Secondary Phase Curriculum Booklet 2021 2022 - Hinde House
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Secondary Phase
Curriculum Booklet
2021 - 2022 Updated
September 2021
2
Contents
The aims of this booklet……………………………………………………………………………………………..……………….3
Who to contact if there is a problem………………………………………………………………..…………………….…..3
Presentation of work guidelines………………………………………………………………………………...…………..…..3
Brigantia Centre for Technical Learning ……………………………………………………………………..……………….3
English - KS3……………………………..……………………………………………….……………………………….……………...4
- KS4………………………………………………………………………………………………………………..……………...6
Maths……………………………..…………………………………………………….…………………………………….……………..8
Science…………………………………………………………………………………………………………………………….….…….10
Geography………………………………..………………………………………………………………………….………….……….12
History - KS3……………………………………..…………………………………………………………………….……….….…...14
- KS4……………………………………………………………………………………………………………………………...16
Art - KS3……..……………..……………………………………………………………………………………………………….…….18
GCSE Fine Art…….……………..……………………………………………………………………………………………..20
Children’s Play, Learning & Development …………………………...……………………………….………………….22
Computing - KS3 .……………………..…………………………………………………………………………………….………..23
Computer Science - KS4.…………..………………………………………………………………………….…………..25
Digital Information Technology - KS4..……………………..…………..…………………………………..……..26
Design and Technology - KS3.…………………………...…………………………………………………..………………...27
- KS4…………………………………..…………………………………………..…………….……...29
Drama - KS3..………………………………………………………………………………………………………………..…….…....30
GCSE Drama - KS4……...…..………………………………………………………………………………………..……...31
EAL / SEND.……………………………..…………………………………………………………………………………..…………...32
Ethics…………………………..…………………………………………………………………………..………………………...…….33
Food Preparation & Nutrition…………………………...………………………………………………………………….....34
Health & Social Care ………………………….……………………………………………………………………………………..35
Music…………………………………………………………………………………………………………………………………...…..36
Physical Education……………………………..……………………………………………………………………………….…….37
PSHE……………………………………………..………………………………………………………………………………….…......39
Spanish…………………………………………………………………………………………………………..……………..………….42
3
The aims of this booklet
This booklet is to provide students and parents/carers with information about what our students will be
studying throughout their time at Hinde House Secondary Phase, together with details of how their work
will be marked, assessed and communicated. Progress will be closely monitored by Subject Leaders and
Year Leaders. Each year, we report to parents through parents’ evenings and reports.
Who to contact if there is a Presentation of work guidelines
problem
Please contact your child’s Year Leader in
the first instance:
Y7—Mrs Shakespeare
Y8—Mr Murray
Y9—Mr Evans
Y10—Mr Ali
Y11—Mr Vestey
Our SENCO for (2-16) is Miss Fox
Our Designated Safeguarding Lead (2-16) is
Ms Rachel Burgan
Brigantia Centre for Technical Learning
4
Head of
Mr Barber
Department:
Miss Halliday, Mr Garner, Miss Yassin, Miss Abdulla,
KS3
Miss Burgess, Miss Burrows, Mr Ali, Mr Haigh,
Teachers:
Ms Burgan, Mr Ndlovu
The English curriculum for KS3 is organised under three thematic headings: Identity (Autumn Term), Society (Spring Term) and
Globality (Summer Term). Under each thematic heading, students are taught the core skills of English Language and Literature
through the study of thematically linked texts (including poems, plays, short stories, novels, articles, speeches and letters). At Hinde
House, we consider the core skills for English to be the following:
Information Retrieval.
Analysis of a writer’s use of language and structure
Evaluation of the effectiveness of a writer’s work.
Comparison of the way in which writers’ present similar ideas.
Drafting, Editing, Re-drafting and Evaluating their own written work in response to a brief (fiction and non-fiction).
Content Assessment
Under the thematic umbrella of Arrivals and Departures/Let me tell you what I think… Y7
Yellow sheet assessments are completed on a weekly basis to assess how well students have understood
Autumn students will be applying the skills of English to texts that explore the experience of new
a topic. Core skills assessments are used half termly, and there is an end of term assessment testing
beginnings as well as being encouraged to write about an issue they feel strongly about.
(Identity)
Examples of texts include: Through the Tunnel by Doris Lessing.
Under the thematic umbrella of The English Language/Telling Tales Y7 students will be
Spring applying the skills of English to the study of the origins and uses of aspects of the English
language. Where do words come from? This will be followed by a short story writing unit aimed
(Society)
Y7 a specific audience. Examples of texts include: Grimm’s Fairy Tales.
Under the thematic umbrella of Our Natural World/Caring For Others Y7 students will be
knowledge of several months of learning.
applying the skills of English to texts that highlight many of the concerns about climate change.
Summer This will mainly involve non-fiction reading and writing but there will also be a link to poetry.
Similarly, the second half of the term will focus on texts that look at the people in the global
(Globality) community who are working to make a better life for others. This term will also see the
students studying Shakespeare’s The Tempest Examples of other texts include: The Wave by
Liam O’Flaherty
Under the thematic umbrella of Voice and Choice/Race, Culture and Identity, Y8 students will
Autumn be applying the skills of English to texts that explore the personal opinions about broad ethical
ideas including a range of lifestyle choices. In the second half of the term, students will look at
(Identity) poems, speeches and stories that explore our relationship with race and culture.
Examples of texts include: The Flower by Maya Angelou.
