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Our Curriculum
KS4 COURSE OVERVIEW – Business Studies
Subject: GCSE Business
Exam Board: Edexcel
Overview
This is a three-year, linear assessed course starting from year 9, covering a comprehensive outlook into business from theoretical and practical aspects that contribute to general understanding. Through this course, students will be introduced to the basic concepts, followed by in-depth segments that encompass a business as a whole. Consequently, students will be able to expand on their capabilities and opportunities which they can carry forward onto their future lives.
Students will learn about how businesses operate from customers, marketing, management, finance, economics and regulations. This will enable students to explore areas which they find most interesting and decide if they wish to continue their academic education within any of the given areas.
Throughout the course, students will be given the opportunity to express their opinions, engage in in-class debates, and carry out tasks that will help grow their critical thinking and communication skills. Moreover, students will be provided with resources they can read in their own time to further solidify their grasp on topics.
Year | Autumn Term | Spring Term | Summer Term |
9 | Introduction to Business Enterprise and Entrepreneurship Spotting a Business Opportunity | Putting a Business into Practice Making the Business Effective | Understanding External Influences |
10 | Meeting Customer needs Design and Research & Development Managing Stock & Quality Control Cost Effective Operations | Effective People Management Organisational Structure Communications | Effective Financial Management Improving Cash Flows and Profits Break Even Analysis |
11 | Growing the Business Making Marketing Decisions | Making Operational Decisions Making Human Resources Decisions | Making Financial Decisions |
Homework:
It is set once a week. Pupils are expected to do 30 minutes of independent work.
Assessment:
Exam requirements:
- Paper 1, 1hr 30m, Internal examination in summer term of y11
- Paper 2, 1hr 15m, external examination in summer term of y11
FURTHER REVISION SITES AND SOURCES
Textbook: Edexcel GCSE 9-1 Business.
GCSE Bitesize Business offers good overviews and quizzes.
English Literature
The ability to use and evaluate language underpins all aspects of social and personal life. In English Literature we explore, interrogate and manipulate language, which allows us to be critical and confident readers, writers and speakers. Exploring a broad and rich range of texts allows us to examine the human condition, both historically and culturally, as well as in modern society. The study of Literature also develops the emotional literacy, values and perspectives needed to become a well-rounded individual.
One of our main aims, in Marathon Science School, is not only to deliver a knowledge-rich curriculum where students are supported and challenged in order to make the best possible progress, but also to foster a lifelong passion for reading, by giving students the opportunity to engage with a wide range of texts. The study of texts is also used to develop writing and literacy skills from the start of KS3, building a strong foundation of skills for further study.
British Values
The selection of texts studied addresses a number of important social and historical issues that are still relevant today. We strive to tackle these issues in an open and inclusive way, where every student feels safe and secure in developing and expressing their beliefs. The texts we study, covering a range of literature, from key British writers from Elizabethan England to contemporary writers, plus international writers, often deal with areas of British Values such as: tolerance, diversity, equality, inclusion and mutual respect.
Key Stage 3
From the outset in Year 7, students are encouraged to become fluent, independent and critical readers of all kinds of texts, who question and reflect on what they have read and, who enjoy reading for pleasure. They use texts to explore language and meaning, to acquire information, to gain further insight into their own and other cultures, and to extent their personal and social awareness.
Key Stage 3 Curriculum Assessment
Assessment is an all-encompassing word describing activities which range from high frequency low stakes activities like: 1 – 10 tests, single mark questions and closed questions designed to test the retention of specific information or, the application of a single skill, to: low frequency high stakes summative assessments like formal written exams and final performance pieces.
Key Stage 3 Curriculum Outlines:
Year 7
Term 1 Moral Messages & Universal Truths
Skills to draw out: -retrieval of explicit & implicit information -Ability to select supporting quotations and use them effectively | Term 2 Culture & History
Skills to draw out:
| Term 3 Poetry
Variety from Kipling to Heaney Skills to draw out;
|
Year 8
Term 1 Strange but True!
Variety Skills to draw out:
| Term 2 War Poetry
Skills to draw out:
| Term 3 Novel
Skills to draw out:
|
Year 9
Term 1 The Writer’s Voice Short stories & Novel:
Skills to draw out:
| Term 2 Shakespeare Romeo & Juliet Skills to draw out:
| Term 3 GCSE Poetry Old Edexcel Anthology Skills to draw out:
|
Key Stage 4:
English Literature GCSE Examination Board: Edexcel/Pearson
General Statement about the Subject:
English Literature links to English Language which is a core subject within the National Curriculum. All students will follow the same programme of study as there is a single tier of entry across the award. Students will be examined at the end of two years.
Areas of Study:
The GCSE English Literature course provides students with the opportunity to study and compare a range of texts. They will study examples of modern British prose and poetry texts and British literary heritage drama, prose and poetry texts.
Skills Developed:
Students will develop skills in higher level comparison and analysis as well as reading, planning, writing and the confidence to express their depth of understanding. They will also gain an appreciation of genre and the influence of social, historical and authorial context on writing.
Students will enjoy this course if they have an open mind and are curious about how we use English literature for pleasure and literary study. We also look at how it represents and has shaped our life experiences over time.
A variety of teaching and learning strategies are employed, these include: discussion (both student and teacher led), modelling, group work, paired work, research, oral presentations and independent work.
Assessment Details:
Unit 1 – Shakespeare and Post 1914 Literature. Section A – one question split into two parts (extract then text based). Section B – one essay question on the studied text, with an extract. 50% of final grade.
Unit 2 – 19th Century Novel and Poetry since 1789. Section A – one question split into two parts (extract and then text based) Section B – one comparative question on anthology poems and one unseen question comparing two poems linked by theme or subject matter. 50% of the final grade.
Subject Curriculum | ||||||
Subject: English Literature | Year Group: 10/11 | |||||
Subject content: What will be covered | As a result, what students should know/understand | What students should be able to do | How students will be assessed | |||
Modern Text/ Post 1914 Play or Novel | An in-depth knowledge of either ‘An Inspector Calls’ or ‘Lord of the Flies’ or Animal Farm’ Quotations from their set text Contextual understanding of text How the author has crafted the text for effect (structurally) An in-depth understanding of the themes of set text How the author has used language for effect | Critical, exploratory, conceptualised response to exam task and whole text questions Judicious use of precise references to support interpretation(s) Analysis of writer’s methods with subject terminology used judiciously Exploration of effects of writer’s methods to create meanings Exploration of ideas/perspectives/cont extual factors shown by specific, detailed links between context/text/task | Edexcel Exam-style questions – Literature Paper 2 | |||
Poetry Anthology Unseen Poetry | An in-depth knowledge of the ‘Conflict’ cluster of the Edexcel Poetry Anthology Quotations from each of the 15 poems Contextual understanding of poems How the poets have crafted the poem for effect (structurally) An in-depth understanding of the themes of set text How the author has used language for effect Knowledge of how to approach poetry that has not been studied in lessons Hypothesize about how the poets have crafted the poems for effect (structurally) How the poet has used language and structure for effect | Critical, exploratory, conceptualised response to exam task Judicious use of precise references to support interpretation(s) Analysis of poet’s methods with subject terminology used judiciously Exploration of effects of poet’s methods to create meanings Exploration of ideas/perspectives/cont extual factors shown by specific, detailed links between context/text/task Critical, exploratory, conceptualised response to exam task Judicious use of precise references to support interpretation(s) Analysis of poet’s methods with subject terminology used judiciously Exploration of effects of poet’s methods to create meanings Exploration of ideas/perspectives/ shown by specific, detailed links between text/task | Edexcel Exam-style questions Literature Paper 2 Edexcel Exam-style questions Literature Paper 2 | ||||
Shakespeare text | An in-depth knowledge of either ‘Macbeth’ or ‘Romeo and Juliet’ Quotations from their set text Contextual understanding of text
How Shakespeare has crafted the text for effect (structurally) An in-depth understanding of the themes of set text How Shakespeare has used language for effect | Critical, exploratory, conceptualised response to exam task and whole text questions Judicious use of precise references to support interpretation(s) Analysis of writer’s methods with subject terminology used judiciously Exploration of effects of writer’s methods to create meanings Exploration of ideas/perspectives/cont extual factors shown by specific, detailed links between context/text/task | Edexcel Exam-style questions Literature Paper 1 | ||||
Useful websites:
- www.bbc.co.uk/bitesize GCSE English Literature – All texts
- Seneca learning – English literature
- No Fear Shakespeare – Any Shakespearean text
- Spark notes – for all texts
- York notes – for all texts
- Snap revision
- Genius + any text – for the annotated versions
History
History KS3 Curriculum map, showing areas of study, key assessments and skills.
