Year 13 Progression Map

Spring 1 Statistics - Normal Spring 2 Distribution and Hypothesis Testing Know under what conditions the binomial or Select an appropriate proba the normal distribution might be a suitable distribution for a context model If X is normally distributed, know and understand the distribution of X bar Know that a hypothesis test can be applied Conduct a statistical hypoth to a population mean of a random variable mean of a normal distributio which is normally distributed given variance Mechanics - Moments Know and understand the concept of a By summing forces, solve p moment about a point involving rigid bodies Know that, for a static object, the sum of moments about a point is zero Know that the moment = force x perpendicular distance Know and understand resolving forces Solve problems requiring fo resolved,eg, horizontal and Mechanics - Forces and parallel and perpenducular. Friction resultant forces Know and understand the concept of Incorporate friction into solv friction. Know and understand when F= uR, problems otherwise F</= uR Know and understand a projectile, the Apply the formulae for the shape of its path and the magnitude and components of displacemen direction of the components of its and acceration to solving pr acceleration, velocity and displacement during its flight Mechanics - Projectiles Know how to derive the formulae for time of flight, range, greatest height and the equation of the trajectory Integration (i) Know the integrals of standard functions: Integrate functions using a x^n, e^x, 1/x and basic trigonometric chain rule process Summer 1 functions Integrate trigonometric func Know and understand that f(ax+b) can be the fundamental identities, integrated using a reverse chain rule and double angle formulae process, understanding that the 'innner' Use a substitution (which in function must be linear. Know that this can finding a suitable substitutio be extended to functions of the f'(x)/f(x) integrate a function. Use the formula for integrat Know that when integrating trigonometric parts to integrate certain pr functions, key identities may need to be functions, including lnx used Use definite integrals to cal areas, including between tw Know and understand the concept of and about either axis changing the variable to simply an integration Know when to apply integration by parts Know and understand that integration can be used to calculate areas

ability hesis for the Timed mini assessment on on with Normal distribution Assignement Normal distribution problems End of half term assessment - real exam paper orces to be Newtons 3 laws d vertical, . Find ving force Timed mini assessment on Forces and friction nt, velocity suvat formulae. Displacement-time and roblems velocity-time graphs Exam paper practice Graph of a quadratic function Integration of kx^n (Y12) Assigment Mechanics Chain rule for differentiation reverse Trigonometric identities ctions using addition ncludes on) to tion by roduct lculate wo curves

Summer 1 Know and understand the meaning of Use the conditional probabi conditional probability. Know the conditional to solve problems, including probability formula Venn diagrams and tree dia Statistics - Conditional Know that probability rules and formulae Comment on assumptions a Probability can be used to model real life situations effect of more realistic assu Mechanics - Application of Forces Mechanics - Further Know that suvat can be applied when Solve constant acceleration Kinematics quantities are given as vectors using vectors Know that projectile motion can be Solve projectile problems u described using vectors vectors Know that a vector can be differentiated Solve variable acceleration requiring Y13 calculus tech where acceleration/velocity/displac give as vectors Know that when an integral cannot (easily) Use the Trapezium Rule to be found an area can be estimated by using areas. Be able to comment a precise numerical method. whether it is an under or ov Summer 2 Know the term 'separating the variables' as Use separating the variable a process to solve a first order differential differential equations. Find equation and particular solutions usin boundary values Integration (ii) Know that differential equations can be use Given a real life situation de to model real-life situations relationship between quant and solve differential equat Know that for nonlinear (experimental) data, Find the values of a and n f a model can be found by changing the and a and b for y = ab^x us variable (using logs) to find a linear equation of the regression l relationship wwith strong correlation coded data. Statistics - Regression and Know that the product moment correlation Use a calculator to calculat Correlation coefficient gives a measure of correlation product moment correlation between -1 and 1. and interpret the answer Know that a hypothesis test can be Conduct a hypothesis test f conducted for a correlations correlation coefficient with a hypothesis of zero correlati Numerical Methods Vectors

ility formula Manipulation of vectors g use of suvat formulae and projectile formulae agrams and the All Y13 differentiation and integration umptions techniques All Y13 differentiation and integration n problems techniques using Understanding and use of logarithms. Gradient of a straight line n problems hniques or cement are estimate t on ver estimate es to solve general ng escribing a tities, set up tions for y = ax^n sing the line of the te the n coefficient for a a null ion

Year 13 Media Unit of Work Key Knowledge ( Studies (The minimum all students should know in order to access later concepts) Autumn 1 Practical Production - Final The Returned: Audio visual media lang, The Autumn 2 amendments: The students conventions of Zombie Horror, conventions crea Spring 1 will be give a fews lessons to of poetic realism, C4's role as a public S1E Spring 2 refine their productions.TV service broadcaster, synergy between C4, con Drama- The Returned- All 4 AMC, Haut et court, Sundance TV, Canal. iden key areas covered. Lang & Marketing strategies, above and below the aud reps, Audience and Industry. line. of th TV drama- Humans: All 4 key Humans: Ditto The Returned + Hum Ana areas covered. Lang & reps, Conventions of Sci-Fi. Conventions of text prod Audience and Industry. Postmodernism. Vogue: Conventions of dep Magazines - Vogue All 4 key lifestyle magazines.Social, historical areas covered & historical context, Vogue as a global product, context. business model conde nast, marketing strategies Magazines - The Big Issue The Big Issue: Social, historical context, The & Online Media - Zoella: All 4 TBI as a social enterprise, marketing crea key areas covered. Lang & strategies. Zoella: Conventions of vlogging, effe reps, Audience and Industry. social historical context, audience mar involvement, marketing strategies. how Eva disc TA. Zoella Continued Online Attitude: History of Gay Rights movement. Atti Media - Attitude: All 4 key areas covered. Lang & reps, Social context of gay press, Conventions of reps Audience and Industry. Social and historical context online magazines, marketing and appeal for effe Niche audiences. mar inte

