Grade 10

We recognize that children at this age experience many physical, mental, emotional, and social changes.

Characteristics of students in this age group include:

– Facing high expectations and lack of confidence.
– Easily influenced by peer groups.
– Feeling stress from challenging school work.

On the bright side, children in this age group have more ability for complex thought and are also better able to express feelings verbally.
Our teachers not only act as their tutors but also as their mentors and counsellors. 5 Steps Academy adopts different teaching methods to cater to students’ character and personality. We provide a balanced education program within a happy and comfortable environment so that each child can learn and grow to their greatest potential.


The Secondary School Program in 5 Steps Academy is designed for students aged 11-17

The secondary School Program provided by 5 Steps Academy includes:

1. English
2. Mathematics
3. Biology
4. Chemistry
5. Physics
6. Economics
7. World Literature
8. Modern History
9. World History
10. Art History
11. Geography
12. Foreign Languages (Chinese, Spanish, French, Russian, Japanese, Hindy, Tamil)

How are students assessed?

Each student’s achievements are continually assessed. Teachers use a variety of assessment techniques including testing for knowledge and skills, observations, portfolios of student’s work and analysis of projects. Attitude, learning skills, social relationships, and effort are considered equally important when looking at the overall development of the child.
In 5 Steps Academy, teachers and parents work together closely through face to face conversation and text messages to discuss each student’s social and academic progress.

Examinations are conducted at the end of the year with detailed reports on the child’s development.

Students who passed their Grade 10 End of Year Examinations will Graduate with a Certificate of Completion and can sit for the exams provided by the examination board of their choice, e.g. IGCSE, SAT etc.

Course Outline

Compulsory Subjects

  • Outline for English
    1. Reading
    Understand increasingly challenging texts through:
    – knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension

    2. Writing
    Write accurately, fluently, effectively and at length for pleasure and information by writing for a wide range of purposes and audiences, including:
    – summarising and organising material, and supporting ideas and arguments with any necessary factual detail
    – applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
    – drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing

    3. Grammar and vocabulary
    Pupils should be able to consolidate and build on their knowledge of grammar and vocabulary through:
    – Using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language
    – Editing grammar mistakes commonly found in passages

  • Outline for Math
    1. Statistics
    – infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling
    – interpret and construct tables and line graphs for time series data
    – construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use
    – interpret, analyse and compare the distributions of data sets from univariate empirical distributions through
    – appropriate graphical representation involving discrete, continuous and grouped data, including box plots
    – appropriate measures of central tendency (including modal class) and spread including quartiles and inter-quartile range
    – apply statistics to describe a population
    –  use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions;
  • Outline for Science

    1. Biology
    (i) Cells and organisation
    – cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
    – the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts
    – the similarities and differences between plant and animal cells
    – the role of diffusion in the movement of materials in and between cells
    – the structural adaptations of some unicellular organisms
    – The hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms

    (ii) The skeletal and muscular system
    – the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
    – biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
    – The function of muscles and examples of antagonistic muscles 

    (iii) Nutrition and digestion
    – content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
    – calculations of energy requirements in a healthy daily diet
    – calculations of energy requirements in a healthy daily diet
    – the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
    – the importance of bacteria in the human digestive system
    – plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots

    (iv) Gas exchange systems
    – the structure and functions of the gas exchange system in humans, including adaptations to function
    – the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
    – the impact of exercise, asthma and smoking on the human gas exchange system
    – The role of leaf stomata in gas exchange in plants

    (v) Structure and function of living organisms
    (a) Reproduction
    – reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
    – reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms

    (b) Health
    – the effects of recreational drugs (including substance misuse) on behaviour, health and life processes

    (vi) Material cycles and energy
    (a) Photosynthesis
    – the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
    – the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
    – the adaptations of leaves for photosynthesis

    (b) Cellular respiration
    – aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
    – a word summary for aerobic respiration
    – the process of anaerobic respiration in humans and micro­organisms, including fermentation, and a word summary for anaerobic respiration
    – the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism

    (vii) Interactions and interdependencies 
    (a) Relationships in an ecosystem 
    – the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
    – the importance of plant reproduction through insect pollination in human food security
    – how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

    (viii) Genetics and evolution
    (a) Inheritance, chromosomes, DNA and genes
    – heredity as the process by which genetic information is transmitted from one generation to the next
    – a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
    – differences between species
    – the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
    – the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection
    – changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
    – the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material

  • Outline for Economics
    (i) Basic economic problem: choice and the allocation of resources
    Students should be able to:
    – Define the nature of the economic problem (finite resources and unlimited wants)
    – Define the factors of production (land, labour, capital, enterprise)
    – Define opportunity cost and analyse particular circumstances to illustrate the concept
    – Demonstrate how production possibility curves can be used to illustrate choice and resource allocation
    – Evaluate the implications of particular courses of action in terms of opportunity cost

    (ii) The allocation of resources: how the market works; market failure
    Students should be able to:
    – describe the allocation of resources in market and mixed economic systems; describe the terms primary, secondary and service (tertiary) sector in an economy
    – demonstrate the principle of equilibrium price and analyse simple market situations with changes in demand and supply
    – describe the causes of changes in demand and supply conditions and analyse such changes to show effects in the market
    – define price elasticity of demand and supply and perform simple calculations
    – demonstrate the usefulness of price elasticity in particular situations such as revenue changes, consumer expenditure
    – evaluate the merits of the market system
    – describe the concept of market failure and explain the reasons for its occurrence
    – Define private and social costs and benefits and discuss conflicts of interest in relation to these costs and benefits in the short-term and long-term through studies of the following issues:
    – conserving resources versus using resources
    – Public expenditure versus private expenditure

    (iii) The individual as producer, consumer and borrower
    Students should be able to:
    – describe the functions of money and the need for exchange
    – describe the functions of central banks, stock exchanges, commercial banks
    – identify the factors affecting an individual’s choice of occupation (wage factors and non-wage factors)
    – describe likely changes in earnings over time for an individual
    – describe the differences in earnings between different groups of workers (male/female; skilled/unskilled; private/public; agricultural/manufacturing/services)
    – describe trade unions and analyse their role in an economy
    – describe the benefits and disadvantages of specialisation for the individual
    – analyse the different motives for spending, saving and borrowing
    – discuss how and why different income groups have different expenditure patterns (spending, saving and borrowing)

    (iv) The private firm as producer and employer
    Students should be able to:
    – describe the type of business organisation in the public and private sectors: sole trader (proprietor), public limited companies, multinationals, cooperatives, state-owned enterprises (public corporations)
    – describe the effects of moving firms from the public sector to the private sector and vice versa
    – describe and evaluate the effects of changes in the structure of business organisations
    – describe what determines the demand for factors of production
    – distinguish between labour-intensive and capital-intensive production
    – define productivity and recognise the difference between productivity and production
    – define total and average cost, fixed and variable cost and perform simple calculations
    – analyse particular situations to show changes in total and average cost as output changes
    – define total and average revenue and perform simple calculations
    – describe the principle of profit maximisation as a goal and recognise that business organisations may have different goals
    – describe the characteristics of perfect competition and monopoly
    – describe pricing and output policies in perfect competition and monopoly
    – describe the main reasons for the different sizes of firms (size of market, capital, organisation)
    – describe and evaluate integration, economies and diseconomies of scale
    – discuss the advantages and disadvantages of monopoly

    (iv) Role of government in an economy
    Students should be able to:
    – describe the government as a producer of goods and services and as an employer
    – describe the aims of government policies, such as full employment, price stability, economic growth, redistribution of income, balance of payments stability
    – explain fiscal, monetary and supply-side policies
    – analyse the use of fiscal, monetary and supply-side policies
    – discuss the possible conflicts between government aims
    – describe the types of taxation (direct, indirect, progressive, regressive, proportional) and the impact of taxation
    – discuss the government’s influence (regulation, subsidies, taxes) on private producers

    (v) Economic indicators With regards to prices
    Students should be able to:
    – describe how a consumer prices index/retail prices index is calculated
    – discuss the causes and consequences of inflation
    – Discuss the causes and consequences of deflation

    (vi) With regards to employment
    Students should be able to:
    – describe the changing patterns and levels of employment
    – discuss the causes and consequences of unemployment 

    (vii) With regards to output
    Students should be able to:
    – define Gross Domestic Product (GDP)
    – describe and have a general understanding of the causes and consequences of economic growth
    – define the term recession
    – describe and evaluate measures and indicators of comparative living standards, such as GDP per head, Human Development Index (HDI)

    (viii) Developed and developing economies: trends in production, population and living standards 
    Students should be able to: 
    – describe why some countries are classified as developed and others are not
    – recognise and discuss policies to alleviate poverty
    – describe the factors that affect population growth (birth rate, death rate, fertility rate, net migration) and discuss reasons for the different rates of growth in different countries
    – analyse the problems and consequences of these population changes for countries at different stages of development
    – discuss differences in standards of living within countries and between countries, both developed and developing

    (ix) International aspects 
    Students should be able to: 
    – describe the benefits and disadvantages of specialisation at regional and national levels
    – describe the structure of the current account of the balance of payments
    – discuss the causes and consequences of current account deficits and surpluses
    – define exchange rates
    – discuss the causes and consequences of exchange rate fluctuations
    – describe methods of trade protection
    – discuss the merits of free trade and protection

  • Outline for Chinese

    1. Reading – Students should be able to:
    show understanding of how writers achieve their effects
    – recognise the relationship of ideas
    -recognise and respond to more sophisticated linguistic devices

    2. Writing 
    Students should be able to: 
    – write accurate complex sentences
    – employ varied sentence structures
    – write in well-constructed paragraphs
    – use imaginative and varied vocabulary 

Optional Subject

  • Foreign Languages
  • Co-Curricular Activities

Scope of Study

5 Steps Grade 10 Syllabus

Delivery Mode

Face to Face lessons

Commencement Date/Intakes


Course Fees

Click to see the course fees in Schedules B and C.

Payment Mode

For more information on Payment Mode, please click here.
For more information on Fee Protection Scheme (FPS), please click here.
For further details, please call or text the School Admin Officer at 85234957 or email


12 months 
*Maximum allowed period for a student to complete the course is 24 months

Opportunities for Further Education/Career Pathway

This course provides excellent preparations for learners who wish to progress further and finally join the 5 Steps Academy High School. Upon successful completion of High School courses students will be eligible to sit for Cambridge International General Certificate of Secondary Education (IGCSE), Cambridge International Advanced Subsidiary Level and Advanced Level (AS/A Level), or SAT and AP tests. 

Age: at least 14 years old

Academic Level: Grade 9 or Equivalent.

Assessment Methods

Quarterly Tests and Year-End Examinations for all subjects. 

Assessment Grading Criteria

Internal: Quarterly Tests, Year-End Examinations and Quarterly Assignments are marked according to 5 Steps Academy’s standard grading criteria

Expected Examination Results Release Date

Not more than 3 months after the final assessment.

Qualification Award

Certificate of Completion for Grade 10

Graduation Requirements

Pass the year-end examinations of the respective year to proceed to the following academic year

Note 1:International Student must achieve at least 90% attendance rate (ICA Requirement).
Note 2:International Student must not be absent for more than 7 consecutive days without valid reason (ICA Requirement).
Note 3:Students who do not require ICA’s student’s pass must achieve at least 80% attendance rate. Our school only accept medical certificates as proof for absenteeism. Any other documents should only be accepted on a case-by-case basis with full justification and be acceptable by ICA.