Curriculum Breakdown – Year 11

Art, Design & Technology (ADT)

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

Art

Focus and Topic

Finish all projects

Core Knowledge

N/A

Core Skills

Student will use the following techniques and mediums throughout this project –
- Inks
- Pencil
- Pencil crayon
- Charcoal
- Oil Pastels
- Watercolour
- Acrylic
- Collage
- Lino Cutting
- Lino Block Printing
- Photoshop
- Projection
- Grid Enlargements
- Blotted Line Technique
- Photography

Assessment

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Peer assessed and summative assessment at the end of each mini project within

Business, Enterprise and Marketing

Focus and Topic

Enterprise and Marketing R069- Task 1

Core Knowledge

Be able to develop a brand identity and promotional plan to target a customer profile

Core Skills

Brand identity and benefits
Brand research

Assessment

Controlled assessment- You have been asked to develop a brand identity for your product proposal.

Design Technology

Focus and Topic

GCSE Major Project

Core Knowledge

Contextual Challenge/Mindmap
Design Brief
Client Interview
Product Analysis
Moodboard
Design Brief & Specification
Initial Sketching Ideas
Design Ideas Development
Mockup
CAD Drawings & Parts List
Third Angle Orthographic Projection
Assembly & Manufacturing
Testing Against the Specification
Client Feedback and Evaluation
Reflection

Core Skills

Understanding the work of others
Analysis of existing products and reflection
Inspiration for independent design ideas
Iterative processes
Hand modelling skills
Material investigation and selection
Material properties
Processes and Techniques
Client communication
Technical Drawing
Critical reflection
Perspective drawing
Biomimicry

Assessment

AQA prescriptive mark scheme
Constant marking and feedback

Design Engineer Construct

Focus and Topic

Forces

Core Knowledge

Forces acting on a structure: tension, compression, shear, torsion and bending.
Bracing.
Static and active loads.
Joists, members, strain, stress.
Tension/compression.
Types of structure: beam, truss, arch, suspension, cable-stayed.

Core Skills

Analysis of forces acting on a structure.
Methods of modelling and testing to understand how loads act on a structure.
Demonstrating how static and active loads act upon a structure.
Design and construction skills.
Workshop skills.
Testing to destruction and analysis of reasons for failure of the models.

Assessment

AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Half Term 2 (Nov – Dec)

Art

Focus and Topic

Exam Preparation and completion

Core Knowledge

N/A

Core Skills

N/A

Assessment

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Peer assessed and summative assessment at the end of each mini project within

Business, Enterprise and Marketing

Focus and Topic

Enterprise and Marketing R069 task 2

Core Knowledge

Be able to create various promotional material for your marketing campaign

Core Skills

Promotional business objectives
Selection of promotional methods

Assessment

Controlled assessment & mock exam- Create a promotional campaign for your business proposal

Design Technology

Focus and Topic

GCSE Major Project

Core Knowledge

Contextual Challenge/Mindmap
Design Brief
Client Interview
Product Analysis
Moodboard
Design Brief & Specification
Initial Sketching Ideas
Design Ideas Development
Mockup
CAD Drawings & Parts List
Third Angle Orthographic Projection
Assembly & Manufacturing
Testing Against the Specification
Client Feedback and Evaluation
Reflection

Core Skills

Understanding the work of others
Analysis of existing products and reflection
Inspiration for independent design ideas
Iterative processes
Hand modelling skills
Material investigation and selection
Material properties
Processes and Techniques
Client communication
Technical Drawing
Critical reflection
Perspective drawing
Biomimicry

Assessment

AQA prescriptive mark scheme
Constant marking and feedback

Design Engineer Construct

Focus and Topic

Recording studio Project

Core Knowledge

Precedent study: location; venue history.
Original plans/elevations/layout; renovated and modernised plans/elevations/layout.
Site map: location/infrastructure/accessibility.
End users.
Rooms/spaces/corridors.
Floor plan development; layout.
Schedule of accommodation.
Solar analysis. Accessibility. Lifecycle.
Sustainability; Forces.
Scale: hand cut scale model.
CAD: SketchUp; Floorplanner.
CAD: 2d Design.
CAM: laser cut model construction.
Interior views: materials, aesthetics, end user, accessibility, fitness for purpose.
Post occupancy.

Core Skills

Primary research and analysis: location, transport infrastructure/accessibility.
Site. Floor plans; elevations.
Schedule of accommodation – rooms, rooms, spaces and corridors (dimensions and usage).
Materials analysis and application.
Floor plans drawn by hand.
Use of CAD/CAM to design and develop the site.
3d modelling.
Confident, accurate and effective use of architectural symbols, measurements, dimensioning and scale.
Understanding massing of the site for solar analysis, location, transport infrastructure and accessibility.
End user and post occupancy analysis.
Relevance, effectiveness and creativity of the architectural plans; justification of the final proposal.

Assessment

AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Half Term 3 (Jan – Feb)

Art

Focus and Topic

Finish All Projects – Hand in Date 15th May

Core Knowledge

N/A

Core Skills

N/A

Assessment

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Peer assessed and summative assessment at the end of each mini project.

Business, Enterprise and Marketing

Focus and Topic

Enterprise and Marketing R069 task 3

Core Knowledge

Be able to pitch a proposal for a proposal
Be able to pitch a proposal to an audience

Core Skills

What is a pitch?
How to plan a pitch
Planning a pitch
Pitching to an audience
Personal appearance
How to deliver a successful pitch

Assessment

Controlled assessment- Develop a pitch for your proposal. Pitch your business proposal to an audience

Design Technology

Focus and Topic

GCSE Major Project

Core Knowledge

Contextual Challenge/Mindmap
Design Brief
Client Interview
Product Analysis
Moodboard
Design Brief & Specification
Initial Sketching Ideas
Design Ideas Development
Mockup
CAD Drawings & Parts List
Third Angle Orthographic Projection
Assembly & Manufacturing
Testing Against the Specification
Client Feedback and Evaluation
Reflection

Core Skills

Understanding the work of others
Analysis of existing products and reflection
Inspiration for independent design ideas
Iterative processes
Hand modelling skills
Material investigation and selection
Material properties
Processes and Techniques
Client communication
Technical Drawing
Critical reflection
Perspective drawing
Biomimicry

Assessment

AQA prescriptive mark scheme
Constant marking and feedback

Design Engineer Construct

Focus and Topic

Recording Studio Project (continued)

Core Knowledge

Precedent study: location; venue history.
Original plans/elevations/layout; renovated and modernised plans/elevations/layout.
Site map: location/infrastructure/accessibility.
End users.
Rooms/spaces/corridors.
Floor plan development; layout.
Schedule of accommodation.
Solar analysis. Accessibility. Lifecycle.
Sustainability; Forces.
Scale: hand cut scale model.
CAD: SketchUp; Floorplanner.
CAD: 2d Design.
CAM: laser cut model construction.
Interior views: materials, aesthetics, end user, accessibility, fitness for purpose.
Post occupancy.

Core Skills

Primary research and analysis: location, transport infrastructure/accessibility.
Site. Floor plans; elevations.
Schedule of accommodation – rooms, rooms, spaces and corridors (dimensions and usage).
Materials analysis and application.
Floor plans drawn by hand.
Use of CAD/CAM to design and develop the site.
3d modelling.
Confident, accurate and effective use of architectural symbols, measurements, dimensioning and scale.
Understanding massing of the site for solar analysis, location, transport infrastructure and accessibility.
End user and post occupancy analysis.
Relevance, effectiveness and creativity of the architectural plans; justification of the final proposal.

Assessment

AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Half Term 4 (Feb – March)

Business, Enterprise and Marketing

Focus and Topic

Enterprise and Marketing R069 task 4

Core Knowledge

Be able to review the strengths and weaknesses of a proposal and pitch

Core Skills

Comparing the outcomes of a pitch
Reviewing a business proposal

Assessment

Controlled assessment- Reflect on your pitch and business proposal

Design Technology

Focus and Topic

Exam

Core Knowledge

CGP – GCSE Design & Technology AQA Complete Revision & Practice (with Online Edition and Quizzes)

Core Skills

Revision

Assessment

GCSE 2hr Summer Exam

Design Engineer Construct

Focus and Topic

Facade Project

Core Knowledge

Analytical Study: Architects
Mood Board: texture, scale, contrast, form, line, shape, colour.
Primary research – existing structures.
Sketching and rendering techniques: use of line, tone, pattern, colour and texture.
Use of CAD: 2d Design to develop the building façade.
Use of CAM: laser cutting to construct the façade before rendering.

Core Skills

Analysis of architectural movements. Primary research – existing structures.
Understanding of texture, scale, contrast, form, line, shape, colour in architecture.
Sketching and rendering techniques: use of line, tone, pattern, colour and texture.
Use of CAD: 2d Design to develop the building façade.
Use of CAM: laser cutting to construct and then render the façade.

Assessment

AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Half Term 5 (April – May)

Business, Enterprise and Marketing

Focus and Topic

Enterprise and Marketing R067 mock

Core Knowledge

Developing practical skills and knowledge for the business and enterprise sector

Core Skills

You should carry out an assessment of the risks and challenges that are associated with producing your product.

