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Subject Name Art
Periods per week 1
Core / Option Core
Overview
In Art pupils will extend basic skills and develop new ones through a series of linked projects. The projects
students will study in Year 8 will be aimed at building upon the skills learnt in Year 7 and introducing them to
new artists and new areas of study.
Units Studied
Observational drawing and still life
Studying the work of artists such as: Sarah Graham, Georgina Luck and Bridget Riley
Ceramics (coil pots)
Painting skills and techniques
Graphics (Zentangles)
Mixed Media
Two-point perspective
Assessment Pupils will be continuously assessed throughout each project through questioning, formative assessment and
peer assessment. At the end of each project students will achieve a final grade for that unit of study. Year 8
will also be assessed through a series of PPE's which will take place at regular intervals throughout the year.
Other Information The Art Department is open after school on certain days for each year group to come and explore their ideas
and develop their skills.
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Department Art / Technology
Head of Department Mr P Clark
HoD Email [email protected]
Department Staff P Clark, N Amos, T Fulford, H O’Neil, L Hoyland & J Podlewski
Overview
Following a combination of Product Design and Food Technology units, students in Year 8 have the opportunity to
develop the skills that they were introduced to during Year 7.
Units Studied
Engineering & Design
Students will continue to develop communication techniques in order to be able communicate engineering
designs.
2D and 3D sketching and drawing methods are developed. Designs are rendered and annotated with
appropriate information.
Students will develop Isometric and Perspective drawing techniques designing and communication and range
of products using these methods.
Rendering techniques will be developed to detail tone, texture, material and surface finishes
Successful designs may be manufactured. Students will also have the opportunity to manufacture products in
3D.
Food and Nutrition
In Food and Nutrition students establish a range of skills in the Food Technology suite expanding their range
of cooking techniques and skills to produce a range of more complex dishes
Assessment Pupils will be assessed through class based assessments of both written and practical aspects.
Other Information n/a _________________________________________________________________________________
Subject Name Technology
Periods per week 1
Core / Option Core
Department Art / Technology
Head of Department Mr P Clark
HoD Email [email protected]
Department Staff P Clark, N Amos, T Fulford, H O’Neil, L Hoyland & J Podlewski
Overview
Dance is a practical based subject.
Units Studied
Topic 1: Dance Styles – Urban V’s Contemporary
Looking into 1 or 2 different dance styles – characteristics, dynamics create a performance piece looking into communication of intent.
Topic 2: Performance Skill
Choreographed and developed by teacher and student with an opportunity to perform to an audience. Research into job roles in the performing arts industry
Assessment
Half Termly - Through videoed/ live performances, log books and pupil progression diaries Other Information
• Lots of extra curriculum activities on offer.
• Opportunities for live performances and theatre trips.
• Whole school productions and visitor workshops.
__________________________________________________________________________________
Department Dance
Head of Department Mrs R Kelly
HoD Email [email protected]
Department Staff R Kelly
Subject Name Dance
Periods per week 2 (on a carousel with Musical Theatre & Drama ½ termly)
Core / Option Core
Overview
Drama is a practical based course, focusing on the performance skills which students will need in order to
progress in this subject area. Students will study a range of practical based and process based (SMSC) topics.
Each of the following units will rely heavily on the students being able to use a range of Explorative Strategies
and Drama Medium.
Explorative strategies include: The drama medium includes: *Still image *The use of costume *Thought -tracking *The use of masks and/or make-up *Narrating *The use of sound and/or music *Hot-seating *The use of lighting *Role Play *The use of space and/or levels *Cross-cutting *The use of set and/or props *Forum theatre *The use of movement, mime and gesture *Marking the moment *The use of voice *The use of spoken language
Units Studied
Topic 1 – Darkwood Manor
Introducing Improvisation and Tension
Revisit drama techniques and conventions
Topic 2 – Script Work
Looking at a professional script and understanding how to read from a script
Introducing devising skills through workshops and higher ability drama conventions
Assessment
Each topic lasts half a term and the students are assessed at the end of each topic. This is in the form of
practical assessment including video evidence (internal use only) and a progress log book kept by the
students.
Other Information
Department Drama
Head of Department
HoD Email
Department Staff J Boner
Subject Name Drama
Periods per week 2 (on a carousel with Musical Theatre & Dance ½ termly)
Core / Option Core
Students will have the opportunity to attend many different extra-curricular activities. This will include the
weekly drama club and the whole school production.
