Curriculum Document Year 10 Autumn Term

Maths English Assembly/Form Time SMSC & BV RSE

The expectation is, by year 10, pupils would have attained fluency in In Fire, Blood and Anguish Themes
the fundamentals to now demonstrate competence by engaging in I will have done an in depth study of Priestley’s play “An Inspector Calls” Understanding different The roles of
more complex mathematical reasoning and problem solving. and explored concepts of socialism, gender equality, and rights and faiths. Respect for hormones in the
responsibilities in Edwardian society. Community & Aspiration:
others (Form) menstrual and
Skills covered: glucose control
Higher  Deconstructing quotes for meaning Safeguarding
The impact of faith on (Science)
Can I apply my knowledge of number to higher order  Exploring context and wider influences
 Developing alternative interpretations. society (Form)
applications? Extremism The different types
Am I able to extend my knowledge of Algebra into more of care services and
Fact Not Fiction Stewardship – what
complex operations? Careers the possible barriers
I will have read a range of non-fiction pieces in a variety of forms, have humans done to
Am I able to present & interpret data using various charts and the world (Form) to accessing them
explored how authors write to inform, persuade and entertain, and used (H&S)
diagrams? them as stimulus to write my own pieces. World Mental Health
Am I able to apply my knowledge of ratio and proportion, to Skills covered: How could we solve
 Responding and summarising texts. Black History Month resource inequality The influence of
solving related problems in various contexts? online media -
 Analysing and comparing writer’s craft across the UK? Do we
Am I able to apply the properties of angles and right-angled  Writing non-fiction pieces with flair and accuracy have a responsibility to Planning a digital
Anti-bullying Week media product
triangles to problem solving? share resources equally?
(Geog) (Media)
Listing and finding the number of ways to perform a task; Literacy Development Strategies in place across the school, including:
Bedrock Vocabulary homework, literacy starters, SPaG marking Resilience
prime factors, HCF & LCM, indices, powers and surds;
feedback, reading room lessons. See Director of Literacy and school Democracy and Law:
writing and calculating numbers in standard form. website for further details. Giving Tuesday Driving speeds on the
Simplifying expressions with indices, forming and solving
roads to decrease
equations; finding the nth term of linear and quadratic accidents (breaking
Key events:
sequences. distances) (Science)
Plotting and interpreting, stem & leaf diagrams, frequency
European Day of Languages-
polygons, pie charts, time series & scatter graphs; Cultural celebrations
September
calculating averages from grouped frequency tables. and festivals (German)
Applying the four operations to fractions and mixed numbers,
Rosh Hashanah - September
solving problems in various contexts on ratio and Rules and regulations
proportion, converting a recurring decimal to a fraction. (PE)
Calculating the sum of interior angles in a polygon; using the World mental health day –
October
sum of interior angles in polygons to solve problems
including the use of Algebra; applying Pythagoras theorem
and the trig ratios to solve problems in various contexts. Diwali - October

Foundation Remembrance
Am I able to demonstrate competence using number and place value Day – 11th November
in various contexts? Can I show competence in applying the rules of
Algebra to manipulating expressions and formulae? Anti-Bullying Week- 16th-20th
November
· Apply systematic listing, using BODMAS, operations with decimal
numbers, metric conversion, factors multiples and primes, using Advent - 1st December
listing, prime factorisation and Venn diagrams to calculate HCF
and LCM.
· Using the correct notation; writing and simplifying more complex
 expressions; multiplying and dividing expressions; recognise the
difference between a formula and expression; expanding,
simplifying, and factorising expressions; use mathematical and
science formulae.

Can I demonstrate competence in representing data with tables,

graphs and charts, working with fractions decimals and percentages,
equations inequalities and sequences?
· Representing and presenting data using 2-way tables, bar charts, stem
and leaf diagrams, pie charts and scatter graphs.
· Solving problems using the four operations with fractions in various
contexts, converting between fractions, decimals and percentages
and using percentages in various contexts including increase,
decrease & simple interest.
· Solving equations with one step, two steps, unknown on both sides,
inequalities including 2-sided; substitution; changing the subject
of a formula; finding and using the nth term of a linear sequence.

