End Of Year Assessments Assessment advice for Year 10 parents and students Glenmoor and Winton Academies May 2016 1 Dear Parents / Carers,
Re: Up-coming End of Year Assessment weeks
I am writing to give you advanced notice about the assessment weeks that are coming up for year 10
students in all subject areas. These will take place in the main between 13th and 24th June.
This pack gives revision details for each subject. Your son/daughter is expected to use this pack, as well
as advice and guidance given by their teachers, to prepare themselves for the assessments.
It is imperative that your son/daughter is well prepared for their assessments so that they can perform at
their very best. Although there will be no rank order attainment for these assessments, they will inform the
setting of key subject areas and the class groups will be restructured accordingly from September 2016.
Examinations in core subjects (English, Mathematics and Science) will take place in the hall in order to
begin preparing students for sitting exams in a formal setting. These exams will take place as follows:
Tuesday 21st June am: English paper 1
Thursday 23rd June am: English paper 2
Monday 20th June am: Maths paper 1
Wednesday 22nd June am: Maths paper 2
Friday 24th June am: Maths paper 3
Tuesday 21st June pm: Science Core 1
Thursday 23rd June pm: Science Core 2
Friday 24th June pm: Science Additional 1
I would also like to take this opportunity to make you aware that the Year 10 parents’ evening that was
originally scheduled for Wednesday 8th June has been moved to Tuesday 12th July. This will allow us to
discuss the results of these assessments and give advice on suitable independent study to improve during
the summer break.
I would like to thank you again for supporting the school in raising your child’s attainment still further. If
there is any way we can support your son/daughter further with their assessment preparation please do not
hesitate to contact Mr Nash on [email protected] or myself on
[email protected]
Yours faithfully
David Paterson
Assistant Principal
Key Stage 4 Raising Standards
2 English Subject Class and Year Group Assessment period Title Success Criteria English Year 10 Tuesday 21st June am: English paper 1 Thursday 23rd June am: English paper 2 End of Year Examination ENGLISH LANGUAGE: Paper One – Explorations in Creative Reading and Writing (1 hour 45 minutes) ENGLISH LANGUAGE: Paper Two – Writers’ Viewpoints and Perspectives (1 hour 45 minutes) AO1: identify and interpret explicit and implicit information and ideas select and synthesise evidence from different texts AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support views AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts AO4: Evaluate texts critically and support this with appropriate textual references AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation Revision Students should revise comprehension tasks and extended writing activities in preparation for the exam. Students are encouraged to engage with a wide‐range of reading materials in preparation for the exam and should be familiar with texts ranging from both the 19th‐21st centuries both fiction and non‐fiction. The following websites include lots of revision materials as well as tests that students can complete in preparation for the exam: Writing ‐ http://www.bbc.co.uk/education/topics/zywfbk7 Reading ‐ http://www.bbc.co.uk/education/subjects/zr9d7ty 3 Key areas to focus on for revision are: Language devices and techniques Paragraphs Punctuation Spelling Sentence Structures Use of speech P.A.F (Purpose, Audience, Form) Creative/Descriptive/Narrative Writing Techniques Reading comprehension Reading for meaning Structure Analysis of texts Evaluative Analysis of texts Comparative Analysis if two texts P.E.E (I.R.W.L) paragraph 4 Mathematics Subject Maths Class and Year 10 Year Group Foundation Tier Assessment Monday 20th June am: Maths paper 1 period Wednesday 22nd June am: Maths paper 2 Friday 24th June am: Maths paper 3
Title End of Year Examination Success More specific details can be found on pages 5 to 11 of the Edexcel Specification a copy of Criteria which is on the school website 1. Number a. Applying the four operations using priority of operations including brackets, powers roots and reciprocals. b. Factors and multiples and their use including prime factorisation c. Calculate with roots and integer indices d. Fractions, decimals and percentages e. Estimating answers and appropriate rounding (decimal places or significant figures) f. Calculate with and interpret standard form 2. Algebra a. Use and interpret algebraic manipulation b. Substitution c. Understand and use the concepts of expressions, equations, formulae etc. d. Simplify and manipulate algebraic expressions – including expanding and factorising simple quadratics e. Work with co‐ordinates in four quadrants f. Plot straight line graphs and sketch and interpret quadratic, cubic and reciprocal functions g. Use y = mx + c and work with gradients and parallel lines h. Solve linear equations including with unknowns on both sides i. Solve quadratic equations by factorising j. Solve simultaneous equations k. Solve linear inequalities and represent on a number line l. Generate and use Nth term rules in sequences m. Recognise and use non‐linear sequences 3. Ratio, proportion and rates of change a. Use scale factors, scale diagrams and maps b. Use ratio notation including 1:n, n:1 and simplification. c. Divide amounts in a given ratio d. Use percentages and find percentage change, increase and simple interest e. Solve problems involving direct and inverse proportion. f. Use compound measures such as speed and density g. Set up and solve problems with growth, decay and compound interest 4. Geometry and Measures a. Use conventional terms and notation 5 b. Construct with a ruler and compass c. Use angle properties including angle sin polygons and in parallel lines d. Use the basic congruence criteria for triangles e. Describe and construct similar shapes following transformations f. Identify and apply circle definitions and properties g. Plans and elevations of 3D shapes h. Area and volume including triangles, parallelograms trapeziums & cuboids i. Know and use circle formulae j. Calculate arc lengths and areas of sectors k. Know and use Pythagoras’ theorem l. Know and use trigonometric ratios m. Describe translations using vectors n. Addition, subtraction and multiplication of vectors by a scalar 5. Probability a. Describe and analyse outcomes of probability experiments b. Use ideas of fairness and equally likely outcomes c. Calculate expected values d. Use the property that exhaustive outcomes add to one e. Use sets, Venn diagrams and tree diagrams f. Construct space diagrams to find theoretical probabilities 6. Statistics a. Infer from samples and know the limitations of sampling b. Construct and interpret appropriate diagrams and charts to represent ungrouped data c. Interpret data sets using averages and range d. Use and interpret scatter diagrams‐ including extrapolation and its limitations Revision 
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Visit www.mathswatchvle.com to view clips. All students have been given logins. See your class teacher if you have misplaced yours. All clips are next to the success criteria. Visit HegartyMaths.com to view videos and take assessment tests. 6 Mathematics Subject Maths Class and Year 10 Year Group Higher Tier Assessment Monday 20th June am: Maths paper 1 period Wednesday 22nd June am: Maths paper 2 Friday 24th June am: Maths paper 3
Title End of Year Examination Success Criteria More specific details can be found on pages 12 to 20 of the Edexcel Specification a copy of which is on the school website 1. Number a. Applying the four operations using priority of operations including brackets, powers roots and reciprocals. b. Estimate powers and roots of any given positive number c. Calculate with roots and integer and fractional indices d. Factors and multiples and their use including prime factorisation e. Fractions, decimals and percentages f. Estimating answers and appropriate rounding (decimal places or significant figures) g. Calculate with and interpret standard form h. Simplify and calculate with surds and rationalise denominators i. Covert recurring decimals into fractions and vice versa j. Use Upper and lower bounds 2. Algebra a. Use and interpret algebraic manipulation b. Substitution c. Understand and use the concepts of expressions, equations, formulae etc. d. Simplify and manipulate algebraic expressions – including expanding and factorising quadratics and algebraic fractions e. Use algebraic manipulation in proofs f. Use the ‘inverse function’ g. Work with co‐ordinates in four quadrants h. Plot straight line graphs and sketch and interpret quadratic, cubic and reciprocal, exponential and trigonometric functions i. Use y = mx + c and work with gradients and parallel and perpendicular lines j. Use completing the square to find turning points k. Sketch translations and reflections of a given function l. Interpret distance‐time and velocity‐time graphs m. Recognise and use the equation of a circle with centre at the origin n. Solve linear equations including with unknowns on both sides o. Solve quadratic equations by factorising and rearranging p. Solve simultaneous equations including linear and non‐linear q. Find approximate solutions by iteration r. Solve linear inequalities and represent on a number line s. Generate and use Nth term rules in linear and quadratic sequences t. Recognise and use non‐linear sequences 7 3. Ratio, proportion and rates of change a. Use scale factors, scale diagrams and maps b. Use ratio notation including 1:n, n:1 and simplification. c. Divide amounts in a given ratio d. Interpret the gradient at any point on a graph e. Use percentages and find percentage change, increase and simple interest f. Solve problems involving direct and inverse proportion. g. Use compound measures such as speed and density h. Set up and solve problems with growth, decay and compound interest 4. Geometry and Measures a. Use conventional terms and notation b. Construct with a ruler and compass c. Use angle properties including angle sin polygons and in parallel lines d. Use the basic congruence criteria for triangles e. Describe and construct similar shapes following transformations f. Identify and apply circle definitions and properties g. Plans and elevations of 3D shapes h. Area and volume including triangles, parallelograms trapeziums & cuboids i. Know and use circle formulae j. Calculate arc lengths and areas of sectors k. Know and use Pythagoras’ theorem including in 3 dimensions l. Know and use trigonometric ratios in two and three dimensions m. Know, apply and use the Sine and Cosine rules and area of a triangle rule n. Describe translations using vectors o. Addition, subtraction and multiplication of vectors by a scalar p. Use vectors to construct arguments and proofs q. Apply, prove and use circle theorems 5. Probability a. Describe and analyse outcomes of probability experiments b. Use ideas of fairness and equally likely outcomes c. Calculate expected values d. Use the property that exhaustive outcomes add to one e. Use sets, Venn diagrams and tree diagrams f. Construct space diagrams to find theoretical probabilities g. Calculate and interpret conditional probabilities 6. Statistics a. Infer from samples and know the limitations of sampling b. Construct and interpret appropriate diagrams and charts to represent ungrouped data c. Interpret data sets using averages and range d. Use and interpret scatter diagrams‐ including extrapolation and its limitations e. Construct and interpret diagrams for grouped data including histograms, cumulative frequency diagrams and box plots. Revision 
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Visit www.mathswatchvle.com to view clips. All students have been given logins. See your class teacher if you have misplaced yours. All clips are next to the success criteria. Visit HegartyMaths.com to view videos and take assessment tests. 8 Science Subject Class and Year Group Assessment period Title Success Criteria Science (Physics) Year 10 13th June – 24th June Each paper is 90 minutes long Route 2 Core 1 – First half of B1, C1, P1
Route 2 Core 2‐ Second half of B1, C1 , P1 Route 2 Additional 1‐ First half of B2, C2, P2 Route 2 Additional 2‐ Second half of B2, C2, P2. This means that once you have completed all 4 papers you have covered ALL units from Core and Additional Science (All of Year 9 and Year 10 content). The following topics will be covered in the tests:
BIOLOGY 2: BIOLOGY 1: Keeping Healthy Cells, Tissues and organs Coordination and Control Organisms in the environment Medicine and Drugs Enzymes Adaptation for survival Energy from Respiration Energy in Biomass Inheritance in animals and plants Variation and Reproduction Old and new species Evolution CHEMISTRY 2: CHEMISTRY 1: Structure and Bonding Fundamental Ideas Structure and Properties Limestone cycle (building materials) How much‐ Quantitative chemistry. Metals and their uses Crude Oils and Fuels Rates and Energy Salts and Electrolysis Products from Oils Plant oils PHYISCS 2: Our changing planet. Motion Forces PHYSICS 1: Work, energy and Momentum Energy transfer by heating Current Electricity Using energy Electrical Energy Mains electricity Generating Energy Radioactivity Waves Energy from the nucleus Electromagnetic waves Life cycle of a star 9 Revision You will be tested on the all of the Core and Additional topics. Your teacher will inform you whether you are doing Higher or Foundation tier.  CGP AQA Additional Science Revision Guide AND CGP Core Science Revision guide  BBC Bitesize website – Complete the revise, activity and test for the sections stated above. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/  Past Papers and mark schemes can be found at: http://www.aqa.org.uk/subjects/science/gcse/additional‐science‐4408/past‐papers‐and‐mark‐schemes 10 History Subject Class and Year Group Assessment period Title Success Criteria History: ‘Nazi Germany’ Year 10 (42 total) 13th June – 24th June Germany (Weimar & Nazi) AND Britain c.1931‐51 Students have been studying the Edexcel Modern World syllabus and have completed exam‐
