Year 11 Mock Exam Resources

Click below for the resources provided by departments for the most recent Year 11 Mock Exam week, which took place in February 2019. 

Y11 Mock Exam Resources

Curriculum Support Sessions

The information below includes details of the Curriculum Support sessions for that particular subject, where applicable. To see an overview of all Curriculum Support sessions, click the button below.

Curriculum Support Sessions

The sections below detail the curriculum for Year 11 students at QEHS.

Please use the following guide to help you decide the appropriate point of contact for any curriculum-related issues:

Nature of EnquiryContactPhone/Email
General questions about your child's work, progress, or homeworkSubject teachersBy note via your child or by contacting the main switchboard on 01434 610300
A concern about your child's progress or experience in a particular subjectCurriculum/Subject Leaders (see Meet Our Staff)Contact the main switchboard on 01434 610300
General enquiries related to the curriculum, options, higher education applications or complex academic issues involving more than one subjectThe Curriculum TeamTelephone the Curriculum Office on 01434 610312 or email curriculum@qehs.net
Other matters not listed aboveReceptionPlease phone 01434 610300 and we will direct your enquiry to the appropriate person

Year 11 Biology Curriculum Support Sessions:
Monday after school (3.20–4.20pm) in A3 

GCSE Biology (exam board: AQA)

Autumn Term

Students will begin Topic 5 ‘Homeostasis and Response’. In this topic, they will learn about the nervous system including the brain, eye and reflex responses. They will also learn about how we control body temperature, glucose and water concentrations and the role of hormones in the body. They will go on to learn about the role of hormones in the reproductive system and how we can use hormones to control fertility. Students will also be learning about plant hormones.

Assessment – Paper 1 mock exam during mock week.

Required practical 8 – investigate the effect of light or gravity on the growth of seedlings.

Students will begin Topic 6: ‘Inheritance, Variation and Evolution’. Students will learn about sexual and asexual reproduction including the process of meiosis in producing gametes. Students will also learn about DNA and how genes are inherited to determine sex and other characteristics.

Spring Term

Students will complete Topic 6 by learning about variation and evolution. They will learn how humans have impacted on evolution through the processes of genetic engineering, selective breeding and cloning.

Assessment – Paper 2 mock exam during mock week.

Required practical 10 – investigate the effect of temperature on the rate of decay of milk.

Summer Term

Students will complete Topic 7 by studying the effects of humans on ecosystems. They will then learn about feeding relationships in ecosystems and sustainable food production.

Once completed students will be revising in preparation for their GCSE exams.

Assessment – ongoing exam practise

Year 11 Business Studies Curriculum Support Sessions:
Wednesday after school (3.20–4.20pm) in A15/A16 with Mrs Platt and Mrs Conley 

Autumn Term

Topic 3.1: Marketing

This topic examines the meaning of the term ‘marketing’, how market research can be collected, interpreted and used to make decisions, how businesses can break down sales into product trials and repeat purchases and how the product life cycle, product portfolio analysis and the Boston Matrix can be used to analyse a business’s products, the importance of branding and differentiation in gaining a competitive advantage and how the marketing mix can be successfully managed.

Topic 3.2: Meeting customer needs

This topic considers the effects of design and research and development on product differentiation and meeting customer satisfaction, how stock control can be managed effectively, the methods used to keep productivity up and costs and prices down to allow business to be competitive, how effective customer service can be achieved and the effects of legislation on business.

Spring Term

Topic 3.3: Effective financial management

This topic examines how to improve cash flow and profit, analyses break-even charts and their use, considers how changes in price and costs can affect the break-even point and examines the different internal and external sources of finance that are available to businesses to finance growth.

Topic 3.4: Effective people management

This topic examines how organisational structure of a business can be reflected in an organisational chart, the importance of organisational structures, how different businesses have different structures, the factors that affect motivation at work and how these relate to theories such as Maslow’s hierarchy of needs, the impact of effective and poor communication in organisations, the barriers to effective communication and the various methods used to remunerate people and the effect that different payment systems can have on employees and organisations.

Summer Term

Topic 3.5: The wider world affecting business

This topic considers how the wider world affects business. It examines the meaning and nature of ethics in business and the trade-off between ethics and profit , how businesses are by environmental issues and controls, how income differentials can affect international trade and the ways in which export and import controls, legislation, regulation and taxation affect international trade and businesses.

Year 11 Chemistry Curriculum Support Sessions:
Thursday after school (3.20–4.20pm) in C4 with Mr Manns, Mr Mawson and Mr Noble 

Autumn Term

Topic 7 – Carbon Chemistry

  • Crude Oil Fractional Distillation
  • Properties of Fractions
  • Cracking
  • Alkanes and Alkenes
  • Reaction of Alkenes (Triple Chemistry only)
  • Alcohols, Carboxylic Acids, Esters (Triple Chemistry only)
  • Addition, Condensation Polymers and DNA (Triple Chemistry only)

Spring Term

Topic 8 – Earth’s Materials

  • Evolution of the Atmosphere
  • Climate Change
  • Renewable Resources
  • Water Treatment
  • Life Cycle Analysis
  • Material Properties (Triple Chemistry only)
  • Nitrogen Fertilizers (Triple Chemistry only)

Summer Term

Revision and review

Year 11 IT Curriculum Support Sessions:
Wednesday & Thursday lunchtime, and Monday, Wednesday & Thursday after school (3.20–4.20pm) in the LRC/C9 with Mr Williams 

Certificate in Digital Applications (exam board: Edexcel)

Autumn Term

Students will complete the learning element of the course and complete some practice pieces of work. The design phase of the coursework will start, followed by the start of the creation of their game.