Key Skills Assessment Homeworks (The minimum all students (e.g. What is being assesses and How?) should be able to do) e Returned: Analyse how lang The Returned: Exam questions. The Retuned: Revision based ates reps in key sequences from E1. Discuss how The Returned analyse, evaluate, discuss. Lang activities on Riptide and nforms with the C4 and AMC brand ntity and will appeal to their core and Reps. Audience and Assasins Creed. diences. Evaluate the effectiveness he marketing strategies deployed Industry. Apply critical theory. mans: Ditto The Returned Vogue: Guantlet, Gerbner, Hall, Strauss, alyse how lang creates reps in set t. Evaluate the effectiveness of Van-Z, Barthes,Curran&Seaton, duction & marketing strategies ployed by Conde Nast. Hesmondhaugh. Formative and summative Humans: Ditto The Returned. Humans: Revision based Plus theories of Baudrillard and activities on LNWH and Tide. Judith Butler. Vogue: Exam Vogue: Revision based questions. Lang & Reps. Aud & activities on KOTV, Formation Ind.Critical theory-Hall, Strauss, and Black Panther. Van-Z, Gilroy, Curran&Seaton, Hesmondhaugh. Formative & Summative e Big Issue: Analyse how lang The Big Issue: Exam questions. The Big Issue: Revision based ates reps in set text. Evaluate the Lang and Reps. Audience and activities on IDB and Wateraid. ectiveness of production & Industry. Apply critical theory. Zoella: Revision based activities rketing strategies. Zoella: Analyse Gerbner, Hall, Strauss, Van-Z, on IDB and Wateraid.. w lang creates reps in set text. Butler. Barthes,Curran&Seaton, aluate Zoella as a brand, marketing. Hesmondhaugh. Zoella - Ditto cuss uses and grats of Zoella for TBI & Livingston & Lunt, Shirky. . AFL, Formative and Summative itude: Analyse how lang creates Attitude:Exam questions. Lang Attitude: Revision based s in set text. Evaluate the and Reps. Audience and activities on Newspapers and ectiveness of production & Industry. Apply critical theory. TBI. rketing strategies. How audiences Gerbner, Hall, Strauss, Butler. eract with the product. Barthes,Curran&Seaton, Hesmondhaugh. Livingston & Lunt, Shirky. AFL, Formative and Summative

Summer 1 Attitude Continued Revision: The students will consolidate Rev Summer 2 Revision: Approx 2-3 lessons their understanding of how media language able of teacher lead revision tasks creates representations, business que all of the topics covered practices, regulation, How social and dec throught the course. Topics historical context affects representations and will be grouped according to within the different set texts. AO- Lang & Reps or Ind & aud.

vision: The students should be Revision: The practice Revision: students will create e to answer a variety of exam questions will be assessed their own revision materials at estions under timed conditions, through a combination of AFL home. construct questions, plan answers and teacher assessment. d use appropriate key terms.

Year 13 Unit of Work Key Knowledge Key Skills Component 1 = Energy for Component 1 = Know how the 3 energy Component 1 = Be able to d how the 3 energy systems p exercise. Component 2 = interact to provide energy for different energy for different activitie to explain the energy contin Sports psychology. activity in different conditions. Know how able to describe the EPOC using relevant examples fro Component 3 = Contemporary the body recovers after exercise. types of exercise & conditio Component 2 = Be able to d issues in physical activity & Component 2 = Know how attricution can Weiner's model of attributio to explain the concepts of le sport. Component 4 = impact on a performance & their views of helplessness & mastery ori Component 3 = Be able to d Performance in physical their performance. Component 3 = Know how drugs & doping effect s able to explain how violenc education. how ethics & deviance impact on sport. gambling effect sport. Com Be able to apply some of th Autumn 1 - A-Level Component 4 = Know the advanced skills advanced skills for their cho PE needed to be successful in their chosen activity in a competitive sett activity. Unit 3 = Sports organisation & Unit 3 = Understand how sport in the UK is Unit 3 = Be able to describe development. Unit 8 = organised. Unit 8 = Know different types of sport is organised in the UK Organisation of sports events. sports events & their purpose. Unit 18 = to describe the roles & resp Unit 18 = Team sport Know the advanced skills, techniques & of sports organisations and development tactics needed to be successful in chosen how they interact in UK & a team sport. Unit 8 = Be able to describe different types of sports eve Autumn 1 - Cam purposes using relevant & Tech PE contemporary examples. U able to apply some advance techniques & tactics in their activity. Be able to demons creativity & flair in performa

Assessment Revisiting Opportunities Homeworks describe For components 1,2 & 3 the key Component 1 = There is a small amount of Components 1, 2, & 3 will have provide content is assessed through revisiting of GCSE PE content in KS4 of written tasks to consolidate & es. Be able verbal & written responses in energy systems. Students will have some extend the learning. Or to nuum. Be class & homework tasks, but experience of the content through KS4 catch-up missed work or process mainly through end of topic past- biology. Component 2 = There are some complete un-finished work from om different paper exam question tests. links to the personality & attitude content lessons. They will have pre- ons. Everlearner tests & low-stakes from Y12. Component 3 = There is some learning of topics in prep for describe quizzes of LO content. revisiting of agression content from lessons. They will also need to on. Be able Component. Component 4 = component 2 in Y12 & performance revise before their end of earned Core & advanced skills are enhancing drug use in component 1 in Y12 & unit/topic test. Everlearner tasks ientation. assessed through practical a small amount of content in GCSE PE at & low-stakes quizzes. describe sessions against the practical KS4. Component 4 = There will be revisiting Component 4 = There will be an sport. Be skills criteria from the exam of advanced skills covered in KS3/4 & from expectation to do physical ce & board for the specific activity. Y12. training in their own time using mponent 4 = our own fitness suite or another he setting. They will also be osen expected to be practicing their ting. technical skills outside of lessons. e the way Unit 3 = All the LO content is Unit 3 = There is some revisiting of content Unit 3 = Written tasks to K. Be able assessed through verbal and from the exam unit in the Sports Studies consolidate & extend learning. ponsibilities written feedback to tasks & from course at KS4 with NGBs etc. Unit 8 = There Catch-up of any missed or d explain end of topic/LO tests using past- is some crossover of content from the exam incomplete work from lessons. abroad. paper-exam questions. Unit 8 = unit in the Sports Studies course with types Pre-learning of topics & e the LO criteria is assessed through of events. Unit 18 = There is revisiting of researching examples for ents & their a written piece of coursework some of the advanced skills, techniques & specific. Everlearner tasks & through Google Classroom to tactics used in activity specific units in KS3/4 low-stakes quizzes. Unit 8 = Unit 18 = Be allow the feedback & & from Y12. Written tasks, coursework tasks. ed skills, improvement process to be fluid. Catch-up of any missed or r chosend Unit 18 = Key LO content is incomplete work from lessons. strate assessed through practical Pre-learning of topics & ance. sessions with teacher researching examples for observations against criteria for coursework. Unit 18 = There is chosen activities, an expectation to do physical training in their own time using our own fitness suite or another setting. They will also be expected to be practicing their technical skills outside of lessons.

