Statistical Analysis – probability and its application to tree diagrams, cumulative frequency and box plots, sampling, capture recapture, histograms

Geometrical Properties – angles in polygons, similar shapes, vectors and circle theorems. Surface area and volume of cones, spheres and frustums.

Graphical Representations – drawing linear, quadratic and cubic graphs. Being able to recognise graph shapes. Drawing scatter graphs, conversion graphs and Venn diagrams. Circle Theorems. Graphs of trig functions.

In year 10 students will study Literature and Language alongside each other, maximising their potential to succeed in both GCSEs. In their Language lessons students begin with a unit based on Dystopian literature, introducing students to characters who face real world challenges and enabling them to form opinions on important issues.The themes and ideas pulled out from the texts studied will form the basis of students' own transactional writing. Students will also develop a range of creative writing sentences and work on the accuracy of their written communication. Alongside this Language unit students will focus on Unseen Poetry, developing their active reading strategies, language and structural analysis, as well as developing their comparative skills. Following this, students move on to the study of Dickens’ A Christmas Carol. Students will continue to develop their analytical writing skills and construction of an essay focusing on the initial strands of the deconstructed essay. Students will complete the Spoken Language component of their GCSE, illustrating their understanding of rhetoric, planning and presenting a topic of their choice. Students will then return to Shakespeare’s Macbeth that was previously studied at year 9, focusing on their analytical writing which has been learnt in previous units. Their language study will finish with a unit entitled Adventure which will provide students  with access to a range of texts from a diverse range of authors, preparing them for the unseen element of the reading sections of their Language examinations. They will then use these texts to practise their own narrative and descriptive pieces. Students will develop additional creative writing sentences and work on the accuracy of their written communication

Throughout the year students will form an understanding of how to use active reading strategies to read for meaning across all forms of writing. They will learn the strands of an analytical essay in preparation for extended analytical writing and develop a range of creative writing sentences.

Students will complete mid unit assessments for A Christmas Carol  based on their knowledge of the text.  For their end of unit assessments for Unseen Poetry, A Christmas Carol and Macbeth students will be required to complete an analytical essay to an exam question. At the end of their study of the Adventure unit students will complete a Language style mock examination question. At the end of the year students will complete mock examinations for both Literature and Language. 

Disease- prevention and treatment, Bioenergetics - photosynthesis and respiration

Biological responses - nervous and hormonal control, Genetics - patterns of inheritance 

Chemical changes - the reactions of metals, Electrolysis - splitting compounds using electricity

Energy and Reactivity - collision theory and reversible reactions, Chemical analysis - analysing unknown samples

Particle model - how energy impacts states of matter, Forces - applying Newton’s laws 

Radiation - radioactive properties over time and their effects

Students explore Data Types and Structures and how computers store and manage different types of data in different ways. Arithmetic, Relational and Boolean Operations are used within programs to carry out calculations and decision making with programming. Computational Thinking Inc. Decomposition, Pattern recognition, Abstraction, Algorithm Design. Teach students to think in a logical way to problem solve.

Students begin to study Edexcel GCSE content consolidating their prior knowledge and studying  Medicine through time 1250-present. They will study how key factors have influenced people’s understanding and approach to ill health. A depth study into conditions on the British Western Front completes this unit. 

Students will then move on to an examination of Weimar and Nazi Germany 1918-1939.  This unit will focus on the students ability to conduct a historical enquiry using sources and interpretations. They will look at the political, social, economic and religious impacts on the Nazis.

The Geography GCSE course begins looking at the living world – rainforest and hot deserts - examining these areas and how they are being developed. the characteristics of natural hazards which include tectonic and atmospheric hazards including the threat of climate change. It then moves to investigate physical landscapes in the UK by looking at Rivers and coasts. A fieldwork investigation is included in this unit. At the end of the year, students will study local coasts building on their work in y9 and visiting our local coastline to examine processes and management.

Introduction to the beliefs and teachings of Buddhism, covering the life and enlightenment of the Buddha, his key teachings including the three marks of existence, the four noble truths and the noble eightfold path. Students also explore differences between Theravada and Mahayana.  Students also study the themes Crime and Punishment, Peace and Conflict and Relationship and Families following the exam board.

Students will undertake one of two optional units. The first, assesses the different forms of media that are involved in sport, considering the positive and negative influences that the media can have on the growth and development of selected sports. The second, is an outdoor adventurous activity unit, which requires students to have understanding of the provision, equipment and safety requirements needed to undertake three exam board designated activities.

Students will also perform in a range of practical sports, perfecting the use of skills and tactics. Students will select a sporting activity to plan a sporting session, which they will lead to a group of their peers. 

In year 10, students will start work on their Level 2 qualification following a Drama pathway.