Science
Biology: infection and response: How does our body defend us
against diseases. Students will look at how communicable and non-
communicable diseases work.
Chemistry: (Quantitative chemistry)- How can you use numbers to
explain the efficiency of their reactions and their values?
Perform a series of calculations to comprehend physical / chemical
reactions (qualitatively method) to a number method, used in industry
to understand profit and waste.
Physics: (Electricity) – How does electricity get into our homes?
Students will learn what current and voltage is and how our national
grid system works.
Biology: Bioenergetics: How do plants make and use their own food?
Students will have a chance to test out rate of photosynthesis on
aquatic plants such as pondweed. They will also understand the
differences between aerobic and anaerobic respiration.
Describe and explain patterns and trends in data presented in a
variety of tabular or graphical forms
State describe and explain variables
Evaluate methods and determine if the results are valid
Identify the main hazards in specified practical context
ICT
Digital Information Technology: Component 1
Learning Aim A
A1 What is a user interface
- Learners will investigate different types of user interface used
by individuals and organisations. They will investigate how
they vary across different uses, devices and purposes.
A2 Audience Needs
- Learners will investigate the varying needs of the audience
and how they affect both the type and the design of the
interface.
A3 Design Principles
- Learners will investigate a wide variety of design principles
that provides both appropriate and effective user interaction
with hardware devices.
A4 Designing an efficient user interface
- Learners will investigate techniques that can be used to
improve both the speed and access to user interfaces.
-
Skills Covered
Candidates will assess how:
 effectively the user interface meets the audience's
requirements, including their accessibility needs, skills level
and demographics.
 effectively different design principles have been used to allow
both appropriate and effective user interactions with
hardware devices
 techniques have been used to allow different types of users
to efficiently interact with the interface.
Religious Studies Geography (Option A)
How can we manage water around the world?
Global Inequalities of Resources
How do religious believers put their beliefs into action?
Water footprints and embedded water consumption
Component 1 Global changes in the demand for water and the causes of this
The beliefs of Islam Why water security leads to water management
 The nature of God (tawhid). Evaluate sustainable strategies to manage water supplies at different
 Muslim beliefs about the afterlife. scales.
 Beliefs about angels and the Prophet Muhammad. Issues with abstraction and over abstraction of water supplies.
 Muslim beliefs about the origins of the world How is the UK changing?
Location/distribution of the UK population.
Muslim worship
How retail in the UK is changing.
 Worship according to the 5 Pillars of Islam. Spheres of influence of shopping and services
 Worship at the Mosque. What is counter-urbanisation and the impact it is having on the UK.
 Religious festivals including Eid-al-Fitr. Explain how rural areas of the UK are changing.
 Religious places of Pilgrimage including Mecca. How the UKs’ population is changing and explain the likely impacts of
this.
Knowledge of geographical locations, concepts and processes (AO1)
Skills: Comprehension – inference from sources (interpretation),
Understanding of geographical concepts, processes and interactions
Identifying similarities and differences between practices, explaining
(AO2)
religious beliefs, explaining the influence of beliefs on practice.
Interpreting, investigating and evaluating information to reach
conclusion (AO3)
Geographical information and skills (AO4)
Sociology
3.1 Conflict Versus Consensus - The Sociological Approach
In this unit you will learn about the sociological approach,
including debates within sociology. You will learn about
the perspectives of different sociologist such as
Durkheim, Marx and Weber.
3.2 Thinking like a Sociologist - Social structures, Social
process and social issues
Through this topic you will understand how Socialists conduct
experiments and evaluate how the issues are interpreted
by sociologists.
Skills:
 Apply Sociological knowledge.
 Critically analyse information and use evidence to make
informed arguments.
 Apply knowledge to social structures.
 Use sociological theories to understand social issues.
 Evaluate sociological methodology.
 Make connections between topics.
History (Option A) German (Option B)
Murderous Medieval to Revolting Renaissance – Crime and “Who am i?”
Punishment from 1000-1700 Students will consolidate and build upon linguistic skills, knowledge
Edexcel GCSE – Paper 1 and understanding of …
A breadth study of the changes in British society across the Medieval
and Early Modern Period, focusing on the role and power of the
church, the attitudes of different monarchs and the impact of global
events such as the Black Death on the nature of crimes and how they
were dealt with. This includes case studies on the murder of Thomas
Beckett, the Gunpowder Plot and the Witchcraft Trials of the 1600s
Why do Australians speak English? Crime and Punishment from
1700-1900
Edexcel GCSE – Paper 1
Continuing the breadth study, and building on prior knowledge,
students will look at the seismic societal changes brought about by the
Industrial Revolution and the modernisation of the world, including
how new crimes started, how old crimes evolved and how institutions
were set up in order to tackle these problems.
Change and Continuity
Causation
PEKE paragraphs
‘On the one hand’ judgement question
GCSE PE
Component 1 – Physical Factors Affecting Performance
Applied anatomy and physiology
1.1.a – The structure and function of the skeletal system
1.1.b – The structure and function of the muscular system
1.1.c – Movement analysis
1.1.d – The cardiovascular and respiratory systems
1.1.e – The effect of exercise on the body systems
Skills: Identifying, explaining, comparing different life systems.
Health and Social Care (Option B)
The Game of life - Human Lifespan Development
Understand human growth and development across the 6 life stages,
according to P.I.E.S development.
This will also include an introduction to Health and Social Care
terminology.
Skills: Identifying, explaining, comparing different life stages.
Enterprise (Option C)
Learning Aim A:
Examine the characteristics of enterprises
I A1 What is an Enterprise?
- more complex vocabulary & grammatical structures to describe self,
family and friends, including teen angst
“Relationships”
Students will consolidate and build upon linguistic skills, knowledge
and understanding of …
- more complex vocabulary & grammatical structures to describe
relationships, marriage & role models
- cultural celebrations, traditions and festivals (Oktoberfest & Halloween
Christmas)
Grammar and linguistic skills: Listening, reading, writing & speaking
Performing Arts (Option B)
Exploring Performing arts industry
To understand Practitioners and Styles. To look at x3 styles and x3 plays
and evaluate their impact on the performing arts industry.
Naturalism, Comedy and Musical Theatre, characters, creative
intentions, roles and responsibilities, repertoire, practitioners.
Naturalism, Comedy and Epic Theatre, characters, creative intentions,
roles and responsibilities, repertoire, practitioners.
Photography (Option C)
Reflection
Research relevant Artists linking to theme. Analysis of work informs their
own Interpretations
Through a series of exercises students will learn about reflection,
refraction and distortion
Long exposure – Light drawing
Use of Mirrors, Prisms, Lens and their effects on light
GCSE Food Option C)
Section A:Food Safety, Health and Nutrients Section B: Nutrients
Food Choice Provenance Section C: Provenance
Aut 1: The topics studied will be: Preparing food and Safety, Nutrition
A2 Types and characteristics of small and medium enterprises
A3 The purpose of enterprises
A4 Entrepreneurs
Skills: Application of production skills, comparison, research,
communication skills with the Businesses, independence.
and Fruit and Vegetables Food sources and how they are grown.
Students will have a practical lesson based on the topic studied.
Aut 2: The topics studied will be: Food choice and dietary needs,
Traditional ingredients, Complex carbohydrates, primary and secondary
process of carbohydrates.
Students will have practical lessons based on the topics studied.

Food groups, organisation, literacy, key terms, kinaesthetic and

analysing.
PE
The Mind and Sports Performance
Understand how the mind can affect an athletes performance levels.
This includes factors such as personality, motivation, self confidence,
self efficacy, arousal and anxiety.

Describing, Summarising, Explaining, Discussing, Analysing, Assessing

and Evaluating.

