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Dear Year 11 Students, Parents and Carers, As we enter Year 11, I wanted to share with you some key points, advice and guidance for the next two terms of your GCSE courses. The most important of which is to stress that there is time and room to experiment with different revision techniques and go over the content we have covered so far. The next few months will bring the polishing of skills, the embedding of information into longer term memory, and a great deal of work on retrieval under pressure. Our message to our students is that we are in this together and ‘You’ve got this!’. That is not to say that we don’t have some work to do. As the graph below shows, every revision episode, lesson or mock exam we do, we embed our knowledge and skills further into our longer term memory. We can therefore call on it to support us in answering questions better. This is no less true of practical skill acquisition. The more you practise, the better you get, and you have room for a lot of practice between now and the exams.

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GCSEs are hard and sadly, if they weren’t, they wouldn’t be worth the paper they are written on. It is the first time in a student’s life since the 11 plus or entrance exams, that they are up against a task that can have a significant impact on their next steps. As parents, we will see our young people learn to manage stress and a work life balance, which is one of the greatest things they gain from GCSEs. There will be times when they simply want to quit, to drop a subject, to avoid revision, or even times when they need a lot of help to self-regulate and get back in control of their work and revision. To help guide families with some of the questions and challenges they may face, we have included a series of guidance documents and FAQ’s at the back of this booklet. Please do refer to these if you are thinking about dropping subjects, study leave, key dates, NEA’s or simply where to get extra subject support. We have also included guidance on sixth form progression, reference requests and how tiers of entry in exams may work.

What should I/ my child be doing to prepare for assessments, mocks and exams? The first thing to do is to identify the information that you forgot the most in the assessments you have completed so far. The Year 10 assessments are a good starting point. What did you really not know? What are you very grateful didn’t come up because you know you just don’t know it? This content is now on your red list. Start here and then follow the steps below until you have completed this process for all of the topic areas you have found trickier across your courses. When you have mastered the content, cross it off your list.

Step 1: Review the notes you have on the topic/subject matter. Do they contain all the detail and information you need? No? - Use textbooks, revision guides, Google Classroom and revision websites to add to these notes. Yes? - Do you have revision resources that cover this information in a way that enables you to easily read it, test yourself on it or complete tasks with it? Flash cards, summaries of your topic notes, mind maps, bullet point lists, quizlets or other online quizzes you made are all good options. Step 2: Reduce your notes/ resources into summaries of only the key information you need on the topic in order to be able to explain the concept to someone else. Then reduce this down again, to flash cards, quizzes etc which have only a few key words/ facts/ short sentences on. Half your notes- then half them again. Check- Are you making revision resources and then doing nothing further with them? If so, start regularly getting members of your household to test you, completing online revision quizzes, testing yourself by looking at your notes and then turning them over, trying to recreate them as thoroughly as possible without looking at them. Step 3: Once you are remembering the content, you are ready to test your application and exam skills. Find a past paper or past paper question on the area you have been reviewing. Have a go at the question in timed conditions before marking it with the mark scheme or bringing it into a subject ‘drop in’ to review with a teacher. Are you now getting full marks? No?- Why not? What is missing/a struggle? If it is technique, find a similar question and have another go at it. Keep practising the skill until your marks improve. If this isn’t working, seek help in a subject drop-in. Bring your attempted questions along to discuss with your teacher. Yes?- Cross this off your red list and start tackling another topic area. Step 4: Once you have completed these steps for everything on your list, it is time to practise whole papers in timed conditions. Even if you have done some of the papers before, give yourself a little revision time and then sit down in a space with no devices and someone to help make sure you stick to time. Mark your papers and pick out any new topic areas for your red list.

If you are doing practical subjects, this process can still help you, except you need to swap your knowledge revision for skill practice, using your feedback from your teachers to guide you in what you need to work on. The subject drop-ins for practical subjects will be a good opportunity to approach your teacher to get further feedback or access specialist equipment to practise with. Using Google AI Tools to support your revision

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Google Gemini Google Gemini is a fantastic resource that can act a bit like an on-demand tutor for you when you are studying at home. Here are some of the most effective ways it can help you. Note: Make sure that where relevant, your prompts include information about your exam board and specification so that Gemini can use the relevant markschemes and commentaries for the subject you are studying. 1. Help you learn facts

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Gemini can be a powerful tool for memorising key knowledge in a specific topic area, particularly when it comes to quizzing. You can ask it to generate quizzes with multiple-choice or short-answer questions, create flashcards, or even produce a mnemonic device, a song, or a rap to help you remember difficult information. You can then hone in on areas you are finding more difficult to remember and ask Gemini to keep quizzing you until it sticks. 2. Explain concepts to you

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If you are struggling to understand what's in the textbook or your notes, you can prompt Gemini to simplify complex topics into easier-to-understand language. For example, you can use the prompt, "Explain the process of photosynthesis to me as if I'm learning it for the first time," or "Break down the causes of World War One into five simple steps." The ability to ask follow-up questions in real-time allows you to explore every angle of a topic until you fully grasp it. 3. Help you strengthen your understanding

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Moving beyond just learning facts, Gemini can help you build a deeper understanding of a topic you are revising. For example, you can explain a concept to Gemini in your own words, and it can then ask you questions to check for gaps in your knowledge. It can also act as a tutor asking you questions to further your thinking on a particular area in a two-way exchange. This can help you consolidate and deepen your knowledge. 4. Show you a good answer

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When you're practising exam questions, it's critical to know what a great answer looks like. You can give Gemini an exam question and ask it to generate a model answer. This can show you the structure, key vocabulary, and level of detail needed to achieve top marks. Remember, this is a tool for learning the structure and content of a good answer, not for copying. You can also ask it to provide different versions of an answer, for example, "Write a band 9 answer for this question and a band 5 answer. Explain the difference."

