earth air fire water overview

8/3/2019 Earth Air Fire Water Overview

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Earth Air Fire - WaterThematic ProjectNovember 7th 2011 to February 10th 2012

Utilising the central theme of Earth, Air, Fire, Water students are to produce

a range of creative and investigative works across a range of curriculum

areas. This project will culminate in an inter-school event where students

will be given the opportunity to share their creative and academic

achievements and compete in a range of competitions relating to their work

within the project.

Robert Venus

10/20/2011


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ContentsDetails

Overview________________________________________________________________________

Qualification Links________________________________________________________________

ECM and PLTS Links_______________________________________________________________

Numeracy_______________________________________________________________________

Literacy_________________________________________________________________________

Science_________________________________________________________________________

ICT_____________________________________________________________________________

Design and Technology_____________________________________________________________

Art and Design___________________________________________________________________

History__________________________________________________________________________

Geography_______________________________________________________________________

PSE_____________________________________________________________________________

Religious Education________________________________________________________________

Project Curriculum Matrix__________________________________________________________

English / Drama Concept___________________________________________________________

Art and Design / Design and Technology Concept________________________________________

Science Concept__________________________________________________________________

Humanities Concept_______________________________________________________________

SoW Development Process__________________________________________________________

Project Flow_____________________________________________________________________

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OverviewEarth, Air, Fire, WaterThroughout the course of this highly creative and imaginative unit, students will utilise the theme ofEarth, Air, Fire and

Wateras a source of inspiration for their activities and learning.

Students will be required to complete a range of outcomes that cross all curriculum and subject areas; a short play,

costume and set design, physical science experiments, cultural practices, culinary design and production.

The project is designed to culminate in a final event where all schools will come together to share their outcomes and

inform each others learning through critical analysis.

Qualification Links ECM and PLTS LinksAlthough this is not an exhaustive list, it is suggested

that the following qualification links can be achieved

through the delivery of this project.

Entry Level Certificate MathematicsEntry Level Certificate EnglishEntry Level Certificate ICTFunctional Skills LiteracyFunctional Skills NumeracyFunctional Skills ICTEntry Level Certificate Design and TechnologyEntry Level Certificate Art and DesignEntry Level Certificate ScienceEntry Level Certificate Preparation for Working LifeQCF Qualification in PSE

NB: PLEASE NOTE THAT ALL SPECIFICATION REFERENCES ARE

MADE TO THOSE SPECIFICATIONS FOR FIRST EXAMINATION

IN 2013.


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Curriculum LinksNumeracyThroughout the course of this unit, students will be anticipated to complete work within the following

qualification areas:

Entry Level Certificate in Mathematics

This project provides excellent opportunities to work with the following areas of this qualifications specification:

Unit 1: Numbers Part A Unit 2: Numbers Part B Unit 5: Shape and Space Unit 6: Measures Unit 7: Handling Data

Functional Skills Mathematics


Level 1: Representing, Analysing and Interpreting. Level 2: Representing, Analysing and Interpreting.

Free Standing Maths Qualification Foundation Level


Using Spatial Techniques- Using Calculators and Computers.- Reading and Recording Measurements.- Carrying Out Calculations with Measurements.- Working with Drawings and Plans.- Drawing with Instruments.- Using Geometrical Terms and Ideas.- Accuracy, Estimating and Checking.

Using Data- Drawing up Tables and Recording Data.- Carrying Out Calculations and Finding Statistical Measures.- Drawing Statistical Diagrams and Graphs of Data Pairs.- Understanding Situations Involving Direct Proportion.- Interpreting Statistical Diagrams and Graphs of Data Pairs.- Using Probabilities.- Accuracy, Estimating and Checking.

Money Management- Using Calculators and Computers.- Reading, Recording and Classifying Financial Transactions.- Carrying Out Calculations.- Accuracy, Estimating and Checking.- Displaying Information.