Learners will initially develop their performance skills as well as their knowledge and understanding of different  practitioners. In preparation for their internal assessment, they will explore how to devise theatre, respond to a brief and evaluate the outcomes. Students will then begin their first internal assessment: a devised performance, where learners will be inspired by a set brief and the style of two practitioners. Students will research, develop, and create their own performances in a group and they will document this process with supportive written or verbal evidence. They will evaluate the performance and the process they went through.

Component one: Develop knowledge of professional practitioners and their creative processes. Analyse, in depth one professional work through theoretical study and practical investigation generating a detailed report on the findings.  

Component two: Through guided rehearsal professional repertoire is practically learnt and performed for assessment. During rehearsal skills relevant to the professional repertoire are developed. Performances are evaluated in detail to reflect on the learning process. 

Component Three: Choreographic and performance skills and knowledge of professional practitioners and dance styles are developed to prepare for the external assessment in year 11.  

Year 10 students spend their time mastering catering techniques, improving cooking skills based on nutrient groups carbohydrates, protein, fats, vitamins and minerals. Menu development is now related to a specific group (e.g diabetic, vegetarian), recipe development to include healthy choices. Cooking methods in relation to health factors (an example would be reducing fat by grilling for a low fat cooking method). Real life case studies are used to support hospitality and catering investigations, to transfer students knowledge into the world of work 

Cultural Decoration Project - Exploring artefacts from around the world and from a visit to the British Museum students will collate research to inform their ideas. Through the development of their observational drawings in a range of media including, photography, clay and mixed media a range of designs will be created and developed into a final outcome.

Landscapes, Still Life or Natural Forms Project - Exploring one of the following project themes students will independently selecting a variety of artist’s work.to support and inspire their practical work. Through the development of their observational drawings in a range of media including, photography, clay and mixed media students will create a range of designs and make a final outcome in Mock exam conditions.

Project focus - Pattern and Decoration: Exploring fabric and textiles of different cultures, festivals , and architecture. Creating a final outcome based on the cultural themed research and learning.

Independent researching into themes and developing choice and selection skills. Students select their own theme to create a project. Mock exam to create a final outcome.

Students will undertake both engineering and product design activities. Within engineering, students will complete a number of team based activities focused around transport systems, triangulation and bridge building and mechanisms projects. Within product design, students will complete a design, model and make project centred around an after shave bottle, using artist research, techniques and processes within the workshop. Students continue to use Computer Aided Design and Modeling (CAD/CAM) to add accuracy to their designs. Skills will be developed using Scroll Saw and Laser Cutter as part of the manufacturing process.

Component 1: Exploring Music Products and Styles

In Year 10, students build on their knowledge learnt at key stage 3 to begin their journey on the BTEC award in Music Practice. Students compile a portfolio of knowledge and examples of their understanding of styles studied throughout term 1. This includes creating 60 second musical products for either - Performance, Composition, Music for Film, Live Sound and DAW.

Component 2: Music Skills Development

Students explore and analyse skills they have learnt so far on their musical journey, identifying strengths and areas for development. Students begin developing practice routines and set targets to improve areas of development in - Performance, Composition and creating Daw Projects.

Students look at TV and film genres, sports, what’s trending, what shows/concerts/films they have seen and talk about role models. They describe their town in more detail, learn types of shops and gifts/souvenirs, the pros and cons of town versus countryside, and how they would improve a town incorporating the conditional tense. They also study the customs and festivals of Spain, and visiting the pharmacy with illness or injury.

Investigate real life brands to ascertain the reasons they are successful, looking at the benefits of creating a strong brand, as well as brand identity and brand personality. 

We explore the impact of a company logo. Research the use of mascots, jingles and straplines by various brands. 

Coursework based over two components - Examination of existing products aimed at a selected audience as per the brief. Moving image/Print/Interactive platforms. Creation of media products using practical skills ranging from 2 minute film trailer, documentary, magazine, newspaper article depending on students strengths and preferences.

Learning through play; How children from 0-5 years of age learn through play. Stages of children’s play including unoccupied, solitary, spectator, parallel, associative and cooperative. How play can be organised to promote learning; adult and child initiated play. The different types of development associated with play. Physical, Intellectual/Cognitive, Social/Emotional, communication and language.

Investigation and research into children’s growth and development.

Physical; reflexes, body control, senses, gross and fine motor control, diet and health. Cognitive; attention span, response, vocabulary, reading/writing. Communication/Language; speech, listening, gestures, interaction, sentence formation. Social and Emotional development; relationships and attachment, confidence, self esteem, friendships, independence and resilience, discrimination, poverty. 

Students cover a range of topics throughout Key Stage 4 including the following: