Preparation for end of year examinations
Dear Student
Examinations are a key part of our education system. It is important that you work hard to achieve
your potential. Your level of success in National examinations will probably have a key role to play in
the type of home you live in, car you drive and holidays you can afford. This summer you will be
taking end of year tests based upon the work you have completed this year.
The exams are important as we will use this information, together with results from key items of work
throughout the year to help us to decide your target grades and the set in which you are placed next
year. It is therefore important that you prepare for these exams as thoroughly as possible. Prizes will
be awarded for those who do particularly well with regard to their targets.
This booklet contains details of all the topics that you need to prepare for each subject. It also gives
you some tips on how to revise. Create a revision timetable that gives a minimum of two opportunities
to revise for each subject. Remember that just reading a book is not high quality revision.
If you are going to be successful and do your best then you will need to put in some time and effort.
May I take this opportunity to wish you every success.
Best wishes
Mr T.B. Tapping
(Headteacher)
Exam Timetable: Years 7, 8, 9 & 10
Peri od
1
Monda y
02/06/2014
2
GCSE B.St 2
GCSE Mus i c Li s teni ng
GCE Hi s tory
Tues da y
03/06/2014
GCSE Eng La ng
GCE Engl i s h / GCE B Stud
Wednes da y
04/06/2014
Thurs da y
05/06/2014
Fri da y
06/06/2014
Peri od
3
4
5
Al l pm exa ms
s ta rt a t 1.00pm
GCSE Hi s 3
GCE Bi ol ogy
GCE Chemi s try
Yr8 Sci ence
Yr9 Hi s tory
Yr 8 Geogra phy
Yr 8 RE
Yr9 Geogra phy
Yr9 Engl i s h
Yr 8 Hi s tory
Yr9 Ma ths
BTEC Sci (Yr 10 )
Yr 8 PE
from 2.20pm
Yr 8 Engl i s h
GCSE Bi o 1
GCE Ma ths
GCE Engl i s h Li t 3
1
2
Monda y
09/06/2014
GCSE Ma ths 1
GCE Phys i cs 2
Tues da y
10/06/2014
GCE Ma ths S1/FP1
Wednes da y
11/06/2014
GCSE Medi a 1
Thurs da y
12/06/2014
Fri da y
13/06/2014
3
4
Yr 8 Ma ths
Al l pm exa ms
s ta rt a t 1.00pm
5
GCE Chemi s try 4
GCE RE
GCE Phys i cs 4
Yr 8 Tech
GCSE Phy 1
Monda y
Yr7 Sci ence
GCE Ma ths D1
GSCE Ma ths 2
GCE Bus Studi es 3
1
2
16/06/2014
Yr7 Engl i s h
Wednes da y
18/06/2014
Thurs da y
19/06/2014
GCE French
GCE Phys i cs GCE RE
Fri da y
20/06/2014
GCSE F Ma ths 2
GCE Bi ol ogy 5
Peri od
Tues da y
3
4
Al l pm exa ms
s ta rt a t 1.00pm
5
6
Yr7 Hi s tory
Yr9 MFL
French
Yr7 RE
GCSE Medi a 2
GCE Chemi s try 5
17/06/2014
GCE Mus i c
GCE Bus Studi es 4
Monda y
GCSE Prod Des i gn
GCE Bi ol ogy 4
Yr7 Geogra phy
Yr7 Ma ths
GCSE F Ma ths 1
GCE Ma ths C3
Yr9 MFL
Spa ni s h
Tues da y
23/06/2014
24/06/2014
6
GCSE Chem 1
Yr8 MFL
Peri od
6
Yr 10 RE
11.00-12.20pm
Ea rl y brea k for Y10
Yr 10 Med
12.00-1.00pm
Yr 10 Ma ths
11.40a m - 12.55pm
1
2
Y10 Fr/Ger
(rea di ng)
GCE Ma ths M2
Y9 RE
GCE Ma ths M2
Yr10 Geog
11.10-12.30pm
Yr 7 Tech
Yr 10 Hi s
11.10-12.30pm
GCE Ma ths D2
Yr 10 Chem
GCE Ma ths S2
Ma ths S2/D2
3
4
GCE Mus i c
i n 251 MR
GCE Ma ths C4
Yr 9 Tech
Yr 10 BSt
Yr7 MFL
Yr 10 Phy
5
Yr9 PE
1.00-1.50pm
Yr7 PE
1.00-1.50pm
6
Yr 10 Bi o
GCE Ma ths
M2 i n 251
MR
Yr 10 DT
GCE Ma ths
S2/D2 i n
251 MR
Types of Revising
Revision is the key to success. It is an opportunity for you to take some time and review the
work you are assessed on. Revision allows you to remember key facts but also allows you
to check you can explain key ideas. Here are some tips for revision.
Visual Learning
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Rewrite your notes as model maps
Use colour to highlight important things
Draw diagrams and sketches to help you remember
things
Take a written explanation and convert it into a
diagram or image
Auditory Learning
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Read out your notes
Record yourself and play it back
Revise with others
Create songs or rhymes to help you remember key
points
Repetition Learning
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Copy out your notes
Read your notes silently
Rewrite the key points using different words
Write down key points from memory
Active Learning
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Move around the room
Revise while doing some exercise
Mentally review revision during exercise
Cooperative Learning
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Revise with other people sometimes
Discussing a topic can really help – can you explain it to
them?
Especially useful for auditory learners
Make sure you all contribute
Planning Revision
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How much time, what do you need to do?
Create a revision timetable to organise your work load.
Aim to complete it well before the exam
Select the topics you need to look at
Be realistic about your targets
Balance your revision
Seek help from teachers when you get completely
stuck
PERSIST!
Feeling like you can’t rememeber?
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Trust your memory
Don’t keep going over the information you already
know
Move onto the next topic
Your memory will do the job on the day
Look after yourself
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Diet - Breakfast!!!
Plenty of sleep.
Get a balance take some time out to enjoy yourself
Take breaks
Be prepared...
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Be prepared - equipment
Read through the instructions at the start of the exam
Pace yourself
Check out the revision pig!
http://www.youtube.com/watch?v=UThIcoyE1zk
KS3 English Revision Guide!
Year 9
The Writing Assessment:
All year 9 pupils will have 15 minutes of planning time and 45 minutes to write a response to one
writing task arguing for or against a point of view.
Skills required for the writing assessment:
Understanding of:
G – genre (what type of text you are being asked to write i.e. a letter, speech, article etc)
A – audience (who the text is written for i.e. teenagers, school council, head teacher, parents etc)
P – purpose (the reason the text has been written i.e. to persuade, inform, describe etc)
Pupils must be able to adapt their writing and make particular language choices in order to fulfil the
‘GAP’ of the text
Pupils must also demonstrate the ability to:
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Deliberately control the length and structure of sentences to achieve specific effects and have
an impact on the reader.
Use the full range of punctuation accurately to give emphasis to ideas, making meanings
clear and control the use of tone within a piece of writing e.g. to create humour or irony.
Vary word order and punctuation to create special effects.
Produce well planned and clearly structured writing with ideas developed in a clearly signalled
order. Writing develops as it progresses and the openings and endings are extremely
effective.
Maintain a consistent tone and style throughout carefully structuring writing to control the
pace and sequence ideas effectively/imaginatively according to task.
Writing is crafted to take account of the needs and interests of the target audience.
Consistently use ambitious vocabulary, consistently proof reading and correcting spelling,
punctuation and grammar errors in writing.
Use a full range of punctuation including the colon and semi-colon, inverted commas, ellipses,
apostrophes etc
Use advanced connectives such as ‘Whereas...’ ‘Subsequently...’ ‘Nevertheless...’,
‘Alternatively...’ etc.
Link all language choices and presentational features to the task
Example question:
Many people believe that the media portrays teenagers unfavourably and in a
stereotypical fashion.
Write a speech for a meeting of leading journalists which argues for or against this
idea.
Preparation Tips for pupils:
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Learn the spellings and definitions of ten new words and aim to include them in your writing
Read a wide range of texts from novels, newspapers, leaflets, flyers, advertisements etc and
practise the GAP of each text
Practise writing sentences that include a range of punctuation including exclamation and
question marks, speech marks, commas etc
Have a look at your English exercise book – think about all you have learnt and covered since
September and aim to show all your new found writing skills in your test
Think about your areas for development and aim to rectify the writing skills you are less good
at in your writing assessment
Use a thesaurus to explore alternative and more advanced vocabulary
Make sure that you prepare fully for the assessment. You will be given the question before the
exam to allow you to gather some thoughts and ideas about what you are going to write. Your
English teacher will spend the week before the exam, helping you to prepare. If you have any
problems, ask for help!
GOOD LUCK!
YEAR 9 FRENCH REVISION
The assessment will test pupils’ reading and writing skills. It will consist of a reading comprehension
exercise and a written paragraph.
Year 9 pupils should revise the following topics:
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The body, illness and injury
Healthy living
Lifestyles of celebrities
Holidays
Town vs. countryside
TV and film
Verbs which use avoir in the perfect tense
Verbs which use être in the perfect tense
The future tense
Example reading question (level 5-6): Lisez l’email.
Bonjour, je m’appelle Claudette et j’ai quatorze ans. Tous les ans je vais en Espagne avec ma famille pendant
les grandes vacances. Nous allons au bord de la mer et nous restons dans un hôtel de luxe. Je trouve ça
super mais mes frères préfèrent rester dans un chalet à la montagne. Je ne reste pas dans un
appartement, car c’est plus cher. Normalement on voyage en avion, car c’est plus rapide que le train.
D’habitude en Espagne, j’adore visiter la plage. Normalement, puisqu’il fait toujours beau, je nage dans la
mer car c’est un sport que j’aime bien. Ma sœur aime se faire bronzer mais elle est trop paresseuse selon
moi! Le soir nous aimons faire de la danse.
Cependant, l’année dernière, je suis allée en Angleterre avec mes cousins et on a voyagé en voiture, car
c’était moins cher que l’avion, mais ce n’était pas du tout confortable! On est restés dans un camping et on a
fait des randonnées en VTT, c’était incroyable à mon avis! Malheureusement on n’a pas visité Londres pour
voir les sites touristiques! Par contre, on a fait une excursion pour voir une belle cathédrale à Cambridge et
j’ai pris beaucoup de photos.
Cet été sera différent, car je vais passer deux semaines à la campagne avec mes grands-parents, qui
habitent à Perpignan. Ce sera vraiment chouette à mon avis, car ils sont très intéressants et gentils. En
plus il y a beaucoup à faire dans la ville, mais il n’y a pas de cinéma, ce qui est nul.
Bisous! Claudette x
Vrai, faux ou pas mentionné? Écrivez V, F, PM.
1. In Spain, she prefers to stay in a chalet with her
brothers...............................
YEAR 9 FRENCH REVISION
Example writing question (level 4-7):
Write an email to a French pen pal, telling them about how you spend your holidays.
Must include:
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What you usually do in the holidays (where you go, how you travel, where you stay, what you
do) with connectives and your opinion of it (level 4)
What you did last year that was different (where you went, how you travelled, where you
stayed, what you did) with connectives and your opinion of it (level 5)
What you will do next year (where you will go, how you will travel, where you will stay, what
you will do) with connectives and your opinion of it (level 6)
Could include: (for a higher level 6-7)
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Comparatives
Superlatives
Weather
Top Tips!
In order to succeed in the reading assessment, pupils should learn as many of the French words and
questions that their teachers have given them as possible.
To access the higher levels in the writing assessment, pupils must: include all of the required
information; write with good spelling and accents; include fancy opinions and some complex
connectives; include the future and past tenses; use the conditional tense.
Year 9 Geography Revision
Section A: Tectonic Landscapes
Destructive Plate Boundary
1. The two plates move together due to convection
currents in the mantle.
2. The oceanic plate is forced under the continental
and friction causes the melting of the plate which
can cause earthquake.
3. Magma then rises up through the cracks and
erupts on the surface.
Constructive Plate Boundary
1. The two plates move apart due to convection
currents in the mantle.
2. Magma rises to the surface through the gap. New
crust is formed after a number of eruptions.
Conservative Plate Boundary
1. The two plates slide past each
other due to convection currents
in the mantle.
2. Friction occurs and builds up.
Eventually the friction is overcome
and the plates slide past each
other in a sudden movement to
Volcanoes
produce shockwaves and an
A volcano is the opening of the Earth’s crust which
earthquake.
allows magma, hot ash and gases to escape.
Volcanic Eruption: Case Study
Location: Nyiragongo (East African Rift Valley)
Plate Boundary: Constructive
Social Effects:
45 people died in the first 24 hours.
Homes were destroyed by the ash and lava.
Cholera spread due to a lack of sanitation.
Economic Effects:
People lost their businesses and jobs
350,000 people were dependent on Aid a month
after the eruption.
Environmental Effects:
Lava covered 15% of the city.
Lava destroyed 30% of the city.
Location of tectonic hazards
Earth’s Structure
-Distributed on the edge of plate
boundaries
-Linear- follow in long lines
-Located mainly around the Pacific Ring of
Fire
Section B: Rivers and Flooding
The River Basin
The Water Cycle
River Landforms
River Processes
-Hydraulic Action
The power of the water forces air
into the gaps in the banks and
eventually weakens.
-Abrasion
Material carried by the river wears
away the banks and the river bed.
-Solution
Particles are dissolved.
-Attrition
Particles carried by the river are
bashed off each other and are
made smaller.
Case Study: Bangladesh Floods 2007 (LIC)
Causes: Heavy Monsoon rains
Lots of low-lying land
Deforestation
Effects: 9 million people made homeless
1,000 people died from drowning
and waterborne diseases
Case Study: Newcastle Floods 2012 (HIC)
Causes: An inch of rain an hour (22mm in
one day)
Effects: 15,000 homes without power
The Metro system closed down
The Tyne Tunnel closed
8 schools closed
Block of flats in Newburn collapsed
Plus...a question on either:
-Transnational Corporations (TNC): Advantages
Disadvantages
-Ageing Populations: Causes
Effects
-China’s One Child Policy
Causes of Flooding
Human
Physical
Urbanisation
Deforestation
Heavy rain
Long periods of
rain
Steep slopes
Saturated soils
Dry soil
Impermeable rock
For more help with your revision and practice tests:
Section A: Tectonic Landscapes
http://www.bbc.co.uk/bitesize/ks3/geography/physical_process
es/plate_tectonics/revision/1/
Section B: Rivers
http://www.bbc.co.uk/bitesize/ks3/geography/physical_process
es/rivers_flooding/revision/1/
8 Mark questions
TNC:http://www.bbc.co.uk/bitesize/ks3/geography/interdepend
ence/globalisation/revision/3/
Ageing Population:
http://www.bbc.co.uk/bitesize/ks3/geography/interdependence
/population_migration/revision/5/
One Child Policy:
http://www.bbc.co.uk/schools/gcsebitesize/geography/populati
on/managing_population_rev3.shtml
Year 9 End of Year History Exam
DO NOT PANIC!!! Your Assessment will be based on Enquiry Skills and you will be given time in
lessons to prepare for this. You will be allowed two sides of notes that you have made in class to take
into the exam to help you, along with an essay plan.
The question is below to remind you of what we are covering in class. You are encouraged to make
extra notes at home to add to your research and knowledge!
-------------------------------------------------------------------------------------------“How were the SS able to commit mass-murder?”
You could do further research into the following factors:
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The use of Propaganda and Laws effecting Jews.
The setting up of ghettos.
The setting up of Einstatzgruppen.
The use of death camps.
Some useful websites;
www.bbc.co.uk
www.bbc.co.uk/schools/gcsebitesize
www.spartacus.schoolnet.co.uk
www.wikipedia.org
Y9 Mathematics
How will you be assessed?
At the end of year 9 you will sit two written exams. These exams will form the starting point
for your GCSE course in years 10 and 11. The exams are in the style of a GCSE exam and
will consist of a non-calculator paper and a calculator paper.
The exam will cover all the areas of maths studied during Key Stage 3.
Tips for Revising Maths
1. Don’t just read through a revision guide! The only way to revise maths is to do maths.
You will do much better spending 20 minutes doing maths questions than spending two
hours just reading a textbook.
2. Use the internet. The internet is like having your own personal teacher who is available for
you whenever you like.
MyMaths and MathsWatch (available through the maths subject area on the VLE) take you
through step-by-step how to tackle certain topics, and often use fancy illustrations and
animations that might just may make a difficult topic make sense. Every student has a log-in
for MyMaths. Use MyMaths and MathsWatch as your own personal tutors.
3. Make sure you ask for help. If you are stuck on a topic or a question, then ask one of the
people in your class, or your teacher, or someone at home, or look on the internet.
Key Words used in maths exams:
Word
Meaning
Example
Expand
Multiply everything inside the bracket by
the number or letter outside the bracket
Expand 3(2x – 3)
Solve
6x - 9
Find the number that the letter stands for
Solve 2x + 1 = 9
2x = 8
x= 4
Factorise
“bracketise” – the opposite of expand
Factorise 2x +6
2(x + 3)
Simplify
Collect the same letters together
Simplify a + 2b -3a + b
3b-2a
Calculate
Work out (with or without a calculator)
Calculate 23 x 13
20 x 13 = 260
3 x 13 =
39
299
Value
What the number is worth
Write down the value of the
3 in 4325
3 hundred
Estimate
Find a rough answer by rounding the
numbers
Estimate the value of 29 x
53.1
30 x 50 = 1500
Look at your end of year target to find out which levels of work you should revise. If you are unsure about which levels to revise, ask your maths teacher. Remember that Mymaths tutorials can
be used to help with your revision.
Tier 3 - 5
Metric units
Bar charts
Properties of quadrilaterals
4 operations
Symmetry
Multiples and factors
Averages
Multiplying and dividing decimals
Line graphs
Substitution
Long multiplication
Solving equations
Coordinates
Rounding to nearest 10,100
Number line
2 way table
4 operations
Probability line
Properties of polygons
Reading a scale
Pictogram
Metric units
Area and perimeter
Matching algebraic expressions
Solving equations
Symmetry
Writing algebraic expressions
Prime numbers
Metric units
Area and perimeter
Matching algebraic expressions
Solving equations
Symmetry
Tier 4 - 6
Symmetry
Multiples and factors
Averages
Multiplying and dividing decimals
Line graphs
Substitution
Long multiplication
Solving equations
Coordinates
Simplifying expressions
Elevations of a solid
Multiples
2 way tables
Area and perimeter
Averages and stem and leaf
Ordering fractions and sequences
Solving equations
Construction
Functions
Probability line
Properties of polygons
Reading a scale
Pictogram
Metric units
Area and perimeter
Matching algebraic expressions
Solving equations
Symmetry
Writing algebraic expressions
Prime numbers
Solving equations
Averages
Speed/distance/time
Probability
Simplifying expressions/substitution
Dividing in a ratio
Area of a circle
Angles in a triangle
Real life graphs/distance time graph
Tier 5 - 7
Multiplying and dividing decimals
Line graphs
Substitution
Long multiplication
Solving equations
Coordinates
Simplifying expressions
Elevations of a solid
Multiples
2 way tables
Area and perimeter
Averages and stem and leaf
Ordering fractions and sequences
Solving equations
Construction
Functions
ratio
Equation of a straight line
Powers
Coordinates
Indices and standard form
Matching algebraic expressions
Solving equations
Symmetry
Writing algebraic expressions
Prime numbers
Solving equations
Averages
Speed/distance/time
Probability
Simplifying expressions/substitution
Dividing in a ratio
Area of a circle
Angles in a triangle
Real life graphs/distance time graph
Percentage increase and decrease
Scatter graphs
Best buy
Similar triangles
Sequences
Pythagoras/trigonometry
Tier 6 - 8
Simplifying expressions
Elevations of a solid
Multiples
2 way tables
Area and perimeter
Averages and stem and leaf
Ordering fractions and sequences
Solving equations
Construction
Functions
ratio
Equation of a straight line
Powers
Coordinates
Indices and standard form
Factorising quadratics
Probability of an event
Equation/graph of a straight line
Dimensional analysis
Cumulative frequency
Solving equations
Averages
Speed/distance/time
Probability
Simplifying expressions/substitution
Dividing in a ratio
Area of a circle
Angles in a triangle
Real life graphs/distance time graph
Percentage increase and decrease
Scatter graphs
Best buy
Similar triangles
Sequences
Pythagoras/trigonometry
Box plots
Equation of a circle
Y9 Music
Topics
You will complete a listening exam on the following topics:
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Jazz & Blues
World Music (Africa, Indian, China, Scotland)
Dance Music
You will be expected to identify different instruments and musical features from the genre using musical
vocabulary.
Key Vocabulary
Here are some key words which students will expected to aurally identify:
Genre
Key Words
Jazz & Blues
12 bar blues, riff, chord, blues scale, improvise,
chorus, bass line
World Music
Gig, bagpipes, fiddle, drone, mbira, djembe,
marimba, Kora, Bhangra, sitar, tabla, pentatonic
Dance Music
Structure, metre, instruments, ostinato, um-chacha, melody, accompaniment
Example Questions
1. What is the first instrument you hear playing?
Tabla
2. What is the correct term for this type of music?
Gig
Pentatonic
Bhangra
African
Websites
We would recommend that students listen to examples of all of the genres listed above using Youtube. Blues : BB
King, Eric Clapton & Howlin’ Wolf, World Music: simply type in ‘Bhangra’ or ‘African singing’ & for Dance music search
for ‘Waltz’ or ‘Salsa’
Year 9 End of Year Assessment
Physical Education Revision Guide
What Will the Test Include?
The test will include a mixture of multi-choice questions and questions at the end of each section which will
require a small paragraph answer. Sections Include:
1 – Warming Up and Cooling Down, 2 – Technique, 3 – Rules, 4 – Tactics, 5 – Safety
Section 1 – Warming Up and Cooling Down
To Mentally Prepare
Warm-Up
To Prevent Injury
Why Do We
Warm-Up?
Mobiliser, Pulse Raiser, Stretching
To Get Oxygen
to the Muscles
Cool Down
Gentle Jog to Walk to Stretching
Hints/Tips:
To Warm the
Muscles Up
To Prepare the
Body Physically
Stretching – How do you stretch specific
muscles! What does the stretch look like?
Section 2 – Technique
Trampolining
Tennis
....
Gymnastics
Examplar Question:
Football
E.g) Which of the below is a key teaching point
for ‘Shooting’ in football.
Athletics
a) Use the laces of the boot
b) Lean Back
Volleyball
Rugby
Boys and Girls
Sports which could
be covered
Netball
c) Don’t look at the ball
Hockey
d) Use the side of your boot
Cricket
Table Tennis
Answer = A
Badminton
Basketball
Section 3 – Rules
Hints/Tips:
Examplar Question:
Remember there are only 8 questions and so the
some sports may not be covered! Therefore
don’t try and learn the in’s and out’s of every
sport out there.
E.g) Basketball: Which of the below is an
important ‘rule’ in the game of basketball
This section will focus on the main rules within a
given sport, see the examplar question to the
right for a guide!!
a) Offside
b) False Start
c) Double Dribble
d) No Ball
Answer = C
There will be a Girls and Boys test paper so you will only be expected to know the rules for sports you have
covered in P.E. lessons this year.
Section 4 – Tactics
‘Within competitive sport, tactics try to exploit an opponent’s weakness and limit their strengths to allow
yourself or your team to have to best chance of winning’ – P Riddle et al (2012)
Hints/Tips: - When answering questions within this section think of the above quote and which option is going to
give yourself the best chance of winning either the point or the match!
For sports like athletics and trampolining where you are performing by yourself, think of how you will get the best
time, distance or score!!
E.g. In long distance running: I would not run around the track in the outside lane as I would end up running further
and therefore get a poorer time. I would however run around the track in the inside lane to allow myself to get the
best possible time I can.
Section 5 – Safety
Must wear Socks
Sporting Safety:
No Trainers
Only one
person at a
time on
trampoline
Trampoline
Safety!!
Spotters
Hair tied back
Only do what the
teacher has told you!
It is important to be safe in all
sport’s however some sports like
rugby and trampolining have more
safety implications than others!
Hints/Tips:
No Jewellery
Think about what your P.E.
teachers have told you throughout
your P.E. lessons when answering!
YEAR 9 RE
Crime and Punishment (Unit 8 GCSE)
You have completed one module of GCSE content on Crime and Punishment.
You will need to know about:
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The need for law and justice.
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Theories of punishment and the arguments for and against them.
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Why justice is important for Christians.