Assessment

mock exam- covering all of the above

Design Technology

Focus and Topic

Core Knowledge

Core Skills

Assessment

Design Engineer Construct

Focus and Topic

Shelter Project

Core Knowledge

Research: Kandinsky.
Sketching techniques.
Modelling.
CAD: (SketchUp): developed ideas.
CAD: (TinkerCAD): final 3d model design.
CAM: 3d printed scale models.
CAD: (Photoshop).
Analysis and feedback: suitability for the end user (post occupancy analysis).

Core Skills

Research and analysis.
Modelling and construction.
Using CAD to develop ideas.
Using CAM to realise ideas.
Analysis and understanding of materials, aesthetics, end user, accessibility and fitness for purpose.

Assessment

AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Half Term 6 (May – July)

Business, Enterprise and Marketing

Focus and Topic

Enterprise and Marketing R069 task 6

Core Knowledge

Developing practical skills and knowledge for the business and enterprise sector

Core Skills

Covering characteristics of successful entrepreneurs, market research, financial visibility, the marketing mix and business planning and development.

Assessment

Final exam

Design Technology

Focus and Topic

Core Knowledge

Core Skills

Assessment

Design Engineer Construct

Focus and Topic

Exam

Core Knowledge

Exam questions (Externally set assignment)
AO1: Research investigations – analytical studies; photos of relevant buildings and spaces.
AO2: Ideas and experimentation – image/mood boards; hand sketching skills and techniques; hand drawn floor plan ideas; hand modelling techniques.
AO3: Development – CAD: floor plans/elevations; CAM: laser cut/3d printed models.
AO4: Personal response – final floor plan/models; analysis.

Core Skills

Exam questions: analysis and understanding of the questions set.
Analysis techniques: analytical studies; primary sources.
Hand sketching skills.
Hand drawn ideas/modelling techniques.
CAD skills: floor plans/elevations/rendering/interior views.
CAM skills: 3d printing/laser cutting.
Personal analysis and iteration skills.

Assessment

AO1 – Develop ideas through investigations, demonstrating critical understanding of sources.
AO2 – Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3 – Record ideas, observations and insights relevant to intentions as work progresses.
AO4 – Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Creative Arts

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

Drama

Focus and Topic

Component 2: Devising Drama
Rehearsal and Final Performance Devising Logs and

Core Knowledge

Understand how to respond to a stimulus through research and exploration.
Know how to record and reflect on the development of ideas, including rehearsal techniques, stylistic influence and theme exploration.
Recognise how to document group collaboration and rehearsal strategies.
Significance of refining and finalise devised work.
Understand how to document rehearsal refinement, final performance decisions and evaluation of outcomes. Recognise how meaning is communicated through performance choices and ensemble work.

Core Skills

Develop original material in response to a stimulus. Collaborate and rehearse with creativity and structure. Experiment with physical and vocal elements.
Analyse the development process and refine material through feedback.
Polish devised performance through intensive rehearsal. Use characterisation, physical theatre, staging and conventions effectively.
Finalise and film performance.
Complete written log with reflection and critical evaluation.

Assessment

C2 Final Performance of Devising work – 20 marks
C2 Completed Devising Logs 2,500 words – 60 marks
40% GCSE Course

Music

Focus and Topic

AoS3: Film Music
Brief Composition Start

Core Knowledge

Core Skills

Assessment

Half Term 2 (Nov – Dec)

Drama

Focus and Topic

Component 3: Development of Performance Extracts for Final Exam

Core Knowledge

Understand the need to develop contrasting extracts that showcase a range of acting skills and styles.
Know how to analyse text in depth, drawing out character motivations, backstory, objectives, and subtext.
Understand how to rehearse and refine a performance by shaping blocking, pace and proxemics.
Research context, directorial intent, and thematic meaning. Learn lines accurately with embedded subtext and intention.

Core Skills

Use rehearsal techniques to develop believable characterisation and clear objectives.
Learn lines securely while embedding meaning, intention and emotional connection.
Refine vocal delivery and movement to align with character development and intended audience impact.
Analyse scenes to inform blocking and spatial relationships. Direct and collaborate with others to shape ensemble scenes.

Assessment

C3 – Completed Dramatic Intentions for examiner – 300 words
C3 Polished 5-15 minute Performance of one extract from a play (depending on group size)

Music

Focus and Topic

AoS4: Set Work
Brief Composition Development

Core Knowledge

Core Skills

Assessment

Half Term 3 (Jan – Feb)

Drama

Focus and Topic

Component 3: Final Performance to Examiner – Live Exam Presentation

Core Knowledge

Understand AQA examiner expectations for a live performance including sustained energy, clarity, and detailed characterisation.
Know how to apply style and genre to a performance and deliver it with conviction.
Understand how to maintain focus and emotional connection throughout the scene.
Be able to demonstrate deep understanding of character intentions, relationships and motivations.
Recognise the importance of group dynamic, spatial awareness and audience rapport.
Know how to perform with an awareness of audience, aiming to provoke a specific emotional or intellectual response.

Core Skills

Perform with commitment, precision and artistic intention in a live assessment.
Sustain character throughout the piece with appropriate physical and vocal choices.
Respond to group dynamics and audience feedback with confidence and control.
Demonstrate emotional truth, clarity of intention and strong rapport with co-actors.
Apply research and rehearsal development to show understanding of character, text and theatrical style.

Assessment

Performance of 2 contrasting extracts from a published play between 5-15 minutes each.

Music

Focus and Topic

AoS1: Set Work
Brief Composition Development
Performance recordings

Core Knowledge

Core Skills

Assessment

Half Term 4 (Feb – March)

Drama

Focus and Topic

Component 1: Section C
Live Theatre Evaluation Billy Elliot Live the Musical

Core Knowledge

Understand the purpose and format of Section C in the written exam.
Know how to analyse live theatre performance with reference to acting skills such as voice, movement, interaction and characterisation.
Understand how technical elements (set, lighting, costume, sound) create mood, setting and meaning.
Be able to refer in detail to specific scenes, actors and moments from Billy Elliot the Musical Live.
Understand how to explain the impact of performance on the audience and evaluate actor and designer choices with precision.

Core Skills

Analyse performance moments using subject-specific vocabulary and terminology.
Structure extended written responses that evaluate acting and design in detail.
Use exemplars, writing frames and feedback to improve exam technique.
Plan and draft responses using past AQA questions. Evaluate the effect of performance choices on the audience and justify interpretations using evidence from the production.

Assessment

Live Theatre Evaluation Practice Question

Music

Focus and Topic

Revision

Core Knowledge

Core Skills

Assessment

Half Term 5 (April – May)

Drama

Focus and Topic

Component 1: Final Written Paper Preparation Section B – Blood Brothers

Core Knowledge

Understand the structure, question format and mark scheme expectations of the GCSE Drama written exam.
Know how to analyse and evaluate live theatre performances using drama terminology.
Understand how to answer 4, 8, 12 and 20 mark questions with detailed reference to set text and live theatre.
Recognise how to revise effectively using recall strategies, exam questions, and annotation of texts.
Know how to plan, draft and redraft written responses using success criteria and exam feedback.

Core Skills

Review and revise key set text scenes and live theatre examples.
Practise timed responses to a range of exam-style questions.
Use past papers, exemplar responses, and revision tools (e.g., flashcards, quizzes, planning frames).
Analyse mark schemes and peer/self-assess work to improve structure, depth and clarity.
Apply technical vocabulary confidently in writing.
Work independently and collaboratively to prepare for assessment.

Assessment

Practice Papers

Music

Focus and Topic

Revision

Core Knowledge

Core Skills

Assessment

Half Term 6 (May – July)

Drama

Focus and Topic

Core Knowledge

Core Skills

Assessment

Music

Focus and Topic

Core Knowledge

Core Skills

Assessment

English

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

Classical Civilisation

Focus and Topic

Homeric World: Key Sites

Core Knowledge

The location, and importance of key sites, including Mycenae, Tiryns, and Troy. The layout and structures of the site of Mycenae and Tiryns
The evidence for and against Troy VI and Troy VIIa being the site of Homer’s Troy.

Core Skills

Use visual and written sources to learn about the structure, layout and key features of the three sites. We will also need to evaluate evidence about which layer of the Troy site is most likely to be that of Homer’s Troy in The Iliad.

Assessment

The city of Tiryns (or Mycenae) was perfectly designed to survive and be prosperous.’ How far do you agree with this statement? Use source A (picture of Tiryns including landscape) as a starting point and your own knowledge in your answer. (8)

English Language

Focus and Topic

Shadows & Sovereignty
Paper 2: Section A – Revising core skills for comprehension, analysis, and comparative responses in preparation for mock exam.

Core Knowledge

Quickly identifying key information in unseen extracts (AO1).
Comparing perspectives and attitudes across different texts (AO3).
Recognising how writers craft viewpoints using language and structural choices (AO2, AO3).

Core Skills

Writing concise, comparative responses with clear textual links.
Identifying similarities and differences effectively.
Analysing how a writer’s techniques shape meaning and argument.
Strengthening confidence in exam-style question formats.

Assessment

Paper 2, Question 2 – comparing perspectives and attitudes.