__________________________________________________________________________________
Overview
Year 8 students are exposed to a broad curriculum with opportunities to enjoy all aspects of English, including writing, reading and speaking and listening.
Units Studied
Autumn Term 1 – ‘Of Mice and Men’ or ‘Heroes’
This scheme gives students the opportunity to develop reading comprehension and analytical skills.
Exploration of character, plot, themes and motives will be completed through discussion, individual, paired
and group work activities, allowing students to understand and cultivate the analysis skills needed for GCSE
analysis.
Autumn Term 2 – Transactional writing (writing to argue)
Prompted by tasks in the GCSE Language specification, students will explore, understand and create a range
of transactional writing tasks, such as leaflets, letter writing and speeches. They will develop an
understanding of tone and writing for different purposes and formalities. This scheme also includes a
speaking and listening assessment, incorporating writing techniques and practising speeches for different
purposes, such as to persuade, to argue or to inform.
Spring Term 1 – Magical Voyages
Students will explore narrative writing structure, creative writing and grammar in a scheme designed to
challenge and encourage imaginative writing skills. Different creative and imaginative texts will be explored
and opportunities will be given for students to engage in their own original writing using a range of imagery
and linguistic devices.
Spring Term 2 – World Writing
A range of poems from different cultures will be explored in this scheme, allowing students to explore
context, alternative values and new perspectives. Comprehension and language analysis will be developed
and practised in preparation for anthology poetry and unseen poetry in Key Stage 4.
Summer Term 1 – Introduction to Shakespeare Students will be prepared for GCSE literature analysis through reading and analysing various Shakespearean extracts. The text will allow them to explore the context and historical background of Shakespeare, his work and the world he lived in. This analysis will also include writing tasks, such as diary writing and letter writing to explore wider themes and writing skills.
Subject Name English
Periods per week 3
Core / Option Core
Department English
Head of Department Miss A Blaikie
HoD Email [email protected]
Department Staff A Blaikie, J Richmond, G Skyner, K Wilson, S Heath, N Ennis, F Galtrey, S Lowe, J Wilson and K Sissons
Summer Term 2 – Detective Fiction Preparing students for the demands of the 19th century historical texts to be studied as part of the Literature GCSE specification, this scheme allows students to analyse and apply reading analysis skills to a historical text. As well as literature analysis of the text, students will also explore a character-focused speaking and listening task. There will also be the opportunity to explore narrative and transactional writing as part of this scheme.
Assessment
Students will be assessed formatively throughout schemes through the use of questioning, a range of tasks
and regular marking of books using the two week department policy.
All classes will be given the opportunity to complete a ‘Big Write’ each week, using learning from recent
levels to inform and develop skills in extended writing. This is marked and assessed by their teacher.
Each term, students will be assessed using a formal PPE. This will include both a reading comprehension and
writing task, which will be assessed and moderated in department. These grades will be communicated to
parents formally.
Other Information Year 8 students will have one lesson a week in English for Accelerated Reading. This will include independent reading time, assessment using the Accelerated Reading programme on school computers, guided reading sessions and one-to-one reading with their teacher within the lesson. Progress in reading and understanding is monitored and tested using the Accelerated Reading programme to check and manage progress by the class teacher.
__________________________________________________________________________________
Overview
The aim of Enrichment is to allow students learning opportunities and activities that engage them in developing essential knowledge, skills, values, and relationships as a vehicle for inspiring learning and encouraging
Units Studied
All activities are linked to academic standards and are creative, exciting, fun, engaging and relevant. The enrichment programming will hold pupils attention, awaken imagination, and inspire the desire for broader learning. The specific activities vary from year group to year group.
Assessment
Pupils will be assessed through written prices and photographic evidence of meeting their success criterion. Other Information
__________________________________________________________________________________
Department Enrichement
Head of Department Mrs S Chambers
HoD Email [email protected]
Department Staff Various
Subject Name Enrichment
Periods per week 2
Core / Option Core
Qualification None
Weblink N/A
Overview
Students will experience learning in 4 skill areas of Listening, Reading, Speaking and Writing. They will also
experience translation, transcription, extended listening and reading authentic texts. We will aim to inspire
further learning and a love of French culture, film and literature
Students learn how to give and develop opinions in French and to understand and produce lengthier and
more complex language. Students also look at the geography, culture and customs of France and other
French speaking countries.