Under the thematic umbrella of Love and Relationships/Ability and Accessibility Y8 students
Spring will be applying the skills of English to the study of texts that explore the portrayal of love, in
Y8 particular poetry. Furthermore, Y8 will also Students will look at texts that explore the
(Society) experience of people who have, for one reason or another, faced challenges due to physical or
mental disabilities. Y8 will also study Shakespeare’s A Midsummer Night’s Dream
Under the thematic umbrella of Charity/Heroes and Villains Y8 students will be applying the
Summer skills of English to texts that look at how charitable acts can transform people’s lives as well as
some of the more heroic and villainous characters from World literature. Examples of texts
(Globality)
include: Dracula by Bram Stoker.
5
Content Assessment
Under the thematic umbrella of Class/Gender and Gender Roles Y9 students will be
Autumn applying the skills of English to texts that explore class and gender stereotypes in fiction
as well as articles that explore attitudes to both topics. Examples of texts include: The Yellow sheet
(Identity) assessments are
World’s Wife by Carol Ann Duffy.
completed on a weekly
Under the thematic umbrella of Utopias and Dystopias/Power and Conflict Y9 students basis to assess how well
Spring will be applying the skills of English to texts that imagine perfect and imperfect worlds in students have
literature. Students will also explore power and conflict in poetry, non-fiction and understood a topic. Core
Y9 (Society) literature including a study of Shakespeare’s Othello. Examples of texts include: 1984 by skills assessments are
George Orwell used half termly, and
there is an end of term
Under the thematic umbrella of Other Cultures/The Spoken Word Y9 students will be assessment testing
Summer applying the skills of English to texts that explore the experiences of writers from knowledge of several
outside of the UK. The spoken word project focuses on speeches and culminates in the months of learning.
(Globality) assessment of the Spoken language component of the AQA English Language GCSE.
Examples of texts include: I have a dream by Martin Luther King
Homework How Can Parents Help? Key Words
• Encourage reading. All students should be spending Below are some of the keywords
at least 30 minutes every day reading for pleasure associated with the study of English
or information. The reading material can be Language and Literature at KS3. Students
Students will be set anything (novels, stories, magazines, non-fiction will have been taught many of the words
Y7 homework on a weekly book, etc) but we encourage regular reading of before starting secondary. However, as
basis and should take no good quality texts. Your child’s teacher can suggest we deconstruct and discuss language of
more than 30 minutes. This material suitable for their reading age and in line increasing complexity, a good working
will usually be in the form with the current topic. knowledge of these terms, along with a
of a worksheet or task. • Discuss your child’s reading with them. Find out range of examples is necessary.
Within the department, we what they have been reading and ask them to share
are working to move much some of the best bits or summarise the text for you. Adjectives, Alliteration, Allusion, Analysis,
of our home learning to If you have time, read with your child. You could Anaphora, Antonym, Apostrophe, Article,
online platforms such as read the same text and share opinions. Assonance, Blank Verse, Brackets,
Microsoft Teams. • Play word games together; especially ones that Caesura, Colon, Comma, Comparison,
Y8 help with spelling such as Scrabble. There are some Concise, Connotation, Conflict, Context,
The purpose of the great family games on websites such as this one Couplet, Dactyl, Dash, Declarative,
homework will be to Word-Based Parlour Games. Describe, Description, Emotive,
consolidate and extend the • Find out which texts your child is studying at school Enjambment, Evaluation, Exclamation,
skills, knowledge and and read around the subject. For example, if the Genre, Hyphen, Iambic Pentameter,
concepts taught in class. In novel is set during a particular historical event, Imagery, Imperative, Language, Lexical
some cases, this could be encourage your child to research key events and Field, Metaphors, Meter, Narrator,
to prepare them in people of the period. It would also be useful to visit Onomatopoeia, Paragraphs, Parenthesis,
advance for a lesson so it is a library or bookshop and discover other books by Personification, Question Mark,
imperative that the work is the author. Again, your child’s teacher can offer Quotation Marks, Quote, Reference,
completed before the advice. Repetition, Resolution, Rhetorical
Y9
deadline set. If your child is a reluctant reader, encourage them to Question, Rhetorical Question, Rhyme
read about something that they are already interested Scheme, Semi-colon, Sensational, Sense,
in. Offer lots of praise and encouragement whenever Similes, Sonnet, Stanza, Statement,
they are caught reading! Summary, Synonym, Synthesis, Theme
6
Head of
Mr Barber
Department:
Miss Halliday, Mr Garner, Miss Yassin, Miss Abdulla,
KS4
Miss Burgess, Miss Burrows, Mr Ali, Mr Haigh,
Teachers:
Ms Burgan, Mr Ndlovu
Throughout KS4, teaching and learning in English is aimed at preparing the students for GCSE exams. There are four exams at the
end of Y11; two in English Language and two in English Literature. Together, the exams combine to give students two qualifications.
The purpose of English at KS4 is to revisit, develop and strengthen each student’s core skills via a range of fiction and non-fiction
texts. At Hinde House, we consider the core skills for English to be the following:
Information Retrieval
Analysis of a writer’s use of language and structure
Evaluation of the effectiveness of a writer’s work
Comparison of the way in which writers’ present similar ideas
Drafting, Editing, Re-drafting and Evaluating their own written work in response to a brief (fiction and non-fiction).
These skills are transferrable across Language and Literature exams. In Language, the texts are carefully chosen to reflect the
students’ interests, previous thematic learning from KS3 and the demands of the exam board. In Literature, we study a 20 th century
play script; a 19th century novel; an anthology of poetry and a Shakespeare play.
There are six English lessons across the week. The aim is to teach a maximum of four Language lessons and a minimum of two
Literature lessons each week. Students will be taught that skills are transferrable across the two disciplines.
Content Assessment
Language – Explorations in Creative Reading and Writing (Paper 1).
• Application and development of key skills to a wide range of extracts from
stories and novels.
• Drafting pieces of descriptive narrative.
Autumn
Literature – 19th Century Text ‘A Christmas Carol’ by Charles Dickens (Paper 1).
Literature – Selection of Poems from the Power and Conflict Anthology (Paper 2).
Focus on the theme of the effects of conflict. Includes comparing poems as well as
how to write about an unseen poem.
Language – Writer’s Viewpoints and Perspectives (Paper 2).
Yellow sheet assessments are
• Application and development of key skills to a wide range of extracts from non- completed on a weekly basis to
fiction texts. assess how well students have
Y10 • Drafting pieces of writing that express a viewpoint. understood a topic. Core skills
Spring
Literature – Shakespeare play Macbeth (Paper 1). assessments are used half
Literature – Selection of Poems from the Power and Conflict Anthology (Paper 2). termly, and there is an end of
Focus on the theme of the effects and abuses of power. Includes comparing poems term assessment that charts
as well as how to write about an unseen poem. progress made over time.
Language – Revisit both Creative Texts and Writer’s Viewpoint/Perspectives in
order to consolidate learning from Autumn/Summer terms.
Literature – Revisit both 19th Century text/Shakespeare (Paper 1) in order to
Summer consolidate learning from Autumn/Summer terms.
Literature – Selection of Poems from the Power and Conflict Anthology (Paper 2).
Focus on the theme of the power of identity. Includes comparing poems as well as
how to write about an unseen poem.
7
Content Assessment
Yellow sheet assessments are
Language – Revisit both Creative Texts and Writer’s Viewpoint/Perspectives in
completed on a weekly basis
order to consolidate learning from Autumn/Summer terms.
to assess how well students
Literature – 20th Century Prose or Play script ‘An Inspector Calls’ by JB Priestley
have understood a topic. Mock
Autumn (Paper 2).
exams occur before Christmas
Literature – Selection of Poems from the Power and Conflict Anthology (Paper 2).
Focus on the theme of the theme of internal conflict and the power of nature. and Easter to help support
Includes comparing poems as well as how to write about an unseen poem. students with gaps in their
knowledge.
Y11 Language – Revisit both Creative Texts and Writer’s Viewpoint/Perspectives in
order to consolidate learning from Autumn/Summer terms.
Spring
Literature – Revisit 19th Century text/Shakespeare/20th Century text/Poetry in
order to consolidate learning from Y10/11.
Language – Revisit both Creative Texts and Writer’s Viewpoint/Perspectives in
order to consolidate learning from Autumn/Summer terms.
Summer
Literature – Revisit 19th Century text/Shakespeare/20th Century text/Poetry in
order to consolidate learning from Y10/11.
Homework How Can Parents Help? Key Words
Students will be set homework There are many ways in which you can help your Below are some of the keywords
on a weekly basis and should child in English. Here are a few examples: associated with the study of English
take no more than 45 minutes. • Encourage reading. All students should be Language and Literature at KS4.
This will usually be in the form spending at least 30 minutes every day reading Students will have been taught many of
of a worksheet or task. Within for pleasure or information. The reading material the words before. However, as we
the department, we are can be anything (novels, stories, magazines, non- deconstruct and discuss language of
working to move much of our fiction book, etc) but we encourage regular increasing complexity, a good working
Y10 home learning to online reading of good quality texts. Your child’s teacher knowledge of these terms, along with a
platforms such as Microsoft can suggest material suitable for their reading age range of examples is necessary.
Teams. and in line with the current topic. Adjectives, Alliteration, Allusion,
The purpose of the homework • Discuss your child’s reading with them. Find out Analysis, Anaphora, Antonym,
will be to consolidate and what they have been reading and ask them to Apostrophe, Article, Assonance, Blank
extend the skills, knowledge share some of the best bits or summarise the text Verse, Brackets, Caesura, Colon,
and concepts taught in class. for you. If you have time, read with your child. Comma, Comparison, Concise,
In some cases, this could be to You could read the same text and share opinions. Connotation, Conflict, Context, Couplet,
prepare them in advance for a • Play word games together; especially ones that Dactyl, Dash, Declarative, Describe,
lesson so it is imperative that help with spelling such as Scrabble. There are Description, Emotive, Enjambment,
the work is completed before some great family games on websites such as this
Evaluation, Exclamation, Genre,
the deadline set. one Word-Based Parlour Games.
Hyphen, Iambic Pentameter, Imagery,
As students move through • Find out which texts your child is studying at
Imperative, Language, Lexical Field,
KS4, homework tasks will school and read around the subject. For example,
increasingly rely on students if the novel is set during a particular historical Metaphors, Meter, Narrator,
undertaking practice event, encourage your child to research key Onomatopoeia, Paragraphs,
questions. If possible, these events and people of the period. It would also be Parenthesis, Personification, Question
Y11
should be done in ‘exam useful to visit a library or bookshop and discover Mark, Quotation Marks, Quote,
conditions’ with the minimum other books by the author. Again, your child’s Reference, Repetition, Resolution,
amount of disturbance. teacher can offer advice. Rhetorical Question, Rhetorical
Teachers will also set tasks If your child is a reluctant reader, encourage them to Question, Rhyme Scheme, Semi-colon,
and projects which can be read about something that they are already Sensational, Sense, Similes, Sonnet,
found on the GCSEPod interested in. Offer lots of praise and Stanza, Statement, Summary, Synonym,
website. encouragement whenever they are caught reading! Synthesis, Theme
8
Head of
Mr Elliott
Department:
Mr Almond, Mr Aoun, Mr Elliott, Mr Murray, Mr Sarvari, Ms
Teachers:
Sharif, Mr Simcock, Mr Thompson, Miss Tompkins, Mr Vestey
Content Assessment
Autumn Algebraic Thinking and Place Value and Proportion
Y7 Spring Applications of Number, Directed Number and Fractional Thinking
Summer Lines and Angles and Reasoning with Number
Yellow sheet assessments are completed
Autumn Proportional Reasoning and Representations on a weekly basis to assess how well
students have understood a topic. Core
Y8 Spring Algebraic Techniques and Developing Number skills assessments are used half termly,
and there is an end of term assessment
Summer Developing Geometry and Reasoning with Data testing knowledge of several months of
learning.
