Topics:

Food - this runs throughout Year 10

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Coursework unit

Understanding the assessment objectives

Developing skills

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Knowledge:

Sketchbook presentation

working from direct observation of ‘food’

experimenting with media - drawing/painting/collage/printmaking

researching artists to inform and inspire

artist analysis - looking at Wayne Thiebaud and Joel Penkman

developing skills in pencil and paintwork

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Assessment:

Ongoing sketchbook assessment

Drawing skills

Presentation

Artist analysis

Sketchbooks are marked regularly, students get 1:1 verbal feedback every lesson and large-scale pieces are marked alongside sketchbook development work

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Stretch and Challenge:

Students will have independent choice of objects to work from. They will be taught sophisticated techniques in drawing and painting. All will be expected to tackle everything

Students will work independently on their artist analysis. All will be expected to produce a large scale painting in direct response to the artist. Independent choice of object will be given

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Outside of the classroom students can google ‘gcse sketchbooks’ on pintrest to give them ideas on presentation

Any gallery visit is a real bonus for a GCSE student

Drawing workshops on youtube can really build confidence in drawing skills

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Topics:

Science Website

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B8 Photosynthesis including RP6 The word and symbol equations for photosynthesis and that it is an endothermic reaction. The adaptations of leaves to achieve maximum efficiency in photosynthesis. Factors that affect the rate of photosynthesis and understand the concept of limiting factors. Interpretation exercises and explain the results. Any one factor could become limiting as the factors interact, be confident in analysing two or three factors displayed on a graph and deciding which factor is limiting. The inverse square law as applied to light intensity. Uses of glucose and Nitrate ions. Use of greenhouses and manipulation of conditions to achieve the highest rate of photosynthesis including the economics of increasing the rate of photosynthesis. B9 Respiration - describe the process of respiration and write the word and balanced symbol equation. Mitochondria as the site of respiration. Be able to list examples of living processes that need the energy released from respiration. Response of humans to exercise to increase the rate of respiration in muscle cells. Anaerobic respiration and be able to write the word equation. Know that fermentation is an economically important reaction and be able to write the word and balanced symbol equation also link aerobic respiration in mammalian muscles to the oxygen debt. Be able to list common metabolic reactions. Recall the roles of lactic acid, urea formation, and the liver.

Knowledge:

Knowledge:

Chemical basis and factors affecting photosynthesis.

Uses of the glucose produced in the process and methods of calculating rate.

How we can manipulate the process to our own advantage for agriculture.

Respiration - equation, factors affecting and the liver.

Auxins and plant sensitivity to surroundings.

Skills

Using iodine as a test for starch and quantitative testing concepts.

Following instructions to carry out a valid method.

Writing methods/longer answer question access and response.

Balancing equations

Assessment:

Required Practical PIN assessment - exam style questions on photosynthesis

The end of term 1 written assessment will have a mixture of short and longer exam style questions based on the knowledge and skills from topics B6-B9

Stretch and Challenge:

Considering limitations of quantitative data.

Using inverse square law relating to distance of light/rate of photosynthesis.

Complex graphs (KS5 based) of limiting factors.

How can farmers increase their yield and how do these methods balance against the overall cost - bring economic decisions into the thought processes?

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Topics:

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Science googlesite

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C3 Structure and Bonding - Students will learn that covalent bonding is the sharing of one or more pairs of electrons between nonmetal atoms and metallic bonding involves a delocalised sea of electrons surrounding the positive metal ions. Students should will also learn how the bonding of a substance affects its bulk properties. They should be able to describe the difference in bonding and properties of giant ionic structures, simple covalent molecules, and giant covalent structures (including different arrangements of carbon). Students should understand that covalent, metallic, and ionic bonding is strong, but that it is how the particles interact (and whether they have weak intermolecular forces) that determines properties such as melting point, boiling point, and electrical conductivity. Students will learn about nanoparticles, their properties, and be able to explain how the surface area to volume ratio of nanoparticles is different to bulk material, and how this affects their uses.

Knowledge:

• Giant ionic structures
• Covalent bonding
• Properties of small and giant covalent structures (including polymers)
• Metallic bonding and structures of metals
• Fullerenes and graphene
• Nanoparticles

Skills

• Drawing ionic, covalent and metallic bonds
• Comparing and contrasting types of structures

Assessment:

Required Practical PIN assessments - exam style questions on photosynthesis and reaction times

The end of term 3 written assessment will have a mixture of short and longer exam style questions based on the knowledge and skills identified above and on topics from previous terms.

