Week Specification Key learning objectives Learning activities and resources Plenary Skills reference Consider inclusion and differentiation What will be learner-led? How will learner Opportunities for skills (as appropriate and relevant) What will be tutor-led? progress be checked? development Topics for plenary? Evidence requirements? Homework? Maths in purple or off-site? English in green Employer engagement? Transferable skill opportunities in orange Equality and diversity in blue (to be enhanced by Stretch and challenge in red (to be enhanced by unit teacher as appropriate for learner group) unit teacher as appropriate for learner group) 1 Task 1a the ultrastructure of eukaryotic and Each learner is given one organelle to research. Description / Written communication prokaryotic cells on electron micrographs, to Class comes together to pool their findings under electron micrograph skills for notes and (AO1a) the guidance of the tutor. Learners work in identification of comparison tables include nuclei, smooth endoplasmic reticulum Cell structure (SER), rough endoplasmic reticulum (RER), groups to identify the organelles on electron organelles micrographs provided. Tutor leads a Q & A Research and problem mitochondria, vesicles, lysosomes, Golgi apparatus, chloroplasts, vacuoles, cell walls, session to differentiate between eukaryotes and Comparison table solving prokaryotes and a comparison table is developed. ribosomes (70S and 80S), flagella, nucleoid, plasmid, mesosome, pili, slime capsules Observation of learner www.cellsalive.com performance / the differences between eukaryotic and photographic evidence prokaryotic cell structure nucleic acid structure (DNA / RNA) Learners’ research nucleic acid structure and notes are made. They use a card game to construct sections of DNA and RNA. The resulting structures are photographed.
Week Specification reference Key learning objectives Consider inclusion and differentiation (as appropriate and relevant) Equality and diversity in blue (to be enhanced by unit teacher as appropriate for learner group) Learning activities and resources What will be learner-led? What will be tutor-led? Topics for plenary? Homework? or off-site? Employer engagement? Stretch and challenge in red (to be enhanced by unit teacher as appropriate for learner group) Plenary How will learner progress be checked? Evidence requirements? Skills Opportunities for skills development Maths in purple English in green Transferable skill opportunities in orange 1 Task 1a (AO1a) Cell structure the ultrastructure of eukaryotic and prokaryotic cells on electron micrographs, to include nuclei, smooth endoplasmic reticulum (SER), rough endoplasmic reticulum (RER), mitochondria, vesicles, lysosomes, Golgi apparatus, chloroplasts, vacuoles, cell walls, ribosomes (70S and 80S), flagella, nucleoid, plasmid, mesosome, pili, slime capsules the differences between eukaryotic and prokaryotic cell structure nucleic acid structure (DNA / RNA) Each learner is given one organelle to research. Class comes together to pool their findings under the guidance of the tutor. Learners work in groups to identify the organelles on electron micrographs provided. Tutor leads a Q & A session to differentiate between eukaryotes and prokaryotes and a comparison table is developed. www.cellsalive.com Learners’ research nucleic acid structure and notes are made. They use a card game to construct sections of DNA and RNA. The resulting structures are photographed. Description / electron micrograph identification of organelles Comparison table Observation of learner performance / photographic evidence Written communication skills for notes and comparison tables Research and problem solving
AQA-1775-SOW-KCS.DOCX