sketches, digital drawing and collage

YEAR 11 – Term 3 (2021 only): GCSE Art By the end of this year, I will know:

AO1- Personal Project - Develop ideas through investigations, demonstrating critical understanding of sources.

Evidenced Refined Key Vocabulary

I can research and annotate artists appropriate to the theme of your choice demonstrating your knowledge, opinions and understanding of the work.

I am able to create a title page with a collection of secondary sources, mind maps and notes to explain your ideas and intentions.

I am able to show the planning of your ideas through either design sketches, digital drawing and collage for your development work and final outcomes.

I can reflect on the techniques explored, what worked well, areas for improvements and how those techniques link with the artists you are looking at.

AO2- Personal Project - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

I am able to explore your ideas using a printmaking process such as Dry-point Etching, Lino printing or Mono-print.

I can experiment with a range of techniques that link effectively with your chosen artists.

I can experiment with various compositions to plan your development pieces and outcomes.

I can experiment with digital and traditional collage to create ideas.

I can experiment with…. AO3- Personal Project - Record ideas, observations and insights relevant to intentions as work progresses.

I am able to record through observational drawing using a technique that shows off your best skills, create a sustained study.

I am able to use Photography to record and creatively explore your chosen theme.

I can evidence of writing about your ideas- how you intend to manipulate the materials, how you intend to develop your idea within your chosen theme, evaluating your work and ideas as you progress.


AO4- Personal Project - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

I can present a personal and sustained outcome(s) that shows links with chosen artists and bring together the ideas explored throughout your project.

I can present sustained development work. I can select and present your best photographs. I can learn how to select, present and mount your work professionally.

Target(s)……

YEAR 11 Term 3 – Computer Science By the end of this unit, I will:

Key Vocabulary

zig zag technical topics – JANUARY NB – WEEKLY TESTING COMPULSORY H/W ON CLASSCHARTS PEDAGOGY 10 MINUTES PYTHON STARTERS 10 MINUTES CRAIG N DAVE CORNELL NOTES (HEADPHONES), DRIVEN BY PLC/MOCKS/TESTING

Students work through the technical aspects of the qualification. This involves theory, hands on practical activities and regular assessment and GRIT opportunities

Zig zag exam packs for component 1 and 2

ZIG ZAG topic tests FEBRUARY - MAY NB – WEEKLY TESTING COMPULSORY H/W ON CLASSCHARTS PEDAGOGY 10 MINUTES PYTHON STARTERS 10 MINUTES CRAIG N DAVE CORNELL NOTES (HEADPHONES), DRIVEN BY PLC/MOCKS/TESTING

ZIGZAG Practice Exams C1, C2 MARCH - MAY

Past paper packs MARCH – MAY

Target(s)

YEAR 11 - Drama

Key Vocabulary Basic skills I need for this component I can read the question and pick out keys words. I am able to refer to these throughout my answer.

My legibility and speed of writing meets the time limit and I spend the right amount of time on each question

I am able to use subject specific terminology

I can proof read my answer

Section A: Theatre Roles and Terminology 4 Marks

I understand stage positioning, can identify the different types of stages and can identify the roles and responsibilities of theatre makers in contemporary modern practice

Section B: Set Play 44 Marks

I understand the plot of our set text

I am developing the knowledge of the characters in the play

I understand the context of the play

I can interpret how I would use my vocal skills to create meaning for the audience (intonation, pause, accent, volume, pitch, timing, pace)

I can interpret how I would use my physical skills to create meaning for the audience (facial expression, body language, gait, gesture, posture, stance)

I can suggest how meaning is conveyed through costume, hair and make-up in our set text (period, material, colour)

I can comment on how lighting could create meaning for the audience (colour, intensity, direction)

I can suggest how sound design could create meaning for an audience (diegetic, non-diegetic, effects, music, amplification, pace)

I can suggest how space and spatial relationships could create meaning for an audience (blocking, proxemics, staging)

I can suggest how special effects could create meaning for an audience (smoke, projections, pyrotechnics, multimedia show)

I can interpret a set design for the play (staging, scale, colour, texture, context)

Section B: Live Theatre Production 32 Marks

I can describe and evaluate how the actor’s vocal skills created meaning for an audience (intonation, pause, accent, volume, pitch, timing, pace)

I can describe and evaluate how the actor’s physical skills created meaning for the audience (facial expressions, body language, gait, gesture, posture, stance)

I can describe and evaluate how the use of space in the performance created meaning for the audience. (proxemics, staging, spatial relationships).