Media GCSE Creative Media Production BTEC

Theoretical Framework
You will be introduced and explore each area of the theoretical
framework, by applying concepts of media language, audience and
representation in turn to examples from print, audio-visual and online
media products.
Skills covered:
· Demonstrate skills of enquiry, critical thinking and analysis.
· Learn and understand a variety of specialist subject specific
terminology.
Media Forms
You will explore nine media forms through exploring existing media
products, including television, film, radio, and newspapers, magazines,
advertising, online, video games and music videos. You will also do
creative tasks, planning for media products that apply conventions,
consider target audience and use appropriate representations.
Skills covered:
· Analyse and compare how media products construct and
communicate meaning and generate intended interpretations
and responses.
· Apply specialist subject specific terminology appropriately.
Exploring Media Products
Students will investigate a wide range of media forms including visual,
print, and interactive media. They will study and produce reports for a
variety of products, including films, documentaries, advertisement,
magazines and online media. Students will continue to investigate a
specific media sector in greater depth through producing a detailed
analysis of music videos, taking into consideration how meaning is
created through camera angles, mise en scene and representation.
1A: Investigate media products
· Analyse the relationships between media products, their
purpose and specific audiences, using considered examples
across all three media sectors.
1B: Explore how media products are created to provide meaning and
engage audiences.
Analyses the relationship between genre, narrative, representations and
how production techniques are used to effectively create meaning and
engage selected audiences, with reference to considered examples of
media products.

Wider Curriculum
 West End Theatre trip giving students a cultural experience (Drama)
 Rock climbing course for GCSE PE students to enhance their practical skills (PE)
  Bowling rewards trip for students who have shown consistently outstanding attitude and behaviour to learning (Pastoral)
 Visit to Hertfordshire University to experience University life and raise aspirations (Careers)
 Science Museum trip to bring Science to life through a range of interactive experiences (Science)
 Extra-curricular clubs during lunch and after school

Careers development
Virtual employer encounters

Students will have the opportunity to participate in virtual careers talks with experts from a wide and varied range of careers and backgrounds, including a series of webinars produced by
https://www.hopinto.co.uk/explore-careers/webinars/virtual-employer-encounters/
 Curriculum Document Year 10 Spring Term
Maths English Assembly/Form Time SMSC & BV RSE
Bubble, Bubble, Toil and Trouble Themes
Higher I will have studies the ill-fated journey of Macbeth in his quest of power Forgiveness - Should we How to recognise the
Am I able to change the size and position of shapes according to a and Kingship. always forgive? (Form) characteristics and
Skills covered: Achieve & individual identity
given rule? positive aspects of
 Respond analytically to extracts from Shakespeare. healthy one-to-one
Can I demonstrate competence in the various applications of Selective Breeding and
 Evaluate authorial messages. Martin Luther King Day intimate relationships,
equations, inequalities and probability? Genome (Science)
 Tentatively evaluate possible alternative audience interpretations. which include mutual
Am I able to use graphs in abstract and contextual presentations?
Cyber-bullying – staying safe respect, consent,
“Writing is the Painting of the Voice” -- Voltaire online The use of finite loyalty, trust, shared
 Drawing plans and elevations of solids; translate, Enlarge, Reflect and I will have practiced responding to a variety of fiction extracts, and resources in the world interests and outlook,
Rotate shapes; accurate construction of shapes using appropriate developed my own narrative and descriptive artistic skills. (Science)
Time to talk sex and friendship
equipment; scale drawings and bearings; constructing angles and Skills covered: (Form)
shapes using appropriate equipment; using loci to solve problems.  Analyse and explore writer’s craft. Individual Liberty:
 Solve inequalities and show the solution on a number line and using  Write fiction with creative flair. Carers Being responsible for How aspects of health
set notation; rearrange and solve quadratic equations; solve  Write fiction with technical accuracy. our own needs and the can be affected by
various types of simultaneous equations including real-life Holocaust Memorial Day needs of future choices they make in
situations. generations sex and relationships,
 Use the product rule for finding the number of outcomes for two or (sustainability) (Geog) positively or
Careers Week
more events; use two-way tables and sample space diagrams to negatively, e.g.
solve probability problems; identify & find the probabilities of How could we solve physical, emotional,
mutually exclusive outcomes and events; estimate the expected Fair Trade Fortnight
resource inequality mental, sexual and
results for experimental and theoretical probabilities & compare across the world? Do we reproductive health
to decide if a game is fair; draw and use frequency trees; calculate British Science: Week have a responsibility to and wellbeing
probabilities of independent events; use probability tree diagrams share resources equally? (Form)
to solve problems; use Venn diagrams to solve conditional World Poetry Day (Geog)
probability problems. The facts around
 Finding and using the gradient and intercept of linear graphs; drawing Understanding Rules pregnancy including
Key events
and interpreting distance-time & velocity time graphs; finding and regulations of the miscarriage
equations of parallel & perpendicular lines; solving quadratics internet and explaining (Form)
World Religion Day –January
graphically and applying in real life situations; drawing graphs of what the consequences
cubic and reciprocal functions; drawing the graph of a circle. of breaking those laws
How the use of
 Calculating the area and perimeter of compound shapes; using the Chinese New Year –January are (ICT)
alcohol and drugs can
formula for the area of a trapezium; converting between metric lead to risky sexual
units; finding error intervals, upper and lower bounds; area and Holocaust Memorial Day – 27th Rules and conflict behaviour (Form)
circumference of a circle including sectors and arc lengths; January (History)
calculating the volume & surface area of various 3D shapes.
How to get further
NSPCC number day – 1st Learning about yourself advice, including how
February and staying healthy (PE) and where to access
Foundation confidential sexual
Can I demonstrate competence in applying graphs, ratio and St Valentine’s Day - 14th and reproductive
Caring for others (H&S)
proportion in various contexts? February health advice and
 Finding the midpoint of line segments, plotting straight line graphs treatment (Form/RS)
from a table of values, sketching graphs using y = mx + c, finding The court system and
the gradient and equation of a straight line, drawing and using Shrove Tuesday –March the rule of law (Hist)
The facts about
conversion graphs and distance-time graphs, interpreting rate of
reproductive health,
change graphs. World book day –March
including fertility and
 Using ratio notation, writing a ratio in the simplest form, solving
 various ratio problems including worded problems using bar the potential impact
models, solving ratio and proportion problems including word of lifestyle on fertility
problems, solving proportion problems using the unitary and for men and women
other appropriate methods. (Science)

