Year 11 students will see many topics come together this year and they will begin to encounter questions which contain 2 or more different topics, this is why confidence and fluidity in the the skills learnt over the previous years is vital to being able to apply them to solve complex problems. Students will encounter some final topics before preparing for their exams, including vectors and reciprocals. Foundation students will investigate indices and standard form and the students aiming for the higher GCSE will solve direct and inverse proportion problems by building formulae. All students will need to be able to apply any skill to solve problems and reason accurately which will also be worked on throughout the year.
Students will study a wide range of unseen poetry before revisiting all of the GCSE Literature texts in order to extend and deepen their understanding of the ideas, issues and concepts explored within them. Techniques to help memorise key quotations are developed alongside the analytic and comparative writing skills needed for the exams in both the language and literature exams. Students will also practise how to write for a variety of forms and purposes including academic essays, descriptive works of fiction and personal rhetoric. Students are still encouraged to read widely to ‘breathe in’ good quality writing.
BIOLOGY: In genetics and reproduction we will discuss DNA, genes and alleles and take a look at how gametes are formed in meiosis. We will explore genetic diagrams to predict inheritance outcomes and look at how selective breeding and genetic engineering can be used to our advantage. Ecology will investigate distribution and abundance of a species and we will discuss the forces of natural selection in relation to competition and adaptation of species. Material cycling, population explosion and food security will conclude our ecology topic.
CHEMISTRY: Rates of reaction will apply the particle model to chemical reactions and help you to explain what catalysts and activation energy are. We will calculate balanced symbol equations and predict reactants and products of chemical reactions as we study chemical equilibrium. Using Earth’s Resources will analyse data on finite resources and carry out life cycle assessments and the impact of making new materials.
PHYSICS: By measuring wavelength and frequency of waves, you will calculate speed and also understand how Electromagnetic waves can carry information and form images. We will reflect and refract waves. We will link electromagnets to motors and generators and discuss orbits, satellites, and stars.
A deeper understanding of Converting Number Bases and how to convert between binary, decimal and hexadecimal are covered in year 9. Units of Information and how to convert between unit sizes e.g. GB to TB link to the number bases. Representing characters, images and sound links to binary conversions. Key algorithms are taught for searching, sorting and compressing data. The advantages and disadvantages of these are studied.
Year 9 ICT students will start the year developing their understanding of an User Interface and knowing the different Features of an Interface. This will lead onto the students developing their Project Planning Skills. While creating and reviewing their own user interface students will need to work on their Design Techniques and Creativity Skills.
Students will consolidate their KS4 learning. Topics that have been studied in the first two years are re-visited with a focus on the development of the specific exam skills for each topic and the application of knowledge to generate success in their final exams.
We begin with the topic of Resource Management. This highlights the inequalities of our global resources and how we can sustainably manage them. We continue to the topic of River Landscapes in the UK and draw together key concepts of GCSE Geography with a focus on further developing our case study knowledge. Our final focus looks at the pre-release material and geographical skills which are embedded across all three papers. Our aim is for all students to leave Geography as confident global citizens who are passionate about the world around them.
For the final theme of the GCSE course students carry out an in-depth, critical study of the importance of Tawhid in Islam. It’s impact on all the beliefs and practices within Islam. Students will also explore the importance of the Jesus and his life in relation the practices of Christians in the 21st Century. Students will have access to an external speaker and gain further insight via Q and A session. Students will also focus on the themes through the lense of the sanctity of life: this will be useful for understanding attitudes around abortion, euthanasia and global issues, such as pollution.
In Year 11 PE, students will complete the remaining two coursework units, titled Leading Sports Activities and Applying the Principles of Personal Training. Students will build their knowledge of the attributes associated with successful sports leadership and will undertake the planning, leading and reviewing of a sports activity session in a chosen sport. The second coursework unit requires students to design, implement and review a self-designed personal fitness training programme. Alongside this students will learn about the musculoskeletal and cardiorespiratory systems and the effects of exercise on the body during training. Students will continue to take part in a range of sports during practical lessons and will appreciate the importance of lifelong participation.
The final year needs to be taught with care, flair and passion. Students will protect their information of DNA with revision lessons and example exam questions. This will be thread throughout the year finishing in a scripted performance to an examiner.
In Year 11, students will start by developing their performing arts skills and techniques through the reproduction of dance repertoire. Students will study one professional work in depth and experience working as a performer, where they will develop technical, practical and interpretive skills through the rehearsals and performance process. Throughout their development, students will review their own process and consider how to make improvements to their practice. After this, students will be given the opportunity to work as part of a group to create a workshop performance in response to a given brief and stimulus. Working as part of a group, students will develop their ideas for a workshop performance and apply skills and techniques to communicate their creative intentions to the audience. All students will get the experience of taking part in at least one performance throughout the year.
