Year 10 Mock Examinations
Assessment advice for Year 10
parents and students
Glenmoor and Winton Academies
April 2017
1
Science
Subject
Trilogy (Combined Science) - AQA Year 10 Mock Paper
This exam will be taken by all students (both combined and Triple scientists)
Assessment
Year 10 exams 8th to 19th May 2017
The paper will be 1.5 hours long and cover biology, chemistry and physics.
Success Criteria
The following topics will be covered in the mock for all candidates:





Chemistry
Atomic Structure
Bonding
Quantitative Chemistry
Chemical Change
Energy Change



Biology
Cell Biology
Organisation
Infection and Response



Physics
Energy
Electricity
Particle Model of Matter
Revision details
You will be tested on all of the content above as outlined, your teacher will inform you whether you are doing a
Higher or Foundation tier paper. Revision needs to start ASAP as you have a large quantity of content to cover. See
the resources on the next page or ask your teacher for more guidance.
2
Revision Resources:
CGP Science Revision Guides - You can purchase the new level 1-9 books from good bookshops or borrow the old
versions from your class teacher. Revise relevant topics from the books and test yourself on the questions at the
end. Use the contents page to find the exact sections required.
BBC Bitesize website – Complete the revise, activity and test for the sections stated above.
http://www.bbc.co.uk/schools/gcsebitesize/science/aqa
Going through the specimen papers used in your previous mock is a great way to improve your exam technique.
Cross reference this with the mark scheme to check your answers and to see what the examiner is really looking for.
However, do not spend hours learning a whole paper as the mock paper you will be sitting is an unseen one which
you cannot access! The specimen papers can be found on the AQA website.
Specimen papers and mark schemes can be found at:http://www.aqa.org.uk/subjects/science/gcse/combinedscience-trilogy-8464/assessment-resources
There are lots of videos on you tube to further your understanding. My GCSE Science channel covers all topics. This
can be found at: https://www.youtube.com/channel/UCGqabAVv0SRD_SjtodhQPTQ
3
History
Subject
Assessment
Success Criteria
GCSE History
Edexcel 9-1
Year 10 exams 8th to 19th May 2017
Paper 2 exam: Anglo-Saxon & Norman England AND the Cold War.
 The first 3 questions will be about the Period Study: Cold War, and the final 3 questions will
be about the Depth Study: Anglo-Saxons & Normans. [Total = 64 marks]
 Q1: Describe two [causes/consequences] of… [8 marks]
 Q2: “Write a narrative account analysing…” (Give 4 features of an event. A “narrative
analysis” involves saying what happened and then explaining why it was important. Use a
Flow Map to plan your answer) [8 marks]
 Q3: Explain two of the following: [you are given a choice of 3 events; each one begins with
“the importance of…”] [16 marks total. 2 x 8marks]
 Q4: Describe 2 features of… [4 marks]
 Q5: Explain why… [12 marks]
 Q6: [You will be given a choice of 2 questions. Choose 1] “—Quote—“ How far do you
agree? [16 marks] e.g. “The main reason William I was able to keep control of England in the
years 1066-75 was the building of castles” To what extent do you agree with this statement?
16 marks (The second-order concept for this particular question is ‘Causation’; therefore,
you would have to analyse and compare all of the other causes. Other questions would
involve change, continuity, causation, consequence, significance, similarity, & difference).
AO1 6, AO2 10.
 AO1: Demonstrate knowledge and understanding of the key features and characteristics of
the periods studied.
 AO2: Explain and analyse historical events and periods using second-order historical
concepts (these are: change, continuity, causation, consequence, significance, similarity, &
difference.).
 AO3: Analyse, evaluate and use sources (contemporary to the period) to make
substantiated judgements, in the context of the historical events studied.
Revision details
 The first resource you should be using is your own exercise book. The notes which you have developed over
the past 2 years are the main source of knowledge.
 Begin by reading through your notes in order to refresh your memory. However, that is not ‘revision’ – that
is simply ‘reading’!
 Effective revision involves ‘remoulding’ your knowledge in order to improve your understanding. Don’t
simply copy out your notes onto another sheet of paper; try to turn your notes into a newspaper article
(involving a certain bias), write a speech (and then say it aloud), draw hieroglyph notes, make a poster,
develop your own Learning Wheel, produce a PowerPoint presentation, create a video animation.
 Find suitable YouTube documentaries and then try to write subtitles for the key parts, or mute the clip and
try to write your own commentary (simply by using the images).
 Ultimately, you have a lot of topics to revise (see above)! Use the bullet-points above to rate your knowledge
and understanding of each topic at the beginning of your revision, and 3 weeks later.
4


