KS4 GCSE Learning Programmes
English
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Subject English Language |
Exam Board WJEC Eduqas |
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Outline of the course Year 10 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Year 11 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Subject English Literature |
Exam Board WJEC Eduqas
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Outline of the course Year 10 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Year 11 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1 & Summer 2
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Maths
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Subject Mathematics |
Exam Board AQA |
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Outline of the course Year 10 Year 11 |
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Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Science
Year 10 Science Plan
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Subject Exam Board AQA GCSE Combined Science: Synergy |
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Life and environmental sciences Taught in year 10 |
Physical sciences Taught in year 11 |
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Autumn 1:
Autumn 2:
Spring 1:
Spring 2:
Summer 1:
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Autumn 1:
Autumn 2:
Spring 1:
Spring 2:
Summer 1:
Throughout both years, in addition, practical and mathematical skills will be developed. |
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| Outline of the Assessment | ||||
| Controlled Assessment: THERE IS NO CONTROLLED ASSESSMENT 0% of total GCSE | ||||
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Subject GCSE Combined Science: Synergy |
Exam Board AQA | |||||
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Life and environmental sciences Topics 4.1–4.4: Building blocks; transport over larger distances; interactions with the environment and explaining change. |
Physical sciences Topics 4.5–4.8: Building blocks for understanding; interactions over small and large distances; movement and interactions and guiding spaceship earth towards a sustainable future. |
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External Test 1 (25%) Time 1 hour 45 minutes Questions: Multiple choice, structured, closed and open short answer questions, with greater emphasis on knowledge and application (AO1 and AO2) than analysis and evaluation (AO3). |
External Test 2 (25%) Time 1 hour 45 minutes Questions: Multiple choice, structured, closed and open short answer questions. This paper assesses most of the analysis and evaluation (AO3) skills, and most of the work on the required practicals, for the topics. |
External Test 3 (25%) Time 1 hour 45 minutes Questions: Multiple choice, structured, closed and open short answer questions, with greater emphasis on knowledge and application (AO1 and AO2) than analysis and evaluation (AO3). |
External Test 4 (25%) Time 1 hour 45 minutes Questions: Multiple choice, structured, closed and open short answer questions. This paper assesses most of the analysis and evaluation (AO3) skills, and most of the work on the required practicals, for the topics.
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| Support for the Content |
This is a link to the content on the course, details from the exam board: http://www.aqa.org.uk/subjects/science/gcse/combined-science-synergy-8465 |
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| Support for the exam |
Although the exams are new this is a link to some example papers you can look at: http://www.aqa.org.uk/subjects/science/gcse/combined-science-synergy-8465/assessment-resources |
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| Other Useful Links | BBC bitesize GCSEpod I am Learning (accessible via the schools FROGOS website) There are additional many science related revision clips available on “Youtube”. | |||||
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Subject Chemistry GCSE |
Exam Board AQA |
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Outline of the course Modules C1- C6 and C7 (required practical’s) |
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Year 10 Autumn term C1
C2
Spring term C3
Summer term C4
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Year 11 Autumn Term C5
Spring Term C6
C7 is taught throughout the two year as required practical activities
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Subject Physics GCSE |
Exam Board AQA |
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| Outline of the Course | ||
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Year 10 Autumn Term 1
Autumn Term 2
Spring Term 1
Spring Term 2
Summer Term 1+2 (Depending on dates for internal examinations)
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Year 11 Autumn Term 1
Autumn Term 2
Spring Term 1
Throughout both years, in addition, practical and mathematical skills will be developed. |
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Art
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Subject Art and Design (Fine Art) |
Exam Board AQA |
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Title of work Unit 1 |
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Brief description of the work to be produced Unit 1 will form the start of the students Art Controlled assessment. Controlled assessment is continual and is pursued throughout Year 10 until May Year 11. Each unit should contain a sketchbook, ideas/design sheets, experimental work/samples and final pieces of work. |
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What they should have done / what you can expect to see |
Approximate date |
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A sketchbook which should include drawing and experiments using a variety of media eg. biro, pencil, oil pastel and paint etc. References should be made to the work of artists, crafts persons and designers. Pupils will be expected to make personal comments about their work. The sketchbook should show sampling and the development of ideas. (Sketchbook should be annotated). |
Continuous from September to February half term Year 10 |
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A critical studies sheet and/or pages in sketchbook. This should include four/five studies which include the details of the works of art, studies and the student’s personal thoughts and opinions. A visit to a gallery/museum will take place where pupils will have the opportunity to produce first hand responses to a variety of exhibitions/artists work. A development of ideas sheet or equivalent (approx 4 – 6 pages of sketchbook). This should include experimentation and sampling with a range of materials. Pupils should produce at least 3 studies which plan out possible final ideas. They should be completed in a variety of media suitable to the task. Personal comments must be included – why they think the idea is successful/or not etc. For the final pieces of work pupils can use a range of materials and techniques. These may include mixed media, painting, 3 dimensional sculpture, clay work, print and textiles. It must have a direct link with the culture studied. |
September to February half term Year 10 |
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The controlled assessment will be complete when… |
All work on the student guideline sheet has been completed. The member of staff responsible for the student has ticked off to indicate completion in their mark books and they have advised the student to move onto the next unit. |
May Year 11 |
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Support material and sources for research |
Internet access, camera/digital photography library and department books. Visit to a gallery/museum supporting unit guideline sheets issued by teacher. All websites, resources and books used must be clearly recorded at the back of each sketchbook. |
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Subject Art and Design (Fine Art) |
Exam Board AQA |
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Title of work Unit 2 |
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Brief description of the work to be produced Unit 2 should contain a sketch book, ideas/design sheets experimental work/samples and a final piece of work. |
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What they should have done / what you can expect to see |
Approximate date |
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A sketchbook which should include drawing and experiments using a variety of media eg. biro, pencil, oil pastel and paint etc. References should be made to the work of artists, crafts persons and designers. Pupils will be expected to make personal comments about their work. The sketchbook should show sampling and the development of ideas. (Sketchbook should be annotated). |
February half term to October Year 11 |
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A critical studies sheet or the equivalent. This should include four/five studies which include the details of the works of art, studies and the student’s personal thoughts and opinions. Descriptive writing linking artist work to pupils. A development of ideas sheet or equivalent (approx 4 – 6 pages of sketchbook). This should include at least 3 studies which plan out possible final ideas. They should be completed in a variety of media suitable to the task. Personal comments must be included – why they think the idea is successful/or not etc. For the final pieces of work pupils should produce ideas using a range of materials and techniques. These may include mixed media, painting, 3 dimensional sculpture, clay work, print and textiles. It must have a direct link to the artist work. |
September to February half term Year 10 |
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The controlled assessment will be complete when… |
All work on the student guideline sheet has been completed. The member of staff responsible for the student has ticked off to indicate completion in their mark books and they have advised the student to move onto the next unit. |
May Year 11 |
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Support material and sources for research
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Internet access, camera/digital photography library and department books. All websites, resources and books used must be clearly recorded at the back of each sketchbook. |
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Subject Art and Design (Fine Art) |
Exam Board AQA |
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Title of work Unit 3 (Incorporating the GCSE Mock Art Exam) |
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Brief description of the work to be produced Unit 3 should contain a sketchbook, idea/design sheets, experimental work/samples and a final piece of work. The mock exam will be incorporated into this unit (7 week preparation time/5 hour mock exam). |
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What they should have done / what you can expect to see |
Approximate date |
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A sketchbook which should include drawing and experiments using a variety of media eg. biro, pencil, oil pastel and paint etc. References should be made to the work of artists, crafts persons and designers. Pupils will be expected to make personal comments about their work. The sketchbook should show sampling and the development of ideas. (Sketchbook should be annotated). |
October Year 11 |
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A critical studies sheet or the equivalent. This should include four/five studies which include the details of the works of art, studies and the student’s personal thoughts and opinions. Descriptive writing, linking artist work to pupils. A development of ideas sheet or equivalent (approx 4 – 6 pages of sketchbook). This should include at least 3 studies which plan out possible final ideas. They should be completed in a variety of media suitable to the task. Personal comments must be included – why they think the idea is successful/or not etc. For the final pieces of work pupils should produce ideas using a range of materials and techniques. These may include mixed media, painting, 3 dimensional sculpture, clay work, print and textiles. It must have a direct link to the artist work. |
Continuous from October to Christmas (at least 11/2 to 2 hours of homework per week) Mock exam takes place in November. |
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The controlled assessment will be complete when… |
All components to each project are checked by staff. |
May Year 11 |
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Support material and sources for research |
Internet access, camera/digital photography, library and department books. All websites and resources and books used must be clearly recorded at the back of each sketchbook. Each unit (project) of work is fully completed and clearly labelled. It is then checked by staff and placed in each pupil’s folder. |
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Design and Technology
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Subject Design and Technology: Food and Cookery |
Exam Board NCfE |
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Outline of the course This qualification is designed for learners with an interest in food and cookery. It provides learners with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will provide a basic understanding of the skills required for a career in food. This will require learners to:
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Year 10 Unit 1 Preparing to cook This unit aims to introduce learners to safe preparation of food, the cooking environment and ingredients. Learners will be able to use basic cooking skills, equipment and utensils to produce a variety of dishes. Guided learning hours: 30 Unit 2 Understanding food This unit will provide learners with an understanding of factors that can affect food choices. Learners will be able to apply these factors when selecting and cooking dishes. Guided learning hours: 30 |
Year 11 Unit 3 Exploring balanced diets Learners will understand the importance of a balanced diet. They will learn about Reference Intake (RI)/Guideline Daily Amounts (GDAs) and how food labels can inform healthy eating. Learners will be able to change recipes to make them healthier. Guided learning hours: 30 Unit 4 Plan and produce dishes in response to a brief This unit will give learners the opportunity to bring together their learning and skills developed throughout the course to produce a menu in response to a brief. Learners will plan, make and review their completed dishes. Guided learning hours: 30 |
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Outline of the assessment Units 1, 2 and 4 are internally assessed and are each worth 25%. Unit 3 is externally assessed in a 50 minute exam based on the content of units 1, 2, and 4 and is worth 25%. All units are assessed on a Pass, Merit or Distinction grade. |
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Subject Design and Technology: Resistant Materials |
Exam Board AQA |
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Brief description of the controlled assessment work to be produced The controlled assessment for this subject is worth 60% of the overall course grade. It begins at the end of Year 10 and is continued throughout Year 11. Pupils are expected to spend at least 1½ hours per week on the controlled assessment as homework, if pupils keep to the deadlines outlined below and listen to the advice of teachers they are guaranteed to fulfil their potential at the end of the course. There are two parts to the design controlled assessment:
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What they should have done / what you can expect to see |
Approximate date |
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Stage 1 |
Project outline (1 x A4 handout); list of research sources (1 x A4 list); initial plan of controlled assignment (1 xA4 handout) Analysis of the problem (1 xA3 sheet); research and analysis of similar products and contextualised detail (2 x A3 sheets); initial ideas and further development (2 x A3 sheets); design and construction of models (1 – 2 x A3 sheets). Further development of ideas (1 x A3); working drawing (1 x A3); specifications (1 x A4). |
February Year 10
Easter Year 10
End of July Year 10 |
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Stage 2 |
Analysis and evaluation of the project so far, production of a one term plan (1 x A3) Research into components and joints (1 – 3 xA3 sheets); further development of ideas including prototypes (2 – 3 x A3 sheets); plan of making, processes (3 x A3 sheets); start of construction (evidence of practical work). |
Beginning of September Year 11 October half term Year 11 |
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Stage 3 |
Computer presentation drawing; situation and brief; analysis of research; CAD/CAM (5 x A3 sheets) evidence of construction. All parts of the product constructed and finish applied. |
December Year 11 |
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Stage 4 |
Casting; moral/social, environmental aspects of design; industrial practices; evidence of modifications evaluation. Presentation of final design (5 x A3 sheets). Assembled product completed. |
February half term Year 11 |
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Subject Design and Technology: Graphic Products |
Exam Board AQA |
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Title of work Design Assessment |
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Brief description of the controlled assessment work to be produced The controlled assessment for this subject is worth 60% of the overall course grade. The controlled assessment begins at the end of year 10 and is continued throughout year 11. Pupils are expected to spend at least 1½ hours per week on the controlled assessment as homework, if pupils keep to the deadlines outlined below and listen to the advice of teachers they are guaranteed to fulfil their potential at the end of the controlled assessment: There are two parts to the design assignment:
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What they should have done / what you can expect to see |
Approximate date |
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Stage 1 |
Project outline (1 x A4 handout); situation and brief of problem (1 x A3 rough draft); sourcing research (1 x A4 list); initial plan of controlled assessment (1 x A4 booklet) |
May Year 10 |
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Research material gathered which includes a range of relevant resource materials (to include examples of similar and existing promotional products; examples of advertising information on materials, finishes, methods of production). |
June half term Year 10 |
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Presentation of situation/brief; analysis of brief; environment or context page (4 x A3) Initial sketches |
End of July Year 10 |
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Stage 2 |
Initial sketches of 3 dimensional products to be produced (2 x A3) + Corporate identity |
Beginning of September Year 11 |
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Final version of research analysed and presented with specifications (3 – 4 x A3) |
October Year 11 |
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Final version of: development of ideas with models/prototypes (3 – 4 A3 + 3 – 4 models) |
October half term |
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Stage 3 |
Final version of ideas developed to final solution with completed final model/prototype (3 – 4 x A3 sheets + final model/prototype) |
December Year 11 |
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Stage 4 |
Final submission of controlled assignment (22 x A3 pages including evaluation; modifications; photos and final products constructed, as suggested in the guidance materials) |
February half term Year 11 |
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Subject Design and Technology: Systems & Control |
Exam Board AQA |
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Title of work Design Assessment |
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Brief description of the work to be produced The controlled assessment for this subject is worth 60% of the overall course grade. The controlled assignment begins at the end of year 10 and is continued throughout year 11. Pupils are expected to spend at least 1½ hours per week on the controlled assessment as homework, if pupils keep to the deadlines outlined below and listen to the advice of teachers they are guaranteed to fulfil their potential at the end of the course. There are two parts to the controlled assessment:
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What they should have done / what you can expect to see |
Approximate date |
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Stage 1 |
Project outline (1 x A4 handout); analysis of problem (2 x A4 rough draft) sourcing research (1 x A4 sheet); initial plan of controlled assessment (1 x A4 handout) Research materials gathered which includes a range of relevant resource materials (to include examples of similar products; information on components, mechanisms, letter to request information). |
May half term Year 10 |
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Final version of situation/brief; analysis of brief; environment or context page (5xA4). |
End of July Year 10 |
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Stage 2 |
Initial sketches of 3 dimensional products to be produced (5 x A4). Ideas for electronic circuits x 6 with analysis. Ideas for flow chart x 6 with analysis. |
Beginning of September Year 11 |
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Final version of research analysed and presented with specifications (6 x A4). |
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Final version of development of ideas with models/prototypes (6 A4 + 1-2 models). |
October half Term |
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Stage 3 |
Final version of ideas, developed to final solution with completed final model/prototype (6 x A4 sheets + final model/prototype). |
December Year 11 |
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Stage 4 |
Final submission of controlled assessment (30 x A4 including evaluation, modifications; photos; final product, as suggested in the guidance worksheet). |
February half term Year 11 |
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The controlled assignment will be complete when… |
Controlled assessment is completed when candidates have produced a relevant portfolio consisting of approximately 30 sheets of A4 work along with a number of models/prototypes developed into a final product manufactured to the highest quality possible. |
February Year 11 |
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Support material |
Controlled assessment advice sheets – hard copy with pupils and copy on school web site. Relevant software available for home use. Support sessions available by staff between 3:10pm and 4:30pm two/three nights per week. Exemplar materials – on school web site. Website addresses – hard copy with students and copy on school web site. |
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Drama
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Subject Drama |
Exam Board Edexcel (9-1) |
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Outline of the course |
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Year 10 Component 1 Devising Introduction
Component 2 Performance from text. Exploration
Component 3
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Year 11 Component 3
Component 2 Performance from text
Component 1 Devising
Component 3
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Geography
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Subject Geography |
Exam Board AQA |
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Outline of the course |
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Year 10
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Year 11
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Computing and ICT
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Subject Computer Science GCSE |
Exam Board EDEXCEL |
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Outline of the course |
