Sports Fixtures

• You use all KO content
• You can aurally identify families of instruments and most orchestral instruments within each family

• You use all KO content and additional information
• You can aurally identify all families and almost all orchestral instruments within each family with only minor errors

• Listening assessment on Britten’s Young Person’s Guide to the Orchestra
• Do Now tasks
• Teacher questioning

• You use all KO content
• You can aurally identify families of instruments and most orchestral instruments within each family

• You use all KO content and additional information
• You can aurally identify all families and almost all orchestral instruments within each family with only minor errors

• Listening assessment on Britten’s Young Person’s Guide to the Orchestra
• Do Now tasks
• Teacher questioning

Football (January to Easter)

• You demonstrate good ball control under pressure and consistently make accurate passes in dynamic game situations.
• You understand and apply team tactics, contributing to both attacking and defensive play.

Health and Fitness (January – Easter)

• You demonstrate proper form in a variety of exercises, showing understanding of different fitness components (strength, endurance, flexibility).

• You set realistic fitness goals and work towards them consistently.

Basketball (January – Easter)

• You demonstrate improved dribbling, passing, and shooting skills with greater consistency, applying them in dynamic game situations.
• You demonstrate an understanding of team tactics and contribute effectively on both ends of the court.

Football (January – Easter)

• You showcase exceptional technical skills, including advanced dribbling, passing, and shooting, under high pressure.
• You demonstrate a deep understanding of game tactics, leading the team in both defensive and attacking situations.

Health and Fitness (January – Easter)

• You designed and followed a comprehensive fitness plan that targets multiple fitness components, showing excellent progress.
• You demonstrate a high level of fitness and self-motivation, regularly exceeding personal goals.

Basketball (January – Easter)

• You execute advanced basketball techniques, such as complex dribbling manoeuvres and fast-break plays, with confidence.
• You lead the team with excellent decision-making, defensive play, and communication.

• Do now tasks
• Exit Tickets
• Knowledge Check Assessment

• You demonstrate good control of the ball and pass accurately to teammates.
• You apply basic defensive and offensive tactics with consistency.

Health and Fitness (January to Easter)

• You follow the basic principles of a warm-up, workout, and cool-down while demonstrating proper technique throughout.
• You participate with effort and enthusiasm.

Basketball (January to Easter)

• You demonstrate basic dribbling, shooting, and passing skills, applying them in game situations.
• You understand the key rules of basketball and can execute basic strategies and tactics.

• You show advanced ball control and decision-making under pressure, contributing strategically to both attack and defence.
• You display a high level of skill and leadership on the field.

Health and Fitness (January to Easter)

• You created a specialized warm up, workout, and cool down.
• Your technique during all exercises was excellent.
• You display exceptional consistency and effort, showing improved fitness levels over time.

Basketball (January to Easter)

• You show excellent court awareness, quick decision-making, and the ability to execute advanced skills under pressure.
• You contribute to both offence and defence with a high level of skill and leadership.

• Formative assessment in lessons – warm-ups, drills, cool-downs
• Summative assessment in lessons – competitive context

• You will be able to describe and explain the increased tension over Berlin between Khrushchev and Kennedy.
• You will be able to have a good understanding of why there were summit meetings called, 1960 and 1961.
• You will be able to describe and explain why the Berlin Wall was built in 1961.
• You will be able to explain the impact the building of the wall had on East-West relations and the importance of Kennedy’s visit to Berlin in 1963.
• You will be able to show a good understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 and the events of the Cuban Missile Crisis of October 1962.

• You will be able to evaluate the impact on international relations of increased tension over Berlin between Khrushchev and Kennedy.
• You understanding of the summit meetings is precise and you can evaluate their importance.
• You will be able to precisely recall details of how why the Berlin Wall was built in 1961.
• You will be able to evaluate the importance of the building of the wall on East-West relations and the importance of Kennedy’s visit to Berlin in 1963.
• You will be able to show a precise knowledge and understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 the events and significance of the Cuban Missile Crisis of October 1962 in the short term and long term.

• Do-now tasks
• Retrieval Quiz in class
• End of Unit Assessment

• You will demonstrate a good knowledge and understanding of the origins of the Weimar Republic from its creation in 1918.
• You will be able to describe and explain why the Republic faced political and economic challenges in the years 1919 – 1923.
• You will be able to understand some controversy over Germany’s recovery from 1924 – 28.
• You will be able to describe and explain how society and culture changed during the ‘Golden Years’ of Weimar.
• You will mostly be able to demonstrate accurate recall of key people, key dates, terminologies and acronyms to describe aspects Weimar Germany, 1918 – 1928.

• You will be able to recall, with more precision and accuracy, the origins of the Weimar Republic from 1918.
• You will accurately explain the early challenges including the Spartacist Uprising, Kapp Putsch and the causes and impact of the German Hyperinflation of 1923.
• You will be able to recall, with precision and accuracy, how Weimar recovered including Stresemann’s economic and foreign policy successes whilst able to evaluate the limitations of recovery.
• You will have a secure knowledge of how Weimar society and culture changed.
• You will be able to convincingly demonstrate accurate and precise recall of key people, key dates, terminologies and acronyms describing aspects of Weimar Germany 1924 – 1929.

• Do-now tasks
• Retrieval Quiz in class
• End of Unit Assessment

• You show a good knowledge and understanding of key terms associated with the changes happening from 1750 – 1900.
• You are able to describe and explain some aspects of continuity of society and economy during this period.
• You demonstrate a good understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train.
• You are able to explain why living conditions in the new towns and cities changed, the impact on public health and calls for reform.
• You show secure evaluation of sources for utility, taking into account some aspects of provenance and / or own knowledge.

• You are able to show an excellent knowledge and understanding of key terms associated with the changes happening from 1750 – 1900.
• You are able to precisely describe and explain aspects of continuity of society and economy during this period.
• You are able to show an excellent and precise understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train.
• You are able to evaluate how and why living conditions in the new towns and cities changed and the impact these changes had on public health and calls for reform.
• You show a convincing evaluation of sources for utility, taking into account provenance and precise own knowledge.

• Do Now
• Questioning in class
• Peer assessments (Skills based written response)

• You will be able to describe and explain the early tension between the members of the Grand Alliance at the three wartime conferences and events in Europe up to 1945.
• You will be able to have a good understanding of the ideological differences between Capitalism and Communism.
• You will be able to describe and explain the development of the Cold 1947 – 1949 including the flashpoint of Berlin, 1948 – 49 and the setting up of East and West Germany.
• You will understand why the Cold War intensified, 1949 – 58 including the arms race and the USSR’s response to the Hungarian Uprising of 1956 and international reaction to this.

• You will be able to evaluate the consequences of the wartime alliances for East-West relations.
• You will understand the attitudes of the wartime leaders and how this further impacted East-West relations.
• You will select accurate evidence to show the creation of the satellite states to further explain how soviet influence spread, 1945-48.
• You will be able to demonstrate an excellent understanding of short term and long term reasons why Stalin blockaded Berlin and how this further escalated the Cold War.
• You will be able to evaluate the significance of the arms race, Khrushchev’s response to the Hungarian Uprising and international reaction.

• Do Now
• Retrieval quizzes in class
• Topic 1 End of Unit Assessment (factual recall)

• You will be able to have a good knowledge of Nazi policies towards women and why this was so.
• You will be able to describe and explain Nazi policies towards young people including education and youth groups with some evaluation.
• You will be able to understand the ways the Nazis reduced unemployment and how they made changes to peoples’ standard of living.
• You will be able to describe and explain why persecution of minority groups, especially the Jews, increased after 1933.

• You will be able to evaluate Nazi policies towards women and young people.
• You will be able to confidently evaluate policies designed to reduce unemployment whilst also having an in-depth knowledge of policies impacting the standard of living of German workers.
• You will be able to evaluate the impact Nazi racial policies had upon groups such as Slavs, Roma, Sinti, homosexuals and those with disabilities.
• You will be able to evaluate the escalation of persecution towards Jewish people with precise reference to events such as the Nuremberg Laws and Kristallnacht.

• Do Now
• Retrieval quizzes in class
• Key Topic 4: End of Unit assessment (factual recall)

• You will be able to show some analysis of two interpretations
• You will show some differences in detail of two interpretations
• You will be able to give an explanation with some analysis
• You will be able to provide an explained evaluation, agreeing or disagreeing with the interpretation.
• You will demonstrate good analysis of the interpretations and indicate differences of views
• You will be able to use relevant contextual knowledge to directly support the evaluation.
• You will be able to reach an overall judgement with some justification and a line of reasoning is that is generally sustained.

• You will be able to analyse the interpretations and identify a key difference of view and support with selected evidence
• You will be able to precisely explain why there is a different interpretation by analysing them with evidence from correctly chosen sources to support
• You will be able to write an answer that provides an explained evaluation reviewing the alternative views and come to a substantiated judgement
• You will precisely analyse the interpretations by indicating how the differences of view are conveyed and convincingly deploy this material to support the evaluation.
• You will select precise and relevant contextual knowledge to support the evaluation.
• You will give an overall judgment that is justified, where the line of reasoning is coherent, sustained and logically structured.

• Do Now
• Retrieval quizzes
• End of Unit Assessment

• You will be able to show good knowledge and understanding of how Hitler and the Nazis created a Dictatorship.
• You will be able to understand how a police state was set up, describing and explaining roles of the Gestapo, concentration camps and the SS.
• You will be able to describe and explain how peoples’ attitudes were controlled and influenced.
• You will be able to describe and explain what opposition there was to the Nazi regime from the church and youth group.

• You are able to show excellent knowledge and understanding of the creation of the dictatorship by evaluating the impact of events such as the Reichstag Fire, night of the Long Knives, creating the Fuhrer and army allegiance.
• You are able to explain and evaluate the features of setting up a police state with precisely selected supporting evidence.
• You will show an excellent, supported understanding of how the legal system, propaganda, the arts and policies towards the church all aimed to control and influence attitudes.
• You will be able to evaluate the extent of opposition to the Nazi regime with accurate supporting evidence.

• Do Now
• Retrieval quizzes in class
• End of Unit Assessment

• You will be able to demonstrate good knowledge and understanding of how the Nazi Party developed between 1920 and 1929, including the growth of the NSDAP and the SA.
• You will be able to explain the causes, features and importance of the 1923 Munich Putsch.
• You will be able to explain how the Nazis re-grouped in the years 1924 – 28.
• You will be able to explain why support for the Nazi Party grew between 1929 – 1933 including the impact of unemployment and how they gained electoral success.

• You will be able to demonstrate excellent knowledge and understanding with precise recall and ability to judge the importance of events contributing to the growth of the Nazi Party.
• You will be able to explain and evaluate the causes and impact of the Munich Putsch.
• You will be able to explain and evaluate with accurate evidence, the reasons why the Nazis gained support during the Depression and will show recall of the details of these events with precise accuracy.

• Do Now
• Retrieval quizzes in class
• End of Unit Assessment

• You will be able to understand the meaning of the sources and show some evaluation and analysis of their content.
• You will be able to make evaluations on source utility by applying aspects of the content of the sources.
• Your will be able to write a developed response addressing the content of the sources and/or aspects of their provenance.
• You will show that you can select knowledge and use it directly to support comments on how useful the source is in regard to content and/or the provenance of the source.

• You will be able to demonstrate a more convincing explanation of the meaning of the sources, evaluating content and provenance in greater depth.
• You will comment on utility with more in depth application of the sources’ content / meaning.
• You will be able to write a response that shows developed reasoning, taking into account how aspects of the provenance (nature, origin and purpose) affects the utility of the sources’ content.
• You will be able to precisely select relevant contextual knowledge and use this in the process of evaluating the sources and commenting on the provenance for judgements on source utility.

• Do Now
• Retrieval quizzes in class
• Skills-based End of Unit Assessment (source utility examination question)

• You will be able to show a good knowledge and understanding of the context of 1950’s America and early civil rights campaigners such as Jesse Owens.
• You will have a good understanding of events of the Civil Rights campaigns of the 1950’s and 1960’s, including Rosa Parks and the Montgomery bus boycott.
• You will know why Martin Luther King became the leader of the Civil Rights Movement in the USA and will demonstrate a good understanding of why he was significant.
• You will know the impact of Gandhi on Civil Rights campaigners and be able to explain his influence.
• You will be able to explain the difference between peaceful protest and direct action in the Civil Rights campaigns.
• You will be able to describe and explain the system of Apartheid in South Africa and how Mandela challenged it.

• You will be able demonstrate an excellent knowledge and understanding of the context of 1950’s America and early civil rights campaigners such as Jesse Owens.
• You will be able to explain the significance of events of the Civil Rights campaigns of the 1950’s and 1960’s, including Rosa Parks and the Montgomery bus boycott, Freedom Rides and the March on Washington.
• You will be able to evaluate why Martin Luther King became the leader of the Civil Rights Movement in the USA and will be able to evaluate his significance to the Civil Rights Movement.
• You will be able to explain the impact Gandhi had on Civil Rights campaigners and be able to evaluate his significance.
• You will be able to explain and evaluate the relative significance of peaceful protest and direct action in the Civil Rights campaigns.
• You will be able to precisely describe and explain Apartheid in South Africa and evaluate Mandela’s actions in challenging it.

• Do Now
• Questioning in class
• Peer assessed significance paragraphs

• You will be able to demonstrate a good knowledge and understanding of the key battles and events of WW2, making reasonable judgements on which battle was the most significant.
• You will be able to describe events leading to the Holocaust with some explanation.
• You will be able to describe and explain key flashpoints of the Cold War including Berlin, Cuban missile crisis, Vietnam war, Afghanistan and the Second Cold War.
• You will be able to explain the main events in the Vietnam War, recalling detail with reasonable accuracy.
• You will have a secure knowledge of the main world leaders and key terms associated with the 20th century world at war.

• You will be able to demonstrate precise and accurate knowledge and understanding of key battles and events of WW2, making comparative judgements on which battle was most significant and why.
• You will be able to describe and explain, in good detail, how events in Germany led to the Holocaust.
• You will have an excellent knowledge and understanding of key flashpoints of the Cold War and the Vietnam War and can recall detail of these events with precision.
• You will be able to demonstrate precise knowledge and understanding of the main world leaders and accurately understand key terms associated with the 20th Century world at war.

• Do Now
• Questioning in class
• End of Unit Assessment (Factual recall)

• You will be able to write a response that explains why each source is useful to an historian (i.e. what we can learn from the source)
• You will be able to explain the utility of one of your sources source more convincingly than the other.
• You will be able to show you can analyse the provenance of each source by considering the impact nature/ origin/ purpose has on the source’s utility.
• You will be able to deploy your own knowledge to test the source reasonably well.
• You will be able to write with minimal narrative.
• You will be able to explain which source is the most useful.

• You will be able to convincingly explain why each source is useful.
• You will be able to evaluate aspects of the provenance of each source, considering impact on usefulness, with your selected aspect of provenance being evaluated convincingly and in depth across both sources.
• You will use precisely selected own knowledge to test source content to show how this may affect utility, demonstrating an excellent understanding of the topic.
• You will avoid including unnecessary narrative in your writing.
• You will have written a conclusion that convincingly identifies the more useful source, justifying your reasoning clearly.

• Do Now
• Questioning in class
• End of Unit Assessment: Utility skills: written task

• You will be able to demonstrate a good knowledge and understanding of the terms of the 1919 Treaty of Versailles.
• You will be able to describe the circumstances Hitler faced in 1918 and b able to explain key events causing his rise to power by 1933.
• You will be able to explain the political ideologies of Fascism and Communism and the key events of the rise of Dictators in the 1930s.
• You will be able to describe and explain what life was like in Nazi Germany in the 1930s.

• You will be able to demonstrate a precise and thorough knowledge and understanding of the terms of the 1919 Treaty of Versailles; the details and significance of key events including the Munich Putsch and Wall Street Crash contributing to his rise to power.
• You will demonstrate secure and precise knowledge and understanding of the features of extreme political ideologies of the inter-war period explaining the rise of the Dictators.
• You will be able to accurately and precisely describe and explain life under Nazi control in Germany in the 1930s.

• Do Now
• Questioning in class
• End of Unit Assessment: factual recall

• You will be able to write a response that includes three causes of the outbreak of The Great War (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three causes from: military, alliances, imperialism and nationalism).
• You will demonstrate the skill of analytical writing by demonstrating the Point, Evidence, Explanation, Link technique (PEEL) on each paragraph.
• For each cause, you will be including sufficient factual detail/proof to justify judgements rather than unsupported statements.
• You will be able to show secure explanation on each cause and link to why it was a reason for World War I breaking out.

• You will apply precisely selected evidence, giving more weight to the judgements drawn.
• The quality of your evaluation will be in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance).
• You will be able to write a response that can also contain evidence of more independent research gathered from outside of the content studied in class.

• Do Now tasks
• Retrieval quiz (factual recall) in class
•  End of Unit 2 assessment (Skill: causation writing)

• Your written response analyses each source. The written response explains why each source is useful to a historian (i.e. what we can learn from the source)
• Your written response analyses the provenance of a source, considering the impact on usefulness,
• Some aspects (nature, origin, purpose) are explored less convincingly.
• You have applied your own knowledge to test the source content, and how this may affect usefulness, but this may lack detail, or show inconsistency between sources.
• You include some evaluation of utility using some of your own knowledge to support.

• You have convincingly analysed both sources with utility explained in equal depth.
• Your written response discusses the nature, origin and purpose (provenance) of each source, considering its utility with all elements considered convincingly in depth.
• You include detailed and precise own knowledge and deploy this to test the source content to explain how this may affect usefulness, showing an excellent understanding of the topic. There is no unnecessary narrative.

• Do Now
• Questioning in class
• End of Unit Assessment: Skills based written response on source Utility

• You will be able to demonstrate a good knowledge and understanding of key terms associated with the religious changes of the later Tudor Monarchs, especially Elizabeth I’s Religious Settlement.
• You will be able to describe how religion changed back and forth from the Reformation under Henry VIII until Elizabeth I’s Religious Settlement.
• You will show a secure knowledge of key dates and events linked to the reign of later Tudor Monarchs.
• You will be able to describe and show some good explanation of the causes, events and consequences of the Spanish Armada.

• You will be able to show precise and accurate knowledge and understanding of key terms associated with the religious changes of the later Tudor Monarchs, especially Elizabeth’s Religious Settlement.
• You will be able to demonstrate secure explanation of how and why religion changed back and forth between Catholicism and Protestantism from the Reformation until the Religious Settlement.
• You will be able to demonstrate a secure understanding of key events and how they impacted the Monarchs and Tudor society.
• You will be able to show a well supported explanation of the causes, events and consequences of the Spanish Armada.

• Do Now
• Questioning in class
• End of Unit Assessment: Short answer factual recall

• You will be able to produce a written response that includes three distinct causes of the Break with Rome (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three factors)
• Each of your causes contain sufficient factual detail/proof to justify judgments rather than assertions.
• Each cause is analysed/explained and linked to why it was a cause of the break with Rome

• Your selected evidence is precise and detailed giving more weight to the judgments drawn.
• The quality of your evaluation is in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance).
• Your answers may contain evidence of independent research outside of the work covered in class.

• Do Now
• Questioning in class
• End of Unit Assessment: Causation writing (PEEL Paragraphs)

• You will be able to demonstrate a good understanding of significant events in the Middle Ages.
• You will be able to understand how the Black Death came to England in 1348, how it was treated and the impact it had on society.
• You will be able to understand the reasons why the Peasants Revolt happened in 1381 and knowing some of the main characters involved and how this impacted society.
• You will be able to explain some of the reasons why the Crusades happened and their outcomes.
• You will be able to demonstrate a good understanding of the power struggle between King Henry II and Archbishop Thomas Becket and also between King John and his Barons.

• You will be able to demonstrate an excellent understanding of significant events in the Middle Ages, recalling with precision, key ideas.
• You will be able to understand how and why the Black Death came to England; remedies for treatment and can explain its relative importance on society.
• You will be able to understand the long and short term impact of the Peasants Revolt, including how the main characters behaved.
• You will be able to explain the wider long term implications for society of the Peasants Revolt.
• You will be able to confidently classify and explain reasons for the Crusades and explain the outcomes.
• You will have an excellent understanding of why there was a power struggle between King Henry II and Becket, and between King John and the Barons in 1215 leading to the Magna Carta.

• Do Now
• Questioning in class
• End of Unit Factual Recall Assessment. 

• You will be able to demonstrate a good understanding of significant events after the Battle of Hastings and how William established control.
• You will understand how and why the Domesday Book was created, how the Feudal System worked and can use some specific terminology to explain Feudalism.
• You will be able to describe and explain some main features of castles and why William built them.
• You will be able to identify some features of medieval castles, including describing how they were attacked and defended.

• You will be able to demonstrate an excellent understanding of significant events after 1066 by explaining how William established control.
• You will understand how and why the Domesday Book was created, how and why the Feudal System worked and you use specific terminology accurately and appropriately to explain Feudalism.
• You will know why William built castles, can accurately describe and explain their features and can evaluate their strengths and weaknesses over time.
• You will be able to identify lots of features of medieval castles and can explain how their designs changed over time.
• You will be able to describe and explain how they were attacked and defended, evaluating the best methods of attack and defense.

• Do Now
• Questioning in class
• End of Unit Factual recall Assessment. 

• You need to know and explain a main reason why William won at Hastings and give your view as to why it was important.
• You should write a paragraph that demonstrates a clear causation approach, including the reason, evidence for it, and an explanation of why it helped William win.
• You must give a brief judgement explaining why this cause was the most important.

• You need to explain the reason why William won at Hastings and evaluate why it is the important reason.
• You should demonstrate clear evidence of writing in a causation structure by making a point and supporting it with precisely selected relevant evidence.
• You must show evaluation by explaining the relative importance of the cause you are discussing.

• Do Now scores
• Comprehension quiz
• Skills based end of unit assessment

• You demonstrate good recall of the key features and characteristics of slavery and empire.
• Your written response analyses the source, by being able to use inferences to explain utility (i.e. what we can learn from the source).
• Writing analyses the nature, origin and purpose of the source, considering impact on usefulness, but some elements of the provenance are answered less convincingly than others.
• You deploy own knowledge to test the content of the source and explain how it impacts utility but this may lack detail.
• There may be some narrative aspects.
• Your conclusion identifies a reason why the source is useful and will reference some aspect of the provenance or own knowledge to support.

• You demonstrated excellent, precise recall of the key features and characteristic of slavery and empire.
• You have analysed the source convincingly and in depth.
• Your writing convincingly explains why the source is useful to a historian.
• Your writing discusses the nature, origin and purpose of the source, considering impact on usefulness, with all elements considered in depth and convincingly.
• Your detailed and precise knowledge of slavery is deployed to test the source’s content and how this may affect usefulness, showing an excellent understanding of the topic.
• You have not included any unnecessary narrative.
• You conclude convincingly, by identifying reasons why the source is useful, justifying clearly and logically with reference to aspects of both the provenance and including your own knowledge to support.

• Do Now scores
• Knowledge and skills based end of unit assessment

• Your written response includes three distinct causes. 
• Each cause contains enough ‘accurate’ (factually correct) and ‘relevant’ (fitted to this question and taken from the correct time period) information to justify judgments rather than assertions.
• You have analysed or explained each cause and linked it to why it was a cause.

• The deployment of your evidence (e.g. precise details, dates, statistics) is in greater depth, giving more weight to the judgements drawn.
• Your supporting evidence is precisely selected to address the question directly, showing skill in selecting the most convincing evidence.
• The quality of your evaluation links in more depth to the question ‘directed consistently at conceptual focus’, maybe considering limitations of each factor as a cause.
• You make a clear judgement for each cause, maybe comparing their importance.
• All of your three points demonstrate a line of reasoning that is coherent, sustained and logically structured.
• You demonstrate an excellent, precise and accurate knowledge and understanding of the origins of the Weimar Republic and the challenges it faced, 1919 – 1923.

• Do Now scores
• Retrieval quizzes in class
• Skills based end of Unit assessment: writing a causation examination answer 

• You will be able to construct and use back-to-back stem and leaf diagrams.
• You will be able to construct and use frequency polygons and pie charts.
• You will be able to plot and interpret time series graphs
• You will be able to use trends to predict what might happen in the future.
• You will be able to use scatter graphs and lines of best fit
• You will be able to decide which average is best for a set of data
• You will be able to estimate the mean and range from a grouped frequency table.
• You will be able to find the modal class and the class containing the median.
• You will be able to construct and use two-way tables.
• You will be able to recognise misleading graphs.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You need to demonstrate secure revision strategies through independent home learning.
• You need to be able to recall plot and characters.
• You need to understand contextual factors that influenced 19^th century texts.

• You need to demonstrate effective and consistent revision strategies through independent home learning.
• You need to confidently recall key events, plot developments, and character arcs.
• You need to show a developed understanding of the contextual factors that influenced 19th-century texts.

• Do Now.
• Full KO Quiz.
• End of unit assessment .

• You can recall and use most information from the Knowledge Organiser.
• You can link some features of the music to the context in which it was written.
• You can describe most elements of the music with reasonable accuracy.
• You are able to perform a solo on your instrument of at least grade 3 standard.
• You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes, quality of tone, use of some expressive features such as dynamics.
• You are able to perform with fluency and coherence and only minimal hesitation.
• You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You are able to confront your nerves and use some strategies to help you in your performance.
• You are able to use the exam board mark scheme with some accuracy to assess your own and others work.
• You show some understanding of word setting.
• You compose a piece which matches most parts of the brief set.
• You mostly keep on track with your work, generally submitting an appropriate amount at each check point.
• Your composition demonstrates some understanding of the compositional process, including song writing techniques.

• You can recall and use all information from the Knowledge Organiser.
• You can link most features of the music to the context in which it was written.
• You can describe all elements of the music with good levels of accuracy.
• You are able to perform a solo on your instrument of a least grade 4 standard.
• You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy, quality of tone and include expressive features such as dynamics and articulation.
• You are able to perform fluently and without hesitations.
• You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You are able to confront your nerves and use a range of strategies to help you in your performance.
• You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.
• You are able to set the words effectively.
• You compose a piece which matches all parts of the brief set.
• You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point.
• Your composition demonstrates a good understanding of the compositional process including song writing techniques.

• Do Now tasks.
• Questioning in class.
• Exam style listening question at the end of the unit.
• Solo performance on own instrument in class.
• Informal marking of a range of solos.
• Choice of text and word setting of this text for composition.
• Submission of score showing progress at check points.
• Submission of final score and audio.

• You can recall and use most information from the Knowledge Organiser.
• You can link some features of the music to the context in which it was written.
• You can describe most elements of the music with reasonable accuracy.
• You are able to choose a reasonably appropriate existing melody to vary.
• You compose a piece which matches most parts of the brief set.
• You mostly keep on track with your work, generally submitting an appropriate amount at each check point.
• Your composition demonstrates some understanding of the compositional process, including appropriate variation techniques.

• You can recall and use all information from the Knowledge Organiser.
• You can link most features of the music to the context in which it was written.
• You can describe all elements of the music with good levels of accuracy.
• You are able to choose a totally appropriate existing melody to vary.
• You compose a piece which matches all parts of the brief set.
• You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point.
• Your composition demonstrates a good understanding of the compositional process including going beyond basic variation techniques.

• Do Now tasks.
• Questioning in class.
• Exam style listening question at the end of the unit.
• Choice of pre-existing melodic material for composition.
• Submission of score showing progress at check points.
• Submission of final score and audio.

• You are able to recall some factual knowledge about set works previously studied.
• You apply this knowledge with reasonable success when listening to new music.
• You can mostly relate musical features to the correct element of music.
• You can structure essay points to cover description and sometimes explanation.
• You are able to perform a solo on your instrument of at least grade 2 standard.
• You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes.
• You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You are able to confront your nerves and use some strategies to help you in your performance.
• You are able to use the exam board mark scheme with some accuracy to assess your own and others work.

• You are able to recall most factual knowledge about set works previously studied.
• You apply this knowledge with success when listening to new music.
• You can reliably relate musical features to the correct element of music.
• You can structure essay points to cover description and explanation, and start to draw comparisons between pieces you hear.
• You are able to perform a solo on your instrument of a least grade 3 standard.
• You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation.
• You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You are able to confront your nerves and use a range of strategies to help you in your performance.
• You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.

• Do Now tasks.
• Questioning in class.
• Exam style listening questions.
• Classwork tasks on writing individual essay points.
• Exam style essay question.
• Solo performance on own instrument in class.
• Informal marking of a range of solos.

• You can recall and use most information from the Knowledge Organiser.
• You can link some features of the music to the context in which it was written.
• You can describe most elements of the music with reasonable accuracy.
• You analyse the Hook piece, picking out some of the essential stylistic and analytical points.
• You compose a piece which matches some parts of the brief set.
• You mostly keep on track with your work, generally submitting an appropriate amount at each check point.
• Your composition demonstrates some understanding of the compositional process.

• You can recall and use all information from the Knowledge Organiser.
• You can link most features of the music to the context in which it was written.
• You can describe all elements of the music with good levels of accuracy.
• You analyse the Hook piece, picking out the majority of the essential stylistic and analytical points.
• You compose a piece which matches all parts of the brief set.
• You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point.
• Your composition demonstrates a good understanding of the compositional process.

• Do Now tasks.
• Questioning in class.
• Exam style listening question at the end of the unit.
• Observation of analysis in class.
• Submission of score showing progress at check points.
• Submission of final score and audio.

• You will be able to recall and use most information from the Knowledge Organiser.
• You will be able to link some features of the music to the context in which it was written.
• You will be able to describe most elements of the music with reasonable accuracy.
• You will be able to perform a solo on your instrument of at least grade 2 standard.
• You will be able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes.
• You will be able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You will be able to confront your nerves and use some strategies to help you in your performance.
• You will be able to use the exam board mark scheme with some accuracy to assess your own and others work.

• You will be able to recall and use all information from the Knowledge Organiser.
• You will be able to link most features of the music to the context in which it was written.
• You will be able to describe all elements of the music with good levels of accuracy.
• You will be able to perform a solo on your instrument of a least grade 3 standard.
• You will be able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation.
• You will be able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You will be able to confront your nerves and use a range of strategies to help you in your performance.
• You will be able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.

• Do Now tasks.
• Questioning in class.
• Exam style listening question at the end of the unit.
• Solo performance on own instrument in class.
• Informal marking of a range of solos.

• You will be able to recall and use most information from the Knowledge Organiser.
• You will be able to link some words from the Knowledge organiser to the correct musical element.
• You will be able to work out some keys and chords.

• You will be able to recall and use all information from the Knowledge Organiser.
• You will be able to link most words from the Knowledge organiser to the correct musical element.
• You will be able to work out most keys and chords.

• Do Now tasks.
• Questioning in class, including worked examples.
• Listening and theory questions at the end of the unit.

• You need to develop an understanding of how poets present ideas about war.
• You need to include relevant quotations to support your ideas.
• You need to understand how language choices and poetic devices have been used and how they affect the reader.
• You need to show some awareness of the relevant context contained within the poems.

• You need to show a clear and developed understanding of how poets present ideas about war.
• You need to use well-chosen quotations from the poems.
• You need to explain how the poet’s language choices, structure, and poetic devices create meaning, and explore their effect on the reader.
• You need to make relevant links to the context of the poems.

• Do Now.
• End of unit assessment.

• You need to spell, punctuate and use grammatical structures accurately.
• You need to use paragraphs accurately and consistently.
• You need to deliberately use structural features (single sentence paragraphs, varied paragraph length, flashback/forward, variation in sentence forms).
• You need to use a range of appropriate descriptive/linguistic devices for effect.
• You need to vary vocabulary, selecting more ambitious word choices.

• You need to complete your work with a high level of accuracy with SPAG, including a good range and variety of sentence forms/punctuation.
• You need to confidently vary your sentence forms to shape meaning and create deliberate effects.
• You need to structure your paragraphs purposefully to create effect.
• You need to make deliberate and skilful use of structural features.
• You need to use a wide range of descriptive and figurative devices to deliberately create tone and atmosphere.
• You need to select ambitious and precise vocabulary that purposely sets the tone of the piece.

• Do now tasks.
• KO Assessment.
• Creative writing task.

• You need to develop an understanding of how poets present ideas about power and conflict.
• You need to use the taught structure when writing your answer, including embedding evidence.
• You should be attempting to use relevant/accurate subject terminology to identify the writer’s methods.
• You should demonstrate your ability to explore implied meanings.
• You need to identify relevant contextual factors shown by specific links.

• You need to show a clear understanding of how poets present ideas about power and conflict.
• You need to use the taught structure confidently when writing your response, including embedding quotations.
• You need to use relevant and accurate subject terminology to identify and discuss the poet’s methods.
• You need to demonstrate your ability to explore deeper or implied meanings in the poems.
• You need to explore relevant contextual factors and make specific links.

• Do Now.
• Exit ticket tasks.
• End of unit assessment.

• You need to demonstrate secure revision strategies through independent home learning.
• You need to be able to recall plot and characters.
• You need to understand contextual factors that influenced 19^th century texts.

• You need to demonstrate effective and consistent revision strategies through independent home learning.
• You need to confidently recall key events, plot developments, and character arcs.
• You need to show a developed understanding of the contextual factors that influenced 19th-century texts.

• Do Now.
• Full KO Quiz.
• End of unit assessment.

• Understand the structure of the Paper 2 Non-Fiction Exam.
• Identify explicit information from both texts.
• Make inferences supported by evidence.
• Show understanding of main ideas, viewpoints, and arguments.
• Identify non-fiction techniques.
• Show an understanding of 19th-Century Context and Language.

• Show a detailed understanding of each question within the Paper 2 Non-Fiction exam.
• Demonstrates a clear, confident understanding of both texts, including implied meanings.
• Demonstrate a clear understanding of non-fiction techniques.
• Show a perceptive understanding of social, historical, literary and biographical context of the 19^th Century texts.

• Do Now.
• End of unit assessment.

• You need to show a clear understanding of ideas and themes expressed in poetry.
• You need to demonstrate how ideas and themes are developed and communicated through the poet’s methods.
• You need to use accurate references and inferences to support your interpretation, with correct subject terminology.

• You need to show a clear and thoughtful understanding of the key ideas and themes expressed in poetry.
• You need to skilfully demonstrate how these ideas and themes are developed and communicated through the poet’s methods.
• You need to support your interpretation with judicious references and thoughtful inferences.

• Do Now.
• Full KO quiz.
• End of unit assessment.

• You need to understand the key events in the plot of Macbeth.
• You need to explore the main characters and their development.
• You need to consider how the setting creates mood and supports themes.
• You need to show some understanding of Shakespeare’s dramatic conventions.
• You need to identify and explain subject terminology.
• You need to show some awareness of the relevant context of Macbeth.

• You need to demonstrate a secure understanding of the key events in the plot of Macbeth.
• You need to explore the main characters and their development in depth.
• You need to analyse how the setting creates atmosphere and supports key themes.
• You need to show a developing understanding of Shakespeare’s dramatic conventions.
• You need to accurately identify and explain subject terminology.
• You need to show clear awareness of the relevant context of Macbeth.

• Do Now.
• Full KO quiz.
• Exit tickets.
• End of unit assessment.

• You will know all the content on the knowledge organiser.
• You will be able to use the grammar and structures covered so far, mostly accurately.
• You will be able to translate straightforward sentences into Spanish and English

• You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately.
• You will be able to translate sentences into Spanish and English, with a high degree of accuracy.

• n/a

• You will know all the content on the KO.
• You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future) mostly accurate.
• You will be able to use the grammar and structures covered so far, mostly accurately.
• You will be able to translate straightforward sentences, containing a variety of tenses, vocabulary and grammatical structures, into English.

• You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately.
• You will be able to translate sentences into English, with a high degree of accuracy.

• You will be able to define regeneration.
• You will be able to describe how areas are regenerated.
• You will be able to identify features of sustainable regeneration.
• You will be able to identify problems in a space that needs regeneration.
• You will be able to create a design for a regeneration project and explain how your project helps people and the environment.

• You will be able to define regeneration and explain why areas need regeneration.
• You will be able to explain how areas are regenerated.
• You will be able to identify and explain features of sustainable regeneration.
• You will be able to analyse problems in a space that needs regeneration.
• You will be able to create a design for a regeneration project and assess how your project helps people and the environment.

