Contents
Page Number
1. Examination equipment list
2. Examination preparation
3. Examination Code of Behaviour
4. Timetable
5. JCQ information for candidates
6. JCQ information for candidates
7. JCQ information for candidates
8. JCQ information for candidates
9. English
13. Maths
18. Science
43. Art
44. Business Studies
47. Computing
48. Drama
51. Food & Nutrition
53. French
54. German
55. Geography
62. History
65. Music
66. PE
72. RE
75.Textiles
November 2016
Dear Parent/Carer,
Mock GCSE Revision Guide
This Mock GCSE Revision Guide contains all information relating to the Mock GCSE Exams including the
Exams timetable.
I hope all this information will be of value to you and your child. Please could you encourage your child to
read it carefully and to make use of the guide. If you have any other queries please do not hesitate to
contact me on [email protected].
Yours sincerely,
Mrs Suzanne Wiltshire
Head of Faculty
EXAMINATION EQUIPMENT LIST
It is important that you take responsibility for bringing your own equipment for the exams. Below is a list of the
things you will need in most examinations.
You should put your name on larger items e.g. calculators.
•
Pencil
•
Ruler
•
Rubber
•
Black Pen
•
Spare black pen
•
Protractor
•
Scientific Calculator
•
Compass
•
Colouring pencils
These should be in a see through pencil case or a clear plastic bag.
1
EXAMINATION PREPARATION
Many people find revision difficult in terms of organisation and motivation. With a little preparation and thought,
revision need not be as difficult as it seems.
REVISION PLANNER
Students who succeed usually have developed good study habits and techniques. It is not all just down to
good memory and ability. The best way to start is to work out a revision timetable. This will make you more
efficient in deciding what to revise and when and how to use your time in the best way. It will force you to
prioritise and think about what you need to concentrate on and allow you to pace yourself so that you can fit
everything in. You can’t learn everything in one go, you will have to read things a few times before they go into
your long term memory, so that means going back to some things at a later date. You should:•
•
•
•
Decide how many hours you feel you can spend on revision every week eg. 15 hours.
Work out how many hours you will allocate to each subject each week. Pencil this into your planner.
Don’t forget to give yourself some time off, you will learn better if you are not tired and stressed out!
Start revising! Do not leave things to the last minute.
OTHER TIPS
Make sure you have all your notes up to date and that you have all your books/folders etc at home with you.
1
2
If you have any past papers they will show you the kind of questions you may expect. Identify
topics covered by each subject (teachers will help).
Divide topics up into specific information. Make short concise notes on these. Make learning cards
(short concise pieces of information on small cards). Never try to memorise what you don’t
understand.
When studying do not work in blocks of less than ½ hour or more than 3 hours. You must take breaks to
refresh yourself. Don’t work for more than 8 hours in one day. It is best to spread your total hours as evenly
as possible over the week. Massive cramming sessions are not effective and lead to inefficiency; poor
memory retention and superficial learning especially when carried out the night before an exam!
The best time to study is usually in the morning. During the second hour you will learn more efficiently. This is
the best time to do the most difficult work. Begin with easy things and then switch tasks. Each session should
begin with a quick reminder of what you did the day before as this reinforces and acts as a warm up. Take a
10 minute break every hour.
Always study in the same place, a warm, light, well-ventilated room is best, away from other distractions and
with all the equipment/books/notes you will need.
1
2
You should go over notes within 12 hours of writing them.
Break down long pieces of work into manageable sections.
2
MOCK EXAM – CODES OF BEHAVIOUR
•
You must line up in silence behind the PE block. The invigilator will tell you when to go into the gym.
•
Enter the gym in silence and leave bags and coats outside on the landing.
•
Mobile phones must be switched off and left in bags.
•
Sit at the table that has your name card on it. Do not talk – even to tell others where to sit.
•
Eating is not allowed in the exam room. No chewing gum.
•
All pens etc must be in a see through plastic bag or pencil case. Tins must be left open on the desk.
•
Equipment will not be lent to you. Equipment lists have been provided. If you have a problem, see
your Tutor.
•
No one will be allowed to visit the toilet during the exam except in emergencies. Please go to the toilet
before the exams.
•
If you need any help/extra paper etc, please put your hand up and an invigilator will help you.
•
Any disturbance made by students, whether inside or immediately outside the hall, will result in a
withdrawal. This includes tapping, moving desks, calling out to the invigilators for help, eye contact or
any other form of communication with other students
•
If you are withdrawn you will have to complete the exam in your own time in an after school detention.
A letter will be sent home to your parents. The school may decide not to enter persistent offenders for
the GCSE exams. Your parents may have to pay for entries and supervision for you. This could cost
hundreds of pounds.
•
If you finish early you must check your answers and then sit quietly. Students will not be allowed to
leave before all other students have completed the paper.
•
Papers will be collected in SILENCE.
•
Students who are allowed and need extra time may have to move to the library or conference room to
continue the examination.
•
When dismissed by the invigilator, you must leave the gym quietly and sensibly. Please remember that
very often, other students are working in lessons.
3
MOCK GCSE TIMETABLE NOVEMBER 2016
9 am
Monday
21st
November
Second Exam 10.15
1:00 PM
After School
English Language
(32) C2 (2 hrs) ET:
30 mins
12.40 start English
Literature (32)
(2hrs) ET 30 mins
Tuesday
22nd
November
Maths Paper 1 (24H
& 9F) (1hr 30) ET 23
min
Business Paper 1 (8)
(1 hr) ET: 15 min
12.40 start Textiles
(10) (2 hrs) ET: 30
mins
Geography Paper 1
(15) (1 hr 30) ET: 23
min
French
Reading H
50 min ET:
12 min (4)
Wednesday
23rd
November
Maths Paper 2 (24H
& 9F) (1hr 30) ET 23
min
Science Paper P1
(All Y11) 1 hr ET 15
min
German
Reading 50
min ET: 12
min (4)
Thursday
24th
November
Science (All Y11)
F&H Paper B1 (1 hr)
ET: 15 min
Friday 25th
November
History (17) Paper 1
(1 hr 45) ET 27 min
Music (9) (P2 -3 in
lesson time - 1hr) ET:
15 min
Maths Paper 3 (24H
& 9F) (1hr 30) ET 23
min
9 am
1:00 PM
Triple Science (18)
Paper B3 (1 hr) ET:
15 min
Monday
28th
November
Tuesday
29th
November
PE (14) 1 hr 30 min
ET: 23 min
Business Paper 2 (8)
(1 hr) ET: 15 min
Geography (15)
Paper 2 (1hr 30) ET:
23 min
Computing (8) Paper
1 (1 hr 30) ET 23
min
Art Practical in
lesson
RE (42) (1 hr 30)
ET:23 min
Art practical in lesson
Wednesday
30th
November
Thursday
1st
December
Friday 2nd
December
Science (All Y11)
Paper C1 F&H (1 hr)
ET: 15 mins
Triple Science (18)
Paper C3 (1 hr) ET:
15 min
Drama (7) (45 min)
ET: 11 min
Food & Nutrition (8) (
1 hr 30 ) ET: 23 min
History (17) Paper 2
(1 hr 45) ET 27 min
4
After School
French
Listening H 45 min ET:
11 min (4)
German
Listening 40
min ET: 10
(4)
5
6
7
8
Subject: English Language &
English Literature
Exam board: Eduqas (WJEC)
Syllabus code:
Exam Papers to be taken:
Duration:
•
•
English Language: Component 2: 19th
and 21st century non-fiction and
Transactional/Persuasive Writing
English Literature: Shakespeare and
19th century prose
•
Two hours
•
Two hours
TOTAL = 4 hours
Useful exam board weblinks:
Useful revision websites:
Specification:
BBC Bitesize GCSE English Language:
http://www.eduqas.co.uk/qualifications/englis
h-language/gcse/
http://www.bbc.co.uk/education/subjects/zr9d7ty
http://www.eduqas.co.uk/qualifications/englis
h-literature/gcse/index.html
Past papers and mark schemes:
Visit the websites above to find the SAMs
(specimen assessment materials) for
examples of exam papers.
Visit English Biz for writing skills: http://www.englishbiz.co.uk/#
BBC Bitesize GCSE English Literature:
http://www.bbc.co.uk/education/subjects/zckw2hv
Visit Sparks Notes for commentaries on texts. They also provide
No Fear Shakespeare – parallel modern English/Shakepearean
English texts. http://nfs.sparknotes.com/
SP&G skills – visit Bristol University’s tutorial site that his
information and online tests that help you improve your writing:
http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutori
al/
There are many really useful resources available on-line or in book form. You can buy revision guides to
specific texts as well as look at on-line materials. Visit the British Library website to find many Victorian texts.
ENGLISH LANGUAGE
• Component 2: 19th and 21st century non-fiction and Transactional/Persuasive Writing
• Two hours long
• 60% of your GCSE
Section A (30%) –Reading (40 marks)
9
This section will test through structured questions the reading of two high-quality unseen non-fiction texts
(about 900-1200 words in total), one from the 19th century, the other from the 21st century. Non-fiction texts
may include, but will not be limited to: letters, extracts
from autobiographies or biographies, diaries, reports, articles and digital and multi-modal texts of various kinds
from newspapers and magazines, and the internet. This section assesses AO1, AO2, AO3 and AO4.
Section B (30%) –Writing (40 marks)
This section will test transactional, persuasive and/or discursive writing through two equally weighted
compulsory tasks (20 marks each). Across the two tasks candidates will be offered opportunities to write for a
range of audiences and purposes, adapting style to form and to real-life contexts in, for example, letters,
articles, reviews, speeches, etc. This section assesses AO5 and AO6.
ASSESSMENT OBJECTIVES (AOs):
Reading
AO1
• Identify and interpret explicit and implicit information and ideas
• Select and synthesise evidence from different texts
AO2
• Explain, comment on analyse how writers use language and structure to achieve effects and influence
readers, using relevant subject terminology to support their 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
Writing
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
• Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with
accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each
specification as a whole.)
How to revise:
•
•
•
•
•
•
Read a lot – of newspapers, articles, letters to the editor and similar as outlined above to build your
vocabulary and to absorb the style of writing.
Read 19th century/Victorian articles.
Do several practice papers under timed conditions – see the Eduqas website.
Assess your strengths and weaknesses and then target improving your weaknesses.
Visit the BBC website for advice, information and test papers.
Improve any weaknesses in spelling, punctuation and grammar by actively revising rules and doing
exercises. See website section.
ENGLISH LITERATURE.
•
Shakespeare and 19th Century Prose
10
•
•
Two hours long
40% of your GCSE
Section A (20%) Shakespeare
Macbeth OR The Merchant of Venice
• one extract-based question and one essay question on the text as a whole, testing your knowledge and
understanding of a Shakespeare text.
• You must comment on Shakespeare’s use of language, structure and form and show an understanding
of key themes, characters and ideas within the text.
• his section will also test learners' spelling, punctuation and grammar.
• Section A assesses AO1, AO2 and AO4.
Section B (20%) 19th Century Prose.
A ChristmasCarol (Dickens)
• One source based response/essay testing your knowledge and understanding of the 19th century prose
novel.
• You will need to comment upon the context of the prose text (i.e. the time in which it was written), the
language, structure and form of the text and key themes, characters and ideas within the text.
• Section B assesses AO1, AO2 and AO3.
Learners are not permitted to take copies of the set texts into the examination.
ASSESSMENT OBJECTIVES FOR ENGLISH LITERATURE
AO1
Read, understand and respond to texts. Students should be able to:
• maintain a critical style and develop an informed personal response
• use textual references, including quotations, to support and illustrate interpretations.
AO2
• Analyse the language, form and structure used by a writer to create meanings and effects, using
relevant subject terminology where appropriate.
AO3
•
AO4
•
Show understanding of the relationships between texts and the contexts in which they were written.
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate
spelling and punctuation.
How to revise:
Re-read the texts so you know all about the:
•
•
•
•
•
Characters and relationships
Key Themes
Ideas
Style/language
Author’s intentions
Write notes or revision maps or character profiles to help you think about and memorise the novel.
Find key quotes for each character and theme. Memorise them.
11
For the 19th century novel, “A Christmas Carol”, you need to know about Charles Dickens and Victorian times
i.e. the context. You can find this online.
Practice writing essays under timed conditions. Writing essay plans is a really good way of thinking about the
topics and capturing your idea. There are lots of essay titles on line.
Visit websites to research the texts.
Good luck.
12
Subject: GCSE Mathematics Foundation Tier
Exam board: Edexcel
Syllabus code: 1MA1
Exam Papers to be taken:
Duration:
• Paper 1 Non-calculator
• Paper 2 Calculator
• Paper 3 Calculator
Past papers and mark schemes: (For
previous syllabus 1MA0)
https://revisionmaths.com/gcsemaths/gcse-maths-pastpapers/edexcel-gcse-maths-pastpapers
•
Each paper is 1 hr 30 mins
Useful revision websites:
http://www.MyMaths.co.uk
school log in : marks
school password: stmarks
http://www.bbc.bitesize.co.uk
www.kerboodle.co.uk
example log in for Joe Bloggs
username: jbloggs
password: jbloggs
institution code: yd2
Please email [email protected] if you have any questions.
Topics to revise:
Number and Ratio Topics
-
Place Value
Rounding
Adding and Subtracting
Multiplying and Dividing
Fractions, Decimals and Percentages
Calculating with Fractions
Estimation and Approximation
Calculator Methods
Measures and Accuracy
Proportion
Ratio and Scales
Percentage Change
Factors & Multiples
Prime Factor Decomposition (Factor Trees)
Powers and Roots
Calculating with Roots and Indices
Exact Calculations
Standard Form
Compound Units
Direct Proportion
Inverse Proportion
Growth and Decay
13
Shape Topics
-
Angles and Lines
Triangles and Quadrilaterals
Congruence and Similarity
Polygon Angles
Measuring lengths and angles
Area of 2D shapes
Transformations (Translations, Rotations, Reflections and Enlargements)
Circles
Constructions and Loci
3D Shapes
Volume of a Prism
Volume and Surface Area
Pythagoras Theorem
Trigonometry (SOHCAHTOA)
Vectors
Algebra Topics
-
Terms and Expressions
Simplifying Expressions
Indices
Expanding and Factorising (Single Brackets and Double Brackets)
Substituting into Formulae
Using Standard Formulae
Equations, Identities and Functions
Solving Linear Equations
Quadratic Equations
Simultaneous Equations
Inequalities
Drawing Straight-Line Graphs
Equation of a Straight Line
Kinematic Graphs
Properties of Quadratic Functions
Sketching Functions
Real-Life Graphs
Sequence Rules
Finding the nth Term
Special Sequences
Data Topics
-
Sampling
Organising and Representing Data
Averages and Spread from Data and from Frequency Tables
Frequency Diagrams
Scatter Graphs and Correlation
Time Series
Probability Experiments and Expected Outcomes
Theoretical Probability
Mutually Exclusive Events
Sets
Possibility Spaces
Tree Diagrams
14
Subject: GCSE Mathematics Higher Tier
Exam board: Edexcel
Syllabus code: 1MA1
Exam Papers to be taken:
Duration:
• Paper 1 Non-calculator
• Paper 2 Calculator
• Paper 3 Calculator
Past papers and mark schemes: (For
previous syllabus 1MA0)
https://revisionmaths.com/gcsemaths/gcse-maths-pastpapers/edexcel-gcse-maths-pastpapers
•
Each paper is 1 hr 30 mins
Useful revision websites:
http://www.MyMaths.co.uk
school log in : marks
school password: stmarks
http://www.bbc.bitesize.co.uk
www.kerboodle.co.uk
example log in for Joe Bloggs
username: jbloggs
password: jbloggs
institution code: yd2
Please email [email protected] if you have any questions.
Topics to revise:
Number and Ratio Topics
-
Place Value and Rounding
Adding and Subtracting
Multiplying and Dividing
Fractions, Decimals and Percentages
Calculating with Fractions
Estimation and Approximation
Calculator Methods
Measures and Accuracy
Proportion
Ratio and Scales
Percentage Change
Factors & Multiples
Prime Factor Decomposition (Factor Trees)
Powers and Roots
Surds
Calculating with Roots and Indices
Exact Calculations
Standard Form
Compound Units
Converting Between Units
Direct and Inverse Proportion
Rates of Change
Growth and Decay
15
Shape Topics
-
Angles and Lines
Triangles and Quadrilaterals
Congruence and Similarity
Angles in Polygons
Measuring lengths and angles
Area of 2D shapes
Transformations (Translations, Rotations, Reflections and Enlargements)
Circles
Circle Theorems
Constructions and Loci
3D Shapes
Volume of a Prism
Volume and Surface Area
Pythagoras Theorem in 2D and 3D
Trigonometry (SOHCAHTOA)
Trigonometry (Area of a Triangle, Sine Rule, Cosine Rule)
Pythagoras and Trigonometry Problems
Vectors
Algebra Topics
-
Simplifying Expressions
Indices
Expanding and Factorising (Single Brackets and Double Brackets)
Formulae
Functions
Equivalences in Algebra
Solving Linear Equations
Quadratic Equations
Simultaneous Equations
Approximate Solutions
Inequalities
Equation of a Straight Line
Linear and Quadratic Functions
Properties of Quadratic Functions
Kinematic Graphs
Cubic and Reciprocal Functions
Exponential and Trigonometric Functions
Real-life Graphs
Gradients and Areas under Graphs
Equations of a Circle
Linear Sequences
Quadratic Sequences
Special Sequences
Data Topics
-
Sampling
Organising and Representing Data
Averages and Spread from Data and from Frequency Tables
Frequency Diagrams
Box Plots and Cumulative Frequency Graphs
16
-
Scatter Graphs and Correlation
Time Series
Probability Experiments
Theoretical Probability
Mutually Exclusive Events
Sets
Possibility Spaces
Tree Diagrams
Conditional Probability
17
Subject: GCSE Triple Science
Exam board: AQA
Syllabus code:
B1: 4401
C1: 4402
P1: 4403
B3: 4401
C3: 4402
Exam Papers to be taken:
•
•
•
•
•
Duration:
B1 Core Biology
C1 Core Chemistry
P1 Core Physics
B3 Triple Biology
C3 Triple Chemistry
•
5 exams
(One hour for each written paper)
Useful exam board weblinks:
Useful revision websites:
Specification:
Youtube.comisfullofshortexamplesofhowto
approachalltopicsontheAQAsyllabus;youcan
buildyourrevisionaroundtheseasawaytorefresh
yourknowledgeandmakenotesbasedonthem.
http://www.aqa.org.uk/subjects/science/gcse
Past papers and mark schemes:
Biology:
http://www.aqa.org.uk/subjects/science/gcse/biology4401/past-papers-and-mark-schemes
Someofthebetteronesinclude:
Chemistry:
http://www.aqa.org.uk/subjects/science/gcse/chemistry4402/past-papers-and-mark-schemes
Physics:
http://www.aqa.org.uk/subjects/science/gcse/physics4403/past-papers-and-mark-schemes
*PrimroseKitten–searchasabove,especiallygood
forChemistryandPhysicsontheAQAsyllabus.
*myGCSEscience–searchasabove,goodforB2,C2
andP2inparticular.
18
*RevisionMonkey–withinyoutube.comsearchfor
“revisionmonkey”followedbythepapernumber
wearestudyingfor,eg:B1.
Revision Guides
The Science department stock revision guides and workbooks which are matched to our AQA course,
whether Core & Additional or Triple Science. We will be selling these at a special school price of £2.75
each which is cheaper than the retail price. It is essential that every student has both a guide and work
book as we may be referring to them in our Science lessons.
The books you should purchase are:
* GCSE Biology revision guide – covering material for papers B1, B2 and B3;
* GCSE Chemistry – as above for Biology;
* GCSE Physics – as above for Biology.
Payments should be made via School Money accessed through the link on the website www.stmarks.org.uk under the account SCIENCE REVISION. If you have any difficulties logging to the online
payment system please contact Mrs Heron, Finance Officer, on 01225 326604, during school hours as
she will be able to take payments over the telephone.
Please email [email protected] if you have any questions.
Topics to revise:
YEAR 10 CORE SCIENCE: B1
B1.1 Keeping healthy
B1.1.1 Diet and exercise
1
Know names of key food groups
2
Know how carbohydrates, fats & proteins are used by the body.
3
Know why minerals and vitamins are important.
4
Know what malnourishment is - over & underweight
5
Unbalanced diets & Type 2 diabetes
6
Exercise levels vs energy levels from food
7
Know how metabolic rate is affected by exercise and BMI & inherited factors.
8
Cholesterol as an inherited factor.
9
Health & exercise levels.
B1.1.2 How our bodies defend themselves against infectious diseases
1
Know what pathogens are
2
Know how bacteria an viruses reproduce and damage living cells
3
Know how the body protects itself against pathogens
4
Explain how white blood cells protect us
5
Describe Immunity and explain its importance
6
Describe the work of Semmelweis and its importance.
7
Explain why Painkillers do not affect pathogens.
8
Describe antibiotic action and explain what antibiotic resistant bacteria are
19
9
MRSA and antibiotic resistance.
10
Pathogen mutations - how antibiotics kill non-resistant strain
11
How remaining pathogens of new strain survive to reproduce
12
How new strains have led to less use of antibiotics for less serious infections
13
New strains of bacteria = need for new antibiotics
14
Describe what vaccination means and how they are done.
15
Know what the MMR vaccine is and what it does.
16
Describe how researchers investigate antibiotics in the lab.
17
Explain why temperature is used to control pathogen growth.
B1.2 Nerves and hormones
B1.2.1 The nervous system
1
Describe the five senses, receptors and stimuli that activate them.
2
Know the structure of a receptor cell.
3
Know how sensory, motor and relay neurones coordinate responses.
4
Understand the role of synapses and effectors in simple reflex actions.
B1.2.2 Control in the human body
1
Know how & why the four internal conditions controlled in human bodies
2
Know where hormones are created and what their function is
3
Know how hormones help coordinate the menstrual cycle in women
4
Explain what Oestrogen, FSH & LH do in the menstrual cycle
5
Explain how contraceptives have changed over time and how they make use of hormones
B1.2.3 Control in plants
1
Describe plant sensitivity to light, moisture & gravity
2
Describe how plants make use of Auxin - causing phototropism & gravitropism
Explain how unequal distribution of hormones causes unequal growth rates in shoots &
roots
3
4
Describe use of plant hormones in farming
B1.3 The use and abuse of drugs
B1.3.1 Drugs
1
Describe drug testing in the lab & in clinical trials
2
Describe how statins lower risk of heart and circulatory disease
3
Explain how the Thalidomide disaster happened
4
Describe effects of misusing alcohol & nicotine, ecstasy, cannabis and heroin
5
Describe negative effects of cannabis use
6
Compare impact of legal vs illegal drugs
7
Describe withdrawal in terms of chemical processes
Explain why performance enhancing drugs are banned in sport: include stimulants &
anabolic steroids
20
8
B1.4 Interdependence and adaptation
B1.4.1 Adaptations
1
Identify materials that organisms need for survival
2
Explain why plants compete for light, space, and for water and nutrients from the soil.
3
Explain what animals compete for
4
Identify features that allow organisms to survive in their environments
5
Explain what an extremophile is
6
Describe 4 features that allow animals to survive
7
Describe 3 features that allow plants to survive
B1.4.2 Environmental change
1
2
3
4
Identify factors that change how organisms are distributed
Describe how changes in competitor, or in the average temperature or rainfall affect
organisms.
Explain how invertebrates or lichen act as living indicators
Explain how oxygen levels, temperature and rainfall act as indicators of environmental
change.
B1.5 Energy and biomass in food chains
B1.5.1 Energy in biomass
1
Explain how plants make use of solar energy
2
Describe energy loss along a food chain
3
Draw a pyramid of biomass
4
Give reasons for reduction in material and energy along a food chain
B1.6 Waste materials from plants and animals
B1.6.1 Decay processes
1
Describe the decay process within a cycle
2
Explain how materials decay and the role of microorganisms in this
3
Identify beneficial substances released by deacy
B1.6.2 The carbon cycle
1
Desrcibe each stage of the carbon cycle including the importance of:
Photosynthesis
Carbohydrates, fats and proteins
Respiration
Feeding
Decomposers
Carbon release
Energy conservation
Combustion
B1.7 Genetic variation and its control
B1.7.1 Why organisms are different
21
1
Describe what genes are and how they are passed on
2
Describe cell structure and show where chromosomes fit in
3
Identify characteristics that genes control
4
Discuss variation as caused by genetics and/or environmental influences
B1.7.2 Reproduction
1
Compare sexual and asexual reproduction
2
Why are cuttings used when growing plants?
