Year_11_Term_1_Curriculum_Website_v2

Year 11

Curriculum Overview
Term 1

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 1 Animal health and diseases
Have you ever wondered why the vaccination of companion animals is so important?
Have you ever wondered how ill health in animals can be spotted?
Having an understanding of animal health is a vital part of working with animals in any field of the animal care sector. This unit will
develop your knowledge and understanding of animal health, disease and parasite prevention, and how these link together. If you
choose to work with animals, this unit will provide you with a sound basic knowledge to provide the best possible care for animals.
In this unit, you will learn how to assess the health of dogs, cats, rabbits, goats, chickens and bearded dragons, but these health
assessment skills are easily transferred from species to species. Assessing animal health starts with observing the overall visual signs
given by the animal’s appearance and behaviour, before referral if appropriate to more in-depth veterinary tests for possible ill health in
the animal.
You will learn about some of the most common diseases and disorders found in the species you will assess, and gain an understanding
of how to identify and prevent these common ailments. As part of this unit you will also learn about the parasites that you may find on
or in the animals you will assess. You will learn how these parasites are transmitted, the effect they have on animals and how their
transmission can be prevented.

Knowledge: Knowledge Skills
A Learn and understand the essential signs of good and Explain the difference between visual and physical checks
ill health in animals and the advantages and disadvantages of both.
B Understand common diseases, their causes, Be able to classify diseases as zoonotic or not and being
transmission and treatment caused by virus, bacteria or fungi
C Understand the signs, symptoms, prevention and Explain the different modes of transmission of disease
treatment of common parasites Explain the difference between ecto and endoparasites and
their symptoms and treatments

Assessment: Progression exam in October will include a mixture of multiple choice, short and long answer questions on this unit

Stretch and Challenge: Be able to link detailed life cycles of parasites to transmission of disease.

Topics: Art and Design
Knowledge:
Assessment: Portraiture
Stretch and Challenge: Coursework unit

A01 artist analysis
Visual and critical analysis of Giacometti and Henry Moore looking at styles of expressive drawing
Visual and critical analysis of Charlotte Caron using photography and paintwork

Sketchbook presentation
Drawing skills
Critical understanding of artists studied
How artists’ style has been interpreted

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

Topics: B5.2 Pathogens and Disease - They will look at the different pathogens that can cause communicable disease, including bacteria,
viruses, and protists, and how these can be spread between organisms – both animals and plants.
Knowledge: B5.8 - B5.11 Diseases - Students should be able describe the different pathogens, the symptoms and treatments of a range of
different animal and plant diseases, and the different defence mechanisms of the human body and plants.
Assessment: B1.7 - B1.10 Osmosis and exchange - osmosis is the movement of water across a partially permeable membrane to reduce a
Stretch and concentration gradient. When studying the processes for transferring material, students will also be able to explain how
Challenge: adaptations of exchange surfaces and link these to the processes of material transport.
B3.4 Catalysts and enzymes - students should be familiar with enzyme action and understand that enzymes are proteins with a
specific shape including the active site. They should recall the lock and key model in which the substrate has a specific shape
complementary to the active site, allowing it to bind to the active site where the reaction takes place, releasing products. They
should be able to define enzymes as biological catalysts that are reused after each reaction.

Knowledge Understand that comparative concentrations dictate
Know of and recognise symptoms of named diseases from fungi, osmotic activity
protists and plant diseases. Understand how the body defends itself Describe and explain factors affecting rate of enzyme
from infection. controlled reactions
Relate ‘concentration’ to movement of water into/out of cells Graph comprehension for factors
Data collection - rate of reaction

Required Practical PIN assessment - exam style questions on enzymes practical.
Progression exam in October will include a mixture of multiple choice, short and long answer questions on all biology units covered in years 9
and 10.

Challenge level concept of water potential being a negative number (or zero for water) and how to calculate direction of osmosis.
A Level ideas.
Rates of reaction and tangents on graphs with a curve.

Triple Chemistry Science Website

Topics: Topic C4 Chemical calculations
Students should be able to use relative formula masses of compounds and Avogadro’s constant to calculate number of
Knowledge: moles.
Students should be able to rearrange and use the equation number of moles = mass (g) / Ar and use moles to
Assessment: balance symbol equations and calculate reacting masses.
Stretch and Challenge: Students will also learn how to calculate the percentage yield and percentage atom economy of a reaction.
Students will apply their understanding of relative atomic mass, relative formula mass, and moles to concentrations.
All students should be able to carry out calculations with concentrations in g/dm3 , and mol/dm3 and with calculating
moles in gases.

