Easter – end of year (for those AS or taking AS en route to exams) Phase 3b: 'top up’ teaching on film or book to meet requirements. Developing skills in speaking, essay writing, listening, reading skills, summary writing and translation into and from target language. Study skills required for independent research and the development of an independent research action plan setting targets, milestones and deadlines for the Summer holiday and beyond. Year 13 Time Phase Content September – October Phase 1: development of skills in the two theme areas of year 13. Intensive first phase of teaching and learning for the second work. Multiculturalism in society. Aspects of political life in the German-speaking world. Study of second work. October – December Phase 2: as for phase 1 with less time spent on the 2nd work and more time spent on social issues. Multiculturalism in society. Aspects of political life in the German-speaking world. Study of second work. January – March 3: phase 1 and 2 continued. Content and skills practice with independent research (ie outcomes are shared with teacher, planning and preparation for speaking). The content and skills aspects of the A-level course are now completed. March – study leave Phase 4: intensive and comprehensive exam preparation. All skills targeted on a timely basis according to the needs and priorities of the schedule of the exams. Teaching time and staffing Suggested schemes of work have been prepared for the following teaching time: Weekly contact time for both AS and 5 hours per week Number of for AS course prior to study leave: 30 weeks Number of weeks for A-level course in year 12: 35 weeks Number of weeks for A-level course in year 13: 30 weeks speaking speaking
Phase Teacher A: lesson Teacher B: lesson Time allocation Phase 1: 6 weeks Grammar revision and new grammar to develop writing and skills. These grammar slots form an intensive start-of-course grammar programme that supports and develops productive language skills. Grammar slots are linked to the sub-themes within the themes of social trends and artistic culture. 30 hours towards assessment are divided equally between essay-writing skills and other skills. Phase 2: 18 weeks Through the thematic aspects linked to social trends teacher A develops: listening and reading comprehension skills vocabulary and grammar speaking skills based on stimulus cards translation into and from the target language summary writing. Teacher A provides the programme for the study of the year 12 film or book which supports the development of skills. Through the thematic aspects linked to artistic culture teacher B develops: and reading comprehension skills and grammar skills based on stimulus cards into and from the target language writing. 18 x 2 hours for teacher A and 18 x 2 hours for teacher B 72 hours for the development of all skills other than essay-writing. 18 hours for essay-writing and the study of the work. 3a: 6 weeks Students taking AS exams Intensive practice of skills for exam and assessment: speaking. Independent study allows to target different needs of AS and A-level learners. Intensive practice of skills. Intensive practice of skills for exam and assessment: speaking. Independent allows to target different needs of AS and A-level learners. 24 hours across two teachers to all other skills. 6 hours allocated to essay- writing. Essay as % of total time: 26% Other skills: 74%
Year 12 only Phase Teacher A: lesson 1-3 Teacher B: lesson Time allocation Phase 1: 6 weeks Grammar revision and new grammar to develop writing and speaking skills. These grammar slots form an intensive start-of-course grammar programme that supports and develops productive language skills. Grammar slots are linked to the sub-themes within the themes of social trends and artistic culture. 30 towards assessment are divided equally between essay-writing skills and other skills. 2: 18 weeks Through the thematic aspects linked to social trends teacher A develops: and reading comprehension skills and grammar skills based on stimulus cards into and from the target language writing. Teacher A provides the programme for the study of the year 12 film or book which supports the development of skills. Through the thematic aspects linked to artistic culture teacher B develops: and reading comprehension skills and grammar skills based on stimulus cards into and from the target language writing. 18 x 2 hours for teacher A and 18 x 2 hours for teacher B 72 hours for the development of all skills other than essay-writing. 18 hours for essay-writing and study of the work. Phase 3b: Students AS or taking AS en route to exams Continuation of 2 skills development. and study skills for independent research project. 'Top up' on film or book for A-level needs. Continuation of phase 2 skills development. 11 x 2 hours 22 hours for the development of all skills other than essay-writing. 11 hours added to essay-writing skills.