Year 10 Curriculum Information

Half term

Curriculum focus

Landmark assessment

Autumn 1

Natural Forms

Students will focus on collecting a series of primary images using a wide range of media such as  charcoal, collage and printing. You will look at artists such as Avidor Arikar, Natasha Clutterbuck and Angie Lewin

Continuous assessment throughout the creative process.

There will be formal assessment points during the year where the students will be tested in the four skill areas of art history, record, develop and final response

Forms part of (60% coursework)

Summative assessment of sketchbook work in line with the 4 GCSE assessment objectives

Autumn 2

Create a painted still life canvas

Skills explored

Methods of acrylic painting

Chromatic black, tints shades

Markmaking

Warm and cool primary colours

Negative space

Continuous assessment throughout the creative process.

End of project summative assessment including sketchbook work and painted canvas.

Forms part of (60% coursework)

Spring 1

3D vessel- design a vessel based on natural forms. Looking at artists such as Kate Malone and Peter Randall Page

Forms part of (60% coursework)

Year 10 exams Summative assessment of a record activity  and respond to an artists and evaluation- links to the project

Spring 2

Skills

Design and make using paper mache

Combining ideas

3D skills

ModRoc- Creating relief textures

Continuous assessment throughout the creative process.

End of project summative assessment Marking against the GCSE 4 Assessment objectives

Summer 1

Personal portfolio (60% coursework)

You will research a theme given by your teacher then produce a portfolio of evidence addressing the 4 assessment objectives

Hand in Dec

Refine coursework final deadline Jan

2021 Apart and/or together

Summer 2

Personal portfolio (60% coursework)

Continuous assessment throughout the creative process.

There will be formal assessment points during the year where the students will be tested in the four skill areas of art history, record, develop and final response

Half term

Subject

Curriculum focus

Landmark assessment

Autumn 1

Biology

Pupils start year 10 by studying how animals and plants defend themselves against disease. This includes the development of drugs and the use of vaccines.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Chemistry

Pupils tart year 10 looking at energy changes with reactions. This includes looking at both exothermic and endothermic reactions.

Physics

Pupils learn how to classify forces as being contact or non-contact and how to determine resultant forces using vector diagrams. They learn to apply Newton’s 3 Laws of motion and how to interpret graphs of motion. 

Autumn 2

Biology

This then leads into the study of human organ systems including the circulatory and Digestive systems. Following this, pupils study cellular respiration and metabolism.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Chemistry

Pupil’s then look at rates of reaction this half term. This has a strong practical element looking at how to experimentally measure rates of reactions.

Physics

Pupils apply their knowledge of forces to more complex situations. They learn about stopping distance, momentum conservation and pressure, and apply these to gears, levers and road safety. 

Spring 1

Biology

This term will involve learning about nerves and hormones. This includes studying the use of hormones in reproductive medicine and reflex actions

Students during this time are assessed formatively and are building their revision skills for the year 10 exam after half term.

Students during this time are assessed formatively and are building their revision skills for the year 9 exam after half term.

Chemistry

Pupil’s then start to look at organic chemistry with a focus on fuels and their derivatives. Following this pupils will look at nomenclature hydrocarbons.

Physics

Pupils start the waves topic by looking at the measurable properties of a wave and comparing longitudinal and transverse waves. They study the EM spectrum and the theory of reflection and refraction.

Spring 2

Biology

The nerves and hormones topic concludes with learning about eyes and the brain.

Some time is also spent preparing for the year 10 exams.

Students are given a formal year 10 exam. The year 10 exam is a paper one exam from biology, chemistry and physics.

Chemistry

Building on Spring1 pupils will then look in more detail at the reactions of hydrocarbons. Following this pupils will look at more complicated functional groups.

Physics

Pupils study how we see, including why colours are the colour that they are and how filters can affect this. They learn how lenses create images and how lenses are used in applications such as the eye, in cameras and in microscopes.  