Can I demonstrate competence in angles, averages and range, Fitness and health
testing (PE)
perimeter area and volume?
· Solving problems using the angle properties of quadrilaterals,
identifying congruent shapes, solving problems involving angles in Laws on domestic
parallel lines, solving interior and exterior angle problems in violence, abortion,
polygons including by forming and solving equations. homosexuality and
· Calculating the mean, mode, median and range for data, hate speech (hist)
estimating the range and mean from grouped frequency tables,
understanding how to sample and the need for it. Food, drink and
· Calculating the area and missing lengths in rectangles, healthy lifestyle
parallelograms, triangles and trapezia; Calculate and solve (German)
problems on the volume and surface area of cuboids and prisms.

Science
Chemistry: chemical changes. How are metals we use every day
extracted?
Students will learn about the various methods of extracting metals
from their ores. They will also learn about the reactions of acids with
alkalis and metals.
Biology: Homeostasis – Hormones or nerves?
Understand the roles of nerves and hormones. Explain how the nerves
work together in the reflex arc and the roles of hormones in the
menstrual and glucose control.
Chemistry: Endo and exo thermic reactions. How are cool packs
made?
Students will learn how to interpret and draw reaction profiles for
endo and exothermic reactions.
Describe and explain patterns and trends in data presented in a
variety of tabular or graphical forms
State describe and explain variables
Evaluate methods and determine if the results are valid
Identify the main hazards in specified practical context
ICT
Digital Information Technology: Component 1
Learning Aim B
B1 Project planning techniques
- Learners will investigate different planning tools and design
methodologies that can be used to plan, monitor and execute
projects
B2 Create a project plan
- Learners will select suitable project planning techniques to
develop a project plan for the development of a user
interface for a given brief.
B3 Create an initial design
- Learners will create an initial design using the design
principles listed in section A3.
Skills Covered
Candidates will:
 select appropriate project planning tools and methodologies
to create a project plan, including outlining the timescales,
possible constraints and risks in their project
 produce an initial design for a user interface that meets user,
input, output and accessibility needs. Their initial design
should show the designs for at least four different screens in
their user interface.

Religious Studies Geography (Option A)

How do religious believers put their beliefs into action? How do tectonic hazards affect us?
Component 1 Tectonic Plate Theory
Large scale landforms created by plate movement

The beliefs of Christianity
 The nature of God
 Christian beliefs about the afterlife.
 Beliefs about the Trinity.
 Christians beliefs about the origins of the world
Christian worship
 Worship at home and at church including Liturgy
 Formal and informal worship.
 Religious festivals including Easter and Christmas.
 Religious places of Pilgrimage including Lourdes and Iona.
Skills: Comprehension – inference from sources (interpretation),
Identifying similarities and differences between practices, explaining
religious beliefs, explaining the influence of beliefs on practice.
Large scale landforms created by volcanic activity
Small scale landforms created by volcanic activity
Impacts of earthquakes, volcanic activity and tsunami
Case Studies: Nepal, Mount Merapi (2010) and Japan Tsunami (2011)
How to prepare, protect, predict tectonic hazards
How fair is the world?
How global inequality is measured.
Explain the causes and consequences of uneven development in a LIC
and NIC.
Explain the role of TNCs and Tourism in context of development.
Knowledge of geographical locations, concepts and processes (AO1)
Understanding of geographical concepts, processes and interactions
(AO2)
Interpreting, investigating and evaluating information to reach
conclusion (AO3)
Geographical information and skills (AO4)

Sociology
Component 1
What’s love got to do with it?
3.3 Families
Through this unit you will explore the different functions of families,
including Parsons functionalist perspective. You will consider how
family forms differ in the UK and with a wider context through the
work of the Rapoport on family diversity and different views on
conjugal role relationships from the feminist perspective of Oakley.
This topic continues by exploring the changing relationships within
families over time and the theory of the symmetrical family. You will
explore different criticisms of families and the work of Zaretsky on
developments in families. Finally, you will consider changes in the
pattern of divorce in Britain since 1945.

Skills:
 Apply Sociological knowledge.
 Critically analyse information and use evidence to make
informed arguments.
 Apply knowledge to social structures.
 Use sociological theories to understand social issues.
 Evaluate sociological methodology.
 Make connections between topics.

History (Option A) German (Option B)