• Peer assessment on final piece

• You will be able to carry out calculations with decimals, fractions and mixed numbers (non-calculator).
• You will be able to solve linear equations.
• You will be able to plot and find linear equations graphically.
• You will be able to use formulae.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to plot linear graphs in the form ax+by=c.
• You will be able to solve linear simultaneous equations graphically.
• You will be able to solve simple linear simultaneous equations algebraically.
• You will be able to solve more complex linear simultaneous equations algebraically.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to use all KO content.
• You will be able to aurally identify most features of film music.
• You will demonstrate the ability to compose a suitable leitmotif.
• You will demonstrate the ability to compose underscore which captures some aspects of the scene.
• You will demonstrate the ability to sync music and visual cues with some success.

• You will be able to use all KO content and additional information.
• You will be able to aurally identify features of film music and place these in their context.
• You will demonstrate the ability to compose a suitable leitmotif and modify it according to need.
• You will demonstrate the ability to compose underscore which captures all aspects of the scene.
• You will demonstrate the ability to sync music and visual cues with complete success.

• Paired composition work – music to underscore the Wildebeest short film
• Listening assessment – music from films
• Informal listening tasks in class
• Do Now tasks
• Teacher questioning

• You can recall all the contents of the KO 
• You can explain the different roles of HTML, CSS and JavaScript in a webpage.  
• You can load an HTML file website into your browser and competently use web development software. 
• You can use HTML to create multiple elements with content in a webpage. 
• You can correctly structure HTML elements with appropriate opening and closing tags.  
• You can use headers, paragraphs, and lists in HTML.  
• You can correctly use images and links with HTML.  
• You score 60% or above in the assessment.  

• You can recall all the contents of the KO, plus additional information from lessons.  
• You can correctly use CSS properties to change text colour, background colour, font size, font style and text alignment.   
• You can explain ways of creating interactivity with JavaScript. 
• You score 90% or above in the assessment.  

• Do now tasks to test knowledge of KO
• Teacher observation
• End of unit assessment
• End of unit project

• You can recall all contents of the KO 
• You can explain what a network is and what a protocol is. 
• You can identify and describe different types of networks 
• You can identify and describe the role of key network hardware 
• You can describe how devices connect to a network 
• You can explain what the internet is 
• You can explain what the world wide web is 
• You can explain what cloud computing is 
• You will receive 60% or above in the class assessment. 

• You can recall all content of the KO plus additional information from lessons 
• You can explain how data travels across a network in detail 
• You are able to compare advantages and disadvantages of different network types 
• You can describe how online services are delivered over the internet 
• You are able to give examples of how different devices interact over a network  
• You will receive 90% or above in the class assessment. 

• Do now tasks to test knowledge of KO
• Teacher observation
• End of unit assessment

• You will be able to read a text in Spanish aloud generally accurately
• You will be able to answer questions in three time frames (past, present and future), using mostly correct verbs

• You will be able to read a text in Spanish aloud with a high level of accuracy
• You will be able to answer questions in three time frames (past, present and future), giving detailed responses

• Speaking

• You will have a sound understanding of how to pronounce most common, familiar French phonics. Your pronunciation of some words may be approximate.
• You will be able to answer straightforward questions on familiar topics.

• You will be able to pronounce some less familiar words correctly.
• You will be able to give more extended answers to straightforward questions.

• Read aloud and follow-up questions

• You will be able to identify two threats to oceans. 
• You will be able to pinpoint where the five ocean gyres are. 
• You will be able to identify local and global threats to coral reef systems.  
• You will be able to identify two issues of plastic pollution. 
• You will be able to identify different solutions to plastic pollution. 

• You will be able to explain two threats to oceans. 
• You will be able to pinpoint where the five ocean gyres are and explain how we know they are there. 
• You will be able to explain the local and global threats to coral reef systems.  
• You will be able to explain the issues of plastic pollution. 
• You will be able to evaluate different solutions to plastic pollution. 

• Do Now Tasks
• Ocean threats poster
• Plastic pollution solution

Athletics (Summer Term)

• You perform with improved technique and consistency in a range of track and field events, with noticeable progress in speed, strength, or endurance.
• You follow the principles of effective training and recovery.

Cricket (Summer Term)

• You consistently demonstrate solid skills in batting, bowling, and fielding.
• You understand advanced tactics and strategies, contributing to the team’s overall performance.

Pickleball / Tennis (Summer Term)

• You display consistency and improved technique in all fundamental strokes, including serves, forehands, and backhands.
• You understand and apply basic game strategies, contributing effectively to match play.

• You demonstrate excellent technique and form in chosen events, achieving personal bests regularly.
• You show leadership and competitive spirit, using advanced strategies to improve performance in both individual and team-based events.

Cricket (Summer Term)

• You show exceptional performance in all aspects of the game, including advanced batting techniques, strategic bowling, and dynamic fielding.
• You lead the team with high-level decision-making and contribute significantly to the team’s success.

Pickleball / Tennis (Summer Term)

• You demonstrate exceptional skill in shot placement, spin, and court coverage.
• You use advanced strategies and tactical decision-making to control the game, exhibiting strong mental focus and competitive edge in match play.

• Formative assessment in lessons – warm-ups, drills, cool-downs
• Summative assessment in lessons – competitive context

• You should explain what two different religions teach about human rights and how this links to the Big Question of the year.
• You should describe how the Big Question might affect people or communities, giving an example.
• You should define words like absolute and relative morality, human rights, and consequences, and explain them with examples.
• You should name where ideas come from—like someone’s conscience, a religion, or a holy book—and use them to support your answer.
• You should identify which arguments are strongest or weakest about the Big Question and explain why with examples.
• You should also give your own opinion and the opposite view, using examples to show you understand both sides.

• You could explain what more than two different religions teach about human rights and link these ideas to the Big Question of the year, including examples from other topics or things you’ve learned outside of lessons.
• You could give several examples of how the Big Question might affect people or communities.
• You could define absolute and relative morality, human rights, and consequences, and give several examples to show your understanding.
• You could use more than one source—like someone’s conscience, religion, or a holy book—to support your answers.
• You could explain which arguments are strongest and weakest in relation to the Big Question, using more than one example to back up your points.
• You could also give your own view and the opposite view, with examples or reasons from both sides, and link your ideas to other topics such as science.

• Do now tasks
• Exit Tickets
• End of Year test

• You should be able to know all content from the KO 
• You should be able to be able to explain how musical instruments can change the pitch or amplitude of a sound relating these to the oscilloscope representations of waves 
• You should be able to be able to explain how sound travels through solids, liquids and gases, but not through a vacuum 
• You should be able to be able to use the equation
  • Speed =      distance                                                                                                       time

• You should be able to recall all content from KO plus additional information 
• You will be able to explain that the displacement of particles is in parallel to the direction in which the wave travels 
• You will be able to explain that the denser the medium, the faster sound travels  
• You will be able to give examples of hearing ranges, with an appreciation of the differences in the auditory range of humans and animals  
• You will be able to describe ways in which hearing can be impaired and how noise pollution can be reduced 
• You will be able to use the time taken for an ultrasound reflection to reach a detector to calculate the distance to a boundary between two media 

• Do-now tasks
• Whole class questioning
• End of year exam

• You need to learn all content from the KO.
• You need to be able to identify the main greenhouse gases.
• You need to be able to describe the effects of climate change.
• You need to be able to recall the word equation for combustion of a fuel.
• You need to be able to identify factors affecting carbon footprint.
• You need to be able to recall all content from previous units.

• You need to learn all content from the KO plus additional information.
• You need to be able to explain how greenhouse gases are warming the atmosphere.
• You need to be able to explain why actions to reduce climate change can be politically difficult.
• You need to be able to write a balanced symbol equation for the combustion of a fuel.
• You need to be able to evaluate your own carbon footprint.
• You need to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• End of year exam.

• You will be able to recall all the contents of the KO.
• You will be able to demonstrate a sound knowledge of defensive design.
• You will be able to show an understanding of error types and the ability to find and correct them in an algorithm.
• You will be able to demonstrate an understanding of different types of testing and how to select appropriate test data.
• You will be able to score over 60% in the end of unit assessment.

• You will be able to recall all the contents of the KO plus additional information from lessons.
• You will be able to write robust programs following the principles of defensive design.
• You will be able to score over 90% in the end of unit assessment.

• Do now tasks to test knowledge of KO.
• Teacher observation.
• End of unit assessment.

• You will be able to recall all content of the knowledge organiser.
• You will be able to state the difference between aims and objectives.
• You will be able to state two objectives of a for the Theme Park start up.
• You will be able to identify the main stakeholders for the Theme Park.
• You will be able to explain two different objectives for two of the identified stakeholder groups.
• You will be able to identify other ways success for the can be measured other than profit.
• You will be able to identify 5 factors influencing the location of a Theme Park.
• You will be able to state the purpose of business planning for a Theme Park.
• You will be able to state the main stages of the recruitment and selection process for the Theme Park.

• You will be able to identify alternative ways success can be measured other than profit.
• You will be able to explain the impact and influence stakeholders have the Theme Park business and their objectives.
• You will be able to explain how businesses may face conflict between stakeholders.
• You will be able to explain how the factors influence where a business is located in the context of a range of different business types.
• You will be able to explain the importance of business planning for a Theme Park.
• You will be able to explain two benefits and two drawbacks of business planning.
• You will be able to explain the relationship between business planning and objectives.
• You will be able to explain one reason why the business plan may not work out in the way that was forecast. You will be able to explain the benefits of having an effective recruitment and selection process.
• You will be able to explain a benefit and drawback of internal recruitment and external recruitment.

• Do Now 
• Whole Class teacher questioning 
• Written Report
• Whole class presentation
• Theme Park Project

• You will know all of the content on the knowledge organiser.
• You will be able to understand short and longer spoken and written passages which include opinions with reasons, a range of grammatical structures and reference to the present, the past and the future.
• Your written German will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements).

• You will be able to deduce meaning and demonstrate understanding of the overall messages and key points in a range of spoken and written passages which include a range of tenses, justified opinions and some less familiar vocabulary and grammatical structures.
• Your writing in German will be highly accurate.

• You will have a sound understanding of how to pronounce most common, familiar French phonics. Your pronunciation of some words may be approximate.
• You will be able to answer straightforward questions on familiar topics.

• You will be able to pronounce some less familiar words correctly.
• You will be able to give more extended answers to straightforward questions.

• Read aloud and follow-up

• You will be able to describe Mumbai’s site, situation, context, and structure. 
• You will be able to identify reasons for past and present trends in population growth within Mumbai. 
• You will be able to explain opportunities and challenges for people living in Mumbai. 
• You will be able to identify differences in quality of life within Mumbai. 
• You will be able to explain top-down and bottom-up sustainability strategies within Mumbai. 

• You will be able to explain the significance of Mumbai’s site, situation, and context, and explain features of its land use. 
• You will be able to explain reasons for past and present trends in population growth within Mumbai. 
• You will be able to assess opportunities and challenges for people living in Mumbai. 
• You will be able to explain reasons for differences in quality of life within Mumbai. 
• You will be able to evaluate top-down and bottom-up sustainability strategies within Mumbai. 

• Do Now tasks.
• Teacher led questioning.
• Timed extended answer question.
• Written, GCSE style, assessment.

• You should be able to recall the content on the KO 
• You should be able to describe the life cycle of stars, including red giants, white dwarfs, supernovae, and black holes, in the correct order using appropriate terminology. 
• You should be able to use the orbital speed equation in calculations involving circular orbits of planets and satellites with mostly correct substitution and units. 
• You should be able to describe red-shift and how it provides evidence for the Big Bang theory, recognising that more distant galaxies show greater red-shift. 
• You should be able to explain how gravity governs orbits and maintains satellites in circular motion. 
• You should be able to recall criteria from previous topics

• You should be able to recall the content on the KO plus additional knowledge 
• You should be able to explain the life cycle of a star, including high mass stars, using scientific vocabulary such as nuclear fusion, supernova, and neutron star/black hole, and apply this to unfamiliar scenarios. 
• You should be able to calculate and compare orbital speeds and apply to satellites and planetary orbits in complex contexts. 
• You should be able to evaluate evidence for the Big Bang theory, explaining how red-shift support expansion. 
• You should be able to explain the role of gravity in the formation and evolution of stars, including balanced and unbalanced forces in orbital motion. 
• You should be able to recall criteria from previous topics 

• Do now tasks.
• Whole class questioning.

• You will be able to recall all of the content of the KO.
• You will be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells.
• You will be able to compare the processes of aerobic and anaerobic respiration.
• You will be able to recall all criteria from previous topics.

• You will be able to recall all of the content of the KO plus additional knowledge.
• You will be able to Identify problems that may affect the rate of respiration in living cells and describe these consequences.
• You will be able to recall all criteria from previous topics.

• Do now tasks.
• Whole class questioning.
• Response to exercise Student assessed task.

• You will be able to draw plans/elevations of 3D solids.
• You will be able to carry out and describe reflections.
• You will be able to carry out and describe translations using column vectors.
• You will be able to carry out and describe rotations about a centre of rotation.
• You will be able to carry out and describe enlargements by fractional and negative scale factors about a centre of enlargement.
• You will be able to carry out and describe combinations of different transformations.
• You will be able to draw and use scales on maps and scale drawings.
• You will be able to solve problems using bearings.
• You will be able to construct triangles using a ruler and compasses.
• You will be able to construct perpendicular bisectors, angle bisectors, ad perpendiculars to a point.
• You will be able to draw a locus.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to recall all of the content of the KO
• You will be able to describe how different organisms depend on each other for food, shelter, and survival.
• You will be able to describe how changes in the environment can affect food chains and webs.
• You will be able to apply your understanding of interdependence to unfamiliar examples, such as introduced species or conservation efforts.
• You will be able to suggest the impact of human activities (e.g., pollution, deforestation, climate change) on ecosystems.
• You will be able to recall all criteria from previous topics

• Exceeding criteria
• You will be able to recall all of the content of the KO plus additional knowledge
• You will be able to explain how different organisms depend on each other for food, shelter, and survival.
• You will be able to explain the consequences of removing or introducing a species in a habitat.
• You will be able to apply your understanding of interdependence to unfamiliar examples, such as introduced species or conservation efforts.
• You will be able to evaluate the impact of human activities (e.g., pollution, deforestation, climate change) on ecosystems.
• You will be able to recall all criteria from previous topics

• Do Now
• Whole class questioning
• Food webs Teacher assessed task

• You will be able to multiply and divide in standard form.
• You will be able to add and subtract in standard form.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to understand the inequality symbols.
• You will be able to solve linear inequalities.
• You will be able to work out upper and lower bounds of rounded values.
• You will be able to work out error intervals of rounded values.
• You will be able to carry out additions and multiplications with bounds.
• You will be able to carry out subtractions and divisions with bounds.
• You will be able to work out calculations to suitable degrees of accuracy.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to understand the inequality symbols.
• You will be able to solve linear inequalities.
• You will be able to work out upper and lower bounds of rounded values.
• You will be able to work out error intervals of rounded values.
• You will be able to carry out additions and multiplications with bounds.
• You will be able to carry out subtractions and divisions with bounds.
• You will be able to work out calculations to suitable degrees of accuracy.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You need to be familiar with the conventions of Shakespearean texts and be able to explore how the context and historical time period has shaped the meanings.
• You need to present clearly and confidently to an audience of your peers, ensuring you have a clear understanding of your chosen scene.
• You need to be able to explain your chosen scene in detail, including close analysis of language and exploration of author’s methods.
• You need to have a clear understanding of the tragic dramatic form and genre.

You have all of the criteria for ‘meets’ and at least some of the following:

• You need to be confident with the conventions of Shakespearean texts, being able to clearly an expertly present the features and explain perceptively how meanings may be shaped by them.
• You need to present confidently to an audience of your peers, engaging them in your presentation with clear knowledge.
• You need to be able to examine your chosen scene in detail, including close analysis of language and a developed exploration of author’s methods.
• You need to have a clear understanding of the tragic dramatic form and genre, linking it well to the chosen scene.

• Do Now
• End of unit assessment 

• You need to understand persuasive rhetoric and be able to apply it to your own speech.
• You need to sequence ideas clearly with a range of connected ideas.
• You need to pace your speech effectively so that the message is clear.
• You need to use techniques to engage your audience such as pace, pauses and eye contact.
• You need to identify persuasive devices and effect in speeches studied.

• You need to have a powerful control and use of rhetoric that is convincing and clear.
• Your speech needs to be well sequenced and fluent in its ideas, containing a range of sophisticated concepts throughout. Your speech must be interesting to listen to, exploring concepts in detail and offering alternate viewpoints.
• You need to present a confident, fluent speech with clear variation in tone and enunciation.
• You, as the speaker, need to be confident and engaging.
• You need to show how analysis of other speeches has contributed to a well written and developed speech. Your performance needs to be excellent with strong fluency.

• Do Now
• End of unit assessment 

• You will be able to complete all practical tasks safely within the allocated time with minimal support.
• You will be able to plan for practical sessions, ensuring all ingredients and equipment are brought to the session.
• You will be able to produce a jam or curd with minimal support to be used in a roulade.
• You will be able to produce a roulade with a clear attempt at a spiral with minimal support.
• You will be able to describe key nutritional needs related to different groups.
• You will be able to describe the principles of food safety and suggest how to avoid food-borne illness.
• You will be able to describe different factors that affect why someone chooses a particular food.
• You will be able to describe how heat is transferred in different cooking methods, giving examples of when particular methods may be chosen.

• You will be able to complete all practical tasks safely, independently and within the allocated time.
• You will be able to plan and prepare ahead of a practical session, sourcing or designing your own recipes.
• You will be able to produce independently a jam or curd that can be used in a roulade.
• You will be able to roll a roulade accurately and independently to create a clear spiral.
• You will be able to explain accurately the nutritional needs of different groups.
• You will be able to explain how poor food safety causes food-borne illness and how to avoid it.
• You will be able to explain how different factors influence what people eat and describe how restrictions may affect nutritional status.
• You will be able to explain how heat is transferred in different cooking methods and evaluate why one method may be chosen over another for a given dish.

• Practical assessment presented as a Finished dish.
• Written assessment for food science theory covered in end of year exam.
• In class monitoring – on going – each lesson.

• You will be able to construct a square frame structure, using finger joints and adhesive.
• You will be able to assemble the frame elements and mount them in such a way that they rotate well.
• You will be able to measure and mark out work well.
• You will be able to ensure that the pivots/dowels are upright and not angled.
• You will be able to assemble the photo frames correctly.
• You will be able to sand down the photo frames so that they are square and have flush edges.
• You will be able to complete final sanding and finishing.
• You will be able to apply a wax finish.

• You will be able to create a high quality final product which is commercially viable.
• You will be able to construct a completely square frame structure, using finger joints and adhesive.
• You will be able to produce a frame that shows excellent stability.
• You will be able to produce finger joints that show very few, if any, gaps.
• You will be able to accurately assemble the frame elements and mount them in such a way that they rotate freely.
• You will be able to measure and mark out work accurately, using an orthographic drawing as a guide.
• You will be able to sand down the photo frames so that they are completely square and have completely flush edges.
• You will be able to sand down work to a high standard, ensuring that you use the grits of sandpaper.
• You will be able to add a wax finish, to a high standard, applying several coats with light sanding in between.

• Photo Frame Assessment sheet.
• Do Now booklet.
• In class monitoring – each lesson.

• You will be able to write responses that will demonstrate a personal viewpoint and make clear connections to the work of artists studied.
• You will be able to apply materials and techniques competently, with appropriate selections that support the artistic intent.
• You will be able to show good understanding of media, with some experimentation and refinement, and solid technical skills.
• You will be able to be competent in your observational work, with suitable, well-composed photoshoots and appropriate recording methods, including some first-hand sources.
• You will be able to show exploration of formal elements will be evident, with observations supporting the development of ideas.
• You will be able to show your final outcome has a competent personal response, with good skill and visual quality, incorporating influences from artists studied.
• You will be able to show response to the theme which will be relevant and clearly linked to research and development work.
• You will be able to show that your project has a consistent and focused approach, with some evidence of independent work and problem-solving.
• You will be able to show that all of your work will be clearly connected to the original theme and research, showing a thoughtful realisation of intentions.

• You will be able to show that your written responses are a highly developed personal viewpoint and make sophisticated connections to artists’ work.
• You will be able to apply materials and techniques with outstanding skill and confidence; selections will be informed and support artistic intent.
• You will be able to show that your media use will be innovative, showing extensive experimentation and advanced technical ability, with refined outcomes that reflect in-depth exploration.
• You will be able to show that your observational work will be of a very high standard, with diverse, well-composed photoshoots and varied, skilful recording methods, primarily from first-hand sources.
• You will be able to show that your observations and visual research clearly inform the development of ideas and demonstrate a strong understanding of formal elements.
• You will be able to show that your final outcome will be highly personal, creative, and visually striking, effectively showing artist influences in a cohesive and meaningful response to the theme.
• You will be able to show that your technical and conceptual qualities are exceptional, with all elements contributing to a unified and impactful final piece.
• You will be able to show that your project demonstrates a sustained and independent approach throughout, with evidence of risk-taking and creative problem-solving.
• You will be able to show that all your work is clearly linked to the original theme and research, showing a deep understanding and thoughtful realisation of intentions.

• Practical assessment of sketchbook progress.
• In class monitoring – each lesson.

• You will be able to recall all the contents of the KO.
• You will be able to demonstrate a knowledge of computational thinking.
• You will be able to to follow flowcharts and pseudocode.
• You will be able to complete trace tables.
• You will be able to demonstrate an understanding of common error types.
• You will be able to define and describe common searching and sorting algorithms
• You will be able to score over 60% in the end of unit assessment.

• You will be able to recall all the contents of the KO plus additional information from lessons.
• You will be able to create flowcharts.
• You will be able to refine a given algorithm.
• You will show an understanding of how to implement common searching and sorting algorithms
• You will be able to score over 90% in the end of unit assessment.

• Do now tasks to test knowledge of KO.
• Teacher observation.
• End of unit assessment.

• You will be able to recall all content of the knowledge organiser.
• You will be able to state the financial methods used to motivate staff.
• You will be able to state the non-financial methods of motivation.
• You will be able to state and define the three types of training undertaken by businesses.
• You will be able to state a benefit of induction training.
• You will be able to state a benefit and drawback of on the job and off the job training.

• You will be able to explain 2 benefits of a motivated workforce.
• You will be able to explain why some businesses focus on non-financial methods of motivation over financial methods.
• You will be able to explain the impact of leadership styles on motivation.
• You will be able to explain 2 benefits of training for businesses.
• You will be able to explain which type of training would be most appropriate in the context of different business scenarios.

• Do Now.
• Whole Class teacher questioning.
• Written Assessment (35 marks).
• Teacher Assessed Question (6 marks).
• Theme Park Project.

• You will be able to recall all content of the knowledge organiser.
• You will be able to define key terms including span of control, chain of command, job analysis, zero-hour contracts.
• You will be able to state the benefit and drawback of having a tall organisational structure.
• You will be able to state the main stages of the recruitment and selection process.
• You will be able to state the benefits of part time and full time employment.
• You will be able to list the main types of contracts of employment.

• You will be able to explain the reasons why businesses have internal organisational structures.
• You will be able to explain when centralisation would be more appropriate to decentralisation in the context of different business scenarios.
• You will be able to explain the impacts on the business of delayering and delegation.
• You will be able to explain the benefits of having an effective recruitment and selection process.
• You will be able to explain a benefit and drawback of internal recruitment and external recruitment.
• You will be able to explain the benefit of part time staff.

• Do Now. 
• Whole Class teacher questioning.
• Written Assessment (35 marks).
• Teacher Assessed Question (6 marks).

• You will be able to read a text in Spanish aloud generally accurately
• You will be able to answer questions in three time frames (past, present and future), using mostly correct verbs

• You will be able to read a text in Spanish aloud with a high level of accuracy
• You will be able to answer questions in three time frames (past, present and future), giving detailed responses

• Speaking

• You will have a sound understanding of how to pronounce most common, familiar German phonics.
• Your pronunciation of some words may be approximate.
• You will be able to answer straightforward questions on familiar topics.

• You will be able to pronounce some less familiar words correctly.
• You will be able to give more extended answers to straightforward questions.

• Read aloud and follow-up.

• You will have a sound understanding of how to pronounce most common, familiar French phonics. Your pronunciation of some words may be approximate.
• You will be able to answer straightforward questions on familiar topics.

• You will be able to pronounce some less familiar words correctly.
• You will be able to give more extended answers to straightforward questions.

• Read aloud and follow-up.

• You will be able to define urbanisation and identify major global trends in urban population growth. 
• You will be able to define the term megacity, world city, and urban primacy. 
• You will be able to identify socio-economic characteristics of megacities, relating to migration and urban economies. 
• You will be able to define processes of urban change: urbanisation, suburbanisation, counter-urbanisation, re-urbanisation, regeneration. 
• You will be able to identify characteristics of different urban land uses, and the factors influencing city land type. 

• You will be able to explain global urbanisation trends. 
• You will be able to describe characteristics of megacities and world cities. 
• You will be able to explain how various socio-economic characteristics of megacities are different depending on a country’s level of development. 
• You will be able to explain why urban population numbers and distribution change over time. 
• You will be able to explain characteristics of different urban land uses, and the factors influencing city land type. 

• Do Now tasks.
• Teacher led questioning.
• Timed extended answer question.
• Written, GCSE style, assessment.

• You will be able to explain that aerobic respiration occurs when oxygen is available, producing energy for prolonged activities, while anaerobic. respiration occurs when there is insufficient oxygen, producing energy for short bursts of high-intensity exercise.
• You will be able to give basic examples, such as aerobic exercise (e.g., long-distance running, swimming) and anaerobic exercise (e.g., sprinting, weightlifting).
• You will be able to define EPOC as the extra oxygen the body needs after exercise to return to its resting state, including processes like restoring oxygen levels in muscles and clearing lactic acid.
• You will be able to list basic recovery methods such as cool-downs, stretching, hydration, and rest.

• You will be able to describe the chemical processes involved in both types of respiration, highlighting how aerobic respiration (glucose + oxygen → carbon dioxide + water + energy) occurs in the mitochondria and how anaerobic respiration (glucose → lactic acid + energy) results in the accumulation of lactic acid, leading to muscle fatigue.
• You will be able to give more specific examples of aerobic exercise (e.g., cycling at a steady pace, rowing) and anaerobic exercise (e.g., 100m sprint, high-intensity interval training), linking the type of exercise to the body’s energy system needs.
• You will be able to explain the physiological processes behind EPOC, including the increased heart rate, oxygen consumption, and energy expenditure post-exercise, and how it helps in clearing metabolic by-products like lactic acid.
• You will be able to explain the role and benefits of each recovery method, such as how active recovery (light exercise) promotes blood flow to muscles, and how hydration helps in rehydrating and removing waste products from the body.
• You will be able to explain how these effects occur physiologically, such as how immediate effects (e.g., increased oxygen intake) help the body adapt to exercise, and how long-term effects (e.g., hypertrophy, improved lung capacity) lead to improvements in fitness.

• Do Now Tasks.
• Mini whiteboard tasks.
• Formative assessment – questioning.
• End of Year Assessment.

AO1 – You will be able to give a basic definition of all Muslim Beliefs key terms with examples, including:

• Tawhid
• Prophethood
• Shariah (straight path)

AO1 – You will be able to demonstrate good and accurate knowledge and understanding by describing a Muslim belief, teaching, practice or event related to:

• The nature of Allah
• Prophethood (Risalah)
• Angels (Malaikah)
• Akhirah (Afterlife)
• Foundations of Faith

AO1 – You will be able to explain statements made with reasoning and/or evidence, such as:

• Explain how…
• Explain why…
• Explain the main features of…
• Explain the importance/significance of…
  across these topics.

AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from more than one perspective and show evidence of all the KISSJO skills. Statements could relate to:

• The nature of Allah
• Prophethood (Risalah)
• Angels (Malaikah)
• Akhirah (Afterlife)
• Foundations of Faith

Use key terms such as tawhid, prophethood, halal (permitted), haram (forbidden), greater/lesser jihad, mosque, shariah, and ummah.

• Tawhid
• Prophethood
• Shariah (straight path)

AO1 – You will be able to demonstrate comprehensive knowledge and understanding by describing a Muslim belief, teaching, practice or event related to:

• The nature of Allah
• Prophethood (Risalah)
• Angels (Malaikah)
• Akhirah (Afterlife)
• Foundations of Faith

AO1 – You will be able to explain statements made with reasoning and/or evidence, such as:

• Explain how…
• Explain why…
• Explain the main features of…
• Explain the importance/significance of…
  across these topics.

AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from multiple perspectives and demonstrate multiple examples of KISSJO skills throughout your response. Statements could relate to:

• The nature of Allah
• Prophethood (Risalah)
• Angels (Malaikah)
• Akhirah (Afterlife)
• Foundations of Faith

Using key terms such as tawhid, prophethood, halal, haram, greater/lesser jihad, mosque, shariah, and ummah.

• Do now tasks.
• Exit Tickets.
• EOY and sample questions.

• You will be able to learn all content from the KO.
• You will be able to be able to use observations of metal reactions with water and acids to compare the reactivity each.
• You will be able to be able to use the reactivity series to make predictions about displacement reactions.
• You will be able to be able to predict the products of electrolysis for molten compounds.
• You will be able to be able to state whether a chemical species is oxidised or reduced in electrolysis.
• You will be able to be able to identify variables and write a scientific method for required practicals in this topic.
• You will be able to be able to recall all content from previous units.

• You will be able to learn all content from the KO plus additional information.
• You will be able to be able to explain the reactivity of metals using electron configuration and the periodic table.
• You will be able to be able to use symbol equations to illustrate a displacement reaction.
• You will be able to be able to use the reactivity series to predict the products of electrolysis for aqueous compounds.
• You will be able to be able to use a half equation to illustrate oxidation and reduction during electrolysis.
• You will be able to be able to suggest variables and write a valid scientific method for required practicals in this topic.
• You will be able to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• Assessed task in lesson.
• In-class test.

• You will be able to recall all of the content of the KO.
• You will be able to explain how the structures of plant tissues are related to their functions.
• You will be able to describe the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration.
•  You will be able to should be able to describe the process of transpiration and translocation.
• You will be able to measure and calculate rates of photosynthesis.
• You will be able to extract and interpret graphs of photosynthesis rate involving one limiting factor.
• You will be able to recall all criteria from previous topics.

• Exceeding criteria.
• You will be able to recall all of the content of the KO plus additional knowledge.
• You will be able to explain how the structures of plant tissues are related to their functions.
• You will be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration referring to diffusion.
• You will be able to should be able to compare the process of transpiration and translocation relating structure to function.
• You will be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor.
• You will be able to use inverse proportion – the inverse square law and light intensity in the context of photosynthesis.
• You will be able to recall all criteria from previous topics.

• Do now tasks.
• Whole class questioning.
• Factors affecting photosynthesis Teacher assessed.
• END OF YEAR ASSSESSMENT / 40.

• You will be able to find the area and perimeter of compound shapes.
• You will be able to recall and use the formula for area of a trapezium.
• You will be able to convert between metric units of area.
• You will be able to write error intervals for rounded values.
• You will be able to calculate the upper and lower bounds for a calculation involving rounded values.
• You will be able to convert between metric units of volume.
• You will be able to calculate the area and circumference of a circle, including in terms of π.
• You will be able to calculate arc lengths, angles and areas of sectors of circles.
• You will be able to calculate volumes and surface areas of prisms, cylinders, spheres, pyramids and cones.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to complete all practical tasks safely within the allocated time with minimal support.
• You will be able to follow the recipe steps with minimal support.
• You will be able to produce the correct number of bakes that are roughly similar in appearance.
• You will be able to combine ingredients effectively to produce baked goods.
• You will be able to repeat skills gained in previous rotations with minimal assistance.
• You will be able to describe why the body requires energy and where it gets that energy from.
• You will be able to describe the role of each ingredient in a basic bread recipe.
• You will be able to describe how nutritional requirements change over the lifespan and apply this to one specific life stage.

• You will be able to complete all practical tasks safely, independently and within the allocated time.
• You will be able to follow the recipe steps independently in the correct order.
• You will be able to produce consistent bakes with a uniform appearance.
• You will be able to demonstrate a clear understanding of the process required to produce baked goods.
• You will be able to use skills gained in previous rotations to produce more complex dishes.
• You will be able to explain accurately why the body requires energy and how energy balance is achieved.
• You will be able to explain the role gluten and yeast play in the rising of bread dough.
• You will be able to explain why different life stages require different nutrients and amounts, applying this to several different stages.

• Skills checklist in practical lessons​
• Completed theory booklets

• Your work will meet the design brief with a clear and appropriate design.
• Your research will be used to inform most design decisions.
• Your design will include most essential elements with minor omissions.
• You will have demonstrated a good understanding and mostly consistent application.
• You will have shown some variety and creativity in your typography choices. Iterations are shown.
• You will have demonstrated an appropriate use of graphics, illustrations and typography, and used it to support the design and genre of the book.
• You will have several iterations showing development. Notes are added.
• You will have used appropriate tools with good technique.
• You will have a complete PowerPoint with clear progress documented, including reflections.

• You will have fully met the design brief with a highly appropriate and creative design for the book.
• Your research will be thoroughly integrated into initial ideas and design iterations.
• Your design will include all essential elements (title, author, imagery, etc.) in a cohesive layout.
• You will have demonstrated excellent understanding and consistent application of colour theory.
• You will have shown a wide range of thoughtful and creative typography experiments.
• You will have demonstrated an excellent understanding of how to use Illustrations, graphics, and typography, and applied them to enhance the design.
• You will have multiple well-documented iterations showing clear development and experimentation. Analytical notes.
• You will have used a wide range of digital tools effectively and creatively.
• You will have a complete, well-organised PowerPoint, that clearly shows the design process and self-reflection.

• Practical design assessment presented as a PowerPoint
• Do Now 3 and 5
• In class monitoring – each lesson

• You will be able to show a consistent ability to effectively develop ideas through purposeful investigations.
• You will be able to consistently demonstrate critical understanding of sources.
• You will be able to demonstrate a consistent ability to refine ideas and select and experiment with appropriate tools and techniques.
• You will be able to show a consistent ability to record your ideas and observations through annotations and sketches, as your work progresses.

• You will be able to show a highly developed ability to effectively develop ideas through purposeful investigations.
• You will be able to demonstrate a highly developed ability to critically understand and interpret sources.
• You will be able to demonstrate a highly developed ability to refine ideas and confidently select and experiment with appropriate tools and techniques.
• You will be able to show a highly developed ability to record your ideas and observations through annotations and sketches as your work progresses

• Practical design assessment presented as a PowerPoint.
• Do Now tasks throughout the project.
• In class monitoring – each lesson.

• You will be able to recall all content of the knowledge organiser.
• You will be able to state the main methods of growth and whether they’re internal or external.
• You will be able to state a benefit and drawback of each method of growth.
• You will be able to define key terms including economies and diseconomies of scale.

• You will be able to explain which method of growth would be the most appropriate in the context of different business scenarios.
• You will be able to explain 2 benefits and 2 drawbacks of different methods of growth.
• You will be able to explain the causes of economies of scale.
• You will be able to explain the causes of diseconomies of scale.
• You will be able to calculate and interpret average unit costs.

• Do Now.
• Whole Class teacher questioning.
• Written Assessment (35 marks).
• Teacher Assessed Question (6 marks).

• You will be able to make a Scaled seating model using foam board.
• You will design it through using the iterative design process.
• You will produce an ideation page, followed by a design sheet.
• You will complete a quick card model to check the ergonomics.
• You will produce a foam board, final model.
• You will produce a model which is manufactured neatly; from cutting the board, gluing and assembling parts together.

• You will be able to make a Scaled seating model using foam board.
• You will design it through using the iterative design process.
• You will produce an ideation page which is full of ideas and shows a huge variety.
• You will produce a design page, with 3D sketches, which will be fully annotated and use excellent presentation techniques.
• You will complete a quick card model to check the ergonomics.
• You will produce a foam board, final model.
• You will produce a model which is accurately made with additional design features using dowel.

• Practical assessment including an Ideation page, Design page, Final model made using foam board

• You will know all of the content on the knowledge organiser.
• You will be able to understand the main points and some details in short spoken passages.
• You will be able to transcribe sentences with some accuracy.

• You will understand more details in short spoken passages
• You will be able to transcribe sentences with a high level of accuracy.

• Listening (including transcription).

• You will show a clear understanding of the protest theme and relevant artists ​
• You will use a range of media with control, including effective oil pastel blending and layering​
• You will produce accurate portrait drawings with developing proportion and detail ​
• You will use tone to create depth and form in your work ​
• You will create a final outcome that clearly shows emotion anda protest message ​
• You will organise your composition so that it is balanced andvisually clear

• You will demonstrate an in-depth understanding of protest themes with personal and meaningful ideas.​
• You will confidently experiment with media and show excellent oil pastel skills (blending, layering, control)​
• You will create highly accurate and expressive portrait drawings with strong tonal detail .​
• You will refine your work to a high level, showing careful attention to detail .​
• You will produce a powerful final outcome that communicates a clear and impactful message .​
• You will create a highly effective, creative. composition that is visually striking .​
• You will take creative risks and work independently to develop your ideas.

• In class monitoring – Mixed media personal response

• You will know all of the content on the knowledge organiser.
• You will be able to demonstrate understanding of short and longer spoken passages which include opinions with reasons, a range of grammatical structures and reference to the present, the past and the future.
• You will be able to transcribe sentences with some accuracy.

• You will be able to deduce meaning and demonstrate understanding of the overall messages and key points in a range of spoken passages which include a range of tenses, justified opinions and some less familiar vocabulary and grammatical structures.
• You will be able to transcribe sentences with a high level of accuracy.

• Listening.

• You will know all of the content on the knowledge organiser.
• You will be able to understand short and longer spoken passages which include opinions with reasons, a range of grammatical structures and reference to the present, the past and the future.
• You will be able to transcribe sentences with some accuracy.

• You will be able to deduce meaning and demonstrate understanding of the overall messages and key points in a range of spoken passages which include a range of tenses, justified opinions and some less familiar vocabulary and grammatical structures.
• You will be able to transcribe sentences with a high level of accuracy.

• Listening.

• You should be able to recall all the content on the KO 
• You should be able to draw and interpret free body diagrams and calculate resultant forces in one or two dimensions (horizontal/vertical only). 
• You should be able to the work done equation correctly with appropriate units and describe how energy is transferred. 
• You should be able to apply Hooke’s Law and plot or interpret force-extension graphs, identifying the limit of proportionality. 
• You should be able to describe how levers reduce the force required and calculate moment of a force 
• You should be able to calculate pressure on surfaces and in fluids using the correct formulas 
• You should be able to recognise that atmospheric pressure decreases with height, giving reasons related to particle density. 
• You should be able to identify variables and write a scientific method for required practicals in this topic. 
• You should be able to plot appropriate graphs and describe what the data shows for required practicals in this topic. 
• You should be able to recall all criteria from previous topics  

• You should be able to recall all the content on the KO plus additional knowledge 
• You should be able to accurately calculate resultant forces and apply vector diagrams to solve problems involving forces at angles, including free body diagrams and equilibrium conditions. 
• You should be able to explain and calculate work done using W=F×d, and link this to energy transfers and efficiency in real-world contexts. 
• You should be able to apply Hooke’s Law and elastic potential energy equation to solve multi-step problems, including graph interpretation and identifying non-linear regions. 
• You should be able to apply the principle of moments for objects in equilibrium to determine the unknown values 
• You should be able to solve complex problems involving pressure on surfaces and in fluids, applying unit conversions correctly 
• You should be able to explain atmospheric pressure in terms of air molecule density and height above Earth and analyse data showing how pressure changes with altitude. 
• You should be able to suggest variables and write a valid scientific method for required practicals in this topic. 
• You should be able to plot appropriate graphs, describe and explain what the data shows and suggest sources of error for required practicals in this topic. 
• You should be able to recall all criteria from previous topics

• Do now tasks .
• Whole class questioning.
• End of topic multiple choice quiz.
• Teacher assessed task in lesson.

• You will be able to use all KO content.
• You will be able to aurally identify most features of songs from musicals.
• You will be able to sing with reasonable accuracy of pitch and rhythm.
• You will be able to perform both solo and chorus roles within the song.
• You will be able to sing with reasonable technique (breathing, posture, projection, diction).
• You will be able to sing in harmony with others to some degree.

• You will be able to use all KO content and additional information.
• You will be able to aurally identify features of songs from musicals and place these in their context.
• You will be able to sing with good accuracy of pitch and rhythm.
• You will be able to perform both solo and chorus roles confidently within the song.
• You will be able to sing with good technique (breathing, posture, projection, diction).
• You will be able to sing in harmony with others with good accuracy.

• Group performance of King of New York
• Listening assessment – songs from the Musicals
• Informal listening tasks in class
• Do Now tasks
• Teacher questioning

• You will be able to learn all content from the KO.
• You will be able to be able to state whether a strong or weak acid of the same concentration has a lower pH.
• You will be able to be able to name salts produced during neutralisation.
• You will be able to be able to write a word equation for neutralisation reactions between an acid and a base.
• You will be able to be able to identify variables and write a scientific method for required practicals in this topic.
• You will be able to be able to recall all content from previous units.

• You will be able to learn all content from the KO plus additional information.
• You will be able to be able to explain the difference in pH for a strong and weak acid of the same concentration.
• You will be able to be able to write the formula for a salt produced during a neutralisation reaction.
• You will be able to be able to write a balanced symbol equation for neutralisation reactions between an acid and a base.
• You will be able to be able to suggest variables and write a valid scientific method for required practicals in this topic.
• You will be able to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• Assessed task in lesson.
• In-class test.

• You will know all the content on the knowledge organiser.
• You will be able to use the grammar and structures covered so far, mostly accurately.
• You will be able to translate straightforward sentences into English

• You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately. 
• You will be able to translate sentences into English, with a high degree of accuracy.

• Grammar & Translation

• You will be able to find the gradient, midpoint and length of a line segment.
• You will be able to rearrange to find the gradient and y-intercept from a linear equation in the form y = mx +c.
• You will be able to plot and sketch linear graphs, including those in the form ax+by=c.
• You will be able to find the equation of a line, given its gradient and one point on the line.
• You will be able to find the equations of lines parallel or perpendicular to a given line.
• You will be able to draw and interpret distance-time graphs.
• You will be able to draw and interpret velocity-time graphs.
• You will be able to draw quadratic graphs, and solve quadratic equations using graphs.
• You will be able to Identify the line of symmetry of a quadratic graph.
• You will be able to draw graphs of cubic functions, and use graphs to solve cubic equations.
• You will be able to draw graphs of reciprocal functions.
• You will be able to draw the graph of a circle.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will know all the content on the KO.
• You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future) mostly accurately.
• You will be able to use the grammar and structures covered so far, mostly accurately.
• You will be able to translate straightforward sentences, containing a variety of tenses, vocabulary and grammatical structures, into English.

• You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately.
• You will be able to translate sentences into English, with a high degree of accuracy.

• Grammar and translation

• You will be able to define the three rock types and how they form. 
• You will be able to identify geological characteristics north and south of the Tees-Exe line. 
• You will be able to identify causes of natural climate change. 
• You will be able to recall the two main processes of glacial erosion. 
• You will be able to explain human uses and challenges in glaciated landscapes, like the Lake District.

• You will be able to explain key characteristics of igneous, sedimentary, and metamorphic rocks.
• You will be able to explain geological characteristics north and south of the Tees-Exe line.
• You will be able to explain natural causes of climate change.
• You will be able to explain how erosion and deposition create glacial landforms.
• You will be able to assess the social, economic, and environmental impacts of human activity in glaciated landscapes such as the Lake District.

• Do Now Tasks
• GIS task
• Knowledge based end of unit assessment

• You should be able to recall all content from KO.  
• You should be able to calculate all 3 variables of the speed equation with units given in the question.  
• You should be able to qualitatively analyse distance-time graphs e.g. describing motion.  
• You should be able to identify variables and write a scientific method.  
• You should be able to plot appropriate graphs and describe what the data shows.  

• You should be able to recall all content from KO plus additional information.  
• You should be able to calculate all 3 variables of the speed equation and convert units.   
• You should be able to quantitatively analyse distance-time graphs e.g. calculating the speed.  
• You should be able to suggest variables and write a valid scientific method.  
• You should be able to plot appropriate graphs, describe and explain what the data shows.  

• Do now tasks  
• Whole class questioning  
• Teacher assessed task
• End of topic test 

• You need to learn all content from the KO.
• State the environmental impact of extracting resources.
• Give reasons why materials are running out.
• Plot a graph using data to show how long resources will last.
• You need to be able to recall all content from previous units.

• You need to learn all content from the KO plus additional information.
• Evaluate the impact of extracting resources on the environment.
• Evaluate the reasons why current estimates of how long raw materials will last for may change.
• Choose an appropriate scale to graph data showing how long resources will last.
• You need to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• In-class test.

• You will be able to recall all of the content of the KO
• You will be able to refer to a diagram to show the relationship between DNA, chromosomes and genes.
• You will be able to describe how genetic information is passed from parents to offspring
• You will be able to explain why offspring from the same parents look similar but are not usually identical
• You will be able to explain how a change in the DNA may affect an organism and its future offspring.
• You will be able to recall all criteria from previous topics

• You will be able to recall all of the content of the KO plus additional knowledge
• You will be able to create a diagram to show the relationship between DNA, chromosomes and genes.
• You will be able to describe in detail how genetic information is passed from parents to offspring
• You will be able to explain why offspring from the same parents look similar but are not usually identical
• You will be able to explain in detail how a change in the DNA may affect an organism and its future offspring
• You will be able to suggest benefits from scientists knowing all the genes in the human genome.
• You will be able to recall all criteria from previous topics

• Do now tasks
• Whole class questioning
• Written TEST/30

• You will be able to develop two ideas that meet the design brief.
• You will be able to design work that strongly reflects the ethos and corporate style of the company ‘Alessi’.
• You will be able to produce a final idea that has been chosen based on a sound evaluation process.
• You will be able to translate your sketched idea into a 3D CAD version, with a high degree of fidelity.
• You will be able to use CAD with a good level of competency.
• You will be able to 3D print work so that it shows a good level of structural integrity.
• You will be able to design so that your model is able to hold an ‘average’ sized egg securely.
• You will be able to design so that your model is stable and does not topple over easily.
• You will be able to finish your model through sanding and painting.

• You will be able to develop at least two ideas that fully meet the design brief.
• You will be able to design work that shows a clear understanding of the design ethos of ‘Alessi’.
• You will be able to present your design sketches using a range of techniques to enhance the communication of your ideas.
• You will be able to create a sophisticated final prototype that shows a mastery of On-Shape software.
• You will be able to 3D print work, to show an understanding of the limitations of the technique and how to overcome these through thorough analysis of your scale model.
• You will be able to make a final prototype that is perfectly sized, with a stable base.
• You will be able to complete a high level of finishing on your model.
• You will be able to utilise complimentary modelling techniques to enhance your prototype.

• Alessi Eggcup Assessment sheet.
• Do Now booklet.
• In class monitoring – each lesson.

• You will be able to cover the main aspects of the theme with some visual elements, describing features and mood your presentation is neat and functional.
• You will be able to show good skill and creativity in your drawing series, with an adequate use of different drawing systems; you capture the locality well, though your work may lack realism or bold experimentation.
• You will be able to demonstrate good control of tone and texture in your observational drawing, though there may be minor inconsistencies or areas that lack detail; transitions between textures are clear but not highly refined.
• You will be able to be well-organised in your artist research page with a clear layout and background presentation; your analysis of Ian Murphy’s work shows a good understanding of his techniques and themes, though it may not go into much depth.
• You will be able to create a mixed media piece that combines three to four materials effectively; your work shows a clear link to your initial drawing.
• You will be able to competently present your sketchbook with some visual interest, your ideas will be communicated clearly.

• You will be able to create a visually engaging and insightful mind map that responds thoughtfully to the theme of Urban Decay, showing originality and referencing key information from your Knowledge Organiser.
• You will be able to demonstrate exceptional drawing skill and creativity in your locality drawing series, with confident experimentation across a range of drawing systems that effectively capture the atmosphere of urban decay through architecture.
• You will be able to produce a hyper-realistic pencil drawing with outstanding tonal range, depth, and texture, seamlessly transitioning between materials like wood, metal, and brick with high observational accuracy.
• You will be able to show your artist research page as visually compelling and well-structured, with thorough and personal analysis of Ian Murphy’s work that shows critical engagement with his techniques and themes.
• You will be able to develop a highly innovative mixed media piece that integrates at least five materials in a cohesive and visually striking way, showing strong links to your initial studies and confident experimentation.
• You will be able to show your sketchbook which will be highly detailed, dynamic, and interactive, with rich visual content and a thoughtful layout that clearly communicates architectural features, mood, and thematic exploration.

• Practical assessment of sketchbook progress.
• In class monitoring – each lesson.

• You will be able to create simple direct proportion formula from values.
• You will be able to create simple inverse proportion formula from values.
• You will be able to draw and interpret direct proportion graphs.
• You will be able to draw and interpret inverse proportion graphs.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to convert metric units for area and volume.
• You will be able to calculate the volume of a prism.
• You will be able to calculate the volume of a cylinder.
• You will be able to calculate the surface area of a prism.
• You will be able to calculate the surface area of a cylinder.
• You will be able to calculate the volumes and surface areas of composite shapes.
• You will be able to calculate missing sides of right-angled triangles using Pythagoras’ Theorem

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to recall all the contents of the KO.
• You will be able to demonstrate a firm understanding of sequence, selection & iteration.
• You will be able to demonstrate the ability to manipulate strings.
• You will be able to demonstrate the ability read/write/append to text files.
• You will be able to score 50% or above in the end of unit assessment.

• You will be able to recall all the contents of the KO plus additional information from lessons.
• You will be able to manipulate strings using ASCII values.
• You will be able to write complex programs using file handling.
• You will be able to score 90% or above in the end of unit assessment.

• Do now tasks to test knowledge of KO.
• Teacher observation.
• End of unit assessment.

• You will be able to recall all content of the knowledge organiser.
• You will be able to identify 5 factors influencing the location decision of a business.
• You will be able to state the purpose of business planning.
• You will be able to identify the 4 main sections within a business plan.
• You will be able to state two benefits and two drawbacks of business planning.

• You will be able to explain how the factors influence where a business is located in the context of a range of different business types.
• You will be able to explain the importance of business planning.
• You will be able to explain two benefits and two drawbacks of business planning.
• You will be able to explain the relationship between business planning and objectives.

• Do Now.
• Whole Class teacher questioning.
• Written Assessment (35 marks).
• Teacher Assessed Question (6 marks).

• You will know all of the content on the knowledge organiser.
• You will be able to produce verbs in two time frames (past and present)
• Your writing in Spanish will be mostly accurate

• You can use more complex grammar and a range of verb forms.
• You can use a broad range of language including varied justified opinions and 3rd person opinions
• Your writing in Spanish will be highly accurate.

• Writing

• You will know all the content of the knowledge organiser.
• You will be able to translate a variety of vocabulary and grammatical structures into German.
• This will include three time frames (past, present, future), opinions and adjectives.
• Your written German will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements).

• Your writing in German will be highly accurate.

• Translation into German.

• You will know all the content of the knowledge organiser.
• You will be able to translate a variety of vocabulary and grammatical structures into French.
• This will include three time frames (past, present, future), negatives and adjectives.
• Your written French will be mostly accurate, although there may be some minor errors (e.g. spellings, genders, agreements).

• Your writing in French will be highly accurate.

• Translation into French.

• You will be able to describe the Earth’s structure. 
• You will be able to identify the different plate boundaries. 
• You will be able to identify earthquake hazards, including tsunami, and features of earthquakes. 
• You will be able to describe characteristics of composite and shield volcanoes. 
• You will be able to explain the impacts and responses of earthquakes or cyclones in countries with different levels of development. 

• You will be able to describe the Earth’s structure and explain how heat generates convection which moves plates. 
• You will be able to explain how different plate boundaries move, and how they link to earthquakes and volcanoes. 
• You will be able to explain the formation of tsunamis, and how the magnitude and depth of an earthquake affect its impact. 
• You will be able to explain characteristics of composite and shield volcanoes. 
• You will be able to assess the impacts and responses of earthquakes or cyclones in countries with different levels of development. 

• Do Now tasks.
• Teacher led questioning.
• Timed extended answer question.
• Written, GCSE style, assessment.

• You will be able to identify the main components of the respiratory system, including the nose, trachea, bronchi, bronchioles, alveoli, diaphragm, and lungs.
• You will be able to identify key features of the alveoli, such as their thin walls and large surface area.
• You will be able to describe the basic processes of inspiration (inhaling) and expiration (exhaling), including the movement of the diaphragm and intercostal muscles.
• You will be able to define terms like tidal volume, vital capacity, and expiratory reserve volume.
• You will be able to identify the main components of the cardiovascular system, including the heart, blood vessels (arteries, veins, capillaries), and blood.
• You will be able to describe the three main types of blood vessels: arteries, veins, and capillaries.

• You will be able to identify all the major components of the respiratory system and describe their functions in the process of breathing and gas exchange, e.g., how the diaphragm helps in inspiration.
• You will be able to describe in detail how the structure of the alveoli aids gaseous exchange, including their large surface area, thin walls for diffusion, moist surface for gas diffusion, and rich blood supply.
• You will be able to explain the mechanics of inspiration and expiration in more detail, including the role of the diaphragm, intercostal muscles, and changes in lung volume and pressure during each phase.
• You will be able to define and explain more advanced spirometer terms, including residual volume, inspiratory reserve volume, and total lung capacity, and understand how these relate to lung function.
• You will be able to identify all components of the cardiovascular system and explain the function of each part, e.g., how the heart pumps blood, and the role of different blood vessels in circulation.
• You will be able to describe in detail the structure and function of each type of blood vessel, including the thick muscular walls of arteries for high-pressure blood flow, the thinner walls of veins with valves to prevent backflow, and the one-cell-thick capillaries for efficient nutrient and gas exchange.
• You will be able to explain how these terms relate to each other (Cardiac Output = Heart Rate x Stroke Volume) and describe how changes in heart rate and stroke volume during exercise increase cardiac output to meet the body’s oxygen demand.

• Do Now Tasks.
• Mini whiteboard tasks.
• Formative assessment – questioning.
• End of unit assessment.