Summer 1

Biology

The focus for the rest of the year is classification and ecology. Pupils will learn how to classify living organisms and how species interact with each other.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Chemistry

Building on Spring 2 pupils will then look at polymers and their reactions. The topic concludes looking at DNA and how it is an example of a polymer.

Physics

Pupils learn about the concept of a black body and apply this to predict the effect of radiation on the Earth’s temperature and to predict the temperature of stars. This leads on to the final topic of the year, Space Physics.

Summer 2

Biology

The conclusion of the ecology topic involves pupils carrying out a fieldwork investigation into the effect of trampling in plant growth. There is also the opportunity to consolidate the learning from the year.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Chemistry

The students conclude year 10 looking at chemical analysis. This includes looking at various techniques to build a repertoire that can problem solve unidentified chemicals.

Physics

Building on their understanding of forces and of the EM spectrum, pupils study satellite orbits and their applications. They study the lifecycle of a star and learn how spectral analysis leads to our understanding of the expansion of the Universe and to the theory of the Big Bang

Half term

Curriculum focus

Landmark assessment

Autumn 1

Content area 1 Child development

Content area 2 Factors that impact development

Posters, leaflets

presentation

Autumn 2

Expected and unexpected Transitions

Maslow and the Basic needs of a child

Making resources to support transitions.

Posters

Spring 1

Content area 3   Care routines

Play and activities to support a child

Practical to consolidate knowledge with Q & A

Posters and leaflets

Spring 2

Content 4 Early years Provision  

Content 6 / 7the expectations of an early years practitioner

Leaflet of local childcare provision and the role of an early years practitioner

Summer 1

Content 5 Legislations and policies and procedures

Questions and answers about how these link withing the childcare sector

Summer 2

Content 8 the importance of observations in early years.

Content 9 Planning in early years childcare

Students to engage in a Practical observation of a parent and child analysis of the outcomes

Half term

Curriculum focus

Landmark assessment

Autumn 1

Knowledge: further programming topics such as file handling and 2-dimensional arrays

processor execution cycle: fetch-decode-execute cycle

Skills: problem solving and analytical skills

Attitudes: resilience, deep thinking

Regular formative assessment with a final summative test before half-term.

Autumn 2

Knowledge: classification of software into their different categories: systems, application…

search and sorting algorithms

Skills: problem solving and algorithmic thinking

Attitudes: questioning, positive analysis

Regular formative assessment with a final summative test before the end of term.

Spring 1

Knowledge: security for systems: threats & prevention

programming tasks using previous knowledge & skills

Skills: logical and analytical thinking

Attitudes: confidence and creativity

Regular formative assessment with a school formal examination

Spring 2

Knowledge: RAM and ROM technologies

programming tasks using previous knowledge & skills

Skills: logical and analytical thinking

Attitudes: confidence and creativity

Regular formative assessment with a final summative test before the end of term

Summer 1

Knowledge: ethical, legal, cultural and environmental aspects of computer science

different levels of programming languages and translators

main IDE features

Non-exam assessment

Skills: critical and analytical thinking

Attitudes: reflective students and empathy

Regular formative assessment with a final summative test before half-term.

Summer 2

Knowledge: further network topics: wired and wireless networks

programming tasks using previous knowledge & skills

Non-exam assessment

Skills: logical and analytical thinking

Attitudes: confidence and creativity

Regular formative assessment with a final summative test before the end of term.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Introduction to Blood Brothers

An introduction to the set text Blood Brothers that will be assessed in the final written exam of Year 11. Learners will explore the narrative, themes and characters of the play.

Formative assessment through use of retrieval practise.

Autumn 2

Monologues and duologues

Development of knowledge of characters from Blood Brothers through the introduction of techniques required to perform a successful monologue and/or duologue.

Year 10 exam section A of final GCSE written exam.

Summative assessment of ability to sustain a character for practical performance of monologue and/or duologue.

Spring 1

Learners will explore a range of theatre practitioners, their impact on theatre and demonstrations of their styles and techniques.

Formative assessment of knowledge of practitioners and ability to apply the style to practical work.

Spring 2

Learners complete their Devising Drama component of their GCSE. A devised performance will be created from a given stimulus. Learners will complete a written portfolio alongside the creative process.

Summer 1

Devising drama

Learners complete their Devising Drama component of their GCSE. A devised performance will be created from a given stimulus. Learners will complete a written portfolio alongside the creative process.

Summative assessment of portfolio and devised performance, this contributes 30% of the final GCSE.

Summer  2

Devising Drama

Learners complete their Devising Drama portfolio. They analyse and evaluate their final performance, discussing how meaning was communicated as well as suggesting ideas for development.

Summative assessment of portfolio. 

Half term

Curriculum focus

Landmark assessment

Autumn 1

Creative Writing – students will study how to engage the reader using imagery/a motif such as light and darkness. 

An Inspector Calls – students will study the set text and focus on how characters are presented including dramatic characterisation.

Writing assessment – extended response to a picture stimulus

Literature assessment – extended response to a character/theme in the play

Autumn 2

Spoken Language – students will plan and present a talk giving their opinions.

A Christmas Carol – students will read the whole text and study key characters including the Cratchits and attitudes to the poor.

Presentation to class graded using GCSE criteria – pass, merit, distinction

Literature assessment – extended response based on an extract

Spring 1

English Language Paper 2 – students will practise key reading skills for non-fiction extracts – summarising information, analysing language and comparing writers’ opinions.

English Language paper 2 – Year 10 mock examination

Spring 2

Shakespeare – Macbeth – students will read the entire text and focus on how key characters/relationships are presented.

Literature assessment – extended response based on an extract

Half term

Curriculum focus

Landmark assessment

Summer 1

Power and Conflict poetry – students will study key poems not yet explored in Year 9.

English Language Paper 1 – students will revise how to approach the entire paper including the skills of analysing language/structure and evaluating a critical response.

English Language Paper 1 – Year 10 mock examination

Summer 2

English Language Paper 1 – students will study how to approach creative writing with a picture stimulus.

Power and Conflict poetry – students will study poems and compare 2  poems with a similar theme.

English Language Paper 1 -Year 10 mock examination

Literature assessment – extended response comparing 2 poems

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will study celebrations and traditions. They will revise verb tenses and extend this to include reflexive verbs and agreements in the perfect tense. Higher Tier pupils will also study the use of the perfect infinitive.

Ongoing ‘in class’ teacher assessments and vocabulary/grammar tests.

Autumn 2

Pupils will study Francophone festivals thus developing their knowledge of French-speaking countries and being able to use social/cultural context when reading. They will learn how to use the imperfect tense and how to decide between the perfect and imperfect tenses when writing and speaking.

Kerboodle course Unit 4 assessments in at least 2 skill areas (listening, speaking, reading or writing)

Spring 1

Pupils will begin studying Theme 2 of the GCSE AQA course entitled Local, National, International and Global areas of interest. They will study the topic of where we live, namely residences, local areas and regions. They will revisit the position and agreement of adjectives, learn how to use demonstrative adjectives, prepositions, negatives and the partitive articles. Higher Tier pupils will also learn how to use the conditional tense.

Formal examinations which will assess all material covered to date but with a focus on the work covered in Year 10.

Spring 2

Pupils will study charitable associations, voluntary work and healthy lifestyles. They will learn how to use adverbs to enhance their writing and modal verbs followed by the infinitive, including in the conditional tense. Higher Tier pupils will learn how to use en + present participle.

Ongoing ‘in class’ teacher assessments and vocabulary/grammar tests.

Summer 1

Pupils will discuss local, national and global environmental issues, social issues, inequality and poverty. They will learn how to use the sequence of tenses in si clauses and the imperative. Higher Tier students will learn how to recognise the pluperfect tense and the subjunctive.

Kerboodle course Unit 6 and 7 assessments in at least 2 skill areas (listening, speaking, reading or writing)

Summer 2

Pupils will study the topic of holidays and expand their knowledge of France and French-speaking countries. They will use all three time frames, depuis + present tense, the pronoun y and Higher Tier pupils will learn the construction venir de + the infinitive. They will add complexity to their spoken and written language.