English Literature

Focus and Topic

Shadows & Sovereignty
Macbeth by William Shakespeare
- Revision and Revisit
Poetry:
- Ozymandias
- My Last Duchess
- London

Core Knowledge

Revision of plot, characters, and themes (AO1)
Exploration of Shakespeare’s language, structure, and dramatic techniques (AO2)
Use of subject-specific terminology to analyse the play effectively (AO2)
Understanding the influence of 11th-century Scotland and Jacobean England on events, characters, and ideas (AO3)

Core Skills

Constructing analytical responses using both extract and whole-text evidence
Embedding quotations purposefully and fluently
Linking ideas to a central argument or concept related to the question

Assessment

Extract and whole-play question, e.g. “Starting with this extract, how does Shakespeare present ambition in Macbeth?”

Half Term 2 (Nov – Dec)

Classical Civilisation

Focus and Topic

Life in the Mycenaean Age

Core Knowledge

Palaces
Everyday life; evidence for, and nature of:
- hunting, armour and weapons, chariots, clothing, trade, Linear B tablets
- how the tablets were preserved and what they record & the significance of the tablets

Core Skills

Through a combination of visual analysis of archaeological evidence (frescoes, artifacts, architectural features), textual analysis of Linear B tablets and relevant excerpts from Homer, and discussion of the practicalities of Mycenaean life

Assessment

The Linear B tablets tell us little about the lives of ordinary Mycenaeans. Using source A (the tablet) as a starting point, how far do you agree? (8)

English Language

Focus and Topic

Fragments and Voices
Paper 2: Section B – Non fiction writing. Reviewing and practising key forms of non-fiction writing and adapting style for different audiences in preparation for mock exam.

Core Knowledge

Understanding the conventions of different non-fiction formats (articles, speeches, letters, essays) (AO5).
Refining tone, style, and register for purpose and audience (AO5).
Organising ideas effectively for clarity and impact (AO5).

Core Skills

Crafting non-fiction responses with engaging introductions and conclusions.
Using structural and grammatical features to enhance clarity.
Expanding sentence variety for impact and persuasiveness.
Proofreading and refining writing for precision and fluency.

Assessment

Timed non-fiction writing task based on original and past paper prompts. This could take the form of ONE of the following
- letter
- essay
- magazine article
- newspaper article
- speech
- text for a leaflet
- text for a website

English Literature

Focus and Topic

Fragments and Voices
Power and Conflict Poetry Revisit:
Poetry: Checking Out Me History, The Emigree, Poppies, War Photographer

Core Knowledge

Revising each poem’s themes, imagery, and perspective (AO1)
Analysing language, structure, and poetic technique (AO2)
Applying subject terminology to explore poetic effects (AO2)
Making contextual links where relevant (e.g. historical conflict or cultural identity) (AO3)

Core Skills

Comparing two poems using relevant comparative language
Evaluating how poets use techniques to present ideas
Writing structured, insightful comparisons

Assessment

Comparison essay, e.g. “Compare how conflict is presented in Exposure and one other poem from the Power and Conflict anthology.”

Half Term 3 (Jan – Feb)

Classical Civilisation

Focus and Topic

Decorative Arts/ Tombs Graves, Burial

Core Knowledge

Frescoes, jewellery techniques, materials used, burial customs, structures of the different types of graves.

Core Skills

Visual analysis of archaeological imagery, focusing on jewellery, frescoes, and a range of vessels and figurines for decorative arts. Explore pictures of grave sites and good found there on exhibit in museums. We will also use reconstructions.

Assessment

Practice paper Section A of Homeric World

English Language

Focus and Topic

Preparing for Mock Examination
Revising Paper 2 in its entirety: approaches, timings, dealing with two texts simultaneously..
Developing comparative reading skills and strengthening analysis of writers’ viewpoints and perspectives.

Core Knowledge

Identifying explicit and implicit information across two non‑fiction texts with confidence (AO1).
Understanding how writers use language to convey attitudes, viewpoints, and perspectives (AO2).
Comparing writers’ methods and viewpoints with clarity and precision (AO3).
Evaluating a writer’s effectiveness using thoughtful, critical analysis (AO4).
Breaking down Paper 2 questions to produce focused, exam‑ready responses.
Writing concise analytical paragraphs supported by well‑selected textual evidence.
Using subject terminology accurately and purposefully to enhance analysis.
Refining comparative and evaluative skills to strengthen critical arguments.

Core Skills

Paper 2 Question 1 – selecting the correct statements
Paper 2 Question 2 – summarising differences and similarities (AO1)
Paper 2 Question 3 – language analysis (AO2)
Paper 2 Question 4 – comparison of viewpoints and methods (AO3)
Paper 2 Question 5 – writing to express a viewpoint

Assessment

A FULL AQA style GCSE
English Language Paper 2 will be administered for the January mock exam in English language.

English Literature

Focus and Topic

Responsibility and Resistance
An Inspector Calls Revision
Unseen Poetry:
- Focus on unseen poetry approach.
- Power and Conflict poetry:
- Kamikaze

Core Knowledge

Revising the play’s plot, characters, and key themes (AO1)
Analysing Priestley’s use of structure, dialogue, and dramatic method (AO2)
Using subject-specific terminology in critical discussion (AO2)
Applying knowledge of 1912 pre and post-war context to character and theme (AO3)entary on power, conflict, and resilience

Core Skills

Analysing how characters convey social messages
Exploring theme development across the play
Referencing context to enhance interpretation

Assessment

Theme or character question, e.g. “How does Priestley present the character of Sheila in An Inspector Calls?”

Half Term 4 (Feb – March)

Classical Civilisation

Focus and Topic

Books 9 & 10 The Odyssey

Core Knowledge

Plot of books 9 & 10. Key themes: hospitality (xenia) and its violation, nostos, hubris, divine intervention, leadership. Literary devices. Characterisation of Odysseus, Polyphemus, Circe and the crew.

Core Skills

Read the text with close analysis of key excerpts from Books 9 and 10, identifying significant plot points, character interactions, and literary devices.

Assessment

“Book 10 presents some significant challenges to Odysseus and his crew.”

How far does Odysseus demonstrate effective leadership in overcoming these threats? [15 marks]

English Language

Focus and Topic

Memory, Identity and Perspective

Paper 1 Section B: fine-tuning narrative writing skills for Paper 1’s writing task.

Exploring advanced literary techniques to enhance storytelling.

Core Knowledge

Mastering the use of literary devices for impact (imagery, metaphor, contrast) (AO5).
Structuring writing effectively for clarity and engagement (AO5).
Using a wide range of vocabulary and sentence structures (AO6).
Ensuring fluency, accuracy, and coherence in written work (AO6).

Core Skills

Responding to a variety of prompts with creative precision.
Developing engaging openings, compelling characterisation, and effective endings.
Using discourse markers for fluid, organised paragraphs.
Editing and redrafting work to improve quality and expression.

Assessment

Timed creative writing exercises under exam conditions. Pupils will have a choice of narrative or descriptive.

Narrative will have a written prompt; descriptive will be a photographic prompt.

English Literature

Focus and Topic

Memory, Identity and Perspective
Unseen Poetry Practise
Single poem analysis and comparison of two unseen poems
Power and Conflict Poetry: Storm on the Island, Remains, Exposure, Tissue

Core Knowledge

Interpreting meaning, tone, and writer’s viewpoint (AO1)
Analysing how language, form, and structure create effects (AO2)
Using relevant poetic terminology accurately (AO2)
Comparing ideas and methods across two unseen texts (AO3)

Core Skills

Writing with a clear, critical voice
Supporting interpretations with quotations
Comparing techniques and perspectives independently

Assessment

Single poem analysis and comparison of two unseen poems

Half Term 5 (April – May)

Classical Civilisation

Focus and Topic

Books 19, 21, 22 Ithaca and the Suitors

Core Knowledge

Plot of books 19, 21, 22. Key themes: Recognition (and deferred recognition), disguise, loyalty, patience, justice, revenge

Core Skills

Read Books 19, 21, 22 and 10, identifying significant plot points, character interactions, and literary devices.

Assessment

Final Exam Paper 1

English Language

Focus and Topic

Fear and Form

Exam Practice and Final Preparation

Deepening exam readiness by breaking down the ‘big mark’ questions from Papers 1 and 2 – question 4 from Paper 1, Section A and questions 3 and 4 from paper 2 Section A.

Core Knowledge

Recapping summarising and comparison techniques (AO1, AO3).
Understanding writer’s use of language and structure in unseen texts (AO2, AO3).
Evaluating and discussing the effectiveness of literary and persuasive methods (AO4)

Core Skills

Writing structured responses to analysis questions.
Comparing methods confidently with precise textual evidence.
Evaluating effectiveness of language and literary techniques.
Developing critical responses using textual evidence.

Assessment

Question 4 from Language Paper 1 (agree/disagree with statement, providing critical evidence and analysis to justify your views)

Question 3 from Language paper 2: How does the writer use language to convey their views about….

Question 4 from paper 2 Section A: compare the ways that writers present their views on….