based units on Germany 1918‐1939 and Britain 1931‐1951. Although they are currently working on Controlled Assessment in class, the end of year assessment will focus on the two examined topics above. Students will be required to revise the content and skills for both units in preparation for a two‐hour paper. One hour will be dedicated to the Germany topic, and one hour to Britain. Students should use their revision guides provided in class and remind themselves of the styles of questions that will be asked. Revision  Students will be provided with Learning Wheels to support their revision. Useful websites for revision:  https://schoolhistory.co.uk 11 Geography Subject Class and Year Group Assessment period Title Success Criteria Geography Year 10 13th‐ 24th June 2016 End of Year Examination Levelled Marking ‐ General Criteria Where answers are assessed using a level of response marking system the following general criteria should be used. Level 1: Basic Knowledge of basic information Simple understanding Little organisation; few links; little or no detail; uses a limited range of specialist terms Reasonable accuracy in the use of spelling, punctuation and grammar Text is legible. Level 2: Clear Knowledge of accurate information Clear understanding Organised answers with some linkages; occasional detail/exemplar; uses a good range of specialist terms Considerable accuracy in spelling, punctuation and grammar Text is legible. Level 3: Detailed Knowledge of accurate information appropriately contextualised and/or at correct scale Detailed understanding, supported by relevant evidence and exemplars Well organized, demonstrating detailed linkages and the inter‐relationships between factors Clear and fluent expression of ideas in a logical form; uses a wide range of specialist terms where appropriate Accurate use of spelling, punctuation and grammar Text is legible Level 3 does not always equate to full marks, a perfect answer is not usually expected, even for full marks. Case study answers need : Level 1: Basic ‐Knowledge of basic information ‐Simple understanding ‐Few links; limited detail; uses a limited range of specialist terms ‐Limited evidence of sentence structure. ‐Frequent spelling, punctuation and grammatical errors. Level 2: Clear ‐Knowledge of accurate information ‐Clear understanding ‐Answers have some linkages; occasional detail/exemplar; uses some specialist terms where appropriate ‐Clear evidence of sentence structure. ‐Some spelling, punctuation and grammatical errors. Level 3: Detailed ‐Knowledge of accurate information appropriately contextualised and/or at correct scale ‐Detailed understanding, supported by relevant evidence and exemplars ‐Well organised, demonstrating detailed linkages and the inter‐relationships between factors ‐Range of ideas in a logical form; uses a range of specialist terms where appropriate ‐Well‐structured response with effective use of sentences. ‐Few spelling, punctuation and grammatical errors. Level 3 does not always equate to full marks, a perfect answer is not usually expected, even for full marks. 12 Higher Paper Percentage 90% and above 80% and above 70% and above 60% and above 50% and above 40% and above 30% and above 20% and above 20% and below GCSE Grade A* A B C D E F G U Foundation paper Percentage 70% and above 60% and above 50% and above 40% and above 30% and above 29% and below GCSE Grade C D E F G U Revision You will sit two assessments which will be used to calculate your grade. Physical Exam‐ Coastal Zone and Water on the Land (Rivers) Human Exam‐ Population and Tourism The following books would be useful to purchase and use for revision. https://www.cgpbooks.co.uk/Student/books_gcse_geography.book_GAR43 The edition includes practice exam questions: https://www.cgpbooks.co.uk/Student/books_gcse_geography.book_GAHS41 The specification we follow is AQA geography A. Familiarise yourself with the specification, grading criteria and previous papers and mark schemes. http://www.aqa.org.uk/subjects/geography/gcse/geography‐a‐
9030/past‐papers‐and‐mark‐schemes Recap over the command words used in the exam papers and understand exactly what the examiner is wanting. http://filestore.aqa.org.uk/subjects/AQA‐W‐9030‐TLR‐COMMAND‐WDS.PDF You will also find the revision notes, quizzes and games at the links below useful too. Useful Websites: http://www.bbc.co.uk/schools/gcsebitesize/geography/ http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm http://www.aqa.org.uk/subjects/geography/gcse/geography‐a‐9030 http://revisionworld.com/gcse‐revision/geography 13 Ethics Subject Class and Year Group Assessment period Title Success Criteria ETHICS Year 10 13 June – 24 June End of Year Examination GCSE practice exam on the first unit in Ethics. Topics to revise include:  Attitudes to women in the church  Attitudes to women in society  The importance of marriage  Divorce and remarriage  Attitudes to sex  Contraception Revision  Students have been provided with revision guide with relevant information Useful websites for revision:  http://www.bbc.co.uk/schools/gcsebitesize/rs/relationships/  http://www.bbc.co.uk/schools/gcsebitesize/rs/relationships/chmarriageanddivorcerev1.shtml  http://www.bbc.co.uk/schools/gcsebitesize/rs/relationships/chloveandsexrev1.shtml 14 Languages Subject Class and Year Group Assessment period Title Success Criteria FRENCH YEAR 10 13th June to the 24th June End of Year Examination Students will complete a listening and a reading past paper. They will also complete a writing Controlled Assessment on New Technologies.  Vocabulary: to be able to understand and write about: o different new technologies o use of new Technologies o Likes and dislikes o comparing new technologies and older ones o advantages of new technologies o disadvantages of new technologies o the future of new technologies  Grammar: you will need to use the following: o Present tense o The perfect tense o The future tense o Aimer +infinitive o The fantastic 4:avoir, être, aller , faire o Possessive adjectives o Adjective agreements o comparative/superlatives o DOP o On peut +infinitive o On doit +infinitive o on devait o on pouvait o grâce à… = thanks to o linkwords o time phrases o opinions o adverbs o negatives 15 Revision 
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Students need to revise the vocabulary and grammar from their exercise book notes to help them prepare for the assessments.It is also advised to check DIRT from purple books to ensure mistakes made previously are understood and not reproduced during the assessments. Students can also practice vocabulary on www.linguascope.com username=Glenmoor password=robert. Students can also go on the school MFL website : http://www.glenmoor.org.uk/About‐
Us/Curriculum/modernforeignlanguages From the MFL website, students can select – French – useful links – and access the different websites available to revise the topics done in class. Students can also go on the BBC bitesize website to practice listening and reading skills: http://www.bbc.co.uk/education/subjects/z9dqxnb 16 Languages Subject Class and Year Group Assessment period Title Success Criteria Spanish YEAR 10 13th June to the 24th June End of Year Examination Students will complete a listening and a reading past paper. They will also complete a writing Controlled Assessment on Relationships and choices.  Vocabulary: to be able to understand and write about: o Describe your personality and your physical appearance o Say who you get along with or not and why o Be able to talk about an event you attended in the past with family o Be able to discuss your friends, what you have in common and hobbies. o Describe our plans for the future with regard to marriage, jobs, travel and education.  Grammar: you will need to use the following: o Present tense o The perfect tense o The future tense o gustar +infinitive o irregular verbs : ser, estar, hacer, tener & querer o Possessive adjectives o Adjective agreements o comparative/superlatives o DOP o poder +infinitive o deber +infinitive o me gustaria o linkwords o time phrases o opinions o adverbs o negatives 17 Revision 
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Students need to revise the vocabulary and grammar from their exercise book notes to help them prepare for the assessments. It is also advised to check DIRT from purple books to ensure mistakes made previously are understood and not reproduced during the assessments. Students can also practice vocabulary on www.linguascope.com username=Glenmoor password=robert. Students can also go on the school MFL website : http://www.glenmoor.org.uk/About‐
Us/Curriculum/modernforeignlanguages From the MFL website, students can select – Spanish – useful links – and access the different websites available to revise the topics done in class. Students can also go on the BBC bitesize website to practice listening and reading skills: http://www.bbc.co.uk/education/subjects/z4dqxnb 18 Computer Science Subject Class and Year Group Assessment period Title Success Criteria Computer Science Year 10 13th June to the 24th June End of Year Examination Based on Section 1 and 2 of Controlled Assessment 1 You have been working in Class on your Controlled Assessment 1. The greenfly project. You will be assessment on submission of the following sections:  Design of solution There is evidence showing a thorough understanding of what the problem involves with reference to all or almost all of the user’s needs. Produced a thorough high level overview plan that clearly shows how the problem is to be solved. Produced well annotated pseudocode (or suitable alternative) showing all or almost all of the main blocks within the proposed solution.  Solution Development There is detailed evidence showing a thorough understanding of how the final solution meets the needs of the user. All or almost all of the original problem tasks have been catered for in the final solution. There is a fully annotated and complete code listing. ROA Revision Use the following support for CA1 Student Share – Year 10 – Controlled Assessment 1 Folder including How to Write a Controlled Assessment.doc Python Videos Algorithm Support Exemplar Work Input help Menu Help Casting Help 19 Art and Design Subject Class and Year Group Assessment period Title Success Criteria Art and Design Year 10 13thJune – 24th June 2016 End of Year Examination Coursework Final Piece – Natural Forms  Exploration of decoration techniques (sgraffito, carving, relief, score and slip etc.)  Clay building techniques (slab, coil, throwing and pinching)  Drawn design to 3D form accuracy  Connections to artist and observations of natural forms  Painting techniques, colour mixing, accuracy and attention to detail  Completion of all assessment objectives and Covey chart sign off. Revision 
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Internet ‐ Research images of clay in natural forms, look at building techniques decoration effects to support making. Practice a range of ideas in lessons leading up to the exam. Research painting techniques and understand colour mixing to support the finish to your ceramics. Use peer or parental feedback for improvements. 20 Graphic Design Subject Class and Year Group Assessment period Title Success Criteria Graphic Design Year 10 13thJune – 24th June 2016 End of Year Examination Coursework Development  Observations relevant to intentions and reflecting the theme, drawings, photography or other media – AO3  Making connections to the artist through each development piece – AO1/AO2  Technical use of digital development using Photoshop or InDesign – AO2  Development showing a progressive stages/changes of design and editing – AO2  Showing a clear journey/path through the designs with a clear focus on theme and producing a final outcome –AO4 Revision 
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Internet ‐ Research the work of the artists, understand the techniques, effects and key features of their work. Practice a range of techniques and editing using specific programs to support the development of your designs. Explore a range of presentation options to effectively show the development stages of each task. Use peer or parental feedback for improvements. 21 Photography Subject Class and Year Group Assessment period Title Success Criteria Photography Year 10 13thJune – 24th June 2016 End of Year Examination Observational Photography and analysis – Photoshoot linked to coursework  Taking images using a range of compositional rules  Practical use of technical equipment – camera, tripod, lights, Photoshop etc.  Printing contact sheet and thoughtfully selected enlarged images  Analysing images using a range of technical language and high level analysis  Selected images need analysis to explain process, connections and description of image  Overall creative presentation of work Revision 
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Revise rules of composition and practise taking images to reflect each of the rules Research other photographers or see examples in school of good presentation skills or linked to the theme Practice your annotations and analysis – use your technical language sheet and analysis support sheet 22 Design and Technology Subject Class and Year Group Assessment period Title Success Criteria Food Technology Yr10 20th June – 24th June Product Analysis  Students will carry out a product analysis of 2 existing ready made products (similar to what they did as part of a bread project)  They will produce a star profile to analysis for taste, appearance and texture  The results of their findings will be written up and this will then be marked. The product analysis will be completed in the first lesson of the week and this will provide the information for the write up which will be written in exam conditions. Revision 
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Students will be given support and guidance in line with the rules of the AQA controlled assessment. Students should consider the types of dish suitible to bring Revision of sensory analysis words and the production of star profile charts and nutritional analysis Look back in their books at the previous example 23 Design and Technology Subject Class and Year Group Assessment period Title Success Criteria Textiles Year 10 20th – 24th June End of Year Examination Designing skills responding to a pre released theme & context  Use of imagination in response to pre‐release design theme  Quality of pencil sketches of 2 different design ideas  Quality of design development drawings  Use of colour  Knowledge of decorative techniques – shown in labelling  Knowledge of fabrics & components – shown in labelling Revision 
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Pre release design theme sheet issued to pupils Produce a design theme mood board in advance of the test Practice drawing 2 different design ideas Practising developing a coloured design Be familiar with suitable decorative techniques Learn fabric names suitable for your designed products 24 Design and Technology Subject Class and Year Group Assessment period Title Success Criteria Resistant Materials Yr10 13th June – 24th June End of year test Students will have a test based on the topics covered this year. The questions will be selected from a range of past papers. Only topics covered this year will be tested. Revision Students have been given a revision pack and directed to revise the following topics:  Tools for marking out  Tools for cutting  Tools for sawing and filing  Tools for gripping  Machine tools  Materials – softwoods  Thermoplastics  Wood joints  Joining and fixing  Surface finishes 25 Design and Technology Subject Class and Year Group Assessment period Title Success Criteria Electronic Products Yr10 13th June – 24th June End of year test Students will have a test based on the topics covered this year. The test will be based on specific questions, related to the topics covered, coming from a range of previous GCSE examination papers. Revision Students have been given a revision pack covering the following topics:  Bistables – including thyristors and transistors.  Sensors – Light Dependent Resistors (LDRs)  Resistors  Capacitors  Potential Dividers  Circuit diagrams  PCB (Printed Circuit Boards) design criteria  PCB production  Component symbols and function  555 integrated circuit  555 based monostable circuit and timing calculations  555 astable circuit and calculations  Circuit modelling on breadboards and strip boards (Veroboards)  Safety in the workshop during a range of practical activities. 26 Music Subject Class and Year Group Assessment period Title Success Criteria Music 10 Year 10 EOY assessment window: 13th June to the 24th June. End of Year Examination A written and listening examination based on all 12 set works. Elements of Music, related to set works (including but not exclusively):  Rhythm: time signature, rhythmic devices (eg. ostinato), rhythm notation, composing rhythms  Melody: melodic devices (eg. sequence, imitation), melody key terms (conjunct, disjunct, melodic contour, atonal), scales (Major, minor, pentatonic, chromatic)  Harmony: chord sequence, major, minor, triads  Texture: monophonic, polyphonic, homophonic, how many parts  Dynamics: all dynamics terms (eg. forte, crescendo), signs, and meanings  Structure: 2 part (binary), 3 part (ternary)  Families of the Orchestra – string, woodwind, brass, percussion  Instruments of the orchestra – all AOS 1:  Handel – “And the Glory of the Lord”  Mozart – Symphony No. 40 in g minor, 1st movement  Chopin – Prelude no. 15 Op.28 in Db major (“Raindrop”) AOS 2:  Peripetie – Schoenberg  “Something’s Coming” from West Side Story – Leonard Bernstein  3rd movement (fast) from Electric Counterpoint – Reich AOS 3:  “All Blues” – Miles Davis  “Grace” – Jeff Buckley  “Why does my heart feel so bad” – Moby AOS 4:  Rag Desh  “Skye Waulking Song” – Capercaillie  “Yiri” ‐ Koko EOY Revision  Student workbooks  Revision worksheets: including GCSE revision booklet and “Just Learn” fact sheets Useful websites  You Tube revision channel – Search for “SuperMrsCoe” to access revision videos  Instruments of the orchestra: http://www.dsokids.com/listen/by‐instrument/.aspx  http://www.philharmonia.co.uk/explore/instruments 27 Drama Subject Class and Year Group Assessment period Title Success Criteria Drama 10 Drama Please note that the Drama ROA will be linked to the Unit 1 GCSE assessment taking place between 9.5.16 17.6.16. Unit 1 – exploring drama Unit 1 – evaluating drama Exploring drama: ‐ Understanding dramatic potential of given stimuli ‐ Communicating ideas in an imaginative and creative way ‐ Focus and commitment ‐ High levels of collaborative effort and communication ‐ Manipulating the programme of study in a flexible manner Evaluating drama ‐ Critical and informed judgements ‐ Explicit evaluation of learning ‐ Explicit evaluation of explorative strategies used ‐ Explicit appreciation of how the use of the drama medium affects dramatic form ‐ Explicit evaluation of own work and that of others Revision 
Edexcel Programme of Study 28 Dance Subject Class and Year Group Assessment period Title Success Criteria Dance 10‐Dance 13th June to the 24th June. End of Year Examination ‐ Unit 1  Accurate description, evaluation and analysis if the features of Dance Tek Warriors (DTW) and Swansong, including action, space, dynamic and relationship content.  Ability to use appropriate dance terminology  Ability to reflect on own performance and choreographic work. ROA Revision 
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Compare and contrast DTW and Swansong styles and cultural influences Learn key facts including; choreographer, dance company, aural and physical settings and costume. Performance and Expressive Skills Choreographic devices and process, including structuring a dance. 29 Business Studies Subject Class and Year Group Assessment period Title Success Criteria Business Studies All Year 10 Business Studies groups 13th June to the 24th June. End Of Year Assessment Students will sit a one hour assessment based on a case study they will receive with Paper 1. Students will need to use the assessment criteria below (which will be included with the paper) in order to complete the assessment fully. Students will need to prepare revision based on the overview from the next page. This assessment will also act as a mock paper for the Level 2 NCFE Certificate in Business and Enterprise Unit 2 External Assessment which students will sit in October 2016. Paper 1 focus: 1.1 Describe the different aspects of marketing 1.2 Explain why a business or enterprise needs marketing In preparation for the external assessment, you will need to have an understanding of the different aspects of marketing (targeted, niche, mass, product‐orientated, market‐
orientated) You must have a basic knowledge of the different aspects of marketing and why it is important for a business to market their products/services. If you are hoping to achieve higher grades will need to demonstrate detailed knowledge and understanding of what can happen should the marketing go wrong or not meet the needs of the business. You may want to research examples of this. 30 Revision 31 Media Subject Class and Year Group Assessment period Title Success Criteria Unit 1 – Exam prep Y10 MS 13 June‐24 June End of Year Examination  Investigating existing media and being able to pinpoint codes and conventions.  Develop a comparative study of a range of examples.  Access the four aspects of Media‐ Media language, Representation, Institution and Audience.  Develop pre‐planning and planning mechanisms for the final product.  Use a range of media platforms for showcase the product‐ storyboards, posters, trailers, pre‐title and title sequences and e‐media. ROA Revision 
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Exposure to existing media and modelling response. HW to build research – field work Group and paired work to discuss varied views. Display exemplar work to discuss grading. Guided response to examples used in class to demonstrate use of success criteria. Covey charts to suss out areas for improvement. 32 PE Subject Class and Year Group Assessment period Title Success Criteria PE Yr 10 GCSE PE 13‐24 June End of Year Examination Topics included in your GCSE PE theoretical ROA examination have been highlight with in Green below. The whole syllabus is outlined below so you can see what is coming up in future ROAs. You must be able to: 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.2.4 Topic 1.1.1 Healthy, active lifestyles and how they could benefit you Classify the benefits of a healthy, active lifestyle as social, physical or mental Describe the positive effects of physical activity Explain how participation in physical activity can stimulate co‐operation, competition, physical challenge, aesthetic appreciation and social mixing Topic 1.1.2: Influences on your healthy active lifestyle Identify key influences on you and others in achieving sustained involvement in physical activity Explain the opportunities available and qualities needed to become or remain involved in physical activity in a range of roles Explain the sports participation pyramid with regard to the foundation, participation, performance and elite stages Describe initiatives developed to provide opportunities to become, or remain, involved in physical activity Topic 1.1.3: Exercise and fitness as part of your healthy, active lifestyle Explain the terms health, fitness and exercise and know how they relate to a balanced healthy lifestyle and performance in physical activities Know about the components of health‐related exercise and relate these to physical activity, identifying the relative importance of these to different physical activities Know about the components of skill‐related fitness and relate these to physical activity, identifying the relative importance of these to different physical activities 33 Topic 1.1.4: Physical activity as part of your healthy, active lifestyle Assess personal readiness (PAR‐Q) Assess fitness levels for use in a Personal Exercise Programme Explain the components of the FITT principle, noting overlap with other principles of training and how application can lead to improved performance Explain the value of goal setting in terms of planning, developing and maintaining regular involvement in healthy physical activity Describe, explain and apply the principles of setting SMART targets Link methods of training to specific physical activities based on the associated health‐related exercise and skill‐related fitness requirements Link methods of training to aerobic and anaerobic activity Understand what is meant by resting heart rate, working heart rate and recovery rates, plot examples on a graph and evaluate results Topic 1.1.5: Your personal health and wellbeing Understand the link between exercise diet, work and rest and their influence on personal health and wellbeing Explain the requirements of a balanced diet Explain the importance and uses of macro and micro nutrients, carbohydrates, proteins, fats, vitamins, minerals, water and fibre in maintaining a healthy active lifestyle Explain the need to consider the timing of dietary intake when performing due to the redistribution of blood flow during exercise Section 1.2 Your healthy, active body Topic 1.2.1: Physical activity and your healthy mind and body Describe the different body types and explain the effect of each on participation and performance Explain the effects of smoking and alcohol on general health and on physical activity Know about different categories of drugs and the effects they may have on health, wellbeing and physical performance and why some performers might risk using them Identify risks associated with participation physical activities, and explain how to reduce these risks to better maintain wellbeing 34 Topic 1.2.2: A healthy, active lifestyle and your cardiovascular system Understand the immediate and short‐term effects of exercise and physical activity on the cardiovascular system Understand the long‐term effects of regular exercise and physical activity on the cardiovascular system Understand the impact of diet on the cardiovascular system Topic 1.2.3: A healthy, active lifestyle and your respiratory system Understand the immediate and short‐term effects on the respiratory system of participation in exercise and physical activity Understand the impact of recreational drugs on the respiratory system Topic 1.2.4: A healthy, active lifestyle and your muscular system Understand the role of the muscular system during physical activity and how the major muscle groups benefit from particular types of physical activity Understand the role of muscles in movement Understand the immediate and short‐term effects on the muscular system of participation in exercise and physical activity Topic 1.2.5: A healthy, active lifestyle and your skeletal system Understand the function of the skeletal system for movement, support or protection during physical activity Understand the ranges of movement at joints during physical activity A* A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 E1 E2 E3 F1 F2 F3 G1 G2 G3 80‐ 75 74‐ 70‐ 69‐ 65‐ 62‐ 59‐ 56‐ 54‐ 51‐ 48‐ 45‐ 43‐ 40‐ 37‐ 35‐ 31‐ 29‐ 27‐ 24‐ 22‐
76 73 72 66 63 60 57 55 52 49 46 44 41 38 36 32 30 28 25 23 20 Revision  All topic titles refer directly to the contents page of the purple GCSE PE revision guides for ease.  Please also use your classnotes to assist with your revision.  BBC GCSE PE revision ‐ http://www.bbc.co.uk/education/subjects/znyb4wx 35 PE Subject Class and Year Group Assessment period Title Success Criteria PE Yr 10 OCR Sport Science BOYS 13‐24 June End of Year Examination The OCR Sport Science End of Year Assessment will be carried out over two lessons and will consist of a 1 hour theoretical exam and a controlled assessment whereby students will need to hand in their final draft of coursework for the Sport Psychology module with all amendments in place. For the theoretical examination, students will be expected to demonstrate their understanding through questions on each of the 4 Learning Outcomes of OCR Sport Science: Learning Outcome 1: Understand different factors which influence the risk of injury • Extrinsic factors which can influence the risk of injury, i.e. ○ type of ac vity (e.g. contact sports present different injury risks from gymnas c ac vi es) ○ coaching/supervision, i.e. – poor/incorrect coaching techniques – ineffective communication skills – importance of adhering to rules and regulations ○ environmental factors, i.e. – weather – playing surface/performance area and surrounding area – other participants ○ equipment, i.e. – protective equipment (e.g. shin pads in football, gum shield in boxing, helmet in cycling, goggles in skiing) – performance equipment (e.g. hockey stick, cricket ball, rock climbing harness) – clothing/footwear suitable for playing surface/weather conditions/specific sport or activity ○ safety hazards, i.e. – risk assessments – safety checks – emergency action plans • intrinsic factors which can influence the risk of injury, i.e. ○ physical prepara on, i.e. – training – warm up – cool down – fitness levels – overuse – muscle imbalances 36 ○ individual variables, i.e. – gender – age – flexibility – nutrition – sleep – previous/recurring injuries ○ psychological factors, i.e. – motivation – aggression – arousal/anxiety levels ○ posture and causes of poor posture, i.e. – poor stance/gait (e.g. bending your knees or hunching your shoulders when standing) – sitting positions (e.g. slumping/slouching on the sofa rather than sitting upright) – physical defects (e.g. muscles weaken around an injured area) – lack of exercise (e.g. lack of core muscle strength means less support, being overweight puts strain on posture) – fatigue (e.g. tired muscles will be unable to support the skeleton properly) – emotional factors (e.g. having low self‐esteem/lack of confidence can influence posture) – clothing/footwear (e.g. wearing shoes with high heels can affect posture) ○ sports injuries related to poor posture, i.e. – pelvic tilt – lordosis – kyphosis – round shoulder – scoliosis. Learning Outcome 2: Understand how appropriate warm up and cool down routines can help to prevent injury • the physical benefits of a warm up, i.e. ○ warming up muscles/preparing the body for physical ac vity ○ increase in body temperature ○ increase in heart rate ○ increase in flexibility of muscles and joints ○ increase in pliability of ligaments and tendons ○ increase in blood flow and oxygen to muscles ○ increase in the speed of muscle contrac on • the psychological benefits of a warm up, i.e. ○ heighten or control arousal levels (e.g. ‘get in the zone’ or se le nerves) ○ improve concentra on/focus ○ increase mo va on ○ mental rehearsal • key components of a warm up, i.e. ○ pulse raising, i.e. exercises that slowly increase heart rate and body temperature (e.g. jogging, cycling, skipping) ○ mobility, i.e. exercises that take the joints through their full range of movement (ROM) (e.g. arm swings, hip circles) ○ dynamic movements (e.g. change of speed and direction) ○ stretching (e.g. developmental stretches, dynamic stretches linked to sport – ‘open and close the gate’ groin walk) ○ skill rehearsal phase, i.e. rehearsing common movement pa erns and skills which will be used in the activity (e.g. dribbling drills for football, passing drills for netball) • physical benefits of a cool down, i.e. ○ helps the body’s transi on back to a res ng state 37 ○ gradually lowers heart rate ○ gradually lowers temperature ○ circulates blood and oxygen ○ reduces breathing rate ○ removes waste products such as lac c acid 11 ○ reduces the risk of muscle soreness and s ffness ○ aids recovery by stretching muscles, i.e. lengthening and strengthening muscles for next work‐out/use • key components of a cool down, i.e. ○ pulse lowering, i.e. exercises which gradually lower heart rate and reduce temperature (e.g. easy movements, light running, stretching) ○ stretching, i.e. maintenance stretches, sta c stretches (e.g. hamstring stretches) • specific needs which a warm up and cool down must consider, i.e. ○ characteris cs of the individual/group, i.e. – size of group – age of participants – experience of participants – individual fitness levels – any medical conditions participants may have ○ suitability as prepara on for a par cular ac vity/sport ○ environmental factors (e.g. weather/temperature if outdoors, available facili es). Learning Outcome 3: Know how to respond to injuries within a sporting context • acute and chronic injuries ○ acute injuries, i.e. – caused as a result of a sudden trauma to the body (e.g. hard rugby tackle, being hit by a ball) – result in immediate pain, and usually swelling with a loss of function ○ chronic injuries, i.e. – also known as overuse injuries and are a result of continuous stress on an area (e.g. Achilles tendonitis, shin splints or tennis elbow) – these injuries tend to develop gradually over a period of time • types, causes and treatment of common sports injuries, i.e. ○ so ssue injuries, i.e. sprains, strains ○ overuse injuries, i.e. tendoni s, tennis elbow, golfers elbow, shin splints ○ fractures, i.e. open, closed ○ concussion, i.e. signs and symptoms of concussion ○ abrasions, i.e. grazes and cuts ○ contusions, i.e. bruises ○ blisters (e.g. blisters on the foot due to poorly fitting footwear) ○ cramp, i.e. painful sensa ons caused by muscle contrac ons or over shortening ○ injuries related to children (e.g. severs diseases, Osgood Schla er’s disease) • how to respond to injuries and medical conditions in a sporting context, i.e. ○ SALTAPS on‐field assessment routine (See, Ask, Look, Touch, Active, Passive, Strength) ○ R.I.C.E. (Rest, Ice, Compress, Elevate) ○ stretching and massage ○ taping, bandaging, splints, slings ○ hot and cold treatments (e.g. heat pack, freeze spray) ○ ac on plan to respond to injuries and medical condi ons in a spor ng context i.e. emergency procedures • Emergency Action Plans (EAP) in a sporting context: ○ emergency personnel, i.e. first responder, first aider, coach ○ emergency communica on, i.e. telephone, emergency numbers, emergency services ○ emergency equipment, i.e. first aid kits, evacua on chair. 38 Learning Outcome 4: Know how to respond to common medical conditions • the symptoms of common medical conditions, i.e. ○ Asthma, i.e. coughing, wheezing, shortness of breath, ghtness in the chest. ○ Diabetes, i.e. increased thirst, going to the toilet lots, extreme redness, and weight loss, differences between Type 1 (insulin‐dependent) and Type 2 (non‐insulin dependent) ○ Epilepsy, i.e. seizures • how to respond to these common medical condi ons, i.e. ○ ensure awareness of any par cipants’ medical condi ons prior to commencing physical activity ○ Asthma, i.e. reassurance, inhaler, emergency services (if needed) ○ Diabetes, i.e. insulin (or glucose) hypoglycaemia (low blood sugar), give the individual sugar (e.g. fruit juice, sugary sweets) ○ Epilepsy, i.e. emergency care plans in place for the individual ○ when to refer the performer on to a professional and how to do so. Revision 
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Each of the 4 Learning Outcomes has been covered in your theory lessons. Your classnotes will cover all of these sections. If you were absent or want to check through your classnotes you can access the Powerpoints on the Student Share area in the Sport Science folder (Unit 1). The four Learning Outcomes are saved in their own Powerpoint Presentation to make it easy for you to track each area of the course. Practice exam papers are also saved to the Student Share area together with mark schemes. 39 Health and Social Care Subject Class and Year Group Assessment period Title Success Criteria Health and Social Care Year 10 Option C 13th June to the 24th June End of Year Assessment This unit contributes to the assessment of the Single Award specification, along with the controlled assessment Unit A911. The focus of the unit is to help develop candidate awareness of the norms of development and to apply and compare these to the development of individuals in the different life stages. Candidates will need to understand how factors can influence growth and development and contribute to the development of self‐concept. Candidates should be able to apply their knowledge and understanding to individuals and groups from different life stages and different contexts. Revision 2.2nit A912: Understanding Personal Development stages and pattern of human growth and development
Topic 1: how do individuals grow and develop during each life stage?
You should be able to describe the physical, social, intellectual and emotional developments that typically
take place during each of the five main life stages.
2.2.2 The different factors that can affect human growth and development
Topic 2: what factors affect human growth and development and how can they influence an
individual's health, wellbeing and life opportunities?
You should understand, and be able to give examples of, factors that cause individual differences in
patterns of growth and development.
You will also need to identify what effect abuse and neglect can have on personal development.
Topic 3: The development of self-concept and different types of relationships.
You should know how a person's self-concept is affected by factors such as their: age, appearance,
gender, culture, emotional development, education, relationships & sexual orientation.
You should know which relationships play a key part in an individual's development during each life stage.
and how these relationships can have a positive or negative effect on personal development.
Topic 4: Major life changes and sources of support
You should be able to identify and describe the effects that life events can have on individuals’
personal development.
You should know how individuals adapt and use sources of support to cope with the effects of life events.
The assessment will be a 1 hour long past paper. You need to revise all the topics in your exercise book.
Extra revision material will be found in the H&SC folder in Studentshare. 40 Notes 41 42 Revision Tips Introduction
Getting ready for Assessments is an important thing to do – there is nothing worse than arriving
unprepared as this will only make you more anxious.
These tips are designed to help you get ready for assessments with minimum stress and
maximum success.
It is essential to remember – everyone can experience success at assessments, especially if they
are well prepared and determined to do their very best.
If you have any questions about how to best prepare for your assessments, please contact us.
1. 100% Attendance – Give yourself the very best chance of success, by avoiding taking
unnecessary time off school and making sure you are at your very best during school time.
Keep as up to date in your classwork as you can and make sure you complete every home
work to the very best of your ability.
2. Be equipped and work smart – make sure you have a place set aside at home for study, a
desk preferably and good seating and lighting. It is best to keep a list of the homework you
have to do and the revision you would like to do from now on. It is never too early to revise.
Go back over work you did not understand in class. Use your new maths text books to help
you and for all other subjects use your revision guides.
3. Make sure your Homework gets your very best attention – homework is essential to help you
consolidate the learning you have done in lessons and is also designed to fill learning gaps.
“Flipped learning” is used sometimes where you will find you are learning new information
and skills. You should always aim to produce your very best work as your homework, take
care and pride over the presentation and once you have the feedback from your teacher,
make sure you read the advice, respond to marking and feedback in your class books and
act on the advice given.
Some specific tips to help you:
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Make sure you train yourself now to eat well, sleep well, rest and do some exercise. You
must make sure your body is well prepared for the exams. This means getting used to eating
breakfast now if you do not already. Sleep properly without distractions – turn off your music,
put your phone away, do not have your TV on in your bedroom. Take some exercise if it is only
a walk to get fresh air and exercise, but you must keep healthy. And most importantly do not
use energy drinks and excessive amounts of caffeine to help you study; they are not good for
you and will do you more harm than good.
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Give up some of the things that are getting in the way of you doing really well. Postpone
watching soaps and playing on your game stations until all your homework is done to the best
of your ability and you have done some revision as well.
43 Some more tips to help you:
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Use diagrams and flow charts to help you.
Use lots of colour when revising, highlighters and different colour pens.
Do not revise with the TV on
Take regular breaks – revision is like dieting, little and often works best.
Reward yourself every 20-30 minutes with a snack and a drink.
Ask your teachers about which websites and Apps are helpful, but use these sparingly, best
to revise using books, pens and papers.
To help remember lists, use a mnemonic to help you eg. PEE point evidence explanation.
If you find it easier, try listening to podcasts or recording your notes on your phone and listen
back to them.
Above all, START now, and keep at it. Talk to your teachers, do lots of question practice, try
lots of methods to see which suits you best and give it your very best shot.
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