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For Students studying TRIPLE SCIENCE (Separates)
For exams taken in Summer 2019
Year 11 GCSE Revision Checklist & Course Companion
THE KNOWLEDGE
Externally Set Assignment Timetable
· Component 2 (40%) will be completed over 10 weeks
· Sketchbook and loose work MUST be handed in at the beginning of the 10 hours – this can be referred to during the 10 hours but NOT worked into
· Final Piece and any work completed in the 10 hours MUST be handed in at the end of the 10 hours
Week
AO
Classroom Activity
Home Learning
1
07/01/19
(2 lessons)
AO3
Record
Choose Exam Question
Observational Studies Drawing and painting around theme
2 x blind studies
1 x pencil
1 x biro or pen
Complete a title page and mind map with drawings and found images included
2
14/01/19
(2 lessons)
AO3
Record
Observational Studiesusing varied art materials
1 x ink
1 x watercolour
1 x continuous line
PHOTOGRAHY - in lesson x 10 good quality photos of objects linked to your theme
Choose Artist 1: Create artist reference page (2 x A4 pages) –include images, drawings and artist information
EXT: write analysis
3
21/01/19
(2 lessons)
AO1
Develop
Experiments
Printmaking - complete mono print experiments onto mixed media backgrounds (linked to your theme) work into these prints with watercolour and/or oil pastel
Present photography and work so far, observational studies, print making with good quality annotation reviewing and evaluating as you go- use the annotation guide
4
28/01/19
(2 lessons)
AO1
Develop
Mixed Media Observational studies
Using a choice of media complete observational studies drawn directly from your photographs in the spaces around your photos
Choose Artist 2: Create artist reference page (2 x A4 pages) –include images, drawings and artist information
EXT: write analysis
5
04/02/19
(2 lessons)
AO2
Refine
Experiments
Printmaking - complete lino, poly or collagraph prints onto mixed media backgrounds (linked to your theme) work into these prints with watercolour and/or oil pastel
Present work so far, observational studies, print making with good quality annotation reviewing and evaluating as you go - use the annotation guide
6
11/02/19
(2 lessons)
AO2
Refine
Initial Ideas:
Develop at least 10 quick ideas
DRAW OUT x 4 initial ideas – good quality ideas in colour with annotation
Present 10 quick ideas and 4 x initial ideas.
Make sure you explain and evaluate your ideas and choices
Half Term
Choose Artist 3: Create artist reference page (2 x A4 pages) –include images, drawings and artist information
EXT: write analysis
7
25/02/19
(2 lessons)
AO2
Refine
Final Idea Experimentation – choose one idea and start experimenting with materials
Continue with individual experiments – 2 x A4 double pages
8
04/03/19
(2 lessons)
AO2
Refine
Experimenting with materials - develop your experiments even further
Continue with individual experiments – 2 x A4 double pages
Draw out final chosen idea 1 x A4 drawing
9
11/03/19
(2 lessons)
AO4
Present
Final Experiments - develop experiments further and start testing materials – try things out exactly how you would do it in the exam
Finish ALL experiments and sketchbook work
10
18/03/19
AO4
Present
Prepare for exam:
Scale-up final idea
Refine composition
Refine skills/ techniques
Prepare art materials needed
Use checklist to ensure you have enough evidence for all of the Assessment Objectives
Refine sketchbook work to boost mark – make sure you have COMPLETED AND IMPROVED ALL YOUR WORK
11
25/03/19
10 hour Sustained Focus
AO4
Present
EXAM SESSION:
Tuesday 26th March
Wednesday 27th March
Thursday 28th March
Friday 29th March
You hand in all sketchbook and prep work/loose work at the beginning of day one
Final piece is handed in at the end of day two
ASSESSMENT OBJECTIVES
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Business Studies
Separate guidance will be issued
GCSE Dance
Exam board: AQA GCSE Dance 8236
Website link: http://www.aqa.org.uk/subjects/dance/gcse
Recommended books:
Students will be provided with all resource packs and fact files for the course.
You will be sitting one written exam and completing three practical tasks.
Component 1
Performance and Choreography
Performance:
40 marks
30% of GCSE
Choreography:
40 marks
30% of GCSE
Performance:
· Sets phrases through a solo performance (1 minute in duration)
· Duet/trio performance
Choreography:
· Solo or group choreography
Component 2
Dance appreciation
80 marks
40% of GCSE
· Knowledge and understanding of choreographic processes and performing skills.
· Critical appreciation of own work
· Critical appreciation of professional works
Revision Checklist
Dance appreciation (Component 2) is assessed through a written exam of 1 hour 30 minutes. You will be assessed on your own performance and choreography through describing, analyzing, interpreting, evaluating and reflecting.
Key knowledge & understanding:
Performance:
· The meaning of relevant performance terminology
· The contribution of performance to audience understanding of the choreographic intent of the work including the mood, meaning, idea, theme and/or style/style fusion.
Choreography:
· The meaning of relevant choreography terminology
· The contribution of choreography to audience understanding of the choreographic intent of the work including the mood, meaning, idea, theme and/or style/style fusion.
Appreciation of six set works:
· Artificial Things
· A Linha Curva
· Infra
· Shadows
· Within her eyes
· Emancipation of Expressionism
You must know and understand the defining characteristics of each set professional work, including:
Features of production: Staging/set, lighting, properties, costume, dancers, aural setting and dance for camera.
Performance environments: Proscenium arch, end stage, site-sensitive and in-the-round.
Choreographic approaches
Choreographic content: movement content, structuring devices & form, and choreographic devices.
Choreographic intent: mood, meaning, idea, theme & style/style fusion.
Professional work
Got notes
(features of production, performance environment, choreographic approaches, choreographic content, choreographic intent)
Understand notes
Key words/revision sheets/cards completed
Any questions/notes/handouts missing?
Artificial things
A Linha Curva
Infra
Shadows
Within her eyes
Emancipation of Expressionism
GCSE Drama
We follow the OCR GCSE Drama course: http://www.ocr.org.uk/qualifications/gcse-drama-j316-from-2016/
There are 3 Components to study. Component 1 is competed in Year 10 (devised performance and portfolio).
In Year 11 we are working to complete Component 2 and Component 3.
Component 2: Presenting and Performing Texts
You will work in groups to stage 2 extracts from a play. The exam board will confirm the date of the performance early in the Spring Term and letters will sent home to inform students and parents as soon as we know the date.
To be successful in this unit students must:
Task:
Completed:
Have read the entire play-text
Have researched the S/C/H/P contexts of the play-text
Have chosen 2 extracts to perform which meet the time requirements
Considered what are the demands of the 2 extracts
Decided upon a director’s intention for each extract
Developed their role/s
Rehearsed with their group members each week at lunch/afterschool
Leant all lines
Completed a teacher assessed rehearsal/dress rehearsal
Completed a draft written concept pro-forma
Completed a written concept pro-forma
Component 3: Performance and Response
This is a written exam paper. There are 2 sections to the written exam. Section A focuses on the set-text of Blood Brothers and Section B asks you to evaluate a live performance that you have seen during the course. The exam paper is marked out of 80 and is worth 40% of your overall GCSE. The paper is 1 hour and 30 minutes in length (a mark per minute with 10 mins reading and reviewing time). It is recommended that you have your own copy of Blood Brothers to revise from.
Section B
We recommend that you start with Section B first! Aim to write for 30 mins. Remember to use:
· An essay style structure
· Detailed examples from the production
· Subject-specific vocabulary
· Evaluations of the use of production elements and their impact on the audience.
Section A (Blood Brothers). Write bullet point/brief answers, read the questions very carefully!
