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Earth Air Fire - WaterThematic ProjectNovember 7th 2011 to February 10th 2012
Utilising the central theme of Earth, Air, Fire, Water students are to produce
a range of creative and investigative works across a range of curriculum
areas. This project will culminate in an inter-school event where students
will be given the opportunity to share their creative and academic
achievements and compete in a range of competitions relating to their work
within the project.
Robert Venus
10/20/2011
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ContentsDetails
Overview________________________________________________________________________
Qualification Links________________________________________________________________
ECM and PLTS Links_______________________________________________________________
Numeracy_______________________________________________________________________
Literacy_________________________________________________________________________
Science_________________________________________________________________________
ICT_____________________________________________________________________________
Design and Technology_____________________________________________________________
Art and Design___________________________________________________________________
History__________________________________________________________________________
Geography_______________________________________________________________________
PSE_____________________________________________________________________________
Religious Education________________________________________________________________
Project Curriculum Matrix__________________________________________________________
English / Drama Concept___________________________________________________________
Art and Design / Design and Technology Concept________________________________________
Science Concept__________________________________________________________________
Humanities Concept_______________________________________________________________
SoW Development Process__________________________________________________________
Project Flow_____________________________________________________________________
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OverviewEarth, Air, Fire, WaterThroughout the course of this highly creative and imaginative unit, students will utilise the theme ofEarth, Air, Fire and
Wateras a source of inspiration for their activities and learning.
Students will be required to complete a range of outcomes that cross all curriculum and subject areas; a short play,
costume and set design, physical science experiments, cultural practices, culinary design and production.
The project is designed to culminate in a final event where all schools will come together to share their outcomes and
inform each others learning through critical analysis.
Qualification Links ECM and PLTS LinksAlthough this is not an exhaustive list, it is suggested
that the following qualification links can be achieved
through the delivery of this project.
Entry Level Certificate MathematicsEntry Level Certificate EnglishEntry Level Certificate ICTFunctional Skills LiteracyFunctional Skills NumeracyFunctional Skills ICTEntry Level Certificate Design and TechnologyEntry Level Certificate Art and DesignEntry Level Certificate ScienceEntry Level Certificate Preparation for Working LifeQCF Qualification in PSE
NB: PLEASE NOTE THAT ALL SPECIFICATION REFERENCES ARE
MADE TO THOSE SPECIFICATIONS FOR FIRST EXAMINATION
IN 2013.
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Curriculum LinksNumeracyThroughout the course of this unit, students will be anticipated to complete work within the following
qualification areas:
Entry Level Certificate in Mathematics
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit 1: Numbers Part A Unit 2: Numbers Part B Unit 5: Shape and Space Unit 6: Measures Unit 7: Handling Data
Functional Skills Mathematics
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Level 1: Representing, Analysing and Interpreting. Level 2: Representing, Analysing and Interpreting.
Free Standing Maths Qualification Foundation Level
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Using Spatial Techniques- Using Calculators and Computers.- Reading and Recording Measurements.- Carrying Out Calculations with Measurements.- Working with Drawings and Plans.- Drawing with Instruments.- Using Geometrical Terms and Ideas.- Accuracy, Estimating and Checking.
Using Data- Drawing up Tables and Recording Data.- Carrying Out Calculations and Finding Statistical Measures.- Drawing Statistical Diagrams and Graphs of Data Pairs.- Understanding Situations Involving Direct Proportion.- Interpreting Statistical Diagrams and Graphs of Data Pairs.- Using Probabilities.- Accuracy, Estimating and Checking.
Money Management- Using Calculators and Computers.- Reading, Recording and Classifying Financial Transactions.- Carrying Out Calculations.- Accuracy, Estimating and Checking.- Displaying Information.
