| Subject | Term 1 | Term 2 | Term 3 |
|---|---|---|---|
| English | In term 1, Year 10 IGCSE students will explore two literary texts: Romeo and Juliet and Of Mice and Men. They will research the contextual backgrounds, understand the narratives, analyse characters, investigate language and explore themes. There will also be opportunities to develop understanding of the texts through drama activities. Assessment will be in the form of exam-style responses at the end of the unit. | In term 2, Year 10 students will read and analyse a range of poems from the Edexcel Poetry Anthology. In doing so, they will evaluate how language, form and structure can contribute to the meaning and viewpoint of a poem. Assessment will be in the form of exam-style responses at the end of the unit, in which they will compare two poems from the anthology. | In term 3, Year 10 students will read and explore An Inspector Calls or revisit Romeo and Juliet in preparation for their GCSE English Literature examination. In doing so, they will research the contextual backgrounds, understand the narratives, analyse characters, investigate language and explore themes. Following their GCSE English Literature examination, the students will focus on coursework assignments for the GCSE English Language course, which will be narrative and descriptive writing |
| Maths | FOUNDATION Number 1 (Integers) Number 2 (Rounding) Algebra 1 (Use of symbols) Geometry and Measures 1 (Angles - Measuring, types) Geometry and Measures 2 (Triangles and quadrilaterals) Geometry and Measures 3 (Polygons and tessellations) Number 3 (Powers and Indices) Geometry and Measures 4 (Area and perimeter) Algebra 2 (Equations and Inequalities) HIGHER Number 1 (Integers) Number 2 (Rounding) Algebra 1 (Use of symbols) Geometry and Measures 1 (Coordinates) Algebra 2 (Graphs of linear functions) Number 3 (Fractions) Number 4 (Decimals) Number 5 (Percentages) Geometry and Measures 2 (Properties of polygons) | FOUNDATION Algebra 3 (Formulae – substitution and rearranging) Geometry and Measures 5 (Coordinates) Algebra 4 (Graphs of linear functions) Algebra 5 (Quadratic graphs) Number 4 (Fractions) Number 5 (Decimals) Number 6 (Percentages) Number 7 (Ratio and proportion) Handling Data 1 (Collecting data) HIGHER Algebra 3 (Equations) Algebra 4 (Inequalities) Geometry and Measures 3 (Area and volume) Geometry and Measures 4 (Reflections and rotations) Geometry and Measures 5 (Enlargements and translations) Number 6 (Indices and Standard Form) Number 7 (Surds) | FOUNDATION Handling Data 2 (Averages and range) Handling Data 3 (Graphical representation) Handling Data 4 (Scatter diagrams and correlation) Handling Data 5 (Probability) Geometry and Measures 6 (Transformations – reflections and rotations) Geometry and Measures 7 (Transformations – enlargements and translations) Geometry and Measures 8 (Area and Volume) Algebra 6 (Sequences) HIGHER Algebra 5 (Quadratics) Algebra 6 (Quadratic graphs) Handling Data 1 (Collecting data) Handling Data 2 (Statistical measures) Handling Data 3 (Graphical representation) Handling Data 4 (Scatter graphs and correlation) Handling Data 5 (Probability) Algebra 7 (Simultaneous Equations) |
| Science | B5 – Energy In Biomass. Includes pyramids of number and biomass, energy transfer and decay processes. B6 – Variation, Reproduction and New Technology. Includes inheritance, genetic engineering and cloning. B7 – Evolution. Includes Darwin’s theory of evolution, classification and natural selection. C5 – Products From Oils. Includes cracking hydrocarbons, polymers and plastic waste. C6 – Plant Oils. Includes the extraction of plant oils and emulsions. C7 – Our Changing Planet. Includes the structure of the Earth, changing structure and atmospheric gases. P5 – Waves. Includes the nature of waves, properties of light and sound waves. P6 – Electromagnetic Waves. Includes the electromagnetic spectrum and the expanding universe. | Core/Additional students B1 – Cells, Tissues and Organs. Includes animal and plant cells, tissues, organs and organ systems. B2 – Organisms In The Environment. Includes photosynthesis and glucose use in plants. ~ B3 – Enzymes. Includes proteins, enzymes and catalysts within the body. C1 – Structure and Bonding. Includes chemical, ionic and covalent bonding. C2 – Structure and Properties. Includes giant structures and nanoscience. C4 – Rates and Energy. Includes collision theory, and the effects of temperature, concentration and catalysts on reactions. P1 – Motion. Includes distance-time graphs, velocity-time graphs and acceleration. P2 – Forces. Includes resultant forces, stopping distances, terminal velocity and Hooke’s Law. P3 – Work, Energy and Momentum. Includes gravitational potential energy, kinetic energy and momentum. Separate Sciences B1, B2, B3, B4 C1, C2, C3, C4 P1, P2, P3, P4 | Core/Additional students B4 – Energy From Respiration. Includes aerobic and anaerobic respiration. C5 – Salts and Electrolysis Includes acids and alkalis, electrolysis and electroplating. P4 – Current Electricity. Includes electrostatics, resistance and series and parallel circuits. Separate Sciences B5 B6 C5 C6 P5 P6 |
| Core Physical Education | YEAR 10 CORE At the start of Year 10 students are given the opportunity to choose their learning pathway. This is in order to: Provide a more personalised and student focused PE experience for KS4 students Promote levels of participation, performance and life-long enjoyment of PE and Sport Students are able to choose from three pathways 1)Traditional Team games (with a keen emphasis on developing the student’s leadership and organisational skills) 2) Health and Fitness (students may be to attend off site facilities) E.g. Fitness suites. 3) Leadership and Coaching (students are given the opportunity to gain a recognised leadership qualification) YEAR 10 GCSE Students will study how exercise, fitness and physical activity can contribute to a healthy active lifestyle. YEAR 10 BTEC Students will study the unit Fitness for Sport and Exercise and prepare for the external on line examination. | YEAR 10 CORE Students continue along their chosen pathway of learning YEAR 10 GCSE Students will learn about personal health and wellbeing and how physical activity is associated with a healthy mind and body. YEAR 10 BTEC Students will study the unit Practical Sport Performance | YEAR 10 CORE Students continue along their chosen pathway of learning YEAR 10 GCSE Students will learn about how a healthy, active lifestyle can be beneficial and what can influence a healthy active lifestyle. YEAR 10 BTEC Students will continue to study and complete the Practical Sports Performance Unit |
| Core Religious Education | 3 full days during the year experiencing important topics in Religion, morals and ethics |
||
| Spanish | Students will study how to speak, write and understand spoken language in the topic of School | Students will study how to speak, write and understand spoken language in the topics of Work and Future Plans | Students will study how to speak, write and understand spoken language in the topic of Holidays |
| French | Students will study how to speak, write and understand spoken language in the topics of Self & Family and Town and region | Students will study how to speak, write and understand spoken language in the topics of Leisure and Health | Students will study how to speak, write and understand spoken language in the topic of Holidays |
| Geography | Ice on the Land The first of three physical units of work; students study how the Earth’s ice cover has fluctuated in the past, the various land forms created by ice as well as tourism in glaciated areas. Students will use a variety of resources from aerial photographs, tabulated data and O.S. maps through this topic. Initial development of KS4 examination technique is covered through applying classroom theory to past exam questions. | Urban Environments In this initial human unit, students will look at the growth of urban populations and the impact of this in both the developed and less developed world. As with the previous topic, homework tasks will be in the form of past GCSE questions. Restless Earth Students will study the structure of the earth, both the causes and impacts of earthquakes, tsunamis and volcanic eruptions. Students will cover a range of case studies of real events which illustrate these hazards. | Rural Environments In this second human Geography topic students study contemporary issues affecting the environment such as organic farming and the environmental impact of traditional farming techniques. Students cover a variety of examples; local, national and international. Frequently, students will apply their knowledge and understanding by completing past GCSE questions both in class and at home. |
| History | This unit is an introduction to GCSE History and starts with an overview of Europe at the end of World War One. The Treaty of Versailles and the League of Nations will be studied and students will be introduced to a variety of historical evidence. | The causes of World War Two – Hitler’s Foreign Policy. This unit looks at the major events which contributed to WW2. | The development of the Cold War. This unit explores how the Cold War began in the years after WW2 and analyses the major events up to 1956 such as the Hungarian Rising. Students will be looking in depth at the provenance of sources. |
| Religious Studies | Students will explore the topic of Believing in God focusing on learning key religious terminology, key concepts including reasons for and against a belief in a god. Students will also explore the module of Matters of Life after Death including topics such as Abortion, Poverty and the media. Both modules will be examined from a non-religious point of view and a Christian viewpoint. | Students will explore the topic of Community Cohesion focusing on learning key religious terminology, key concepts including racism, sexism and The Media Students will also explore the module of Marriage and Family Life including topics such as Divorce and re-marriage, contraception and homosexuality. Both modules will be examined from a non-religious point of view and a Christian viewpoint. | Students will practise exam techniques and complete mock examinations. Following this students will being to explore the Year 11 syllabus exploring the topic of Religion and Society focusing on learning key religious terminology, key concepts including reasons for Voting, Genetic Engineering and Human Rights. This modules will be examined from a non-religious point of view and a Christian viewpoint. |
| Design Technology: Electronics | Hit the Target Game: Introduction to 555 monstable and astable circuits. Use of 4017b as a decade counter. Advanced circuit diagram and PCB development. Using the E-portfolio to record progress. Controlling timing and understanding and application of timing and frequency calculations. Developing circuits on a breadboard. CAD/CAM development. | Recap on Microcontrollers. Design and make infrared emitter circuit using an LED initially (students may use this for their main project if they choose to use infrared). Develop programming using flow charts. Student to begin the research section of their E-Portfolio. Understanding designing for a client. Develop understanding of inputs and outputs. Understand that some components need to be interfaced with different processors. Understand the role of various processors. Circuit investigations using circuit wizard to model. Circuit investigations using breadboard. | Design a suitable system to solve the problem identified in the portfolio. (systems diagram) Develop a circuit diagram that includes all elements of the system. Test the circuit diagram. Develop a PCB layout to solve the problem. Develop a flow chart to control the circuit. Manufacture the PCB. Fully populate the PCB. |
| Design Technology: Food | Students will undertake a range of ‘mini projects’. They will all include practical work and the building of subject knowledge. The aim of the projects is to enable students to have the knowledge and skills to complete their controlled assessment folder and the written exam. The range of projects undertaken include: Bread Dietary needs and Nutrition Sensory Analysis The use of standard components | Continue with Mini project work. Projects for this term include: Commercial Processing Techniques Production processes Pastry Designing products for specific target groups | GCSE Controlled Assessment Students will choose from a range of briefs set by AQA and work on the followings for section 1: Task analysis and target group. Comparative shop Questionnaire/case study results Secondary research Analysis of research Design specification Deadline date is end of the Summer term. |
| Design Technology: Graphics | Students develop skills and knowledge in: colour rendering, line enhancement, shadowing, surface texturing use of different colour techniques – coloured pencil, marker pens presentation – ruled border, cut out paper, mounting work developing an appropriate identity using the ideas of others to inspire their own work digital image manipulation digital presentation satisfying the target market developing appropriate graphics sketching modification for appropriate printing methods outputting to CNC devices weeding commercial printing methods (heat transfer) marking out card and paper modelling techniques quality control paper and card based mechanisms the use of CAD software to create a net and surface graphics the manufacture of a quality outcome promoting products | Students develop skills and knowledge in: presentation, use of various drawing projections, freehand sketching, CAD packages, use of colour research and analysis of relevant information writing of a reasoned specification linked closely to research generation and development of ideas - use of prototype models use of appropriate CAD software commercial manufacturing techniques – die cutting properties and uses of common plastics manufacture of outcome - modelling techniques, use of appropriate materials and equipment the manufacture of a quality outcome - use of CAM - laser cutter, CAMM Cutter, Stika where appropriate writing a summative evaluation of outcome with reference to specification and initial brief testing and modification of both designs and product product disassembly illustrative techniques use of CAD graphic packages presentation techniques creativity/originality properties and uses of materials - board, thermoplastics, foam board, smart/modern materials, recyclable, reusable, sustainability managed resources commercial sizes and thicknesses different types of construction for different purposes - flat pack, crash bottom, gluing tabs, gusset folds, envelope bottoms, locking tabs, etc (nets) methods of using thermoplastics - vacuum forming, injection moulding, blow moulding the manufacture of card/paper models to explore types of commercial packaging the use of databases and commercial web sites use a range of materials and appropriate modelling tools the work of influential designers | Controlled assessment task Investigation of design context: analysis of the design context product evaluation market research client profile Design and development of ideas for graphics: sketching a range of initial ideas CAD development of chosen ideas investigation of surface graphics development of surface graphic ideas presentation of final developed graphics final logo/graphics presented with swatch of target colours End of year exams |
| Design Technology" Materials | Materials overview. This is done in lecture style lessons and practical projects. We start with a graphical unit looking at the various fine woodwork joints. We then move to a fully independent tool tray that has a CADCAM handle. This is followed by a jewellery tree that has to be made for a relative with the focus on working for a client and this is usually given as a Christmas gift. | In the spring term we look at doing a mini folio and a project of a small rack for books/x box games/dud’s etc. We then do an acrylic phone stand and look at the various ways in which we can use and manipulate plastics. We finish this term with a very technical and precise project of a footstool | In the summer term we start to look at the coursework element of the course and start to build the portfolio focusing on the research and design section. |
| Design Technology: Textiles | Fabric manipulation or disposal of fullness plus samples. Recycling theory and product to make. How to add colour to fabric. Health and safety using textiles equipment. Fastening samples. Constructing a skirt following the commercial pattern information. Fibre theory | Constructing rag doll to own design showing development of ideas and sample techniques. Manufacturing a pencil case in small groups along with theory work. Fabric construction theory. | Discussion and research for the GCSE coursework:- timeplan, task analysis, brief analysis, customer profile, shop profile, product analysis, primary research, secondary research, mood board, research analysis, design specification, initial ideas, preparation for coloured ideas (this is HOMEWORK over the summer). All this will be given for homework and classwork. Commencement of coursework practical. |
| Art & Design: Fine Art, Photography and 3D Studies | 3 separate endorsements are offered under AQA Art and Design GCSE. Fine Art, 3D Studies and Photography are distinct courses but enable crossovers between subjects. Students begin their portfolios producing artwork demonstrating their understanding of practical and critical study, in which creative work in a variety of media is informed by the study of works of art, craft and design from different periods and different societies. | Ideas, explorations and intentions are developed and worked up to produce an extensive body of work displaying a wide variety of investigative processes. Contextual referencing after studying a broad range of appropriate artists, designers and photographers is interwoven within the practical production of artwork. | Continuation and consolidation of portfolios begun in Autumn. Further expansion from previous term. |
| ICT | Pupils develop the skills needed for the first coursework task after completing a practice task. | Pupils work through their Unit 2 coursework. Alongside the coursework, pupils begin work on the theory of ICT. | Pupils complete their Unit 2 coursework and begin a practice task for Unit 3 |
| Computing | Pupils develop the skills needed for the first coursework task after completing a practice task. | Pupils complete their first coursework task for A453. Alongside the coursework, pupils begin work on the theory of Computing. | Pupils complete their second task for A453 begin a practice task for A452 (practical investigation) |
| BTEC Computing | Pupils develop the skills needed for the Unit 7 (developing a video to promote the school) after completing their research and analysis of similar products. | Pupils complete the Unit 7 task and begin work on Unit 5 (developing an animation). | Pupils complete work on Unit 5 and are prepared for Unit 5 |
| Music | Performing: 1. Baseline performance on main instrument 2. Introduction to ensemble playing – whole class performance using main instruments. Development of ensemble and directing skills. Students rehearse individually, in pairs and in small groups Composing 1. Composition for keyboard using layers of sound – chord sequence, melody and bass line 2. Composition in Bhangra genre. Exploration of alternative tonalities (raga) and the fusion of Western and Eastern music Listening 1. Conventional notation/aural development. Recognition of variety in pitch, rhythm and harmony 2. Musical ensemble. Analysis of a range of musical ensembles (eg String quartet, large choral works etc) 3. Fusion music | Performing: 1. Preparation of 1st assessed performance piece – solo or ensemble. Performances are recorded and assessed by staff and students Composing: 1. Music for Film/Programme music Composition using keyboards or music technology of descriptive music 2. The Blues Composition in Blues structure/development of improvisation skills Listening: 1. Continuation of aural development 2. Analysis of Film and Programme music 3. Analysis of Blues artists | Performing: 1. Class ensemble 2. Development of improvisation task Composing: 1. Salsa Exploration of cross rhythms. Development of composition in Salsa genre 2. Composition for own instrument Listening: 1. Introduction to score reading 2. Music for dance/time signatures– Latin American, Irish, Waltz |
| Drama | Introduction to G.C.S.E. specification. Ice breakers, trust games, improvisation, key words and techniques in practical demonstrations. Set text work and performance assessment work. Taster of technical units eg…Stage Make up or Stage Lighting. | Scripted Performance unit…Feather Boy, Blue Remembered Hills or Too much Punch for Judy.Rehearsals, Devising and Performing work for an audience. Written paper preparation. | Devised Thematic Unit Devising, shaping, rehearsing filming work. Written paper preparation |
| Business Education | Planning and Financing a Business Unit 1 Enterprise, Starting a Business | Planning and Financing a Business Unit 1 Financing a Business | Controlled Assessment |
| Sociology | Introduction to Sociology Start Unit 1 • Families and households • Education | Revision of Unit 1 (by now below target students are identified and attending revision after school on Mondays.) Students start the last topic in unit 1 – Studying Society | Finish off Studying Society and Mock exams take place on all of Unit 1. |
