Year 10

Welcome to Year 10

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.

Family Information

Starting GCSEs

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

Your Team

Our team will be here to support Year 7 students through their transition to secondary school and their first year at Beckfoot Upper Heaton

Mrs F Makula – Head of Year 10
Mr B K Dey – Headteacher
Mrs A Hussain – Assistant Headteacher and Designated Safeguarding Lead
Mrs L Newcombe – SENDCO
Mrs E Blyth – Deputy SEND Coordinator

Should you ever have concerns or queries, please contact the school on 01274 493533

Wider Opportunities

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	Features of a successful Enterprise: Factors contributing to the success of an enterprise Different types of SMEs Market research: Types of market research methods used by enterprises Understanding customers changing needs and competitors behaviours	PEST analysis and SWOT analysis Factors inside and outside the control of an enterprise that can affect their success	Exploring micro enterprise ideas Planning their own micro enterprise Various sectors and industries and factors to consider when selecting their final idea Promotional mix Aims and SMART objectives
Geography	The challenge of natural hazards Tectonic hazards: Earthquakes and eruptions are a result of physical processes. Effects of and responses to tectonic hazards vary according to wealth. How can these hazards be managed? Atmospheric hazards: How the global atmospheric circulation model determines weather and climate. The physical conditions needed for tropical storms and there effects and management. Climate change hazards: Climate change is the result of natural and human factors and has a range of effects.	Changing economic world – measuring development Variations in economic development and quality of life and how can we classify levels of development globally and what are their limitations? How can we reduce the global development gap Urban issues and challenges How urban growth creates opportunities and challenges for cities in LICs and NEEs How urban change leads to social, economic and environmental opportunities and challenges	UK landscapes – coasts Coasts are shaped by physical processes Distinctive coastal landforms are the result of rock type, structure and physical processes Management strategies to protect coastlines from physical processes 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
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