Defining and using moles and Avogadro’s constant Skills
How to balance equations using moles Calculating the mass, volume or concentration of
How to calculate reacting masses using molar ratios substances using:
Definition and use of concentration, atom economy and
percentage yield. moles = mass/RFM,
How to carry out a volumetric titration concentration = moles/volume
volume (gas) = moles x 24dm3
Correct use of units
Correct use of significant figures

Checkpoint PIN tasks on calculations
Progression exam in October will include a mixture of multiple choice, short and long answer questions on all chemistry units
covered in years 9 and 10.

Higher level limiting reactant calculations or combined calculations.

Topics: Computer Science
Knowledge:
Programming Project

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

All programming tasks are open ended with extensions in place.

Topics: Dance
Knowledge:
Component 1: Solo Performance (Shift)
Assessment: Component 2: Professional Work - A Linha Curva (ALC)

Stretch and Component 1: Students will refine and apply their performance skills to the solo set phrase Shift. Students will use their
Challenge: physical, technical, expressive and mental skills (TEMP skills) during rehearsal and performance to accurately and safely
reproduce the set phrase individually.

Component 2: Students will recap the production elements seen within Dance. Students will develop their understanding of
accurate terminology to explore the production elements of ALC through critical analysis of the work. Students will develop
their understanding of short and long answers in relation to the set work.

Dance assessments are based on the three strands of Performance, Choreography and Appreciation:
- Performance: Students will perform the set phrase Shift, accurately and safely demonstrating their understanding
of TEMP skills. Their formal assessment will take place in November, amounting to 10% of their final grade.
- Choreography: Written response surrounding choreographic processes reflective of the approach taken by
professional choreographer Itzik Galili.
- Appreciation: Structured written responses in relation to how production features support audience’s cultural
appreciation of the work.

Students are encouraged to develop their physical skills through additional fast-paced physical challenges. 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:
Design & Technology Website
Assessment:
Stretch and NEA - worth 50% of the overall qualification
Challenge:
Task analysis
Research
Research analysis
Establishing a target market
Identifying design problems
Brief
Specification

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 trial 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

Drama

Topic: Component 1 Revision and Component 2 Improvements
Knowledge:
These two terms explore 2 GCSE components:
Component 1 - Students will revise:

- Section A - Roles and Responsibilities in Drama.
- 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.

Assessment: 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.

Stretch and Students are actively encouraged to take on the role of the director to ensure they understand how to stage key moments of their set
Challenge: 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: 1.1 Main economic groups and factors of 2.3 Supply
Knowledge: production 2.4 Price
Assessment: 1.2 The basic economic problem 2.5 Competition (Oligopolies and Monopolies)
Stretch and Challenge: 2.1 The role of markets
2.2 Demand ● How does AirBnB affect house prices for rentals
● Why is Southern Rail failing?
Using real world issues to bring colour to the ● Should broadband be provided by the state?
curriculum, including diverse topics such as
● Questions
● Implications of Furlough ● Debates
● Amazon a force for good? ● Exam questions
● Should we Scrap Trident? ● Multiple Choice
● The success of the Billy Bookcase from IKEA
Link: Price to Monopoly and Quality
● Exam questions What other factors affect the supply of housing?
● Knowledge tests The best students can link different topics across the
● PLC curriculum
● Quizzes
Assessment is clearly focused on the skills needed to
maximise a students potential in GCSE exams

Freak-o-nomics podcast
Draw up an alternative for Trident
Link Price Elasticity of Demand to trade

Bank Camera Action - Bank of England
Share trading game

Topics: Engineering BTEC
Knowledge:
Engineering BTEC Website
Assessment:
Stretch and Challenge: Introduction to the different sectors of Engineering, focused on the eight we will look at
in this course.
Metal classification
Engineering sectors
Working drawings
Metal fabrication

Students assessed on the accuracy of their marking and cutting out skills.
They are assessed on their working drawings
Component 2A

Orthographic drawings
Isometric drawings

Engineering GCSE Engineering GCSE Website

Topics: Term 1
Knowledge: NEA

Task analysis
Research
Research analysis
Establishing a target market
Identifying design problems
Brief
Specification

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

English Link to English Website

Topics: English Language Paper 2: Writers’ Viewpoints and Perspectives
Knowledge:
In this unit, students read a range of 19th, 20th and 12st century non-fiction texts. We explore the ways that writers use
Assessment: language to convey viewpoints and perspectives on the themes of London, identify, war and nature. Each themed week also
Stretch and includes the study of unseen poetry and links to the literature texts studied in Year 10 (for example, how London is presented in
Challenge: Charles Dickens’ A Christmas Carol). The second half of this unit is focused on developing students’ own transactional writing.

● Structure and coherence
● Spelling, grammar and Punctuation
● Understanding signification (language + meanings)
● Using evidence
● Awareness of impact / interpretation

Reading: students complete a timed exam practice, responding to two non-fiction texts,
Writing: students write their own transactional pieces.

● Read lots of non-fiction in variety of genres, reflecting on the ways writers use language and structure to create
meanings. A range of texts can be found on MyOn.

● Use PLCs to identify the skills that they can improve and use the linked resources to revise, apply and extend their
learning.

● Access Mr Bruff’s playlist with video tutorials on reaching the top levels.

Topics: Food Preparation & Nutrition
GCSE Food Prep Website

Term 1- NEA 1 examination:
Preparation for the release of the NEA 1 tasks and completion.
With the students coming back over the summer a few weeks are spent getting their level of knowledge back up to
scratch and also their level of accuracy. This is through a series of stand alone lessons.
End of september the NEA 1 examination begins. The students have a total of 10 hours spread over the following
lessons in which to complete 3 experiments based on the task provided by the exam board.

Knowledge: Recap Food science.
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

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.
They will use the exam board mark scheme to guide them.

Topics: Geography
Knowledge:
Assessment: The Challenge of Resource Management
Stretch and Challenge:
In term 1 we study the global demand for energy and how it is supplied across the world. We look at what it
means to have energy security and focus on how energy security for all countries can be sustainably achieved. We
study Bihar which is a extremely rural region in India and assess how this region is producing its own energy and
the knock on effects that this is having on many different people in the community.

Written assessment with a mixture of 2, 4, 6 and 9 mark questions. Students are able to practice exam style
questions, in this particular assessment they will focus on describing, explaining and evaluating the causes, effects
and responses to the challenge of sustainable energy distribution across our world.

Students will be regularly challenged throughout this unit as they will have to consider the impacts of a whole
range of different factors in energy security. They will be encouraged to constantly think and evaluate the
sustainability of various scenarios and how the world is working towards a more sustainable future.
Evidence-based activities, homework and pause lessons ensure that all students are challenged and achieve
excellent results.
This topic highlights student's responsibility to be sustainable citizens of the the world. This unit of work also links
to the urban issues and challenges unit as it highlights the impacts of a growing population on global resources.

History

Topics: The reigns of King Richard I and King John
Key topic 2: Involvements overseas, 1189–1204

Knowledge: In this unit, students study the reigns of King Richard and King John, with a focus on Richard’s involvements in the Crusades, and the
reasons for King John’s downfall. Students have already covered the first key topic of this unit, which gives them the context of this
period by looking at life and government in Medieval England.

Key topic 2 focuses on Richard I’s involvement overseas, and students now move on to study the nature of Crusading and the reasons
for it, as well as Richard’s achievements and failures whilst on Crusade. The unit concludes with the study of the aftermath of the
Crusades and the loss of the important stronghold of Normandy.

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 and offer their
own conclusions from the evidence.

Topics: Information Technology
Knowledge:
A - Modern technologies
Assessment:
Communication technologies, Features and uses of cloud storage, Features and uses of cloud computing, How the
selection of platforms and services impacts on the use of cloud technologies, How cloud and ‘traditional’ systems are
used together, Implications for organisations when choosing cloud technologies, Changes to modern teams facilitated
by modern technologies, How modern technologies can be used to manage modern teams, How organisations use
modern technologies to communicate with stakeholders, How modern technologies aid inclusivity and accessibility,
Positive and negative impacts of modern technologies on organisations in terms of, Positive and negative impacts of
modern technologies on individuals.