Spring Term

The game will be completed alongside other key pieces of coursework such as testing, evaluation and advertising. They will start to construct their portfolio ready for assessment.

Summer Term

Students will complete testing and review of their portfolio before final submission in late April.

Year 11 IT Curriculum Support Sessions:
Monday, Wednesday and Thursday after school (3.20–4.20pm) in the LRC/C9 with Mr Williams

GCSE Computing (exam board: AQA)

Autumn Term

Students will complete preparation for and carry out the 20-hour Non-Examined Assessment (coursework).

Once completed, they will return to the final theory content.

Internal Assessment: NEA in September to December, mock exams in November.

Spring Term

Students will complete the remaining theory topics and start revising the theory topics from Year 10.

Mock exam: February

Summer Term

Finally, students will prepare for their forthcoming examination.

External Assessment: May/June – two exam papers.

Year 11 Dance Curriculum Support Sessions (must be booked through the Drama office):
Any lunchtime (12.40–1.20pm), Monday to Thursday after school (3.30–5pm) and Friday after school (3.30–4.30pm) 

Autumn Term

Unit 3: Performance in a Duo/Group (20%)

Unit: 2 Set Dance (20%)

Spring Term

Unit 1: Critical Appreciation of Dance (20%)

Preparation for the one-hour written examination which is based on two professional dance works studied on the course.

Students will understand the physical, aesthetic and artistic contexts of the professional dance works. They will be required to compare and contrast works, styles and cultural influences and reflect on their own performance and choreographic work.

Summer Term

Students will conduct final preparations and rehearsals for their performances for the moderator. Final revision sessions will take place for the written exam (Unit 1).

Year 11 Design & Technology Curriculum Support Sessions:
Every lunchtime (12.40–1.20pm), and Wednesday after school (3.20–4.20pm) in the Technology department

GCSE Design and Technology – exam board Edexcel

Summer Term (roll up to Year 11)

Half Term 1 (June to July)

Component 2: Non-examined assessment (Investigate)

The students start the non-examined assessment unit (previously referred to as coursework). The contexts for this unit are issued by the exam board (Edexcel) and change each year. Each student will select a design context. The students analyse their chosen design context to identify the potential user groups and assess their needs. The students will research relevant existing products, materials and other information to help inform their design work. Finally, the students will write a design problem, design brief and a design specification.

Non-examined assessment deadline this H/T: All sections up to and including the design specification.

Autumn Term

Half Term 2 (September to October)

Component 2: Non-examined assessment (Design)

The students use their findings from their research to produce a range of design ideas that meet the specification and the user’s needs. Students will use a range of drawing techniques to present their ideas. The students may conduct further relevant research. Finally, students will start to develop a chosen design idea or elements of their design ideas into a final design proposal.

Non-examined assessment deadline this H/T: Design ideas and design idea review.

Half Term 3 (November to December)

Component 2: Non-examined assessment (Design)

The students continue to develop their chosen design into final prototype. Students are encouraged to take an iterative approach to designing by modelling and testing to continually improve their design through a process of identifying and eliminating problems and weaknesses in their work. The designing section of the project concludes by planning the manufacture and materials requirements for the project.

During this half term, students will sit their mock examination.

Non-examined assessment deadline this H/T: Designing section completed and materials requirements finalised.

Spring Term

Half Term 4 (January to February)

Component 2: Non-examined assessment (Make)

Students dedicate this term to the manufacture and realisation of the final prototype. Students will need to independently select and use suitable tools and equipment and workshop techniques. Practical work needs to be manufactured with skill and accuracy.

Half Term 5 (February to April)

Component 2: Non-examined assessment (Evaluate)

Students conclude the manufacture of their prototype. The final section of the non-examined assessment is concerned with the testing and evaluation of the final prototype. The last task for the non-examined assessment is the compiling and printing of the final design folders ready for sending to the external moderator.

Final preparations for the final examination. Revision sessions and exam question practice.

Non-examined assessment deadline this H/T: Final deadline for all sections of the non-examined assessment.

Summer Term

Half Term 6 (April to May)

Component 1

Final preparations for the final examination. Revision sessions and exam question practice.

Year 11 Drama Curriculum Support Sessions (must be booked through the Drama office):
Any lunchtime (12.40–1.20pm), Monday to Thursday after school (3.30–5pm) and Friday after school (3.30–4.30pm) 

Autumn Term

Component 2: Performance Exam (20%)

Rehearsals in groups will continue during lesson time. The teacher will structure this process with regular show-back of rehearsed work, character exploration tasks, improvised acting tasks, etc.

Component 3: Written Exam (40%)

Students will continue to explore and study the set text, DNA by Dennis Kelly. This will involve study of the text, practical exploration, practice questions, quizzes, etc. Students will be expected to complete tasks during lesson time and for homework. Extra revision sessions will take place from half term onwards.

Component 1: Devising (40%)

Students will receive the marked first draft of the portfolio and have the opportunity to improve this work. The final submission will happen before Christmas. This work will then be sent to the exam board for external moderation. The results of this component will be given to students by the exam board in August along with the exam results (Components 2 and 3).

