Year 10

Curriculum Overview
Half Term 1
Dear Parent/Carer,

In the following booklet you should find an overview of what your child will be studying this half term in school.
We’ve included key details on what they will be looking at in each subject, how they’ll be assessed and what
they might do to further develop their understanding. The aim is for this to make it easier for you to work with the
school supporting your child with their work.

All lessons last for one hour. In Year 10, students study the following:
• English and Maths – four lessons per week per subject
• Science – two lessons per week per Science subject (Biology, Chemistry and Physics)
• Three ‘Options’ – three lessons per week per subject
• Religious Education – one lesson per week
• ‘Core’ PE – one lesson per week

The information for each subject is categorised as follows:

Topics / tasks: This is the overview of the topics Year 10 students will be covering this half term.
This explains what areas students will be looking at, and the skills they will be
Content and skills:
developing during the half term.
Assessment: This explains how students will be assessed on their understanding of this topic.
Stretch and challenge: This gives suggestions of how students can explore this area in more detail if they wish.
 Exam Boards
Please use the table if you wish to know which exam board the school uses for each qualification.
Click on the name of a subject to be taken directly to that page.

Subject Awarding Body Subject Awarding Body Subject Awarding Body

Physical Education,
Art AQA Geography AQA AQA
GCSE

Business OCR German AQA Religious Education AQA

Health & Social

Computer Science OCR Eduqas Science: Biology Edexcel
Care

Creative iMedia OCR History AQA Science: Chemistry Edexcel

Design Technology
AQA Latin Eduqas Science: Physics Edexcel

Drama AQA Mandarin AQA Spanish AQA

English AQA Maths AQA Textiles Eduqas

Vocational
Engineering AQA Music Edexcel Eduqas
Construction
Food Preparation Vocational
Eduqas Photography AQA Eduqas
and Nutrition Engineering
Physical Education,
French AQA Edexcel
BTEC
 Art
Topics /
tasks:
Component one: Personal projects

Students were provided an introduction to GCSE Art & Students to select one title or combination of titles to begin a
Design in the summer term of Year 9 and were encouraged project.
to start developing work and ideas for a personal project • Organic Forms
based on the titles on the right. How to start a project was • Time
discussed in lessons and students encouraged to make work • Identity
Content and
towards this. • Decoration
skills: At the start of this term, we will revisit and explain the process • Beneath The Surface Built Environment
of starting a personal project and students will receive • Reflections
bespoke/individual suggested areas to investigate. The • Political Art
projects will then develop over time. By the end of this half • Concept Art
term, the students’ projects will have a clear identity.
Their practical work reviewed and commented on. Basic
technical skills will be assessed, but not over the imaginative The assessment objectives (AQA exam board) will be referred
Assessment: and creative. Control of materials and understanding of the to throughout the process.
formal elements mapped.
Regular verbal feedback by the class teacher and a program of written self-assessment as part of creating the portfolio.

Extend their work through a greater exploration of materials Further reading by exploring art museum websites and
and processes being used. If a student is not making work at identifying artists the student likes. To then create outcomes
Stretch and
home, they making slow progress. The more they make, the and annotation based on these new artists without teacher
challenge: more depth and refinement of ideas/outcomes will direction. To use the literacy guide in moving toward
develop. advanced use of questioning.
 Business
Business enterprise & entrepreneurship
Business planning
Topics /
tasks:
Revenue, cost, profit & loss
Business ownership
Business aims & objectives
GCSE Business - the course and the content
Collaborative working, ideas, business and presenting.
Content and
How to analyse, select, interpret, and recognise business acumen in themselves and others!
skills: Why business exist. Structure and planning (when setting up in business / development). Types of business ownership. Business
aims and objectives. An introduction to finance and key concepts.

Range of exam questions, classwork, homework, topic tests (at end of unit). Use of key terms & application.
Booklet Role of Business Key Terms - SWOT RAG
Exam Q 1.1 The role of business enterprise & entrepreneurship /13
1.2 Business planning / 9 (essay style question)
Assessment: 5.3 Activity 1, 2 and 3 (fixed costs, gross and net profit) /13
1.3 Business ownership team activity (assessed on contribution)
1.3 Business ownership exam questions /21
1.4 Business aims & objectives presentation (assessed on contribution)
Homework tasks/sheets for certain topic issued throughout the term.

Good business students will be aware of current issues - BBC Business pages, news channels, reports, stock market and
Stretch and
government decisions. Build this into your daily routine - cause and effect.
challenge: TV Shows such as Dragons Den & The Apprentice make great viewing but also teach you the fundamentals!
 Computer Science
Intro to course and OneNote
Computational Thinking
Topics /
tasks:
PC Building (practical + theory)
Input / Output Devices
Python Introduction
Students will learn the concept of Abstraction and how problems can be decomposed
Content and
Students will look at various Input and Output Devices and state their purpose and use
skills: Students will apply basic Python programming skills to create simple programs

PC Building Knowledge assessment

Assessment: End of half-term assessment (algorithmic thinking and memory) /40
Storage Homework Test /6

Research the need for "trace tables" when checking algorithm completeness
Stretch and
Look into the complex operation of common devices such as a laser printer and barcode scanner
challenge: Research the term “Recursion” and how it can be used correctly to save programmer’s time
 Creative iMedia
Tools and Techniques to create visual identity and digital graphics. Using appropriate software to
create images.
Topics /
tasks:
Looking at how style and content are linked to the purpose of a product.
Considering how an audience demographic can impact upon the creation of product and how
media codes and conventions are used to create meaning.
Students will be introduced to Adobe Photoshop software and complete a variety of tutorials and skill building sessions to
enable them to become familiar with the software. They will research and document various examples of audience
Content and
demographic and be able to explain how this might impact the type or style of a particular product. They will also look at a
skills: variety of pre-existing graphic products and understand the codes and conventions used within in. They will then apply this
knowledge and understanding to their own work.
Class work – Assessment of products created.
Exam questions
Assessment:
Use of key term
Q&A

Stretch and Students will develop their skills using a series of Tutorials and further research. They will understand and apply their use of
challenge: advanced tools within drawing software and will understand when and where the use of tools would be appropriate.
 Design Technology
Topics /
tasks:
Introduction to Materials

This half term, students will investigate different types, properties and application of the following materials:
• Wood
• Metals
Content and
• Polymers
skills: • Fabrics
Students will also produce one-off prototypes in the workshop. This will help embed practical skills, knowledge of tools,
materials and equipment.
There will be a variety of assessments including assessing quality of completed practical work and ability to complete
investigation in the form of a product analysis task.
Assessment:
Students’ work will also be monitored safely throughout each lesson, thus ensuring that students are working to the best of
their ability.

Students can recap / revise theory work covered in lessons in their own time for consolidation.
Stretch and
Students can also complete additional practice questions on www.technologystudent.com. This website is an excellent
challenge: learning resource.
 Drama
Topics / Component 1 (section A): Knowledge and
Component 1 (section B): Begin study of set play
tasks: Understanding of theatre and roles.

Study and learn drama and theatre terminology and how to Students will
use it appropriately focusing on: Stage positioning, stage • develop knowledge and understanding of the
Content and configurations, and the roles and responsibilities of theatre characteristics and context of the whole play
skills: makers in contemporary professional practice. • Explore ideas for how the play may be interpreted
They will then learn how to apply this knowledge to the practically.
multiple choice section of the examination.

Writing responses to Question 1 of Section B of the

Assessment: Multiple quizzes on Teams and practice examinations.
examination, set on Teams assignments.

Stretch and
Revise further by using the BBC Bitesize revision. Research context and performances of the play on YouTube.
challenge:
 English
Topics / AQA GCSE English Literature: Paper 1 AQA GCSE English Language: Paper 1
tasks: A Christmas Carol by Charles Dickens Writing to Describe

• Reading the novella A Christmas Carol. • Writing to describe

• Analysing the writer’s use of language in key extracts of • Exploring the effects of colour imagery
the text. • Expanding descriptive vocabulary
Content and
• Considering the social and historical contexts of the novel • Examining how elements of the natural world can be used
skills: and how these influence the writer symbolically
• Understanding how to answer an exam question • Examining how the seasons are used in fiction writing
• Learning key quotations from across the text.

Assessment: Writing an exam response on a key theme. Writing an exam response to describe an image.

• Reading fiction and examining how writers describe

• Reading the text more than once places
• Accessing Mr Bruff on YouTube and watching the series of • Practising descriptive writing. Describing images of places
Stretch and videos on A Christmas Carol whilst making useful revision or visit places and create descriptions.
challenge: notes. www.youtube.com/user/mrbruff/featured • Accessing Mr Bruff on YouTube and watching the series of
• Reading critical articles via The British Library videos on ‘English Language Paper 1: writing’ whilst
www.bl.uk/works/a-christmas-carol making useful revision notes.
www.youtube.com/user/mrbruff/featured
 Engineering
Topics / Examined Unit 1: This unit will introduce students to Engineering Materials and Engineering
tasks: Processes.
Students will study the following areas of Engineering:
• Materials properties
• Metals & Alloys
• Ferrous & Non Ferrous
• Changing the properties of metal products
• Metal Forms
• Metals Key Terms
Content and • Polymers: Thermosetting
• Polymers Thermoplastics
skills:
• Composites
• Timber & Ceramics
• Material Cost & Supply
• Material selection
• Energy Rudiments
• Energy Sources
• Engineering lifespans
They will learn about all of the above listed areas and how to answer exam questions based on these areas.

Assessment: This unit will be graded 1-9 by the teacher based on a test after half term. The test will be on all of section 1.

Stretch and Students can complete revision of all units. This is shared on teams via an assignment (revision guides) and included stretch
challenge: and challenge questions.
 Food Preparation and Nutrition
Topics /
Principles of Food Preparation and Nutrition.
tasks:

Learners will explore different aspects of the specification each half term.
Core Knowledge & commodities:
Half Term1: Principals of nutrition& cereals
Content and
skills: Practical Skills: Student will take part in various practical work to help them develop and refine cooking skills that they will
come to rely on in Y11 to respond to NEA1 & NEA2 set by the exam board (Eduqas) The specification cites 20 practical skills
that student should have a knowledge of during the completion of the course.

Leaners will explore and demonstrate the different knowledge and skills required to undertake the two internally assessed
parts of the qualification known as non-examination assessments. NEA1 focuses on food science and NEA2 focuses on
cooking and food preparation. They are given an opportunity to practice these assessments in year 10.
Assessment: Students will sit regular written assessments that allow them to recall knowledge gained and build good studies habits with
practice exam questions.
Weighting of grade in year 11:
50% of the course is NEA1& NEA2, 50% of the course is the written exam
Students should familiarise themselves with the specification for the course and expectations, this includes using the online
textbook to familiarise themselves with the topics covered in this current half term and examples of NEA1 and NEA2.
Stretch and Students have received login details for the online textbook which is accessed at https://illuminate.digital/eduqasfood/
challenge: Students should regularly check the class Team.
Students should aim to practice practical skills at home where possible, ensuring they have both permission and supervision
from an adult at home when completing practical tasks.
 French
Topics / Revision of three topics from year 9:
tasks: Family, Technology and Free-time

Students will revise topic relevant vocabulary as well as grammar including revision of present, past and future
Content and
tenses. They will also learn how to pick out key information when listening; how to answer unprepared questions in
skills:
speaking and how to recognise cognates in reading.

Assessment: Weekly vocabulary tests and a listening assessment.

Stretch and
Research leisure habits in French speaking countries.
challenge:
 Geography
Topics /
tasks:
Urban Issues and Challenges

Students will learn how and why the global urban population is changing and analyse variations between Low Income
Countries, Newly Emerging Economies and High Income Countries. They will examine the emergence of megacities and the
different factors affecting rates of urbanisation. Students will examine the case study of Mumbai and investigate its location,
rapid growth, regional, national and international importance. They will then assess how urban growth has created social and
economic opportunities as well as challenges before evaluating how urban planning is improving the quality of life for the
Content and
urban poor in Mumbai.
skills:
Students will study the distribution of the population and major cities in the UK. Students will examine the case study of London
and investigate its location, importance to the UK and the wider world before assessing the impacts of national and
international migration on the growth and character of the city. They will then assess how urban change has created
opportunities and challenge in London.
A range of GCSE practice questions throughout the half term. Students must interpret and analyse figures and in essays
explain and develop their arguments, support points and counter arguments with evidence before justifying their final
decision.
Assessment:
A mid-unit test on content up to and including the Mumbai case study, including a range of GCSE questions from one to nine
marks.
Download past copies of the GCSE Geography paper two exam and mark scheme from the AQA website to practise
answering exam questions on this topic.
Stretch and
challenge: Watch Andrew Marr’s three part documentary series on megacities for the BBC.

Keep up to date with recent news stories about urban issues in Mumbai, India and London, UK.
 German
Topics /
tasks:
Identity and culture: Me, my family and friends

Students will learn a full range of vocabulary linked to the topic. They will revise the present and future tenses and
Content and pronouns. In addition, they will learn how to distinguish word types and how to spot patterns in German and
skills: English. Students will study translation skills; how to recognise cognates in reading; how to answer unprepared
questions and how to use a variety of vocabulary and tenses in writing.

Students will be assessed by regular vocabulary and grammar tests. There will also be a formal listening and
Assessment:
reading (including translation) assessment on the topic of Family.

Stretch and
Researching a famous person and writing about their family in German.
challenge:
 Health and Social Care
Topics / Component 1 - Human growth and Component 2 – Health and Social Care Services
tasks: development across life stages. and Values.

Students will explore different aspects of growth and

development across the life stages using the physical, Students will explore the different levels of care services and
intellectual, emotional and social (PIES) classification. the barriers that people can face when accessing them in a
They will do this through activities, independent research, TV range of settings
programmes, and case studies. Primary care providers.
Content and Physical growth and development Secondary care
skills: Intellectual/cognitive development Tertiary care providers
Emotional development Allied health professionals
Social development

Students will learn key writing skills – in particular how to write reports and factual pieces:
Students will learn to research and investigate and carry out independent learning to enrich their assignments and class work.

Testing of their writing ability to describe, explain and assess in written tasks based on case studies and questions.
Assessment:
Half term test of knowledge.

Students should familiarise themselves with the specification for the course and expectations.
Stretch and Students should watch related TV programmes which will be advised in class and on Teams.
challenge: Students should speak to people in their circle of family and friends to gain re life experiences and opinions. They will create a
person time line and for further understanding of different life stages should do one for someone they know.
 History
Topics / The Crises of Government during
The early reign of Elizabeth the First
tasks: Elizabeth’s reign
Students will continue to investigate the context of early
Students will investigate the importance of religious
modern Europe, problems that faced Elizabeth upon her
opposition (both Catholic and Puritan), the causes and
accession to the throne, how she governed England, the
consequences of conflict with Spain, and the events of the
Content and Religious Settlement and her relationship with Mary, Queen of
Spanish Armada.
skills: Scots.
Assessment: Completing exam-style questions that test the ability to construct causal explanatory narratives and test interpretations of the
past using evidence.
Completing exam-style questions that test the ability to construct causal explanatory narratives and test interpretations of the
past using evidence. They will develop as historians by focusing on building analytical arguments.
Other Media:
Reading:
BBC Bitesize
Ian Mortimer, The Time Traveller’s Guide to Elizabethan
Stretch and Elizabeth: The Golden Age (film, 2007)
England
challenge: Elizabeth (film, 1998)
Peter Ackroyd, Tudors: The History of England Vol II
Mary, Queen of Scots (film, 2018)- not fully accurate (the two
Antonia Fraser, Mary, Queen of Scots
Queens never met) but provides excellent context
 Latin
Topics / Subjunctives & their use in different types of Roman Roads in Britain & the legionary fortress
tasks: clauses. at Chester

How to recognise a subjunctive verb and identify the type of

Content clause in order to translate it correctly; revision of other verb How to use different types of archaeological evidence to
and skills: forms, including participles; analysing sentence structure to build up an understanding of the Roman army in Britain.
improve accuracy of translation.

Assessment: Exam-style questions on Roman Britain and a translation assessment, in addition to regular vocabulary & grammar test

Stretch and Reading about Roman Britain, the Roman army & the empire. There is a selection of suitable books available for students to
challenge: borrow.
 Mandarin
Topics /
tasks:
The topic of work

Students will learn a full range of vocabulary linked to the topic. They will also study grammar including: the future with “Yao’;
Content and
asking and answering questions; and expressing opinions about jobs. Students will be able to understand key information in
skills: listening and reading exercises and to use key characters for the topic.

Students will be assessed by regular vocabulary and grammar tests. There will also be a formal listening assessment on the
Assessment:
ideal job topic.

Stretch and Students can investigate the ideal job most Chinese parents want their child to have and why and whether Chinese A level
challenge: students do part time work.
 Maths
Review of number topics.
Topics / Solving equations up to and including quadratics.
tasks: Algebraic manipulation including simplifying expressions, expansion of brackets, indices and
algebraic fractions.
Review and extension of algebra covered in KS3.
Content and Application of algebra in different contexts such as geometry, ratio and proportion and probability.
skills: Applying algebra to written problems or real life contexts.
Students will also develop their reasoning skills, examination technique and knowledge of exam marking criteria.

Assessment: Half term assessment 1 on work covered in the first 5 weeks.

Stretch and Completing extra work using Hegarty Maths and Corbett Maths websites.
challenge: Access revision resources and sessions made available by the Maths department.
 Music
10A 10K
Topics / • Listening & Analysis – AOS1 set work - Bach
tasks:
• Listening & Analysis – AOS1 set work - Bach
and AOS3 set work - Defying Gravity • Composition – Introduction to Composition
• Composition – Introduction to Composition
• Developing listening skills in analysis of set works • Developing listening skills in analysis of set works
Content and
• Developing skills of rhythmic, melodic and harmonic • Developing skills of rhythmic, melodic and harmonic
skills: composition composition

• Practical composition assessment • Practical composition assessment

Assessment:
• Exam-style listening questions • Exam-style listening questions

Stretch and Listening to related works and comparing and contrasting Listening to related works and comparing and contrasting
challenge: them with the set works them with the set works
 Photography
Students will be introduced to various techniques using Photoshop to produce a range of tasks. The
Topics /
tasks:
projects will introduce the students to Photoshop and enable them to have a creative approach to
digital photography.

Content and With each new task students will be introduction to new process, new artists and ways of working, helping them build a
skills: portfolio of work in response to the AQA assessment objectives

Their practical work will be regularly reviewed, and feedback

given with advice and guidance on how the student can
The assessment objectives (AQA exam board) will be referred
improve and work more independently and effectively.
to throughout the process.
Assessment: Technical skills using a camera, Photoshop and other
photography-assisted programs will be assessed.

Regular verbal feedback by the class teacher and a program of written self-assessment as part of creating the portfolio.

Further reading by exploring creative websites and identifying

Extend their work through a greater exploration of materials
artists the student finds interesting and inspirational. To then
Stretch and and processes. Being creative in approached to how they
create outcomes and annotation based on investigations
challenge: can use their skills and imagination to refine and explore
and present a personal and expressive response that shows
various techniques.
self-confidence and conviction.
 Physical Education
Topics /
tasks:
Physical Training (Chapter 3) and practical fitness testing and invasion games

They will look at the relationship between health and fitness, the components of fitness, fitness tests, principle of training and
Content and
how to structure a training session.
skills: In practical lessons they will complete the protocols for fitness tests and cover the GCSE skills required in football and netball.

Assessment: A Kerboodle on-line end of chapter assessment. Everlearner online assessments. Past exam questions.

Stretch and
Become involved in school teams and also train and compete regularly outside of school
challenge:
 Physical Education (Vocational Award)
Topics /
tasks:
Unit 2: Improving Sports Performance

Content and They will look knowledge and understanding needed to analyse their own and others sporting performance.
skills: Also plan how to improve.

Assessment: Official assessment by four individual tasks in the form of written assignments.

Stretch and
Make use of the on-line resources and wider reading to cover in-depth content.
challenge:
 Religious Education
Topics /
tasks:
GCSE Theme 2: Religious responses to issues of life and death.

Pupils will study this theme looking exclusively at Judaism and Christianity and each religion's teaching about the origins of the
Content and world (Creation Story) alongside modern scientific alternative explanations - Big Bang cosmology and the theory of Evolution.
skills: They will learn about religious attitudes to key issues of abortion and euthanasia and the sanctity of life. They will explore
Jewish and Christian beliefs about death and afterlife.
Pupils will have a range of GCSE type assessments to complete. These concentrate on accurate understanding of key
vocabulary, the ability to link the influence of belief to action, an ability to make detailed comparisons between the two
Assessment: religions studied and to evaluate a point of view and relate their religious knowledge to enrich the answer they make.

All students will sit a 30-minute assessment under exam conditions at the end of the term.

Stretch and Visit online reference sites such as: Wikipedia, Britannica and the BBC Bite Size website. Eduqas website has a range of
challenge: revision materials and stretch and challenge opportunities.
 Science: Biology
Topic 1: Key Concepts.
Topics /
tasks:
Recap of Cells and Microscopes, Enzymes, Transport across membranes (Triple - Food tests and
calorimetry)
Knowledge Skills
• Cells and microscopes • Collecting enzyme and osmosis data
Content and
• Enzyme theory • Describing and Explaining data
skills: • Diffusion, osmosis and active transport • Plotting line graphs from data
• Food tests and calorimetry (triple) • Starting to evaluate methods and data

Assessment: Attainment 1 test on Topic 1: Key concepts

Stretch and
Finding out how enzymes are used in industrial processes for making washing powders, baby food, slimming foods.
challenge:
 Science: Chemistry
Topics / Topic 1: Key Concepts
tasks: Atomic structure and chemical bonding

Skills
Knowledge
• Using models to explain chemical phenomena
• Atomic Structure including electronic configurations
• Determining properties of unknown atoms using
Content and • Periodic Table – history of the atom and links within the
knowledge of the periodic table
skills: periodic table
• Calculating relative atomic masses of atoms (H level only)
• Bonding and structure to include ionic, covalent and
• Applying knowledge in unfamiliar contexts to determine
metallic bonding and the properties of substances
chemical formulae

Assessment: Attainment 1 test on Topic 1: Key concepts in chemistry

Stretch and
Researching the history of the atom to produce a full timeline of the challenges and developments encountered
challenge:
 Science: Physics
Topics / Topic 1: Motion
tasks: Topic 2: Forces and Motion
Topic 1: Motion
• Graphs of motion – interpreting distance-time graphs and velocity-time graphs
• Acceleration
• Scalars and vectors
Topic 2: Forces and Motion
• Resultant forces
Content and • Newton’s 1st law
skills: • Mass and weight
• Newton’s 2nd law
• Newton’s 3rd law
• Momentum (higher only)
• Stopping distances
• Braking distance and energy (triple only)
• Crash hazards

Assessment: Attainment 1 test on physics

Stretch and
Completing relevant exercises on Isaac Physics website.
challenge:
 Spanish
Revision of grammar covered in Year 9 and the first three modules covered in the textbook (family,
Topics /
tasks:
technology and freetime).
Start the Home, town, neighbourhood and region topic.

Students will developing the 4 core skills of speaking, listening, reading and Writing as well as translation skills.
They will study grammar including: tener & ser in present tense; position of adjectives; possessive adjectives;
Content and
immediate future tense; past tense; present continuous & estar as well as making comparisons
skills:
they will be able to respond to conversation questions surrounding the topics above with a degree of spontaneity
and will work on developing fluency and pronunciation skills.

Assessment: Students will be assessed by regular vocabulary and grammar tests. There will also be a formal listening assessment.

Using the interactive online exercises accessible to all students via Kerboodle.
Stretch and Continual revision of grammar points
challenge: Developing an interest in current affairs in Spanish speaking countries
Listening to Spanish radio and TV online
 Textiles
Topics /
tasks:
Introduction To Textiles

Students will carry out a range of textile techniques, building up research and information as well as swatch book which will
act as a reference to them in year 11.
Content and Students carry out a range of projects that will teach them modelling and construction techniques as well as build their
skills: confidence in the use of equipment.
To underpin practical learning students build up their knowledge of materials and processes as well as a greater
understanding of the world of design from manufacture to social- economic issues.

There will be a variety of assessments including assessing quality of completed practical work.
Assessment: Students’ work will also be monitored safely throughout each lesson, thus ensuring that students are working to the best of
their ability.

Stretch and Students can recap / revise theory work covered in lessons in their own time for consolidation. Students can also complete
challenge: additional practice questions on www.technologystudent.com. This website is an excellent learning resource.
 Vocational Construction
Topics / Unit 1 – Construction Site and Security – Students will learn about a range of Health and Safety
tasks: information that is essential to Construction Building sites.

Students will be asked to explain the following Health and Safety Legislations and concepts:
• Risk Assessments
• Safety Signs
• Health and Safety at Work Act 1974
Content and • Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)
skills: • Control of Substances Hazardous to Health Regulations 2002 (COSHH)
• Provision and Use of Work Equipment Regulations 1998 (PUWER)
• Manual Handling Operations Regulations 1992
• Personal Protective Equipment at Work Regulations 1992 (PPER)
• Working at Heights Regulations 2005

Upon completion of this unit their knowledge will be assessed by an external exam at the end of Year 10. This will form 25% of
Assessment:
their final grade for the course. Student will have opportunities to complete practice tests through the year prior to this exam.

• Students should familiarise themselves with the specification for the course and expectations, this includes using the
textbook to familiarise themselves with the topics covered this half term and examples of Unit 1.
• Students could source the course textbook WJEC Vocational Award – Constructing The Built Environment, Level 1/2,
Stretch and
Howard Davies, Illuminate Publishing, ISBN 978-1-912820-16-0
challenge:
• Students should watch related TV programmes such as ‘Grand Designs’ to understand the Health and Safety risks the
effect a Construction site.
• Research CSCS card and complete online tutorials.
 Vocational Engineering
Unit 3 – Solving Engineering Problems – this is the theory part of the course for the exam (25%).
Topics /
The purpose of this unit is for learners to use their knowledge and understanding of engineering
tasks:
processes and material properties to solve problems.

Students will be asked to complete the following tasks:

Learning Objective 1 – Understanding effects of engineering achievements – describe engineering developments, explain
effects of engineering achievements and explain how environmental achievements affect engineering applications.
Content and
skills: Learning Objective 2 – Understand properties of engineering achievements – describe properties required of materials for
engineered products, explain how materials are tested for properties and select materials for a purpose.

Learning Objective 3 – know forming processes of engineered materials – describe engineering processes and describe
applications of engineering processes.

Upon completion of this Unit the work will be assessed using the WJEC assessment criteria framework graded Level 1 Pass,
Assessment:
Level 2 Pass, Level 2 Merit and Level 2 Distinction.

Students should familiarise themselves with the specification for the course and expectations, this includes using the textbook
to familiarise themselves with the topics covered this term.
Stretch and Students could purchase the course textbook WJEC Vocational Award – Engineering Level 1/2, Matthew Wrigley, Illuminate
challenge: Publishing, ISBN 978-1-912820-15-3.
Students should watch related TV programmes which will be advised in class and on Teams.
Students should watch the Engineering video clips on Manufacturing Processes and Materials.