Year 11 Curriculum Booklet

Year 11 Curriculum Overview Dear year 11 parents/guardians, Welcome to the curriculum engagement booklet for 2022-23. Here you will find an overview of what your child(ren) will be studying in all subjects this year, both in terms of national curricula and potential areas for extension. I hope you will find many stimulating ideas for things to discuss, experiments to do and further reading and writing at home. We encourage all pupils to approach their lessons and homework with an open mind and a growth mindset. It’s most important for pupils to play an active role in all their lessons, querying things they don’t understand with their teachers and taking every opportunity to discuss ideas and to look for academic challenges that require careful thought yet are within reach with the right amount of help. Below is the outline the curriculum for this year.

The year 11 curriculum Year 11 sees the culmination of the GCSE study with most courses completing teaching by about Easter with some devoted time left to revision. All students will sit a series of mock examinations in December and January as part of the preparation for the public exams at the end of the year.

English Language & Literature

Option 1

Mathematics

Option 2

Biology

Games / PE

Option 3

Option 4

Chemistry

Physics

PSHE

Middle School Additional Academic Extension Options The diagram below shows the options available to your child beyond the curriculum, both in and out of school.

Extra-curricular

Sport

Drama

Music

Outdoor

Extra-curricular GCSEs

Italian, Japanese or Mandarin (beginners)

Ancient History

3D Art

Fast-track GCSE Music / CompSci

Y10 study choice (1 period a week)

Y10 Higher Project Qualification

Drama RADA certificate

ICT certifications

PE internal certificate

Supervised Study

Y11 Enrichment (Friday Week A afternoons)

Many choices… ask for more details

‘The 42’ Lecture series (lunchtimes – all years)

Weekly lectures from visiting experts

Y9 Aristotelian Awards

Reading: It is essential to read widely, not only to develop general depth in curriculum interests.

Research & super-curricular projects: Creatively pursuing individual academic interests can strongly assist university applications.

High-order thinking: Take every opportunity to attend lectures, participate in debates, watch documentaries, read and discuss.

Societies: The extra-curricular booklet contains full details which include academic clubs.

Big Ideas: A good education always revolves around exposure to ideas. What big ideas can be followed in the current news or traced historically.

Digital Skills: As a registered Certiport member, the school offers online certification in Office or Adobe packages.

If and when questions arise over the course of this year, please don’t hesitate to contact your child’s teachers for subject-specific matters. Alternatively, your child’s tutor are always ready to answer more general questions. With best wishes for a successful year, Tanya Khimyak

Deputy Head (Teaching and Learning)

Ancient History Introduction Throughout the year  Having already completed the components on Greece and Persia during Year 10, the focus in Year 11 shifts to ancient Rome. The GCSE is formed of 2 final examinations in the summer. We will also revise the components from Year 10, as well as undertaking an extensive programme of preparation to help pupils know how to answer the various exam-style questions. Extend: Develop your own timeline of the period we study. It is vital to have a good grasp of how the Greek, Persian, Roman and Egyptian civilisations were interwoven in this period of history.

Period Study 2: The Origins of Rome Michaelmas term  Our other period study focuses on the Kings of Rome, including the city’s founder, Romulus. We look at what sources are available to us, trying to establish where the blurry line between myth and history can be drawn. Did authors believe all that they wrote – if not why did they include it? We also start to use poetry as a source, engaging with the views of a Roman audience. Extend: Delve deeper into the Aeneid of Virgil or the early books of Livy’s History of Rome. You could familiarise yourself with the landmarks of Rome they mention and find out why they become important in later Roman history. Sign up (if possible) for a school Classics trip.

Depth Study 2: Cleopatra Lent Term  Arguably the most famous woman to have lived in the ancient world, Cleopatra is one of history’s most notorious characters. We use a range of sources to see what we can actually find out about this Queen of Egypt and her infamous relationships with Julius Caesar and Mark Antony. One of the challenges we face is that much of our evidence for Cleopatra is Roman – and hostile towards a woman who was an enemy of the Emperor Augustus. Extend: Investigate the Hellenistic Period to bridge the chronological gap between the Alexander the Great and Cleopatra topics. Read about the big changes happening in Rome at this time in Tom Holland’s Rubicon and Dynasty.

Take it Further Throughout the year  The time period and course content covered in Ancient History are unusually broad, and it is hoped that pupils will discover and then pursue areas of individual interest. The teachers in the Classics Department each have their own specialisms, and pupils are encouraged to discuss their enthusiasms with any of us. A visit to the Fitzwilliam Museum is always recommended. Extend: Attend meetings of the Y10-13 Classics Society “Lyceum” and attend relevant meetings of The 42.

Revision Lent and Summer Terms  Pupils spend time revisiting the examined topics first studied in Year 10 to enhance their understanding of them. In particular we will look in depth at what sources are extant on the early history of Rome and will compare and contrast how key Persians are portrayed by Greek and Persian sources. The OCR GCSE Textbooks provide an excellent Revision resource.

Extend: Consider how and why Virgil included discussions of Rome’s history in an epic poem set before Rome is even founded. Make links between the topics you have studied: who is the most impressive character we study, and why? Are sources for one topic better than for the others, and why?

Exam Preparation Lent and Summer Terms

 There are two examinations, each worth 50% of the GCSE; one on Greece and Persia, the other on Rome. Each exam follows the same format, and pupils will be thoroughly familiarised with the types of question and the expected styles of response by working through example papers, addressing each type of GCSE question. Extend: Attend the optional revision sessions offered during study leave. Read around the three topics as much as possible, seeking reading suggestions from your teacher.

Art GCSE Coursework GCH Michaelmas Term (GCH)  Formal Elements: Line, Colour, Texture and Shape  Contextual Studies: Students will study artists that relate to their current portfolio and respond in a personal manner. They will both develop and refine.  Materials and Processes: Student will explore methods appropriate for their project, such as glass fusing, printing, weaving, collage and textiles.  Outcome: Pupils will produce a final piece in response to their project work. Extend: Together with their own chosen subject matter, Pupils will be encouraged to explore other elements of natural form such as rock formations, shells and fossils. Pupils can further develop their work by extending into three dimensions.

GCSE Coursework BDK Michaelmas Term (BDK)  Formal Elements: Line, Colour, Texture, Pattern and Shape  Contextual studies: A variety of artists dependent on individual student’s interests and ideas to develop a folder of work in a personal manner.  Materials and processes: Pupils will explore print methods including Screenprint, collage, mixed-media and or textiles.  Outcome: Pupils will develop a piece of work or pieces of work, based in one or more of the above media. Extend: Together with their own chosen subject matter, Pupils will be encouraged to explore other conceptual elements of the natural world such as reflection, fragments, and other themes from past examination papers. Pupils can further develop their work by extending into three dimensions, either using a mannequin or constructed materials.

Externally Set Assignment Lent term (BDK/GCH/MJW)  Formal Elements: Line, colour, tone, form, pattern, texture.  Contextual Studies: Pupils will independently select their own appropriate artists to research to inform and develop their work, based on the theme set by the exam board.  Materials and Processes: Pupils will select from a range of materials and processes in which they have shown ability and develop their skills further.  Outcome: Pupils will create individual pieces of work, specific to their own line of investigation, culminating in a ten-hour controlled assessment held in exam conditions. They will generate a portfolio of supporting work in a new sketchbook and folder, separate from their coursework project. Extend: Pupils will be encouraged to visit galleries both in the local area and in London, as well as on an organised trip to London in February. They will also be encouraged to attend SOURCE at the Fitzwilliam Museum Cambridge, where they are given free one-to-one advice in an informal studio setting in the Easter term.

Biology UNIT 9 – ECOSYSTEMS & MATERIALS CYCLES (carried on from Year 9 and 10) Usual half-term: Michaelmas 1  B9k – The Carbon cycle  B9l – The Nitrogen cycle  B9m – Rates of decomposition Extend: Research an interesting organism using the IUCN Red List and discuss how effective the methods of conservation for this organism are proving. Watch any David Attenborough programme!

UNIT 7 - ANIMAL CO-ORDINATION, CONTROL & HOMEOSTASIS Usual half-term: Michaelmas 1 & 2  B7a Hormones  B7b Hormonal control of metabolic rate  B7c The menstrual cycle  B7d Hormonal control of the menstrual cycle  B7e Control of blood sugar  B7f Type 2 diabetes  B7g Thermoregulation  B7h Osmoregulation  B7i The kidneys Extend: A popular fallacy is that an alcoholic drink warms you up. In fact, alcohol causes vaso-dilation. Suggest: (a) Why alcohol may indeed make you feel warm (b) Why at the same time, it may be cooling you down. Discuss whether or not sweat should be considered as an excretory product. Suggest arguments both for and against.

UNIT 8 - Exchange & Transport in Animals Usual half-term: Lent 1 & 2  B8a – Efficient transport in Animals  B8b – Factors affecting diffusion  B8c – The circulatory System  B8d – The Heart  B8e – Cellular Respiration Extend: Most organisms need to obtain oxygen and get rid of carbon dioxide to survive. Research how other organisms achieve this e.g. Tuna, Blackbird, Dragonflies, frogs and compare their method of gas exchange with ours. Anaerobic respiration by micro-organisms can also be used to produce Biofuel and Biogas. Research these two different processes.

Chemistry Electrolysis Michaelmas 1  Molten compounds  Electrolysis of solutions  Chemical cells and fuel cells Extend: Lithium ion vs sodium ion batteries. Are hydrogen fuel cells the future?

Alcohols and carboxylic acids Michaelmas 2  Alcohols (physical and chemical properties; industrial manufacture; biofuels)  Carboxylic acids  Esters  Synthetic polymers (condensation polymerisation; applications) Extend: Why are some people allergic to alcohol? What is saponification? How can polymers be made biodegradable? Research naturally occurring condensation polymers.

Rates and energetics Lent 1  Collision theory  Factors that affect rate  Catalysts  Enthalpy  Enthalpy profile diagrams  Bond energies Extend: Who was Svante Arrhenius? How do cold-packs for sport injuries work? Why is the specific heat capacity of water important for life on Earth? What factors affect the specific heat capacity of a substance? Biofuels vs. petrol, which is the better fuel? What is Gibbs Free Energy?

Equilibria Lent 2  Equilibria (including dynamic equilibria) Extend: Was Fritz Haber a hero or villain?

Revision Summer 1  Revision booklets and past papers Extend: Why don’t the protons of the nucleus repel each other? What is the island of stability? What is the difference between thermal and kinetic stability? Why is HF a stronger than expected acid? Why has there been a rise in organic farming over the last few years? How did the development of the Haber–Bosch process, for the production of ammonia, prolong World War I? What are the origins of the pH scale? Why is the pH of soil important for growing plants and what are the implications of farmers controlling soil pH? Why are saturated and unsaturated fats important for a healthy diet? Research the importance of hydrogen bonding. Read: ‘The Periodic Table’ by Primo Levi.

Computer Science Computational Thinking & Programming 9 Usual half-term: Michaelmas 1  Identify and locate errors in programs  Correct errors in programs Extend: Explore type annotations in Python to catch type errors at run time.

Data 3 Usual half-term: Michaelmas 1  Understand how analogue sound is represented in binary  Understand the need for data compression and methods of compressing data Extend: Read about the LZW compression algorithm used in ZIP files.

Computational Thinking & Programming 10 Usual half-term: Michaelmas 2  Understand how merge sort and binary search work  Write programs that write CSV files  Write programs that implement username/password authentication Extend: Read about hashing algorithms and how passwords are not stored, but hashes are stored instead.

Computers 4 Usual half-term: Michaelmas 2  Understand the role of the control unit, arithmetic logic unit and registers in the fetch-decode-execute cycle  Understand how an interpreter differs from a compiler Extend: Write a ‘hello world’ program in a compile language like C++, and compile it.

Issues and Impacts 2 Usual half-term: Michaelmas 2  Understand the threat to digital systems posed by malware and how hackers exploit technical vulnerabilities and use social engineering to carry out cyberattacks  Understand methods of protecting digital systems and data Extend: Talk to parents or grandparents about how to spot a social engineering attack.

Networks 3 Usual half-term: Lent 1  Understand how the 4-layer TCP/IP model handles data transmission over a network  Understand the importance of network security, ways of identifying network vulnerabilities and methods of protecting networks Extend: Install Wireshark on a home computer to look at network traffic.

Computational Thinking & Programming 11 Usual half-term: Lent 1  Use logical reasoning and test data to evaluate an algorithm’s fitness for purpose and efficiency

 Read, write, analyse and refine programs written in a high-level programming language Extend: Read about ‘Big O’ notation which describes algorithm efficiency.

Issues and Impacts 3 Usual half-term: Lent 2  Understand ethical and legal issues associated with the use of artificial intelligence, machine learning and robotics  Understand methods of intellectual property protection for computer systems and software Extend: Find out how long a patent gives monopoly rights to the inventor. Find the first patent filed by Microsoft.

Computational Thinking & Programming 12 Usual half-term: Lent 2  Consolidation and practice Extend: Try some project Euler questions.

Design & Technology GCSE Design and Technology (OCR) Throughout the year  Non-examined Assessment (NEA) Project  Introduction to project and portfolio management  Understanding portfolio sections and marking scheme  Choose brief  Research (primary and secondary)  Mind mapping  Specification  Initial Ideas  Development of chosen idea through:  Modelling – mechanical & electronic (if applicable)  Testing  Evaluation  Maintenance of portfolio throughout Extend: Open ended projects allow freedom with extension activities to boost complexity.

GCSE Design and Technology (OCR) (Theory content) Revision at the end of the year  Recap/revision of topics fully covered in yr10.  Identifying requirements  Learning from existing products  Wider Issues  Design communication  Materials & manufacturing processes  Design viability  Mechanisms and Electronics  Polymers  Modelling and prototyping  Mini projects  Existing product analysis Extend: Develop modelling skills using a variety of materials. Investigate home-projects on instructables.com. Practise sketching – 2D and 3D. Practise 3D CAD.

Drama & Theatre Studies Shakespeare in Performance Throughout the year  The world of Shakespeare  The Globe – history, layout, C21st usage  Influential Jacobean & Elizabethan playwrights  Othello  Productions past & present  Themes & issues – social & political considerations  Scene work  Re-writing  Exploring RSC, Emma Rice & leading Shakespeare production repertoire – styles, form, reviews  Trinity Assessment (1st) Extend: Read Othello in full and research past productions. Write a short play inspired by race, deception or warfare.

Drama exercises, team building and improvisation technique Throughout the year  NT New Views initiative  Stimulus projects  Playwriting & devising an original piece of theatre  Rehearsal scheduling, development & performance  Re-writes  Small group work  Using dance and movement to tell stories Extend: Enter NT New Views. Attend Creative Mentors to discover alternative production roles required for staging a new original piece of theatre. Visit local & regional theatre to see devised work.

Theatre & Context A – Brecht Throughout the year  History timeline & background  Epic theatre – usage of techniques including:  Gestus  Direct Address  Signage  Music  Vermfrendungseffekt  Study of Good Person of Szechuan  Create original Brechtian piece of theatre  2nd Trinity Assessment Extend: Research & explore other Brecht productions. Compare & contrast the method of Stanislavski.

Theatre & Context B Throughout the year  Contemporary British theatre practitioners

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Headlong/Complicité/Kneehigh/Paines Plough Diversity issues in British theatre Vernon God Little extracts work Themes & issues – exploratory work Creation of original monologues Frequent rehearsal and workshop process In-depth technical theatre terminology

Extend: Research Ella Hickson, Mike Bartlett, James Graham, Jack Thorne. Choose a monologue from contemporary British playwrights to stage & present.

Y11 – Theatre & Context C Throughout the year  Exploration, rehearsal & performance of a playtext Rehearsal process  Line learning techniques  Directed project  Vocal workshop  Physical theatre workshop  Rehearsal & performance  3rd Trinity Assessment Extend: Research celebrated Olivier & Tony winners & nominees. Audition for Y11 Film. Apply for a technical/production role on another year group production

Y11 - Devised Project Throughout the year  Original piece of theatre  Development from page to stage  Responsibility for style, setting & staging  Stand-alone piece  Costume, props & sound  Production meetings  Casting Extend: Masterclasses. Visiting workshops. NT & NYMT auditions. Studying publicity and promotional media.

English Literary Study Throughout the year  ‘A shrewd and fluent independent reader; responsive to literature’  Set texts:  Prose, including Victorian Fiction  Poetry collections  Modern Drama  Shakespeare  Unseen analysis of poetry, prose and non-fiction. Extension: Contribute to the New Views programme. Enter the Cambridge poetry competition.

Writing Throughout the year  ‘A confident writer’  Genres covered include:  Close textual analysis and formal literary essays, both timed and extended  Writing in role  Descriptive writing  Informative, analytical and/or argumentative. Extension: Enter a writing competition (internal and external – see SharePoint). Contribute to the Perse Creative Writing Anthologies.

Speaking and Listening; Drama Throughout the year  ‘An effective speaker and listener; a participant in dramatic activities’  Students develop: clarity and confidence to convey a point of view or information; use of talk to explore, create, question and revise ideas; the ability to work effectively with others in a range of roles; having a varied repertoire of styles.  Lessons are far more student led at GCSE; students are expected to have prepared material ahead of time and to lead and engage with classroom discussion. Extend: Become involved with Debating societies and competitions, both internally and externally (see Sharepoint for details.)

Original Work Throughout the year  We have a track record of success at local and national level in a variety of external competitions.  In recent years Perse students have seen their work win the BBC Young Writer of the Year Awards; seen their work performed on the stage at the National Theatre; and have performed and discussed their work on stage at The Shakespeare Centre in Stratford-Upon-Avon.  There are a wealth of opportunities every year for budding writers. Extend: Help write your House play for the House Drama competition.

