Year 11 Curriculum Information Booklet 2017-2018

Curriculum Information Booklet
Key Stage 4
2017 - 2018
Year 11

Vision and Values
Aspirat primo fortuna labori
Fortune smiles on our first effort
At the heart of the school’s ethos is the ambition that every student has the
opportunity to experience success. Whether in sport, enrichment or the curriculum,
students will develop their self-confidence and employability through:
a. A school community which is committed to development of staff and students by
embracing leadership opportunities
b. Making maximum progress as a result of consistently high standards of teaching
and learning
c. A curriculum which provides all students with the skills and knowledge to facilitate
a love of lifelong learning and the motivation to realise their potential as active
citizens in an ever changing world
d. Facilities designed and planned to meet the needs of the school community and
provide opportunities to enrich and enhance learning
e. The development of an extended school, working in partnership to meet the
needs of the wider community
Therefore, at Stretford Grammar School we believe:
In the pursuit of academic excellence
In having high expectations of the progress of our students
That we learn best in an environment where success in all its forms is
celebrated and everyone is encouraged to take personal responsibility
That this environment is created through clearly stated expectations of
behaviour with emphasis on discipline and appropriate rewards
That everyone needs to experience success in some aspect of school life
to gain confidence and raise self esteem
That we are all members of a learning community built on mutual respect
and support

Calendar of Events for Year 11
11 th September 3.30 pm – 4.30 pm Parent Drop In
26 th September 2017 European Day of Languages
2 nd October 2017 GCSE Preparation and Information Evening
3 rd October 2017 GCSE Skills Day
5 th October 2017 Year 11 Theatre Visit – The Lowry
12 th October 2017 Sixth Form Open Evening
23 rd October – 27 th October Half Term
8 th November Iceland Meeting
13 th November – 24 th November 2017 Year 11 Mock Examination
1 st December – 2 nd December French Christmas Market Visit
6 th December 7.00 pm Christmas Concert
12 th December SEND Parent Forum
20 th December 2017 Mock Results Day
22 nd December School Closes for Christmas
8 th January School Reopens
24 th January Year 11 Parents’ Evening
25 th January 2018 Taster Day
1 st February Intermediate Maths Challenge
12 th – 16 th February Visit to Iceland
12 th – 16 th February Half Term
20 th March SEND Forum
29 th March School Closes for Easter
16 th April School Reopens
2 nd May Spring Concert
14 th May 2018 GCSE Begin
23 rd May – 29 th May Barcelona Visit
28 th May – 1 st June Half Term

About our curriculum
All students at Stretford Grammar School follow a broad and balanced curriculum. The
curriculum is designed to engage and challenge all students to thrive to achieve their full
potential, both in their studies and in developing as young people equipped to live happy and
fulfilling lives in modern Britain and beyond. We aim to develop confident, considerate and
successful young people, who enjoy and appreciate the value of learning and citizenship,
ready to make a positive contribution to their local communities and to society.
Students’ social, moral, spiritual, cultural and physical development at Stretford Grammar
School is essential to their development as young people. All curriculum areas contribute to
this programme, alongside specialist provision within Religious Education and through the
Personal, Social, Health and Citizenship Education (PSHCE) programme which focusses on the
areas of sex and relationships, careers, health, democracy, the rule of law, individual liberty
and mutual respect and tolerance of those with different faiths and beliefs.
Students will follow a core curriculum: English Language GCSE, English Literature GCSE,
Mathematics GCSE, a Humanities GCSE – Geography or History GCSE, Religious Studies GCSE
and non-examined courses in PSHCE and Physical Education.
There is also the option to choose three further subjects for GCSE: Art, Business Studies,
Computing, Food Production and Nutrition, French, Geography, History, Music, Physical
Education, Product Design, Psychology, Spanish and Triple Science (* if students do not
choose Triple Science they will be required to study Dual Science).
The school does not preclude any student from attaining an English Baccalaureate (EBacc)
suite of qualifications given the choices available.

Assessment and Reporting
The purpose of assessment is to enable an informed judgement to be made about a
student’s knowledge, understanding, skills and attitude. During your child’s academic career
at Stretford Grammar School assessment is a continuous process which is integral to the
teaching and learning cycle. For every subject your child will be assessed at various points
throughout the year and these assessments will be used to inform you about the progress
that your child is making in that subject area.
During each term you will receive a data capture report that contains a working at grade
(WAG), a target to improve sentence and an attitude to learning grade. The WAG indicates
the current level of attainment at the point in time of the report. This grade is based on the
formative assessments that take place during the year.
The WAG reflects the new grading system that has been introduced at GCSE. The 1-9
grading system is used through Key Stage 3 and Key Stage 4. Each grade reflects a set of
skills and knowledge that are specified for each subject area. Below is the expected flight
path of academic progression that your child will be tracked against.
Year
Group
Progression Flight Path
11
10
9
8
7
Grade 1 2 3 4 5 6 7 8 9
Old Grade G F E D C B A A* A* +
The Working At Grade will reflect whether a student is making progress at a level that is at
the top of a grade skill descriptors (+), making the expected progress within the grade skill
descriptors (=), or making progress that is at the beginning of the grade skill descriptors (-).
The target to improve sentences will provide your child with specific advice on how to make
further progress. The attitude to learning grade reflects your child’s approach to their studies.
Assessment should be based on clear, consistent criteria which are known and
understood by both teachers, students and parents/carers, and are guided by
national criteria and statutory requirements where appropriate.

In order to achieve consistency, assessment practice should be subject to effective
moderation and standardising procedures, including regular work scrutinies, learning
walks and departmental Quality Assurance.
A wide range of assessment techniques should be used in different contexts and for
different purposes.
Assessment should provide opportunities for effective differentiation to take place.
Assessment should be supported by a wide range of evidence collected over a period
of time which provides a fair and thorough representation of students' skills,
knowledge and understanding.
Students should be involved in the assessment process so that they are encouraged
to take responsibility for their own learning.
The assessment process should recognise achievement, not just attainment, and
seek to increase students' confidence and motivation.
Assessment should support individuals in identifying strengths and weaknesses,
enabling future learning to be planned through targets to improve, and assisting
them in decision-making.
Assessment practice should be monitored regularly and systematically and
assessment procedures modified if necessary as a result.
The results of assessment should be systematically recorded and used to report to
parents/carers on their children's attainment.

Art
Unit 1 – Knowledge, Understanding
and Skills
Students will explore and create work
associated with areas of study from at least
two of the following:
Fine art
Graphic Communication
Textile Design
3-D Design
Unit 2 – Fine Art Drawing
Painting
Sculpture
Print Making
Mixed Media
Unit 3 – Graphic Communication Graphics
Design
Advertising
Branding
Illustration
Interactive Design
Motion Graphics
Unit 4 – Textile Design Art textiles
Fashion Design
Costume Design
Constructed Textiles
Printed Textiles
Unit 5 – 3D Design Architectural Design
Sculpture
Ceramics
Product Design
Jewellery
Interior Design
3d Design
Additional Information
Mr. C. Lea – Curriculum Leader for Art
art@stretfordgrammar.com

Biology
The Year 10 course continues from where students finished at the end of Year 9.
Unit 1 : Organising animals and plants
(part 2)
Unit 2 : Communicable diseases
Students will study the following:
Tissues and organs in plants
Transport systems in plants
Evaporation and transpiration
Factors effecting transpiration
Students will study the following:
Health and disease
Pathogens and disease
Growing bacteria in a lab
Preventing bacterial growth
REQUIRED PRACTICAL: The
effects of antiseptics or
antibiotics on bacterial growth
Preventing infections
Viral diseases
Bacterial diseases
Diseases caused by fungi and
protists
Human defence responses
More about plant diseases
Plant defence responses
Unit 3 : Preventing and treating
disease
Unit 4 : Non communicable diseases
Students will study the following:
Vaccination
Antibiotics and painkillers
Discovering drugs
Developing drugs
Making use of monoclonal
antibodies
Uses of monoclonal antibodies
Students will study the following:
Non- communicable diseases
Cancer
Smoking and the risk of disease
Diet, exercise and disease
Alcohol and other carcinogens

Unit 5 : Photosynthesis
Students will study the following:
Photosynthesis
The rate of photosynthesis
REQUIRED PRACTICAL:
INVESTIGATING THE RATE OF
PHOTOSYNTHESIS
How plants use glucose
Making the most of photosynthesis
Unit 6 : Respiration
Students will study the following:
Aerobic respiration
The response to exercise
Anaerobic respiration
Metabolism and the liver
Unit 7 : The Nervous System
Students will study the following:
Principles of homeostasis
The structure and function of the
nervous system
Reflex actions
REQUIRED PRACTICAL:
INVESTIGATING REACTION TIMES
The brain
The eye
Common problems of the eye
Unit 8 : Hormonal control
Students will study the following:
Principles of hormonal control
The control of blood glucose levels
Treating diabetes
The role of negative feedback
Human reproduction
Hormones and the menstrual cycle
The artificial control of fertility
Infertility treatments
Plant hormones and responses
Using plant hormones
REQUIRED PRACTICAL: THE
EFFECT OF LIGHT OR GRAVITY
ON SEED GROWTH

Unit 9 : Homeostasis in action
Students will study the following:
Controlling body temperature
Removing waste products
Dialysis – an artificial kidney
Kidney transplants
Additional Information
Mrs. G. Sutton – Curriculum Leader for Science / Biology
Biology@stretfordgrammar.com

Business
Unit 1 – Business in the
Real World
Students will study the following:
Purpose of business
Reasons for starting a business
Basic functions and types of business
Business enterprise and entrepreneurship
Dynamic nature of business
Sole traders
Partnerships
Private limited companies (ltd)
Public limited companies (plc)
Not-for-profit organisations
What are business aims and objectives?
Purpose of setting objectives
Role of objectives in running a business
Changing objectives
Use of objectives in judging success
Main stakeholders of businesses
Objectives of stakeholders
Impact of business activity on stakeholders
Impact and influence stakeholders have on
businesses
Unit 2 – Business
Operations
Methods of Production – job, flow
Efficiency in Production – lean production, just in
time
Managing Stock
Factors Affecting Choice of Supplier
The Effects of Procurement and logistics and
business
The Value of Effective Supply Chain Management
Consequences of quality issues
Total Quality Management
Costs and benefits of maintaining quality
Methods of Good Service
Benefits of Good Customer Service
Dangers of Poor Customer Service
The ways in which advances in ICT have allowed
customer services to develop
Unit 3 – Human Resources Organisational structures
Centralisation and decentralisation

Methods of Recruitment and selection of
employees
Importance of motivation in the workforce
Importance of training the workforce
Unit 4 - Marketing The Importance of identifying and satisfying
customer need
Types of segmentation
Purpose of Market Research
Methods of Market Research
The Use of Market Research
Pricing Methods
The Factors that Influence Pricing
Product
Promotional Materials
E-commerce and M-commerce
The Integrated Nature of the Marketing Mix
Unit 5 - Finance Methods used to raise finance
Appropriateness of the sources of finance
Importance of cash to business
The Difference between Cash and Profit
Financial Terminology
Break-Even
Financial Statements
Additional Information
Miss J. Platt– Curriculum Leader for Business and Economics
business@stretfordgrammar.com

Chemistry
The Year 10 course continues from where students finished at the end of Year 9.
Unit 1 : Structure and Bonding and the
properties of matter
Unit 2: The Periodic Table
Students will study the following:
Metallic bonding
Ionic bonding and structure
Simple covalent molecules
Giant covalent molecules
Nanoparticles
Ceramics and composites
Students will study the following:
Historical development of The
Periodic Table
Group 1
Group 7
The Noble gases
The transition metals
Unit 3 : Chemical Analysis
Students will study the following:
Formulations
Identification of common gases
Flame tests
Tests for hydroxides, sulfates,
halides and carbonates.
Unit 4 : Organic Chemistry 1
Students will study the following:
Fractional distillation
Cracking
Properties of alkanes and alkenes
Addition polymerisation
Life cycle assessments and recycling
Unit 5 : Chemistry of the Atmosphere
Students will study the following:
The composition and evolution of
the Earth’s atmosphere
Greenhouse gases and global
warming
Acid rain

Unit 6 : Extraction of metals
Students will study the following:
Blast furnace
Using electrolysis to extract metals
Alloys
Recycling of metals
Unit 7 : Rates of reaction
Students will study the following:
Collision theory
A variety of methods to measure the
rate of reaction
Using graphs to calculate the rate at
a given time
Additional Information
Miss S. Hayton – Curriculum Leader for Chemistry
chemistry@stretfordgrammar.com

Computer Science
Unit 1 – Fundamental of Algorithms
Students will study the following:
Unit 2 – Fundamentals of Data
Representation
Unit 3 – Computer Systems and
Networks
The identification of inputs,
processing and outputs
The use of trace tables and visual
inspection to determine the
workings of an algorithm
The analysis of bit pattern to
represent different types of data
The representation of data values in
binary and hexadecimal
The use of a character encoding
table to convert characters to
character codes
The construction of truth tables with
logic gates and for simple circuits
The creation and modification of
simple logic circuit diagrams
The principles of software
classification
The explanation of the Von
Neumann architecture and the
Fetch-Execute cycle
The explanation of the main types
of computer networking
The evaluation of wired and wireless
networks
The explanation of common network
protocols
The evaluation of different forms of
network security
The description of the 4 layer
TCP/IP model
Unit 4 – Cyber Security and Ethics The explanation of a variety of cyber
threats
The description of penetration
testing
The definition and explanation of
social engineering
The definition and description of
malware

The evaluation of the methods to
detect and prevent cyber security
threats
The explanation of ethical, legal and
environmental impacts of
technology on society, including the
issues of privacy
Additional Information
Mr. J. Stenhouse – Curriculum Leader for Computer Science.
computing@stretfordgrammar.com