Units Studied
Term 1:
Local area Entertainment and advertising, TV and films
Term 2:
Technology
Issues for teenagers
Term 3:
A balanced diet
Jobs and Ambitions
Assessment
Students will be assessed formally during the calendared Assessment dates on the Academy calendar. They
will also receive ongoing assessment in class throughout the year. Assessments will cover listening,
speaking, reading and writing.
Other Information __________________________________________________________________________________
Department French
Head of Department Mrs K Causier
HoD Email [email protected]
Department Staff K Causier, S Chambers & S Le Gall
Subject Name French
Periods per week 1-2
Core / Option Core
Overview
Geography enables students to study the world around them at a local, regional and national scale. It includes
both human and physical aspects as well as considering environmental issues.
Units Studied
Term 1 – What is development? In this unit students will develop awareness of the way in which people live in poorer part of the world. This will be taught largely through the comparison of the country of Kenya with the UK. Pupils will also look at trade and the impacts of Fairtrade.
Term 2 - Restless Earth
In this unit students will learn about the causes of natural tectonic hazards such as volcanoes and
earthquakes. Students will study specific examples of past eruptions and earthquakes; the effects and
management.
Term 3- Tropical Rainforests
In this unit students will locate the world’s tropical rainforest and will study the characteristics of this fragile
ecosystem as well as their sustainable management, focusing on the Amazon.
Term 3 – Hot Deserts
In this unit pupils will look at deserts across the globe. This will involve describing and explaining the desert
climate as well as looking at how plants and animals have adapted to survive in such extreme conditions.
Assessment
Students will be assessed on a half-termly basis using a combination of end of unit tests and assessed pieces
of writing.
Other Information __________________________________________________________________________________
Department Geography
Head of Department Miss D Forrester
HoD Email [email protected]
Department Staff D Forrester, R Dudderidge, K Elliot & O Robinson
Subject Name Geography
Periods per week 2
Core / Option Core
Overview
History sparks pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and
beliefs of people in the past. It helps pupils develop their own identities through an understanding of history
at personal, local, national and international levels. It helps them to ask and answer questions of the present
by engaging with the past. Pupils find out about the history of their community, Britain, Europe and the
world. They develop a chronological overview that enables them to make connections within and across
different periods and societies.
Units Studied
Term One:
Students will begin their studies with an investigation in to the topic of Slavery, making links back to Elizabeth
I from the Year 7 curriculum. Students will look carefully at the impact of slavery on enslaved African peoples
and the political changes made within Britain to support the abolition.
Students will then link the Transatlantic Slave Trade to the Industrial Revolution; students will study the
changes that happened in Britain after 1750 and consider how this influenced the way that people lived. The
political changes of the 1800s will be taught to continue the study of Power in England.
Term Two:
A depth study of WWI will give students a valuable insight into the changing power structures in Europe and
how technology changed the face of warfare.
The Roaring 20s in the USA will widen students’ knowledge of world events and discover how economic and
political positions changed in the aftermath of WWI.
Term Three:
Our extension into world affairs introduces Nazi Germany so that the study of the Holocaust is well founded
and more easily comprehended by our students.
Students will then delve into the political, and social aspects of different conflicts in WWII by studying
different the theatres of war.
Assessment
Students will be assessed on a half-termly basis using a combination of end of unit tests and assessed pieces
of writing.
Other Information __________________________________________________________________________________
Department History
Head of Department Mrs L Snaith
HoD Email [email protected]
Department Staff L Snaith, H Tordoff and C Hannam
Subject Name History
Periods per week 2
Core / Option Core
Overview
The IT and Computing Framework breaks down the Computing program of study into three strands. These
three strands are
1. ICT
2. Media
3. Computing
Units Studied
In year 8 the course is split in to six different projects, two each term. There is one period a week.
Project 1 - Graphics: This project involves the students building on their project from year 7 where they
learnt about vector and bitmap graphics. This year they use serif drawplus and extend their skills by learning
how to use layers and create a magazine cover.
Project 2 – Programming project: This project gives students the opportunity to use the programming
language python. They learn to sequence events and debug programs.
Some pupils may not undertake this project and will take part in a different project where they create an
animation.
Project 3 – Video Editing: This project gives students the chance to use video editing software to create
a promotional video for the dance show Move IT!
Project 4 - Spreadsheets: This project involves the students learning how to use Microsoft Excel. They will
learn how to enter dad, format the data in a professional way, create formulas and function and learn how
to present the data in the form of graphs and charts.