If you haven’t purchased your own copy of the Josh Brooman books (available on Amazon for as little
10pence!) then I suggest you do so… ‘Weimar Germany’ and ‘Hitler’s Germany’ by Josh Brooman.
Incidentally, there is also one on ‘The Cold War’ which will help your next unit.
Useful websites include:
o http://www.bbc.co.uk/schools/gcsebitesize/history/
o http://www.historylearningsite.co.uk/
o http://www.schoolshistory.org.uk/
5
Geography
Subject
Geography
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria
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
where appropriate. 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.
Please visit the following website for a list of the command words:
http://filestore.aqa.org.uk/subjects/AQA-W-9030-TLR-COMMAND-WDS.PDF
Revision details
Topics you will be examined on:
Physical paper- 1hr 30 mins
 Natural Hazards- Tectonic Hazards and Weather Hazards
 The Living World- Ecosystems, Tropical Rainforests and Hot Deserts
 Coastal landscapes in the UK
 River landscapes in the UK
 Climate Change
Human paper- 1hr
 Urban Issues and challenges
 Resource management- Energy
6
The following book would be useful to purchase and use for revision.
https://www.amazon.co.uk/Grade-GCSE-Geography-RevisionGuide/dp/1782946101/ref=sr_1_1?ie=UTF8&qid=1488799671&sr=8-1&keywords=geography+aqa+gcse+9-1
This book has practice exam questions:
https://www.amazon.co.uk/Grade-GCSE-Geography-PracticeWorkbook/dp/178294611X/ref=pd_bxgy_14_img_2?_encoding=UTF8&psc=1&refRID=6FE16C144JFXBMTMGNDS
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
7
Ethics
Subject
GCSE Subject: Ethics
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria
You will be tested on the two topics you have completed so far in the course:


Relationships
Life and death
For each topic, you will answer an a, b, c and d question. Guidance on how to be successful in c
and d questions can be found below, along with the specification and topic list. You will be
given revision guides by your Ethics teacher to help you with the revision.
For ‘c’ questions:
These questions are marked out of 8 marks. Students should give two religious perspectives,
using key vocab, teachings and examples to develop each viewpoint.
8
For ‘d’ questions:
The question is out of 15 marks. Students should engage with a quotation about an ethical or
religious issue. For high marks students will evaluate a range of religious/non-religious
responses to the issue showing an understanding of how belief impacts on society.
Revision details
The spec for the exam is based on what we have studied so far in Relationships and End of Life:
Relationships:
Area of study
Relationships
Specific content
 Christian beliefs, attitudes and teachings about relationships in the twenty first
century including beliefs about: families, roles of women and men, marriage
outside the religious tradition and cohabitation
 The nature and purpose of marriage. Christian marriage ceremonies in Britain and
teachings (Mark 10:6-10)
 Christian attitudes towards adultery, divorce and annulment and separation and remarriage. (Matthew 19:8-9, Mark 10:9)
9
Sexual
relationships


Issues of equality:
gender prejudice
and discrimination


Christian teachings about the nature and purpose of sex and the use of
contraception including varied interpretations of the Natural Law/Absolutist
approach of Thomas Aquinas' Five Precepts with reference to the second Primary
Precept
Diverse attitudes within and across Christian traditions towards same sex
relationships (Leviticus 18:22, 20:3 and 1 Timothy 1: 8-10)
Christian attitudes to the roles of women and men in worship and authority with
reference to Catholic, Orthodox and Anglican views on this issue
Interpretations of teachings: 1 Timothy 2:11-12, Galatians 3:27-29
Concepts:
From the study of the above areas learners will gain an understanding of the following
concepts:
● adultery
● divorce
● cohabitation
● commitment
● contraception
● gender equality
● responsibilities
● roles
End of life:
Area of study
The world
Specific content
 Diverse Christian beliefs, teachings and attitudes about the accounts of the origin
of the universe: Genesis 1 and 2
 The relationship between Christian views and non-religious views of creation and
the extent to which they conflict; creationism vs Big Bang
 Christian and non-religious beliefs, teachings and attitudes about dominion,
stewardship, environmental responsibility, sustainability, and global citizenship:
(Genesis 1:28, Psalm 8:6, 'Humanists for a Better World')
The origin and
 Diverse Christian beliefs, teachings and attitudes toward the origin and sanctity of
value of human life
human life: (Genesis 1:31, Jeremiah 1:5)
 Non-religious beliefs about evolution; Charles Darwin, Richard Dawkins
 Diverse Christian attitudes towards abortion and euthanasia
 Non-religious views on the importance of human and animal life; Peter Singer's
views on 'speciesism'
 Humanist 'Dignity in Dying' Movement
Beliefs about death  Christian beliefs and teachings about life after death, including soul, judgement,
and the afterlife
heaven and hell: (John 11:24-27, 1 Corinthians 15: 42-44)
 Diverse Christian beliefs about the after-life
 How Christian and Humanist funerals in Britain reflect beliefs about the after-life
Concepts:
From the study of the areas above, learners will gain an understanding of the following
concepts:
● afterlife
● environmental sustainability
● euthanasia
● evolution
● abortion
● quality of life
● sanctity of life
● soul
10
Languages
Subject
GCSE French
Assessment
Year 10 exams 8th to 19th May 2017
Paper 1 : listening
Paper 2 :reading
Paper 3 : speaking
Paper 4 :writing
Students will be assessed on the following topics and grammatical structures for the 4 papers:
1) Who I am?
 vocabulary:
 talking about friends and what makes a good friend
 talking about family relationships
 making arrangements to go out
 describing a night out with friends
 talking about your life when you were younger
 discussing role models
 Grammar:
 using irregular verbs in present tense
 using reflexive verbs in present tense
 using the near future
 using the perfect tense
 using the imperfect tense
2) Identity and culture.
 vocabulary:
 talking about sports
 talking about your life online
 talking about books and reading
 talking about television programmes
 talking about actors and films
 Grammar:
 using depuis + present tense
 using the comparative
 using direct object pronouns (le/la/les)
 using superlative adjectives
3) culture and celebrations
 describing your daily life
 talking about food for special occasions
 using polite language
 describing family celebrations
 describing festivals and traditions
 Grammar
 using pouvoir and devoir
 using the pronoun en
 asking questions using tu and vous form
 using venir de + infinitive
Success Criteria
11
4) Local area
 vocabulary:
 describing a region
 talking about your town, village or district
 discussing what to see and do
 discussing future plans and the weather
 describing community projects
 Grammar:
 using the pronoun y
 using negatives
 asking questions using quel/quelle/quels/quelles
 using the future tense
5) holiday
 vocabulary
 talking about what you normally do on holiday
 talking about an ideal holiday
 Grammar
 using the conditional
Revision details




The first resource you should be using is your own exercise book. The notes which you have developed over
the year are the main source of knowledge.
https://www.pearsonactivelearn.com : this website will help you with your listening and reading skills as well
as vocabulary learning. You will also be able to test yourself on vocabulary.
http://www.linguascope.com/ : vocabulary learning
http://www.languagesonline.org.uk : grammar
12
Languages
Subject
Spanish
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria
Paper 1: Listening: Understanding and responding to different types of spoken language
Paper 2: Speaking: Communicating and interacting effectively in speech for a variety of
purposes
7–9 minutes (Foundation Tier) + preparation time
10–12 minutes (Higher Tier) + preparation time
Paper 3: Reading: Understanding and responding to different types of written language
Paper 4: Writing: Communicating effectively in writing for a variety of purposes
Students will be completing a Listening, Speaking, Reading and Writing exam and will need to
revise the following:
Holidays
 Saying what you do in summer
 Talking about holiday preferences
 Saying what you did on holiday
 Describing where you stayed
 Booking accommodation and dealing with problems
 Using three tense together
School






Describing school facilities
Talking about school uniform
Talking about subjects and teachers
Describing your school
Talking about school rules
Talking about activities and achievements
People





Describing people
Talking about social networks
Making arrangements
Talking about reading preferences
Talking about friends and family
Interests and influences
13





Cities





Talking about free time activities
Talking about TV programmes and films
Saying what you usually do
Talking about sports
Discussing different types of entertainment
Talking about places in a town
Talking about shops
Describing features of a region and saying what you can do there
Shopping for clothes and presents
Talking about problems in a town
Grammar points:
Present tense
Preterite and imperfect tenses
Adjectives and their agreements
Comparatives and superlatives
Using negatives
Asking and answering questions
Using para with infinitives
Using ser and estar
Using the future tense
Demonstrative adjectives
Revision details

Students need to use their grammar booklets to help them revise as well as their purple book

Students can use the following websites to help with revision:
-http://www.linguascope.com
-http://www.languagesonline.org.uk
-http://www.bbc.co.uk/schools/gcsebitesize/spanish/
-http://www.lingolex.com/spanish.htm
-https://www.pearsonactivelearn.com/
Reference websites:
-http://www.wordreference.com/
-http://www.verbix.com/languages/spanish.shtml
14
Computer Science
Subject
Computer Science
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria

AQA Spec 2016 Onwards
Computer Science Paper 2
1hour 30 mins
Topics to revise:
Binary Conversion
Denary Conversion
Hexadecimal Conversion
Binary Shift – Explain
ASCII and Unicode
Huffman Compression
Hardware and Software
The CPU and Performance
ROM and RAM
Images – B&W and Colour
Networks – Pan v LAN, Wired, Wireless, Protocols in a network
TCP/IP Stack
Application v operating system
Penetration testing. Black Box v White Box
Social Engineering
Solid State V Magnetic Storage
Cloud Storage
Revision details
Revision details




Classroom toolkit – Theory Topics and Homework Jan to present
AQA Course Companion
AQA Past Papers for Computer Science Spec 4512/2 (wrong spec but some useful content)
BBC Bitesize for Computer Science * http://www.bbc.co.uk/education/subjects/z34k7ty *
http://www.teach-ict.com/2016/GCSE_Computing/OCR_J276/OCR_J276_home.html (Wrong spec but useful
theory)
15
Music
Subject
Eduqas GCSE Music
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria


Listening and appraising exam
Solo performance
The exam will comprise of a mixture of unfamiliar and familiar listening relating to all of the
areas of study.
AOS1: Structure and form
AOS2: Music for Ensemble
AOS3: Film music
AOS4: Popular music
You will be expected to analyse and critique music from all areas of study including both set
works- Eine Kleine Nachtmusik and Since You’ve Been Gone
Your solo performance will be completed during lesson times in the lead up to the examination
period. Please ensure that you are able to perform one complete piece, this can be with
backing track or unaccompanied.
Please provide a copy of the music
Revision details





Elements of music- harmony, tonality, structure, dynamics, tempo, sonority, texture, timbre
BBC bitesize
Exercise book and homeworks
SMHW resources
Attendance at instrumental lessons
16
Dance
Subject
Dance
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria
GCSE Dance
A. Written Paper – Choreography & Set Works
In section A, students will answer questions about how they have created their own
choreography and developed motifs. In section B pupils will answer questions about the set
work ‘Shadows’ by Christopher Bruce.
B. Practical Examination – Set Phrases
Pupils will be assessed on 2 of the set phrases they have been studying this term.
Revision details
You will complete part of a mock written exam (1hr):
 Section A – Developing Choreography






You will need to be able to describe motifs & choreography using Action, Space & Dynamics
Explain how you would develop choreographic ideas from a stimulus
Exercises you would do to develop different skills
Dance Structure
Safe Dance practice
You will need to be able to answer questions about all aspects of the professional work ‘Shadows’ by
Christopher Bruce.
You will receive a revision booklet with all the key words and skills. You should also use your classwork booklets to
revise the set works.
 Section B – Performance of Set Works

You will need to perform 2 of the set phrases you have learned in class (Breathe & Shift). You will be marked
on your accuracy and expressive/performance skills. To revise for this you have access to the program notes
and videos of the set works on the school shared area Q:\Dance\GCSE Dance 1-9\Anthology
17
Drama
Subject
Drama
Assessment
Year 10 exams 8th to 19th May 2017
Success Criteria
Drama: Performance and Response
Section A – Blood Brothers
Students will answer questions relating to the text that they have been practically exploring to
demonstrate their knowledge and understanding of how drama and theatre is developed and
performed.
Revision details
You will complete an extended mock written exam (1hr 30 mins):
 Section A – Blood Brothers

You are encouraged to review your current exercise book in which you have recorded your practical
exploration of Blood Brothers. Concentrate on themes covered and the feedback that you have been given
in response to your written work.
The following websites will aid you in revising for this section:

BBC Bitesize
http://www.bbc.co.uk/education/subjects/zbckjxs

Decribing Voice
http://www.bbc.co.uk/education/guides/zqtgq6f/revision/2

Describing Facial Expressions
http://www.bbc.co.uk/education/guides/zwx3wmn/revision

