Year 11 Revision Booklet 2017
Within this booklet you will find information that will help you to prepare
fully for each particular subject. Details including exam dates/times,
course structure, exam advice and useful resources for revision are all
included. Please see your subject teacher if you need any more
information.
Included in this booklet is information for the following
subjects:
 Geography
 History
 French
Name:
 Spanish
 Maths
 Health & Social Care
 Food Technology
 English & English Literature
 Science
 Design & Technology – Product Design
 Design & Technology - Textiles
 Media
 Film Studies
 Religious Studies

ICT

Btec Performing Arts

Applied Studies
Tutor Group:
GEOGRAPHY
Unit 1
Monday 22nd May (pm)
(1 hour 30 mins)
Unit 2
Tuesday 6th June (pm)
(1 hour 30 mins)
 Use examples and case studies whenever possible in both examinations.
 Use black ink for written answers use a pencil for maps, diagrams and
graphs.
 Use the resources provided to help you answer the questions.
 Read the questions carefully.
 Do not list when answering a question.
 Develop each point’s significance in relation to the question.
Unit 1: Physical Geography
Written Paper – 1 hour 30mins (75 marks 37.5%)
Section A

The Restless Earth Question 1
Section B


Water on the Land Question 5
Ice on the Land
Question 6
Unit 2: Human Geography
Written Paper – 1 hour 30mins (75 marks 37.5%)
Section A


Population Change
Question 1
Changing Urban Environments Question 2
Section B

Tourism
Question 6
ON EACH EXAMINATION PAPER ONLY ANSWER THE THREE
QUESTIONS ON THE UNITS THAT YOU HAVE STUDIED – DO NOT
ANSWER ANY OTHER QUESTIONS.
Geography command words that you should be familiar with before the
examination:
Annotate - add notes or labels to a map or diagram to explain what it shows. Mark
the feature being labelled with an arrow.
Assess- consider the evidence presented and come to a reasoned judgement.
Comment- present an informed opinion/say what you think about an issue.
Compare - look for ways in which features or places are similar or different. Directly
compare using words such as however and whereas.
Contrast - look for the differences between features or places. Often the question
will ask you to compare and contrast.
Define - explain what something means e.g. hydraulic action.
Describe - give details about what a map or diagram shows. For example if looking
at a landform say what it looks like, give some indication of size or scale, where it is
in relation to something else.
Develop- build upon information given.
Discuss - usually wants a long answer, describing and giving reasons for or
explaining arguments for and against. Where the use of a case study is expected,
then specifics from the case study should be used to support the important points.
Distinguish between- make clear the difference between two ideas/concepts.
Explain or account for or suggest - give an explanation or reasons for.
Factors - reasons for the location of something such as a shanty town.
Give your ( or somebody else’s) views- say what you or a particular group think
about something , for example should limestone quarries be allowed in the Peak
District.
Identify - name, locate, recognise or select a particular feature or features, usually
from a map, photo or diagram.
Study - look carefully at a map, photo, table, diagram etc. and say what it shows.
With reference to /refer to examples you have studied - give specific details about
your case studies.
With the help of/using the information provided - make sure you include
examples from the information, including grid references if it is a map.
With the help of/using the information provided and your own knowledgeinclude both evidence from the information given and your own knowledge.
With the help of a diagram- the answer should consist of a written
explanation/description and a diagram to address the question.
HISTORY
You will sit two papers this year. The topics you need to revise are listed below:
Paper 1 International Relations Mon 5th June AM
Paper 2 Depth Studies Weds 14th June PM
UNIT 1 – (1 hour 45 minutes)
TOPIC 1:
The Origins of the First World War
TOPIC 2:
Peace-making 1918-1919 and the League of Nations
TOPIC 3:
Hitler’s Foreign Policy and the origins of the Second World
War
1
For a detailed breakdown of content on all the above topics, you should refer to
the checklists in your files or ask your teacher. You need a detailed knowledge
of the topics. This requires thorough revision.
2
There are three questions to answer on each TOPIC. You must answer ALL 3
questions on ALL 3 topics (35 mins on each topic);
4 Mark Questions; Describe…
•
•
•
A statement about a topic is given and you are asked to describe something
about the topic
Approximately 7 minutes
Write a detailed paragraph which covers 2 aspects in a developed way
6 Mark Questions; Do you agree with Source X about …?
•
10 minutes
•
ALWAYS SAY WAYS YOU AGREE AND DISGREE MENTIONING CONTENT
AND PROVENANCE (RELIABILITY)
•
Write 3 paragraphs;
- one on ways you agree with content and what the limitations of the
source’s content are
- one on ways the provenance of the source (where it comes fromauthor, type of source etc). Ways you can and can’t trust the source
- Small one on overall judgement about whether you agree with the
source and explain why
10 mark questions; 2 bullet points listed- you are asked to explain which is
more important
• Approximately 17 minutes
• Write a developed extended answer;
• 1 PARAGRAPH ON FIRST BULLET POINT
• 1 PARAGRAPH ON SECOND BULLET POINT
•
1 PARAGRAPH – JUDGEMENT WHICH MORE IMPORTANT AND
WHY
•
•
Focus exactly on question/ ensure explaining point in relation to the
question
Assess the importance of each bullet point
UNIT 2 – (1 hour 45 minutes)
SECTION A: The Roaring Twenties: the USA 1918 – 1929
SECTION B: The USA in the 1930s: Depression and the New Deal, 19291941
The USA and Vietnam: failure abroad and at home 1964 1975
1
For a detailed breakdown of content on all the above topics, you should refer to
the checklists in your files or ask your teacher. You need a detailed knowledge
of the topics. This requires thorough revision.
2
Section A is on USA 1918-1929. There are three questions to answer:
3

Source inference (4 marks) – write one paragraph. Summarise the source
and read between the lines ‘The source suggests…’
Eg ‘What does the source suggest about…’

Explain (6 marks) – write three paragraphs with a developed point in each.
Focus on the exact question & EXPLAIN (‘use because’).
Eg ‘Explain why…’

Source utility (10 marks) – these are just like your controlled assessment.
Write one paragraph testing the source with your own knowledge – is it
correct? How do you know that? Then write one paragraph testing the
reliability of the source – who wrote it? When? Why? (this usually gets
you into level 3).
Eg ‘How useful is Source X for studying…’
Section B is on ‘The USA and Vietnam’ and ‘The New Deal’. There are two
questions on each topic, you must do BOTH questions on BOTH topics:

Describe using a source (8 marks) – write three/four paragraphs. Start with
what the source shows you and use your own knowledge to explain it fully.
Then have two/three paragraphs just using your own knowledge to
describe what the question is asking about. Facts needed!
Eg ‘Using Source X and your own knowledge, describe how…’

