The learning journey for Year 10 can be found below. In this area you will see what our students will focus on in every subject in each term in Year 10:
Art
Autumn Term
ART
Project theme- Surrealism
Recording ideas to portray a meaning.
- Develop accuracy within work.
- Development of ideas.
ART PHOTOGRAPHY
Theme- Double exposure and ghost.
- How do images effect meaning?
- Understanding about how to use masked layers with growing control and showing sophistication.
- Colour adjustment- why these are used and when are they effective.
- Sophisticated adjustments, how can these develop your outcome.
Spring Term
ART
Project theme- Developing a personal response.
- Recording to develop a narrative.
- Refine ideas
- Personal artist focus, analysis of the artist and use of them to develop own work.
ART PHOTOGRAPHY
Theme- artivists- using art to portray a message.
- What is an artivist?
- Developing personal ideas and learning how to use photography to communicate them.
- Recording ideas,
- Refine ideas
- Development of personal ideas to portray and personal message.
Summer Term
ART
Project theme- Refining a personal response.
- Refining the recording of ideas.
- Refinement of idea and how to portray a message in work.
- Refine analysis of an artist.
ART PHOTOGRAPHY
Theme – We want change!
- challenge question for students to base their own project on.
- Understanding of how to plan time during a personal project.
- How to develop a personal response.
- How to communicate a message through work.
- Recording effective ideas with a clear purpose.
- Improving analysis.
Engineering Design and Technology
Introduction to coursework element of both DT and Engineering course. Students will get a mock run through of the coursework element before attempting it.
Expand knowledge, improve skills and confidence as well as deepen understanding of the term “excellent quality” (students should be able to self-assess their work, make improvements and respond to feedback)
Autumn Term:
Autumn Term DT:
-
Revisit Year 9 content to fill gaps and clear misconceptions, Research techniques and product analysis
Autumn Term Engineering:
-
Revisit Year 9 content to fill gaps and clear misconceptions, Quality Management (QC, QA, Standards)
Spring Term:
Spring Term DT:
- Energy generations and storage; flowcharts and programmable components
Spring Term Engineering:
-
Manual production practical, Lathe, Production plans, risk assessments, quality control
Summer Term:
Summer Term DT:
- Mock coursework to prepare for NEA to include laser cut flat pack furniture, preparation for end of year exam
Summer Term Engineering:
- Completion of Unit R110 and R112 (task 1, 3 and 4) ready to submit for moderation, preparation for end of year exam
Drama
Autumn Term
TBC
Spring Term
TBC
Summer Term
TBC
English
We aim to introduce pupils to a wide range of ambitious texts written for different purposes to develop their knowledge of how integral such study is to understanding the world around them.
Autumn Term
Autumn 1
-
Knowledge and skills covered in each half-term
-
Know the plot, characters, themes and context of AIC.
-
Know the format of the English Language Paper 1 exam.
-
Know the poems: Storm on the Island
-
Checking Out Me History
-
The Emigree
-
Tissue
To define key terminology (imagery, personification, rhyme, rhythm, juxtaposition, simile, metaphor, repetition, sensory imagery, plosive sounds) and identify its use in poetry.
Autumn 2
-
Know the format of the English Language Paper2 exam.
-
Know the poems: Ozymandias, London, The Prelude, My Last Duchess
To define key terminology (imagery, personification, rhyme, rhythm, juxtaposition, simile, metaphor, repetition, sensory imagery, plosive sounds) and identify its use in poetry.
Spring Term
Spring 1
-
Know the plot, characters, themes and contexts of Macbeth.
-
Know the war poems: CotLB
-
Exposure
-
Bayonet Charge
-
Remains
Spring 2
-
Know the plot, characters, themes and contexts of Macbeth.
-
Know the poems:
-
War Photographer
-
Kamikaze
-
Poppies
Summer Term
Summer 1
-
Link back to AIC, ACC, poetry and thematic work on Victorian Britain, conflict, identity and relationships
Summer 2
-
Reading for meaning; identifying writer’s purpose; inference, summarising, analysis, evaluation, comparison.