Component 1 = Environmental Component 1 = Know how exercise is Component 1 = Be able to how altitude effects the CV effects on body systems. affected by changes in altitude & heat. respiratory systems. Be ab explain the importance of Component 2 = Sports Component 2 = Understand how acclimatisation. Be able to how changes in heat effect psychology. Component 3 = confidence & self-efficacy impact on sports respiratory systems. Comp Be able to explain confiden Contemporary issues in performance. Component 3 = Know how efficacy. Be able to evalua model of sports confidence physical activity & sport. commercialisation & the media impact on Bandura's theory of self-effi relation to sports performan Component 4 = Performance sport. Component 4 = Know the advanced Component 3 = Be able to d the factors leading to in physical education. tactics & strategies for my chosen activity. commercialisation of moder physical activity. Be bale to Autumn 2 - A-Level the positive & negative asp PE commercialisation. Be able evaluate the media coverag & how that has evolved. Be discuss the positive & nega of media on sport & the rela between the two. Compone able to apply the core & som advanced tactics & strategi chosen activity. Unit 3 = Sports organisation & Unit 3 = Understand how sports Unit 3 = Be able to describe development. Unit 8 = Organisation of sports events. development is organised. Unit 8 = Know spors developmenet is. Be Unit 18 = Individual sport development. the different roles & responsibilities involved explain it's purpose, it's con in planning & delivery of a sports event. it's target groups. Unit 8 = Unit 18 = Know the advanced skills, describe the roles & respon techniques & tactics needed to be involved in planning & deliv successful in chosen individual sport. sports events. Be able to a potential impact of each rol responsibility if not applied Autumn 2 - Cam Unit 18 = Be able to apply s Tech PE advanced skills, techniques in their chosen individual ac able to apply some creativit their performance.

explain For components 1,2 & 3 the key Component 1 = There is a small amount of Components 1, 2, & 3 will have & content is assessed through crossover to some physiology content in the written tasks to consolidate & ble to verbal & written responses in GCSE PE at KS4. Component 2 = There is extend the learning. Or to class & homework tasks, but some crossover with the, personality, attitude catch-up missed work or explain mainly through end of topic past- & motivation work in Y12. Component 3 = complete un-finished work from the CV & paper exam question tests. There is revisiting of some content from the lessons. They will have pre- ponent 2 = Everlearner tests & low-stakes sports and the media unit in the Sports learning of topics in prep for nce & self- quizzes of LO content. Studies course in KS4. Component 4 = lessons. They will also need to ate Vealey's Component 4 = Core & There will be revisiting of advanced tactics revise before their end of e & advanced tactics are assessed covered in KS3/4 & from Y12. unit/topic test. Everlearner tasks icacy in through practical sessions & low-stakes quizzes. nce. against the practical skills Component 4 = There will be an describe criteria from the exam board for expectation to do physical the specific activity. training in their own time using rn sport & our own fitness suite or another o discuss setting. They will also be pects of expected to be practicing their e to technical skills outside of ge of sport lessons. e able to ative effects ationship ent 4 = Be me ies in their e what Unit 3 = All the LO content is Unit 3 = There is some revisiting of content Unit 3 = Written tasks to e able to consolidate & extend learning. ntinuum & assessed through verbal and from exam unit in the Sports Studies course Catch-up of any missed or Be able to incomplete work from lessons. nsibilities written feedback to tasks & from at KS4 with user groups. Unit 8 = There is Pre-learning of topics & vering researching examples for assess the end of topic/LO tests using past- some crossover to the sports leadership unit specific. Everlearner tasks & le & low-stakes quizzes. Unit 8 = effectively. paper-exam questions. Unit 8 = in the Sports Studies course at KS4 with Written tasks, coursework tasks. some Catch-up of any missed or s & tactics LO criteria is assessed through some of the roles & responsibilities. Unit 18 incomplete work from lessons. ctivity. Be Pre-learning of topics & ty & flair to a written piece of coursework = There is revisiting of some of the advanced researching examples for coursework. Unit 18 = There is through Google Classroom to skills, techniques & tactics used in activity an expectation to do physical training in their own time using allow the feedback & specific units in KS3/4 & from Y12. our own fitness suite or another setting. They will also be improvement process to be fluid. expected to be practicing their technical skills outside of Unit 18 = Key LO content is lessons. assessed through practical sessions with teacher observations against criteria for chosen activities,

Component 1 = Injury Component 1 = Know the different types of Component 1 = Be able to d prevention & rehabilitation of injury. Component 2 = Sports injury. Know injury prevention factors. different types of injury. Be psychology. Component 3 = Contemporary issues in Know how to respond to injuries in a explain different risk factors physical activity & sport. Component 4 = Evaluation sporting context. Know the key elements of to describe how to respond and analysis of performance for improvement (EAPI) rehabilitation of injury. Component 2 = a sporting contect. Be able Know the characteristics of effective describe how to rehabiliate leaders. Know the different styles & specific injuries. Componen theories of leadership. Component 3 = able to describe the charac Know the various routes to sporting effective leaders. Be able t excellence in the UK. Component 4 = the different leadership styl Know the most effective way to evaluate & theories. Be able to evalua analyse performance & then prescribe Chelladurai's multi-dimensio Spring 1 - A-Level improvements in areas for development. of sports leadership. Comp PE Be able to describe the diffe Spring 1 - Cam Tech PE routes to elite performance. to evaulate the roles of diffe organisations in that route. explain strategies used to a drop-out & failure rates in e development. Component to concisely evaluate video their chosen activity. Be ab evlaution to theoretical area to create a clearly targeted for improvement. Be able t communicate clearly and co under presentation pressur Unit 3 = Sports organisation & Unit 3 = Understand how the impact of Unit 3 = Be able to describe development. Unit 8 = Organisation of sports events. sports development can be measured. Unit measures & methods of jud Unit 18 = Officiating development. 8 = Know how to plan, promote & delivery a impact of sports developme sports event. Unit 18 = Know how to able to explain the purpose communicate clearly & effectively as an measurement. Unit 8 = Be official. Know how to position themselves plan, promote and deliver a effectively. Know how to be decisive with event of choice. Be able to their decisions & signals. H&S, contingency plans & t of their promotional materia to evaluate their own contri stages of the event. Unit 18 to communicate, position & effectively & with confidenc to make quick, decisive & c decisions under competitive