Stretch and Challenge:

• Evaluating the use of alloys, including Shape Memory Alloys and the use of alloys in sports equipment and the motor industry

Topics:

Systems architecture memory and storage

Wired and wireless networks

Knowledge:

The unit begins by looking at the various components of the CPU used in the Von Neumann architecture. Concentrating on RAM, ROM, cache, registers and the need for virtual memory. The unit concludes by examining the need for secondary storage devices and their practical advantages in given applications.

The unit begins by explaining the Internet and IP addressing, with practical exercises to help students understand the role of packet switching and DNS services. The lessons move on to look at LAN network topologies and Ethernet, with further material on virtual networking. Wireless networking, frequencies and encryption are covered in a subsequent lesson.

Assessment:

After every theory unit students are assessed using our end of topic tests.

These tests are made up exclusively of GCSE style questions and will be graded in a GCSE format.

Stretch and Challenge:

In our department we host all of our resources on our course website (SEE LINK ABOVE)

Students are encouraged to access additional resources on the website. These include videos, online quizzes and exam style questions.

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Topics:

Component 1: Performance

Component 2: Professional Work - A Linha Curva (ALC)

Knowledge:

Component 1: Students will develop their appreciation for the set work ALC through their practical experience of the choreographic process seen within ALC. Students will create a large group performance which reflects the intention, mood and meaning of the set work. Students will apply their understanding of the choreographic process to develop their own solos in relation to the stimulus and intention of ALC.

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Component 2: Students will use accurate terminology to explore the production elements of ALC through critical analysis of the work. Students will develop their understanding of short and long answers in relation to the set work.

Assessment:

Dance assessments are based on the three strands of Performance, Choreography and Appreciation:

• Performance: Extended performance in a large group which embodies the physical, technical and expressive demands of the dance style/intention
• Choreography: Demonstration of movement bank in relation to choreographic process reflective of approach taken by professional choreographer Itzik Galili
• Appreciation: Structured written responses in relation to how production features support audiences cultural appreciation of the work

Stretch and Challenge:

Students are encouraged to develop their physical skills through additional fast paced movement challenges. Students are also encouraged to attend UC Dance Company to broaden their technical ability and challenge their choreography experiences. Higher order questioning and leadership opportunities are provided to stretch and challenge students.

Topics:

Pizza Cutter Project - exploring anthropometrics and ergonomics

Knowledge:

Students work through this design problem in an iterative way. The starting point is to explore existing pizza cutter solutions. They analyse the work of other designers - past and present such as the Alessi design group including the work of Phillipe Starck.

They work through a series of prototypes, testing, evaluating and improving until they reach a final solution.The students also cover more polymer theory, exploring manufacturing methods and revisiting the properties of materials.

Assessment:

Using the exam board assessment criteria, students work is assessed under the following categories:

• Identifying design possibilities
• Developing a design brief and specification
• Generating and developing ideas
• Making a prototype
• Evaluating a proptypes fitness for purpose

There is also an end of topic theory test.

Stretch and Challenge:

Students are now familiar with the assessment criteria and will use it to improve their grades and standard of work.

Wider reading on design and technology development.

- Revision booklets created for mock exams

- Applying theory knowledge to coursework/practical lessons e.g. properties of materials

- Creativity in the workshop to extend skills e.g. creating veneer inlays after creating a marquetry box

- Extending drawing skills - CAD drawing, isometric, exploded, orthographic

- Targeted classroom questioning

Topic:

Page To Stage - Trial Exam

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Knowledge:

This unit of work effectively acts as a trial exam for the Year 11 text based performance. During the term students will explore a range of scripts, varying in genre, style and form. Previous examples have been Alice In Wonderland, John Godber’s Shakers and Bouncers and Mark Ravenhill’s Citizenship. Throughout this term students will bring key extracts to life exploring how to develop an artistic intention in order to competently stage this performance. At the end of the term, students will be placed into a performance group, ranging from a duologue to group of 4 or 5. Here they will be given a key extract, which they might have previously explored in lessons. Students will be asked to rehearse and stage this moment; applying everything they have learnt this term in order to develop a sensitive, creative and compelling original performance.

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In addition some students will also perform a monologue from a different play in addition to their group piece.

Assessment:

Students will be assessed on their final performance and marked out of 20, using the same criteria for the Year 11 final exam. Students will be assessed on the success of their dramatic intention, how well they communicated their role, the range of theatrical skills used alongside the level of competency when performing.