Skills Throughout the year  Reading; Writing; Literary Study  It is important for pupils to realise there is a step up in expectation and sophistication of thought when approaching the exams. We work closely on making sure vocabulary is mature and sophisticated, that grammar is used correctly, and that students are reading a wide variety of materials; this is the most effective way of developing writing skills. Extend: Attend Literary Society. Read texts from genres and time periods you have not yet encountered.

Preparation Throughout the year  At GCSE the key requirement for Literature responses is a personal response that highlights “flair and sophistication of thought.”  For this to be achieved, students need to come to lessons having prepared material and read ahead so as to lead and be fully engaged in class discussion. The exam requires student response, not teacher led response, so students are taught to discuss, analyse and argue within a group and as a class without being overtly teacher led. Extend: Attend Library author visits. Attend relevant 42 lectures and Literary Society. Join Debating society and competitions.

French GCSE TOPIC 3.1 & 3.2 – My school and studies Usual half-term: Michaelmas 1 Students learn to talk about school life (school facilities, subjects, lessons, teachers, rules, pressures etc.) Key grammar: Possessive pronouns, subjunctive (revision of adjectives, comparatives, superlatives, irregular present tense, use of ‘depuis’) Extend: Watch a film about school in France e.g. Entre les murs, Les choristes, Au revoir les enfants, Etre et avoir

GCSE TOPIC 3.3 & 3.4 – Future plans (and TOPIC 1.1 - relationships and marriage only) Usual half-term: Michaelmas 2 Students learn to talk about their plans for after A Levels (gap year, university, jobs, relationships and marriage etc.) Key grammar: Verb + infinitive (with/without preposition), (revision of future tenses and expressions, conditional mood, ‘if’ clauses) Extend: Learn how to form and use the future perfect and conditional perfect

GCSE TOPIC 2.2/2.3 – Poverty, homelessness and charities Usual half-term: Lent 1 Students learn to talk about unemployment, homelessness and poverty in Francophone countries and role of individuals, organisations and governments in eliminating this. They also explore the work of charities and opportunities to contribute to this through voluntary work. Key grammar: Passive, subjunctive, present tense of connaitre, croire, dire, savoir (revision of tenses) Extend: Learn how to use the passive in a range of tenses e.g. past, future, conditional, subjunctive etc. / read or watch No et moi / research the refugee crisis in France

GCSE TOPIC 2.2 – Healthy living Usual half-term: Lent 2 Students practise explaining and getting help for minor illnesses when in Francophone countries. They also learn to talk about healthy living. Key grammar: Present tense dormir, present participle, imperative (revision of tenses, pronouns, adverbs, comparatives and superlatives) Extend: Watch ‘Demain tout commence’ and describe the way the main character changes his lifestyle

Final exam revision From the mock exams  After the mock exams, pupils will focus on:  Revising GCSE topics studied in Year 9 and 10  Revising all key GCSE grammar  Practising listening and reading comprehension techniques  Practising translation from and into French

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Practising long and short GCSE essay questions Revising sophisticated vocabulary and structures for essays Completing past papers to practise timings for their public exams

Geography Environmental Threats to the Planet Usual term: Michaelmas  Historic climate changes  Theories of natural climate change  Human impact of climate  Consequences of climate change  Global atmospheric circulation  Tropical storms  Drought Extend: Get involved in the school green team. Follow the progress of the COP climate change conferences in the news. Listen to ‘The Climate Question’ podcast. Read ‘How to avoid a climate disaster’ by Bill Gates. Watch any of the excellent TED talks on climate change.

UK Environmental Challenges Usual term: Lent  Climate of the UK  UK extreme flooding  Human modifications of ecosystems for food, energy and water  UK energy sources  Sustainable resources use Extend: Get involved in the school green team. Ask your parents who they use for their energy supply and why. What were the difference between the tariffs available? How do sustainable companies like Ecotricity compare?

GCSE Revision Usual half-term: End of Lent 2 and Summer 1  Recap of all topics  Practise skills and fieldwork questions  Complete practice papers

General GCSE Geography extra-curricular stretch Events available throughout the academic year. See posters in department or ask your geography teacher for details.  Enter the Geography Debating competition to pit your geographical wits against the sixth form geographers. Y11 geographers have been getting further and further in this competition and we were so close to a group of Year 11 finalists last year.  Attend Missing Maps and help put vulnerable communities on open-sources maps to assist NGOs.  Attend, or even run, a TEDGeog session: pick a geographical TED Talk, introduce it to fellow students and then provide some questions for a stimulus to conversation after the event.  Write for the Purple Planet magazine and inspire other geographers with something that interests you.  Get involved in the school’s Green Team or Charities Committee.

German Local, national and global interests Usual half-term: Michaelmas 1  Holidays and travel  Regions in Germany – completion and revision from end of year 10 Extend: Research the most popular holiday destinations for Germans within Germany. Find out about responsible tourism in Germany.

Current and future study and employment Usual half-term: Michaelmas 2  School types and subject choices  A typical school day  Problems at school  University vs work  Career choices Extend: Find out about differences in school types in more detail and research the Turbo-Abi model.

Exam Review and Skills Preparation Usual half-term: Lent 1  Mock exam analysis and individual action plans  Translation practice (Germ>Eng and Eng>Germ)  Chance to revisit and consolidate work on earlier topics  Topic revision via past papers Extend: German literature – potential to focus on extracts from A level set texts.

Exam Preparation Usual half-term: Lent 2  Further exam practice  Thorough grammar revision and focus on more complex structures  Oral exam preparation  Extension: dealing with more complex texts (GCSE level +) Extend: Research life in East Germany and how it has changed since the fall of the wall (taster - ties in with A level work).

Gratin Introduction Usual half term: competitions in Michaelmas 2  The main focus in first term of Year 11 is the GCSE set texts in both Latin and Greek. Alongside this work pupils will consolidate their knowledge of the languages by making use of Taylor’s Greek to GCSE Book 2 and Essential GCSE for Latin, as well as completing regular practice of GCSE-style translation and comprehension exercises. Time will also be spent completing and then consolidating the GCSE set texts completed in Year 10. Extend: Enter the Local Classical Association Senior Reading Competition or get involved with Lyceum, the senior Classics society.

Literature (i) Usual half terms: Michaelmas 1 & 2  During the Michaelmas and Lent terms pupils study their GCSE Greek set texts. As well as translating the text, pupils will consider the unique qualities of the text as an oral epic composed in hexameters, and they will learn a range of literary terminology to enhance their stylistic analysis of Greek and Latin texts. Extend: Apply literary critical techniques to other texts you are studying. Read more by Homer and Virgil, including the rest of the Iliad and Aeneid, in translation. Explore Greek and Roman poetry more widely by looking at www.loebclassics.com.

Literature (ii) Throughout the year  The two literature papers combined are worth 50% of the total respective GCSEs. During the year pupils will study their verse set texts and revise the prose set texts studied in Year 10. Pupils will complete regular GCSE-style practice questions. Extend: Make use of reading your set texts to improve your vocabulary and grammar knowledge. What particular choices of words and idiom have your set text authors made? Read some other Greek/Roman literature in translation.

Language and Vocabulary Throughout the year  Regular vocabulary learning remains an essential part of study, and pupils should spend their own time (as well as set homework) ensuring they know all the words in the GCSE vocabulary lists. Pupils should also revise the endings of nouns, verbs and adjectives to allow them to recognise the inflected forms of words they will encounter when translating. The language paper is worth 50% of the total GCSE; stories for translation from Greek and Latin will be based on mythology/domestic life and history.  By the end of the year pupils will have encountered and practised all the sentence types and grammatical features that they will meet at GCSE. Regular vocabulary learning is an essential part of study, and pupils may find it helpful to learn a word a day from the GCSE vocabulary list given to them at the start of the year. Extend: Can you identify English words that are derived from Greek/Latin? What links can you make between Greek/Latin and other languages?

Civilisation Throughout the year  The civilisation focus in Year 11 arises partly from the GCSE set texts; pupils will learn about the cultural context of the texts by exploring the lives and times of the authors. The mythological and historical content of the language exercises used also gives the opportunity to explore both the myths of the ancient world as well as specific historical and political events. Extend: Read some historical fiction or mythology (Robert Graves’ Greek Myths is a detailed introduction). Explore the Greek galleries at the British Museum in London. Sign up (if possible) for a school Classics trip.

The Classical Legacy Throughout the year  Much of our work in Year 11 will demonstrate the extent to which the modern world remains indebted to its ancient predecessor. In particular, we will see how ancient literature continues to influence writing today and reflect upon the similarities and differences between our world and that of the Greeks. Extend: Attend meetings of the “Lyceum” club in school. Seek reading recommendations from your teacher and visit Cambridge’s Fitzwilliam Museum and Museum of Classical Archaeology.

