YEAR 11

PLC
BOOKLET
YEAR 11 PLC YEAR 11 PLC
BIOLOGY PLC I need to work on I am confident doing
B1- You and your genes a. What are genes?
b. Chromosomes
c. Alleles
d. Sex chromosomes
e. Dominant and recessive disorders
f. Genentic testing
g. Clones
h. Stem cells

B2 Keeping healthy a. Microbes and growth

b. Immune system
c. Vaccinations
d. Antimicrobials
e. Resistance
f. Clinical trials
g. Structure of the heart and heart disease
h. Risk factors in heart disease
i. Homeostasis
j. Role of ADH

B3 Life on Earth a. Living organisms

b. Competition
c. Energy transfer
d. N2 cycle
e. Carbon cycle
f. Environmental change
g. Variation
h. Natural selection and evolution
i. Classification
j. Sustainability
B4 The processes of life a. Enzymes, lock and key
b. Diffusion and osmosis
c. Cells
d. Photosynthesis
e. Rates of photosynthesis
f. Respiration
g. Fieldwork
YEAR 11 PLC YEAR 11 PLC
CHEMISTRY PLC I need to work on I am confident doing
B5 Growth and development a. Cell growth and mitosis C1 Air quality a. The composition of air
b. Meiosis b. Pollutants
c. Embryos c. Human activity and car emissions
d. Structure of DNA d. Organic compounds
e. Production of proteins e. Combustion
f. Specialised animal cells and stem cells f. where do atmospheric polluatnts go?
g. Meristems g. Power stations
h. Phototropism
i. Inactive genes C2 Material choices a. Properties of materials
b. Where do materials come from?
B6 Brain and mind a. Simple reflexes c. Crude oil
b. CNS d. Uses of hydrocarbons
c. Nervous coordination e. Polymers
f. Properties of polymers
d. Neurons
g. Nanotechnology
e. Synapses
f. Hormonal communication
C3 Chemicals in our lives a. Origins of chemistry
g. Our brains
b. Chemical industry
h. Conditioning
c. Salt: uses and effects
i. Memory
d. Alkalis
e. Chlorine
f. Life cycle assessments

C4 Chemical patterns a. the Periodic Table

b. Atomic structure and electron structure
c. Flame tests and spectra
d. Ions
e. Properties of ionic compounds
f. Patterns in group I
g. Patterns in group VII

C5 Chemicals of the a. Simple molecular

natural environment
b. Giant Covalent
c. Relative formula masses
d. Metallic bonding
e. Methods of extraction reduction
and electrolysis
f. Ionic bonding
g. Testing for ions
YEAR 11 PLC YEAR 11 PLC
C6 Chemical synthesis a. Acids, alkalis and their reactions CITIZENSHIP PLC I need to work on I am confident doing
b. Neutralisation Paper 1
c. Simple titrations What is a community? E.g. the meaning of community and how
d. Techniques you can belong to more than one community
e. Planning chemical synthesis A national culture E.g. the meaning of national identity and culture
f. Calculating reacting quantities and and the diversity of Britain
yields Where are you roots E.g. the diverse of communities
g. Rates Religious understanding E.g. religious diversity and understand
h. Exothermic and endothermic reac- religious tolerance
tions and energy diagrams A national culture E.g. the meaning of personal identity and factors
i. Equation writing and symbols that determine it
What are human rights? E.g. types of human rights and how they
C7 The chemical industry affect us
Green Chemistry Legal rights E.g. how UK law protects people human rights
Relative atomic masses Meeting barriers E.g. examine discrimination, how it affects people
and how it might be overcome
Hydrocarbons
Discrimination and legal rights E.g. how legal rights protect people
Alcohols
from discrimination
Carboxylic acids
Rights with responsibilities E.g. link between rights and
Esters responsibilities
Dynamic equilibrium Political rights E.g. the rights you have to effect the way the
Haber process country is run
Nitrogen fixation Rights for all? E.g. how human rights have developed and the
Analytical procedures many inequalities that still exist
TLC We want to vote! E.g. how people fought for the right to vote
Gas chromatography Protecting the customer E.g. laws that help consumers get a fair
Titrations deal
Standard procedures Responsibilities in the workplace E.g. how laws protect employees
Calculations Fair play at work E.g. Responsibilities for employers and employees
Current affairs knowledge of human rights
What is the media? E.g. the reach and influence of the media
Media ownership E.g. how media ownership can influence our
opinions
Should the press be free? E.g. the importance of a free press
Legal, decent, honest, truthful E.g. rules about what can and
cannot be published/viewed
Whats the point of the law? E.g. why we need laws
Difference between civil and criminal law E.g. what is the
difference?
Who puts the law in practise? E.g. find out about the various roles
of people within the criminal justice system
Criminal courts E.g. differences between a magistrates court and
crown court
Taking part E.g. how and why people participate in democracy
Who represents us E.g. how decisions are made about your local
area
YEAR 11 PLC
How does the council work E.g. how does the local council work
What does the council do? E.g. which services provided by local
government and how the money is raised to provide them
Talking to the council E.g. how people can raise issues with the
local council
Putting on the pressure E.g. how pressure groups can influence the
actions of the council
Getting elected E.g. how an MP gets elected to the House of
Commons and learn how the electoral system works
What does an MP do E.g. discover what Members of Parliament do
How are laws made? E.g. understand the process that a bill goes
through before it becomes law
A louder voice E.g. understand how and why people participate in
political parties and pressure groups
The impact of public opinion E.g. find out how voluntary
organisations and consultations affect decisions made by the
government
More democratic E.g. discover changes taking place in the way
democracy works in the UK
Vote, vote, vote E.g. understand ways in which people might be
encouraged to vote in the UK
Not the only way E.g. different political systems to run a country
What is sustainable development? E.g. examine sustainable
development and the ways it can be achieved
Local problems to global problems E.g. find out about local agenda
21
Setting standards for sustainability E.g. changes that will need to
take place if the UK is to be sustainable
What is an economy? E.g. what is meant by the term economy
Who does what? E.g. how people and resources are organised
to produce goods and services and how businesses are
interdependent
Success or failure E.g. consequences of success and failure on
individuals, businesses, communities etc.
