Art and Design: Edexel 2FAO1

http://www.edexcel.com/subjects/Art-Design/Pages/Default.aspx

General web referenceswww.tate.org.uk www.nationalgallery.org.uk www.britishmuseum.org www.saatchi-gallery.co.uk www.vam.ac.uk www.guggenheim.org www.africanart.org www.textilesarts.net www.craftscouncil.org.ukGeneral appsLouvre HD: Evolution Games LLP Art History Flashcards: Virtual Flashcards Art HD Great Artists Gallery and Quiz: ADS Software Group, inc The Life of Art: J Paul Getty Trust Cropped: A Brief History of Graphic Design: Cheryl Pell Soviet Posters HD: Evolution Games The V&A: The Victoria and Albert Museum Wikipaintings Encyclopaedia of Fine Art: Katerina Nerush National Gallery London HD: Evolution Games LLPEACH PROJECT PAPER / ARTIST ALSO HAS ITS / THEIR OWN SUPPORTING RELEVANT CONTEXTUAL REFRENCES.

ART CHECKLISTTASKS:

Assessment Objectives

CourseworkUnit 1

ExamUnit 2

PROJECT 1 PROJECT 2 PROJECT 3

INITIAL RESPONSE BRAINSTORM MOOD BOARD RELEVANT IMAGES

(DRAWINGS / PHOTOS / INTERNET

6X ARTISTS FROM EXAM PAPER

AO3

FIRST ARTIST STUDY COPY DECONSTRUCTION

A01

FIRST ARTIST RESPONSE IDEAS

RESPONSE

AO1/AO2

IDEAS – TRY TO MAKE A FINAL PIECE

A01/AO3

SECOND ARTIST STUDY COPY DECONSTRUCTION

AO1

SECOND ARTIST RESPONSE IDEAS

RESPONSE

AO1/ AO2

IDEAS – TRY TO MAKE AN EXAMPLE FINAL PIECE

AO3

THRID ARTIST LINK AO1 IDEAS TEST MATERIALS DEVELOP IDEAS

AO2 / AO3

FINAL IDEA DEVELOP FINAL IDEA

AO2 / AO3

FIANL PIECE (EXAM) EVALUATION

AO4

Business Studies

Unit 1 – Setting up a Business1. Starting a Business 1.1 Starting a Business Enterprise (sources of business ideas; looking for a gap in the market; identification of a product or market niche; reasons for starting a business; franchises)1.2 Setting Business Aims and Objectives (types of business aims and objectives; purpose of setting objectives; using business objectives to measure success; influence of stakeholders on business objectives)1.3 Business Planning (the purpose of business planning; the main sections within a business start-up plan; uncertainty and risk for start-up businesses)1.4 Choosing the Appropriate Legal Structure for the Business (sole trader; partnership; private limited company (ltd))1.5 Choosing the Location of the Business (factors influencing start-up location decisions)2. Marketing 2.1 Conducting Market Research with Limited Budgets (reasons for conducting market research; market research methods)2.2 Using the Marketing Mix (elements of the marketing mix; selecting an appropriate marketing mix for a small business; the use of ICT in assisting international marketing)3. Finance 3.1 Finance and Support for a Small Business (sources of finance; sources and types of advice available to small businesses)3.2 Financial Terms and Simple Calculations (basic financial terms; calculating profit and loss)3.3 Using Cash Flow (interpreting simple cash flow statements; the importance of cash flow statements; identifying solutions to cash flow problems)4. People in Businesses 4.1 Recruiting (the need for recruitment; recruitment methods; remuneration; monetary and non-monetary benefits)4.2 Motivating Staff (benefits to the business of motivated staff; methods of motivation used by small businesses)4.3 Protecting Staff through Understanding Legislation (equal pay and minimum wage laws; discrimination; employment rights; health and safety)5. Operations Management 5.1 Production Methods for Manufacturing and Providing a Service (methods of production; efficiency and technology; quality issues)

Unit 2 – Growing as a Business1. The Business Organisation 1.1 Expanding a Business (benefits and risks of expansion; methods of expansion; conflict between stakeholders)1.2 Choosing the Right Legal Structure for the Business (private limited companies (ltd); public limited companies (plc).)1.3 Changing Business Aims and Objectives (reasons for changing aims and objectives as businesses grow; ethical and environmental considerations)1.4 Choosing the Best Location (the importance of location to growing businesses; issues relating to overseas location)2. Marketing

2.1 The Marketing Mix – Product (product portfolio/mix; product life cycle)2.2 Using the Marketing Mix – Price (pricing decisions for growth; factors affecting pricing decisions)2.3 Using the Marketing Mix – Promotion (promotional activities to enable growth; selecting the promotional mix)2.4 Using the Marketing Mix – Place (channels of distribution to enable growth; selecting channels of distribution)3. Finance 3.1 Finance for Large Businesses (sources of finance available; appropriateness of the sources)3.2 Profit and Loss Accounts and Balance Sheets (purpose of financial statements; components of financial statements; interpretation of data given on financial statements)4. People in Businesses 4.1 Reorganising Organisational Charts and Management Hierarchies (internal organisational structures; Appropriateness of centralisation/decentralisation for growing businesses)4.2 Recruitment and Retention of Staff (the staff recruitment process; appraisal and training; methods of motivation; retention of staff)5. Operations Management 5.1 Production Methods for Growing Businesses (use of flow production; efficient production methods; lean production techniques)5.2 Recognising Challenges of Growth (advantages of growth; disadvantages of growth)5.3 Maintaining Quality Assurance in Growing Businesses (identifying quality problems; methods of maintaining consistent quality).

Unit 3 Controlled Assessment. Set by the exam board and changes every year. We aim to do this in Year 11 usually in September/October although this is subject to change (due to clashes on the school calendar).

Recommended books - Students will be provided with a revision book.TEXT BOOK NELSON THORNES AQA BUSINESS STUDIES ISBN987-1-4085-0435-2URL for where to find syllabus -Y10/11 AQA GCSE Business Studies http://www.aqa.org.uk/subjects/business-studies/gcse/business-subjects-and-economics-4130Recommended websites – MOODLE RESOURCES; http://bit.ly/1oBxf80 - Many links on site for revision and research

www.bized.co.ukwww.businessstudiesonline.co.ukZondle revision games site. – Get a class code from your teacher.

GCSE Dance

Exam board: AQA GCSE Dance 4230

Website link: http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230Past papers: http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230/past-papers-and-mark-schemes

Recommended books:

You will be sitting one written exam and completing three practical unitsUnit 1Critical

Appreciation of Dance

50 marks20% of final mark

Written exam based on two professional works from the following list: Still Life at the Penguin Café, Swansong, Ghost

Dances or Nutcracker.

Unit 2Set Dance

30 marks20% of final mark

Perform one of the two set dances learnt: Impulse or Find it.

Unit 3Performance in

a duo/group dance

30 marks20% of final mark

Perform in a group dance that relates to a professional work.

Unit 4Choreography

4a: Solo Composition 20

marks: 15%4b: Choreography

40 marks: 25%Unit total: 60 marks: 40%

4a: Select 3 motifs from a professional work & develop them to create a short solo dance of between 1 and 1 ½ minutes.

4b: Select a starting point or stimulus from the prescribed list. Choreograph a solo or a group dance for 2, 3, 4 or 5 dancers.

Solo Dance: 1 ½ to 2 minutesGroup Dance: 2 ½ to 3 minutes

Revision ChecklistThese are the things you really need to know for your written exam

Dance work 1 Got notes

Understand notes

Keywords / revision sheet / cards

completed

Any questions that need to be asked?

ChoreographerLighting DesignerCostume Designer

ComposerWho performs the accompaniment?

Date of first performanceHow many performers?

Starting pointDance styles

Subject matterThe structure

Describe the lighting, costume, set design and

Book title Written by Published byEssential Guide to Dance Ashley L London, Hodder & Stoughton,

2002GCSE Dance Clunie M, Dale L &

Paine LNelson Thornes, 2009

musicHow does the lighting,

costume, set design and music contribute to the

dance piece?Describe Action, Space,

Dynamics and Relationship elements in motifs usedHow do these elements and motifs contribute to the dance? What do they

show?Evaluate your performanceEvaluate your choreography

Dance work 2 Got notes

Understand notes

Keywords / revision sheet / cards

completed

Any questions that need to be asked?

ChoreographerLighting DesignerCostume Designer

ComposerWho performs the accompaniment?

Date of first performanceHow many performers?

Starting pointDance styles

Subject matterThe structure

Describe the lighting, costume, set design and

musicHow does the lighting,

costume, set design and music contribute to the

dance piece?Describe Action, Space,

Dynamics and Relationship elements in motifs used

How do these elements and motifs contribute to the

dance? What do they show?

Evaluate your performanceEvaluate your choreography

GCSE DramaWebsite link for the course: http://www.edexcel.com/quals/gcse/gcse09/drama/Pages/default.aspxYou will complete two coursework units and one examined unit over the course of Yr 10 and 11.Unit 1: Drama Exploration 30% of

GCSE6 hours of practical assessment2000 word evaluation of practical work.

All work is completed in class time under controlled conditions. Topics vary each year.Usually completed at the end of Year 10

Unit 2: Exploring Play Texts

30% of GCSE

6 hours of practical assessment1000 word evaluation of practical work2000 word response to a live production.

All work is completed in class time under controlled conditions.Play Texts will vary each year. Usually completed at the start of Yr 11

Unit 3: Drama Performance

40% of GCSE

Group performance to a visiting examiner.The performance can be devised, scripted or an adapted script.Student may offer a technical design rather than performing.

Students are marked individually. Groupings are decided upon by the teacher in consultation with students.The unit will begin in the Spring Term of Yr 11 and exams take place at the end of the spring term and at the very start of the summer term.

Key Skills for Coursework:Practical assessment

Focus and commitment Confidence in using drama devices Knowledge and understanding of the topic or play Ability to contribute ideas to the group work

Written assessment Detailed examples Justified opinions Evaluation throughout

Key Skills for Exam:Performers

Know lines Use variation in voice and movement Perform with commitment and confidence

Technical Support Detailed documentation Prepared presentation Creative use of materials/equipment

English Language

Unit 1 – 2 ¼ Hour exam 60%Section A reading non-fiction texts (30%)

Section B – Writing non-fiction texts (30%)

Unit 2 – Speaking and Listening1. Individual Presentation

2. Roleplay3. Group Discussion

Unit 3 – Controlled Assessments – 40%a) Of Mice & Men (15%)

b) 2 Creative Writing Pieces (15%)c) Spoken Language investigation

English Literature

Unit 1 – Exam 40%

Unit 2 – 1 ¼ hour exam (35%)Section A = 15 poems in Anthology (20%- 45 minutes)

Section B = unseen poem (15% - 30 minutes)

Unit 3 – Controlled Assessment – (25%)1. Macbeth and a selection of poetry

How English Literature and English Language are Delivered in Year 10 & year 11

Outline of Year 10 English Lessons

Autumn Term:1. Macbeth and a selection of poetry – Controlled Assessment completed week after half term (English

Literature unit 3) – feedback on Controlled Assessment2. Creative piece and skills – Controlled Assessment completed by Christmas - English Language Unit 3bi

( 14 weeks)

Spring Term 1. Feedback and targets from 3bi2. Spoken Language – Controlled Assessment completed by half term (English Language unit 3c)3. Read Of Mice and Men. Plan and draft (11 weeks)

Summer Term1. Of Mice and Men;– Controlled Assessment (English language unit 3a)2. Revision of targets set for creative 3b3. Creative Writing – Controlled Assessment (English Language 3bii)4. Feedback & target setting for novel work. (6 weeks finishing at half term)

Outline of Year 11 English Lessons

Autumn Term:1. Read “An Inspector Calls” – 6 weeks – English Literature unit 1a2. Reading and Writing non-fiction – 4 weeks up to December Mock Exam – English Language Unit 1a & bSpring Term 1. English Literature Relationship Cluster Poetry – 6 weeks – English Literature unit 22. English Literature Unseen Poetry – 5 weeks – English Literature unit 2Summer Term1. Revision - 2 weeks – Literature unit 1a &b (“Of Mice and Men”; An Inspector Calls”)2. Revision – 1 week – Literature Unit 2 ( Literature Poetry)3. Revision – 1 week – Language Unit 1 a & b (reading and Writing Non Fiction)

What students can do independently to support their English Progress.

Year 10 & 11 FrenchExam Board: WJEC –Specification can be found: http://www.wjec.co.uk/uploads/publications/16184.pdf

Writing Controlled assessments

1 hour 30% of the final mark

Best 2 essays are submitted- 2 weeks to prepare and memorise once title is issued.

Speaking Controlled assessments

1. 5 min.2. 7 min.

30% of the final mark

5 min: structured conversation on a topic- answers to questions – 2 weeks to prepare

7 min: Student delivers a presentation in French on a topic (e.g. work experience) and answers questions on the presentation

Listening exam paper (end of Yr11)

45 min. 20% of the final mark

Foundation(Multiple choice, True/ False, fill the blanks, short answers in English)

Higher(Multiple choice, True/ False, fill the blanks, short answers in English)

Reading exam paper (end of Yr11)

50 min. 20% of the final mark

Foundation(Multiple choice, True/ False, fill the blanks, short answers in English)

Higher(Multiple choice, True/ False, fill the blanks, short answers in English)

The following topics could be found in the final exam papers (reading and listening):Vocabulary area

Pers

onal

and

soci

al li

fe

Self, family, friendshome lifeshoppingmealshealthy livingillness and accidentfree timefashion

relationshipsfuture plans

Loca

l com

mun

ity

Home townschool, educationlocal environmentpollutionrecyclinglocal facilitiescomparisons with other towns and regionsweather and seasons

The

wor

ld

of w

ork

Work experience

part-time jobs

future careers

new technology (sending messages, accessing information)

The

wid

er w

orld

Travel and holidaysMediasocial issues (e,g, life of young people today, homelessness, crime, drugs, healthy living, religion, politics)life in the countries and communities where the language is spoken.

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/ pourtantReflexive

verbsJe 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, BBC Bitesize, linguascope, languagesonline Exam papers: http://www.wjec.co.uk/index.php?subject=57&level=21&list=paper

Year 11 Geography ExamWe study the WJEC Specification B course.The exam is made up of two parts. Paper 1 is 1 hour long. It is based on questions from Theme 1 and Theme 2. Each theme contains a series of compulsory questions then a choice between two case study questions. Paper 2 is 2 hours long. It is made up of two sections. Section 1 is based on Theme 3 and follows the same format as Paper 1. Section 2 is the Decision Making Exercise where you have to learn about then decide on a project to support in a letter or report supported with evidence.Suggested books:My Revision Notes WJEC B GCSE Geography, Hodder Education ISBN: 9781 444 193909 Foundation Tier Workbook GCSE Geography for WJEC B, Hodder Education ISBN: 978 14441 80 527 Our textbook is: GCSE Geographyy for WJEC B, Hodder Education ISBN: 97814441 87250Past Paper are at:http://www.wjec.co.uk/students/past-papers/IT resources:School Moodle page has loads of revision information. Enter via the school portal page.http://www.bbc.co.uk/schools/gcsebitesize/geography/

Topic

Got notes and understand them

Case study sheets com

plete

I have gaps in my

understanding of this topic. I m

ust get answ

ers.

THEME 1: CHALLENGES OF LIVING IN A BUILT ENVIRONMENT1. Variation in quality of life and access to housing.The concepts of tenure, formal and informal housing, and socio-economic group.

Factors affecting access to housing including tenure, house prices, age, gender, socio-economic status.

Influence of local and national government policies on housing access.

Factors that affect quality of life. Ways of measuring standard of living.

Case Study 1- Exeter – Comparison of Housing across 5 areas of the city

2. Access to services and changing service provision.Distribution of, and changes in, provision of retail services plus one other service.

Concepts of range, threshold and catchment.

Factors that may determine access: socio-economic status, age, gender, disability

Case Study 2 - Exeter - shopping

Case Study 3 - Barcelona- Mosques

3. Urbanisation.Concepts of urbanisation, re-urbanisation and gentrification.

Compare quality of life / standards of living between urban and rural areas within one country whereurbanisation is occurring.Push / pull factors of migration.

Social and economic impacts

Case Study 4 - Brazil – Caatinga to Golden Triangle+ Brazil – Sao Paulo / Heliopolis (Impacts on Rural and Urban area of migration)4. Planning issues in built environments.The concepts of greenbelt, greenfield and brownfield sites.

The appreciation that different viewpoints, values and attitudes are held on planning issues by different stakeholders.Strategies for sustainable communities including transport and building design.

Case Study 6 -Tourism Management - HaytorTHEME 2: PHYSICAL PROCESSES & RELATIONSHIPS BETWEEN PEOPLE AND ENVIRONMENTS

4. River processes and landforms.

Key terms to include stores and flows of water through a drainage basin

Characteristics of the drainage basin must include geology, vegetation, land use.

Comparison of precipitation and hydrographs.

Processes of erosion (attrition, solution, hydraulic action, and corrasion), deposition and transportation (bed load, suspended load, solution).Landforms created by erosion and those created by deposition.

