Year 10 Curriculum Booklet 2024-2025 by habselstreeschools

Year 10 Curriculum 2024-2025

Foreword

This booklet outlines the curriculum that pupils will be studying this year in each subject. This will allow you to further support your child in their studies at home. Of course, if you have any concerns or questions, do please contact your child’s tutor in the first instance.

Year 10 is an exciting year. Subjects that your child will study are all those that your child has deliberately chosen. This allows greater depth of understanding within each subject.

All pupils will be preparing for external examinations, and teachers will ensure that they are on track for the highest possible grades. But it is also essential that pupils maintain their focus on the subject, and learning for its own sake, rather than solely focusing what is needed to gain marks in exams. We shall continue to encourage pupils to take risks, to learn independently and to explore their academic and wider interests. They should maintain the excellent study skills that they have developed throughout Years 7-9, and, of course, they should continue to read widely to enhance their knowledge, to broaden their perspectives and also for pleasure. This is essential for success not just at GCSE level, but in the future, and we welcome the support of Parents to encourage initiative, interest, and an inquiring mind.

At the end of each subject section there is a suggested further reading list for each Curriculum area: these are provided as an indication of what pupils might like to read if they wish to extend their knowledge further still.

As you will see from this curriculum booklet, the Year 10 programme of study is full and enriching. In addition, there are more activities and interests to be explored. I wish all the pupils every success this year and look forward to seeing you at the Year 10 Parents’ evening.

Mike Brennan

Deputy Head (Academic) Habs Boys

Art, Craft & Design

Aims and Objectives

• Actively engage in the creative process of art, craft and design in order to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds

• Develop creative, imaginative and intuitive capabilities when exploring and making images, artefacts and products in a broad range of media, techniques, materials, processes and technologies

• Become confident in taking risks and learn from experience when exploring ideas, processes, media, materials and techniques

• Develop critical understanding through investigative, analytical, experimental, practical, technical and expressive skills

• Develop and refine ideas and proposals, personal outcomes or solutions with increasing independence

• Develop knowledge and understanding of art, craft and design in historical and contemporary contexts, societies, industries and cultures

Exam Board: Edexcel

Web link: https:/qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design2016.html

Course Codes: 1FA0 1GC0

Week/ Term Task Description Pupils should be able to Autumn

DEVELOP ideas through investigations, demonstrating critical understanding of sources

• Mind maps

• Researching a range of artists/designers

• Visual and written write up of visits to galleries and other places of interest

• Analysing artworks/designworks

• Reading, note taking

• Presenting images and notes purposefully

• Taking photographs relevant to intentions

• Analysis of own photographs

• Annotating ideas throughout the project and connecting ideas to research

Identity

REFINE work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes

RECORD ideas, observations and insights relevant to intentions as

• Experimenting with media, materials, techniques and processes e.g. composition, tone, colour, paint, scale, pen, photoshop, illustrator, printing, digital media

• Selecting appropriate media and techniques for an idea trial

• Trial ideas

• Evaluating trials

• Refining an idea

• Preparing a final piece

• Recognises the full potential of media, materials and processes

• Explore materials and styles through artist studies and pastiches

• Observational drawings in a variety of media, styles and scales

• Written analysis of artists'/designers’ work and evaluation of own work

• Photography

• Critical annotation

Respond effectively to the tasks set by the teacher making use of any accompanying resources. Present the work logically and consistently. Respond to teacher feedback to improve their work. Begin to make their own choices and decisions in response to teacher advice and feedback. Discuss and evaluate their own work and the work of others critically. Engage in discussion about their work, and the work of others with their peers and teacher. Their work should be reflective, predictable, growing in control, broadening, have evidence of endeavour and safe in choices and approach.

work progresses

• Evidencing understanding and use of the formal elements

• Accurate grammar, spelling & punctuation

• Depth of visual & written analysis

• Communication of ideas

• Use of specialist terms

PRESENT a personal and meaningful response that realises intentions and demonstrates understanding of visual language

DEVELOP As above

REFINE As Above

RECORD As Above

PRESENT As Above

• Appropriately realising intentions

• Making effective and diverse connections

• Final outcome

• Evaluation

• Presentation of work

• Assured use of the formal elements

• Assured use of media

• All the factors described within DEVELOP above

• Thumbnail sketches

• Sustained investigation

• All the factors described within REFINE above

• Planning a complex composition

• Willingness to take creative risks

• All the factors described within RECORD above

• Writing about and visually communicating meaning, symbolism, context, mood, content.

• Personal and individual qualities

• Perceptive grasp of ideas

• Creative use of visual or other forms

• All the factors described within PRESENT above

• Creative and original elements

• Ambitious composition

PRESENT Mock Exam

• Undertake 5 hours of work on final outcome under exam conditions.

Respond with initiative to the tasks set by the teacher. Present the work imaginatively and professionally. Work with enthusiasm and commitment to improve their work. Make use of the open studio times to extend their work. Make informed choices and decisions. Initiate critical discussion about their work and the work of others. Explore their personal theme with passion. Take responsibility for their coursework and progress in this. Their work should be informed, purposeful, secure in skill, evidence engagement, skilful, thoughtful and cohesive.

Reviewing, Refining, completing and extending preparatory studies. As above and initiate own tasks in response to the project planner provided. Their work should be developing towards being advanced, convincing, comprehensive, focused, perceptive, refined, resolved risk-taking.

PRESENT

Complete Final Outcome

Reviewing, refining, completing and extending coursework.

• Spend at minimum a further 5 hours completing the final outcome

• Complete all coursework including improving the work in response to teacher feedback.

• Write a written evaluation and summary of coursework.

Work should be advanced, convincing, comprehensive, focused, perceptive, refined, resolved risk-taking

Unit 1 Personal Investigation (60% of the actual GCSE Grade)

All classwork and homework throughout the course.

Biology

Aims and Objectives

Learn about unifying patterns and themes in biology and use them in new and changing situations • acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques • apply the principles and concepts of biology, including those related to the applications of biology, to different contexts • evaluate biological information, making judgements on the basis of this information • appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques • analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations • recognise the importance of accurate experimental work and reporting scientific methods in biology • select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions • develop a logical approach to problem solving in a wider context • select and apply appropriate areas of mathematics relevant to biology as set out under each topic • prepare for more advanced courses in biology and for other courses that require knowledge of biology

Exam Board: Edexcel IGCSE

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-biology-2017.html

Course Code: 4BI1

Topics to be covered

• Movement into and out of cells

• Cellular respiration

• Breathing and gas exchange

• Blood and circulation

• Transport in plants

• Homeostasis and excretion

• Applied Microbiology

• Ecology –cycles

• Ecology – human impact

• Ecology – farming

• Ecology - sampling

Topic tests every week before progress grades.

Week/ Term Task

Movement of substances into and out of cells

Respiration

Understand definitions of diffusion, osmosis and active transport by which substances move into and out of cells.

Understand the factors that affect the rate of movement of substances into and out of cells, to include the effects of surface area to volume ratio, temperature and concentration gradient. Practical: investigate diffusion and osmosis using living and non-living systems.

Understand that the process of respiration produces ATP in living organisms. Know that ATP provides energy for cells. Describe the differences between aerobic and anaerobic respiration. Write the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms.

Answer the whole range of IGCSE exam questions

Gas exchange plants (some repetition with Y9, this is intentional

Write the word equation for anaerobic respiration in plants and in animals.

Practical: investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms.

Understand the role of diffusion in gas exchange.

Understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis.

Understand how the structure of the leaf is adapted for gas exchange.

Describe the role of stomata in gas exchange. Understand how respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light.

Practical: investigate the effect of light on net gas exchange from a leaf, using hydrogencarbonate indicator.

Describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes.

Gas exchange Animals

Transport

Transport in animals

Understand the role of the intercostal muscles and the diaphragm in ventilation. Explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries.

Understand the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease.

Practical: Investigate breathing in humans, including the release of carbon dioxide and the effect of exercise

Understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell.

