Year_11_Term_2_Curriculum_Website_v2

Year 11

Curriculum Overview
Term 2

Dear Parents and Carers,

In the following booklet, you will find an overview of what your child is studying this term in College.
We’ve included key details on what they will be learning, how they will be assessed and what they might do in lessons, or outside the
classroom, to further develop their understanding. The aim for this is to make it easier for you to work with the College to support your
child in their learning.

Our overall aim for our curriculum is for it to be ambitious and knowledge-rich for all of our students and for them to become
Uckfield ACEs by the end of their journey with us:

A. Academic Achievers:
● Critical, creative, hard thinkers and learners
● Confident and knowledgeable speakers with large vocabularies (over 50,000 words) by the time they leave year 11

C. Citizens of our world with good Character :
● Social activists: engaged, responsible, knowledgeable, tolerant, outward-looking
● Ready, willing and able to make a wholly positive contribution to improving society

E. Enterprising and confident:
● Personally developed and personally knowledgeable - physically, mentally, socially and emotionally
● Able to think for themselves, be innovative, aspirational and to use their knowledge confidently

They learn this important knowledge through their subject lessons, deep learning days, assemblies, time with their form mentor, the
homework curriculum and through extra-curricular activities.

Animal Care

Topics: Unit 3 Animal welfare
Knowledge of animal welfare is vital for anyone planning to work within the animal care sector. In this unit, you will gain an understanding of
Knowledge: animal welfare, the purposes of working with animals and the responsibilities of animal owners. You will also learn how animal-related
organisations promote good animal welfare and responsible animal ownership.
Assessment: Animals are kept in our society for many different reasons, not just for companionship, but also for commercial uses, for service uses and for
Stretch and media, sport and leisure purposes. All animals require time, money and commitment from their owners, so it is important to be able to advise
Challenge: animal owners on what they should consider when choosing an animal. You will advise animal owners about responsible animal ownership and
how animal owners can begin to think about the ways in which responsible ownership can be promoted and encouraged.
Animal welfare is protected by law, and this unit will also give you an insight into relevant animal welfare legislation in the UK. You will learn
about the five animal welfare needs which are used to assess an animal’s welfare, and the consequences of irresponsible animal ownership.

Knowledge Skills
Students will understand the different roles of animals and animal related Be able to describe the roles, missions and responsibilities of
organisations in society: different animal related organisations that safeguard the
welfare of animals
- Companionship
- Commercial uses Compare the varying roles of different animals kept in
- Working animals society and how organisations ensure they are well cared
- Field sports for
- Media, sport, leisure & education
- Status symbols
They should understand the ethical responsibilities to provide the fundamental
requirements for the animals in their care and understand the different roles,
missions and responsibilities of animal related organisations that promote and
support the welfare of animals.

Coursework assignment 3A - The roles of animals in society and animal related organisations in society
Trial exam in December on Unit 1: Animal Health will include multiple choice, short and long answer questions on unit 1 covered last term in
preparation for the external exam in January.

Be able to contrast in detail how the missions and responsibilities of organisations that promote and support the welfare of animals are different,
dependent on the role of animals

Topics: Art and Design
Knowledge:
Portraiture
Assessment: Coursework unit
Stretch and Challenge:
A03 recording
A02 developing ideas
Rules of portraiture
Drawing and photography
Interpreting an artists’ style into your own work

Ongoing sketchbook work
Skillful recording
Idea development based on artist research

Students have independent choice of work produced by the artists studied. Written analysis is encouraged
alongside visual
Students are also expected to research and discover their own choice of artist to use at a later date