Ongoing ‘in class’ teacher assessments and vocabulary/grammar tests.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Global Development:

Students gain a deeper understanding of the term ‘development’ and how it is measured. This was part of the KS3 curriculum. Students examine the causes and effects of uneven development. Students are expected to understand a range of strategies to deal with uneven development on a global scale.

Students begin an in-depth study of a developing country ‘India’ and apply the above knowledge to explain reasons for its uneven development.

Interim knowledge test

8 mark – ‘assess’ question on periphery and economic core regions of India.

Continuous assessment through AfL activities in lessons.

Autumn 2

Global Development:

Students are expected to expand their locational knowledge of India which a broad understanding of its social, cultural, economic and environmental context. Students must explain reasons for changes in population structure over the last 30-50 years. Students gain a foundational understanding of geopolitics in India. Additionally, students deepen their understanding and assessment of the impacts of rapid development which they started in KS3 through the case study of Dubai.

Interim knowledge test

End of unit GCSE style questions marked out of 27. Use of GCSE grade boundaries.

Continuous assessment through AfL activities in lessons.

Spring 1

The Changing Landscapes of the UK:

Students gain a foundational understanding of geological variations in the UK, including characteristics and distribution of the UK main rock types. Students are introduced to graphical skills through the use of geological maps. Students deepen their knowledge of physical processes from KS3 in order to explain how upland and lowland landscapes are formed.

Further, students explore coastal landscapes and processes through an in-depth case study of Holderness. Processes include: erosion, transportation and deposition. Students are expected to explain how these processes create distinctive landscapes and coastlines as well as how human activity can affect people and the environment.

Interim knowledge tests.

8 mark questions on “examine”.

Y10 Mock exam – questions marked out of 94. Use of GCSE grade boundaries.

Continuous assessment through AfL activities in lessons.

Spring 2

River Landscapes & Processes and Fieldwork Preparation:

Students apply their knowledge of physical processes to river landscapes in order to explain how they shape the upper, middle and lower course of a river. Students also apply prior knowledge of geology in order to explain the different features of river landscapes along its course. Students conduct an in-depth case study of the River Dee and explain how it has formed and changed. Students must also explain how human activities along a river landscape will affect the people and the environment.

Students begin their coastal fieldwork preparation. Students begin to explore how to formulate an enquiry question based on the location of Hengistbury Head. Their enquiry question is ‘how and why does Hengistbury Head change along its coast?’ Students gain an understanding of how fieldwork data is collected and the types of secondary and primary sources that may be useful to answer their enquiry question. 

Interim knowledge test

8 mark questions on “examine”.

Rivers end of unit test – questions marked out of 27. Use of GCSE grade boundaries.

Continuous assessment through AfL activities in lessons.

Summer 1

Fieldwork Analysis:

Following their fieldtrip, students gain an understanding of methods used to analyse fieldwork data. Students are taught to draw, label, annotate and interpret various data presentation techniques. Further, students are expected to write descriptively, analytically and critically about their findings. Finally, students learn to draw well evidenced and informed conclusions about geographical questions and issues using primary and secondary research.

Interim knowledge test

Fieldwork mock examination – use of GCSE grade boundaries.

Continuous assessment through AfL activities in lessons.

Summer 2

Resource Management:

Students deepen their understanding of natural resources from KS3. Students are expected to define and characterise global resources and explain how and why they are consumed. Students explore the complex problem of energy demand in the past, present and future. Students analyse the energy mix of the UK, China and Germany and explore how the latter two countries have made world-leading efforts in the drive for renewable energy. Students are expected to assess and evaluate the ways in which a developed and developing country manage their energy resources.

8 mark ‘evaluate’ use of sustainable energy

Y10 Mock exam [2] including Human Geography – Global Development and Resource management.

Continuous assessment through AfL activities in lessons.

