Year 10

Fine Art – Mechanical objects: Experimentation – x5 surface textures, observations – x5 drawings

Graphics – Pop culture convention: Artist research

Photography – Forces: Research, nature, chemical

Fine Art – Mechanical objects: Artist studies (Michael Lang, Nicola Tilley and Kerby Rosanes) and development 1, preliminary grid and embellishment

Graphics – Pop culture convention: Artist studies (Justin Maller, Mike Mahle)

Photography – Forces: Applied and movement – research, analysis and trip prep

Fine Art – Mechanical objects: Further developments – abstract prisma drawing, abstract acrylic transfer and ceramic sculpture and design

Graphics – Pop culture convention: Techniques, supporting research and logo development

Photography – Forces: Artist studies (Aaron Yeomen and Helder Santos)

Unit 1 – Fundamentals of Algorithms: Students learn how algorithms are used to solve problems and how they can be represented. Students develop logical thinking and problem-solving skills, applying algorithms safely and efficiently to real-world scenarios.
Unit 2 – Fundamentals of Programming: Students learn core programming principles including data types, operations, file handling, and string processing. Students practise safe and responsible coding while improving accuracy, logic and computational thinking.

Unit 2 – Programming and Data Structures: Students explore data structures, Boolean logic, and random number generation. Students understand how to organise and process data effectively, applying safe and responsible programming techniques.
Unit 3 – Data Representation:Students will explore how data is represented in computers. They will understand the use of binary, hexadecimal and how data storage and processing support real-world computing systems.

Unit 4 – Computer Systems: Students will explore the different components of computer systems, including hardware and software. They will consider how systems interact safely and efficiently and how system design impacts real-world applications.

Romeo and Juliet by William Shakespeare: Students will develop a confident overview of the plot, narrative devices, themes and characters in the play.
A Christmas Carol: Students will develop a confident overview of the plot, narrative devices, themes and characters in the play.

Language paper 2: Students will become familiar with the format of questions 1-5 on the exam paper and understand how to approach them.
Romeo and Juliet characters and themes: Students will develop a detailed knowledge about the development of key characters in the play and be confident in answering a character based questions.
Language paper 1: Students will become familiar with the format of questions 1-5 on the exam paper and understand how to approach them.

Literature paper 2 – Power and Conflict: Students will understand the content and context of all 15 poems and learn to write basic comparisons of them.
Spoken language: Students will research a topic of their choice in detail and deliver a 3-5 minute presentation about it to their class.

Living world: Tropical Rainforests – Understanding the economic and environmental issues of deforestation and how to manage this.
Living world: Cold Environments – How the development of cold environments creates opportunities and challenges and how they’re at risk from economic development.

The challenge of natural hazards: tectonic hazards – understanding the primary and secondary effects of a tectonic hazard, that effects and responses to them vary according to wealth, and that management can reduce the hazard.
The challenge of natural hazards: weather hazards: understanding that tropical storms develop because of particular physical conditions, their effects, and the impact of them in the UK.

Urban issues and challenges: Understanding that urban growth creates opportunities and challenges for cities in LICs and NEEs,  how urban changes leads to social, economic and environmental challenges and how urban sustainability requires management of resources and transport. An overview of the UK population and the major UK cities.

Life Stages

Impacts of life events

Sources of support

The rights

Person-centred values

Effective communication

Part 1 –  American People and the ‘Boom: Students will learn about the reasons America experienced an economic boom in the 1920s and the cultural changes this caused.
Part 2 – Bust – Americans’ experiences of the Depression and New Deal: Students will learn about America in the great depression and their recovery.
Part 3 – Post war America: Students will learn about American society after WW2, ideological tension after WW2 and racial tension and the civil rights movement.

Part 1 – The Korean War: Students will learn about the causes of the Korean War and follow the events of the war up until 1951.
Part 2 – Escalation of tension in Vietnam: Students will learn the background to the Vietnam war and the US early intervention in the war.

Part 3 – The ending of the conflict in Vietnam: Students will learn about how the Vietnam war changed after Nixon became president and opposition to the Vietnam war under Nixon. They will also learn about how peace was achieved.
Part1 – Elizabeth’s court and parliament: Students will learn about Elizabeth 1’s early life, how she ran the country and the difficulties she faced as a female ruler.

Living in the world: Careers – Goal setting, preparation for WEX, WEX, rights and responsibilities in work, contracts, financial risk, county lines – followed by an end of term assessment on living in the wider world.
Health and wellbeing: Physical health – Screen time, link between sleep, diet and exercise, stem cells, eating disorders, alcohol, screening, impact of alcohol and drugs – followed by an end of term assessment on health and wellbeing.

Health and wellbeing: Mental health – The importance of mental health – Balance, sleep, responding to setbacks, depression and coping strategies, body image – followed by an end of term assessment on mental health and wellbeing.
Relationships: Online relationships, relationship breakdowns, pornography, hostile sexism, intimacy and pregnancy.

Relationships – Drugs and alcohol, gang crime, law on sexual consent, stereotyping, sexual bullying, online vs physical work – followed by an end of term assessment on relationships.
Living in the wider world: Beckfoot, Britain and beyond – GCSE final year, democracy, power of the government, SMSC in Britain and beyond, the UK’s relationship with the rest of the world – followed  by an end of term assessment on living in the wider world.

Enterprise and entrepreneurship

Spotting a business opportunity

Putting a business idea into practice

Making the business effective

Understanding external influences

Foundation 
Number – fractions and decimals, percentages
Geometry and measure – angles, area and perimeter
Algebra – working with symbols

Higher 
Number – fraction and decimals
Geometry and measure – angles and area, Pythagoras, area and volume, trigonometry
Algebra – working with symbols, equations and formulae
Ratio, proportion and rates of change – ratio

Foundation 
Algebra – equations, coordinates and graphs, formulae
Geometry and measure – constructions, loci
Ratio, proportion and rates of change – similarity
Probability
Number – indices and standard form

Higher 
Geometry and measure – Properties of polygons, reflection, rotation and translation, properties of circles, enlargement, construction, loci
Algebra – real life graphs
Ratio, proportion and rates of change – proportion, compound measures

Foundation 
Geometry and measure – transformations, Pythagoras, measures, properties of polygons
Algebra – quadratics, simultaneous equations
Ratio, proportion and rates of change – proportion

Higher
Algebra – quadratic equations, cubic, circular and exponential functions, transforming functions
Geometry and measures – vectors, trigonometry, area and volume
Ratio, proportion and rates of change – similarity
Statistics – scatter graphs

Oracy: Students develop oracy skills and spontaneity when speaking – completing general conversation, role plays, photo card and reading aloud tasks.
Free time and activities: Free time activities such as sport, live events, film and TV.

Identify relationships with others: Family, descriptions and relationships with others.
Environment, healthy living and festivals: Students will identify environmental problems, how they can stay healthy and festivals and German traditions.

Where people live: Students will talk about their town/village/neighbourhood, discussing what there is to see and do and the weather. They will also describe their ideal town and use prepositions to say where things are.
Travel and tourism: Talking about holidays in present, past and future and describing an idea holiday. Destinations, transport, accommodation, weather, activities and opinions.

Building blocks of music: Students will review key musical concepts, focusing on DR SMITH (Dynamics, Rhythm, Structure, Melody, Instrumentation, Texture and Harmony) as they develop listening and appraising skills and learn how to structure essay responses

Forms and devices: Students will explore musical forms from Baroque, Classical and Romantic period, analysing compositional techniques used in these styles

Music for ensemble: Students will study textures and sonority in different ensemble settings including chamber music, jazz and musical theatre

Film Music: Students will explore how music enhances storytelling, studying leitmotifs, thematic development, and minimalist techniques, students will also compose film music using software like MixCraft or Sibelius

Popular music: Students will cover pop, rock, bhangra and fusion, analysing how composers combine instrumental and vocal elements with recording techniques

Students will develop their understanding of engineering drawings and work on their practice assignment of a mobile phone holder. They will also begin their NEA, which is externally set by the exam board each year (worth 30% of their GCSE)

Students will work on a series of 12 different mini projects, each project will focus on the core principles of engineering – Engineering materials, engineering processes, and engineering requirements

Students will work on a series of 12 different mini projects, each project will focus on the core principles of engineering – Engineering materials, engineering processes, and engineering requirements. Students will also work on their use of CAD software and fusion.

Oracy: Students develop oracy skills and spontaneity when speaking as they complete general conversation, role plays, photo card and reading aloud tasks to build confidence. Tenses, time frames and opinions are developed and a writing task is completed.
Free time and activities: Talking about free time activities – sports, reading, film and TV.

Family and relationships with others: Family, descriptions and relationships with others are covered this half term.
Environment, healthy living and festivals: Students will identify environmental problems and discuss how they help the planet, they will discuss what they do in order to stay healthy, and focus on festivals related to French traditions and customs.

Where people live: Talking about your town, village or neighborhood, discussing what you see and do and discussing plans and the weather, describe and ideal town.
Travel and tourism: Talking about holidays in the past, present and future tense and practicing the conditional tense, destinations, transport, accommodation, weather, activities and opinions

Core:
Learners will consolidate skills in small sided and full sided games in cricket, rounders, softball, badminton, basketball, football, netball, rugby, volleyball and table tennis. 
Learners will take part in team building, orienteering and problem-solving to consolidate skills.  
Learners will consolidate core skills and develop advanced skills in cheer, developing their choreographic devices and leadership skills. 
Learners will develop their own fitness applying their knowledge of training a variety of components through different training methods. 

GCSE: 
Theory: Learners will study the basic structures and functions of theskeletal, muscular, cardiovascular and respiratory systems and their use in sporting activities and study the movement analysis.
Practical: Learners develop skills, tactics and decision making in a variety of sports including Athletics, Badminton, Netball, Handball and Football. 

Core:
Learners will consolidate skills in small sided and full sided games in badminton, basketball, football, netball, rugby, volleyball and table tennis. 
Learners will take part in team building, orienteering and problem-solving to consolidate skills.  
Learners will consolidate core skills and develop advanced skills in cheer, developing their choreographic devices and leadership skills. 

GCSE: Distinguish between different media sources and how they cover sport, the positive relationship between the media and sport

GCSE: Components of fitness, applying the principles of training, prevention of injury and engagement patterns of different social groups in physical activities and sports

Core:
Athletics – consolidation of core skills and advanced skills at faster pace/using age-appropriate equipment and developing further technical and tactical knowledge. 

GCSE:
Theory: Learners develop knowledge of prevention of injury and engagement patterns of different social groups in physical activities and sports. 
Practical:Learners develop skills, tactics and decision making in a variety of sports including Athletics, Badminton, Netball, Handball and Football.

Crime and Punishment: Students should study religious teachings and religious teachings and religious, philosophical and ethical arguments, relating to the death penalty, corporal punishment and forgiveness

Christian beliefs: Students should study the beliefs, teachings and practices of Christianity specified below and their basis in Christian sources of wisdom and authority

Relationships: Students should study religious teachings and religious, philosophical and ethical arguments relating to homosexuality, sex outside of marriage and contraception

Muslim beliefs: Students should study the beliefs, teachings and practices of Islam and their basis in Islamic sources of wisdom and authority

Peace and conflict: Students should study religious teachings and religious, philosophical and ethical arguments relating to weapons of mass destruction, violence and pacifism

Energy
Chemical changes
Energy changes

Electricity
Infection and response
Forces

Rate of chemical change
Homeostasis and response
Using resources
Forces

Introduction to dishes project – complex knife skills, upskilling meals, complex sweet and savoury garnish, professional presentation techniques.

Service providers in hospitality and catering – commercial, residential facilities, success criteria, costings, advertisement. Service operations – front and back of house, equipment, routines)

Macro and micronutrients functions and sources customer types, target ages, needs and dietary requirements

Practical work – fresh pasta, tomato reduction, carbonara roux, cinnamon swirls, own dish adaptation, focaccia,/fougasse bread adaptation, lemon posset, ginger biscuits, short crust jam tarts, quiche lorraine, lemon meringue pie, chocolate roulade

Service operations – job roles, personal attributes, customer service

Health and safety in hospitality – legislation, record keeping, risk assessments, control measures

Cooking methods – factors affecting dish/customer choices

Practical work – Deboning/jointing whole chicken, homemade garlic butter, chicken kiev, Texan BBQ sticky thighs, salt and pepper drummers, chicken noodle soup, herby bread rolls, profiteroles and chocolate ganache, mini steak bakes, meringue kisses, swiss roll, guacamole coleslaw

Upskilling, time plan (quality control), H&S, contingencies

Practical work – prior recipe adaptations, own ideas, mini chicken kievs, profiteroles, quiche, ravioli and sauce, side dishes (two vegetable and two potato)

Performing from a text – introduction (DNA): Students will build on their skills from KS3 through exploring a new play text, DNA. They will develop relationships, trust and confidence in their new class.
Devising and interpreting theatre (Berkoff): Students are introduced to the practitioner Berkoff and Total Theatre. They will demonstrate rehearsal techniques practically and apply Total Theatre conventions to a scene in an Inspector Calls.
Devising and interpreting theatre (Brecht): Students develop their knowledge of the practitioner Brecht and Epic Theatre, they’ll demonstrate Brecht’s rehearsal techniques practically and apply Epic Theatre conventions to a scene in an Inspector Calls.

Pantomime Performance: Students will work as a class to rehearse and perform a pantomime to Year 7 and 8 and analyse their performance in an evaluation.
Devising and interpreting theatre (Frantic Assembly: Students will be introduced to the theatre company Frantic Assembly and their physical theatre techniques, as they apply their conventions to a scene of An Inspector Calls.

Devising Theatre (The Paper Birds – stimulus mock): Students will be introduced to the theatre company The Paper Birds and their verbatim theatre techniques, as they apply their conventions to a scene influenced by a stimulus.
Devising theatre performance: Students will devise their component 1 performance in response to a stimulus and in a style of their choice.