Project 5 – Revision for PPEs: This half term is used to showcase some revision techniques that could be
used for the upcoming PPEs
Project 6 – Gaming avatar: This project involves students designing and creating a gaming avatar. They will
need to carefully consider the audience and purpose the avatar is aimed at.
Assessment
Formal assessment every half term. Other Information __________________________________________________________________________________
Department ICT
Head of Department Mrs L Robinson & Mrs S Dakin
HoD Email [email protected]
Department Staff L Robinson & S Dakin
Subject Name ICT
Periods per week 1
Core / Option Core
Subject Name Maths
Periods per week 3
Core / Option Core
Overview
During year 8 pupils will be taught mathematics from the areas of number; algebra; geometry and measures;
statistics; probability.
Units Studied
Assessment
In quizzes students are expected to demonstrate their learning from all of the units that have been delivered
since the last quiz took place.
Students are expected to take PRIDE in their work. We will expect to see:
• Underlined learning objective and date
• Worked examples with any additional notes
• Numbered questions
• Clear method with all workings out shown
• Students marking work and responding to feedback in purple pen
Homework will be set on www.hegartymaths.com and students who wish to undertake further independent
study use this platform for that too. Students having issues accessing HegartyMaths should speak to their
maths teacher.
Other Information
Department Maths
Head of Department Mrs L Thompson
HoD Email [email protected]
Department Staff L Thompson, S Moore, S Kemp, M Arbon, M Robinson, B Coleman, M Aramburu, K Durant, J Hough and H Rotherforth
Students should come to lesson equipped with: black/blue pen, purple pen, pencil, ruler, and a scientific calculator (we recommend the Casio fx83-GTX).
________________________________________________________________________________
Subject Name Music
Periods per week 1
Core / Option Core
Overview
Intent – The National Curriculum for music aims to ensure that all pupils perform, listen to, review and evaluate music, sing with confidence, create and compose music and understand and explore how music is created, produced and communicated.
Implementation - Our curriculum ensures students study a wide range of music, including that of the great composers, through composition, listening and performance opportunities. Students learn to perform and compose on a variety of instruments and are encouraged to sing with confidence. Musical vocabulary is consistently so that students are able to appraise articulately.
Impact – We aim to develop self confident, creative and proud musicians who are able to compose, perform and listen with increasing discrimination to a wide genre of music.
Units Studied
Unit 1 – Pop Music
This project brings together students’ knowledge of chords and riffs from Year 7 and allows them to
compose their own pop song. The class will study existing pop songs on their chosen instrument and
then move onto composing their own.
Unit 2 – Film Music
This project builds upon the Year 7 Instruments topic by focussing further on how certain timbres and musical devices add to on-screen action. Students learn how to perform leitmotifs and themes, listening focuses on great composers and musical intent.
Unit 3 – World Music – Reggae/African Drumming/ Indian Music
This project builds upon music from China as students perform a range of music from a wide range of different cultures. Unit 4 – Music of the Great Composer
The class will learn about the major periods of music through listening and performing opportunities. Students will also learn about prolific composers and their composition techniques.
Unit 5 – Games Music
This project builds on Year 8 Unit 2 Film Music by composing using musical devices such as chromatic, dissonance and syncopation.
Assessment
Each topic has an interim and final assessment. Assessment will focus on a composition or
performance alongside a listening or knowledge based quiz.
Department Music
Head of Department Mr G Woodfine
HoD Email [email protected]
Department Staff G Woodfine
Other Information At Airedale we have a thriving extra-curricular programme that will further students development in music. In addition, students can take extra-lessons on a variety of instruments. __________________________________________________________________________________
Overview
Units Studied
1st Half Term 2nd Half Term
Topic
Characters within ensemble, acting through ensemble
How to create a character. Techniques to create character using textual clues (vocal, body, gesture).
Devising and Independence, audition process for principals. Preparation for KS3 Performance to a live audience – showcase.
Practical Exploration
Blood Brothers Creating character, with movement and song in ‘Kid’s game’ ‘Shoes upon the table’ The Greatest Showman Creating character, with movement and song in ‘This is the greatest show’
Our House Group performance of extracts from the Musical ‘Our House’. ‘Our House’ ‘Baggy Trousers’
Core Skills Covered
Use of gesture, gait, voice, body to create a credible character, reading script for understanding, devising in a group and maintaining originality, confidence building
Performing to an audience, how to deal with nerves, stagecraft and hierarchy backstage, personal rehearsal and preparation, ‘getting into character’, team work and confidence.
