2014/15 YEAR 12 REHEARSAL EXAMINATIONS - … notes in your own words, ... AS BIOLOGY – UNIT F211 and F212 Unit F211 – Cells Exchange and Transport

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YEAR 12 REHEARSAL

EXAMINATIONS (Includes those Y13 students also taking AS Level courses)

Name:-

Tutor:-

Exam Period:-

Monday 2nd March to Friday 13th March 2015

Contents:-

Page Section

2-3 Preparation – A message from Mr Page

4-5 Exam Timetable

6 Arrangements for Students

7-55 Subject Revision Guides

56–58 Revision Planner

59 Revision Notes

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Preparation

(A Message from Mr. Page)

Why Bother?

Why bother revising for trial examinations? After all, they won’t count for

anything will they?

Actually, your trial examinations are the most important exams you have

taken so far. There are many reasons for this and it’s important that you

understand why you are putting in such a huge amount of work so early in

the year.

This is your chance to get a head start in preparing for the summer. If you

leave things till the last minute you will find that there isn’t enough time.

The only way to be prepared in the summer is to get started now. Write out

revision notes in your own words, draw diagrams, make up short poems or

memorable sentences (mnemonics) to help you remember what you need to

know. Work your way through revision guides. Try as many past papers as

you can get hold of. When you come to revise for the real thing the job will

be half done. It all adds up to the head start you need at this early point in

the year.

The second reason for working hard at your trial exams is to build your

confidence. If you don’t know what it is to walk in to an exam hall with your

heart pounding and your stomach in your mouth then you’re unusual. Most

of us suffer from exam nerves from time to time, so the best antidote to

AS/A2 exam nerves is a recent positive experience. Don’t pretend to

yourself; if the trial exams go badly you will start the real thing at a massive

psychological disadvantage. Give yourself the confidence that you need –

notch up some good early results.

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Getting Started

You’ve done this before, but it’s worth a reminder. The first step is to create

a revision timetable – use the template at the back of this guide. Plan which

subjects you will revise each night between now and the end of the exams.

Allow two or three hours of private revision each evening. As you get closer

to the exam, homework will have been replaced by specific revision work.

This should help, so plan the subjects you will be revising on the basis of

your normal homework timetable and the exam timetable. By planning this

in advance you can be sure that you will have covered every topic you need

to cover before the exam. Use this booklet to guide you as to which topics

you need to revise.

Reading Is Not Revising!

This booklet is only the starting point. Ask your teachers for advice as to the

best way to revise their subject. Buy revision guides and use them to help

you as you work through the topics. Have your notes which you made in

class in front of you, but don’t think that reading them is revising, because it

isn’t! What you read you will forget. If you want to remember something, use

one of the revision techniques given towards the end of this booklet.

Finally, and this might seem a strange piece of advice to read in a revision

booklet, getting enough rest is crucial. Never work after 10.00pm, and get

good nights sleep!

Blood, Sweat and Tears

The truth is you either sweat before the exam, you sweat during the exam,

or you sweat after the exam! Get started on the hard work now, then relax

and enjoy the outcome.

Mr. Page

Principal

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Rehearsal Examinations Timetable – March 2015

All exams will take place in the Main Hall, unless otherwise indicated.

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Arrangements for Students

The Y12 Rehearsal Examination fortnight also contains Y13 students taking second

rehearsal exams for A2 courses. These are indicated in the timetable. Read the timetable

carefully to make sure you turn up at the right time!

The Year 12 Rehearsal Examination fortnight will also involve those Year 13 students

taking AS Level courses.

All Year 12/13 students will still attend assemblies as normal.

Examination start times are indicated on the examination timetable.

Your tutor will issue your seat number for each of the examinations. Once you have your

seat number/room number it is your responsibility to go to the relevant room for a

prompt start.

If you are not scheduled to be in an examination, you should go to your normal

timetabled lesson.

Some examinations will run over break time. If this occurs, take a short break at the

conclusion of your exam before going on to your lesson.

Some examinations will run over beyond 3.30pm. Please note these occasions, so that

suitable arrangements can be made for transportation home. Please be aware, that this

may also occur for the external exams in the summer – you need to get used to this

occasionally happening!

No bags, coats or pencil cases should be brought into the exam room.

Bottles of water are allowed in the exam. However, you must remove labels.

There is to be no communication in the exam room. Mobile phones/technological

devices are not allowed in the examinations.

You should use the toilet before exams. Do not ask to use the toilet in exams (unless

you have a medical card which allows you to go).

If there are any arrangements about which you are unsure, please see Mr C Potts in

Room 244.

C. Potts

January 2015

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Subject Revision Guides

AS Subject Guides

AS BIOLOGY – UNIT F211 and F212

Unit F211 – Cells Exchange and Transport

The exam will be a 1 hour written paper worth 60 marks

The content will examine the following contexts

1.1.1 Cell Structure

The cell is the basic unit of all living things.

An understanding of how to use a light microscope is developed along with an understanding

of why electron microscopes are so important in biology.

Careful observation using microscopes reveals details of cell structure and ultrastructure and

provides evidence to support hypotheses regarding the roles of cells and organelles.

1.1.2 Cell Membranes

Membranes are a fundamental part of the cell.

The structure of the cell surface membrane allows cells to communicate with each other.

Understanding this ability to communicate is important as scientists increasingly make use of

membrane-bound receptors as sites for the action of medicinal drugs.

Understanding how different substances enter cells is also crucial to the development of

mechanisms for the administration of drugs.

1.1.3 Cell Division Diversity and Organisation

During the cell cycle, genetic information is copied and passed to daughter cells. Microscopes

can be used to view the different stages of the cycle.

In multicellular organisms, stem cells are modified to produce many different types of

specialised cell. Understanding how stems cells can be modified has huge potential in medicine.

To understand how a whole organism functions, it is essential to understand the importance of

cooperation between cells, tissues, organs and organ systems.

1.2.1 Exchange Surface and Breathing

The gas exchange surface in the lungs is used to exemplify the properties and

functions of exchange surfaces in living things.

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1.2.2 Transport in Animals

As animals become larger and more active, transport systems become essential to

supply nutrients to and remove waste from individual cells.

Controlling supply of nutrients and removal of waste requires the co-ordinated

activity of the heart and circulatory system.

Unit F212 – Molecules, Biodiversity, Food and Health

The exam will be a 1 hour written paper worth 60 marks

The content will examine the following contexts

2.1.1 Biological Molecules

Proteins, carbohydrates and lipids are three of the key groups of macromolecules essential for

life.

Understanding the structure of these macromolecules allows an understanding of their

functions in living organisms.

2.1.2 Nucleic Acids

Understanding the structure of nucleic acids allows an understanding of their role in the storage

of genetic information and the functioning of the cell.

2.1.3 Enzymes

Cell function relies upon enzyme-controlled reactions.

Knowledge of how enzymes work allows an understanding of the action of metabolic poisons and

some drugs.

2.2.1 Diet and Food Production

A balanced diet is essential for good health. Components of the human diet can be provided by

plants, animals and microorganisms. Ensuring the availability of food for human populations is

problematic and has been, and continues to be, a key area for research and development.

2.2.2 Health and Disease

“Health is more than simply the absence of disease”.

Health can be compromised in many ways.

Humans are surrounded by parasites and pathogens and have evolved defences against them.

Medical intervention can be used to support these natural defences.

N.B. Health and disease questions will only include learning outcomes a-g on the specification

You will be expected to demonstrate the following in the context of the content described:

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AO1 Knowledge and Understanding

• recognise, recall and show understanding of scientific knowledge;

• select, organise and communicate relevant information in a variety of forms.

AO2 Application of Knowledge and Understanding

• analyse and evaluate scientific knowledge and processes;

• apply scientific knowledge and processes to unfamiliar situations including those related to

issues;

• assess the validity, reliability and credibility of scientific information.

AO3 How Science Works

• demonstrate and describe ethical, safe and skilful practical techniques and processes,

selecting appropriate qualitative and quantitative methods;

• make, record and communicate reliable and valid observations and measurements with

appropriate precision and accuracy;

• analyse, interpret, explain and evaluate the methodology, results and impact of experimental

and investigative activities in a variety of ways.

Quality of Written Communication is assessed in all units and credit may be restricted if

communication is unclear.

Guidance is as follows:

• ensure that text is legible and that spelling, punctuation and grammar are accurate so that

meaning is clear;

• select and use a form and style of writing appropriate to purpose and to complex subject

matter;

• organise information clearly and coherently, using specialist vocabulary when appropriate.

AS CHEMISTRY

F321 exam 1 hour

Revision points

1.1.1 Atoms

Calculate the number of subatomic particles in an atom.

Calculate relative abundance of isotopes of an element.

Define; Relative atomic mass, Relative isotopic mass, a Mole.

1.1.2 Moles and equations

Calculate the number of moles in a sample from; Mass in grams, Volume of gas and

Concentration of solution.

Calculate concentrations of unknown Acids and Bases using titration data.

1.1.3 Acids

Define Acid, Base and salt.

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1.1.4 Redox

Define reduction and oxidation in terms of electron movement.

Write half equations and combine to balance redox reactions.