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Writing to describe and narrate.
-
Writing to present and develop a thesis/ argument
French
At KS4, our students have the opportunity to continue their studies in either French, Spanish or Urdu. We use the Pearson Edexcel Exam Board. Our Curriculum Intent is to continually develop confident and effective communicators in listening, speaking, reading and writing, who are able to be ambitious enough to use a rich vocabulary and draw on a sound grammatical knowledge. Students need to be resilient language learners. Within our classrooms, we consistently emphasise that it is ok to make mistakes. We believe where students learn is in deciding how they move on from these errors. This supportive environment allows our students to grow in confidence and not feel intimidated in speaking or presenting their work to others in the class. Opportunities for reflection are built in at regular intervals, and the curriculum is designed to build students’ independence.
Autumn Term
Module 4 – Home and local area (De la ville à la campagne)
Describe a region/where you live, transport, discuss plans and the weather, talk about your town, village and neighbourhood, and use tourist information
Spring Term
Module 5 – Travel and holidays (Le grand large …)
Deal with a hotel stay, talk about travelling, say what you do and did on holiday, order in a restaurant, talk about holiday disasters
Summer Term
Module 6 – School (Au collêge)
Discuss school subjects and school timetable, compare school in the UK and French speaking countries, and discuss school rules
Geography
Pupils will continue to broaden and deepen their Geographical understanding. As pupils become more adept at the subject they will tackle some of the more challenging aspects of the course and make links between physical, human and environmental aspects of the subject.
Autumn Term
Autumn 1
Topic: The Challenge of Natural Hazards – Tectonics
- What are natural hazards
- Factors affecting risk
- Plate tectonics
- Distribution of quakes and volcanoes
- HIC Case Study – New Zealand
- LIC Case Study – Nepal
- How responses vary between HIC & LIC
- Why do people live in hazard zones
- Global atmospheric circulation
- Global distribution of tropical storms
Autumn 2
Topic: The Challenge of Natural Hazards – Tropical Storms, Extreme Weather UK & Climate change
- Causes of tropical storms
- Structure and features of tropical storms
- Effects and responses of a tropical storm
- Case Study – Hurricane Katrina
- Weather in the UK
- Extreme weather in the UK – Case study North of England 2016 – Causes, social, economic and environmental impacts and management strategies
- Evidence that UK weather is becoming more extreme
- Evidence of climate change
- Effects of climate change
- Managing climate change
Spring Term
Spring 1
Topic: Rivers
- The long and cross profile of a river valley
- Fluvial Processes-Erosion, Transportation & Deposition
- Erosional landforms
- Meanders & Ox-Bow lakes
- Depositional landforms
- UK example of a river valley
- Factors affecting flood risk
- Flood Hydrographs
- Hard engineering
- Soft Engineering
Flood Management Case Study UK
- Why was a scheme required
- The strategies
- Social, economic and environmental issues
Spring 2
Topic: Changing Economic World
- Global variations in economic development and quality of life.
- Measuring Development
- Development and the DTM
- Causes of Uneven Development
- Reducing the development gap – aid, fair trade, intermediate technology & debt relief
- Increasing development – Tourism and TNC’s
Summer Term
Summer 1
Topic: Changing Economic World
- Nigeria’s Importance
- Nigeria’s Industrial Structure
- Nigeria and TNC’s
- Nigeria and Aid
- Nigeria’s Environmental issues
- Quality of life in Nigeria
- Changes in the UK economy including post-industrial economy
- UK science and business parks
Summer 2
Topic: Changing Economic World and Fieldwork
- Environmental impacts of industry
- Changing rural landscapes UK
- Changing transport infrastructure UK
- North South divide
- UK in the wider world
- Fieldwork – River Study and Urban Issues fieldwork
History
By the end of year 10 students would have continued to develop their knowledge of key concepts and skills. They will have a secure understanding of how different factors have led to medical progress overtime, the impact that WW1 had on international relations and why the League of Nations failed.