History The Making of America 1789 - 1900 America’s expansion – into the West 1789–1860 Usual half-term: Michaelmas 1 • • •

Reasons for the growth of the USA 1789-1838; the Deep South, cotton plantations and slavery Removal of the Native American tribes Journeys across the Plains; Gold rush and Mormons

https://www.ted.com/talks/ned_blackhawk_and_jeffrey_d_means_the_dark_history_of_mount_rushmore Civil War and Reconstruction 1861–1877 Usual half-term: Michaelmas 1 • •

The causes of the Civil War The experiences of African Americans in the Civil War and beyond

Extend: Ken Burns has several excellent documentaries and websites. Both are available via PBS and are viewable on Netflix. The best two for this course are: Ken Burns’ The West and Ken Burns’ Civil War

Settlement and conflict on the Plains and American Cultures 1861–1900 Usual half-term: Michaelmas 2 • • • •

The impact of railroads and ranches on the Plains The Indian Wars The changing lives of African Americans Growth of big business and cities

Extend: Mark Twain’s, Roughing It is an entertaining take on the experiences of settlers and miners in the West. His Gilded Age is also a good exploration of the issues of land exploitation with a nice mix of wry humour too. Mark Twain’s full catalogue can be found online for free here: http://www.gutenberg.org/ebooks/author/53 Susie King Taylor was a black nurse during the Civil War. She eventually wrote up her experiences in a book called, Reminiscences of My Life in Camp. This is available online for free here: http://docsouth.unc.edu/neh/taylorsu/taylorsu.html Finally, Timelines TV have a particularly good overview of the story of Westward expansion in nice, bite size chunks http://www.timelines.tv/index.php?t=4&e=1

People’s Health c,1250 to present Medieval and Early Modern Britain, 1250-1750 Usual half-term: Lent 1 • • • •

Living conditions Responses to The Black Death Responses to the Great Plague 1665 Responses to The Gin Craze

Extend: Ian Mortimer’s Time Traveller series of books give an evocative account of daily life in the medieval and Early Modern periods. John Hatcher’s The Black Death focuses on the experience of one Suffolk village during the 14 th century. Evelyn Lord’s The Great Plague examines what happened in Cambridge during the 17 th century.

Industrial and Modern Britain, 1750-present Usual half-term: Lent 2 • • •

Living conditions Responses to the Cholera epidemics Responses to Spanish Flu and AIDS/HIV

Extend: There are lots of excellent documentaries about improvements in Public Health: Great Stink - YouTube and The NHS: A Difficult Beginning - YouTube

Preparation for the exams and post-exams Usual half-term: Summer 2 and Summer Holidays  In the weeks prior to and immediately following the Easter holiday (prior to study leave) the focus for all students should be on preparing for the GCSE papers that students will sit. 

Extend: Pupils should spend this time practising answering questions for the different units and papers of the GCSE exam. Technique and timing are as crucial as contextual knowledge, so it is imperative that pupils prepare accordingly. All aspiring A-level historians are highly recommended to get a subscription to either the BBC History Magazine or History Today. Students are also recommended to use online sources such as BBC Radio 4’s outstanding ‘In Our Time’ archive to extend their knowledge and appreciation of history. The History section on BBC iPlayer is also highly recommended, as are the Gresham College lectures. These are all resources that pupils will have encountered at some point during the GCSE History course.

Latin Introduction Usual half term: competitions in Michaelmas 2  The main focus in first term of Year 11 is the GCSE prose set text. Alongside this work pupils will consolidate their knowledge of the language by making use of Essential GCSE Latin and the Cambridge Latin Grammar and by completing regular practice of GCSE-style translation and comprehension exercises. Time will also be spent consolidating understanding of the GCSE verse set text. Extend: Enter the Local Classical Association Senior Reading Competition or get involved with Lyceum, the senior Classics society.

Literature (i) Usual half terms: Michaelmas 1 & 2  During the Michaelmas term pupils study their GCSE prose set text. As well as translating the text, pupils will consider the insight Pliny’s writing offers into the practice of legacy-hunting, as well as the context within which Tacitus was writing and the prevalence of corruption at that time. Students will continue to learn a range of literary terminology to enhance their stylistic analysis of Latin texts. Extend: Apply literary critical techniques to other texts you are studying. Read more works by Tacitus, in translation. Explore Latin poetry more widely by looking at www.loebclassics.com.

Literature (ii) Throughout the year  The two literature papers combined are worth 50% of the total GCSE. During the year pupils will study their verse set text and revisit the prose set text read in Year 10. Pupils will complete regular GCSE-style practice questions. Extend: Make use of reading your set texts to improve your vocabulary and grammar knowledge. What particular choices of words and idiom have your set text authors made? Read some other Latin literature in translation.

Language and Vocabulary Throughout the year  Regular vocabulary learning remains an essential part of study, and pupils should spend their own time (as well as set homework) ensuring they know all the words in the GCSE vocabulary lists. Pupils should also revise the endings of nouns, verbs and adjectives to allow them to recognise the inflected forms of words they will encounter when translating. The language paper is worth 50% of the total GCSE; stories for translation from Latin will be based on mythology/domestic life and history. Extend: Can you form simple sentences in Latin? Can you identify English words that are derived from Latin? What links can you make between Latin and other languages?

Civilisation Throughout the year  The civilisation focus in Year 11 arises partly from the GCSE set texts; pupils will learn about the cultural context of the texts by exploring the lives and times of the authors. The mythological and historical content of the language exercises used also gives the opportunity to explore both the myths of the ancient world as well as specific historical and political events. Extend: Read some historical fiction (Robert Graves’ I, Claudius remains both useful and enjoyable). Explore the Roman galleries at the British Museum in London. Sign up (if possible) for a school trip to Rome or the Bay of Naples.

The Classical Legacy Throughout the year  Much of our work in Year 11 will demonstrate the extent to which the modern world remains indebted to its ancient predecessor. In particular, we will see how ancient literature continues to influence writing today and reflect upon the similarities and differences between our world and that of the Romans. Extend: Attend meetings of the “Lyceum” club in school. Seek reading recommendations from your teacher and visit Cambridge’s Fitzwilliam Museum and Museum of Classical Archaeology.

Mandarin Holidays & Travel Usual half-term: Michaelmas 1  Discuss the pros and cons of various modes of transport and book tickets for travel. Describe a recent journey or holiday. Make bookings, ask for information and resolve issues when travelling.  Role play: Book tickets for travel  The following grammar will be studied:  Future & Past tense consolidation  The three de’s revision (得，的，地) Extend: Plan a route around various locations in China. Plan a travel route and budget for your trip, working out how much currency you will need for public transport and entry tickets.

The Environment Usual half-term: Michaelmas 2  Learn about environmental problems and possible solutions. Debate who is responsible for the environment and what we should do to address the current environmental crisis around the world.  The following grammar will be studied:  Present continuous  The passive  Common errors Extend: Debate the environmental impact that rapid industrial growth has had on China.

Technology & Media Usual half-term: Lent 1  Discuss the pros and cons of technology, including the internet, social media and social trends. Learn about some famous influencers, artists and actors in China. Talk and write about an idol.  The following grammar will be studied:  Complex sentence structures  Structuring an argument or debate  Modal verbs  Action measure words (一会，下，次，编)  Resultative complements Extend: Photo discussion: Technology

Social issues & Charity work Usual half-term: Lent 2  Talk about unemployment, homelessness and poverty in China. Explain what role individuals, organisations and governments play in eliminating poverty.  The following grammar will be studied:  The uses of the grammar particle 了  Emphatic sentences & exclamations Extend: Learn about governmental policies to combat poverty in China. Research charities working to tackle poverty in the largest poverty-stricken Hutongs of Beijing.

Assessment Preparation Usual half-term: Summer 1  Revision of vocabulary and grammar from Year 10 AQA topics.  Practice of exam technique for translations, role plays and photo cards.  Practice of listening and reading comprehension technique.  Consolidate key writing structures and review model example writing responses. Extend: Have a go at some of the past papers in preparation for the summer GCSE exam.

Assessment Preparation Usual half-term: Summer 2  Study leave starts. Students should practise the skills needed for the assessments ensuring that on a regular basis they complete the following:  Review vocabulary from the minimum core AQA vocabulary booklet and practise character-writing.  Practise long and short AQA writing questions.  Online listening comprehension. Extend: Memorise sophisticated structures to use in both speaking and writing responses.

Maths ALGEBRA: Quadratic Equations Usual term: Michaelmas  Quadratic factorisation  Solving equations by factorisation  Algebraic fractions with x as the denominator  Quadratic formula Extend: Explore why sand dunes often form in the shape of quadratics.

Simultaneous Equations Usual term: Michaelmas  Linear simultaneous equations  One linear, one quadratic Extend: Consider alternative simultaneous equations, e.g. 2 quadratics, or a reciprocal and a linear equation. In what situations can you easily find solutions?

Use of Symbols, Indices Usual term: Michaelmas  Laws of indices  Negative, zero and fractional powers Extend: Is it possible to have an irrational power? If so, what does it mean?

Algebraic Proofs Usual term: Michaelmas  Disprove statements  Prove expressions  Prove statements Extend: Research some famous proofs.