Based on previous year’s externally set theme. Theory covers all aspects of food science, carbon footprint and food miles.
Practical Mock exam
Practice of dishes - Recipe trials – experimenting with flavours. Nutritional analysis of recipes, Dovetailed time plan for three hour practical exam. Modifying recipes to meet customer needs.
Externally Set Assignment
A theme set by our exam board. Planning, preparation, and creating three dishes linked to the theme. Building a portfolio of evidence
At the end of year 10 students begin preparation for a mock exam based on the previous year’s externally set theme, past themes have included Fragments, Reflections and Events. They sit the 5 hour mock exam in September of year 11. This is followed by Expressionism; pupils develop mark-making skills and expressive painting skills learning to become more confident with brushstrokes. Finally, the Externally Set Assignment; a theme set by the exam board, students have 10 weeks to prepare a project and final idea, then 10 hours in exam conditions to create their piece.
The Present, Past and Future Tenses (e.g. ‘escucho la música’, ‘escuché la música’, ‘voy a escuchar la música’) are further developed with the inclusion of the Conditional Tense. Complex structured sentences are actively encouraged within all four disciplines, using connectives, intensifiers, idioms and uncommon language, to assist Spanish comprehension and writing in becoming more fluid (e.g. ‘¡Qué rollo!’/ ‘Vale la pena’). Extended speaking answers are practised to ensure that pronunciation is accurate, and also that translation skills are further progressed through the use of equivalent expressions (e.g. ‘se debería…’/’hay que…’).
Present, Past, Future and Conditional Tenses continue to be used, with increased emphasis on complex structured sentences, using high frequency words, connectives, intensifiers, idioms and uncommon language. The use of questioning and giving opinions and justifications is actively encouraged, to help create extended sentences, thus enabling students to effectively express themselves through listening, reading, writing and speaking in the French language. Translating skills focus towards a literary text, such as a newspaper article in French, which may or may not be within the realms of the related vocabulary topic, allowing students to further extend their vocabulary and grammar skills within their language learning.
Art & Design Practice – investigation into pop artists and recreating their work as a pop art themed storage solution. Students investigate past student’s and existing products, completing analysis. Student’s complete primary research, gathering anthropometric data. Students explore and experiment with practical methods such as block printing, poly printing and stencilling. Isometric drawing, orthographic drawing and 3D modelling through Goggle Sketch up lead to their final design. All work is presented in a portfolio.
Year 11 is spent working on coursework and revision.
Pupils are required to complete two compositions (one to a brief, written by the exam board and one in a style of their choice). Two performances are also required (one solo and one as part of an ensemble, normally taking a harmonised or accompaniment part).
Pupils draw on all their existing knowledge to create their coursework and continue to develop listening and exam skills throughout the year.
Students will commence their final coursework assignment, this being Component 2 - Planning for and Running an Enterprise. This will involve introducing students to the concept of business planning.
Assignment 1 will encourage the students to research three viable business ideas, considering their associated benefits and drawbacks. They will then select one of these ideas and develop it into a full blown business plan, which will require the undertaking of market research in terms of developing the associated functional areas of their marketing mix, production/operations, finance and HR. This business plan will be written as a comprehensive report, divided into multiple sections, reviewing the research completed and turning their findings into a plan of action.
Assignment 2 and 3 are inextricably linked in that they will need to produce a ‘Dragon’s Den’ style pitch based upon their plan of action as set out in their business plan. To support this they will need to produce an appropriate presentation summary, be prepared to answer a variety of questions based upon their work and will have the option of providing samples of their work and related promotional material. Assignment 3 will follow on from this and will be a comprehensive review of their pitch in terms of what went well and what they could improve upon, thinking about their presentation style, interpersonal skills and props etc.
Finally, students will have an opportunity to retake their component 3 exam if they so wish. This will include revision material and lessons closer to the time of the final take. Students will also have an opportunity towards the end of their course to make any final adjustments to both coursework components before final submission and sampling.
Year 11 students will learn about the key factors when choosing equipment (to include sleeping equipment, feeding equipment and travel equipment) for babies from birth to 12 months. They will also look at choosing the same equipment for children from one to five years. They will study the nutritional guidelines and requirements for children from birth to five years old and will then investigate and develop feeding solutions for children from birth to five years. This includes a practical where they will choose a child to prepare food for or a baby to prepare a bottle for. This will be completed under observation.
Health & Social Care
Students will look at how to assess scenes of accidents within the first aid unit. They will learn a variety of first aid procedures for a range of injuries. They will be required to demonstrate all first aid procedures in a simulated situation and will then evaluate their own performance. Students should also complete a Basic First Aid certificate, a Paediatric First Aid certificate and an AED certificate as enrichment during year 11.