English Literature

Focus and Topic

Fear and Form
19th Century novel and Final poetry Recap
19th Century Novel revision
Poetry: Bayonet Charge, Prelude, Charge of the Light Brigade

Core Knowledge

Understanding plot, characters, and themes of the 19th Century Novel (AO1)
Analysing the writer’s language, structure, and literary techniques (AO2)
Using subject-specific terminology accurately (AO2)
Applying knowledge of Victorian social and historical context to shape interpretation (AO3)
Revisiting poetic techniques, perspectives, and thematic ideas across the anthology (AO1, AO2, AO3)

Core Skills

Writing extract and whole-text responses with a critical viewpoint
Exploring how authors convey ideas through character, theme, and technique
Comparing key ideas and poetic methods confidently

Assessment

Extract and whole-text essay on the novel.

Half Term 6 (May – July)

Classical Civilisation

Focus and Topic

Revision

Core Knowledge

Paper 2

Core Skills

Exam Practice

Assessment

Final Exam Paper 2

English Language

Focus and Topic

Mastery and Meaning

Targeted Revision:

Applying all revision skills to full past papers or targeted section practice.

Core Knowledge

Identifying personal strengths and areas for improvement (AO1–AO6 as applicable).
Refining approaches to key exam questions (AO2, AO3, AO4).
Strengthening exam timing and confidence under pressure (AO5, AO6).

Core Skills

Completing full past papers with realistic exam timing.
Reviewing responses critically to identify strengths and development points.
Implementing examiner feedback techniques to boost marks.
Making final refinements to writing style, structure, and expression.

Assessment

Mock exams using past papers under timed conditions.

Personalised feedback sessions to target improvement.

Strategic revision based on identified gaps and strengths.

English Literature

Focus and Topic

Mastery and Meaning
Teacher-led revision to address individual and class needs using past papers or bespoke tasks

Core Knowledge

Refining understanding of texts, themes, context, and techniques (AO1, AO2, AO3)
Practising exam structure, timing, and high-level response features across all components

Core Skills

Applying all AOs under timed conditions
Using feedback to redraft and improve written work
Building confidence, clarity, and exam readiness

Assessment

Past paper responses and targeted revision tasks (whole or partial sections based on diagnostic need)

European Languages

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

French

Focus and Topic

Core Knowledge

Vocabulary:
- Geography, climate and environment
- Environmental dangers and protection
- Green innovations and eco-friendly behaviours
- Environmental actions in everyday life
Grammar:
- Percentages and quantities
- Comparatives and superlatives
- Present tense passive voice
- The pronoun ‘en’
- Present participle and its use
- Using être en train de and venir de
- Giving and justifying opinions
Cultural Knowledge:
- Environmental issues in Francophone regions (e.g. Madagascar)
- Green innovations and local/global actions

Core Skills

Talking and writing about environmental issues
Understanding and using more complex grammatical forms
Interpreting and creating infographics and statistics
Giving advice and offering solutions
Listening and reading for global topics
Using the passive voice and participles effectively

Assessment

Grammaire 1 & 2: (Pages 146, 148) Focused grammar tasks on passive voice and structures
Contrôle de lecture et d’écoute: (Page 150) Comprehension tasks about environmental topics
Contrôle oral: (Page 152) Speaking task on protecting the planet and eco-initiatives
Contrôle écrit: (Page 154) Written work combining opinions, solutions, and tenses
Vocabulaire: (Page 156) Vocabulary test on environment, technology, and actions

Spanish

Focus and Topic

Módulo 7: Un mundo mejor para todos

Theme: Communication and the world around us

Core Knowledge

The environment
Planet in danger
Protecting the planet

Core Skills

Natural wonders of Spanish-speaking countries, pronouns after prepositions
The imperative, useful phrases like hace falta, vale la pena, basta

Assessment

Speaking (oral test) and listening

Half Term 2 (Nov – Dec)

French

Focus and Topic

Core Knowledge

Vocabulary:
- Jobs and professions
- Future career plans and ambitions
- Talking about hopes, expectations, and motivations
- Workplace habits and the world of work
Grammar:
- Using je veux / je voudrais / j’aimerais + infinitive
  Using si clauses with the present and future tenses
- Using le futur simple to express future goals
  Recognising and using direct and indirect object pronouns
- Using ce que / ce qui
Cultural Knowledge:
- Work culture in Francophone countries
- Future aspirations and education routes in French-speaking contexts

Core Skills

Talking about career preferences and goals
Giving and explaining reasons for future plans
Listening and reading for detail in future-oriented texts
Writing and speaking about dream jobs using accurate tenses
Asking and answering questions about careers
Using more complex grammatical structures to express ideas

Assessment

Grammaire 1 & 2: Grammar focus on future tenses, object pronouns and structures for ambition
Contrôle de lecture et d’écoute: Comprehension activities about work and aspirations
Contrôle oral: Speaking task about future plans and jobs
Contrôle écrit: Writing about career paths and motivations using various tenses
Vocabulaire: Vocabulary test on careers and work-related topics

Spanish

Focus and Topic

Módulo 8: El futuro te espera
Theme: People and lifestyle
Subject: Future plans, employment, and personal development

Core Knowledge

Important Latino figures,
Dreams and aspirations
World of work

Core Skills

Talking about job plans and career paths
Gendered job nouns, suffixes -dad / -idad
Importance of languages, modal verbs, verb variations

Assessment

Listening comprehension and short writing

Half Term 3 (Jan – Feb)

French

Focus and Topic

Core Knowledge

Vocabulary:
- Digital life and social media
- Technology and online habits
- Online safety and screen time
- Benefits and drawbacks of digital communication

Grammar:
- Present tense revision and irregular verbs
- Using depuis + present tense
- Using avant de + infinitive
- Recognising impersonal expressions (il est important de…)
- Using adverbs of time and frequency

Cultural Knowledge:
- Use of technology and social media in Francophone countries
- Comparisons between digital lives in different cultures

Core Skills

Debating pros and cons of online life

Assessment

Contrôle écrit: Writing about online habits and digital preferences
Vocabulaire: Vocabulary check on technology, the internet, and communication

Spanish

Focus and Topic

Core Knowledge

Core Skills

Assessment

Half Term 4 (Feb – March)

French

Focus and Topic

Speaking exam preparation

Core Knowledge

Core Skills

Assessment

Spanish

Focus and Topic

Core Knowledge

Core Skills

Assessment

Half Term 5 (April – May)

French

Focus and Topic

Revision

Core Knowledge

Revision

Core Skills

Assessment

Spanish

Focus and Topic

Core Knowledge

Core Skills

Assessment

Half Term 6 (May – July)

French

Focus and Topic

Core Knowledge

Core Skills

Assessment

Spanish

Focus and Topic

Core Knowledge

Core Skills

Assessment

Health

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

CNAT Sport

Focus and Topic

Core Knowledge

Sport and media topic
Sports coaching session

Core Skills

Exam unit: LO1 – Participation levels in sport
Reviewing your session – strengths and weaknesses of coaching, did you stick to your session plan, how to become a better coach

Assessment

Mini tests and past papers
Coursework task: Reviewing your coaching session

Food and Nutrition

Focus and Topic

Core Knowledge

All theory should be delivered during year 10

Core Skills

NEA 1 Coursework
Looking at the functions and properties of ingredients
Task analysis
Research
Hypothesis

Assessment

Past paper questions.

Health & Social Care R033

Focus and Topic

Core Knowledge

RO34 coursework

Core Skills

Look into the benefits of creative activities.

Assessment

Write how a creative activity improves PIES.

GCSE Physical Education

Focus and Topic

Core Knowledge

Engagement patterns of different social groups in physical activities and sports

Core Skills

K and U of current participation trends, factors affecting participation and strategies to promote participation

Assessment

End of topic exam questions

Half Term 2 (Nov – Dec)

CNAT Sport

Focus and Topic

Core Knowledge

Demonstrate sportsmanship in games lessons

Core Skills

Exam unit LO2 – Values in sport: The olympic games, initiatives in sport, sporting behaviour

Assessment

Mini tests and past papers

Food and Nutrition

Focus and Topic

Core Knowledge

A clear understanding of the two pieces of coursework and putting theory into practice.
Continuing with coursework.

Core Skills

NEA 1 Coursework
Investigations

Assessment

Recording experiments
Writing up evaluations

Health & Social Care R033

Focus and Topic

Core Knowledge

RO34 coursework

Core Skills

Plan a creative activity session.

Assessment

Write a plan for a creative activity session of your choice.

GCSE Physical Education

Focus and Topic

Core Knowledge

Commercialisation of physical activity and sport

Core Skills

Knowledge and understanding of the commercialisation including sponsorship, the media and the positive and negative effects on participation

Assessment

End of topic exam questions

Half Term 3 (Jan – Feb)

CNAT Sport

Focus and Topic

Core Knowledge

Watch and be aware of where major sporting events have taken place in recent years

Core Skills

Exam unit LO3 – Hosting major sporting events: scheduling, features of the events, benefits and drawbacks of hosting

Assessment

Mini tests and past papers

Food and Nutrition

Focus and Topic

Core Knowledge

NEA 1 coursework complete and a clear vision of what NEA 2 coursework will be.

Core Skills

NEA 2 – Coursework
Researching the task, dietary requirements for specific groups
Task analysis
Research
Possible dishes

Assessment

Past paper questions.