describe For components 1,2 & 3 the key Component 1 = There is crossover from a Components 1, 2, & 3 will have e able to content is assessed through small amount of injury work done in GCSE written tasks to consolidate & s. Be able verbal & written responses in PE in KS4. Component 2 = This is some extend the learning. Or to d to injury in class & homework tasks, but crossover with content from the sports catch-up missed work or e to mainly through end of topic past- leadership unit in the Sports Studies course complete un-finished work from from paper exam question tests. in KS4. There is some crossover from the lessons. They will have pre- nt 2 = Be Everlearner tests & low-stakes attitude & personality theories in Y12. learning of topics in prep for cteristics of quizzes of LO content. Component 3 = There is some crossover to lessons. They will also need to to explain Component 4 = Student the exam unit content in the Sports Studies revise before their end of les & performance in live exam is course in KS4 in terms of organisations unit/topic test. Everlearner tasks ate conducted by teacher involved in sports development such as UK & low-stakes quizzes. onal model observation of their evaluation, Sport. Component 4 = There is revisiting of Component 4 = Students are to ponent 3 = action plan & presentation content & process from Y12 where initial practice live evaluations, erent against clear LO criteria as set development work on this LO was carried research ideas for action plans, . Be able by the exam board. out. There is also crossover from Y11-into- & prepare key areas of theory erent Y12 bridging work where the task was similar that will link to many areas Be able to to this LO. within their activity in prep for address the final assessment. elite 4 = Be able o footage of ble to link as. Be able action plan to verbally oncisely re. e the Unit 3 = All the LO content is Unit 3 = There is some revisiting of content Unit 3 = Written tasks to consolidate & extend learning. dging assessed through verbal and from exam unit in the Sports Studies course Catch-up of any missed or incomplete work from lessons. ent. Be written feedback to tasks & from at KS4 with measures of popularity & NGB Pre-learning of topics & researching examples for e of end of topic/LO tests using past- involvement. Unit 8 = There is some specific. Everlearner tasks & low-stakes quizzes. Unit 8 = able to paper-exam questions. Unit 8 = crossover with the sports leadership unit in Written tasks, coursework tasks. Catch-up of any missed or a sports LO criteria is assessed through the Sports Studies course at KS4 with the incomplete work from lessons. Pre-learning of topics & o explain planning & promotional material planning & delivery processes. Unit 18 = researching examples for coursework. Where applicable the impact coursework through Google There is revisiting of some of the key students may want to be practicing elements of their al. Be able Classroom to allow the feedback officiating processes from the officiating work event in prep for the final assessments. Unit 18 = ibution to all & improvement process to be in the Sports Studies course in KS4 & from Research the more complex rules, regulations , scoring 8 = Be able fluid. There is also practical Y12. system & hand signals of chosen officiating activity. They & signal assessments where teacher should be trying to practice their officiating in their own time or by ce. Be able observations are used to assess assisting with school sport officiating. correct students against LO criteria e pressure. when delviering their sports event. Unit 18 = Key LO content is assessed through practical sessions of the students officiating with teacher observations against criteria for chosen activities.

Component 1 = Linear Component 1 = Know how linear motion is Component 1 = Be able to motion, angular motion, fluid defined, created, calculated & interpreted describe, calculate & interp mechanics & projectile motion. on graphs. Know how angular motion is linear & angular motion. Be Component 2 = Sports defined, created, calculated & interpreted describe the factors that im psychology. Component 3 = into sporting actions. Know how fluid mechanics in sporting actio Contemporary issues in mechanics are interpreted in sporting able to descibe the factors physical activity & sport. actions. Know how profectile motion is projectile motion & how it is Component 4 = Performance interpreted in different sporting actions & interpreted in sporting actio in physical education equipment. Component 2 = Know how sporting equipment such as stress can be managed to optimise cars. Component 2 = Be ab Spring 2 - A-Level performance. Component 3 = Know how describe the causes of stre PE modern technology impacts on sport. able to explain various cogn Spring 2 - Cam Tech PE Component 4 = Know the apply the key somatic stress managemen skills, techniques, tactics consistently whilst techniques. Component 3 under preformance pressure. to describe how modern tec has affected elite level spor to describe how modern tec has helped increase particip sport. Component 4 = Be a apply the key skills, techniq tactics consistently whilst u performance pressure in th activity. Unit 3 = Sports organisation & Unit 3 = Understand sports development in Unit 3 = Be able to describe development. Unit 8 = practice. Unit 8 = Know how to review the methods of sports developm Organisation of sports events. planning, promotion & delivery of a sports characteristics of initiatives Unit 18 = Practical skills in event. Unit 18 = Know what area to target Be able to explain the adva sport & physical activity for re-assessment & the targets for disadvantages & overall be improving performance. sports development. Unit 8 to review & evalaute planni promotion & delivery of thei Be able to create a persona development plan based on & areas for development fro process. Unit 18 = Be able final assessment grade in ta area of the unit. Componen Summer 1 - A-Level EXAM Revision PE EXAM Revision EXAM Revision Summer 1 - Cam EXAM Revision Tech PE Summer 2 - A-Level PE Summer 2 - Cam Tech PE

define, For components 1,2 & 3 the key Components 1, 2, & 3 will have pret both e able to content is assessed through written tasks to consolidate & mpact fluid ons. Be verbal & written responses in extend the learning. Or to catch- that impact s class & homework tasks, but up missed work or complete un- ons & on s F1 racing mainly through end of topic past- Component 1 = There is revisiting of some of finished work from lessons. ble to ess. Be paper exam question tests. the biomechanics work of Y12. Component They will have pre-learning of nitive & nt Everlearner tests & low-stakes 2 = There is a small amount of work on topics in prep for lessons. They =Be able quizzes of LO content. imagery in the GCSE PE course at KS4. will also need to revise before chnology rt. Be able Component 4 =Key skills & There is crossover from both GCSE PE & their end of unit/topic test. chnology pation in tactics are assessed through Sports Studies at KS4 & from Y12 in terms of Everlearner tasks & low-stakes able to ques & practical performance against the goal-setting section in the cognitive stress quizzes.Component 4 = under heir chosen the practical skills criteria from management techniques. Component 3 = Students will be expected to the exam board for the specific There is a small amount of revisiting of GCSE prepare physically as well as activity. Some students may be PE and Sports Studies course content from possible for their final selected to them be part of a KS4. Component 4 = This is the final assessment & this may mean cluster moderation with other practical assessment they will perform at physical training or additional local schools who use the same school level. Therefore, all the work they technical & tactical work outside exam board. have done in that practical area for the of lessons. previous seven years as well as any community sport they have played will all contribute to their performance. They will be revisiting the final practical assessment process they have practiced from Y12. e the Unit 3 = All the LO content is Unit 3 = There is some revisiting of content Unit 3 = Written tasks to ment & the assessed through verbal and from the exam unit in the Sports Studies consolidate & extend learning. & events. written feedback to tasks & from course at KS4 with types of events, initiatives Catch-up of any missed or antages, end of topic/LO tests using past- & benefits of sports development. Unit 8 = incomplete work from lessons. enefits of paper-exam questions. Unit 8 = There is crossover with the sports leadership Pre-learning of topics & 8 = Be able LO criteria is assessed through unit in the Sports Studies course at KS4 with researching examples for ing, a written piece of coursework the review & action planning elements. Unit specific. Everlearner tasks & ir event. through Google Classroom to 18 = There is revisiting of the content from low-stakes quizzes. General al allow the feedback & Y12 & even from earlier in the year in Y13, revision. Full mock/past-paper n strengths improvement process to be fluid. along with core & advanced processes in questions in prep for final exam. om the Unit 18 = Key LO content is KS3 & 4 units & courses. Unit 8 = Written tasks, e to improve assessed through practical coursework tasks. Catch-up of argeted sessions with teacher any missed or incomplete work nt 3 = observations against criteria for from lessons. Pre-learning of chosen activities. This will be in topics & researching examples comparison to previous for coursework. Unit 18 = assessments with the aim of Preparing physically & improving the targeted LO. theoretically for re-assessment in their targeted area.