AO1 – You will be able to give a basic definition of all Christian Practices key terms with examples, including:

• Sacraments
• Evangelism

AO1 – You will be able to demonstrate good and accurate knowledge and understanding by describing beliefs, teachings, practices or events related to:

• Forms of Worship
• Sacraments
• Pilgrimage and Celebrations
• Christianity in Britain and the Church in the local community
• The worldwide Church

AO1 – You will be able to explain statements made with reasoning and/or evidence, such as:

• Explain how…
• Explain why…
• Explain the main features of…
• Explain the importance/significance of…
  across these topics.

AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from more than one perspective and show evidence of all the KISSJO skills. Statements could relate to:

• Forms of Worship
• Sacraments
• Pilgrimage and Celebrations
• Christianity in Britain and the Church in the local community
• The worldwide Church

Using key terms such as Omnipotent, Omnibenevolent, Trinity, Incarnation, Atonement, Resurrection, Sacraments, Evangelism.

• Sacraments
• Evangelism

AO1 – You will be able to demonstrate comprehensive knowledge and understanding by describing beliefs, teachings, practices or events related to:

• Forms of Worship
• Sacraments
• Pilgrimage and Celebrations
• Christianity in Britain and the Church in the local community
• The worldwide Church

AO1 – You will be able to explain statements made with reasoning and/or evidence, such as:

• Explain how…
• Explain why…
• Explain the main features of…
• Explain the importance/significance of…
  across these topics.

AO2 – You will be able to discuss a statement, showing that you have considered more than one point of view, and refer to religion and belief. You will be able to evaluate views from multiple perspectives and demonstrate multiple examples of KISSJO skills throughout your response. Statements could relate to:

• Forms of Worship
• Sacraments
• Pilgrimage and Celebrations
• Christianity in Britain and the Church in the local community
• The worldwide Church

Using key terms such as Omnipotent, Omnibenevolent, Trinity, Incarnation, Atonement, Resurrection, Sacraments, Evangelism.

• Do now tasks.
• Exit Tickets.
• Sample paper/questions.

• You should be able to recall all content of the KO 
• You should be able to use the equation for density to calculate missing values and describe differences in densities between states of matter using particle diagrams. 
• You should be able to interpret basic heating and cooling curves 
• You should be able to describe the changes in internal energy during heating, distinguishing between changes in temperature and changes of state. 
• You should be able to apply specific heat capacity and specific latent heat formulas to solve calculations involving thermal energy, with correct units and substitutions. 
• You should be able to explain gas pressure changes using the particle model 
• You should be able to identify variables and write a scientific method for required practicals in this topic. 
• You should be able to plot appropriate graphs and describe what the data shows for required practicals in this topic. 
• You should be able to recall criteria from previous topics  

• You should be able to recall all content of the KO and extra information 
• You should be able to apply the density equation across a variety of complex contexts, including irregular objects, and interpreting graphs or data tables. 
• You should be able to analyse heating and cooling curves 
• You should be able to explain changes of state using particle theory and internal energy concepts. 
• You should be able to solve multi-step problems using specific heat capacity and specific latent heat formulas. 
• You should be able to use the particle model to explain pressure and volume relationships in gases, applying Boyle’s law. 
• You should be able to suggest variables and write a valid scientific method for required practicals in this topic. 
• You should be able to plot appropriate graphs, describe and explain what the data shows and suggest sources of error for required practicals in this topic. 
• You should be able to recall all criteria from previous topics 

• Do now tasks.
• Whole class questioning.
• Teacher assessed task in lesson.
• Test on P1 Energy and P3 The Particle Model.

• You will be able to learn all content from the KO.
• You will be able to be able to draw the electronic configuration of an ion using a dot-and-cross diagram.
• You will be able to be able to identify the charge on an ion using electron configuration or the periodic table.
• You will be able to be able to identify the structure and bonding in a given substance.
• You will be able to be able to compare the melting/boiling point of molecules and polymers.
• You need to be able to state a use for nanoparticles.
• You need to be able to recall all content from previous units.

• You will be able to learn all content from the KO plus additional information.
• You will be able to be able to represent an ionic compound using dot-and-cross diagrams.
• You will be able to be able to use the charge on a pair of ions to deduce the ionic formula.
• You will be able to be able to justify the properties of a substance with reference to structure and bonding.
• You will be able to be able to compare the melting/boiling point of molecules and polymers with reference to intermolecular forces.
• You will be able to be able to evaluate the use of nanoparticles.
• You will be able to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• Assessed task in lesson.
• In-class test.

• You will be able to recall all of the content of the KO.
• You will be able to describe the flow of blood through the heart.
• You will be able to identify and describe the structure and function of arteries, veins, and capillaries.
• You will be able to identify different types of blood cells in a photograph or diagram.
• You will be able to describe the relationship between risk factors and heart disease.
• You will be able to describe preventive measures and treatments for heart-related conditions.
• You will be able to begin to describe what the consequences are when things go wrong with the circulatory system.
• You will be able to recall all criteria from previous topics.

• You will be able to recall all of the content of the KO plus additional knowledge.
• You will be able to identify and describe the structure and function of arteries, veins, and capillaries and explain how the structure of each vessel relates to its function.
• You will be able to identify different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions.
• You will be able to describe the relationship between risk factors and heart disease and other noncommunicable diseases.
• You will be able to evaluate treatments for heart-related conditions.
• You will be able to describe what the multistep consequences are when things go wrong with the circulatory system.
• You will be able to recall all criteria from previous topics.

• Do now tasks.
• Whole class questioning.
• Coronary heart disease Teacher assessed task.
• Written test / 40.

• You will be able to derive and use the sum of angles in a triangle and in a quadrilateral.
• You will be able to calculate the sum of the interior angles of regular and irregular polygons.
• You will be able to know the sum of the exterior angles of a polygon.
• You will be able to calculate the length of an unknown side in a right-angled triangle using Pythagoras’ Theorem.
• You will be able to use trigonometric ratios to find lengths and angles in a right-angled triangle.
• You will be able to find angles of elevation and angles of depression.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to complete all practical tasks safely within the allocated time with minimal support.
• You will be able to maintain an organised work area and make a clear attempt to avoid cross-contamination with minimal support.
• You will be able to follow health and safety practices throughout practical sessions.
• You will be able to produce a lump-free custard to the correct consistency.
• You will be able to produce a set custard with sugar caramelisation on top with minimal support.
• You will be able to describe how allergies or illness affect food choice.
• You will be able to describe how religion and culture affect food choice.
• You will be able to describe how sensory testing is carried out.

• You will be able to complete all practical tasks safely, independently and within the allocated time.
• You will be able to maintain a clear, organised work area independently, actively avoiding cross-contamination.
• You will be able to demonstrate a clear understanding of health and safety requirements.
• You will be able to produce a silky, lump-free custard independently.
• You will be able to produce a set custard independently with even sugar caramelisation on top.
• You will be able to explain accurately how allergies or illness affect food choice.
• You will be able to explain accurately how religion and moral or ethical beliefs affect food choice.
• You will be able to describe in detail how sensory testing is carried out.

• Practical assessment presented as a Finished dish.
• Written assessment for Food theory.
• In class monitoring – on going – each lesson.

• You will be able to include a range of relevant artists and images through research.
• You will be able to be able to show understanding of the researched designers’ styles and techniques.
• You will be able to make clear links between research and your own ideas.
• You will be able to experiment with a variety of media and techniques.
• You will be able to make thoughtful choices in materials to support your ideas.
• Your will be able to show development and refinement of work through presentation.
• You will be able to record ideas and observations clearly and consistently.
• You will be able to show annotations that will explain decisions and reflect on progress.
• You will be able to show a clear link to intentions.
• You will be able to show clear evidence of problem solving and reflections throughout.
• You will be able to show that the final outcome will be complete and clearly linked to earlier work.
• You will be able to demonstrate an understanding of visual language and designer influences.
• You will be able to communicate your personal ideas effectively.

• You will be able to show your research will be extensive and include diverse, well-chosen sources.
• You will be able to demonstrate deep critical analysis and interpretation of artists’ work.
• You will be able to show your research will be insightfully connected to your personal intentions and creative direction.
• You will be able to demonstrate innovative and confident use of media and techniques.
• You will be able to show your experiments will be purposeful and lead to significant refinement.
• You will be able to show media choices that will enhance the conceptual and visual impact of the work.
• You will be able to record ideas and progress insightfully and reflectively.
• You will be able to show critical thinking and evolving intentions through annotations.
• You will be able to show excellent problem solving and resilience.
• You will be able to show your final piece will be highly resolved, original, and impactful.
• You will be able to seamlessly integrate artist influences with a personal vision.
• You will be able to demonstrate sophisticated use of visual language and strong conceptual clarity.

• Practical design assessment presented as a PowerPoint.
• Do Now tasks throughout the project.
• In class monitoring – each lesson.

• You will be able to complete the project, producing a finished tealight holder that holds two tealights safely.
• You will be able to ensure that the product has a flat stable base and does not rock or wobble.
• You will be able to securely join work using PVA adhesive.
• You will be able to sand work to remove the majority of adhesive and pencil marks.
• You will be able to remove all hard edges through sanding.
• You will be able to produce cross halving joints that ensure minimal gaps and hold the two parts securely and perpendicular to each other.
• You will be able to drill using a Forstner bit, which is drilled centrally and to the correct depth.
• You will be able to apply an even coat of Danish oil.

• You will be able to completed the project, creating a high quality final product.
• You will be able to interpret an orthographic drawing independently, to enable you to marked out your work with a high level of accuracy.
• You will be able to produce cross halving joints which are cut with a high degree of skill and show no discernible gaps.
• You will be able to produce cross pieces that are exactly perpendicular to the main body.
• You will be able to complete sanding so that it removes all excess adhesive and pencil marks.
• You will be able to sand away all hard edging, evenly and with sophistication.
• You will be able to apply Danish oil, allowing time to recoat with interim sanding/smoothing, producing a high quality finish.

• Tealight Holder Assessment sheet.
• Do Now booklet.
• In class monitoring – each lesson.

• You will include 10 relevant images that relate to your chosen theme.
• Your annotations will be clear and make some links to mask design, cultural or stylistic influences.
• Presentation will be neat and organised, showing care in layout.
• You will produce x3 clear design ideas that show a link to your research.
• Each design idea will include some creative elements and is competently drawn.
• Your mask will be securely built, with a clear and recognisable form.
• Basic details will be included, showing some observation from your research.
• Your final mask will be finished with appropriate colour and decoration.
• Some of your creative choices will be evident in your use of colour, texture, or embellishment.
• Your finishing techniques will be carefully applied and show a connection to your research and design ideas.

• You will select 10 highly relevant, visually diverse images that demonstrate a sophisticated understanding of your theme.
• Your annotations will be analytical and insightful, making explicit links to cultural, stylistic, and material influences.
• Your presentation will be highly creative, visually engaging, and exceptionally well-organised, showing a personal and meaningful response.
• You will produce 3 imaginative, original, and well-developed design ideas, each clearly demonstrating the influence of your research and investigations.
• Your sketches will be skilfully presented, showing confident exploration and refinement of ideas.
• Your mask construction will be confident and technically accomplished, with smooth, well-formed surfaces and a robust structure.
• Details will be precisely and thoughtfully constructed, reflecting careful observation and recording from your research.
• Your final mask will be visually striking, demonstrating a highly personal and creative outcome.
• Your colour, texture, and embellishments will be thoughtfully selected and applied, enhancing the overall design.
• Your finishing techniques will be skilfully executed and clearly reflect your research and development work.

• Practical assessment of clay mask outcome along with research and supporting studies.
• In class monitoring – each lesson.

• You will be able to recall all the contents of the KO.
• You will be able to demonstrate the correct use of input & output.
• You will be able to demonstrate an understanding of iteration.
• You will be able to demonstrate an understanding of data types.
• You will be able to demonstrate the correct use of count-controlled loops.
• You will be able to demonstrate the correct use of condition-controlled loops.
• You will be able to demonstrate the ability to loop through an array.
• You will be able to score 60% or above in the end of unit assessment.

• You will be able to recall all the contents of the KO plus additional information from lessons.
• You will be able to code a full program to solve a complex problem.
• You will be able to score 90% or above in the end of unit assessment.

• Do now tasks to test knowledge of KO.
• Teacher observation.
• End of unit assessment.

• You will be able to recall all content of the knowledge organiser.
• You will be able to state the difference between aims and objectives.
• You will be able to state two objectives of a start-up business.
• You will be able to state two objectives of an established large business.
• You will be able to identify the six main stakeholders of a business.
• You will be able to explain two different objectives for two of the identified stakeholder groups.
• You will be able to identify other ways success can be measured other than profit.

• You will be able to identify alternative ways success can be measured other than profit.
• You will be able to explain the impact and influence stakeholders have on businesses and their objectives.
• You will be able to explain using an example why a business may set an ethical or environmental objective.
• You will be able to explain how businesses may face conflict between stakeholders.

• Do Now.
• Whole Class teacher questioning.
• Written Assessment (35 marks).
• Teacher Assessed Question (6 marks).

• You will know the content on the knowledge organiser.
• You will understand the main points in short spoken and written passages which include reference to different time frames.
• You will be able to transcribe short phrases with some accuracy
• You will be able to understand and use verbs in three time frames (past, present, future)

• You will understand most details in short spoken passages.
• You will be able to transcribe short phrases very accurately.
• Your Spanish grammar will be highly accurate.

• Reading and grammer

• You will know all of the content on the knowledge organiser.
• You will be able to demonstrate understanding of a range of short and longer texts, which include opinions and refer to the present, the past and the future.
• You will be able to translate a variety of vocabulary and grammatical structures into German, including three time frames (past, present, future), negatives and opinions.
• You will be able to write in German which will be mostly accurate, although there may be some minor errors (e.g. spellings and genders).

• You will be able to demonstrate understanding of the overall messages and key points of a range of texts, which include different tenses, opinions and some less familiar vocabulary and more complex grammatical structures.

• Reading and Translation into German.

• You will be able to describe how global atmospheric circulation operates. 
• You will be able to identify natural causes and past evidence of climate change. 
• You will be able to describe how climate is changing as a result of human activities both now and in the future. 
• You will be able to describe the formation of tropical cyclones and identify characteristics of cyclones. 
• You will be able to describe the physical hazards of tropical cyclones. 

• You will be able to explain how global atmospheric circulation operates. 
• You will be able to explain natural causes and past evidence of climate change. 
• You will be able to explain how climate is changing as a result of human activities both now and in the future. 
• You will be able to explain the formation of tropical cyclones and identify characteristics of cyclones. 
• You will be able to explain the physical hazards of tropical cyclones, and why some countries are more vulnerable to these hazards. 

• Do Now tasks.
• Teacher led questioning.
• Practice extended answer question.
• Written, GCSE style, assessment.

• You will be able to recall all of the content of the KO.
• You will be able to recall knowledge of the digestive system studied in Key Stage 3 science.
• You will be able to describe and explain 2 ways the small intestine is adapted for its function.
• You will be able to describe the role of bile.
• You will be able to describe the nature of enzyme and relate their activity to temperature and pH changes.
• You will be able to Plot appropriate graphs and describe what the data shows.
• You will be able to Identify the IV DV and some CVs in investigations.
• You will be able to recall all criteria from previous topic.

• You will be able to recall all of the content of the KO plus additional knowledge.
• You will be able to recall knowledge of the digestive system studied in Key Stage 3 science.
• You will be able to Describe and explain 4 ways the small intestine is adapted for its function.
• You will be able to describe and explain the role of bile.
• You will be able to describe and explain the nature of enzyme molecules and relate their activity to temperature and pH changes.
• You will be able to plot appropriate graphs and describe and explain what the data shows.
• You will be able to Identify the IV DV and all CVs in investigations.
• You will be able to recall all criteria from previous topic.

• Do now tasks.
• Whole class questioning.
• Food tests Teacher assessed task.
• Written test / 40.
  

• You will be able to recall all of the content of the KO.
• You will be able to describe factors that affect diffusion.
• You will be able to calculate surface area to volume ratios.
• You will be able to calculate percentage mass change.
• You will be able to plot appropriate graphs.
• You will be able to describe the effect of different solutions on the mass of plant tissue.
• You will be able to recall all criteria from previous topics.

• You will be able to recall all of the content of the KO plus additional knowledge.
• You will be able to describe factors that affect diffusion.
•  You will be able to calculate and compare surface area to volume ratios.
• You will be able to calculate percentage mass change and understanding why this is used.
• You will be able to plot appropriate graphs and identify where there is zero mass change.
• You will be able to describe and explain the effect of different solutions on the mass of plant tissue.
• You will be able to recall all criteria from previous topics.

• Do now tasks.
• Whole class questioning.
• Osmosis Teacher assessed.
• Written test / 40.
  

• You will be able to add, subtract, multiply and divide fractions and mixed numbers.
• You will be able to find the reciprocal of an integer, decimal or fraction.
• You will be able to write ratios in the form 1 :n or n :1.
• You will be able to use ratios to share quantities and solve problems.
• You will be able to convert between currencies and units of measure.
• You will be able to recognise and use direct proportion.
• You will be able to use percentages and ratios.
• You will be able to work out percentage increases and decreases.
• You will be able to calculate using fractions, decimals and percentages.
• You will be able to convert a recurring decimal to a fraction.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to construct and use back-to-back stem and leaf diagrams.
• You will be able to construct and use frequency polygons and pie charts.
• You will be able to plot and interpret time series graphs.
• You will be able to use trends to predict what might happen in the future.
• You will be able to use scatter graphs and lines of best fit.
• You will be able to decide which average is best for a set of data.
• You will be able to estimate the mean and range from a grouped frequency table.
• You will be able to find the modal class and the class containing the median.
• You will be able to construct and use two-way tables.
• You will be able to recognise misleading graphs.

• You will be be able to apply all MEETING criteria in a problem solving context, where you must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• Your face shape will look natural and proportionate.
• You will demonstrate a consistent ability to apply all moulding techniques.
• Your facial features will be altered using exaggerated scale and proportion.
• Your joins between clay attachments will be smoothed and sealed properly.
• Your painting will be neat, showing areas of light and dark.
• You will have clearly linked to your design and research.

• Your face shape will look highly natural and well-proportioned.
• You will demonstrate a highly developed ability to apply all moulding techniques accurately.
• Your features will be creatively and effectively altered using exaggerated scale and proportion.
• All your joins will be expertly smoothed and sealed, showing no visible seams.
• Your painting will be neat, with excellent use of light and dark to create depth.
• You will have strong and clear links to your design and research throughout.

• Planning and research tasks
• In class monitoring – each lesson

• You will be able to use all KO content.
• You will produce composition work which includes three basic variations of the theme.
• Your composition demonstrates some awareness of use of the minor key.
• Your composition demonstrates use of at least one variation technique.
• You will be able to aurally identify the use of variation techniques in the music of other composers.

• You will be able to use all KO content and additional information.
• You will produce composition work which includes three or more sophisticated variations of the theme.
• Your composition demonstrates accurate use of the minor key.
• Your composition demonstrates use of several variation techniques.
• You will be able to aurally identify the full range of variation techniques in the music of other composers.

• Composition task – variations on Frere Jacques
• Listening assessment – Ives Variations on America
• Informal listening tasks in class
• Do Now tasks
• Teacher questioning

• You can recall all the contents of the KO.
• You will be to explain what binary digits (bits) are.
• You will be able to measure the size or length of a sequence of bits as the number of binary digits that it contains.
• You can convert binary to denary.
• You can convert denary to binary.
• You can convert between different units and multiples of representation size    
• You will receive 60% or above in the class assessment

• You can recall all the contents of the KO plus additional information from lessons.
• You will be able to provide examples of the different ways that data is represented in binary, including text, sound and images.
• You will receive 90% or above in the class assessment. 

• Do now tasks to test knowledge of KO
• Teacher observation
• End of unit assessment

• You will know all of the content on the knowledge organiser.
• You will be able to demonstrate understanding of the main points in spoken passages.
• You will be able to transcribe familiar words.
• You will be able to understand and produce verbs in three time frames (past, present and future)
• Your writing in Spanish will be mostly accurate (including correct articles, accents, spellings) and the meaning is clear, but there may be minor errors.

• You will be able to demonstrate understanding of details in short spoken passages using familiar vocabulary.
• You will be able to transcribe familiar words accurately.
• Your Spanish grammar will be highly accurate.

• Listening & Translation

• You will write short texts, giving descriptions and personal opinions with some justification, referring to the past, present and future time frames on the KO.
• You will use a range of 1st and some 3rd person verbs.
• You will use a range of common vocabulary and structures, including justified opinions, time phrases, intensifiers, connectives and negatives.
• Your writing will be mostly accurate and the meaning will be clear.  There may be minor errors (eg spellings, genders, agreements) and some errors with more complex structures.

• You will adapt the language you have learnt in class, to produce your own creative language .
• You will use more complex grammar and a range of verb forms.
• You will use a broad range of language including varied justified opinions, 3rd person opinions, more complex language.
• You can give and seek information.
• Your written work will be highly accurate.

• Open writing

• You will be able to identify the different factors that lead to a country becoming a superpower. 
• You will be able to describe the extent of the British Empire at its largest. 
• You will be able to identify who the main BRICs and MINT countries are and recall one key fact about each. 
• You will be able to identify all the countries who are interested in the South China Sea. 
• You will be able to describe how superpowers change over time. 

• You will be able to explain two different factors that lead to a country becoming a superpower. 
• You will be able to explain Great Britain had such a large empire in the past and explain why it declined. 
• You will be able to describe in detail who the main BRICs and MINT countries are and why they are significant. 
• You will be able to explain the conflict in the South China Sea. 
• You will be able to evaluate views on who will be the biggest superpower in the future.

• Do Now Tasks
• Reciprocal Reading task
• Future of superpowers write up

• You should explain two different ethical theories (like Utilitarianism, Deontology or Virtue Ethics) that teach how to make moral decisions, and link these ideas to the Big Question of the Year.
• You should describe how the Big Question might affect people or communities, with at least one clear example.
• You should define these key terms and give an example for each: punishment, forgiveness, justice, free will, and sin.
• You should name a source of moral guidance (like conscience, religion, or a holy book) and use it to support your answer.
• You should identify which point or side is strongest or weakest when thinking about the Big Question and explain why with an example.
• You should give your own view and the opposite view on the Big Question, using examples and reasons for both sides.

• You could include other ethical ideas you’ve learned outside of the lesson as well as the ones inside (Utilitarianism or Virtue Ethics )and explain in detail how they link to the Big Question of the Year.
• You could give several examples of how the Big Question might affect people or communities in real life.
• You could clearly define and give several examples of these key ideas: punishment, forgiveness, justice, free will, and sin.
• You could use more than one source of moral guidance (like conscience, religion, or a holy book) to support the points you make in your answer.
• You could explain which arguments are strongest and weakest, using more than one example to show your thinking clearly in relation to the Big Question.
• You could give your own view and the opposite view on the Big Question, with clear reasons and examples for both, and link in ideas from other parts of the syllabus, including things studied last year.

• Do now tasks
• Exit Tickets
• Knowledge Check Assessment

• You should be able to recall all content from KO. 
• You should be able to identify whether magnetic poles are going to attract or repel. 
• You should be able to draw magnetic field lines of a bar magnet. 
• You should be able to identify key parts of an electromagnet. 
• You should be able to identify variables and write a scientific method to investigate the strength of an electromagnet. 
• You should be able to plot appropriate graphs and describe what the data shows. 

• You should be able to recall all content from KO plus additional information. 
• You should be able to use knowledge of magnetic materials to state whether they will attract or repel a bar magnet. 
• You should be able to draw magnetic field lines of a bar magnet and predict magnetic field lines of 2 adjacent bar magnets. 
• You should be able to apply electromagnet knowledge to explain how a bell, circuit breaker and loudspeaker work. 
• You should be able to suggest variables and write a valid scientific method to investigate the strength of an electromagnet. 
• You should be able to plot appropriate graphs and describe and explain what the data shows. 

• Do now tasks
• Whole class questioning
• Electromagnet investigation
• End of topic test

• You need to learn all content from the KO.
• You need to be able to identify the different layers of the Earth.
• You need to be able to state the evidence of plate tectonic theory.
• You need to be able to compare the size of crystals in extrusive and intrusive igneous rock.
• You need to be able to describe the formation of sedimentary, igneous and metamorphic rocks.
• You need to be able to recall all content from previous units.

• You need to learn all content from the KO plus additional information.
• You need to be able to describe the composition of the different layers of the Earth.
• You need to be able to evaluate the evidence for plate tectonics.
• You need to be able evaluate the experiment which provides evidence for crystal size in igneous and extrusive igneous rocks.
• You need to be able to use the rock cycle to explain how rocks can be turned from one type into another.
• You need to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• Assessed task in lesson.
• In-class test.

• You will be able to recall all of the content of the KO
• You will be able to identify some characteristics that show continuous and categoric variation.
• You will be able to give examples of inherited and environmental variation. You will be able to collect, organise and interpret variation data using appropriate scientific methods.
• You will be able to describe how variation contributes to survival and evolution through natural selection
• You will be able to recall all criteria from previous topic

• You will be able to recall all of the content of the KO plus additional knowledge
• You will be able to identify many characteristics that show continuous and categoric variation.
• You will be able to explain the differences between inherited and environmental variation.
• You will be able to collect, organise and interpret variation data using appropriate scientific methods
• You will be able to explain how variation contributes to survival and evolution through natural selection
• You will be able to recall all criteria from previous topic

• Do now tasks
• Whole class questioning
• Table and graph skill Teacher assessed task

• You will be able to expand the product of two brackets.
• You will be able to expand the product of three brackets.
• You will be able to factorising quadratic expressions.
• You will be able to recognise and use the difference of two squares.
• You will be able to recognise and use perfect squares.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to understand and use measures of speed.
• You will be able to understand and use density.
• You will be able to understand and use other compound units.
• You will be able to understand and use unit pricing.
• You will be able to learn how graphs can be used to represent real-life situations.
• You will be able to draw and use real-life graphs.
• You will be able to draw and interpret distance-time graphs.
• You will be able to draw and interpret velocity-time graphs.

• To exceed the criteria, students should be able to apply all MEETING criteria in a problem solving context, where they must analyse the problem and decide which skill(s) to apply.

• In class test (~70% skills, ~30% problem solving):
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You need to demonstrate understanding of how ‘Animal Farm’ is an allegory, reflecting on historical influences.
• You need to understand plot and character.
• You need to identify specific techniques employed by the author, using appropriate terminology.
• You need to comment on and explain the choices made by the author, exploring implied levels of meaning.
• You need to Score 30+ in assessment

• You need to show an excellent understanding of the novel, its historical influences and the allegorical messages it contains.
• You need to demonstrate secure understanding of plot and character.
• You need to show excellent understanding of writer’s techniques, developing analysis consistently.
• You need to score above 36 in assessment

• Do Now
• End of unit assessment 

• You will be able to use all KO content.
• You will be able to aurally identify most features of a typical piece of swing jazz music.
• You will be able to describe a 7^th chord.
• You will perform In the Mood demonstrating reasonable accuracy of pitch and rhythm.
• You will be able to perform demonstrating a reasonable sense of ensemble.
• You will be able to improvise a short improvisation of 2 bars using a limited range of notes.

• You will be able to use all KO content and additional information.
• You will be able to aurally identify and place in historical context the majority of features of a typical piece of swing jazz music.
• You will be able to accurately identify which notes form a specific seventh chord.
• You will perform In the Mood demonstrating a high degree of accuracy and style.
• You will perform demonstrating a good sense of ensemble.
• You will be able to improvise for a longer period of time and using a wider range of pitches.

• Listening task on C Jam Blues
• Paired Performance of In the Mood
• Whole Class improvising sessions
• Do Now tasks
• Teacher questioning

• You will be able to demonstrate knowledge of all content in the KO.
• You will be able to use key formulae.
• You will be able to use key functions.
• You will be able to apply key formatting techniques.
• You will be able to insert charts.
• You will be able to score at least 60% on the end of unit test

• You will be able to demonstrate knowledge of all content in the KO, including additional information.
• You will be able to use the IF function.
• You will be able to use absolute cell referencing.
• You will be able to apply conditional formatting.
• You will be able to modify chart elements.
• You will be able to score at least 90% on the end of unit test.

• Do now tasks to test knowledge of KO
• Teacher observation
• End of unit assessment

• You will know all of the content on the knowledge organiser.
• You will be able to produce verbs in two time frames (past and present)
• Your writing in Spanish will be mostly accurate

• use more complex grammar and a range of verb forms.
• use a broad range of language including varied justified opinions and 3rd person opinions
• Your writing in Spanish will be highly accurate.

• Writing

• You will be able to define natural hazards and disaster. 
• You will be able to identify plate types and where hazards occur. 
• You will be able to describe key features of an earthquake and identify impacts of a tsunami within a case study. 
• You will be able to identify two factors needed for a cyclone to form and identify impacts of cyclones within a case study. 
• You will be able to identify wildfire types and identify responses to wildfires within a case study. 

• You will be able to define natural hazards, disasters, and hazard types. 
• You will be able to explain why tectonic plates move. 
• You will be able to explain how earthquakes form and explain impacts of tsunamis within a case study. 
• You will be able to explain cyclone formation and explain impacts of cyclones within a case study. 
• You will be able to explain different wildfire types and explain responses to wildfires within a case study. 

• Do Now Task
• Tohoku Manga Comic Strip
• Knowledge based end of unit assessment

• You should be able to recall all the content from KO. 
• You should be able to explain how electron transfer causes static electricity.   
• You should be able to draw and interpret simple circuit diagrams.  
• You should be able to apply rules of current in series and parallel to calculate unknown values.   
• You should be able to identify variables and write a scientific method.  
• You should be able to plot appropriate graphs then describe what the data shows.

• You should be able to recall all the content from KO plus additional information. 
• You should be able to apply the idea of static electricity to unfamiliar question scenarios.  
• You should be able to draw and interpret complex circuit diagrams.  
• You should be able to explain how components affect the current in a circuit.   
• You should be able to suggest variables and write a valid scientific method.  
• You should be able to plot appropriate graphs then describe and explain what the data shows.  

• Do now tasks 
• Whole class questioning 
• Teacher assessed task  
• End of topic test 

• You need to learn all content from the KO.
• You should be able to use bond energy values to classify a reaction as exothermic or endothermic.
• You should be able to write a method to investigate energy changes in a reaction.
• You should be able to identify variables from a given method.
• You need to plot data on a line graph and draw a suitable line of best fit.
• You need to be able to recall all content from previous units.

• You need to learn all content from the KO plus additional information.
• You should be able to use bond energy values to calculate if a reaction is exothermic or endothermic.
• You should be able to write a valid scientific method to investigate energy changes in a reaction.
• You should be able to suggest variables independently.
• You need to accurately draw a line graph and use line of best fit to determine a value.
• You need to be able to recall all content from previous units.

• Do-now tasks.
• Whole class questioning.
• Assessed task in lesson.
• In-class test.

• You will be able to recall all of the content of the KO
• You will be able to investigate the effect of light intensity on photosynthesis and identify the independent and dependant variables.
• You will be able to identify the different structures and tissues within the plant leaf that help it to photosynthesise.
• You will be able to create a biological drawing following some conventions
• You will be able to recall all criteria from previous topics

• You will be able to recall all of the content of the KO plus additional knowledge
• You will be able to investigate the effect of light intensity on photosynthesis and identify the independent, dependant variables and making valid conclusions.
• You will be able to identify the different tissues within the plant leaf and explain how they help the plant to photosynthesise.
• You will be able to create a biological drawing following all conventions.
• You will be able to recall all criteria from previous topics

• Do now tasks
• Whole class questioning
• Pondweed investigation Teacher assessed task
• Written TEST/30

• You will be able to interpret and complete two-way tables.
• You will be able to understand and draw diagrams for grouped frequency data.
• You will be able to calculate the mean from a frequency table.
• You will be able to estimate the mean from a grouped frequency table.
• You will be able to draw scatter graphs.
• You will be able to interpret correlation from scatter graphs.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You will be able to draw using isometric paper.
• You will be able to draw and interpret plans and elevations of 3D shapes.
• You will be able to work out the volume and surface area of cubes and cuboids.
• You will be able to recognise reflective symmetry and draw lines of symmetry.
• You will be able to recognise rotational symmetry and work out the order of symmetry.
• You will be able to carry out and describe translations.
• You will be able to carry out and describe reflections.
• You will be able to carry out and describe rotations.
• You will be able to carry out and describe enlargements.
• You will be able to complete constructions of midpoints, perpendiculars, bisectors, and angles.

• In class test (~70% skills, ~30% problem solving).
• Do Now and in class monitoring.
• Homework – Dr Frost tasks.

• You need to explain the poets’ ‘big ideas’ or messages.
• You need to identify a range of poetic techniques, using accurate subject terminology.
• You need to explain relevant connotations/implied meanings of author’s choices/methods.
• You need to structure responses well within paragraphs, responding to the task, with relevant evidence embedded effectively.

• You need to show a developed understanding of the deeper meanings, themes and messages of poetry.
• You need to consistently identify a wide range of both language and structural techniques using accurate subject terminology.
• You need to make developed comments on implied meanings and connotations forming a significant part of your argument.
• You need to have fluently structured writing with relevant evidence embedded into your response.

• Do Now
• End of unit assessment 

• You will be able to recall all content of the knowledge organiser including the 5 ownership types.
• You will be able to identify each ownership type with at least one benefit and drawback of each.
• You will be able to define limited and unlimited liability and state which ownership types they apply to.
• You will be able to explain two differences between a Ltd and PLC
• You will be able to define key introductory terms including opportunity cost.
• You will be able to explain what is meant by operating in a dynamic market.

• You will be able to recall all content of the knowledge organiser plus additional information.
• You will be able to explain the benefits and drawbacks of each type of ownership.
• You will be able to explain the benefits of limited liability.
• You will be able to explain which legal structure would be the most appropriate for a variety of business examples, including new start-up businesses and large established businesses.
• You will be able to explain the purpose of a not-for-profit organisation using real world examples.

• Do Now .
• Whole Class teacher questioning.
• Written Assessment (30 marks).
• Teacher Assessed Question (6 marks).
• Adding Value Summary.

• You will be able to complete all practical tasks safely within the allocated time with minimal support.
• You will be able to follow the recipe steps with minimal support.
• You will be able to produce the correct number of bakes that are roughly similar in appearance.
• You will be able to combine ingredients to produce baked goods.
• You will be able to manage more than one task with some teacher support and reminders.
• You will be able to identify the factors that affect food choice.
• You will be able to describe how British cuisine has evolved over time.
• You will be able to describe how religion and culture may affect food choice, giving at least one detailed example.

• You will be able to complete all practical tasks safely, independently and within the allocated time.
• You will be able to follow the recipe steps independently in the correct order.
• You will be able to produce consistent bakes with a uniform appearance and good finish.
• You will be able to demonstrate a clear understanding of the process required to produce baked goods.
• You will be able to organise and cook multiple components simultaneously.
• You will be able to explain accurately the factors that affect food choice.
• You will be able to explain how travel and migration have influenced the evolution of British cuisine over time.
• You will be able to explain how religion and culture play a role in food choice.

• Skills checklist in practical lessons​
• Completed theory booklets

• Your work will fully meet the brief and specification.
• Your research will inform initial ideas and iterations.
• Your design will be clear and easy to read.
• You will show a sound understanding and consistent application of colour theory.
• You will use a limited and consistent colour palette.
• Your use of graphics and typography will be simple, appropriate, and well-integrated.
• Your design will work across multiple formats.
• Your shop front will have a consistent colour palette and appropriate branding.
• Your iterations will show progress and experimentation.
• You will have used appropriate tools and techniques.
• Your PowerPoint presentation will be complete with design process and self-reflection.

• You will have enhanced the brief with creative or innovative solutions.
• Your research will be thorough and clearly drives design decisions.
• Your design will be highly legible and visually engaging.
• You will show a sophisticated and creative use of colour theory.
• You will demonstrate a masterful use of a limited colour palette for visual impact.
• Your use of graphics and typography will elevate the design with professional-level execution.
• Your branding will be highly adaptable and professional.
• Your shop front will be visually striking and brand-consistent.
• Your iterations will show an extensive development with risk-taking and refinement.
• You will have used advanced tools and techniques effectively.
• Your PowerPoint presentation will be polished, engaging, and includes thoughtful evaluation.