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LiteracyThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:

Entry Level Certificate in English


Reading and Writing Core Units Reading and Writing Optional Units Speaking and Listening

- Core Unit 2 Media (Reading). - Optional Unit 9 Leisure (Reading). - Unit 16 Media.- Core Unit 3 Drama (Reading). - Optional Unit 11 Thematic Study (Reading). - Unit 17 Drama.- Core Unit 4 Reading for Pleasure (Reading). - Optional Unit 12 Leisure (Writing). - Unit 18 Story Telling.- Core Unit 6 Media (Writing). - Optional Unit 14 Thematic Study (Writing).- Core Unit 7 Drama (Writing).- Core Unit 8 Story Telling (Writing).

Functional Skills English


Reading Level 1- Read and understand a range of straightforward texts:

- Identify the main points and ideas and hoe they are presented in a variety of texts. R1.1- Read and understand texts in detail. R1.2- Utilise information contained in texts. R1.3- Identify suitable responses to texts. R1.4

IN MORE THAN ONE TYPE OF TEXT

Reading Level 2- Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions.

- Select and use different types of texts to obtain and utilise relevant information. R2.1- Read and summarise, succinctly, information/ideas from different sources. R2.2- Identify the purposes of texts and comment on how meaning is conveyed. R2.3- Detect point of view, implicit meaning and/or bias. R2.4- Analyse texts in relation to audience needs and consider suitable responses. R2.5

IN THREE OR MORE TEXTS

Writing Level 1- Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience:

- Write clearly and coherently, including an appropriate level of details. W1.1- Present information in a logical sequence. W1.2- Use language, format and structure suitable for purpose and audience. W1.3- Use correct grammar, including correct and consistent use of tense. W1.4- Ensure written work contains generally accurate punctuation and spelling and that meaning is clear. W1.5

IN MORE THAN ONE TYPE OF TEXT

Writing Level 2- Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively:

- Present information/ideas concisely, logically and persuasively. W2.1- Present information on complex subjects clearly and concisely. W2.2- Use a range of writing styles for different purposes. W2.3- Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively. W2.4- Punctuate written text using commas, apostrophes and inverted commas accurately. W2.5- Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types. W2.5

IN THREE OR MORE TEXTS

Writing Level 2- Take full part in formal and informal discussions and exchanges that include unfamiliar subjects:

- Make relevant and extended contributions to discussions, allowing for and responding to others input. SL1.1- Prepare for and contribute to the formal discussion of ideas and opinions. SL1.2- Make different kinds of contributions to discussions. SL1.3

Present information/points of view clearly and in appropriate languages. SL1.4

Writing Level 2- Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations:- Consider complex information and give a relevant, cogent response in appropriate language SL2.1- Present information and ideas clearly and persuasively to others. SL2.2- Adapt contributions to suit audience, purpose and situation. SL2.3- Make significant contributions to discussions, taking a range of roles and helping to move discussion forward. SL2.4


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ScienceThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:

Entry Level Certificate in Science


Chemistry- Component 3 Materials from the Earth- Component 4 Oils, Earth and Atmosphere

Physics- Component 5 Energy transfer and efficiency- Component 6 Electricity and Waves

Information and Communications TechnologyThroughout the course of this unit, students will be anticipated to complete work within the following


Entry Level Certificate in Information Communications Technology


Unit 8: Using Graphics Software Unit 9: Using Digital Imaging Software and Hardware

- Load a given image into a graphics software package. - Capture a digital image.- Change the colour of an element of the image. - Recognise when to use (a) a digital camera and (b) a scanner to capture a digital image.- Add, by drawing, a simple closed shape to the image. - Transfer the image to the computer and save the image to a suitable filename.- Use the software tools to erase part of the image. - Print out the image.- Add suitable text to the image. - Crop the image.- (a) save the image to a suitable filename and (b) print out the image. - Change a colour of the image.- Select, copy and paste an element of the image. - Change the brightness or contrast of the digital image.- Resize an element of the image. - Use visual effects to alter the image, e.g. sharpen, blur, etc.- Rotate or reflect an image or an element of an image. - Resize the image.- Explain how the final image could be used in the commercial world. - Describe two advantages of digital imaging over film-based photography.

Functional Skills ICT


Level 1 Using ICTo 2 interact with and use ICT systems to meet requirements of a straightforward task in a familiar context.

- 2.1 select and use software applications to meet needs and solve straightforward problems.- 2.2 select and use interface features effectively to meet needs.- 2.3 adjust system settings as appropriate to individual needs.

o 3 manage information storage.- 3.1 work with files, folders and other media to access, organise, store, label and retrieve information.

Level 1 Developing, Presenting and Communicating Informationo 10 combine information within a publication for a familiar audience and purpose

- 10.1 for print and for viewing on screen- 10.2 check for accuracy and meaning


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Design and TechnologyThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:

Entry Level Certificate in Design and Technology


Unit 1: Health and Safety in Design and Technology

- Participate in a discussion about Health and Safety issues in the work area.- Identify four areas of hazard on a given diagram.- Suggest a remedy for each of the areas of hazard identified on the diagram.- Identify four areas of hazard prior to making the product/object.- Work safely while making the specified product/object.- Complete the specified product/object.- Draw up a set of four safety rules for his/her work area.- Design a poster to illustrate at least one safety rule.- Participate in a Health and Safety simulation exercise.- Describe in writing the procedure for one specific Health and Safety related

incident.

Unit 4: Food Handling, Preparation and Storage

-Draw a diagram which shows the temperatures at which food is at risk fromspoilage.

-Store three specified foods in the appropriate places.-List three personal hygiene rules to be followed when preparing food.-Identify three contributory factors to food poisoning.-Identify four steps necessary to ensure the safe handling of food.-Complete a chart to show the correct storage of two categories of food.-Select a food dish which is suitable for home freezing.-Prepare the chosen food dish.-State the operating temperature of a domestic refrigerator.-Annotate a given diagram of a domestic refrigerator to show where five

specified foods should be stored.

Unit 5: Preparing Food for a Specific Function

-Participate in a discussion about the types of functions at which food isserved.

-Choose one function from a given list.-Identify one food dish that will be served at the specified function.-Give one reason why the food dish is suitable for the specified function.-Produce a list of ingredients needed to make the chosen dish.-Calculate the portion size of the dish.-Plan a simple flow chart for making the dish.-Prepare and cook the planned dish.-Work out the quantities needed to make the dish serve twelve people.-Design a menu card which includes three food dishes for the specified

function which would attract the target audience.

Unit 14: Enhancement of Fabrics through the Application of Colour, Pattern or

Texture

-Participate in a discussion about the ways in which fabric can be enhanced.-Identify a specific occasion for which a fabric may be produced.-Select one enhancing technique, e.g. tie dye, which is suitable for the specific

occasion.

-Identify appropriate tools and equipment needed for the technique.-Describe how to set up a safe working environment.-Prepare the fabric prior to the application of colour, pattern or texture.-Produce a safety checklist for use when making the product.-Produce one sample of enhanced fabric.-Suggest one development to improve the quality of the outcome.-Complete a given flow diagram to show the stages of one industrial method of

printing fabric.


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Art and DesignThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:

Entry Level Certificate in Art and Design


Component Unit 1: Applied ArtsSpecification Theme: Food

Candidates should research a variety of approaches to the theme ofFoodand

produce work which includes their development and refinement of ideas,

reference to appropriate sources and realisation of intentions using one of the

component units.

Candidates could:-Explore the visual characteristics of food from around the world such as

tropical fruits, Asian spices or Scandinavian fish and develop personal work

inspired by the shapes, colours, textures and/or forms that they study.

-Research artists that have used food and/or food packaging as a theme forstill-life, such as, Juan Snchez Cotn, Ren Magritte, Claes Oldenburg and

Andy Warhol and produce their own still-life of food and/or food packaging.

-Look at the work of Giuseppe Arcimboldo who used meat, fish, cheese, fruitand vegetables to compose his paintings of people. Having studied his work,

candidates could produce imaginative images that combine foods creatively.

-Investigate the way food appears in contemporary advertisements andproduce a brochure, menu or poster to advertise a chosen food product or

design proposals for a new themed restaurant.

-Look at market stalls that contain a rich variety of food in crates and boxesand produce work in any suitable media.

Specification Theme: Theatre

Candidates should research a variety of approaches to the theme ofTheatre and

produce work which includes their development and refinement of ideas,


component units.

Candidates could:-Research masks such as African spirit masks, Chinese dragon masks, Egyptian

death masks and Venetian carnival masks and produce their own mask

inspired by their chosen examples.

-Produce designs for a theatre set for a drama or dance company or a schoolproduction inspired by the stage designs of Ert and the work of David

Hockney.

-Produce costumes, headdresses or footwear for a theatrical production oftheir choice.

-Study the work of artists such as Edgar Degas, Henri de Toulouse-Lautrec andJapanese printmakers who produced work in response to the atmosphere in

theatres and develop their own work inspired by theatrical environments or

performances.

-Produce promotional material to advertise a future theatrical production oftheir choice.

Component Unit 2: Fine ArtSpecification Theme: Environment

Candidates should research a variety of approaches to the theme of

Environmentand produce work which includes their development and

refinement of ideas, reference to appropriate sources and realisation of

intentions using one of the component units.

Candidates could:

- Study the work of artists such as Andy Goldsworthy and LS Lowry who havebeen inspired by rural or urban environments and produce work inspired by

their own locality.

- Look at native or exotic plants and trees with reference to the work ofphotographer Karl Blossfeldt or painter Margaret Mee. Elizabeth Blackadder,

William Morris and Georgia OKeeffe have been inspired by trees andflowers and candidates could study suitable examples and develop their

own studies of trees and flowers.

- Study the work of garden designer Lancelot Capability Brown and theartists Katsushika Hokusai and Hiroshige who produced work based on

gardens and develop their own work.

- Look at the work of artists such as Anthony Caro, Patrick Heron and ClaesOldenburg and develop work inspired by the visual qualities of either natural

or manufactured forms.

- Develop work in response to an environmental issue such as globalwarming, destruction of the rain forests or pollution and its effect on the

environment. This could take the form of a sculpture for a local park, a

mural in a shopping centre or promotional materials for a recycling facility.

Candidates could look at the work of Kurt Schwitters who has worked with

material that society throws away and objects from the environment.

Specification Theme: Colour and Pattern

Candidates should research a variety of approaches to the theme ofColour and

Pattern and produce work which includes their development and refinement of

ideas, reference to appropriate sources and realisation of intentions using one of

the component units.

Candidates could:

-Study the decorative, symbolic or mood forming aspects of colour withreference to an art movement such as Fauvism, Expressionism, Impressionism,

Pointillism or the Bauhaus and develop work on the theme ofColour and

Pattern.

-Study the work of embroiderers and weavers Tadek Beutlich and Eirian Shortwho focus on the colours and textures of thread in their work and ceramicistsElizabeth Fritsch and Kate Malone who apply coloured glazes and surface

treatments to their sculptures and vessels. Candidates could develop their

own work in which colour provides a significant focus.

-Consider the use of colour in the work of Paul Klee and Georg Muche anddevelop abstract patterns in which vivid colours are used. They might study

how artists such as Francis Bacon, El Greco, Mathis Grnewald and Edvard

Munch have used strong colours to express emotions in their paintings and

express their own emotions through the use of colour and pattern.

-Look at how Pop Artists used everyday objects in their work in very colourfulways, often making ordinary things seem extraordinary. They were inspired by

comic strips, posters, labels and other everyday objects. Candidates could base

their work on todays consumer objects with a view to making the everyday

appear unusual.