Autumn Term
Autumn 1
Medicine, c1000-present day
Renaissance Medicine: C1500-1800
- Reformation and Renaissance
- Work of Pare, Harvey and Vesalius
- Significance skills
- New methods and treatments
- Great Plague and public health
- John Hunter
- Hospitals
- Jenner and vaccination
- Comparison skills
19th Century Medicine
- Development of anaesthetics
- Louis Pasteur Germ Theory
Autumn 2
- Lister develops antiseptics
- Robert Koch
- Link between Pasteur, Lister, Koch and Ehrlich
Assessment
19th and 20th Century Public Health
- 19th century Laissez faire Public Health
- Cholera epidemics
- John Snow Cholera breakthrough
- Improvements to PH
- Source skills
Spring Term
Spring 1
-
20th century Medicine
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Government improvements to PH 20th century
-
Public Health after 1945
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Development of Penicillin
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Surgery 1900-20th century
-
16 marker factors skills
-
Factors essay practice
Assessment
Germany (recap)
- Kaiser (2 lessons)
- Weimar Germany (2 lessons)
- Munich Putsch
- Stresemann
Spring 2
- Hitler’s Rise to Power
- Hitler’s consolidation of power (2 lessons)
- Interpretations (2 lesson)
- Nazi economy (2 lesson)
- 8 mark skills practice
- Women and young people
- Church
- Nazi control
- 12 mark question
- Holocaust
Summer Term
Summer 1
Conflict and Tension 1918-39
Treaty of Versailles
- The Big Three
- Reaction to the Treaty of Versailles
- What do sources show us about the TOV?
- Source skills
- Was the Treaty fair?
- TOV essay skills
PPE revision
Summer 2
PPE revision and exams
League of Nations (LON)
- Structure of the LON
- LON in the 1920s
- LON’s commissions
- Manchuria Crisis
- Abyssinian Crisis 8 marker account skills
- Why was the LON a failure?
Maths
By the end of year 10, pupils should have completed the bulk of the content required for GCSE. Pupils should be able to approach most GCSE tasks with some degree of confidence, and be able to apply a variety of mathematical concepts in different ways.
Autumn Term
Autumn 1
Graphs (Foundation): Co-ordinates, Linear graphs, Distance time graphs.
Equations and inequalities (Higher): Quadratic equations, Simultaneous equations, Inequalities.
Autumn 2
Transformations (Foundation): The four transformations, Describing transformations, Combined transformations.
Probability (Higher): Combined events, Mutual exclusivity, Tree diagram, Venn diagrams, Conditional probability.
Ratio and proportion (Foundation): Using ratio, Comparing ration, Proportion, Graphs of proportionality.
Multiplicative reasoning (Higher): Growth and decay, Compound measures.
Spring Term
Spring 1
Right angled-triangles (Foundation): Pythagoras, Trigonometry
Similarity and congruence (Higher): Congruence, Geometric proof, Similarity in 2D and 3D.
Probability (Foundation): Calculating probability, Experimental probability, Tree diagrams, Venn diagrams.
More trigonometry (Higher): Trigonometric graphs, Sine and cosine rule, 3D trigonometry.
Spring 2
Multiplicative reasoning (Foundation): Growth and decay, Compound measures, Direct and inverse proportion.
Further statistics (Higher): Cumulative frequency, Box plots, Histograms.
Summer Term
Summer 1
Constructions and Loci (Foundation): Plans and elevations, Scale drawings, Constructions, Loci.
Equations and graphs (Higher): Solving simultaneous equations graphically, Graphs of quadratics and cubics.
Quadratic equations and graphs (Foundation): Expanding and factorising double brackets, Quadratic graphs, Solving quadratics.
Circle theorem (Higher): Parts of circles, Angles in circles, Applying circle theorem.
Summer 2
Perimeter, area, and volume (Foundation): Circumference and area in circles, Sectors and arcs, Compound shapes, Cones and spheres.
More algebra (Higher): Rearranging formulae, Algebraic fractions, Surds, Functions, Proof.
Music
Autumn Term
Spring Term
Summer Term
Religious Studies
As students’ progress into Key Stage 4, a broader and more in-depth understanding of Christianity and Islam is given that will further deepen their understandings from Key Stage 3, whilst also equip learners with key beliefs, teachings and practices of both religions. They will also be introduced to and be taught the contents of the Themes Syllabus, covering relevant and topical ideas from Human Rights and Social Justice, Crime and Punishment, Religion and Life and Relationships and families.
Autumn Term
Autumn 1
Topic: Christianity – Practices [Paper 1]
- Worship
- Prayer and the Lord’s prayer
- Holy Communion
- Baptism
- Celebrating festivals
- Pilgrimage
Autumn 2
Topic: Christianity – Practices
- The role of the church [food banks]
- The role of the church [Persecution]
- Mission and Evangelism
- Helping the poor – Christian Aid, CAFOD and Tear fund
- Church Growth
Spring Term
Spring 1
Topic: Themes-[Paper 2] Human Rights and Social Justice
- Human rights and social justice
- Prejudice and discrimination -Gender
- Prejudice and discrimination – Disability and Race
- The status and role of women
- Religious Freedom
- Wealth and Poverty [Christian views]
Spring 2
Topic: Topic: Themes Crime and Punishment
- Why does Crime happen and the causes of crime
- What is the point of punishment?
- How Criminals should be treated?
- Capital and Corporal punishment
- Forgiveness
Summer Term
Summer 1
Topic: Themes Relationship and families
- Introduction to the types of families
- Christian views on family life / Muslim views on family life
- Human Sexuality
- Sex outside marriage [Cohabitation and Adultery]
- Religious views on Contraception
Summer 2
Topic: Relationships and families continued
- Marriage
- Divorce
- Gender equality and women’s rights
Science
By the end of year 10 students will be able to understand aspects of Cells, Organisation, Disease, Bioenergetics and Ecology in Biology. Atoms, Bonding, Moles, Chemical reactions and Energy Changes in Chemistry and Energy, Energy Resources and Particles in Physics.
Autumn Term
Autumn 1
Biology – Cell Structure and transport, Cell division.
Skills – using a microscope and understanding cell processes.
Chemistry – Atomic Structure.
Skill- Understanding the structure of an atom.
Physics- Conservation and Dissipation of Energy
Skill- Calculating efficiency and how to calculate energy stores.
Autumn 2
Biology – Organisation and the Digestive system.
Skills – carrying out food investigations and understanding the role of enzymes.
Chemistry- The periodic table and Structure and Bonding.
Skill- Explaining trends in the periodic table and how compounds form.
Physics- Energy Transfer by Heating and Energy Resources
Skill- Calculating thermal energy and developing knowledge around renewable energy sources.
Spring Term
Spring 1
Biology – Organising Plant and Animal Cells and Communicable Diseases.
Skills – Understanding gas exchange and diseases can spread but also be prevented.
Chemistry- Chemical calculations.
Skill – Balancing equations
Physics- Electric Circuits.
Skill- investigating different electrical circuits and how to calculate resistance.
Spring 2
Biology – Preventing and Treating Disease and Non-communicable Diseases.
Skills- How drugs are developed and how humans can increase life spans.
Chemistry- Chemical changes and Electrolysis
Skill- Investigating how to extract metals using electricity.
Physics- Electricity in the Home and Molecules and Matter.
Skill- Analysing how electricity is used in the home.
Summer Term
Summer 1
Biology – Respiration and Photosynthesis.
Skills- practical investigations into how plants photosynthesise and how humans use different pathways in respirations.
Chemistry- Energy Changes
Skill- Investigating how to make salts and developing knowledge around the reactivity series.
Physics- Radioactivity
Skill- calculating Half-life.
Summer 2
Biology – Ecology
Skills – understanding why organisms adapt. The importance of ecosystems and how humans have had an impact on biodiversity.