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LiteracyThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:
Entry Level Certificate in English
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Reading and Writing Core Units Reading and Writing Optional Units Speaking and Listening
- Core Unit 2 Media (Reading). - Optional Unit 9 Leisure (Reading). - Unit 16 Media.- Core Unit 3 Drama (Reading). - Optional Unit 11 Thematic Study (Reading). - Unit 17 Drama.- Core Unit 4 Reading for Pleasure (Reading). - Optional Unit 12 Leisure (Writing). - Unit 18 Story Telling.- Core Unit 6 Media (Writing). - Optional Unit 14 Thematic Study (Writing).- Core Unit 7 Drama (Writing).- Core Unit 8 Story Telling (Writing).
Functional Skills English
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Reading Level 1- Read and understand a range of straightforward texts:
- Identify the main points and ideas and hoe they are presented in a variety of texts. R1.1- Read and understand texts in detail. R1.2- Utilise information contained in texts. R1.3- Identify suitable responses to texts. R1.4
IN MORE THAN ONE TYPE OF TEXT
Reading Level 2- Select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions.
- Select and use different types of texts to obtain and utilise relevant information. R2.1- Read and summarise, succinctly, information/ideas from different sources. R2.2- Identify the purposes of texts and comment on how meaning is conveyed. R2.3- Detect point of view, implicit meaning and/or bias. R2.4- Analyse texts in relation to audience needs and consider suitable responses. R2.5
IN THREE OR MORE TEXTS
Writing Level 1- Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience:
- Write clearly and coherently, including an appropriate level of details. W1.1- Present information in a logical sequence. W1.2- Use language, format and structure suitable for purpose and audience. W1.3- Use correct grammar, including correct and consistent use of tense. W1.4- Ensure written work contains generally accurate punctuation and spelling and that meaning is clear. W1.5
IN MORE THAN ONE TYPE OF TEXT
Writing Level 2- Write a range of texts, including extended written documents, communicating information, ideas and opinions, effectively and persuasively:
- Present information/ideas concisely, logically and persuasively. W2.1- Present information on complex subjects clearly and concisely. W2.2- Use a range of writing styles for different purposes. W2.3- Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively. W2.4- Punctuate written text using commas, apostrophes and inverted commas accurately. W2.5- Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types. W2.5
IN THREE OR MORE TEXTS
Writing Level 2- Take full part in formal and informal discussions and exchanges that include unfamiliar subjects:
- Make relevant and extended contributions to discussions, allowing for and responding to others input. SL1.1- Prepare for and contribute to the formal discussion of ideas and opinions. SL1.2- Make different kinds of contributions to discussions. SL1.3
Present information/points of view clearly and in appropriate languages. SL1.4
Writing Level 2- Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations:- Consider complex information and give a relevant, cogent response in appropriate language SL2.1- Present information and ideas clearly and persuasively to others. SL2.2- Adapt contributions to suit audience, purpose and situation. SL2.3- Make significant contributions to discussions, taking a range of roles and helping to move discussion forward. SL2.4
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ScienceThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:
Entry Level Certificate in Science
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Chemistry- Component 3 Materials from the Earth- Component 4 Oils, Earth and Atmosphere
Physics- Component 5 Energy transfer and efficiency- Component 6 Electricity and Waves
Information and Communications TechnologyThroughout the course of this unit, students will be anticipated to complete work within the following
qualification areas:
Entry Level Certificate in Information Communications Technology
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit 8: Using Graphics Software Unit 9: Using Digital Imaging Software and Hardware
- Load a given image into a graphics software package. - Capture a digital image.- Change the colour of an element of the image. - Recognise when to use (a) a digital camera and (b) a scanner to capture a digital image.- Add, by drawing, a simple closed shape to the image. - Transfer the image to the computer and save the image to a suitable filename.- Use the software tools to erase part of the image. - Print out the image.- Add suitable text to the image. - Crop the image.- (a) save the image to a suitable filename and (b) print out the image. - Change a colour of the image.- Select, copy and paste an element of the image. - Change the brightness or contrast of the digital image.- Resize an element of the image. - Use visual effects to alter the image, e.g. sharpen, blur, etc.- Rotate or reflect an image or an element of an image. - Resize the image.- Explain how the final image could be used in the commercial world. - Describe two advantages of digital imaging over film-based photography.