Remote & promoted personal research
study
Create a Personal Character profile AND a profile of a famous Musical Theatre performer including their training and career to date.
Log book of personal rehearsal, target setting and achievements.
Assessment
Subject Name Musical Theatre
Periods per week 2 (on a carousel with Dance & Drama ½ termly)
Core / Option Core
Department Musical Theatre
Head of Department Mrs T Bell
HoD Email [email protected]
Department Staff T Bell & R Nickerson
Other Information __________________________________________________________________________________
Subject Name PE
Periods per week 2
Core / Option Core
Overview
The Physical Education curriculum at Airedale Academy enables all pupils to enjoy and succeed in
many kinds of physical activity. Students will develop a wide range of skills and the ability to use
tactics, strategies and compositional ideas to perform successfully. They will develop the confidence
to take part in different physical activities and learn about the value of healthy, active lifestyles.
Physical Education helps students to discover what they like to do and what their aptitudes are at
school, and how and where to get involved in physical activity helps them make informed choices
about lifelong physical activity
Units Studied
Students are encouraged to take on different roles and responsibilities, including leadership, coaching
and officiating. Lessons are taught through game orientated activities to develop students ’tactical ability
and knowledge of rules. Lessons explore exciting new sports from around the world and give students
the opportunity to enhance their engagement with the new concepts, processes and techniques.
Sporting areas including;
• Invasion games - football, rugby, netball, basketball, tchoukball, handball, American football, unihockey
• Net and wall activities – badminton, table tennis, tennis, volleyball
• Striking and fielding sports – rounders, baseball, table tennis, cricket
• Physical Challenge – athletics, orienteering
• Artistic performance– trampolining, gymnastics
• Health and Fitness – circuits, weights, fitness suite, cross country, method of training, bikes
Assessment
Assessment is frequent throughout lessons in the form of Q&A and through performance. At the
end of each unit, students are given the opportunity to demonstrate their overall skills and
capabilities in that activity. Attitude to learning grades are also given to students in line with the
school policy.
Other Information
Extra-curricular activities provide great opportunities for students to participate in an Airedale
Academy team. A varied extra-curricular programme allows different opportunities for students to
become involved in physical activity with the options of specific coaching to improve performance
and maintain participation. Enrichment opportunities such as educational trips, Inter-School
sporting events and coaching courses are also offered. Airedale Academy is proud to have designed
a comfortable and smart PE kit that students wear with pride in all lessons.
__________________________________________________________________________________
Department PE
Head of Department Mrs K Ball / Mr R Singleton
HoD Email [email protected] & [email protected]
Department Staff K Ball, R Singleton, E Phelan, M Dye, B Coleman, E Harrap and D Lowe
Subject Name Science
Periods per week 3
Core / Option Core
Overview
Students follow the “10 Big Ideas” themes throughout Y7 to Y9
COMPONENTS
BIG IDEA
PART 1 PART 2
Complexity of topic increases →
CO
MP
OSI
TES
Electromagnets Resistance & current Voltage Magnetism Electromagnetism
Matter Particle model Separating mixtures Periodic table Elements
Organisms Movement Cells Breathing Digestion
Forces Speed Gravity Contact forces Pressure
Reactions Metals/non-metals Acids and alkalis Chemical energy Types of reaction
Genes Variation Human reproduction Evolution Inheritance
Energy Energy costs Energy transfer Work Heating & cooling
Earth Earth structure Universe Climate Earth resources
Waves Sound Light Wave effects Wave properties
Ecosystem Interdependence Plant reproduction Respiration Photosynthesis
Units Studied
Year 8 Earth Part 1
Genes Part 1
Electromagnets Part 2
Matter Part 2
Organisms Part 2
Forces Part 2
Reactions Part 2
Ecosystems Part 2
Earth Topic NC statements to be covered
Earth structure Pt 1
the composition of the Earth
the structure of the Earth
the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
Universe Pt 1
our sun as a star, other stars in our galaxy, other galaxies
the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres
the light year as a unit of astronomical distance
Department Science
Head of Department Mr S Miller
HoD Email [email protected]
Department Staff S Miller, M Sanderson, M Matthewman, J Milner, A Howse, T Wadsworth, J Halman, E Walker, D Cox
Genes Topic NC statements to be covered
Variation Pt 1
differences between species
the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material
Human reproduction Pt 1
reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
present observations and data using appropriate methods, including tables and graphs – breast feeding vs not breast-fed graphs
Electromagnets Topic NC statements to be covered
Magnetism Pt 2
magnetic poles, attraction and repulsion
magnetic fields by plotting with compass, representation by field lines
Earth’s magnetism, compass and navigation
Electromagnets Pt 2
the magnetic effect of a current, electromagnets, DC motors (principles only)
evaluate risks
select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables
Matter Topic NC statements to be covered
Periodic table Pt 2
a simple (Dalton) atomic model
chemical symbols and formulae for elements and compounds
the periodic table: periods and groups; metals and non-metals
the principles underpinning the Mendeleev periodic table
how patterns in reactions can be predicted with reference to the periodic table
the varying physical and chemical properties of different elements
understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review
Elements Pt 2
differences between atoms, elements and compounds
conservation of mass changes of state and chemical reactions
undertake basic data analysis including simple statistical techniques. Conservation of mass practical, calculate averages.