Understand the need for a transport system in multicellular organisms

Describe the composition of the blood: red blood cells, white blood cells, platelets and plasma. Understand the role of plasma in the transport of carbon dioxide, digested food, urea, hormones and heat energy.

Explain how adaptations of red blood cells, including shape, structure and the presence of haemoglobin, make them suitable for the transport of oxygen.

Describe how the immune system responds to disease using white blood cells, illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen.

Understand that vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity. Understand that platelets are involved in blood clotting, which prevents blood loss and the entry of micro-organisms.

Transport in plants

Describe the structure of the heart and how it functions.

Explain how the heart rate changes during exercise and under the influence of adrenaline. Understand how factors may increase the risk of developing coronary heart disease. Describe the structure of arteries, veins and capillaries and understand their roles. Understand the general structure of the circulation system to include the blood vessels to and from the heart, the lungs, the liver and the kidneys.

Describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant.

Describe the role of xylem in transporting water and mineral salts from the roots to other parts of the plant.

Explain how water is absorbed by root hair cells. Understand that transpiration is the evaporation of water from the surface of a plant.

Explain how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity.

Practical: investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot.

Coordination and response

Spring

Excretion in flowering plants

Understand how organisms are able to respond to changes in their environment. Understand that homeostasis is the maintenance of a constant internal environment, and that body water content and body temperature are both examples of homeostasis. Understand that a co-ordinated response requires a stimulus, a receptor and an effector (to be revisited in Year 11).

Describe the role of the skin in temperature regulation, with reference to sweating, vasoconstriction and vasodilation.

Understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf.

Recall that the lungs, kidneys and skin are organs of excretion.

Understand how the kidney carries out its roles of excretion and osmoregulation.

Describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra.

Excretion in animals

Describe the structure of a nephron, to include Bowman’s capsule and glomerulus, convoluted tubules, loop of Henlé and collecting duct. Describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate. Understand that water is reabsorbed into the blood from the collecting duct.

Understand that selective reabsorption of glucose occurs at the proximal convoluted tubule.

Describe the role of ADH in regulating the water content of the blood.

Understand that urine contains water, urea and salts.

Cycles within ecosystems

Human influences on the environment

Describe the stages in the carbon cycle, including respiration, photosynthesis, decomposition and combustion. Describe the stages in the nitrogen cycle, including the roles of nitrogen fixing bacteria, decomposers, nitrifying bacteria and denitrifying bacteria (specific names of bacteria are not required).

Understand the biological consequences of pollution of air by sulphur dioxide and by carbon monoxide.

Understand that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse gases.

Understand how human activities contribute to greenhouse gases.

Understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences.

Understand the biological consequences of pollution of water by sewage. Understand that eutrophication can result from leached minerals from fertiliser. Understand the effects of deforestation, including leaching, soil erosion, disturbance of the water cycle and of the balance in atmospheric oxygen and carbon dioxide.

Describe how glasshouses and polythene tunnels can be used to increase the yield of certain crops.

Food production –Crop plants

Fish farming

The organism in the environment

Understand the effects on crop yield of increased carbon dioxide and increased temperature in glasshouses.

Understand the use of fertiliser to increase crop yield.

Understand the reasons for pest control and the advantages and disadvantages of using pesticides and biological control with crop plants.

Explain the methods which are used to farm large numbers of fish to provide a source of protein, including maintenance of water quality, control of intraspecific and interspecific predation, control of disease, removal of waste products, quality and frequency of feeding and the use of selective breeding.

Understand the terms population, community, habitat and ecosystem.

Investigate the population size of an organism in two different areas using quadrats. Understand the term biodiversity. Practical: investigate the distribution of organisms in their habitats and measure biodiversity using quadrats.

Understand how abiotic and biotic factors affect the population size and distribution of organisms

Feeding relationships

Understand the names given to different trophic levels, including producers, primary, secondary and tertiary consumers and decomposers. Understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer.

Micro-organisms

Suggested further reading:

In the blood Professor by Steve Jones

Epigenetics by Stella Casey

Understand the transfer of substances and energy along a food chain.

Understand why only about 10% of energy is transferred from one trophic level to the next.

Understand the role of yeast in the production of food including bread.

Practical: investigate the role of anaerobic respiration by yeast in different conditions. Understand the role of bacteria (Lactobacillus) in the production of yoghurt.

Understand the use of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of microorganisms.

Blood: A Biography of the Stuff of Life by Lawrence Hill

Chemistry

Aims and Objectives

The course builds on the experimental skills and knowledge of the subject already developed throughout the School. The course focuses on the understanding of energy changes and rates of chemical reactions, an introduction to Organic Chemistry and an appreciation of the huge impact that the Chemical Industry has had on our daily lives. The course also provides the best basis for further study due to the consistent focus on core chemical concepts.

Exam Board: Edexcel (International)

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-chemistry-2017.html

Course Code: 4CH1

Week/ Term Task

The Mole

Autumn

Rates of Reaction

Thermodynamics

Organic Chemistry

Spring

Summer

Metal Extraction

School Exam

Electrolysis

Description Pupils should be able to

Mr, Avogadro, concentration of solutions, reacting masses.

Following a reaction, effect of concentration, surface area, temperature and catalysts, graphs, collision theory.

Measuring an energy change, exo- & endo-thermic reactions, bond energy calculations.

Crude oil, alkanes, combustion of hydrocarbons, pollution. Nomenclature, cracking, alkenes, polymerisation and plastics.

Metal ores, extraction using carbon, Iron & steel, rusting and corrosion, Aluminium extraction, electrolysis of brine, copper purification.

90 min Exam covering all topics studied so far this year.

Electrolytes, migration of ions, half equations, melts & solutions.

Suggested further reading: Chemistry for Breakfast by Dr Mai Thi Nguyen-Kim www.doddlelearn.co.uk; CGP IGCSE Edexcel Chemistry

Answer any appropriate question on this topic.

Computer Science

Aims and Objectives

Computer Science is about developing the understanding the main principles of problem-solving using computers. The course focuses on a range of technical skills, as well as developing learners that are able to solve complex problems and represent the algorithm to do so using pseudocode, flowcharts as well as programming a solution in a high-level language.

The course helps learners to develop a strong confidence in Computational Thinking as well as have the opportunity to explore computer-based solutions to real-world problems.

Exam Board: Cambridge IGCSE

Web link: https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-91-computer-science-0984/

Course Code: 0984

Term Topic Description

Presentation of summer projects

Unit 1 – Data Representation

Autumn

Unit 8 Algorithm and design

The conversion of integers from denary to binary is covered in the first lesson, together with binary addition and binary shifts. In subsequent lessons, the use of hexadecimal numbers and character encoding is described. Representation of images and sound are covered in two separate lessons with a final lesson covering compression techniques used for images and sound along with the lossless compression algorithm Run Length Encoding (RLE). In the final lesson students sit an assessment test comprising questions similar to those found on the iGCSE exam paper.

Pupils should be able to

• Understand how and why computers use binary to represent all forms of data

• Define the terms bit, byte, kibibyte, mebibyte, gibibyte

• Convert positive denary whole numbers into hexadecimal numbers and vice versa

• Understand how and why hexadecimal is used in data representation

• Convert positive denary whole numbers (0-255) into 8-bit binary numbers and vice versa

• Perform logical binary shifts on 8-bit binary integers

• Be able to perform both left shifts and right shifts

• Perform multiple shifts

• Understand the use of binary codes to represent characters

• Understand the term ‘character set’

• Understand how sound is sampled and stored in digital form

• Be able to represent a short sound file in binary

• Understand the impact of compression, including:

• Less bandwidth required

• Less storage space required

• Shorter transmission time

TheunitcoversSection7ofthe CambridgeInternationaliGCSE ComputerScience0478/0984 specification.Theprogram developmentlifecycle, decomposition,designing

• Understand the program development life cycle:

o Analysis - problem identification requirements

2 – Data transmission

solutions,algorithmsin pseudocodeandflowchart, standardmethodsofsolution, validationchecks,testdata,trace tables,errorsandamending algorithmsareallcovered.