I can describe how lighting was used to support that action in the performance (colour, intensity, direction and atmosphere)

I am able to evaluate the use of sound and successful it was at helping to communicate the action of the production. (diegetic, non-diegetic, effects, music, amplification, pace).

I am able to describe how costumes were used to help communicate meaning to the audience (shape, fit, fabric, accessories, colour, texture)

I am able to evaluate the use of set and how it created meaning for an audience (levels, type of staging, materials)

Target(s) Target…

YEAR 11 – Term 3 (2021 only): English Language Paper 2 READING SECTION A By the end of this unit, I will understand:

Question 2 Red Amber Green Key Vocabulary You need to refer to Source A and Source B for this question.

Use details from both sources to write a summary of the different/similarities How to make inferences from both text How to use textual detail relevant to the focus question How to make statements that show the difference between the text Question 3 How does the writer use language here to describe the….. How to establish the writer’s main reason for the language choices and write this down as an introduction

How to select one or two quotations carefully How to analyse the writer’s method using a layered analysis approach How to explore language at syntax and word level Question 4 For this question, you need to refer to the whole of Source A, together with the whole of Source B. Compare how the writers convey their different perspectives and feelings about…..

How to identify and compare the different perspectives in each source How to find examples from the source that enable me to support the perspectives

How to explore these examples in detail and comment on the methods How to identify structural features: structural opening, structural ending and comment on effect

How to identify whole text structure e.g. chronological and comment of effect

How to identify the narrative perspective How to comment on the tome of the viewpoint How to comment on language features using a layered analysis approach How to structure this response in clear paragraphs that explore each selected reference in detail

Target(s)……

YEAR 11 – Term 3 (2021 only): Macbeth By the end of this unit, I will understand:

Context Red Amber Green Key Vocabulary 11th and 17th Century outlooks……

The significance of the divine right of Kings/chain of being The role of women/men at the time The view towards the supernatural at the time The events of the gunpowder plot The significance of the natural world The elements of tragedy and the tragic hero Characters The significance of Macbeth The significance of Lady Macbeth The significance of The Witches The significance of Banquo and Fleance The significance of Macduff The significance of Malcolm The significance of King Duncan The significance of Ross/Lennox/Siward and the Old Man Themes Ambition/greed/power Guilt/consequences/regret Femininity/masculinity/social expectation The supernatural/unknown Fate and destiny Deceit Kingship/rule/kingdoms Loyalty and Honour Political, moral and hierarchical order

Target(s)……

YEAR 11 - Term 3: Enterprise and Marketing R066 Presenting my Business Idea By the end of this unit, I will:

Key Vocabulary LO3 Be able to present a professional business pitch for my business idea

Be able to provide peer feedback to friends to help them improve their pitches

Be able to refine my professional pitch based on feedback received from my friends

Be able to present a formal business pitch to an external panel of at least 2 people

LO4

Be able to reflect on performance in my professional pitch.

I can identify personal strengths and areas for development.

I have produced a detailed review of my pitch which includes a self-assessment, how valuable practice was and the opinions of the panel (scholars can have access to their witness statements to reference in this review).

I can reflect on decisions made in response to the business challenge.

I am able to identify strengths and areas for development in a business proposal.

Target(s)

YEAR 11 - Term 3: Theme 1 Unit 1 – Me, my family and friends Theme 1 Unit 2 – Technology in every day life Theme 1 Unit 3 Free time activities Theme 2 Unit 5 – House, town, neighbourhood and region Theme 3 Units 9/10 – Current and future study and employment Theme 3 Units 11/12 – Jobs, career choices and ambitions By the end of this unit,

Key Vocabulary Reading – all six topics I can translate topic specific vocabulary from French into English

I can recognise cognates and near cognates

I can see patterns between French and English

I can identify different time frames

I can read for detail and gist

I can make use of social and contextual context

I can recognise key topic words

I can use verbal and visual context

I can use strategies for understanding longer texts

I can identify French idioms

I can identify faux amis when translating into English

I can tackle ‘positive, negative or positive/negative questions

Writing – all six topics

I can translate topic specific vocabulary from English into French

I can describe a photo (Foundation)

I can write 40/90/150 words

I can use at least three different time frames

I can give opinions and justify them

I can use more complex items

I can use time phrases, intensifiers and adverbs to add detail to my work

I can use exam skill knowledge to tackle the writing paper

I can use topic specific vocabulary

I can write longer, more fluent sentences

I can use adjectives to enhance descriptions

I can use negatives to improve my writing

I can use French idioms

Listening – all six topics I can understand cognates and near-cognates I can recognise key topic words

I can listen for detail and gist

I can use verbal context when listening

I can recognise common patterns

I can make use of social and cultural context

I can ignore words which are not needed



Speaking

I can describe a photo on the free time topic

I can answer questions about the free time topic

I can answer questions about the house and home topic

I can ask questions on the free time and house and home topic

I can give detailed answers


I can include a variety of structures


I can talk in at least three different time frames

I can talk with intonation

I can pronounce words accurately

YEAR 11 - Term 3: Health and Social Care Coursework content Unit 31 First Aid By the end of this unit, I will know:

Key Vocabulary

Be able to assess scenes of accidents to identify risks and continuing dangers

I can demonstrate how to assess dangers to the casualty, first aider and others at the scene of an accident.

I can provide a thorough description of when and how to seek additional support with a thorough description of why the people they are reporting to are appropriate.

I can provide thorough information to emergency services, which is wholly appropriate.

Understand the first aid procedures for a range of injuries

I have a thorough understanding of how to identify the nature and severity of a range of injuries, with most causes listed.

I can provide a thorough description of symptoms, symptoms will wholly relate to the injury. Comprehensive examples will be given to illustrate practical understanding.

I can provide a detailed description of the current first aid procedures, comprehensive information is given on the correct sequence of steps.

Be able to apply basic first aid procedures

I can carry out first aid procedures independently, confidently and effectively.

I can describe my strengths and weaknesses, with suggested improvements.

Target(s)

YEAR 11 - Term 3: Creative iMedia By the end of this unit, I will:

Key Vocabulary R084 Story Telling With a Comic Strip LO1: Understand comic strips and their creation.

Demonstrate a thorough understanding of the origins and history of multipage comic strips, and shows a clear awareness of their target audiences.

Demonstrate a thorough understanding of comic strip characters and detailed knowledge of their respective physical and nonphysical characteristics.

Describe software that can be used to create a comic strip, accurately describing a range of tools that can be used and explains how these relate to the layout and features of the pages.

Demonstrate a thorough understanding of panel placement and story flow

LO2: Be able to plan a multipage comic strip.

Produce an interpretation from the client brief for a multipage comic strip which fully meets the client requirements.

Produce a clear and detailed identification of target audience requirements.

Create a script and storyline which is fully original and appropriate for use in a multipage comic strip.

Clearly draw upon relevant skills/knowledge/understanding from other units in the specification.

Accurately create a storyboard of sketches and a script with that includes characters, storyline, panel layout, communication, focal points and locations.

Identify many assets needed to create a multipage comic strip, demonstrating a thorough understanding of their potential use.

Identifiy many of the resources needed to create a multipage comic strip, demonstrating a thorough understanding of their purpose.

Demonstrate a thorough understanding of legislation in relation to the use of assets in multipage comic strips, which is accurate.

LO3: Be able to produce a multipage comic strip.

Source and store a wide range of assets for use, consistently using methods which are appropriate.

Prepare the page layout for the comic strip with complete and detailed panels.

Place assets into the prepared panels to produce an illustrated story over several pages, consistently establishing key focal points for the story.

Integrate the script with the visual storyline to produce a fully coherent comic strip storyline, which closely follows the plan.

Save and export the comic strip consistently using appropriate formats.

Consistently save electronic files using file and folder names and structures which are consistent and appropriate.

LO4: Be able to review a multipage comic strip

Produce a review of the finished comic strip which demonstrates a thorough understanding of what worked and what did not, fully referencing back to the brief.

Review areas for improvement and further development of the finished comic strip, which are wholly appropriate and justified.

Target(s)

YEAR 11 – Term 1 By the end of this unit, I will know:

Key Vocabulary Health, Fitness & Well-Being I know the meaning of health and fitness: Physical, Mental/Emotional and Social Health – linking participation in physical activity to exercise, sport, health and well being.

I know the consequences of a sedentary lifestyle.

I know about obesity and how it may affect performance in physical activity and sport

I know about somatotypes.

I know about energy use.

I know the reasons for having a balanced diet and the role of nutrients.

I know the role of Carbohydrates, Fats, Protein, Vitamins and Minerals.

I know reasons for maintaining water balance (hydration) and further applications of the topic area

Sports Psychology

I can provide Examples of and evaluation of the types of feedback and guidance.