Organisms Topic NC statements to be covered
Breathing Pt 2
the structure and functions of the gas exchange system in humans, including adaptations to function
the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
the impact of exercise, asthma and smoking on the human gas exchange system
present observations and data using appropriate methods, including tables and graphs – pulse rate experiment in breaths per min
Digestion Pt 2
the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
calculations of energy requirements in a healthy daily diet
the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
the importance of bacteria in the human digestive system
the effects of recreational drugs (including substance misuse) on behaviour, health and life processes
ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience – enzymes and speed
Forces Topic NC statements to be covered
Contact forces Pt 2
forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
forces measured in newtons, measurements of stretch or compression as force is changed
force-extension linear relation; Hooke’s Law as a special case
opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface
using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces
moment as the turning effect of a force
pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility (Hooke’s law)
Pressure Pt 2
atmospheric pressure, decreases with increase of height as weight of air above decreases with height
pressure in liquids, increasing with depth; upthrust effects, floating and sinking
pressure measured by ratio of force over area – acting normal to any surface
use and derive simple equations and carry out appropriate calculations
Reactions Topic NC statements to be covered
Chemical energy Pt 2
exothermic and endothermic chemical reactions (qualitative)
Types of reaction Pt 2
representing chemical reactions using formulae and using equations
what catalysts do
combustion, thermal decomposition, oxidation and displacement reactions
chemical reactions as the rearrangement of atoms
the difference between chemical and physical changes
representing chemical reactions using formulae and using equations
understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature
Ecosystems Topic NC statements to be covered
Respiration Pt 2
aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
a word summary for aerobic respiration
the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism
Photosynthesis Pt 2
plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots
the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
the adaptations of leaves for photosynthesis
the role of leaf stomata in gas exchange in plants
evaluate data, showing awareness of potential sources of random and systematic error – pond weed experiment
make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements – pond weed experiment
Assessment For each Big Idea, students will complete:
one ‘response time’ – which will include feedback provided using the whole class feedback
proforma. Students will be expected to response to feedback provided using DOT marking.
one multiple-choice, end of topic test
Homework is set weekly using Educake and will consist of approximately 9-15 questions.
In addition, students will also undertake written papers in line with the academy’s assessment
calendar.
Other Information
The department holds regular revision sessions after school. Ask your teacher for more
information.
__________________________________________________________________________________
Subject Name Student Wellbeing
Periods per week 1
Core / Option Core
Overview
Student Wellbeing allows students to develop their personal skills as well as their understanding of
the wider world outside of school and how they can keep themselves safe from harm. It gives pupils
the opportunity to learn about topics they would not learn about in conventional lessons within set
lessons and also through guest speakers.
Units Studied
Student wellbeing is split into six different topics of learning each with a different teaching focus
throughout the year pupils will look at risk and keeping themselves safe, finance and career
pathways, sex and relationships, identity society and equality, citizenship and health and
wellbeing. Within each of these areas pupils will do different activities including discussions,
debates, group work and individual research tasks.
Assessment
Pupils will assess themselves at the beginning and the end of each of the topics of work against set
knowledge based criteria, they will also reflect on their own learning throughout each unit of work
to see how their attitudes, thoughts and opinions of different topics have changed.
Other Information __________________________________________________________________________________
Department Student Wellbeing
Head of Department Mrs J Coleyshaw
HoD Email [email protected]
Department Staff Various