Essays (12 marks) – write four paragraphs with a developed point in each
and then write a conclusion. The question will be a quotation and it will ask
if you agree – your first paragraph should agree with whatever the question
asks, then your three other paragraphs should give different reasons. Use
PEA! Include lots of facts & focus on the exact question.
Eg.’President Roosevelt’s New Deal was successful in ending the
Depression in the USA.” Do you agree? Explain your answer.
FRENCH
You will sit two papers at either Foundation or Higher level in your final examination.
Exam = 16th May (9am)
Unit 1:
Foundation Listening
30 mins [+ 5 mins. reading time]
Higher Listening
40 mins [+ 5 mins. reading time]
Make sure you make the most of the 5 minutes reading time and work out exactly what the
questions want from you. Very obviously, make sure you answer the questions in the correct
language: French section / English section!
The paper will consist of items of varying length, e.g. announcements, conversations, instructions,
short news items, telephone messages and non verbal and short answer questions.
You will need a detailed knowledge of all the topics. This will require thorough revision of the
vocabulary and structures for each topic.
You will be expected to identify main points, extract details and points of view and infer
meaning from some unfamiliar language.
For Higher Level, you will need to understand discussions of a range of issues and be able
to identify themes.
Remember to include in your revision important themes such as health,
environment, social issues and the world of work. You will need to use context and clues
to interpret meaning, recognise opinions, attitudes and personal feelings and draw conclusions.
Know your debate phrases – for and against, opposites and contradictions, advantages
and disadvantages.
Listen for problems and the use of negatives
e.g. ‘ne …pas’, ‘ne…jamais’ meaning ‘never’, ‘ne…rien’ meaning ‘nothing’,
‘ne...que seulement’ meaning ‘not only’, ‘ne…personne’ meaning ‘no one, nobody’.
Listen for ‘sans’ meaning ‘without’ and ‘sauf’ meaning ‘except’.
If you miss these words, it obviously makes the difference between getting
the answer right or wrong !
Listen for paraphrasing and use of synonyms and know your word families/links.
e.g. nager – aller à la piscine – la notation (je nage, je fais de la notation)
monter à cheval – l’équitation
lire – la lecture – je lis – à la bibliothêque
cigarettes – fumeurs
collision/voitures/poids lourds/circulation – accident
boire – la boisson – je bois, on boit (not to be confused with la boîte)
lire – la lecture
Unit 2:
Foundation Reading
30 mins
Higher Reading
50 mins
Read all instructions, read questions properly, answer the question – don’t waffle about
something irrelevant. Very obviously, make sure you answer the questions in the correct
language: French section / English section!
Know all your question words, e.g. ou, quand, quel [le], qui, comment,
qu’est-ce que/qui, combien pourquoi, est-ce que, que ..., à quelle heure.
You need an awareness of word associations and be able to categorise:
Chien – animal
agent de police – travail adore les chevaux – passionné d’équitation
Emploi – travail grand nombre de voitures - embouteilages
Gap fill task – remember to read ahead to develop an awareness of what kind of word you’re
looking for, e.g. noun [masculine, feminine, plural?], verb [infinitive, past participle or conjugated;
you will also need to be able to match up pronoun with verb ending, e.g. tu – recevras], adjective,
time expressions, person, quantity, number, etc.
Know your words to describe things, for who things belong to [mon ma mes], [son sa ses] that
compare and give detail [moins, peu, trop etc] prepositions [sur, sous, devant, près de, derrière,
etc], & verbs in different tenses (past, present, future)
Strategies for Understanding [Listening & Reading]
Ignore words which are not needed for a successful completion of the task; what is important in
the text is often presented more than once, in different ways. Read and Listen positively – seek
out only the information you need to answer the questions.
Use the visual and verbal context – look at layout, title, length, type-face, related pictures and
find clues about the purpose and content of a text.
Infer the meaning of new words from the verbal context, e.g. you might not know the word
mancienne but by understanding other words such as dans ses branches un oiseau chantait
you could infer that it is some sort of tree.
Make use of grammatical markers and categories: recognise such clues as the plural forms of
nouns or verbs; the ways verbs change to form tenses; word order and other such features to
help recognise to which category [verb, noun, adjective etc] an unknown word belongs. This can
lead to intelligent guesses about the meaning of an unknown word.
Make use of the social and cultural context, e.g. knowledge and understanding of France and
French speaking countries, e.g. Mont-Blanc – en montagne
Make use of common patterns of word formation within French
e.g.
re
prefix
recommencer, refaire
eur
ending
employer – employeur
able ending
laver – lavable
aine ending
quinze – quinzaine
in
prefix
actif – inactive, connu – inconnu
ion/ation endings
réparer – réparation
ique ending
physique
ment ending
complètement, lentement
ant
ending
mangeant, fatigant
Use cognates and near cognates with care; beware of false friends, e.g. experimenté
(experienced), sensible (sensitive), large (wide), journée (day), travailler (to work)
Use common patterns between French & English.
BONNE CHANCE - GOOD LUCK !
Spanish
Exam = 19th May (9am)
Listening (Foundation) – 35 Minutes
Listening (Higher) – 45 Minutes
Reading (Foundation) – 30 Minutes
Reading (Higher) – 50 Minutes
Look at these important tips for your Listening and Reading papers:
Spelling
Pay attention to letter combination in Spanish; especially in numbers such as
ie> siete, sientate
ei> seis, veinte Careful with ph> it is always F in Spanish
The same for words ending in –tion > -cion in Spanish
Learn your numbers
Numbers are essential!!! You need them for the time, dates and prices …so learn
them.
Pay attention to :
Sesenta/seTenta Veinte/treinta Cien/ dos cientos
Nueve/novecientos
Linking words
• Linking words are ESSENTIAL to get your answers right in the Questions of
P/N/P+N (in both papers )
•
Look for
•
Addition : y, e, además, también, o , u
•
Showing contrast: pero, sin embargo, aunque
•
Giving opinions : en mi opinión, desde mi punto de vista
Likes and dislikes
Make sure you recognise : Me gusta ( mucho) No me gusta ( nada ) Me encanta
Me chifla
Me interesa/fascina/molesta
Detesto/odio
No soporto/ no
aguanto
Don’t understimate
Don’ t take for granted basic expressions such as
Buen fin de semana
Buena suerte
Feliz cumpleaños Buen apetito
Buen trabajo
Feliz Navidad Que tengas un buen día
Mostly seen in the section from Spanish-English
It is very important that you recognise all Wh- Questions in Spanish
confusing but SUPER IMPORTANTES)
(they are
Even though it is Reading and Listening paper, there is some writing involved so
grammar needs to be accurate :
me gustaría
quisiera
hay que
detesto
INFINITIVE
debería
tener que
any verb of like and dislike
Me gustaria VISITAR Madrid
Quisiera TRABAJAR en un banco
Tenses:
make sure you study tenses; present, past and future.
Adjectives:
You need to be able to recognise plenty of adjectives in all SIX topics, and more
than DIVERTIDO and ABURRIDO is expected of you.
Check adjectives for describing PERSONALITY (always a favourite in the exam)
Vocabulary
Pay special attention to most difficult vocabulary on WEATHER/ ENVIRONMENT /
HOUSE CHORES/ FURNITURE
But don’t underestimate PLACES/FOOD AND DRINK/DIRECTIONS
IT IS IMPORTANT that you learn vocabulary suggested for the exam board
( see
specification AQA http://filestore.aqa.org.uk/subjects/AQA-4695-W-SP-14.PDF
p.18-49 for full list of vocabulary.
Where to find HELP?
Use your Mira rojo book
Your notes
Revision guide
BBC BITESIZE
Attend extra sessions for Listening
Do past papers www.languagesonline.org.uk
studyspanish.com
www.linguascope.com
spanish.about.com http://www.bbc.co.uk/languages/
Other Strategies to help you get the most marks from your Reading and
Listening Papers
 Multiple choice questions: Examiners like to mention all the pictures to
confuse you! It isn’t necessarily going to be the first picture they mention. Be
careful if they mention a negative in the question, and listen out for the little
words like “no”, “nunca”, “nada” in the answer: what is the next picture they
mention after a negative word?
 English comprehension questions: use the question to help you work out
what you have to listen for. “How many” is asking for a number, “when” is
asking for a day or time, “where” for a place, “what” for an activity, “why” for a
reason, and so on.
-Make sure you are answering the question. Be careful when the question
has a bolded word like “most”, “even worse”, “never”, etc or is asking for a
negative.
-Make sure you word the answer well with a verb included. (Example: what is
Julia doing after watching TV? Avoid answer just “homework” and aim to
include a verb if necessary “doing homework”).
 Positive, Negative or Positive & Negative questions: in this type of tasks
you need to carefully listen for key words that suggest positive connotations
like “bien”, “bueno”, “ventaja”, “mejor” etc or negative connotations like “mal”,
“malo”, “peor”, “desventaja”, etc.
- In this type of questions you need to be careful with connectives mentioned:
connectives can help you find out whether it's P, N or PN.
- Connectives like “and” and “also” link two similar opinions, for example: “es
aburrido y dificil” or “no es caro, es cómodo también” Therefore connectives
like “y” and “también/además” link either P opinions or N opinions.
-However connectives such as “pero”, “aunque” or “sin embargo” link two
different opinions, for example: “es un trabajo bien pagado pero las horas
son largas” or “es bueno para la salud, sin embargo es caro”.
-Therefore connectives such as “pero”, “aunque” or “sin embargo” can link P
& N opinions.
 Selection words questions: sometimes you have to choose the right words
for the answers from a selection box- there will usually be a few extra words
added to make the exercise more difficult. Concentrate on the words you will
need and ignore unnecessary words.
 If you make a mistake: if you change your mind about an answer, cross it
out neatly and write answer alongside. This sounds obvious, but every year
candidates lose marks because the examiner can’t read the answer clearly.
Also, make sure your handwriting of letters is neat or you will lose the mark
(A, B, C, D…)
 Never leave a question without answer: if you are really stumped, think of
cognates, words which are similar in English, or word association, and make
a sensible guess.
 Other tips: It’s always better to spend extra minutes in each reading task to
make sure you are looking for cognates and key words than to move quickly
to the next task and finish the assessment really soon. Spend a little more
time with each text and, if you finish early, go back again to the beginning
and double check all your answers
 Word association: you can always underline words that you think are
important and try to associate them with other key words in the text if you
need them for your answer.
 Working out the meaning of an unknown word: use the context of the
text, look at the title, the sort of text (is it an ad, a letter for a friend, an
application letter, and interview, a survey, a TV script, etc), look carefully at
the topic, cognates, and any other associated words in order to make an
educated guess when you answer.
 And finally!: Revise all the list of words from AQA textbook (each glossary
for each topic and subtopic). Make a list with the keywords and use different
strategies to memorise them. Pay particular attention to connectives and
conjunctions, and even comparatives for opinions.
 Revise past papers: Go to Google search  AQA GCSE Spanish past
papers  Go to the past papers section  Choose the year 
Choose the unit (Unit 1- Listening) & (Unit 2- Reading)  Choose
foundation or higher paper  Once done check the marking scheme
Be Confident!
¡Buena suerte para el exámen!
MATHS
Exam Dates:
Paper 1 (non calculator) – Thursday 25th May 2017 (am) – 1 hour 30 mins
Paper 2 (calculator) – Thursday 8th June 2017 (am) – 1 hour 30 mins
Paper 3 (calculator) - Tuesday 13th June 2017 (am) – 1 hour 30 mins
General Exam Tips:
• Make sure you show all working out as this is normally worth marks even if you get the
answer incorrect.
• Always give the correct units in your answer (m2, cm, kg etc). Check whether the answer
requires a length, area or volume as an answer and choose the appropriate unit.
• If a calculator is allowed, push the reset button or to reset Casios type shift,9,3,=,AC
before the exam begins. It should be in ‘DEG’ mode. Try a simple sum to make sure the
calculator is working properly.
• Re-read each question and make sure you have answered exactly what the question
asked, especially on percentage increase/decrease questions.
• Make sure you ask for tracing paper when answering questions on transformations.
• Use a pencil to draw graphs and diagrams in case you make a mistake. All other
questions must be answered in pen.
• When answering geometry questions, see if the question is ‘drawn to scale’ or not. This
will tell you whether or not you will need to use measuring instruments such as a ruler or
protractor.
• Always show all your construction lines when using a compass.
• Finally, make sure you have answered every question. Check the back page of the
exam booklet!
Revision Resources for Mathematics:
Useful Foundation Maths GCSE Websites
If you use all of these resources well this year you are guaranteed the GCSE grade you want.
Mr Barton’s GCSE Page
http://mrbartonmaths.com/students/gcse/
Notes, examples, interactive questions and topic revision, this site has it all.
Revision Posters
http://lhmaths.wordpress.com/brainframes/
Topic-specific revision posters. Click the link underneath ‘Foundation GCSE in one
poster’ for all you need to revise- very useful!!
MyMaths- LOG ON AND CLICK ‘MY BOOSTERS’ ON THE LEFT OF THE SCREEN.
THEN CLICK GCSE Booster 4 and 5.
http://www.mymaths.co.uk/
Main login: Stephenson
Main password: Diameter (The you have your own individual- if you have lost it see
me)
Corbett Maths 5-a-day--- Really, really useful.
http://corbettmaths.com/5-a-day/.
Includes:
- Topic based exam style questions
- Video tutorials for each topic to go with practice questions
- Practice exam papers
- 5-a-day worksheets (five mixed questions to test your knowledge)
Hegarty Maths
https://hegartymaths.com/
Includes a video lesson on every topic, taught by Colin Hegarty, one of the top 10 maths
teachers in the world!
Also tracks student’s progress by assessing them after each video.
Go to existing users, initial login using date of birth etc, then students create their own
password.
Useful Higher GCSE Websites
If you use all of these resources well this year you are guaranteed the GCSE grade you want.
Mr Barton’s GCSE Page
http://mrbartonmaths.com/students/gcse/
Notes, examples, interactive questions and topic revision, this site has it all.
JustMaths
http://justmaths.co.uk/online/
This is designed to solidify your knowledge of key topics and provides past paper
questions, solutions and video explanations. Go to ‘Super 60’ on the website and chose
the topics you need help with.
Username:GeorgeStudent
Password: George
MyMaths- Log on and click ‘MY BOOSTERS’ on the left of the screen. Then click
‘GCSE Booster 6&7’ or ‘GCSE Booster 8&9’.
http://www.mymaths.co.uk/
Main login: Stephenson
Main password: Diameter (The you have your own individual- if you have lost it see
me)
Corbett Maths -- Really, really useful.
http://corbettmaths.com
Includes:
- Topic based exam style questions
- Video tutorials for each topic to go with practice questions
- Practice exam papers
- 5-a-day worksheets (five mixed questions to test your knowledge)
- Lots of other great resources.
HEALTH AND SOCIAL CARE
COURSEWORK UNITS
The Health and Social Care National Level 2 Award is a 75% coursework subject.
Students must take responsibility at all times for keeping up to date with their
independent study as failure to do this may lead to major complications with work
overload. In order to do this, the department has set up several systems to guide and
assist students through the two years of coursework. The majority of students will be
nearing completion of their final piece of coursework. It is essential for all students to
note that they must continue to follow guidance on how to improve their coursework
until they are officially signed off.
Completing Coursework checklist:

All students have been issued with hard copies of contents page style
checklists that must be at the front of each section of work. These sheets
will allow students to check what has been completed and what is still to
be done.

After school on Fridays, the Health and Social Care department staff
provide a coursework support session / revision session (before exams).
It is highly recommended that students take advantage of this extra
support in order to raise their grades.

If there are issues with coursework, that require a help from a member of
staff on other days of the week, students can book a one to one
appointment for extra guidance.
EXAM UNIT
The exam unit is worth 25% of the final grade. All students were entered for this exam
in January and most were successful in reaching their target grades. Staff have
already approached students who need to resit and have also given students the
option in situations where they have done well but may wish to improve further. These
decisions have been based on data collected by the department. Entries have now
been made for resits in June.
All students being entered for the June exam must:
 Attend all scheduled after school Exam sessions
 Use the Brainscape website for revision of exam questions
 Use the Exam help booklets and checklists that they were issued with
before the previous exam.
 Plan to revise and do quality revision using the resources provided e.g. the
packs of flash cards given to students.
 Must attend lessons up until the exam date.
FOOD TECHNOLOGY
EXAM: Monday 5th June pm (2 hours)
READ PREPARATION SHEET CAREFULLY
Candidates to answer all the questions in two sections (120 marks)
Section A (30 marks)
A design question based on context supplied before the exam
Section B (90 marks)
Covers all aspects of the specification content
Methods
Of revision
Brain Scape
Flash cards
Graphic organisers e.g. mind maps
Memory journeys
Stepping stones
Acronym / Mnemonics
Transform techniques
Using Exam Questions with Mark
Schemes.
Resources on P Drive
Topics to cover:











Functions of ingredients
Modifying recipes to suit target groups/special diets
Design ideas – annotated diagrams – how to complete successfully
Special dietary requirements e.g. vegetarian, allergies
Sensory Analysis – why it is important and methods
Quality analysis & control – checks made to ensure each product is up to required standards
HACCP
Packaging & labelling
Food hygiene & safety
Specifications: ACCESS FM
How do manufacturers research existing food products and what the consumer requires?
Revision sessions available:
Monday, Wednesday and Thursday after school in G6
ENGLISH LANGUAGE
EXAMS:
English Language Paper 1: Tuesday 6th June am
English Language Paper 2: Monday 12th June am
English Language Paper 1: Fiction and Imaginative Writing (1 hour 45 minute
exam. 40% of the total GCSE)
Section A: Reading
 Study and analyse selections from a range of prose fiction.
 The length of the 19th – century fiction will be approximately 650 words.
How to revise for this section of the exam:
 Read extracts from 19th-century fiction. For example ‘Oliver Twist’,
‘Frankenstein’, ‘Wuthering Heights’.
 Look on the internet for extracts to read.
 Q3 is for 6 marks. It will ask you how the writer uses language and
structure to reveal something in the text. For example: tension, changing
mood, emotions.
 Q4 is for 15 marks. This question asks you to evaluate how successfully
something has been achieved in the text. For example tension.
 Use GCSE Bitesize English Language
Section B: Imaginative Writing
 The writing tasks are linked by a theme to the reading extract.
 One of the writing tasks will provide two images to help generate ideas.
For example:
Write about a time when you or someone you know, tried to hide something.
Look at the images provided and write about a frightening experience.
Make sure you know all the different language techniques you could use within your
writing. These include: similes, metaphors, personification, interesting adjectives,
repetition, rhetorical question, personal voice, dialogue, alliteration, listing, colour
imagery, paragraphing for effect, adverbs, interesting punctuation.
English Language Paper 2: Non-fiction and Transactional Writing (2 hour
exam. 60% of the total GCSE)
Section A: Reading
 Study a range of 20th – and 21st-century non-fiction texts. (Including literary
non-fiction)
 Two unseen non-fiction extracts. One of these texts will be literary non-fiction.
 The word count across the two extracts will be approximately 1000 words.
The minimum length of an extract will be 300 words.
 Questions will be on Text 1, followed by Text 2. There will be a mixture of
short and extended responses on the extracts.
How to revise for this section of the exam:
 Read non-fiction extracts on line/read newspaper articles.
 Q3 asks you to analyse how language and structure are used within the
text.
 Q6 asks you to evaluate how successfully something has been achieved in
the extract.
 Q7a asks you to identify similarities between the two texts.
 Q7b asks you to compare how the two texts present their ideas and
perspectives.
 Use GCSE Bitesize English Language.
Section B: Transactional Writing
 Writing tasks are linked by a theme to the reading extracts.
 It is possible for the same form (for example a letter, an article) to be present
on both tasks in the same paper but with a different focus/or audience.
For example:
Write a letter to MI6, applying for a position as an Intelligence Officer.
In your letter you could:
 State why you are interested in the position
 Describe the experience and skills that make a good candidate
 Explain the difference you can make to your country
As well as any other ideas you might have.
Or
Write an article for a newspaper, exploring how technology can track our
movements.
You could write about:
 The ways we are tracked, e.g. phones, computers, CCTV, supermarket
scanners
 Who tracks us, e.g. the police, large businesses, the government
 What the benefits are and/or what the problems could be
As well as any other ideas you might have.
Responses are marked for the accurate and appropriate use of vocabulary, spelling,
punctuation and grammar.
Make sure you know all the different language techniques you could use within your
writing. These include: similes, metaphors, personification, interesting adjectives,
repetition, rhetorical question, personal voice, dialogue, alliteration, listing, colour
imagery, paragraphing for effect, adverbs, interesting punctuation.
ENGLISH LITERATURE
EXAMS:
English Lit Paper 1: Monday 22nd May am
English Lit Paper 2: Friday 26th May am
English Literature Paper 1: Shakespeare and Post-1914 Literature (1 hour and
45 minutes. 50% of GCSE)
Section A: Shakespeare – ‘Macbeth’
 Q1a – extract question. Out of 20 marks.
 You are assessed for AO2 – analysis of language, structure and form.
 Q1b – whole text question. Out of 20 marks.
 You are assessed for AO1 – interpretation of text (15 marks) and AO3 –
context (5 marks)
Areas for revision:
 Characters – key points about major and minor characters with key
quotations/examples.
 Themes – key quotations, Shakespeare’s message
 Context – audience response, divine right of kings, role of women, James I,
witchcraft.
 Key episodes – soliloquies, key extracts, think about their importance to the
play as a whole. (Think about theme development, character revelation,
character development, tension)
 Language and structure – use of imagery, connotations of words, soliloquies,
sentence structure, repetition, questioning, rhyme, rhythm, foreshadowing,
blank verse, where events happen in the play, how a speech begins and
ends.
Section B: Post 1914 Literature British Play. ‘An Inspector Calls’
 Out of 40 marks
 A choice of two questions
You are assessed for:
 AO1 – interpretation of the text (16 marks)
 AO3 – relationship between text and context (16 marks)
 AO4 – spelling, punctuation and grammar (8 marks)
Areas for revision:
Context - audience reaction, socialism, capitalism, Priestley’s message within the
play, role of women and the divide between the classes.
Characters – key quotations, any changes within characters, how are they
presented at the start and the end of the play. Think about the role of Inspector
Goole – how does Priestley use him to get across his message to the audience, the
difference between the older and younger generations in the play, who learns
anything in the play.
Themes- key theme of responsibility, respectability, power, status, remorse, pride,
love, time. Learn key quotations connected with key themes.
English Literature Paper 2: 19th-century Novel and Poetry (2 hours and 15
minutes. 50% of GCSE)
Section A: ‘Dr Jekyll and Mr Hyde’
 Q1a – extract question. Out of 20 marks.
 You are assessed for AO2 – analysis of language, structure and form.
 Q1b – whole text question. Out of 20 marks.
 You are assessed for AO1 – interpretation of text
Areas for revision:
 Characters – key points about major and minor characters with key
quotations/examples.
 Themes – key quotations, duality, science, secrecy, violence
 Key episodes – key extracts, think about their importance to the novel as a
whole. (Think about theme development, character revelation, character
development, tension)
 Language and structure – use of imagery, connotations of words, sentence
structure, repetition, questioning, foreshadowing, juxtaposition.
Section B: Poetry
 You are asked to answer one question in Part 1 from the collection you have
studied – CONFLICT.
 It is out of 20 marks
 You are assessed for AO2 – language, structure and form (15 marks) and
AO3 – context (5 marks)
 Part 2 is unseen poetry. Read the two poems and answer the question.
 It is out of 20 marks
 You are assessed for AO1 – personal interpretation (8 marks) and AO2 –
language, structure and form (12 marks)
Areas for revision:
 Re-read the poems
 Learn key quotations
 Learn to identify language and structural techniques within the poems.
 You must compare – have a go at doing this in your own time.
 Get used to looking at poems you haven’t studied before – try to identify
language and structural points within the poems.
SCIENCE
Simple revision tips in Science
LCC – Look Cover Check – the simplest form of revision
Look – Read the left hand side
Cover– Cover the information with your hand
Check– Try to remember the information and then check if you got it right!
SUM – Summarise - Summarise longer texts into a shorter version using your
own words. Shrink to a tweet! (140 characters)
Coal/Oil/Gas(ENERGY!)-burn fuel=boil water(chemical>heat)-steam turns
turbine(heat>kinetic)-generator(kinetic>electrical)
PIC – Words into pictures (write the words as pictures!)
Green house effect caused is by CO2 and
methane.
Methane
Green
CO2
DIAG – draw a labelled diagram
Look back in your book and produce a labelled diagram of what is being
described in the table. E.g. 3 pin plug
CALC – come up with your own numbers to test an equation
Come up with your own numbers and use them in an equation to practice.
Keep the numbers simple 2,3,4,5 etc
MNE – Make up a mnemonic (short poem or a sentence used to help a person
remember something) to remember a sequence or list – the human mind much
more easily remembers personal, surprising or humorous lists better.
MRS GREN – 7 things that living things do
ROY G BIV – gives the colours of the rainbow
Make your own up!
AQA Science Examinations
Biology 2 and Biology 3
Biology 1
10th June
17th May
Chemistry 2 and Chemistry 3
Chemistry 1
15th June
19th May
Physics 2 and Physics 3
Physics 1
17th June
25th May
The following is a brief guide. Use your revision guide and additional support
materials. Each exam is worth 25% of your Core, Additional or Triple Science
GCSE
Biology 1
B1.1 Keeping healthy
B1.2 Nerves and hormones
B1.3 The use and abuse of drugs
B1.4 Interdependence and adaptation
B1.5 Energy and biomass in food chains
B1.6 Waste materials from plants and animals
B1.7 Genetic variation and its control
B1.8 Evolution
Biology 2
B2.1 Cells and simple cell transport
B2.2 Tissues, organs and organ systems
B2.3 Photosynthesis
B2.4 Organisms and their environment
B2.5 Proteins – their functions and uses
B2.6 Aerobic and anaerobic respiration
B2.7 Cell division and inheritance
B2.8 Speciation
Biology 3
B3.1 Movement of molecules in and out of cells
B3.2 Transport systems in plants and animals
B3.3 Homeostasis
B3.4 Humans and their environment
Chemistry 1
C1.1 The fundamental ideas in chemistry
