (or consistency)

• Make comparisons using averages or the range

• Estimate the range from a grouped and ungrouped frequency table

• To find the mode and median from a frequency table.

• To find the mean from a frequency table.

• To find the interval that contains the modal group median from grouped data.

• To find the estimated mean from grouped frequency data.

• To find any average from a range of graphs and diagrams.

Vectors

• Describe vectors as 2D translations.

• Add and subtract column vectors and multiply column vectors by a scalar.

• Add and subtract diagrammatic vectors and multiply diagrammatic vectors by a scalar.

• Recognise that when one vector is a scalar multiple of another then the lines will be parallel.

Move from one form of representation to another to get different perspectives on the problem.

Other Graphs

• Recognise, sketch and interpret graphs of linear and quadratic functions.

• Recognise, sketch and interpret graphs of cubic functions, the reciprocal function y = 1/x.

• Plot and interpret graphs in real contexts to find approximate solutions to problems.

Make mental estimates of the answers to calculations; use checking procedures to monitor the accuracy of their results.

Science Biology revision

Revision covering the following key ideas that have been taught in Years 9, 10 and 11:

- Cell biology

- Organisation

-Infection and response

-Bioenergetics

-Homeostasis and response

- Inheritance, variation and evolution

-Ecology

Chemistry revision


- Atomic structure and the periodic table

- Bonding, structure and the properties of matter

- Quantitative chemistry

- Chemical Changes

- Energy changes

- The rate and extent of chemical change

- Chemistry of the atmosphere

- Using resources

Physics revision


- Energy

- Electricity

- Particle model of matter

- Atomic structure

- Forces

- Waves

- Magnetism and electromagnetism




• The abdication of the Kaiser, the armistice and revolution, 1918–19 • The setting up of the Weimar Republic. • The strengths and

weaknesses of the new Constitution.














• The impact on domestic policies of Stresemann’s achievements abroad: The Locarno Pact, joining the League of Nations and

the Kellogg-Briand Pact.






Business Students will be able to explain how branding is used in two businesses. They will be able to assess the marketing mix for a selected

branded product and describe the purpose of elements of the promotional mix used for a selected branded product.



Learning Aim A: Know about the short-term responses and long-term adaptations of the body systems to exercise

Describe ways in which the musculoskeletal system responds to short-term exercise.

Describe ways in which the cardiorespiratory system responds to short-term exercise.

Summarise, using relevant examples, long-term adaptations of the musculoskeletal system to exercise.

Summarise, using relevant examples, long-term adaptations of the cardiorespiratory system to exercise.

Explain responses of the musculoskeletal system to short-term exercise.

Explain responses of the cardiorespiratory system to short-term exercise.

Explain long-term adaptations of the musculoskeletal system to exercise.

Explain long-term adaptations of the cardiorespiratory system to exercise.

GCSE Art and Design Through building a portfolio, students will organise and present they best work so that others, for example teachers, peers, external

moderators and outside agencies such as industry professionals, can understand student’s creative ideas and acknowledge your

technical skills in handling media across different art and design disciplines. Students will develop their skills of selecting and

displaying your work to best effect by showcasing your creativity and technical skills. A portfolio is the most immediate way an artist,

craftsperson or designer can show prospective clients or other audiences the breadth of their work. Students will need to keep an up-

to-date record of your work to demonstrate knowledge and skills. Their portfolio may be paper based and could include research,

sketches, final artwork or photographs of artwork. Increasingly, artists and designers are using digital means to show their work, for

example they could upload your portfolio to social networking sites, gallery websites or create their own website. The portfolio will

help students to progress through your current course to the next level. It will also help you to progress towards an art and design

career.

GCSE Food Students will learn the importance of following appropriate procedures to maintain food safety. They will learn about the procedures

to maintain food safety when storing, preparing, cooking and serving food. Businesses within the hospitality industry adopt these

procedures to prevent any problems with potential food safety hazards. It is vital to understand the controls and monitoring

procedures for food safety hazards that can be put into place in hospitality businesses. Students will be able to identify any potential

food safety hazards at any stage when storing, preparing, cooking or serving food, you will need to consider effective and practical

controls to be implemented in your specific business. Hospitality businesses are regulated by legislation to prevent hazards causing

injury or ill health to staff and customers. Students will explore how hospitality businesses enforce compliance with legislation. They

will also learn about how safety signs, information and documentation should be used in businesses within the hospitality industry




Learning aim C: Explore person-centred health and wellbeing improvement plans

Computing Producing robust programs


• defensive design considerations:

⃝ input sanitisation/validation

⃝ planning for contingencies

⃝ anticipating misuse

⃝ authentication

• maintainability:

⃝ comments

⃝ indentation

• the purpose of testing

• types of testing:

⃝ iterative

⃝ final/terminal

• how to identify syntax and logic errors

• selecting and using suitable test data.

year 11 ht1 this term the following aspects of the ... 11 curriculu… · •make conjectures and...

Documents