Health & Social Care R033

Focus and Topic

Core Knowledge

RO34 coursework

Core Skills

Deliver a creative activity session.

Assessment

Assessed on the delivery of the plan and ability to evaluate own performance.

GCSE Physical Education

Focus and Topic

Core Knowledge

Ethical and socio-cultural issues in physical activity and sport

Core Skills

Apply knowledge and understanding of ethics in sport, the effects of drugs in sport and reasons for player violence.

Assessment

End of topic exam questions

Half Term 4 (Feb – March)

CNAT Sport

Focus and Topic

Core Knowledge

Core Skills

Apply knowledge and understanding of the psychological factors that can affect performers, how movement skills are learned, the characteristics and classification of skilful movement, goal setting and mental preparation, guidance and feedback

Assessment

Mini tests
End of topic exam questions

Food and Nutrition

Focus and Topic

Core Knowledge

Know the NEA 2 deadlines and be working towards deadlines and feedback

Core Skills

NEA 2 – Coursework
Demonstrating technical skills
Making possible dishes and evaluating, working on skills and feedback

Assessment

EXAM QUESTION HOMEWORK PRACTICE BOOKLETS
Deadlines and feedback continuously throughout

Health & Social Care R033

Focus and Topic

Core Knowledge

RO32 Exam preparation

Core Skills

Protecting service users and service providers.
Effective communication skills.

Assessment

Past paper questions
Extended question
Mini quiz

GCSE Physical Education

Focus and Topic

Core Knowledge

Sports psychology

Core Skills

Apply knowledge and understanding of the psychological factors that can affect performers, how movement skills are learned, the characteristics and classification of skilful movement, goal setting and mental preparation, guidance and feedback

Assessment

Mini tests
End of topic exam questions

Half Term 5 (April – May)

CNAT Sport

Focus and Topic

Core Knowledge

Be aware of the different technologies that aid officials in sport. Use and test clothing and equipment in games lesson

Core Skills

Exam unit LO5 – technology in sport:
- The roles of technology, different examples, positives and negatives

Assessment

Mini tests and past paper

Food and Nutrition

Focus and Topic

Core Knowledge

Focused and know the skills needed for their final practical exam

Core Skills

NEA 2 Coursework / Exam Revision
Final practical exam
3 hour practical exam
Completing coursework on evaluations
Nutritional analysis
Costing
Revision and exam prep

Assessment

Practical Exam
EXAM QUESTION HOMEWORK PRACTICE BOOKLETS
Deadlines and feedback continuously throughout

Health & Social Care R033

Focus and Topic

Core Knowledge

RO32 Exam preparation

Core Skills

All topic areas 1-4

Assessment

Past papers

GCSE Physical Education

Focus and Topic

Core Knowledge

Revision strategies

Core Skills

Revision – recap parer one

Assessment

Past paper practice

Half Term 6 (May – July)

CNAT Sport

Focus and Topic

Core Knowledge

Core Skills

Revision and past papers looking at all five learning objectives

Assessment

Food and Nutrition

Focus and Topic

Core Knowledge

Exam REVISION

Core Skills

Re-visiting knowledge from year 10

Assessment

Health & Social Care R033

Focus and Topic

Core Knowledge

NEA2 Complete and focus on exam revision. Re-visiting year 10 theory

Core Skills

Revision strategies
Exam

Assessment

Exam

GCSE Physical Education

Focus and Topic

Core Knowledge

Revision strategies

Core Skills

Revision – all topics

Assessment

Exam

Humanities

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

Geography

Focus and Topic

Changing Economic World

(Physical fieldwork write-up)

Core Knowledge

Case study: reducing the development gap eg through tourism
- Newly Emerging Economy eg Nigeria industrial structure, impacts of transnational corporations (TNCs)
- Impact of international aid
- managing environmental issues
- Quality of life
The changing UK Economy:
- post industrial UK
- Science & business parks
- environmental impacts of industry
- changing rural landscapes and transport infrastructure
- the north-south divide
- uk in the wider world

Core Skills

AQA GCSE Geography assessment tests a wide range of essential geographical skills across the course. These include:
Cartographic skills: Interpreting and using various maps, understanding coordinates, scale, and direction, and analyzing distributions and features.
Graphical skills: Constructing and interpreting different types of graphs and charts to present and analyze data.
Numerical skills: Applying mathematical concepts like proportion, ratio, and frequency, and drawing conclusions from numerical data.
Statistical skills: Using statistical measures like mean, median, and range, and identifying relationships in data.Communication skills (SPaG): Spelling, punctuation, and grammar are assessed throughout the papers.

Assessment

Changing Economic World

History

Focus and Topic

Migration, empires and the people: c790 to the present day
Part one: Conquered and conquerors
Part two: Looking west

Core Knowledge

Invasion: Vikings and Anglo-Saxons; reasons for Viking invasions; creation of the Danelaw; Alfred and Wessex; King Cnut, Emma of Normandy and the North Sea Empire.
A Norman Kingdom and ‘Angevin’ Empire: relationship between England and France; Henry II; invasion of Ireland; losses under King John.
The birth of English identity: the Hundred Years’ War and its impact for England’s future development.
Sugar and the Caribbean: piracy and plunder; the development of the slave trade, including John Hawkins; settlements in Barbados and West Indies; the economic and social impact of the slave trade on Britain.
Colonisation in North America: causes and consequences of British colonisation; Raleigh; Jamestown; contact and relations with indigenous peoples; commodities; Pilgrim Fathers; indentured servants; the War of Independence, loss of American colonies.
Migrants to and from Britain: Huguenot migration; Highland clearances; the Ulster plantations.

Core Skills

How useful is source A to a historian studying…?
Explain the significance of…. on/to…
Compare … with … In what ways are they similar?
Have … factors been the main reason for….?

Assessment

End of Unit assessment

PSHE

Focus and Topic

Media Literacy

Core Knowledge

Media Literacy and social media
Media gender constructions
Media and Body Image
Media, Health and food
marketing,
Media, health, and the marketing of addiction
Media and decision making,
Creating media and presenting media

Core Skills

Making smart online decisions.

Being able to consider how the internet impacts them.

Assessment

Before and After Mindmap Task

RE

Focus and Topic

Is suffering a necessary part of the human experience? (Buddhism)

Core Knowledge

Who is Siddartha Guatama and Kisa Gotami?
The Four Noble Truths
The Noble Eightfold Path
Worship and Holy Texts
The Chronicles of the Bodhisattvas

Core Skills

Reasoning skills
Balancing out ideas
Comparing a range of different beliefs
Literacy focus
Extended writing ability.

Assessment

Extended Writing Assessment

Evaluate the Buddhist view on ‘suffering’.
Application of SPaG – literacy focus

Sociology

Focus and Topic

Research Methods (refreshed)
- What are the different research methods?
- What data do they produce?
- What are the strengths and limitations of these methods?
Social Differentiation and Stratification (Continued)
- Life Chances

Core Knowledge

Sampling Processes
Methods of Research
The value of different data types in comparison to one another.
Introduction to strata
Sociological perspectives
Weber
The New Right
What is power and authority?
The Media

Core Skills

Applied methods of sociological enquiry
Analyse and evaluate information and evidence presented in different written, visual and numerical forms
Knowledge building
Skills development, analysis and evaluation

Assessment

Extended writing assessment (essay based)

Knowledge based assessment, a blend of small to medium scoring questions

Half Term 2 (Nov – Dec)

Geography

Focus and Topic

Changing Economic World

(Physical fieldwork write-up)

Core Knowledge

Case study: reducing the development gap eg through tourism
- Newly Emerging Economy eg Nigeria industrial structure, impacts of transnational corporations (TNCs)
- Impact of international aid
- managing environmental issues
- Quality of life
The changing UK Economy:
- post industrial UK
- Science & business parks
- environmental impacts of industry
- changing rural landscapes and transport infrastructure
- the north-south divide
- uk in the wider world

Core Skills

AQA GCSE Geography assessment tests a wide range of essential geographical skills across the course. These include:
Cartographic skills: Interpreting and using various maps, understanding coordinates, scale, and direction, and analyzing distributions and features.
Graphical skills: Constructing and interpreting different types of graphs and charts to present and analyze data.
Numerical skills: Applying mathematical concepts like proportion, ratio, and frequency, and drawing conclusions from numerical data.
Statistical skills: Using statistical measures like mean, median, and range, and identifying relationships in data.Communication skills (SPaG): Spelling, punctuation, and grammar are assessed throughout the papers.

Assessment

Changing Economic World

History

Focus and Topic

Part three: Expansion and empire

Core Knowledge

Expansion in India: causes and impact of British control; East India Company; Robert Clive; Warren Hastings; Indian Rebellion (1857); the social, political, cultural and economic impact of empire on Britain and India.
Expansion in Africa: causes and impact of British involvement; trade and missionary activity; South Africa; Egypt; the Scramble for Africa; Cecil Rhodes; the Boer War (1899–1902); imperial propaganda.
Migrants to, from and within Britain: Irish migration to Britain; Jewish migration to Britain; transportation; migration to and within the Empire, including migration of Asians to Africa; migration from rural to urban settings.

Core Skills

How useful is source A to a historian studying…?
Explain the significance of…. on/to…
Compare … with … In what ways are they similar?
Have … factors been the main reason for….?

