Year 10
art
Curriculum Information Term 3 |
Assessment information Term 3 |
Continuation of Portfolio – major coursework assessment based on the theme ‘Twisting and Turning’. |
Continual assessment based on exam board assessment objectives. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Continuation of Portfolio – major coursework assessment based on the theme ‘Twisting and Turning’. |
Continual assessment based on exam board assessment objectives. |
beliefs and ethics
Curriculum Information Term 3 |
Assessment information Term 3 |
Christian Practices
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Christian Practices
Christian Practices End of Topic Test |
Curriculum Information Term 4 |
Assessment information Term 4 |
Islamic Beliefs
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Islamic Beliefs End of Topic Test |
Btec Tech Award Sport
Curriculum Information Term 3 |
Assessment information Term 3 |
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Curriculum Information Term 4 |
Assessment information Term 4 |
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BUSINESS
Curriculum Information Term 3 |
Assessment information Term 3 |
GCSE. Theme 1 : Edexcel Business Topic 1.3 Making the business effective – students will explore a range of factors that impact on the success of the business, including location, the marketing mix and the business plan.
BTEC: Component 1: Edexcel Exploring Enterprise Students will be reviewing the exam board set timed piece of coursework that will be internally marked and exam board moderated. It will be worth a third of their overall grade. They will then go on to learn the content for their component 2. |
End of unit test. Up to 9 marks questions.
Coursework. Internally assessed, externally moderated. |
Curriculum Information Term 4 |
Assessment information Term 4 |
GCSE. Theme 1: Edexcel Business Topic 1.4 Making the business effective – students will explore a range of factors that impact on the success of the business, including location, the marketing mix and the business plan.
BTEC: Component 3: Marketing and Finance for Enterprise.
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End of unit test. Up to 9 marks questions.
End of unit test. Up to 9 marks questions.
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Computer Science
Curriculum Information Term 3 |
Assessment information Term 3 |
Programming Do you want to get the computer to do exactly what you want? Then this unit will be for you. Learn to program in Python to bend that computer to your will! Or at least understand how to program a computer to solve some problems. IT Vocational Database Skills Database skills will be worked on this term as well as the following theory topics. How data and information is used and transferred The security of data |
Homework End of Topic Tests
Database skills practice task |
Curriculum Information Term 4 |
Assessment information Term 4 |
Networks connections and protocols This unit explores how computers communicate with each other, why they communicate with each other and what standards are used to make sure they understand what is going on. IT Vocational Word Processing Skills Word processing skills will be worked on this term as well as the following theory topics. The moral, ethical and legal issues associated with ICT The cultural, personal and environmental impact of ICT |
Homework End of Topic Tests
Word processing skills practice task |
Drama
Curriculum Information Term 3 |
Assessment information Term 3 |
Devising Drama
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GCSE students will be assessed by:
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Curriculum Information Term 4 |
Assessment information Term 4 |
Noughts and Crosses: Developing Exam Skill (Section B)
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DT Electronic Products
Curriculum Information Term 3 |
Assessment information Term 3 |
Students will create an attractive and visual display to help advertise a product, film or item of their choice. This project will introduce students to programming and computer control; using software to program a real-life project. The product is customisable and can use a wide range of different types of lights and sounds. Students can use a range of different materials to make the house for the circuitry. |
Students will be assessed on the design ideas for their PCB’s and then at the end of their project on the quality and complexity of their final outcome. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Students will be design and make a security system to help protect a valuable item or to help keep a room secure. Students will be introduced to a range of different inputs, sensors and switches that could be used to trigger the alarm. Students will also get to design their own casing using wood or plastic to house the alarm. This project also gives students to opportunity to design and make their own custom-made PCB (printed circuit board). This project follows a similar structure to the NEA project. |
Assessment for this project will be in line with GCSE non examined assessment ( coursework). Students will receive feedback at least every 6 lessons. They will see the language and assessment criteria for their GCSE project. |
DT FOOD
Curriculum Information Term 3 |
Assessment information Term 3 |
Year 10 will be focussing on Protein in term 3, both meat and plant based proteins. Students will learn the food sources of protein, the function of proteins in the body as part of a balanced diet and what happens if we eat an excess or are deficient in them. We will look at the scientific properties of when cooking. In our practical we move into the high- level skills of filleting fish and portioning chicken. We consider the components of a traditional curry from different areas of Asia and make a curry paste from scratch. |
Two pieces of assessment this term – the first will be marking and feedback on a research project set in week 1 for a hand in week 3. The second will be an end of Topic test which will include 3-4 mark questions from GCSE papers as well as the multiple choice and single and two mark questions. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Food Hygiene & Food Safety: In this term we will be looking at Food Spoilage, storing food safely, food poisoning and the use of Micro-organisms in food production. In our practical lessons our focus will be on bread making and the use of Yeast and other raising agents for bread. |
Two pieces of assessment this term – the first will be marking and feedback on a research project set in week 1 for a hand in week 3. The second will be an end of Topic test which will include 3-4 mark questions from GCSE papers as well as the multiple choice and single and two mark questions |
DT Product Design
Curriculum Information Term 3 |
Assessment information Term 3 |
Students will learn elements of the core content regarding electrical systems, polymers, CAD/CAM and timbers by making a night light. The written work for this project is very much aimed at introducing the NEA in preparation for term 6. |
At the beginning of the project students are given assessment criteria. Their books will be assessed every six lessons with what went well (www) and even better if (ebi). The practical work will receive ongoing verbal feedback. Students will make decisions to enable them to achieve at least their target grade for the project, using self and peer assessment to ensure the quality of outcome required. Final assessment of the project is led by the teacher. For the theory element of the course students will sit and end of topic test. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Students will learn elements of the core content regarding electrical systems, polymers, CAD/CAM and timbers by making a night light. The written work for this project is very much aimed at introducing the NEA in preparation for term 6.
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At the beginning of the project students are given assessment criteria. Their books will be assessed every six lessons with what went well (www) and even better if (ebi). The practical work will receive ongoing verbal feedback. Students will make decisions to enable them to achieve at least their target grade for the project, using self and peer assessment to ensure the quality of outcome required. Final assessment of the project is led by the teacher. For the theory element of the course students will sit and end of topic test. |
DT Textiles
Curriculum Information Term 3 |
Assessment information Term 3 |
Botanical project: |
Students will be given success criteria at the start of the project. Throughout they will receive regular WWW and EBI feedback on samples and drawing/rendering techniques. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Botanical project: |
Students will be given success criteria at the start of the project. Throughout they will receive regular WWW and EBI feedback on samples and drawing/rendering techniques.
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ENGLISH
Curriculum Information Term 3 |
Assessment information Term 3 |
Reading non-fiction: Building skills for Language Paper 2, Section A
A Christmas Carol: Students will complete their study of the novella by Charles Dickens
Power & Conflict: Revision and completing the anthology |
Exam practice from sample Language Paper 2
Practice exam-style essay
Practice comparative exam-style essay |
Curriculum Information Term 4 |
Assessment information Term 4 |
The Writer’s Craft: Practising Non-fiction Writing (Language Paper 2, Section B)
An Inspector Calls: students will be studying this 20th century play by J.B. Priestley
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2 x Non-fiction writing tasks, e.g. speeches, leaflets, letters, articles
Comprehension quizzes.
Exam-style essays on extract from the play. |
Geography
Curriculum Information Term 3 |
Assessment information Term 3 |
Urban issues and challenges
Physical landscapes of the UK
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Urban End of unit assessment
Glacial processes and landforms exam questions. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Physical landscapes of the UK
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End of unit assessment for Glaciation +recall. |
GERMAN
Curriculum Information Term 3 |
Assessment information Term 3 |
Media |
Photo card teacher assessed |
Curriculum Information Term 4 |
Assessment information Term 4 |
Where I live
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Photo card TA Reading PA |
H&S BTEC
Curriculum Information Term 3 |
Assessment information Term 3 |
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Curriculum Information Term 4 |
Assessment information Term 4 |
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HISTORY
Curriculum Information Term 3 |
Assessment information Term 3 |
Introduction to Medicine through time – what is Medicine Ancient Medicine- role of Greek and Romans Medieval causes/beliefs/cures to illness Barber surgeons Roel of the Medieval Church Islamic Medicine Impact of war and technology in the medieval period Public Health -what was it and issues-including Black Death |
End of Unit test for Conflict unit first week back in January |
Curriculum Information Term 4 |
Assessment information Term 4 |
Introduction to the Renaissance time period- what was it Renaissance key individuals and their impact Surgery and treatment in the time period. Public Health and Plague 1666 Edward Jenner and Vaccination |
End of Unit test – 4 exam questions on the time period |
MATHS
Curriculum Information Term 3 |
Assessment information Term 3 |
Higher – Counting, accuracy, powers and surds: rational numbers, reciprocals, terminating and recurring decimals, negative and fractional powers, surds, bounds, choices and outcomes Sampling and more complex diagrams: sampling, frequency polygons, cumulative frequency, boxplots, histograms
Foundation - Representation and interpretation of data: Sampling, pie charts, scatter diagrams, grouped data and averages, Constructions and loci: triangles, line bisectors, angle bisectors, locus, loci problems Percentages and proportion: compound interest, repeated percentage change, reverse percentages, direct proportion, inverse proportion |
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Curriculum Information Term 4 |
Assessment information Term 4 |
Higher – Quadratic equations: Plotting, solving by factorising, using quadratic formula, completing the square, significant points on a curve, solving simultaneous equations (linear and non-linear), quadratic inequalities Combined events: Tree diagrams and conditional probability
Foundation – Percentages and proportion: compound interest, repeated percentage change, reverse percentages, direct proportion, inverse proportion Curved shapes and pyramids: area and perimeter of sectors, volume and surface area of pyramids, cones and spheres Number and sequences: continuing sequences (numbers and patterns), finding the nth term of a linear sequence and using this, Fibonacci numbers, squares, cubes and triangular numbers, |
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music
Curriculum Information Term 3 |
Assessment information Term 3 |
Pop Music Composition AoS4: Fusion Music Set Work: Africa Ensemble Performance |
Short Pop Music composition Listening test based on set work. Ensemble performance recording and assessment |
Curriculum Information Term 4 |
Assessment information Term 4 |
AoS1: Form and Structure -melodic construction, periods of musical history, forms Set Work 2: Badinerie Solo Performance 2 |
End of Unit Assessment Listening test Feedback on progress |
gcse pE
Curriculum Information Term 3 |
Assessment information Term 3 |
The cardiovascular system and effects of exercise Functions Components and functions Flow of blood through the heart and double circulatory system Short and long term effects of exercise |
Interleaving test – skeleton, muscles and cardiovascular system.
Short answer questions in lesson. |
Curriculum Information Term 4 |
Assessment information Term 4 |
The Respiratory System and effects of exercise Function Identify structure Passage of air through the respiratory system Mechanics of breathing Lung volumes Short and long term effects of exercise |
Interleaving test – skeleton, muscles, cardiovascular system and respiratory system
Short answer questions in lesson. |
Science (Combined Science)
Curriculum Information Term 3 |
Assessment information Term 3 |
BIOLOGY B5 continued
B6 Inheritance, Variation and Evolution
CHEMISTRY C1 continued
PHYSICS P5 Continued
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Extended response questions based on improvements from TERM 2 Assessments
Extended response questions based on improvements from TERM 2 Assessments
Extended response questions based on improvements from TERM 2 Assessments |
Curriculum Information Term 4 |
Assessment information Term 4 |
BIOLOGY B6 continued
CHEMISTRY C2 Bonding, Structure and the properties of matter
PHYSICS P5 Continued
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Required practical practice questions
Required practical practice questions
Required practical practice questions
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spanish
Curriculum Information Term 3 |
Assessment information Term 3 |
Mi gente – This term focusses on the relationships between people in modern society, we discuss the use of technology as well as forming friendships.
This term we will be building on the KS3 themes of familia and applying language to more real life situations. |
Assessment 1 – Speaking task – GCSE style photo card.
Assessment 2 – End of unit assessment focussing on listening and reading skills. |
Curriculum Information Term 4 |
Assessment information Term 4 |
Intereses e influencias – This module leads us onto discussing interests and hobbies, it is a great opportunity for students to personalise their learning and enjoy talking about themselves!
The topic lends itself well to cultural inclusion, we look at customs around the hispanic world and the lives of young people. |
Assessment 1 – GCSE style translation
Assessment 2 – End of unit assessment focussing on listening and reading skills.
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