Revision Guide 2014/15 - CPO
YEAR 13 REHEARSAL
EXAMINATIONS
Name:Tutor:-
Exam Period:Monday 15th December to Friday 19th December 2014
Contents:Page
Section
2-3
Preparation – A message from Mr Page
4
Exam Timetable
5
Arrangements for Students
6-44
Subject Revision Guides
45-46
Revision Notes
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Preparation
(A Message from Mr. Page)
Why Bother?
Why bother revising for trial examinations? After all, they won’t count for anything will
they?
Actually, your trial examinations are the most important exams you have taken so far.
There are many reasons for this and it’s important that you understand why you are
putting in such a huge amount of work so early in the year.
This is your chance to get a head start in preparing for the summer. If you leave things
till the last minute you will find that there isn’t enough time. The only way to be
prepared in the summer is to get started now. Write out revision notes in your own
words, draw diagrams, make up short poems or memorable sentences (mnemonics) to
help you remember what you need to know. Work your way through revision guides.
Try as many past papers as you can get hold of. When you come to revise for the real
thing the job will be half done. It all adds up to the head start you need at this early
point in the year.
The second reason for working hard at your trial exams is to build your confidence. If
you don’t know what it is to walk in to an exam hall with your heart pounding and your
stomach in your mouth then you’re unusual. Most of us suffer from exam nerves from
time to time, so the best antidote to AS/A2 exam nerves is a recent positive
experience. Don’t pretend to yourself; if the trial exams go badly you will start the real
thing at a massive psychological disadvantage. Give yourself the confidence that you
need – notch up some good early results.
Getting Started
You’ve done this before, but it’s worth a reminder. The first step is to create a revision
timetable – use the template at the back of this guide. Plan which subjects you will
revise each night between now and the end of the exams. Allow two or three hours of
private revision each evening. As you get closer to the exam, homework will have been
replaced by specific revision work. This should help, so plan the subjects you will be
revising on the basis of your normal homework timetable and the exam timetable. By
planning this in advance you can be sure that you will have covered every topic you
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need to cover before the exam. Use this booklet to guide you as to which topics you
need to revise.
Reading Is Not Revising!
This booklet is only the starting point. Ask your teachers for advice as to the best way
to revise their subject. Buy revision guides and use them to help you as you work
through the topics. Have your notes which you made in class in front of you, but don’t
think that reading them is revising, because it isn’t! What you read you will forget. If
you want to remember something, use one of the revision techniques given towards
the end of this booklet.
Finally, and this might seem a strange piece of advice to read in a revision booklet,
getting enough rest is crucial. Never work after 10.00pm, and get good nights sleep!
Blood, Sweat and Tears
The truth is you either sweat before the exam, you sweat during the exam, or you
sweat after the exam! Get started on the hard work now, then relax and enjoy the
outcome.
Mr. Page
Principal
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Year 13 A2 Rehearsal Examinations – December 2014
All exams will take place in the Main Hall, unless otherwise indicated.
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Arrangements for Students

The vast majority of the examinations will take place in the middle floor study room. However, a
small number of the exams occur in class-rooms. These are clearly labelled clearly on the
timetable.

All Year 13 students will still attend assemblies as normal.

Examinations begin in the morning at 9am and in the afternoon at 2pm.

Your tutor will issue your seat number for each of the examinations. Once you have your seat
number it is your responsibility to go to the relevant room for a prompt start.

If you are not scheduled to be in exams, you should go to your normal timetabled lessons, unless
indicated otherwise.

Some examinations will be invigilated by external invigilators, to allow you to get a feel for your
final examinations.

Some examinations will run over break time. If this occurs, take a short break at the conclusion of
your exam before going on to your lesson.

No bags, coats or pencil cases should be brought into the exam room.

Bottles of water are allowed in the exam to hydrate.

There is to be no communication in the exam room. Mobile phones are not allowed.

You should use the toilet before exams. Do not ask to use the toilet in exams (unless you have a
medical card which allows you to go).

When exams have finished students should ensure that they go directly to their next lesson or the
Study Rooms.

If there are any arrangements about which you are unsure, please see Mr C Potts in Room 244.
C. Potts
October 2014
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Subject Revision Guides
A2 – SUBJECT GUIDES
A2 BIOLOGY – UNIT F214 and F215
Unit F214 – Communication, Homeostasis and Energy
The exam will be a 1 hour written paper worth 62 marks
The content will examine the following contexts
4.1.1 Communication
 Organisms use chemical and electrical systems to monitor and respond to any deviation from the
body’s steady state.
4.1.2 Nerves
 In receptors, the energy of a stimulus is transferred into energy in an action potential in a neurone.
 Transmission between neurones takes place at synapses.
4.1.3 Hormones
 The ways in which specific hormones bring about their effects are used to explain the action of hormones.
 Treatment of diabetes is used as an example of the use of medical technology in overcoming defects in
hormonal control systems.
 The control of heart rate is used as an example of the integration of nervous and hormonal control.
4.2.1 Excretion
 The kidneys, liver and lungs are all involved in the removal of toxic products of metabolism from the blood.
The liver also metabolises toxins that have been ingested.
 The kidneys also play a major role in the control of the water potential of the blood.
4.4.1 Respiration
 Respiration is the process whereby energy stored in complex organic molecules is transferred to ATP.
 ATP provides the immediate source of energy for biological processes.
Unit F215 – Cellular Control and Variation
The exam will be a 1 hour written paper worth 57 marks
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The content will examine the following contexts
5.1.1 Cellular Control
 The way that DNA codes for proteins is central to our understanding of how cells and organisms function.
 The way in which cells control chemical reactions determines the ways in which organisms, grow, develop
and function.
5.1.2 Meiosis and Variation
 Variation generated by meiosis and mutation provides the raw material for natural selection.
 Isolating mechanisms can lead to the accumulation of different genetic information in populations,
potentially leading to new species.
 Over a prolonged period of time, organisms have changed and become extinct. The theory of evolution
explains these changes. Humans use artificial selection to produce similar changes in plants and animals.
5.2.1 Cloning in Plants and Animals
 Farmers and growers exploit “natural” vegetative propagation in the production of uniform crops.
 Artificial clones of plants and animals can now be produced.
5.2.2 Biotechnology
 Biotechnology uses microorganisms and enzymes to make useful products.
You will be expected to demonstrate the following in the context of the content described:
AO1 Knowledge and Understanding
• recognise, recall and show understanding of scientific knowledge;
• select, organise and communicate relevant information in a variety of forms.
AO2 Application of Knowledge and Understanding
• analyse and evaluate scientific knowledge and processes;
• apply scientific knowledge and processes to unfamiliar situations including those related to issues;
• assess the validity, reliability and credibility of scientific information.
AO3 How Science Works
• demonstrate and describe ethical, safe and skilful practical techniques and processes, selecting
appropriate qualitative and quantitative methods;
• make, record and communicate reliable and valid observations and measurements with appropriate
precision and accuracy;
• analyse, interpret, explain and evaluate the methodology, results and impact of experimental and
investigative activities in a variety of ways.
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Quality of Written Communication is assessed in all units and credit may be restricted if communication
is unclear.
Guidance is as follows:
• ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is
clear;
• select and use a form and style of writing appropriate to purpose and to complex subject matter;
• organise information clearly and coherently, using specialist vocabulary when appropriate.
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A2 CHEMISTRY
F324 Rings, Polymers and Analysis
Exam: 1Hr
Module 1: Rings, Acids and Amines
4.1.1 Arenes

structure of benzene, electrophilic substitution;

phenols.
4.1.2 Carbonyl Compounds

reactions and characteristic tests.
4.1.3 Carboxylic Acids and Esters

properties;

esters, triglycerides, unsaturated and saturated fats.
4.1.4 Amines

basicity and preparation;

azo dyes.
Module 2: Polymers and Synthesis
4.2.1 Amino Acids and Proteins

amino acids, proteins and optical isomerism.
4.2.2 Polyesters and Polyamides

polymerisation;

hydrolysis of polymers.
4.2.3 Synthesis

synthetic routes;

the importance of chirality in pharmaceutical synthesis.
Module 3: Analysis
4.3.1 Chromatography

thin-layer and gas chromatography;

GC-MS.
4.3.2 Spectroscopy

NMR spectroscopy;
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
combined techniques.
F325 Equilibrium, Energetics and Elements
Exam: 1Hr
Module 1: Rates, Equilibrium and pH
5.1.1 How Fast?

orders, rate equations, rate constants;

continuous and initial rate methods;

rate-determining step.
5.1.2 How Far?

equilibrium concentrations;

the equilibrium constant, Kc.
5.1.3 Acids, Bases and Buffers

acid–base equilibria;

strength of acids including Ka;

pH determination, titration curves and buffer solutions.
Module 2: Energy
5.2.1 Lattice Enthalpy

lattice enthalpy and Born–Haber cycles.
5.2.2 Enthalpy and Entropy

enthalpy versus entropy;

free energy.
5.2.3 Electrode Potentials and Fuel Cells

redox chemistry and electrochemical cells;

fuel cells for the future.
Module 3: Transition Elements
5.3.1 Transition Elements

general properties;

precipitation reactions;

ligands and complex ions;

ligand substitution;

redox reactions and titrations.
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A2 ECONOMICS UNIT 3: Business Economics and the Distribution of Income
The exam will be 2 hours in length and consist of one compulsory data response question which draws
on your knowledge of the unit (these are short and long answer questions.) You will then write one
essay chosen from three. You must ensure that you are aware and secure in your understanding of all
aspects of the unit content.
The list below only gives an indication of the topics on the exam
Theory of the Firm

The objectives of firms

The divorce of ownership from control

The law of diminishing returns and returns to scale

Fixed and variable costs, marginal, average and total costs, short-run and long-run costs

Economies and Diseconomies of Scale

Technological Change, Costs and Supply in the Long-run

Total, Average and Marginal Revenue

Profit
Competitive Markets

The model of perfect competition

Competition and the efficient allocation of resources

The dynamics of competition and competitive market processes
Concentrated Markets

The models of Monopoly and Oligopoly

Price Makers and Price Takers

The growth of firms

Sources of monopoly power

Collusive and non-collusive oligopoly

Interdependence in oligopolistic Markets

Price discrimination

Consumer and producer surplus

Contestable and non-contestable markets

Market structure and its effect upon efficiency and resource allocation (allocative, productive,
static and dynamic)
The Labour Market

The demand for labour, the marginal productivity theory

Influences upon the supply of labour to different markets

The determination of relative wage rates in competitive markets

The Influence of Trade Unions and monopsonistic employers in determining wages and levels of
employment

Discrimination in the labour market

The distribution of income and wealth
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
Government policies to solve wage/income differentials. The ability to evaluate, prioritise and
discuss what determines the success of these policies is crucial (in the short run and long run).
Government Intervention in the Market

Market failure and Government failure

Competition policy

Public ownership, privatisation, regulation and de-regulation of markets

Notions of equity

The problem of poverty

Government policies to alleviate poverty and to influence the distribution of income and wealth.
The ability to evaluate, prioritise and discuss what determines the success of these policies is
crucial (in the short run and long run).

Externalities – positive and negative.

Government policies to solve market failures such as externalities. The ability to evaluate,
prioritise and discuss what determines the success of these policies is crucial (in the short run
and long run).

Cost benefit analysis
Revision tips:

Learn the key definitions of Economics Terms.

Practice applying the theory to real markets and economies.

Ensure you are aware and secure in your understanding of all the unit content.

Attempt past exam papers to practice using your knowledge and to get a ‘feel’ for the style of
previous papers.

Evaluation is crucial. Therefore be able to weigh up and debate factors/policies. This means being
able to consider the short run and long run, prioritise policies and discuss what might influence
the success of these factors/policies.
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A2 ECONOMICS UNIT 4: The National Economy
The exam will be 2 hours in length and will consist of one compulsory data response question which
draws on your knowledge of the unit (these are short and long answer questions.) You will then write
one essay chosen from three. You must ensure that you are aware and secure in your understanding of
all aspects of the unit content
The list below only gives an indication of the topics on the exam:
Growth of the Economy and Cyclical Instability

The nature and causes of fluctuations in economic activity

The Trend Rate of Economic Growth

The costs and benefits of economic growth

The use and limitations of National Income as an indicator of changes in living standards
Inflation and Unemployment

The causes and consequences of unemployment

The Natural Rate of Unemployment Hypothesis

The Phillips Curve

The causes and consequences of inflation
Managing the National Economy

Monetary Policy, the Money Supply and Interest Rates

The exchange rate as a target and Instrument of economic policy

Taxation and public expenditure

Fiscal Policy

The interrelationships between Fiscal and Monetary Policy

Possible conflicts of policy objectives
The International Economy

The pattern of trade between the United Kingdom and the rest of the world

Trade with developing economies

The principle of comparative advantage

The benefits and costs of international trade

Protectionism

The Balance of Payments Account

The determination of exchange rates

Exchange rate systems and their implications for the conduct of economic policy

European Monetary Union
Revision tips:

Learn the key definitions of Economics Terms.

Practice applying the theory to real markets and economies.

Ensure you are aware and secure in your understanding of all the unit content.

Attempt past exam papers to practice using your knowledge and to get a ‘feel’ for the style of
previous papers.
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A2 ENGLISH LANGUAGE AND LITERATURE (ELLA3 – Comparative Analysis and Text
Adaptation)
The examination will last 2 hours and 30 minutes and will test your knowledge of unseen text
comparison and production skills.
Section A
You will be given three unseen texts, one of which is a representation of spoken language, one is usually
a literary text and the other is usually a non-fiction text.
Your task is to compare the three texts, thinking about the attitudes and values that the speakers or
writers convey towards the topic. You should complete a full comparative analysis ensuring that you
focus on the frameworks as a basis for your analysis. All texts should be covered equally to create a
balanced analysis.
Frameworks that you need to revise are:

Linguistic frameworks

Poetic framework

Spoken framework

Literary frameworks
It is advisable to spend thirty minutes analysing and planning your essay before you begin writing your
comparison. You should be able to write a substantial essay in the time given.
Section B
You will be given an extract from your set text ‘A House Somewhere’. You will be required to transform
this extract into a new form and write a commentary exploring and explaining the effect of your
language choices.
You need to revise the following:

Linguistic frameworks

The correct form of a range of texts

Audience

Purpose

Your own technical accuracy
You need to spend approximately forty minutes on the transformation and twenty minutes on your
commentary.
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A2 ENGLISH LITERATURE (6ET03) – Interpretations of Poetry and Prose
The examination will last 2 hours and 45 minutes and will test your knowledge of unseen text
comparison and production skills.
Section A
There will be a choice of two questions in this section. One will be poetry and one will be prose.
You will be tested on your ability to comment on and analyse how the writer’s choices of structure, form
and language shape meaning.
You will select either one unprepared prose passage or one unprepared poem presented in the paper. In
your response you will explore, through close reference, the writer’s choice of structure, form and
language when shaping meaning. You should respond creatively, relevantly and in an informed way to
the text using appropriate terminology and concepts as well as coherent and accurate written
expression.
You should spend about an hour on this section. It is advisable to spend some time planning your essay
before you write.
You will need to revise:

Poetry frameworks

Literary frameworks
Section B
You will be presented with a reader’s comment. You will write about your response to your set texts in
the light of this comment, referring to at least two of the texts you have studied.
Your set texts are:

101 Poems Against War

Spies

The Ghost Road
Revision tips:
Reread all of your set texts before the examination. Ask your teacher for past questions from the
examination and plan an essay for each of them.
Revise Literary terminology and re read all of your notes on these texts.
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A2 FILM
Module 4 – Varieties of Film Experience, Issues and Debates
The exam will consist of a 2¾ hour written examination divided in to three sections. You will answer one
question from each section on a choice of topics.
Assessment Objectives:
Module 4 –
AO1
Demonstrate knowledge and understanding of film as an audio-visual
form of creative expression together with its contexts of production
and reception and of the diversity in filmmaking across different
historical periods and locations.
AO2
Apply knowledge and understanding, including some of the common
critical approaches that characterise the subject, when exploring and
analysing films to show how meanings and responses are generated.
Exam Structure
In section 1 you will choose one question from a series of options based on World Cinema topics.
Specifically you will be looking for the questions which relate to German Cinema of the 1920’s (question
numbers 3 and 4)
In section 2 you will choose one question from a series of options based on Spectatorship topics.
Specifically you will be looking for the questions which relate to Popular Film and Emotional Response
(question numbers 15 and 16)
In section 3 you will choose from a selection of questions relating to the study of a single focus film.
Revision Guidance
Section 1: Revise areas of 1920’s German Cinema and the Expressionist movement.
Focus on films including: Nosferatu, Batman Returns and M.
Ensure that your understanding of the origins of the 1920’s Expressionist movement is sound and that
you can express how and why this has been translated in to modern cinema.
Have a clear understanding of the distinct differences between the romantic and the modern movements
and be able to categorise your focus texts and explain your findings.
Ensure that you can identify the use of chiaroscuro within your chosen texts and can explain in detail the
purpose behind this technique and how it creates meaning and impacts the audience.
Section 2: Focus on films including American Beauty and Kill Bill
Ensure that your understanding of different emotional responses elicited by these films is complete
including the role of narrative.
Revise key terminology relating to relevant macro and micro features.
Section 3: Revise a single text for use in a critical study of the macro and micro elements within the film.
The texts studied in class for this unit are: Fight Club and Sweet Sweetback’s Baadassss Song. Alternative
texts that can be studied independently include: Modern Times (1936) or Vertigo (1958).
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A2 FOOD TECHNOLOGY
The exam will test Unit 3 Materials and components
Application of Food Science and Nutritional Principles to include:
• Physical and chemical structures of the macro nutrients
• Working characteristics in relation to the physical and sensory attributes of the food
• Nutritional composition (NB: This is linked to ‘Nutrition in the Human Context’ studied in Unit 1)
Protein
Physical and chemical structures of protein • An understanding of the chemical structure to include
amino acids and the formation of polypeptide chains (general formula)
• High and Low Biological Values of protein foods and their nutritional significance
Nutritional composition of protein foods • High and Low Biological Values of proteins
• Complementation of protein foods • A general understanding of the nutritional composition (including
other macro and micro nutrients) found in the main protein sources, including red and white meats,
white and oily fish, dairy products, cereal crops, peas, beans (including Soya), nuts and lentils.
Working characteristics in relation to the physical and sensory attributes of proteins
• The effect of heat, acids, alkalis and mechanical action on animal protein foods, including denaturation
• The structure of meat / fish
• The effect of cooking on meat / fish by moist and dry methods
• Working characteristics of eggs including aeration, emulsification, coagulation, coating and glazing
Fats and Oils (lipids)
Physical and chemical structures of fats and oils
• An understanding of the chemical structure of fats and oils, to include the general formula for fatty
acids
• The structure of triglycerides
• The process of hydrogenation in relation to the production of Trans fats
Nutritional composition of fats and oils
• The nutritional composition of monounsaturated, polyunsaturated and saturated fatty acids
• Dietary effects of fatty acids on blood lipids in relation to heart disease and ways to alter dietary fat in
accordance with dietary guidelines
Working characteristics in relation to the physical and sensory attributes of fats and oils
• Working characteristics of fats and oils including shortening, aeration, emulsification, lubrication,
plasticity, medium for cooking and sealing
• Melting points and hazing points
• Hydrolytic and oxidative rancidity of fats
Carbohydrate
Physical and chemical structures of carbohydrates
• An understanding of the chemical structure to include monosaccharides, disaccharides and
polysaccharides (simple and complex)
• The general formulae for a and b glucose
Nutritional composition of carbohydrates
• The nutritional composition of monosaccharides and polysaccharides
• The effects of sugar intake on dental health
• The role of NSP in the diet
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Working characteristics in relation to the physical and sensory attributes of carbohydrates
• Sugar – effect of heat, caramelisation, aeration, moisture retention, solubility, sweetness levels
• Starch – effect of moist and dry heat, including gelatinisation and dextrinisation
• NSP (dietary fibre) – soluble and insoluble sources, the effects of cooking
Food Science: The interaction of combinations of food materials under different physical and chemical
conditions
Functions of colloid systems in food products:
emulsions, foams, suspensions, sols and gels
Gelatinisation and retrogradation of starch
Syneresis: causes and effects
Manipulating and combining food materials and components and the application of this in food
processing and product development
Modified starch: a general understanding of what it is, how it is produced and why it is used in processed
foods
Factors affecting the consistency of gels: ratio, acids, sugar – relate to sauces, modified starch, sugar,
sugar substitutes and sweeteners as additives
The interaction of foods in the making of sauces, cakes, biscuits, pastries and bread
Food Additives
Types of food additives and their working properties:
preservatives, sweeteners, emulsifiers and stabilisers, flavouring and flavour enhancers, antioxidants,
anti caking agents, anti-foaming agents and nutritional supplementation (fortification of foods
The beneficial and detrimental effect of micro-organisms and enzymes
The effect of food processing upon the nutritive value of foods
The effects of cooking and processing on the vitamin content of foods (distinguishing between water and
fat soluble vitamins)
The effects of processing upon the level of fats, oils, sugars and salt in foods
Use of micro-organisms in food manufacture
Role of micro-organisms and enzymes in the manufacture of food products: yoghurt, cheese, Quorn
Enzymes and Browning
Enzymic and non-enzymic browning (Maillard reaction)
Food Spoilage
Food spoilage through microbiological action of yeasts, moulds and pathogenic bacteria. Conditions for
growth
Food Poisoning
Food poisoning; causes and symptoms, to include the following: Salmonella; Listeria monocytogenes;
Campylobacter; Staphylococcus aureus; Escherichia coli (E coli) 0157; Clostridium perfingens;
Clostridium botulinum; Bacillus cereus.
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A2 FRENCH
Year 12 - 1 Reading/Writing/Listening Paper, including an essay – 2 hours (New spec)
Year 13 - 1 Reading/Writing/Listening Paper including a cultural essay – 2½ hours (New spec)
NB. The use of dictionaries is forbidden in these examinations.
Revision
The main examination for both Years 12 and 13 is geared around knowledge of the topics studied in
each year and the associated vocabulary. You should, therefore, revise thoroughly all your “general”
vocabulary as well as your topic specific vocabulary.
Year 12 topics are:
Passerelle

Module 1 – Les médias

Module 2 – Les nouveaux médias et la musique

Module 3 – La vie culturelle

Module 4 – On est des ados…Sortez-nous de là!

Module 5 – Allez les sportifs

Module 6 – En pleine forme?

Module 7 – Le tourisme

Module 8 – En famille et entre amis

Module 9 – Le lycée, et après?
Year 13 is somewhat different in that there is a cultural essay to write. You will write an essay in some
way related to your study of either Jacques Brel or La Haute Savoie and be prepared for the various
possibilities related to that text. However, in the rest of the exam, the texts you will read and listen to
will relate in many cases to the topics you have studied.
The Year 13 topics are:1. Module 1 - La pollution
2. Module 2 - L’énergie – un sujet brulant
3. Module 3 – Comment protéger la planète?
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4. Module 4 – L’immigration
5. Module 5 – L’intégration des immigrés
6. Module 6 – Le racisme
7. Module 7 – La richesse et la pauvreté
8. Module 8 – Au nom de la roi
9. Module 9 – Les progrès scientifiques et technologiques
Some of these you will still not have studied before the exam so the requirement to learn “general”
vocabulary is even more important.
For both AS and A2 studies, It is imperative that you do additional work over and above class work. For
example, you should be reading and listening to as much contemporary French as possible. Use the
following list as a guide.

Log onto www.google.fr

YouTube to access French material
Music

http://www.nrj.fr/

http://sites.radiofrance.fr/francemusique/accueil/

Internet radio will allow you to list to a variety of languages from all over the world
Television/Cinema

If you have iPads or iPhones, there are a few apps you can download (may be free or even cost £1.40 but
it’s certainly worthwhile)
o
FranceTV or France24
o
French news

Language in films can be changed to French or certainly have the option to have French subtitles.

Netflix has a large selection of films in French.
Reading

Any book in French would enhance vocabulary and fluency.

Buy French books (second hand so it’ll be even cheaper)
o
Amazon – (English and from www.amazon.fr (so direct from France)
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o
eBay

Through email, you can subscribe to magazines such as Elle, Marie Claire, Vogue etc - select what you are
interested in and you will receive either daily or weekly alerts in French to your email address about
topics such as fashion, music, food, culture, news, horoscopes etc.

If you don’t have access to a computer at home then at school log onto:

o
www.elle.fr
o
www.closermag.fr
o
www.lemonde.fr
o
www.lefigaro.fr
o
www.lindependant.fr
When going on holiday (or if you know somebody going on holiday), in the airport on the way home, stock
up on French magazines and newspapers. Or buy them on holiday – magazines are usually cheaper abroad
than here in England.
Grammar
Use the following website for quite reference on tenses

la-conjugaison.nouvelobs.com/
Apps for mobile phones, ipads and ipods

France 24 and French TV

Marie Claire and Grazia.fr

French verbs
All the above will help you to build your passive vocabulary and tune your ear to the speed and sound of
native speakers.
Furthermore, during you studies in both years, at the end of each module, you will have to produce a
detailed essay and complete grammar and vocabulary tests.
Finally, both exams require the use of a personal CD player. These will be provided by the Academy.
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A2 GEOGRAPHY:
Unit 3 – Contested Planet:
The examination consists of two parts. Section A and Section B.
Section A is made up of 5 questions, you must answer 2 questions (including an A (10 marks) and B (15
marks) question). The topics include Water Conflicts, Energy Security, Biodiversity Under Threat, Bridging
the development Gap and The Technological Fix.
Section B (the synoptic) is made up of 3 long questions. These questions are based on the pre-release
material given to you in advance by your teacher. The pre-release material will be available in the
examination. The topic is Energy Security.
Please see below for content details. Please see you tick sheets for further details.
Energy Security:



Water
Energy supply, demand and security
The impacts of energy security
Energy security and the future
Conflicts:
 The geography of water supply
 The risks of water insecurity
 Water conflicts and the future
Biodiversity under Threat:
 Defining Biodiversity
 Biodiversity threats
 Managing Biodiversity
Superpower Geographies:
 Superpower geographies
 The role of superpowers
 Superpower futures
Bridging the Development Gap:
 The cause of the development gap
 The consequences of the development gap
 Reducing the development gap
The Technological Fix:
 The geography of technology
 Technology and development
Technology, environment and the future
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A2 GERMAN
Year 13 - 1 Reading/Writing/Listening Paper including a cultural essay – 2½ hours (New spec)
NB. The use of dictionaries is forbidden in these examinations.
Revision
The main examination for Year 13 is geared around knowledge of the topics studied in each year and the
associated vocabulary. You should, therefore, revise thoroughly all your “general” vocabulary as well as
your topic specific vocabulary.
Year 13 is somewhat different to Year 12 in that there is a cultural essay to write. You will write an essay
in some way related to your study of German History or “the work of the director Florian Henckel von
Donnersmarck”so you need be prepared for the various possibilities related to that text. However, in the
rest of the exam, the texts you will read and listen to will relate in many cases to the topics you have
studied. The Year 13 topics are:1. Umweltverschmutzung
2. Umweltschutz
3. Ausländer
4. Armut und Reichtum
5. Rectswesen und Verbrechen
6. Technik und die Zukunft
7. Literatur, Film und die bildende Kunst
8. Deutschland heute
9. Politik – globale Probleme
Some of these you will still not have studied before the exam so the requirement to learn “general”
vocabulary is even more important.
In addition you need to be doing additional work over and above class work. For example, you should be
reading and listening to as much contemporary German as possible e.g. through newspapers, the
internet, television and other media. These will help you to build your passive vocabulary and tune your
ear to the speed and sound of native speakers. Finally, both exams require the use of a personal CD
player. These will be provided by the Academy.
You may look for resources online at the following websites
www.google.de (search for Deutscher Rundfunk or Deutsches Fernsehen)
www.amazon.de to buy books and German music
www.bild.de - newspaper
www.faz.net - newspaper
http://home.comcast.net/~dkalischer/WebRadio/DeutscherRundfunk.htm - access to German radio
stations
http://zattoo.com/de/?gclid=CKbi1-fZ_sACFVDItAod5woAtA – access to German TV
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A2 HISTORY - Germany 1900 – 45
1.
• The constitution of the Second Reich-Kaiser, Chancellor and
Germany 1900-
Reichstag.
1914
• Social and economic changes in the early 20th century.
• Social and political tensions and divisions in the Second Reich.
• Attempts to achieve social and political integration.
• Growing parliamentary democracy or entrenched autocracy by 1914?
2.
• The alliance system.
Controversy:
• Weltpolitik and the Navy.
German Foreign
• The naval race with Britain and worsening relations.
Policy
• The evolution of the Schlieffen Plan and the arms race with Russia and
1900-14 - War
France.
Guilt?
• The crisis of 1905-1911.
• The Balkan wars of 1912-13.
• Sarajevo and the blank cheque.
• War by timetable July-August 1914.
• The historical debate through the sources (7 hours): A war of
aggression and conquest? A war to stabilise an unstable Reich? A
defensive war? War dictated by military planning? A chapter of
accidents?
3.
• The Burgfried and 1914.
The Impact of the
• The social and economic strains of total war-
First
finance and economic mobilisation.
World War
• Growing opposition: peace resolutions and strikes.
• Germany and her army in 1918.
• The political changes of 1918: the revolution from above and the
revolution from below.
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A2 LAW
Unit G153 Criminal Law
Candidates are expected to demonstrate knowledge and understanding of the principles of
criminal law and to develop a critical awareness of the present state of criminal law in relation both
to the scope of specific crimes and the applicability of particular defences. They are expected to
have a general appreciation of the role of criminal law in modern society and to be able to relate
this to specific issues, eg whether it is justifiable to have crimes of strict liability.
Candidates are required to demonstrate some synoptic thinking. This is achieved by relevant
reference to precedent and/or statutory materials including the development of law and comments
on justice or morality where appropriate. It is also achieved by relevant use of precedent and/or
statutory materials in the application of legal reasoning to given factual situations, including
comment on the justice or morality of the outcome where appropriate.
This unit is concerned only with the law applicable in England and Wales, which includes, as far as
the chosen topics of study are concerned, the impact of European Union law on domestic law and
legal institutions.
Candidates will be required to support their knowledge by citation of relevant leading cases and
the main provisions of relevant statutes.
While candidates are encouraged to be aware of the changing nature of law, they are not required
to be familiar with innovations coming into effect in the twelve months immediately preceding the
examination.
Principles of criminal liability
Actus reus General principles of proof of positive acts before liability may be
incurred; omissions as actus reus in certain duty situations;
principles of causation; ‘sine qua non’; factors affecting the chain
of causation.
Mens rea General principles of intention; direct intent; oblique intent;
specific intent; recklessness; foresight of consequences;
transferred malice.
Strict liability Principles of strict/absolute liability; statutory nature;
interpretation by courts; policy issues; social utility; no negligence
– due diligence defences.
Attempted crimes Statutory definition; mens rea and actus reus; meaning of ‘more
than merely preparatory’; attempts to do the impossible.
Offences against the person
Murder The actus reus and mens rea required; defences of diminished
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responsibility and provocation.
Involuntary manslaughter Constructive (unlawful act) manslaughter; gross negligence
manslaughter; reckless manslaughter.
General defences
Insanity M’Naghten rules; effects of insanity as a defence.
Automatism Definition of automatism; self-induced automatism; distinctions
between insane and non-insane automatism.
Duress, necessity Scope and nature of these as defences; self-induced duress;
duress of circumstances; limits to their availability.
Intoxication Voluntary intoxication and its effect on liability for different
offences; involuntary intoxication; specific/basic intent dichotomy;
intoxicated mistake; public policy issues.
Non-fatal offences against the person
Assaults Assault and battery; actual bodily harm; wounding; grievous
bodily harm; proposals for reform.
Defences Self-defence/defence of another/prevention of crime; degree of
force; mistaken use of force in self-defence; consent and imitations on this defence.
Offences against property
Theft Actus reus and mens rea; issues surrounding meaning of
appropriation and dishonesty.
Robbery; burglary. NB As these topics are part of the Special Study for 2013-14 questions in
this unit will be restricted to “Section C” questions, aka “dilemma board” questions.
Unit G154 Criminal Law Special Study
This unit is based on pre-released materials: a special study booklet sent out to centres at the
beginning of the course, which provides a starting point for study of the topics set. Each booklet
contains source material, such as extracts from judgements or Acts of Parliament or academic
articles on a specific area(s) of criminal law. In this way the source material will indicate the area(s)
of substantive law that will be tested. Candidates are expected to demonstrate understanding of
the area(s) of law and the development of law and to use legal methods and reasoning to analyse
legal material, to select appropriate legal rules and apply these in order to draw conclusions.
Candidates will be expected to draw together knowledge of legal processes and/or legal issues
and make connections between these and the substantive law.
This unit is concerned only with the law applicable in England and Wales, which includes, as far as
the chosen topics of study are concerned, the impact of European Union law on domestic law and
legal institutions.
Candidates will be required to support their knowledge by citation of relevant leading cases and
the main provisions of relevant statutes.
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While candidates are encouraged to be aware of the changing nature of law, they are not required
to be familiar with innovations coming into effect in the twelve months immediately preceding the
examination.
This year’s topic: Robbery & Burglary
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A2 MATHEMATICS: Core 3

The examination will be a 90 minute paper

You need to attempt all the questions

The use of a calculator is permitted

Use the following self-assessment grid to help you to target your revision
Name:
Target Grade:
Core 3–Self-Assessment Grid.
Assessment
(Grade and %)



Functions

Understand and use the definition of a function

Understand and use the range and domain of a
function

Find inverse functions and draw their graphs

Find and use composite functions

Draw graphs of modulus functions

Solve equations involving modulus functions

Solve inequalities involving modulus functions
Trigonometry

Understand and use the inverse trigonometric
functions and their graphs

Understand and use the reciprocal trigonometric
ratios
and their graphs

Understand and use the identities
1  tan2 x  sec2 x and 1  cot2 x  cosec2x
Ln x and e
x

Understand and use the functions
f(x)  ex and its

graph
Understand and use the functions
f(x)  ln x and its
graph

Sketch combinations of transformations on graphs
Differentiation

Differentiate ekx, ln x, sin ax and cos bx

Differentiate using the reciprocal relationship

Differentiate using the chain rule

Differentiate using the product rule
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
Differentiate using the quotient rule

Differentiate other trigonometric functions
Numerical Methods

Locate roots by using a change of sign

Use iterative methods to find approximate solutions
of equations

Draw cobweb and staircase diagrams

Calculate numerical integrations of functions using
the mid-ordinate rule and Simpsons rule
Assessment
(Grade and %)



Integration

Integrate ekx, 1/x, sin ax and cos bx

Recognise the standard integrals

Integrate functions of the type
f'(x)
 f(x) dx  ln f(x)  c

Integrate using the reverse chain rule

Integrate by parts

Integrate by substitution

Evaluate volumes of revolution
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A2 FURTHER MATHEMATICS: Further Pure 2

The examination will be a 90 minute paper

You need to attempt all the questions

The use of a calculator is permitted

Use the following self-assessment grid to help you to target your revision
Name:
Target Grade:
Further Pure 2-Self Assessment Grid.
Assessment
(Grade and %)



Theory of Equations

The relationship between roots and coefficients - the
general case

Manipulate expressions involving α, β and γ

Finding conjugate pairs when the coefficients of the
polynomial are real

Finding all roots when the coefficients are non-real
Complex Numbers

Writing complex numbers in the modulus-argument
form

Finding the sum, difference, product and quotient of
two complex numbers

Representing a complex number on an Argand
diagram

Describing loci on the Argand diagram for circles,
half-lines and perpendicular bisectors

Showing geometrical illustrations on an Argand
diagram
Inequalities

Solve inequalities incorporating the use of a sign
diagram

Inequalities involving rational expressions

Inequalities with fraction
Finite Series

Finding the sum of a finite series using known rules
for integers, squares and cubes
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
Using the method of differences

Use partial fractions to create a difference in order to
sum a series

Finding the sum of a series using induction
Proof by Induction

Using induction with divisibility tests

Using induction with factorials

Using induction with inequalities

Showing
Assessment
(Grade and %)



De Moivre’s Theorem

Using
and

Expressing powers of trigonometric functions in
terms of multiple angles

Evaluating integrals involving powers of trigonometric
functions

Using the exponential form of a complex number

Finding the nth roots of unity

Solve problems involving powers of complex numbers
Hyperbolic Functions

The hyperbolic functions

Use of basic definitions to prove simple identities

Solve equations of the form

The logarithmic form of the inverse hyperbolic
functions

Familiarity with the graphs of the hyperbolic and
inverse hyperbolic functions

Differentiate and integrate with hyperbolic and
inverse hyperbolic functions
Arc lengths and area of surface of revolution

Calculate the arc length of a curve

Calculate the area of a surface of revolution

Use parametric coordinates

Quote the correct formulae from the booklet
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A2 MEDIA
Module 4 – Text, Industry and Audience
The exam will consist of a 2½ hour written examination divided in to two sections. You will answer one
question from section A and two questions from section B.
Assessment Objectives:
Module 4 –
AO1
Demonstrate knowledge and understanding of media concepts,
contexts and critical debates.
AO2
Apply knowledge and understanding when analysing media products
and processes to show how meanings and responses are created.
Exam Structure
Each section of the exam will require you to refer to one of the three industry case studies (music,
advertising and film).
Section A will relate to textual aspects and will require one answer from a choice of two questions. For
this, one case study is to be used.
Section B will relate to issues of audience and industry and will offer a choice of four questions, from
which you will answer any two using the two remaining case studies.
NB The three case studies are to be used individually for a single question, do not try to use all three
case studies together for each question
Revision Guidance
Section 1: Revise key aspects of textual analysis relating specifically to issues of genre, narrative and
representations within your case studies. This section lends itself particularly well to the case studies
relating to Music or Film.
Section 2: Revise key aspects of the contexts of production and regulation of the industries chosen
within the case studies.
Ensure you are fully aware of the audience appeal of your chosen texts and how each case study targets
specific groups through publicity and marketing strategies.
Consider historical aspects and technological developments within your chosen case study area.
General Guidance: Undertake independent research in to all three case study areas to identify additional
focus texts that can be used specifically within your responses.
For each industry case study, there must be a total of three focus texts, of which, two must be
contemporary and at least one must be British.
Focus upon areas of key media theory or debate making sure to be confident in basic knowledge of each
of these areas.
Be prepared to offer well balanced arguments and evidence to back up your opinions in these specialist
areas with specific reference to the question.
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A2 MUSIC
Examination overview
The assessment of this unit is through a 2 hour examination paper set and marked by Edexcel.
There are three sections in the examination paper: Section A: Aural Analysis; Section B: Music in Context,
and Section C: Continuity and Change in Instrumental Music. Section A requires candidates to listen to
extracts of music and one CD per examination centre will be provided by Edexcel. A skeleton score is
provided for use in Section A.
Candidates are given five minutes’ reading time at the start of the examination.
Each candidate should have access to an unmarked copy of the anthology during the examination.
Section A: Aural Analysis
(28 marks)
In this section, candidates listen to excerpts of unfamiliar music which are related to the two compulsory
areas of study, Instrumental Music and Applied music.
Question 1 (10 marks) requires candidates to compare and contrast two excerpts of music. Candidates
demonstrate their skills of aural analysis by comparing the musical features of the excerpts and placing
the music in context (which could include identifying the genre, composer and date of composition).
Each excerpt will be played three times each, in the order A, B; A, B; A, B. No score will be provided.
Question 2 (18 marks) requires candidates to listen to a single excerpt of music. Students demonstrate
their skills of aural analysis by recognising chords and keys (as outlined in the harmonic and tonal
vocabulary in Section 6.2), placing the music in context (which could include identifying the genre,
composer, and date of composition) and completing simple aural dictation tasks. The excerpt for
Question 2 will be played five times and a single- or two-stave skeleton score will be provided.
The excerpts of music will be punctuated by pauses, enabling candidates to complete their answers. The
length of all pauses will be announced on the CD so that candidates can plan their time effectively.
*(plus a spare copy)
Section B: Music in Context
(26 marks)
Questions in this section relate to the set works in Area of study 3: Applied music.
Candidates answer two questions (13 marks each) from a choice of three.
The questions prompt candidates to identify given musical features from selected set works and
comment on how these features help to place the work in a social and historical context.
Answers may be in note form or continuous prose.
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Section C: Continuity and change in instrumental music
(36 marks)
Questions in this section relate to the Area of study 1: Instrumental music and assess candidates
understanding of continuity and change within the group of set works studied. Candidates will answer
one essay question (36 marks) from a choice of two.
Questions focus on one or more musical feature(s) (such as resources, form, texture, tonality, harmony,
melody and rhythm and metre), and prompt candidates to demonstrate how these musical features
illuminate continuity and change between works.
Questions require candidates to demonstrate their knowledge and understanding in a variety of ways
including comparing, contrasting, assessing, evaluating and commenting on set works as appropriate.
In Section C, answers must be written in continuous prose. Quality of written communication (clarity of
expression, structure and presentation of ideas, grammar, punctuation and spelling) will be taken into
account when examiners mark Section C.
Applied Music 2013
4. Wagner- Prelude to Tristan und Isolade
26.Tavener – O Wilhelme,pastor bone
29. Haydn – ‘Quoniam tu solus’ from the Nelson Mass
47. James Horner – Titanic: ‘Take her to sea, Mr Murdoch’
60. Red Stripe Ebony Steelband (Trinidad) - Yellowbird
Instrumental Music 2013
1. J.S.Bach-Brandenburg Concerto No. 4 in G: Movement I
8. Webern:Quartet Op.22 movement I
17. Beethoven – Septet in E flat, Op20: movement No I
20. Sweelink – Pavana Lachrime
23.Schumann -Kinderscenen Op15: No.s 1,3 and 11
24. Debussy — Pour le piano:Saraband
49. Duke Ellington and his Orchestra – Black and Tan Orchestra
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A2 PHYSICS: Unit 4 Fields & Further Mechanics
1 hour written examination covering the following topics:
3.4.1 Further Mechanics

Momentum Concepts - Newton’s second law, Impulse, Force-time graphs, Conservation of
momentum, Elastic & inelastic collisions

Circular Motion - centripetal force, centripetal acceleration, angular speed, radians, linear velocity

Simple Harmonic Motion (SHM) - frequency, acceleration, displacement, velocity, SHM graphs,
time period, mass-spring system, pendulum, energy

Forced Vibrations & Resonance - free vibrations, damping, natural frequency, resonance, phase,
critical damping
3.4.2 Gravitation

Newton’s law

Gravitational Field Strength

Gravitational Potential

Orbits of planets & satellites
3.4.3 Electric Fields

Coulomb’s law

Electric field strength

Electric potential

Comparison of electric and gravitational fields
3.4.4 Capacitance

Energy stored by a capacitor

Capacitor discharge
3.4.5 Magnetic Fields

Magnetic flux density

Moving charged in a magnetic field

Magnetic flux and flux linkage

Electromagnetic induction
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A2 PHYSICS Unit 5: Nuclear Physics, Thermal Physics & Astrophysics
1 hour written examination covering the following topics:
3.5.1 Radioactivity

Evidence for the nucleus – Rutherford alpha particle scattering experiment

Alpha, Beta & Gamma radiation – hazards, inverse square law, background radiation

Radioactive decay – decay constant, activity, half life

Nuclear instability – atomic mass, atomic number, proton number, nucleon number

Nuclear radius
3.5.2 Nuclear energy

Mass and energy – mass difference, binding energy, atomic mass unit, fission, fusion

Induced fission – thermal neutrons, chain reaction, critical mass, moderator, control rods, coolant

Safety aspects of nuclear energy – shielding, nuclear waste materials, emergency shut-down
3.5.3 Thermal Physics

Thermal energy- specific heat capacity, latent heat

Ideal Gases – pressure, volume, temperature, absolute zero, Avogadro constant, Boltzmann
constant, molar mass, molecular mass

Molecular kinetic theory
A.1.1 Lenses and Optical Telescopes

Lenses

Astronomical telescope consisting of two converging lenses

Reflecting telescopes

Resolving power

Charge coupled device
A.1.2 Non-optical Telescopes

Single dish radio telescopes, I-R, U-V and X-Ray telescopes
A.1.3 Classification of Stars

Classification by luminosity

Apparent magnitude, m

Absolute magnitude, M
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
Classification by temperature, black body radiation

Principles of the use of stellar spectral classes

The Hertzsprung-Russell diagram

Supernovae, neutron stars and black holes
A.1.4 Cosmology

Doppler effect

Hubble’s law

Quasars
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A2 PHYSICAL EDUCATION
A2 Physical Education
UNIT 3 – PHED 3 – Optimising performance and evaluating contemporary issues in sport

30% of A level mark

2 hour examination

Section A – how exercise physiology can optimise performance

Section B – how application of psychological knowledge can optimise performance

Section C – contemporary influences in sport and their impact on the performer
UNIT 4 – PHED 4 – Analysis & evaluation of physical activity as a performer/or in an adopted role/s

20% of A level mark

Internal assessment with external moderation

Candidates perform, analyse and evaluate their own performance, identify areas of performance
that they could improve, and suggest causes and appropriate corrective measures.
Subject Content – A2 Modules
PHED 3 – PHED3

Energy Systems

Groups

Muscles

Leadership

Preparation and training

World Games

Sports Injuries

Olympic games

Mechanics of movement

Development of sport

Personality & attitudes

Organisation of sport

Stress & anxiety

Deviance

Aggression

Commercialism in sport

Confidence
Unit 4 – PHED4
Section A – The ability to perform and analyse relevant core skills/techniques as a performer,official or
leader/coach in one activity within a fully competitive situation/equivalent scenario. (Internal assessment
and external moderation.) 60 marks
Section B – The ability to analyse and critically evaluate their own/others’ areas of performance where
they could improve within a fully competitive/equivalent situation in relation to an elite level performer.
(Internal assessment and
external moderation.) 30 marks
Section C – Their ability to identify theoretical causes for weaknesses in performance and suggest
appropriate corrective practices to optimise performance. (Internal assessment and external moderation.)
30 marks.
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– the role and effectiveness of creatine, protein
Revision Guidance
Section A – Applied Physiology
Energy systems
Energy sources and systems – fats,
carbohydrates and proteins; locations within the
body, factors affecting their use, related to
intensity and duration of the exercise,
resynthesis of ATP.
• Aerobic energy system
– simplified biochemistry in the breakdown,
release and regeneration of ATP in glycolosis,
the Kreb cycle and Electron transport chain, role
of mitochondria, use in sporting situations
– oxygen deficit, Excess Post-exercise Oxygen
Consumption, including fast and slow
supplements, herbal remedies, bicarbonate of
soda and caffeine
– water and electrolyte balance; the athlete’s diet
– achieving optimal weight for activities
– effects of ergogenic aids, EPO, anabolic
steroids, Human Growth Hormone and
betablockers.
Specialised training
– plyometrics
– PNF stretching
– altitude training
– glycogen loading
– periodisation
– thermoregulation in differing environments
– lactate sampling, respiratory exchange ratio
(RER).
components of the recovery process
– VO2 max-limiting factor to performance.
• Anaerobic energy systems
– simplified biochemistry in the lactate
anaerobic system – use in sporting situations
– lactate threshold/Onset of Blood Lactate
Accumulation (OBLA) and fatigue; relationship
with VO2 max
– ATP-PC energy system – use in sporting
situations.
Sports injuries
– prevention and rehabilitation – use and effect
of hyperbaric chambers, oxygen tents and ice
baths on recovery
– delayed onset of muscle soreness (DOMS).
Muscles
– structure and function
– characteristics of different fibre types (slow
twitch (type I), fast glycolytic (type IIb) and fast
oxidative glycolytic (type IIa)) and examples in
sport
– sliding filament hypothesis
– motor units; spatial summation
Preparation and training
Sports supplements
Mechanics of movement
– vectors and scalars – velocity, acceleration and
momentum/impulse in sprinting
– Newton’s Laws applied to movements
– application of forces in sporting activities
– projectile motion – factors affecting distance,
vector components of parabolic flight
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– angular motion – conservation of angular
– definitions and components of an attitude
momentum during flight, moment of inertia and
– influences on formation of an attitude and
its relationship with angular velocity
influences on behaviour
– changing attitudes through cognitive
Section B – Psychological Aspects that optimise
dissonance and persuasive communication
performance
Aggression
Aspects of personality
– definition of personality
– definitions and types – channelled and
– interactionalist perspective
instrumental aggression, difference between
– personality as a predictor of performance
aggression and assertion
– use of personality testing
– theories of aggression – instinct theory,
– profile of mood states (POMs)
frustration-aggression hypothesis, social
– achievement motivation – motives to achieve
learning theory and aggressive cue theory
(Nach) and avoid failure (Naf), and the
– strategies to control aggression.
characteristics of each
– incentive value and probability of success
Confidence
– development of approach and avoidance
behaviour.
– self-confidence and self-efficacy
– Bandura’s model
Arousal
– determinants and changes in self-efficacy
– social facilitation and inhibition
– drive, inverted U and catastrophe theories
– evaluation apprehension, Baron’s
– practical applications and impact on
distractionconflict theory, home field advantage
performance
– strategies to eliminate the adverse effects of
– Zone of Optimal Functioning and peak flow
all the above on performance.
experience.
Controlling Anxiety
Attribution theory
– different types of anxiety – somatic; cognitive,
trait and state
– Weiner’s model and its application to sporting
– measuring anxiety – observations;
situations
questionnaires; SCAT, STA1, CSAI 2,
– link between attribution and task persistence
physiological measures
– attribution retraining, self serving bias
– cognitive techniques – imagery, mental
– learned helplessness, general and specific.
rehearsal and stress management, attentional
control and cue utilisation, thought stopping,
Group success
self-talk
– somatic techniques – biofeedback, centring,
– group formation and dynamics, Carron’s
breathing control and muscle relaxation
antecedents
– goal-setting – characteristics of effective goal
– factors affecting cohesion – co-operation and
setting.
co-ordination
– task and social cohesion
Attitudes
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– Steiner’s model of potential and actual
productivity, faulty group processes, strategies
to overcome faulty processes
– Ringlemann effect and social loafing –
strategies to overcome social loafing.
Leadership
– qualities associated with leaders
– types of leadership – autocratic, democratic,
laissez faire
– effectiveness of leadership styles
– prescribed and emergent leaders
– Fiedler’s Contingency model – task and person
orientated and Chelladurai’s multi-dimensional
model.
Section C – Evaluating Contemporary Influences
Section 1 explores the concepts and
characteristics of World Games and their impact
on the state and individual.
Candidates should be able to understand:
• the characteristics of World Games
• the impact of World Games on the individual,
the country and the government
• the stages of Sport England’s sport
development continuum and the factors
influencing progression from one level to
another
• the social and cultural factors required to
support progression from participation to
performance and excellence
• the role and structure of the world class
performance pathway
• the role and purpose of the following external
organisations in providing support and
progression to performers moving from grass
roots to elite level (including initial talent
identification programmes, provision of
– Sport England/Wales/Scotland/Northern
facilities, resources and coaching):
Ireland
– UK Sport
– Sports coach UK
– national institutes of excellence – English
– British Olympic Association
Institute of Sport/equivalent home countries
– National Lottery
– National Governing Bodies
– Sports Aid.
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Section 2 evaluates whether the Olympic ideal still has a place in modern-day sport.
Candidates should be able to understand:
• the social cultural factors influencing the development of rational recreation from
preindustrial times to the current day
• the development of rational recreation as a result of changing socio-cultural factors through
the Industrial Revolution, urbanisation, the emergence of the middle classes, improved
communications, the church, public provision and the changing nature of working conditions
for the masses and how this has influenced the current day sporting arena
• the development and spread of rational recreation within society and globally due to the
influence of ex-public school boys, formation of national governing bodies and the emergence
of mass spectator sport and how this can be still seen in the current day sporting arena
• the historical view of the amateur and professional when compared with the current viewpoint
• the contract to compete and its relevance to modern-day elite sport
• the concepts of gamesmanship and sportsmanship and the Olympic Ideal.
Section 3 investigates the causes of deviance in sport and the link between sport and the law as
a result.
Candidates should be able to understand:
• positive and negative forms of deviance in relation to the player/performer and spectator
• the causes of violence in sport in relation to the player/performer and spectator
• the implications of violence in sport on the player/ performer, spectator and the sport
• strategies for preventing violence within sport to the player/performer and spectator
• the reasons behind elite performers using illegal drugs to aid performance
• the implications to the sport and player/performer of drug taking
• strategies for eliminating players/performers taking drugs
• arguments for and against drug taking and testing
• the uses of sports legislation in relation to:
– performers (eg contracts; injury; loss of earnings)
– officials (eg negligence)
– spectators (eg safety; hooliganism)
• the increased number of prosecutions within sport
and the reasons for this.
Section 4 focuses on the factors that have influenced the commercialisation of modern-day
sport.
Candidates should understand the advantages and disadvantages to the performer, coach,
official, spectator, sport and World Games of the following factors:
• commercialisation
• sponsorship
• media
• technology.
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A2 PRODUCT DESIGN UNIT 3
The rehearsal examination will last 120 minutes.
Content of the Examination
This is classed as a synoptic written examination.
The paper will challenge students on their knowledge and understanding of both the AS and A2
content, including;- Design , Manufacture, Materials, Processes, Safety, Environmental issues,
Human factors, Quality Assurance and Design Movements .
The paper is divided into two sections.
There is a choice of three questions from six.
Candidates are to answer one question from each section and also a final question from either
section.
Students are encouraged to utilise a variety of illustrative techniques when responding to
questions.
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A2 PSYCHOLOGY
The rehearsal exam will follow the format of PSYA3 and will examine 3 of the following areas.
The paper is out of 72 and lasts for one hour and 30 minutes. Please be aware that some of
the questions may be split.
EATING BEHAVIOUR
Eating behaviour
Factors influencing attitudes to food and eating behaviour, for example cultural influences,
mood, health concerns
Explanations for the success and failure of dieting
Biological explanations of eating behaviour
Neural mechanisms involved in controlling eating behaviour
Evolutionary explanations of food preference
Eating disorders
In relation to either anorexia nervosa or bulimia nervosa or obesity:
Psychological explanations
Biological explanations, including neural and evolutionary explanations
RELATIONSHIPS
The formation, maintenance and breakdown of romantic relationships
Theories of the formation, maintenance and breakdown of romantic relationships: for example,
reward/need satisfaction, social exchange theory
Evolutionary explanations of human reproductive behaviour
The relationship between sexual selection and human reproductive behaviour
Sex differences in parental investment
Effects of early experience and culture on adult relationships
The influence of childhood on adult relationships
The influence of culture on romantic relationships
AGGRESSION
Social psychological approaches to explaining aggression
Social psychological theories of aggression, for example, social learning theory, deindividuation
Explanations of institutional aggression
Biological explanations of aggression
The role of neural and hormonal mechanisms in aggression.
The role of genetic factors in aggression.
Aggression as an adaptive response
Evolutionary explanations of human aggression, including infidelity and jealousy.
Explanations of group display in humans, for example sports events and lynch mobs.
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ASSESSMENT OF THE EXAM
In this exam, your ability to describe and evaluate psychological knowledge is assessed with
two assessment objectives – AO1 for description and AO2 for evaluation. There is also AO3
which concerns your understanding of ‘how science works’, but this is not marked separately,
but as part of the overall AO2 mark).
The following is guidance on how to develop these skills appropriately.
AO1 – Out of 8 in each section
Knowledge and understanding – Make sure you do understand the theories and studies. Don’t
just hope it will sound OK.
Detail – This is not necessarily about writing lots, it is about ensuring that what you write
contains specific information.
Range of material - This refers to how many things are covered in your answer. This might be
the number of studies or number of different aspects of a theory.
Depth and breadth – If you try to provide too much breadth (e.g. lots of studies) you won’t have
time for depth (detail). Less is more – write about less studies but provide more detail.
Organisation and structure – Use lots of paragraphs. In each paragraph, make your point and
provide a detailed explanation of that point.
AO2 – Out of 16 for each section
Analysis and understanding – The analysis bit is your attempt to work out what features of the
topic can be criticised/discussed.
Focus – You won’t receive credit for information that isn’t directly relevant to the question, in
fact you will lose marks for an answer lacking focus.
Elaboration
One line criticisms receive little credit. You must identify, provide evidence, justify and link
back to the point you are criticising.
Line of argument – Your answer should read a bit like a story so that each paragraph makes
sense coming after the previous one.
Issues, Debates and Approaches (IDAs) – These must be included in a contextualised format.
Quality of written communication assesses the fluency of your writing and the extent to which
you have used psychological terms effectively as well as your grammar, punctuation and
spelling.
AO3 – How Science Works
Although there are no specific criteria in the mark allocation tales that mention this, it will
enable you to show skills of analysis which can be credited. Such criticisms must be
contextualised to receive any credit.
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A2 RELIGIOUS STUDIES
Summary of First Rehearsal Examinations
A2 Religious Studies
Paper 1 Developments
Paper 2 Implications
Assessment Objectives:
AO1  Select and demonstrate clearly relevant knowledge and understanding through the use
of evidence, examples and correct language and terminology appropriate to the course of
study.
AO2  Critically evaluate and justify a point of view through the use of evidence and reasoned
argument.
Exam Structure
Developments – Duration of 1¾ hours examination with questions from The Fourth Gospel and
Philosophy of Religion. Candidates are required to answer THREE questions across the two
sections.
Implications – Duration of 1¼ hours examination with selected text from a previously published
anthology of theological texts. Candidates are required to answer ONE set question.
Revision Guidance
For the Developments paper candidates are required to revise their biblical study of The Fourth
Gospel paying particular attention to The Prologue and The Purpose of the Fourth Gospel.
In addition they are to revise their work for Philosophy of Religion paying particular attention to
Religious Experience and the Ontological argument.
For the Implications Paper candidates will be guided in preparing a pre-selected text. The text
for this examination will be one already studied in class time.
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A2 SOCIOLOGY
Paper 1
The first rehearsal exam paper will follow the format of SCLY3 and will examine the areas
below. The paper is out of 60 and lasts for 1 hour and 30 minutes. There is one Item of
stimulus material, plus three question. Question 1 is compulsory. It is sub-divided into parts
(a) and (b). Part (b) will normally be linked to the Item. Questions 2 and 3 are essays. You
must choose one of these. You should divide your time roughly as follows: Question 1: spend
about 10 minutes answering (a) and thirty minutes answering (b) (including reading the item).
Essay question: spend about 50 minutes on this.
TOPIC AREAS
Different theories of ideology, science and religion, including both Christian and non-Christian
religious traditions.

Understand different sociological definitions of religion.

Understand how different sociological theories explain the role and functions of religion,
and how religion contributes to social stability.

Be able to evaluate different sociological definitions and theories of religion.
The relationship between religious beliefs and social change and stability
Be able to describe a range of examples of religion and analyse their role in social

change.

Understand sociological explanations of the role of religion in promoting social change.

Be able to evaluate different sociological explanations of the relationship between
religion, social stability and social change.
The significance of religion and religiosity in the contemporary world, including the nature and
extent of secularisation in a global context.

Know the main trends in patterns of the religious belief and practice in the UK and USA.

Understand and be able to analyse the possible causes of secularisation.

Be able to evaluate arguments and evidence for the view that secularisation is occurring.
Paper 2
The second rehearsal exam will follow the exam format for the Deviance section of SCLY4 and
will examine the areas below. The paper is out of 42 and lasts 1 hour. It consists of two
questions (out of 21), each with an item to refer to. The two questions are compulsory and you
should spend 30 minutes on each.
TOPIC AREAS
Different theories of crime, deviance, social order and social control

Understand and be able to evaluate Functionalist, Marxist, Labelling and Realist theories
of crime.
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The social distribution of crime and deviance by age, ethnicity, gender, locality and social class,
including recent patterns and trends in crime.

Know the main age, ethnicity, gender and social class differences in recorded patterns of
offending.

Understand and be able to evaluate the debate about the treatment of social groups in
the criminal justice system.
Points to remember for essay questions


Read the question carefully until you understand it; then make a brief plan.
Stick to the question. Don’t write everything I know about beliefs in society or crime
and deviance.

Discuss a range of concepts, explanations, theories/perspectives and /or method. Use
evidence from sociological studies.

Use the items when instructed to, and use examples. Write a brief conclusion following
logically from the main points in your essay.

For all essay questions there are more marks for AO2 than for AO1. You will show these
skills best by focusing throughout on the actual question and how your material helps to
answer it.
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Revision Notes
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