Outline how modern cloning techniques are carried out: tissue culture, embryo
transplants, adult cell cloning
3
4
Explain how genetic engineering moves genes from one organism to another
5
Dicuss the benefits and disadvantages of genetic modification
B1.8 Evolution
B1.8.1 Evolution
1
Describe Darwin's Theory of Natural Selection
2
Know what the challenges were to this theory
3
Describe Lamarck's theory and it's flaws
4
Use evolutionary trees to study similarities and differences in organisms
5
Describe the impact of gene mutation on evolution
YEAR 10 CORE SCIENCE: C1 CHEMISTRY
C1.1 The fundamental ideas in chemistry
C1.1.1 Atoms
1
Define what elements are
2
Describe what a group is in the periodic table
3
Use symbols of the elements accurately
4
Describe the nucleus of an atom
5
Describe properties of the sub-atomic particles
6
Understand what the atomic number and mass number tell us
7
Show how electrons are arranged in an atom in shells around the nucleus
C1.1.2 The periodic table
1
Explain the connection between elements in the same group and chemical properties
2
Explain why elements in Group 0 are unreactive in terms of electron shells
C1.1.3 Chemical reactions
1
Describe the differences between Ionic & Covalent bonding
2
Describe the difference between ions and molecules
3
Write a word equation for the reaction between magnesium and oxygen
4
Write a balanced symbol equation for this reaction
5
Explain what conservation of mass means
C1.2 Limestone and building materials
22
C1.2.1 Calcium carbonate
1
Describe how calcium carbonate is quarried
2
Describe what thermal decomposition reactions are - write an equation
Compare the thermal decomposition of magnesium, copper, zinc, calcium and sodium
carbonates
3
4
Calcium Oxide + water = ?
5
How is limewater made in the lab?
6
Describe the chemical test for carbon dioxide using limewater
7
Write word & symbol equations for the reaction of carbonates & acids
8
Explain how limestone damage can be an indication of acid rain levels
9
How is cement made?
10
How is concrete made?
C1.3 Metals and their uses
C1.3.1 Extracting metals
1
What is an ORE?
2
Are they useful to extract - if so, why?
3
What are some of the economic factors to consider when doing extraction?
4
What is oxidation & reduction?
5
Which metals are often extracted by mining?
6
How does the reactivity of a metal affect the way it is extracted?
7
How are phytomining and bioleaching used to extract copper?
Compare the following methods of extraction: reduction with carbon, electrolysis,
displacement
8
9
Why are current methods of extraction so expensive?
10
Describe how recycling is used to make extraction more environmentally acceptable
C1.3.2 Alloys
1
Compare iron and steel - include uses, composition
2
Describe differences between low-carbon and high-carbon steels, as well as stainless steel
3
Name common alloys containing copper, gold, iron and aluminium and their uses
4
Draw a diagram of metal bonding in alloys
C1.3.3 Properties and uses of metals
1
2
Identify where the transition metals in the periodic table are
Describe their physical properties in terms of: conductors of heat and electricity and can
be bent or hammered into shape
3
State uses of transition metals eg: Iron , Copper, Nickel, Chromium
4
Explain why aluminium and titanium are so useful
YEAR 10 CORE SCIENCE: C1 CHEMISTRY
C1.4 Crude oil and fuels
C1.4.1 Crude oil
1
Explain why crude oil is described as a mixture
23
2
Define a mixture
3
Explain what distilliation is and its use in separating crude oil
4
What is a hydrocarbon?
5
What does it mean for a hydrocarbon to be saturated?
6
Draw a saturated hydrocarbon
7
State the general formula for an alkane
C1.4.2 Hydrocarbons
1
Draw an alkane eg: propane
2
Draw a fractional distillation column with labels
3
State the uses of each fraction from the distillation of crude oil
4
Link the idea of heaviness of molecule to position in the column
C1.4.3 Hydrocarbon fuels
1
Identify gases containing carbon, hydrogen, sulphur or nitrogen released when fuels burn
2
Name the two gases that contribute to acid rain formation
3
Name the chemicals that create global warming and global dimming
4
State two things that will reduce sulphur pollution
5
Know 2 useful forms of biofuels and state they are produced from
6
Evaluate the ethical and environmental benefits of using biofuels vs conventional fossil fuels
C1.5 Other useful substances from crude oil
C1.5.1 Obtaining useful substances from crude oil
1
Know how to crack hydrocarbons and state why it is so useful
2
Describe the apparatus needed to do cracking in the lab
Write an equation to show how the cracking process works on a hydrocarbon alkane with
10 carbons
3
4
Draw structural formulae for alkenes
5
Describe the changes that occur when bromine water is added to alkenes
C1.5.2 Polymers
1
Draw the monomers that make poly(ethene) and poly(propene)
2
Name 7 useful applications for polymers
Identify environmental problems associated with increasing use of polymers around the
world
3
4
What are the benefits of biodegradeable polymers?
C1.5.3 Ethanol
1
Know how to create ethanol using ethene as a starting material
2
Outline the fermentation process and compare to other methods of ethanol production
C1.6 Plant oils and their uses
C1.6.1 Vegetable oils
1
Name 3 sources of plant oils
2
Describe how plant oils may be extracted
24
3
Give 3 uses of vegetable oils
4
Compare uses of oils in cooking vs using water
C1.6.2 Emulsions
1
State the meaning of the word immiscible
2
Explain how an emulsion is formed
3
Name 5 applications of emulsions
4
[H] Describe what hydrophobic and hydrophilic mean
[H] Draw molecules in an emulsion showing where the hydrophobic and hydrophilic parts
are
5
1
C1.6.3 Saturated and unsaturated oils
Draw a hydrocarbon with unsaturated bonds and describe how adding bromine water
could be useful
2
[H] Explain what adding hydrogen to unsaturated vegetable oils can achieve
3
[H] Describe the conditions for this procedure
C1.7 Changes in the Earth and its atmosphere
C1.7.1 The Earth’s crust
1
Draw a diagram to show the structure of the inside of the earth - add labels
2
Explain what tectonic plates are and how this model explains earthquakes & volcanoes
C1.7.2 The Earth’s atmosphere
1
Describe the compositon of the earth's atmosphere today
2
Know how long the earth's atmosphere has been like this
Describe events that started to create the early atmosphere during the earth's first billion
years
3
4
Which gases were made first?
5
Identify ways in which the early atmosphere is similar to those on Venus or Mars
6
Explain how life may have started on earth [H] including the Miller Urey Experiment
7
Identify the role of plants in the formation and change of the atmosphere
8
Describe how carbon dioxide can be 'locked up'
[H] Explain how air can be fractionally distilled and outline some uses for the gases
produced
9
YEAR 10 CORE SCIENCE: P1 PHYSICS
P1.1 The transfer of energy by heating
P1.1.1 Infrared radiation
1
Define the words absorb and emit
2
Explain how heat and infra red radiation are linked
3
Identify which surfaces are good absorbers or good emitters of IR and which ones are not
4
Describe materials that are good reflectors of IR
P1.1.2 Kinetic theory
1
Name the 3 main states of matter
25
2
Draw particle diagrams to describe them
3
Compare solids, liquids and gases in terms of the energy each particle has
1
P1.1.3 Energy transfer by heating
Explain how energy is transferred by each of these: conduction, convection, evaporation and
condensation
2
State 2 factors that increase the rate of evaporation and condensation
3
Explain how each of the following affects the rate of energy transfer:
4
surface area and volume
5
the material from which the object is made
6
the nature of the surface with which the object is in contact
7
What effect does temperature difference have on energy transfer?
P1.1.4 Heating and insulating buildings
1
Describe what U-Values are and what they are used for?
2
Which materials are good insulators?
3
Explain how solar panels can be used to generate hot water in the home?
4
State the equation for using Specific Heat Capacity
5
Identify each part of the equation and its units
P1.2 Energy and efficiency
1
P1.2.1 Energy transfers and efficiency
Know that energy cannot be created or destroyed and describe what can be done to it
instead
2
Explain the difference between useful or wasted energy and give examples
3
What happens to wasted energy?
4
Explain what efficiency measures?
5
State the equation for calculating Efficiency
P1.3 The usefulness of electrical appliances
P1.3.1 Transferring electrical energy
1
Give 5 examples of energy transfer by electrical devices found at home
2
State the equation for calculating Energy used by Electrical devices
3
Calculate the cost of using a device connected to the mains electricity supply
YEAR 10 CORE SCIENCE: P1 PHYSICS
P1.4 Methods we use to generate electricity
P1.4.1 Generating electricity
1
Know why steam is an important part of generating electricity
2
Name 3 different types of fuel used to create heat in electrical power stations
3
Describe how wind and water can be used to drive turbines
4
Explain how solar radiation can be used to generate electricity
5
Describe what geothermal energy is
6
State two small scale uses of hydroelectric power and solar power
7
Describe four things to consider when judging environmental impact of energy resources
26
P1.4.2 The National Grid
1
Outline the structure of the National Grid
2
Explain why voltage is increased and current decreases for transmission across the country
3
Describe the differences between step-up and step-down transformers
P1.5.1 General properties of waves
1
Name the two main types of waves
2
Give examples from each group
3
What do all electromagnetic waves have in common?
4
State the equation to calculate wave speed
5
Name each of the 7 parts of the electromagnetic spectrum
6
State a use for each of these waves
7
Describe a hazard associated with each wave
8
Describe what diffraction is and draw a diagram suggesting how it occurs
9
Describe the difference between reflection, refraction and diffraction of waves
10
State the equation that describes how frequency and wavelength are related
Suggest evidence for how Radio waves, microwaves, infra red and visible light are used in
communications
11
1
2
P1.5.2 Reflection
Draw a ray diagram that shows how an object is reflected in a plane mirror - label all rays,
angles, objects and lines
Describe the difference between real and virtual images
P1.5.3 Sound
1
State whether sounds are longitudinal or transverse waves
2
Explain why sounds can be heard
3
State the link between frequency, pitch, amplitude and loudness
4
Describe how echoes occur
P1.5.4 Red-shift
1
Describe the Doppler effect in terms of frequency and wavelength
2
Identify evidence that suggest galaxies are moving away from us at high speed
3
How does red-shift theory explain the movement of galaxies away from each other?
4
Name the two main sources of evidence for the Big Bang Theory
YEAR 11 TRIPLE SCIENCE: B3 BIOLOGY
B3.1 Movement of molecules in and out of cells
B3.1.1 Dissolved substances
1
Know that dissolved substances move by diffusion and active transport
2
Define what Osmosis is
3
Describe the conditions required for Osmosis to occur
4
Know what useful substances are contained in sports drinks
5
Explain why ion/water balance is important in cells
6
Describe the difference between osmosis and active transport
27
7
Know what an exchange surface is
8
Identify the 4 factors that affect the effectiveness of an exchange surface
9
Know how living things have adapted their exchange surfaces for gases and solutes
Explain how exchange of dissolved substances changes as organisms increase in size and
complexity
10
11
Know how is surface area increased in human lungs and in the human small intestine
12
Describe the structure of villi
13
Explain how they make digestion possible by using diffusion and also active transport
B3.1.2 Gaseous exchange
1
Identify where the thorax and where the abdomen are in humans
2
Explain how diffusion moves gases in and out of the respiratory system
3
Describe the mechanism of ventilation in humans
4
Know how the diaphragm takes part in ventilation
B3.1.3 Exchange systems in plants
1
Know how CO2 enters the plant
2
Know how water and mineral ions enter the plant
3
Know how plants increase surface area in the roots and also in the leaves
4
Identify the position of stomata in plants
5
Describe how stomata are involved in the diffusion of gases
6
Describe how water vapour is lost in plants
7
Name conditions that increase or decrease loss of water vapour
8
Know what guard cells are and what they do within plants
B3.2 Transport systems in plants and animals
B3.2.1 The blood system
1
Identify the parts of the human circulatory system
2
Describe the structure of the heart using a diagram
Correctly place the following blood vessels:aorta, vena cava,
pulmonary artery and pulmonary vein.