Half Term

Curriculum Focus

Landmark Assessment

Y10 Autumn 1

Students will continue to study Theme 2 of the AQA course and begin chapter 6 where charity/voluntary work is introduced.  They will draw on their previous knowledge of healthy/unhealthy living from year 8 and be able to expand on this.  They will recap grammar points including intensifiers/qualifiers, comparatives/superlatives, ‘um …. Zu’, modal verbs in the present and conditional tenses as well as ‘als’ in the past tense.

Unit 6 Kerboodle Assessments in all 4 skills

Y10 Autumn 2

Students will study the topic of environment and be able to discuss what they do and should do to help protect it.  They will revisit conditional tense modal verbs as well as subordinating conjunctions. They will recap imperatives from when we studied directions vocabulary in year 8.  They will also learn to discuss poverty and homelessness.

Unit 7 Kerboodle Assessments in all 4 skills

Y10 Spring 1

We revisit the topic of holidays and travel, continuing with theme 2.  Students will write using the present, past, future and conditional tenses and revise modal verbs and opinions too.  They will able to apply accurate word order rules too and bring many of the grammar points previously learned together in this topic.

Dates/times/adverbial time phrases will be recapped as well as

time – manner – place with the perfect tense.

Unit 8 Kerboodle Assessments in all 4 skills

Y10 Spring 2

Students will begin to study theme 3  – Current and future study and employment.  They will be able to describe their school infrastructure using correct adjective endings as well as revisit hobbies vocabulary to discuss daily life at school with reflexive verbs, drawing on their KS3 knowledge.  They will be able to express opinions in different tenses with reasons regarding their school subjects and uniform.

Ongoing teacher assessment and vocabulary tests

Y10 Summer 1

We complete our study of theme 3 by talking about future plans and choice of career using both future and conditional tenses and the difference between them.

Unit 11 &12 Kerboodle Assessments in all 4 skills

Y10 Summer 2

We revisit theme 1 family and relationships, consolidating grammar and vocabulary knowledge for foundation tier students – reflexive verbs and word order in subordinate clauses -and extending vocabulary knowledge and introducing more complex structures and grammar such as dative case endings for higher tier students.

Year 10 exam in all 4 skills

Overview

Year 10

Skills, Knowledge and Understanding

You will have a good understanding of the human life span which includes the 6 life stages and how they grow and develop

Ambition

You will complete component 1 and continue into Year 11 to complete your Level 1/2 award in Health and Social Care.

Title

Human Life Span

Ambition

To have a good understanding of the areas of growth and development that contribute to the whole person, including physical, intellectual, emotional and social. You will be looking at the factors that impact life and development.

Terminology

holistic

characteristic

growth

milestone

adolescence

menopause

attachment

self esteem

inherited

discrimination

inclusion

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will learn about the Making of America from 1789 to 1900. They will demonstrate knowledge and understanding of the key features and characteristics of the periods studied.

Why did the USA grow so rapidly between 1789 and 1838?

Autumn 2

Pupils will learn about the Making of America from 1789 to 1900. They will explain and analyse historical events and periods studied using second order historical concepts.

What was the impact of the Californian Gold Rush of 1848-1849?

Spring 1

Pupils will learn about the Making of America from 1789 to 1900. They will explain and analyse historical events and periods studied using second order historical concepts.

“The period of Reconstruction from 1863 to 1877 was a time of progress for former slaves in America’s southern states”. How far do you agree with this statement? Give reasons for your answer.

Spring 2

Pupils will learn about the Norman Conquest 1065-1087. They will compare Interpretations from the past and explain why they are different.

Interpretations B and C both focus on Hereward the Wake. How far do they differ and what might explain any differences?

Summer 1

Pupils will learn about the Norman Conquest 1065-1087. They will explain and analyse historical events and periods studied using second order historical concepts.

In his TV series A History of Britain historian Simon Schama said that after the Battle of Hastings ‘One kind of England was destroyed and another kind of England set up in its place.’ How far do you agree with this view?

Summer 2

Pupil will learn about History around – Portchester Castle. They will show their knowledge and understanding using sources from the past.

