2017
SUMMER 2017
Dear Students/Parents/Carers
Enclosed in this booklet is information relating to the forthcoming A2 & AS public
examinations. These will commence on Friday 5 May 2017 (resit GCSE English) with study
leave for Year 12 commencing from 3pm on Friday 12 May 2017 and for Year 13 on Friday
26 May 2017. Year 12 return from study leave on Tuesday 13 June 2017 at 8.30am. An
exam timetable is included within the booklet for your information.
The main purpose of this booklet is to give students information on what topics they need
to revise prior to the examinations. Some departments have given students revision topics
in more depth through individual leaflets.
In order to be successful, students should try to set aside time every day to revise; in this
booklet are some suggested revision techniques. Students must make sure they are fully
prepared for each exam with several black pens, pencils, ruler, rubber and calculator when
required.
Teachers are running after school, weekend and holiday revision sessions. Please
encourage your son/daughter to attend. It is important that students take note of the start
times for their exams and arrive early for each. All A2 & AS exams take place in the Sixth
Form Block. On the morning or afternoon of an examination they will be met outside Mrs
Kelly’s office, given bottles of water to take into the exam centre, some sweets for
sustenance and be reminded of the demands of the exam by their subject teacher.
During study leave students will come into school for lessons and examinations
only. They MUST sign in and sign out with Mrs Kelly in the C block, when on site, for either
a lesson or an examination. BTEC students will need to be in school for all lessons but
during independent study periods may go home to work, as the study centre will be used
for examinations throughout this time. If a student wishes to remain on site to revise or
complete coursework, provision will be made in either C block or the LRC for them to do
so. Whilst in school for lessons or examinations ALL Year 12 & Year 13 students MUST
follow the sixth form dress code and wear their lanyards.
I wish all students the very best in their examinations and if you have any queries please
do not hesitate to contact me at [email protected].
Yours faithfully
Ms B Doherty
Vice Principal – KS5
Recommended Revision Techniques
•
Drawing ‘spider maps’ on large pieces of paper – to show how different parts of a
subject hang together.
•
Use pictures and big flip-chart sheets and colour to make posters with key points
and display these on walls or where you will see them regularly.
•
Put revision aids up around the house – especially for ‘rote learning’ – chemical or
mathematical formulae, French verbs – read them at every opportunity.
•
Record yourself making 10 key points about a particular topic, then play it back
when you are travelling, running etc.
•
Highlight key areas of notes or book (if yours), picking out the key points or
summaries.
•
Read a page and shut the book – what can you remember?
•
Tell someone about what you have learned – explain how the heart works over a
meal (or perhaps stick to something less gory)
•
Get people around you to test you on ‘rote knowledge’ – have a family quiz.
•
Mnemonics are also useful – make up a silly sentence to help you remember the
order of something e.g. never eat shredded wheat (north, east, south, west).
•
Flash cards – use index (small) cards to write down key points on a topic, questions
with answers on the back and test yourself or test someone else. Highlight key words.
•
When you have revised and revisited each topic, have a go at some old exam
questions – subject teachers will happily give these out. These can also be found on the
exam board websites:
Web.aqa.org.uk/exams-office/exams-guidance/qp-ms_finder.php
Elewebvip.edexcel.org/pastpapers
www.oce.org.uk/i-want-to/prepare-and-practice/past-papers-finder
Examination Timetable
Day
Start
Length
Board
Code
Title
Level
Fri
5
May
13:30
01:45
CIE
0522/01
ENG IGCSE Reading Passage [Core]
GCSE resit
Y12/13 RESIT
Fri
5
May
13:30
02:00
CIE
0522/02
ENG IGCSE Reading Passages [Ext]
GCSE resit
Y12/13 RESIT
Wed
Mon
10
15
May
May
13:30
08:30
02:00
01:45
CIE
WJEC/GCSE
0522/03
44510001
ENG IGCSE Directed Writing +Composition
RS Religion & Lif Life Issues
GCSE resit
GCSE
Y12/13 RESIT
Y11
Mon
15
May
08:30
00:45
AQA
DRAM1A
Drama & Theatre Studies Unit 1A
GCE
AS legacy resit
Mon
Mon
15
15
May
May
09:30
13:30
00:45
01:30
AQA
AQA
DRAM1B
7181/1
Drama & Theatre Studies Unit 1B
Psychology AS Paper 1
GCE
GCE
AS legacy resit
AS new
Tue
16
May
08:30
01:30
AQA
7191/1
Sociology AS Paper 1
GCE
AS new
Tue
16
May
13:30
01:30
AQA
7036/1
Geography AS Paper 1
GCE
AS new
Tue
16
May
13:30
01:30
OCR
F761/01
Geog: Mangng Physcl Envrnmnts Wrttn
GCE
AS legacy resit
Wed
17
May
08:30
01:30
EDEXL/GCE
6663 01
MATHS Core C1 GCE AS
GCE
AS
Wed
17
May
13:30
01:30
AQA
SC02
Applied Science Unit 2 GCE
GCE
AS legacy resit
Thu
Thu
18
18
May
May
08:30
13:30
02:00
01:30
OCR
AQA
G322/01
42401
Media Studies: Media Cncpts TV Writn
Drama Unit 1
GCE
GCSE
AS
Y11
Thu
18
May
13:30
01:30
AQA
7131/1
Business AS Paper 1
GCE
AS new
Fri
19
May
08:30
02:30
EDEXL/GCE
6RU02
Russian 2 Written
GCE
Y13
Fri
Fri
19
19
May
May
08:30
13:30
01:30
01:30
AQA
AQA
7711/1
48903
English Literature A AS Paper 1
Physical Education Unit 3
GCE
GCSE
AS new
Y11
Fri
19
May
13:30
01:30
AQA
7036/2
Geography AS Paper 2
GCE
AS new
Fri
19
May
13:30
01:30
OCR
F762/01
Geog: Mngng Chng in Human Envts Wrtn
GCE
AS legacy resit
Mon
Mon
22
22
May
May
08:30
08:30
01:30
01:45
AQA
AQA
7701/1
8702/1
English Language AS Paper 1
English Literature Paper 1
GCE
GCSE
AS new
Y11
Mon
Mon
22
22
May
May
08:30
13:30
02:00
01:30
AQA
OCR
PROD1
B561/01
D & T: Product Des [3D-Des] Unit 1 GCE
Geog B: Sustain Dcsn Mkng Wrttn Fnd
GCE
GCSE
AS
Y11
Mon
Tue
22
23
May
May
13:30
08:30
01:30
01:30
AQA
AQA
7181/2
48101
Psychology AS Paper 2
Media Studies Unit 1
GCE
GCSE
AS new
Y11
Tue
23
May
08:30
01:30
AQA
7191/2
Sociology AS Paper 2
GCE
AS new
Wed
Wed
24
24
May
May
08:30
08:30
01:30
01:00
EDEXL/GCE
AQA
6664 01
413001
MATHS Core C2 GCE AS
Business Studies Unit 1
GCE
GCSE
AS
Y11
Wed
24
May
13:30
01:30
AQA
7711/2
English Literature A AS Paper 2
GCE
AS new
Thu
25
May
13:30
01:30
EDEXL/GCE
8BN0 01
BIOLOGY AS Lifestyle Transport Genes
GCE
AS new
Fri
26
May
08:30
02:30
EDEXL/GCE
F889
Turkish LISTENING/Reading/Writing 1
GCE
Y12
Thu
25
May
08:30
01:45
EDEXL/GCSE
1MA0 1F
Maths Non Calculator [F] RESIT
GCSE resit
Y12/13 RESIT
Thu
Thu
25
25
May
May
08:30
08:30
01:45
01:30
EDEXL/GCSE
EDEXL/GCSE
1MA0 1H
1MA1 1F
Maths Non Calculator [H] RESIT
Maths 9-1 Non Calculator [F]
GCSE resit
GCSE
Y12/13 RESIT
Y11
Fri
Fri
26
26
May
May
08:30
08:30
01:30
02:15
AQA
AQA
7701/2
8702/2
English Language AS Paper 2
English Literature Paper 2
GCE
GCSE
AS new
Y11
Fri
26
May
08:30
01:30
OCR
H032/01
Chemistry A: Breadth in Chemistry Wtn
GCE
AS new
Fri
26
May
13:30
02:15
CIE
9093/31
ENG LANG A LEVEL Text Analysis 31
GCE
A2
Fri
7131/2
Business AS Paper 2
GCE
AS new
IT1 Info. & Communication Tech.
GCE
AS
26
May
13:30
01:30
AQA
Mon
5
Jun
08:30
02:15
WJEC/GCE
Mon
5
Jun
13:30
02:30
OCR
F763/01
Geog A2: Global Issues Written Paper
GCE
A2 Legacy
Tue
6
Jun
13:30
01:30
EDEXL/GCE
8BN0 02
BIOLOGY AS Dev. Plants & Environment
GCE
AS new
Wed
7
Jun
08:30
01:30
EDEXL/GCE
6683 01
MATHS Statistics S1 GCE AS
GCE
AS
Wed
7
Jun
08:30
02:00
OCR
G325/01
Media Studies: Crtl Prspt Media Wrtn
GCE
A2
12410001
Wed
7
Jun
08:30
03:00
AQA
PLSH2
Polish Unit 2
GCE
Y12
Wed
7
Jun
13:30
02:15
CIE
9093/41
ENG LANG A LEVEL Language Topics 41
GCE
A2
Wed
Wed
7
7
Jun
Jun
13:30
13:30
02:00
01:45
AQA
WJEC/GCSE
7182/1
44520001
Psychology ADV Paper 1
RS Religion & Hum Human Experience
GCE
GCSE
A new
Y11
Thu
8
Jun
08:30
01:45
EDEXL/GCSE
1MA0 2F
Maths Calculator [F] RESIT
GCSE resit
Y12/13 RESIT
Thu
Thu
8
8
Jun
Jun
08:30
08:30
01:45
01:30
EDEXL/GCSE
EDEXL/GCSE
1MA0 2H
1MA1 2F
Maths Calculator [H] RESIT
Maths 9-1 Calculator [F]
GCSE resit
GCSE
Y12/13 RESIT
Y11
Thu
8
Jun
13:30
02:00
AQA
7192/1
Sociology ADV Paper 1
GCE
A new
Fri
9
Jun
08:30
02:15
EDEXL/GCE
9HI0 1C
History - Britain 1625-1701
GCE
A new
Fri
Fri
9
9
Jun
Jun
08:30
08:30
02:00
01:00
AQA
AQA
PROD3
BL2FP
D & T: Product Des [3D-Des] Unit 3
Biology Unit 2 Tier F
GCE
GCSE
A2
Y11
Fri
9
Jun
13:30
01:30
OCR
H032/02
Chemistry A: Depth in Chemistry Wtn
GCE
AS new
Fri
Mon
9
12
Jun
Jun
13:30
08:30
01:30
01:45
OCR
AQA
F764/01
8700/2
Geog A2: Geographical Sklls Written
English Language Paper 2
GCE
GCSE
A2 Legacy
Y11
Mon
12
Jun
13:30
02:00
AQA
7132/1
Business ADV Paper 1
GCE
A new
Mon
Mon
12
12
Jun
Jun
13:30
13:30
Internal
Internal
Internal
Internal
PE PPE
Hist Paper 1 PPE
GCE PPE
GCE PPE
PPE Y12
PPE Y12
Wed
14
Jun
08:30
EDEXL/GCE
6667 01
MATHS Mechanics M1 GCE A2
GCE
A2
Wed
14
Jun
08:30
Internal
Internal
Drama PPE
GCE PPE
PPE Y12
Wed
14
Jun
08:30
Internal
Internal
Hist paper 2 PPE
GCE PPE
PPE Y12
Wed
14
Jun
13:30
02:00
AQA
7182/2
Psychology ADV Paper 2
GCE
A new
Thu
15
Jun
08:30
03:00
AQA
7712/1
English Literature A ADV P1
GCE
A new
Thu
15
Jun
08:30
01:30
AQA
SC14
Applied Science Unit 14 GCE
GCE
A2 legacy
Thu
15
Jun
13:30
02:00
AQA
7192/2
Sociology ADV Paper 2
GCE
A new
Fri
Fri
16
16
Jun
Jun
08:30
08:30
01:30
01:00
EDEXL/GCE
AQA
9HI0 2C
PH2FP
History - France & Russia Rev 1894-1924
Physics Unit 2 Tier F
GCE
GCSE
A new
Y11
Fri
16
Jun
08:30
02:30
WJEC/GCE
IT3 Info. & Communication Tech.
GCE
A2
Mon
19
Jun
08:30
02:00
AQA
7132/2
Business ADV Paper 2
GCE
A new
Tue
20
Jun
13:30
02:00
AQA
7192/3
Sociology ADV Paper 3
GCE
A new
Tue
Tue
20
20
Jun
Jun
13:30
13:30
01:30
02:00
EDEXL/GCE
AQA
6665 01
45501
MATHS Core C3 GCE A2
D & T: Graphic Products Unit 1
GCE
GCSE
A2
Y11
Wed
21
Jun
08:30
02:15
EDEXL/GCE
9HI0 39
History - Usa Rights & Change in UK
GCE
A new
Wed
21
Jun
08:30
02:30
EDEXL/GCE
6RU04
Russian 4 Writing Resp & Research
GCE
Y13
Thu
22
Jun
08:30
02:30
AQA
7712/2B
English Literature A ADV P2 Opt B
GCE
A new
Thu
22
Jun
08:30
01:30
AQA
J/507/6497
Key Concepts in Science APPLIED GENERAL
APP GEN L3
Y12/13
Thu
22
Jun
13:30
02:00
AQA
7182/3
Psychology ADV Paper 3
GCE
A new
Fri
23
Jun
08:30
02:00
AQA
DRAM3
Drama and Theatre Studies Unit 3 GCE A2
GCE
A2
Fri
23
Jun
08:30
01:30
EDEXL/GCE
6666 01
MATHS Core C4 GCE A2
GCE
A2
Fri
23
Jun
13:30
02:00
AQA
7132/3
Business ADV Paper 3
GCE
A new
Mon
26
Jun
13:30
01:30
AQA
R/507/6499
Science in the modern world APPLIED GENERAL
APP GEN L3
Y12/13
01:30
12430001
CONTENTS
APPLIED SCIENCE
BIOLOGY
BUSINESS STUDIES
DESIGN &TECHNOLOGY – PRODUCT DESIGN
DRAMA AND THEATRE STUDIES
ENGLISH LANGUAGE
ENGLISH LITERATURE
GEOGRAPHY
HISTORY
ICT
MATHEMATICS
MEDIA STUDIES
PSYCHOLOGY
SOCIOLOGY
AS Applied Science Unit 2: Energy transfer systems( Legacy).
Exam Board AQA
Specification AQA AS Applied Science Unit 2 Energy transfer systems
Syllabus content
The structure of the heart and the characteristic features of arteries, veins and capillaries; how
heart rate is affected by nervous inputs; how blood pressure changes with the activity of the body;
the structure of the lungs, how breathing movements are brought about by muscles; how gases are
exchanged between the atmosphere and the blood, through the respiratory surfaces of the lungs;
how pulse rate, breathing rate and tidal volume change in response to changes in carbon dioxide
and oxygen levels in the blood; how the vital capacity of the lungs may be affected by regular
exercise or by lack of exercise; homeostatic mechanisms for controlling body temperature; how
to plan laboratory investigations to investigate the above and evaluate their effectiveness.
You should be aware of how the following physiological indicators are measured:
pulse rate and/or heartbeat; blood pressure (using a manual or an electronic digital
sphygmomanometer); breathing rate; tidal volume and vital capacity of the lungs (using a simple
spirometer, which can also be used to measure the rate of oxygen consumption); peak expiratory
flow rate (using a peak flow meter).
These normal values have to be known by heart
Breathing:
breathing rate 12–15 breaths per min
tidal volume 400–500 cm3
vital capacity (male) 4.8 dm3
vital capacity (female) 3.1 dm3
Blood pressure:
18-year-old male 120/80 mm Hg
20-year-old male 125/80 mm Hg
40-year-old male 135/85 mm Hg
peak flow 400–600 dm3 min−1
Females usually have slightly lower blood pressure:
20-year-old female 123/80 mm Hg
40-year-old female 133/85 mm Hg
Pulse rate: typical range of pulse rate is 60–80 beats per minute
For each instrument you should be able to:
recognise a normal trace, or the average value in the case of a peak flow meter, and describe
what it shows; recognise traces for a normal heartbeat, sinus tachycardia, bradycardia, sinus
arrhythmia and ventricular fibrillation; describe what such traces show
The range of body temperatures measured in the mouth:
normal 36.8°C ; range 36.5–37.2°C
death below 25°C
hypothermia 32°C
fever above 37.2°C
heat exhaustion or heat stroke likely if above 38°C in absence of infection
high temperatures that above 43°C would lead to death
How temperature is controlled and regulated by the nervous system, the
circulatory system and the skin. You should be able to describe the temperature
control mechanisms of sweating, vasodilation, vasoconstriction and shivering; the
circumstances in which particular individuals may be at risk of hypothermia, heat
exhaustion or heat stroke.
The process of respiration
You should know:
• that respiration involves chemical reactions that use oxygen;
• the balanced chemical equation for aerobic respiration and be able to identify
any waste products produced;
• how respiration can be investigated in the laboratory.
Ethical issues relating to the monitoring, diagnosis and treatment of the
circulatory and respiratory systems .
Examples of some ethical issues you should be aware of are:
• treatment of self-inflicted problems;
• whether the cost of treatment should affect treatment options;
• turning off life support systems;
• transplants;
• withholding distressing information from patients;
• using human beings as subjects for investigations and clinical trials.
Imaging methods used in monitoring and diagnosis
• X-rays (including CAT scans);
• ultrasound;
• magnetic resonance imaging (MRI);
• radioactive tracers.
For each of these you should know the advantages and disadvantages of using
each method and suggest, with reasons, which methods could be used in
particular situations.
Applications of Energy transfer.
You should be able to design, carry out and evaluate investigations related to forces, momentum,
power, energy, energy transfer, efficiency and thermal transfer linked to the content given
below.
You should:
• know about the role of energy in respiration;
• be able to apply knowledge of energy transfer involving other forms of energy, for example,
sound, kinetic, potential, electrical and chemical to a variety of situations;
• use the formulae given below to calculate energy change and comment on the significance of the
results obtained in any calculations
potential energy (Ep) = mass (m) × acceleration (g) × height (h) due to gravity
kinetic energy (Ek) = ½ × mass (m) × velocity2 (v2)
• explain the effects of friction on effective energy transfer;
• understand how momentum changes in collisions;
• understand the effect of impulse in a collision, how materials and products are manufactured to
increase the impact time and reduce the overall effect of the collision;
• compare the energy input and work done in a variety of real-life situations and understand that
the work done is equal to the energy transferred;
• understand that power is the rate of transferring energy. Power can be calculated using the
formula
power (P) = energy transferred or work done
time taken
be able to calculate the cost of using electrical appliances using the formula
cost (C) = power (P) × time (t) × cost per unit (u)
and compare the cost of using a variety of appliances;
• understand the meaning of the term efficiency, how it is calculated and the use and
manipulation of the formula
efficiency (%) = Useful energy output
total energy input
You should be able to plan, carry out and evaluate simple experiments relating to the calculation
of efficiency. You will need to be aware of the limits to the efficiency of energy transfer and
consider the most economical methods of transferring energy:
• know that when designing various machines and heating systems, consideration of the most
economical methods of transferring energy will be required;
• know that there is a fundamental limit to the efficiency of some systems – such as heat
exchangers and refrigerators – which depends on the limiting temperatures in which they are
working;
• know how the rate of energy transfer and temperature of a system can be controlled;
• know and understand how energy is transferred in the three thermal transfer mechanisms –
conduction, convection and radiation;
• know which types of materials are good at transferring heat energy by each of these
mechanisms and how heat loss through each of these mechanisms can be controlled;
• know which types of materials are poor at transferring heat energy by each of these
mechanisms and how heat loss through each mechanism can be controlled;
• be able to apply this knowledge to temperature regulation in the body, in buildings and in the
wider environment. A knowledge of U-values, as used in the construction industry, is a
requirement for this;
• be able to describe how automatic feedback can control the temperature of a system;
• know how electricity is generated from a variety of energy sources – including coal, nuclear
power, hydroelectric power, biogas and solar power – and comment of the relative advantages and
disadvantages of each;
• know some of the problems, both large and small scale, caused by wasteful energy transfer and
be able to suggest some methods of reducing this waste;
• be able to discuss practical methods of reducing wasteful energy transfer and consider the
social, environmental and financial consequences of using energy inefficiently.
Revision strategies
1) Use the Unit 2 Workbook and your question packs to ensure you know all the information
(A01). All our lesson powerpoints are on Fronter as well. Make revision cards/ post it notes
for key processes and definitions. Learn them. Make sure you only use correct scientific
vocabulary when answering questions.
2) Make mindmaps to link the information in a topic together and then use these to make
connections required for A03 and A04. This is essential if you are to achieve a C and above.
Then use these to complete the practice papers. Don’t use the mark schemes. Practice finding
and highlighting the key command words and numeric information in questions so that you
focus in on what the question requires you to do. Get a member of staff to check longer
answers to ensure you are writing in a scientific way.
3) List all the practicals and review these on You tube so you review how the practical was
carried out, what the findings were and any ethical issues.
4) Experience has shown that students MUST know the content covered thoroughly to ensure
that a C pass grade can be achieved. Particular issues are normal body data, cardiac cycle,
homeostatic processes, the formulae, heat transfer processes and the meaning of U values.
Students also find momentum questions challenging.
5) Work as a team to revise, use some of the revision games and strategies you learned in the
revision conference so parents can test your knowledge.
Make sure you have a functioning calculator, a pencil and a ruler for both examinations.
