Curriculum Map - Year 12 English Literature- · The Great Gatsby Overarching or driving questions How can I move my writing from GCSE to A level standard? How does Shakespeare convey

Curriculum Map - Year 12 English Literature-

v0.1 Aude Sapere | Dare to know 1

Unit Title

Academic Writing Moving from GCSE to A Level

Drama Othello Death of a Salesman

Prose and Poetry: Aspects of tragedy 1900 poetry Prose texts

GAF

Keats The Great Gatsby

Overarching or driving

questions

How can I move my writing from GCSE to A level standard?

How does Shakespeare convey aspects of tragedy?

How do poets convey aspects of tragedy?

How do writers of prose convey aspects of tragedy?

How do texts link across time and genre?

Main Assessment

Task(s)

See individual units for assessment tasks

Passage-based question/ exam question

Passage based question

AS examination style assessment

Wider reading and introduction to NEA

Trips / Visits / Excellence

Tasks where relevant

Visit a theatre to watch a Shakespeare production Visit to the British Library A level conferences

Students will need to bring the following equipment to lessons: Copies of the text for the appropriate lesson Their folder with notes/handouts from previous lessons Paper for writing notes and essays

Contact email: [email protected]

Suggested weblinks/internet resources: http://www.online-literature.com/periods/timeline.php https://www.bl.uk/discovering-literature (The British Library website) Websites for main authors and ‘study guides’ for set texts

We recommend: York Notes Advanced

mailto:[email protected]

http://www.online-literature.com/periods/timeline.php

https://www.bl.uk/discovering-literature

Curriculum Map – Year 12 Mathematics


Curriculum Area

Pure Mathematics

Unit Title Proof Algebra and Functions

Coordinate geometry

Binomial Expansion

Trigonometry ex and Log(x) Calculus Vectors

Overarching or Driving Questions

Will the product of an odd and even number always be odd?

How can I be certain that 7x2+4x+5 is solvable?

How is the radius of a circle related to tangent of the circle at any given point?

How could we easily and quickly expand a bracket such as (1+3x)32?

Can Trigonometry be used to find the area of a triangle? How many times does Sin(x)=0?

How long does it take a fungus to grow 15mm2? How much will your car be worth in 3 years?

For what values of x is the function decreasing? Between what x values is the area under the curve equal to 2.5?

How do vectors help us win a game of pool?

Main Assessment

Task(s)

Topic tests Key mastery assessment

Homework Trips/Visits/

Excellence Tasks where

relevant

Proof with rational values

Reflected functions

Area enclosed by a tangent of a circle and the x and y axis

Expansions where there are unknown constants

Solving functions that require the use of identities

Growth/decay in real life and solving for the year.

Find coefficients of the equation given the stationary points

Proof with vectors

Students will need to bring the following equipment to lessons: Scientific Calculator (Recommended calculator: Casio Fx991 EX), Pens, Pencils, Ruler, Eraser, Relevant textbook (if applicable)

Contact email: [email protected] [email protected]

Suggested Websites/Internet Resources: www.physicsandmathstutor.com www.examsolutions.net www.madasmaths.com www.hergarty.co.uk www.mrbartonmaths.com

We recommend:

Bridging GCSE and A-level Maths Student Book (Paperback) [Collins]

CGP 'Head start to A level Mathematics'

Pearson's As Level Workbook

CGP Revision and Practice Book



http://www.mrbartonmaths.com/



Curriculum Area Statistics

Unit Title Sampling Data Presentation and

interpretation Probability

Statistical distributions

Hypothesis testing


What in the world is truly Random? How do we collect representative data without bias?

What is the true cause of an acute rise in patients developing heart disease?

Is it possible to pick a red club from a pack of cards? Is the colour of the next car that drives by affected by what you ate for breakfast this morning?

What are the chances you could flip a coin and get Heads 10 times in a row?

How can we be 95% certain that a driving school's pass-rate claims are legitimate?

Main Assessment Task(s) Topic Tests / Key Mastery assessment /Homework/ Using the large Data set

Trips/Visits/Excellence Tasks where relevant

Calculate and explain a stratified sample

Being able to distinguish correlation from causation with sophistication

Test for independence and mutual exclusivity Using probability formulae in Venn diagram situations

Using the binomial tables backwards Model and calculate from a Binomial situation

Find the critical region for a two tailed hypothesis test



Suggested Websites/Internet Resources: www.physicsandmathstutor.com www.examsolutions.net www.madasmaths.com www.mymaths.co.uk www.mrbartonmaths.com

We recommend:






http://www.mrbartonmaths.com/





Suggested Websites/Internet Resources: www.physicsandmathstutor.com www.examsolutions.net www.madasmaths.com www.mymaths.co.uk www.mrbartonmaths.com

We recommend:





Curriculum Area Mechanics

Unit Title Quantities and units Kinematics Forces and Newton's Law

Overarching or Driving Questions What forces are present when a strongman pulls a lorry along a road by a rope?

How quickly does a jet ski accelerate?

What is the magnitude of the force in a coupling between a car and a connected trailer on the motorway?

Main Assessment Task(s) Topic tests

Key mastery assessment Homework


Modelling particles with multiple forces in different directions

Find the maximum displacement when given acceleration

Questions involving pulleys and SUVAT equations


Curriculum Map - Year 12 Further Mathematics


Curriculum Area Core Pure Mathematics

Unit Title Proof Complex Numbers

Matrices Further Algebra and functions

Further Calculus Further vectors


Does every true Mathematical statement have a proof?

Are imaginary numbers a valid or useful solution?

How do we eliminate redundant information when working with complex, multivariable problems?

What are the relationships between an equation’s coefficients and its roots?

If we know the equation of the surface of a 3-D symmetrical shape, what would its volume be?

How can we tell if a vector in a 3-D space intersects with the surface of a plane?

Main Assessment Task(s)

Topic Tests / Key Mastery assessment /Homework







Prove that the sum of the first n odd numbers is n2

Complex numbers event at Shenley Brook end with FMSP

Interpret geometrically the solution and failure of solution of three simultaneous linear equations

Understand and use formulae for the sums of integers, squares and cubes

Derive the formula for volumes of revolutions

Calculate the perpendicular distance between a point and a plane



Suggested Websites/Internet Resources: www.physicsandmathstutor.com www.examsolutions.net www.furthermaths.org.uk/students www.madasmaths.com www.mymaths.co.uk www.mrbartonmaths.com

We recommend:




Curriculum Map - Year 12 Further Mathematics


Curriculum Area

Further Statistics 1 Decision 1

Unit Title Discrete Probability distribution

Poisson and Binomial distributions

Chi Squared Tests

Algorithms and graph theory

Algorithms on graphs

Algorithms on graphs II

Critical Path Analysis

Linear Programs


How can we calculate meaningful probabilities from contextual discrete data?

What probabilities generally govern scenarios that include Bivariate outcomes or average rates?

How do we know if the data we collect differs from what we, in theory would expect?

Are there rules or methods for sorting and travelling that allow satellites to plan the best route for us?

What is the shortest distance from a to b when we have many roads possible?

What route should a postman take to get all of his post delivered in the shortest time and end where he started?

How can we display large sets of activities to be clearly aware of deadlines?

How can we optimise operations where multiple consider-ations are present?

Main Assessment

Task(s)



Topic Tests / Key Mastery tests / Work at home


Topic Tests / Key Mastery tests / Homework




Trips/Visits/Excellence

Tasks where relevant

Use of E(X) and VAR(X) to assess suitability of models

Conduct a hypothesis test for the mean of a Poisson distribution

Find the degrees of freedom when data is not exact

Using the order of nodes decide if a graph is traver-sable and how much so

Fully use Dijkstra’s algorithm to find the shortest path.

Use the Route inspection algorithm

Create a Gantt chart to schedule a large constru-ction project

Find the optimal integer solution for ingredients to a product from a chocolate company



Suggested Websites/Internet Resources: www.physicsandmathstutor.com www.examsolutions.net www.furthermaths.org.uk/students www.madasmaths.com

We recommend:




Curriculum Map - Year 12 Science


Subject Biology Chemistry Physics

Overarching or driving questions

What are cells made of? Biological molecules, Cells, Organisms exchanging substances with their environment, Genetic information, variation and relationships between organisms

What is inside an atom? Development of practical skills in chemistry, Foundations in chemistry, Periodic table and energy, Core organic chemistry

What are fundamental particles? Motion, Forces in action, Materials, Electricity, Waves, Quantum physics


Literacy assessment Numeracy assessment Endorsed practicals Summative assessment



Trips / Visits / Excellence Tasks where

relevant

Christmas lectures

Chemistry in action Specialist lectures

Students will need to bring the following equipment to lessons: Scientific calculator 300mm ruler Pencil, eraser, sharpener highlighters, pens

Contact email: Head of Faculty [email protected] Biology [email protected] Chemistry [email protected] Physics [email protected]

Suggested weblinks/internet resources: https://sites.google.com/a/stantonbury.org.uk/science/ks5-science

We recommend:

Essential Maths skills for A level biology ISBN: 978 1 84762 323 2

Essential Maths skills for A level chemistry ISBN: 978 1 78294 472 0

Essential Maths skills for A level physics ISBN: 978 1 78294 471 3





https://sites.google.com/a/stantonbury.org.uk/science/ks5-science



Curriculum Map - Year 12 and 13 History


AQA A Level History

7041/7042

Unit 1: The Tudors 1485-1603

Unit 2: Germany 1918 - 1945

Unit 3: Non examined assessment

(coursework)


A broad study over 2 years of the reigns of Henry VII, Henry VIII, Edward VI, Mary I and Elizabeth I Key focus points: Government, Foreign policy, key individuals, economy and society, religion

A detailed study over 2 years of the history of Germany from WW1 to the end of WW2. It incorporates Germany under the Kaiser, the impact of the first world war, the Weimar Republic, the rise of the Nazi party and Nazi Germany, the impact of the second world war on Germany

Students select a historical issue of their choice and produce an independently written essay (this is not started until after year 12 exams are over)

Main Assessment

Task(s)

Exams at the end of year 12 and 13

Exams at the end of year 12 and 13

One 3500 word essay produced in year 13


relevant

Students are encouraged to visit historical sites that are relevant. There are many extra resources in school that can be borrowed

We will offer a trip to Berlin at the end of year 12 and if enough students want to go will run it. This has typically cost around £300 for 3 days in June/July.

N/a

Age related expectations

National A level expectations: -Ability to use own knowledge and sources to reach a reasoned judgement -Ability to interrogate sources

National A level expectations: -Ability to use own knowledge and sources to reach a reasoned judgement -Ability to interrogate sources

National A level expectations: -Ability to use own knowledge and sources to reach a reasoned judgement -Ability to interrogate sources -Ability to explore historical interpretations and make up own mind

Students will need to bring the following equipment to lessons: Ruler, rubber, pen, pencil Colouring pencils


Suggested web links/internet resources: http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042 (exam board website)

We recommend: Visiting the local library or asking your teacher for extra reading at least once a month



http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042

http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042

Curriculum Map – Year 12 and 13 Government and Politics


Unit Title/ Examination

paper

Uk Politics Paper

Voting Behaviour

Participation

Electoral systems

Parties (A2) Socialism/Liberalism/Conservatism

UK Government paper 2

Constitution

Parliament

Prime Minister

Relationship between branches

(A2) Nationalism

A2-Year 13 Comparative Politics USA Paper 3

Constitution

Congress

President

Supreme Court

Democracy and participation


How we can participate in our democracy. How Pressure Groups exert influence in our society How our rights are protected or threatened The function features and organisation of political parties. The advantages and disadvantages of different voting systems What are the influences on voting behaviour? (For A2) The key ideas of Conservatism, Liberalism and Socialism

The nature and sources of the Constitution. The structure role and power of Parliament How powerful are PMs and how is their power evolving? The relationship between the Judiciary, Legislature and Executive. (For A2) The key ideas and theorists of Nationalism.

The structure, principles and aim of the US Constitution. The structure, function and effectiveness of Congress. Powers and limitations on the US President. The power and effectiveness of the Supreme Court Elections in the USA and the role of parties How can we compare UK and US politics?

Students will need to bring the following equipment to lessons: Core textbooks All writing equipment Folder of notes or note book


Suggested weblinks/internet resources: Social Science google docs

We recommend: Edexcel approved revision guides- core textbooks


Curriculum Map – Year 12 and 13 Government and Politics


Assessment

AS Exam 1 hour 45 minutes- 60 Marks One 10-mark question from a choice of two. Two 10-mark questions using sources. One 30-mark question from a choice of two. A2 Exam 2 Hours 84 Marks One 30-mark question from a choice of two (each question uses a source) Plus one 30-mark question from a choice of two –All questions assess. Section B: Core Political Ideas One 24-mark question from a choice of two.

AS Exam 1 hour 45 minutes One 10-mark question from a choice of two. Two 10-mark questions using sources. One 30-mark question from a choice of two. A2 Exam 2 Hours 84 Marks One 30-mark question from a choice of two (each question uses a source) Plus one 30-mark question from a choice of two –All questions assess. Section B: Core Political Ideas One 24-mark question from a choice of two.

A2 Exam 2 Hours 84 Marks Section A • One 12-mark question from a choice of two, Section B • One compulsory 12-mark question focused on comparative theories, Section C • Two 30-mark questions from a choice of three.

Curriculum Map – Year 12 and 13 Sociology


Unit Title/ Examination

paper

Education with Theory and Methodology Paper 1

Topics in Sociology Work,Poverty,Wealth and Welfare+ Global Development Paper 2

Crime and Deviance with Theory and Methodology Paper 3


To be able to examine changes and affects in education policy since 1944. How can social class, gender and ethnicity impact upon educational achievement? Theories of Education and the role in society MIC: Methods in Context, education application in a school based setting or situation

The nature, existence and persistence and persistence of poverty in contemporary society Responses and solutions to poverty by the state and by private, voluntary and informal welfare providers in contemporary society Organisation and control of the labour process, including the dividing of labour, the role of technology, skill and de-skilling

What is the difference between crime and deviance? How does labelling theory explain criminal behaviour? Is Sociology, can sociology be regarded as a Science? Structure v Action

Main Assessment

Task(s)

Questions such as: Evaluate the view that the marketization of education has not benefited all social groups (30) Evaluate sociological explanations for social class inequalities in educational achievement (30)

Questions such as: Evaluate the view that social welfare is likely to be most effective when services are delivered by a range of providers rather than by the state alone. (20) Evaluate sociological explanations for the persistence of poverty in contemporary Britain (20)

Questions such as: Assess strengths and weaknesses of the functionalist view of society (30) ‘Society has now entered a new, postmodern age and we need new theories to understand it.’ Assess this view.

Students will need to bring the following equipment to lessons: Core textbooks All writing equipment Homework



We recommend: AQA approved revision guides- core textbooks



Curriculum Plan – Year 12 Fine Art


Unit Title

AUT 1 C1: Module 1 MATERIALS, MEDIA & SKILLS

AUT 2 C1:Module 2 PERSONAL INVESTIGATION 1: Structures & Forms

SPR 1 C1: Module 2 PERSONAL INVESTIGATION 1: Structures & Forms

SPR 2

C1: Module 3

PERSONAL INVESTIGATION 2

SUM 1

C1: Module 3

PERSONAL INVESTIGATION 2

SUM 2

C1: Module 4

PERSONAL INVESTIGATION 3: YR13 PROJECT


Can you show an understanding of the formal elements, using a range of media and techniques?

Can you explore a specific aspect of the theme independently?

How can you produce a skilful final outcome, based on your research so far?

What specific aspect of the set theme are you going to explore and develop?

How can you develop your experimentation and primary sources to produce a final outcome?

Can you evaluate your work and devise a personal investigation of your choice?

Main Assessment

Task(s)

Induction Period

- recording practical and written observations - exploration of materials, processes, technologies and techniques

- primary and contextual sources

Personal Investigation

- generating and developing ideas - artist research and contextual language - media experimentation

Experimentation & Conclusion

- finalising experimentation and research - finalising ideas and critical evaluation

- final outcome and documentation of their journey.

Personal Investigation: of ESA (externally set)

- generating and developing ideas - Researching primary and contextual sources - artist research and contextual language

Experimentation & Conclusion

- finalising experimentation and research - finalising ideas and critical evaluation - final outcome and documentation of their journey

YR 13 Personal Direction

- Presentation and research of Yr 13 Personal Investigation proposal based on their strengths and current interests - Personal Study – first draft

Students will need to bring the following equipment to lessons: Drawing and writing materials, art materials as required for specialist units, note/sketchbook


Suggested weblinks/internet resources: http://www.eduqas.co.uk/qualifications/art-and-design/as-a-level/

We recommend:

http://www.eduqas.co.uk/qualifications/art-and-design/as-a-level/

Curriculum Plan – Year 12 Fine Art



relevant

Independent research into techniques and field primary studies PRIMARY SOURCE TRIP

Visit to galleries and exhibitions, exploring the work of others, liked to individual theme

Additional high quality experimentation

Independent research and field primary studies

Additional high quality experimentation

Additional independent research, Visit to galleries and exhibitions, exploring the work of others, liked to your theme

Curriculum Map - Year 12 and 13 Design and Technology BTEC


Unit Title Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7


Visual Recording and Communication

Critical and Contextual Studies in Art and Design

The Creative Process

Materials, Techniques and Processes in Art and Design

Developing an Art and Design Portfolio

Managing a Client Brief

Developing and Realising Creative Intentions

Main Assessment

Task(s)

A: Explore design craft materials, techniques and processes B: Apply design craft practices to produce a craft item that meets the requirements of a brief C: Review and reflect on own design craft practices to improve future work.

A: Be able to apply an effective investigation process to inform understanding of creative practitioners B: Demonstrate the ability to visually analyse the work of creative practitioners C: Demonstrate understanding of how contextual factors influence creative practitioner’s work

A: Understand the stages and activities within the creative process B: Experiment with the stages and activities within the creative process to develop own working practice C: Apply stages and activities within the creative process to develop own art and design

A: Understand how materials, techniques and processes are used by art and design practitioners B: Explore art and design materials, techniques and processes to develop practice C: Apply materials, techniques and processes to a brief

A: Explore the functions of portfolios in the art and design sector B: Plan the production of an art and design portfolio for a particular purpose C: Produce an art and design portfolio for a particular purpose D: Present

A: Demonstrate ability to select relevant information and material to inform ideas B: Develop design ideas relevant to client brief C: Justify the decisions in relation to brief, audience and client demands D: Organise ideas, information and

A: Demonstrate an ability to generate ideas in response to a stimulus B: Apply an understanding of contextual influences and trends to own work and practice C: Explore materials, techniques and processes to communicate creative intentions D: Demonstrate an ability to develop work and ideas by reviewing and refining throughout

Students will need to bring the following equipment to lessons: Drawing and writing materials, art materials as required for specialist units, note/sketchbook


Suggested weblinks/internet resources: http://qualifications.pearson.com/en/qualifications/btec-nationals/art-and-design-2016.html#tab-5

We recommend:

http://qualifications.pearson.com/en/qualifications/btec-nationals/art-and-design-2016.html#tab-5

http://qualifications.pearson.com/en/qualifications/btec-nationals/art-and-design-2016.html#tab-5

Curriculum Map - Year 12 and 13 Design and Technology BTEC


D: Communicate independent judgments demonstrating understanding of the work of creative practitioners

work D: Review how use of the creative process developed own art and design practice.