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

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

Topics: Life Learning
Knowledge:
Healthy and Unhealthy Relationships
Assessment:
Stretch and Challenge: This unit enables students to explore what healthy and unhealthy relationships look like. The content covers
friendships, family relationships and romantic relationships. Lesson content also ranges from Domestic Abuse
through to the laws around Stalking, Harassment and Upskirting. Students are also informed of ways they can get
help in and outside the school setting.

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.

Topics: Maths Higher
Knowledge: Unit 18: Vectors and geometric proof
Foundation
Assessment: Unit 18: Fractions, indices and standard form ● 18a. Vectors and vector notation
Stretch and Challenge: ● 18b. Vector arithmetic
Unit 19: Congruence, similarity and vectors ● 18c. Parallel vectors and collinear points
● 18d. Solving geometric problems
● 18a. Fractions and reciprocals
● 18b. Indices and standard form Students will also complete a Weekly Skills Check
● 19a. Similarity and congruence in 2D designed to consolidate essential Maths skills
● 19b. Vectors
● Skills Check Assessment in the penultimate
Students will also complete a Weekly Skills Check week of term
designed to consolidate essential Maths skills
● Unit Assessment in the last week of term
● Skills Check Assessment in the penultimate
week of term

● Unit Assessment in the last week of term

● 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 with 1 x lesson per
week.

Topics: Media Studies
Knowledge:
Component 2: Crime Drama
Assessment:
Detailed study of the crime genre unit. Focus text: Luther (BBC). Unit covers: media language, representation,
industry & audience.
Skills: analyse & compare media products, application of media theory, discursive writing to show knowledge of
media texts & issues, construct & develop a line of reasoning.
In this unit students will deconstruct series one, episode one of the hit BBC drama Luther. By applying all areas of
the theoretical framework students will consider: how Luther challenges conventional representations of ethnicity
to engage the target audience, the enduring appeal of the crime drama unit, the roles & responsibilities of the
BBC as a Public Service Broadcaster

Written analysis of the use of media language in a key scene from the crime drama text.

Stretch and Challenge: Watch the full series of Luther on BBC iplayer/Netflix. Research the history of the crime drama genre in the UK,
consider what makes the genre popular with audiences & institutions. Develop your knowledge of how the crime
drama genre has evolved over time in the UK.

Modern Foreign Languages

Topics: French: The Environment and Charity and Spanish: The Environment and Charity and
Knowledge: Voluntary work. Voluntary work.

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 the Environment and Charity and Voluntary topics of the Environment and Charity and Voluntary
work. work.

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 are learning about different charities in Students are learning about different charities in Spain.
France.

Topics: Music BTEC

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

Knowledge: Students will:
- 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 companies and unions.
- 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.

Assessment: Unit 1:
Stretch and Challenge: - short, low-stakes testing and revision exercises on the music industry including venues, job roles, recording
studios and unions
- Writing longer answer questions based on scenarios in section B and C of the exam
- Exam-style questions based on the music industry.
- Year 11 trial exam in December

Unit 2:
- Continuing with Concept Album coursework - with a focus on target audience, style and genre and individual
tracks.

Unit 4:
- Submission of completed coursework for Learning Aim A - Initial ideas in different styles for their 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 Defying Gravity from Wicked and songs from
musicals. This is done through musical analysis, making use of their own theoretical knowledge of music and
drawing connections and comparisons to other music.

- Make a formal start on their first GCSE composition. This is a free-composition in any style.
- 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
- Y11 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:
Movement:
Assessment: This unit is designed to extend the coursework portfolio developed over the course of Year 10 but introduces a
Stretch and Challenge: 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 10 Mock exam - vital practice for the Spring Term.

The first term introduces students to the technical skills of using fast and slow shutter speeds to capture different
forms of movement. All students carry out shoots in school using these techniques directed by their teacher but
then take these skills further by planning and executing their own interpretations.

The in school shoots (bursting water balloons and light painting) have proven to be highly engaging and motivating
whilst the students own responses give them a degree of freedom and autonomy. This combination of technically
advanced practical skills with a focus on personalised applications is an important step in preparing students for
both their Mock and Final examinations.

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
Main Focus Practical Theory
Knowledge: Physical Training Combination of Performance analysis assessment
Revisit Netball, Football, Hockey, Rugby,
Assessment: Applied Anatomy & Physiology Badminton, Swimming & Dance
Stretch and
Challenge: Focus includes Each sport has 5 skill areas. Fitness Weakness
The relationship between health and Students are assessed and prepared for - select and justify use of fitness
fitness trial exams in these through isolated component
The components of fitness practices, conditioned games/activities - complete training programme
Principles of training and full context (i.e. 7 v 7, 11 v 11 etc)
How to optimise training
Effective use of warm up and cool October Trial Exam Completion of NEA (first draft)
down

October Trial Exam
Paper 1

Ability to justify, evaluate and discuss Students are encouraged to attend Give more relevant examples and
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 10 - Force and Motion
Knowledge:
● Newton’s Laws of Motion ● Understanding and recall
Assessment: of Forces equations
Stretch and ● Safety features of cars, impacts and collisions Using and rearranging
Challenge: Equations
Students will begin this chapter by experimentally determining the relationships between a force acting on an object ●

and the acceleration, and the mass of the object and the acceleration. The results led of the formulation for Newton’s

second law of motion and its application. Higher-tier students have also defined the inertial mass of an object.

The students have then compared the concepts of mass and weight, linking then through the idea of a gravitational

field before looking at the forces acting on an object as it falls through a fluid and the resulting terminal velocity. The

forces acting during stopping a car have been analysed; identifying two phases of the motion; thinking and braking

distance and the effects of a wide range of factors on both of these distances. Students have calculated the size of

the accelerations experienced during braking with higher tier students deriving an appropriate equation involving the

stopping distance.

Students have investigated the concept of momentum and its conservation And used the principle of conservation of

momentum to allow them to determine the velocity of objects after collisions or explosion have taken place in a range

of scenarios. Further analysis has allowed higher tier students to use the concept of momentum to determine the

force acting during collisions and relate this to the duration of the impact. Students have also applied their knowledge

of impacts to discuss the safety features of a car.

Finally, all of the students have investigated the effect of forces on the stretching of a range of materials identifying

both linear and non-linear relationships between the force and extension. Students have applied Hooke’s law as

appropriate.

Required Practical PIN assessment - exam style questions on force and acceleration practical.
Progression exam in October will include a mixture of multiple choice, short and long answer questions on all physics units covered in years 9 and 10.

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

Religious Studies GCSE

Topics: Christian Beliefs and Practices revision

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

Students will revisit and recognise their knowledge and understanding of 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 Christian teachings and the influence of belief on individuals, communities
and societies; examine the similarities and differences within Christianity.
Stretch and AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.
Challenge:
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 1.

● Students are challenged through exam questions / practice and formative quizzing
● 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: C4 Chemical calculations Students will calculate reacting masses using moles in
Knowledge: P10 Force and acceleration chemistry and be able to apply laws of motion in
B3 Organisation and the digestive system physics. Students will understand the roles of different
Assessment: organs in the digestive system especially looking at the
Stretch and function of enzymes, all within the big ideas of
Challenge: particles, forces, cells and interdependence.

Knowledge Skills
Defining and using moles and Avogadro’s constant Required practicals: Subjective colour evaluations, measuring
How to balance equations using moles accurately, safely using glassware. Controlling variables to
How to calculate reacting masses using molar ratios collect valid data, measuring the rate of reaction linked to
Force and acceleration iodine indicator results
Terminal velocity Measuring elasticity of a string and effect of force on
Braking distances acceleration
Force and elasticity Maths: rates of reaction graphs, acceleration calculations.
Food testing,
Enzymes and digestive system structure and function.
Factors affecting the rate of enzyme controlled reactions.

Required Practical PIN assessment - exam style questions on Homework: In addition to the work on the content and skills
food tests, force & acceleration and enzymes practicals. for this term students will also be working on the importance of
Progression exam in October will include a mixture of multiple understanding and using the correct science vocabulary, units
choice, short and long answer questions on all science units and notations.
covered in years 9 and 10.

Other factors affecting rates of enzyme controlled reactions beyond the required practical(pH)
Effects of momentum
Evaluation of elasticity graphs

Personal Development Time

Topics: Year 11 students will take part in the following activities in term 1:
● 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..