When prices rise or fall E.g. what causes inflation, the problems
caused by changing prices and ways prices can be controlled
Making ends meet E.g. why borrowing money can be a problem
and how people can be protected from poverty
Balancing the budget E.g. the government choices when it spends
its money its raises from taxes
Making a difference E.g. how individuals and groups can make a
difference in their local community
Working together E.g. how individuals and international
organisations help to bring change across the world
What does the European Union do? E.g. the structure of the
EU, what it does and how its power is distributed among its
institutions
YEAR 11 PLC
Citizens of Europe E.g. how business and citizenship in the UK are
affected by EU regulations
The Commonwealth E.g. how the Commonwealth has changed
and the type of work it does
The United Nations E.g. explore the work of the EU and its role in
the world
Can the world be fairer? E.g. how unequal the world is and why it
is difficult for poor countries to develop
Globalisation the challenges E.g. the challenges created by
globalisation
Sweet shops and sweatshops E.g. how inequalities resulting from
Free Trade can be reduced
The rights and wrongs of protest E.g. investigate whether direct
action can be justified
We all share the same air E.g. the challenges faced with global
warming
Transport crisis? E.g. challenges created by traffic and sustainable
solutions
Global crisis global action E.g. impact of HIV/AIDS and the work
the UN does to combat this epidemic
The UN are work E.g. investigate the ways the Untied Nations
carries out its peacekeeping and humanitarian work
International justice E.g. find out how people who commit
humanitarian crimes are dealt with rights
Paper2
Making ethical decisions E.g. ethical aspects of environmental
change and sustainable development
Global warming the perspectives E.g. investigate whether global
warming results from human activity and if so what are humans
doing about it
What can you do? E.g. whether individuals can make a difference
with environmental change
Not in my backyard? E.g. whether individuals and communities
genuinely agree with national and global responses to problems of
global warming and climate change
Do targets work? E.g. whether it is worth setting environmental
targets and whether people can be persuaded to play their part
Sustainability: local or national? E.g. local and national agendas,
debates and goals and how local and national governments can
approach the problem
The same rules for all? E.g. whether it is fair to impose the same
environmental rules on LEDCs as MEDCs
Trade or aid? E.g. whether trade rather than aid is a better way of
supporting a country so it can develop or become more sustainable
YEAR 11 PLC
COMPUTING PLC
Networks
I can explain what the benefits are of
networking stand alone computers into
a LAN
I can explain the difference bewteen a
switch, a hub and a router and a WAP
I can define what hardware is needed to
network stand alone computers
I can define what a client server net-
work is
I can explain what a peer to peer net-
work is
I can explain the roles of the computers
in a peer to peer or client server net-
work
I can draw a diagram representing a
ring network and state two advantages
and two disadvantages of this network
I can draw a diagram representing a bus
network and state two advantages and
two disadvantages of this network
I can draw a diagram representing a
star network and state two advantages
and two disadvantages of this network
I can define what a local area network
is
I can define what a wide area network
is
I can describe three differences between
a WAN and a LAN
I can explain the terms: IP addressing,
MAC addressing, packet and protocol
I can explain why security is needed
within networks using the terms, user
access levels, suitable passwords and
encryption techniques
I can state four items that should be
present on an acceptable use policy
I can state four items that should be
present on adisaster recovery policy (
backup, failover, archiving)
The Internet I can define the internet as a network of
networks
I can define two pieces of hardware
needed to connect computers to the
internet
YEAR 11 PLC
I need to work on I am confident doing I can explain through an example what
an IP address is
I can explain why IP addressing is need-
ed for the internet to work
I know what DNS stands for
I can explain that a DNS server converts
a domain name to an IP address
I can explain how DNS servers work
I can explain why HTML is an impor-
tant standard for web pages and I can
explain why it would be very different if
there was no standard for this, such as
HTML
I know what type of files are associated
with: JPG, MP3, GIF, PDF and MPEG. I
understand why documents are con-
verted to PDF before being placed on a
website
I know why files should be compressed
before transmitted on the internet and
can explain this
I can define lossy and lossless compres-
sion and what the implications are of
both
Programming Funda- I can interpret what an algorithm does
mentals
when I am given it in pseudo code or as
a flowchart
I can create detailed flowcharts and
pseudo code for algorithms showing
assignment, iteration and selection
I can define high level code
I can define machine code
I can explain the difference between
high level code and machine code
I can explain the function of a translator
and how it relates to high level code
and machine code
I can explain what an assembler does
I can explain what a compiler does
I can explain what a interpreter does
I can statefour tools available to devel-
opers who use an IDE
I can describe what a syntax error is and
give an example
I can describe what a logic error is and
give an example
YEAR 11 PLC
Programming Skills I can confidently use case statements,
if statements, nested if statements,
conditional and counting loops
I can use booleans, reals, integers, char-
acters, and strings in my programs
I can use variables and constants appro-
priately
I can define the term variable and
constant
I can select appropriate variable and
data types for use in my program
I can use arrays
I can describe what a syntax error is and
give an example
I can describe what a logic error is and
give an example
I can create a test table and identify the
tests that are required
Database I can describe what a database is and
can use the term persistant store of
data
I can define a data handling software
using the term create, maintain and
interrogate
I can explain how the DBMS results in
seperation of the data from the appli-
cation
I can explain why seperation of the data
from the application is desirable
I can state the main features of a DBMS
I can explain how the features of the
DBMS can be used to create a custom
solution for a customer
I can state what an entity is
I can link the relationship between
entities and tables and explain this
I can state that the main components of
a relational database are tables, forms,
queries, reports and modules
I can build, through examples queries
using greater than, less than, AND, OR
and NOT
I can define the primary key
I can identify the primary key given a
table
YEAR 11 PLC
I can explain what the primary key
should be when given the entity
I can explain how a primary key can
connect tables and avoid redundancy
I can define data redundancy
I can define data validation
I can give three examples of how data
can be validated using a DBMS
Data Representation I can define bit, nibble, byte, kilobyte,
megabyte, gigabyte, terabyte
I can explain why data needs to be
converted into binary for use in a
computer
I can convert denary whole numbers
into eight bit binary and vice versa
I can add to 8 bit binary numbers
together and explain overflow
I can convert a denary whole number to
two digit hexadecimal and vice versa
I can convert between 2 digit
hexadecimal and eight bit binary and
vice versa
I can explain why we use hexadecimal
to represent binary numbers
I can explain how binary is used to
represent characters
I can state what a character set is
I know what ASCII stands for and can
give three examples of how it is used to
represent characters
I know why Unicode was introduced
and can explain why it was introduced
following ASCII
I know the differences in the character
sets between ASCII and Unicode
I can explain how pixels are represented
in RAM and how they make up an
image
I can state three items of metadata
I can explain what metadata is used for
I understand how colour depth means
more data in RAM and a bigger file size
and why plus vice versa
I understand a higher resolution means
more data in RAM and a bigger file size
and why plus vice versa
YEAR 11 PLC
I can explain, using an example what
sampling is
I can explain how samples are stored in
RAM
I can explain how more samples mean
more data, a bigger file size and better
quality playback size plus vice versa
I can explain how the more binary digits
used to represent the sample means
better quality playback, a bigger file size
and vice versa
I can explain that instructions are coded
as bits
I can explain how computers distinguish
between instructions and data
IOSS I can state what an input device is used
for
I can state what a output device is used
for
I can state what the effect would be if
there was no input or output devices
I can state input devices used for games
consoles, tablets, computer controlled
devices ( sensors), mobile phones and at
least one household device
I can state output devices used for
games consoles, tablets, computer
controlled devices ( sensors), mobile
phones and at least one household
device
I can state the device ( or software
feature) and use of at least five input
and output devices for users with
specific needs.
I can state the need for secondary
storage
I can explain what optical storage
devices and media are and when it
would be used.
I can explain what magnetic storage
devices are and when it would be used
I can explain what solid state devices
are and when it would be used
I can decide, based on the situation
what type of storage should be used
based on speed, portability , durability
and reliability.
YEAR 11 PLC
Know and recognise a range of
synonyms
I can state the functions of an operating
system (user interface, memory
management, peripheral management,
multi-tasking and security)
I can give an example of the features
of the user interface of an operating
system
I can explain why an operating system is
required to manage memory
I can explain what peripheral
management is and why it is needed in
an operating system
I can explain what multi-tasking is and
why an operating system is required to
be able to perform this function
I can epxlain what the main security
features of an operating system are
I can state three utility programs ( one
for system maintenance, one for security
and one for disk organisation) that
would be needed on a computer system
and what they are needed for
I can state what custom written
software is and when it would be used.
I can state two advantages and two
disadvantages of this software. I know
when it would be needed.
I can state what open sources software
is and when it would be used. I
can state two advantages and two
disadvantages of this software. I know
when it would be needed.
I can state what proprietary software is
and when it would be used. I can state
two advantages and two disadvantages
of this software. I know when it would
be needed.
YEAR 11 PLC
Dance PLC
Creative Skills
imaginatively explore dance ideas in
response to a starting point
developing and expanding their
movement vocabulary
improvising and generating original
movement material and selecting that
which best suits the dance idea
selection and use of accompaniment
that is appropriate to the dance idea
and that enhances the movement
content
exploring, selecting and developing
these in order to successfully
communicate ideas, meaning and mood.
choreographic devices such as motif
and development, repetition, contrast,
transitions, highlights and climax
structuring devices, such as binary,
ternary, rondo, theme and variation,
narrative, episodic
Choreography (actions/dynamics/space/
dance idea) are contrasting
Expressive Skills projection: the clarity, energy and power
of the performance
focus: the dancers sightline; how and
where the dancer looks
sense of style: sensitivity to the
distinctive actions and qualities of the
dance
musicality: timing, phrasing and
sensitivity to other musical elements
such as rhythm, timbre and texture
communication of choreographic
intention: empathy with the mood or
meaning of the dance and ability to
interpret and communicate this
Technical Skills the basic principles of: posture,
alignment, co-ordination, balance,
strength, stamina, flexibility, mobility
and control
mental capacity: focus, concentration,
confidence, determination to succeed
the body: body parts in isolation and co-
ordination, successive and simultaneous
movement
YEAR 11 PLC
I need to work on I am confident doing action: flexion, extension, rotation,
locomotion, turning, gesture, elevation
and stillness
dynamics: the qualities of speed, energy
and continuity and the combination,
contrast, development and variation of
these to produce accent, rhythm and
phrasing
space: variation in shape, size, level,
direction, pathway, design and orienta-
tion in space
ENGLISH LANG PLC I need to work on I am confident doing
PAPER 1 - READING
AO1 (2.5%)
Level 1 I am able to identify and interpret
explicit information and ideas (P1)
I am able to identify and interpret
implicit information and ideas (P1)
AO2 (10%)
Level 1 I am able to show simple awareness of
language/structure by offering simple
comment on their effect (L1)
I am able to use simple references or
textual details (L1)
I am able to make simple mention of
subject terminology (L1)
Level 2 I am able to attempt comments on the
effect of language (L2)
I am able to select some relevant quo-
tations (L2)
I am able to use some subject terminol-
ogy and it is sometimes appropriate (L2)
Level 3 I am able to show clear understanding
when explaining the effects of writers
choices of language/structure (L3)
I am able to select a range of relevant
quotations (L3)
I am able to use subject terminology
accurately (L3)
Level 4 I am able to select a judicious range of
quotations (L4)
I am able to use sophisticated subject
terminology accurately (L4)
YEAR 11 PLC
I am able to show detailed and percep-
tive understanding when analysing the
effects of writers choices of language/
structure (L4)
AO4 (12.5%)
Level 1 I am able to make simple evaluative
comment on the text (L1)
I am able to offer simple examples from
the text that may explain my view (L1)
I am able to make simple mention of
writers method (L1)
I am able to make simple reference or
use textual detail (L1)
Level 2 I am able to attempt to evaluate com-
ment on the text (L2)
I am able to offer an example from the
text to explain view(s) (L2)
I am able to attempt to comment on
writers method (L2)
I am able to select some quotations,
which occasionally support view (L2)
Level 3 I am able to clearly evaluate the text
(L3)
I am able to offer examples from the
text to explain views clearly (L3)
I am able to clearly explain the effect of
writers choices (L3)
I am able to select some relevant quo-
tations to support views (L3)
I am able to critically evaluate the text
in a detailed way (L4)
Level 4 I can offer examples from the text to
explain views convincingly (L4)
I can analyse the effects of a range of
writers choices (L4)
I can select a range of relevant quota-
tions to validate my views (L4)
YEAR 11 PLC
ENGLISH LANG PLC I need to work on I am confident doing
PAPER 2 - READING
AO1 (7.5%)
Level 1 I am able to show simple awareness of
relevant points (L1 P2)
I am able to paraphrase (L1 P2)
I sometimes make simple links between
texts (L1 P2)
I am able to make simple reference or
use textual detail from one or both texts
(L1 P2)
Level 2 I am able to identify relevant points (L2
P2)
I am able to attempt some inference
between one/both texts (L2 P2)
I am able to select some quotations /
references from both texts that usually
support (L2 P2)
Level 3 I am able to show a clear understand-
ing by beginning to interpret both texts
(L3 P2)
I am able to show a clear understand-
ing by demonstrating clear connections
between texts (L3 P2)
I am able to select relevant quotations/
references from both texts to support
my response (L3 P2)
Level 4 I am able to show a detailed under-
standing by including perceptive inter-
pretation of both texts (L4 P2)
I am able to show a detailed under-
standing by synthesising evidence
between texts (L4 P2)
I am able to show a detailed under-
standing by selecting a judicious range
of quotations from both texts (L4 P2)
AO2 (7.5%)
Level 1 I am able to show simple awareness of
language/structure by offering simple
comment on their effect (L1)
I am able to use simple references or
textual details (L1)
I am able to make simple mention of
subject terminology (L1)
Level 2 I am able to attempt comments on the
effect of language (L2)
I am able to select some relevant quo-
tations (L2)
YEAR 11 PLC YEAR 11 PLC
I am able to use some subject terminol- ENGLISH LANG PLC I need to work on I am confident doing
ogy and it is sometimes appropriate (L2)
PAPER 1 - WRITING
Level 3 I am able to show clear understanding
AO5 Content (15% in total)
when explaining the effects of writers
Level 1 I am able to show simple success
choices of language/structure (L3)
in communicating my ideas (UL1)
I am able to select a range of relevant
Upper level
quotations (L3)
I am able to show simple awareness of
I am able to use subject terminology
purpose, form and audience with limited
accurately (L3)
control of register (UL1)
Level 4 I am able to show detailed and percep-
I am able to use simple vocabulary and
tive understanding when analysing the
simple linguistic devices (UL1)
effects of writers choices of language/
Level 2 I am able to communi-
structure (L4)
cate with some success (LL2)
I am able to select a judicious range of
Lower level
quotations (L4)
I am able to attempt to match pur-
I am able to use sophisticated subject
pose, form and audience and to control
terminology accurately (L4)
register (LL2)
AO3 (10%)
I am able to vary my vocabulary with
Level 1 I am able to cross reference simple some use of linguistic devices (LL2)
ideas and/or perspectives (L1)
I am able to commuicate in a way that
I am able to identify simple, relevant is mostly successful (UL2)
points (L1)
I am able to sustain my attempt to
I am able to use simple references or match purpose, form and audience and
textual details from one or both texts have some control of register (UL2)
(L1)
I am able to make conscious use of
Level 2 I am able to attempt comparison of vocabulary with some use of linguistic
ideas and perspectives (L2) devices (UL2)
I am able to select some quotations/ Level 3 I am able to communicate clearly (LL3)
references from both texts and these
I am able to generally match tone,
usually support (L2)
style and register to purpose, form and
Level 3 I am able to show a clear understand- audience (LL3)
ing by comparing ideas and perspectives
I am able to use vocabulary clearly cho-
in a clear and relevant way (L3)
sen for effect and I am successful with
I am able to explain clearly how the use of linguistic devices (LL3)
methods are used to convey ideas and
I am able to communicate in a way that
perspectives (L3)
is consistently clear and effective (UL3)
I am able to select relevant quotations
I am able to match tone, style and
to support from both texts (L3)
register to purpose, form and audience
Level 4 I am able to show a detailed un- (UL3)
derstanding by comparing ideas and
I am able to use increasingly sophisti-
perspectives in a perceptive way (L4)
cated vocabulary and phrasing chosen
I am able to show a detailed under- for effect with a range of linguistic
standing by analysing how methods are devices (UL3)
used to convey ideas and perspectives Level 4 I am able to communicate convincingly
(L4)
(LL4)
I am able to show a detailed under-
I am able to consistently match tone,
standing by selecting a judicious range
style and register to purpose, form and
of quotations from both texts (L4)
audience (LL4)
YEAR 11 PLC
I am able to use extensive vocabulary
with evidence of conscious crafting of
linguistic devices (LL4)
I am able to communicate in a con-
vincing and compelling way throughout
(UL4)
I am able to assuredly match tone,
style and register to purpose, form and
audience (UL4)
I am able to write in a way that is
manipulative, subtle and increasingly
abstract (UL4)
I am able to use extensive and ambi-
tious vocabulary with sustained crafting
of linguistic devices (UL4)
AO 5 Organisation (5O)
Level 1 I am able use one or two relevant ide-
as, simply linked (UL1)
I am able to put paragraphs in some-
where (UL1)
I am able to use evidence of simple
structural features (UL1)
Level 2 I am able to use some linked and rele-
vant ideas (LL2)
I am able to attempt paragraphs with
some discourse markers that are appro-
priate (LL2)
I am able to attempt structural features
(LL2)
I am able to use an increasing variety
of linked and relevant ideas (UL2)
I am able to make some use of para-
graphs and of discourse markers (UL2)
I am able to make some use of structur-
al features (UL2)
I am able to use an increasing variety
of linked and relevant ideas (UL2)
Level 3 I am able to write in an engaging way
with a range of connected ideas (LL3)
I am able to use coherent paragraphs
with a range of discourse markers (LL3)
I am able write in an engaging way
with a range of detailed connected
ideas (UL3)
I am able to use coherent paragraphs
with integrated discourse markers (UL3)
I am able to make effective use of
structural features (UL3)
YEAR 11 PLC
Level 4 I am able to write in a structured and
developed way with a range of engag-
ing complex ideas (LL4)
I am able to make consistently coher-
ent use of paragraphs with integrated
discourse markers (LL4)
I am able to make use of varied and
effective structural features (LL4)
I am able to write in a highly structured
and developed way, incorporating a
range of integrated and complex ideas
(UL4)
I am able to link paragraphs fluently
with seamlessly integrated discourse
markers (UL4)
I am able to make varied and inventive
use of structural features (UL4)
AO 6 Technical Accuracy (10%)
Level 2 I am able to label sentences with some
accuracy (L2)
I am able to show some control of a
range of punctuation (L2)
I am able to attempt a variety of sen-
tence forms (L2)
I am able to make some use of Stand-
ard English with some control of agree-
ment (L2)
I am able to spell simple and more
complex words accurately (L2)
I make use of varied vocabulary (L2)
Level 3 I am able to mark sentences in a way
that is mostly secure and accurate (L3)
I am able to make use of a range of
punctuation, mostly with success (L3)
I am able to make use of a variety of
sentence forms for effect (L3)
I am able to use Standard English
mostly accurately, including control of
grammatical structures (L3)
I am able to be generally accurate with
my spelling, including complex and
irregular words (L3)
I am able to make use of increasingly
sophisticated vocabulary (L3)
Level 4 I am able to mark sentences with con-
sistent accuracy throughout (L4)
YEAR 11 PLC
I am able to use a wide range of punc-
tuation with a high level of accuracy
(L4)
I am able to use a full range of appro-
priate sentence forms for effect (L4)
I am able to use Standard English
securely throughout, including complex
grammatical structures (L4)
I am able to write with a high level of
accuracy in spelling, including ambitious
vocabulary (L4)
I am able to use extensive and ambi-
tious vocabulary (L4)
ENGLISH LANG PLC
PAPER 2 WRITING
AO5 Content (15% in total)
Level 1 I am able to show simple success
in communicating my ideas (UL1)
Upper level
I am able to show simple awareness of
purpose, form and audience with limited
control of register (UL1)
I am able to use simple vocabulary and
simple linguistic devices (UL1)
Level 2 I am able to use some linked
and relevant ideas (LL2)
Lower level
I am able to attempt to match pur-
pose, form and audience and to control
register (LL2)
I am able to vary my vocabulary with
some use of linguistic devices (LL2)
I am able to communicate in a way that
is mostly successful (UL2)
I am able to sustain my attempt to
match purpose, form and audience and
have some control of register (UL2)
I am able to make conscious use of
vocabulary with some use of linguistic
devices (UL2)
Level 3 I am able to communicate clearly (LL3)
I am able to generally match tone,
style and register to purpose, form and
audience (LL3)
YEAR 11 PLC
I am able to use vocabulary clearly cho-
sen for effect and I am successful with
the use of linguistic devices (LL3)
I am able to communicate in a way that
is consistently clear and effective (UL3)
I am able to match tone, style and
register to purpose, form and audience
(UL3)
I am able to use increasingly sophisti-
cated vocabulary and phrasing chosen
for effect with a range of linguistic
devices (UL3)
Level 4 I am able to communicate convincingly
(LL4)
I am able to consistently match tone,
I need to Work on I am confident doing
style and register to purpose, form and
audience (LL4)
I am able to use extensive vocabulary
with evidence of conscious crafting of
linguistic devices (LL4)
I am able to communicate in a con-
vincing and compelling way throughout
(UL4)
I am able to assuredly match tone,
style and register to purpose, form and
audience (UL4)
I am able to write in a way that is
manipulative, subtle and increasingly
abstract (UL4)
I am able to use extensive and ambi-
tious vocabulary with sustained crafting
of linguistic devices (UL4)
AO 5 Organisation (5O)
Level 1 I am able to use one or two relevant
ideas, simply linked (UL1)
I am able to put paragraphs in some-
where (UL1)
I am able to use evidence of simple
structural feature (UL1)
Level 2 I am able to use some linked and rele-
vant ideas (LL2)
I am able to attempt paragraphs with
some discourse markers that are appro-
priate (LL2)
I am able to attempt structural features
(LL2)
I am able to use an increasing variety
of linked and relevant ideas (UL2)
YEAR 11 PLC
I am able to make some use of para-
graphs and of discourse markers (UL2)
I am able to make some use of structur-
al features (UL2)
I am able to use an increasing variety
of linked and relevant ideas (UL2)
Level 3 I am able to write in an engaging way
with a range of connected ideas (LL3)
I am able to use coherent paragraphs
with a range of discourse markers (LL3)
I am able write in an engaging way
with a range of detailed connected
ideas (UL3)
I am able to use coherent paragraphs
with integrated discourse markers (UL3)
I am able to make effective use of
structural features (UL3)
Level 4 I am able to write in a structured and
developed way with a range of engag-
ing complex ideas (LL4)
I am able to make consistently coher-
ent use of paragraphs with integrated
discourse markers (LL4)
I am able to make use of varied and
effective structural features (LL4)
I am able to write in a highly structured
and developed way, incorporating a
range of integrated and complex ideas
(UL4)
I am able to link paragraphs fluently
with seamlessly integrated discourse
markers (UL4)
I am able to make varied and inventive
use of structural features (UL4)
AO 6 Technical Accuracy (10%)
Level 2 I am able to label sentences with some
accuracy (L2)
I am able to show some control of a
range of punctuation (L2)
I am able to attempt a variety of sen-
tence forms (L2)
I am able to make some use of Stand-
ard English with some control of agree-
ment (L2)
I am able to spell simple and more
complex words accurately (L2)
I make use of varied vocabulary (L2)
YEAR 11 PLC
Level 3 I am able to mark sentences in a way
that is mostly secure and accurate (L3)
I am able to a range of punctuation,
mostly with success (L3)
I am able to make use of a variety of
sentence forms for effect (L3)
I am able to use Standard English
mostly accurately, including control of
grammatical structures (L3)
I am able to be generally accurate with
my spelling, including complex and
irregular words (L3)
I am able to make use of increasingly
sophisticated vocabulary (L3)
Level 4 I am able to mark sentences with con-
sistent accuracy throughout (L4)
I am able to use a wide range of punc-
tuation with a high level of accuracy
(L4)
I am able to use a full range of appro-
priate sentence forms for effect (L4)
I am able to use Standard English
securely throughout, including complex
grammatical structures (L4)
I am able to write with a high level of
accuracy in spelling, including ambitious
vocabulary (L4)
I am able to use extensive and ambi-
tious vocabulary (L4)
ENGLISH LITERATURE PLC I need to work on I am confident doing
A0 1 When responding to the
task and whole text
Total 37.5%
Level 1 I am able to refer to relevant details in the text
(L1)
I am able to make simple comments that are
relevant (L1)
Level 2 I am able to comment on references (L2)
I am able to support my response (L2)
Level 3 I am able to use references to support a range
of relevant comments (L3)
I am able to explain some points (L3)
Level 4 I am able to make effective use of references
to support explanations (L4)
YEAR 11 PLC
I am able to respond using clear explanations
(L4)
Level 5 I am able to integrate apt references into
interpretations (L5)
I am able to respond in thoughtful and devel-
oped ways (L5)
Level 6 I am able to make judicious use of precise
references to support my interpretations (L6)
I am able to respond in a way that is critical,
exploratory and conceptualised (L6)
AO 2 Within Language, structure
and
form
Total 42.5%
Level 1 I look for possible reference to subject termi-
nology (L1)
I am able to show awareness that the writer
makes deliberate choices (L1)
Level 2 I am able to make some reference to subject
terminology (L2)
I am able to identify writers methods (L2)
Level 3 I am able to identify effects of writers meth-
ods on reader (L3)
I am able to explain relevant comments on
writers methods with some relevant use of
subject terminology (L3)
Level 4 I am able to understand the effects of writers
methods on the reader (L4)
I am able to give clear explanations of writ-
ers methods with appropriate use of relevant
subject terminology (L4)
Level 5 I am able to examine the effects of writers
methods on the reader (L5)
I am able to examine writers methods with
subject terminology used effectively (L5)
Level 6 I am able to explore the effects of writers
methods on the reader (L6)
I am able to analyse the writers methods with
judicious use of subject terminology (L6)
A0 3 When making links between
context / text / task
Total 15%
Level 1 I am able to make simple comment on explicit
ideas/contextual factors (L1)
Level 2 I am able to show awareness of implicit ideas/
contextual factors (L2)
YEAR 11 PLC
Level 3 I am able to show understanding of implicit
ideas/perspectives/contextual factors shown by
links (L3)
Level 4 I am able to show clear understanding of
ideas/perspectives/contextual factors shown by
specific links (L4)
Level 5 I make thoughtful consideration of ideas/per-
spectives/contextual factors shown by specific,
detailed links (L5)
Level 6 I am able to explore ideas/perspectives/con-
textual factors shown by specific, detailed links
(L6)
AO 4 When writing my answers
Total 5%
Threshold I am able to use a reasonable range of sen-
tence structures and meaning is not hindered
by any errors (T)
I am able to use a reasonable range of vo-
cabulary and meaning is not hindered by any
errors (T)
I am able to punctuate with reasonable accu-
racy (T)
I am able to spell with reasonable accuracy (T)
Intermediate I am able to use a considerable range of sen-
tence structures to achieve general control of
meaning (I)
I am able to use a considerable range of vo-
cabulary to achieve general control of meaning
(I)
I am able to punctuate with considerable
accuracy (I)
I am able to spell with considerable accuracy
(I)
High I am able to consistently use sentence struc-
tures to achieve effective control of meaning
(H)
I am able to consistently use vocabulary to
achieve effective control of meaning (H)
I am able to punctuate with consistent accura-
cy (H)
I am able to spell with consistent accuracy (H)
YEAR 11 PLC
GEOGRAPHY PLC
Globalisation
TNCs (Trans-National Corporations)
Disadvantages of TNCs
De-industrialisation
Industrial growth in East Asia
China: new economic giant
Energy: rising global demand
Energy use: environmental impacts
Growth of tourist industry
Different environments for tourism
Tourist areas in the UK
Life cycle model of a resort
Need for management of tourist areas
Mass tourism
Developing world: growth of tourism
Developing world: benefits of tourism
Developing world: costs of tourism
Extreme environments
Ecotourism
Example of ecotourism
What is a natural hazard?
Why do earthquakes and volcanoes
occur?
Are the impacts of volcanic eruptions/
earthquakes the same in HICs & LICs?
How can we manage hazards?
How are tropical storms created?
What examples of tropical storms do you
know?
What weather hazards affect the UK?
How do we cope with these weather
hazards?
What do we mean by the term climate
change?
How are we managing climate change?
I can explain what weathering is
I can describe mechanical weathering
and chemical weathering
I can explain mass movement
I can describe the 4 processes of erosion
YEAR 11 PLC
I need to work on I am confident doing I can explain the difference between
destructive and constructive waves
I can explain how wave cut platforms
form
I can explain how headlands and bays
form
I can explain how caves, arches, stacks
and stumps form
I can describe the 4 types of transporta-
tion
I can explain longshore drift
I can explain why deposition occurs and
the features it creates
I can explain how beaches are formed
I can explain how spits, bars and tombo-
los are formed
I can identify coastal landforms on a
map
I can explain why sea level is rising
I can explain the economic, social and
environmental impacts of coastal flood-
ing using a Case Study
I can describe and explain coastal ero-
sion at Holderness
I can describe specific impacts (social,
environmental and economic) of coastal
erosion at Holderness
I can describe coastal management strat-
egies (hard x 3 and soft x 3) and analyse
their positives and
negatives using the example of Holder-
ness
I can describe the features of a coastal
habitat
I can explain why coastal habitats need
to conserved
I can describe how a rivers long profile
and cross profile varies over its course
I can explain how vertical and lateral
erosion changes the cross profile of a
river
I can explain the four process of erosion
I can describe the four processes of
transportation in a river
I can explain the reasons why a river
deposits its eroded material
YEAR 11 PLC
I can explain how waterfalls & gorges
are formed
I can explain that meanders are formed
by erosion & deposition
I can describe an Ox Bow lake and ex-
plain how they form from meanders
I can explain how a flood plain is formed
and can draw the formation of a levee
I can identify on an OS map all of the
river landforms (underlined above) and
use 4 & 6 fig grid references to locate
them on a map
I can explain what river discharge means
& how it is shown on a hydrograph
I can explain at least 4 factors (things!)
that will either increase or decrease river
discharge
I can explain the four main physical
causes of river flooding
I can describe a couple of examples of
how human actions make flooding hap-
pen more frequently or more severe
I can explain how engineering can
reduce the risk of flooding or the effects
of flooding
I apply my understanding of flooding to
a case study in a poor country
I apply my understanding of flooding to
a case study in a rich country
YEAR 11 PLC
I can give the effects of volcanoes on
people using these headings primary,
secondary, positive, negative.
Volcanic eruption case study.(1) name
an example, (2) explain how it was
caused, (3) state its effects
(good and bad) on people, (4) describe
what people have done (their respons-
es).
I can describe two differences between
super-volcanoes and other volcanoes.
I know the main features of an earth-
quake and two different ways of measur-
ing earthquakes.
Earthquakes in both rich and poor
countries I can .(1) explain why the
earthquake happened
there, (2) write about the damage and
destruction (effects) that resulted, (3)
describe what was done after the quake
(responses).

I can name several large plates forming

the Earths crust.
I explain the differences between de-
structive, constructive and conservative
plate margins.
I can name two landforms at destructive
margins and explain their formation.
I can describe the main features of the
world distribution of fold mountains,
active volcanoes and earthquakes.
Fold mountains I can.(1) name one
mountain range, (2) explain its forma-
tion, (3) describe some of
the physical problems for people, (4)De-
scribe four human activities found there.
I can describe the two types of volcanoes
and explain where they are found.
YEAR 11 PLC
HISTORY PLC
PAPER 1:
Treaty of Versailles
The Paris Peace Conference: the aims
of Clemenceau, Lloyd George and
Woodrow Wilson: the Fourteen Points
The main terms of the Treaty of
Versailles: Diktat; territorial changes;
military restrictions, war guilt and
reparations
The strengths and weaknesses of the
Treaty of Versailles: why Germany object-
ed to it.
League of Nations Membership 19191939: why and how
it changed; implications for the League
of Nations
Organisation, powers and peace keeping
role: the Assembly; the Council; the
Permanent Court of Justice
Military and economic sanctions
The Manchurian Crisis 19311933:
events; action taken by the League;
effect on the League as a peacekeeping
force
The Abyssinian Crisis 19351936:
events; action taken by the League;
effect on the League as a peacekeeping
force
The reasons for the collapse of the
League.
Hitlers Foreign Policy Hitlers aims in foreign policy
The return of the Saar, 1935
The beginning of rearmament in
Germany: withdrawal from the
Disarmament Conference 1933; Non-
aggression Pact with Poland 1934;
reintroduction of conscription from
1935; Anglo-German Naval Agreement
1935
The remilitarisation of the Rhineland
1936
The Anschluss with Austria 1938.
Chamberlins Policy Reasons for and against appeasement
The Sudeten Crisis and Munich
Agreement, 1938
YEAR 11 PLC
I need to work on I am confident doing The collapse of Czechoslovakia, March
1939
The role of the USSR 19381939: the
Nazi-Soviet Pact
Poland and the outbreak of war
Responsibility for the outbreak of war
Origins of the cold war Ideological differences and their effects
The Yalta and Potsdam Conferences
The dropping of the atom bomb and its
effects: Hiroshima and Nagasaki
The Iron Curtain: Soviet expansion in the
East; Czechoslovakia, 1948
The Truman Doctrine: the situation in
Greece and Turkey; the purpose of the
Truman Doctrine
The Truman Doctrine: the situation in
Greece and Turkey; the purpose of the
Truman Doctrine
The Berlin Blockade and Airlift
Cold War 1949-1960 The formation of NATO: its membership
and purpose
The nuclear arms race: atom bomb;
hydrogen bomb
The Korean War, 19501953: reasons for
involvement of UN and USA; the role of
MacArthur; the part played by USSR and
China
The Thaw: death of Stalin; Austria;
Khrushchevs policy of peaceful co-
existence
The formation of the Warsaw Pact:
membership and purpose
Hungary, 1956: causes of the rising, why
it was a threat to the USSR and how
the Soviets dealt with it; the effects on
Europe and the Cold War
The continuation of the nuclear arms/
space race: Sputnik 1; ICBMs; Polaris;
Gagarin
PAPER 2
The Roaring 20s Isolationism and its effects: American
rejection of the Treaty of Versailles and
refusal to join the League of Nations; the
consequences for the USA
YEAR 11 PLC
Tariff policy: Fordney-McCumber Tariff of
1922
Mass production (e.g. Ford and the
motor industry); consumer industries and
advertising
Hire Purchase; purchase of shares;
the stock market boom; Republican
Government policies
Developments in the entertainment
industries, e.g. the cinema, jazz.
USA divided society Rich versus poor: continuation of poverty
for some e.g. farmers
Race: immigration controls; the quota
system of 1921; National Origins Act of
1924; the Ku Klux Klan and its activities.
Prohibition: groups for and against it;
organised crime; the impact on society
Young people: fashions, flappers
The problems of the 1920s: over-
production, lack of credit control;
the effects of tariff policy; unequal
distribution of wealth
The Wall Street Crash: events and
immediate consequences
YEAR 11 PLC
Guerrilla tactics, 19641968
The US response to guerrilla tactics:
Operation Rolling Thunder; Hearts and
Minds; Agent Orange
Napalm; Search and Destroy
The My Lai Massacre, 1968
TV and media coverage of the war, from
the Gulf of Tonkin to the evacuation of
Saigon
Protest movements in the USA, 1968
1973
The public reaction to the My Lai
Massacre, the trial of Lieutenant Calley
The Kent State University protest, 1970
The Fulbright hearings, 1971.
The Tet Offensive and its impact on the
war, 1968
Attacks on Laos and Cambodia, 1970
US bombing of the North and attacks on
Laos and Cambodia, 1970 1972
The Paris Peace Conference and US
withdrawal
The fall of Saigon, 1975.
Odis Cleon Lester

Depression and the new The effects of the Wall Street Crash:
Deal
the collapse of business and industry;
unemployment and its effects
The attempts of Hoovers government
to deal with the depression; economic
failure
The unpopularity of Hoover and the
election of Roosevelt
Roosevelts fireside chats; banking crisis;
New Deal helping farmers, unemployed,
home owners, workers, depressed areas
The main Alphabet Agencies: AAA, FERA,
CWA, PWA, WPA, CCC and TVA
Helping industry: the NRA
The HOLC and the Social Security Act

War in Vietnam The French defeat at Dien Bien Phu and

its consequences
US policy and intervention following
French defeat
The theory of guerrilla warfare
YEAR 11 PLC YEAR 11 PLC
MATHS FOUNDATION PLC I need to work on I am confident doing MATHS HIGHER PLC I need to work on I am confident doing
Year 11 Topics Probability Year 11 Topics Trigonometry in right angle triangles
Substitution- kinematic formulae Standard form
Plans and elevations Manipulating surds
Standard from Substitution- kinematic formulae
Graphs of equations and functions Straight line graphs incl. graphing ine-
Straight line graphs qualities
Simultaneous equations Simultaneous equations
Vectors Circle theorems
Trigonometry in right angle triangles Probability (including Venn diagrams and
tree diagrams)
Year 10 Topics Types of data and sampling Plans and elevations
Representing data (tables, bars and charts) Graphs and equations of functions
Averages and range Vectors
Bivariate data- scatter diagrams Quadratic equations (solving graphically,
using the formula, by factorising and
Pythagoras Theorem
completing the square)
Volume and surface area (spheres,
Sine and cosine rules
hemispheres, cones, pyramids and cylinders)
Transformations of curves and their
Ratio
equations
Direct and Inverse Proportion
Growth and Decay Year 10 Topics Types of data and sampling
Congruence (rotation, reflection, translation)
Representing data (tables, bars and
Similarity (enlargement) charts)
Compound measures Averages and range
Construction, loci, maps and scale drawings Bivariate data- scatter diagrams
Grouped data- histograms, cumulative
Year 9 Number frequency and box plots
Fractions Pythagoras theorem
Decimals and estimation Volume and surface area
Percentages Ratio
Introduction to Algebra (simplifying, creating Direct and inverse proportion
expression and equations) Growth and decay
Patterns and sequences (nth term for linear and Congruence incl. reflection, rotation and
quadratic sequences) translation
Linear equations and inequalities Similarity incl. enlargement
Angles Compound measures
Units of measure Construction, loci, maps and scale
Perimeter drawings
Area
Expanding and factorising (quadratic expres- Year 9 Number (including squares, cubes, roots,
sions) primes, HCF, LCM and index laws)
Formulae Fractions
Algebraic fractions Decimals and estimation
Percentages
YEAR 11 PLC YEAR 11 PLC
Introduction to Algebra (writing and PHYSICS PLC I need to work on I am confident doing
simplifying expressions) P1 Earth in the Uni- a. The solar system
Patterns and sequences (including nth verse
term for linear and quadratic sequences) b. Galaxies
Linear equations and inequalities c. Distance to galaxies
Angles d. age of the universe
Units of measure e. continental drift
Perimeter f. mountains, earthquakes and volcanoes
Area g. structure of the Earth
Expanding and factorising (quadratic h. Waves
expressions)
Formulae P2 EM radiation a. Model of EM radiation
Algebraic fractions b. Types of radiation
c. intensity
d. ionisng radiation
e. Ozone layer
f. Global warming
g. Carbon cycle
h. Transmitting information
h. Analogue and digital
PE PLC I need to work on I am confident doing
The three categories of a healthy, active lifestyle P3 Sustainable energy a. Sources of energy
Benefits of taking part in physical activity b. Energy tarnsfer
Reasons for taking part in physical activity c. Sankey diagrams
Influences on taking part d. Generators
Opportunities for getting involved in sport e. Nuclear power
Sports participation pyramid f. Renewable energy
Health, exercise, fitness and performance g. Choosing energy sources
The five components of health-related exercise
The six components of skill-related fitness P4 Explaining motion a. Distance-time
Assessing your fitness levels b. Speed
The principles of training c. Forces
Goal setting d. Interaction pairs
Methods of training e. Resultant forces
The exercise session f. Momentum
Comparing two types of training session g. Work
Analysing training sessions h. Energy
The link between exercise, diet, work and rest
Dietary intake and performance P5 Electric circuits a. Static electricity
Different body types b. Current and voltage in series and
parallel circuits
Optimum weight
c. Resistance
Weight-related conditions
d. Resistors
Performance-enhancing and recreational drugs
e. Power
Risk assessment and preventing injuries
YEAR 11 PLC YEAR 11 PLC
f. Transformers RE PLC I need to work on I am confident doing
g. Generators and electromagnetic Unit 1 - BELIEVING IN GOD
induction
Religious upbringing
h. Motors
Religious experience
Design Argument
P6 Radioactive mate- Ionising radiations
rials Causation Argument
Half life Scientific explanations of the origins of the world
Uses in medical applications Christian response to scientific explanations
Risk Unanswered prayers
Nuclear power stations Christian responses to unanswered prayers
Problem of evil and suffering
P7 Movement of the planets Christian responses problem of evil and suffering
Phases of the Moon Unit 2 - MATTERS OF LIFE AND DEATH
Eclipses Christian attitudes to Life after Death
Positions of objects Islamic attitudes to Life after Death
Retrograde motion Non-religious reasons for believing in life after death
Refraction Abortion
Lens diagrams Christian attitudes to Abortion
Power Islamic attitudes to Abortion
Telescopes Euthanasia
Magnification Christian attitudes to Euthanasia
Diffraction Islamic attitudes to Euthanasia
Parallax Media
Cepheid variables Unit 3 - MARRIAGE AND THE FAMILY:
Curtis-Shapley debate Changing Attitudes to Marriage & Family Life
Big bang Christian attitudes to sex
Spectrums Islamic attitudes to sex
Gas Laws Christianity attitudes to divorce
Protostars Islamic attitudes to divorce
Fusion Importance of family life in Christianity
Main sequence stars Importance of family life in Islam
Death of a star Christian attitudes to Homosexuality
Extra-terrestrial life Muslim attitudes to Homosexuality
Astronomical observatories Christian attitudes to contraception
Computer control Muslim attitudes to contraception
Location of satelites Unit 4 - RELIGION AND COMMUNITY COHESION
Collaboration Changing roles of men and women in the UK
Big project Christian attitudes to equal rights for women in religion
Muslim attitudes to equal rights for women in religion
The UK as a multi-ethnic society
Community cohesion in the UK
Christians and racial harmony
Muslims and racial harmony
YEAR 11 PLC YEAR 11 PLC
UK and multi-faith society Attitudes to justice Islam
Issues for religions in a multi-faith society Capital punishment
Religions and community cohesions in the UK Non-religious arguments about capital punishment
The media and community cohesion Attitudes to capital punishment - Christianity
Unit 5 - RIGHTS AND RESPONSIBILITIES Attitudes to capital punishment - Islam
Using the Bible to make moral decisions Drugs and alcohol
Using the Church to make moral decisions Drugs and alcohol - problems
Using the Conscience to make moral decisions Attitudes to drugs and alcohol Christianity
Using Situation Ethics to make moral decisions Attitudes to drugs and alcohol - Islam
Human rights
Christian views on human rights
Democratic and electoral processes
Christian teachings on moral duty
Genetic engineering, including cloning & non-religious
arguments
Christian views on Genetic Engineering and cloning
Unit 6 - ENVIRONMENTAL AND MEDICAL ISSUES
Global warming causes and solutions
Forms of pollution causes and solutions
Scarcity of natural resources threats and solutions
Christian teachings on stewardship
Islamic teachings on stewardship
Infertility treatments
Christianity attitudes on infertility treatments
Islamic attitudes on infertility treatments
Transplant surgery
Christian attitudes to transplant surgery
Islamic attitudes to transplant surgery
Unit 7 - PEACE AND CONFLICT
World peace and United Nations
Religious organisations promoting world peace
Why wars occur
Theory of Just War
Different Christian attitudes to war
Islam and attitudes to war
Christian attitudes to bullying
Islam and attitudes to bullying
Religious conflict within families
Christian teachings on forgiveness & reconciliation
Islam teachings on forgiveness & reconciliation
Unit 8 - CRIME AND PUNISHMENT
The need for Law & justice
Theories of punishment
Attitudes to justice - Christianity
YEAR 11 PLC
SOCIOLOGY PLC
UNIT 1: SOCIETY, EDUCATION
AND FAMILY
Society
Key concepts in Sociology society,
culture, subculture, norms and values,
socialisation, social role and status
Types of data primary, secondary,
qualitative and quantitative data and
reliability, validity and objectivity
Sampling methods
Questionnaires
Interviews
Observations
Longitudinal studies
Secondary sources of data
The research process aims, hypoth-
esis and pilot study, data analysis and
evaluation
Ethical issues How can Sociology influ-
ence social policy?
