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 – 24 May 2027; Paper 2 – 8 June 2027
AQA Literature:
final revision and English Literature GCSE: Paper 1 – 12 May 2027; Paper 2 – 19 May 2027

Resources

In addition to their annotated English Literature texts, our Year 11 pupils have workbooks for their English Literature texts 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 feels 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 pupils 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 Maths 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 pupil.

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 place a 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

• Forces and Motion
• Waves
• Magnetism and Electromagnetism

Resources & Information

Science is taught by specialist teachers and pupils will be assessed regularly, usually at the end of each topic, to support 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 Technician ensures the preparation of the equipment for practical activities and supports the teaching staff on a daily basis. Additional resources, together with details of homework, can be found on the VLE.

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 65-8. 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 6-8. 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 De Romanis book 3 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:

• 4th and 5th declension nouns
• Deponent verbs
• Compounds of fero 
• Irregular verbs: malo & coepi
• pronouns: idem, ipse, quidam 
• Unusual adjectives: alter, nonnulli, solos, totus
• Semi-deponent verbs
• Subordinate clauses
• The subjunctive 
• Fear clauses
• Indirect commands 
• Demonstrative adjectives and adverbs 
• Results & cum clause.
• Questions words
• Indirect questions

Vocabulary:

• Around 20-30 words per chapter 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 Cicero & Caesar; Virgil & Ovid;  Writers and the Emperors; poems; and literature sources.

Head of Department: Mr Graham West

Overview

Pupils have already covered four of the six Catholic Christianity topics, one ethical theme, and the two Judaism themes. In Year 11, we will complete the remaining two Catholic Christianity topics and the remaining ethical theme before the Easter break. There will be a detailed revision period on Judaism prior to the mock examinations. Following the completion of the course content, we will exclusively focus on final examination preparations.

Year 11 Programme of Study:

Catholic Christianity:

• Church and the Kingdom of God
• Eschatology (the study of death and the afterlife)

Ethical Themes:

• Religion, human rights and social justice

Resources & Information

There are two papers for the Religious Studies GCSE. Paper 1 focuses on Catholic Christianity, and Paper 2 covers Judaism and the ethical themes. The format of questioning is consistent across all  sections.

If you have not purchased an Oxford Revision Guide, this is highly recommended, as it is an important revision tool. Short podcasts that summarise each section and other revision material and guidance  are available on the VLE. We offer a weekly revision session to support pupils, and the RS Bites YouTube channel provides short videos that are useful and cover many of the key concepts studied.

Head of Department: Mr Rhys Cross

In Year 11, we begin with a continuation of our study of the the Cold War. We proceed to analyse developments  through to the fall of the Berlin Wall. During the latter half of the Autumn Term, we will shift our attention to Nazi Germany which is our final GCSE topic. We aim to finish the topic before the Easter break, therefore enabling us to  shift our focus towards consolidating the knowledge learnt throughout the course. In short, we will focus exclusively  on preparing the boys for their GCSE History exams.

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, The Changing Economic World and The  Living World having covered four topics in Year 10. We will also complete our second day of compulsory fieldwork in  preparation for the GCSE exams, visiting the Olympic Park in London. 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, opportunities and challenges, 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. 

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.

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 and exam practice 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 Thom 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.

Pupils will work on two extracts of performance from their given play. They may work individually (Monologue) or in  pairs (duologue) or small groups

This assessment makes up 20% of the overall GCSE

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.

Component 1 Written Examination – 40%

Section A – 4 Multiple Choice – Stage layouts, positions, roles and responsibilities. [4 marks] Section B – Blood Brothers – Responding to an extract as a performer – 4 questions. [44 marks]  

Section C – Live Theatre Review – Frankenstein – An analysis and evaluation of a production watched in lesson – 1  question. [32 marks]

Head of Department: Mrs Felicity Sanders

Overview

Students continue their exploration into their second thematic unit of ‘Layers’, developing further independence in  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. One 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 or on boards prior to the 10-hour timed examination. Support and guidance towards an outcome takes place during lesson time and set homework tasks. Preparatory work is brought to the timed practical and should be referred to during this time. It cannot be worked on after the timed activity starts and remains in school between  the two days. The final outcome/s is submitted at the end of the 10-hour period.

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 mark out of 72, known as a RAW mark. Students must produce evidence for all four objectives, with component 2 showing  further signs of independence.

Students are entitled to their RAW mark for both components in the Summer term after work has been internally standardised.

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 to  them. 

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:

• Component 1 (coursework) – Performance 30% of overall mark. The combined length of recorded performances must be at least 4 minutes with each performance lasting over 1  minute.

Solo performance to be recorded in Autumn Term 2026. Ensemble performance to be recorded in Spring Term 2027.

Pupils are encouraged to perform regularly in assembly.

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

The Combined length of compositions must be at least 3 minutes

The free composition will be started and completed in Autumn Term 2026. 

The set brief composition will be planned in Autumn 2026 and completed in Spring Term 2027.

• 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,  culminating in the written examination in June 2027. 

Six of these set works were studied in Year 10 and will be regularly revisited / revised. The two remaining ‘fusion’ set works will be studied during the Autumn Term of Year 11. Melodic and Rhythmic Dictation will continue to be studied, as will the extended response 12-mark question. Pupils will be expected to complete their composition work during supervised lessons on the free to download,  Musescore 4 software installed on the PC’s in A7.

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

Resources & Information

Pupils will be given an exercise book, and will already own the GCSE Music Anthology. Pearson Study Guides will be issued 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

Head of Department: Mr Stephen Williams

Overview

Pupils studying OCR GCSE PE will cover five academic topics throughout the two years of study, culminating in two  exams in the summer of year 11. Each exam is worth 30% of the overall mark for the course. 

Practically, pupils are required to regularly participate in three sports to a competitive standard. They will need to  demonstrate the required core and advanced skills from the OCR practical specification. One of these sports must be  from the OCR team sport list, one from the OCR individual sport list and one from either list (https://www.ocr.org.uk/Images/234827-gcse-guide-to-non-exam-assessment.pdf). Each sport is worth 10% of the overall mark for the course. If a sport is on the “off-site” list, then video evidence must be collected and submitted to obtain a mark.

Pupils with also complete an analysing and evaluating performance task (AEP), either on their own or a peer’s performance in one of their sports. Using their knowledge and understanding from the theory topics and the practical skill criteria pupils will produce a detailed written piece of work. This will cover the following:

• analyse aspects of personal performance in a practical activity 
• evaluate the strengths and weaknesses of the performance 
• produce an action plan which aims to improve the quality and effectiveness of the performance.

The AEP task is an individual piece of work that must be completed within 14hours (supervised in school) and is  worth 10% of the pupil’s overall mark. 

Year 11 Overview

In Year 11 pupils will study the remaining exam content. This will cover Chapter 1.2 Physical Training, Chapter 2.2 sports psychology and Chapter 2.3 Health, fitness and well-being. The movement analysis section will also be revised  to help complete corresponding sections of the written coursework. 
Pupils will spend 2 hours a week focusing on exam-based material, with the third hour being used to complete the remaining hours of the written coursework (AEP). Time will also be allocated to prepare and assess the pupils 3 practical sports.

During mock exams all pupils will attempt an exemplar paper 1 and paper 2 as they would have learned all the  required content. Spring term will comprise of final practical, video evidence and AEP submissions which will be sent  to the exam board before the 15th of March. Pupils will also complete significant revision during academic lessons prior to the Easter holidays. 

During the Summer term pupils will be selected for live practical cluster moderation by the exam board from the end of April to early May. This will be prior to their public examinations commencing.
Full OCR GCSE PE specification can be found here: https://www.ocr.org.uk/images/234822-specification-accredited gcse-physical-education-j587.pdf

Assessment and homework

Pupils with be regularly assessed throughout the year. After each subtopic and topic, pupils will sit in class practice  papers to help develop their exam technique and application of knowledge. More formative assessment will be used  throughout the different topics in the form of homework tasks and presentations to consolidate the learning that has taken place. 

Practically, pupils will be continually assessed throughout the year with summative practical assessments windows  scheduled into the school calendar for feedback on all three of the pupils’ practical sports.

Resources

Each pupil will have a Cranmore logo exercise book to complete work and can also bring a device to complete class notes and study. 

All pupils will be a loaned an OCR GCSE PE endorsed textbook for the duration of the course to assist with their studies. 

Resources from the lessons, specifications and full course content will be placed on the VLE and Class OneNote for  pupils to refer to.