Year 10 Term 3 and 4

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 The sacraments: Holy Communion Celebrating Holy Communion Pilgrimage Celebrating festivals The role of the Church in the local community – Food banks The role of the Church in the local community – Street Pastors The place of mission and evangelism Church growth The importance of the worldwide Church Christian persecution Response to word poverty Revision and end of topic test	Question on the role Holy Communion Question on evangelism Christian Practices End of topic test
Curriculum Information Term 4	Assessment information Term 4
Islamic Beliefs The beginnings of Islam Sources of Authority Islam after Muhammad Sunni and Shia beliefs What is the Tawhid? Angels Predestination The Afterlife and Akhira Prophethood The Caliphate Revision Assessment	Question on evangelism End of topic exam questions

Btec Tech Award Sport

Curriculum Information Term 3	Assessment information Term 3
Components of fitness Fitness testing Methods of training Preparing participants to take part in Sport Components of Fitness	Small assessments in the lesson as knowledge checks Unit assessments via Microsoft Forms completion Small summative/formative assessments in lessons Component 1 – Formal PSA Assessment – February 2024
Curriculum Information Term 4	Assessment information Term 4
Components of fitness Fitness testing Methods of training Officiating in Sport Improving participants sports skills	Year 11 PPE, students examined on content taught to date. Exam completed on computers and will be as close to the real exam as possible. Small assessments in the lesson as knowledge checks Unit assessments via Microsoft Forms completion

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. Business aims and objectives Business revenues, costs and profits Cash and cash-flow Sources of business finance 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. The options for start-up and small businesses Business location The marketing mix Business plans BTEC: Component 3: Marketing and Finance for Enterprise. Targeting and segmenting the market 4Ps of the marketing mix Factors influencing the choice of marketing methods Trust, reputation and loyalty Financial documents Payment methods Revenue and costs	End of unit test. Up to 9 marks questions. End of unit test. Up to 9 marks questions.

Computer Science

Curriculum Information Term 3	Assessment information Term 3
Computer Science 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
Curriculum Information Term 4	Assessment information Term 4
Computer Science Algorithms Why did you get those video recommendations on youtube? The algorithm thought you might like them. So what is an algorithm? In this term you are going to find out and make your own. Vocational ICT Graphics   I bet it would be quite a challenge for you to look around your house and find something that did not have some type of branding on it. Graphics are use almost everywhere. From packaging to signs to posters, to animations, special effects etc. Ever label on products has to be designed. You are using a keyboard, mouse and monitor, they will have graphics on there somewhere, be it a barcode, brand name CE kite mark etc. Graphics are part of everything we do and they blend in so well, we hardly realise they are there.  In this unit you will learn the skills to create your own graphics and branding.  You will also practice the skills needed to record evidence needed for your controlled assessment in year 11	End of unit assessment Completed graphics project with making evidence

Drama

Curriculum Information Term 3	Assessment information Term 3
Devising Drama Begin creating performance Understanding the three key stages of devising Explore given stimuli Tracking progress with rehearsal records Developing self-evaluation skills in order to develop and refine individual and group skills	GCSE students will be assessed by: Regular formative assessment focusing on a range of devising skills. Teachers are only permitted to provide general comments during the devising process as this is an official examination which is internally marked and then moderated by AQA. Students will be given many opportunities to self and peer reflect on their performance work in order to develop and refine their work.
Curriculum Information Term 4	Assessment information Term 4
Noughts and Crosses: Developing Exam Skill (Section B) Question 1: Context and impact on one design element Question 2 – Performance of one line through vocal and physical skills Question 3: Character interaction and use of performance space Question 4: Performance of one character in extract and elsewhere within the play	Students will receive regular formative assessment with key successes and targets to focus on in each question of Section B of the exam paper. Students will be given directed improvement reflection time to work on this feedback and build upon these key skills Students will receive an end of unit assessment where they will receive a mark and grade for their exam responses.

DT Electronic Products

Curriculum Information Term 3	Assessment information Term 3
Boardgame project: Students will be designing a boardgame for a specific target market. Students will build on their 2D Design skills from KS3 to customize their designs. Students will also create simple circuits and will use CAD modelling software.	Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.
Curriculum Information Term 4	Assessment information Term 4
Boardgame project: Students will be designing a boardgame for a specific target market. Students will build on their 2D Design skills from KS3 to customize their designs. Students will also create simple circuits and will use CAD modelling software.	Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.