Variation Usual term: Lent  Direct proportion  Inverse proportion Extend: Find real-life physical relationships in biology that are described by the different direct and inverse proportion relationship you have seen.

STATISTICS Probability Usual term: Michaelmas  Mutually exclusive events  Independent events

 Tree diagrams  Conditional probabilities Extend: Research Shannon’s information theory and how probability is used in error detection in coding in internet applications.

Statistics Usual term: Michaelmas  Histograms Extend: How might you develop a 3-D histogram, that shows frequency density for a population defined not by a single variable (as in a normal histogram) but by two variables?

SHAPE: Trigonometry Usual term: Michaelmas  Sine, cosine and tangent of any angle  Graphs of sinx, cosx, tanx  Periodicity  Solving simple equations Extend: Investigate the periodicity of tides.

Sine and Cosine Rules Usual term: Michaelmas  Sine and cosine rules  Area of a triangle using sine Extend: Can you find any other ways of calculating the area of a triangle? (Hint: there are lots!)

Vectors Usual term: Michaelmas  Vector quantities, column vectors  Magnitude and direction  Arithmetic operations on vectors  Algebra of vectors  Component form  Vector geometry Extend: Vectors can be added and subtracted, but can they be multiplied and divided? Explore the geometrical meaning that such an operation might imply

3D Trigonometry Usual term: Lent  3D problems  3D trigonometry – angle between line and plane Extend: How might you define the angle between two planes, and use trigonometry to calculate it?

Similar Figures Usual term: Lent

 Similar triangles  Enlargement and similarity Extend: Have a go at this problem: http://nrich.maths.org/7385

Circle Properties Usual term: Lent  Intersecting chords Extend: What happens when you differentiate the formulae for the area of a circle and the volume of a sphere? Explore why you get what you get.

Constructions Usual term: Lent  Angle bisector  Perpendicular bisector of a line  Construction of angles of 30, 45, 60 and 90 degrees Extend: Find out how to construct a pentagon and other polygons.

Curve Sketching Usual term: Lent  y = xn for x = 1, 2, 3, 4  y = 2x and y = 2-x  y = 1/x^n for x = 1, 2, 3  Circles centred (0,0) Extend: How would the equation of a circle centred (0,0) differ to one which is centred elsewhere?

SEQUENCES, FUNCTIONS AND GRAPHS Functions Usual term: Michaelmas  Inverse functions  Domain and Range Extend: Find a function f(x) such that fff(x) = f(x) but where ff(x) ≠f(x).

Iteration Usual term: Lent  Understand how sequences can be defined using iterative formulae  Solving equations using iterative processes Extend: Investigate the shapes produced when solving equations using iteration. When do you get a ladder? When do you get a spider’s web? You could start by looking at this investigation on Desmos: https://www.desmos.com/calculator/zo6o6krqs2 .

Curve Sketching Usual term: Lent  Linear functions  Quadratic functions  Cubic graphs

 Reciprocal functions Extend: If you combine different functions of the above form using the basic arithmetic operations (+, -, ×, ÷), can you sketch the curve of the function?

Graphs Usual term: Lent  Graphical solution of equations Extend: Could you write a computer program to solve an equation using this method?

Maths (L2CFM) ALGEBRA: Simultaneous Equations Usual term: Michaelmas  Linear simultaneous equations  One linear, one quadratic  Solving 3 linear equations in 3 unknowns Extend: Consider alternative simultaneous equations, e.g. 2 quadratics, or a reciprocal and a linear equation. In what situations can you easily find solutions?

Factor and Remainder Theorem Usual term: Lent  Find linear factors of a cubic expression  Find the remainder when a polynomial is divided by a linear factor  Solve cubic equations by factorising Extend: How could you use the factor theorem to solve quartic equations? Investigate how the roots of a cubic equation are connected to the coefficients of each term.

CALCULUS: Calculus Usual term: Michaelmas  Variable rate of change  Gradients of curves and tangents  Equations of tangents and normals  Find turning points and determine their nature  Motion in a straight line Extend: Is it possible to differentiate irrational powers of x? Can you prove or disprove your result?

SEQUENCES Limits of sequences and nth terms Usual term: Michaelmas  Find the nth term for sequences of rational numbers  Find the limit of a sequence as n tends towards infinity. Extend: Investigate sequences produced by rational nth terms with quadratic numerators and denominators. When do these sequences converge, when do they diverge? Is it possible to find a sequence that oscillated between two values?

Music Coursework Portfolio 1 Usual half-term: Michaelmas 1  Record solo performance  Complete composition Extend: Plan a live performance of the composition

Coursework Portfolio 2 Usual half-term: Michaelmas 2  Record ensemble performance  Complete composition Extend: Record a live performance of the composition

Revision of Area of Study 2 Usual half-term: Lent 1  Revise the Baroque concerto grosso and solo concerto  Revise the Classical concerto  Revise the Romantic concerto Extend: Explore how the concerto developed in the 20th century

Revision of Areas of Study 3, 4 and 5 Usual half-term: Lent 2  Revise calypso, samba and African drumming  Revise music from the Eastern Mediterranean and the Middle East  Revise film music techniques  Revise pop music techniques Extend: An exploration of instruments from around the world

Exam Technique Usual half-term: Summer 1  Completion of past papers  Revision of exam technique Extend: Advanced aural dictation and chord recognition

Physical Education – BOYS Volleyball Michaelmas  Consolidate learning from Year 10 and shots including:  Serve and Dig  Set and Spike  Develop tactics and game awareness. Introduce blocking.  Discover positions suitable for individuals. Extend: External club, one off school fixtures.

Principles of Training Michaelmas  Understand and be able to implement the principles of training;  Individual needs, specificity, progressive overload, recovery, reversibility.  Apply the F.I.T.T principles.  Understand how to evaluate and improve performance. Extend: Fitness club, design a PEP.

Global Sports Lent  Play and develop knowledge in a variety of global sports including:  Aussie Rules  Handball  Gaelic Football  Netball  American Football  Kabaddi Extend: External clubs, house events may cover some sports.

Options Summer  Opportunity to practise and extend learning in a choice of activities;  Athletics  Tennis  Cricket Extend: Only 1-2 lessons before pupils leave for GCSE Study Leave.

Physical Education – GIRLS Global Sports Lent  Play and develop knowledge in a variety of global sports including:  Aussie Rules  Handball  Gaelic Football  Lacrosse  Kabaddi Extend: External clubs, house events may cover some sports.

Principles of Training Michaelmas  Understand and be able to implement the principles of training;  Individual needs, specificity, progressive overload, recovery, reversibility.  Apply the F.I.T.T principles.  Understand how to evaluate and improve performance. Extend: Fitness club, design a PEP.

Volleyball Lent  Introduction to the rules and tactics of volleyball;  Set Shot  The Dig  The service  The Spike  Play full sided volleyball match Extend: External club, one off school fixtures.

Options Summer  Opportunity to practise and extend learning in a choice of activities:  Athletics  Tennis  Cricket Extend: Only 1-2 lessons before pupils leave for GCSE Study Leave.

Religious Studies Component 1 – The study of beliefs, teachings and practices Christianity Key Beliefs   

The Nature of God Creation Judgement and the Afterlife

Jesus Christ and Salvation    

Incarnation and Son of God Crucifixion and Resurrection Sin and original sin Salvation, law, grace and Spirit

Worship and festivals     

Forms of worship Prayer Sacraments Pilgrimage Christmas and Easter

The role of the church in the local and worldwide community    

The role of the Church Food banks and street pastors Mission, evangelism and Church growth Reconciliation, persecution, and worldwide charitable organisations

Extend: You can find worksheets on each section of the course from The Bible Society by following this link, Sources of Wisdom resources – AQA Christianity - Bible Society

Islam Key Beliefs     

The six articles of faith in Sunni Islam and five roots of Usul ad-Din in Shi’a Islam The nature of God Angels Predestination and human freedom Akhirah (life after death

Extend: Find out more about the origins of Islam here: How Islam Began - In Ten Minutes - YouTube and explore some of the key beliefs of Islam here: Islam, the Quran, and the Five Pillars: Crash Course World History #13 - YouTube Authority   

Risalah (Prophethood): Adam, Ibrahim and Muhammad The holy books The imamate in Shi'a Islam

Extend: Explore the Qur’an here: The Qur’an | The British Library (bl.uk) Worship    

Five Pillars of Sunni Islam and the Ten Obligatory Acts of Shi’a Islam Shahadah: declaration of faith Salah: how and why Muslims pray Friday prayer (Jummah)

Duties and festivals     

Sawm: fasting during Ramadan Zakah: giving alms Hajj: the pilgrimage to Makkah Jihad: different understandings Festivals and their importance for Muslims in Great Britain today

Extend: Visit Cambridge Central Mosque on Mill Road: Tours - Cambridge Central Mosque

Component 2 – Thematic Studies

Religion, peace and conflict Religion, violence, terrorism and war

Relationships and families Sex, marriage and divorce    

Human sexuality Sexual relationships before and outside of marriage Contraception Marriage and divorce

Families and gender equality      

The nature of families Parents and children The purpose of families Contemporary family issues The roles of men and women. Gender equality, prejudice and discrimination

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Peace, justice, forgiveness, and reconciliation Violence and violent protest Terrorism Reasons for war Just War and Holy War Pacifism.

Religion and belief in 21st century conflict     

Religion and belief as a cause of war and violence in the contemporary world Nuclear weapons Weapons of mass destruction Religion and peace-making Religious responses to the victims of war

Religion, human rights and social justice

Religion and Life

Human rights

The origins and value of the universe

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   

The origins of the universe The value of the world and the duty of human beings to protect it The use and abuse of the environment The use and abuse of animals

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Prejudice and discrimination Issues of equality and freedom of religion and belief Rights and Responsibilities Social justice. Racial prejudice and discrimination.

The origins and value of human life

Wealth and poverty

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 

   

The origins of life The relationship between scientific views, such as evolution, and religious views Sanctity of life and quality of life Abortion, Euthanasia. Beliefs about death and an afterlife

    

Attitudes to and uses of wealth The responsibilities of wealth, including the duty to tackle poverty and its causes. Exploitation of the poor Fair pay People-trafficking. Overcoming poverty Charity

Extend: You can find worksheets on each section of the course from The Bible Society by following this link, Sources of Wisdom resources – AQA Thematic studies A–F - Bible Society

Physics Radioactivity and nuclear physics

Lenses

Usual half-term: Michaelmas  Types of ionising radiation: α, β, γ  Ionising and penetrating power  Nuclear reactions  Half life  Dangers and uses of radiation  Nuclear power  Rutherford scattering

Usual half-term: Michaelmas  Converging and diverging lenses  Focal length  Real and virtual images  Ray diagrams

Extend: Investigate uses of radioactive isotopes in: Dating, medical diagnosis and treatment. What is the precise mathematical meaning of exponential decay? What other systems show this behaviour and why? What other types of sub-atomic particles are there and how were they (or could they be) discovered?

Electromagnetic induction Usual half-term: Michaelmas  Induced e.m.f.  Generators  Transformers  Electricity generation and transmission  Household wiring Extend: What is an induction motor? What advantages do they have over brushed d.c. motors? Investigate the systems other countries have for electricity generation and transmission. What are the advantages and disadvantages of these systems over the one used in the UK?

Extend: What is meant by the power of a lens? What is the lens equation? If you wear glasses or contact lenses, what do the numbers on your prescription mean? What is astigmatism? What is chromatic aberration? How does a microscope or a telescope work?

Astronomy Usual half-term: Michaelmas  Big Bang theory  Redshift of galaxies  Cosmic microwave background Extend: What is the Hubble constant? How do cosmologists estimate the Age of the Universe? What is the evidence for the existence of dark matter? What might dark matter be made of? What is the evidence that the expansion of the universe is accelerating?

Structured Revision

Momentum

Usual half-term: Lent and Summer  The structured revision programme in the  Lent and Summer terms will cover:  Concepts and content for the whole course  Core practicals and techniques  Exam technique

Usual half-term: Michaelmas  Conservation of momentum  Elastic and inelastic collisions  Explosions

Extend: Try some Physics Challenge papers (Google ‘BPhO Year 11 Challenge’). You will have the opportunity to enter the Physics Challenge at the beginning of March.

Extend: How do rockets work? What is the coefficient of restitution? How does momentum help us identify subatomic particles? How does conservation of momentum (and kinetic energy) help you play pool or snooker? What are frames of reference? How can you use the zero momentum frame to investigate collisions and explosions?

PSHE Education Living in the wider world       

Using Unifrog to develop your career opportunities CV and job application writing Money management Social media critical skills and the law Critical approaches to the media Politics and protest Transition to 6th Form

Extend: Use Unifrog to identify and develop employment skills opportunities. Take part in work experience as part of The Perse School careers programme. Take part in the Share Investor Challenge. Write your own CV.

Physical wellbeing  Self-examination and dealing with and gaining support with cancer  Building physical health for resilience for year 11 Extend: Research the Teenage Cancer Trust https://www.teenagecancertrust.org/about-us. Physical non-competitive exercise e.g. hiking, parkour, yoga, martial arts, swimming Read: Henry Tumour by Anthony McGowan

Relationships    

Healthy relationships Recognising and managing abusive relationships The roles and responsibilities of parents Pregnancy choices

Extend: https://riseabove.org.uk/topic/love-life/use the above website to read about healthy relationships. Download the NSPCC App ZipIt and use it with friends.

Mental wellbeing  Recognising the most common forms of mental health concerns  How to access support for common mental health concerns  Building mental health resilience for year 11 Extend: Download the mindfulness app ‘Headspace’ and regularly practice ’10 minute mindfulness’ https://www.headspace.com/ Use the RiseAbove website for further information. Watch the BBC iPlayer documentary ‘Odd One Out’ about pop start Jesy Nelson https://www.bbc.co.uk/iplayer/episode/p07lsr4d/jesy-nelson-odd-one-out.

Spanish Theme 2: Local, national and global interests Usual half-term: Michaelmas 1  Language:  Holidays and travel  Regions of Spain  Understanding tourist leaflets and websites  Grammar:  Revision of the preterite, imperfect and subjunctive  Further expressions of sequence  Estar + past participle  Passive Extend: Go to http://www.expatica.com/es/housing/Buying-a-property-in-Spain_103805.htm. Imagine your family is moving to Spain. Should you rent or buy? What are the pitfalls to beware of?

Theme 3: Current and future study/employment Usual half-term: Michaelmas 2  Language:  School subjects  Life at school  The benefits of higher education  Choices of career  Grammar:  Imperative  Personal ‘a’  Conditional  Present subjunctive Extend: Go to http://www.mequieroir.com/paises/espana/trabajar/, a website for migrants wanting to work in Spain. What sorts of workers are in demand? Is it generally easy to find work in Spain?

Mock exams, feedback and revision Usual half-term: Lent 1  Revision of all key vocabulary  Practice of listening and reading comprehension techniques  Practice of key and subsidiary grammar

 Practice of long and short GCSE essay questions  Revision of sophisticated vocabulary and structures for speaking and writing Extend: Work on using sophisticated language, idiomatic expressions and complex AS/A-Level structures

Revision Usual half-term: Lent 2  Complete preparation of sample oral questions  Practise development of sophisticated model answers with interesting adjectives, adverbs, conjunctions and verbal structures, for example subjunctive and compound tenses  Oral practice of examples of questions and answers  Work on pronunciation and accent  Practice of spontaneous speaking and answering unexpected questions Extend: Work on using sophisticated language, idiomatic expressions and complex AS/A-Level structures

Oral exam and final exam revision Usual half-term: Summer 1  Development and fine tuning of exam technique through modelled practice of past papers  Programme of optional revision lessons for students who wish for extra teacher support or focused revision

GCSE examinations Usual half-term: Summer 2  By this point in the academic year, pupils in Year 11 have commenced study leave and are preparing for and sitting their GCSE examinations.  During study leave students should:  Revise core IGCSE vocabulary  Revise grammar  Memorise sophisticated language  Practise reading and listening comprehension  Practise writing essays

Middle School Research Research, Enquiry and Scholarship at The Perse A spirit of enquiry is at the heart of a Perse education and pupils are encouraged to develop their research and investigation skills through the core curriculum and an exciting programme of research opportunities beyond the classroom. Together, these enable pupils to develop confidence in information literacy (both digital and 'traditional'), written and verbal communication skills and project management. In engaging with these opportunities pupils will see their research skills and understanding of the research process progress towards full 'university-readiness' by the end of Year 13.

Research opportunities in Year 11 In Year 11, pupils are encouraged to pursue their own independent research interests in a way which balances appropriately with the academic requirements of the GCSE year. Most departments highlight opportunities to enter external competitions, many of which include a research element, and alongside there are numerous internal opportunities to conduct research, such as curricular extension activities, departmental magazines and internal competitions and awards. Year 11 pupils are encouraged to read widely and make full use not only of the Rouse Library but also the many outstanding libraries, museums and galleries that Cambridge has to offer. Reading and engagement in the cultural life of the city stimulates intellectual curiosity and new interests, and also provides a valuable break from exam-focused studies. The development and honing of outstanding research skills, at this stage in a pupils’ school career, will not only support them in managing revision and examination preparation effectively, but will lay valuable foundations for higher level study in the Sixth Form, for strong applications to the most competitive universities as well as developing habits for life. Pupils are encouraged to submit their independent research work to the Head of Research (Mrs Knight), for showcasing to the broader school community online.

The Higher Project Qualification (HPQ) When Year 9 students select their subject options for Year 10-11, they are given the opportunity to select from a range of super-curricular extension activities, or private study. The Higher Project Qualification (HPQ), which forms one of these options, is an externally assessed research qualification completed over the duration of Year 10. The HPQ’s focus on developing and assessing the process of research as much as the final outcome means that it provides a valuable opportunity for pupils to develop higher level research and analysis skills, building on skills they will have developed in Years 7-9 through the PRSQ (Perse Research Skills Qualification), PPQ (Perse Project Qualification), Aristotelian Award and research activities undertaken within curricular lessons. In recent years, Perse pupils’ HPQs have focused on subjects as diverse as the treatment of genetic disorders, whether animals have empathy, an exploration of social media and what needs to change and the evolution of the English Language from Anglo-Saxon to Chaucer. Pupils research a subject of their choice, write-up their findings in the form of an extended essay and make a presentation to students and staff, which summarises and explains their findings.

In Year 12 all pupils undertake either an internal Rouse Award Research project or instead choose to complete the demanding and fulfilling EPQ (Extended Project Qualification) which is equivalent to half an A Level. Either project will assist in supporting further education course applications. In Year 10 pupils can join the HPQ (Higher Project Qualification) programme, a more formalised, externally assessed research qualification which stretches them intellectually and personally as they work towards a more developed research assignment.

In Year 9 pupils can enter the Aristotelian Award essay competition, an internally assessed 1500-word essay competition which is organised by the Research Prefects and open to internal and external students across the UK. In Year 8 pupils can work towards the Perse Project Qualification (PPQ) where they have a go at an independent research project. They will work one-to-one with a supervisor to hone their skills and ideas as they produce a 1500-word project. In Year 7 pupils have an independent study homework slot. One of the options is the PRSQ (Perse Research Skills Qualification), which is an online module course introducing and teaching key research skills as a framework to build on as they move up the school.

Wider Reading Lists – Middle School Reading is not just a product of intellectual curiosity, but stimulates it, and all Perse pupils are encouraged to read as diverse a range of texts as possible during their time at the school. Reading can be one of life’s great pleasures, and it is important that pupils read books that they enjoy, but it is also a way of developing new interests, understandings and skills when books that may fall outside someone’s normal ‘comfort zone’ are tackled. As a general guide, pupils are encouraged to find some balance between fiction and non-fiction and to try new and different genres at some point over the course of a year. There are numerous events and activities through the school year to involve pupils in celebrating their love of reading – visiting authors, competitions and book groups to name just a few. Many of these bring together pupils from multiple year groups, but there are also many age-specific opportunities ranging from those targeted at our newest school joiners to those applying to university. All pupils are encouraged to set aside some time each week to read – even half an hour provides valuable relaxation and intellectual interest. The Rouse Library holds a wide and diverse range of books (in both traditional and now digital format) which go well beyond the subject reading lists and recommendations (although these can be a great place to start). Ms Alboni and Mrs Suman-Chauhan have a wealth of experience advising young readers and always welcome a conversation with pupils, whether seasoned library users or less confident readers. Subject teach-ers and departmental literacy coordinators can also make helpful recommendations of texts that would be at the right reading level for a particular pupil and will help them indulge their interests further. A reluctant reader is usually one who hasn’t found the right type of book yet! The following texts are a new initiative to highlight certain titles which may prove interesting or stimulating within a context of wider reading. These include a variety of types of text then including some fiction within each subject area. Whilst departments have made every effort to filter the texts listed here, please apply the usual parental judgement when selecting books for students to purchase or borrow – some books will have been included on the recommendation of others or third parties. These books can be requested at The Rouse Library. Students will also be given details on our new Sora ebook service will contain a selection of these texts to borrow that will build up over time. Dedicated e-readers (such as the Kindle) also have certain advantages over tablet/mobile reading, particularly in that that they are not typically back-lit and so are easier on the eyes. Many of the following books can also be pur-chased at reduced rates on e-book stores.

Wider Reading Lists – Middle School Ancient History, Classical Greek and Latin  Mary Beard: Pompeii: The Life of a Roman Town  Paul Cartledge: Thermopylae: the Battle that Changed the World  Lindsey Davis: “Falco” series  Robert Graves: I, Claudius and Claudius the God  Robert Harris: Pompeii  Robert Harris: Imperium, Lustrum and Dictator (“Cicero trilogy”)  Valerio Massimo Manfredi: Child of a Dream, The Sands of Ammon and The Ends of the Earth (“Alexander trilogy”)  Steven Saylor: Roma and Empire  Stacy Schiff: Cleopatra: A Life  Nigel Spivey: Songs on Bronze

Art  Wendy Beckett: The Story of Painting  John Berger: Ways of Seeing  Peter Dormer: The Art of the Maker  E.H. Gombrich: The Story of Art  Susie Hodge: 50 Art Ideas You Really Need to Know  Anthony Janson: History of Art for Young People  Stephen Little: Isms: Understanding Art  Andy Tuohy: Great Modern Artists  Phaidon: The Twentieth Century Book of Art  Thames & Hudson: Van Gogh’s Letters

Biology  Nessa Carey: The Epigenetics Revolution  Kazuo Ishiguro: Never Let Me Go  P.D. James: The Children of Men  Nick Lane: The Vital Question  David Quammen: Ebola – The Natural and Human History of a Deadly Virus  Matt Ridley: Genome  Alice Roberts: The Incredible Unlikeliness of Being  Rebecca Skloot: The Immortal Life of Henrietta Lacks  Andrew Spielman: Mosquito: A Natural History of Man’s Most Persistent and Deadly Foe  Carl Zimmer: A Planet of Viruses

Chemistry  John Browne: Seven Elements that have Changed the World: Iron, Carbon, Gold, Silver, Uranium, Titanium, Silicon  Jack Challoner: The Elements  Michael Faraday: The Chemical History of a Candle  Theodore Gray: Molecules  Sam Kean: The Disappearing Spoon...and Other Extraordinary True Tales from the Periodic Table

 Mark Miodownik: Stuff Matters: The Strange Stories of the Marvellous Materials that Shape Our Man-Made World

Computer Science  Paul Lunde: The secrets of codes  Steven Levy: The Life and Times of Macintosh : the computer that changed everything  Isaac Asimov: I, Robot  J Clark Scott: But How Do It Know? - The Basic Principles of Computers for Everyone  W Daniel Hillis: The Pattern on the Stone - The Simple Ideas That Make Computers Work  Thomas Rid: Rise of The Machines  Karl Beecher: Brown dogs and barbers - what's computer science all about?  Sean McManus: Web Design: in easy steps  Simon Singh: The code book - the science of secrecy from ancient Egypt to quantum cryptography  Guy De La Bedoyere: The First Computers  John MacCormick: Nine algorithms that changed the future - the ingenious ideas that drive today's computers  John Naughton: From Gutenberg to Zuckerberg - What You Really Need to Know About the Internet  Monty Karel: A gentle introduction to the art of dynamic object oriented programming in Python

Design and Technology  Alan and Gill Bridgewater: Building Wooden Machines  Mike Burrows: Bicycle Design  Jack Challoner: 1001 Inventions that Changed the World  Jody Duncan: The Winston Effect  Rodney Peppe: Automata and Mechanical Toys

English  J.G. Ballard: Empire of the Sun  Daphne du Maurier: Rebecca  Sebastian Faulks: Birdsong  F. Scott Fitzgerald: The Great Gatsby  Graham Greene: Brighton Rock  Susan Hill: The Woman in Black  Khaled Hossaini: The Kite Runner  Alan Paton: Cry, the Beloved Country  Meera Syal: Anita and Me  Oscar Wilde: The Picture of Dorian Gray  BBC - The 2023 BBC Young Writers' Award  Poetry By Heart

French  Le Blanc: Arsène Lupin  Camus, L’Etranger  Baudelaire, Le Spleen de Paris  Maupassant, Contes (short stories)  Exupéry: Le Petit Prince  Fontaine: Selected Fables

 Fénéon, Nouvelles en trois lignes  Short Stories in French Penguin Parallel Texts  Joffo: Un sac de billes  Sagan : Bonjour Tristesse  Vargas : Coule la Seine  de Vigan : No et moi  L’agence (TV series)  Lupin (TV series)  La vie en rose (Film)  La haine (Film)  Amélie (Film)  Les choristes (Film)

Geography  Joe Bennett: Where Underpants Come From  Tim Butcher: Blood River  Christopher Lloyd: What On Earth Happened?  Mark Lynas: Six Degrees  Dan Smith: The State of the World Atlas

German  Thomas Brussig: Am kürzeren Ende der Sonnenallee  Golik/Uebe: Die Abenteuer des kleinen Piraten  Kästner: Emil und die Detektive  Kessler: Die kleine Maus auf dem Bauerhof  Langenscheidt: Anna  Langenscheidt: Der Superstar  Langenscheidt: Einstein und das tote Kaninchen  Das große Wilhelm-Busch Album

History Reading: ♦ ♦ ♦ ♦ ♦ ♦ ♦

Faragher, Robert V. & Hine, John Mack Frontiers: A Short History of the American West Brown, Dee (1971) Bury my heart at Wounded Knee Ken Burns The West Ken Burns Civil War Mark Twain, Roughing It Susie King Taylor Reminiscences of My Life in Camp John Hatcher The Black Death