• Practical design assessment presented as a PowerPoint
• Do Now 3 & 5
• In class monitoring – each lesson

• You will be able to complete all practical tasks safely within the allocated time with minimal support.
• You will be able to maintain an organised work area and make a clear attempt to avoid cross-contamination with minimal support.
• You will be able to demonstrate developing vegetable cutting skills, showing some control but with limited consistency in precision.
• You will be able to produce pasta dough, then roll and cut it into consistently sized ribbons with minimal support.
• You will be able to demonstrate knowledge of how to make a reduction sauce with minimal support.
• You will be able to describe the conditions required for microbial growth and identify high-risk foods.
• You will be able to describe how cross-contamination can occur within a kitchen and the steps that can be taken to avoid it.
• You will be able to describe the checks a consumer should make to ensure food is safe for purchase.

• You will be able to complete all practical tasks safely, independently and within the allocated time.
• You will be able to maintain a clear, organised work area independently, actively avoiding cross-contamination.
• You will be able to demonstrate safe, accurate, precise and consistent knife skills.
• You will be able to make filled pasta from homemade dough with minimal support.
• You will be able to make an accompanying sauce independently using the reduction method.
• You will be able to explain accurately the conditions required for microbial growth and how this can be avoided.
• You will be able to explain how safe practices within the kitchen can prevent cross-contamination.
• You will be able to explain how to check that food is safe for consumers to purchase.

• Practical assessment presented as a Finished dish.
• Written assessment for Food safety theory.
• In class monitoring – on going – each lesson.

• You will make a Styrofoam mouse model.
• You will be able to shape it using the Hot Wire Cutter, Surform, Sandpaper and Wet and dry paper.
• You will be able to add the detailing of the scroller wheel, ring and wire.
• You will make a fully functional Picture holder. 
• You will be able to make it through cutting, chiselling, planing and sanding.
• You will be able to finish the project using oil.

• You will make a Styrofoam mouse mode.
• You will be able to accurately shape using the Hot Wire Cutter and Surform, you will be able to work to the line – not past it.
• You will accurately sand work so that its surface finish is flawless.
• You will be able to add all detailing.
• You will make a fully functional Picture holder.
• You will be able to accurately cut and chisel so that the housing joint is parallel to the edge as well as level.
• You will be able to sand work with the grain, working through grits so that it is smooth and you will be able to add a high quality finish, using oil.

• Practical manufacturing assessments: a Styrofoam mouse model and a picture holder

• You will be able to research will be thoughtful, relevant and carefully presented.
• You will be able to design work that will demonstrate a range of experiments and they explore colour, typography, style and layout.  Skills will be demonstrated in the iterations. 
• You will be able to show reflection will be evident and uses key terms.
• You will be able to show clear evidence of problem solving.
• You will be able to meet the requirements of the checklist on your PowerPoint presentation and it will be thoughtfully presented.

• You will be able to research appropriate purposeful and annotated with key terms.
• You will be able to demonstrate lots of appropriate iterations, evidence of a sound knowledge of Illustrator and very good problem solving skills in your design work.
• You will be able to have included detailed reflections. 
• You will be able to have shown excellent problem solving. 
• Your will be able to show that your PowerPoint presentation will be very well presented with annotations and key terms throughout. 

• Practical design assessment presented as a PowerPoint.
• Do Now tasks throughout the project.
• In class monitoring – each lesson.

• Your surreal animal design uses the images and artwork provided as inspiration. You have included notes about the surreal nature of the idea, as well as materials and finishes. ​
• Your basic structure is reasonably strong and you have  been able to problem solve when issues arise.​
• Your sculpture resembles your design idea.​
• Your decoration is applied with care and creativity,using materials appropriately. There is also evidence of experimentation and testing before completing the final surreal animal sculpture

• Your surreal animal design is highly creative and original; effectively using the images and artwork provided as inspiration. You have included detailed notes about the surreal nature of the idea, as well as materials and finishes. ​
• Your basic structure is strong and you have been able to problem solve effectively when issues arise.​
• Your sculpture resembles your design idea but has also been improved and adapted as it progressed.​
• Your decoration is carefully and creatively applied using appropriate materials. There is clear evidence of experiments and trails, selecting, and refining finishes

• Design ideas and finished surreal animal sculpture
• In class monitoring – each lesson

• Your initial designs have some tone and mark making added to make them appear 3D​
• You have clearly linked to your design and research.​
• Your face shape looks natural and proportionate.​
• You will demonstrate a consistent ability to apply all moulding techniques.​
• Your facial features are altered using exaggerated scale and proportion.​
• Your joins between clay attachments are smoothed and sealed properly.​
• Your painting is neat, showing areas of light and dark.

• Your initial designs have accurate tone and mark making added to create a 3D appearance.​
• You have strong and clear links to your design and research throughout.​
• Your face shape looks highly natural and well-proportioned.​
• You will demonstrate a highly developed ability to apply all moulding techniques accurately.​
• Your features are creatively and effectively altered using exaggerated scale and proportion.​
• All your joins are expertly smoothed and sealed, showing no visible seams.​
• Your painting is neat, with excellent use of light and dark to create depth.

• Planning and research tasks
• In class monitoring – each lesson

• You will be able to complete Isometric Drawing using the Crating Method and Tonal Shading.
• You will be able to create a range of Thumbnail Sketches for the Lunchbox Project.
• You will be able to use annotation, arrows, thick and thin lines, backgrounds and colour rendering to present your final concept.
• You will be able to use the Airpods layout sheet correctly to create a number of practice sketches.
• You will be able to use fine line shading and contouring to show 3D form.
• You will be able to use annotation, arrows, thick and thin lines, backgrounds and colour rendering on your Airpod concepts.

• You will be able to create a clear and accurate Isometric drawing of the Barcelona Chair, mastering the crating technique with particular skill shown in drawing the curved legs.
• You will be able to add tonal shading on the Isometric drawing fully enhances the overall 3D aspect.
• You will be able to create a wide range of ideas for the lunchbox concepts.
• You will be able to create thumbnail sketches which are detailed, drawn in isometric and use all of the presentation techniques to enhance the presentation of the ideas.
• You will be able to communicate the lunchbox design and features clearly and with sophistication.
• You will be able to show skill and planning in your layout.
• You will be able to use fine line shading and contouring appropriately and elegantly and in the correct context on your Airpods concepts.
• You will be able to fully master the use of annotation and arrows to enhance and explain key design features.

• Design Skills Assessment sheet.
• Do Now booklet.
• In class monitoring – each lesson.

• You will be able to use all KO content.
• You will be able to aurally identify most features of film music

Performing:

• You will demonstrate the ability to compose a suitable leitmotif
• You will demonstrate the ability to compose underscore which captures some aspects of the scene
• You will demonstrate the ability to sync music and visual cues with some success

• You will be able to use all KO content and additional information.
• You will be able to aurally identify features of film music and place these in their context

Performing:

• You will demonstrate the ability to compose a suitable leitmotif and modify it according to need
• You will demonstrate the ability to compose underscore which captures all aspects of the scene
• You will demonstrate the ability to sync music and visual cues with complete success

• Listening assessment – music from films
• Informal listening tasks in class
• Do Now tasks
• Teacher questioning
• Paired composition work – music to underscore the Wildebeest short film
• Informal composition tasks in class

• You will be able to show your Tiki watercolour has competent technique, with basic blending, some texture, and clear details, demonstrating effective selection and application of media.
• You will be able to mix and layer colours to add depth and create a simple wood grain effect, showing refinement through experimentation.
• You will be able to research layout will be organised and well presented, demonstrating understanding of Tiki culture and relevant sources.
• Your will be able to develop ideas from research and drawings of your Tiki mask designs, showing clear links between investigation and outcomes. You will experiment with line, form, and texture, recording relevant ideas.
• You will be able to use clear engraving and relief techniques, reflecting appropriate selection of processes on your clay Tiki mask.
• You will be able to paint your mask to suggest wood texture, adding complementary colour accents, presenting a response that realises your intentions.

• You will be able to show your Tiki watercolourhas highly developed technique, with smooth blends, detailed textures, and precise details, demonstrating skilful use of media.
• You will be able to mix and layer colours skilfully, creating depth and realistic wood grain, refining your work through advanced experimentation.
• Your will be able to research layout will be innovative and visually exciting, showing critical understanding of Tiki culture.
• You will be able to be highly creative with your Tiki mask designs, blending research and artistic flair. You confidently experiment with line, form, and texture, recording insightful ideas.
• You will be able to show your clay Tiki mask has confident engraving and relief techniques, with bold textures and intricate details, showing advanced exploration of processes.
• You will be able to paint your mask to convincingly mimic wood, using well-integrated colours for an authentic design and a personal, meaningful response.

• Practical assessment of clay mask outcome along with research and supporting studies.
• In class monitoring – each lesson.

• You need to demonstrate a good understanding of and familiarity with the plot, characters and themes of ‘Trash’.
• You need to produce structured analytical paragraphs in response to the text which present a clear argument and support it with evidence, embedded into their response.
• You need to select evidence carefully to support your argument and identify specific techniques employed by the author, using appropriate terminology.
• You need to comment on and explain the choices made by the author, exploring implied levels of meaning.
• You need to spell, punctuate and use grammatical structures accurately.

• You need to demonstrate excellent comprehension and retention of the plot, characters and themes of ‘Trash’.
• You need to confidently write clear, well-structured paragraphs with appropriate evidence fluently embedded into your writing.
• You need to pick evidence carefully, choosing quotations that support your arguments and contain key language features to comment on.
• You need to identify a range of the author’s chosen methods, using accurate terminology.
• You need to explore the implications and effects of an author’s choices, moving well beyond literal or explicit meanings.
• You need to spell, punctuate and use grammatical structures with a high level of accuracy, using advanced punctuation.

• Do Now
• Comprehension Quizzes
• End of Unit Comprehension quiz
• End of unit assessment

• You will be able to use all KO content.
• You will be able to aurally identify most features of songs from musicals.

Performing:

• You will be able to sing with reasonable accuracy of pitch and rhythm
• You will be able to perform both solo and chorus roles within the song
• You will be able to sing with reasonable technique (breathing, posture, projection, diction)
• You will be able to sing in harmony with others to some degree

• You will be able to use all KO content and additional information.
• You will be able to aurally identify features of songs from musicals and place these in their context

Performing:

• You will be able to sing with good accuracy of pitch and rhythm
• You will be able to perform both solo and chorus roles confidently within the song
• You will be able to sing with good technique (breathing, posture, projection, diction)
• You will be able to sing in harmony with others with good accuracy

• Listening assessment – songs from the Musicals
• Informal listening tasks in class
• Do Now tasks
• Teacher questioning
• Group performance of King of New York

• You will be able to recall and use most information from the Knowledge Organiser.
• You will be able to link some features of the music to the context in which it was written.
• You will be able to describe most elements of the music with reasonable accuracy.
• You will be able to perform a solo on your instrument of at least grade 2 standard.
• You will be able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes.
• You will be able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You will be able to confront your nerves and use some strategies to help you in your performance.
• You will be able to use the exam board mark scheme with some accuracy to assess your own and others work.

• You will be able to recall and use all information from the Knowledge Organiser.
• You will be able to link most features of the music to the context in which it was written.
• You will be able to describe all elements of the music with good levels of accuracy.
• You will be able to perform a solo on your instrument of a least grade 3 standard.
• You will be able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation.
• You will be able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc.
• You will be able to confront your nerves and use a range of strategies to help you in your performance.
• You will be able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.

• Do Now tasks.
• Questioning in class.
• Exam style listening question at the end of the unit.
• Solo performance on own instrument in class.
• Informal marking of a range of solos.

• You can recall all the contents of the KO.
• You will be able input data from a user and store in a variable for later use.
• You will be able to perform calculations and output the results.
• You will be able to sequence instructions appropriately.
• You will be able to implement selection using IF/ELSEIF/ELSE

• You can recall all the contents of the KO plus additional information from lessons 
• You will be able to use selection to implement a functional menu in your program 
• You will be able to implement iteration and choose between FOR and WHILE appropriately 

• Do now tasks to test knowledge of KO
• Teacher observation
• End of unit assessment

• You can recall all the contents of the KO 
• You will be able to output to the TextWindow 
• You will be able to alter the properties of the TextWindow  
• You will be able to use variables 
• You will be able input data from a user and store as a variable for later use. 
• You will be able to use basic Text operations.  
• You will be able to perform basic calculations. 

• You can recall all the contents of the KO plus additional information from lessons 
• You will be able to use the appropriate Math library functions 
• You will be able to use advanced Text operations 

• Do now tasks to test knowledge of KO
• Teacher observation
• End of unit assessment

• You will be able to recall and use most information from the Knowledge Organiser.
• You will be able to link some words from the Knowledge organiser to the correct musical element.
• You will be able to work out some keys and chords.

• You will be able to recall and use most information from the Knowledge Organiser.
• You will be able to link some words from the Knowledge organiser to the correct musical element.
• You will be able to work out some keys and chords.

• Do Now tasks.
• Questioning in class, including worked examples.
• Listening and theory questions at the end of the unit.

• You will know all of the content on the knowledge organiser
• You will be able to translate sentences containing familiar words and structures into Spanish
• Your writing in Spanish will be mostly accurate
• You will be able to understand and produce verbs in three time frames (preterite, present, near future)
• You will be able to demonstrate understanding of main points in short written texts

• Your Spanish grammar will be highly accurate.
• You will understand the details in short written texts, including complex sentences.

• Reading & translation

• You will know all the content on the KO.
• You will understand the main points, opinions and some details in short spoken and written passages using familiar vocabulary.
• You will be able to transcribe familiar words, mostly accurately.
• Your writing will be mostly accurate (including correct articles, accents, spellings) and the meaning will be clear. There may be minor errors.

• You will understand details in short spoken passages.
• You will be able to transcribe familiar and less familiar words accurately.
• Your written work will be highly accurate.

• Listening and translation to French

• You will know all the content on the KO.
• You will be able to translate short sentences containing familiar words and structures into French.
• Your writing will be mostly accurate (including correct articles, accents, spellings) and the meaning will be clear. There may be minor errors.
• You will be able to understand the main points, opinions, overall messages and some details in short written texts, referring to the present or future.

• Your writing will be highly accurate.
• You will be able to understand longer texts and deduce meaning.

• Reading and translation to French

• You will be able to recall the terms population increase, decrease, and balance. 
• You will be able to define population density, sparsely populated and densely populated. 
• You will be able to identify features of a population pyramid.  
• You will be able to define different types of migrants, including forced and voluntary. 
• You will be able to identify impacts of climate change on climate refugees and their host country. 

• You will be able to describe the demographic transition model. 
• You will be able to explain factors that impact population distribution. 
• You will be able to explain features of a population pyramid for countries of different levels of development.  
• You will be able to explain why migrants may move from one place to another. 
• You will be able to explain impacts of climate change on climate refugees and their host country. 

• Do Now Tasks
• Decision making exercise
• Knowledge based end of unit assessment

• You will be able to recall all the contents of the KO.
• You will be able to demonstrate the correct use of input & output.
• You will be able to demonstrate an understanding of variables & constants.
• You will be able to demonstrate an understanding of data types.
• You will be able to demonstrate the ability to follow simple algorithms in pseudocode and flowcharts.
• You will be able to demonstrate the ability to use 1D arrays.
• You will be able to score 60% or above in the end of unit assessment.

• You will be able to recall all the contents of the KO plus additional information from lessons.
• You will be able to code a full program using sequence and selection.
• You will demonstrate the ability to use 2D arrays.
• You will be able to score 90% or above in the end of unit assessment.

• Do now tasks to test knowledge of KO.
• Teacher observation.
• End of unit assessment.

• You will be able to recall five processes within the hydrological cycle. 
• You will be able to identify drainage basin features. 
• You will be able to recall key river processes (erosion, transportation, deposition).  
• You will be able to describe characteristics of river courses and the formation of river landforms.  
• You will be able to identify different causes of flooding and describe how they impact storm hydrographs. 

• You will be able to recall all processes within the hydrological cycle. 
• You will be able to describe drainage basin features.  
• You will be able to explain the key river processes (erosion, transportation, deposition).  
• You will be able to explain characteristics of river courses and the formation of river landforms.  
• You will be able to explain different causes of flooding and explain how they impact storm hydrographs. 

• Do Now Tasks
• River storyboard
• Knowledge based end of unit assessment

• You will be able to recall all content of the knowledge organiser
• You will be able to recall the reasons for starting a business
• You will be able to recall the meaning and characteristics of an entrepreneur
• You will be able to define key introductory terms including opportunity cost
• You will be able to explain what is meant by operating in a dynamic market

• You will be able to recall all content of the knowledge organiser plus additional information
• You will be able to recall the reasons for starting a business and explain fully
• You will be able to recall the meaning and characteristics of an entrepreneur and give real world business examples
• You will be able to define key introductory terms using additional examples.
• You will be able to explain what is meant by a business operating in a dynamic market and the impact on businesses

• Do Now 
• Whole Class teacher questioning 
• Written Assessment (35 marks)
• Teacher Assessed Question (6 marks)

Rugby (September – Christmas)

• You execute complex passes and tackles with consistency and accuracy.
• You understand team formations and play an active role in both offence and defence.

Table Tennis (September – Christmas)

• You demonstrate consistency in serves, returns, and rallies, showing improved control and placement of shots.
• You understand and apply basic tactical play.

Badminton (September – Christmas)

• You consistently execute a range of shots (clears, drops, smashes) with greater accuracy and power.
• You understand advanced rules and positioning, contributing effectively to team play.

Rugby (September – Christmas)

• You make intelligent, tactical decisions during play, with a high level of skill in passing, running, and tackling.
• You lead team strategies and demonstrate exceptional game awareness and fitness levels.

Table Tennis (September – Christmas)

• You show advanced control of spin, speed, and placement with a high level of precision in every shot.
• You anticipate opponents’ movements and adapt strategies dynamically, displaying excellent reflexes and tactical play.

Badminton (September – Christmas)

• You demonstrate exceptional skill in attacking and defending with rapid reflexes, precision, and high-level shot placement.
• You anticipate and out manoeuvre opponents through strategic play and superior fitness.

• Do now tasks
• Exit Tickets
• Knowledge Check Assessment