Students will also be asked to evaluate their work forming a written evaluation which enables then to practice for the devised component of the exam.

Stretch and Challenge:

Students are encouraged to read the chosen play their specific extract is from, developing their understanding of the writer’s original intention. Students are encouraged to stretch themself in terms of the theatrical skills displayed, watching performances of this adaptation in order to develop an appropriate and contextually relevant performance.

Topics:

3.1 Economic objectives and the role of government

3.2 Low unemployment

3.3 Fair distribution of income and wealth

Knowledge:

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• Economic Cycle - you will learn how, why and the consequences of the fluctuations of the economy between periods of growth and contraction
• GDP and GDP per capita - you will explore the size and health of the country’s economy over a period of time
• Determinants of economic growth - you will investigate the causes and effects of economic growth
• Costs and benefits of economic growth - you will develop an enquiring mind; is growth good?

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• Unemployment rate calculations - who is included in the unemployment calculation?
• Types of unemployment - what is the difference between cyclical and structural unemployment?
• Causes and consequences of unemployment - is unemployment bad?
• Causes and consequences of differences in income and wealth

Assessment:

• Exam questions
• Knowledge tests
• PLC

• Quizzes
• Trial Exams
• Multichoice Questions

Stretch and Challenge:

Assess whether GDP is the best measure of economic growth.

Evaluate the impact of economic growth on a range of economic agents.

Does economic growth make people happier?

Assess whether zero unemployment would be a good thing?

Evaluate the consequences of unemployment on a range of economic agents.

Assess the level of income and wealth inequality in the UK today.

Topics:

Component 1B; You will be asked to design and make a drill bit holder. It should hold a variety of sizes of drill bit. It should be appropriate for use in a workshop, but you might want to consider portability.

Toolmaker’s Clamp

Orthographic / Isometric and CAD Drawing

Measuring, marking and cutting material

Deburring and finishing material

Knowledge:

You will learn how to research effectively, using both primary and secondary sources. You will effectively communicate your design proposals through 2D and 3D sketches. You will produce an accurate orthographic drawing of your best design, using 3D modelling software; OnShape. You should develop this design into a final design solution which will be a full size, working prototype.

Pupils will repeat knowledge and skills needed for accurate drawing, both manually and using CAD software; OnShape.

Pupils will recap on workshop safety and will work with workshop tools and equipment to begin work on their toolmakers clamp.

Assessment:

You will present your work in a design e-Portfolio. This will include notes on your research and a Specification, which you can use to self-assess your work. You will produce orthographic and isometric drawings and CAD designs using OnShape. You will evidence and annotate these.

Assessment will be a mixture of teacher, peer and self assessment. Peer assessment is a Btec assessment point in itself and learning how to give constructive feedback is integral to this qualification.

There will be clear guidance on how to achieve a L2 Pass, L2 Merit or L2 Distinction.

Pupils’ drawings will be assessed for accuracy and to ensure ISO standards are met.

Pupils’ measuring and marking out will be assessed and feedback will be given.

Pupils will be continually assessed and will receive feedback on their skill, accuracy, attitude and conduct in the workshop.

Knowledge of workshop safety, tools and equipment names and uses will be assessed.

Stretch and Challenge:

Aiming for a L2 Distinction would involve developing a number of design ideas. The level of accuracy both in technical drawings and in making the drill bit holder will be high. The quality of feedback to other learners to help them improve, will be detailed and constructive.

There will be opportunities to supervise other members of the group when using a particular tool or machine.

Some pupils will be able to add embellishments or alterations to the standard toolmaker’s clamp design.

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Project

Project 1 -Advanced Orthographic Drawing. in this project we are building on our knowledge orthographic drawing to include cross-sectional views and assembly drawings.

Project 2 - Wind Turbine Manufacture. Students will make a small wind turbine from supplied technical drawings. This uses wide range of materials, components and processes. This is built to very close tolerances which will test students accuracy and manufacturing skills. It also introduces students to using the centre lathe and some more advanced engineering concepts, for example press fit bearings.

Content

Knowledge and Understanding

• Interpreting technical drawings
• Non-Ferrous metals (properties, forms, availability, cost, & processing)
• Energy and Electricity generation
• Quality control methods,
• Follow/write a production plan.
• Working in a team

Skills

• Manufacturing to very small tolerances
• Marking & measuring
• Punching and forming non ferrous metals
• Lathework, (facing, turning, knurling)
• Use of mechanical fixings.
• Bearing bushes and friction reduction.