-Examine colour and pattern on manufactured forms including buildings,fabrics and ceramics. This could include research into stained glass windows,mosaics and tiles that are often fitted together to form an overall design.

-Look at the patterns found in natural forms such as the circles and spirals seenin seashells, fir cones, pineapples and seed pods. Candidates might study the

work of sculptors Alexander Calder and Peter Randall-Page and the architect

Vladimir Tatlin and develop their own work inspired by patterns in nature.


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Component Unit 4: Photography

Reflections and Mirror Images

Candidates should research a variety of approaches to the theme ofReflections and Mirror Images and produce work which includes their development andrefinement of ideas, reference to appropriate sources and realisation of intentions using one of the component units.

Candidates could:

-Consider the paintings of artists such as Salvador Dal, Jan van Eyck, Ren Magritte and Diego Velzquez who have sometimes included mirrors and reflections intheir work. Study paintings by Claude Monet and JWM Turner that record the effects of light on water or different atmospheric conditions. Candidates might

produce their own response inspired by reflections and/or atmospheric conditions.

-Study buildings in which reflections of surroundings can be seen in windows and other surfaces and develop their own imaginative interpretation inspired byReflections.

-Think about how reflections sometimes give rise to unexpected shapes and patterns and the distorted reflections seen in spoons, some types of mirror,sunglasses and chrome. They might take photographs or record in other ways images of people or objects reflected in shop windows.

-Consider the decorative qualities seen in shiny and reflective surfaces. They could study how designers often take inspiration from shiny and reflective surfacewhen producing designs for wallpaper or fabrics and develop their own work.

-Study how objects are reflected in water or on shiny surfaces to produce mirror images, such as a bridge over a river being reflected in the water below it toproduce a mirror image or a mountain range being reflected in the sea next to it. Candidates could use the symmetry seen in these mirror images as a basis to

create repeat patterns.

HistoryThroughout the course of this unit, students will be anticipated to complete work within the following


Entry Level Certificate in History


Unit 1 Medicine in the Ancient WorldDescription

In this unit the student will use a variety of historical materials to study the rational, magical and supernatural developments in

medical cures from prehistoric to Roman times. S/he will learn about the importance of Hippocrates, the value attached to public

health in the Roman Empire, the different explanations for the causes of illness, and the pace of change over the period.

Outcomes to be Accredited

In successfully completing this unit the student will have shown knowledge of:

-The development of at least one magical, supernatural and scientific explanation for disease in the ancient world.-The main contribution made by Hippocrates to the history of medicine.-At least two reasons why public health was considered important in the Roman Empire.

Demonstrated the ability to:

-Use at least two different types of source materials to show changes in the use of supernatural and rational methods to curepeople in ancient times.

-Write about at least two ways the use of medicine in ancient times has been represented.


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GeographyThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:

Entry Level Certificate in Geography


Unit 1: Coasts

1 Label and/or complete simple maps, graphs, diagrams and photographs

(referred to as resources from now on).

2 Recognise features and extract information from resources.;

3 Do simple map reading tasks based on a variety of scales and types of maps

(including 1:25 000 and 150 000 OS maps where appropriate): two map figure

co-ordinates, four figure grid references, eight points of the compass, giving

height, straight line distances, use a key to recognise symbols.4 use geographical vocabulary appropriate to this unit.

In successfully completing this unit, the candidate will have shown

knowledge and acquired an understanding of:

5 The features of landforms of a coastline of erosion cliffs, caves, arches and

stacks.

6 The features of landforms of a coastline of deposition beach, sand

dunes and spits

7 The sequence of formation of a stack.

8 The sequence of formation of a spit.

9 Why coasts need management.;

10 A case study of an example of coastal erosion the causes and the effects.

In successfully completing this unit, the candidate will have

expressed their opinions about:11 The costs and benefits of hard and soft coastal engineering.