3
4
Describe the direction of blood flow into and out of the heart
5
Compare and contrast veins and arteries
6
Know the importance of stents in relation to coronary arteries
7
Explain the role of capillaries
8
Compare capillaries to the other blood vessels
B3.2.2 The blood
1
Name the 3 types of cell suspended in blood plasma
2
Know 3 substances transported by blood plasma
3
Describe the structure of red blood cells
4
Explain the role of haemoglobin in red blood cells
5
Know why oxyhaemoglobin is beneficial in humans
6
Know what white blood cells do in humans
28
7
Compare platelets to red blood cells and white blood cells
B3.2.3 Transport systems in plants
1
Know how plants transport water and ions
2
Describe the transpiration stream
3
Explain how dissolved sugars are moved through the plant
B3.3 Homeostasis
B3.3.1 Removal of waste and water control
1
Know how the following waste products are removed: carbon dioxide and urea
2
Explain why ion/water balance is important in cells
3
Identify 5 functions of the human kidney
4
Know how dialysis works and why it is needed
Know how a dialysis machine uses permeable membranes and manages glucose, ions and
urea
5
6
Describe the medical issues that may arise with kidney donation
7
Compare and contrast the action of antigens and antibodies
8
Describe how doctors prevent kidney rejection
B3.3.2 Temperature control
1
Describe the conditions that affect water loss in humans
2
Identify the key human organ involved in temperature control
3
Know how the skin and brain interact to help the body control its temperature
4
Explain how the body reacts to a high core body temperature
5
Explain how the body reacts to a low core body temperature
B3.3.3 Sugar control
1
Explain how the body controls and monitors blood glucose levels
2
Know where glucagon is produced and how it regulates blood glucose levels
3
Describe how Type 1 Diabetes is caused and how it may be controlled
B3.4 Humans and their environment
B3.4.1 Waste from human activity
1
Know how pollution is caused in the air, on land and in water
2
Identify 4 ways that humans reduce the amount of available land
B3.4.2 Deforestation and the destruction of areas of peat
1
Explain why deforestation occurs
2
Know the impact of deforestation on carbon dioxide levels
3
Know the impact of deforestation on biodiversity
4
Describe what peat bogs are and how they fit in to the carbon cycle
B3.4.3 Biofuels
1
Name 5 effects of even a small change in the global temperature
2
Identify 3 bodies of water that absorb CO2
3
Name 2 methods of making biofuels
29
B3.4.4 Food production
1
Describe how the efficiency of food production changes as you move through a food chain
2
Explain how energy loss can be reduced in a food chain
3
Know why fish stocks need to be maintained
4
Describe the factors that affect numbers of fish stocks
5
Explain the value of mycoproteins
6
Describe how mycoproteins are made
YEAR 10 TRIPLE SCIENCE : C3 CHEMISTRY
C3.1 The periodic table
C3.1.1 The early periodic table
1
Know the way in which Newlands organised his periodic table
2
Know the way in which Mendeleev organised his periodic table
3
Know the characteristics of a group in the periodic table
4
Know why Mendeleev left gaps in his table
1
C3.1.2 The modern periodic table
Explain the arrangement of elements in the modern table in terms of protons,
neutrons & electrons
2
Understand how electron arrangements can be used to place elements in the table
3
Be able to write or draw the electron configuration of the first 20 elements
1
2
3
C3.1.3 Trends within the periodic table
Describe the elements of group 1 in terms of: density, reactivity with non-metals, with
water
Describe the trend in reactivity of group 1 elements as you move down the group
Compare and contrast group 1 and group 2 metals reactivity, hardness and reactions
with water and O2
4
Describe trends in chemical and physical properties of Group 7 elements
5
Give examples of displacement reactions for halogen elements
6
Explain reactivity trends in groups 1 and 7 in terms of electron arrangements
C3.2 Water
C3.2.1 Hard and soft water
1
Compare hard and soft water in terms of how they form a lather
2
Know why soapless detergents are valuable
3
Know which compounds cause hard water and how they enter the water
4
Compare the differences between permanent and temporary hard water
5
Describe temporary hard water in terms of the ions involved
6
Outline some of the problems of using hard water for long periods
30
7
Name some health benefits of using hard water
8
Know how to make hard water softer by replacing ions
9
Explain how an ion exchange column works
C3.2.2 Purifying water
1
Explain how pure drinking water is created
2
Describe 3 methods of producing high quality water
3
Discuss the use of water filters containing carbon, silver and ion exchange resins
4
Know the arguments for and against the addition of chlorine and fluorides to water
5
Explain why distillation is used to produce pure water
YEAR 11 TRIPLE SCIENCE : C3 CHEMISTRY
C3.3 Calculating and explaining energy change
C3.3.1 Energy from reactions
1
Describe a simple calorimetry experiment using glass or metal containers
2
Calculate energy changes using Q = mc ΔT
3
Compare expressions of energy in kJ per gram or per mole
4
Describe how neutralisation reactions can be judged in terms of energy calculations
5
Draw simple energy level diagrams
6
Include reactants, products and activation energy on these diagrams
7
Show exothermic and endothermic reactions on an energy level diagram
8
Explain what happens to chemical bonds in exothermic vs endothermic reactions
Describe endothermic and exothermic reactions in terms of breaking and making
bonds
9
10
11
Understand how catalysts change a reaction in terms of activation energy
Compare the advantages and disadvantages of the combustion of hydrogen with the
use of hydrogen fuel cell
C3.4 Further analysis and quantitative chemistry
C3.4.1 Analysing substances
1
Predict flame test results for Lithium, sodium, potassium, calcium and barium
2
Predict precipitation reactions of Aluminium, calcium and magnesium ions
3
Predict precipitation reactions of Copper(II), iron(II) and iron(III) ions
4
Describe reactions of carbonates with acids and also production of limewater
5
Write word equations for the reactions of halide ions with silver nitrate
6
Compare reactions of silver nitrate with halide ions
7
Predict reactions of Sulfate ions in solution with barium chloride
8
Describe how to carry out a titration
Calculate the chemical quantities in titrations involving concentrations (in moles per
dm3)
9
and masses (in grams per dm3).
YEAR 11 TRIPLE SCIENCE : C3 CHEMISTRY
31
C3.5 The production of ammonia
C3.5.1 Making ammonia
1
Know the reactants in the Haber process and how they are obtained
2
State the conditions of the Haber process in terms of temperature and pressure
3
Know what a reversible reaction is
4
Explain what equilibrium is in terms of the Haber process
5
Explain what a rise in temperature will do to an exothermic forward reaction
6
Explain what a rise in pressure will do to the yield of a reaction
Identify the optimum conditions for the Haber process in terms of pressure and
temperature
7
C3.6 Alcohols, carboxylic acids and esters
C3.6.1 Alcohols
1
2
3
Name and draw the alcohols methanol, ethanol and propanol
Describe properties of these alcohols in terms of reaction with water, sodium,
oxygen, and use in solvents and drinks
Describe how ethanol can be converted into ethanoic acid
C3.6.2 Carboxylic acids
1
Name & Draw methanoic acid, ethanoic acid and propanoic acid
2
Describe the properties of carboxylic acids in water
3
Describe reactions of carboxylic acids with carbonates and with alcohols
4
Explain why carboxylic acids are described as weak acids
5
Describe the connection between pH and ionisation
C3.6.3 Esters
1
Know how Ethyl ethanoate is produced
2
Describe the properties of Ethyl ethanoate interms of volatility and smells
32
Subject: GCSE Core & Additional Science
Exam board: AQA
Syllabus code: B1: 4401
C1: 4402
P1: 4403
Exam Papers to be taken:
Duration:
•
•
•
B1 Core Biology
C1 Core Chemistry
P1 Core Physics
•
3 exams (One hour for each written
paper)
Useful exam board weblinks:
Useful revision websites:
Specification:
Youtube.comisfullofshortexamplesofhowto
approachalltopicsontheAQAsyllabus;youcan
buildyourrevisionaroundtheseasawaytorefresh
yourknowledgeandmakenotesbasedonthem.
http://www.aqa.org.uk/subjects/science/gcse
Past papers and mark schemes:
Biology:
http://www.aqa.org.uk/subjects/science/gcse/biology4401/past-papers-and-mark-schemes
Someofthebetteronesinclude:
Chemistry:
http://www.aqa.org.uk/subjects/science/gcse/chemistry4402/past-papers-and-mark-schemes
Physics:
http://www.aqa.org.uk/subjects/science/gcse/physics4403/past-papers-and-mark-schemes
*RevisionMonkey–withinyoutube.comsearchfor
“revisionmonkey”followedbythepapernumber
wearestudyingfor,eg:B1.
*PrimroseKitten–searchasabove,especiallygood
forChemistryandPhysicsontheAQAsyllabus.
*myGCSEscience–searchasabove,goodforB2,C2
andP2inparticular.
Revision Guides
The Science department stock revision guides and workbooks which are matched to our AQA course,
whether Core & Additional or Triple Science. We will be selling these at a special school price of £2.75
each which is cheaper than the retail price. It is essential that every student has both a guide and work
book as we may be referring to them in our Science lessons.
The books you should purchase are:
* GCSE Biology revision guide – covering material for papers B1, B2 and B3;
* GCSE Chemistry – as above for Biology;
* GCSE Physics – as above for Biology.
Payments should be made via School Money accessed through the link on the website www.st33
marks.org.uk under the account SCIENCE REVISION. If you have any difficulties logging to the online
payment system please contact Mrs Heron, Finance Officer, on 01225 326604, during school hours as
she will be able to take payments over the telephone.
Please email [email protected] if you have any questions.
Topics to revise:
YEAR 10 CORE SCIENCE: B1
B1.1 Keeping healthy
B1.1.1 Diet and exercise
1
Know names of key food groups
2
Know how carbohydrates, fats & proteins are used by the body.
3
Know why minerals and vitamins are important.
4
Know what malnourishment is - over & underweight
5
Unbalanced diets & Type 2 diabetes
6
Exercise levels vs energy levels from food
7
Know how metabolic rate is affected by exercise and BMI & inherited factors.
8
Cholesterol as an inherited factor.
9
Health & exercise levels.
B1.1.2 How our bodies defend themselves against infectious diseases
1
Know what pathogens are
2
Know how bacteria an viruses reproduce and damage living cells
3
Know how the body protects itself against pathogens
4
Explain how white blood cells protect us
5
Describe Immunity and explain its importance
6
Describe the work of Semmelweis and its importance.
7
Explain why Painkillers do not affect pathogens.
8
Describe antibiotic action and explain what antibiotic resistant bacteria are
9
MRSA and antibiotic resistance.
10
Pathogen mutations - how antibiotics kill non-resistant strain
11
How remaining pathogens of new strain survive to reproduce
12
How new strains have led to less use of antibiotics for less serious infections
13
New strains of bacteria = need for new antibiotics
14
Describe what vaccination means and how they are done.
15
Know what the MMR vaccine is and what it does.
16
Describe how researchers investigate antibiotics in the lab.
17
Explain why temperature is used to control pathogen growth.
34
B1.2 Nerves and hormones
B1.2.1 The nervous system
1
Describe the five senses, receptors and stimuli that activate them.
2
Know the structure of a receptor cell.
3
Know how sensory, motor and relay neurones coordinate responses.
4
Understand the role of synapses and effectors in simple reflex actions.
B1.2.2 Control in the human body
1
Know how & why the four internal conditions controlled in human bodies
2
Know where hormones are created and what their function is
3
Know how hormones help coordinate the menstrual cycle in women
4
Explain what Oestrogen, FSH & LH do in the menstrual cycle
5
Explain how contraceptives have changed over time and how they make use of hormones
B1.2.3 Control in plants
1
Describe plant sensitivity to light, moisture & gravity
2
Describe how plants make use of Auxin - causing phototropism & gravitropism
Explain how unequal distribution of hormones causes unequal growth rates in shoots &
roots
3
4
Describe use of plant hormones in farming
B1.3 The use and abuse of drugs
B1.3.1 Drugs
1
Describe drug testing in the lab & in clinical trials
2
Describe how statins lower risk of heart and circulatory disease
3
Explain how the Thalidomide disaster happened
4
Describe effects of misusing alcohol & nicotine, ecstasy, cannabis and heroin
5
Describe negative effects of cannabis use
6
Compare impact of legal vs illegal drugs
7
Describe withdrawal in terms of chemical processes
Explain why performance enhancing drugs are banned in sport: include stimulants &
anabolic steroids
8
B1.4 Interdependence and adaptation
B1.4.1 Adaptations
1
Identify materials that organisms need for survival
2
Explain why plants compete for light, space, and for water and nutrients from the soil.
3
Explain what animals compete for
4
Identify features that allow organisms to survive in their environments
5
Explain what an extremophile is
6
Describe 4 features that allow animals to survive
7
Describe 3 features that allow plants to survive
35
B1.4.2 Environmental change
1
2
3
4
Identify factors that change how organisms are distributed
Describe how changes in competitor, or in the average temperature or rainfall affect
organisms.
Explain how invertebrates or lichen act as living indicators
Explain how oxygen levels, temperature and rainfall act as indicators of environmental
change.
B1.5 Energy and biomass in food chains
B1.5.1 Energy in biomass
1
Explain how plants make use of solar energy
2
Describe energy loss along a food chain
3
Draw a pyramid of biomass
4
Give reasons for reduction in material and energy along a food chain
B1.6 Waste materials from plants and animals
B1.6.1 Decay processes
1
Describe the decay process within a cycle
2
Explain how materials decay and the role of microorganisms in this
3
Identify beneficial substances released by deacy
B1.6.2 The carbon cycle
1
Desrcibe each stage of the carbon cycle including the importance of:
Photosynthesis
Carbohydrates, fats and proteins
Respiration
Feeding
Decomposers
Carbon release
Energy conservation
Combustion
B1.7 Genetic variation and its control
B1.7.1 Why organisms are different
1
Describe what genes are and how they are passed on
2
Describe cell structure and show where chromosomes fit in
3
Identify characteristics that genes control
4
Discuss variation as caused by genetics and/or environmental influences
B1.7.2 Reproduction
1
Compare sexual and asexual reproduction
2
Why are cuttings used when growing plants?
Outline how modern cloning techniques are carried out: tissue culture, embryo
transplants, adult cell cloning
3
36
4
Explain how genetic engineering moves genes from one organism to another
5
Dicuss the benefits and disadvantages of genetic modification
B1.8 Evolution
B1.8.1 Evolution
1
Describe Darwin's Theory of Natural Selection
2
Know what the challenges were to this theory
3
Describe Lamarck's theory and it's flaws
4
Use evolutionary trees to study similarities and differences in organisms
5
Describe the impact of gene mutation on evolution
YEAR 10 CORE SCIENCE: C1 CHEMISTRY
C1.1 The fundamental ideas in chemistry
C1.1.1 Atoms
1
Define what elements are
2
Describe what a group is in the periodic table
3
Use symbols of the elements accurately
4
Describe the nucleus of an atom
5
Describe properties of the sub-atomic particles
6
Understand what the atomic number and mass number tell us
7
Show how electrons are arranged in an atom in shells around the nucleus
C1.1.2 The periodic table
1
Explain the connection between elements in the same group and chemical properties
2
Explain why elements in Group 0 are unreactive in terms of electron shells
C1.1.3 Chemical reactions
1
Describe the differences between Ionic & Covalent bonding
2
Describe the difference between ions and molecules
3
Write a word equation for the reaction between magnesium and oxygen
4
Write a balanced symbol equation for this reaction
5
Explain what conservation of mass means
C1.2 Limestone and building materials
C1.2.1 Calcium carbonate
1
Describe how calcium carbonate is quarried
2
Describe what thermal decomposition reactions are - write an equation
Compare the thermal decomposition of magnesium, copper, zinc, calcium and sodium
carbonates
3
4
Calcium Oxide + water = ?
5
How is limewater made in the lab?
6
Describe the chemical test for carbon dioxide using limewater
7
Write word & symbol equations for the reaction of carbonates & acids
37
8
Explain how limestone damage can be an indication of acid rain levels
9
How is cement made?
10
How is concrete made?
C1.3 Metals and their uses
C1.3.1 Extracting metals
1
What is an ORE?
2
Are they useful to extract - if so, why?
3
What are some of the economic factors to consider when doing extraction?
4
What is oxidation & reduction?
5
Which metals are often extracted by mining?
6
How does the reactivity of a metal affect the way it is extracted?
7
How are phytomining and bioleaching used to extract copper?
Compare the following methods of extraction: reduction with carbon, electrolysis,
displacement
8
9
Why are current methods of extraction so expensive?
10
Describe how recycling is used to make extraction more environmentally acceptable
C1.3.2 Alloys
1
Compare iron and steel - include uses, composition
2
Describe differences between low-carbon and high-carbon steels, as well as stainless steel
3
Name common alloys containing copper, gold, iron and aluminium and their uses
4
Draw a diagram of metal bonding in alloys
C1.3.3 Properties and uses of metals
1
2
Identify where the transition metals in the periodic table are
Describe their physical properties in terms of: conductors of heat and electricity and can
be bent or hammered into shape
3
State uses of transition metals eg: Iron , Copper, Nickel, Chromium
4
Explain why aluminium and titanium are so useful
YEAR 10 CORE SCIENCE: C1 CHEMISTRY
C1.4 Crude oil and fuels
C1.4.1 Crude oil
1
Explain why crude oil is described as a mixture
2
Define a mixture
3
Explain what distilliation is and its use in separating crude oil
4
What is a hydrocarbon?
5
What does it mean for a hydrocarbon to be saturated?
6
Draw a saturated hydrocarbon
7
State the general formula for an alkane
C1.4.2 Hydrocarbons
1
Draw an alkane eg: propane
38
2
Draw a fractional distillation column with labels
3
State the uses of each fraction from the distillation of crude oil
4
Link the idea of heaviness of molecule to position in the column
C1.4.3 Hydrocarbon fuels
1
Identify gases containing carbon, hydrogen, sulphur or nitrogen released when fuels burn
2
Name the two gases that contribute to acid rain formation
3
Name the chemicals that create global warming and global dimming
4
State two things that will reduce sulphur pollution
5
Know 2 useful forms of biofuels and state they are produced from
6
Evaluate the ethical and environmental benefits of using biofuels vs conventional fossil fuels
C1.5 Other useful substances from crude oil
C1.5.1 Obtaining useful substances from crude oil
1
Know how to crack hydrocarbons and state why it is so useful
2
Describe the apparatus needed to do cracking in the lab
Write an equation to show how the cracking process works on a hydrocarbon alkane with
10 carbons
3
4
Draw structural formulae for alkenes
5
Describe the changes that occur when bromine water is added to alkenes
C1.5.2 Polymers
1
Draw the monomers that make poly(ethene) and poly(propene)
2
Name 7 useful applications for polymers
Identify environmental problems associated with increasing use of polymers around the
world
3
4
What are the benefits of biodegradeable polymers?
C1.5.3 Ethanol
1
Know how to create ethanol using ethene as a starting material
2
Outline the fermentation process and compare to other methods of ethanol production
C1.6 Plant oils and their uses
C1.6.1 Vegetable oils
1
Name 3 sources of plant oils
2
Describe how plant oils may be extracted
3
Give 3 uses of vegetable oils
4
Compare uses of oils in cooking vs using water
C1.6.2 Emulsions
1
State the meaning of the word immiscible
2
Explain how an emulsion is formed
3
Name 5 applications of emulsions
4
[H] Describe what hydrophobic and hydrophilic mean
[H] Draw molecules in an emulsion showing where the hydrophobic and hydrophilic parts
are
5
39
1
C1.6.3 Saturated and unsaturated oils
Draw a hydrocarbon with unsaturated bonds and describe how adding bromine water
could be useful
2
[H] Explain what adding hydrogen to unsaturated vegetable oils can achieve
3
[H] Describe the conditions for this procedure
C1.7 Changes in the Earth and its atmosphere
C1.7.1 The Earth’s crust
1
Draw a diagram to show the structure of the inside of the earth - add labels
2
Explain what tectonic plates are and how this model explains earthquakes & volcanoes
C1.7.2 The Earth’s atmosphere
1
Describe the compositon of the earth's atmosphere today
2
Know how long the earth's atmosphere has been like this
Describe events that started to create the early atmosphere during the earth's first billion
years
3
4
Which gases were made first?
5
Identify ways in which the early atmosphere is similar to those on Venus or Mars
6
Explain how life may have started on earth [H] including the Miller Urey Experiment
7
Identify the role of plants in the formation and change of the atmosphere
8
Describe how carbon dioxide can be 'locked up'
[H] Explain how air can be fractionally distilled and outline some uses for the gases
produced
9
YEAR 10 CORE SCIENCE: P1 PHYSICS
P1.1 The transfer of energy by heating
P1.1.1 Infrared radiation
1
Define the words absorb and emit
2
Explain how heat and infra red radiation are linked
3
Identify which surfaces are good absorbers or good emitters of IR and which ones are not
4
Describe materials that are good reflectors of IR
P1.1.2 Kinetic theory
1
Name the 3 main states of matter
2
Draw particle diagrams to describe them
3
Compare solids, liquids and gases in terms of the energy each particle has
1
P1.1.3 Energy transfer by heating
Explain how energy is transferred by each of these: conduction, convection, evaporation and
condensation
2
State 2 factors that increase the rate of evaporation and condensation
3
Explain how each of the following affects the rate of energy transfer:
4
surface area and volume
5
the material from which the object is made
40
6
the nature of the surface with which the object is in contact
7
What effect does temperature difference have on energy transfer?
P1.1.4 Heating and insulating buildings
1
Describe what U-Values are and what they are used for?
2
Which materials are good insulators?
3
Explain how solar panels can be used to generate hot water in the home?
4
State the equation for using Specific Heat Capacity
5
Identify each part of the equation and its units
P1.2 Energy and efficiency
1
P1.2.1 Energy transfers and efficiency
Know that energy cannot be created or destroyed and describe what can be done to it
instead
2
Explain the difference between useful or wasted energy and give examples
3
What happens to wasted energy?
4
Explain what efficiency measures?
5
State the equation for calculating Efficiency
P1.3 The usefulness of electrical appliances
P1.3.1 Transferring electrical energy
1
Give 5 examples of energy transfer by electrical devices found at home
2
State the equation for calculating Energy used by Electrical devices
3
Calculate the cost of using a device connected to the mains electricity supply
YEAR 10 CORE SCIENCE: P1 PHYSICS
P1.4 Methods we use to generate electricity
P1.4.1 Generating electricity
1
Know why steam is an important part of generating electricity
2
Name 3 different types of fuel used to create heat in electrical power stations
3
Describe how wind and water can be used to drive turbines
4
Explain how solar radiation can be used to generate electricity
5
Describe what geothermal energy is
6
State two small scale uses of hydroelectric power and solar power
7
Describe four things to consider when judging environmental impact of energy resources
P1.4.2 The National Grid
1
Outline the structure of the National Grid
2
Explain why voltage is increased and current decreases for transmission across the country
3
Describe the differences between step-up and step-down transformers
P1.5.1 General properties of waves
1
Name the two main types of waves
2
Give examples from each group
3
What do all electromagnetic waves have in common?
41
4
State the equation to calculate wave speed
5
Name each of the 7 parts of the electromagnetic spectrum
6
State a use for each of these waves
7
Describe a hazard associated with each wave
8
Describe what diffraction is and draw a diagram suggesting how it occurs
9
Describe the difference between reflection, refraction and diffraction of waves
10
State the equation that describes how frequency and wavelength are related
Suggest evidence for how Radio waves, microwaves, infra red and visible light are used in
communications
11
1
2
P1.5.2 Reflection
Draw a ray diagram that shows how an object is reflected in a plane mirror - label all rays,
angles, objects and lines
Describe the difference between real and virtual images
P1.5.3 Sound
1
State whether sounds are longitudinal or transverse waves
2
Explain why sounds can be heard
3
State the link between frequency, pitch, amplitude and loudness
4
Describe how echoes occur
P1.5.4 Red-shift
1
Describe the Doppler effect in terms of frequency and wavelength
2
Identify evidence that suggest galaxies are moving away from us at high speed
3
How does red-shift theory explain the movement of galaxies away from each other?
4
Name the two main sources of evidence for the Big Bang Theory
42
Subject: Art
Exam board: Edexcel
Syllabus code: 2AD01
GCSE Art and Design (Fine Art)
Work to be begun during exam:
Duration: Two hours
Final outcome (AO4)
(during two lessons you will begin your final
outcome) AO4
Linked to Together and/or Apart
Useful exam board web links:
Useful revision websites:
Specification:
Further understanding of assessment
objectives:
https://qualifications.pearson.com/en/qualifications/edex
cel-gcses/art-and-design-2009.html
http://www.bbc.co.uk/schools/gcsebitesize/art/a
os/
•
•
•
During your Art mock exam you will begin your final outcome linked to Together and/or Apart
This will need to be completed in full by the end of term Friday 16th December.
However, the Submission of both course work projects will be Monday 2nd January (Society and
Together and/or apart with completed final outcomes)
•
This coursework is worth 60% of your GCSE Mark
•
Prior to the exam ensure you have completed AO1-AO3 in your books which you will be using
to support the completion of AO4 linked to Together and/or Apart
•
In other words all your artist research, material experiments, recording of your work through drawing
and photography and mind maps must be ready for the exam so you are confidant that you can
complete your final piece to the best of your ability.
Please email [email protected] if you have any questions.
43
Subject: GCSE Business Studies
Exam board: AQA
Syllabus code: 4133
Exam Papers to be taken:
Duration:
•
•
Unit 1 Setting up a business
Unit 2 Growing as a business
•
Two hours (One hour for each written
paper)
Useful exam board weblinks:
Useful revision websites:
Specification:
http://www.businessed.co.uk/#
http://filestore.aqa.org.uk/subjects/AQA4130-W-SP-14.PDF
http://www.bbc.co.uk/education/subjects/zpsvr82
Past papers and mark schemes:
http://filestore.aqa.org.uk/subjects/AQA4130-W-SP-14.PDF
Students were given a GCSE Business revision guide at the beginning of
Year 10 which should be used. They are also encouraged to take their class
folders home.
Please email [email protected] if you have any questions.
Topics to revise:
Unit 1 Setting up a Business Topics:
1.
Starting a Business
1.1
1.2
1.3
1.4
Starting a Business Enterprise
Setting Business Aims and Objectives
Business Planning
Choosing the Appropriate Legal Structure for the Business e.g. sole trader, partnership, private limited
company (ltd)
Choosing the Location of the Business
___________________________________________________________________
1.5
2.
Marketing
2.1
Conducting Market Research with Limited Budgets
2.2
Using the Marketing Mix
44
___________________________________________________________________
3.
Finance
3.1
Finance and Support for a Small Business
3.2
Financial Terms and Simple Calculations
3.3
Using Cash Flow
___________________________________________________________________
4.