Do/Know/Understand
Achieved:
Social Context
Historical Context
Cultural Context
Theatrical conventions of 1970’s/1980’s
Characteristics of the text:
Genre
Structure
Characters
Form and style
Theatrical setting
Plot and subplot
Dialogue
Stage directions
How meaning is communicated:
Performance space
Spatial relationships
Relationship between audience and performer
Design of set/costume/lighting/sound
An actor’s vocal interpretation
An actor’s physical interpretation
Use of performance conventions
Development of Drama and performance:
Contemporary Staging
Role of theatre makers
Acting skills
Vocal techniques
Non-verbal communication
Use of semiotics
Design and use of set
Character development: Costume/Hair/Make-Up
Use of lighting
Use of sound
Performance Styles
Features of a performance text:
Acts and scenes
Antagonist
Character
Dialogue
Duologue
Flashback
Monologue
Plot and subplot
Protagonist
Stage directions
English Language Paper 1
Length of Exam: 1 hour 45 minutes
Exam Board: AQA
Question number
Question
Skills
1
List 4 things…
4 marks
Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts
2
How does the writer use language to…?
8 marks
Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.
3
How the writer use structure to…?
8 marks
Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.
4
Personal response to a statement based on the extract. To what extent….
20 marks
Evaluate texts critically and support with appropriate quotations
5
Extended writing
Narrative or descriptive writing. The opening to a story or response to a picture.
24 marks for content and organisation
16 marks for accuracy
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence.
You need to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
English Language Paper 2
1 hour 45 mins
Exam Board: AQA
Question number
Question
Skills
1
Choose 4 true/false statements
4 marks
Identify and interpret explicit and implicit information and ideas.
Select and synthesise evidence from different texts
2
Using BOTH sources write a summary of the differences between…
8 marks
Identify and interpret explicit and implicit information and ideas
Select and synthesise evidence from different texts
3
Only use Source B
Comment on how language is used …
12 marks
Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.
4
Use both Source A and B
Compare how the writers convey their different attitudes and perspectives. Focus on writer’s perspective.
16 Marks
Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.
5
Writing to Explain /Argue/persuade
24 marks for content and organisation
16 marks for accuracy
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence.
You need to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
·
English Literature Paper 1
Length of Exam: 1 hour 45 mins
Exam Board: AQA
This is a closed book examination which means you will have an extract to look at but you will have to use your memory when writing about the play as a whole.
Top Tip:
Revise quotations from important sections of the texts. Revise themes and characters.
TEXTS TO REVISE: Romeo & Juliet and A Christmas Carol or Dr Jekyll and Mr Hyde
Answer ONE question from Section A- Shakespeare. You need to answer the question on the text we have studied- Romeo and Juliet.
You are given an extract from the text. The question will relate specifically to the extract and the play as a whole.
30 marks
4 marks: SPAG
Answer ONE question from Section B- 19th Century Novel. You need to answer the question on the text we have studied- A Christmas Carol or Dr Jekyll and Mr Hyde
You are given an extract from the text. The question will relate specifically to the extract and the play as a whole.
30 marks
English Literature Paper 2
Length of Exam: 2 hour 15 mins
Exam Board: AQA
Modern Texts and Poetry
Section A - An Inspector Calls
Answer one question based on a theme or character from the text. You will always have a choice from two bullet points.
30 Marks
4 Marks: SPAG
Section B - Poetry
Answer one question from the appropriate cluster- Power and Conflict or Love and Relationships. Compare the supplied poem with one of your choice.
30 marks
Section C - Unseen Poetry
Question 1- focus on how the poet presents ideas.
24 Marks
Question 2- Another unseen poem comparing how poets present their attitudes. Read the question first because it always tells you what the poem is about!
8 Marks
Skills for Literature:
Read and understand and respond to texts
Maintain a critical style and develop and informed, personal response
Use quotations to support interpretations
Analyse the language, form and structure used by a writer
Show an understanding of the relationships between texts and the contexts in which they were written
Use a range of vocabulary and sentence structure
Accurate spelling
Revision topics for Food Preparation and Nutrition GCSE.
You will be assessed on three of the four assessment objectives in the written exam.
Percentage
Assessment Objectives
What does this mean ?
AO1
20%
Demonstrate knowledge and understanding of nutrition, food, cooking and preparation
Give facts and information, add layers of facts i.e.
Basic fact: protein is for growth, maintenance and repair.
Layer one: It is found in animal and plant forms.
Layer two: HBV proteins give all of the essential amino acids
AO2
20%
Apply knowledge and understanding of nutrition, food, cooking and preparation
Give examples and explain why i.e.
Protein is an essential part of the diet, it enables us to develop muscle and repair our bodies. It is easy to provide if you eat a wide range of foods. Vegans and vegetarians would need to eat a wider range of sources to ensure they got all of the essential amino acids. For example, beans on toast with cheese would provide all of the essential amino acids. Eating just the cheese would do the same.
AO3
-
Plan prepare, cook and present dishes, combining appropriate techniques
This is NOT examined in the written paper it is your PRACTICAL cooking session.
AO4
10%
Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by yourself and others
Analyse why things happen, explain what is going on in a dish. Explain and evaluate which product/method would be best. For example:
Using plain flour in choux pastry would give you a good result as it has a reasonably high gluten content. However, using bread flour, which has a higher gluten content would give you a better result as the protein would give a stronger structure and trap more air. This would give a lighter and crisper product.
The Exam:
You will be tested on the six areas of content:
1. Food Commodities
2. Principles of Nutrition
3. Diet and good health
4. The science of food
5. Where food comes from
6. Cooking and food preparation
Area of content
Revision areas within this topic
Food Commodities
· Dairy products
· Eggs
· Meat and fish
· Cereals
· Fruit and vegetables
· Alternative proteins
· Fats, oils and sugars
For all of the above you should know the following:
· How much we should eat
· Methods of cooking
· Range of standard recipes
· Provenance
· Methods of production
· Seasonality – where appropriate
· Range of colours flavours and textures provided by them
· Alternatives you could use instead
Principles of nutrition
· Five main nutrient group – proteins/fats/carbohydrates/vitamins/minerals
· Name of nutrient
· Is it a macro or micro nutrient?
· Functions
· Deficiency
· Food sources
· Proper names (for B vitamins and names of amino acids make sure you know at least 3 specific ones ,no more)
Diet and good health
· Healthy eating guidelines
· Government legislation that supports healthy eating
· What are terms such as GI/ NSP/PAL/EAR/RDA
· Different factors that affect the food we eat/choose to eat. For example: religion/climate/age/sex/disease/allergies/finance etc.
The science of food
· Functional properties and working characteristics of all of the food groups in the commodities section. What do they do in recipes and how? I.e. flour is high in starch and gluten – how does this work in a range of recipes. Use examples.
· Food spoilage – pathogenic bacteria
· What are pathogenic bacteria? Name some, know about their symptoms and where they are found and why they are dangerous.
· Preventing food spoilage
· Food hygiene and storage of food
· Core temperatures
· Methods of cooking – baking/roasting/boiling/steaming etc.
· Methods of making – creaming/all in one/melting/rubbing in etc.
· Methods of heat transfer – radiation/convection/conduction
Where food comes from
· Food provenance
· Primary and secondary processing
· Food miles
· Reduction of packaging and waste
· EU regulations about where food comes from and how it can be labelled – Champagne can only come from the Champagne region in France
Cooking and presentation of food
Basic recipes and scientific understanding of methods for:
· Sauces – roux, blended, reduction, starch thickened, emulsions
· Cakes – all in one, creamed, whisked, melting, rubbed in
· Pastry – choux, shortcrust, sweet pastry, rough puff,
· Bread – yeast (leavened) and unleavened
· Batters
· Biscuits – creamed, rubbed in
· Presenting food – what makes it look good – colour, height, range of textures, the plate it is on etc.
· Seasoning
· Tasting as you go
· Who your audience is – target market. Very different in a two Michelin star restaurant to home cooking or Mc Donald’s
Year 10 & 11 French
Exam Board: AQA –Specification can be found: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
Writing
· 1 hour (Foundation Tier)
· 1h15 (Higher Tier)
25% of the final mark
Foundation Tier • Question 1 – message (student produces four sentences in response to a photo) – 8 marks
• Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks
• Question 3 – translation from English into French (minimum 35 words) – 10 marks
• Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks words essay
Higher Tier
• Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks
• Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks
• Question 3 – translation from English into French (minimum 50 words) – 12 marks
Speaking
· 7–9 mn (Foundation Tier) + preparation time
· • 10–12 mn. (Higher Tier) + preparation time
25% of the final mark
· Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)
• Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)
• General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)
Listening
· Written exam: 35 minutes (Foundation Tier)
· 45 minutes (Higher Tier)
25% of the final mark
Foundation Tier and Higher Tier
• Section A – questions in English, to be answered in English or non-verbally
• Section B – questions in French, to be answered in French or non-verbally
Reading
· Written exam: 45 minutes (Foundation Tier)
· 1 hour (Higher Tier)
25% of the final mark
· Section A – questions in English, to be answered in English or non-verbally
• Section B – questions in French, to be answered in French or non-verbally
• Section C – translation from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)
The following topics could be found in the final exam:
Vocabulary area
Theme 1: Identity and culture
Relationships with family and friends
Marriage/partnership
Social media
Mobile technology
Music
Cinema and TV
Food and eating out
Sport
Customs and festivals in French-speaking countries/communities
Theme 2:
Local, national, international and global areas of interest
Home, town, neighbourhood and region
Charity/voluntary work
Healthy/unhealthy living
The environment
Poverty/homelessness
Travel and tourism
Theme 3:
Current and future study and employment
My studies
Life at school/college
Education post-16
Jobs, career choices and ambitions
Grammar area
Example
I can recognise this area in texts
I can recognise this area in listening tasks
I can use this area accurately in a writing
I can use this area accurately in a speaking
Pronouns
Je/ tu/ il/ nous…
Connectives
Donc/ mais/ et/ cependant/ pourtant
Reflexive verbs
Je me lave/nous nous brossons les dents
Present tense
Je mange/ nous allons/ ils font
Perfect tense (past1)
J’ai mangé/ je suis allé/ nous sommes allés
Imperfect tense
Je mangeais/ nous allions
Immediate Future
Je vais manger/ nous allons aller
Simple Future
J’irai/ je mangerai/ nous ferons
Conditional
Je voudrais/ j’aimerais/ nous ferions
Pluperfect
J’avais mangé ( I had eaten) j’étais descendu (I had gone down)
Subjunctive present in common expressions (higher)
Il faut que j’aille travailler (I have to go working)/ il est possible que je sois en retard (it is possible that I am late)
Idioms/ saying (higher)
‘quand les poules auront des dents’
· Recommended book: CGP GCSE French complete revision and practice
· Recommended websites: Kerboodle, memrise, BBC Bitesize, linguascope, languagesonline
· Exam papers: http://www.aqa.org.uk/subjects/languages/gcse/french-8658/assessment-resources
·
Year 11 Geography Exam 2019
We study the EDUQAS Specification B course.
The exam is made up of three parts. Paper 1, is 1 hour 45 mins long. It is based on questions from Theme 1, 2 and 3. Each theme contains a series of compulsory questions which start off short and then build in length and complexity. Paper 2, is 1 hour 30 mins long. It is made up of three sections and is a problems solving or Decision Making Exercise (DME) where you learn about an issue or problem and attempt to solve it. You then work through a series of questions to help you to decide upon a project to support and then write an extended letter or report to make your views/decision clear. Paper 3, is 1 hour 30 mins and tests your fieldwork skills and your ability to apply what you have learnt at Dawlish Warren and in Exeter to a series of scenarios.
Suggested books:
My Revision Notes WJEC B GCSE Geography, Hodder Education ISBN: 9781471887376
Our textbook is: WJEC EDUQAS GCSE (9-1) Geography B, Hodder Education ISBN: 9781471857874
IT resources:
Great videos on https://timeforgeography.co.uk
http://www.bbc.co.uk/schools/gcsebitesize/geography/
Unit Ref
Topic
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Theme 1:
CHANGING PLACES - CHANGING ECONOMIES
Key Idea 1.1:
Urbanisation in contrasting global cities like Mumbai and Sydney.
1.1.1
To what extent is urbanisation a global issue?
1.1.2
What are the ways of life and current challenges created by urbanisation in two global cities? Mumbai and Sydney.
1.1.3
What strategies can be used to manage the impacts of urbanisation in global cities?
Key Idea 1.2:
Urban and rural processes and change in the UK
1.2.1
What changes are taking place in where people live in both urban and rural areas of the UK?
1.2.2
What are the distinctive features of urban areas in the UK? Housing in Exeter
1.2.3
What factors help to drive urban and rural change across the UK?
1.2.4
What is the cause and effect of change in retail provision across the UK? Shopping in Exeter.
1.2.5
What are the issues associated with leisure use in urban and rural areas across the UK? Cardiff and Haytor.
Key Idea 1.3:
A global view of development issues
1.3.1
What are global patterns of development?
1.3.2
What are the global processes that connect countries at different levels of development including the UK? Globalisation.
1.3.3
What are the causes and consequences of uneven development?
1.3.4
What are the advantages of different types of aid project?
Theme 2:
CHANGING ENVIRONMENTS
Key Idea 2.1:
Shaping the landscape - coasts and coastal management South Devon coast, Dawlish Warren.
2.1.1
How do people and processes contribute to the development of distinctive coastal landscapes in the UK?
2.1.2
How are coastlines managed?
2.1.3
Why is coastal management often controversial?
2.1.4
What are the predicted impacts of climate change on coastal landscapes and communities? Baharmas
Key Idea 2.2:
Shaping the landscape - rivers and river management Boscastle.
2.2.1
How do people and processes contribute to the development of distinctive river landscapes in the UK?
2.2.2
Why do rivers flood and what are the consequences of flooding?
2.2.3
How can rivers be managed to reduce the risk of flooding? Boscastle.
2.2.4
Why is river flood management often controversial?
Key Idea 2.3:
Weather and climate California and Cyclone Pam
2.3.1
Why is the UK climate so variable?
2.3.2
How does the global circulation of the atmosphere create distinctive climate zones?
2.3.3
How are weather hazards distributed at a global scale and how does this pattern change over time?
2.3.4
What are the causes, impacts and responses to two contrasting extreme weather events?
Key Idea 2.4:
Climate change - cause and effect Bahamas.
2.4.1
How has climate changed during the Quaternary period?
2.4.2
What are the causes of global warming?
2.4.3
What are the consequences of climate change?
2.4.4
How and why do attitudes to climate change vary?
2.4.5
What role can individuals and government in the UK play in reducing the risk of climate change?
Theme 3:
ENVIRONMENTAL CHALLENGES
Key Idea 3.1:
How ecosystems function Dawlish Warren.
3.1.1
What is the relationship between climate and biomes at a global scale?
3.1.2
What physical processes and interactions operate within ecosystems?
3.1.3
How are small scale ecosystems in the UK used and managed?
Key Idea 3.2
Ecosystems under threat Dawlish Warren. Rainforests
3.2.1
How are ecosystems used by people?
3.2.2
How are ecosystems damaged by human activity?
3.2.3
Why and how are ecosystems managed in a sustainable way?
Key Idea 3.3
Water resources and management Katse Dam.
3.3.1
Why does supply and demand for water vary over time and space?
3.3.2
What happens when demand for water exceeds supply?
3.3.3
What are the challenges of managing water supplies?
Key Idea 3.4:
Desertification Burkina Faso
3.4.1
What are the physical processes operating in hot semi-arid regions that make them vulnerable to desertification?
3.4.2
To what extent does human activity contribute to the problem of desertification?
3.4.3
How can environments vulnerable to desertification be managed?
Fieldwork paper
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Concept
Mitigating risk
I understand the meaning of mitigating risk. I know how areas and people might be at risk. I know how risks might be managed
Fieldwork method
Measurement of flows
I know what a flow is.
I know how I have used one.
I know other uses it could be put to.
I know some strengths and weaknesses of measuring flows.
Mathematical skills
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Calculate distance from maps using the scale line and estimate area.
Sample using random, systematic, opportunistic and/or stratified techniques.
Median, mean, range, quartiles and interquartile range, mode and modal class.
calculate percentage increase/decrease in population from a line graph.
Draw a histogram of a normal/skewed distribution and use it to calculate percentiles.
