Curriculum Notes Year 10

Head of Department: Mr Marcus Chapman

The English course in Year 10 will continue the process of preparing pupils for their English and English Literature GCSEs (set by the AQA examination board) through a carefully balanced programme of study. Pupils will explore a range of texts and be encouraged to think independently while building their skills of analysis and interpretation. The teaching groups will be setted and half-termly assessments will allow pupils to reflect on their progress. They will be encouraged to read as widely as possible to develop their understanding, vocabulary and expression. Our work in class will be complemented by other activities including a visit by Quantum Theatre to perform A Christmas Carol.

Year 10: Programme of Study

Christmas Term
AQA Language: focus on Paper 1 – reading questions and narrative/descriptive writing
AQA Literature: 19th Century text – A Christmas Carol
Easter Term
AQA Language: focus on Paper 2 – reading analysis
AQA Literature: Poetry Anthology cluster
Summer Term
AQA Language: focus on Paper 2 – opinion-based writing
AQA Literature: Shakespeare Text – Romeo and Juliet

Resources

Pupils will be given their own copies of the texts studied in Year 10 and will be expected to annotate these as part of their preparation for GCSE. Learning in lessons will be complemented using study guides and workbooks provided with each unit of work. The Key Stage 4 Reading List offers an excellent starting point for pupils in choosing new novels to read. Reading widely not only helps pupils secure success in English but across a range of subjects at GCSE.

Head of Department: Mr Christopher Savvides

Mathematics is fundamental to many areas of our lives, and it is therefore crucial that we equip our children with the necessary skills to become confident, logical and resilient problem solvers as they embark on their journey to adulthood.

We believe that Mathematics should be engaging, challenging, practical and interactive. We make the most of Mathematics challenges and team competitions to encourage participation and ensure our children are enthusiastic and motivated mathematicians. We endeavour to utilise various methods and techniques across the curriculum and instil a love for Mathematics into each pupil.

In Year 10, all students embark on the same Higher scheme of work for Mathematics, which is based on an Enhanced National Curriculum, with a focus on problem solving, mastery and fluency. Our most able mathematicians also study Extended Mathematics above and beyond our main scheme of work.

Year 10: GCSE Higher programme of Study

Number: calculations with bounds indices and standard form, percentages and compound interest.
Algebra: Algebraic fractions, quadratics, solving more challenging equations, changing the subject of formulae, quadratic sequences, line segments, curved graphs, units and compound measure, tangents and area under graphs, the quadratic formula, simultaneous equations.
Shape, space and measure: Sectors of circles, volume of spheres pyramids and cones, constructions, review of trigonometry, transformations, circle theorems.
Data Handling: Counting outcomes, relative frequency and probability diagrams, interpreting and representing data

Resources

Pupils use the Rayner GCSE Higher series of textbooks published by Oxford University Press. We have carefully mapped our curriculum on https://www.drfrost.org so that pupils have access to a vast library of appropriate problems for consolidation. Pupils and teachers also use https://www.mathspad.co.uk/ as an excellent resource to further develop understanding of topics. Our VLE pages contain lots of information, links and resources to support your son with their learning and progress.

There are a wide range of hugely impactful interactive resources available to us online and the quality of these resources have increased hugely over recent years. As a department we are constantly sharing what works best and we keep on top of innovative resources and approaches to teaching Mathematics.

In addition to our classroom provision, pupils also have access to our drop-in support session, MathsLink, which takes place on a Friday lunchtime, and our Maths Challenge club, which takes place on a Thursday after school.

Head of Department: Mr Stuart Minikin

At Cranmore our aim is to develop scientists with a rigorous understanding of the subject, an enthusiasm for learning and the confidence to question, evaluate and articulate their ideas. We encourage all students to develop a love for science by balancing theory with practical work and place a high value on developing the technical and analytical skills needed to investigate experimentally. We create a safe environment in which the students feel comfortable exploring their understanding and where we can add to both their knowledge and skills. We focus on developing a meticulous approach to practical investigations which are used as often as possible, to support the learning of theory. Our students enjoy science and develop techniques that will be useful to them for the rest of their lives.