Assessment:

Students will be assessed in the following

• Orthographic drawing test
• Measuring marking out to tolerance
• Production planning
• Hazard analysis and control measures.

Stretch and Challenge:

- Applying theory knowledge to coursework/practical lessons e.g. properties of materials

- Extending drawing skills - CAD drawing, isometric, exploded, orthographic

- Targeted classroom questioning

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Topics:

English Language Paper 1: Explorations in Creative Reading and Writing

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Poetry in the era of the Industrial Revolution

Knowledge:

This introduction to GCSE English Language uses excellent examples of literature as models for students’ own creative writing. We read extracts from Northern Lights, Dracula, Jekyll and Hyde, The Great Gatsby, The Woman in Black, and short stories such as ‘The Lottery’ and ‘Vendetta’. Throughout this unit, students experiment with their own writing through ‘creative imitation’ tasks before planning and writing their own descriptive and narrative pieces.

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Following this, students will study two canonical poems by Blake and Wordsworth (from the ‘Power and Conflict’ section of the AQA poetry anthology) which were written during the Industrial Revolution. They will learn how these Romantic poets responded to the social challenges of this era, and how poetry can been used as a vehicle for social criticism and reflecting on human nature.

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The ‘big ideas’ in these units are:

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• Structure and coherence
• Spelling, grammar and Punctuation
• Understanding signification (language + meanings)
• Awareness of impact / interpretation
• Understanding context/genre/form

Assessment:

Writing: students complete a timed exam response, writing the opening to a story.

Stretch and Challenge:

• Read more about the writing process and find excellent advice from professional authors here.
• Read lots of fiction in variety of genres, reflecting on the ways writers use language and structure.
• Use this Vocabulary Quizlet to ‘upgrade’ their vocabulary choices.
• Use PLCs to identify the skills that they can improve and use the linked resources to revise, apply and extend their learning.
• Access Mr Bruff’s playlist with video tutorials on reaching the top levels.

Topics:

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Unit 1 Nutrition and Health

Due to the importance of this topic, it continues over from year 9. We complete the micronutrients in full with a quick macronutrient recap.

We then look at life stages and their nutritional needs. Medical issues that affect the diet and also religious constraints and diets due to ethical resons suchs as types of vegetarians.

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Knowledge:

Knowledge of macro and micro nutrients.

Exploring different diets linked to medical conditions and life stages.

Diets due to religious and ethical reasons.

Modifying recipes to make them more suitable for either a life stage or for a medical condition.

Applying their knowledge to meal planning and recipe modification with a particular target group in mind.

The unit is completed with a mini NEA2 style task to meal plan and cook for a 10 year old child.

Assessment:

• End of topic assessment
• Practical assessment
• Mini NEA 2 task- graded against exam criteria

Stretch and Challenge:

• Recipe modification
• Own cook opportunities using GCSE skills list as guide- picking more complex skills and presentation techniques
• Comparing nutritional label to RNI and GDA of specific target audience and improving recipe.

Topics:

The Changing Economic World - The Development gap

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Knowledge:

In Term 1 we study the gap between some of the world richest and poorest countries. We look the historial, political, physical and economic reasons why vast global inequalities occur. We evaluate and discuss the strategies that are used to try to close this development gap. We also look at Jamaica as an case study of how tourism has helped the country lift some of its poorest areas out of poverty.

Assessment:

Written assessment with a mixture of 2, 4, 6 and 9 mark questions. Students are able to practice exam style questions, in this particular assessment they will focus on describing, explaining and evaluating the causes, effects and responses to the widening gap in our constant developing world.

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Stretch and Challenge:

Students will be regularly challenged throughout this unit as they will have to consider the impacts of a whole range of different countries and their people as well as considering the very different challenges that different countries face in economic growth. Evidence-based activities, homework and pause lessons ensure that all students are challenged and achieve excellent results.

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This topic builds on the introduction at Year 8 to development. Global inequality is highlighted and key causes are developed along with assessing the strategies to reduce and the role students can play in reducing it. Wider fiscal skills, e.g. trade and tax are developed with students.

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Topics:

Medicine c1250 - Present Day - Medicine in the modern era

Knowledge:

This Unit of study focuses on the development of Medicine from the Medieval period to the modern era. Students evaluate areas of change and continuity through the study of different factors such as religion, scientific knowledge, individuals, social attitudes and government intervention.

