Year 11 Revision Guide 2016/17 Introduction Dear Pupils This booklet is designed to provide you with the key revision information that you require to achieve success in your Year 11 GCSE mock examinations. The Year 11 mocks are a good indication of where you are right now on the lead up to the summer exams and provide the opportunity to see your strengths and areas to develop in all subjects. This booklet contains a summary of each subject, topics that are being studied and subject specific revision hints and websites. I would like to remind you that mock examinations commence on Tuesday 6th December for Art and on Wednesday 7th December for all other subjects. The mock exams finish on Tuesday 20th December. You will receive a mock examination timetable shortly. There is no study leave but there will be periods of supervised study during the school day. You will be able to discuss mock examination preparations on Mentoring Day on Thursday 24th November 2016. I would advise that you have a revision timetable already in place, using the information in this booklet to guide you. Good luck, and remember that these mock examinations are important, so prepare thoroughly! Peggy Scholte Head of Year 11 Contents The Faculty of Mathematics and Science Mathematics Science The Faculty of RE and Humanities RE History Geography The Faculty of English and Modern Foreign Language English Modern Foreign Language The Faculty of Expressive Arts Physical Education Music Art The Faculty of Communication, Design and Technology Business Studies Health and Social Care Technology Electronic Products Textiles Technology Resistant Materials Graphic Products Food Technology MATHS GCSE MATHEMATICS Examination Details: Pupils will sit three examination papers which are equally weighted and in total count for 100% of their final grade. Each paper is one hour and thirty minutes in duration. Paper 1 is non-calculator, papers 2 and 3 are calculator allowed. Pupils must bring the following equipment to the examinations: Pencil Pen Pair of compasses Protractor Calculator Ruler Rubber In the examination pupils may ask for tracing paper. Revision hints and resources http://mathsbot.com/gcseRevisionGrid www.MyMaths.co.uk www.corbettmaths.com www.hegartymaths.com The revision guide provided by St Paul’s Previous assessment and examination papers The mathematics exercise books Pupils should make good use of the assessment stamps in their exercise books which identify the ‘next steps’ that a pupil should take to make further progress. These should guide the revision process and can be used as a starting point for additional practice. Pupils are able to attend the after school support club on Mondays from 3pm until 4pm in J111. The club is staffed by mathematics teachers: mathematics books and iPads are available for use by pupils. Formulae to Remember The GCSE examination papers no longer provide a formula page; pupils must learn all formulae by heart. Pupils must also learn certain trigonometric values be heart. 0 sin cos tan 0 1 0 30 45 1 60 90 1 0 The quadratic formula Circumference of a circle Area of a circle Pythagoras’ Theorem Right-Angled Triangle Trigonometry formulae Sine rule Cosine rule Area of a triangle Area of a trapezium Volume of a prism Compound interest Probability List of Topics Pupils should refer to their exercise books for guidance on which topics to focus their efforts. Below is a list of the main topics covered in the syllabus. Foundation Tier Number Basic number Basic fractions Basic decimals Basic percentages Calculating with percentages Factors and multiples Indices Rounding Standard form Algebra Basic Algebra Algebra and graphs Algebra: Quadratics, rearranging formulae and identities Algebra recap and extension Coordinates and Linear Graphs Equations Graphs recap and extension Inequalities Quadratic graphs Real life graphs Sequences Simultaneous equations Sketching graphs Solving quadratic equations Ratio, proportion and rates of change Calculating with percentages Direct and inverse proportion Growth and decay Basic percentages Ratio and proportion Geometry and measures Angles Introduction to circumference and area Circumference and area Further circumference and area Congruence and similarity Constructions and loci Measures Introduction to perimeter and area Perimeter and area Further perimeter and area Properties of polygons Pythagoras' theorem Scale diagrams and bearings Transformations Introduction to trigonometry Trigonometry Vectors Volume 2D representations of 3D shapes Probability Collecting and representing data Scatter graphs Statistical measures Statistics Collecting and representing data Scatter graphs Statistical measures Higher Tier Number Basic decimals Factors and multiples Basic fractions Fractions and decimals Indices Basic number Basic number, factors and multiples Basic percentages Rounding Standard form Surds Number recap and review Algebra Basic algebra review Algebra: introduction to quadratics and rearranging Algebra: further quadratics, rearranging formulae Algebra: quadratics, rearranging formulae and identities Algebra recap and review Algebraic fractions Coordinates and linear graphs Equation of a circle Equations Further equations and graphs Linear and quadratic equations and their graphs Inequalities Numerical methods Pre-calculus and area under a curve Real life graphs Sequences Simultaneous equations Sketching graphs Further sketching graphs Transforming functions Ratio, proportion and rates of change Direct and inverse proportion Calculating with percentages Gradients and rates of change Growth and decay Ratio and proportion Geometry and measures Angles Angles, scale diagrams and bearings Circumference and area Circle theorems Congruence and similarity Constructions and loci Geometry and measures recap and review Measures Properties of polygons Perimeter and area Pythagoras' theorem and basic trigonometry Scale diagrams and bearings Sine and cosine rules Transformations Trigonometry recap and extension Vectors Volume 2D representations of 3D shapes Probability Basic probability Probability Statistics Collecting and representing data Scatter graphs Statistical measures Statistics recap and review SCIENCE GCSE SCIENCE AND ADDITIONAL SCIENCE Exam Information Exam board: OCR Gateway The full specification (revision list) and past papers can be found at: http://www/ocr.org.uk/qualifications/gcse-gateway-science-suite-science-b-j261-from-2012/ (Core Science) and http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-additional-science-b-j262-from-2012/ (Additional Science) You should bring a scientific calculator with you to ALL science exams. Double Award Science Title Content Science Paper 1 a. Fitness and Health 75 minutes b. Human Health and Diet Unit B711 Modules B1C1P1 c. Staying Healthy d. The Nervous System e. Drugs and You f. Staying in Balance a. Making Crude Oil Useful a. Heating Houses b. Using Carbon Fuels b. Keeping Homes Warm c. c. Clean Air d. Making Polymers e. Designer Polymers g. Controlling Plant Growth f. h. Variation and Inheritance g. Smells Cooking and Food Additives h. Paints and Pigments A Spectrum of Waves d. Lights and Lasers e. Cooking and Communicatin g with Waves f. Data Transmission g. Wireless Signals h. Stable Earth Science Paper 2 a. Classification 85 minutes b. Energy flow Unit B712 Modules B2C2P2 + Section D c. Recycling d. Interdependence a. The structure of the Earth b. Construction materials c. e. Adaptations f. Natural selection g. Population and pollution h. Sustainability Metals and alloys d. Making cars e. Chemicals from the air-making ammonia f. Acids and bases g. Fertilisers and a. Collecting energy from the Sun b. Generating electricity c. Global warming d. Fuels for power e. Nuclear radiations: Exploring our Solar System crop yield h. Chemicals from the sea: the chemistry of sodium chloride Additional Science Paper 1 75 minutes Unit B721 a. Molecules of life b. Proteins and mutations c. Respiration d. Cell division Modules B3C3P3 a. Rate of reaction (1) b. Rate of reaction (2) c. Rate of reaction (3) e. The circulatory system d. Reacting masses f. g. New genes for old e. Percentage yield and atom economy h. Cloning f. Growth and development Energy g. Batch or continuous? h. Allotropes of carbon and nanochemistry Additional Science Paper 2 85 minutes Unit B722 Modules B4C4P4 + Section D f. Threats to Earth g. The Big Bang a. Speed b. Changing speed c. Forces and motion d. Work and Power e. Energy on the move f. Crumple zones g. Falling safely h. The energy of games and theme rides a. Ecology in the local environment a. Atomic Structure b. Photosynthesis b. Ionic bonding b. Uses of electrostatics c. c. c. Leaves and photosynthesis d. Diffusion and osmosis e. Transport in plants f. Plants need minerals g. Decay Farming The Periodic Table and covalent bonding a. Sparks Safe electricals d. Ultrasound d. The Group 1 elements e. What is radioactivity? e. The Group 7 elements f. f. g. Treatment Transition elements g. Metal structure and properties h. Purifying and testing water Uses of radioisotopes h. Fission and fusion Triple Award Science: Physics Exam board: OCR Gateway The full specification (revision list) and past papers can be found at: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-physics-b-j265-from-2012/ You should bring a scientific calculator with you to ALL science exams. Title Content P1 P2 a. Heating Houses. Physics Paper 1 75 minutes b. Keeping Homes Warm. c. Unit B751 Modules P1 P2 P3 a. A Spectrum of Waves. d. Lights and Lasers. e. Cooking and Communicating with Waves. Collecting energy from the Sun. b. Generating electricity. c. Global warming. d. Fuels for power. g. Wireless Signals. e. Nuclear radiations: Exploring our Solar System. h. Stable Earth. f. f. Data Transmission. Threats to Earth. g. The Big Bang. P4 Physics Paper 2 a. Sparks. 60 minutes (in the Summer it will be a full 85 minutes) b. Uses of electrostatics. Unit B752 d. Ultrasound. Modules P4 P5 + Section D c. Safe electricals. P5 a. Satellites, gravity and circular motion. b. Vectors and equations of motion. e. What is radioactivity? c. f. d. Action and reaction. Uses of radioisotopes. g. Treatment. h. Fission and fusion. Projectile motion. e. Satellite communication . f. Nature of waves. g. Refraction of waves. h. Optics. P3 a. Speed. b. Changing speed. c. Forces and motion. d. Work and Power. e. Energy on the move. f. Crumple zones. g. Falling safely. h. The energy of games and theme rides. Section D Section D is questions based on analysis of graphs and tables on physics based topics. Triple Award Science: Biology Exam board: OCR Gateway The full specification (revision list) and past papers can be found at: http://www.ocr.org.uk/qualifications/gcsegateway-science-suite-biology-b-j263-from-2012/ You should bring a scientific calculator with you to ALL science exams. Paper Topics on the paper Unit 1 Unit 2 Unit 3 Paper 1 a. Fitness and Health a. Classification a. Molecules of life 75 mins b. Human Health and Diet b. Energy flow b. Proteins and mutations Biology B731 Units B1 B2& B3 c. Staying Healthy c. Recycling d. Interdependence e. Adaptations e. Drugs and You f. f. g. Population and pollution f. h. Sustainability g. New genes for old Staying in Balance Natural selection h. Variation and Inheritance Unit 4 Biology B732 Units B4 & 5 Respiration d. The Nervous System g. Controlling Plant Growth Paper 2 c. b. Photosynthesis c. 60 mins Leaves and photosynthesis d. Diffusion and osmosis e. Transport in plants f. Plants need minerals e. The circulatory system Growth and development h. Cloning Unit 5 a. Ecology in the local environment d. Cell division Section D a. Skeletons b. Circulatory systems and the cardiac cycle c. Section D is questions based on analysis of graphs and tables on biology based topics. Running repairs d. Respiratory systems e. Digestion (if covered in lesson time before the mock exam) g. Decay h. Farming The (6) after a topic indicates that there is an extended writing question about that on the paper. Remember within each question you will be asked about How Science Works skills as well as theoretical Science. Triple Award Science: Chemistry Exam board: OCR Gateway The full specification (revision list) and past papers can be found at: http://www.ocr.org.uk/qualifications/gcse-gateway-science-suite-chemistry-b-j264-from-2012/ You should bring a scientific calculator with you to ALL science exams. Title Content C1 Chemistry Paper 1 75 minutes Units C1 C2 C3 C2 a. Making Crude Oil Useful a. The structure of the Earth a. Rate of reaction (1) b. Using Carbon Fuels b. Construction materials b. Rate of reaction (2) c. c. c. Clean Air d. Making Polymers e. Designer Polymers f. Cooking and Food Additives h. Paints and Pigments Metals and alloys d. Making cars e. Chemicals from the air-making ammonia f. g. Smells Acids and bases g. Fertilisers and crop yield h. Chemicals from the sea: the chemistry of sodium chloride C4 Chemistry Paper 2 a. Atomic Structure 60 minutes (in the Summer it will be a full 85 minutes) b. Ionic bonding Units C4 C5 & Section D C3 c. The Periodic Table and covalent bonding d. The Group 1 elements e. The Group 7 elements f. Transition elements g. Metal structure and properties h. Purifying and testing water C5 a. Moles and molar mass b. Percentage composition and empirical formula c. Quantitative analysis (if covered in lesson time before the mock exam) d. Titrations (if covered in lesson time before the mock exam) e. Gas volumes (if covered in lesson time before the mock Rate of reaction (3) d. Reacting masses e. Percentage yield and atom