Spanish
At KS4, our students have the opportunity to continue their studies in either French, Spanish or Urdu. We use the Pearson Edexcel Exam Board. Our Curriculum Intent is to continually develop confident and effective communicators in listening, speaking, reading and writing, who are able to be ambitious enough to use a rich vocabulary and draw on a sound grammatical knowledge. Students need to be resilient language learners. Within our classrooms, we consistently emphasise that it is ok to make mistakes. We believe where students learn is in deciding how they move on from these errors. This supportive environment allows our students to grow in confidence and not feel intimidated in speaking or presenting their work to others in the class. Opportunities for reflection are built in at regular intervals, and the curriculum is designed to build students’ independence.
Autumn Term
Module 4 – Free time, sports, trends & entertainment
(¡Intereses y influencias!)
Talk about free-time activities, talk about tv programmes and films, talk about sports and what is trending, talk about who inspires you
Spring Term
Module 5 – Home and local area (Ciudades)
Talk about places in a city, understand and give directions, describe the features of a region, talk about problems in a town, recognise different shops
Summer Term
Module 6 – Illness & injury, daily routine, festivals (De costumbre)
Mealtimes, daily routine, asking for help at the pharmacy, typical foods & festivals, visiting a restaurant
Core PE
Every child across the UK must have access to 2 hours per week of school sport/ PE lessons. The aim of core PE is to:
- develop competence to excel in a broad range of physical activities
- are physically active for sustained periods of time
- engage in competitive sports and activities
- lead healthy, active lives
Year 9
A variety of activities are available during year 8 to provide students with a range of opportunities to develop a vast amount of skills. Activities include:
- Basketball
- Dance
- Badminton
- Football
- Trampolining
- Netball
- Athletics
- Cricket/ Rounders
- Football Leadership
- Table tennis
- Volleyball
- Handball
- Athletics
- Cricket/ Softball
Extra-curricular activities:
There is a wide range of extra-curricular activities offered including:
- Cricket
- Table Tennis
- Football
- Basketball
- Fitness
Urdu
At KS4, our students have the opportunity to continue their studies in either French, Spanish or Urdu. We use the Pearson Edexcel Exam Board. Our Curriculum Intent is to continually develop confident and effective communicators in listening, speaking, reading and writing, who are able to be ambitious enough to use a rich vocabulary and draw on a sound grammatical knowledge. Students need to be resilient language learners. Within our classrooms, we consistently emphasise that it is ok to make mistakes. We believe where students learn is in deciding how they move on from these errors. This supportive environment allows our students to grow in confidence and not feel intimidated in speaking or presenting their work to others in the class. Opportunities for reflection are built in at regular intervals, and the curriculum is designed to build students’ independence.
Autumn Term
Module 4 – Home and local area
(شہر سے ملک تک)
Talk about places in a city, understand and give directions, describe the features of a region, talk about problems in a town, recognise different shopsSpring Term
Spring Term
Module 5 – Travel and holidays
(چھٹی! جشن منائیں! )
Different types of holiday accommodation, booking holiday accommodation, holiday disasters, transport, weather and holiday activitiesSummer Term
Summer Term
Module 6 – School
(اسکول میں!)
Describe uniform and the school day, talk about school rules and problems, and make plans for a school exchange, school subjects and differences between schools in UK and in Pakistan
Personal Development
Autumn Term
TBC
Spring Term
TBC
Summer Term
TBC
Computer Science and IT
The purpose of the KS4 curriculum is to prepare pupils with the mind-set of a computer scientist and build on the foundation set at KS3. As such, students will have the opportunity to gain experience, knowledge, and creativity in computer science and digital information technology.
Autumn Term
Autumn 1 & 2
Programming Fundamentals
- What are the three basic programming constructs used to control the flow of a program: sequence selection iteration (count and condition controlled loops)
- Why do programs use variables, constants, operators, inputs, outputs and assignments?
- The use of datatypes
- The use of basic file handling operations.
- What is string manipulation?
- Identify 1 and 2d arrays
- Why using sub programs is useful, the difference between a function and a procedure
- The different data types and what they store
- Common arithmetic operators
- Common Boolean operators
- The use of records to store data.
- The use of SQL to search for data.
Spring Term
Spring 1 & 2
Networks and Topologies
- What are the different roles of computers in a client server and a peer to peer network
- What hardware is needed to connect standalone computers in a L
- What is the internet?
- What is DNS , hosting and the cloud
- The concept of virtual networks
- What are start and network oolean es
- What are frequency and channels?
- What is a MAC and IP address and uses?
- Roles of the different protocols (TCP/IP, HTTP, HTTPS, FTP, POP, IMAP, SMTP)
- Concept of layers
- Concept of packet switching
- Networks
Summer Term
Summer 1
Translators and facilities of languages –
- Characteristics and purpose of different levels of programming languages
- Purpose of translators
- Characteristics of an assembler, compiler and an interpreter
- Identify the common tools and facilities available in an integrated development (IDE)
Summer 2
Network Security
- What are the different forms of attack?
- The threats: malware, phishing, social engineering, brute force attacks, DOS, data interception, SQL injection, poor network policies
Identifying and preventing vulnerabilities: penetration testing, network forensics, network policies, anti-malware, firewalls, user access levels, passwords, encryption
Digital Information Technology
The purpose of the KS4 curriculum is to prepare pupils with the mind-set of a computer scientist and build on the foundation set at KS3. As such, students will have the opportunity to gain experience, knowledge, and creativity in computer science and digital information technology.
Autumn Term
Autumn 1 & 2
Component 1 – Learning Aim A and B of Component 1 on User interfaces
Students attempt the internal component of the course based on the skills they have been taught in Year 9.
Component 1 – Learning Aim C – Creating and evaluating a user interface
Students attempt the internal component of the course based on the skills they have been taught in Year 9.
Spring Term
Spring 1 & 2
Component 2 – Collecting, Presenting and Interpreting data – Learning Aim B
- How can data be imported from an external source?
- How can a dashboard be used to select and display information summaries based on a given data set?
- Importing data, e.g. from other files, the internet
- formulae, e.g. add, divide, subtract, multiply
- decision-making functions, e.g. IF, WHATIF, SUMIF
- lookup functions, e.g. VLOOKUP, HLOOKUP
- string operation functions, e.g. LEFT, RIGHT
- count functions, e.g. COUNTBLANK, COUNTIF
- logical operators, e.g. NOT, AND, OR
- sorting, e.g. sorting multiple columns and values
- outline, e.g. group, ungroup, subtotal
- filtering, e.g. greater than, less than, equals, contains, begins with, ends with
- text to columns, e.g. delimited, fixed width.
- absolute and relative cell referencing, e.g. use of dollar sign ($) and named cells
- macros, e.g. for automatic navigation, change graph options, change data ranges
- data validation, e.g. list check, type check, length check
- multiple and linking worksheets, e.g. for dashboard and raw data
- cell comments
- alternative views, e.g. hiding/unhiding cells, freezing planes
- conditional formatting, e.g. data bars, colour scales, icon sets.
- Show data summaries from the data set:
- totals
- counts
- percentages
- sales breakdowns
- departmental breakdown
- time allocations
- budget allocations.
- Appropriate presentation methods:
- form controls, e.g. dropdown menus, spinners, tick boxes, radio buttons
- graphs/charts, including dynamic charts/graphs
- pivot tables
- conditional formatting
- select data/range.
- Use appropriate presentation features:
- font size, style and colour
- cell borders and shading
- graphics
- axis labels
- o titles, including overall and section titles.
Summer Term
Summer 1
Component 2 – Collecting, Presenting and Interpreting data – Learning Aim C
- Drawing conclusions, e.g.:
- trends
- patterns
- anomalies
- Possible errors.
- Make recommendations, e.g.:
- which customers/areas to target for advertisements
- where to deploy staff to deal with increased demands
- how and when to adapt transport schedules.
Summer 2
Component 3 – Modern Technologies
- What are communication technologies?
- What are the features and uses of cloud storage?
- What are the features and uses of cloud computing?
- How the selection of platforms and services impacts on the use of cloud technologies?
- How cloud and traditional systems are used together?
- Implications for organisations when choosing cloud technologies