Factors that influence flooding to include intensity of rainfall, saturation of soils, snow melt.Human factors including deforestation and urbanisation.Causes and effects of a river flood hazard on people, the economy and the environment.

Flood prevention and protection.

Advantages / disadvantages of different river management strategies and their sustainability

Different viewpoints, values and attitudes are held on the effectiveness of river management.

Case Study 7 - Ottery St Mary – River Otter and Furze Brook and catchment area 1997

Case Study 8 - Ottery St Mary – River Otter and Furze Brook management

5. Coastal processes and coastal management.Processes of coastal erosion, cliff recession, sediment transport and deposition.

The creation of both depositional and erosional (including recessional) coastal landforms.

Alternate futures: the threat of rising sea levels and more frequent storms.

Management strategies to hold the line or retreat the line.

The concept of cost benefit analysis.

Examine the impact of management on coastal processes, including unintended consequences.

Different viewpoints, values and attitudes are held on the

Case Study 9 - Dawlish Warren

1. Weather and climate.The difference between weather and climate.

Factors influencing climate to include altitude, latitude, maritime/continental.

The characteristics of one European climate and one tropical climate type.

Frontal rainfall, relief rainfall and convectional rainfall.

Pressure systems in the atmosphere

The cause, effect and response to weather hazards relating to high pressure, must include drought.

The cause, effect and response to weather hazards relating to low pressure, must include tropical storms.

Case Study 10 – Typhoon Haiyan

2 Ecosystems.The relationship between climate zones and biomes, illustrated using one European and one tropical biome.

Processes that operate within ecosystems and link living (biotic) and non-living (abiotic) components to include nutrient stores and flows, energy flows and food webs.The economic and environmental benefits provided by ecosystems at small and international scales.

Ecosystem processes that regulate the atmosphere and water cycle and that prevent soil erosion.

How human activity affects ecosystem processes, includes impacts on nutrient cycles, water cycles and food chains within one ecosystem.The benefits of sustainable management and the problems in achieving sustainable management of ecosystems includes small scale and international scales.Case Study 11 - TRF – Location – Solomon Islands

3. The issue of desertification.

An investigation of the various causes of desertification. Natural processes to include high pressure systems, seasonal rainfall patterns and high rates of evapo-transpiration.Human processes to include over-grazing, poor land management and use of fire wood.

The appreciation that different viewpoints, values and attitudes are held on the process of desertification by different stakeholders.Both local community and international strategies to manage the situation.

Case Study 12 - Sahel in Mali and Niger

THEME 3: UNEVEN DEVELOPMENT AND SUSTAINABLE ENVIRONMENTS1. Employment structures and opportunities.A range of ways of categorising employment must be studied; coverage must include formal / informal and private / public sectors as well as primary / secondary / tertiary / quaternary.A comparative investigation of recent changes in employment structures of countries at two contrasting stages of economic development, and the reasons for these changes.Factors influencing current change and alternate futures, to include changing industrial technology and working practices.2. The location of economic activities.Physical and human factors influencing location and changes in location to include: raw materials, labour, energy, transport and communication, markets, government policy and globalization and footloose industries.Global distribution patterns. Key terminology to include MNC (TNC), NIC, BRIC

Concepts of positive and negative multiplier effects.

Case Study 13 - Met Office, Exeter – Tertiary

Case Study 14 - Nokia

3. Economic activity and the environment.At a local scale, pollution of water, atmosphere. Degradation and damage to the land.

Management strategies to:1. reduce impacts of economic activity on the environment;2. restore the environment;create alternate future uses to include leisure use, and creation of new habitats.Physical processes of the atmosphere that drive climate change.

Consider alternate futures, both positive and negative, of climate change for people in different environments.

An exploration of the consequences of climate change for people and economies.

A consideration of how governments and non-government organisations (NGOs) tackle the causes and consequences of climate change.The appreciation that different viewpoints, values and attitudes are held on the effects of climate change and how it can be managed.Case Study 15 - TRF – Location – Logging in the Solomon Islands

Case Study 16 - UK vs Pacific Islands – e.g. Cartaret Islands

4. Development.Defining the changing concepts of development to include:1. economic development;2. human / social development;sustainable development.The concept of the development gap.

Consideration of the use of traditional economic divisions of the world and their validity as compared with other human development indicators to include economic and social indicators.Different viewpoints, values and attitudes are held about the development gap.

5. Development issues and water.Key processes and terminology of the hydrological cycle to include throughflow, groundwater, aquifer.

Access to, and use of, clean water in countries at different stages of economic development.

The concept of local, sustainable water projects.

The concepts of multi-purpose use of water and trans-boundary water supply. An investigation of a trans-boundary water issue.Different viewpoints, value and attitudes are held about water supplies.

Case Study 17 - Lesotho – Katse Dam

6. Interdependence.

The factors that drive interdependence: migration, trade, business/investment, culture and technology.

Concepts of trade must include import, export, tariffs and trade blocs to include EU and its trade relationships.

Examine trade patterns that over rely on one form of foreign income. Consider the social and economic impacts of such trade patterns.Concept of Fair Trade.

Sources of aid: governments and non- government organisations (NGOs). The concept of tied aid.

The difference between short term / emergency aid and long term / development aid.

The concept of closing the development gap and the Millennium Development Goals.

Case Study 18 - Create your own – Oxfam unwrapped

HISTORY GCSE REVISION BOOKLETExam board EdexcelSyllabus code 2HB01URL for where to find syllabus www.edexcel.com/gcseURL for where to find exam papers www.edexcel.com/gcse/past papersRecommended books Edexcel GCSE History B Schools History Project - Life in Germany 1918-1945

Edexcel GCSE History B Schools History Project - American West 1840-1895Edexcel GCSE History B Schools History Project - Crime and Protest

Recommended websites www.activehistory.co.ukwww.bbc.co.uk/schools/gcsebitesize/history/shpwww.historygcse.orgwww.historylearningsite.co.ukwww.learningcurvegov.uk www.schoolhistory.co.ukwww.schoolshistory.org.ukwww.spartacus.schoolnet.co.ukwww.thinkinghistory.co.uk

Exam arrangements - you will be sitting 3 examination papersUnit 1 B Crime and Punishment 1 hour 15 minutes 25% of final mark 4 questions

Unit 2 B The American West I hour 15 minutes 25% of final mark 4 questions

OR

Unit 2 C Life in Germany 1 hour 15 minutes 25% of final mark 4 questions

Unit 3 B – Protest, Law and Order in the

Twentieth Century

1 hour 15 minutes 25% of final mark 5 questions

ChecklistTopic Got notes Understand notes Keywords /

revision sheet / cards completed

Any questions that need to be asked?

Unit 1Roman, Saxon and Norman Crime and PunishmentMedieval Crime and PunishmentPunishing the PoorBeliefs and Actions of the Ruling Classes – the Bloody CodeThe Impact of Industrial and Agricultural ChangeSmugglers and PoachersThe creation of the Modern Police ForceTransportation

Topic Got notes Understand notes Keywords / revision sheet / cards completed

Any questions that need to be asked?

PrisonsPolicing and Prisons since 1900The Abolition of Capital Punishment‘New Crimes’TerrorismWitchcraftConscientious ObjectorsDomestic ViolenceUnit 2American West (c1840 – c 1895)The Plains Indians – Beliefs and Way of LifeMigrants and Settlers in the WestFarming on the PlainsThe Construction of the RailroadsThe Rise and Fall of the Cattle IndustryLaw and OrderThe Indian WarsDestroying the Indian Way of life and Life on the ReservationsLife in Germany (c1919-c1945)The Weimar RepublicThe Impact of Economic ProblemsThe Rise of the Nazi partyCreation of the Nazi StateNazi Methods of ControlOpposition to the NazisNazi Policies towards Women and the YoungEconomic Changes in GermanyNazi Treatment of MinoritiesUnit 3Protest, Law and Order in the Twentieth CenturyThe SuffragettesThe General Strike 1926The Miners’ Strike 1984-85The Poll Tax Protests 1990

Mathematics

Exam Board:- EdexcelCourse Code:- 1MA0

Two papers :- One non-calculator, One calculatorBoth 1 ¾ hours long

Foundation Grades C - GBold type indicates C grade material

Topic Understand it?

NUMBER Round numbers to the nearest 10, 100, 1000, etc

Round numbers to decimal places and significant figures

Negative numbers : +, -, x and ÷

Factors, multiples, common factors, highest common factor, lowest common multiple, product of prime factors

Square numbers, square roots, cube

rules of indices

standard index form with and without a calculator

Fractions: equivalent, simplify, order, fraction of an amount, giving a comparison as a fraction, e.g. a test score, add and subtract fractions, convert to decimals, multiply and divide fractions

Decimals : change to fractions, order

Convert between metric units

Percentages : finding % of an amount, using in problems, e.g. VAT, increase or decrease a number by a %, compound and simple interest

Ratio : simplest form, sharing

X & ÷ by 10, 100, 1000

Brackets and BIDMAS

Be able to add, subtract, multiply and divide without a calculator, including numbers with decimal points

Solve problems including speed

ALGEBRA Collect up like terms (simplify expressions)

Open brackets in an expression or an equation

Open double brackets to form a quadratic equation (FOIL)

Factorise simple expressions

Substitute numbers into expressions, including with powers

Solve linear equations including with unknown on both sides

Use formula, both in words and symbols

Derive formulae

Continue sequences

Continue sequences

Form simple equations

Plot coordinates in 4 quadrants

Plot simple graphs of straight line equations

Plot and use graphs of real life situations, e.g. distance/time graphs

Change the subject of a formula which may include factorisation

Solve simultaneous equations

Solve simple linear inequalities

Shade the area for simple inequalities in two variables

Trial and Improvement

nth term of a linear sequence by looking at differences

Plot straight lines and use y = mx + c. Find gradients of straight lines and find parallel lines

Plot quadratic and cubic graphs and use graphs to give some solutions

Simple loci problems

SHAPE & SPACE Identify acute, obtuse, reflex and right angles

Know and justify angle facts: at a point, on a straight line, in a triangle, opposite angles, corresponding (F) and alternate(Z)

Be able to find missing angles in equilateral, isosceles and scalene triangles

Pythagoras Theorem

Similarity of 2D shapes by finding Scale factor and using it to find missing lengths

Know the parts of a circle : radius, diameter, chord, arc, circumference, tangent

Find the circumference of a circle, given the radius or diameter and vice versa

Find the area of a circle

Draw on isometric paper and know the plan, side and front views or elevations

Rotate, reflect, enlarge and translate a shape

Describe rotations, reflections and translations fully

Find the scale factor of an enlargement and know that angles are not enlarged

Read scales

Know rough metric equivalents for pounds, feet, miles, pints and gallons

Estimate measurements

Use a protractor, compasses and a ruler to draw and measure angles, lines and shapes

Find the perimeter of a shape

The area of a rectangle, triangle, parallelogram and compound shapes

Find the surface area of a solid

Know special quadrilaterals: square, rectangle, parallelogram, trapezium, rhombus, kite

Calculate and use the angles of regular polygons by finding the interior and exterior angles

Find volumes of cuboids, prisms and cylinders

DATA HANDLING Design and use data collection sheets Use two-way tables

Construct and interpret bar charts, pie charts, line graphs, scatter diagrams including line of best fit, stem-and-leaf diagrams

Recognise positive and negative correlation and use the line of best fit to make predictions Calculate and use the mean, median, mode and range Find averages from tabled data

Probabilty : probability scale (impossible, unlikely, evens, likely, certain), exact probability, probability of some event not happening, relative frequency

Listing all outcomes of a combined event

Mathematics : Higher Grades A* - CBold type indicates A and A* material

NUMBERRound numbers to decimal places and significant figures

Negative numbers : =/-//

Factors, multiples, common factors, highest common factor, lowest common multiple, product of prime factors

Square numbers, square roots, cube

rules of indices, including fractional and negative indicesstandard index form with and without a calculator

Fractions: equivalent, simplify, order, fraction of an amount, giving a comparison as a fraction, e.g. a test score, add and subtract fractions, convert to decimals, multiply and divide fractions, convert recurring decimals to fractionsMultiply or divide any number by a number between 0 and 1

Decimals : change to fractions, order

Convert between metric units

Percentages : finding % of an amount, using in problems, e.g. VAT, increase or decrease a number by a %, compound and simple interest, find an original amount after a % increase or decreaseRatio : simplest form, sharing

/ by 10, 100, 1000

Brackets and BIDMAS

Be able to add, subtract, multiply and divide without a calculator, including numbers with decimal points

Solve problems including speed

Rationalise a denominator with surds in itUpper and lower bounds, including using these in calculationsProportionality including inverse,i.e.direct is yx y = kx, etc.Solve problems with surdsIrrational knowledge including definition and identification

ALGEBRACollect up like terms (simplify expressions)

Open brackets in an expression or an equation

Open double brackets to form a quadratic equation (FOIL)

Factorise simple expressions

Factorise and solve quadratic equations, difference of two squares,i.e. x2 – y2 = (x – y)(x + y)Solve quadratic equations by the use of the formulaComplete the squareSubstitute numbers into expressions, including with powers

Solve linear equations including with unknown on both sides with fractional or negative answers

Use formula, both in words and symbols

Derive formulae

Continue sequences

Form simple equations

Plot simple graphs of straight line equations

Plot and use graphs of real life situations, e.g. distance/time graphs

Change the subject of a formula which may include factorisation

Solve simultaneous equations

Solve simultaneous equations by substitution where one equation is quadraticSolve simple linear inequalities

Shade the area for simple inequalities in two variables

Trial and Improvement

nth term of a linear sequence by looking at differences

Plot straight lines and use y = mx + c. Find gradients of straight lines and find parallellines and perpendicular linesPlot quadratic and cubic graphs and use graphs to give some solutions, including needing to draw in a straight line to find a solutionSimple loci problems

Know what happens to graphs of y=f(x) when transformed by y=f(x)+a, y=f(x+a), y=af(x), y=f(ax), icluding graphs of sin, cos and tan

SHAPE & SPACEPythagoras Theorem including 3D problemsSimilarity of 2D shapes by finding a scale factor and using it to find missing lengths

Trigonometry including 3D problemsAdvanced trigonometry – A = ½ab sinC, sine rule, cosine rule.Use trig to solve areas of segmentsKnow trig graphs and use them to find all solutionsAngle facts in a circle : angle between tangent and radius is 90, tangents from a point to a circle are equal, angle at centre is twice angle at circumference, angle in a semicircle is 90, angles in same segment are equal, alternate segment theoremConstruct a perpendicular bisector, angle bisector and perpendiculars from a point on and to a line

Convert between volume measurements, e.g. from cm3 tom3

Know the parts of a circle : radius, diameter, chord, arc, circumference, tangent. Find the length of an arc and the area of a segment and sectoruse SSS, SAS, ASA and RHS conditions to show congruence of trianglesRotate, reflect, enlarge and translate a shape

Describe rotations, reflections and translations fully

Find the scale factor of an enlargement, including negative scale factors and know that angles are not enlarged

Use the fact that if a length has a scale factor of k, then the area has a scale factor of k2 and the volume would have a scale factor of k3

Calculate and use the angles of regular polygons by finding the interior and exterior angles

Find volumes of cuboids, prisms and cylinders, pyramids, cones and spheresVectors: add, subtract, scalar multiples, problems involving vectors, parallel, length

DATA HANDLINGConstruct and interpret line graphs, scatter diagrams including line of best fit

Histograms

Recognise positive and negative correlation and use the line of best fit to make predictions

Calculate and use the mean, median, mode and range

Find averages from tabled data

Probability : exact probability, probability of some event not happening, relative frequency

Use tree diagrams to show compound events – when to add or multiply events

Listing all outcomes of a combined event

Cumulative frequency including upper and lower quartiles and the interquartile range

Box and whisker plots

Stratified sampling

MUSIC GCSEYou will be taking two exams:Creative Task 45 mins Individual work either with laptop (Sibelius) or

with your instrument/voice. You have to either send a recording or a score of your creative task, this must indicate instrument, dynamics, tempo & any other relevant information

Complete a short composition to your choice of the 6 given stimuli (a chord sequence, a note row, a rhythm, a set of lyrics, a “story”, (or add a second part to the 8 bar melody you are given)

Listening 1 hour + Written response to extracts played on a CD, based on the AoS 2 Shared Music (how instruments/voices interact), AoS3 Dance Music (including context) & AoS4 Descriptive Music.One question will include assessment on your quality of written English. This question will be written in continuous prose, the others can be written as bullet points

Variety of question styles – most v short answers, some in a grid. One question will require you to complete missing notes

Language for learningYou 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 revisionArea of Study 2(“Shared Music”How instruments work together)

Notes/Revision sheet

Understand vocab/terms/devices

1st Revision 2nd Revision Any queries

Leider German Voice & Piano AccompanimentPop BalladsVoice & AccompanimentConcertoSolo instrument & Orchestral accompanimentJazzSolo instrument (s), (Vocal) & bandGamelanInstrumental ensembleIndian ClassicalInstrumental ensembleBaroque & Classical Chamber MusicInstrumental ensemblesChoral ClassicsSoloist(s),Large vocal ensembles with OrchestraAfrican Acapella singingVocal ensembles

Listening revisionArea of Study 3(Dance Music)

Notes/Revision sheet

Understand vocab/terms/devices

1st Revision 2nd Revision Any queries

WaltzPaired DanceSalsaPaired DanceTangoPaired DanceAmerican Line DanceSynchronised DanceIrish Jigs & ReelsSynchronised DanceBhangraSynchronised & Improvised DanceClub DanceImprovised DanceDiscoImprovised Dance

Listening revisionArea of Study 4(Descriptive Music)

Notes/Revision sheet

Understand vocab/terms/devices

1st Revision 2nd Revision Any queries

Programme Music(1820 onwards)Film music

Listening revision –You will also need general musical vocab relating to the musical elements ie Pitch, Dynamics, Tempo, Texture, Timbre, Duration, InstrumentationGeneral Elements vocab

Notes/Revision sheet

Understand vocab/terms/devices

1st Revision 2nd Revision Any queries

Coursework:B351 – 1 performance (solo or ensemble), 1 Composition based on the elements in the piece you performedB352 – 1 ensemble performance, 1 Composition based on AoS 2,3,or 4

Physical Education

Exam Board - Edexcel Syllabus Codes

Edexcel GCSE in Physical Education Unit Code 2PE01

Unit 1: The Theory of Physical Education Unit Code 5PE01

Unit 2: Performance in Physical Education Unit Code 5PE02

Recommended books

Essential reading: Edexcel GCSE Physical Education Student Book- ISBN: 978- 1-84690-372-4Results Plus Revision Edexcel Physical Education- ISBN: 978-1-84690-588-9Revise Edexcel GCSE Physical Education Revision Guide- ISBN: 978-1-4469-0362-9Revise Edexcel GCSE Physical Education Revision Workbook- ISBN: 978-1-4469-0363-6

Others: GCSE PE for Edexcel 2nd edition- ISBN- 978-1-85008-399-3Edexcel PE for GCSE New Edition – ISBN- 978-0521802123

URL for where to find syllabus http://www.edexcel.com/subjects/physical-education-sport/pages/default.aspx

URL for where to find exam papers http://www.edexcel.com/quals/gcse/gcse09/pe/Pages/default.aspx

Recommended websites

http://www.bbc.co.uk/schools/gcsebitesize/pe/www.teachpe.comwww.brianmac.co.ukhttp://www.bbc.co.uk/science/humanbody/http://nutrition.about.com/library/blwatercalculator.htmhttp://www.what2learn.com/content/samples/PESamples/dietHealth.htmlhttp://www.what2learn.com/content/samples/PESamples/skeleton.htmlhttp://www.what2learn.com/content/samples/PESamples/muscles1.htmlhttp://www.nhs.uk/Change4Life/Pages/change-for-life.aspx

Exam arrangements -You have already completed 60% of the practical aspect of the exam.

Written exam 1 hour 30 mins 40% of final mark Multiple choice, short answers and 6 mark question (essay)

Topic Got Notes

Understand Notes

Keywords / revision sheet / cards completed

Any Questions that need to be asked?

Section 1: Healthy, active lifestyle1.1.1 Healthy and Active lifestyles and how they could benefit you

3 categories of a healthy active lifestyleTopic Got Understand Keywords / revision

Notes Notes sheet / cards completed

Benefits of taking part in physical activityReasons for taking part in physical activity

1.1.2 Influences on your healthy, active lifestyleInfluences on taking part in Physical ActivityOpportunities for getting involved in sportSports participation pyramid

1.1.3 Exercise and fitness as part of your healthy, active lifestyleHealth, exercise, fitness and performanceThe five components of health-related exerciseThe six components of skill-related fitness

1.1.4 Physical activity as part of your healthy, active lifestyleAssessing your fitness levelsThe principles of trainingGoal settingMethods of trainingThe exercise sessionComparing two types of training sessionAnalysing training sessions

1.1.5 Your personal health and well-beingThe link between exercise, diet, work and restDietary intake

Section 2: Your healthy, active body1.2.1 Physical activity and your healthy mind and body

Different body typesOptimum weightWeight related conditionsPerformance enhancing and recreational drugsRisk assessment and preventing injuries

1.2.2 A healthy, active lifestyle and your cardiovascular systemThe cardiovascular system during exerciseRegular exercise and the cardiovascular systemThe effect of lifestyle on the cardiovascular system

1.2.3 A healthy, active lifestyle and your respiratory systemThe respiratory systemImmediate and long term effects of exercise on the respiratory system

1.2.4 A healthy, active lifestyle and your muscular systemThe muscular systemExercising the muscular systemLifestyle, performance enhancing drugs and the muscular system

1.2.5 A healthy, active lifestyle and your skeletal systemThe skeletal systemJoints and movementExercise and the skeletal systemInjuries to the skeletal system and the importance of diet

GCSE Religious Studies (Philosophy and Ethics) Specification content The following units form the specification for the full GCSE Religious Studies course (J621) and the RE Short Course (J121).

Specification contentPhilosophy 1: Beliefs about God; religious and spiritual experience; the end of lifePhilosophy 2: Concepts of good and evil; reason and revelation; religion and scienceEthics 1: Religion and human relationships; medical ethics; wealth and povertyEthics 2: Religion, peace and justice; religion and equality; religion and the media

Short Course Candidates will sit two papers (Philosophy 2 and Ethics 1), each lasting 1 hour each. Full Course Candidates will sit papers in all four units, each lasting one hour.

GCSE RS (Philosophy and Ethics) OCRPHILOSOPHY 1 (B601 Full Course J621 only)ChristianityBelief about deityNature of God Beliefs about the nature of God.

Belief in God Reasons given in support of belief.

Miracles • Concept of miracles, including different beliefs within the religion• God intervening in the world through:

MiraclesJesusHoly Spirit.

Religious and spiritual experiencePublic and private worship

Concept of worshipWorship in a Christian place of worship and at homeThe use and significance of symbolism in worshipUse of art and music to express beliefs about God.

Prayer and meditation

Concept of prayerThe purpose and use of prayer to deepen faithThe power of prayer and answered prayers.

Food and fasting Concept of fastingResponses to GodFood for festivals.

The end of life

Body and soul Concept of soulThe relationship between the body and soul.

Life after death • Concept of life after death• Beliefs about:

HeavenHellPurgatorySalvationRedemptionThe suffering of Christ

God as judge Relationship between God the judge, life on earth and the afterlife.

Funeral rites Funeral ritesThe ways funeral rites reflect belief and aim to support the bereaved.

GCSE RS (Philosophy and Ethics) OCRPHILOSOPHY 2 (B602 Full Course J621 and Short Course J121)ChristianityGood and evil

Good and evil Concepts of good and evilGod and the Devil (Satan)The Fall, original sin and redemption.

The problem of evil Concepts of natural and moral evilApproaches to why there is evil and suffering in the worldResponses to the problem.

Coping with suffering

Understanding ways of coping with suffering.

Sources and reasons for moral behaviour

The BibleConscienceFaith in Christ.

Religion, reason and revelation

Form and nature of revelation

Concept of revelationRevelation through mystical and religious experienceRevelation of God through the worldRevelation of God in the person of Jesus.

Authority and importance of sacred texts

Authority of the Bible and reasons for itSignificance and importance of the Bible.

Religion and science

Origins of the world and life

Scientific theories about the origins of the world and humanity

Teachings about the origins of the world and humanityThe relationship between scientific and religious

understandings of the origins of the world and humanity.People and animals

The place of humanity in relation to animalsAttitudes to animals and their treatment.

Environmental issues

Responses to environmental issuesConcept of stewardshipReligious teachings relating to environmental issues.

GCSE RS (Philosophy and Ethics) OCRETHICS 1 (B603 Full Course J621 and Short Course J121)ChristianityReligion and human relationshipsRoles of men and women in the family

Roles of men and women in a Christian familyRoles of men and women in the Church family.

Marriage and marriage ceremonies

Marriage ceremoniesThe ways in which the ceremonies reflect and emphasise

Christian teaching about marriageResponses to civil partnerships.

Divorce Beliefs about the ethics of divorceBeliefs about the ethics of re-marriage.

Sexual relationships and contraception

Beliefs about sexual relationshipsBeliefs about contraception.

Religion and medical ethics

Attitudes to abortion Different attitudes towards abortionReasons for different attitudes.

Attitudes to fertility treatment

Responses to issues raised by fertility treatment and cloning.

