]GCSEGCSE Results Day, Thursday 21st August 2025. Students should come to the sports hall via the Zara Sports Centre entrance between 9.30am - 11.00am
School will start for Year 7 and 11 ONLY on Wednesday 3rd September, and for all students on Thursday 4th September
Year 10 marks the beginning of students journey into their GCSEs, as they have access to their own tailored and ambitious curriculum to support their future aspirations in life. Moving from Key Stage 3 to Key Stage 4 is a huge step, we expect our Year 10 learners to take responsibility for their learning and attitude.
Students will begin to prepare for their examinations in Year 11 and mock exams throughout Year 10 and 11. Students will be given support on how to revise for their exams, manage their time, and complete their work to the best of their ability to support them to succeed when they get into Year 11.
To allow your child to reach their full potential in their exams in May, they should have a comfortable and quiet workspace at home, where they know you can support them if they need it.
It is helpful to prioritise school work in your home, this could be done by agreeing a regular time to do it. However, you should also empower them and encourage them to keep up their good work, praising them will only strengthen their resilience and effort
Our team will be here to support Year 7 students through their transition to secondary school and their first year at Beckfoot Upper Heaton
Should you ever have concerns or queries, please contact the school on 01274 493533
Careers – Year 10 students will engage in a variety of activities that will ensure students understand their Post 16 and higher education options, as well as understanding the world of work.
Past trips and visits have included museums, sporting activities, outdoor adventure activities, visits to the theatre and musical events.
Our wide extracurricular offer also provides students with the opportunity to expand their skills and knowledge outside the classroom.
| Subject | Cycle 1 | Cycle 2 | Cycle 3 |
|---|---|---|---|
| Art | Introduction to the GCSE Art, Craft and Design specification Component 1: Natural Forms Students to focus on core art skills and develop meaningful responses using the formal elements in a range of different art and textile mediums. Exploring artists to create observational drawings and responses | Continuation of exploration and creation of responses to their chosen artists/designers Workshop focus on key textile/art techniques to develop their portfolio | Students to develop their ideas through a collage of primary and secondary research Development and preparation for their mock exam |
| Business |
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| Geography | The challenge of natural hazards
| Changing economic world – measuring development
Urban issues and challenges
| UK landscapes – coasts
Familiar fieldwork – trip to Hornsea |
| History | America, opportunity and inequality – The Boom: Key individuals and groups and how they shaped and impacted the development of 1920s America. America, opportunity and inequality – The Bust: The Wall Street Crash and its impact on American society and its economy. | America, opportunity and inequality – post war: The recovery process of the American economy and the changes which took place in the post-war period Britain, health and the people, approaches to medicine, medical doctors and training: Approaches to medicine from the medieval to modern period, training of doctors in the medieval and renaissance period, and churches running hospitals. | Britain, health and the people – surgery ideas and techniques: To know and access the different surgical techniques and how they changes from the medieval to modern period. Britain, health and the people – public health: To look at the issues and solutions to public health and problems from the medieval to modern period
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| Hospitality and Catering | Food safety: Students will learn about safe and hygienic work environments in relation to the individual and cooking environment, and review the potential hazards and risks which can occur in a cooking environment. Mitigating risk: Students will review how to minimise risk within a cooking environment and learn best practice for equipment. | Food legislation: Students will learn about the FSA and where their food comes from, the different manufacturing processes and advantages of disadvantages of processed food. Balanced diet: Review a balanced diet and how to portion up specific elements of the Eat Well Guide to support the development of their own recipes. | Factors effecting food choice: Students will learn about the different factors which might affect someone’s food choices and the reasons behind this. Recipe creation and evaluation: Students will create their own meals and adapt these based on specific dietary requirements, they will review their meals and create a two course menu for a specific target group. |
| Computing | GCSE Computer Science: Simple logic diagrams and truth tables, memory and storage, binary conversion, character sets and character representation, compression, file handling BTEC Information Technology: Task 1 – Introduction to the PSA – structure, tasks and deadlines, introduction to pre-production documentation, logo creation, banners creation
| GCSE Computer Science: Defining and using functions, writing structured programs, using selection, using integer and string data types, fetch decode – execute cycle, CPU components and their functions BTEC Information Technology: Introduction to creative media component 1, research, investigating media products (three products), PSA Task 2 – focus on the the interactive sector, website 1 | GCSE Computer Science: Threats posed to networks, identifying and preventing vulnerabilities, the purpose and functionality of an operating system, types of user interfaces, utility software BTEC Information Technology: Website 2, final improvements and submission, preparation for component 3, logo creation, banners creation |