YEAR 10: Programme of Study

Biology

• The Heart and Lungs
• The Immune System
• Photosynthesis
• Ecology

 

Chemistry

• Quantitative Chemistry
• Energy Changes in Reactions
• Rate and Extent of Chemical Change
• Organic Chemistry

 

Physics

•  Circuit and Domestic Electricity
• Kinetic Theory
• Atomic Structure and Radioactivity
• Forces
• Space Physics (Triple only)

 

Resources & Information

Science is taught by specialist teachers and pupils will be assessed regularly, usually at the end of each topic, to support their progress. The Science Department enjoys the use of large laboratories and two prep rooms which are well provisioned for the learning of the science curriculum. Our Science Technician ensures the preparation of the equipment for practical activities and supports the teaching staff on a daily basis. Additional resources, together with details of homework, can be found on the VLE.

Head of Department: Mr Theo Jones

Our philosophy as a department is to inspire and motivate the pupils by giving them a positive, lively and enjoyable experience of foreign language learning. We especially strive to acknowledge the individuality of every pupil with his unique talents. We aim to help all children to become confident on their journey of linguistic discovery, improving their own skills and developing them steadily to their full potential. For this to be achieved, our pupils must naturally have a positive attitude to the subject, and we see it as part of our task to foster such an attitude.

Resources & Information

Pupils will have weekly vocabulary tests and end of topic assessments throughout the year and an end of year exam in May, assessing reading, listening, translation, writing and speaking skills.

The pupils will have access to a variety of resources and material including https://activehub.pearson.com, www.languagesonline.com, and www.conjuguemos.com. Additional resources are available on the VLE and students are provided with a vocabulary booklet.

Homework will consist of vocabulary learning and interactive tasks to reinforce what has been taught in the lessons. Students will start preparation towards their final speaking exam and practise extended written paragraphs.

French

In French, pupils will study AQA GCSE (2024) French Higher modules 3-6. They will revise the perfect, immediate future and present regular and irregular tenses across a variety of topics. Pupils will continue to develop their reading, listening, speaking, writing and translation skills.

Year 10: Programme of Study

Module 3

Topics & Vocabulary

• School in francophone countries
• School subjects and life
• School rules
• Making progress
• Primary school
• Learning languages

Grammar

• Describing photos
• Comparative adjectives
• Impersonal verbs with infinitives
• Irregular verbs in the perfect tense
• Imperfect tense
• Imperfect, present and near future tenses

 

Module 4

Topics & Vocabulary

• Opinions about dishes
• Meals and mealtimes
• Good mental health
• Unhealthy lifestyle choices
• Improve your life
• Lifestyle changes

Grammar

• Vous form imperative
• Partitive article
• Modal verbs
• Perfect tense of reflexive verbs
• Simple future tense
• Imperfect, present and simple future tenses

 

Module 5

Topics & Vocabulary

• Holidays
• Ideal holiday
• What you can see and do
• Festivals
• Booking holiday accommodation
• Staycation activities

Grammar

• Je voudrais / J’aimerais
• Conditional tense
• Forming questions
• Perfect and imperfect tense
• Perfect tense of modal verbs
• Range of tenses and si clause with present + simple future tense

 

Module 6

Topics & Vocabulary

• Our planet
• Geography and climate
• Environmental problems
• Protecting the planet
• New technologies

Grammar

• Numbers & percentages
• Comparatives and superlatives
• Present tense of the passive
• Nous form imperative
• En + present participle
• Être en train de and venir de + infinitive

 

Spanish

In Spanish, pupils will study AQA GCSE (2024) Spanish Higher modules 3-6. They will revise the preterite, immediate future and present regular and irregular tenses across a variety of topics. They will also learn the imperfect tense. Pupils will continue to develop their reading, listening, speaking, writing and translation skills.

Year 10: Programme of Study

Module 3

Topics & Vocabulary

• Different families
• Describing people
• Your favourite celebrities
• Friendships and relationships
• Your identity and what matters to you
• Problems and advice
• Family celebrations

Grammar

• Possessive adjectives
• Present continuous to describe a photo
• Ser and estar
• Using the personal ‘a’
• Reflexive verbs
• Me and te before a verb
• Para + infinitive
• Podrías /Deberías + infinitive
• Indirect object pronouns
• Using a range of preterite tense verb forms

 

Module 4

Topics & Vocabulary

• Typical foods in Spanish-speaking countries
• Healthy daily routines
• Mealtimes and food trends
• Comparing old and new habits
• Illnesses
• Making future plans for health and wellbeing

Grammar

• Adjectives of nationality
• Indefinite adjectives
• Tener + noun
• Direct object pronouns
• Imperfect tense
• Ya no + verb
• Reflexive verbs in the preterite tense
• Debes, tienes que and necesitas
• Simple future tense
• If clauses

 

Module 5

Topics & Vocabulary

• Schools in Spain
• A typical school day
• Talking about your studies
• How you would change your school
• Students and teachers at school
• Describing a school trip in the past

Grammar

• Absolute superlatives
• Relative pronouns que, donde, cuando
• Lo que
• Conditional tense
• Impersonal verbs with an infinitive
• Negatives
• Forming questions
• Adjectives and adverbs
• False friends

Module 6

Topics & Vocabulary

• Colombia
• Cities
• How a city or town has changed
• Shopping preferences
• Preferences about where you live
• Your area

Grammar

• Demonstrative adjectives
• Perfect tense
• Demonstrative adjectives
• Direct object pronouns
• Present subjunctive and cuando
• A variety of verb tenses

 

Latin

Latin will be learnt using De Romanis Book 1 (chapter 5 & 6) and 2 (chapter 7-12) with online activities, as well as reading comprehensions, and translation activities from Latin to GCSE Part 1 and Part 2. The pupils will have access to www.clc.cambridgescp.com and www.languagesonline.org. We encourage the use of these resources at home and in school.

Year 10: Programme of Study

Grammar:

• Present tense: sum, possum, eo
• Present tense: fero, volo, nolo
• Present tense 1st, 2nd, 3rd, 4th conjugation
• Present participle
• Possessive adjectives
• Imperatives and direct commands
• Future tense 1st, 2nd, 3rd, 4th conjugation
• Subordinate clauses
• Pronouns: is, ea, id, hic, hace, hoc and ille, illa, illud, qui, quae, quod
• Pronouns: ego, nos, tu, vos, se
• Latin word order
• Superlative adjectives
• Comparative adjectives
• Pluperfect
• Present participle
• Passive
• 4th principal part, Perfect Passive participles & Intransitive verbs
• Perfect passive
• Pluperfect passive
• Adjectives: necesse and primus
• Imperfect passive
• Genitive and dative
• Consolidation: imperfect active, imperfect passive and perfect passive
• Idioms: nec/necque, nihil, nullus, nemo
• Ablative Absolute
• Consolidation: accusative, genitive, dative & ablative cases

Vocabulary:

• Around 20-30 words per Stage which are also on the GCSE vocabulary list.
• Derivation work to make connections between Latin vocabulary and English, French and Spanish vocabulary.

 

Culture:

• Translations from Latin to English exploring the culture and the history.
• Festival, games and shows
• The history of Rome
• Oratory and Cicero
• The Army and Julius Caesar
• Egypt and Cleopatra
• Augustus
• Roman Britain & Boudicca

Head of Department: Mr Graham West

Overview

In Year 10, pupils explore Judaism, the core Christianity themes, and one ethical and moral theme Our goal is to help pupils understand these religions in context and appreciate their ongoing impact on our modern world. We develop critical thinking by encouraging debate, classroom discussion, and the exploration of alternative perspectives. Alongside deep thematic learning, pupils also focus extensively on mastering the key exam techniques required for the GCSE exams.

Year 10 Programme of Study:

Catholic Christianity:

• Creation
• Incarnation
• The Triune God
• Redemption

 

Judaism:

• Beliefs and teachings
• Practices

Ethical Themes:

• Religion, relationships and families

Resources & Information

There are two papers for the Religious Studies GCSE. Paper 1 focuses on Catholic Christianity, and Paper 2 covers Judaism and the ethical themes. The format of questioning is consistent across all sections. In Year 10, pupils will be examined in a single paper, covering a range of themes.

Using the Oxford Revision Guide is highly recommended as an important revision tool. Short podcasts that summarise each section and other revision material and guidance are available on the VLE. In addition, the RS Bites YouTube channel provides short videos that are useful and cover many of the key concepts studied.