Describing Body Language
http://www.bbc.co.uk/education/guides/zg8tgk7/revision
18
Media Studies
Subject
Media Studies
Assessment
Year 10 exams 8th to 19th May 2017
Exam details
One external examination at the end of the course. The paper is 1 hour 30 minutes. There is
one tier of entry. The paper is worth 40% of the final GCSE score.
This year the exam focus with be on ‘Serial Television Dramas’.
Q1-2 will be a research focussed question on the codes and conventions of serial TV dramas
such as pre-title scene, narrative structure, characters, audience demographic, promotion,
channel types and airing times.
Q3 will be a production task such as creating a story-board or script.
Q4 will relate to how a drama is promoted such as trailers, the use of social media, magazines
and radio.
Revision details

See individual sections for: industries, genre, narrative, representation, audience & production skills:
http://www.bbc.co.uk/education/guides/zc8tv4j/revision

Revise the booklet on TV serial dramas

Additional powerpoints are accessible on the student share area – familiarise yourself with media
terminology (camera and sound key terms), and the theories of Todorov, Propps, and Blumler and Katz:
L:\Media Studies\Year 10 Media Ms Gibson\Serial Television Dramas
19
PE
Subject
Physical Education
Assessment
Year 10 exams 8th to 19th May 2017. Applied anatomy and physiology and physical training
Success Criteria
Location of major bones:
• know the name and location of the following bones in the human body: cranium vertebrae
ribs sternum clavicle scapula pelvis humerus ulna radius carpals metacarpals
phalanges femur patella tibia fibula tarsals metatarsals.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Functions of the skeleton:
• understand and be able to apply examples of how the skeleton provides or allows: support
posture protection movement blood cell production storage of minerals.
⃝
⃝
⃝
⃝
⃝
⃝
Types of synovial joints: know the definition of a synovial joint
• know the following hinge joints: knee – articulating bones – femur, tibia elbow –
articulating bones – humerus, radius, ulna
• know the following ball and socket joints: shoulder – articulating bones – humerus, scapula
hip – articulating bones – pelvis, femur.
⃝
⃝
⃝
⃝
Types of movement at hinge and ball and socket joints.
• know the types of movement at hinge joints and be able to apply them to examples from
physical activity/sport: flexion extension
• know the types of movement at ball and socket joints and be able to apply them to examples
from physical activity/sport: flexion extension rotation abduction adduction
circumduction.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Other components of joints:
• know the roles of: ligament cartilage tendons.
⃝
⃝
⃝
Location of major muscle groups:
• know the name and location of the following muscle groups in the human body and be able
to apply their use to examples from physical activity/sport: deltoid trapezius latissimus dorsi
pectorals biceps triceps abdominals quadriceps hamstrings gluteals gastrocnemius.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
The roles of the muscle in movement:
• know the definitions and roles of the following and be able to
apply them to examples from physical activity/sport:
agonist antagonist fixator – antagonistic muscle action.
⃝
⃝
⃝
Lever systems:
• know the three classes of lever and their use in physical activity and sport: 1st class – neck
2nd class – ankle 3rd class – elbow
• know the definition of mechanical advantage.
⃝
⃝
⃝
20
Planes of movement and axes of rotation:
• know the location of the planes of movement in the body and their application to physical
activity and sport: frontal transverse sagittal
• know the location of the axes of rotation in the body and their application to physical activity
and sport: frontal transverse longitudinal.
⃝
⃝
⃝
⃝
⃝
⃝
Structure and function of the cardiovascular system:
• know the double-circulatory system (systemic and pulmonary)
• know the different types of blood vessel: arteries capillaries veins
• understand the pathway of blood through the heart: atria ventricles bicuspid, tricuspid
and semilunar valves septum and major blood vessels: – aorta – pulmonary artery – vena cava
– pulmonary vein
• know the definitions of: heart rate stroke volume cardiac output
• know the role of red blood cells.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Structure and function of the respiratory system:
• understand the pathway of air through the respiratory system: mouth nose trachea
bronchi bronchiole alveoli
• know the role of respiratory muscles in breathing: diaphragm intercostals
• know the definitions of: breathing rate tidal volume minute ventilation
• understand about alveoli as the site of gas exchange.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Aerobic and anaerobic exercise:
• know the definitions of: aerobic exercise anaerobic exercise
• be able to apply practical examples of aerobic and anaerobic activities in relation to intensity
and duration.
⃝
⃝
Short-term effects of exercise:
• understand the short-term effects of exercise on: muscle temperature heart rate, stroke
volume, cardiac output redistribution of blood flow during exercise respiratory rate, tidal
volume, minute ventilation oxygen to the working muscles lactic acid production
• be able to apply the effects to examples from physical activity/ sport
• be able to collect and use data relating to short-term effects of exercise.
⃝
⃝
⃝
⃝
⃝
⃝
Long-term (training) effects of exercise:
• understand the long-term effects of exercise on: bone density hypertrophy of muscle
muscular strength muscular endurance resistance to fatigue hypertrophy of the heart
resting heart rate and resting stroke volume cardiac output rate of recovery aerobic capacity
respiratory muscles tidal volume and minute volume during exercise capilliarisation
• be able to apply the effects to examples from physical activity/ sport
• be able to collect and use data relating to long-term effects of exercise.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Components of fitness: Know the following components of fitness:
• cardiovascular endurance/stamina know the definition of cardiovascular endurance/stamina
be able to apply practical examples where this component is particularly important in physical
activity and sport know suitable tests for this component, including: – Cooper 12-minute
run/walk test – multi-stage fitness test
• muscular endurance know the definition of muscular endurance be able to apply practical
examples where this component is particularly important in physical activity and sport know
suitable tests for this component, including: – press-up test – sit-up test
• speed know the definition of speed be able to apply practical examples where this
component is particularly important in physical activity and sport know suitable tests for this
component, including: – 30m sprint test
• strength know the definition of strength be able to apply practical examples of where this
component is particularly important in physical activity and sport know suitable tests for this
component, including: – grip strength dynamometer test – 1 Repetition Maximum (RM)
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
21
• power know the definition of power be able to apply practical examples of where this
component is particularly important in physical activity and sport know suitable tests for this
component, including: – ‘standing jump’ or ‘vertical jump’ tests
• flexibility know the definition of flexibility be able to apply practical examples of where this
component is particularly important in physical activity and sport know suitable tests for this
component, including: – ‘sit and reach’ test
• agility know the definition of agility be able to apply practical examples of where this
component is particularly important in physical activity and sport know suitable tests for this
component, including: – Illinois agility test
• balance know the definition of balance be able to apply practical examples of where this
component is particularly important in physical activity and sport know suitable tests for this
component, including: – ‘stork stand’ test
• co-ordination know the definition of co-ordination be able to apply practical examples of
where this component is particularly important in physical activity and sport know suitable
tests for this component, including: – ‘wall throw’ test
• reaction time know the definition of reaction time be able to apply practical examples of
where this component is particularly important in physical activity and sport know suitable
tests for this component, including: – reaction time ruler test
• be able to collect and use data relating to the components of fitness.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Principles of training:
• know the following definitions of principles of training and be able to apply them to personal
exercise/training programmes: specificity overload progression reversibility.
⃝
⃝
⃝
⃝
Optimising training:
• know the definition of the elements of FITT (Frequency, Intensity, Time, Type) and be able to
apply these elements to personal exercise/training programmes
• know different types of training, definitions and examples of: continuous fartlek interval –
circuit training – weight training – plyometrics – HIIT (High Intensity Interval Training).
• understand the key components of a warm up and be able to apply examples: pulse raising
mobility stretching dynamic movements skill rehearsal
• know the physical benefits of a warm up, including effects on: warming up
muscles/preparing the body for physical activity body temperature heart rate flexibility of
muscles and joints pliability of ligaments and tendons blood flow and oxygen to muscles the
speed of muscle contraction
• understand the key components of a cool down and be able to apply examples: low intensity
exercise stretching
• know the physical benefits of a cool down, including: helps the body’s transition back to a
resting state gradually lowers heart rate gradually lowers temperature circulates blood and
oxygen gradually reduces breathing rate increases removal of waste products such as lactic
acid reduces the risk of muscle soreness and stiffness aids recovery by stretching muscles.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
Prevention of injury:
• understand how the risk of injury in physical activity and sport can be minimised and be able
to apply examples, including: personal protective equipment correct clothing/footwear
appropriate level of competition lifting and carrying equipment safely use of warm up and
cool down
• know potential hazards in a range of physical activity and sport settings and be able to apply
examples, including: sports hall fitness centre playing field artificial outdoor areas
swimming pool.
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
⃝
22
Revision details




OCR GCSE PE website – 2016 specification.
GCSE bitesize – 2016 specification.
Class book and resources
Where to find past paper exam questions: http://www.ocr.org.uk/qualifications/gcse-physical-educationj587-from-2016/
23
Notes
24
25
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:

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.

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.
26
Some more tips to help you:









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.
27