economy f. Energy g. Batch or continuous? h. Allotropes of carbon and nanochemistry Section D Section D is questions based on analysis of graphs and tables on chemistry based topics. exam) f. Equilibria g. Strong and weak acids h. Ionic equations and precipitation Revision Hints and Useful Websites All pupils have been issued with a revision guide and workbook. The chapters of the workbook are set out in the order above. With supportive websites, the BBC bitesize site now has direct board-related material at: www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/ This has summary revision activities (with mini films and animations) on each of the topic units and selftests which can be taken on either higher or foundation with direct feedback. Most of this material can be accessed on mobile devices such as “Apple” and “Android-based” phones and media players. The exam board website has past papers to support revision: www.ocr.org.uk RELIGIOUS EDUCATION RELIGIOUS EDUCATION Exam Information You will sit two papers for RE. Unit 3 paper will last for 1 hour and 30 minutes and Unit 10 will last for 1 hour and 15 minutes. This will mean you will have approximately 23 minutes to answer each set of questions on both papers. Each set of questions will consist of an A, B, C and D question. What to do in each question: A TYPE QUESTIONS (2 marks) An A type answer should only ever be one sentence long as there are only two marks available for it. You must write a clear definition for the key word, it must be the definition that you have learnt in class. This means you need to learn all key words!! B TYPE QUESTIONS (4 marks) Here you will be asked a question that asks you what you think about an issue you have learned about. You MUST state your view clearly. You MUST give two reasons for your beliefs or view. You SHOULD develop and support your view with evidence and examples. Your answer needs to be at least 6 lines in length as there are 4 marks available. You should not write in bullet points. C TYPE QUESTION (8 marks) You must explain in these questions and not describe. You must explain at least four points about the topic that you are talking about. You should try to use ‘because’ or a similar connective to ensure that you are explaining why. You should try to use PEE in your answers to ensure you make a point explain it and support it with evidence from the bible or other sources you have looked at. Your answer needs to be at least 10 lines long as there are 8 marks available to you. Explain questions are where your quality of written communication is tested. You should answer these questions in a formal style or English and ensure your spelling is correct. Try to use key words in this answer too. D TYPE QUESTION (6 marks) In these questions you will be given a statement and there are two parts to your answer- you will be able to get three marks for each part. i) Here you will need to say whether you agree or not with the statement ii) Here you will need to give reasons why others may disagree with you As a minimum guide you should make at least two points in each part of the answer and use evidence and key words to support what you are saying. Your answer should be at least 10 lines as there are 6 marks available. Topic List UNIT 3 EXAM Revised Believing in God 1. The main features of a catholic upbringing and how it may lead to belief in God. 2. How religious experience may lead to belief in God. 3. The argument from design and belief in God. 4. The argument for causation and belief in God. 5. Scientific explanations of the world and agnosticism and atheism. 6. How Catholics respond to scientific explanation of the world. 7. Why answered prayers may lead to agnosticism or atheism. 8. How Catholics respond to unanswered questions. 9. Evil and suffering. 10. How Catholics respond to the problem of evil and suffering. 11. How two programmes about religion may affect a person’s attitude to belief in God? Tested and revisited Revised Tested and revisited Revised Tested and revisited Matters of Life and Death 1. Why Catholics believe in life after death and how this affects their lives. 2. Non-religious reasons for believing in life after death. 3. Why some people do not believe in life after death. 4. The nature of abortion 5. Different Christian attitudes towards abortion. 6. The nature of euthanasia. 7. Christian attitudes to euthanasia. 8. The media and matters of life and death. 9. How an issue from matters of life and death has been presented in one form of the media. 10. The causes of world poverty. 11. How and why CAFOD is trying to remove world poverty. Marriage and Family Life 1. Changing attitudes to marriage and divorce, family life and homosexuality in the UK. 2. Christian attitudes to sex outside marriage. 3. The purpose of marriage in Catholic Christianity. 4. Christian’s attitudes to divorce. 5. Why family life is important for Catholics. 6. How catholic parishes help with the upbringing of children. 7. How catholic parishes help to keep families together. 8. Christian attitudes to homosexuality. 9. Different methods of contraception. 10. Different Christian attitudes to contraception. 11. How an issue from marriage and the family has been presented in one form of the media. Revised Tested and revisited Revised Tested and revisited Religion and Community Cohesion 1. How and why attitudes to the roles of men and women have changed in the United Kingdom. 2. Different Christian attitudes to equal rights for women in religion. 3. The nature of the UK as a multi-ethnic society. 4. Government action to promote community cohesion in the United Kingdom. 5. Why Catholics should help to promote racial harmony. 6. The work of the Catholic Church to help asylum seekers and immigrant workers. 7. The United Kingdom as a multi-faith society. 8. Differences among Christians in their attitudes to other religion. 9. Issues raised for religion by a multi-faith society. 10. Ways in which religions work to promote community cohesion in the United Kingdom. 11. How an issue from religion and community cohesion has been presented in one form of the media. UNIT 10 EXAM Hints Year 11 revision list for the Final Exam Beliefs and values The meaning and importance for Christians, of believing in God as Unity and Trinity. The meaning, and importance for Christians, of believing in God as Father. The meaning, and importance for Christians, of believing in God as the Creator. The meaning, and importance for Christians, of believing that Jesus is the Son of God. The meaning, and importance for Christians, of believing in the Holy Spirit. The meaning and importance of Christian beliefs about salvation from sin. The meaning and importance of loving God and how love of God affects Christians' lives. The meaning and importance of Christian teachings on the love of others (Mark 12:29-31, Luke 10:25-37, Matthew 25:31-46). How love of God is expressed in the life of a religious community. How love of others is expressed in the life of a religious community. How a Christian church shows love of God and love of others in the local area Revised Tested and revisited Revised Tested and revisited Community and Tradition The meaning, and importance for Roman Catholics, of the Church as a means to faith and salvation. The meaning, and importance for Roman Catholics, of the Church as the Body of Christ. The meaning, and importance for Roman Catholics, of the Church as the communion of saints. Why the Bible has authority and importance for Roman Catholics. The meaning of the Apostolic Tradition and Apostolic Succession and their importance for Roman Catholics. The role and importance of the Magisterium for Roman Catholics. The meaning of Protestant beliefs about the authority of the Church and their importance for Protestant Christians. The role and importance of the Pope and bishops in the Roman Catholic Church. The role and importance of the priest in the local parish. Why Christians have different attitudes to the celibacy of the clergy. Role and importance of the Virgin Mary for Roman Catholics Worship and Celebration The meaning and importance of the sacrament of baptism for Roman Catholics. The meaning and importance of the sacrament of confirmation for Roman Catholics. The meaning and importance of the sacrament of reconciliation for Roman Catholics. The meaning and importance of the sacrament of anointing of the sick for Roman Catholics. The nature and importance of the Mass for Roman Catholics. The meaning of the Eucharist in other Christian traditions. Why Roman Catholic churches have certain features. The meaning and importance of Christmas. The meaning and importance of Lent. The meaning and importance of Holy Week The meaning and importance of Easter. Revised Living the Christian life The meaning of vocation and why it is important for Christians. How and why Christians show vocation in daily life and work. How and why some Christians show vocation by taking holy orders. How and why some Christians are involved in working for social and community cohesion. How and why Christians use the Ten Commandments (respect for God and respect for others) as a guide for living. How and why Christians use the teachings of the Sermon on the Mount on the reinterpretation of the Law of Moses (Matthew 5:21-42) as a guide for living. How and why Christians use the teachings of the Sermon on the Mount on displaying religion (Matthew 6:1-18) as a guide for living. How and why Christians use the teachings of the Sermon on the Mount on Christians and money (Matthew 6:19-34) as a guide for living. How and why Christians use the teachings of the Sermon on the Mount on Judgment and the Golden Rule (Matthew 7:1-12) as a guide for living. How one Roman Catholic organisation helps to relieve poverty and/or suffering in the UK. The reason why the organisation does this work Christian teachings on charity and the relief of suffering) Tested and revisited Hints and Useful Resources You should ensure that you devote an equal amount of time to each topic area in your revision. Reflect on the feedback and targets you have been given after assessments in lesson and use these to guide your preparation. Ensure you complete practice questions at home in time conditions and hand them to your teacher to mark. Look on the learning platform for useful revision resources and quizzes to assist you with revision. Use the A3 handout sheets that the RE department provide for you to assist revision. Buy the revision guide from school to support you this is available from the RE Office after you have paid the relevant fee to the finance office. HISTORY HISTORY Exam Information You will have 1 exam for History which will last 2 HOURS. It will be in TWO parts as below. PART 1. Aspects of International Relations – Section B: Cold War 1945-75 You are advised to spend 50 minutes on this section PART 2. World Depth Study: Cause and events of the First World War You are advised to spend 70 minutes on this section. Important information for the PART 1: Section B exam on the Cold War, 1945 - 1975 Question 1 is COMPULSORY. You should spend 15 minutes on this question. Question 1: a. What is the message…(7) b. Explain why…(8) You then answer EITHER question 2 OR 3. You should spend 35 minutes on this question. Question 2 or 3: a. What was…(4) b. Explain why…(6) c. “How far do you agree with this statement? Or which was more important? (10) Use any remaining time to proof read your exam and check you have included precise, detailed contextual knowledge. For the summer exams - make sure you revise EVERYTHING you have learnt on the COLD WAR as you cannot predict what will be compulsory and what will be on the optional questions. For the MOCK EXAM in December follow the guided revision schedule given to you as homework for the first half term (September to October). This follows the main topic lists below. Topic List for PART 1: Section B - Cold War; 1945 – 1975: Who was to blame for the Cold War? Why did the USA-USSR alliance begin to break down in 1945? Background distrust 1945 summit conferences including the part played by Churchill, Roosevelt, Stalin and Truman Breakdown of USA-USSR alliance in 1945-6 How had the USSR gained control of Eastern Europe by 1948? Soviet Expansion into Eastern Europe Iron Curtain How did the USA react to Soviet Expansion? Truman Doctrine Marshall Plan Berlin Blockade and immediate consequences Who was more to blame for the start of the Cold War, the USA or the USSR? Who won the Cuban Missile Crisis? How did the USA react to the Cuban Revolution? Key events of the Cuban Revolution The USA’s reaction to it Bay of Pigs incident Why did Khrushchev put missiles into Cuba? Khrushchev’s motivations Why did Kennedy react as he did? Events of the 13 days Role played by Khrushchev and Kennedy Who won the Cuban Missile Crisis? The resolution of the Crisis The consequences of the Crisis Why did the USA fail in Vietnam? Why did the USA get increasingly involved in Vietnam? Methods of involvement under: Eisenhower, Kennedy, Johnson and Nixon What were the different ways that the USA and the Communists fought the war? The main events of the war USA tactics / VC tactics Whose tactics were the most effective – the USA’s or the Communists’? US weaknesses Vietcong strengths Why did the USA withdraw from Vietnam? Reasons for USA withdrawal Consequences of withdrawal Important information for PART 2: Causes and events of the First World War Questions 4a, 4b and 4c are compulsory: Spend 35 minutes on Question 4 They will probably consist of THREE of the following five types of questions – What is the message of this source (usually a cartoon)? Use MSCK as your guide Study source B – ‘Statement of opinion the content of the source’ How far do you agree with this interpretation (statement)? Use the Source B and your knowledge to explain your answer. How far does this source explain….? Use contextual knowledge to explain the source and explain the reasons/information not in the source with evaluation of how far. Are you surprised by this source? You need to write TWO paragraphs – ONE to show how you are surprised by the source using CK to support this AND then ANOTHER paragraph to show how you are not surprised by the source using CK to support. Think about the date of sources i.e. what was happening at the time, who produced it, who was the intended audience, the purpose of it etc… Why was this source produced? Use MSCK as your guide. You choose from Question 5 and 6. You must complete all 3 sub questions within Q5 or Q6. Spend 35 minutes on Question 5 or 6 5/6(a) Description question. Either offer FOUR points or focus on TWO and develop them more. 5/6(b) Explanation question. TWO well developed and explained reasons supported by accurately selected knowledge are required here. 5/6(c) Either a ‘Statement’ then How far do you agree with this statement question or just a ‘How far were the…’ question. Here you need to explain by agreeing and then disagreeing with clear evaluation of how far (state this in a short introduction and then stick to it) N.B Remember that the 10 mark answers also have an additional 6 marks for Spelling, Punctuation and Grammar (SPaG). If you do not write a full response for these questions you do not allow yourself access to these additional 6 marks. ALLOW YOURSELF TIME DO THE 10 MARKERS! Topic list for PART 2. World Depth Study: Causes and events of the First World War Key Question 1: Why was there increasing tension between the Great Powers, 1890-1914? Focus Points Specified Content The Alliance System; the arms race; the Moroccan Crises of 1905 and 1911 colonial rivalries; developments in the Balkans; the role of the Kaiser. Did the Alliance System make war more likely? How far did colonial problems create tensions between the Great Powers? Why were problems in the Balkans so difficult for the Great Powers to solve? How important was the Kaiser in causing the worsening international situation? Why did the arms race escalate, 1900-14? Key Question 2: Why did the First World War break out in 1914? Focus Points Specified Content Why was Franz Ferdinand assassinated? How did the assassination of Franz Ferdinand lead to the outbreak of war? How far were the actions of Austria-Hungary, Britain, Germany and Russia responsible for the outbreak of war? How far did the Schlieffen Plan contribute to the outbreak of war? The assassination of Franz Ferdinand; the crisis of June-July 1914; the Schlieffen Plan; the outbreak of war. Key Question 3: What happened on the Western Front? Focus Points Specified Content The main battles on the Western Front including the Somme; the nature and problems of trench warfare; the leadership of General Haig; American entry into the war; the German offensive of 1918 and the Allied advance; conditions in Germany towards the end of the war; the Armistice. Why did the war get bogged down in the trenches? What was living and fighting in the trenches like? How far did General Haig mismanage the Battle of the Somme? How important were new developments such as tanks, machine guns, aircraft and gas? What was the importance of America's entry into the war? Why did Germany agree to an armistice in 1918? Key Question 4: How important were the other fronts? Focus Points Specified Content The Battle of Jutland and its consequences; the blockading of Germany; the use of convoys and submarines; the reasons for the Gallipoli campaign and the main events of the campaign; events on the Eastern Front and the defeat of Russia. Who won the war at sea? What happened in the Gallipoli campaign of 1915? Why was Russia defeated in 1918? Revision for the MOCKS in DECEMBER: PAPER 1 – Part 1: SECTION B on COLD WAR Complete revision notes on the following: Must do • What was the Ho Chi Minh Trail and the US tactic of the war e.g. air strikes • Why the USA became increasingly involved in Vietnam Complete revision notes on either • Stalin’s fear of the USA and his need for a soviet sphere of influence (Salami slicing tactic!) • Truman Doctrine and Marshall Aid – why it was needed, why USA helped, what Aid was given and impact of it • COMECON and COMINFORM • Berlin blockade (reasons for it).and Airlift (US and GB response) OR • USA reactions to the Cuban Revolution • Why the Soviet Union became involved in Cuba • Who won the Cuban Missile Crisis and why? PAPER 1 – Part 2: Depth Study on FIRST WORLD WAR Complete revision notes on the following: Must do: Western Front with a focus on the First Battle of the Ypres (aims, events and level of success Ludendorff’s Spring Offensive in 1918 Success of General Haig as a leader Complete revision notes on either • What was the Triple Alliance • How did Colonial issues create tension between Great Powers e.g. Morocco crisis (1905 and 1911) Bosnia 1908 etc… • The causes of the First World War OR • Gallipoli campaign – aims, events and outcome • War at Sea – blockade and U Boats (Britain’s response) • Reasons for Russia losing the war on the Easter Front HOW BEST TO REVISE IN HISTORY There are many methods to try and choose from when you revise for exams and tests. The key is to vary your methods of revision and use the ones that work for you best. This list gives you some suitable methods that can and may work for you. Try them out and keep using the ones which are best for you. 1. Past paper questions: The best method and a must for everyone. If you can succeed at the old papers you will be able to do this year’s. You can go into the exam confident that you know your stuff. For best use – time yourself under exam conditions. If you look at a question and you are completely stuck then you know what you need to go back and look at. This stage should only be attempted when the knowledge is learnt through effective revision. http://www.ocr.org.uk/qualifications/gcse-history-b-modern-world-j418-from-2013/ 2. Cover and Recall: Read, cover, write as it says. Re-read your notes, cover them over and try and write them out again but in a summed up and briefer version! Not the most fun but essential when self-testing! 3. Topic summaries: Take each topic of the course, highlight the key points/dates/facts on it in your book, then produce a summary card or sheet with only the key points on it. Make sure it is neat and understandable, because afterwards you can put your book aside and just use the summaries. 4. Mind Maps: Put the main sections of a topic in the centre of a large plain page and allow your mind to make links putting down brief phrases, words or pictures. If not much ends up on the paper you know what to re-study. 5. Verbal tests: Get your parents/friends to test you on your factual knowledge. How? Write a series of quiz questions with the answers on it – try this on the way that life changed for Women from 19391975. 6. Put up lists: of key events, words, people around your room at home e.g 10 facts per area such as the Battle of the Somme 1916 OR the impact of the NHS on the youth of Britain from 1948! The back of a door is a good place to leave them! Have a topic wall! 7. Use useful websites: The best ones are http://www.johndclare.net/ OR http://www.bbc.co.uk/schools/gcsebitesize/history/ OR http://www.schoolhistory.co.uk/ AND https://sites.google.com/a/st-pauls.me.uk/history/past-papers/year-11 8. Journey and Peg: ONE way to remember a chain of information is to peg each bit on a landmark from a familiar journey or from your bedroom to the front door. Try this with the causes of the First World War. 9. Cartoons/pictures: try and draw a cartoon/picture strip (i.e. a storyboard) of a major event you have studied or a cartoon that sums up an event or topic. Especially useful for revising the chronology of events E.G. The events of the Cuban Missile crisis. 10. Revision games: make up and try out different games such as Pictionary or Taboo. Really good for vocabulary memory. DO NOT SIMPLY RE-READ YOUR EXERCISE BOOKS. IT DOES NOT ACTIVELY USE YOUR BRAIN AND IT IS BORING! GEOGRAPHY GEOGRAPHY Mock Exam Information You are studying AQA A GCSE Geography. There will be two mock exams in December: Paper 1 – Physical Geography, 1 and a half hours Paper 2 – Human Geography, 1 hour You must answer ALL questions on the topics you have studied. Paper 1 – Physical Geography You have studied 3 topics for this paper – The Restless Earth, Living World and The Coastal Zone. There are 7 different topics on this paper. Each topic has a different question number. You must answer all parts of questions 1, 4 and 7. The Restless Earth – Question 1 Distribution of plates; contrasts between continental and oceanic plates. Destructive, constructive and conservative plate margins. Location and formation of fold mountains, ocean trenches, composite volcanoes and shield volcanoes. A case study of one range of fold mountains (The Andes). The ways in which they are used – farming, hydroelectric power, mining, tourism and how people adapt to limited communications, steep relief, poor soils. Characteristics of different types of volcanoes. A case study of a volcanic eruption (Montserrat) – its cause; primary and secondary effects; positive and negative impacts; immediate and long term responses. Monitoring and predicting volcanic eruptions. The characteristics of a supervolcano and the likely effects of an eruption. Location and cause of earthquakes. Features of earthquakes – epicentre, focus, shock waves and the measurement of earthquakes using the Richter and Mercalli Scales. A case study of an earthquake in a rich part of the world (Kobe) and one from a poorer area (Haiti)– their specific causes; primary and secondary effects; immediate and long-term responses – the need to predict, protect and prepare. Contrasts in effects and responses will be clear. A case study of a tsunami (Asian tsunami) – its cause, effects and responses. Living world – Question 4 • • Ecosystems on varying scales, food chains and food webs. Changes to ecosystems. 3 biomes: Tropical Rainforest - Amazon Global pattern Climate Soils Vegetation Structure Vegetation Adaptations to the climate and soil Causes of deforestation Economic, Social, Environmental and Political impacts of deforestation Sustainable Management including international cooperation. Desert (one rich – Sonoran, Temperate Deciduous Forest – USA and on poor – Thar, India Epping Wood Forest, UK Global pattern Global pattern Climate Climate Soils Soils Vegetation Type Vegetation Adaptation to the climate and soil Vegetation Adaptations to the climate and soil Human Uses Economic Uses Sustainable Management. Sustainable Management. The Coastal Zone – Question 7 • • • • • • • • • Weathering – mechanical, chemical Mass Movement – slump, slide Constructive and destructive waves Processes of erosion, transportation and deposition Landforms of erosion and deposition Cliff collapse and case study: Happisburgh Coastal habitats and case study: Blakeney Point Coastal management – hard and soft engineering and case study: North Norfolk (Cromer, Happisburgh, Overstrand) Sea level rise and case study: Maldives and North Norfolk Coast Paper 2 – Human Geography You have studied 2 topics for this paper, Changing Urban Environments and Tourism. There are 6 different topics on this paper. Each topic has a different question number. You must answer all parts of questions 2 and 6. Changing Urban Environments – Question 2 Urbanisation is a global phenomenon – it occurs at different paces and has different causes. Urban areas have a variety of functions and land uses – Burgess Land Use model. There are aspects of urban living in a richer part of the world that need careful planning in order to support the population and environment of cities and town – the issue of housing, traffic and the London Congestion Charge; inner city regeneration – City Challenge in Hulme, Urban Development Corporation in London Docklands; CBD improvements in Newcastle; Sustainable Communities in New Islington, Manchester; Attempts can be made to ensure that urban living is sustainable – criteria to be a sustainable city, Stratford in London. Rapid urbanisation has led to the development of squatter settlements and an informal sector to the economy – characteristics of squatter settlements, the impacts on the lives of people, and how these areas can be improved through self-help schemes in Favela Rocinha, Site and Service Schemes in Favela Bairro and Local authority Schemes in Barra da Tijuca. Rapid urbanisation in a poorer part of the world requires the management of the environmental problems caused – disposal of waste, air and water pollution. India case studies. Attempts can be made to ensure that urban living is sustainable – Curitiba. Tourism – Question 6 Reasons for the global increase in tourism. The potential of cities, mountains and coastal areas for the development of tourism. The economic importance of tourism to countries in contrasting parts of the world. Contribution of tourism to the UK economy. Impact of external factors on visitor numbers to the UK. Tourist area/resort life cycle model. A case study of a UK coastal resort (Blackpool). The reasons for its growth as a tourist destination. The effectiveness of strategies to cope with the impact of large numbers of tourists. Plans to ensure the continuing