Head of Department: Mr Rhys Cross

In Year 10, we begin by examining medieval medicine. We proceed to analyse medical developments through to the present day. A depth study of surgical advancement during with First World War will also be incorporated. During the latter half of the Spring Term, we will shift our attention to Elizabethan England, which is a shorter topic. This is understandable given that it only makes up half of Paper 2.

Year 10: Programme of Study

Paper 1: Medicine Through Time, c1250-present

• c1250–c1500: Medicine in medieval England
• c1500–c1700: The Medical Renaissance in England
• c1700–c1900: Medicine in 18th and 19th century Britain
• c1900–present: Medicine in modern Britain
• The British sector of the Western Front, 1914–18: surgery and treatment

Paper 2: Section A – Early Elizabethan England 1558-88

• Key Topic 1: Queen, Government and Religion, 1558-69
• Key Topic 2: Challenges to Elizabeth at home, 1569-88
• Key Topic 3: Challenges to Elizabeth abroad, 1569-88
• Key Topic 4: Elizabethan Society
• Key Topic 5: Early Exploration in the Elizabethan era

Resources and Information

There are three papers for the History GCSE, with papers 1 and 3 weighing 30% and paper 2 40% respectively. There are a variety of essay, source and interpretation questions which students must answer across the three papers. Specifically, each paper has an essay question worth 16 marks. The skills developed are as follows: analysis of interpretations, explanation of cause and consequence, knowledge retention and extended writing.

The History Department is fortunate to be well provisioned. Relevant digital clips, up to date textbooks designed specifically for GCSE, bespoke PowerPoints and various worksheets will all be utilised in the learning process, as well as personal devices. Information pertaining to all topics covered can be found on the VLE. A catalogue of revision material will be available prior to any exam.

If you wish to purchase your own textbook for home use, I advise investing in the ‘Hodder’ textbooks, rather than ‘Pearson’. Please feel free to email rhys.cross@cranmore.org if you would like specific guidance on which textbooks to buy.

Head of Department: Mr Mark Spalton

In Year 10, pupils learn four of the six topics for the AQA GCSE specification. Students will develop their content knowledge, their written explanations, their ability to evaluate and justify opinions and their data analysis skills. This year will give students a wider understanding of both human and physical geography and delve into specific examples from around the world.

Paper 1: Section A – The Challenge of Natural Hazards

• Tectonic Hazards
• Atmospheric Hazards
• UK Extreme Weather
• Climate Change

 

Paper 2: Section A – Urban Issues and Challenges

• Urban Trends
• LIC/NEE Urban case study – Rio De Janeiro
• HIC Urban case study – London

 

Paper 1: Section C – UK Physical Landscapes

• Rivers
• Coasts

 

Paper 2: Section C – The Challenge of Resource Management

• Food
• Water
• Energy

 

Paper 3: Section C – Fieldwork

• River analysis of the Beverley Brook in Wimbledon Common

 

Resources and Information

The GCSE is assessed through the following assessment objectives: AO1 – knowledge; AO2 – explanations and understanding; AO3 – evaluation and application; AO4 – data analysis. Ongoing assessment will take place at the end of each topic within units, with more formal assessments at the end of each unit. The VLE along with their associated textbooks provide a good range of resources from which to develop their understanding. In addition, the BBC bitesize and SENECA learning sites for additional revision materials for AQA GCSE Geography can be very useful. It will be very important for students to keep up to date with current events and the news throughout their GCSE Geography course. A full list of wider reading and watching will be given to the students.

Head of Department: Mr Ahmed Afana

In OCR GCSE Computer Science, pupils will learn how to apply fundamental concepts of Computer Science through the course’s two main units. Pupils will be empowered to gain critical thinking skills and real-world knowledge to design systems and understand human vs. machine learning. The course leads to a wide range of courses at A Level and university. The course opens a diverse career path and roles in data science, artifice intelligence, game design, web and animation development or network security, digital forensics and mobile app development.

The course has two main units, and both are assessed through two written examinations at the end of year 11. Each exam is worth 50%.

Unit 01: Computer Systems:

Autumn Term:

• 1.1 Systems architecture
• 1.2 Memory and storage
• 1.3 Computer networks, connections and protocols

 

Spring Term:

• 1.4 Network Security
• 1.5 Systems software
• 1.6 Ethical, Legal, cultural and Environmental Impacts of digital technology

 

Summer Term:
Unit 02: Computational thinking, algorithms, and programming:

• 2.1 Algorithms
• 2.4 Boolean logic

 

Assessment opportunity:

• Frequent online assessments covering key terms of the topic.
• A written assessment at the conclusion of each topic
• Regular assessments are integrated into the curriculum to reinforce learning and ensure academic progress.

 

Resources and revision:

Pupils will have access to a wide range of learning resources including:
1. OneNote: for lesson notes, activities, Key Terminology tables, and Knowledge Organisers.
2. Textbook
3. Eudcake: for Homework and revisions.

Head of Department: Mr Chris McGhee

Overview

Taught in small groups, pupils have three double lessons a week, mainly devoted to developing practical skills and providing opportunities for product analysis and project development. The theoretical aspects of the syllabus are addressed during one of these lessons, with particular emphasis on properties of materials, manufacturing techniques and product analysis. The theoretical aspects of the syllabus are complemented by a series of short practical projects. At the end of the academic year pupils choose a topic based on three set contexts released on the 1st of June, for their coursework and are encouraged to gather research material over the summer in preparation for Year 11. We encourage pupils to attend DT club to further their skills and knowledge across the academic year.

The emphasis of the course is on building independence and creativity.

Assessments

Paper 1

What’s assessed

• Core technical principles
• Specialist technical principles
• Designing and making principles

 

How it’s assessed

• Written exam: 2 hours
• 100 marks
• 50% of GCSE

 

Questions

Section A – Core technical principles (20 marks)

A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

Section B – Specialist technical principles (30 marks)
Several short answer questions (2–5 marks) and one extended response to assess a more in-depth knowledge of technical principles.

Section C – Designing and making principles (50 marks)
A mixture of short answer and extended response questions.

Non-exam assessment (NEA)

What’s assessed

Practical application of:

• Core technical principles
• Specialist technical principles
• Designing and making principles

 

How it’s assessed

• Non-exam assessment (NEA): 30–35 hours approx.
• 100 marks
• 50% of GCSE

 

Task(s)

• Substantial design and make task
• Assessment criteria:
• Identifying and investigating design possibilities
• Producing a design brief and specification
• Generating design ideas
• Developing design ideas
• Realising design ideas
• Analysing & evaluating
• In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner
• Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA
• Students will produce a prototype and a portfolio of evidence
• Work will be marked by teachers and moderated by AQA

Head of Department: Mr Thomas Penfold

An exciting challenge presents itself this year with the start of GCSE Drama study. This year will see an uptick in the challenge of our exploration with focus on key practitioners, performance styles and techniques but also with a focus on developing an understanding of analysis and evaluation of performance. Students will complete the first of three GCSE assessment points this year, component 2: Devising Drama in which they will create a piece of original theatre inspired by a booklet of stimuli.

GCSE Drama students will develop a well-rounded and balanced approach to theatre, both in the performance skills and the ability to analyse the performance of others to determine what could be implied. This year will prove a challenging and rewarding experience for students as they begin their journey into the world of performance.

Year 10 Programme of Study

Practitioner Study: Stanislavski, Brecht, Artaud, Ionesco, Boal, Frantic Assembly – exploring the finer details of each practitioner’s techniques and styles with a focus on how each can be used effectively in performance. Students will be given the opportunity to hone these skills in preparation for their first GCSE assessment point.

Component 2: Devising Drama – – Pupils will collaborate on an original performance inspired by the practitioners studied, their autonomous research and inspired by a booklet of stimuli provided. This is accompanied by a piece of written coursework.

This assessment point is the first to be completed and makes up 40% of the overall GCSE

Devised Performance – 10%

Devising Log Coursework – 30%

Component 1: Theatre Theory – Focusing on elements of stage craft: stage positions, stage layouts, theatre roles and responsibilities and beginning to explore theatre analysis and evaluation.

Analysis and Evaluation: Frankenstein – a study of Danny Boyle’s 2011, National Theatre production of Frankenstein starring Jonny Lee Miller and Benedict Cumberbatch.

