Year 12 Curriculum

Autumn Term

Unit 1/ Teacher 1

Students will begin preparation for the May exam by covering material from topics A1 and A2, to include cell structure, biological molecules, cell transport, respiration, cell division, and the nervous system. The November assessment will be on cell structure, biological molecules, and cell transport.

Unit 2/ Teacher 2

Students will cover the classification, structure, replication, virulence and treatment of the five major groups of pathogens in a series of taught lessons. They will also carry out independent research into examples of pathogens. Students will then have 15 working days to prepare their fist submission for assignment AB, which will asses them on their understanding of the nature and classification of microorganism, as well as asking them to examine the transmission and treatment of infectious diseases

Spring Term

Unit 1/ Teacher 1

Following the January assessment on respiration, cell division and the nervous system, students will move on to cover topics A3, A4, and A5. This will include the cardiovascular and respiratory systems the digestive system, the kidneys, regulation of blood sugar, diabetes, dietary needs, nutritional issues, and cellular and tissue responses to injury.

Unit 2/ Teacher 2

Students will have (if needed) a second 15 day re-submission period to make improvements to assignment AB. They will carry out a range of microbiology practicals using aseptic technique. Students will have a 15 day submission period to work on assignment C, where they will explore the application of techniques to culture and identify microorganisms.

Topic C of the examined content (genetics and health) will also be delivered by teacher 2 during this term.

Summer Term

Unit 1/ Teacher 1

Students will cover topics A6, B1 and B2, to include the measurement of vital signs, ECG, haematology, innate and adaptative immunity, autoimmune diseases, and allergies. Students will then sit the unit 1 formal exam. In the remainder of the lessons, students will begin to prepare for the following years external exam.

Unit 2/ Teacher 2

If necessary, students will have a second 15 day re-submission period to make improvements to assignment C. Students will plan and carry out their own investigations into the effect of antimicrobials on the growth of microorganisms, which will form the basis of assignment D. Again, there will be a 15 day submission period, along with a second 15 day re-submission period if necessary.

Autumn Term

With one of their teachers, students will be learning about the structure of eukaryotic and prokaryotic cells. They will develop their skills in observing cells using the light microscope and using mathematical techniques to determine the size and magnification of the cells. Students will learn the theory behind other techniques such as differential centrifugation and the use of electron microscopes. Students will also develop their understanding of mitosis and the link to cancer. Cell transport will also be covered.

With their other teacher, students will be studying biological molecules including carbohydrates, proteins, fats and DNA. They will continue their studies into enzymes and also investigate methods of DNA replication.

Required practicals – 1, 2 and 3

Assessment – Written test during assessment week and required practicals for the practical endorsement.

Autumn –Summer Term

Unit 1 Exploring Business

In this introductory unit, learners study the purposes of different businesses, their structure, the effect of the external environment, and how they need to be dynamic and innovative to survive. Students will gain an overview of the key ingredients for business success, how businesses are organised, how they communicate, the characteristics of the environment in which they operate, and how this shapes them and their activities. Students will also look at the importance of innovation and enterprise to the success and survival of businesses, with the associated risks and benefits.

Assessment: This unit is assessed by three unit assignments and marked internally.

Unit 2 Developing a Marketing Campaign

Learners will gain skills relating to, and an understanding of, how a marketing campaign is developed. Marketing is a dynamic field central to the success of any business. Students will gain an understanding of how a marketing campaign is developed. They will also explore different stages of the process that a business goes through when developing its campaign and develop their own campaign for a given product/service..

Assessment: This unit is assessed under supervised conditions. Part A is released two weeks before Part B is scheduled for learners to carry out research. Part B is a supervised assessment of three hours taken in a single session during the two-day period timetabled by Pearson. The assessment is set and marked by Pearson. The number of marks for the unit is 70.

Autumn Term

Students study two units:

Elements for Life

The Big Bang theory is used to introduce the question of where the elements come from. This leads to discussion of the concepts of atomic structure, nuclear fusion, and the use of mass spectroscopy to determine the relative abundance of isotopes. Next, looking at how we study the radiation we receive from outer space provides the context for discussion of atomic spectroscopy and electronic structure. A historical approach is then used to introduce the periodic table, including the links between electronic structure and physical properties. This is followed by studying some of the molecules found in space, providing the context for introducing bonding and structure and the shapes of molecules. The storyline then turns to chemistry found closer to home. Ideas about the elements found in the human body and their relative amounts are used to introduce the concept of amount of substance and related calculations. The bodily fluids blood and salt then provide a basis for studying salts; this context also incorporates sea water and uses of salts such as in bath salts, lithium batteries, barium meals, hand warmers and fertilisers. This also provides the context for discussing the chemistry of Group 2 elements, as well as amount of substance calculations involving concentration and acid–base titrations.

The chemical ideas in this module are:

• Atomic structure, atomic spectra and electron configurations
• Fusion reactions
• Mass spectroscopy and isotopes
• The periodic table and Group 2 chemistry
• Bonding and the shapes of molecules
• Chemical equations and amount of substance (moles)
• Ions: formulae, charge density, tests
• Titrations and titration calculations

Developing Fuels

The use of fuels in cars provides the main context in this storyline, and is used to initially introduce the basic concept of enthalpy change. Food as ‘fuel’ for the body is then an alternative context in which to discuss quantitative aspects of enthalpy, including practical techniques and enthalpy cycles. The storyline returns to the constituents of car fuels to introduce hydrocarbons and bond enthalpy, after which cracking provides the background to how petrol is produced. Alkenes are then introduced in the context of saturated and unsaturated fats found in foods. This is followed by studying the polymerisation of alkenes in the context of synthetic polymers and their uses. The storyline returns to car fuels to discuss combustion reactions and amount of substance calculations involving gases, shapes of hydrocarbons and isomerism, and the atmospheric pollutants produced in burning fuels. The storyline ends by considering the contribution of hydrogen and biofuels as potential fuels of the future.

The chemical ideas in this module are:

• Thermochemistry
• Organic chemistry: names and combustion of alkanes, alkenes, alcohols
• Heterogeneous catalysis
• Reactions of alkenes
• Addition polymers
• Electrophilic addition
• Gas volume calculations
• Shapes of organic molecules, σ- and π-bonds
• Structural and E/Z isomers
• Dealing with polluting gases

Spring Term

Students study two further units.

Elements from the Sea

The presence of halide salts in the sea provides the entry to the properties of the halogens and reactions between halide ions. The manufacture of bromine and chlorine then provide the context for discussion of redox chemistry, electrolysis and the nomenclature of inorganic compounds. The use of chlorine in bleach is used to introduce the concept of equilibrium and calculations of the equilibrium constant, as well as iodine–thiosulfate titrations. This leads into a discussion of the risks and benefits of using chlorine. Finally, atom economy is introduced through the manufacture of hydrogen chloride and other hydrogen halides. The Deacon process for making HCl provides an opportunity to expand on ideas relating to the position of equilibrium.

The chemical ideas in this teaching module are:

• Halogen chemistry
• Redox chemistry and electrolysis
• Equilibrium
• Atom economy

The Ozone Story

An initial study of the composition of the atmosphere provides the opportunity to introduce composition by volume calculations for gases. Discussion of ozone‘s role as a ‘sunscreen’ then leads to ideas of the principal types of electromagnetic radiation and their effects on molecules. This introduces a study of radical reactions, reaction kinetics and catalysis, set in the context of the ways in which ozone is made and destroyed in the atmosphere. A consideration of CFCs and HFCs then provides the introduction to the chemistry of haloalkanes, including nucleophilic substitution, and intermolecular bonding.

The chemical ideas in this module are:

• Composition by volume of gases
• The electromagnetic spectrum and the interaction of radiation with matter
• Rates of reaction
• Radical reactions
• Intermolecular bonding
• Haloalkanes
• Nucleophilic substitution reactions
• The sustainability of the ozone layer

Summer Term

Students finish The Ozone Story and study one more topic.

What’s in a Medicine?

A consideration of medicines from nature focuses on aspirin. The chemistry of the –OH group is introduced through reactions of salicin and salicylic acid, beginning with alcohols and continuing with phenols. The discussion of chemical tests for alcohols and phenols leads to the introduction of IR and mass spectrometry as more powerful methods for identifying substances. The storyline concludes by examining the synthesis of aspirin to illustrate organic preparative techniques, including a look at the principles of green chemistry.

The chemical ideas in this module are:

• The chemistry of the –OH group, phenols and alcohols
• Carboxylic acids and esters
• Mass spectroscopy and IR spectroscopy
• Organic synthesis, preparative techniques and thin layer chromatography
• Green chemistry

Autumn Term

Half Term 1 (September – October)

Unit 1: The Odyssey

• Introduction to oral poetry, and the historical and cultural context of Homer’s Odyssey.
• The Mycenaeans: Bronze Age warriors and kings.
• Books 1-4 of the Odyssey: a son searches for his father.
• The characterisation of the Suitors.

Unit 2: Roman History

• Introduction to Roman society and politics.
• Historical background – Augustus’ rise to power, the battle of Actium.
• Using primary sources from history.
• Focus on sources – Augustus in his own words (was he as popular as he tells us?)
• Horace – happy to praise the ruler.

Half Term 2 (November – December)

Unit 1: The Odyssey

• The Adventure Books: Gods and Monsters, Books 5-11.
• Calypso, the Cyclops, Aeolus and the bag of winds, Circe and descent to the Underworld.
• Fantasy and realism in the Odyssey.
• Analysis of the concept of a hero, and consideration of Odysseus’ leadership qualities.

Unit 2: Roman History

• Three Roman historians dish the dirt about the emperors: Suetonius, Tacitus, Velleius Paterculus. How accurate are their accounts of Augustus?

Spring Term

Half Term 3 (January – February)

Unit 1: The Odyssey

• Study of Books 12-17.
• Odysseus loses his men, yet returns to Ithaca.
• Disguise as a beggar and loss of identity.
• The importance of Xenia to Homeric society.
• Group ICT presentations on individual books and themes.

Unit 2 Roman History

• The propaganda poets – Virgil and Propertius build up the legend of Augustus.

Half Term 4 (March – April)

Unit 1: The Odyssey

• Study of Books 18-24: Banquets and Slaughter.
• An analysis of the motif of light as a symbol for the return of the King.
• The Lapiths and Centaurs: a legendary struggle.
• The role and presentation of women in Homeric society.
• The development of the character and confidence of Telemachus.
• Husband and wife re-united.

Unit 2: Roman History

• Balancing the picture – sources from various writers give accounts of unrest, unpopularity and attempted assassination.
• Strabo, Macrobius, Seneca the Younger and others complete our knowledge.

Summer Term

Half Term 5 (May – June)

Unit 1: The Odyssey

• Thematic overview and exam preparation with practice questions
• May assessment: 1 hour 30 minutes

Unit 2: Roman History

• Thematic overview of the course
• Exam preparation
• May assessment: 1 hour 30 minutes

To complete the course, students will need to study two units in which they will learn skills for the planning of media productions and essential communication skills for the media industry. Students develop an understanding of the media industry through analysing media representations and pitching and producing media projects. The two units students will study in Year 12 are:

• Unit 01: Media Representation
• Unit 04: Pre-Production Portfolio

On all BTEC Level 3 National courses, the majority of learning is practical and vocationally focused to develop the skills needed for a media career. They also convert to UCAS points, just like A Levels, but the way students are assessed and graded is slightly different. The BTEC National L3 Extended Certificate in Creative Digital Media Production is equivalent to one A Level.

Autumn Term

Term 1 (September – December)

Unit 04: Pre-Production Portfolio

• Course introduction and study skills
• Introduction to practical work
• Understand the requirements of pre-production of a digital media product
• Carry out pre-production for a digital media product
• Produce a pre-production portfolio for a creative media production
• Review pre-production of a digital media product

Term 2 (January – May)

Unit 01: Media Representation

• Course introduction
• Apply knowledge and understanding of media concepts, semiotics, theories and formal techniques to constructed representations
• Analyse media texts to deconstruct representations and decode messages and evaluate their effectiveness and impact
• Make connections between polysemic messages underpinning media representations and their related values and effects on wider society

Autumn Term

Half Term 1 (September to October)

Component 1: Principles of Design and Technology

After a short introduction to the course, the students undertake a focused practical task to learn about a range of different timbers, their uses, characteristics and properties. The students also will learn a variety different techniques and processes used to shape, manipulate and fabricate with timber. Students will investigate a number of different finishing processes used on timber and understand how and where they are applied.