Autumn Reasoning with Algebra and Constructing in 2 and 3 Dimensions
Y9 Spring Reasoning with Number and Reasoning with Geometry
Summer Reasoning with Proportion and Representations
Autumn Probability, factors, tables and charts. Yellow sheet assessments are completed
on a weekly basis to assess how well
Spring Percentages, equations, sequences and angles.
Y10 students have understood a topic. Core
skills assessments are used half termly,
Summer Straight line graphs, transformations, ratio and triangles. and there is an end of term that uses
Autumn Similarity, trigonometry, collecting data and displaying data. Yellow sheet assessments are completed
on a weekly basis to assess how well
Spring Circle theorems, changing the subject, vectors and proportion
Y11 students have understood a topic. Mock
exams occur before Christmas and Easter
Summer Final revision and EXAMS! to help support students with gaps in
Homework How Can Parents Help? Key Words
Y7
Students will be set homework on a weekly basis. This will be on
Y8 Hegarty Maths. All students will be shown how to log on and
complete their weekly tasks. If any student doesn’t have internet
All we ask of parents and
Y9 access at home, don’t worry! The maths team open up IT facilities
carers is that you remind There are a range of key
weekly for you to ensure you don’t fall behind.
your child that their terms for each topic in
Y10 homework is due weekly maths. The main units
and must be completed to a include Number, Algebra,
Students will be set homework on a weekly basis. This will be on
high standard. Remember Ratio, Shape, Geometry,
Hegarty Maths. All students will be shown how to log on and
that they can ask their Statistics and Probability.
complete their weekly tasks. If any student doesn’t have internet
teacher for help and Tier 2 and tier 3 vocabulary
access at home, don’t worry! The maths team open up IT facilities
support before school, after will be introduced when
weekly for you to ensure you don’t fall behind.
Y11 school and at lunch and students study new topics.
As well as Hegarty Maths tasks, the maths team will be running
break time.
intervention sessions for every year 11 student on a weekly basis. In
addition to this, weekend and school holiday sessions will be
running as exams draw closer. All of these will have a complete
exam focus to support with GCSEs.
9 Year 7 Year 8 Year 9 Year 10 and 11
10
Head of
Mrs Clement-Omaison
Department:
Miss Travis, Miss Fox, Mr Cockerill, Mrs Kapoor, Mr Duckney,
Teachers:
Ms Barker, Miss Scrivins, Mr Fleming
Content Assessment
• Organisms 1: Cells, organs and organ systems
• Matter 1: Changes of state; elements and
Autumn
compounds
• Genes 1: Human reproduction
• Forces 1: Identifying forces
Y7
Spring • Earth 1: Rocks and space
• Electromagnets and electricity 1: Simples
• Science in the news
Summer
• Careers in Science
• Organisms 2: Digestive systems and
Autumn respiratory system Key Science assessments will take place across
Y7-Y10 on the following weeks:
• Matter 2: Separating mixtures
• End of half term 1 exam w/c 1.11.21
• Electromagnets and electricity 2: National • End of half term 2 exam w/c 3.1.22
Y8
Spring grid and static electricity • End of half term 3 exam w/c 21.2.22
• Forces 2: Speed, weight and mass • End of half term 4 exam w/c 18.4.22
• End of year exam w/c 6.6.22
• Ecosystems 2: Ecosystems
Summer
• Science in the news
• Organisms 3: Enzymes, circulatory system and
infections and response
Autumn • Matter 3: Density and atomic models
• Energy 3: Energy stores and energy transfer
calculations
Y9 • Forces 3: Elasticity and distance-time graphs
• Earth 3: Human impact on the Earth
Spring
• Electromagnets and electricity 3: Current,
potential difference and resistance
• Waves 3: Wave characteristics and the
Summer
Electromagnetic spectrum11
Content Assessment
• Organisms 4 part 1: Eukaryotic and prokaryotic cells ; cell cycle; exchange surfaces
• Energy 4: Energy changes in a system
Autumn
• Reactions 4: Quantitative chemistry
• Matter 4 part 1 : Internal energy and nuclear radiation
• Earth 4 part 1: Metal extraction
• Ecosystems 4 part 1: Transpiration and translocation
• Electromagnets and electricity 4: Investigating resistance; IV characteristics; motor
Spring effect
Y10
• Reactions 4: Rates of reaction
• Organisms 4 part 2: Homeostasis
• Waves 4 : Investigating waves
• Earth 4 part 2: Crude oil and Earths resources
• Genes 4: Meiosis; hormones in reproduction and inheritance
Summer • Forces 4: Work done, velocity and acceleration
• Matter 4 part 2: Chemical analysis
• Ecosystems 4 part 2: Plant disease
• Exam countdown: Bespoke revision and exam Paper 1 mock exam w/c 18th October 2021
Autumn
practice of paper 1 content Paper 2 mock exam w/c 24th Jan 2022
Y11 • Exam countdown: Bespoke revision and exam
Spring Full paper mock exam w/c 28.3.22
practice of paper 2 content
Summer • GCSE Exams GCSE Exams (dates TBC)
Homework How Can Parents Help? Key Words
Encourage students to Stamen, stigma, ovule, metamorphic rock, sedimentary rock, igneous rock,
complete Educake tasks cell membrane, cytoplasm, nucleus, cell wall, vacuole, chloroplasts,
30 minute -1 hour
weekly. mitochondria, ribosomes, friction, air resistance, gravity, water resistance,
weekly.