5. Give you feedback on your answer

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After you've written your own practice answer, you can paste it into Gemini and ask for constructive feedback. For example, you can prompt it with, "This is my answer to a 6-mark question on the causes of the Cold War. Can you act as a GCSE examiner and tell me what mark it would get and why?" It can assess your answer's strengths and weaknesses, suggest areas for improvement, and even correct any spelling, punctuation, or grammar mistakes. This helps you refine your exam technique and improve your writing before the real thing. NotebookLM NotebookLM is another Google tool that all students have access to with their school accounts. It works a bit like Gemini in terms of responding to student prompts but with two main features which make it a game changer in terms of bespoke support: 1. Students choose what materials NotebookLM uses as its sources. Unlike Gemini (which draws data from the entire network), NotebookLM will only use specified materials for its sources. For example, students can upload exam specifications, past paper materials, class notes and other Google Classroom resources. This means that when students are asking for support, it is wholly focussed on what they are following in the specification. 2. NotebookLM has a range of tools that Gemini does not, e.g it can produce podcasts and videos based on the materials specified and create mindmaps, quizzes and flashcards at the touch of a button without the need to manually prompt. What does NOT work: -

Reading your notes over and over again in your head Making a revision resource and then never really using it to test yourself or narrowing it down further. Re-writing your notes over and over again. You need to do something different with them to use the information in a different way or it won’t stick e.g. summarising the information. Practising exam questions without putting the time in to learn the content first. Why hammer your confidence? Not actually practising every past paper question you can get your hands on. Be realistic, this is what you are training for so you need to do it as much as you can. Going over topics you like or want to revise more. Don’t avoid the difficult. Cramming for hours on end. It is proven that it just doesn’t work and it isn’t sustainable. Please ignore the hours your friends say they do. It doesn’t make it the right thing to do and there really is a point where you get too tired, glaze over and then you are just going to start to worry yourself that information isn’t sticking.

What else is happening at school to support you? We will run ‘drop-in’s’ for Year 11. Teachers will not and cannot fix poor revision with revision sessions. Only you can target the areas you need to work on and put the time in with the practice. The drop-ins are there to give you access to your teachers to address specific

issues or help you with exam technique. The expectation is that students come to these sessions with a question, area of weakness or task that they require assistance with. If they don’t arrive with a specific issue or area to work on, there is a limit to the extent to which teachers can really help to tackle the problems an individual is facing. Generic and general revision sessions have little proven impact on results. Mrs Gratte and our Year 11 Tutor teams will be working with students to help them target priorities for their revision, and support them in getting underway with the next wave of their exam preparation. We are keen to help and any student who needs our support only needs to ask their form tutor or email Mrs Gratte. Preparation for exams is not just about revision, it is also about learning to balance pressures and demands against a need to look after yourselves. This is often one of the most valuable and important lessons students take away from the process for adult and working life. We have a range of avenues for support at school but you can do a lot yourself. -

Sleep. You need 8-9 hours a night as a minimum for good mental function. Eat well. Don’t snack and binge if you can help it. Make time for meals with friends and family on a regular basis. Don’t stop doing what makes you happy this year. If this is a hobby, club or time with friends- schedule it in. Revision and work in Year 11 is not a punishment. It is a job for you at the moment. Balance it with things to look forward to and some light relief. This will help you maintain a sense of perspective and balance. Don’t compare yourself to others. Don’t assume that because others are working in a certain way, it is the right or most productive way to work.

In order to support you with more subject specific advice and resources, I have enclosed some notes provided by our Heads of Department. If a subject is not listed below, students will be briefed on revision approaches and resources, with these being made available on Google Classroom, at the start of Year 11. This is a guide from each subject on how to approach revision in their area. This is designed to help you to access and structure your work in the build up to and during assessments. This is NOT designed to be completed now, over the summer or all at once. Please use this as and when you need it. Some subjects are also setting you some work to complete over the summer break. Please plan ahead to complete this. It isn’t meant to be crammed into the last few days and it isn’t meant to consume your summer. You need to ensure you come back to school rested and balance this with keeping your skills and knowledge sharp. Any of our Heads of Department would be more than happy to help should you have any further questions or you require further guidance.

Subject Specific Advice and Resources: Subject: Mathematics Advice: Students should ● Use their topic list in their google classrooms to ensure they have covered everything they have been taught so far on the GCSE or IGCSE Maths Specification. Check for gaps in their knowledge. ● Ensure they are practising examination papers - some under timed exam conditions to develop examination skills like timing, and some with notes as a revision exercise. ● Use self assessments sheets and teacher feedback from assessments taken so far to work on areas identified as needing more consolidation. Resources: Aside from Google classroom and lesson resources it is recommended students use: ● https://www.mathsgenie.co.uk/gcse.html ● https://hegartymaths.com/ ● https://sparxmaths.com/ ● https://corbettmaths.com/ ● https://www.physicsandmathstutor.com/maths-revision/ ● https://mmerevise.co.uk/gcse-maths-revision/edexcel/ ● Online Textbook Subject: English Language Advice: The English Language papers are very formulaic and therefore, familiarity with the requirements of each question, the mark schemes and top-level responses are crucial to success. The more active approach taken to revision, the quicker you will see your skills develop.

5. Keep reading fiction. Don’t forget to keep reading as we move towards the examinations. At times, stop and consider what writers are doing with characters, plotline, structures and effective language. On a single page, choose three words and consider their effects. 6. Revise ambitious vocabulary. Read and make a note of vocabulary that you do not regularly use and then actively try to incorporate a broader, more advanced range of vocabulary in your written work. 7. Teach someone else how to respond to these papers. The more fluently you can explain what to do in each question, the better. 8. Create a slimmed-down revision folder. Go through your material - make key notes from each sheet/worksheet/notes and file these in a revision folder. (Don’t dispose of anything, but create a more focused revision file.) Rewriting notes in a condensed format will help your ability to recall the material. Resources: 1. Lesson notes/annotations, PPT slides and other class materials are the best resources you have. Use these as primary sources. 2. The packs of exemplar materials. 3. The English Revision Workshop Google Classroom (64ddqf3) 4. Past papers: https://www.aqa.org.uk/subjects/english/gcse/english-language-8700/assessment-res ources?f.Resource+type%7C6=Question+papers However, please be aware that there have been some minor changes in the papers from the earlier series. - Paper 1: Question 1 is now a multiple-choice question. Questions 3, Question 4 and Question 5 have been slightly adjusted. The mark scheme for Question 5 is now slightly adjusted. - Paper 2: Questions 2, 4 and 5 have been slightly adjusted. The mark scheme for Question 5 is now slightly adjusted. All past paper extracts can be used, but you must be aware of these changes please ask your English teacher if unsure of these. 5. The Developing Confidence in English booklet. 6. Collins SNAP revision for AQA English Reading/Writing 7. Online quizzes to practise punctuation and grammar: https://www.ole.bris.ac.uk/bbcswebdav/courses/Study_Skills/grammar-and-punctuati on/index.html https://www.bbc.co.uk/bitesize/guides/zc2sv4j/test Subject: English Literature Advice: The English Literature papers require familiarity with the set texts, the expectations of the papers and mark schemes. Students should offer a personal and thoughtful response to the applicable tasks and texts. The Examiners’ Reports indicate this very strongly, which means that they want to see what students select from texts and how they respond to these ideas, rather than any regurgitated response from revision material. Just as with the Language papers, the more active a student’s revision is, the quicker and more developed the progress they are likely to make.