Triple Biology Science Website

Topic: B3.6 & B3.7 Digestion - They should be familiar with the enzymes that digest carbohydrates, proteins, and lipids, and the sites of
production of these. Be aware of how each part of the digestive system is adapted to provide an optimum pH for each enzyme,
including the role of bile.
B6.5 & B6.6 Monoclonal antibodies - recall the stages in stimulating the correct lymphocyte to be made and then fused with a tumour
cell to form a hybridoma cell, give examples of how these are used, as well as their disadvantages.
B9 Respiration - describe the process of respiration and write the word equation and the balanced symbol equation. Students will look
at mitochondria as the site of respiration. Students should be able to list examples of living processes that need the energy released
from respiration. Students will study the response of humans to exercise to increase the rate of respiration in muscle cells. Study
anaerobic respiration and be able to write the word equation. Know that fermentation is an economically important reaction and be
able to write the word equation the balanced symbol equation also link aerobic respiration in mammalian muscles to the oxygen debt.
Be able to list common metabolic reactions. Recall the roles of lactic acid, urea formation, and the liver.
B11.9 & RP 8 - Plant hormones - the role of hormones in plants, the tropisms they cause and the use of plant hormones in agriculture
and horticulture.
B13.1 - B13.3 Cellular division - be able to outline asexual and sexual reproduction, and should be aware of the importance of
meiosis, fertilisation, and variation in sexual reproduction and be able to compare the advantages of each type of reproduction.

Knowledge: Knowledge Skills
Structure and function of digestive system and specific enzymes. RP - Plant responses
Process in making and uses of monoclonal antibodies Balancing equations
Respiration - equation, factors affecting and the liver. Data collection - measuring and tracking growth,
Auxins and plant sensitivity to surroundings. controlling variables

Assessment: Required Practical PIN assessment - exam style questions on plants and enzymes practical
Full paper 1 assessment trial exam which will include short and long exam questions

Stretch and Monoclonal antibodies real life uses - current research
Challenge: Linking concepts across the specification to look at life cycles (mitosis/meiosis timelines for certain organisms)

Triple Chemistry Science Website

Topics: C4 Chemical calculations - These students will also carry out a titration as part of the required practical, using their
results to calculate the concentration of an unknown solution.
Knowledge: C6 Electrolysis - In this chapter, students are introduced to electrolysis. They will should be able to explain why ionic
Assessment: compounds can undergo electrolysis when molten or in solution. They should also be able to explain the movement of
Stretch and Challenge: particles during electrolysis, and the reactions that occur at the electrodes. Students will then apply their
understanding of electrolysis to the extraction of aluminium, and learn how to investigate the electrolysis of an
aqueous solution. They should be able to use discharge rules to predict the products of electrolysis and write balanced
half equations which they can classify as oxidation or reduction.
C7 Energy changes - Students will explore the use of hydrogen fuel cells and compare their use with alkaline cells
and rechargeable cells

Knowledge Skills
Using the results of a titration to calculate an unknown Required Practical. Carrying out a volumetric titration
concentration Required Practical: Electrolysis of aqueous solutions
Define electrolysis and explain how it works Applying rules of which aqueous ions are discharged at
Electrolysis of both molten and aqueous salts electrodes
Extraction of aluminium from its ore by electrolysis
How hydrogen fuel cells work

Required Practical PIN assessment - exam style questions on titration and electrolysis practicals
Full paper 1 assessment trial exam which will include short and long exam questions

Writing redox half equations for electrolysis
Explore the impact that Michael Faraday had on modern science through his work with electricity
Evaluate why Napoleon spent millions on aluminium cutlery

Computer Science Science Website

Topics: Programming Project
Knowledge:
Students will put their programming skills in to practice and spend 20 hours planning,
designing, creating and testing a program for a given problem.

Assessment: Students will be assessed on their:
Stretch and Challenge: ● Problem analysis
● Design
● Coding
● Testing
● Evaluation

December Trial Exams

All programming tasks are open ended with extensions in place.

Topics: Dance
Knowledge:
Component 1: Choreography
Assessment: Component 2: Written Paper - Section A

Stretch and Students will work individually to create a choreography in response to the set stimuli provided by AQA. They will refine and
Challenge: develop the following skills:

- Responding creatively to a stimulus
- Explore how choreographic elements can support a mood/meaning/intention.
- Students will learn how to respond creatively to an externally set stimulus, to choreograph a complete dance
- Explore how spatial, dynamic and action content can support an intention
- Apply knowledge of aural setting to support ideas.
- Critically appreciating their own performance and choreography, through describing, analysing, interpreting,

evaluating and reflecting.