Students will also complete an additional focused practical task to learn about a range of different metals, their uses, characteristics and properties. The students also will learn a variety different techniques and processes used to shape, manipulate and fabricate with metals. Students will investigate a number of different casting and heat fabrication methods as well as finishing processes used on metals and understand how and where they are applied.

Internal Common Assessment: October assessment week. End of theory module assessments.

Half Term 2 (November to December)

Component 1: Principles of Design and Technology

This half term the students learn about composite materials and study a variety of specific materials belonging to this category. The students then further their knowledge of materials by investigating a range of smart materials to understand their properties, characteristics and applications.

The students then start work on design theory. They will investigate and learn about pivotal design movements and their associated key designers covering movements such as arts and crafts, Modernism and Post-Modernism, among others.

Students will learn about a range of polymers and the different categories that these fall into. The students will investigate the working properties of the polymers and be able to understand and explain the use of specific polymers applications. In addition to this students will also learn and experiment with the different types of production processes for polymers.

Internal Common Assessment: End of theory module assessments.

Spring Term

Half Term 3 (January to February)

Component 1: Principles of Design and Technology

The start of the year sees the completion of the work concerning design theory, addressing concepts such as “form follows function” and “function follows form”. The students also learn about the importance of user-centred design to ensure that designed products are fit for purpose.

Students will undertake a focused practical task to learn about a range of different papers and boards, their uses, characteristics and properties. This task will follow a coursework style submission where students design and make a prototype. The students also will learn a variety different techniques and processes used when manufacturing with paper and board.

Component 2: Independent Design and Make Project (Identifying and outlining possibilities for design)

The students start the non-examined assessment unit (previously referred to as coursework). Each student will identify his or her own context where designing solves a problem. The students analyse their chosen design context to identify the potential user groups and assess their needs. Students should work closely with a client to reflect how a professional designer would work.

External Assessment/Controlled Assessment: Students start their non-examined assessment (coursework).
Internal Common Assessment: End of theory module assessments.

Half Term 4 (February to April)

Component 1: Principles of Design and Technology

The students study the effects of technological developments and look at the impact that the work of designers have on social, moral and ethical issues.

The students will also study the working properties of some textiles. They will learn the characteristics, applications of a range of textiles in order to discriminate and select appropriately. Students will then go on to learn about the use of media to convey design decisions, to use recognised standards, explain and communicate information and ideas.

Component 2: Independent Design and Make Project (Identifying and outlining possibilities for design)

The students will conduct detailed research into relevant existing products, materials and other information to help inform their design work. Finally, the students will write a design problem, design brief and a design specification for their chosen product.

External Assessment/Controlled Assessment: Non-examined assessment (coursework)
Internal Common Assessment: End of theory module assessments.
Coursework Deadline this H/T: Final deadline for all parts of the “investigate” section of the non-examined assessment.

Summer Term

Half Term 5 (April to May)

Component 1: Principles of Design and Technology

The students will study the setup, safe and accurate operation of digital technologies. This will include computer aided design (CAD) and computer aided manufacture (CAM).

Component 2: Independent Design and Make Project (Designing a prototype)

The students use their findings from their research to produce a range of design ideas that meet the specification and the user’s needs. It is important that students work closely with their client to gain feedback on the designs they produce. Students will use a range of drawing techniques to present their ideas. The students may conduct further relevant research. Finally, students will start to develop a chosen design idea or elements of their design ideas into a final design proposal.

External Assessment/Controlled Assessment: Mock exam takes place during this term
Internal Common Assessment: Mock exam

Half Term 6 (June to July)

Students move on to Year 13 curriculum.

Autumn Term

Component 1: Devising 40%

Students begin the course by learning about Brechtian theatre skills and Epic Theatre, which they will go on to use in all elements of this component. This will involve a series of workshops, culminating in a piece of theatre devised by the group to demonstrate their knowledge and understanding of the techniques they’ve used.

After autumn half term the students will be given their stimulus material and their final Component 1 groups. The early stages of this component will involve whole class exploration and research, and as the groups are formed students will take on responsibility for their progress and area of interest. This will involve self-evaluation and compromise as well as a real creative and practical challenge. The assessment includes a portfolio which can be either written or recorded, which will document their process and evaluate the success of the final performance piece.

Extra rehearsals at lunchtimes and after school are strongly recommended. Rooms can be booked in advance through the department.

Spring Term

Component 1: Devising (40%)

Students will continue to work in their groups to refine and rehearse their devised performances. Work on the portfolios will continue during lessons and for homework.

Component 3: Written Exam (40%)

We will arrange a theatre visit for students so that they can complete a mock evaluation in preparation for their Component 3 exam.

Summer Term

Component 1: Devising (40%)

Students will perform their devised plays and complete the first draft of their portfolios. This will conclude the class time on Component 1. This work is internally marked by the drama teachers in the department and will be moderated later in the year by an external moderator.

Component 2: Performing Exam (20%)

Students will begin preparation for their performance exam. This will involve being allocated a new group and a scripted play to study. Students will also need to begin the process of choosing their monologue or duologue.

Component 3: Written Exam (40%)

Students will begin preparatory work on the set texts, Woyzeck by Georg Buchner and Colder Than Here by Laura Wade. This will involve reading the plays and practical workshops.

A Level English Literature (exam board: AQA Specification A)

Autumn Term

Love Through the Ages

Students will be studying towards an examined unit of work exploring depictions of love through the ages. They will be encouraged to read widely and independently around this topic, and look at contextual and historical details, critical interpretation and close analysis. Students will need to develop and practise close reading skills across the three texts they will be studying, including two unseen poems. Students will also be expected to identify and critically analyse how attitudes and values are communicated throughout the studied texts. Texts in the first term will include Othello by Shakespeare, and Wuthering Heights by Emily Brontë. Wider knowledge of other Shakespeare plays and their reception, and well as knowledge of Romanticism and the portrayal of gender and power throughout literary history will be required for the examination. Students will also be required to make connections with the unseen poetry.

Assessment: Othello extract analysis and Wuthering Heights/poetry comparison.

Spring Term

Love through the ages continued

Non-exam assessment: Texts across Time

Students will continue studying Wuthering Heights by Emily Bronte; Othello by William Shakespeare; and an anthology of pre-1900 love poetry. They will also look at a range of poetry and develop their analytical skills when approaching unseen texts.

The aim of the internally assessed component is to encourage individual study, interest and enjoyment of modern literature and for students to develop:

• An appreciation of how writers shape meanings in texts through use of language, imagery, form and structure
• An understanding of texts informed by an appreciation of different interpretations
• An ability to explore connections across texts, such as stylistic, thematic or contextual

Specific ideas for internally assessed coursework will be confirmed thorough individual tutorials and it will be our intention that no two pieces of coursework be the same. One text must be pre-1900, and should be 2500 words with a bibliography.

Assessment: Othello extract question, Wuthering Heights and poetry comparison

Summer Term

Texts in Shared Context – WW1 and its aftermath

As with the autumn term, this will be an examined component, and students will study three texts – one prose, one poetry text and one drama. One of these texts must be post-2000, and therefore a recent text.

Students will take a ‘new historicist’ approach to exploring this period through literature, examining both contextual detail and literary texts. As with the autumn and spring term, students must gain confidence with close reading skills looking at narrative voice, characterisation and narrative structure. In addition, students must bring in ideas of drama and staging appropriate to the study of a play, and similarly to the first term, students must explore attitudes and viewpoints surrounding this difficult subject matter. Texts currently being taught are Birdsong by Sebastian Faulks, My Boy Jack by David Haig, and a selection of WW1 poetry.

Texts in shared context will be taught alongside independent study, as will unseen poetry.

The Extended Project Qualification (EPQ) course runs from September to May of Year 12.

Students who opt for this enhancement will develop independent learning skills while planning, producing and reflecting on a self-guided project.

EPQ projects can take two forms:

• a 5000-word fully-referenced report which reaches an evidenced conclusion.

or

• an artefact accompanied by a research and production report of at least 1000 words.

Students must use AQA documents (the Production Log) to plan, monitor and reflect on the progress of their project and supplement these with their own supporting documents (report plans, research logs, etc) to demonstrate and analyse their performance.

Students are free to choose their own topic, must set their own question and must produce the project independently.

Students are guided throughout the process by a supervisor (one lesson per week) and the Centre Coordinator (one lecture per fortnight).

Reports and artefacts are submitted after February half-term. Students then complete a short presentation to their supervision group and reflect on the overall process.

Marks are entered to AQA in May and results are published in August of Year 12.

Autumn Term

In Year 12 pupils do three modules: Further Pure 1, Decision 1 and Statistics 2. In this first term we will be teaching Decision 1 and Further Pure 1 simultaneously. Pupils will do short topic tests. Tests will be made up of previous exam questions.

Decision 1 topics: Algorithms, graphs and networks, minimum connector problems, Dijkstra’s Algorithm, the Chinese Postman Problem, the Travelling Salesperson Problem, linear programming and the Simplex Algorithm.

Further Pure 1 topics: Sums of series, roots of polynomials and complex numbers.

Spring Term

In this term we will continue with Further Pure 1 and move onto Statistics 2. Pupils will do mock a full Decision 1 paper and half a Further Pure 1 paper for their mocks. Our aim is to finish the course by Easter.

Further Pure 1 topics: Matrices and proof by induction.

Statistics 2 topics: Sampling, significance testing, Poisson distribution, normal distribution and probability density functions.

Summer Term

After Easter pupils will be revising by recovering topics in class.

After the exams pupils will start their Year 13 modules. Pupils will study Further Pure 2, Further Pure 3 and Mechanics 2 in Year 13.

Year one of a two-year linear A Level (AQA GCE Art and Design – Fine Art)

Autumn Term

Students will develop their skills through observational drawing, technique building and printmaking inspired by natural forms. This will be a skills-building unit of work; students will gain the opportunity to explore and experiment through the use of mixed media.

Spring Term

Students will focus and expand their investigations and explorations towards a more individual thematic enquiry around the title ‘Elements’. They will develop their understanding of sketchbook processes via contextual studies and responding to the work of artists and designers.

Summer Term

Extended development work in which they will realise their intentions in the form of a final outcome or final outcomes. Students will be expected to exhibit their artwork at the end of this unit.

In the second half of the term students will begin their formal Unit 1 work which will contribute to their assessed portfolio in Year 13. This will be a Personal Investigation project with students deciding the theme.

Autumn Term

• Lifestyle, health and fitness
• The world around us
• Grammar programme

Spring Term

• Youth culture and concerns
• Education and employment
• Grammar programme
• Mock exams

Summer Term

• Examination preparation
• Past papers

Autumn Term

Students have two different teachers. One will cover Unit 1 and the other will cover Unit 2:

• Unit 1 – Topic 1: Tectonic Processes and Hazards
• Unit 2 – Topic 3: Globalisation

Spring Term

• Unit 1 – Topic 2: Landscape Systems, Processes and Change –2B Coastal Landscapes and Change
• Unit 2 – Topic 4: Shaping Places – 4A Regenerating Places

Summer Term

Students will complete the topics started in the Spring term and will then take part in a residential fieldwork to Lytham St Annes where they will either conduct an individual dune investigation or regeneration study in Blackpool. When they return, they will spend class time writing up their individual investigations before starting the Year 2 topics Superpowers and The Water Cycle and Water Insecurity.

Year one of a two-year linear A Level (AQA GCE Art and Design – Graphic Communication)

Autumn Term

Students will research the world of Fanzines, developing existing skills and applying them to new approaches. Students will be developing their editing and design skills in Photoshop and be introduced to Illustrator software, a series of graphic design tasks will focus on building confidence in the use of this design software. Students will present their design work in a sketchbook with a page dedicated to the major areas of graphic design including: typography, collage, symbols and logos, packaging, digital and hand drawing and finally illustration.