The unit covers Section 2.1, 2.2 and 2.3 of the Cambridge International iGCSE Computer Science 8525 0478/0984 specification. Types and methods of data transmission, methods of error detection and encryption are all covered. In the final lesson students sit an assessment test comprising questions similar to those found on the iGCSE exam paper.

o Design –structure diagrams, flowcharts and pseudocode

• Understand how flowcharts are used to solve problems

• Understand flowchart symbols including:

o input/output, decisions, terminators

• Understand standard methods of solution including:

o Linear search

o Counting

• Understand the need for validation checks and be able to write algorithms to implement each validation check including:

o Range check

o Length check

• Suggest and apply suitable test data including:

o Normal

o Abnormal

o Be able to complete a trace table for a dry run of an algorithm including variables, outputs and user prompts

• Understand that data is broken down into packets to be transmitted

• Describe how data is transmitted from one device to another using different methods of data transmission including:

• Simplex, Half-duplex, Fullduplex

• Describe each of the following error detection methods:

• Parity check (odd and even)

• Checksum

• Echo check

• Understand how data is encrypted using symmetric encryption

•

• Understand the concept of procedures and functions

• Learn how to write simple procedures and functions

• Understand the purpose of storing data in a file to be used by a program

Unit 10 File handling, Boolean logic, databases and SQL

Creating maintainable programs, file handling, databases and Boolean logic are all covered.

• Construct truth tables for the following logic gates:

o NOT o AND

o OR

• Understand how to create maintainable programs including the appropriate use of:

• Meaningful identifiers

Unit

Unit6-Software

The unit covers Section 4 of the Cambridge International IGCSE Computer Science 8525 0478/0984 specification. Types of software, interrupts, type of programming language, translators and integrated development environments (IDEs) are all covered. In the final lesson students sit an assessment test comprising questions similar to those found on the IGCSE exam paper.

• Use meaningful identifiers for:

• Variables and constants

Practical programming skills in python

Summer programming project

Suggested further reading:

Although this unit assumes that students have had some exposure to programming in Python, all the basics are covered and students with no experience should quickly be able to catch up. Lessons 1 to 9 cover all the basic programming syntax that students will require at GCSE level, giving numerous examples of how to write Python programs to solve different types of problem. Lesson 10 summarises some of the most common programming techniques used, such as validating data entry and creating a menu system with separate functions for each of the menu options.

Python Programming for the Absolute Beginner by Mike Dawson

• Describe the role and basic functions of an operating system including:

• Managing files

• Providing an interface

• Managing user accounts

• Understand the meaning of highlevel and low-level languages

• Understand that assembly language is a form of low-level language

• Explain the role of an IDE in writing program code and the common functions IDEs provide including:

• Code editors

• Auto-completion

• Auto-correction

Design & Technology

Aims and Objectives

Design and Technology prepares pupils to participate in tomorrow’s rapidly changing technologies. They learn to think and intervene creatively to improve the quality of life. The subject calls for the pupils to become autonomous and creative problem-solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects. Through Design and Technology, all pupils can become discriminating and informed users of products, and become innovators.

Exam Board: OCR

Web link: http://www.ocr.org.uk/qualifications/gcse/gcse-design-and-technology-j310-from-2017/ Course Code: J310

Week/ Term Task Description

Developing understanding of Electronic Systems.

Students undertake a series of prototyping activities to develop their understanding of electronic systems and build on their knowledge from year 8.

Pupils should be able to

Electronic Systems

Electronic Systems & their application.

The course develops learning from year eight and looks at further Inputs and Outputs such as:

Inputs:

Ultrasound Sensors

Thermistors

Microphones

Outputs: Addressible LEDs

Servo Motor

Stepper Motor •

Introduction to electronic systems: Potential difference and current. Series and parallel circuits. Ohms Law

Describe systems in terms of their Inputs, process and Outputs.

Metals

Application of principles

Systems thinking and systems diagrams

Inputs

• Switches

• LDR

• Thermistor

• Ultrasound receiver

• IR receiver

• Microphone Processes

• Signal conditioning (transistors, Mosfet and Motor Drivers) Outputs

• LED

• Speaker/ buzzer

• Servo Motor

• Stepper Motor

Addressable LEDs

Introduction to Metals

Ferrous Metals

• Iron, Steel & Stainless Steel Non-Ferrous Metals

• Aluminium, copper and tin Alloys

• Brass, pewter & tin/lead solder

Properties and characteristics of metals

• Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity

Lifecycle of metals

• Recycling and sustainability

• Upcycling

Commonly available forms and stock components

• Length, sheet, reels, rods

• Bolts, rivets, hinges, screws

Manufacturing in School

• Wastage techniques: Sawing, drilling, sheering and turning

• Addition techniques such as welding/brazing and riveting

• Deforming and reforming: pressing, bending and casting

Industrial manufacture

• CNC milling, turning, sheet metal folding, pressing and stampings and die casting.

Simple metal spade

Metal ‘animal’ used to gain skills in shaping.

Complete systems diagrams and flowcharts of process.

Complete simple resistance, coltage and current calculations.

Apply their understanding of electronic and mechanical principles to solve an identified problem. Pupils develop problem solving and creative thinking skill

Cover a wide variety of theory examining metal as a material and its manipulation and use.

Apply their knowledge to answer questions about metals.

Apply their understanding of metal manufacturing methods. They apply creative process to design the projection aspect of the task

Summer

Polymers

Application of principles

Introduction to Polymers

Thermo polymers

• PET, HDPE, PVC, LDPE, PS, PP, ABS, Acrylic and TPE Thermosetting polymers

• Silicone, Epoxy Resin and Polyester Resin

Properties and characteristics of Polymers

• Density, strength, hardness, durability, strength to weight ratio, stiffness, elasticity, impact resistance, plasticity, corrosion resistance, thermal and electrical conductivity

Lifecycle of Polymers

• Recycling and sustainability

• Upcycling

• Eco-materials

Commonly available forms and stock components

• Length, sheet, reels, rods, rolls

• Caps, fasteners and bolts

Manufacturing in School

• Wastage Techniques: Sawing and drilling

• Addition techniques such as adhesion and heat welding

• Deforming and reforming: Moulding, vacuum forming and heat bending

Industrial manufacture

• Compression Moulding, injection moulding, vacuum forming, rotational moulding, extrusion and blow moulding

Practical competencies developed include:

• Marking and cutting techniques

• External and internal thread cutting

• Facing off and parallel turning

• Using shears to shape metals

Practical Task: IOT Mood lamp using addressible LEDs. Product must utilise a miniumum of 3 polymer forming techniques

Cover a wide variety of theory examining polymer as a material and its manipulation and use.

Apply their knowledge to answer questions about polymers.

Apply their understanding of polymer manufacturing methods. They apply creative process to design the lamps around a stock circuit using polymer forming methods

Practical competencies developed include:

• Marking and Cutting techniques

• Constructiong of microcontroller based circuit

• Mould making, Vacuum Forming, Line bending, 3D Printing

Coursework Autumn Spring Summer

Iterative Design Challenge (50%) x x

Suggested further reading:

The Measure of Man and Woman: Human Factors in Design Alvin R. Tilley

Invention by Design – How Engineers get from Thought to Thing

Small Things Considered: Why there is No Perfect Design

Product Design (Portfolio)

Material Innovation: Product Design

Process: 50 Product Designs from Concept to Manufacture

Aims and Objectives

Henry Petroski

Paul Rodgers

Andrew H. Dent

Jennifer Hudson

John Wiley & Sons; Revised Edition edition (13 Feb 2002)

Harvard University Press, 1998

Random House, 2004

Coursework begins following context release on 1st June

ISBN: 0471099554

ISBN 0674463684

ISBN 1400032938

Laurence King (1 Aug 2011) 1856697517

Thames and Hudson Ltd (12 May 2014) 0500291292

Laurence King; 2 edition (25 April 2011) 1856697258

Drama

The course engages and encourages pupils to become confident performers, devisers and designers. Pupils learn to collaborate with others, think analytically and creatively and evaluate effectively. They gain the confidence to pursue their own ideas, present them in a clear, compelling way, reflect and refine their efforts and will emerge with a valuable toolkit of transferable skills, highly applicable both in further studies and in the workplace.