Year 13 Unit of Work Key Knowledge ( (The minimum all students should know in order to access later concepts) Ski link Taught by 3hr teacher. Unit 7: Newton's Law of gravitation, gravitational Mat Fields and their consequences. Section 1: field lines and field strength, circular motion, Und Gravitational fields gravitational potential and potential sign Taught by 3hr teacher. Unit 7: Fields and their difference, equipotential surfaces, curv consequences. Section 2: Electric Fields gravitational potential-graphical analysis, calc orbital period and energy, escape velocity, met synchronous orbits con solv cha exp Point charges and field lines, calculating Mat electric field strength, deflection of charged perc particles, electric potential, calculating valu electric potentials. app Pra kno Pre Taught by 3hr teacher. Unit 7: Capacitors, relative permittivity and Pra kno Fields and their dielectric constant Pre Autumn 1 consequences. Section 3: Capacitance Taught by 2hr teacher. Unit 6: Specific heat capacity, specific latent heat, Mat Further mechanics and thermal physics. Section 2: gas laws, ideal gases, work done, mea Thermal Physics Required Practical 8: Investigation of Boyle’ tech s Law (constant temperature) and Charles’ whe Law (constant pressure) for a gas sub rais y=m rela inte Skil con mea erro con to u and and kno inclu com prac

Key Skills Assessment Homeworks (The minimum all students (e.g. What is being assesses and How?) should be able to do) ills approached in units as ked to specification ths Skills: Estimate results. Assessed plenary exam Exam question packs derstand the possible physical questions to meet marking Exam question packs nificance of the area between a frequency required at SCA. ve and the x-axis and be able to culate it or estimate it by graphical thods as appropriate. Apply the ncepts underlying calculus by ving equations involving rate of ange. Use logarithmic plots to test ponential and power law variations. ths Skills: Use ratios fractions and Assessed plenary exam centages. Substitute numerical questions to meet marking ues into algebraic equations using frequency required at SCA. propriate units for phyical quantities. Synoptic test 1 following actical skills: Apply scientific completion of this section. owledge to practical contexts. esent data in appropriate ways. actical skills: Apply scientific Assessed plenary exam Exam question packs owledge to practical contexts. questions to meet marking Exam question packs esent data in appropriate ways. frequency required at SCA. ths Skills: Identify uncertainties in Assessed plenary exam asurements and use simple questions to meet marking hniques to determine uncertainty frequency required at SCA. en data are combined by addition, Assessment of CPAC btraction, multiplication, division and competencies as linked to sing to powers. Understand that required practical. mx+c represents a linear ationship. Determine the slope and ercept of a linear graph. Practical lls: Evaluate results and draw nclusions with reference to asurement of uncertainties and ors. Solve problems set in practical ntexts. Know and understand how use a wide range of experimental d practical instruments, equipment d techniques appropriate to the owledge and understanding uded in the specification. CPAC mpetencies as linked to required ctical

Taught by 3hr teacher. Unit 7: Motion in electric fields, charging and Mat Fields and their consequences. Section 3: discharging capacitors, capacitor time sign Capacitance consraints, Required Practical: Investigation curv Taught by 3hr teacher. Unit 7: Fields and their of the charge and discharge of capacitors. calc consequences. Section 4: Magnetic fields Analysis techniques should include log- met linear line plotting leading to determination loga of the time constant, RC. plot vari data resu refe unc com prac Fleming's left hand rule, magnetic flux Mat density, Required Practical: Investigate how trian the force on a wire varies with flux density, circ Autumn 2 current and length of wire using a top pan rect balance particles in magnetic fields, sph cyclotrons. linke Taught by 2hr teacher. Brownian Motion, kinetic theory model, completion of Unit 6: Further mechanics and thermal physics. Section 2: Thermal Physics Taught by 2hr teacher. Unit 8: The atomic model, nuclear radiation, CPA requ Nuclear Physics. Section 1: Required Practical: Investigation of the Radioactivity inverse-square law for gamma radiation Taught by 3hr teacher. Magnetic flux linkage, Required Practical: Completion of Unit 7:Fields Investigate, using a search coil and and their consequences. oscilloscope, the effect on magnetic flux Section 4: Magnetic fields linkage of varying the angle between a search coil and magnetic field direction. Spring 1 Electromagnetic induction, Faraday's Law, Spring 2 Lenz's Law, Oscilloscopes, mains electricity, transformers, designing transformers, eddy currents, and power loss. Taught by 2hr teacher: Half-life, storage of nuclear waste, stable Und inte Continuation of Unit 8: Nuclear and unstable nuclei, nuclear excited states. loga and physics. Section 1: Skil proc Radioactivity app exe app Taught by 3hr teacher: Dependent upon selection by students Dep Teaching of the optional module as selected by students from options of; Astrophysics, medical physics, engineering physics.

ths Skills: Understand the possible Assessed plenary exam Exam question packs nificance of the area between a questions to meet marking ve and the x-axis and be able to frequency required at SCA. Exam question packs culate it or estimate it by graphical Assessment of CPAC Exam question packs thods as appropriate. Interpret competenices as linked to arithmic plots. Use logarithmic required practical ts ti test exponential and power law iations. Practical Skills: Present a in appropriate ways. Evaluate ults and draw conclusions with erence to measurement certainties and errors. CPAC mpetencies as linked to required ctical ths Skills: Calculate areas of Assessed plenary exam ngles, circumferences and areas of questions to meet marking cles, surface areas and volumes of frequency required at SCA. tangular blocks, cylinders and Assessment of CPAC heres. CPAC competencies as competenices as linked to ed to required practical required practical Assessed plenary exam questions to meet marking frequency required at SCA. AC competencies as linked to Assessed plenary exam Exam question packs uired practical questions to meet marking frequency required at SCA. Assessment of CPAC competenices as linked to required practical. Mock exam used as assessment in place of a synoptic test. Assessed plenary exam Exam question packs questions to meet marking frequency required at SCA. Assessment of CPAC competenices as linked to required practical derstand simple probability, Assessed plenary exam Exam question packs erpret logarithmic plots, use questions to meet marking Exam question packs arithmic plots to test exponential frequency required at SCA. d power law variations. Practical lls: Plot and interpret graphs, cess and analyse data using propriate mathematical skills as emplified in the mathermatical pendix of the specification, pendent upon selection by students Assessed plenary exam questions to meet marking frequency required at SCA.

Spring 2 Taught by 2hr teacher: Nuclear radius and the coulomb equation, Mak Completion of Unit 8: Nuclear nuclear radius and density, Rutherford physics. Section 1: scattering, energy and mass relationship, Radioactivity fusion and fission processes, nucear power stations, nuclar power station safety, Summer 1 Exam preparation Summer 2 EXAM Revision

ke order of magnitude calculations, Assessed plenary exam Exam question packs questions to meet marking frequency required at SCA. Mock paper in second week Exam question packs

Year 13 Unit of Work Key Knowledge Ke NEA NEA: - Use visual co Design ideas (AO2 9 marks) - How to communicate design intentions to create a ran Development of design ideas clearly and effectively trough a range of based on clien (AO2 9 marks) media. specification - What is and how to use the iterative - Use the itera design precess develop initial - How to annotate work effectively making towards a fina reference to relevant materials and - Use modellin Autumn 1 processes both in school and inductry. initial design id Theory: design - Applying knowledge form yr 12 theory - To be able to units in order to answer exam questions work in detail and low stakes quizzes effectively - Access prev - Designing for maintenance and the knowledge an cleaner environment (within NEA setting and wi annotation) NEA NEA NEA: - Use visual co Final design solution - How to use CAD and traditional to create a we (AO1 3 marks, AO2 6 communication techniques to present final design propos marks) design proposals - To create ac Review of - How to annotate work effectively to drawings to sc development and ensure all areas of the marking vriteria are design and its final idea met - How to coud be follow (AO3 1a 6 marks, review development and final design in order to produ Autumn 2 AO3 1b 6 marks) consultation with a client. - To create a m Start Manufacture - Planning production ready for specification t (AO2 30 marks) manufacture. and productio Theory: justified and c - Materials and properties revisited from 3rd party. yr12, see low stakes quizzes for details content

ey Skills Assessment Homeworks ommunication skills NEA: NEA: nge of design ideas nt feedback and Students peer & Self assess their NEA 1. Working on design ideas and ative process to against the Afl criteria they are given development l design ideas al design at the start of the project. Teacher 2. Gaining feedback from client ng skills to develop deas towards a final assessment and feedeback in order to review and adapt o annotate design throughout project at regular intivals design ideas. vious thoery Theory: Theory: nd apply in exam ithin annotation of Low stakes quiz starters used to 3. Exam questions to revisit and revisit theory topics covered in yr 12. apply theory knowledge from yr Students use their knowledge 12 (Need to create list) organisers to help with the questions in the quiz. 1. Hardwoods 2. Softwoods. 3. Metals 4. Polymers Feedback on exam questions given as homework ommunication skills NEA: NEA: ell presented final Students peer & Self assess their NEA 1. Gaining client feedback on sal. against the Afl criteria they are given development of designs ccurate working at the start of the project. Teacher 2. Gaining client feedback on cale of their final assessment and feedeback final design s components that throughout project at regular intivals 3. Complete outstanding design wed by a 3rd party in Theory: work in order to meet deadline. uce the prototype Low stakes quiz starters used to Theory: manufacturing revisit theory topics covered in yr 12. 4. Exam questions to revisit and that details materials Students use their knowledge apply tehory knowledge from yr on methods that are organisers to help with the questions 12 (Need to create list) could be followed by a in the quiz. 1. Composites. 2. Paper & Board. 3. Textiles. 4. Smart & Modern Materials Feedback on exam questions given as homework

Year 13 Unit of Work Key Knowledge Ke Spring 1 NEA NEA: NEA: Production planning - To know which tools and equipment are - To use appro Manufacture (AO2 appropriate for the manufacture of their equipment sa 30 marks) product produce a qua Theory: - Populating a - See low stakes quizzes under major stages i Assessment heading for theory content final product. -Producing a p highlights H&S Tools & Equip and descriptio NEA NEA: - Organistion o produce a qua Manufacture (AO2 30 - How to effectively and objectively test ensure that ph major steps ha marks) and evaluate their product with feedback uploaded to N -Be able to su Testing & Evaluation from their client the final produ testing and ev (AO3 12 marks) Theory: - See low stakes quizzes under Assessment heading for theory content Spring 2

ey Skills Assessment Homeworks NEA: NEA: opriate tools and Students peer & Self assess their NEA 1. Gaining client feedback on afely and accurately to against the Afl criteria they are given ongoing manufacture of product. ality product at the start of the project. Teacher 2. Complete outstanding a Gantt chart with the assessment and feedeback production planning in order to in production of the throughout project at regular intivals meet deadline. Theory: 3. Start record of manufacture. production plan that Low stakes quiz starters used to Theory: S/PPE requirements, revisit theory topics covered in yr 12. 4. Exam questions to revisit and pment, Quality Control Students use their knowledge apply tehory knowledge from yr on of tasks. organisers to help with the questions 12 (Need to create list) in the quiz. 1. Processes & Specialist tools 2. CAD 3. CAM 4. Factors influencing the development of products Feedback on exam questions given as homework of work in order to NEA: NEA: ality final product and hotographs of all the Students peer & Self assess their NEA 1. Client feedback on final ave been taken and NEA folder against the Afl criteria they are given product. uggest modification to uct based on the at the start of the project. Teacher 2. Testing of final product with valuation assessment of complete NEA photographic evidence. Theory: 3.. Complete record of Low stakes quiz starters used to manufacture. revisit theory topics covered in yr 12. 4. PLC of theory content to Students use their knowledge establish gaps/weeknesses in organisers to help with the questions student knowledge. in the quiz. 1. Effects of technical developments 2. Safe working practices 3. Features of manufacturing industries 1 4. Features of manufacturing industries 2 Feedback on exam questions given as homework

Year 13 Unit of Work Key Knowledge Ke Revision for Exam Theory: - To be able to - See low stakes quizzes under exam question Assessment heading for theory content knowledge an - Each of the 12 topics of theory are interpretation covered through practice exam questions. Summer 1 Summer 2 EXAM Revision is exam falls after may half term

ey Skills Assessment Homeworks o effectively answer Low stakes quiz starters used to Exam questions. ns by retrival of nd correct revisit theory topics covered in yr 12. Focus on outcome of PLC, in written answers. Students use their knowledge ideally based on individua needs organisers to help with the questions of students but this may not be in the quiz. managable depending on size of 1.Designing for maintenance and the group. cleaner environment 2. Current legislation 3. Information handling, modelling and forward planning 4. Further processes and techniques Feedback on exam questions given in cass and as homework using exemplars to help guide students.

Year 13 Unit of Work Key Knowledge Key Skills Assessment (The minimum all students should (The minimum all students (e.g. What is bein Autumn 1 assesses and How Autumn 2 know in should be able to do) Spring 1 order to access later concepts) Spring 2 Summer 1 Psychological theories of Understanding of the nature of sexual Should be able compare and contrast Assessment into to the th Summer 2 romantic relationships. selection. Factors affecting attraction such a number of theories by using of initial attraction, mainte self-disclosures, matching hypothesis. supporting evidence. To understand and breakdown of relation Research studies. The Different theories of attraction as well as the methology and the worth of Weekly exam questions a discipline of psychological different theories of relationship maintence. research that is either introspective or as end of unit test. The en research. Theories of relationship breakdown. Virtual based on idiographic evidence. unit test requires students relationships. Theories of parasocial revise a bank of question relationships they will be asked specific chosen ones. Past exam papers. Case studies. The reliabity of all methods of Students should be able to apply Assessment in to the disc investigation. Applying appropriate diiferent inferential tests depending on of researching Psycholog statistical testing. Probability and how the experiment was carried out. Particularly the strengths significance. Inferential testing. Being able All students should also be able to weaknesses for trying to to competenly compil psychological reports. complete a detailed psychological quantify human behaviou Gender and culture bias within psychology. research report. units require knowledge o research studies so this is assessed throughout the Research booklets given Schizophrenia. The onset, Diagnosis and classification of Should be able classify schizophrenia End of lesson questions a development and mangement of unit tests. Different typ of differing types of Schizophrenia, Biological explanations for using a very loose set of symptons. schizophrenia are consid Schizophrenia. Assesment to include bio schizophrenia. Research into Psychological With this information all students or psychological explanat schizophrenia as well as explanations for schizophrenia. Drug should be able to write an extended biological and psychologi ways of managing therapies and Cognitive behavioural piece of writing on Psychology schizophrenia. therapies. Also the Interactionalist approach classification and how it can be more to schizophrenia. problematic than Pysiological diagnosis. Addiction. Psychological and Describing addiction, tolerence and Students must be able to apply End of lesson questions a Biological explanations of as and end of unit test. D Addiction. withdrawal. Risk factors in the development neurological theories as well as explanations for addiction be covered as well as bio of addiction.Brain neurochemstry as an comparing them to Psychological and psychological explan for the causes of addictio explanation for addiction. The Learning theories. Assessment must also in biological and psychologi theory as an explanation for addiction. explanations for managin addiction. Gambling and Nicotine addiction. Reducing addiction using drug therapy.Behavioural therapies for reducing addiction. Cognitive therapy. Theory of Planned Behaviour. Issues and debates Gender and Cultural bias in Psychology. The skill required is for the students to End of lesson questions a EXAM Revision Free Will versus Determinism. The nature write a question which encompasses as end of unit test. also s nurture debate. Holism versus each of the debates. The skill required particular issues and deb reductionism. Idiographic and the is to have an understanding that there style questions. nomothetic approaches. is no correct answer and to write a balanced essay using both sides of the debate.

ng Homeworks w?) heories Preparation by taking notes for ence exam style questions. nships. Completing a Seneca style task as well in preparation for the next nd of lesson. Past paper questions. s to ns and cally cipline Past paper questions. Research gy. study tasks such as performing and a number of their own research projects ur. All of s course. out. and end Preparation by taking notes for pes of exam style questions. dered. Completing a Seneca style task ological in preparation for the next tions for lesson. Past paper questions. ical as well Preparationby taking notes for exam style questions. Completing a Seneca style task in prparation for the next lesson. Past paper questions. Different n must ological nations on. nclude ical ng as well set of 5 bates A set of five standard issues and debates questions. Past paers. Two worbooks.

Year 13 Unit of Work Key Knowledge ( (The minimum all students should Autumn 1 Autumn 2 know in order to access later concepts) The relationship between What are the media? The power of the To b ownershipand control of the media, key questions. Formal controls on muc media the media. How government influence and soc control media output. Ownership of the bala The media, globalisation and media. The media and ideology. Control of popular culture the media and media content. To a time Globalization and popular culture. The and postmodernist view of the media. The process of selection and The social construction of the news. Media The presentaion of the content of the news. Media representations and stereotyping. to ta representations of age, social class, ethnicity, gender, Representations of age. Representations of repr sexuality and disability. Spring 1 social class. Representations of ethnicity. soc The relationship between the Spring 2 media, their content and Representations of gender. scie Summer 1 presentation, and audiences. Summer 2 Representations of sexuality. Representations of disability. Methological problems of researching To b media effects. Media effects models. and Passive audiences. Active audiences. rese Conclusions on media effects. Violence and aud the media. to a sen The new media and their The new media. Who uses the new media. To d signifcance for an understanding of the role of Stratification in the new media.The effects med the media in contemporary society. of new media and new technologies on dem EXAM Revision traditional or 'old' media. The significance of the new media in contemporary society.

(ThsehmouinlKdimebyuemSakbailllellsstotuddoeA)nstssessmean(set s.ge.sWsehsaat nisd being Homeworks How?) be able to critically look at how The ability to take an unbiased 20 mark essay on the role of the ch influence different areas of view on how the media can be Media. Set of seven questions ciety control the media and give a influenced. Classroom timed refering to key terms. anced written assessment on this. assessments. assess the demography and linear How Media is used in different Research tasks. End of unit eline of globalization of the media cultures. Assessment requires a tests. d it's growth in modern culture. comparison of different media outlets and how it effects particular societies. Classroom timed questions of varying marks (20, 2x10 and 3 marks) e key skill in this area is to be able Testing the abilty of students to Exam questions. research tasks. ake an unbiased view on the look at unbiased representations End of unit tests. resentations of different areas of of how the media shows ciety by the media and report it in a differnet areas of society. Media entific way. worksheets and 3 20 mark questions. be able to analyse the strengths Particular research methods and Exam questions. research tasks. d weaknesses of particular areas of earch into passive and active how they can be issued by End of unit tests. diences. As well as this being able analyse whether or not violence is media companies. Classroom nsationalised by the media. timed 20 mark questions specific on research methods. differientiate between old and new To look at the demography of Exam questions. Research dia. How it affects different old and new media and why and tasks. End of unit tests. mographics within society. how it has changed. Media spreadsheets and exam papers.

Year 13 Unit of Work Key Knowledge (The minimum all students should know in (Th order to access later concepts) Internal Project Work Know what the stages within the creative Able Unit 3 process are and how they can be ordered the to create effective outcomes. crea The Creative Process Know how the stages and activities within Able the creative process interrelate. and Know how to incorporate alternative proc approaches to the creative process in prac projects. stag Know how to plan the use of the creative crea process to produce at and design work. and Know how to apply a creative process to art Able and design work. proc Know how to review and reflect on use of prac creative process within art and design work. Know how to undertake good quality Able research and investigation. proc Know how to use contextual research in crea vocational scenarios. Able Know how to consider contetual influences ana Autumn Exam Practice Unit 2 during investigation. prac Autumn 1 Know how to visualy analyse art and design Able work. how Know how to analyse how the contextual crea factors can influence the work of creative Able practitioners. judg Know how to draw conclusions and form und judgments on the research carried out. prac Know how to undertake good quality Able research and investigation. proc Know how to use contextual research in crea vocational scenarios. Able Know how to consider contetual influences ana Exam Preparation Unit 2 during investigation. prac Autumn 2 Know how to visualy analyse art and design Able work. how Know how to analyse how the contextual crea factors can influence the work of creative Able practitioners. judg Know how to draw conclusions and form und judgments on the research carried out. prac

Key Skills Assessment Homeworks he minimum all students should be (e.g. What is being assesses able to do) and How?) e to demonstrate understanding of stages and activities within the ative process. e to experiment with the stages All elements of the unit of work d activities within the creative are assessed after completion in Homework tasks are project cess to develop own working line with BTEC criteria. based and often collecting ctice. Able to apply Self and peer assessment used research to use in lessons, or ges and activities within the throughout project in conjunction completing sketchbook pages to ative process to develop own art with AFL criteria from course support inclass learning. d design work, specification. e to review how use of the creative cess developed own art and design ctice. e to apply an effective investigation cess to inform understanding of ative practitioners. e to demonstrate ability to visually alyse the work of creative Verbal and written feedback Homework tasks are project ctitioners. given via 1:1 tutorials throughout based and often collecting e to demonstrate understanding of this exam practice project. research to use in lessons, or w contextual factors influence Written feedback given for final completing sketchbook pages to ative practitioners work. written exam practice. support inclass learning. e to communicate independent gments demonstrating derstanding of the work of creative ctitioners. e to apply an effective investigation cess to inform understanding of ative practitioners. e to demonstrate ability to visually All elements of the externally set alyse the work of creative ctitioners. unit of work are assessed after No homework tasks as all work e to demonstrate understanding of completion in line with BTEC must be conducted in class to w contextual factors influence criteria. authenticate work. ative practitioners work. Externally marked and e to communicate independent moderated. gments demonstrating derstanding of the work of creative ctitioners.

Internal Project Work Know what the stages within the creative Able Unit 3 process are and how they can be ordered the to create effective outcomes. crea The Creative Process Know how the stages and activities within Able the creative process interrelate. and Spring Know how to incorporate alternative proc approaches to the creative process in prac Exam Preparation Unit 1 projects. stag (if resitting) Know how to plan the use of the creative crea process to produce at and design work. and Know how to apply a creative process to art Able and design work. proc Know how to review and reflect on use of prac creative process within art and design work. Understand how recording is used to communicate visually in the work of others. Able Undertsanding the formal elements in the crea work of others. Able Know how to record from primary and visu secondary sources. exp Know how to approach design met experimentation and investigation. Able Know how to apply visual recording skills to com communicate creative intentions. Internal Project Work Know what the stages within the creative Able SummerU1nit 3 process are and how they can be ordered the to create effective outcomes. crea The Creative Process Know how the stages and activities within Able the creative process interrelate. and Know how to incorporate alternative proc approaches to the creative process in prac projects. stag Know how to plan the use of the creative crea process to produce at and design work. and Know how to apply a creative process to art Able and design work. proc Know how to review and reflect on use of prac creative process within art and design work. Summer 2 Finished Course

e to demonstrate understanding of stages and activities within the ative process. e to experiment with the stages All elements of the unit of work d activities within the creative are assessed after completion in Homework tasks are project cess to develop own working line with BTEC criteria. based and often collecting ctice. Able to apply Self and peer assessment used research to use in lessons, or ges and activities within the throughout project in conjunction completing sketchbook pages to ative process to develop own art with AFL criteria from course support inclass learning. d design work, specification. e to review how use of the creative cess developed own art and design ctice. e to demonstrate ability to record ative intentions. All elements of the externally set e to demonstrate understanding of unit of work are assessed after No homework tasks as all work must be conducted in class to ual communication through completion in line with BTEC authenticate work. ploration and application of different criteria. thods of recording. Externally marked and e to evaluate visual recording and moderated. mmunication skills. e to demonstrate understanding of stages and activities within the ative process. e to experiment with the stages All elements of the unit of work d activities within the creative are assessed after completion in Homework tasks are project cess to develop own working line with BTEC criteria. based and often collecting ctice. Able to apply Self and peer assessment used research to use in lessons, or ges and activities within the throughout project in conjunction completing sketchbook pages to ative process to develop own art with AFL criteria from course support inclass learning. d design work, specification. e to review how use of the creative cess developed own art and design ctice.