Spring Term

Students will learn how to structure a formal project within graphics. They will be given five briefs and asked to develop their own ideas in response. Students will focus their study around the four assessment objectives ensuring they have completed contextual research, visual research, design development and a final conclusion. Students will complete a formal design sketchbook and a smaller more creative book to showcase their research and experimental work.

Summer Term

Students will conclude their project in response to a brief. They will present this in an exhibition format to display on the art department walls in time for the summer exhibition, this process will prepare them for the Year 13 formal exhibitions of coursework and exam projects.

Autumn – Summer Term

BTEC Level 3 National Extended Certificate in Health and Social Care (exam board: Edexcel Pearson)

Students will complete two units of work in Year 12:

Unit 1: Human Lifespan Development (externally assessed, written exam: 1 hour 30 minutes)

This unit covers physical, intellectual, emotional and social development across the human lifespan. It will also cover biological, environmental, societal and financial factors affecting development, including the effect of predictable and unpredictable factors, and the psychological and physical effects of aging.

Therefore, this unit has a broad focus, giving learners underpinning knowledge and understanding of potential health and social care needs faced by individuals at different life stages and the factors affecting development and the effects of aging.

Unit 5: Meeting Individual Care and Support Needs (internally assessed, two-part task comprising of research and a written piece)

This unit covers the values and principles of meeting care and support needs and looks at some of the ethical issues that arise when personalising care. Students will examine factors that may impact the professionals who provide the care and support, and the challenges that must be overcome to allow access to good quality care and health services. Students will explore the different methods used by professionals across all care services. They will reflect on these methods when considering the importance of multi-agency working in providing a package of care and support that meets all the needs of individuals.

This unit will be useful to those who are intending to pursue a career in social care or healthcare, for instance, as a social worker or health worker, practice nurse or occupational therapist. The unit will also be invaluable to those who wish to progress to higher education, to degrees in areas such as health and social care management, social work and nursing.

Exam board: AQA (studied over two years and examined at the end of Year 13)

There are two areas examined for this course. The first deals with the emergence and development of the United States of America as a superpower between 1865 and 1975. The second requires a depth study of modern Britain from 1951-2007. Both papers carry equal weighting at the end of Year 13.

Suggested Course reading list:

• The Making of a Superpower: The USA 1865-1975, published by Oxford University Press.
• The Making of Modern Britain, 1951-2007, published by Oxford University Press.

Further reading guidance can be found in the A Level History student study guide.

Autumn Term

The Making of a Superpower: the USA, 1865-1975 (HIS1K)

An Overview of the America Civil War

• America before the Civil War
• Why did the American Civil War break out?
• Why did the Northerners win the Civil War?
• What happened in the immediate aftermath of the Civil War?

The Era of Reconstruction and the Gilded Age, 1865–1890

• The weaknesses of Federal Government: Johnson, Grant and the failure of Radical Reconstruction.
• The politics of the Gilded Age and the era of weak presidents; political corruption.
• Social, regional and ethnic divisions: divisions within and between North, South and West; the position of African-Americans.
• Economic growth and the rise of corporations: railways; oil; developments in agriculture; urbanisation.

The Making of Modern Britain, 1951-2007 (HIS2S)

The Affluent Society, 1951-1964

• Political and economic change – 13 wasted years?
• Conservative governments and political dominance: Churchill, Eden, MacMillan and Home as political leaders.
• Internal labour divisions.
• Why the Conservatives fell from power.
• Economic developments: post-war boom; balance of payments issues and ‘stop-go’ policies.

Social Change – You’ve never had it so good?

• Social developments: rising living standards; the impact of affluence and consumerism; changing social attitudes and tensions; class and ‘the Establishment’; the position of women; attitudes to immigration; racial violence; the emergence of the ‘teenager’ and youth culture.

End of Empire, Suez Crisis and the EEC

• Foreign relations: EFTA and attempts to join the EEC; relations with the USA and USSR; debates over the nuclear deterrent; Korean War; Suez; the ‘Winds of Change’ and decolonisation.

Spring Term

The Making of a Superpower: the USA, 1865-1975 (HIS1K)

The Era of Reconstruction and the Gilded Age, 1865–1890

• Laissez-faire dominance and consequences; the impact of the ending of the frontier.
• The limits of foreign engagement and continuation of isolationism: the continuation of the Monroe Doctrine; territorial consolidation (Alaska) and tensions over Canada.

Populism, Progressivism and Imperialism, 1890–1920

• Political tensions and divisions: the reaction against Big Business at national and state level.
• The ideas and influence of Bryan, Roosevelt and Taft; Populism, Progressivism and Wilson’s New Freedom.
• Economic change and developments: the rise of US dominance as an economic and industrial power and the consequences of this.
• Social developments: mass immigration and urbanisation and their consequences; the position of African-Americans.

The Making of Modern Britain, 1951-2007 (HIS2S)

The Swinging Sixties, 1964–1970

The Wilson years

• Wilson and the Labour governments: Wilson’s ideology and leadership; economic policies and problems; devaluation; industrial relations; the trade unions; other domestic policies; Labour divisions; the beginning of the ‘troubles’ in Northern Ireland; the end of post-war consensus; loss of 1970 election. Relations with and policies towards USA, particularly issue of Vietnam; response to world affairs and relations with Europe; decolonisation, ‘withdrawal East of Suez’ and Rhodesia.

The Swinging Sixties

• Wilson and liberal reforming legislation: private members’ bills and the end of capital punishment; divorce reform; the legalisation of abortion; the legalisation of homosexual relations; educational reform.
• Social and cultural change: the expansion of the mass media; growth in leisure activities; the impact of scientific developments; the reduction in censorship; progress towards female equality; changes in moral attitudes; youth culture and the ‘permissive society’; anti-Vietnam war riots; issues of immigration and race

Summer Term

The Making of a Superpower: the USA, 1865-1975 (HIS1K)

Populism, Progressivism and Imperialism, 1890–1920

• Foreign affairs: imperialism; engagement in international affairs; Spain and the Philippines; the Panama Canal; the First World War, neutrality and entry.
• The USA by 1920: economic power; social and ethnic divisions; political reaction and renewed isolationism.

Introduction of NEA unit (coursework unit)

• Students will study an overview of seventeenth century Britain before beginning their coursework.

The Making of Modern Britain, 1951-2007 (HIS2S)

The end of Post-War Consensus, 1970–1979

U-turns, the Troubles and the ‘Winter of Discontent’

• Heath’s government: Heath as leader; political and economic policies; industrial relations and the miners’ strikes; the ‘troubles’ in Northern Ireland, including the Sunningdale Agreement.
• Labour governments of Wilson and Callaghan: political, economic and industrial problems and policies; problems of Northern Ireland

Gender Politics, Race Relations and into Europe

• Society in the 1970s: progress of feminism; the Sex Discrimination Act; race and immigration; youth; environmentalism. Britain’s entry into and relations with Europe; the state of the ‘special relationship’ with USA; attitudes to USSR and China

BTEC IT (exam board: Edexcel)

Autumn Term

Students will study the first external unit: creating systems to manage information. This involves learning about relational databases using Microsoft Access. Complexity and depth will increase, working towards the 5 hour practical exam in June.

Students will cover the first internal unit relating to using social media in the business world. They will complete a report on how it can be used and exploited.

Internal assessments: social media – first assignment submissions; databases – ongoing through the course.

Spring Term

Continuing their work on social media, students will use the knowledge from the first assignment to plan, execute and evaluate a social media campaign to promote a business or activity.

In the database unit, students will develop their skills across a range of features, including looking at automation using coding and macros.

Internal Assessment: final coursework assignment for social media (final submission approx. Easter).

Summer Term

Final preparations for the external assessment in June.

Students will move to the second external assessment – Information Technology Systems. This covers a whole range of areas in the IT world – hardware, software, networking, security, data modelling and legislation. Preparing for external assessment in January of Year 13.

External Assessment: Unit 2 May (5 hours)

Internal Assessment: mid-July.

Autumn Term

In Year 12 pupils do 3 modules; Core 1, Core 2 and Statistics 1. There will be lessons and lectures. In this first term we will be teaching Core 1 and Statistics 1 simultaneously. Pupils will do short topic tests and longer assessments in assessment weeks. Tests will be made up of previous exam questions.

Core 1 topics: Polynomials, quadratics, inequalities, coordinate goniometry, circles, indices, surd and differentiation.

Statistics 1 topics: Probability, discrete random variables, binomial and geometric distributions, representing data, mean, mode and range, mean and standard deviation, correlation and regression, permutations and combinations.

Spring Term

In this term we will finish off Core 1 topics and do mocks for Core 1 and Statistics 1. Then both teachers will teach Core 2. Pupils will do short topic tests for Core 2. Our aim is to finish the course by Easter.

Core 1 topics: Graphs and transformations of graphs.

Core 2 topics: Trigonometry, radians, sine and cosine rule, logs and exponentials, permutations and combinations, binomials, integration, trapezium rule and sequences and series.

Summer Term

After Easter pupils will be revising by recovering topics in class. After the exams pupils will start their Year 13 modules. Pupils will study Core 3, Core 4 and Mechanics 1 in Year 13.

Year one of a two-year linear A Level (AQA GCE Art and Design – Photography)

Autumn Term

Students will be introduced to an overall theme for them to explore photography through set photo shoot assignments. They will build up their knowledge base including the key concepts needed to handle a digital camera (DSLR) including film speed, aperture, and shutter speed. Students will also work on improving their skills in digital processes, including how to store, edit and transfer digital files. We will introduce and challenge students to extend their knowledge of Lightshop and Photoshop software and digital editing, digital collage, and digital printing.

Students will also be introduced into the art of darkroom or ‘analogue’ photography. They will use 35mm film in traditional film cameras and learn to process and print from the negatives. They will also experiment with paper negatives and Photograms.

Spring Term

A second development project will allow students to respond to outline briefs and support from teachers. There will be a focus on documentary photography teaching students how to record the world around them. There will be further opportunities for experimentation, encouraging students to push their use of digital editing, combining photography with other media and advancing skills in the darkroom. This project will have staged deadlines to encourage students to work independently to develop their own approaches. 

Summer Term

Students will develop a final presentation or final piece as a continuation of their work from the development projects. Students will be introduced to a variety of presentation possibilities, from wall mounted exhibitions, to photo installation, digital projection, collage or a more formal handmade book. This final presentation will have a hard deadline at the end of the half term and will be assessed as a guide to future performance in Year 13. There will also be opportunities to submit work for external competitions and exhibitions.

In the second half of the term students will begin their Unit 1 ‘Personal Investigation’ project which will contribute to their assessed portfolio in Year 13. After a period of workshops, Students are encouraged to chose a theme, subject or area of work in Photography that they can develop independently.

A Level PE (Exam board: OCR)

In Year 12 students study Component 01: Physiological factors affecting performance. This includes three key topic overviews:

1.1 Applied anatomy and physiology

1.1.a. Skeletal and muscular systems

1.1.b. Cardiovascular and respiratory systems

1.1.c. Energy for exercise

1.1.d. Environmental effects on body systems

1.2 Exercise physiology

1.2.a. Diet and nutrition and their effect on physical activity and performance

1.2.b. Preparation and training methods in relation to improving and maintaining physical activity and performance

1.2.c. Injury prevention and the rehabilitation of injury

1.3 Biomechanics

1.3.a. Biomechanical principles, levers and the use of technology

1.3.b. Linear motion, angular motion, fluid mechanics and projectile motion

During Year 12, students will also study Component 02: Psychological factors affecting performance – topic area 1: Skill Acquisition:

Students will work towards providing evidence towards Component 4 during Year 12 and Year 13 of the course.

Component 04: Performance in physical education (Non-Examined Assessment) comprises two separate components:

4.1 Performance or coaching of an activity taken from the approved lists*.

(*The approved lists can be found in section 2e of the ‘OCR AS and GCE guide to NEA in Physical Education’)

Students can be assessed in the role of performer or coach in one activity. Students are required to demonstrate effective performance, the use of tactics or techniques and the ability to observe the rules and conventions under applied conditions.