Year 13 APPLIED SCIENCE
Unit 14: The healthy body
Syllabus content summary
You need to Know
•
How the cardiovascular and pulmonary systems as part of the respiratory process obtain ATP
from food;
• why the respiratory process is so important to the functioning of all cells in the body;
• The application of physiological measurements in one of the following:
- dietary management in hospitals and in the community – for example Health Action Zones
- health and fitness management in a sporting context – for example football, swimming, athletics,
hockey, netball and basketball
- fitness screening and management in sport centres and swimming pools – for example induction
screening for new clients; GP referrals of patients recovering from heart attacks;
• How monitoring the cardiovascular and pulmonary systems, and analysis of blood samples provides
healthcare workers and sport scientists with information about a person’s state of health and/or
fitness;
• How sports physiologists can investigate the ways in which the body responds biochemically to
different exercise regimes – for example sprinting and long distance running;
• How cells obtain energy from respiration and how this process is linked to the activity of the body
as a whole;
• The structure and function of the digestive system and the components of a balanced diet;
•Some of the substances carried by the blood and how the levels of these substances vary and are
regulated
Exam tips.
•
•
Review all the lesson using the PowerPoints on fronter.
Make your own summary notes using the PowerPoints and your revision book
•
•
•
•
•
Display your summary notes either as a PowerPoint, mind map, revision cards.
Complete all the questions in your question pack
Marked all questions using the mark scheme in the AQA website
Write exam questions to test on other students.
Teach each other a topic of the syllabus.
Year 12 Applied General Science certificate 2017
Unit content
Key concepts in the application of biology
1(a) Cell structure
Cell biologists explore the development and functions of cells and their related systems and
interactions. Their work may include developing and testing new pharmaceuticals, diagnosing and
screening diseases, testing foods and cosmetics to ensure their safety, developing fertility
treatments, and carrying out cancer research, neurological research, genetic engineering, or
embryology.
Learners will develop their knowledge and understanding of the following key concepts and
theirapplications:
•• the ultrastructure of eukaryotic and prokaryotic cells on electron micrographs, to include
nuclei,smooth endoplasmic reticulum (SER), rough endoplasmic reticulum (RER), mitochondria,
vesicles,lysosomes, Golgi apparatus, chloroplasts, vacuoles, cell walls, ribosomes (70S and 80S),
flagella,nucleoid, plasmids, mesosomes, pili, slime capsules
•• the differences between eukaryotic and prokaryotic cell structure
•• the functions of nuclei, SER, RER, mitochondria, vesicles, lysosomes, Golgi apparatus,
chloroplasts, vacuoles, cell walls, ribosomes, flagella, nucleoid, plasmids, mesosomes, pili, slime
capsules
•• nucleic acid structure (DNA/RNA)
•• calculating magnification or object size using:
magnification =observed size/actual size
1(b) Transport mechanisms
Those working in the pharmaceutical industry need to understand how substances are absorbed and
transported in cells. Knowledge of these mechanisms has applications in the development of drug
therapies to treat cancer, dementia, diabetes and HIV, and in the production of amino acids for food
products.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• the structure of cell membranes as a phospholipid bilayer with proteins interspersed
•• the function of intrinsic proteins, including their role in facilitated diffusion and active transport
•• the function of extrinsic proteins.
1(c) The heart
Those working in cardiac sciences diagnose and monitor diseases that affect the structure
andfunction of the heart, carry out exercise stress testing to determine whether the blood vessels
supplying the heart are working properly, and programme pacemaker devices to ensure that they
function correctly.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• key structures of the heart, including bicuspid valve, tricuspid valve, mitral valves, sinoatrial node
(SAN), atrioventricular node (AVN), Purkinje fibres, bundle of His
•• myogenic stimulation of the heart
•• the role of the SAN, AVN, Purkinje fibres and bundle of His in cardiac stimulation
•• the role of carbon dioxide chemoreceptors and baroreceptors in controlling heart rate
•• artificial pacemakers as treatment for arrhythmia (abnormal heart rate), and how they work to reestablish normal heart rate
•• the advantages and disadvantages of different types of artificial pacemakers. conceptsn the
application of biology
1(d) Homeostasis
Health professionals need to be able to relate the principles of homeostasis to health and illness, and
maintaining a patient’s homeostasis is one of the most important roles of a nurse. Many of the tests
that a nurse performs on a patient, such as measuring temperature or blood pressure, determine
whether the patient’s body is in homeostasis or in distress. Nurses need to know about the
importance of maintaining insulin levels in people suffering from diabetes, in order to prevent severe
consequences of blood sugar imbalance. Learners will develop their knowledge and understanding of
the following key concepts and their applications:
•• how homeostasis involves physiological control systems that maintain the internal environment
within restricted limits:
•• body temperature range (35.8 – 37.5 °C)
•• blood glucose range (82 – 110 mg/dL)
•• blood pH range (7.35 – 7.45)
•• negative feedback as a homeostatic mechanism, eg controlling water retention using antidiuretichormone (ADH, also known as vasopressin) produced by the pituitary gland
•• the role of different hormones in body function, including:
•• insulin
•• glucagon
•• ADH
•• aldosterone
•• the roles of the pancreas and liver in regulating blood glucose concentration
•• the body’s normal system for regulating blood glucose concentration:
•• the action of insulin in activating enzymes to convert glucose to glycogen
•• the action of glucagon in activating enzymes to convert glycogen to glucose
•• the action of adrenaline in activating enzymes to convert glycogen to glucose
•• the causes of Types I and II diabetes
•• the control of Types I and II diabetes
•• how health professionals and patients with diabetes use physiological measurements to inform
diagnosis and treatment of diabetes, including the use of:
•• fasting glucose levels
•• urine dipsticks
•• blood glucose ‘pinprick’ tests
•• the roles of the hypothalamus, pituitary and ADH in osmoregulation
•• the different parts of the nephron and their roles, including:
•• Bowman’s capsule as an ultrafiltration unit
•• convoluted tubules in selective reabsorption of glucose, sodium ions and water
•• the roles of the adrenal cortex, convoluted tubules and aldosterone in the reabsorption of sodium
ions
•• the consequences of sodium chloride (salt) deficiency in the short term, and the long-term effects
on health
•• the circumstances in which certain people may be at risk of losing too much salt
•• why excess salt in the diet might create health problems
•• the consequences of excess/deficiency of ions and hormones on health.
1(e) Breathing and cellular respiration
An understanding of respiration is vital to many scientists and healthcare professionals. Biochemists
can analyse the rates of cellular respiration in samples of tissues. Sport physiologists can determine
whether an individual is respiring aerobically or anaerobically using non-invasive methods. Engineers
use their understanding of cellular respiration to clean up contamination in the environment, using
cells which convert contaminants into energy. Learners will develop their knowledge and
understanding of the following key concepts and their applications:
•• the distinction between breathing and cellular respiration:
•• breathing as a physical, external process
•• cellular respiration as a chemical, internal process
•• methods of monitoring the respiratory system (breathing rate and volumes)
•• how, during cellular respiration, adenosine triphosphate (ATP) is produced by phosphorylation, in
which a phosphate group is added to a molecule of adenosine diphosphate (ADP)
•• how ATP is used to release energy for cell activity
•• the stages in respiration of glucose that result in the production of ATP, and the site of each
process:
•• glycolysis (in the cell cytoplasm)
•• Krebs cycle (in the mitochondria)
•• electron transfer chain (in the mitochondria)
•• the process of glycolysis, to include:
•• phosphorylation of glucose to glucose phosphate, using ATP
•• production of triose phosphate (TP)
•• oxidation of TP to pyruvate with a net gain of ATP and reduced nicotinamide adenine
dinucleotide NAD (NADH)
•• the process of the Krebs cycle, to include:
•• pyruvate is converted to acetyl coenzyme A (acetyl-CoA) which enters the Krebs cycle
•• acetyl-CoA reacts with a four-carbon molecule, to form a six-carbon molecule
•• a series of oxidation-reduction reactions generates reduced coenzymes and ATP, and carbon
dioxide is lost
•• the process of the electron transfer chain, to include:
•• reduced NAD (NADH) or reduced flavine adenine dinucleotide FAD (FADH2) release hydrogen
atoms which provide electrons to transfer down the electron transfer chain
•• as electrons are passed down the chain, energy is released which is used to phosphorylate ADP to
ATP
•• the final acceptor of the electrons is oxygen, which forms water
•• the amount of ATP that can be produced from aerobic and anaerobic pathways
•• what is meant by basal metabolic rate (BMR) and how it can be determined by direct or indirect
methods
•• the differences in BMR for males and females, and for different age groups of both genders, using
secondary data.
1(f) Photosynthesis and food chain productivity
Many scientists try to understand and control the photosynthetic process in order to increase crop
yields and health, producing plants that are tolerant to insects, drought and disease. Knowledge of
photosynthesis in plants can also be adapted to man-made systems to provide efficient ways to
collect and use solar energy.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• photosynthesis as a process of organic carbon capture, to include:
•• essential raw materials and their sources
•• two stages in photosynthesis: light-dependent (water hydrolysed into oxygen and hydrogen) and
light-independent (hydrogen combines with carbon dioxide to produce carbohydrate)
•• initial conversion to carbohydrates and subsequent conversions to lipids and proteins
•• green plants (producers) as the initiators of food chains
•• efficiency of food chains, to include:
•• constraints
•• solar, temperature, water, nutrient and space availability for plants
•• energy transfer out of the food chain through respiration, excretion and movement
•• gross primary production (GPP)
•• net primary production (NPP)
•• biomass/energy pyramids to demonstrate productivity
•• advantages/disadvantages of following a meat-free/reduced meat diet.
2(a) Atomic structure
Scientists working in any area of chemical industry or research require a firm understanding of
atomic structure and electron configurations and their use in providing the fundamental basis for
chemical
structures and reactions. Radiographers, environmental chemists and archaeologists all make use of
specific isotopes in their work. Analytical chemists use UV/visible spectra and flame emission spectra
to help characterise substances and colorimetry as a quantitative analytical technique. The origin of
colour in compounds is of great importance in the dye-, pigment-, and paint-based industries and to
development chemists researching new products. Learners will develop their knowledge and
understanding of the following key concepts and their applications:
•• atomic structure in terms of protons, neutrons and electrons, and their relative charges and
relative masses
•• the terms atomic (proton) number (Z), mass number (A), isotope, isotopic abundance
•• electron configurations for atoms and ions up to Z = 36 in terms of shells
•• the origin of coloured flame emission spectra and of colour in transition metal compounds in terms
of electron transitions
•• calculating relative atomic mass, relative molecular mass and relative formula mass in terms of 12 C.
2(b) The Periodic Table
The patterns evident in the Periodic Table enable industrial and research and development chemists
to predict properties and potential new applications of elements, from the inert nature of the noble
gases to semiconductor properties of Group 4 (14), to the many applications and uses of the
transition metals.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• that the Periodic Table lists elements in increasing order of proton number
•• how each row is equivalent to the filling of an electron shell up to two (in row 1) or eight electrons
•• how each column or group contains elements with the same number of outer shell electrons and
thus
•• similar chemical properties
•• how each row begins with a highly reactive alkali metal (Group I) and ends with a noble gas (Group 0
(18))
•• how, across a period (row), properties of elements change from metallic to non-metallic
•• the properties (including radii, ionisation energy and electronegativity) of:
•• the s-block elements
•• the d-block metals (including the transition metals and their coloured compounds in solution)
•• Group VII (17), the halogens
•• Group 0 (18), the noble gases.
2(c) Amount of substance
Chemical engineers and synthetic chemists rely on their knowledge of mole and reaction
stoichiometries to determine reacting masses and yields for large-scale industrial production of
chemicals. Analytical chemists also apply similar concepts in quantitative analysis, together with the
selection of correct reagents to ensure accuracy of outcomes.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• the mole as the amount of a substance that always contains the same number of entities (eg atoms,
molecules, ions, electrons)
•• the relationship between mass of substance and amount in moles, moles = mass
Mr
•• the relationship between volume of gas at RTP and STP and amount in moles, PV = nRT
•• concentrations of solutions in terms of mol dm–3 and g dm–3
•• molecular formulas
•• empirical formulas
•• calculating empirical formulas
•• writing balanced equations for typical reactions including:
•• acid–base neutralisation
•• thermal decomposition
•• acid/metal
•• acid/carbonate
•• precipitation
•• combustion reactions
•• calculating reacting masses based on correct stoichiometries
•• equivalence point of an acid–base titration
•• how the choice of indicator for an acid–base titration depends on the types (strengths) of acid and
base used and the resulting pH titration curve
•• calculating unknown concentrations and volumes from results involving volumetric analysis (limited
to acid–base titrations); moles = vol (dm3) x concentration (mol dm–3)
•• plotting and interpreting pH curves.
2(d) Bonding and structure
Materials scientists are involved in the applications of existing materials to new contexts, and the
developments of new materials such as graphene-based nanomaterials. They need a knowledge and an
understanding of the structures of those materials and the type and strength of forces present.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• formulas for common cations
•• formulas for common anions (sulfate, carbonate, nitrate, hydroxide)
•• deducing formulas for ionic compounds
•• ionic bonding and ionic crystal lattices in terms of strong electrostatic forces of attraction
•• a covalent bond as a shared pair of electrons
•• multiple bonds, neutral molecules, non-conductors and weak intermolecular forces of attraction
•• metallic bonding
•• structures of:
•• ionic crystal lattices typified by sodium chloride, magnesium oxide
•• metallic lattices typified by magnesium
•• covalent structures typified by iodine, methane, carbon dioxide
•• giant covalent structures (macromolecular), eg diamond, graphite, graphene, fullerene
•• predicting types of bonding for compounds given their typical properties and vice versa
•• typical properties based on the type of bonding, particles present and forces between particles
•• common physical properties of materials related to their structure and bonding, to include:
•• electrical conductivity
•• melting point and boiling point
•• volatility
•• solubility in water
•• non-polar solvents
•• drawing diagrams to represent:
•• a named ionic lattice
•• a generalised metallic lattice
•• an alloy
•• giant covalent structures, including silicon, graphite, graphene.
2(e) Enthalpy changes
The knowledge of enthalpy changes and the applications of Hess’s Law are important in many areas of
scientific research and industry. Biotechnologists develop new fuels such as biodiesel and must
compare their energy values with other types of fuel. Development scientists working in the food
industry analyse new products for their calorific value and these will also be checked by chemical
analysts working for Trading Standards. Chemical engineers in industry will apply Hess’s Law to
enable the calculation of enthalpies of reaction in order to determine and better understand the
likely effect of reaction conditions on yields.
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• energy profiles for exothermic and endothermic reactions
•• activation energy using an energy profile
•• types of enthalpy changes from equations (limited to combustion, neutralisation, formation and
mean bond enthalpies)
•• units for molar enthalpy change (kJ mol –1)
•• enthalpy changes as the heat energy change (at constant pressure)
•• enthalpy of formation, enthalpy of combustion and enthalpy of reaction, as represented by Δ f H,
ΔcH and ΔrxH
•• the term ‘mean bond enthalpy’
•• calculating enthalpy changes based on Hess’s Law cycles
•• calculating enthalpy changes based on mean bond enthalpies and why these values are only
approximate
•• determining practically the molar enthalpy of combustion of a liquid fuel (eg ethanol)
•• determining practically the molar enthalpy of neutralisation for a simple acid–base reaction,
Q=mcΔT
3(a) Useful energy and efficiency
It is useful for energy consultants to be able to compare the efficiency of different devices in our
homes and workplaces. Energy is transferred by different devices, and the rate at which energy is
transferred is called ‘power’. Architects and energy consultants use U values to measure how
effective different materials used in buildings are as insulators. That is, how effective they are at
preventing heat energy from transmitting between the inside and the outside of a building.
Many people are concerned about the environmental problems caused by traditional methods of
producing electricity and by the potential dangers of nuclear fuels. These concerns have given rise to
the use of alternative methods for the generation of useful energy. Learners will develop their
knowledge and understanding of the following key concepts and their applications:
•• the meaning of ‘efficiency’
•• why efficiency is important and why a device can never be 100 % efficient
•• methods of improving the efficiency of a system or device
•• the formula:
efficiency =useful energy or power output/total energy o
( )( r power) input
•• the importance of efficiency in making the best use of available energy
•• ways in which efficiency can be increased in mechanical and thermal systems
•• examples of situations where thermal transfer needs to be maximised and situations where it
needs to be minimised
•• the meaning of U values
•• the formula:
U =QAt_T
•• the generation of useful energy through the use of a range of different sources, such as:
•• fossil fuels
•• nuclear fuels
•• renewable fuels such as:
•• solar power (both heat and light)
•• wind power
•• wave power
•• tidal power
•• traditional hydroelectric power
•• geothermal sources
•• biomass
•• the advantages and disadvantages of these sources and their suitability for use in a range
ofcontexts
•• experiments related to measurement of efficiency.
3(b) Electricity and circuits
Electric circuits are found in a huge number of devices. Electrical and electronic engineers are able
toalter the properties of an electrical circuit by adding different components.Learners will develop
their knowledge and understanding of the following key concepts and theirapplications:
•• calculating current, voltage, power and resistance in a range of electrical circuits
•• calculating the heating effect of a current
•• the formulas:
I = Q/t
P = IV
I = V/R
rate of heat loss = I 2 R
•• the behaviour of electric current, voltage and resistance in series and parallel circuits
•• calculating the total resistance of a circuit which contains resistors in series, resistors in
paralleland a combination of both
•• the formulas:
R total = R1 + R2 + R3
1/R total = 1/R1 + 1/R2 + 1/R3
•• uses of potential divider circuits
•• free electrons and the electrical behaviour of conductors and semiconductors
•• the effect of temperature on the resistance of conductors and semiconductors
•• the behaviour of thermistors and light-dependent resistors (LDRs)
•• graphs of V against I to find resistance
•• graphs of voltage against current for a range of components including standard
resistors,thermistors and lamps.
3(c) Dynamics
Many types of scientists and engineers use Newton’s laws of motion to predict the motion and
interaction of objects. For instance, automotive engineers when designing crumple zones in cars and
sports scientists in suggesting improvements in athletic abilities. Learners will develop their
knowledge and understanding of the following key concepts and their applications:
•• application of Newton’s First Law of Motion to both stationary and moving objects
•• inertia
•• Newton’s Second Law of Motion
•• the formula:
F = ma
•• weight = mg as an example of Newton’s Second Law of Motion
•• Newton’s Third Law of Motion including its relationship to the Law of Conservation of Momentum
•• the meaning of ‘momentum’
•• the formulas:
p = mv
F = Δp/t
•• applying the Law of Conservation of Momentum to a range of situations including collisions and/or
the motion of objects
•• the formulas:
(average) v = s/t
v = u + at
v2 = u2 + 2as
s = ut + at 1
2
2
•• representing motion through the use of graphs of displacement against time and velocity
againsttime
•• calculating the gravitational potential energy of an object
•• the formula:
GPE = mgh
•• calculating the kinetic energy of a moving object
•• the formula:
KE = mv 122
•• calculating the power of a mechanical system
•• the formula:
P = E/t
Science in the modern world
Unit content
Topical scientific issues obtained from a variety of media sources
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• topical scientific issues and the related scientific ideas
•• interpretation of both textual and numerical scientific information from the media and
demonstration of clear understanding of the content
•• processing of data acquired from the media and determining the usefulness and appropriateness of
these data
•• presenting of data in an appropriate form.
The public perception of science and the influence that the media have
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
•• how scientific knowledge is developed and used when communicating with different audiences
•• the differences in approach and style used by the media when communicating with scientists and
wider society
•• how scientists publish and share their work, including peer reviewing
•• ways in which data, hypothesis, argument and theory are gained and used
•• how society and the media interact with science; that the media give scientists a platform for
explaining their work, and provide the public with a way to understand the key scientific features.
The ethical, moral, commercial, environmental, political and social issues involved in scientific
advances, and how these are represented in the media
Learners will develop their knowledge and understanding of the following key concepts and their
applications:
• The benefits and drawbacks of topical scientific advances and how these are represented in the
media, eg GM crops, fracking
• The environmental and commercial considerations associated with these advances, and any health
and safety implications
• The social, ethical and moral matters which might be raised by scientific advances, eg animal
research, drug trials, transplants
• How the media treat these social, ethical and moral issues
• The importance of national and/or local political pressure groups in influencing scientific
advancements.
The roles and responsibilities that science personnel carry out in the science industry Learners will
develop their knowledge and understanding of the following key concepts and their applications:
• The varied roles that scientists can perform in an organisation, including: • biologist (including
marine and zoologist)
• Biomedical scientist, including microbiologist
• chemist, including biochemistry and analysts • environmental scientist (ecologist) • geneticist •
material scientist
• Pharmacologist • physicist • product/process developer or technologist, eg polymers or food
(biotechnologist)
• Radiographer/radiologist • research scientist
• Scientific laboratory technician
• Sport and exercise scientist
• Toxicologist •
the scientifically-related skills, techniques and experience needed to undertake specific roles and
responsibilities within an organisation
• The roles and responsibilities associated with science personnel within an organisation
• The benefits of scientific roles to society • the relations between science personnel in an
organisation.
AS Biology Revision information
Examination Board
Edexcel
Specification
Context-led approach based on the Salters-Nuffield Advanced Biology Project.
http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/biology-a-2015.html
Topic 1: Lifestyle, Health and Risk This topic builds on students’ knowledge and understanding of the
functioning of the circulatory system and the importance of lifestyle choices to health. The role of
diet and other lifestyle factors in maintenance of good health is considered with particular reference
to the heart and circulation and to cardiovascular disease (CVD). The structures and functions of
some carbohydrates and lipids are also detailed within this context. Ideas about correlation,
causation and the concept of risks to health are covered. Students should be encouraged to carry out
a range of practical experiments related to this topic in order to develop their practical skills. In
addition to the core practicals detailed below, possible experiments include heart dissection to relate
heart structure to function, investigation of the structure blood vessels by measuring the elastic
recoil of arteries and veins and by examining slides of blood vessels, measurement of blood pressure,
and investigation of the hydrolysis of disaccharides. Opportunities for developing mathematical skills
within this topic include calculating probabilities, plotting two variables from experimental data,
calculating % change, substituting numerical values into algebraic equations using appropriate units
for physical quantities, constructing and interpreting frequency tables and diagrams, bar charts and
histograms, translating information between graphical, numerical and algebraic forms and using
scatter diagrams to identify a correlation between two variables. (Please see Appendix 6:
Mathematical skills and exemplifications for further information.)
Students should:
1.1 Understand why many animals have a heart and circulation (mass transport to overcome limitations
of diffusion in meeting the requirements of organisms).
1.2 Understand the importance of water as a solvent in transport, including its dipole nature.
1.3 Understand how the structures of blood vessels (capillaries, arteries and veins) relate to their
functions.
1.4 i) Know the cardiac cycle (atrial systole, ventricular systole and cardiac diastole) and relate the
structure and operation of the mammalian heart, including the major blood vessels, to its function. ii)
Know how the relationship between heart structure and function can be investigated practically.
1.5 Understand the course of events that leads to atherosclerosis (endothelial dysfunction,
inflammatory response, plaque formation, raised blood pressure).
1.6 Understand the blood-clotting process (thromboplastin release, conversion of prothrombin to
thrombin and fibrinogen to fibrin) and its role in cardiovascular disease (CVD).
1.7 Know how factors such as genetics, diet, age, gender, high blood pressure, smoking and inactivity
increase the risk of cardiovascular disease (CVD).
1.8 Be able to analyse and interpret quantitative data on illness and mortality rates to determine
health risks, including distinguishing between correlation and causation and recognising conflicting
evidence.
Students should:
1.9 Be able to evaluate the design of studies used to determine health risk factors, including sample
selection and sample size used to collect data that is both valid and reliable.
1.10 Understand why people’s perceptions of risks are often different from the actual risks, including
underestimating and overestimating the risks due to diet and other lifestyle factors in the
development of heart disease.
1.11 i) Be able to analyse data on energy budgets and diet. ii) Understand the consequences of energy
imbalance, including weight loss, weight gain, and development of obesity.
1.12 i) Know the difference between monosaccharides, disaccharides and polysaccharides, including
glycogen and starch (amylose and amylopectin). ii) Be able to relate the structures of
monosaccharides, disaccharides and polysaccharides to their roles in providing and storing energy (βglucose and cellulose are not required in this topic).
1.13 Know how monosaccharides join to form disaccharides (sucrose, lactose and maltose) and
polysaccharides (glycogen and amylose) through condensation reactions forming glycosidic bonds, and
how these can be split through hydrolysis reactions.
1.14 i) Know how a triglyceride is synthesised by the formation of ester bonds during condensation
reactions between glycerol and three fatty acids. ii) Know the differences between saturated and
unsaturated lipids.
1.15 i) Be able to analyse and interpret data on the possible significance for health of blood
cholesterol levels and levels of high-density lipoproteins (HDLs) and low-density lipoproteins (LDLs).
ii) Know the evidence for a causal relationship between blood cholesterol levels (total cholesterol and
LDL cholesterol) and cardiovascular disease (CVD).
1.16 Understand how people use scientific knowledge about the effects of diet, including obesity
indicators, body mass index and waist-to-hip ratio, exercise and smoking to reduce their risk of
coronary heart disease.
CORE PRACTICAL 1: Investigate the effect of caffeine on heart rate in Daphnia.
1.17 Be able discuss the potential ethical issues regarding the use of invertebrates in research.
CORE PRACTICAL 2: Investigate the vitamin C content of food and drink.
1.18 Know the benefits and risks of treatments for cardiovascular disease (CVD) (antihypertensives,
statins, anticoagulants and platelet inhibitors).
Topic 2:
Topic 2: Genes and Health
This topic considers the following biological principles through the context of the genetic disease
cystic fibrosis: the properties of and transport of materials, across cell membranes and gas exchange
surfaces, DNA structure and replication, protein synthesis, enzymes and monohybrid inheritance
through the context of the genetic disease cystic fibrosis. The topic also allows for discussion of the
social and ethical issues surrounding the genetic screening for genetic conditions. Students should be
encouraged to carry out a range of practical experiments related to this topic in order to develop
their practical skills. In addition to the core practicals detailed below, possible experiments include
investigation of the effect of surface area to volume ratio on uptake by diffusion, examination of
slides of alveoli to observe the features that aid diffusion into the bloodstream, investigation of
osmosis and diffusion across membranes, and investigation of inheritance using, for example, corn
ears. Opportunities for developing mathematical skills within this topic include calculating areas of
circumferences and areas of circles, surface areas and volumes of rectangular blocks and spheres,
using ratios, fractions and percentages, plotting two variables from experimental or other data,
determining the slope and intercepts of a linear graph, understand that y=mx+c represents a linear
relationship, drawing and using the slope of a tangent to a curve as a measurement of rate of change,
understanding simple probability and completing a statistical test. (Please see Appendix 6:
Mathematical skills and exemplifications for further information.)
Students should:
2.1 i) Know the properties of gas exchange surfaces in living organisms (large surface area to volume
ratio, thickness of surface, difference in concentration).
ii) Understand how the rate of diffusion is dependent on these properties and can be calculated using
Fick’s Law of Diffusion.
iii) Understand how the structure of the mammalian lung is adapted for rapid gaseous exchange.
2.2 i) Know the structure and properties of cell membranes.
ii) Understand how models such as the fluid mosaic model of cell membranes are interpretations of
data used to develop scientific explanations of the structure and properties of cell membranes.
CORE PRACTICAL 3: Investigate membrane structure, including the effect of alcohol concentration
or temperature on membrane permeability.
2.3 Understand what is meant by osmosis in terms of the movement of free water molecules through
a partially permeable membrane (consideration of water potential is not required).
2.4 i) Understand what is meant by passive transport (diffusion, facilitated diffusion), active
transport (including the role of ATP as an immediate source of energy), endocytosis and exocytosis.
ii) Understand the involvement of carrier and channel proteins in membrane transport. 2.5 i) Know the
basic structure of mononucleotides (deoxyribose or ribose linked to a phosphate and a base, including
thymine, uracil, cytosine, adenine or guanine) and the structures of DNA and RNA (polynucleotides
composed of mononucleotides linked through condensation reactions). ii) Know how complementary
base pairing and the hydrogen bonding between two complementary strands are involved in the
formation of the DNA double helix.
2.6 i) Understand the process of protein synthesis (transcription) including the role of RNA
polymerase, translation, messenger RNA, transfer RNA, ribosomes and the role of start and stop
codons. ii) Understand the roles of the DNA template (antisense) strand in transcription, codons on
messenger RNA and anticodons on transfer RNA.
2.7 Understand the nature of the genetic code (triplet code, non-overlapping and degenerate).
2.8 Know that a gene is a sequence of bases on a DNA molecule that codes for a sequence of amino
acids in a polypeptide chain.
2.9 i) Know the basic structure of an amino acid (structures of specific amino acids are not required).
ii) Understand the formation of polypeptides and proteins (amino acid monomers linked by peptide
bonds in condensation reactions).
iii) Understand the significance of a protein’s primary structure in determining its three-dimensional
structure and properties (globular and fibrous proteins and the types of bonds involved in its threedimensional structure).
iv) Know the molecular structure of a globular protein and a fibrous protein and understand how their
structures relate to their functions (including haemoglobin and collagen).
2.10 i) Understand the mechanism of action and the specificity of enzymes in terms of their threedimensional structure.
ii) Understand that enzymes are biological catalysts that reduce activation energy. iii) Know that
there are intracellular enzymes catalysing reactions inside cells and extracellular enzymes produced
by cells catalysing reactions outside of cells.
CORE PRACTICAL 4: Investigate the effect of enzyme and substrate concentrations on the initial
rates of reactions.
2.11 i) Understand the process of DNA replication, including the role of DNA polymerase. ii)
Understand how Meselson and Stahl’s classic experiment provided new data that supported the
accepted theory of replication of DNA and refuted competing theories.
2.12 i) Understand how errors in DNA replication can give rise to mutations. ii) Understand how cystic
fibrosis results from one of a number of possible gene mutations.
Students should:
2.13 i) Know the meaning of the terms: gene, allele, genotype, phenotype, recessive, dominant,
incomplete dominance, homozygote and heterozygote. ii) Understand patterns of inheritance,
including the interpretation of genetic pedigree diagrams, in the context of monohybrid inheritance.
2.14 Understand how the expression of a gene mutation in people with cystic fibrosis impairs the
functioning of the gaseous exchange, digestive and reproductive systems. 2.15 i) Understand the uses
of genetic screening, including the identification of carriers, pre-implantation genetic diagnosis (PGD)
and prenatal testing, including amniocentesis and chorionic villus sampling. ii) Understand the
implications of prenatal genetic screening.
2.16 Be able to identify and discuss the social and ethical issues related to genetic screening from a
range of ethical viewpoints.
Topic 3:
Voice of the Genome This topic follows the development of multicellular organisms from single cells
to complex individuals. Cell structure and ultrastructure, cell division, the importance of fertilisation,
the roles of stem cells, gene expression, cell differentiation and tissue organisation are all
considered within this topic, as is the role of the genotype, epigenetics and the effect of
environment on phenotype. Students should be encouraged to carry out a range of practical
experiments related to this topic in order to develop their practical skills. In addition to the core
practicals detailed below possible experiments include examination of animal cells under the
microscope and using electron micrographs, plant tissue culture to demonstrate the totipotency of
plant cells, and demonstration of how a gene can be switched on by, for example, the induction of βgalactosidase. Opportunities for developing mathematical skills within this topic include using ratios,
fractions and percentages, making order of magnitude calculations using decimal and standard form
and using the appropriate number of significant figures, understanding the terms mean, median and
mode, constructing and interpreting frequency tables and diagrams, bar charts and histograms, and
completing a statistical test. (Please see Appendix 6: Mathematical skills and exemplifications for
further information.)
Students should:
3.1 Know that all living organisms are made of cells, sharing some common features.
3.2 Know the ultrastructure of eukaryotic cells, including nucleus, nucleolus, ribosomes, rough and
smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus.
3.3 Understand the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein
transport within cells, including their role in the formation of extracellular enzymes.
3.4 Know the ultrastructure of prokaryotic cells, including cell wall, capsule, plasmid, flagellum, pili,
ribosomes, mesosomes and circular DNA.
3.5 Be able to recognise the organelles in 3.2 from electron microscope (EM) images. 3.6 Understand
how mammalian gametes are specialised for their functions (including the acrosome in sperm and the
zona pellucida in the egg).
3.7 Know the process of fertilisation in mammals, including the acrosome reaction, the cortical
reaction and the fusion of nuclei.
3.8 i) Know that a locus (plural = loci) is the location of genes on a chromosome. ii) Understand the
linkage of genes on a chromosome and sex linkage.
3.9 Understand the role of meiosis in ensuring genetic variation through the production of nonidentical gametes as a consequence of independent assortment of chromosomes and crossing over of
alleles between chromatids (details of the stages of meiosis are not required).
3.10 Understand the role of mitosis and the cell cycle in producing identical daughter cells for growth
and asexual reproduction.
13 Students should: CORE PRACTICAL 5: Prepare and stain a root tip squash to observe the stages
of mitosis.
3.11 i) Understand what is meant by the terms ‘stem cell, pluripotency and totipotency’. ii) Be able to
discuss the way society uses scientific knowledge to make decisions about the use of stem cells in
medical therapies.
3.12 Understand how cells become specialised through differential gene expression, producing active
mRNA leading to synthesis of proteins, which in turn control cell processes or determine cell
structure in animals and plants, including the lac operon. 3.13 Understand how the cells of
multicellular organisms are organised into tissues, tissues into organs and organs into systems.
3.14 i) Understand how phenotype is the result of an interaction between genotype and the
environment. ii) Know how epigenetic changes, including DNA methylation and histone modification,
can modify the activation of certain genes. iii) Understand how epigenetic changes can be passed on
following cell division.
3.15 Understand how some phenotypes are affected by multiple alleles for the same gene at many loci
(polygenic inheritance) as well as the environment and how this can give rise to phenotypes that show
continuous variation.
14 Topic 4:
Biodiversity and Natural Resources The topic focuses on biodiversity and the wealth of natural
resources used by humans. Why there are so many different species is considered first, with the
concept of niche and adaptation explored. The topic looks at how all this diversity has come about
through adaptation and natural selection and how this leads to evolution. The concerns for
disappearing biodiversity and loss of potential natural resources are used to highlight the need for
biologists to identify, name and classify species. The topic has sections on both traditional and novel
uses of plants and plant fibres and the use of chemical extracts from animals and plants. The
relationship of plant anatomy to function and the structure and role of cellulose and starch is
studied. The topic ends with the issue of sustainability and the role of zoos and seed banks in
conservation of endangered species. Students should be encouraged to carry out a range of practical
experiments related to this topic in order to develop their practical skills. In addition to the core
practicals detailed below possible experiments include investigation of the biodiversity of different
habitats, investigation of taxonomic hierarchy using biological specimens, and examination of animal
cells under the microscope and using electron micrographs. Opportunities for developing
mathematical skills within this topic include using ratios, fractions and percentages, calculating areas
of circumferences and areas of circles and volumes of cylinders, substituting numerical values into
algebric equations using appropriate units for physical quantities, solving algebraic equations and
understanding the principle of sampling as applied to scientific data. (Please see Appendix 6:
Mathematical skills and exemplifications for further information.)
Students should:
4.1 Know that over time the variety of life has become extensive but is now being threatened by
human activity.
4.2 i) Understand the terms biodiversity and endemism. ii) Know how biodiversity can be measured
within a habitat using species richness and within a species using genetic diversity by calculating the
heterozygosity index (H): iii) Understand how biodiversity can be compared in different habitats
using a formula to calculate an index of diversity (D):
4.3 Understand the concept of niche and be able to discuss examples of adaptation of organisms to
their environment (behavioural, physiological and anatomical).
4.4 Understand how natural selection can lead to adaptation and evolution.
Students should:
4.5 i) Understand how the Hardy-Weinberg equation can be used to see whether a change in allele
frequency is occurring in a population over time. ii) Understand that reproductive isolation can lead to
accumulation of different genetic information in populations, potentially leading to the formation of
new species.
4.6 i) Understand that classification is a means of organising the variety of life based on
relationships between organisms using differences and similarities in phenotypes and in genotypes,
and is built around the species concept. ii) Understand the process and importance of critical
evaluation of new data by the scientific community, which leads to new taxonomic groupings, including
the three domains of life based on molecular phylogeny, which are Bacteria, Archaea, Eukaryota.
4.7 Know the ultrastructure of plant cells (cell walls, chloroplasts, amyloplasts, vacuole, tonoplast,
plasmodesmata, pits and middle lamella) and be able to compare it with animal cells.
4.8 Be able to recognise the organelles in 4.7 from electron microscope (EM) images.
4.9 Understand the structure and function of the polysaccharides starch and cellulose, including the
role of hydrogen bonds between β-glucose molecules in the formation of cellulose microfibrils.
4.10 Understand how the arrangement of cellulose microfibrils and secondary thickening in plant cell
walls contributes to the physical properties of xylem vessels and sclerenchyma fibres in plant fibres
that can be exploited by humans.
CORE PRACTICAL 6: Identify sclerenchyma fibres, phloem sieve tubes and xylem vessels and their
location within stems through a light microscope.
4.11 Know the similarities and differences between the structures, position in the stem and function
of sclerenchyma fibres (support), xylem vessels (support and transport of water and mineral ions) and
phloem (translocation of organic solutes).
4.12 Understand the importance of water and inorganic ions (nitrate, calcium ions and magnesium ions)
to plants.
CORE PRACTICAL 7: Investigate plant mineral deficiencies.
CORE PRACTICAL 8: Determine the tensile strength of plant fibres.
4.13 Understand the development of drug testing from historic to contemporary protocols, including
William Withering’s digitalis soup, double blind trials, placebo, three-phased testing.
4.14 Understand the conditions required for bacterial growth.
Students should: CORE PRACTICAL 9:
Investigate the antimicrobial properties of plants, including aseptic techniques for the safe handling
of bacteria.
4.15 Understand how the uses of plant fibres and starch may contribute to sustainability, including
plant-based products to replace oil-based plastics.
4.16 Be able to evaluate the methods used by zoos and seed banks in the conservation of endangered
species and their genetic diversity, including scientific research, captive breeding programmes,
reintroduction programmes and education
REVISION – TIPS AND SKILLS
Start early
Don’t leave it to the last minute
Make a timetable – be productive in your free time
Understand what techniques work best for you and use them (see below)
Look after yourself – eat well, exercise, get enough sleep
Find out! Are you a visual, auditory or kinesthetic learner?
Here are a range of techniques that you could use to revise more effectively. Try some of
them out and see what works best for you:
Highlight key points - Colour code important aspects of work.
Use to chunk your work down, giving you key information to process.
You can keep going back to this throughout your revision period.
Make a mind map ¬ Like a spider diagram.
You could use colour coding and pictures as well as words.
This could be used as a summary from highlighting key points.
A good way to remember things visually.
The shrinking mind map - The aim of revision is to shrink as many key points down into
a small space. The process actually helps you learn the information. The result is that
you have a portable device that you can carry around with you.
Cut off the legs of your spider diagram and use the main stems to stimulate your
brain to remember the other parts.
Cassette tapes/ ipods - Record your key points onto a tape/ ipod.
Get other people to do some so you have a variety of voices to listen to.
Try using background music – it might help you make associations with particular bits
of information. Another useful revision resource to carry round with you during “dead
time”, on the bus, walking home etc.
Song and rhyme ¬ Making up catch phrases or rhymes can help with crucial bits of
info. Eg: to help you sort out which is the x and y axis on a graph, how about, “x below
y because y goes up high!” Don’t worry about what other people think about your silly
rhymes, as long as it helps you in the exam!
A level revision strategies 2
Menomincs and acronyms ¬ A mnemonic is a word or abbreviation that helps you
remember ¬ An acronym is a word make up using the first letters of a series of other
words eg to remember the advantages of carrying credit cards (for a business studies
question)
COPSE ¬ Convenient to carry ¬ Outlets for use everywhere ¬ Pay later ¬ Security ¬
Extras, insurance air miles .
Flash Cards ¬ Flash cards can be a big help in remembering information- try using
different colours for different subjects
Wall posters (large scale flash cards!) ¬ Put these up around your bedroom and in
your house. You will subconsciously look at these points each day ¬ You could use
different rooms for different subjects – the kitchen is maths room etc
Word walls ¬ Clusters of key words for each topic are a great way to learn the
language you need for your A level course. ¬ Cover your walls with these too Lists,
charts and notes ¬
More traditional methods still work! ¬ Bullet pointed lists are a good way to
summarise information ¬ Charts are a great way to memorise info – again, you could
make them big enough to put on your wall! ¬ Concentrate on shrinking down the
information down as far as possible. ¬ Eliminate excessive words from lists, focus on
key terms Visual and pattern notes ¬ Good if you’re a visual learner. This is like a mind
map but with more images to help things stick in your mind.
A level revision strategies 3
Fact sheets
Keep fact sheets of key information, dates, formulas etc to hand. You could use
clipboards, ring binders or cards. This is like making revision cards but just for key
bits of info that are essential. List of key exam words ¬ for example: analyse,
compare, contrast, describe, justify, evaluate…..know what they mean and understand
what examiners are looking for.
Study buddies ¬ One of the most effective ways to learn is to teach someone else ¬
This helps you process information yourself as you explain it to others ¬ Use friends
and family to test you Practicing past exam questions ¬ Test yourself against the
clock ¬ These give you a great idea of the style of question, how many questions in
each section and timing ¬ It gives you an excellent experience of decoding the trigger
words Show you know ¬ Show yourself that you know your stuff! ¬ Don’t fool yourself
that you know something because you spent 2 hours reading it! ¬ How effective was
that time? ¬
Recite things out loud ¬ Write down lists after revising to see if you can recall things
Take a break ¬ People learn best at the start and finish of revision sessions, so have
lots of starts and ends! ¬ The maximum time you can concentrate is 40 minutes ¬
Reward yourself by finishing something and then taking 5 minutes out for a coffee –
then back to it! ¬ Re-read it ¬ Illustrate it ¬ Think about it ¬ Look at reworded notes
¬ Sing it ¬ Attach it to your memory by linking it to a personal memory or emotion ¬
Make up a mnemonic ¬ Mind map ¬ Poster it ¬ Shrink it down
Even more revision strategies…………
Use the Edexcel AS biology revision guide and your SNAB book to ensure you
know all the information (A01). All our lesson powerpoints are on Fronter as well.
Make revision cards/ post it notes for key processes and definitions. Learn
them. Make sure you only use correct scientific vocabulary when answering
questions.
Use the SNAB website and review all the interactive activities. Make mindmaps
to link the information in a topic together and then use these to make
connections required for A03 and A04. This is essential if you are to achieve a C
and above. Then use these to complete the practice papers on Fronter. Don’t use
the mark schemes. Practice finding and highlighting the key command words and
numeric information in questions so that you focus in on what the question
requires you to do. Get a member of staff to check longer answers to ensure
you are writing in a scientific way.
List all the core practicals and review these on You tube so you review how the
practical was carried out, what the findings were and any ethical issues.
Use your study guide and the Snab mathematical skills help to review the
mathematical skills required in the examination and make sure you can complete
the calculations. Learn any formulae you have been given. You know that you
have to be able to calculate percentage risk and Simpsons biodiversity index.
Experience has shown that students MUST know the content covered
thoroughly to ensure that a D pass grade can be achieved. Particular issues are
blood clotting, the cardiac cycle, atherosclerosis, oedema, structure and
formation of carbohydrates, lipids, protein structure and transcription and
translation, the detailed structure of a membrane. The ultra structure of animal
and plant cells, meiosis, the cell cycle polygenic inheritance, classification
systems, Work of Woese and peer review, cellulose structure, genetic drift and
studbooks.
Work as a team to revise, use some of the revision games and strategies you
learned in the revision conference so parents can test your knowledge.
Make sure you have a functioning calculator, a pencil and a ruler for both examinations.