Sketch trend lines through scatter plots; draw estimated lines of best fit.
Interpret evidence to make predictions. Interpolate and extrapolate trends on a line graph.
Identify weaknesses in selective statistical presentation of data.
Map and Graph skills
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Use and understand gradient, contour and spot height on OS maps and other isoline maps.
Interpret cross sections and transects.
Use and understand coordinates, scale and distance. Give 4 and 6 figure grid references. Measure distance accurately and estimate area from maps.
Describe location, distribution and other spatial patterns as shown on a map.
Select and construct appropriate graphs and charts to present data, using appropriate scales. Bar and line charts, pie charts, proportional circles, pictograms, histograms with equal class intervals, star and radial graphs, kite diagrams, dispersion graphs, triangular graphs and scatter graphs.
Interpret population pyramids, choropleth maps and flow-line maps.
HISTORY GCSE REVISION BOOKLET
Exam board Edexcel
URL for where to find syllabushttps://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
Recommended books Revise Edexcel GCSE (9-1) History Weimar and Nazi Germany Revision Guide Revise Edexcel GCSE (9-1) History Crime and Punishment Revision Guide Revise Edexcel GCSE (9-1) History Henry VIII and his ministers Revision Guide Revise Edexcel GCSE (9-1) History Superpower relations and the Cold War revision guide
Recommended websiteswww.activehistory.co.uk
www.bbc.co.uk/schools/gcsebitesize/history
www.historygcse.org
www.historylearningsite.co.uk
www.learningcurvegov.uk
www.schoolhistory.co.uk
www.schoolshistory.org.uk
www.spartacus.schoolnet.co.uk
www.thinkinghistory.co.uk
Exam arrangements - you will be sitting 3 examination papers
Unit 1 Crime and Punishment
1 hour 15 minutes
30% of final mark
6 questions
Unit 2 Superpower Relations and the Cold War and Henry VIII and his ministers
1 hour 45 minutes
40% of final mark
6 questions
Unit 3 Weimar and Nazi Germany 1918-1939
1 hour 20 minutes
30% of final mark
6 questions
Checklist
Topic
Got notes
Understand notes
Keywords / revision sheet / cards completed
Any questions that need to be asked?
Paper 1: Crime and Punishment
Topic 1: C.1000-1500 Medieval England
1.1 Crime, punishment and law enforcement in Anglo-Saxon England
1.2 Crime, punishment and law enforcement in Norman England
1.3 Crime, punishment and law enforcement in the later Middle Ages
1.4 Case study: the influence of the Church on crime and punishment
Topic 2: C. 1500-1700 Early Modern England
2.1 Changing definitions of crime, c1500-1700
2.2 Law enforcement and punishment, c1500-1700
2.3 Case Study: The crimes and punishment of the Gunpowder plotters, 1605
2.4 Witchcraft and the law, c1500-1700
Topic 3 c1700-1900
3.1 Changing definitions of crime, c1700-c1900
3.2 Changing attitudes to punishment, c1700-c1900
3.3 Law enforcement, c1700-c1900
3.4 Case study: The separate system at Pentonville Prison
3.5 Case Study: The reforms of Robert Peel
Topic 4: c1900-present
4.1 Crime and definitions of crime, c1900-present
4.2 Law enforcement, c1900-present
4.3 Changes in punishment, c1900-present
4.4 Case study: Conscientious Objectors in the First and Second World Wars
4.5 Case Study: The Derek Bentley case and the abolition of capital punishment
Topic 5: Whitechapel, c1870-1900: Crime policing and the inner city
5.1 Context: policing the nation
5.2 The local context of Whitechapel
5.3 Tensions in Whitechapel
5.4 Police organization in Whitechapel
5.5 Investigative policing in Whitechapel
Paper 2: Superpower relations and the Cold War and Henry VIII and his ministers
The Cold War
Topic 1 The origins of the Cold War
Ideological differences: communism and capitalism
Tehran, Yalta and Potsdam Conferences
Impact of the atomic bomb and Soviet satellite states
Truman Doctrine and Marshall Aid
Comecon and Cominform
1948 Berlin Blockade and Airlift
The creation of the Warsaw Pact and Nato
The arms race
The Hungarian Uprising
Topic 2 Cold War Crises, 1958-70
The Berlin Crisis
The Cuban Missile Crisis
The Invasion of Czechoslovakia
Topic 3 The end of the Cold War
Détente
The Soviet Invasion of Afghanistan
Reagan and the Second Cold War
Gorbachev’s New Thinking (Glasnost and Perestroika)
The end of the Soviet hold on Eastern Europe
The fall of the Berlin Wall
Henry VIII and his ministers
Topic 1 Henry VIII and Wolsey, 1509-29
1.1 Henry VIII renaissance Prince
1.2 The rise of Wolsey and his policies
1.3 Wolsey’s foreign policy
1.4 Wolsey, Catherine, the succession and annulment
Topic 2 Henry VIII and Cromwell, 1529-40
2.1 Cromwell’s rise to power, 1529-34
2.2 Cromwell and the King’s marriages
2.3 Cromwell and government, 1534-40
2.4 The fall of Cromwell
Topic 3: The Reformation and its impact, 1529-40
3.1 The break with Rome
3.2 Opposition to, and impact of, the Reformation, 1534-40
3.3 The dissolution of the monasteries
3.4 The Pilgrimage of Grace
Paper 3: Weimar and Nazi Germany, 1918-1939
Topic 1 The Weimar Republic, 1918-29
The impact of WW1 and setting up of the Weimar Republic
The Strengths and weaknesses of the Weimar Constitution
The Treaty of Versailles and its impact
Economic challenges to the Weimar Republic
Political challenges to the Weimar Republic
Stresemann and the recovery of Germany, 1924-29
Changes in society, 1924-29
Topic 2 Hitler’s rise to power, 1919-33
Early development of the Nazi party
Munich Putsch and the lean years
Reasons for limited support for the Nazis in the 1920s
The Wall Street Crash and Depression
Why did people support the Nazis?
How did Hitler become Chancellor?
Topic 3 Nazi control and dictatorship, 1933-39
The Reichstag Fire
Enabling Act
Removal of opposition
The Night of the Long Knives
The Death of Hindenburg and establishment of a dictatorship
The creation of a police state
Controlling religious views
Propaganda and Censorship
Church opposition to the Nazis
Youth opposition to the Nazis
Topic 4 Life in Nazi Germany, 1933-39
Nazi policies towards women
Nazi policies towards young people
Employment and living standards
The persecution of minorities
ICT Revision Guide
Separate Guidance will be issued
Mathematics
Exam Board:- Edexcel
Course Code:- 1MA0
Three papers :- One non-calculator, Two calculator
Both 1.5 hours long
Highlighted light gray means additional foundation content (grade 5).
Highlighted dark gray means higher.
SEPARATE REVISION RESOURCES TO FOLLOW FROM THE MATHS TEAM.
Unit hhhhh
Topic
Maths Watch Clip
Understand it
Number
Read, write and order whole numbers
2
Order, perform 4 operations, solve problems involving negative numbers
2,23,68
Use symbols <,>, =, ≠, ≤ and ≥
Recognise types of number including factors, multiples; prime, square, cube and triangular numbers
28
Know square numbers up to 15 x 15 and recognise powers of 2,3,4 and 5
81
Know that 10 cubed = 1000 and 10 to the power of 6 is a million
Calculate with positive integer powers and associated real roots (square, cube and higher)
Use order of operations
75
Express a number as a product of its prime factors including unique factorisation theorem
78
Find a highest common factor and lowest common multiple including problem solving
79,80
Add and subtract with whole numbers and decimals
17,18
Multiply and divide with whole numbers and decimals
19,20,66, 67
Round to the nearest whole number, ten, hundred or thousand
31
Round to decimal places and significant figures including appropriate rounding for contextual problems
32, 90
Know not to round values during intermediate steps of a calculation
Estimate answers to calculations including powers
91
Find answers to related calculations using place value
92
Expressions
Recognise expressions, equations, formulae and identities
Translate simple situations into algebraic expressions or formulae
137
Substitute integers into formulae
95
Simplify expressions by collecting like terms
33
Simplify expressions involving sums, products and powers including using the laws of indices
34,35
Expand single brackets
93, 134a
Expand double brackets (FOIL)
134b
Expand more than two binomials
178
Factorise expressions into single brackets
94
Factorise quadratic expressions (a=1) including the difference of two squares
157, 158
Factorise quadratic expressions (a ≠1)
192
Solve quadratic equations by factorising (introduction)
Fractions
Express one quantity as a fraction of another
Find equivalent fractions, simplify fractions, convert between improper fractions and mixed numbers
24,25,26
Order fractions
70
Find the reciprocal of a fraction
76
Add and subtract fractions including where both denominators are changed and mixed numbers
71,
Multiply and divide fractions(FLAM) including mixed numbers
73,74
Find a fraction of a quantity
72
Simplify algebraic fractions by factorising
210
Add and subtract simple algebraic fractions
210
Convert between fractions, decimals and percentages
84, 85
Convert recurring decimals to fractions
3, 177, 189
Ratio and Proportion 1
Simplify ratios including expressing the division of a quantity into parts as a ratio
Divide a quantity into a given ratio
106
Express a multiplicative relationship between two quantities as a ratio or a fraction
Solve problems involving direct proportion including best buy, conversion, scales and mixtures
39, 41, 105
Solve problems involving inverse proportion
42
Statistics 1
Plot a scatter diagram from a data set
129
Recognise and describe correlation including commenting on its strength
Know correlation does not indicate causation
Construct a line of best fit and use to make predictions
Know the limitations of extrapolation
Linear Equations and Inequalities
Solve linear equations in one unknown
100, 135
Solve linear equations in one unknown including with the unknown on both sides of the equation
Rearrange formulae to change the subject
101, 136
Rearrange harder formulae to change the subject to include factorisation, powers and reciprocals
190
Solve two simultaneous equations in two variables (linear/linear) algebraically and graphically
140, 162
Set up an equation or two simultaneous equations from a word problem, solve and interpret the solution
137
Use symbols <,>, =, ≠, ≤ and ≥
Solve linear inequalities in one variable
139
Represent the solution set of an inequality on a number line
138
Indices and Surds
Calculate with roots, integer indices and using the laws of indices
82
Calculate with fractional indices
188
Simplify expressions using the laws of indices
29, 82, 131, 154
Simplify surds
207
Calculate exact values using surds
207
Estimate roots of any given positive number
207
Rationalise denominators
207
Simplify algebraic expressions involving surds
Expand products of binomials involving surds
Interpret and calculate with standard index form notation with and without a calculator
83
Straight line graphs
Interpret simple expressions as functions with inputs and outputs
36
Use function notation
Interpret the reverse process as the inverse function
214
Interpret the succession of two functions as a composite function
215
Work with coordinates in all four quadrants
Solve geometric problems on coordinate axes
113, 133
Plot straight line graphs from their equations
96
identify and interpret gradients and intercepts of linear functions graphically and algebraically
97
Interpret the gradient of a straight line graph as a rate of change
Use y = mx + c to identify parallel lines
Find the equation of a line through two given points or through one point with a given gradient
159
Use y = mx + c to identify perpendicular lines
208
Solve linear inequalities in two variables
198
Represent the solution set of an inequality using set notation and graphically
Percentages
Express one quantity as a percentage of another
40
Calculate a percentage of a quantity
86, 87
Increase or decrease a quantity by a percentage without and with a calculator (decimal multiplier)
88, 89, 108
Calculate a percentage increase or decrease
109
Solve problems involving simple interest
111
Solve problems involving repeated percentage change including compound interest
164
Calculate an original value
110
Solve mixed percentage problems
Quadratic functions
Solve quadratic equations by factorising (review)
157, 158, 192
Solve quadratic equations requiring rearrangement by factorising
Solve quadratic equations by completing the square including using surds in exact solutions
209
Solve quadratic equations using the quadratic formula including using surds in exact solutions
191
Recognise, sketch and plot graphs of quadratic functions appreciating symmetrical property
98
Identify and interpret roots, intercepts and turning points of quadratic functions graphically, making link with equation
160
Find approximate solutions to quadratic equations using a graph
Find turning points of quadratic functions by completing the square
Solve two simultaneous equations (linear/quadratic) algebraically and graphically
211
Solve quadratic inequalities in one variable
212
Represent the solution set of quadratic inequalities using set notation and graphically
Angles
Use standard convention for labelling and referring to sides and angles
13
Draw diagrams from written descriptions
Measure line segments and angles in geometric figures
46
Apply properties of angles at a point, on a straight line and vertically opposite angles
45,
Apply property of alternate and corresponding angles
120
Derive and apply property of the angles in a triangle including for isosceles triangles
121, 122
Derive and apply the definitions and properties of special types of quadrilaterals and other 2D shapes
Derive and apply property of angle sum in any polygon
123
Probability
Use appropriate language and the 0 to 1 probability scale
14
Apply the property that the probabilities of exhaustive sets of outcomes add up to 1
59
Apply the property that the probabilities of exhaustive sets of mutually exclusive events add up to 1
59, 60
Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes
125,
Enumerate sets and combinations of sets systematically, using tables, two way tables and Venn diagrams
58, 61, 127
Use sample space diagrams for single and combined experiments with equally likely outcomes
126
Calculate the probability of independent and dependent combined events including using tree diagrams
151, 204
Calculate and interpret conditional probability using two way tables, tree diagrams and Venn Diagrams
175, 185
Use set theory notation and relate to Venn diagrams
127
Apply systematic listing strategies
65
Use the product rule for counting and listing
Record, describe and analyse the frequency of outcomes using tables and frequency trees
57
Relate relative expected frequencies to theoretical probability
Understand that empirical unbiased samples tend towards theoretical probabilities with increasing sample size
152
Circles 1
Know the names of parts of a circle
116
Know the names of parts of a circle including tangent, arc, sector and segment
149
Know and apply formula to calculate the circumference of a circle
118
Know and apply formula to calculate the area of a circle
117
Know and apply formulae to calculate the perimeter and area of compound shapes involving circles
Calculate arc lengths, angles and areas of sectors
167
Calculate exactly with multiples of π
Sequences
Generate terms of a sequence from either a term-to-term or a position-to-term rule
37, 102
Recognise and use sequences of triangular, square and cube numbers and simple arithmetic progressions
104
Recognise and use Fibonacci type sequences, quadratic sequences and simple geometric sequences
141, 163
Recognise and use simple geometric progressions where r is a surd
Find the nth term of linear sequences and link with straight line graphs
103
Find the nth term of quadratic sequences and link with quadratic graphs
213
Transformations and Similarity
Construct and describe rotations, reflections, translations and enlargements
48,49, 50, 148
Use vector notation to describe translations
Enlarge shapes using fractional scale factors
148
Enlarge shapes using negative scale factors
181
Describe the changes and invariance achieved by a combination of rotations, reflections and translations
182
Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)
166
Apply angle facts, triangle congruence and similarity to construct simple proofs
144
Compare lengths, areas and volumes using ratio notation
Use length, area and volume scale factors with similar shapes
200
Measures
Use standard units of mass, length, time, money
Use scale factors, scale diagrams and maps
Convert between related standard units and compound units in numerical contexts
112,
Use compound units such as speed, rates of pay, unit pricing
142, 41
Use compound units for density and pressure in numerical and algebraic contexts
Convert between metric units for length, area, volume and capacity
Apply and interpret limits of accuracy