success of the tourism industry in the area. The meaning of mass tourism. The positive and negative effects of mass tourism on the economy and environment. A case study of an established tropical tourist area (Kenya) which attracts large numbers of visitors. Strategies for maintaining the importance of tourism in the area and reducing its negative effects. The attractions of extreme environments to tourists. The increased demand for adventure holidays. The impact of tourism on an extreme environment. A case study of one extreme area (Antarctica) and the extent to which it can cope with the development of a tourist industry. The need for stewardship and conservation. A case study of the ways that ecotourism can benefit the environment, the local economy and the lives of the people (Kenya). A consideration that this form of tourism can contribute to sustainable development. Tips and Hints: ☺ Learn your GKWs – Geographical Key Words – you will be given a book. ☺ Attend the revision lessons with Miss Rutherford / Mrs Bond / Mrs Ella. ☺ Pace your revision – You should aim to revise each topic on at least 2 occasions between now and the Mock exam. ☺ You should spend at least 14 hours revising Geography at home between now and the Mock (this equates to 2 hours a week). ☺ Complete all the exam questions that you are being given for homework. ☺ Keep an eye on the news and read national newspapers. Useful Websites http://www.s-cool.co.uk/gcse/geography http://www.bbc.co.uk/gcsebitesize/geography/ http://revisionworld.com/gcse-revision/geography ENGLISH YEAR 11 ENGLISH LANGUAGE GCSE Exam Information Paper 1: Explorations in Creative Reading and Writing orations in Creative Reading and Writing What's assessed Section A: Reading one literature fiction text Section B: Writing descriptive or narrative writing Assessed written exam: 1 hour 45 minutes 80 marks 50% of GCSE Questions Reading (40 marks) (25%)– one single text 1 short form question (1 x 4 marks) 2 longer form questions (2 x 8 marks) 1 extended question (1 x 20 marks) Writing (40 marks) (25%) 1 extended writing question (24 marks for content, 16 marks for technical accuracy) Paper 2: Writer’s Viewpoints and Perspectives What's assessed Section A: Reading one non-fiction text and one literary non-fiction text Section B: Writing writing to present a viewpoint Assessed written exam: 1 hour 45 minutes 80 marks 50% of GCSE Questions Reading (40 marks) (25%) – two linked texts 1 short form question (1 x 4 marks) 2 longer form questions (1 x 8, 1 x 12 marks) 1 extended question (1 x 16 marks) Writing (40 marks) (25%) 1 extended writing question (24 marks for content, 16 marks for technical accuracy) What do I have to do to achieve the grades? The students are now graded 9 to 1. The following advice from Ofqual for the new exam offers an overview of skill descriptors in relation to grades: Grade 8 In relation to a range of texts, to achieve grade 8, candidates will be able to: summarise and critically evaluate with detailed and perceptive understanding understand and respond with insight to explicit and implicit meanings and viewpoints analyse and critically evaluate, with insight, detailed aspects of language, grammar and structure substantiate their understanding and opinions with illuminating references to texts and contexts make convincing and apt links and comparisons within and between texts 1.2 Writing To achieve grade 8, candidates will be able to: communicate with impact and influence produce ambitious, accomplished and effectively-structured texts use a wide range of well-selected sentence types and structures and precise vocabulary to enhance impact spell, punctuate and use grammar accurately so that writing is virtually error-free Grade 5 2.1 Critical reading and comprehension In relation to a range of texts, to achieve grade 5, candidates will be able to: summarise and evaluate with accuracy and clear understanding understand and make valid responses to explicit and implicit meanings and viewpoints analyse and evaluate relevant aspects of language, grammar and structure support their understanding and opinions with apt references to texts, informed by their wider reading make credible links and comparisons between texts 2.2 Writing To achieve grade 5, candidates will be able to: communicate effectively, sustaining the reader’s interest produce coherent, well-structured and purposeful texts vary sentence types and structures and use vocabulary appropriate to purpose and effect spell, punctuate and use grammar accurately with occasional errors Grade 2 3.1 Critical reading and comprehension In relation to a range of texts, to achieve grade 2, candidates will be able to: describe and summarise with some accuracy and understanding respond in a straightforward way to most explicit information and viewpoints make some relevant comments about language and structure support their comments and opinions with some general references make straightforward links between texts 3.2 Writing To achieve grade 2, candidates will be able to: communicate simply with some clarity for the reader produce texts with basic structures and some awareness of purpose show some control over sentence type and structure and use familiar vocabulary to some effect spell, punctuate and use grammar with limited accuracy Revision Hints - - Read a variety of fictional and non-fictional texts critically reflecting on the writer’s methods Learn to confidently to use subject terminology ensuring which concepts apply to language analysis and which to structural analysis – use online resources/grammar and critical analysis Revisit exercise books to consider the application of skills and to reflect on personal targets YEAR 11 ENGLISH LITERATURE GCSE Exam Information Paper 1: Shakespeare and the 19th Century Novel Papr 1: Shakespeare and the 19th-century novel What's assessed Shakespeare plays The 19th-century novel How it's assessed written exam: 1 hour 45 minutes 64 marks 40% of GCSE Questions Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole. Paper 2: Modern texts and poetry What's assessed Modern prose or texts The poetry anthology Unseen poetry How it's assessed written exam: 2 hour 15 minutes 96 marks 60% of GCSE Questions Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. What do I need to do to achieve those grades? The students are now graded 9 to 1. The following advice from Ofqual for the new exam offers an overview of skill descriptors in relation to grades: Grade 8 In relation to a range of texts, to achieve grade 8, candidates will be able to: sustain a convincing, informed personal response to explicit and implicit meanings of texts sustain a perceptive critical analysis of the ways in which writers use language, form and structure use judicious and well-integrated textual references to develop personal responses show perceptive understanding of how contexts shape texts and responses to texts make illuminating comparisons between texts 2. Grade 5 In relation to a range of texts, to achieve grade 5, candidates will be able to: develop a generally coherent and engaged response to explicit and implicit meanings of texts develop a clear understanding of the ways in which writers use language, form and structure use apt textual references to support responses use understanding of contexts to inform responses to texts make credible comparisons between texts 3. Grade 2 In relation to a range of texts, to achieve grade 2, candidates will be able to: make straightforward comments about explicit meanings of texts describe straightforward aspects of language, form or structure make general references to obvious details of texts show awareness that texts are related to contexts make basic links between texts Revision Hints You should review the notes you’ve made in class on character, action, themes and context. You should re-read the novel and play or its key sections. Try to consider the role of ‘characters’, ‘relationships‘ and themes over the whole novel. You should create a quote bank for key themes, relationships and characters. Ensure your annotations of the texts include subject terminology. Use revision resources to make sure that you can confidently use subject terminology and link techniques to effects. Plan a number of practice essays with clear statements-quotes-inference-development for each paragraph. Ensure you consider the ‘big ideas’ that the writer is exploring through the text MODERN FOREIGN LANGUAGES YEAR 11 MODERN FOREI GN LANGUAGES GCSE Exam Information You are undertaking Controlled Assessments in Unit 2 (Speaking) and Unit 4 (Writing) throughout Year 11. You have already had the chance to do the following assignments: Speaking: 1) Past Holidays and 2) Someone I admire (currently preparing for this) Writing: 1) A job application and 2) Healthy lifestyles. If you have not achieved your overall target grade for Speaking or Writing, you will have to do at least another assessment before February. These two units (Speaking and Writing) are worth 60% of your final grade, so it is essential that you hit your target grade in both of them. You already took mock examinations in Unit 1 (Listening) and Unit 3 (Reading) in Year 10. You will be doing many past papers between now and your actual GCSE exams next May. Once you have hit your target grade for Speaking and Writing, you will focus on learning lots of vocabulary and on practising your examination skills. Before going on study leave, you will also be given a comprehensive vocabulary list that will help you to learn many of the words and phrases that often crop up in the Listening and Reading exams. Topics List For Unit 2 (Speaking) and Unit 4 (Writing), you will need to revise the following topics: - Media and Culture - Sport and Leisure - Business, Work and Employment Should you re-sit Unit 1 (Listening) or Unit 3 (Reading) you will need to revise the following topics: - Out and about (e.g. town, weather, public transport) - Customer service and transactions (e.g. cafes, shops) - Personal information (e.g. family and friends, lifestyle) - Future plans, education and work (e.g. school, work experience) Useful Websites www.edexcel.com – choose “I am a…” and click on “student” to find revision resources from the exam board. Click on “looking for question papers and mark schemes?” and follow the instructions to access past papers and mark schemes for all languages. Please be aware that it is likely that you will also be completing some of these past papers in class as part of in-class revision. www.bbc.co.uk/schools/gcsebitesize/ revision activities for MFL – choose your subject from the list at the top of the page. www.linguascope.com – games and revision activities for all levels. Username: stplangsmk Password: mk6mfl2012 www.s-cool.co.uk – for revision activities. www.ashcombe.surrey.sch.uk/curriculum/modlang - this is the website of a Language College with many videos, gap fill exercise, resources for your iphone. Click on Student Resources then find your language. www.gcse.com – go to the French and German sections to get practice papers. www.listenlive.eu - definitive list of European radio stations streaming live over the internet. Listening to these for even 5 minutes per day will help with listening. http://www.netmasters.co.uk/european_newspapers - a definitive list of European newspapers. Reading these for even 5 minutes per day will help with reading. REMEMBER WE HAVE LOTS OF MAGAZINES AND NEWSPAPERS FROM FRANCE, GERMANY, ITALY AND SPAIN IN THE LIBRARY AND IN THE DEPARTMENT. ASK IF YOU CAN’T FIND THEM!! Revision Tips 1. Visual Learning – Stick vocabulary, answers to questions, anything you want to remember, all over your house. Think about the MFL classroom at school where there are lots of displays with tenses, verbs, connectives and nice phrases and try to replicate it at home. Around the mirror, above the light switch are good places as they are places you look at or use every day. 2. Be the Teacher – “You remember 90-95% of what you teach someone else.” Teach mum/dad/the dog, anything you want to remember yourself. If mum and dad want to make sure that you are getting stuff right, they can make sure by doing the following: a. Have the text/exercise book in their hand. b. Take notes and check them afterwards with you. c. Record you and play back for clarification later. 3. Mini Whiteboards: Remembering how you learn in class and using the same techniques, you can buy a mini whiteboard and pen or you can laminate a sheet of A4 paper and use a felt tip. Mum/dad should give you one of the topics above and you need to write down as much as you can about the topic, you can then use these notes to give a presentation about it. 4. Colour coding: RED – I don’t understand and need help. ORANGE – This is alright. I’m getting the hang of it. GREEN – This is easy. I don’t need to revise this again. 5. Look, cover, write, check – time limited – Use this excellent technique for vocabulary learning. Limit your vocabulary learning to 10-15 minutes per day. 6. Highlight problem areas – Bring them back into school and your teacher will go over them with you. 7. Gimme 5 – Play this game with anyone, anywhere, in the car, supermarket. Mum/dad must ask for 5 of something, words relating to a topic, connectives, opinions, sentences in the past tense. 8. Do past papers with parent as invigilator – Use the websites above to find resources, chat about the paper afterwards. PHYSICAL EDUCATION PHYSICAL EDUCATION Exam Information The GCSE PE Mock exam will last for 1hour and 30 minutes. Topic List 1.1.1 Healthy, active lifestyles and how they could benefit you. 1.1.2 Influences on your healthy, active lifestyle. 1.1.3 Exercise and fitness as part of your healthy, active lifestyle. 1.1.4 Physical activity as part of your healthy, active lifestyle. 1.1.5 Your personal health and wellbeing 1.2.1 Physical activity and your healthy mind and body. 1.2.2 A healthy, active lifestyle and your cardiovascular system. 1.2.3 A healthy, active lifestyle and your respiratory system. 1.2.4 A healthy, active lifestyle and your muscular system. 1.2.5 A healthy, active lifestyle and your skeletal system. Revision Hints and Resources Pupils will be given the opportunity to purchase a revision guide by the PE department after half term. www.bbc.co.uk/schools/gcsebitesize/ www.brianmac.co.uk www.edexcel.com Healthy, active lifestyles and how they could benefit you Self-assessment I need to revise this I know most of this I am confident at this Objectives You should know… What constitutes a healthy active lifestyle How to classify the benefits of a healthy active lifestyle as physical, social or mental How a healthy lifestyle can: increase individual wellbeing help the individual to feel good help relieve stress and prevent stressrelated illness increase self-esteem and confidence contribute to good health contribute to enjoyment of life. How participation in physical activity can stimulate: co-operation competition physical challenge aesthetic appreciation the development of friendships and social mixing. Influences on your healthy, active lifestyle Self-assessment Objectives You should know… How to identify the key influences and opportunities that affect involvement in physical activity. These include: people: family, peers, role models image: fashion, media coverage cultural factors: disability, age, gender, race, religion resources: availability, location, access, time health and wellbeing: illness and health problems socio-economic: cost, status. How to explain opportunities to become involved in physical activity, including: minimum involvement in PE PE school sport and club links (PESSCL) school sport partnerships Sport England’s Start, Stay, Succeed initiative and the Youth Sport Trust’s TOP and Active Kids Programme. How to explain the sports participation pyramid with regard to the foundation, participation, performance and elite stages. I need to revise this I know most of this I am confident at this Exercise and fitness as part of your healthy, active lifestyle Self-assessment Objectives Understand the terms health, fitness, exercise and understand how they relate to performance in physical activities and a healthy lifestyle Know and understand the components of health related exercise: cardiovascular fitness, muscular strength, muscular endurance, flexibility, body composition and understand how they relate to different physical activities Learn about the six components of skillrelated fitness and be able to define them: agility, balance, coordination, power, reaction time, speed and be able to identify the importance of each to different individual physical activities I need to revise this I know most of this I am confident at this Physical activity as part of your healthy, active lifestyle Self-assessment Objectives You should know… What is meant by a PAR-Q. How to assess healthrelated fitness, and skillrelated exercise using a number of tests. How to explain the principles of training – individual needs /differences, progressive overload, specificity, rest and recovery, the FITT principle, and reversibility. How to use these principles to improve your fitness and/or skills in a personal exercise programme. How components overlap with other principles of training. How application of the FITT principle can improve performance and competence. The term ‘reversibility’. How to describe and explain the principles of setting SMART targets. How to apply SMART goals (specific, measurable, achievable, realistic, timebound) when setting up a personal exercise programme in order to gain maximum benefit from it. I need to revise this I know most of this I am confident at this The six different training methods: interval, continuous, fartlek, circuit, weight, and cross. Which sports and activities each is most suited to. How each can improve health and fitness. Their relationships with the components of fitness. How to explain a warm-up, main activity and cool-down and the importance of each in connection with a training session. How methods of training can be used to create different effects and improve physical performance and how they can be used to match individual needs and differences. What is meant by resting heart rate, working heart rate, and recovery rate, and be able to evaluate results on a graph. How to use graphs to demonstrate and explain the use of target zones and the thresholds of training. Your personal health and wellbeing Self-assessment Objectives You should know… The links between exercise, diet, work and rest and how these factors influence your personal health and wellbeing. The requirements of a balanced diet. The factors of a balanced diet. How each of these factors fits into a balanced, healthy lifestyle. The importance of the right timing of dietary intake for optimum performance. About blood flow (blood shunting) during exercise. I need to revise this I know most of this I am confident at this Physical activity and your healthy mind and body Self-assessment Objectives You should know… The different body types (somatotypes): endomorph, mesomorph, ectomorph. The effect each can have on participation and performance Be able to identify activities where different body types are an advantage. Understand optimum weight, why it varies according to height, gender, bone structure and muscle girth, and how it can affect performance and participation in physical activity. You should also be able to explain the terms: anorexic, obese, overfat, overweight, underweight (and how these conditions may affect physical activity), risk assessment, kit, equipment, readiness, rules, clothing and balanced competition I need to revise this I know most of this I am confident at this A healthy, active lifestyle and your cardiovascular system Self-assessment Objectives You should know… The impact of a healthy active lifestyle on your cardiovascular system. The immediate and shortterm effects of participation in exercise and physical activity. The effects of regular and long-term participation in exercise and physical activity. The need for rest and recovery time. About diet and the cardiovascular system, HDL and LDL. The effects of recreational drugs. I need to revise this I know most of this I am confident at this A healthy, active lifestyle and your respiratory system Self-assessment Objectives You should know… The immediate and shortterm effects of participation in exercise and physical activity. The long-term effects of regular participation in exercise and physical activity. The need for rest and recovery time. The effects of recreational drugs on the respiratory system. I need to revise this I know most of this I am confident at this A healthy, active lifestyle and your muscular system Self-assessment Objectives You should know… The major muscle groups and which physical activities benefit them. The role of muscles in movement. The immediate and shortterm effects of participation in exercise and physical activity on the muscular system. The effects of regular participation in – and long term effects of participation in – exercise and physical activity on the muscular system. The potential for injuries such as muscle strain and muscle atrophy and their treatment using common techniques. The need for rest. The effects of diet. The effects of performance enhancing drugs, such as steroids. I need to revise this I know most of this I am confident at this A healthy, active lifestyle and your skeletal system Self-assessment Objectives You should know… The functions of the skeleton and how they relate to physical activity. The ranges of movement possible at a hinge and ball and socket joint (flexion, extension, abduction, adduction and rotation). The effects of long-term and regular participation in exercise and physical activity on the skeletal system. The importance of weightbearing exercise in preventing osteoporosis, The potential for injuries such as fractures and their treatment. The importance of diet, including the effect of calcium on the skeletal system. I need to revise this I know most of this I am confident at this MUSIC MUSIC Exam Information The GCSE Music Exam will last for 1 hour and 30 minutes. List of Topics All set works: Chopin Piano Prelude No 15 in D flat major Op 28 Mozart 1st Movement from Symphony No 40 in G minor Handel Chorus And the Glory of the Lord from Messiah Schoenberg ‘Peripetie’ from Five Orchestral Pieces Op 16 Bernstein ‘Something’s Coming’ from West Side Story Steve Reich 3rd movement from Electric Counterpoint Miles Davis ‘All Blues’ from Kind of Blue Jeff Buckley Moby ‘Why Does My Heart Feel So Bad?’ from Play Capercaillie ‘Skye Waulking Song’ from Nadurra Rag Desh Koko: Yiri Revision hints and useful websites We have some spare revision guides in the office – first come, first served GCSE Bitesize is useful Youtube; some people have created little revision videos to go with the piece of music. Do a search on the youtube channel of the set work. It’s amazing how much better students do who have a good knowledge of theory, so using the GCSE Bitesize website you should swot up on harmony, tonality, rhythm etc. Section B Model Answers For AOS1 Western Classical Music 1600 – 1899 Area of Study 1 Pieces Melody Rhythm Chorus ‘And the glory of the Lord’ from the oratorio Messiah 1. Based on 4 motifs (musical ideas): And the glory of the Lord; Shall be revealed; And all flesh shall see it together; For the mouth of the Lord has spoken it. 2. Orchestra mostly doubles the vocal parts Hemiola rhythm (a kind of syncopation) bars 9 – 10 (2 bars of ¾ sound more like 3 bars of 2/4) 1st movement (of 4) from Symphony no. 40 in G minor by Mozart 1st subject: 1st 4 bars are repeated down a tone in sequence 1st 3 notes of A descend like raindrops 2nd subject = graceful, more relaxed than the 1st subject Section B melody in the bass in crotchets sotto voce (in an undertone) Time signature = 4/4 Repeated quavers on A flat/G sharp give the piece its name Piece starts on 4th beat of bar, an anacrusis Dramatic 3 beat silence before the final adagio hath spoken it Texture Instruments Structure Tonality Mostly homophonic Some polyphonic/contrapuntal parts e.g. bars 91-107 Countermelody in development Choir (soprano, alto, tenor, bass) Classical orchestra but only 1 flute, no trumpets or timpani Piano –use of pedals required (sustaining & soft pedals) Orchestral introduction ends with PERFECT cadence V I Mostly diatonic – uses chords based on notes of the key Ends with PLAGAL cadence IV I Many perfect cadences Mostly diatonic some chromatic notes colour the harmony ALLEGRO: Introduction – orchestra No introduction Choir & orchestra Sonata form: ADAGIO: Choir & orchestra 1. Exposition 2. Development 3. Recapitulation Starts & ends in G minor 2nd subject in B flat major in the exposition A = D flat major 1788 1835 - 8 Starts & ends in A major (tonic) Changes key to E major & B major Composition date b4 & 23 septuplet Mostly homophonic Strings (violins, viola), basso continuo e.g. organ & cello Harmony ‘Raindrop’ Piano Prelude no. 15 in D flat major, op. 28 by Chopin 1741 Mostly homophonic Monophonic for 2 bars in the coda A B A’ Coda B = C sharp minor Tempo Allegro Allegro molto (very fast) Sostenuto Ritenuto 1st subject piano – very unusual A = piano 2nd subject piano B = piano, crescendo to fortissimo ff To be performed in a concert hall To be performed in homes & concerts Adagio for last 4 bars Dynamics Context None on score To be performed in a concert hall Section B Model Answers For AOS2 Music in the 20th Century Area of Study 2 Pieces Peripetie* (4th movement from 5 Orchestral Pieces op. 16) by Schoenberg (1874 – 1951) *sudden changes, reversal of fortune 3rd movement*, FAST from Electric Counterpoint by Steve Reich (1936 – ) *No pauses between movements Melody Rhythm Something’s coming (Tony’s solo) from the musical West Side Story by Leonard Bernstein (1918 – 1990) Disjunct Ostinati, (riffs, loops) Short riffs Principal voice (hauptstimme), secondary voice (nebenstimme) resultant melodies, note Syllabic setting of words Complex Time signatures = 3/2 & 12/8 isolo & bass guitar parts Syncopation e.g. push rhythms no regular sense of pulse cross rhythms cross rhythms syncopation Texture Instruments Starts monophonic sudden changes of texture from dense to sparse Layers added becoming polyphonic Large orchestra Live solo electric guitar, 7 electric guitars, 2 bass guitars – pre-recorded (overdubbed & multitracked) Tenor, orchestra Dissonant Static, consonant hexachords (group of 6 notes) & its compliment (the other 6 notes of the chromatic scale) Chord sequences include: Jazz-based e.g. added 9th, 11th chords The parts are tricky to play Harmony Homophonic – voice is most important instrumental parts are polyphonic Polyphonic C, Bm, E5; C, D, Em; C, D, Bm ‘blue’ notes & other dissonances Structure A B A1 C A2 – free rondo A1 2 3 4 Intro A B B1 A1 Outro B5 6 7 8 Coda Tonality Mainly atonal E natural minor (aeolian mode) D major C major (start of B) C minor Composition date 1909 1987 1957/8 Tempo Very fast Fast Fast Dynamics Extreme contrasts & quick changes Changing in the solo part Starts pp Who knows? Context To be performed in a concert hall To be performed in a concert