Year_10_Term_1_Curriculum_Website_v2

Year 10

Curriculum Overview
Term 1

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 1 Animal health and diseases
Knowledge: Have you ever wondered why the vaccination of companion animals is so important?
Assessment: Have you ever wondered how ill health in animals can be spotted?
Having an understanding of animal health is a vital part of working with animals in any field of the animal care sector. This unit will develop your
knowledge and understanding of animal health, disease and parasite prevention, and how these link together. If you choose to work with
animals, this unit will provide you with a sound basic knowledge to provide the best possible care for animals.
In this unit, you will learn how to assess the health of dogs, cats, rabbits, goats, chickens and bearded dragons, but these health assessment
skills are easily transferred from species to species. Assessing animal health starts with observing the overall visual signs given by the animal’s
appearance and behaviour, before referral if appropriate to more in-depth veterinary tests for possible ill health in the animal.
You will learn about some of the most common diseases and disorders found in the species you will assess, and gain an understanding of how to
identify and prevent these common ailments. As part of this unit you will also learn about the parasites that you may find on or in the animals
you will assess. You will learn how these parasites are transmitted, the effect they have on animals and how their transmission can be prevented.

Knowledge Skills
Students will; Explain the difference between visual and physical checks and the
A Learn and understand the essential signs of good and ill health in advantages and disadvantages of both.
animals Be able to classify diseases as zoonotic or not and being caused by
B Understand common diseases, their causes, transmission and virus, bacteria or fungi
treatment Explain the different modes of transmission of disease
C Understand the signs, symptoms, prevention and treatment of common Explain the difference between ecto and endoparasites and their
parasites symptoms and treatments

Progression exam in October will include a mixture of multiple choice, short and long answer questions on this unit.

Stretch and Be able to link detailed life cycles of parasites to transmission of disease.
Challenge:

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: B1.6 - B1.10 Transport within and between cells including RP1 Microscopy & RP3 Osmosis - Students will also learn about
the transport of material into and out of cells by diffusion, osmosis, and active transport. When studying the processes for transferring
Knowledge: material, students will also be able to explain how adaptations of exchange surfaces and link these to the processes of material
Assessment: transport.
Stretch and B2 - Cell Division - In this chapter, students will learn about the process of cell division and after finishing the chapter should be able
Challenge: to describe the three overall stages of the cell cycle. Students will develop an understanding of mitosis as a stage within the cell cycle,
but do not need to know about the different phases of the mitosis stage. They should be able to state the genetic material in the
nucleus is doubled before the cell divides into two. Along with cell division, students will study cell differentiation, and students should
be able to make connections between cell differentiation and the specialised cells and adaptations they studied in Chapter B1 Cell
structure and transport. Students will also learn that stem cells are undifferentiated cells that have the potential to become a
specialised cell within an organism. Students should be able to describe some potential uses of stem cells, as well as the disadvantages
and objections to the use of stem cells, particularly in relation to medical treatments. (Lockdown topic review B16 and RP 9)

Knowledge: Skills
How substances are transported within and between cells and Practical skills required - accurate measuring, cutting and
investigate osmotic change. weighing.
Understand how cells divide, reproduce and specialise and the ethical Maths skills required - evaluate data collected.
issues surrounding stem cells and their origin/use.

Required Practical PIN assessment - exam style questions on osmosis
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.

Osmotic calculations can be included (water potential), ideas based in
KS5 Biology.
Evaluation on high level regarding adult/embryonic stem cells.
Structure argument with evidence from novel scenarios.

Chemistry Science Website

Topics: C2 Periodic Table - In this topic students will learn about the development of the periodic table, including the work of Dalton, Newlands,
and Mendeleev. Within this, students will build upon their understanding of the development of scientific models from C1 Atomic structure.
Students should understand how each stage in the development of the periodic table was facilitated by new evidence becoming available.
They should also be able to develop their understanding of electronic arrangements from C1 Atomic structure, and apply this to the
arrangement of elements in the periodic table and the chemical properties of Group 1, Group 7, and Group 0 elements. They should also
be able to identify trends in properties and reactivity and explain these. Finally, students will compare properties and reactions of the
transition elements with the elements of Group 1, including knowing that some transition elements can form many different ions, and
recognise that they are used as catalysts.
C5 Chemical Changes - In this topic students will revise and develop their understanding of the reactivity series from KS3. They will study
the reactions of the metals with water and acids and should be able to recall and describe these reactions. They will apply their
understanding of the reactivity series to displacement reactions and the extraction of metals, as well as introducing students to the
concepts of oxidation and reduction as the loss and gain of electrons respectively.

Knowledge: ● History of the periodic table, exploring how Dalton, Skills
Newlands and Mendeleev built on the work of their ●
predecessors to develop scientific ideas Explaining trends in group 1 and group 7, linking this to
● atomic structure
● Modern periodic table ● Comparing historical periodic tables
● The reactions and properties of Groups 1, 0 and 7 Determining the position of a metal in the reactivity series
● Transition metals (including their use in catalysts and

medicines)
● C5 Metal reactivity, displacement and extraction

Assessment: 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: ● Understanding environmental issues with metal extraction- new research on using plants and bacteria to extract metals
● Evaluating the need for scientific evidence to change models- how does new research change existing ideas? How did scientists

like Mendeleev build on older ideas?

Computer Science

Computer Science Website

Topics: Systems architecture memory and storage Wired and wireless networks
Knowledge:
Assessment: The CPU The Internet
Function and characteristics of the CPU Local area networks
Memory Wireless networking
Storage Client-server and peer-to-peer
Protocols and layers
Lesson tasks and homework tasks.
End of unit test. Lesson tasks and homework tasks.
End of unit test.

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

Topics: Dance
Knowledge:
Component 1: Performance
Assessment: Component 2: Professional Work - A Linha Curva (ALC)

Stretch and Challenge: 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.

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.

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

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 analyse the work of other designers - past and present such as the Alessi design group including the work
of Phillipe Starck.
Stretch and They work through a series of prototypes, testing, evaluating and improving until they reach a final solution.The students
Challenge: 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.

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

Drama

Topic: Page To Stage - Trial Exam

Knowledge: This unit of work effectively acts as a trial exam for their 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 alongside 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.

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
Stretch and skills used alongside the level of competency when performing. Students will also be frequently asked to evaluate their work
Challenge: forming a written evaluation.

Students are encouraged to read the chosen play their specific extract is from, developing their understanding of the director’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.

Economics

Topics: 3.1 Economic objectives and the role of government 3.2 Low unemployment
3.3 Fair distribution of income and wealth

Knowledge:

● Economic Cycle - you will learn how, why and the ● Unemployment rate calculations - who is
consequences of the fluctuations of the economy included in the unemployment calculation?
between periods of growth and contraction
● Types of unemployment - what is the difference
● GDP and GDP per capita - you will explore the size between cyclical and structural unemployment?
and health of the country’s economy over a period
of time ● Causes and consequences of unemployment - is
unemployment bad?
● Determinants of economic growth - you will
investigate the causes and effects of economic ● Causes and consequences of differences in
growth income and wealth

● Costs and benefits of economic growth - you will
develop an enquiring mind; is growth good?

Assessment: ● Exam questions ● Quizzes
● Knowledge tests ● Trial Exams
● PLC ● Multichoice Questions

Stretch and Challenge: Assess whether GDP is the best measure of economic Assess whether zero unemployment would be a good
growth. thing?
Evaluate the impact of economic growth on a range of Evaluate the consequences of unemployment on a
economic agents. range of economic agents.
Does economic growth make people happier? Assess the level of income and wealth inequality in the
UK today.

Engineering BTEC
Engineering BTEC Website

Topics: Component 1B Toolbox Handle

Knowledge: Annotating 2D and 3D sketch work
Assessment: Orthographic drawing technique Material and ‘stock form’ identification
Isometric drawing technique Planning
Use of OnShape Use of Quality Control Checks

Design e-Portfolio for ‘Drill Bit Holder’, Includes Plan of Manufacture and Quality Control of Toolbox
research, specification, orthographic and isometric Handle
drawings, CAD and responding to peer feedback Accuracy and finishing

Stretch and Challenge: Developing Design Ideas and making more than one Using CNC Lathe / Milling Machine / Centre Lathe to
iteration of a design. create handle.

Engineering GCSE
Engineering GCSE Website

Project Wind Turbine Manufacture. Students will make a small This is built to very close tolerances which will test students
Content wind turbine from supplied technical drawings. This uses accuracy and manufacturing skills.
wide range of materials, components and processes.
Assessment:
Knowledge and Understanding Skills Manufacturing to very small tolerances
Stretch and ● Interpreting technical drawings ● Marking & measuring
Challenge: ● Non-Ferrous metals (properties, forms, availability, ● Punching and forming non ferrous metals
cost, & processing) ● Lathework, (facing, turning, knurling)
● Energy and Electricity generation ● Use of mechanical fixings.
● Quality control methods, ● Bearing bushes and friction reduction.
● Follow/write a production plan. ●
● Working in a team

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

● Orthographic drawing
● Measuring marking out to tolerance
● Production planning

- Applying theory knowledge to coursework/practical lessons e.g. properties of materials
- Extending drawing skills - CAD drawing, isometric, exploded, orthographic
- Targeted classroom questioning

English Link to English website

Topics: English Language Paper 1: Explorations in Creative Reading and Writing

Knowledge: This introduction to GCSE English Language uses excellent examples of literature as models for students’ own creative writing. We
Assessment: 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.

● Structure and coherence
● Spelling, grammar and Punctuation
● Understanding signification (language + meanings)
● Awareness of impact / interpretation

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

Stretch and ● Read lots of fiction in variety of genres, reflecting on the ways writers use language and structure.
Challenge: ● 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: Food Preparation & Nutrition

Food Preparation & Nutrition Website

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.

Knowledge: Knowledge of macro and micro nutrients.
Exploring different diets linked to medical conditions and life stages.
Assessment: Diets due to religious and ethical reasons.
Stretch and Challenge: 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.

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

● 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: Geography
Knowledge:
Assessment: The Changing Economic World - The Development gap

Stretch and Challenge: 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.

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.

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.

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.

History

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
Assessment: government intervention.
Stretch and
Challenge: 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.

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.

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

★ 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).

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

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: 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
Stretch and Challenge: 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.

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 Citizenship unit based on the ‘Living in the wider world’ section of the PSHCE curriculum.
Students will explore a wide range of issues over 2 terms. Unit 1 begins with ‘What are Human Rights’ before
moving through Poverty and Wealth in the UK until it meets 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 and listening skills 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.

Maths

Topics: Foundation Higher
Knowledge: Unit 9: Graphs Unit 9: Equations and inequalities
Unit 10: Transformations
Assessment: 9a. Solving quadratic and simultaneous equations
Stretch and Challenge: 9a. Real-life graphs 9b. Inequalities
9b. Straight-line graphs
10a. Translations, rotations and reflections Students will also complete a Weekly Skills Check
10a. Enlargements and combinations designed to consolidate essential Maths skills

Students will also complete a Weekly Skills Check ● Skills Check Assessment in the penultimate
designed to consolidate essential Maths skills week of term

● Skills Check Assessment in the penultimate ● Unit Assessment in the last week of term
week of term
● Use Corbett Maths 5-a-day to work through 5
● Unit Assessment in the last week of term questions from a range of topics. Students
should access Higher or Higher Plus questions.
● Use Corbett Maths 5-a-day to work through 5
questions from a range of topics. Students ● Use Dr Frost online to practise exam-style
should access Foundation or Foundation Plus questions. These slides show how students can
questions. 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 1: Sections A & B

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

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.

Modern Foreign Languages

Topics: French: Spanish:
Knowledge: Family and friends and Home Town, Family and friends and Home Town,
neighbourhood and region. neighbourhood and region.

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 family and friends and Home town, topics of family and friends and Home town,
neighbourhood and region. neighbourhood and region.

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 different places in France Students are learning about different places in
and are improving their geographical knowledge. Spain and are improving their geographical knowledge.

Music BTEC

Topics: Unit 2: Managing a Music Product / Unit 4: Introduction to Composing

Knowledge: Students will:
Assessment: - Work effectively as part of a team to produce a short Concept Album, following their dedicated job roles.
- Learn how to compose effectively and stylistically to support the production of their concept album.
- Develop their skills on Logic pro x in the production of composition

Unit 2:
- Submission of trial coursework - Theory of Unit 2. Completion of a case study on HMV and target audience.
Students will receive PIN feedback on planning their concept album.

Unit 4:
- Submission of trial coursework - First submission of 4 short ideas focussing on a specific style/genre (PIN
feedback)

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 real-life case studies to support their work on Unit 1 and to take a
leadership role such as manager or producer as part of Unit 2.

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 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.

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 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, their technical understanding of photography through use of manual camera settings and exploring
composition, extend their digital editing skills through modelled examples of key techniques, and develop their
ability to make personal responses by not just mimicking the artists studied but creating their own interpretations.

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
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.

Physical Education GCSE

Topics: Examined Assessment - Theory Non Examined Assessment Non Examined Assessment
Knowledge: Physical Training Practical Theory
2 from: Performance analysis assessment
Assessment: Section includes Netball, Hockey, Rugby &
Stretch and The relationship between health and Badminton
Challenge: fitness
The components of fitness Each sport has 5 skill areas. Fitness Strength - select and justify use
Principles of training Students are assessed in these through of fitness component.
How to optimise training isolated practices, conditioned
Effective use of warm up and cool games/activities and full context (i.e. 7 v
down 7, 11 v 11 etc)

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

Physics Science Website

Topics: Chapter 2 - Energy Transfer by Heating
Knowledge:
● Energy Transfers by Conduction ● Using and understanding
Assessment: ● Specific Heat Capacity equation
Stretch and ● Specific Heat Capacity Discussing the advantages of
Challenge: different types of insulation
● 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.

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.

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

Religious Studies GCSE

Topics: Religion and Life

Content and skill: Students will revise the key religious beliefs and practices within Sikhism and the influence of Sikh beliefs, teachings and
practices studied on individuals, communities and societies.

Students will revisit and recognise their knowledge and understanding of Sikh beliefs and practices through their reading of key
religious texts. Students will redevelop their ability to construct well-argued, well-informed, balanced and structured written
arguments, demonstrating their depth and breadth of understanding of the subject.

Assessment: AO1: Demonstrate knowledge and understanding of beliefs including its influence on individuals, communities and societies as
well as looking at similarities and differences within and/or between religions and beliefs.
Stretch and
Challenge: 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: C2 Periodic Table Students study how elements are classified and arranged
Knowledge: C3 Bonding in the periodic table, how energy is transferred by heating
P2 - Energy Transfer by Heating and how forces act in pairs to produce resultant forces,
Assessment: P8- Forces in balance within the big ideas of particles, energy and forces.
Stretch and
Challenge: ● History of the periodic table Skills Explaining trends in group 1 and group 7, linking this to
● Modern periodic table ● atomic structure
● Groups 1, 0 and 7 Comparing historical periodic tables
● Transition metals ● Using and understanding Specific Heat Capacity equation
● State symbols ● Discussing the advantages of different types of insulation
● Chemical bonds ● Drawing force diagrams
● Ionic bonding ● Calculation of resultant force
● Energy Transfers by Conduction ●
● Specific Heat Capacity
● Insulation
● Vectors and scalars
● Resultant forces

Required Practical PIN assessment - exam style questions on Homework: In addition to the work on the content and skills for
specific heat capacity. this term students will also be working on the importance of
The end of term 1 written assessment will have a mixture of understanding and using the correct science vocabulary, units and
short and longer exam style questions based on the notations.
knowledge and skills identified above.

● 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

Personal Development Time

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