Assessment

End of Unit assessment

PSHE

Focus and Topic

Resilient Decisions

Core Knowledge

Ambiguity, complexity & independent thought
Assessing risk & opportunity
Assertive communication & decision making
Decision making in romantic relationships

Core Skills

Being able to make resilient and reasonable decisions

Assessment

Before and After Mindmap Task

RE

Focus and Topic

How do the Qur’an and Hadith guide Muslim life?

Core Knowledge

The Qu’ran and The Haddiths
Why do people need guidance?
Islamic Traditions and dress
Ramadan
The Mosque

Core Skills

Recall of information
Vocabulary focus
Understanding community
Connecting ancient teachings to modernity.

Assessment

Knowledge based assessment, a blend of small to medium scoring questions.

Sociology

Focus and Topic

Social Differentiation and Stratification
- Stratas
Begin Crime and Deviance
- Social construction of conecpts of crime and deviance
- Social control
- Patterns of criminal and deviant behaviour

Core Knowledge

Poverty
Social class
Age
Ethnicity
Gender
Disability
Sexuality
What is crime? What is deviance?
Historical and cultural variations
Social construction of crime and deviance.
Informal and formal social control
Unwritten rules agencies of informal social control
Sanctions
Formal social control
Social class
Structuralism, subcultural, interactionist and feminist

Core Skills

Knowledge building
Skills development, analysis and evaluation

Assessment

Knowledge based assessment, with medium scorings.

Half Term 3 (Jan – Feb)

Geography

Focus and Topic

Natural Hazards
(Human fieldwork write-up)

Core Knowledge

Natural hazards – meaning
Tectonic hazards:
- distribution of earthquake & volcanoes
- process at plate margins
- Earthquake, effect & responses
- Tectonic hazards – living with risks and reducing the risks
Weather hazards:
- global atmospheric circulation
- Tropical storms, location, formation & reading the effects
Case study: tropical storm eg Haiyan
- weather hazards in the UK
Case study of weather event eg somerset levels
UK extreme weather
Climate Change:
- Climate change evidence,
- causes (human & natural) managing the impact of climate change

Core Skills

Assessment

Year 11 winter mock:

Changing Economic World & UK physical Landscapes

History

Focus and Topic

Part four: Britain in the 20th century

Core Knowledge

The end of Empire: the impact of the First and Second World Wars; the impact of Suez; nationalism and independence in India and Africa, including the role of Gandhi, Nkrumrah and Kenyatta.
The legacy of Empire: ‘Windrush’ and the Caribbean migrants; the work of Claudia Jones in the UK; migration from Asia and Africa, including the role of Amin in Uganda; the Commonwealth; the Falklands War.
Britain’s relationship with Europe and its impact: the impact of the Second World War; economic, social and cultural interaction; the end of the Cold War and membership of European Union; European and non-European migration.

Core Skills

How useful is source A to a historian studying…?
Explain the significance of…. on/to…
Compare … with … In what ways are they similar?
Have … factors been the main reason for….?

Assessment

End of Unit assessment

PSHE

Focus and Topic

Living in the Wider World

Core Knowledge

Risks and consequences making financial decisions
Gambling and Debt
Being aware of fraud
Risk Taking Behaviour Exam Preparation and Revision for Mocks

Core Skills

Making smart and ethical financial decisions.
Revision skills

Assessment

Before and After Mindmap Task

RE

Focus and Topic

What is the purpose of life? (Hindu dharma)

Core Knowledge

Karma and Samsara
Ganesh Chaturthi
Krishna – childhood and the teachings of the Bhagavad Gita
Sacred Books and meaning (life), and the 4 yogas
The achievements of Dada

Core Skills

Reasoning skills
Balancing out ideas
Comparing a range of different beliefs
Literacy focus
Extended writing ability.

Assessment

Project and presentation; How do Hindu teachings encourage people to lead their lives with purpose?

Sociology

Focus and Topic

Crime and Deviance
- Sociological perspectives
- Different social groups
- Statistics and systems

Core Knowledge

Ethnicity
Age
Gender
Labelling and Interactionism
Prison Systems
The problem of statistics

Core Skills

Knowledge building
Skills development, analysis and evaluation
Comparison/contrast

Assessment

Extended writing assessment (essay based)

Half Term 4 (Feb – March)

Geography

Focus and Topic

Natural Hazards
(Human fieldwork write-up)

Core Knowledge

Natural hazards – meaning
Tectonic hazards:
- distribution of earthquake & volcanoes
- process at plate margins
- Earthquake, effect & responses
- Tectonic hazards – living with risks and reducing the risks
Weather hazards:
- global atmospheric circulation
- Tropical storms, location, formation & reading the effects
Case study: tropical storm eg Haiyan
- weather hazards in the UK
Case study of weather event eg somerset levels
UK extreme weather
Climate Change:
- Climate change evidence,
- causes (human & natural) managing the impact of climate change

Core Skills

Assessment

Year 11 winter mock:

Changing Economic World & UK physical Landscapes

History

Focus and Topic

Elizabethan England, c1568–1603
Part one: Elizabeth’s court and Parliament

Core Knowledge

Elizabeth I and her court: background and character of Elizabeth I; court life, including patronage; key ministers.
The difficulties of a female ruler: relations with Parliament; the problem of marriage and the succession; the strength of Elizabeth’s authority at the end of her reign, including Essex’s rebellion in 1601.

Core Skills

Assessment

End of Unit assessment

PSHE

Focus and Topic

Discrimination

Core Knowledge

Battling Stereotypes
Racial Discrimination
Consent
Bullying (including homophobia and transphobia)
Harmful Sexual Behaviour and a Survey

Core Skills

Being aware of the impact that they have on others and how they can improve the situations of those around them.

Assessment

Before and After Mindmap Task

RE

Focus and Topic

Does religion matter in the 21st Century?

Core Knowledge

What is religion today? What is Humanism?
Religion and Identity
Religion and morality
Religion and Science
Religion and Justice

Core Skills

Deep thinking about modern society
Comparing ideas of others to our own.

Assessment

Extended Writing Assessment

Discuss the view that religion has no impact on modern society.
Application of SPaG – literacy focus

Sociology

Focus and Topic

Crime and Deviance and begin revision
- Finalising Crime and Deviance
- Revision

Core Knowledge

The influence of the media
Youth offending and punishment.
Violent crime and sentencing.

Core Skills

Knowledge building
Skills development, analysis and evaluation

Assessment

Extended writing assessment (essay based)

Half Term 5 (April – May)

Geography

Focus and Topic

Challenge of Resource Management & (Paper 3 Issue Evaluation)

Core Knowledge

Resource management:
- Global distribution
- UK provision of food, water and energy
Energy management:
- global energy supply
- impacts of energy insecurity
- strategies to increase supply
- a non-renewable resource eg gas.
Case study: micro energy scheme

Core Skills

Study the Paper 3 pre-release booklet

Assessment

Summative assessment 4:

Challenge of Resource Management

History

Focus and Topic

Part two: Life in Elizabethan times

Core Knowledge

A ‘Golden Age’: living standards and fashions; growing prosperity and the rise of the gentry; the Elizabethan theatre and its achievements; attitudes to the theatre.
The poor: reasons for the increase in poverty; attitudes and responses to poverty; the reasons for government action and the seriousness of the problem.
English sailors: Hawkins and Drake; circumnavigation 1577–1580, voyages and trade; the role of Raleigh.

Core Skills

Assessment

End of Unit assessment

PSHE

Focus and Topic

Living in the Wider World

Core Knowledge

Recognising judging feelings.
Normalisation. Emotions/range
proportionate behaviour.
First aid and personal safety
Alcohol and drug misuse and managing peer influence
Mental health and Anxiety

Core Skills

Thinking about noticing how they are feeling and ways to embrace that if it is healthy and how to combat the unhealthy feelings.
Making sensible choices.

Assessment

Before and After Mindmap Task

RE

Focus and Topic

Does religion encourage equality?

Core Knowledge

Guru Nanak and Guru Gobind Signh
Waheguru and ‘the importance of everyone under God’.
Sikh key ideas including from the lives of the Gurus, e.g. the Khalsa
What would be the message of Guru Nanak if he came to our school our community?

Core Skills

Recall of information
Vocabulary focus
Understanding community
Connecting ancient teachings to modernity.

Assessment

Knowledge based assessment, a blend of small to medium scoring questions.

Sociology

Focus and Topic

Final Exam Preparation

Core Knowledge

Final Exam Preparation

Core Skills

Knowledge recall
Decoding
Essay skills
Essay writing

Assessment

Extended writing assessment (essay based)

Half Term 6 (May – July)

Geography

Focus and Topic

Challenge of Resource Management & (Paper 3 Issue Evaluation)

Core Knowledge

Resource management:
- Global distribution
- UK provision of food, water and energy
Energy management:
- global energy supply
- impacts of energy insecurity
- strategies to increase supply
- a non-renewable resource eg gas.
Case study: micro energy scheme

Core Skills

Study the Paper 3 pre-release booklet

Assessment

Summative assessment 4:

Challenge of Resource Management

History

Focus and Topic

Part three: Troubles at home and abroad
Part four: The historic environment of Elizabethan England

Core Knowledge

Religious matters: the question of religion, English Catholicism and Protestantism; the Northern Rebellion; Elizabeth’s excommunication; the missionaries; Catholic plots and the threat to the Elizabethan settlement; the nature and ideas of the Puritans and Puritanism; Elizabeth and her government’s responses and policies towards religious matters.
Mary Queen of Scots: background; Elizabeth and Parliament’s treatment of Mary; the challenge posed by Mary; plots; execution and its impact.
Conflict with Spain: reasons; events; naval warfare, including tactics and technology; the defeat of the Spanish Armada.