hall To be performed in a theatre Section B Model Answers For AOS3 Popular Music in Context Area of Study 3 Pieces All Blues from the album Kind of Blue by Miles Davis (1926 – 1991) Grace from the album Grace by Jeff Buckley (1966 – 1997) Melody improvised solos Blue notes = 3rd, (5th), 7th of the scale flattened & played flatter X = ghost notes VOCALS: Wide vocal range, falsetto, vibrato, portamento (slides/swoops) melismas e.g. on LOVE, FIRE Why does my heart feel so bad? from the album Play by Moby (1965 – ) Samples e.g. from recording of a gospel choir in the 1950s Synth string countermelody in verse 1 Vocalisation in middle 8/bridge Rhythm Texture Time signature = 6/4 Time signature = 12/8 Time signature = 4/4 syncopation, swung rhythms Cross rhythms e.g. the bass quavers as if in 4/4 while Buckley sings the clicking of time in 12/8 hip hop drumbeat sample adjusted to fit the tempo Homophonic when trumpet, alto sax, tenor sax (frontline instruments) have solos accompanied by = Builds up Builds up Male vocalist, 2 electric guitars, acoustic guitar, bass guitar, drumkit, synthesiser Piano, vocal samples, drum/percussion loop, synth pad, synth strings, sub bass, synth organ ONLY in OUTRO Piano, bass, drumkit = rhythm section Instruments Trumpet MILES DAVIS Alto saxophone JULIAN ‘CANNONBALL’ ADDERLEY Tenor saxophone JOHN COLTRANE Piano BILL EVANS comps chords Uses some double tracking, EQ, delay & Delay, reverb & EQ used Double bass PAUL CHAMBERS plays pizzicato (plucked) Drumkit JIMMY COBB Harmony The ‘changes’ (chords) like fancy 12 bar blues: flanger (swirly sound in outro), distortion on guitar & pull-off technique Guitars: drop D tuning Many parallel chords G7/G7/G7/G7/ Verse chords = Am Em G D Chorus = C Am C Am F C FC C7/C7/G7/G7 D7#9/E flat7#9 D7#9/(F) G7/(F) G7(G6) extended chords, altered chords Structure Head arrangement Intro Intro Intro Verse 1 verse 1 Head Pre-chorus 1 C Link Chorus 1 V2 Trumpet solo 4 choruses Link A B (like intro) Break Link V2 C Alto sax solo 4 choruses PC2 Outro Link C2 Tenor sax solo 4 choruses Middle 8/Bridge A B Link Link A B Piano solo 2 choruses V3 Link Outro Head Link Outro Tonality Modal e.g. G mixolydian & C mixolydian All Blues = modal jazz (based on scales, not chords) Modal: E natural minor Verse Dorian mode on A B section of intro in D major Chorus in C Composition date 1959 1994 1999 Tempo Moderate, jazz waltz Steady, folk-rock feel 98 bpm Dynamics mf some loud trumpet bits Starts quietly ensemble plays more quietly when the soloists play Gets louder as more instruments are added Year 10-11 AOS 4 Section B Model Answers Area of Study 4 Pieces Skye Waulking* Song – Capercaillie *when the tweed cloth is cleaned, thickened & softened by the waulking process (pounding & trampling it) Melody Based on pentatonic scale Syllabic setting of lyrics in Scots Gaelic Rhythm Rag Desh (night time, rainy season rag with mood of romance and devotion, North Indian classical music) Based on notes of Rag Desh C D F G B C B flat A G F E D C Improvised in alap, jor, jhala & pre-composed in gat (instrumental) and bandish (song) Yiri (means WOOD) – Koko from Burkina Faso, music not notated, passed on by oral tradition Lyrics in African dialect unison at the start Later call & response technique Time signature = 12/8 Tala (rhythmic cycles) Intro in free time then 4/4 Strong dotted crotchet beats in a bar to keep the workers in time Anoushka Shankar’s sitar live concert version: 1st gat - 10 beat cycle (jhaptal), tihai to end Balafons have polyrhythms Drums have ostinato 1 quaver, 2 semiquavers 2nd gat - 16 beat cycle (teental), tihai to end Studio version for bansuri and esraj: 1st gat - 7 beat cycle (rupak), several tihais heard 2nd gat - 12 beat cycle (ektal), several tihais heard Sung version: after alap - 8 beat cycle (keherwa) [Tihai – 3 repetitions of a short pattern] Texture Heterophonic in Instrumental Uilleann pipes & fiddle Melody over drone with rhythmic accompaniment Intro = monophonic In Anoushka Shankar’s sitar live concert version: sitar, tabla Voices Accordion countermelodies in V5 Instruments (Uilleann) pipes, flute/whistle, fiddle*, accordion, bouzouki, drumkit, piano/keyboard, bass guitar, guitar In the studio version for bansuri and esraj: bansuri, esraj, tamboura, tabla *plays tremolo in intro – rapid repetition of a note In the sung version: Becomes polyphonic with layers of balafons, drums & voices Balafon Dundun Djembe Donno Male voice, sarangi, sarod, pakhawaj, cymbals, tabla Harmony cluster chord at start E minor & G chords used Notes of the raga against the continually sounding drone G flat pentatonic Anoushka Shankar’s sitar live concert version: alap, gat 1, gat 2 (faster) Intro C added when full band come in Structure Intro Strophic – melody the same for verses Inserts after each line of the verse using vocables (nonsense syllables) Studio version for bansuri and esraj: Many octave repetitions of G flat (tonic) & D flat (dominant) Chorus A1 (choir) Balafon break Chorus A2 alap, gat 1 (slow), gat 2 (fast) Balafon break Sung version: Solo call & choral responses Alap, bandish/bhajan Balafon break Chorus B1 Chorus B2 Balafon break Chorus A3 Balafon break Coda - ends with bell Tonality Section 1: E natural minor Rag desh G flat Depends on the section Starts free time, becomes moderato Section 2: G major Composition date Tempo 2000 ART GCSE ART AND DESIGN Exam Information In order to prepare for the Art mock examination, pupils should be working to plan and develop a piece of work to execute within the timed examination (approximately 5 hours). The preparation work should include evidence of meeting assessment objectives AO1, AO2 and AO3. The final piece of work is AO4 and this is completed in the exam. The Assessment Objectives are outlined below with examples of evidence the students should provide to meet them. This year the topic title is “Past, Present and Future”. To support students in preparation for their exam we are running supported study sessions after school on Mondays and Thursdays which we would like to invite students to attend. Assessment Objectives AO1: Develop ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. Evidence: 3 x artists researched and analysed. Mood boards which visually explore the title. A mind map exploring the title. Student’s own photographs exploring their topic which provides first hand source to work from. AO2: Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. Evidence: A range of experimentations with different materials. Work in the style of each artist they have studied for the title. Developments of their experiments, showing improvement and refinement, demonstrating how they have improved their skill. AO3: Record ideas, observations and insights relevant to their intentions in visual and/or other forms. Evidence: Planning for at least 2 – 3 different ideas that link to their gathered resources and the artists they have researched. Annotations that explain their ideas, and how they link to the title, the artists and their research. Experimentations for their ideas. Annotation explaining how their experiments have worked and what they have learned. Planning for final exam piece. AO4: Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and making connections between visual, written, oral or other elements. Evidence: Produce a final piece to the best of their ability that links to their research, resources, artists, planning and work produced for the other Assessment Objectives. BUSINESS STUDIES AND ICT BUSINESS STUDIES AND ICT There will not be any mock or external examinations for pupils in Year 11 studying BTEC Level 2 in Business. GCSE BUSINESS STUDIES Exam Board: AQA http://www.aqa.org.uk/subjects/business-subjects/gcse/business-subjects-and-economics-4130 There will be two mock examinations for pupils taught GCSE Business Studies by Mr Tedds or Miss Ward. Paper 1 ‘Setting up a Business’ will be a one hour written paper. The content to be revised will be: Starting a Business Enterprise • sources of business ideas • looking for a gap in the market • identification of a product or market niche • reasons for starting a business • franchises. Setting Business Aims and Objectives • types of business aims and objectives • purpose of setting objectives • using business objectives to measure success • influence of stakeholders on business objectives. Business Planning • the purpose of business planning • the main sections within a business start-up plan • uncertainty and risk for start-up businesses. Choosing the Appropriate Legal Structure for the Business • sole trader • partnership • private limited company (ltd). Choosing the Location of the Business • factors influencing start-up location decisions. Conducting Market Research with Limited Budgets • reasons for conducting market research • market research methods. Using the Marketing Mix • elements of the marketing mix • selecting an appropriate marketing mix for a small business. • the use of ICT in assisting international marketing. Finance and Support for a Small Business • sources of finance • sources and types of advice available to small businesses. Financial Terms and Simple Calculations • basic financial terms • calculating profit and loss. Using Cash Flow • interpreting simple cash flow statements • the importance of cash flow statements • identifying solutions to cash flow problems. Recruiting • the need for recruitment • recruitment methods • remuneration • monetary and non-monetary benefits. Motivating Staff • benefits to the business of motivated staff • methods of motivation used by small businesses. Protecting Staff through Understanding Legislation • equal pay and minimum wage laws • discrimination • employment rights • health and safety. Production Methods for Manufacturing and Providing a Service • methods of production • efficiency and technology • quality issues. Customer Service • importance of customer service • consumer protection • impact of ICT. Paper 2 ‘Growing as a Business’ will be a one hour written paper. The content to be revised will be: Expanding a Business • benefits and risks of expansion • methods of expansion • conflict between stakeholders. Choosing the Right Legal Structure for theBusiness • private limited companies (ltd) • public limited companies (plc). Changing Business Aims and Objectives • reasons for changing aims and objectives as businesses grow • ethical and environmental considerations. Choosing the Best Location • the importance of location to growing businesses • issues relating to overseas location. The Marketing Mix – Product • product portfolio/mix • product life cycle. Using the Marketing Mix – Price • pricing decisions for growth • factors affecting pricing decisions. Using the Marketing Mix – Promotion • promotional activities to enable growth • selecting the promotional mix. Using the Marketing Mix – Place • channels of distribution to enable growth • selecting channels of distribution. Finance for Large Businesses • sources of finance available • appropriateness of the sources. Profit and Loss Accounts and Balance Sheets • purpose of financial statements • components of financial statements • interpretation of data given on financial statements. Reorganising Organisational Charts and Management Hierarchies • internal organisational structures • appropriateness of centralisation/decentralisation for growing businesses. Recruitment and Retention of Staff • the staff recruitment process • appraisal and training • methods of motivation • retention of staff. Production Methods for Growing Businesses • use of flow production • efficient production methods • lean production techniques. Recognising Challenges of Growth • advantages of growth • disadvantages of growth. Maintaining Quality Assurance in Growing Businesses • identifying quality problems • methods of maintaining consistent quality. Each examination will test the full range of assessment objectives, namely: 1. Recall, select and communicate their knowledge and understanding of concepts, issues and terminology. 2. Apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks. 3. Analyse and evaluate evidence, make reasoned judgements and present appropriate conclusions. Revision should be completed using the notes taken/supplied and activities that have been undertaken during lessons (each pupil has their own exercise books). An additional revision book (CGP) has also been supplied by the department. GCSE COMPUTER SCIENCE Exam Board: Edexcel http://qualifications.pearson.com/en/qualifications/edexcel-gcses/computer-science-2013.html There will be one exam paper for the mock and practical programming will be tested through controlled assessment during lessons starting in January 2017. The content to be revised are (tick off when revision completed): 1.1 Algorithms 1.1.1 Understand what an algorithm is, what algorithms are used for and be able to interpret algorithms [flowcharts, pseudocode, structured English, written descriptions, program code]* 1.1.2 Be able to create an algorithm to solve a particular problem, making use of programming constructs [sequence, selection, repetition] and using an appropriate notation [flowchart, written description, program code] 1.1.3 Be able to describe the purpose of a given algorithm and explain how a simple algorithm ✔ works 1.1.4 Be able to identify the correct output of an algorithm for a given set of data 1.1.5 Be able to identify and correct errors in algorithms 1.1.6 Be able to code an algorithm into a high-level language 1.1.7 Understand how the choice of algorithm is influenced by the data structure and data values that need to be manipulated 1.1.8 Understand how standard algorithms [quick sort, bubble sort, selection sort, linear search, binary search, breadth first search, depth first search, maximum/minimum, mean, count] work 1.1.9 Understand factors that affect the efficiency of an algorithm 1.2 Decomposition ✔ 1.2.1 Be able to analyse a problem, investigate requirements [inputs, outputs, processing, initialisation] and design solutions 1.2.2 Be able to decompose a problem into smaller sub-problems 2.1 Develop code ✔ 2.1.1 Be able to write programs in a high-level programming language 2.1.2 Understand the benefit of producing programs that are easy to read, and be able to use techniques [comments, descriptive variable names, indentation] to improve readability and to explain how the code works 2.1.3 Be able to differentiate between types of error in programs [logic, syntax, runtime] 2.1.4 Be able to design and use test plans and test data 2.1.5 Be able to interpret error messages and identify, locate and fix errors in a program 2.1.6 Be able to identify what value a variable will hold at a given point in a program [trace table] 2.1.7 Be able to make effective use of tools offered in an integrated development environment [watcher, break points, single-step, stepthroughs] 2.1.8 Be able to evaluate the strengths and weaknesses of a program and suggest improvements 2.1.9 Be able to work safely, respectfully, responsibly and securely when using computers 2.2 Constructs 2.2.1 Be able to identify the structural components of a program [variable and type declarations, initialisations, command sequences, conditionals, repetition, data structures, subprograms] 2.2.2 Be able to use sequencing, selection and repetition constructs in their programs ✔ 2.3 Data types and structures ✔ 2.3.1 Understand the need for and be able to select and use data types [integer, real, Boolean, char] 2.3.2 Understand the need for and be able to select and use data structures [one-dimensional arrays, two-dimensional arrays] 2.3.3 Understand the need for and be able to manipulate strings 2.3.4 Understand the need for and be able to use variables and constants 2.3.5 Understand the need for and be able to use global and local variables 2.4 Input/output ✔ 2.4.1 Be able to write code that accepts and responds appropriately to user input 2.4.2 Understand the need for and be able to implement validation 2.4.3 Be able to write code that outputs information to a screen and understand and use Cartesian x/y coordinates 2.4.4 Be able to design and code a user interface [textual, graphical] 2.4.5 Be able to write code that opens/closes, reads/writes, deletes, inserts, appends from/to a file 2.5 Operators ✔ 2.5.1 Understand the purpose of and be able to use arithmetic operators [plus, minus, divide, multiply, modulus, integer division] 2.5.2 Understand the purpose of and be able to use relational operators [equal to, less than, greater than, not equal to, less than or equal to, greater than or equal to] 2.5.3 Understand the purpose of and be able to use Boolean operators [AND, OR, NOT] 2.6 Subprograms 2.6.1 Understand the benefits of using subprograms and be able to write code that uses userwritten and pre-existing [built-in, library] subprograms 2.6.2 Understand the concept of passing data into and out of subprograms [procedures, functions, return values] ✔ 2.6.3 Be able to create subprograms that perform generalisation 3.1 Binary ✔ 3.1.1 Understand that computers use binary to represent data and instructions 3.1.2 Understand how computers represent and manipulate numbers [unsigned integers, signed integers (sign and magnitude, Two’s complement) real numbers] 3.1.3 Be able to convert between binary and denary whole numbers (0- 255) and vice versa 3.1.4 Be able to perform binary arithmetic [add, subtract, multiply] and understand the concept of overflow 3.1.5 Understand why hexadecimal notation is used and be able to convert between hexadecimal and binary and vice versa 3.2 Data representation ✔ 3.2.1 Understand how computers encode characters [ASCII, Unicode] 3.2.2 Understand how bitmap images are represented in binary [pixels, resolution, colour depth] 3.2.3 Understand how analogue data [sound, temperature, light intensity] is represented in binary 3.2.4 Understand the limitations of binary representation of data [quantisation, sampling frequency] and how bit length constrains the range of values that can be represented 3.3 Data storage and Compression 3.3.1 Understand and be able to convert between the terms ‘bit, nibble, byte, kilobyte (KB), megabyte (MB), gigabyte (GB), terabyte (TB)’ 3.3.2 Understand the need for data compression and methods of compressing data [lossless, lossy] and that JPEG and MP3 are examples of lossy algorithms 3.3.3 Understand how a lossless, run-length encoding [RLE] algorithm works 3.3.4 Understand that file storage is measured in bytes and that data transmission is measured in bits per seconds, and be able to calculate the time required to transmit a file and storage requirements for files ✔ 3.4 Encryption ✔ 3.4.1 Understand the need for data encryption 3.4.2 Understand how a Caesar cipher algorithm works 3.5 Databases ✔ 3.5.1 Understand the characteristics of structured and unstructured data 3.5.2 Understand that data can be decomposed and organised in a structured database [tables, records, fields, relationships, keys] 3.5.3 Understand the need for and be able to use SQL statements * 4.1 Machines and computational models ✔ 4.1.1 Understand the concept of a computer as a hardware machine or as a virtual machine 4.1.2 Understand that there is a range of computational models [sequential, parallel, multi-agent] 4.1.3 Understand the input-process-output model 4.2 Hardware 4.2.1 Understand the function of hardware components of a computer system [processor (CPU), memory, secondary storage, input devices, output devices] and how they work together 4.2.2 Understand the concept of a stored program and the role of components of the processor [control unit (CU), arithmetic/logic unit (ALU), registers, clock, address bus, data bus] in the fetchdecode execute cycle 4.2.3 Understand the function of assembly code and be able to interpret a block of assembly code using a given set of commands* 4.2.4 Understand how data is stored on physical devices [magnetic, optical, solid state] 4.2.5 Understand how microcontrollers can be programmed to control actuators and take input from sensors ✔ 4.3 Logic ✔ 4.3.1 Be able to construct truth tables for a given logic statement [AND, OR, NOT] 4.3.2 Be able to produce logic statements for a given problem 4.4 Software ✔ 4.4.1 Understand what an operating system is and the functions of an operating system [file management, input/output, resource allocation, process management, network management, user management] 4.4.2 Understand that application software such as a web browser, word processor, spreadsheet or apps are computer programs 4.4.3 Understand how software can be used to simulate and model aspects of the real world and be able to create software models 4.5 Programming languages ✔ 4.5.1 Understand what is meant by high-level and low-level programming languages and assess their suitability for a particular task 4.5.2 Understand what is meant by a compiler and an interpreter 5.1 Networks 5.1.1 Understand why computers are connected in a network 5.1.2 Understand the different types of networks [LAN, WAN, PAN, VPN] 5.1.3 Understand the network media [copper cable, fibre optic cable, wireless] 5.1.4 Understand that network data speeds are measured in bits per second [Mbps, Gbps] 5.1.5 Understand the role of and need for network protocols 5.1.6 Understand that data can be transmitted over networks using packets [TCP/IP] 5.1.7 Understand the need to detect and correct errors in data transmission [check sums] 5.1.8 Understand the concept of and need for network addressing and host names [MAC addresses] 5.1.9 Understand characteristics of network topologies [bus, ring, star, mesh] ✔ 5.2 The internet and the World Wide Web ✔ 5.2.1 Understand what is meant by the internet and how the internet is structured [IP addressing, routers, connecting backbone, domain names] 5.2.2 Understand what is meant by the world wide web (WWW) and components of the WWW [web server URLs, ISP, HTTP, HTTPS, HTML] 5.2.3 Be able to use HTML and CSS to construct web pages [formatting, links, images, media, layout, styles, lists] 5.2.4 Understand the client-server model, the difference between client-side and server-side processing and the role of cookies 6.1 Emerging trends, issues and impact ✔ 6.1.1 Be aware of current and emerging trends in computing technology [quantum computing, DNA computing, artificial intelligence (AI), nano technology] 6.1.2 Be aware of the impact of computing on individuals, society and the environment 6.1.3 Be aware of ethical and legal issues arising from the use of computers 6.1.4 Be aware of ownership issues relating to computing [intellectual property, patents, licensing, open source and proprietary software] Each examination will test the full range of assessment objectives, namely: AO1 Recall and demonstrate knowledge and understanding of computer science AO2 Apply knowledge and understanding, solve problems and develop solutions AO3 Evaluate, make reasoned judgements and draw conclusions Revision should be completed using: 1) Notes taken/supplied and activities that have been undertaken during lessons (each pupil has their own exercise books). 2) Use revision booklet supplied by the department. 3) Use BBC Bitesize Computer Science: http://www.bbc.co.uk/education/subjects/z34k7ty BTEC FIRST AWARD IN I&CT Exam Board: Pearson http://qualifications.pearson.com/en/qualifications/btec-firsts/information-and-creative-technology-2012nqf.html There will be an external exam for pupils on Unit 1 – The Online World. This is a re-sit from the exam sat last year. This will not be during the mock examination period. The exam will take place in January/February 2017 (date to be confirmed). The content to be revised will be: Learning aim A: Investigate online services and online communication Online services Understand how and why online services can be used. Examples of online services, include: ● communication (email, instant messaging, newsgroups, social networking, online conferencing, blogs) ● real-time information (train timetables, news services, traffic reports, flight status updates, weather) ● commerce (internet banking, online auction websites, retail sales, publishing) ● government (online tax returns, e-voting, applications for services/grants, revenue collection) ● education (online learning/training) ● virtual learning environments (VLEs) ● business (video conferencing, collaborative working, business networks) ● entertainment (multi-user games, radio players) ● download services (music, film, upgrades, software). Understand: ● the features of online advertising designed to capture attention and retain interest ● the affiliate model of pay-per-click direction of traffic to websites ● the services provided for online data storage including data backup, file access and file sharing. Online documents Understand online document systems, including: ● the need to compress (.zip) files for download/upload ● how files are compressed and expanded ● the advantages of using online software to create documents, including collaborative working, sharing documents and automatic backup ● comparing the use of online software with standalone software for the creation of documents ● the need for version control, levels of access and file permissions, including read only, read/write Online communication Understand how and why online communication can be used, including: ● contemporary social media to publish and access information, including web logs (blogs), wikis and podcasting ● virtual learning environments (VLE) in education ● social networking websites to share information and build online communities. Recognise and use appropriate key terms in online communication: ● netiquette ● profile ● network of friends ● online community ● virtual world ● chat ● chatroom. Understand the implications of online communication: ● the advantages of using social networking websites for communication ● the use of instant messaging ● the client and server roles required to support instant messaging ● real-time communication over the internet using speech and live video, including Voice over Internet Protocol (VoIP) and web meeting/conferencing software Understand and compare the issues involved when communicating and working online, including: ● the concept and implications of ‘cloud computing’, including cloud storage Learning aim B: Investigate components of the internet and how digital devices exchange and store information The internet Understand what the internet is, how it works, and how it is structured, including: ● the internet as a global network of interconnected computers ● roles of Points of Presence (PoP) and Network Access Points (NAP) in the infrastructure of the internet. ● internet infrastructure in terms of clients, servers, routers, networks and connecting backbones ● when it is appropriate to use different internet connection methods including broadband, wireless and dial-up, and advantages and disadvantages of alternative connection methods ● Internet Protocols (IP), including Transmission Control Protocol (TCP) and File Transfer Protocol (FTP) ● the role of an Internet Service Provider (ISP) ● the main services offered by Internet Service Providers (ISPs) including email, web space, internet access and online support ● the relationship between bandwidth and transmission rates. Worldwide web Understand the concepts, functions and impact of the worldwide web (WWW), including: ● the worldwide web (WWW) as the collection of information on computers connected to the internet ● the role of a web server ● the structure of a website in terms of hyperlinked web pages. ● the components of a Uniform Resource Locator (URL) and the roles of each component ● the function of HyperText Transfer Protocol (HTTP) ● that HyperText Markup Language (HTML) is used to create web pages ● the main features of HyperText Markup Language (HTML) source code ● the role of internet browsers in requesting and displaying web page components ● the purpose of search engines and their role in maintaining indexes of web pages. Email Understand the purpose, concepts, processes and implications of email, including: ● email as a system for sending messages through the internet from user to user ● what happens to send an email ● the advantages of using email, including the ability to send attachments and to send the same email to more than one recipient ● email protocols including Simple Mail Transfer Protocol (SMTP), Post Office Protocol 3 (POP3), Internet Message Access Protocol (IMAP) ● the advantages and drawbacks of using email and webmail ● the ‘store and forward’ email model and describe its role in sending messages from user to user through the internet. Data exchange Understand the concepts, processes and implications of data exchange and compare different methods, including: ● data exchange as the passing of data between computers in a network including the internet ● transmission modes (simplex, half-duplex and duplex) used by digital devices including smart phones, printers, computer processors, remote controllers (e.g. for TVs) ● the hardware and software required for real-time communication including Voice over Internet Protocol (VoIP) and web meeting/conferencing ● the role of a Coder/Decoder (CODEC) in the transmission of a VoIP, audio-file and video-file conversation ● main characteristics of alternative transmission methods, including: o fibre optic o wireless (infrared, microwave, satellite) o wire connectors ● parallel and serial transmission of data, and bi-directional transmission ● the benefits of packet switching as a method of sending data over a wide area network ● the contents of a packet as a group of bits that include packet identification, error control bits, coded data, destination address ● comparison of data transfer rates, effective ranges, and identify appropriate uses of different transmission methods. Understand the concepts, structures and implications of wireless networks, including: ● the components of a wireless network including router, access points and wireless network adaptors ● client-side processing including the use of rollover images on a web page ● server-side processing including submitting a completed form on a web page ● the difference between client-side processing and server-side processing and examples of client-side and server-side processes. Data storage Understand the concepts, processes and implications of data storage, including: ● a database structure in terms of tables, records, fields, data types and relationships ● an online database such as a database that can be accessed via a network, including the internet ● the roles of a Database Management System (DBMS) and structured query languages in the manipulation of data stored in an online database. Learning aim C: Investigate issues with operating online Possible threats to data Understand the concepts, applications, process and implications regarding protecting data online, including: ● malicious and accidental damage to data and situations where either could occur ● security measures taken to protect data that is transmitted and stored digitally including encryption, firewalls and anti-virus software ● measures taken to protect the security and integrity of data, including passwords, levels of permitted access, firewalls and anti-virus software ● the need to backup data and identify and describe different procedures for backing up data. ● how data might be recovered if lost ● the benefits and possible inherent dangers of widespread use of social networking websites and instant messaging ● the importance to individuals of the management of their e-reputation ● security issues and consequences associated with the widespread use of email, including spread of viruses, phishing and identity theft. Consider ways in which online technology can be used to monitor individuals’ movements and communications. In relation to IT systems, consider how current legislation controls how personal data can be used and must be protected by organisations. HEALTH & SOCIAL CARE HEALTH & SOCIAL CARE GCSE Unit 1 – Understanding Personal Development and Relationships The Unit 1 exam lasts for 1 hour and 15 minutes. This is the synoptic paper and therefore will develop the knowledge that you have already gained from studying Unit 2. You are expected to answer ALL questions set and they will require a range of short and long responses. The paper consists of three compulsory sections which involve both multiple choice and also extended answers. The scenarios will be related to settings and service users. They can be drawn from any of the following: Health, Early Years, Care of the Older People, Individuals with Specific Needs. Need extra help? Use the checklist below to see what areas you have covered and those which you may feel less confident in and may need to revise more. Every Thursday after school until 5pm there will be a health and social care support session. Feel free to come along and ask a teacher specific questions about the exam or get some general advice. www.edexcel.com is also a useful website where you will find past question papers. Student Checklist Topic Topic revised Topic 1.1 Human growth and development Infancy: 12345 Physical development Intellectual development Emotional development Social Skills Early Childhood: 12345 Physical development Intellectual development Emotional development Social development Adolescence: 12345 Physical development Intellectual development Emotional development Social development Middle Adulthood: 12345 Physical development Intellectual development Emotional development Social development Later Adulthood: 12345 Physical development Intellectual development Emotional development Social development Self-concept: 12345 Factors affecting self-concept Topic 1.2 Factors affecting human growth and development Physical factors: Genetic inheritance Illness and disease Diet Exercise Alcohol Smoking Social, cultural and emotional factors: 12345 Income and wealth Employment status Occupation / social class Poverty and material possessions Physical environment factors: 12345 Family Friends Education Employment Community involvement Gender Culture, ethnicity and religion Sexual orientation Relationship formation Economic Factors: 12345 Pollution Noise Housing conditions Rural/urban lifestyles 12345 Psychological Factors: 12345 Stress Relationship with family and friends Topic 1.3 Effects of relationships on personal growth and development Types of relationships 12345 Marriage Divorce Parenthood Sibling relationships Friendships 12345 Intimate, personal and sexual relationships 12345 Working relationships 12345 Topic 1.4 the effects of life events on personal development Expected and unexpected life events 12345 Relationship changes: 12345 Marriage/cohabitation Birth of children Death Physical changes Puberty Menopause Accidents and injury Changes in life circumstances: 12345 12345 Starting school Starting further education Beginning work Retirement Redundancy Sources of support 12345 Partners, family and friends Professional carers and services Voluntary and faith-based services DESIGN & TECHNOLOGY GCSE DESIGN AND TECH NOLOGY – ELECTRONIC PRODUCTS Exam Information Exam Board: AQA Exam Duration: 2 hours The exam will be in two parts: Section A is worth 30 marks – Design question based around pre-release materials. Pupils will have to write specification, produce creative design ideas quickly, evaluate own ideas, develop an idea in detail. Section B is worth 90 marks – Pupils will be asked questions on the topics listed below. Topic List AREA OF KNOWLEDGE Power Supplies Mechanical Switches Resistors Diodes LED's Bi-polar transistors FET's Thyristors Relay Opto Isolators Operational Amplifiers Logic Microcontrollers Potential Divider Fully Aware Needs Revision Electronic Switches Timers Integrated Circuits Monostable Astable Counters Interface Devices Output Devices Transducer Inputs Materials Smart Materials Preparing Materials Processes Applying Finishes Commercial Manufacture Systems & Control Procedures Social, Cultural, Moral, Environmental and Sustainability Issues Computer Aided Design Computer Aided Manufacture Health and Safety Construction Techniques Test Equipment Useful Websites www.aqa.or.uk www.bbc.co.uk/schools/gcsebitesize/ www.Technologystudent.com GCSE DESIGN AND TECH NOLOGY – TEXTILES TECHNOLOGY Exam Information Exam Board: AQA Exam Duration: 2 hours The exam will be in two sections. Section A –Design Brief – Africa Research fabrics, components, pattern, decorative techniques and fair trade textiles. Section B is worth 90 marks. Pupils will be asked questions on the topics listed below. Topic List Fibres/fabrics – Polyester and natural, interfacing, smart fabrics. Decorative techniques – Screen printing, batik, CAD Sustainability – Plastic bottles and fleece Moral – Fair-trade Components – Electronic, ribbon, buckles, eyelets Construction – Seams constructing and neatening, recognize darts, hems, cuffs, buttonholes and collars Health & Safety – Industrial production Manufacturing – Specification, sub assembly, methods of production in industry, prototypes, CAM Testing – Quality assurance and quality control Labelling – Care, fibre, fabric and environmental symbols/logos Useful Websites www.aqa.org.uk www.bbc.co.uk/schools/gcsebitesize/ www.Technologystudent.com GCSE DESIGN AND TECH NOLOGY – RESISTANT MATERIALS TECHNOLOGY Exam Information Exam Board: AQA Exam Duration: 2 hours The exam will be in two sections. Section A is worth 36 marks – Design question based around pre-release materials. You will be given the pre-release design theme a few weeks before the exam. You should research the theme and practice some designs and drawing techniques before the exam. Section B is worth 84 marks. Pupils will be asked questions on the topics listed below. Topic List Properties of materials (Woods, Metals, Plastics, Composites, Smart Materials). Components, adhesives (glues) and finishes. Design and market influences (product analysis, design specification, evaluation of ideas) Detailed planning for manufacture using knowledge of manufacturing processes including CAD/CAM and quality control. Tools and equipment. Health and Safety Social, moral, environmental and sustainability issues. Product life cycle. Industrial production scales and techniques. Useful websites www.technologystudent.com is a very useful website that covers all of the above topics and also includes some practice questions. The Letts and Lonsdale Essentials GCSE Design and Technology Resistant Materials Revision Guide can be purchased from www.lettsandlonsdale.com for £4.99 and is a very useful revision tool. GCSE DESIGN AND TECHNOLOGY – GRAPHICS PRODUCTS Exam Information Exam Board: AQA Exam Duration: 2 hours The exam will be in two parts. Section A is worth 30 marks. Design question based around pre-release materials. Pre-release: Promotional packaging of confectionery. Pupils will have to use the given design brief and specification to sketch creative design ideas quickly, evaluate their own ideas, develop an idea in detail. Section B is worth 90 marks. Pupils will be asked questions on the following topics. Topics List Nets for packaging (surface developments) Materials – Papers, Cards, Plastics, Modelling Moulding Plastics – Injection, Blow, Vacuum Drawing Methods Scale Flow Diagrams Ergonomics & Anthropometrics Equipment used in Graphics Studio – Names, Uses, Safety Designers Studied X 5 and their areas of expertise Signage and Logos Packaging – Main 5 reasons for, materials used and symbols on packaging Sustainability – 6 R’s Moral, Social, Cultural Issues of Design Useful Websites www.bbc.co.uk/schools/gcsebitesize/ www.Technologystudent.com www.aqa.org.uk GCSE DESIGN AND TECH NOLOGY – FOOD TECHNOLOGY Exam Information Exam Board: AQA (www.aqa.org.uk) Exam Duration: The exam will last for 2 hours and has two parts. Section A is worth 30 marks. Design question based around pre-release materials. Pupils will have to write a specification, produce creative design ideas quickly, evaluate own ideas, develop an idea in detail. Section B is worth 90 marks. Pupils will be asked questions on the following topics. Food Safety and Hygiene Contamination hazards Food Processes and microbiological Spoilage and Preservation Temperature Control Personal Hygiene Cleaning and disinfection Properties of Foods Combining Ingredients Standard Components Scale of Production Quality Control Domestic and Industrial Equipment Marketing and Environment Carbohydrates (sugars and starches) Proteins (meat, poultry, fish, eggs) Fats & Oils Vitamins and minerals Additives Healthy Eating New Technology nanotechnology – GM foods, Useful Websites www.aqa.org.uk www.bbc.co.uk/schools/gcsebitesize/ www.Technologystudent.com Social issues Environmental and Ethical issues Labelling Packaging
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