People in Businesses
4.1
Recruiting
4.2
Motivating Staff
4.3
Protecting Staff through Understanding Legislation e.g. equal pay and minimum wage laws,
discrimination, employment rights and health and safety.
____________________________________________________________________
5.
Operations Management
5.1
Production Methods for Manufacturing and Providing a Service
5.2
Customer Service
_________________________________________________________________________
Unit 2 – Growing as a Business Topics
1.
The Business Organisation
1.1
Expanding a Business
1.2
Choosing the Right Legal Structure for the Business
1.3
Changing Business Aims and Objectives
1.4
Choosing the Best Location for a growing business
___________________________________________________________________
2.
Marketing
2.1
The Marketing Mix – Product
2.2
Using the Marketing Mix – Price
2.3
Using the Marketing Mix – Promotion
2.4
Using the Marketing Mix – Place
___________________________________________________________________
45
3.
Finance
3.1
Finance for Large Businesses
3.2
Profit and Loss Accounts and Balance Sheets
___________________________________________________________________
4.
People in Businesses
4.1
Reorganising Organisational Charts and Management Hierarchies
4.2
Recruitment and Retention of Staff
___________________________________________________________________
5.
Operations Management
5.1
Production Methods for Growing Businesses
5.2
Recognising Challenges of Growth
5.3
Maintaining Quality Assurance in Growing Businesses
46
Subject: GCSE Computing
Exam board: OCR
Syllabus code: J275
Exam Papers to be taken:
Duration:
•
Unit 1 Computer Systems and
Programming
•
One hour and 30 minutes
Useful exam board weblinks:
Useful revision websites:
Specification:
http://www.teach-ict.com/gcse_computing.html
http://www.ocr.org.uk/Images/72936specification.pdf
http://www.bbc.co.uk/education/subjects/z34k7ty
Past papers and mark schemes:
http://www.ocr.org.uk/qualifications/gcsecomputing-j275-from-2012/
Topics to revise:
You will need to revise for the theory examination. We have given out Zig Zag revision guides which have
theory and exam style questions.
We have some OCR GCSE Computing books that are available to be borrowed.
There is also the OCR Computing for GCSE Student’s book by Sean O’Byrne (Hodder Education ISBN-10:
1444177796 ISBN-13: 978-1444177794) which is available from book stores.
Topics:
-
Computer Systems
Computing Hardware
Software
Representation of Data in Computer Systems
Databases
Computer Communication and Networking
Programming
47
Subject: GCSE Drama
Exam board: AQA
Syllabus code: 4240
Exam Papers to be taken:
Duration:
•
Unit 1 – Section A
•
45 mins – only completing half the paper
Useful exam board weblinks:
Useful revision websites:
Specification:
http://www.bbc.co.uk/education/subjects/zbckjxs
http://filestore.aqa.org.uk/subjects/AQA-4240-WSP-14.PDF
Past papers and mark schemes:
http://www.aqa.org.uk/subjects/drama/gcse/drama4240/past-papers-and-mark-schemes
Students have lots of revision materials and notes in their books and class folders. They are
encouraged to take books and their class folders home.
Please email [email protected] if you have any questions.
48
49
50
Name of examination GCSE Food and Nutrition
Exam board: OCR
Syllabus code:
J431: B003 Principles of Food and Nutrition
Task: Written paper
Duration: 1 hour and 30 minutes
Useful exam board web links:
Useful revision websites:
Specification:
Eat well guide:
http://www.ocr.org.uk/qualifications/gc
se-home-economics-food-andnutrition-j431-from-2012/
http://www.nhs.uk/Livewell/Goodfood/Pages/t
he-eatwell-guide.aspx
Food a fact of life:
http://www.foodafactoflife.org.uk/
Students were given a GCSE Revision booklet at the beginning of Year 10 which should
be used. It has lots of information and questions to practice from.
Please email [email protected] if you have any questions.
•
•
•
You are expected to answer all of the questions in the exam.
The total number of marks available for this exam is 80.
Your quality of written communication is assessed in the question marked with an asterisk (*).
Topics to revise:
Nutrition and health
•
•
•
•
•
•
•
•
•
•
Function and role of nutrients
The function and sources of the main macro/micro nutrients in the diet
The consequences of a deficiency of nutrients
The importance of water in the diet
The importance of fibre in the diet
Relationship between diet and health
The current dietary guidelines, to include the ‘eatwell plate’ showing the balance of foods in a healthy
diet
Major diet-related health issues, to include obesity, coronary heart disease, cancer, high blood
pressure, diabetes, osteoporosis
How to adapt meals/diets to follow current dietary guidelines
The recommended daily amounts of nutrients for different groups
51
•
•
•
•
Energy and food
The main sources of energy in the diet and how energy is measured
The factors that influence an individual’s energy requirements
Energy provision, intake/expenditure/imbalance.
Food commodities
• Nutritional value and role
• The nutritional value and types of major food commodities, including meat, fish, eggs, milk, cheese,
fruit, vegetables and cereals
• The use of the major food commodities in the diet
• The types and use of convenience foods
• The role of genetically modified, organic and functional foods.
• Fortified foods
Meal planning
• Balanced diets; candidates should be able to recognise and understand the term ‘balanced diet’
• The importance of a balanced diet for good health
• Nutritional needs of groups
• The issues/factors to consider when planning and serving balanced meals
• Dietary needs of different age groups
• The needs of groups with special dietary requirements, including pregnancy, weight loss, vegetarians,
coeliacs, diabetics, food allergies/intolerances, coronary heart disease
That food choice is affected by social and economic factors
That food choice is affected by cultural and religious diversity.
Food safety and preservation
• Preservation
• The advantages of food preservation
• The causes of food spoilage and the conditions in which it occurs
• The positive and negative effects on food of yeasts, moulds, enzymes and bacteria
• The different methods of home preservation and how they work, to include jam-making, pickling and
freezing
• The different types of commercial methods of preservation and examples of their use, to include
canning, accelerated freeze drying, controlled-atmosphere packaging, vacuum packaging, cook–chill,
modified-atmosphere packaging, radiation, cryogenic freezing
• Food safety
• How to avoid and reduce the risk of food contamination when preparing, cooking and storing a range of
foods in the home
• The principles of hygienic practice in the kitchen
• The causes and effects of food poisoning.
Consumer education
• Consumer education
• The role of marketing and advertising in influencing food choices and trends
• That the purchase of food is dependent upon shopping trends, facilities and environmental issues
• Food labelling requirements
• The function of food labelling for the consumer
• The rights of the consumer if the goods purchased are faulty or of unsatisfactory quality.
Subject: GCSE French
52
Exam board: AQA
Syllabus code: 4655
Exam Papers to be taken:
Duration:
•
•
Unit 1: Listening (Higher)
Unit 2: Reading (Higher)
•
•
Listening: 40 minutes + 5 minutes reading time
Reading: 50 minutes
Useful exam board weblinks:
Useful revision websites:
Specification:
http://www.bbc.co.uk/schools/gcsebitesize/french/
http://filestore.aqa.org.uk/subjects/AQA-4655-W-SP14.PDF
http://www.tv5monde.com/
Past papers and mark schemes:
http://www.aqa.org.uk/subjects/languages/gcse/frenc
h-4655/past-papers-and-mark-schemes
http://www.language-gym.com/#/
http://www.languagesonline.org.uk/Hotpotatoes/Index.h
tm
Students will be given a copy of AQA’s vocabulary list, with English translations.
Also, the following revision guide may prove useful.
Please email [email protected] if you have any questions.
Topics to revise:
1.
Lifestyle
1.6
Family and Relationships
1.7
Health
___________________________________________________________________
2.
Leisure
2.1
Free time and the Media
2.2
Holidays
__________________________________________________________________
3.
Work and Education
3.1
School and future plans
3.2
Current and future plans___________________________________________________________________
4.
Home and Environment
4.1
Home and Local area
4.2
Environment
53
Subject: GCSE German
Exam board: AQA
Syllabus code: 4665
Exam Papers to be taken:
Duration:
•
•
Unit 1 Listening
Unit 2 Reading
•
•
U1 40 mins
U2 50 mins
Useful exam board weblinks:
Useful revision websites:
Specification & Past papers and mark schemes:
http://www.bbc.co.uk/education/subjects/z8j2tfr
http://www.aqa.org.uk/subjects/languages/gcse/german4665
NBweareusingthecurrentspecification,4665,NOTthe
newspecificationwhichstartedinSeptember2016.
Students have been given a GCSE German revision guide which they can use. They also
have a vocabulary practice kit and are encouraged to take their folders and exercise books
home.
Please email [email protected] if you have any questions.
Topics to revise for both papers:
School and Work
Holidays and Travel
Freetime and Entertainment
Health and Fitness
Home and Environment
Self and Others (character and relationships)
You also need particularly to revise recognizing verbs in different tenses
54
Subject: GCSE Geography
Exam board: AQA
Syllabus code: 9032
Exam Papers to be taken:
Duration:
•
•
Unit 1 Physical Geography
Unit 2 Human Geography
•
Three hours (One and a half hours for
each written paper)
Useful exam board web links:
Useful revision websites:
Specification:
http://www.bbc.co.uk/education/subjects/zkw76s
g there are also lots of great ‘class clips’ on here
which a great for revision.
http://www.aqa.org.uk/subjects/geography/gcse/geography
-a-9030/spec-at-a-glance
Relevant sections on this website:
Past papers and mark schemes:
http://www.aqa.org.uk/subjects/geography/gcse/geography
-a-9030/past-papers-and-mark-schemes
Physical Geography
•
•
•
Coastal landscapes
Ecosystems
Natural Hazards
Human Geography
•
•
•
Globalisation
Population and migration
Tourism
All Geographical Skills
Please ensure that time is not wasted by revising
irrelevant sections! This is a website that covers
all aspects of GCSE Geography for all
specifications.
A great revision guide including practice questions and answers is produced by CPG. A letter will be coming
home for you to purchase these through school (costing £5.50 instead of £10.99) If you wish to purchase one
in the meantime this is the ISBN of the revision guide is 978 1 84762 378 2. They can be purchased here:
https://www.cgpbooks.co.uk/School/books_gcse_geography.book_GAHS41 This book is also available for
Amazon kindle, but you don’t need to have a Kindle to read it, you just need to download the kindle app for
your computer or tablet.
Please email [email protected] if you have any questions.
Topics to revise:
55
UNIT 1: Physical Geography (Paper 1)
THE RESTLESS EARTH
Question 1
(30 minutes)
Key Idea: The Earth’s crust is unstable, especially at plate margins.
•
•
Distribution of plates; contrasts between continental and oceanic plates.
Destructive, constructive and conservative plate margins.
Key Idea: Unique landforms occur at plate margins. Location and formation of fold mountains, ocean
trenches, composite volcanoes and shield volcanoes.
•
People use these landforms as a resource and adapt to the conditions within them.
•
A case study of one range of Fold Mountains. The ways in which they are used – farming, Hydro
Electric Power, mining, tourism and how people adapt to limited communications, steep relief, poor
soils.
CASE STUDY: The French Alps
Key Idea: Volcanoes are hazards resulting from tectonic activity. Their primary and secondary effects
are positive as well as negative. Responses change in the aftermath of an eruption.
•
Characteristics of different types of volcanoes.
•
A case study of a volcanic eruption – its cause; primary and secondary effects; positive and negative
impacts; immediate and long term responses. Monitoring and predicting volcanic eruptions.
CASE STUDY: Montserrat, Caribbean (1997)
Key Idea: Supervolcanoes are on a much bigger scale than other volcanoes and an eruption would
have global consequences.
•
The characteristics of a supervolcano and the likely effects of an eruption.
CASE STUDY: Yellowstone National Park, Montana, USA
Key Idea: Earthquakes occur at constructive, destructive and conservative plate margins.
•
•
Location and cause of earthquakes. Features of earthquakes – epicentre, focus, shock waves and the
measurement of earthquakes using the Richter and Mercalli Scales.
•
The effects of earthquakes and responses to them differ due to contrasts in levels of wealth.
56
•
A case study of an earthquake in a rich part of the world and one from a poorer area – their specific
causes; primary and secondary effects; immediate and long term responses – the need to predict,
protect and prepare. Contrasts in effects and responses will be clear.
CASE STUDIES: - Richer part of the world Kobe Japan (1995)
- Poorer part of the world The Sichuan Earthquake China (2008)
Key Idea: Tsunamis are a specific secondary effect and can have devastating effects in coastal areas.
•
A case study of a tsunami – its cause, effects and responses.
CASE STUDY: The Japanese Tsunami (2011), OR the Indian Ocean Tsunami (2004)
THE LIVING WORLD
Question 4
(30 minutes)
We are yet to complete this topic. In order to give students a true mock experience they will have a go at this
question, but they are not expected to revise for it. Marks awarded for this question will not be taken into
account when calculating their final mock exam grade. Therefore students will only be graded on units they
have been taught to date.
THE COASTAL ZONE
Question 7
(30 minutes)
Key Idea: The coast is shaped by weathering, mass movement, erosion, transportation and deposition.
• Weathering processes – mechanical, chemical. Mass movement – sliding and slumping.
• Types of waves - Constructive and destructive waves.
• Processes of erosion – hydraulic power, abrasion, attrition and solution.
• Processes of transportation – longshore drift, traction, saltation, suspension and solution.
• Deposition and the reasons for it.
•
Key Idea: Distinctive landforms result from different processes.
•
Landforms resulting from erosion –characteristics and formation of headlands and bays, cliffs and wave
cut platforms, caves, arches and stacks.
•
Landforms resulting from deposition –characteristics and formation of beaches, spits
and bars.
Key Idea: Rising sea level will have important consequences for people living in the coastal zone.
57
•
Reasons for rising sea level. A case study to illustrate the economic, social, environmental
and political impact of coastal flooding.
CASE STUDIES – Richer part of the world East Anglia (England), Poorer part of the world Tuvalu
(Pacific Island)
•
Coastal erosion can lead to cliff collapse. This causes problems for people and the
environment. A case study of an area of recent or threatened cliff collapse – rates of coastal erosion;
reasons why some areas are susceptible to undercutting by the sea and collapse; how people may
worsen the situation; the impact on people’s lives and the environment.
CASE STUDY – Mappleton, Holderness Coastline, East Yorkshire (England)
Key Idea: There is discussion about how the coast should be managed. There is debate about the
costs and benefits of ‘hard’ and ‘soft’ engineering.
Management strategies:
•
Hard engineering – sea walls, groynes, rock armour.
•
Soft engineering – beach nourishment, dune regeneration and marsh creation. Managed
retreat. A case study of coastal management to assess the costs and benefits of strategies adopted.
CASE STUDY – Minehead, Somerset (England)
Key Idea: Coastal areas provide a unique environment and habitat. There is a need for conservation
and this leads to conflict with other land uses.
•
A case study of a coastal habitat – its environmental characteristics; the resulting habitat
and species that inhabit it and reasons why. Strategies to ensure the environment is conserved, but
also allow sustainable use of the area.
CASE STUDY – Porlock Bay, Somerset (England)
UNIT 2: Human Geography (Paper 2)
THE RESTLESS EARTH
POPULATION CHANGE
Question 1
(30 minutes)
We are yet to cover this topic. In order to give students a true mock experience they will have a go at this
question, but they are not expected to revise for it. Marks awarded for this question will not be taken into
58
account when calculating their final mock exam grade. Therefore students will only be graded on units they
have been taught to date.
GLOBALISATION
Question 4
(30 minutes)
Key Idea: Globalisation is a significant feature of the world in the 21st Century.
•
Understanding of the concept of globalisation. Recognition of global interdependence.
Key Idea: Globalisation has meant the development of manufacturing and services across the world.
•
The influence of developments in ICT allowing the development of localised industrial regions with
global connections.
Mini Case Study: Motorsport Valley, UK
•
•
•
Reasons for the development of call centres abroad.
The advantages and disadvantages of TNCs.
A case study of one TNC.
CASE STUDY: Toyota
Key Idea: The relative importance of manufacturing to different countries is changing.
•
The rising industrial growth in some parts of the world and de-industrialisation in other parts.
•
The effects of government legislation, long working hours, health and safety regulations, prohibition of
strikes and tax incentives and tax free zones.
CASE STUDY Development of China as the new economic giant.
Key Idea: The increasing global demand for energy through sustainable and non – sustainable
developments.
•
•
•
The impact of world population growth, increased wealth and technological advances on the global
demand for energy.
The social, economic and environmental impact of increased energy use.
59
Key Idea: Sustainable development must ensure that the environment is protected and that there are
sufficient resources for future generations.
•
Ways of achieving sustainable development through the use of renewable energy. A case study of one
type of renewable energy.
CASE STUDY: Of one chose type of renewable energy.
•
The importance of international directives on pollution control and carbon reducing initiatives. (Kyoto
Protocol and update on UN climate conference in Denmark)
•
Ways of reducing the costs of globalisation from local (recycling/landfill) to global (carbon credits).
Key Idea: The global search to satisfy the increasing demand for food can have positive and negative
repercussions.
•
•
•
•
Environmental – larger carbon footprints due to the increasing number of ‘food miles’ travelled. Costs
and benefits of importing food versus local energy intensive food production. Use of marginal land for
production leading to environmental degradation.
Political – potential for hostilities between countries over the control of water for irrigation.
Social – impact of development of a cash crop farming on a subsistence economy.
Economic – increase in rural debt due to the increasing need for fertilizers, pesticides and insecticides.
Campaign to encourage the increased use of locally produced food.
TOURISM
Question 6
(30 minutes)
Key Idea: The global growth of tourism has seen the exploitation of a range of different environments
for holiday makers.
•
•
•
Reasons for the global increase in tourism.
The potential of cities, mountains and coastal areas for the development of tourism.
The economic importance of tourism to countries in contrasting parts of the world.
Key Idea: Effective management strategies are the key to the continuing prosperity of tourist areas in
the UK.
•
•
Contribution of tourism to the UK economy.
Impact of external factors on visitor numbers to the UK.
60
•
Tourist area/resort life cycle model. (The Butler model, the one you drew out in teams, running in and
out of the classroom!)
CASE STUDY – Blackpool (England)
•
A case study of either a UK National Park or a UK coastal resort. The reasons for its growth as a tourist
destination. The effectiveness of strategies to cope with the impact of large numbers of tourists. Plans
to ensure the continuing success of the tourism industry in the area.
CASE STUDY - The Lake District National Park (England)
Key Idea: Mass tourism has advantages for an area but strategies need to be in place to reduce the
likelihood of long-term damage.
•
•
•
•
The meaning of mass tourism.
A case study of an established tropical tourist area which attracts large numbers of visitors.
The positive and negative effects of mass tourism on the economy and environment.
Strategies for maintaining the importance of tourism in the area and reducing its negative effects.
CASE STUDY – Jamaica (Caribbean Island)
Key Idea: Extreme environments are susceptible to environmental damage from the development of
tourism.
•
•
•
•
The attractions of extreme environments to tourists.
The increased demand for adventure holidays.
The impact of tourism on an extreme environment.
A case study of one extreme area and the extent to which it can cope with the development of a tourist
industry.
CASE STUDY – Antarctica (South Pole)
Key Idea: Sustainability requires the development of ecotourism.
•
•
•
The need for stewardship and conservation.
A case study of the ways that ecotourism can benefit the environment, the local economy and the lives
of the people.
A consideration that this form of tourism can contribute to sustainable development.
CASE STUDY – The Galapagos Islands (West Coast of South America, Pacific Ocean)
61
Subject: GCSE History
Exam board: AQA
Syllabus code:
Exam Papers to be taken:
Duration:
•
•
Paper 1: The American west
Paper 2: Medicine
•
Two hours (One hour for each written
paper)
Useful exam board weblinks:
Useful revision website:
Specification:
http://www.bbc.co.uk/schools/gcsebitesize/
http://www.aqa.org.uk/subjects/history/gcse/historya-9140
http://www.revisegcsehistory.co.uk
Past papers and mark schemes:
http://www.aqa.org.uk/subjects/history/gcse/historya-9140/past-papers-and-mark-schemes
Students have exercise books which contain notes on both exam topics. I also have copies
of GCSE revision guides which they may borrow.
Please email [email protected] if you have any questions.
Topics to revise:
Paper 1 – The American West
1.
The Plains Indians
1.1 Who were the Plains Indians
1.2 Way of life
1.3 The struggle for survival
1.4 Beliefs of the Plains Indians
2.
Trailblazers
2.1 Who were the first trailblazers?
2.2 The Goldminers
2.3 The Mormons
62
3.
Cattlemen and Cowboys
3.1 How did the cattle industry begin?
3.2 Who was behind the ‘beef bonanza?’
3.3 Who were the cowboys?
3.4 Why did the cattle trade rise and fall?
___________________________________________________________________
4.
Homesteaders on the Plains
4.1 What made Homesteaders go West?
4.2 What was life like on the Plains?
4.3 What was life like for women on the Plains?
4.4 How did the Homesteaders adapt to life on the Plains?
____________________________________________________________________
5
How the Plains were won and lost
5.1 Why did the Indians go on the warpath?
5.2 The Indians’ struggle for freedom
5.3 Conflicting attitudes to the Indian problem
5.4 From the Little Bighorn to Wounded Knee
63
Paper 2 – Medicine Through Time
1.
Prehistoric medicine
1.1 Prehistoric Britain – How healthy were people in prehistoric Britain?
1.2 What treatments did they use?
1.3 What surgical procedures did they carry out?
___________________________________________________________________
2.
Ancient Egyptian medicine
2.1 How did life in Egypt affect medicine?
2.2 How did Egyptians treat illnesses and injuries?
2.3 Who treated the sick in Ancient Egypt?
___________________________________________________________________
3.
Ancient Greece
3.1 What happened at the Asclepion?
3.2 What new ideas did the Greeks have about medicine?
3.3 Who was Hippocrates and why was he important?
3.4 How did Greek doctors treat and prevent illness?
___________________________________________________________________
4.
Ancient Rome
4.1 What made Galen famous?
4.2 Roman Public Health
4.3 A Roman Army hospital
___________________________________________________________________
5.
Medieval Medicine
5.1 The Black death
5.2 Public health in medieval times
5.3 The Christian Church and progress
64
Subject: MUSIC
Exam board: AQA
Syllabus code: 4270
Exam Papers to be taken:
Duration:
Unit 1 Listening and Appraising
1 hr – In the Classroom
Unit 3 Performance - Solo
15 minutes – In the Classroom
Useful exam board weblinks:
Useful revision websites:
Specification:
• http://www.bbc.co.uk/schools/gcsebitesize/music/
• http://www.samlearning.com/
http://filestore.aqa.org.uk/subjects/AQA• http://www.boosey.com/
4270-W-SP-14
• http://www.wigmore-hall.org.uk/
• http://www.wno.org.uk/
• Students were given a GCSE revision sheet at the beginning of Year 10 which should be used.
Please email [email protected] if you have any questions.
Topics to revise:
TheexamwillconsistofaListening&Appraisingtest–basedonmusicalexcerpts
Revise the five areas of studies below: 1. Rhythm & Metre – Time signatures, time names, tempo direction, drum fills, syncopation, cross
rhythms, poly rhythms, call & response
2. Harmony & Tonality – Major, Minor, cadences, pedal notes, key signatures
3. Texture & Melody - Polyphonic, homophonic, improvisation, riff, ostinato, intervals (2nd, 5th, 8ves etc),
unison, pentatonic, chromatic & being able to follow written music
4. Timbre & Dynamics – Being able to hear & name different instruments, Guitar effects (Distortion),
String effects (Arco, Pizzicato), Dynamics (pp – ff)
5. Structure & form – AB = Binary, ABA = Ternary, Sonata form
Have an understanding of Western Classical tradition – Baroque (Vivaldi & Bach), concerto (Mozart & Haydn),
music for voices (Puccini and Orff) and chamber music (Schubert and Stravinsky)
(See A3 handout for more detail)
Where appropriate there will be extra marks for more detailed responses, with good grammar, punctuation &
spelling - These words will come up in your exam!
65
Subject: GCSE PE
Exam board: Edexcel
Syllabus code: SP201
Exam Papers to be taken:
Duration:
•
Written paper
•
One and a half hours
Useful exam board weblinks:
Useful revision websites:
Specification:
http://www.bbc.co.uk/education/subjects/znyb4
wx
http://qualifications.pearson.com/en/qualifications/edexc
el-gcses.html
Past papers and mark schemes:
https://qualifications.pearson.com/en/qualifications/edexcelgcses/physical-education-2009.html
Please email [email protected] if you have any questions.
Topics to revise:
UNIT 1.1.1
Healthy Active Lifestyles
•
explain what constitutes a healthy, active lifestyle
•
classify the benefits of a healthy, active lifestyle as social, physical or mental
•
describe how physical activity can:
•
{
increase individual wellbeing
{
help the individual to feel good (serotonin levels)
{
help relieve stress, and prevent stress-related illness
{
increase self-esteem and confidence
{
contribute to good health
{
contribute to enjoyment of life
explain how participation in physical activity can stimulate:
{
cooperation
66
{
competition
{
physical challenge
{
aesthetic appreciation
{
the development of friendships and social mixing.