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Why justice is important for the followers of one religion other than
Christianity. (ISLAM- MUSLIMS)
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The nature of capital punishment and non-religious arguments about
capital punishment.
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Different attitudes to capital punishment among Christians and the
reasons for them.
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Different attitudes to capital punishment in one religion other than
Christianity. (ISLAM-MUSLIMS)
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Laws on drugs and alcohol and the reasons for them.
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Social and health problems caused by drugs and alcohol.
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Different attitudes to drugs and alcohol in Christianity and the reasons
for them.
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Attitudes to drugs and alcohol in one religion other than Christianity.(ISLAM-MUSLIMS)
The first section will be a keywords test. You will be expected to know the definitions of all the following
words. They can be found on page 25 of your homework planner.
The first section of the exam is key words:
addiction, capital punishment, crime, deterrence, judgment, justice, law, reform, rehabilitation,
responsibility, retribution, sin.
These are worth 2 marks each.
The second section of the exam will a question based on your opinion
E.g.- Do you think society needs laws?
You must give 2 developed reasons for your answer to get 4 marks.
Yes/No society needs laws/doesn’t need laws because………
Also society needs laws/doesn’t need laws because …………..
The third section of the exam will be an explaining question
E.g.- Explain why Christians believe justice is important?
You must give 4 well developed reasons, using the scaffold for 8 marks
Firstly justice is important for Christians because………
Secondly justice is important for Christians because……
Thirdly justice is important for Christians because…….
Finally justice is important for Christians because………
The final section of the exam will be an evaluation question.
E.g.- ‘Capital Punishment is always wrong’ In your answer you must refer to at least one religion.Do you
agree? Give reasons why people will disagree with you.
You must give 3 reasons to agree and 3 reasons to disagree to get 6 marks
Some people would agree with this statement because……….. x 3 reasons
However, some people would disagree with this statement because………… x3 reasons.
Tips /Hints
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Create mind maps, posters and /or charts based on the topics on your exam.
Highlight key points (trigger words) in your note book.
Revise with a friend or friends to make it more fun for you.
If you don’t understand something ask for help from your teacher before the exam.
Look at the school website for RE Revision
Learn a little at a time as often as you can.
Year 9 Technology - Game Design (Scratch)
Unit Material - Key Words
Sprite – Name of characters/items that are used in the game
Stage – The background of the game. This can be designed and edited
Scripts – commands that are used in the game to perform actions
Variables – A value that can be changed. It can be text or numbers. It can be given any name and used to perform actions
Point sprite in a direction
New Level
Action is continuous
Can only touch certain colour
Hide sprite
Unit Material – Main Tasks
Start/stop game
Movement of sprite
Change sprite size
Technology
End of Year Revision Guide
Year 9
Sprite name
Create new sprite
Key Topics
Scripts
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Research different types of concept robots as you will be asked to design a robot for one of the questions.
Safety rules for the workshop
The tools you have used this year
CAD key words:
Variables
Location of sprite (x/y)
Script area
Sprite
Top Tips:
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Revise all material from revision guide
Look over practical tasks completed during the lesson
Practice skills and tools for software packages used in the unit e.g. Scratch
Study skills and scripts used in the game that you created
Look at folder resources e.g. homework’s
Assessment:
Students will be assessed in the form of an end of unit written test and an end of year written test. Question example:
What does the following script do in Scratch?
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Useful Websites:
http://www.teach-ict.com/ks3/year7/game_generation/game_generation.htm
http://scratch.mit.edu/help/
Useful Web links
www.technologystudent.com
www.mr-dt.com
www.designandtech.com
How you will be assessed:
The exam will be in 3 parts:
The exam will be in 3 parts:
1. Part one will ask you general questions about work you have covered in technology this year.
2. Part two will be a design task focussing on the topic of concept robots, you should research existing products
to help you with this and practice sketching some ideas before the exam.
3. Part three will ask you to choose 2 questions which are about the specific areas of Technology you have
studied this year.
Top Tips
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Use the topics we have given you as a guide, we have told you them for a reason!!!
Read the question carefully before you start.
Always try and answer every question – even a guess is better than leaving the answer blank!!!
Make sure you explain your work using notes and use colour to improve your presentation.
Don’t panic – you can only do your best!
If you have time at the end use it to read through your answers and add more detail.