Y7 Monitor the progress of
thrust, foetus, embryo, umbilical cord, placenta, menstruation,
Homework fertilisation, germination, pollination, current, potential difference,
students on their individual
assignments are in magnet, electromagnet, crust, mantle, core, convection, conduction,
Educake account.
the form of online radiation.
formative Encourage students to revise
assessment quizzes in readiness for end of term Filtration, evaporation, crystallisation, distillation, chromatography, DNA,
set via Educake. assessments (revision aids chromosomes, genes, static, speed, light, sound, waves, ecosystems,
Y8 Each student has will be provided) metals, stomach, small intestines, large intestines, liver, lungs, bronchi,
their own Science trachea, transformer, energy, metamorphic rock, sedimentary rock,
Educake account igneous rock, sperm, egg, transfer.
which can be
accessed on any Greenhouse gases, evolution, atmosphere, carbon dioxide, oxygen,
device (phone, methane, waves, longitudinal, transverse, amplitude, frequency, wave
Y9 laptop, iPad etc.) speed, periodic table, heart, arteries, veins, atrium, ventricle, density,
electrons, protons, neutrons, elasticity, resistance, power, photosynthesis,
respiration, electromagnetic spectrum
Encourage students to Amplitude, frequency, wave speed, electromagnetic spectrum,
complete Educake/GCSEPod homeostasis, activation energy, collision, inheritance, DNA, genes,
Y10 tasks weekly. chromosomes, evolution, magnetism, electromagnetism, hydrocarbons,
crude oil, abiotic, biotic, food chain, global warming, purity, formation,
Monitor the progress of
finite and renewable resources, acceleration, speed.
students on their individual
1 hour weekly Educake and GCSEPod
Cell biology, cell organisation, infection and response, bioenergetics,
accounts. Incomplete/
Homework homeostasis, inheritance, variation, evolution, ecology, atomic structure,
overdue assignments will be
assignments are in periodic table, bonding, quantitative chemistry, energy changes, chemical
Y11 visible from the homepage.
the form of online change, organic chemistry, chemical analysis, chemistry of the atmosphere,
formative Ensure pupils use their energy, electricity, particle model, forces, waves, magnetism,
combined Science revision electromagnetism12
Head of
Mr Mattinson
Department:
Mr Mattinson, Miss Williams, Mr McKinlay,
Teachers:
Mr Parkes
Content Assessment
Geographical skills Describe a trip to a city
Autumn
China Decision making exercise – has China’s development been positive?
Climate change Climate crisis speech
Y7 Spring
Sustainability and Energy Sustainable city
Water world Desertification exam question
Summer
Rivers Flooding decision making exercise
Migration Refugee diary
Autumn
Weather and climate Crisis situation decision making exercise
Ecosystems under threat Human impact on ecosystems
Y8 Spring
Rainforests Is the rain forest more important for people or the environment?
Africa Why does development vary across Africa?
Summer
Tourism and coastal environments Should the Maldives adapt to life without tourism?
Features of UK cities Cardiff suburbs comparison
Autumn
Urban and rural change Urban vs rural sustainability of counter urbanisation
Changing patterns of retail Meadowhall case study
Y9 Spring
Impacts of urban and rural leisure Sustainability of leisure decision making exercise
Global cities Is quality of life in all global cities is the same?
Summer
Global development issues Are MNCs positive in NICs?
River processes and landscapes Describe formation of an oxbow lake exam question
Autumn
Flooding and flood management Explain why urbanisation increases the risk of flooding
Is the sea wall in Scarborough the most sustainable method of coastal
Coastal processes and management
Spring protection?
Y10 Extreme weather
DME: Which is more critical: flood or drought management?
Compare the effects of low pressure weather hazards in an LIC and an HIC
Patterns of weather and climate
Summer Does evidence support human or physical causes of climate change? DME
Climate change
exam style
Explain the most significant physical factors that affect and influence
Human interaction with ecosystems ecosystems and biomes
Autumn
Water supply and demand For a place you have studied in an NIC that has a water deficit, explain the
causes, impacts and solutions
Y11 Desertification Compare human and physical causes of desertification and decide which is
Spring
Coral reef management the most significant. Great Barrier Reef decision making exercise
Revision Mock exam papers
Summer
Exam period GCSE exams13
Homework How Can Parents Help? Key Words
Social, economic, environmental, development,
Work together on homework tasks inequality, climate, grid reference, NIC, MNC, push
Y7 Set once a week and will be to
set and encourage the students to factor, pull factor, urbanisation, fluvial, precipitation,
research an extra aspect of that
watch the news and documentaries hydrological, renewable, non-renewable,
half term’s topic and should take
about the world, people and the
an hour. This could include
environment. Discuss issues Economic, asylum seeker, conflict, weather, climate,
looking at newspaper articles or
together and encourage debate anticyclone, hazard, Rainforest, biome,
writing a report on a TV show
Y8 with justifying opinions and seeing desertification, deforestation, drought, water surplus,
highlighting key issues.
other points of view. water deficit, development, physical, enclave, resort,
greenhouse effect
Variation, quality of life, standard of living, urban,
rural, gentrification, urbanisation, urban sprawl,
Y9 suburban, retail, sphere of influence, leisure, conflict,
global city, import, export, interdependence, MNC,
Continue as for Y7 & Y8. Also NIC, LIC, HIC
Every week, students are set
revision guides are available to buy
exam style questions to Fluvial, upper course, erosion, deposition, meander,
online or through school as well as
compliment the learning they oxbow lake, saturation, hydrograph, lag time,
work booklets provided by the
Y10 have done in class and check afforestation, hard engineering, soft engineering,
geography department to aid
understanding. There will often depression, anticyclone, pressure, greenhouse gas,
studies and home learning.
be a pre reading task in glacier, atmosphere
Encourage independent learning
preparation for the next lesson or
and check that homework is being
unit.
completed regularly. Biome, ecosystem, tundra, Taiga, Sahel,
desertification, deficit, surplus, abstraction, aquifer,
Y11 NIC, explain, describe, identify, discuss, compare,
nutrient cycling, biomass, leaching, biotic, abiotic,
community, population14
Head of
Ms Gadman
Department:
Teachers Ms Gadman, Mr Hallatt, Mrs Newton and Mr Clempson
Content Assessment
Skills and historiography: Where does our concept of time
• Baseline assessment testing some of the skills in
come from? What are the historical roots of chronology?
History: Inference, Chronology, Source, analysis,
Why does History matter? How do people portray events?
Interpretation
What influences how we reflect on our past? How do we
• A second assessment testing skills after the course
define historical interpretations? Why do people interpret
has been delivered.
events and people differently?
• Identify similarities and differences in methods
Autumn Migration pre-1400s: Celtic society and the reliability of
migration (Celts/Romans).
evidence we have about them. The causes and effects of the
• How reliable source X on reasons for Roman
Roman invasion. Life in Roman Britain. Anglo-Saxon England
invasion?
and the fall of the Roman Empire. Viking life and impact on
• Identify similarities and differences in reasons for
Britain – was it an invasion or something else? The causes and
migration (Romans/Anglo-Saxons/Normans).
impact of the Norman Conquest. The events of 1066. The
impact of the Harrying of the North. • How reliable source X on impact Norman invasion?
• Describe the way Greek practitioners tried to
prevent illness and disease
Medicine pre-1400s: Ancient medicine – practices, diseases, • Explain the significance of the Crusades on
Y7
cures, beliefs, causes and treatments., Egyptian medicine, treatments of illness and disease.
Greek medicine, Roman medicine, Islamic world and medical • Describe attempts to treat and cure the Black
Spring knowledge, The Black Death and its impact Death. Explain the significance of the Black Death.
Migration II: Tudor— Tudor Period - Black Tudors, English • Outline changing treatment of Huguenots 1500s-
Reformation, Huguenots Refugees, Elizabethan Exploration 1700s
• Outline changing reasons for migration during the
Tudor 1485-1603.
Medicine Through Time II: Renaissance and Industrial— The • Explain the significance of discoveries of Vesalius.
Age of Enlightenment C17th and C18th, Scientific discoveries • Outline changing medical knowledge from C17 to
– Pare, Vesalius and Harvey, Industrial Revolution, John C19th.
Snow and the Cholera epidemic 1840s, Mary Seacole vs. • Describe the impact of the Irish Potato Famine.
Summer Florence Nightingale • Explain the significance of the Zulu Wars on the
Migration II: Age of Empire— What is an empire? Why do British Empire.
they form? Irish Potato Famine, Zulu Wars, Sepoys and • Outline the changing reasons for migration to the
India, Windrush generation UK from C17 to C20
Democracy I: Liberty, protest and democracy - What is
democracy? What is liberty? What are rights? Where do our
rights come from? How do people protest? What was the
Magna Carta? Why is the MC significant? What was the • Explain the significance of the Magna Carta
Glorious Revolution? What is its legacy? How has our • Explain the significance of the Peterloo Massacre
• How useful is source X for an enquiry into how
Autumn democracy changed over time? What is a revolution? What
slaves achieved their freedom?
causes a revolution? How do they impact people? • How useful is source X for an enquiry into the
Power to the People I: Slavery and Sheffield - What was the abolition of the slave trade?
Slave Trade? How was Sheffield involved? What did Sheffield
do to stop it? How should Sheffield’s role in the Slave Trade
be remembered?
Democracy II: The Suffragettes - Who were the • ‘How useful is source A to a historian studying anti-
Suffragettes? Where did they come from? Who inspired suffrage arguments?’ Your answer should analyse
Y8 them? How did they protest? How did the authorities treat the utility of the recruitment poster using the
them? What did society think of them? Were they source, your own knowledge and the provenance.
• Look at sources A and B and study them carefully.
successful? Did anyone/anything else have a greater impact?
Spring Which one is more useful to a historian studying
What is their legacy? the tactics used by Suffragettes? Use the source,
Power to the People II: WW1 - Who was Walter Tull? Why is your own knowledge and the provenance.
he significant? Racism in Edwardian times, Causes of WW1, • Describe the causes of WW1 & life in the trenches.
Impact on Sheffield, Conditions in the trenches, Lions led by • What is the purpose of source X?
Donkeys – trench warfare • ‘Haig was the butcher of the Somme’. How far do
Democracy III: Britain 1917-45— Communist Revolution, • Describe the causes of the Russian Revolution 1917
Rise of fascism , Appeasement, Causes of WW2, WW2 • Explain the significance of Appeasement
Summer Power to the people: Post WW2 significant figures— • Describe the causes of WW2
Martin Luther King, Malcolm X, Chairman Mao, Atlee and • Multiple choice test on unit content
Bevain, Margaret Thatcher, Mandela, Osama Bin Laden • Exam testing knowledge from year15
Homework How Can Parents Help? Key Words
Chronology, time, A.D, B.C, Century, Year, Medieval,
One homework project each • Support with homework project – Modern, Day, Decade, Before, Pre, Post, After, Pre-
half-term. Students should your child will have to submit one at historic, Renaissance, Period, Decade, Date, Week,
spend an hour a week the end of each half term. Ask them Era, Calendar, Date, Week, Era, Ancient,
researching and designing what they are doing for their Interpretation,
their own project before the project, read the information sheet Migration, immigration, migrants, immigrants,
deadline which will be the last given to them by their teacher and Romans, Vikings, Anglo-Saxons, Jutes, Normans,
week of half-term. Students help them if needed. Sutton Hoo, Artefacts, Migration, migrants, monarchy,
Y7 can work individually or in • Ask what they are learning in their push pull factors, Reformation, Protestant, Catholic,
groups. The content will History lessons. persecution
support the learning in the • Discuss topical events e.g. politics, Medicine, causes, cures, symptoms, diagnosis,
classroom. Students will be current events. doctors, apothekaries, Ancienct, Galen, Hippocratic,
given a help sheet to support • Encourage your child to read. bile, Arabian, phlegm, bleeding, Four Humours, Black
them with the project, this • Encourage your child to watch Death, miasma, Revolution, Renaissance, philosophy,
will provide information such historical documentaries and scientific, observations, history of thought,
as useful websites and the Horrible Histories and discuss them enlightenment, population growth, employment,
teacher’s expectations. At the afterwards. industrialisation, cholera
end of each half-term • Encourage extra research on
students will present and websites such as BBC Bitesize,
Democracy, rights, representation, society, equality,
assessed on their project. Spartacus, Oak National Academy
Suffragettes, movement, protest, influence,
Teachers will be assessing and Seneca learning.
authorities, contemporary, nature, authorship,
Y8 students on – creativity, Visit sites of historical interest such as
purpose, change, enfranchisement, direct action, civil
historical accuracy and overall the Wincobank memorial and
disobedience, hunger strike, trench warfare, attrition,
presentation. Carimandua’s hillfort.
fascism, Appeasement, significant
Content Assessment
• Multiple choice test on end of WW1
WW1’s impact on Europe : WW1 causes and events, • How useful is source X for an enquiry into how
The end of WW1 Germans felt after the Treaty of Versailles?
Weimar Germany 1918-23: Spanish Flu, Abdication of • Describe the Weimar Constitution.
Autumn
Kaiser, Treaty of Versailles, Formation of the Weimar • Analyse the strengths and weaknesses of the
Republic, Weimar Constitution, Spartacists Uprising Weimar Republic.
1919, Kapp Putsch 1921, Munich Putsch 1923 • Explain the significance of the political threats to the
Weimar Republic during 1919-23.
Weimar’s Golden Age 1923-29 : Who was Stresemann? • What is the purpose of source X?
Y9 Political, social and economic changes. Locarno Pact, • How significant was Stresemann from 1919-23?
Dawes Plan, League of Nations, Kellog-Briand Pact • How far do you agree with the interpretation that
Spring
The Great Depression and the rise of the Nazi Party : the Depression was the main reason for the rise of
The Depression 1929 and its impact on Germany, The Hitler?
rise of the Nazi party, How did the Nazi party change? • Describe the changes in the Nazi party.
Hitler’s rise to power 1933 : Political scheming, Hitler’s
Chancellorship, Reichstag Fire, Night of the Long • Describe Hitler’s rise to power.
Knives, • What is the purpose of source X?
Summer
Nazi Germany 1933-45 : Social and economic changes, • Multiple choice test on unit content
Life for women, Life for children, Life for workers, The • Exam testing knowledge from year
Holocaust, Foreign policy16
Content Assessment
Elizabeth I’s early reign : Who was Elizabeth I?,
• What can you learn from source X and Y about Elizabeth’s
Coronation 1559, Her Parliament, Privy Council, The
coronation?
Court, Local government
• Explain the role of the Privy Council.
Elizabethan lifestyles : The rich and the poor,
• What can you learn from source X and Y about housing in
Entertainment, Elizabethan houses
the Elizabethan Age?
The problem of religion : Catholics vs. Protestant,
• Explain the significance of the Religious Settlement 1559.
Autumn Via Media (The Middle Way) 1559, Reactions to The
• How useful is source X to a historian studying the reactions
Middle Way
to the Middle Way?
The Catholic Threat : Recusancy, Mary Queen of
• Explain the significance of the Papal Bull 1570.
Scots, Rebellion of the Northern Earls,
• How useful is source X to a historian studying the
Excommunication of Elizabeth 1570, Catholic plots –
execution of Mary Queen of Scots?
Ridolfi (1571) Throckmorton (1583-84) and Babington
(1586) • Explain the connection between the three Catholic Plots.
The Spanish Armada (1588) : Prince Philip II and the
causes, The course of the Armada, The significance
of the attack
• How far do you agree with the interpretation that the
The Puritan Threat : Puritans in the Privy Council,
Spanish Armada was destined to fail?
Measures taken to deal with Puritan threat
• Describe the Puritan threat.
Causes of illness and diseases : Medieval – Living
• Multiple choice test on unit content.
conditions and Black Death (1348), C17 - The Plague
Spring • Mock exam on Elizabeth unit.
(1665), Industrial Revolution – Cholera, Typhoid,
Y10 • Identify a similarity and difference between source X, Y
C20th – Spanish Flu (1918) & AIDS epidemics (1980s)
and Z showing change over time in causes of illnesses and
Attempts to prevent illness and disease : Medieval –
diseases.
superstition, soothsayers and alchemists, C18th and
• Describe causes of illness and diseases over time.
C19th – rise of scientific method, Edward Jenner and
Vaccination, John Snow, Discovery of antibodies and
bacteriology
Attempts to treat and cure illness and disease :
Medieval – herbal remedies, four humours, C19 –
• How useful is source X showing C18 attempts to treat
development of anaesthetics and antiseptics, C20th
illness and disease?
– Marie Curie’s discoveries and the development of
• Outline changing attempts to prevent illness and disease
antibiotics
over time.
Advances in medical knowledge : Hippocrates, Galen
• Explain the significance of Marie Curie’s work.
and the Four Humours, Vesalius, Pare and Harvey,
• Outline changing attempts to treat and cure illness and
Summer C19 – germ theory, C20 – X-rays, ultrasound and DNA
disease over time.
Development of patient care : Medieval - Role of the
• Outline changing medical knowledge from Medieval to C20
Church, C18 and endowed hospitals, C19 – nursing ,
• Outline changing patient care from Medieval to C20
C20 – Liberal reforms and NHS
• Outline developments in public health from Medieval to
Developments in public health : Coventry case
C20
study 1421, Impact of Industrialisation, Efforts to
improve housing post WW1, C21 health drives • Mock on unit
Historic site study : Exam board to choose site17
Content Assessment
• Describe the impact of the Great Depression on
USA and the Depression : The Depression (1929), American society.
Causes and effects, Hoover and FDR’s opposing • Explain the significance of the Alphabet Agencies?
policies, Roosevelt’s New Deal, Impact of WW2 • How far did the US economy recover due to WW2?
Economy post WW2 : Suburbanisation, Cold War • Describe suburbanisation in America post WW2.
economics • What was the significance of the Montgomery Bus
Autumn
Civil Rights movement : Segregation in schools – Boycott?
Brown vs. Topeka, Rosa Parks and the Montgomery • How far did the Civil Rights movement achieve its aims
Bus boycott, MLK, Malcolm X, Civil Rights Act due to the work of MLK?
Political Change 1960-2000 : Kennedy, Nixon, • Explain the significance of the Watergate Scandal on US
Regan, Bush Snr., Clinton politics.
• Describe the policy of Reaganomics.
Society : Changes in culture post WW2, Film, TV, • Describe the changes in film during the 1950s.
Y11 Music, Youth • Arrange the following according to the significance of
The Cold War Rivalry : Truman Doctrine, Berlin Crisis impact on American society – Cinema/Music/Youth
1948, Cuban Missile Crisis 1963, US involvement in culture.
Spring Vietnam 1962-73 • Describe the Truman Doctrine.
The Search for World Peace since 1970 : China and • Explain the significance of the Cuban Missile Crisis.
USSR, Changing relations with USSR, Gorbachev and • How far was the relationship between Gorbachev and
Regan, Fall of Communism, US involvement in Iran, Regan the reason for the fall of Communism?
Gulf War • Explain the significance of US involvement in Iran.
Revise all units for WJEC Eduqas exam :
• Germany in Transition 1919-45
• The Elizabethan Age 1559-1603
Summer Practice mocks on all 4 units
• Changes in health and medicine in Britain through
time
• The Development of the USA 1929-2000
Homework How Can Parents Help? Key Words
• Support with homework. Ask to see their pre-reading booklet.
• Ask what they are learning in their History lessons.
• Discuss topical events e.g. politics/current events.
Kaiser, Armistice, Political, Weimar Republic,
• Encourage your child to read.
Students will be expected to complete a section of the pre-reading
Constitution, left-wing, right-wing, Communists,
Y9 • Encourage your child to watch historical documentaries and
Fascists, economic, Depression, Chancellor, fuhrer,
Horrible Histories and discuss them afterwards.
Holocaust, foreign policy, interpretation
• Encourage extra research on websites such as BBC Bitesize,
Spartacus, Oak National Academy and Seneca learning.
• Visit sites of historical interest.
Elizabethan, Tudors, progress, government, Privy
Support with homework. Ask to see their pre-reading booklet. Council, patronage, Justices of the Peace, Religious
booklet each week
•
• In addition to homework, students should be revising regularly. Settlement, Catholics, Puritans, plots, recusancy,
Help them design a revision timetable to give them structure. excommunication, Spanish Armada, Papal Bull.,
Y10 Ensure History is revised at least twice a week for 40 minutes. Change over time, Medieval, Renaissance, Industrial
• Come to parents evening. Revolution, Modern, superstition, alchemy, Black
• Ask what they are learning in their History lessons and how Death, Plague, soothsayer, Four Humours, epidemic,
they are doing in their tests. vaccinations, Cholera, dysentery, hygiene, NHS,
• Discuss topical events e.g. politics/current events. public health.
• Encourage your child to read. Depression, economic, Hooverville, Alphabet
• Encourage your child to watch historical documentaries and Agencies, policies, New Deal, FDR, Post-WW2, Cold
Horrible Histories and discuss them afterwards. War, suburbanisation, segregation, Civil Rights,
• Encourage extra research on websites such as BBC Bitesize, boycott, Watergate, scandal, Reaganomics, social,
Y11 Spartacus, Oak National Academy and Seneca learning. anti-hero, drive-in, duplex, hippy, Communism,
• Visit sites of historical interest. Truman Doctrine, Cold War, missiles, Domino effect,
• Ensure students are revising in addition to their homework. M.A.D., guerrilla warfare, Agent Orange, Operation
Rolling Thunder, Dente.You can also read