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Students have already studied the first three time periods of the unit - Medieval, Renaissance and Industrial, and there is opportunity during this term to review and revise this content.

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The course concludes with a study of medicine in the 20th century. In this period there is substantial medical change both in scientific knowledge and public health. Students assess the development of the study of DNA and the discovery of penicillin, as well as the development of technology and the introduction and influence of the NHS. Throughout the study students evaluate change over time with themes running throughout the course, linking back to time periods they have already covered.

Assessment:

Throughout this unit, students practise the skills needed to complete the three question styles on the Medicine Paper:

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• Question 1: Explain one way in which X was similar/different to Y (4 marks)
• Question 2: Explain why... (12 marks)
• Question 3: “...” How far do you agree? Explain your answer (16 + 4 SPAG marks).

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There are also regular homeworks and smaller assessments designed to test the student’s subject knowledge.

Stretch and Challenge:

Students work on developing their skills and explanations, as well as being challenged to think hard by considering the significance of different factors that lead to progress or a lack of progress in medicine across the different time periods. They are also stretched by considering how to judge the significance of a person or event, or the amount of change that took place. The importance of establishing and judging according to criteria, is further enhanced during this unit.

Topics:

Component 01 - User Interface Design

Knowledge:

This unit revisits the theory content covered in Year 9 and applies this to a live assignment for the BTEC course. Students will complete the assignment demonstrating their understanding of user interfaces and will create and evaluate their own user interface for a given scenario.

Previous assignments have included:

• A fast food self service kiosk
• A school reception information kiosk
• A sports stadium information kiosk

Assessment:

PIN Tasks and Homework throughout the Unit

Actual BTEC assignment. Counts towards 30% of final Year 11 grade. Students have to complete three assignments set by the exam board:

A - Demonstrate knowledge of user interfaces and design principles

B - Create a project plan and design a user interface

C - Create and test a user interface.

Stretch and Challenge:

Use of “Know it all ninja” website to stretch students understanding of key concepts.

Distinction level exemplars are used throughout to ensure that students are aware of the distinction requirements.

Topics:

Citizenship: Democracy, Politics and Society

Knowledge:

This is a Citizenship unit based on the ‘Living in the wider world’ section of the PSHE curriculum.

Students will explore a wide range of issues including ‘What are Human Rights’ before moving through a series of lessons investigating the British political system. Throughout the politics section of the course students will be analysing topics such as ‘How Parliament works’ and ‘Why voting matters.’ Students will also look at the difference between a Refugee, Immigrant and Asylum Seeker. Finally students will spend some time researching future career options.

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Assessment:

Students are assessed through formative assessment quizzes.

Students are also assessed through understanding of key terms and oracy skills and listening skills when speaking about key issues.

Stretch and Challenge:

• Students are given opportunities in each lesson to answer questions at an increasingly more challenging level
• Targeted questioning
• Stretch Learning Intention on the first slide of each lesson
• Aim Higher tasks during the lesson

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Outside of lesson, students are encouraged to engage with a broad range of media content in order to identify and evaluate examples related to their lesson content.

Students must understand that the aim of Life Learning is to help prepare them to navigate the challenges they will face outside the classroom.

Topics:

Foundation

Unit 9: Graphs

Unit 10: Transformations

Higher

Unit 9: Equations and inequalities

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Knowledge:

9a. Real-life graphs

9b. Straight-line graphs

10a. Translations, rotations and reflections

10a. Enlargements and combinations

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Students will also complete a Weekly Skills Check designed to consolidate essential Maths skills

9a. Solving quadratic and simultaneous equations

9b. Inequalities

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Students will also complete a Weekly Skills Check designed to consolidate essential Maths skills

Assessment:

• Skills Check Assessment in the penultimate week of term
• Unit Assessment in the last week of term

• Skills Check Assessment in the penultimate week of term
• Unit Assessment in the last week of term

Stretch and Challenge:

• Use Corbett Maths 5-a-day to work through 5 questions from a range of topics. Students should access Foundation or Foundation Plus questions.

• Use Corbett Maths 5-a-day to work through 5 questions from a range of topics. Students should access Higher or Higher Plus questions.
• Use Dr Frost online to practise exam-style questions. These slides show how students can search for questions.
• Level 2 Further Maths - we offer this to our most AMA, a separate GCSE and runs 1 x lesson after school per week.