The KS3 History course should provide students with a chronological knowledge and understanding of the history of Britain and the wider world. Students will develop their knowledge and understanding of continuity and change, and their ability to explain events and developments. They will do this by studying changes in political power, religious developments, and social change. They will follow enquiries to examine the impact of these changes on people’s lives and on the development of the UK. They will also develop their awareness of different ideas and interpretations about the past. They will be able to recognise and then to evaluate, different views of the past based on their knowledge and on the provenance of historical sources.
- A good history student should be able to set events issues and people within the context of their own time and to display empathetic understanding of the views, norms and conditions of those times. They should also be able to read and understand historical sources in the context of their production and set firmly against the student’s knowledge.
- A good history student should understand and be able to explain the causation of significant events. Higher level students should be able to prioritise the causes of events
- A student of history should recognise that there are differing interpretations of the past; students working at a higher level should be able to evaluate the different views
- A good history student should be able to make judgements about the significance of events, issues and people. They should be able to explain why certain events are significant and what the impacts of significant events are
- A good history student should be able to examine the utility of historical sources and information by measuring them against provenance and wider knowledge
Year 7 |
Term 1
|
Term 2
|
Term 3
|
Year 7 |
| Half Term; 2 Norman Rulers; Good or bad, outline study. Chronology, knowledge What was the role of the church in the medieval world? (wider context, Europe and religion) Impact on people’s lives. How important was religion? How powerful was the Church? Significance AO1,AO2,AO4 Was Henry II a good king? Key Assessment: short essay/paragraph Evaluation, recap on the role of a good king. interpretation/ context AO1,AO2,AO4 | Half Term; 2 Bad King John? Key Assessment: interpretation/ context sources and knowledge, bring in knowledge about the Church and the role of the monarch. AO1,AO2, AO3,AO4 Optional source based work on Robin Hood. Law and order in the middle ages. Did Robin exist? Did life get better in the Middle Ages? Plague and Revolt; Enquiry, continuity and change.
|
Year 8 |
| Half Term; 1 Who was James I, what problems did he face in ruling England? Why was religion a problem in the C17th? What was the Gunpowder plot? Were the plotters framed? Source Enquiry What did Puritans believe in? Why were they a problem for monarchs? Why did a Civil war break out in 1642? How did religion, politics and Money cause the war? Who was to blame for the war? Explanation, judgement, interpretations. Essay (key assessment) AO1,AO2,AO4 Enquiry; What was life in England like during the English Civil war? Research work in groups and presentations Did Charles I have a fair trial? Views, interpretations and evaluation of sources. Pamphlet Key Assessment AO1,AO2 ,AO4
| Half Term; 1 Overview; What kind of country was Britain in 1750? How had Britain changed by 1900? Use of sources to build up a picture of what life was like in 1750. What was the British Empire? How did the Empire develop? Chronology, explanation How and why did the Slave Trade develop? Why was the Slave Trade abolished? Investigate Britain’s role, in the growth of the slave Trade and in its’ abolition. Sources, interpretations. Source investigation; Was the British Empire a good thing? (Key Assessment) AO1,AO2, AO3,AO4 Why did France face revolution? Development of ideas and concepts. What was the impact of the Napoleonic Wars? Were Wellington/Nelson Great Britons? Investigation/ Interpretations Extended writing, presentation & research Key Assessment AO1, AO2 AO4 |
Year 8 |
Half Term: 2 Who was Elizabeth I? What do portraits tell us about Elizabeth I? Focus on sources and evaluation. Using sources with knowledge. What problems did Elizabeth face in ruling England? Was she a successful ruler? Include; Marriage Mary Queen of Scots The Spanish Armada. Was Elizabeth right to execute Mary Queen of Scots? Was life getting better or worse for people in Tudor England? Source based GCSE assessment Elizabeth, success of failure (key assessment) AO1,AO2, AO3,AO4 How did the English treat the Welsh and the Irish? How did the UK begin? How were the roles of Monarch and Parliament changing in Tudor England? Sources and knowledge (key assessment) AO1,AO2, AO3,AO4 |
Half Term 2: How was England governed without a King? Who was Oliver Cromwell? Hero or villain? Was Cromwell a butcher in Ireland? Source Enquiry. Interpretations of Cromwell, political ideas, changing views over time? (key assessment) AO1,AO2, AO3,AO4 Why was Charles II asked to return? What do the Plague and Fire tell us about Stuart England? How had the role of the monarch changed? Why did James II have to flee? What was the Glorious Revolution? What was the impact of political change in England on the Irish and on Scotland? What was the Jacobite Rebellion Who ruled by 1750? Essay; overview (key assessment) Understanding of change and continuity and the development of political ideas. AO1,AO2, AO4 |
Half Term; 2 Changes in agriculture and Industry? How did the changes in Britain affect people’s lives? What were conditions in the town like? Investigating continuity and change. Source investigation What was life like for children in factories? (key assessment) AO1,AO2, AO3,AO4 If Britain was the richest country in the world, why were living conditions so bad? Was Britain a Democracy by 1900? What was not democratic about Britain in this time period? How was Britain moving towards democracy and why? Include; Chartism AO1,AO2,AO4 Suffrage movement Development of political ideas, interpretation, change and continuity. Explanation and judgement. Essay (key assessment) AO1,AO2,AO4 Investigation and Research presentation What has been the most important historical event/issue/person of the last 150 years/ever? Support your argument |
Geography
At Marathon Science School the Geography department wants to inspire students to develop a lifelong desire to ask questions about the world around us and the part we all have to play in it.
We aim to promote respect and to help young people to develop their moral compass. We are keen to develop an understanding of the shared values which unite us all.
We seek to foster a sense of wonder as well as to motivate students to investigate a complex and dynamically changing world in order to become global citizens. Studying geography enables students to explore their own place in the world by studying people and places from the past, present and future and at all scales from the personal to the global.