155
Use inequality notation to specify simple error intervals due to truncation or rounding
132,
Apply and interpret bounds
206
Pythagoras and Trigonometry
Know and apply the formula for Pythagoras in 2D
150
Know and apply the formula for Pythagoras in 3D
217
Calculate exact answers to Pythagoras problems using surds
Know and apply the trig ratios to find angles and lengths in 2D problems making links with similarity
168
Know and apply the trig ratios to find angles and lengths in 3D problems
218
Know the exact values of sin θ, cos θ and tan θ for 0, 30,45,60 and 90 degrees
173
Recognise, sketch and interpret the graphs of y = sin x, y = cos x and y = tan x for angles of any size
195
Know and apply the sine rule to find angles and lengths
201
Know and apply the cosine rule to find angles and lengths
202
know and apply the formula Area = 1/2absinC to find areas, lengths and angles including area of a segment
203
Statistics 2
Know and understand terms: primary, secondary, discrete and continuous data
63
Find mean, median and mode averages for a list of data
62
Find range, upper and lower quartiles and inter-quartile range for a list of data
Find mean, median and mode average and range for data presented in a frequency table
130
Estimate the mean, find the interval in which the median lies and the modal class for data presented in a grouped frequency table
Consider effect of outliers on measures of average and spread
Interpret, analyse and compare distributions of data sets
Infer properties of populations from samples including limitations
152
Other Graphs
Plot and interpret graphs of non-standard functions to find approximate solutions to problems such as simple kinematic problems
99, 143
Interpret the gradient at a point on a curve as the instantaneous rate of change
Apply the concepts of average and instantaneous rate of change in numeric, algebraic and graphical contexts
Calculate or estimate gradients of graphs and areas under graphs and interpret including in kinematic and financial contexts
216
Recognise, plot, sketch and interpret simple cubic functions and the reciprocal function y=1/x, x≠0
161
Recognise, plot, sketch and interpret exponential functions y=k^x for k>0
194
Set up, solve and interpret the answers in growth and decay problems, including compound interest problems
Sketch translations and reflections of a given function
196
find approximate solutions to equations numerically using iteration
179, 180
Proportion 2
Solve problems involving direct and inverse proportion including graphical and algebraic representations
105, 107
Recognise and interpret graphs that illustrate direct and inverse proportion
Understand that x is inversely proportional to y is equivalent to x is proportional to 1/y
Interpret equations that describe direct and inverse proportionality
Construct and interpret equations that describe direct and inverse proportionality
199
Surface Area & Volume
Identify properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres
43
Know and apply the formulae to calculate the area of triangles, parallelograms and trapezia
53, 54, 55, 56
Know and apply formulae to calculate the surface area and volume of cuboids and other right prisms including cylinders
114, 115, 119,
Calculate the surface area and volume of spheres, pyramids, cones and composite solids (note which formulae are provided)
169, 170, 171
Calculate the surface area and volume of frustums
172
Calculate exactly with multiples of π
Statistics 3
Select appropriate graphical representation of discrete, continuous and ungrouped and grouped data
63, 64
Construct and interpret frequency tables, bar charts, pie charts, pictograms and line charts for ungrouped discrete data
15, 16, 128
Construct and interpret tables and line graphs for time series data
153
Construct and interpret histograms with equal class intervals for grouped data
205
Construct and interpret histograms with unequal class intervals for grouped data
Construct and interpret cumulative frequency graphs for grouped data
186
Find estimates of quartiles and inter-quartile range for grouped data
Construct and interpret box plots for grouped data
187
Interpret, analyse and compare distributions of data sets
Infer properties of populations from samples including limitations
Circles 2
Prove and apply the standard circle theorems
183, 184
Recognise and use the equation of a circle with centre at the origin
197
Find the equation of a tangent to a circle at a given point
Proof
Distinguish between equations and identities
193
Argue mathematically to show algebraic expressions are equivalent
Use algebra to support and construct arguments
Construct formal proofs
Constructions, Plans and Elevations, Bearings
Use standard ruler and compass constructions: perpendicular bisector, perpendicular to a line at/from a point, angle bisector, 60 degree angle
145, 146
Know that the perpendicular distance from a point to line is the shortest distance to the line
Construct given figures
47, 147
Solve loci problems
165
Interpret plans and elevations of 3D shapes
51
Construct and interpret plans and elevations of 3D shapes
Measure line segments and angles in geometric figures
Interpret maps and scale drawings
Use eight compass point and three figure bearings
124
Vectors
Use diagrammatic and column representations of vectors
174
Add and subtract vectors
Multiply a vector by a scalar
Use vectors to construct geometric arguments and proofs
219
MUSIC GCSE
You will be taking one exam:
Edexcel Listening Exam
1h 45m
Written response to extracts played on a CD, based on the 8 Set Works and one extended writing question.
You are required to study the following pieces of Music: 1. Instrumental Music: J.S Bach & Beethoven2. Vocal Music: Purcell & Queen 3. Music for Stage & Screen: Defying Gravity & Star Wars4. Fusions: Afro Celt Sound System & Esperanza Spalding
You will explore the structure, rhythm, melody, harmony, use of instruments, tonality and texture of each set work.
Variety of question styles – Section A:
6 x set works questions, 1 x Musical Dictation (rhythm and melody), 1 x unfamiliar (but related to a set work)
Musical analysis question
Section B:
Compare in detail a set work and an unfamiliar listening piece. You will be asked to evaluate, conclude, refer to other music and be aware of the musical context(s).
You will be marked on your spelling and grammar in this question.
Language for learning
You know and understand that use of specific vocabulary is crucial to demonstrate that you have a clear understanding of the questions in the listening exam. You also know that for descriptive questions you need to give a reason and back it up with musical knowledge.
Listening revision: Set Work 1 J.S. Bach 3rd Movement from Brandenburg Concerto no.5 in D major (1711)
Set Work 1
Researched answers and written them down as notes/
revision sheet
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Secular
Chamber music
Continuo
Harpsichord
Figured Bass
Virtuoso
Scalic
Trills
Ripieno
Concertino
Concerto Grosso
Dynamics
Ternary
Cadence
Dominant
Fugal
Diatonic
Semiquaver
Listening revision: Set Work 2 L. Van Beethoven 1st Movement from Piano Sonata no.8 in C minor ‘Pathetique’ (1796)
Set Work 2
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Sonata
Cirtuoso
Movements
Tempo
Classical
Romantic
Crescendo
Fortepiano
Homophonic
Grave
Descending Chromatic
Scalic
Sforzando
Sequence
Dominant
Trills
Octaves
Diminished 7ths
Broken Chord
Acciaccatura
Melody Dominated Homophony
Listening revision: Set Work 3 - H Purcell ‘Music for a While’ (1692)
Set work 3
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Continuo
Soprano
Harpsichord
Bass Viol
Realisation
Sequence
Melisma
Dissonance
Ornaments
Passing notes
Conjunct
Melody Dominated Homophony
Diatonic
Functional
Quadruple
Modulates
Cadence
False Relation
Listening revision: Set Work 4 Queen ‘Killer Queen’ (1974)
Set Work 4
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Slides
Bends
Pull Offs
Vibrato
Flanger
Distortion
Reverb
Wah-wah
Overdubbing
Tenor
Falsetto
Descending sequence
Portamento
EQ
Imitation
Three Part
Thirds
Homophonic
Circle of Fifths
Extended chords
Listening revision: Set Work 5 - S. Schwartz Defying Gravity from Wicked (2003)
Set Work 5
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Dialogue
Overdrive
Homophonic
Angular
Sequence
Conjunct
Vocalisation
Syllabic
Legato
Dissonant
Hook
Unison
Syncopated
Counterpoint
Melody Dominated Homophony
Contrapuntal
Chromatic
Pedal
Rallendtando
Triple Time
Listening revision: Set Work 6 - J. Williams ‘Main Title Rebel Blockade Runner’ From Star Wars IV A New Hope (1977)
Set Work 6
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Timpani
Pedal
Tremolando
Imitation
Leitmotif
Syncopated
Triplet
Glockenspiel
Sequential
Arpeggio
Diminuendo
Piccolo
Ritardando
Ostinato
Triple Time
Quartal Harmony
Tertiary Relationship
Tritone
Dissonance
Auxiliary
Listening revision: Set Work 7 - Afro Celt Sound System: ‘Release’ (1999)
Set Work 7
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Section-by-section analysis
Context
Links to other composers
Keywords (below)
Celtic
Looping
Verse
Solos
Break
Talking Drum
Free Time
Drone
Modal
Syllabic
Hurdy-Gurdy
Uilleann Pipe
Bodhran
Samples
Drum Machine
Glissando
Ornamentation
Heterophonic
Riff
Ostinato
Listening revision: Set Work 8 - Esperanza Spalding ‘Samba Em Preludio’ From Esperanza (2008)
Set Work 8
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Section-by-section analysis
Context
Links to other composers
Keywords (below)
Bossa Nova
Chest register
Triplets
Syllabically
Mordent
Harmonic
Rubato
Double Stop
Diminished 7th
Flattened 5th chord
Modulate
Cadences
Polyphonic
Homophonic
Sequence
Shape
Arpeggio
Leading Note
Quadruple
Descending
Blue note
Listening revision –You will also need general musical vocab relating to the musical elements
General Elements vocab
Notes/
Revision sheet
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Pitch / Melody
Dynamics
Harmony
Tonality
Texture
Structure
Rhythm, tempo and metre
Sonority/Instrumentation
Coursework:
Performance – 1 performance (solo, min. length 1 minute), 1 performance (ensemble – min. length 1 minute) Both pieces must equal 4 minutes when combined. Marked according to technical control, expression, interpretation, accuracy and fluency. The standard level of difficulty is grade 4.