1.2.1 Electron structure

Recall the electronic structure of elements from H to Kr inclusive using s,p and d

orbitals.

1.2.2 Bonding and structure

Describe and explain the properties that arise from Metallic, Ionic and Covalent bonding.

Describe the structures of materials based on their position in the periodic table.

Recall and explain the bonding arrangements (shapes and angles) in a variety of

covalent structures.

F322 exam 1 hour

Revision points

2.1.1 Basic Concepts

Know how to name and draw a variety of different organic molecules.

Define; Structural Isomer, Stereoisomer, Skeletal formula, Displayed formula and

Structural formula.

2.1.2 Alkanes

Describe and explain the fractional distillation process

Outline the steps in a free radical substitution reaction.

Balance equations for the complete and incomplete combustion.

2.1.3 Alkenes

Explain the reason behind E/Z stereoisomerism.

Outline the mechanism for the electrophilic addition reaction.

2.2.1 Alcohols

Describe and explain the oxidation process and all possible products.

2.2.2 Halogenoalkanes

Outline the mechanism for the nucleophilic substitution reaction.

Explain the trend in rates of reaction for each halogen.

2.2.3 Modern Analytical Techniques

Use Mass Spectrometry to identify key parts of an organic molecule.

Use Infra Red Spectroscopy to identify key parts of an organic molecule.

2.3.1 Enthalpy Changes

Calculate energy changes of exothermic and endothermic reactions using q=m.c.∆t

Apply Hess’ Law to calculate energy changes using Bond enthalpy, Combustion or

Formation data.

2.3.2 Rates and Equilibrium

Describe and explain the factors that affect the rate of reaction.

Apply Le Chatelier’s principle to predict changes in equilibrium reactions.

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AS ECONOMICS – UNIT 1 – Markets and Market Failure

Exam Style

The exam will be a 1 hour and 15 minutes paper containing fifteen multiple choice

questions and data-response questions which draw on your knowledge of the unit (these

are long answer questions.)

You must ensure that you are aware and secure in your understanding of all aspects of the

unit content

The list below only gives an indication of the topics on the exam:

1. The Economic Problem.

This includes an understanding of the central purpose of economic activity in

producing goods and services to satisfy needs and wants.

An awareness of the economic resources of land, labour, capital and

enterprise.

An awareness of the economic objectives of individuals, firms and

governments

An understanding of scarcity, choice, opportunity cost and the allocation of

resources

An ability to interpret and draw production possibility frontiers and to be able

to use this diagrammatic analysis to illustrate concepts such as scarcity,

choice, opportunity cost, misallocation of resources and economic growth.

An understanding of value judgements, positive and normative statements

2. The Allocation of Resources in Competitive Markets

This includes the factors that determine demand and supply

The ability to draw supply and demand diagrams and to explain and label them

accurately in context.

An understanding of what determines equilibrium market prices and what

causes changes in equilibrium market prices.

The ability to draw and therefore show shifts in supply and demand curves and

to explain and label them accurately in context

An ability to calculate and interpret accurately elasticities. (to include price,

income and cross elasticities of demand as well as price elasticity of supply)

The ability to apply the knowledge to markets.

The ability to illustrate and explain the effects of changes in price of

products/services on complimentary and substitute products/services.

An understanding of composite demand, derived demand and joint supply.

An awareness of how supply and demand ration, signal and act as an incentive

in the market.

An understanding of the rationing, incentive and signalling functions of price.

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3. Production and Efficiency

An understanding of the benefits of specialisation

An understanding of production, productivity and the concept of productive

efficiency. This should be able to be applied in contexts such labour

productivity.

The ability to use and draw PPF diagrams to illustrate productive efficiency

The ability to use and illustrate productive efficiency with an average cost

diagram.

An understanding of economies and diseconomies of scale and their links to

monopolies.

An understanding of economic efficiency and the ability to illustrate this concept

using PPFs

4. Monopolies and the Allocation of Resources

An ability to understand that monopolies have market power which suggests

higher prices, inefficiency and misallocation of resources.

5. Market Failure

An awareness and understanding of the causes of market failure to include:

externalities, public goods, (De)Merit goods, monopolies, inequalities in the

distribution of wealth and income and immobility of factors of production

An awareness of the need for government intervention to reduce market

failure.

An understanding of the rationale for government intervention and the policies

which can be used to reduce market failure in its various contexts.

An ability to evaluate policy options to solve market failure problems.

An understanding of why governments can fail to improve economic welfare

and the impact of this intervention upon markets.

Revision tips:

Learn the key definitions of Economics Terms.

Practice applying the theory to real markets and economies.

Ensure you are aware and secure in your understanding of all the unit content.

Attempt past exam papers to practice using your knowledge and to get a ‘feel’ for

the style of previous papers.

AS ECONOMICS – UNIT 2 – THE NATIONAL ECONOMY

Exam Style

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The exam will be a 1 hour and 15 minutes paper containing fifteen multiple choice

questions and data-response questions which draw on your knowledge of the unit (these

are long answer questions.)

You must ensure that you are aware and secure in your understanding of all aspects of the

unit content

The list below only gives an indication of the topics on the exam:

The Measurement of Macro-Economic Performance

Indicators of National Economic Performance/Measuring the performance of an

economy/Comparing the performance of economies

The Economic Cycle and it’s phases/Demand and Supply side shocks to the cycle/

Output gaps

Aggregate Demand/ Aggregate Supply Analysis

The circular flow of income/Income, output and equilibrium/Aggregate demand and

aggregate supply introduction/Price level changes and movements along the AD/AS

curves Shifts in AD/AS curves/Distinguishing between the short run and long run AS

curves/Factors which affect the short run and long run AS/Illustrating economic

growth using AD/AS

Using AD/AS to explain macro-economic problems and issues/Applying AD/AS to

current economic conditions in the UK

Determinants of Aggregate demand (CIG and X-M)/The accelerator

model/Determinants of savings and investment

Aggregate demand and the level of economic activity/The multiplier process

Determinants of short-run aggregate supply/Determinants of Long-run aggregate

supply/Institutional structure in the economy/Capacity levels/Comparisons of the

vertical AS with the Keynesian AS curve

The Objectives of Government Economic Policy

Objectives of government economic policy/Overview of growth, inflation, balance of

payments and unemployment

Possible conflicts between government targets/Relating objectives to AD/AS analysis

Economic growth/Productive capacity/Illustrating these concepts using PPF and

AD/AS/Distinguishing between SR and LR economic growth.

Inflation and deflation/Inflation causes/Illustrating these concepts using AD/A

Employment and Unemployment/Measuring methods/Determinants of

(un)employment levels to include AD/AS/Analysing determinants and illustrating

these using AD/AS and PPFs

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Cyclical, seasonal and structural /Exploring case study material related to

employment and unemployment/Output gaps and employment, inflation and

growth.

The balance of payments/Current account deficits and surplus/How strengths and

weaknesses of the domestic economy may impact on the balance of payments

Consideration of exchange rates and how they affect balance of payments

Macro-economic policy such as Monetary, Fiscal and Supply side policy. Know how it

influences both macro and micro economic aspects of the economy

AS LANGUAGE AND LITERATURE – UNIT 1 –Integrated Analysis and Text

Production

This examination will form 50% of your AS.

Exam Style

The exam will last 1 hours and 30 minutes. It will examine how well you:

• use terminology to support your analysis of A Streetcar Named Desire;

• produce a piece of your own work, based on the study of A Streetcar Named Desire;

• write fluently and coherently.

You should spend approximately 40 minutes on the analytical task and 50 minutes

The examination will be structured as follows:

Section A – Analysis (A Streetcar Named Desire)

You should choose two or three extracts to explore in detail. In your answer you should

consider:

Williams’ language choices;

dramatic techniques.

Section B – Production (A Streetcar Named Desire)

You should give careful consideration to your language choices and style, which should achieve

a sense Williams’ style.

Revision tips:

Reread the text prior to the examination.

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Apply all of the frameworks to the text including linguistic and dramatic frameworks.

Revise the themes of the play.

Practise writing in the style of Williams and in the style of all the characters.

AS LANGUAGE AND LITERATURE – UNIT 2 – Analysing Speech and its

Representation.

This examination will form 50% of your AS.

Exam Style

The exam will last 1 hours and 30 minutes. It will examine how well you:

• use appropriate terminology to support your analysis;

• compare different kinds of spoken texts;

• analyse The Lovely Bones with reference to representation of speech as well as exploration

of stylistic and thematic issues;

• write fluently and coherently.

You should spend approximately 50 minutes on Question 1 (Speech Comparison) and 40

minutes on Question 2 (The Lovely Bones).

The examination will be structured as follows:

Question 1 – comparison of Representations of Speech

In your answer you should comment on:

vocabulary, and grammatical, stylistic and speech features;

the influence of context on the ways in which speakers convey attitudes and ideas.

Question 2 – Representations of Speech in The Lovely Bones

How does Sebold use representations of speech and other stylistic techniques to give an

impression of a character or theme in the extract printed, and in one other episode elsewhere

in the novel?

Revision tips:

reread the text prior to the examination;

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apply all of the frameworks to the text including linguistic and speech frameworks;

revise the themes of the novel;

revise the speech framework.

AS LITERATURE – UNIT 1 –Explorations in Prose and Poetry

This examination will form 60% of your AS. Your coursework (Unit 2) will contribute 40%.

Exam Style

The exam will last 2 hours and 15 minutes. It will be structured as follows:

• Section A: short questions on either unseen poetry or unseen prose

• Section B: essay question on poetry

• Section C: essay question on prose.

You will be tested on the following assessment objectives:

AO1

Articulate creative, informed and relevant responses to literary texts, using appropriate

terminology and concepts, and coherent, accurate written expression

AO2

Demonstrate detailed critical understanding in analysing the ways in which structure, form

and language shape meanings in literary texts

AO3

Explore connections and comparisons between different literary texts, informed by

interpretations of other readers

You need to ensure that you familiar with the format of the examination.

Section A: you may choose to answer on either unseen poetry or prose. There will be 3

questions to answer testing your knowledge of AO1 and AO2.

Section B: you will be tested on your knowledge of poetry from The Rattlebag based around

the theme of Home. You will be expected to answer one long essay question from a choice

of two.

Section C: you will be tested on your knowledge of The Yellow Wallpaper and Pride and

Prejudice. You will be allowed to take both texts into the examination. However, you should

have detailed knowledge of the texts and be able to identify key points in the texts quickly.

You do not want to waste time in the examination looking for quotations.

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Revision tips:

Reread all of the texts prior to the examination.

Research the context of Pride and Prejudice and The Yellow Wallpaper.

Make sure you are aware of what the assessment objectives mean.

Good luck.

AS FILM

Summary of Examinations

AS Film Studies

Module 2 – British and American Film

Assessment Objectives:

Module 2 – AO1 Demonstrate knowledge and understanding of film as an audio-visual

form of creative expression together with its contexts of production

and reception and of the diversity in filmmaking across different

historical periods and locations.

AO2 Apply knowledge and understanding, including some of the common

critical approaches that characterise the subject, when exploring and

analysing films and when evaluating their own creative projects to

show how meanings and responses are generated.

Exam Structure

Module 2 – Duration of 2½ hours examination split in to three sections. In section 1

students view a visual text or texts then answer a question based on that text. Section 2

offers a choice of topics, students are encouraged to select the ‘genre’ option and answer

one question in this section. In section 3 students are given a choice of two questions based

on the comparison of two films.

Subject Content

AS – The AS specification in Film Studies is designed to deepen students' understanding,

appreciation and enjoyment of film, the major art form of the twentieth century, and one

developing new modes of expression and exhibition in the first decades of the twenty-first

century. The specification builds on the cine-literacy learners have developed informally

since childhood. They will study film deriving from a variety of production contexts and

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experienced in a variety of viewing situations. They will also engage with a wide range of

different kinds of films, developing skills of observation, critical analysis and personal

reflection,

Unit 2 focuses on two key aspects of Film Studies:

• Producers and audiences and the relationship between them

• The role of macro features of film (narrative and genre) in constructing meanings.

These will be studied in the context of two national cinemas – those of the UK and the USA.

Critical understanding will be fostered through:

• The interrelationship between producers and audiences, with a particular focus on

aspects of

the film industry and audience behaviour

• Narrative and genre characteristics of UK and US films

• Personal response to films, mediated by the study of films and their contexts.

This unit emphasises the interaction of its twin areas of study: the film industry (as

producer/supplier of films) and audiences (as purchasers/consumers of films). This provides a

context for the study of the narrative and genre features of UK and US films, including the ways

in which they represent social reality

Revision Guidance

AS

Module 2:

Section 1 – British and American Cinema, a response to stimulus materials. Revise key elements

from your study in to the film industries in the UK and US with focus on audiences.

Section 2 – Focus on Working Title Studios with reference to specific films Hot Fuzz and Love

Actually. Revise key background information relating to the studio and their films and apply

topics to their case study including: genre, values, characters and representations.

Section 3 - Focus on two American films that can be compared through subject matter,

specifically key themes, values and messages. The two films to be revised are: Sin City and The

Crow.

AS FOOD TECHNOLOGY

The exam will test Unit 1Materials and components

Nutrients

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Macro

Protein – sources, functions, effects of deficiency, effects of excess, complementation,

biological values

Carbohydrates (sugar, starch, NSP – soluble and insoluble) – sources, functions, effects of

deficiency, effects of excess

Fats and oils – sources, functions, effects of deficiency, effects of excess

Micro

For each of the nutrients listed below the following should be studied – sources, functions,

effects of deficiency, effects of excess, effects of heat/cooking, methods of preparation,

destruction

Vitamins Water Soluble B1, B2, B3, Folic acid, B12, C

Fat soluble A (retinol and carotene), D

Minerals Calcium, Phosphorus, Iron, Sodium, Chloride, Iodine, Zinc

Water

Importance of adequate intake

Functions in the body and daily requirements

Relationship between diet and health

Nutritional requirements

To include DRVs, RNIs, EARs, LRNIs, Guideline Daily Amounts (GDAs)

Energy

Units of measurement

Kilojoule and kilocalorie

Energy expenditure and factors that influence this

Basal Metabolic Rate (BMR) and factors affecting

BMR including age – activity of the thyroid gland,

body size – Thermogenesis, activity

Energy requirements of different groups of people

To include DRVs, RNIs, EARs and LRNIs

Energy balance

Effects of excess and deficiency – Body Mass Index

(BMI)

Causes of obesity

AS GEOGRAPHY

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Unit 1 - Global Challenges:

The examination consists of two parts. Section A and Section B.

Section A is made up of 6 shorter questions, 3 based on the physical Geography content

and 3 based on the human Geography content covered. Each question is further sub-

divided into smaller questions, ranging from 1-6 marks per questions. You are advised to

spend 10 minutes on each shorter question, totalling to 60 minutes for part A.

Section B is made up of 4 long questions, each with a part A and B. Question 7 and 8 are

based on the physical aspects of the course and questions 9 and 10 are based on the

human aspects of the course. You must choose one question only. You are advised to spend

30 minutes on section B, therefore12 minutes on question A and 17 minutes on question B.

The examination topics include World at risk and Going Global. Please see below for content

details.

World at Risk:

1.Global hazards: What are the main types of physical risks facing the world and how big a

threat are they?

o Define – hazard and hazard types, disaster, hazard risk, disaster risk equation.

o Why some people are vulnerable to hazards

o Why global warming is a major hazard.

2. Global hazard trends: How and why are natural hazards now becoming seen as an

increasing global threat?

o Magnitude and frequency of different hazards, and hazard trends.

o The impacts of these upon lives, property, infrastructure and GDP.

o Why some natural disasters are increasing.

3. Global hazard patterns: Why are some places more hazardous and disaster-prone

than others?

o How to assess hazard risk in your local area.

o The global distribution of major natural hazards

o Disaster hotspots: California and the Philippines

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4. Climate change and its causes: Is global warming a recent short-term phenomenon,

or should it be seen as part of longer-term climate change?

o Global warming is part of on-going climate change

o The causes of this may be natural and/or human

o Recent climate change is unprecedented

5. The impacts of global warming: What are the impacts of climate change and why

should we be concerned?

o The impacts of climate change on the Arctic and Africa

o The potential impacts of a global sea level rise, and how these affect places

disproportionately

o Why climate change is difficult to predict

o The ‘tipping point’ and its significance

6. Coping with climate change: What are the strategies for dealing with climate change?

o Mitigation and adaptation strategies, with examples

o Why views about climate change differ, with examples

o How carbon footprints can be reduced

o Why global agreements to limit carbon emissions are difficult to reach

o How ‘act local, think global’ could affect climate change

7. The challenge of global hazards for the future: How should we tackle the global

challenges of increasing risk and vulnerability in a more hazardous world?

o How global warming can impact on other global issues, e.g. conflict, famine

o Some countries face a greater challenge from global warming, examples of

strategies and possible solutions

Going Global:

1. Globalisation: What is globalisation and how is it changing people’s lives?

o Define globalisation, ‘connections’

o The factors which have accelerated globalisation

o Effects of globalisation on migration

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2. Global groupings: What are the main groupings of nations? What differences in levels

of power and wealth exist?

o Global disparities in wealth and poverty, e.g. MEDC/LEDC

o Why countries group together e.g. EU

o TNCs and global business and trade

3. Global networks: Why, as places and societies become more interconnected, do

some places show extreme wealth and poverty?

o Global trade and investment switches some paces ‘on’

o Technology in a shrinking world

4. Roots: How does evidence from personal, local and national sources help us

understand the pattern of population change in the UK?

o Changing populations (population structure, migration)

o The impacts of social and economic factors on UK population, migration

o The challenge of ageing populations

5. On the move: How is migration changing the face of the EU?

o International migrations into Europe

o Case studies of migrations within Europe, and its consequences:

-labour from Eastern Europe

-Retirement to the Mediterranean

6. World Cities: What is driving the ‘new’ urbanisation? What are its consequences?

o Rural-urban migration, growth of million / megacities and impacts

o Contrasting megacities – case studies of newcomers (Shanty towns) and movers

(suburbanisation)

7. Global challenges for the future: What are the social and environmental consequences of

globalisation? Can these be managed for a better world?

o The impacts of globalisation – a two-speed world, and moral and social consequences e.g.

exploitation

o Reducing the environmental costs of globalisation

AS GERMAN

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Year 12 - 1 Reading/Writing/Listening Paper, including an essay – 2 hours (New spec)

NB. The use of dictionaries is forbidden in these examinations.

Revision

The main examination for Years 12 is geared around knowledge of the topics studied and

the associated vocabulary. You should, therefore, revise thoroughly all your “general”

vocabulary as well as your topic specific vocabulary.

Year 12 topics are:-

1. Zu viel Information?

2. Die Welt der Kommuniktion

3. Freizeit

4. So lebt die Jugend

5. Sport

6. Gesundheit

7. Tourismus

8. Freundschaft und Familie

9. Schule und Ausbildung

Some of these you will still not have studied before the exam so the requirement to learn

“general” vocabulary is even more important.

In addition you need to be doing additional work over and above class work. For example,

you should be reading and listening to as much contemporary German as possible e.g.

through newspapers, the internet, television and other media. These will help you to build

your passive vocabulary and tune your ear to the speed and sound of native speakers.

Finally, both exams require the use of a personal CD player. These will be provided by the

Academy.

AS HEALTH AND SOCIAL CARE

Single and Double AS Health

Unit 1 Human Growth and Development

1.1 Life stages and aspects of human growth and development

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This section of the unit focuses on human growth and development across the whole

lifespan. You will need to learn about the key factors that influence human growth and

development during the following life stages:

• infancy (0–2 years)

• early childhood (2-8 years)

• adolescence (9-18 years)

• early adulthood (18-45 years)

• middle adulthood (46-65 years)

• later adulthood (65+ years).

People develop a range of skills and abilities throughout their life. You will need to

learn about the development of:

• physical skills — including gross and fine motor skills

• intellectual/cognitive ability — including thinking and language skills

• emotional development — including the formation of self-concept

• social skills — including forming relationships with others.

You will need to know how human growth and development follows distinctive patterns in

each of the different life stages. For example, gross motor skills develop most rapidly in

infancy, whereas social development starts in infancy and continues evolving throughout

life. You will learn about the changes and the continuities that are features of human growth

and development in each life stage.

1.2 Factors affecting growth and development

You will need to study a range of factors that influence human growth and development

and that also have an impact on our experience of health and well-being. The two main

types of factors that you need to understand are:

• genetic or inherited factors

• environmental factors.

You will need to learn that many of our physical characteristics and capacities are

genetically inherited from our parents. You will gain understanding of how

genetic inheritance of disease can occur, and how it can affect a person’s

development and health experience.

You will need to learn about a range of environmental influences on human growth,

development and health and well-being. These include:

• lifestyle factors — such as diet, exercise, use of drugs, alcohol, and

tobacco smoking

• social factors — such as family, friends, health services, community

groups, social class, socialisation and cultural beliefs

• physical environment factors — such as air and water quality, noise

pollution, access to employment, income, education, and safe

neighbourhoods

• psychological factors — such as self-esteem, self-concept, relationships

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with family and partners, and stress.

The ‘nature-nurture’ debate looks at the interactions between genetic and environmental

factors in determining our health and well-being. You should understand the extent to

which people can influence the factors that affect their health and well-being and the

implications that this has both for individuals and for health and social care workers.

1.3 Promoting health and wellbeing

You will need to learn that health and well-being can be defined in different ways.

For example:

• health can be defined as the absence of disease, this is sometimes described as a

biomedical approach to health

• health can also be defined as a complete state of physical, mental and social well-being;

this is more than simply the absence of disease and this definition is based on a holistic

approach to health

• people often construct their own meanings of what it means to be ‘healthy’; personal

definitions of health and well-being vary according to a person’s age, social background,

cultural heritage, individual experiences, and the circumstances in which they live

• ill-health and disease can be classified as social, psychological, emotional or physical, and

can be defined as the breakdown of general health and well-being.

Governments and other interest groups often run ‘health promotion’ campaigns. You will

need to learn that there are various aims of health promotion.

These include:

• making people more aware of health issues

• improving fitness levels generally

• helping prevent ill-health.

You will need to learn about different approaches to health promotion. These include:

• focusing on preventing disease (including immunisation, screening); this is a medical

approach to health promotion

• encouraging individuals to adopt healthier lifestyles by the provision of

information (ie evidence of effects of smoking, alcohol, poor diet); this approach focuses on

education to change behaviour

• focusing on political action to change the physical or social environment (ie no smoking

policy in public places, banning advertising and sponsorship). This approach operates at a

societal level.

Double AS

Unit 4 Social Aspects and Lifestyle Choices

Lifestyle choices and life course events

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This section of the unit focuses on how a person’s health and well-being is

affected by:

• life course events

• lifestyle choices made.

You will need to learn about how predictable and unpredictable events impact in different

ways on individuals during the course of their life. You will also learn how these events

might affect individuals physically, socially, emotionally and intellectually. Your learning will

need to focus on:

• the lifestyle choices people make — these will include the diet a person has, the exercise

a person takes and the recreational activities they engage in. This might include such

aspects as socialising with

other people, alcohol use, drug use etc. The examples given are not meant to be an

exhaustive list

• predictable/inevitable events, such as starting school, marriage/partnership formation,

employment, death/bereavement

• unpredictable events, such as serious illness, relationship breakdown, accidents, loss of

job, financial difficulties, moving to a new area, promotion/demotion.

You will need to learn about the ways in which people cope with change, how major change

leads to new learning, and the ways in which people manage these changes. You will need

to learn about the types of support people could receive from family, friends and work

colleagues.

You will need to make reasoned judgements about how these factors affect people in work-

related contexts, and draw valid conclusions.

4.2 Social factors affecting health and well-being

This section of the unit focuses on the social factors, which affect a person’s health and

well-being. You will need to learn why these factors are important to care practitioners in

their work-related practice. You will also need to learn how social factors might affect

service users in both a positive and negative way in work-related contexts. Social factors

will have an impact on the individual physically, socially, emotionally and intellectually

according to the life stage the individual is currently in. You will need to learnabout the

impact of:

• social class and income distribution

• poverty, and the distinction between absolute and relative poverty

• gender

• ethnicity

• the socialisation process, including the primary and secondary agents

in the socialisation process and the influence of peer group pressure

• different types of social relationships, such as family, friendships, work colleagues.

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The combined effect of these factors and the inter-relationship between them will be

important in understanding practice in work-related contexts.

You will learn about how changes in the social factors affecting an individual’s might have a

major impact on their health and well-being.

You will need to learn how to make reasoned judgements and draw valid conclusions about

the effect of these factors in work-related contexts.

4.3 Care professional/service user relationships

This section of the unit focuses on effective care practice. It is based on the implementation

of the care value base by care practitioners in working with service users. You will need to

learn how:

• care practitioners’ relationships with service users have changed to become increasingly

service-user centred

• stereotyping may occur in health and social care settings, and the ways in which this

might happen

• positive and negative stereotyping affects a service users’ health and social well-being

• the care value base is implemented by care practitioners in health and social care settings

• service users may be empowered by their interactions with care professionals

• the self-concept and self-esteem of a service user could be built by effective care

practice.

You will need to be able to make reasoned judgements and evaluate evidence.

AS HISTORY

Unit 1

Pursuing Life and Liberty: Equality in the USA, 1945-68

Introduction: The nature and extent of discrimination against black citizens in different parts of

the USA c.1945. The Constitution of the USA – the powers of Federal Government, States and

the Supreme Court and the implications of these for the Civil Rights campaign.

The campaign for Civil Rights 1945-57:

• The impact of the Second World War.

• The work of the NAACP.

• The significance of the Brown Case, the Montgomery Bus Boycott and Little Rock

Essay-writing, quality of communication focus: planning an answer analysing causation: What

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factors account for the successes of the civil rights campaign in this period?

The campaign for Civil Rights 1957-68:

• The Civil Rights Movement: aims, methods and effectiveness in different parts of the USA.

• Successes, setbacks and divisions; the significance of the emergence of Black nationalism and

Black power.

• The roles and significance of Martin Luther King and Malcolm X.

Essay-writing, quality of communication focus: writing extended paragraphs on the

effectiveness of Martin Luther King’s leadership in selected campaigns.

The role of the Federal government:

• The Federal system and its institutions.

• Truman and executive action.

• The role of the Supreme Court.

• Eisenhower and Little Rock

• The Civil Rights Acts (1957, 1960, 1964, 1965, 1968).

• Kennedy, Johnson and the Great Society, resources and demands.

Essay-writing, quality of communication focus: writing introductions and conclusions:

How significant was LB Johnson’s contribution to the advancement of civil rights in the USA?

Factors for change in the USA:

• The U.S. economy after 1945: prosperity and social change.

• The role of education.

• The influence of the media.

• The development of a protest culture: youth, the Vietnam War and women’s liberation.

• Attitudes to individual and minority rights.

Essay-writing, quality of communication focus: planning and writing an answer analysing

change: How far did the position of Native Americans and Hispanic immigrants improve in the

years to 1968?

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Unit 2

Unit 2, Option E, Topic E1: British Political History, 1945-90: Consensus and Conflict

Key topics:

The Labour Government and Post-war

Reconstruction

• The election victory of 1945: was it inevitable?

• Implementing the NHS: compromise and conflict

• The nationalisation programme

• The Beveridge Report fulfilled; welfare, housing, education, pensions and insurance

• Considering historical views: how radical were Labour’s welfare reforms?

The Post-war

Economy

• The economic consequences of war

• Sir Stafford Cripps and austerity Britain.

• Labour relations: The TUC and strike action

• Exploring source material: resolving conflicts in evidence (a period of gloom?)

Assessing the

Welfare State

• NHS: a betrayal of principle?

• Debating state control over welfare and the economy

• Debating the standard of living in the ‘age of austerity’

• Exploring source material; changing perspectives and the interpretations of the past.

Churchill: Prosperity at Last, 1951-55

• Party reforms and the Conservative electoral triumph

• Harold Macmillan and the provision of housing

• Butskellism and the management of the economy

• Continuing with the welfare state: education and health

• Considering historical views: how far did Churchill stay true to Labour’s welfare state?

AS APPLIED ICT WJEC

Single award

AICT 1 – Theory content

AICT 1.1 Background

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Describe different types of organisations and how they collect and use information

to carry out their functions.

Describe different working styles and the new opportunities provided by ICT.

Demonstrate competent use of applications software.

AICT 1.2 Information and organisations

Types of organisations Distinguish between a range of organisations including

utilities, local government, charities, banks, retailers, manufacturers, travel, leisure

and tourism industries.

Stakeholders Identify and describe the relationships between stakeholders including

managers, employees, customers, suppliers and distributors.

Data and information Distinguish between data and information.

Describe how data is used to produce information, such as personnel records,

customer details, stock control, booking systems and financial records

AICT 1.3 How organisations collect information

Describe the information organisations obtain from secondary sources.

Explain the advantages and disadvantages of using government publications,

business directories, published market research and statistics.

Describe the information organisations obtain from primary sources.

Explain the advantages and disadvantages of using observation, paper based and

online forms, telephone and face to face interviews Explain the advantages and

disadvantages of using OCR, OMR, chip and pin cards, magnetic strips, scanners.

Select sources Justify the selection of particular sources and data collection methods

in given situations

AICT 1.4 How organisations use information

Management Describe the role of specialised management information systems

(MIS).

Explain the advantages of the use of specialised management information systems

(MIS) to support decision making.

Describe the role of specialised project management software.

Explain the advantages of the use of specialised project management software.

Administration

Describe how software is used to support the running of an organisation.

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Use application software to produce standard business documents such as agenda,

business cards, delivery notes, invoices,

memos, minutes, purchase orders, questionnaires, reports and business letters.

Marketing and sales

Describe the advantages of the use of data handling and modeling applications to

identify trends, target sales and manage transactions.

Analyse information to establish market trends.

Explain why it is important to maintain accurate customer records.

Use application software to handling marketing and sales data.

Stock control

Describe the functions of a stock control system.

Explain the advantages of operating a computerised stock control system.

Purchasing

Describe the advantages of using database software to maintain supplier and

product details.

Use application software to handling supplier and product data.

Explain the use, advantages and limitations of electronic data interchange (EDI)

between organisations.

Human resources

Describe the advantages of using database software to maintain accurate records of

staff and their working patterns.

Use application software to handling staff data.

Finance

Explain the advantages of using spreadsheet software and specialised packages for

carrying out and recording the following financial transactions including payroll,

cash flow, accounts and balance sheets.

Use spreadsheet software to produce standard financial documents.

AICT 1.5 Information flows

Analyse given situations and produce information flow diagrams to illustrate the

flows of information within an organisation and between an organisation, its

customers, suppliers and other external agencies.

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AICT 1.6 Communication

Distinguish between formal and informal methods of communication.

Internal methods Select and justify the use of appropriate methods for the

communication of given information within an organisation including

intranet, email, telephone, reports, memoranda and meetings. External methods

Select and justify the use of appropriate methods for the communication of given

information between an organisation, its

customers, suppliers and other external organisations including extranet, Internet,

email, video conferencing, telephone, letters,

reports, standard business documents, face to face.

AICT 1.7 Working styles and new

opportunities

Organisations

Describe new opportunities for organisations provided by ICT such as opening of

worldwide markets, 24/7 operation, collaborative working, effective communications

and mobility.

Present a balanced view and describe possible disadvantages of new technology in

terms of investment, data security, the need

for change and increased competition.

Employees

Describe new opportunities for managers and other employees provided by ICT such

as potential for home working, flexible working

hours, hot-desking and mobility.

Identify the social benefits arising from these opportunities such as increased

interaction with family, improved work motivation and

increased leisure time. Present a balanced view and describe possible disadvantages

of new technology such as changes in work skills, security of work and reduced

social interaction.

AICT 1.9 Standard ways of working

Security Describe the potential threats arising from the use of ICT to manage

personal information and identify situations where malicious or

accidental damage to data could occur.

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Explain simple processes that protect the security of data such as passwords, user

identification, access rights, encryption and

firewalls.

Back up Describe different procedures for creating backups and explain how data

might be restored if necessary.

File management Explain the importance of naming conventions in the organisation

of data such as meaningful filenames, folder names and accurate version control.

Legislation Explain how current legislation prevents misuse of personal information,

business information and software.

AS LAW - Unit G151: English Legal System (Exam: 2 hours; 4 questions)

1.Civil courts Civil courts and other methods of dispute resolution; County Court and

High Court; jurisdiction at first instance; small claims; fast track; multi-

track. Appeals and appellate courts. Problems of using the courts.

+ Alternatives to

the courts (ADR)

Arbitration; conciliation; mediation.

2.Police powers Powers to stop and search; powers of arrest; powers of detention and the

treatment of suspects at the police station. Balance of individual rights and

the need for investigative powers.

3.Criminal courts

+ Appeals

Pre-trial matters: bail, plea before venue, mode of trial. Jurisdiction of

Magistrates' Courts and Crown Courts at first instance.

Appeals and appellate courts. Prosecution and defence rights of appeal.

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4.Principles of

sentencing

Aims of sentencing; purpose and effect of sentences; reoffending rates.

+ Powers of

the courts

An understanding of different types of sentences, e.g. custodial,

community, fines and discharges; compensation and other powers.

5.Judiciary Selection and appointment; social background; training; tenure;

independence; role. The theory of the separation of powers.

6.Barristers Training, work and organisation.

+ Solicitors Training, work and organisation.

+ Regulation Regulation of and complaints about the legal profession.

7.Lay

magistrates

Selection and appointment; social background; training; role (including the

role of the magistrates’ clerk); evaluation and criticism.

+ Juries Qualifications of jurors; selection of jury panels; role in criminal and civil

cases; evaluation and criticism. Alternatives to jury.

8. Government

funding

+ Advice agencies

+ Private funding

+ Conditional

fees

Legal Services Commission; Community Legal Service; Criminal Defence

Service; Public Defender Service; funding of civil and criminal cases; advice

schemes in civil and criminal cases. Access to justice.

Purpose and role of Citizens’ Advice Bureaux; law centres; other advice

agencies.

Private funding of cases

CFAs; their advantages and disadvantages

There are seven questions on the paper, all on different topics, which means that of the

eight topics of study one will not be on the question paper. The topics marked in bold are

the sections most likely to be asked in Section B of the exam paper. They can also occur in

Section A and should therefore be seen as priorities in revision. Students might like then to

choose either two or three of the remaining five topics to revise for the other questions.

AS LAW - Unit G152: Sources of Law (Exam: 1 hr)

1.Doctrine and

Mechanics of

judicial precedent

Precedent as operated in the English Legal System; stare decisis; obiter

dicta, ratio decidendi; hierarchy of the courts; binding and persuasive

precedent; overruling; reversing; distinguishing.

+ Law-making

potential

Original precedent; the Practice Statement 1966; distinguishing; the role

of the judges.

2.Acts of Green Papers, White Papers, legislative stages in Parliament.

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Parliament

3.Delegated

legislation

Orders in Council; statutory instruments; bylaws; control of delegated

legislation including Parliamentary Scrutiny Committees and Judicial

Review; reasons for and criticisms of delegating legislative powers.

4.Statutory

interpretation

Literal rule, Golden rule, Mischief rule, purposive approach; rules of

language; presumptions; intrinsic and extrinsic aids; effects of

membership of the European Union on interpretation.

5.European Union

Institutions

Role of the European Council, the European Commission, the European

Parliament and the European Court of Justice, including Article 267

references.

+ EU Primary and

secondary sources

Treaties, regulations, directives and decisions; their implementation and

enforcement; the impact of European Union law on domestic legal

institutions and law.

6.Law reform The role of Parliament; the role of the judges; effect of public opinion and

pressure groups; the Law Commission

There are only two questions on the paper, each on either one or two topics. Consequently

students can only be absolutely sure of being able to answer one full question if they study

all but one of the topics. Put another way, for high achievement in the exam it is safe to

omit from your revision the one topic that is your least favourite.

Topics 2. and 6. are comparatively short and have never given rise to a full question but are

often asked in conjunction with other topics.

Each of the two questions on the paper is sub-divided into six shorter sections but

candidates must only answer from one question: you cannot “mix and match” sections

between the two questions.

Revision Guide 2013/14 - CPO

36

AS MATHEMATICS: Core 1

The examination will be a 90 minute paper

You need to attempt all the questions

The use of a calculator is not permitted

Use the following self-assessment grid to help you to target your revision

Core 1 Self-Assessment Grid.

Assessment

(Grade and %)

Surds

Manipulate surds

Rationalise the denominator

Polynomials

Manipulate polynomials algebraically

Divide polynomials algebraically

Quadratics

Factorise quadratics

Solve quadratics by factorisation

Complete the square

Use the quadratic formula

Use the discriminant of a quadratic function

Simultaneous Equations

Solve two linear equations

Solve one quadratic and one linear equation

Remainder Theorem

Use the remainder theorem

Use the factor theorem

Graphs of Functions

Draw graphs of linear functions

Draw graphs of quadratic functions

Draw graphs of cubic functions

Interpreting Equations

Interpret geometrically the algebraic solutions to

equations

Find the intersection points of graphs and functions by

solving equations


37

Inequalities

Solve linear inequalities

Solve quadratic inequalities

Assessment

(Grade and %)

Coordinate Geometry

Find and use the equation of a straight line

Find the length of a straight line

Find the mid-point of a straight line

Understand the relationship between parallel and

perpendicular lines

Find and use the equation of a circle

Understand problems involving a line meeting a circle

Find the equations of tangents and normal to a given

point on a circle

Translations

Related to quadratic graphs

Related to circles

Differentiation

Interpret the derivative as a rate of change

Find the derivative of a polynomial

Use differentiation to solve problems

Use second order derivatives

Integration

Find indefinite integrals of polynomials

Evaluate definite integrals involving polynomials

Interpret definite integrals


38

AS FURTHER MATHEMATICS: Further Pure 1



The use of a calculator is permitted


Further Pure 1-Self Assessment Grid.

Assessment

(Grade and %)

Quadratic Theory

The relationship between roots and coefficients- The

general case

Manipulate expressions involving α and β

Finding new equations

Using a substitution

Complex Numbers

The imaginary number i

The complex conjugate

The arithmetic of complex numbers

Complex roots of quadratic equations

Solving complex number equations by equating real and

imaginary parts

Inequalities

Solve inequalities incorporating the use of a sign diagram

Inequalities involving rational expressions

Inequalities with fraction

Matrices

Matrix definitions

Matrix addition and subtraction

Matrix multiplication

Miscellaneous matrix calculations

Trigonometry

The special angles

Trigonometric ratios from graphs

Radian measure

General solutions to trigonometric equations


39

Matrix Transformations

Transformation matrices

Stretches and Enlargements

Rotations

Reflections

Composite Transformation Matrices

Assessment

(Grade and %)

Linear Laws

The equations of a straight line

Reduction to a linear law

Use of logarithms

Calculus

The gradient of a chord and a tangent

Improper integrals

Series

Series notation

Summing natural numbers, perfect squares and cubes

Numerical Methods

Locating roots by change of sign

Interval Bisection

Linear interpolation

The Newton-Raphson iterative formula

Euler’s step-by-step method

Algebra and Graphs

Graphs of rational functions

Rational functions with linear denominators

The use of graphs to solve inequalities

Rational functions with quadratic denominators

Conic Sections

A special family of curves

The parabola

The ellipse

The hyperbola

Intersections with straight lines


40

AS MUSIC

Examination overview

The assessment of this unit is through a 2 hour examination set and marked by Edexcel.

There are three sections in the examination:

Section A: Listening

Section B: Investigating musical styles

Section C: Understanding chords and lines.

Section A requires candidates to listen to extracts of music and one CD* per examination centre will be provided by Edexcel. In Section C, students may use a keyboard with headphones.

Candidates are given five minutes’ reading time at the start of the examination.

Candidates will not have access to a copy of the anthology during the examination nor to any musical software in Section C.

*(plus one spare copy)

Section A: Listening

(32 marks)

In this section, candidates listen to excerpts of the prescribed set works which are related to the areas of study Instrumental music and Vocal music.

Questions 1 (16 marks) and 2 (16 marks) require candidates to listen to two excerpts of music from the Instrumental music and Vocal music set works (one from each area). Candidates demonstrate their skills of analysis by aurally identifying key musical features. The excerpts for questions 1 and 2 will be played five times and a single or two-stave skeleton score* will be provided.

The excerpts of music will be punctuated by pauses, enabling candidates to complete their answers. The length of all pauses will be announced on the CD so that candidates can plan their time effectively.

*The skeleton score is a reduction of the set work excerpts played on the CD. The bar numbers in the

skeleton score may not necessarily correspond to the bar numbers in the anthology.

Section B: Investigating Musical Styles (28 marks)

Candidates will choose to extend one of the AS areas of study and answer a two-part question on it.

The questions (10 and 18 marks each) prompt candidates to identify and/or compare and contrast given musical features from the selected set works and comment on how these features help to place the work in a social and historical context.

Answers may be in note form or continuous prose.


41

Section C: Understanding Chords and Lines

(20 marks)Questions in this section assess candidates’ ability to use a score to analyse simple

harmonic and melodic features in unfamiliar music and their ability to complete a simple SATB

texture.

In question 1 (8 marks), candidates analyse a given score of unfamiliar music by answering questions on keys, chords, cadences, modulations and non-harmonic notes.

In question 2 (12 marks) candidates complete an SATB texture. They will be given a soprano part,

whose first notes have been fully harmonised. They must add alto, tenor and bass to the rest of the

soprano part.

Harmonic and tonal vocabulary

Students should learn to identify (both aurally and by using a score) major and minor keys, modulations to closely-related keys, chords and non-harmonic notes. They should be familiar with chords I, V and V7 in root position and all inversions, II and IV in root position and first inversion, VI in root position, II7 in first inversion, diminished chords in first inversion, and diminished seventh chords. They must be able to recognise non-harmonic notes such as passing notes, auxiliary notes, anticipations, suspensions and appoggiaturas.

When completing an SATB texture for themselves, students should be familiar with writing in major

and minor keys up to three sharps or flats. Chords I, II, IV and V in root position and first inversion

and chord VI in root position form the essential vocabulary, but those who are ready to do so may

use other chords.

Instrumental Music 2015 1. J. S. Bach — Brandenburg Concerto No. 4 in G: movement I 9. Shostakovich — String Quartet No. 8, Op. 110: movement I 19. Poulenc — Sonata for Horn, Trumpet and Trombone: movement I 22. Mozart — Piano Sonata in B flat, K. 333: movement I Vocal Music 2015 32. Tavener — The Lamb 35. Monteverdi — Ohimè, se tanto amate 39. Fauré — Après un rêve 53. The Kinks — Waterloo Sunset 56. Van Morrison — Tupelo Honey 63. Familia Valera Miranda (Cuba) — Se quema la chumbambá


42

AS MEDIA


AS Media Studies

Module 1 – Media Representations and Responses


Module 1 – AO1 Demonstrate knowledge and understanding of media concepts, contexts

and critical debates.

AO2 Apply knowledge and understanding when analysing media products and

processes, and when evaluating their own practical work, to show how meanings and

responses are created.

Exam Structure

Module 1 – Duration of 2 ½ hours examination consisting of three compulsory questions. Question 1

requires an analysis of an audio/visual or print-based extract. Questions 2 and 3 will be based on

representation and audience issues and may be subdivided where appropriate.

Note: for questions 2 & 3, candidates will be expected to draw on their own studies of representation

and audience response issues.

Subject Content

AS –Unit 1 aims to provide candidates with a framework for analysing the media and requires them to

explore representations and audience/user responses. Candidates will be encouraged to explore the

media through a study of genre, narrative and representation and make connections between the texts

and audience/user responses to them.

Revision Guidance

AS

Module 1 consists of three questions. The first question will be based on the analysis of an unseen text

either print based or moving image. This will require good understanding of the key elements of print

based and/or moving image texts including visual codes, technical codes, genre, narrative and audio

codes.

Questions two and three will be based upon the topics of Audience and Representations. Students should

revise key terminology of both areas with specific focus audience types and representations of age and

gender. It will be essential for students to use their own examples of texts that target different audiences

and provide contrasting representations of specific demographic groups of people.


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AS PHYSICAL EDUCATION

Summary of Internal Rehearsal Examinations (For external Examination in 2010):

AS Physical Education

Module 1 – PHED 1 Opportunities for and the effects of leading a healthy & active lifestyle

60% of AS mark

2 hour examination

Section A – six structured questions - exam

Section B – application of theory – practical

Module 2 – PHED2 – Analysis & evaluation of physical activity as a performer/or in an adopted role/s

40% of AS mark

Internal assessment (practical)


At AS Level

The assessment units will assess the following Assessment Objectives in the context of the content

and skills set out in subject content.

AO1 Candidates should demonstrate knowledge and understanding of physical activity.

AO2 Candidates should demonstrate the ability to apply skills, knowledge and understanding

in physical activity.

AO3 Candidates should demonstrate the ability to analyse and evaluate critically physical

activity.

Examination Structure

Module 1 – PHED 1

2 hour exam

Six structured questions from section A

One question from section B

84 marks

Subject Content - AS Modules

Unit 1 – PHED1

Improving fitness & health

Nutrition

Lung function

Blood transport system

Heart function

Analysis of movement

Skills information processing

Learning and performance

Leisure provision

National curriculum, PE and school

sport

Equal opportunities

Unit 2 – PHED2

Practical coursework Practical exercise physiology


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Practical skill acquisition

Revision Guidance

Health and Fitness

• Definitions of health and fitness and the relationship between them.

• Consideration of the problems associated with trying to define health and fitness.

• Components of health-related fitness

– stamina,

– muscular endurance

– Strength,

– speed,

– power,

– flexibility

• Components of skill-related fitness

– Reaction time,

– agility,

– co-ordination

– balance

–

• Effect of lifestyle choices on health and fitness.

Nutrition

• The seven classes of food and their exercise-related function

– fats,

– proteins,

– carbohydrates,

– vitamins,

– fibre,

– minerals

– water

• The need for a balanced diet and the energy balance of food.

• The performer’s use of nutritional information based on their activity, difference in diet

composition between endurance athletes and power athletes.

• Definitions of obesity and the limitations in trying to define it.

• Percentage body fat/body composition and Body Mass Index (BMI) as measures of nutritional

suitability.

Pulmonary Function

• Mechanics of breathing

• Lung volumes and capacities and interpretations from spirometer readings regarding rest and

exercise.

• Gas exchange systems at alveoli and muscles

• Principles of diffusion, partial pressures, difference in oxygen and carbon dioxide content

between alveolar air and pulmonary blood

• Role of blood carbon dioxide in changing breathing rate.

Transport of blood gases

• Roles of haemoglobin and myoglobin.

• Transport of oxygen - Bohr shift

• Pulmonary and systematic circulation related to the various blood vessels (arteries/arterioles/

capillaries/venules and veins)

• Generation of blood pressures/velocities


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• Venous return mechanism

• Redistribution of blood/vascular shunting

• Arterio-venous oxygen difference (A-VO2 diff).

Cardiac Function

• Cardiac cycle

• Cardiac output, stroke volume and heart rate and the relationship between them.

• Heart rate range in response to exercise hormonal and nervous effects on heart rate.

• Role of blood carbon dioxide in changing heart rate

• Cardiac hypertrophy leading to bradycardia/ athlete’s heart.

• Starling’s law of the heart

• Cardio-vascular drift.

Analysis of movement (including planes and axis)

• Shoulder and elbow action in:

– Push-ups

– Over-arm throwing

– Forehand racket strokes

• Hip, knee and ankle action in:

– Running

– Kicking

– Jumping

– Squats

• Types of joint, articulating bones, joint actions, main agonists and antagonists, types of

muscle contraction: isotonic (concentric and eccentric) and isometric related to the above

sporting actions.

Levers

• Three classes of levers and examples of their use in the body related to the above specified

sporting actions

• Relationship of levers to effective performance

• Mechanical advantages and disadvantages and range and speed of movement.

Concepts, categorisations and benefits of physical activity to both the individual and society.

The characteristics and objectives of:

- Play

- Physical education

- Leisure and recreation

- Active leisure

- Outdoor and adventurous activities

- Sport

The relationships between these concepts, and be able to compare and

contrast one concept with another

The benefits of play, physical education, active leisure, outdoor and

adventurous activities and sport to the individual and to society.

Current provision for active leisure.

The characteristics and goals of the public, private and voluntary sectors

The advantages and disadvantages of the public, private and voluntary sector

provision


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The concept of ‘best value’ in relation to public sector provision.

Role of schools and national governing bodies in creating opportunities for

increasing participation.

The historical, social and cultural factors contributing towards the development of

the current provision of physical education (including the influence of the English

public schools on the emergence of rational recreation (including games) and the

concept of fair play)

How the development of physical activity within state elementary schools from the

early 20th century from the concepts of military drill to post World War II provision

and the emphasis on movement have helped increase participation

The characteristics of each of the Key Stages of the National Curriculum for Physical

Education and the relevance of each in relation to increasing opportunity for

participation

The factors influencing provision in schools and the impact this has on pupils’

experiences

The effects of developing school-club links • initiatives such as Physical Education

School Sport and Club Link Strategy (PESSCLS), School Sports Co-ordinator, Sports

Colleges, Active Sports, Sports Leaders UK, the TOPS programme, Whole Sport

plans designed to encourage the development of school-club links and explain the

potential benefits to the government (individuals or community)

The role of national governing bodies, Sport England and Youth Sports Trust in

increasing participation.

Potential barriers to participation and possible solutions for various target groups.

The terms equal opportunity, discrimination, stereotyping, inclusiveness and

prejudice and give possible examples of each in sport

The barriers to participation and possible solutions to overcome them for the

following target groups:

Disability

Socio-economic

class

Ethnic group

Gender

• The solutions to overcome discrimination in sport to raise participation

Skill Acquisition

Characteristics and definitions of skill

Difference between motor and perceptual abilities

Difference between skill and ability

Types of skill

– cognitive,

– perceptual

– psychomotor

• Classification of skill –

- use of skill continua

- discrete

- serial

- continuous,


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- gross

- fine,

- self paced

- externally paced.

• Information processing

– input

– senses,

– receptors,

– proprioception,

– perception,

– selective attention

– memory

– functions and

characteristics of short-

term sensory store,

– short-term memory

– long-term memory

– strategies to improve

memory,

– chunking,

– chaining,

– mental rehearsal

– practice

– decision making

– reaction time,

– simple reaction time,

– choice reaction time,

– response time,

– movement time and the

relationship between

them

– anticipation temporal

and spatial

– factors affecting

reaction time,

– Hick’s law,

– psychological refractory

period,

– single channel

hypothesis

– motor programmes and sub routines

– factors affecting the efficiency of the components of the information

processing system and strategies for improvement.

• Learning and performance

– learning stages of learning,

– use of guidance,

– how feedback differs between the different stages of learning

– learning plateaus

– causes and solutions

– intrinsic motivation

– extrinsic motivation,

– tangible and intangible

– learning theories

– operant conditioning,

– positive and negative reinforcement and punishment

– cognitive/insight theories

– Bandura’s observational model of learning

– social learning theory

– Schmidt’s schema theory

– transfer of learning

– impact of practice on improving learning

– goal setting


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AS PHYSICS

AS Physics Unit 1

1 hour written examination covering the following topics:

3.1.1 Particles & Radiation

Constituents of the Atom - proton, neutron, electron, charge, mass, atom,

isotope, specific charge

Stable and Unstable Nuclei - electromagnetic force, strong nuclear force,

radioactive, alpha particles, beta particles, gamma ray, neutrino, antineutrino

Particles, Antiparticles & Photons - electron, positron, proton, antiproton,

neutron, antineutron, neutrino, antineutrino, pair production, annihilation

Particle Interactions - gravity, gravitons, electromagnetic force, virtual

photons, strong nuclear force, gluons, weak nuclear force, bosons, exchange

particles, Feynman diagrams

Classification of Particles - hadrons, baryons, mesons, leptons, proton,

neutron, pion, kaon, electron, muon, neutrino

Quarks & Anti-quarks - up, down, strange, conservation laws, charge, baryon

number, lepton number

3.1.3 Current Electricity

Charge, Current & Potential Difference

Current/Voltage Characteristics – ohmic conductor, semiconductor diode,

filament lamp and Ohm’s Law

Resistivity – thermistors, superconductivity and temperature

Circuits – Current, potential difference, resistance and cells in series and

parallel circuits, conservation of charge

Energy & Power in Circuits

Potential Divider

Electromotive Force and Internal Resistance

Alternating Current (AC) - peak voltage, peak to peak voltage, root mean

square (rms) voltage

Oscilloscopes – dc and ac voltmeter, time period, frequency, time base, y-

gain

http://physicsnet.co.uk/a-level-physics-as-a2/particles-radiation/constituents-of-the-atom/

http://physicsnet.co.uk/a-level-physics-as-a2/particles-radiation/stable-and-unstable-nuclei/

http://physicsnet.co.uk/a-level-physics-as-a2/particles-radiation/particles-antiparticles-photons/

http://physicsnet.co.uk/a-level-physics-as-a2/particles-radiation/particle-interactions/

http://physicsnet.co.uk/a-level-physics-as-a2/particles-radiation/classification-of-particles/

http://physicsnet.co.uk/a-level-physics-as-a2/particles-radiation/quarks-antiquarks/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/charge-current-potential-difference/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/current-voltage-characteristics/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/resistivity/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/circuits/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/energy-power-in-circuits/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/potential-divider/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/electromotive-force-and-internal-resistance/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/alternating-current-ac/

http://physicsnet.co.uk/a-level-physics-as-a2/current-electricity/oscilloscopes/


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AS Physics Unit 2

1 hour written examination covering the following topics:

3.2.1 Mechanics

Scalars & Vectors – resolution of vectors, conditions for equilibrium, resolving

forces, closed triangle

Moments – torque, couple, principle of moments, centre of mass

Motion along a straight line - displacement, speed, velocity, acceleration,

equations of motion, velocity-time graphs, displacement-time graphs,

terminal velocity

Projectile Motion

Newton’s laws of motion – F = ma

Work, Energy & Power – efficiency, work done

Conservation of Energy – principle of conservation of energy, kinetic energy,

gravitational potential energy

3.2.2 Materials

Hooke’s Law – density, elastic limit

Stress & Strain – tensile stress, tensile strain, elastic strain energy, breaking

stress, plastic , brittle

The Young Modulus

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/scalars-vectors/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/scalars-vectors/resolving-vectors/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/scalars-vectors/conditions-for-equilibrium/



http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/scalars-vectors/conditions-for-equilibrium/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/moments/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/moments/centre-of-mass/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/motion-along-a-straight-line/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/projectile-motion/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/newtons-laws-of-motion/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/work-energy-power/

http://physicsnet.co.uk/a-level-physics-as-a2/mechanics/conservation-of-energy/

http://physicsnet.co.uk/a-level-physics-as-a2/materials/hookes-law/

http://physicsnet.co.uk/a-level-physics-as-a2/materials/stress-strain/

http://physicsnet.co.uk/a-level-physics-as-a2/materials/young-modulus/


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AS PRODUCT DESIGN

Unit 1: Materials, Components and Application in 3D Design

The rehearsal exam will last for 120 minutes.

Content of the Examination

– The exam will challenge students on their knowledge and understanding

of Materials and Components (Based around Capability Units 1 to 4 and

the accompanying investigative assignments)

Answer all questions in section A.

Choose one question in Section B.

Choose one question from Section C.

Each section will revolve around “Product Design” as per the syllabus

specification.

The paper GUARANTEES one question (in one form or another) on each of

the four materials covered in the first year of study.

Students are encouraged to use annotated technical illustrations to aid

communication.

Revision Guide – 2014/15

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AS PSYCHOLOGY

The rehearsal exam will take the same format as the external AQA PSYA2 examination. It will

be one and a half hours long and will be on the topics of STRESS, CONFORMITY and SOCIAL

INFLUENCE. There will be a range of questions including; short description questions, research

studies questions, applying knowledge questions and long extended writing questions (12 mark

essay). Examples of all of these can be found in the past paper questions booklets for these

topics. It will be beneficial for your revision to ensure that all these questions have been

completed.

The following topics will be examined.

BIOLOGICAL PSYCHOLOGY – STRESS

The body’s response to stress, including the pituitary-adrenal system and the

sympathomedullary pathway in outline.

Stress-related illness and the immune system.

Life changes and daily hassles as sources of stress.

Workplace stress, including the effects of workload and control.

Personality factors, including Type A and Type B behaviour, hardiness.

Psychological and biological methods of stress management, including stress

inoculation therapy and drug therapy.

SOCIAL PSYCHOLOGY – SOCIAL INFLUENCE

Conformity and explanations of why people conform, including informational social

influence and normative social influence.

Types of conformity, including internalisation and compliance.

Obedience to authority, including Milgram’s work and explanations of why people

obey.

Explanations of independent behaviour, including locus of control, how people resist

pressures to conform and resist pressures to obey authority.

How social influence research helps us to understand social change; the role of

minority influence in social change.

INDIVIDUAL DIFFERENCES - PSYCHOPATHOLOGY (ABNORMALITY)

Definitions of abnormality, including deviation from social norms, failure to function

adequately and deviation from ideal mental health, and limitations of these

definitions of psychological abnormality.

The biological approach to psychopathology.

Psychological approaches to psychopathology including the psychodynamic,

behavioural and cognitive approaches.

Biological therapies, including drugs and ECT.

Psychological therapies, including psychoanalysis, systematic desensitisation and

cognitive behavioural therapy (CBT)


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AS RELIGIOUS STUDIES


AS Religious Studies

Paper 1 Foundations

Paper 2 Investigations


AO1 Select and demonstrate clearly relevant knowledge and understanding through the use

of evidence, examples and correct language and terminology appropriate to the course of

study.

AO2 Critically evaluate and justify a point of view through the use of evidence and reasoned

argument.

Exam Structure

Foundations – Duration of 1¾ hours examination with questions from The Fourth Gospel and

Philosophy of Religion. Candidates are required to answer THREE questions across the two

sections.

Investigations – Duration of 1¼ hours examination with an essay title on Biblical evidence for

Life After Death.

Revision Guidance

For the Foundations paper candidates are required to revise their biblical study of The Fourth

Gospel paying particular attention to the Christological impact of ‘Signs’ and ‘I AM Sayings’ and

the role of Women in the Fourth Gospel.

In addition they are to revise the problems with belief in God (Evil and Suffering) the

Teleological Argument and the Cosmological Argument. For these topics students are required

to know both the key points and the associated strengths and weaknesses.

For the Investigations Paper candidates will be guided in an essay title which they will prepare

in advance and use this knowledge and preparation to answer the examination question in the

same style. This paper will be assessed in lesson time.

AS SOCIOLOGY

The rehearsal exam paper will follow the format of SCLY2 and will examine the areas below.

The paper is out of 90 and lasts for 2 hours. You will be answering the questions on Education

and research Methods which is split into the following 3 section.

Question 1 is on Education. It has one Item and four parts. Parts (a) to (b) are short questions,

part (c) is a mini essay, while part (d) is an essay.

Question 2 is on Research Methods in the context of Education. It has one Item and one essay.


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Question 3 is on Research Methods. It has four parts. Parts (a) to (c) are short questions, while

part (d) is an essay question. There is no Item for this question.

TOPIC AREAS FOR THE SOCIOLOGY OF EDUCATION

Areas to be covered;

The role and purpose of education, including vocational education and training, in

contemporary society.

Differential educational achievement of social groups by social class, gender and

ethnicity in contemporary society.

Relationships and processes within schools, with particular reference to teacher/pupil

relationships, pupil subcultures, the hidden curriculum and the organisation of teaching

and learning.

The significance of educational policies, including selection, comprehensivisation and

marketisation, for an understanding of the structure, role, impact and experience of

education.

The study of quantitative and qualitative research methods; their strengths and

limitations; research design.

The application of sociological research methods to the study of education.

Points to remember for essay question

Read the question carefully until you understand it; then make a brief plan.

Write a short introduction linking to key aspects of the question.

Stick to the question.

Discuss a range of concepts, explanations, theories/perspective and/or methods. Use

evidence from sociological studies.

Use the Items when instructed to, and use examples.

For ‘Assess’ questions, focus on showing the AO2 skills of Interpretation, Analysis and

Evaluation.

For ‘Examine’ questions, there are more marks for Knowledge and understanding, but

you still need to show some AO2 skills.


54

AS STATISTICS: Statistics 1



The use of a calculator is permitted


Statistics 1-Self Assessment Grid.

Assessment

(Grade and %)

Numerical Measures

Measures of Average

Frequency Tables

Measures of Spread

Standard Deviation and Variance

Changing Scale

Comparing Distributions

Probability

Equally Likely Outcomes

Relative Frequency

Mutually Exclusive Events

Independent Events

Tree Diagrams

Conditional Probability

Addition and Multiplication Law

Binomial Distribution

Calculate Binomial Probabilities

Binomial Formula

Using Tables

Mean and Variance

Normal Distribution

Continuous Distribution

Standard Normal Distribution

Normal Distribution Function

Standardising a Normal Variable

Probabilities from a Normal Distribution

Percentage Points of the Normal Distribution

Modelling

Notation

Central Limit Theorem


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Assessment

(Grade and %)

Confidence Intervals

For Mean of a Normal Distribution where Standard

Deviation is known

For Mean based on a large sample

Correlation

Scatter Diagrams

Studying Results

Product Moment Correlation Coefficient (PMCC)

Limitations

Regression

Definition

Nature of Data

Residuals

Finding the Regression Line

Interpreting the line

Plotting the Regression Line

Use of Residuals

Predictions ( Interpolation/ extrapolation)


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YEAR 12 REVISION PLANNER – Week 1

Use the table below to plan your revision carefully.

Day/Date Subject Topic(s) Completion

Check

(Parents/Staff)

Mon. 9th Feb.

Tues. 10th Feb.

Weds. 11th Feb.

Thurs. 12th Feb.

Fri. 13th Feb.

Weekend


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Check

(Parents/Staff)

Mon. 16th Feb.

Tues. 17th Feb.

Weds. 18th Feb.

Thurs. 19th Feb.

Fri. 20th Feb.

Weekend


58




Check

(Parents/Staff)

Mon. 23rd Feb.

Tues. 24th Feb.

Weds. 25th Feb.

Thurs. 26th Feb.

Fri. 27th Feb.

Weekend


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Revision Notes

Documents

2014/15 YEAR 12 REHEARSAL EXAMINATIONS - … notes in your own words, ... AS BIOLOGY – UNIT F211 and F212 Unit F211 – Cells Exchange and Transport