Dance assessments are based on the three strands of Performance, Choreography and Appreciation:
- Performance: Solo or group performance in response to stimulus assessed at two points throughout the year.
- Choreography: Creative application of action, spatial and dynamic content, alongside choreographic devices to
successfully demonstrate intention/mood/meaning
- Appreciation: Completion section a of mock papers (hypothetical choreography based on given stimulus) and
analytical choreography log enhancing aesthetic, social and cultural appreciation.

For extra challenge, students are encouraged to perform in their peers choreography as well as their own. Students are also
encouraged to attend UC Dance Company to broaden their technical ability and challenge their choreography experiences.
Higher order questioning and leadership opportunities are provided to stretch and challenge students.

Topics: Design & Technology
Knowledge:
NEA - worth 50% of the overall qualification
Assessment:
The iterative design process:
Stretch and Modelling
Challenge: Testing
Developing
Improving
Working drawings and production plans

Students are set deadlines throughout the NEA. Eduqas assessment criteria is used. Personalised feedback cannot be
given, but general feedback is acceptable.
Students are also tested on theory elements throughout the NEA.

Each lesson has a learning intention and a challenge activity. Students are encouraged to use the assessment criteria in
order to improve their grade.
- Revision booklets created for mock exams
- Applying theory knowledge to coursework/practical lessons e.g. properties of materials
- Creativity in the workshop to extend skills e.g. creating veneer inlays after creating a marquetry box
- Extending drawing skills - CAD drawing, isometric, exploded, orthographic
- Targeted classroom questioning

Topic: Drama

Component 1 Revision and Component 2 Improvements

Knowledge: These two terms explore 2 GCSE components:
Component 1 - Students will revise:
Assessment:
Stretch and - Section A - Roles and Responsibilities in Drama.
Challenge: - Section B - Their set text, looking at the potential this text has on stage, reviewing the performance and design features in

order to comprehensively form their ideas in writing.
- Section C - Reviewing a live performance in terms of the acting. Students will explore the previous live theatre production

they have seen; and review others such as The National Theatre’s performance of Peter Pan and the verbatim performance
of I love you Mum. In short this exploration will embed the skills needed in the final written exam, developing their
theatrical vocabulary and supporting their understanding of how drama is developed and performed.
Component 2 - Devised Performance:
At the of the Summer Term in Year 10, students would have performed their final devised performance. Lessons during these two
terms are used to for students to complete their writing, ensuring the written log book documents clearly their final dramatic aim
before the final submission later this year.

Throughout this term students will be assessed on their written work, producing essays for both Section B and Section C of the final
written exam. Students are awarded a band between: Limited - Reasonable - Good - Excellent. These categories determine the
level of detail included within the written work, and highlight areas of strengths and areas to improve before the final written exam.

Students are actively encouraged to take on the role of the director to ensure they understand how to stage key moments of their
set text. Alongside this they are encouraged to read the full play, answer exam style questions and watch as much live theatre as
possible; with the aim of developing their terminology, understanding and ability to critique how theatre is made and performed.

Economics

Topics: 2.6 Costs, Revenue, Profit 2.8 Financial Markets
Knowledge: 2.6 Production & Productivity Exam preparation - Exam Skills
2.7 The Labour Market
Assessment:
Stretch and Challenge: We continue to bring Economic Theory to life: ● Cash - do we need it?
● Exam preparation - Exam Skills
● Festival Food - can you make a profit a
Glastonbury

● Heinz Beans - what makes them so efficient?
● The Gender Pay Gap - why does it exist?

● Exam questions ● Trial Exams
● Knowledge tests ● Multichoice Questions
● PLC
● Quizzes Can assess the dangers of not having cash
Trial Exam Paper at the end of term 2 - On the micro
side of the course

Can calculate profit ratios
Can understand reasons for income inequalities

Can evaluate the need for the financial sector to offer:
liquidity, credit and mitigate risk

Engineering BTEC Engineering Website

Topics: Understanding the local engineering companies and which sector they fit into.
Knowledge: Developing the role of the apprentice and how to train up to work in an engineering company

Assessment: Writing a CV and letter of application
Stretch and Challenge: Cutting and folding metal accurately

Component 2A

Precisely marking and cutting metal.
Folding a right angle with precision.