Exam Board: AQA

Web link: https://www.aqa.org.uk/subjects/drama/gcse/drama-8261 Course Code: 8261

Week/ Term

Task Description Pupils should be able to

Autumn Live theatre

Preparation and post show work on digitally recorded live

Describe, analyse and evaluate, using appropriate theatre terminology, confident understanding of performance

The set text

productions – e.g “Small Island” or “Peter Pan”

Devising Theatre

Practical workshops and written work on the set text – e.g “Blood Brothers” or “Around the World in Eighty Days”.

and design essentials and precise, practical detail, how meaning is interpreted and communicated by theatre makers.

Develop knowledge and understanding of the characteristics and context of the whole play Consider the practical demands of the text – particular moments and creative overview. Explore ideas for how the play may be interpreted practically -in both design and performance Refine skills of description, explanation and analysis.

Games and exercises and written reflection

Group Devised piece

– as performers or designers

Spring

Devising theatre

Devising logs

Revision for end of year exam

Developing and refining the group piece

Performance to a live audience

A series of planning and writing workshops reflecting on the initial stimulus, research, refinement and success of the Devised Piece.

A series of practical, discussion and writing lessons with a close focus on the specific demands of each question on the GCSE paper.

Take risks and commit to exploration and experiment without fearing mistakes; collaborate with others; respond creatively to a range of stimuli; develop their performance skills (particularly physical and ensemble) and, if chosen, design skills (particularly sound and lighting).

Carry out research, develop ideas, rehearse, refine and amend their work in progress in order to create and communicate meaning and fulfil dramatic aims.

Communicate meaning in order to engage a live audience

Record, analyse and evaluate their own process of creating devised drama.

Summer

Continued study of the set text

Scripted Performance

As above

Initial practical exploration of possible plays

Consolidate their understanding and appreciation of the set text/ live theatre productions. Refine their skills of description, explanation, analysis and evaluation of the ways in which theatre makers make choices to create meaning for an audience.

As above

Prepare for the “Texts in Practice” component

Coursework Autumn Spring Summer

Devising Drama

• Performance in Spring Term during lesson time.

• Portfolio analysing the creative process and evaluating the final performance is due by mid June.

English Language

Aims and Objectives

The English Language GCSE course is taught in tandem with the English Literature GCSE course, with some overlap of skills. English Language exams utilise unseen texts in the exam, so the course is entirely skill based. Pupils will analyse a range of fiction and non-fiction texts, looking closely at how writers use language, form and structure for effect. Pupils will also produce a range of fiction and non-fiction writing for different purposes and audiences over the two year course. All pupils will complete a spoken presentation to the class which is graded separately and does not contribute to final attainment grades.

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/english/gcse/english-language-8700

Course Code: 8700

Week/ Term

Autumn

Task

Teacher Choice

Description

This term will be spent developing skills of close reading and creative writing, using texts not set for the exam.

Teacher Choice See above.

Modern Prose/Drama

Spring

19th Century Prose

Poetry skills

Summer

Non-fiction texts

Poetry Anthology

Pupils will study one modern play or novel from the set text list.

Pupils will study one 19th century novel from the set text list.

Introduction to poetry anthology and toolbox for unseen poetry analysis.

Pupils will study a range of nonfiction texts as preparation for the end of year exam (language paper 2).

Study of the 15 poems set for examination.

Pupils should be able to

Read deeply and infer meaning. Analyse language closely. Consider context.

Write analytical essays. Develop narrative voice.

Have a full understanding of the text. Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception. Produce timed essays.

Have a full understanding of the text. Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception. Produce timed essays.

Read poems and develop methods for understanding meaning, language, form and structure.

Read non-fiction texts for meaning. Analyse language.

Be familiar with 19th century non-fiction material.

Analyse and compare viewpoints.

Analyse language, form and structure of set poems in the anthology.

Coursework Autumn Spring Summer Spoken Language

Suggested further reading: All pupils should read widely and for pleasure. We recommend at least 30 minutes per day. Reading lists are available via the library.

English Literature

Aims and Objectives

The English Language GCSE course is taught in tandem with the English Literature GCSE course, with some overlap of skills. English Literature exams cover set texts and unseen material. Over the duration of the course, pupils will be examined on a Shakespeare play, 19th Century Prose, an anthology of 15 poems, modern prose/drama and unseen poetry. At the start of year 10, pupils may well study texts from outside the syllabus to hone the analytical skills they require as we move to study texts set for the exam.

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

Course Code: 8702

Week/ Term Task

Non set text 1

Autumn

Description Pupils should be able to

This term will be spent developing skills, using texts not set for the exam.

Non set text 2 See above.

Modern Prose/Drama

Spring

19th Century Prose

Poetry skills

Summer

Non-fiction texts

Poetry Anthology

Pupils will study one modern play or novel from the set text list.

Read deeply and infer meaning. Analyse language closely. Consider context.

Write analytical essays. Develop narrative voice.

Have a full understanding of the text. Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception. Produce timed essays.

Pupils will study one 19th century novel from the set text list.

Introduction to poetry anthology and toolbox for unseen poetry analysis.

Pupils will study a range of nonfiction texts as preparation for the end of year exam (language paper 2).

Study of the 15 poems set for examination.

Have a full understanding of the text. Analyse the writer’s use of language, form and structure.

Understand the importance of context to production and reception. Produce timed essays.

Read poems and develop methods for understanding meaning, language, form and structure.

Read non-fiction texts for meaning. Analyse language.

Be familiar with 19th century non-fiction material.

Analyse and compare viewpoints.

Analyse language, form and structure of set poems in the anthology.

Coursework Autumn Spring Summer

N/A

Suggested further reading:

All pupils should read widely and for pleasure. We recommend at least 30 minutes per day. Reading lists are available via the library.

French

Aims and Objectives

The French GCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of France and the French-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in an exchange visit to France, which will further enhance their language skills.

Exam Board: AQA

Web link: https://www.aqa.org.uk/subjects/languages/gcse/french-8652

Course Code:

Week/ Term

Autumn

Spring

GCSE Topic Grammar Pupils should be able to

Internet use, digital culture, social media Revise tenses studied in Y9:

Active lifestyle + Screens (TV/cinema)

Present, Imperfect, Perfect, Future, (Cond)

Making plans to go out + past activities emphatic pronouns

You and your family, friends and celebrities sequencers and connectives

Celebrations adjectives

Diet and Physical and Mental Health direct object pronouns

Lifestyle choices and how to improve lifestyle

Describing your local area/directions

Summer Shopping and Fashion

My Home

Adverbs, partitive article

modal verbs

Y, depuis

possessive DE

Environment, Geography and climate Comparatives + Superlatives

Ecologocal issues and protecting the environment passive voice

en+ present participle en train de/venir de

Describe their hobbies and how they use devices

Invite people out

Describe people and their relationships with others

Describe celebrations around the world

Talk about health and lifestyle

Describe local area

Describe shopping habits

Describe your house, what you do at home and how you help at home

Describe what you do and others do to help protect the environment

Understand why it is important to look after the environment

apres avoir+ PP

verbs followed by A/DE

Coursework Autumn Spring Summer

None

Suggested further reading:

www.languagesonline.org.uk; www.thisislanguage.com;

Aims and Objectives:

Geography

The course aims to develop skills which include:

• An understanding of the processes which affect physical and human environments.

• An understanding of location on a local, regional and global scale.

• The ability to use and understand geographical data and information.

• An understanding of how communities around the world are affected and constrained by different environments.

Exam Board: EDUQAS

Web link: https://www.eduqas.co.uk/media/j0zo4wbh/eduqas-gcse-geography-a-spec-from-2016-e24-01-20.pdf

Course Code: C111QS

Week/ Term Topic Key ideas Pupils should be able to:

Climate change in the Quaternary

Weather patterns and processes

Autumn Weather Climate and Ecosystems

Processes and interactions within ecosystems.