We strive to encourage our students to rise to the challenges our world faces and to take responsibility for the sustainability of our planet.
We will develop engaged citizens who will enthusiastically contribute to the big society and understand their place within it because they embrace British values.
As a staff we will be challenged in the Geography department to ask questions about what we teach and to reflect carefully on our practice. This will ensure we consider how we deliver content alongside what we deliver. By doing this we will offer a broad, balanced and engaging curriculum which provides practical, enquiry based approaches to learning that stimulate student’s enthusiasm and helps to bring Geography to life.
KS3 Geography
The curriculum followed at KS3 (years 7-9) is broad and balanced in Geography, encompassing a wide range of human, physical and environmental geographical issues. These are outlined for each year group below:
Year 7
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | What is geography? | Weather and Climate | Settlement Patterns | River Environments | Coastal Environments | Extreme Environments |
Year 8
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | Development | Fairtrade | Biomes | Changing climate | Africa or India | Water Crisis/ Flooding |
Year 9
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | Tectonics | Coasts & Rivers | Geography of food | Weather and Climate | A Sustainable World | Development Dynamics – India |
Characteristics of a successful KS3 Geographer:
- An excellent knowledge of where places are and their characteristics at a range of scales.
- An excellent understanding of the ways in which places are interdependent and interconnected.
- A detailed understanding of the connections and interrelations between human and physical environments.
- An extensive base of geographical knowledge and vocabulary.
- Fluency in complex geographical enquiry, the ability to question and use highly effective analytical and presentation techniques.
- The ability to reach key conclusions and developed a reasoned argument to explain findings.
- Significant levels of originality, imagination and creativity in interpreting and representing subject matter.
- The ability to apply models and theories to geographical phenomena.
- Highly developed and frequently used fieldwork and GIS skills and techniques.
- A real curiosity for the world and a passion and commitment to the subject.
- An ability to express well balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in the society and the environment
Suggested supporting resources:
https://www.ordnancesurvey.co.uk/mapzone/ this website helps students to develop their mapping skills using a range of activities and games.
https://www.bbc.com/bitesize/subjects/zrw76sg useful for recapping and revising key ideas. Revision topics are all named and organised.
http://www.geographyalltheway.com/ks3_geography.htm
http://geography.learnontheinternet.co.uk/ks3/index.html
KS4 Geography
The exam specification followed at GCSE Geography is Edexcel B. This is made up of three components. Component 1: Global Geographical Issues, considers world-wide geographical issues, Component 2: UK Geographical issues, considers UK scale issues, and Component 3: People and Environment Issues, is a synoptic decision making component. Two pieces of fieldwork (one about urban environments and another about coastal environments) are integral to the course.
The assessment for this course is three exams (one for each component) which are all 1 hour and 30 minutes in length.
Year 10
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | Development Dynamics | UK’s Evolving Physical Landscape | Fieldwork Investigation – Coasts | Challenges of an Urbanised World | Hazardous Earth | End of year revision and recap |
Year 11
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | The UK’s Evolving Human Landscape | Fieldwork: Investigation – Urban | Synoptic Unit: People and the Biosphere | Synoptic Unit: Forests under threat and Consuming Resources | Revision and exam practice | Revision and exam practice |
Characteristics of a successful KS4 Geographer:
An ability:
- To investigate a range of places in depth.
- To investigate patterns which exist in the human and the physical world.
- To communicate geographically through maps, extended writing, graphical data and analysis
Suggested supporting resources:
Some useful websites:
https://www.senecalearning.com/ Search for Edexcel B Geography
Download the BBC bite size app for support here:
http://www.bbc.co.uk/guides/zgd682p
Or use the website here:
http://www.bbc.co.uk/education/subjects/z2f3cdm
http://www.s-cool.co.uk/gcse/geography
http://www.gcsegeography.co.uk/
http://revisionworld.com/gcse-revision/geography
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-b-2016.html
Maths Overview
KS3 is a three year, internally assessed course which is taught through Y7, Y8 and Y9.
GCSE MATHEMATICS is a two year, linear assessed course starting from year 10, aiming competence in Algebra, Number skills, Shape and Space and Data Handling. Through this blend of topics pupils are able to develop as an independent, analytical and impartial learners and obtain an ability to think critically about the world around us and have a better reasoning about a situation.
The aims and objectives of GCSE Maths in Marathon Science School to enable students to:
- develop fluent knowledge, skills and understanding of mathematical methods and concepts
- acquire, select and apply mathematical techniques to solve problems
- reason mathematically, make deductions and inferences, and draw conclusions
YEAR 7 | KS3 Maths Progress |
TERM | UNIT / LESSON |
AUTUMN | 1 Analysing and displaying data |
AUTUMN | 2 Number skills |
HALF-TERM TEST |
|
AUTUMN | 3 Equations, functions and formulae |
AUTUMN | 4 Fractions |
END OF TERM TEST |
|
SPRING | 5 Angles and shapes |
SPRING | 6 Decimals |
HALF-TERM TEST |
|
SPRING | 7 Equations |
END OF TERM TEST |
|
SUMMER | 8 Multiplicative reasoning |
SUMMER | 9 Perimeter, area and volume |
HALF-TERM TEST |
|
SUMMER | 10 Sequences and graphs |
END OF TERM TEST |
|
END OF YEAR TEST |
|
- comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
YEAR 8 | KS3 Maths Progress | |
TERM | UNIT / LESSON | |
AUTUMN | 1 Factors and powers | |
AUTUMN | 2 Working with powers | |
HALF-TERM TEST |
| |
AUTUMN | 3 2D shapes and 3D solids | |
AUTUMN | 4 Real life graphs | |
END OF TERM TEST |
| |
SPRING | 5 Transformations | |
SPRING | 6 Fractions, decimals and percentages | |
HALF-TERM TEST |
| |
SPRING | 7 Constructions and loci | |
END OF TERM TEST |
| |
SUMMER | 8 Probability | |
SUMMER | 9 Scale drawings and measures | |
HALF-TERM TEST |
| |
SUMMER | 10 Graphs | |
END OF TERM TEST |
| |
END OF YEAR TEST |
| |
YEAR 9 | KS3 Maths Progress | |
TERM | UNIT / LESSON | |
AUTUMN | 1 Powers and roots | |
AUTUMN | 2 Quadratics | |
HALF-TERM TEST |
| |
AUTUMN | 3 Inequalities, equations and formulae | |
AUTUMN | 4 Collecting and analysing data | |
END OF TERM TEST |
| |
SPRING | 5 Multiplicative reasoning | |
SPRING | 6 Non-linear graphs | |
HALF-TERM TEST |
| |
SPRING | 7 Accuracy and measures | |
END OF TERM TEST |
| |
SUMMER | 8 Graphical solutions | |
SUMMER | 9 Trigonometry | |
HALF-TERM TEST |
| |
SUMMER | 10 Mathematical reasoning | |
END OF TERM TEST |
| |
END OF YEAR TEST |
| |
YEAR 10 | Edexcel GCSE (9-1) Mathematics |
TERM | UNIT / LESSON |
AUTUMN | 1 Number |
AUTUMN | 2 Algebra |
AUTUMN | 3 Interpreting and representing data |
AUTUMN | 4 Fractions, ratio and percentages |
AUTUMN | 5 Angles and trigonometry |
END OF TERM 1 TEST |
|
SPRING | 6 Graphs |
SPRING | 7 Area and volume |
SPRING | 8 Transformations and constructions |
SPRING | 9 Equations and inequalities |
SPRING | 10 Probability |
END OF TERM 2 TEST |
|
SUMMER | 11 Multiplicative reasoning |
SUMMER | 12 Similarity and congruence |
SUMMER | 13 More trigonometry |
SUMMER | 14 Further statistics |
SUMMER | 15 Equations and graphs |
END OF TERM 3 TEST |
|
END OF YEAR TEST |
|
YEAR 11 | Edexcel GCSE (9-1) Mathematics |
TERM | UNIT / LESSON |
AUTUMN | 16 Circle theorems |
AUTUMN | 17 More algebra |
AUTUMN | 18 Vectors and geometric proof |
AUTUMN | 19 Proportion and graphs |
END OF TERM 4 TEST |
|
SPRING | 6 Graphs |
SPRING | 13 Higher level trigonometry |
SPRING | 15 Equations and graphs |
END OF TERM 5 TEST |
|
END OF YEAR TEST |
|
Homework:
It is set twice a week. Pupils are expected to do 30 minutes of independent work and 30 minutes online homework at the weekends.
Assessment:
Ks3 has no exam requirements however, will be assessed internally
GCSE Maths Exam requirements:
Three aspects, each providing 33.33% of total GCSE
- Paper 1, 1hr 30m, No calculator is allowed, Externally assessed in summer term of year 11
- Paper 2, 1hr 30m, Calculator allowed, Externally assessed in summer term of year 11
- Paper 3, 1hr 30m, Calculator allowed, Externally assessed in summer term of year 11
FURTHER REVISION SITES AND SOURCES
Textbook:
Collins Ks3 Maths
Edexcel GCSE (9-1) Mathematics
Website: www.mymaths.co.uk and www.bbc.co.uk/bitesize GCSE Edexcel Maths
KS3 COURSE OVERVIEW – SCIENCE
Overview
Science has led to the discovery of everything from gravity to medicine. Science is based on curiosity—and when children aim to learn more about the world around them, it is science that often holds the clues they need for a better understanding.
Science, directly and indirectly, influences all aspects of everyday life. From the food we eat to the way we get around, science is everywhere. Once you begin to see all the opportunities to learn, the relationship between science and critical-thinking skills become apparent.
Beginning when children are very young, science helps shape their development. As they learn to ask questions, make predictions, observe, test, and then communicate their findings, they are developing critical science skills.
From year 7 to year 9 KS3 Science helps children develop key life skills, including an ability to communicate, remain organized and focused, and even form their own opinions based on observation. Science also helps children develop their senses and overall awareness.
Year | Autumn Term | Spring Term | Summer Term |
7 | Forces: Speed and Gravity Electromagnets: Voltage, Resistance and Current Energy: Energy costs and Energy transfer Waves: Sound and Light | Matter: Particle model and Separating mixtures Reactions: Metals, Non-metals and Acids, Alkalis Earth: Earth structure and Universe | Organisms: Movement and Cells Ecosystems: Interdependence and Plant reproduction Genes: Variation and Human reproduction |
8 | Forces: Contact forces and Pressure Electromagnets: Magnetism and Electromagnetism Energy: Work, Heating and Cooling Waves: Wave effects and Wave properties | Matter: Periodic table and Elements Reactions: Chemical energy and Types of reaction Earth: Climate and Earth resources | Organisms: Breathing and Digestion Ecosystem: Respiration and Photosynthesis Genes: Evolution and Inheritance |
Homework:
It is set once a week. Pupils are expected to do 30 minutes of independent work.
Further revision site and source
Textbook: AQA KS3 Science Book 1 and 2 (A)
KS3 Bitesize Science learning also has good overviews and quizzes.
BBC Ks3 Bitesize Science AQA
KS4 COURSE OVERVIEW – SCIENCE
Subject: GCSE Combined Science Trilogy –
Exam Board: AQA
Overview
This is a two year, linear assessed course covering Biology, Chemistry and Physics.
Through this union of topics students are able to have more technical and in-depth understanding of the world they live in.
It allows them to develop scientific knowledge and theory about everything in the world that you come across.
Science gives you a lot of variety of work, from studying about each and every part of the human body, to animals, trees and the universe. Students can study so many different things in general or specialize in one particular field with so much variety that it will never bore them.
The complexity of the subjects will force student’s brain to work twice as much as it would generally. This will allow them to be much smarter and intelligent, as well as progressive.
Students will begin to Work scientifically and develop all of the mathematical skills throughout the course and use of apparatus and techniques, whether it be investigating, observing, experimenting or testing out ideas and thinking about them.
The way scientific ideas flow through the specification will support students in building a deep understanding of science. Such as talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models.
Students are encouraged to introduce all of these skills where appropriate throughout the course.
Year | Autumn Term | Spring Term | Summer Term |
10 | Cell biology Animal and Plant tissues, organs and organ systems Atomic structure and the periodic table Formulae and Equations Atomic structure | Infection and response Bonding, structure and the properties of matter Quantitative chemistry Particle model of matter Homeostasis and the human nervous system | Photosynthesis and Respiration Chemical and Energy changes Energy and Electricity Particle model of matter |
11 | Hormonal condition in humans Reproduction and Variation The rate and extent of chemical change Forces, Observing and recording motion | The development of understanding of genetics and evolution Classification, Adaptation, interdependence and competition Waves, magnetism and electromagnetism Organic chemistry | Organisation, Biodiversity and the effect of human interaction on ecosystem Chemistry of the atmosphere and using the Earth’s resources Revision and Exams |
Homework:
It is set once a week. Pupils are expected to do 30 minutes of independent work.
Assessment:
Exam requirements:
Six exams, each providing 16.7 % of the total GCSE.
- Biology paper 1 1hr 15m, External examination in summer term of y11
- Chemistry paper 1 1hr 15m, External examination in summer term of y11
- Physics paper 1 1hr 15m, External examination in summer term of y11
- Biology paper2 1hr 15m, External examination in summer term of y11
- Chemistry paper 2 1hr 15m, External examination in summer term of y11
- Physics paper 2 1hr 15m, External examination in summer term of y11
FURTHER REVISION SITES AND SOURCES
Textbook: COMBINED SCIENCE TRILOGY (A)
GCSE Bitesize Science learning also has good overviews and quizzes.
BBC GCSE Bitesize: Science AQA Revision help
Subject: ENGLISH LANGUAGE
KS3 (Yr7 – 9)
Overview
Mastery of the English Language is a life skill that opens doors and opens minds.
This course aims to develop critical and independent processing and analysis of what we read and how we interpret the written word. In turn, students will be encouraged to use the vast array of technical tools available in the English Language to communicate and express their ideas with clarity and precision, in writing and verbally.
In Yr7, we will establish, re-enforce and develop the foundations laid in prior learning. Students will read and respond to a wide range of texts from a variety of genres, eras and written forms, both fiction and non-fiction. Development of vocabulary, spelling and grammar will be central to our day to day tasks as well as proofreading and improving their own written work.
Yr8 students will build on the progress of the previous year with a stronger focus on the perspective of the writer: the writer’s voice. They will be encouraged to think critically and ask questions: Who? What? Where? When? Why? How? Students will be encouraged to read a wide variety of literature and produce both written and verbal responses with regular formal and informal assessments.
Yr9 is broadly considered to be a transition year and preparation for the imminent GCSE course. The skills developed in KS3 will be honed and linked to the some aspects of the demands of the GCSE specification with more focus on timed assessments and self-correction. Written work will be critiqued at word level, sentence level, paragraph level and whole text level. At this stage, students will be close reading, rather than just reading; they should be able to extend written responses with further ideas and use a variety of Linguistic Techniques to enhance written expression, drawing comparisons and linking ideas.
Curriculum components | Autumn Term | Spring Term | Summer Term | |
Yr7 | The KS3 English Language curriculum is underpinned by the advice and criteria set out in the National Curriculum Programmes of Study document for KS3 English Language. The foci are continuous and progressive, developing deeper skills and understanding as we move through the year groups. In year 9 , we set and assess all components of the KS3 curriculum regularly with a stronger focus on timing and preparation for KS4 exam conditions, question structures and timing. All year groups will be encouraged to prepare Spoken Language analysis of given tasks. | Reading: understanding and interpreting texts from KS3 Anthologies from across a range of exam boards focusing on Creative fiction extracts. Writing: focus on improving vocabulary and sentence structure. | Reading: understanding and interpreting texts from KS3 Anthologies from across a range of exam boards focusing on Non-fiction extracts. Writing: Focus on PEE and paragraph structures.. | Reading: the range of written forms and identifying Literary Techniques used for effect. Writing: Understanding and applying a range of Literary Techniques. |
Yr8 | Reading: close reading and questioning what we read. Considering alternative perspectives. Writing: focus on improving vocabulary and extended sentence structures. | Reading: understanding and interpreting texts from KS3 Anthologies from across a range of exam boards focusing on Non-fiction extracts and the effect of a specific written form. Writing: Focus on PEEE and extended paragraph structures. | Reading: the range of written forms and identifying Literary Techniques used for effect and how they work. Writing: Understanding and applying a range of Literary Techniques for deliberate effect. | |
Yr9 | Reading: Identifying and analysing the writer’s voice and the main points in the text. Understanding the persuasive effect of the writer’s perspective. Writing: Focus on whole text structure. | Reading: Comparing texts using comparative language. Writing: Focus on PEEE – extended paragraph structures and clarity of expression. | Reading: A range of texts and exploration of exam style questions and timing. Writing: Timed writing. Interpreting exam questions from marks available. |
Subject: GCSE ENGLISH LANGUAGE
KS4 (Yr10 – 11)
Exam Board: EDEXCEL ENGLISH LANGUAGE – EN01
Overview
The course aim is to focus entirely on the demands and expectations of the Edexcel GCSE English Language course to ensure that all students achieve their full potential and exhibit their full range of knowledge of the subject at GCSE Level, showing that they can be independent thinkers, critical readers and creative writers. Booster and revision classes are available at all times to ensure every student can review a specific topic or access material that will stretch and challenge them intellectually and imaginatively.
Yr10 students will be introduced to the Assessment Criteria presented in the Edexcel Exam Board Specification document and the question format for both Paper 1 and Paper 2. We will continue to work with a range of Literature focusing on the different demands of each Assessment Paper and explore individual questions from past papers with regular full paper assessments. We will also begin practicing for the Spoken Language requirement of Paper 1.
Yr11 will now be familiar with the requirements of the final exam and have continuous access to practice papers allowing individual students to work at their own pace. Final formative assessments will take place with a Mock Exam and formal Spoken Language Assessment.
Curriculum components | Autumn Term | Spring Term | Summer Term | |
Yr 10 | The KS4 English Language curriculum is underpinned by the advice and criteria set out in the Edexcel Exam Board Specification document. In Yr10, time will be dedicated to individual Exam Questions: the format, marks available and timings. Students will be encouraged to read a wide range of literature in their personal time, linked to opportunities to practice the formal Spoken Language assessment. Yr11 will focus on the different demands of both papers with practice papers, model answers and self, peer and teacher assessments. The full mock exam will take place in Yr11. | Reading: close reading and annotating a wide range of material, including the Edexcel KS4 Unseen Extracts Anthology. Identify and analyse how language is used to influence the reader. AO1 (Understanding) AO2 (Literary Techniques) AO4 (Evaluate) Writing: employing the full range of Language Techniques available to express ideas succinctly and in an engaging way. Focus on varying sentence structures and relevant terminology. AO5 (Content and whole text structure) AO6 (SPAG) | Reading: close reading and annotating a wide range of material, including the Edexcel KS4 Unseen Extracts Anthology. Identify and analyse how language is used to influence the reader. AO3 (Comparing texts) AO4 (Evaluate) AO7 – 9 Spoken Language Writing: to inform, advise and persuade with a variety of form and purpose. Focus on form, structure and purpose of writing. AO5 (Content and whole text structure) AO6 (SPAG) | Reading: close reading and annotating a wide range of material, including the Edexcel KS4 Unseen Extracts Anthology. Identify and analyse how language is used to influence the reader. AO1 – 4 AO7 – 9 Spoken Language Writing: revise the Yr10 course and End of Year Assessment. AO5 (Content and whole text structure) AO6 (SPAG) |
Yr11 | Reading: close reading and evaluating a wide range of material, including the Edexcel KS4 Unseen Extracts Anthology. Focus on Paper 1 ‘Imaginative Writing’ extracts and sample answers. Practice papers. AO1 – 4 Writing: developing style and technique to write engaging and imaginative narratives. AO5 – 6 | Reading: close reading and evaluating a wide range of material, including the Edexcel KS4 Unseen Extracts Anthology. Focus on Paper 2 ‘Non-fiction’ extracts. Practice papers. AO1 – 4 Writing: for a variety of form and purpose. Developing tone and narrative voice. AO5 – AO6 | Reading: A wide range of material, including the Edexcel KS4 Unseen Extracts Anthology. Focus on both papers with emphasis on timing. Practice papers. AO1 – 4 Writing: Practice the full range of writing forms. Focus on timing and proofreading. AO5 – AO6 |
Click here for Subject Policy for GCSE Psychology
Our Curriculum
English Language
Subject: ENGLISH LANGUAGE
KS3 (Yr7 – 9)
Overview
Mastery of the English Language is a life skill that opens doors and opens minds.
This course aims to develop critical and independent processing and analysis of what we read and how we interpret the written word. In turn, students will be encouraged to use the vast array of technical tools available in the English Language to communicate and express their ideas with clarity and precision, in writing and verbally.
In Yr7, we will establish, re-enforce and develop the foundations laid in prior learning. Students will read and respond to a wide range of texts from a variety of genres, eras and written forms, both fiction and non-fiction. Development of vocabulary, spelling and grammar will be central to our day to day tasks as well as proofreading and improving their own written work.
Yr8 students will build on the progress of the previous year with a stronger focus on the perspective of the writer: the writer’s voice. They will be encouraged to think critically and ask questions: Who? What? Where? When? Why? How? Students will be encouraged to read a wide variety of literature and produce both written and verbal responses with regular formal and informal assessments.
Yr9 is broadly considered to be a transition year and preparation for the imminent GCSE course. The skills developed in KS3 will be honed and linked to the some aspects of the demands of the GCSE specification with more focus on timed assessments and self-correction. Written work will be critiqued at word level, sentence level, paragraph level and whole text level. At this stage, students will be close reading, rather than just reading; they should be able to extend written responses with further ideas and use a variety of Linguistic Techniques to enhance written expression, drawing comparisons and linking ideas.
|
Curriculum components | Autumn Term | Spring Term | Summer Term
|
Yr 7
| The KS3 English Language curriculum is underpinned by the advice and criteria set out in the National Curriculum Programmes of Study document for KS3 English Language.
The foci are continuous and progressive, developing deeper skills and understanding as we move through the year groups.
In year 9 , we set and assess all components of the KS3 curriculum regularly with a stronger focus on timing and preparation for KS4 exam conditions, question structures and timing.
All year groups will be encouraged to prepare Spoken Language analysis of given tasks. | Reading: understanding and interpreting texts from KS3 Anthologies from across a range of exam boards focusing on Creative fiction extracts.
Writing: focus on improving vocabulary and sentence structure.
| Reading: understanding and interpreting texts from KS3 Anthologies from across a range of exam boards focusing on Non-fiction extracts.
Writing: Focus on PEE and paragraph structures.. | Reading: the range of written forms and identifying Literary Techniques used for effect.
Writing: Understanding and applying a range of Literary Techniques. |
Yr8
| Reading: close reading and questioning what we read. Considering alternative perspectives.
Writing: focus on improving vocabulary and extended sentence structures.
| Reading: understanding and interpreting texts from KS3 Anthologies from across a range of exam boards focusing on Non-fiction extracts and the effect of a specific written form.
Writing: Focus on PEEE and extended paragraph structures.
| Reading: the range of written forms and identifying Literary Techniques used for effect and how they work.
Writing: Understanding and applying a range of Literary Techniques for deliberate effect. | |
Yr9
| Reading: Identifying and analysing the writer’s voice and the main points in the text. Understanding the persuasive effect of the writer’s perspective.
Writing: Focus on whole text structure.
| Reading: Comparing texts using comparative language.
Writing: Focus on PEEE – extended paragraph structures and clarity of expression.
| Reading: A range of texts and exploration of exam style questions and timing.
Writing: Timed writing. Interpreting exam questions from marks available. |
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Subject: GCSE ENGLISH LANGUAGE
KS4 (Yr10 – 11)
ExamBoard: EDEXCEL ENGLISH LANGUAGE – EN01
Overview
The course aim is to focus entirely on the demands and expectations of the Edexcel GCSE English Language course to ensure that all students achieve their full potential and exhibit their full range of knowledge of the subject at GCSE Level, showing that they can be independent thinkers, critical readers and creative writers. Booster and revision classes are avaialable at all times to ensure every student can review a specific topic or access material that will challenge and stretch
Yr10 students will be introduced to the Assessment Criteria presented in the Edexcel Exam board Specification document and the question format for both Paper 1 and Paper 2. We will continue to work with a range of extracts focusing on the different demands of each Assessment Paper and explore individual questions from past papers, with regular full paper assessments. We will also begin practicing for the Spoken Language requirement of Paper 1.
Yr11 students will now be familiar with the requirements of the final exam and have continuous access to practice papers, allowing individual students to work at their own pace.
Mock Exam
Final Spoken Language recorded
(UNFINISHED)
Science
KS4 COURSE OVERVIEW – Mathematics
Subject: GCSE Mathematics
Exam Board: Edexcel
Overview
This is a two year, linear assessed course starting from year 10, covering Algebra, Numbers, Shape and Space and Data Handling. Through this blend of topics pupils are able to develop as an independent, analytical and impartial learners and obtain an ability to think critically about the world around us and have a better reasoning about a situation.
The aims and objectives of GCSE Maths in our school to enable students to:
- develop fluent knowledge, skills and understanding of mathematical methods and concepts
- acquire, select and apply mathematical techniques to solve problems
- reason mathematically, make deductions and inferences, and draw conclusions
- comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.
Year | Autumn Term | Spring Term | Summer Term |
10 | Graphs Area and Volume Transformations and constructions | Equations and inequalities Probability | Multiplicative reasoning
|
11 | Similarity and congruence More trigonometry Further statistics Equations and graphs | Circle theorems More algebra
| Vectors and geometric proof Proportion and graphs |
Homework:
It is set twice a week. Pupils are expected to do 30 minutes of independent work and 30 minutes online homework at the weekends.
Assessment:
Exam requirements:
Three aspects, each providing 33.33% of total GCSE
- Paper 1, 1hr 30m, No calculator is allowed, Externally assessed in summer term of year 11
- Paper 2, 1hr 30m, Calculator allowed, Externally assessed in summer term of year 11
- Paper 3, 1hr 30m, Calculator allowed, Externally assessed in summer term of year 11
FURTHER REVISION SITES AND SOURCES
Textbook: Edexcel GCSE (9-1) Mathematics
Website: www.mymaths.co.uk and www.bbc.co.uk/bitesize GCSE Edexcel Maths
Geography
Geography
At Marathon Science School the Geography department wants to inspire students to develop a lifelong desire to ask questions about the world around us and the part we all have to play in it.
We aim to promote respect and to help young people to develop their moral compass. We are keen to develop an understanding of the shared values which unite us all.
We seek to foster a sense of wonder as well as to motivate students to investigate a complex and dynamically changing world in order to become global citizens. Studying geography enables students to explore their own place in the world by studying people and places from the past, present and future and at all scales from the personal to the global.
We strive to encourage our students to rise to the challenges our world faces and to take responsibility for the sustainability of our planet.
We will develop engaged citizens who will enthusiastically contribute to the big society and understand their place within it because they embrace British values.
As a staff we will be challenged in the Geography department to ask questions about what we teach and to reflect carefully on our practice. This will ensure we consider how we deliver content alongside what we deliver. By doing this we will offer a broad, balanced and engaging curriculum which provides practical, enquiry based approaches to learning that stimulate student’s enthusiasm and helps to bring Geography to life.
KS3 Geography
The curriculum followed at KS3 (years 7-9) is broad and balanced in Geography, encompassing a wide range of human, physical and environmental geographical issues. These are outlined for each year group below:
Year 7
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | What is geography? | Weather and Climate | Settlement Patterns | River Environments | Coastal Environments | Extreme Environments |
Year 8
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | Development | Fairtrade | Biomes | Changing climate | Africa or India | Water Crisis/ Flooding |
Year 9
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | Tectonics | Coasts & Rivers | Geography of food | Weather and Climate | A Sustainable World | Development Dynamics – India |
Characteristics of a successful KS3 Geographer:
- An excellent knowledge of where places are and their characteristics at a range of scales.
- An excellent understanding of the ways in which places are interdependent and interconnected.
- A detailed understanding of the connections and interrelations between human and physical environments.
- An extensive base of geographical knowledge and vocabulary.
- Fluency in complex geographical enquiry, the ability to question and use highly effective analytical and presentation techniques.
- The ability to reach key conclusions and developed a reasoned argument to explain findings.
- Significant levels of originality, imagination and creativity in interpreting and representing subject matter.
- The ability to apply models and theories to geographical phenomena.
- Highly developed and frequently used fieldwork and GIS skills and techniques.
- A real curiosity for the world and a passion and commitment to the subject.
- An ability to express well balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in the society and the environment
Suggested supporting resources:
https://www.ordnancesurvey.co.uk/mapzone/ this website helps students to develop their mapping skills using a range of activities and games.
https://www.bbc.com/bitesize/subjects/zrw76sg useful for recapping and revising key ideas. Revision topics are all named and organised.
http://www.geographyalltheway.com/ks3_geography.htm
http://geography.learnontheinternet.co.uk/ks3/index.html
KS4 Geography
The exam specification followed at GCSE Geography is Edexcel B. This is made up of three components. Component 1: Global Geographical Issues, considers world-wide geographical issues, Component 2: UK Geographical issues, considers UK scale issues, and Component 3: People and Environment Issues, is a synoptic decision making component. Two pieces of fieldwork (one about urban environments and another about coastal environments) are integral to the course.
The assessment for this course is three exams (one for each component) which are all 1 hour and 30 minutes in length.
Year 10
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | Development Dynamics | UK’s Evolving Physical Landscape | Fieldwork Investigation – Coasts | Challenges of an Urbanised World | Hazardous Earth | End of year revision and recap |
Year 11
Term | 1:1 | 1:2 | 2:1 | 2:2 | 3:1 | 3:2 |
Topic | The UK’s Evolving Human Landscape | Fieldwork: Investigation – Urban | Synoptic Unit: People and the Biosphere | Synoptic Unit: Forests under threat and Consuming Resources | Revision and exam practice | Revision and exam practice |
Characteristics of a successful KS4 Geographer:
An ability:
- To investigate a range of places in depth.
- To investigatepatterns which exist in the human and the physical world.
- To communicate geographically through maps, extended writing, graphical data and analysis
Suggested supporting resources:
Some useful websites:
https://www.senecalearning.com/ Search for Edexcel B Geography
Download the BBC bite size app for support here:
http://www.bbc.co.uk/guides/zgd682p
Or use the website here:
http://www.bbc.co.uk/education/subjects/z2f3cdm
http://www.s-cool.co.uk/gcse/geography
http://www.gcsegeography.co.uk/
http://revisionworld.com/gcse-revision/geography
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/geography-b-2016.html
English Literature
English Literature
The ability to use and evaluate language underpins all aspects of social and personal life. In English Literature we explore, interrogate and manipulate language, which allows us to be critical and confident readers, writers and speakers. Exploring a broad and rich range of texts allows us to examine the human condition, both historically and culturally, as well as in modern society. The study of Literature also develops the emotional literacy, values and perspectives needed to become a well-rounded individual.
One of our main aims, in Marathon Science School, is not only to deliver a knowledge-rich curriculum where students are supported and challenged in order to make the best possible progress, but also to foster a lifelong passion for reading, by giving students the opportunity to engage with a wide range of texts. The study of texts is also used to develop writing and literacy skills from the start of KS3, building a strong foundation of skills for further study.
British Values
The selection of texts studied addresses a number of important social and historical issues that are still relevant today. We strive to tackle these issues in an open and inclusive way, where every student feels safe and secure in developing and expressing their beliefs. The texts we study, covering a range of literature, from key British writers from Elizabethan England to contemporary writers, plus international writers, often deal with areas of British Values such as: tolerance, diversity, equality, inclusion and mutual respect.
Key Stage 3
From the outset in Year 7, students are encouraged to become fluent, independent and critical readers of all kinds of texts, who question and reflect on what they have read and, who enjoy reading for pleasure. They use texts to explore language and meaning, to acquire information, to gain further insight into their own and other cultures, and to extent their personal and social awareness.
Key Stage 3 Curriculum Assessment
Assessment is an all-encompassing word describing activities which range from high frequency low stakes activities like: 1 – 10 tests, single mark questions and closed questions designed to test the retention of specific information or, the application of a single skill, to: low frequency high stakes summative assessments like formal written exams and final performance pieces.
Key Stage 3 Curriculum Outlines:
Year 7
Term 1 Moral Messages & Universal Truths – Short Stories – Variety
Skills to draw out: -retrieval of explicit & implicit information -Ability to select supporting quotations and use them effectively | Term 2 Culture & History – Myths & Legends – variety
Skills to draw out: – Genre conventions – Character types – Hubris & Nemesis – Setting
| Term 3 Poetry – Character & Voice Variety from Kipling to Heaney Skills to draw out; – Poetic techniques – Analysis – Context – Messages |
Year 8
Term 1 Strange but True! – Short stories Variety Skills to draw out: – Comprehension – Analysis of language – Finding evidence
| Term 2 War Poetry – World War 1 and its poets – Selection of poets writing about other wars Skills to draw out: – Analysis of form, structure & language of poetry – Poetry comparison | Term 3 Novel – Of Mice & Men Skills to draw out: – Reading comprehension – Reading fluency – Language analysis – Character analysis – Motif/Symbol analysis – Context & Message – Developing evaluative opinion |
Year 9
Term 1 The Writer’s Voice Short stories & Novel: – Manhood – The Possibility of Evil – Frankenstein (adapted play) Skills to draw out: – Reading comprehension – Reading fluency – Language analysis – Character analysis – Motif/Symbol analysis – Developing evaluative opinion | Term 2 Shakespeare Romeo & Juliet Skills to draw out: – Summarising of plot – Language analysis – Character evaluation – Themes evaluation | Term 3 GCSE Poetry Old Edexcel Anthology Skills to draw out: – Comprehension – Summarising – Analysis of language, form & structure – Poetry comparison – Exploration & Investigation of unseen poetry |
Key Stage 4:
English Literature GCSE Examination Board: Edexcel/Pearson
General Statement about the Subject:
English Literature links to English Language which is a core subject within the National Curriculum. All students will follow the same programme of study as there is a single tier of entry across the award. Students will be examined at the end of two years.
Areas of Study:
The GCSE English Literature course provides students with the opportunity to study and compare a range of texts. They will study examples of modern British prose and poetry texts and British literary heritage drama, prose and poetry texts.
Skills Developed:
Students will develop skills in higher level comparison and analysis as well as reading, planning, writing and the confidence to express their depth of understanding. They will also gain an appreciation of genre and the influence of social, historical and authorial context on writing.
Students will enjoy this course if they have an open mind and are curious about how we use English literature for pleasure and literary study. We also look at how it represents and has shaped our life experiences over time.
A variety of teaching and learning strategies are employed, these include: discussion (both student and teacher led), modelling, group work, paired work, research, oral presentations and independent work.
Assessment Details:
Unit 1 – Shakespeare and Post 1914 Literature. Section A – one question split into two parts (extract then text based). Section B – one essay question on the studied text, with an extract. 50% of final grade.
Unit 2 – 19th Century Novel and Poetry since 1789. Section A – one question split into two parts (extract and then text based) Section B – one comparative question on anthology poems and one unseen question comparing two poems linked by theme or subject matter. 50% of the final grade.
Subject Curriculum | ||||||
Subject: English Literature | Year Group: 10/11 | |||||
Subject content: What will be covered | As a result, what students should know/understand | What students should be able to do | How students will be assessed | |||
Modern Text/ Post 1914 Play or Novel | An in-depth knowledge of either ‘An Inspector Calls’ or ‘Lord of the Flies’ or Animal Farm’ Quotations from their set text Contextual understanding of text How the author has crafted the text for effect (structurally) An in-depth understanding of the themes of set text How the author has used language for effect | Critical, exploratory, conceptualised response to exam task and whole text questions Judicious use of precise references to support interpretation(s) Analysis of writer’s methods with subject terminology used judiciously Exploration of effects of writer’s methods to create meanings Exploration of ideas/perspectives/cont extual factors shown by specific, detailed links between context/text/task | Edexcel Exam-style questions – Literature Paper 2 | |||
Poetry Anthology
Unseen Poetry | An in-depth knowledge of the ‘Conflict’ cluster of the Edexcel Poetry Anthology Quotations from each of the 15 poems Contextual understanding of poems How the poets have crafted the poem for effect (structurally) An in-depth understanding of the themes of set text How the author has used language for effect
Knowledge of how to approach poetry that has not been studied in lessons Hypothesize about how the poets have crafted the poems for effect (structurally) How the poet has used language and structure for effect | Critical, exploratory, conceptualised response to exam task Judicious use of precise references to support interpretation(s) Analysis of poet’s methods with subject terminology used judiciously Exploration of effects of poet’s methods to create meanings Exploration of ideas/perspectives/cont extual factors shown by specific, detailed links between context/text/task
Critical, exploratory, conceptualised response to exam task Judicious use of precise references to support interpretation(s) Analysis of poet’s methods with subject terminology used judiciously Exploration of effects of poet’s methods to create meanings Exploration of ideas/perspectives/ shown by specific, detailed links between text/task | Edexcel Exam-style questions Literature Paper 2
Edexcel Exam-style questions Literature Paper 2 | ||||
Shakespeare text | An in-depth knowledge of either ‘Macbeth’ or ‘Romeo and Juliet’
Quotations from their set text
Contextual understanding of text
How Shakespeare has crafted the text for effect (structurally) An in-depth understanding of the themes of set text
How Shakespeare has used language for effect | Critical, exploratory, conceptualised response to exam task and whole text questions Judicious use of precise references to support interpretation(s)
Analysis of writer’s methods with subject terminology used judiciously
Exploration of effects of writer’s methods to create meanings
Exploration of ideas/perspectives/cont extual factors shown by specific, detailed links between context/text/task | Edexcel Exam-style questions Literature Paper 1 | ||||
Useful websites:
- bbc.co.uk/bitesize GCSE English Literature – All texts
- Seneca learning – English literature
- No Fear Shakespeare – Any Shakespearean text
- Spark notes – for all texts
- York notes – for all texts
- Snap revision
- Genius + any text – for the annotated versions
Science
KS4 COURSE OVERVIEW – SCIENCE
Subject: GCSE Combined Science Trilogy –
Exam Board: AQA
Overview
This is a two year, linear assessed course covering Biology, Chemistry and Physics.
Through this union of topics students are able to have more technical and in-depth understanding of the world they live in.
It allows them to develop scientific knowledge and theory about everything in the world that you come across.
Science gives you a lot of variety of work, from studying about each and every part of the human body, to animals, trees and the universe. Students can study so many different things in general or specialize in one particular field with so much variety that it will never bore them.
The complexity of the subjects will force student’s brain to work twice as much as it would generally. This will allow them to be much smarter and intelligent, as well as progressive.
Students will begin to Work scientifically and develop all of the mathematical skills throughout the course and use of apparatus and techniques, whether it be investigating, observing, experimenting or testing out ideas and thinking about them.
The way scientific ideas flow through the specification will support students in building a deep understanding of science. Such as talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models.
Students are encouraged to introduce all of these skills where appropriate throughout the course.
Year | Autumn Term | Spring Term | Summer Term |
10 | Cell biology Animal and Plant tissues, organs and organ systems Atomic structure and the periodic table Formulae and Equations Atomic structure
| Infection and response Bonding, structure and the properties of matter Quantitative chemistry Particle model of matter Homeostasis and the human nervous system
| Photosynthesis and Respiration
Chemical and Energy changes
Energy and Electricity
Particle model of matter
|
11 | Hormonal condition in humans Reproduction and Variation The rate and extent of chemical change Forces, Observing and recording motion | The development of understanding of genetics and evolution Classification, Adaptation, interdependence and competition Waves, magnetism and electromagnetism Organic chemistry | Organisation, Biodiversity and the effect of human interaction on ecosystem Chemistry of the atmosphere and using the Earth’s resources Revision and Exams |
Homework:
It is set once a week. Pupils are expected to do 30 minutes of independent work.
Assessment:
Exam requirements:
Six exams, each providing 16.7 % of the total GCSE.
- Biology paper 1 1hr 15m, External examination in summer term of y11
- Chemistry paper 1 1hr 15m, External examination in summer term of y11
- Physics paper 1 1hr 15m, External examination in summer term of y11
- Biology paper2 1hr 15m, External examination in summer term of y11
- Chemistry paper 2 1hr 15m, External examination in summer term of y11
- Physics paper 2 1hr 15m, External examination in summer term of y11
FURTHER REVISION SITES AND SOURCES
Textbook: COMBINED SCIENCE TRILOGY (A)
GCSE Bitesize Science learning also has good overviews and quizzes.
BBC GCSE Bitesize: Science AQA Revision help
History
KS4 COURSE OVERVIEW – HISTORY
Subject: GCSE History –
Exam Board: Edexcel Modern World History (A)
Overview
This is a three year, linear assessed course covering international relations, Germany, Crime and punishment and 20th Century Britain. Through this combination of topics students are able to grow as free-thinking, individual learners and gain a clearer understanding of the world they live in from both political and social perspectives.
Students are encouraged to develop their own opinions and consider different perspectives of events and issues based on the evidence presented. A good level of literacy will support their studies as well as the ability to write effective discursive and analytical essays. An interest in political thought and current affairs, their impact and change is encouraged in both current and historical format.
In Year 9, students will begin the course and will consider various aspects and periods continuity and change throughout the 20th and 21st Century, such as why the industrial revolution occurred and the impact of terrorism in the modern world. the key timespans will incorporate turning points and key events that helped shape the world that we live in. Throughout their studies, students are encouraged to be independent learners and develop analytical skills.
Year | Autumn Term | Spring Term | Summer Term |
9 | Why there? Why then? The causes and consequences of the Industrial Revolution. The Great War World War 2 | Why was the Holocaust allowed to happen? Independent research project. International relations – Causes and crisis of the Cold War. | Elizabethan England – Religious, social and political policies that were the backdrop to the Empire. |
10 | Germany | Germany. international relations | International relations |
11 | Controlled Assessment | Britain | Revision. Exams |
Homework:
It is set once a week. Pupils are expected to do 30 minutes of independent work.
Assessment:
Exam requirements:
Four aspects, each providing 25% of the total GCSE.
- Unit 1, International Relations. 1hr 15m, External examination in summer term of y11
- Unit 2, Germany, 1hr 15m, external examination in summer term of y11
- Unit 3, 20th Century Britain, 1hr 15 m external examination in summer term of y11
- Unit 4, Crime and Policing, Controlled assessment 2hr 30m write up over autumn term of y11, submitted for external moderation.
FURTHER REVISION SITES AND SOURCES
Textbook : Edexcel Modern World History (A)
GCSE Bitesize History and DODDLE LEARN also has good overviews and quizzes.
BBC – GCSE Bitesize – Modern World History
