CONTENTS
KS3 – YEAR 7
1. Arabic A
4. Arabic B
5. Art
6. Computing
8. Drama
9. English
13. French
14. Geography
16. History
18. Islamic A & B
20. Mathematics
23. Moral Education
25. Music
29. Physical Education
31. Social Studies
34. Spanish
36. Science
43. Technology
KS3 – YEAR 8
45. Arabic A
48. Arabic B
49. Art
50. Computing
52. Drama
54. English
58. French
59. Geography
61. History
63. Islamic A & B
65. Mathematics
68. Moral Education
70. Music
73. Physical Education
75. Science
82. Social Studies
85. MFL Carousel, Spanish &
French
86. Technology
KS3 – YEAR 9
88. Arabic A
89. Arabic B
91. Art
94. Computing
96. Drama
98. English
100. French
101. Geography
103. History
105. Islamic A & B
107. Mathematics
112. Moral Education
114. Music
119. Physical Education
121. Science
123. Social Studies
126. Spanish
127. Technology
KS4
130. Music Curriculum: Year 10
132. Music Curriculum: Year 11
134. Drama Curriculum: Year 10
135. 3D Design Curriculum: Year 11
136. Arabic A Curriculum: Year 11
140. Arabic B Curriculum: Year 10
141. Arabic B Curriculum: Year 11
142. Art, Craft and Design
Curriculum: Year 10
143. Art Curriculum: Year 11
144. Business Curriculum: Year 10
146. Business Curriculum: Year 11
147. Computing Curriculum: Year 11
148.
Computing Curriculum: Year 10
150. Drama Curriculum: Year 11
151. Economics Curriculum: Year 11
153. English Curriculum: Year 10
156. English Curriculum: Year 11
159. Enterprise Curriculum: Year 10
161.
Enter
prise Curriculum: Year 11
163. Food Preparation & Nutrition
Curriculum: Year 10
165. French Language Curriculum:
Year 10
167. French Language Curriculum:
Year 11
169. GCSE Art Textiles Curriculum:
Year 10
170.
Geography Curriculum: Year 10
172. Geography Curriculum: Year 11
173. History Curriculum: Year 10
176. History Curriculum: Year 11
179. Islamic A and B Curriculum:
Year 10
181. Islamic A and B Curriculum:
Year 11
183. Mathematics: Year 10
190. Mathematics: Year 11
195. Media Studies Curriculum:
Year 10
198. Media Studies Curriculum:
Year 11
200. Moral Education Curriculum:
Year 10
202. Moral Education Curriculum:
Year 11
204. P
hotography Curriculum:
Year 10
205.
Photography Curriculum:
Year 11
206.
Physical Education
Curriculum: Year 11
207.
Psychology Curriculum:
Year 10
209.
Psychology Curriculum:
Year 11
211. Science Curriculum: Year 10
214. Science Curriculum: Year 11
216. Social Studies Curriculum:
Year 10
CONTENTS
219. Spanish Language Curriculum: Year 10
222. Spanish Language Curriculum: Year 11
224. Technology Curriculum: Year 10
227. Technology Curriculum: Year 11
229. 3D Design Curriculum: Year 10
230. Arabic A Curriculum: Year 10
233. GCSE
Physical Education Curriculum: Year 10
236.
GCSE Physical Education Curriculum: Year 11
238.
Physical Education Curriculum: Year 10
239.
ASDAN
Award: Year 10
KS5
242. Drama Cur
riculum: BTEC International Diploma
Level 3 in Performing Arts: Year 12
244.
Drama Curriculum: BTEC International Diploma
Level 3 in Performing Arts: Year 13
246.
A Level Art Textiles Curriculum: Year 12
248.
AL English Language and Literature: Year 12
254.
AL English Language and Literature: Year 13
260.
Arabic A Curriculum: Year 12
263.
Art and Design Curriculum: Year 12
265.
Art and Design Curriculum: Year 13
266.
Biology Curriculum: Year 12
267.
Biology Curriculum: Year 13
268.
Business Curriculum: Year 12
270.
Business Curriculum: Year 13
272.
Chemistry Curriculum: Year 12
273.
Chemistry Curriculum: Year 13
274.
Computing Curriculum: Year 13
275.
Drama Curriculum: Year 12
276.
Economics Curriculum: Year 12
278.
French Language Curriculum: Year 12
280.
History Curriculum: Year 12
283.
History Curriculum: Year 13
286.
Islamic
A and B Curriculum: Year 12
288. Islamic A
and B Curriculum: Year 13
291.
Mathematics: Year 12 and 13
294.
Media Studies Curriculum: Year 12
299.
Media Studies Curriculum: Year 13
301.
Moral Education Curriculum: Year 12
304.
Moral Education Curriculum: Year 13
306.
Art and Design (Photography) Curriculum:
Year 12
308.
Art and Design (Photography) Curriculum:
Year 13
309.
Physics Curriculum: Year 12
310.
Physics Curriculum: Year 13
312.
Politics Curriculum: Year 12
316.
Psychology Curriculum: Year 12
318.
Psychology Curriculum: Year 13
320.
Sociology: Year 12
322.
Sociology: Year 13
324.
Technology Curriculum: Year 12
327.
Technology Curriculum: Year 13
329.
A Level
Physical Education Curriculum: Year 12
331. BTEC Int
ernational Level 3 Subsidiary Diploma
in Information Technology: Year 12
333.
BTEC Inte
rnational Level 3 Subsidiary
Diploma
in Information Technology: Year 13
336.
BTEC Subsidiary Sport Curriculum: Year 12
337.
BTEC Diploma Sport Curriculum: Year 12
338.
BTEC Subsidiary Sport Curriculum: Year 13
339.
BTEC Diploma S
port Curriculum: Year 13
KEY STAGE 3
1
In Year 7, Arabic A at WEK…
Most of the resources used are based on specifications made by the UAE Ministry of Education. We will adopt a range of
National Curriculum strategies and approaches in the delivery of Arabic language teaching.
Reading: Learners show good knowledge of the stems (roots) of words, show abilities to specify the ideas and evidence the
points of view in texts and connect them. They read old and modern poetic texts and prose works include short stories, plays,
and novels differentiate in their contents and the issues discussed, as well as write about them texts to show their ability to
analyze such artistic texts and explain the ideas contain therein. In addition they link them with other literary works which are
read by them to reflect their cognitive and literary wealth that suit their abilities and standard.
Writing: Learners write clear and coherent essays to show their awareness and thought for the purpose of writing and the
readership. The essays shall include introduction, supporting evidence, logical conclusions, and the learners develop their
ability through the stages and strategies of writing.
Speaking: chooses strategies proper to develop the introduction, close (conclusion) by using literary quotation, stories,
proverbs. Uses visual methods, graphs, and electronic means to support the accuracy of his presentation
Listening: The learners listen to the audible texts and show understanding, distinguish and analyze the ideas, extract values
and principles, evaluate the texts according to objective standards, and adhere to the etiquette of listening.
.
ARABIC A CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
2
TERM 1 – TOPICS / KEY CONTENT TERM 1 - 2 – 3 OVERARCHING KEY QUESTIONS
نﺎﻛرا مﺎﺗ ﻪﻴﺒﺸﺘﻟا :ﺔﻏﻼﺒﻟا
ﻲﻨﺒﻤﻟا/ﻪﻋاﻮﻧأو ﻞﺘﻌﻤﻟا ﻞﻌﻔﻟا /ﻪﻋاﻮﻧأو ﺢﻴﺤﺼﻟا ﻞﻌﻔﻟا : ﻮﺤﻨﻟا
ﻢﺠﻌﻤﻟا ﻲﻓ ﻒﺸﻜﻟا/لﻮﻬﺠﻤﻠﻟ ﻲﻨﺒﻤﻟاو مﻮﻠﻌﻤﻠﻟ
:ﻞﻴﻠﺤﺗو ﺔﻴﺑدأ ةءاﺮﻗ
ﻦﻃو ﺔﻗاﺮﺷإ :ﺮﻌﺷ
ياﻮﺤﻟا نﻮﺴﺣ ﺔﺼﻗ :ﺔﺼﻗ
ﺔﻔﻴﻠﺧ جﺮﺑ لﺎﻘﻣ :لﺎﻘﻣ
ﻦﺼﺤﻟا ﺮﺼﻗ : ثﺪﺤﺘﻟاو عﺎﻤﺘﺳﻻا
ةﺮﻴﺼﻗ ﺔﺼﻗ ﺔﺑﺎﺘﻛ :ﺔﺑﺎﺘﻜﻟا
ﺔﻴﺛﻼﺜﻟا ءﺎﻤﺳا ﺔﻳﺎﻬﻧ ﻲﻓ ﺔﻨﻴﻠﻟا ﻒﻟا :ءﻼﻣا
The class teacher to choose the appropriate key question bases
on the text taking into account the MOE national document
expectations. (Below are samples of related key questions)
•
؟ﺎﻬﻓﺮﻌﺗ ﻻ ﻲﺘﻟا تادﺮﻔﻤﻟا ﻲﻧﺎﻌﻣ ﺪﻳﺪﺤﺗ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
ﺔﻐﻠﻟا ﻲﻓ ﺔﻴﺒﻨﺟاو ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا تادﺮﻔﻣ ﻦﻴﺑ ﺰﻴﻴﻤﺘﻠﻟ ﺔﻘﻴﻗﺪﻟا ﺔﻘﻳﺮﻄﻟا ﻲﻫ ﺎﻣ -
؟ﺔﻴﺑﺮﻌﻟا
•
ةدﺎﻳﺰﻟ ﺎﻨﺘﺑﺎﺘﻛ ﻲﻓ ﺎﻬﻣاﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ ؟ﺔﻤﻬﻣ ﻢﻴﻗﺮﺘﻟا تﺎﻣﻼﻋ اذﺎﻤﻟ
؟حﻮﺿﻮﻟا
•
؟رﺎﻜﻓا/ﻊﻴﺿاﻮﻤﻟا/تﺎﻴﺼﺨﺸﻟا ﻢﻳﺪﻘﺘﻟ ﺔﻐﻠﻟا بﺎﺘﻜﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟ضﻮﻤﻐﻟا وأ ؟ﺮﺗﻮﺘﻟا/ﻖﻳﻮﺸﺘﻟا بﺎﺘﻜﻟا ﻖﻠﺨﻳ ﻒﻴﻛ
•
؟ﺺﻨﻟا ﻲﻓ ﺔﻴﺋﺎﺤﻳا تﻻﻻﺪﻟا ﺮﺛأ ﺎﻣ
•
؟ﺎ
ً
ﻤﺋاد ﻞﻀﻓا ﻞﻫو نوﺮﻴﻐﺘﻳ ﻢﻬﻠﻌﺠﻳ يﺬﻟا ﺎﻣ ؟تﺎﻴﺼﺨﺸﻟا ﺮﻴﻐﺘﺗ ﻒﻴﻛ
•
؟.عﻮﺿﻮﻤﻟا ﻲﻓ ﺔﻣﺎﻌﻟا ﻪﺘﻳؤر ﻚﻟﺬﻛو ،ﺐﺗﺎﻜﻟا ﺎﻬﻣﺪﻗ ﻲﺘﻟا ﺔﻟدا ﻲﻫ ﺎﻣ
•
؟ﺎﻬﻜﺳﺎﻤﺗو ﺎﻬﺘﻴﻋﻮﺿﻮﻣ ىﺪﻣ ﺎﻣو صﻮﺼﻨﻟا ﻲﻓ ﺞﺋﺎﺘﻨﻟا ﻰﻠﻋ بﺎﺒﺳا تﺮﺛأ ﻒﻴﻛ
•
-تﺎﻴﺼﺨﺷ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ءاﺮﻌﺸﻟاو بﺎﺘﻜﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟ﻢﻬﺻﻮﺼﻧ ﻲﻓ ... -عﺎﻨﻗإ -ﺔﻔﻃﺎﻋ -ثاﺪﺣأ
•
؟ﺔﺤﺟﺎﻧ ضﺮﻌﻟا تاﺮﻘﻓو ﺔﻤﺗﺎﺨﻟاو ﺔﻣﺪﻘﻤﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺔﺤﺟﺎﻧ ﺔﻴﻋﺎﻨﻗاو ،ﺔﻳدﺮﺴﻟا ،ﺔﻴﻔﺻﻮﻟا ﻚﺘﺑﺎﺘﻛ ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟مﺎﻤﺘﻫﻼﻟ ةرﺎﺛإ ﺮﺜﻛأ ﺎﻨﺘﺑﺎﺘﻛ ﻞﻌﺠﻟ ﺔﻳزﺎﺠﻤﻟا ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟مﺎﻤﺘﻫﻼﻟ ﺮﻴﺜﻣ ﻒﺻو ﺔﻓﺎﺿإ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟ﺮﻳﺮﺤﺘﻟاو ﻢﻴﻤﺼﺘﻟا ﺔﻠﺣﺮﻣ ﺔﻴﻤﻫأ ﺎﻣ
•
؟ﻚﻟذ فﺮﻌﻧ ﻒﻴﻛو ﺐﺗﺎﻜﻟا رﻮﻌﺷ ﻮﻫ ﺎﻣ
•
؟ﻦﻴﺼﻧ ﻦﻴﺑ فﻼﺘﺧﻻاو ﻪﺑﺎﺸﺘﻟا ﻪﺟوأ ﻲﻫ ﺎﻣ
•
؟ﺔﻔﻠﺘﺨﻣ ضاﺮﻏأو رﻮﻬﻤﺠﻟ ﺎﻨﺘﺑﺎﺘﻛ ﻒﻴﻴﻜﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
هﺮﻋﺎﺸﻣو هرﺎﻜﻓأ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ﺐﺗﺎﻜﻟا /ﺮﻋﺎﺸﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟تاﺮﻴﺛﺄﺘﻟا ءﺎﺸﻧو
•
ﺎﻬﺑ مﺪﻘﻧ ﻲﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻰﻠﻋ ( ﺔﻴﻏﻼﺒﻟا- ﺔﻴﻟﻻﺪﻟا -ﺔﻴﻤﺠﻌﻤﻟا) ﺎﻨﺗارﺎﻴﺘﺧا ﺮﺛﺆﺗ ﻒﻴﻛ
؟رﺎﻜﻓا
•
؟ئرﺎﻘﻠﻟ ﺔﻴﺣ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻟ ﺎﻬﻣاﺪﺨﺘﺳا ﻚﻨﻜﻤﻳ ﻲﺘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
•
؟ﻢﻬﺑرﺎﺠﺗ ﻦﻋ ﺎ
ً
ﺼﺼﻗ نووﺮﻳ داﺮﻓاو تﺎﻓﺎﻘﺜﻟا ﻞﻌﺠﺗ ﻲﺘﻟا بﺎﺒﺳا ﻲﻫ ﺎﻣ
•
؟تاءاﺮﺟإ ذﺎﺨﺗﻻ ئرﺎﻘﻟا ﻢﻬﻠﺗو ،ﺔﻌﻨﻘﻣ ﺎﻣ ﺔﻴﻀﻗ ﻞﻌﺠﺗ نأ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
TERM 2 – TOPICS / KEY CONTENT
ﺮﻋﺎﺷ تﺎﻳﺮﻛذ ﻦﻣ :ﺮﻌﺷ
يﺮﺒﺨﻟا بﻮﻠﺳﻟ ﺔﻴﻏﻼﺒﻟا ضاﺮﻏا :ﺔﻏﻼﺑ
ﻲﻣأ ﺐﻠﻗ :ﺔﺼﻗ
ﻪﻴﻓ لﻮﻌﻔﻤﻟا :ﻮﺤﻧ
يﺪﻟاو ﻊﻣ) ﻲﺗﺎﻣﻮﻠﻌﻣ ﺺﻧ
دوﺪﻌﻤﻟاو دﺪﻌﻟا لاﻮﺣأ:ﻮﺤﻧ
ﺔﻴﺒﻫﺬﻟا ةﺮﻴﻠﻟا :عﺎﻤﺘﺳﻻا
ةﺮﻴﺼﻗ ﺔﺼﻗ ﺔﺑﺎﺘﻛ
،(ﻲﺘﻠﺋﺎﻋ هﺎﺠﺗ ﻲﺘﻴﻟوﺆﺴﻣ )ث
ّ
ﺪﺤﺘﻟا ،
ﺔﻴﺛﻼﺜﻟا لﺎﻌﻓا ﺮﺧآ ﻲﻓ ﺔﻨﻴﻠﻟا ﻒﻟا :ءﻼﻣا
TERM 3 – TOPICS / KEY CONTENT
ﺐﻟﺎﻄﻟا دﺪﺤﻳ:ﺔﻏﻼﺒﻟا ،(ءاﺮﺤﺼﻟا ةﺮﻴﻣأ ):
ّ
يﺮﻌﺷ ﺺﻧ
مﺎﻬﻔﺘﺳﻻا ،ﻲﺋﺎﺸﻧا بﻮﻠﺳﻟ ﺔﻴﻏﻼﺒﻟا ضاﺮﻏا
،(ﺔﻴﺗاذ ةﺮﻴﺳ) ةءاﺮﻗ ،(ﻦﻴﻣا ﻲﻋاﺮﻟا )ﺔﻴﺣﺮﺴﻣ
ك
ّ
ﺮﺤﺘﻤﻟا ﻲﺳﺮﻜﻟا :عﺎﻤﺘﺳﻻا ،تﻮﻌﻨﻤﻟاو ﺖﻌﻨﻟا :ﻮﺤﻧ
ﺔﺌﻴﺒﻟا ثﻮﻠﺗ :ث
ّ
ﺪﺤﺘﻟا
ءﺎﻤﻟا ﻦﻣ ﻮﻟد ﻒﻟأ :ﺔﻤﺟﺮﺘﻣ ﺔﺼﻗ
عرﺎﻀﻤﻟا ﻞﻌﻔﻟا ﺐﺼﻧ ) ﻮﺤﻧ
ﺐﻠﻌﺜﻟاو ﺔﻣﺎﻤﺤﻟا :يﺪﻴﻠﻘﺘﻟا ﻆﻤﻨﻟا ﻦﻣ ﺔﺼﻗ
عرﺎﻀﻤﻟا ﻞﻌﻔﻟا مﺰﺟ :ﻮﺤﻧ
ARABIC A CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
CONTI N U ED
3
Assessment Overview and Format:
Formative assessments include regular and on-going
listening, oral presentations, composition, projects and
diagnostic assessments.
Summative Assessments include unit tests, mid/year and end
of year exams during the school’s Key Assessment cycle.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS. HW
will be shared with students on go4school. Students will
be given a weekly HW assignment as well as extension
activities.
Encourage your child to read Arabic books, stories and
watch different documentaries in Arabic, then discuss it
with them, free reading will be followed by the teacher
weekly.
ARABIC A CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
4
In Year 7, Arabic B at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
First week revision for the following topics:
• Diagnostic test for new students.
• Greetings and classroom rules
• Revision of alphabet
• “What do you want to know about me?” Conversation
• Colors, days of the week, months and numbers
• Seasons and weather every day: How is the weather today?
New topic:
1. Holidays, tourism and travelling.
Creative writing in the end of each topic.
Term 1 - Overarching Key Questions
• How can I stay warm?
• What should I do to enjoy all weathers?
• How will I pay?
• What should I wear to school?
• How do I spend my weekend?
• What is my dream holiday?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
2. Seasons, weather, clothes and shopping.
3. Adventures
Creative writing in the end of each topic.
• What are the touristic places in France?
• Why do I prefer UAE more than France? or Why do I
prefer France more than UAE?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
4. Travelling: Booking a Flight Ticket and Steps in the Airport
5. In the Hotel.
Creative writing in the end of each topic.
• How do I book my flight?
• What do I do at the airport?
• How do I book a room in the hotel?
• How was your trip?
Assessment Overview and Format:
• End of Chapter assessment. (x1)
• End of Term assessment including all topics taught. (x3)
Links for Home Learning/Extension Resources:
Go4school weekly assigned homework.
ARABIC B CURRICULUM: YEAR 7
KEY STAGE 3
5
In Year 7, Art at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Fruits
Experimentation in drawing mediums and methods.
The project is based on the theme of Fruit to drive design/
creative thinking and analysis.
Students will be creating their own fruit drawings.
• What is art?
• What forms can art take?
• Where and when is it used?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Islamic Art
Mosques and Islamic patterns will be the main areas we will be
exploring in this project.
Students will learn to work with acrylics, oil pastel and print
making methods in this final project.
Students will be offered the opportunity to bring in and work on
their own canvas if they prefer or use the school cartridge paper
for this project.
• How are Islamic patterns created?
• How can we create our own patterns?
• What is important in Islamic art?
• What is the difference in using acrylics to water colours?
• What does mark making mean?
• What makes a good drawing?
• How can we create a pattern map?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Journey
A project in which students will explore the work of David
Hockney. Students will be looking at mark making and colour
mixing in this project. Watercolour will be the main medium
explored.
Recreating a journey will be the base of the project. Students
will take photographs of a journey they make, using those images
we will create a painting the represent what they see, and how it
makes them feel.
• What does mark making mean?
• What makes a good drawing?
• How can we create a pattern map?
Assessment Overview and Format:
The assessment in art is based on the knowledge and
understanding of the skills learnt. The final outcome is the
assessment piece that is marked.
There is a baseline assessment in Art.
There are no key assessments in Art.
Links for Home Learning/Extension Resources:
All home learning is put onto Showbie and Go4Schools.
The work is mostly a continuation of skills and tasks we
have started in lesson as this helps students prepare for
the style of homework if the subject is taken at GCSE.
On occasions, this can be related to research for a topic,
analysis of an art piece or a skill building exercise.
ART CURRICULUM: YEAR 7
KEY STAGE 3
6
In Year 7, Computing at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The Bigger Picture
• Internet Safety and Cyber Bullying
• Intellectual Property and Fair Use
• Scams & Identity Theft
• Social media
Modelling Data - Excel
• Use cell references
• Use the autofill tool
• Format data
• Create formulas for add, subtract, divide, and multiply
• Create functions for SUM, COUNTA, AVERAGE, MIN, MAX,
and COUNTIF
• Sort and filter data
• Create graphs
• Use conditional formatting
• Is the internet safer to buy something than a store?
• When is the right age to talk to strangers on a chat
room?
• How do you prevent cyber bullying? What are the
impacts of cyber bullying?
• How can an excel spreadsheet be so useful to everyday
life?
• Is excel really just one big advanced calculator?
• What are the pros and cons of primary & secondary data,
and how does excel help visualize this?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Networks
• Computer networks and protocols
• Networking hardware
• Wired and wireless networks
• The internet 101
• Internet services
• The World Wide Web
Programming and problem solving – Scratch
• Sequencing
• Variables
• Selection
• Iteration
• Operators
• Count-controlled iteration
• Pattern Recognition
• Is the internet the same as the world wide web?
• How does my life work with the ‘Internet of things’ on a
daily basis?
• How does hardware work hand in hand with networking?
• How are variables so simple, yet play such a big role in
programming?
• Can one wrong character really break my entire program?
• What is the need for iteration? Can I relate this to real
life?
COMPUTING CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
7
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Programming and problem solving – Scratch continued
• Decomposition
• Subroutines
• Condition-controlled iteration
• Lists
Using social media
• Features of a word processor
• Licensing appropriate images
• credibility of sources
• Research and plan your blog
• Promoting your cause
• Do I use decomposition in real life without even realizing?
• Creating a program is easier when decomposed right?
• Can social media be used to support a ‘cause’?
• How powerful can social media really be?
• Can social media be used in the wrong way? What can the
impact be?
Assessment Overview and Format:
Each unit contributes 20% towards the final grade (5
units).
Students are formally assessed in a end of topic assessment
after the completion of each unit, throughout the year.
Alongside this, students are assessed on mini projects, key
word assessments and flipped learning during class.
Links for Home Learning/Extension Resources:
Data
www.bbc.co.uk/education/guides/z26rcdm/revision
Hardware/Software & Memory
https://www.bbc.co.uk/education/topics/zmpsgk7
Digital Life
https://www.youtube.com/watch?v=Cp1Jn4Q0j6E
Programming
https://studio.code.org/hoc/1
COMPUTING CURRICULUM: YEAR 7 CONTI N U ED
KEY STAGE 3
8
In Year 7, Drama at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Improvisation and Comedy
Students will complete an introductory improvisation unit where
the focus will be on creating and sustaining interesting characters
and narratives from a range of stimuli.
Students will be looking at different forms of comedy and
performance styles, developing skills such as timing and delivery,
physical exaggeration, vocal range, accents, and reactions.
• Can Drama skills help us in other areas of learning?
• How do we communicate effectively?
• How can we make people laugh?
• How do my performance skills contribute to the humour
in a scene?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Melodrama and Shakespeare
Students will study the genre of Melodrama with a focus on the
conventions including stock characters, exaggeration and music.
They will create their own Melodrama script that adheres to the
conventions, which they must perform to the class.
Students will practically explore the play ‘Hamlet’. This unit
of work allows students to understand the complex themes,
characters and character relationships within the play. Students
will perform extracts from the play, experimenting with
Shakespearian language.
• What is the point in stock characters if we already know
who they are?
• What are performance conventions?
• Is Shakespeare’s work still relevant today?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Imagineering and ‘Hoodie’ the play
Students will look at the wider performing arts in the
Imagineering unit of work. They will experiment with creating
characters, set designs and other areas of stage production
within this unit.
The ‘Hoodie’ unit of work looks at a vignette style play and
how students can use information from the text to inform
their decisions about character interpretations and how to
communicate key themes.
Assessment will focus on clear consideration and execution
of performance skills, techniques and forms appropriate to
the given genre. There will also be written evaluations of
performance work included.
• Are the production team as important as the performers?
• Why is it important that the people from different areas
of the production have a good relationship?
• How can the structure of a play help to keep the audience
engaged?
• By what means is a theme of a play communicated to its
audience?
Assessment Overview and Format:
The assessment objectives focus on three areas: Creating, performing and responding to drama.
Each assessment will include a practical performance and an evaluation/review of performance.
DRAMA CURRICULUM: YEAR 7
KEY STAGE 3
9
In Year 7, English at WEK…
By the end of Key Stage 3, students are expected to know, apply and understand the matters, skills and processes specified below:
READING
Students should be taught to:
develop an appreciation and love of reading, and read increasingly challenging material independently through:
reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide
coverage of genres, historical periods, forms and authors. The range will include high-quality works from:
• English literature, both pre-1914 and contemporary, including prose, poetry and drama
• Shakespeare (two plays)
• seminal world literature
choosing and reading books independently for challenge, interest and enjoyment.
re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
understand increasingly challenging texts through:
• learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
• making inferences and referring to evidence in the text
• knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
• checking their understanding to make sure that what they have read makes sense.
read critically through:
• knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features,
presents meaning
• recognising a range of poetic conventions and understanding how these have been used
• studying setting, plot, and characterisation, and the effects of these
• understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows
for different interpretations of a play
• making critical comparisons across texts
• studying a range of authors, including at least two authors in depth each year.
WRITING
Students should be taught to:
write accurately, fluently, effectively and at length for pleasure and information through:
writing for a wide range of purposes and audiences, including:
• well-structured formal expository and narrative essays
• stories, scripts, poetry and other imaginative writing
• notes and polished scripts for talks and presentations
• a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
ENGLISH CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
10
WRITING continued
summarising and organising material, and supporting ideas and arguments with any necessary factual detail
applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
plan, draft, edit and proof-read through:
• considering how their writing reflects the audiences and purposes for which it was intended
• amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
• paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in key stage 1
and 2 programmes of study for English.
GRAMMAR AND VOCABULARY
Students should be taught to:
consolidate and build on their knowledge of grammar and vocabulary through:
• extending and applying the grammatical knowledge set out in key stage 1 and 2 programmes of study to analyse more
challenging texts
• studying the effectiveness and impact of the grammatical features of the texts they read
• drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their
writing and speech to achieve particular effects
• knowing and understanding the differences between spoken and written language, including differences associated with formal
and informal registers, and between Standard English and other varieties of English
• using Standard English confidently in their own writing and speech
• discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology.
SPOKEN ENGLISH
Students should be taught to:
• speak confidently and effectively, including through:
• using Standard English confidently in a range of formal and informal contexts, including classroom discussion
• giving short speeches and presentations, expressing their own ideas and keeping to the point participating in formal debates
and structured discussions, summarising and/or building on what has been said
• improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and
meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.
ENGLISH CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
CONTI N U ED
11
In Year 7, the curriculum is designed in the following way to embrace the UK National Curriculum programmes of study:
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Adventure Stories
Students will read and analyse extracts from a range of
adventure stories, focusing on what makes an exciting story.
Students will use these extracts as inspiration when producing
their own adventures stories/ descriptions of characters and
setting.
Extracts studied are taken from the following:
Treasure Island, The Hunger Games, The Hobbit, The Lion, the
Witch and the Wardrobe, Percy Jackson and the Lightning Thief,
and The Maze Runner.
• What are the features of an adventure story and how can
we use these to create our own stories?
• When can pirates be trusted?
• What would Katniss Everdeen do?
• Which magical place would you most like to visit?
• How is a hobbit hole different from a regular hole?
• How do writers create effective settings?
• How can we create believable adventure characters?
• Why is punctuation important? How can we use it in our
writing to increase clarity?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The Novel
Students will read a complete novel (some reading will be done in
class whilst other parts will be set as home learning). The novel is
decided by the class teacher based on the interests of the class.
Although all classes will read different novels, they will all study
aspects of the following:
• how writers use language to present characters and settings
• how characters change as the novel progresses
• the themes of the novel and how this may have influenced
the writing
• how to write PEE paragraphs when exploring novels.
Many Key Questions will be dependent on the novel being
studied. Below are some more general key questions that
students will always be asked about novels:
• What makes an effective opening of a novel?
• How do writers use language to present characters/
themes/ ideas?
• How do writers create tension or mystery?
• How do characters change? What makes them change
and is it always for the better?
• What makes an effective PEE paragraph? How can we
ensure we are writing in the PEE form?
ENGLISH CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
CONTI N U ED
12
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Introduction to Poetry: Childhood and Growing Up
Students will study a collection of poems that are all about
childhood and growing up.
Students will revise key poetic terminology (simile, metaphor etc.)
whilst also looking at new techniques relating to the structure of
poetry (enjambement, caesura).
Students will also study the features of descriptive writing and
produce their own piece of writing, using the poems they have
studied as their inspiration.
How do poets use language and structure to present growing
up?
• How did you feel about starting secondary school?
• How do you change as you grow up?
• What makes a good teacher?
• What is the best birthday you’ve ever had?
• Is it the older sibling’s responsibility to look after their
younger siblings?
Assessment Overview and Format:
Students will be assessed on each topic during the school’s
Key Assessment cycle. Each assessment will be assessed for
either reading or writing and students will be told in advance
which assessment objectives they are being assessed on.
Links for Home Learning/Extension Resources:
Each term, students will all be given a Home Learning
Booklet with a task for them to complete each week. This
booklet also contains Challenge tasks for students to
complete if they wish.
The most effective way for students to further extended
their English learning is by reading for pleasure as often as
possible. Each Home Learning booklet has a list of books
which link to the topic being studied to help students
choose suitable books.
ENGLISH CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
13
In Year 7, French at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - KEY GRAMMAR CONCEPTS
Ma Vie: My life
• Getting used to French pronunciation and introducing
yourself
• Talking about your personality
• Talking about age, brothers and sisters
• Saying when your birthday is.
• Using numbers and the alphabet
• Physical descriptions
• Talking about your pets.
Project Zone: Christmas in France
• Introduction to pronunciation
• Silent letters
• Expressing simple opinions
• Definite articles
• Verb endings in ‘I’ form
• Making sentences using connectives
• Reading strategies – using patterns
• Adjective forms [singular and plural]
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
Mon Collège: My School
• Saying what subjects you study
• Giving opinions and reasons - agreeing and disagreeing
• Describing your timetable
• Describing your school day
• Talking about food you eat at break time
• Understanding details about schools.
Project Zone: Schools in other French speaking countries.
• Forming questions
• Expressing simple opinions
• The definite article with likes and dislikes
• Avoir in the present tense
• ‘on’ with avoir and être
• Using du, de la and des correctly
• Reading for gist
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - KEY GRAMMAR CONCEPTS
Mes passetemps- My Free Time
• Talking about computers and mobiles
• Talking about which sports you play
• Talking about activities you do
• Expressing opinions on what you like doing
• Describing what other people do.
Project Zone: Extreme Sports.
• Present tense
• Using er regular verbs
• Jouer a + sport
• Faire de + activity
• Expressing opinions
• Using adjectives correctly
• Possessive adjectives: son, sa, ses
Assessment Overview and Format:
There are three assessment points throughout the year.
Summative assessment of Listening, Reading and Writing at
the end of each module.
Formative assessment of speaking through classwork and
participation.
Links for Home Learning/Extension Resources:
www.linguascope.com
www.languagesonline.org.uk
FRENCH CURRICULUM: YEAR 7
KEY STAGE 3
14
In Year 7, Geography at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Mapping the world
This unit will introduce students to geography. Students will be
to be able to distinguish the differences between Human, Physical
and Environmental Geography. Students will have the opportunity
to analyse and read maps, developing their map-work skills.
Key Questions:
• Where are the world’s continents and oceans?
• How do you describe the location of a place?
• How do you work out longitude and latitude
• How do you read grid references?
• How do you use map symbols
• How do you use direction to plot a route?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The place where we live/ Migration
This unit will examine settlements and issues which are faced by
people living in urban environments.
Students will get the opportunity to produce a report on a local
issue which impacts the place they live.
Students then examine the causes of migration around the world
Key Questions:
• What is a settlement?
• What different types of settlement are there?
• How did the different settlement types develop?
• What are urban areas?
• Where are the main urban areas in a High-income country
e.g. UK?
• What are the key characteristics of the urban areas in a
HIC?
• What problems exist in urban areas?
Key Questions:
• What is migration?
• Why do people move?
GEOGRAPHY CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
15
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Weather and Climate
• To acquire and be able to use a wide range of vocabulary
relating to weather
• To understand the difference between weather and climate
• To understand how weather is measured
• To be able to draw and compare climate graphs
• To understand how to cope with extreme temperatures
Climate Change
• To understand the causes and effects of climate change
• To understand how the effects of climate change can be
managed
• To understand the likely impacts and who will be affected
• Understand what are sustainable solutions
• How can we describe the weather?
• How do we forecast the weather?
• Why is temperature important?
• How are clouds and rain formed?
• What is a climate graph?
• What is wind?
• Can Climate change?
• How are countries contributing to global warming?
• How do individuals cause the climate to change?
• How can we manage the effects?
Assessment Overview and Format:
Students will be assessed through a variety of classwork and
home- learning activities. Final assessments during the Key
assessments will include extended writing, problem solving,
map drawing and investigation. These will be marked as per
the whole school KS3 assessment policy.
Links for Home Learning/Extension Resources:
Due to the number of books available for this subject, we
will not be working from one textbook or only from the
textbook.
However the Foundations and Connections textbooks from
the Key Geography series (by David Waugh), are useful
reference books and these can be used in class.
Students would benefit from having their own Atlas to use
at school and at home. Although one can be borrowed in
class.
An excellent digital resource is also the BBC Bitesize
website – Key stage 3 Geography
GEOGRAPHY CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
16
In Year 7, History at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
History Skills
The Norman Conquest
• What is History like in Secondary School?
• How do we count years? Is 50BC the same as 50AD
• Why is it important that we put things in order?
• How do we tell if it is ‘Fake News’?
• Who should be King?
• What are Harold’s biggest challenges?
• Who had the better army?
• How did William win the Battle of Hastings?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
William the Conqueror control of the English
The Middle Ages/Medieval times
• Crusades
• Medieval life
• Black Death
• How did William keep control?
• Did William the Conqueror organise England the same as
Mr Douglas organises WEK?
• Were Castles important?
• How do you attack a castle?
• Can you scare people into obeying you?
• Are taxes a way to control people?
• Why did Christians want to take the Holy Lands?
• What did Christians learn from the Muslims?
• Who was the better leader: Richard the Lionheart or
Saladin?
• Could you survive in a Medieval town?
• Could you survive in a Medieval village?
• How did ¼ of Europe die within a few years?
• Why was the Black Death so devastating?
• Who will win the Medieval ‘Game of Life?’
HISTORY CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
17
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
The Tudors
• Henry VIII
• Edward VI
• ’Bloody’ Mary
• Elizabeth
• Who were the Tudors?
• How did Henry get a divorce when divorce is not allowed?
• Was Henry a ‘hero’ or a ‘tyrant’?
• Why was Henry’s son so unlucky?
• Does ‘Bloody’ Mary deserve her name?
• How and why did Elizabeth control her image?
• Did Elizabeth solve the problems she faced?
• Why did Elizabeth not marry?
• Spanish Armada
Assessment Overview and Format:
3 Key Assessments across the Year.
Essays/assessment on topics throughout the year on The
Battle of Hastings, William controlling the English, Thomas
Becket and ‘Bloody’ Mary.
Links for Home Learning/Extension Resources:
Students will have access to lesson on TEAMS, they will be
able to use text books to support their learning and these
links are also useful:
https://www.bbc.com/bitesize/guides/zsjnb9q/revision/4
https://www.bbc.com/bitesize/guides/zsjnb9q/revision/6
https://www.bbc.com/bitesize/topics/zfphvcw
https://www.bbc.com/bitesize/topics/zynp34j
HISTORY CURRICULUM: YEAR 7 CONTI N U ED
KEY STAGE 3
18
In Year 7, Islamic A & B at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
• The True Book
• Surat As-Sajdah 1-12
• Recommendation by the Prophet (PBUH)
• Noble Hadith
• Volunteering an act of Worship and belonging.
• Obligatory, Voluntary and disliked elements of Prayer
• Life in Madinah after migration
• How would you prove that Quran was not invented by the
Prophet Muhammad PBUH?
• What is the reason behind creating the heaven and earths
in 6 days.
• How would you apply the recommendations of Prophet
PBUH mentioned in Hadith to real life situation?
• What is the concept of volunteering work in Islam?
• How does voluntary work impact the individual and
society?
• What are the elements of obligatory prayer?
• How did Prophet PBUH establish brotherhood in
Madinah?
• How did Prophet’s PBUH migration to Madinah help Islam
grow and spread in Arabia?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
• Mosque Manners
• The Believer: Between Gratitude and Patience
• The Right Way (Surat Al Mulk 1-14)
• Few Signs of the Hour
• What is the status of mosque in Islam?
• What manners would you observe in a mosque?
• What is the reason that the first thing built by the
Prophet PBUH, was a mosque.
• How would you console someone loses his relative in a
car accident?
• What should be the attitude of a believer in prosperity
and adversity?
• Do bad things happen to us because of our mistakes or is
it just a test?
• What could be the main reason for people to forget their
number of Rak’ahs during their prayers?
• Why sujood (prostration) is the nearest position to Allah?
• How does Surah Al Mulk protect us from the punishment
of grave?
• Why didn’t Allah make us aware of the exact time of the
Day of Judgement?
• How would you differentiate between minor and major
signs of the Day of Judgement?
• What would you do to succeed on the Day of Judgement?
ISLAMIC A & B CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
19
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• The Greater Battle of Badr
• The Power of Allah, Glory be to Him
• Voluntary Fasting
• The Battle of Uhud
• My Environment is a Trust
• What lesson do you learn from the battle of Badr?
• What impact did the battle of Badr have on Muslims and
Quraysh?
• Why are the example of birds used to describe trust in
Allah?
• What is difference between obligatory and voluntary
fasting?
• How would you compare between battle of Badr and
Uhud.
• What could be the reason behind Muslims’ defeat in the
battle of Uhud?
• How can I contribute to the wellbeing of the environment?
• What strategies would you suggest to protect the
environment?
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judged on the following criteria:
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note books
Links for Home Learning/Extension Resources:
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
ISLAMIC A & B CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
20
In Year 7, Maths at WEK…
Mathematics is an interconnected subject in which students need to be able to move fluently between representations of
mathematical ideas.
The programme of study for key stage 3 is organised into apparently distinct domains, but students should build on key stage 2
and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly
sophisticated problems.
They should also apply their mathematical knowledge in science, geography, computing and other subjects. The expectation is that
the majority of students will move through the programme of study at broadly the same pace. However, decisions about when to
progress should always be based on the security of students’ understanding and their readiness to progress. Students who grasp
concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration through new
content in preparation for key stage 4. Those who are not sufficiently fluent will consolidate their understanding, including through
additional practice, before moving on.
Curriculum Standards: By the end of key stage 3, students are expected to know, apply and understand the matters, skills and
processes specified in the Pearson Edexcel iLowerSecondary Mathematics.
Working mathematically through the mathematics content, students should be taught to:
Develop fluency
1. consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the number system
and place value to include decimals, fractions, powers and roots
2. select and use appropriate calculation strategies to solve increasingly complex problems
3. use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships substitute values in
expressions, rearrange and simplify expressions, and solve equations
4. move freely between different numerical, algebraic, graphical and diagrammatic representations [for example, equivalent
fractions, fractions and decimals, and equations and graphs
5. develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
6. use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and statistics.
Reason mathematically
1. extend their understanding of the number system; make connections between number relationships, and their algebraic and
graphical representations
2. extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in formulating
proportional relations algebraically
3. identify variables and express relations between variables algebraically and graphically
4. make and test conjectures about patterns and relationships; look for proofs or counter examples
5. begin to reason deductively in geometry, number and algebra, including using geometrical constructions
6. interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
7. explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally.
MATHS CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U EDCONTI N U ED
21
Solve problems
1. develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step
problems
2. develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
3. begin to model situations mathematically and express the results using a range of formal mathematical representations
4. select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.
In Year 7, the Mathematics curriculum at the Academy is divided into chapters each building on and interconnecting to each other as
students are expected to solve more sophisticated problems.
MATHS CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
CONTI N U ED
22
Assessment Overview
Students are assessed once each term. These assessments are used to identify any weaknesses so that both the teacher and
student can plan further intervention. There are 3 Key assessments completed in Year 7 and the results of each are recorded in
Go4schools.
At the end of term, all the Chapters taught will be assessed collectively within the more formal Key Assessment. The End of Year Key
Assessment will include the assessment of all 17 Chapters.
GL Assessment
In the summer term, students will sit the GL test for Year 7 Mathematics. Students will prepare throughout the year for these
through the content of the Chapters but also through the repetition of mental maths under short timed conditions.
Booklets for GLs have been created for students and will be amalgamated into their SOW.
The Mathematics Department at WEK promote the following useful websites :
Collins connect online textbook – Student personal login
https://vle.mathswatch.co.uk -
https://corbettmaths.com/
https://www.piximaths.co.uk/
https://www.onmaths.com/
Home learning
In Year 7, the vast majority of home learning is set via Mathswatch. This is communicated via Go4schools. Students are expected to
show their working out and thought processes in their homework exercise book. There is an expectation of 75% success rate for
each home learning task. The tasks are usually set over a two / three-week period so students need to use their time wisely and
urged to do a little bit of maths each most evenings. The completion of home learning is recorded in Go4schools.
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In Year 7, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Empathy and Assuming Responsibility
• Respect Is the Basis of Good Treatment
• Charity, Sympathy and Generosity
• Recognizing Other's Points of View
• Building Positive Relationships
• Assuming Responsibility and Self-Esteem
• Commit Myself to Helping Others
Equality and Justice As Fairness
• Aspects of Equality Among People
• Distributive Justice
• Standards of Distributive Justice
• What does respect mean and how can we show respect
to others?
• How can I help others with self-esteem?
• How can we apply equality and justice in our everyday
lives?
• How Is Fair Distribution Accomplished?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Physical Health and Diet
• Maintaining Good Physical Health
• Maintaining Good Emotional Health
• Diseases and Its Types
• Disease Prevention
How the UAE Grew into the Diverse, Inclusive Community That
It Is Today
• Museums in the UAE
• Cultural Change
• Conducting Research on the Objects Exhibited at the
Museum
• Preparing Objects to be Exhibited
• Museum Opening Day
• To What Degree Are You Having a Healthy Life?
• What diseases can affect you in the future?
• Who chooses items to go into a museum?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Respect and Tolerance in a Diverse Community
• Tolerance and Its Relationship to Diversity
• I Express my Respect for the Diversity of the Community
• Respecting the Diversity at School
Mental Health
• Mental Health and Mental Illness
• The Shameful Look to Mental Illness
• Reasons of the Deterioration of Mental Health and Its Impact
on the Individual
• Counselling and Accepting Support
• Healthy Life Style, Mental Health
• How Is Tolerance Clear in Society?
• Why do I Show Tolerance and Respect?
• What is mental health and how can it affect me and
others around me?
• Who can I speak with to cope with Mental Health issues?
Assessment Overview and Format:
Students will have summative assessment throughout the
year. This may be in the form of key word tests or short
essay style questions.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their
assessments and they can revise the Moral Education
curriculum by using their notebook and class resources.
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In Year 7, Music at WEK…
At Key Stage 3 we now use the internationally recognised resource programme published by Musical Contexts (UK). This
programme of study is introduced in the latter stages of the primary music curriculum and feeds cohesively into secondary
learning. The programme is designed to encourage the Analytical, Creative and Performative elements of music so that all
students of all abilities and experiences can excel to the best of their individual abilities throughout. The different modules
build upon each other so that prior learning can be extrapolated to form the foundation of new learning experiences.
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Building Bricks of Music
This module allows students the opportunity to engage in active
music making and to cement their prior skills, knowledge and
understanding in terms of performing, composing, listening &
evaluating, and responding.
Students learn about Pitch, Dynamics, Duration, Tempo, Texture,
Timbre/Sonority, Articulation and Silence and are introduced to
Graphic Notation and Graphic Scores.
This module will develop a student’s understanding of the
Elements of Music and provide them with a foundation of musical
vocabulary for use at Key Stage 3 which can be developed for
GCSE Music and beyond.
There is an opportunity for composing and evaluating in response
to either Britten’s Four Sea Interludes from Peter Grimes or
Mussorgsky’s Pictures at an Exhibition.
There is an opportunity for performing using Beethoven’s Ode to
Joy from his 9th Symphony.
• How do we ‘describe’ the music we hear?
• How do the Elements of Music impact what we hear?
• How do composers employ the Elements of Music to
create an emotional or psychological response from the
listener, and how do different pieces of music make us
feel?
• How do performers interpret the wishes of the
co mp os e r?
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TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Keyboard Skills
This module is all about effective keyboard performance
technique including basic treble clef staff notation.
Students learn about keyboard instruments such as the
Harpsichord, Celesta, Accordion, Organ, Clavichord, Piano
(upright and grand) and Synthesisers before establishing the
importance of correct playing position and posture and the
importance of keyboard warm-ups.
Students move on to learn about using keyboard fingering for
better playing skills, built through a range of exercises such as
scales and simple right-hand melodies in the key of C Major.
Students explore the layout of the keyboard in terms of white
and black keys and their note names; sharps and flats as
enharmonic equivalents and explore how to “read music” in the
form of simple melodies and melodies from popular songs from
treble clef staff notation. They then move on to add a second
part of basic chords with the left hand.
• What is the layout of a keyboard instrument?
• What is the difference between the black and white
notes?
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TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
I’ve Got Rhythm
A sense of pulse is a fundamental prerequisite of almost all
musical activity. As such, it needs to be understood from the
outset and then developed and strongly reinforced.
This module introduces (or reintroduces) the concept of
pulse through a variety of experiences which include pulse
games and other rhythmic activities, the creation of patterns
- including ostinato and repetitive rhythmic textures – cyclic
and polyrhythms, listening activities and the composition and
performance of rhythm pieces.
Through composing and performing, students are introduced to
rhythm grids and rhythm grid notation which is then extended
to include single line rhythm notation using the note values of a
semibreve, minim, crotchet, quaver and pair of quavers.
Accents are introduced as an articulation marking providing
variety to a regular pulse along with how pulse patterns can be
grouped into two, three and four-beat patterns forming a basis
of time signatures, bars and bar lines and conducting patterns in
2/4, 3/4 and 4/4 times.
The characteristic 2/4 pulse pattern is explored in the genre of
the March and the 3/4 pulse pattern in the Waltz. The module
also introduces junk and body percussion.
Form and Structure
This module begins by establishing what is “Form and Structure”
in music and why Form and Structure is important.
Through performing, composing, improvising and listening and
appraising, students explore four different musical structures:
• Question and Answer
• Binary Form
• Ternary Form
• Rondo Form
Throughout the module, students listen to examples of music
based on Binary, Ternary and Rondo Forms and emphasis is
placed on revising G clef notation.
• What is a musical pulse?
• What is rhythmic ensemble?
• What does rhythm add to a musical experience?
• What is Form and Structure in music?
• How has it developed over different musical epochs?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Sonority City
Students learn about the construction, sound production and
timbres/sonorities of different orchestral instruments and the
layout/grouping of a modern symphony orchestra.
Key to this module is an understanding of the words timbre and
sonority (see Building Bricks of Music) and an awareness of the
instruments of the orchestra.
This module involves a deeper investigation into the orchestral
families through listening, exploring and performing.
Folk Music
This module investigates some of the different techniques of
Musical Accompaniments through the exploration of Folk Songs.
The concept of Harmony, relating specifically to Intervals,
is reinforced through progressively more complex Musical
Accompaniments from a simple Pedal (octave), Drone and
Ostinato (fifth), to Chords as Triads, Broken Chords, Arpeggios
and Alberti Bass patterns (root, third, fifth). The concept of
Harmony is developed further in the exploration and addition of
Counter Melodies (in fourths and fifths) in Folk Songs.
The module takes “The Wellerman” Sea Shanty as its case study
where students sing and perform the melody and add different
forms of Musical Accompaniment patterns and a Counter Melody
using different intervals before creating their own Musical
Arrangement.
During this module, students will develop their knowledge and
understanding of Folk Music as a “traditional” musical genre,
explore the musical instruments, timbres and sonorities commonly
associated with Folk Music performance, the texture and basic
form and structure of Folk Songs and further their knowledge of
performing Chords in different patterns.
• How are the different instruments of the orchestra
constructed?
• How does ensemble music and performance fit together?
Is it as easy as it looks or sounds?
• What is ‘Folk Music’?
• How do we combine the different Elements of Music to
create a successful accompaniment?
Assessment Overview and Format:
Students are assessed regularly across the three strands of Analysis, Composition and Performance.
Assessments are undertaken at the end of each module, during class time, to wrap up the topic at hand.
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In Year 7, Physical Education at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
1 x PE per week
1 x Swimming per week
Sports covered:
Boys – Football
Girls – Football
Boys & Girls – Athletics
Theoretical aspects covered:
• Major muscles
• Antagonistic pairs
• Warming up and cooling down
• Can you demonstrate the basic skills for the game with
a competent level of accuracy, precision, control and
fluency?
• Can you demonstrate the basic technique for some track
and field activities with accurate timing and inconsistent
accuracies?
• Can you name the major muscles of the body?
• Do you understand how muscles work in pairs to bring
about movement?
• Do you know the 3 phases of a warm up and reasons why
we warm up and cool down?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
1x PE per week
1 x Swimming per week
Sports covered:
Boys – Rugby
Girls – Netball
Boys – Cricket
Girls - Rounders
Theoretical aspects covered:
• Fitness testing
• Components of fitness
• Can you demonstrate and perform confidently in a range
of position specific skills for the game?
• What is fitness and how do we test it?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
2 x PE per week
Rotation of:
Rock Climbing, Trampolining, Tennis
Theoretical aspects covered:
• Introduction to methods of training
• Can you create a short routine using basic shapes and
disciplines?
• Can you outwit your opponent?
• Can you climb a level 4A climb confidently with fluency
and control demonstrating good weight transference?
• How can we improve different aspects of our fitness?
• Are some methods better than others are for different
sports performers?
Assessment Overview and Format:
Theoretical aspects – 10% of grade
1 key assessment each term with a 45 minutes written
exam on the theoretical aspects learnt through practical PE
lessons.
PE – 90% of grade
Students graded across all sports played during the year and
top 3 sports give an average mastery grade.
Swimming
Swim level graded against the Swim England Criteria.
Links for Home Learning/Extension Resources:
https://www.bbc.com/bitesize/subjects/znyb4wx
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In Year 7, Social Studies at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
History Unit
History of the UAE
Ancient Civilisations
Ancient Egypt
Ancient Figures
Introduction to the History of the UAE
National Education
Introduction to the UAE
UAE heritage and culture
Emirates and Sheikhs of the UAE
Biographies of Sheikh Zayed bin Khalifa
• 1.1.1.6 - What is meant by civilisation?
• What key civilisations existed in this part of the world
and can you locate them?
• What were their achievements?
• Looking at Egypt, what key factor aided settlement & the
development of farming which aided civilisation?
• Can you explain how?
• What were the effects on the Emirates of communication
with its neighbours then?
• Look at the region today can you name some key
conflicts? (Note: Students are not to discuss Qatar.)
• How would you find out about modern historical conflicts?
• Can you find links between events of today and those of
the past?
• 1.3.1.2 - Can you take what you understand about Emirati
culture and link it to practice of holding good morals and
principles (either material or moral).
• What do you know about UAE culture?
• Can you distinguish between UAE material and non-
material heritage?
• Can you examine the biography of Sheikh Zayed bin
Khalifia I?
• What achievements did he make in:
• Developing the UAE & establishing the Union?
• Securing the welfare of the people?
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TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Geography Unit
Human and Physical features of the Arabian world
Mapping of the Arabian Peninsula
Interpreting graphs
Key Physical features of Egypt
Environmental challenges in the Arab World
UAE values on sustainability and environment
• 1.2.1.1 - What are the key physical and human features of
ancient Asia or Africa?
• How can you use specialised maps, databases and graphs
to interpret the population of ancient Africa or Asia?
• What do you think the key physical features of Egypt are?
• How do you believe they are likely to affect the life of the
population?
• Does population impact on the environment (economic
activates, cities)?
• 1.2.1.8 - How do you investigate the founders concern for
the environment and the reputation he gained from this?
• Do you think Masdar provides a good example of
the value the UAE places on sustainability and the
environment?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Economics Unit
Introduction to Economics
Key Economic government principles
Investment and Economic growth
Commodities and services
The role of the government
GDP
Trade and Tourism
• 1.4.1.1 - What does the word Economics mean?
• Can you identify key economic government principles
and then explain them? (e.g. economic growth, low
unemployment, balance of payments, low inflation)
• What is investment? (Stocks, shares, retirement)
• What is competition?
• Why are these important to economic growth?
(Expansion of a countries wealth, greater opportunities
for residents, growth, resources, technology, number of
organisations)
• 1.4.1.8 - Why do we need commodities and what is
the role of our government? (barely, coffee, cotton all
popular commodities)
• What does GDP stand for and what does it mean?
• Who makes economic decisions in a country?
• Can you investigate the ways economic wealth is
achieved? (Savings, ownership, income, pensions, and
wealth is a VALUE of ASSETS).
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Economics Unit
Introduction to Economics
Key Economic government principles
Investment and Economic growth
Commodities and services
The role of the government
GDP
Trade and Tourism
• 3.1.1.1 - What is trade?
• What means of transporting goods do countries have,
both natural and man-made?
• Why do countries want to trade with each other?
(Scarcity of wealth)
• How does tourism promote economic growth?
Assessment Overview and Format:
At KS3 students are assessed according to the UAE Social
studies framework:
Knowledge and Understanding 1.1.1
Literacy 2.1.1
Presentation and Communication 3.1.1
End of Term assessment including all topics taught. (x3)
Links for Home Learning/Extension Resources:
Students will have access to lesson on TEAMS.
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In Year 7, Spanish at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - KEY GRAMMAR CONCEPTS
Mi Vida: My life
• Getting used to Spanish pronunciation and introducing
yourself
• Talking about your personality
• Talking about age, brothers and sisters
• Saying when your birthday is.
• Using numbers and the alphabet
• Physical descriptions
• Talking about your pets.
Project Zone: Endangered animals /Christmas in Spain
• Introduction to pronunciation
• Expressing simple opinions
• Definite articles
• Verb endings in ‘I’ form
• Tener in present tense
• Making sentences using connectives
• Reading strategies – using patterns
• Adjective forms [singular and plural]
• Agreements
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
Mi tiempo libre: My free time
• Saying what you like to do
• Saying what you do in your spare time
• Talking about the weather
• Saying what sports you do
• Reading about someone's favourite things.
Project Zone: Describing a famous sportsman/sportswoman /
Describe a photo
• High frequency words
• The infinitive
• Present tense AR verbs
• Hacer vs jugar
• Stem changing verbs
• Irregular verbs
• Expressing opinions
• Making writing more interesting
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - KEY GRAMMAR CONCEPTS
Mi Insti: My School
• Saying what subjects you study
• Expressing opinions about school subjects
• Describing your school
• Talking about break time
• Understanding details about schools
Project Zone: The right to education
• Me gusta vs me gustan
• We form of AR verbs
• Using el/la/los/las
• Using plural definite articles unos/unas
• Present tense of regular ER and IR verbs
• Using sequencers to extend writing
Assessment Overview and Format:
Three assessment points throughout the year.
There will be a summative assessment of Listening, Reading
and Writing at the end of each module.
There will be a formative assessment of speaking through
classwork and participation.
Links for Home Learning/Extension Resources:
www.linguascope.com
www.languagesonline.org.uk
Duolingo: This is a Spanish app for your mobile Phone /
iPad to help support language acquisition.
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In Year 7, Science at WEK…
TERM 1
CELLS • State what a cell is
• Explain how to use a microscope to observe a cell
• Match cell components to their function
• Identify a similarity and a different between plant and animal cells
• Name some examples of specialized plant and animal cells
• Describe examples of specialized plants and animal cells
• Suggest the type of organism or tissue a cell comes from, based on its features.
• Name some substances that move into and out of cells
• Describe the process of diffusion
• Identify structure in an amoeba and a euglena
• Describe what a unicellular organism is
• Explain how unicellular organisms are adapted to carry out different functions
PARTICLES • Describe simply what the particle model of matter is
• Explain the properties of different materials based on the arrangement and movement of their particles
• Describe the properties of solids, liquids, and gases using the particle model
• Explain the properties of solids, liquids and gases based on the arrangement and movement of their
particles
• Describe simply how changes of temperature or state can be described in terms of particles
transferring energy
• Recognize the state of a substance in relation to its melting and boiling point
• Explain changes in state in terms of changes in the energy of the particles
• Draw before and after diagrams to explain observations about change of state.
• Describe simply how changes of temperature or state can be described in terms of particles
transferring energy
• Recognize the state of a substance in relation to its melting and boiling point.
• Explain changes of state in terms of changes to the energy of the particles
• Describe one difference between boiling and evaporation
• Explain changes of state in terms of changes to the energy of the particles
• Draw before and after diagrams of particles to explain observations about changes of state.
• Use the particle model to explain diffusion
• Draw before and after diagrams of particles to explain observations about diffusion
• Uses words to explain gas pressure simply
• Explain observations about gas pressure in terms of particles
• Draw before and after diagrams of particles to explain observations about gas pressure
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TERM 1
FORCES • State the unit of force
• Describe what is meant by an interaction pair
• Describe what happens when the resultant force of an object is not zero
• Use a force diagram to describe situations involving gravity that are in equilibrium
• State and use the formula for speed
• Describe the link between speed and journey time
• Describe how the speed of an object depends on the movement of the observer
• State what a straight line on a distance-time graph tells you about speed
• Calculate speed from a distance time graph
• Illustrate a journey with changing speed on a distance time graph and label changes in motion
• State the value of g on Earth and on the moon
• Describe the differences between mass and weight
• Describe how gravitational force varies with mass and distance
• Use the formula to calculate your weight on different planets and explain changes in weight
• Explain why objects stay in orbit
BODY SYSTEMS • State examples of tissues organs and organ systems
• State the order of hierarchy of organisms in a multicellular organism
• Explain why multi cellular organisms need organ systems to keep their cells alive.
• Name the main parts of the skeleton
• List the functions of the skeleton
• Explain how the properties of bones link to their function in the body
• State where joints are found in the body
• Describe the structure and function of joints
• Explain how to measure the force exerted by different muscles
• State how antagonistic pairs of muscles create movement
• Describe the function of muscle groups and explain how antagonistic muscles cause movement
• Use a diagram to predict the result of a muscle contraction or relaxation
• Explain why some organs contain muscle tissue
• Describe the function of the gas exchange system
• Explain how parts of the gas exchange system are adapted to their function
• Explain why your breathing rate and volume can change
• Describe the process of inhaling and exhaling
• Explain what happens during breathing using the bell-jar model
• Explain how exercise, smoking and asthma affect the gas exchange system
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TERM 2
ELEMENTS • Describe what an atom is
• Describe some differences between elements and compounds
• Use diagrams to represent atoms and molecules of elements and compounds
• State the properties of a pure substance
• Name four common substances that are mixtures
• Explain how to use melting temperatures to identify pure substances
• State what an element is
• Recall the chemical symbols of 16 elements
• Use observations from experiments to explain why a substance must be an element
• State what atoms are
• Represent atoms using particle diagrams
• State what a compound is
• Represent molecules, elements, mixtures and compounds using particle diagrams
• Use particle diagrams to classify a substance as an element, mixture or compound.
• Use particle diagrams to classify a molecule or an atom
• Name compounds using their chemical formulae
• Use chemical formulae to name the elements present and determine their relative proportions
• Represent atoms, molecules, elements, mixtures and compounds using particle diagrams.