12 The managed retreat of coastal areas.

Unit 2: Earthquakes and Volcanoes



2 Recognise features and extract information from resources.

3 Do simple map reading tasks based on a variety of scales and types of

maps (including 1:25 000 and 150 000 OS maps where appropriate): two map

figure co-ordinates, four figure grid references, eight points of the compass,

giving height, straight line distances, use a key to recognise symbols.4 Use geographical vocabulary appropriate to this unit.

In successfully completing this unit, the candidate will have shown

knowledge and acquired an understanding of:

5 The features of the global distribution of earthquakes and volcanoes; the

link to plate boundaries

6 Why volcanoes are found at constructive plate boundaries.

7 Why earthquakes are found at destructive plate boundaries.

8 The characteristics of a volcano; the vent/pipe, crater, layers of ash and lava,

magma chamber.

9 Complete a short report on the evaluation process;

10 The benefits of living in a volcanic environment; tourism, geothermal energy,

farming.

In successfully completing this unit, the candidate will haveexpressed their opinions about:

11 The ways in which buildings can be made earthquake proof

12 The ways in which volcanoes can be monitored.

Unit 6: Hurricanes



2 Recognise features and extract information from resources.

3 Do simple map reading tasks based on a variety of scales and types of maps,

eight points of the compass, giving height, straight line distances, use a key to

recognise symbols.

4 Use geographical vocabulary appropriate to this unit.

In successfully completing this unit, the candidate will have shownknowledge and acquired an understanding of:

5 The features of the global distribution of hurricanes.

6 Simple reasons for the formation of a hurricane.

7 A cross section through a hurricane to show its structure and characteristics

the eye and eye wall.

8 The life cycle of a hurricane.

9 The effects of a hurricane.

10 A case study of an area damaged by a hurricane - its location, characteristics

and problems.

In successfully completing this unit, the candidate will have

expressed their opinions about:

11 Hurricane forecasts.

12 Hurricane preparedness


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Personal Social EducationThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:

Entry Level Certificate in Personal Social Education


Unit 6: Healthy Lifestyles Unit 10: Personal Safety

- Entry Level 1 - Entry Level 1- Entry Level 2 - Entry Level 2- Entry Level 3 - Entry Level 3- Level 1 - Level 1- Level 2 - Level 2

Religious EducationThroughout the course of this unit, students will be anticipated to complete work within the following


Entry Level Certificate in Religious Education


Unit A7

Philosophy of Religion- Entry Level 1- Entry Level 2- Entry Level 3

Unit B5

Religious Expression in Society- Entry Level 1- Entry Level 2- Entry Level 3


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Earth, Air, Fire, Water

ICTProduction of promotional

material (posters, fliers etc) for

performance and creative

writing pieces and drama

performances.

ScienceRange of experiments (water

rockets, air propelled vehicles,

match rockets, forced plant

growth etc) investigating the

qualities of Earth, Air, Fire and

Water.

HumanitiesStudents are to investigate

other cultures and religions and

the role played within them by

Earth, Air, Fire and Water; in

both contemporary and

historical contexts.

English/DramaStudents are to investigate the use

of Earth, Air, Fire and Water within

creative writing and create a series

of works of their own. Studentsshould also script a short

performance based around the

theme.

Art/D&TInitially using the research from Humanities

and English, students are to produce a

selection of artefacts (Pitt Rivers Museum

visit). Students are then to use their creative

writing and scripts to inspire the creation of

sets, props, costumes and/or puppets to

deliver a performance of their works.

PSHEStudents are to be educated in the

areas of first aid, the dangers of fire,

safety near water and keeping

themselves safe. Possible delivery

supported by St Johns Ambulance

service (initial contact made).

Home EconomicsStudents are to design, plan and produce a

set menu inspired by the central theme. This

menu should be designed to be delivered at

the performance of the students final

creative writing and drama works.