Engineering GCSE Engineering Website

Topics: NEA

Knowledge: The iterative design process:
Modelling
Testing
Developing
Improving
Working drawings and production plans

Assessment: Students are set deadlines throughout the NEA. AQA assessment criteria is used. Personalised feedback cannot be given, but
general feedback is acceptable.
Stretch and Students are also tested on theory elements throughout the NEA.
Challenge:

English Link to English website

Topics: ‘Macbeth’ by William Shakespeare ‘A Christmas Carol’ by Charles Dickens
Knowledge:
In this revision unit, we revisit William Shakespeare’s ‘Macbeth’ (first In this revision unit, we revisit Charles Dickens’ allegorical novella ‘A
Assessment: studied in Year 10). Through this story of a tragic hero, whose fall Christmas Carol’ (first studied in Year 10). Through this redemptive story,
from greatness is caused by untamable ambition, students explore students explore key themes such as forgiveness, compassion and the power
key themes such as power, guilt and fate. of memory. We challenge students to consider the way that texts can reflect
the views and concerns of society, considering why 19th century stories such
● Understanding context/genre as this one are just as relevant today.
● Using evidence
● Understanding signification (language + meanings) ● Understanding context/genre
● Awareness of impact / interpretation ● Using evidence
● The function of structure in creating meanings ● Understanding signification (language + meanings)
● Awareness of impact / interpretation
Reading: students are assessed on their analytical response. ● The function of structure in creating meanings

Reading: students are assessed on their analytical response.

Stretch and ● Listen to the excellent ‘In Our Time’ episode of Macbeth. ● Read lots of fiction in variety of genres, reflecting on the ways
Challenge: ● Use PLCs to identify the skills that they can improve and use writers use language and structure. A range of excellent ‘classics’
can be found on MyOn including Dickens’ ‘Great Expectations’ and
the linked resources to revise, apply and extend their ‘Oliver Twist’.
learning.
● Reading critical articles on Macbeth via The British Library. ● Use PLCs to identify the skills that they can improve and use the
● Access Mr Bruff’s playlist with video tutorials on reaching the linked resources to revise, apply and extend their learning.
top levels.
● Reading critical articles on A Christmas Carol via The British Library.
● Access Mr Bruff’s playlist with video tutorials on reaching the top

levels.

Topics: Food Preparation and Nutrition
GCSE Food Prep Website

Term 2- Completion of NEA 1 examination and starting of NEA 2:
Students to complete the tail end of the NEA 1
Students then have a few weeks to improve their skill level and practical work through a series of small targeted
practicals.
The NEA 2 starts from early november.

Knowledge:

Link to AQA Food preparation page- it gives guidance and also contains exemplar material.
https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/assessment-resources

Assessment: Targeted H/W tasks- PIN marked.
Stretch and Challenge: Official NEA 1 assessment.
Official NEA 2 assessment.
Completion of 3 skill practicals as part of the NEA 2.

Students are encouraged to aim for the higher skill level practicals. They will research and execute more complicated
experiment work to achieve the higher mark criteria.
Students are stretched into the higher marking criteria for all parts of the NEA 2 assessment.

Topics: Geography
Knowledge:
Fieldwork and geographical skills
Assessment:
Stretch and Challenge: Students have completed a human and physical piece of fieldwork that will be assessed in the final exam, this
includes the study of 3 different fieldwork techniques, why they were used, their results, effectiveness and an
assessment of how each was presented. Wider fieldwork skills are also taught to allow students to understand
which pieces of fieldwork or graph or even fieldwork focus suits a range of scenarios best.

Two main assessments occur, one which is focused on the fieldwork project that students completed. These
questions are a range of describe, explain and assess questions which challenge students to show a deep
understanding of our fieldwork. Additional assessments then investigate how students are able to apply their
geographical skills to unknown fieldwork scenarios.

Various modelling strategies are used to guide students through the most challenging 9 mark questions, e.g.
assessing or evaluating why presentation techniques were used. A range of evidence-based homework is set too
that students use to revisit previous topics and computer based testing is used for some of the hardest questions
in the course (e.g. using Seneca). Applying geographical skills to unknown scenarios is a particularly challenging
concept.