| pshce | PSHCE at BUH: students will be introduced to the key PSHCE topics that will form the basis of PSHCE at BUH, based on school priorities. Am I under the influence? Students will explore the impact and influence of drugs, gangs, role models and the media. These will be studied with a range of lenses including religious, non religious and personal. | Mind over matter: students will be provided with strategies to identify mental health, reframe negative thinking and promote emotional wellbeing. Careers: Students will explore careers in West Yorkshire to provide them with realistic opportunities available to them, they will also look at lifestyle affordability. | Ur choice: Students will explore relationships and sex expectations, sexual bullying, contraception, sexual health and pregnancy. They will explore divergent attitudes to relationships and families. The left, extremists, fascists and me: This unit addresses extremism and radicalisation. Students will explore communities, belonging and challenging extremism |
| Science | B3: Infection and response C4: Chemical changes P4: Atomic structure B4: Bioenergetics | C5: Energy changes P2: electricity C3: Quantitative chemistry B5: Homeostasis and response C6: Rates of reaction | P5: Forces B6: Inheritance, variation and evolution C7: Organic chemistry |
| English | Macbeth by Shakespeare: Building on their understanding of Shakespearean tragedy, students will read the text in full then track key themes and concepts throughout. Key passages will be explored in sophisticated detail until a holistic understanding of the text is achieved to answer the relevant question on Literature Paper 1. | 19th Century Novel A Christmas Carol: Building on their understanding of 19th century literature, students will read the text in full then track key themes and concepts throughout. Key passages will be explored in sophisticated detail until a holistic understanding of the text is achieved to answer the relevant question on literature paper 1. | Students will master the interpretation of a range of 20th and 21st century fiction with a focus on sophisticated interpretations. Evaluation of language and structure with a focus on applying these devices with sophistication and originality in students’ own work. |
| French | Local, national, international and global areas of interest – AQA Module 4: Where I live, what’s in my town, understanding direction, describing a region, discussing what I would like to do, weather, picture description, dream town/nightmare town | Local, national, international and global areas of interest – AQA Module 5: Countries, where I go, how I travel, where I stay, what’s in a hotel, booking hotels, at the train station, talking about what I do on holiday, talking about what I did on holiday | Local, national, international and global areas of interest Theme 3 – current and future study and employment AQA Module 6: What’s in my school, school subjects, school day, extra curricular activities and school trips |
| PE | Key components of performance (team): Netball – footwork, dodging, marking, shooting, gameplay and tactics Review and write up strengths and weaknesses of netball: Action plan for weaknesses and practical completion of action plan | Key components of performance (individual): Badminton – backhand flick serve, underarm serve, drop shot, overhead clear, underarm clear, gameplay and tactics | Introduction to task 3 and the structure of a lesson: Components of an effective leader, components of an effective lesson, design lesson plan, introduction to risk assessments, write up risk assessment, feedback, write up evaluation |
| IT | PSA – Website creation: Students will develop their own website. From researching and selecting a topic, to creating their own moodboards and setting up their main wireframe. They will design their own logo and banners before developing their own website with links to social media, page templates, inserting their own content and imagery, slideshows and videos. Students will evidence their development process and review their website with the support of their peers. | Creative media component 1: Students will review media sectors and eras and conduct research on sector and historical and contemporary products before conducting primary research. After analysing their collated data, students will begin to investigate media products from all sectors, exploring the relationship between content, audience and purpose. PSA Task 2 – Focus on the interactive sector (website 1): Identifying the media audience purpose and audience, exploring the user interface and interactive features. Students will customise the website, website narrative and web components before looking at audience needs and audience interpretations. | PSA Task 2 – Focus on the interactive sector (website 2): Identifying the media audience purpose and audience, exploring the user interface and interactive features. Students will customise the website, website narrative and web components before looking at audience needs and audience interpretations. Component 3 – Grubalicious: Students will create their own moodboard and set up their main wireframe, design their own logo and banners and provide peer review and self review. |
| Maths | Higher: Number, algebra and data Foundation – sets 3/4: Angles and averages and ranges Foundation – set 5: Number and algebra | Higher: Data, fractions, ratio and percentages, angles and trigonometry Foundation – sets 3/4: Perimeter, area and volume and graphs Foundation – set 5: Graphs, tables and charts, fractions and percentages | Higher: Graphs, area and volume, transformations and constructions Foundation – sets 3/4: Transformations and ratio and proportion Foundation – set 5: Equations, inequalities and sequences, angles |