1. Read through your previous feedback, ensuring that you understand it. Make a list of the comments for improvement on your previous work and display this list somewhere prominent. Before completing any question or past paper, review this list to ensure you address the items on it. 2. Read through exemplar responses and annotate these. Pay particular attention to the moments that the examiner identifies perceptive insight (L6 for Literature). 3. Re-read your Literature texts, making a bank of key quotations or imagery that may be useful. Remember, you do not always need quotations - short, specific textual references will still work. Make sure that you do not stick to the most obvious quotations, but find some subtle ideas to consider. 4. Practise learning quotations by testing yourself and your friends. Discuss the material with others in your year group, paying attention to their perspectives and offering your own. 5. While re-reading your texts, think about YOUR personal response to them. What do you find moving/powerful? 6. Actively respond to feedback by completing a question or paper that you have already done and aiming to move up the mark scheme by developing the sophistication of your response. If you do not have time to do this, re-write a key paragraph. 7. Practise annotating unseen poetry examples, picking out key messages and how these are conveyed through the writer’s methods (whether word choice, language device or structural choices). What is the effect of the last line and how does it convey the poet’s thoughts? 8. Mind-map a range of themes and characters from Shakespeare, the 19th century novel and the Modern Text. Choose several and write a thesis statement for them, as though you were writing introductory paragraphs for analytical essays. 9. Create a poetry revision map for each poem. On each, consider the significant themes of each poem, the key words or quotations that best represent these ideas, the effect of the final line and the possible links to other poems within the collection. 10. Complete practice papers within timed conditions.(If you do not have time for a full paper, complete a practice essay for a particular section.) Compare these against the mark schemes and attempt to mark them. Compare them against exemplar responses and see whether they are similarly sophisticated or could be quickly improved. Submit them to your teacher for review. 11. Teach someone else about the play/novel/passage/poem that you are revising. Say as much as you can about it without stopping. Afterwards, review your notes and see if there is anything you have missed. 12. For the 19th-century novel and Shakespeare, select a short extract from the text. Ideally, print it and annotate it. Think about why that section is important and which 3-4 key quotations you would select for in-depth analysis. 13. Create a slimmed-down revision folder. Go through your material - make key notes from each sheet/worksheet/notes and file these in a revision folder. (Don’t dispose of anything, but create a more focused revision file to use.) Rewriting notes in a condensed format will help your ability to recall the material.

Resources: 1. Lesson notes/annotations, PPT slides and other class materials are the best resources you have. (Remember the notes from the conference day.) Use these as primary sources. Add anything that you have discussed but may not have written down. 2. The packs of exemplar materials. 3. The English Revision Workshop Google Classroom (64ddqf3) 4. Past papers: https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/assessment-res ources?f.Resource+type%7C6=Question+papers 5. The Developing Confidence in English booklet. 6. Collins SNAP revision for AQA English Literature components. 7. Literary Eye magazines if you have these. 8. Online quizzes to practise some key ideas from texts: https://www.educationquizzes.com/gcse/english-literature/ Subject: AQA Separate Science: Biology, Chemistry, Physics Advice: 1. Use the AQA specification and revision checklists/ resources provided on the Google Classroom to ensure you have covered everything on the specification, remembering that the course was started in Year 9. 2. Making flashcards of key words and definitions using the textbook glossaries as this is where a lot of marks are easily gained. (Avoid Google or other websites as those sometimes have definitions lacking the detail required by our AQA exam board) 3. Ask Gemini to test your factual recall using the following prompts: - Give me 10 true or false questions based on the AQA GCSE Separate Biology specification (you can specify the topic too e.g. photosynthesis). - Give me 10 medium and 5 hard questions on the AQA GCSE Separate Chemistry specification. (you can specify the topic too e.g. crude oil) - Give me 10 hard multiple choice questions from the AQA GCSE SeparatePhysics specification (you can specify the topic too e.g. energy sources). - Answer the questions asked by Gemini on paper (or mini whiteboard if you have one) and then ask Gemini for the answers so you can mark yourself. 4. Start working through past examination papers, highlighting command words. It is advised to make sure some are completed under timed conditions. 5. Only make notes and glossaries on examination paper topics that you have lost marks on, then try more questions. Resources: ● Digital textbook and resources including textbook answers are available on Kerboodle www.kerboodle.com (institution code is fra0) ● Seneca www.senecalearning.com - the correct courses have been assigned to you. Revision quizzes can be independently set or you can complete those assigned by your teacher. ● Educake www.educake.co.uk Factual recall quizzes that can be independently set on topics of your choice by clicking on “Educake wizard” or you can complete those assigned by your teacher.