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Year 10 Problem Solving This part of the course will look into the nature of algorithms, what they are used for and how to interpret them (flowcharts, pseudo- code, written descriptions, program code). You will learn how to create an algorithm to solve a particular problem, making use of programming constructs (sequence, selection, iteration) and using appropriate conventions (flowchart, pseudo-code, written description, draft program code). Data In this section you will learn about how computers use binary, hexadecimal and character sets to represent data (numbers, text, sound, and graphics) and program instructions. You will learn how they are used to represent and manipulate numbers (unsigned integers, signed integers (sign and magnitude, two’s complement)) and how to convert between the different types, i.e. binary and denary whole numbers (0–255). Computer Architecture This section of the course helps you to understand the input-process-output model and the function of different hardware components of a computer system (CPU, main memory, secondary storage, input and output devices) along with how they work together. Programming In this section you will learn how to write programs in a high-level programming language and understand the benefit of producing programs that are easy to read; using a variety of techniques (comments, descriptive names (variables, constants, subprograms), indentation) to improve readability and to explain how the code works. You will design, implement, test/debug and evaluate the code you write for given scenarios. |
Year 11 Communication and the Internet In this part of the course you will understand why computers are connected in a network and learn about the different types of networks (LAN, WAN) and usage models (client-server, peer-to-peer). You will investigate the importance of network security and be able to use appropriate validation and authentication techniques (access control, physical security and firewalls) to keep networks secure. The Bigger Picture This section helps you to understand the environmental impact of technology (health, energy use, resources) on society and gain an appreciation of for the ethical impact of using technology (privacy, inclusion, professionalism) on society. You will also look into the legal impact of using technology (intellectual property, patents, licensing, open source and proprietary software, cyber-security) on society. Programming This is a continuation of the year 10 element of programming where you will extend your knowledge for writing code that accepts and responds appropriately to user input. You will understand the need for, and how to implement, validation and write code that reads/writes from/to a text file. You will also learn about the benefits of using subprograms and be able to write code that uses user-written and pre-existing (built- in, library) subprograms. |
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Languages
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Subject French |
Exam Board AQA |
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Outline of the course The course covers three distinct themes. These themes apply to all four examination papers (listening, speaking, reading and writing). Pupils are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries and communities in which French is spoken. The three themes are: (1) Identity and culture, (2) Local, national, international and global areas of interest, (3) Current and future study and employment. |
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Outline of Topics to be covered in Year 10
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Outline of Topics to be covered in Year 11
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Subject German |
Exam Board AQA |
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Outline of the course The course covers three distinct themes. These themes apply to all four examination papers (listening, speaking, reading and writing). Pupils are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries and communities in which German is spoken. The three themes are:- (1) Identity and culture, (2) Local, national, international and global areas of interest, (3) Current and future study and employment. |
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Outline of Topics to be covered in Year 10
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Outline of Topics to be covered in Year 11
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Subject Spanish |
Exam Board AQA |
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Outline of the course The course covers three distinct themes. These themes apply to all four examination papers (listening, speaking, reading and writing). Pupils are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries and communities in which Spanish is spoken. The three themes are: (1) Identity and culture, (2) Local, national, international and global areas of interest, (3) Current and future study and employment. |
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Outline of Topics to be covered in Year 10
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Outline of Topics to be covered in Year 11
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Music
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Subject Music |
Exam Board AQA |
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Outline of the course Year 10 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Year 11 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
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PE
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Subject Physical Education (GCSE) |
Exam Board AQA |
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Outline of the course |
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Year 10 The human body and movement in physical activity and sport |
Year 11 Socio-cultural influences and well-being in physical activity and sport |
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Outline of the assessment This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course. |
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Controlled Assessment – Practical Performance in physical activity and sport.
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40%
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External Test Time: 1 hour 15 minutes Outline of content: Applied anatomy and physiology, Movement analysis, Physical training. |
30% |
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External Test Time: 1 hour 15 minutes Outline of content: Sports psychology, Socio-cultural influences, Health, fitness and well-being |
30% |
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Religious Studies
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Subject Religious Studies Full Course GCSE |
Exam Board EDEXCEL |
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Outline of the course
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Year 10 With a focus on Christianity the pupils will study the following four areas:
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Year 11 With a focus on Islam pupils will study the following four areas:
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Business
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Subject Business Studies |
Exam Board OCR GCSE Business Studies J253 |
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Outline of the course Year 10 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Year 11 Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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Child Development
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Subject Child Development |
Exam Board OCR |
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Title of work Child Development Short Tasks (in Y10) Child Study Task (in Year 11) |
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Brief description of the work to be produced In Year 10 pupils are set 3 tasks which are internally assessed and externally moderated. Together these form 30% of the total GCSE marks. In Year 11 pupils complete a Child Study which is internally assessed and externally moderated. This forms 30% of the total GCSE marks. Since the subject is 60% controlled assessment it is vital that the quality and detail of the work is of the highest standard. Homework will be set to research each task and complete work started in class. |
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Assignments that they will be working on: |
What they should have done / what you can expect to see |
Approximate date |
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A Healthy pregnancy |
A leaflet or booklet explaining why a healthy lifestyle is essential for a pregnant mother and her unborn baby. Planning and evaluation sections related to the leaflet or booklet. |
December of Year 10
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A planned stay in hospital for a child |
A game or book to prepare a five year old for a planned stay in hospital. Planning and evaluation sections related to the game or book |
March of Year 10
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Investigation task |
An investigation into ‘Choosing Baby Food’. It should include primary research. Planning and evaluation sections related to the investigation. |
June of Year 10
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Child study of a child under 5 years of age |
Area of the study selected and assignment title written. Relevant research carried out, activities planned for visits. |
October of Year 11 |
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Four out of the six visits carried out, observations written up and compared to research. |
December of Year 11
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Final two visits carried out, written up and then compared to task title and earlier research. Conclusion/Evaluation sections completed. |
February of Year 11
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Support material |
Details of each task will be given directly to the students as they require it. Resources will be given to support all the tasks. These guidance sheets will all also be on the school website. |
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Home Cooking Skills
Edexcel BTEC level 2 Award in Home Cooking Skills (QCF)
Home Cooking Skills is a level 2 BTEC qualification that gives the learners the opportunity to develop their cooking skills by exploring recipes for nutritious meals. Each recipe is underpinned with knowledge about planning and sourcing food, hygiene and food safety. How to cook different elements of a meal to serve them at the same time are considered in this unit. The importance of presenting food well and how this contributes to its enjoyment is reflected on in this unit.
This course consists of over 80 recipes, all divided into manageable sections and covering key topics from eggs and baking to vegetables and quick-cook meats.
Learners will demonstrate their skills by selecting recipes for a nutritious two-course meal and following the recipes to prepare, cook and present the meal.
This course gives learners the opportunity to develop;
- the knowledge, understanding and confidence to cook meals at home
- an understanding of how to economise when planning a meal
- an ability to transfer skills learned to different recipes
- an ability to inspire others by transferring that knowledge
This course has been developed in partnership with Jamie Oliver Ltd and has been inspired by his food initiatives and campaigns
Year 2
Edexcel Level 2 Higher Project
Title – Can recipes for eating on the go food products be modified to better follow healthy eating guidelines?
This unit gives pupils the opportunity to research existing food products. Plan and develop a range of eating on the go food products.
Pupils will consider;
- the nutritional analysis of food products
- the nutritional traffic light system
- adapting and development of recipes
Practical skills include;
- Knife skills
Be able to demonstrate the following techniques for fruits and vegetables and, where appropriate, also those that relate to meat and fish or their alternatives:– Meat, fish and alternatives – fillet a chicken breast, portion a chicken, remove fat and rind, fillet fish, slice raw and cooked meat and fish or alternatives (such as tofu and halloumi) evenly and accurately
– fruits and vegetables – bridge hold, claw grip, peel, slice, dice and cut into even size pieces (i.e. batons, julienne)