How is Sociology different to Biology,
Psychology and journalism?
Education
Functions of Education Whats the
point of education?
Purpose of Education Economic and
selective roles
Role of Socialisation, Social control and
political roles of education
Formal and informal education Hidden
curriculum
Ethnicity and achievement
Social class and achievement
Gender and achievement
Labelling and anti-school culture
Differential achievement - why do some
students achieve more than others
Government policies Have govern-
ments been successful in improving the
education system?
Different types of schools education
reforms 1870-2010
YEAR 11 PLC
I need to work Family
on I am confident doing
What is a family?
Causes of family diversity
Family life cycle
Cross-cultural alternatives to the family
Functionalist theory on the role of the
family
New Right theory on the family
Critical views of the family: Marxist and
Feminist theories on the family
Changes in gender roles
Symmetrical family reality or a myth?
Family relationships children and the
elderly
Different types of marriages and mar-
riage trends
Divorce
Demographic changes
Crime and Deviance
Difference between crime and deviance,
legal and illegal deviance
Social control (informal and formal)
Who breaks the law? age (juvenile
crime), ethnicity and gender
Who breaks the law? social class
(white collar and corporate crime) and
locality
Explaining crime biological vs. soci-
ological theories: peer group pressure,
opportunity, socialisation
Explaining crime Functionalist theory
and Marxist theory
Explaining crime labelling theory and
subcultural theory
Media representations of crime
Official crime statistics detecting, re-
porting and recording of crime, the dark
figure of crime
How do Sociologists study crime: victim
and self-reporting studies?
Victims of crime, government solutions
to crime, social problems of youth crime
and racism
Mass Media
What are the mass media?
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The consumption of the mass media - CORE, ADDITIONAL AND TRIPLE SCIENCE PLC
newspaper readership, TV watching and
B1- You and your genes B4 The processes of life B7
the Internet
a. What are genes? a. Enzymes, lock and key Support and movement
What effect do the media have on its
audience? b. Chromosomes b. Diffusion and osmosis Lifestyle and medical factors
How do the mass media act as agents of c. Alleles c. Cells BMI
socialisation? d. Sex chromosomes d. Photosynthesis Physiotherapists
How can media develop peoples politi- e. Dominant and recessive disor- e. Rates of photosynthesis Double circulatory system
cal views? ders
Who owns the mass media? - Theories f. Genentic testing f. Respiration Components of blood
on the mass media g. Clones g. Fieldwork Blood vessels
What influence has the development of h. Stem cells B5 Growth and The skin
the internet got over the distribution of development
power within the media? B2 Keeping healthy a. Cell growth and mitosis Temperature control
How is the content of the media creat- a. Microbes and growth b. Meiosis Diabetes
ed? b. Immune system c. Embryos Closed loop systems
Mass media representations of ethnic c. Vaccinations d. Structure of DNA Ecosystems
groups
d. Antimicrobials e. Production of proteins Human systems
Mass media representations of gender
e. Resistance f. Specialised animal cells and stem Sustainability
Mass media and crime cells
Contemporary media related issues such f. Clinical trials g. Meristems Features of bacteria
as violence
g. Structure of the heart and heart h. Phototropism Uses of bacteria and fungi
Social Inequality
disease
Introduction to social inequality? h. Risk factors in heart disease i. Inactive genes Genetic modification
Life chances i. Homeostasis B6 Brain and mind Nanotechnology
What is Stratification? j. Role of ADH a. Simple reflexes Stem cell engineering
Social Class structure and sociological B3 Life on Earth b. CNS Stem cells
theories on class
a. Living organisms c. Nervous coordination
Measuring social class and class inequal-
b. Competition d. Neurons
ities
c. Energy transfer e. Synapses
Does class matter?
d. N2 cycle f. Hormonal communication
Wealth and Income
e. Carbon cycle g. Our brains
Social Mobility
f. Environmental change h. Conditioning
Poverty
g. Variation i. Memory
Gender Inequalities
h. Natural selection and evolution
Inequality and ethnicity
i. Classification
Inequality and Age
j. Sustainability
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C1 Air quality
a.The composition of air
b. Pollutants
c. Human activity and car emmis-
ions
d. Organic compounds
e. Combustion
f. where do atmospheric polluatnts
go?
g. Power stations
C2 Material choices
a. Properties of materials
b. Where do materials come from?
c. Crude oil
d. Uses of hydrocarbons
e. Polymers
f. Properties of polymers
g. Nanotechnology
C3 Chemicals in our lives
a. Origins of chemistry
b. Chemical industry
c. Salt: uses and effects
d. Alkalis
e. Chlorine
f. Life cycle assessments
P1 Earth in the Universe
a. The solar system
b. Galaxies
c. Distance to galaxies
d. age of the universe
e. continental drift
f. mountains, earthquakes and
volcanoes
g. structure of the Earth
h. Waves
P2 EM radiation
YEAR 11 PLC
C4 Chemical patterns C7 a. Model of EM radiation a. Static electricity Magnification
a. the Periodic Table The chemical industry b. Types of radiation b. Current and voltage in series Diffraction
b. Atomic structure and electron Green Chemistry and parallel circuits
structure c. intensity c. Resistance Parallax
c. Flame tests and spectra Relative atomic masses d. ionisng radiation d. Resistors Cepheid variables
e. Ozone layer e. Power Curtis-Shapley debate
d. Ions Hydrocarbons f. Global warming f. Transformers Big bang
e. Properties of ionic compounds Alcohols g. Carbon cycle g. Generators and electromagnetic Spectrums
f. Patterns in group I Carboxylic acids induction
h. Transmitting information h. Motors Gas Laws
g. Patterns in group VII Esters h. Analogue and digital P6 Radioactive materials Protostars
C5 Chemicals of the Dynamic equilibrium P3 Sustainable energy 2 Fusion
natural environment a. Sources of energy b. Ionising radiations Main sequence stars
a. Simple molecular Haber process b. Energy tarnsfer c. Half life Death of a star
b. Giant Covalent Nitrogen fixation c. Sankey diagrams d. Uses in medical applications Extra-terrestrial life
c. Relative formula masses Analytical procedures d. Generators e. Risk Astronomical observatories
d. Metallic bonding TLC e. Nuclear power f. Nuclear power stations Computer control
e. Methods of extraction Gas chromatography f. Renewable energy Location of satelites
reduction and electrolysis
g. Choosing energy sources Collaboration
f. Ionic bonding Titrations
Big project
g. Testing for ions Standard procedures
C6 Chemical synthesis Calculations
a. Acids, alkalis and their reactions
b. Neutralisation
c. Simple titrations
d. Techniques
e. Planning chemical synthesis
f. Calculating reacting quantities
and yields
g. Rates
h. Exothermic and endothermic
reactions and energy diagrams
i. Equation writing and symbols
P4 Explaining motion P7
a. Distance-time Movement of the planets
b. Speed Phases of the Moon
c. Forces Eclipses
d. Interaction pairs Positions of objects
e. Resultant forces Retrograde motion
f. Momentum Refraction
g. Work Lens diagrams
h. Energy Power
P5 Electric circuits Telescopes
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