Attitudes to Different attitudes towards euthanasia

euthanasia and suicide

Different attitudes towards suicideReasons for different attitudes.

Using animals in medical research

Beliefs about the use of animals in medical research.

Religion, poverty and wealthReligious views of wealth and of the causes of hunger, poverty and disease

WealthCauses of hunger, poverty and diseaseResponses to the needs of the starving, the poor and the

sick.

Concern for others Biblical teaching about caring for othersUnderstandings of ‘charity’Different ways charity is put into practice.

The uses of money Teachings about the use of money (eg gambling, lending)Giving to charity.

Moral and immoral occupations

Concept of moral and immoralTeachings about moral and immoral occupationsImpact of teachings on believers.

GCSE RS (Philosophy and Ethics) OCRETHICS 2 (B604 Full Course J621 only)ChristianityReligion, peace and justice

Attitudes to war Attitudes towards warThe Just War theory.

Violence and pacifism

Attitudes towards the use of violenceAttitudes towards pacifismReasons for these attitudes.

Crime and punishment

Concept of justiceAims of punishmentAttitudes towards capital punishmentBeliefs about the treatment of criminalsResponses to the treatment of criminals.

Social injustice Concept of social justice and injusticeBeliefs about social injusticeResponses to social injustice.

Religion and equality

Principle of equality

Biblical teaching about equality.

Attitudes towards racism

Different views about prejudice and equality in relation to racePractices in relation to racism.

Attitudes towards gender

Different views about prejudice and equality in relation to gender

The role of women in Christian society.Attitudes to religion • Attitudes towards other religions with reference to:

Missionary workEvangelismEcumenism.

Forgiveness and reconciliation

Beliefs about forgivenessImpact of beliefs about forgiveness on believersBeliefs about reconciliationImpact of beliefs about reconciliation on believers.

Religion and the media

Relationship with the media

The different forms of mediaThe influence of the mediaPortrayal of Christianity in the mediaPortrayal of important religious figures

Responses and attitudes towards films which focus on religious/philosophical messages

Responses and attitudes towards books and comics which focus on religious/philosophical messages.

Use of the media Using the media to represent ChristianityTo educate both Christians and non-Christians.

Censorship/freedom of speech

Concept of censorship and freedom of speechBeliefs and attitudes towards the portrayal of violence and sexAttitudes and responses to issues raised by freedom of

speech.

Science

Triple scientists – revise all 3 units of each scienceAdditional scientists revise Unit 1 & Unit 2 of each science

Biology

Topic Got Notes

Understand Notes Keywords / revision sheet / flash cards

Any Questions to be asked?

Unit 1Nervous SystemReflex AtionsDrugsImmunity and fighting diseaseVaccinationAntibioticsPlant hormonesA Balanced dietMenstrual cycleControlling fertilityAdaptationsCompetition and survivalGenetic variationGenetic EngineeringTheories of evolutionNatural SelectionEnergy Flow & PyramidsAcid rain & BioindicatorsGlobal warming and carbon cycle

Unit 2CellsDiffusion and osmosisPhotosynthesisLimiting factors on plant growthPlant MineralsMeasuring and Distribution of organismsEnzymes and digestionRespirationExerciseCell division and stem cellsMendel to understand DNAInheritance of diseaseSpeciation

Unit 3Active TransportExchange in lungs and gutTopic Got

NotesUnderstand Notes Keywords / revision

sheet / flash cardsAny Questions to be asked?

Exchange in other organismsExchange in plantsTranspirationTransport in HumansThe effect of exerciseAnaerobic respirationThe human kidneyTransplant v DialysisGrowing microbesFood Production using micro-organismsFermentersAnti-biotic productionBiogas and BiofuelsHistorical view of microbes

Chemistry

Topic Got Notes

Understand Notes Keywords / revision sheet / flash cards

Any Questions to be asked?

Unit 1Atoms and atomic structurePosition of elements in the periodic tableChemical reactionsThe chemistry of limestoneExtraction of metalsAlloysProperties and uses of metalsCrude OilHydrocarbonsHydrocarbon fuelsCrackingPolymersEthanolVegetable OilsEmulsionsThe Earth’s crustThe Earth’s atmosphere

Unit 2Atoms and atomic structureIonic BondingCovalent BondingMetallic BondingThe properties of compoundsStructure & properties of polymersNanomaterialsRates of ReactionAcids and Bases

Methods for making saltsElectrolysisExothermic & endothermic reactionsEmpirical formulae (Higher)Molar Masses and % massesPercentage Yield - Calculation (H)Reacting Masses calculations (H)Analysis by chromatography and mass spectrometry

Unit 3The Periodic Table and its developmentGroup 1 chemistryGroup 7 Chemistry - HalogensTransition metalsTitrations. Calculations (H)Hard and soft waterPurifying waterSolubility of solids and gasesEnergetics : calculating energy changes. Bond data calcs (H)Calorimetry : measuring energy changesChemical Tests for ionsEquilibria & the Haber ProcessAlcoholsCarboxylic acidsEsters

Physics

TopicGot Notes

Understand Notes

Flashcards / Keywords / Revision sheet completed?

Any Questions that need addressing?

Unit 11.1.1Infra Red radiation1.1.2 Surfaces and radiation1.1.3 States of Matter1.1.4 Conduction1.1.5 Convection1.1.6 Evaporation and condensation1.1.7 Energy Transfer by Design1.1.8 Specific Heat Capacity1.1.9 Heating & Insulating1.2.1 Forms of Energy1.2.2 Conservation of Energy1.2.3 useful Energy

1.2.4 Energy and Efficiency1.3.1 Electrical Appliances1.3.2 Electrical Power1.3.3 Using Electrical Energy1.3.4 Cost Effectiveness matters1.4.1 Fuel for Electricity1.4.2 Energy from Wind1.4.3 Power from the Sun & Earth1.4.4 Energy & Environment1.4.5 The National grid1.4.6 Big Energy Issues1.5.1 The Nature of Waves1.5.2 Measuring Waves1.5.3 Wave properties: Reflection1.5.4 Wave properties: Refraction1.5.5 Wave properties: Diffraction1.5.6 Sound1.5.7 Musical Sounds1.6.1 Electromagnetic Spectrum1.6.2 Light, infra red, microwaves & radio waves1.6.3 Communications1.6.4 The expanding Universe1.6.5 The Big bang

How to manipulate formulaeStandard FormHow to Interpret Graphs & Charts

Topic Got Notes

Understand Notes Keywords / revision sheet / flash cards

Any Questions to be asked?

Unit 2Forces and their EffectsForces and ElasticityForce and accelerationVelocity and distance-time graphsWeight, mass and gravityFrictional forces and terminal velocityStopping distancesWork DonePotential EnergyKinetic EnergyPowerMomentum and collisionsTopic Got

NotesUnderstand Notes Keywords / revision

sheet / flash cardsAny Questions to be asked?

Car safetyStatic ElectricityCurrent and potential DifferenceCircuits - simpleResistanceCircuits – series and parallelCircuit devices (Diode, thermistor, LDR)Alternating currentCables and plug wiringWork out which fuse to useElectrical power and potential differenceElectrical energy and chargeBackground radiation sourcesAlpha scattering experimentBalancing Nuclear equationsAlpha, Beta and gamma usesHalf lifeNuclear fissionNuclear FusionHow the Universe was formedLife cycle of a starHow all the elements were made

Unit 3X-raysUltrasoundHow to work out refractive indexHow endoscopes workLenses and magnification, real & virtual imagesHow to draw ray diagramsThe eye structure and lens powerHow to correct eye defectsHow to work out momentsCentre of massEquilibrium and balancingStability & topplingHydraulicsCircular motion and centripetal accelerationThe pendulum, time periodElectromagnets, bell, relay and circuit breakerThe electric motor & loudspeakerElectromagnetic inductionTransformers – how they work switch mode transformersTransformer equation

Science Tips

Syllabuses can be found here: http://www.aqa.org.uk/subjects/science Triple scientists use physics 4403, biology 4401 and chemistry 4402Additional science 4408Single science 4405 Science A

Past papers can be found here: http://bit.ly/1fKYBBF Make sure you enter GCSE ScienceTriple scientists can search for physics 4403, biology 4401 and chemistry 4402Additional science 4408Single science 4405 Science A

Books you can see the whole textbook on www.Kerboodle.com

You can use your revision book

You should have revision cards for each module you studied – available on moodle too

You can buy an app from www.cgpbooks.co.uk/pages/apps.asp costing £1.49

Great Video website - http://www.my-gcsescience.com/ Has lessons on the whole of Triple science, additional science and single science courses

What the examiner wants Describe – use figures with units to describe data and graphs. Don’t explain the data – comment on the pattern (as x increases y….) comment on changes of gradient and quote numbers. Good words, increase, decrease, rapidly, slowly, doubled , plateau

Explain – Use keywords to provide a reason

Comment – describe and Explain see above!