AQA AS BUSINESS Year 1
Assessment
Paper 1: Thurs 18th May PM – 50% of As Mark – 90 marks – 1 hour 30 minutes written paper
Paper 2: Fri 26th May PM – 50% of As Mark – 90 marks – 1 hour 30 minutes written paper
Paper 1 – Three compulsory sections:
•
•
•
Section A has 10 multiple choice questions (MCQs) worth 10 marks.
Section B has short answer questions worth approximately 20 marks.
Section C has two data response stimuli with questions worth approximately 25
marks.
Paper 2 – One compulsory case study consisting of approximately seven questions
Subject Content
3.1 What is business?
3.1.1 Understanding the nature and purpose of
business
3.1.2 Understanding different business forms
3.1.3 Understanding that businesses operate
within an external environment
3.2 Managers, leadership and decision
making
3.2.1 Understanding management, leadership
and decision making
3.2.2 Understanding management decision
making
3.2.3 Understanding the role and importance of
stakeholders
3.3 Decision making to improve marketing
performance
3.3.1 Setting marketing objectives
3.3.2 Understanding markets and customers
3.3.3 Making marketing decisions: segmentation,
targeting, positioning
3.3.4 Making marketing decisions: using the
marketing mix
3.4 Decision making to improve operational
performance
3.4.1 Setting operational objectives
3.4.2 Analysing operational performance
3.4.3 Making operational decisions to improve
performance: increasing efficiency and
productivity
3.4.4 Making operational decisions to improve
performance: improving quality
3.4.5 Making operational decisions to improve
performance: managing inventory and supply
chains
3.5 Decision making to improve financial
performance
3.5.1 Setting financial objectives
3.5.2 Analysing financial performance
3.5.3 Making financial decisions: sources of
finance
3.5.4 Making financial decisions: improving cash
flow and profits
3.6 Decision making to improve human
resource performance
3.6.1 Setting human resource objectives
3.6.2 Analysing human resource performance
3.6.3 Making human resource decisions:
improving organisational design and managing
the human resource flow
3.6.4 Making human resource decisions:
improving motivation and engagement
3.6.5 Making human resource decisions:
improving employer-employee relations
Exam Equipment
You must bring to the exam a black pen (and a spare just in case!), a pencil, rubber & ruler (PED/YED) & a
simple calculator.
Revision Strategies
Ladders to practice analysis – Diamonds to practice evaluation - Mind maps – key term tests – practice
papers – practice use of connectives to achieve L3 analysis – case studies – revision guide – reading –
highlight notes – look at the feedback from your previous test paper – make judgements (L4) and list the
most important reasons – summarise on flash cards – test each other – diagrams to represent theories plan 9/16 mark answers using +&PeCAn PiE practice to make sure you are including all the assessment objectives in your answers
Assessment Objectives
Mark Allocation
Each question will have a word which will show you the level of detail you need in your answer;
A2 BUSINESS STUDIES
Assessment
Paper 1: Mon 12th June PM – 33.3% of A-level - 100 marks in total - 2 hr written paper
Paper 2: Mon 19th June PM – 33.3% of A-level - 100 marks in total - 2 hr written paper
Paper 3: Fri 23rd June PM – 33.3% of A-level - 100 marks in total - 2 hr written paper
Paper 1 – Three compulsory sections:
•
•
•
Section A has 15 multiple choice questions (MCQs) worth 15 marks.
Section B has short answer questions worth approximately 35 marks.
Section C has two essay questions (choice of one from two and one from two) worth
25 marks each
Paper 2 – Three data response compulsory questions worth approximately 33 marks each and made up
of three or four part questions
Paper 3 - One compulsory case study followed by approximately six questions
Subject Content
3.1 What is business?
3.1.1 Understanding the nature and
purpose of business
3.1.2 Understanding different business
forms
3.1.3 Understanding that businesses
operate within an external environment
3.2 Managers, leadership and decision
making
3.2.1 Understanding management,
leadership and decision making
3.2.2 Understanding management decision
making
3.2.3 Understanding the role and
importance of stakeholders
3.3 Decision making to improve
marketing performance
3.3.1 Setting marketing objectives
3.3.2 Understanding markets and
customers
3.3.3 Making marketing decisions:
segmentation, targeting, positioning
3.3.4 Making marketing decisions: using
the marketing mix
3.4 Decision making to improve
operational performance
3.4.1 Setting operational objectives
3.4.2 Analysing operational performance
3.4.3 Making operational decisions to
improve performance: increasing efficiency
and productivity
3.4.4 Making operational decisions to
improve performance: improving quality
3.4.5 Making operational decisions to
improve performance: managing inventory
and supply chains
3.5 Decision making to improve
financial performance
3.5.1 Setting financial objectives
3.5.2 Analysing financial performance
3.5.3 Making financial decisions: sources of
finance
3.5.4 Making financial decisions: improving
cash flow and profits
3.6 Decision making to improve human
resource performance
3.6.1 Setting human resource objectives
3.6.2 Analysing human resource
performance
3.6.3 Making human resource decisions:
improving organisational design and
managing the human resource flow
3.6.4 Making human resource decisions:
improving motivation and engagement
3.6.5 Making human resource decisions:
improving employer-employee relations
3.7 Analysing the strategic position of
a business
3.7.1 Mission, corporate objectives and
strategy
3.7.2 Analysing the existing internal
position of a business to assess strengths
and weaknesses: financial ratio analysis
3.7.3 Analysing the existing internal
position of a business to assess strengths
and weaknesses: overall performance.
3.7.4 Analysing the external environment
to assess opportunities and threats:
political and legal change
3.7.5 Analysing the external environment
to assess opportunities and threats:
economic change
3.7.6 Analysing the external environment
to assess opportunities and threats: social
and technological
3.7.7 Analysing the external environment
to assess opportunities and threats: the
competitive environment
3.7.8 Analysing strategic options:
investment appraisal
Assessment Objectives
3.8 Choosing strategic direction
3.8.1 Strategic direction: choosing which
markets to compete in and what products
to offer
3.8.2 Strategic positioning: choosing how
to compete
3.9 Strategic methods: how to pursue
strategies
3.9.1 Assessing a change in scale
3.9.2 Assessing innovation
3.9.3 Assessing internationalisation
3.9.4 Assessing greater use of digital
technology
3.10 Managing strategic change
3.10.1 Managing change
3.10.2 Managing organisational culture
3.10.3 Managing strategic implementation
3.10.4 Problems with strategy and why
strategies fail
Mark Allocation
Each question will have a word which will show you the level of detail you need in your answer;
Revision Strategies
Ladders to practice analysis – Diamonds to practice evaluation - Mind maps – key term tests
– practice papers – practice use of connectives to achieve L3 analysis – case studies –
revision guide – reading – highlight notes – look at the feedback from your previous test
paper – make judgements (L4) and list the most important reasons – summarise on flash
cards – test each other – diagrams to represent theories - plan 20/25 mark answers using
+&PeCAn PiE practice to make sure you are including all the assessment objectives in your
answers
Exam Equipment
You must bring to the exam a black pen (and a spare just in case!) and a simple calculator.
DT - AS Product Design
Exam Board: AQA DT Product Design (3-D Design) Prod 1
Date of Exam: Monday 23rd May (8.30 am) Length of Paper: 2 Hours
Topics for Revision:
• GRP and CFRP
• HDPE
• Rotational Moulding and Injection Moulding.
• Quality Control in Manufacturing.
• Smart Materials.
• Health and Safety.
• Hardwoods.
• Melamine Formaldehyde.
• Man-manufactured Boards
Equipment Needed: Black pen, pencil, ruler and a rubber. (No colour
pencils or pens)
Useful Resources:
WWW.focuselearning.co.uk/u/3037/wjmrlrbBBbkCBcgvwthlsvkvAuorduz
zD (site and password)
www.technologystudent.com
www.aqa.org.uk (past papers, subject content and more)
AQA Product Design Text Book. Chapters 1, 2 and 3.
Exam Tips: (from the exam board)
•
Generally 6 mark questions require 3 relevant properties and 3 explanations.
•
8 mark questions require 4 relevant properties and 4 explanations.
•
Manufacturing process diagrams need to have step by step descriptions with line
diagrams. Moulds/dies must resemble product for max marks.
•
List of generic properties only will achieve max 2-3 marks.
•
Section C design modification/development will only achieve 2-4 marks if students
produce a complete redesign.
•
You answer section ‘C’ first. (You could ask why it is not first in paper then!)
Exam Day Revision:
On the day of the exam we will provide tea/coffee and biscuits from 8am in G05.
DT- A2 Product Design
Exam Board: AQA DT Product Design (3-D Design) Prod 3
Date of Exam: Friday 10th June (8.30am) Length of Paper: 2 Hours
Topics for Revision:
• Casting Methods (large and small).
• QA and QC.
• Measuring and Testing Materials
• Die Cutting.
• Vacuum Forming.
• Injection Moulding.
• EPS and the Environment.
• Ergonomics and the Anthropometric Data.
• Social and Moral Concerns. (When Designing)
• Electrical Safety Features.
• Disposal of Products and the Environment including Legislation.
Equipment Needed: Black pen, pencil, colour pencils, ruler and a
rubber.
Useful Resources:
www.technologystudent.com
www.aqa.org.uk (past papers, subject content and more)
WWW.focuselearning.co.uk/u/3037/wjmrlrbBBbkCBcgvwthlsvkvAuorduz
zD (site and password)
AQA Product Design Text Book. Chapters 4, 5 and 6.
Note: For relaxation you should be watching design/business programs
such as: George Clarke’s Amazing Spaces (C4), The Apprentice
(BBC1), Kevin McCloud – Grand Designs and on 4OD Kevin McCloud’s
program on ‘upcycling’ an airplane.
Exam Day Revision:
On the day of the exam we will provide tea/coffee and biscuits from 8am in G05.
DRAMA AS - STUDENT INFORMATION
EXAM BOARD: AQA
Written Exam is 40% of the total mark for both the AS and A level
The AS paper with be 2 hours in length. The A level paper is three hours long.
You will answer on 2 aspects of the paper out of the three on offer
Section A: Drama through the ages – A Servant to Two Masters
Section C: Live Theatre Production - Confessional
RESOURCES TO HELP YOU REVISE
•
•
•
•
•
•
Live theatre evaluation notes for ‘Confessional’
Fronter materials focusing on ‘Confessional’
Southwark Playhouse Website
Feedback on essays
Exemplar answers
AQA exam board past papers – See AQA website
ESSENTIAL TOPICS TO REVISE
Live Production
• The performance of 2 actors in at least 3 scenes in detail
• Design of the immersive production to create intended effect for an audience
• A4 Sketch carefully labelled of the set/ costumes/ props in the production
STRATEGIES FOR REVISION
•
•
•
•
•
•
•
•
Look at the feedback from previous essays and make notes (avoid the same mistakes)
Read exemplar materials
Check the Assessment Objectives on the marking criteria on Fronter or the AQA website
for Component One ‘Drama & Theatre’
Buddy up and discuss the production, its effect on you, the atmosphere created and its
immersive staging.
Rewrite notes of the production. Then revise by breaking the notes into bitesize chunks.
Make flashcards for 2 actors; state what each character needed to communicate, give 3 or
4 moments describing what they did to achieved this and finally reference the audience
response
Watch clips of scenes on Youtube/ BAC website
Attend revision sessions
EXAM EQUIPMENT
A black pen, copies of the play, a pencil & ruler for sketches
DRAMA A2 - STUDENT INFORMATION
EXAM BOARD: AQA
EXAMINATION PAPER (known as DRAM 3) is 2 hours long
FINAL A2 GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK PLUS UMS POINTS
FROM AS
RESOURCES TO HELP YOU REVISE
•
•
•
•
•
•
•
•
•
•
Your overviews and notes of each play
Notes from A2 guide on Our Country’s Good (OCG)
Teacher’s booklet on OCG
Exemplar answers
Trip to V&A on 6th January to see Max Stafford-Clark’s second revival
AQA exam board past papers
Notes from A2 guide on A Servant to Two Masters (Servant)
Teacher’s booklet on ‘Servant’
‘Pintrest’ page for Director’s vision
Research materials
ESSENTIAL TOPICS TO REVISE
•
•
•
•
•
•
•
Scenes 1-5 of OCG
Detailed Blocking for scenes 1-5 of OCG
A4 Sketch carefully labelled of scenes 1-5 of OCG
Act 1-3 of A Servant to Two Masters (ASTTM)
Creative overview for the whole play of ASTTM, including scene blueprints
A4 Sketch carefully labelled of Act 1 scenes in Servant
Creating comedy and comedic conventions
STRATEGIES FOR REVISION
•
•
•
•
•
•
•
•
•
•
•
•
•
Recap ideas from the original production by watching clips from the ‘Out of Joint’ website
Buddy up and share visions for scenes 1-5 of OCG, getting your partner to FULLY justify
choices
Recap notes from the teacher pack and the OCG guide and cross reference with your ideas
for each scene of OCG
Plan a director’s essay – it is ALWAYS THE SAME QUESTION – for scenes 1-5 of OCG
Practice papers – practice explaining ideas fully
Look at the feedback from previous essays
Check the Assessment Objectives on the marking criteria on Fronter or the AQA website
for DRAM 3
Watch clips from ‘One Man Two Guvnors’ on Youtube
Recap notes on Goldoni and original intentions
Visit Goldsmiths library for research purposes
Exemplar material on AQA website
Establish 3 of the best quotes for each character in relation to creating comedy - Servant
Be clear with your creative overview and its justification/ intention
EXAM EQUIPMENT A black pen, copies of both plays, a pencil & ruler for sketches
ENGLISH LANGUAGE AS
Exam board: AQA (Course code: 7701)
Five assessment objectives (AOs) are used to underpin the A Level. These are:
AO1: Apply appropriate methods of language analysis, using associated terminology and
coherent written expression.
AO2: Demonstrate critical understanding of concepts and issues relevant to language use.
AO3: Analyse and evaluate how contextual factors and language features are associated with
the construction of meaning.
AO4: Explore connections across texts, informed by linguistic concepts and methods.
AO5: Demonstrate expertise and creativity in the use of English to communicate in different
ways.
Language study and language skills are both important for AO1. When you break down and
evaluate a text or a set of data you need to make sure you use metalanguage or terminology in
a way that is genuinely applicable to it. You also need to make sure that what you write is
clear and makes sense.
For AO2 you have to show that you understand the ideas and concepts behind the
terminology you use. Basic understanding of terminology might consist of being able to give
a simple definition, but for the more challenging ‘critical understanding’ a student of
language would need to adopt a more critical approach, not just accepting ideas because other
people take them for granted but questioning them and challenging their definitions.
The idea of AO3 is that the meaning of a text or an utterance depends on the context, or
information from the setting, as well as on the words and phrases that the text is made up of.
For example, the literal meaning of the seemingly complimentary utterance, ‘Well done,
Sherlock!’ might be ‘You are very clever.’ But if the context is that someone has obviously
drawn a wrong conclusion then the real meaning is more likely to be: ‘You are not very
clever at all.’
For AO4 you will be expected to compare how texts make use of language. When you study
textual variations and representations you will be asked to explore similarities and differences
in the ways two texts use language. For your original writing non-exam assessment you will
make connections between your own text and a style model you have used through a
reflective commentary.
AO5 relates to communication and creativity. Students of language continually use their
imagination to devise solutions to problems. For example, for your original writing you will
be assessed on your ability to express yourself clearly and accurately as well as on your
creativity.
Remember to revise from your purple books (you must use terminology) and your
yellow books for theorists and linguists.
Paper 1: Language and the individual
(1 hour and 30 minutes)
Consider Text and discourse:
As you’re working through the exam – you need to consider how you analyse the text. It
can be tempting to think about the texts that you are exploring and analysing simply as
decontextualised extracts on the page. One of the keys to success in more advanced
study will be your ability to move beyond thinking about ‘texts’ in this way, and instead
consider them as rich and complex acts of communication that are part of what we can
term a discourse event made up of text producers (writers or speakers) and text
receivers (readers or listeners) engaged in the process of making meaning. The term
‘discourse event’ is a useful one as it enables you to explore how texts are produced and
received in specific times and places, by real people with their own beliefs and
intentions, using language to express and understand their ideas and meanings. It adds
a strong contextual dimension to any analysis that you might undertake by emphasising
the fact that where there is language, there are always language users.
The concept of a discourse event allows you to explore the familiar terms ‘purpose’ and
‘audience’ in more detail. These terms can be explored by considering more closely the
kinds of motivations behind writing and speaking, and interpreting that producers and
receivers might have.
Remember to look at how meaning is created:
• Text producers and receivers –
Purpose and audience
• Mode and Genre
• Language use and Language
users
• Lexis and semantics
• Phonetics, phonology, prosodics
•
•
•
•
Grammar
Graphology
Pragmatics
Discourse
When analysing texts, you should explore how language is:
• shaped according to audience, purpose, genre and mode
• shaped according to context
• used to construct meanings and representations
• used to enact relationships between writers, speakers and audiences or between
participants within a text.
Paper 2: Language varieties
(1 hour and 30 minutes)
Consider how language feeds into our identity.
• What is meant by the term identity?
• How do idiolect and sociolect link to this concept of identity?
• Consider the prescriptivism and descriptivism view-points.
Think about what impacts our language
•
•
•
Regional dialects
National varieties
Personal and social varieties including – age, gender, occupation and sexuality
How is identity created through language?
Are judgements/ stereotypes attached to language?
Key ideas/ terms to understand:
• Standard English
• Slang
• Dialect
• Taboo
• Technology influenced words
and phrases
• Neologisms
•
•
•
•
•
•
Occupational Register
Received Pronunciation
Regional dialect
Sociolect
How identity is constructed
Attitudes to language diversity
Remember you are also tested on your writing skills
You will need to:
• Write discursively about language issues in an academic essay
• Write about language issues in a variety of forms to communicate your ideas to a
non-specialist audience.
Revise theories including Naomi Baron/ continuum models etc. – you must be able to
discuss the difference between spoken and written language.
Writing is:
Speech is:
Objective
Interpersonal
A monologue
A dialogue
Durable
Ephemeral
Planned
Spontaneous
Highly structured
Loosely structured
Grammatically complex
Grammatically simple
Concerned with the past and
future
Concerned with the present
Formal
Informal
Decontextualized
Contextualised
You must have a good knowledge of linguists and theory
• Howard Giles CAT theory
• William Labov
• Robin Lakoff
• Deborah Tannen
• Your yellow books!
Speech sounds and IPA is important – especially for paper 2.
Representation is important in both papers.
• How is the text representing the speakers/ text producers?
• How is the text representing the text receivers?
• How is the text representing a particular group?
• How is the text representing particular ideologies?
Link your points to language (spoken and written) features and graphological features
ENGLISH LANGUAGE A2
Exam board: Cambridge (Course code: 9093)
Paper three: Text Analysis:
(2 hours and 15 minutes)
You will be given two questions and you must answer both. In one of the questions
there will certainly be a transcript of spoken language.
General advice:
Every time you come across a text or are asked to create one, you need to think about
the circumstance of its production and its effectiveness. The writer or speaker beings
with a purpose (an intention for the text) and then choses a genre (type of writing: for
example, a diary, a leaflet). He/ She then thinks about how to shape the text for an
audience (the person/ people who will listen to or read this text). At the same time the
writer or speaker needs to consider the context (the situation in which the audience will
receive the text). Once that is done, the text creator must choose an appropriate form
(shape and length) and start to consider appropriate words (style) in order to create an
effective text.
Ensure that you have thoroughly read and annotated the extract. You will need to
consider the conventions of different texts. Revise the conventions for:
Brochures
Leaflets
Editorials
News stories
Articles
Reviews
Blogs
Investigative journalism
Letters
Podcasts
Biographies and autobiographies
Diaries
Remember the key ideas you must discuss:
Voice
Topic
Purpose
Style
Terminology
Ensure that you have revised literary
features. Use your purple books. You
must be able to identify literary
features/ group the features and
discuss the effect.
Essays
Speeches (both scripted and
spontaneous)
Narrative and descriptive
Advertisements/ advertorials
Transcripts
Form
Audience
Context
Consider you must use the correct
terminology, which includes basic word
classification (Noun/ Abstract Noun/
Concrete Noun/ Pronoun/ verb/ modal
Verb etc.).
Remember in all questions, you are required to:
• identify distinguishing features of the texts, relate them to the function and context of
the writing, and organise information in your answers
• comment on aspects such as vocabulary, figurative language (e.g. use of metaphor and
simile), word ordering and sentence structure, formality/informality of tone, and the
communication of attitudes, bias or prejudice, structure
Skills to revise
• Punctuation and punctuation for effect (to use and analyse)
• How to use literary features effectively and to understand which literary feature
lends itself to a particular genre/ audience etc.
Remember to keep to the word limits.
You must be able to use the correct terminology to analyse the transcript. Including:
Discourse
Utterances
Opening greetings
Conversational floors
Clashing
Topic shift
Meta language
Repetition
Ellipsis
Adjacency pairs
Turn taking
Phatic communication
Voiced pauses
False starts
Overlaps
Hedges
Modality
Transactional language
Back channel
Discourse markers
Non standard features
Tag questions
Deixis
Fixed expressions
Non-verbal
Remember discuss the effect. Do
not just feature spot!
Question one:
In question 1 you will be given a
passage to read.
A Question
The questions will ask you to recast the original for a different purpose or audience.
Consider the skills you learnt for unit one (passages) – what is the purpose of the
original text? How would this be conveyed to a new audience? What changes would
you make?
Skills to revise
• Literary features
• Punctuation for effect
• Voice, Topic, Purpose, Style, Form, Audience, Context
B question
Once you have recast the original, you will then be asked to compare your text with that
of the original.
• Use comparative language to justify the changes you have made.
Question 2
In question 2 you will be presented with two linked texts, each of a different type
(spontaneous speech / magazine article, for example).