Describe the evidence for and causes of climate change

Describe the causes consequences and responses to weather hazards. Evaluate the effectiveness of responses.

Describe and explain the variation in weather and climate at different scales in the UK.

Describe where large-scale ecosystems are found. Describe and explain the processes occurring in ecosystems at different scales.

Spring Rural and Urban links

Human activity in ecosystems

The urban – rural continuum in the UK

Describe how people use ecosystems and describe and explain the impacts. Describe how and explain why people modify ecosystems. Describe how ecosystems can be managed sustainably and evaluate the attempts to manage these ecosystems.

Describe how and explain why urban and rural areas are linked. Describe how and explain why rural areas are changing. Evaluate strategies to address issues in rural areas.

Population and Urban change in the UK

Urban issues in contrasting global cities.

Describe and explain the causes and consequences of population change. Describe and evaluate attempts to address contemporary challenges in urban areas. Describe and explain high street change in the UK and evaluate attempts to address these changes.

Describe and explain the global patterns of urbanisation. Describe and explain the consequences of urbanisation.

Landscapes

and physical processes

Suggested further reading:

- Red Dust by Mian Jian

- White Tiger by Aravind Adiga

Distinctive landscapes of the UK

- The Kite Runner by Khaled Hossaini

- A Squatter’s Tale by Ike Oguine

- Himalaya by Michael Palin

- Pole To Pole by Michael Palin

- Waking the Giant by Bill Maguire

- The Langrabbers by Fred Pearce

- 10 Billion by Stephen Emmett

- Kandahar Cockney: A Tale of Two Worlds by James Ferguson

Evaluate attempts to address challenges in global cities. Describe how global cities are connected to the rest of the world.

Describe and explain what makes landscapes distinctive in the UK. Describe how and explain why landscapes are affected by human activity in the UK. Describe how these landscapes can be managed and evaluate attempts at management.

German

Aims and Objectives:

The German GCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Germany and other German-speaking countries Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in an exchange visit to Germany, which will further enhance their language skills.

Exam Board: AQA

Web link: https://www.aqa.org.uk/subjects/languages/gcse/german-8662

Course Code: 8662

Week/ Term

Autumn School

Grammar

Present tense

Using weil/da with opinions

Using dass with opinion

phrases

Plural of nouns

Gender & case

Definite & indefinite articles

Possessive adjectives

Adjective endings

Perfect tense

Key preterite hatte, war, gab, konnte

All modal verbs, emphasis on müssen, dürfen, sollen

Revise giving opinions with weil/da and dass

gern/lieber/am liebsten

Using frequency phrases

Using sequencers

Word order revision, TMP

Freetime

Pupils should be able to

Understand the school system in GB and in the German-speaking world

Talk about school subjects

Give opinions on school uniform

Discuss school rules

Talk about special events at school

Describe school life

My world

Spring

Health

Future tense

Separable verbs in the present tense

Asking questions

Perfect/preterite revision

Possessive adjectives

Relative pronouns

Dative revision

Qualifiers & intensifiers

Time phrases & WO

Prepositions which take accusative or dative

Comparative & superlative adjectives/adverbs

Um…zu

Modal verbs in the preterite

seit

Infinitive construction with zu

Set phrases with zu

Talk about music and some German-speaking musicians

Say how they spend their free time and express preferences

Discuss how they use the internet and what they do online

Describe their plans for the next weekend

Express preferences about films & TV shows

Talk about a film / TV show they have seen

Discuss celebrity culture & influencers

Describe family members

Say how they get on with others and why

Discuss role models

Describe a past family celebration

Discuss a future party and describe a past one

Describe festivals and cultural events

Express preferences

Talk about popular sports in the German-speaking world

Talk about healthy lifestyles

Talk about good & bad habits

Discuss well-being & mental health

Talk about what is important to them

Describe accidents & illnesses

My area

Summer

Asking questions in different tenses

Intensifiers & qualifiers

Superlative

Prepositions & accusative

Dual case prepositions

Conditional tense

More verbs in the preterite

Film study

Suggested further reading:

Collins German Grammar & Practice www.languagesonline.org.uk www.thisislanguage.com www.vocabexpress.com

Name parts of the body

Describe their home

Describe where they live

Discuss transport in their local area

Discuss shopping habits

Talk about their ideal place to live

Discuss advantages & disadvantages of life in the town/country

Give key facts about German speaking countries

Discuss the characters and themes

Understand the film's social/political/cultural context

Use specific film vocab to analyse the film

Use evidence to justify opinions & draw conclusions

History

Aims and Objectives

The Cambridge IGCSE (9-1) History syllabus looks at major international issues of the twentieth century, as well as covering the history of Germany (1918-45) in more depth. The emphasis is on both historical knowledge and on the skills required for historical research. The Paper 2 topic, which will be studied in 2025-26, is “Was the Treaty of Versailles fair?”

Exam Board: CIE

Web link: http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcsehistory-9-1-0977/

Course Code: 0977

Week/ Term Task

Description

Autumn Paper 1 Core Content International relations 1919-39

Spring Paper 1 Depth Study Germany, 1918-1934

Summer Paper 1 Depth Study Germany 1934-1945

Coursework (Paper 3) preparation

Introductory course

Coursework

Assess the significance of the Great Depression in the Nazis rise to power in Germany by 1933?

Suggested further reading:

Pupils should be able to

Pupils learn course content and techniques for Paper 1, Section A of the IGCSE

Pupils learn course content and techniques for Paper 1, Section B of the IGCSE

Pupils are introduced to the skills for coursework, an outline course for broad context, and use summer to research and plan for coursework drafting in September

Summer

Preparatory reading and skills work. Research and drafting coursework.

The Vanquished: Why the First World War Failed to End by Robert Gerwarth To Hell and Back: Europe 1914-1949 by Ian Kershaw

The Deluge: The Great War and the Remaking of Global Order 1916-1931 by Adam Tooze Hitler by Ian Kershaw

Third Reich trilogy by Richard Evans

Latin

Aims and Objectives

For pupils to deepen their knowledge of Latin Language.

To have covered all the Latin grammar and syntax required for their GCSE. For pupils to work collaboratively in approaching Latin Literature.

For pupils to find out more about the historical context to their Literature set texts. For pupils to find out how to answer Literature questions on a text in a different language.

Exam Board: OCR

Web link: www.ocr.org.uk

Course Code: J282

Week/ Term

Autumn

Spring

Pupils to learn the passive voice.

Pupils to learn Indirect Statement.

Pupils to revise noun and adjective forms.

Pupils to revise uses of the subjunctive.

Revision of participles.

Begin translating Prose set text – for 2018/19 Caesar and Tacitus, ‘Boudica’ and ‘Druids’.

Finish translating Prose set text and write notes on the specification.

Summer

Revise grammar and syntax by translating Unseen Latin translations.

Revision of GCSE vocabulary.

Suggested further reading:

Pupils learn the difference between active and passive and all forms of both.

Pupils to learn the grammatical construction indirect statement including forms of the infinitive.

Revision of noun declensions and cases, as well as adjective forms.

Pupils to revise different uses of the subjunctive mood and the forms of subjunctive verbs.

Pupils to revise all participles, including ablative absolutes.

Pupils start translating the Prose Set Text together, working on a ‘class translation’

Finish class translation of the prose set text and write class notes on the background and literary analysis.

Enrich their understanding of how both English and Latin work.

Develop their skills in Latin by translating longer and more complex sentences.

Deepen their knowledge and increase fluency of translation.

Translate more complex Latin.

Consolidate earlier learning and use this to aid translation.

To work collaboratively as a class.

Find out more about the historical background to the Latin texts.

Pupils to revise grammar and syntax by translating Latin passages. Increase confidence in Language skills.

Regular learning and testing of GCSE Latin vocabulary

‘In Search of the Romans’ by James Renshaw

Have an overview of what is required for GCSE Latin.

Aims and Objectives

Latin with Classical Greek

For pupils to experience an enjoyable Introduction to Classical Greek. For pupils to recognise the links between Classical Greek, Latin and English. For pupils to cover most of the Language required for GCSE Greek. For pupils to deepen their understanding of Language in general.

Exam Board: OCR

Web link: www.ocr.org.uk

Course Code: J292

Week/ Term Task

Autumn

Learn Greek alphabet

Learn basic noun and verb forms.

Learn the definite article.

Aorist tenses

Spring

Adjectives

Participles

The Middle and Passive Voices.

Summer

Throughout the Year

Indirect Statement

Regular learning and testing of GCSE Greek Vocabulary.

Suggested further reading: Homer, ‘The Odyssey: A Translation.”

Description Pupils should be able to

For pupils to learn the classical Greek alphabet and practise writing it.

For pupils to learn the first three noun declensions and the present, future and imperfect active tenses.

Pupils to learn the two types of aorist tenses.

Pupils to learn forms of adjectives, including comparative and superlatives.

Pupils to learn forms of active participles and learn how to translate them.

Pupils to learn about the Middle Voice and see the Passive forms.

Pupils to learn how Classical Greek expresses Indirect Statement

See the links between Greek-LatinEnglish and the basis of our alphabet.

Learn the basics of Greek grammar, using their prior knowledge of Latin.

Enjoy their introduction to Greek and feel confident in pursuing the subject.

Translate simple sentences.

Use prior knowledge to deepen understanding.

Start to translate more complex sentences.

To deepen their understanding of how languages work, using prior knowledge of English and Latin.

To feel more confident in translating longer sentences.

Continuously consolidate knowledge of Greek vocabulary, making links to English vocabulary.

Mathematics

Aims and Objectives

The aim is to make pupils aware of the need for mathematical proof in algebra and geometry, and to appreciate the practical use of statistics.

The objective is to extend the pupils’ knowledge of algebra and geometry, and to teach this is in a more formal way. Pupils should learn to recognise a well-reasoned argument and to be able to produce a justification for congruent and similar triangles, and for angles in circles. Pupils will be given an opportunity to use computer software to enhance their understanding of practical statistics.

Exam Board:  Edexcel

Web link:  https://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses-and-edexcel-certificates/international-gcse-mathematics-a-2016.html

Course Code:  4MA1

Week/

Term

Autumn

Task

Description

Shape and Space 5  Transformations

Number 6

Direct and Inverse proportion  Negative and fractional indices

Algebra 6  Proportion

Shape and Space 6  Circles

Number 7

Sets 2

Algebra 7

Graphs 6

Sets 3

Shape and Space 7

Recurring decimals

Problems involving sets  Set builder notation

UNIT TEST 1

Quadratic equations

Pupils should be able to

Work with rotations, reflections, translations and enlargements

Solve problems involving proportion and work with indices

Algebraic formulae for proportionality models

Use intersecting chord theorems

Convert between recurring decimals and fractions

Understand the language of set notation

Solving using quadratic formula; use of discriminant

Cubic and reciprocal graphs  Draw smooth curves with care

Compound probability

Arcs and sectors  Scale factors

Number 8  Conversion of Units

Spring

Conditional probability using Venn diagrams

Understand and use arc and sector formulae, and work with Linear, Area and Volume scale factors

Convert between Imperial and Metric systems

INTERMEDIATE MATHS CHALLENGE

Algebra 8  Functions

UNIT TEST 2

Understand the notation and language of functions

Graphs 7

Graphical solution of equations

Use given graphs to solve non-linear equations

Shape and Space 8  Vectors

Sequences  Arithmetic sequences

Shape and Space 9  3D Trigonometry

Algebra 9

Graphs 8

Suggested further reading:

Use correct notation in proving geometric results using vectors

Use established formulae to quickly find sums of sequences and solve problems

Be able to solve 3D problems using trigonometry and Pythagoras’ theorem

SUMMER EXAMINATION

Simultaneous equations  Proof

Gradient of a curve  Graph transformations

How to Think like a Mathematician by Kevin Houston  Does God play dice? by Ian Stewart  The man who loved only numbers by Paul Hoffman  Makers of Mathematics by Stuart Hollingdale

Solve cases involving non-linear equations

Draw a tangent by eye

Music

Aims and Objectives

Music GCSE offers an exciting opportunity to develop not only musically, but also creatively and intellectually. The course aims to broaden musical experiences through encouraging a deeper understanding of the role music plays within different cultural and historical contexts while encouraging and building upon personal musical interests.

Performance and Composition skills are further developed by encouraging a critical engagement with the music being studied, recognising that these are key to a rounded musical development. By the end of Year 10, students will have experienced giving performances in both a solo and ensemble context, as well as developing compositions which will form the foundation to the coursework element in Year 11.

Exam Board: EDUQAS

Web link: https://www.eduqas.co.uk/qualifications/music-gcse/ Course Code: C660QS

Week/ Term Task Description Pupils should be able to

The Baroque Period (1600-1750)

Learning about the innovation of the Baroque period and how this impacted on music, identifying key stylistic features and how these were shaped by the development of the orchestra.

The Classical Period (1750-1810)

The Romantic Period (1750-1810)

Autumn

Exploring Form and Structure

Learning how music developed in the early Classical period with the virtuosity of the Mannheim orchestra.

Learning about how societal shifts in the 19th Century influenced developments in music alongside the expansion of the orchestra.

Studying the changing use of musical form and nature of structure throughout the development of Western Art Music. Students will study a range of works and develop their analytical skills.

Understand the key musical features of the Baroque period, recognise these aurally and utilise them when composing.

Understand the key musical features of the Classical period, recognise these aurally and utilise them when composing.

Understand the key musical features of the Romantic period, recognise these aurally and utilise them when composing.

Understand key forms used in the Baroque, Classical and Romantic periods and to be able to apply them to composition.

Performance: Developing performance skills

Composition: Developing technique

Consideration of what it means to develop as a performer through both solo and ensemble performing, with a solo recital towards the end of the term.

Focus on composition using techniques encountered during study of Western Art Music.

Perform to a high standard and both peer and self-assess effectively.

Create a piece of music within a clear form, developing compositional

Understanding Musical Devices

Chamber Music

Emphasis on development of material and structuring of ideas.

Learning about different devices used by composers through history and how these have evolved through time.

Learning about the development of the chamber tradition in Western Art Music and how this evolved throughout the Baroque, Classical and Romantic periods.

Spring

The Development of Musical Theatre

Performance: Developing ensemble skills

Composition: Exploiting instrumental forces

Learning about how the musical developed over time. Students will learn about the development of the musical from its origins in Ancient Greece and how this evolved with societal change in the early 20th Century.

Students will work on their ensemble skills with others, focusing on leading, interacting and shaping a performance. This will be given at the end of term.

Focus on orchestration and exploitation of resources, considering timbre and texture.

technique to enable creative treatment of material.

Understand and recognise a range of musical devices aurally and visually, to then apply in composition.

Understand what chamber music was at different points in history, identifying key features and combinations used in the Baroque, Classical and Romantic periods.

Understand the key musical features of different composers including Richard Rogers, Andrew Lloyd Webber, Stephen Sondheim and Lin Manuel Miranda. To be able to identify and understand how voice is used in musical theatre, recognising vocal techniques and roles.

Perform to a high standard and both peer and self-assess effectively.

Recognising what makes effective scoring and emulating this in their own work.

Exploring Film Music

Learning about a range of different approaches to writing music for film through the study of music by composers such as John Williams, Hans Zimmer, Bernard Herrmann, Ennio Morricone and Malini Awasthni.

Understanding of what aspects can make film music effective in enhancing moving image, appraising and critically evaluating music across a range of film genres. Techniques studied will then be applied to student compositions, embedding understanding of the process of film composition.

Exploring Popular Music

Performance: Preparing a portfolio

Students will examine the key features of popular music over the last 60 years, considering how this has developed. They will also deepen their understanding of genres across this including Rock, Soul, RnB, Dance Music, Reggae and Bhangra.

Students will compile and refine their Year 10 performance portfolio, submitting one solo and one ensemble recording.

To understand key features of popular music across time and be able to develop aural skills in identifying different chord sequences within a popular context. Students should also be able to articulate the instrumental forces and studio techniques used, to enable these to be used in their own compositions.

Perform to a high standard and both peer and self-assess effectively.

Composition: Writing a Free Composition

Drawing on the compositional techniques studied, students will create a composition in a style of their choosing to submit towards the end of the academic year.

Physics

Aims and Objectives

The aim of the course is to develop an interest in and understanding of physics through undertaking experiments and practical activities. The objectives for pupils include;

• Understanding the application and importance of physics principles in everyday activities

• Being able to analyse and draw conclusions from the results of their investigations

• Knowing how to represent physics principles and the results of experiments mathematically, graphically and in writing

• Having an awareness of various types of experimental risk, and how to carry out investigations safely

The modules listed below will not necessarily be taught in the order shown. Additionally, some pupils will learn the Charge and Charge Flow topic in Year 11.

Exam Board: Edexcel

Web link: International GCSE Physics specification (pearson.com)

Course Code: 4PH1

Week/ Term Task

Autumn Forces and Motion

Magnets and magnetism

Description Pupils should be able to

This is the most mathematical unit of work, and it examines Newtons 3 Laws which link forces acting on an object to changes in its motion. Distinguish between scalar and vector quantities.

Draw graphs representing the motion of an object.

Apply the equations of motion.

Have a deep understanding of the effects of specific forces such as gravity and friction.

Draw magnetic fields using field lines. Induce magnetism.

This module begins with an explanation of simple bar magnets, and then goes on to the relevance of magnetism to music systems, motors and the production of electricity.

Understand the link between electric current and magnetic fields.

Explain how electromagnets work and identify their uses.

Describe the Motor Effect and its applications.

Understand that electrostatic forces can act at a distance, and can both attract and repel.

Spring Charge and charge flow

Radioactivity

This topic covers 2 main ideas. Firstly, the fact that an imbalance of charge creates electrostatic forces. Secondly, the flow of charge in an electric current.

This focuses on the nucleus and its stability. Unstable nuclei give off radiation, and this is a natural and everyday occurrence.

Describe the process of charging through induction.

Explain the use of a gold leaf electroscope.

Identify the dangers of sparking and explain how to minimise these through charge sharing and earthing.

Demonstrate the working of different types of radiation detectors. Take measurements in order to measure half-lives.

Determine the different penetrating powers of alpha, beta and gamma radiation.

Describe the uses of each type of radiation.

Summer

Astrophysics

This covers motion in the Universe, fusion and its role in stellar evolution, and cosmology.

Momentum

Suggested further reading:

This explores the idea that momentum, the product of mass and velocity, is an essential and significant property of any moving object, whether it be an aeroplane or a molecule of gas.

Explain how gravity governs the Universe.

Calculate orbital speeds and radii.

Describe the Big Bang Theory with reference to red shift and cosmic microwave background radiation. Understand how fusion is instrumental in the birth and death of a star.

Explain the idea of conservation of momentum from its roots in Newtons third law of motion.

Calculate impact forces during collisions using equations of momentum. Apply the momentum equation to safety features such as air bags, crumple zones and crash mats.

Students can access their online textbook via Boost Learning Boost - Courses | Resources | Lessons | eBooks | Knowledge Tests (boost-learning.com)

The Edexcel course specification can be found at: International GCSE Physics specification (pearson.com)

Pupils should refer to their class Microsoft Teams and OneNote for PowerPoint presentations and worksheets.

Russian

Aims and Objectives

The Russian GCSE course aims to help pupils make significant progress towards becoming a specialist in the language and the culture of the Russian-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as reading, writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in a trip to Russia or another Russian-speaking country, which will further enhance their language skills.

Exam Board: Edexcel

Web link: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/russian2017.html

Course Code: 1RU0

Pupils should be able to Autumn Cyrillic alphabet (script)

Personal information

Gender of nouns

Possessive adjectives

Expressing possession using

Use the Cyrillic alphabet (script)

Introduce themselves

Give basic information about their family and pets (names and ages)

Recognise numbers up to 100

Where I live

Weather & Days of the week

Hobbies

Transport

Two verbs in a sentence

Present tense: Group I & Group II regular verb endings

Plurals

Adjective agreements

Basic introduction to the Russian case system and the prepositional case

Reflexive verbs

Imperatives

Say what they like doing

Describe where they live including local amenities

Understand directions

Ordinal numbers for dates Say the date in Russian

Describe the weather

Adverbs

Basic introduction to the accusative case

Suggested further reading:

NA START / VNIMANIE / MARSH GCSE text books

Novaya Iskra 1,2&3

Teach yourself Russian Grammar – Daphne West

Marina Chetinal Russian GCSE Speaking Card booklet

Websites:

Basic introduction to instrumental case

Revision of past tense (imperfective form only)

Imperfective future tense

Basic introduction to perfective future tense (я поеду / я пойду)

Common impersonal constructions

Say what job they want to have and why

Describe people in detail including clothing

Talk about holidays with family and school trips / exchanges in past and future

Describe accommodation

Role plays: at the tourist information office

Picture-based tasks: holidays & school

Describe symptoms

Say what I want / don’t want & can / can’t do

Irregular verbs

Dates

High numbers

Talk about a range of Cultural and Sporting events in Russia including Christmas, New Year, Maslenitsa, World Cup 2018, Sochi Winter Olympics 2014.

Russian Alphabet - Russian Language Lesson 1 (russianlessons.net)

www.linguascope.com - Beginners Russian section

www russianfilmsweek org (@russian film week)

https://www.youtube.com/watch?v=id7zF8Vvy5Y Маша и медведь (Masha & The Bear popular cartoon with subtitles)

Quizlet: Search ‘MissDrakeHabs’ there is a folder called ‘Russian GCSE from 2017 – core vocabulary’ https://quizlet.com/MissDrakeHABS/folders/russian-gcse-from-2017-core-vocabulary/sets

Spanish

Aims and Objectives

The Spanish GCSE course aims to help pupils make significant progress towards becoming a specialist in the language, the culture of Spain and the Spanish-speaking world. Pupils will develop their language skills in three key areas: grammatical awareness, comprehension and communication. As a result, they will become capable of understanding the language in a variety of registers as well as writing and speaking it accurately and increasingly fluently. The development of their language skills will take place within a framework of topics and issues of interest. Pupils will also be strongly encouraged to participate in a trip to Spain, which will further enhance their language skills.

Exam Board: AQA

Web link: https://www.aqa.org.uk/subjects/languages/gcse/spanish-8692

Course Code: 8692

Description Pupils should be able to

➢ Discuss their digital habits

My digital world

Free time

Autumn

Transport Past holidays

Hispanic festivals

Present tense

Preterite tense

Immediate future

Imperfect tense

Soler + infinitive

Acabar de If clauses

Comparative /superlative

Describing people and celebrities

Discussing friendships Problems

Family celebrations

Spring

Possessive adjectives

Personal a

Use of desde hace

Reflexive verbs

➢ Talk about their hobbies

➢ Talk about a past weekend

➢ Arrange to meet up with someone

➢ Discuss travel plans

➢ Compare modes of transport

➢ Describe where you stayed

➢ Say what you can do in different places

➢ Describe family and friends

➢ Describe famous people

➢ Express a problem and give others advice

➢ Say how long you have done something for

Food habits

Healthy lifestyle

Illness and injury

School life

Summer

Typical day at school in Spain and in UK

Opinions on subjects and teachers

Imperfect for saying what you used to do

Simple future tense

Tener expressions

Relative pronouns

Lo que

Use of negatives

➢ Describe your eating habits

➢ Compare present to past

➢ Make future plans

➢ Seek medical help

➢ Talk about your studies

➢ Talk about how you would change your school if you could

Suggested further study

Websites: www.espanol-extra.co.uk www.languagesonline.org.uk www.thisisschool.com www.quizlet.com

Departmental GCSE guides/grammar booklets

Sports Science

Aims and Objectives

The course builds on the practical skills and knowledge of the subject already developed throughout year 7-9 curriculum Physical Education. The course focuses on the understanding of the physiological, psychological and sociological concepts that underpin physical performance and an appreciation of the huge impact that science and technology have on Sport. Furthermore, the pupils are assessed practically across three sports.