Set Text: Blood Brothers – an exploration of our GCSE set text, focusing on the performance skills used to bring the text to life as well as character motivation, subtext, themes and audience impact. Students will get an insight into Willy Russell’s classic play through the practical exploration and theoretical study of the text.

Further Information
Pupils will also be advised to attend local theatre to broaden their experience of live performances. There will be additional rehearsal times for GCSE pupils at lunch and after school to support their progress. Optional private lessons with the opportunity to take LAMDA exams are available, and all pupils are encouraged to participate in the senior production.

Head of Department: Mrs Felicity Sanders

Overview

Pupils will produce work on the theme of ‘Still Life’ in their first unit of work in Year 10. This body of work provides an introduction to the course and allows pupils to explore the full range of media available through printmaking, sculpture and observational work. Pupils will learn how to work both in and out of a sketchbook and how to adapt to the assessment objectives.

Students will then explore a second theme to further learning, working with more independence to generate a greater body of work that is more diverse, taking them into Year 11.

Course Breakdown:

Component 1: Personal Portfolio (Coursework) (60%)

Themes are set internally and comprise of two units of work. Support and guidance is provided throughout the component on an individual basis.
Thematic sketchbooks and larger supportive work must be completed by the end of the Christmas term in Year 11.

Component 2: Externally Set Assignment (ESA) (40%)
The exam paper is released on the 1st January in Year 11. Preparatory work is carried out during the Spring term in lesson time either within a sketchbook or on A2 boards prior to the 10-hour timed examination. Support and guidance towards an outcome takes place during lesson time and set homework tasks. The final outcome/s is submitted at the end of the 10-hour period, along with the preparatory work.

Assessment and Further Information

The thematic sketchbooks are marked at regular intervals as a means of tracking using a structured assessment matrix provided by the exam board. The core skills of research, drawing/recording, experimentation with techniques and processes, and a final outcome are assessed holistically to generate the student’s grade. Students must produce evidence for all four objectives.

During the working period, these assessment objectives are marked in accordance with the exam board’s performance levels to protect the integrity of the final grade.

Homework is undertaken each week to extend the learning and enhance the content of the two components. Students can attend a Coursework Clinic after school to maintain a good working pace or undertake extension work.

Live coursework cannot be photographed and must not appear on any social media sites.

Head of Department: Mr Richard Harris

General Overview

The Edexcel Music GCSE is a wonderful course, where pupils will have the opportunity to show their skills in three different areas of musicianship.

Curriculum Overview

Pupils in this Year 10 class will be taught by Mr. Harris and follow the Edexcel 1-9 GCSE Music Course. There will be three hours of study each week.

There are three components to this qualification which are weighted as follows:

• Component 1 (coursework) – Performance 30% of overall mark
  Performance (solo and ensemble pieces to be recorded, marked and submitted by May 2028). Pupils will be required to perform regularly, and each pupil will be asked to perform once a term during assembly.
• Component 2 – (coursework) – Composition 30% of overall mark
  Composition (free composition and set brief composition must be completed in Year 11). An understanding of music theory to around Grade 4 level will be necessary to enjoy success in this component.
• Component 3 – Appraising 40% of overall mark
  Appraising – eight set works to learn, two from each Area of Study, culminating in a written examination in June 2028. Besides the study of these set works, pupils will answer a dictation question, an unfamiliar music question and will be asked for an extended response answer.

Performing opportunities for Year 10 musicians are plentiful here at Cranmore: Wednesday assembly, Carol Service, Mass, Pupil Concerts and The Spring Soiree. Pupils should consider entering one of the solo classes at a local music festival to further their performance experience.

Resources & Information

Pupils will need their own device, with ear buds/headphones and the latest version of MuseScore loaded. Parents will be required to purchase the Edexcel GCSE Music Anthology before the course commences.
Pupils will be given a ring binder folder, exercise book, textbook and Pearson Study Guides for each of the eight-set works.
Assessment in this subject is based on GCSE grading, is ongoing throughout the year, and is based on their success in all three components.

Head of Department: Mr Paul Hodgson

Overview

Within the Sport programme, we continue the ethos of the subject, which is a wide and varied programme to benefit the pastoral well-being, physical health and sporting enjoyment of all pupils. The aim is to develop the individual core skills for each sport, whilst making sure every pupil fully understands the age relevant rules and laws. Further emphasis is placed on technical and tactical awareness in Year 10, which also allows leadership skills to be developed. Pupils will learn the value of quality practice, training for specific sporting activities and how to follow a process to achieve long-term goals.

Pupils have options which include the following sports:

• Rugby
• Multi-Sports
• Rowing
• Football
• Hockey
• Cricket

 

Games: Thursday
After-school training: Wednesday
Scholarship Session: Tuesday before school and S&C sessions
Swim Squad: Tuesday after school

Pupils can, if selected, represent the school in the following sports:

•  Skiing
• Tennis
• Squash
• Cross-Country
• Athletics
• Golf
• Swimming

Head of Department: Mr Stephen Williams

Overview

Pupils studying OCR GCSE PE will cover five academic topics throughout the two years of study, culminating in two exams in the summer of year 11. Each exam is worth 30% of the overall mark for the course.

Practically, pupils are required to regularly participate in three sports to a competitive standard. They will need to demonstrate the required core and advanced skills from the OCR practical specification. One of these sports must be from the OCR team sport list, one from the OCR individual sport list and one from either list (https://www.ocr.org.uk/Images/234827-gcse-guide-to-non-exam-assessment.pdf). Each sport is worth 10% of the overall mark for the course. If a sport is on the “off-site” list, then video evidence must be collected and submitted to obtain a mark.

Pupils with also complete an analysing and evaluating performance task (AEP), either on their own or a peer’s performance in one of their sports. Using their knowledge and understanding from the theory topics and the practical skill criteria pupils will produce a detailed written piece of work. This will cover the following:

• 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.

The AEP task is an individual piece of work that must be completed within 14hours and is worth 10% of the pupil’s overall mark.

Year 10 Overview:

In Year 10 pupils will study a range of topics to introduce them to the requirements and content of the OCR GCSE PE specification. They will begin with studying content from the socio-cultural influences (Component 02) section and progress onto applied anatomy and physiology and physical training (Component 01). Pupils will spend two hours a week in the classroom focusing on the theoretical side of the course. Pupils will also receive one hour of practical time each week to learn, practise and develop the requirements for their chosen sports (Component 04).

As the year progresses, pupils will commence their written coursework (AEP – Component 05) and complete half of the controlled assessment (7hrs) in the summer term.
Full OCR GCSE PE specification can be found here: https://www.ocr.org.uk/images/234822-specificationaccredited-gcse-physical-education-j587.pdf

Autumn Term (Term 1)	Exam (2 hrs) 2.1 – Understand the key factors affecting participation in physical activity and sport. The role of commercialization of physical activity and sport and the ethics of sport. 1.1 – Skeletal system, location of bones, synovial joints, and types of movement possible		Practical (1hr) 3.1 –Introduction to practical performances. Students select sports and study the relevant criteria. Initial practical assessments.
Spring Term (Term 2)	Exam (2hrs) 1.1 – Muscular system, Movement Analysis, Cardiovascular System, Respiratory System.		Practical (1hr)  3.1 – Continued assessment of seasonal practical sports. First draft video evidence to be submitted. Current marks for candidates to be shared with pupils
Summer Term (Term 3)	Exam (2hr) 1.2 – Physical training Components of fitness, data collection and principles of training.		AEP (1hr) 3.2 – AEP write up (7hrs): Evaluation (2- 3hrs) Analysis, overview, assessment (3- 4hrs) Practical (ongoing) Video evidence and assessment of summer sports events (Athletics).

 

Assessment and homework:

PPupils with be regularly assessed throughout the year. After each subtopic and topic, pupils will sit in class practice papers to help develop their exam technique and application of knowledge. More formative assessment will be used throughout the different topics in the form of homework tasks and presentations to consolidate the learning that has taken place.

Practically, pupils will be continually assessed throughout the year with summative practical assessments windows scheduled into the school calendar for feedback on all three of the pupils’ practical sports.

Resources:

Each pupil will have a Cranmore logo exercise book to complete work and can also bring a device to complete class notes and study.

All pupils will be a loaned an OCR GCSE PE endorsed textbook for the duration of the course to assist with their studies.

Resources from the lessons, specifications and full course content will be placed on the VLE and Class OneNote for pupils to refer to.