Parents are encouraged to revisit Eastbourne and Polegate with students to see how the data might change over
time and see whether our evaluation of the technique still applies, when they visit.

History

Topics: The reigns of King Richard I and King John
Key topic 3: King John’s downfall, 1205–16

Knowledge: Key topic 3 focuses on King John, and his relationship with the church, the Barons and the people. Students consider the reasons for his
downfall, and the reasons why John has earned a reputation by some, of being the worst King of England.

Students look at John’s dispute with the Church, and the consequences and aftermath of this dispute. There is a focus on John’s
worsening relations with the Barons, which led to the signing of the Magna Carta and the First Barons’ War. Finally, students look at the
the problems around King John’s succession, and the condition that England was left in by 1216.

Assessment: Throughout this unit, students will have the chance to practice the skills needed to complete the three question styles on the Richard and
John examination paper:
Stretch and
Challenge: ★ Question 1: Describe two features of... (4 marks)
★ Question 2: Explain why... (12 marks)
★ Question 3: “...” How far do you agree? Explain your answer (16 marks).
There are also regular homeworks and smaller assessments designed to test the student’s subject knowledge.

Students are challenged throughout these key topics, as they consider the significance of people or events in the successes and failures
of both monarchs. They encounter material and vocabulary from a time that they are perhaps not so familiar with. Finally, students
consider how the actions of both monarchs agree or disagree with the widely held assumptions about them - the ability to distinguish
between their reigns is important as they assess each monarch and their impact.

IT

Topics: B - Cyber Security

Knowledge: Why systems are attacked, External threats, Internal threats, Impact of security breach, User access restriction, Data
level protection, Finding weaknesses and improving system security, Defining responsibilities, Defining security
parameters, Disaster recovery policy, Actions to take after an attack,

Assessment: PIN Tasks and Homework throughout the Unit
Unit tests and topics tests.

December Trial Exams

Stretch and Challenge: Use of “Know it all ninja” website to stretch students understanding of key concepts.

Topics: Life Learning

Personal finance: ‘Managing money’.

Knowledge: This unit encourages students to understand the importance on managing personal finance. Topics include ‘The
Assessment: importance of budgeting’, ‘Types of financial products’, ‘Savings and pensions’ as well as content about the
Stretch and Challenge: dangers of payday loan companies and what to do if one gets into debt.

Students are assessed through formative assessment quizzes.
Students are also assessed through understanding of key terms and oracy skills and listening skills when speaking
about key issues.

● Students are given opportunities in each lesson to answer questions at an increasingly more challenging
level

● Targeted questioning
● Stretch Learning Intention on the first slide of each lesson
● Aim Higher tasks during the lesson

Outside of lesson, students are encouraged to engage with a broad range of media content in order to identify and
evaluate examples related to their lesson content.
Students must understand that the aim of Life Learning is to help prepare them to navigate the challenges they
will face outside the classroom.

Maths

Topics: Foundation Higher
Knowledge: Unit 20: More algebra Unit 19: Proportion and graphs

Assessment: ● 13a. Theoretical probability ● 20a. Rearranging equations
Stretch and Challenge: ● 13b. Experimental probability; venn diagrams; ● 20b. Graphs of cubic and reciprocal functions
● 20c. Simultaneous equations
tree diagrams
Students will also complete a Weekly Skills Check
Students will also complete a Weekly Skills Check designed to consolidate essential Maths skills
designed to consolidate essential Maths skills
● December Trial Exams
● December Trial Exams ○ 3 x 90 mins GCSE Papers
○ 3 x 90 mins GCSE Papers ○ 1 x Non calculator and 2 x calculator
○ 1 x Non calculator and 2 x calculator papers
papers

● Use Corbett Maths 5-a-day to work through 5 ● Use Corbett Maths 5-a-day to work through 5
questions from a range of topics. Students questions from a range of topics. Students
should access Foundation or Foundation Plus should access Higher or Higher Plus questions.
questions.
● Use Dr Frost online to practise exam-style
questions. These slides show how students can
search for questions.

● Level 2 Further Maths - we offer this to our
most AMA, a separate GCSE and runs 1 x
lesson after school per week.

Topics: Media Studies
Knowledge:
Component Three - Non Exam Assessment
Assessment:
Completing research.
Pre-production tasks.

In the second term of unit 11 students will complete the research & pre-production sections of the NEA unit. All
students will produce a media text in response to one of four briefs set by the exam board. Students can choose
to create either a moving-image, print or e-media production. During this term students will complete their
research into the codes & conventions of their chosen text. This could range from music videos, magazine front
covers & articles, film marketing materials or magazine website. After researching their chosen area students will
produce detailed pre-production materials in preparation for fully realising their production in term 3. Students
will need to consider all four areas of the theoretical framework in this production: meeting the needs of the
target audience identified in the brief, ensuring the production reflects the industry context, creative use of media
language to engage the target audience, purposeful representations of individuals and groups within the text.

Final assessment of completed production.

Stretch and Challenge: Original content development. Develop editing & desktop publishing skills using Final Cut & Pages software.
Producing a near professional standard with their production. Pre-production tasks are carefully scaffolded to
support the creative process, students are encouraged to study a range of high-quality professional examples to
provide a model for their production.

Modern Foreign Languages

Topics: French: Current and future study of employment Spanish: Current and future study of
Knowledge:
and Technology in everyday life. employment and Technology in everyday life.

Students are working on tackling GCSE tasks in the Students are working on tackling GCSE tasks in the
skills of listening, speaking, reading and writing on the skills of listening, speaking, reading and writing on the
topics of Current and future study of employment and topics of Current and future study of employment and
Technology in everyday life. Technology in everyday life.

Assessment: Students are being assessed on a writing and Students are being assessed on a writing and
Stretch and Challenge: translation assessment. Students are going to describe translation assessment. Students are going to describe
a photo-card in the target language, write a 90 words a photo-card in the target language, write a 90 words
or a 150 task using different tenses, opinions and or a 150 task using different tenses, opinions and
reasons and translate sentences from English into the reasons and translate sentences from English into the
target language. target language.

Students are going to tackle more complex vocabulary Students are going to tackle more complex vocabulary
and grammatical structures and would need to be able and grammatical structures and would need to be able
to use them in their writing tasks in order to achieve to use them in their writing tasks in order to achieve
the highest grade. the highest grade.
Students have the opportunity to see how languages Students have the opportunity to see how languages
can be a useful tool in the world of work. can be a useful tool in the world of work.

Music BTEC

Topics: Unit 1: The Music Industry / Unit 2: Managing a Music Product / Unit 4: Introduction to Composing

Knowledge: Students will:
Assessment: - Revise and revisit the music industry to support their final exam in term 3. This will include work on job roles,
venues, recording and publishing and unions.
Stretch and Challenge: - Work effectively as part of a team to produce a Concept Album, following their dedicated job roles.
- Compose effectively and stylistically to support the production of their concept album.

Unit 1:
- short, low-stakes testing such as on venues, job roles and recording studios.
- Exam-style questions based on the music industry.
- Year 11 trial exam in December

Unit 2:
- Submission of completed coursework - Concept Album including composition and other evidence such as meeting
minutes, log book, recordings, album artwork and lyrics.

Unit 4:
- Submission of completed coursework - First four ideas for Concept Album

Students are encouraged to push themselves in composing to produce fluent, balanced and stylistic pieces suitable for
their concept album. Students are encouraged to use real-life case studies to support their work on Unit 1 and to take a
leadership role such as manager or producer as part of Unit 2.

Music GCSE Link to Music Website

Topics: Appraising // Composing // Performing

Knowledge: Students will:
Assessment:
Stretch and Challenge: - Continue to explore the GCSE setworks with a particular focus on Baroque music and Brandenburg Concerto No. 5
by JS Bach. This is done through musical analysis, making use of their own theoretical knowledge of music and
drawing connections and comparisons to other music.

- Continue work on their first GCSE composition ready for submission at the end of term 2. This is a free
composition in any style

- Begin planning for their second composition. This is a composition set to a brief by the exam board.
- Continue working towards and preparing for their GCSE performance exams in Term 3.