Spring Term

Component 2: Performance Exam (20%)

Students will continue rehearsals and preparations for their performance exam which must take place before the end of March. The visiting examiner will contact us to negotiate a date which will be mutually suitable. We will let you know when this date is at the earliest possible opportunity. Extra rehearsals outside of lesson time (lunchtimes and after school) will continue.

Component 3: Written Exam (40%)

We will arrange a theatre visit to enable students to prepare for this element of the written exam (worth a quarter of the marks). Class time will be allocated to the evaluation of the production, practice questions and exam technique.

Students will complete a full mock exam which will assess their ability to evaluate live theatre, and their understanding of the set text, DNA by Dennis Kelly. Preparation work will continue in class and during revision sessions. This will include practice questions, practical and written exploration, short quizzes and tests.

Summer Term

Component 3: Written Exam (40%)

Students will complete the final preparations for their Component 3 written exam. This will involve revision sessions outside of school

Year 11 English Curriculum Support Sessions:
Monday after school (3.20–4.20pm) as directed by Mrs Howard

Autumn Term

Students will build on their reading and writing skills by studying a range of 20th- and 21st-century texts to enable them to identify: how the writers use language and structure to engage the reader; evaluate how authors create a specific mood through their use of setting, ideas, events and themes; make links across 20th- and 21st-century texts.

Students will also develop their speaking and listening skills in preparation for a presentation on a topic of their choice. They will learn how to: articulate experience and express what is thought, felt and imagined; present facts, ideas and opinions in a sustained, cohesive order; communicate clearly, fluently and purposefully as an individual and in dialogue with other speakers; use register appropriate to audience and context; listen to and respond appropriately to the contributions of others.

Spring Term

Students will practise writing a range of transactional responses, including letters, speeches and articles. They will learn how to adapt their tone and vocabulary to suit specific audiences. There will also be a focus on using varied sentence types and functions for effect.

Summer Term

Finally, students will prepare for their forthcoming examinations (two in total) by revisiting Paper 1 and practising their imaginative writing skills, using an array of visual stimulus and short stories by a range of diverse authors. Students will develop imaginative writing skills to engage the reader and the skills to analyse and evaluate 19th-century fiction extracts.

Year 11 English Curriculum Support Sessions:
Monday after school (3.20–4.20pm) as directed by Mrs Howard

Autumn Term

Students will then study Animal Farm by George Orwell or An Inspector Calls by J.B. Priestley. Students will be able to show an understanding of the relationships between texts and the contexts in which they were written. They will also learn how to use a range of contextual vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Spring Term

Students will then start a revision programme on the set texts as well as studying modern poetry for an unseen comparison of two poems in the final literature examination.

Summer Term

The revision programme for the set texts above will continue during this term. A more comprehensive plan will be available for students before Easter.

Year 11 Art Curriculum Support Sessions:
Wednesday after school (3.20–4.30pm) in E12 with Ms Shotton, and Thursday after school (3.20–4.20pm) in E11 with Miss Hunt and Mr Pym

Autumn Term

Students will build on their portfolio of work, focusing on the development of a final piece for project two.

Spring Term

Students will embark on their (approx 9-week) preparation period for their Unit 2 project of work which is externally set by AQA. This is finalised by a 10-hour exam during which they will produce a final outcome. The exam will make up 40% of their overall grade. Students will hand in their preparatory work at the start of the 10 hour period (they will be allowed to refer to this work during the exam period).

Summer Term

Finally, students will revisit their portfolio work to complete and refine for deadline (Friday 26 April 2019).

Year 11 French Curriculum Support Sessions:
Wednesday after school (3.30–4.30pm) in F11 

Autumn Term

  • Global issues
  • The environment
  • Poverty/homelessness
  • Travel and tourism

Spring Term

  • My studies
  • Life at school/college
  • Education post-16
  • Jobs, career choices and ambitions

Summer Term

Revision and preparation for the examination

Year 11 Geography Curriculum Support Sessions:
Thursday lunchtime and Wednesday after school (3.20–4.20pm) in A23 with Ms Booth/Miss Dudill

Please note: Due to the reforms in Geography and the increased content in the new specification, we have decided to start covering the content of the Edexcel B GCSE course from Year 9 onwards. We are in a period of transition from a two year course to a three year course which is why there appears to be some duplication in the teaching of topics between the year groups.

Autumn Term

Students will study the following topics.

UK human landscapes: Students will learn why places and people are changing in the UK. London will be the main case study used in this topic. Students will investigate the growth of London over time and also the decline and regeneration that has occurred in some parts of the city.

Coastal change and conflict: Students will explore why there are a variety of distinctive coastal landscapes in the UK and will learn about the processes which have created them.

Development dynamics: Students will have the opportunity to re-visit what they learned in Year 10 as they will focus on the development of India. They will explore the factors which have allowed the country to develop and then investigate the positive and negative impacts of such rapid growth.

Spring Term

Challenges of an urbanising world: Students will study the causes and challenges of rapid urbanisation and will focus on Mumbai as their in-depth case study.

Hazardous earth: Students will have a refresher course on tropical cyclones (covered in Year 9) and tectonics (covered at the start of Year 10). They will then go on to study the global atmospheric system and climate change.

UK human landscapes: Students will undertake a fieldtrip to Newcastle which will help to recap content covered last term. They will visit two contrasting areas of the city and carry out a fieldwork investigation to assess the quality of life in each area.

Component 3: People and environmental issues – students will prepare for this exam by covering the following topics:

  • Forests under threat – This topic was partially covered in Year 10 as part of a tropical rainforest research project and so students will be reviewing what they have learned before going on to study the Taiga biome. They will then compare and contrast the characteristics and challenges faced by each.
  • Consuming energy resources – this topic was covered in Year 9 and so students will be refreshing their knowledge of the sources of energy and the advantages and disadvantages of each.
  • People and the biosphere – students will investigate why the biosphere is so important to human well-being and how humans use and modify it to obtain resources.

Summer Term

Students will continue to prepare for their final exams through a revision programme.

Year 11 German Curriculum Support Sessions:
Monday after school (3.30–4.30pm) on F Floor

Autumn Term

  • Marriage and partnership
  • Global issues, the environment
  • Charity/voluntary work
  • Technology in everyday life
  • Mock exam: writing paper
  • Mock exam: speaking

Spring Term

  • Poverty and homelessness
  • Mock exam: reading and listening

Summer Term

  • Revision for all skills

Year 11 Art Curriculum Support Sessions:
Wednesday after school (3.20–4.30pm) in E12 with Ms Shotton, and Thursday after school (3.20–4.20pm) in E11 with Miss Hunt and Mr Pym

Autumn Term

Students will continue to develop and improve their work for the ‘Rebrand’ project, focusing on the development of a final graphic outcomes to conclude their coursework.

Spring Term

Students will embark on their 9-week (approx.) preparation period for their exam project (Unit 2), which is externally set by AQA. The exam project concludes with a 10-hour exam during which they will produce a final outcome. The exam will make up 40% of their overall grade. Students will hand in their preparatory work at the start of the 10-hour period (they will be allowed to refer to this work during the exam period).

Summer Term

Finally, students will revisit their portfolio work to complete and refine for deadline (Friday 26 April 2019).

Year 11 Health & Social Care Curriculum Support Sessions:
Thursday and Friday after school (3.30–4.30pm) in B12

BTEC First Health and Social Care (exam board: Edexcel)

In Year 11 students will complete two units of work:

  • Unit 3: Effective Communication in Health and Social Care – assessed via coursework (25%)
  • Unit 6: The Impact of Nutrition on Health and Well-being – assessed via coursework (25%)

Two units have been completed in Year 10 (50%).

Autumn Term

Students will start the course by starting Unit 3: Effective Communication. Students will build on a range of study skills from Year 10 in order to produce coursework for internal assessment. Students are assessed throughout the course via different methods of assessment including:

  • Presentations
  • Reports
  • Factsheets
  • Practical Analysis
  • Posters
  • Leaflets
  • Role play scenarios

Unit 3:

  • Investigate different forms of communication
  • Investigate barriers to communication in health and social care
  • Communicate effectively in health and social care

Spring Term

Students will complete Unit 3 in the Spring Term and will then build a portfolio of evidence for the final unit of work.

Unit 6:

  • Explore the effects of balanced and unbalanced diets on the health and well-being of individuals
  • Understand the specific nutritional needs and preferences of individuals

Summer Term

Students will complete Unit 6 and prepare their portfolio of evidence for external moderation.

Students’ marks from four units of work (two units from Year 10 and two units from Year 11) are combined to give an overall grade for the Health and Social Care course.

Year 11 History Curriculum Support Sessions:
Wednesday lunchtime in E17 with Miss Smith, and Wednesday after school (3.20–4.20pm) in E17 with Mrs Hodgson

Autumn/Spring Term

Paper 2: Shaping the Nation

Section A: Britain: Power and the People c1170 to the Present Day

This thematic study will enable you to gain an understanding of the development of the relationship between the citizen and the state in Britain over a long period of time. It considers the causes, scale, nature and consequences of protest to that relationship. By charting the journey from feudalism and serfdom to democracy and equality, it reveals how, in different periods, the state responds to challenges to its authority and their impact. It allows students to construct an understanding of the rights and responsibilities of the citizen. Students will have the opportunity to see how ideas, events or developments in the wider world affected the course of Britain’s political development and will promote the idea that ideas of authority, challenge and rights did not develop in isolation, but these developments should be seen in terms of how they affected Britain and British people.

Part One: Challenging Authority and Feudalism

  • Constraints on kingship: the barons’ dissatisfaction with King John’s rule and its resolution; Magna Carta, its terms and its short and long term impact.
  • The origins of parliament: issues between King Henry III and his barons; the role of Simon de Montfort; the Provisions of Oxford and the Parliament of 1265 and their short and long term impact.
  • Medieval revolt and royal authority: the social, economic and political causes of the Peasants’ Revolt; actions by rebels and government; impact of the Peasants’ Revolt.

Part Two: Challenging Royal Authority

  • Popular uprisings against the Crown: the social, economic, religious and political causes of the Pilgrimage of Grace; the implications for royal authority; Henry VIII and his government’s reaction and the impact of the uprising.
  • Divine Right and parliamentary authority: the causes of the English Revolution; the New Model Army and the development of political radicalism during the Civil War era; the short and long term impact of the English Revolution, including significance of trial and execution of Charles I, and Oliver Cromwell and the Commonwealth.
  • Royal authority and the right to representation: the causes of the American Revolution including the relationship between the government and people; impact and significance of the American Revolution.

Part Three: Reform and Reformers

  • The extension of the franchise: radical protest; the Great Reform Act, causes and impact, including further reform; Chartism, causes, actions and impact.
  • Protest and change: campaigning groups and their methods and impact, including the Anti-Slavery movement; the Anti-Corn Law League; factory reformers; social reformers.
  • Workers movements: the development of trade unionism and its impact, including Grand National Consolidation Trades Union (GNCTU), Tolpuddle Martyrs, New Model Unions and new unionism, including the match girls’ and dockers’ strikes.

Part Four: Equality and Rights

  • Women’s rights: the campaign for women’s suffrage, reasons, methods and responses; role of individuals, including the Pankhursts; the reasons for the extension of the franchise and its impact; progress towards equality in the second half of the 20th century.
  • Minority rights: the development of multi-racial society since the Second World War; discrimination, protest and reform; the Brixton Riots, their impact, including the Scarman Report.

Summer Term

Section B: Restoration England 1660–1685

This option allows you to study in depth the restoration of the monarchy. The study will focus on the major aspects of Charles II’s reign considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies. This unit will give you an excellent insight into the crown and court life, what life was like for the general public and finally examine warfare from the period.

Part One: Crown, Parliament, Plots and Court Life

  • Crown and Parliament: the legacy of the English Civil War and Commonwealth; the restoration of the monarchy; the succession issue; relations and issues with Parliament, finance and religion; the Cabal and ‘Party Politics’; rule without Parliament from 1681.
  • The Catholic question: plots, including Titus Oates and the Popish Plot anf the Rye House Plot; the Exclusion Bill, 1979; James, Duke of York.
  • Charles II’s court: Charles II’s character; court life, fashions and the role of the court.

Part Two: Life in Restoration England

  • Crisis: Great Plague of 1665; causes and contemporary views; measures to combat; records; results; Fire of London of 1666; causes and contemporary views; results and reconstruction.
  • Restoration culture: Restoration comedy, theatres and playwrights; the role and status of women; coffee houses; Charles II’s patronage of the arts and sciences, including the Royal Society; Samuel Pepys; architecture and design, including Christopher Wren.

Part Three: Land, Trade and War

  • Land: the powers of the East India Company; Bombay; Hudson Bay; Tangier; Captain Henry Morgan and Jamaica.
  • Trade: mercantilism; the Navigation Acts and their impact; slave trade.
  • War: English sea power; naval warfare, including tactics and technology; conflict with the Dutch, including the Second and Third Dutch Wars; relations with Spain and France.

Part Four: The Historic Environment of Restoration England

Revision

  • Revision of the topics studied and overviews completed in class. Students will also undertake examination questions in class as part of their practice prior to their summer examinations.

Year 11 Maths Curriculum Support Sessions:
Thursday lunchtime and after school (3.20–4.20pm) in C7 

Autumn Term

Pupils are nearly at the stage where they are finishing the GCSE course. Therefore all of their assessments will be full AQA linear papers. Pupils will be doing a paper every four weeks.

The foundation classes will cover:
Working with 3D shapes, Loci, Pythagoras theorem, trigonometry, collecting data, representing data, scatter graphs, time series graphs and averages.

The higher classes will cover:
Vectors, data collection, scatter graphs, histograms, time series graphs, averages and probability

Spring Term

Pupils will be continuing with linear papers and most will be either finished or nearly finishing the GCSE course.

The foundation classes will cover:
Working with probability, then revision.

The higher classes will cover:
Cumulative frequency, reviewing probability and then revision.

Summer Term

This term we will be preparing for the exam with past papers and revision in class.

The foundation and higher classes will cover revision topics.

Year 11 Music Curriculum Support Sessions:
Monday (Week 1 only) after school (3.30–4.30pm) in D19 with Mr Hoile, and Wednesday after school (3.30–4.30pm) in D19 with Mr Seago 
Composition Support Session every lunchtime if booked and confirmed the day before

Autumn Term

We tackle the last two set works: Release and Samba Em Preludio, with constant reminders of the previous set works. Students should now be secure in applying terminology to unfamiliar pieces as well, as this is part of the final exam (indeed several of the Year 10 tests will have set the path for this). Students should also be able to use unfamiliar pieces to compare use of musical elements such as harmony, melody, rhythm to pieces they have studied.

Importantly, the exam board will have released the Composition 2 brief and students will look at their previous exercises to see if one can be tailored to the brief. If not, then a brand new piece will be started from a choice of four briefs.

We record the solo pieces in November, and start to polish the ensemble pieces. Most students will be playing duets as the best way to achieve the right balance of difficulty for each part.

Students must have chosen and begun this much earlier, and pianists will normally be accompanying an experienced student on one of two suggested pieces. They are welcome to choose their own pieces, but this can be much harder than they imagine.

Spring Term

Revision is in constant progress by now, with multiple starter activities to refresh the older set works. There is a full mock listening exam.

Students must have recorded their ensemble performances by the end of term. The end of term is the deadline also for handing in both completed compositions.

Summer Term

Finally, students revise all eight set pieces, concentrating on exam techniques. Much progress can be made with the right revision guide and support materials. Frequent listening to the set works is vital, and a healthy attitude to this is behind every success.

The listening exam is around the final week before half term.

Autumn Term

Half Term 1 (September – October)

Unit 2 – Preparation, Performance and Production

This unit gives the class a chance to work together as a performance company to prepare a full length musical theatre work for live performance.

In this unit students will;

  • Take part in preparations for a live musical theatre performance
  • Demonstrate performance skills and techniques in live performance

The performance and production teams work together to explore, develop and shape ideas for the performance to ensure that everything is ready for opening night.

Half Term 2 (November – December)

Continuing work on Unit 2 – Preparation, Performance and Production.

Spring Term

Half Term 3 (January – February)

Unit 1 – Individual Showcase (Externally assessed unit)

In this unit students learn how to promote themselves effectively in a range of situations. First impressions matter, so it is crucial that students are able to recognise and promote their skills with confidence and clarity.

In this unit students will;

  • Understand the skills required for a particular progression opportunity e.g. education
  • Present a self-promotional response to the progression opportunity

Students prepare a letter of application and two audition pieces that successfully demonstrate their relevant skills and knowledge.

Half Term 4 (March – April)

Continuing work on Unit 1 – Individual Showcase.

Summer Term

Half Term 5 (April – May)

Continuing work on Unit 1 – Individual Showcase.

Autumn Term

As part of the Core PE Programme students will complete units of work, building on the skills and knowledge developed as part of the Year 10 programme. The students will also be introduced to activities in the community at Wentworth Leisure Centre where they will complete an induction in the fitness suite and participate in a range of fitness classes.

Girls

  • Fitness Suite at Wentworth Leisure Centre
  • Fitness class at Wentworth Leisure Centre (including Zumba, Spinning and Body Pump)
  • Trampolining
  • Netball

Boys

  • Rugby
  • Trampolining
  • Fitness Suite at Wentworth Leisure Centre
  • Fitness class at Wentworth Leisure Centre (including Zumba, Spinning and Body Pump)

In these activities students will continue to develop their knowledge and understanding of the rules of the activity, as well as working to extend and develop their level of skill and tactical game play. Students will continue to develop their leadership skills from Year 10, taking a variety of roles within the lesson. Students will complete an internal assessment at the end of each unit of work.

Spring Term

Students will continue to access community sporting facilities to experience activities and classes that they may wish to pursue in the future.

Girls

  • Fitness Suite at Wentworth Leisure Centre
  • Fitness class at Wentworth Leisure Centre (including Zumba, Spinning and Body Pump)
  • Hockey
  • Football

Boys

  • Rugby
  • Trampolining
  • Fitness Suite at Wentworth Leisure Centre
  • Fitness class at Wentworth Leisure Centre (including Zumba, Spinning and Body Pump)
  • Football
  • Badminton

In these activities students will continue to develop their knowledge and understanding of the rules of the activity, as well as working to extend and develop their level of skill and tactical game play. Students will continue to develop their leadership skills from Year 10, and may deliver a full session. Students will complete an internal assessment at the end of each unit of work.

Summer Term

Students will complete their PE programme by refining their skills in summer activities.

Girls

  • Rounders
  • Volleyball
  • Tennis
  • Athletics

Boys

  • Tennis
  • Volleyball
  • Cricket
  • Athletics

In these activities students will continue to develop their knowledge and understanding of the rules of the activity, as well as working to extend and develop their level of skill and tactical game play. Students will continue to develop their leadership skills from Year 10, and may deliver a full session. Students will complete an internal assessment at the end of each unit of work.

Year 11 PE Curriculum Support Sessions:
Thursday after school (3.30–4.30pm) in A13

There are four units at GCSE level: B451 and B452 completed in Year One (Y10), B453 and B454 completed in Year Two (Y11).

  • B451 – Introduction to PE (exam – 20%)
  • B452 – Practical Performance (two sports – 20%) and Analysing Lifestyle (Controlled Assessment – 10%)
  • B453 – Developing Knowledge in PE (exam – 20%)
  • B454 – Practical Performance (two sports – 20%) and Analysing Performance (Controlled Assessment – 10%)

Autumn Term

Students will build knowledge of the introductory topics to B453.

B453 – Developing Knowledge in Physical Education

  • Developing skills, techniques and motivation. The learning of skills through a range of methods
  • The importance of different types of feedback
  • The importance of goal setting
  • Developing physical and mental capacity
  • The development of the skeletal system and its role in physical activity
  • The development and maintenance of healthy joints and the ways in which different types of joints affect participation and performance in an active, healthy lifestyle
  • Understanding the muscular system in relation to physical performance
  • Role and function of tendons
  • Mental preparation

Assessment week: w/c 30 November.

Internal assessment: past paper questions.

Spring Term

Students will continue to build upon the knowledge they have developed and study:

  • Informed decision making using the principles of training and safe exercise
  • Short term effects of an active, healthy lifestyle
  • Long term effects of an active, healthy lifestyle
  • Exercise and training principles that affect improving health and fitness
  • Identification of the FITT principle and applied practical examples of how these might affect health and fitness
  • Definitions and examples of aerobic and anaerobic exercise and training
  • Identifying potential hazards in a range of settings related to the role of participant, leader or official
  • How to reduce risks and injuries
  • Opportunities, pathways and participation in Physical Education
  • Level of participation in sport and physical activity
  • Reasons for participation and non-participation in physical activities and following an active, healthy lifestyle
  • Current government initiatives to promote active, healthy lifestyles
  • What schools provide to influence young people to get involved in physical activity as part of a healthy lifestyle

Mock Exam Week: 25 February – 4 March.