Are we too soft on prisoners? Crime and Punishment 1900-present Are we too soft on prisoners? Crime and Punishment 1900-present
Edexcel GCSE Paper 1 Edexcel GCSE Paper 1
An exploration into how the impact of modern technology has An exploration into how the impact of modern technology has changed
changed the nature of crime, policing and punishment. This includes
in-depth case study analysis on the Derek Bentley trial, Cyber-crime
and an important debate into the purpose of punishment in the 21 st
Century
Wicked Whitechapel, 1870-1900
Covering the depth study of the module, students will become the
investigators into the notorious Ripper murders of 1888 and
evaluate the range of factors that contributed to his escape,
including the quality of policing and poverty rates in East London
Causation
PEKE Paragraphs
Source Reliability
Historical Enquiry
GCSE PE
Component 1 – Physical Factors Affecting Performance
1.2 – Physical Training
1.2.a – Components of fitness
1.2.b – Applying the principles of training
1.2.b – Applying the principles of training continued
Application and demonstration training plans, Analysis, Justification,
describing, explaining, evaluation.
Health and Social Care (Option B)
The Game of Life
Investigate how individuals deal with life events
Different types of life event. Identify whether the life event is
expected or unexpected and categorise it under a relationship change,
physical event or life circumstance.
Skills: Identifying, explaining, comparing different life stages
Enterprise (Option C)
Learning Aim B: Explore how market research helps enterprises to
meet customer needs and understand competitor behaviour
Learning Aim C: Investigate the factors that contribute to the success
of an enterprise.
B1 Customer needs
B2 Using market research to understand customers
B3 Understanding competitors
C1 Internal factors
C2 External factors
the nature of crime, policing and punishment. This includes in-depth
case study analysis on the Derek Bentley trial, Cyber-crime and an
important debate into the purpose of punishment in the 21st Century
Wicked Whitechapel, 1870-1900
Covering the depth study of the module, students will become the
investigators into the notorious Ripper murders of 1888 and evaluate
the range of factors that contributed to his escape, including the
quality of policing and poverty rates in East London
Causation
PEKE Paragraphs
Source Reliability
Historical Enquiry
Performing Arts (Option B)
Exploring Performing arts industry
To understand Practitioners and Styles. To look at x3 styles and x3 plays
and evaluate their impact on the performing arts industry.
Naturalism, Comedy and Musical Theatre, characters, creative
intentions, roles and responsibilities, repertoire, practitioners.
Naturalism, Comedy and Epic Theatre, characters, creative intentions,
roles and responsibilities, repertoire, practitioners.
Component 1- Exploring Performing Arts Industry.
Learning Aim B.
To understand Process, preparation and production. To look at x3 styles
and x3 plays and evaluate their impact on the performing arts industry.
Naturalism, Comedy and Musical Theatre, characters, roles and
responsibilities whilst combining their interrelationships together.
Process, organisation of the theatre, roles and interrelationships,
evaluating skills.
Photography (Option C)
Reflection
Development of Ideas – Student develop their own work in response to
the research and analysis of their chosen Artists/Photographers
Students understanding of the theme and the Artists/Photographers,
fuels the development of their own work. Students are encouraged to
be experimental and take risks in order to push boundaries and see what
they are capable of.
Creative Thinking Skills – Demonstration of skills with both the camera
and Photoshop.
Image manipulation
C3 Situational analysis
C4 Measuring the success of an SME
Maths, graphs, data, portals, communication, evaluating impact,
procedures in business.
PE
Unit 2 – Practical Performance
Practical Performance in Sport- Content Only
Developing and improving your own practical sports performance,
through your active participation in practical activities. Through
participating in different sports, it is expected that they will develop
knowledge of the associated rules, regulations, scoring systems, skills,
techniques, and tactics. Reflection on their own performance and that
of other sports performers is included to demonstrate their analysis
skills.
Application and demonstration practical skills, Analysis, Justification,
describing, explaining, evaluation.
Media GCSE
Media Language in the Crime Genre
For this unit, you engage in textual analysis of dramas and group
work
video exercises for the crime genre to develop understanding of the
use of camera work, editing, mise en scene, and soundtrack to create
connotative effects in order to improve media language analysis.
Skills covered:
· Examining how choice of elements of media language influences
meaning in media products.
· Analysing how narratives portray aspects of reality, to construct
points of view, and to represent the world in ways that convey
messages and values.
Media Industries
You will be introduced and explore media industries from a variety of
media forms. You will learn to use media industry terminology
relevant to these media forms, and be able to exemplify different
kinds of media funding and regulation.
Skills covered:
· Respond through discursive writing to show knowledge and
understanding of media issues.
· Understanding the nature of media production, including by
GCSE Food (Option C)
Section A: Food Safety, Health Section B: Nutrients Section C:
Provenance Sensory Properties The senses Reason for cooking
Spr 1: The topics studied will be: Importance of health diet, Nutritional
analysis, Energy requirements and primary process for Dairy and
alternatives.
Students will have practical lessons based on the topic studied.
Spr 2:
The topics studied will be: The senses,
Reason for cooking food, food processing and preserving methods.
Students will have practical lessons based on the topic studied.
Structures, methods, memory, specifications, safety
Creative Media Production BTEC
Exploring Media Products
1B: Explore how media products are created to provide meaning and
engage audiences.
Analyses the relationship between genre, narrative, representations and
how production techniques are used to effectively create meaning and
engage selected audiences, with reference to considered examples of
media products.
Develop and Apply Digital Media Production Skills
Students will take part in classes to develop media production skills and
techniques. After developing the necessary skills and produced example
test products for the publishing sector, they will research, plan and
execute a ‘re-imagined’ version of an existing online Media Production
through the use of Photoshop for a specific target audience.
2A: Develop media production skills and techniques
· Demonstrate comprehensive development of media
production skills and techniques, through creative
experimental practical work.
2B: Apply media production skills and techniques
· Demonstrate imaginative application of pre-production,
 large organisations, who own the products they produce. production and post-production skills and techniques when
· Explore the effect of ownership and control of media reworking aspects of an existing media product leading to
organisations, including conglomerate ownership, diversification creative outcomes.
and vertical integration.

Wider Curriculum
 Trip to the Imperial War Museum to see war through the eyes of those who lived it and gain a greater understanding of war (History & English)
 Houses of Parliament trip to develop understanding of the British Parliamentary system (Pastoral)
 London theatre trip for cultural enrichment (Creative arts)
 Poetry Live to experience some of the English texts being performed live (English)
 Disneyland Paris three night residential to explore the use of Mathematics at one of the world’s most famous global organisations (Maths)
 Crazy golf rewards trip (Pastoral)
 Athletics afternoon to support GCSE PE students in their practical skills (PE)
 Jack the Ripper tour to understand and experience London at that time in history (History)
 Robbie Lea Water Safety event led by local emergency services (Pastoral)
 Two night PGL residential for English revision (English)
 Extra-curricular clubs during lunch and after school

Careers development
Careers Carousel
Employers from a wide range of backgrounds and industries are invited to the school and students are encouraged to meet with and talk to employers to gain a wider understanding of the what may be involved in their specific industry,
and what entry routes are available

Employability Skills
Start website module:” UNDERSTANDING EMPLOYABILITY SKILLS; What are employability skills?”
Find out what employability skills are, why employers value them so highly and how developing your employability skills will improve your chances of thriving in your career.

Employability Skills

Start website module: USING START'S EMPLOYABILITY TOOLS “Introduction to Employability Action Plan” and “Introduction to your Locker”

Learn why setting goals and action planning is important, and learn how to use your Employability Action Plan to reach your career goals.

Curriculum Document Year 10 Summer Term

Maths English Assembly/Form Time SMSC SRE

Power and Conflict Themes
I will have studies a variety of poems from an anthology based on the Inequality and poverty Mental wellbeing –
Higher
themes of “Power” and “Conflict”. (Form) the benefits of
Can I demonstrate mastery in collecting, presenting and analysing
 data? Skills covered: Nurture & Respect working (Form)
Am I able to show competence in equations, graphs and circle  Explore how poets convey ideas. Helping others – sharing
theorems?  Examined the effects of structure in poetry. On your feet Britain Day wealth (Form)
 Understand the assumptions made when using a sample to predict Mental wellbeing –
 Making critical comparisons between poems.
results for a population; use the Petersen capture–recapture emotions and the
method; draw and interpret cumulative frequency graphs & box Ramadan Climate Change and importance of talking
Talk the Talk Global Warning (Form)
plots; work out the median, quartiles and interquartile range from
I will have prepared, written and delivered a speech on a persuasive (Science)
stem-and-leaf diagrams; understand frequency density, draw and Mental Health awareness
topic or contentious issue that I feel passionate about.
interpret Histograms; solve problems by comparing distributions. Week Types of bullying
Skills covered:
 Solve simultaneous equations graphically; represent inequalities on Power and conflict (including
 Using writing techniques to engage audiences.
graphs; interpret graphs of inequalities, find roots of equations, (English) Cyberbullying), the
 Writing non-fiction with coherency and accuracy. International nurses day
sketch quadratic graphs & find roots of quadratic equations; solve impact of bullying,
 Developing non-verbal skills.
quadratic inequalities; expand triple brackets; find the roots of responsibilities of
Pride / LGBTQ Learning about yourself
cubic equations; sketch graphs of cubic equations; solve quadratic bystanders to report
and staying healthy (PE)
and cubic equations using an iterative process. bullying and how and
 Use and prove the circle theorems. National School grounds week where to get help
Can I demonstrate competence in multiplicative reasoning, similarity Caring for others (H&S) (Form)
and congruence?.
Social Media Day
Am I able to demonstrate mastery in trigonometry? Infection and
response (Science)
 Find an amount after repeated percentage changes; solve growth and Careers that works for others
decay problems; solve problems using an iterative process;
calculate rates; convert between metric speed measures; use a Fitness and health
Make Music Day testing (PE)
formula to calculate speed and acceleration; solve problems
involving compound measures; use relationships involving ratio;
use direct and indirect proportion. Key events:
 Show that two triangles are congruent; know the conditions of
congruence; prove shapes are congruent; solve problems St Georges day – 29th April
involving congruence; use geometric sketching to help solve
congruency problems; use the ratio of corresponding sides to Mental health awareness
work out scale factors; find missing lengths on similar shapes; use week –
geometric sketching to help solve similarity problems; use the
links between scale factors for length, area and volume to solve
problems. Children’s art week –June
 Understand and use upper and lower bounds in calculations,
especially involving trigonometry; understand how to find the British flowers week –June
sine, cosine and tan of any angle; know the graph of the sine,
cosine and tan function and use it to solve equations; find the
Pride month – June
area of a triangle and a segment of a circle; use the sine & cosine
rule to solve 2D problems; solve bearings problems using
trigonometry; use Pythagoras’ theorem in 3D; use trigonometry in
3D; recognise how changes in a function affect trigonometric
graphs.

Foundation
Can I demonstrate competence in congruence and similarity,
transformations and right-angled triangles in various contexts?
· Translate, reflect, rotate and enlarge shapes on a coordinate
grid, transform and describe combined transformations.
· Applying understanding similarity and congruence to work out
unknown sides and angles in triangles and shapes made from
triangles.
· Applying Pythagoras theorem to problem solving, use the
 naming convention for right angled triangles; use the Tangent,
Sine and Cosine ratio to solve problems in a right-angled triangle.

Can I demonstrate competence working with probability,

construction and bearings in various contexts?

 Calculate probabilities from equally likely, mutually exclusive and

exhaustive events; draw and use sample space diagrams to solve
probability problems, estimate and interpret probabilities based
on experimental data; understand the language of sets and Venn
diagrams, use Venn diagrams to solve probability problems; solve
problems using frequency trees and tree diagrams; understand
dependent and independent events; solve probability problems
involving events that are not independent.
 Recognise 3D shapes and their properties, describe 3D shapes
using the correct mathematical words, understand the 2D shapes
that make up 3D objects, Identify and sketch planes of symmetry
of 3D shapes, draw and interpret plans and elevations of 3D
shapes, make accurate drawings of triangles using a ruler,
protractor and compasses; Identify SSS, ASA, SAS and RHS
triangles as unique from a given description.
 Draw diagrams to scale; use scales on maps and diagrams to work
out lengths and distances.
 Solve problems involving scales; accurately draw angles and 2D
shapes using a ruler, protractor and compasses; construct a
polygon inside a circle; draw accurate nets, bisect angles and lines
using rulers and compasses; find the shortest distance from a
point to a line; draw loci for the path of points that follow a given
rule; Identify regions bounded by loci to solve practical problems;
find and use three-figure bearings; use angles at parallel lines to
work out bearings; Solve problems involving bearings and scale
diagrams.
Science
Physics: atomic structure. Why is radiation dangerous?
Students will understand what causes radiation and contamination
and how radioactive isotopes can be harmful.
Biology: Variation and inheritance. Is variation important?
Students will learn about factors cause them to be different to each
other. They will also learn about how adaptations in animals happen
over time.
Physics: Forces, Vector or Scalar, how do you know?
Students will explore the various forces and how they are applied.
They will come to know the laws that Isaac Newton developed. They
will also learn about the difference between scalar and vector
quantities and how forces affect motion.
-Recognise/draw and interpret scientific diagrams
-Construct and interpret frequency tables and diagrams, bar charts
and histograms
-Describe and explain patterns and trends in data presented in a
variety of tabular or graphical forms
Religious Studies
It’s all relative
Component 2 – Thematic Studies
Theme A: Relationships and Families
Students will explore different family relationships including
heterosexual and homosexual relationships. The nature of families,
extended and nuclear and the purpose of families, including what
happens when families break down and a divorce is granted. Students
will also understand Christian beliefs about sexual relationships and
the use of Contraception.
War and Peace
Component 2 – Thematic Studies
Theme D: Religion, Peace and Conflict
Students will explore the Catholic and Protestant approaches to the
use of violence, the use of weapons of mass destruction and pacifism.
Students will consider the Just War Theory and reasons for and against
War. Can any War ever be justified?
Skills: Comprehension – inference from sources (interpretation),
Identifying similarities and differences between practices, explaining
religious beliefs, explaining the influence of beliefs on practice.
ICT
Digital Information Technology- Component 1.
Learning Aim C
Create an initial design
- Learners will review the success of the user interface and the
use of their chosen project planning techniques. .
Skills Covered
Candidates will then:
 obtain feedback from potential users and refine the user
interface until it is complete
 evaluate the strengths and weaknesses of their user interface
evaluate the strengths and weaknesses of their project plan
Digital Information Technology: Component 2
Learning Aim A
A1 Characteristics of Data and information
- Learners will understand the concepts of data and that data is
meaningless without converting it into information by adding
structure and context.
A2 Representing information
- Learners will understand the different ways of representing
information and will be able to explain situations where they
would be used.
A3 Ensuring data is suitable for processing
- Learners will understand the methods that can be used to
ensure data input is suitable and within boundaries so that it
is ready to be processed.
A4 Data Collection
- Learners will understand how the data collection method and
data collection features affect its reliability.
A5 Representing information
- Learners will understand the factors that affect the quality of
information and their impact on decision making.
A6 Representing information
- Learners will understand that different types of organisation
use data modelling to help make decisions.
Skills Covered
Candidates will assess:
 how the data collection method (for example primary and
secondary) and the data collection features (for example
sample size, who was in the sample, when and where
the data was collected) affect the quality of the data
 how the quality of data affects decision making across two
 different sectors (for example transport, education).

Sociology
We don’t need no education
3.4 Education
Students will explain the role and function of education and the
functionalist perspective of Durkheim on transmission of norms and
values and Parsons on achieved status and the operation of schools on
meritocratic principles. Students will explore different views of the
correspondence principle on the relationship between education and
capitalism from a Marxist perspective by Bowles and Gintis.
In the final part of this topic, students will discuss factors affecting
educational achievement and the work of Halsey on class-based
inequalities and Ball on parental choice and competition between
schools and the processes within schools affecting educational
achievement and the work of Ball on teacher expectations and Willis
on the creation of counter school cultures.
Geography (Option A)
What makes the UK landscapes distinctive?
Eduqas A – Distinctive landscapes including rivers and coastal landscapes
What makes the UKs landscapes distinctive
How people effect the UK landscapes and how these landscapes can be
managed.
Processes that effect the coasts and rivers.
How these processes create distinctive landscapes in rivers and at the
coasts.
Factors that affect the landform formation.
Knowledge of geographical locations, concepts and processes (AO1)
Understanding of geographical concepts, processes and interactions
(AO2)
Interpreting, investigating and evaluating information to reach
conclusion (AO3)
Geographical information and skills (AO4)

3.7 Sociological research methods

Students should be able to identify, describe and explain methods and
methodological issues, including the strengths and weaknesses of
each method. Students need to be able to understand the research
process, including practical and ethical issues. This includes presenting
data in a variety of forms.
Skills:
 Apply Sociological knowledge.
 Critically analyse information and use evidence to make
informed arguments.
 Apply knowledge to social structures.
 Use sociological theories to understand social issues.
 Evaluate sociological methodology.
 Make connections between topics.
History (Option A)
Was Liz truly a ‘weak and feeble woman’?
Edexcel GCSE – Paper 2
Using her most famous quote as a starting point, students will be
exploring the range of reforms that Elizabeth I introduced following
the tumultuous Tudor reign, including her Religious reforms, poverty
laws, education changes and how she protected herself from the
growing threat of Catholic revolt and her main rival, Mary Queen of
Scots

How did a Pirate start a War?