You will be asked to compare the language and style of the texts
Skills for 1B and 2
• Comparative language
• Identify and comment literary features – look at your purple books! – Why do
features and language differ depending on audience/ reader
• Remember: Voice, Topic, Purpose, Style, Form, Audience, Context
Paper four:
(2 hours and 15 minutes)
You will write two essays, each from a different topic area. There will be a choice of
three questions. There will be a choice of three questions. The topic areas are:
• Spoken language and social groups
• English as a global language
• Language acquisition by children and teenagers
In the test you will be given some material to work on, but you will also need to discuss
material that you have prepared in relation to the topic in order to demonstrate that
you have an understanding of a range of issues that the topic might raise. You will need
to produce lots of examples from your own experience (of the module – data/articles/
theories/ linguists etc.), and your research into language communities around you
(observations/ transcripts).
Revise: Grice’s maxims
Spoken language and social groups
Revise from your yellow books
Revise:
1. Paul Grice
2. Howard Giles: Communication
Accommodation Theory (CAT)
3. William Labov: Post Vocalic /r/
4. Peter Trudgill: Social Class
5. Naomi S Baron: Teenagers
(remember can be used for child
acquisition)
6. James Millroy: ‘Golden Era’
7. Jean Aitcheson: Language
continually developing
8. Guy Delitsher
9. Harry Harlow
10. Edward Sapir/ Benjamin Lee
Whorf: Political correctness
11. Don Zimmerman/ Candice West:
Gender
12. Deborah Tannen: Gender
•
•
•
Examples of national and international exclusion – England/ South America/
New Zealand/ North America/ South Africa
Consider Language and religion/ Language and immigration/ Language and
negative stereotypes/ Language and civil rights movements (American civil
rights movement)
Social Class
Inclusion/ exclusion
Group identity
Teenage groups
Language in cyberspace – fansites
Interviews
Standard/ Non - standard English/ jargon
Language change (Reasons for change: immigration (changing communities)/
technology/ geography/ social conditions/ increasing specialisation/
international travel and contacts. Terms: pejoration/ amelioration/widening/
narrowing)
Theories of social variation (ethnicity/ workplace changes/ age/ disability/
religious beliefs – remember politically correct language)
Language and gender
Dialect, Sociolect and idiolect
•
Speech sounds and accents/ accent neutralisation
•
•
•
•
•
•
•
•
•
•
English as a global language
Revise:
1.
2.
3.
4.
5.
Jared Diamond (Scientist) (language steam rollers)
David Crystal
Kachru’s circles model
Gorlach’s circle model of English
Modiano’s model
•
•
•
•
•
•
•
•
Language takeovers
How did English become a global language (British Empire)
The status of English as a global language
Received Pronunciation (RP)
New forms of nonstandard English – Mockney
The rise of Estuary English
English: Standard and nonstandard
Varieties of English – Singapore English (Singlish)/ South African English/ Australian
English/ American English
Language decline, endangerment and death/ language shift
•
Language acquisition by children and teenagers
Revise: Basil Bernstein
1.
2.
3.
4.
5.
6.
7.
Michael Halliday: seven functions
BF Skinner
Ivan Pavlov
Vygotsky
Piaget’s stages of development
Berko
Noam Chomsky: Language acquisition Device (LAD) – two studies JIM and GENIE/
Language acquisition Support system (LASS)
• The main stages of development (remember terminology holophrastic
stage/ over-extension/ under-extension)
• Language acquisition by children and teenagers
• Restricted and elaborated code – remember the link to a child’s class
• Code-switching and teenagers
• Teen Slang
•
The influence of TV on children’s language development (Children who watch
cartoons and entertainment television during preschool years have a poorer pre-
•
•
•
reading skill as at age five –Macbeth 1996 – Children who watch entertainment
television are also less likely to read books and other print - Wright & Houston
1995)/ Case study JIM (Bards and Sachs)
Theories – including imitation and reinforcement (behaviourist theories)/ Innate
language competence (LAD)
LASS
Cognitive development – LAD and LASS
Remember there are overlaps in your research/ theories.
All points have to show links to the text. Do analyse language, conventions (of the
form), effects and qualities conveyed by language, structure, purpose and contexts.
Consider how the audience helps establish mode of address, tone and meaning.
Remember to revise from your purple books (you must use terminology) and your
yellow books for theorists and linguists
Specific equipment needed: highlighters
ENGLISH LITERATURE AS
Exam board: AQA (Course code: 7711 Specification: A)
Remember the AOS – and be clear on their weighting:
The exam is designed to test your skills as an informed, independent reader in order to develop
cogent, personal responses. Close reading of a text will enable you to analyse and explore a writer’s
technique – his or her choices of form, structure and language. You will need to be able to use these
skills in your response:
•
•
Careful and close reading of a text which provides you with appropriate and specific
evidence to support your interpretation
Consideration and understanding of other possible readings
When exploring a text, your answers need to be related to your interpretation of the extract. Some
questions you should ask yourself are:
•
•
•
•
•
•
•
•
•
•
•
•
•
What kind of text is this?
When was it written?
What is the subject matter?
Who is speaking and how does the writer use the idea of ‘voice’ in the text?
How does the writer use setting(s)?
How does the writer use ideas of time? (past, present, future)
How does the writer structure, organise and develop the ideas in the extract?
Is there anything distinctive about the way the extract is written? (structure, use of
vocabulary, sentence structure, variations in pace …)
Are there any patterns, repetitions of key ideas or images, uses of contrasts?
What kinds of language are used? (formal, informal, descriptive, dialogue and so on)
Is the language the same or does the writer use contrasts?
What is the tone of the extract?
What might be the writer’s purpose(s) in this text?
Revise
•
•
•
•
•
Content of the texts – know the texts inside out!
Terminology
Methods used by the writers to shape meaning and the effect
Critics
Context
Create a sense of argument in your essay.
English Literature AS and A2 Exam Information- May-June 2017
Assessment Objectives and the following advice apply equally to AS and A2 literature exams.
The exams are designed to test your skills as an informed, independent reader in order to develop
cogent, personal responses. Close reading of a text will enable you to analyse and explore a writer’s
technique – his or her choices of form, structure and language. You will need to be able to use these
skills in your response:
•
•
Revise
•
•
•
•
•
•
Careful and close reading of a text which provides you with appropriate and specific
evidence to support your interpretation
Consideration and understanding of other possible readings
Content of the texts
Subject Specific Terminology
Methods used by the writers to shape meaning and the effect
Critics
Context
Links between texts and to other texts
When exploring an unseen text – be it prose or poetry – your answers need to be related to your
interpretation of the text. Some questions you should ask yourself are:
•
•
•
•
•
•
•
•
What kind of text/poem is this?
When was it written?
What is the subject matter?
Who is speaking and how does the writer use the idea of ‘voice’ in the text?
How does the writer use setting(s)?
How does the writer use ideas of time? (past, present, future)
How does the writer structure, organise and develop the ideas in the extract?
Is there anything distinctive about the way the extract/poem is written? (structure, use of
vocabulary, sentence structure, variations in pace …)
• Are there any patterns, repetitions of key ideas or images, uses of contrasts?
• What kinds of language are used? (formal, informal, descriptive, dialogue and so on)
• Is the language the same or does the writer use contrasts?
• What is the tone of the extract?
• What might be the writer’s purpose(s) in this text?
• What are the obvious links, what the subtle deeper links (poetry)?
This is what an examiner said:
•
There are no right answers in English Literature but there are right ways to address tasks
and support ideas. The student is the maker of meaning and the examiner assesses how
successfully that meaning has been developed, supported and conveyed.
Year 13D A2 English Exams: What to expect
Paper 1: Love Through the Ages
Time: 3 hours
There are 3 Sections in the Exam
You are to answer three questions
Section A: answer one question on your chosen Shakespeare play - Othello
Section B: answer one question on unseen poetry – comparative task
Section C: answer one question about a prose text and poetry (at least 2 poems must be discussed) –
one of which must be pre 1900: suggest: Rebecca and pre-1900 poems
*You will have access to clean copies of the texts for Section C
All 3 questions are worth 25 marks
Paper 2B: Texts in Shared Contexts: Modern Times: Literature from 1945 to the Modern Day
Time: 2 Hours 30 minutes
There are Three Questions to be answered in the exam
Choose your option 1, 2 or 3 and then answer the relevant texts. Please ensure that you only write
about your texts once.
For example:
Option 2:
Section A: Drama text = A Streetcar Named Desire – answer one of the questions
Section B: Prose and Poetry Contextual Linking = Oranges are Not the Only Fruit and Feminine
Gospels
Read the extract and then answer both questions- one is on the extract, the other is the linking
question on the prose and poetry texts.
*You will have access to clean copies of the relevant texts
All 3 questions are worth 25 marks
What to revise:
Paper1: Othello, Pre-1900 poetry, Rebecca
Paper2: A Streetcar Named Desire, Oranges are Not the Only Fruit, Feminine Gospels
How to revise: read over class notes, critics, assessments, Mocks, on-line sites such as Spark-notes,
practice exam style questions, drop in to see Dr Swift as and when you need to check or discuss any
areas related to the texts or exam techniques: remember the AO’s and their relevant weightings
Year 12C AS English Exam Information: What to expect
Paper 1: Love Through the Ages: Shakespeare and Poetry
Time: I hour + 30 minutes
Answer one question from Section A and one question from Section B
Section A: Shakespeare: chose the extract from the relevant play to answer – Taming of the Shrew
Section B: Poetry: answer one question from this section.
There will be one question on Pre-1900 poetry and one question on Post-1900 poetry. You are to
choose the question from the cluster you have studied. A copy of the poem will be included in the
exam paper.
*You will not be allowed copies of the play or poetry anthology for this paper.
Both questions are worth 25 marks each.
Paper 2: Love Through the Ages: Prose texts
Time: 1 hour + 30 minutes
You must respond to both sections of the paper; answering two questions in total.
Section A: Unseen Prose. Read the text carefully and answer the question. There is only one
question in this section.
Section B: Comparing Prose Texts: Answer one question from a choice of two based on your study of
The Great Gatsby and Wuthering Heights
*You will have access to clean copies of the relevant texts for this paper
Both questions are worth 25 marks each.
What to revise:
Paper1: Taming of the Shrew; pre 1900 poetry – all 14 of the poems
Paper2: The Great Gatsby and Wuthering Heights; the unseen texts booklet
How to revise: read over class notes, critics, assessments, Mocks, on-line sites such as Spark-notes,
practice exam style questions, drop in to see Dr Swift as and when you need to check or discuss any
areas related to the texts or exam techniques: remember the AO’s and their relevant weightings
Geography AS AQA (New Course)
Year 12 Revision
Exam information:
Exam board: AQA 16th May 2017 = Phycisal component 19th May 2017 Human
componant
Essential topics to revise – As shown on PLC’s and Case study sheets
Revision strategies: Mind maps, case studies PLC’s
Revision sessions/ resources; To be arranged with Students. You have a specific
revision book, PLC’s and case study checklists
Information about the exam: Physical component
Section A: Coastal systems (there are 2 other topics, but we don’t do these)
Section B: Hazards (again there is another topic, but we don’t do this
How it's assessed:
Written exam: 1 hour 30 minutes
80 marks
50% of AS
Questions
Section A: answer either question 1 or question 2 or question 3 (40 marks)
Section B: answer either question 4 or question 5 (40 marks)
Question types: multiple-choice, short answer, levels of response and
extended prose
Component 2: Human geography and geography fieldwork investigation
What's assessed?
Section A: Changing places
Section B: Geography fieldwork investigation and geographical skills
How it's assessed
Written exam: 1 hour 30 minutes
80 marks
50% of AS
Questions
Section A: answer all questions (40 marks)
Section B: answer question 2. Answer either question 3 or question 4 (40
marks)
Question types: multiple-choice, short answer, levels of response and
extended prose
Geography - AS OCR
Year 12 Revision
Exam information:
Exam board: OCR Unit F761 and F762
Information about the exam:
Managing physical environments 1hour 30 minutes 16th May 2017
Managing Change in Human Environments 1 hour 30 minutes 19th May 2017
Essential topics to revise – As shown on PLC’s and Case study sheets
Revision strategies: Mind maps, case studies PLC’s
Revision sessions/ resources; To be arranged with Students. You have a specific
revision book, PLC’s and case study checklists, also the digital library has
purchased copies of 2 revision books (enough for each pupil).
What the exam involves (the Rubric!)
F761 Managing Physical Environments
Section A: Two structured questions, one from either River environments or Coastal
environments,
AND one from either Cold environments or Hot arid and semi-arid environments.
Section B: One extended-writing question, chosen from a topic not selected for the two
structured questions.
Given these restrictions on choice of questions, it is clear that to maximise your score you
must, at the outset, read all of the questions in Sections A and B. For instance, if you
found that you could answer the structured questions on River environments and Coastal
environments equally well, but that the extended-writing question on Coastal environments
was the easiest of the four, the sensible option would be to select the structured question
on River environments and the essay on Coastal environments.
F762 Managing Change in Human Environments
Section A: Two structured questions, one from either Urban or Rural
AND one from either Energy or Growth of Tourism.
Section B: One extended-writing question, chosen from a topic not selected for the two
structured questions.
Given these restrictions on choice of questions, it is clear that to maximise your score you
must, at the outset, read all of the questions in Sections A and B. For instance, if you
found that you could answer the structured questions on River environments and Coastal
environments equally well, but that the extended-writing question on Coastal environments
was the easiest of the four, the sensible option would be to select the structured question
on River environments and the essay on Coastal environments.
Structured questions
The structured questions are divided into four sub-questions, worth 4, 6, 6 and 9 marks
respectively.
Two of these sub-questions require knowledge of one or more geographical examples, and
two are usually linked to stimulus materials, such as maps, charts, photographs and diagrams.
Structured questions are worth 50 out of the 75 raw marks available for each unit. Thus, in
a 1.5-hour exam, you should devote approximately 30 minutes to each structured question.
Around one-third of this time (10 minutes) should be used to answer the 9-mark subquestion.
Extended-writing questions
Section B in Units F761 and F762 requires you to answer an extended-writing or essay-style
question. You should allow yourself approximately 30 minutes to do this. The questions
demand description, explanation, some evaluation and, most importantly, detailed reference
to examples and case studies.
Mark scheme criteria
Examination answers are assessed against a number of criteria. For AS Geography there are
three
Criteria or assessment objectives (AOs).These are as follows:
1 Demonstrate knowledge and understanding of the specification content, concepts
and processes.
2 Analyse, interpret and evaluate geographical information, issues and viewpoints, and
apply them in unfamiliar contexts.
3 Investigate, conclude and communicate, by selecting and using a variety of methods,
skills and techniques to investigate questions and issues, reach conclusions and communicate
findings.
It is useful for you to know exactly how your answers will be judged. If you look at the mark
Table 1.2 Assessment objective weightings at AS% of AS
Unit
F761
F762
Total
Title
Managing Physical Environments
Managing Change in Human Environments
AO1
25
25
50
AO2
10
10
20
AO3
15
15
30
Total
50
50
100
The importance of case studies
An important feature of the OCR AS Geography specification is its emphasis on
exemplification through in-depth case studies. All of the extended-writing questions in
Section B, and at least one structured question in Section A, require examples that refer to
specific geographical areas.
For this reason, generalised answers cannot achieve the highest levels of attainment. Your
revision of content for each topic must therefore include one, or sometimes two, case
studies.
In your textbook, each option topic is illustrated with several case studies. However, you
should note that many of these case studies are appropriate for more than one topic
How to answer exam questions
Answering structured questions
Structured questions have a gradient of difficulty. The initial sub-questions are less
demanding than the later ones, and therefore carry fewer marks. Thus sub-question (a)
often uses command words such as ‘describe’ or ‘outline’, while subsequent questions may
require explanation, examples and evaluation.
Stimulus materials are used both directly and indirectly. For direct use, OS maps and
photographs are provided to assess key skills, such as map reading and interpretation.
Charts and sketch maps may be supplied, to assess your ability to summarise and recognise
spatial patterns and trends. For indirect use, stimulus materials are presented as a catalyst
for assessing your wider knowledge and understanding of a topic.
All mark schemes for structured questions are levels-based, with two levels of attainment
for 4- and 6-mark questions,
EXAMPLE Identify and describe the main fluvial features shown in Figure 2.1.
The main features are: meander, point bar, river cliff, floodplain, bluff.
Level
2
Mark
3–4 marks
1
0–2 marks
Descriptor
Candidates use clear description of landscape and individual features within
it. Use of accurate terminology to describe the features.
Candidates use basic descriptions that identify the whole nature of the
landscape. Limited or inaccurate appreciation of individual features and
limited use of terminology
and three levels for 9-markers.
Level
Mark
3
8-9
2
5-7
1
0-4
Descriptor
Candidates use well-chosen examples to explain in detail why some river
basins are more naturally vulnerable to flooding than others. Answers are
well structured,with accurate use of spelling and grammar.Geographical
terminology is used accurately.
Candidates use examples to explain why some river basins are more naturally
vulnerable to flooding than others. Answers may have poor structure with
some inaccurate spelling and grammar.Use of geographical terminology
shows some inaccuracy.
Candidates make limited use of examples.Answers are largely descriptive
and generalised.Communication is basic,with little structure and inaccurate
spelling.
You will notice that marks are loaded towards the top end. So, for example, in a 9-mark
question a level 3 answer will achieve 8 or 9 marks.
When answering structured questions, you should follow these guidelines:
Read through all parts of the question before attempting to answer. This will help you to
avoid repetition in later answers and allow you to get an overview of how the topic is
developed.
_ Study any stimulus material carefully.
_ Before you start writing, make sure that you understand precisely what each question is
asking you to do.
_ For 9-mark questions, which may run to 20 answer lines, you will need to plan. Make a list
of the key points and specific examples you want to include in your answer.
_ Divide your time realistically and adjust the length of your answers to the mark weighting.
A 4-mark question is unlikely to require more than 10 lines, whereas for a 9-mark question
you would need to write approximately twice as much.
Answering extended-writing questions
Have a close look at the mark schemes to appreciate the criteria against which
your extended writing will be assessed. You will see that each assessment objective is
divided into three attainment levels, with
• a maximum of 13 marks for knowledge and understanding,
• 5 for analysis and application and
• 7 for skills and communication.
The relatively large weighting given to skills and communication emphasises the importance
of accurate spelling and grammar, as well the ability to structure your answer and provide a
clear conclusion
AO1 Knowledge and understanding
Level
Mark
Descriptor
11–13 marks Detailed knowledge and understanding of how management can help resolve
3
conflicts between development and flood risk issues.Cause and
effect are well understood, and there is effective use of detailed examples.
7–10 marks
Some knowledge and understanding of how management can help resolve
2
conflicts between development and flood risk issues.Cause and effect are
understood and some examples are given
1–6
marks
Limited knowledge and understanding of how management can help resolve
1
conflicts between development and flood risk issues.Cause and effect are not
well understood and there is limited use of examples.
AO2 Analysis and application
Level
Mark
Descriptor
3
5 marks
Clear analysis of how management can help resolve conflicts between
development and flood risk issues.
2
3-4 marks
Some analysis of how management can help resolve conflicts between
development and flood risk issues
1
1-2 marks
Limited analysis of how management can help resolve conflicts between
development and flood risk issues.
AO3 Skills and communication
Level
Mark
Descriptor
3
6-7 marks
Answer is well structured, with effective use of grammar and spelling.
Geographical terminology is used accurately. There is a clear conclusion
2
4-5 marks
Answer may have poor structure, with some inaccurate spelling and
inaccurate use of geographical terminology. There is a limited conclusion
1
1-3 marks
Communication is basic, with little structure and inaccurate spelling. There is
no attempt at a conclusion.
All extended-writing questions are based on the content of the last two ‘questions for
investigation’ for each topic in the specification. As a result, they focus mainly on
geographical problems, opportunities and management responses.
Extended-writing questions have a number of common features:
_ They require description and explanation.
_ They require some evaluation (i.e. the questions often include some conditional words,
such as ‘might’, ‘may’, ‘could’or ‘can’).
_ They always require detailed exemplification using at least two (sometimes contrasting)
geographical case studies.
An example of a typical extended-writing question is given in Figure 1.3. It shows how,
within the question, there are opportunities to assess knowledge and understanding,
evaluation and exemplification.
8
You should reserve 4 or 5 minutes for thinking time and for writing a brief plan of your
answer.
The plan should outline the general content of each paragraph and the geographical
examples you intend to use to support your answer. Remember that the structure of your
answer (including spelling, punctuation and conclusion) will be measured against AO3.
Careful planning, therefore, is of particular importance. Your answer should have three main
components: an introduction, a main body and a conclusion.
_ Introduction The introduction should (a) define any key terms used in the question,
such as ‘human activities’ and ‘conflict’, and (b) indicate the broad structure of your answer.
In this example, you might list the human activities and the conflicts they create. The
introduction should be brief and businesslike: four or five lines should be sufficient.
_ Main body This is where you develop the list of points in your introduction. For
example, you could write a paragraph to show how the offshore mining oil in a coastal area
might give rise to the loss of habitats or environmental damage. The connection between
mining and damage would be explained and then illustrated with reference to specific
examples, such as Isle of Purbeck in Dorset. Other paragraphs could concentrate on: the
impact of hard-engineered coastal defences on sediment supplies and beach erosion (e.g.
Happisburgh in Norfolk, Holderness in east Yorkshire); managed retreat leading to planned
flooding of lowland coasts; and coastal industrial development in environmentally sensitive
areas.
_ Conclusion This should be a brief summary of the points developed in your answer.
Where appropriate, it may need to include some evaluation. In this example, there may be
scope for arguing that human activities do not necessarily result in conflict.
Command words and phrases
Command words and phrases in examination questions are crucial because they tell you
what you have to do. You must respond precisely to their instructions. For example, the
instruction :‘describe’ is very different from ‘explain’. Ignoring command words and phrases is a
fundamental error, and is a common cause of under-achievement. Table 3 lists the common
command words and phrases used in questions in the OCR AS Geography examination and
explains what they require you to do.
With reference to named examples,
explain the ways in which human activities
Command word/phrase Requirements
Describe Provide a picture in words of a feature, pattern or process. Descriptions in
short-answer questions are likely to be worth 4 or 6 marks and will require some detail.
Outline The same as ‘describe’ but requiring less detail. The idea is to identify
the basic characteristics of a feature, pattern or process.
Compare Describe the similarities and differences of at least two features,
patterns and processes.
Examine Describe and comment on a pattern, process or idea. ‘Examine’
often refers to ideas or arguments, which demand close scrutiny from different viewpoints.
Why?/Explain/Account for/ Give reasons Provide the causes of a feature, phenomenon
or pattern. This usually requires an understanding of processes. Explanation is a higher-level
skill than description and this is reflected in its greater
mark weighting in examinations.
To what extent?/Assess/ Discuss These commands are evaluative. You need to consider
the evidence connected to an issue or problem and make reasoned judgements. This is the
highest-level skill required by the AS examination and is
more appropriate for extended writing answers in Section B.
Practise writing your own answers
Before sitting the final examination you will need plenty of practice answering structured
and extended-writing questions. In total, your textbook and your CD contain many
structured questions and extended-writing questions. Together, these cover most of the
themes that are likely to appear in the final examination.
You should integrate the answering of examination questions with your revision of each
topic.
GOOD LUCK!
GEOGRAPHY A2
Scheme of assessment
Table 1.1 shows what you have to do in the written examinations for Units F763 and F764.
Each paper consists of two Sections, A and B. In F763, Section A contains six data response
questions: three on Environmental issues, and three on Economic issues. Candidates must
answer three questions, at least one from Environmental issues and one from Economic
issues. Section B has 12 open-ended essay questions, two for each option. (Only one
question for each option is provided in this online resource.) Candidates answer two essay
questions, choosing one from the Environmental issues options and one from the Economic
issues option.
The scheme of assessment for F764 is broadly similar. Section A comprises three structured,
data response questions based around various stimulus materials. Candidates answer one
question. Section B includes two open-ended essay questions that examine fieldwork and
research skills. Candidates answer both questions.
Section A: Three data response questions, at least one from Environmental issues (i.e. Earth
hazards, Ecosystems and Climatic hazards) and at least one from Economic issues (i.e.
Population and resources, Globalisation, and Development and inequalities). Candidates
choose three from six questions.
Section B: Two essay questions, one from Environmental issues (i.e. Earth hazards,
Ecosystems, and Climatic hazards) and one from Economic issues (i.e. Population and
resources, Globalisation, and Development and inequalities). Candidates select two from
twelve questions.
F764 Geographical Skills
Section A: One data response question on the general stages of geographical investigation
(e.g. data collection, data analysis).
Section B: Two essay questions on specific geographical investigations undertaken by
candidates.
Structured/data response questions
In Section A of Global Issues (F763), questions are based on data presented as tables, charts,
maps, newspaper clippings etc., which are related to the six options that comprise the
content of the unit. All the questions have exactly the same wording:
‘Outline an issue indicated and suggest appropriate management.’
While the data sets will change for each examination, the question will retain the same
wording.
Section A of Geographical Skills (F764) consists of three data response questions. Data sets,
in the form of maps, charts, satellite images and tables, are provided for each question and
provide the stimulus to assess understanding of the various stages of geographical enquiry.
Unlike the standard question in Section A of F763, the structured questions on geographical
skills are varied, and change from one examination to the next. Your choice of question
might be influenced by the extent to which you can develop synoptic material from other
parts of the specification.
Essay-type questions
Section B of Global Issues consists of six essay-type questions on Environmental issues, and
six on Economic issues. Assuming that most candidates have studied three out of the six
options in this unit, the choice amounts to three questions out of six. The essay questions
are discursive, evaluative and wide-ranging, and all provide scope for synoptic
Section B of Geographical Skills has two compulsory essay-type questions. These questions
include description and explanation, as well as evaluation.
Synoptic assessment
Synoptic assessment is included in both A2 units. The definition of synoptic assessment is:
...assessment of candidates’ ability to draw on their understanding of the connections
between different aspects of geography represented in the specification, and to
demonstrate their ability to ‘think like a geographer’.
Synoptic assessment requires candidates to use knowledge, understanding and skills drawn
from outside the content of an A2 unit — that is, from studies at AS and elsewhere at A2.
For example, specimen question 3 on global climate change (see page 32) in Section B of
Global Issues, provides opportunities to make connections with the content of Cold
environments and Hot arid and semi-arid environments of AS.
Study of the mark schemes in this online resource reveals the importance of synopticity. To
achieve Level 3 for Analysis, interpretation and evaluation (AO2) in the essay-type questions
in the Global Issues (F763) unit, candidates must demonstrate clear evidence of synopticity.
The synoptic requirement also appears in the structured, data response questions in Section
A of Geographical Skills (F764). In sub-question 1c, Level 2 is only reached where clear
synopticity is demonstrated. Synopticity is implicit in the fieldwork and research essay
questions in Section B of this unit, where candidates are expected to draw on the fieldwork
and research experience they have gained throughout the A-level course.
Synoptic assessment has two main purposes. First, it encourages candidates to adopt a
broad perspective when analysing people and environment issues. This is a quintessential
geographical approach, seeking to integrate (and synthesise) understanding of society,
economy and the physical environment. Second, it gives the A-level Geography specification
a coherence, which because of modularity, and the reduction of the subject into a series of
discrete units, it might otherwise lack.
Mark scheme criteria
Examination answers are assessed against a number of criteria. For A2 Geography there are
three criteria or assessment objectives (AOs).They are:
1 Demonstrate knowledge and understanding of the specification content, concepts and
processes.
2 Analyse, interpret and evaluate geographical information, issues and viewpoints, and
apply
them in unfamiliar contexts.
3 Select and use a variety of methods, skills and techniques (including the use of new technologies) to investigate questions and issues, reach conclusions and communicate findings.
It is important for you to know exactly how your answers will be judged. If you look at the
mark schemes you can see how these assessment criteria are applied. Table 1.2 shows the
weighting given to each AO.
Preparing for exams
Success in examinations at A-level depends primarily on two things:
• your knowledge and understanding of the specification content
• your ability to apply your knowledge and understanding accurately to the questions
in the examination
How to revise
The bulk of your revision will focus on improving your knowledge and understanding. This
will involve learning ideas, theories, explanations, examples and case studies. However, this
must be done intelligently and effectively. The best way to prepare is to structure your
revision around the questions for investigation and key ideas set out for each topic in the
specification. Structured revision will help to focus your learning on those themes
commonly used in assessment in the examination. For example, if you were revising flood
hazards, it would be most effective to organise your learning around key ideas such as the
physical and human factors that create flood risks, the environmental, social and economic
effects of flooding, and the human responses to flood hazards (see Figure 1.1). These ideas
would be studied within the context of actual river and coastal flood events.
Lists of key ideas are essential revision tools, and these are headlined in your PLC’s.
It must be emphasised that effective revision cannot be an automatic and unthinking
process, where you work chronologically, page by page, through your notes. Meaningful
revision must be structured to reflect the requirements of assessment in the final exam. You
will find that an organised and structured revision approach is the most rewarding and,
ultimately, the most productive way to revise.
The importance of examples and case studies
An important feature of the OCR A-level Geography specification is its emphasis on
exemplification through in-depth case studies. At A2, the essay-type questions in Section B
of Global Issues require detailed examples, even though the question may not ask for them
explicitly. The mark schemes make this clear: to achieve Level 3 for knowledge and
understanding (AO1), candidates must make ‘effective use of detailed exemplification’.
More generalised answers, containing some, or limited exemplification, cannot achieve
more than Level 2 for knowledge and understanding. For this reason, generalised answers
cannot access the highest levels of attainment.
In the Geographical Skills unit, exemplification is provided by the experience of fieldwork
and research enquiries that you have undertaken. References to this work should be placespecific and provide details of the area studied, the character of the investigation, the
influence of the local environment on hypothesis formulation and sampling strategies, and
the unique problems encountered.
How to answer exam questions
Two types of exam question are used in the A2 examination. Shorter answer, data response
questions are used in Section A on the Global Issues (F763) and the Geographical Skills
(F764) papers. Section B on both papers uses a different style of assessment based on essaytype questions.
Data response questions
There are six structured, data response questions in Section A, three on Environmental
issues, and three on Economic issues. You must answer three questions, with at least one
chosen from Environmental issues and one from Economic issues. Each question is worth 10
marks. All the questions are the same: only the stimulus resources vary (see page 12). The
resources suggest a wide range of possible issues and management responses, and it is
likely that some of your answers will draw on parts of the AS specification, as well as A2. You
have approximately 50 minutes to spend on this part of the examination, which means just
less than 20 minutes for each data response question. Thus a typical answer is not likely to
exceed one to one and a half sides of A4.
Your first task is to outline an issue suggested by the resource material. This part of the
question focuses on knowledge and understanding, and requires a clear statement of the
issue, its causes and the conflict that might arise between different interest groups. The
second part of the question asks for possible management strategies to address the issue.
These strategies should be described briefly, outlining their cost (economic and
environmental), feasibility, timescale and impact. Some evaluative comments on their
relative suitability and likelihood of success are needed for answers to achieve Level 3. Care
should be taken to ensure that there is reasonable equality in the length of answers to the
two parts of the question.
Open-ended essays
You have to answer two open-ended essay questions from Section B, one on Environmental
issues and one on Economic issues. Each essay is worth 30 marks and should be allocated
approximately 50 minutes’ writing time. All the questions are discursive and evaluative,
require some synoptic input, and are wide ranging and summative. Successful answers will
be supported with appropriate examples and case studies. Essays are marked according to
three assessment objectives (see page 28): there are 9 marks for knowledge and
understanding (AO1); 17 marks for analysis, interpretation and evaluation (AO2); and 4
marks for investigation, conclusion and communication (AO3). You should note that to
achieve Level 3 on AO2, answers must ‘show clear evidence of synopticity’ and ‘clear
evaluation’. Figure 1.2 shows a typical open-ended essay question and the opportunities to
demonstrate knowledge, understanding, synopticity and the skills of discussion and
evaluation.
Planning answers to open-ended questions
With 50 minutes to write your essay, you can afford to reserve 4 or 5 minutes for thinking
time and writing a brief plan of your answer. Your plan should outline the content of each
section of your answer and the geographical examples and case studies that you intend to
use. It is important to include in your plan some substantial and identifiable synoptic
content. It is also important to remember that the emphasis in your essay is discussion and
that evaluation should permeate the entire answer, not just be left to the conclusion. Your
answer should have a clear structure, with three main components: an introduction, a main
body and a conclusion. This simple structure, based on the essay question in Figure 1.2, is
shown in the plan in Table 1.3.
F764 Geographical Skills
Structured data response questions
Section A consists of three structured, data response questions designed to test candidates’
research skills. Each question is divided three sub-sections (a (i), a (ii) and b or a, b and c)
worth 5, 10 and 5 marks respectively. Candidates choose one question. Unlike the data
response questions in F763, the format of these data response questions is highly variable.
Moreover, in contrast to F763, the questions on F764 require a specific response to the
resource materials. The main opportunity for synoptic input occurs in sub-questions (b
(i)/(ii) or b/c), which test the wider knowledge and understanding of the research topic. For
example, the specimen data response questions (see pages 41–44) require some
understanding of sampling, statistical significance and mapping, which are not directly
related to the stimulus material and question (a). In selecting a question you should
consider its scope for including synoptic material from AS fieldwork/research investigations
as well as from other parts of the A2 specification.
You can spend around 30 minutes on Section A. Be sure to read all parts of the question
before making your choice and ensure that the length of your answer to each sub-question
is proportional to the mark weighting.
The core content for Section A of Geographical Skills, and the focus of your revision, are the
six stages of geographical enquiry. Each question on the paper will deal with one or more
aspects of geographical enquiry such as data collection, data presentation, and data analysis
and interpretation. There is also a significant emphasis on new technologies in geographical
research, including computer skills and the application of Geographical Information Systems
(GIS).
The mark schemes give two attainment levels for sub-questions (a) and (c), and three for
sub- question (b). The term ‘clear’ is the descriptor for the highest attainment level: answers
at the lowest level are termed ‘limited’. Synopticity is also likely to be a feature of answers
at the highest level.
You should note that there is no expectation that you will have carried out fieldwork
investigation on the topics referred to in the questions in Section A.
Open-ended essays
Section B of Geographical Skills comprises two essay-type questions, each worth 20 marks.
This is the only part of the AS/A-level specification where you have no choice of question:
you must answer both. However, this is less of a constraint than first appears, because both
questions invite you to write about aspects of fieldwork investigations that you have
completed during the A-level course. The mark weighting suggests that you should spend
around 30 minutes on each essay. This will include 3–4 minutes of thinking time and
planning.
The essay questions in Section B typically include two or three command words, such as
‘describe’,‘how’ and ‘explain’. In addition they always include some evaluation, with
commands such as‘assess’,‘to what extent...?’and‘how important...?’.The mark scheme has
three levels of attainment, and unlike the essays on F763, it is not structured by the
assessment objectives. Instead, all the assessment objectives are subsumed within the
description of each level.
To score well on the essay questions it is clear that your answer must relate specifically, and
in depth, to research and fieldwork investigation you have undertaken. There should, for
example, be detailed references to the local area of study, its specific character, sources of
data, the problems (often unique) of data collection and interpretation and so on.
Generalised responses, however accurate, are unlikely to achieve more than Level 1.
Examiners can further differentiate answers by the extent to which they evaluate theories,
methodologies and outcomes. Thus, Level 3 answers will contain ‘detailed evaluation’ while
Level 1 answers have ‘little, if any, evaluation.’
Command words and phrases
Command words and phrases in examination questions are crucial because they tell you
what you have to do. You must respond precisely to their instructions. For example, the
instruction ‘describe’ is very different from ‘explain’. Ignoring command words and phrases
is a fundamental error, and is a common cause of under-achievement. Table 1.4 lists the
common command words and phrases used in questions in the OCR A2 Geography
examination and explains what they require you to do.
HISTORY Year 12
Exam board details: Edexcel
http://www.edexcel.com/quals/gce/gce08/history/Pages/default.aspx
PAPER 1: Breadth study with interpretations
Britain, 1625-1702: conflict revolution and Settlement
2 HOURS AND 15MINS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Why did Monarchical government fail in the years 1625-29?
Charles’ personal rule
The causes of the English civil war
The rule of the rump
Oliver Cromwell and the protectorate
The rule of the major generals
The restoration of the monarchy
The Whigs and the Tories and the exclusion crisis
The collapse of total power
Laud’s policies and religious uniformity
Parliaments re-ordering of the church and the rejection or Armenians
The restoration of Anglicanism
Puritanism under Charles I
Presbyterianism and religious radicalism
The persecution of dissenters
Interpretations of the period
PAPER 2: Depth Study
Russia in Revolution, 1894-1924
1 hour and 30 mins
Topics
• Russia at the time of the Tsars
• How oppressively was Russia governed?
• Economic and social change
• Radical parties and Marxist theory
• The rule of Nicholas II
• Stolypin
• 1905 revolution
• The October Manifesto and the Dumas
• The impact of the First World War
• The February Revolution
• The provisional government
• The return of Lenin
•
•
July days and Kornilov
Bolshevik seizure of power
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Read through your notes to get a general view of the material.
• Make key notes on areas of importance for contextual
knowledge
• Make sure you understand reliability, utility, cross referencing
and provenance of a source
• Remember NOP when answering source based questions
• Remember SPAG
NOP
• NATURE – What kind of source is it? What tone and language is
being used?
• ORIGIN – Who produced it? When was it produced? Where was
it produced?
• PURPOSE – Why has it been written?(Motive) Who
for?(audience)
Types of questions
Were…….… the main reason for the…..…… in the years………... ? (20 marks)
To what extent did….. in the years…. arise from…………. ?(20 marks)
Using your existing knowledge with which interpretation do you agree?
Historians have different views about how … analyse and evaluate the extract and
use your knowledge of the issues to explain your answer to the following
question……………..
How far do you agree with the view that………..…. ?(20 marks)
Why is source 1 valuable to the historian for an enquiry into the reasons………….? (8
marks)
How much weight do you give the evidence of Source……..….. for an enquiry into..
…..?(12 marks)
To what extent did………?(20 marks)
How far was………………. ?(20 marks)
How accurate is it to say that……………………….?(20 marks)
.Revision strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
Make notes of key points
Test yourself on the key points.
Use the key points to help you answer practice questions (from
website above).
Read over your notes and makes notes on cards or produce mind
maps.
Pay close attentions to exam questions done during the year and
revise main factors from exam question
Consider type of question
Remember SPAG
Read through your notes to get a general view of the material.
Make key notes on areas of importance for contextual
knowledge
Make sure you understand reliability, utility, cross referencing
and provenance of a source
Remember NOP when answering source based questions
Consider interpretations when answering controversy questions
Remember SPAG
NOP
• NATURE – What kind of source is it? What tone and language is
being used?
• ORIGIN – Who produced it? When was it produced? Where was
it produced?
• PURPOSE – Why has it been written?(Motive) Who
for?(audience)
HISTORY Year 13
Exam board details: Edexcel
http://www.edexcel.com/quals/gce/gce08/history/Pages/default.aspx
PAPER 1: Breadth study with interpretations
Britain, 1625-1702: conflict revolution and Settlement
2 HOURS AND 15MINS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Why did Monarchical government fail in the years 1625-29?
Charles’ personal rule
The causes of the English civil war
The rule of the rump
Oliver Cromwell and the protectorate
The rule of the major generals
The restoration of the monarchy
The Whigs and the Tories and the exclusion crisis
The collapse of total power
Laud’s policies and religious uniformity
Parliaments re-ordering of the church and the rejection or Armenians
The restoration of Anglicanism
Puritanism under Charles I
Presbyterianism and religious radicalism
The persecution of dissenters
Interpretations of the period
PAPER 2: Depth Study
Russia in Revolution, 1894-1924
1 hour and 30 mins
Topics
• Russia at the time of the Tsars
• How oppressively was Russia governed?
• Economic and social change
• Radical parties and Marxist theory
• The rule of Nicholas II
• Stolypin
• 1905 revolution
• The October Manifesto and the Dumas
• The impact of the First World War
• The February Revolution
• The provisional government
• The return of Lenin
•
•
July days and Kornilov
Bolshevik seizure of power
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Read through your notes to get a general view of the material.
• Make key notes on areas of importance for contextual
knowledge
• Make sure you understand reliability, utility, cross referencing
and provenance of a source
• Remember NOP when answering source based questions
• Remember SPAG
NOP
• NATURE – What kind of source is it? What tone and language is
being used?
• ORIGIN – Who produced it? When was it produced? Where was
it produced?
• PURPOSE – Why has it been written?(Motive) Who
for?(audience)
Types of questions
Were…….… the main reason for the…..…… in the years………... ? (20 marks)
To what extent did….. in the years…. arise from…………. ?(20 marks)
Using your existing knowledge with which interpretation do you agree?
Historians have different views about how … analyse and evaluate the extract and
use your knowledge of the issues to explain your answer to the following
question……………..
How far do you agree with the view that………..…. ?(20 marks)
Why is source 1 valuable to the historian for an enquiry into the reasons………….? (8
marks)
How much weight do you give the evidence of Source……..….. for an enquiry into..
…..?(12 marks)
To what extent did………?(20 marks)
How far was………………. ?(20 marks)
How accurate is it to say that……………………….?(20 marks)
.Revision strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
Make notes of key points
Test yourself on the key points.
Use the key points to help you answer practice questions (from
website above).
Read over your notes and makes notes on cards or produce mind
maps.
Pay close attentions to exam questions done during the year and
revise main factors from exam question
Consider type of question
Remember SPAG
Read through your notes to get a general view of the material.
Make key notes on areas of importance for contextual
knowledge
Make sure you understand reliability, utility, cross referencing
and provenance of a source
Remember NOP when answering source based questions
Consider interpretations when answering controversy questions
Remember SPAG
NOP
• NATURE – What kind of source is it? What tone and language is
being used?
• ORIGIN – Who produced it? When was it produced? Where was
it produced?
• PURPOSE – Why has it been written?(Motive) Who
for?(audience)
•
Paper 3 Mass Media and Social change in Britain 1882-2004
Aspects in breadth
The main focus of the ‘Aspects in breadth’ is on social change within the
family, home and leisure across the period 1882–2004.
Women, family and work
•
•
•
•
•
•
•
•
•
•
•
changes brought about to women’s lives as wives and mothers, and of
changes to their world of work outside the home.
family leisure opportunities and use of leisure time changed over the
period and the reasons for this, including
the impact of shorter working hours, increasing affluence, new
technology and changes in transport.
change in the use of leisure in the home, the locality and further
afield.
continuations, for example in hobbies, clubs, reading and gardening.
key turning points in social change within the family, home and
leisure,
the 1888 Bryant and May’s matchgirls’ strike,
the opening of Marie Stopes’ family-planning clinics from 1921,
the first Butlin’s holiday camp opening in 1936,
setting up the NHS in 1948,
the Equal Pay Act of 1970 and the ending, in 1991, of the composite
tax system
. Leisure
• Change and continuity in leisure, 1882–2004: entertainment in the
home;
• changes in excursions and holidays (key developments:
• the first Butlin’s holiday camp 1936,
• Holiday Pay Act 1938
• foreign package holidays from the 1950s).
• Reasons for change in leisure patterns, 1882–2004:
• impact of changes in means of transport (key developments: the
safety bicycle from the late 1880s,
• increasing car ownership in the 1920s, growth of air travel from
1950s);
• the impact of increasing affluence and reduced time at work;
• the impact of technology (key developments: cinema in the early
twentieth century,
• radio from the 1920s, TV from 1945
• the use of the internet for leisure from the late twentieth century).
•
Although the topics are clarified separately below, students should
appreciate the linkages between them since questions, including document
questions, may be set which target the content of more than one topic.
Students will be required to interpret and evaluate a documentary extract
in its historical context, but the knowledge they will need to have will be
central to that specified in the topics.
Topic 1: The age of the press barons 1914–36
•
•
•
•
•
knowledge of the named press barons and the power they had to
influence public opinion through editorial policy and its impact on
their readership.
