# data[].attributes.body
The chemistry of carbon compounds is so important that it forms a separate branch of chemistry.

# data[].attributes.body
Students will prepare for the controlled assessment starting in June by exploring key stages of the design process. They will learn how to analyse a design context, conduct effective target market research, and apply research techniques. Students will also develop essential skills in writing a product brief and specification. The project is based on a previous year’s AQA set context, providing a realistic framework for their learning.

This module is invaluable for building foundational skills that are critical for success in the controlled assessment. By engaging with practical and analytical tasks, students will deepen their understanding of the design process, enhancing their creativity, problem-solving abilities, and readiness to tackle future coursework challenges with confidence.

# data[].attributes.attachment_caption
Examples of student work modelled in Solidworks

# data[].attributes.body
In this module, students will enhance their computer-aided design (CAD) skills using Solidworks to bring creative ideas to life. Building on prior experience, they will learn advanced techniques such as extruded lofts, shell creation, redefining features, assembly, and rendering. These skills are essential for accurately modeling complex forms and visualising designs in 3D. By mastering these techniques, students will be equipped to create precise models suitable for 3D printing and laser cutting, enabling them to produce high-quality prototypes. This practical approach fosters problem-solving, precision, and innovation, vital skills for success in modern design and engineering fields

# data[].attributes.body
In this module, students will develop key graphic communication skills essential for designers. They will learn and practice pictorial drawing systems, including isometric projection, perspective drawing, and orthographic projection, which are vital for accurately representing ideas. Students will also enhance their visual presentations using techniques such as rendering for realism and applying thick and thin lines for clarity and emphasis. These skills help students create professional-quality visuals, preparing them for future design challenges and possible careers. By mastering these techniques, students will gain confidence in visually communicating their ideas effectively and persuasively to diverse audiences.

# data[].attributes.headline
Term 1: Component 1: Exploring User Interface Design Principles and Project Planning Techniques

# data[].attributes.subject
Term 1: Component 1: Exploring User Interface Design Principles and Project Planning Techniques

# data[].attributes.body
: Learners will develop their understanding of what makes an effective user interface and how to effectively manage a project. They will use this understanding to plan, design and create a user interface.
Learning outcomes
A Understand interface design for individuals and organisations
B Be able to use project planning techniques to plan, design and develop a user interface
C Be able to review a user interface
The set assignment for this unit will take place at the start of year 10. Students will take between 6 and 10 hours to complete the tasks. This will take place during their ICT lessons.

# data[].attributes.body
Ecology is usually started in the summer term in Y10 in order to take advantage of some summer weather for fieldwork. It involves the carbon cycle and water cycle. Students will also be expected to learn about food chains and key concepts like biodiversity and waste management. Students will also be taught the practical aspects of Ecology, such as how to use a quadrat or transect when investigating biodiversity. A more recent addition to the course, that students will also look into, is global warming, along with deforestation.

# data[].attributes.body
Completion of 2500 word devising log.

Section One:

Section 1: Response to a stimulus-In this section students are expected to explain their initial ideas, research and intentions for the devised piece.

Section 2: Development and collaboration-In this section students are expected to explain the process they undertook to refine their initial ideas and intentions into a final devised piece.

Section 3: Analysis and evaluation.-This section offers students the opportunity to demonstrate their analytical and evaluative skills with respect to their own devised work.

# data[].attributes.body
Students will learn how to create and develop ideas to communicate meaning in a devised theatrical performance.

Students will draw on and demonstrate a practical understanding of the subject content working in groups of between 2-6.

Students will develop their ability to:

carry out research

develop their own ideas

collaborate with others

rehearse, refine and amend their work in progress

analyse and evaluate their own process of creating devised drama.

# data[].attributes.body
Students will undertake a workshop led by an external company in order to prepare them for the Devising unit. They will revisit some practitioners from Year 9 in more detail as well as exploring some other theatrical practitioners.

# data[].attributes.body
Students will explore their set text. They will act out chosen scenes in order to understand the characters and their relationships. Students will have a combination of practical and written lessons. Students will analyse and evaluate the text and learn how to answer a 8, 12 and 20 mark exam questions based on the set text.

# data[].attributes.body
Students will use their knowledge of Jane Eyre from Year 9 and turn their detailed notes into a full 32 mark answer. Students will practice answering a range of questions and then revise this again in Year 11.

# data[].attributes.headline
Component 2 - Health and social care services and values.

# data[].attributes.subject
Component 2 - Health and social care services and values.

# data[].attributes.body
After you have completed your first controlled assessment you will begin learning for your second. this will include health conditions, health and social care services, types of support, barriers to accessing services and the values required to give care. you will sit this assessment in the first term of year 11.

# data[].attributes.headline
Term 1 to 5 - Pathway to personal development. 

# data[].attributes.subject
Term 1 to 5 - Pathway to personal development. 

# data[].attributes.body
Students have the opportunity to participate in a variety of activities from competitive games to individual styled activities. Boxercise, Gym Training Programmes, Walking, Frisbee, Dance to Netball, Rugby, Football, Basketball. An element of choice is given to the students.