Design Technology - Food
Unit 1 – Principles of Food
Preparation and Nutrition
Students will study the following:
The nutritional value of each food group
The characteristic of each food group
Physical and chemical changes in each food
group
Macronutrients and Micronutrients
The Dietary Value of food groups
The energy requirements of individuals
Planning a Balanced Diet
The Nutritional Values of Recipes, Meals and
Diets
The Effect of Cooking on Food
Food Spoilage
Food Provenance
Food Manufacturing
Preparation and Cooking Techniques
Developing Recipes and Meals
Unit 2 – Food Preparation
and Nutrition in Action
This is a non-examination assessment component of two
assessments set by the examination board. Students will
choose from two tasks for each assessment.
Assessment 1 – Food Investigation
Research and plan a task
Investigate the chemical properties of ingredients
Produce a report evidencing the key assessment
objectives
Either Shortcrust Pastry or Thickening a Sauce
Assessment 2 – Food Preparation
Plan, prepare and cook a selection of dishes –
three in a single session
Produce a folio of evidence related to the dishes
For example – a range of international foods or a
healthy diet for a child
Additional Information
Mrs. H. Barry – Curriculum Leader for Design Technology
design@stretfordgrammar.com

Design Technology – Product Design
Unit 1 – Technical
Principles
Core knowledge and understanding is presented in five
clear and distinct topic areas:
design and technology and our world
smart materials
electronic systems and programmable components
mechanical components and devices
materials
Students are required to study all of the content in these
five areas, to ensure they have a broad knowledge and
understanding of design and technology and that they
are able to make effective choices in relation to which
materials, components and systems to utilise within
design and make activities.
In-depth knowledge and understanding is presented in
six clear and distinct topic areas:
electronic systems, programmable components &
mechanical devices
papers & boards
natural & manufactured timber
ferrous & non-ferrous metals
thermoforming & thermosetting polymers
fibres & textiles
Students are required to study at least one of these six
areas, to ensure they have an in-depth knowledge and
understanding of a specific material area and/or
components and systems to support their design and
make activities.
Unit 2 – Designing and
Making Principles
Core knowledge and understanding that learners are
required to develop and apply is presented in ten clear
topic areas:
understanding design and technology practice
understanding user needs
writing a design brief and specifications
investigating challenges
developing ideas
investigating the work of others
using design strategies
communicating ideas
developing a prototype

making decisions
Students are required to cover all of the content in these
ten areas, to ensure they are able to apply a broad
knowledge and understanding of design and technology
principles within design and make activities.
In-depth knowledge and understanding is presented in
five clear topic areas:
selecting and working with materials and components
marking out
using tools and equipment
using specialist techniques
using surface treatments and finishes
Additional Information
Mrs. H. Barry – Curriculum Leader for Design Technology
design@stretfordgrammar.com

Drama
Unit 1 – Understanding Drama
Students will study:
The characteristics of performance
text and dramatic work
Social, historical cultural contexts
How meaning is interpreted and
communicated
Drama and Theatre terminology
The roles and responsibilities of
theatre makers
One set play from a choice of six
A live theatre production – analysis
Unit 2 – Devising Drama
Each student will be assessed on one of the
following areas:
Performer
Lighting designer
Sound designer
Set designer
Costume designer
Puppet designer
Creating a devised drama will require
students to:
Carry out research
Develop an ideas to performance
Rehearse, refine and amend
Unit 3 – Texts in Practice
Each student will be assessed on one of the
following areas in relation to the set play:
Performer
Lighting designer
Sound designer
Set designer
Costume designer
Puppet designer
Additional Information
Miss R Lees – Teacher of Drama
drama@stretfordgrammar.com

English Language & English Literature
Unit 1 – Critical Reading and
Comprehension
critical reading and comprehension:
identifying and interpreting themes,
ideas and information in a range of
literature and other high-quality writing;
reading in different ways for different
purposes, and comparing and
evaluating the usefulness, relevance
and presentation of content for these
purposes; drawing inferences and
justifying these with evidence;
supporting a point of view by referring
to evidence within the text; identifying
bias and misuse of evidence, including
distinguishing between statements that
are supported by evidence and those
that are not; reflecting critically and
evaluatively on text, using the context
of the text and drawing on knowledge
and skills gained from wider reading;
recognising the possibility of different
responses to a text
summary and synthesis: identifying the
main theme or themes; summarising
ideas and information from a single
text; synthesising from more than one
text
evaluation of a writer’s choice of
vocabulary, form, grammatical and
structural features: explaining and
illustrating how vocabulary and
grammar contribute to effectiveness
and impact, using linguistic and literary
terminology accurately to do so and
paying attention to detail; analysing and
evaluating how form and structure
contribute to the effectiveness and
impact of a text
Unit 2 – Writing producing clear and coherent text:
writing effectively for different purposes
and audiences: to describe, narrate,
explain, instruct, give and respond to
information, and argue; selecting
vocabulary, grammar, form, and