Functional Skills ICT
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Level 1 Using ICTo 2 interact with and use ICT systems to meet requirements of a straightforward task in a familiar context.
- 2.1 select and use software applications to meet needs and solve straightforward problems.- 2.2 select and use interface features effectively to meet needs.- 2.3 adjust system settings as appropriate to individual needs.
o 3 manage information storage.- 3.1 work with files, folders and other media to access, organise, store, label and retrieve information.
Level 1 Developing, Presenting and Communicating Informationo 10 combine information within a publication for a familiar audience and purpose
- 10.1 for print and for viewing on screen- 10.2 check for accuracy and meaning
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Design and TechnologyThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:
Entry Level Certificate in Design and Technology
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit 1: Health and Safety in Design and Technology
- Participate in a discussion about Health and Safety issues in the work area.- Identify four areas of hazard on a given diagram.- Suggest a remedy for each of the areas of hazard identified on the diagram.- Identify four areas of hazard prior to making the product/object.- Work safely while making the specified product/object.- Complete the specified product/object.- Draw up a set of four safety rules for his/her work area.- Design a poster to illustrate at least one safety rule.- Participate in a Health and Safety simulation exercise.- Describe in writing the procedure for one specific Health and Safety related
incident.
Unit 4: Food Handling, Preparation and Storage
-Draw a diagram which shows the temperatures at which food is at risk fromspoilage.
-Store three specified foods in the appropriate places.-List three personal hygiene rules to be followed when preparing food.-Identify three contributory factors to food poisoning.-Identify four steps necessary to ensure the safe handling of food.-Complete a chart to show the correct storage of two categories of food.-Select a food dish which is suitable for home freezing.-Prepare the chosen food dish.-State the operating temperature of a domestic refrigerator.-Annotate a given diagram of a domestic refrigerator to show where five
specified foods should be stored.
Unit 5: Preparing Food for a Specific Function
-Participate in a discussion about the types of functions at which food isserved.
-Choose one function from a given list.-Identify one food dish that will be served at the specified function.-Give one reason why the food dish is suitable for the specified function.-Produce a list of ingredients needed to make the chosen dish.-Calculate the portion size of the dish.-Plan a simple flow chart for making the dish.-Prepare and cook the planned dish.-Work out the quantities needed to make the dish serve twelve people.-Design a menu card which includes three food dishes for the specified
function which would attract the target audience.
Unit 14: Enhancement of Fabrics through the Application of Colour, Pattern or
Texture
-Participate in a discussion about the ways in which fabric can be enhanced.-Identify a specific occasion for which a fabric may be produced.-Select one enhancing technique, e.g. tie dye, which is suitable for the specific
occasion.
-Identify appropriate tools and equipment needed for the technique.-Describe how to set up a safe working environment.-Prepare the fabric prior to the application of colour, pattern or texture.-Produce a safety checklist for use when making the product.-Produce one sample of enhanced fabric.-Suggest one development to improve the quality of the outcome.-Complete a given flow diagram to show the stages of one industrial method of
printing fabric.
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Art and DesignThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:
Entry Level Certificate in Art and Design
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Component Unit 1: Applied ArtsSpecification Theme: Food
Candidates should research a variety of approaches to the theme ofFoodand
produce work which includes their development and refinement of ideas,
reference to appropriate sources and realisation of intentions using one of the
component units.
Candidates could:-Explore the visual characteristics of food from around the world such as
tropical fruits, Asian spices or Scandinavian fish and develop personal work
inspired by the shapes, colours, textures and/or forms that they study.
-Research artists that have used food and/or food packaging as a theme forstill-life, such as, Juan Snchez Cotn, Ren Magritte, Claes Oldenburg and
Andy Warhol and produce their own still-life of food and/or food packaging.
-Look at the work of Giuseppe Arcimboldo who used meat, fish, cheese, fruitand vegetables to compose his paintings of people. Having studied his work,
candidates could produce imaginative images that combine foods creatively.
-Investigate the way food appears in contemporary advertisements andproduce a brochure, menu or poster to advertise a chosen food product or
design proposals for a new themed restaurant.
-Look at market stalls that contain a rich variety of food in crates and boxesand produce work in any suitable media.
Specification Theme: Theatre
Candidates should research a variety of approaches to the theme ofTheatre and
produce work which includes their development and refinement of ideas,
reference to appropriate sources and realisation of intentions using one of the
component units.
Candidates could:-Research masks such as African spirit masks, Chinese dragon masks, Egyptian
death masks and Venetian carnival masks and produce their own mask
inspired by their chosen examples.
-Produce designs for a theatre set for a drama or dance company or a schoolproduction inspired by the stage designs of Ert and the work of David
Hockney.
-Produce costumes, headdresses or footwear for a theatrical production oftheir choice.
-Study the work of artists such as Edgar Degas, Henri de Toulouse-Lautrec andJapanese printmakers who produced work in response to the atmosphere in
theatres and develop their own work inspired by theatrical environments or
performances.
-Produce promotional material to advertise a future theatrical production oftheir choice.
Component Unit 2: Fine ArtSpecification Theme: Environment
Candidates should research a variety of approaches to the theme of
Environmentand produce work which includes their development and
refinement of ideas, reference to appropriate sources and realisation of
intentions using one of the component units.
Candidates could:
- Study the work of artists such as Andy Goldsworthy and LS Lowry who havebeen inspired by rural or urban environments and produce work inspired by
their own locality.
- Look at native or exotic plants and trees with reference to the work ofphotographer Karl Blossfeldt or painter Margaret Mee. Elizabeth Blackadder,
William Morris and Georgia OKeeffe have been inspired by trees andflowers and candidates could study suitable examples and develop their
own studies of trees and flowers.
- Study the work of garden designer Lancelot Capability Brown and theartists Katsushika Hokusai and Hiroshige who produced work based on
gardens and develop their own work.
- Look at the work of artists such as Anthony Caro, Patrick Heron and ClaesOldenburg and develop work inspired by the visual qualities of either natural
or manufactured forms.
- Develop work in response to an environmental issue such as globalwarming, destruction of the rain forests or pollution and its effect on the
environment. This could take the form of a sculpture for a local park, a
mural in a shopping centre or promotional materials for a recycling facility.
Candidates could look at the work of Kurt Schwitters who has worked with
material that society throws away and objects from the environment.
Specification Theme: Colour and Pattern
Candidates should research a variety of approaches to the theme ofColour and
Pattern and produce work which includes their development and refinement of
ideas, reference to appropriate sources and realisation of intentions using one of
the component units.
Candidates could:
-Study the decorative, symbolic or mood forming aspects of colour withreference to an art movement such as Fauvism, Expressionism, Impressionism,
Pointillism or the Bauhaus and develop work on the theme ofColour and
Pattern.
-Study the work of embroiderers and weavers Tadek Beutlich and Eirian Shortwho focus on the colours and textures of thread in their work and ceramicistsElizabeth Fritsch and Kate Malone who apply coloured glazes and surface
treatments to their sculptures and vessels. Candidates could develop their
own work in which colour provides a significant focus.
-Consider the use of colour in the work of Paul Klee and Georg Muche anddevelop abstract patterns in which vivid colours are used. They might study
how artists such as Francis Bacon, El Greco, Mathis Grnewald and Edvard
Munch have used strong colours to express emotions in their paintings and
express their own emotions through the use of colour and pattern.
-Look at how Pop Artists used everyday objects in their work in very colourfulways, often making ordinary things seem extraordinary. They were inspired by
comic strips, posters, labels and other everyday objects. Candidates could base
their work on todays consumer objects with a view to making the everyday
appear unusual.
-Examine colour and pattern on manufactured forms including buildings,fabrics and ceramics. This could include research into stained glass windows,mosaics and tiles that are often fitted together to form an overall design.
-Look at the patterns found in natural forms such as the circles and spirals seenin seashells, fir cones, pineapples and seed pods. Candidates might study the
work of sculptors Alexander Calder and Peter Randall-Page and the architect
Vladimir Tatlin and develop their own work inspired by patterns in nature.
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Component Unit 4: Photography
Reflections and Mirror Images
Candidates should research a variety of approaches to the theme ofReflections and Mirror Images and produce work which includes their development andrefinement of ideas, reference to appropriate sources and realisation of intentions using one of the component units.
Candidates could:
-Consider the paintings of artists such as Salvador Dal, Jan van Eyck, Ren Magritte and Diego Velzquez who have sometimes included mirrors and reflections intheir work. Study paintings by Claude Monet and JWM Turner that record the effects of light on water or different atmospheric conditions. Candidates might
produce their own response inspired by reflections and/or atmospheric conditions.
-Study buildings in which reflections of surroundings can be seen in windows and other surfaces and develop their own imaginative interpretation inspired byReflections.
-Think about how reflections sometimes give rise to unexpected shapes and patterns and the distorted reflections seen in spoons, some types of mirror,sunglasses and chrome. They might take photographs or record in other ways images of people or objects reflected in shop windows.
-Consider the decorative qualities seen in shiny and reflective surfaces. They could study how designers often take inspiration from shiny and reflective surfacewhen producing designs for wallpaper or fabrics and develop their own work.
-Study how objects are reflected in water or on shiny surfaces to produce mirror images, such as a bridge over a river being reflected in the water below it toproduce a mirror image or a mountain range being reflected in the sea next to it. Candidates could use the symmetry seen in these mirror images as a basis to
create repeat patterns.
HistoryThroughout the course of this unit, students will be anticipated to complete work within the following
qualification areas:
Entry Level Certificate in History
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit 1 Medicine in the Ancient WorldDescription
In this unit the student will use a variety of historical materials to study the rational, magical and supernatural developments in
medical cures from prehistoric to Roman times. S/he will learn about the importance of Hippocrates, the value attached to public
health in the Roman Empire, the different explanations for the causes of illness, and the pace of change over the period.
Outcomes to be Accredited
In successfully completing this unit the student will have shown knowledge of:
-The development of at least one magical, supernatural and scientific explanation for disease in the ancient world.-The main contribution made by Hippocrates to the history of medicine.-At least two reasons why public health was considered important in the Roman Empire.
Demonstrated the ability to:
-Use at least two different types of source materials to show changes in the use of supernatural and rational methods to curepeople in ancient times.
-Write about at least two ways the use of medicine in ancient times has been represented.
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GeographyThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:
Entry Level Certificate in Geography
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit 1: Coasts
1 Label and/or complete simple maps, graphs, diagrams and photographs
(referred to as resources from now on).
2 Recognise features and extract information from resources.;
3 Do simple map reading tasks based on a variety of scales and types of maps
(including 1:25 000 and 150 000 OS maps where appropriate): two map figure
co-ordinates, four figure grid references, eight points of the compass, giving
height, straight line distances, use a key to recognise symbols.4 use geographical vocabulary appropriate to this unit.
In successfully completing this unit, the candidate will have shown
knowledge and acquired an understanding of:
5 The features of landforms of a coastline of erosion cliffs, caves, arches and
stacks.
6 The features of landforms of a coastline of deposition beach, sand
dunes and spits
7 The sequence of formation of a stack.
8 The sequence of formation of a spit.
9 Why coasts need management.;
10 A case study of an example of coastal erosion the causes and the effects.
In successfully completing this unit, the candidate will have
expressed their opinions about:11 The costs and benefits of hard and soft coastal engineering.
12 The managed retreat of coastal areas.
Unit 2: Earthquakes and Volcanoes
1 Label and/or complete simple maps, graphs, diagrams and photographs
(referred to as resources from now on).
2 Recognise features and extract information from resources.
3 Do simple map reading tasks based on a variety of scales and types of
maps (including 1:25 000 and 150 000 OS maps where appropriate): two map
figure co-ordinates, four figure grid references, eight points of the compass,
giving height, straight line distances, use a key to recognise symbols.4 Use geographical vocabulary appropriate to this unit.
In successfully completing this unit, the candidate will have shown
knowledge and acquired an understanding of:
5 The features of the global distribution of earthquakes and volcanoes; the
link to plate boundaries
6 Why volcanoes are found at constructive plate boundaries.
7 Why earthquakes are found at destructive plate boundaries.
8 The characteristics of a volcano; the vent/pipe, crater, layers of ash and lava,
magma chamber.
9 Complete a short report on the evaluation process;
10 The benefits of living in a volcanic environment; tourism, geothermal energy,
farming.
In successfully completing this unit, the candidate will haveexpressed their opinions about:
11 The ways in which buildings can be made earthquake proof
12 The ways in which volcanoes can be monitored.
Unit 6: Hurricanes
1 Label and/or complete simple maps, graphs, diagrams and photographs
(referred to as resources from now on).
2 Recognise features and extract information from resources.
3 Do simple map reading tasks based on a variety of scales and types of maps,
eight points of the compass, giving height, straight line distances, use a key to
recognise symbols.
4 Use geographical vocabulary appropriate to this unit.
In successfully completing this unit, the candidate will have shownknowledge and acquired an understanding of:
5 The features of the global distribution of hurricanes.
6 Simple reasons for the formation of a hurricane.
7 A cross section through a hurricane to show its structure and characteristics
the eye and eye wall.
8 The life cycle of a hurricane.
9 The effects of a hurricane.
10 A case study of an area damaged by a hurricane - its location, characteristics
and problems.
In successfully completing this unit, the candidate will have
expressed their opinions about:
11 Hurricane forecasts.
12 Hurricane preparedness
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Personal Social EducationThroughout the course of this unit, students will be anticipated to complete work within the followingqualification areas:
Entry Level Certificate in Personal Social Education
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit 6: Healthy Lifestyles Unit 10: Personal Safety
- Entry Level 1 - Entry Level 1- Entry Level 2 - Entry Level 2- Entry Level 3 - Entry Level 3- Level 1 - Level 1- Level 2 - Level 2
Religious EducationThroughout the course of this unit, students will be anticipated to complete work within the following
qualification areas:
Entry Level Certificate in Religious Education
This project provides excellent opportunities to work with the following areas of this qualifications specification:
Unit A7
Philosophy of Religion- Entry Level 1- Entry Level 2- Entry Level 3
Unit B5
Religious Expression in Society- Entry Level 1- Entry Level 2- Entry Level 3
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Earth, Air, Fire, Water
ICTProduction of promotional
material (posters, fliers etc) for
performance and creative
writing pieces and drama
performances.
ScienceRange of experiments (water
rockets, air propelled vehicles,
match rockets, forced plant
growth etc) investigating the
qualities of Earth, Air, Fire and
Water.
HumanitiesStudents are to investigate
other cultures and religions and
the role played within them by
Earth, Air, Fire and Water; in
both contemporary and
historical contexts.
English/DramaStudents are to investigate the use
of Earth, Air, Fire and Water within
creative writing and create a series
of works of their own. Studentsshould also script a short
performance based around the
theme.
Art/D&TInitially using the research from Humanities
and English, students are to produce a
selection of artefacts (Pitt Rivers Museum
visit). Students are then to use their creative
writing and scripts to inspire the creation of
sets, props, costumes and/or puppets to
deliver a performance of their works.
PSHEStudents are to be educated in the
areas of first aid, the dangers of fire,
safety near water and keeping
themselves safe. Possible delivery
supported by St Johns Ambulance
service (initial contact made).
Home EconomicsStudents are to design, plan and produce a
set menu inspired by the central theme. This
menu should be designed to be delivered at
the performance of the students final
creative writing and drama works.
MathsStudents will have the opportunity to work with
measurements, measures and scales through the
art and design and technology elements. They will
also have the opportunity to develop their skills in
the areas of data handlings, graphs, charts, ratios
and percentages through their work in home
economics and science.
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Earth, Air, Fire, Water
English/DramaStudents are to investigate the use
of Earth, Air, Fire and Water within
creative writing and create a series
of works of their own. Students
should also script a short
performance based around the
theme.
To the sky
to the ground
To the wind
that makes a sound
Fire lightens
the darkness that comes
Thank you all great elements
above
The air it moves
like music and soul
the ground it takes
total control
fire sways to left and right
water all but takes flight
Fire Water Earth Air
wonderful thing of nature
there.
Flowing, intertwining with
eachother
One can't live
without the other.
Each of the elements are very
important
but there is one more that has
not been spoken
Time is the element of surprise.
And is the key to where theothers lie
Fire Water Earth Air
Each as important
as the other three there.
Care Unit 3: Drama (Reading)
Core Unit 7: Drama (Writing)
Unit 17: Drama (Speaking and Listening)
Students will have the opportunity to
investigate a range of dramatic texts that deal
with issues of difference and/or conflict that
can be represented through the alchemic
elements.
Students will then be able to use this exposure
to inform the development of their own
scripts through the creation of a dramatic
performance.
Care Unit 4: Reading for Pleasure (Reading)
Core Unit 8: Story Telling (Writing)
Through their research for both the English
elements of the project and those within
Humanities and Art, the students will have the
opportuntity to investigate traditional stories
from different cultures. Students will then be
able to use this knowledge to inform their own
pieces of poetic and literary writing inspired by
the central theme.
Care Unit 2: Media (Reading)
Core Unit 6: Media (Writing)
Students will be required to produce media
materials (posters, fliers, reviews) as a result of
their work producing a performance work. This
will provide the opportunity for the students to
investigate existing media (promotional)
materials and to then produce their own to
promote their own works. ...in a series of short scenes, webs of alliance, jealousy, and betrayal
that suggest a tragedy of almost Grecian size without once having to
declare it...
...Davalos gives Faustus and his cohorts just
enough emotional webbing to hold the play
together on its own merits...
...Our evening is spoiled, and
my life was spoiled, because I
met you, says Marie. I wish I
hadnt. I wish I hadnt....
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Earth, Air, Fire, Water
Fine Art
Specification Theme: Environment
Candidates should research a variety of approaches to the theme ofEnvironmentand
produce work which includes their development and refinement of ideas, reference
to appropriate sources and realisation of intentions using one of the component
units.
Applied Arts
Specification Theme: Food
Candidates should research a variety of approaches to the theme ofFoodand
produce work which includes their development and refinement of ideas, reference
to appropriate sources and realisation of intentions using one of the component
units.
Applied Arts
Specification Theme: Theatre
Candidates should research a variety of approaches to the theme ofTheatre and
produce work which includes their development and refinement of ideas, reference
to appropriate sources and realisation of intentions using one of the component
units.
Fine Art
Specification Theme: Colour and Pattern
Candidates should research a variety of approaches to the theme ofColour andPattern and produce work which includes their development and refinement of ideas,
reference to appropriate sources and realisation of intentions using one of the
component units.
Photography
Specification Theme: Reflections and Mirror Images
Candidates should research a variety of approaches to the theme ofReflections and
Mirror Images and produce work which includes their development and refinement
of ideas, reference to appropriate sources and realisation of intentions using one of
the component units.
Art/D&TInitially using the research from Humanities and English, students are to produce a
selection of artefacts (Pitt Rivers Museum visit). Students are then to use their
creative writing and scripts to inspire the creation of sets, props, costumes and/or
puppets to deliver a performance of their works.
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Chemistry
- Component 3 Materials from the
Earth
- Component 4 Oils, Earth andAtmosphere
Physics
- Component 5 Energy transfer
and efficiency
- Component 6 Electricity and
Waves
ScienceRange of experiments (water
rockets, air propelled vehicles,
match rockets, forced plant
growth etc) investigating the
qualities of Earth, Air, Fire and
Water.
www.water-rockets.com
www.miniscience.com
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HumanitiesStudents are to investigate
other cultures and religions and
the role played within them by
Earth, Air, Fire and Water; in
both contemporary and
historical contexts.