I know about arousal and the inverted U theory.

I know about the pplication of how optimal arousal has to vary in relation to the skill/stress management techniques.

I know about Agression and Personality.

I know Intrinsic and extrinsic motivation, including evaluation of their merits

Target(s)

YEAR 11 – Term 1: The Bodies Response to Physical Activity By the end of this unit, I will know:

Key Vocabulary long term effects of exercise on the musculo-skeletal and cardio-respiratory systems and reasons for these.

I can describe changes in muscle size and strength.

I can describe changes in resting heart rate.

I can describe changes in Flexibility

I can describe changes in training heart rate

I can describe changes in heart rate recovery.

I can describe changes in muscle recovery.

I can describe changes in lung capacity.

ways to measure and record the long term effects of physical activity on the musculo-skeletal and cardio respiratory systems

I can describe the methods to measure the long term effects of exercise (e.g. heart rate monitor, cooper run, muscle measurements, spirometer, grip dynamometer)

I can Plan a 6 week training programme (suitable long term activity to bring about adaptations) and record pre, during and post programme outcomes which are both objective.

I can provide a brief description of the changes (long term effects) of my programme and explain why I think these occurred

Target(s)

YEAR 11 – Term 3 (2021 only): Photography – Personal portrait By the end of this year, I will know: AO1- Personal Project - Develop ideas through investigations, demonstrating critical understanding of sources.

Evidenced Refined Key Vocabulary

I can research and annotate artists appropriate to the theme of your choice demonstrating your knowledge, opinions and understanding of the work.

I am able to create a title page with a collection of secondary sources, mind maps and notes to explain your ideas and intentions.

I am able to show the planning of your ideas through either design sketches, digital drawing and collage for your development work and final outcomes.

I can reflect on the techniques explored, what worked well, areas for improvements and how those techniques link with the artists you are looking at.

AO2- Personal Project - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

I am able to explore your ideas using a printmaking process such as Dry-point Etching, Lino printing or Mono-print.

I can experiment with a range of techniques that link effectively with your chosen artists.

I can experiment with various compositions to plan your development pieces and outcomes.

I can experiment with digital and traditional collage to create ideas.

I can experiment with…. AO3- Personal Project - Record ideas, observations and insights relevant to intentions as work progresses.


I am able to use Photography to record and creatively explore your chosen theme.

I can evidence of writing about your ideas- how you intend to manipulate the materials, how you intend to develop your idea within your chosen theme, evaluating your work and ideas as you progress.

AO4- Personal Project - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

I can present a personal and sustained outcome(s) that shows links with chosen artists and bring together the ideas explored throughout your project.

I can present sustained development work. I can select and present your best photographs. I can learn how to select, present and mount your work professionally.

Target(s)……

YEAR 11 - Term 3: Theme 1 Unit 1 – Me, my family and friends Theme 1 Unit 2 – Technology in every day life Theme 1 Unit 3 Free time activities Theme 2 Unit 5 – House, town, neighbourhood and region Theme 2 Units 8– Holiday and Travel Theme 3 Units 10 – Life at school and college

By the end of the topics, I will know:

Key Vocabulary Reading – all six topics I can translate topic specific vocabulary from Spanish into English

I can recognise cognates and near cognates

I can see patterns between Spanish and English


I can read for detail and gist

I can make use of social and contextual context


I can use verbal and visual context

I can use strategies for understanding longer texts

I can identify Spanish idioms

I can identify false friends when translating into English


Writing – all six topics

I can translate topic specific vocabulary from English into Spanish

I can describe a photo (Foundation)

I can write 40/90/150 words

I can use at least three different time frames


I can use more complex items

I can use time phrases, intensifiers and adverbs to add detail to my work

I can use exam skill knowledge to tackle the writing paper


I can write longer, more fluent sentences

I can use adjectives to enhance descriptions

I can use negatives to improve my writing

I can use Spanish idioms

Listening – all six topics

I can understand cognates and near-cognates


I can listen for detail and gist

I can use verbal context when listening

I can recognise common patterns

I can make use of social and cultural context

I can ignore words which are not needed



Speaking

I can describe a photo on the free time topic I can answer questions about the free time topic I can answer questions about the holidays topic I can ask questions on the free time and holidays topic I can give detailed answers I can give opinions and justify them I can include a variety of structures I can use topic specific vocabulary I can talk in at least three different time frames I can talk with intonation I can pronounce words accurately

Documents

sketches, digital drawing and collage