Composition – 1 Free Composition (min. length 1 minute), 1 Composition to a Set Brief (min. length 1 minute). Both pieces must equal 3 minutes when combined. You will need to make use of techniques, resources and structures as well as thinking carefully about rhythm, melody, harmony, tonality and texture. You must present a score and recording of your composition.
Physical Education
Exam Board - AQA
Syllabus Code: 8582
Specification at a glance:
· Component 1 (Paper 1):
The human body and movement in physical activity and sport
Written Paper – 30%
1 hour 15 minutes written paper
78 marks
Combination of multiple choice, short answer and extended writing questions
Applied anatomy and physiology, movement analysis, physical training and use of data
· Component 2 (Paper 2):
Socio-cultural influences and well-being in physical activity and sport
Written Paper – 30%
1 hour 15 minutes written paper
78 marks
Combination of multiple choice, short answer and extended writing questions
Sports psychology, socio-cultural influences, health, fitness and well-being and use of data
· Component 3:
Practical performance in physical activity and sport
NEA – 40%
100 marks
Internal assessment, external moderation
· Recommended books
Essential reading:
AQA GCSE (9-1) PE, R Howitt and M Murray, ISBN 9781471858526
AQA GCSE Physical Education, K Bizley, ISBN 9780198370253
Others:
My Revision Notes: AQA GCSE (9-1) PE 2nd Edition Paperback, Kirk Bizley ISBN 9781510405233
· URL for where to find syllabus:
http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582
· URL for where to find exam papers:
http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582
· Recommended websites
https://www.gcsepod.com/
http://www.bbc.co.uk/schools/gcsebitesize/pe/
www.teachpe.com
www.brianmac.co.uk
http://www.bbc.co.uk/science/humanbody/
http://nutrition.about.com/library/blwatercalculator.htm
http://www.what2learn.com/content/samples/PESamples/dietHealth.html
http://www.what2learn.com/content/samples/PESamples/skeleton.html
http://www.what2learn.com/content/samples/PESamples/muscles1.html
http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx
Exam arrangements
Topic
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Paper 1 - 3.1 The human body and movement in physical activity and sport
3.1.1 Applied anatomy and physiology
3.1.1.1 The structure and functions of the musculoskeletal system
3.1.1.2 The structure and functions of the cardio-respiratory system
3.1.1.3 Anaerobic and aerobic exercise
3.1.1.4 The short and long term effects of exercise
3.1.2 Movement analysis
3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement
3.1.2.2 Planes and axes
3.1.3 Physical Training
3.1.3.1 The relationship between health and fitness and the role that exercise plays in both
3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved
3.1.3.3 The principles of training and their application to personal exercise/training programmes
3.1.3.4 How to optimise training and prevent injury
3.1.3.5 Effective use of warm up and cool down
3.1.4 Use of data
3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative
3.1.4.2 Present data (including tables and graphs)
3.1.4.3 Analyse and evaluate data
Paper 2 – Socio-cultural influences and well-being in physical activity and sport
3.2.1 Sports psychology
3.2.1.1 Classification of skills
3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance
3.2.1.3 Basic information goal setting
3.2.1.4 Guidance and feedback on performance
3.2.1.5 Mental preparation for performance
3.2.2 Socio-cultural influences
3.2.2.1 Engagement patterns of different social groups in physical activity
3.2.2.2 Commercialisation of physical activity and sport
3.2.2.3 Ethical and socio-cultural issues in physical activity and sport
3.2.3 Health, fitness and well-being
3.2.3.1 Physical, emotional and social health, fitness and well-being
3.2.3.2 The consequences of a sedentary lifestyle
3.2.3.3 Energy use, diet, nutrition and hydration
GCSE Religious Studies (Philosophy and Ethics)
Specification content – AQA Religious Studies A short course:
· Christian beliefs unit
· Islamic beliefs unit
· Religion, families & relationships unit
· Religion, peace & conflict unit
Each unit will have one section in the exam paper with a: 1 mark, 2 mark, 4 mark, 5 mark and a 12-mark question. Each section is marked out of 24 marks.
One exam of 1 hour and 45 minutes
A comprehensive specification checklist will be given to students during revision.
Short course students can purchase the following AQA revision guide from the amazon website – the RPE Department recommends this revision guide:
Specification content – AQA Religious Studies A full course:
· Christian beliefs unit
· Christian practices unit
· Islamic beliefs unit
· Islamic practices unit
· Philosophy & existence of God unit
· Religion & life unit
· Religion, families & relationships unit
· Religion, peace & conflict unit
Each unit will have one section in the exam paper with a: 1 mark, 2 mark, 4 mark, 5 mark and a 12 mark question. Each section is marked out of 24 marks.
Two exams of 1 hour and 45 minutes
A comprehensive specification checklist will be given to students during revision.
All Year 11 full course RPE students will be loaned an AQA revision guide to be returned to the RPE Department after the exam.
Science
The numbers correspond to a GCSEpod Video
Biology
Title / pod
Red / amber / Green
Watched Pod/ revision notes / revision cards / questions?
