Curriculum Notes Year 11

Head of Department: Mr Marcus Chapman

English in Year 11 marks the culmination of the pupils’ GCSE English studies. In the Christmas Term, the literature focus will be on Romeo and Juliet, our Shakespearian set text: its plot, characters and themes. We will also prepare pupils for the Unseen Poetry section of their English Literature GCSE. In addition to this, there will be a rigorous English Language GCSE revision programme offering our Year 11 cohort plenty of practice ahead of their mock exams. The latter part of the Christmas Term and the early part of the Easter Term will be dominated by pupils undertaking their mock examinations followed by detailed, individual feedback that will allow each to target his preparation for both English GCSEs. This will be followed by further revision of key areas, including the poems of the Power and Conflict Cluster. We will also prepare the boys for the Non-Examination Assessment of their English Language GCSE.

Year 11: Programme of Study

Christmas Term
AQA Language: English Language GCSE (Papers 1 and 2) revision
AQA Literature: Shakespeare set text – Romeo and Juliet; Unseen Poetry preparation
AQA Language and Literature: first two mock examination papers

Easter Term
AQA Language: second mock examination and feedback; further targeted revision; Non-Exam Assessment
AQA Literature: second mock examination and feedback; further targeted revision

Summer Term
AQA Language: final revision and English Language GCSE: Paper 1 – 21 May 2026; Paper 2 – 5 June 2025
AQA Literature: final revision and English Literature GCSE: Paper 1 – 11 May 2026; Paper 2 – 19 May 2026

Resources

In addition to their annotated English Literature texts, our Year 11 pupils will also have workbooks for both English Language and English Literature GCSEs to complement their learning in class. A weekly English Catch-up session will be held on Monday lunchtimes for those who wish to attend or whom the English Department feel would benefit from attending. As always, pupils are encouraged to read as widely as possible and the Key Stage 4 Reading List contains a wide range of novels, genres and authors for the boys to enjoy.

Head of Department: Mr Christopher Savvides

Mathematics is fundamental to many areas of our lives, and it is therefore crucial that we equip our children with the necessary skills to become confident, logical and resilient problem solvers as they embark on their journey to adulthood.

We believe that Mathematics should be engaging, challenging, practical and interactive. We make the most of Mathematics challenges and team competitions to encourage participation and ensure our children are enthusiastic and motivated mathematicians. We endeavour to utilise various methods and techniques across the curriculum and instil a love for mathematics into each child.

In Year 11, students continue on the same Higher scheme of work for Mathematics, which is based on an enhanced National Curriculum, with a focus on problem solving, mastery and fluency. Some of our most able mathematicians also study Extended Mathematics topics alongside our main scheme of work.

Year 11: GCSE Higher Programme of Study

Number and Algebra: Proportionality, Trig graphs, equations of circles, function notation, graph transformations, inequalities, shading regions of graphs, surds, general algebraic proofs.

Shape, space and measure: Vectors, sine and cosine rules, congruence, similarity, proving circle theorems.

Data Handling: Samples and population, histograms, two-way tables, conditional probabilities.

Resources

Pupils use the Rayner GCSE Higher series of textbooks published by Oxford University Press. We have carefully mapped our curriculum on https://www.drfrost.org so that pupils have access to a vast library of appropriate problems for consolidation. Pupils and teachers also use https://www.mathspad.co.uk/ as an excellent resource to further develop understanding of topics. Our VLE pages contain lots of information, links and resources to support your son with their learning and progress.

There are a wide range of hugely impactful interactive resources available to us online and the quality of these resources have increased hugely over recent years. As a department we are constantly sharing what works best and we keep on top of innovative resources and approaches to teaching Mathematics.

In addition to our classroom provision, pupils also have access to our drop-in support session, MathsLink, which takes place on a Friday lunchtime, our GCSE exam practice drop-in session on Tuesday lunchtimes and our Maths Challenge club, which takes place on a Thursday after school.

Head of Department: Mr Stuart Minikin

At Cranmore our aim is to develop scientists with a rigorous understanding of the subject, an enthusiasm for learning and the confidence to question, evaluate and articulate their ideas. We encourage all students to develop a love for science by balancing theory with practical work and placea high value on developing the technical and analytical skills needed to investigate experimentally.
We create a safe environment in which the students feel comfortable exploring their understanding and where we can add to both their knowledge and skills.
We focus on developing a meticulous approach to practical investigations which are used as often as possible, to support the learning of theory.
Our students enjoy science and develop techniques that will be useful to them for the rest of their lives.

YEAR 11: Programme of Study

Biology

• Homeostasis and Response
• Inheritance
• Variation and Evolution
• Ecology

Chemistry

• Chemical Analysis
• Electrolysis
• Chemistry of the Atmosphere
• Using Resources

Physics

• Motion
• Waves
• Magnetism and Electromagnetism
• Space Physics (Triple only)

Resources & Information

Science is taught by specialist teachers and pupils will be assessed regularly, usually at the end of each topic, tosupport their progress. The Science Department enjoys the use of large laboratories and two prep rooms which are well provisioned for the learning of the science curriculum. Our Science Technicians ensure the preparation of theequipment for practical activities and support the teaching staff on a daily basis. Additional  resources, together with details of homework, can be found on the VLE.

Head of Department: Miss Christine Ebdy

Our philosophy as a department is to inspire and motivate the pupils by giving them a positive, lively and enjoyable experience of foreign language learning. We especially strive to acknowledge the individuality of every pupil with his unique talents. We aim to help all children to become confident on their journey of linguistic discovery, improving their own skills and developing them steadily to their full potential. For this to be achieved, our pupils must naturally have a positive attitude to the subject, and we see it as part of our task to foster such an attitude.

Resources & Information

Pupils will have weekly vocabulary tests and end of topic assessments throughout the year and mock exams in January assessing reading, listening, translation, writing and speaking skills.

The pupils will have access to a variety of resources and material including https://activehub.pearson.com, https://www.languagesonline.com, and https://www.conjuguemos.com.

Homework will consist of vocabulary learning and interactive tasks to reinforce what has been taught in the lessons.
Students will start preparation towards their final speaking exam and practise extended written paragraphs.

GCSE Speaking exam will take place in April / May 2026.

French

In French, pupils will study AQA GCSE French Higher modules 5-8. They will revise the present regular, present irregular, perfect, imperfect, immediate future and simple future tenses across a variety of topics. Pupils will continue to develop their reading, listening, speaking, writing and translation skills in preparation for their final exams.

Year 11: Programme of Study

Spanish

In Spanish, pupils will study AQA GCSE Spanish Higher modules 5-8. They will revise the preterite, immediate future, imperfect, present regular and irregular tenses across a variety of topics and learn the conditional tense. Pupils will continue to develop their reading, listening, speaking, writing, and translation skills in preparation for their final exams.

Year 11: Programme of Study

Latin

Latin will be learnt using Cambridge Latin Course Book 3 (Stages 23 onwards) and online activities, as well as reading comprehensions, and translation activities from Latin to GCSE Part 1 and Part 2. The pupils will have access to www.clc.cambridgescp.com and www.languagesonline.org. We encourage the use of these resources at home and in school.

Year 11: Programme of Study

Grammar:

• Nouns: Introduction of genitive and ablative cases of 3 declensions.
• Nouns: the plural of neuter nouns.
• Syntax: sentences containing infinitive with modal verbs.
• Syntax: relative clauses with qui, quae, quod (that, which, who).
• Syntax: sentences with cum and ut.
• Verbs: imperfect tense of the verb esse, possum, nolo, volo and ire.
• Verbs: Imperfect and Perfect Tenses: all persons – revision and introduction of perfect stems, irregular stems.
• Verbs: Introduction of Pluperfect tense: all persons.
• Introduction of a present participle.
• Participles: perfect passive participle, perfect active participle.
• Subjunctive: pluperfect subjunctive, imperfect subjunctive.
• Adjectives: third declension adjectives
• Indirect questions and commands.
• Pronouns: qui, quae, quod; ille, illa, illud: hic, haec, hoc; is, ea, id.

Vocabulary:

• Around 20-30 words per Stage which are also on the GCSE vocabulary list.
• Derivation work to make connections between Latin vocabulary and English, French and Spanish vocabulary.

Culture:

• Roman history is combined with the language throughout, and the influence of the Romans, and similarities and differences between ancient and modern society explored. Topics are Roman Britain, Roman army and life as a Roman soldier.

Head of Department: Mr Graham West

Overview

Religious Education at Cranmore is a subject that enriches all pupils. It helps pupils to discover and learn more about who God is, more about who they are in themselves and more about the world in which they live. It also gives pupils a greater understanding of how we can live in community. Pupils in Year 11 will be continuing the GCSE Religious Studies B Catholic Christianity with Christianity and ethics in applied topics.

Year 11 will cover the following topics this year:

Paper 1

• Applied Themes A- Religion, relationships and families -Theme B: Religion, peace and conflict- Theme C: Religion, human rights and social justice

Paper 2

• Catholic Christianity- Creation, The Triune God, Redemption, Church and the Kingdom of God, Eschatology,

Resources & Information

Within RE we use a range of teaching techniques and activities that enable all pupils of different learning styles to engage and succeed. Activities include essay writing, drama, debate and ICT.
Short assessments will take place in class at the end of each term and these enable the pupils to be fully prepared for the end of year assessments. Homework will be given weekly and can be found on the VLE.

Head of Department: Mr Rhys Cross

In Y11 pupils learn the two remaining topics for the AQA GCSE specification having learnt four topics in Y10. We will also complete our second day of compulsory fieldwork in preparation for the GCSE exams. Pupils will develop their content knowledge, their written explanations, their ability to evaluate and justify opinions and their data analysis skills. This year will consolidate the knowledge from both years of the GCSE and will provide many opportunities for pupils to prepare both for their upcoming GCSE examinations and for their Post-16 education.

Year 11: Programme of Study

Paper 2: Section B – Superpower Relations and the Cold War

• Key Topic 1: The Origins of the Cold War 1941-58
• Key Topic 2: Cold War Crises 1958-63
• Key Topic 3: The End of the Cold War 1970-91

Paper 3: Weimar Republic and Nazi Germany 1919-1939

• Key Topic 1: The Weimar Republic 1919-29
• Key Topic 2: Hitler’s Rise to Power 1919-33
• Key Topic 3: Nazi Control and Dictatorship 1933-39
• Key Topic 4: Life in Nazi Germany 1933-39

Resources and Information

There are three papers for the History GCSE, with papers 1 and 3 weighing 30% and paper 2 40% respectively. There are a variety of essay, source and interpretation questions which students must answer across the three papers.
Specifically, each paper has an essay question worth 16 marks. The skills developed are as follows: analysis of interpretations, explanation of cause and consequence, knowledge retention and extended writing.

The History Department is fortunate to be well provisioned. Relevant digital clips, up to date textbooks designed specifically for GCSE, bespoke PowerPoints and various worksheets will all be utilised in the learning process, as well as personal devices. Information pertaining to all topics covered can be found on the VLE. A catalogue of revision material will be available prior to any exam.

If you wish to purchase your own textbook for home use, I advise investing in the ‘Hodder’ textbooks, rather than ‘Pearson’. Please feel free to email rhys.cross@cranmore.org if you would like specific guidance on which textbooks to buy.

Head of Department: Mr Mark Spalton

In Y11 pupils learn the two remaining topics for the AQA GCSE specification having learnt four topics in Y10. We will also complete our second day of compulsory fieldwork in preparation for the GCSE exams. Pupils will develop their content knowledge, their written explanations, their ability to evaluate and justify opinions and their data analysis skills. This year will consolidate the knowledge from both years of the GCSE and will provide many opportunities for pupils to prepare both for their upcoming GCSE examinations and for their Post-16 education.

Paper 2: Section B – The Changing Economic World

• Causes, consequences and solutions to uneven development
• Rapidly emerging economies – Nigeria
• Deindustrialisation and changing UK economies

Paper 1: Section B – The Living World

• Local and global ecosystems
• Rainforest characteristics, value and sustainable management
• Hot desert characteristics, desertification and sustainable development

Paper 3: Section B & C – Fieldwork

• Urban fieldwork – Stratford, East London
• Unseen fieldwork – data analysis

Paper 3: Section A – Pre-release document

• Data analysis and decision-making activities around an issue evaluation booklet released by AQA in March/April ahead of the GCSE examinations.

Paper 3: Section A – Pre-release document

• Data analysis and decision-making activities around an issue evaluation booklet released by AQA in March/April ahead of the GCSE examinations.

Resources and Information

The GCSE is assessed through the following assessment objectives: AO1 – knowledge; AO2 – explanations and understanding; AO3 – evaluation and application; AO4 – data analysis. Ongoing assessment will take place at the end of each topic within units with more formal assessments at the end of each unit.

Your son will be issued a revision guide and exam question book. This will form the basis of weekly exam question tasks to prepare for theupcoming GCSEs. Alongside these weekly questions the geography department is offering weekly revision sessions which we highly recommend your son attends to support his learning. By building a weekly routine of revision in easy to manage chunks it will prevent overload ahead of key exams.

The VLE along with their associated textbooks provide a good range of resources from which to develop their understanding. In addition, the BBC bitesize and SENECA learning sites for additional revision materials for AQA GCSE Geography can be very useful. The GeographyHawks YouTube channel also offers AQA specific videos for all topics to assist with ongoing revision for Y11. It will be very important for students to make full use of all the lessons for GCSE which are available on their Microsoft Teams classwork areas.

Head of Department: Mr Ahmed Afana

In OCR GCSE Computer Science, pupils will learn how to apply fundamental concepts of Computer Science through the course’s two main units. Pupils will be empowered to gain critical thinking skills and real-world knowledge to design systems and understand human vs. machine learning. The course leads to a wide range of courses at A Level and university. The course opens a diverse career path and roles in data science, artifice intelligence, game design, web and animation development or network security, digital forensics and mobile app development.

Autumn Term: Unit 02: Computational thinking, algorithms, and programming:

• 2.2 Programming fundamentals
• 2.3 Producing robust programs.
• 2.5 Programming Languages and Integrated Development Environments

Spring Term: Practical programming:

Pupils are to be given the opportunity to undertake a programming task(s) during their course of study which allows them to develop their skills to design, write, test, and refine programs using a high-level programming language.

Summer Term: Revision:
Pupils will revise for May GCSE Assessments by revisiting all covered topics in Years 10 and 11. The revision practice includes:

• Past exam papers
• Revisiting internal assessments papers
• Retrieval Patrice

Assessment opportunity:

• Frequent online assessments covering key terms of the topic.
• A written assessment at the conclusion of each topic
• Regular assessments are integrated into the curriculum to reinforce learning and ensure academic progress.

Resources and revision:

Pupils will have access to a wide range of learning resources including:
1. OneNote: for lesson notes, activities, Key Terminology tables, and Knowledge Organisers.
2. Textbook
3. Eudcake: for Homework and revisions.

Head of Department: Mr Chris McGhee

Overview

In Design and Technology, pupils work on their Controlled Assessment portfolio (NEA) and practical outcome, which accounts for 50% of their final GCSE mark. As per the AQA specification, they must spend approximately 35 hours on their project which must be completed by the end of the Spring Term. We encourage pupils to attend at least one DT club throughout the academic year to meet this deadline. For the remainder of the year, we focus on product analysis revision and theoretical work in preparation for the summer examination.

AQA Specification

Assessments

Non-exam assessment (NEA)

What’s assessed

Practical application of:

• Core technical principles
• Specialist technical principles
• Designing and making principles

How it’s assessed

• Non-exam assessment (NEA): 30–35 hours approx.
• 100 marks
• 50% of GCSE

Task(s)

• Substantial design and make task
• Assessment criteria:
• Identifying and investigating design possibilities
• Producing a design brief and specification
• Generating design ideas
• Developing design ideas
• Realising design ideas
• Analysing & evaluating
• In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner
• Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA
• Students will produce a prototype and a portfolio of evidence
• Work will be marked by teachers and moderated by AQA

Head of Department: Mr Thomas Penfold

Overview

In the lead up to their final examinations, pupils will be challenged by a fast pace, exciting curriculum in which they will hone their understanding of Drama practitioners, collaborate in a creative devised performance, explore a performance of a script and develop analytical skills.

Pupils will analyse a performance of Danny’s Boyle’s Frankenstein, from the National Theatre and develop an understanding of why and how theatre is created. Pupils will take part in a scripted assessment in which they will study a play in detail before developing and performing two extracts for assessment. Pupils will find themselves immersed in the world of theatre through trips and digital performances and will gain a great understanding of effective and poignant theatre.

Year 11 Programme of Study

Practitioner Study: Stanislavski, Brecht, Artaud, Ionesco, Boal, Frantic Assembly – exploring the finer details of each practitioner’s techniques and styles with a focus on how each can be used effectively in performance. Students will be given the opportunity to hone these skills in preparation for their first GCSE assessment point.

Component 3: Texts in Practice – Pupils will be given a play to study, they will then develop, rehearse, retain and perform two extracts of this play for an external assessment.

Component 1: Theatre Theory – Focusing on elements of stage craft: stage positions, stage layouts, theatre roles and responsibilities and beginning to explore theatre analysis and evaluation.

Component 1: Set Text Blood Brothers – Recapping the set text and preparing for the examination questions.
Analysis and Evaluation: Frankenstein – a study of Danny Boyle’s 2011, National Theatre production of ‘Frankenstein’ adapted and written by Nick Dear and starring Jonny Lee Miller and Benedict Cumberbatch.

Head of Department: Mrs Felicity Sanders

Overview

Students continue their exploration into their second thematic unit of ‘Connections’, developing further independencein the generation of more comprehensive and skilful ideas. Students may choose to undertake compositions on a range of scales and formats applicable to their ideas, using the full range of media available. A final project set by the exam board follows the Autumn term.

Course Breakdown:

Component 1: Personal Portfolio (Coursework) (60%)

Themes are set internally and comprise of two clearly separate units of work. Support and guidance is provided throughout the components on an individual basis.
Thematic sketchbooks and any larger supportive work must be complete and submitted by the end of the Autumn term.

Component 2: Externally Set Assignment (ESA) (40%)
The exam paper is released on the 1st January. Preparatory work is carried out during the Spring term in lesson time within a sketchbook prior to the 10-hour timed examination. Support and guidance towards an outcome takes place during lesson time and set homework tasks. The final outcome/s is submitted at the end of the 10 hour period, along with the preparatory work.

Assessment and Further Information

Both sketchbooks relating to components 1 and 2 are marked at regular intervals as a means of tracking using a structured assessment matrix provided by the exam board. The core skills of research, drawing/recording, experimentation with techniques and processes, and a final outcome are assessed holistically to generate a predicted grade between 9-1. Students must produce evidence for all four objectives, with component 2 showing further signs of independence.

Live coursework cannot be photographed and must not appear on any social media sites prior to the receipt of results in August.

Homework must be undertaken each week to extend the learning and enhance the content of the two components.
Students can attend a Coursework Clinic after school to maintain a good working pace or develop work further.

A Private View of the work undertaken across the two years is an exciting celebration at the end of the course and takes place post-moderation.

Head of Department: Mr Richard Harris

General Overview

We aim to develop a ‘love of music’ at Cranmore. With your support, we will inspire the pupils to greater musical heights and encourage them to participate in one or more of the many instrumental and choral groups available tothem.

Curriculum Overview

Pupils in this Year 11 class will be taught by Mr. Harris and follow the Edexcel 1-9 GCSE Music Course. There will be three hours of study each week.
There are three components to this qualification which are weighted as follows:

There are three components to this qualification which are weighted as follows:

• Component 1 (coursework) – Performance 30% of overall mark
  Combined length of performances must be at least 4 minutes.

Performance (solo and ensemble pieces to be recorded, moderated and submitted in May 2025). Pupils are encouraged to perform regularly

• Component 2 – (coursework) – Composition 30% of overall mark

Combined length of compositions must be at least 3 minutes
The free composition started in Year 10 will be completed at the start of Year 11.
The set brief composition will be started and completed in Year 11

• Component 3 – Appraising 40% of overall mark

There are eight set works to learn, two from each Area of Study. They will be studied throughout the two-year course, ulminating in the written examination in June 2025

Six of these set works were studied in Year 10 and will be constantly revisited / revised. The remaining two ‘fusion’ set works will be studied during the Winter Term of Year 11. Melodic and Rhythmic Dictation will continue to be studied, as will the 12-mark question.

Pupils will be expected to complete their composition work during lessons on the free to download, Musescore 4 software in S18.

Performing opportunities for Year 11 musicians are plentiful here at Cranmore: Wednesday assembly, Carol Service, House Music Competition Battle of the Bands, Pupil Concerts, Young Musician of the Year Competition and Soiree.
The more capable musicians will often perform during Mass.

Resources & Information

Pupils will be given an exercise book, the GCSE Music Anthology and Pearson Study Guides for each set work. The Music pages of the VLE will be rich is useful content.
Assessment in this subject is based on GCSE grading, is ongoing throughout the year and is based on their success in all three components.

Head of Department: Mr Paul Hodgson

Overview

Within the Sport programme, we continue the ethos of the subject, which is a wide and varied programme to benefit the pastoral well-being, physical health and sporting enjoyment of all pupils. The aim is to develop the individual core skills for each sport, whilst making sure every pupil fully understands the age relevant rules and laws. Further emphasis is placed on technical and tactical awareness in Year 11, which also allows leadership skills to be developed. Pupils will learn the value of quality practice, training for specific sporting activities and how to follow a process to achieve long-term goals.

• Rugby
• Multi-Sports
• Rowing
• Football
• Hockey
• Cricket

Games: Wednesday
After-school training: Tuesday
Scholarship Session: Tuesday before school plus S&C sessions
Swim Squad: Tuesday after school

Pupils can, if selected, represent the school in the following sports:

•  Skiing
• Tennis
• Squash
• Cross-Country
• Athletics
• Golf
• Swimming