Other: PBS Epic Series The West | Ken Burns | PBS BBC Radio 4 - In Our Time, The American West University Of Oxford Futuremakers Podcast Futuremakers podcast: The History of Pandemics | Research | University of Oxford

Mathematics               

Edwin Abbott: The Annotated Flatland : a Romance of Many Dimensions John Barrow: Mathletics – Maths in Sport Marcus Du Sautoy: The Music of the Primes Ben Goldacre: Bad Science John Haig: How to Take a Penalty: The Hidden Maths of Sport Dr Talithia Williams: Power in Numbers, The Rebel Women of Mathematics Dr Leila Schnepps: Maths on Trial Paul Hoffman: The Man Who Loved Only Numbers T.W. Korner: Calculus for the Ambitious Eli Maor: 'E', The Story of a Number Katherine Johnson: Reaching for the Moon E.T. Smith: Luck: What it Means and Why it Matters Ian Stewart: Game, Set and Math : Enigmas and Conundrums Ravi Vakil: A Mathematical Mosaic Dr Vicky Neale: Closing the Gap, The Quest to Understand Prime Numbers

Music Reading         

Bell: The Art of Songwriting: How to Create, Think and Live like a Songwriter Bennett: Investigating Musical Styles Bennett: History of Music Binns: Composing: A Student’s Guide Cook: Music: A Very Short Introduction Cripps: Popular Music Kalinak: Film Music: A Very Short Introduction Rhind-Tutt: Music Technology from Scratch Sorrentino: A Student’s Guide to Music Composition

Listening ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

Lord Kitchener: Nora Vivaldi: The Four Seasons Chuck Berry: Roll Over Beethoven Voices of the Night Traditional Greek Music Mozart: Piano Concerto No. 20 in D minor, K. 466 Sitar, Bansuri Tabla trio Rachmaninov: Piano Concerto No. 2 Hans Zimmer: Film Music

Physics  David Bodanis: Electric Universe

 Melvyn Bragg: On Giants’ Shoulders  Nigel Calder: Magic Universe  Francis Challoner: Backroom Boys  Willam Guerstelle: Adventures from the Technology Underground  Paul Milo: Your Flying Car Awaits  Randall Munroe: What If?  Iain Murray: Bouncing Bomb Man  Chad Orzel: How to Teach Quantum Physics to your Dog  Russell Stannard: The Time and Space of Uncle Albert

Politics  George Orwell: 1984  George Orwell: Animal Farm  Jung Chang: Wild Swans  Franz Kafka: The Trial  Machiavelli: The Prince  Andrew Rawnsley: The End of the Party

Religious Studies Read     

Karen Armstrong: Islam, A Short History Simon Blackburn: Being Good, A short introduction to ethics DK: The Islam Book, Big Ideas Simply Explained Abdulkader Tayob: Islam, A short Introduction Keith Ward: Christianity, A Beginner’s Guide

Watch  Church History in Ten Minutes: Church History in Ten Minutes - YouTube  How Islam Began in Ten Minutes: How Islam Began - In Ten Minutes - YouTube  Islam, the Qur’an and the Five Pillars: Islam, the Quran, and the Five Pillars: Crash Course World History #13 - YouTube Listen  Moral Maze: BBC Radio 4 - Moral Maze  In Our Time: BBC Radio 4 - In Our Time  The Panpsycast: Episodes (thepanpsycast.com) Explore  Discovering Sacred Texts: Discovering Sacred Texts | The British Library (bl.uk)  The Bible: BibleGateway.com: A searchable online Bible in over 150 versions and 50 languages.  The Qur’an: The Noble Quran - Quran.com

Spanish  Penguin Parallel Text: Spanish Short Stories

 Miguel Bunuel: Las Tres de la Madrugada  Michelle Phillips: Eva y Vitoria: Las Vacaciones del Veran  Ernesto Rodriguez: Un día en Madrid  William Tardy: Easy Spanish Reader  Lourdes Miquel: Cosas del amor  Luz and Lana: Cosas que le diría a mi yo pequeno

Mandarin  John T Pasden, Jared T Turner and Shishuang Chen: The Misadventures of Zhou Haisheng (Mandarin Companion Graded Readers Breakthrough Level, Simplified Chinese Edition)  Kristine K. Kershul : Chinese in 10 minutes a day  Liu Yuehua: The painted skin ( 画皮)  Liu Yuehua: Chinese Breeze Graded Reader Series  Catcher in the Rye (麦田里的守望者) - Or books you know well translated into Mandarin such as Harry Potter (哈利·波特) are great starting points!

Careers Advice Provision Careers education and advice is provided at the Upper through the tutorial and PSHE programme, a range of lunchtime talks for all year groups, CV/cover letter surgeries and particularly through profiling, interviews and careers placements in Years 10 and 11 organised by the Head of Careers. The Director of University Admissions and Progression also oversees an extensive programme of preparation for university entrance which takes place in the Sixth Form. The Year 11 and Sixth Form Enrichment Programme include a wide range of activities, including some (such as hospital volunteering) which may also contribute to careers preparation. Key Dates Year 10 March June-July July Year 11 September-December October December - April February

June onwards

Introduction to Unifrog skills profiling Students complete Unifrog skills profiling Taster day – an opportunity to attend a Sixth Form style lesson Individual interviews with the Head of Careers following on from assessment feedback. Futures evening outlining progression to Sixth Form and beyond. Work Experience research, sourcing, applications and confirmation (communication with the Careers office at this stage is vital). Careers Convention in School Hall (pm) – event for pupils and parents – useful for networking and potentially securing work experience. Pupils are advised to come prepared with questions for organisations of choice. Work experience placements

Key Messages for Pupils  Don’t panic!  Use the Unifrog skills test and your unique report as a starting point to think about your interests and strengths and where these might take you in the future.  Enjoy the process, explore a wide range of possibilities and keep an open mind.  Take work experience seriously – it is a great opportunity to find out more about something you love! Try to sort it out early, get as much as you can if you are unsure. Begin to develop a proactive approach to your future options.  Start drafting a CV and covering letter – these need only be simple documents – and keep up to date with Careers Sharepoint for tips and pointers.  Ask if you have any questions or need help.

Years 11 Academic Overview Year 11 is a rewarding but challenging time for students as they complete the study of their GCSEs. These pages are designed to help students organise their time effectively so they can identify any pressure points over the next two years and ensure they manage and meet deadlines set whilst maintaining breadth and balance to their education. This is particularly true for the many students with extra commitments to fit in whether they be early entry I/GCSE subjects like music, computer science, extra-curricular languages, research projects or instrumental, sporting, drama or art commitments. Tutors and academic staff will work closely together with students to ensure they are supported with this challenge but taking some initiative and looking through this booklet from time to time is strongly advised. We also facilitate a ‘flexible curriculum’ model in Year 11 to respond to individual student needs. Students typically complete between 9 and 11 GCSEs in total with 10 being the norm. Some students, following advice from tutors and parents, will choose to replace one curriculum option or science subject in Year 11 with supervised private study periods

Examination courses and boards Subject

Course

Ancient History

OCR GCSE

Art

Edexcel GCSE

Biology

Edexcel GCSE

Chemistry

Edexcel GCSE

Chinese

AQA GCSE

Computer Science

Edexcel GCSE

Design & Technology

OCR GCSE

English Language

OCR GCSE

English Literature

AQA GCSE

HPQ

AQA (Level 2 Qualification)

French

AQA GCSE

Geography

OCR GCSE

German

AQA GCSE

Greek

OCR GCSE

History

OCR GCSE B

Italian

AQA GCSE

Japanese

Edexcel GCSE

Latin

OCR GCSE

Mathematics

Edexcel GCSE

Mathematics Further

AQA (Level 2 Certificate)

Music

OCR GCSE

Physics

Edexcel GCSE

Religious Studies

AQA GCSE

Spanish

AQA GCSE

Notes on internally conducted or internally assessed components Art Description A coursework portfolio of art over 4 terms Commencing September in Year 10 Working time Lessons, homework + recommended Art Surgery once a week, either lunch or after school Final deadline Year 11: last lesson in Michaelmas term Interim monitoring Your teacher will constantly review and discuss your portfolio with you or deadlines Other notes For more information consult your Art GCSE handbook/resources on teams Design & Technology Description Controlled Assessment (practical and written report) Commencing Year 10: June Working time Lessons, homework + coursework clinics (once weekly) Final deadline Year 11: March Interim monitoring Your teacher will constantly review and discuss the written report and progress or deadlines on practical with you Other notes For more information consult the ‘Project’ folder on sharepoint Modern Foreign Languages Description Oral exams take place between late March and late April of Year 11. Interim monitoring or Mock orals take place at the end of the Michaelmas term deadlines Music GCSE Description Commencing

Non-exam assessment (60%): 2 portfolios containing a composition and a performance Year 11: September

Working time

Lessons and composition surgery (Tuesday or Friday lunchtimes)

Final deadline

Year 11: Early December

Marks for internally assessed components will be released to pupils by the end of Lent term in Year 11.

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