Exam Board: AQA

Web link: https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

Course Code: 8582

Week/

Term

Task

Autumn

Skeletal & Muscular Systems

Spring

Respiratory and circulatory systems

Energy supply and effects of exercise

Description

Bones, joints, function, movement types, muscles, fibre types, contractions, antagonistic pairs.

Pupils should be able to

Identify, describe and explain the skeletal and muscular systems and how they affect health and performance.

Pathway of air, gaseous exchange, mechanics of breathing, respiratory volumes, components of blood, structure and function of the heart, cardiac values, blood vessels.

Identify, describe and explain the respiratory and circulatory systems and how they affect health and performance.

Aerobic vs anaerobic, recovery, long and short-term effects of exercise on body.

Energy supply and effects of exercise (continued)

Movement Analysis

Aerobic vs anaerobic, recovery, long and short-term effects of exercise on body.

Identify, describe and explain the energy supply and effects of exercise on the human body.

Basic principles of movement and their effect on performance in physical activity and sport.

Identify, describe and explain the principles of movement

Summer

Physical Training

Components of fitness, testing, principles of training, methods of training, warm up and cool down.

Physical Training (continued)

Sports Psychology

Skill, ability, classification of skill, information processing, feedback, guidance, goal setting, motivation, anxiety, arousal, relaxation techniques, personality types.

Part 3 - Analysing & Correcting strengths and weaknesses of own performances.

Summer Sports Footage due.

To understand and be able to apply the concepts of fitness and training to health and sports performance.

Components of fitness, testing, principles of training, methods of training, warm up and cool down. To understand and be able to apply the concepts of fitness and training to health and sports performance.

To be able to fully analyse strengths and weaknesses of skill, tactical and fitness performance. Also pupils must design a theoretical corrective measure to improve all weaknesses.

To understand and apply the theoretical concepts of sports psychology to performance.

Coursework Autumn Spring Summer

Assessment in three sports and written work analysing and evaluating a practical performance

Suggested further reading:

Establish the three sports. Collate footage of skills in isolation and gameplay.

Collate footage of skills in isolation and gameplay.

The Everlearner by James Simms

Luck by Ed Smith

Bounce by Matthew Syed

Legacy by James Kerr

Detox Your Ego by Steven Sylvester on the human body

Write analysis section. Collate footage of skills in isolation and gameplay.

NEA

Outliers by Malcom

Gladwell

The Miracle of Castel di Sangro byJoe McGuinniss

The Lords of the Rings by Andrew Jennings

The Sports Gene by David Epstein

Friday Night Lights by H G Bissinger

Physical Education

Aims and Objectives

The Year 7 programme of study is duplicated in Year 8 and is taught in mixed ability form groups. This repetition and reinforcement of work allows pupils to participate with greater confidence and offers the satisfaction of improved performance in the second year of study. Similarly, the Year 9 and Year 10 programmes offer the same opportunities for reinforcement. PE is set according to ability in Years 9 and 10. The programme offers the opportunity to extend the knowledge and skill accrued in the previous years and prepares these pupils for the diversity of programme available in Senior Games on Wednesday afternoons.

Carousel Topic Description Pupils should be able to

Understand how to W.up & use

Identify and execute the correct techniques for these movements.

Push & Pull movements

Brace & Rotate movements

Jumps & Landings

Speed & Acceleration

Methods of Training Interval Training

Circuit Training

Identify and execute the correct techniques for these movements.

Understanding the concept and execution for explosive movements

Understand what Interval Training is and the benefits of this kind of training

Understand what Circuit Training is and the benefits of this kind of training Fundamental Movements

Develop, knowledge, understanding and application of fundamental movement patterns

Fartlek Training

Speed, Agility and Quickness (SAQ)

Understand what Fartlek Training is and the benefits of this kind of training.

Understand what SAQ Training is and the benefits of this kind of training.

Understand what Continuous Training is and the benefits of this kind of training.

Whole-part-whole practice of correct arm/leg/breathing techniques for all three major strokes. Swimming Distance swim

Establish and record aquatic cardiovascular fitness. Swimming

Timed 25m

Water Polo

Treading water (egg-beater), dribbling, shooting, passing.

Water Polo Conditioned game

Water Polo Full game

Record sprint times in all three major strokes

Develop and practice water polo skills and gameplay.

Softball

Athletics

Suggested further reading:

Hitting, pitching, fielding, base running

Conditioned games

Track events

Field events - Jumps

Field events - Throws

The Miracle of Castel De Sangro by Joe McGinniss

Legacy by James Kerr

Luck by Ed Smith

Friday Night Lights by H.G. Bissinger

The Sports Gene by David Epstein

The Lords of the Rings by Andrew Jennings

Introduce different methods of transferring skills across multiple activities such as communication, teamwork, spatial awareness and proprioception to develop a range of athletic qualities.

Understand and perform the skills and tactics for singles and doubles tennis.

Introduce and develop softball skills and gameplay.

Develop and practice track and field events.

Theology & Philosophy

Aims and Objectives

To learn how religion, philosophy and ethics form the basis of our culture, and to develop valuable skills that will help prepare pupils for further study.

Pupils will consider different beliefs and attitudes to religious and non-religious issues in contemporary British society. They will learn that the religious traditions of Great Britain are, in the main, Christian, and that religious traditions in Great Britain are diverse and will study Christianity and Buddhism alongside non-religious beliefs such as atheism and humanism.

Exam Board: AQA

Web link: http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062

Course Code: 8062

Week / Term Task Description

Paper 1: Religions

Autumn

Paper 1: Religions

Spring

Paper 1: Religions

Christianity: Key Beliefs

Christianity: Practices

Summer

Paper 2: Themes

Suggested further reading:

‘Mere Theology’, A.E. McGrath

Buddhism: Key Beliefs

Buddhism: Practices

Pupils should be able to

Explain and evaluate beliefs and teachings about the nature of God, creation; the afterlife; judgement and salvation, as well as key events in the life of Jesus

Explain and evaluate different forms of worship and significance; prayer; sacraments; and role and importance of pilgrimage and celebrations.

Explain and evaluate key concepts including dhamma; paticcasamupada; the Three Marks of Existence; the Four Noble Truths; the Eightfold Path, as well as key events from the life of the Buddha.

Explain and evaluate the nature, use and importance of places of worship; puja; meditation; ceremonies and rituals associated with death and mourning, festivals and retreats in Great Britain today.

Revision and exam preparation

The Existence of God and Revelation

Explain and evaluate philosophical arguments for God’s existence; as well as beliefs about visions; miracles and revelation, with reference to the main religious tradition in Britain (Christianity). Buddhism and non-religious beliefs such as atheism and humanism.

‘Surprised by Meaning’, A.E. McGrath

‘The God Delusion’, Richard Dawkins

‘The Dawkins Delusion’, A.E. McGrath

‘The Island’, Aldous Huxley

‘The Testament of Mary’, Colm Toibin

‘The Good Man Jesus and the Scoundrel Christ’, Philip Pullman

‘Philosophy: the Basics’, Nigel Warburton

‘The Pig that Wants to be Eaten’, Julian Baggini

PSHE

PSHE Jigsaw Secondary Curriculum Units

Year 10 pupils will receive a weekly PSHE lesson with their Form Tutors. This consists of combining Jigsaw Secondary modules and resources for themed weeks or special topics. In addition, workshops with specialist speakers are organised for all year groups at different times throughout the year. These focus on specific age-appropriate issues such as forming friendships, anxiety, e-safety, substances, physical and mental health and relationships. Workshops are also delivered to parents.