Beaverbrook’s influence as owner of the Daily Express and Sunday
Express and Lord Northcliffe influence as owner of the Daily Mail,
Sunday Pictorial, and The Times.
Rothermere’s acquisition of Lord Northcliffe’s media empire and his
expansion of influence by the buying of provincial newspapers.
the reasons for the founding of the Daily Herald, its editorial stance
and the role of George Lansbury.
In exploring the nature and extent of the influence of the press
barons need to be able to provide specific examples in
exemplification.
Topic 2: Wireless and the war: propaganda, information and
entertainment 1939–45
•
•
•
•
•
•
•
the ways in which the radio was used during the Second World War.
the links, and the blurring of the edges, between advice, information
and propaganda, and propaganda and entertainment.
the nature and type of advice given and the role of government
ministries.
the impact of broadcasts from the front and the roles of Richard
Dimbleby, Godfrey Talbot and Frank Gillard.
the relationship between advice, entertainment, propaganda and
morale, using specific examples.
the role of the ‘Kitchen Front’ and the radio doctor Charles Hill, the
popularity of light entertainment programmes, including It’s That
Man Again (ITMA), Workers’ Playtime, Music While You Work and
The Brains Trust and the importance of Children’s Hour and the
broadcast by Princess Elizabeth.
overt propaganda: Lord Haw Haw broadcasting on Radio Hamburg
from September 1939 and Sefton Delmer, operating the phoney
German radio station as Gustav Siegfried Eins.
Topic 3: Media in the sixties: satire, image and social change
•
•
•
the media both reflected and moulded society in the 1960s.
satire helping bring about the decline in deference.
the impact of Beyond the Fringe, That Was The Week That Was and
Private Eye.
•
•
•
•
•
•
•
•
•
the impact of film and television in depicting a changing society
where contemporary sexual and social mores were becoming more
liberal.
sexual freedom exercised by some young people reflected in films
such as Saturday Night and Sunday Morning and A Taste of Honey.
popular sitcoms such as Till Death Us Do Part, portrayed a racism
and sexism.
Cathy Come Home and its impact on the charity Shelter.
The permissive society and the influence of the BBC
the role of Mary Whitehouse and the National Viewers and
Listeners’ Association.
reflect on the concept of the ‘Swinging Sixties’ and consider the
extent to which the ‘Swinging Sixties’ was a media construct.
know about media promotion of 1960s icons for example, The
Beatles, The Rolling Stones, Carnaby Street, Mary Quant and Twiggy
consider a grimmer economic reality and social and regional
differences in the 1960s.
Topic 4: The Thatcher governments and the media, 1979–90
•
•
•
•
•
•
•
the impact the policies of the Thatcher governments had on the
media.
the basic principles of Thatcherism including ‘rolling back the
frontiers of the state’, rugged individualism and enterprise
the Media industry becoming open to competition and selfsupporting.
the significance for the press of the Wapping dispute and the
impact of the Thatcher government’s attitude to traditional and
restrictive practices in Fleet Street.
the impact on radio and television, with the increase in competition
in broadcasting and the growth of local and commercial radio
stations, reflecting local issues to a local audience.
the measure of control the government applied to the media when
reporting the Falklands conflict and the miners’ strike, both
considered to be threatening national security,
the centrality of the role of Bernard Ingham.
•
Coverage of government policies unrelated to the media is not
required.
Topic 5: The Labour government versus the media: the problem of the
Iraq dossiers, 2002–04
•
•
•
•
•
•
•
the Labour government’s relationship with the media as
demonstrated by the furore created by the Iraq dossiers.
the significance of the claims made in the September 2002 and
February 2003 dossiers.
the initial reaction of the media to the revelations contained within
them insofar as Iraq’s ‘possession’ of weapons of mass destruction
was concerned
the ways in which media reaction changed following the investigative
journalism carried out by Channel 4.
the developing confrontation between the government and the BBC
is required, involving the roles of Alastair Campbell and Andrew
Gilligan.
the impact of the death of Dr David Kelly.
the significance of the various interests represented by the Hutton
Enquiry and the significance, for the media, of its outcomes
ICT AS - STUDENT INFORMATION
EXAM BOARD: WJEC AS Information and Communication Technology GCE
FINAL AS GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK
EXAMINATION PAPER (known as Unit 1) is 2 hours 15 minutes long
You must have printed out your Wage Calculator Evidence and signed the front
cover sheet for Mrs Rixson by 23rd May 2016.
RESOURCES TO HELP YOU REVISE
Your theory notes.
AS Revision Guide – already given
AS ICT Textbook – pdf copy in user area on network
AS ICT Topic Videos – in user area on network
AS Past Papers – available from Fronter
Model Answers from AS questions studied in lessons
ESSENTIAL TOPICS TO REVISE
Functions used in your Wage Calculator spreadsheet (what calculating and
purpose in your model)
Simulations & Modelling
Data, Information and Knowledge (inc. encoding)
Value & Importance of Information
Quality of Information
Validation and Verification
Capabilities and Limitations of ICT
Uses of ICT – Health Uses
Uses of ICT in the Home
Uses of ICT in Business (CAD/CAM & in shops – EFTPOS)
Uses of ICT in Education
Networks
Human Computer Interfaces
Databases
Presenting Information (Mailmerge, Templates, Powerpoints etc)
Social Issues (Computer Misuse Act, Data Protection Act, Health & Safety Laws)
STRATEGIES FOR REVISION
Mind maps
Practice papers – practice explaining concepts fully
Revision guide – reading – highlight notes
Look at the feedback from previous tests paper
EXAM EQUIPMENT
You must bring to the exam a black pen (and a spare just incase)!
ICT A2 - STUDENT INFORMATION
EXAM BOARD: WJEC A2 Information and Communication Technology GCE
FINAL A2 GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK PLUS
UMS POINTS FROM AS
EXAMINATION PAPER (known as Unit 3) is 2 hours 30 minutes long
RESOURCES TO HELP YOU REVISE
Your theory notes.
A2 Revision Guide – already given
A2 ICT Textbook – pdf copy in user area on network
A2 ICT Topic Videos – in user area on network
A2 Past Papers – already given
Model Answers from A2 questions studied in lessons
ESSENTIAL TOPICS TO REVISE
Relational Databases
Networks
Human Computer Interfaces
System Development Life Cycle
The Internet
Management Information Systems
Working With ICT (Teleworking etc.)
Management of Change
Security Policies
STRATEGIES FOR REVISION
Mind maps
Practice papers – practice explaining concepts fully
Revision guide – reading – highlight notes
Look at the feedback from previous tests paper
EXAM EQUIPMENT
You must bring to the exam a black pen (and a spare just incase)!
ICT AS - STUDENT INFORMATION
EXAM BOARD: WJEC AS Information and Communication Technology GCE
FINAL AS GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK
EXAMINATION PAPER (known as Unit 1) is 2 hours 15 minutes long
You must have printed out your Wage Calculator Evidence and signed the front
cover sheet for Mrs Rixson .
RESOURCES TO HELP YOU REVISE
Your theory notes.
AS Revision Guide – already given
AS ICT Textbook – pdf copy in user area on network
AS ICT Topic Videos – in user area on network
AS Past Papers – available from Fronter
Model Answers from AS questions studied in lessons
ESSENTIAL TOPICS TO REVISE
Functions used in your Wage Calculator spreadsheet (what calculating and
purpose in your model)
Simulations & Modelling
Data, Information and Knowledge (inc. encoding)
Value & Importance of Information
Quality of Information
Validation and Verification
Capabilities and Limitations of ICT
Uses of ICT – Health Uses
Uses of ICT in the Home
Uses of ICT in Business (CAD/CAM & in shops – EFTPOS)
Uses of ICT in Education
Networks
Human Computer Interfaces
Databases
Presenting Information (Mailmerge, Templates, Powerpoints etc)
Social Issues (Computer Misuse Act, Data Protection Act, Health & Safety Laws)
STRATEGIES FOR REVISION
Mind maps
Practice papers – practice explaining concepts fully
Revision guide – reading – highlight notes
Look at the feedback from previous tests paper
EXAM EQUIPMENT
You must bring to the exam a black pen (and a spare just incase)!
ICT A2 - STUDENT INFORMATION
EXAM BOARD: WJEC A2 Information and Communication Technology GCE
FINAL A2 GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK PLUS
UMS POINTS FROM AS
EXAMINATION PAPER (known as Unit 3) is 2 hours 30 minutes long
RESOURCES TO HELP YOU REVISE
Your theory notes.
A2 Revision Guide – already given
A2 ICT Textbook – pdf copy in user area on network
A2 ICT Topic Videos – in user area on network
A2 Past Papers – already given
Model Answers from A2 questions studied in lessons
ESSENTIAL TOPICS TO REVISE
Relational Databases
Networks
Human Computer Interfaces
System Development Life Cycle
The Internet
Management Information Systems
Working With ICT (Teleworking etc.)
Management of Change
Security Policies
STRATEGIES FOR REVISION
Mind maps
Practice papers – practice explaining concepts fully
Revision guide – reading – highlight notes
Look at the feedback from previous tests paper
EXAM EQUIPMENT
You must bring to the exam a black pen (and a spare just incase)!
Maths AS and A2
a. Exam board details – Edexcel
b. Information about the exam –
Module
Core 1
Core 2
Statistics 1
Mechanics 1
Core 3
Core 4
Date
17th May 2017
24th May 2017
6th June 2017
14th June 2017
20th June 2017
23rd June 2017
Duration
1 hr 30 min
1 hr 30 min
1 hr 30 min
1 hr 30 min
1 hr 30 min
1 hr 30 min
Time
a.m.
a.m.
a.m.
a.m.
p.m.
a.m.
c. Essential topics to revise – pack given to students. Use Module
Specification with revision links (hyperlinks) files on Fronter.
d. Revision strategies – hand out and strategies given to students.
Students can also use following websites: Examsolutions.net for
revision and practice on previous exam papers, and
Mathsandphysicstutor.com for extra exam paper and practise on
topics that they are struggling on.
e. Specific equipment needed. Calculator
f. Revision sessions (after school)- every week Wednesdays,
Thursdays and Fridays (see individual teacher) from 3.00 - 4.00.
AS Media Studies Revision Guide
Exam Board:
OCR
Examination Duration:
120 minutes: 30 minutes viewing time and 90
minutes writing time
Total marks available:
100
Section A: Textual Analysis and Representation (TV Drama)
•
•
•
•
•
•
•
Gender
Age
Ethnicity
Sexuality
Class and status
Physical ability/disability
Regional identity
Section A: Exam Question
Discuss the ways in which an extract constructs representations of… using the
following:
•
•
•
•
Camera shots, angles, movement and composition
Editing
Sound
Mise-en-scene
Camera Shots, Angle, Movement and Composition
Shots: establishing shot, close-up, mid-shot, long shot, two-shot, aerial shot,
point of view shot, and over the shoulder shot.
Angles: high angle, low angle, canted angle and eye-level angle.
Movement: pan, tilt, track, crane, steadicam, hand-held and zoom.
Composition: framing, rule of thirds, depth of field – deep and shallow focus
and focus pulls.
Editing
Types of editing: continuity editing or montage editing.
Transitions: shot/reverse shot, eyeline match, graphic match, action match,
jump cut, crosscutting and parallel editing.
Other transitions: dissolve, fade, wipe, superimposition, long take, short take,
slow motion, ellipsis and expansion of time, post-production and visual effects.
Sound
Diegetic, non-diegetic, synchronous, asynchronous, pleonastic, ambient; sound
effects; sound bridge, dialogue, voiceover, mode of address/direct address,
and sound mixing.
Mise-en-Scène
Settings, locations, costume, make-up, lighting, colour, iconography, kinesics
and proxemics.
Representations:
Stereotype, countertype, archetype, progressive and regressive.
Key terms and Audience theories:
Enigma codes/theory
Binary oppositions
Uses and Gratifications theory
Audience Social Class theory
The ‘Male’ Gaze (gender)
Scopophilia: the pleasure in looking (gender)
Section B: Audience and Institutions: You will need to learn a range of facts
and figures regarding, production, distribution, exhibition and digital
technologies in Skyfall and Attack The Block. You will also need to know
about the business practices and strategies of 20th Century Fox, a subsidiary
of the conglomerate 21st Century Fox and the British Independent film
production company Warp Films.
The Section B exam question will focus on one of the following areas:
• The issues raised by media ownership in contemporary media practice
• The importance of cross media convergence and synergy in production,
distribution and marketing
• The technologies that have been introduced in recent years at the levels
of production, distribution, marketing and exchange
• The significance of proliferation in hardware and content for institutions
and audiences
• The importance of technological convergence for institutions and
audiences
• The issues raised in the targeting of national and local audiences
(specifically, British) by international or global institutions
• The ways in which candidates own experiences of media consumption
illustrates wider patterns and trends in audience behaviour (exhibition
and audience viewing pleasures)
Essay structure: introduction, general overview, point one, point two, point
three (if relevant), the future, your consumptions and a brief conclusion
(optional).
A2 Media Studies Revision Guide
g. Exam board details – OCR
h. Information about the exam
• 120 minutes duration.
• Section A: Two questions – 30 minutes each (sample answer about 1200 words
for both = 600 words each) – 25 marks per question
• Section B: You will answer ONE question from a range of SIX topics offered by
OCR – 50 marks (1 hour). There will be TWO questions from each topic area.
i.
Essential topics to revise:
QUESTION 1
• Question 1 of Section A is essentially an evaluation of your skills development over the course of
the Foundation and Advanced Media Portfolio.
Question 1 will focus on one or two of the following:
1. Digital Technology
2. Creativity
3. Research & Planning
4. Post- Production
5. Generic Media Conventions
Digital Technology
• What software was used?
• What equipment was used?
• What were the technical pros and cons of the software and hardware?
• In what ways was technology used to create the production?
• In what ways did the technology constrain or enable the production to be developed?
Creativity
• What was the intended outcome of the production?
• How were these outcomes achieved in terms of page layout and camera shot choices?
• What stylistic techniques were used to appeal to the audience?
Research and Planning
• What primary and secondary research was undertaken? How did it inform the production?
• What quantitative and qualitative analysis methods were employed? How did the results from
these inform the production?
• How effectively were storyboards and magazine flat plans followed?
Post-Production
• What editing decisions were made? How did they inform the production?
• What particular editing tools were used and to what effect?
• How did the post production process enhance the overall production?
Generic Media Conventions
• In what ways were media conventions adhered to? For example did a music video have fast paced
editing? Did the performers act to the camera?
• What media theories were utilized? Were the representations involved appropriate to the
product?
To do well:
You should be looking at charting the skills development from your initial state in the Foundation
Portfolio to the level you have attained in the Advanced Portfolio.
• Specific and in depth descriptions of the skills in question must be included i.e. how was the razor
blade tool used in Serif MoviePlus x6 to edit a clip placed on the timeline?
• Explicit descriptions of progress between the 2 units MUST be shown.
QUESTION 2 • Question 2 is an evaluation of any one of your production pieces i.e. either the Foundation
Portfolio production, the main production of the Advanced Portfolio or any of the 2 ancillary
productions in relation to a theoretical media concept. It MUST include links between the theorists
and your chosen production piece.
Question 2 will focus on only one of the following:
1. Genre
2. Narrative
3. Representation
4. Audience
5. Media Language
Genre
• What genre is the production?
• What are the codes and conventions of the production?
• How is the genre established?
• How does the mise en scene support the genre?
• What is the role of the specific elements of the mise en scene? Refer to props, costume, makeup,
location, theme etc.
• Have generic conventions been adhered to or subverted?
• How will the generic elements of the production appeal to the audience?
Theories:
Katie Wales - “Genre is... an intertextual concept” meaning that we understand genres because of
what we already know about them. Links nicely to your trailer – it is not hard for your audience to
understand your genre because they are familiar with the generic codes. This can also be linked to
story vs plot.
David Buckingham - “Genre is not simply given by the culture, rather, it is in a constant process of
negotiation and change.” Genres develop and change over time, usually to reflect changes in social
values (e.g. the developing role of women in society).
Denis McQuail - “The genre may be considered as a practical device for helping any mass medium to
produce consistently and efficiently and to relate its production to the expectations of its
customers.” Links to audience as well. Using generic conventions helps you to be sure that you can
effectively target your audience.
Gunther Kress - Genre is “a kind of text that derives its form from the structure of a (frequently
repeated) social occasion, with its characteristic participants and their purposes.”
Narrative
• What is the narrative structure of the product?
• How do the specific elements of the production relate to the narrative structure?
• Does the production adhere to or subvert narrative conventions?
• How does the narrative support the establishment of the chosen genre of the production?
• How have narrative techniques been used to appeal to the audience? Refer to enigma, multi
strand, restricted, unrestricted, non-linear etc.
Vladimir Propp - Argued that narratives always have certain character types who perform certain
actions. Characters are agents of action. You should know which character types you have included
in your work.
Claude Levi-Stauss - Argues that human cultural understanding is based upon a system of binary
opposites (good/ bad; black/ white; male/ female…). Narratologists have taken this theory and
applied it to narrative, arguing that binary opposition forms a fundamental way of understanding
narrative.
Tzetvan Todorov - Argues that narratives always have a structure of Equilibrium/ Disequilibrium/
New equilibrium. This is not the case in a trailer.
Story vs Plot - Many of us don’t realize that there is a difference between a plot and a story, because
we refer to the plot as a story. However, the plot should correctly be referred to as the storyline,
which is different to the story itself.
The plot is the meat and bones of the story. It can be charted and outlined to highlight the critical
events during a movie, book, or TV show. The plot is developed in order to create a better story.
The story is the idea, the general theme, and the loose interpretation of the event in its entirety. You
can easily create the same story over and over, and adjust the plot in order to create differences.
This happens all the time in TV series, and within genre movies and books.
In media texts, the STORIES are OFTEN the same and it is only the PLOT that changes.
Representation
• Identify characters, events or issues within the production to discuss.
• What representational concepts are highlighted? i.e. race, gender, cultural attitudes etc.
• What representations have been generated?
• discuss the specific elements of character representation i.e. mode of address, facial expressions,
clothing, behaviour etc.
• Have any stereotypical representations been generated?
• Does the production conform to or subvert any dominant ideologies?
David Gauntlett - “The genre may be considered as a practical device for helping any mass medium
to produce consistently and efficiently and to relate its production to the expectations of its
customers.”
Antonio Gramsci (from Marxist theory) – Hegemony - Marxist theory states that a small ruling, elite
group have control. This group dominate the poorer, less powerful mass - the workforce, the larger
group. Gramsci took classic Marxist ideas further. He theorised that the mass are in a way
‘complicit’ with the ruling power. The mass accept this power, with the belief that the ruling class
know what is best for them. They agree to maintain or keep ‘the status quo’ on the condition that
they have the opportunity to negotiate or fight against restrictions that they do not agree with. This
is called Hegemony.
Gramsci took classic Marxist ideas further. He theorised that the mass are in a way ‘complicit’ with
the ruling power. The mass accept this power, with the belief that the ruling class know what is best
for them. They agree to maintain or keep ‘the status quo’ on the condition that they have the
opportunity to negotiate or fight against restrictions that they do not agree with. This is called
Hegemony.
John Fiske - “A representation of a car chase only makes sense in relation to all the others we have
seen - after all, we are unlikely to have experienced one in reality, and if we did, we would,
according to this model, make sense of it by turning it into another text, which we would also
understand intertextually, in terms of what we have seen so often on our screens. There is then a
cultural knowledge of the concept 'car chase' that any one text is a prospectus for, and that it used
by the viewer to decode it, and by the producer to encode it.”
Laura Mulvey - Argues that cinema positions the audience as male. The camera gazes at the female
object on screen. It also frames the male character watching the female.
We watch the girl; we see the male watching the girl; we position ourselves within the text as a male
objectively gazing at the female.
Audience
• Who is the target audience for the production? Define by age, race gender, social class etc.
• What are the social classifications of the audience i.e. ABC1, youth tribe, ACORN classification etc.
• Why will the production appeal to this target audience?
• What techniques and lines of appeal has the production used to attract the target audience?
• What uses and pleasures will the target audience get from the production?
• How does the production use narrative theory? i.e. uses and gratification, hypodermic needle etc.
* See the PowerPoint on Fronter for relevant theoretical ideas *
Blumler and Katz - Uses and Gratifications Theory (UGT) is an approach to understanding why and
how people actively seek out specific media to satisfy specific needs.
According to the research, goals for media use can be grouped into five uses. The audience wants to:
1.
2.
3.
4.
5.
be informed or educated
identify with characters of the situation in the media environment
simple entertainment
enhance social interaction
escape from the stresses of daily life
Stuart Hall – Encoding/Decoding - According to Hall, “a message must be perceived as meaningful
discourse and be meaningfully de-coded before it has an effect, a use, or satisfies a need”.
Stuart Hall (1980) argued that the dominant ideology is typically inscribed as the 'preferred reading'
in a media text, but that this is not automatically adopted by readers. The social situations of
readers/viewers/listeners may lead them to adopt different stances. 'Dominant' readings are
produced by those whose social situation favours the preferred reading; 'negotiated' readings are
produced by those who inflect the preferred reading to take account of their social position; and
'oppositional' readings are produced by those whose social position puts them into direct conflict
with the preferred reading
Media Language
• Identify the elements or ‘signs’ within the production that are going to be discussed.
• What connotations and significations are apparent?
• What codes and conventions have been used?
• What semiotic techniques have been used to generate meaning?
• Identify and describe the meanings generated.
A Media Text = the sum of its many parts. These parts include every element within it ......mise-enscene; sound; camera angles; editing etc.
Semiotics is the study of the language of signs. It deals with the meanings we attach to signs. Signs
consist of a Signifier (the thing or sign itself) and the Signified (the meaning we attach to the sign).
Other important terms include:
Denotation = the literal meaning of a thing or a sign
Connotation = the second level of meaning agreed by the community but not an inherent quality in
the thing itself.
Media Language, also known as Codes, or Form, can be split into technical; symbolic and written. It
is concerned with the way the text addresses the audience and can be linked to any of the theories,
but you should begin with Stuart Hall.