WAVES - SOUND • State the speed of sound and what it can and cannot travel through
• Describe how sound is produced and travels
• Explain observations where sound is transmitted
• Describe the link between amplitude and loudness
• Explain observations where sound is reflected or absorbed by different media
• Describe the amplitude of a wave from a diagram or oscilloscope picture
• Use drawings of waves to describe how sound waves change with volume
• Describe the link between frequency and wavelength
• Describe the frequency of a wave from a diagram from a diagram or oscilloscope picture
• Use drawings of waves to describe how sound waves change with pitch
• Name some parts of the ear
• Describe how the ear works
• Describe how your hearing can be damaged
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TERM 2
ECOSYSTEMS
AND PROCESSES
• Recall how plants make glucose
• Describe how plants get the resources they need for photosynthesis
• Use the word equations to describe photosynthesis
• Describe the structure and function of the main components of a leaf
• Explain how a leaf is adapted for photosynthesis
• State the factors that affect the rate of photosynthesis
• Describe how to test a leaf for starch
• Show graphically how different factors affect the rate of photosynthesis
• State what fertilisers are used for
• Describe how a plant uses minerals for healthy growth
• Explain the role of nitrates in plant growth
• Use a word equation to describe aerobic respiration
• State the difference between aerobic and anaerobic respiration
• Use a word equation to describe anaerobic respiration
• Explain why specific activities involve aerobic or anaerobic respiration
• State the word equation for fermentation
• Describe how bread, beer and wine and made State what food chains and food webs are
• Describe what food chains and food webs show
• Combine food chains to form a food web
• State factors that affect the population of a species
• Explain how toxic materials can accumulate in a food web and effect on different populations
• Explain the importance of insect pollinators to food supplies
• State what is meant by ecosystem, community, habitat, environment, and niche
• Describe how different organisms co-exists within an ecosystem
• List some resources that plants and animals compete for
• Describe the interaction between predator and prey populations
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TERM 3
REACTIONS • Describe what happens in atoms in a chemical reaction
• Describe the characteristics of chemical reactions
• Explain why chemical reactions are useful
• Compare chemical reactions to physical changes
• Identify reactions and products in word equations
• Write word equations to represent chemical reactions
• Predict products of combustion reactions
• Categorise oxidation reactions as useful of not
• Identify decomposition reactions from word equations
• Use patterns to predict products of decomposition
• Explain conservation of mass in chemical reactions
• Calculate mass of reactants and products
• Describe characteristics of exo and endo thermic changes
• Classify changes as exo or endo
LIGHT • Describe what happens when a light ray meets a different medium
• State the speed of light
• Use ray diagrams of eclipses to describe what is seen by observers in different places
• Describe how light is reflected from a mirror
• Describe how images are formed in a plane mirror
• Use ray diagrams to show how light reflects and forms images
• Describe what happens when light enters a medium
• Use a ray-diagram model to describe how light passes through lenses and transparent materials
• Construct a ray diagram to show how light refracts
• Name parts of the eye
• Use ray diagrams to describe how light passes through the lens in your eye
• Describe how lenses may be used to correct vision
• State the difference between different colours in terms or frequency
• Use the ray model to describe how objects appear different colours and how light is refracted through
a prism
• Explain observations where coloured lights are mixed or objects are viewed in different lights
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TERM 3
ACIDS AND
ALKALIS
• Recall the hazards of acids and alkalis and how to handle them safely
• Describe the differences between concentrated and dilute solutions of an acid
• Compare the properties of acids and alkalis
• Identify acids and alkalis and neutral solutions on the pH scale
• Identify the best indicator to distinguish between solutions of different pH
• Use data and observations to determine the pH of a solution
• Describe what factors affect the pH of a solution
• Name three strong acids and two weak acids
• Use data and observations to determine the pH of a solution and explain what this shows.
• State what products are formed in the reaction between an acid and alkali
• Explain how neutralisation reactions are used in different situations
• Describe a method for making a neutral solution from an acid and an alkali
• State what products are formed in the reaction between an acid and a base
• Chose the salts that form when acids react with metals or bases
SPACE • Describe the objects that you can see in the night sky
• Describe the structure of the Universe
• Explain the choice of particular units for measuring distances
• Describe the model of the Solar System
• Explain why we see objects in the Solar System and why they appear to move as they do.
• State what phenomena the Solar System model can be used to explain
• Explain why places on the Earth experience different daylight hours and seasons
• Name some phases of the Moon
• Describe the appearance of the Moon and planets from diagrams
• Explain why you see phases of the Moon.
PROJECT • Students will develop their own investigations to showcase the skills they have built on during the year.
SCIENCE CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
CONTI N U ED
42
Assessment Overview and Format:
For each topic, students will complete.
• Spelling test on key words
• Assessed homework task
• Assessed practical task
• End of unit Educake quiz.
Key Assessments will assess all content to the date of the
assessment.
Key Assessment 1-3 - 60 minutes
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Educake for quizzes www.educake.co.uk (students have log
ins)
BBC Bitesize
https://www.bbc.com/bitesize/subjects/zng4d2p
AQA KS3
https://www.aqa.org.uk/subjects/science/ks3/ks3-
science-syllabus
UK National Curriculum standards
https://assets.publishing.service.gov.uk/government/
uploads/system/uploads/attachment_data/file/381754/
SECONDARY_national_curriculum.pdf
SCIENCE CURRICULUM: YEAR 7 CO NTINUED
KEY STAGE 3
43
In Year 7, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - THEORY AND SKILLS
Textiles iPad Cover
During this term, students will be challenged to design and make
a functioning cover for their iPad/device; the cover will be made
using a range of textile materials.
Students will be introduced to safety within the textiles studio
and will be taught how to use the machinery and tools to industry
standards. Students will design a range of different iPad covers
taking into consideration their persona device size constrains and
material selection. Once they have manufactured their personal
iPad Covers they will test and evaluate their work against their
original specification.
Students will develop a range of theory skills including:
• The origin of fabrics
• The use of textiles/fabrics in everyday items and clothing
• How a sewing machine works
• Designing skills
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Measuring and cutting accurately
• Tessellating, maximizing the area of pattern fabric
• How to use a sewing machine
• How to use hand sewing techniques
• The effective applique
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - THEORY AND SKILLS
Food Preparation and Nutrition
Students will be introduced to safety within the kitchen and
will be taught techniques used in restaurants around the
world. Students will design a range of different dishes taking
into consideration, dietary requirements, taste and function of
ingredients as well as the overall aesthetics of the dish. Once
they have prepared their dish they will be responsible for
cleaning their workspace and washing each item they have used,
ensuring that they are free from bacteria, allowing all students
following on from them to have safe and bacteria free utensils
and cooking apparatus.
Students will develop a range of theory skills including:
• The origin of a range of foods, including herbs and spices.
• Food hygiene
• How to operate the oven
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Weighing and measuring out food
• Knife skills
• How to use an oven
• How to correctly use the hob
• Time management
TECHNOLOGY CURRICULUM: YEAR 7
KEY STAGE 3
CONTI N U ED
44
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - THEORY AND SKILLS
Product Design – Picture Frame
During this term, students will be challenged to design and make a
working picture frame, which will be made from wood and plastic.
Students will be introduced to workshop safety and will be
taught how to use the machinery and tools to industry standards.
Students will design a range of picture frames taking into
consideration their target market. Once they have manufactured
their personal picture frames they will test and evaluate their
work against their original specification.
Students will develop a range of theory skills including:
• The origin of woods
• The origin of plastics
• Designing skills
• CAD Skills
• Evaluative skills
Students will develop a range of manufacturing skills
including::
• Measuring and cutting accurately
• How to cut using a tenon saw
• How to use a pillar drill
• How to use the laser cutter
• The effective use of adhesives
• The correct methods of applying a finish
Assessment Overview and Format:
In Design Technology assess using the same format as in
GCSE in which students are assessed on the following:
• Research skills
• Design and Development skills
• Practical
• Testing and Evaluative Skills
Students will also participate in Three Key Assessments
throughout the year. In Key Assessment 1 and 2, students will
be assessed based on the current subject area focus. Key
Assessment 3 will test students’ knowledge across all three-
subject areas.
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and
Go4Schools. The work is mostly a continuation of skills
and tasks we have started in lesson as this helps students
prepare for the style of homework if the subject is taken
at GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
TECHNOLOGY CURRICULUM: YEAR 7 CONTIN U ED
KEY STAGE 3
45
In Year 8, Arabic A at WEK…
Most of the resources used are based on specifications made by the UAE Ministry of Education. We will adopt a range of
National Curriculum strategies and approaches in the delivery of Arabic language teaching.
Reading: Learners show good knowledge of the roots of the words and use the lexicon to achieve high level of understanding
and assimilation. Learners read fiction and non-fiction texts, old and modern poetic texts and prose works including short
stories, plays, and novels which are differentiated in their contents and the issues discussed, as well as writing about the texts
to show their ability to analyze such artistic texts. In addition linking them with other literary works which are read by them.
Analysis of texts which are based on presenting assumption, opinion, or point of view and providing the supporting evidences.
Moreover, determining the type of evidence (statistics, figures, logical evidences, experiments, situations, emotional evidence).
Writing: Learners write clear and coherent essays to show their awareness and thought for the purpose of writing and the
readership. The essays shall include introduction, supporting evidence, logical conclusions, and the learners will develop their
ability through the stages and strategies of writing. (Description, narrative, argument, literary response and letters.)
Speaking: Learners use the paralleled elements of the language including: tuning, accent, gesture, and allusion, as well as
participating effectively in official presentations such as speeches, public discussions, and debates. They will use conversation
skill for various purposes as asking questions, exchanging information, re-formatting audible texts, narration of a story, or
providing different presentations. Supported by the opinions by proofs and visual meaning and using the proper techniques.
Listening: Learners listen to the audible texts and show understanding, distinguish and analyze the ideas, extract values
and principles. They evaluate the texts according to objective standards, and adhere to the etiquette of listening. They will
understand the order of ideas and incidents in the audible text. Interacts with the speaker and listens to his talking.) with the
none-oral messages (the gestures).
ARABIC A CURRICULUM: YEAR 8
KEY STAGE 3
CONTI N U ED
46
TERM 1 – TOPICS / KEY CONTENT TERM 1 - 2 – 3 OVERARCHING KEY QUESTIONS
ةﺎﻴﺤﻟا برﺎﺠﺗ ﻦﻣ :يﺮﻌﺷ ﺺﻧ
ﻖﺘﺸﻤﻟاو ﺪﻣﺎﺠﻟا :ﻮﺤﻨﻟا
مﺎﻈﻨﻟا ماﺮﺘﺣا ﺺﻧ
ﻪﻴﻟإ فﺎﻀﻤﻟا) ﻮﺤﻨﻟا
ﺮﺧآ عﻮﻧ ﻦﻣ ةدﺎﻌﺳ :ﺔﻴﺗﺎﻣﻮﻠﻌﻣ ةءاﺮﻗ
ﻪﻴﻟإ فﺎﻀﻤﻟاو فﺎﻀﻤﻟا ﻮﺤﻨﻟا
ﺪﻴﻬﺸﻟا مﻮﻳ ةﺪﻴﺼﻗ يﺮﻌﺷ ﺺﻧ ا)
ﻞﻴﺨﻨﻟا ﺚﻳﺪﺣ :يﺮﺜﻧ ﺺﻧ
ﺪﻳﺰﻤﻟا ﻞﻌﻔﻟاو دﺮﺠﻤﻟا ﻞﻌﻔﻟا :ﻮﺤﻨﻟا
The class teacher to choose the appropriate key question bases
on the text considering the MOE national document expectations.
(Below are samples of related key questions)
•
ﺔﻐﻠﻟا ﻲﻓ ﺔﻴﺒﻨﺟاو ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا تادﺮﻔﻣ ﻦﻴﺑ ﺰﻴﻴﻤﺘﻠﻟ ﺔﻘﻴﻗﺪﻟا ﺔﻘﻳﺮﻄﻟا ﻲﻫ ﺎﻣ
؟ﺔﻴﺑﺮﻌﻟا
•
ةدﺎﻳﺰﻟ ﺎﻨﺘﺑﺎﺘﻛ ﻲﻓ ﺎﻬﻣاﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ ؟ﺔﻤﻬﻣ ﻢﻴﻗﺮﺘﻟا تﺎﻣﻼﻋ اذﺎﻤﻟ
؟حﻮﺿﻮﻟا
•
؟رﺎﻜﻓا/ﻊﻴﺿاﻮﻤﻟا/تﺎﻴﺼﺨﺸﻟا ﻢﻳﺪﻘﺘﻟ ﺔﻐﻠﻟا بﺎﺘﻜﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟ضﻮﻤﻐﻟا وأ ؟ﺮﺗﻮﺘﻟا/ﻖﻳﻮﺸﺘﻟا بﺎﺘﻜﻟا ﻖﻠﺨﻳ ﻒﻴﻛ
•
؟ﺺﻨﻟا ﻲﻓ ﺔﻴﺋﺎﺤﻳا تﻻﻻﺪﻟا ﺮﺛأ ﺎﻣ
•
؟ﺎ
ً
ﻤﺋاد ﻞﻀﻓا ﻞﻫو نوﺮﻴﻐﺘﻳ ﻢﻬﻠﻌﺠﻳ يﺬﻟا ﺎﻣ ؟تﺎﻴﺼﺨﺸﻟا ﺮﻴﻐﺘﺗ ﻒﻴﻛ
•
؟.عﻮﺿﻮﻤﻟا ﻲﻓ ﺔﻣﺎﻌﻟا ﻪﺘﻳؤر ﻚﻟﺬﻛو ،ﺐﺗﺎﻜﻟا ﺎﻬﻣﺪﻗ ﻲﺘﻟا ﺔﻟدا ﻲﻫ ﺎﻣ
•
؟ﺎﻬﻜﺳﺎﻤﺗو ﺎﻬﺘﻴﻋﻮﺿﻮﻣ ىﺪﻣ ﺎﻣو صﻮﺼﻨﻟا ﻲﻓ ﺞﺋﺎﺘﻨﻟا ﻰﻠﻋ بﺎﺒﺳا تﺮﺛأ ﻒﻴﻛ
•
-تﺎﻴﺼﺨﺷ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ءاﺮﻌﺸﻟاو بﺎﺘﻜﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟ﻢﻬﺻﻮﺼﻧ ﻲﻓ ... -عﺎﻨﻗإ -ﺔﻔﻃﺎﻋ -ثاﺪﺣأ
•
؟ﺔﺤﺟﺎﻧ ضﺮﻌﻟا تاﺮﻘﻓو ﺔﻤﺗﺎﺨﻟاو ﺔﻣﺪﻘﻤﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺔﺤﺟﺎﻧ ﺔﻴﻋﺎﻨﻗاو ،ﺔﻳدﺮﺴﻟا ،ﺔﻴﻔﺻﻮﻟا ﻚﺘﺑﺎﺘﻛ ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟مﺎﻤﺘﻫﻼﻟ ةرﺎﺛإ ﺮﺜﻛأ ﺎﻨﺘﺑﺎﺘﻛ ﻞﻌﺠﻟ ﺔﻳزﺎﺠﻤﻟا ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟مﺎﻤﺘﻫﻼﻟ ﺮﻴﺜﻣ ﻒﺻو ﺔﻓﺎﺿإ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟ﺮﻳﺮﺤﺘﻟاو ﻢﻴﻤﺼﺘﻟا ﺔﻠﺣﺮﻣ ﺔﻴﻤﻫأ ﺎﻣ
•
؟ﻚﻟذ فﺮﻌﻧ ﻒﻴﻛو ﺐﺗﺎﻜﻟا رﻮﻌﺷ ﻮﻫ ﺎﻣ
•
؟ﻦﻴﺼﻧ ﻦﻴﺑ فﻼﺘﺧﻻاو ﻪﺑﺎﺸﺘﻟا ﻪﺟوأ ﻲﻫ ﺎﻣ
•
؟ﺔﻔﻠﺘﺨﻣ ضاﺮﻏأو رﻮﻬﻤﺠﻟ ﺎﻨﺘﺑﺎﺘﻛ ﻒﻴﻴﻜﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
هﺮﻋﺎﺸﻣو هرﺎﻜﻓأ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ﺐﺗﺎﻜﻟا /ﺮﻋﺎﺸﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟تاﺮﻴﺛﺄﺘﻟا ءﺎﺸﻧو
•
ﺎﻬﺑ مﺪﻘﻧ ﻲﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻰﻠﻋ ( ﺔﻴﻏﻼﺒﻟا- ﺔﻴﻟﻻﺪﻟا -ﺔﻴﻤﺠﻌﻤﻟا) ﺎﻨﺗارﺎﻴﺘﺧا ﺮﺛﺆﺗ ﻒﻴﻛ
؟رﺎﻜﻓا
•
؟ئرﺎﻘﻠﻟ ﺔﻴﺣ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻟ ﺎﻬﻣاﺪﺨﺘﺳا ﻚﻨﻜﻤﻳ ﻲﺘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
•
؟ﻢﻬﺑرﺎﺠﺗ ﻦﻋ ﺎ
ً
ﺼﺼﻗ نووﺮﻳ داﺮﻓاو تﺎﻓﺎﻘﺜﻟا ﻞﻌﺠﺗ ﻲﺘﻟا بﺎﺒﺳا ﻲﻫ ﺎﻣ
•
تاءاﺮﺟإ ذﺎﺨﺗﻻ ئرﺎﻘﻟا ﻢﻬﻠﺗو ،ﺔﻌﻨﻘﻣ ﺎﻣ ﺔﻴﻀﻗ ﻞﻌﺠﺗ نأ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
TERM 2 – TOPICS / KEY CONTENT
ﺔﻠﺣر )ﻦﻴﺼﻧ ﻦﻴﺑ ﺔﻟﺎﻘﻣ ،(ﻞﻴﺨﻨﻟا ﺚﻳﺪﺣ) ةﺮﻴﺼﻗ ﺔﺼﻗ
،(ﺔﺼﻘﻟا ﺺﻴﺨﻠﺗ ) ﺔﺑﺎﺘﻛ ،(ضرا ﺔﺤﺋار)و (رﺎﻄﻘﻟا
نﻮﻜﻳ اﺬﻜﻫ) ﻲﺗﺎﻣﻮﻠﻌﻣ ﺺﻧ ،(د
ّ
ﺮﺠﻤﻟا ﻞﻌﻔﻟا) ﻮﺤﻧ
ﻞﻌﻔﻟا) ﻮﺤﻧ ،(ﻲﺗﺎﻣﻮﻠﻌﻣ لﺎﻘﻣ ) ﺔﺑﺎﺘﻛ ،(ي
ّ
ﺪﺤﺘﻟا
،(ﺔ
ّ
ﻴﻧﺎﺴﻧا مأ) عﺎﻤﺘﺳﻻا ،(ﺪﻳﺰﻤﻟا ﻞﻌﻔﻟاو د
ّ
ﺮﺠﻤﻟا
ﻻو ﺐﺘﻜﺗ فوﺮﺣ ﺎﻬﻴﻓ ﻲﺘﻟا تﺎﻤﻠﻜﻟا ﺔﺑﺎﺘﻛ) ءﻼﻣا
.(ﻖﻄﻨﺗ
TERM 3 – TOPICS / KEY CONTENT
و (ﺲﻤﺸﻟا ةﺪﻴﺼﻗ ) ﺚﻳﺪﺤﻟا ﺮﺼﻌﻟا ﻦﻣ يﺮﻌﺷ ﺺﻧ
نأ ﺐﻟﺎﻄﻟا ﻰﻠﻋ (ﻢﻳﺪﻘﻟا ﺮﺼﻌﻟا ﻦﻣ ﺲﻤﺸﻟا) ةﺪﻴﺼﻗ
بﻮﻠﺳاو ﺔﻐﻠﻟاو ﻢﺠﻌﻤﻟا ﺚﻴﺣ ﻦﻣ ﻦﻴﺼﻨﻟا ﻦﻴﺑ نرﺎﻘﻳ
ﺮﻫﺬﻳ لﺎﻘﻣ ﺔﺑﺎﺘﻛ )ﺔﺑﺎﺘﻛ .تﺎﻗوﺮﻔﻠﻟ ﻪﻠﻴﻠﺤﺗو ﻪﻤﻬﻓ ﺮﻬﻈﻣ
ةﺎﻴﺤﻟا ﻲﻓ ﺎﻬﺘﻴﻤﻫأو ﺲﻤ
ّ
ﺸﻟا ﻖﻠﺧ ﻲﻓ ﻲﻬﻟا زﺎﺠﻋا ﻪﻴﻓ
ﻪﻣﺪﺨﺘﺴﻳ (ﻞ
ّ
ﺼﻔﻤﻟا ﻪﻴﺒﺸﺘﻟا ) ﺔﻏﻼﺒﻟا ،ضرا ﻰﻠﻋ
زﻮﺠﻌﻟا) ﺔ
ّ
ﺼﻗ ةءاﺮﻗ ،ﻪﺋﺎﺸﻧإ ﻦﻣ ﻞﻤﺟ ﻲﻓ ﺐﻟﺎﻄﻟا
ﺺﻧ ،(ﻲﺛﻼﺜﻟا ﻞﻌﻔﻟا ردﺎﺼﻣ ) ﻮﺤﻧ ،(ﺔﻌﻠﻘﻟاو
لﺎﻌﻓا ردﺎﺼﻣ) ﻮﺤﻧ ،(ﻲﺑﺮﻌﻟا ﻲﺋﺎﻤﻟا ﻦﻣا)ﻲﺗﺎﻣﻮﻠﻌﻣ
.(ﺔﻴﻋﺎﺑﺮﻟا
ARABIC A CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
CONTI N U ED
47
Assessment Overview and Format:
Formative assessments include regular and on-going
listening, oral presentations, composition, projects and
diagnostic assessments.
Summative Assessments include unit tests, mid/year and end
of year exams during the school’s Key Assessment cycle.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS. HW
will be shared with students on go4school. Students will
be given a weekly HW assignment as well as extension
activities.
Encourage your child to read Arabic books, stories and
watch different documentaries in Arabic, then discuss it
with them, free reading will be followed by the teacher
weekly.
ARABIC A CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
48
In Year 8, Arabic B at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
First week revision for the following topics:
• Diagnostic test for new students
• Greetings and classroom rules
• Revision of alphabet
• “What do you want to know about me?” Conversation
• Colors, days of the week, months and numbers
• Seasons and weather every day: How is the weather today?
1. How did I spend my Dream Trip: Holiday, country, what
did I do? Use ordinal numbers
2. What do I know about the UAE?
Creative writing in the end of term.
• What is your plan for the summer?
• How was your trip?
• What can I change about the trip?
• What are the touristic places in the UAE?
• What are the three capitals in the UAE?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
3-UAE between the past, Present and future
4-Famous celebrities
Creative writing in the end of term.
• How was the UAE in the past?
• How do I see the UAE between the past and the present?
• What are the characteristics and achievements of Sheikh
Mohammed?
• What are the characteristics and achievements of Sheikh
Zayed?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
5-My family and how do I spend the time?
6-Jobs and preparing CV
Creative writing in the end of term.
• How is your relationship with your family members?
• How do I spend my time with my family?
• What does your family do?
• What do you want to be in the future?
• How can I prepare a good CV?
• What is my dream Job?
Assessment Overview and Format:
• End of Chapter assessment (x1)
• End of Term assessment including all topics taught
(x3)
Links for Home Learning/Extension Resources:
Go4school weekly assigned homework
ARABIC B CURRICULUM: YEAR 8
KEY STAGE 3
49
In Year 8, Art at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Pop Art
Students will be introduced to the Pop Art movement and the
work of Andy Warhol. The theme for the project will be portraits
and students will create a final self-portrait in the style of Pop
Art. The Journey to the final outcome will include learning skills
such as observational drawing, tracing, colour theory and colour
mixing.
• What is pop art?
• What change did pop art style bring to the Art world?
• What is this style mostly used for?
• What is colour theory and how can it help us choose
colours?
• What is a colour wheel and why is used?
• Why is important to paint accurately?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
1 Point and 2 Point perspective drawing
Students will be learning about technical drawing this term and
learn skills in both 1 and 2 point perspective.
Once students have learnt the basic skills they will do 2 mini
projects to embed their learning in this area.
Book Cover
In the second half of this term, students will start the project on
book covers. This is a project in which they will choose a book
to recreate a cover. This will involve careful image selection,
lettering style and analysis.
• What is 1 point perspective? Where and when is it used?
• What is 2 point perspective? When and where is it used?
• What difference does learning perspective drawing make
to creating art work?
• Should you judge a book by its cover?
• Why is a book cover important?
• What makes a good book cover design?
• What is Typography and why is it important?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Printing Methods
For the final project students will explore printing methods which
will include block priniting, lino printing and mono printing as well
as lot more.
The final outcome will be a lino print as a repeat pattern which
will then be digitally edited.
• What is printing?
• What is the difference between painting and printing?
• What are prints used for?
• How many types of printing methods are there?
• Can printing be a specialism?
Assessment Overview and Format:
The assessment in art is based on the knowledge and
understanding of the skills learnt. The final outcome is the
assessment piece that is marked.
There is a baseline assessment in Art.
There are no key assessments in Art.
Links for Home Learning/Extension Resources:
All home learning is put onto Showbie and Go4Schools.
The work is mostly a continuation of skills and tasks we
have started in lesson as this helps students prepare for
the style of homework if the subject is taken at GCSE.
On occasions, this can be related to research for a topic,
analysis of an art piece or a skill building exercise.
ART CURRICULUM: YEAR 8
KEY STAGE 3
50
In Year 8, Computing at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Computing system
• To understand and apply the fundamental principles and
concepts of computer science, including the following:
• Abstraction
• Logic
• Algorithms
• Data representation
• To evaluate and apply information technology, including new
or unfamiliar technologies, analytically to solve problems
Mobile app development
• App designing
• Decomposition
• Event handling
• Sequencing
• Variables
• Selection
• Operators
• Is a program simply a set of instructions?
• How do hardware components work together to execute
programs?
• What is the difference between hardware and software?
• What is the difference between an input device and an
output device?
• How can I identify when a problem needs to be broken
down?
• Do events can control the flow of a program?
• Can I now Identify and fix common coding errors?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Representations
• List examples of representations
• Provide examples of how different representations are
appropriate for different tasks
• Measure the length of a representation as the number of
symbols that it contains
• Provide examples of how symbols are carried on physical
media
• Binary
• Denary
• Converting a decimal number to binary & vice versa
Media vector graphics
• Shapes in vector graphics
• Path operations
• .svg file
• Image rendering
• Advantages & disadvantages of vector media graphics
• Can binary be used to represent text as well as numbers?
• Is binary the CPU’s language?
• Are natural numbers represented as sequences of binary
digits?
• Where can vector media graphics be useless?
• What are vector media graphics?
• Can I create my own media vector graphics with ease?
• How can shapes help me understand vectors?
COMPUTING CURRICULUM: YEAR 8
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Programming
• Algorithms
• Python
• Programs
• Syntax Errors
• Statements
• Logical expressions
• Integers
• Iteration
• Is a program complicated to create?
• Can one incorrect character disable an entire program?
• Why have I always thought python is complicated?
• Do I incorporate algorithms in my everyday life without
even thinking about it?
Assessment Overview and Format:
Each unit contributes 20% towards the final grade (5 units)
Students are formally assessed in a end of topic assessment
after the completion of each unit, throughout the year.
Alongside this, students are assessed on mini projects, key
word assessments and flipped learning during class.
Links for Home Learning/Extension Resources:
Data
www.bbc.co.uk/education/guides/z26rcdm/revision
Hardware/Software & Memory
https://www.bbc.co.uk/education/topics/zmpsgk7
Digital Life
https://www.youtube.com/watch?v=Cp1Jn4Q0j6E
Programming
https://studio.code.org/hoc/1
COMPUTING CURRICULUM: YEAR 8 CONTI N U ED
KEY STAGE 3
52
In Year 8, Drama at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
‘Mugged’ the play and ‘Commedia Del Arte’
Students will explore the play ‘Mugged’, looking at the themes,
issues, characters and relationships within it.
They will perform extracts from the play, including their own
off text improvisation, and focus on characterisation skills and
creating tension.
In the Commedia Del Arte unit of work, students will explore the
themes, characterisation, narratives and physicality within the
genre of Commedia Del Arte.
• How can we build tension in a scene?
• How do my decisions as an actor affect the audience’s
impression of my character?
• How can I create a three-dimensional character?
• What performance skills can give us a distinctive and
recognisable character?
• Are stereotypical characters still relevant in theatre or
film?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Mini Theatre Company and Acting for Screen
The Mini Theatre Company unit of work not only allows students
to devise their own performance but also gives the opportunity
to look at performing arts as a business; working within a
budget, promotional aspects, assigning roles and selecting target
audiences etc.
The ‘Acing for Screen’ unit gives students an insight into working
in the television industry and highlights the differences in
performance skills when acting for camera rather than being on
stage.
• How can we make our performance relatable to our
target audience?
• How can we make our theatre company successful?
• How do the key roles in a theatre production compare to
those on a television shoot?
• How do performance skills for television differ from those
required on stage?
DRAMA CURRICULUM: YEAR 8
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Stage Combat and Devising
The ‘Stage Combat’ unit looks at how actors create convincing
non-contact stage fights in theatrical performances. Students
learn about positioning, timing, reactions, fight techniques, and
establishing a believable argument.
In the devising unit of work students will discover different
methods used by professional theatre companies to create
theatre. They will devise from a range of stimuli throughout the
unit, creating interesting narratives and characters.
• Can we create tension with dialogue alone?
• How can a stage fight be believable if there is no contact
between the actors?
• How can we make our performances engaging?
• How can we use prior knowledge from different schemes
of work to help inform our own creative decisions.
Assessment Overview and Format:
Students will be assessed in the three areas of creating,
performing and responding to drama. Each assessment will
be a practical performance followed by a review/evaluation of
their own work and that of others.
Links for Home Learning/Extension Resources:
https://www.bbc.co.uk/bitesize/subjects/zcfb87h
DRAMA CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
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In Year 8, English at WEK…
By the end of Key Stage 3, students are expected to know, apply and understand the matters, skills and processes specified
below:
READING
Students should be taught to:
develop an appreciation and love of reading, and read increasingly challenging material independently through:
reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide
coverage of genres, historical periods, forms and authors. The range will include high-quality works from:
• English literature, both pre-1914 and contemporary, including prose, poetry and drama
• Shakespeare (two plays)
• seminal world literature
choosing and reading books independently for challenge, interest and enjoyment.
re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
understand increasingly challenging texts through:
• learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and
dictionaries
• making inferences and referring to evidence in the text
• knowing the purpose, audience for and context of the writing and drawing on this knowledge to support
comprehension
• checking their understanding to make sure that what they have read makes sense.
read critically through:
• knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational
features, presents meaning
• recognising a range of poetic conventions and understanding how these have been used
• studying setting, plot, and characterisation, and the effects of these
• understanding how the work of dramatists is communicated effectively through performance and how alternative
staging allows for different interpretations of a play
• making critical comparisons across texts
• studying a range of authors, including at least two authors in depth each year.
ENGLISH CURRICULUM: YEAR 8
KEY STAGE 3
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WRITING
Students should be taught to:
write accurately, fluently, effectively and at length for pleasure and information through:
writing for a wide range of purposes and audiences, including:
• well-structured formal expository and narrative essays
• stories, scripts, poetry and other imaginative writing
• notes and polished scripts for talks and presentations
• a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
summarising and organising material, and supporting ideas and arguments with any necessary factual detail applying their
growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form drawing on
knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
plan, draft, edit and proof-read through:
• considering how their writing reflects the audiences and purposes for which it was intended
• amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
• paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in key
stage 1 and 2 programmes of study for English.
GRAMMAR AND VOCABULARY
Students should be taught to:
consolidate and build on their knowledge of grammar and vocabulary through:
• extending and applying the grammatical knowledge set out in key stage 1 and 2 programmes of study to analyse more
challenging texts
• studying the effectiveness and impact of the grammatical features of the texts they read
• drawing on new vocabulary and grammatical constructions from their reading and listening, and using these
consciously in their writing and speech to achieve particular effects
• knowing and understanding the differences between spoken and written language, including differences associated
with formal and informal registers, and between Standard English and other varieties of English
• using Standard English confidently in their own writing and speech
• discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology.
SPOKEN ENGLISH
Students should be taught to:
• speak confidently and effectively, including through:
• using Standard English confidently in a range of formal and informal contexts, including classroom discussion
• giving short speeches and presentations, expressing their own ideas and keeping to the point participating in formal
debates and structured discussions, summarising and/or building on what has been said
• improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language
use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.
ENGLISH CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
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In Year 8, the curriculum is designed in the following way to embrace the UK National Curriculum programmes of study:
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Strange Lands
Students will read and explore a range of fiction and non-fiction
texts which are all centered around exploring strange places.
Students will analyse how writers use language and structure to
present these places.
Students will use these extracts as inspiration to produce their
own pieces of descriptive and transactional writing.
Students will study extracts from the following texts:
The Amber Spyglass, Inca Land, Journey to the Centre of the
Earth, Heart of Darkness and diary entries from polar explorers.
• How do writers use language and structure to creative
effective settings?
• What makes a place strange?
• How can we create our own animal?
• What would it feel like to discover a new place?
• Why should everyone visit the centre of the world?
• Why do writers vary their sentence lengths?
• What might befall jungle explorers?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The Novel
Students will read a complete novel (some reading will be done in
class whilst other parts will be set as home learning). The novel is
decided by the class teacher based on the interests of the class.
Although the novel will vary form class to class, all students
will study characterisation and themes of the novel as well as
analysing how writers use language and structure to create
effects.
• Many Key Questions will be dependent on the novel being
studied. Below are some more general key questions that
students will always be asked about novels:
• What makes an effective opening of a novel?
• How do writers use language to present characters/
themes/ ideas?
• How do writers create tension or mystery?
• How do characters change? What makes them change
and is it always for the better?
• What makes an effective PEE paragraph? How can we
ensure we are writing in the PEE form?
ENGLISH CURRICULUM: YEAR 8 CO NTINUED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
The Poetry of Wilfred Owen
Students will learn about the life and works of prolific World War
One poet, Wilfred Owen. They will study how Owen uses language
and structure to present the war, as well as looking at how
historical events affected his writing.
The poems students will study include: Dulce et Decorum Est,
Anthem for Doomed Youth, Exposure, and Futility.
Students will also learn about how to write exploratory and
analytical responses to poetry texts, linking their ideas to relevant
contextual information.
• How does Owen use language ans structure to present
World War One?
• What happened to Wilfred Owen and how might this have
influenced his writing?
• Why do people sign up to fight in wars?
• How might gas and trench warfare have affected
soldiers?
• Why did Wildred Owen dislike Jessie Pope?
• Who influenced Owen’s writing and how can we tell this?
Assessment Overview and Format:
Students will be formally assessed at the end of each unit
as part of the school’s Key Assessment cycle. Students will
also be informally assessed through work in their books
throughout the whole year.
Every assessment will either be assessed for reading or
writing and students will always be told which assessment
objectives they are being marked against.
Links for Home Learning/Extension Resources:
Students will be given a Home Learning booklet for each
topic. This includes a mandatory task for each week as well
as extension activities for students.
Students should also aim to be reading in their free time as
much as possible. All students are provided with a list of
recommended titles to help them pick suitable books.
ENGLISH CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
58
In Year 8, French at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - KEY GRAMMAR CONCEPTS
La nourriture: Food
• Saying what foods you like and dislike
• Describing mealtimes
• Using negatives
• Telling the time
• Ordering a meal
• Discussing what to buy for a party
• Describing a party that you went to
Project Zone: Designing an invitation for a party
• Manger and boire in present tense
• Negatives
• Asking questions
• Le, le and les
• Du, de la and des
• Il est + numbers
• Using the past and present tense together
• Je voudrais + infinitive
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
T’es branché: You are cool!
• Talking about television programmes
• Talking about films
• Talking about reading and types of books
• Talking about what you do on the Internet
• What did you do yesterday evening?
Project Zone: Charlie and the Chocolate Factory
• Present tense of er verbs
• Ne … pas and ne.... jamais
• Present tense of avoir and être
• Using je suis fan de
• Expressing opinions
• Present tense of aller and faire
• Time expressions
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - KEY GRAMMAR CONCEPTS
Paris, je t’adore: Paris I love you!
• Saying what you did in Paris
• Saying when you did things
• Understanding information about a tourist attraction
• Saying where you went and how you got there
• Talking about things you’ve done and things you usually do
Project Zone: A trip to a French speaking country
• Avoir in the present tense
• The perfect tense regular verbs
• C'était + adjectives
• The perfect tense with être
• Agreements
• Making sentences negative
Assessment Overview and Format:
There are three assessment points throughout the year.
Three Key Assessments.
Summative assessment of Listening, Reading and Writing at
the end of each module.
Formative assessment of speaking through classwork and
participation.
Links for Home Learning/Extension Resources:
www.linguascope.com
www.languagesonline.org.uk
FRENCH CURRICULUM: YEAR 8
KEY STAGE 3
59
In Year 8, Geography at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Tectonic Hazards
This term students will be studying plate tectonics. Firstly, they
will learn about Volcanoes and how they form, erupt and their
effects. Secondly, they will learn about predicting and preparing
for earthquakes, how they form and their damage. Lastly,
students will learn about Tsunamis, how they form, their damage
and recovery. For each tectonic hazard, students will be learning
a case study from either a richer or a poorer country. Students
will also be researching recent plate tectonic activity.
Sustainable Food
Map and evaluate the different effects on people
To evaluate whether the issue arise due to social, economic or
environmental reasons
To evaluate how sustainable is the food we eat
To understand how food miles, packaging and energy can
contribute to sustainable food choices
To understand how our shopping habits can impact others
To investigate Fair trade
To evaluate solutions to our global food crisis
• What are the key words associated with natural
disasters?
• What causes earthquakes, tsunamis and volcanic
eruptions?
• What are the effects of earthquakes, tsunamis and
volcanic eruptions?
• How can people protect themselves from earthquakes?
• Why do natural disasters cause more deaths and damage
in LICs than MICs
• How do I describe distribution on a map?
• How can we respond to a tsunami?
• What are the patterns of global food consumption?
• Investigating reasons for an unbalanced diet
• How can spiraling food costs impact our choices?
• What impacts the sustainability of the food we eat?
• How do my food choices affect the lives of others?
• What are the solutions to the food crisis?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Trading Places - Industryl
We will be looking at industry and the factors which determine
where
Particular industries locate. Students will investigate whether
particular industries can be beneficial or harmful for local people.
• How can different types of employment be classified?
• How has the employment structure of rich world
countries changed over time?
• What is an NIC?
• How has the employment structure of NICs changed over
time?
• What is a MNC?
• Why do MNC locate in NICs?
• What impacts do MNCs have on NICs?
• Study of a tertiary industry – why is Westfield located in
Stratford, Newham?
GEOGRAPHY CURRICULUM: YEAR 8
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Trading places - Trade and development
Students will examine the differences in trade between Higher
and Lower income countries and how this can affect development.
They will consider sustainable solutions to overcoming these
inequalities.
Hot deserts
Students will examine the location and features of hot desert
environments, including adaptions to people and the environment
• To learn key Geographical terms and their application
• To recognise similarities and differences in living
standards between and LEDC and MEDC
• To carry out a simulation task
• To understand how development can be measured
• To understand how trade affects wealth in MEDCS and
LEDCs
• To understand the difficulties that LEDCs face when
trying to become more economically developed
• Where are hot deserts located?
• Climate graph of a hot desert
• Weathering and desert landforms
• Plant adaptations
• Animal adaptations
• Human risks and challenges
Assessment Overview and Format:
Students will be assessed through a variety of classwork and
home-learning activities. Final assessments during the Key
Assessments, will include extended writing, problem solving,
map drawing and investigation. These will be marked as per
the whole school KS3 assessment policy.
Links for Home Learning/Extension Resources:
Due to the number of books available for this subject, we
will not be working from one textbook or only from the
textbook.
However the Key Geography series (by David Waugh), are
useful reference books and these can be used in class.
Students would benefit from having their own Atlas to use
at school and at home. Although one can be borrowed in
class.
An excellent digital resource is also the BBC Bitesize
website – Key stage 3 Geography
GEOGRAPHY CURRICULUM: YEAR 8 CO NTINUED
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In Year 8, History at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Slavery
British Empire
• How did sugar make slavery happen?
• How did slavery make Britain rich?
• Why were people treated like cargo?
• How were humans sold like animals?
• What was life like on the plantations?
• Could you escape slavery?
• Why did white people suddenly get so moral?
• What is so good about building an empire?
• Was it an Empire to be proud of?
• Why did the British scramble for Africa?
• Was Cecil Rhodes a hero or a racist?
• How did the British change India?
• Was the Empire a good thing or a bad thing?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Industrial Revolution • What was the Industrial Revolution?
• Which factor was the most important in creating the
Industrial Revolution?
• Why did the population explode between 1750-1900?
• What was the greatest invention of the Industrial
Revolution?
• How easy was it being a child in the Industrial Revolution?
• How bad were conditions in the mills?
• Why did disease spread so rapidly?
HISTORY CURRICULUM: YEAR 8
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Jack the Ripper
Introduction to 20th Century History
Suffragettes
• What was London like in 1888?
• What did Jack the Ripper look like?
• Who were Jack the Ripper’s victims?
• Which of these suspects fits the descriptions best?
• Who was Jack the Ripper?
• What were the key events of the 20th century?
• Why did women want the right to vote?
• What were the reactions to the suffragettes?
• Did Emily Davison intend to kill herself?
• Was WW1 good for women’s rights to vote?
• Was it WW1 or the Suffragettes that got women the
vote?
Assessment Overview and Format:
There are 3 Key Assessments across the Year
Essays / assessment on topics throughout the year on the
conditions on slave ships, the impact of slavery, whether the
British Empire was a good thing or not, the conditions in the
mills and the identity of Jack the Ripper.
Links for Home Learning/Extension Resources:
Students will have access to lessons on TEAMS, they will
be able to use text books to support their learning and
these links are also useful:
https://www.bbc.com/bitesize/topics/z2qj6sg
https://www.bbc.com/bitesize/guides/zf7fr82/revision/1
https://www.bbc.com/bitesize/topics/zm7qtfr
https://www.bbc.co.uk/history/historic_figures/ripper_
jack_the.shtml
HISTORY CURRICULUM: YEAR 8 CONTI N U ED
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In Year 8, Islamic A & B at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
• Surah Qaf
• Resurrection and Raising up
• Evidence of the oneness of Allah
• Sunan Al Fitra
• Dry ablution
• Observing Allah
• Battle of the confederates
• Why is it important to believe in the Day of Judgement?
• How believing in the Day of Judgement impact persons
worldly life?
• What will happen if we do not believe in the Day of
Judgement?
• How would you prove the oneness of Allah with evidence
from Qur’an and Hadith?
• Can you explain the concept of Sunan Al Fitrah?
• How would you perform dry ablution?
• Why did Prophet PBUH emphasize on the concept of
observing Allah?
• Can you analyse the causes of battle of confederates?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
• Surat Ar Rahman
• Thinking in Islam
• The prayers of the traveler and of the sick
• Working is a worship act
• The Arab Islamic civilization
• What are the blessings of Allah mentioned in Surah Ar
Rahman?
• When was Surah Ar Rahman revealed?
• Can you justify the importance of thinking in Islam?
• Why prayers of the traveler and the sick are different
from normal prayers?
• Do you agree with the concept of “working is a worship”?
Give reason for your answer
• How would you prove the influence of Arab Islamic
civilization on the world?
ISLAMIC A & B CURRICULUM: YEAR 8
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• The reward of good deeds
• Voluntary prayers (Duha and Night)
• The clear conquest
• The problem of poverty in the Muslim world
• What is the reward of good deeds?
• Can you explain voluntary prayers?
• How would you prove that the treaty of Hudaybiyyah was
clear conquest in the history of Islam?
• What strategies would you suggest to eliminate poverty
in the Muslim world?
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judged on the following criteria:
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note books
Links for Home Learning/Extension Resources:
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
ISLAMIC A & B CURRICULUM: YEAR 8 CO NTINUED
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In Year 8, Maths at WEK…
Mathematics is an interconnected subject in which students need to be able to move fluently between representations of
mathematical ideas.
The programme of study for key stage 3 is organised into apparently distinct domains, but students should build on key
stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems.
They should also apply their mathematical knowledge in science, geography, computing and other subjects. The expectation is
that the majority of students will move through the programme of study at broadly the same pace. However, decisions about
when to progress should always be based on the security of students’ understanding and their readiness to progress. Students
who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration
through new content in preparation for key stage 4. Those who are not sufficiently fluent will consolidate their understanding,
including through additional practice, before moving on.
Curriculum Standards: By the end of key stage 3, students are expected to know, apply and understand the matters, skills and
processes specified in the Pearson Edexcel iLowerSecondary Mathematics.
Working mathematically through the mathematics content, students should be taught to:
Develop fluency
1. consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the
number system and place value to include decimals, fractions, powers and roots
2. select and use appropriate calculation strategies to solve increasingly complex problems
3. use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships substitute
values in expressions, rearrange and simplify expressions, and solve equations
4. move freely between different numerical, algebraic, graphical and diagrammatic representations [for example,
equivalent fractions, fractions and decimals, and equations and graphs
5. develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
6. use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and
statistics.
Reason mathematically
1. extend their understanding of the number system; make connections between number relationships, and their
algebraic and graphical representations
2. extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in
formulating proportional relations algebraically
3. identify variables and express relations between variables algebraically and graphically
4. make and test conjectures about patterns and relationships; look for proofs or counter examples
5. begin to reason deductively in geometry, number and algebra, including using geometrical constructions
6. interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
7. explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments
formally.
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Solve problems
1. develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-
step problems
2. develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
3. begin to model situations mathematically and express the results using a range of formal mathematical representations
4. select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.
In Year 8, the Mathematics curriculum at WEK is divided into chapters each building on and interconnecting to each other as
students are expected to solve more sophisticated problems.
MATHS CURRICULUM: YEAR 8 CO NTINUED
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Assessment Overview
Students are assessed informally in the classroom and via homeworks on a ongoing basis. Key assessments are conducted
termly and are used to identify any weaknesses so that both the teacher and student can plan further intervention. There
are 3 Chapter Tests completed in Year 8 and the results of each are recorded in Go4schools.
At the end of term, all the Chapters taught will be assessed collectively within the more formal Key Assessment. The End of
Year Key Assessment will include the assessment of all 11 Chapters.
GL Assessment
In the summer term, students will sit the GL test for Year 8 Mathematics. Students will prepare throughout the year for these
through the content of the Chapters but also through the repetition of mental maths under short timed conditions.
Booklets for GLs have been created for students and will be amalgamated into their SOW.
The Mathematics Department at WEK promote the following useful websites:
Collins connect online textbook – Student personal login
https://vle.mathswatch.co.uk
https://corbettmaths.com/
https://www.piximaths.co.uk/
https://www.onmaths.com/
Home learning
In Year 7, the vast majority of home learning is set via Mathswatch. This is communicated via Go4schools. Students are
expected to show their working out and thought processes in their homework exercise book. There is an expectation of 75%
success rate for each home learning task. The tasks are usually set over a two / three-week period so students need to use
their time wisely and urged to do a little bit of maths each most evenings. The completion of home learning is recorded in
Go4schools.
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In Year 8, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Empathy and Assuming Responsibility
• Respect Is the Basis of Good Treatment
• Charity, Sympathy, Generosity
• Aspects of Equality Among People
• Building Positive Relationships
• Assuming Responsibility and Self-Esteem
• Diseases and Community Responsibility
Individual Responsibilities and Duties and Moral Obligations
• Duties and Responsibilities of Parents Towards their Children
• Duties and Responsibilities of Sons and Daughters
• Moral Rules
• The Moral Imperative Rules Governing Behavior
• How can I treat others with respect?
• How can I build positive relationships with those around
me?
• What is meant by Duties and Responsibilities?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Making Better Decisions
• Staying Safe at Home and Abroad
• The Risk of Strangers
• Ways to Act Upon Exposure to Chase
• First Aid
• Studying Crimes
Trade, Travel and Communications: The Status of the UAE in
an Increasingly Globalised and Interconnected World That Is
Deeply Affected by the Cultural Exchange
• Globalisation and the UAE
• The Pros and Cons of Globalisation
• The Individual in the Context of Globalization
• How can I stay safe at home and abroad?
• What first aid techniques can I learn to help others?
• What Is Globalisation?
• What Are the Factors That Contributed to the
Development of Globalisation?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Human Needs
• Necessities of Life
• Basic Needs
• Psychological Needs
• The Needs of Self-Realization
• Meeting Human Needs and Conflicts
Digital Challenge
• Digital Sources and Sites
• Electronic Privacy and Safety
• Electronic Abuse
• Intelligent Selection of Information
• Manipulation of Individuals and Their Behaviors
• How can I be healthy and happy in my everyday life?
• How can I stay safe online?
Assessment Overview and Format:
Students will have summative assessment throughout the
year. This may be in the form of keyword tests or short essay
style questions.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their
assessments and they can revise the Moral Education
curriculum by using their notebook and class resources.
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In Year 8, Music at WEK…
At Key Stage 3 we now use the internationally recognised resource programme published by Musical Contexts (UK).
This programme of study is introduced in the latter stages of the primary music curriculum and feeds cohesively into secondary
learning. The programme is designed to encourage the Analytical, Creative and Performative elements of music so that all
students of all abilities And experiences can excel to the best of their individual abilities throughout. The different modules
build upon each other so that prior learning can be extrapolated to form the foundation of new learning experiences.
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Hooks and Riffs
Hooks and Riffs explores music based on repeated musical
patterns through the genres of Popular Music and Music from the
Western Classical Tradition.
The module aims to combine the inter-related musical strands of:
• Performing: Playing and Singing
• Creating: Composing and Improvising
• Critical Engagement: Listening and Appraising
The music theory focus of this unit is on treble and bass clef
symbols as an indication of pitch and musical repeat markings and
symbols.
Off-Beat
This module begins by exploring the origins of Reggae music from
Mento, Ska and Rock Steady and looks at the famous Reggae
musician, Bob Marley, and his influence on a worldwide audience.
It uses two Reggae songs as case studies to explore the musical
features of the genre: Yellow Bird and Three Little Birds.
Students learn about the different textural elements that make
up a Reggae song, and their harmonic language is extended and
developed.
The module ends with students creating their own short set of
lyrics using Jamaican speech-style on a specific subject e.g. Black
Lives Matter, School etc. or by taking a well-known melody or
song (of their choice) and researching the lyrics, chords etc. and
creating a Reggae arrangement of it using the different textural
layers explored during the unit.
• How are contemporary styles linked to more old-
fashioned styles?
• What skills have been learned so far that can be used
here?
• How are music and politics/social issues linked?
• Has or can music bring about change or just awareness?
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TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Variations
The module begins by exploring basic ways to vary an existing
theme using the elements of music and simple musical devices.
This is then developed by progressively exploring and using more
complex variation techniques.
All that Jazz
This module develops student’s understanding of the key
musical features of Jazz and Blues, exploring chords, chord
patterns and how improvisation is used within Jazz and Blues
genres.
• How can the Elements of Music be applied to shape and
develop and original work?
• What social and political issues gave rise to the Jazz
culture?
• How can the Elements of Music be applied to create an
improvised performance?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
All About The Bass
Bass Clef Reading and Notation forms the foundation of this
module which explores a range of commonly used Bass Line
Patterns within a variety of different types, styles, and genres of
music from different times and places.
Students begin by exploring the various meanings of the term
‘bass’ before looking at the Bass Clef and the names of the
notes in the lines, spaces and ledger lines on the Bass Stave.
Instruments and voices which use the Bass Clef are referred to
throughout the module.
Bass Line Riffs, as short, memorable, repeated Bass Line Patterns
are explored as students realise and perform some famous Bass
Line Riffs from Bass Clef Notation from the genres of Rap and/or
Hip-Hop.
Students then explore Walking Bass Line Patterns in the genres
of Jazz, Blues, Rhythm and Blues and Rock and Roll, constructing
a Walking Bass Line using Chords I, IV and V using notes of
the chords (root, third and fifth) and ‘extra’ Passing Notes,
performing a Rock and Roll-style song constructed on a Walking
Bass Line and using Bass Line Riffs.
• Why is the Bass line so important to music?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
The concept of prolonging a Bass Line chord by performing the
notes separately, using Arpeggios, Broken Chords and Alberti
Bass Line patterns, are explored through a range of music from
different genres including Classical and Modern Solo Piano Music,
Surf Rock, Popular Songs and Rock and Roll, all with short,
structured performing, composing, and listening and appraising
activities.
Finally, students explore “pedals”, and how a Bass Line note can
be sustained or repeated over a long period of time, as a pedal
note, exploring their use in Baroque Music, Organ and Keyboard
Toccatas, Jazz, Popular Song and Film Music.
Saharan Sounds
This module explores the main rhythmic musical features and
devices used in African Music, particularly the African Dumming
tradition of West Africa.
Students explore the different African Drum performance
techniques and the effect his has on the timbre and sonority
of the sounds produced. They then move on to perform and
create, by composing and improvising simple rhythms and, using
repetition, turn these into Cyclic Rhythms. These rhythms are
then combined and overlapped to create Polyrhythms and a
Polyrhythmic Texture: characteristic of much African Music.
Students explore the effect of Syncopation on rhythms, learning
about its offbeat feel and emphasis on the weaker beats before
exploring how Call and Response is used in African Music, again
through creating, composing, performing and improvising their
own Call and Response rhythms and the role of the Master
Drummer.
Students explore African Musical Instruments and the different
timbres and sonorities that these produce before combining their
learning of Cyclic Rhythms, Polyrhythms, Syncopation and Call
and Response into an African-inspired piece.
• How does African traditional music relate to Western
contemporary music?
• What social issues are associated with African music?
Assessment Overview and Format
Students are assessed regularly across the three strands of Analysis, Composition and Performance.
Assessments are undertaken at the end of each module, during class time, to wrap up the topic at hand.
MUSIC CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
73
In Year 8, Physical Education at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
1x PE per week
1 x Swimming per week
Sports covered:
Boys – Football
Girls – Football
Boys & Girls – Athletics
Theoretical aspects covered:
• Bones
• Skeletal system
• The skeletal system and its use in sport
• Can you demonstrate a competent level of skills for the
game with a competent level of accuracy, precision,
control and fluency?
• Can you demonstrate a good level of technique for
some track and field activities with accurate timing and
inconsistent accuracies?
• Can you name the major bones of the body?
• Why is the skeletal system so important?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
1 x PE per week
1 x Swimming per week
Sports covered:
Boys – Rugby
Girls – Netball
Boys – Cricket
Girls - Rounders
Theoretical aspects covered:
• Veins, arteries, capillaries
• Short and long term effects of exercise on the CV system
• Can you demonstrate and perform confidently in a range
of position specific skills for the game?
• Are sport and exercise really important for our cardio –
respiratory systems?
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KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
2x PE per week
Rotation of:
Rock Climbing, Trampolining, Tennis
Theoretical aspects covered:
• Aerobic and anaerobic training zones
• Can you create a short routine combining basic and more
complex disciplines?
• Can you outwit your opponent?
• Can you climb a level 5C climb confidently with fluency
and control demonstrating good weight transference?
• How do we know what training zone we are working?
Assessment Overview and Format:
Theoretical aspects – 10% of grade
1 key assessment each term with a 45-minute written exam
on the theoretical aspects learnt through practical PE
lessons.
PE – 90% of grade
Students graded across all sports played during the year and
top 3 sports give an average mastery grade.
Swimming
Swim level graded against the Swim England Criteria
Links for Home Learning/Extension Resources:
https://www.bbc.com/bitesize/subjects/znyb4wx
PHYSICAL EDUCATION CURRICULUM: YEAR 8 CONTIN U ED
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In Year 8, Science at WEK…
TERM 1
HEALTH AND
LIFESTYLE
• Describe the components of a healthy diet and their functions in the body
• Compare the nutritional content of different foods or diets
• Describe the effects of deficiencies or excesses of different nutrients on a person health
• Describe how to test food for starch, lipids, sugar, protein
• Describe the positive result for each food test
• Recall how you get and use energy
• Describe some health issues caused by an unbalanced diet
• Calculate the energy requirement of different people
• State what happens during digestion
• Describe the structure of the main parts of the digestive system
• Describe how components of the digestive system are adapted to their function
• Describe the role of enzymes in digestion
• Describe the role of bacteria in digestion
• Describe all the events that take place in turning a meal into simple food molecules
• Describe the effects of tobacco smoke on health
• Explain the effects of tobacco smoke on health
• State what happens during aerobic respiration
THE PERIODIC
TABLE
• State what the groups and periods of the Periodic Table tell you about the elements
• Use data to describe a trend in physical properties
• Use patterns in data for physical properties to estimate a missing value for an element
• State the properties and reactivity of Group 1 elements
• Use data and observations to describe trends and predict properties of Group 1 elements.
• Describe the reactions of any Group 1 element.
• State the properties and reactivity of Group 7 elements
• Use data and observations to describe trends and predict properties of Group 7 elements
• Describe the reactions of any Group 7 element.
• State the properties and reactivity of Group 0 elements
• Use data and observations to describe trends and predict properties of Group 0 elements
• Describe the reactions of any Group 0 element
SCIENCE CURRICULUM: YEAR 8
KEY STAGE 3
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TERM 1
ELECTRICITY &
MAGNETISM
• Use an analogy or model to explain potential difference
• Draw circuit diagrams and make circuits that measure potential difference
• Explain how potential difference affects the way components work
• Use a formula to calculate resistance
• Make circuits and describe what components with resistance do
• Explain how resistance affects the way components work
• Use a model or analogy to explain resistance
• Describe the potential difference across components in series and parallel circuits
• Make series and parallel circuits from circuit diagrams
• Describe what is meant by current
• Describe what happens to current in series and parallel circuits
• Describe what happens to current when you change components in a circuit
• Describe the properties of an electric field
• State how charged objects interact
• Describe what happens when charged objects are placed to near to each other
• Use a sketch to describe how objects become charged up
• Describe how magnets interact
• Describe how magnetic field diagrams tell you about the direction and strength of a magnetic field
• Explain observations about navigation using the Earth’s magnetic field
• Describe how to make an electromagnet
• Use a diagram to explain how to make an electromagnet and how to change its strength
• Describe how the strength of an electromagnet changes with distance.
• Explain why you choose an electromagnet rather than a permanent magnet for a purpose
• Describe how electric bells, circuit breakers, and loudspeakers work
SCIENCE CURRICULUM: YEAR 8 CO NTINUED
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TERM 1
REPRODUCTION • State where a plants reproductive system is found
• Name some methods of pollination
• Identify the structures of a flower and link their structure to their function
• Describe the differences between wind pollinated and insect pollinated plants.
• State what seeds and fruit are
• State what is meant by fertilization
• Describe the process of germination
• State the ways seeds can be dispersed
• Describe how a seed is adapted to its method of dispersal
• Explain why seed dispersal is important to the survival of the parent plant and its offspring
• State the causes of variation in a species
• Explain whether characteristics are inherited or environmental
• State the two types of variation
• Describe the difference between continuous and discontinuous variation
• Represent variation within a species using graphs
• Describe how variation helps species to survive environmental changes,
• Explain how species are adapted to their environments
• Explain how organisms adapt to environmental changes
• List the changes that take place during puberty
• State the difference between adolescence and puberty
• Describe the main changes that take place during puberty
• Name the main structures in the male and female reproductive systems including gametes
• Describe the function of the main structures in the male and female reproductive systems
• Describe the structure and function of gametes
• State what is meant by fertilization
• Describe the process of fertilization
• Describe causes of low fertility in male and female reproductive systems
• State what is meant by gestation
• Describe what happens during gestation and birth
• Explain whether substances are passed between the mother and fetus
• State what the menstrual cycle is
• State the length of the menstrual cycle
• Describe the main stages of the menstrual cycle
SCIENCE CURRICULUM: YEAR 8 CO NTINUED
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TERM 2
SEPARATING
TECHNIQUES
• State the properties of a pure substance
• Name four common substances that are mixtures
• Explain how to use melting temperatures to identify pure substances
• Describe solutions using key words
• Explain how substances dissolve using the particle model
• Explain the meaning of solubility
• Use solubility curves to explain observations about solutions
• State why it is possible to separate mixtures
• State why filtration works to separate a particular mixture
• Choose when to use filtration to separate mixtures
• State why it is possible to separate mixtures
• State why evaporation works to separate a particular mixture
• State why distillation works to separate a particular mixture
• Choose the most suitable technique to separate a mixture of substances
• Describe how chromatography separates substances
• Use evidence from chromatography to identify unknown substances in mixtures
ENERGY • State the unit of energy content of food
• Compare the energy values of food and fuels
• Compare the energy in food and fuels with the energy needed for different activities
• Describe the energy resources used to generate electricity
• Explain the advantages and disadvantages of different energy resources
• Describe how energy is transferred from an energy resource to an electrical device in the home
• Describe what you pay for when you pay your electricity bill
• Calculate the cost for home energy usage
• Compare the energy usage and cost of running different home devices
• Use a model of energy transfer between stores to describe how jobs get done.
• Describe how the energy of an object depends on its speed, temperature, height or whether it is
stretched or compressed
• Show how energy is transferred between energy stores in a range of real life examples
• Describe what dissipation means
• Calculate the useful energy and the amount dissipated, given values of input and output energy
• Explain how energy is dissipated in a range of situations
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TERM 2
WAVES LIGHT • Describe what happens when a light ray meets a different medium
• State the speed of light
• Use ray diagrams of eclipses to describe what is seen by observers in different places
• Describe how light is reflected from a mirror
• Describe how images are formed in a plane mirror
• Use ray diagrams to show how light reflects and forms images
• Describe what happens when light enters a medium
• Use a ray-diagram model to describe how light passes through lenses and transparent materials
• Construct a ray diagram to show how light refracts
• Name parts of the eye
• Use ray diagrams to describe how light passes through the lens in your eye
• Describe how lenses may be used to correct vision
• State the difference between different colours in terms or frequency
• Use the ray model to describe how objects appear different colours and how light is refracted through a
prism
• Explain observations where coloured lights are mixed or objects are viewed in different lights
ADAPTATIONS
AND
INHERITANCE
• Describe resources plants and animals compete for
• Describe how organisms are adapted to their environment
• Describe how organisms adapt to environmental change
• Describe how competition can lead to adaptation
• Describe how variation of species occurs
• Describe the difference between environmental and inherited variation
• Describe the difference between continuous and discontinuous variation
• Represent variation within a species using graphs
• Describe the theory of natural selection.
• Explain why species evolve over time
• Describe the processes of peer review
• Evaluate the evidence that Darwin used to develop his theory of natural selection
• State some factors that may lead to extinction
• Explain why a species has become extinct
• Explain how a lack of biodiversity can affect an ecosystem
• Describe what is meant by an endangered species
• Describe some techniques used to prevent extinction
• Describe how preserving biodiversity benefits humans
• Describe how characteristics are inherited
• Describe the relationship between DNA, genes and chromosomes
• Explain how a DNA mutation may affect an organisms and its future offspring
• Describe the structure of DNA
• Describe how scientist worked together to discover the structure of DNA
• Describe the difference between dominant and recessive alleles
SCIENCE CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
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TERM 3
METAL
REACTIONS
• Name three magnetic elements
• Name the only metal and only non-metal that are liquid at room temperature
• Identify an unknown element from its physical and chemical properties
• Name the substances formed when metals and non-metals react with oxygen
• Classify the substances formed when metals and non-metals react with oxygen
• Describe an oxidation reaction with a word equation and particle diagram
• State what is formed when metals react with acids
• Compare the reactions of different metals with dilute acids
• Describe a metal-acid reaction with a word equation and a particle diagram
• Name the substances formed when metals react with oxygen
• Compare the reactions of different metals with oxygen
• Describe an oxidation reaction with a word equation and a particle diagram
• State what the reactivity series is and what it shows
• Place an unfamiliar metal into the reactivity series based on information about its reactions with water
• Describe an oxidation, displacement or metal acid reaction with a word equation
• Place an unfamiliar metal into the reactivity series based on information about its reactions
• Describe properties of ceramics
• Explain why a substance has a particular property based on how it was formed
• Describe the structure of a polymer
• Represent polymers using particle diagrams
• Explain how polymer properties depend on their molecules
MOTION AND
PRESSURE
• Calculate speed
• Describe relative motion
• Interpret distance-time graphs
• Calculate speed using distance-time graphs
• Sketch the forces acting on objects when there are contact forces acting
• Describe what happens when to a moving object when the resultant force acting on it is zero
• Explain what linear relationship means
• Describe how fluids exert a pressure in all directions
• Calculate fluid pressure
• Explain the behavior of object using ideas of pressure
• Describe how atmospheric pressure changes with height
• State how liquid pressure changes with depth
• Explain why some things float, and some things sink and how area affects up thrust
• Calculate pressure in liquids in a range of situations
• Describe what simple machines do
• Use a diagram to show how a lever works
• Compare the work needed to move objects different distances
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TERM 3
SPACE • Describe the objects that you can see in the night sky
• Describe the structure of the Universe
• Explain the choice of particular units for measuring distances
• Describe the model of the Solar System
• Explain why we see objects in the Solar System and why they appear to move as they do.
• State what phenomena the Solar System model can be used to explain
• Explain why places on the Earth experience different daylight hours and seasons
• Name some phases of the Moon
• Describe the appearance of the Moon and planets from diagrams
• Explain why you see phases of the Moon
THE EARTH • Name the three rock layers of the Earth
• Compare the layers of the Earth
• Describe how sedimentary rocks are formed
• Explain why a sedimentary rock has a particular property based on how it was formed
• Describe how igneous and metamorphic rocks are formed
• Explain why igneous and metamorphic rocks have particular properties based on how they were formed
• List the processes that interconvert sedimentary, igneous and metamorphic rocks
• Construct a labelled diagram to explain the processes of rock formation
GL PREP Students will be provided with detailed preparation materials
PROJECT Students will develop their own investigations to
showcase the skills they have built on during the
year.
Independent variable, dependent variable, control
variables, method, apparatus, conclusion, evaluation,
analysis, prediction, hypothesis.
Assessment Overview and Format:
For each topic, students will complete.
• Spelling test on key words
• Assessed homework task
• Assessed practical task
• End of unit Educake quiz
Key Assessments will assess all content to the date of the
assessment.
Key Assessment 1-3 - 60 minutes
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Educake for quizzes www.educake.co.uk (students have log ins)
BBC Bitesize
https://www.bbc.com/bitesize/subjects/zng4d2p
AQA KS3
https://www.aqa.org.uk/subjects/science/ks3/ks3-
science-syllabus
UK National Curriculum standards
https://assets.publishing.service.gov.uk/government/
uploads/system/uploads/attachment_data/file/381754/
SECONDARY_national_curriculum.pdf
SCIENCE CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
82
In Year 8, Social Studies at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Arabia before Islam
Tribes of Arabia
Prophet of Islam
Rise of Islam
Expansion of Islam
Rashidun Caliphate
The first four Caliphs
Islamic Values in the UAE
The Crusades
National Education
Social Responsibility
The Founding Fathers
National Security
Roles of the Sheikhs
1.1.1.1 - What does nomadic mean?
• How did the tribes of Arabia live, work and worship
before the coming of Islam?
• Who is the Prophet Mohammad?
• How did Islam unite the Arab Tribes/peoples?
• What is meant by The Rashidun Caliphate?
• Who were the first 4 Caliphates of the Rashidun?
1.1.1.8 - Which Muslim Dynasty came after the Rashidun?
• Can you identify its first leader?
• Who were their key leaders?
• Did they expand? What lands did they occupy?
• How were they governed?
• How did they rise and fall?
• Can you identify at least 3 key events from each Dynasty?
• Umayyads (Key leaders: Muyawiya, Abd al Malik)
• Abbasids (Both eras)(Key Leaders: Harun al Rashid, Al
Mu’tasim, Al Ma’mum)
• Mamluks (Key Leaders: Baybars)
2.1.1.5 - What were the Crusades?
• How many were there?
• What did the Crusaders want and why?
• Who were the key/famous leaders?
• How/what routes did they take to Jerusalem?
• What successes did they have if any?
1.3.1.1 - What is social responsibility?
• How can we promote social responsibility?
• How did the founding Fathers contribute to social life/
social responsibility?
• What is national Security?
• How do the authorities protect us?
• How can we support them?
1.3.1.10 - What is a biography?
• Can you examine the key roles of the Sheikhs of Sharjah
in establishing the Union?
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TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Geography Unit
Settlement Patterns
Urbanisation
Migration
Migration Patterns
Populations
Sustainability
Environmental Practices in the UAE
1.2.1.1 - What is settlement?
• Can you identify different patterns of settlement in
geography?
• What has driven humans to create cities/urbanised
environments?
• What is migration?
• Are there any world migration patterns and can you
illustrate them?
• Can you describe their impact on a particular
geographical area?
1.2.1.5 - What is population?
• How do populations modify their lifestyles to keep pace
with the environment (positive and negative) Focus on an
Arab/Islamic country as an example.
• What is sustainability?
• Can you discuss the founder’s environmental practices
for achieving sustainability?
• How is the UAE working towards sustainability today?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Economics Unit
Risk Taking and Ventures in Business
Economic Systems
Economic Development
Founders of the UAE’s effort to develop the economy
Use of Technology and its effects on Economies
1.4.1.8 - What is meant by risk taking & ventures in
business?
• What is motivation within small and medium enterprise?
• Can you look at this in the context of the UAE/ Other
countries?
• How do 3 economic systems compare and contrast?
• What economic systems are there?
• Can you compare the different systems?
• What is the effect of economic development on societies?
• Can you explain the Founders of the UAEs efforts to
develop the economy?
• What changes in economics are due to development?
1.4.1.3 - Can you research the use of technology and its
effects on economies?
• What is the importance of high tech?
• How do you explain the role of technology in improving
economies?
Assessment Overview and Format:
At KS3 students are assessed according to the UAE Social
studies framework:
Knowledge and Understanding 1.1.1
Literacy 2.1.1
Presentation and Communication 3.1.1
End of Term assessment including all topics taught (x3)
Links for Home Learning/Extension Resources:
Students will have access to lesson on TEAMS
SOCIAL STUDIES CURRICULUM: YEAR 8 CO NTINUED
KEY STAGE 3
85
In Year 8, MFL Carousel, Spanish & French at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - KEY GRAMMAR CONCEPTS
Las Vacaciones: Holidays
• Talking about a past holiday
• Saying what you did on holiday
• Describing what you did on the last day
• Saying what your holiday was like
• Expressing opinions
Project Zone: Presenting to an audience.
• Preterite of ir
• Preterite tense of regular verbs AR, ER, IR
• Spelling changes of sacar
• Making sentences negative
• Using sequences
• Extending writing with connectives and writing about
others
• Preterite of ser
• Pronunciation of r and rr
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
Paris, je t’adore: Paris I love you!
• Saying what you did in Paris
• Saying when you did things
• Understanding information about a tourist attraction
• Saying where you went and how you got there
• Talking about things you’ve done and things you usually do
Project Zone: A trip to a French speaking country.
• Avoir in the present tense
• The perfect tense regular verbs
• C'était + adjectives
• The perfect tense with être
• Agreements
• Making sentences negative
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - KEY GRAMMAR CONCEPTS
Todo sobre mi vida: All about my life
• Saying what you us your phone for
• Saying what type music you like
• Talking about TV
• Making comparisons
• Understanding a Spanish TV guide
• Learning about young people's lives
Project Zone: Message in a bottle / Learning about Hispanic
singers – learning one of their songs.
• Present tense
• Speaking about others
• Me gusta + infinitive
• Conjugating verbs
• Comparisons
• Adjectival agreement
• Simple future tense
• Saying years – using high numbers
Assessment Overview and Format:
Three assessment points throughout the year.
There will be a summative assessment of Listening, Reading
and Writing at the end of each module.
There will be a formative assessment of speaking through
classwork and participation.
Links for Home Learning/Extension Resources:
www.linguascope.com
www.languagesonline.org.uk
MFL CAROUSEL, SPANISH & FRENCH CURRICULUM: YEAR 8
KEY STAGE 3
86
In Year 8, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - THEORY AND SKILLS
Cushion Covers
During this term, students will be challenged to design and make a
functioning cover Cushion cover.
Students will be introduced to safety within the textiles studio
and will be taught how to use the machinery and tools to industry
standards. Students will design a range of different cushion
covers taking into consideration their personal choice, constrains
and material selection. Once they have manufactured their
personal covers they will test and evaluate their work against
their original specification.
Students will develop a range of theory skills including:
• The origin of fabrics
• The use of textiles/fabrics in everyday items and clothing
• How a sewing machine works
• Designing skills
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Measuring and cutting accurately
• Tessellating, maximizing the area of pattern fabric
• How to use a sewing machine
• How to use hand sewing techniques
• Integrating Electronics in textiles
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - THEORY AND SKILLS
Food Preparation and Nutrition
Students will be introduced to safety within the kitchen and
will be taught techniques used in restaurants around the
world. Students will design a range of different dishes taking
into consideration, dietary requirements, taste and function of
ingredients as well as the overall aesthetics of the dish. Once
they have prepared their dish they will be responsible for
cleaning their workspace and washing each item they have used,
ensuring that they are free from bacteria, allowing all students
following on from them to have safe and bacteria free utensils
and cooking apparatus.
Students will develop a range of theory skills including:
• The origin of a range of foods, including herbs and spices.
• Food hygiene
• How to operate the oven
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Weighing and measuring out food
• Knife skills
• How to use an oven
• How to correctly use the hob
• Time management
TECHNOLOGY CURRICULUM: YEAR 8
KEY STAGE 3
CONTI N U ED
87
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - THEORY AND SKILLS
Product Design – Night Light
During this term, students will be challenged to design and make a
Night Light, which will be made from wood and plastic.
Students will be introduced to workshop safety and will
be taught how to use the machinery and tools to industry
standards. Students will design a range of Night light taking into
consideration their target market. Once they have manufactured
their personal night light they will test and evaluate their work
against their original specification. They will also be introduced to
electronics.
Students will develop a range of theory skills including:
• The origin of woods
• The origin of plastics
• Designing skills
• CAD Skills
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Measuring and cutting accurately
• How to cut using a tenon saw
• How to use a pillar drill
• How to use the laser cutter
• The effective use of adhesives
• The correct methods of applying a finish
Assessment Overview and Format:
In Design Technology assess using the same format as in
GCSE in which students are assessed on the following:
• Research skills
• Design and Development skills
• Practical
• Testing and Evaluative skills
Students will also participate in Three Key Assessments
throughout the year. In Key Assessment 1 and 2, students will
be assessed based on the current subject area focus. Key
Assessment 3 will test students’ knowledge across all three-
subject areas.
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and
Go4Schools. The work is mostly a continuation of skills
and tasks we have started in lesson as this helps students
prepare for the style of homework if the subject is taken
at GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
TECHNOLOGY CURRICULUM: YEAR 8 CONTIN U ED
KEY STAGE 3
88
In Year 9, Arabic A at WEK…
Most of the resources used are based on specifications made by the UAE Ministry of Education. We will adopt a range of
National Curriculum strategies and approaches in the delivery of Arabic language teaching.
Reading: Learners read fiction and non fiction texts, old and modern poetic texts and prose works including short stories,
plays, and novels differentiated in their contents and the issues discussed. Learners write about texts to show their ability to
analyze and explain the ideas contained therein. In addition they link them with other literary works which are read by them.
Writing: Learners write concentrated and coherent essays which reflect clear vision and good ability to present evidence and
approach to the subject; moreover, the writing of the learners show their awareness about the recipient and the purpose for
writing. The essays must contain introduction, supporting evidence and logical conclusions. In addition learners develop their
ability through the stages and strategy of writing.
Speaking: Learners choose strategies that develop the introduction and close (conclusion) by using literary quotation, stories,
proverbs. Visual methods such as graphs and electronic means support the accuracy of the presentation.
Listening: Learners listen to the audible texts and show understanding, distinguish and analyze the ideas, extract values and
principles, evaluate the texts according to objective standards, and adhere to the etiquette of listening.
ARABIC A CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
89
TERM 1 – TOPICS / KEY CONTENT TERM 1 - 2 – 3 OVERARCHING KEY QUESTIONS
ﺐﻀﻐﺗ ﻻ ﻒﻳﺮﺷ :ةءاﺮﻘﻟا ﻲﻓ
ﺎﻌﻓﺎﻳ ﻚﺘﻠﻋو ادﻮﻟﻮﻣ ﻚﺗوﺪﻏ ةﺪﻴﺼﻗ
ﻪﻳدوﺪﻟ ﺮﻴﺧا سرﺪﻟا ﺔﺼﻗ
دﺎﻘﻌﻟا غاﺮﻔﻟا تﺎﻗوأ
ﻢﻬﺴﻤﺷ بﺎﻴﻏ ﻲﻓ اﻮﺒﺒﺴﺗ بﺮﻌﻟا ﻲﻔﺤﺻ دﻮﻤﻋ
ﻲﺣﺎﻴﺴﻟا عﺎﻄﻘﻟا
سراﺪﻤﻟا ﺶﺘﻔﻣو ةروﺎﻨﻤﻟا ﻲﺘﺼﻗ
ﻲﻓﺮﺼﻟا ناﺰﻴﻤﻟا
ﻎﻴﻠﺒﻟا ﻪﻴﺒﺸﺘﻟا
ﻞﻋﺎﻔﻟا ﻢﺳا
لﻮﻌﻔﻤﻟا ﻢﺳا
ﺔﻴﺗاذ ةﺮﻴﺳو ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳاو ﺔﻴﻔﺻوو ﺔﻴﻋﺎﻨﻗإ ﺔﺑﺎﺘﻛ
ﺔﻳﻮﻔﺷ ضوﺮﻋو ﺔﻴﺜﺤﺑ ﺔﻗرو ﻢﻳﺪﻘﺗو
The class teacher to choose the appropriate key question bases
on the text taking into account the MOE national document
expectations. (Below are samples of related key questions)
•
وأ تﺎﻣﻮﻠﻌﻤﻟا ﻢﻳﺪﻘﺘﻟ مﻼﻋا ﻞﺋﺎﺳو ﻲﻓ ﺔﻣﺪﺨﺘﺴﻤﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
؟تﺎﻧﻼﻋا ﻚﻟذ ﻲﻓ ﺎﻤﺑ ،ﺔﻓﺎﻘﺜﻟا ﻞﻘﻧ وأ ﺔﻴﻠﺴﺘﻟا وأ عﺎﻨﻗا
•
؟ﻲﻬﻔﺸﻟا بﺎﻄﺨﻟا ﻲﻓ ﺖﻣﺪﺨﺘﺳا ﻲﺘﻟا ﺔﻋدﺎﺨﻟا ﺮﻫﺎﻈﻤﻟا ﺪﻳﺪﺤﺗ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
؟ﺎﻬﺗﺎﻗﺎﻴﺳ ﻲﻓ تادﺮﻔﻤﻟا ﺾﻌﺑ ﻲﻧﺎﻌﻣ ﺪﻳﺪﺤﺗ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
ﺔﻐﻠﻟا ﻲﻓ ﺔﻴﺒﻨﺟاو ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا تادﺮﻔﻣ ﻦﻴﺑ ﺰﻴﻴﻤﺘﻠﻟ ﺔﻘﻴﻗﺪﻟا ﺔﻘﻳﺮﻄﻟا ﻲﻫ ﺎﻣ
؟ﺔﻴﺑﺮﻌﻟا
•
صﻮﺼﻨﻟا ﻦﻣ ﺔﻔﻠﺘﺨﻣ عاﻮﻧأ ﻦﻴﺑ صﻮﺼﻨﻟا ﺔﻴﻨﺑ ﻲﻓ ﺔﻴﺳﺎﺳا تﺎﻓﻼﺘﺧﻻا ﻲﻫ ﺎﻣ
.(ﺦﻟإ (تﺎﺒﻴﺘﻜﻟا ،ﻒﺤﺼﻟا ،ﺔﻴﻤﻴﻠﻌﺘﻟا ﺐﺘﻜﻟا) ﺔﻴﺗﺎﻣﻮﻠﻌﻤﻟا
•
؟.عﻮﺿﻮﻤﻟا ﻲﻓ ﺔﻣﺎﻌﻟا ﻪﺘﻳؤر ﻚﻟﺬﻛو ،ﺐﺗﺎﻜﻟا ﺎﻬﻣﺪﻗ ﻲﺘﻟا ﺔﻟدا ﻲﻫ ﺎﻣ
•
؟ﺎﻬﻜﺳﺎﻤﺗو ﺎﻬﻴﺘﻋﻮﺿﻮﻣ ىﺪﻣ ﺎﻣو صﻮﺼﻨﻟا ﻲﻓ ﺞﺋﺎﺘﻨﻟا ﻰﻠﻋ بﺎﺒﺳا تﺮﺛأ ﻒﻴﻛ
•
؟ﺚﺒﻛﺎﻣ ﺔﻴﺼﺨﺷ ﻲﻓ تاﺮﻴﻴﻐﺘﻟا ﺮﻴﺒﺴﻜﺷ مﺪﻘﻳ ﻒﻴﻛ
•
-تﺎﻴﺼﺨﺷ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ءاﺮﻌﺸﻟاو بﺎﺘﻜﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟ﻢﻬﺻﻮﺼﻧ ﻲﻓ ... -عﺎﻨﻗإ -ﺔﻔﻃﺎﻋ -ثاﺪﺣأ
•
؟ﺔﺤﺟﺎﻧ ضﺮﻌﻟا تاﺮﻘﻓو ﺔﻤﺗﺎﺨﻟاو ﺔﻣﺪﻘﻤﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺔﺤﺟﺎﻧ ﺔﻴﻋﺎﻨﻗاو ،ﺔﻳدﺮﺴﻟا ،ﺔﻴﻔﺻﻮﻟا ﻚﺘﺑﺎﺘﻛ ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟مﺎﻤﺘﻫﻼﻟ ةرﺎﺛإ ﺮﺜﻛأ ﺎﻨﺘﺑﺎﺘﻛ ﻞﻌﺠﻟ ﺔﻳزﺎﺠﻤﻟا ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟مﺎﻤﺘﻫﻼﻟ ﺮﻴﺜﻣ ﻒﺻو ﺔﻓﺎﺿإ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟ﺮﻳﺮﺤﺘﻟاو ﻢﻴﻤﺼﺘﻟا ﺔﻠﺣﺮﻣ ﺔﻴﻤﻫأ ﺎﻣ
•
؟ﻚﻟذ فﺮﻌﻧ ﻒﻴﻛو ﺐﺗﺎﻜﻟا رﻮﻌﺷ ﻮﻫ ﺎﻣ
•
؟ﻦﻴﺼﻧ ﻦﻴﺑ فﻼﺘﺧﻻاو ﻪﺑﺎﺸﺘﻟا ﻪﺟوأ ﻲﻫ ﺎﻣ
•
؟ﺔﻔﻠﺘﺨﻣ ضاﺮﻏأو رﻮﻬﻤﺠﻟ ﺎﻨﺘﺑﺎﺘﻛ ﻒﻴﻴﻜﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
هﺮﻋﺎﺸﻣو هرﺎﻜﻓأ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ﺐﺗﺎﻜﻟا /ﺮﻋﺎﺸﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟تاﺮﻴﺛﺄﺘﻟا ءﺎﺸﻧو
•
؟يﺮﻌﺸﻟا ﺺﻨﻟا ﻲﻓ ةدﻮﺟﻮﻤﻟا طﺎﻤﻧا / ﻊﻴﺿاﻮﻤﻟا ﻲﻫ ﺎﻣ
•
ﺎﻬﺑ مﺪﻘﻧ ﻲﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻰﻠﻋ (ﺔﻴﻏﻼﺒﻟا- ﺔﻴﻟﻻﺪﻟا -ﺔﻴﻤﺠﻌﻤﻟا) ﺎﻨﺗارﺎﻴﺘﺧا ﺮﺛﺆﺗ ﻒﻴﻛ
؟رﺎﻜﻓا
•
؟يﺮﻌﺷ تﻮﺻ ءﺎﺸﻧ ﺔﻳﻮﻐﻠﻟا ةﺰﻬﺟا .... مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟ئرﺎﻘﻠﻟ ﺔﻴﺣ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻟ ﺎﻬﻣاﺪﺨﺘﺳا ﻚﻨﻜﻤﻳ ﻲﺘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
•
؟ﻢﻬﺑرﺎﺠﺗ ﻦﻋ ﺎ
ً
ﺼﺼﻗ نووﺮﻳ داﺮﻓاو تﺎﻓﺎﻘﺜﻟا ﻞﻌﺠﺗ ﻲﺘﻟا بﺎﺒﺳا ﻲﻫ ﺎﻣ
•
؟ﻪﺿﺮﻏ ﻰﻟإ لﻮﺻﻮﻟا ﻲﻓ ﻻﺎﻌﻓ ﺺﻨﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺎﻋﺎﻨﻗإ ﺮﺜﻛأ ﻞﻜﺸﺑ ﺔﺑﺎﺘﻜﻟا ﻲﻓ ﺔﻐﻠﻟا ﺔﻴﻨﺑ ﺔﻓﺮﻌﻣ مﺪﺨﺘﺴﻧ نأ ﻦﻜﻤﻳ ﻒﻴﻛ
•
؟تاءاﺮﺟإ ذﺎﺨﺗﻻ ئرﺎﻘﻟا ﻢﻬﻠﺗو ،ﺔﻌﻨﻘﻣ ﺎﻣ ﺔﻴﻀﻗ ﻞﻌﺠﺗ نأ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
؟لﺎﻌﻔﻟا يﻮﻔﺸﻟا لﺎﺼﺗﻻا تارﺎﻬﻣ ءﺎﻨﺒﻟ تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻢﻫأ ﻲﻫ ﺎﻣ
•
؟ﻰﻨﻌﻤﻟا ﺮﻴﻴﻐﺗ ﻲﻓ ﺎﻬﻓﻼﺘﺧا ﻢﻫﺎﺴﻳ ﻒﻴﻛو ؟ﺔﻠﻤﺠﻠﻟ ةﺰﻴﻤﻤﻟا تﺎﻤﺴﻟا ﻲﻫ ﺎﻣ
•
؟ﻪﻳﻮﻘﺗو ﻰﻨﻌﻤﻟا ﻢﻋﺪﺗ ﻞﻌﺠﺗ ﻲﺘﻟا ﺔﻳﻮﻐﻠﻟا ﺐﻟاﻮﻘﻟا ﻲﻫ ﺎﻣ
TERM 2 – TOPICS / KEY CONTENT
ﻲﻜﺑأ ﻦﻟ
ﺮﻴﺳا سرﺎﻔﻟا
ﺔﺼﻗ ةءﺎﺒﻌﻟا
ﺎﻬﻘﻳﺮﻃ ﻞﻀﺗ ﻻ ةدﺎﻌﺴﻟا
ﻦﻴﺼﻟا ﻰﻟإ ﺔﻃﻮﻄﺑ ﻦﺑا ﺔﻠﺣر
ﻢﻟﺎﻌﻟا تﺎﻧاﻮﻴﺤﻟا ىﺮﺗ ﻞﻫ
اﺮﻴﺛﺄﺗ ىﻮﻗأ ﺎﻣﺰﻳرﺎﻜﻟ
يﺮﻜﺴﻟا ضﺮﻣ
ﺾﻳﺮﻤﺘﻟا
ﻲﺒﻨﺟا ﻢﻴﻠﻌﺘﻟاو ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا
ﺔﻴﺗاذ ةﺮﻴﺳ
ةﺪﻴﺼﻘﻠﻟ ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا
ﺔﻟﺎﻘﻣ ﺔﺑﺎﺘﻛ
ﺪﻴﻛﻮﺘﻟا -ﻦﻴﻟﻮﻌﻔﻣ ﺐﺼﻨﺗ ﻲﺘﻟا لﺎﻌﻓا
ةرﺎﻌﺘﺳﻻا
TERM 3 – TOPICS / KEY CONTENT
ﻲﺗﺪﺟ ىﺮﻛذ
تﺎﻳﺮﻄﻔﻟا ﺔﻜﻠﻤﻣ
ﺔﻠﻔﻃ ةﺎﻴﺣ ﻲﻓ
ﻚﺗازﺎﺠﻧإ ﺔﻤﺼﺑ كﺮﺗا
؟ﻲﻨﻃو مﺪﺧأ ﻒﻴﻛ
تارﺎﻣا ﺔﻟود ﻲﻓ ﺔﻴﻌﻴﺒﻄﻟا تﺎﻴﻤﺤﻤﻟا
؟نﻮﻜﺗ نأ ﺐﺤﺗ اذﺎﻣ
ﺔﻴﻤﺳر ﺔﻟﺎﺳر
ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا
ﺔﻴﻋﺎﻨﻗإ ﺔﺑﺎﺘﻛ
ﺔﻳﺮﻴﻏ ةﺮﻴﺳ
فﺮﺼﻟا ﻦﻣ عﻮﻨﻤﻤﻟا
ةرﺎﻌﺘﺳﻻا
ARABIC A CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
CONTI N U ED
90
Assessment Overview and Format:
Formative assessments include regular and on-going listening,
oral presentations, composition, projects and diagnostic
assessments.
Summative Assessments include unit tests, mid/year and end
of year exams during the school’s Key Assessment cycle.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS. HW
will be shared with students on go4school. Students will
be given a weekly HW assignment as well as extension
activities.
Encourage your child to read Arabic books, stories and
watch different documentaries in Arabic, then discuss it
with them, free reading will be followed by the teacher
weekly.
ARABIC A CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
91
In Year 9, Arabic B at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
First week revision for the following topics:
• Diagnostic test for new students.
• Greetings and classroom rules
• Revision of alphabet
• “What do you want to know about me?” Conversation
• Colors, days of the week, months and numbers
• Seasons and weather every day: How is the weather today?
New topic:
1. How do you spend your time in each season; prepare a
weather forecast.
2. Jobs (places, verbs, adjectives, opinion, my family).
Searching for jobs in advertisement.
Creative writing in the end of each topic.
• How is the weather today?
• What is my favorite season and why?
• What do I do in every season?
• What do I wear when it is …...?
• What does your family do?
• What do you want to be in the future?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
3-Preparing CV and conducting interview.
4-My Values and my Role Model (Link to WEK Learner Profile)
ﻲﺗوﺪﻗو ﻲﻤﻴﻗ
Creative writing in the end of each topic.
• How can I prepare a good CV?
• What is my dream Job?
• What are the values I need to follow in life?
• Who is my role-module and why?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
5-How do I look like?
6-Describe my personality.
Creative writing in the end of each topic.
• How do I look like?
• What does my teacher look like?
• How can I compare between my family members?
• What do I like about my father?
• Who is my favorite celebrity and why?
Assessment Overview and Format:
• End of Chapter assessment. (x1)
• End of Term assessment including all topics taught (x3)
Links for Home Learning/Extension Resources:
Go4school weekly assigned homework
ARABIC B CURRICULUM: YEAR 9
KEY STAGE 3
92
In Year 9, Art at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
3D Still Life Confectionary
This is a still life project based on the theme of confectionary.
Students will look at the work of Peter Anton’s 3D food
sculptures as their artist inspiration for this project. They will
then independently select their own confectionary which they
would like to use as their subject in this project.
Students will develop skills in observational drawing, photography
and clay modeling to create their final outcome based on their
chosen confectionary.
• How can we use an artist’s influence to create our own
outcomes?
• How can we create something 3D from something 2D?
• How can we show form and texture within both a 2D and
3D piece of work?
• How does scale impact how the viewer perceives our
work?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Natural Forms, Recycled Materials and Creative Fashion
In this project students will be using a natural form of their choice
as the basis to create a fashion accessory.
Students will develop understanding of their chosen form’s
attributes through observational drawing, different mark making
techniques covering the following formal elements; contour, tone,
shape and line.
Students will then be using recycled materials in multiples to
create a fashion accessory using and defining the attributes of
their chosen natural form as a basis and influence.
• How can you use recycled materials to create a fashion
accessory?
• What is mark making?
• Which attributes from your natural form object can you
use to create a unique final outcome?
• What makes creative fashion unique?
ART CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
93
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Traditional vs Digital Techniques
This is a project which teaches students how to combine
traditional and digital techniques alongside looking at how Maths
and Art are connected. They will be looking at Emily Carter as
their artist influence.
Students will begin by developing their observational and
secondary drawing skills under the subject of flowers and insects.
In addition to this they will be developing their application of
colour and tone within their drawing.
Students will be using Adobe Photoshop to produce a digital final
outcome showing rotation, tessellation and symmetry.
• How can you use directional lines to show tone and the
form of an object?
• How does Emily Cater show rotation, symmetry and
tessellation within her work?
• Can you see symmetry, rotation and tessellation within
your insect and flower?
• What similarities does traditional and digital art have in
common?
• What are the differences between traditional and digital
art?
• te a mask?
Assessment Overview and Format:
The assessment in art is based on the knowledge and
understanding of the skills learnt. The final outcome is the
assessment piece that is marked just as it is at GCSE.
There is no exam paper for Art but just a final art project in
Term 3.
Links for Home Learning/Extension Resources:
All home learning is put onto Showbie and Go4Schools.
The work is mostly a continuation of skills and tasks we
have started in lesson as this helps students prepare for
the style of homework if the subject is taken at GCSE.
On occasions, this can be related to research for a topic,
analysis of an art piece or a skill building exercise.
ART CURRICULUM: YEAR 9 CONTI N U ED
KEY STAGE 3
94
In Year 9, Computing at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Cyber-security
• Techniques used by cybercriminals to steal data, disrupt
systems, and infiltrate networks.
• What is the value of our data to organizations?
• What they might use it for?
• Social engineering techniques used by cybercriminals
• Hacking
• DDoS attacks
• Malware
• Protection
Data Science
• How to use data to investigate problems and make changes
to the world
• Learners will be exposed to both global and local data sets
and gain an understanding of how visualising data can help
with the process of identifying patterns and trends.
• Go through the steps of the investigative cycle to try to
solve a problem in the school using data
• How can I protect yourself?
• Where our vulnerabilities?
• Is it really as simple as that to get hacked?
• Why is my data so valuable?
• How does snapchat, Instagram, Facebook and twitter use
my data?
• Is it easier for me to make decisions from data
visualization?
• How did John Snow use data visualization to find the core
reason Cholera was wiping people out in the 1800’s?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Representations
• Understanding pixels
• Understand pictures are just a string of bits
• Representation sizes
• Image manipulation
• Learn different tools which can help with image manipulation
Physical Computing
• Micro:bit
• write, execute, and debug a Python program for the micro:bit
• Write programs that use the micro:bit’s built-in input and
output devices
• Write programs that communicate with other devices by
sending and receiving messages wirelessly
• Decompose the functionality of a physical computing system
into simpler features
• How is an image displayed using 1’s and 0’s?
• What is an image made up of?
• How many colours are there in reality?
• Why is compression necessary?
• Can I create a game using led lights on the micro-bit?
• Are my options limited on the micro-bit?
COMPUTING CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
95
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Python Programming
• Examples of Python to identify examples of Readable
code (descriptive identifiers, white space, indentation and
comments)
• Sequencing (user inputs and outputs)
• Selection (if/elif/else statements)
• Debugging problems
• Computation Thinking
• Decomposition & Abstraction
• Selection
• Iteration
• Pattern Recognition
• Why is 1 + 1 = 10?
• How did programming end World War 2?
• On Wall Street, why does the distance from the mainline
server cost billions of dollars?
Assessment Overview and Format:
Each unit contributes 20% towards the final grade (5 units)
Students are formally assessed in a end of topic assessment
after the completion of each unit, throughout the year.
Alongside this, students are assessed on mini projects, key word
assessments and flipped learning during class.
Links for Home Learning/Extension Resources:
Binary/Denary
www.bbc.co.uk/education/guides/z26rcdm/revision
Hardware/Software & Memory Storage
https://www.bbc.co.uk/education/topics/zmpsgk7
Digital Life
https://www.youtube.com/watch?v=Cp1Jn4Q0j6E
RAM and ROM
https://www.youtube.com/watch?v=CPOcSGgSxiQ&t=306s
Python Programming
https://www.youtube.com/watch?v=birJFJoCnco
COMPUTING CURRICULUM: YEAR 9 CONTI N U ED
KEY STAGE 3
96
In Year 9, Drama at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
PA Industry and Reality TV
The ‘Industry’ unit is aimed at giving students an awareness of
some of the job roles within the world of Performing Arts and
Theatre. Each lesson explores a different skill set and possible
career path that studying Drama can lead to.
The ‘Reality TV’ unit looks at this particular genre of
entertainment, its conventions and the types of contestants
involved. Students create, develop and sustain a character
throughout the unit and perform in both spontaneous and
rehearsed improvisations of our mock reality show.
• Does studying Drama only lead to a career in acting?
• What skills does Drama develop that can be applied to
other job roles?
• How can an actor sustain and develop a character?
• How does spontaneous improvisation aid an actor’s
journey of character development?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Verbatim Theatre and Theatre in Education
The ‘Verbatim Theatre’ unit looks at the power of personal
experience in theatre and how we can structure performance
material from people’s accounts. Students will use their own
voices and experiences to create drama towards the end of
the unit.
Students will learn about the popular genre of Theatre in
Education including forum theatre, audience participation, pop
culture and satire. They will then decide on a topic/theme
relevant to their target audience (possibly primary?), plan,
rehearse and perform to a live audience of students.
• Can non-fictional plays still be considered as theatre?
• How can a personal experience be used to create a piece
of drama?
• What drama techniques engage a young audience?
• How can performance material be structured to have an
intended impact?
DRAMA CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Set Text Noughts and Crosses and Comedy Scripts
Students will practically explore the theatre adaptation of
Malorie Blackman’s Noughts and Crosses. They will complete
extracts from the text, create and perform some off text
improvisation and delve into the dystopian world of Sephy and
Callum in this Brechtian tragedy.
In the comedy unit of work, students will look at comic timing,
physical acting and characterisation as well as writing comedic
pieces of their own.
• How does the structure of a performance help engage
the audence?
• How is having a minimal set an effective way of staging a
performance?
• If something is predictable, can it still be funny?
• How can production elements such as music help to
enhance a comedic piece?
Assessment Overview and Format:
Assessments will be in the form of a live practical performance
followed by a review/evaluation of their own work and that of
others.
For each assessment they will be assessed on performing,
creating and responding to drama.
Links for Home Learning/Extension Resources:
https://www.bbc.co.uk/bitesize/subjects/zcfb87h
DRAMA CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
98
In Year 9, English at WEK… the curriculum is designed in the following way to embrace the UK National Curriculum programmes
of study:
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Crime and Punishment
Students will read and analyse a range of 19th century texts
centered around the theme of crime and punishment. This
includes both fiction and non-fiction texts.
Students will compare the similarities and differences about
how crime is presented across a range of texts. They will also
use these texts to produce their own pieces of non-fiction
writing.
Students will study extracts from
Oliver Twist, The Picture of Dorian Gray, The Adventures
of Sherlock Holmes, A Visit to Newgate and a series of
newspaper articles about Jack the Ripper.
• How do writers use language and structure to present
crime and punishment?
• What makes an effective piece of transactional writing?
• Is the Artful Dodger a good friend to Oliver Twist?
• To what extent is the picture of Dorian Gray symbolic of
his soul?
• Why were people so hysterically about the Jack the
Ripper murders?
• Why was Jack the Ripper never found? How might
newspapers be at fault?
• How was Dickens moved by his visits to jail?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Shakespeare: Macbeth
Students will study the plot of the play Macbeth, analysing
key scenes in its original language. They will focus on
Shakespeare’s characterisation of Macbeth and how his
character changes as the play progresses. Students will also
learn about attitudes towards witchcraft in Jacobean times
and how this may have influenced Shakespeare’s writing.
They will revise how to write essays based on a whole text,
ensuring that all students can craft and argument throughout
a piece of extended analytical writing.
• How does Shakespeare use language, structure and form
to present the character of Macbeth?
• How did Jacobean attitudes towards witches influence
Shakespeare?
• Why was it important that Shakespeare kept King James
happy?
• Who is more powerful Macbeth or Lady Macbeth?
• Is Macbeth a fool to believe the witches? Did they ever lie
to him?
• What is Macbeth’s hamartia and why?
ENGLISH CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Exploring Perspective: Inequality
In this GCSE transition unit, students will start to explore how
writers present their perspectives. They will do this by reading
a range of fiction and non-fiction texts around the theme of
inequality. By engaging with these texts, students will develop
their ability to engage with writers’ perspectives and how
different writers use methods to present their ideas.
Students will also begin to compare texts, thinking about how
writers convey similar and different perspectives and ideas.
• How to poets use language and structure to present their
ideas and perspectives?
• How are the texts similar and different?
• What explicit and implicit meanings can we draw from
each text?
• How does the writer present their ideas about inequality?
Assessment Overview and Format:
Students will be formally assessed on each topic during the
school’s Key Assessment cycle.
Throughout each topic, students will be given opportunities to
produce extended pieces of work which will also be assessed
and detail feedback given to help students prepare for their Key
Assessment.
Links for Home Learning/Extension Resources:
Students will be given a Home Learning booklet which
links to each topic. This will have a mandatory weekly task
as well as extension activities. Further information about
where students can find support/ challenge themselves is
also included in these booklets.
ENGLISH CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
100
In Year 9, French at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - KEY GRAMMAR CONCEPTS
Bien dans sa peau: Healthy living
• Learning parts of the body
• Learning about sport
• Learning about healthy eating
• Making plans to get fit
• Describing levels of fitness
• Using à + the definite article
• Using Il faut
• Jouer vs faire
• Using du, de la and des
• Using the near future tense
• Using 2 tenses together
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
À L’horizon: Jobs
• Talking about what you will do when you finish school
• The benefits of learning languages
• Talking about your job
• Describing your job
• Understanding other peoples jobs
• Talking about ambitions
• Using je vais + infinitive
• Using on peut and looking at its formation
• Irregular verbs
• Asking questions
• The conditional tense
• Using masculine and feminine nouns
• Adjectival agreements
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Ramadan – Cultural project
Special vacances – A memorable holiday
• Discussing holidays
• Adventure holidays
• Talking about what you take with you on holiday
• Describing holiday disasters
• Visiting a tourist attraction
• Understanding tourist information
• Asking questions using question words
• Using je voudrais + infinitive
• Expressing opinions
• Using reflexive verbs
• Using perfect tense verbs
• Irregular past tense verbs
• Formation of etre
Assessment Overview and Format:
Three assessment points throughout the year
Summative assessment of Listening, Reading and Writing at the
end of each module.
Formative assessment of speaking through
classwork and participation.
Links for Home Learning/Extension Resources:
www.linguascope.com
www.languagesonline.org.uk
www.revisionworld.com
FRENCH CURRICULUM: YEAR 9
KEY STAGE 3
101
In Year 9, Geography at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
Tropical Rainforests
Students will examine where rainforests occur, the natural
features and unique biodiversity of these biomes. They will
also examine the impacts of people using the rainforest, both
positive and negative.
Global Fashion Industry
Why is fashion, produced by multinational companies in
commodity chains?
What are the impacts of fast fashion on people and the
environment?
What are the sustainable solutions?
• Where are the Tropical Rainforests?
• What is a Climate Graph?
• What is the climate like in the rainforest?
• What are the layers of the Rainforest?
• How do animals of the Rainforest adapt? What is causing
threatened species?
• Tribes of the Rainforest
• Using the Rainforest and Deforestation
• Why are clothes important to us?
• Where are our clothes made?
• Why are our clothes made in NICs?
• What is it like to work in a clothing factory in an LIC and
NIC?
• Is there a better way to produce clothes?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Rivers and Coasts
Students will examine the features of a river basin and
processes which take place to form river and coastal
landforms. They will then explore how a coastal area can be
protected and examine a range of measures.
• What is a river basin?
• River processes
• Causes of flooding
• Flood case study – impacts to people and the
environment
• Coastal processes – transportation and landforms caused
by deposition.
• Coastal processes – erosion and landforms
• Coastal protection - decision making activity
GEOGRAPHY CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
Disease and development
Students will examine how Geography links with disease, and it
is a measure of how developed a country is.
Population
Students will examine what causes population density to
vary and explore the impacts arising from over and under
population.
• Communicable and non-communicable disease
• Disease transmitters
• Development indicators
• Water borne disease – cholera, spread and containment.
• Malaria – are human or physical features more
responsible for the spread?
• Why is there variation in population density?
• What has caused the population explosion?
• How does the demographic transition model show
population change?
• What are the impacts of over and under population?
• Understanding population pyramids
• What are the impacts of an aging population?
Assessment Overview and Format:
Students will be assessed through a variety of classwork and
home-learning activities. Final assessments during the Key
Assessments, will include extended writing, problem solving,
map drawing and investigation. These will be marked as per the
whole school KS3 assessment policy.
Links for Home Learning/Extension Resources:
Due to the number of books available for this subject, we
will not be working from one textbook or only from the
textbook.
However the Key Geography series (by David Waugh), are
useful reference books and these can be used in class.
Students would benefit from having their own Atlas to use
at school and at home. Although one can be borrowed in
class.
An excellent digital resource is also the BBC Bitesize
website – Key stage 3 Geography
GEOGRAPHY CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
103
In Year 9, History at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
WW1
The inter war years
• What were the rivalries before 1914?
• Does having a lot of mates make you safer in a fight?
• How can pride lead you into a fight?
• How can jealousy create tension?
• How did one bullet cause 20 million deaths?
• What sparked a ‘Domino Effect’ to war in 1914?
• Why were the dangers of the trenches not just the
bullets fired?
• Why did people sign up for the horror of the trenches?
• Were the lions really led by donkeys?
• Was Haig guilty of crimes against his own soldiers?
• Why did the war end?
• Do you keep kicking a man when he is down?
• Was the Treaty of Versailles fair?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The Rise of Hitler
The Wall Street Crash
Appeasement
• Who was Hitler?
• Why did people vote for Hitler?
• How did Hitler brainwash the youth of Germany?
• Did Hitler deliver ‘Bread and Jobs?
• Does being sexist make your country stronger?
• How did the stock market crash in America make
Germany vote for Hitler?
• Could Hitler be controlled?
• Was Appeasement foolish or pragmatic?
HISTORY CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
WW2
Civil Rights
• Dunkirk: Triumph or Disaster?
• How did Hitler lose the Battle of Britain?
• Where do you launch the counter attack?
• Was Truman justified in using the Atomic Bomb against
Japan?
• End of the American Civil War – Jim Crow Laws
• KKK
• Civil rights Groups
• MLK
Assessment Overview and Format:
3 Key Assessments across the Year
Essays/assessment on topics throughout the year on the
reaction to the Suffragettes, whether it was WW1 or the
Suffragettes that finally got women the vote, why WW1 started,
whether Haig was guilty of crimes against his own soldiers,
how much Hitler changed Germany and whether Dunkirk was a
triumph or a disaster.
Links for Home Learning/Extension Resources:
Students will have access to lessons on TEAMS, they will
be able to use text books to support their learning and
these links are also useful:
https://www.bbc.com/bitesize/guides/zy2ycdm/revision/1
https://www.bbc.com/bitesize/topics/z4crd2p
https://www.bbc.com/bitesize/guides/zq6pmnb/revision/1
https://www.bbc.com/bitesize/guides/z3bp82p/revision/1
https://www.bbc.com/bitesize/guides/ztydcwx/revision/1
https://www.bbc.com/bitesize/guides/z9s9q6f/revision/1
HISTORY CURRICULUM: YEAR 9 CONTI N U ED
KEY STAGE 3
105
In Year 9, Islamic A & B at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
• Surat Ya-sin
• (Honesty of the Prophet)
• (verse 1-12)
• Belief in divine decree and predestination
• Prayers for certain purposes
• Sincerity
• When was Surah Yasin revealed?
• How would you prove the honesty of Prophet Muhammad
PBUH with evidence from Qur’an and Hadith?
• Why should we believe in Divine decree?
• How believing in divine decree helps human being to face
challenges in life.
• Can you explain the prayers that are offered for certain
purposes?
• How praying for certain purposes helps Muslims to build
confidence in Allah?
• What is sincerity from the Islamic point of view?
• What are the ways to demonstrate sincerity in real life
situation?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
• Surat Ya-sin (People of the city verses 13-19)
• The Holiest mosques (Hadith)
• Umrah rules
• Travel manners
• I am the best of you to my family
• Why did Allah send messengers to the city mentioned in
Surah Yasin?
• How did people of the city respond to the messengers of
Allah?
• Which are the holiest mosques in the world according to
the Hadith of Prophet PBUH?
• How would you differentiate between Umrah and Hajj?
• What are the actions prohibited during Umrah?
• How performing Umrah helps a Muslim to get closer to
Allah?
• What are the manners of travelling in Islam?
• How would you prove that the Prophet Muhammad PBUH
was best in taking care of his family?
ISLAMIC A & B CURRICULUM: YEAR 9
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
• Surat Ya-sin 4 (The power of Allah verse 33-54)
• I read the name of my Lord
• Oaths and vows
• Knowledge brings enlightenment and high status
• The battle of Hunayn
• Can you interpret the verses of Surah Yasin 33-54?
• How would you describe the power of Allah in the light of
Surah Yasin?
• Can you elaborate UAE's efforts in strengthening the
culture of reading in society?
• What is oath and vow from the Islamic point of view?
• How would you justify the importance of fulfilling the
vows?
• Can you distinguish between swearing that constitute an
oath and swearing that does not?
• When did the battle of Hunayn take place?
• Can you analyse the causes of the battle of Hunyan?
• What is the reason Muslims got defeated initially in the
battle of Hunayn?
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judged on the following criteria:
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note books
Links for Home Learning/Extension Resources:
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
ISLAMIC A & B CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
107
In Year 9, Maths at WEK…
Key Stage 3 Mathematics Curriculum
Mathematics is an interconnected subject in which students need to be able to move fluently between representations of
mathematical ideas.
The programme of study for key stage 3 is organised into apparently distinct domains, but students should build on key
stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems.
They should also apply their mathematical knowledge in science, geography, computing and other subjects. The expectation is
that the majority of students will move through the programme of study at broadly the same pace. However, decisions about
when to progress should always be based on the security of students’ understanding and their readiness to progress. Students
who grasp concepts rapidly will be challenged through being offered rich and sophisticated problems before any acceleration
through new content in preparation for key stage 4. Those who are not sufficiently fluent will consolidate their understanding,
including through additional practice, before moving on.
Curriculum Standards: By the end of key stage 3, students are expected to know, apply and understand the matters, skills and
processes specified in the Pearson Edexcel iLowerSecondary Mathematics.
Working mathematically through the mathematics content, students should be taught to:
Develop fluency
1. consolidate their numerical and mathematical capability from key stage 2 and extend their understanding of the
number system and place value to include decimals, fractions, powers and roots
2. select and use appropriate calculation strategies to solve increasingly complex problems
3. use algebra to generalise the structure of arithmetic, including to formulate mathematical relationships substitute
values in expressions, rearrange and simplify expressions, and solve equations
4. move freely between different numerical, algebraic, graphical and diagrammatic representations [for example,
equivalent fractions, fractions and decimals, and equations and graphs
5. develop algebraic and graphical fluency, including understanding linear and simple quadratic functions
6. use language and properties precisely to analyse numbers, algebraic expressions, 2-D and 3-D shapes, probability and
statistics.
Reason mathematically
1. extend their understanding of the number system; make connections between number relationships, and their
algebraic and graphical representations
2. extend and formalise their knowledge of ratio and proportion in working with measures and geometry, and in
formulating proportional relations algebraically
3. identify variables and express relations between variables algebraically and graphically
4. make and test conjectures about patterns and relationships; look for proofs or counter examples
5. begin to reason deductively in geometry, number and algebra, including using geometrical constructions
6. interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
7. explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments
formally.
MATHS CURRICULUM: YEAR 9
KEY STAGE 3
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Solve problems
1. develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-
step problems
2. develop their use of formal mathematical knowledge to interpret and solve problems, including in financial mathematics
3. begin to model situations mathematically and express the results using a range of formal mathematical representations
4. select appropriate concepts, methods and techniques to apply to unfamiliar and non-routine problems.
In Year 9, the Mathematics curriculum at WEK is divided into chapters each building on and interconnecting to each other as
students are expected to solve more sophisticated problems.
MATHS CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
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Assessment Overview
Students are assessed once each term. These assessments are used to identify any weaknesses so that both the teacher and
student can plan further intervention. There are 3 completed in Year 9 and the results of each are recorded in Go4schools.
The End of Year Key Assessment will include the assessment of all 12 Chapters.
GL Assessment
In the summer term, students will sit the GL test for Year 9 Mathematics. Students will prepare throughout the year for these
through the content of the Chapters but also through the repetition of mental maths under short timed conditions.
Booklets for GLs have been created for students and will be amalgamated into their SOW.
The Mathematics Department at WEK promote the following useful websites:
Collins connect online textbook – Student personal login
https://vle.mathswatch.co.uk
https://corbettmaths.com/
https://www.piximaths.co.uk/
https://www.onmaths.com/
Home Learning
In Year 9, the vast majority of home learning is set via Mathswatch. This is communicated via Go4schools. Students are
expected to show their working out and thought processes in their homework exercise book. There is an expectation of 75%
success rate for each home learning task. The tasks are usually set over a two / three-week period so students need to use
their time wisely and urged to do a little bit of maths each most evenings. The completion of home learning is recorded in
Go4schools.
MATHS CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
CONTI N U ED
110
MATHS CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
CONTI N U ED
111
MATHS CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
112
In Year 9, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
Moral Rules and Assuming Responsibility
• Respect Is the Basis of Good Treatment
• Aspects of Equality Among People
• Moral Rules
• Establishing Positive Relationships
• Assuming Responsibility and Self-Esteem
• Diseases and Social Responsibility
Ethics in the Context of Communities
• Definition of Community
• The Role of Our Communities
• The Form of our Communities
• Guaranteeing the Safety of Communities
• Communities and Social Groups in the UAE
• How can I respect others around me?
• How can I build positive relationships with others?
• What does community mean to me?
• How do communities and social groups in the UAE differ
from my home country?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Respecting Diversity
• Diverse Community
• The Concept of Equality in Society
• Diversity and the Media
• Fighting Prejudice and Discrimination
The Growth of Consultative Government in the UAE
• The Council: The Traditional Method of Consultation
• Sheikh Zayed and the Beginnings of Federal National
Council
• The Consultative Government in the UAE
• Traditional Components of the Government of Abu Dhabi
• Integrating the Traditional Idea of the Council with New
Technology
• How is diversity shown in the media?
• What role has the government played in the growth of
the UAE?
MORAL EDUCATION CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
Ethics in the Context of Countries
• State and Government
• Laws
• Governments Between the Past and Present
• The Good Form of Government
• The Government in the UAE
Addressing Conflicts
• Internal Conflicts
• Management of Internal Conflicts
• External Conflicts
• Management of External Conflicts
• Vulnerable Social Groups Under Armed Conflicts
• How can we pass a law?
• What is the difference between internal and external
conflicts?
Assessment Overview and Format:
Students will have summative assessment throughout the year.
This may be in the form of key word tests or short essay style
questions.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their
assessments and they can revise the Moral Education
curriculum by using their notebook and class resources.
MORAL EDUCATION CURRICULUM: YEAR 9 CONTIN U ED
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In Year 9, Music at WEK…
At Key Stage 3 we now use the internationally recognised resource programme published by Musical Contexts (UK). This
programme of study is introduced in the latter stages of the primary music curriculum and feeds cohesively into secondary
learning. The programme is designed to encourage the Analytical, Creative and Performative elements of music so that all
students of all abilities and experiences can excel to the best of their individual abilities throughout. The different modules
build upon each other so that prior learning can be extrapolated to form the foundation of new learning experiences.
At Year 9 there is an increased focus on student-led learning where lesson content is derived from student ideas and input.
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
Dance Music
Dance music takes an explorative look into rhythm, chords
and metre in a variety of different types, styles and genres of
dance music. By exploring the characteristic musical features
of dance music from different times and places, students will
understand the important connection between the steps,
movement and formation of the dance and how these are inter-
related within musical features such as time, metre, rhythms
and chords in the music.
From simple marches in 2/4 time, to waltzes in 3/4 time, The
Baroque Dance Suite to Latin Dance: The Tango, from Country
and Western music that accompanies American Line Dance
to Irish Folk Music used for the Irish Jig and Reel and modern
improvised dance music such as Disco and Club Dance.
The emphasis throughout the module is on the characteristic
rhythms, time signatures and metre (simple and compound
time) and use of chords (primary and seventh chords) in a
range of dance music from different times and places.
• How does contemporary Dance Music relate to previous
styles?
• How are the Elements of Music combined to create Dance
Music?
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KEY STAGE 3
CONTI N U ED
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TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
Soundtracks
The module begins with an introduction into the purpose of
film music and the decisions and challenges a composer of
film music faces. Leitmotifs are an important aspect of film
music and students explore how composers have used these
to represent certain characters and situations within films and
how, through the manipulation of the elements of music, these
can be changed to suit different on-screen situations.
The focus of this module is on creating and composing, but there
are also opportunities for students to critically engage with a
range of film music through listening and appraising, together
with some performing activities of famous film themes and
leitmotifs.
The James Bond Film Music Project is one such task where
students perform the James Bond Leitmotif and Themes
before using these in a soundtrack composition for the newest
James Bond film trailer.
• What is the function on Film Music?
• How has film music changed/developed over the last 120
years?
TERM 2 – TOPICS / KEY CONTENT TERM 2 -
OVERARCHING KEY QUESTIONS
Computer & Video Game Music
The module begins with an introduction into the purpose
of The module begins by looking at Character Themes in
computer and video game music before students move on to
explore ways in which Character Themes can be developed
and changed for different atmospheres and scenarios within
computer and video games.
The characteristic musical features of much computer game
music including jumping bass lines, staccato articulation,
chromatic movement and syncopation are included as musical
knowledge through composing and performing tasks.
Sound effects are then explored and students either create
or perform a range of sound effects to match common actions
and cues within games.
Finally, the module ends with students creating a musical
score/soundtrack for a computer or video game, creating their
own ground theme and sound effects which can be presented
in a final “Dragon’s Den” style presentation/assessment.
• What are the differences and similarities between Film
Music and Computer/Video Game music?
• How are the Elements of Music combined to create CVG
Music?
MUSIC CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
CONTI N U ED
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TERM 2 – TOPICS / KEY CONTENT TERM 2 -
OVERARCHING KEY QUESTIONS
New Directions
New Directions takes an in-depth exploration of two of the
many various styles, movements and genres of twentieth
century music: minimalism and expressionism.
In minimalism we focus on the compositional rhythmic and
melodic devices and conventions of minimalist composers; in
expressionism we explore serialist compositional techniques
such as note/tone rows and hexachords.
Both aspects explore how composers develop compositions
from small starting points (motifs/cells or note/tone rows)
and how these can be extended, developed and varied using
musical devices such as augmentation, diminution, retrograde,
inversion and retrograde inversion.
Through exploring a wide range of music from the minimalist
and expressionist styles, students learn about common
trends in twentieth century music such as the use of different
tonalities, chromaticism, dissonance and extremes of pitch
and dynamics as well as how composers use unusual and
experimental timbres, sonorities, sounds and instruments within
their work, which students are encouraged to explore and use
in their own performances, improvisations and compositions to
get a feel of the style in which they are exploring.
• How are contemporary styles linked to more old-
fashioned styles?
• What skills have been learned so far that can be used
here?
MUSIC CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
Samba
This module introduces the polyrhythmic style of Latin-
American Samba and revises and revisits many key concepts
concerning rhythm, beat and pulse from prior learning including
features such as polyrhythms, cyclic rhythms, syncopation,
ostinato and call and response.
The experience of performing together as an ensemble aims to
give students the exhilaration and physical impact of ensemble
percussion music.
The unit is based around a flexible class Samba piece
where original melodic parts have been adapted and Samba
percussion rhythms added to form various sub-sections
which are learned over a series of lessons and added to as
the module progresses. The Form and Structure of this
arrangement follows the traditional layout of a piece of Samba
including sections which feature call and response, syncopation
and the opportunity for rhythmic improvisation within an
overall structure.
During the unit, students learn about the timbres and
sonorities of instruments within a Samba band, how Samba has
influenced popular music and the effect that syncopation has
on music.
• How are the Elements of Music employed in Samba?
• Why has South American influenced music become so
popular over the last 15-20 years?
MUSIC CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
What makes a good song?
This module consists of a series of short, structured,
exploratory and investigatory activities into the genre of
popular song in terms of the different structural, textural and
elemental components.
The module focuses primarily on popular songs and students
are given the opportunity to sing all the songs explored.
Students explore song structure and how a typical popular
song is made up of different structural elements before
exploring (or revisiting) primary (I, IV, V and V7) and
secondary chords (VI), song textures and instruments, timbres
and sonorities used to accompany popular songs.
Hooks are Riffs in popular songs are explored briefly and this
provides a good foundation for the Hooks and Riffs module in
Year 8 which looks at popular music in greater detail.
Through a series of performing and listening tasks, students
use lead sheets of popular songs to perform parts from and to
analyse musical features from which introduces them to this
form of musical notation.
Through the exploration and analyses of popular songs,
students are provided with valuable skills, knowledge and
understanding to prepare them to create their own complete
musical arrangement of a song which is covered in Year 9.
• Why do we like some songs and not others?
• How do we combine the different Elements of Music for
creative success?
Assessment Overview and Format
Students are assessed regularly across the three strands of Analysis, Composition and Performance.
Assessments are undertaken at the end of each module, during class time, to wrap up the topic at hand.
MUSIC CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
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In Year 9, Physical Education at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
1x PE per week
1 x Swimming per week
Sports covered:
Boys – Football
Girls – Football
Boys & Girls – Athletics
Theoretical aspects covered:
• Joints
• Movement
• Can you demonstrate the skills for the game with a
competent level of accuracy, precision, control and
fluency?
• Can you demonstrate the correct technique for some
track and field activities with accurate timing and
inconsistent accuracies when performing in a competitive
environment?
•
• How would we move without joints?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
1x PE per week
1 x Swimming per week
Sports covered:
Boys – Rugby
Girls – Netball
Boys – Cricket
Girls - Rounders
Theoretical aspects covered:
• Muscle Fibers
• Can you demonstrate and perform confidently in a range
of position specific skills for the game?
• Can you make accurate decisions when playing in a
competitive game?
• Are all muscles the same?
PHYSICAL EDUCATION CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
2x PE a week
Rotation of:
Rock Climbing, Trampolining, Tennis
Theoretical aspects covered:
• Planes and Axis
• Can you create a short routine using both basic and
complex shapes and disciplines?
• Can you outwit your opponent?
• Can you climb a level 6 climb confidently with fluency and
control demonstrating good weight transference?
• How do we move?
Assessment Overview and Format:
Theoretical aspects – 10% of grade
1 key assessment each term with a 45 minutes written
exam on the theoretical aspects learnt through practical PE
lessons.
PE – 90% of grade
Students graded across all sports played during the year and
top 3 sports give an average mastery grade.
Swimming
Swim level graded against the Swim England Criteria.
Links for Home Learning/Extension Resources:
https://www.bbc.com/bitesize/subjects/znyb4wx
PHYSICAL EDUCATION CURRICULUM: YEAR 9 CONTIN U ED
KEY STAGE 3
121
In Year 9, Science at WEK…
BIOLOGY
CHEMISTRY
PHYSICS
TERM 1
Unit 1 – Cells
• Animal and plant cell structure
• Cell specialization and
differentiation
• Microscopy
• Cell division
• Transport in cells
Unit 1 – Atomic structure
• Atoms elements and
compounds
• Balancing equations
• The atomic model
• The periodic table
Unit 1 – Energy changes
• Energy stores and systems
• Energy transfers
• Power
• Specific heat capacity
• Methods of heat transfer
• Insulation
• Energy resources
• Renewable and
nonrenewable energies
TERM 2
Unit 2 – Organization
• Principles of organization
• Digestive system
• Blood and blood vessels
• Health issues and disease
• Plant tissues and organs
Unit 9 - Atmospheric Chemistry
• Proportion of gases in the
atmosphere
• Global warming and climate
change
• Atmospheric pollutants
Unit 2 Electricity – part 2
(Circuits covered later)
• Mains electricity
• Electrical power
• Electricity generation
• National grid
• Static electricity
• Fields
• Uses of electrostatics
TERM 3
Unit 3 – Infectious disease
• Communicable diseases
• The defense system
• Vaccination
• Plant diseases
Unit 10 - Chemical resources
• Using resources and
sustainable development
• Water treatments
• Life cycle assessment
• Alloys and other materials
• Fertilisers
Unit 2 Electricity – part 1
• Current and circuit symbols
• Series and parallel circuits
• Power and energy
• Resistance
• Resistors in use
• Sensing circuits
GL PREP
Students will be provided with detailed preparation materials
WORKING
SCIENTIFICALLY
1. Development of scientific thinking
2. Experimental skills and strategies
3. Analysis and evaluation
4. Scientific vocabulary, quantities, units, symbols and nomenclature
SCIENCE CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
122
Assessment Overview and Format:
For each topic, students will complete.
• Spelling test on key words
• 6 mark extended writing pieces
• Assessed practical task (PAG)
• End of unit Educake quiz
Key Assessments will assess all content to the date of the
assessment.
Key Assessment 1 to 3 – 60 minute assessment for each
science
Past papers are available here with relevant mark schemes
https://www.physicsandmathstutor.com/
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Educake for quizzes www.educake.co.uk (students have log
ins)
BBC Bitesize
https://www.bbc.co.uk/bitesize/levels/z98jmp3
AQA GCSE
Biology - https://www.aqa.org.uk/subjects/science/gcse/
biology-8461
Chemistry - https://www.aqa.org.uk/subjects/science/
gcse/chemistry-8462
Physics - https://www.aqa.org.uk/subjects/science/gcse/
physics-8463
SCIENCE CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
123
In Year 9, Social Studies at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
OVERARCHING KEY QUESTIONS
History Unit
History of the UAE
Islamic dynasties of the Middle Ages
Key leaders and key events of each dynasty
The Crusades
The conquest of the Mongols
Ummayad and Abbasid cities in the Emirates
National Education
Social Responsibility
The Founding Fathers
National Security
Roles of the Sheikhs
1.1.1.1 - What were the different Muslim Dynasties?
• Who were their key leaders?
• Did they expand? What lands did they occupy?
• How were they governed?
• How did they rise and fall?
• Can you identify at least 3 key events from each Dynasty?
• Umayyads (Key leaders: Muyawiya, Abd al Malik)
• Abbasids (Both eras)(Key Leaders: Harun al Rashid, Al
Mu’tasim, Al Ma’mum)
• Mamluks (Key Leaders: Baybars)
1.1.1.7 - What were the Crusades?
• How many were there?
• What did the Crusaders want and why?
• Who were the key/famous leaders?
• How/what routes did they take to Jerusalem?
• What successes did they have if any?
• Who were the Mongols?
• When did they invade the Islamic Countries?
• Who stopped their conquest and how?
• Can you research into any Umyyaad/ Abbasid cities in the
Emirates?
1.3.1.1 - What is social responsibility?
• How can we promote social responsibility?
• How did the founding Fathers contribute to social life/
social responsibility?
• What is national Security?
• How do the authorities protect us?
• How can we support them?
1.3.1.10 - What is a biography?
• Can you examine the key roles of the Sheikhs of Sharjah
in establishing the Union?
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KEY STAGE 3
CONTI N U ED
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TERM 2 – TOPICS / KEY CONTENT TERM 2 -
OVERARCHING KEY QUESTIONS
Geography Unit
Settlement Patterns
Urbanisation
Migration
Migration Patterns
Populations
Sustainability
Environmental Practices in the UAE
1.2.1.1 - What is settlement?
• Can you identify different patterns of settlement in
geography?
• What has driven humans to create cities/urbanised
environments?
• What is migration?
• Are there any world migration patterns and can you
illustrate them?
• Can you describe their impact on a particular
geographical area?
1.2.1.5 - What is population?
• How do populations modify their lifestyles to keep pace
with the environment (positive and negative) Focus on an
Arab/Islamic country as an example.
• What is sustainability?
• Can you discuss the founder’s environmental practices
for achieving sustainability?
• How is the UAE working towards sustainability today?
SOCIAL STUDIES CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
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TERM 3 – TOPICS / KEY CONTENT TERM 3 -
OVERARCHING KEY QUESTIONS
Economics Unit
Risk Taking and Ventures in Business
Economic Systems
Economic Development
Founders of the UAE’s effort to develop the economy
Use of Technology and its effects on Economies
1.4.1.8 - What is meant by risk taking & ventures in business?
• What is motivation within small and medium enterprise?
• Can you look at this in the context of the UAE/ Other
countries?
• How do 3 economic systems compare and contrast?
• What economic systems are there?
• Can you compare the different systems?
• What is the effect of economic development on societies?
• Can you explain the Founders of the UAEs efforts to
develop the economy?
• What changes in economics are due to development?
1.4.1.3 - Can you research the use of technology and its
effects on economies?
• What is the importance of high tech?
• How do you explain the role of technology in improving
economies?
Assessment Overview and Format:
At KS3 students are assessed according to the UAE Social
studies framework:
Knowledge and Understanding 1.1.1
Literacy 2.1.1
Presentation and Communication 3.1.1
End of Term assessment including all topics taught (x3)
Links for Home Learning/Extension Resources:
Students will have access to lesson on TEAMS
SOCIAL STUDIES CURRICULUM: YEAR 9 CO NTINUED
KEY STAGE 3
126
In Year 9, Spanish at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
KEY GRAMMAR CONCEPTS
Mi tiempo libre y La Comida: My Free Time and Food
• Talking about your free time
• Expressing likes dislikes towards activities
• Talking about the weather
• Learning about extreme sports
• Likes and dislikes of food
• Understanding a menu
• Understanding what dishes are from what Spanish regions
• Saying what you eat at mealtimes
• Booking a table
• Inviting somebody out
• Formation of the Present Tense
• Regular and irregular verbs
• Radical changing verbs
• Using pronouns after para and con
• Extending range of two verbs together
• Revision of me gusta + infinitive
• Y becoming e and o becoming u
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
Los trabajos – Jobs
• Saying what you have to do at work
• Saying what job you would like to do
• Saying what you did at work yesterday
• Describing your job
• Using tener que
• Using correct adjectival agreement
• Using the conditional tense
• Using preterite tense of regular verbs
• Using two tenses together
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - KEY GRAMMAR CONCEPTS
Ramadan: Cultural project
Jóvenes en acción – Young people in action
• Talking about children’s lives
• Talking about children’s rights
• Talking about journeys to school and using the
comparative
• Talking about environmental issues
• Using the 3rd person singular
• Using the verb poder + infinitive
• Using the ‘we’ form of verbs
• Asking questions
• Looking at the formation of the simple future tense
• Using questions and general knowledge to work out
meanings of new words
Assessment Overview and Format:
Three assessment points throughout the year.
There will be a summative assessment of Listening, Reading
and Writing at the end of each module.
There will be a formative assessment of speaking through
classwork and participation.
Links for Home Learning/Extension Resources:
www.linguascope.com
www.languagesonline.org.uk
www.revisionworld.com
SPANISH CURRICULUM: YEAR 9
KEY STAGE 3
127
In Year 9, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 -
THEORY AND SKILLS
Product Design – Clocks Project
During this term, students will be challenged to design and
make a clock, which will be made from wood and plastic.
Students will be introduced to workshop safety and will
be taught how to use the machinery and tools to industry
standards. Students will design a range of Clock taking
into consideration their target market. Once they have
manufactured their personal Clock they will test and evaluate
their work against their original specification. They will also be
introduced to electronics.
Students will develop a range of theory skills including:
• The origin of woods
• The origin of plastics
• Designing skills
• CAD Skills
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Measuring and cutting accurately
• How to cut using a tenon saw
• How to use a pillar drill
• How to use the laser cutter
• The effective use of adhesives
• The correct methods of applying a finish
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - THEORY AND SKILLS
Food Preparation and Nutrition
Students will be introduced to safety within the kitchen and
will be taught techniques used in restaurants around the
world. Students will design a range of different dishes taking
into consideration, dietary requirements, taste and function
of ingredients as well as the overall aesthetics of the dish.
Once they have prepared their dish they will be responsible
for cleaning their workspace and washing each item they have
used, ensuring that they are free from bacteria, allowing all
students following on from them to have safe and bacteria free
utensils and cooking apparatus.
Students will develop a range of theory skills including:
• The origin of a range of foods, including herbs and spices.
• Food hygiene
• How to operate the oven
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Weighing and measuring out food
• Knife skills
• How to use an oven
• How to correctly use the hob
• Time management
TECHNOLOGY CURRICULUM: YEAR 9
KEY STAGE 3
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - THEORY AND SKILLS
Printed T-shirt
During this term, students will be challenged to design and
create a printed t-shirt. Students will study Screen printing
and stenciling.
Students will be introduced to safety within the textiles studio
and will be taught how to use the machinery and tools to
industry standards. Students will design a range of different
cushion covers taking into consideration their personal
choice, constrains and material selection. Once they have
manufactured their personal T-shirt design they will test and
evaluate their work against their original specification.
Students will develop a range of theory skills including:
• The origin of fabrics
• The use of textiles/fabrics in everyday items and clothing
• How to print on textiles.
• Designing skills
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Measuring and cutting accurately
• Tessellating, maximizing the area of pattern fabric
• How to use a sewing machine
• How to use hand sewing techniques
Assessment Overview and Format:
In Design Technology assess using the same format as in
GCSE in which students are assessed on the following:
• Research skills
• Design and Development skills
• Practical
• Testing and Evaluative skills
Students will also participate in Three Key Assessments
throughout the year. In Key Assessment 1 and 2, students will
be assessed based on the current subject area focus. Key
Assessment 3 will test students’ knowledge across all three-
subject areas.
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and
Go4Schools. The work is mostly a continuation of skills
and tasks we have started in lesson as this helps students
prepare for the style of homework if the subject is taken
at GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
TECHNOLOGY CURRICULUM: YEAR 9 CONTIN U ED
KEY STAGE 3
KEY STAGE 4
130
At Key Stage 4 we follow the Edexcel GCSE (9-1) Music Specification which is structured for assessment as follows:
COMPONENT OVERVIEW ASSESSMENT
COMPONENT 1
PERFORMING
30% NEA
• Two Performances lasting a combined minimum of 4 minutes
• Solo Performance: minimum of 1 piece lasting at least 1 minute
• Ensemble Performance: minimum of 1 piece lasting at least 1
minute
Minimum of 2 pieces
30 marks each
Total of 60 marks
COMPONENT 2
COMPOSING
30% NEA
• Two different compositions lasting a combined minimum of 3
minutes
• Free Composition (student brief) lasting at least 1 minute
• Published Composition (set brief) lasting at least 1 minute
Combination of 2 pieces
30 marks each
Total of 60 marks
COMPONENT 3
APPRAISING
40% EXAM
4 Areas of Study (AoS) with 2 Set Works each:
1. Instrumental Music 1700–1820
2. Vocal Music
3. Music for Stage and Screen
4. Fusions
Exam 1hr 45mins
Total of 80 marks
The Edexcel GCSE (9-1) Music qualification enables students to learn through the use of engaging and relevant musical content.
Students continue to study the Elements of Music that underpinned learning at KS3 and now broaden their learning horizons
with a more diverse understanding of musical contexts and musical language through the different Areas of Study. This
specification uses real examples of how key musical content is used within specific pieces of music, thus enabling students to
learn in-depth appraising skills in preparation for their assessments.
MUSIC CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
131
At Year 10 there is a greater expectation for students to be in control of their own learning journey and to be increasingly
accountable for their own development and advancement.
TERM 1 – TOPICS & KEY CONTENT
OVERARCHING KEY
QUESTIONS
COMPONENT 1 COMPONENT 2 COMPONENT 3
• Solo Performance
Assessment (Winter
Concert)
• Logic Pro
• Foundation Compositions
• AoS 4 (Fusions)
• Listening Exercises
• Exam Overview
• Wider Listening (AoS 4)
• Music Theory Revision
• How do we use MAD
T-SHIRT to analyse
music?
• What does ‘practice’
make?
TERM 2 – TOPICS & KEY CONTENT
OVERARCHING KEY
QUESTIONS
COMPONENT 1 COMPONENT 2 COMPONENT 3
• Solo Performance
Assessment (Spring
Concert and class
workshops)
• Student Brief
Composition
• Understanding the
marking criteria and how
they are used.
• AoS 1 (Instrumental Music)
• Listening Exercises
• Wider Listening (AoS1)
• Music Theory Revision
• How does music timeline
over the decades?
• Why is an eclectic
listening portfolio better
for us as musicians?
• How far have you come
so far and how far do
you still need to go?
• What learning lessons
have you learned?!
TERM 3 – TOPICS & KEY CONTENT
OVERARCHING KEY
QUESTIONS
COMPONENT 1 COMPONENT 2 COMPONENT 3
• Solo Performance
Recording Sessions,
Marking and Submission.
• Feedback on
Composition task and
remedial sessions
• Marking and submission
of completed
Composition task.
• Exam Preparation • Aiming beyond
expectation.
MUSIC CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
132
At Key Stage 4 we follow the Edexcel GCSE (9-1) Music Specification which is structured for assessment as follows:
COMPONENT OVERVIEW ASSESSMENT
COMPONENT 1
PERFORMING
30% NEA
• Two Performances lasting a combined minimum of 4 minutes
• Solo Performance: minimum of 1 piece lasting at least 1 minute
• Ensemble Performance: minimum of 1 piece lasting at least 1
minute
Minimum of 2 pieces
30 marks each
Total of 60 marks
COMPONENT 2
COMPOSING
30% NEA
• Two different compositions lasting a combined minimum of 3
minutes
• Free Composition (student brief) lasting at least 1 minute
• Published Composition (set brief) lasting at least 1 minute
Combination of 2 pieces
30 marks each
Total of 60 marks
COMPONENT 3
APPRAISING
40% EXAM
4 Areas of Study (AoS) with 2 Set Works each:
1. Instrumental Music 1700–1820
2. Vocal Music
3. Music for Stage and Screen
4. Fusions
Exam 1hr 45mins
Total of 80 marks
The Edexcel GCSE (9-1) Music qualification enables students to learn through the use of engaging and relevant musical content.
Students continue to study the Elements of Music that underpinned learning at KS3 and now broaden their learning horizons
with a more diverse understanding of musical contexts and musical language through the different Areas of Study. This
specification uses real examples of how key musical content is used within specific pieces of music, thus enabling students to
learn in-depth appraising skills in preparation for their assessments.
At Year 11 there is a greater expectation for students to be in control of their own learning journey and to be increasingly
accountable for their own development and advancement.
MUSIC CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
133
The UK Government has released the following information regarding practical submissions in May 2022:
PERFORMANCE ASSESSMENT
• Require students to perform 1 or more pieces of music with a combined duration of at least 1.5 minutes (if all solo
performance) or 2 minutes (if including performance as part of an ensemble).
• No requirement to perform as part of an ensemble.
• Requirement to submit complete and unedited recording of the live performance and, where available, the score or lead
sheet for that performance.
COMPOSITION ASSESSMENT
• Require students to compose 1 or more pieces of music with a combined duration of at least 2 minutes.
• Compositions may be in response to an exam board set brief and/or be freely composed, with no requirement to do both.
• Requirement to submit complete recording of each composition with a score, lead sheet or written account of the
composition, produced by the student.
TERM 1 – TOPICS & KEY CONTENT
OVERARCHING KEY
QUESTIONS
COMPONENT 1 COMPONENT 2 COMPONENT 3
• Solo Performance
Assessment (Winter
Concert)
• Student Brief
Composition
• AoS 4 (Fusions)
• Listening Exercises
• Wider Listening (AoS 4)
• Music Theory Revision
• How do we use MAD T-SHIRT to
analyse music?
• What does ‘practice’ make?
TERM 2 – TOPICS & KEY CONTENT
OVERARCHING KEY
QUESTIONS
COMPONENT 1 COMPONENT 2 COMPONENT 3
• Solo Performance
Assessment (Spring
Concert and class
workshops)
• Student Brief
Composition
• Understanding the
marking criteria and
how they are used.
• AoS 1 (Instrumental
Music)
• Listening Exercises
• Wider Listening (AoS1)
• Music Theory Revision
• How does music timeline over the
decades?
• Why is an eclectic listening portfolio
better for us as musicians?
• How far have you come so far and
how far do you still need to go?
• What learning lessons have you
learned?
TERM 3 – TOPICS & KEY CONTENT
OVERARCHING KEY
QUESTIONS
COMPONENT 1 COMPONENT 2 COMPONENT 3
• Solo Performance
Recording Sessions,
Marking and Submission.
• Feedback on Composition task
and remedial sessions
• Marking and submission of
completed Composition task.
• Exam Preparation • Aiming beyond expectation.
MUSIC CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
134
In Year 10, Drama at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Skills Development, genre, form and Style
Students will spend the first term focusing on devising
skills, performance skills and how to respond effectively
to a stimulus in preparation for their devising unit of
work. They will look at different types of theatre that
cover a range of genres, forms and styles.
• Is alienating your audience ever effective?
• Should theatre be education or entertainment?
Mock Component 2 Performance
Students will practically explore the set text they will
study for their written paper and complete a mock
practical exam for this. Text choice to be confirmed.
• How can you develop a realistic character?
Production
For one hour per week, drama students will look at
production elements including; set, costume, sound and
lighting design. This is preparation for their written
paper, componenet 3 of the examination.
• Why is the relationship between the designers and the
directors an important one?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
Component 1 Devising
The students will be provided with a range of stimuli,
from which they will create their own original piece of
theatre for their coursework.
• How can design elements bring this piece to life?
• How can I keep my audience engaged?
• How is this linked to a specific practitioner?
Component 3 Section A
One lesson per week will be focused on the set text for
the written paper. Students will think as performers,
designers and directors for this unit.
• How do your creative intensions differ from those of the
orginal playwright?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
Component 3 Section A
Continuation of the 6 areas of study for design; set,
sound, lighting, costume, staging, props and furniture.
Are my intentions clear as designer, director or performer?
Are my intentions linked to those of the playwright?
How can I improve my answers?
Assessment Overview and Format:
Students will be assessed practically and through the
written examination.
Unit one; Devising coursework will be completed in year
10 which is marked internally and externally moderated.
Links for Home Learning/Extension Resources:
https://www.bbc.co.uk/bitesize/subjects/zbckjxs
https://www.digitaltheatreplus.com/education
https://www.nationaltheatre.org.uk/
DRAMA CURRICULUM: YEAR 10
KEY STAGE 4
135
In Year 11, 3D Design at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Term 1 – Topics / Key Content
Students will continue in term 1 with their Coursework.
This will form 60% of their grade. Students will start the
term finishing their Architecture project and then start on
their mock exam. The theme will be Natural Forms.
Students will create sketchbook work in preparation for
the 10-hour Exam in January. This work will need to be more
independently worked on in preparation for the final exam.
Each student will aim to create a lamp in the style of their
theme Natural Forms.
Term 1 - Overarching Key Questions
• What will make your coursework stand out and create
interest for the moderator?
• What artists will you use to influence your project
direction?
• What will make your final painting be the best response
to the theme?
• How will you know you have planned the best solution?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
This term will see the start of the Final Art exam. The
theme will come from the board and the students will need
to work on this individually with no guidance or prompts.
Students will need to create a sketchbook of work that
will lead to the final 10-hour exam.
• How will you interpret the Exam question?
• What artists’ style will best show your talent?
• How will you know you have achieved the best plan for
the outcome?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
The Final Exam will take place at the beginning of this
term. The rest of the sessions will be spent planning the
Final Exhibition.
The course ends 1st of May.
N/A
Assessment Overview and Format:
The Assessment for the Coursework will take place in
January against the Exam board Criteria.
Students will get feedback formal feedback every 2-3
weeks on their progress to their target and will be
guided in their coursework.
The Exam will have no internal assessment whilst
in process and will get a final judgement before the
moderator arrives. The students will not be given an
estimated grade but nothing can be confirmed until
results day. The moderators do not give feedback.
Links for Home Learning/Extension Resources:
• Students will have homework every week. It is important
students spend 2-3 hours a week on their art homework.
• Home learning tasks will be uploaded on Go 4 Schools.
• All feedback and other resources will be on Showbie.
3D DESIGN CURRICULUM: YEAR 11
KEY STAGE 4
136
In Year 11, Arabic A at WEK…
Most of the resources used are based on specifications made by the UAE Ministry of Education. We will also combine a range of
IGCSE Curriculum requirements through MOE curriculum.
Reading: Learners read distinguished literary works and interact with them in a way to support the subjects which they study.
They will also read texts about history, Sociology, psychology, and others, to reach a deep level of literary understanding and
appreciation.
When analyzing the texts, they will be encouraged to specify ideas and seek out the general humanitarian issues that are
presented. Students will be encouraged to read and analyze old and modern poetic texts and prose works, including short
stories, plays, and novels which are differentiated in their content and in the issues discussed.
They will demonstrate ability to analyze such artistic texts and explain the ideas contained therein, in addition to linking them
with other literary works.
The course explores and encourages:
• the historical stages of the Arabic Literature through the time line of the literary eras
• elicits the technical features of the texts and connects them with their literary eras
• compares between the language, style, and ideas of some poems
• distinguishes the emotive language in texts and explains the rhetorical images in the verses
• shows the role of imagination and the verbal images in creating an impact on poetry
Writing: Learners show their understanding of the different elements of writing for form and purpose. Students will be
encouraged to write:
• narrative texts
• explanatory texts
• persuasive texts
• descriptive texts
They will be able to organize their ideas and evidence in a coherent and convinced form, which expresses deep thinking in the
subject and is supported with examples.
The course will engage with writing a simple research paper and applying the basic steps to do so, developing research
strategies by asking clear and precise questions about the subject, and applying the techniques of revision and evaluation.
ARABIC A CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
137
Speaking: Learners show their ability in conversation such as:
• fluency
• confidence
• organizing of ideas
• clarity
and using the paralleled elements of the language including:
• tuning
• accent
• gesture
• allusion
Students will participate effectively in official presentations such as speeches, public discussions, and debates. They will be
encouraged to use conversation skill for various purposes as asking questions, exchanging information, re-formatting the
audible texts, or narration of a story and providing different presentations
Listening: Learners will listen to the audible texts and show understanding. They will be able to distinguish and analyze ideas,
extract values and principles, evaluate the texts according to objective standards, and adhere to the etiquette of listening.
ARABIC A CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
CONTI N U ED
138
TERM 1 – TOPICS / KEY CONTENT TERM 1 - 2 – 3 OVERARCHING KEY QUESTIONS
رﻮﻨﻟا ةرﻮﺳ ﻦﻣ
يﺪﺒﻌﻟا ﺐﻘﺜﻤﻟا ةﺪﻴﺼﻗ
ظﻮﻔﺤﻣ ﺐﻴﺠﻨﻟ ﺔﺛدﺎﺣ ﺔﺼﻗ
يﺪﻋﺎﺴﻟا ﻢﻳﺮﻤﻟ ﺔ
ّ
ﻴﺒﻃ ةرﺎﻈﻧ ﺔ
ّ
ﺼﻗ
ﺔﻴﺑدأ ةﺮﻴﺳ ﺪﻴﻌﻟا مﻮﻳ
مﺄﺴﻟا نﺎﻫﺮﺑ رﺎﺘﻬﺘﺳﻻا
ﻒﺗﺎﻬﻟا ﻲﻘﻳﺪﺻ
سﺎﻨﻟا ﺎﻳاﺮﻣ ﻢﻟﺎﻌﻟا تﺎﻐﻟ
نﺎﻜﻤﻟاو نﺎﻣﺰﻟا ﺎﻤﺳا
ﺔﻳﺎﻨﻜﻟا
ﻞﻴﻀﻔﺘﻟا ﻢﺳا
ﺔﻟا ﻢﺳا
ﻲﻠﻴﺜﻤﺘﻟا ﻪﻴﺒﺸﺘﻟا
ﺐﺴﻨﻟا
ﺔﻴﺗاذ ةﺮﻴﺳ - ﺔﻴﻋﺎﻨﻗإ ﺔﺑﺎﺘﻛ
.ﺔﺳرﺪﻤﻟا ﻲﻓ ﺎﻬﺳرﺪﺗ ﻻ ﺪﻋاﻮﻗ
بﺮﻌﻟا ﻦﻳﺎﺘﺸﻨﻳأ
ثﺪﺤﺗو ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا يﺪﺒﻌﻟا ﺐﻘﺜﻤﻟا
ﻢﻟﺎﻌﻟا بﻮﻌﺷ ﺪﻨﻋ ﺪﻴﻌﻟﺎﺑ لﺎﻔﺘﺣﻻا ﺮﻫﺎﻈﻣ
ةﺎﻴﺤﻟا ﻲﻓ ﻲﻓﺪﻫ
The class teacher to choose the appropriate key question bases
on the text taking into account the MOE national document
expectations. (Below are samples of related key questions)
•
هﺮﻋﺎﺸﻣو هرﺎﻜﻓأ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ﺐﺗﺎﻜﻟا /ﺮﻋﺎﺸﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟تاﺮﻴﺛﺄﺘﻟا ﺎﺸﻧو
•
؟ﺺﻨﻟا ﻲﻓ ﺔﻗرﺎﻔﻤﻠﻟ ﺐﺗﺎﻜﻟا /ﺮﻋﺎﺸﻟا ماﺪﺨﺘﺳا ﺔﻴﻟﺎﻌﻓ ىﺪﻣ ﺎﻣ
•
؟اﺪﻴﺟ ... ﺺﻨﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﻦﻴﺗﺪﻴﺼﻗ ﻦﻴﺑ فﻼﺘﺧﻻاو ﻪﺑﺎﺸﺘﻟا ﻪﺟوأ ﻲﻫ ﺎﻣ
•
؟يﺮﻌﺸﻟا ﺺﻨﻟا ﻲﻓ ةدﻮﺟﻮﻤﻟا طﺎﻤﻧا / ﻊﻴﺿاﻮﻤﻟا ﻲﻫ ﺎﻣ
•
ﺎﻬﺑ مﺪﻘﻧ ﻲﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻰﻠﻋ( ﺔﻴﻏﻼﺒﻟا- ﺔﻴﻟﻻﺪﻟا-ﺔﻴﻤﺠﻌﻤﻟا ) ﺎﻨﺗارﺎﻴﺘﺧا ﺮﺛﺆﺗ ﻒﻴﻛ
؟رﺎﻜﻓا
•
؟يﺮﻌﺷ تﻮﺻ ءﺎﺸﻧ ﺔﻳﻮﻐﻠﻟا ةﺰﻬﺟا .... مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟..... ....ﺔﺼﻘﻟا هﺬﻫ ﻲﻓ ﺔﻔﻃﺎﻌﻟا /ﺖﻗﻮﻟا ﺪﻋﺎﺼﺘﻳ ﻒﻴﻛ
•
؟ئرﺎﻘﻠﻟ ﺔﻴﺣ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻟ ﺎﻬﻣاﺪﺨﺘﺳا ﻚﻨﻜﻤﻳ ﻲﺘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
•
؟ﻢﻬﺑرﺎﺠﺗ ﻦﻋ ﺎ
ً
ﺼﺼﻗ نووﺮﻳ داﺮﻓاو تﺎﻓﺎﻘﺜﻟا ﻞﻌﺠﺗ ﻲﺘﻟا بﺎﺒﺳا ﻲﻫ ﺎﻣ
•
؟ﺎﻬﺿﺮﻏ ﻰﻟإ لﻮﺻﻮﻟا ﻲﻓ ﺔﻟﺎﻌﻓ ﺔﺼﻘﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺎﻋﺎﻨﻗإ ﺮﺜﻛأ ﻞﻜﺸﺑ ﺔﺑﺎﺘﻜﻟا ﻲﻓ ﺔﻐﻠﻟا ﺔﻴﻨﺑ ﺔﻓﺮﻌﻣ مﺪﺨﺘﺴﻧ نأ ﻦﻜﻤﻳ ﻒﻴﻛ
•
؟تاءاﺮﺟإ ذﺎﺨﺗﻻ ئرﺎﻘﻟا ﻢﻬﻠﺗو ،ﺔﻌﻨﻘﻣ ﺎﻣ ﺔﻴﻀﻗ ﻞﻌﺠﺗ نأ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
؟لﺎﻌﻔﻟا يﻮﻔﺸﻟا لﺎﺼﺗﻻا تارﺎﻬﻣ ءﺎﻨﺒﻟ تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻢﻫأ ﻲﻫ ﺎﻣ
•
؟ﻰﻨﻌﻤﻟا ﺮﻴﻴﻐﺗ ﻲﻓ ﺎﻬﻓﻼﺘﺧا ﻢﻫﺎﺴﻳ ﻒﻴﻛو ؟ﺔﻠﻤﺠﻠﻟ ةﺰﻴﻤﻤﻟا تﺎﻤﺴﻟا ﻲﻫ ﺎﻣ
•
؟ﻪﻳﻮﻘﺗو ﻰﻨﻌﻤﻟا ﻢﻋﺪﺗ ﻞﻌﺠﺗ ﻲﺘﻟا ﺔﻳﻮﻐﻠﻟا ﺐﻟاﻮﻘﻟا ﻲﻫ ﺎﻣ
•
؟ﻞﻀﻓأ ﻞﻜﺸﺑ ... ﻢﻬﻓ ﻰﻠﻋ ﻒﻟﺆﻤﻟا ﻦﻣ ضﺮﻐﻟا ﺔﻓﺮﻌﻣ ﺎﻧﺪﻋﺎﺴﺗ ﻒﻴﻛ
•
ﺮﻬﻈﺗ ﻲﺘﻟا ﺪﺋﺎﺼﻘﻟاو ﺺﺼﻘﻟا ﻲﻓ تارﺎﺒﻌﻟاو تﺎﻤﻠﻜﻟا ﺪﻳﺪﺤﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
؟ساﻮﺤﻟاو ﺮﻋﺎﺸﻤﻟا
•
ثاﺪﺣاو ﺮﻋﺎﺸﻤﻟاو رﻮﺼﻟا ﻢﺳر ﻲﻓ ﺺﻨﻟا ﻲﻓ ﻲﻟﻻﺪﻟا ﻞﻘﺤﻟا ﻢﻫﺎﺴﻳ ﻒﻴﻛ
؟ﺎﻬﻨﻴﺑ ﻞﻘﻨﺘﻟاو
•
؟ﺔﻘﺑﺎﺴﻟا ﺔﻓﺮﻌﻤﻟا ماﺪﺨﺘﺳﺎﺑ ﺺﻨﻟا ﻰﻠﻋ ﻖﻠﻌﻧ ﻒﻴﻛ
•
؟ﺔﻐﻠﻟا لﻼﺧ ﻦﻣ ﺦﻳرﺎﺘﻟاو ﻊﻤﺘﺠﻤﻟاو ﺔﻓﺎﻘﺜﻠﻟ ﺎﻨﻤﻬﻓ ءﺎﻨﺑ ﻢﺘﻳ ﻒﻴﻛ
•
؟ﺎﻨﺑ ﺐﻋﻼﺘﻠﻟ ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﻢﺘﻳ ﻒﻴﻛ
TERM 2 – TOPICS / KEY CONTENT
ﻲﺿﺎﻣ ﻲﺑأ ﺎﻴﻠﻳإ ﻦﻴﻄﻟا
يﺮﻌﻤﻠﻟ يدﺎﻘﺘﻋاو ﻲﺘﻠﻣ ﻲﻓ ﺪﺠﻣ ﺮﻴﻏ
ﺔﻌﻴﺒﻄﻟا ﻦﻀﺣ
ﻲﻧﺎﺒﻗ راﺰﻧ ﺔﻴﻘﺸﻣﺪﻟا ﺎﻧراد
ﻖﻣر ﺮﺧآ ﻰﺘﺣ ﺔﺼﻗ
ﻲﻨﻤﻀﻟا ﻪﻴﺒﺸﺘﻟا
ءاﺪﻨﻟا
لﺪﺒﻟا
ﺔﻳﺮﻴﻐﻟا ةﺮﻴﺴﻟا
ﺮﺧآ ﺐﺗﺎﻛ ﺮﻈﻧ ﺔﻬﺟو ﻦﻣ ﺔﺼﻗ ﺔﺑﺎﺘﻛ
ﺔﻴﻋﺎﻨﻗا ﺔﺑﺎﺘﻜﻟا
ﻢﻳﺪﻘﻟا ﺎﻨﻟﺰﻨﻣ
ﻪﻟﺰﻨﻣ ﻦﻣ دﺮﻃ ﺊﺟﻻ ةﺮﻛاذ ﻦﻣ
ﻪﺘﻴﻤﻫأو ﺖﻗﻮﻟا ةرادإ
ﺄﻄﺧ ةدﺎﻋ ةﺮﺸﻋ ثﻼﺛ
ﺔﻴﻘﺸﻣﺪﻟا ﺎﻧراد
ARABIC A CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
CONTI N U ED
139
TERM 3 – TOPICS / KEY CONTENT
ﺪﺷار ﻦﺑ ﺪﻤﺤﻣ ﺦﻴﺸﻟا
ّ
ﻮﻤﺳ ﻲﺘﻣأ ﻰﻟإ
ﺔﻴﻌﻤﺘﺠﻤﻟا ﺔﻴﻟوﺆﺴﻤﻟا
ﺔﺤﺼﻟا ﻰﻠﻋ هرﺎﺛآو ﻲﺸﻤﻟا
ﺲﻤﺸﻟا ﻲﻓ لﺎﺟر ﺔﻳاور
عوﺮﺸﻟاو ءﺎﺟﺮﻟاو ﺔﺑرﺎﻘﻤﻟا لﺎﻌﻓأ
ﺔﻋﻮﻨﻣ تﺎﺒﻳرﺪﺗ
سﺎﻨﺠﻟا
عﻮﻄﺘﻟا
ﻚﻣﻼﺣأ ﻖﻘﺤﺗو ﺎﺤﺟﺎﻧ ﺎﺑﺎﺷ نﻮﻜﺗ ﻒﻴﻛ
ﻢﻴﻠﺴﻟا ﻢﺴﺠﻟا ﻲﻓ ﻢﻴﻠﺴﻟا ﻞﻘﻌﻟا
مﺮﻘﻟا رﺎﺠﺷأ
نﺎﻨﺘﻣﻼﻟ ةﺮﺣﺎﺳ رﺎﺛآ ﺔﻌﺴﻧ
عﻮﻄﺘﻟا
ﺔﺿﺎﻳﺮﻟا
Assessment Overview and Format:
Formative assessments include regular and on-going
listening, oral presentations, composition, projects
and diagnostic assessments.
Summative Assessments include unit tests, mid/
year and end of year exams during the school’s Key
Assessment cycle.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS. Homework
will be shared with students on go4schools. Students will be given
a weekly HW assignment as well as extension activities.
Encourage your child to read Arabic books, stories and watch
different documentaries in Arabic, then discuss it with them, free
reading will be followed by the teacher weekly.
ARABIC A CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
140
In Year 10, Arabic B Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Identity and culture
• Who am I?
• Daily life
• Cultural life
• What do I look like?
• What does my teacher look like?
• How can I compare between my family members?
• What do I like about my father?
• Who is my favorite celebrity and why?
• Who is my role model and why?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
Local area, holiday and travel
• Town, region and country.
• Holidays.
• Travel and tourist transactions.
• What is your plan for the summer?
• How was your trip?
• What can I change about the trip?
• What are the touristic places in the UAE and in your
country?
• How do I book my flight?
• What do I do at the airport?
• What is the most trip you prefer and why?
• What is my dream holiday?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
School
• What school is like?
• School activities.
• What is my favorite subject and why?
• What is my daily routine during the week?
• What is the most thing I like in my school?
• What the advantage of having uniform and the
disadvantage in school?
• What should I wear to school?
• How do I spend my weekend?
Assessment Overview and Format:
• Three assessment points throughout the year.
• Summative assessment of Listening, Reading
and Writing. Students will sit real exam papers
so they can start to familiarise themselves with
expectations.
• Formative assessment of speaking through
classwork and completion of photo card and role-
plays.
Links for Home Learning/Extension Resources:
GCSE text Arabic B text.
https://www.interlingo.co.uk/new-companion-resources/new-
gcse-arabic-companion-9-1-audio/
ARABIC B CURRICULUM: YEAR 10
KEY STAGE 4
141
In Year 11, Arabic B Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Future aspirations, study and work
• Work
• Ambitions
• Using languages beyond the classroom
• How is your relationship with your family members?
• How do I spend my time with my family?
• What does your family do?
• What do you want to be in the future?
• How can I prepare a good CV?
• What is my dream Job?
• How can I write formal letter and informal letter?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
International and global dimension
• Bringing the world together
• Environmental issues
• How I can be part of team?
• How can I show an understanding of different culture?
• How can prove understanding of morals world around me?
• How can I be a risk taker in my society?
• What can I do to show a positive attitude?
• How can I upstanding member of my environment?
• What can I do to protect my close environment?
• How can I stop the bad habits and be a good citizen?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
• This term will be spent recapping all the previously
studied topics in both years 10 and 11.
• GCSE Speaking Exam will take place in April and the
Written Exam will take place in June.
• Exam techniques for each skill.
• Writing from memory
• Translation tips
• Vocabulary spelling
• Speaking from spontaneously from memory
• Describing different type pictures-based.
• Role-play tips.
• Different types of questions.
Assessment Overview and Format:
• End of Chapter assessment. (x1)
• Students will sit a scheduled mock examination
for all skill areas [Listening, speaking, reading and
writing].
• Students will continue to complete past papers until
the examination.
Links for Home Learning/Extension Resources:
GCSE text Arabic B text.
https://www.interlingo.co.uk/new-companion-resources/new-
gcse-arabic-companion-9-1-audio/
ARABIC B CURRICULUM: YEAR 11
KEY STAGE 4
142
In Year 10, Art, Craft and Design at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Ian Murphy/Buildings
The first term is all about skill building and
experimentation. Students will experiment with marking
making and drawing techniques.
They will experience working in a variety of mediums and
learn about the AOs. They will complete a full project.
This will be completed during term 2.
• How can we manipulate materials for art purpose?
• What is mark making? How can mark making methods be
combined?
• What does it mean ‘Take inspiration’?
• How will you know you have picked the best solutions?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
Angie Lewins/Natural Forms
Students will complete the first project mid-term and
start on their second – Natural Forms.
Students will need to ensure the topic within the broad
topic is one that personally interests them and they will be
able to study the subject in depth.
The work will lead to a final fabric print and postcard
designs developed through editing photographs.
• How will you know you have chosen the best topic for you?
• What will make your design stand out?
• What methods will you use?
• What will make your sketchbook different to that off
others?
• How will you make you final Lino Print accurate and
effective?
• How will you create a path to your final outcome?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
Students will continue with the Natural forms project
mentioned in Term 2.
Once the final Textile is printed this will be sent for printing
.
The students will need to do a summer project in which
they will need to create a piece of art to complement their
textiles print. This will be discussed with the students
before they leave for summer and examples will be shown.
The GCSE course will include 2 projects that will be completed
in this first year. The third in Yr11. Together this will form 60%
of the final grade.
The third project is the Mock exam to prepare the students for
the final exam.
In Year 11 January, the students will start this final exam for
GCSE Art. The Theme comes from the Exam board in January.
Assessment Overview and Format:
There will be a continuous assessment through the skill
building in term one and in the progress of the projects.
Students will complete 2 Outcomes and be assessed on
these in this year. They will have two complete project
grades by the end of the first year.
Links for Home Learning/Extension Resources:
All students must be spending 2-3 hours on their artwork in
their own time. The work will not be a standalone exercise but
part of their project.
Students will all be part of the Showbie group on which all
work will be submitted and marked.
All resources will also be stored on this app to guide the
students.
ART, CRAFT AND DESIGN CURRICULUM: YEAR 10
KEY STAGE 4
143
In Year 11, Art at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Ian Murphy/Buildings
Students will continue in term 1 with their Coursework. This
will form 60% of their grade. Students will start the term on
their mock exam. The theme will be Pattern and Textures.
Students will create sketchbook work in preparation for the
10-hour Exam in January. This work will need to be more
independently worked on in preparation for the final exam.
Each student will choose their own theme and direction
for this project.
• What will make your coursework stand out and create
interest for the moderator?
• What artists will you use to influence your project
direction?
• What will make your final painting be the best response to
the theme?
• How will you know you have planned the best solution?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
This term will see the start of the Final Art exam. The
theme will come from the board and the students will need
to work on this individually with no guidance or prompts.
Students will need to create a sketchbook of work that
will lead to the final 10-hour exam.
• How will you interpret the Exam question?
• What artists style will best show your talent?
• How will you know you have achieved the best plan for the
outcome?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
The Final Exam will take place at the beginning of this
term. The rest of the sessions will be spent planning the
Final Exhibition.
The course ends 1st of May.
N/A
Assessment Overview and Format:
The Assessment for the Coursework will take place in
January against the Exam board Criteria.
Students will get feedback formal feedback every 2-3
weeks on their progress to their target and will be
guided in their coursework.
The Exam will have no internal assessment whilst
in process and will get a final judgement before the
moderator arrives. The students will not be given an
estimated grade but nothing can be confirmed until
results day. The moderators do not give feedback.
Links for Home Learning/Extension Resources:
Students will have homework every week. It is important
students spend 2-3 hours a week on their art homework.
Home learning tasks will be put on Go 4 Schools.
All feedback and other resources will be on Showbie.
ART CURRICULUM: YEAR 11
KEY STAGE 4
144
In Year 10, Business at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
1 – Business activity and influences on business
This term covers the various objectives of a business,
changing business environments and the criteria for judging
success. The focus is on the importance of having clear
business objectives and how the business environment
provides opportunities for, and imposes constraints on, the
pursuit of these objectives. Key sections covered;
1.1 Business objectives
1.2 Types of organisations
1.3 Classification of businesses
1.4 Decisions on location
1.5 Business and the international economy
1.6 Government objectives and policies
• What is the difference between aims & objectives?
• Which is the best form of ownership?
• Why has there been a decline in primary sector industry in
UAE?
• Evaluate the best location of a business?
• What is the benefit of globalisation?
• What is the role of the government?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
1 – Business activity and influences on business
(continuation from term 1)
1.7 External factors
1.8 What makes a business successful?
2 – People in business - This section looks at people in
organisations, focusing on their roles, relationships and
management in business.
2.1 Internal and external communication
2.2 Recruitment and selection process
2.3 Training
• Can you identify the different PESTLE factors that affect
business success?
• How can consumer income affect a business?
• What impact do exchange rates have on the operations of
transnational cooperation?
• Evaluate the best way to measure a business success?
• Analyse the different documents used within recruitment?
• What are the benefits of drawbacks of different training
methods?
• Evaluate if Internal or external recruitment growth best for
a Partnership organization?
BUSINESS CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
145
In Year 10, Business at WEK… continued
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
2 – People in business (continuation from term 1) Key
section covered:
2.4 Motivation and rewards
2.5 Organisation structure and employees
3 – Business finance - This section explores the use of
accounting and financial information as an aid to decision
making.
3.1 Business finance – sources
3.2 Cash flow forecasting
• Can you explain the main aspects of Maslow, Taylor and
Herzberg motivational theories?
• Why do businesses need motivated staff?
• What is the difference between centralized and
decentralized structures?
• Can you explain the benefits and drawbacks of different
sources of finance?
• Which is more impotent Cash flow or profitability?
Assessment Overview and Format:
Formative assessment completed during delivery by
teacher Q&A, verbal feedback and work check. Peer
assessment techniques used to stretch students’
knowledge and understanding. Homework set as
summative assessment used every week to monitor
students’ progress and benchmark against examinations.
Mini internal assessments carried out during delivery for
each section. Three formal key assessments held with a
full mock paper for key assessment 3.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, activities, homework tasks,
case study material, and revision mind maps, past exam
papers - all available on teams.
Online access on e-book using login provided by teacher.
BUSINESS CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
146
In Year 11, Business at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
3 – Business finance
This section explores the use of accounting and financial
information as an aid to decision making.
3.3 Costs and break-even analysis
3.4 Financial documents
3.5 Accounts analysis
4 – Marketing
This section focuses on identifying and satisfying customer
needs in a changing and competitive international environment
4.1 Market research
4.2 The market
• Identify and explain 3 different Fixed and variable costs?
• How do you calculate fixed, variable, total costs?
• Explain the impact of changes in revenue and costs on
business success?
• What are the limitations of break-even analysis?
• Explain the purpose of statements of comprehensive
income and statements of financial position?
• What is more important liquidity or profitability?
• Explain the purpose of market research?
• Identify the different methods of market research a new or
established business can use?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
4 – Marketing (continuation from term 1)
4.3 The marketing mix
5 – Business operations
This section examines the way organisations use and
manage resources to produce goods and services.
5.1 Economies and diseconomies of scale
5.2 Production
5.3 Factors of production
5.4 Quality
• How can research allow business to responding to changes
in the market?
• How can a multinational organisation use market
segmentation to target customers?
• How is marketing mix used to ensure reduce the risk of failure?
• How can a business benefit from economies of scale?
• Can you identify 4 different internal economies of scale?
• Evaluate which type of production processes a business
should use?
• Explain the concept of quality and its importance in the
production of goods and the provision of services?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
Mock exam 2 for paper 1 and 2
Revision
Mind maps
• Can you complete SWOT and Subject Audit for Business
studies?
• Which areas do you need support with?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher
Q&A, verbal feedback and work check. Peer assessment
techniques used to stretch students’ knowledge and
understanding. Homework set as summative assessment used
every week to monitor students’ progress and benchmark
against examinations. Mini internal assessments carried
out during delivery for each section. Three formal key
assessments held with a full mock paper for key assessment 3.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, activities, homework tasks,
case study material, and revision mind maps, past exam papers
- all available on teams.
Online access on e-book using login provided by teacher.
BUSINESS CURRICULUM: YEAR 11
KEY STAGE 4
147
In Year 11, Computing at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Problem Solving
Algorithms
Written Description
Flowcharts
Pseudo Code
Sequence, Selection and Iteration
Programming
Data types
Variables
Readable Code
String Handling
Sub-Programs
Reflect and critical analyse code in terms of its accuracy,
consistency, efficiency and unambiguity.
Evaluate the purpose of your code, who will read the back code
and how user friendly it is
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
Theory
Networks
Databases
Run-Length Encoding
Binary images, text and sound
Signed Binary Conversion
Logical Binary Shifts
Arithmetic Binary Shifts
Logic
Should government employ ethical hackers?
Can a computer store the number infinity?
Is 16.7 million colours too many?
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
Non-Examination Assessment
20 hours Coursework
N/A
Assessment Overview and Format:
Principles of Computer Science – All Topics
50%
1 hour and 40 minutes examination
Multiple choice, short and extended open response questions
Application of Computational Thinking
50%
2 hours
Scenario based examination
Short and extended open response questions.
Links for Home Learning/Extension Resources:
Websites
https://www.bbc.com/education/subjects/z34k7ty
Videos
Edexcel Computer Science Tutorial Video Playlist
COMPUTING CURRICULUM: YEAR 11
KEY STAGE 4
148
In Year 10, Computing at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Principles of Computer Science
Algorithms - What they are used for and how they work; ability
to interpret, amend and create algorithms.
Understand the requirements for writing program code.
Binary representation, data representation, data storage and
compression, encryption and databases.
Components of computer systems; ability to construct truth
tables, produce logic statements
Computer networks, the internet and the worldwide web
Awareness of emerging trends in computing technologies,
and the impact of computing on individuals, society and the
environment, including ethical, legal and ownership issues
How can you creatively solve problems that affect a large
number of people?
When a program crashes – is the user to blame or the
programmer?
Why should code be readable?
TERM 2 – TOPICS / KEY CONTENT TERM 2 - OVERARCHING KEY QUESTIONS
Term 2 – Topics / Key Content
Content in Term 1 as well as Binary representation, data representation,
data storage and compression, encryption and databases
Computer systems; ability to construct truth tables, produce
logic statements and read and interpret pseudocode
Computer networks, the internet and the worldwide web
Awareness of emerging trends in computing technologies,
the impact of computing on individuals, society and the
environment, including ethical, legal and ownership issues.
How safe are your personal details?
Is Apple too big?
What has globalisation done for technology?
COMPUTING CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
149
TERM 3 – TOPICS / KEY CONTENT TERM 3 - OVERARCHING KEY QUESTIONS
Revision of all previous content
N/A
Assessment Overview and Format:
Principles of Computer Science – All Topics
50%
1 hour and 40 minutes examination
Multiple choice, short and extended open response questions
Application of Computational Thinking
50%
2 hours
Scenario based examination
Short and extended open response questions.
Links for Home Learning/Extension Resources:
Websites
https://www.bbc.com/education/subjects/z34k7ty
Videos
Edexcel Computer Science Tutorial Video Playlist
COMPUTING CURRICULUM: YEAR 10 CONTI N U ED
KEY STAGE 4
150
In Year 11, Drama at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Unit 3; Section B – Review of a Live Performance
Students will watch a piece of theatre (either live or recorded)
where they will watch and review the performance, direction
and design elements of the play they are watching in
preparation for their summer examination.
Students will complete preliminary work ahead of watching the
play to gain prior understanding of the directors intensions.
They will also complete their theatre notes that they can take
into the exam.
Students will also complete revision of Section A and B of the
written paper in preparation for mock exams.
What were the intentions of the playwright and director(s)
How successful were they in achieving them?
What did you gain/feel from watching the performance?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Revision of Unit 2 – Performance of a set text
Students will revise this performance and perform in front of a
visiting examiner for their practical examination. This will take
place in the March of Year 11.
One lesson per week revision for Unit 3 of the written paper.
What are my intentions?
Am I successfully showing my intentions?
How can I improve my performance skills?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Revision for Unit 3
External examination.
What makes a good performance?
Why and how is theatre entertaining?
If you were director, what would you do?
Assessment Overview and Format:
Mock examination of written paper only (Unit 3)
Unit 2 – practical examination, marked live in front of visiting
examiner.
Unit 3 – external GCSE examination.
Links for Home Learning/Extension Resources:
https://www.digitaltheatreplus.com/education
https://www.nationaltheatre.org.uk/ntathome
https://www.bbc.co.uk/bitesize/subjects/zbckjxs
DRAMA CURRICULUM: YEAR 11
KEY STAGE 4
151
In Year 11, Economics at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Government and the economy
This section covers:
2.1.1 Macroeconomic objectives
2.2.1 Government policies
2.3.1 Relationships between objectives and policies
2.4.1 Globalisation
• Analyse the impact that an appreciation in an exchange
rate can have on a country’s current account?
• What impact can a current account deficit have on
inflation?
• How can a country reduce poverty and inequality?
• Analyse the impact that fiscal policy can have on
macroeconomic objectives?
• How can an increase in interest rates impact businesses
and consumers?
• Assess how supply side policies affect countries with
high unemployment rates?
• Explain why there has been an increase in
globalisation?
• Outline the main reasons for the emergence of MNC’S
and FDI’s?
• What are the main advantages and disadvantages of
MNC’s/FDI’s?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The global economy
This section covers:
2.2.2 International trade
2.2.3 Exchange rates
Revision recap/review Unit 1
Exam focus practice paper Unit 1 questions
• What are the main advantages and disadvantages of
international trade?
• What are the main reasons for protectionism?
• Analyse the impact tariffs can have on a market?
• Analyse the impact trading blocs such as ASEAN can
have an on member and non-member countries?
• What is the main aim of the WTO (world trade
organisation)?
• Explain why there has been an increase in world trade?
• What are the different reasons for trade increasing in
developed and developing countries?
• What factors affect the supply and demand of
currencies?
• Assess the affect that an appreciation in exchange
rates can have on a country’s imports and exports?
ECONOMICS CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
152
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Mock exam 2 for paper 1 and 2
Revision unit 1 and unit 2
Mind maps
Can you complete a Subject Audit for Economics?
Which areas do you need support with?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher Q&A,
verbal feedback and work check. Peer assessment techniques used
to stretch students’ knowledge and understanding. Homework set
as summative assessment used every week to monitor students’
progress and benchmark against examinations. Mini internal
assessments carried out during delivery for each section. Three
formal key assessments held with a full mock paper for key
assessment 3.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, activities, homework tasks, case
study material, and revision mind maps, past exam papers - all
available on teams. Online access on e-book using login provided
by teacher.
ECONOMICS CURRICULUM: YEAR 11 CONTIN U ED
KEY STAGE 4
153
By the end of Key Stage 4, students are expected to know, apply and understand the matters, skills and processes specified below:
READING
Students should be taught to:
read and appreciate the depth and power of the English literary heritage through:
reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews
and journalism. This writing should include whole texts. The range will include:
• at least one play by Shakespeare
• works from the 19th, 20th and 21st centuries
• poetry since 1789, including representative Romantic poetry
choosing and reading books independently for challenge, interest and enjoyment.
re-reading literature and other writing as a basis for making comparisons
understand and critically evaluate texts through:
• reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating their
usefulness for particular purposes
• drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural
context and the literary tradition to which it belongs, to inform evaluation
• identifying and interpreting themes, ideas and information
• exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects
• seeking evidence in the text to support a point of view, including justifying inferences with evidence
• distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse
of evidence
• analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness
and impact
• making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and
drawing on knowledge and skills from wider reading
make an informed personal response, recognising that other responses to a text are possible and evaluating these.
WRITING
Students should be taught to:
write accurately, fluently, effectively and at length for pleasure and information through:
• adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond
to information, and argue
• selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently
for support and emphasis
• selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical
devices, to reflect audience, purpose and context, and using Standard English where appropriate.
ENGLISH CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
154
WRITING continued
make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided;
drawing on and using information from a presentation] revise, edit and proof-read through:
• reflecting on whether their draft achieves the intended impact
• restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and
overall effectiveness
• paying attention to the accuracy and effectiveness of grammar, punctuation and spelling.
GRAMMAR AND VOCABULARY
Students should be taught to:
consolidate and build on their knowledge of grammar and vocabulary through:
• studying their effectiveness and impact in the texts they read
• drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in
their writing and speech to achieve particular effects
• analysing some of the differences between spoken and written language, including differences associated with formal and
informal registers, and between Standard English and other varieties of English
• using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.
SPOKEN ENGLISH
Students should be taught to:
speak confidently, audibly and effectively, including through:
• using Standard English when the context and audience require it
• working effectively in groups of different sizes and taking on required roles, including leading and managing discussions,
involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines
• listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously
when necessary
• planning for different purposes and audiences, including selecting and organising information and ideas effectively and
persuasively for formal spoken presentations and debates
• listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints,
evidence and aspects of presentation
• improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use
and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.
In Year 10, the curriculum is designed in the following way to deliver the IGCSE English and embrace the UK National
Curriculum for English Language.
ENGLISH CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
CONTI N U ED
155
IGCSE ENGLISH LANGUAGE
continued
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Coursework- students must produce two pieces of coursework,
each worth 20% of their iGCSE.
Piece 1- Poetry and Prose Texts
Students will write a short essay exploring how language and
structure are used in two texts they have studied. Texts are to
be decided by the class teacher and questions will vary from
class to class.
Piece 2- Descriptive Writing
Using a picture stimuli, students will need to produce their own
piece of descriptive writing which is between 650-800 words in
length. Before they start writing, students will revise the features
of effective descriptive writing.
How do writers use language and structure to create effects?
How is a given theme presented in this text?
What makes a successful PEE paragraph?
What makes a good piece of descriptive writing?
How can we use figurative language to make our writing
more interesting?
How can we add interesting description?
Why is re-drafting important?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Non-Fiction Texts
Students will study the ten non-fiction texts in their anthologies
in detail. They will focus on how writers use language and
structure to present their ideas and perspectives.
Whilst studying these texts, students will be given a range of
past paper and exam style questions to help them prepare for
their examination.
How do writers use language and structure to create effects?
What is the writer feeling and how do we know this?
How does the writer show their experiences?
What are the similarities and differences between two
texts?
Which answer format should we use for each exam
question?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Transactional Writing
Students will learn about how to write non-fiction for a range
of different audiences and purposes. These include writing
to persuade, inform and argue. They will also look at model
examples and analyse why these are effective.
This is in preparation for Section B of their English Language
examination.
How can we tailor our writing for different audience and
purposes?
What are the features of a good piece of transactional
writing?
What do we get marks for in our exam?
Assessment Overview and Format:
The majority of Year 10 students will sit their actual iGCSE
examination at the end of Year 10. This is worth 60% of the iGCSE,
with coursework forming the other 40%.
Students will sit a full timed mock shortly before spring break
Links for Home Learning/Extension Resources:
Students are provided with an anthology which includes all of
the texts studied. A revision guide going through each text is
also shared with students.
ENGLISH CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
156
By the end of Key Stage 4, students are expected to know, apply and understand the matters, skills and processes specified
below:
READING
Students should be taught to:
read and appreciate the depth and power of the English literary heritage through:
reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews
and journalism. This writing should include whole texts. The range will include:
• at least one play by Shakespeare
• works from the 19th, 20th and 21st centuries
• poetry since 1789, including representative Romantic poetry
choosing and reading books independently for challenge, interest and enjoyment.
re-reading literature and other writing as a basis for making comparisons
understand and critically evaluate texts through:
• reading in different ways for different purposes, summarising and synthesising ideas and information, and evaluating their
usefulness for particular purposes
• drawing on knowledge of the purpose, audience for and context of the writing, including its social, historical and cultural
context and the literary tradition to which it belongs, to inform evaluation
• identifying and interpreting themes, ideas and information
• exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects
• seeking evidence in the text to support a point of view, including justifying inferences with evidence
• distinguishing between statements that are supported by evidence and those that are not, and identifying bias and misuse
of evidence
• analysing a writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and
impact
• making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and
drawing on knowledge and skills from wider reading
make an informed personal response, recognising that other responses to a text are possible and evaluating these.
WRITING
Students should be taught to:
write accurately, fluently, effectively and at length for pleasure and information through:
• adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond
to information, and argue
• selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently
for support and emphasis
• selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical
devices, to reflect audience, purpose and context, and using Standard English where appropriate.
ENGLISH CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
157
WRITING continued
make notes, draft and write, including using information provided by others [e.g. writing a letter from key points provided;
drawing on and using information from a presentation] revise, edit and proof-read through:
• reflecting on whether their draft achieves the intended impact
• restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and overall
effectiveness
• paying attention to the accuracy and effectiveness of grammar, punctuation and spelling.
GRAMMAR AND VOCABULARY
Students should be taught to:
consolidate and build on their knowledge of grammar and vocabulary through:
• studying their effectiveness and impact in the texts they read
• drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in
their writing and speech to achieve particular effects
• analysing some of the differences between spoken and written language, including differences associated with formal and
informal registers, and between Standard English and other varieties of English
• using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.
SPOKEN ENGLISH
Students should be taught to:
speak confidently, audibly and effectively, including through:
• using Standard English when the context and audience require it
• working effectively in groups of different sizes and taking on required roles, including leading and managing discussions,
involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines
• listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously
when necessary
• planning for different purposes and audiences, including selecting and organising information and ideas effectively and
persuasively for formal spoken presentations and debates
• listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints,
evidence and aspects of presentation
• improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and
meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.
In Year 11, the curriculum is designed in the following way to deliver the IGCSE English and embrace the UK National Curriculum
for English Literature.
ENGLISH CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
CONTI N U ED
158
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Coursework 1- Modern Drama
Students will produce a piece of written coursework on the play
‘An Inspector Calls’ by JB Priestley. The task will be set by their
teacher and will be focused on how one of the characters are
presented. To prepare, students will analyse Priestley’s use of
language, structure, and form and how these elements help to
create characters.
Coursework 2- Literary Heritage
Students will write an essay style response based on a literary
heritage text. The text and question will be set by class teachers
but all classes will study either Romeo and Juliet, Macbeth or Great
Expectations. Students will analyse the writer’s use of language,
structure and form to present themes/ ideas. Students will also
study information about the historical context of the time and
create links between a text and its context.
• How does Priestley use language, structure and form to
present characetrs?
• What are the main themes of the play?
• How effective is Priestley’s use of dramatic irony?
• Who do you have the most sympathy for?
• Who is the most to blame?
• How do writers use language, structure and form to
create effects?
• More specific Key Questions will depend on the text
chosen by class teachers.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Poetry
To prepare for their examination, students will study the 16
poems from Part 3 of their anthologies. They will focus on how
poets use language, structure and form to present a range of
themes and ideas.
Students will also study how to compare poems by planning and
answering exam style questions.
• How do poets use language, structure and form?
• What makes a good poetry essay?
• What are the similarities and differences between two
poems?
• Which themes/ patterns are there in the poetry
anthology?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Of Mice and Men
Students will read and study ‘Of Mice and Men’ by John
Steinbeck. They will consider how Steinbeck presents live
in America in the 1930s by looking at the historical context
of the book. They will also consider how Steinbeck creates
characters and presents different themes such as loneliness
and discrimination.
Students will also complete exam style questions to prepare
for the exam. For this section of the exam, students will not
receive a copy of the novel in the exam. Therefore, students
will be required to learn quotes.
• What was life like during the Great Depression?
• How does Steinbeck create characters?
• To what extent are the novella’s characters symbolic
of 1930s life?
• What are the relationships between characters like and
how does Steinbeck present these relationships?
Assessment Overview and Format:
The majority of Year 11 students will sit their iGCSE Literature
examination at the end of Year 11. This is worth 60% of the iGCSE,
with coursework forming the other 40%.
Students will sit a full timed mock shortly before spring break to
help them prepare.
Links for Home Learning/Extension Resources:
CPG Of Mice and Men Revisions Guide- Amazon Link
ENGLISH CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
159
ENTERPRISE CURRICULUM: YEAR 10
KEY STAGE 4
In Year 10, Enterprise at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Setting up a new enterprise
Skills & Behavior of enterprising people
Opportunities, risk, legal & Ethical considerations
Market research
Coursework focus
• Task 1 Choosing a suitable project, including a formal
written report of approximately 1200 words.
• What is the meaning of enterprise?
• Who are the Stakeholders in your enterprise?
• Identify and describe the different ways of being
enterprising at home and at school?
• Can you explain the skills of enterprising person like
Elon Musk?
• Evaluate how enterprising people have used their skills
to be successful?
• What is the risk involved in your enterprise?
• What is the impact of laws and regulations to protect
stakeholders?
• How an enterprise may have an impact on communities
and society?
• What are your ethical considerations within your
enterprise?
• Explain the different methods of identifying potential
customers?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Business planning
Action plans and review
Coursework focus
• Task 2 Planning the project, including the following:
• Task 2a Planning to manage potential problems or issues in
the action plan
• What are the different aims & objectives of
enterprises?
• Can you identify the content, purpose, and importance
of action plans?
• What is the purpose, importance and contents of
business plans?
• How can a business monitoring its plans to ensure
success?
CONTI N U ED
160
ENTERPRISE CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
In Year 10, Enterprise at WEK… continued
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Sources of finance
Marketing
Cash flow, break-even & income statement
Coursework focus
• Task 2 Planning the project, including the following:
• Task 2b EITHER planning for financing the project OR
planning marketing communications.
• What are the different sources of finance including
their advantages and disadvantages?
• Can you evaluate appropriate sources of finance for
different situations?
• How can marketing be used to achieve your enterprise
aims?
• What are the different methods of measuring customer
satisfaction and retention?
• Can you identify different methods of marketing
communication for your enterprise?
• Can you construct and interpreting a cash flow
forecast, break even and income statement for your
enterprise?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher Q&A,
verbal feedback and work check. Peer assessment techniques
used to stretch students’ knowledge and understanding within
Exam content. Homework set as summative assessment based
on exam questions. Coursework tasks set with feedback offered
to students. Three formal key assessments held with a full mock
paper for key assessment.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, team challenges, homework
tasks, coursework task, revision booklet, learning journal, past
exam papers - all available on teams.
Online access on e-book using login provided by teacher.
www.startups.co.uk
http://entrepreneursuk.net/
http://studentcenter.ja.org
www.entrepreneur.com
www.moneyandstuff.info/lessons/2CBudgetingSaving_
Budgeting.pdf
www.mindyourownbiz.org/yourbizstudent.pdf
http://business.timesonline.co.uk
www.cobwebinfo.com/thebusiness-of-being-enterprising/
161
ENTERPRISE CURRICULUM: YEAR 11
KEY STAGE 4
In Year 11, Enterprise at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
Cash flow, break-even & income statement
Negotiation
Communication
Help and support for enterprise
Coursework focus
• Task 3 - Using enterprise skills to implement the plan
• Each individual student submits a written record of how
they used five enterprise skills in their project. One skill
must be negotiation. Each student must plan and conduct
a negotiation as part of the enterprise project.
• Can you construct and interpreting a cash flow
forecast, break even and income statement for your
enterprise?
• Explain what are the stages in the negotiation process?
• Give examples of when formal and informal
communications are appropriate within your
Enterprise?
• What is the impact of non-verbal communications on
the message being communicated?
• Can you explain the formal sources of help and support
for enterprise?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Evaluation
Course focus
• Candidates use their knowledge, skills and evidence
gathered during their enterprise project to analyse,
evaluate the project, and make recommendations for
improvements.
• For Task 4, candidates submit a formal written report of
approximately 1500 words covering 2 elements (Planning,
financing, marketing or internal communication).
• What are the principles of analysis and evaluation?
• How can you evaluate the finances of your project?
• How can evaluate communications within your project?
CONTI N U ED
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ENTERPRISE CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Mock exam 2
Revision
• Can you complete SWOT and Subject Audit for
Enterprise course?
• Which areas do you need support with?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher Q&A,
verbal feedback and work check. Peer assessment techniques
used to stretch students’ knowledge and understanding within
Exam content. Homework set as summative assessment based on
exam questions. Coursework tasks set with feedback offered to
students. Two formal mock papers will be carried out in addition to
the key assessment in term 1.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, team challenges, homework
tasks, coursework task, revision booklet, learning journal, past
exam papers - all available on teams.
Online access on e-book using login provided by teacher.
www.startups.co.uk
http://entrepreneursuk.net/
http://studentcenter.ja.org
www.entrepreneur.com
www.moneyandstuff.info/lessons/2CBudgetingSaving_
Budgeting.pdf
www.mindyourownbiz.org/yourbizstudent.pdf
http://business.timesonline.co.uk
www.cobwebinfo.com/thebusiness-of-being-enterprising/
163
FOOD PREPARATION & NUTRITION CURRICULUM: YEAR 10
KEY STAGE 4
In Year 10, Food Preparation & Nutrition at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 - OVERARCHING KEY QUESTIONS
In year 10 students will cover all the theory content for the
course, focusing on 5 topics:
1. Food, nutrition and health
2. Food science
3. Food safety
4. Food choice
5. Food provenance
As students complete the sections they will complete
workbooks and develop practical cooking skills by making a
range of dishes.
In term 1 we will focus on the first topic of nutrition and also
complete a mini NEA 2.
• What is meant by nutrition and health?
• Is eating healthy important?
• What are the essential nutrients our bodies need?
• Do our nutritional needs change as we progress
through life?
• What is meant by a special diet?
• What are the basic skills we need to cook a dish
successfully?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
We will continue with theory, covering food safety, choice and
food provenance.
The practical dishes the students will make will become more
challenging as the year progresses.
• What causes food to become dangerous to consume?
• What is the best practice when preparing food to
ensure safety?
• What is the difference between British and
International cuisines?
• What factors affect what food people choose to
consume?
• Where does the food we eat come from?
• What impact does food production have on the
environment?
• How is technology used in food production?
CONTI N U ED
164
FOOD PREPARATION & NUTRITION CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
This term we will focus on food science, covering the theory and
completing a number of practical experiments.
Students will also complete a practice NEA 1 in preparation for
September.
• What are the methods of heat transfer?
• What are the functional and chemical properties of
macronutrients?
• What is gluten?
• What are raising agents used for?
• What are the high-level skills using in cooking and
baking?
Assessment Overview and Format:
• NEA 1: Written or electronic report (1,500–2,000 words)
including photographic evidence of the practical investigation.
20% of GCSE
• NEA 2: Written or electronic portfolio including photographic
evidence. Photographic evidence of the three final dishes must
be included. 30% of GCSE
• Written Exam: 1 hour 45 minutes, 100 marks, 50% of GCSE
Links for Home Learning/Extension Resources:
All students must be spending 2-3 hours on their Food
Technology work in their own time.
Students will all be part of the Showbie group on which all work
will be submitted and marked.
All resources will also be stored on this app to guide the
students.
165
FRENCH LANGUAGE CURRICULUM: YEAR 10
KEY STAGE 4
In Year 10, French Language Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 – KEY GRAMMAR CONCEPTS
Mes vacances: My holidays
• Describing holiday destinations
• Talking about holiday preferences
• Holiday activities
• Visiting regions in France
Les fêtes: customs and festivals
• Talking about celebrations
• How we celebrate
• Types of festivals
• International festivals
• Using prepositions for countries and modes of
transport
• Sequencing words and phrases
• Revision of the perfect tense
• Using negatives
• Depuis+ present tense
• The pronoun y
• Imperfect tense
• Reflexive verbs in perfect tense
• Using en/au/aux/a + places
• Indefinite adjectives
• Deciding between perfect and imperfect tense
Photo cards, Role-plays and exam questions along with
vocabulary will be given each week to build more familiarity
on these topics.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 – KEY GRAMMAR CONCEPTS
La famille : Family
• Describing yourself and your family
• Talking about getting on with others
• Personal relationships
• Future relationships
Ma ville: My town
• Describing furniture
• Describing your home
• Talking about compass points, surroundings and types of
accommodation
• Describing what a town is like and its attractions
• Using avoir and être
• Reflexive verbs
• Position of adjectives
• The immediate future
• Possessive adjectives
• Adjective agreement
• Comparatives and superlatives
• Using qui and que
• Direct and indirect object pronouns
• Plurals of nouns
• Negative phrases
• Habiter and vivre
• Demonstrative adjectives
• Partitive articles
• C’est and il y a
• Prepositions
Photo cards, Role-plays and exam questions along with
vocabulary will be given regularly to build more familiarity
on these topics.
CONTI N U ED
166
FRENCH LANGUAGE CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
TERM 3 – TOPICS / KEY CONTENT
TERM 3 – KEY SKILLS
La santé: health and fitness
• Describing eating habits
• Comparing old and new health habits
La technologie: technology
• Talking about communicating online
• Describing uses of social media
• Advantages and disadvantages of mobile technology
• Present tense
• Common irregular verbs
• Ce/c’/ca
• Using avec and sans
• Using grâce à
• Interrogative adjectives
• Pronouns
• Devoir and pouvoir + infinitive
• Il faut + infinitive
• Imperfect tense of être/avoir/faire
• Expressions of quantity
• Recognizing the pluperfect tense
Assessment Overview and Format:
Students will complete 3 x past papers for reading, listening and
writing throughout the key assessment periods.
Links for Home Learning/Extension Resources:
AQA GCSE French textbook
www.revisionworld.com
www.languagesonline.org.uk
https://www.bbc.co.uk/bitesize/examspecs/zr8bmfr
167
FRENCH LANGUAGE CURRICULUM: YEAR 11
KEY STAGE 4
In Year 11, French Language Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 – KEY GRAMMAR CONCEPTS
Mon collège: My school
• Expressing likes and dislikes towards school subjects
• Describing a day in school
• Describing the facilities and uniform
• Talking about school rules
• Describing school life in different countries
• Comparing your present school to your previous school
• Talking about your ideal school.
Le futur: The Future- Post 16 options
• Talking about future options
• Advantages of going to university or working
• Apprenticeships
• Discussing how to get a job
• Advantages and disadvantages of jobs
• Describing your dream job
**Draft one of speaking exam preparation to be completed
over the winter break **
• Revision of the perfect tense- regular verbs
• Adverbs of frequency
• Revision of irregular verbs
• The future tense
• Revision of il faut
• Revision of the conditional
• Si clauses with the future tense
• Two –verb structures
• Comparatives and superlatives
• Recognising the passive
Photo cards, Role-plays and exam questions along with
vocabulary will be given each week to build more familiarity
on these topics.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 – KEY GRAMMAR CONCEPTS
Le travail bénévole: Charity Work
• Talking about charities
• Describing charity work
• Understanding the importance of charity.
La pauvreté : Poverty and Homelessness
• Discussing social problems
• Inequality
L’environnement: The Environment
• Discussing global environmental problems
• Local environmental issues and solutions
**Mock speaking exam takes place before February half
term**
• The conditional of vouloir and aimer
• Using ‘ce que’
• Recognising the pluperfect tense
• Si clauses + present + future
• Permettre de + infinitive
• Depuis + present tense
Photo cards, Role-plays and exam questions along with
vocabulary will be given each week to build more familiarity
on these topics.
CONTI N U ED
168
FRENCH LANGUAGE CURRICULUM: YEAR 11 CONTIN U ED
KEY STAGE 4
TERM 3 – TOPICS / KEY CONTENT
TERM 3 – KEY SKILLS
This term will be spent recapping all the previously studied topics
in both years 9 and 10
GCSE Speaking Exam will take place in April and the Written
Exam will take place in June.
• Exam techniques
• Writing from memory
• Translation tips
• Training your ear
• Vocabulary recall
• Speaking from spontaneously from memory
• Describing pictures
• Reading for gist
Assessment Overview and Format:
Students will sit a scheduled mock examination for all skill areas
[Listening, speaking, reading and writing]
Students will continue to complete past papers until the
examination.
Links for Home Learning/Extension Resources:
AQA GCSE French textbook
www.revisionworld.com
www.languagesonline.org.uk
https://www.bbc.co.uk/bitesize/examspecs/zr8bmfr
169
In Year 10, GCSE Art Textiles at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
The first term is all about skill building and experimentation with
drawing skills and textiles with Fashion drawings. Students
will experiment with marking, making and drawing techniques.
They will experience working in a variety of textiles modelling
techniques to help them start their first fashion project. They
will also experience working in large scale. After the first 3 weeks
students will start on their first project – Fashion.
• How can we Manipulate Textiles materials for art
purpose and Fashion?
• What is mark making? How can mark making methods be
combined?
• What does it mean ‘Take inspiration’?
• How will you know you have picked the best solutions for
your Artist Fashion project?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Students will complete the first project mid-term and start on
their second – Natural Forms.
Students will need to ensure the topic within the broad topic is
one that personally interests them and they will be able to study
the subject in depth.
The work will lead to a final product of their choice.
• How will you know you have chosen the best topic for
you?
• What is will make your design stand out?
• What methods will you use?
• What will make your sketchbook different to that off
others?
• How will you create a path to your final outcome?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Students will continue with the Natural Forms Project
mentioned in Term 2.
Once the final piece is made, they will start Preparation for
their Mock exam. The topic of this will be taken from current
exams in January.
Over Summer the students will start the research and
sampling for their mock exam.
• The GCSE course will include 2 projects that will be
completed in this first year. The third in Yr11. Together
this will form 60% of the final grade.
• The third project is the Mock exam to prepare the
students for the final exam.
• In Year 11 January the students will start this final
exam for GCSE Textiles. The Theme comes from the
Exam board in January.
Assessment Overview and Format:
There will be a continuous assessment through the skill building in
term one and in the progress of the projects.
Students will complete 2 Outcomes and be assessed on these in
this year. They will have two complete project grades by the end
of the first year.
Links for Home Learning/Extension Resources:
All students must be spending 2-3 hours on their textiles work
in their own time. The work will not be a standalone exercise
but part of their project.
Students will all be part of the Showbie group on which all work
will be submitted and marked.
All resources will also be stored on this app to guide the
students.
GCSE ART TEXTILES CURRICULUM: YEAR 10
KEY STAGE 4
170
In Year 10, Geography at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Physical Geography – Coastal environments
Coastal Fieldwork – How does management have an impact on
coastal landscapes and ecosystems?
• How do Physical processes and human intervention
give rise to characteristic coastal landforms?
• What are the distinctive ecosystems, which develop,
along particular stretches of coastline?
• Why are coastal environments of great importance to
people and need to be sustainably managed?
• Investigation of coastal processes and form through
primary and secondary fieldwork evidence
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Human Geography – Urban environments
Urban fieldwork – Does Dubai follow traditional land-use
models?
• Why is a growing percentage of the world’s
population living in urban areas?
• What are the social and environmental challenges,
faced in cities, resulting from rapid growth and
resource demands?
• What different strategies can be used to manage
social, economic and environmental challenges in a
sustainable manner?
• Investigating the changing use of central/inner
urban environments through primary and secondary
evidence
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Hazardous environments • With reference to earthquakes, volcanic eruptions and
tropical storms, why are some places more hazardous
than others?
• What are the impacts hazards have on people and the
environment?
• Why do earthquakes present a hazard to many people
and need to be managed carefully?
GEOGRAPHY CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
171
Assessment Overview and Format:
Formative assessment in lesson by teacher during Q&A, and
classwork activities. Peer assessment techniques used to
stretch students’ knowledge and understanding. Mini internal
assessments carried out during course of unit, using past exam
papers. Termly key assessments held with a pre -mock paper
for key assessment 3.
Links for Home Learning/Extension Resources:
Students will be provided with a copy of the Edexcel IGCSE
Geography textbook.
http://www.sporcle.com/games/category/geography
http://www.nationalgeographic.com/
http://www.bbc.co.uk/news/
http://www.theguardian.com/uk
http://www.gapminder.org/
https://www.cia.gov/library/publications/the-world-factbook/
http://news.bbc.co.uk/1/hi/country_profiles/default.stm
http://www.statistics.gov.uk/hub/index.html
http://www.metoffice.gov.uk/
For GCSE you should read the copies of the Wider World
magazine. You can find a digital link to this in the school library.
You can also follow magazines like the National Geographic and
The Geographical.
GEOGRAPHY CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
172
In Year 11, Geography at WEK… continued
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Globalisation and migration
• Examine how globalisation is creating a more connected
world, with increased movements of goods (trade) and
people (migration and tourism) worldwide
• Examine how the impacts of globalisation vary on a
global scale
• Examine the responses to increased migration and tourism
vary depending on a country’s level of development.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Human Geography – Economic activity and Energy • What is the relative importance of different economic
sectors and how does the location of economic activity
vary spatially and change over time?
• Examine the growth and decline of different economic sectors
and the range of impacts and possible resource issues.
• Analyse countries, which increasingly experience an energy
gap and therefore seek energy security by developing a
balanced energy mix and sustainable energy use.
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Consolidation and revision of IGCSE course
N/A
Assessment Overview and Format:
Formative assessment in lesson by teacher during Q&A, and
classwork activities. Peer assessment techniques used to stretch
students’ knowledge and understanding. Mini internal assessments
carried out during course of unit, using past exam papers. Termly
key assessments held with a mock exam paper for key assessment
2.
Links for Home Learning/Extension Resources:
Students will be provided with a copy of the Edexcel IGCSE
Geography textbook.
http://www.sporcle.com/games/category/geography
http://www.nationalgeographic.com/
http://www.bbc.co.uk/news/
http://www.theguardian.com/uk
http://www.gapminder.org/
https://www.cia.gov/library/publications/the-world-factbook/
http://news.bbc.co.uk/1/hi/country_profiles/default.stm
http://www.statistics.gov.uk/hub/index.html
http://www.metoffice.gov.uk/
For GCSE you should read the copies of the Wider World
magazine. You can find a digital link to this in the school library.
You can also follow magazines like the National Geographic and
The Geographical.
GEOGRAPHY CURRICULUM: YEAR 11
KEY STAGE 4
173
In Year 10, History at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
America 1920-1973: Opportunity and Inequality
1920s
1930s
• How did mass production change the American
economy?
• Did Cars make America a Superpower?
• Did Henry Ford and the Model T create the ‘boom’?
• How dangerous was the stock exchange?
• How did the Republican Presidents effect ‘booming’
America?
• Were the 20s a golden age for entertainment?
• What impact did Prohibition and organised crime have
on society?
• Who didn’t prosper in the ‘boom’?
• In the 20s, why did mothers and daughters clash?
• Why were Black America ‘strange fruit’ in 1920s
America?
• Why did the KKK rise in the 1920s?
• Did America like foreigners in the 1920s?
• How did millionaires go from their mansions to the
gutter in a matter of days?
• How did Hoover go from hero to zero?
• What was the New Deal?
• Was the New Deal a success?
HISTORY CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
174
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Post War/1950s
Civil Rights
Domestic change and Women’s Liberation
Conflict and Tension between East and West 1945-1972
The Start of the Cold War (1945-1950)
• What was the impact of WW2 on the American
Economy?
• Did WW2 change life for women and Black
Americans?
• What was the American Dream?
• What was the importance of 50s popular culture on
Post War America?
• What was life like for the typical American housewife?
• How did a witch hunt happen in the 50s?
• How can you change society?
• How and why did the Civil Rights movement change in
the mid 60s?
• Does Martin Luther King deserve his reputation?
• Was Black Power inevitable due to the lack of change
to Black Americans?
• What was more successful: Non-Violent protest or
Blac k Power?
• Why was the 60s a hotbed of social change?
• How did Women fight for their rights in the 60s?
• Is the enemy of your enemy, my enemy?
• Did the Big 3 make any lasting agreements?
• Can you buy freedom?
• What did USA and USSR think of each other by 1948?
• Can you strange a City?
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Cold War in Asia (1950-53)
Arms Race and Space Race (1949-1962)
‘Thaw’ period (1953-1962)
Cuban Missile Crisis (1959-1962)
Czechoslovakian Uprising (1968)
Détente and SALT (1969-1972)
• How did the Cold War travel to Asia?
• Why did America ‘need’ the Korean War?
• Who ‘won’ the Korean war?
• Why did an Arms Race develop?
• Did M.A.D make everyone safer?
• What was the impact of the Arms Race and Space
Race?
• Would Stalin’s death calm down the Cold War?
• What was the Hungarian Uprising?
• Why did the Soviet Union build a wall in Berlin?
• How did a spy plane nearly cause WW3?
• What would you have done to avoid nuclear war over
Cuba?
• Who blinked first?
• What were the effects of the Cuban Missile Crisis?
• Can you leave the Eastern Bloc?
• Were tensions relaxing in the 1970s?
Assessment Overview and Format:
Students do three Key Assessments across the Year. The first
one is on America: Opportunity, Inequality, and the second is on
Conflict and Tension between East and West 1945-1972. The final
Key Assessment is a whole GCSE past paper comprising both
sections.
They also complete exam questions in exactly the same format, as
they will sit in the exam across the year. They will do these exam
questions in class and for homework.
Links for Home Learning/Extension Resources:
Students will use a course book, which will used in school and
available to use at home. Lessons will be put onto TEAMS, so
students can review and catch up with work
http
s://www.bbc.com/bitesize/examspecs/zxjk4j6
https://www.youtube.com/watch?v=VfOR1XCMf7A&t=428s
https://www.youtube.com/watch?v=6bMq9Ek6jnA
https://www.youtube.com/watch?v=S64zRnnn4Po
https://www.youtube.com/watch?v=y9HjvHZfCUI
HISTORY CURRICULUM: YEAR 10 CONTI N U ED
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176
In Year 11, History at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Migration empires and the people
Vikings
Normans
Angevin Empire and 100 Years War
American Colonies
Huguenots, Ulster Plantations and Highland Clearances
India
• How and why did the Vikings conquer England?
• Do the Vikings deserve their reputation?
• How ‘Great’ was Alfred the Great?
• How did Vikings integrate with the English?
• What was the North Sea Empire?
• How did Normans, Vikings and Saxons all have claims
to the English throne?
• Why were three men trying to claim the throne in
1066?
• How did England create an empire in France?
• Was King John as bad as be is made out to be?
• What caused the 100 Years War?
• Why did England look to the Americas?
• How did England make the colonies a success?
• How did sugar cause the worst migration in history?
• What was the impact of slavery?
• Why did Britain lose the American colonies?
• Why did England give asylum to the Huguenots?
• How did religion change the population in the 16th and
17th century?
• How did tiny Britain control all of India?
• What would make you start a fight against your
employers?
• Were the British a force for good in India?
• Why did the Europeans scramble for Africa?
• Was Cecil Rhodes a ‘hero’ or ‘villain’
• How far would you go to crush resistance to your
rule?
• What were the consequences of the Boer war?
• Why were the British in Egypt?
Africa
HISTORY CURRICULUM: YEAR 11
KEY STAGE 4
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In Year 11, History at WEK… continued
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
19th and 20th century migration
Elizabethan England 1568-1603
Elizabeth and her court
Class, wealth and society
Poverty in Elizabeth and England
Elizabethan explorers
Religion in Elizabethan times
• Why did people move around the Britain and Empire
so much?
• Did the media control minds?
• Why did Irish and Jewish people migrate to Britain
• How did Britain lose their empire?
• Would you leave a tropical island and go to an island
devastated by war?
• Were the Falklands the last stand of the British
Empire?
• What is/was Britain’s relationship with the EU?
• Who was Elizabethan and what was her background?
• Who was powerful in Elizabethan society?
• Why it tough being a female ruler?
• Was marriage necessary for Elizabeth and for
England?
• Why didn’t she get married?
• What was the structure of Elizabethan England like?
• How was wealth divided in Elizabethan England?
• How important was the theatre to Elizabethans?
• Was the Globe Theatre a high-class place?
• Why was there so much poverty in a ‘Golden Age’?
• Were Elizabethans charitable?
• How brutal were government’s treatment of the poor?
• Were Elizabethans sympathetic to the poor?
• Was the Elizabethan Age an ‘Age of Discovery’?
• Did voyages abroad make England rich and powerful?
• How did religion change under Elizabeth?
• What was the reaction of Catholics in England to the
‘Middle Way’?
• How did Elizabeth deal with the Puritans?
• Who was Mary Queen of Scots?
• Why was Mary Queen of Scots so controversial?
• How did Spain and England come into conflict?
• How did England best the mighty Armada?
HISTORY CURRICULUM: YEAR 11 CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Revision of America
Opportunity and Inequality 1920-73, Conflict and Tension
between East and West 1945-72, Migration, Empires and the
People and Elizabeth 1558-1603
• During this time the students will be looking at all four
components of the GCSE and working through exam
style writing skills along with content revision.
Assessment Overview and Format:
We do two Mock Exams across the Year. These assessments will
be on Migration firstly and on Elizabeth secondly. Practice papers
of Year 10 material will also be given as homework and to be
completed during Horizons Week.
They also complete exam questions in exactly the same format as
they will sit in the exam across the year. They will do these exam
questions in class and for homework.
Links for Home Learning/Extension Resources:
All lessons will be on TEAMS and students will have access to
course books in lesson and at home.
https://www.bbc.com/bitesize/topics/zx3fnbk
https://www.bbc.com/bitesize/topics/z29rbk7
HISTORY CURRICULUM: YEAR 11 CONTI N U ED
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179
In Year 10, Islamic A and B Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
• Surah Al Hujurat (1-10)
• In the Holy Presence of Allah, His Messenger and the Ruler
• The Seven Grave Sins (Hadith)
• The Forgiving, The Just
• Zakat
• Exchanging Advice in Islam
• Can you interpret Surah Al Hujurat Ayah 1-10
• When was Surah Al Hujurat revealed?
• What is the background of Surah Al Hujurta.
• What is the ruling of Islam in dealing with Prophet
Muhammad PBUH?
• Can you explain the seven grave sins?
• How seven grave sins mentioned in Hadith, damage the
individual and society?
• What strategies would you propose to avoid seven grave
sins?
• How would you analyse the attributes of Allah ‘The
forgiving and the Just’?
• What are the conditions of Zakah?
• How does Zakah help society economically?
• Why exchanging advice is important in Islam?
Assessment Overview and Format:
There will be a continuous assessment through the skill building in
term one and in the progress of the projects.
Students will complete 2 Outcomes and be assessed on these in
this year. They will have two complete project grades by the end
of the first year.
Links for Home Learning/Extension Resources:
Students will be provided with a copy of the Edexcel IGCSE
Geography textbook.
http://www.sporcle.com/games/category/geography
http://www.nationalgeographic.com/
http://www.bbc.co.uk/news/
http://www.theguardian.com/uk
http://www.gapminder.org/
https://www.cia.gov/library/publications/the-world-factbook/
http://news.bbc.co.uk/1/hi/country_profiles/default.stm
http://www.statistics.gov.uk/hub/index.html
http://www.metoffice.gov.uk/
For GCSE you should read the copies of the Wider World
magazine. You can find a digital link to this in the school library.
You can also follow magazines like the National Geographic and
The Geographical.
ISLAMIC A AND B CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
180
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• Surah Al Waqiah
• Bearing good news and warning
• The Prophet’s Method of Educating a generation.
• Shariah Rules in Islam
• Imam Ahmed Ibn Hanbal
• Why are there 3 categories of people mentioned at the
beginning of the surah?
• Why some people tend to reveal their sins when Allah
has already covered them.
• Why did the Prophet PBUH use different techniques to
educate his companions?
• What was the impact of Prophet’s teaching on Islamic
society?
• How would you evaluate the characteristics of Shariah
rules in Islam?
• Can you give examples of five types of shariah rules?
• How would you differentiate between major and minor
sins?
• What lessons de we learn from the life of Imam Ahmad
Ibn Hambal?
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judges on the following criteria
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note book
Links for Home Learning/Extension Resources:
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
ISLAMIC A AND B CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
181
In Year 11, Islamic A and B Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
• Surat Al Kahf (Verses 1-8)
• Makki and Madani Surahs
• Stages of collection of Qur’an
• Endowment (Giving and growth)
• The Prophet’s PBUH methodology in Da’wah
• What is the reason Allah revealed the Surah Al Kahf?
• Why Surah Al Kahf is so important Surah in Qur’an?
• Why did Allah mention the story of people of the cave?
• What lesson do we learn from the story of Musa and
Kh i dr?
• How would you differentiate between Makki and Madani
Surahs?
• How does endowment impact an individual and society?
• What is difference between Waqf and Sadaqah?
• What methodology did Prophet PBUH use in calling
people towards Islam?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
• Surat Al Kahf (The people of the cave Ayah 9-27)
• The prophet’s PBUH Sunnah
• Recording Sunnah
• The Prophet’s Method in taking Care of His Family
• What do you think is the reason, Allah kept the people of
cave alive for 309 years?
• What should a Muslim do if he fears about his faith and
belief?
• What would have happened if people of cave could not
have escaped the city?
• Can you analyse the method of Prophet Muhammad
(PBUH) in taking care of his family?
• What is the position of Sunnah of Islam?
• How was Sunnah of Prophet PBUH recorded and
preserved?
ISLAMIC A AND B CURRICULUM: YEAR 11
KEY STAGE 4
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• Surah Al Kahf (Ayah 60-82) Prophet Musa
• The scholars’ efforts in preserving Sunnah
• Faith in the unseen
• Jihad in the cause of Allah 1
• Jihad in the cause of Allah 2
• What is the story of Musa and Khidr?
• How would you analyse the efforts of scholars in
preserving Sunnah?
• How would you prove from Qur’an that the Jihad
should aim to provide security and protect the rights of
people?
• What is the definition of term Jihad?
• What strategies can be used to remove people’s
misconception about JIhad?
• What methods can be used for Jihad against the soul
and the Devil with the reference from Qur’an?
• What will happen if the call for Jihad is left to anyone?
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judged on the following criteria
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note books
Links for Home Learning/Extension Resources:
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
ISLAMIC A AND B CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
183
In Year 10, Mathematics Curriculum at WEK…
Mathematics is an interconnected subject in which students need to be able to move fluently between representations of
mathematical ideas.
The programme of study for key stage 4 is organised into apparently distinct domains (at WEK in various Chapters), but
students will develop and consolidate connections across mathematical ideas.
Students will build on learning from key stage 3 to further develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems. They will also apply their mathematical knowledge wherever relevant in other subjects
and in financial contexts. The expectation is that the majority of students will move through the programme of study at broadly
the same pace. However, decisions about when to progress should always be based on the security of students’ understanding
and their readiness to progress. Students who grasp concepts rapidly should be challenged through being offered rich and
sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material
should consolidate their understanding, including through additional practice, before moving on.
THIS PROGRAMME OF STUDY SPECIFIES:
• the mathematical content that should be taught to all students, in standard type; and
• additional mathematical content to be taught to more highly attaining students, has an Asterix *. Together, the mathematical
content set out in the key stage 3 and key stage 4 programmes of study covers the full range of material contained in the
GCSE Mathematics qualification.
Wherever it is appropriate, given students’ security of understanding and readiness to progress, students will be taught the full
content set out in this programme of study.
Working mathematically through the mathematics content, students should be taught to:
DEVELOP FLUENCY
1. Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number
system to include powers, roots {and fractional indices}
2. Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations
involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
3. Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and
manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}
4. Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations
and inequalities
5. Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear,
quadratic, reciprocal, {exponential and trigonometric} functions
6. Use mathematical language and properties precisely.
MATHEMATICS: YEAR 10
KEY STAGE 4
CONTI N U ED
184
REASON MATH EMATICALLY
1. Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and
geometry, and in working with proportional relations algebraically and graphically
2. Extend their ability to identify variables and express relations between variables algebraically and graphically
3. Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-
examples; begin to use algebra to support and construct arguments {and proofs}
4. Reason deductively in geometry, number and algebra, including using geometrical constructions
5. Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
6. Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally
7. Assess the validity of an argument and the accuracy of a given way of presenting information.
SOLVE PROBLEMS
1. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step
problems
2. Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts
3. Make and use connections between different parts of mathematics to solve problems
4. Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on
how their solutions may have been affected by any modelling assumptions
5. Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their
solution in the context of the given problem.
In Year 10, the Mathematics curriculum at WEK is divided into units each building on and interconnecting to each other as
students are expected to solve more sophisticated problems.
GCSE
The Mathematics department at the Academy is a full Higher course. All students are built up to the Higher International GCSE
course over KS3. Within the IGCSE Higher course students will be exposed to topics as and when they are ready for them. The
course is a two-year program where sets will move through at a pace that is right for them.
MATHEMATICS: YEAR 10 CONTI N U ED
KEY STAGE 4
CONTI N U ED
185
MATHEMATICS: YEAR 10 CONTI N U ED
KEY STAGE 4
CONTI N U ED
FRACTIONS, DECIMALS AND ROUNDING
• order fractions and calculate a given fraction of a given quantity
• express a given number as a fraction of another number
• convert a fraction to a decimal or percentage
• use common denominators to add and subtract fractions and mixed numbers
• understand and use fractions as multiplicative inverses
• multiply and divide fractions and mixed numbers
• convert recurring decimals into fractions
• round to a given number of significant figures or decimal places
• use estimation to evaluate approximations to numerical calculations
• use a scientific electronic calculator to determine numerical results
• identify upper and lower bounds where values are given to a degree of accuracy
• solve problems using upper and lower bounds where values are given to a degree of accuracy
POWERS AND ROOTS
• express integers as product of powers of prime factors
• find highest common factors (HCF) and
• lowest common multiples (LCM)
• understand the meaning of surds
• manipulate surds, including rationalising a denominator
• use index laws to simplify and evaluate numerical expressions involving integer, fractional and negative powers
• use index notation and index laws for multiplication and division of positive and negative integer powers including zero
• calculate with and interpret numbers in the form a × 10n where n is an integer and 1≤ a ≤ 10
• solve problems involving standard form
• use index notation involving fractional, negative and zero powers
• use index laws in simple cases
• collect like terms
• multiply a single term over a bracket
• take out common factors
• expand the product of two or more linear expressions
• understand the concept of a quadratic expression and be able to factorise such expressions
• manipulate algebraic fractions where the numerator and/or the denominator can be numeric, linear or quadratic
• complete the square for a given quadratic expression
• use algebra to support and construct proofs
• substitute positive and negative integers, decimals and fractions for words and letters in expressions and formulae
• use formulae from mathematics and other real-life contexts expressed initially in words or diagrammatic form and convert
to letters and symbols
• derive a formula or expression
• understand the process of manipulating formulae or equations to change the subject, to include cases where the subject
may appear twice or a power of the subject occurs
• set up problems involving direct or inverse proportion and relate algebraic solutions to graphical representation of the
equations
186
MATHEMATICS: YEAR 10 CONTI N U ED
KEY STAGE 4
CONTI N U ED
WORKING WITH SHAPE AND SPACE
• understand the terms ‘isosceles’, ‘equilateral’ and ‘right-angled triangles’ and the angle properties of these triangles
• understand and use the term ‘quadrilateral’ and the angle sum property of quadrilaterals
• understand and use the properties of the parallelogram, rectangle, square, rhombus, trapezium and kite
• understand the term ‘regular polygon’ and calculate interior and exterior angles of regular polygons
• understand and use the angle sum of polygons
• provide reasons, using standard geometrical statements, to support numerical values for angles obtained in any geometrical
context involving lines, polygons and circles
• use compound measure such as speed, density and pressure
• convert measurements within the metric system to include linear and area units
• convert between units of volume within the metric system
RATIO AND PROPORTION
• use ratio notation, including reduction to its simplest form and its various links to fraction notation
• divide a quantity in a given ratio or ratios
• use the process of proportionality to evaluate unknown quantities
• calculate an unknown quantity from quantities that vary in direct proportion
• solve word problems about ratio and proportion
• use and apply number in everyday personal, domestic or community life
• carry out calculations using standard units of mass, length, area, volume and capacity
• understand and carry out calculations using time, and carry out calculations using money, including converting between
currencies
• express a given number as a percentage of another number;
• express a percentage as a fraction and as a decimal
• understand the multiplicative nature of percentages as operators
• solve simple percentage problems, including percentage increase and decrease
• use reverse percentages
• use compound interest and depreciation
• use repeated percentage change
• solve compound interest problems
PERIMETER AREA AND VOLUME
• find the perimeter of shapes made from triangles and rectangles
• find the area of simple shapes using the formulae for the areas of triangles and rectangles
• find the area of parallelograms and trapezia
• find perimeters and areas of sectors of circles
• find the surface area of simple shapes using the area formulae for triangles and rectangles
• find the surface area of a cylinder
• find the volume of prisms, including cuboids and cylinders, using an appropriate formula
• find the surface area and volume of a sphere and a right circular cone using relevant formulae
187
MATHEMATICS: YEAR 10 CONTI N U ED
KEY STAGE 4
CONTI N U ED
ALGEBRAIC EQUATIONS
• solve linear equations, with integer or fractional coefficients, in one unknown in which the unknown appears on either side
or both sides of the equation
• set up simple linear equations from given data
• solve simple linear inequalities in one variable and represent the solution set on a number line
GRAPHS OF STRAIGHT LINES
• determine the coordinates of the midpoint of a line segment, given the coordinates of the two end points
• find the gradient of a straight line
• recognise that equations of the form
•
y = mx + c
are straight line graphs with gradient m and intercept on the y-axis at the point (0,
c
)
• recognise, generate points and plot graphs of linear functions
• calculate the gradient of a straight line given the coordinates of two points
• find the equation of a straight line parallel to a given line; find the equation of a straight line perpendicular to a given line
• represent simple linear inequalities on rectangular Cartesian graphs
• identify regions on rectangular Cartesian graphs defined by simple linear inequalities
• identify harder examples of regions defined by linear inequalities
TRANSFORMATIONS AND SIMILARITY
• understand that rotations are specified by a centre and an angle
• rotate a shape about a point through a given angle
• recognise that an anti-clockwise rotation is a positive angle of rotation and a clockwise rotation is a negative angle of
rotation
• understand that reflections are specified by a mirror line
• construct a mirror line given an object and reflect a shape given a mirror line
• understand that translations are specified by a distance and direction
• translate a shape
• understand and use column vectors in translations
• understand that rotations, reflections and translations preserve length and angle so that a transformed shape under any of
these transformations remains congruent to the original shape
• understand that enlargements are specified by a centre and a scale factor
• understand that enlargements preserve angles and not lengths
• enlarge a shape given the scale factor
• identify and give complete descriptions of transformations
• understand congruence as meaning the same shape and size
• understand that two or more polygons with the same shape and size are said to be congruent to each other
• understand and use the geometrical properties that similar figures have corresponding lengths in the same ratio but
corresponding angles remain unchanged
• understand that areas of similar figures are in the ratio of the square of corresponding sides
• understand that volumes of similar figures are in the ratio of the cube of corresponding sides
• use areas and volumes of similar figures in solving problems
188
MATHEMATICS: YEAR 10 CONTI N U ED
KEY STAGE 4
CONTI N U ED
PROBABILITY
• understand and use estimates or measures of probability from theoretical models
• find probabilities from a Venn diagram
• understand the concepts of a sample space and an event, and how the probability of an event happening can be determined
from the sample space
• estimate probabilities from previously collected data
• calculate the probability of the complement of an event happening
• use the addition rule of probability for mutually exclusive events
• understand and use the term ‘expected frequency’
• draw and use tree diagrams
• determine the probability that two or more independent events will occur
• use simple conditional probability when combining events
• apply probability to simple problems
GEOMETRIC CONSTRUCTIONS
• construct triangles and other two-dimensional shapes using a combination of a ruler, a protractor and compasses
• use straight edge and compasses to:
i. construct the perpendicular bisector of a line segment
ii. construct the bisector of an angle
• understand angle measure including three-figure bearings
• solve problems using scale drawings
• use and interpret maps and scale drawings
PYTHAGORAS AND INTRO TO TRIGONOMETRY
• know, understand and use Pythagoras’ theorem in two dimensions
• know, understand and use sine, cosine and tangent of acute angles to determine lengths and angles of a right-angled
triangle
• apply trigonometrical methods to solve problems in two dimensions
• understand and use sine, cosine and tangent of obtuse angles
• understand and use angles of elevation and depression
WORKING WITH DATA
• understand the concept of average
• calculate the mean, median, mode and range for a discrete data set
• calculate an estimate for the mean for grouped data
• identify the modal class for grouped data
• estimate the median from a cumulative frequency diagram
• understand the concept of a measure of spread
• find the interquartile range from a discrete data set
• estimate the interquartile range from a cumulative frequency diagram
• construct and interpret histograms
• construct cumulative frequency diagrams from tabulated data
• use cumulative frequency diagrams
189
MATHEMATICS: YEAR 10 CONTI N U ED
KEY STAGE 4
SIMULTANEOUS EQUATIONS
• calculate the exact solution of two simultaneous equations in two unknowns
• interpret the equations as lines and the common solution as the point of intersection
• solve simultaneous equations in two unknowns, one equation being linear and the other being quadratic
SEQUENCES AND SERIES
• understand and use common difference (d) and first term (a) in an arithmetic sequence
• know and use nth term =
a
+ (
n
– 1)
d
• find the sum of the first n terms of an arithmetic series (S
n
)
ASSESSMENT OVERVIEW
Students are informally assessed as they progress through the GCSE. All formal assessments are IGCSE Past Papers or
IGCSE predicted papers. Year 10 students will received a baseline examination when they start the course and then each Key
Assessment will be a full GCSE paper to monitor and chart student progress over time.
GL ASSESSMENT
In the summer term, students will sit the GL test for Year 10 Mathematics. Students will prepare throughout the year for these
through the content of the Chapters but also through the repetition of mental maths under short timed conditions.
Booklets for GLs have been created for students and will be amalgamated into their SOW.
The Mathematics Department at WEK promote the following useful websites:
Pearson online textbook – Student personal login
https://vle.mathswatch.co.uk
https://corbettmaths.com/
https://www.piximaths.co.uk/
https://www.onmaths.com/
HOME LEARNING
In Year 10, homework will be set weekly, either via Mathswatch, or another task specially chosen by the classroom teacher. This
is communicated via Go4schools. Students are expected to show their working out and thought processes in their homework
exercise book. There is an expectation of 40% success rate for each home learning task. All KS4 students are urged to do a
little bit of mathematics at least 2 evening a week. The completion of home learning is recorded in Go4schools.
190
In Year 11, Mathematics Curriculum at WEK…
Mathematics is an interconnected subject in which students need to be able to move fluently between representations of
mathematical ideas.
The programme of study for key stage 4 is organised into apparently distinct domains (at WEK in various Chapters), but
students will develop and consolidate connections across mathematical ideas.
Students will build on learning from key stage 3 to further develop fluency, mathematical reasoning and competence in solving
increasingly sophisticated problems. They will also apply their mathematical knowledge wherever relevant in other subjects
and in financial contexts. The expectation is that the majority of students will move through the programme of study at broadly
the same pace. However, decisions about when to progress should always be based on the security of students’ understanding
and their readiness to progress. Students who grasp concepts rapidly should be challenged through being offered rich and
sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material
should consolidate their understanding, including through additional practice, before moving on.
THIS PROGRAMME OF STUDY SPECIFIES:
• the mathematical content that should be taught to all students, in standard type; and
• additional mathematical content to be taught to more highly attaining students, has an Asterix *. Together, the mathematical
content set out in the key stage 3 and key stage 4 programmes of study covers the full range of material contained in the
GCSE Mathematics qualification.
Wherever it is appropriate, given students’ security of understanding and readiness to progress, students will be taught the full
content set out in this programme of study.
Working mathematically through the mathematics content, students should be taught to:
DEVELOP FLUENCY
1. Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number
system to include powers, roots {and fractional indices}
2. Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations
involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
3. Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and
manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}
4. Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations
and inequalities
5. Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear,
quadratic, reciprocal, {exponential and trigonometric} functions
6. Use mathematical language and properties precisely.
MATHEMATICS: YEAR 11
KEY STAGE 4
CONTI N U ED
191
REASON MATH EMATICALLY
1. Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and
geometry, and in working with proportional relations algebraically and graphically
2. Extend their ability to identify variables and express relations between variables algebraically and graphically
3. Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-
examples; begin to use algebra to support and construct arguments {and proofs}
4. Reason deductively in geometry, number and algebra, including using geometrical constructions
5. Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
6. Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally
7. Assess the validity of an argument and the accuracy of a given way of presenting information.
SOLVE PROBLEMS
1. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step
problems
2. Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts
3. Make and use connections between different parts of mathematics to solve problems
4. Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on
how their solutions may have been affected by any modelling assumptions
5. Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their
solution in the context of the given problem.
In Year 10, the Mathematics curriculum at WEK is divided into units each building on and interconnecting to each other as
students are expected to solve more sophisticated problems.
GCSE
The Mathematics department at the Academy is a full Higher course. All students are built up to the Higher International GCSE
course over KS3. Within the IGCSE Higher course students will be exposed to topics as and when they are ready for them. The
course is a two-year program where sets will move through at a pace that is right for them.
MATHEMATICS: YEAR 11 CONTI N U ED
KEY STAGE 4
CONTI N U ED
192
MATHEMATICS: YEAR 11 CONTI N U ED
KEY STAGE 4
CONTI N U ED
TRAVEL AND OTHER GRAPHS
• interpret information presented in a range of linear and non-linear graphs
• Distance-Time graphs
• Modelling with graphs
CIRCLE THEOREMS
• understand and use the internal and external intersecting chord properties
• recognise the term ‘cyclic quadrilateral’
• understand and use angle properties of the circle including:
i. angle subtended by an arc at the centre of a circle is twice the angle subtended at any point on the remaining part of
the circumference
ii. angle subtended at the circumference by a diameter is a right angle
iii. angles in the same segment are equal
iv. the sum of the opposite angles of a cyclic quadrilateral is 180°
v. he alternate segment theorem
SETS
• understand the definition of a set
• use the set notation È, Ç and Î and Ï
• understand the concept of the universal set and the empty set and the symbols for these sets
• understand and use the complement of a set
• use Venn diagrams to represent sets
• find probabilities from a Venn diagram
• understand sets defined in algebraic terms, and understand and use subsets
• use Venn diagrams to represent sets and the number of elements in sets
• use the notation n(A) for the number of elements in the set A
• use sets in practical situations
NON-LINEAR GRAPHS
• solve quadratic equations by factorisation
• solve quadratic equations by using the quadratic formula or completing the square
• form and solve quadratic equations from data given in a context
• solve quadratic inequalities in one unknown and represent the solution set on a number line
• recognise, generate points and plot graphs of quadratic functions
FUNCTION, DOMAIN AND RANGE
• understand the concept that a function is a mapping between elements of two sets
• use function notations of the form f(x) = … and f : x a …
• understand the terms ‘domain’ and ‘range’ and which values may need to be excluded from a domain
• understand and find the composite function fg and the inverse function f
-1
193
MATHEMATICS: YEAR 11 CONTI N U ED
KEY STAGE 4
CONTI N U ED
FURTHER TRIGONOMETRY
• understand and use the sine and cosine rules for any triangle
• use Pythagoras’ theorem in three dimensions
• understand and use the formula 1 2 ab C sin for the area of a triangle
• apply trigonometrical methods to solve problems in three dimensions, including finding the angle between a line and a plane
SKETCHING GRAPHS
• recognise, plot and draw graphs with equation:
•
y
=
Ax
³ +
Bx
² +
Cx
+
D
• in which:
i. the constants are integers and some could be zero
ii. the letters x and y can be replaced with any other two letters or:
•
y
=
Ax
³ +
Bx
² +
Cx
+
D
+
E/x
+
F/x
²
• in which:
i. the constants are numerical and at least three of them are zero
ii. the letters x and y can be replaced with any other two letters or:
•
y
= sin
x,
y
= cos
x
or
y
= tan
x
• for angles of any size (in degrees)
• apply to the graph of y = f(
x
) the transformations y = f(
x
) + a, y = f(
ax
), y = f(
x + a
),
y
= af(
x
) for linear, quadratic, sine and
cosine functions
• interpret and analyse transformations of functions and write the functions algebraically
• find the gradients of non-linear graphs
• find the intersection points of two graphs, one linear (
y
1
) and one non-linear (
y
2
), and recognise that the solutions
correspond to the solutions of
y
2
–
y
1
= 0
• he alternate segment theorem
VECTORS
• understand that a vector has both magnitude and direction
• understand and use vector notation including column vectors
• multiply vectors by scalar quantities
• add and subtract vectors
• calculate the modulus (magnitude) of a vector
• find the resultant of two or more vectors
• apply vector methods for simple geometrical proofs
194
MATHEMATICS: YEAR 11 CONTI N U ED
KEY STAGE 4
CALCULUS
• understand the concept of a variable rate of change
• differentiate integer powers of x
• determine gradients, rates of change, stationary points, turning points (maxima and minima) by differentiation and relate
these to graphs
• distinguish between maxima and minima by considering the general shape of the graph only
• apply calculus to linear kinematics and to other simple practical problems
GCSE REVISION AND PERPETRATION
Targeted revision and exam practice.
ASSESSMENT OVERVIEW
Students are informally assessed as they progress through the GCSE. All formal assessments are IGCSE Past Papers or
IGCSE predicted papers. Year 10 students will received a baseline examination when they start the course and then each Key
Assessment will be a full GCSE paper to monitor and chart student progress over time.
GL ASSESSMENT
In the summer term, students will sit the GL test for Year 10 Mathematics. Students will prepare throughout the year for these
through the content of the Chapters but also through the repetition of mental maths under short timed conditions.
Booklets for GLs have been created for students and will be amalgamated into their SOW.
The Mathematics Department at WEK promote the following useful websites:
Pearson online textbook – Student personal login
https://vle.mathswatch.co.uk
https://corbettmaths.com/
https://www.piximaths.co.uk/
https://www.onmaths.com/
HOME LEARNING
In Year 10, homework will be set weekly, either via Mathswatch, or another task specially chosen by the classroom teacher. This
is communicated via Go4schools. Students are expected to show their working out and thought processes in their homework
exercise book. There is an expectation of 40% success rate for each home learning task. All KS4 students are urged to do a
little bit of mathematics at least 2 evening a week. The completion of home learning is recorded in Go4schools.
195
In Year 10, Media Studies at WEK… continued
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Media language and representation
• Basic media language terminology in use in a music video –
shot sizes, camera angles, edits.
• Representation as ‘re-presentation or reality’: How these
media language elements and visual codes (eg colour, basic
aspects of mise-en-scène) have been selected to represent
the artist in the music video in specific ways. Stereotypes and
how they become established.
Introduction to industries and audiences
Linear models of communication (sender, message, and receiver)
and how different audiences (receivers) might interpret the music
video analysed previously.
Advertising – Representation and Audiences
Advertising and marketing:
CSPs Advertising and marketing (targeted, focusing on media
language and media representations):
• Television advertisement for Galaxy
• NHS Blood and Transplant online campaign video
• OMO Print advert from Woman’s Own magazine.
Introduce terms code, anchorage, sign, icon and symbol.
Look at the three CSPs in order, as well as other advertising
and marketing products, analysing how media language creates
meanings and giving a brief introduction to how developments in
technology impact on content.
Analyse representation and use of stereotypes.
Mock coursework – Plan and create an advertising campaign
based on the concepts learnt from the three CSP products.
• What is Media language?
• What are the different forms of media language?
• Media representations: How is media language used to
represent an artist in specific ways?
• What are Stereotypes and how are they used?
• Media representations: How does a media producer
encode media for the target audience?
• How can an audience de-code a media product?
• Media language: What are codes and conventions?
• What are the differences between Mass and Niche
audiences?
• Media representations: How can you use stereotypes
when creating a media product?
• Media language: How can you use media language to
encode a media product for a mass or niche audience?
• Media language: What forms of media language are used
in these adverts and why?
• Why are theories of narrative relevant in advertising?
• Technology and media products – How is technology
changing our interaction with the media?
• Media representations: Choice of media producers
• Representations of reality – What is hyperreality?
• Stereotypes Reflection of contexts
MEDIA STUDIES CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
196
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The film industry
CSPs Film industry (targeted, focusing on media industries):
• Doctor Strange
• I, Daniel Blake
Set each CSP within its context.
Focusing on the industry, not on the content of the films
themselves.
Music videos
CSPs Music videos (targeted, focusing on Media Audiences and
Media Industries):
• Arctic Monkeys - I bet you look good on the dancefloor
• One Direction – History
Focusing on the industry and audiences.
Practical activities:
• devise the marketing plan for the single launch for one of
these videos.
• plan the website home page for the day before, or the day
of the launch
• write the posts for the band’s official social media channels
in the five days prior to the release of the single
Radio
CSPs Radio (targeted, focusing on media Industries and media
audiences):
• Radio 1 Launch Day, Tony Blackburn
• Beats 1 Radio, Julie Adenuga
• Media industries: How does media ownership affect media
products and how we consume them?
• What are the differences between commercial and
independent industries?
• Who regulates the film industry and why do we need
them?
• Media industries: The nature of media production – How
are music videos produced to target their intended
audience?
• Production processes – What media language has been
used to communicate to the audience?
• Who regulates the music video industry and why do we
need them?
• How would you use each of the available media platforms
to reach your target audience?
• Media Industries: Production processes
• Working practices in media industries – How are the BBC
different from commercial media companies?
• What funding models are used in the media industry?
MEDIA STUDIES CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
CONTI N U ED
197
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Online, social and participatory media
CSPs Online, social and participatory media (in-depth, all four
areas of the theoretical framework):
• Kim Kardashian; Hollywood
• Lara Croft Go.
Set each CSP within its context.
Use notes in CSP booklet to help devise specific learning
activities.
• Media representations: Re-presentation – How are
online personalities represented differently?
• What are the theoretical perspectives on gender?
• Viewpoints
• What is the Social, cultural and political significance of
these products?
• Media Industries: What is Convergence?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher Q&A,
verbal feedback and work check.
Mini internal assessments carried out at the end of each of each
CSP.
Mock coursework tasks set after each section of the industry is
covered.
Three formal key assessments held with a full mock paper for key
assessment 3.
Links for Home Learning/Extension Resources:
All lesson resources and information sheets will be on Microsoft
Teams.
AQA GCSE media studies textbook.
BBC Bitesize media studies.
MEDIA STUDIES CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
198
In Year 11, Media Studies at WEK… continued
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
NEA project, e.g. Brief Three: Magazine Design from the sample
briefs – briefs change annually but will be related to the CSPs.
Refreshing the relevant CSPs, planning, the NEA itself, and
allowing time for ‘catch-up’ for students missing lessons (due to
mocks) will take most of this term. Practical work done here will
help to consolidate learning about the relevant CSPs.
• How can technology be used to communicate to target
audiences?
• How can you use codes and conventions to communicate
to a target audience?
• As a media producer, how will you encode your media
product for your chosen audience?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
CSPs Magazines (targeted, focusing on Media language and
representations):
• Tatler, April 2017
• Reveal, 18-24 March 2017
CSPs Newspapers (in-depth, all four areas of the theoretical
framework):
• The Daily Mirror, Weds 15 March 2017
• The Times, Weds 15 March 2017
CSPs Television (in-depth, all four areas of the theoretical
framework):
• Class, Episode 4 – Co-owner of a lonely heart
• Dr Who, Episode 1 – An unearthly child
Questions will bring together all aspects of the media industry
to cover the following points.
Media Languages:
• What are the Codes and conventions of magazines?
• Theoretical perspectives on genre.
Media Representations:
• Re-presentation
• Reflection of contexts
Media Languages:
• What are the Codes and conventions of TV series?
• What social and historical context is evident in a
comparison between Dr Who and Class?
• Theoretical perspectives on genre.
MEDIA STUDIES CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
199
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Revision of the four areas of the theoretical framework, plus
each of the CSPs.
• Revision of advertising and marketing, and magazines.
• Revision of film industry.
• Revision of music industry and radio.
• Revision of online, social and participatory media.
• Revision of newspapers and television.
Can you bring together all of the key areas of media studies
to create a solid explanation of how media products are
produced and encoded for their audiences?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher Q&A,
verbal feedback and work check.
Mini internal assessments carried out at the end of each of each
CSP.
Mock coursework tasks set after each section of the industry is
covered.
Three formal key assessments held with a full mock paper for key
assessment 3.
Links for Home Learning/Extension Resources:
All lesson resources and information sheets will be on Microsoft
Teams.
AQA GCSE media studies textbook.
BBC Bitesize media studies.
MEDIA STUDIES CURRICULUM: YEAR 11 CONTIN U ED
KEY STAGE 4
200
In Year 10, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Moral Rules and Assuming Responsibility
• Respect Is the Basis of Good Treatment
• Aspects of Equality Among People
• Moral Rules
• Our Duty Towards Communities We Belong To
• Establishing Positive Relationships
• Assuming Responsibility and Self-Esteem
Introduction to Global Ethics
• Global Ethics in the Context of Global Issues
• International Relations of the UAE
• Global Ethical Challenges
• World Moral Challenges (continued)
• Dealing With Global Ethical Challenges
• How can I respect others and myself?
• How can I establish positive relationships with others
from different cultural backgrounds?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Financial Awareness
• Identifying the Value of the Money
• The Dangers of Wealth and Greed
• How Could a Fortune to be a Force to Achieve Good
• The Development of Entrepreneurship Skills 1
• The Development of Entrepreneurship Skills 2
What should we preserve and how
• Importance of Heritage
• Understanding the Heritage of the UAE
• Conservation of Cultural and Natural Heritage
• Heritage Tourism
• Is money dangerous?
• What is heritage tourism and what examples can be
used from around the world?
MORAL EDUCATION CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
201
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Governments, power and the judiciary system in the UAE
• The Constitution in the UAE
• Federal System
• The Federal Structure of the System in the UAE
• The Supreme Council of the Union
• The Work of UAE CABINET and Its President
Being an active citizen (part 1)
• Civic Engagement
• Good Person
• Good Citizens in My Country
• Develop Competence in Civic Engagement (1)
• Develop Competence in Civic Engagement (2)
• What is federal structure and how does it look in the
UAE?
• What can I do to help others less fortunate than I?
Assessment Overview and Format:
Students will have summative assessment throughout the year.
This may be in the form of key word tests or short essay style
questions.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their assessments
and they can revise the Moral Education curriculum by using
their notebook and class resources.
MORAL EDUCATION CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
202
In Year 11, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Ethics and the Global Economy
• Economy and Globalisation
• Inequality across the world
• Fairtrade
• Socially Responsible Investing
Living a Moderate Life
• What is meant by the Phrase ‘Living a Moderate Life’?
• Causes and Effects of addiction.
• What are the Benefits and Costs of Globalisation?
• What are the Ethical Consequences of our own Consumer
Choices?
• What Are the Benefits of Living a Moderate Life’?
• What Are the Consequences of Not Living a Moderate
Life?
• How Can We Help Others to Fight and Overcome
‘Addiction’?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Intercultural Relationships
• The Different Approaches to Understanding Cultures.
• The Role of Communication within Groups of People with
Different Backgrounds.
• The Challenges to Intercultural Communication.
• Intercultural Understanding and Communication.
Being a Responsible Adult (1)
• The difference between Core Values and Societal Types.
• The Key Differences Between Rights and Obligations.
• The difference between Openness and Social Inclusion.
• What is ‘Visible’ and ‘Invisible’ Culture?
• What is the Difference between ‘Real’ and ‘Pseudo’
Listening?
• What Are the Key Qualities of a Responsible Adult?
• What Does it Mean to be a ‘Cultural Ambassador’?
MORAL EDUCATION CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
203
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Being a Responsible Adult (2)
• The Importance of ‘Connectedness’.
• Peer Pressure
• National Consciousness
Being an Active Citizen
• Active Citizenship and Volunteer Action.
• What is the Impact of ‘Happiness’ on ‘Empathy’?
• What Does it Mean to be ‘Proactive’ and ‘Motivated’?
• What Are the Different Types of Volunteer Action?
• How Do We Identify Addressing a Need Through
Volunteering?
• How Do We Plan a Volunteering Initiative?
• How Do We Implement and Evaluate the Impact of
Volunteer Action?
Assessment Overview and Format:
Students will have summative assessment throughout the year.
This may be in the form of key word tests or short essay style
questions.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their assessments
and they can revise the Moral Education curriculum by using
their notebook and class resources.
MORAL EDUCATION CURRICULUM: YEAR 11 CONTIN U ED
KEY STAGE 4
204
In Year 10, Photography at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
The first term is all about skill building and experimentation.
Students will experiment with camera and lighting techniques.
They will experience working in a variety of different genres such
as portrait and experimental. They will also experience analysing
the work of other artists. After the first 4 weeks, students will
start on their first project.
• What is a DSLR?
• Why Is light important?
• What is the rule of thirds?
• How do you manually control a camera?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Students will complete the first project mid-term and start on
their second. This project will be chosen from a list of options
provided by the exam board.
Students will need to ensure the topic within the broad topic is
one that personally interests them and they will be able to study
the subject in depth.
• How do you use this project to develop your skill as a
photographer?
• How have you developed your ideas as an artist?
• How will you use the camera and lighting to create work
that represents a final response to your chosen project?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Students will continue with the project two from the exam board.
The work will lead to the production of a set of prints which will
be used for display
Students will be set additional work for their project, which will
aim to set them up for starting their third project in year 11.
This will be discussed with the students before they leave for
summer and examples will be shown
• How does your final response answer the task you set
out to study in your statement of intent?
• Does your work demonstrate your development and
a photographer in the topic that was chosen for this
project?
Assessment Overview and Format:
There will be a continuous assessment through the skill building in
term one and in the progress of the projects.
Students will complete 2 Outcomes and be assessed on these in
this year. They will have two complete project grades by the end
of the first year.
Links for Home Learning/Extension Resources:
All students must be spending 2-3 hours on their artwork in
their own time. The work will not be a standalone exercise but
part of their project.
Students will all be part of the Teams group on which all work will
be submitted and marked. Copies of all student images will be
stored on ONEDRIVE so that they can be accessed at all
times.
Each half term students will create a pdf version of their
portfolio and save it to Teams.
All resources will also be stored on this app to guide the students.
PHOTOGRAPHY CURRICULUM : YEAR 10
KEY STAGE 4
205
In Year 11, Photography at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Students will continue in term 1 with their Coursework.
This will form 60% of their grade. Students will start the term on
their mock exam. The theme will be chosen from options set by
the exam board.
Students will create development work in preparation for the
10-hour Exam in January. This work will need to be created
independently in preparation for the final exam.
Each student will choose their own theme and direction for this
project.
• What will make your coursework stand out and create
interest for the moderator?
• What artists will you use to influence your project
direction?
• What will make your final set of photographs be the best
response to the theme?
• How will you know you have planned the best solution?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
This term will see the start of the Final Photography exam. The
theme will come from the board and the students will need to
work on this individually with no guidance or prompts.
Students will need to create a sketchbook of work that will lead
to the final 10-hour exam.
• How will you interpret the Exam question?
• What photography style will best show your talent?
• How will you know you have achieved the best plan for
the outcome?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
The Final Exam will take place at the beginning of this term. The
rest of the sessions will be spent planning the Final Exhibition.
N/A
Assessment Overview and Format:
The Assessment for the Coursework will take place in January
against the Exam board Criteria.
Students will get feedback formal feedback every 2-3 weeks
on their progress to their target and will be guided in their
coursework.
The Exam will have no internal assessment whilst in process and
will get a final judgement before the moderator arrives. The
students will be given an estimated grade but nothing can be
confirmed until results day. The moderators do not give feedback.
Links for Home Learning/Extension Resources:
Students will have homework every week. It is important
students spend 2-3 hours a week on their photography
homework.
Home learning tasks will be put on Go 4 Schools.
All feedback and other resources will be on Showbie. Images
and files will be stored on ONEDRIVE.
PHOTOGRAPHY CURRICULUM: YEAR 11
KEY STAGE 4
206
In Year 11, Physical Education Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Choice of recreational/competitive activities (First 6 week block)
• Girls Football
• Boys Football
• Fitness
• Rock Climbing
(Second 6 week block)
• Netball
• Rugby
• Athletics
• Fitness
• Rock Climbing
N/A
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Choice of recreational/competitive activities (first 6 week block)
• Badminton
• Fitness
• Rock Climbing
• Swimming
• Dodgeball
(Second 6 week block)
• Tennis
• Rounders
• Cricket
• Fitness
• Rock Climbing
N/A
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Choice of recreational/competitive activities
• Swimming
• Water polo
• Fitness
• Rock climbing
• Indoor football
• Benchball
N/A
Assessment Overview and Format:
No Assessment in Core PE. Students are given an ATL grade
throughout the year.
Links for Home Learning/Extension Resources:
N/A
PHYSICAL EDUCATION CURRICULUM: YEAR 11
KEY STAGE 4
207
In Year 10, Psychology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Introducing GCSE skills and concepts
• Introducing assessment objectives and exam skills
• 9 mark questions and how to structure them.
Memory
• This topic will cover the processes of memory and different
types of memories including how they are encoded and
stored.
• Structures of memory including different memory models.
• Various research studies and theories studying memory.
Research Methods
• How does your memory work?
• How does short term and long-term memory work?
• How is memory structured?
• How long do memories last?
• Why factors affect how accurate our memories are?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Continuing Research Methods
• Studying how psychologists conduct research including
the different types of experiments, observations and
questionnaires.
• Students will consider the strengths and limitations of
these.
Development
• Early brain development; basic knowledge of the structure
of the brain including the lobes and responsibilities each
area has.
• The role of nature and nurture on the development of
children.
• Cognitive development theories and applying these to
education
• The effect of mindset, praise and learning styles.
• Key studies and theories looking into the development of
children.
• Why do psychologists conduct research?
• What are the strengths and limitations of research
methods?
• What do psychologists need to take into consideration
when conducting research?
• What is our brain responsible for? How do we know
which area controls our behaviours?
• What factors influence our development?
• How do we learn new things?
• How does our mindset affect our performance?
• How do you like to learn?
PSYCHOLOGY CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
208
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Continuing with Development
Perception
• Difference between sensations and perception.
• Different visual cues and depth cues.
• Theories of perception using every day examples of perception.
• Influence of nature and nurture on perception.
• Factors affecting perception I.e. culture and motivation.
• Research studies looking into how different factors affect
perception.
• Why do people see images differently?
• What factors affect our perception?
• How reliable is research into perception?
Assessment Overview and Format:
Students will be assessed the end of every topic area. Alongside
this, there will be key words tests throughout the year. The key
assessments will consist of a mixture of topics leading up to the
end of year exam on all of the content.
Links for Home Learning/Extension Resources:
Students have access to a course textbook, which is also
on Teams.
The following link can help students to revise the content:
https://quizlet.com/
https://learndojo.org/aqa/gcse-psychology-revision/
https://www.aqa.org.uk/subjects/psychology/gcse/
psychology-8182
PSYCHOLOGY CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
209
In Year 11, Psychology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Social Influence
• Types of conformity, reasons why people conform and
factors affecting conformity rates.
• Obedience; research into different reasons why people obey
authority.
• Pro social behaviour; helping behaviour, situational vs
dispositional factors when it comes to helping others.
• Crowds; reasons why people’s behaviour changes in the
presence of others.
• Research studies and theories analysing social influence.
Recap of Year 10 topics
Language, Thought and Communication
• Importance of communication; verbal vs non verbal
communication
• Human and animal communication
• Relationship between language and thought.
• Research evidence and theories investigating communication.
• Why do we obey authority?
• Why do we follow others?
• Would you help someone if they were in need?
• How do other people affect your behaviour?
• Do we learn behaviour or is it something we are born
with?
• Why is communication so important?
• Which is more powerful, verbal or non-verbal
communication?
• How do animals communicate?
• How did we learn how to communicate?
• What is the purpose of communication?
• How does culture impact on communication?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Psychological Problems
• Incidence and significance of mental health over time.
• Effects and characteristics of mental health.
• Characteristics, explanations and treatments of depression.
• Characteristics, explanations and treatments of addiction.
• Research studies and theories investigating mental health.
Brain and Neuropsychology
Recap of Year 10 topics
• Why is there stigma attached to mental health
problems?
• How do people with mental health problems feel?
• What support is there for people with mental health
problems?
• What is the best treatment?
• How can society’s approach to mental health be
improved?
PSYCHOLOGY CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
210
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Continuing with Development
Finalising Brain and Neuropsychology
• Structure and functions of the brain.
• Structure and function of the nervous system.
• Neuron structure and function.
• Research studies and theories investigating the functions of
the brain.
Exam preparation
• How does our brain affect and control our behaviour?
• How and where are things stored in our brain?
Assessment Overview and Format:
Students will be assessed at the end of every topic. This will also
include key word tests throughout each topic area.
Key assessments will include a combination of topic areas reflecting
exam papers and preparing students for the final examinations.
Links for Home Learning/Extension Resources:
Students have access to a course textbook, which is also
on Teams.
The following link can help students to revise the content:
https://quizlet.com/
https://learndojo.org/aqa/gcse-psychology-revision/
https://www.aqa.org.uk/subjects/psychology/gcse/
psychology-8182
PSYCHOLOGY CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
211
In Year 10, Science at WEK…
TERM 1
BIOLOGY CHEMISTRY
PHYSICS
Unit 1 Cell Biology
1.1 Cell Structure
1.2 Cell Division
1.3 Transport in Cells
Unit 2 Organisation
2.1 Principles of organization
2.2 Animals tissues, organs and
systems
2.3 Plant tissues, organs and systems
Unit 1 Atomic Structure and the
periodic table.
1.1 Simple model of the atom, symbols,
relative atomic mass, electronic charge
and isotopes
1.2 The Periodic table
1.3 Transition metals (TRIPLE ONLY)
Unit 2 Bonding, Structure and the
properties of matter
2.1 Chemical bonds, ionic, covalent and
metallic.
2.2 How bonding and structure are
related to the properties of substances
2.3 Structure and bonding of carbon
2.4 Bulk and surface properties of
matter including nanoparticles (TRIPLE
ONLY)
Unit 1 Energy
1.1 Energy changes in a system, and the
ways energy is stored before and after
such changes
1.2 Conservation and dissipation of
energy
1.3 National and global energy
resources
Unit 2 Electricity
2.1 Current, potential difference and
resistance
2.2 Series and parallel circuits
2.3 Domestic uses and safety
2.4 Energy transfers
2.5 Static electricity (TRIPLE ONLY)
Unit 3 Particle Model
3.1 Changes of state and the particle
model
3.2 Internal energy and energy
transfers
3.3 Particle model and pressure
SCIENCE CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
212
TERM 2
BIOLOGY CHEMISTRY
PHYSICS
Unit 3 Infection and Response
3.1 Communicable diseases
3.2 Monoclonal antibodies (TRIPLE
ONLY)
3.3 Plant disease (TRIPLE ONLY)
Unit 4 Bioenergetics
4.1 Photosynthesis
4.2 Respiration
Unit 5 Homeostasis and Response
5.1 Homeostasis
5.2 The nervous system
5.3 Hormonal Co-ordination in humans
5.4 Plant hormones (TRIPLE ONLY)
Unit 4 Chemical Changes
4.1 Reactivity of metals
4.2 Reactions of acids
4.3 Electrolysis
Unit 3 Quantitative Chemistry
3.1 Chemical measurements,
conservation of mass and the
quantitative interpretation of chemical
equations
3.2 Use of amount of substance in
relation to masses of pure substances
3.3 Yield and atom economy of chemical
reactions (TRIPLE ONLY)
3.4 Using concentration of solutions in
mol/dm3 (TRIPLE ONLY)
3.5 Use of amount of substance in
relation to volumes of gases (TRIPLE
ONLY)
Unit 4 Atomic Structure
4.1 Atoms and isotopes
4.2 Atoms and nuclear radiation
4.3 Hazards and uses of radioactive
emissions and of background radiation
(TRIPLE ONLY)
4.4 Nuclear fission and fusion (TRIPLE
ONLY)
Unit 5 Forces
5.1 Forces and their interactions
5.2 Work done and energy transfer
5.3 Forces and elasticity
5.4 Moments, levers and gears (TRIPLE
ONLY)
5.5 Pressure and pressure differences
in fluids (TRIPLE ONLY)
5.6 Forces and Motions
5.7 Momentum (TRIPLE ONLY)
SCIENCE CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
CONTI N U ED
213
TERM 3
BIOLOGY CHEMISTRY
PHYSICS
Unit 5 Homeostasis and Response
5.1 Homeostasis
5.2 The nervous system
5.3 Hormonal Co-ordination in humans
5.4 Plant hormones (TRIPLE ONLY)
Unit 6 Inheritance, variation and
evolution
6.1 Reproduction
6.2 Variation and Evolution
6.3 The development of understanding
of genetics and evolution
6.4 Classification of living organisms
Unit 5 Energy Changes
5.1 Exothermic and endothermic
reactions
5.2 Chemical cells and fuel cells
(TRIPLE ONLY)
Unit 6 The Rate and extent of
chemical change
6.1 Rate of reaction
6.2 Reversible reactions and dynamic
equilibrium
Unit 5 Forces
5.1 Forces and their interactions
5.2 Work done and energy transfer
5.3 Forces and elasticity
5.4 Moments, levers and gears
(TRIPLE ONLY)
5.5 Pressure and pressure differences
in fluids (TRIPLE ONLY)
5.6 Forces and Motions
5.7 Momentum (TRIPLE ONLY)
Unit 6 Waves
6.1 Waves in air, fluids and solids
6.2 Electromagnetic waves
6.3 Black body radiation (TRIPLE ONLY)
Assessment Overview and Format:
For each topic, students will complete.
• exam question homework
• short end of unit quizzes
Key Assessments will assess all content to the date
of the assessment. They will have the format of GCSE
papers.
Combined Science 1 hour 15 minutes
Triple Science 1 hour 45 minutes
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Educake for quizzes www.educake.co.uk (students have log ins)
MyGCSE Science for videos, quizzes and exam questions https://
www.my-gcsescience.com/ (students have log ins)
Physics and Maths Tutor – exam questions and revision notes
https://www.physicsandmathstutor.com/
BBC Bitesize
https://www.bbc.com/bitesize/levels/z98jmp3
AQA
https://www.aqa.org.uk/subjects/science/gcse
Dynamic Reader App for iPad (online textbook)
Centre ID 354961 Username wekstudent2019 password science
UK National Curriculum standards
https://assets.publishing.service.gov.uk/government/uploads/system/
uploads/attachment_data/file/381754/SECONDARY_national_curriculum.pdf
SCIENCE CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
214
In Year 11, Science at WEK…
TERM 1
BIOLOGY CHEMISTRY
PHYSICS
Unit 7 Ecology
7.1 Adaptations, interdependence and
competition
7.2 Organisation of an ecosystem
7.3 Biodiversity and the effect of
human interaction on ecosystems
7.4 Trophic levels in an ecosystem
(TRIPLE ONLY)
7.5 Food production (TRIPLE ONLY)
Unit 7 Organic Chemistry
7.1 Carbon compounds as fuels and
feedstocks
7.2 Reactions of alkenes and alcohols
(TRIPLE ONLY)
7.3 Synthetic and naturally occurring
polymers (TRIPLE ONLY)
Unit 8 Chemical Analysis
8.1 Purity, formulations and
chromatography
8.2 Identification of common gases
8.3 Identification of ions by chemical
and spectroscopic means (TRIPLE
ONLY)
Unit 9 Chemistry of the atmosphere
9.1 The composition and evolution of
the Earth’s atmosphere
9.2 Carbon dioxide and methane as
greenhouse gases
9.3 Common atmospheric pollutants
and their sources
Unit 10 Using Resources
10.1 Using the Earth’s resources and
obtaining potable water
10.2 Life Cycle Assessment and
recycling
10.3 Using materials (TRIPLE ONLY)
10.4 The Haber Process and the use of
NPK fertilisers (TRIPLE ONLY)
Unit 6 Waves
6.1 Waves in air, fluids and solids
6.2 Electromagnetic waves
6.3 Black body radiation (TRIPLE
ONLY)
Unit 7 Magnetism and
Electromagnetism
7.1 Permanent and induced magnetism,
magnetic forces and fields
7.2 The motor effect
7.3 Induced potential, transformers and
the National Grid (TRIPLE ONLY)
Unit 2 Electricity
2.1 Current, potential difference and
resistance
2.2 Series and parallel circuits
2.3 Domestic uses and safety
2.4 Energy transfers
2.5 Static electricity (TRIPLE ONLY)
SCIENCE CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
215
TERM 2
BIOLOGY CHEMISTRY
PHYSICS
MOCKS Paper 1 and Paper 2
Closing the Gap Revision
TERM 3
BIOLOGY CHEMISTRY
PHYSICS
Closing the Gap Revision
GCSEs
Assessment Overview and Format:
For each topic, students will complete.
• exam question homework
• short end of unit quizzes
Key Assessments will assess all content to the date
of the assessment. They will have the format of
GCSE papers.
Combined Science 1 hour 15 minutes
Triple Science 1 hour 45 minutes
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Educake for quizzes www.educake.co.uk (students have log ins)
MyGCSE Science for videos, quizzes and exam questions https://
www.my-gcsescience.com/ (students have log ins)
Physics and Maths Tutor – exam questions and revision notes
https://www.physicsandmathstutor.com/
BBC Bitesize
https://www.bbc.com/bitesize/levels/z98jmp3
AQA
https://www.aqa.org.uk/subjects/science/gcse
Dynamic Reader App for iPad (online textbook)
Centre ID 354961 Username wekstudent2019 password science
UK National Curriculum standards
https://assets.publishing.service.gov.uk/government/uploads/
system/uploads/attachment_data/file/381754/SECONDARY_
national_curriculum.pdf
SCIENCE CURRICULUM: YEAR 11 CO NTINUED
KEY STAGE 4
216
In Year 10, Social Studies at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
History Unit
The Ottoman Empire
The Rise and fall of the Ottoman Empire
Key Event during the Ottoman Empire
Historical Events in the Arab World
The French Campaign
Colonisation
European powers and colonisation of the Arab World
The founders role in promoting Arab causes
National Education
Different types of government
The Law & constitution of the UAE
Human rights in the UAE
Foreign Policy
National Unity
History of the UAE
1.1.1.8 - Who were the key figures of the Ottoman Empire?
• What were their achievements?
• Which European countries helped weaken the Ottoman
Empire?
• How did European countries weaken the Ottoman Empire?
• Can you explain impact of sub-states on the Ottoman
Empire using Precise Accurate Detail?
• Can you explain this major historical event in the Arab
World? (French Campaign)
1.1.1.5 - What does colonisation mean?
• How did the European powers colonise the Arab World?
• Why did colonisation happen?
• What does liberation mean?
• How did Arab liberation from colonisation happen? What
is the league of Arab States?
• How has solidarity – eg: League of Arab States, been
successful?
1.3.1.1 - Do you know what the different types of regime
are? E.g. republic, monarchy etc.
• What are the key differences between these regimes?
• What modern day examples exist of these regimes?
• Can you use your knowledge to critically explain your
examples?
• Do you know any key points of the Law & constitution of
the UAE.?
• What are human rights and what do the UN state should
be included.
• Can you assess Human rights in the UAE based on the
UN’s criteria?
1.3.1.6- What is meant by foreign policy?
• Do you know he pillars of UAE foreign policy?
• How would you judge the foreign policy of other major
powers? (USA, Russia, N Korea, UK, India, China?)
• How does a country achieve national unity?
• What are our personal roles in national unity & raising
social awareness?
SOCIAL STUDIES CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
217
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY
QUESTIONS
Geography Unit
Mapping of the Arab world
Physical and human activities
Geographical problems in the Arab World
Local and global sustainability
Environmental challenges in the Arab World
1.2.1.1 - Where is the Arab world located on the globe?
• Can you explain the challenges of the location of the Arab
World?
• Can you show connections between physical & human
activities in a region?
• How is the Arab region strategically significant & what
are the resulting problems e.g. territorial waters?
• Can you find solutions to geographical problems in the
Arab World e.g. population issues, food safety etc?
1.2.1.7 - Can you explain the utilisation of technology to
achieve local & global sustainability in the Founder’s era?
• What are the Key Environmental challenges in the UAE?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Economics Unit
International trade and Privatisation
International trade in the UAE
Economic blocks
Global economic problems
Economic Policies and impact on trade
UAE’s sustainability goals
E-commerce
1.4.1.1- What is meant by international trade and Privatisation?
• Can you understand different types of trade e.g.
international trade & privatisation
• Can you name any examples of international trade in the
UAE? What are economic blocks?
• How can you explain their use in global economic
problems?
• The GATT effect! What is it and how does it impact poor
nations and WTO?
• What is economic development and planning?
• Can you clarify the economic policies, which impact on
trade?
• How did the Founders use these polices in the founding
era 1941 – 1950+
1.4.1.4 - What is sustainability?
• What are the UAE’s sustainability goals?
• Does education play a role in the post oil agenda? Explain
and link to sustainability.
• What is meant by E commerce?
• What form and characteristics does it take?
SOCIAL STUDIES CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
CONTI N U ED
218
Assessment Overview and Format:
Students are assessed according to the UAE Social studies
framework:
Knowledge and Understanding 1.1.1
Literacy 2.1.1
Presentation and Communication 3.1.1
• End of Term assessment including all topics taught. (x3)
Links for Home Learning/Extension Resources:
Students will have access to lesson on TEAMS.
SOCIAL STUDIES CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
219
In Year 10, Spanish Language Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - KEY GRAMMAR CONCEPTS
Las vacaciones: Holidays
• Talking about holiday destinations
• Activities whilst on holidays
• Talking about problems/ issues faced on holiday
• Describing the hotel
• A past holiday
• A dream holiday
• Understanding tourist leaflets and websites
• Describing your region
La tecnologia – Technology
• Technology in everyday life
• Giving opinions about online technology
• Comparing Snapchat / facebook/ Whats app etc.
• The good and bad of social media
• Giving opinions about mobile technology
• The dangers of technology
My Pueblo – My town
• Describing your house
• Vocabulary for household objects
• Comparing your old house to your new house
• Advantages of living in the city, mountains, coast and a
village
• Talking about the amenities in your area
• Using 3 tenses together
• Exclamations using the subjunctive
• Writing about other people
• Further expressions of sequence: antes de haber,
mientras+ imperfect
• Imperfect Vs Preterite Tense
• Using estar + past participle
• Desde hacía + imperfect
• Passive forms with se
• Using if sentences
• Using deber and tener que in the imperfect
• Using the Perfect Tense
• Using verbs with prepositions
• Listening for detail
• Using estar in the present continuous tense
• Working out meaning from context
• Using cuyo
• Tips for translating into English
• Using prepositions
• Using quantifiers
• Formulating complex questions
• Using a range of vocabulary to express the same idea
• Using demonstrative and adjectives and pronouns
• Possessive pronouns
SPANISH LANGUAGE CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
220
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
Mi familia: My family
• Describing friends and family
• Talking about friends
• Describing family relationships
• Talking about the generational gap between parents and
children
• How you spend your free time and with who
• Plans for the future
• Understanding horoscopes
• Marriage: For or against?
• Dating websites: Pros and Cons
Las fiestas- Fiestas
• Fiestas celebrated in Spain
• Learning about local customs
• Describing a visit to Spain
• Dia de los muertos
• Las Fallas
• Fiestas celebrated around the world in Spanish speaking
countries
• Using tener to describe other
• Reflexive verbs
• Use of que to extend sentences
• Ser vs Estar
• The immediate future tense
• Using irregular adjectives
• Using direct and indirect object pronouns together
• Recognising false friends
• Adjectival agreements and their position
• Tips for reading questions
• Ser and ir in the Preterite
• Using the Preterite tense of hacer and tener
• Preterite vs Imperfect
• Expanding and justifying reasons
SPANISH LANGUAGE CURRICULUM: YEAR 10 CONTI N U ED
KEY STAGE 4
CONTI N U ED
221
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - SKILLS
Revision of topics studied this year along with Unit 2: Local,
national and global areas of interest. [Environment and Charity
work]
Revision of these topics in preparation for End of Year
Assessment.
• Role play scenarios
• Photo card preparation
• Translation Spanish – English
• Translation English – Spanish
• Completion of old style AQA papers [Topic based]
• ExamPro exam questions
Assessment Overview and Format:
Three assessment points throughout the year.
There will be a summative assessment of Listening, Reading and
Writing.
Students will sit real exam papers so they can start to familiarise
themselves with expectations.
There will be a formative assessment of speaking through
classwork and completion of photo card and role plays.
Links for Home Learning/Extension Resources:
AQA GCSE Higher Spanish Text Book
www.wordreference.com
www.revisionworld.com
www.aqa.org.uk
www.spanishdict.com
SPANISH LANGUAGE CURRICULUM: YEAR 10 CONTI N U ED
KEY STAGE 4
222
In Year 11, Spanish Language Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - KEY GRAMMAR CONCEPTS
Mi colegio: My school
• Expressing likes and dislikes towards school subjects
• Talking about your school
• Describing the facilities and uniform
• Talking about school rules
• Describing the good and bad aspects pf your school
• Comparing your present school to your previous school
• Talking about your ideal school.
El Futuro: The Future- Post 16 options
• Discussing choices at 18: work or university
• Talking about future options
• Advantages of going to university or working
• Apprenticeships
• Understanding job adverts
• Advantages and disadvantages of jobs
• Describing your dream job
**Draft one of speaking exam preparation to be completed over
the winter break **
• Using the imperative
• Using the imperfect and preterite together
• Using the personal ‘a’
• Desde hace + the perfect tense
• Verbs that take the infinitive
• Revising se debe, hay que and tener que
• Using lo que and lo + adjective
• Using the present subjunctive
SPANISH LANGUAGE CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
223
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - KEY GRAMMAR CONCEPTS
La salud: Health
• Comparing old and new health habits
• Talking about what you should do
• Giving people advice
• Describing health resolutions
Las obras benéficas : Charity Work
• Describing charity work
• Understanding the importance of charity
El medio ambiente: The Environment
• Discussing Environmental problems and their solutions
• Discussing gobal issues
• Discussing inequality
• Discussing poverty in the world
**Mock speaking exam takes place before February half term**
• Formation and use of the gerund
• Using the conditional tense
• Using negative words
• Using debe, tener que and hay que
• Revising the imperfect tense
• Using ‘if’ sentences
• Looking at the present subjunctive
• Using reflexive constructions
• Using modal verbs
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - SKILLS
This term will be spent recapping all the previously studied topics
in both years 9 and 10.
GCSE Speaking Exam will take place in April and the Written
Exam will take place in June.
• Exam techniques
• Writing from memory
• Translation tips
• Training your ear
• Vocabulary recall
• Speaking from spontaneously from memory
• Describing pictures
• Reading for gist
Assessment Overview and Format:
Students will sit a scheduled mock examination for all skill areas
[Listening, speaking, reading and writing]
Students will continue to complete past papers until the
examination.
Links for Home Learning/Extension Resources:
AQA GCSE Spanish Text Book
www.revisionworld.com
www.languagesonline.org.uk
SPANISH LANGUAGE CURRICULUM: YEAR 11 CONTI N U ED
KEY STAGE 4
224
In Year 10, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
During this term, students will be challenged to design and make
a range of different working products with a range of materials;
this will allow them to understand the material properties and the
different techniques needed to work with each material.
Students will develop a range of theory skills including:
• The origin of woods
• The origin of plastics
• Designing skills
• CAD Skills
• Evaluative skills
Students will develop a range of manufacturing skills including:
• Measuring and cutting accurately
• How to cut using a tenon saw
• How to use a pillar drill
• How to use the laser cutter
• The effective use of adhesives
• The correct methods of applying a finish
• What are my strengths and weaknesses?
• How can I access the highest marks using the exam board
mark scheme?
• What impact does material selection have on the wider
world, not just the product in question?
• What is the difference between modern materials and
smart materials?
• What impact does the development of technology have
on the consumers?
• What are the key differences between the processes that
industries use and the processes we conduct in school?
• What does effective revision look like?
• How can I maximise time and marks during the exam?
• What are the command words and how do I effectively
answer exam questions?
TECHNOLOGY CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
225
TERM 2 – TOPICS / KEY CONTENT TERM 2 –
PRODUCT DESIGN OVERVIEW
During Term 2 and the beginning of Term 3, students will develop
their theory knowledge by incorporating theoretical knowledge
into lessons. Students will be provided with PowerPoints and
resources that will double up as revision for key assessments and
mock examinations.
The focus will be on the following topics:
• New and Emerging Technologies
• Energy Storage
• Material Properties and Uses
• Industrial Practices
Please note, topics are subject to change and teacher will
evaluate the needs of the individual students and plan units
accordingly. A full list of required topics is available. If you would
like to see this list, students will have access to this on their
Showbie Account
Students will sit end of unit tests in class for each unit.
Year 10 is an introduction to the course and the students
spend the year building skills and learning key Theory
in preparation for year 11. The course is made up of two
elements:
NEA 50%: This is coursework that students will do in which
they create a portfolio of work and a final outcome.
Exam 50%: This is an Exam paper based on all materials.
The exam is 2 hours long and marks are awarded out of 100
marks.
TECHNOLOGY CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
CONTI N U ED
226
TERM 3 – TOPICS / KEY CONTENT TERM 3 –
THE NEA
During Term 2 and the beginning of Term 3 students will develop
their theory knowledge by incorporating theoretical knowledge
into lessons. Students will be provided with PowerPoints and
resources that will double up as revision for key assessments and
mock examinations.
The focus will be on the following topics:
• New and Emerging Technologies
• Energy Storage
• Material Properties and Uses
• Industrial Practices
Please note, topics are subject to change and teacher will
evaluate the needs of the individual students and plan units
accordingly. A full list of required topics is available. If you would
like to see this list, students will have access to this on their
Showbie Account
Students will sit end of unit tests in class for each unit.
From June 1st students will begin to work on their NEA which is
50% of their Final Grade. During this term, students will primarily
focus on the following.
• Research into the design contexts
• Research into their chosen problem
• Identify a client
• Look into existing products
June 1st
Exam board release three ‘Designs Contexts’ students will
spend lessons from June 1st until the end of the academic
year focusing on their NEA. The NEA is worth 50% of their
final GCSE Grade.
Students will be expected to:
• Research each of the design contexts
• Identify a current problem
• Make a link to the design context
• Conduct further research
Assessment Overview and Format:
In Design Technology assess using the same format as in GCSE in
which students are assessed on the following:
• Research skills
• Design and Development skills
• Practical
• Testing and Evaluative Skills
Students will also participate in regular end of unit tests
throughout the year, which will be sat in class, the students will be
told when the tests are well in advance.
Students will also sit mock exams in line with the school's key
assessment structure.
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and Go4Schools.
The work is mostly a continuation of skills and tasks we have
started in lesson as this helps students prepare for the style of
homework if the subject is taken at GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
Revision for exams.
TECHNOLOGY CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
227
In Year 11, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Students will continue their NEA that was begun on June
1st. During the first term, students will primarily focus on the
following:
• Design, develop and model ideas
• Manufacture final prototype
• Test and evaluate outcome
Please note some students may want to tweak sections of their
NEA prom the previous term. This is perfectly acceptable.
• Why is so important to evaluate and test our products
thoroughly?
• What CAM could I use to help speed up and improve the
quality of my final prototype?
• What improvements do I need to make to maximise the
marks set out by the exam board?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY
QUESTIONS
Students will continue their NEA that was begun on June
1st. During the first term, students will primarily focus on the
following:
• Design, develop and model ideas
• Manufacture final prototype
• Test and evaluate outcome
Please note, some students may want to tweak sections of their
NEA prom the previous term. This is perfectly acceptable.
Deadline for the NEA is currently set for February half herm. This
will allow plenty of time for moderation of work prior to external
moderation
After February half term, the full focus will be on revision in line
with specification set out by the exam board.
• What does effective revision look like?
• How can I maximize time and marks during the exam?
• What are the command words and how do I effectively
answer exam questions?
TECHNOLOGY CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
228
TERM 3 – TOPICS / KEY CONTENT
TERM 3 –
COURSE OVERVIEW
Full focus will be on revision in line with specification set out by
the exam board.
50% NEA – Coursework project
50% Exam – 2hour Paper
Assessment Overview and Format:
The exams and non-exam assessment will measure how students
have achieved the following assessment objectives. Worth 50%
• AO1: Identify, investigate and outline design possibilities to
address needs and wants.
• AO2: Design and make prototypes that are fit for purpose.
• AO3: Analyse and evaluate:
• design decisions and outcomes, including for prototypes made
by themselves and others
• wider issues in design and technology.
• AO4: Demonstrate and apply knowledge and understanding of:
• technical principles
• designing and making principles
1 GCSE Exam paper – 2 hours long worth 50% of final grade
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and Go4Schools.
The work is mostly a continuation of skills and tasks we have
started in lesson as this helps students prepare for the style of
homework if the subject is taken at GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
Revision for exams
TECHNOLOGY CURRICULUM: YEAR 11 CONTIN U ED
KEY STAGE 4
229
In Year 10, 3D Printing at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
The first term is all about skill building and experimentation with
drawing skills of buildings. Students will experiment with marking
making and drawing techniques. They will experience working in
a variety of modelling techniques such as foam and cardboard.
They will also experience working in large scale. After the first 3
weeks, students will start on their first project – Architecture.
• How can we manipulate materials for art purpose?
• What is mark making? How can mark making methods be
combined?
• What does it mean ‘Take inspiration’?
• How will you know you have picked the best solutions for
your Architecture project?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Students will complete the first project mid-term and start on
their second – Natural Forms.
Students will need to ensure the topic within the broad topic is
one that personally interests them and they will be able to study
the subject in depth.
The work will lead to a final lamp.
• How will you know you have chosen the best topic for
you?
• What is will make your design stand out?
• What methods will you use?
• What will make your sketchbook different to that off
others?
• How will you create a path to your final outcome?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Students will continue with the Natural forms project mentioned
in Term 2.
Once the final Lamp is made, they will start Preparation for their
Mock exam. The topic of this will be taken from current exams in
January.
Over the summer, the students will start
• The GCSE course will include 2 projects that will be
completed in this first year. The third in Yr11. Together
this will form 60% of the final grade.
• The third project is the Mock exam to prepare the
students for the final exam.
• In Year 11 in January, the students will start this final
exam for GCSE Art. The Theme comes from the Exam
board in January.
Assessment Overview and Format:
There will be a continuous assessment through the skill building in
term one and in the progress of the projects.
Students will complete 2 Outcomes and be assessed on these in
this year. They will have two complete project grades by the end
of the first year.
Links for Home Learning/Extension Resources:
All students must be spending 2-3 hours on their artwork in
their own time. The work will not be a standalone exercise but
part of their project.
Students will all be part of the Showbie group on which all work
will be submitted and marked.
All resources will also be stored on this app to guide the
students.
3D DESIGN CURRICULUM: YEAR 10
KEY STAGE 4
230
In Year 10, Arabic A at WEK…
Most of the resources used are based on specifications made by the UAE Ministry of Education. We will also combine a range of
IGCSE Curriculum requirements through the MOE curriculum.
Reading: Learners will specify ideas, evidences and points of views in texts and identify whether it is informational or literary
text. Students will read and analyze old and modern poetic texts and prose works including short stories, plays, and novels. In
addition, students will link them with other literary works.
The course explores and encourages:
• the historical stages of the Arabic Literature through the time line of the literary eras
• elicits the technical features of the texts and connects them with their literary eras
• compares between the language, style, and ideas of some poems
• distinguishes the emotive language in texts and explains the rhetorical images in the verses
• shows the role of imagination and the verbal images in creating an impact on poetry
• analyzes the texts intellectually and critically
Writing: Learners will write concentrated and coherent essays, which reflect clear vision and good ability to present evidence
and approach to the subject. Students will show their awareness about the recipient and the purpose for writing. Essays will
contain systematic introduction, supported evidence, and logical conclusions.
Speaking: learners will demonstrate their ability in conversation, such as:
• fluency
• confidence
• organizing of ideas
• clarity
and using the paralleled elements of the language including:
• tuning
• accent
• gesture
• allusion
Listening: Learner will listen to audible texts and show understanding, distinguish and analyze the ideas, extract values and
principles, evaluate the texts according to objective standards, and adhere to the etiquette of listening.
ARABIC A CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
231
TERM 1 – TOPICS / KEY CONTENT TERM 1 - 2 – 3 OVERARCHING KEY QUESTIONS
ﻖﻠﺨﻟا ﻦﺴﺣ ﻒﻳﺮﺷ ﺚﻳﺪﺣ
حﺎﺘﻔﻧﻻاو ﺐ
ّ
ﺼﻌﺘﻟا ﻦﻋ ﻲﺗﺎﻣﻮﻠﻌﻣ ﺺﻧ ﺔﺑﺎﺘﻛ
لأﻮﻤﺴﻟا ةﺪﻴﺼﻗ
لأﻮﻤﺴﻟا ةﺪﻴﺼﻗ لﻮﺣ ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا ﺔﺑﺎﺘﻛ
ﺰﺒﺨﻟا ةﺮﻴﺼﻗ ﺔﺼﻗ
ﻲﻧوﺮﺘﻜﻟا قﻮﺴﺘﻟا ﻲﺗﺎﻣﻮﻠﻌﻣ ﺺﻧ
ﺔﺑﺮﺠﺗ ﺎﻬﻤﺳا ﺔﻴﺗاذ ةﺮﻴﺳ
ﻢﻟﺎﻌﻟا ﺎﻫاﺮﻳ ةﺮﻌﺷ ﻲﻔﺤﺼﻟا دﻮﻤﻌﻟا
ﻲﻔﻠﻴﺴﻟا ةﺮﻫﺎﻇ ﻲﻔﺘﺨﺘﺳ ﻰﺘﻣ ﻲﻔﺤﺼﻟا دﻮﻤﻌﻟا
ﻲﻧوﺮﺘﻜﻟا قﻮﺴﺘﻟا ﻦﻋ ﺔﻴﻋﺎﻨﻗإ ﺔﺑﺎﺘﻛ - ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا ﺔﺑﺎﺘﻛ-
ّ
ﺮﺣ ﺮﻴﺒﻌﺗ
ﻢﻤﻬﻟا بﺎﺤﺻأ ﻲﻠﻣﺄﺗ
ّ
ﺺﻧ
ﺔﻴﺑدأ ةﺮﻴﺳ ﺔﺑﺎﺘﻛ
ةرﺎﻌﺘﺳﻻا -ﺔﻬﺒﺸﻤﻟا ﺔﻔﺼﻟا -ﺔﻐﻟﺎﺒﻤﻟا ﺔﻐﻴﺻ
The class teacher to choose the appropriate key question bases
on the text taking into account the MOE national document
expectations. (Below are samples of related key questions)
•
؟ﺔﺤﺟﺎﻧ ضﺮﻌﻟا تاﺮﻘﻓو ﺔﻤﺗﺎﺨﻟاو ﺔﻣﺪﻘﻤﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺔﺤﺟﺎﻧ ﺔﻴﻋﺎﻨﻗاو ،ﺔﻳدﺮﺴﻟا ،ﺔﻴﻔﺻﻮﻟا ﻚﺘﺑﺎﺘﻛ ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟مﺎﻤﺘﻫﻼﻟ ةرﺎﺛإ ﺮﺜﻛأ ﺎﻨﺘﺑﺎﺘﻛ ﻞﻌﺠﻟ ﺔﻳزﺎﺠﻤﻟا ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟مﺎﻤﺘﻫﻼﻟ ﺮﻴﺜﻣ ﻒﺻو ﺔﻓﺎﺿإ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
؟ﺮﻳﺮﺤﺘﻟاو ﻢﻴﻤﺼﺘﻟا ﺔﻠﺣﺮﻣ ﺔﻴﻤﻫأ ﺎﻣ
•
؟ﻚﻟذ فﺮﻌﻧ ﻒﻴﻛو ﺐﺗﺎﻜﻟا رﻮﻌﺷ ﻮﻫ ﺎﻣ
•
؟ﻦﻴﺼﻧ ﻦﻴﺑ فﻼﺘﺧﻻاو ﻪﺑﺎﺸﺘﻟا ﻪﺟوأ ﻲﻫ ﺎﻣ
•
؟ﺔﻔﻠﺘﺨﻣ ضاﺮﻏأو رﻮﻬﻤﺠﻟ ﺎﻨﺘﺑﺎﺘﻛ ﻒﻴﻴﻜﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
•
هﺮﻋﺎﺸﻣو هرﺎﻜﻓأ ﻢﻳﺪﻘﺘﻟ ﻞﻜﺸﻟاو ﺔﻴﻨﺒﻟاو ﺔﻐﻠﻟا ﺐﺗﺎﻜﻟا /ﺮﻋﺎﺸﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
؟تاﺮﻴﺛﺄﺘﻟا ءﺎﺸﻧو
•
؟يﺮﻌﺸﻟا ﺺﻨﻟا ﻲﻓ ةدﻮﺟﻮﻤﻟا طﺎﻤﻧا / ﻊﻴﺿاﻮﻤﻟا ﻲﻫ ﺎﻣ
•
ﺎﻬﺑ مﺪﻘﻧ ﻲﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻰﻠﻋ (ﺔﻴﻏﻼﺒﻟا - ﺔﻴﻟﻻﺪﻟا- ﺔﻴﻤﺠﻌﻤﻟا) ﺎﻨﺗارﺎﻴﺘﺧا ﺮﺛﺆﺗ ﻒﻴﻛ
؟رﺎﻜﻓا
•
؟يﺮﻌﺷ تﻮﺻ ءﺎﺸﻧ ﺔﻳﻮﻐﻠﻟا ةﺰﻬﺟا .... مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟ئرﺎﻘﻠﻟ ﺔﻴﺣ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻟ ﺎﻬﻣاﺪﺨﺘﺳا ﻚﻨﻜﻤﻳ ﻲﺘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
•
؟ﻢﻬﺑرﺎﺠﺗ ﻦﻋ ﺎ
ً
ﺼﺼﻗ نووﺮﻳ داﺮﻓاو تﺎﻓﺎﻘﺜﻟا ﻞﻌﺠﺗ ﻲﺘﻟا بﺎﺒﺳا ﻲﻫ ﺎﻣ
•
؟ﻪﺿﺮﻏ ﻰﻟإ ﻰﻟإ لﻮﺻﻮﻟا ﻲﻓ ﻻﺎﻌﻓ ﺺﻨﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺎﻋﺎﻨﻗإ ﺮﺜﻛأ ﻞﻜﺸﺑ ﺔﺑﺎﺘﻜﻟا ﻲﻓ ﺔﻐﻠﻟا ﺔﻴﻨﺑ ﺔﻓﺮﻌﻣ مﺪﺨﺘﺴﻧ نأ ﻦﻜﻤﻳ ﻒﻴﻛ
•
؟تاءاﺮﺟإ ذﺎﺨﺗﻻ ئرﺎﻘﻟا ﻢﻬﻠﺗو ،ﺔﻌﻨﻘﻣ ﺎﻣ ﺔﻴﻀﻗ ﻞﻌﺠﺗ نأ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
؟لﺎﻌﻔﻟا يﻮﻔﺸﻟا لﺎﺼﺗﻻا تارﺎﻬﻣ ءﺎﻨﺒﻟ تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻢﻫأ ﻲﻫ ﺎﻣ
•
؟ﻰﻨﻌﻤﻟا ﺮﻴﻴﻐﺗ ﻲﻓ ﺎﻬﻓﻼﺘﺧا ﻢﻫﺎﺴﻳ ﻒﻴﻛو ؟ﺔﻠﻤﺠﻠﻟ ةﺰﻴﻤﻤﻟا تﺎﻤﺴﻟا ﻲﻫ ﺎﻣ
•
؟ﻪﻳﻮﻘﺗو ﻰﻨﻌﻤﻟا ﻢﻋﺪﺗ ﻞﻌﺠﺗ ﻲﺘﻟا ﺔﻳﻮﻐﻠﻟا ﺐﻟاﻮﻘﻟا ﻲﻫ ﺎﻣ
•
؟ﻞﻀﻓأ ﻞﻜﺸﺑ ... ﻢﻬﻓ ﻰﻠﻋ ﻒﻟﺆﻤﻟا ﻦﻣ ضﺮﻐﻟا ﺔﻓﺮﻌﻣ ﺎﻧﺪﻋﺎﺴﺗ ﻒﻴﻛ
•
ﺮﻬﻈﺗ ﻲﺘﻟا ﺪﺋﺎﺼﻘﻟاو ﺺﺼﻘﻟا ﻲﻓ تارﺎﺒﻌﻟاو تﺎﻤﻠﻜﻟا ﺪﻳﺪﺤﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
؟ساﻮﺤﻟاو ﺮﻋﺎﺸﻤﻟا
•
ثاﺪﺣاو ﺮﻋﺎﺸﻤﻟاو رﻮﺼﻟا ﻢﺳر ﻲﻓ ﺺﻨﻟا ﻲﻓ ﻲﻟﻻﺪﻟا ﻞﻘﺤﻟا ﻢﻫﺎﺴﻳ ﻒﻴﻛ
؟ﺎﻬﻨﻴﺑ ﻞﻘﻨﺘﻟاو
•
؟ﺔﻘﺑﺎﺴﻟا ﺔﻓﺮﻌﻤﻟا ماﺪﺨﺘﺳﺎﺑ ﺺﻨﻟا ﻰﻠﻋ ﻖﻠﻌﻧ ﻒﻴﻛ
•
؟ﺔﻐﻠﻟا لﻼﺧ ﻦﻣ ﺦﻳرﺎﺘﻟاو ﻊﻤﺘﺠﻤﻟاو ﺔﻓﺎﻘﺜﻠﻟ ﺎﻨﻤﻬﻓ ءﺎﻨﺑ ﻢﺘﻳ ﻒﻴﻛ
TERM 2 – TOPICS / KEY CONTENT
ﻲﻌﻤﺠﻟا ﻞﻘﻌﻟاو كﻮﺑ ﺲﻴﻔﻟا
ﻢﻠﻘﻟا ةرﻮﺳ
ﻊﻴﺑﺮﻟا ﻞﻠﺣ ةﺪﻴﺼﻗ
ﺔﺼﻗ ﺔﻧﻮﺗﺮﻜﻟا
ةﺮﻴﺳ ﻦﻴﺴﺣ ﻪﻄﻟ مﺎﻳا
ﺎﻋﺪﺒﻣ نﻮﻜﺗ ﻒﻴﻛ
ﻚﺴﻔﻨﻟ ﻻإ ﻢﺘﻨﺗ ﻻ
ﺎﻧا ﻦﻣ تاﻮﻨﺳ ١٠ ﺪﻌﺑ
ﻲﻋﺎﻤﺘﺟﻻا ﻞﺻاﻮﺘﻟا ﻞﺋﺎﺳو لﻮﺣ ةﺮﻇﺎﻨﻣ
ﻲﻠﻣﺄﺗ لﺎﻘﻣ - ةﺪﻴﺼﻘﻠﻟ ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا -ﺔﻟﺎﻘﻣ ﺔﺑﺎﺘﻛ
صﺎﺼﺘﺧﻻا بﻮﻠﺳأ - ءﺎﻨﺜﺘﺳﻻا
ﺔﻠﺑﺎﻘﻤﻟاو قﺎﺒﻄﻟا
ARABIC A CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
CONTI N U ED
232
TERM 3 – TOPICS / KEY CONTENT
بﺎﺒﻟا قﺮﻄﺗ ﻻ ةﺪﻴﺼﻗ
ءﺎﻘﺸﻟا ﺔﺼﻗ
ﺔﻤﺋاد ﺔﺳرﺪﻣ ﺔﻌﻴﺒﻄﻟا
قرا ﻦﻣ ﻲﻧﺎﻌﺗ ﻞﻫ - ﺮﺤﺒﻟاو ﺦﻴﺸﻟا ﺔﻳاور
ﻲﺋاور وأ
ّ
صﺎﻗ وأ ﺮﻋﺎﺷ ﻦﻋ ضﺮﻋ
ﺔﻴﻋﺎﻨﻗإ ﺔﺑﺎﺘﻛ -ﺔﻴﺑدأ ﺔﻟﺎﺳر
ّ
ﺮﺠﻟاو ﺐﺼﻨﻟاو ﻊﻓﺮﻟا ﺮﺋﺎﻤﺿ
ﺮﻴﺧﺄﺘﻟاو ﻢﻳﺪﻘﺘﻟا
Assessment Overview and Format:
Formative assessments include regular and on-going
listening, oral presentations, composition, projects
and diagnostic assessments.
Summative Assessments include unit tests, mid/
year and end of year exams during the school’s Key
Assessment cycle.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS. HW will
be shared with students on go4school. Students will be given a
weekly HW assignment as well as extension activities.
Encourage your child to read Arabic books, stories and watch
different documentaries in Arabic, then discuss it with them, free
reading will be followed by the teacher weekly.
ARABIC A CURRICULUM: YEAR 10 CO NTINUED
KEY STAGE 4
233
In Year 10, GCSE Physical Education Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Fitness and Body Systems
Musculo - skeletal system
• The different functions of the skeleton and its importance in
physical activities.
• The structure of the musculo-skeletal system.
• The different movement possibilities at joints within the
body.
• The role of ligaments, tendons, and their relevance to
physical activity and sport.
• The classification of muscle types
• How many muscles are used during physical activity?
• How the muscular system works with the skeleton to allow
participation in physical activity and sport.
Cardio-respiratory system
• The main functions and structure of the cardiovascular
system and its role in physical activity
• The structure and role of arteries, veins and capillaries and
blood distribution
• The function and importance of the components of the blood
• The structure of the alveoli and gaseous exchange.
• How the cardiovascular and respiratory systems work
together to let us take part in sport.
Practical sports covered and Assessed
• Football
• Swimming
• Why do sports people have such different bodies?
• What injuries might happen to bones and joints when
taking part in sport?
• How do bones, joints and muscles work together to help
you in your favourite sport?
• A strong heart, healthy blood and good lungs are
important for any athlete – but why?
• Which component of blood is most important and why?
• Which are the sports where having good lung capacity is
key?
GCSE PHYSICAL EDUCATION CURRICULUM: YEAR 10
KEY STAGE 4
CONTI N U ED
234
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Anaerobic and Aerobic Exercise
• How the body uses glucose and oxygen to release energy.
• How fats and carbohydrates give energy for different sorts
of activity.
Short and long Term Effects of Exercise
• The short and long-term effects of exercise on; the heart,
muscles and respiratory system.
• How to interpret graphs showing HR, stroke volume and
cardiac output during rest and exercise.
The Relationship Between Health and Fitness
• What the Terms health, exercise, fitness and performance
mean.
• The relationship between health and fitness.
• The role that exercise plays in keeping someone fit and
healthy.
Components of Fitness and How Fitness Can Be Measured
• Basic components of fitness
• Skills related components of fitness
• The use of interpretation and different fitness tests.
Practical sports covered and assessed
• Athletics
• Netball
• How does doing exercise effect your diet?
• Have you ever had a cramp? If so, when?
• What sort of exercise makes your muscles ache the most,
and when?
• Why does it take longer to recover from sports more
than others do?
• How do you think fitness affects sporting performance?
• Can you be fit but not healthy? - Or healthy but not fit?
• What have you done to try to improve your fitness?
• Imagine you are a PT. What aspects of someone’s fitness
might you want to help them with?
GCSE PHYSICAL EDUCATION CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
CONTI N U ED
235
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Principles of Training and Their Application
• The principals of training, including individual needs,
specificity, progressive overload and FITT.
• How to use these principles when planning a PEP
• Overtraining and how to prevent it
• Reversibility and its impact on performance
• Training thresholds and how to calculate MHR
• What to consider when deciding different training methods
to use for different activities
• How to use different training methods to improve specific
components of fitness.
Long Term Effects of Exercise
• The benefits of exercise on the; aerobic and anaerobic
system, musculoskeletal system, cardio respiratory system
and performance.
Personal Exercise Programme (PEP) 10% of practical exam to be
completed.
• Why do some people go to specific places to train?
• How much do you think success depends on natural talent
and how much on good training?
• Do you think all type of exercise and sports bring about
the same long-term effects of exercise?
• Are some sorts of exercise back for you in the long term?
Assessment Overview and Format:
Students will be assessed in an end of unit assessment teach
Term.
The end of year exam will cover all Year 10 work (1hr45m
exam paper).
Practical scores and grades will be gathered during the year
and entered into Go4Schools and Go4Schools will take their
top 3 sports as their highest practical grade.
Links for Home Learning/Extension Resources:
• Everlearner (students individual log in)
• Edexcel revision guide
• Edexcel reivison workbook.
GCSE PHYSICAL EDUCATION CURRICULUM: YEAR 10 CONTIN U ED
KEY STAGE 4
236
In Year 11, GCSE Physical Education Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Injury
• What a Par-Q is, and how it is used in training.
• How to prevent injury through correct training, warming up,
cooling down, appropriate clothing, playing by the rules and
safe equipment.
• Performance enhancing drugs.
• How to treat common sport injuries.
Physical, Emotional and Social Health, Fitness and Wellbeing.
• How taking part in sport can improve mental, social and
emotional wellbeing.
• Lifestyle choices and their impact on health, fitness and
wellbeing.
Energy use, Nutrition and Hydration
• What makes a balanced diet?
• The roles of micronutrients and macronutrients in physical
activity.
• Factors affecting weight variation.
• What are the worst sporting injuries you have heard
about?
• How can we prevent injuries?
• Which is most important, emotional, mental or physical
health?
• Can you out train a bad diet?
GCSE PHYSICAL EDUCATION CURRICULUM: YEAR 11
KEY STAGE 4
CONTI N U ED
237
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Classification of skills
• How to classify sports skills
• Practice structures
• Applying these to choose the best practice to develop a
range of skills
Engagement patterns of different social groups in physical
activity
• The impact of gender, age, socio economic group, ethnicity,
disability and other people’s influence have on participation.
• Commercialization and the media affect sport
• Trends in sport.
• Different types of sporting behaviour
Planes and Axes of Movement.
• How the body uses a range of planes and axes to create
movement patterns
• How planes and axes are used in a range of sporting actions
such as somersaults, cartwheels, twists and jumps
• What skills are needed for your chosen sport?
• How have things changed as you have got older?
• What stops you participating in sport? How could these
barriers be removed?
• Our bodies move in different ways. How can we
categorize this movement?
• Can we categorize all actions and movements?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• Closing any gaps in learning and revision.
• Completion of PEP
• Moderation day preparation.
• How secure is your knowledge for all theoretical
components covered on the course?
• What level are you performing at in your 3 chosen
sports?
Assessment Overview and Format:
Term 2 Key assessment
Full mock exam in January:
• Paper 1 – 1hr45m
• Paper 2 – 1hr15m
Final exam and practical moderation
Links for Home Learning/Extension Resources:
• Everlearner (students individual log in)
• Edexcel revision guide
• Edexcel reivison workbook.
GCSE PHYSICAL EDUCATION CURRICULUM: YEAR 11 CONTIN U ED
KEY STAGE 4
238
In Year 10, Physical Education Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY
QUESTIONS
Choice of recreational/competitive activities (First 6 week block)
• Girls Football
• Boys Football
• Fitness
• Rock Climbing
(Second 6 week block)
• Netball
• Rugby
• Athletics
• Fitness
• Rock Climbing
N/A
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Choice of recreational/competitive activities (first 6 week block)
• Badminton
• Fitness
• Rock Climbing
• Swimming
• Dodgeball
(second 6 week block)
• Tennis
• Rounders
• Cricket
• Fitness
• Rock Climbing
N/A
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Choice of recreational/competitive activities
• Swimming
• Water polo
• Fitness
• Rock climbing
• Indoor football
• Benchball
N/A
Assessment Overview and Format:
No Assessment in Core PE. Students are given an ATL grade
throughout the year.
Links for Home Learning/Extension Resources:
N/A
PHYSICAL EDUCATION CURRICULUM: YEAR 10
KEY STAGE 4
239
In Year 10, ASDAN Award
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY SKILLS
Information Handling:
Examples of Tasks include:
• Plan a journey on a map
• Research information from the library/internet
• Give an illustrated talk to a group of students
The Community
Examples of Tasks include:
• Working with others in the school community
• Researching local charities
• Researching local community issues
Sport and Leisure
Examples of Tasks include:
Identify and research a leisure task you would like to try.
• Carry out a survey of local leisure activities. Present this to
the group.
• Take part in two indoor activities e.g. table tennis
Home Management
Examples of Tasks include:
• Work in a group to organize and equip a special room in
school
• Plan and cook a basic two course meal
• Take part in a gardening project
Learning
Use of IT
Use of English
Teamwork
Use of IT
Use of English
Coping with Problems
Learning
Use of IT
Use of English
Teamwork
Coping with Problems
Teamwork
Learning
ASDAN AWARD: YEAR 10
KEY STAGE 4
CONTI N U ED
240
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY SKILLS
The Environment
Examples of Tasks include:
• Present a study of a wild plant or animal found in your
native country
• Improve the look of a garden in your school
Number Handling
Examples of Tasks include:
• Decide how you would invest an agreed sum of money
• Show you can use a map and public transport timetable to
plan a journey
• Accurately keep the score of an indoor game
• Draw a scale plan of a room, including the flooring and
furniture.
Coping with Problems
Teamwork
Learning
Use of IT
Teamwork
Learning
Use of IT
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY SKILLS
Health and Survival
Examples of Tasks include:
• Compare your diet over a number of days to a balanced diet
and discuss how to improve your diet.
• Take part in a supervised program in an agreed fitness
activity
• Show you understand how to deal with some basic first aid
situations
World of Work
Examples of Tasks include:
• Obtain information about training and further education
• Write a CV and take part in a mock interview
• Carry out an in-depth study into a career of your choice
Use of IT
Coping with Problems
Teamwork
Use of English
Use of IT
Learning
Assessment Overview and Format:
All assessment will be done by portfolio. Work is assessed by
class teacher and improvements made before submission to folder.
Students will be encouraged to use ICT so all work is spell checked
and presented to a high standard. Portfolio organization is a major
part of the skill-based program.
Links for Home Learning/Extension Resources:
https://www.asdan.org.uk/
No formal home learning will be set. Students may, on
occasion, be asked to complete tasks but this will be avoided
as often as possible. This will allow students time to focus
their time and effort on their GCSE Home Learning.
Alongside their Asdan work, students will have extra tuition
in these lessons to support their progress in the core subjects
of maths, English and science.
ASDAN AWARD: YEAR 10 CO NTINUED
KEY STAGE 4
KEY STAGE 5
242
In Year 12, Drama at WEK…
Acting Technique Class: From September onward
This weekly class allows students to focus on their acting
technique, vocal skills, physical skills, breathing techniques and
use of space. They will create and perform original pieces as well
as explore published plays.
Movement Technique Class: From September Onwards
Students will focus on movement, stage presence and different
forms of dance and physical theatre within this unit of work.
• How does breathing help to support the voice when
performing?
• Why is dance and movement important for an actor?
TERM 1 & 2 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Module A1: Exploring Performance Styles
Students will take participate in a range of master classes,
workshops, practitioner studies and technique classes to explore
a wide range of performance styles. These workshops and
classes are lead both by teachers and external, professional
practitioners.
For their assessment, students then choose two contrasting
performance styles to present to an audience.
Module F16: Planning a Career in the industry.
Unit F allows the students to understand the development
of the performing arts industry in relation to 3 specific areas
within of performance. They will consider how technological and
sociological changes and advancements have had an effect on
their chosen specialisms and how they are consumed.
• How have you been influenced by theatre practitioners in
your piece?
• How has the events of the last year effected your chosen
specialism and the way it is consumed?
DRAMA CURRICULUM: YEAR 12
KEY STAGE 5
BTEC International Diploma Level 3 in Performing Arts
CONTI N U ED
243
TERM 2 & 3 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Unit G18: Personal Project (Diploma Only)
Students will devise and develop a personal performing arts
project around a chosen theme. This unit allows students to
consider the planning, organisation and innovation necessary
to create a successful performance for an audience. The final
completed work could include workshop plans, a performance
showreel or a live performance.
• What different elements of design, performance and
production do you need to consider to ensure your
project is a success.
Assessment Overview and Format:
Unit A1 is an assignment that is set by Pearson. It is
a practical assignment, followed by a review of the
performance and rehearsal process.
Unit F16 is a research-based assignment, however, it can be
submitted as a presentation, a written report, or a vlog, for
example.
Links for Home Learning/Extension Resources:
The Frantic Assembly book of Devising Theatre by Scott
Graham
https://www.digitaltheatreplus.com/education
Stanislavski – An actor Prepares
DRAMA CURRICULUM: YEAR 12 CO NTINUED
KEY STAGE 5
BTEC International Diploma Level 3 in Performing Arts
CONTI N U ED
244
In Year 13, Drama at WEK…
Acting Technique Class: From September onward
This weekly class allows students to focus on their acting
technique, vocal skills, physical skills, breathing techniques and
use of space. They will create and perform original pieces as well
as explore published plays.
Movement Technique Class: From September Onwards
Students will focus on movement, stage presence and different
forms of dance and physical theatre within this unit of work.
• How does breathing help to support the voice when
performing?
• Why is dance and movement important for an actor?
TERM 1 & 2 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Unit H: Diploma Only: Collaborative Performing Arts Project
Students will demonstrate technical and interpretive performance
skills in a final collaborative project presented to a selected
audience.
Unit A3 Performing for an Audience
This will be the students’ final major project in the form of
a performance to a live audience. This can be original or
from a published work and will be heavily influenced from the
performance styles studied in year 1 of the course
• Why is collaboration so important in the performing arts
industry?
DRAMA CURRICULUM: YEAR 13
KEY STAGE 5
BTEC International Diploma Level 3 in Performing Arts
CONTI N U ED
245
TERM 2 & 3 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Module F16.2: Planning A Career in the Industry
This section of the module requires students to have a full
understanding of the performing arts business.
They will consider the relationships between different roles within
the sector. They can present their work in a range of ways.
Unit G19: Using Material for Self Promotion (Diploma Only)
Students will be presented with opportunities to delve in to the
world of networking. They will collate their work over course
into a showreel, create a performers CV and work on audition
technique.
• Why is networking essential to a performers success?
• What future careers do you think will be available for
people in years to come within the performing arts
industry.
• Why is networking essential to a performers success?
Assessment Overview and Format:
Unit A is an assignment that is set by Pearson. It is
a practical assignment, followed by a review of the
performance
Unit F16 is a research based assignment, however, it can be
submitted as a presentation, a written report, or a vlog, for
example.
Unit G can be submitted in a range of ways and may include
multiple types of media.
Links for Home Learning/Extension Resources:
The Frantic Assembly book of Devising Theatre by Scott
Graham
https://www.digitaltheatreplus.com/education
Stanislavski – An actor Prepares
DRAMA CURRICULUM: YEAR 13 CO NTINUED
KEY STAGE 5
BTEC International Diploma Level 3 in Performing Arts
246
In Year 12, A Level Art Textiles at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The first term is all about skill building and experimentation.
Students will experiment with marking, making and drawing
techniques. They will experience working in a variety of different
ways with textiles and construction methods. Weaving and felt
making will also be part of the introduction. They will also look
at ways in which to create interesting textures using gathers and
fabric layering.
The theme will be Pattern and Texture with Natural Forms.
• How can we manipulate materials for creative textiles
purpose?
• What textiles materials work best together?
• How will you know you have picked the best solutions?
• How many ways can we add texture to fabrics?
• How do we create an artwork using Textiles?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Students will start their Personal study in which they will create
a selection of mini studies and this will continue from January to
January next year.
Students will need to ensure the topic is one that personally
interests them and they will be able to study the subject in depth.
The work will be students led and the teacher will only be there
to facilitate and give advice. Students will have regular interviews
on progress to ensure students are critically thinking about their
chosen topic.
• How will you know you have chosen the best personal
study for you?
• What is your personal interest in the topic?
• What methods will you use?
• What will make your sketchbook different to that off
others?
• How will you create a path to your final outcome?
A LEVEL ART TEXTILES CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
247
TERM 3 – TOPICS / KEY CONTENT
COURSE STRUCTURE
This term will be a continuation of the above with the first
development finished and the second being worked towards.
The direction would now be very clear and students should also
be thinking about their Art assignment of 4000 words. They
must be clear on the direction of this so that they are ready to
type this up in the summer holiday. This could be based around
the fashion world, topic chosen such as war or development of
textiles over time.
The A Level Art and Design course content is broken down
into 2 components:
Components 1 Personal Study makes up 60% of the total
grade.
Component 2 Exam makes up 30% of the total grade.
Students will be choosing their own topics for the Personal
Study.
Assessment Overview and Format:
There will be a continuous assessment through the skill
building in term one and in the progress of the Personal
Study. These will help monitor ongoing progress of the
students.
Students will complete 3 Outcomes and be assessed on these
in this year.
Students will not complete their Personal study until January
in year 2. At this stage they will receive their final estimated
grade based on internal moderation.
Links for Home Learning/Extension Resources:
All students must be spending 5-6 hours on their artwork
in their own time. The work will not be a standalone
exercise but part of their project.
Students will all be part of the Showbie group on which all
work will be submitted and marked.
All resources will also be stored on this app to guide the
students.
A LEVEL ART TEXTILES CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
248
In Year 12, AL English at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The course is taught by two teachers who each cover different
topics from the specification.
Teacher 1- Introduction to the Linguistic Frameworks.
Students will be introduced to the six frameworks of linguistic
study: lexis, grammar, pragmatics, phonetics, graphology, and
discourse. This will be done through the study of a range of
fiction and non-fiction texts. Students will sit a short baseline
assessment at the end of this topic.
Teacher 2- ‘The Handmaid’s Tale’
When studying the text, students will analyse how linguistic
devices are used to create a fantasy world. This will be done
through both close analysis of extracts and through careful
consideration of the book as a whole. Students will also start to
consider how narrative voice is created.
• What are the linguistic frameworks and why are they
important?
• When is what we say different from what we mean?
• How do our lexical choices affect the way we present
ideas?
• Why does grammar matter?
• How does Atwood present a fictional world?
• What are the common features of fantasy?
• To what extent is Gilead a fantastical land?
• Could ‘The Handmaid’s Tale’ happen?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Teacher 1- ‘Paris Anthology’
Students will analyse the full range of texts, which are found in
the ‘Paris Anthology’ given to all students. When analysing texts,
students will be expected to apply the linguistic frameworks
in order to consider how Paris and its people are represented.
Students will also start of consider how contextual factors may
have influenced the linguistic choices made by writers and other
language users.
Teacher 2- ‘The Handmaid’s Tale’
Students will continue with their study of ‘The Handmaid’s Tale’.
They will start to consider how the themes of the novel have
been presented through close analysis of language.
• What are the common stereotypes about Paris/
Parisians?
• How do writers present their experiences of Paris?
• How do writers differ in their presentations of Paris?
• Would you want to visit Paris?
• How does Atwood present a fictional world?
• What are the common features of fantasy?
• To what extent is Gilead a fantastical land?
• Could ‘The Handmaid’s Tale’ happen?
AL ENGLISH LANGUAGE AND LITERATURE: YEAR 12
KEY STAGE 5
CONTI N U ED
249
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - COURSE STRUCTURE
Teacher 1- ‘Paris Anthology’
Students will continue with their study of the ‘Paris Anthology’.
They will develop their comparison skills by considering
similarities and differences in the lexical choices of writers. At
this stage, students will look into the contexts, production, and
reception in more detail.
Teacher 2- Poetic Voices
Students will read a collection of poems by Carol Ann Duffy.
They will analyse her linguistic choices and evaluate how these
choices help to create a strong poetic voice. Students will give
particular focus as to how a sense of self, time or place is
created.
• How do writers present their experiences of Paris?
• How do writers differ in their presentations of Paris?
• Would you want to visit Paris?
• How does Duffy use linguistic devices to create a poetic
voice?
• How is the theme of time conveyed in these poems?
Assessment Overview and Format:
Students will complete a times response for each teacher at
least once a month.
They will also complete a full Paper One exam (3 hours) at
the end of Year 12.
Links for Home Learning/Extension Resources:
Students should be completing independent critical reading
around ‘The Handmaid’s Tale’. They should also be adding
to their annotations in the ‘Paris Anthology’.
AL ENGLISH LANGUAGE AND LITERATURE: YEAR 12 CO NTINUED
KEY STAGE 5
250
In Year 12, AL English at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The course is taught by two teachers who each cover different
topics from the specification.
Both teachers- Introduction to the Linguistic Frameworks.
Students will be introduced to the six frameworks of linguistic
study: lexis, grammar, pragmatics, phonetics, graphology, and
discourse. This will be done through the study of a range of
fiction and non-fiction texts. Students will sit a short baseline
assessment at the end of this topic.
• What are the linguistic frameworks and why are they
important?
• When is what we say different from what we mean?
• How do our lexical choices affect the way we present
ideas?
• Why does grammar matter?
TERM 2 AND TERM 3 – TOPICS/ KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Teacher 1- Meanings and Representations
Students will analyse a range of non-fiction texts. When
analysing texts, students will be expected to apply the linguistic
frameworks in order to consider how different events, places
and people are represented. Students will also start of consider
how contextual factors may have influenced the linguistic choices
made by writers and other language users.
Students will also begin gathering date for their language
investigation at this time.
Teacher 2- Language and Society
Students will begin to consider how societal factors such age,
gender etc may impact a person’s language use. They will also
consider if some language is “better” than others, taking into
consideration attitudes towards accents and dialect.
Throughout this module students will look at a range of linguistic
theories and evaluate them, thinking about if they are still true
for modern language use.
• How do writers use language to create meanings and
representations?
• How have contextual factors influenced the producer’s
language?
• What are the similarities and differences between texts?
• What linguistic terminology can we apply to key
quotations?
• To what extent do men speak differently to women?
• How does your accent affect the way that people view
you?
• Is some language better than others?
• How does slang change and why do people use slang?
AL ENGLISH LANGUAGE: YEAR 12
KEY STAGE 5
CONTI N U ED
251
Assessment Overview and Format:
Students will complete a times response for each teacher at
least once a month.
They will also complete regular Key Assessments throughout
the year.
Links for Home Learning/Extension Resources:
Students should be reading as much non-fiction as possible
in their spare time.
AL ENGLISH LANGUAGE: YEAR 12 CO NTINUED
KEY STAGE 5
252
AL ENGLISH LITERATURE: YEAR 12
KEY STAGE 5
CONTI N U ED
In Year 12, AL English at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The course is taught by two teachers who each cover different
topics from the specification.
Teacher 1- Love through the Ages- Pre-1900 poetry
Using the AQA Anthology, students will study a range of love
poetry, all written before 1900. They will consider how poets
use language, structure and form to present relationships and
different ideas about love. Students will also look at contextual
factors, considering how they may have impacted the poet’s
choices
Teacher 2- ‘The Handmaid’s Tale’
When studying the text, students will analyse how linguistic
devices are used to create a fantasy world. This will be done
through both close analysis of extracts and through careful
consideration of the book as a whole. Students will also start to
consider how narrative voice is created.
• How have attitudes towards love changed over time?
• How do poets present attitudes towards love and
romance?
• To what extent does a text’s context impact the
meaning?
• How does Atwood present a fictional world?
• What are the common features of fantasy?
• To what extent is Gilead a fantastical land?
• Could ‘The Handmaid’s Tale’ happen?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Teacher 1- ‘The Great Gatsby’
Students will study F. Scott Fitzvgerald’s ‘The Great Gatsby’.
They will focus particularly on Fitzergald’s presentations of
romantic relationships throughout the poem. They will also
consider how contextual factors may have impacted Fitzgerald’s
choices.
Teacher 2- ‘The Handmaid’s Tale’
Students will continue with their study of ‘The Handmaid’s Tale’.
They will start to consider how the themes of the novel have
been presented through close analysis of language.
• How does Fitzgerals present realtionships in ‘The Great
Gatsby’?
• To what extent are these relationships doomed?
• What point(s) may Fitzgerald be trying to make about
1920s America?
• How does Atwood present a fictional world?
• What are the common features of fantasy?
• To what extent is Gilead a fantastical land?
• Could ‘The Handmaid’s Tale’ happen?
253
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Teacher 1- ‘The Great Gatsby’ and Unseen Poetry
Students will continue with their study of the ‘The Great Gatsby’,
making links between the novel and the pre-1900 poetry studied
earlier.
They will also practise responding to unseen poetry, considering
how an unseen poem is typical for a love poem.
Teacher 2- Poetry- Feminine Gospels
Students will read a collection of poems by Carol Ann Duffy. They
will analyse her linguistic choices and evaluate how these choices
help to create a strong poetic voice. Students will give particular
focus as to how a sense of self, time or place is created.
• To what extent are Fitzgerald’s ideas about love similar/
different to the poets’ ideas about love?
• How can we craft a cohesive and concise argument in our
response?
• How do two unseen poems comapre?
• How does Duffy use linguistic devices to create a poetic
voice?
• How is the theme of time conveyed in these poems?
Assessment Overview and Format:
Students will complete a times response for each teacher at
least once a month.
Links for Home Learning/Extension Resources:
Students should be completing independent critical reading
around ‘The Handmaid’s Tale’. They should also be adding
to their annotations in the ‘poetry anthology.
AL ENGLISH LITERATURE: YEAR 12 CONTI N U ED
KEY STAGE 5
254
In Year 13, AL English at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Non-Exam Assessment
Students will spend this term working on the coursework element
of the course. This is an investigation into the language used in
one literary and one non-literary text.
They will have regular one on one meetings with their coursework
advisor to ensure that students are on track with their
coursework and receiving regular detailed feedback.
• Key Questions will vary depending on the topic students
choose for their coursework.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Teacher 1- Othello
Students will study the play ‘Othello’, focusing on how
Shakespeare uses language, structure and form to present
conflict. They will also focus on characterisation and how the
themes of the play are conveyed.
Teacher 2- The Great Gatsby
Students will read and study the novel ‘The Great Gatsby’,
focusing on how characters are presented. They will look closely
at Fitzgerald’s writing style and consider what makes it so unique.
They will then practice their re-creative writing by re-writing
sections from the novel in another character’s point of view.
• How is conflict presented in ‘Othello’?
• Which character causes the most conflict and why?
• To what extent is Othello a tragic hero?
• How does Shakespeare use language, structure and form
to present conflict/ characters?
• Why is ‘The Great Gatsby’ so famous?
• What point about society could Fitzgerald be trying to
make?
• How do we create a successful piece of writing?
AL ENGLISH LANGUAGE AND LITERATURE: YEAR 13
KEY STAGE 5
CONTI N U ED
255
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Teacher 1- Othello/ Revision
Students will finish studying ‘Othello’ and then start revising the
Paper 1 content they covered last year.
Teacher 2- The Great Gatsby/ Revision
Students will finish studying ‘The Great Gatsby’ and then start
revising the Paper 1 content they covered last year.
• What are the features of successful exam responses for
all questions over both papers?
• Which assessment objectives am I being assessed on
for each question? How can I ensure I am showing these
skills?
Assessment Overview and Format:
Students will be given timed, assessed pieces from each
teacher at least once a month.
Students will also sit two full, timed mocks throughout the
year- January and April.
Links for Home Learning/Extension Resources:
Students will be given revision guides etc. to help them
prepare for the examinations.
AL ENGLISH LANGUAGE AND LITERATURE: YEAR 13 CO NTINUED
KEY STAGE 5
256
In Year 13, AL English at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Non-Exam Assessment
Students will spend this term working on the coursework element
of the course.
They will have regular one on one meetings with their coursework
advisor to ensure that students are on track with their
coursework and receiving regular detailed feedback.
For their c/w folder, students will need to complete a language
investigation on a topic of their choice and a piece of creative
writing.
• Key Questions will vary depending on the topic students
choose for their coursework.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Teacher 1- Child Language Acquisition (CLA)
Students will study different theories about how children learn
to speak, read and write. They will then look at a range of
transcripts of children (and often their parents), considering
which theories can be applied to this transcript.
Teacher 2- Language Change
Students will consider how language has changed over time. They
will consider what causes language to change and why language
is always evolving. They will study a range of texts from Early
Modern Englis to the present day in order to identify similarities
and differences in language.
• How to children learn to speak?
• What is the role of the parents in child language
acquisition?
• What do different theorist propose about CLA?
• To what extent does a given transcript support different
theories?
• Why does language change?
• What have been the major ways in which language has
changed over the past 400 years?
• How has technology impacted language change?
AL ENGLISH LANGUAGE: YEAR 13
KEY STAGE 5
CONTI N U ED
257
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Teacher 1 - Revision
Students will finish studying ‘Othello’ and then start revising the
Paper 1 content they covered last year.
Teacher 2 - Revision
Students will finish studying ‘The Great Gatsby’ and then start
revising the Paper 1 content they covered last year.
• What are the features of successful exam responses for
all questions over both papers?
• Which assessment objectives am I being assessed on
for each question? How can I ensure I am showing these
skills?
Assessment Overview and Format:
Students will be given timed, assessed pieces from each
teacher at least once a month.
Students will also sit two full, timed mocks throughout the
year- January and April.
Links for Home Learning/Extension Resources:
Students will be given revision guides etc. to help them
prepare for the examinations.
AL ENGLISH LANGUAGE: YEAR 13 CO NTINUED
KEY STAGE 5
258
In Year 13, AL English at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Non-Exam Assessment
Students will spend this term working on the coursework element
of the course. This is an investigation into the presentation of a
particular theme in two texts of their choice.
They will have regular one on one meetings with their coursework
advisor to ensure that students are on track with their
coursework and receiving regular detailed feedback.
• Key Questions will vary depending on the topic students
choose for their coursework.
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Teacher 1- Othello
Students will study the play ‘Othello’, focusing on how
Shakespeare uses language, structure and form to present love
and relationships. They will also focus on characterisation and
how the themes of the play are conveyed.
Teacher 2- A Streetcar Named Desire and unseen prose
Students will read and study the play ‘A Streetcar Named Desire’
focusing on how characters are presented. They will look closely
at Williams’ writing style and consider what makes it so unique.
Students will also study a range of unseen prose extracts,
considering how writers present ideas about conflict and modern
life in these extracts.
• How is love presented in ‘Othello’?
• To what extent is Othello a tragic hero?
• How does Shakespeare use language, structure and form
to present relationships?
• How has Othello been influenced by its context?
• How does Williams present characters and their
relationships? What methods does he use to present
these ideas?
• How has the play been affected by its context?
• How do writers of unseen prose texts present their
ideas?
AL ENGLISH LITERATURE: YEAR 13
KEY STAGE 5
CONTI N U ED
259
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Teacher 1- Othello/ Revision
Students will finish studying ‘Othello’ and then start revising the
Paper 1 content they covered last year.
Teacher 2- The Great Gatsby/ Revision
Students will finish studying ‘The Great Gatsby’ and then start
revising the Paper 1 content they covered last year.
• What are the features of successful exam responses for
all questions over both papers?
• Which assessment objectives am I being assessed on
for each question? How can I ensure I am showing these
skills?
Assessment Overview and Format:
Students will be given timed, assessed pieces from each
teacher at least once a month.
Students will also sit two full, timed mocks throughout the
year- January and April.
Links for Home Learning/Extension Resources:
Students will be given revision guides etc. to help them
prepare for the examinations.
AL ENGLISH LITERATURE: YEAR 13 CONTI N U ED
KEY STAGE 5
260
In Year 12, Arabic A at WEK…
MOE national document expectations in year 12 in the 4 skills. Most of the resources used based on specifications made by the
UAE Ministry of Education.
Reading: The learners read distinguished literary works and interact with them in a way to support the subjects which they
study and read in the other knowledge fields as history, Sociology, psychology, and others, to reach a deep level in their
analyzing to the texts which they read and specify the ideas and the general humanitarian issues which are presented in such
texts. Concludes the expressive significances (inspiration). Read and analyze old and modern poetic texts and prose works
include short stories, plays, and novels which are differentiate in their contents and the issues discussed, as well as write
about them texts to show their ability to analyze such artistic texts and explain the ideas contain therein, in addition to link
them with other literary works which read by them to reflect their cognitive and literary wealth that suit their abilities and
standard. Shows the historical stages of the Arabic Literature through the time line of the literary eras, as well as mentioning
the distinguished and famous persons. Elicits the technical features of the texts and connect them with their literary eras.
Compares between the language, style, and ideas of some poems. Distinguishes the emotive language in texts and explains the
rhetorical images in the verses. Shows the role of imagination and the verbal images in creating an impact on poetry.
Writing: The learner shows his understanding to the different elements of the letter (the purpose, the recipient, and the form),
as he writes narrative texts, explanatory texts, persuasive texts, or descriptive texts. Uses personification, rhetorical imaging,
paradox and other tools in writing. Organizes the ideas and evidences in coherent and convinced form, which expresses
deep thinking in the subject and supports that with the proofs and persuasive examples. Uses the language in bright and
vibrant. Writes a simple research paper and applying the basic steps to do so. (He may employ the topics assigned in other
subjects for writing the paper), develops his research by asking clear and precise questions about the subject, and applies
several strategies of research (the oral history, meetings, experiences, electronic sources, and studying the case). Applies the
techniques of revision and evaluation on texts produced by him.
Speaking: TThe learners show their ability in conversation such as fluency, confidence, organizing the ideas, clarity, and using
the paralleled elements of the language including: tuning, accent, gesture, and allusion …., as well as participate effectively
in official presentations such as speeches, public discussions, and debates, moreover to use conversation skill for various
purposes as asking questions, exchanging information, re-formatting the audible texts, or narration of a story and providing
different presentations
Listening: The learners listen to the audible texts and show understanding, distinguish and analyze the ideas, extract values
and principles, evaluate the texts according to objective standards, and adhere to the etiquette of listening.
ARABIC A CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
261
TERM 1 – TOPICS / KEY CONTENT TERM 1 - 2 – 3 OVERARCHING KEY QUESTIONS
ﺔﻤﻳﺮﻜﻟا تﺎﻳا
ﻲﺒﻨﺘﻤﻠﻟ مﺰﻌﻟا ﻞﻫأ رﺪﻗ ﻰﻠﻋ ﺮﻌﺷ
ةﺬﻓﺎﻨﻟا جرﺎﺧ ةﺮﻈﻧ
ءﺎﻴﺷا ﺔﻘﻴﻘﺣ
ﻚﺴﻔﻧ فﺮﻋا
ﻲﺳﺎﺒﻌﻟا ﺮﺼﻌﻟا ءاﺮﻌﺷ
ﻒﻴﺤﻨﻟاو ﻦﻳﺪﺒﻟا ﺔﺼﻗ
قرأ ﻰﻠﻋ قرأ
مﻮﺠﻨﻟا ﺪﻌﻧ اذﺎﻤﻟ
ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻟا ﻰﻠﻋ مﻮﻠﻌﻟا ﺮﻴﺛﺄﺗ
ﺔﻴﺑدأ تﺎﺑﺎﺠﺘﺳاو ﺔﻴﻠﻣﺄﺗو ﺔﻳدﺮﺳو ﺔﻴﻋﺎﻨﻗإ تﺎﺑﺎﺘﻛ
عوﺮﺸﻟاو ءﺎﺟﺮﻟاو ﺔﺑرﺎﻘﻤﻟا لﺎﻌﻓأ -ﺎﻬﺗﻼﻤﻜﻣو ﺔﻴﻤﺳﻻا ﺔﻠﻤﺠﻟا
•
؟ﺔﻤﻬﻣ ﻲﻫ اذﺎﻤﻟو ﺔﻳﻮﻐﻠﻟا ؟ﺔﻴﻏﻼﺒﻟا تﺎﻨﺴﺤﻤﻟا ﻲﻫ ﺎﻣ
•
؟ﻪﻴﻨﻌﻧ ﺎﻤﻋ ﺎ
ً
ﻔﻠﺘﺨﻣ ﻪﻟﻮﻘﻧ ﺎﻣ نﻮﻜﻳ ﻰﺘﻣ
•
؟رﺎﻜﻓا ﺎﻬﺑ مﺪﻘﻧ ﻲﺘﻟا ﺔﻘﻳﺮﻄﻟا ﻰﻠﻋ ﺔﻴﻤﺠﻌﻤﻟا ﺎﻨﺗارﺎﻴﺘﺧا ﺮﺛﺆﺗ ﻒﻴﻛ
•
؟ﺔﻤﻬﻣ ﺔﻳﻮﻐﻠﻟا ﺪﻋاﻮﻘﻟا ﺮﺒﺘﻌﺗ اذﺎﻤﻟ
•
؟لﺎﻴﺨﻠﻟ ﺔﻛﺮﺘﺸﻤﻟا تﺎﻤﺴﻟا ﻲﻫ ﺎﻣ ؟ﺎ
ً
ﻴﻟﺎﻴﺧ ﺎ
ً
ﻤﻟﺎﻋ ﺺﻨﻟا مﺪﻘﻳ ﻒﻴﻛ
•
؟يﺮﻌﺷ تﻮﺻ ءﺎﺸﻧ ﺔﻳﻮﻐﻠﻟا ةﺰﻬﺟا ﺮﻋﺎﺸﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟.ﺺﻨﻟا هﺬﻫ ﻲﻓ ﺔﻔﻃﺎﻌﻟا /ﺖﻗﻮﻟا ﺪﻋﺎﺼﺘﻳ ﻒﻴﻛ
•
؟ئرﺎﻘﻠﻟ ﺔﻴﺣ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻟ ﺎﻬﻣاﺪﺨﺘﺳا ﻚﻨﻜﻤﻳ ﻲﺘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻲﻫ ﺎﻣ
•
؟ﻢﻬﺑرﺎﺠﺗ ﻦﻋ ﺎ
ً
ﺼﺼﻗ نووﺮﻳ داﺮﻓاو تﺎﻓﺎﻘﺜﻟا ﻞﻌﺠﺗ ﻲﺘﻟا بﺎﺒﺳا ﻲﻫ ﺎﻣ
•
؟ﻪﺿﺮﻏ ﻰﻟإ ﻰﻟإ لﻮﺻﻮﻟا ﻲﻓ ﻻﺎﻌﻓ ﺺﻨﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺔﻴﻤﻗﺮﻟا ﺮﻴﻏو ﺔﻴﻤﻗﺮﻟا ﻂﺋﺎﺳﻮﻟا لﻼﺧ ﻦﻣ ﻞﺻاﻮﺘﻠﻟ ﺎﻨﻌﻓﺪﻳ يﺬﻟا ﺎﻣ
•
؟ﻚﻟذ ﻞﻌﻔﻧ اذﺎﻤﻟو ،ةءاﺮﻘﻟا ﻖﺤﺘﺴﺗ ﺔﺑﺎﺘﻜﻟا ﻞﻌﺠﻳ يﺬﻟا ﺎﻣ
•
؟ﺎﺤﻴﺤﺻ ﻰﻨﻌﻤﻟا اﺬﻫ ﻞﻌﺠﻳ يﺬﻟا ﺎﻣو ،ﺺﻨﻟا ﻲﻓ ﻰﻨﻌﻣ ﻒﻟﺆﻤﻟا ﻖﻠﺨﻳ ﻒﻴﻛ
•
؟ﻦﻳﺮﺧا ﺔﻐﻟ فﺮﻌﻧ ﻻ ﺎﻣﺪﻨﻋ ﺎﻨﺴﻔﻧأ ﻦﻋ ﺎﻬﺑ ﺮﺒﻌﻧ نأ ﻦﻜﻤﻳ ﻲﺘﻟا قﺮﻄﻟا ﻲﻫ ﺎﻣ
•
ﻞﺣ ﻲﻓ ةﺪﻋﺎﺴﻤﻠﻟ ﺺﺼﻘﻟا ﺔﻳاورو ،ﺔﺼﻘﻟا ﺔﺑﺎﺘﻛ ماﺪﺨﺘﺳا ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
؟ﺔﻴﻣﻮﻴﻟا تﻼﻜﺸﻤﻟا
•
؟ﺎﻋﺎﻨﻗإ ﺮﺜﻛأ ﻞﻜﺸﺑ ﺔﺑﺎﺘﻜﻟا ﻲﻓ ﺔﻐﻠﻟا ﺔﻴﻨﺑ ﺔﻓﺮﻌﻣ مﺪﺨﺘﺴﻧ نأ ﻦﻜﻤﻳ ﻒﻴﻛ
•
؟تاءاﺮﺟإ ذﺎﺨﺗﻻ ئرﺎﻘﻟا ﻢﻬﻠﺗو ،ﺔﻌﻨﻘﻣ ﺎﻣ ﺔﻴﻀﻗ ﻞﻌﺠﺗ نأ ﻚﻨﻜﻤﻳ ﻒﻴﻛ
•
؟لﺎﻌﻔﻟا يﻮﻔﺸﻟا لﺎﺼﺗﻻا تارﺎﻬﻣ ءﺎﻨﺒﻟ تﺎﻴﺠﻴﺗاﺮﺘﺳﻻا ﻢﻫأ ﻲﻫ ﺎﻣ
•
؟ﻰﻨﻌﻤﻟا ﺮﻴﻴﻐﺗ ﻲﻓ ﺎﻬﻓﻼﺘﺧا ﻢﻫﺎﺴﻳ ﻒﻴﻛو ؟ﺔﻠﻤﺠﻠﻟ ةﺰﻴﻤﻤﻟا تﺎﻤﺴﻟا ﻲﻫ ﺎﻣ
•
؟ﻪﻳﻮﻘﺗو ﻰﻨﻌﻤﻟا ﻢﻋﺪﺗ ﻲﺘﻟا ﺔﻳﻮﻐﻠﻟا ﺐﻟاﻮﻘﻟا ﻲﻫ ﺎﻣ
•
؟هﺎﻧأﺮﻗ ﺎﻣ ﻢﻬﻓ ﻲﻓ ﺺﻨﻠﻟ ﺔﻴﺑدا ﺮﺻﺎﻨﻌﻟا حﺮﺷ ﺎﻧﺪﻋﺎﺴﻳ ﻒﻴﻛ
•
؟ﻞﻀﻓأ ﻞﻜﺸﺑ ثاﺪﺣا ﻢﻬﻓ ﻰﻠﻋ ﺎﻬﻴﻠﻋ ﺔﺑﺎﺟاو ﺔﻠﺌﺳا حﺮﻃ ﺎﻧﺪﻋﺎﺴﻳ ﻒﻴﻛ
•
؟ﻞﻀﻓأ ﻞﻜﺸﺑ ﺺﻨﻟا ﻢﻬﻓ ﻰﻠﻋ ﻒﻟﺆﻤﻟا ﻦﻣ ضﺮﻐﻟا ﺔﻓﺮﻌﻣ ﺎﻧﺪﻋﺎﺴﺗ ﻒﻴﻛ
•
ﺮﻬﻈﺗ ﻲﺘﻟا ﺪﺋﺎﺼﻘﻟاو ﺺﺼﻘﻟا ﻲﻓ تارﺎﺒﻌﻟاو تﺎﻤﻠﻜﻟا ﺪﻳﺪﺤﺗ ﺎﻨﻨﻜﻤﻳ ﻒﻴﻛ
؟ساﻮﺤﻟاو ﺮﻋﺎﺸﻤﻟا
•
؟ﺎﻬﻨﻴﺑ ﻞﻘﻨﺘﻟاو ثاﺪﺣاو ﺮﻋﺎﺸﻤﻟاو رﻮﺼﻟا ﻢﺳر ﻲﻓ ﺺﻨﻟا ﻲﻓ ﻲﻟﻻﺪﻟا ﻞﻘﺤﻟا ﻢﻫﺎﺴﻳ ﻒﻴﻛ
•
؟ﺔﻘﺑﺎﺴﻟا ﺔﻓﺮﻌﻤﻟا ماﺪﺨﺘﺳﺎﺑ ﺺﻨﻟا ﻰﻠﻋ ﻖﻠﻌﻧ ﻒﻴﻛ
•
؟ﺔﻐﻠﻟا لﻼﺧ ﻦﻣ ﺦﻳرﺎﺘﻟاو ﻊﻤﺘﺠﻤﻟاو ﺔﻓﺎﻘﺜﻠﻟ ﺎﻨﻤﻬﻓ ءﺎﻨﺑ ﻢﺘﻳ ﻒﻴﻛ
•
؟ﺎﻨﺑ ﺐﻋﻼﺘﻠﻟ ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﻢﺘﻳ ﻒﻴﻛ
•
؟ﻢﻟﺎﻌﻠﻟ ﺎﻨﻛاردإو ﺎﻨﻓﺮﺼﺗو ﺎﻧﺮﻴﻜﻔﺗ ﺔﻘﻳﺮﻃ ﻰﻠﻋ ﺔﻐﻠﻟا ﺮﺛﺆﺗ ﻒﻴﻛ
•
؟رﻮﻬﻤﺠﻟا ﻰﻠﻋ ﺮﻴﺛﺄﺘﻠﻟ ﺔﻐﻠﻟا دراﻮﻣ نﻮﻔﻟﺆﻤﻟا مﺪﺨﺘﺴﻳ ﻒﻴﻛ
•
؟ﺺﻨﻟا اﺬﻫ عاﺪﺑ ﺐﺗﺎﻜﻟا ﺖﻌﻓد نﻮﻜﺗ ﺪﻗ ﻲﺘﻟا برﺎﺠﺘﻟا ﻲﻫ ﺎﻣ
•
؟ﺔﻨﻴﻌﻣ ﺔﻴﻨﻣز ةﺮﺘﻓ وأ ﺔﻨﻴﻌﻣ ﺔﻓﺎﻘﺛ ﻢﻴﻗ ﻦﻋ بدا ﻒﺸﻜﻳ ﻒﻴﻛ
•
يﺬﻟا ﺎﻣ ؟ﺎﻤﻬﻨﻴﺑ ﻞﻋﺎﻔﺘﻟا ﻲﻓ وأ ،ئرﺎﻘﻟا ﻞﺧاد ﻦﻣ ؟ﻪﻠﺧاد ﻦﻣ ؟ﺺﻨﻟا ﻊﺒﻨﻳ ﻦﻳأ ﻦﻣ
؟ﻂﻘﻓ ﺺﻨﻟا ةءاﺮﻗ ﻰﻠﻋ
ً
ءﺎﻨﺑ ﻒﻟﺆﻤﻟا ﺎﻳاﻮﻧ ﻦﻋ ﻪﺘﻓﺮﻌﻣ ئرﺎﻘﻠﻟ ﻦﻜﻤﻳ
•
تﺎﺌﻣ ﺬﻨﻣ (ﻪﺗﺎﻓﺎﻘﺛو) ﺐﺗﺎﻜﻟا ﺖﻬﺟاو ﻲﺘﻟا ﺔﻤﺋاﺪﻟا تﺎﻋاﺮﺼﻟاو ﺔﻠﺌﺳا ﻲﻫ ﺎﻣ
؟مﻮﻴﻟا ﻰﺘﺣ ﺔﺤﻟﺎﺻ ﺖﻟاز ﺎﻣو ﻦﻴﻨﺴﻟا
•
؟تﺎﻌﻤﺘﺠﻤﻟاو تﺎﻓﺎﻘﺜﻟا ﻊﻴﻤﺟ ﻢﻬﺗ تﺎﻋﻮﺿﻮﻣ يأ ،بدا ﻲﻓ ﺔﻴﻤﻟﺎﻋ تﺎﻋﻮﺿﻮﻣ كﺎﻨﻫ ﻞﻫ
•
؟... ﺔﻴﺨﻳرﺎﺘﻟا تﺎﻳاوﺮﻟا ؟ءﺎﺠﻫ ؟ﻲﻤﻠﻌﻟا لﺎﻴﺨﻟا :ﻦﻣ ضﺮﻐﻟا ﻮﻫ ﺎﻣ
TERM 2 – TOPICS / KEY CONTENT
ﻒﻳﺮﺷ ﺚﻳﺪﺣ
نﺎﺼﻘﻧ
ّ
ﻢﺗ ﺎﻣ اذإ ءﻲﺷ ﻞﻜﻟ
تﺎﻋﺎﻤﺠﻟاو ﻒﻴﺼﻟا
ﻲﺴﻔﻨﻟا ﺮﺗﻮﺘﻟا ﻰﻠﻋ ﺐﻠﻐﺘﻟا
ﺮﻴﻐﺼﻟا ﺮﻴﻣا
تﺎﻄﻟﺎﻐﻤﻟا ﻒﺸﻜﻧ ﻒﻴﻛ
ﺔﻳاوﺮﻠﻟ ﻲﻤﻳﺪﻘﺗ ضﺮﻋ
ﺔﻴﺼﺨﺷ ﺔﺑﺮﺠﺗ حﺮﻃ
ﺔﻴﺜﺤﺑ ﺔﻗرو ﺔﺑﺎﺘﻛ -لﺎﻤﻋا لﺎﺠﻣ ﻲﻓ ﺔﻳﺮﻴﻏ ةﺮﻴﺳ ﺔﺑﺎﺘﻛ
TERM 3 – TOPICS / KEY CONTENT
ﺶﻳورد دﻮﻤﺤﻣ ﻲﻣأ ﻰﻟإ -ﺔﻠﻴﻌﻔﺘﻟا ﺮﻌﺷ
ﻢﻠﻌﻟا ﻲﻓ ﻰﻘﻴﺳﻮﻤﻟا
ﺔﻴﻧﻮﻳﺰﻔﻠﺘﻟا تﺎﻧﻼﻋا
ﺐﻠﻛو ﻞﻔﻃ ﺔﺼﻗ
ﻞﺒﻘﺘﺴﻤﻟا ةدﺎﻣ ﻦﻴﻓاﺮﻐﻟا
ﻲﻠﻴﺠﺴﺗ ﻲﻘﺋﺎﺛو ﻢﻠﻓ
ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا -ﺔﻴﻠﻣﺄﺗ -ﺔﻳﺮﻴﻏ ةﺮﻴﺳ ﺔﺑﺎﺘﻛ
ﺔﻴﺑدأ ﺔﺑﺎﺠﺘﺳا ﺔﺑﺎﺘﻛ تارﺎﻌﺘﺳﻻا
ﻊﺑاﻮﺘﻟا -ﺔﻓﺎﺿاو ﺮﺠﻟا
ARABIC A CURRICULUM: YEAR 12 CO NTINUED
KEY STAGE 5
CONTI N U ED
262
Assessment Overview and Format:
Formative assessments include regular and on-going
listening, oral presentations, composition, projects and
diagnostic assessments.
Summative Assessments include unit tests, mid/year and end
of year exams during the school’s Key Assessment cycle.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Homework will be shared with students on go4school.
Students will be given a weekly HW assignment as well as
extension activities.
Encourage your child to read Arabic books, stories and
watch different documentaries in Arabic, then discuss it
with them, free reading will be followed by the teacher
weekly.
ARABIC A CURRICULUM: YEAR 12 CO NTINUED
KEY STAGE 5
263
In Year 12, Art and Design at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The first term is all about skill building and experimentation.
Students will experiment with marking making and drawing
techniques. They will experience working in a variety of materials
such as textiles and modelling materials such as Clay. They will
also look at ways in which to create sculptures and creating work
in scale.
The theme will be Pattern and Texture with Natural Forms.
• How can we manipulate materials for art purpose?
• What materials work best together?
• How will you know you have picked the best solutions?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Students will start their Personal Study in which they will create
a selection of mini studies and this will continue from January to
January next year.
Students will need to ensure the topic is one that personally
interests them so that they will be able to study the subject in
depth.
The work will be students led and the teacher will only be there
to facilitate and give advice. Students will have regular interviews
on progress to ensure students are critically thinking about their
chosen topic.
• How will you know you have chosen the best personal
study for you?
• What is your personal interest in the topic?
• What methods will you use?
• What will make your sketchbook different to that off
others?
• How will you create a path to your final outcome?
ART AND DESIGN CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
264
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - COURSE STRUCTURE
This term will be a continuation of the above with the first
development finished and the second being worked towards.
The direction would now be very clear. Students should now be
thinking about their Art assignment of 4000 words. They must
be clear on the direction of this so that they are ready to type
this up in the summer holiday.
• The A Level Art and Design course content is broken
down into 2 components:
• Components 1 Personal Study makes up 60% of the total
grade.
• Component 2 Exam makes up 30% of the total grade.
• Students will be choosing their own topics for the
Personal Study.
Assessment Overview and Format:
There will be a continuous assessment through the skill
building in term one and in the progress of the Personal
Study. These will help monitor ongoing progress of the
students.
Students will complete 3 Outcomes and be assessed on these
in this year.
Students will not complete their Personal study until
January in year 2. At this stage, they will receive their final
estimated grade based on internal moderation.
Links for Home Learning/Extension Resources:
All students must be spending 5-6 hours on their artwork
in their own time. The work will not be a standalone
exercise but part of their project.
Students will all be part of the Showbie group on which all
work will be submitted and marked.
All resources will also be stored on this app to guide the
students.
ART AND DESIGN CURRICULUM: YEAR 12 CONTI N U ED
KEY STAGE 5
265
In Year 13, Art and Design at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Students will continue in term 1 with their Personal Project. This
will form 60% of their final coursework and has been based
completely on their own choice of topic.
Students will have completed to outcome by September and will
now work towards their final outcome. The outcome can be in
any form of art of choice.
This term will end with a 15 Hours mock Exam.
• What will make your exhibition stand out and create
interest for the audience?
• What artists will you use to influence your project
direction?
• What will make your final painting be the best response
to the theme?
• How will you know you have created the best solution?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
This term will see the start of the Final Art exam. The theme will
come from the board and the students will need to work on this
individually with no guidance or prompts.
Students will need to create a sketchbook of work that will lead
to the final 15-hour exam.
• How will you interpret the Exam question?
• What artists style will best show your talent?
• How will you know you have achieved the best plan for
the outcome?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 –
FINAL EXHIBITION
The Final Exam will take place at the beginning of this term. The
rest of the sessions will be spent planning the Final Exhibition.
The course ends 1st of May.
• After May 28th
Assessment Overview and Format:
The Assessment for the Coursework will take place in
January against the Exam board Criteria.
Students will get feedback every 2 weeks on their progress
to their target and will be guided in their coursework.
The Exam will have no internal assessment whilst in process
and will get a final judgement before the moderator arrives.
The students will not be given an estimated grade but
nothing can be confirmed until results day. The moderators
do not give feedback.
Links for Home Learning/Extension Resources:
Students needs to be spending a minimum of 5-6 hours on
their homework a week.
The homework is set by themselves and monitored by the
teacher. The work is not a set task but a continuation of
their personal study.
ART AND DESIGN CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
266
In Year 12, Biology at WEK…
TERM 1
3.1 Biological molecules
3.1.1 Monomers and polymers
3.1.2 Carbohydrates
3.1.3 Lipids
3.1.4 Proteins
3.1.5 Nucleic acids are important information carrying molecules
3.1.6 ATP
3.1.7 Water
3.1.8 Inorganic ions
3.2 Cells
3.2.1 Cell structure
3.2.2 All cells arise from other cells
3.2.3 Transport across cell membranes
3.2.4 Cell recognition and immune systems
TERM 2
3.4 Genetic information variation and relationships between
organisms
3.4.2 DNA and Protein Synthesis
3.4.3 Diversity
3.4.4 Adaptation
3.4.5 Species
3.4.6 Biodiversity
3.4.7 Investigating Diversity
3.3 Organisms exchange substances with their environment
3.3.3 Digestion
3.3.4 Mass Transport
TERM 3
Core Practical
Revision
Preparation for Exams
3.5 Energy transfers between organisms
3.5.1 Photosynthesis
3.5.2 Respiration
3.5 Energy transfers between organisms
3.5.3 Energy and Ecosystems
3.5.4 Nutrient Cycles
Assessment Overview and Format:
For each topic, students will complete.
- exam question homework
- short end of unit quizzes
Key Assessments will assess all content to the date of the
assessment. They will have the format of AS papers.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Physics and Mathematics Tutor – exam questions and
revision notes https://www.physicsandmathstutor.com/
AQA
https://www.aqa.org.uk/subjects/science/as-and-a-level
BIOLOGY CURRICULUM: YEAR 12
KEY STAGE 5
267
In Year 13, Biology at WEK…
TERM 1
3.6 Organisms respond to changes in their internal and external environments
3.6.1 Stimuli, both internal and external are detected and lead to a response
3.6.2 Nervous co-ordination
3.6.3 Skeletal muscles are stimulated to contract by nerves and act as effectors
3.6.4 Homeostasis is the maintenance of a stable internal environment
3.7 Genetics Populations, evolution and ecosystems
3.7.1 Inheritance
3.7.2 Populations
3.7.3 Evolution may lead to speciation
3.7.4 Populations in ecosystems
TERM 2
3.8 The control of gene expression
3.8.1 Alteration of the sequence of bases in DNA can alter the structure of proteins
3.8.2 Gene expression is controlled by a number of features
3.8.3 Using genome projects
3.8.4 Gene technologies allow the study and alteration of gene function allowing a better understanding of organism function and
the design of new industrial and medical processes.
TERM 3
Close the gap revision
EXAMS
Assessment Overview and Format:
For each topic, students will complete.
- exam question homework
- short end of unit quizzes
Key Assessments will assess all content to the date of the
assessment. They will have the format of A level papers.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Physics and Mathematics Tutor – exam questions and
revision notes https://www.physicsandmathstutor.com/
AQA
https://www.aqa.org.uk/subjects/science/as-and-a-level
BIOLOGY CURRICULUM: YEAR 13
KEY STAGE 5
268
In Year 12, Business at WEK
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Unit 1 Marketing & People
This unit enables students to understand how businesses identify
opportunities and to explore how businesses focus on developing
a competitive advantage through interacting with customers.
Key concepts covered:
• Meeting customer needs
• The market
• Marketing mix and strategy
• Managing people
• 1.5 Entrepreneurs
• What is the distinction between mass markets and niche
markets and dynamic markets?
• How can businesses use market research information to
target market segmentation?
• Analyse supply and demand using YED/PED
• What are the benefits and limitations of using design mix
and how this might change?
• Explain the product life cycle Boston Matrix?
• What is the Importance of motivation theories?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Unit 2: Managing business activities
This unit enables students to develop an understanding of raising
and managing finance and measuring business performance. It
outlines the importance of using resources efficiently within
a business to ensure that goods or services can be delivered
effectively and efficiently, and to a high quality.
Key concepts covered:
• 2.1 Raising finance
• 2.2 Financial planning and 2.3 Managing finance
• 2.3 Managing finance
• 2.4 Resource management
• 2.5 External influences
• What are the different sources of finance available for
growth?
• What are the Legal implications of liability?
• What are the different ways of sales forecasting purpose
and the factors influencing sales forecasts?
• Can you calculate BEP and explain the limitations of
break-even analysis?
• What are the different methods of production?
• Analyse the implications and ways of improving capacity
utilisation?
BUSINESS CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
269
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Unit 3: Business decisions and strategy
Once the examination for unit 2 has been completed we will move
onto unit 3. This unit moves from functions to strategy, enabling
students to develop their understanding of the core concepts and
to take a strategic view of business opportunities and issues. We
will work to complete the below.
3.1 Business objectives and strategy
3.4 Influences on business decisions
• Which Macroeconomic variables affect business success?
• Explain the different areas of businesses affected by
legislation?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher
Q&A, verbal feedback and work check. Peer assessment
techniques used to stretch students’ knowledge and
understanding. Homework set as summative assessment
used at every week to monitor students’ progress and
benchmark against examinations.
Mini internal exam used in Week 6 of delivery for each unit
covering first sections. Internal formal mock exam held at
end of unit delivery.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, activities, homework tasks,
case study material, and revision mind maps, past exam
papers - all available on teams.
BUSINESS CURRICULUM: YEAR 12 CO NTINUED
KEY STAGE 5
270
In Year 13, Business at WEK
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Unit 3: Business decisions and strategy
This unit moves from functions to strategy, enabling students
to develop their understanding of the core concepts and to take
a strategic view of business opportunities and issues. Students
analyse corporate objectives and strategy against financial
and non-financial performance measures and how businesses
grow and develop an understanding of the impact of external
influences. The unit also covers the causes and effects of change
and how businesses mitigate risk and uncertainty.
Key content covered:
• 3.1 Business objectives and strategy
• 3.2 Business growth
• 3.3 Decision-making techniques
• 3.4 Influences on business decisions
• 3.5 Assessing competitiveness
• Can you analyse the development of corporate and
functional objectives?
• Conflicts between stakeholders and stakeholders and the
business
• Can you explain strategic decision-making tools such as
Ansoff, Porter, Boston Matrix?
• What are the problems of growth?
• Compare and contrast with mergers and takeovers, and
reasons for staying small
• Evaluate the uses and limitations of quantitative sales
forecasting Times series analysis calculations.
• Identify and evaluate the different decision-making
techniques for a business pursing growth?
• Explain the different quantitative measures of HR
performance?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Unit 4: Global Business
Students investigate businesses that trade on a global scale
and explore their reasons for doing so. Students develop an
understanding of the globally competitive environment and
consider the ethical and moral dimensions of global business
activities. In this unit, it is important to note that the impacts of
globalisation and global markets covered in 4.3.1 and 4.3.2 will
need to be understood in relation to businesses.
Key concepts covered:
• 4.1 Globalisation
• 4.2 Global markets and business expansion
• 4.3 Global marketing
• 4.4 Global industries and companies
• Explain the different measurements of different
economies and economic performance?
• Analyse which factors are contributing to increased
globalisation?
• What are the different threats posed to economies and
businesses and reactions to these?
• Are Trading bloc opportunities or threats to businesses
or a reaction to protectionism between countries?
• Explain the Reasons for global mergers or joint ventures?
BUSINESS CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
271
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Unit 4: Global Business
Continue content of unit until Exam in May. Key concepts covered;
• 4.5 Role of the state in the macroeconomic
• What are the different Strategic choices for different
markets?
• Can you identify the features of a niche market and how
these interact with cultural and social issues?
• What are is the local impacts versus national impacts of
globalisation?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher
Q&A, verbal feedback and work check. Peer assessment
techniques used to stretch students’ knowledge and
understanding. Homework set as summative assessment
used at every week to monitor students’ progress and
benchmark against examinations. Mini internal exam used
in Week 6 of delivery for each unit covering first sections.
Internal formal mock exam held at end of unit delivery.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, activities, homework tasks,
case study material, and revision mind maps, past exam
papers - all available on teams.
BUSINESS CURRICULUM: YEAR 13 CO NTINUED
KEY STAGE 5
272
In Year 12, Chemistry at WEK…
TERM 1
3.1 Physical Chemistry
3.1.1 Atomic structure
3.1.2 Amount of substance
3.1.4 Energetics
3.1 Physical Chemistry
3.1.3 Bonding
3.1.5 Kinetics
TERM 2
3.1 Physical Chemistry
3.1.6 Equilibria Kc
3.1.7 Oxidation, reduction and redox
3.2 Inorganic Chemistry
3.2.1 Periodicity
3.2.2 Group 2, the alkaline earth metals
3.2.3 Group 7, the halogens
3.3. Organic Chemistry
3.3.1 Introduction to organic chemistry
3.3.2 Alkanes
3.3.3 Halogenoalkanes
3.3.4 Alkenes
3.3.5 Alcohols
3.3.6 Organic Analysis
TERM 3
Core Practical
Revision
Preparation for Exams
3.2 Inorganic Chemistry
3.2.4 Properties of Period 3 elements and their oxides
3.1 Physical Chemistry
3.1.9 Rate equations
Assessment Overview and Format:
For each topic, students will complete.
- exam question homework
- short end of unit quizzes
Key Assessments will assess all content to the date of the
assessment. They will have the format of AS papers.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Physics and Maths Tutor – exam questions and revision
notes https://www.physicsandmathstutor.com/
AQA
https://www.aqa.org.uk/subjects/science/as-and-a-level
Chemguide
https://www.chemguide.co.uk/
CHEMISTRY CURRICULUM: YEAR 12
KEY STAGE 5
273
In Year 13, Chemistry at WEK…
TERM 1
3.1 Physical Chemistry
3.1.12 Acids and bases
3.1.10 Equilibrium constant Kp for homogenous systems
3.1.11 Electrode potentials and electrochemical cells
3.1 Physical Chemistry
3.1.8 Thermodynamics
3.3. Organic Chemistry
3.3.7 Optical isomerism
3.3.8 Aldehydes and ketones
3.3.9 Carboxylic acids and derivatives
3.3.10 Aromatic Chemistry
3.3.11 Amines
TERM 2
3.2 Inorganic Chemistry
3.2.5 Transition metals
3.2.6 Reactions of ions in aqueous solution
3.3. Organic Chemistry
3.3.12 Polymers
3.3.13 Amino acids, proteins and DNA
3.3. Organic Chemistry
3.3.14 Organic Synthesis
3.3.15 Nuclear Magnetic Resonance Spectroscopy
3.3.16 Chromatography
TERM 3
Close the gap revision
EXAMS
Assessment Overview and Format:
For each topic, students will complete.
- exam question homework
- short end of unit quizzes
Key Assessments will assess all content to the date of the
assessment. They will have the format of A level papers.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Physics and Maths Tutor – exam questions and revision
notes https://www.physicsandmathstutor.com/
AQA
https://www.aqa.org.uk/subjects/science/as-and-a-level
Chemguide
https://www.chemguide.co.uk/
CHEMISTRY CURRICULUM: YEAR 13
KEY STAGE 5
274
In Year 13, Computing at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
NEA
Coursework 50 hours
• N/A
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
10 Fundamentals of programming
11 Fundamentals of data structures
12 Fundamentals of algorithms
13 Theory of computation
14 Fundamentals of data representation
15 Fundamentals of computer systems
16 Fundamentals of computer organisation and architecture
17 Consequences of uses of computing
18 Fundamentals of communication and networking
19 Fundamentals of databases
• When does iteration become more important than
selection?
• How important is it to the USA monopolise 5G?
• Does crypto currency still have a future?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
20 Big Data
21 Fundamentals of functional programming
22 Systematic approach to problem solving
Revision of previous 5 Terms
Examination
• Should China be allowed to steal end users data?
Assessment Overview and Format:
50% On Screen Paper
25% Written examination
25% NEA
Links for Home Learning/Extension Resources:
Revision Notes and Videos
https://www.physicsandmathstutor.com/computer-
science-revision/a-level-aqa/
COMPUTING CURRICULUM: YEAR 13
KEY STAGE 5
275
In Year 12, Drama at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Component 3; Section C - Interpreting a text performance
Students will study one practitioner and practically explore a set
text (text choice to be confirmed).
For their assessment, they will perform a reimagined extract of
the play for a modern audience with a clear influence from the
practitioner studied. (Kneehigh)
• What are the key conventions of Knee High Theatre
Company?
• What are the conventions of Greek Theatre?
• How can classical theatre become relevant for a modern
audience?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Component 3 Section B: Page to Stage
Students will practically explore set text 2 (Accidental Death of
an Anarchist) and their second practitioner (Bertolt Brecht) as a
performer and designer.
End of term Key Assessment will be on Component 3 sections B
and C.
• How does a director bring a performance to life?
• How are Brechtian techniques useful with this genre of
theatre (political theatre)?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Component 1 – Devising
Students will be presented with a stimulus in the form of a key
extract from a published play.
They will devise an original piece of theatre using the extract and
the company ‘Frantic Assembly’ as inspiration.
One hour per week will be spent on the accompanying logbook.
• What are the conventions of Frantic Assembly?
• What are my intentions?
• Who are our target audience?
Assessment Overview and Format:
Component one is a practical assessment internally assessed
by the class teacher and moderated by Edexcel.
Component 3 will be assessed in the form of written, mock
exams in preparation for the external exams at the end of
the course.
Links for Home Learning/Extension Resources:
• The Frantic Assembly book of Devising Theatre by
Scott Graham
• Edexcel A Level Drama and Theatre Studies student
and Active Book
DRAMA CURRICULUM: YEAR 12
KEY STAGE 5
276
In Year 12, Economics at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Unit 1: Markets in action
This unit gives students an introduction to the nature of
economics and examines how the price mechanism allocates
resources in local, national and global markets. Students will learn
to apply supply and demand analysis to real-world situations
and will be able to suggest reasons for consumer behaviour.
This will involve looking at how consumers act in a rational way
to maximise utility and how firms maximise profit but also why
consumers may not behave rationally. Key concepts covered;
1.1 Nature of economics
1.2 How markets work
1.3 Market failure
1.4 Government intervention
• Can you distinction between positive and normative
economic statements?
• The importance of opportunity costs to economic agents
and Scarcity?
• Label and the use of production possibility frontiers
• Can you distinguish between Specialisation and the
division of labour?
• What are the reasons why consumers may not behave
rationally?
• Can you analyse supply can demand curves with the
concept of diminishing marginal utility?
• Explain the significance of elasticities of demand to firms
and government?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Unit 2: Macroeconomic performance and policy
This unit introduces the key measures of economic performance
and the main objectives and instruments of economic policy in
an international context. Students will learn how to use a basic
AD/AS model to analyse changes in real output and the price
level. Students will look at when demand and/or supply side
policies may be appropriate ways of improving an economy’s
performance. Key concepts covered;
2.1 Quantitative methods
2.1 Measures of economic performance
2.2 Aggregate demand (AD)
2.3 Aggregate supply (AS)
2.4 National income
2.6 Macroeconomic objectives and policies
• Can you explain the different rates of change of real
Gross Domestic Product (GDP) as a measure of economic
growth?
• What is the distinction between unemployment and
under-employment?
• What is the components of the balance of payments?
• Can you analyse the main influences on government
expenditure?
• Can you distinguish between aggregate supply and
demand?
• What is the distinction between income and wealth?
• Can you access the limitations of CPI/RPI in measuring
the rate of inflation?
ECONOMICS CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Unit 3: Business behaviour
Once the examination for unit 2 has been completed we will move
onto unit 3. This unit develops the content of Unit 1 and examines
how pricing and the nature of competition between firms is
affected by the number and size of market participants. At the
end of this unit, students should be able to analyse and evaluate
the pricing and output decisions of firms in different contexts
and understand the role of competition in business decision
making. They should also be capable of making an appraisal of
government intervention aimed at promoting competitive markets.
We will work to complete the below.
3.1 Business growth
• What factors which could cause economic growth?
• Reasons why some firms tend to remain small and why
others grow?
• What are the reasons for demergers?
Assessment Overview and Format:
Formative assessment completed during delivery by teacher
Q&A, verbal feedback and work check. Peer assessment
techniques used to stretch students’ knowledge and
understanding. Homework set as summative assessment
used at every week to monitor students’ progress and
benchmark against examinations.
Mini internal exam used in Week 6 of delivery for each unit
covering first sections. Internal formal mock exam held at
end of unit delivery.
Links for Home Learning/Extension Resources:
Course textbook, PowerPoints, activities, homework tasks,
case study material, and revision mind maps, past exam
papers - all available on teams.
ECONOMICS CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
278
In Year 12, French Language at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OBJECTIVES
The changing nature of family (La famille en voie de
changement)
• Grands-parents, parents et enfants – soucis et problèmes
• Monoparentalité, homoparentalité, familles recomposées
• La vie de couple – nouvelles tendances
The 'cyber-society' (La "cyber-société")
• Qui sont les cybernautes?
• Comment la technologie facilite la vie quotidienne
• Quels dangers la "cyber-société" pose-t-elle?
The place of voluntary work (Le rôle du bénévolat)
• Qui sont et que font les bénévoles?
• Le bénévolat – quelle valeur pour ceux qui sont aidés?
• Le bénévolat – quelle valeur pour ceux qui aident?
Theme objectives
• Different types of modern family
• Recent changes in relationships and marriage
• Concerns and problems of the generations
• How important technology is in everyday life
• What the world of cybernauts is like
• The dangers of e-society
• What the new technological Africa is like
• Why people want to become volunteers
• How charity organisations can help those in need
• How volunteering benefits those who help
Grammar objectives
• Using irregular verbs in the present tense
• Recognizing and using the future tense and immediate
future tense
• Recognising and using interrogative forms
• Using definite and indefinite articles
• Forming reflexive verbs
• Positioning and agreement of adjectives
• Forming the perfect tense
• Forming comparative and superlative adjectives
• Recognizing the perfect and pluperfect
• Using direct and indirect object pronouns
Strategy objectives
• Using a bilingual or online dictionary
• Finding and using information on the internet
• Making sure your exam notes are organised
• Reading skills
• Memorising vocabulary
• Translation from French into good English
• Summarising information
• Answering questions in French
FRENCH LANGUAGE CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
279
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OBJECTIVES
Positive features of a diverse society (Les aspects positifs
d'une société diverse)
• L'enrichissement dû à la mixité ethnique
• Diversité, tolérance et respect
• Diversité – un apprentissage pour la vie
Life for the marginalised (Quelle vie pour les marginalisés?)
• Qui sont les marginalisés?
• Quelle aide pour les marginalisés?
• Quelles attitudes envers les marginalisés?
How criminals are treated (Comment on traite les criminels)
• Quelles attitudes envers la criminalité?
• La prison – échec ou succès?
• D'autres sanctions
Theme objectives
• How French society has become multicultural and how
immigrants and their descendants live in France
• How multiculturalism affects society
• Canadian society on the French speaking world
• How marginalization affects different sectors of the
population
• What the legal situation of marginalized people is and
what help is given to them
• How other people react to these groups
Grammar objectives
• Recognising and using superlative and comparative verbs
• Recognising and using demonstrative adjectives and
pronouns
• Recognising and using possessive adjectives
• Recognising and using depuis and venir de
• Using the passive with tenses other than the present
Strategy objectives
• Adapting a text to your own needs
• Extracting and summarizing
• Researching an event/ series of events
• Listening and understanding a French native speaker on
the radio, TV or You Tube
• Considering different opinions and drawing conclusions
• Varying your language by using idioms and synonyms
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OBJECTIVES
Film study: La Haine • Discover the film La Haine
• Study the author and the use of his techniques and
cinematography
Assessment Overview and Format:
Students will sit a scheduled mock examination for all skill
areas [Listening, speaking, reading and writing]
Links for Home Learning/Extension Resources:
AQA A-Level French textbook
www.revisionworld.com
www.languagesonline.org.uk
FRENCH LANGUAGE CURRICULUM: YEAR 12
KEY STAGE 5
280
In Year 12, History at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Revolution and Dictatorship: Russia 1917-1953
*This year, both Year 12 and Year 13 will study this Revolution
and Dictatorship: Russia, 1917-1953 course. Year 12 will study
Stuart Britain and the Crisis of Monarchy 1603-1702 next year.
Last year we started with the Stuarts course.
• What was Russia like before 1917?
• What caused the February revolution?
• What changed between February and October?
• Was the October revolution a revolution or a Bolshevik
coup d’etat?
• How was the revolution consolidated?
• Reds v Whites! Who will win?
• How did the Bolsheviks deal with early economic
problems?
• What was the impact of the foreign powers on the Soviet
takeover?
• How was Lenin’s death used as in the balance of power
• Who were the candidates to take over from Lenin?
• What was the NEP?
• How did Stalin manipulate governmental and political
control?
• What was the Stalinist cult?
• How did Stalin change the countryside?
• What was the impact of Collectivisation?
• What were the problems within industry and how did
Stalin change this?
• What were the five-year plans?
• How effective were the five-year plans?
• How did the Stalinist cult develop?
• How did Stalin organise the Soviet Union?
• What was the role of the NKVD?
• How did Stalin purge the Soviet Union?
• What was the mysterious case of Sergey Kirov?
• What was the Yezhovshchina?
• How did Stalin control religion and the Church?
• How did Stalin change the lives of women?
• How did Stalin change the lives of young men?
• How did Stalin change the lives of young people?
• How did Leninism and Stalinism compare?
• What was Stalin’s foreign policy?
• Was the Nazi-Soviet pact just an agreement to postpone
an inevitable conflict?
The Rise of Stalin 1917-1929
Stalin’s rule 1929-1941
Stalinism: politics and control 1929-1941
HISTORY CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
281
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
The ‘Great Patriotic War’ and the emergence of the Soviet Union
as a Superpower
• What was Operation Barbarossa?
• How did Leningrad change the war and change the Soviet
Union?
• How did Stalin beat Hitler?
• How did the economy and agriculture change in the post
war world?
• What was ‘High Stalinism’?
• How did the USSR emerge as a world Superpower?
• How did Stalin draw an Iron Curtain across Europe?
• Why did the Cold War develop between 1945-53?
• Why do Russians consider the greatest mass murderer in
human history as the greatest Russian leader?
• How did Lincoln reconstruct America?
• What was the reaction of Congress to reconstruction?
• What were the ‘Black Codes’?
• What were the problems faced by Black Americans 1880-
1920?
• Who were the early Civil Rights pioneers?
• How significant was Plessy v Ferguson?
• What was the ‘Great Migration’?
• What did Black Americans get out of World War I?
• How did the Great Migration transform American culture?
• What was life like in the inter war years?
A Level coursework: Civil War to Civil Rights: The struggle for
Civil Rights for Black Americans 1863-1968
HISTORY CURRICULUM: YEAR 12 CONTI N U ED
KEY STAGE 5
CONTI N U ED
282
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Coursework on America: Civil Wars to Civil Rights 1863-1968 • What was the Double V campaign?
• Did the Civil Rights movement begin with Truman?
• How significant was Brown v Board of Topeka?
• How planned was the Montgomery Bus Boycott?
• How did the federal government intervene 1957-1964?
• What was the 1964 Civil Rights Act?
• What was the impact of the SNCC and NAACP until
1968?
• Who were the heroes of Selma?
• How significant was the Voting Rights Act?
• How did Black Power rise?
• How and why did Black Americans participate in the
Vietnam War?
• Why was Martin Luther King killed and what was his
legacy?
Assessment Overview and Format:
Students complete two key assessments across the year and
do essays and source questions that match the format and
style that they will experience in the final exams.
1. Stuart Britain and the Crisis of Monarchy 1603-1702 =
40% of final mark
2. Revolution and Dictatorship: Russia 1917-1953 = 40% of
final mark
3. A Level coursework: Civil War to Civil Rights: The
struggle for Civil Rights for Black Americans 1863-
1968 = 20% of final mark
Links for Home Learning/Extension Resources:
All lessons will be on TEAMS. All coursework reading
material will be on TEAMS too to be used from when we
start the coursework. Also, the library will be stocked with
plenty of reading material relating to Stalinist Russia and
also the struggle for Black Americans 1863-1968.
HISTORY CURRICULUM: YEAR 12 CONTI N U ED
KEY STAGE 5
283
In Year 13, History at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Stuart Britain and the Crisis of the Monarchy 1603-1702
Absolutism challenged: Britain 1603-49
• What was the political nation in 1603?
• How important was land ownership?
• How did James I rule, what were his characteristics?
• What were the main differences in James I and Charles I?
• How important were the favourites of James I and
Charles I?
• How weak was the crowns finances?
• What attempts did James and Charles try to make to
reform royal finances?
• What religious challenges did the king face?
• What was the royal attitude to Parliament?
• What were the three resolutions of 1629?
• How did the crown and Parliament break down in 1629?
• How big were the divisions of religion?
• How did Charles rule? By himself 1629-1640?
• Why was there only a short Parliament in 1640?
• What was the importance of John Pym?
• Why were there divisions in the Long Parliament?
• How does the first Civil War break out, what is its
outcome?
• How does the second Civil War break out, what is its
outcome?
• How important are the new political and religious groups?
• How important is the failure to secure a settlement?
Revolution 1629-49
HISTORY CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
284
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Stuart Britain and the Crisis of the Monarchy 1603-1702
From Republic to restored and limited monarchy 1649-78
• How was the Republic established?
• Why did the Rump go to war?
• What was the outcome of Charles II invasion at
Worceste r?
• Why was the Rump dissolved?
• What was Cromwell’s aim as protector?
• How did the Major-Generals come to rule?
• How did the Major Generals rule come to an end?
• How did the Restoration take place?
• What was the emergence of the country and city parties?
• How important was the religious differences at court?
• What caused the Exclusion crisis?
• How did James attempt to restore Catholicism?
• What led to the Glorious Revolution?
• How did the Glorious Revolution happen?
• What led the emergence of the Whigs and Tories?
• How much religious toleration was there under William III?
• How did ministers gain more power under William and
Mary?
• How significant was the Settlement Act?
The establishment of constitutional monarchy 1678-1702
HISTORY CURRICULUM: YEAR 13 CONTI N U ED
KEY STAGE 5
CONTI N U ED
285
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Revision of Stuart Britain and the Crisis of Monarchy 1603-1702
and Revolution and Dictatorship: Russia 19170-1953 before the
final exams.
• N/A
Assessment Overview and Format:
We will do essay questions and source questions throughout
the year for homework and timed essays in class, using the
same format and style as they will receive in the final exam.
1. Stuart Britain and the Crisis of Monarchy 1603-1702 =
40% of final mark
2. Revolution and Dictatorship: Russia 1917-1953 = 40% of
final mark
3. A Level coursework: Civil War to Civil Rights: The
struggle for Civil Rights for Black Americans 1863-
1968 = 20% of final mark
Links for Home Learning/Extension Resources:
All lessons will be on TEAMS. All coursework reading
material will be on TEAMS too to be used from when
we start the coursework. In addition, the library will be
stocked with plenty of reading material relating to Stalinist
Russia and Stuart Britain.
HISTORY CURRICULUM: YEAR 13 CONTI N U ED
KEY STAGE 5
286
In Year 12, Islamic A and B Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
• Surah Al Ahzab (Steadfastness to the truth (Ayah 1-8)
• Scientific miracles in the Quran
• Aql and Naql (Reason and Revelation)
• Source of Islamic Sharia
• Abstinence
• Planning milestones in the Seerah of Prophet Muhammad
PBUH
• Can you interpret the verses 1-8 of Surah Al Ahzab?
• How would you prove the scientific miracles from the
Quranic verses?
• How would you prove the relationship between reason
and revelation?
• What is the purposes of human intellectual challenge?
• Can you explain the sources of Islamic Shariah?
• Can you explain the philosophy on which planning is built
in Islam?
• How would you evaluate the methodology followed by the
Prophet PBUH?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
• Financial Contracts in Islam
• Surah Al Ahzab Ayah 28-35 Ethical advice and instructions
• The Mutawatir (Mass Transmitted) and the Ahaad
• The methodology of Islam in family building
• Shura (Consultation) in Islam
• Sustainability in Islamic Methodology
• What is the ruling of Islam about financial contracts?
• Why is it important to follow Islamic rulings about
financial transactions?
• How would you analyse the ethical advises mentioned in
Surah Ahzab?
• What is difference between Mutawatir and Ahaad?
• Can you explain the aspects of care for family in Islam?
• Would you give evidence from Qur’an and Hadith for the
family building in Islam?
• Why does Islam emphasize on Shura?
• Can you discover the efforts exerted by the UAE in the
field of sustainability?
ISLAMIC A AND B CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
287
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• Surah Al Ahzab (36-48) Allah’s Messenger, the Seal of
Prophets
• The Ruling and etiquette specific to the Prophet’s House
(Surah Al-Ahzab 49-56)
• Methodology of Thinking in Islam
• Equity in Islam
• How would prove that the Prophet Muhammad PBUH is
the seal of Prophets?
• What are the etiquettes of entering the house of Prophet
Muhammad PBUH?
• Can you explain the sources of Islamic law?
• Why does Islam promote critical thinking?
• How would you demonstrate the need of commitment to
the characteristic of equity in speech and action?
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judges on the following criteria
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note books
Links for Home Learning/Extension Resources:
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
ISLAMIC A AND B CURRICULUM: YEAR 12 CO NTINUED
KEY STAGE 5
288
In Year 13, Islamic A and B Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
• Surah An Noor (Ayah 1-10)
• Protecting society against moral crimes.
• Surah An Noor (Ayah 11-26)
• The Slander against ‘Ā’isha
• Extremism
• Separation of Spouses
• Responsibility in Islam
• Allah’s Messenger PBUH and social life
• What is the background of Surah An Noor?
• How do crimes damage the society?
• How does Islam ensure safety of society against the
moral crimes?
• What are the punishments prescribed in Islam for those
who commit adultery?
• What are the negative effects of rumours on the
individual and society?
• What are the causes of extremism exhibited by some
people in the modern world?
• What strategies would you propose to bring extremist
groups back to the main stream of the society?
• Why did Prophet Muhammad PBUH discourage the act of
separation between spouses? (Talaq)
• How does divorce affect the individual and society?
• How would you justify the concept of responsibility in
Islam?
• How would you prove that the Prophet Muhammad PBUH
is the last Prophet of Allah?
• What are the events in the Prophet's Biography (Seerah)
that demonstrate the keenness of Prophet Muhammad
PBUH on building a coherent society?
ISLAMIC A AND B CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
289
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
• Surah An Noor Ayah 27-31 Social media and good conduct
• Surah An Noor (Ayah 32-34 Marriage is the Path to chastity)
• Creative Thinking in Islam
• Prohibited sales
• The five purposes of legislation
• Globalization
• How would you infer the rules of social media in the light
of verses from Surah An Noor?
• How would you prove that the marriage is the path to
chastity?
• How does Islam promote creative thinking among the
believers?
• How would you justify Islamic ruling about certain sales
declared unlawful?
• What are the five purposes of Shariah?
• How understanding the five purposes of Sharia helps
scholars to pass the judgement regarding certain issues?
• What are the positive and negative effects of
globalization?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
• Surah An Noor Ayah 46-57) Politeness with the Messenger
PBUH
• The Islamic Economic System
• Observance (Ittiba) and Imitation (Taqlid)
• Sheikh Zayed bin Sultan
• Islam and Knowledge Economy
• How would you Infer the etiquettes of dealing with the
Prophet PBUH in the capacity of a ruler in the light of
Ayahs (46-57)
• How does Islamic economic system functions as compared
to other modern economic systems?
• Can you analyse Ittiba and Taqleed?
• What are the dangers associated with imitation?
• Can you explain the vision of Sheikh Zayed bin Sultan as
to building the Emirati Society?
• How would you justify the position of Islam towards
knowledge economy?
ISLAMIC A AND B CURRICULUM: YEAR 13 CO NTINUED
KEY STAGE 5
CONTI N U ED
290
Assessment Overview and Format:
Students will have 3 key assessments throughout the year.
Students will be judges on the following criteria
• Qur’an recitation
• Qur’an memorisation
• Written Assessment
• Home learning/note books
Links for Home Learning/Extension Resources:
www.islamreligion.com
http://harunyahya.com
https://scholar.google.ae
http://www.sultan.org
https://sunnah.com
www.awqaf.gov.ae
www.quranexplorer.com
www.iacad.gov.ae
www.quran.com
ISLAMIC A AND B CURRICULUM: YEAR 13 CO NTINUED
KEY STAGE 5
291
In Year 12 & 13, Mathematics Curriculum at WEK…
The programme of study for Key Stage 5 is organised into 6 apparently distinct modules (Pure 1-4, Statistics 1cand Discrete1),
but students will develop and consolidate connections across mathematical ideas. In particular the mastery of Pure 1 and Pure 2
is assumed and very necessary to access Pure 3, Pure 4 and Statistics 1.
Students will build on learning from key stage 3 & 4 to further develop fluency, mathematical reasoning and competence in
solving increasingly sophisticated problems. The expectation is that the majority of students will move through the programme
of study at broadly the same pace. However, decisions about when to progress should always be based on the security of
students’ understanding and their readiness to progress. Students who grasp concepts rapidly should be challenged through
being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently
fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
MATHEMATICS CURRICULUM: YEAR 12 & 13
KEY STAGE 5
KEY STAGE 5 MAP - A - LEVEL
CONTI N U ED
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This programme of study specifies:
Wherever it is appropriate, given students’ security of understanding and readiness to progress, students will be taught the full
content set out in this programme of study.
Working mathematically through the mathematics content, students should be taught to:
Develop fluency
1. Consolidate their numerical and mathematical capability from key stage 3 & 4 and extend their understanding of the
number system to include powers, roots {and fractional indices}
2. Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations
involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
3. Consolidate their algebraic capability from key stage 4 and extend their understanding of algebraic simplification and
manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}
4. Extend fluency with expressions and equations from key stage 4, to include quadratic equations, simultaneous equations
and inequalities
5. Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear,
quadratic, reciprocal, {exponential and trigonometric} functions
6. Use mathematical language and properties precisely.
Reason mathematically
1. Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures
and geometry, and in working with proportional relations algebraically and graphically
2. Extend their ability to identify variables and express relations between variables algebraically and graphically
3. Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-
examples; begin to use algebra to support and construct arguments {and proofs}
4. Reason deductively in geometry, number and algebra,
5. Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning
6. Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally
7. Assess the validity of an argument and the accuracy of a given way of presenting information.
Solve problems
1. Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-
step problems
2. Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts
3. Make and use connections between different parts of mathematics to solve problems
4. Model situations mathematically and express the results using a range of formal mathematical representations, reflecting
on how their solutions may have been affected by any modelling assumptions
5. Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their
solution in the context of the given problem.
MATHEMATICS CURRICULUM: YEAR 12 & 13 CO NTINUED
KEY STAGE 5
CONTI N U ED
293
In Year 10, the Mathematics curriculum at WEK is divided into units each building on and interconnecting to each other as
students are expected to solve more sophisticated problems.
International A-level Mathematics (IAL)
The Mathematics department at the Academy is inclusive and will take students who leave with a Grade 7 or better onto the
A-level program. The course is a two-year program where sets will move through at a pace that is right for them.
Assessment Overview.
Students are informally assessed as they progress through the IAL. All formal assessments are IAL Past Papers or predicted
papers. Year 12 students will received a baseline examination when they start the course and then each Key Assessment will be
a full paper to monitor and chart student progress over time.
GL Assessment
In the summer term, students will sit the GL test for Year 12 Mathematics. Students will prepare throughout the year for these
through the content of the Chapters but also through the repetition of mental maths under short timed conditions.
Booklets for GLs have been created for students and will be amalgamated into their SOW.
The Mathematics Department at WEK promote the following useful websites:
Pearson online textbook – Student personal login
https://vle.mathswatch.co.uk
https://corbettmaths.com/
https://www.piximaths.co.uk/
https://www.onmaths.com/
Home learning
In Year 12 and 13, homework most lessons, either via Mathswatch, or another task specially chosen by the classroom teacher.
This is communicated via Go4schools. Students are expected to show their working out and thought processes in their
homework exercise book. There is an expectation of 40% success rate for each home learning task. All KS4 students are urged
to do a little bit of mathematics at least 2 evening a week. The completion of home learning is recorded in Go4schools.
MATHEMATICS CURRICULUM: YEAR 12 & 13 CO NTINUED
KEY STAGE 5
294
In Year 12, Media Studies at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Media language
Semiotics including Barthes.
• Sign
• Signifier
• Signified
• Icon
• Index
• Symbol
• Denotation
• Connotation
• Myth
• Ideology
Students to engage with a number of media products and
identify media language use, genre codes, narrative devices in
a relatively informal way.
Genre theory
Narratology
Media representation
Development of analysis to include representational ideas from
Hall and Gauntlett.
Theories of representation
Hall’s ideas and theories on representation
• Encoding/decoding
Theories of identity as summarized by Gauntlett
• Fluidity of identity
• Constructed identity
• Negotiated identity
• Collective identity
Theories of representation
• Positive and negative stereotypes
• Countertypes
• Misrepresentation
• Selective representation
• Dominant ideology
• Constructed reality
• Audience positioning
• How are the different modes and language associated with
different media forms communicate multiple meanings?
• How are the combination of elements of media language
influence meaning?
• How do audiences respond to and interpret media
language?
• How are events, issues, individuals (including self-
representation) and social groups (including social identity)
are represented through processes of selection and
combination?
• How are media products encoded by producers using media
language?
• How are products designed to be decoded by the target
audience?
• How do media producers target, attract, reach, address
and potentially construct audiences?
• How do audiences use media in different ways, reflecting
demographic factors as well as aspects of identity and
cultural capital?
MEDIA STUDIES CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
295
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Hall’s ideas and theories on representation
• Encoding/decoding
Media effects including Bandura
• Uses and gratifications
• Hypodermic needle theory
• Moral panic
• Imitation
• Cumulation
• Media literacy
Reception theory including Hall
• Encoding/decoding
• Hegemonic/negotiated/oppositional
• Agenda setting
• Framing
• Myth making
• Conditions of consumption
Media industries
Processes of production, distribution and circulation by
organisations, groups, and individuals in a global context.
Power and media industries as summarised by Curran and Seaton
• Regulation
• De-regulation
• Free market
• Media concentration
• Public Service Broadcasting (PSB)
• Globalisation
• Conglomerates
• Neo-liberalism
• Surveillance
• Privacy
• Security
Regulation as summarized by Livingstone and Lunt
• Public sphere
• Governance
• Regulation
• Public interest/PSB
• Media literacy
• Power
• Value
• Transnational culture
• Globalisation
• How do audience interpretations reflect social, historical
and cultural circumstances?
• How have the various media industries had to adapt to the
changing climate of technology and globalisation?
• The changing social values of society have led to media
companies having to change the ways they address their
audiences. How do the chosen CSP products reflect this
change and how do they show evidence of social context?
MEDIA STUDIES CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
CONTI N U ED
296
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Advertising and Marketing
These are targeted CSPs and need to be studied with
reference to two elements of the theoretical framework (media
language and media representation) and all relevant contexts.
• Maybelline That Boss Life part 1 Manny Guitterez (online
ad)
• Score hair cream print advert Get what you always
wanted (1970s)
Media Language
Detailed study of the Maybelline
That Boss Life
should enable
students to develop an understanding of how conventions of
advertising are socially and historically relative, dynamic and
can be used in a hybrid way.
Score advert
Media language
Detailed study of Score Get what you always wanted should
enable students to develop an understanding of the dynamic
and changing relationships between media forms, products and
audiences
Techniques of Persuasion
Historical, social and cultural contexts
Television
This is an in-depth CSP and needs to be studied with reference
to all four elements of the theoretical framework (language,
representation, industries and audience) and all relevant
contexts.
Either Capital (Series 1, Episode 1) and Deutschland 83 (Series
1, Episode 1)
Or
Witnesses (Series 1, Episode 1) and The Missing (Series2
Episode 1))
Or
No Offence (Series 1, Episode 1) and The Killing (Series 1,
Episode 1)
Two set products
• How does the Maybelline advert position its audience?
• How does the Maybelline advert construct a narrative that
appeals to its target audience?
• How does the advert attract a range of responses and
interpretations?
• How does this advert create desire for the product?
• How does Score construct a narrative that appeals to its
target audience?
• How and why have audience responses to the narrative to
this advert changed over time?
• How does this advert create desire for the product?
• How does the production, distribution and exhibition of the
product that shows how audiences can be reached, both
on a national and global scale, through different media
technologies by broadcast and digital technologies.
• Analyse the way in which different audience interpretations
reflect social, cultural and historical circumstances is
evident in the analysis of the series which are explicitly
linked to contemporary issues.
MEDIA STUDIES CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
CONTI N U ED
297
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Magazines
This is an in-depth CSP and needs to be studied with reference
to all four elements of the theoretical framework and all
relevant contexts.
Men’s Health magazine, Jan/Feb 2017
Oh Comely (issue 35)
Social and cultural contexts
Oh Comely is part of a development in lifestyle and
environmental movements of the early twenty first century,
which rebrand consumerism as an ethical movement. Its
representation of femininity reflects an aspect of the feminist
movement which celebrates authenticity and empowerment.
• Consider the way the front cover creates a narrative about
character and lifestyle in order to attract an audience.
• How do cover stories create enigma and anticipation for
the reader – to be fulfilled by reading on?
• Can you apply Structuralism including Lévi-Strauss?
• Can you apply Narratology including Todorov?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Video games
These are in-depth CSPs and needs to be studied with
reference to all four elements of the theoretical framework and
all relevant contexts.
Tomb Raider Anniversary (2007)
Extracts can be accessed online.
Sims Freeplay
Metroid Prime 2 Echoes
Tomb Raider
The study focuses on:
• the game
• the game cover
The NEA briefs will be released on 1 June. The main focus of
the second half of this term will be on the NEA.
The final half term needs to focus on the application of the
theoretical framework using both targeted and in-depth
CSPs. Students will need to present their knowledge and
understanding in the completion of a mock exam which may
include unseen media products.
• Analyse how the semiotics of the visual style engages with
the study of genre and narrative with the mise-en-scene
of the game – apparent in the gameplay and the cover
artwork – referencing sci-fi, fantasy and action adventure
as well as the conventions of different types of game play.
• How have these products been created to be decoded by
their target audiences?
MEDIA STUDIES CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
CONTI N U ED
298
Assessment Overview and Format:
Mock exam to test knowledge and skills.
At the end of each CSP and media concept there will be
written tasks ranging from 500 – 1000 words, which aim to
test the written ability of the students.
Links for Home Learning/Extension Resources:
All resources including lesson slides, writing frames, media
examples and content will be available on Microsoft Teams.
Year 12 textbook will be made available to all students.
MEDIA STUDIES CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
299
In Year 13, Media Studies at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Music Video
Letter to the Free – Common ft Bilal
This is a targeted CSP and needs to be studied with reference
to two elements of the theoretical framework and all relevant
contexts.
Product: Music Video –
Billie Jean
– Michael Jackson
Media Language
Detailed study of Billie Jean should enable students to
demonstrate appreciation and critical understanding of the
historical development of music videos and allow for social,
cultural and political comparison with contemporary CSPs.
Newspapers
Product: Newspaper The Daily Mail
This is a targeted CSP for which you will need to focus on the
following areas of the theoretical framework:
• media industries
• media audiences
Product:
Print: Newspaper - The i
This is a targeted CSP for which you will need to focus on the
following areas of the theoretical framework:
• media industries
• media audiences
Radio
Product: War of the Worlds (1938)
This is a targeted CSP for which you will need to focus on the
following areas of the theoretical framework:
• media industries
• media audiences
Radio –
The Surgery
(now Radio 1’s
Life Hacks
)
This is a targeted CSP for which you will need to focus on the
following areas of the theoretical framework:
• media industries
• media audiences
• How does the music video genre use intertextuality and
hybridity to establish meanings?
• What is the historically relative and dynamic nature of
genre?
• How do music videos serve the needs of media producers?
• How do music videos meet the expectations of audiences?
• How do processes of production and circulation shape the
Daily Mail?
• What is the specialised and institutionalised nature of
media production and circulation?
• What are the impact and effects of technological change
including digital convergence and the relationship between
the print product and Mail Online?
• What is editorial control by owners and the influence of
the editor (the effect of individual producers on media
industries)?
• The significance of economic factors
• The regulation of the newspaper industry through the
Independent Press Standards Organisation (IPSO) Post-
Leveson debates re Impress, Royal Charter.
• Demographics and Psychographics of target audience
• How The i reaches, addresses and positions its audience
• How does the content of individual news stories attract the
audience?
• How and why does the audience interpret news stories in
different ways?
• How can different responses be linked to aspects of
identity and cultural capital?
MEDIA STUDIES CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
300
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Production of NEA ongoing throughout term. Deadline for
completion to be set internally by centres. All marks submitted
to us by 15 May.
Colleges may decide to allocate more lesson time in the week
to NEA completion in this term.
Online
Product:
Teen Vogue
website, Facebook page, Twitter feed
This is an in-depth CSP and needs to be studied with reference
to all four elements of the theoretical framework and all
relevant contexts.
Product:
The Voice website
This is an in-depth CSP and needs to be studied with reference
to all four elements of the theoretical framework and all
relevant contexts.
Exam preparation using targeted and in-depth CSPs to focus
on exam skills.
Mock Exam and target setting.
Revision plans.
Production of NEA ongoing throughout term. Deadline for
completion to be set internally by centres but ideally to be
completed before/just after Easter. All marks submitted by
mid-May.
• Representation of particular groups (age, gender, race),
construction of a young female identity.
• Who is constructing the representation and to what
purpose? (Stuart Hall).
• How are the codes and conventions of a website used in
the product?
• How are these conventions used to influence meaning?
• Who is constructing the representation and to what
purpose? (Stuart Hall).
• Analysis of the construction and function of stereotypes.
• Representation and news values – how do the stories
selected construct a particular representation of the world
and particular groups and places in it?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Revision of all CSP’s
Further exam preparation
• How can you ensure that you are able to apply all
theories to the specific AQA CSP products?
• What is the best way to prepare for each media paper?
Assessment Overview and Format:
70% = 2 Exams, 2 hours each
30% = Coursework
Links for Home Learning/Extension Resources:
All lesson resources are on TEAMS and Text books
MEDIA STUDIES CURRICULUM: YEAR 13 CONTIN U ED
KEY STAGE 5
301
In Year 12, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Peace and Conflict Studies
• Explain what conflict is and give an account of different
ways of responding when they find themselves in conflict
with another person/other people.
• Discuss the notion of ‘non-violence’ and its relevance in
the contemporary world.
• Give an account of the main causes of conflict and war.
• Know what criteria to apply to evaluate whether a
specific, imminent or ongoing war between states is a ‘just
war’ or not.
Reflection and Transition
• Confidently self-evaluate in order to recognise their own
strengths and areas for development.
• Articulate to a range of audiences what their goals and
ambitions are and how they hope to achieve them.
• Acquire knowledge of a range of different career paths,
which will enable them to make informed decisions about
their future.
• Effectively prepare for an interview and deliver an
engaging presentation
• Create a record of their achievements as a way of
showcasing their skills, knowledge and experience.
• What is Conflict and How Can Conflicts be Resolved?
• How Can We Make Conflict Resolution Work?
• What is War and What are the Causes of War?
• Is There Such a Thing as a ‘Just War’?
• What is the Role of International Organisations in
Peacekeeping?
• What is the Nature of Peace and Non-violence Traditions?
• What is Meant by the Term ‘Reflection’?
• What is Meant by the Terms ‘Goals and Ambitions’?
• What are Key Employability Skills: ‘Organisation, Teamwork
and Negotiation’?
• What is Meant by the Terms ‘Leadership and
Management’?
• What is a Good Way to Prepare for an Interview and
Deliver a Presentation?
• What is the Best Way to Present Your Skills, Knowledge
and Experience?
MORAL EDUCATION CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
302
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Universal Culture
• Debate the extent to which there is a ‘universal culture’.
• Explain some key underpinning concepts of universal
culture.
• Analyse and discuss the notion of culturally determined
moral relativity.
• Analyse and evaluate the impact of a range of factors on
cultural developments globally.
Global Citizenship (Part 1)
• Know about, and understand, global governance
structures, international legal systems, global issues and
connections between global, national and local systems
and processes.
• Have a developing sense of belonging to a common
humanity, sharing values and responsibilities.
• Show empathy, solidarity and respect for differences and
diversity.
• What Is Meant by the Term ‘Universal Culture’?
• What Are the Key Concepts of ‘Universal Culture’?
• How Do Values and Ethical Issues Vary from Different
Cultural Perspectives?
• How Have Global Media, Social Media and Information
Communication Technology Affected Different Cultures?
• How Have Tourism and Migration Affected Culture
Globally?
• How Does the UAE Exhibit the Core Values and Beliefs of
‘Universal Culture'?
• What is ‘Citizenship’?
• What is ‘Global Citizenship’?
• What is ‘Governance’?
• Looking Outward: What is the Significance of Regional
Governance Structures?
• What is the Significance of Global Governance Structures?
• How do International Judicial Structures and Processes
Work?
• How are We Interconnected Through the ‘Global
Commons’?
MORAL EDUCATION CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
CONTI N U ED
303
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Global Citizenship (Part 2)
• Know how to participate in, and contribute to, debates on
contemporary global issues at local, national and global
levels as informed, engaged, responsible and responsive
global citizens.
• Have further insights into the challenges and opportunities
of living in an increasingly interconnected and diverse
world.
• Develop and apply values, attitudes and skills to manage
and engage with diverse groups and perspectives.
• Critically reflect on what it means to be a member of
the global community and how to respond to common
problems and issues.
Developing a Global Outlook
• Develop a ‘global outlook’ or ‘global mindset’.
• Become aware of and understand the global, social and
political relationships in which they find themselves.
• Articulate and enact their rights and responsibilities as
inhabitants of an interdependent world.
• Critically analyse what changes would be necessary to
achieve a just and sustainable world.
• What Are the Significant Global Issues of Our Time?
• What are the Challenges to Global Citizenship and Peace?
• What Does It Mean to be an Empathic, Compassionate,
Engaged Global Citizen?
• How Can Global Citizens Debate, Make Decisions About and
Act to Promote Social Justice
• How Can Global Citizens Debate, Make Decisions About and
Act to Promote Environmental Justice?
• What Is A ‘Global Outlook’?
• What Is Meant by ‘Becoming a Global Citizen’?
• Why Do We Need to Understand Diversity?
• Who Are The ‘Digital Youth’?
• How Do We Participate in a Knowledge Society and
Knowledge Economy?
• What Is It Meant by ‘Working for Common Good’?
Assessment Overview and Format:
Students will have summative assessment throughout the
year. This may be in the form of key word tests or short
essay style questions.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their
assessments and they can revise the Moral Education
curriculum by using their notebook and class resources.
MORAL EDUCATION CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
304
In Year 13, Moral Education at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Managing Real-World Finances
• Research and demonstrate ways of being smart
consumers.
• Explain how keeping accurate financial records support
good financial management.
• Evaluate different forms of borrowing and lending (credit).
• Produce an analysis of the pros and cons of different
forms of saving and investment.
• Apply their understanding of moral responsibility to
making sound financial decisions.
• Assess and explain to others the consequences of poor
financial management.
• Demonstrate an understanding of financial systems and
the role of government in regulating these systems.
Ethics in Real Life
• Define and discuss the reasons for corrupt and unethical
activities and behaviours.
• Consider the impact of corrupt and unethical activity.
• Identify ways of combating corrupt and unethical activity.
• Know how to behave in an ethical and non-corrupt way.
• Consider corruption from a global perspective.
• What Does It Mean to Be a ‘Smart Consumer’?
• What are the Main Features of Sound Financial
Management?
• What Are the Different Forms of Borrowing and Lending?
• What Are the Advantages and Disadvantages of Saving
and Investment?
• What Are the Moral Questions Surrounding Financial
Management?
• How Does the Financial System Work and What Role Does
Government Have in Regulating the Financial System?
• What is Corruption and in What Areas Does It Take Place?
• Why Does Corruption Occur?
• What is the Impact of Corruption?
• What Sort of Unethical Behaviour Exists in Education?
• What Types of Unethical Behaviour Exist in the Workplace?
• How Can You Promote Ethical and Anti-corruption
Behaviour in Yourself and Others?
MORAL EDUCATION CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
305
TERM 2 AND 3 – TOPICS / KEY CONTENT
TERM 2 AND 3 – MORAL EDUCATION PROJECT
Living a Moral Life
• Introducing the Project
• Project Learning Outcomes and How to Achieve Them
• Key Information – Deadlines and Timescales
• Getting Students Started
• Research, Thinking and Skill Development
• Teacher Recording Materials
• Project Administration
This term, students will complete an individual project, which is
a requirement of the Moral Education Curriculum. It provides an
opportunity, towards the end of their studies, for each student
to complete a project that draws together the four pillars of
the course, and gives the student an opportunity to display the
learning skills they have developed based on the foundations of the
Programme.
Assessment Overview and Format:
In term 1, students will have summative assessment. This
may be in the form of key word tests or short essay
style questions. In Terms 2 and 3 students will conduct
project work, which is a requirement of the Moral
Education Curriculum.
Links for Home Learning/Extension Resources:
Students will need to prepare at home for their assessments
and they can revise the Moral Education curriculum by using
their notebook and class resources.
MORAL EDUCATION CURRICULUM: YEAR 13 CONTIN U ED
KEY STAGE 5
306
In Year 12, Art and Design at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
The first term is all about skill building and experimentation.
Students will experiment with cameras, lenses and editing
software. They will experience working with artificial lighting
as well as natural. They will also look at ways in which to create
narratives through images.
The theme will be Shadow and Light.
• How can we produce photographs for a purpose?
• What lenses work best for different scenarios?
• How will you know you have picked the best settings and
lens?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Students will start their Personal Study in which they will create
a selection of mini studies and this will continue from January to
January next year.
Students will need to ensure the topic is one that personally
interests them so that they will be able to study the subject in
depth.
The work will be student led and the teacher will only be there to
facilitate and give advice. Students will have regular interviews
on progress to ensure students are critically thinking about their
chosen topic.
• How will you know you have chosen the best personal
study for you?
• What is your personal interest in the topic?
• What methods will you use?
• What will make your portfolio different to that of others?
• How will you create a path to your final outcome?
TERM 3 – TOPICS / KEY CONTENT TERM 3 –
COURSE STRUCTURE
This term will be a continuation of the above with the first
development finished and the second being worked towards.
The direction would now be very clear. Students should now be
thinking about their Art assignment of 4000 words. They must
be clear on the direction of this so that they are ready to type it
up in the summer holiday.
• The A Level Art and Design course content is broken
down into 2 components:
• Component 1: Personal Study makes up 60% of the total
grade.
• Component 2: Exam makes up 40% of the total grade.
• Students will be choosing their own topics for the
Personal Study.
ART AND DESIGN (PHOTOGRAPHY) CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
307
Assessment Overview and Format:
There will be a continuous assessment through the skill
building in term one and in the progress of the Personal
Study. These will help monitor ongoing progress of the
students.
Students will complete 3 Outcomes and be assessed on these
in this year.
Students will not complete their Personal study until January
in year 2. At this stage, they will receive their final estimated
grade based on internal moderation.
Links for Home Learning/Extension Resources:
All students must be spending 5-6 hours on their artwork
in their own time. The work will not be a standalone
exercise but part of their project.
Students will all be part of the Teams group on which all
work will be submitted and marked.
Students will create a digital pdf file of their portfolio
which will be updated each half term and stored in Teams.
All resources will also be stored on this app to guide the
students.
ART AND DESIGN (PHOTOGRAPHY) CURRICULUM: YEAR 12 CONTINUED
KEY STAGE 5
308
In Year 13, Photography at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Students will continue in term 1 with their Personal Project. This
will form 60% of their final coursework and has been based
completely on their own choice of topic.
Students will have completed to outcome by September and will
now work towards their final outcome. The outcome can be in
any form of art of choice.
This term will end with a 15 Hours mock Exam.
• What will make your exhibition stand out and create
interest for the audience?
• What Photographers will you use to influence your
project direction?
• What will make your final images be the best response to
the theme?
• How will you know you have created the best solution?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
This term will see the start of the Photography exam. The theme
will come from the exam board and the students will need to work
on this individually with no guidance or prompts.
Students will need to create a portfolio of work that will lead to
the final 15-hour exam.
• How will you interpret the Exam question?
• What photographic style will best show your talent?
• How will you know you have achieved the best plan for
the outcome?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - FINAL EXHIBITION
The Final Exam will take place at the beginning of this term. The
rest of the sessions will be spent planning the Final Exhibition.
The course ends 1st of May.
• After May 28th
Assessment Overview and Format:
The Assessment for the Coursework will take place in
January against the Exam board Criteria.
Students will get feedback every 2 weeks on their progress
to their target and will be guided in their coursework.
The Exam will have no internal assessment whilst in process
and will get a final judgement before the moderator arrives.
The students will not be given an estimated grade but
nothing can be confirmed until results day. The moderators
do not give feedback.
Links for Home Learning/Extension Resources:
Students needs to be spending a minimum of 5-6 hours on
their homework a week.
The homework is set by themselves and monitored by the
teacher. The work is not a set task but a continuation of
their personal study.
ART AND DESIGN (PHOTOGRAPHY) CURRICULUM: YEAR 13
KEY STAGE 5
309
In Year 12, Physics at WEK…
TERM 1
3.1 Measurements and their errors
3.1.1 SI Units and their prefixes
3.3 Waves
3.3.1 Progressive and stationary waves
3.3.2 Refraction, diffraction and interference
3.1 Measurements and their errors
3.1.2 Limitation of physical measurement
3.1.3 Estimation of physical quantities
3.4 Mechanics and materials
3.4.1 Force, energy and momentum
TERM 2
3.2 Particles and Radiation
3.2.1 Particles
3.2.2 Electromagnetic radiation and quantum phenomena
3.4 Mechanics and materials
3.4.2 Materials
3.5 Electricity
3.5.1 Current electricity
TERM 3
Core Practical
Revision
Preparation for Exams
3.6 Further mechanics and thermal physics
3.6.2 Thermal physics
3.7 Fields and their consequences
3.7.1 Fields
Assessment Overview and Format:
For each topic, students will complete.
- exam question homework
- short end of unit quizzes
Key Assessments will assess all content to the date of the
assessment. They will have the format of AS papers.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Physics and Maths Tutor – exam questions and revision
notes https://www.physicsandmathstutor.com/
AQA
https://www.aqa.org.uk/subjects/science/as-and-a-level
PHYSICS CURRICULUM: YEAR 12
KEY STAGE 5
310
In Year 13, Physics at WEK…
TERM 1
3.8 Nuclear Physics
3.8.1 Radioactivity
3.7 Fields and their consequences
3.7.5 Magnetic fields
3.6 Further mechanics and thermal physics
3.6.1 Periodic motion
3.7 Fields and their consequences
3.7.1 Fields
3.7.2 Gravitational fields
3.7.3 Electric fields
3.7.4 Capacitance
TERM 2
OPTION STUDY
3.9 Astrophysics
3.9.1 Telescopes
3.9.2 Classification of stars
3.9.3 Cosmology
3.10 Medical Physics
3.10.1 Physics of the eye
3.10.2 Physics of the ear
3.10.3 Biological measurement
3.10.4 Non-ionising imaging
3.10.5 X-ray imaging
3.10.6 Radionuclide imaging and therapy
3.11 Engineering Physics
3.11.1 Rotational dynamics
3.11.2 Thermodynamics and engines
3.12 Turning points in Physics
3.12.1 The discovery of the electron
3.12.2 Wave particle duality
3.12.3 Special relativity
3.13 Electronics
3.13.1 Discrete semiconductor devices
3.13.2 Analogue and digital signals
3.13.3 Analogue signal processing
3.13.4 Operational amplifier
3.13.5 Digital signal processing
3.13.6 Data communication systems
3.7 Fields and their consequences
3.7.1 Fields
3.7.2 Gravitational fields
3.7.3 Electric fields
3.7.4 Capacitance
PHYSICS CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
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TERM 3
Close the gap revision
EXAMS
Assessment Overview and Format:
For each topic, students will complete.
- exam question homework
- short end of unit quizzes
Key Assessments will assess all content to the date of the
assessment. They will have the format of A level papers.
Links for Home Learning/Extension Resources:
All resources will be shared with students on TEAMS.
Physics and Maths Tutor – exam questions and revision
notes https://www.physicsandmathstutor.com/
AQA
https://www.aqa.org.uk/subjects/science/as-and-a-level
PHYSICS CURRICULUM: YEAR 13 CONTI N U ED
KEY STAGE 5
312
In Year 12, Politics at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - UK GOVERNMENT AND POLITICS
UK Government and Politics
Section 1 – Introduction to politics
Section 2 – Government in the UK
Historical context of the UK Political System
• Anglo-Saxon institutions
• Norman and Angevin rule
• Magna Carta
• Creation of Parliament
• Journey towards Parliamentary sovereignty
• Monarchy and Parliament – Civil war
• Bill of Rights
• Act of Settlement 1701
• Creation of the United Kingdom
• Parliament Acts
• European Communities Act
• Rise of democracy in the UK
The UK political system
• What is politics
• British politics
• The parliamentary system
• Continuity and change
• Democracy in Britain
The constitution
• What is a constitution
• Codified and uncodified constitutions
• Sources of the UK constitution
• Key principles of the UK constitution
• Strengths and weaknesses of the UK constitution
• Constitutional reform since 1997
• Should the UK adopt a codified constitution
• Where next for constitutional reform.
Devolution
• What is devolution
• The Scottish parliament and government
• The Welsh assembly and government
• The Northern Assembly and executive
• How should England be governed
• The impact of devolution on UK politics
Parliament
• The Houses of Commons
• The House of Lords
• Comparative powers of the Commons and the Lords
• Functions of Parliament
• The Relationship between Parliament and the Executive
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TERM 2 – UK
TERM 2 - UK GOVERNMENT AND POLITICS
Section 3 – Political participation in the UK
The Prime Minister and executive
• The executive
• The Prime Minister and cabinet
• Ministerial responsibility
• The relative power of the prime minister and cabinet
• The power of the prime minister and cabinet to dictate
events and determine policy.
The supreme court
• The role and composition of the Supreme Court
• Key doctrines and principles that underpin the work of the
Supreme Court
• The power of the UK Supreme Court
• The overall impact of the UK Supreme court
• The potential impact of Brexit on the jurisdiction, power
and authority of the UK Supreme court
• Conclusions
The European Union
• The development of the European Union
• The aims of the European Union
• The roles and functions of European institutions
• The European Union political system
• The impact of the European Union on British politics
• The decision to leave the European Union
Democracy and political participation
• What is democracy
• Forms of democracy
• How effectively does democracy operate in the UK
• Extending the franchise
• Political participation
• How do pressure groups and other organisations promote
democracy and political participation
• The protection of rights in a democracy
• What could be done to improve democracy in the UK
POLITICS CURRICULUM: YEAR 12 CONTI N U ED
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TERM 2 – UK
TERM 2 - UK GOVERNMENT AND POLITICS
Section 3 – Political participation in the UK Electoral systems
• Elections and democracy
• The first-past-the-post system
• Advantages and disadvantages of the first-past-the-post
system
• Other electoral systems used in the UK
• The impact of the electoral systems used in the UK
• Referendums in the UK
Voting behaviour and the role of the media in politics
• How do different regions of the UK vote
• How do class, gender, age and ethnicity affect voting
• Changes in voting trends
• Explaining voter choice
• The role of the party leader
• Voting trends across elections
• The role of the media in politics
• The role of the media in politics
Political parties
• What is a political party
• Types of political party in the UK
• The UK party system
• The three main political parties in the UK
• The structure and organization of the three main UK
parties
• Political party funding in the UK
POLITICS CURRICULUM: YEAR 12 CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Political ideas
Voting behaviour and the role of the media in politics
• How do different regions of the UK vote
• How do class, gender, age and ethnicity affect voting
• Changes in voting trends
• Explaining voter choice
• The role of the party leader
• Voting trends across elections
• The role of the media in politics
Political parties
• What is a political party
• Types of political party in the UK
• The UK party system
• The three main political parties in the UK
• The structure and organization of the three main UK
parties
• Political party funding in the UK
Political ideologies Liberalism
• Introduction to Liberalism
• The origins of liberalism
• The core ideas of liberalism
• Different types of liberalism
• Tensions within liberalism
• Conclusion – liberalism today
Conservatism
• Introduction – the politics of maintenance
• The origins of conservatism
• The core ideas of conservatism
• Tensions within conservatism
• Conclusion – conservatism today
Assessment Overview and Format:
Students complete two key assessments across the year
and do essays and source questions that match the format
and style that they will experience in the final exams.
Links for Home Learning/Extension Resources:
All lessons and reading from the lessons will be available
for students to access at all time. Also, students will be
recommended to participate in areas around politics,
newspapers, tv shows, social media etc.
POLITICS CURRICULUM: YEAR 12 CONTI N U ED
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316
In Year 12, Psychology at The Academy, we will study…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Introduction to A-Level exam terminology and assessment objectives.
Research Methods
• Scientific breakdown of how psychological research is
conducted.
• Conducting scientific research.
• Scientific processes of research.
• Data handling and analysis
• Inferential testing
Approaches
• How Psychology emerged and became a Science;
Introspection.
• Different approaches of schools of thought and their beliefs
and explanations of behaviour.
• Biopsychology; structures of nervous system, neurons,
endocrine system, adrenaline and fight or flight response.
Biopsychology
• Brain scanning techniques
• Post-mortem examinations
• Biological rhythms – sleep
• How is psychological research conducted?
• Is Psychology a science?
• How did psychology start?
• How can we explain behaviour?
• What happens to our brain when we sleep?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Memory
• Types of memories and how they are structured; including
models of memory.
• Explanations of forgetting.
• Factors affecting eyewitness testimony and how to improve
the accuracy.
• Including theories and studies investigating Memory.
Attachment
• Babies development and interactions with caregivers.
• Explanations of attachment types.
• Importance of mother and father and early attachment for
children.
• Impact of maternal deprivation.
• Research studies and theories investigating attachment of
children animals.
• How is our memory structured?
• Why is some people’s memory better than others?
• What factors affect our ability to recall information?
• How important are our experiences as babies/ young
children?
• How do our childhood experiences affect adulthood?
• Who is most important for the development of children;
mother or father?
• How similar is the development of attachment in animals
to human children?
PSYCHOLOGY CURRICULUM: YEAR 12
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TERM 3 – TOPICS / KEY CONTENT TERM 3 –
COURSE STRUCTURE
Psychopathology
• Defining abnormality
• Mental health
• Characteristics, explanations and treatments of OCD,
depression and phobias.
Social Influence
• Types of conformity and explanations of behaviour.
• Explanations of obedience and factors affecting levels of
obedience.
• The role of social influence in the processes of social change.
• Research investigating social influence including theories and
• What is normal behavior?
• What affects does the labels ‘abnormal’ and ‘mental
health’ have on individuals?
• How do other people affect our behaviour?
• Why do we obey authority?
• How does our environment or situation affect our
behaviour?
• Are we likely to obey people in uniform?
• How can a minority of people impact society?
Assessment Overview and Format:
Students will be tested at the end of each topic area.
There will be various exam questions set for homework for
students to practice longer style questions.
Key assessments will include a combination of topic areas
replicating exam papers.
Links for Home Learning/Extension Resources:
Link for exam board and previous exam materials:
https://www.aqa.org.uk/subjects/psychology/as-and-a-
level
Revision materials and exam practice:
https://www.tutor2u.net/psychology
https://youtu.be/0PokyYvuL7Q
PSYCHOLOGY CURRICULUM: YEAR 12 CO NTINUED
KEY STAGE 5
318
In Year 13, Psychology at The Academy, we will study…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
Issues and Debates
• Gender and culture
• Free will and determinism
• The nature-nurture debate
• Holism and reductionism
• Idiographic and nomothetic approaches
• Ethical implications of research
Forensic Psychology
• Measuring crime
• Offender profiling
• Explanations of offender behaviour.
• Dealing with offender behaviour.
• What issues are there within Psychological research?
• Which important debates are discussed within
Psychology?
• What implications can Psychological research have for its
participants, the psychological field or the wider world?
• Are individuals born as criminals?
• What factors affect the likeliness of committing crimes?
• How can we explain criminal behaviour?
• Can criminals be ‘cured’?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
Schizophrenia
• Classification of schizophrenia including symptoms and
diagnosis.
• Explanations and treatments for schizophrenia.
• Research studies and theories investigating schizophrenia.
Gender
• Sex and gender
• Chromosomes and hormones
• Atypical sex chromosome patterns
• Cognitive explanations of gender development
• Psychodynamic explanations of gender development
• The influence of culture and media on gender roles
• Atypical gender development .
• What experiences does an individual with schizophrenia
face daily and from society?
• Can you treat Schizophrenia?
• What is the difference between sex and gender?
• What influences our gender roles?
• How do we know what stereotypical male/female
behaviour is?
• How do we measure gender?
• What influences how we identify?
PSYCHOLOGY CURRICULUM: YEAR 13
KEY STAGE 5
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Exam preparation
• Exam practice and consolidation of Year 12 and 13 content.
• N/A
Assessment Overview and Format:
Students will be assessed at the end of each topic area.
Homework will focus on the practice of the longer 16 mark
question technique.
Key assessments will include topics from both Year 12 and
13.
Links for Home Learning/Extension Resources:
Link for exam board and previous exam materials:
https://www.aqa.org.uk/subjects/psychology/as-and-a-
level
Revision materials and exam practice:
https://www.tutor2u.net/psychology
https://youtu.be/0PokyYvuL7Q
PSYCHOLOGY CURRICULUM: YEAR 13 CO NTINUED
KEY STAGE 5
320
In Year 12, Sociology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
UNIT 1 – Socialisation and Identity • What is the process of learning and socialisation ?
• How does society balance consensus and social control?
• How does social identity form and change?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
UNIT 1 – Research Methods
UNIT 2 - Family
• How is research conducted?
• What are the theoretical approaches to research and
Sociology as a Science?
• What are the practical, ethical and theoretical issues of
sociological research?
• What is the role of the family?
• Diversity in family
• What are the changing roles within family, marriage and
relationships?
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
UNIT 2 - Family
UNIT 3 - Education
(IA Level unit, to be completed in Year 13)
• What are the challenges of the social construct of age?
• What are theories about the role of education?
SOCIOLOGY CURRICULUM: YEAR 12
KEY STAGE 5
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Assessment Overview and Format:
In June students will sit their IAS Level Sociology exam.
Each unit has an examination of 1hour 30 minutes.
Once the examination has been completed, students will
continue to follow the IA Level programme and begin the
Education unit.
During the year, students will be assessed informally
through discussion, completion of past paper questions and
verbal feedback. Formal summative assessments will take
place every half term, with a mock examination, at the end
of each unit.
Links for Home Learning/Extension Resources:
Students will be issued a copy of the Cambridge
International Examination IA Level Sociology textbook.
Students are recommended to download a free digital copy
of Sociology in Focus
https://www.shortcutstv.com/blog/2019/02/08/free-
textbook-sociology-in-focus-for-as/
https://www.shortcutstv.com/blog/2019/02/10/sociology-
in-focus-for-a2-free-textbook/
https://www.cambridgeinternational.org/programmes-and-
qualifications/cambridge-international-as-and-a-level-
sociology-9699/–
This is an essential website, which gives you the
specifications. Students will follow the 2020 specification
during the AS year (year 12) and 2021 specification in the A
Level year (year 13).
Useful websites for revision and exam practice
https://hecticteachersalevelsociologysite.wordpress.com/
http://sociology.org.uk/
https://www.tutor2u.net/sociology/reference
SOCIOLOGY CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
322
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
UNIT 3 – Education
UNIT 4 – Mass Media
• How has social mobility impacted education?
• What are the influences on the curriculum?
• How is attainment impacted by ability, class, gender and
ethnicity?
• What is the global perspective of media?
• Theoretical approaches to media ownership
• Impact of new media
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
UNIT 4 – Mass Media
Unit 4 - Globalisation
• Media representations
• Media effects
• What are the perspectives on Globalisation?
• How does globalisation impact identity?
• Issues of power and politics
• Inequality and poverty
• Migration
• Globalisation and crime
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - OVERARCHING KEY QUESTIONS
Consolidation and Revision
SOCIOLOGY CURRICULUM: YEAR 13
KEY STAGE 5
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Assessment Overview and Format:
In November, students will get an opportunity to resit their
AS exam and bank 50% of their final grade.
In June 2022, students will sit 2 exams; Paper 3 on
Education (1hr 15 minutes) and Paper 4 on Mass Media and
Globalsiation (1hr 45 minute)
During the year, students will be assessed informally
through discussion, completion of past paper questions and
verbal feedback. Formal summative assessments will take
place every half term, with a mock examination, at the end
of each unit.
Links for Home Learning/Extension Resources:
Students will be issued a copy of the Cambridge
International Examination IA Level Sociology textbook.
Students are recommended to download a free digital copy
of Sociology in Focus
https://www.shortcutstv.com/blog/2019/02/08/free-
textbook-sociology-in-focus-for-as/
https://www.shortcutstv.com/blog/2019/02/10/sociology-
in-focus-for-a2-free-textbook/
https://www.cambridgeinternational.org/programmes-and-
qualifications/cambridge-international-as-and-a-level-
sociology-9699/–
This is an essential website, which gives you the
specifications.
Useful websites for revision and exam practice
https://hecticteachersalevelsociologysite.wordpress.com/
http://sociology.org.uk/
https://www.tutor2u.net/sociology/reference
SOCIOLOGY CURRICULUM: YEAR 13 CONTIN U ED
KEY STAGE 5
324
In Year 12, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
During this term, students will be introduced to the course, will
begin to explore the course, and explained the overview for the
next two years.
During this term, students will be challenged to design and make
a chair taking into consideration a designer and design movement
of their choice. Students will be expected to work with a range
of materials; this will allow them to understand the material
properties and the different techniques needed to work with each
material.
Students will follow a similar layout the NEA that they will be
undergoing in year 13. They will be expected to:
• Research
• Design
• Develop and model
• Manufacture
• Test and Evaluate
• What is a design movement and how does my work link to
a chosen designer?
• How am I using ergonomic and anthropometric data to
develop and model design ideas?
• What skills and techniques am I using, how am I
documenting the quality control checks I am going
through?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
During this term, students will be challenged to design and make
a lamp that is designed and manufactured with a client in mind.
It would benefit students to work with a range of materials; this
will allow them to understand the material properties and the
different techniques needed to work with each material. It will
be expected that students attempt at least one new technique
or process during this project, during either the modelling or the
manufacture of their final product.
Students will follow a similar layout the NEA that they will be
undergoing in year 13. They will be expected to:
• Research
• Design
• Develop and model
• Manufacture
• Test and Evaluate
• Am I meeting the needs of my client?
• What techniques do I need to develop on from last term?
• What makes a successful an aesthetically pleasing lamp?
• How is modelling informing the design development?
TECHNOLOGY CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT TERM 3 –
THE NEA
During this term, students will be challenged to design and
make a scale model of a building that they have designed. This
project will have a heavy focus on their CAD skills. Students will
also be asked to create a scale model, which will challenge them
mathematically.
It will be expected that students attempt at least one new
technique or process during this project, during either the
modelling or the manufacture of their final product.
One of the techniques they will be expected to complete is a
CAD Rendering of their final model.
Students will follow a similar layout the NEA that they will be
undergoing in year 13. They will be expected to:
• Research
• Design
• Develop and model
• Manufacture
• Test and Evaluate
During Term 3 students will begin to research into their chosen
topic for their NEA. This Design and make tasks should aim
to solve a real-world solution and holds no boundaries or
framework. Students can choose a problem they face in their
day-to-day lives. A problem they notice in their community or a
global issue.
Setting the task Students must undertake a small-scale
design and make task and produce a final prototype based on
a context and design brief developed by the student.
Taking the task With reference to the context, students
will develop a specific brief that meets the needs of a user,
client or market. The brief must be of an appropriate level
of complexity and contain a degree of uncertainty of the
outcome so that students can engage in an iterative process
of designing, making, testing and evaluating. Students must
produce a final prototype based on the design brief they have
developed, along with a written or digital design folder or
portfolio. Students must produce a written or digital design
folder clearly evidencing how the assessment criteria have
been met together with photographic evidence of the final
manufactured prototype outcome.
Evidence Students must produce a final prototype based on
the design brief that they have developed. Students should
produce a concise folder. We recommend that this folder
should not exceed 45 pages. Students who do not follow
these guidelines will penalise themselves by not meeting the
expectations of the assessment appropriately. Students that
exceed the recommended length will self-penalise by not being
appropriately focused on the demands of the task. Students
that produce work that is shorter than the recommended
page count will self-penalise by not allowing appropriate
coverage of the assessment objectives.
Time limits Time limits for completion of the NEA are not
specified because the process of producing the design
portfolio is iterative and undertaken independently, while the
final prototype is manufactured under immediate guidance or
supervision in school/college. Where specialist processes or
equipment are required beyond the school/college they may be
utilised but this must be documented in the Candidate Record
Form (CRF). We expect students to be selective in their choice
of material to include, and to manage their time appropriately.
TECHNOLOGY CURRICULUM: YEAR 12 CONTIN U ED
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Assessment Overview and Format:
In Design Technology assess using the same format as in A
Level in which students are assessed on the following:
• Research skills
• Design and Development skills
• Practical
• Testing and Evaluative Skills.
Students will also participate in mock exams through the
academic year. These exams will be formal exams in the
form of a past paper submitted by the exam board.
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and
Go4Schools. The work is mostly a continuation of skills
and tasks we have started in lesson as this helps students
prepare for the style of homework if the subject is taken at
GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
TECHNOLOGY CURRICULUM: YEAR 12 CONTIN U ED
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327
In Year 13, Technology at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - OVERARCHING KEY QUESTIONS
During Term 1, students will continue to work on their chosen
topic for their NEA. This Design and make tasks should aim
to solve a real-world solution and holds no boundaries or
framework. Students can choose a problem they face in their
day-to-day lives. A problem they notice in their community or a
global issue.
By now, students should have completed their research and be
well into their modelling stage of the NEA, potentially considering
how they may manufacture the product.
Alongside the NEA Students will be working through the course
content and revising for Key Assessments.
• How am I using my research to show direction and focus
to my designing?
• How am I documenting the work that I am completing for
the NEA?
• How does what I am doing for my NEA link to real word
examples?
• How can I present my work in a way that it is obvious to
the examiner I am hitting all of the success criteria set
out by the exam board?
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - OVERARCHING KEY QUESTIONS
During Term 2, students will aim to complete their NEA. This
Design and make tasks should aim to solve a real-world solution
and holds no boundaries or framework. Students can choose a
problem they face in their day-to-day lives. A problem they notice
in their community or a global issue.
By now, should be well into their making and consider testing and
evaluating the final outcome.
Alongside the NEA Students will be working through the course
content and revising for Key Assessments.
• What does effective revision look like?
• How can I maximize time and marks during the exam?
• What are the command words and how do I effectively
answer exam questions?
TECHNOLOGY CURRICULUM: YEAR 13
KEY STAGE 5
CONTI N U ED
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TERM 3 – TOPICS / KEY CONTENT
TERM 3 – COURSE CONTENT
Full focus will be on revision in line with specification set out by
the exam board.
Paper 1 - Technical principles
Written exam: 2 hours and 30 minutes (30% of A-level)
Paper 2 - Designing and making principles
Written exam: 1 hour and 30 minutes (20% of A-level)
Assessment Overview and Format:
NEA – Design solution to a problem of their choice
Substantial Design, Make and Evaluate Task – No Time Limit
(50% od A-Level)
Paper 1 - Technical principles
Written exam: 2 hours and 30 minutes (30% of A-level)
Paper 2 - Designing and making principles
Written exam: 1 hour and 30 minutes (20% of A-level)
Links for Home Learning/Extension Resources:
All home learning is uploaded onto Showbie and
Go4Schools. The work is mostly a continuation of skills
and tasks we have started in lesson as this helps students
prepare for the style of homework if the subject is taken at
GCSE.
On occasions, this can be related to research for a topic,
analysis of a design work piece or a skill building exercise.
TECHNOLOGY CURRICULUM: YEAR 13 CONTIN U ED
KEY STAGE 5
329
In Year 12, A Level Physical Education Curriculum at WEK…
TERM 1 – TOPICS / KEY CONTENT TERM 1 –
COURSE STRUCTURE
Skill Acquisition – Skills, skill continuums and the transfer of
skills, Skill classification and practice for learning, Theories of
learning, Guidance and feedback, information processing.
Anatomy and Physiology - Cardiovascular System, Respiratory
System, Neuromuscular System
Sport and Society - Pre industrial, industrial and post-industrial
impact on sport. Post world war two. Sociological theory applied
to equal opportunities
The A Level PE course content is broken down into 4
components:
1. Skill Acquisition
2. Anatomy and Physiology
3. Sport and Society
4. Practical and Practical Coursework
Components 1-3 makes up 70% of the total grade
Component 4 makes up 30% of the total grade.
Students will be taught by a separate teacher for each
component
TERM 2 – TOPICS / KEY CONTENT TERM 2 –
PRACTICAL WORK
Skill Acquisition – Efficiency of information processing model
system, Aspects of personality, Attitudes, Arousal,
Anatomy and Physiology - Musculo-Skeletal system and analysis
of movement in PA, Energy Systems, Diet and Nutrition and their
effect on PA and Performance, Preparation and training methods
in relation to maintaining PA and Performance.
Sport and Society – Social theory applied to equal opportunities.
Concepts of physical activity and sport. Development of elite
performers in sport.
Students are required to be assessed in one activity in the
role of player/performer or coach. Students can be assessed
only in activities identified in the specification, which are those
stipulated in the Department for Education's (DfE) GCE AS
and A-level activity list for physical education.
They will be assessed in three areas of assessment.
Students will be assessed for all of the activities in the
following skills:
• Area of assessment 1: Technical quality – aspect 1 (15
marks).
• Area of assessment 2: Technical quality – aspect 2 (15
marks).
• Area of assessment 3: Application of strategic/tactical
awareness (15 marks).
(15% of overall A level)
A LEVEL PHYSICAL EDUCATION CURRICULUM: YEAR 12
KEY STAGE 5
CONTI N U ED
330
TERM 3 – TOPICS / KEY CONTENT TERM 3 –
PRACTICAL COURSEWORK
Skill Acquisition – Anxiety, Aggression, Motivation, Achievement
motivation theory, social facilitation
Anatomy and Physiology - Injury prevention and rehabilitation.
Sport and Society – Ethics in sport. Violence in sport. Drugs in
sport.
Students will complete a verbal or written analysis of their
chosen sport.
45 Marks
(15% of overall A level)
Assessment Overview and Format:
There will be a continuous assessment of topics from all
three theoretical components throughout the year. These
will help monitor ongoing progress.
Students will complete 3 formal key assessments in each
theoretical component.
Students will also be assessed in one practical sporting
activity and supporting coursework.
Links for Home Learning/Extension Resources:
Each student will receive a course textbook.
All students have access to Everlearner. This will be used
to support students’ preparation for lessons.
Students will all be part of the A Level PE Microsoft TEAMS
where other resources/ class notes and notifications will be
posted.
A LEVEL PHYSICAL EDUCATION CURRICULUM: YEAR 12 CONTIN U ED
KEY STAGE 5
331
In Year 12, BTEC IT at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 –
OVERARCHING KEY QUESTIONS
UNIT 1 - Information Technology Systems – Strategy,
Management and Infrastructure Students
Information technology systems play a significant role in the
world around us. They play a key part in almost everything we
do. They give individuals and organisations opportunities to
access goods, information and services from around the world
to an extent not possible before. Having a sound understanding
of how to select and use appropriate IT systems will benefit you
personally and professionally.
Students will explore the relationships between the hardware and
software that form an IT system. They will look at the way that
systems work individually and together, as well as the relationship
between the user and the system. Alongside this, they will
examine issues related to the use of IT systems and the impact
that they have on organisations and their stakeholders. The
students will then explore how IT systems enable organisations to
access data, information and users locally and globally.
• Is there more to I.T than just computers and laptops?
• How big of a role does I.T really play in businesses?
• Are we so used to the technology we take for granted
today, that we forgot how reliant our businesses are on
it?
TERM
2 & 3
– TOPICS / KEY CONTENT
TERM 2 & 3 - OVERARCHING KEY QUESTIONS
UNIT 3 - Using Social Media in Business
Unit 3 delves into the impact of social media on the ways in
which businesses promote their products and services. This is
something students may be familiar. The students will explore
different social media websites, the ways in which they can be
used and the potential pitfalls when using them for business
purposes. They will also develop a plan to use social media
strategies for business purposes to achieve specific aims and
objectives.
• Students are requIs social media the success story behind
a lot of the modern businesses today?
• Is there more to social media than simply communicating
with our friends & family?
• Can social media be used to montize up and coming
businesses?
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA IN INFORMATION
TECHNOLOGY: YEAR 12
KEY STAGE 5
CONTI N U ED
332
Assessment Overview and Format:
UNIT 1 ASSIGNMENT - Students will be allocated a
business and a case study. They will then be asked to
implement all the delivered theory into a series of reports
for the business.
The fundamental goal here is for them to understand how
I.T can be used in a personal and a professional capacity, as
well as the implications that come with it.
UNIT 3 ASSIGNMENT 1 - Once again, students will be
allocated a business and a case study. They will then be
asked to present a presentation which explores the impact
of social media on the ways in which businesses promote
their products and services.
UNIT 3 ASSIGNMENT 2 - Following on from the first
assignment of this unit (Presentation), the students will be
asked to create a social media campaign for a business that
will be provided to them in the assignment case study. This
social media campaign will consist of them Developing a plan
to use social media in a business to meet requirements, and
then Implementing that plan into the use of social media in a
business.
Links for Home Learning/Extension Resources:
• Documentary on Netflix – ‘The Social Dilemma’
• The use of it - Business Case Studies
• The Importance of Information Technology In Business
Today - Business 2 Community
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA IN INFORMATION
TECHNOLOGY: YEAR 12 CONTINU ED
KEY STAGE 5
333
In Year 13, BTEC IT at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 –
OVERARCHING KEY QUESTIONS
UNIT 6 - Website Development
Increasingly, international organisations rely on websites to serve
customers and, in some cases, to generate revenue. With millions
of web pages being created daily, the need for websites to be
engaging, innovative and desirable is important. As a website
developer, you must use sophisticated techniques to capture
user interest and to ensure that customers are served. The
scripting involved in the development of websites has become
crucial: website developers need to understand and acquire the
necessary skills to find solutions to a variety of scenarios and
problems. In this unit, students will review existing websites –
commenting on their overall design and effectiveness. You will use
scripting languages such as Hypertext Markup Language (HTML),
Cascading Style Sheets (CSS) and JavaScript® and a simple text
editor, or rapid application development tools. Finally, they will
reflect on the website design and functionality using a testing and
review process.
• How important is a website for a companies potential
customers upon first glance?
• Does a website developer have a hefty task when it
comes to big organisations?
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA IN INFORMATION
TECHNOLOGY: YEAR 13
KEY STAGE 5
CONTI N U ED
334
TERM
2 & 3
– TOPICS / KEY CONTENT
TERM 2 & 3 - OVERARCHING KEY QUESTIONS
UNIT 11 - Cyber Security and Incident Management
Our increasing reliance on computer systems and the data they
contain makes us vulnerable to attacks from cyber criminals, and
to the loss of these systems if there is an accident or a natural
disaster. As IT system security is improved, more sophisticated
methods of attack are developed, and it is important that
organisations have robust plans in place to deal with a cyber
security incident before it occurs. All IT professionals require a
good understanding of the current threats to systems, how to
apply appropriate and effective protection methods and how to
manage a cyber security incident. Countries throughout the world
are accelerating efforts to address cyber security risks to their
public-safety and mission-critical communications networks.
In this unit, students will examine the many different types of
cyber security attacks, the vulnerabilities that exist in networked
systems and the techniques that can be used to defend an
organisation’s networked systems. They will investigate the
techniques used to assess risks and ways of planning to deal
with the results of a cyber security incident and recover systems
following an incident. The students will also examine scenarios,
carry out risk assessments and prepare protection plans before
protecting networked systems. Alongside this, they will examine
evidence from cyber security incidents and relevant security
documentation, using the evidence to make recommendations for
improvement.
• How are cyber-threats constantly evolving?
• Are we doing enough to keep our businesses up-to-date
in order for them to remain protected?
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA IN INFORMATION
TECHNOLOGY: YEAR 13 CONTINU ED
KEY STAGE 5
CONTI N U ED
335
Assessment Overview and Format:
UNIT 6 ASSIGNMENT - Students will be given a case study
which will include business requirements. They will then
need to produce designs to meet these requirements and
ultimately, produce a website for the intended audience.
This will need to be tested for functionality, compatibility
and usability, and then reviewed to evaluate the extent to
which the website meets client requirements.
UNIT 11 ASSIGNMENT - Students will be given a case
study and based on the theory they have been taught,
they will be expected to implement this into understanding
cyber security threats, system vulnerabilities and security
protection methods for this business.
They will then explore the security implications of
networked systems and develop a cyber security protection
plan for the specified organization.
Following on from this, they will examine procedures to
collect forensic evidence following on from the security
incident which will be presented to them.
Links for Home Learning/Extension Resources:
• The Importance of Having a Business Website -
(blue16media.com)
• Importance of Website: 9 Great Reasons Why You Need
One (profitworks.ca)
• Keeping Up With Cyber Security Threats (maryville.edu)
• Keeping Up with Cybersecurity Framework -
BankInfoSecurity
BTEC INTERNATIONAL LEVEL 3 SUBSIDIARY DIPLOMA IN INFORMATION
TECHNOLOGY: YEAR 13 CONTINU ED
KEY STAGE 5
336
In Year 12, BTEC Subsidiary Sport at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - COURSE STRUCTURE
UNIT 24 - Applied Sport Anatomy and Physiology
Students will learn about the 4 main systems of the human body:
• Respiratory System
• Cardiovascular System
• Muscular System
• Skeletal System
In this unit you will:
• Examine the function of the musculoskeletal system and
how it responds to exercise
• Examine the function of the cardiovascular system and
how it responds to exercise
• Examine the function of the respiratory system and how
it responds to exercise
• Explore the different types of energy systems and how
they are used in exercise
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - COURSE STRUCTURE
UNIT 26 - Nutrition for Performance
Students will study topics surrounding nutrition in sport,
including:
• A balanced diet
• The link between nutrition and energy systems
• Macronutrients: Carbohydrates, Fats and Protein
• Drugs in Sport
• The effects of specific drugs on performance
In this unit you will
• Examine concepts of nutrition, hydration, diet and
digestion
• Explore energy intake and expenditure for sports and
physical activity
• Investigate legislation, guidance and procedures
associated with anti-doping
• Produce a diet and hydration plan to support a selected
sport or physical activity
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - COURSE STRUCTURE
UNIT 11 - Business in Sport
Learners develop the skills needed to prepare a business plan,
using IT and financial and relevant business data. They will
implement a customer service programme for a client.
In this unit you will:
• Investigate the use of business and customer service
skills in the sport and active leisure industry
• Explore the use of technology to improve customer
service for sport and active leisure organisations
• Explore business-related legislation and organisational
procedures in the sport and active leisure industry
BTEC SUBSIDIARY SPORT CURRICULUM: YEAR 12
KEY STAGE 5
337
In Year 12, BTEC Diploma Sport at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - COURSE STRUCTURE
UNIT 25 - Sport Injuries Management
Learners develop the skills to identify common sporting injuries,
their potential causes and how these can be managed with
different rehabilitation interventions and exercises.
In this unit you will:
• Explore different types and causes of common sporting
injuries and how they affect sports performers
• Explore risk factors for the management and prevention
of common sporting injuries
• Develop treatment and rehabilitation programmes for
common sporting injuries
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - COURSE STRUCTURE
UNIT 27 - Sports Psychology
Learners develop an understanding of the psychological
demands of sport and develop techniques to improve sporting
performance.
The unit covers three key areas in sport and exercise psychology
and looks at a range of techniques which can be used to enhance
performance. Firstly, learners will explore methods used to
promote and develop motivation in sport and exercise; secondly,
learners will look at the skills of imagery and mental rehearsal and
consider their psychological applications. Thirdly, learners will be
introduced to methods of managing and controlling arousal levels
within the sporting environment to ensure optimum arousal levels
are achieved to match the requirements of the activity.
In this unit you will
• Explore the effect of personality and motivation on
sports performance
• Explore the relationship between stress, anxiety, arousal,
team dynamics and sports performance
• Plan a psychological skills training programme to enhance
sports performance
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - COURSE STRUCTURE
UNIT 28 -: Fitness Testing
The aim of this unit is to enable learners to gain an understanding
of fitness testing and the importance of health screening and
health monitoring tests.
In this unit you will:
• Examine a range of laboratory-based and field-based
fitness tests
• Use health screening techniques and fitness tests for a
specified purpose
• Interpret the results of fitness tests and health screening
techniques for a specified purpose
BTEC DIPLOMA SPORT CURRICULUM: YEAR 12
KEY STAGE 5
338
In Year 13, BTEC Subsidiary Sport at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - COURSE STRUCTURE
UNIT 30 - Organizing Events in Sport and Physical Activity
Learners explore key opportunities and requirements associated
with organising sports and fitness events, producing their own
promotional materials and planning and delivering a sports event.
In this unit you will:
• Explore considerations of sport and physical activity
events
• Plan and promote a sport or physical activity event
• Deliver a planned sport or physical activity event
TERM 2 AND 3 – TOPICS / KEY CONTENT
TERM 2 AND 3 - COURSE STRUCTURE
UNIT 1 - Health, Wellbeing and Sport
Learners will explore the importance of physical activity and
wellbeing on different types of participants. This will include
investigating physical and mental health and suggesting ways to
improve them.
In this unit you will
• Examine the importance of physical activity and sport
• Investigate the importance of physical health
• Explore mental health and social wellbeing
• Undertake health and wellbeing screening and provide
feedback to improve health status and encourage
participation in sport and active leisure
BTEC SUBSIDIARY SPORT CURRICULUM: YEAR 13
KEY STAGE 5
339
In Year 13, BTEC Diploma Sport at WEK…
TERM 1 – TOPICS / KEY CONTENT
TERM 1 - COURSE STRUCTURE
UNIT 35 - Practical Sports Performance
Learners develop the skills, techniques and tactics of selected
sports through active participation in individual or team sports.
In this unit you will:
• Explore skills, techniques and tactics required in selected
sports
• Use skills, techniques and tactics in an individual or team
sport
• Review own performance in an individual or team sport to
inform future development
TERM 2 – TOPICS / KEY CONTENT
TERM 2 - COURSE STRUCTURE
UNIT 34 - Sports Development
Learners explore the principles of sports development, the
key agencies involved and provide applied examples of current
practice.
In this unit you will
• Examine key concepts in sport development
• Explore the key providers of sport development
• Investigate sport development in practice
TERM 3 – TOPICS / KEY CONTENT
TERM 3 - COURSE STRUCTURE
UNIT 2 - Careers in the Sport and Active Leisure Industry
Learners develop an understanding of careers in the sport and
active leisure industry, and skills, knowledge and behaviours for
employment in the industry.
In this unit you will:
• Examine the organisation of the sport and active leisure
industry and its provision in your country
• Investigate careers in the sport and active leisure
industry
• Explore recruitment processes for a job role in the sport
and active leisure industry
• Reflect on own performance in the recruitment process
to prepare for a career in the sport and active leisure
industry
BTEC DIPLOMA SPORT CURRICULUM: YEAR 13
KEY STAGE 5