Summer Term

B454 – Students will study the controlled assessment – Analysing Performance Task worth 10% of their final grade.

B453 – Students will prepare the final external exam in the summer term.

External Examination – May

Controlled Assessment Unit B454

External Practical Sports Moderation – April

Year 11 Physics Curriculum Support Sessions:
Monday after school (3.30–4.30pm) in B3/B8

Autumn Term

Students will complete their study of forces. They will then move on to the topic of energy, including energy transfers, energy transfer by heating and energy resources.

Spring Term

Students will learn about atomic structure, including radioactive decay, fission and fusion. They will then move on to the topic of magnets and electromagnets.

Summer Term

Finally, students will learn about space physics, including the solar system, the life-cycle of stars and the big bang theory, before revising and completing past papers in preparation for their final exams.

PSHE: Programme of Study

The Government’s review of Personal, Social, Health and Economic education concluded in March 2013, stating that the subject would remain non-statutory and that no new programmes of study would be published. The Department for Education (DfE) has, however, stated in section 2.5 of the national curriculum framework that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’.

In the absence of a new programme of study from the DfE, the PSHE Association, in consultation with a wide variety of agencies and PSHE practitioners, has produced this programme of study based on the needs of today’s pupils and schools. The programme of study identifies the key concepts and skills that underpin PSHE education and helps schools to fulfil their statutory responsibility to support pupils’ spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life.

Subject Content

The three overlapping and linked ‘Core Themes’ are: (Health and Wellbeing, Relationships, Living in the Wider World).

It is important to recognise that many decisions about both health and lifestyle are made in a social context or are influenced by the attitudes, values and beliefs of significant others.

While factual knowledge is of course very important, schools have limited curriculum time and we therefore recommend that co-ordinators use local data and their knowledge of their own pupils’ needs, to prioritise the topics that are most relevant to their pupils.

Copyright PSHE Association 2013

Core Theme 1: Health & Wellbeing

Students have the opportunity to learn:

  • to evaluate the extent to which their self-confidence and self-esteem are affected by the judgments of others
  • to make effective use of constructive feedback and differentiating between helpful feedback and unhelpful criticism
  • the characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression)
  • strategies for managing mental health including stress, anxiety, depression, self harm and suicide, and sources of help and support
  • where and how to obtain health information, advice and support (including sexual health services)
  • to take increased responsibility for monitoring their own health (including testicular and breast self-examination)
  • how lifestyle choices affect a foetus
  • about STIs, including HIV/AIDS, how to protect themselves and others from infection and how to respond if they feel they or others are at risk
  • to recognize and manage feelings about, and influences on, their body image including the media’s portrayal of idealized and artificial body shapes
  • about health risks and issues related to this, including cosmetic procedures
  • how to recognise and follow health and safety procedures
  • how to find sources of emergency help and how to give basic and emergency first aid in appropriate contexts
  • about personal safety and protection, reducing risk and minimising harm in different settings (including social settings, the street, on roads and during travel)
  • the short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities, including the health risks related to second-hand smoke
  • understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and to whom to talk if they have concerns
  • the wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyle

Core Theme 2: Relationships

Students have the opportunity to learn:

  • strategies to manage strong emotions and feelings
  • the characteristics and benefits of positive, strong, supportive, equal relationships
  • parenting skills and qualities and their central importance to family life (including the implications of young parenthood)
  • to recognise when a relationship is unhealthy or abusive (including the unacceptability of both emotional and physical abuse or violence including rape) and strategies to manage this or get help
  • managing changes in personal relationships including the ending of relationships
  • to develop an awareness of exploitation, bullying and harassment in relationships (including the unique challenges posed by online bullying and the unacceptability of physical, emotional, sexual abuse in all types of teenage relationships, including in group settings such as gangs) and how to respond
  • about the concept of consent in relevant, age-appropriate contexts building on Key Stage 3
  • about impact of domestic abuse (including sources of help and support)
  • the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances
  • about statutory and voluntary organisations that support relationships experiencing difficulties or in crisis, such as relationship breakdown, separation, divorce, or bereavement
  • how to access such organisations and other sources of information, advice and support
  • about diversity in sexual attraction and developing sexuality, including sources of support and reassurance and how to access them
  • how to negotiate the agreement, or withholding of consent, to engage in different degrees of sexual activity
  • how to ascertain and respect others’ right to agree or withhold consent to engage in different degrees of sexual activity
  • to recognise the impact of drugs and alcohol on choices and sexual behaviour
  • to manage unwanted attention in a variety of contexts (including harassment and stalking)
  • to understand and respect others’ faith and cultural expectations concerning relationships and sexual activity
  • to assess readiness for sex
  • about accessing and the correct use of contraception, negotiating condom use, reinforcing and building on learning in Key Stage 3
  • to understand the consequences of unintended pregnancy and of teenage parenthood (in the context of learning about parenting skills and qualities and their importance to family life)
  • the reasons why parents choose to adopt or to place children for adoption
  • about abortion, including the current legal position and the range of beliefs, opinions and myths about it
  • the pathways available in the event of unintended pregnancy, the possible physical and emotional reactions and responses people may have to each option and who to talk to for accurate, impartial advice and support
  • that fertility decreases with age
  • to understand the role of sex in the media and its impact on sexuality (including pornography and related sexual ethics such as consent, negotiation, boundaries, respect, gender norms, sexual ‘norms’, trust, communication, pleasure, orgasms, rights, empowerment, sexism, feminism)
  • the role peers can play in supporting one another (including helping vulnerable friends to access reliable, accurate and appropriate support)

Core Theme 3: Living in the Wider World

Students have the opportunity to learn:

  • to evaluate their own personal strengths and areas for development and to use this to inform goal setting
  • about the unacceptability of all forms of discrimination, and the need to challenge it in the wider community including the workplace
  • to think critically about extremism and intolerance in whatever forms they take
  • to recognise the shared responsibility to protect the community from violent extremism and how to respond to anything that causes anxiety or concern
  • about harassment and how to manage this (including the workplace)
  • how their strengths, interests, skills and qualities are changing and how these relate to future employability
  • about the information, advice and guidance available to them and how to access it
  • to further develop study and employability skills (including time management, self-organisation and presentation, project planning, team-working, networking and managing online presence)
  • about the range of opportunities available to them for career progression, including in education, training and employment
  • about changing patterns of employment (local, national, European and global)
  • to take full advantage of any opportunities for work experience that are available
  • about rights and responsibilities at work (including their roles as workers, and the roles and responsibilities of employers and unions)
  • about attitudes and values in relation to work and enterprise (including terms such as ‘customer service’ and ‘protecting corporate or brand image’)
  • about confidentiality in the workplace, when it should be kept and when it might need to be broken
  • to develop their career identity, including how to maximise their chances when applying for education or employment opportunities
  • to recognise and manage the influences on their financial decisions, (including managing risk, planning for expenditure, understanding debt and gambling in all its forms)
  • to be a critical consumer of goods and services (including financial services) and recognise the wider impact of their purchasing choices
  • their consumer rights and how to seek redress

Year 11 Religious Studies Curriculum Support Sessions:
Wednesday lunchtime and Thursday after school (3.20–4.20pm) in A19/A20

Autumn Term

Week 1–7: Muslim Beliefs

Week 8–15: Crime and Punishment [Christianity and Islam]

Spring Term

Week 1–7: War and Peace [Christianity and Islam]

Week 8–11: Muslim Practices part 2

Summer Term

Week 1–4: Revision

Week 5: GCSE Examinations

Year 11 Spanish Curriculum Support Sessions:
Friday after school (3.30–4.30pm) on F Floor

Autumn Term

  • Context 1 review/completion
  • Foundation mock exam: reading and listening
  • Home and Environment (home and local area)

Spring Term

  • Work and Education – school, college and future plans
  • Work and Education – current and future jobs

Summer Term

  • Revision for Reading and Listening exams

Year 11 Sport Curriculum Support Sessions:
Monday and Tuesday lunchtime, and Monday after school (3.30–4.30pm) in B12

In Year 11 Sport students will complete two units of work:

  • Unit R046: Technology in Sport – assessed via coursework
  • Unit R045: Sports Nutrition – assessed via coursework

Autumn Term

Students will start the OCR Sport Course by starting Unit R046: Technology in Sport. Students will continue to develop a range of study skills from the Year 10 Sport course in order to produce coursework for internal assessment. Students are assessed throughout the course via different methods of assessment including:

  • Presentations
  • Reports
  • Factsheets
  • Practical Analysis
  • Posters
  • Leaflets
  • Role play scenarios

Unit R046: Technology in Sport

  • How technology is used in sport
  • Understand the positive effects of sports technology
  • Understand the negative effects of sports technology
  • Be able to evaluate the impact of technology in sport

Spring Term

Students will complete Unit R046: Technology in Sport at the start of the Spring Term and then start the final unit of work, Unit R045: Sports Nutrition.

Unit R045: Sports Nutrition

  • Know about the nutrients needed for a healthy, balanced diet
  • Understand the importance of nutrition in sport
  • Know about the effects of a poor diet on sports performance and participation
  • Be able to develop a diet plan for performers

Summer Term

Students will complete Unit R045: Sports Nutrition and ensure all work is prepared for external moderation.

Students’ marks from four units of work (two units from Year 10 and two units from Year 11) are combined to give an overall grade for the Sport course.

External Moderation – June

Year 11 Art Curriculum Support Sessions:
Wednesday after school (3.20–4.30pm) in E12 with Ms Shotton, and Thursday after school (3.20–4.20pm) in E11 with Miss Hunt and Mr Pym

Autumn Term

Students will build on their portfolio of work, focusing on the development of a final piece for project two (‘Sea Life’).

Spring Term

All students will be issued with their GCSE paper, handed out on the first teaching day of January. The paper consists of approximately 7 titles. Students will chose one of these as their starting point and complete a whole project based on this. Students will sit a ten-hour exam spread over a two-week period, in which they will independently complete a final outcome for their chosen exam. The exam will make up 40% of their overall grade. Students will hand in their preparatory work at the start of the 10-hour period (they will be allowed to refer to this work during the exam period).

Summer Term

Finally, students will finish off and present their coursework in a portfolio selecting the strongest and most thorough work for external assessment.