4.2 The Evaluation and Analysis of Performance for Improvement (EAPI). The content of this specification allows for practical examples from physical activities and sports to show how theory can be applied and to reinforce understanding. Students will observe a live or recorded performance by a peer in either their own assessed performance activity or another activity from the approved list. Through observation, learners will provide an oral response analysing and critically evaluating their peers’ performance.

Autumn Term

With one of their teachers, students will learn about particles and radiation, including the standard model of particle physics and the photon model of radiation. With their other teacher they will learn about electricity and electric circuits.

Spring Term

With one of their teachers, students will move on to study waves, including progressive waves, stationary waves and interference effects. With their other teacher they will move on to study mechanics, including scalars and vectors and Newton’s Laws of Motion.

Summer Term

With one of their teachers, students will move on to study materials. With their other teacher they will finish the topic of mechanics. Before the summer holidays they will begin the Year 13 course with introductions to circular motion and thermal physics.

A Level Psychology (exam board: AQA)

Autumn Term

Students will have two teachers for psychology. Students will begin this term by studying cognitive psychology topic with one teacher. This will cover encoding, capacity and duration of memory as well as the multi-store model of memory. The course will continue by focusing on types of long term memory and the working memory model. They will then move on to learn about explanations for forgetting including interference and retrieval failure. Finally the memory topic will focus on factors affecting the accuracy of eyewitness testimony including anxiety and misleading information, and how this accuracy can be improved via the use of the cognitive interview technique.

With the second teacher, students will start to study social influence, covering concepts of conformity and obedience from a social psychological perspective. This will involve understanding the factors that contribute to conformity and obedience, research in this area and also understanding the reasons why some people are able to resist such pressures and behave independently. Students will have the opportunity to explore some well-known key research in psychology.

Research methods will also be integrated into the course throughout this term with the content being split between the two topics above in the most relevant areas.

Spring Term

With one other teacher, students will move on to the topic of psychopathology. This entails studying different definitions and perspectives of abnormality. We then explore three disorders: phobias, depression and OCD. Students will consider their clinical characteristics, explanations for their cause from a particular psychological perspective and finally the treatment available.

At the same time, with the other teacher, students will also be study developmental psychology during this term. This will involve the study of attachment whereby stages of attachment in infancy will be considered, as well as animal studies of attachment. The topic will then consider explanations for attachment focusing on learning theories and Bowlby’s evolutionary theory. They will then look at the work of Mary Ainsworth and her ‘strange situation’ technique. This will lead on to cultural variations in attachment. Finally, the topic focuses on how problems in formation or disruption of the attachment bond can lead to difficulties in later life, as explained by Bowlby’s material deprivation theory and the effects this can have on subsequent development. We focus on Romanian orphan studies. The final section serves to explain the influence of attachment on later relationships.

Research methods will also be integrated into the course throughout this term with the content being split between the two topics above in the most relevant areas.

Summer Term

This will begin with the remaining approaches in psychology, aiming to relate these approaches closely to what the students have studied so far. With one teacher, this will include the biological approach, focusing on the nervous and endocrine system as well as studying neurons and synaptic transmission, and the cognitive and humanistic approaches. With the other teacher, this will entail studying the origins of psychology, the psychodynamic approach, focusing on Sigmund Freud and the behavioural and social learning approaches. Finally these approaches will be compared and contrasted.

A Level Sociology (exam board: AQA)

Autumn Term

Students will be introduced to key concepts and theories in sociology, and will become familiar with the new terminology required at A Level. Students will begin to study education with special links to research methods. The key topics this term will explore class, gender and ethnic differences in educational achievement. They will also start to explore families and households including: couples, childhood and theories of families. An internal assessment will take place.

Spring Term

Students will continue with education (the role of education and education policy and inequality). In families and households they will consider demography, family diversity and social policy. Later on in the term we will focus on sociological research methods in the context of education. We will then look in detail at the following methods: experimental, observations, questionnaires, secondary sources and interviews. A mock exam will take place during this term.

Summer Term

This final term will continue to focus on exam skills but we also start to explore the social distribution of Crime and Deviance including patterns and trends in crime and the Criminal Justice System. We start this topic area by focusing on crime and the media. Students will build up an extensive knowledge of media representations of crime and how these differ from official statistics on crime. Students will be able to evaluate the different views about the media as a cause of crime and the fear of crime. We will also explore the concept of ‘moral panics’ (an exaggerated over-reaction by society to a perceived problem, often fuelled by the media). Finally we consider cyber crime.

Autumn Term

• Lifestyle, health and fitness
• The world around us
• Grammar programme

Spring Term

• Youth culture and concerns
• Education and employment
• Grammar programme
• Mock exams

Summer Term

• Examination preparation
• Past papers

OCR Cambridge Technical Extended Certificate in Sport (Exam board: OCR)

Autumn – Summer Term

Students will complete the following units of work in Year 12:

Unit 1: Body systems and the effects of physical activity (90 guided learning hours) (assessed via external assessment – exam date set by the exam board)

Whether students are aiming to become a coach, nutritionist, personal trainer or leisure centre manager, knowledge of the human body, its systems and how they function will help them to ensure that their clients gain the benefits of an active, healthy lifestyle. By understanding the effects that physical activity, training and lifestyle can have on the body systems they can ensure that sports and activities are properly focused and do not risk a client’s health or wellbeing and will help them to persuade others to pursue and maintain a balanced, active, healthy lifestyle.

In this unit students will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity and the effects that physical activity, training and lifestyle can have on them.

Unit 2: Sport coaching and activity leadership (90 guided learning hours) (assessed via internally assessed coursework)

At some point throughout their lives everyone will have experienced being coached or taught about sport and physical activity. The importance of a high quality coach or leader cannot be underestimated. The increasing demand for both young and old to learn and develop physical skills and sporting skills presents new and exciting opportunities for coaches, leaders and NGBs and, through coaching and leading, students can learn a set of skills such as communication and adaptability which will prove valuable in other aspects of their life, such as work and study.

