subject topics to be key learning covered · 2014-09-10 · year 11: curriculum overview (sept-oct...

YEAR 11: CURRICULUM OVERVIEW (Sept-Oct 2014) 1

Subject Topics to be covered

Key Learning

Understanding and Producing Non-Fiction Texts

In this crucial revision unit, learners read, explore and interpret a range of non-fiction texts ready for their examination in GCSE English Language (worth 60% of their final grade) in the summer of Year 11. Using texts, such as newspapers, charity leaflets and websites, learners are engaged and challenged; they are offered the opportunity to think for themselves, work independently and use talk to develop their written responses. Learners receive feedback throughout the unit and are assessed in a mock examination. In addition, they are given a practice paper to complete over the autumn break.

Pre-exposure homework

1. Use the Nelson Thornes English revision guide (available from school) to revisit your knowledge of this unit from Year 10.

2. Read good quality broadsheet newspapers in preparation for the level of sophistication required for this unit.

3. Have a look at revision clips on ‘You Tube’, especially by WCSEnglish, Mr Davies and Cheney Takeaway Teacher.

Controlled Assessment

How do animals respond to changes in their environment? How is information passed through the nervous system? What can we learn through conditioning? How do humans develop more complex behaviour?


1. Search on Google for the ‘Secret life of the brain’ go to the PBS website and look through the sections on the life of the brain. Focus on the ‘teenage brain’ and look at why sleep is important. Be prepared to discuss this in a lesson.

2. Go to you tube and search ‘feral children’. Watch the National Geographic video clip. Write down what Feral Children tell us about how humans learn.

OCR 21st Century Science: Chemistry C5: Chemicals In Nature. C6: Chemical Synthesis

What types of chemicals make up the atmosphere? What reactions happen in the hydrosphere? What types of chemicals make up the Earth’s lithosphere? How can we extract useful metals from minerals? A study of a number of different chemicals and why we need them. How do we plan, carry out and control a chemical synthesis?


There are a number of stages involved in the synthesis of a new chemical. These generally include the following seven steps: choosing the reaction; carrying out a risk assessment; working out the quantities to use; carrying out the reaction in suitable apparatus under the right conditions; separating the product from the reaction mixture; purifying the product; and measuring the yield and checking the purity of the product. Find out how one of the following chemicals is synthesised: ammonia; sulfuric acid; sodium hydroxide. Write a series of short paragraphs to summarise what happens at each stage in the chemical synthesis.

OCR 21st Century Science (Physics) Controlled Assessment

You are going to do an investigation into a factor that affects the crater formed by a collision.


Research the following question which is relevant to your controlled assessment – ‘what factors affect the speed and force of an impacting meteor?’


OCR 21st Century Science B4: Processes of Life C4: Chemical Patterns P4: Explaining motion

How do chemical reactions take place in living things? How do plants make food? How do living organisms obtain energy? What are the patterns in the properties of elements? How do chemists explain the patterns in the properties of elements? How do chemists explain the properties of compounds of Group 1 and Group 7 elements? How can we describe motion? What are forces? What is the connection between forces and motion? How can we describe motion in terms of energy changes?


B4 - Go to the BBC Nature webpage and click on the link to Wildlife Surveys. Read through the surveys and complete one at home. The bioblitz can be done in your garden. C4 - Find three short videos on YouTube (or another suitable website) about the Periodic Table of the elements. Watch these videos carefully. Record the full URL address for each website. Write down five bullet points to summarise the information you have learnt from the three videos. P4 - Search on Youtube ‘balanced and unbalanced forces virtual school’ and watch the first film (2:35). Write in 20 words the difference between balanced and unbalanced pairs of forces.

Me, myself and I Students will

Research and respond to a range of artists who explore personal identify in their work.

Use their recording skills to produce a series of detailed observational self portraits.

Produce a thoughtful collage of personal memorabilia.( max size A2).

Develop the collage into a serious of 8 collage and mixed media poly block prints.


The Students should complete the following activities to support the Personal identity unit of work;

1. Explore the work of artists who explore self/Personal identity in their

work – (Using the Artist research sheets and PowerPoint to support this process)

2. Continue to collect personal items to complete mood board task, for example, travel tickets, receipts, certificates etc.

3. Continue to use observational skills to produce your self-portraits. 4. Any visits to galleries would also enrich the wider understanding of art

– take photos if possible or collect leaflets


Students will begin working on their controlled assessment. Students will be given the topic the first lesson back following the summer break. In Applied Business the most important aspect of the controlled assessment is the research and preparation that students must complete at home. Students must carry out a variety of research into the topics covered in topics 1.1 to 1.3 of the syllabus. Class time this half term will be broadly split into three separate parts:

Revising key topics from section 1.1 and 1.2 and setting of tasks.

Note taking, research and preparation.

The writing up of home based research and notes under exam conditions.


Students will be given a copy of the scenario for the controlled assessment before the summer break. Students must read through this a number of times and ensure that they are very familiar with it before returning to school. It is important that students consider the key issues and characters within the case study.



Students will begin working on their controlled assessment. Students will be given the topic the first lesson back following the summer break. In Applied Business the most important aspect of the controlled assessment is the research and preparation that students must complete at home. Students must carry out a variety of research into the topics covered in topics 1.1 to 1.3 of the syllabus. Class time this half term will be broadly split into three separate parts:

Revising key topics from section 1.1 and 1.2 and setting of tasks.

Note taking, research and preparation.

The writing up of home based research and notes under exam conditions.


Over the summer break, students should read through their class notes thoroughly. This is to brush up on the knowledge they will need in the controlled assessment and to help them get off to the best start possible. During the term students will need to be making their notes at home from the revision they have done so that they are ready to write up in class.

Study of an Engineered Product. Section A: GCSE 60% of Final Mark Engineering a Product. Section B: GCSE 40% of Final Mark

Investigating the Bicycle. Undertaking a product analysis of a product and its modern equivalents. The candidate should identify two products that have developed through the influence of modern technologies. Analysis of a client brief, producing and designing a specification and producing a wide range of ideas. Manufacturing a quality prototype and carrying out a full evaluation of the product. Brief: Designing and manufacturing a mobile phone holder for a bike.


How do you permanently join aluminium together? Name the method and produce a diagram to show how the process works. Why is aluminium used to make bicycles instead of steel? Name 3 reasons.

Unit 3: Nutritional, Physical, Chemical and sensory properties of Foods in Storage, Preparation and cooking

To understand why food needs to be preserved and investigate methods used in the home that prolong food quality and the affect of these on sensory qualities of food. Students will apply their knowledge to create practical outcomes such as jam, pate and other dishes that use preserved ingredients.


List all of the equipment needed to make jam at home.

Town and the Environment

Students will work towards a controlled assessment about social and environmental issues in their town. They will learn to use a variety of tenses, give detailed information in French and also share their opinions.


1. Investigate Newcastle/Ponteland’s twin towns in France. Write down 5 things you learned about the twin town

2. Make a list of 10 places in the town in French eg. le centre sportif


To experience the process of geographical enquiry and fieldwork using a number of geographical techniques. Students to follow the enquiry route considering data collection, data presentation and analysing and drawing conclusions and evaluation.


1. Where is Morpeth? What sort of town is it? Does it fit the Burgess Model?

2. How could we undertake fieldwork to see how brownfield sites have changed? Describe 3 fieldwork methods you could use to do this and justify your choices.


Holidays and festivals

Students will develop their use of tenses, in particular the past tense by describing a previous holiday they have been on, including accommodation, activities, weather, food and where they would like to go next year. They will also develop their cultural knowledge by discussing various festivals in Germany. At the end of this topic they will produce a controlled assessment- this could be either speaking or writing


1. Read the mark criteria for German written CA which your teacher will have given you. Make a note of 3 things which will help you achieve a high mark and write down one question you have.

2. Spend 10 minutes every day revising the topic specific vocabulary which you have covered in class so far

CA Chocolate Project - Point of Sale Unit

Initial Design Ideas – Researching 5 basic P.O.S nets and creating two ways each ideas could be developed to suit the theme of the chosen book. Materials Research – Investigating different Papers, Boards, Modelling Materials and finishes available to manufacture the P.O.S display unit.


Who is Robert Sabuda? Tell me one Interesting fact about him. Name one product he is famous for.

Single Award

Unit 2: Exploring Health, Social Care and Early Years Provision

To demonstrate knowledge and understanding of Health, Social Care and Early Years Provision. Students will focus on the needs of one client and how services provided meet those needs. Students will write a report on their findings from presentations/ discussions with pastoral staff within Ponteland High School to supplement their understanding in the form of an investigation within their controlled assessment.


1. Write a short summary of the main duties of one direct carer in an educational

2. Give 2 examples of current health promotion campaigns

Double Award

Unit 2: Exploring Health, Social Care and Early Years Provision Unit 4: Health, Social Care and Early Years Practice

To demonstrate knowledge and understanding of Health, Social Care and Early Years Provision. Students will focus on the needs of one client and how services provided meet those needs. Students will write a report on their findings from presentations/ discussions with pastoral staff within Ponteland High School to supplement their understanding in the form of an investigation within their controlled assessment. To develop an understanding of the core principles needed to work with other practitioners and service users. Students will consider the four topics studied in year 10 to combine as examination questions. Topics:

Understanding health and well being

Factors affecting health and well being

Indicators of physical health

Promoting and supporting health and improvement


1. Write a short summary of the main duties of one direct carer in an educational

2. Give 2 examples of current health promotion campaigns

Controlled Assessment: Russian Revolution

The causes of the Russian Revolution are explored in a 2000 word essay will be produced during the high control phase of the Controlled Assessment

A range of sources are analysed and students are encouraged to reach balanced judgements, considering cultural factors and issues relevant to the analysis of sources such as audience, tone, purpose and context


Designing Digital products

Use design tools such as storyboards and mock-ups to plan a range of digital products to include a podcast and a mobile app


We will use free software called Audacity to create a podcast. Use Youtube to watch a video that explains how to make a podcast using audacity


Exploring media industries

Unit 3 – Exam (mock in December) Candidates will begin to explore a range of organisations that make up different sectors of the media industries, gaining a broad understanding of:

how media industries operate and within what constraints

what products they make and the audiences for those products

the types of roles and employment opportunities available within the media

ownership, control and finance within the media industries

developments in media technology and their effects on production and consumption.


Follow up to BBC trip in June – visit the BBC Newcastle website and carry out some initial research into the organisation.

Read about its history, look at the schedules and think about how they try to appeal to different audiences, find examples of audience interactivity (opportunities for the public to become actively involved in the organisation)

Preparation for CA. Performance and Exam practice

Students will have time to do the final preparation work to their second composition. They will learn the vital importance of having a clear brief which outlines the following: (i) what they are aiming to achieve (ii) the devices and techniques used to realise your aim Students will practice exam questions for set works and add to their portfolio of performance recordings


Read the examiner’s reports (Edexcel GCSE Music Examiner’s report) and make notes on the essential components which should go into a composing brief.

Students explore the theme of loss using Snow Drops by Leslie Norris and Kindertransport by Dianne Samuels.

They participate in a series of workshops which make creative use of the strategies, medium and elements to explore the theme. In their written work they evaluate how these have been applied to communicate their ideas about loss.


Research the background of the Kindertransport and the response to Dianne Samuels play when it was first performed.

Choosing pathways for learning Boys follow a games based programme.

Making informed decisions about a fit and healthy lifestyle. Students will experience a mix of core activities and pathways. The pathways allow the students to make choices about the nature of the activity they enjoy which will sustain them into adult life and which will motivate their learning. Pathways run across the first term. Boys focus on decision making, working in teams, and making informed healthy choices.

Unit 11.1 (non-GCSE) Crime and Punishment

Religious responses and views of Crime and Punishment Young Offenders in the UK The treatment of the victims of crime in the UK Case Study – The case of Myra Hindley.


Spend some time researching the location and type of prisons that are in the NE of England. Make a note of their locations on a map.