Appraising:
- Exam style questions, musical dictation and low-stakes testing to support retrieval practice.
- Essay questions based on set works and comparisons between works
- Year 11 Trial Exam in December.

Composing:
- First draft of Composition one to be submitted at the end of term 2.

Performing:
- Final trial performances submitted for feedback in term 1.

Students are encouraged to use more complex musical vocabulary and higher levels of music theory, which is often
highlighted in resources. Students are encouraged to push themselves in composing to produce fluent, balanced and
idiomatic works suitable for their chosen style and to perform suitably challenging pieces.

Topics: Photography GCSE
Knowledge:
Assessment: Movement:
Stretch and Challenge: This unit is designed to extend the coursework portfolio developed over the course of Year 10 but introduces a
new theme of Movement & Light. This unit focuses on students taking ownership of their work, planning and
producing independent shoots and culminates in their Year 11 Mock exam - vital practice for the Spring Term.

In the second term students are set their Mock Exam question paper. In responding to this they choose and
develop their own response to the themes of Movement and Light.
Students identify and analyse at least one artist of their choosing then plan and execute between two and three
shoots exploring movement and light. Alongside the practical elements of the work this unit is essential in
introducing them to planning for sustained investigation of a theme. Identifying technical challenges, adapting and
refining their work are integral parts of the process.

The core of each lesson is providing students with practical, hands on guidance and feedback. Alongside this they
present their work in digital sketchbooks which are marked at a minimum every two weeks. Working digitally
means students are able to return to previous work and make improvements, ‘reflection’ lessons are built into the
SOL to enable students time to this with teacher support. All work is tracked to allow a view of students’ progress
over time.

The course is carefully structured around key concepts and skills which underpin each task, these form starting
point delivered in lessons which students are then encouraged to take as far as possible in their own way. This
formula supports students whilst also stretching them creatively and helping them secure higher grades. All tasks
are modelled with differentiated outcomes to simultaneously support and stretch learners.

Physical Education GCSE

Topics: Examined Assessment - Theory Non Examined Assessment - Non Examined Assessment
Knowledge: Main Focus Practical Theory
Assessment: Sociocultural Influences Combination of Performance analysis assessment
Revisit Netball, Football, Hockey, Rugby,
Sport Psychology Badminton, Swimming & Dance

Focus includes Each sport has 5 skill areas. Skill Weakness
Engagement patterns of different social Students are assessed and prepared for - select and justify weakness of
groups trial exams in these through isolated skill component
Commercialisation of physical activity practices, conditioned games/activities - select relevant area of
and sport and full context (i.e. 7 v 7, 11 v 11 etc) specification to improve
Ethical and sociocultural issues in selected weakness
physical education and sport

December Trial Exam End of unit assessment & Trial Exams Completion of NEA (first draft)
Paper 2

Stretch and Ability to justify, evaluate and discuss Students are encouraged to attend Give more relevant examples and
Challenge: content applied to a variety of sporting extra curricular clubs either in school or include additional theory content.
examples. out of school to enhance their
consistency, accuracy and speed.

Physics Science Website

Topics: Chapter 11 - Force and Pressure
Knowledge:
● Pressure and its role in everyday life ● Discuss the role of
Assessment: ● Atmospheric Pressure ● Pressure in daily
Stretch and ● Concepts regarding floatation and thrust circumstances
Challenge: Explain the relationship
● between Pressure,
Students have defined pressure as a force acting over a surface before measuring pressure and describing its Volume and
effects on materials and calculating the pressure acting on a surface. Students moved on to describe the pressure in Temperature
a liquid, explaining the change of pressure with depth in terms of particle behaviour, the pressure in a liquid column
and the relevant equation.

Students then discussed the cause of atmospheric pressure in terms of the behaviour of particles in the air, variations
in density, and temperature. They described some of the consequences of atmospheric pressure such as the suction
cup and how it grips surfaces. Higher-tier students also apply the relationship between pressure, height, density, and
acceleration due to gravity to determine pressures at different points in the atmosphere.

Students continue with their examination of the effects of particles in fluids by investigating upthrust and then
explaining the effect by considering the effects of differences in pressure inside the fluid. They apply the concept to
explain why some objects float while others do not.

Required Practical PIN assessment - exam style questions on force & elasticity practical
Full paper 1 assessment trial exam which will include short and long exam questions

● Calculation sheets shared of classroom
● Higher order questions explored in class

Topics: Religious Studies GCSE

Sikh and Christian Beliefs and Practices revision

Content and skill: Students will revise the key religious beliefs and practices within Sikhism/Christianity and the influence of Sikh/Christian beliefs,
teachings and practices studied on individuals, communities and societies.

Students will revisit and recognise their knowledge and understanding of Sikh/Christian beliefs and practices through their
reading of key religious texts. Students will redevelop their ability to construct well-argued, well-informed, balanced and
structured written arguments, demonstrating their depth and breadth of understanding of the subject.

Assessment: AO1: Demonstrate knowledge and understanding of Sikh/Christian teachings and the influence of belief on individuals,
communities and societies; examine the similarities and differences within Sikhism/Christianity.
AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Students will be developing skills to be able to answer the 5 different exam questions styles and will have frequent
quizzing/practice to check understanding of content and develop exam technique.

Students will undertake a Trial Exam toward the end of Term 2.

Stretch and ● Students are challenged through exam questions / practice and formative quizzing
Challenge: ● Exam practice is structured to enable students to gain full marks on the 12 Mark question for each topic
● Targeted questioning
● Aim Higher tasks during the lesson
● A ’Super Curriculum’ outside of school for AMA students to immerse themselves in the cultural capital related to RS.

Trilogy Science Science Website

Topics: C6 Electrolysis Students learn how electrolysis can be used to split up ionic
Knowledge: B11 Hormonal Coordination compounds. They will study how hormones help control blood
B12 Reproduction sugar and the menstrual cycle. Students will understand how sex
Assessment: cells are produced by meiosis and how human fertility can be
Stretch and aided by science. These topics are within the big ideas of
Challenge: particles and cells.

Knowledge Skills
Define electrolysis and explain how it works Prediction of products of electrolysis
Electrolysis of both molten and aqueous salts
Extraction of aluminium from its ore by electrolysis
Understand the principles of homeostasis
Explain how hormones help control blood sugar and the
menstrual cycle using negative feedback loops
Controlling diabetes both type I and II
Meiosis as the cell division involved in reproduction
Issues facing human fertility and infertility treatments

Required Practical PIN assessment - exam style Homework: In addition to the work on the content and skills for
questions on force & elasticity and electrolysis practical this term students will also be working on the development of
Paper 1 Trial Exam separate papers for Biology, scientific thinking looking at how ideas and theories change
Chemistry and Physics which will include short and long based on the latest evidence. They will review limitations of
exam questions models use to explain scientific phenomena.

Writing redox half equations for electrolysis
Ethics of contraception
Explanation of feedback loops

Personal Development Time

Topics: Year 11 students will take part in the following activities in term 2:
● Reading.
● Votes for Schools.
● MyACE & Mentoring
● Assemblies.

Content and skill: ● Reading - As a mentor group, they will read through a selected novel together to help increase students’ passion for
reading and vocabulary. Do ask them what book they have chosen!
Stretch and
Challenge: ● Votes for Schools - In order to develop students’ oracy and citizenship skills we use this nationwide programme
where students discuss current national and global issues and then vote at the end. These votes are then collected
around the country and mentor groups can see how their mentor group, year group and school compare with other
young people’s views across the UK.

● MyACE & Mentoring - Students carry our reflection activities to set meaningful targets based around the Uckfield
ACEs. They they add these to their MyACE webpage. During this mentors meet with groups of students to discuss their
progress and development.

● Assemblies - Students have an assembly from SLT every week which is based on key wider learning themes built
around the Uckfield Qualities. Directors of Year also deliver an assembly every fortnight discussing key year group
information and also developing the Uckfield Qualities.

● There is an extensive Student Leadership programme available which students can apply to. This will lead to them
being either a Form Representative, a member of the College Council or a Prefect.

- Form Representatives: Meet with their Director of Year every month to lead deliver charity based projects.
- College Council: Meet with the Council every week to discuss whole College issues.
- Prefects: Meet with Sixth Form leads in specific committees to lead and deliver projects..