D: Review own use of art and design materials, techniques and processes.

and review an art and design portfolio.

practical outcomes for presentation

the creative process E: Be able to plan and realise creative intentions F: Demonstrate ability to present work which demonstrates development and realisation of final outcome, showing an understanding of professional practice


relevant

A range of visits to local and national galleries.

Working with artists internally on school site.

Long term projects working in galleries and arts organisations locally.

Site specific working around campus

Curriculum Map - Year 12 Product Design


Unit Title Core technical principles

Specialist technical principles

Design & making principles

NEA


How do I effectively apply core principles in the design and manufacture of products that address a specific need or opportunity?

systems approach to designing

mechanical devices

materials and their working properties.

How can you demonstrate knowledge of how appropriate processes are carried out for specific materials?

• using and working with materials

• stock forms, types and sizes

• scales of production

• specialist techniques and processes

• surface treatments and finishes.

How can you apply the principles of design to ensure a successful function product?

• prototype development

• selection of materials and components

• tolerances

• material management

• specialist tools and equipment

• specialist techniques and processes

AO1

Identify, investigate & outline design possibilities

Main Assessment

Task(s)

Produce a range of resources demonstrating your understanding of specialist technical principles Execute a range of practical experiments and tests to demonstrate understanding End Unit Test

Produce a range of resources demonstrating your understanding of specialist technical principles Execute a range of practical experiments and tests to demonstrate understanding End Unit Test

You will be required to undertake a range of design and make tasks which involve

Identify, investigate & outline design possibilities

Design & make prototypes that are fit for purpose

Analyse & evaluate

By analyzing the contextual challenge, you will identify design possibilities, investigate client needs and wants and factors including economic and social challenges.

Trips / Visits /


relevant

TBC/ Portfolio preparation for University Application

Students will need to bring the following equipment to lessons: Basic Drawing and Writing Equipment Scientific Calculator


Suggested web links/internet resources: www.technologystudent.com www.pgonline.com

We recommend: AQA A Level Design Technology Text Book pub: PG online


http://www.technologystudent.com/

http://www.pgonline.com/

Curriculum Map - Year 12 Product Design


Assessment objectives

AO1 Identify, investigate & outline design possibilities

You should also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. You are also advised to use a range of research techniques (primary/secondary) to draw accurate conclusions. You should be encouraged to investigate throughout their project to help inform decisions.

Based on conclusions from your investigations you will outline design possibilities by producing a design brief and design specification. You should review both throughout the project.

Curriculum Map - Year 12 Computer Science


Unit Title

Fundamentals of Computer Science (Component 1)

Practical Programming to Solve Problems - (Component 2)


This component investigates computer architecture, communication, data representation, data structures, software applications, programs, algorithms, logic, programming methodologies and the impact of computer science on society.

This component consists of a series of set tasks completed on-screen by candidates. These tasks will assess the practical application of knowledge and understanding and will require the use of Python as a programming language.

Main Assessment

Task(s)

Homework every week for Component 1 2hr written paper on-screen examination (70% of AS) during the May/June Exam block of year 12.This is weighted at 70 % of the AS

Homework every week for Component 2 2hr 15 minute written paper and on-screen examination (30% of AS) during the May/June Exam block of year 12.This is weighted at 30 % of the AS

Grade Criteria

A or A* grade -fully understand the key words and concepts of Computer Science. Students apply these to both written and practical task and examinations. Students analyse a wide range of problems in computer science, and make expert reasoned judgements, and design, implement, evaluate and refine programmatic solutions to these problems. C or B grade work will mostly have accurate recall of concepts, calculations and assumptions generally accurate and an attempt to apply concepts to a context. Analysis will be present, but not fully developed and there may be a good attempt at the online exam, and an attempt at evaluation, but the solution may not be as efficient as possible. E and D grade work will have a number of errors in it, very generic with little attempt at analysis and evaluation.

Students will need to bring the following equipment to lessons: Writing material, including pencils, pens, range of coloured pencils, and highlighters.


Suggested weblinks/internet resources: goo.gl/k4nWnW – links to resources and revision guides w3schools.com/php https://cs50.harvard.edu/ http://eduqas.co.uk/qualifications/computer-science/as-a-level/WJEC%20Eduqas%20AS%20Computer%20Science%20specification%20Rev5%2027-10-14.pdf?language_id=1

We recommend: Installing a copy of xampp your home computer And Learning PHP, MySQL & JavaScript: With jQuery, CSS & HTML5 ISBN-10: 1491918667 Programming in Python 3: A Complete Introduction to the Python Language (Developer's Library) 2nd Edition


https://cs50.harvard.edu/

http://eduqas.co.uk/qualifications/computer-science/as-a-level/WJEC%20Eduqas%20AS%20Computer%20Science%20specification%20Rev5%2027-10-14.pdf?language_id=1





Curriculum Map - Year 12 Dance


Some units will be taught in the same term at the same time with a different teacher.

Autumn Term Winter term Spring Summer

Unit Title

The History of Contemporary Dance Performance skills Independent contemporary Dance scene in Britain.

The choreographic process Solo Composition Rambert Dance Company Contemporary Dance scene in Britain

Solo Composition Duet performance Rambert Dance Company Contemporary Dance scene in Britain

Revision

Driving question

for the unit

How well can I recognise the key practitioners and their techniques and put them in context within the History of Contemporary Dance? What are your strengths and weaknesses in performance and how can you improve them? How has the contemporary dance scene developed over time? What are the stylistic features of the Independent contemporary dance scene in Britain?

How do I create an effective solo composition? Who are the key practitioners in contempoaray dance in Britain and why are they instrumental in the development of dance? How has Rambert Dance company developed from 1966 – 2002?

How well can I structure my choreographic ideas and make use of choreographic devices? How can I create original solo movement material? Can I use Physical and Expressive skills to perform a successful duet? How are the key features of Vardimon, Khan and Larbi evident in their own work?

How well can I write a detailed analysis of all the study areas for my exam? How can I use my knowledge of the key practitioners to back up my answers about the development of Rambert Dance Company and Contemporay Dance in Britain? How has Rambert Dance company developed over time and how have the practitioners work shown this? How have Khan and Vardimon developed since 2000 and how is it clear in their work?

Students will need to bring the following equipment to lessons: Coloured writing pens A highlighter pen Dance kit


Suggested weblinks/internet resources: http://www.rambert.org.uk/ http://www.akramkhancompany.net/productions/ http://jasminvardimon.com/ http://www.east-man.be/

We recommend: You use the space once a week to develop technique and compositional skills further.

http://www.rambert.org.uk/

http://www.akramkhancompany.net/productions/

http://jasminvardimon.com/

http://www.east-man.be/

Curriculum Map - Year 12 Dance


Main

Assessment Task

Analysis of the History of Dance written essay Assessment and evaluation of performance skills Powerpoint on the independent contemporary dance scene

Mock Solo Composition Analysis of key practitioners and their influence on modern dance? Essay of the development of the early years of Rambert Dance Company

Analysis of set works essay Practical assessment of performance and compositional skills by a external examiner from AQA.

AQA Written Examination

Trips / Visits /


relevant

Select a contemporary choreographer we have discussed in lesson. Watch one of their keys works and write an essay justifying why the work clearly shows the characteristics of the choreographer.

Watch a range Solo Compositions from You tube clips or from Dance departments collection of DVD’s and compare and highlight creative and original movement material.

Prepare your Solo Composition for a performance in the Theatre.

Curriculum Map - Year 12 Media


Unit Title

Unit 25 Sound Recording

Unit 24 Sound Editing

Unit 21 Film Editing


What is the difference between analogue and digital sound? What is the process of converting sound from analogue to digital? What are the different types of microphones? How do you set up a microphone for recording accurately? Why has the process of recording developed over time?

What is meant by ‘pre-editing’? What is the difference between WAV and AIFF files? How can I edit sound in Logic Pro? What is the purpose of ‘cleaning up’ sound files?

When creating a film, what techniques can be used to keep the audience engaged? How do you create a successful sequence using appropriate editing techniques?


Over the course of the unit students will gain an understanding of how sound equipment works and the different techniques and methods for recording. Students will create a portfolio of recordings demonstrating their understanding and application of recording techniques in both interior and exterior locations. Students will then produce a recorded or written report on how to record making reference to their practical understanding based on their portfolio. Throughout the unit students will keep a folder of unedited files which

Students will present on the importance of editing digital sound recordings making reference to clear examples. Students will then produce a presentation, or written account, on how to prepare appropriate equipment for editing digital sound recordings. Finally, students will complete a series of edited recorded sound clips for inclusion in a digital media artefact(s).

Across the unit students will develop their appreciation and understanding of film edition. They will explore how the pioneers of film editing have used techniques. Students will begin the unit by researching and presenting on the history of film editing, making reference to historic and contemporary examples for film and television. Students will then create a minimum of two developed ideas for edited sequences using both continuity and non-continuity techniques to a given purpose. Students will keep an annotated ideas portfolio

Students will need to bring the following equipment to lessons: Writing Pens Headphones / Earphones

Contact email: [email protected] OR [email protected]

Suggested weblinks/internet resources:

We recommend:



Curriculum Map - Year 12 Media


demonstrates their preparation for sound recording.

where they will reflect on their decisions during the editing process. Students will keep a reflective production log that will include a schedule and discussion of the technical choices made throughout the unit.

Trips / Visits / Excellence Tasks where relevant

TBC TBC TBC

Curriculum Map – Year 12 and 13 Music BTEC


Unit Title

Unit 4: Aura

Perception Skills

Unit 7: Composing

Music

Unit 12: Improvising

Music

Unit 14: Listening

Skills for Music

Technologists

Unit 17:

Marketing and

Promotion in the

Music Industry

Unit 23: Music

Performance

Techniques

Unit 24: Music

Project

Unit 39: The Sound

& Music Industry

Unit 40: Working

and Developing as a

Musical Ensemble

DQ

How can learners develop a critical ear and knowledge about melodic parts, harmonic progression, rhythms & texture?