4.1.1.1 Eukaryotes & Prokaryote
s
4.1.1.2 Animal & Plant cells
4.1.1.3 Cell Specialisation
4.1.1.4 Cell differentiation
4.1.1.5 Microscopy
4.1.1.6 Culturing Micro-organisms
4.1.2.1 Chromosomes
4.1.2.2 Mitosis & the cell cycle
4.1.2.3 Stem Cells
4.1.3.1 Diffusion
4.1.3.2 Osmosis
4.1.3.3 Active Transport
4.2.1 Principles of organisation
4.2.2.1 Human digestive system
4.2.2.2 Heart & Blood Vessels
4.2.2.3 Blood
4.2.2.4 Coronary heart disease
4.2.2.5 Health Issues
4.2.2.6 The effect of Lifestyle on some non-communicable diseases
4.2.2.7 Cancer
4.2.3.1 Plant tissues
4.2.3.2 Plant organ system
4.3.1.1 Communicable diseases
4.3.1.2 Viral Diseases
4.3.1.3 Bacterial Diseases
4.3.1.4 Fungal diseases
4.3.1.5 Protist diseases
4.3.1.6 Human defence systems
4.3.1.7 Vaccination
4.3.1.8 Antibiotics & painkillers
4.3.1.9 Discovery & development of drugs
4.3.2.1 Producing monoclonal antibodies
4.3.2.2 uses of monoclonal antibodies
4.3.3.1 Detection and identification of plant diseases
4.3.3.2 Plant defence responses
4.4.1.1 Photosynthesis reaction
4.4.1.2 Rate of photosynthesis
4.4.1.3 Uses of glucose from photosynthesis
4.4.2.1 Aerobic and anaerobic respiration
4.4.2.2 Response to exercise
4.4.2.3 Metabolism
4.5.1 Homeostasis
4.5.2.1 Structure and function of human nervous system
4.5.2.2 The brain
4.5.2.3 The eye
4.5.2.4 Control of body temperature
4.5.3.1 Human endocrine system
4.5.3.2 Control of blood glucose concentration
4.5.3.3 Maintaining water and nitrogen balance in the body
4.5.3.4 Hormones in human reproduction
4.5.3.5 Contraception
4.5.3.6 The use of hormones to treat infertility
4.5.3.7 Negative feedback
4.5.4.1 Control and coordination
4.5.4.2 Use of plant hormones
4.6.1.1 Sexual and asexual reproduction
4.6.1.2 Meiosis
4.6.1.3 Advantages and disadvantages of sexual and asexual reproduction
4.6.1.4 DNA and the genome
4.6.1.5 DNA structure
4.6.1.6 Genetic inheritance
4.6.1.7 Inherited disorders
4.6.1.8 Sex determination
4.6.2.1 Variation
4.6.2.2 Evolution
4.6.2.3 Selective breeding
4.6.2.4 Genetic engineering
4.6.2.5 Cloning
4.6.3.1 Theory of evolution
4.6.3.2 Speciation
4.6.3.3 The understanding of genetics
4.6.3.4 Evidence for evolution
4.6.3.5 Fossils
4.6.3.6 Extinction
4.6.3.7 Resistant bacteria
4.6.4 Classification of living organisms
4.7.1.1 Communities
4.7.1.2 Abiotic factors
4.7.1.3 Biotic factors
4.7.1.4 Adaptations
4.7.2.1 Levels of organisation
4.7.2.2 How materials are cycled
4.7.2.3 Decomposition
4.7.2.4 Impact of environmental change
4.7.3.1 Biodiversity
4.7.3.2 Waste management
4.7.3.3 Land use
4.7.3.4 Deforestation
4.7.3.5 Global warming
4.7.3.6 Maintaining biodiversity
4.7.4.1 Trophic levels
4.7.4.2 Pyramids of biomass
4.7.4.3 Transfer of biomass
4.7.5.1 Factors affecting food security
4.7.5.2 Farming techniques
4.7.5.3 Sustainable fisheries
4.7.5.4 Role of biotechnology
Chemistry
GCSEPod / unit title
Red / amber / Green
Watched Pod/ revision notes / revision cards / questions?
4.1.1.1 Atoms, elements and compounds
4.1.1.2 Mixtures
4.1.1.3 The development of the model of the atom
4.1.1.4 Relative electrical charges of subatomic particles
4.1.1.5 Size and mass of atoms
4.1.1.6 Relative atomic mass
4.1.1.7 Electronic structure
4.1.2.1 The periodic table
4.1.2.2 Development of the periodic table
4.1.2.3 Metals and non-metals
4.1.2.4 Group 0
4.1.2.5 Group 1
4.1.2.6 Group 7
4.1.3.1 Transition metals - Comparison with Group 1 elements
4.1.3.2 Typical properties of transition metals
4.2.1.1 Chemical bonds
4.2.1.2 Ionic bonding
4.2.1.3 Ionic compounds
4.2.1.4 Covalent bonding
4.2.1.5 Metallic bonding
4.2.2.1 The three states of matter
4.2.2.2 State symbols
4.2.2.3 Properties of ionic compounds
4.2.2.4 Properties of small molecules
4.2.2.5 Polymers
4.2.2.6 Giant covalent structures
4.2.2.7 Properties of metals and alloys
4.2.2.8 Metals as conductors
4.2.3 Structure and bonding of carbon - diamond
4.2.3 Structure and bonding of carbon - graphite
4.2.3 Structure and bonding of carbon - graphene & fullerenes
4.2.4.1 Sizes of particles and their properties
4.2.4.2 Uses of nanoparticles
4.3.1.1 Conservation of mass and balanced chemical equations
4.3.1.2 Relative formula mass
4.3.1.3 Mass changes when a reactant or product is a gas
4.3.1.4 Chemical measurements
4.3.2.1 Moles
4.3.2.2 Amounts of substances in equations
4.3.2.3 Using moles to balance equations
4.3.2.4 Limiting reactants
4.3.2.5 Concentration of solutions
4.3.3.1 Percentage yield
4.3.3.2 Atom economy
4.3.4 Using concentrations of solutions in mol/dm3
4.3.5 Use of amount of substance in relation to volumes of gases
4.4.1.1 Metal oxides
4.4.1.2 The reactivity series
4.4.1.3 Extraction of metals and reduction
4.4.1.4 Oxidation and reduction in terms of electrons
4.4.2.1 Reactions of acids with metals
4.4.2.2 Neutralisation of acids and salt production
4.4.2.3 Soluble salts
4.4.2.4 The pH scale and neutralisation
4.4.2.5 Titrations
4.4.2.6 Strong and weak acids
4.4.3.1 The process of electrolysis
4.4.3.2 Electrolysis of molten ionic compounds
4.4.3.3 Using electrolysis to extract metals
4.4.3.4 Electrolysis of aqueous solutions
4.4.3.5 Representation of reactions at electrodes as half equations
4.5.1.1 Energy transfer during exothermic and endothermic reactions
4.5.1.2 Reaction profiles
4.5.1.3 The energy change of reactions
4.5.2.1 Cells and batteries
4.5.2.2 Fuel cells
4.6.1.1 Calculating rates of reactions
4.6.1.2 Factors which affect the rates of chemical reactions
4.6.1.3 Collision theory and activation energy
4.6.1.4 Catalysts
4.6.2.1 Reversible reactions
4.6.2.2 Energy changes and reversible reactions
4.6.2.3 Equilibrium
4.6.2.4 The effect of changing conditions on equilibrium
4.6.2.5 The effect of changing concentration
4.6.2.6 The effect of temperature changes on equilibrium
4.6.2.7 The effect of pressure changes on equilibrium
4.7.1.1 Crude oil, hydrocarbons and alkanes
4.7.1.2 Fractional distillation and petrochemicals
4.7.1.3 Properties of hydrocarbons
4.7.1.4 Cracking and alkenes
4.7.2.1 Structure and formulae of alkenes
4.7.2.2 Reactions of alkenes
4.7.2.3 Alcohols
4.7.2.4 Carboxylic acids
4.7.3.1 Addition polymerisation
4.7.3.2 Condensation polymerisation (HT only)
4.7.3.3 Amino acids (HT only
4.7.3.4 DNA (deoxyribonucleic acid) and other naturally occurring polymers
4.8.1.1 Pure substances
4.8.1.2 Formulations
4.8.1.3 Chromatography
4.8.2.1 Test for hydrogen
4.8.2.2 Test for oxygen
4.8.2.3 Test for carbon dioxide
4.8.2.4 Test for chlorine
4.8.3.1 Flame tests
4.8.3.2 Identifying - Metal hydroxides
4.8.3.3 Identifying -Carbonates
4.8.3.4 Identifying -Halides
4.8.3.5 Identifying - Sulfates
4.8.3.6 Instrumental methods
4.8.3.7 Flame emission spectroscopy
4.9.1.1 The proportions of different gases in the atmosphere
4.9.1.2 The Earth's early atmosphere
4.9.1.3 How oxygen increased
4.9.1.4 How carbon dioxide decreased
4.9.2.1 Greenhouse gases
4.9.2.2 Human activities which contribute to an increase in greenhouse gases in the atmosphere
4.9.2.3 Global climate change
4.9.2.4 The carbon footprint and its reduction
4.9.3.1 Atmospheric pollutants from fuels
4.9.3.2 Properties and effects of atmospheric pollutants
4.10.1.1 Using the Earth's resources and sustainable development
4.10.1.2 Potable water
4.10.1.3 Waste water treatment
4.10.1.4 Alternative methods of extracting metals (HT only
4.10.2.1 Life cycle assessment
4.10.2.2 Ways of reducing the use of resources
4.10.3.1 Corrosion and its prevention
4.10.3.2 Alloys as useful materials
4.10.3.3 Ceramics, polymers and compo