- Prepare fruits and vegetables
Be able to demonstrate the following techniques:– mash, shred, scissor snip, scoop, crush, grate, peel, segment, de-skin, de-seed, blanch, shape, pipe, blend, juice and prepare garnishes whilst demonstrating the technical skills of controlling enzymic browning and spoilage and preventing food poisoning (wash and dry, where appropriate)
- Prepare combine and shape
Be able to demonstrate the following techniques:– roll, wrap, skewer, mix, coat, layer meat, fish and alternatives, and shape and bind wet mixtures (such as falafels, fish cakes or meatballs) whilst demonstrating the technical skill of preventing cross contamination and handle high risk foods correctly
- Tenderise and marinate
Be able to demonstrate how acids denature protein and marinades add flavour and moisture when preparing vegetables, meat, fish, and alternatives. - Select and adjust a cooking process
Be able to demonstrate the following techniques:– select and adjust the cooking process and length of time to suit the ingredient, for example to match the cut of meat, fish and alternatives
- Weigh and measure
Be able to demonstrate accurate measurement of liquids and solids. - Preparation of ingredients and equipment
Be able to demonstrate the following techniques:– grease/oil, line, flour, evenly and with attention to finished product
- Use of equipment
Be able to demonstrate the following techniques:– use a blender, food processor, mixer, and microwave
- Water based methods using the hob
Be able to demonstrate the following techniques:
- steaming
- boiling and simmering
- blanching
- poaching
- Dry heat and fat based methods using the hob
Be able to demonstrate the following techniques:
- dry frying
- pan (shallow frying)
- stir frying
- Using the grill
Be able to demonstrate the following techniques with a range of foods, such as vegetables, meat, fish or alternatives such as halloumi, seeds and nuts:
- char
- grill or toast
- Using the oven
Be able to demonstrate the following techniques:
- baking
- roasting
- casseroles and/or tagines
- braising
- Make sauces
Be able to demonstrate the following techniques:– make a blended white sauce (starch gelatinisation) such as a roux and all in one blended sauce, infused sauce, veloute, bechamel, to demonstrate understanding of how liquid/starch ratios affect the viscosity and how conduction and convection work to cook the sauce and the need for agitation
– make a reduction sauce such as pasta sauce, curry sauce, gravy, meat sauce (including meat alternatives such as myco-protein and textured vegetable protein) to demonstrate how evaporation concentrates flavour and changes the viscosity of the sauce
– make an emulsion sauce such as a salad dressing, mayonnaise, hollandaise to demonstrate the technical skill of how to make a stabilised emulsion
- Set a mixture – removal of heat (gelation)
Be able to demonstrate the following techniques:– use starch to set a mixture on chilling for layered desserts such as custard or cheesecake
– Set a mixture – heating (coagulation)
– Be able to demonstrate the following techniques:
– use protein to set a mixture on heating such as denatured protein in eggs for quiche, choux pastry - Use of raising agents
– Be able to demonstrate the following techniques:
– use egg (colloid foam) as a raising agent – create a gas-in-liquid foam – whisking egg whites, whisked sponge
– use chemical raising agents – self raising flour, baking powder
– use steam in a mixture (choux pastry, batter) - Make dough
– Be able to demonstrate the following techniques:
– use the technical skills of shortening, gluten formation, fermentation (proving) for bread, pastry, pasta - Shaping and finishing a dough
– Be able to demonstrate the following techniques:
– roll out pastry, use a pasta machine, line a flan ring, create layers (palmiers), proving/resting,
– glazing and finishing such as pipe choux pastry, bread rolls, pasta, flat breads, pinwheels, pizza, calzone - Test for readiness
– Be able to demonstrate the following techniques:
– use a temperature probe, knife/skewer, finger or ‘poke’ test, ‘bite’, visual colour check or sound to establish whether an ingredient or recipe is ready - Judge and manipulate sensory properties
– Be able to demonstrate the following techniques:
– how to taste and season during the cooking process
– change the taste and aroma through the use of infusions, herbs and spices, paste, jus, reduction
– how to change texture and flavour, use browning (dextrinisation) and glazing, add crust, crisp and crumbs
– presentation and food styling – use garnishes and decorative techniques to improve the aesthetic qualities, demonstrate portioning and presenting - ASSESSMENT
– All assessment takes the form of internally assessed assignment.
Dance
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Subject First Certificate in Performing Arts (Dance) |
Exam Board EDEXCEL |
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Year 10 Autumn 1-spring 1
Spring 2- Summer 1
Summer 2
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Year 11 Autumn 1- Spring 1
Spring 2- Summer 1
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Outline of the assessment BTEC first Certificate in Performing arts is weighted 25% external assessment and 75% controlled assessment. The controlled assessment is spilt into 5 separate units, each concluding with a final live performance. Externally assessed units include the online Performing Arts Industry test and Individual showcase (see outline of course) which take place in Year 11. |
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Controlled Assessment This is the main form of assessment within this course throughout the two years. Each unit is assessed for the pupil’s effort and participation in lessons, standard of their log books/research and their performance of their final assessment |
75%
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External Test 1:Individual Showcase Time Two 1-2 minute solo performances and a letter of application. Outline of content: *See course outline |
12.5% |
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External Test 2: The Performing Arts Industry Online Exam Time 1 Hour (50 marks) Outline of content: *See course outline |
12.5% |
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