Choose one important change in the way in which your site was used. Explain how your site was changed and why this change took place. Use physical features of the site as well as your knowledge to support your answer.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Component 2 teaching phase – students will learn all the necessary skills to develop media production skills and techniques. Introduction to the experimental nature of the practical work.

Component 2 Task 1 (LAA) – assessment of the different planning and creation tasks the students complete.

Autumn 2

Component 2 Task 1 (LAA) – develop media production skills and techniques.

Students understand and then create a storyboard, screenplay or audio script

Component 2 Task 1 (LAA) – print screen evidence of skills and techniques used.  Assessment of practical work

Spring 1

Component 2 Task 1 (LAA) – develop media production skills and techniques

Component 2 Task 1 (LAA) – print screen evidence of skills and techniques used.  Assessment of practical work

Spring 2

Component 2 Task 2 (LAB) – apply media production skills and techniques.

For the publishing sector, students are introduced to house style, thumbnails and sketches of page layouts, flat plans, design comps (comprehensive layout) and mock ups.

Component 2 Task 2 (LAB – assessment of annotated visual log of pre-production, production and post-production processes.  Assessment of finished practical work.

Summer 1

Component 2 Task 2 (LAB) – apply media production skills and techniques.

Students create thumbnails, sketches and a design competition for a double page spread (DPS) for their magazine.

Component 2 Task 2 (LAB – assessment of annotated visual log of pre-production, production and post-production processes.  Assessment of finished practical work.

Summer 2

Component 2 Task 3 (LAC) – review own progress and development of skills and practices.

For the interactive sector, students are introduced to the conventions of wireframing and storyboards for interactive media products. And build on previous knowledge and skills gained.

Component 2 Task 3 (LAC) – assessment of a log of practical skills developed, including annotated or narrated work.  Assessment of a skills audit to detail strengths and future improvements.  Assessment of an evaluation in the form of a written report, blog or presentation with notes.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Quadratic sequences

Functions

Iterations

Students will be given an assessment on all work covered in Aut 1

Autumn 2

Circle Theorems

Equations of tangents

3D Pythagoras

Students will be given an assessment on all work covered in Aut 1 & Aut 2

Spring 1

Completing the Square

Column vectors

Students will be given an assessment on all work covered since September

Spring 2

Vectors

Proof

Congruency

Students will be given a non-calculator and calculator assessment on all work covered to date.

Formal assessment in the hall.

Summer 1

Sin, Cos, Tan graphs

Equations of circles

Graph transformations

No assessment

Teacher own assessment

Summer 2

Cumulative Frequency

Box and Whiskers

Histograms

Transformations

Students will be given a Non Calculator and Calculator assessment on all topics covered in year 7

All questions used in assessments will be real, appropriately challenging, GCSE questions and will aim to prepare students for the GCSE exams.

Half Term

Curriculum Focus

Landmark assessment

Autumn 1

Music for Ensemble – Jazz and Blues (AOS2)

Students will analyse melodic features of jazz and blues by creating short improvisations using blue notes and notes of extended chords. They will also analyse and compose harmonic features such as harmonic riffs and pedal notes.

Students will further develop their understanding of these features by composing a jazz melody to a 4 chord sequence.

Formative assessment of composing and listening skills throughout the project.

Summative assessment of students’ creative compositional ideas focusing on

Autumn 2

Chamber Music (AOS2)

Students will learn about the historical origins and context of chamber music. They will focus on the sonority of the string quartet, looking at the development and use of the string instruments

Students will further deepen their musical knowledge by composing music for a string quartet, focusing on texture, in particular polyphony, by creating short pieces using imitation, canon and fugal writing.

Formative assessment of listening skills throughout the project.

Summative assessment of composition piece based on criteria.

Spring 1

Film Music (AOS3)

Students will analyse sonority within film music, focusing on instrument techniques such as pizzicato. They will also focus on advanced harmonic features within film music such as use of cadences and dissonance.

Students will compose short musical leitmotifs using instrumental and harmonic techniques to deepen their understanding of these features. This project will continue into Spring 2 for 3 weeks.