Core Skills

Assessment

End of Unit assessment

PSHE

Focus and Topic

Core Knowledge

Core Skills

Assessment

RE

Focus and Topic

Core Knowledge

Core Skills

Assessment

Sociology

Focus and Topic

Core Knowledge

Core Skills

Assessment

Mathematics

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

Mathematics – Higher

Focus and Topic

Probability, Volume and Algebra

Core Knowledge

Probability and Statistical Analysis
Geometric Measurement and Algebraic Manipulation
Equation Solving and Function Analysis

Core Skills

Predicting outcomes, interpreting data through sampling, calculating various probabilities (combined, conditional).
Calculating lengths/areas/volumes using ratios and formulas, simplifying and manipulating algebraic expressions and equations.
Solving linear/quadratic equations algebraically/graphically, interpreting the characteristics of linear and quadratic functions.

Assessment

Probability problem solving (harder).
Volume (prisms/spheres/cones)
Properties and Area of 2D shapes
Rearranging Harder Formulae
Functions
Solving equations (linear, quadratic,graphical)

Mathematics – Foundation

Focus and Topic

Probability, Volume and Algebra

Core Knowledge

Problem solving with probability
Problem solving with 3D shapes
Quadratics, rearranging formulae,identities and inequalities

Core Skills

Predicting outcomes, interpreting data through sampling, calculating various probabilities (combined, conditional).
Construct/interpret plans and elevations of 3D shapes, calculate the volume of cuboids and other prisms.
Solve linear/quadratic equations/inequalities and rearrange formulae.
Represent inequalities on a number line.

Assessment

Probability Practice (tree diagrams, venn diagrams, two-way tables, probability scale).
3D plans and elevations.
Volume of cuboids, cylinders and spheres.

Computer Science

Focus and Topic

System Architecture, Memory and Storage, Network, Network Security (Component 1)

Core Knowledge

CPU Architecture
CPU Architecture: The role of the CPU and its key components: ALU (Arithmetic Logic Unit), CU (Control Unit), and Registers.
Fetch-Execute Cycle: The detailed steps the CPU follows to execute an instruction: Fetch → Decode → Execute.
Performance Factors: How Clock speed, Cache size, and the number of cores affect the CPU’s performance.
Embedded Systems: The concept of an embedded system and examples of its application (e.g., in washing machines, cars).
Memory and Storage
Primary vs. Secondary Storage: The difference between them (e.g., Primary is volatile/non-volatile, Secondary holds data long-term).
RAM and ROM: The purpose and characteristics of RAM (Random Access Memory – volatile) and ROM (Read-Only Memory – non-volatile).
Cache Memory: The purpose of Cache (fast memory near the CPU) and its different levels (L1,L2,L3).
Storage Types: The characteristics and suitability of the three main types of secondary storage: Magnetic (HDDs), Optical (CDs, DVDs), and Solid State (SSDs).
Units of Data: The hierarchy of data capacity: Bit, Nibble, Byte, Kilobyte, Megabyte, Gigabyte, Terabyte, Petabyte, and the conversions between them (1 KB=1024 Bytes).
Networks
Network Types: The difference between a LAN (Local Area Network) and a WAN (Wide Area Network).
Connectivity: The difference between Wired (Ethernet) and Wireless (Wi-Fi) connections.
Network Hardware: The function of common devices: Router, Switch, NIC (Network Interface Card), WAP (Wireless Access Point), and Transmission media (cables).
Network Topologies: The structure, advantages, and disadvantages of Star and Mesh topologies.
Protocols: The role of protocols and knowledge of common ones: TCP/IP, HTTP/HTTPS, POP3, IMAP, SMTP (for email).
IP and MAC Addressing: The purpose and difference between MAC addresses and IP addresses.
Network Security
Threats: Specific types of threats and attacks: Malware (e.g., viruses, spyware), Phishing, Brute Force, Denial of Service (DoS/DDoS), and Social Engineering.
Prevention: The purpose and operation of security measures: Firewalls, Encryption, Strong passwords, Access Levels, and Anti-malware software.
Penetration Testing: The concept and purpose of penetration testing (ethical hacking).
Data Protection: An understanding of the need for data backup and disaster recovery.

Core Skills

Understanding the structure and function of a computer system, including the CPU (Central Processing Unit) and its components (ALU, CU, Registers). Skills include analysing the fetch-execute cycle and evaluating how different architectural features (like clock speed, cache size, number of cores) impact performance.
Distinguishing between different types of memory (RAM, ROM, Cache) and their purpose. Skills include comparing the characteristics (volatility, speed, capacity, cost) of various storage media (HDD, SSD, optical) and calculating data storage requirements (e.g., bit, nibble, byte, KB, MB, GB, TB).
Explaining the role of common network hardware (e.g., routers, switches, WAPs) and protocols (e.g., TCP/IP, HTTP, HTTPS, POP, IMAP, SMTP). Skills include analysing the advantages and disadvantages of different network topologies (star, mesh) and comparing wired vs. wireless and LAN vs. WAN technologies.
Identifying and explaining various threats to network security (e.g., malware, phishing, brute force attacks, Denial of Service – DoS). Skills include evaluating the effectiveness of common security measures like firewalls, encryption, user access levels, and strong passwords. This involves understanding the ethical and legal implications of security breaches.

Assessment

Interactive “low stakes” multiple choice assessment online for instant feedback at the end of topics.
Exam questions taken from the examboard matching each section from Core Skills column.

Half Term 2 (Nov – Dec)

Mathematics -Higher

Focus and Topic

Algebra and Graphs

Core Knowledge

Equation of a circle
Simultaneous Equations
Mixed algebra and graphs

Core Skills

Recognise the equation of a circle/tangent of a circle.
Solve linear/quadratic equations.
Factorise, complete the square and use the quadratic formula.
Recognise/sketch/interpret graphs of linear/quadratic functions.
Deduce turning points by completing the square.
Form/solve simultaneous equations (with and without a graph).
Find approximate solutions to equations using iteration.

Assessment

Equations of circles.
Iteration (calculator)
Simultaneous equations (algebraically and graphically) including forming (worded problems)

Mathematics -Foundation

Focus and Topic

Shape, Algebra and Graphs

Core Knowledge

Pythagoras’ Theorem
Simultaneous Equations
Mixed algebra and graphs
Scatter graphs

Core Skills

Solve equations with squares/square roots.
Identify the hypotenuse.
Use pythagoras theorem (hypotenuse/any length).
Use pythagoras on graphs and 3D shapes.
Simultaneous equations using graphs.
Solving simultaneous equations (substitution, manipulation and elimination) and worded problems.
Use/interpret scatter graphs.
Make predictions.
Draw estimated lines of best fit.
Solve equations algebraically and graphically.
Form/solve equations and interpret the solution.

Assessment

Pythagoras (calculations with powers/square roots, find calculate the hypotenuse/missing lengths, area of compound shapes and real life problems).
Simultaneous Equations Practice (algebraically, coordinates, angles in shapes, graphically and worded problems).
Scatter graphs and correlation (types of correlations, lines of best fit, estimations, criticisms and assumptions).

Computer Science

Focus and Topic

Algorithms, Programming Fundamentals (Component 2)

Core Knowledge

Computational Thinking: The concepts of decomposition and abstraction. Standard Constructs: Knowledge of how to use Sequence, Selection, and Iteration in algorithm design. Algorithm Types: The mechanics of common searching algorithms (e.g., Linear Search, Binary Search) and sorting algorithms (e.g., Bubble Sort, Merge Sort).
Data Types: The fundamental types: Integer, Real/Float, Boolean, and Character/String. Data Storage: The difference between, and correct use of, variables and constants. Data Structures: The structure and use of arrays (or lists) for storing multiple items.
Control Flow: How to implement: Sequence (instructions in order), Selection (IF/ELSE, CASE statements), and Iteration (FOR loops, WHILE/REPEAT loops). Operators: The use of arithmetic (+,−,∗,/), relational (>,<,==,=), and Boolean (AND, OR, NOT) operators. Sub-programs: The concept of procedures and functions (subroutines) and how they are used to make code modular.
Error Types: The difference between syntax errors (grammar/spelling mistakes), logic errors (program runs but produces the wrong output), and runtime errors. Testing: The purpose of testing and the use of different test data categories: Normal, Boundary, and Erroneous/Invalid

Core Skills

Decomposition (breaking problems down). Abstraction (focusing on essentials). Design (creating flowcharts and pseudocode). Analysis (following, interpreting, and debugging existing algorithms).
Coding (writing syntactically correct and efficient code). Testing and Debugging (systematically fixing errors). Data Handling (using and manipulating variables and arrays). Control Flow (implementing sequence, selection, and iteration).
Logic and Reasoning (applying logical thought to predict outcomes and evaluate efficiency).