Evaluate – list the pros and cons. You will probably have to draw a conclusion too

Year 10 & 11 SpanishExam Board: WJEC –Specification can be found: http://www.wjec.co.uk/uploads/publications/16188.pdf

Writing Controlled assessments

1 hour 30% of the final mark

Best 2 essays are submitted- 2 weeks to prepare and memorise once title is issued.

Speaking Controlled assessments

3. 5 min.4. 7 min.

30% of the final mark

5 min: structured conversation on a topic- answers to questions – 2 weeks to prepare

7 min: Student delivers a presentation in Spanish on a topic (e.g. work experience) and answers questions on the presentation

Listening exam paper (end of Yr11)

45 min. 20% of the final mark

Foundation(Multiple choice, True/ False, fill the blanks, short answers in English)

Higher(Multiple choice, True/ False, fill the blanks, short answers in English)

Reading exam paper (end of Yr11)

50 min. 20% of the final mark

Foundation(Multiple choice, True/ False, fill the blanks, short answers in English)

Higher(Multiple choice, True/ False, fill the blanks, short answers in English)

The following topics could be found in the final exam papers (reading and listening):Vocabulary area

Pers

onal

and

soci

al li

fe

Self, family, friendshome lifeshoppingmealshealthy livingillness and accidentfree timefashion

relationshipsfuture plans

Loca

l com

mun

ity

Home townschool, educationlocal environmentpollutionrecyclinglocal facilitiescomparisons with other towns and regionsweather and seasons

The

wor

ld o

f wor

k

Work experience

part-time jobs

future careers

new technology (sending messages, accessing information)

The

wid

er Travel and holidays

Media

world social issues (e.g., life of young people today, homelessness, crime, drugs, healthy living, religion, politics)life in the countries and communities where the language is spoken.

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 Yo/tú/nosotros…Connectives Donc/ pero/ y/ sin

embargo/sino/ luego/ aunque…

Reflexive verbs Me lav o/ nos llamamos

Present tense Como/ Bebo/ bebemos/ vivo

Perfect tense (past1)

He llagado/ hemos hecho

Preterit Fui/ hablé/ comí/vivíImperfect tense Hablaba/ comía/ vivíaImmediate Future Voy a comer/ vamos a

bailarSimple Future Hablaré/ hablaremosConditional Hablaría/ comería

/viviríaPresent continous Estoy hablando/

estamos comiendoPluperfect Había vivido/

Habíamos vividoSubjunctive present in common expressions (higher)

No dudo que usted va al Perú en diciembre

Idioms/ saying (higher)

‘Me estás tomando el pelo’

Useful websites

Recommended book: CGP GCSE Spanish complete revision and practice Recommended websites: Kerboodle, BBC Bitesize, linguascope, languagesonline Exam papers: http://www.wjec.co.uk/index.php?subject=103&level=7&list=paper

TECHNOLOGY

GCSE Resistant Materials – Revision InformationExam Board: AQA. 60% Major Project (Controlled Assessment), 40% 2 hours final Exam.Exam in 2 parts: Section A – Design Question that includes the use of sketches to explore design ideas.Section B – Materials, tools, Manufacturing techniques, Health and Safety, use of ICT/CAD/CAM, product analysis, scales of production and a range of questions from the theory work covered throughout the course.

Revision Topics: Read Understood Practised Checked

WoodsMetalsPlasticsCompositesSmart/Modern materialsMaterials manufacturing methodsJointing methods in all materialsAdhesivesFinishing techniquesApplied finishesHealth and SafetyUse of jigs and FormersCAD/CAMUse of ICT in TechnologySustainability and the 6RsDesign specificationsSketching techniquesEvaluating productsProduct analysisBasic electronics and symbolsSimple mechanismsScales of productionFixtures and fittingsTemporary and permanent jointingMaterials propertiesFabrication and wastingErgonomics and AnthropometricsAesthetics

Text book AQA Design and Technology Resistant materials TechnologyWWW.technologystudent.com (Resistant Materials)Section A Examination research topic: ‘The storage of computer gaming equipment’

Catering GCSE WJEC Unit 1 4731 and Unit 2 4732 WJEC website particularly useful www.wjec.co.ukRevision book and text book are done by the board Text book = Hospitality and Catering for GCSE second edition by Judy Gardiner and Jacqui Housley ISBN : 978-0-340-98682-0Revision book = CGP GCSE WJEC Catering Study and exam practice ISBN: 978-1-84762-988-3 40% terminal paper in summer yr 11 1 ¼ hrs a staged paper access for all 60% practical assessment made up of 20% in yr 10 (June) and 40% yr 11 (March) in each case written element of supporting evidence makes up half of the marks . Internally assessed and moderated externally

September to October half term

Skills based practical work to cover; Meat cookery Deboning a chicken Sauces – blended and roux Pastry – short crust, sweet pastry, choux, puff, handling of filo Gelatine

Theory work to cover; Nutrition Sauces and thickening Eat well plate and healthy eating Commodities Basic food hygiene – this will be completed independently on line

and awarded a certificate on completion of the course Knife skills and buying a knife

October half term to February half term

Practical skills;These will be linked to restaurant planning. Students will be put into groups and set a restaurant challenge. They will be required to design everything from the menu to the front of house service. Students will set their own practical work linked to; starters/mains/desserts/canapés and petit fours. They will be required to trial taste and make decisions on their groups options.

Theory work will cover; Costing Portion control Environmental issues linked to restaurants Team management Table lay Service Order taking Presentation and service

The Culmination of this portion of the course will be a restaurant night where parents and other invited guests will be able to pay to join us and see the fruits of the student’s labours.There are clearly many other underlying life skills involved here – team work/leadership/communication/organisation/planning/discussion/problem solving etc.

February half term to Easter Practical skills based;

Fish cookery Risottos Presentation skills Veg prep Bread Piped biscuits Piping

Theory work will cover; Types of service – buffet/silver/free flow Job roles in a kitchen Equipment Re check nutrition

Easter to summer term Practical work;This will be based on ideas and trialling for task 1 controlled assessmentThere will be a parents evening for this to launch the work and explain the requirements to parents and students.

Theory work; Research based on task 1 (currently afternoon tea or dairy product) Planning for reasons for choice and time plans

There will be a collapsed day for students to write up the written element . Practical assessment will in groups of no more than 6 and be a two and a half hour practical exam cooking four dishes to meet the brief.

Year 11 September to November

Practical work;This will follow a varied route where we will reinforce skills and build a menu for our Salty Monk Restaurant – charity event in November.The menu will come from the students restaurant menus (yr 10) and we will look closely at the way in which we present food for restaurant service.We will have visits from Christopher Piper wines and other chefs to support our learning and develop front of house skills.

Theory will relate to; Salty Monk Costing Portion sizes Storage of food Ordered prep of food Styles of service Use of large equipment Correct terminology Methods of cooking HACCP Ordering and storage of food Seasoning and flavouring Communication and record keeping

This project based work will culminate in a restaurant experience at The Salty Monk for 40-50 covers and will be order on the night. Students will have the day off timetable to cook and prepare all of the food from scratch

and prepare the restaurant area. They will not anticipate being home before midnight. It is a long day but a massive learning curve and a real life experience.

November to Christmas Practical work;This will cover skills orientated dishes students will plate up for service and photograph and taste dishes.

A Starter showing at least one high and one medium order skill A Main showing at least one high and one medium order skill A Dessert showing at least one high and one medium order skill

Theory work; will be linked to TASK 2 CA currently based on International cookery or special dietary needs. Students will be researching independently for their chosen task and will be asked to bring information into class. All students will be seen individually to assess progress.

January to February half term Practical work ;This will be student led trialling and testing dishes for their controlled assessment. Notes need to be taken each time they cook to enable them to make informed choices.

Theory work;This will be linked to TASK 2 and will also cover specialised tasks.

Electrical equipment Presentation Spun sugar master class Visits from local chefs

February half term to Easter Practical work;This will be led by students again for the first two weeks ensuring they have a complete working knowledge of their dishes for exam and tweaking presentation and service.Practical Assessments will take place in mid-March and will, as in year 10, involve no more than 6 students per session producing a two course meal with all accompaniments for two covers.

Theory work;This will be based on revision topics.

Easter to May half term Students will have approximately 4-6 weeks left depending on where Easter falls and this will be solely dedicated to revision based activities and exam technique. There will be a wide range of past papers to do along with specific teacher led activities.