This unit will give students an understanding behind the theory of what makes good sports coaches and activity leaders and methods that can be employed to improve the performance of participants. Students will explore the roles and responsibilities of coaches and leaders and how these differ from each other and others involved in delivering and teaching sport and physical activity. The main part of the unit is related to students developing the skills and understanding necessary to effectively plan and deliver a series of sports or activity sessions reflecting on their own practice and using this feedback to improve their performance as a sports coach or activity leader.

Unit 5: Performance analysis in sport and exercise (60 guided learning hours) (assessed via internally assessed coursework)

For elite sports performers, even the smallest margins in time and/or distance can mean the difference between winning and losing, success and failure. Even for performers who are not competing at the top level, the desire to improve and ‘be the best that I can be’ means that analysing performance and getting constructive feedback is an important part of participating in sport and exercise.

This unit will give students the skills and knowledge required to carry out performance profiling and analysis and deliver feedback to the performers in a manner that is suitable for them.

Autumn – Summer Term

Students will complete the following units of work in Year 12:

Unit 1: Body systems and the effects of physical activity (90 guided learning hours) (assessed via external assessment – exam date set by the exam board)

Whether students are aiming to become a coach, nutritionist, personal trainer or leisure centre manager, knowledge of the human body, its systems and how they function will help them to ensure that their clients gain the benefits of an active, healthy lifestyle. By understanding the effects that physical activity, training and lifestyle can have on the body systems they can ensure that sports and activities are properly focused and do not risk a client’s health or wellbeing and will help them to persuade others to pursue and maintain a balanced, active, healthy lifestyle.

In this unit students will gain an understanding of the structures and functions of the key body systems, how these support and impact performance in sport and physical activity and the effects that physical activity, training and lifestyle can have on them.

Unit 2: Sport coaching and activity leadership (90 guided learning hours) (assessed via internally assessed coursework)

At some point throughout their lives everyone will have experienced being coached or taught about sport and physical activity. The importance of a high quality coach or leader cannot be underestimated. The increasing demand for both young and old to learn and develop physical skills and sporting skills presents new and exciting opportunities for coaches, leaders and NGBs and, through coaching and leading, students can learn a set of skills such as communication and adaptability which will prove valuable in other aspects of their life, such as work and study.

This unit will give students an understanding behind the theory of what makes good sports coaches and activity leaders and methods that can be employed to improve the performance of participants. Students will explore the roles and responsibilities of coaches and leaders and how these differ from each other and others involved in delivering and teaching sport and physical activity. The main part of the unit is related to students developing the skills and understanding necessary to effectively plan and deliver a series of sports or activity sessions reflecting on their own practice and using this feedback to improve their performance as a sports coach or activity leader.

Unit 5: Performance analysis in sport and exercise (60 guided learning hours) (assessed via internally assessed coursework)

For elite sports performers, even the smallest margins in time and/or distance can mean the difference between winning and losing, success and failure. Even for performers who are not competing at the top level, the desire to improve and ‘be the best that I can be’ means that analysing performance and getting constructive feedback is an important part of participating in sport and exercise.

This unit will give students the skills and knowledge required to carry out performance profiling and analysis and deliver feedback to the performers in a manner that is suitable for them.

Unit 4: Working safely in sport, exercise, health and leisure (90 guided learning hours) (assessed via external assessment – exam date set by the exam board)

Whether students are a coach, fitness instructor or leisure centre manager, being able to maintain a high level of safety is essential for a successful career. Identifying emergency procedures that may arise, and being able to deal with them will give students the skills to deal with such situations.

Throughout the unit students will gain an understanding of key safety requirements to be able to ensure their own, and their clients’ safety. Topics include: understanding key health and safety legislations, knowing how to administer emergency first aid, understanding roles, responsibilities and reporting duties in safeguarding children and vulnerable adults and finally, knowledge of key health and safety documents, including how to carry out risk assessments.

Unit 8: Organisation of sports events (60 guided learning hours) (assessed via internally assessed coursework)

Sports events vary in size, impact and purpose but all involve sharing a passion and love for different sporting activities. From local leagues and competitions to mega events such as the Olympics, sport has the power to bring people together for a common aim or purpose. Events such as the London Marathon and Sport Relief demonstrate individuals’ drive and purpose in raising money for charity through sport. Also, local voluntary sports clubs organise and run events to increase participation and numbers and to help raise funds for their grass roots teams.

This unit is designed for students to develop skills in planning, promoting and delivering a sports event; with a focus primarily on their individual role as well as working as part of a team and reflecting on their input and future personal development. This unit will enable students to establish transferrable skills which can be used within sport and active leisure as well as within the fitness industry. It will also enhance skills such as team work, organisation and safeguarding awareness.

Unit 13: Health and fitness testing for sport and exercise (60 guided learning hours) (assessed via internally assessed coursework)

Everyone is different; people have different needs and different goals, particularly when it comes to health and fitness. But how do you establish those needs? Health and fitness testing should be a prelude to any intense fitness training programme. By measuring where a client is now in terms of their health and fitness, students can set realistic goals and plan how to help them reach these goals.

In this unit students will learn a range of fitness tests, what they test and their advantages and disadvantages. Students will learn how to complete client consultations which will give them the background knowledge they need about a client to be able to plan and deliver appropriate fitness tests. Students will then learn how to interpret the data acquired from fitness tests and how best to feed this back to the client so that they can go on to make informed decisions about their health and fitness training.

Unit 19: Sport and exercise psychology (60 guided learning hours) (assessed via internally assessed coursework)

Not only do participants in sport and exercise need to train their bodies but it is becoming increasingly important that they also train their minds. Failing to attend a coaching session through a lack of motivation, a fall out with a teammate or an overly aggressive response to a bad challenge could mean the difference between winning and losing. Equally as important, participation in sport and exercise is proven to have positive impacts on mental health and wellbeing and can help improve a person’s overall quality of life.

In this unit students will learn different motivations that people have for participating in sport and exercise and how performance can be managed through an understanding of attribution theory, stress and group dynamics. Students will also learn the impacts that participation in sport and exercise can have on a person’s mental health and wellbeing, whether an elite performer or a member of the general public. Students will complete the final tasks of this unit in Year 13.