How will learners develop some of the underpinning knowledge & the skills required in order to compose music in a variety of contexts?

How will you develop the ability of performing improvised music in range of musical contexts?

How can learners develop their listening skills, with a focus on the sonic and musical components particularly of interest to music technologists?

How will learners to develop their knowledge of the types of marketing strategies used by music organisations? How will Learner then apply their learning to the marketing of a recording production or Performance event?

How can learners develop their techniques for both solo & group performance from practice through to performance?

How will you plan, prepare for and deliver a large-scale music project? Learners will undertake appropriate responsibilities, working both individually & as part of a team

How can you gain a knowledge & awareness of where your career choices fit into the ‘big picture’ of the industry & gain skills in creating a business plan?

How will you develop your abilities to work together in musical ensembles?

Main Assessment Tasks

1 Know about different intervals and pitches 2 Know about chords and chord progressions 3 Know about simple and complex rhythms 4 Know about harmony & tonality.

1 Be able to originate compositional ideas 2 Know how to extend, develop and manipulate musical material 3 Be able to appreciate the role and importance of the structural elements of composition 4 Be able to present a portfolio of compositions in an appropriate format.

1 Understand the stylistic elements of improvisation across a range of musical genres 2 Be able to develop instrumental or vocal techniques appropriate for improvisation in contrasting styles 3 Be able to improvise music in response to a stimulus in contrasting styles 4 Be able to improvise music responding to other musicians.

1 Know the musical components in recordings or performances 2 Know the sonic components in recordings or performances 3 Know sonic faults or negative components of recordings or performances 4 Know the texture of vocal and instrumental resources and their acoustic environment in recordings or performances.

1 Know about marketing techniques used by music businesses 2 Be able to produce a marketing strategy for a music product or event 3 Be able to contribute to a marketing campaign for a music product or event 4 Understand the success of a marketing campaign.

1 Know effective instrumental or vocal technique through a structured practice routine 2 Be able to apply effective instrumental or vocal technique in solo performance 3 Be able to apply effective instrumental or vocal technique in group performance.

1 Be able to prepare and work as a member of a team towards a successful live event 2 Be able to prepare individually for the delivery of a successful live music event, undertaking appropriate responsibilities throughout the project 3 Be able to contribute to a performance to a technically acceptable level appropriate to context 4 Understand the complete process when preparing for and delivering a live music event.

1 Know about the sound and music industries and how they relate to the broader entertainment industry 2 Know the professional roles within a chosen area of the music industry 3 Be able to create a business plan for a product or service 4 Know the importance of royalties in the sound and music industry.

1 Understand the elements of musical ensembles 2 Be able to plan as a musical ensemble 3 Be able to develop as a musical ensemble 4 Be able to perform as a musical ensemble.

Students will need to bring the following equipment to lessons: Pencil and rubber Headphones/earphones Writing pen


Suggested weblinks/internet resources: Google Classroom BTEC Music Diploma

We recommend: To accept Google Classroom BTEC Music Diploma request

Curriculum Map - Year 12 Performing Arts BTEC


Unit Title

Unit 1 Investigating Practitioners work.

Unit 2 Developing Skills and Techniques for Live Performance

Unit 3 Group Performance Workshop

Unit 4 Performing Arts in the Community


What are the contextual factors that influence and inform practitioners work? How do practitioners work compare based on a common theme? How have the contextual and external factors influenced this?

What skills are associated with a professional within the performing arts sector? How can I apply these skills to my own constructed piece? Do such skills differ depending on the practitioner and style I am performing in?

What does creative intentions mean? How can we use our creativity to compose a piece of performing arts in response to an examined brief? What is the purpose of a workshop performance?

How can the performing arts be used in the community? What is the demand for performance arts within our community? What is a brief?

Main Assessment

Task(s)

Identify and critically analyse the creative intentions, performance, production of a variety of different repertoire. Students are required to complete an externally written exam. The exam will last for 3 hours.

Students will study a range of practitioners within the discipline they are studying. They will complete a series of workshops explaining the role of a professional practitioner within the chosen discipline and explain what skills are required. Students will complete a presentation on the role of a performer, take part in regular workshops,

Students will compose a piece of performing arts in response to a brief / stimulus set by Pearson. Students are expected to work collaboratively as a group, contributing ideas, to create a 10 - 15 minutes performance. Throughout the creation of their piece they will be required to complete 4 reflective milestones in examined conditions whereby they will have to

Students will be working as a group to create a piece of performing arts in response to a brief from a community organisation. Students will research the importance role of the performing arts in the community, local and nationally with clear examples. Students will be recorded throughout the process of creating their performance for the community and are

Students will need to bring the following equipment to lessons: Writing Pens PE Kit Lever arch file - provided upon joining the course

Contact email: [email protected] OR [email protected]

Suggested weblinks/internet resources: http://www.bl.uk/reshelp/findhelprestype/webres/perfarts/perfweb.html https://www.creativefuture.org.uk/useful-websites-for-artists-writers/ https://www.stagemanagementassociation.co.uk/links/generally-useful-websites www.rewardinglearning.org.uk

We recommend: Utilising the tickets that are available throughout the year for performances at Stantonbury Theatre to widen your appreciation of performing arts repertoire. To have a part in the annual school musical to support your studies for Component One.



http://www.bl.uk/reshelp/findhelprestype/webres/perfarts/perfweb.html

http://www.bl.uk/reshelp/findhelprestype/webres/perfarts/perfweb.html

https://www.creativefuture.org.uk/useful-websites-for-artists-writers/

https://www.creativefuture.org.uk/useful-websites-for-artists-writers/

https://www.stagemanagementassociation.co.uk/links/generally-useful-websites

https://www.stagemanagementassociation.co.uk/links/generally-useful-websites

http://www.rewardinglearning.org.uk/



complete a final performance and will complete a reflective log during the process of the whole unit regularly reviewing the application and progression such skills.

discuss their progress on their performance, their contribution to the performance and how it is meeting the brief. The exam is released in January 2019 and will be complete in May 2019.

expected to keep a reflective log about the process, skills applied, strength and weaknesses and target setting.

Trips / Visits /


relevant

Trips: Regular opportunities to trips at Stantonbury Campus Theatre

Excellence: Performing Arts Showcase

Trips: Regular opportunities to trips at Stantonbury Campus Theatre Excellence: Performing Arts Showcase

Trips: Visit to local feeder schools to set up and support the coursework for the unit. Excellence: Performing Arts Showcase

Unit Title

Unit 12 Contemporary Dance Technique TBC

Unit 13 Healthy Dancer TBC

Unit 23 Singing Techniques for Performers

Unit 30 Audio Performance TBC


What is contemporary dance? How does it compare to other styles? What are the different roles as a contemporary dancer?

What is the structure and function of the human body? What does a successful fitness programme look like?

How does the body physically produce the ability to sing? What is the theory behind singing? What techniques are used for singing?

What job roles can actors work in that only uses the voice? How can you change the characterisation of your voice based on the context of your performance?

Main Assessment

Task(s)

Students gain an understanding of the style contemporary dancing. They will be expected to complete a presentation on the exploration of contemporary dance, referring to clear examples. In addition they will also participate in workshops exploring contemporary dance, work individual and in groups, complete self and peer feedback and have a

Students will gain knowledge and understanding of the human body, anatomy and physiology. Students will explore areas of fitness and the factors that affect training. Students will develop their own fitness programme and will evaluate its effectiveness.

Students will gain knowledge and understanding of the human body when it comes to singing. Students will explore the different singing techniques associated with a successful performance. Students will create a presentation at the start of the unit explaining the different techniques associated with singing with clear

Students will gain knowledge and understanding of the different contexts actors perform in when using only their voice - for example, radio drama, TV animation, etc. Students will create a presentation that explores acting using only your voice. Students will then go on to complete a series of workshops



final performance within the style. Throughout the unit students are expected to complete a reflective diary about the development within the style.

examples. Students will then go on to practically explore these singing techniques building up to a final performance at the end of the unit. Students will be expected to keep a rehearsal log reflecting on the development of these skills throughout the unit.

on the different contexts of voice acting. Finally, students will be expected to complete one full performance of vocal acting. Throughout the unit students will need to keep a reflective journal on how they are developing their skills across the unit.

Trips / Visits /


relevant

Excellence: Performing Arts Showcase

Workshop: Workshop with Music Technology and Media teachers to introduce them to the software used for recording their coursework. Excellence: Completed coursework will be screened at the media coursework evening.

Curriculum Map – Year 12 and 13 Psychology


Unit Title/ Examination paper

Introductory topics in Psychology Paper 1

Psychology in Context Paper 2

Topics in Psychology Paper 3


Objectives: To be able to examine social psychological understanding of human behaviour and cognition To successfully complete any questions on:

Social Influence

Memory

Attachment

Psychopathology.

Objectives: To successfully complete any questions on:

Approaches to Psychology

Biopsychology

Research Methods.

Objectives: To successfully complete any questions on Issues and Debates in Psychology:

Relationships

Eating Behaviour

Forensic Psychology.


Questions such as: 12 marker essay - outline and evaluate one or more explanation of conformity. 6 marks- identify and explain variations to obedience

Questions such as: 12 marker essay – outline and evaluate the bio psychological approach to explaining human behaviour. 6marks- outline research into social learning theory

Questions such as: 16 mark essay- outline and evaluate social exchange theory in reference to relationship formation. 16 marks – discuss the evolutionary explanation of food preferences

Students will need to bring the following equipment to lessons: Core textbooks Lesson hand-outs and booklets All writing equipment Homework



We recommend: AQA approved revision guides- core textbooks


Documents

Curriculum Map - Year 12 English Literature- · The Great Gatsby Overarching or driving questions How can I move my writing from GCSE to A level standard? How does Shakespeare convey