Edexcel GCSE – Paper 2
This section turns its attention to Elizabeth’s attitude and policies on
managing international conflict, with France, The Netherlands and her
main rival – Spain. This includes an in-depth study on the Spanish
Armada, the work of Francis Drake in his circumnavigation of the
world, and Raleigh’s doomed attempts at the colonisation of Virginia
and the enduring mystery of the ‘Lost Colony’ at Roanoke.
Change over time/chronology
PEKE paragraphs
Causation
‘On the one hand’ Judgement Questions
GCSE PE
Non-Exam Assessment
Component 4 – Practical Performances
Component 5 – Analysing and Evaluating Performance
Students will complete practical lessons on a variety of different
sports, incorporating the necessary skills for the analysis and
evaluation of performance throughout all sessions.
Application and demonstration practical skills, Analysis, Justification,
describing, explaining, evaluation.
Component 2 – Socio-cultural issues and sports psychology
2.1 Socio-cultural influences
2.1.a – Engagement patterns of different social groups in physical
activities and sports
Skills: Identifying, explaining, comparing factors and assessing the
impact these groups have on patterns.
Health and Social Care (Option B)
Who are you going to call?
Understand the different types of health and social care services and
barriers to accessing them.
Explain why individuals use health and social care services.
Barriers to accessing services
Skills: Identifying, explaining, comparing factors and assessing the
impact these services have on individuals
Enterprise (Option C)
Planning for and Pitching an Enterprise Activity
. Explore ideas and plan for a micro-enterprise activity
German (Option B)
“School life”
Students will develop and consolidate linguistic skills, knowledge and
understanding of …
- more complex vocabulary and grammatical structures to understand
and compare the German and English school system d describe school
(school types; school day; subjects; rules and pressures, uniform,
including pro/cons, celebrating success, school activities, trips& events)
Grammar and linguistic skills: Listening, reading, writing & speaking
Developing exam skills for the End of Year listening, reading, writing and
speaking exams, focusing on: descriptions of photographs, role-plays,
translations (English to German/German to English), literary texts and
extended German writing
Performing Arts (Option B)
Component 1- Exploring Performing Arts Industry.
Learning Aim B.
To understand Process, preparation and production. To look at x3 styles
and x3 plays and evaluate their impact on the performing arts industry.
Naturalism, Comedy and Musical Theatre, characters, roles and
responsibilities whilst combining their interrelationships together.
Process, organisation of the theatre, roles and interrelationships,
evaluating skills.
Develop skills and techniques in the performing arts
The students will learn different techniques of medium, element and
strategy. They will explore through workshops different styles and
genres. The students will learn about existing repertoire in theatre and
learning lines to a difficult standard.
A - Develop skills and techniques for performance.
Photography (Option C)
Reflection
Personal Response and Mock exam

Skills: Evaluation, analysis, review, recall, design, presentation and
PowerPoint skills, creativity and flair.
PE
Unit 2 – Practical Performance
Practical Performance in Sport- Content Only
Developing and improving your own practical sports performance,
through your active participation in practical activities. Through
participating in different sports, it is expected that they will develop
knowledge of the associated rules, regulations, scoring systems, skills,
techniques, and tactics. Reflection on their own performance and that
of other sports performers is included to demonstrate their analysis
skills.
Application and demonstration practical skills, Analysis, Justification,
describing, explaining, evaluation.
Media GCSE
Creating Media (Practice Production)
You will undertake a mini-production and create a production log to
develop practical skills in one specific medium, learning to understand
the process, practise meeting deadlines, and practise creating your
own original material.
Skills covered:
· Develop practical skills by creating their own independent media
production.
· Apply knowledge and understanding of media language and
representation from the theoretical framework to a media
production.
· Use media language to express and communicate meaning to an
intended audience.
Complete Media Practice Production
You will continue your production and develop your postproduction
skills using editing software. You will also evaluate the quality and
progress of your production and reflect and develop SMART targets on
what you need to improve on for the final production.
Skills covered:
· Using and reflecting on a range of appropriate media language
To understand that Photography requires a personal and informed
approach using analytical and critical thinking to achieve imaginative and
exciting Outcomes
Skilfully resolving final pieces to achieve a personal and meaningful
response to Reflection
GCSE Food Option C)
Section A: Health
Section B: Provenance
Section C: Food safety Task practice
Sum 1: The topics studied will be: Importance of health diet - Protein,
Food sources of vitamins and how they are grown Sugars.
Students will have practical lessons based on the topic studied.
Sum 2:
The topics studied will be: Buying food, Control of bacterial growth and
environmental issues.
Students will have practical lessons based on the topic studied.
-policies, working methods, sources, diet, describing, impact
Creative Media Production BTEC
Apply Digital Media Production Skills
Students will apply the necessary skills and produced example test
products for the publishing sector, they will research, plan and execute a
‘re-imagined’ version of an existing online Media Production through the
use of Photoshop for a specific target audience.
2B: Apply media production skills and techniques
· Demonstrate imaginative application of pre-production,
production and post-production skills and techniques when
reworking aspects of an existing media product leading to
creative outcomes.
Once students have developed their resources and planning materials
from the previous term, they will create the online digital web magazine
production, using the taught camera, Photoshop skills and techniques to
craft and finalise a polished home page and inside article.
After completing the production, students will be required to
reflect on your work and evaluate their content, skill, strengths and
weaknesses.
 techniques.
· Using and reflecting on representation to portray issues in
society through the appropriate media form.
· Using and reflecting on content to communicate meaning to
intended audiences.
2B (continued): Apply media production skills and techniques
· Demonstrate imaginative application of pre-production,
production and post-production skills and techniques when
reworking aspects of an existing media product leading to
creative outcomes.

Wider Curriculum
 Walton on the Naze Geography field trip to research costal erosion and physical Geography (Geography)
 Seaside rewards trip (Pastoral)
 Restaurant visit to experience the different aspects of the hospitality sector (Design and Technology)
 Globe theatre visit for Shakespeare workshop and performance (English)
 Woburn Safari Park trip to explore ecology and conservation (Science)
 4 night residential visit to Berlin to visit historical sites and experience German culture (German & History)
 Thorpe Park focussing on the science behind the rides (Science)
 Extra-curricular clubs during lunch and after school
 Sports Day with a difference (PE)

Careers development
CV writing
Students work to prepare their own CV’s and understand how to present them according and what information to include, these are then presented at the mock interview day
Hertfordshire Labour Market Advice
This crucial piece of work happens during form time to ensure students have the most up to date information about the local Labour Market to inform study decisions

Mock interview day

Students come face to face with Employers who put them through a real life interview scenario and then provide them with feedback about how they presented themselves, how they answered the questions and on their CV’s

1-week work experience

Work experience takes place in the workplace and allows young people to experience what it is like to undertake a job supervised by staff who already work in the environment.
See separate Work experience tab for further information