A full scheme of work and suggested teaching sequence is provided below. There are two files, both downloadable and editable to allow planning within departments and schools. The 2 year teaching plan can also be used individually to track what was covered each day to help to reflect, assess and adjust for next year.

These plans incorporate a mini project in 5th year based on the sample theme, and the AAC itself to be done midway through 6th year. This, and the teaching sequence, will be adjusted to suit the sample project theme and finalised dates for project submission. This is also just a suggested approach, and may not suit all schools and should be adjusted to suit yours. I have found that deadlines help a lot in motivating most students so having the project closer to the submission date has been the most useful approach I’ve taken to prevent excess inefficient time on projects when lots of students are not that engaged in it. Additional guidance and resources will be developed and provided based on the sample theme brief. In addition, the key skills for students from the unifying strand will be embedded in the additional worksheets created for each chapter.

The specification suggests approaching the course in a non-linear manner, so there is no ‘wrong’ way to approach teaching it and you could base it around choosing topics you are most comfortable with and potentially skipping learning outcomes to come back to at a later date if needed e.g. you have not covered chapter 1 with a power-interest grid and you are teaching chapter 9 when you need to use one. This could be either an opportunity to teach LO 1.4 during chapter 9, or skip LO 9.7 and then teach that after teaching LO 1.4. Unlike the current course, students will have to cover each learning outcome each year, so the order does not need to follow a certain path.