C1.2 Limestone and building materials
C1.3 Metals and their uses
C1.4 Crude oil and fuels
C1.5 Other useful substances from crude oil
C1.6 Plant oils and their uses
C1.7 Changes in the Earth and its atmosphere
Chemistry 2
C2.1 Structure and bonding
C2.2 How structure influences the properties and uses of substances
C2.3 Atomic structure, analysis and quantitative chemistry
C2.4 Rates of reaction
C2.5 Exothermic and endothermic reactions
C2.6 Acids, bases and salts
C2.7 Electrolysis Ionic compounds have many uses and can provide other substances
Chemistry 3
C3.1 The periodic table
C3.2 Water
C3.3 Calculating & explaining energy change
C3.4 Further analysis & quantitative chemistry
C3.5 The production of ammonia
C3.6 Alcohols, carboxylic acids and esters
Physics 1
P1.1 Transfer of energy by heating processes & factors affecting the rate at which
energy is transferred
P1.2 Energy and efficiency
P1.3 The usefulness of electrical appliances
P1.4 Methods we use to generate electricity
P1.5 The use of waves for communication and to provide evidence that the universe is
expanding
Physics 2
P2.1 Forces and their effects
P2.2 Kinetic energy of objects speeding up or slowing down
P2.3 Currents in electrical circuits
P2.4 Using mains electricity safely & power of electrical appliances
P2.5 What happens when radioactive substances decay & uses & dangers of their
emissions
P2.6 Nuclear fission and nuclear fusion
Physics 3
P3.1 Medical applications of physics
P3.2 Using physics to make things work
P3.3 Keeping things moving
Links
Core
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/
Additional http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/
Applied
http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/
http://www.s-cool.co.uk
http://www.what2learn.com/examgames/science
Past Papers
http://www.aqa.org.uk/subjects/science/gcse/science-a-4405/past-papers-and-markschemes
DESIGN & TECHNOLOGY
GCSE Design and Technology Product Design AQA
The exam is 40% of the total mark for this GCSE
The written paper tests your knowledge and understanding of the subject, and what you have learned
during coursework and revision sessions. You are assessed on your responses to questions about
products and the processes involved in their manufacture, both in school and as part of large quantity
production (in industry).
Including the following: (not an exhaustive list)
Design (The Design Process)
Design Movements
Development of Products
Designing for Manufacture
Material areas
Use of ICT in Design and Manufacture Materials, Components, and Systems
The environmental impact of use of materials, packaging/distribution, product use,
Help with coursework and revision:
If you need help at home please take the coursework guide booklet home with you.
There are books available for loan or to buy which are specific to this course.
Ask your teacher for help at lunchtime or after school when more time can be spent with you one to one.
Coursework and Revision Sessions:every lunchtime and after school on Thursdays
Remember to email if you are really stuck!
Miss Hope [email protected]
Miss Fryer [email protected]
Everything you need to help you at home for coursework and exams online at:
Design-technology.info:
http://www.design-technology.info/home.htm
AQA (Past examination papers)
http://www.aqa,org,uk
The Design Cycle
http://www.design-technology.info/designcycle/default.htm
Design and Tech.com
http://www.designandtech.com/
D & T Online
http://www.dtonline.org/apps/menu/app?1&0
Technology Student
http://www.technologystudent.com/joints/joindex.htm
Technology Links
http://www.technologylinks.org/tlinks/index.htm
The Technology Site
http://www.technologypupil.com/
Technology at GCSE
http://www.btinternet.com/%7Ehognosesam/gcse/
http://www.bbc.co.uk/education/gcsebitesize/designandtechnology/index.shtml
Unit 1 Written Paper
The examination will include the following topics, it is important to remember that a section of
the exam paper is designing a product; therefore ... remember to bring your coloured pencils
and communicating your design is essential to letting the examiner know what your design
intention is! So label everything!!!
Areas to revise include:
 Evolution of Product Design
How have products changed over time? Why have they changed? Can you give some
examples? Eg Dyson Vacuum cleaner
 Understand Design Movements such as Art Deco, Memphis Design, De Stijil
 Product Development
How designers use research/what’s on the market at present? How do designers use
ICT and CAD/CAM to produce designs
 Packaging
 Product Marketing
Consider the power of branding, advertising. How are products advertised? Why?
 Human Factors
You need to have knowledge and understanding of anthropomedtrics and ergonomic
considerations
 Safety
The relevance of safety to the manufacturer and the end user
 Quality
You should have knowledge and understanding of commercial methods which include
QC and QA
 Ethical, Environmental and Sustainability issues
Research into the main factors relating to recycling and/or reusing materials or products,
carbon footprint, 6Rs and the impact on the environment.
 Product Manufacture
 Industrial and Commercial Practice
TEXTILES TECHNOLOGY
GCSE Design Technology: Textiles
Examination Board AQA
Exam Code 4570
2 hour paper
Equipment needed: pen, pencil, rubber, ruler and coloured pencils
The Examination for this is 40% of the final grade
The written paper tests your knowledge and understanding of the subject, and what you
have learned during coursework and revision sessions. You are assessed on your
responses to questions about textile products and the processes involved in their
manufacture, both in school and as part of large quantity production (in industry)
Include the following: (not an exhaustive list)
Design based on examination set task, following the design process
Fabrics and Fibres
Finishing processes
Components
Design and market influences
Product analysis
Social, cultural and moral issues
Environmental effects
Processes and manufacture
ICT and CAD/CAM
Help with your coursework and revision sessions, after school on Thursdays
Remember to email us if you get stuck!
Miss Hope [email protected]
Miss Fryer [email protected]
MEDIA STUDIES
2017 Focus: Television Game Shows
Examination date: 23rd May 2017
Duration: 1 hour 30 minutes
One exam paper which will be focused on the 2017 special topic of Television
Game Shows
Areas that will be explored:
Television Game shows
Unit 1 External Assessment – Investigating the Media
It takes the form of a 1 hour 30 minutes terminal examination. The provisional date and
time of the external assessment on television game shows is as follows:
Issue of Preliminary Material to students: Monday 24 April 2017 Examination: Tuesday
23 May 2017
Working with the Preliminary Material
The Preliminary Material will take the form of a brief detailing a contextualised scenario.
During the period between its issue and the date of the examination, students are
expected to extend and consolidate their knowledge and understanding of television
game shows by completing independent research and preparation in response to the
given brief. In the examination students will then be required to complete four tasks.
Television Game Shows
Introduction
Television game shows have entertained audiences for many years and have become
a staple ingredient of television programming and schedules. Often set in TV studios in
front of a live audience (though not always) game shows have the element of
competition at their core. There are several sub-genres of television game shows, all of
which are appropriate for Unit 1 purposes. These include the following: activity
oriented; dating; panel games; puzzle oriented and quiz shows. Among the vast array
of UK television game shows that can be selected for study are the following: Total
Wipeout, Take Me Out, A Question of Sport, Countdown, Pointless. These are not
prescriptive, but are just offered as examples of the genre. There is no requirement to
study examples of television game shows from the past but it would be interesting in
the study of the topic to cover a wide range of shows and not just contemporary
examples.
It is important to clarify definitions of television quiz shows and television game shows.
Many game shows contain significant quiz elements and it could be argued that most
quiz shows have game elements to them. For the purposes of Unit 1 assessment, quiz
shows should be treated as one of the sub-genres of television game shows. It is
important that students have knowledge and understanding of the range of sub-genres
that come under the umbrella of television game shows.
Reality television shows, although having many similar conventions (and often a ‘game
element’ to them), differ as they usually have a focus on ‘talent’ or real-life/work
scenarios and therefore should not be used in the study of television game shows.
Key Concepts
Centres are free to cover this topic in any way they like but it is recommended to
organise teaching around the four key concepts.
• Media Language • Institutions
• Audience
• Representation
Media Language
Forms and conventions
Students need to become familiar with the style and content of television game shows.
The genre is broad and many sub-genres exist and fall under the umbrella of the
television game show. However, there is still very much a typical style and accepted set
of conventions that ensures that they appeal to audiences. The tension and excitement
for contestants, studio audiences and viewers watching at home are important factors.
Television game shows past and present place the host/presenter as pivotal to their
success and appeal. The role of the host – managing and leading contestants through
various rounds and stages of competition – is often crucial. With that comes an
abundance of catchphrases (some of which have become part of our everyday
vocabulary). Hosts put the contestants at ease and often use humour.
Set design and props often play a key part in successful television game shows and
contain elements that are instantly recognisable for audiences.
Suggested activities
1. Describe and compare the settings of two contrasting television game shows.
2. Compare the format of two contrasting television game shows. How does the
format used entertain and appeal to audiences?
3. How important is the role of the host? Analyse how hosts manage and lead
events in a television game show.
Institutions
Who produces television game shows is a useful starting place to explore Institutions.
Television game shows feature on the schedules of most channels and case studies of
how television game shows are financed, produced and distributed would be an
excellent way of addressing the key concept of Institutions. Television game shows
have a long tradition of being associated with spin-offs. For example, board games.
Increasingly, these spin-offs have become more varied and a study of this will help
students to recognise the value of synergies, convergence and multi-platform
promotion.
Suggested activities
1. Compare the promotion of two television game shows on different channels.
2. Compare the financing and production of two television game shows on different
channels.
Audience
Why have television game shows remained so popular with audiences? Like any other
investigation into audience, it is important to consider the demographic profile of
different audience groups. This work can be developed into drawing up profiles of both
mainstream and niche audiences and then matching them to contrasting programmes.
Secondly, why do audiences watch television game shows? By exploring a range of
examples, there is a discussion to be had about how game shows appeal to different
audiences for different reasons. Consider that television game shows tend to feature on
the schedules of daytime television as well as peak, prime-time periods – as well as
other times catering for more specific, niche audiences.
Suggested activities
1. Compare two contrasting television game shows.How does the scheduling and
format of differ for different audiences?
2. Create a demographic profile of the target audience for a selected television
game show.
Representation
Many television game shows are aimed at mainstream audiences and have broad
appeal. Part of that appeal is having contestants from all walks of life competing –
either just for the challenge, but often for fantastic prizes. Audiences can relate to these
people. A discussion around how the contestants are represented on the game shows
would make an important starting point for work on this key concept. Likewise,
celebrities have been a staple of television game shows. From hosts who are, or
become, celebrities to the guests on panel shows and the plethora of celebrity versions
of established game shows on our screens.
Suggested activities
1. Look at how contestants are portrayed on television game shows. Are they portrayed
in a positive or negative way?
2. Look at how celebrities are portrayed in television game shows.
Production Skills
All students should be thoroughly grounded in all media production skills. Clearly for
this paper, students need confidence in working with all aspects of design and
production conventions for television game shows.
Any questions please ask Mrs Barnard or Mr Musgrave
FILM STUDIES
Examinations: 2 this year!
Paper 1 – Exploring Film (Superhero topic / 17) 19th June PM
Paper 2 – Exploring Film outside of Hollywood (Boy in the
Striped Pyjamas) 22nd June PM
Paper 1 – Exploring Film 30% (1 hour 30 minutes)
Four compulsory questions focusing on one film genre. These questions will
assess knowledge and understanding of film language and key industry and
audience issues.
The film genre will be set by WJEC and will change every three years. Genre
for examination in Summer 2017 Superhero Films.
 Question 1: Response to a film extract chosen from the genre
candidates have studied (questions based on film language)
 Question 2: Response to genre elements of study, considering all
aspects of film language
 Question 3: Response to aspects of the marketing and promotion of
films
 Question 4: A series of creative tasks assessing the knowledge and
understanding of films in relation to audience and industry.
Areas of study
 Study one set genre (Superhero Films)
 Awareness of the contemporary film industry (mainly Hollywood) and of
the audiences for film.
Areas for Revision – Paper 1
Research a range of Superhero films and look at the way they are presented
and marketed to a specific target audience. Focus is on:
Codes and Conventions of the Superhero film –
What do audiences expect of a superhero film? How do we define the
superhero film?
Iconography and Style –
What do we associate with the genre? How are the films designed to convince
us to accept different versions of reality?
Narratives and plot –
How do narratives in Superhero films follow a similar pattern?
Themes and ideology –
What messages about society do Superhero films project through their
themes?
Characters and stars – How are actors instrumental in ensuring the success
or failure of a superhero film?
Production, distribution and exhibition of the superhero film
Watching a range of superhero films and taking notes on them following
these specific areas (above) will be a vital part of your revision. Ensure
that you know at least three films very well and that you can draw on
specific scenes to discuss and have knowledge of how the film was sold
to audiences on its initial release.
Paper 2: Exploring Film outside Hollywood (1 hour, 20%)
Three compulsory questions on one film produced outside Hollywood,
chosen from a list prescribed by the Awarding Body. This year the
chosen film is Boy in the Striped Pyjamas Questions will be based on:
 characters, narratives, themes and issues in the film chosen
 the way people, places, events and issues are represented in the film
and
 A creative question involving individual responses to the film (e.g.
reviews, blogs, website entries).
Areas for Revision:
 The differences and similaritites between Hollywood films and Boy in
the Striped Pyjamas
 The social and historical context of Boy in the Striped pyjamas (World
War 2, the Holocaust and German politics are all issues discussed in
the film)
 The characters and narratives of this film (Bruno, Schmeul, Ralf, Elsa
and Gretel and how they interact with others and allow the narrative to
develop)
 The themes and issues raised in the film (friendship, betrayal,
prisoners, the holocaust, war, division)
 The ways in which people, places, events and issues are represented.
(Bruno is a young boy who befriends a Jewish prisoner at the camp his
father is commander of with tragic consequences)
 The organisations which produce the films and the audiences who
respond to them.
In addition to this guide use the revision booklets on both papers and ask us if
you need help with anything.
Good luck – Mrs Barnard
RELIGIOUS STUDIES
GCSE Religious Studies: Philosophy and Ethics.
The GCSE RS full course is made up of four units: B601, B602, B603 and B604.
The exams for each unit have the same structure. They last 60 minutes and
students must answer all the Christianity questions from the two topics which they
have studied in class. The topics which students should answer questions from are:
Unit 1 Exam B601: Deity (question 2) and End of Life (question 14)- Thursday
15th June pm.
Unit 2 Exam B602: Good and Evil (question 2) and Religion and Science
(question 14)- Thursday 15th June pm.
Unit 3 Exam B603: Religion and Human Relationships (question 2) and
Religion and Medical Ethics (question 8) -Monday 15th May am.
Unit 4 Exam B604: Religion and Equality (question 8) and Religion and the
Media (question 14)- Monday 15th May am.
As mentioned above, students must answer all the Christianity questions from the
topics listed above. They will spend 30 minutes on each topic in the exam and the
questions for each topic have the same structure. The questions are labelled
A,B,C,D and E.
Question A is always a one mark question and will be a definitions question
e.g: What is contraception?
Question B is always a two mark question and will be a description question
e.g: Describe two Christian beliefs about abortion.
Question C is always a three mark question and will be an explanation question
e.g: Explain Christian attitudes towards equality.
Question D is always a six mark question and will be an explanation question
e.g: Explain Christian beliefs about God as a judge.
You should answer this question using the writing frame below and should begin
your answer “Not all Christians believe the same thing about...”
Question E is always a twelve mark question and will have a quotation followed by
the instruction “Discuss this statement. You should include different and supported
points of view and a personal viewpoint. You must refer to Christianity in your
answer”
e.g: “The death penalty should be used for murderers.” Discuss this statement. You
should include different and supported points of view and a personal viewpoint. You
must refer to Christianity in your answer.” As it is worth 12 marks, you need to
spend 15 minutes answering this question. You should use the writing frame below
to help structure your answer.
* Your teacher will have given you a revision booklet for the units you are studying
in the examination as well copies of all the past papers. This has all the information
that you need within it plus you have your file which will contain lots of valuable
information too! Make sure that you have all of these before starting your revision
and if you don’t, pester your teacher until you do!
* The best answers to the 3 mark, 6 mark and 12 mark questions show that “Not all
Christians believe the same thing about...” For each topic, think “Some Christians
think this because... whilst other Christians think that because...” If you can’t do it
then check your revision guide or ask your teacher!
* Remember, Christians do not just believe-their beliefs affect the way that they act.
Think about how their beliefs affect their lifestyles. Try looking at what the Bible
teaches then thinking what this leads Christians to believe then how this will affect
the way that Christians behave. Think BBB- Bible, Belief, Behaviour.
* The evaluation questions require you to evaluate the opinions of other people.
This doesn’t just mean saying that you disagree with someone but offering reasons
as to why you disagree. Practise arguing with someone- it does not have to be RE
related- you could have an argument about something really important like whether
Galaxy is better than Dairy Milk! The important thing is that you practise making a
point and giving reasons and evidence to support what you are saying.
* Remember there are 7 chunks in the part e evaluation questions:





What is topic is the quotation about?
What are the different viewpoints?
Why might people have different opinions about this?
What do you think the quotation and why?
What do you think about the different opinions that you have
discussed?
 What are the different Christian opinions? Why do they think this?
 It is a 12 mark question- that means that you need to spend AT LEAST
15 minutes answering it!
ICT
Exam date: May 17th 9.00am
6 mark questions grading criteria
BTEC PERFORMING ARTS (MUSIC)
COURSEWORK UNITS
The Performing Arts BTEC is made up of 3 units, two of which are coursework.
Students must keep up to date with their rehearsals and development of their
performance skills as these skills are needed across all 3 units.
Coursework checklist:
♪ Unit 6- Completed in year 10
♪ Unit 2- To be completed in 2017- continue to work on your ensemble performance
parts for ‘Swinging Sampson’ and keep up to date with rehearsal logs to document
your progress.
EXAM UNIT
Unit 1 is the exam for this course. The exam consists of 4 briefs and you must
choose only one. All of you have chosen the following brief: Option 4 ‘Future finds’
– In musical performance, present two contrasting performances around the
theme of ‘portent’
You have already selected and justified your choices of performance pieces- you
now must continue to develop them, thinking not just about accuracy, but of
conveying the theme through: ♪ Dynamics
♪ Articulation
♪ Tempo
♪ Accompaniment
♪ Tone
♪ Style and character
These two performances will be recorded and sent to the exam board alongside
a letter of application for your chosen brief. Key things to remember about your
letter of application include: ♪ Letters must be original and your own creation- anything looking too similar to
somebody else’s in the group is not acceptable.
♪ You must not include any personal information- i.e. address, phone number.
As part of a formal letter like this we will substitute any information for the
schools general information.
♪ There is no minimum or maximum length but 800 words or 2/3 pages typed is
usually sufficient
♪ You are not expected to make things up to fit with the scenario
♪ You have two hours under exam conditions to write the letter
♪ You will type the letter on a computer
♪ You will not be allowed access to (or bring into the room) any material to
support you in writing your letter.
♪
♪
♪
Font size and style must be clear, with appropriate line spacing and layout.
You can use spell check
You will be able to make notes in the exam room but these notes will be kept
and may be requested by BTEC to support their marking of your work- so no
doodling!!
Suggested structures for your letter are: ♪ Summarising choice of material- This is an excellent opportunity to justify to
the examiner why you have chosen your material and why it is suitable for the
theme. Think about mentioning:  Full names and original performers for your two chosen pieces.
 Why/how it fits with the brief?
 Why it is a suitable choice for you/ your skillset?
♪ Linking personal knowledge skills and experience gained, to the skills required
in the selected brief- This section is vital- the exam board mentions that this is
the section must students don’t comment enough on so this will earn you some
serious brownie points! You must link the scenario to your personal
skills/background/knowledge and experience. Mention things such as:  Any performance projects you have been in that are relevant
 Specific knowledge and technical skills that are relevant
 Education- qualifications etc that are relevant
 Training- music lessons, drama clubs, etc that are relevant
 Work experience- youth theatre productions, volunteering, etc that is
relevant
 Hobbies and interests that are relevant
♪ Placing skills within a clear context that applies to your chosen option- It is not
enough to identify the skills that you have- they must be in relation to the
context of your chosen option. How do the following skills link to the option
chosen and your skills:  Teamwork- within a musical ensemble, performing arts ensemble,
respecting other opinions, supporting others, trusting others, cooperating
 Concentration skills- health and safety, focusing on your part, staging
 Physical stamina- breath control, dexterity
 Organisation and personal management skills- punctuality, prepared to
work, equipped
♪ Summarising the relevant skills- At the end of a letter it is a good idea to write
a final conclusion- summarising your relevant skills for the position applied for.
This leaves the reader with a positive lasting impression, without them having
to remember the whole letter. Use this wisely to select the most relevant and
impressive points.
♪ Expression of interest and/or motivation for the option- When signing off a letter
you should ensure that you express your interest in the position/place on
course and why you want it (what your motivation is). Try to link to the wider
world of performing arts rather than a selfish reason- ‘I want this job because
it looks good’ or ‘I want to be on this course because my friend is doing it’ isn’t
going to impress anyone!
APPLIED STUDIES
External exam question topics
Your on-line examination is all about the unit, Safety and Security in Construction. The
purpose of the exam is to test your ability to use your knowledge of safety and security
to demonstrate that you can apply it in any given situation. There are ten areas that
you will be tested on.
1 Types of fire and fire extinguishers.
2 Safe storage of materials.
3 Site security and control measures to reduce risk.
4 Health and Safety at Work Act rights and responsibilities.
5 Security risks
6 Types of health and safety signs and their meanings.
7 Control measures to reduce risk in various construction operations.
8 Health and Safety Executive (HSE) and its powers.
9 Hazards of working at height and consequences of falls.
10 Risk assessment and control measures
KEY VOCABULARY AND DEFINITIONS
HEALTH AND SAFETY EXECUTIVE (HSE)
This is the body that enforces the H&S laws in the UK. It has a number of powers to
help it do this. It has inspectors who visit workplaces to make sure the law is being
followed. When it is not, the HSE can do any of the following:
1. IMPROVEMENT NOTICE
An IMPROVEMENT NOTICE can be issued. This allows an employer time to put right
what is wrong, so that the law will be followed in future.
PROHIBITION NOTICE
A PROHIBITION NOTICE can be issued. This orders the firm to stop all work
immediately, until the problem has been resolved.
PROSECUTION
If neither of the above are enough, then the HSE can take employers or individuals to
court if they do not obey health and safety law. This is usually done when there has
been a serious breach of the law and nothing has been done to put it right, even after
notices have been issued.
RISK ASSESSMENT AND CONTROL MEASURES
A risk assessment is the process that is used to identify any hazards in the workplace.
It is usually done by inspecting a work area or a work activity and deciding what parts
of either could be hazardous, and then suggesting control measures to reduce the
risks. Control measures are the things that can be done, or actions that can be taken
to reduce the danger from hazards that have been found, to a level that means it is
safe to work in.
The risk assessment questions are worth 20 marks and they will always provide you
with a photo of a work area and a partly completed risk assessment table/checklist.
Your job is to complete the empty parts on the table/checklist.
There are three key things to remember when answering this type of question:
1. Look closely at the photo. What does it show? (Think about the place, people,
procedures, PPE, tools, materials, signs, storage). What are the problems and
risks that you can see? What might happen if there is an accident?
2. Who is at risk? Who might be injured if there is an accident? How serious is the
risk?
3. Control Measures-What should be done to remove the danger/minimise the risk
and avoid an accident?
Your answers need to state what the risk is, who is at risk and what should be done to
reduce the risk. If you remember these three things you should be fine with this
question.
SITE SECURITY AND CONTROL MEASURES
Security on construction sites needs to be maintained for a number of reasons. The
main ones among these are:
1 to keep people (especially children) out to avoid injury,
2 to prevent vandalism,
3 to prevent theft of tools and materials,
4 to prevent damage to plant and machinery.
Control measures are the things that may be done to make the site more secure.
These can include hazard warning signs, 24 hour security patrols, secure fencing,
secure storage, CCTV. The need for any or all of these will depend partly on the
location and circumstances of the site.
TYPES OF HEALTH AND SAFETY SIGNS AND THEIR MEANINGS
There are four types of sign, and they are
MANDATORY
These are blue signs and usually round. Mandatory means YOU MUST DO what the
sign indicates.
PROHIBITORY
These are red with a diagonal red line, and are usually round. PROHIBITORY MEANS
YOU MUST NOT DO what the sign indicates.
HAZARD WARNING
Hazard warning signs are Yellow with a black border and are usually triangular. THEY
MAKE YOU AWARE AND WARN YOU OF DANGERS. The nature of the danger will
be indicated by the picture on the sign.
FIRST AID AND SAFE CONDITION
These signs are green and usually rectangular or square in shape. THEY SHOW YOU
WHERE YOU CAN GET HELP FROM (FIRST AID) OR WHICH WAY TO GO TO IN
AN EMERGENCY (FIRE EXIT).
SECURITY RISKS
These are the risks to sensitive information and ICT equipment such as laptops, and
software. Control measures to protect these can include passwords, storing data on
external hard drives, using encryption, or securely storing equipment when not in use.
HEALTH AND SAFETY AT WORK ACT 1974
This is the most important piece of health and safety law. It gives employers 10
responsibilities (duties they must carry out) to keep their workers safe from harm.
EVERY EMPLOYEE HAS A RIGHT TO EXPECT THEIR EMPLOYER (BOSS) TO
CARRY OUT THESE 10 RESPONSIBILITIES.
It also gives EMPLOYEES (workers) 4 responsibilities that they must carry out to keep
themselves and their colleagues safe from harm. Every employer has a right to expect
their employees to carry these responsibilities out.
SAFE STORAGE OF MATERIALS
Some materials are hazardous by nature (think of things like petrol or sulphuric acid).
However some materials may not immediately seem dangerous at all (Think of timber
or bricks). On a construction site, there are rules for storing all materials that must be
followed. They may be very varied and cover things like how high materials can be
stacked (eg bricks), where materials may be stored (eg away from sources of ignition),
what type of container materials may be stored in (eg oil in a double skinned tank with
a spill tray). A piece of law called THECONTROL OF SUBSTANCES HAZARDOUS TO
HEALTH ACT (COSHH), regulates how the more hazardous materials must be stored
and handled to reduce the risk they may pose.
FIRE EXTINGUISHERS AND THEIR USES
There are a number of different types of fire extinguisher, and a number of different
things that can cause a fire. It is important that you know which type of extinguisher can
be used to fight which type of fire. Failure to do this can be fatal. All fire extinguishers
are clearly marked with a letter A, B, C, D, E or F and a picture of the sort of material
which causes that type of fire. For instance, the letter A and a picture of some sticks
burning represents the type of fire caused by wood burning. A letter B and a picture of
a petrol can indicates a fire caused by fuel or oil. Learn the different types, which are
all colour coded to help you. In addition to scoring you some points in a construction
exam, it may well save your life one day.
WORKING AT HEIGHTS
There are a number of laws which regulate working at height, but the most important
thing to remember is that the person most responsible is the person actually doing the
work. Working at height can mean working on ladders, mobile platforms or scaffolding,
or on a roof or other part of a building. All relevant PPE must be used, and this can
include hard hats, appropriate footwear, harnesses and restraints. Scaffolding should
be put up in accordance with the rules, and by qualified people, and access to it should
be controlled. It is important never to take risks such as over-reaching whilst working at
height. Failure to follow safety procedures can have extremely serious or even fatal
consequences. In addition to this, serious injury will have a financial effect, as the
person injured may not be able to work at their job for some time, or may become
permanently disabled as a result of their injuries.
THE KEY THINGS YOU NEED TO KNOW ABOUT THE MOST IMPORTANT HEALTH
AND SAFETY LEGISLATION
(LEGISLATION MEANS THE HEALTH AND SAFETY LAWS AND REGULATIONS)
Questions will always be asked about at least two of these health and safety laws, so
make sure you know what their key points are. A good way of doing this and testing
yourself, is to use the following link to the app-QUIZLET.COM where you will find a
wide range of quiz questions (and answers) relating to both these and other areas.
https://quizlet.com/subject/health-and-safety/
THE HEALTH AND SAFETY AT WORK ACT
THE CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH (COSHH)
REPORTING OF INJURIES, DISEASES AND DANGEROUS OCCURRENCES
REGULATIONS 1995 (RIDDOR)
ASBESTOS REGULATIONS
PROVISION AND USE OF WORK EQUIPMENT REGULATIONS 1998 (PUWER)
PERSONAL PROTECTIVE EQUIPMENT AT WORK REGULATIONS 1992 (PPER)
WORKING AT HEIGHT REGULATIONS 2005