Stuart Hall – Encoding/Decoding - According to Hall, “a message must be perceived as meaningful
discourse and be meaningfully de-coded before it has an effect, a use, or satisfies a need”.
Stuart Hall (1980) argued that the dominant ideology is typically inscribed as the 'preferred reading'
in a media text, but that this is not automatically adopted by readers. The social situations of
readers/viewers/listeners may lead them to adopt different stances. 'Dominant' readings are
produced by those whose social situation favours the preferred reading; 'negotiated' readings are
produced by those who inflect the preferred reading to take account of their social position; and
'oppositional' readings are produced by those whose social position puts them into direct conflict
with the preferred reading.
You should then go onto explain how you have encoded your trailer so that the audience decode it
in a particular way. Generic theories are very closely linked to media language, and representation
fits well too.
Section B
There are two separate but related issues in this part of the exam:
A. How are groups of people (young people) represented? How are these representations
constructed?
B. How do these representations impact upon our sense of identity? How do audiences use
these representations to create/ understand their identity?
So:
● is iden[ty something we construct or something we discover?
● is identity something we share with others?
● how do media texts impact on our sense of iden[ty?
● is iden[ty fixed or does it change?
● is iden[ty something we are or something we do?
Make sure you read all of the notes on youth culture; To Sir, With Love, Quadrophenia and My
Brother the Devil on Fronter. You must also make sure you are familiar with the theories of:
•
•
•
•
David Gauntlett “Identity is complicated- everybody thinks they’ve got one” “Identities are
not ‘given’ but are constructed and negotiated.”
David Buckingham - “A focus on Identity requires us to pay closer attention to the ways in
which media and technologies are used in everyday life and their consequences for social
groups”
Antonio Gramsci (see above)
Stan Cohen - Stanley Cohen’s ideas stem from his study of ‘Folk Devils and Moral Panics’ in
1972. This study focuses on the way popular UK media and society reacted to the mods and
rockers phenomenon. Cohen is credited with coining the term ‘Moral Panic’ as a way to
describe the way members of society or a culture becomes ‘morally sensitized’ to the
challenges posed to their accepted values by the activities of a group defined as ‘deviant’
His theory underscored the importance of mass media in providing, maintaining and
‘policing’ the available frameworks and definitions of the ‘deviants’. The media is then able
to create a moral panic through the way ‘deviants’ are portrayed.
Deviance Amplification is often utilised by the mass media when portraying ‘deviants’. This is
the process by which the mass media exaggerate the extent and seriousness of deviant
behaviour. This causes greater awareness and interest in deviance, which results in more
deviance being uncovered. Thus allowing the media to report on the deviance more and
more until a Moral Panic is created. – This could be viewed as a way for media, such as
newspapers, to sell copies.
The media’s ability to create ‘Moral Panic’ means they are defined as ‘Moral Entrepreneurs’.
Cohen’s theory is based on Mods and Rockers but can be applied to any subculture labelled
as ‘deviant’’
ANSWERING THE COLLECTIVE IDENTITY QUESTION
To do well in this question YOU MUST:
1) Refer to a number of texts across at least two mediums.
2) Make reference to media theory and link it to your examples.
3) Refer to examples for the past; contemporary texts and make reference to the future.
You should have a completed a version of this essay that both you and your teacher are happy with.
All you have to do is learn it and make sure you are comfortable adapting the introduction and
conclusion to link your essay to the question.
j.
Revision strategies
• Draft and re-draft your practise essays and give them to your teacher for
feedback as often as possible. This is the best preparation you can do. Write
under timed, exam conditions.
•
•
•
•
Refer to the Powerpoints on Fronter; particularly when you are looking at the
theories.
Your teacher will give you some revision notes.
Make sure you are familiar with the mark scheme and the requirements of the
question (see PPTs or your draft essays).
Ask your teacher if you need help!
k. Specific equipment needed – just a pen (preferably two or three!) and a highlighter
to highlight media terminology in your answer.
HINTS FOR TOP MARKS
• Use media terminology with confidence in your answers. Highlight it to draw it
to the attention of the examiner and make sure you spell it correctly.
• Give specific examples from the texts to support your answer in all three
questions.
• Talk about progress over time in Q1a.
• Make sure you can talk about at least one original text in section B.
• Give the names of the director and the year of release for each film and the
specific headline (if print) and the date and name of the publication (print or TV)
for the news examples (section B).
• Make sure you talk about the past and the future in section B.
• Make sure you cover at least two mediums in section B.
• Time your responses well!
MEDIA TERMINOLOGY LIST
Try to include as many of these terms as possible in your exam response:
MEDIUM
CONNOTATION
REPRESENTATION
DENOTATION
ICONOGRAPHY
ENCODE
JUSTAPOSITION
DECODE
COMPOSITION (of text)
PREFERRED/NEGOTIATED/OPPOSITIONAL READING
INSTITUTIONAL INFORMATION
EQUILIBRIUM
FOREGROUNDED
DISEQUILIBRIUM
FORESHADOW
NEW EQUILIBRIUM
MEDIATION
CULTURAL HEGMONY
DOMINANT IDEOLOGY (Hegemonic ideology)
NARRATIVE STRUCTURE
SUBVERT/CHALLENGE CONVENTIONS
REINFORCE/ADHERE TO CONVENTIONS
INTERTEXTUALITY
YOU SHOULD ALSO USE TERMINOLOGY RELATING TO
MIS EN SCENE, SOUND, CAMERA WORK AND
EDITING
(see your AS revision notes for reminders)*
AUDIENCE
DEMOGRAPHIC
SEMIOTICS
SIGN/SIGNIFIER
SYMBOLIC
MARXISM
PROLETARIAT
BOURGEOISIE
FALSE CONSCIOUSNESS
MORAL PANIC/FOLK DEVILS
INDOCTRINATE
BINARY OPPOSITION
ENIGMA (The hermeneutic code – Roland Bathes)
TENSION
ESCAPISM
ASPIRATION
SOLIDARITY
IDENTIFICATION
MALE GAZE
OPEN/CLOSED STRUCTURE
DISRUPTED NARRATIVE
UNRESTRICTED/RESTRICTED NARRATIVE
LINEAR/NON-LINEAR NARRATIVE
Psychology Year 12 Revision Guide 2017
Exam board details - AQA
Information about the exam
UNIT
TIMING
EXAM DETAILS
Paper 1
1 ½ hours
50% of total AS mark
You must answer a series of multiple choice, short answer and
extended writing questions on:
•
•
•
Paper 2
1 ½ hours
Social influence
Memory
Attachment
50% of total AS mark
You must answer a series of multiple choice, short answer and
extended writing questions on:
•
•
•
Approaches in psychology
Pscyhopathology
Research methods
Students have covered and should revise for content in Paper 1 and Paper 2.
Students must be prepared to answer a series of multiple choice, short answer and extended writing
questions that challenge their AO1 (ability to describe) AO2 (ability to apply) and AO3 (evaluation)
skills.
Essential topics to revise in Paper 1
Social Influence
Types and explanations of conformity
Asch and variations
Conformity to social roles
Obedience: Milgram’s baseline study and variations
Obedience: Social psychological explanations (agentic state and legitimacy of authority)
Dispositional explanations for obedience (the authoritarian personality)
Resistance to social influence
Minority influence
Social change
Memory
Coding, capacity and duration of memory
The Multi-Store Model of Memory
Types of LTM
The Working Memory Model
Explanations for forgetting – interference
Explanations for forgetting – retrieval failure
EWT and misleading info (leading questions and post-event discussion)
EWT and anxiety
The cognitive interview
Attachment
Caregiver-infant interactions
The role of the father
Schaffer’s stages of attachment
Animal studies of attachment (Lorenz and Harlow)
Learning theory
Bowlby’s theory
Ainsworth’s strange situation
Cultural variations in attachment
Bowlby’s theory of maternal deprivation
The effects of Institutionalisation
The influence of early attachment on later relationships
Essential topics to revise in Paper 2
Approaches
The origins of psychology
The behaviourist approach
SLT
The cognitive approach and cognitive neuroscience
The biological approach
Biopsychology
The nervous and endocrine system
The fight/flight response
Neurons and synapses
Psychopathology
Definitions of abnormality
Characteristics of phobias, depression and OCD
Behavioural approach to explaining phobias
Behavioural approach to treating phobias
The cognitive approach to explaining depression
The cognitive approach to treating depression
The biological approach to explaining OCD
The biological approach to treating OCD
Research Methods
Aims and hypotheses
Extraneous variables
Experimental design
Types of experiment
Sampling
Ethical issues
Observation techniques and design
Self-report techniques and design
Correlations
Peer review
Quantitative and Qualitative data
Primary and secondary data – including meta-analysis
Descriptive stats
Presentation of data
Normal and skewed distributions
Mathematical content: convert percentages to decimals, convert decimals to fractions, use ratios,
estimate results, interpret mathematical symbols, probability and use an appropriate number of
significant figures.
Inferential stats
Suggested revision strategies:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Mindmaps – organised, with use of colour and doodles to aid memory recall
Flashcards – look, cover, then recall the content
Revision PowerPoint slides – AO1 on one side and AO3 on the other
Play what’s in the box with other students to recall researcher names and key terms
Play pairs or card-sort tasks
Practice paper questions – under non-timed and timed conditions
Rhyming/rhythm games
Post-it notes of studies, theories, models put up at home
Use acronyms and acrostics to help remember features of a theory or model
Specific equipment needed
•
Black/Blue ink pens
•
Ruler (students could be required to draw graphs)
•
Calculator
Revision sessions
Every Thursday afternoon (3.15pm – 4.30pm)
Easter lessons – Thursday 6th April (10am until 3pm)
Drop in sessions – during and after school
Examination dates:
Paper 1 – 15 May (PM)
Paper 2 – 22 May (PM)
Psychology Year 13 Revision Guide 2017
Exam board details - AQA
Information about the exam
UNIT
Paper 1
TIMING
2 HOURS
EXAM DETAILS
96 marks
33% OF TOTAL A LEVEL MARK
You must answer a mixture of multiple choice, short answer and
extended writing questions on:
Paper 2
2 HOURS
- Social influence (24 marks)
- Memory (24 marks)
- Attachment (24 marks)
- Psychopathology (24 marks)
96 marks
33% OF TOTAL A LEVEL MARK
You must answer a mixture of multiple choice, short answer and
extended writing questions on:
Paper 3
2 HOURS
- Approaches in psychology (24 marks)
- Biopsychology (24 marks)
- Research methods (48 marks)
96 marks
33% OF TOTAL A LEVEL MARK
You must answer a mixture of multiple choice, short answer and
extended writing questions on:
-
Issues and debates in psychology (24 marks)
Relationships (24 marks)
Eating behaviour (24 marks)
Aggression (24 marks)
Students have covered and should revise for content in Paper 1, Paper 2 and Paper 3
For Paper 1, Paper 2 and Paper 3 students must be prepared to answer a mixture of multiple choice,
short answer and extended writing questions. Students must demonstrate AO1 (ability to describe),
AO2 (ability to apply) and AO3 (ability to evaluate) skills.
Paper 1 topics include:
Social Influence
Types and explanations of conformity
Asch and variations
Conformity to social roles
Obedience: Milgram’s baseline study and variations
Obedience: Social psychological explanations (agentic state and legitimacy of authority)
Dispositional explanations for obedience (the authoritarian personality)
Resistance to social influence
Minority influence
Social change
Memory
Coding, capacity and duration of memory
The Multi-Store Model of Memory
Types of LTM
The Working Memory Model
Explanations for forgetting – interference
Explanations for forgetting – retrieval failure
EWT and misleading info (leading questions and post-event discussion)
EWT and anxiety
The cognitive interview
Attachment
Caregiver-infant interactions
The role of the father
Schaffer’s stages of attachment
Animal studies of attachment (Lorenz and Harlow)
Learning theory
Bowlby’s theory
Ainsworth’s strange situation
Cultural variations in attachment
Bowlby’s theory of maternal deprivation
The effects of Institutionalisation
The influence of early attachment on later relationships
Psychopathology
Definitions of abnormality
Characteristics of phobias, depression and OCD
Behavioural approach to explaining phobias
Behavioural approach to treating phobias
The cognitive approach to explaining depression
The cognitive approach to treating depression
The biological approach to explaining OCD
The biological approach to treating OCD
Paper 2 topics include:
Approaches
The origins of psychology
The behaviourist approach
SLT
The cognitive approach and cognitive neuroscience
The biological approach
Psychodynamic approach
Humanistic approach
Biopsychology
The nervous and endocrine system
The fight/flight response
Neurons and synapses
Give a detailed account of the divisions of the nervous system: central and peripheral (somatic and
autonomic)
Localisation of function in the brain (visual, auditory, somatosensory, motor areas); Broca's and
Wernicke's areas.
Plasticity and functional recovery of the brain
Split brain research and hemispheric lateralisation
Ways of investigating the brain e.g. post-mortem, EEG, ERP and FMRI
Circadian rhythms
Infradian rhythms
Ultradian rhythms
Endogenous pacemakers and exogenous zeitgebers
Research Methods
Aims and hypotheses
Extraneous variables
Experimental design
Types of experiment
Sampling
Ethical issues
Observation techniques and design
Self-report techniques and design
Correlations
Case studies
Content analysis
Peer review
Quantitative and Qualitative data
Primary and secondary data – including meta-analysis
Descriptive stats – measure of central tendency and measures of dispersion
Presentation of data – tables, graphs etc.
Normal and skewed distributions
Mathematical content: convert percentages to decimals, convert decimals to fractions, use ratios,
estimate results, interpret mathematical symbols, probability and use an appropriate number of
significant figures.
Calculation of the sign test
Reliability – know types and ways of assessing and improving reliability
Types of validity, know how to assess and improve validity
Key features of science: objectivity and the empirical method; replicability and falsifiability; theory
construction and hypothesis testing
Paradigms and paradigm shifts
Psychological reporting conventions e.g. abstract, introduction, method, results, discussion,
references
Identify which statistical test to use for a given experiment
Understanding of probability and significance
Use of statistical tables and critical values in interpretation of significance
Type I and Type II errors
Paper 3 topics include:
Issues and Debates
Gender bias and universality in psychological research.
Cultural bias, including ethnocentrism and cultural relativism in psychological research
The free will and determinism debate
The nature-nurture debate including the interactionist approach
Holism and reductionism debate including levels of explanation in psychology
The idiographic and nomothetic approaches to psychological investigation
Ethical implications of research studies and theory
Relationships
Sexual selection and human reproductive behaviour
Self-disclosure with reference to social penetration theory
Physical attractiveness with reference to the halo effect and matching hypothesis
Filter theory with reference to social demography, similarity and complementarity
Social Exchange Theory
Equity Theory
Rusbult's investment model
Duck's model of relationship breakdown
Research into virtual relationships including the role of self-disclosure (reduced cues theory and
hyperpersonal model) and the absence of gating.
Explanations for parasocial relationships
Eating behaviour
The evolutionary explanation for food preferences
The role of learning in food preferences
The role of neural and hormonal factors in eating
The biological explanation for AN
Family Systems Theory as a psychological explanation for AN
SLT as a psychological explanation for AN
The cognitive theory as a psychological explanation for AN
The biological explanation for obesity
Psychological explanations for obesity
Explanations for the success and failure of dieting
Aggression
Neural and hormonal mechanisms in aggression with reference to the limbic system, testosterone
and serotonin
Genetic factors in aggression with reference to the MAOA gene
The ethological explanation for aggression
Evolutionary explanations for human aggression
Dollard's frustration-aggression hypothesis as a social psychological explanation for aggression
SLT as a social psychological explanation for aggression
Deindividuation as a social psychological explanation for aggression
Situational (the deprivation model) and dispositional explanations (importation model) for
institutional aggression
Research into the effects of computer games on aggression
Desensitisation, disinhibition and cognitive priming as explanations for the media's influence on
aggression
Revision strategies
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mindmaps – organised, with use of colour and doodles to aid memory recall
Flashcards – look, cover, then recall the content
Revision PowerPoint slides – AO1 on one side and AO3 on the other
Play what’s in the box with other students to recall researcher names and key terms
Play pairs or card-sort tasks
Practice paper questions - under non-timed and timed conditions
Rhyming/rhythm games e.g. to recall the role of the hypothalamus in eating behaviour
Post-it notes of studies, theories, models put up at home
Use acronyms and acrostics to help remember features of a theory or model
A3 summary sheets
Specific equipment needed
• Calculator
• Black/Blue ink pens
• Ruler (students could be required to draw graphs)
Revision sessions
Every Wednesday afternoon after the Easter holidays (3.15pm – 4.30pm)
Easter revision – Wednesday 5th April (10am – 3pm)
Drop in sessions – during and after school
Examination dates:
Paper 1 – 7 June (PM)
Paper 2 – 14 June (PM)
Paper 3 – 22 June (PM)
SOCIOLOGY Year 12
Exam board details: AQA
http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-2190
PAPER 1: Education With Methods in Context
1 hour and 30mins
Topics
Education
• Education and research methods
• The role of education in society
• Marxist view of education
• Functionalist and Interpretivist view of education
• Social policy and education
• A history of education since 1944
• Globalisation and education
•
Research methods
Choices in research methods
Ethics
Quantitative and qualitative methods of research
Questionnaires
Interviews
Experiments
Secondary and Primary evidence
PET
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG
Question style
Paper 1
Define the term…………. (2)
Using one example explain how………..… (2)
Outline three ways in which ………….(6)
Outline and explain two …………..(10)
Applying material from item A and your own knowledge ……. (20 )
Applying material from item A and your own knowledge of research methods
evaluate the strengths and limitations of using……………. (20 marks
PAPER 2: Research Methods and topics in Sociology
1 hour and 30mins
Research Methods
Choices in research methods
Ethics
Quantitative and qualitative methods of research
Questionnaires
Interviews
Experiments
Secondary and Primary evidence
PET
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG
The family
-
Nuclear family
Differences between functionalist and feminist perspectives of the family
Reasons increase in divorce rate since 1969
Marxist views of the role of the family.
Family diversity and lifestyles, compare past to now.
-
2 The relationship of the family to the social structure and social change,
with particular reference to the economy and to state policies
-
3 The nature and extent of changes within the family, with reference to
gender roles, domestic labour and power relationships
-
4 The nature of childhood, and changes in the status of children in the
family and society
-
5 Demographic trends in the UK since 1900; reasons for changes in birth
rates, death rates and family size
1 Changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life-course, and the diversity of contemporary family and
household structures
Question style Paper 2
Outline two problems of……………. (4 mark)
Evaluate the problems of using…… (16 mark)
Define the term………….… (2 marks)
Using one example briefly explain how…………. (2 marks)
Outline three characteristics of,,…………., (6 marks)
Outline and explain two ways in which ………..… (10 marks)
Applying material from item A and form your own knowledge, evaluate the
contribution of……… (20 marks)
SOCIOLOGY Year 13
Exam board details: AQA
http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-2190
PAPER 1: Education With Methods in Context
2 hours
Topics
Education
• Education and research methods
• The role of education in society
• Marxist view of education
• Functionalist and Interpretivist view of education
• Social policy and education
• A history of education since 1944
• Globalisation and education
•
Research methods
Choices in research methods
Ethics
Quantitative and qualitative methods of research
Questionnaires
Interviews
Experiments
Secondary and Primary evidence
PET
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG
Question style
Paper 1
Define the term…………. (2)
Using one example explain how………..… (2)
Outline three ways in which ………….(6)
Outline and explain two …………..(10)
Applying material from item A and your own knowledge ……. (20 )
Applying material from item A and your own knowledge of research methods
evaluate the strengths and limitations of using……………. (20 marks
PAPER 2: Research Methods and topics in Sociology
2 Hours
Research Methods
Choices in research methods
Ethics
Quantitative and qualitative methods of research
Questionnaires
Interviews
Experiments
Secondary and Primary evidence
PET
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG
The family
-
Nuclear family
Differences between functionalist and feminist perspectives of the family
Reasons increase in divorce rate since 1969
Marxist views of the role of the family.
Family diversity and lifestyles, compare past to now.
-
2 The relationship of the family to the social structure and social change,
with particular reference to the economy and to state policies
-
3 The nature and extent of changes within the family, with reference to
gender roles, domestic labour and power relationships
-
4 The nature of childhood, and changes in the status of children in the
family and society
-
5 Demographic trends in the UK since 1900; reasons for changes in birth
rates, death rates and family size
1 Changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life-course, and the diversity of contemporary family and
household structures
Media
Topics
•
•
•
•
•
Selection and presentation of the news including sociological views.
How governments influence and control media output.
Marxist theories to our understanding of the organisation and role of
the mass media in the world today.
Representations of ethnicity.
•
The relationship between ownership and control of the mass media
•
The mass media, globalisation and popular culture
•
The processes of selection and presentation of the content of the news
•
Media representations of age, social class, ethnicity, gender, sexuality and
disability
•
The relationship between the mass media, media content and presentation,
and audiences
•
The new media and their significance for an understanding of the role of the
media in contemporary society.
Question style Paper 2
Outline two problems of……………. (4 mark)
Evaluate the problems of using…… (16 mark)
Define the term………….… (2 marks)
Using one example briefly explain how…………. (2 marks)
Outline three characteristics of,,…………., (6 marks)
Outline and explain two ways in which ………..… (10 marks)
Applying material from item A and from your own knowledge, evaluate the
contribution of……… (20 marks)
Paper 3
Crime and Deviance with Theory and methods
2 hours
Topics
• Causes of crime and deviance
• Marxist views of crime
• Functionalist and sub cultural views
• Interpretivist Views
• Labelling and social construction
• Realist views
• Post-Modernist views
• Social control
• Feminist views of crime
• The media and crime
• Victims of crime
Theories and methods
•
•
•
•
•
•
•
•
•
d.
Modernity and post modernity, Views
Feminist views
Structuralism
Structure and action
Symbolic internationalism
Choices in research methods
Quantitative and qualitative methods of research
Research Methods
Sources of evidence
Revision strategies
• Make notes of key points
• Test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG