Year 10 Curriculum Booklet

Year 10 Curriculum Overview Welcome to the curriculum engagement booklet for 2022-23. Here you will find an overview of what your child(ren) will be studying in all subjects this year, both in terms of national curricula and potential areas for extension. I hope you will find many stimulating ideas for things to discuss, experiments to do and further reading and writing at home. An important part of year 10 is exploring new areas of all subjects without the pressure of upcoming public exams and we encourage all pupils to approach their lessons and homework with an open mind and a growth mindset. It’s most important for pupils to play an active role in all their lessons, querying things they don’t understand with their teachers and taking every opportunity to discuss ideas and to look for academic challenges that require careful thought yet are within reach with the right amount of help. Below is the outline of the curriculum for this year and those that follow.

Years 10/11 curriculum Most students will study ten GCSE courses, which include core subjects of English Language and Literature, mathematics and the three sciences plus four elective subjects. However, there is scope for flexibility, depending on each individual pupil’s strengths.

English Language & Literature

Option 1

Mathematics

Option 2

Biology

Games / PE

Option 3

Option 4

Chemistry

Physics

PSHE

Middle School Additional Academic Extension Options The diagram below shows the options available to your child beyond the curriculum, both in and out of school.

Subsidised extra-curricular GCSEs (Y9/10/11) Y10 study choice (1 period a week)

Italian

Japanese

Mandarin

(beginners)

(beginners)

(beginners)

Y10 Higher Project Qualification

Drama RADA certificate

ICT certifications

Ancient History (Y10)

PE internal certificate

Supervised Study

Y10 Fast-track extra-curricular Music

Please speak to the department for more details

Y11 Enrichment (Friday Week A afternoons)

Many choices… ask for more details

‘The 42’ Lecture series (lunchtimes – all years)

Weekly lectures from visiting experts

3D Art (Y10)

Y9 Aristotelian Awards

Reading: It is essential to read widely, not only to develop general depth in curriculum interests.

Research & super-curricular projects: Creatively pursuing individual academic interests can strongly assist university applications.

High-order thinking: Take every opportunity to attend lectures, participate in debates, watch documentaries, read and discuss.

Societies: The extra-curricular booklet contains full details which include academic clubs.

Big Ideas: A good education always revolves around exposure to ideas. What big ideas can be followed in the current news or traced historically.

Digital Skills: As a registered Certiport member, the school offers online certification in Office or Adobe packages.

If and when questions arise over the course of this year, please don’t hesitate to contact your child’s teachers for subject-specific matters. Alternatively, your child’s tutor are always ready to answer more general questions. With best wishes for a successful year, Tanya Khimyak

Deputy Head (Teaching and Learning)

Ancient History Introduction Throughout the year  Our Year 10 course investigates the ancient world by examining key individuals, events and interaction between cultures. We begin by refining the critical skills that we rely upon to interpret source material. Studying the writings of ancient historians in translation, we also look at visual sources that complement those texts. In Year 10, we work on material that will be part of the period studies that are examined for GCSE. Extend: Develop your own timeline of the period we study. It is vital to have a good grasp of how the Greek, Persian Roman civilisations were interwoven in this period of history.

Period Study 1: Greece and Persia Michaelmas and Lent Terms  To contextualise key events in the eastern Mediterranean, we explore the Persian Empire under Cyrus the Great, Cambyses II, Darius I and Xerxes I. This allows us to chart the development of the first great eastern empire to challenge the Mediterranean world. We will investigate the expansion of the Persian empire, the succession of their kings and foreign policies, as well as the clashes between Greece and Persia. Extend: Explore the life of one of the early Persian kings. It is worth finding out about Persian cities, such as the spectacular Persepolis. Alternatively, why not research what Persian religious beliefs were?

History as a Developing Subject Throughout the year  In classical times, the expectations on a historian were very different from the ones we apply in the modern world. Ancient authors had to do much more than just record facts – in some cases the facts were nearly impossible to find anyway. The written sources we analyse are entertaining and tell us an awful lot about the authors themselves. Extend: Consider what in our era would count as a source for future historians. We read biographies and use sources such as coins in our analysis but what will be used as source material for the 21st century? Start to consider how different the world would be today if the events of the ancient world had turned out differently.

Depth Study 1: Alexander the Great Lent and Summer Terms  Alexander the Great achieved so much in such a short space of time that even Julius Caesar felt inferior to him and wept before his statue, considering himself a failure by comparison. He was famous even in ancient times, but should we trust everything we read about him? The sources show us a complicated character, struggling with his status as a god-king. We must interpret them ourselves. Extend: Look into how the ancient sources have been adapted by reading one of the historical novels that have been written about Alexander’s life. Mary Renault and Valerio Massimo Manfredi are good authors to read.

Take it Further Throughout the year  The time period and course content covered in Ancient History are unusually broad, and it is hoped that pupils will discover and then pursue areas of individual interest. The teachers in the Classics Department each have their own specialisms, and pupils are encouraged to discuss their enthusiasms with any of us. A visit to the Fitzwilliam Museum is always recommended. Extend: Attend meetings of the year 10-U6 Classics Society “Lyceum” and attend relevant meetings of The 42.

Assessment Summer Term  The examined topics are each tested by a single examination at the end of Year 10. The exam follows a similar format to a GCSE paper, and is designed to give pupils a taste of the expected styles of questioning. Over the year, a variety of exam style questions will help to give an overview on how the examiners expect candidates to use sources and wider context in their responses. Extend: Look for opportunities to create revision resources now that will help you in Year 11.

Art MJW / LCB / CKS Michaelmas/Lent/Summer Term  Formal Elements: Line, Tone, Form, Colour, Shape, and texture.  Contextual Studies: Pupils will study a variety of 2D & 3D artists who explore natural form as a starting point. Artists include, Karl Blossfeld, Damien Hirst, Peter Randall- Page and Kate Malone, this is not an exhaustive list  Materials and Processes: Pupils will explore a range of recording techniques in 2D and 3D, to include drawing, Photoshop, dry point etch, lino printing, ceramic hand building and mould forming, plaster casting and carving, wire and glass fusing.  Explore techniques to contextualise sketchbook pages.  Outcome: Pupils will use the techniques they have learnt to create a 2D or 3D piece. Extend: Pupils are also encouraged to visit galleries and museums in order to produce additional research, focusing on Ceramics and sculpture.

Extra-Curricular 3D design GCSE CKS Michaelmas/Lent/Summer Term  Formal Elements: line, tone, form, colour, shape, pattern, and texture.  Contextual Studies: Pupils will study a variety of historical and contemporary artists who explore art and design in both two and three dimensions to inspire and inform their studies.  Materials and Processes: Pupils will explore a range of recording techniques in 2D and 3D, to include drawing, Photoshop, CAD, slab building, carving, casting, coiling, glazing techniques and surface manipulation.  Explore techniques to contextualise sketchbook pages and develop visual communication skills.  Outcome: Pupils will use the techniques they have learnt to create a three-dimensional outcome. Extend: Pupils are also encouraged to visit galleries and museums with a focus on ceramics and sculpture to further enhance their wider understanding of three-dimensional art and design and it’s social, historical, and cultural significance.

Extra-Curricular Photography GCSE LCB Michaelmas/Lent/Summer Term 

• Formal Elements: Line, Tone, Form, Colour, Shape, composition and texture. Contextual Studies: Pupils will study a variety of photographers and artists who explore photography and design in both traditional and experimental ways. • Materials and Processes: Students will explore the theme of ‘disguise’, using a combination of techniques and processes within experimental photography. They will explore light and photographic processes to create non-traditional photographic outcomes in addition to digital imagery • Outcome: Pupils will use the techniques they have learnt to create a range of both digital and mixed media outcomes.

Extend: Pupils are also encouraged to visit galleries and museums in order to produce additional research, focusing but not limited to Photography. Students may wish to incorporate other forms af art in their research.

Biology UNIT 4 - NATURAL SELECTION & GENETIC MODIFICATION

UNIT 6 - PLANT STRUCTURES & THEIR FUNCTIONS

Usual half-term: Michaelmas 1  B4a Human Evolution  B4b Darwins theory  B4c Development of Darwins theory  B4d Classification  B4e Breeds and Varieties  B4f Tissue culture  B4g Genes in agriculture and medicine  B4h GM and agriculture  B4i Fertilisers and biological control

Usual half-term: Lent 2  B6a Photosynthesis  B6b Factors affecting photosynthesis  B6c Absorbing water and mineral ions

Extend: What new methods of gene technology are allowing us to engineer organisms more precisely than using traditional genetic modification? Use the search term ‘CRISPR’ in your research.

UNIT 5 - HEALTH, DISEASE & THE DEVELOPMENT OF MEDICINES Usual half-term: Michaelmas 2 & Lent 1            

B5a Health and disease B5b Non-communicable diseases B5c Cardiovascular disease B5d Pathogens B5e Spreading pathogens B5f Virus lifecycles B5g Plant defences B5h Plant diseases B5i Physical and chemical defences B5j The immune system B5k Antibiotics B5l Monoclonal antibodies

Extend: Use the search term ‘communicable diseases’ to research a pathogen, how it causes disease, how it is spread and the role of the WHO in response to outbreaks.

Extend: Research the structure of a chloroplast. How does the structure relate to its function? Use the search term ‘thylakoids’ for research. Would it beneficial for a plant to be black?

UNIT 9 – ECOSYSTEMS & MATERIALS CYCLES (carried on from Year 9 and into Year 11) Usual half-term: Summer 1 and 2  B9d – Biotic factors and communities  B9e – Assessing pollution  B9f – Parasitism and mutualism  B9g – Biodiversity and humans  B9h – Preserving biodiversity  B9i – Food security  B9j – The Water cycle Extend: With a greater awareness of how humans can influence ecosystems is the situation improving in how we care for the biodiversity of our planet? Do all parasites harm their hosts? Is it an effective parasite if it does?

Chemistry Acids Michaelmas 1  Theory of acids and bases  pH scale  Reactions of acids  Types, and preparation of salts Extend: Is water amphoteric or neutral? What is a hydroxonium ion? Research acid-base theories.

Fuels and hydrocarbons Michaelmas 2  Crude Oil  Alkanes and alkenes Extend: Man-made polymers vs natural polymers. What is spider silk made out of? How does the double bond form? What is in a nappy? What is vulcanisation?

Earth and atmospheric science Lent 1  Evolution of the Earth’s atmosphere  Climate change  Pollution  Tests for gases Extend: What is a ground-level ozone and how does it form? How does a CO detector work?

Qualitative Analysis Lent 2  Tests for cations and anions  Instrumental analysis - (flame photometers) Extend: Use of qualitative analysis in forensic science. How do breathalysers work?

Quantitative Analysis Lent 2 and Summer 1  Avogadro constant and the concept of Moles  Reacting masses of solids and volumes of gases  Percentage yield and atom economy  Titrations Extend: Research work of Avogadro. How can Avogadro number be determined experimentally?

Nanoparticles and materials Usual half-term: Summer 2  Size and properties of nanoparticulate materials  Possible risks of nanoparticles  Properties of ceramics, polymers, composites and metals Extend: Could nanoparticles be the future of modern medicine?

Computer Science Data 1 Usual half-term: Michaelmas 1  Understand that computers use binary to represent numbers, text, sound and graphics  Work with signed and unsigned integers  Perform binary addition  Understand overflow in arithmetic operations  Use hexadecimal and be able to convert between hex and binary Extend: Explore binary subtraction using the identity A – B = A + (-B) with twos complement representation

Computational Thinking & Programming 1 Usual half-term: Michaelmas 1  Follow algorithms that use input, processing & output  Be able to use arithmetic operators  Write programs that manipulate strings  Use comments, whitespace and meaningful identifiers in a program  Make appropriate use of variables and constants Extend: Explore the origin of the word ‘Algorithm’. Read the PEP-8 web page and associated documentation

Computers 1 Usual half-term: Michaelmas 1  Understand what embedded systems are used for  Understand the role of RAM and the CPU in the Fetch-Execute cycle  Understand the purpose of utility software  Understand the importance of developing robust software & methods of identifying vulnerabilities Extend: Explore the Arm Cortex-M Profile Processors

Computational Thinking & Programming 2 Usual half-term: Michaelmas 1  Write programs that use logical operators  Write programs that use comparison operators  Write programs that use selection Extend: Explore the use of expert systems as complex selection algorithms

Networks 1 Usual half-term: Michaelmas 2  Understand why computers are connected in a network  Understand the LAN and WAN types of network  Understand how the internet is structured, including IP addressing and routers  Understand bus, star and mesh network topologies Extend: Find and read the paper ‘The Cambridge Fast Ring Networking System’

Computational Thinking & Programming 3 Usual half-term: Michaelmas 2  Write programs that make appropriate use of count-controlled and condition-controlled repetition

Extend: Explore the use of the break and continue statements for loop control

Computers 2 Usual half-term: Michaelmas 2  Understand the purpose and functionality of an operating system Extend: Explore the linux command line

Computational Thinking & Programming 4 Usual half-term: Michaelmas 2  Be able to write programs that read from comma separated value text files Extend: Look at reading from a binary file

Computational Thinking & Programming 5 Usual half-term: Lent 1  Write programs that make appropriate use of 1-dimensional and 2-dimensional data structures  Write programs that use iteration to process every item in a data structure  Write programs that use mod and div arithmetic operators Extend: Explore the use of list comprehensions

Issues and Impacts 1 Usual half-term: Lent 1  Understand environmental issues associated with the use of digital devices  Understand ethical and legal issues associated with the collection and use of personal data Extend: Read the GDPR regulations

Computational Thinking & Programming 6 Usual half-term: Lent 2  understand the benefit of using decomposition to model aspects of the real world  understand the benefit of using abstraction to model aspects of the real world  understand the benefits of using subprograms  be able to use decomposition to analyse, understand and solve problems  be able to write and use user-defined procedures  understand how standard algorithms (linear search) work Extend: Explore the use of the lambda keyword in Python

Data 2 Usual half-term: Lent 2  Using the 7-bit ASCII encoding for text  Binary representation of colour images  Data storage units of measurement and file size calculations Extend: Explore the Huffman encoding for English text

Computational Thinking & Programming 7 Usual half-term: Lent 2  be able to write programs that make appropriate use of single entry/exit points from subprograms  be able to write programs that use user-devised subprograms (functions)  be able to write functions that may or may not take parameters but must return values

 understand how standard algorithms (bubble sort) works Extend: Explore the use of the lambda keyword in Python

Computers 3 Usual half-term: Summer 1  understand the role of secondary storage and the ways in which data is stored on devices  understand the von Neumann stored program concept and the role of clock and busses in the fetch-decode-execute cycle  understand the characteristics and purposes of low-level and high-level programming languages Extend: Try compiling a ‘hello world’ C++ program

Computational Thinking & Programming 8 Usual half-term: Summer 1  Understand the need for input validation, and be able to write programs that perform validation checks  Understand the need for user authentication, and be able to write a program that authenticates an ID and password Extend: Investigate the Python re library for regular expressions

Networks 2 Usual half-term: Summer 2  understand that network speeds are measured in bits per second (kilobit, megabit, gigabit) and be able to construct expressions involving file size, transmission rate and time  understand how the characteristics of wired and wireless connectivity impact on performance (speed, range, latency, bandwidth)  understand the role of and need for network protocols (Ethernet, Wi-Fi, TCP/IP, HTTP, HTTPS, FTP) and email protocols (POP3, SMTP, IMAP) Extend: Use Wikipedia to look at the structure of TCP/IP packet headers

Design & Technology GCSE Design and Technology (OCR) (Theory content) Throughout the year  Identifying requirements  Learning from existing products  Wider Issues  Design communication  Materials & manufacturing processes  Design viability  Mechanisms and Electronics  Polymers  Modelling and prototyping  Mini projects  Existing product analysis Extend: Develop modelling skills using a variety of materials. Investigate home-projects on instructables.com. Practise sketching – 2D and 3D. Practise 3D CAD

GCSE Design and Technology (OCR) From 1st June Y10  Non-examined Assessment (NEA) Project  Introduction to project and portfolio management  Understanding portfolio sections and marking scheme  Choose brief  Research (primary and secondary)  Mind mapping  Specification  Initial Ideas  Development of chosen idea through:  Modelling – mechanical & electronic (if applicable)  Testing  Evaluation  Maintenance of portfolio throughout Extend: Open ended projects allow freedom with extension activities to boost complexity.

Drama & Theatre Studies Shakespeare in Performance Throughout the year  The world of Shakespeare  The Globe – history, layout, C21st usage  Influential Jacobean & Elizabethan playwrights  Othello  Productions past & present  Themes & issues – social & political considerations  Scene work  Re-writing  Exploring RSC, Emma Rice & leading Shakespeare production repertoire – styles, form, reviews  Trinity Assessment (1st) Extend: Read Othello in full and research past productions. Write a short play inspired by race, deception or warfare

Devising Throughout the year  Drama exercises, team building and improvisation techniques  NT New Views initiative  Stimulus projects  Playwriting & devising an original piece of theatre  Rehearsal scheduling, development & performance  Re-writes  Small group work  Using dance and movement to tell stories Extend: Enter NT New Views. Attend Creative Mentors to discover alternative production roles required for staging a new original piece of theatre. Visit local & regional theatre to see devised work

Theatre & Context A - Brecht Throughout the year  History timeline & background  Epic theatre – usage of techniques including:  Gestus  Direct Address  Signage  Music  Vermfrendungseffekt  Study of Good Person of Szechuan  Create original Brechtian piece of theatre  2nd Trinity Assessment Extend: Research & explore other Brecht productions. Compare & contrast the method of Stanislavski

Theatre & Context B Throughout the year  Contemporary British theatre practitioners  Headlong/Complicité/Kneehigh/Paines Plough  Diversity issues in British theatre  Vernon God Little extracts work  Themes & issues – exploratory work  Creation of original monologues  Frequent rehearsal and workshop process  In-depth technical theatre terminology Extend: Research Ella Hickson, Mike Bartlett, James Graham, Jack Thorne. Choose a monologues from contemporary British playwrights to stage & present

Y11 – Theatre & Context C Throughout the year  Exploration, rehearsal & performance of a playtext Rehearsal process  Line learning techniques  Directed project  Vocal workshop  Physical theatre workshop  Rehearsal & performance  3rd Trinity Assessment Extend: Research celebrated Olivier & Tony winners & nominees. Audition for Y11 Film. Apply for a technical/production role on another year group production

Y11 - Devised Project Throughout the year  Original piece of theatre  Development from page to stage  Responsibility for style, setting & staging  Stand-alone piece  Costume, props & sound  Production meetings  Casting Extend: Masterclasses, visiting workshops, NT & NYMT auditions, studying publicity and promotional media,

English Literary Study Throughout the year ‘A shrewd and fluent independent reader; responsive to literature’ Set texts:     

Prose, including Victorian Fiction Poetry collections Modern Drama Shakespeare Unseen analysis of poetry, prose and non-fiction.

Extension: Attend English Extra-Curricular activities. Enter the Cambridge poetry competition

Writing Throughout the year ‘A confident writer’      

Genres covered include: Close textual analysis and formal literary essays, both timed and extended creative writing writing in role descriptive writing informative, analytical and/or argumentative.

Extension: Enter a writing competition (internal and external – see SharePoint). Contribute to the Perse Creative Writing Anthologies

Speaking and Listening; Drama Throughout the year ‘An effective speaker and listener; a participant in dramatic activities’  Students develop: clarity and confidence to convey a point of view or information; use of talk to explore, create, question and revise ideas; the ability to work effectively with others in a range of roles; having a varied repertoire of styles. This leads to a Certificate in Speaking And Listening.  Lessons become far more student led at GCSE; students are expected to have prepared material ahead of time and to lead and engage with classroom discussion. Extend: Become involved with Debating societies and competitions, both internally and externally (see Sharepoint for details.)

Original Work Throughout the year  We have a track record of success at local and national level in a variety of external competitions.  In recent years Perse students have seen their work win the BBC Young Writer of the Year Awards; seen their work performed on the stage at the National Theatre; and have performed and discussed their work on stage at The Shakespeare Centre in Stratford-Upon-Avon.  There are a wealth of opportunities every year for budding writers.

Extend: Help write your House play for the House Drama competition.

Skills Throughout the year Reading; Writing; Literary Study  It is important for pupils to realise there is a step up in expectation and sophistication of thought when approaching the exams. We work closely on making sure vocabulary is mature and sophisticated, that grammar is used correctly, and that students are reading a wide variety of materials; this is the most effective way of developing writing skills. Extend: Attend Literary Society. Read texts from genres and time periods you have not yet encountered.

Preparation Throughout the year  At GCSE the key requirement for Literature responses is a personal response that highlights “flair and sophistication of thought.”  For this to be achieved, students need to come to lessons having prepared material and read ahead so as to lead and be fully engaged in class discussion. The exam requires student response, not teacher led response, so students are taught to discuss, analyse and argue within a group and as a class without being overtly teacher led. Extend: Attend Library author visits, attend relevant 42 lectures and Literary Society, join Debating society and competitions.

Year 10 French FXH GCSE TOPIC 1.3 – Food and eating out

GCSE TOPIC 2.1 – Home and region

Usual half-term: Michaelmas 1 Students learn to talk about food preferences and meals and practise useful language for buying food and eating out. They also explore healthy eating.

Usual half-term: Lent 1 Students learn to say what they do to help around the house, describe their current house / ideal home, and talk about and give opinions on their area

Key grammar: Present tense of prendre and boire, articles and quantities, adverbs (revision of present tense, near future, imperfect and adjectives) Extend: Research typical dishes in Francophone countries / try, or better still make, a French or Francophone dish

GCSE TOPIC 1.4 – Customs and festivals

Key grammar: present tense of vivre, mettre, sortir, prepositions, relative pronouns, negatives, present participle (revision of present tense of faire, future tense, conditional mood, modal verbs) Extend: Prepare arguments for a debate on the motion ‘living in town is better than living in the countryside’

Usual half-term: Michaelmas 2 Students learn to talk about traditions and celebrations that are important to them and how they celebrate these. They also explore Francophone traditions and customs

GCSE TOPIC 2.3 – Environment

Key grammar: Present tense of recevoir, ouvrir, offrir, nouns (genders and plurals), combining past tenses (revision of perfect tense and perfect infinitive)

Key grammar: Present tense of –UIRE verbs, ‘if’ clauses (revision of tenses, modals, negatives, relative pronouns)

Extend: Research a French celebration e.g. Bastille Day, Cannes film festival, Rock en Seine, Nice Carnival

GCSE TOPIC 2.1 – Shopping and money Usual half-term: Michaelmas 2 Students learn to talk about pocket money and their shopping preferences. They also practise useful language for shopping when in Francophone countries

Usual half-term: Lent 2 Students learn to talk about environmental issues, their causes and what we can do to protect the environment

Extend: Watch the documentary film Demain

GCSE TOPIC 2.4 – Travel and tourism Usual half-term: Lent 2 / Summer 1 Students learn to describe and give opinions on travel (destinations, transport, weather, accommodation, activities). They also practise making bookings, asking for information and resolving issues when abroad in a Francophone country

Key grammar: Present tense of stem-changing verbs, demonstratives (revision of nouns, articles, prepositions, adjectives)

Key grammar: Present tense of partir, voir, venir, use of venir de to describe recent past, direct and indirect object pronouns (revision of aller, faire, prendre, tenses, negatives, questions)

Extend: Prepare arguments for a debate on the motion ‘teenagers should help with chores to earn their pocket money’

Extend: Create an advert for a holiday destination (real or fictional) to put your new travel vocabulary into practice

Geography Ecosystems of the Planet Usual term: Michaelmas  Biotic and abiotic components of ecosystems  Characteristics of ecosystems  Tropical rainforests in the Democratic Republic of Congo  Coral reefs with a focus on the Great Barrier Reef  Ecosystems under threat Extend: Find out how people use the rainforest as their home by watching ‘Human Planet: Jungles’. Watch coral reef ecologist Jeremy Jackson talking about how we have wrecked the ocean (TED talk: ‘How we wrecked the ocean’). Which impact do you think is the worse? Are these impacts irreversible or can we do something about it?

People of the Planet Usual term: Lent  Uneven world development  Causes of uneven development  Factors contributing to economic development  Urbanisation and megacities  Consequences and challenges of rapid urbanisation  Case Study exploring Lagos. Extend: Use Google Earth to explore different cities around the world. What land use patterns can you find? How do these vary in different parts of the world? Read Chibundu Onuzu’s ‘Welcome to Lagos’ novel to explore an informal representation of Lagos.

Landscapes of the UK Usual half-term: Lent 2 / Summer 1  Characteristics of upland, lowland & glaciated areas  Geomorphic processes  Fluvial landforms  River Tees  Coastal Landforms  Dorset Coastline and preparing for the Year 11 fieldtrip. Extend: https://www.ted.com/talks/liz_hajek_what_rivers_can_tell_us_about_the_earth_s_history. Pratice your mapskills in and around Cambridge or further afield with an Ordnance Survey map – take your family for a walk and plan the walk yourself.

Geographical skills Usual half-term: Summer 2  Cartographic skills  Numerical and statistical skills  Graphical skills  Fieldwork skills Extend: Get an OS map of your local area and go out walking with your map. Explore areas that you have not been to before. Get a rucksack and go further afield, perhaps taking a day trip or overnight trip to one of the UK’s national parks.

German Identity and Culture Usual half-term: Michaelmas 1  Relationships with family and friends  Marriage and Partnership  Social media  Mobile technology Extend: Produce a piece of extended writing on your home life, including complex grammar examples using different cases.

Identity and Culture Usual half-term: Michaelmas 2  Music, cinema and TV  Food and eating out  Sport  German customs and festivals Extend: Research TV and film preferences within Germany and find out about more lifestyle fads which are trending. Research the most popular activities among German teenagers. Do a presentation/poster on a German festival.

Local, national and global interests Usual half-term: Lent 1  Describing homes and where you live  Charity/voluntary work Extend: Research opportunities for young people to do voluntary work in Germany.

Local, national and global interests Usual half-term: Lent 2  Healthy/unhealthy lifestyles  Environment  Poverty/homelessness Extend: Produce a poster on an environmental issue in a German-speaking country.

Local, national and global interests Usual half-term: Summer 1  Holidays and travel  Exam revision and focus on exam techniques Extend: Research the most popular holiday destinations for Germans within Germany. Find out about responsible tourism in Germany.

Local, national and global interests Usual half-term: Summer 2  Regions in Germany  Exam review (including update of oral exam questions and preparation for mocks next term) Extend: Research and prepare a presentation on a German region.

Gratin Introduction Usual half term: competition in Michaelmas 2  During Year 10 pupils will continue their study of Greek and Latin using Book 2 of John Taylor’s Greek to GCSE course and Book 4 of the Cambridge Latin Course, developing their knowledge and understanding of grammar in both languages. Once all of the grammar required for GCSE has been covered, pupils will move on to the study of their first GCSE set texts in the Lent/Summer term. Extend: Attend meetings of the year 10-U6 Classics Society, “Lyceum”.

Language and Vocabulary Usual half terms: Lent 1 & 2  By the end of the year pupils will have encountered and practised all the sentence types and grammatical features that they will need to know for both GCSEs. Regular vocabulary learning is an essential part of study, and pupils may find it helpful to learn a word a day from the checklists at the end of each chapter in the textbook or from the GCSE vocabulary lists. Extend: What English words are derived from the Greek/Latin words learned during Year 10? Are there similarities between Greek/Latin words and words in other languages?

Literature Usual half terms: Lent 2 & Summer  Towards the end of Year 10 pupils may commence study of their GCSE prose or verse set texts. As well as translating the texts, pupils will expand their knowledge of the effects created by authors through discussion of literary style. Pupils will also learn how to construct answers of a critical nature in response to GCSEstyle practice questions. Extend: Apply literary critical techniques to other texts you are studying (for example what you are reading in other languages, including English). Read more of the chosen set text authors in translation.

Civilisation Throughout the year  The civilisation work undertaken in Year 10 arises directly from the texts studied and allows pursuit of individual interests. Contextual understanding of the texts in question is essential. Greek language work will begin with stories of the philosopher Socrates and the myth of Theseus and the Minotaur, before the focus shifts to Herodotus, at which point pupils may investigate ancient Persia, Egypt, Babylon and the Persian Wars. From a Latin perspective, through the works of various Roman authors, pupils can begin to develop a deeper understanding of the culture associated with Roman literature. Extend: Read Persian Fire or Rubicon by Tom Holland. Visit the Greek and Near Eastern galleries at the British Museum in London. Sign up (if possible) for a school trip to Greece/Rome.

The Classical Legacy Throughout the year  Much of our work in Year 10 will demonstrate the extent to which the modern world remains indebted to its ancient predecessors. In particular, we will see how ancient literature continues to influence writing today and reflect upon the similarities and differences between our world and that of the Greeks and Romans.

Extend: Explore the local Classical possibilities in Cambridge, including the collections at the Fitzwilliam Museum and Museum of Classical Archaeology, and by looking for neo-classical architecture (e.g. Downing College).

History Living Under Nazi Rule 1933 - 1945 The Nazi Revolution and Dictatorship Usual half-term: Michaelmas 1 • • •

The establishment of the Nazi dictatorship The machinery of terror Nazi Propaganda

Extend: Hitler’s Olympics by Anton Rippon is recommended, as is the Boys in the Boat by Daniel James Brown to learn more about the Berlin Olympics. Richard Evans’ The Coming of the Third Reich explores how the Nazis came to power and questions whether the rise of Hitler was inevitable. Likewise, Hitler: Rise of Evil starring Robert Carlyle and the docudrama Hitler’s Circle of Evil provides an understanding of Hitler’s rise to power.

Life in Nazi Germany • •

The impact of Nazi policies on workers, women and young people Jewish persecution 1933-39

Extend: BBC History File: Nazis is highly recommended and explores how the lives of individuals were affected after 1933. The BBC’s Nazis: A Warning from History will also provide students with an excellent overview.

Germany at War and Occupation Usual half-term: Michaelmas 2 • • • •

Germany at war Wartime opposition Nazi rule in occupied territories The Holocaust

Extend: Laurence Rees’s Auschwitz and the accompanying BBC documentary six-episode series, offers first-hand testimony into the Nazis’ ‘Final Solution’ and its disastrous consequences. The 2008 film Valkryie, starring Tom Cruise as Colonel Stauffenberg, is superbly acted and historically accurate.

The Norman Conquest 1065 - 1087 England on the eve of the conquest and subsequent invasion Usual half-term: Lent 1 • • •

Anglo-Saxon society, religion and culture in 1065 Normandy in 1065 Succession and battles 1066

Extend: The Anglo-Saxon World by Nicholas J. Higham and Martin J. Ryan, a beautifully presented and fully illustrated book that covers the whole period from the end of Roman Britain in the late fourth century through to the creation of Domesday Book in 1086. You can explore the Bayeux Tapestry here: Explore the Bayeux Tapestry online - Bayeux Museum

Resistance and response, including castles Usual half-term: Lent 2 • •

Rebellions in the North and in the East Case study: Castle building and uses

Extend: 1066: The hidden history of the Bayeux Tapestry by Andrew Bridgeford is an excellent read. Queen of the Conqueror by Tracy Borman is a fascinating insight into the life of William’s Queen, Matilda.

The impact of the Norman Conquest Usual half-term: Lent 2 • •

Domesday Book The impact of the Norman Conquest on laws, language and the Church

Extend: The Domesday Book is available here Home | Domesday Book (opendomesday.org) Stephen Baxter’s BBC documentary on Domesday is excellent and mentions Cambridge. BBCR4 In our Time series: The Norman Yoke

History Around Us – Cambridge - Iron Age to 1540s Usual term – Summer term This unit allows students to study the development of Cambridge from the early Iron Age around 700BCE until the Tudor period. The study focuses on the development of Cambridge from Trumpington Street to Castle Hill and the trade and industry that characterised this city. The world-famous Stourbridge Fair and of course, the arrival of the university are just two of the features of Cambridge that we study. There is a walking tour of the city as well as a visit from the Cambridge Historic Environment unit as part of the study. Extend: The most obvious way for students to extend their knowledge and appreciation of the core of the city of Cambridge is to simply walk around and note locations and buildings. Maybe visit Oxford by way of a comparison

Latin Introduction Usual half term: competition in Michaelmas 2  The first half of Year 10 is devoted to ensuring that pupils have a sound understanding of grammar covered in previous years and in meeting the final constructions that are tested at GCSE. In the second half of the year pupils begin reading their GCSE set texts; the prose selection is usually taken from the Cambridge Latin Anthology and the verse selection is usually an excerpt from Virgil’s Aeneid. Extend: Attend meetings of the year 10-U6 Classics Society “Lyceum”.

Language and Vocabulary Throughout the year  By the end of the year pupils will have encountered and practised all the sentence types and grammatical features that they will need to know for GCSE. Regular vocabulary learning is an essential part of study, and pupils may find it helpful to learn a word a day from the GCSE vocabulary lists given to them at the start of the year. Extend: What English words are derived from the Latin words learned during Year 10? Are there similarities between Latin words and words in other ancient or modern languages?

Literature (i) Usual half terms: Michaelmas 1 & 2, Lent 1 During the first half of the year we encounter a range of stories (in Cambridge Latin Course Book 4 and from Latin Stories) that are adapted from original Roman literature. Pupils will be encouraged to form their own responses to this literature and will become aware of the quality and variety of work produced by Roman authors. Extend: Read some Latin literature in translation. Good places to start include Virgil’s Aeneid, the letters of Pliny the Younger and the Metamorphoses of Ovid.

Literature (ii) Usual half terms: Lent 2, Summer 1 & 2  During the second half of the year pupils study their GCSE prose or verse set texts. As well as translating the texts, pupils will expand their knowledge of the effects created by authors through discussion of literary style. Pupils will also learn how to construct answers of a critical nature in response to GCSE-style practice questions. Extend: Apply literary critical techniques to other texts you are studying. Read more works by your set texts’ authors, perhaps by looking at www.loebclassics.com

Civilisation Throughout the year  Throughout the year we will discover more about Roman culture and in particular the politics of the empire and the context behind the chosen set texts. Reading part of Virgil’s Aeneid reveals some of the nuances of the Augustan period, while familiarising students with the importance of Rome’s foundation story. Extend: Read some historical fiction (Robert Graves’ I, Claudius remains highly engaging). Explore the Roman galleries at the British Museum in London. Sign up (if possible) for a school Classics trip to Rome, Greece or the Bay of Naples.

The Classical Legacy Throughout the year  Much of our work in Year 10 will demonstrate the extent to which the modern world remains indebted to its ancient predecessor. In particular, we will see how ancient literature continues to influence writing today and reflect upon the similarities and differences between our world and that of the first century AD. Extend: Explore the local Classical possibilities in Cambridge, including the collections at the Fitzwilliam Museum and Museum of Classical Archaeology, and by looking for neo-classical architecture (e.g. Downing College).

Mandarin Family & Relationships Usual half-term: Michaelmas 1  Describe self and family including appearance, personality and relationships.  Photo card: Describe a family photo The following grammar will be studied:     

Comparative structures Adverbs of degree/ Quantifiers Question formation Adverbs of frequency Introduction to more complex sentence structures

Extend: How does the traditional Western family lifestyle? differ from the traditional Chinese family lifestyle?

Hometown and Region Usual half-term: Michaelmas 2  Describe your house in detail, including rooms and objects; talk about daily routine; describe local area.  Discuss advantages and disadvantages of city life versus rural life.  Role play: Arranging plans to meet up The following grammar will be studied:    

Locational prepositions Adverbs of sequence Relative place words Future tense

Extend: How does the daily routine of a Chinese student differ to that of a Perse student? Explore a Hutong in Beijing

Shopping and Money matters Usual half-term: Lent 1  Haggle for products at the market; discuss prices, measurements and discounts; shop for clothes. Discuss the pros and cons of online shopping.  Role Play: At the Chinese market The following grammar will be studied:  Demonstrative adjectives  Exclamation and emotive language  Past tense Extend: Explore the differences in consumer habits between East and West/ China and the UK. Debate the pros and cons of online shopping.

Chinese festivals, Food and Healthy living Usual half-term: Lent 2  Learn about traditional Chinese festivals and customs. Discuss the benefits of a healthy lifestyle and learn about health practices in China. Talk about social and global health issues such as smoking and obesity with a focus on China.

 Photo card: Describe a festival The following grammar will be studied:    

了 to express a change of state Duration structures 的，地，得 Modal verbs & imperatives

Extend: Learn about the connect between celebration and food. Compare the differences in lifestyle between the elderly in the West and East. Research health benefits of Tai Chi and Qigong.

School life, Post-16 Education and Careers Usual half-term: Summer 1  Revise how to tell the time; give opinions on school subjects; describe school uniform and rules. Talk about planned and former work experience and future intentions post-exams.  Role Play: Job interview  This term will also focus on practice papers and students will familiarise themselves with exam requirements. Extend: Have a go at some of the practice paper questions in preparation for the summer exam

Holidays & Travel: Introduction Usual half-term: Summer 2  Learn about some of the famous sites in Beijing and plan a future trip. The following grammar will be studied:  Revision of previous grammar points  Following Summer assessment, students will explore the Forbidden City and its history as part of a Summer project.

Extend: Read a recommended text from the reading materials list.

Maths (GCSE) ALGEBRA: Expressions and Formulae Usual term: Michaelmas  Substitution  Changing the subject of a formula Extend: Investigate Boltzmann’s entropy formula: work out how to rearrange it and explore the formula’s link with chaos theory.

Quadratic Equations 1 Usual term: Michaelmas  Quadratic factorisation  Solving equations by factorisation  Problems that give rise to quadratics Extend: Explore why sand dunes often form in the shape of quadratics.

Algebraic Fractions Usual term: Lent  Simplifying fractions  Multiplication and division  Addition and subtraction Extend: Try this http://nrich.maths.org/365 and explore other continued fractions.

Inequalities and Linear Programming Usual term: Lent  Two-variable inequalities  Graphical representation  Simultaneous inequalities  Solving problems Extend: Explore some of the inequalities here: http://nrich.maths.org/1382 .

Quadratic Equations 2 Usual term: Summer  Quadratic Formula Extend: Is it possible to have an equivalent to the quadratic formula for cubic equations? How could you derive it?

Iteration Usual term: Summer  Understand how sequences can be defined using iterative formulae  Solving equations using iterative processes Extend: Investigate the shapes produced when solving equations using iteration. When do you get a ladder? When do you get a spider’s web? You could start by looking at this investigation on Desmos: https://www.desmos.com/calculator/zo6o6krqs2

NUMBER: Degree of Accuracy Usual term: Michaelmas  Estimations  Upper and lower bounds Extend: Explore methods of calculating pi (e.g. Ramanujan’s formula) and the rate at which they converge to give an answer that is appropriately accurate.

Powers and Roots Usual term: Lent  Laws of indices  Negative and zero powers  Fractional indices  Rules for surds  Simplifying surds  Rationalising the denominator Extend: Research the Golden Ration and physical applications in which it occurs.

Decimals Usual term: Michaelmas  Recurring decimals  Conversion to and from a fraction Extend: Try adding two recurring decimals. Can you derive the fraction that represents the decimal? What about if you use other arithmetical operations instead?

SEQUENCES, FUNCTIONS AND GRAPHS: Sequences Usual term: Michaelmas  Linear sequences  Graphs of sequences  Quadratic sequences Extend: Investigate the sequences implied by the logistic model for discrete population growth.

Graphs Usual term: Michaelmas  Gradient of straight line  Equation of straight line  Midpoint of line segment  Length of line segment Extend: Try this problem on perpendicular lines: http://nrich.maths.org/5610 .

Functions Usual term: Lent  Concept of a function  Composition of functions

 Inverse functions Extend: Find a function f(x) such that fff(x) = f(x) but where ff(x) ≠f(x).

Curve Sketching Usual term: Lent  Linear functions  Quadratic functions  Cubic graphs  Reciprocal functions Extend: If you combine different functions of the above form using the basic arithmetic operations (+, -, ×, ÷), can you sketch the curve of the function?

Travel Graphs Usual term: Michaelmas  Distance-time graphs  Velocity-time graphs  Area and gradient Extend: Given that the respective gradients of a distance graph and a velocity graph are velocity and acceleration, what does the gradient of an acceleration graph mean?

SHAPE: Trigonometry and Pythagoras Usual term: Michaelmas  Tan, sin and cos ratios  Pythagoras’ theorem  Finding lengths and angles  Solving problems Extend: Investigate how trigonometry was used in navigation prior to satellite technology.

Transformation Geometry Usual term: Michaelmas  Translations, rotations, reflections  Enlargements  Composition of transformations Extend: Research the Fourier transform and its application to signal analysis, including applications such as the compression of data for JPEG photos.

Circle Properties Usual term: Lent  Review circle theorems  Equal tangents from a point  Alternate segment theorem Extend: Research proofs to do with inscribed or circumscribed circles.

Mensuration (Perimeter, Area, Volume) Usual term: Summer

     

Arcs and sectors of circles Prisms Pyramids Spheres Cones Trigonometric formula for area of triangle

Extend: Discover and prove Euler’s formula for polyhedral.

Angle Properties of Polygons Usual term: Michaelmas  Regular polygons  Irregular polygons  Sum of exterior and exterior angles Extend: How well do the angle properties you have learnt work for convex polygons? Are there proofs of the properties that work for all types of polygons, or just some?

Sine and Cosine Rules Usual term: Summer  Sine and cosine rules  3D problems  3D trigonometry – angle between line and plane Extend: How might you define the angle between two planes, and use trigonometry to calculate it?

Trigonometry Usual term: Summer  Derive exact values for sin, cos and tan for specific angles without a calculator  Apply exact values to solve problems involving trigonometry without a calculator 5

Extend: If you were told that sin 𝐴 = 13 how could you derive cos 𝐴 and tan 𝐴?

STATISTICS: Statistical Measures Usual term: Michaelmas  Averages: mean, mode and median  Frequency and grouped frequency distributions  Range, quartiles, interquartile range  Cumulative frequency diagrams Extend: Have a go at this project: http://nrich.maths.org/10466 .

Probability Usual term: Summer  Independent events  Tree diagrams  Conditional probabilities Extend: Research Shannon’s information theory and how probability is used in error detection in coding in internet applications.

Maths (L2CFM) ALGEBRA:

SHAPE:

Binomial Expansion

Trigonometry

Usual term: Michaelmas  Expand and simplify linear expressions raised to an integer power e.g. (2x + 4)5  Use Pascal’s triangle to find the coefficients of given terms in a binomial expansion.

Usual term: Michaelmas  Sine, cosine and tangent of any angle  Graphs of sin(x), cos(x), tan(x)  Periodicity  Solving simple equations

Extend: How could you use the binomial expansion to expand (2x + 3y + 2)4 efficiently?

Extend: Investigate the periodicity of tides.

Matrices

Usual term: Lent  Review of circle theorems  Equal tangents from a point  Alternate segment theorem  Intersecting chords (Lent 2)  Equation of a circle  Finding the centre and radius  Intersections of circle and straight line  Equations of tangents

Usual term: Summer  Multiplying a 2 × 2 matrix by a 2 × 2 matrix  Multiplication by a scalar  The identity matrix, I  Transformations of the unit square Extend: Do you know what a matrix shear looks like, and what it does?

NUMBER: Powers and Roots Usual term: Michaelmas  Laws of indices  Negative and zero powers  Fractional indices  Rules for surds  Simplifying surds  Rationalising the denominator Extend: Research the Golden Ration and physical applications in which it occurs.

Product Rule for Counting Usual term: Michaelmas  Use products to determine the number of possible outcomes for various events e.g. How many distinct ways are there of ordering the letters in the word BANANA? Extend: Investigate how this topic relates to Pascal’s triangle.

Circle Properties

Extend: Research proofs to do with inscribed or circumscribed circles.

SEQUENCES, FUNCTIONS AND GRAPHS: Curve Sketching Usual term: Lent  Linear functions  Quadratic functions  Cubic graphs  Reciprocal functions  Functions defined over multiple domains. Extend: If you combine different functions of the above form using the basic arithmetic operations (+, -, ×, ÷), can you sketch the curve of the function?

Music African Drumming, Samba, Calypso Usual half-term: Michaelmas 1  Revise the main features of African drumming  Perform as part of a Samba band  Explore the rhythmic characteristics of Calypso music Extend: A study of works inspired by the rhythms of Brazil.

Baroque Concerto Usual half-term: Michaelmas 1  Identify the general features of Baroque music  Explore the development of the Baroque Concerto  Identify musical textures in a Baroque work  Recognise musical ornaments Extend: Perform a piece of Baroque repertoire in a concert. Learn to read figured bass.

Rock ‘n’ Roll and Rock Anthems Usual half-term: Michaelmas 2  Revise the 12 bar blues  Understand the origins and development of Rock ‘n’ Roll  Explore the role of guitars and drum kit in this style of music  Understand the development of the Rock Anthem Extend: Perform a Rock ‘n’ Roll piece.

Rhythms of Eastern Mediterranean and Middle East Usual half-term: Michaelmas 2  Perform a piece using traditional Arabic folk rhythms  Understand the playing techniques of percussion instruments found in the Eastern Mediterranean  Recognise the musical features of traditional Greek, Palestinian and Israeli music Extend: Study the origins and development of music in the Middle East.

Classical Concerto Usual half-term: Lent 1  Identify the general features of Classical music  Understand how the concerto developed through the Classical period  Explore the relationship and role of instruments in a Classical Concerto Extend: Compose a cadenza for an instrument of your choice.

Pop Ballads of the 70s, 80s and 90s and Solo Artists from 90s to present day Usual half-term: Lent 1  Explore the relationship between voice and instruments in a pop ballad  used in pop music  Understand the compositional techniques of solo pop writers  Explore the growth of the pop music industry

Extend: A study of the development of music technology over time.

Rhythms of India and Punjab Usual half-term: Lent 2  Understand the rhythmic structure of Indian music  Recognise how instruments work together in Indian music  Understand the origins and musical characteristics of Bhangra  Understand the role of technology in Bhangra Extend: An exploration of how musical styles have been fused in pieces of modern music.

Romantic Concerto Usual half-term: Summer 1  Identify the general features of music from the Romantic era  Understand the development of the Concerto in the Romantic era  Explore the social context of concertos written in the Romantic era Extend: Analyse a short piece of Romantic music to see how the harmonies developed during this time.

Film Music Usual half-term: Summer 1  Understand how composers use music to express drama or action  Explore ways in which Western Classical music is used within a film  Understand the musical features of music written as a soundtrack for video games Extend: A study of the history of film music.

Physical Education – BOYS Gymnastics Usual half-term: Michaelmas 1  Introduction to bodyweight exercises  Develop understanding of the values for Parkour  Using own body strength experiment with gymnastics apparatus including; ropes and rings.  Supporting and spotting safely Extend: External clubs, external competitions.

Methods of Training Usual half-term: Michaelmas 2  Know and understand the different methods of training and which sports/activities each is suitable for  Carry out training session using a method of training which will help improve performance Extend: Fitness club, research on training methods.

Volleyball Usual half-term: Lent 1 Introduction to the rules and tactics of volleyball     

Set Shot The Dig The service The Spike Play full sided volleyball match

Extend: External club

Badminton Usual half-term: Lent 2  Develop repertoire of shots using video analysis and peer assessment  Flick serve  Backhand drop shot  Nets shots  Officiating doubles and singles matches Extend: End of curriculum quiz, badminton facts, extracurricular doubles tournament, fixture against another school, links to badminton Cambridge clubs and specialist coaching within school with Charles Harcourt.

Athletics Usual term: Summer  Develop and progress in a variety of track and field events Extend: Athletics club, school competitions, house events

Physical Education - GIRLS Badminton

Gymnastics

Usual half-term: Lent 2  Develop repertoire of shots using video analysis and peer assessment  Flick serve  Backhand drop shot  Nets shots  Officiating doubles and singles matches

Usual half-term: Lent 2  Introduction to Rhythmic gymnastics  Choreograph routines using rhythmic apparatus including balls and ribbons.  Develop understanding of the values for Parkour: ropes and apparatus

Extend: End of curriculum quiz, badminton facts, extracurricular doubles tournament, fixture against another school, links to badminton Cambridge clubs.

Volleyball Usual half-term: Michaelmas 2 Introduction to the rules and tactics of volleyball     

Set Shot The Dig The service The Spike Play full sided volleyball match

Extend: External club

Dance Usual half-term: Lent 1  Work on Ballroom/Latin American Dance  Learn set choreography in a variety of dance styles  Understand key terminology  Body Management  Space  Levels  Relationships Extend: In class competition, internal club, external competition.

Extend: In class competition, and links to external clubs.

Methods of Training Usual term: Summer  Know and understand the different methods of training and which sports/activities each is suitable for  Carry out training session using a method of training which will help improve performance Extend: Fitness club, research on training methods.

Athletics Usual term: Summer  Develop and progress in a variety of track and field events

Religious Studies Component 1 – The study of beliefs, teachings and practices Christianity Key Beliefs  The Nature of God  Creation  Judgement and the Afterlife Jesus Christ and Salvation    

Incarnation and Son of God Crucifixion and Resurrection Sin and original sin Salvation, law, grace and Spirit

Worship and festivals     

Forms of worship Prayer Sacraments Pilgrimage Christmas and Easter

Islam Key Beliefs  The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam  The nature of God  Angels  Predestination and human freedom  Akhirah (life after death Extend: Find out more about the origins of Islam here: How Islam Began - In Ten Minutes - YouTube and explore some of the key beliefs of Islam here: Islam, the Quran, and the Five Pillars: Crash Course World History #13 - YouTube Authority  Risalah (Prophethood): Adam, Ibrahim and Muhammad  The holy books  The imamate in Shi'a Islam Extend: Explore the Qur’an here: The Qur’an | The British Library (bl.uk)

The role of the church in the local and worldwide community

Worship

   

 Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam  Shahadah: declaration of faith  Salah: how and why Muslims pray  Friday prayer (Jummah)

The role of the Church Food banks and street pastors Mission, evangelism and Church growth Reconciliation, persecution, and worldwide charitable organisations

Extend: You can find worksheets on each section of the course from The Bible Society by following this link, Sources of Wisdom resources – AQA Christianity - Bible Society

Duties and festivals     

Sawm: fasting during Ramadan Zakah: giving alms Hajj: the pilgrimage to Makkah Jihad: different understandings Festivals and their importance for Muslims in Great Britain today

Extend: Visit Cambridge Central Mosque on Mill Road: Tours - Cambridge Central Mosque

Component 2 – Thematic Studies

Religion, peace and conflict Religion, violence, terrorism and war

Relationships and families Sex, marriage and divorce  Human sexuality  Sexual relationships before and outside of marriage  Contraception  Marriage and divorce Families and gender equality      

The nature of families Parents and children The purpose of families Contemporary family issues The roles of men and women. Gender equality, prejudice and discrimination

     

Peace, justice, forgiveness, and reconciliation Violence and violent protest Terrorism Reasons for war Just War and Holy War Pacifism.

Religion and belief in 21st century conflict  Religion and belief as a cause of war and violence in the contemporary world  Nuclear weapons  Weapons of mass destruction  Religion and peace-making  Religious responses to the victims of war

Religion, human rights and social justice

Religion and Life

Human rights

The origins and value of the universe  The origins of the universe  The value of the world and the duty of human beings to protect it  The use and abuse of the environment  The use and abuse of animals

 Prejudice and discrimination  Issues of equality and freedom of religion and belief  Rights and Responsibilities  Social justice.  Racial prejudice and discrimination.

The origins and value of human life

Wealth and poverty

 The origins of life  The relationship between scientific views, such as evolution, and religious views  Sanctity of life and quality of life  Abortion,  Euthanasia.  Beliefs about death and an afterlife

 Attitudes to and uses of wealth  The responsibilities of wealth, including the duty to tackle poverty and its causes.  Exploitation of the poor  Fair pay  People-trafficking.  Overcoming poverty  Charity Extend: You can find worksheets on each section of the course from The Bible Society by following this link, Sources of Wisdom resources – AQA Thematic studies A–F - Bible Society

Physics Matter Physics Usual half-term: Michaelmas 1  Density  Pressure  Kinetic theory  Boyle’s Law  Thermal expansion Extend: If the nucleus is made of lots of positively charged protons crammed into a tiny space, how can it be stable? - why don’t they all repel? What are protons and neutrons made of? What is antimatter? What is a neutron star and how large is its density? What are the properties of an ideal gas? What were the Magdeburg hemispheres? Calculate the thickness of the atmosphere and then explain why your answer is wrong!

Thermal Physics Usual half-term: Michaelmas 2  Measurement of temperature  Thermal capacity  Latent heat  Evaporation  Conduction, Convection, Radiation Extend: What is a calorie? How is temperature defined? Why does thermal energy go from high temperature to low temperature? If energy goes from hot to cold, how does a fridge work? How does latent heat relate to global warming and melting of polar ice caps? You can buy toys with vanes that spin round when they are placed in sunlight. How do they work? Investigate the laws of thermodynamics. What is entropy? Find out about weird things that happen near absolute zero! Investigate ways of saving energy at home.

Magnetism and Electromagnetism Usual half-term: Lent 1  Magnets, magnetic and non-magnetic materials  Magnetic fields  Electromagnetism  Motor effect  Making electromagnetic machines: electromagnets, loudspeakers, bells, buzzers, motors Extend: What is the link between the Aurora Borealis and magnetism? Where does the Earth’s magnetic field come from? All of electromagnetism can be derived from Maxwell’s equations. Investigate these. How can you use a magnetic field to wipe a hard drive or avoid a magnetic mine? Compare mechanical and electrical motors for cars. Investigate magnetic declination and the reversal of Earth’s magnetic field. How does Earth’s magnetic field protect us from cosmic rays?

Electrostatics and Electrical Quantities Usual half-term: Lent 2  Charging by contact and by induction  Electric fields  Current as rate of flow of charge  Potential difference as Joule per coulomb  Electrical energy and power  Domestic electricity and electrical safety

Extend: How does lightning happen? What are plasmas and how are they made or used? How does an inkjet printer work? What is a superconductor? What materials superconduct? Investigate the properties of capacitors and inductors. Why was the unit of potential difference named the Volt? What is an ECG used for and how does it work? Research Tesla, Edison and the history of ac vs dc. What is a ring main? A three-phase power supply? What does it mean to say that mains voltage is 230V RMS?

Forces and Energy Usual half-term: Summer 1  Scalars and vectors  Acceleration as rate of change of velocity  Addition of forces in 2-D  Newton’s Second Law  Motion in a circle: centripetally-acting forces  Gravitational Potential Energy, Kinetic Energy Extend: Discuss safety features in F1 cars & the Physics behind them. Investigate the origins of friction. Surface tension allows small insects to skate over the surface of ponds. Investigate this force. What energy transfers happen when a meteor enters the Earth’s atmosphere? Can you calculate or find out speeds and energies of meteorite impacts?

Skills Throughout the year  Datalogging to record motion  Graphical methods to identify physical relationships: linearity, proportionality and inverse proportionality  Scale drawing for addition of forces in 2D  Research: astronomy, cosmology, particle physics Extend: Find the distance between your front door and your back door without going through your house - a tape measure, a (magnetic) compass and a knowledge of vectors are required. Find an app for measuring your acceleration. Try recording motion and measuring acceleration in order to calculate resultant forces. How does GPS work?

PSHE Education Michaelmas 1  Inclusion, Equality and Diversity challenging stereotypes  Youth activism and engaging with politics  Critical approaches to the media and social media Extend: Listen to Radio 4’s “Unreliable Evidence:Citizenship”. https://www.bbc.co.uk/sounds/play/m0007bx1 Read Jeffrey Boakye’s ‘I heard what you said!’

Me and my emotional wellbeing Michaelmas 2  Building healthy self-esteem  Identifying most common mental health concerns  Supporting the mental health of others  Sexual identity, orientation and behaviour and challenging sexual stereotypes, homophobia and transphobia Extend: Use the charity “mind” website to identify more ways to build self esteem at https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/about-self-esteem/#.XXAUqyhKhPY Read Dr Jennifer Eberhardt “Biased: The New Science of Race and Equality” 2019

Me and my relationships Lent  Key features of a healthy sexual relationship  Nature of sexual consent and sex and the law  Challenging pornography and its stereotypes. Extend: Students can find out more about the topic of consent and healthy sexual relationships by navigating through the ‘Rise above’ website. This navigates them through personal stories in relation to these topics as well as watch short videos on topics such as “The basics of sexual consent”

Me and my physical wellbeing Summer  The key features of and different types of contraception, and how to access it.  Sexual and physical health including STIs,  Drug use and its consequences  Smoking and its consequences Extend: Students can use the ‘Talk to Frank’ website https://www.talktofrank.com/ which has up to date information on drugs, their effects, consequences and the law. Students can complete a research project using news articles to create a presentation or poster on how “County lines” affects their local community.

Spanish Theme 1: Identity and culture Usual half-term: Michaelmas 1 Language    

Relationships Marriage and partnership Social media Mobile technology

Grammar    

Reflexive verbs Ser vs estar Immediate future Direct and indirect pronouns

Extend: go to http://www.expatica.com/es/living and read about family life for expats in Spain. Imagine your family decided to move to Spain: how different would your daily life be?

Theme 1: Identity and culture Usual half-term: Michaelmas 2 Language  Music, cinema and TV  Food and eating out  Sport Grammar     

Present tense Radical verbs Simple future Adverbs Pronouns

Extend: Study the map of Vigo at http://www.zonu.com/fullsize2/2011-03-10-13114/Mapa-turistico-de-Vigo.html . What can you see in the way of attractions? Can you see anything unusual about the vocabulary? Find the word for ‘square’ and compare it with the word in your dictionary. Then think about the geographical location of Vigo. Why do you think different vocabulary is used on this map?

Theme 2: Local, national and global interests Usual half-term: Lent 2 Language    

Home Where I live Charity and voluntary work Healthy and unhealthy living

Grammar

   

Prepositions Demonstrative pronouns and adjectives Formulating complex questions Possessive pronouns

Extend: Read this BBC article on street children in Lima: http://news.bbc.co.uk/1/hi/world/americas/3801885.stm . What would your daily life be like if you were one of these children? How have they ended up on the streets, and what could be done to prevent this from happening?

Theme 2: Local, national and global interests Usual half-term: Summer 1 Language  Environment  Poverty and homelessness Grammar     

Pluperfect tense ‘Si’ clauses Modal verbs Impersonal ‘se’ Subjunctive

Extend: Find out about the Prestige oil spill and the Donaña disaster, Spain’s biggest environmental crises in recent times. What problems did they cause and what action was taken? What is the impact on Spain of frequent droughts, and how do local authorities ensure a safe water supply?

Film project: El Laberinto del Fauno Usual half-term: Summer 2  Language  Synopsis  Spanish civil war: historical and social context  Themes  Characters  Cinematic techniques Extend: Explore another of the many Hispanic titles available in the school library

Middle School Research Research, Enquiry and Scholarship at The Perse A spirit of enquiry is at the heart of a Perse education and pupils are encouraged to develop their research and investigation skills through the core curriculum and an exciting programme of research opportunities beyond the classroom. Together, these enable pupils to develop confidence in information literacy (both digital and 'traditional'), written and verbal communication skills and project management. In engaging with these opportunities pupils will see their research skills and understanding of the research process progress towards full 'university-readiness' by the end of Year 13.

In Year 12 all pupils undertake either an internal Rouse Award Research project or instead choose to complete the demanding and fulfilling EPQ (Extended Project Qualification) which is equivalent to half an A Level. Either project will assist in supporting further education course applications. In Year 10 pupils can join the HPQ (Higher Project Qualification) programme, a more formalised, externally assessed research qualification which stretches them intellectually and personally as they work towards a more developed research assignment.

In Year 9 pupils can enter the Aristotelian Award essay competition, an internally assessed 1500-word essay competition which is organised by the Research Prefects and open to internal and external students across the UK. In Year 8 pupils can work towards the Perse Project Qualification (PPQ) where they have a go at an independent research project. They will work one-to-one with a supervisor to hone their skills and ideas as they produce a 1500-word project. In Year 7 pupils have an independent study homework slot. One of the options is the PRSQ (Perse Research Skills Qualification), which is an online module course introducing and teaching key research skills as a framework to build on as they move up the school.

The Perse Research Model At The Perse students learn about the process of conducting research through The Perse Research Model (left). The Perse Research model is a 5stage model surrounded by the continual need to reflect on the pro-cess and communicate what they have found. They learn that research is a creative but also systematic process. As students engage with the research opportunities in the school they will progress they will develop their skills at each stage in the research model. For further reading to learn about the process of research we recommend the ‘Little Quick Fix’ series on doing research, which can be found in the Rouse library.

The Higher Project Qualification (HPQ) When Year 9 students select their subject options for Year 10-11, they are given the opportunity to select from a range of super-curricular extension activities, or private study. The Higher Project Qualification (HPQ), which forms one of these options, is an externally assessed research qualification completed over the duration of Year 10. The HPQ’s focus on developing and assessing the research process alongside the final project outcome means that it provides a valuable opportunity for pupils to develop higher level research and analysis skills, building on skills they will have developed in Years 7-9 through the PRSQ (Perse Research Skills Qualification), PPQ (Perse Project Qualification) and research activities undertaken within curricular lessons. In recent years, Perse pupils’ HPQs have focused on subjects as diverse as the treatment of genetic disorders, the links between maths and music, an exploration of social media and what needs to change, the US college electoral system and the famous WWII Battle of the Bulge. Pupils research a subject of their choice, create a relevant artefact or written report and make a presentation to students and staff, which summarises and explains their findings.

Wider Reading Lists – Middle School Reading is not just a product of intellectual curiosity, but stimulates it, and all Perse pupils are encouraged to read as diverse a range of texts as possible during their time at the school. Reading can be one of life’s great pleasures, and it is important that pupils read books that they enjoy, but it is also a way of developing new interests, understandings and skills when books that may fall outside someone’s normal ‘comfort zone’ are tackled. As a general guide, pupils are encouraged to find some balance between fiction and non-fiction and to try new and different genres at some point over the course of a year. There are numerous events and activities through the school year to involve pupils in celebrating their love of reading – visiting authors, competitions and book groups to name just a few. Many of these bring together pupils from multiple year groups, but there are also many age-specific opportunities ranging from those targeted at our newest school joiners to those applying to university. All pupils are encouraged to set aside some time each week to read – even half an hour provides valuable relaxation and intellectual interest. The Rouse Library holds a wide and diverse range of books (in both traditional and now digital format) which go well beyond the subject reading lists and recommendations (although these can be a great place to start). Ms Alboni and Mrs Suman-Chauhan have a wealth of experience advising young readers and always welcome a conversation with pupils, whether seasoned library users or less confident readers. Subject teach-ers and departmental literacy coordinators can also make helpful recommendations of texts that would be at the right reading level for a particular pupil and will help them indulge their interests further. A reluctant reader is usually one who hasn’t found the right type of book yet! The following texts are a new initiative to highlight certain titles which may prove interesting or stimulating within a context of wider reading. These include a variety of types of text then including some fiction within each subject area. Whilst departments have made every effort to filter the texts listed here, please apply the usual parental judgement when selecting books for students to purchase or borrow – some books will have been included on the recommendation of others or third parties. These books can be requested at The Rouse Library. Students will also be given details on our new Sora ebook service will contain a selection of these texts to borrow that will build up over time. Dedicated e-readers (such as the Kindle) also have certain advantages over tablet/mobile reading, particularly in that that they are not typically back-lit and so are easier on the eyes. Many of the following books can also be pur-chased at reduced rates on e-book stores.

Wider Reading Lists – Middle School Ancient History, Classical Greek and Latin       

Mary Beard: Pompeii: The Life of a Roman Town Paul Cartledge: Thermopylae: the Battle that Changed the World Lindsey Davis: “Falco” series Robert Graves: I, Claudius and Claudius the God Robert Harris: Pompeii Robert Harris: Imperium, Lustrum and Dictator (“Cicero trilogy”) Valerio Massimo Manfredi: Child of a Dream, The Sands of Ammon and The Ends of the Earth (“Alexander trilogy”)  Steven Saylor: Roma and Empire  Stacy Schiff: Cleopatra: A Life  Nigel Spivey: Songs on Bronze

Art          

Wendy Beckett: The Story of Painting John Berger: Ways of Seeing Peter Dormer: The Art of the Maker E.H. Gombrich: The Story of Art Susie Hodge: 50 Art Ideas You Really Need to Know Anthony Janson: History of Art for Young People Stephen Little: Isms: Understanding Art Andy Tuohy: Great Modern Artists Phaidon: The Twentieth Century Book of Art Thames & Hudson: Van Gogh’s Letters

Biology          

Nessa Carey: The Epigenetics Revolution Kazuo Ishiguro: Never Let Me Go P.D. James: The Children of Men Nick Lane: The Vital Question David Quammen: Ebola – The Natural and Human History of a Deadly Virus Matt Ridley: Genome Alice Roberts: The Incredible Unlikeliness of Being Rebecca Skloot: The Immortal Life of Henrietta Lacks Andrew Spielman: Mosquito: A Natural History of Man’s Most Persistent and Deadly Foe Carl Zimmer: A Planet of Viruses

Chemistry  John Browne: Seven Elements that have Changed the World: Iron, Carbon, Gold, Silver, Uranium, Titanium, Silicon  Jack Challoner: The Elements  Michael Faraday: The Chemical History of a Candle  Theodore Gray: Molecules  Sam Kean: The Disappearing Spoon...and Other Extraordinary True Tales from the Periodic Table

 Mark Miodownik: Stuff Matters: The Strange Stories of the Marvellous Materials that Shape Our Man-Made World

Computer Science           

Paul Lunde: The secrets of codes Steven Levy: The Life and Times of Macintosh : the computer that changed everything Isaac Asimov: I, Robot J Clark Scott: But How Do It Know? - The Basic Principles of Computers for Everyone W Daniel Hillis: The Pattern on the Stone - The Simple Ideas That Make Computers Work Thomas Rid: Rise of The Machines Karl Beecher: Brown dogs and barbers - what's computer science all about? Sean McManus: Web Design: in easy steps Simon Singh: The code book - the science of secrecy from ancient Egypt to quantum cryptography Guy De La Bedoyere: The First Computers John MacCormick: Nine algorithms that changed the future - the ingenious ideas that drive today's computers  John Naughton: From Gutenberg to Zuckerberg - What You Really Need to Know About the Internet  Monty Karel: A gentle introduction to the art of dynamic object oriented programming in Python

Design and Technology     

Alan and Gill Bridgewater: Building Wooden Machines Mike Burrows: Bicycle Design Jack Challoner: 1001 Inventions that Changed the World Jody Duncan: The Winston Effect Rodney Peppe: Automata and Mechanical Toys

English            

J.G. Ballard: Empire of the Sun Daphne du Maurier: Rebecca Sebastian Faulks: Birdsong F. Scott Fitzgerald: The Great Gatsby Graham Greene: Brighton Rock Susan Hill: The Woman in Black Khaled Hossaini: The Kite Runner Alan Paton: Cry, the Beloved Country Meera Syal: Anita and Me Oscar Wilde: The Picture of Dorian Gray BBC - The 2023 BBC Young Writers' Award Poetry By Heart

French        

Le Blanc: Arsène Lupin Camus, L’Etranger Camus, L’Exil et le royaume Baudelaire, Le Spleen de Paris Maupassant, Contes (short stories) Exupéry: Le Petit Prince Fontaine : Selected Fables Fénéon, Nouvelles en trois lignes

 Short Stories in French Penguin Parallel Texts  Rochefort : Les petits enfants du siècle

Geography     

Joe Bennett: Where Underpants Come From Tim Butcher: Blood River Christopher Lloyd: What On Earth Happened? Mark Lynas: Six Degrees Dan Smith: The State of the World Atlas

German        

Thomas Brussig: Am kürzeren Ende der Sonnenallee Golik/Uebe: Die Abenteuer des kleinen Piraten Kästner: Emil und die Detektive Kessler: Die kleine Maus auf dem Bauerhof Langenscheidt: Anna Langenscheidt: Der Superstar Langenscheidt: Einstein und das tote Kaninchen Das große Wilhelm-Busch Album

History Reading:        

Richard J Evans: The Coming of the Third Reich Robert Harris: Fatherland Nathaniel Harris ‘The Rise of Hitler’ Speer: the Final Verdict Peter Padfield, Himmler Richard Overy, Goering RJ Ruth, Goebbels Marc Morris The Norman Conquest

Other: Netflix Hitler’s Circle of Evil BBC Radio 4 - In Our Time, The Norman Yoke BBC Radio 4 - Nazis: The Road to Power History Hub Anglo- Saxons and Normans Accounts of the Battle of Hastings, 1066 | What was the Battle of Hastings? | Norman England - YouTube

Mathematics       

Edwin Abbott: The Annotated Flatland : a Romance of Many Dimensions John Barrow: Mathletics – Maths in Sport Marcus Du Sautoy: The Music of the Primes Ben Goldacre: Bad Science John Haig: How to Take a Penalty: The Hidden Maths of Sport Dr Talithia Williams: Power in Numbers, The Rebel Women of Mathematics Dr Leila Schnepps: Maths on Trial

       

Paul Hoffman: The Man Who Loved Only Numbers T.W. Korner: Calculus for the Ambitious Eli Maor: 'E', The Story of a Number Katherine Johnson: Reaching for the Moon E.T. Smith: Luck: What it Means and Why it Matters Ian Stewart: Game, Set and Math : Enigmas and Conundrums Ravi Vakil: A Mathematical Mosaic Dr Vicky Neale: Closing the Gap, The Quest to Understand Prime Numbers

Music Reading         

Bell: The Art of Songwriting: How to Create, Think and Live like a Songwriter Bennett: Investigating Musical Styles Bennett: History of Music Binns: Composing: A Student’s Guide Cook: Music: A Very Short Introduction Cripps: Popular Music Kalinak: Film Music: A Very Short Introduction Rhind-Tutt: Music Technology from Scratch Sorrentino: A Student’s Guide to Music Composition

Listening ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

Lord Kitchener: Nora Vivaldi: The Four Seasons Chuck Berry: Roll Over Beethoven Voices of the Night Traditional Greek Music Mozart: Piano Concerto No. 20 in D minor, K. 466 Sitar, Bansuri Tabla trio Rachmaninov: Piano Concerto No. 2 Hans Zimmer: Film Music

Physics         

David Bodanis: Electric Universe Melvyn Bragg: On Giants’ Shoulders Nigel Calder: Magic Universe Francis Challoner: Backroom Boys Willam Guerstelle: Adventures from the Technology Underground Paul Milo: Your Flying Car Awaits Randall Munroe: What If? Iain Murray: Bouncing Bomb Man Chad Orzel: How to Teach Quantum Physics to your Dog

 Russell Stannard: The Time and Space of Uncle Albert

Politics      

George Orwell: 1984 George Orwell: Animal Farm Jung Chang: Wild Swans Franz Kafka: The Trial Machiavelli: The Prince Andrew Rawnsley: The End of the Party

Religious Studies Read     

Karen Armstrong: Islam, A Short History Simon Blackburn: Being Good, A short introduction to ethics DK: The Islam Book, Big Ideas Simply Explained Abdulkader Tayob: Islam, A short Introduction Keith Ward: Christianity, A Beginner’s Guide

Watch  Church History in Ten Minutes: Church History in Ten Minutes - YouTube  How Islam Began in Ten Minutes: How Islam Began - In Ten Minutes - YouTube  Islam, the Qur’an and the Five Pillars: Islam, the Quran, and the Five Pillars: Crash Course World History #13 - YouTube Listen  Moral Maze: BBC Radio 4 - Moral Maze  In Our Time: BBC Radio 4 - In Our Time  The Panpsycast: Episodes (thepanpsycast.com) Explore  Discovering Sacred Texts: Discovering Sacred Texts | The British Library (bl.uk)  The Bible: BibleGateway.com: A searchable online Bible in over 150 versions and 50 languages.  The Qur’an: The Noble Quran - Quran.com

Spanish       

Penguin Parallel Text: Spanish Short Stories Miguel Bunuel: Las Tres de la Madrugada Michelle Phillips: Eva y Vitoria: Las Vacaciones del Veran Ernesto Rodriguez: Un día en Madrid William Tardy: Easy Spanish Reader Lourdes Miquel: Cosas del amor Luz and Lana: Cosas que le diría a mi yo pequeno

Mandarin  John T Pasden, Jared T Turner and Shishuang Chen: The Misadventures of Zhou Haisheng (Mandarin Companion Graded Readers Breakthrough Level, Simplified Chinese Edition)

   

Kristine K. Kershul : Chinese in 10 minutes a day Liu Yuehua: The painted skin ( 画皮) Liu Yuehua: Chinese Breeze Graded Reader Series Catcher in the Rye (麦田里的守望者) - Or books you know well translated into Mandarin such as Harry Potter (哈利·波特) are great starting points!

Careers Advice Provision Overview Careers education and advice is provided at the Upper through the tutorial and PSHE programme, a range of lunchtime talks for all year groups, CV/cover letter surgeries and particularly through profiling, interviews and careers placements in Years 10 and 11 organised by the Head of Careers. The Director of University Admissions and Progression also oversees an extensive programme of preparation for university entrance which takes place in the Sixth Form. The Year 11 and Sixth Form Enrichment Programme include a wide range of activities, including some (such as hospital volunteering) which may also contribute to careers preparation. Key Dates Year 10 March June-July July Year 11 September-December October December - April February

June onwards

Introduction to Unifrog skills profiling Students complete Unifrog skills profiling Taster day – an opportunity to attend a Sixth Form style lesson Individual interviews with the Head of Careers following on from assessment feedback. Futures evening outlining progression to Sixth Form and beyond. Work Experience research, sourcing, applications and confirmation (communication with the Careers office at this stage is vital). Careers Convention in School Hall (pm) – event for pupils and parents – useful for networking and potentially securing work experience. Pupils are advised to come prepared with questions for organisations of choice. Work experience placements

Key Messages for Pupils  Don’t panic!  Use the Unifrog skills test and your unique report as a starting point to think about your interests and strengths and where these might take you in the future.  Enjoy the process, explore a wide range of possibilities and keep an open mind.  Take work experience seriously – it is a great opportunity to find out more about something you love! Try to sort it out early, get as much as you can if you are unsure. Begin to develop a proactive approach to your future options.  Start drafting a CV and covering letter – these need only be simple documents – and keep up to date with Careers Sharepoint for tips and pointers.  Ask if you have any questions or need help.

Years 10-11 Academic Overview Year 10 and 11 is a rewarding but challenging time for students as they study and then complete their GCSEs. These pages are designed to help students organise their time effectively so they can identify any pressure points over the next two years and ensure they manage and meet deadlines set whilst maintaining breadth and balance to their education. This is particularly true for the many students with extra commitments to fit in whether they be early entry GCSE subjects like music, computer science, extra-curricular languages, research projects or instrumental, sporting, drama or art commitments. Tutors and academic staff will work closely together with students to ensure they are supported with this challenge but taking some initiative and looking through this booklet from time to time is strongly advised. We also facilitate a ‘flexible curriculum’ model in Year 11 to respond to individual student needs. Students typically complete between 9 and 11 GCSEs in total with 10 being the norm. Some students, following advice from tutors and parents, will choose to replace one curriculum option or science subject in Year 11 with supervised private study periods.

Examination courses and boards Subject

Course

Ancient History Art Biology

OCR GCSE Edexcel GCSE Edexcel GCSE

Chemistry

Edexcel GCSE

Chinese

AQA GCSE

Computer Science

Edexcel GCSE

Design & Technology

OCR GCSE

English Language

OCR GCSE

English Literature

AQA GCSE

HPQ

AQA (Level 2 Qualification)

French

AQA GCSE

Geography

OCR GCSE

German

AQA GCSE

Greek

OCR GCSE

History

OCR GCSE B

Italian

AQA GCSE

Japanese

Edexcel GCSE

Latin

OCR GCSE

Mathematics

Edexcel GCSE

Mathematics Further

AQA (Level 2 Certificate)

Music

OCR GCSE

Physics

AQA GCSE

Religious Studies

AQA GCSE

Spanish

AQA GCSE

Notes on internally conducted or internally assessed components Art Description A coursework portfolio of art over 4 terms Commencing September in Year 10 Working time Lessons, homework + recommended Art Surgery once a week, either lunch or after school Final deadline Year 11: last lesson in Michaelmas term Interim monitoring Your teacher will constantly review and discuss your portfolio with you or deadlines Other notes For more information consult your Art GCSE handbook/resources on teams Design & Technology Description Controlled Assessment (practical and written report) Commencing Year 10: June Working time Lessons, homework + coursework clinics (once weekly) Final deadline Year 11: March Interim monitoring Your teacher will constantly review and discuss the written report and progress or deadlines on practical with you Other notes For more information consult the ‘Project’ folder on sharepoint Modern Foreign Languages Description Oral exams take place between late March and late April of Year 11. Interim monitoring or Mock orals take place at the end of the Michaelmas term deadlines Music GCSE Description Commencing

Non-exam assessment (60%): 2 portfolios containing a composition and a performance Year 11: September

Working time

Lessons and composition surgery (Tuesday or Friday lunchtimes)

Final deadline

Year 11: Early December

Marks for internally assessed components will be released to pupils by the end of Lent term in Year 11.

Perse Wellbeing Sun

t yoBel ur iev se e lf

den

et

DY

sk

fo

r

BO

BALANCE WELLBEING PEACE

B e c re a ti v e

SPIRIT

s o l E n j oy itud e

e

f Be kind t yourself &o others

is

Be abo pos ut itive you rse l

nv

th

ti

pa

ol

ve

d

En oujoy t td im oo e rs

Em

nt e ra e tol g iv Be & for

Build e positivps shi relation

Ge

p

Do s make y t a h w app you h

gh

g

l he

thes r e o k f sitiv o Lo po

ND MI

n Si

onfi

e

A

S le e p w e ll

au &l

In

at

di

E xe r re g u lcai s e rly

i le

Be c

dr

d

C yoa r e f urs or elf

Sm

Listen

ge llen C h au r s e l f yo

Hy

E B at al a an ce