MathsStudents will have the opportunity to work with

measurements, measures and scales through the

art and design and technology elements. They will

also have the opportunity to develop their skills in

the areas of data handlings, graphs, charts, ratios

and percentages through their work in home

economics and science.


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English/DramaStudents are to investigate the use

of Earth, Air, Fire and Water within

creative writing and create a series

of works of their own. Students

should also script a short

performance based around the

theme.

To the sky

to the ground

To the wind

that makes a sound

Fire lightens

the darkness that comes

Thank you all great elements

above

The air it moves

like music and soul

the ground it takes

total control

fire sways to left and right

water all but takes flight

Fire Water Earth Air

wonderful thing of nature

there.

Flowing, intertwining with

eachother

One can't live

without the other.

Each of the elements are very

important

but there is one more that has

not been spoken

Time is the element of surprise.

And is the key to where theothers lie

Fire Water Earth Air

Each as important

as the other three there.

Care Unit 3: Drama (Reading)

Core Unit 7: Drama (Writing)

Unit 17: Drama (Speaking and Listening)

Students will have the opportunity to

investigate a range of dramatic texts that deal

with issues of difference and/or conflict that

can be represented through the alchemic

elements.

Students will then be able to use this exposure

to inform the development of their own

scripts through the creation of a dramatic

performance.

Care Unit 4: Reading for Pleasure (Reading)

Core Unit 8: Story Telling (Writing)

Through their research for both the English

elements of the project and those within

Humanities and Art, the students will have the

opportuntity to investigate traditional stories

from different cultures. Students will then be

able to use this knowledge to inform their own

pieces of poetic and literary writing inspired by

the central theme.

Care Unit 2: Media (Reading)

Core Unit 6: Media (Writing)

Students will be required to produce media

materials (posters, fliers, reviews) as a result of

their work producing a performance work. This

will provide the opportunity for the students to

investigate existing media (promotional)

materials and to then produce their own to

promote their own works. ...in a series of short scenes, webs of alliance, jealousy, and betrayal

that suggest a tragedy of almost Grecian size without once having to

declare it...

...Davalos gives Faustus and his cohorts just

enough emotional webbing to hold the play

together on its own merits...

...Our evening is spoiled, and

my life was spoiled, because I

met you, says Marie. I wish I

hadnt. I wish I hadnt....


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Fine Art

Specification Theme: Environment

Candidates should research a variety of approaches to the theme ofEnvironmentand

produce work which includes their development and refinement of ideas, reference

to appropriate sources and realisation of intentions using one of the component

units.

Applied Arts

Specification Theme: Food

Candidates should research a variety of approaches to the theme ofFoodand



units.

Applied Arts

Specification Theme: Theatre

Candidates should research a variety of approaches to the theme ofTheatre and



units.

Fine Art

Specification Theme: Colour and Pattern

Candidates should research a variety of approaches to the theme ofColour andPattern and produce work which includes their development and refinement of ideas,


component units.

Photography

Specification Theme: Reflections and Mirror Images

Candidates should research a variety of approaches to the theme ofReflections and

Mirror Images and produce work which includes their development and refinement

of ideas, reference to appropriate sources and realisation of intentions using one of

the component units.

Art/D&TInitially using the research from Humanities and English, students are to produce a

selection of artefacts (Pitt Rivers Museum visit). Students are then to use their

creative writing and scripts to inspire the creation of sets, props, costumes and/or

puppets to deliver a performance of their works.


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Chemistry

- Component 3 Materials from the

Earth

- Component 4 Oils, Earth andAtmosphere

Physics

- Component 5 Energy transfer

and efficiency

- Component 6 Electricity and

Waves

ScienceRange of experiments (water

rockets, air propelled vehicles,

match rockets, forced plant

growth etc) investigating the

qualities of Earth, Air, Fire and

Water.

www.water-rockets.com

www.miniscience.com


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HumanitiesStudents are to investigate

other cultures and religions and

the role played within them by

Earth, Air, Fire and Water; in

both contemporary and

historical contexts.


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Scheme of Work

Development ProcessIdentify Curriculum

and Qualification

Links

Qualification

Focussed?Yes

Identify Qualification

Units and Outcomes from

Specification. (Available

from www.aqa.org.uk)

Select Units and

Outcomes that can

be met through the

current theme.

Transcribe the Unit Outcomes to

the Northern Care Scheme of

Work Template under Aims and

Objectives.

Identify and present

additional learning

outcomes specific

to the subject and

include under Aims

and Objectives..

No

NB: Present all

learning

outcomes

sequentially

start to finish.

This will provide

a more logical

process to followand ease the

development of

the SoW

Present teaching methods and

activities required to achieves set

Aims and Objectives. Number each to

assign them to specific numbered

Aims and Objevtives.

Produce resources required to

attain the specified aims and

objectives. Ensure these meet

the requirements of the

specification.

Assign Holistic

Objectives and PLTS

references. Ensure

that the Reference

Guide is used when

doing this.

Assign National Curriculum References. Ensure

that a constant format of referencing is used

across all SoW and Lesson Plans within your

subject area.

Upload all Sow to SkyDrive/SharePoint or

ensure they are emailed to all relevant staff at

least 1 week prior to the first teaching.

Evaluate SoW based against

other subject leaders SoW and

make any changes as necessary.

Changes Required

No Changes

Required

Wherever practicable and efficient,

ensure that information from the

specification is copied directly to the SoW.

This will ensure best use of terminology,

strong links to qualification requirements

and greatly reduce the amount of time

required to produce the SoW.

If a SoW is linked directly to

a qualification, ensure that

all Outcome references are

printed on any worksheets

produced.


19/19

9


Project Flow

Research Phase

Analysis Stage

Idea

Germination

Stage

Final Production

Inter-school

Event

Evaluation

Stage

This stage will be highly focussed on the areas of RE, Humanities and Art. Students should collate a

range of research sources and present these in a Research Folder. Research from all subjects should be

collated within this folder and the folder itself should become a piece of creative work through

decoration and innovative presentation techniques. Students should also carryout their research and

initial investigations in Science and Maths.

Project

Introduction

Once all research is complete, students should move on to develop opinions and arguments based

upon their research. Students should begin making comparisons between their research findings and

exemplar work in English and Science whilst producing statements of intend in Art and D&T.

Once students have investigated various opinions and arguments through their analysis of their

research, they should now move on to identify possible areas for further development. This can take

the form of group discussions, individual draft/experimentation works or sketchbook studies in Art and

D&T. Teachers could also assign a specific brief to the students; this is particularly relevant in the areas

of Literacy and Science (poetry, short play, investigation brief etc).

Students are to produce their final pieces of work. Within science this will include the manufacture ofany items and the resultant experimentation and data analysis. Within English and Drama this will

include the completed poetry, performance or script pieces.

For Art and D&T students will be expected to complete all artefacts and sets/props.

Within Maths and Humanities this will be the final stage for students to produce outcomes that meet

the requirements of the specifications.

Students are to come together at a central location to present their final drama/performance pieces.

This is to include the use and presentation of outcomes from all other subject areas including an

exhibition of students artistic work, presentation of science experiments and display of outcomes from

Humanities.

Intended to evaluate the entire project this stage will require both students and teachers to evaluate

the successes and areas for improvement within the project itself and the teaching and learning within

it. Students will be required to complete an appraisal report on their conduct and attainment and on

the teaching they have received.

Teachers will be required to produce written reports on each student and appraise their own

performance within the project.

This stage should include an open forum with the students and a teacher sharing session among staff.

3 Weeks

2 Weeks

3 Weeks

3 Weeks

1 Week (Combined)

Please Note: All times and duration are suggestions only. Exact

timings should be decided by each lead teacher and shared with

other teaching staff in good time for teacing.

earth air fire water overview

Documents