UNIT 1.1.2
Influences on your Healthy Active Lifestyles
•
•
identify key influences that have an impact on them, and others, achieving sustained involvement in
physical activity, including:
{
people: family, peers, role models
{
image: fashion, media coverage
{
cultural: age, disability, gender, race
{
resources: access, availability, location, time
{
health and wellbeing: illness, health problems
{
socio-economic: cost, perceived status of the activity
identify agencies involved in the provisions of opportunities for becoming, or remaining, involved in
physical activity, including:
Sport England
Youth Sport Trust
National governing bodies
UNIT 1.1.3
Exercise as part of your healthy active lifestyle
•
explain the terms:
{
health
{
fitness
{
exercise
•
and know how they relate to a balanced, healthy lifestyle and performance in physical activities
•
know about the components of health-related exercise:
{
cardiovascular fitness
{
muscular strength
{
muscular endurance
67
{
flexibility
{
body composition
•
and relate each to physical activity, identifying the relative importance of each to different physical
activities
•
know about the components of skill-related fitness:
•
{
agility
{
balance
{
coordination
{
power
{
reaction time
{
speed
and relate each one to physical activity, identifying the relative importance of each one to different
physical activities.
UNIT 1.1.4
Physical activity as part of your healthy, active lifestyle
•
assess personal readiness (PAR-Q)
•
assess fitness levels for use in an exercise programme (tests for)
•
health-related exercise: Cooper’s 12-minute run test, hand grip strength test, sit and reach flexibility
test, Harvard Step Test, treadmill test; tests for skill-related fitness: Illinois Agility Run test, standing
stork test, Sergeant Jump test, standing broad jump, ruler drop test, 30-metre sprint, three ball
juggle)
•
describe, explain and apply the principles of training:
{
progressive overload
{
specificity
{
individual differences/needs
{
rest and recovery
•
explain the components of the FITT principle (Frequency, Intensity, Time and Type), noting overlap
with other principles of training, and how application of this principle can lead to improved
competence and performance
•
explain the term ‘reversibility’, why it might occur and its impact on 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 (Specific, Measurable, Achievable,
Realistic and Time-bound) targets
•
describe the following methods of training:
68
{
interval
{
continuous
{
Fartlek
{
circuit
{
weight
{
cross
•
and explain how they can improve health and fitness, by helping to develop physical and mental
capacity, and their relationships with the components of fitness
•
link methods of training to specific physical activities based on the associated health-related
exercise and skill-related fitness requirements
•
plan and present examples from ‘typical’ exercise sessions to match
•
the fitness requirements of selected physical activities or individuals
•
understand the exercise session and the purpose of each component (warm-up, main activity,
cool-down)
•
explain the use of the principles of training within an exercise programme, showing how they may
be applied in planning to improve health-related exercise and skill-related fitness as part of a
healthy lifestyle
•
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
•
use graphs to demonstrate and explain the use of target zones and training thresholds.
UNIT 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 use, of macro nutrients (carbohydrates, fats and protein), micro
nutrients (minerals and vitamins), water and fibre for personal health and wellbeing, and
maintaining a healthy, active lifestyle
•
explain the need to consider the timing of dietary intake when performing due to the
redistribution of blood flow (blood shunting) during exercise
69
UNIT 1.2.1
Physical activity and your healthy mind and body
•
describe the different body types (somatypes): endomorph, mesmomorph and
ectomorph and explain the effect each can have on participation and
performance, including identifying activities where different body types are an
advantage
•
outline why, and how, expected and optimum weight varies according to height,
gender, bone structure and muscle girth, and explain how this may affect
participation, and performance, in physical activity
•
explain the terms: anorexic, obese, overfat, overweight and underweight
and explain how they may impact on achieving a sustained involvement
in physical activity
•
explain the effects of smoking and alcohol on general health and on physical
activity
•
know about different categories of drugs:
performance enhancing (anabolic steroids, beta blockers, diuretics,
narcotic analgesics, stimulants, peptide hormones – including
erythropoietin/EPO)
recreational (alcohol, nicotine/smoking)
•
the effects they may have on health, wellbeing and physical
•
performance and why some performers might risk using them
•
identify risks associated with participation in physical activities, and explain
how to reduce these risks to better maintain wellbeing (warming-up/ coolingdown, checking equipment and facilities,
•
personal readiness/PAR-Q, balanced competition, adherence to rules, correct
clothing).UNIT 1.2.5
Skeletal system
•
Students should understand the impact of a healthy, active lifestyle on their
skeletal system:
•
role of skeletal system during physical activity
function of skeletal system for movement, support and protection during
physical activity
ranges of movement at hinge joint at elbow and knee, ball and socket joint
at shoulder during physical activity (flexion, extension, rotation, abduction,
adduction)
•
exercise and physical activity
effects of regular participation in – and long-term effects of participation in
– exercise and physical activity (increased bone density and strength of
ligaments and tendons)
importance of weight-bearing exercise (exercises such as walking,
70
running, tennis and aerobics) to prevent osteoporosis
the potential for injuries such as fractures (compound, greenstick, simple,
stress) and joint injuries (tennis elbow, golfer’s elbow, dislocation, sprain,
torn cartilage), and their treatment using common techniques such as
RICE (rest, ice, compression, elevation)
•
diet (effect of calcium and vitamin D on bones
71
Subject: GCSE Religious Studies
Exam board:
AQA
Syllabus code: 40552
GCSE Short Course RS. Specification B
Unit 2
Exam Papers to be taken:
‘Religion and Life Issues’.
Duration:
One written paper
One hour – twenty minutes
Useful exam board weblinks:
Useful revision websites:
Look at past papers and familiarise yourself
with the format of the questions:
The following website is quite useful.
http://www.request.org.uk/index.php
http://www.aqa.org.uk/subjects/religiousstudies/gcse/religious-studies-b-4055/pastpapers-and-mark-schemes
Go to the issues section; select only the
topics studied for our course.
or – go to search engine
Type in - AQA GCSE RS B.
Select past papers and mark schemes from
the left hand menu.
Select Unit 2 – Religion and Life issues.
Select question paper.
The mark schemes have some value – but
they are only guides for the marker and not
answers to the questions as such. The best
use of them is to look at the target of the
question. (What they are looking for.) For
example, knowledge, understanding or
evaluation, (argue for and against etc) Look
at how the marks are allocated. For
example, in all the 6 mark questions, no
bible passages = 3 marks only. That’s a C
and not and A.
Students will be issued with a revision guide for this course.
72
Topics to revise:
AQA Spec B – ‘Religion and Life’ – Moral issues from a Christian Perspective. We are
learning about the issues from the perspective of ONE religion. If you know the teachings of
ONE religion well, it leads to higher marks. The teachings are mainly the bible passages.
See your revision booklet.
One exam – one hour and thirty minutes. In this mock examination students will answer
ALL of the questions on the paper as we are only part way through the course. In the final
examination and later mock examinations, students will answer FOUR questions out of the
SIX available. Answer all the sub questions within each section.
Topics to revise for the mock examination:
Use your yellow revision book and your exercise books
Learn and memorise all of the key terms per topic.
Learn at least five key bible passages and what they teach, for each topic.
Question 1
Question 2
Question 3
Religion and Animal Rights - will include sub questions 01-05
Religion and Planet Earth – will include sub sections 06-10
Religion and Prejudice – will include sub sections 11-15
Topic 1 - ‘Religion and Animal Rights’ - Know about the following:
•
•
•
•
•
Religious beliefs about the status of animals.
The extent to which animals are different from humans and their relative value.
Religious views on animal rights and the means of protecting those rights.
Religious responses to the preservation of species from extinction.
The contemporary use and abuse of animals including:
companionship, e.g. pets, guide dogs, animals in sport, transport and work.
•
•
•
•
•
•
•
•
•
Animal experiments.
Farming of animals. (Including free range and Factory farming.)
Zoos.
Hunting.
Bull fighting.
The fur and ivory trade.
Genetic modification and cloning of animals.
Treatment of wildlife.
Issues concerning the slaughter of animals, meat, vegetarian and vegan diets.
Topic 2 - ‘Religion and Planet Earth’ - Know about the following;
•
•
•
•
Religious beliefs about the origins of life.
Religious views about the nature of Planet Earth e.g. awe and wonder.
Religious beliefs about care and responsibility for the planet – stewardship.
The work being done to look after the world – conservation, Earth summits,
international action, targets to reduce carbon emissions/greenhouse gases,
sustainable development; problems caused by pollution, such as acid rain, oil spills,
toxic chemicals and pesticides.
73
•
•
•
Effects of modern lifestyles – through emissions from cars, factories and waste,
recycling.
The debate about and the effects of climate change (global warming) – severe
weather, droughts, floods, famine, destruction of crops, effect on plants and animals.
The use and abuse of natural resources, e.g. oil; destruction of natural habitat,
including deforestation.
For topics 1 and 2 - , with particular reference to stewardship and responsibility.
Know the words ‘Dominion’, ‘Subdue’, Responsibility, and ‘Stewardship’.
Know Psalm 8 – ‘we are made in God’s image and given stewardship of the Earth.’
Genesis – Adam names the animals, so becoming responsible for creation.
List three ways in which humans harm the Earth and three ways in which they care
for the Earth.
Know in detail the issues of rainforest destruction and animal food / farming. (Battery
hens.)
Biblical passages for study should include: (See your bible passage sheets for
each topic.
Topic 3 - Religion and Prejudice – Know about the following
•
•
•
•
•
•
Types of prejudice, including religion, race, colour, gender, age, disability, class,
lifestyle, looks.
The causes and origins of prejudice, including ignorance, stereotyping, scapegoating,
influence of parents or media, victims of prejudice, experience.
Concepts of tolerance, justice, harmony and the value of the individual.
Religious attitudes to prejudice and discrimination.
Effects of prejudice and discrimination. (Including the idea of positive discrimination.
Use examples.)
Religious responses to prejudice and discrimination by individuals, groups, society
and the law; religious believers who have fought against prejudice, e.g. Mahatma
Gandhi, Martin Luther King, Desmond Tutu, Irena Sendler.
Look at your work on Martin Luther King. Explain what racism he fought against, and how –
AND WHY. Know the words – racism, racist, prejudice, discrimination, and the difference
between them. (Also – Segregation, Apartheid, Boycott.) See also Desmond Tutu.
Prejudice = thinking in negative ways about others. Discrimination = acting / doing.
Types of prejudice – racism – sexism – ageism – attitudes to disability.
Biblical passages for study should include:
The Centurion’s Servant - Luke 7: 1-10.
The Good Samaritan - Luke 10: 25-37.
Please email [email protected] if you have any questions.
74
Name of examination GCSE Textiles
Exam board: AQA
Syllabus code: 45701 (Unit 1)
Task: Written paper
Duration: 2 hours
Useful exam board weblinks:
Specification:
http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-andtechnology-textiles-technology-4570
Past papers and mark schemes:
http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-andtechnology-textiles-technology-4570/past-papers-and-mark-schemes
Students were given a GCSE Textiles revision booklet at the beginning of
Year 10 which should be used to revise from and to practice the questions.
Pupils have also been given a collection of revision cards to use.
Please email [email protected] if you have any questions.
Unit 1
The written paper (2 hours) is worth 40% (120 marks) of the total GCSE exam.
The marks are awarded as follows:
Section A - 30 marks
Section B - 90 marks
You will need to research and prepare ideas for Section A of the written paper.
For this paper you must have:
• A black pen (plus spare)
• A pencil
• A ruler
• An eraser
• A pencil sharpener
• Coloured pencils
Instructions
75
•
•
•
•
•
l Use black ink or black ball-point pen. Use pencil and coloured pencils only
for drawing.
l Answer all questions.
l Fill in the boxes at the top of this page.
l You must answer the questions in the spaces provided. Do not write outside
the box around each page or on blank pages.
l Do all rough work in this book. Cross through any work you do not want to be
marked.
Information
• The marks for questions are shown in brackets.
• The maximum mark for this paper is 120.
• Section A relates to the context referred to in the Preliminary Material that was
previously issued.
• You are reminded of the need for good English and clear presentation in your
answers. Quality of Written Communication will be assessed in Question 3(a)
Topics to revise:
Theme: Context: Textile products inspired by the theme of marine life.
•
Research textile products that have been designed around the theme of the sea. And
animals and plants found in the sea or water in general.
•
Decide on a textile product that you will design such as a dress or bag. Practice your
design ideas for this exam. You will need two different design ideas which you will be
asked to draw in the exam. One of which will be used as your main idea. Make sure
you can label and explain your design idea in detail.
You will need to revise the following topics for Section B of the written paper.
•
•
•
•
•
•
•
•
•
•
•
Fibres and Fabrics
Smart materials
Finishing Processes
Components
Design and market influences
Product analysis
Social, Cultural, Moral, Health and Safety and Environment Issues
Environmental effects: the disposal of chemicals used to manufacture products: they
need to dispose of waste in a safe and environmentally friendly way.
Processes and manufacture
Production Planning
Information and Communication Technology
76
77