Year_10_Term_2_Curriculum_Website_v2

Year 10

Curriculum Overview
Term 2

Dear Parents and Carers,

In the following booklet, you will find an overview of what your child is studying this term in College.
We’ve included key details on what they will be learning, how they will be assessed and what they might do in lessons, or outside the
classroom, to further develop their understanding. The aim for this is to make it easier for you to work with the College to support your
child in their learning.

Our overall aim for our curriculum is for it to be ambitious and knowledge-rich for all of our students and for them to become
Uckfield ACEs by the end of their journey with us:

A. Academic Achievers:
● Critical, creative, hard thinkers and learners
● Confident and knowledgeable speakers with large vocabularies (over 50,000 words) by the time they leave year 11

C. Citizens of our world with good Character :
● Social activists: engaged, responsible, knowledgeable, tolerant, outward-looking
● Ready, willing and able to make a wholly positive contribution to improving society

E. Enterprising and confident:
● Personally developed and personally knowledgeable - physically, mentally, socially and emotionally
● Able to think for themselves, be innovative, aspirational and to use their knowledge confidently

They learn this important knowledge through their subject lessons, deep learning days, assemblies, time with their form mentor, the
homework curriculum and through extra-curricular activities.

Animal Care

Topics: Unit 3 Animal welfare
Knowledge of animal welfare is vital for anyone planning to work within the animal care sector. In this unit, you will gain an understanding of animal
welfare, the purposes of working with animals and the responsibilities of animal owners. You will also learn how animal-related organisations
promote good animal welfare and responsible animal ownership.
Animals are kept in our society for many different reasons, not just for companionship, but also for commercial uses, for service uses and for media,
sport and leisure purposes. All animals require time, money and commitment from their owners, so it is important to be able to advise animal owners
on what they should consider when choosing an animal. You will advise animal owners about responsible animal ownership and how animal owners
can begin to think about the ways in which responsible ownership can be promoted and encouraged.
Animal welfare is protected by law, and this unit will also give you an insight into relevant animal welfare legislation in the UK. You will learn about
the five animal welfare needs which are used to assess an animal’s welfare, and the consequences of irresponsible animal ownership.

Knowledge: Knowledge Skills
Students will understand the different roles of animals and animal related Be able to describe the roles, missions and responsibilities of
organisations in society: Companionship, Commercial uses, Working animals, Field different animal related organisations that safeguard the
sports, Media, sport, leisure & education, Status symbols welfare of animals
They should understand the ethical responsibilities to provide the fundamental Compare the varying roles of different animals kept in
requirements for the animals in their care and understand the different roles, society and how organisations ensure they are well cared
missions and responsibilities of animal related organisations that promote and for.
support the welfare of animals. Be able to quote the five animal welfare needs and describe
Learners should understand the principles of good animal welfare. some of the current UK legislation that seeks to ensure good
Good animal welfare can be defined as the provision of food and water, comfort, the animal welfare.
avoidance of pain, injury and disease, and the provision of environmental enrichment
where needed for all animals.
They should also understand the basic purpose of current animal welfare legislation
that apply in the UK

Assessment: Coursework assignment 3A - The roles of animals in society and animal related organisations in society. Coursework assignment 3B -
Understanding animal welfare and legislation.

Stretch and Be able to contrast in detail how the missions and responsibilities of organisations that promote and support the welfare of animals are different,
Challenge: dependent on the role of animals
Evaluate how effective the five animal welfare needs and current UK animal welfare legislation are in protecting society and animal owners

Art and Design

Topics: Food - this runs throughout Year 10

Coursework unit
Understanding the assessment objectives
Developing skills

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 Thiebauld and Joel Penkman
developing skills in pencil and paintwork

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

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

Outside of the classroom students can google ‘gcse sketchbooks’ on pintrst 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

Biology Science Website

Topics: B3 - Organisation and the Digestive System - define a tissue, an organ, and an organ system. They will study the human digestive
system as an organ system in which several organs work together to digest and absorb food, breaking down large insoluble molecules
Knowledge: so they can be absorbed into the bloodstream. Understand the hierarchical organisation of the digestive system – for instance, the
Assessment: stomach is one organ, made up of muscular tissue, glandular tissue, and epithelial tissue, which digests food (especially protein). In
Stretch and studying chemical digestion, students should recognise carbohydrates, proteins, and lipids as large molecules that need to be digested,
Challenge: and be able to name the molecules they are broken down into. They should be familiar with the enzymes that digest carbohydrates,
proteins, and lipids, along with the sites of production of these enzymes in the digestive system. They should recall the lock and key
model in which the substrate has a specific shape complementary to the active site, allowing it to bind to the active site where the
reaction takes place, releasing products. They should be able to define enzymes as biological catalysts that are reused after each
reaction. Students will study the effect of high temperature and extremes of pH on enzymes in changing the active site, which
denatures the enzyme. They should be aware of how each part of the digestive system is adapted to provide an optimum pH for each
enzyme, including the role of bile in the small intestine.
Review of B4.6 Organisation. Review of B5.8 & B5.9 Diseases and defences.

Knowledge: Skills:
Structures and functions of the digestive system parts. Enzymes - Practical skills: Food tests, subjective colour evaluations, measuring
structure and function, specific named examples, factors affecting rates accurately, altering pH using buffers and considering variables to control.
of reaction. Maths skills: using time in seconds. Enzyme graphs to show factors
Diseases and defences review major concepts of pathogens, white blood affecting rate.
cells and symptoms

Required Practical PIN assessments - exam style questions on food tests and enzymes practicals
The end of term 2 written assessment will have a mixture of multiple choice questions and longer answer questions based on the
knowledge and skills identified above and on topics from previous terms.

Alternative variable practicals for Enzymes - temperature or
concentration.
KS5 Enzyme concepts of inhibition and protein structure

Chemistry Science Website

Topics: C5 Chemical Changes - Students will also learn about salts and how they are prepared, including from metals and acids,
acids and bases, and acids and carbonates. Students should be able to prepare a pure, dry sample of a salt from an
insoluble metal oxide or carbonate as part of the required practical. Finally, students will learn about the pH scale. Students
should be able to explain how pH relates to H+(aq) ion concentration and the difference between strong and weak acids.

C3 Bonding - In this chapter, students have developed their understanding of the states of matter from KS3. They have built
upon their understanding of the particle model, using this to explain the energy transfers involved when substances change
state. Students have also learnt about the different types of bonding in substances. They should know ionic bonding
involves a metal and non-metal atom, with the metal atom losing one or more electrons and the non-metal atom gaining
one or more electron.

Knowledge: ● Neutralisation and making salts Skills
● pH scale and aqueous solutions ●
● Strong and weak acids Drawing ionic and covalent bonds in a range of
C3 ● compounds
● State symbols Recognising molecular formulae from diagrams
● Chemical bonds
● Ionic bonding

Assessment: Required Practical PIN assessment - exam style questions on making a salt
The end of term 2 written assessment will have a mixture of multiple choice questions and longer answer questions based
on the knowledge and skills identified above and on topics from previous terms.

Stretch and Challenge: ● Linking the strength of acids to the size of atoms in the molecule
● Learning about the work of Bronsted and Lowry in defining acids

Computer Science
Computer Science Website

Topics: Systems software and security Ethics in Computing
Knowledge:
Assessment: Network threats Ethical and cultural issues
Identifying and preventing vulnerabilities Computers in the modern world
Operating system software Legislation and policy
Utility software
Lesson tasks and homework tasks.
Lesson tasks and homework tasks. End of unit test.
End of unit test.

Stretch and Challenge: Extension Activities all on course website. Extension Activities all on course website.

Topics: Dance
Knowledge:
Component 1: Choreography
Assessment:
Stretch and Challenge: Students will work in small groups to create a Choreography as a mock exam in preparation for Year 11. They will
develop the following skills:

- Responding to a stimulus
- Explore how choreographic elements can support a mood/meaning/intention.
- Students will learn how to respond creatively to an externally set stimulus, to choreograph a complete dance
- Develop expressive skill through use of facial expressions during performance
- Explore how spatial, dynamic and action content can support an intention
- Apply knowledge of aural setting to support ideas.

Dance assessments are based on the three strands of Performance, Choreography and Appreciation:
- Performance: Group performance in response to stimulus lasting 1.30 - 2.30 minutes
- Choreography: Creative application of action, spatial and dynamic content, alongside choreographic devices
to successfully demonstrate intention/mood/meaning
- Appreciation: Completion of analytical choreography log enhancing aesthetic, social and cultural appreciation.

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.

Design & Technology Design & Technology Website

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
Assessment: solutions. They explore 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.

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

Drama

Topic: Devising - Trial Exam

Knowledge: This scheme of work lays the foundations for Year 10’s later formally assessed devised performance. During this term students will
develop their ability to respond to a given stimulus in order to develop an original devised performance. The stimulus will be a
mixture of images, music, text and scripts in order to develop a sensitive and detailed response. Starting points in the past have
ranged from youth homlessness alongside the dangers of technology. Within this unit students will develop their ability to create a
piece of drama which explores a central question, challenging an audience over this view. Students will be equipped with working
collaboratively in order to communicate a key idea/ theme or issue. Whilst working students will keep a diary, which effectively
documents their devising process thinking about the 3 subheadings of:

1. Response to Stimulus.
2. Development and Collaboration.
3. Analysis and Evaluation.

Assessment: Students are assessed on the competency of their written work, reflecting upon how well they refined and developed their
performance and skills to communicate meaning. Students will also be assessed on their final performance exploring how
successfully they contributed and performed their role, focusing on the level and range of skill alongside the inventiveness of their
ideas.

Stretch and Students will actively encouraged to research the themes and issues provoked by their stimulus in order to develop a detailed and
Challenge: thought provoking piece. Students will be encouraged to apply their research in order to develop an original character or scene,
ensuring that all the performance conventions explored and used fundamentally support their dramatic intention.

Economics

Topics: 3.4 Price stability and inflation 3.5 Fiscal policy
Knowledge: 3.6 Monetary policy

Assessment: ● Price stability and inflation - is inflation bad? ● Government spending and taxation - what does
Stretch and Challenge: What is the rate of inflation? the government spend money on? Who does it
collect taxes from?
● Consumer Price Index (Real and nominal
values) - what is it? How is it measured? What ● Costs, benefits and impact of Fiscal policy -
is it used for? what is fiscal policy?

● Causes and consequences of inflation - How ● Measures to redistribute income and wealth
does inflation affect us? ● Monetary policy: interest rates
● Costs, benefits and impact of monetary policy
● Exam questions
● Knowledge tests ● PLC
● Quizzes ● Trial Exams
● Multichoice Questions

Can the rate of inflation be negative? Can interest rates be negative?
Evaluate the consequences of a high level of inflation Evaluate the economic consequences of increasing
on a range of economic agents. progressive taxes in order to redistribute incomes.
Investigate the rates of inflation in a range of countries. Evaluate the effects of a rise in interest rates in
monetary policy on consumer spending.

Engineering BTEC

Engineering BTEC Website

Topics: Phone Stand Component 1A
Knowledge:
Health and Safety in Workshop Recap on
Assessment: Measuring and marking aluminium Engineering Sectors
Shearing, bending, drilling, sawing, filing, deburring Engineering Functions
Engineering Companies (Large / SME)
Engineering Job Roles

Production of templates and correct and safe use of Write essay on the interconnectedness of
tools and equipment Engineering Sectors / Functions / Companies and Job
Roles based on a single, complex Engineered Product

Stretch and Challenge: Create an alternative design, as opposed to using the Evaluate why Engineered Products are made by
given one. many different people at different levels, in different
Using additional machines and processes companies, across sectors, often internationally.

Engineering GCSE Engineering GCSE Website

Project Wind Turbine investigation and Blade Optimisation This will include use of mathematical formula, and developing
Content Students will be completing a series of experiments and understanding of recording comparative data and pan engineering
tests to optimise the design of the wind turbine blades. resenting report

Knowledge and Understanding Skills Turbine blade design & manufacture
● Introduction to aerodynamics ● 3D printing
● Fundamentals of wind turbine design ● Designing test experiments
● Energy and Electricity generation ● Presenting data and reporting results
● Composite materials (properties, forms, ● Soldering for electronics
availability, cost, & processing) ●
● Working in a team

Assessment: Chromebooks
Students will use sketchbooks for notes and diagrams.
Work will be presented digitally via classroom

● This is assessed as an independent study, students design experiments to optimise the performance of their wind
turbine, test and record results and draw conclusions.

Stretch and - Applying theory knowledge to practical engineering context
Challenge: - Working independently
- Use of the assessment criteria to access the highest grades

English Link to English website

Topics: ‘A Christmas Carol’ by Charles Dickens
Knowledge:
What better way to spend the Christmas term than reading Charles Dickens’ allegorical novella ‘A Christmas Carol’? Through
Assessment: this redemptive story, students explore key themes such as forgiveness, compassion and the power of memory. Building on
what they already know about the Victorian period from KS3, we challenge students to consider the way that texts can
reflect the views and concerns of society, considering why 19th century stories such as this one are just as relevant today.

● Understanding context/genre
● Using evidence
● Understanding signification (language + meanings)
● Awareness of impact / interpretation
● The function of structure in creating meanings

Reading: students are assessed on their analytical response to the text.

Stretch and Challenge: ● Read lots of fiction in variety of genres, reflecting on the ways writers use language and structure. A range of
excellent ‘classics’ can be found on MyOn including Dickens’ ‘Great Expectations’ and ‘Oliver Twist’.

● Use PLCs to identify the skills that they can improve and use the linked resources to revise, apply and extend their
learning.

● Reading critical articles on A Christmas Carol via The British Library.
● Access Mr Bruff’s playlist with video tutorials on reaching the top levels.

Food Preparation and Nutrition

Food Preparation and Nutrition

Topics: Unit 2 Food Science
We look at the science behind cooking foods, why it is done, how it is done and the effects this
has on the nutritional content on the food.
We build on prior knowledge that has been introduced in year 9.

Knowledge: Knowledge of different cooking methods (dry, moist, and oil based) and the effect this has on
Assessment: the macro and micro nutrient content within the foods.
Heat transference and the functional properties of proteins, carbohydrates and fats within our
food.
Experimenting with the physical properties of aerated egg white under different conditions.
Range of complex skills- knife skills, lamination and souffle.
Recipes made: pasta bake (roux sauce, gartin top), kebabs, cheese souffle, creme brulee,
mayonnaise, rough puff pastry, Vol-au-vents, truffles.

● NEA 1 mock- egg white experiment write up (extended task).
● Practical assessment
● End of topic assessment.

Stretch and Challenge: ● Recipe modification- presentation skills of all dishes made.
● Increasingly more complicated variants with the NEA1 experiments. Based on prior

research. Closely following the higher end marking criteria boundaries.

Topics: Geography
Knowledge:
The changing economic world - The Development gap
Assessment:
In Term 2 we study Nigeria as a Newly Emerging Economy (NEE). We will focus on why Nigeria is an important
country within Africa with its strong political and economic connections with the rest of the world. We assess the
importance of Transnational corporation (TNCs) investment in Nigeria and the impacts that they have on the
country. Lastly we will evaluate how international aid has helped Nigeria grow from a Low Income Country (LIC) to
a Newly Emerging Economy (NEE).

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 Nigeria as a Newly Emerging Economy.

Stretch and Challenge: Students will be regularly challenged throughout this unit as they will have to consider the past, present and future
of Nigeria. They will be encouraged to think about the positives and negatives of Nigeria growing so quickly and if
everyone in the country has benefited equally. Evidence-based activities, homework and pause lessons ensure that
all students are challenged and achieve excellent results.

Nigeria is an exciting case study that shows how a country fits into the wider understanding of development, links
with the importance of it as a country to Africa and the world are discussed. Boko Haram is introduced as a
relatively unknown terrorist organisation and the role is plays in Nigeria.

Topics: History

Weimar and Nazi Germany - Nazi control and dicatorship 1933 - 39

Knowledge: The unit is the Modern Depth Study component of the EdExcel GCSE and tests students on the key developments in Germany between
1918 and 1939. The unit is divided into four key topics. Students have already studied Key Topic 1, which examines the Weimar Republic
Assessment: 1918-1929 and Key Topic 2, which explores Hitler’s rise to power.

Stretch and Key Topic 3 (G3) focuses on the Nazi dictatorship, and students learn about the methods the Nazis used to move Germany towards a
Challenge: dictatorship. They assess the creation and running of the police state, and the different ways that the Nazis tried to control and influence
attitudes through propaganda, censorship and the arts. Finally, students look at the extent of support for the Nazi regime, and the
different types of opposition that came from the church and young people.

In this exam paper, students are tested on their ability to answer brief responses and extended essay questions; skills such as inference,
explanation, usefulness and interpretations are assessed. They have the opportunity throughout this unit to practice answering those
questions, and are tested regularly on their knowledge of the content through homework and knowledge tests.

★ Question 1: Give two things that you can infer from Source A about…(4 marks)
★ Question 2: Explain why…(12 marks)
★ Question 3a: How useful are sources B and C for an enquiry into…? (8 marks)
★ Question 3b: What is the main difference in the views of the interpretation 1 and 2…? (4 marks)
★ Question 3c: Suggest ONE reason why Interpretations 1 and 2 give different views…(4 marks)
★ Question 3d: How far do you agree with Interpretation X about…? (16 + 4 SPAG marks)

Students are challenged to secure the detailed subject knowledge needed for this depth study. They are given ample opportunity to
encounter a range of sources and interpretations that will help them to judge utility and assess different interpretations and the reasons
for them. The unit requires students to judge Hitler’s control and the differing views about how effectively the Nazis kept control.

Topics: IT

Exploring User Interface Design Principles and Project Planning Techniques

Knowledge: Investigate user interface design for individuals and organisations
Use project planning techniques to plan and design a user interface
Develop and review a user interface.

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.

Topics: Life Learning
Knowledge:
Citizenship: Democracy, Politics and Society
Assessment:
Stretch and Challenge: This is a continuation of the work from Term 1.
Unit 1 began with ‘What are Human Rights’ before moving through Poverty and Wealth in the UK. In Term 2,
students undertake a series of lessons investigating the British political system. Throughout the politics section of
the course, students will be analysing topics such as ‘Local Councils’, ‘How Parliament works’ and ‘Why voting
matters.’

Students are assessed through formative assessment quizzes.
Students are also assessed through understanding of key terms and oracy skills against the oracy framework
when speaking about key issues.

● 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

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: Maths Higher
Knowledge: Unit 10: Probability
Foundation Unit 11: Multiplicative reasoning
Assessment: Unit 11: Ratio and proportion
Stretch and Challenge: 10a. Probability
11a. Ratio; writing, simplifying and sharing ratios 11a. Growth and decay; compound measures; ratio and
11b. Proportion; graphs of proportion; direct and proportion
inverse proportion
Students will also complete a Weekly Skills Check
Students will also complete a Weekly Skills Check designed to consolidate essential Maths skills
designed to consolidate essential Maths skills
● Skills Check Assessment in the penultimate
● Skills Check Assessment in the penultimate week of term
week of term
● Unit Assessment in the last week of term
● Unit Assessment in the last week of term

● Use Corbett Maths 5-a-day to work through 5 ● Use Corbett Maths 5-a-day to work through 5
questions from a range of topics. Students questions from a range of topics. Students
should access Foundation or Foundation Plus should access Higher or Higher Plus questions.
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: Media Studies

Component 2: Revision & Practical

Knowledge: Revision of Music Videos - detailed study of two contemporary music videos & a historical example. Practical
Assessment: Production: Music Videos.
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, researching a media text, pre-production for a
moving-image text, shooting & editing.

In this unit students will revisit the music videos they studied in year nine; two contemporary & one historical
comparison video from the 1980s. When analysing these videos students will consider how the visual images have
been constructed to engage the target audience’ the way both gender & ethnicity is represented, and the power &
importance of music videos as a promotional tool. After revising the videos students will develop their pre-production,
filming & editing skills by creating their own music video. This is to prepare students for the NEA unit later in the
year. Students will also be encouraged to address broader issues linked to this area of the media such as the
sexualisation of women in music videos.

Written exam question. Assessment of completed practical production.

Stretch and Challenge: Students encouraged to be ambitious with their practical music video planning.
Use of Final Cut editing software.

Modern Foreign Languages

Topics: French: My studies and Free-time activities. Spanish: My studies and Free-time activities.
Knowledge:
Students are working on tackling GCSE tasks in the Students are working on tackling GCSE tasks in the
skills of listening, speaking, reading and writing on the skills of listening, speaking, reading and writing on the
topics of My Studies and Free-time activities. topics of My Studies and Free-time activities.

Assessment: Students are being assessed on a writing and Students are being assessed on a writing and
Stretch and Challenge: translation assessment. Students are going to describe translation assessment. Students are going to describe
a photo-card in the target language, write a 90 words a photo-card in the target language, write a 90 words
or a 150 task using different tenses, opinions and or a 150 task using different tenses, opinions and
reasons and translate sentences from English into the reasons and translate sentences from English into the
target language. target language.

Students are going to tackle more complex vocabulary Students are going to tackle more complex vocabulary
and grammatical structures and would need to be able and grammatical structures and would need to be able
to use them in their writing tasks in order to achieve to use them in their writing tasks in order to achieve
the highest grade. the highest grade.
Students are learning about the school system in Students are learning about the school system in Spain
France and are making comparisons with the school and are making comparisons with the school system in
system in England. England.

Music BTEC

Topics: Unit 4: Introduction to Composing/Unit 6: Recording

Knowledge: Students will:
Assessment: - Learn how to compose effectively and stylistically to support the production of their concept album.
- Explore how to setup recording equipment professionally and safely. Learn different microphones and their uses.
- Recap their knowledge of recording by setting up in the studio and mixing different pieces of music

Unit 4:
- Submission of trial coursework - Final ideas and final track for Concept Album. Students will submit their finalised
4 tracks and receive a grade based on their focus on style/genre with specific starting points.

Unit 6
- Submission of planning a recording session, health and safety sheets, microphone fact sheet and practicing using
Logic Pro X.

Stretch and Challenge: Students are encouraged to push themselves in composing to produce fluent, balanced and stylistic pieces suitable for
their concept album. Students are encouraged to use professional equipment professionally and evidence their progress
effectively. Small activities and assessment are used each lesson to build up their knowledge and skills.

Music GCSE Link to Music Website

Topics: Appraising // Composing // Performing

Knowledge: Students will:
Assessment:
Stretch and Challenge: - Continue to explore the GCSE setworks, with a focus on Beethoven’s Pathetique Sonata and Classical piano music.
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.

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

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

Performing:
- Regular interim feedback given to support student ensemble performances.

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.

Topics: Photography GCSE
Knowledge:
Disguise & Distort:
Assessment: Following the shorter, termly projects in Year Nine this unit is designed to introduce students to more sustained,
Stretch and Challenge: 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).

The project is centred around different ways in which photographers and artists alter appearances to ‘disguise and
distort’. In the second term students are introduced to the complex editing technique of double exposure via
photographers Matt Wisniewski and Nacho Ormaechea. They gain an understanding of how image choice can
convey meaning, how to take images with a specific outcome in mind as well as the editing techniques that
underpin this style of work. As with all tasks students then experiment in order to create their own interpretations.

The second part of this term sees students choose from the techniques they have covered and plan their own
shoots and outcomes to represent the theme of disguise and distort. They analyse their own chosen artist(s), plan
what they need to do to execute the shoots and then explore how best to present their images.

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.

The course is carefully structured around key concepts and skills which underpin each task, these form starting
points 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.

Physical Education GCSE

Topics: Examined Assessment - Theory Non Examined Assessment Non Examined Assessment
Knowledge: Sociocultural Influences Practical Theory
2 from: Performance analysis assessment
Assessment: Football, Rugby, Hockey & Netball
Stretch and
Challenge: Section includes Each sport has 5 skill areas. Skill Strength - select and justify use of
Engagement patterns of different social Students are assessed in these through skill component.
groups isolated practices, conditioned
Commercialisation of physical activity games/activities and full context (i.e. 7
and sport v 7, 11 v 11 etc)
Ethical and sociocultural issues in
physical education and sport

Students complete an end of topic Students will be awarded a score they Completion of NEA (first draft)
assessment which is broken up into are currently achieving.
recall of key terms and their
descriptions and exam questions.

Application to a variety of sports Students are encouraged to attend Give more relevant examples and
Application to other topic areas extra curricular clubs either in school or include additional theory content.
out of school to enhance their skill
level.

Physics Science Website

Topics: Chapter 4 - Electricity
Knowledge:
● Electric Fields ● Confidence with relationships of
Assessment: ● Investigating Resistance ● Voltage, Current and Resistance
Stretch and ● Investigating Electrical Components Using and manipulating
Challenge: ● Series and Parallel Circuits electricity equations

Students will describe the structure of an atom in terms of charged particles and the process of charging by
friction resulting in ions and the transfer of electrons. This leads to the concept of an electric field
surrounding charged objects causing attractive or repulsive forces between them.

The students will then describe electric circuits and the components used to construct them using the
concept of current as the rate of charge flow through components due to a potential difference between
points in the circuit. Resistance was introduced and the cause of a heating effect and corresponding energy
transfer. Students will investigate the factors affecting the resistance of a wire and the corresponding
current-potential difference graphs. Further investigations of the components and analysis of the
current-potential difference graphs will show ohmic and non-ohmic behaviours for wires, filaments, and
diodes. The relationship between the resistance of a thermistor and its temperature along with the
relationship between the resistance of a light-dependent resistor and light level have been investigated.

Finally, the students investigate and analyse a range of series and parallel circuits describing the path of
current at junctions, the potential difference across branches and components, and the effect on resistance
of series and parallel branches.

Required Practical PIN assessment - exam style questions on investigating resistance and component characteristics
The end of term 2 written assessment will have a mixture of multiple choice questions and longer answer questions based on the
knowledge and skills identified above and on topics from previous terms.

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

Topics: Religious Studies GCSE
Knowledge:
‘Religion and Life’
Assessment:
Students study religious teachings and philosophical and ethical arguments, relating to issues of life, and their impact and
Stretch and influence in the modern world. Students are taught to be aware of contrasting perspectives in contemporary British society on
Challenge: 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 (Sikhism):

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

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

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.

● 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
● A ’Super Curriculum’ outside of school for AMA students to immerse themselves in the cultural capital related to RS.

Trilogy Combined Science Science Website

Topics: P8 Forces in Balance Students study how to calculate the overall force acting, how
Knowledge: B2 Cell division substances move between cells and the use and ethics of stem cells.
B1 Cell transport They also learn how all particles are bonded together with different
Assessment: C3 Structure and bonding electrostatic attractions and the methods chemists use to begin to
Stretch and C4 Chemical calculations calculate reacting quantities. These are within the big ideas of forces,
Challenge: cells and particles.

● Centre of mass Skills

● Parallelogram of forces ● Calculate forces using parallelogram

● Mitosis and the cell cycle ● Practical skills required - accurate measuring, cutting and

● Stem cells, their origins and uses. weighing.

● Ethics associated with these ● Calculation of percentage by mass and relative formula mass.

● Understand how cells divide, reproduce and specialise ● Use of standard form

and the ethical issues surrounding stem cells and their

origin/use

● Covalent bonding

● Allotropes of carbon

● Calculation of relative formula mass and % by mass

Required Practical PIN assessment - exam style questions Homework: In addition to the work on the content and skills for this
on osmosis practical term students will also be working on the development of scientific
The end of term 2 written assessment will have a mixture thinking looking at how ideas and theories change based on the
of multiple choice questions and longer answer questions latest evidence. They will review the limitations of the models use to
based on the knowledge and skills identified above and on explain scientific phenomena.
topics from previous terms.

Draw a free body force diagram
Explain why levers are multipliers

Personal Development Time

Topics: Year 10 students will take part in the following activities in term 2:
● Reading.
● Votes for Schools.
● MyACE & Mentoring
● Assemblies.

Content and skill: ● 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!
Stretch and
Challenge: ● Votes for Schools - In order to develop students’ oracy and citizenship skills we use this nationwide programme
where students discuss current national and global issues and then vote at the end. These votes are then collected
around the country and mentor groups can see how their mentor group, year group and school compare with other
young people’s views across the UK.

● 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.

● 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..