# data[].attributes.body
The curriculum offers a comprehensive range of experiences to meet the needs of the individual students, it is designed to inspire all pupils, allowing them to succeed and excel in competitive sport and other physically-demanding activities. Pupils develop physical competencies in a way that supports their health and fitness. The development of confidence, tolerance and the appreciation of one’s own and others’ strengths and weaknesses are considered to be an important part of the learning process where personalising learning and challenge are integral to success and embed values such as fairness and respect and a sporting habit for life. Students will appreciate PE lessons will;
- Improve physical health
- Enhance mental health
- Support social interaction
- Increase energy and productivity
- Give a sense of personal achievement

# data[].attributes.headline
Term 6 - NEA - Analysing and Evaluating Performance

# data[].attributes.subject
Term 6 - NEA - Analysing and Evaluating Performance

# data[].attributes.body
Students are required to demonstrate their ability to analyse and evaluate their own practical performance or that of a peer in order to:
• analyse aspects of personal performance in a practical activity
• evaluate the strengths and weaknesses of the performance
• produce an action plan which aims to improve the quality and effectiveness of the performance.

# data[].attributes.headline
Term 5 - Health, fitness and well-being 

# data[].attributes.subject
Term 5 - Health, fitness and well-being 

# data[].attributes.body
Students will develop their understanding of the benefits of participating in physical activities and sport to health, fitness and well-being as well as having a clear definition of health and fitness. They will know about the physical, emotional and social benefits as well as the consequences of a sedentary lifestyle. Students will enhance their knowledge of diet and nutrition. Understand the main components of a balanced diet, including the effects of these components and hydration on performers using a range of examples from physical activities and sports.

# data[].attributes.body
Students will learn how movement skills are learned and performed in physical activities and sports. The characteristics and classification of skilful movement will be understood, along with the role of goal setting and mental preparation to improve performance in physical activities and sports. Students will develop their knowledge of guidance and feedback that affects the learning and identify key terms and describe psychological concepts, using practical examples from their own performances. Students will show that they can explain and evaluate sports psychology theories and principles and be able to apply theory to practice.

# data[].attributes.headline
Term 3 - Ethical and socio-cultural issues in physical activity and sport. 

# data[].attributes.subject
Term 3 - Ethical and socio-cultural issues in physical activity and sport. 

# data[].attributes.body
Students will learn about ethics in sport including definitions of the key terms of sportsmanship, gamesmanship and deviance. The effects of drugs in sport and the reasons why sports performers use drugs will be understood along with reasons for player violence with practical examples in physical activities and sports.

# data[].attributes.headline
Term 2 - Engagement patterns of different social groups and commercialisation of physical activities and sports. 

# data[].attributes.subject
Term 2 - Engagement patterns of different social groups and commercialisation of physical activities and sports. 

# data[].attributes.body
Students will develop their knowledge of current participation trends using a range of valid and respected sources. The factors affecting participation for a range of different groups in society will be understood, along with strategies to promote participation, using practical examples from physical activities and sports.
Students will enhance their understanding of the commercialisation of physical activity and sport including sponsorship, along with the influences of the media with examples showing the positive and negative effects on participation and performance in physical activities and sports.

# data[].attributes.headline
Term 1 - Applying the principles of training and Preventing injury in physical activity and training. 

# data[].attributes.subject
Term 1 - Applying the principles of training and Preventing injury in physical activity and training. 

# data[].attributes.body
Students will develop their knowledge of the principles of training. They will be able to define each principle and be able to apply each to personal exercise/ training programmes. Students will develop their understanding of how to optimise training using the FITT principle and different types of training. Students will enhance their knowledge of the key components and physical benefits of the warm up and cool down applied to physical activities and sports. Students will improve their understanding of how to prevent injury when participating in physical activities and sport. The potential hazards will be known in a range of physical activities and sports settings. Students will know how risks can be minimised by using appropriate equipment, clothing, correct lifting techniques, using the warm up and cool down and an appropriate level of competition.

# data[].attributes.body
AQA Poetry Anthology and exploring unseen poetry

Students study the remaining poems in the anthology and make clear links between the poems they have studied. They develop understanding of poetic method and note where the same methods are used in different texts to achieve different effects.
Students develop their skills as academic writers as they compare poems.
Students apply their poetry analysis skills to unseen texts.

# data[].attributes.body
This module will help you consolidate your knowledge of the present tense and the preterite tense by describing your eating habits, your daily routine and a special day. You will also be able to talk about special occasions, festivals, typical foods and traditions. You will practise your vocabulary to talk about illnesses and injuries. You will also be able to practise using expressions followed by the infinitive.

# data[].attributes.body
This module will help you further develop your knowledge and understanding of the present, past, future and conditional tenses by describing in detail the area where you live and the different activities you can do, will do and have done.

# data[].attributes.body
This module will help you consolidate your knowledge and understanding of the present, past, future tenses by describing in detail your school life and also by discussing healthy living (you will also develop your knowledge of the imperative tense when giving advice).

# data[].attributes.body
This module will help you further develop your knowledge and understanding of the present, past, future tenses by describing in detail your holidays (including outings to the restaurant and stays at the hotel).

You will also develop your knowledge of the future time frame by talking about your dream holidays in the conditional tense. You will also describe a disastrous holiday (using three time frames)!

# data[].attributes.body
·  To develop a passion and understanding of the world of Business and Finance

· To provide students with the skills and knowledge required to flourish in a globally dynamic environment

# data[].attributes.body
·        To develop a passion and understanding of the world of Business and Finance
·        To provide students with the skills and knowledge required to flourish in a globally dynamic environment.

# data[].attributes.body
Summer Term 2
Guided revision of all topics covered in preparation for the students' first experience of a full D&T theory paper. The exam will draw upon core knowledge and some specialist topics learnt since the start of the course.

# data[].attributes.body
Summer Term 2
Revision of all topics in preparation for mock exams at end of year 10

# data[].attributes.body
Summer Term 1
- Food production: primary and secondary stages of processing and production. How processing affects the sensory and nutritional properties of ingredients

# data[].attributes.body
In this module, you will be describing what you do in your free time and your likes and dislikes regarding films and TV programmes. You will talk about what you usually do with infinitive structures. Also, you will compare the sports you do with sports you used to do, using the imperfect tense.

# data[].attributes.body
In this module, you will describe where you live and your region with detailed descriptions and opinions. You will be able to practise asking questions to find out about a tourist venue. You will be further developing your knowledge of the future tense, discussing plans and the weather. You will also talk about your local environment and describe community projects, using the present, perfect and future tenses.

# data[].attributes.headline
Computational thinking, algorithms and programming - Unit 2 – Term 5 & 6

# data[].attributes.subject
Computational thinking, algorithms and programming - Unit 2 – Term 5 & 6

# data[].attributes.body
Understanding of this unit will increase student’s understanding of how computer technology works. Student will gain in-depth knowledge of one or more programming language to industry entry-level standard. Programming concept will also be covered to help student develop computational thinking, analysis and critical thinking skills, which can be transferred to other subjects.

Specific topic for this term are:

2.1.1 Computational thinking

2.1.2 Designing, creating and refining algorithms

2.1.3 Searching and sorting algorithms

2.2.1 Programming fundamentals

# data[].attributes.headline
Term  2 and 3: Component 2 - Spreadsheet Dashboard - 

# data[].attributes.subject
Term  2 and 3: Component 2 - Spreadsheet Dashboard - 

# data[].attributes.body
Overall, students will learn the different hands-on technologies could be used in solving problems in a wide range of settings. Student will gain in-depth knowledge of a wide range of computer applications and the role of IT in modern businesses .

For this component, students will explore spreadsheet model and create a user defined spreadsheet model with a dashboard that is fit for purpose. They will also create a write-up of the task and justify their decisions. The component is internally assessed and is worth 30% of the total course
In Terms 2 and 3 students will revise their Excel skills and complete practice set assignments to ensure they are ready to take their set assignment at the start of year 11.

# data[].attributes.body
This term is a continuation of Term 1 and 2 and the focus is on the general threats to computer systems. The specific topics are;

1.4.1 Threats to computer systems and networks

1.4.2 Identifying and preventing vulnerabilities

1.5.1 Operating systems

1.5.2 Utility software

1.6.1 Ethical, legal, cultural and environmental impact

# data[].attributes.body
Students will develop a real in-depth understanding of how computer technology works. Computer Science encourages learners to be inspired, moved, challenged and develops critical thinking, analysis and problem-solving skills through the study of computer programming (in Python).
Topics for term 1 and 2.
1.2.5 Compression

1.3.1 Networks and topologies

1.3.2 Wired and wireless networks, protocols and layers

# data[].attributes.body
Brainstorm, brief/starting point (personal to student)

Image board x 3 and analysis

First hand drawings, using a wide range of media x 6 pages

Artist/designer research x 6

Visits or interview x 2

Development of research and extensive sampling (using a wide range of skills)

Extended essay 1000 words compare and contracts designers work

Statement of intent

Collections x 3

Development of chosen design

Sampling for final outcome

Prototype

Realise outcome

Evaluation of outcome and project

# data[].attributes.body
the work and approaches of artists, craftspeople or designers from contemporary and/or historical contexts, periods, societies and cultures

develop their ideas through investigations informed by selecting and critically analysing sources

refine their ideas as work progresses through experimenting with media, materials, techniques and processes

realise personal intentions through the sustained application of the creative process.

# data[].attributes.attachment_link.title
A walk round Banner Culture, Northlight Mill, Brierfield. Oct 2019

# data[].attributes.body
Students will learn about the traditional roots, rhythms and characteristics from four geographical regions of the world:
- India and the Punjab (Indian Classical Music and Bhangra)
- Eastern Mediterranean and the Middle East (Greek, Israeli and Palestinian Music)
- Africa (traditional African Drumming)
- Central and South America (Calypso music and Samba)

There is a focus on origins and cultural context, the impact of modern technology, characteristic rhythms and metres and typical bands/performers for each style.

# data[].attributes.body
Students will learn to appreciate and analyse popular music as outlined below:

Rock and Roll of the 1950s and 1960s
Rock Anthems of the 1970s and 1980s
Pop Ballads from the 1970s, 1980s and 1990s.
Solo Artists from the 1990s to the Present Day.

Students will be able to describe the music that they hear, focusing on melody, accompaniment, dynamics, tempo, structure, harmony, instrumentation, rhythm and texture (MAD T-SHIRT).

# data[].attributes.body
We follow the OCR GCSE Music Course which is divided into three elements:
Integrated Portfolio (30% of the grade) - students must prepare one performance (either ensemble or solo) and one free choice composition. This piece of coursework will be completed in year 10.

Practical Portfolio (30% of the grade) - students must prepare one ensemble performance lasting for a minimum of one minute and one composition as a response to a brief set by OCR.

Listening and Appraising (40% of the grade) - students will complete a listening exam consisting of 8 questions based on 4 Areas of Study.

# data[].attributes.body
Relationships and sex expectations, pleasure and challenges, including the impact of the media and pornography

Community cohesion and challenging extremism

# data[].attributes.attachment_link.readable_text
Book now for our fourth annual conference, in-person or on-line

ABOUT ALICE & THE TRUST

Alice Ruggles was murdered in 2016, aged just 24, by an ex-boyfriend following a relentless campaign of stalking.

Stalking is a seriously distressing and potentially life-threatening crime. This needs to be recognised by everyone. Stalking behaviour must result in immediate action both to protect the victim and to deal effectively with the perpetrator.

The Alice Ruggles Trust exists to raise awareness of stalking (including coercive control), to ensure that relevant legislation is effective and adhered to, and to bring about lasting improvements in the management of perpetrators and the protection of victims. The Trust is a member of the National Stalking Consortium.

About Alice About the Trust About our Trustees About the Consortium

If you are interested in a Trust representative talking to your organisation, please contact us.

GET HELP

Stalkers are fixated and obsessed.
Are you a victim of stalking?
Several organisations provide advice and support to victims both locally and nationally within the UK:

Stalking Support Services

# data[].attributes.attachment_link.description
Book now for our fourth annual conference, in-person or on-line ABOUT ALICE & THE TRUST Alice Ruggles was murdered in 2016, aged just 24, by an ex-boyfriend following a relentless campaign of stalking. Stalking is a seriously distressing and potentially life-threatening crime. This needs to be recognised by everyone.

# data[].attributes.body
The impact of financial decisions, debt, gambling and the impact of advertising on financial choices

Preparation for and evaluation of work experience and readiness for work

# data[].attributes.attachment_link.title
Careers advice - job profiles, information and resources | National Careers Service

# data[].attributes.attachment_link.description
The National Careers Service can help you with your career, learning and training choices. Find out more about us and the different ways we can support you. This service is available to people who live in England.

# data[].attributes.body
Mental health and ill health, stigma, safeguarding health, including during periods of transition or change

The influence and impact of drugs, gangs, role models and the media

# data[].attributes.attachment_link.readable_text
NSPCC
www.nspcc.org.uk
Advice and help for parents or anyone worried or concerned about a child 0808 800 5000

Crimestoppers
www.crimestoppers-uk.org
Help, advice and a means to give information anonymously to the police- 0800 555 111.

Online Child Protection
www.ceop.police.uk
Are you worried about online sexual abuse or the way someone has been communicating with a child online?

FamilyLine
www.family-action.org.uk
A helpline service run by Family Action that provides a listening ear, answer particular parenting questions or help with guidance around more complex issues. All support takes place via telephone, text message or email and is free.

Jags Connect
jagsconnect.org
Jags Connect is an online self-help community for parents, carers and teachers affected by serious youth violence. We provide early interventions, consolidating resources and advice and support from a range of partners and community teams.

# data[].attributes.attachment_link.title
Resources for parents | The Ben Kinsella Trust

# data[].attributes.attachment_link.description
NSPCC www.nspcc.org.uk Advice and help for parents or anyone worried or concerned about a child 0808 800 5000 Crimestoppers www.crimestoppers-uk.org Help, advice and a means to give information anonymously to the police- 0800 555 111. Online Child Protection www.ceop.police.uk Are you worried about online sexual abuse or the way someone has been communicating with a child online?

# data[].attributes.body
Are you aiming for a grade 7 or better?
Maybe you would like to consider studying for AQA Further Maths as an additional qualification.
Ask your teacher for more details!

# data[].attributes.body
Learn the basics of Forces, how and why objects interact.

Why do they speed up or slow down? Why do things get damaged and what can we do to prevent this.

# data[].attributes.body
Learn the basics of electricity, from simple terms and circuit symbols all the way to drawing complex circuit diagrams and how and why to build them.

# data[].attributes.headline
Term 5/6 - R185 - Organising and planning a sports activity session  

# data[].attributes.subject
Term 5/6 - R185 - Organising and planning a sports activity session  

# data[].attributes.body
Create a plan for your selected sporting activity. Your plan must take into account the organisation, safety and objectives of the activity.

Complete an effective risk assessment that takes into account safety considerations.

Ensure you have a contingency plan for the activity.

Show you have considered safe practice and included corrective actions for any risks identified.

Teach the lesson to Sawtry Junior School students.

# data[].attributes.headline
Term 3/4 - Unit R186 - Negative effects of media on sport

# data[].attributes.subject
Term 3/4 - Unit R186 - Negative effects of media on sport

# data[].attributes.body
Students will research negative effects and provide local and national examples from the media which will include:

• Negative effects in relation to spectators and live performance for their club’s sporting activity

• Ethical issues surrounding the use of media in their club’s sporting activity

• Effects of the media on their club’s sporting activity and its participants.

# data[].attributes.headline
Term 1/2 -  Unit R186 – Positive effects of the media in sport

# data[].attributes.subject
Term 1/2 -  Unit R186 – Positive effects of the media in sport

# data[].attributes.body
Students will research positive effects that the media can have on their club’s sporting activity and provide examples from the media which will include:

• The relationship between their club’s sporting activity and the media

• How their sports club and the media use each other to promote themselves and increase sponsorship revenue

• How the media can promote the links between their sports club and the health and fitness industry

• A recommendation that explains how the club could raise its profile through the use of the media by using their lottery grant

# data[].attributes.headline
Topic 3- Conflicts and conquest, c1876-c1895

# data[].attributes.subject
Topic 3- Conflicts and conquest, c1876-c1895

# data[].attributes.body
Why did thousands of people flock to Oklahoma in 1893?
Why is the Battle of the Little Big Horn also known as Custer's last stand?
Why by 1883 has vast herds of Buffalo numbering 25 million disappeared?

In the final unit of study within the period study students will develop their understandings of how from 1876 the developments in farming, technology and increased settlement of the West led to disastrous consequences for the Plains Indians and their native way of life. They will learn the following sub topics;

1) Changes in farming, the cattle industry and settlement.
2) Increased conflict and tension within the West.
3) The destruction of the Plains' Indians way of life.

# data[].attributes.headline
Topic 2- Development of the Plains c1862-c1876

# data[].attributes.subject
Topic 2- Development of the Plains c1862-c1876

# data[].attributes.body
What consequences did the American Civil War have for settlement of the West?
What was the role of a cowboy in the development of the west?
What was the impact of the Sand Creek Massacre?

In the second unit of study within the period study students will develop their understandings of how the Great Plains of America, once settlement had begun, became more developed. They will learn the following sub topics;

1) The extent of development in the West.
2) The development of the ranching and cattle industry
3) The changes this development brought to the way of life of the Plains Indians.

# data[].attributes.body
Quartiles and median from a frequency table U569
Drawing box plots U837
Drawing cumulative frequency graphs U642
Interpreting cumulative frequency graphs U507
Comparing box plots U507
Constructing histograms U185/U814
Interpreting histograms U983/U267

# data[].attributes.body
Calculations in terms of pi No code
Manipulating surds U633/U872/U499
Simplifying surds U338
Rationalising the denominator U707/U281
Solving simultaneous equations graphically U836
Solving simultaneous equations using elimination U760
Solving simultaneous equations using substitution U757
Form and solve simultaneous equations U137

# data[].attributes.body
Listing Strategies U369
Sample space diagrams U104
Frequency trees U280
Probability AND rule U683
Relative frequency U166
Tree diagrams U558/U729
Interpret Venn diagrams and set notation U748/U296
Drawing Venn diagrams U476
Conditional probability U246/U806
Equations, identities, formula and expressions U613
Substitution U201/U144
Iteration U434/U168

# data[].attributes.body
Congruency U866
Pythagoras’ Theorem – missing sides U385
Pythagoras’ Theorem – problem solving U385
3D Pythagoras’ theorem U541
Trigonometry – missing sides U605/U283
Trigonometry – missing angles U545
Trigonometry – exact values U627
Trigonometry in 3D U170
Negative powers U694
Reciprocals U851
Fractional powers (1 over x) U985
Fractional powers (any fraction) U772

# data[].attributes.body
Expanding single brackets U179
Factorising into one bracket U365
Expanding double brackets U768
Factorising Quadatics U228
Factorising Quadratics x2 > 1 U858/U960
Difference of two squares U963
Quadratic Formula U665
Completing the square U589
Sketching a quadratic graph using features U667
Setting up and solving quadratic equations U150
Direct Proportion U721/U640
Inverse Proportion U364/U357
Graphs of proportionality U238

# data[].attributes.body
One quantity as a fraction of another U163
One quantity as a percentage of another U925
Percentage of amount (non calc) U554/U349
Percentage increase/decrease  U773/U671
Percentage change U278
Simple interest calculations U533
Compound interest/depreciation U332
Reverse percentages U286
Recognising similar shapes U551
Linear scale factor U578
Area Scale Factor U630
Volume Scale Factor U110
Plotting from a table U741
Identifying parallel lines U315/ U377
Equations from given gradient and a point U477
Equations from two coordinates U848
Graphing linear inequalities U747

# data[].attributes.body
Drawing and interpreting tally charts U653
Drawing and interpreting pictograms U506
Drawing bar charts U363
Interpreting bar charts U557
Drawing pie charts U508
Interpreting pie charts U172
Drawing line graphs U590
Interpreting line graphs U193

# data[].attributes.body
Finding fractions of shapes U679
Constructing fractions U163
Equivalent fractions U704
Simplifying fractions U646
Simplifying algebraic fractions U103
Ordering fractions U746
Mixed – Improper conversions U692
Fractions of amounts – non calculator U881
Fractions of amounts – calculator U916
Multiplying fractions U475
Multiplying mixed numbers U224
Dividing fractions U544
Dividing mixed numbers U538
Adding and subtracting fractions U736
Adding and subtracting mixed numbers U793
Ordering fractions and mixed numbers U439
Problem-solving: fractions & mixed numbers U874
Area of a circle U950
Circumference of a circle U604
Plotting linear graphs recap U741
Solving simultaneous equations graphically U836
Algebraically – Elimination method U760
Algebraically – Substitution U757
Form & solve linear simultaneous equations U137

# data[].attributes.body
Product rule for counting U369
Using probability phrases U803
Write probabilities as fractions U408
Write probabilities as fractions, decimals & percentages U510
Sample space diagrams U104
Probability of mutually exclusive events U166
Frequency trees U280
Relative frequency – experimental probabilities U580
Expected results from repeated experiments U166
Tree diagrams for independent events U558
Tree diagrams for dependent events U729
Venn Diagrams U476
Venn Diagrams with set notation U478
Using set notation U296
Equations, identities, formulae & expressions U613
Substitution into expressions U201
Substitution into algebraic formulae U585
Substitution into real-life formulae U144
Solving one step equations U755
Solving two or more step equations U325
Solving equations with the variable on both sides U870
Solving equations with the variable in the denominator U505
Constructing and solving equations U599

# data[].attributes.body
Congruency introduction U790
Translation U196
Reflection U799
Rotation U696
Combined transformations U766
Pythagoras theorem U385
Understanding sin, cos & tan U605
Finding unknown sides U283
Finding unknown angles U545
Exact values U627
Angles of elevation & depression U967
Powers & roots U851
Index rules – positive indices U235
Index rules - negative indices U694

# data[].attributes.body
Multiplying and dividing terms U662
Collecting like terms U105
Expanding single brackets U179
Factorising into one bracket U365
Expanding double brackets U768
Factorising quadratics  U178
Factorising - difference of two squares U963
Solving by factorising U228
Sketching quadratics from features U667
Recipes M478
Best buys M681
Direct proportion U721
Inverse proportion U357
Graphs of proportionality U238

# data[].attributes.body
One quantity as a fraction of another U163
One quantity as a percentage of another U925
Percentage of amount (non calc) U554
Percentage of amount (calc) U349
Percentage increase/decrease (non calc) U773
Percentage increase/decrease (calc) U671
Percentage change U278
Simple interest calculations U533
Compound interest/depreciation U332
Reverse percentages U286
Recognising similar shapes U551
Linear scale factor U578
Enlargements – positive U519
Enlargements – positive/negative U134
Midpoints U933
Horizontal/Vertical lines M797
Plotting from a table U741
Calculating the gradient & y-intercept graphically U315
Interpreting equations of straight-line graphs U669
Identifying parallel lines U315/ U377
Equations from given gradient and a point U477
Equations from two coordinates U848

# data[].attributes.body
Whilst using the independent learning resources on Sparx please ensure you are working at the most appropriate level for you. If you are not sure please ask your teacher.

# data[].attributes.headline
This year students will be continuing the GCSE course in Mathematics. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

# data[].attributes.subject
This year students will be continuing the GCSE course in Mathematics. The Academy subscribes to the online learning platform of 'Sparx maths'. Students can login using their school email and password. All topics covered this year have been assigned a Sparx code which students can use for 'independent learning'

# data[].attributes.attachment_link.readable_text
You're logging in to Sparx at Sawtry Village Academy. Not your school?

Log in to Sparx using Microsoft

# data[].attributes.body
This section relies heavily on the students problem solving skills, as they are given a set individualized problem, that they will need to solve by designing. They will need to look at not only how they solve the problem but how they present their work to effectively relay the information to a manufacturer.

# data[].attributes.body
Students will learn advanced electronics theory and manufacturing, through the continuation of the portable bluetooth speaker, into its electronics need to function. They will solder the actual speaker amplifier circuit together. They then learn how to program a separate circuit to create a decorative feature on the speaker, using flow programming. The students will then use CAD/CAM to draw and automatically cut out the speakers grills using a laser cutter.

# data[].attributes.body
Students will learn about a range of manufacturing process, as well as different woods, plastics and metals. They will do this through the design and Manufacture of a portable bluetooth speaker.

# data[].attributes.body
Shakespeare Play
Romeo and Juliet

Students continue to develop their literary analysis skills as they study Romeo and Juliet. The play will be explored through reading and watching key scenes from different performances. Students will develop their familiarity with Shakespeare's language and the tragedy genre.

Students will continue to develop their essay writing skills using an extract as a starting point.

# data[].attributes.body
19th Century Novel
The Strange Case of Dr Jekyll and Mr Hyde.

Students read and develop understanding of the set novel. They explore characterisation and theme (mystery, fear, secrets, duality) and begin to develop the skills of analysis at GCSE.
Students are introduced to the GCSE style exam questions.

# data[].attributes.body
Autumn term 2
- Food sources: where and how ingredients are grown, reared and caught.
- Environmental issues associated with food: seasonal foods • sustainability eg fish farming • transportation • organic foods • the reasons for buying locally produced food • food waste in the home/ food production/retailers • environment issues related to packaging • carbon footprint.
- The impact of food and food security on local and global markets and communities.
- Technological developments to support better health and food production including fortification and modified foods with health benefits and the efficacy of these.

# data[].attributes.body
Spring Term 2
Students practice a mini version of NEA2.
Students will prepare, cook and present 2 dishes, during normal practical lessons, based on a topic and related research. This could be based on either a culture, a dietary need or a focus group e.g. children, the elderly, a sports person.
There is a strong focus on the application of nutrition related to the chosen task.

# data[].attributes.body
Spring Term 1
Students practice for their year 11 NEA1:
Students' understanding of the working characteristics, functional and chemical properties of ingredients are assessed through practical experiments.

Students submit a report of 1,500–2,000 words, including photographic evidence of the practical investigations.

# data[].attributes.body
Autumn Term 1
- Why food is cooked and how heat is transferred to food
- Selecting appropriate cooking methods
- Functional and chemical properties of proteins: protein denaturation • protein coagulation • gluten formation • foam formation.
- Functional and chemical properties of carbohydrates: gelatinisation • dextrinisation • caramelisation.
- Functional and chemical properties of fats and oils: shortening • aeration • plasticity • emulsification.
- Functional and chemical properties of fruits and vegetables: enzymic browning • oxidation.
- Functional and chemical properties of raising agents: chemical • mechanical • steam • biological (yeast).

# data[].attributes.body
Throughout year 10 - 1 lesson each week - students participate in a practical lesson.
Some of the dishes made:
- Salmon fishcakes
- Portioning a chicken
- Chicken Kiev
- Quiche - own recipe
- Sticky Chinese chicken and mayonnaise
- Fruit crumble and custard
- Sweet potato and chicken curry
- Salmon Encroute
- Chocolate Mousse and honeycomb
- Sausage rolls
- Cheese Straws
- Xmas pudding cupcakes
- Pull apart Xmas bread
- Lemon Meringue Pie
- Lasagne
- Chocolate Profiteroles
- Mini Chicken Pies
- Pancakes
- Beef enchiladas
- Citrus Tarts
- Ravioli and tomato sauce
- Viennese fingers
- Hot cross scones
- Plaited pesto loaf
- Egg custard tarts
- Strawberry or raspberry Jam
- Jam tarts using jam
- Mini Trifles
- Pasta Salad - coloured pasta shapes

# data[].attributes.headline
Half Term 6: Poetry (Inc. some year 11 poetry)

# data[].attributes.subject
Half Term 6: Poetry (Inc. some year 11 poetry)

# data[].attributes.body
The Year ends with a second poetry cluster exploring Power and Conflict.

# data[].attributes.headline
Half Term 5: Spoken Language and Viewpoints

# data[].attributes.subject
Half Term 5: Spoken Language and Viewpoints

# data[].attributes.body
Students begin this unit by exploring speeches and how views are conveyed. They then independently chose a topic for their own speech, research and create their speech before being formally assessed for the GCSE SLE.

# data[].attributes.headline
Half Term 4: Creative Writing, Stimulus text from another culture. 

# data[].attributes.subject
Half Term 4: Creative Writing, Stimulus text from another culture. 

# data[].attributes.body
Students explore how to create their own narrative text. They use the short story The Gold Legged Frog as a model as they learn to set a scene, develop a problem, incorporate dialogue and reach a resolution.

# data[].attributes.headline
Half Term 3: Modern Prose Genre Study, Language Paper 1 Year 10 Booklet. 

# data[].attributes.subject
Half Term 3: Modern Prose Genre Study, Language Paper 1 Year 10 Booklet. 

# data[].attributes.body
Students begin their exploration of fiction writing at GCSE. In this unit they learn to evaluate writer's methods considering both how a text is structured, and the literary methods used. Students cover a range of genres including spy thrillers, gothic horror and childhood. The texts primarily focus on texts written in the 20th and 21st Centuries.

# data[].attributes.headline
Half Term 2:Poetry Cluster 1- War and Remembrance. (Literature Paper 2 Anthology)

# data[].attributes.subject
Half Term 2:Poetry Cluster 1- War and Remembrance. (Literature Paper 2 Anthology)

# data[].attributes.body
Students begin their exploration of poetry at GCSE by comparing contemporary poems linked by theme. They will apply the comparison skills they developed in the language unit.

# data[].attributes.headline
Half Term 1: Paper 2 Reading Skills. Non-Fiction from 19th, 20th and 21st Centuries. 

# data[].attributes.subject
Half Term 1: Paper 2 Reading Skills. Non-Fiction from 19th, 20th and 21st Centuries. 

# data[].attributes.body
Students explore non-fiction texts thematically linked. They will explore how values in society change and develop and how context affects the writer's perspective. Students will be taught how to summarise information in a text; make inferences based on their reading; explore the effects of a writer's choices and use this to support their own writing.

# data[].attributes.body
At the end of year 10 all students across all subjects have mocks to assess where they are at and create targets for their final year. In art this involves developing thier Autobiography work further and creating an outcome in the 5 hour exam. During this time students are encouraged to be ambitious with their outcomes to cover the AO4 of their exam criteria.

# data[].attributes.attachment_caption
An example of an outcome created from the title ‘autobiography’ at sawtry. 

# data[].attributes.body
Autobiography 3: Surrealism

A key part of GCSE art is artist research and experimenting with materials and techniques. Artist research involves researching an artist which inspires students work and creating outcomes of their work and your own versions of this. Students create their own responses to many different artists. The artists and movements covered in year 10 include Surrealist artists Dali and Magritte and Pop Art artists Lichtenstein and Craig-Martin. The project will allow students to choose their favourite approach and subject matter and develop their ideas and produce their own outcome.

# data[].attributes.body
Students have already learnt processes along the coast at KS3 and been reminded of these briefly when studying the Rivers in topic 4 of year 9. This topic is taught here as we will also focus on the fieldwork at the end of the unit which includes coasts as the physical element. This means the knowledge is fresh in students minds ready to understand the fieldwork.

# data[].attributes.body
A lot of what students have learnt through the other topics (especially Hazards and Urban) links to this unit which focuses on the development of countries. Within this unit students learn more about two countries in particular going through different stages in their development. This unit also helps in understanding certain elements of the Resource Management topic in year 11.

# data[].attributes.headline
1. Hazards (Tectonic, Weather and Climate Change)

# data[].attributes.subject
1. Hazards (Tectonic, Weather and Climate Change)

# data[].attributes.body
A lot of the geographical theory students have learnt at KS3 they is brought into this topic. Students will expand on this and use it to understand hazards, climate change and extreme weather around the world through case studies. Students will also use their development theory learnt at KS3 and knowledge implicitly taught through topics already taught at KS4 to understand how countries at different levels deal with hazards

# data[].attributes.body
The start of the major project, initial ideas, brainstorming and origins of summer research, as well as deliberating over the problem that the product solves, and its possible use. its best to keep things open to change at this point

# data[].attributes.body
Novelty night light incorporating a simple circuit that offers the learners an experience of designing for, and programming, a 555 microprocessor. The project allows the students an opportunity to learn about a systems approach to designing and the required electronics knowledge demanded by the theory exam.

# data[].attributes.body
Music artist promotion.
Students develop the branding for a music artist and make a prototype CD packaging and associated promotional material (Graphical T-Shirt). The project offers the students the opportunity to learn about the subject specialist industrial practices and processes theory that they will need for the theory exam. Topics including commercial printing processes, die-cutting and print finishing effects like embossing and spot varnishing.

# data[].attributes.body
An expansion on techniques for making with different materials

# data[].attributes.headline
Topic 1- The early settlement of the West, c1835-c1862

# data[].attributes.subject
Topic 1- The early settlement of the West, c1835-c1862

# data[].attributes.body
What was it like to live on the Great Plains?
What were the key uses of the Buffalo?
What is a sod house?

In the first unit of study within the period study students will develop their understandings of how the Great Plains of America came to be settled. They will learn the following sub topics;

1) The Plains Indians: their beliefs and way of life.
2) Migration and early settlement of the West.
3) Conflict and tension during the early settlement of the west.

# data[].attributes.headline
(Paper 2) The American West, c1835–c1895

# data[].attributes.subject
(Paper 2) The American West, c1835–c1895

# data[].attributes.body
The second part of the Paper 2 is a period study which focusses on a period of time around 50 years. Students will analyse the events surrounding important developments and issues that happened in the period of time of the American West.

Throughout their studies of the American West students will learn about how the Great Plains of America came to be settled. They will consider the difficulties with settlement upon the Plains, how this developed and ultimately how this led to increased conflict with different social groups.

# data[].attributes.headline
Topic 3 - Elizabethan society in the Age of Exploration, 1558–88

# data[].attributes.subject
Topic 3 - Elizabethan society in the Age of Exploration, 1558–88

# data[].attributes.body
In the final topic of the Elizabeth British depth study unit, students will learn about the society of Elizabethan England. Students will consider what education was like during this period, what Elizabethans did for leisure and pastimes. Students will also study the Elizabethan period through the age of exploration and discovery, from Sir Francis Drake circumnavigation of the world to the failed attempts to colonise Virginia.

# data[].attributes.headline
Topic 2 - Challenges to Elizabeth at home and abroad, 1569–88

# data[].attributes.subject
Topic 2 - Challenges to Elizabeth at home and abroad, 1569–88

# data[].attributes.body
Elizabeth didn't just face problems within her own country, she also faced problems from abroad as well!.

In topic 2 of the depth study students will learn about the series of plots and revolts that occurred against Elizabeth at home in England and how the decline in relations with the Spanish led to the outbreak of war in 1585, including the launching of the Armada in 1588.

# data[].attributes.headline
Topic 1 - Queen, government and religion, 1558–69

# data[].attributes.subject
Topic 1 - Queen, government and religion, 1558–69

# data[].attributes.body
This first topic within the British depth study covers the situation on Elizabeth’s accession to the throne in 1558, the problems associated with her legitimacy to rule, the ‘settlement’ of religion to prevent civil war, the challenges to this settlement and the problem of Mary, Queen of Scots.

# data[].attributes.headline
(Paper 2) Early Elizabethan England, 1558–88

# data[].attributes.subject
(Paper 2) Early Elizabethan England, 1558–88

# data[].attributes.body
Elizabeth I is one of Britain's greatest monarchs. But why? Throughout this British depth study, students will learn about society, people and the events that made up Elizabeth's reign. They will look at the problems that Elizabeth faced upon her ascension to the throne in 1558, the difficulties she faced in establishing a settlement on religious divisions within England and the decline in relations towards the world superpower at the time; Spain.

# data[].attributes.headline
Year 10 mock preparation/ exam technique 

# data[].attributes.subject
Year 10 mock preparation/ exam technique 

# data[].attributes.body
When preparing for Year 10 mock examinations, students will revisit certain topic areas and apply their knowledge to business case studies. Exam technique will be taught, and practice exam papers will be completed and reviewed. Teachers will assess the areas that need extra work in order to ensure students are fully prepared for their mock exams.