structural and organisational features
judiciously to reflect audience, purpose
and context; using language
imaginatively and creatively; using
information provided by others to write
in different forms; maintaining a
consistent point of view; maintaining
coherence and consistency across a text
writing for impact: selecting, organising
and emphasising facts, ideas and key
points; citing evidence and quotation
effectively and pertinently to support
views; creating emotional impact; using
language creatively, imaginatively and
persuasively, including rhetorical
devices (such as rhetorical questions,
antithesis, parenthesis).
Unit 3 – Spoken Language presenting information and ideas:
selecting and organising information
and ideas effectively and persuasively
for prepared spoken presentations;
planning effectively for different
purposes and audiences; making
presentations and speeches
responding to spoken language:
listening to and responding
appropriately to any questions and
feedback
spoken Standard English: expressing
ideas using Standard English whenever
and wherever appropriate
Unit 1 – English Literature –
Shakespeare and the Nineteenth
Century Novel
Students will study a range of poems,
including some from other cultures and
from the English Literary Heritage. They
will practise and develop the following
skills:
Understanding the range of
methods used by poets to create
meaning
Responding to poetry both
empathetically and analytically
Applying the skills of the poet
creatively
Understanding poetic narrative
Assessment: A formal analytical essay
about a poem

Unit 2 – English Literature – Modern
Texts and Poetry
Students will be introduced to the context
of Elizabethan England and will read and
study extracts from A Midsummer Night’s
Dream, developing and practising the
following skills:
Handling the challenges of
Shakespearean language
Understanding the importance of
Shakespeare’s influence on British
culture
Performing Shakespeare
Assessment: Shakespeare content is not
formally assessed. There will be a Year 7
exam at the end of this unit, which will
assess reading and writing skills
Unit 3 – English Literature - Skills literal and inferential comprehension:
understanding a word, phrase or
sentence in context; exploring aspects
of plot, characterisation, events and
settings; distinguishing between what is
stated explicitly and what is implied;
explaining motivation, sequence of
events, and the relationship between
actions or events
critical reading: identifying the theme
and distinguishing between themes;
supporting a point of view by referring
to evidence in the text; recognising the
possibility of and evaluating different
responses to a text; using
understanding of writers’ social,
historical and cultural contexts to inform
evaluation; making an informed
personal response that derives from
analysis and evaluation of the text
evaluation of a writer’s choice of
vocabulary, grammatical and structural
features: analysing and evaluating how
language, structure, form and
presentation contribute to quality and
impact; using linguistic and literary
terminology for such evaluation
comparing texts:comparing and
contrasting texts studied, referring
where relevant to theme,
characterisation, context (where
known), style and literary quality;

comparing two texts critically with
respect to the above
producing clear and coherent text:
writing effectively about literature for a
range of purposes such as: to describe,
explain, summarise, argue, analyse and
evaluate; discussing and maintaining a
point of view; selecting and
emphasising key points; using relevant
quotation and using detailed textual
references
accurate Standard English: accurate
spelling, punctuation and grammar.
Additional Information
Ms L. Yeomans – Curriculum Leader for English
english@stretfordgrammar.com

Geography
Unit 1 - Living with the physical
environment
Students will study the following:
Natural Hazards
Tectonic Hazards
Weather Hazards
Climate Change
Ecosystems
Tropical Rainforests
Hot Deserts
Cold Environments
UK Physical Landscapes
River Landscapes in the UK
Glacial Landscapes in the UK
Unit 2 – Challenges in the Human
Environment
Urban Issues and Challenges
The Changing Economic World
Resource Management
Food
Water
Energy
Unit 3 – Geographical Applications
Students will develop a critical perspective
on the issue(s) studied, consider the points
of view of the stakeholders involved, make
an appraisal of the advantages and
disadvantages, and evaluate the
alternatives.
The exam will also require students to
consider physical and human
interrelationships and to make reasoned
justifications for proposed solutions in
terms of their likely impact on both people
and the physical environment.
Students will undertake two geographical
enquiries, each of which must include the
use of primary data, collected as part of a
fieldwork exercise.

Unit 4 – Geographical Skills Cartographical Skills
Graphical Skills
Numerical Skills
Statistical Skills
Used of qualitative and quantitative
data
Formulating enquiry and argument
Communication Skills
Additional Information
Miss E. Eeles – Curriculum Leader for Humanities
geography@stretfordgrammar.com

History
Unit 1 – America 1920 - 1973
Students will study the following:
‘The Boom’ – benefits, advertising
and the consumer society
Social and cultural developments
Organised crime and prohibition
American society during the
Depression
Roosevelt and his election as
President
The New Deal
The impact o
Impact of the Second World War
The American Dream
McCarthyism
Racial Tensions and The Civil Rights
Movement
Unit 2 – Health and the People Medieval Medicine – Galenic
Methods
The contribution of Christianity to
medicine and its development
Public Health in the Middle Ages
The Black Death in Britain
The impact of the Renaissance on
Britain
Dealing with disease – quackery
and the growth of hospitals
The prevention of disease – Jenner,
inoculation and vaccination
Germ theory and pharmaceutics
A revolution in surgery
Improvements to public health
Penicillin
The impact of war and technology
on medicine
Modern public health
Unit 3 – Medieval England Government, the rights of King and
People
Trade, towns and villages
Education and learning – the
Church and universities
The Development of the legal
system

Medieval warfare – tactics and
technology
The invasion and colonisation of
Wales
Relations with Scotland
Additional Information
Ms H. Conlin – Curriculum Leader for History and Politics
history@stretfordgrammar.com

Mathematics
Unit 1 – Number
Students will study the following:
Order positive and negative
integers, decimals and fractions
Estimate powers and roots of any
given number
Calculate with fractional indices
Calculate exactly with surds
Simplify surd expressions
Change recurring decimals into
fractions
Unit 2 – Algebra Use and interpret algebraic notation
Simplify and manipulate algebraic
expressions
Expand products of two or more
binomials
Interpret the revers process as the
inverse function
Interpret the succession of two
functions as a composite function
Sketch translations and reflections
of a given function
Calculate or estimate gradients of
graphs
Find approximate solutions to
equations numerically using iteration
Unit 3 – Ration, proportion and rates if
change
Change freely between related
standard units
Construct and interpret equations
that describe direct and inverse
proportion
Interpret the gradient of a point on
a curve as the instantaneous rate of
change
Apply the concepts of average and
instantaneous rate of change
Unit 4 – Geometry and Measures Use conventional terms and
notations and the standard
conventions for labelling
Describe the changes and invariance
achieved by combinations of
rotations, reflections and
translations

Apply and prove the standard circle
theorums
Know and apply the sine rule
Use vectors to construct geometric
arguments and proofs
Unit 5 –Probability Record, describe and analyse the
frequency of outcomes
Calculate and interpret conditional
probabilities through representation
using expected frequencies with two
way tables, tree diagrams and Venn
diagrams
Unit 6 – Statistics Infer properties of population or
distributions from a sample
Construct and interpret diagrams for
grouped discrete data and
continuous data
Additional Information
Mr. C.J. McAvoy – Curriculum Leader for Mathematics
maths@stretfordgrammar.com

Modern Foreign Languages : French
Unit 1 – Identity and Culture, Festivals
and Employment
Unit 2 – Listening, Speaking, Writing
and Reading
Unit 3 – Nouns
Unit 4 – Communication Strategies
Students will learn how to talk about:
Me, family and friends
Technology in everyday life
Free-time activities
Customs and Festivals
Home, town and neighbourhood
Social Issues
Global Issues
Travel and Tourism
My studies
Education post - 16
Students will use the content from Unit 1
to develop key skills in the four key
elements of language study.
Students will learn to use:
Nouns
Articles
Adjectives
Adverbs
Quantifiers/Intensifiers
Pronouns
Verbs
Prepositions
Conjunctions
Number, quantity, date and time
Students will develop strategies for
Understanding:
Ignoring unnecessary words
Using visual context
Grammatical markers
Social and Cultural Context
Common patterns with French
Cognates
Near Cognates
Expression and gesture
Paraphrase

Additional Information
Students will learn about the culture from a variety of different Francophone countries.
They will have a strong grammatical understanding and they will always be encouraged to
use French spontaneously in the classroom.
Miss C. Ashall – Curriculum leader for Modern Foreign Languages
mfl@stretfordgrammar.com

Modern Foreign Languages : Spanish
Unit 1 – Identity and Culture, Festivals
and Employment
Unit 2 – Listening, Speaking, Writing
and Reading
Unit 3 – Nouns
Unit 4 – Communication Strategies
Students will learn how to talk about:
Me, family and friends
Technology in everyday life
Free-time activities
Customs and Festivals
Home, town and neighbourhood
Social Issues
Global Issues
Travel and Tourism
My studies
Education post - 16
Students will use the content from Unit 1
to develop key skills in the four key
elements of language study.
Students will learn to use:
Nouns
Articles
Adjectives
Adverbs
Quantifiers/Intensifiers
Pronouns
Verbs
Prepositions
Conjunctions
Number, quantity, date and time
Students will develop strategies for
Understanding:
Ignoring unnecessary words
Using visual context
Grammatical markers
Social and Cultural Context
Common patterns with Spanish
Cognates
Near Cognates
Expression and gesture
Paraphrase

Additional Information
Students will learn about the culture from a variety of different Spanish speaking
countries. They will have a strong grammatical understanding and they will always be
encouraged to use Spanish spontaneously in the classroom.
Miss C. Ashall – Curriculum leader for Modern Foreign Languages
mfl@stretfordgrammar.com

Music
Unit 1 -Areas of Study
Students will study the following:
Instrumental Music – 1700 – 1820
Vocal Music
Music for Stage and Screen
Fusions
Two set works are to be studied in each of
these areas.
Unit 2 – Performing
Students will study the following:
Solo performance
Ensemble performance
Approaches to performing
Which must be for a total combined time
of more than four minutes
Students must make use of a variety of
musical elements including:
Organisation of pitch
Tonality
Structure
Sonority
Texture
Tempo, metre and rhythm
Dynamics
Unit 3 – Composing
Students will submit two compositions, of
a combined duration of at least three
minutes. This will include:
Response to a set brief
Free composition
Students must make use of a variety of
musical elements including:
Organisation of pitch
Tonality
Structure
Sonority
Texture

Tempo, metre and rhythm
Unit 4 – Appraising
Students will be assessed on listening and
appraising skills through the study of
music across a variety of styles and genres
as outlined in Unit 1.
Students will reflect on, analyse and
evaluate music in aural and/or written
form.
Additional Information
Mrs. K. Swales – Curriculum Leader for Music
music@stretfordgrammar.com

Physical Education
Unit 1 – Applied Anatomy and
Physiology
Students will study:
Bones
The structure of the skeleton
Functions of the skeleton
Muscles of the body
Structure of a synovial joint
Types of freely movable joints
How joints differ in design
The major muscle groups
The cardio-respiratory system
Anaerobic and aerobic exercise
The short and long term effects of
sport
Unit 2 – Movement Analysis Lever systems
First, second and third class lever
systems
Mechanical advantage
Analysis of basic movement
Planes and axes of movement
Unit 3 – Physical Training The relationship between health
and fitness
The components of fitness
Linking sports and physical activity
Reasons for and limitations of
fitness training
Measuring the components of
fitness
Unit 4 – The Use of Data Qualitative and Quantitative data
Methods for collecting data
Methods for presenting data
Analysis and evaluation of data
Unit 5 – Sport Psychology The classification of skills
The use of goal setting
and SMART targets
Information processing
Guidance and feedback
on performance
Mental preparation for
performance

Unit 6 – Socio-Cultural Influences Engagement patterns of different
socio-cultural groups
The commercialisation of sport
Ethical issues in sport
Strategies for participation
Additional Information
There is a practical performance in three different physical activities in the role of
player/performer. This accounts for 40% of the GCSE grade.
Mr. S. Hodgson – Curriculum Leader for PE
sport@stretfordgrammar.com

Physics
The Year 10 course continues from where students finished at the end of Year 9.
Unit 1 : Energy
Students will study the following:
Energy stores and systems
Changes in energy
Energy changes in systems
Power
Conservation and dissipation of
energy
Efficiency
Natural and global energy sources
Unit 2: Electricity
Students will study the following:
Current, potential difference and
resistance
Electrical charge and current
Resistors
Series and parallel circuits
Domestic uses and safety
Mains electricity
Static electricity
Electric fields
Unit 3 : Particle Model of Matter
Students will study the following:
Changes of state
Changes of heat and latent heat
Particle motion in gases
Pressure in gases
Increasing the pressure of a gas
Unit 4 : Atomic Structure
Students will study the following:
Atoms and isotypes
Mass number and isotopes
The development of the model of
the atom
Atoms and nuclear radiation
Nuclear equations
Half lives and the random nature of
decay
Contamination
Unit 5 : Forces and Waves
Students will study the following:
Scalar and vector quantities

Contact and non-contact forces
Gravity
Energy transfer
Elasticity
Pressure and pressure differences
Atmospheric pressure
Transverse and longitudinal waves
Properties of waves
Sound waves
Waves for detection and
exploration
Unit 6 : Magnetism and
Electromagnetism
Unit 7 : Space Physics
Students will study the following:
Poles of a magnet
Fleming’s left hand rule
Electric motors
Microphones
Transformers
Students will study the following:
The life cycle of a star
Orbital motion and artificial
satellites
Red-shift
Additional Information
Mr. S. Chillingworth – Curriculum Leader for Physics
physcis@stretfordgrammar.com

PSHCE
PSHCE is taught to all students, however, there is a parental/carer right of withdrawal from
Sex and Relationships Education. The taught element covers areas such as financial
capability, careers and emotion and healthy well being.
Unit 1 – Drugs Education The legal classification of drugs
Using medicinal drugs for illegal
purposes
The impact of drugs on a family unit
The financial impact of drugs
Unit 2 – Careers and Guidance Individual Action Plans in relation to
aspirations and market force data
Letters of application for
employment
Developing and producing a CV
Application Forms
Careers Paths post 16 and post 18
Unit 3 – Diversity Breaking down barriers in society –
disability awareness, tackling
injustice, positive action for change
The diversity of identity in the UK
Hidden disability – mental health
awareness
Unit 4 – Relationships Issues relating to coming out to
family, friends and the wider
community
Tackling homophobia
Staying safe in a relationship
AIDS and HIV
Female Genital Mutilation
Additional Information
PSHCE is closely linked with the programme within form time and with assemblies to
reinforce learning outside of taught lessons.
Mr. I. Nicholson – Assistant Headteacher
pshce@stretfordgrammar.com

Religious Education
Unit 1 – Human Rights
Students will study:
The Universal Declaration of Human
Rights
The History of Human Rights in the
UK
The relationship between human
rights and the Abrahamic religions
Religious teaching on prejudice and
discrimination
The different groups in Christianity –
Catholic, Protestant and Orthodox
The different groups in Islam –
Sunni, Shi’a and Sufi
Unit 2 – Islam and Belief Key beliefs of tawhid, ibadah,
akhlaq, malaikah and rasul
The nature of Prophethood with
reference to specific prophets
The receivership of the Qur’an and
its status for Sunni and Shi’a
Muslims
Angels and Akhirah
The life of The Prohpet (pbuh)
Unit 3 – Islam and Action The Five Pillars of Islam
Festivals in Sunni and Shi’a Islam
Sufi poetry as a form of worship
The concept of Masjid
Birth and Death Rituals
Unit 4 – Christianity and Belief The creeds in Christianity – The
Nicene Creed and Apostles’ Creed
The Trinity
The Incarnation
The Holy, Apostolic Church
Salvation and Atonement
Life after Death
The role of the Bible in Christianity
Unit 5 Christianity and Action Prayer
The Sacraments

Celebrations – Christmas, Easter,
Pilgrimage
Christianity in Action – Tearfund,
CAFOD
The role of the church in the UK
Missionary work around the world
Additional Information
Mrs. R. Lea – Curriculum Leader for Religious Education
religion@stretfordgrammar.com

Science
Overview of the Course Students will follow a broad,
coherent course of study that adds to
their knowledge and understanding
of the living, material and physical
worlds.
Students will develop a range of
transferable skills by undertaking
practical activities to help prepare
them for the examination questions
based on the 16 Core practical
investigations. They will learn to
make observations, analyse data
appropriately and explain
conclusions in terms of scientific
concepts.
Unit 1 - Biology Biology:
How cells function in organisms
Cell division and Respiration
Human biology and health issues
including diseases and disease
prevention
Plant biology
Photosynthesis
Coordination and control in humans
Human reproduction and
contraception Inheritance
Variation and evolution
Genetic engineering
Classification of organisms
Adaptation
Ecology
Human influences on the
environment.
Unit 2 - Chemistry Chemistry:
The Periodic table
Chemical structures and their
properties Chemical reactions and
how to analyse substances
Chemical changes
Electrolysis
Organic chemistry
Chemistry of the atmosphere
including human influences on this
and sustainable development.

Unit 3 - Physics Physics:
Energy generation (including nuclear
fission and fusion) and the uses of
energy
Waves
Magnetism
Atomic structure and forces that
affect the world
Students will learn how to apply
mathematical concepts to explain
the Physical concepts learnt.
Additional Information
Mrs. G. Sutton – Curriculum Leader for Science
science@stretfordgrammar.com

Homework Overview – 2017 – 2018
M1 T1 W1 Th1 F1 M2 T2 W2 Th2 F2 Total
Option A 45 45 90
Option B 45 45 90
Option C 45 45 90
Option D 45 45 90
English
Group C (CY) 45 45 45 135
Group H (HW) 45 45 45 135
Group N (NX) 45 45 45 135
Group W 45 45 45 135
(WD)
Group Q (QP) 45 45 45 135
Group Y (YM) 45 45 45 135
Mathematics
Group V 45 45 90
Group W 45 45 90
Group X 45 45 90
Group Y 45 45 90
Group Z 45 45 90
RE
Group A (AN) 45 45
Group B (AN) 45 45
Group C (AN) 45 45
Group D (NC) 45 45
Group E (NC) 45 45
Group F (NC) 45 45
Science
Group A 45 -
P
45 -
C
Group B 45 –
P
45 -
C
45 -
B
45 -
B
45 -
P
45 -
C
45 –
P
45 -
C
45 –
B
45 -
B
270
270

Group C 45 –
B
45 -
C
Group D 45 -
B
45 –
C
45 –
P
45 -
B
45 -
C
45 -
P
45 -
B
45 -
C
45 -
P
270
235*
Group E 45 -
P
Group F 45 –
P
45 –
C
45 -
B
45 –
C
45 -
B
45 –
P
45 -
C
45 –
P
45 –
C
45 -
B
45 -
B
270
270
B indicates Biology, C indicates Chemistry, P indicates Physics
* An additional Physics homework will also be set