Topics:

Component 1: Sections A & B

Knowledge:

Newspapers - detailed study of front covers from The Sun & The Guardian; industry & audience issues linked to The Sun.

Unit covers: media language, representation, industry & audience.

Skills: analyse & compare media products, application of media theories, discursive writing to show knowledge of media texts & issues, construct & develop a line of reasoning.

In this unit students will be taught the critical skills required to analyse how media language is used to promote values & ideologies on the front covers of national newspapers. Students will also look critically at the way the same issue can be presented in very different ways across different news publications, & evaluate the impact this may have on the readership.

Assessment:

Written comparison of the representation of Brexit on two newspaper front covers.

Stretch and Challenge:

Download the apps for two different British newspapers, ideally with opposing views. Regular read a range of stories, focus on the different ways the same event/person may be represented. Students will be encouraged to apply their analytical skills to the deconstruction of newspaper front covers as they are published, providing an opportunity to discuss current issues & their representation as they arise.

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Topics:

French:

Family, Relationships and marriage.

Spanish:

Family, Relationships and marriage.

Knowledge:

Students are working on tackling GCSE tasks in the skills of listening, speaking, reading and writing on the topics of family, relationships and marriage.

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Students are working on tackling GCSE tasks in the skills of listening, speaking, reading and writing on the topics of family, relationships and marriage.

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Assessment:

Students are being assessed on a reading and translation task from English into the Target Language.

Students are being assessed on a reading and translation task from English into the Target Language.

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Stretch and Challenge:

Students are going to tackle more complex vocabulary and grammatical structures on these topics in order to be able to answer higher level questions.

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Students are going to tackle more complex vocabulary and grammatical structures on these topics in order to be able to answer higher level questions.

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Topics:

C1 Exploring Music Products and Styles

Knowledge:

Students will develop their understanding of different types of music products and the techniques used to create them. This is in preparation for the real C1 coursework. Students will choose 4 styles to write about using Google Slides.

Students will:

• Explore how musical elements, technology and other resources are used in the creation,production and performance of music.
• Explore music from a variety of different popular music styles, discussing the musical features of each and similarities and differences between the various styles.
• Explore a variety of decades starting with;
• 60’s British Invasion
• 80’s Synth Pop

Assessment:

Assessments in Term 1 will include 20-30s examples of each decade:

• Weekly listening log to help support students wider reportoire
• 60’s British Invasion (I wanna hold your hand performance)
• 80’s Synth Pop composition
• Styles Genres and Techniques sheet to support the learning of each decade

PIN feedback will be used in composition and performance tasks

Stretch and Challenge:

Students are encouraged to engage in wider listening of the various popular music styles and begin to recognise musical features across different genres. Do independent research into their chosen style for composition to ensure musical features are used accurately and to use more complex musical features and effects.

Topics:

Appraising // Composing // Performing

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Knowledge:

Students will:

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• Continue to explore the GCSE setworks, with a particular focus on Killer Queen and 1970s pop/rock. This is done through musical analysis, making use of their own theoretical knowledge of music and drawing connections and comparisons to other music.
• Compose a Ground Bass piece of music
• Work together to produce ensemble performances.

Assessment:

Appraising:

• Exam style questions, musical dictation and low-stakes testing to support retrieval practice.
• Essay questions based on set works and comparisons between works

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Composing:

• Final Ground Bass composition to be submitted at the end of Term 2 for feedback against the GCSE grading criteria.

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Performing:

• Regular interim feedback given to support student ensemble performances.

Stretch and Challenge:

Students are encouraged to use more complex musical vocabulary and higher levels of music theory, which is often highlighted in resources. Students are encouraged to push themselves in composing to produce fluent, balanced and idiomatic works suitable for their chosen style and to perform suitably challenging pieces.

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Topics:

Disguise & Distort:

Following the shorter, termly projects in Year Nine this unit is designed to introduce students to more sustained, long term investigation of a theme. The project runs across the entirety of Year Ten and forms the main body of students’ coursework portfolio (60% of Final GCSE).

Knowledge:

The project is centred around different ways in which photographers and artists alter appearances to ‘disguise and distort’. In this first term students explore the use of light to do this; responding to the work of Bill Brandt using directional lighting and Solve Sundsbo to project patterns onto models.

Lessons are carefully sequenced so that students expand their:

• Critical skills by analysing the work of key photographers.
• Technical understanding of photography through use of manual camera settings and exploring composition.
• Digital editing skills through modelled examples of key techniques.
• Develop their ability to make personal responses by creating their own interpretations.

Assessment:

The core of each lesson is providing students with practical, hands on guidance and feedback. Alongside this they present their work in digital sketchbooks which are marked at a minimum every two weeks. Working digitally means students are able to return to previous work and make improvements, ‘reflection’ lessons are built into the SOL to enable students time to this with teacher support. All work is tracked to allow a view of students’ progress over time.

Stretch and Challenge:

The course is carefully structured around key concepts and skills which underpin each task, these form starting point delivered in lessons which students are then encouraged to take as far as possible in their own way. This formula supports students whilst also stretching them creatively and helping them secure higher grades. All tasks are modelled with differentiated outcomes to simultaneously support and stretch learners.

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Outside of lessons students can extend their knowledge by building a bank of inspirational photographers from sources such as pinterest, instagram etc.(or even gallery visits) which will help when they have to develop their own ideas. Similarly youtube has a wealth of tutorials on subjects such as photographic technique and editing. Any photographic experience is beneficial.

Topics:

Examined Assessment - Theory

Physical Training

Non Examined Assessment Practical

2 from:

Netball, Hockey, Rugby & Badminton

Non Examined Assessment

Theory

Performance analysis assessment

Knowledge:

Section includes

The relationship between health and fitness

The components of fitness

Principles of training

How to optimise training

Effective use of warm up and cool down

Each sport has 5 skill areas.

Students are assessed in these through isolated practices, conditioned games/activities and full context (i.e. 7 v 7, 11 v 11 etc)

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Fitness Strength - select and justify use of fitness component.

Assessment:

Students complete an end of topic assessment which is broken up into recall of key terms and their descriptions and exam questions.

Students will be awarded a score they are currently achieving.

Completion of NEA (first draft)

Stretch and Challenge:

Application to a variety of sports

Application to other topic areas

Students are encouraged to attend extra curricular clubs either in school or out of school to enhance their skill level.

Give more relevant examples and include additional theory content.

Topics:

Chapter 2 - Energy Transfer by Heating

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Knowledge:

• Energy Transfers by Conduction
• Specific Heat Capacity
• Insulation

In this chapter the students will develop their understanding of the heating and cooling processes, which transfer energy within a material or from one object to another. They will investigate thermal conductivity and the differences in the processes of thermal conduction in metals and non-metals.

The GCSE Physics students will describe the transfer of energy between objects through absorption and emission of infra-red radiation as a part of the electromagnetic spectrum. This includes the factors that affect the rate of this transfer such as temperature and surface colour. Higher tier GCSE Physics students will apply this knowledge to the concept of the Greenhouse Effect and its relationship to the wavelength of the radiation penetrating or being absorbed by Earth’s atmosphere.

All students will analyse the changes in temperature when a material is heated, leading to the experimental determination of specific heat capacity along with corresponding calculations. The concept of specific heat capacity will then be used to explain the choice of materials used in heating systems.

Finally, the reduction of energy transfers to the surroundings by insulation, such as loft or cavity wall insulation, will be studied and applied to the context of reducing energy loss in buildings to reduce heating costs including the idea prioritising home improvements in line with payback time.

• Using and understanding Specific Heat Capacity equation
• Discussing the advantages of different types of insulation

Assessment:

Required Practical PIN assessments - exam style questions on specific heat capacity and thermal insulators

The end of term 1 written assessment will have a mixture of short and longer exam style questions based on the knowledge and skills identified above.

Stretch and Challenge:

• Calculation sheets shared on classroom
• Higher order questions explored in class

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Topics:

‘Religion and Life’

Knowledge:

Students study religious teachings and philosophical and ethical arguments, relating to issues of life, and their impact and influence in the modern world. Students are taught to be aware of contrasting perspectives in contemporary British society on all of the issues covered in this unit.

By the end of this unit, students are able to explain contrasting beliefs on the following three topics (and many issues relating to them) with reference to the main religious tradition in Britain (Christianity) and one other religious tradition (Buddhism):

• Origin of the universe
• Value of life
• Abortion; euthanasia and animal experimentation

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Assessment:

AO1: Demonstrate knowledge and understanding of Christian practices and the influence of belief on individuals, communities and societies; examine the similarities and differences within Christianity

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AO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

Students will be developing skills to be able to answer the 5 different exam questions styles and will have frequent quizzing and formative assessments to check understanding of content and develop exam technique.

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Stretch and Challenge:

• Students are challenged through exam questions / practice and formative quizzing
• Exam practice is structured to enable students to gain full marks on the 12 Mark question for each topic
• Targeted questioning
• Aim Higher tasks during the lesson

Topics:

Unit RO42: Applying the principles of training (Coursework Unit)

Learning Outcome 3- Be able to conduct fitness tests

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Unit RO45: Sports Nutrition (Coursework Unit)

Learning Outcome 1- Know about the nutrients needed for a healthy balanced diet

Learning Outcome 2- Understand the importance of nutrition in sport

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Knowledge:

Following the summer break, students will begin Year 10 with a retesting programme analysing their fitness levels across a variety of fitness components. Students will then compare results with Year 9 and evaluate the potential differences, or lack of, whilst discussing the validity and reliability of results.

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Students will begin learning the nutrients required to contribute to a balanced diet and how nutritional strategies can positively or negatively impact the performer. Students will additionally explore the use of supplementation, protein powder and creatine to boost performance and analyse both the risks and rewards.

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Assessment:

Assessment will be gained in the form of quantitative data during fitness retests. Students will also have the opportunity to be assessed during classwork and homework tasks contributing to the learning outcomes required for Unit RO45.

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Students will have the opportunity to complete practical learning through the completion of food diaries and broaden their understanding of the nutrition and science behind sporting performance.

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Stretch and Challenge:

All students are challenged to consider their personal circumstances and adopt the role of a nutritionist to support athlete development as part of a training programme, building on prior learning achieved in RO42.

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Students can begin to extend their learning by increasing their awareness of macro and micro nutrients and how each nutrient positively impacts the body in preparation for sport.

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Topics:

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C2 Periodic Table

C3 Bonding

P2 - Energy Transfer by Heating

B5 Communicable disease

Students study how elements are classified and arranged in the periodic table, how energy is transferred by heating and how forces act in pairs to produce resultant forces, within the big ideas of particles, energy and forces.

Knowledge:

• History of the periodic table
• Modern periodic table
• Groups 1, 0 and 7
• Transition metals
• State symbols
• Chemical bonds
• Ionic bonding
• Energy Transfers by Conduction
• Specific Heat Capacity
• Insulation
• Recognise pathogens,
• know examples of diseases caused by them.
• Study methods for keeping healthy and how we can reduce infection.

Skills

• Explaining trends in group 1 and group 7, linking this to atomic structure
• Comparing historical periodic tables
• Using and understanding Specific Heat Capacity equation
• Discussing the advantages of different types of insulation
• Drawing force diagrams
• Calculation of resultant force

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Assessment:

Required Practical PIN assessment - exam style questions on specific heat capacity.

The end of term 1 written assessment will have a mixture of short and longer exam style questions based on the knowledge and skills identified above.

Homework: In addition to the work on the content and skills for this term students will also be working on the importance of understanding and using the correct science vocabulary, units and notations.

Stretch and Challenge:

• Understanding environmental issues with metal extraction
• Evaluating the need for scientific evidence to change models
• How do vectors affect each other
• Explain why levers are multipliers

Topics:

Year 10 students will take part in the following activities in term 1:

• Reading.
• News Literacy
• MyACE & Mentoring
• Assemblies.

Knowledge:

• Reading - As a mentor group, they will read through a selected novel together to help increase students’ passion for reading and vocabulary. Do ask them what book they have chosen!
• News Literacy - In order to develop students’ oracy and citizenship skills we use resources Economist Education Resources in which students discuss current national and global issues. These sessions help students think critically in an age of fake news and tackle the big stories in depth.
• MyACE & Mentoring - Students carry our reflection activities to set meaningful targets based around the Uckfield ACEs. They they add these to their MyACE webpage. During this mentors meet with groups of students to discuss their progress and development.
• Assemblies - Students have an assembly from SLT every week which is based on key wider learning themes built around the Uckfield Qualities. Directors of Year also deliver an assembly every fortnight discussing key year group information and also developing the Uckfield Qualities.

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Stretch and Challenge:

• There is an extensive Student Leadership programme available which students can apply to. This will lead to them being either a Form Representative, a member of the College Council or a Prefect.
• Form Representatives: Meet with their Director of Year every month to lead deliver charity based projects.
• College Council: Meet with the Council every week to discuss whole College issues.
• Prefects: Meet with Sixth Form leads in specific committees to lead and deliver projects.