Holidays and festivals

Students will develop their use of tenses, in particular the past and conditional tenses by describing previous and ideal holidays, including accommodation, activities, weather and food. They will also develop their cultural knowledge by discussing various festivals in Spain. At the end of this topic they will produce a controlled assessment- this could be either speaking or writing


1. Research a Spanish festival and create a poster in Spanish

advertising the festival, including dates/ details of activities/ where it takes place

2. Go onto www.espanol-extra.co.uk username- ponthigh password- callerton. Choose year 7-11 grammar and the preterite tense(past). Read notes on the formation of the tense and then work through the various activities

http://www.espanol-extra.co.uk/


Theory Health, fitness and a healthy active lifestyle Practical

Consider the components that combine and affect the health of an individual and their link to physical activity. There will be a unit test in the second last week of the half term to help students to structure revision and improve examination technique. Key Process C, which centres around the students ability to evaluate either their own performance or that of another and then create a plan of action that will bring about an improvement. This process is worth 10 marks towards the student’s final practical mark which is out of 90.


Research: find out about some recent drug taking controversy in sport or an event. Find out which particular drug was used and what possible side effects of using it could be.

Healthy Eating and reasons for looking after yourself. (First two weeks to complete work from summer term) Effective Reading skills

Making good choices. Practical cooking. Literacy and numeracy skills. Effective peer support. Transferable skills to feed into all curriculum areas re reading texts effectively and responding appropriately.

CA Museum Brief Task 7

Initial Ideas – 2 to 4 sheets of 2D and 3D creative, original ideas. Developed Ideas – more detail in the sketches and construction details considered. Annotation/ analysis of ideas explaining key design decisions taken. Some ideas developed using CAD.


Learn what the acronym ACCESSFM stands for. Be able to recite it.

Higher Tier (11a6, 11a5, 11b5, 11b4)

1. Processing Data

2. Surds

3. Number (revision)

4. Shape

This half term students will:

Recall how to use lists, tables or diagrams, including stem and leaf, to find values for mean, median, mode and range.

Ensure they can find averages from frequency tables.

Discover how to calculate quartiles and inter-quartile range from a small data set or from cumulative frequency diagrams.

Students will:

Explore how to simplify surds

Learn how to rationalise a denominator containing surds

Attempt to solve equations which are written in surd form Students will:

Ensure they can perform operations with fractions and decimals.

Recall how to round to significant figures and perform calculations

involving upper and lower bounds.

Ensure they can perform all required mathematical operations without

a calculator.

Students will:

Draw nets and show how they fold to make a 3D solid

Learn all the vocabulary associated with 3D solids

Analyse 3D shapes through 2D projections and cross-sections, including plan and elevation.

Produce isometric drawings.


Research Euler’s polyhedron formula and make a summary of it, including some examples you can share.

Remind yourself how and why to draw a cumulative frequency curve (use youtube or mathswatch clip or other resource). Be prepared to discuss what you have found.

Higher Tier (11a4, 11a3, 11b3, 11b2)

1. Algebraic Manipulation

This half term students will:

Explore how to deal with complicated algebraic expressions including

the factorisation of complicated quadratics.

Develop their skills in dealing with formulae and learn about identities.

2. Area and volume Students will:

Recall how to calculate perimeters and areas of shapes made from rectangles, triangles and circles

Learn how to calculate the area of a triangle using ½absinC


Be familiar with use language of the circle

Review how to calculate circumference and area of a circle

Extend their learning to arc lengths and area of sectors

Explore how to find the volume of prisms, cylinders and shapes made from cubes and cuboids.

3. Equations Students will:

Explore how to set up and solve linear equations.

Learn how to solve simultaneous equations.

Learn how to rearrange formulae.

4. Angles and shapes

Students will:

Recall basic angle facts such as angles on a straight line, round a point, in a triangle and know the different types of angle.

Develop their skills in working with angles in parallel lines and polygons.

Learn how to recognise when a shape tessellates and when it does not.

Pre-exposure Homework

Think of at least 3 examples of where a rule/formula can be applied to a real life situation.

You will be directed by your teacher on an appropriate maths watch clip to view in preparation for lessons on equations.

Foundation

Revision of areas of weakness

By the end of year 10, students had covered almost all of the content for the foundation tier. The end of year exam which students sat at the end of June has highlighted some areas of weakness that will be addressed in lessons. These topics will vary from class to class and from student to student.

subject topics to be key learning covered · 2014-09-10 · year 11: curriculum overview (sept-oct...

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