Assessment

Interactive “low stakes” multiple choice assessment online for instant feedback at the end of topics.
Online self-guided interactive coding challenges.
Exam questions taken from the examboard matching each section from Core Skills column.

Half Term 3 (Jan – Feb)

Mathematics – Higher

Focus and Topic

Shape, Graphs and Proportion

Core Knowledge

Trigonometry
Sketching graphs
Inequalities
Direct and Inverse Proportion

Core Skills

Solve problems involving direct/inverse proportion (algebraically and graphically). Recognise and interpret direct/inverse proportion graphs.Solve linear/quadratic inequalities and represent on a number line/set notation/graph. Apply angle facts/triangle congruence/similarity/properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras Theorem, and use known results to obtain simple proofs.

Assessment

Direct and Inverse proportion (worded problems, graphically, algebraically and tables).
Proportion problems/Best Buys.
Inequalities (solving, representing on number lines and regions on graphs).
Pythagoras
Pythagoras with SOHCAHTOA
Pythagoras in 3D shapes
Mock – past exam paper

Mathematics – Foundation

Focus and Topic

Shape, Graphs and Proportion

Core Knowledge

Trigonometry
Sketching graphs
Direct and Inverse Proportion

Core Skills

Assessment

Mock – past exam paper

Computer Science

Focus and Topic

Core Knowledge

Core Skills

Revisit of:

Assessment

Half Term 4 (Feb – March)

Mathematics – Higher

Focus and Topic

Further Trigonometry and Vectors

Core Knowledge

Growth and decay
Sine and Cosine rules
Vectors
Transforming functions
Circle Theorems

Core Skills

Set up/solve/interpret growth and decay problems including compound interest.
Use Sine and Cosine to find missing lengths/angles. Solve multi-step problems involving Sine/Cosine. Find the area of triangles. Addition/Subtraction/Multiplicaton of Vectors. Use vectors to construct geometric arguments and proof. Sketch translations and reflections of a given function. Apply/prove all circle theorem rules including angles, radii, tangents and chords.

Assessment

Growth and Decay (iterative processes, compound interest, percentage problems)
Sine Rule (write the rule, missing length, missing angle, real life problems)
Sine and Cosine Rule (area, missing lengths, missing angles, bearings, surds, real life problems)
Vectors (calculations, writing from a diagram, triangles, ratio, midpoints, problem solving)
Transformations of graphs (match graphs to functions, sketch graphs, match coordinates, reflect, translate)
Circle Theorems Practice (angles, proof, explanations, triangles, quadrilaterals)

Mathematics – Foundation

Focus and Topic

Quadratics and Vectors

Core Knowledge

Quadratic equations and graphs
Vectors

Core Skills

Assessment

Computer Science

Focus and Topic

Core Knowledge

Core Skills

Assessment

Half Term 5 (April – May)

Mathematics – Higher

Focus and Topic

Algebra and Graphs

Core Knowledge

Gradients and rates of change
Algebraic fractions
Area under a curve

Core Skills

Interpret

Assessment

N/A

Mathematics – Foundation

Focus and Topic

Construction

Core Knowledge

Construction and Loci

Core Skills

Assessment

N/A

Computer Science

Focus and Topic

Core Knowledge

Core Skills

Assessment

Half Term 6 (May – July)

Mathematics – Higher

Focus and Topic

Examinations

Core Knowledge

Examinations

Core Skills

Examinations

Assessment

Examinations

Mathematics – Foundation

Focus and Topic

Examinations

Core Knowledge

Examinations

Core Skills

Examinations

Assessment

Examinations

Computer Science

Focus and Topic

Core Knowledge

Core Skills

Assessment

Science

Half Term 1 (Sept-Nov)

Half Term 2 (Nov – Dec)

Half Term 3 (Jan – Feb)

Half Term 4 (Feb – March)

Half Term 5 (April – May)

Half Term 6 (May – July)

Half Term 1 (Sept-Nov)

Focus and Topic

Communities and adaptation
Chemical Changes
Properties of waves
Reflection, refraction, and diffraction

Core Knowledge

In ecosystems, communities are made up of different species living and interacting together, relying on each other for food, shelter, and survival—this is called interdependence. Organisms face competition for limited resources like light, water, and food, which drives natural selection and shapes their behaviour and population sizes.
Determine concentrations, The reactivity series helps predict how metals behave, and methods like reduction with carbon are used to extract less reactive metals. Electrolysis is used for more reactive metals and involves breaking down compounds using electricity.
Properties of waves include key features like wavelength, frequency, amplitude, and wave speed, which describe how waves transfer energy without transferring matter. Waves can be transverse (like light) or longitudinal (like sound), and obey the wave equation

Core Skills

Identify and explain adaptations —structural, behavioural, or functional—enable organisms to thrive in specific environments, from desert-dwelling camels to Arctic foxes with thick fur.
Use the reactivity series to predict method of extraction and products of reaction.
Reflection occurs when waves bounce off a surface, following the rule: angle of incidence = angle of reflection. Refraction is the bending of waves as they pass between materials of different densities, changing speed and direction. Diffraction happens when waves spread out after passing through a gap or around an obstacle—more noticeable with longer wavelengths.

Assessment

GCSE Mock exam

Half Term 2 (Nov – Dec)

Focus and Topic

Levels of organisation
Further Organic Chemistry
Sound waves and electromagnetic spectrum
Uses of electromagnetic waves

Core Knowledge

Levels of organisation describe how living things are structured, starting with cells, which are the basic building blocks of life. Similar cells group together to form tissues, which carry out specific functions, and tissues combine to make organs like the heart or lungs.
These hydrocarbons can be modified through cracking to produce alkenes, which are more reactive and useful in making polymers.
Sound waves are longitudinal waves that travel through a medium by compressing and rarefying particles, and their speed depends on the medium’s density and temperature. The electromagnetic spectrum includes transverse waves like radio, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays—all travelling at the same speed in a vacuum but differing in wavelength, frequency, and energy.

Core Skills

Organs work together in organ systems (e.g. the digestive system), and all systems together form a complete organism.
Use bromine water to test for the presence of an alkene.
Evaluate the use of polymers.
Electromagnetic waves have diverse uses: radio waves for broadcasting, microwaves for cooking and satellite communication, infrared for heating and night vision, visible light for seeing and fibre optics, UV for sterilisation, X-rays for medical imaging, and gamma rays for cancer treatment.

Assessment

Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions

Half Term 3 (Jan – Feb)

Focus and Topic

How materials are cycled
Using Resources
Current, potential difference, and resistance
Series and parallel circuits
Domestic electricity and electrical power
Static electricity

Core Knowledge

Materials are cycled in ecosystems through processes like the carbon cycle and water cycle, ensuring essential elements are reused and not lost. Photosynthesis, feeding, respiration, decomposition, and combustion all move carbon between organisms and the atmosphere.
Using resources explores how humans rely on Earth’s natural materials for essentials like water, metals, and energy, and the importance of managing them sustainably. Students learn about potable water, waste water treatment, and methods like desalination to ensure clean water supplies.
How electric charge flows through circuits, with current, potential difference, and resistance as key concepts—linked by the equation V=IRV = IR. Students explore series and parallel circuits, learning how current and voltage behave differently in each, and how total resistance is calculated.

Core Skills

The water cycle involves evaporation, condensation, and precipitation, while microorganisms play a key role in breaking down waste and returning nutrients to the environment
Complete life cycle assessments, recycling, and reducing resource use to protect the environment and conserve finite resources.
It also includes domestic electricity, electrical power, and static electricity, focusing on safety features, energy transfers, and how charges interact through electric fields.

Assessment

Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions

Half Term 4 (Feb – March)

Focus and Topic

Land use and human impact
Chemical Tests

Core Knowledge

Land use refers to how humans modify natural environments for activities like farming, building, quarrying, and waste disposal—often leading to habitat destruction and reduced biodiversity. This can disrupt ecosystems and food chains, especially when forests or peat bogs are cleared, releasing stored carbon and contributing to climate change.
Chemical tests help identify substances by observing specific reactions—like colour changes, precipitate formation, or gas release. For example, flame tests reveal metal ions by the colour they produce (e.g. lithium = red, copper = green), while precipitation reactions detect halide or sulfate ions using silver nitrate or barium chloride..

Core Skills

Human impact also includes pollution, deforestation, and overuse of resources, prompting the need for conservation efforts to protect species and maintain ecological balance.
Tests for gases include using limewater for carbon dioxide (turns cloudy), a glowing splint for oxygen (relights), and a squeaky pop with hydrogen

Assessment

Checking for understanding throughout using mini whiteboards. End of topic assessment using past paper questions

Half Term 5 (April – May)

Focus and Topic

Review of key topics and concepts
Practice exam questions
Developing practical and data analysis skills

Core Knowledge

Core Skills

Assessment

Checking for understanding throughout using mini whiteboards.

Half Term 6 (May – July)

Focus and Topic

Exams

Core Knowledge

Exams

Core Skills

Exams

Assessment

Exams