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Scheme of Work
Development ProcessIdentify Curriculum
and Qualification
Links
Qualification
Focussed?Yes
Identify Qualification
Units and Outcomes from
Specification. (Available
from www.aqa.org.uk)
Select Units and
Outcomes that can
be met through the
current theme.
Transcribe the Unit Outcomes to
the Northern Care Scheme of
Work Template under Aims and
Objectives.
Identify and present
additional learning
outcomes specific
to the subject and
include under Aims
and Objectives..
No
NB: Present all
learning
outcomes
sequentially
start to finish.
This will provide
a more logical
process to followand ease the
development of
the SoW
Present teaching methods and
activities required to achieves set
Aims and Objectives. Number each to
assign them to specific numbered
Aims and Objevtives.
Produce resources required to
attain the specified aims and
objectives. Ensure these meet
the requirements of the
specification.
Assign Holistic
Objectives and PLTS
references. Ensure
that the Reference
Guide is used when
doing this.
Assign National Curriculum References. Ensure
that a constant format of referencing is used
across all SoW and Lesson Plans within your
subject area.
Upload all Sow to SkyDrive/SharePoint or
ensure they are emailed to all relevant staff at
least 1 week prior to the first teaching.
Evaluate SoW based against
other subject leaders SoW and
make any changes as necessary.
Changes Required
No Changes
Required
Wherever practicable and efficient,
ensure that information from the
specification is copied directly to the SoW.
This will ensure best use of terminology,
strong links to qualification requirements
and greatly reduce the amount of time
required to produce the SoW.
If a SoW is linked directly to
a qualification, ensure that
all Outcome references are
printed on any worksheets
produced.
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Earth, Air, Fire, Water
Project Flow
Research Phase
Analysis Stage
Idea
Germination
Stage
Final Production
Inter-school
Event
Evaluation
Stage
This stage will be highly focussed on the areas of RE, Humanities and Art. Students should collate a
range of research sources and present these in a Research Folder. Research from all subjects should be
collated within this folder and the folder itself should become a piece of creative work through
decoration and innovative presentation techniques. Students should also carryout their research and
initial investigations in Science and Maths.
Project
Introduction
Once all research is complete, students should move on to develop opinions and arguments based
upon their research. Students should begin making comparisons between their research findings and
exemplar work in English and Science whilst producing statements of intend in Art and D&T.
Once students have investigated various opinions and arguments through their analysis of their
research, they should now move on to identify possible areas for further development. This can take
the form of group discussions, individual draft/experimentation works or sketchbook studies in Art and
D&T. Teachers could also assign a specific brief to the students; this is particularly relevant in the areas
of Literacy and Science (poetry, short play, investigation brief etc).
Students are to produce their final pieces of work. Within science this will include the manufacture ofany items and the resultant experimentation and data analysis. Within English and Drama this will
include the completed poetry, performance or script pieces.
For Art and D&T students will be expected to complete all artefacts and sets/props.
Within Maths and Humanities this will be the final stage for students to produce outcomes that meet
the requirements of the specifications.
Students are to come together at a central location to present their final drama/performance pieces.
This is to include the use and presentation of outcomes from all other subject areas including an
exhibition of students artistic work, presentation of science experiments and display of outcomes from
Humanities.
Intended to evaluate the entire project this stage will require both students and teachers to evaluate
the successes and areas for improvement within the project itself and the teaching and learning within
it. Students will be required to complete an appraisal report on their conduct and attainment and on
the teaching they have received.
Teachers will be required to produce written reports on each student and appraise their own
performance within the project.
This stage should include an open forum with the students and a teacher sharing session among staff.
3 Weeks
2 Weeks
3 Weeks
3 Weeks
1 Week (Combined)
Please Note: All times and duration are suggestions only. Exact
timings should be decided by each lead teacher and shared with
other teaching staff in good time for teacing.