GCSE Electronic Products – Revision InformationExam Board: AQA. 60% Major Project (Controlled Assessment), 40% 2 hours final Exam.Exam in 2 parts: Section A – Design Question that includes drawing a case and inside layout.

Section B – Circuits, Components, Calculations and Programming.A calculator is required for the exam.

Revision materials: Printed Revision Guide: All students should have their printed revision guide for exam preparation. Revision cards – centre of the revision guide. Moodle course “Year 11 GCSE Electronic Products Revision” which includes links to YouTube revision

videos and an electronic version of the revision guide. Past papers and Mark Schemes in Moodle. Class notes and workbooks. www.technologystudent.com

Revision Topics: Read Understood Practised Checked

FormulaePower supplies / batteriesVoltage, Current and ResistanceOhm’s lawResistor Colour CodesLarge and small numbersSwitchesPotential DividersCapacitorsDiodes and LEDsTransistors, Current AmplifierVoltage Controlled SwitchDarlington Pair TransistorsThyristorsField Effect TransistorsRelaysOp Amp—ComparatorOp Amp—Inverting Amplifier555 Monostable555 AstableDigital Logic4017 Decade CounterPCB DesignPCB Production—Photo EtchingMicrocontrollersBinary and DecimalDrawing Case DesignsSmart materials

Section A Examination research topic: ‘Temperature monitoring in a retail environment’

GCSE Textiles – Revision Information 4570Exam Board: AQA. 60% Major Project (Controlled Assessment), 40% 2 hours final Exam.Exam in 2 parts: Section A – Design Questions that include the use of sketches to explore design ideas. Section B – Fibres and Fabrics, Finishing Processes, Components, Design and Market Influences, Product Analysis, Social, Cultural, Moral, Health and Safety and Environmental, Processes and Manufacture including Production Planning. Full details are listed on the syllabus.

Revision Topics: Read Understood Practised Checked

Properties & characteristics of fibresProperties & characteristics of fabricsWeaves, Knits, Non-woven fabricsSmart/modern materialsProduct maintenance & careFinishing processesDyeing & printingDecoration & enhancementComponentsProduct designQuality assurance & controlMarket forces/consumer marketCAD/CAMUse of ICT in Textiles technologySustainability/environmentSocial & cultural issuesEthical/moral tradingHealth & Safety/risk assessmentProduct analysisTools & equipmentTypes of manufactureProduction planningProduction systems/flow diagramsPrototypes/modellingMethods of joining fabricMethods of shaping fabricErgonomics and AnthropometricsLabelling used in textiles

Text books: D & T Textiles Technology by Alison Bartle & Bernie O’Connor Lonsdale Essentials Textiles Technology Revision Guide Design & Make It Textiles Technology by McArthur, Etchells & Shepard AQA Design & Technology Textiles Technology by Davies, Dick & Hardy

There are exemplar papers and resources on Moodle.

General useful sites for all subjects

www.s-cool.co.ukwww.gcse.com

www.bbc.co.uk/schools/gcsebitesize/http://revisioncentre.co.uk/gcse

www.thestudentroom.co.ukwww.revision-notes.co.uk/

https://moodle.thekings.devon.sch.uk/

Subject URL DetailsEnglish www.bbc.co.uk/schools/gcsebitesize/

BBC bitesize revisionMaths www.mymaths.co.uk

www.bbc.co.uk/schools/gcsebitesize/

Good for all levels and topics, contains online lessons & self

mark exercisesGood for basics but not for

A/A* materialScience www.bbc.co.uk/schools/gcsebitesize/

http://www.my-gcsescience.com/

www.kerboodle.com

Good for basics but not for A/A* material

Short video lessons on all sciences

Online text book

Business http://bit.ly/1oBxf80

www.bized.co.uk

Many links on site for revision and research

Design andTechnology

www.bbc.co.uk/schools/gcsebitesize/designwww.design-technology.org

French/German

www.Linguascope.comwww.bbc.co.uk/schools/gcsebitesize/www.languagesonline.org.uk

Geography www.bbc.co.uk/schools/gcsebitesize/geographywww.schoolsnet.comhttp://revisioncentre.co.uk/gcse/geographywww.revision-notes.co.uk/gcse/geography

History www.activehistory.co.ukwww.bbc.co.uk/schools/gcsebitesize/history/shpwww.historygcse.orgwww.historylearningsite.co.ukwww.learningcurvegov.uk www.schoolhistory.co.ukwww.schoolshistory.org.ukwww.spartacus.schoolnet.co.ukwww.thinkinghistory.co.uk

ICT www.bbc.co.uk/schools/gcsebitesize/ICTMusic www.bbc.co.uk/schools/gcsebitesize/music

www.musiced.co.uk

RE www.bbc.co.uk/schools/gcsebitesize/rewww.request.org.uk

PE http://www.bbc.co.uk/schools/gcsebitesize/pe/www.teachpe.comwww.brianmac.co.ukhttp://www.bbc.co.uk/science/humanbody/http://nutrition.about.com/library/blwatercalculator.htmhttp://www.what2learn.com/content/samples/PESamples/dietHealth.htmlhttp://www.what2learn.com/content/samples/PESamples/skeleton.htmlhttp://www.what2learn.com/content/samples/PESamples/muscles1.htmlhttp://www.nhs.uk/Change4Life/Pages/change-for-life.aspx

Top revision tips

Study when you are wide-awake – Morning? /afternoon / evening

Study in blocks of an hour then have a break between blocks

Go for a walk / physical activity to recharge your brain between studying sessions

Schedule time each day for you to enjoy yourself – Me time – you’ve earnt it.

Don’t work / study beyond 9pm – give your brain a chance to wind down before sleeping

Give your brain the fuel it needs to work. Have breakfast, eat fruit and drink water.

You don’t need Good Luck – you are in charge of your future.

Do the Best that YOU can - that is more important than thinking how well you did compared to others.

How to use this booklet

1. Cross out all the pages of subjects you aren’t doing . Suddenly it looks a lot easier!

2. Set yourself a STUDY TIMETABLE that you stick by. See example on next page. It will

be tough to start with but after you’ve done it 30 times or so it will be a habit.

3. The SYLLABUS is the document teachers follow & examiners set exams by. You may

find it useful. Most subjects have given you URLs

4. PAST PAPERS are a great way of training and learning. Use mark schemes to help you.

Most subjects have given URLs to past papers

5. Use colours to show what you know and don’t know. Green – got it. Red – need to

study. Remember to colour lightly as hopefully many will change from red to green!

6. Make revision cards, mind maps or notes of notes to “burn” knowledge into your

brain.

7. Study when you are wide-awake – Morning? /afternoon / evening

8. Study in blocks of an 45-60 mins then have a break between blocks

9. Go for a walk / physical activity to recharge your brain between studying sessions

10.Schedule time each day for you to enjoy yourself – Me time – you’ve earnt it.

11.Don’t work / study beyond 9pm – give your brain a chance to wind down before

sleeping

12.Give your brain the fuel it needs to work. Have breakfast, eat fruit and drink water.

13.You don’t need Good Luck – you are in charge of your future.

14. Do the best that YOU can - that is more important than thinking how well you did

compared to others.

A typical study timetable – Design your own, stick it on the fridge and your parents can help you stick to it

4pm 5pm 6pm 7pm 8pm 9pm 10pm

Mon hwkBreak +

hwk/study Tea + chill StudyTV /

InternetTV /

Internet Chill

Tue hwkBreak +

hwk/study Tea + chill Air Cadets Air Cadets Air Cadets Chill

Wed hwkBreak +

hwk/study Tea + chill StudyTV /

InternetTV /

Internet Chill

Thu hwkBreak +

hwk/study Tea + chill Air Cadets Air Cadets Air Cadets Chill

Fri hwkBreak +

hwk/study Tea + chillVoluntary

workVoluntary

workTV /

Internet Chill

SatStudy 2hrs things. Chill (10) The rest of day with friends. You've earned and you need down

timeSun 3 Hours Sport , 2 hours hwk & 10 hours chill

6.5

27.52

9

9.5

hours spent each week

Total time studyingTotal Chill time + TV/internet Voluntary hoursJob/Cadets / Sportshomework

This is a typical study timetable.By doing a little each day you learn the course better as you go along.There is plenty of time to be with friends, gaming and surfing.Still time to do sport , volunteer and get a jobThis is a stress free way but it does need discipline.

If you revise non-stop for 2 hours it has been shown that your effectiveness at retaining information decreases quickly and your time has not been used effectively

It is best to revise in 45-50 minute chunks. Your brain gets tired bored but it looks forward to the breaks. 10 minutes of chucking a ball against the wall cup of tea anything other than studying resets & refreshes your brain

You can do this