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https://www.focuselearning.co.uk/ This is an online simulation resource to review required practicals, access revision flashcards and videos. Links are on the google classroom or use Username: student@royalmasonic2892 Password: 2b8gp23cu Past Papers and revision notes can be found on https://www.physicsandmathstutor.com/ or using your SLOP booklets on the Biology classrooms. Revision notes and videos online including https://www.youtube.com/@Freesciencelessons and https://www.bbc.co.uk/bitesize/subjects/zrkw2hv

Subject: Geography Advice: Students should try to keep on top of the large amount of content covered. Using the syllabus checklists to monitor what has been covered and when is the best way to do this. All resources are uploaded onto Google classroom - this should be the first place you use for revision and recapping. Completing regular exam questions (as set by your teacher) is essential in succeeding. To learn case studies a mind map is often the best way to categorise different elements of the subject matter. Resources: Aside from Google classroom and lesson resources it is recommended students use: CGP Revision guide Explanation videos on processes and landforms (especially good for coasts and rivers): https://timeforgeography.co.uk/# Good revision content website: https://www.internetgeography.net/aqa-gcse-geography/ Access good quizzes linked to AQA: https://www.bbc.co.uk/bitesize/examspecs/zy3ptyc

Subject: History Use the topic lists to check off areas that you are confident on/areas that need some more revision or focus. You may want to do this as an audit with a red/amber/green traffic light system. Use the slides and guidance sheets that you were given before the Y10 mocks (also in the google classroom) to remind you of how to structure your answers. Read through student exemplar answers (on the guidance sheets and given to you by teachers) to remind you on answering the questions. Create mind-maps on key topics. (In the first instance, see what you can remember. Then go back through your notes and add in other bits in another colour.) Use the Modern World textbook and presentations in the google classroom to create concise revision notes, as well as flashcards and timelines, to help you to remember content. The textbooks and lesson notes/slides from lessons are really the best resources that you can use for revision, however other things that you may find useful include: -

Seneca (Germany depth study) Oversimplified (on youtube): https://www.youtube.com/@OverSimplified BBC Bitesize (https://www.bbc.co.uk/bitesize/subjects/zj26n39)

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BBC Iplayer documentaries - ‘Rise of the Nazis’ series is particularly good: https://www.bbc.co.uk/iplayer/episode/m00084tb/rise-of-the-nazis-series-1-1-politics Johndclare.net (http://johndclare.net/) Active History https://www.activehistory.co.uk/igcse-history/ Spartacus Educational https://spartacus-educational.com/Germany.htm

Full syllabus: iGCSE Exam Board 2023-syllabus Subject Knowledge Audits: 1. TofV Subject Knowledge Audit 2. LofN Subject Knowledge Audit 3. Collapse of peace Subject Knowledge Audit Paper 1 & 4 - Weimar Germany Revision RAG.docx Paper 1 & 4- Rise of Nazis RAG.docx Paper 1 - Who was to blame for the Cold War? RAG.docx Paper 1 - Containing Communism RAG.docx

Exam Technique Guidance This is the technique needed to answer Paper 2 style questions which will focus on Treaty of Versailles. REVISION PAPER 2.docx Revision Packs iGCSE-History-Final-copy copy.pdf league_revision_samples_2021.pdf league_free_member_2022.pdf abyssinia_2020.pdf weimar_germany_part_1_2021.pdf versailles_impact_germany_summary_2021.pdf -

Subject: Religious Studies AQA A Buddhism and Christianity Check the subject specific vocabulary list (on Classroom) this will help you to identify key terms for 1 mark questions. These are also key terms highlighted in textbooks. Compile a list of religious teachings that can work for a variety of questions- make sure you know where they are from e.g. the Pali Cannon, Jesus taught etc. The text book has them on most pages. Make bullet point lists of arguments for and against a range of possible 12 mark statements. Use tasks at the end of each chapter.

Aside from Google classroom and lesson resources it is recommended students use: https://www.revisely.co.uk/gcse/religious-studies/aqa This has revision videos, notes and past questions BBC Bitesize- https://www.bbc.co.uk/bitesize/topics/zfxchbk https://www.bbc.co.uk/bitesize/topics/zbndy9q Seneca There is a Revision Guide and Workbooks available OUP Religious Studies A Christianity and Buddhism. They all contain practice questions. Subject: Latin Advice: Students should ensure that they are revising the OCR Defined Vocabulary List on a regular basis. They should also practise translations by reviewing previous unseen passages and completing additional translations given in class. From November of Year 11, students should be regularly revising their verse and prose literature, including writing 8-mark and 10-mark practice questions. Resources: Students have access to all the resources they need: OCR Defined Vocabulary List; Verse Literature Booklet; Prose Literature Booklet; Verse Literature Questions; Prose Literature Questions. These are all also available on their Google Classroom. The following website is very useful for testing vocabulary and verb forms, allowing students to set up their own tests to focus on weaker areas: https://hands-up-education.org/ocr.html. Subject: Spanish Advice: Revision for Spanish should be a balance of the following: 1. 2. 3. 4.

Practising vocabulary for the reading and listening exams Revising targeted grammar points to improve writing and speaking Learning speaking answers to the general conversation questions Completing practice papers for the writing, listening and reading papers

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Quizlet links available on google classroom and here: Quizlet link Topic vocabulary at the end of each unit in the textbook Go though your notes/files/book to pick out keywords Work though the grey workbook (Edexcel grammar, translation and vocabulary) Complete the additional workbooks for each topic Use CGP revision guides (particularly beneficial for practising listening) Complete exercises on Languagenut (grammar, vocab, exam skills) Work through practice papers available on google classroom Topic vocabulary revision on BBC Bitesize https://www.bbc.co.uk/bitesize/examspecs/zwbhb7h

Subject: Mandarin Advice: 1. Daily practice of characters using Quizlet and the mind map vocab booklet 2. Listening dictation and Shadow Reading using the Listening past paper transcripts 3. Learning Speaking answers 4. Completing Writing questions on different topics with the accurate use of advanced sentence structures. Resources: - Quizlet mind map sets: https://quizlet.com/join/EZKkYRNwa - The mind map vocab booklet - Your notes from the lessons - The Sentence Structure booklet - The past paper Listening booklet - The past paper Translation booklets - The past paper Writing booklet Subject: French Advice: Revision for French should be a balance of the following: 1. Learning vocabulary and synonyms for the reading and listening exams 2. Revising targeted grammar points to improve writing and speaking 3. Learning speaking answers to the General Conversation questions & practicing speaking practice questions 4. Completing practice exam papers for the writing, listening and reading Resources: - Quizlet topic vocabulary on each module: GCSE French vocabulary on all topics - Topic vocabulary at the end of each module in the textbook - Go though your notes/files/book to pick out keywords on all topic areas - Work though the Pearson Revision Workbook (grammar, translation and vocabulary) - Continuing working through the Pearson Vocab, Grammar and Translation Workbook - Use CGP Revision Guide (particularly beneficial for practising listening) - Complete exercises on Languagenut (grammar, vocabulary, exam skills) - Work through practice papers available on Edexcel website - Work through practice exam questions at the end of each module in the textbook - Topic vocabulary revision on BBC Bitesize https://www.bbc.co.uk/bitesize/examspecs/zhkvkhv

Subject: Design & Technology Advice: There is a large difference between section A and section B of the theory paper. You can do well in section A by reading through the resources available and learning everything you have been taught. Section B requires you to apply what you have learnt and show more initiative. For example, when revising for this from Chapter 9 in your textbook, don’t just learn what a joint is, consider where it would be best used. Does it provide strength in certain directions or reinforce a joint through the addition of other materials? In section A you need to show that you have learnt and understood the core content. In section B you need to show you have understood the information on timbers and are able to apply your understanding to a given scenario. NEA: The final deadline for the NEA is 10pm on Sunday 14th March 2027. By this time you must have manufactured your final piece and have fully evaluated it, with physical testing. We will be running open workshop sessions from September to support this. You should create a timetable for your project and utilise this time in order to keep your momentum up. The expectation is that you use the facilities for at least an hour a fortnight outside of lesson time. Resources: ● Google classroom ○ All of the lesson resources are available for you to look back at ● OCR textbook ○ You have a copy of the OCR textbook, chapters 1 to 7 cover the core material for section A. Chapter 9 covers the in depth material for section B ● Daydream Education revision guide ○ You have been given a copy of this ○ It is yours to keep, so make notes in it however you want ● Focus eLearning ○ https://www.focuselearning.co.uk/ ○ An online resource full of notes, photos, animations and end of topic tests. This is not exam board specific, so use it alongside your lesson notes to see when it goes into more depth than you need. ○ Username: student@royalmasonic2892 ○ Password: 2b8gp23cu ● BBC bitesize ○ https://www.bbc.co.uk/bitesize/examspecs/zdvb2sg ○ OCR specific revision notes and videos

Subject: Food and Nutrition Each student has been issued with an AQA revision guide (which is theirs to keep and make notes in) which covers all the topics in a concise format. ■ ■ ■

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The main AQA online textbook Google classroom - All of the lesson resources are available on the F&N Google Classroom. Please discuss practical work and NEA progress with your daughter on a weekly basis (exact submission dates will be on the Google Classroom) Encourage your daughter to practise their NEA recipes at home, especially when we begin NEA 2 in November.

Useful Subject Links: https://www.bbc.co.uk/bitesize/subjects/zdn9jhv https://app.senecalearning.com/courses?Price=Free&text=food+gcse https://www.nutritionprogram.co.uk/login (each student has their own log-in) Subject: Art and Textiles Advice: All students will be handed a schedule of dates and a resource pack from the Visual Arts Faculty to support and guide them in both the coursework and the exam units. The exam paper will be handed to students week beginning 4th January 2027, it is very important to read the requirements on the front page of the exam paper, in particular the reference AQA make to using the work of other practitioners (Secondary Images) E.G If a student copies an image that is not their own and they have not sourced/referenced it, this can be classed as plagiarism. It is highly recommended that students work from direct experience or their own photography, not from an image online. Students often forget the importance of experimentation of materials and techniques, this is worth 25% of the final GCSE mark. It is important that this takes place before an image is created. Good experimentation will help students make informed choices and therefore create an image that is more effective, often resulting in no refinements. Students should explore colour mixing, tonal values, different mark-making for textures. This is the same for Textiles where tests and samples are made. Artists analysis is writing about a series of artists that link to the theme chosen, it is essential that students reveal what the artists ideas are, hidden messages and concepts. How this has inspired them, using specialist art language. It is very important for students to write in their own words and not copy information discovered online or AI.

Visual links to artists is where students may enlarge a small selection of the artist's piece, experiments for technique will be evident, this is marked higher when students have taken influences from the artist in their own work. Observational drawing should be evidenced throughout the sketchbook, this is the same for Textiles. The resource pack has a schedule of when work is due, there are a series of deadlines that need to be met to ensure that students are prepared for the 10 hr exam. We advise that students work little and often, for example in-between revision and homework for other subjects, trying to complete work all in one day can often lead to frustrations and missed deadlines. This help pack also has supporting documentation for self-evaluation notes and artist analysis. The sketchbook is worth approximately 75% of the total mark awarded. Resources: Example YR11 Exam Schedule Jan 2023.doc Subject: Computer Science Advice: 1. Master the basics. Some topics always come up in the exams. Your first job is to become a master of these. You will then be well on your way to great success: Paper 1 - Von Neumann Architecture, RAM and ROM, binary and hexadecimal, binary shifts, character sets, factors that affect the performance of networks, protocols and our old favourite, Ethical issues, Legal, Cultural, Environmental and Privacy issues. Paper 2 - Abstraction and Decomposition, drawing flowcharts, writing programs (using either pseudocode or Python), search and sorting algorithms, data types, use of 1 dimensional and 2 dimensional arrays, writing and using functions with and without parameters and the key features of an IDE. 2. Code lots of different scenarios. A link to nearly 5 hours of past coding questions is on the resources section below. Don’t just answer these questions, try to code them as well using repl.it or CoLab. If you get stuck, email Ms Doherty or Mr Saujani. 3. Use flashcards (or the ones on Smart Revise). Flash cards force your brain to remember stuff for a long time. Just reading and rewriting your notes is far less effective. 4. Learn your acronyms. Here are the ones you need to know: GCSE Computer Science - Acronyms list 5. Make up acronyms or phrases to remember obscure key facts, such as CRIBS (data types) and Kate Middleton Got The Prince (KB, MB, GB, TB, PB). Resources: 1. Smart Revise. Students who used this amazing platform leading up to the mocks scored the highest marks. Just saying. 2. Craigndave’s awesome YouTube videos.

3. MrBrownCS awesome YouTube videos. 4. Your notes! 5. All those lovely text books and other paper-based resources you will have been given. 6. Come and talk to Ms Doherty and Mr Saujani. Ask us to clarify topics. 7. Coding Club. Wednesday Lunchtime 1250 to 1330. Room 25 8. Practice papers ● OCR GCSE Computer Science Past Papers - Revision World ● OCR Paper 1 GCSE Computer Science Past Papers Past_coding_questions_for_practice.pdf ● Coding questions 9. Fresh air. Go for frequent brisk walks. Your brain will thank you. Subject: Creative iMedia Advice: 1. Practise the software you are going to use in your coursework ALL THE TIME, such as GIMP, Pixlr, Wick Editor etc.. You can never become too good at these applications. Your increased skill level will be highly evident in the coursework you produce and will naturally get you more marks. 2. Use YouTube videos to teach you new technical skills. This is the BEST way to learn new skills which you can show off in your coursework write-up. 3. Your exam paper (R093) is SUPER important, even though it is ‘just’ 40% of your final mark. Some topics always come up. Your first job is to become a master of the ‘bread and butter’ topics, such as critiquing mind maps and visualisation diagrams etc..and then drill down to the more obscure topics, such as file types etc. 4. Even if your NEA project work is a Distinction or Distinction*, a bad exam result can tear a hole in that success. 90% of students do better in their coursework compared to their exam. Try to be the 10%. 6. Practice Makes Perfect - Practise creating design documentation for a variety of scenarios in order to appreciate what is needed in ‘outstanding’ planning documentation. You can’t suggest improvements to design documents if you can produce outstanding design documents. 7. Use flashcards (or the ones on Smart Revise). Flash cards force your brain to remember stuff for a long time. Just reading and rewriting your notes is far less effective. Resources: 1. Ms Doherty - ask her if you are not sure! Come to iMedia clinic L1 on Mondays. 2. YouTube is awash with videos to help you out with the R093 exam. 3. Practice papers: a. www.sackville-cs.com/it-and-imedia/cnat-imedia/imedia-full-past-papers b. www.ocr.org.uk/Images/610833-creative-imedia-in-the-media-industry.pdf c. Or just Google “R093 past papers” 4. Fresh air. Go for frequent brisk walks. Your brain will thank you.

Subject: Drama Advice to students: 1. Make a definitive list of subject specific language and adjectives about the character in TIKTBT that you would like to use in their responses and keep these on hand in your practice responses, trying to incorporate as many as possible. 2. Timing of the paper is tight, so you should always practise past paper responses to time. 3. Re-watch and re-read the set text numerous times - you will see and realise new things every time. 4. Re-watch the Live Theatre choice making further notes on more sections of the play. Plan responses using a range of moments. Resources: Digital Theatre - log in on google classroom Drama Online - log in on google classroom https://www.bbc.co.uk/bitesize/examspecs/zrnjwty

Subject: Music -

Performing (30%) undertaken in school Solo and ensemble performances to be completed and submitted by 16/03/27

Composing (30%) undertaken in school Composition 1 to be submitted by 23/02/27 Composition 2 to be submitted by 16/03/27

Listening (40%) to be completed as a written examination. The accompanying text book which is published by illuminate would be useful. Here is the link: WJEC/Eduqas GCSE Music Student Book - Revised Edition - Illuminate Publishing

Subject: PE Advice: To succeed in GCSE PE, you need to stay on top of the large amount of content covered across the course. The best way to do this is by using the syllabus checklists on Google Classroom to track your progress and audit your understanding with a simple traffic light system. Google Classroom should always be your first stop for recapping lessons. Completing regular exam questions is essential for success, so make sure you balance your practice between open book tasks using your notes to build structured answers, and timed exam conditions to improve your recall speed and time management under pressure. A schedule of practical skills development sessions is shared on google classroom. To obtain the best possible grade in practical activities. pupils should be participating weekly in their three chosen sports.

Resources: ●

Google classroom ○

Central hub for all lesson materials, presentation slides, practical skill schedules, and the link to the official Edexcel Revision Guide.

●

Revision websites ○

The Ever Learner - Online video tutorials covering specific course sections, plus live revision streams close to exam period. https://www.youtube.com/c/TheEverLearner

○

BBC bitesize - Specification specific revision notes, diagrams, and video recaps. https://www.bbc.co.uk/bitesize/examspecs/zxbg39q

○

The PE classroom - Topic by topic online quizzes designed for the Edexcel specification. https://thepeclassroom.com/ Edexcel specific quizzing

○

Quizlet and Brainscape - Specific topic flashcard for mastering key definitions and terms. You can search for premade Edexcel GCSE PE decks or create your own to use spaced repetition.

○

Wayground (formerly Quizizz) - Use for testing definitions and short fact recall through multiple choice questions. You can search for premade Edexcel GCSE PE decks or create your own

○

Revision world - Edexcel past papers and mark schemes for targeted question practice. https://revisionworld.com/gcse-revision/pe-physical-education/past-papers/ed excel-gcse-pe-past-papers

Subject: Business Advice: Both Paper 1 and Paper 2 covers content found in Unit 1 and Unit 2 - ensure you are confident with these topics. 1. Practice plenty of past paper exam questions especially 9 and 12 mark questions using the given structures, (mark them with the mark scheme and examiners report). 2. Revisit all unit tests to see which areas you need to focus on the most 3. Practice calculations and the content you found difficult in your mocks as a priority rather than learning everything. 4. 12 mark responses should take an average 15 minutes to complete. 9 mark responses should take an average of 12 minutes to complete.

5. Ensure you do a full paper in timed conditions as timing can be an issue for many students Resources: ● Business textbook (given out in year 10) to find practise questions and all content ● Past paper practice on the AQA website https://www.aqa.org.uk/subjects/business/gcse/business-8132/assessment-resource s ● Revise all content and check you have not missed any lessons using the specification as a checklist https://www.aqa.org.uk/subjects/business/gcse/business-8132/specification/subject-c ontent ● Use the google classroom and the whole host of resources for each topic ● Tutor2u - revision videos and quizzes found

Year 11 NEA and Coursework Deadlines 2026-2027 Brief description of what is to be submitted at each deadline

Final Deadline

Subject

Interim Deadlines (List)

Year 10 OCR Creative iMedia

NEA 1 (R094) is due on Thursday 10th February 2027

This is the 1st of the 2 NEA's for Creative Thursday 4th iMedia. Completed 1st submission of the March 2027 coursework is required before Easter in order for it to be marked and moderated before the final submission to the exam board in early May 2027

Year 11 OCR Creative iMedia

NEA 2 (R095/R096) is due on Friday 19th March 2027

This is the 2nd and final NEA for Creative iMedia.

Friday 23rd April 2027

D&T GCSE

N/A

Full portfolio of work for the NEA.

14th March 2027 10pm

Food and Nutrition Sections A, B and C have GCSE separate deadlines. See NEA deadline sheet.

NEA 1 - Food science investigation (Completed project by 7.11.25)

Friday 6th November, 2026

Food and Nutrition Sections A, B, C, D and E have GCSE separate deadlines, please see previous NEA deadline sheet.

NEA 2 - Food preparation assessment (Completed draft by Friday 6th March 2026.)

11B and 11F Thursday 4th March 2027 11E Friday 5th March 2027

Year 11 iGCSE History coursework

No longer complete coursework

Music - Year 11

Provisional deadlines will be the Two pieces of compositional coursework, one As previously 23rd of February and the 16th of on each date. stated. March 2027.

Yr11 Art and Design

NEA (60%): Coursework- All preparation work and final pieces are due for final assessment the week beginning Monday 7th December 2026.

NEA: We issue a weekly deadline schedule NEA: for each student that includes all the success Coursework criteria needed to meet for each assessment deadline objective. Project 1 is now complete and Monday 7th students have started research and December investigation for project 2 during trinity term of 2026. year 10. This supports the best possible start to YR11. The internal assessment (YR11 mock exams) Mock Exams will become their final coursework piece and will take place will contribute to the actual GCSE grade for Tuesday 1st Art. Project 1 & 2 are assessed and this and establishes the mark awarded for coursework Wednesday 60% NEA. 2nd December 2026. (The work produced in this exam

ESA (40%) : Exam Papers- will be released to students week beginning 4th January 2027.

ESA: Students will receive a schedule for sketchbook preparation, with weekly deadlines. Success criteria and support materials for artist analysis.

The actual exam will run for two days and this is proposed for the

22nd & 23rd April 2027

will become part of the actual coursework) ESA: Exam takes place 22nd & 23rd April 2027

It is an exam board stipulation that all sketchbook work is complete and available for the first day of the exam. Once the exam starts students are not allowed to add to this book in any way. Y11 Textiles

NEA (60%): Coursework- All preparation work is due on 4th December 2025, this will start the internal assessment period for Textiles. This is a two day assessment that starts on 4th and finishes on the 5th December 2025.

NEA: We issue a weekly deadline schedule for each student that includes all the success criteria needed to meet each assessment objective.

NEA: Coursework deadline Friday 11th December 2026.

Project 1 ( Pattern & Print) is complete and students have started their research and ESA: Exam investigation for project 2 during the summer deadline holidays of YR 10 to support the best Monday 19th ESA (40%) : Exam- will be possible start to YR 11.The internal April 2027. released to students at the assessment (mock exams) 4th and 5th beginning of January 2026. The December 2025 will contribute to the actual actual exam will run for two GCSE grade for Textiles. Teacher feedback is days- 20th and 21st April 2026. frequent and will be located in the sketchbook. ESA: Exam is handed to students at the beginning of January 2026 with exam dates being 20th and 21st April 2026. Year 11 NEA English: Spoken Language Endorsement

Students completed their NEA for the Spoken Completed in Language Endorsement in Year 10. Year 10

Year 11 NEA December 2026 Drama: Component 2 Coursework

Students complete a 2500 essay with diagrams and pictures to support/ explain their development of their devised performance. The practical and written are both marked internally and moderated externally.

The Spoken Language Endorsement is a required NEA, but it does not count towards either of the two English qualifications and is instead separately awarded. Performance Nov 2026

Year 11 - GCSE PE Mock - Friday 27th November Practical Component

Pupils will perform in their chosen 3 activities and be marked out of 35 for each (Skills in isolation - 10 & Performance in a competitive situation 25)

Year 11 - GCSE PE Monday 12th October Written Coursework (PEP)

NEA (10%) - full coursework handed in to Friday 4th detail: Aim & Planning Analysis, Fitness Test December Data, Justification of chosen component of fitness & training method, Carrying out & monitoring training programme, Evaluation & Recommendations of improvements

HSC - Component 2 Assessment

Full assessment March 19th; Moderation April 27th

Monday 30th November - Friday Pupils will complete their Component 2 Friday 4th 4th December Assessment based upon the pre issued case December study. Prior to the assessment they will have time to compile appropriate notes.

Key Dates for Year 11 Michaelmas Geography Fieldwork Day

Wednesday 23rd September (River Chess) Friday 2nd October (Wembley)

Michaelmas Report Issued

w/c 9th November 2026

Sixth Form Preview

7 October 2026

Textiles/Art/ English Language Mock Exams

Art Mock Exams 1st & 2nd December 2026 Textiles - 3rd & 4th December 2026

Food and Nutrition

NEA 1 due on Friday 6th November, 2026

Sixth Form Options Due for RMS

Friday 4th December 2026

MFL Speaking Mock Exams

18th November 2026 (dual linguists only) 24th & 25th November 2026

Term Ends

11th December 2026

Hilary Start of Term

6th January 2027

Mock Exams

6th January - 19th January 2027

Mock Results Issued

2nd February 2027

Parents Evening

3rd February 2027

Final Reports Issued

24th March 2027

Term Ends

24th March 2027

Trinity- Summer Start of Term

12th April 2027

GCSE Textiles Exam

19th & 20th April 2027

MFL Speaking Exams

20th, 21st & 22nd April 2027

iGCSE History 1st Exam

4th May 2027

GCSE Art Exam

22nd-23rd April 2027

GCSE Exam Series Begins

10 May 2027

Sixth Form Induction RMS

24th-25th June 2027

GCSE Results Day

19 August 2027

Guidelines and procedures for pupils considering dropping a GCSE subject Purpose: To establish clear guidelines for pupils who are considering dropping a GCSE subject. Eligibility: Pupils must have a valid rationale for not continuing the subject, such as: ● ● ●

Excessive workload due to significant outside of school commitments e.g. elite athletes Exceptional personal circumstances e.g. health, family, wider social-emotional reasons Excessive difficulty with the subject matter that is supported by Year 11 mock exam performance data

Procedure: 1. 2.

3. 4.

Informal Request: Pupils to have an informal conversation with class teachers regarding dropping of subject, outlining their reason. Teacher Consultation: Subject Teacher in conjunction with the Head of Department will provide guidance to the pupil and explore further possible interventions, this will be fed back to parents and Head of Year. Request Submission: Parents / guardians must submit a written request to the Head of Year outlining the reason for dropping the subject. Final Decision: Head of Year will consult with the subject department and discuss with the Deputy Head Academic where a final decision will be made and communicated to parents.

Next Steps: Once an agreement has been reached to drop a subject: ● ● ●

●

Pupils timetable will be altered where they will be expected to work in the Resource Centre. Pupils must sign into the Resource Centre and not work anywhere else. Pupils will be expected to work and use the timetabled time appropriately. If it is determined that they are not using the time productively they will be asked to sit at the back of a supervised lesson to work. Pupils will be monitored to ensure that they are not falling behind in their remaining subjects.

Consequences and Considerations: ●

●

Deadlines: There will be specific deadlines for submitting requests to drop subjects. Very few, and only exceptional requests, are considered prior to the publication of Year 11 mock examination data. Exemptions: In exceptional circumstances, pupils may be granted exemptions from the standard procedures. This is where a modified curriculum has been agreed prior to Year 11 and in order to address significant learning needs.

Foundation versus Higher Tier Exam Papers Some students may find that their teachers recommend they sit a Foundation paper rather than a Higher Tier exam. This will mean that the questions on the paper will be more accessible, there will be fewer very ‘wordy’ questions and there may be fewer extended written answers required. For some students who might otherwise not attain a grade 4 in the subject, this can be an incredibly beneficial way to ensure they pass. The highest grade you can be awarded on a Foundation exam is a grade 5. This is to reflect the fact that the pupil did not sit the more complex paper. However, examination certificates do not show whether a pupil sat a Higher or Foundation exam and universities or training providers do not get given this information. Study Leave Study leave is where students are no longer required to attend lessons because they have finished their curriculum and are in the exam period. This does not mean that students have to be at home. We have two working areas that are fully staffed for Year 11 in school. One is a quiet study zone and the other is for collaborative or low level conversation while working. Lunch is always provided at school during this period and we simply ask that students do not disrupt lessons and wear their uniform. Being in school can be incredibly beneficial for those for whom the supervision and structure or routine helps them to manage their time. Until study leave begins, we require students to be in school. Lessons leading up to the exams are very important as they intensively focus on exam technique, developing the polish needed for good marks and targeting specifically more difficult areas of the specifications. We require the support of parents in ensuring that pupils do not try and take themselves off school to study early. In the last two years, those very few students who have tried to do this have often achieved results that reflect they missed out on crucial last practice and structured support. The next step- progression into the Sixth Form At RMS most pupils will progress into the Sixth Form and we do a great deal of work and support with our Year 11 pupils to help them make the right subject choices and experience a seamless transition to Hind House. Much of this work begins in October of Year 11. Our Sixth Form team are always on hand to support students if they have any questions and Mrs Gratte has a wealth of experience to offer and advise pupils too. More information on courses, what grades pupils should aim to achieve at GCSE and so on are all provided in the Sixth Form handbook which will be shared with you at the Preview Evening. For those pupils wishing to transition into Sixth Forms at other schools, we can still provide advice and references to support applications. If you need a reference from RMS, please use the following email address: refrequest@rmsforgirls.com Predicted Grades At RMS we use a combination of Year 11 mock exam data and teacher judgement of work, alongside performance across the GCSE course to predict GCSE grades for sixth form applications. These predictions are prepared by subject teachers and, given the strict

professional standards we uphold, are not determined by the students or families independent of the school. We will always take a holistic approach to predicted grades and will not base them on any individual assessment point. If you request predicted grades prior to Year 11 mock exams, the Year 10 summer assessments will be taken into account as part of the process of determining a suitable set of predictions.

Creative iMedia

Science

Computer

Music

Latin

Mandarin

Spanish

French

Geography

History

Physics

Chemistry

Biology

Maths

English Lit

Subject

Drop in Room 25

Drop in Room 2

Drop in S19

Drop in Lab 26

English Language programme of support, beginning after half-term/Drill. This runs until end of the mock period.

Mon Ll

Tues Ll

Drop in Room 8

Tues L2

Weds Ll

Drop in Room 9

Weds L2

Drop in Room 14

Thurs Ll

Thurs L2

Fri Ll

Clinic Room 1

Drop in Room 5

Drop in Room 7

Drop in Room 26

The best thing that the students can do to improve their musicianship is to attend extra-curricular music rehearsals and concerts.

Drop in Room 5

Drop in Room 11

Drop in Rooms 12 & 13

By request, so students can email any of the biology teachers to arrange a meeting slot either as 1: 1 or if they prefer in small groups.

Drop in Room 20

Mon L2

Year 11 Drop-In Session Schedule 2026

Clinic Room 1

Drop in S19

Drop in Room 21

Fri L2

time)

Careers (Break

Careers

H&SC

Studies

Business

(4-5pm)

D&T

(4-5pm)

F&N

Textiles

Subject

Mon L2

Year 11 Drop in Post 16 Guidance Futures' Zone

Break Time Drop in

Drop in Room 11

NEA Drop in -Year 11&13 DTl

Drop in F&N

Mon Ll

Year 11 Drop-In Session Schedule 2026 Tues L2

Year 11 Drop in Post 16 Guidance Futures' Zone Break Time Drop in

Drop in PE Classroom

Drop in Room 13

NEA Drop in -Year 11&13 DTl

Drop in -Year 913 DT2

Tues Ll

Weds L2

Break Time Drop in

Drop in -Year 11&13 DT2

Drop in -Year 11&13 F&N

Weds Ll

Thurs L2

Year 11 Drop in Post 16 Guidance Futures' Zone

NEA Drop in -Year 11&13 DTl

Drop in Art 1

Thurs Ll

Fri L2

Break Time Drop in

Drop in Textiles Studio

Fri Ll

RMS

FOR GIRLS