This is a summary of the curriculum in year 11. More detail for each subject including curriculum journeys and knowledge organisers can be found in the subject pages.
At the bottom of this page is an overview of the assessment for year 11 you can jump to that here.
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 fluency 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
GCSE Study
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 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. Year 11 students will continue to look at a wide range of fiction and nonfiction extracts from a diverse range of authors in preparation for the unseen element of the language exams. All 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.
Year 11 Computing students will begin the year looking at Computer Networks and the different Security Threats which surround Networks. Students will then study different types of Software and its role in the system, student will explore the different Legal, Ethical and Cultural Issues surrounding computers. Students will then move onto reading and writing Flowcharts and Pseudocode before completing Revision
Year 11 Creative iMedia involves a hybrid of two units including the exam based unit R093 - Creative iMedia in the Media Industry where students will develop the knowledge covered in year 10 as well as covering pre-production documents for different media products and legal issues in the media industry. In the other unit, R094 - visual identity and digital graphics students will complete their second controlled assessment where they will need to plan and create a digital brand and media product for a set brief.
Students complete a study of Elizabethan England, considering the impact of the recent religious upheavals by the Tudor dynasty and the challenges that Elizabeth faced during her reign. Some time is dedicated to a site study which is set annually by the exam board.
Students will also consolidate their KS4 learning. Topics 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 explore Paper 2’s key topics linking to human Geography. We begin Year 11 looking at resource management, section C of Paper 2. We explore the three main resources of food, water and energy and their place within the world. We explore why there is a change in demand and provision of these resources and how they can create opportunities and challenges within the UK. We look more closely at our option topic of food, exploring the causes, impacts and solutions to reduce food scarcity around the world.
Our second half term turns to the topic of ‘the changing economic world’, section B of paper 2. We contrast economic development of countries, focusing on their wealth and how this can impact quality of life in contrasting locations.
We finalised with the topic of rivers (paper 1) whilst interleaving revision strategies to assist student’s retrieval. We recall our Year 10 knowledge whilst exploring key case studies linking to AQA GCSE. Our final focus after Easter is to look at Paper 3’s pre-release material (released 12 weeks before Paper 3) and geographical skills which are embedded across all three papers.
Year 11 GCSE Option students continue their learning journey exploring relationships, sexuality, family and identity. This is carried out primarily with a Theological and Sociological Lens. This then leads onto Human Rights and social justice which incorporates more of a Philosophical approach. We then explore the ways beliefs can shape attitudes to key questions of the 21st Century. This undertaking involves all the skills of all three Lens. The aim is to prepare students for the ever changing world they are stepping closer into and enable them to have religious literacy.
In Year 11, students will complete the second coursework unit (preparing participants to take part in sport and physical activity). In the remainder of this unit students will learn how to plan a warm up to prepare a selected participant for activity and will explore the benefits of each phase of the warm up. Students will then lead the warm up they have designed and support the participants in completing this. Finally within this component students will investigate different types of technology and their benefits in sport and physical activity.
The course is completed by studying Component 3 “Developing fitness to improve other participants' performance in sport and physical activity”. This component consists of four topics which are explored in both a theoretical and practical sense. Students learn about the importance of fitness for sports performance, where they consider the principles of training and ways to monitor the intensity of exercise. They will investigate fitness testing to determine fitness levels by taking part in a wide range of fitness tests and learning how to evaluate and interpret these. Students will also investigate different fitness training methods and will experience a range of methods to allow them to assess the advantages and disadvantages of each. Finally they will explore fitness programming to improve fitness and sports performance. Alongside this, 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 return from the summer holidays in controlled assessment conditions for their comp 1 devising exam. This includes, a devised performance, portfolio work and a written evaluation. Students will protect their information from Hard to Swallow by Mark Wheeler 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.
Mock Exam
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
Year 11 in GCSE Fine Art is all about learning ‘Embedding Skills’- students need to show that prior learning is embedded in final coursework and exam projects. They are able to apply skills and knowledge with independence and increasing individuality.
From September students work on their major project 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.
Year 11 in Photography is all about learning ‘Embedding Skills’- students need to show that prior learning is embedded in final coursework and exam projects. They are able to apply skills and knowledge with independence and increasing individuality.
From September students work on a major project Pop Photography; a project that explores the influence of Pop Art on Photography. Students study the work of Andy Warhol- recognising how people, objects, repetition and colour can convey the appeal of popular culture. They also look at Robert Rauschenberg and start to incorporate found objects and hand rendering to create layered images that reflect their opinions on current issues. 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. Previous themes have included Reflections, Fragments and Past, Present and Future.
Year 11 in GCSE 3D Design is all about learning ‘Embedding Skills’- students need to show that prior learning is embedded in final coursework and exam projects. They are able to apply skills and knowledge with independence and increasing individuality.
In year 11 3D Design pupils will embed the skills learnt in year 10 in two final projects- Nature and Man-made, which is a ceramics project and then the externally set assignment. The theme is set by our exam board. Pupils have 12 school weeks to prepare an idea inspired by the theme set and then a 10 hour exam to create the piece.
GCSE Study - Year 2
Students complete their GCSE studies by looking at global issues, environmental problems and potential solutions to these. Previously learned vocabulary and grammar are revisited, consolidated and practised through a range of activities that prepare students for their final examinations. Lessons are structured around revision workbooks, past papers and online resources. This provides students with the regular and continual practice of the four GCSE disciplines: listening, speaking, reading and writing.
GCSE Study - Year 2
Students complete their GCSE studies by firstly looking at international festivals and events, particularly sporting events and the positive and negative impact that they have, before finishing with global issues, environmental problems and potential solutions to these. Previously learned vocabulary and grammar are revisited, consolidated and practised through a range of activities that prepare students for their final examinations. Lessons are structured around revision workbooks, past papers and online resources. This provides students with the regular and continual practice of the four GCSE disciplines: listening, speaking, reading and writing.
Engineering: The course is around 50% practical work and 50% theory and written coursework.
There are two parts to the written coursework, called Unit 1 and Unit 2. This coursework makes up the majority of the marks for the course and consists of practical tasks, written up along with the theory of what the student’s method and research into the tools and materials they are using.
Unit 3 is a written exam and includes the theory of Engineering, materials, tools and how they are used to manufacture products. It includes elements on Sustainable Design and modern materials and methods including CAD/CAM.
Mathematics - Practical mathematics skills are an essential part of the Engineering course. In the written exam students are given real life questions, like working out the volume of a piece of metal needed to make a sign. Understanding who to calculate the scale of a drawing is needed.
Design & Technology: The course consists of one large piece of coursework and an exam in Year 11.
Coursework: Students choose a title provided by the exam board (AQA), they then follow a design journey of researching, designing, modelling and making an appropriate product of their choice. This develops into a comprehensive 20 page piece of coursework (NEA), showing the beginning stages to the end evaluation.
Exam: The written exam requires a large amount of subject information on how products are designed and manufactured. The theory which is worked on practically and with research in year 10 makes up a large part of this learning. Students need a thorough understanding of design, materials and manufacture to pass the exam.
In Year 11, students consolidate their learning in Year 10 and begin to revise and apply their knowledge to exam style questions. They will test their knowledge in mock listening exams during the year. Students will also complete two compositions; one of their own choice, and one set to a brief given by the exam board. They will practise with other students to perform as an ensemble and will present their final performance as a soloist.
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.
In year 11, students will then complete their second coursework unit on a health campaign chosen from a list given by OCR for the academic year. This involves the opportunity to explore the public health challenges the country faces, the approaches used to encourage health and wellbeing and the importance of this to society. Students will look at factors affecting a healthy lifestyle so that campaigns can be designed to target different groups of people. They will also learn how to plan and deliver their own small-scale health promotion campaign and then they will evaluate their planning and delivery.
This second coursework unit will be completed alongside the rest of the exam unit throughout year 11. This work will be submitted to the exam board in May of year 11 and the exam will then be taken in June.
In Year 11, students will continue to develop their knowledge of Psychology through the topics of Language, Thought and Communication, Brain and Neuropsychology, and Psychological Problems. Students will apply psychological knowledge, analyse and evaluate psychological ideas, information, processes and procedures, and evaluate therapies and treatments. Through this learning, students will show how psychological knowledge and ideas change over time and how these inform our understanding of behaviour. Much like in Year 10, knowledge and understanding of research methods, practical research skills, and mathematical skills will be assessed across all topic areas in Paper 2. These skills should be developed by studying the specification content and through ethical, practical research activities, involving:
designing research
conducting research
analysing and interpreting data.
At the end of Year 11 there will be two written exam papers in the GCSE window.
Autumn Term
Year 11 have examined the law, rights and responsibilities within sexual relationships, how to manage unwanted attention, substances and risky sexual behaviours, as well as sexual assault. In order to support the mock exams and preparation, students will be looking at study plans, the importance of sleep and rest as well as study, and how to develop resilience. They will finish the term looking at managing their online profile for future employment.
Year 11 will also receive a lesson from our specialist teacher on consent and a second lesson on sexual media.