Formative and summative assessment of the set work using practise questions.

Formative assessment of the composition.

Spring 2

Musical Theatre (AOS2)

Students will listen to a wide range of pieces from the musical theatre genre. They will focus on different textures within this music such as antiphony. They will also study the timbre of different voice types. Finally, they will analyse the distinctive harmonies found within musical theatre pieces.

Students will have performance opportunities to sing duets and group performances in this project.

This project will continue into Summer 1

Formative assessment of performing skills throughout the project.

Summative assessment of performance.

Summer 1

Musical Theatre (AOS2)

Continuation of the musical theatre project.

Half term

Curriculum focus

Landmark assessment

Yr 10 Autumn 1

Theme: Passionate about learning and ambitious with a deep-rooted desire to achieve.

Key terminology:

Effective use of feedback, intrinsic desire, personal bests, target setting

Pupils will learn about classifications of skills and how information is processed.

Pupils will learn about guidance and feedback from coaches in sport.

Skill acquisition assessment

Yr 10 Aut 2

Theme: Safe, resilient, and reflective.

Key terminology:

Controlling emotions, F.A.I.L, pressure improving performances

Pupils will learn about personalities and aggression in sport and the impact of arousal levels on performance. 

Spring 1

Theme: Independent, collaborative and creative.

Pupils will learn about the trends in participation in sport, and the barriers that cause these trends.

Pupils will learn the impact that performance enhancing drugs has on sport and the possible causes for the use of PEDs.

Yr 10 Mock Exam

Spring 2

Theme: Scholarly, literate & numerate

Pupils will learn about the impact of technology on sports performance.

Pupils evaluate commercialisation in modern sports.

Commercialisation assessment

Summer 1

Theme: Passionate about learning and ambitious with a deep-rooted desire to achieve.

Pupils will learn about the reasons for participating in sport and discuss possible consequences of a sedentary lifestyle.

Social cultural issues assessment

Summer 2

Theme: Safe, resilient and reflective.

Pupils will evaluate their performance in a chosen sport

NEA coursework component.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Exploring Influence:

Within this topic, students learn about positive and negative role models and how to evaluate the influence of role models. Students build upon their KS3 knowledge of drugs, alcohol and county lines and unpick the impact of this further. They learn exit strategies for pressurised or dangerous situations and how to seek help for substance use and addiction.

This work is supported by external workshops run by St Giles Trust.

Baseline assessment

Quizzes

Scenario based enquiry

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Autumn 2

Addressing extremism and radicalism

Within this topic, students are taught how to safely challenge discrimination, with reference to the Equality Act 2010. Students are empowered through their understanding of appropriate legal provisions and how these can help them tackle extremism. Students are taught about the importance of communities, inclusion, respect and belonging. They will understand the link between social media and extreme/radical views and how to safely navigate misinformation, including that found online.

Baseline assessment

Quizzes

Oracy project

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Spring 1

Healthy Relationships

Students are taught about relationship values and the role of pleasure in relationships. They are taught about the opportunities and risks of forming and conducting relationships online. Further, they build upon their KS3 knowledge of consent, and learn to recognise and respond to pressure, coercion and exploitation, including reporting and accessing appropriate support. Students are taught about asexuality, abstinence and celibacy. Students are also taught to manage the impact of the media and pornography on sexual attitudes, expectations and behaviours.

Baseline assesment

Quizzes

Scenario based enquiry

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Spring 2

 Mental Health

Within this topic, students learn how to manage challenges during their adolescence such as mental health, stigma, stereotypes and misinformation. Students build on their skills from KS3 in how to reframe any negative thinking and are taught strategies to promote their emotional wellbeing. They are shown how to access support and treatment.

 Baseline assessment

Quizzes

Oracy project

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Summer 1

 Genetics and Cloning

Within this topic, pupils will learn about new techniques linked to IVF such as PGD, and ask whether people should be able to choose the gender of their child. A further use of PGD is to make saviour siblings, and pupils will discuss the rights and wrongs of creating a new life in order to save an existing child. Pupils build on this further as they find out about therapeutic cloning, and consider the possible treatments that might rely on embryonic stem cells.  They will learn about how the same procedure could be used to create a cloned baby, and will weigh up the pros and cons of allowing reproductive cloning.  Pupils will learn about new techniques in genetics, such as CRISPR, a procedure allowing the removal of sections of DNA and the substitution of genes from one species to another.  

 Baseline assessment

Quizzes

Oracy project / structured debate

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Summer 2

Infertility

Within this topic, pupils will learn about the ethical issues surrounding infertility.  They will consider Artificial Insemination by Donor, and whether donors have the right to anonymity. They will consider egg sharing, and whether this equates to selling human life.  Pupils will consider different practices abroad, and ask whether making the sale of eggs illegal will lead to people travelling to other countries to buy them. They will learn about commercial surrogacy, evaluating the benefits and risks of legalising paid surrogacy.

Baseline assessment

Quizzes

Scenario based enquiry to advise on infertility practices

RAG against learning objectives

End of unit assessment- revisit initial baseline.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Pupils will study religious, philosophical and ethical arguments on Crime and Punishment and their influence in the modern world. They will consider the nature of crime and the causes of crime. 

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘Opposition to an unjust law is the only reason to commit a crime’.

Autumn 2

Pupils will study religious, philosophical and ethical arguments on Crime and Punishment and its influence in the modern world. They will explain and analyse different aims of punishment, treatment of criminals and the nature of forgiveness.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘The use of the death penalty is always wrong’.

Spring 1

Pupils will study the Christian practice of worship and festivals. They will examine the influence of these practices on individuals, communities and society.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘Christmas is no longer a religious festival’.

Spring 2

Pupils will study the Buddhist practice of worship and festivals. They will examine the influence of these practices on individuals, the communities and society.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘Meditation is the most important practice for Buddhists’.

 Summer 1

Pupils will study the role of the Church in the local community and worldwide. Pupils will study Buddhist ethics. They will examine the influence of these practices on individuals, communities and society.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘The most important duty of the Church is to help people in need’. (or) ‘’The principle of Kamma encourages ethical behaviour’.

Summer 2

Pupils will study religious and philosophical arguments on the existence of God and revelation. They will explain and analyse their impact in the modern world.

Short 1, 2 and 4 mark questions leading to a 12 mark evaluative question:

‘The existence of miracles proves that God exists’.

Half term

Curriculum focus

Landmark assessment

Autumn 1

Students will study three topics this half term specifically looking at Energy changes, Organs and Respiration. Energy changes is a chemistry topic, organs and respiration are biology topics that build on knowledge from KS3.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations.

Autumn 2

Students will study two topics this half term specifically looking at Quantitative chemistryand Health. Quantitative chemistry builds on the fundamentals of chemistry from year 9, Health builds on students knowledge from both autumn 1 and KS3.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Spring 1

Students will study two topics this half term specifically looking at the Defence of the human body and the Physics topic Electricity. Defence and electricity build on knowledge from the autumn and KS3.

Students during this time are assessed formatively and are building their revision skills for the year 10 exam after half term.

Students during this time are assessed formatively and are building their revision skills for the year 9 exam after half term.

Spring 2

Students will study two topics this half term specifically looking at the second half of Energy and also Chemical Analysis. Energy builds on knowledge from Spring 1 whilst Chemical analysis builds on knowledge from KS3.

given a formal year 10 exam. The year 10 exam is a paper one exam from biology, chemistry and physics.

Summer 1

Students will study two topics this half term specifically looking at Nerves and Atoms and radioactivity. Nerves builds on knowledge of the human body gained in year 10 whilst Atoms and radioactivity is a physic topic that builds on knowledge of atoms from chemistry in year 9.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations

Summer 2

Students will study two topics this half term specifically looking at Ecology and Organic Chemistry. Ecology will allow them to develop their experimental skills outside.

Assessment is a formal exam at the end of the ½ term including long answers, short answers, multiple choice and calculations