DT FOOD

Curriculum Information Term 3	Assessment information Term 3
Theory content: Macronutrients - Carbohydrates and Fats & Oils. For each of these students will learn: What foods we get them from Subcategories based on origin or structure The function of them in the body The chemical and physical functions of them in dishes The effects on the body of excess and deficiency in these nutrients and how this affects long term health Practical: we will be focused on basic knife skills using small vegetable knives. Basic cooking skills combining ingredients and creating a good quality outcome, whilst building confidence in more complex dishes. In term 2 students will make a range of bread products based on different kinds of raising agents. Food science: students will learn about Gelatinisation, Dextrinisation, Carmelisation and the development of Gluten as well as different kinds of raising agents. Cooking dates and recipes for the term will be uploaded to Edulink in week 1 of each term. It is important that all students bring a container with a locking lid big enough to take their dish home.	Students will be set homework every two weeks, this will be marked by the teacher and they will be given an opportunity to improve the work. Students will receive verbal feedback during practical lessons to help them develop their safe working practice. They do not have any formal assessment on their practical until later in the year as they are very much teacher led and the focus will be on encouragement and building independence. There will be an end of topic test in the last week of term which is graded. In terms 1 and 2 this will be short answer questions worth 1 & 2 marks. They will be building to longer GCSE questions as the year progresses.
Curriculum Information Term 4	Assessment information Term 4
Theory content: Macronutrients - Carbohydrates and Fats & Oils. For each of these students will learn: What foods we get them from Subcategories based on origin or structure The function of them in the body The chemical and physical functions of them in dishes The effects on the body of excess and deficiency in these nutrients and how this affects long term health Practical: we will be focused on basic knife skills using small vegetable knives. Basic cooking skills combining ingredients and creating a good quality outcome, whilst building confidence in more complex dishes. In term 2 students will make a range of bread products based on different kinds of raising agents. Food science: students will learn about Gelatinisation, Dextrinisation, Carmelisation and the development of Gluten as well as different kinds of raising agents. Cooking dates and recipes for the term will be uploaded to Edulink in week 1 of each term. It is important that all students bring a container with a locking lid big enough to take their dish home.	Students will be set homework every two weeks, this will be marked by the teacher and they will be given an opportunity to improve the work. Students will receive verbal feedback during practical lessons to help them develop their safe working practice. They do not have any formal assessment on their practical until later in the year as they are very much teacher led and the focus will be on encouragement and building independence. There will be an end of topic test in the last week of term which is graded. In terms 1 and 2 this will be short answer questions worth 1 & 2 marks. They will be building to longer GCSE questions as the year progresses.

DT Product Design

Curriculum Information Term 3	Assessment information Term 3
Storage box in Wood Students are designing and making a storage box, in the process of doing this they will be learning about the materials, types of wood joints, the properties of different timber and appropriate finishes. They will consider size, types of joints, finishes and embellishment when creating their own unique design.	Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.
Curriculum Information Term 4	Assessment information Term 4
Storage box in Wood Students are designing and making a storage box, in the process of doing this they will be learning about the materials, types of wood joints, the properties of different timber and appropriate finishes. They will consider size, types of joints, finishes and embellishment when creating their own unique design.	Students will be given the success criteria for their project at the start, they will receive regular www and ebi feedback. At the mid-point and end of the project students will receive a thorough assessment against the success criteria so that they have a clear understanding of what their successes and areas of improvement are.

DT Textiles

Curriculum Information Term 3	Assessment information Term 3
Fashion Illustration & Sketchbook case project: Students will build up their drawing techniques and creativity by looking at using different media to draw clothing. There will be inspiration from artists and designers as well as observing trend books. Media such as pencil, pen, watercolour, paper / collage will be widely used to show colour, line, form / shape, tone, pattern, decoration, scale, and surface. Students will also explore a range of surface decoration techniques to build up machine competence and awareness of textile techniques, such as patchwork / crazy patchwork, applique, embroidery techniques, fabric painting and some fabric manipulation. They will develop the samples created to show refinement and broaden their creative skillset. By the end of the project students will create a sketchbook case / bag to depict their best fashion illustrative outcomes (using sublimation printing) and having a personalised style depicting their best / preferred decorative techniques.	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. Midway through and at the end of the project students will receive detailed feedback against the success criteria so that they have a clear understanding of what their successes and areas for improvement are.
Curriculum Information Term 4	Assessment information Term 4
Fashion Illustration & Sketchbook case project: Students will build up their drawing techniques and creativity by looking at using different media to draw clothing. There will be inspiration from artists and designers as well as observing trend books. Media such as pencil, pen, watercolour, paper / collage will be widely used to show colour, line, form / shape, tone, pattern, decoration, scale, and surface. Students will also explore a range of surface decoration techniques to build up machine competence and awareness of textile techniques, such as patchwork / crazy patchwork, applique, embroidery techniques, fabric painting and some fabric manipulation. They will develop the samples created to show refinement and broaden their creative skillset. By the end of the project students will create a sketchbook case / bag to depict their best fashion illustrative outcomes (using sublimation printing) and having a personalised style depicting their best / preferred decorative techniques.	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. Midway through and at the end of the project students will receive detailed feedback against the success criteria so that they have a clear understanding of what their successes and areas for improvement are.

ENGLISH

Curriculum Information Term 3	Assessment information Term 3
Reading 19th Century Non-Fiction & Comparing Non-Fiction Across Time Students will read a range of non-fiction texts from the 19th century to feed into context on A Christmas Carol. They will then move into a unit comparing non-fiction texts across time, which builds skills for English Language Paper 2.	Formative: Mock exam questions from Language Paper 2, Questions 1 & 3 Summative: Mini-mock under exam conditions of Language Paper 2, Questions 1-4.
Curriculum Information Term 4	Assessment information Term 4
Reading 19th Century Non-Fiction & Comparing Non-Fiction Across Time Students will read a range of non-fiction texts from the 19th century to feed into context on A Christmas Carol. They will then move into a unit comparing non-fiction texts across time, which builds skills for English Language Paper 2.	Formative: Mock exam questions from Language Paper 2, Questions 1 & 3 Summative: Mini-mock under exam conditions of Language Paper 2, Questions 1-4.

ENGLISH LITERATURE

Curriculum Information Term 3	Assessment information Term 3
A Christmas Carol Students will complete their study of the 19th century novella started last term.	Summative: Full essay on an extract from the novella.
Curriculum Information Term 4	Assessment information Term 4
An Inspector Calls Students will begin their study of this modern play from the 1940s.	Formative: analytical paragraph on the play. Summative: whole essay on a key theme from the play.

Geography

Curriculum Information Term 3	Assessment information Term 3
Physical Landscapes – Glacial regions  Introduction to glaciation Glacial processes Glacial landforms	2 Exam Questions Opportunities and Challenges of cold places
Curriculum Information Term 4	Assessment information Term 4
Physical Landscapes - Coasts  Coastal processes Features of erosion Features of deposition Coastal management	2 Exam Questions Hard and Soft Engineering at the coast

GERMAN

Curriculum Information Term 3	Assessment information Term 3
Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). Skills focus: Vocabulary & writing.	Cumulative scores from 3 vocabulary quizzes End of unit 2 mixed skill assessment Paper 3 Reading Paper 2 Speaking: General conversation (section 3)
Curriculum Information Term 4	Assessment information Term 4
Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). Skills focus: Vocabulary & writing.	Cumulative scores from 3 vocabulary quizzes End of unit 3 mixed skill assessment Paper 1 Listening Paper 4 Writing: 2 bullet point question (HQ2)

H&S BTEC

Curriculum Information Term 3	Assessment information Term 3
Human Lifespan Development Learners continue explore different aspects of growth and development and the factors that can affect this across the life stages. They will explore the different events that can impact on individuals’ physical, intellectual, emotional and social (PIES) development and how individuals cope with and are supported through changes caused by life events.	Assessed by Controlled Assessment.
Curriculum Information Term 4	Assessment information Term 4
Human Lifespan Development Learners continue explore different aspects of growth and development and the factors that can affect this across the life stages. They will explore the different events that can impact on individuals’ physical, intellectual, emotional and social (PIES) development and how individuals cope with and are supported through changes caused by life events.	Assessed by controlled assessment. Resubmissions of assessments this term.

HISTORY

Curriculum Information Term 3	Assessment information Term 3
Introduction to Medicine uni Ancient medicine and cures Medieval beliefs and cures Hospitals Islamic medicine War and surgery in the medieval period	2 exam Qs in January on Conflict Hospital Q in February
Curriculum Information Term 4	Assessment information Term 4
Black Death Intro to Renaissance period Renaissance surgery Beliefs and treatments Public Health and 1665 Plague Jenner	Two exam Qs on Medieval period Jenner and Vaccination

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
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,	Calculator paper in the hall. Either Higher (70 mins) or Foundation (60 mins) on all content covered at GCSE so far.

MEDIA

Curriculum Information Term 3	Assessment information Term 3
Component 1 Exploring Media Products	Component 1 Exploring Media Products
Curriculum Information Term 4	Assessment information Term 4
Component 1 Exploring Media Products	Component 1 Exploring Media Products

music

Curriculum Information Term 3	Assessment information Term 3
AoS4: Pop Music - History, structures, chord progressions, tech effects, composing for voice	Beginning of AoS 4 pop song composition

Set Work: Africa Fusion Music	Composing for voice completed.

gcse pE

Curriculum Information Term 3	Assessment information Term 3
The cardiovascular/respiratory system and effects of exercise Functions Components and functions Flow of blood through the heart/body and double circulatory system/pathway of air through respiratory system Short and long term effects of exercise	Interleaving test – skeleton, muscles, cardiovascular system and respiratory system Short answer questions in lesson.
Curriculum Information Term 4	Assessment information Term 4
Paper 1: Fitness components and fitness testing. Training methods and training principles NEA preparation tasks	Interleaving test – skeleton, muscles, cardiovascular system and respiratory system, Components of Fitness Short answer questions in lesson. NEA prep tasks

Science (Combined Science)

Curriculum Information Term 3 and 4

Assessment information Term 3 and 4

BIOLOGY (3 lessons)

B6 Inheritance, Variation and Evolution

Sexual and asexual reproduction
Meiosis
DNA and the genome
Genetics
Inherited disorders and sex determination
Variation
Evolution
Selective breeding
Genetic engineering
Evidence for evolution
Fossils

CHEMISTRY (3 lessons)

C3 Quantitative Chemistry

Amount of substances
Mole calculations

C1 Atomic Structure and the Periodic Table

Metals and Non-metals
Group 0
Group 1
Group 7

C2 Bonding, Structure and the properties of matter

Chemical bonds
Ionic bonding
Covalent bonding
Metallic bonding
States of matter and state symbols
Properties of ionic compounds
Properties of small molecules
Polymers
Giant covalent structures

PHYSICS (3 lessons)

P5 Forces

Work done and energy transferred
Forces and elasticity
Hooke’s Law
Distance and displacement
Speed
Velocity
Distance-time relationships
Acceleration

All students will be set THREE Educake homeworks per fortnight (www.educake.co.uk)

, one for each subject.

These are always set on a Monday of week one and will be due in on the Sunday of week 2 (or the last Sunday of a holiday if it is set on the last fortnight of term)

Every topic will have a number of assessment points (roughly 1 every 6 lessons). These are based on exam questions and are designed to help build students exam skills as well as test their recall on the topics.

spanish

Curriculum Information Term 3	Assessment information Term 3
Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). Skills focus: Vocabulary & writing.	Cumulative scores from 3 vocabulary quizzes End of unit 2 mixed skill assessment Paper 3 Reading Paper 2 Speaking: General conversation (section 3)
Curriculum Information Term 4	Assessment information Term 4
Discussing free time, technology and role models (AQA Theme 1 Units 2 & 3). Skills focus: Vocabulary & writing.	Cumulative scores from 3 vocabulary quizzes End of unit 3 mixed skill assessment Paper 1 Listening Paper 4 Writing: 2 bullet point question (HQ2)