Year 10P
Curriculum Overview
Spring Term 2017
Subject
English
Mrs Forbes
Year 10
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Area(s) of Study
We will be looking at creative
writing plus the reading and writing
of non-fiction extracts
Creating a narrative, developing a
structure, narrative hooks
Crafting a description
Creating convincing characterisation
and voice
Looking at language choices and
sentence structures
Work will be completed on a
creative writing task and this will
also be used to test other writing
forms such as lists, letters,
speeches, diaries, dialogue.
Exploring non-fiction texts,
identifying explicit and implicit
information, analysing writer’s use
of language, compare writer’s ideas
and perspectives and how these are
conveyed
Work on proof reading and checking
spelling and punctuation
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Suggestions for Parental Support/Involvement at Home
Talk to your daughter about her targets and what she is
doing in order to make progress
Read some stories with her and discuss the setting,
characters, key themes and how the plot unfolds
Talk to your daughter about her personal response to her
current reading book
Try to make sure that your daughter reads every day as
this is a really useful way to build creative writing ideas
and skills
Encourage your daughter to make detailed references to
what she is reading in order to back up her ideas
Discuss different written forms newspapers/magazines/
online articles encouraging your daughter to summarise
the key ideas
Point out different sentence structures, especially where
short sentences are used. Like this!
Point out language on billboards, buses, posters and how
this makes the reader feel
Encourage your daughter to read new information and
summarise the key points
Key words
character
narrative
description
paragraph
focus
simple sentence
complex sentence
protagonist
introduction
complication
development
climax
resolution
flashback
summary
structure
DA FOREST:
D - Direct address
A - Audience
F - Facts
O - Opinions
R- Rhetorical question
E - Emotive Language
S - Statistics
T - Three, rule of three
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Maths
Miss Palmer
Handling Data Unit
 Sampling
 Tally Charts
 Pictographs
 Bar Charts
 Pie Charts
 Line Graphs
 Stem and Leaf Graphs
 Averages
 Encourage your daughter to explain the key terms we will
be using this half term.
 Encourage your daughter to collect information (e.g. how
many cars during the adverts, or how many different types
of animals are shown in a TV show) in appropriate forms
e.g. tally charts, bar chart
 Encourage your daughter to practice her mathematical
instrument skills e.g. using a ruler, using a protractor, using
a compass to draw circles
 On the news or in newspapers look at graphs, tables,
charts, etc. and discuss the information they are
representing.
Year 10
Science
Mr Evans
Physics
In this unit we will be looking at what
forces are and what they can do to
objects when they are moving and
when they are still.
We will be looking at what we mean by
speed and velocity and how they can be
measured and represented in graphs
and how speed can have an impact on
road safety, alongside energy transfer
and momentum.
We will specifically look at the highway
code and road safety.
 Talk to your daughter about her targets and what she has
done each week to move towards them.
 What factors affect the stopping distances of a car?
 How can we measure speed?
 Discuss the speed of your car on journeys and how your
speedo tells you how fast you are going
 Why do we have speed limit?
population
sample
survey
data collection
tally chart
frequency table
frequency
pictogram
bar chart
line graph
pie chart
mean
mode
median
range
outlier
speed
distance
time
velocity acceleration
terminal velocity
Hook’s law
stretchy/elastic
momentum
power
force
newton
gravity
friction
collision
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ICT
Mrs Janaway
(this subject
is not taken
by all
students)
Art
Miss
Henderson
GCSE Coursework – The Prom
Creating the following products:
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Spreadsheet Model
Demo
Sample ticket
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Pre-learning of vocabulary for GCSE
exam in Year 11
At the start of the spring term all
students will complete their “World
Stamp Canvas” which is the final
outcome from the “World Art” project
(Autumn Term). Students will then start
the second of the Unit 1 projects and
continue to develop their art skills,
techniques and media choices through
observational drawing and three
dimensional outcomes.
Students will continue to be introduced
to the four assessment areas through a
project entitled ‘Shoes’. The project is
aimed to broaden the students
understanding of a Sculpture artist,
whilst inspiring them to research and
develop their ideas, link their work to a
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Look at the costs of hiring a venue, renting a limo, outside
caterers, etc.
Look at examples of tickets for different events, e.g.
concert, charity ball, theatre, etc.
 Research a range of shoe styles throughout history and
from around the world.
 Produce small pieces of art that use a range of media
reflecting the style of shoes they have researched.
 Evaluate each finished piece by discussing the good points
and possible areas for improvement.
 Research famous Artists that have used “shoes” as their
subject (for example Janet Hill) discuss and provide
examples of their work.
budget
cost / expenditure
income
profit
formula
data validation
interactive
multimedia
If you would like a list of the
exam vocabulary please contact
me.
line
tone
colour
pattern
texture
artists
evaluation
media
improvement
fashion
fine art
sculpture
photography
research
development
reflect
assessment
project
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recognised artist and produce a three
dimensional paper Mache oversized
shoe as a final outcome.
All work completed will be assessed as
part of their final GCSE grade.
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Design
Technology:
Catering
Miss
Humphrey
Safety and hygiene – including bacteria,
food poisoning, types of food poisoning,
symptoms of food poisoning, risks in
catering establishments.
Food labelling and safety regulations
HACCP - Hazard Analysis and Critical
Control Point
Cooking skills – Food commodities cereals, bread, rice chicken, noodles,
stir fry, apple flan, risotto, soya
products, different types of pastry, puff,
filo and short crust. Weighing and
measuring ingredients, using the hob
and oven
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Encourage students to cook at home – photo any practical
cooking and bring it to school to show me
Students need to practice cooking a range of different
dishes and skills
Explore and use new and different ingredients from shops
Encourage students to try new foods and tastes
Look at recipes in magazines and cookery programmes on
television
paper mache
technique
skills
collage
observational
drawing
shoes
heels
sole
laces
trainers
employer
employee
safety
responsibility
substances
hazardous
protective
commodities
establishment
supplier
bacteria
microbes
poisonous plants
allergies
intolerance
campylobacter
salmonella
e-coli
listeria
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College
Mrs Sabey
School Link – Crawley College
 Child care course.
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Life Skills
Mrs Sabey
 Continue to develop individual life
skills.
 Student’s rating their skills.
 Shopping and communication skills
around buying goods.
 Money and change.
 Keeping safe at home and in the
community.
 Travelling in the community
 Time tables – telling the time –
24hour clock.
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bacillus cereus
staphylococcus aureus
id cards
Talk to your daughter about what she has done at
canteen
college
Assist your daughter to select appropriate clothes to wear lecturer
student
to college.
Encourage your daughter to order in cafes and
restaurants, as they will be purchasing items from the
college canteen.
Remind your daughter to have their ID card on college day
also their money to use the canteen.
money
Encourage your daughter to be independent at home.
receipts
Practise tea/coffee making, sandwiches etc.
Encourage them to buy goods in the shops, using cash and goods
personal safety
getting change.
24 hour clock
Looking at TV ratings and working out how long the
analogue
programme will be on. Talking about the time and using
digital
the digital and analogical clock.
timetable
Using public transport with your daughter.
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