GCSE revision checklist

2019/2020

AQA Design and Technology 8552 Resistant Materials

Website: http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552

Revision Guide: Hodder Education Design and Technology Timbers, metals and Polymers

Core knowledge revision topics: Graphics and Resistant Materials:

Specialist Knowledge: Resistant Materials ONLY

Unit Revision topic Fact revision Exam prep

revision

Student choice

Tim

ber

bas

ed m

ater

ials

Sources and origins

Working with timber

Commercial manufacturing

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Mat

eri

als

an

d t

he

ir

pro

pe

rtie

s

Textiles

Polymers

Metals

Timber

Papers and boards

Ne

w a

nd

em

erg

ing

tech

no

logy

Industry and enterprise

Sustainability and the environment

People, culture and society

Production techniques and systems

Informing design decisions

Ene

rgy,

mat

eri

als,

sys

tem

s an

d d

evi

ces Energy generation

Energy storage

Modern materials

Smart materials

Composite materials and technical textiles

Systems approach to designing

Electronic systems processing

Mechanical devices

AQA Design and Technology 4550 Graphics

Website: http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-graphic-products-4550

Revision Guide: Hodder Education Design and Technology Papers and boards

Core knowledge revision topics: Graphics and Resistant Materials:

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Mat

eri

als

an

d t

he

ir

pro

pe

rtie

s

Textiles

Polymers

Metals

Timber

Papers and boards

Ne

w a

nd

em

erg

ing

tech

no

logy

Industry and enterprise

Sustainability and the environment

People, culture and society

Production techniques and systems

Informing design decisions

Ene

rgy,

mat

eri

als,

sys

tem

s an

d d

evi

ces Energy generation

Energy storage

Modern materials

Smart materials

Composite materials and technical textiles

Systems approach to designing

Electronic systems processing

Mechanical devices

Specialist Knowledge: Graphics ONLY

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Pap

ers

and

bo

ard

s

Sources and origins

Working with paper and boards

Commercial manufacturing, surface treatments and finishes

Eduqas Food Preparation and nutrition - QN: 601/8093/6

601/8093/6

Website: http://eduqas.co.uk/qualifications/food-preparation-and-nutrition/

Revision Guide: Food preparation and nutrition 9-1 by Jane Hill

Food Preparation & Nutrition - Exam Checklist

Fact revision Exam prep revision Student choice

Macronutrients Dietary Fibre, Soluble and Insoluble Fibre

Balanced Diets Energy in Food

Reference Intakes Food Labelling Special Diets

Food Allergies Religious Diets

Understanding why we cook food Heat transfer of food

Cooking Methods Chemical changes of food

Raising Agents Emulsions

Formation of Gluten Signs of food spoilage Safe storage of food

Pathogenic Bacteria/ Food Poisoning

Cross-Contamination HACCP

Preserving Food Reducing Food Waste Reducing Food Miles

Identify dishes from x5 countries/cultures

Developments of food Economic Food Trade

Convenience Food Factors affecting our food choices

Seasonality of Food Cake making methods

Types of Pastry Gelatinization Dextrinization

Denature Coagulation

Aeration Cereals and Wholegrains

Dairy Meat and Fish

Fruit and Vegetables Meat Alternatives

Fats and oils

OCR Computer Science J276

Website: http://www.ocr.org.uk/qualifications/gcse/gcse-computer-science-j276-from-2016/

Revision Guide: OCR GCSE 9-1 Computer Science

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Co

mp

ute

r sy

ste

ms

System architecture

Memory

Storage

Wired and wireless networks

Network topologies, protocols and layers

System security

Ethical, legal, cultural and environmental concerns

Co

mp

uta

tio

na

l th

inki

ng,

algo

rith

ms

and

pro

gram

min

g

Algorithms

Programming techniques

Producing robust programs

Computational logic

Translators and facilities of languages

Data representation

Pro

gram

min

g p

roje

ct

(Co

ntr

olle

d a

sse

ssm

en

t) Programming techniques N/A N/A N/A

Analysis N/A N/A N/A

Design N/A N/A N/A

Development N/A N/A N/A

Testing and evaluation and conclusions N/A N/A N/A

AQA Geography 8035

Website: http://www.aqa.org.uk/subjects/geography/gcse/geography-8035

Revision Guide: The new 9-1 AQA Geography revision book, published by Coordination Group

Paper 1: LIVING WITH THE PHYSICAL ENVIRONMENT:

Theme 3: Physical Landscape in the UK: RIVERS AND COASTS

Topic Book

References Notes in my

ex book Y/N

Revised

once./ twice

Know

well

Paper 2: CHALLENGES IN THE HUMAN ENVIRONMENT:

Theme 2: The Changing economic world

Book page

reference Notes in my

ex book Y/N

Revised

once/

twice.

Know well

What is ‘development?’

How is development measured?

What is the demographic transition model?

Population structure – illustrating it and explaining changes over time.

What is the development gap?

What are the causes of uneven development?

Uneven development consequences - wealth and health.

Uneven development consequences - Migration

Reducing the gap: investment and industrial development

Reducing the gap: ‘development aid’.

Reducing the gap: fairtrade.

Reducing the gap: debt relief

Reducing the gap: tourism

Nigeria: a NEE:

Why is Nigeria an important country?

What is Nigeria’s geographical context?

How is Nigeria linked to the rest of the world?

How is Nigeria changing economically?

The role of TNCs in Nigeria

Nigeria and International Aid

Nigeria’s environmental issues

Has Nigerian quality of life improved with economic development?

The UK : a HIC

How has the UK economy changed over time?

What is deindustrialization/ a post-industrial economy?

Case study Cambridge

What are the environmental impacts of industry?

Case study Torr Quarry, Somerset

How are economic changes affecting rural areas of the UK?

What is the North-South divide?

UK transport developments

How can transport be made more sustainable?

The UK links to the wider world.

The UK’s relief and landscapes.

COASTS

Waves: cause and characteristics

Weathering and mass movement

Coastal processes: erosion, transportation, deposition; longshore drift

Coastal erosion landforms

Old Harry rocks, Swanage,, Dorset

Coastal deposition landforms.

Blakeney spit

Coastal defences: Hard engineering

Case study Cromer, Norfolk

Coastal defences: Soft engineering

Case study: Pevensey Bay

Managed retreat

Case study: Medmerry, West Sussex

Why ‘Do nothing’?

RIVERS

The hydrological cycle and its processes, stores, inputs and outputs

What are the processes occuring in a river? (Erosion, transportation, depositon)

The river long profile and cross-section

What are the features in the upper course?

What are the features in the middle course?

What are the features in the lower course?

Case study: The different features of River Tees and where they occur on a map of

the river’s course

How and why a river floods

Managing flooding: hard engineering

Managing flooding: soft engineering

Flood hydrographs.

Case study: Somerset floods

Paper 2: CHALLENGES IN THE HUMAN ENVIRONMENT:

Theme 1: Urban issues and challenges

Topic Book

References

Notes in my

ex book Y/N

Revised

once.

Know

well

An increasingly urban world

Megacities

Introduction to Rio De Janeiro

Socai cahllenges in Rio

Ecinomic challenges in Rio

Improving Rio’s environment

Managing the growth of squatter settlements

Planning for Rio’s squatter settlements.

Urban change in the UK

Introduction to Bristol

Urban change creates social opportunities

Urban change can create economic opportunities

Urban change affects the environment

Creating a clean environment in Bristol

Socail inequality in Bristol

New housing for Bristol

Regeneration in Bristol

Sustainable urban development

Case study Freiburg

Paper 1: LIVING WITH THE PHYSICAL ENVIRONMENT:

Theme 1: Natural hazards

Topic Book

References Notes in my

ex book Y/N

Revised

once.

Know

well

What are natural hazards?

Tectonic Hazards:

The Earth’s structure and the distribution of of earthquakes and volcanoes

What are the processes at plate margins?

The effects of Earthquakes

Case study HIC: L’Aquila, Italy 2009

Case Study: LIC: Nepal, 2015

How and why does the level of economic development of places influence the

severity of the impact of a hazard?

Why do people continue to live in areas prone to earthquakes and volcanic

erptions?

How can the effects of an earthquake / volcanic eruption be reduced?

Weather hazards:

Global atmospheric circulation

Where and how are tropical storms formed?

What are the structure and features of a tropical storm?

Case study: Typhoon Haiyan 2013

Why are the effects of tropical storms so different in MEDCs and LEDCs and

why do people still live in such areas of risk?

How can the effects of tropical storms be reduced?

UK weather hazards

Case study: UK extreme weather : Somerset floods 2014

Climate change – what is it?

What are the possible causes?

The human enhanced greenhouse effect

How can the causes of climate change be mitigated?

How can we adapt to climate change?

Paper 1: LIVING WITH THE PHYSICAL ENVIRONMENT:

Theme 2: The living world

Topic Book

References Notes in my

ex book Y/N

Revised

once.

Know

well

Ecosystems – what are they?

How does change affect ecosystems?

Global ecosystems

Tropical rainforests: characteristics

Deforestation: Case study: Malaysia: Cause

Deforestation: Case study: Malaysia: Effects

Managing deforestation

Sustainable management of tropical rainforests

Cold environments: characteristics

Case study: Svalbard: Opportunities for development

Case study: Svalbard: Challenges of development

Cold environments under threat

Managing cold environments

Paper 2: CHALLENGES IN THE HUMAN ENVIRONMENT:

Theme 3: The challenge of resource management

Topic Book

References

Notes in my

ex book Y/N

Revised

once.

Know

well

The global distribution of resources

Uk: Food resources

UK: Water resources

UK: Energy resources

Global food supply

What is food insecurity and what causes it?

How can food supply be increased?

Case study: The Indus Basin Irrigation System

Sustainable food production.

http://www.ocr.org.uk/qualifications/gcse/gcse-mathematics-j560-from-2015/

FOUNDATION LEVEL grades 1 – 5: J560 papers 1, 2, 3

REVISION GUIDE: CGP GCSE OCR Mathematics Foundation Level ISBN 9781782943754 (available from finance dept for £2.50)

Summary of content and revision topics - Page numbers from CGP revision guide:

http://www.ocr.org.uk/qualifications/gcse/gcse-mathematics-j560-from-2015/

HIGHER LEVEL grades 3 – 9: J560 papers 4, 5, 6

REVISION GUIDE: CGP GCSE OCR Mathematics Higher Level ISBN 9781782943792 (available from finance dept for £2.50)

Summary of content and revision topics - Page numbers from CGP revision guide:

Combined Science

OCR Gateway Science Suite - Combined Science A (9-1) - J250 (from 2016)

http://www.ocr.org.uk/qualifications/gcse/gcse-gateway-science-suite-combined-science-a-j250-from-2016/

Higher or Foundation combined science revision guides are available from finance for £5.50

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Bio

logy

B1: Cell level systems

B2: Scaling up

B3: Organism level systems

B4: Community level systems

B5: Genes, inheritance and selection

B6: Global challenges

CS7: Practical skills

Ch

em

istr

y

C1: Particles

C2: Elements, compounds and mixtures

C3: Chemical reactions

C4: Predicting and identifying reactions and products

C5: Monitoring and controlling chemical reactions

C6 Global challenges

CS7: Practical skills

Ph

ysic

s

P1: Matter

P2: Forces

P3: Electricity and magnetism

P4: Waves and radioactivity

P5: Energy

P6: Global challenges

CS7: Practical skills

Triple Science

OCR Gateway Science Suite - Biology A (9-1) – J247

Website

Revision guides available from finance for £2.75 per science

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Bio

logy

B1: Cell level systems

B2: Scaling up

B3: Organism level systems

B4: Community level systems

B5: Genes, inheritance and selection

B6: Global challenges

B7: Practical skills

OCR Gateway Science Suite - Chemistry A (9-1) - J248

Website

Unit Revision topic Fact

revision

Exam prep

revision

Student choice

Ch

em

istr

y

C1: Particles

C2: Elements, compounds and mixtures

C3: Chemical reactions

C4: Predicting and identifying reactions and products

C5: Monitoring and controlling chemical reactions

C6 Global challenges

C7: Practical skills

OCR Gateway Science Suite - Physics A (9-1) - J249

Website: http://www.ocr.org.uk/qualifications/gcse/gcse-gateway-science-suite-physics-a-j249-from-2016/

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Ph

ysic

s

P1: Matter

P2: Forces

P3: Electricity

P4: Magnetism and magnetic fields

P5: Waves in matter

P6: Radioactivity P7: Energy

P8: Global challenges

P9: Practical skills

http://www.ocr.org.uk/qualifications/gcse/gcse-

gateway-science-suite-biology-a-j247-from-2016/

http://www.ocr.org.uk/qualifications/gcse/gcse-gateway-science-suite-chemistry-a-j248-from-2016/

OCR Religious Studies (9-1) J625

Website: http://www.ocr.org.uk/qualifications/gcse/gcse-religious-studies-j625-j125-from-2016/

Revision Guide: Revision pamphlets available from class teacher, CGP GCSE Religious Studies Revision Guide (available in Finance) and

Hodder: My Revision Notes OCR GCSE (9-1) Religious Studies

Core knowledge revision topics: Religious Studies

Unit Revision topic Fact revision Exam prep

revision

Student

choice

Ch

rist

ian

ity:

Be

liefs

an

d t

eac

hin

gs

The nature of God

The concept of a God as a Trinity of persons

Biblical accounts of Creation

The problem of evil and suffering and a loving and righteous God

Jesus Christ

The incarnation, crucifixion, resurrection and ascension

The concept of salvation

Eschatological beliefs and teachings

Ch

rist

ian

ity:

Pra

ctic

es

Worship

Sacraments

Prayer

The role and importance of pilgrimage

Celebrations

The role of the Church in the local community and living practices

Mission

The role of the Church in the wider world

Isla

m:

Be

liefs

an

d t

eac

hin

gs

Core beliefs

Nature of Allah

Prophethood (Risalah)

Books (Kutub)

Angels (Malaikah)

Eschatological beliefs

Life after death (Akhirah)

Isla

m:

Pra

ctic

es

The importance of practices

Public acts of worship

Private acts of worship

Zakah

Sawm

Hajj

Festivals and special days

Jihad

Unit Revision topic

Religion, philosophy and ethics in the modern world from a

Christian perspective

Fact revision Exam prep

revision

Student

choice R

ela

tio

nsh

ips

and

fam

ilie

s

Relationships

Men and Women

Christian understandings of equality

The

exi

ste

nce

of

Go

d The question of God

The nature of reality

Experiencing God

Re

ligio

n,

Pe

ace

an

d

Co

nfl

ict Violence and Conflict

Forgiveness and Reconciliation

Peace and Peacemaking

Dia

logu

e

wit

hin

an

d

be

twe

en

relig

iou

s

and

no

n-

relig

iou

s

be

liefs

an

d

atti

tud

es Challenges for religion

Dialogue within and between religious groups

Dialogue within and between religious and non- religious groups

WJEC Eduqas GCSE in DRAMA SPECIFICATION Qualification Accreditation Number: 601/8420/6

Website: http://www.eduqas.co.uk/qualifications/drama-and-theatre/gcse/WJEC-Eduqas-GCSE-Drama-specification.pdf

Revision Guide:

https://www.amazon.co.uk/Grade-GCSE-Drama-Revision-

Guide/dp/1782949623/ref=pd_lpo_sbs_14_t_0?_encoding=UTF8&psc=1&refRID=ZQ7VC2XX6F432DWMPNFK

https://www.cgpbooks.co.uk/School/books_gcse_drama#

Component

3

Evaluation of Live Theatre Fact revision Exam prep

revision

Student choice

How to respond to live theatre

Individual opinion

Staging, style, lighting, practitioner, music, special effects,

characterisation

Component

3

Scripted

Text Study

DNA- Dennis Kelly Fact revision Exam prep

revision

Student

choice

Scri

pte

d T

ext

Stu

dy Rehearsal Techniques

Practitioner Exploration

Context

Costume

Lighting

Scri

pte

d T

ext

Stu

dy Sound production

Staging

Set Design

Character Analysis

Study of Key scenes

Scri

pte

d T

ext

Stu

dy Use of quotations

Stage directions

Character Motivation (Units, Objectives, Super Objectives)

History of Drama

WJEC Eduqas GCSE in Sociology

Website: http://eduqas.co.uk/qualifications/sociology/gcse/

Textbook: WJEC Eduqas GCSE Sociology by Steve Tivey & Marion Davies

Unit 1

1 Key concepts and processes of cultural transmission

Content – highlight those areas you feel you need to address

Overall Confidence –

Red/Yellow/Green

1.1 Key sociological concepts

culture, norms, values, roles, status, identity, sanctions, cultural diversity

1.2 Debates over the acquisition of identity

• nature/nurture including examples of feral children and cultural diversity

1.3 The process of socialisation

• agents of socialisation: family, education, media, peer group

• how agents of socialisation pass on culture and identity, for example: gender, class and ethnic identity

• informal and formal social control

2 Families 2.1 Family diversity and different family forms in the UK and within a global context

• what is a family?

• nuclear family, extended family, reconstituted family, lone parent family, single sex family, cohabiting family, beanpole family

• ethnic minority family forms

• global family forms including polygamy, arranged marriages

• one-child family policy in China

2.2 Social changes and family structures

• changes in social norms, secularisation, values and laws, feminism, economic factors, technology and immigration and their impact on o family diversity, including the work of

Rapoports o divorce rates and serial monogamy

o cohabitation, single parent families, later

age of marriage o singlehood

o family size

2.3 Social changes and family relationships

• changes in social norms, secularisation, values and laws, feminism

• economic factors, technology and their impact on o segregated and joint conjugal roles,

symmetrical families, domestic division of labour o New Man

o decision making / money management

o dual career families

o leisure activities

o theory of symmetrical family and principle of

stratified diffusion, developed from the functionalist perspective of Willmott and Young

• child-rearing patterns and child-centred families

• ‘boomerang’ children

• ‘sandwich’ generation 2.4 Sociological theories of the role of the family

• conflict versus consensus debate on the role of the family

• consensus view of Functionalism

• Functionalist theory of the role and functions of family, such as Parsons and primary socialisation and stabilisation of adult personalities

• conflict view of Marxism

• Marxist theory of families serving the interests of capitalism, including the work of Zaretsky

• conflict view of Feminism

• Feminist critique of family as a patriarchal institution, including the work of Delphy and Leonard and Oakley and the conventional family

• New Right views of family

2.5 Criticisms of family

• loss of traditional functions

• lack of contact with wider kinship network

• dysfunctional families

• status and role of women

• isolation and unrealistic expectations

• marital breakdown and divorce

• the dark side of family life including domestic violence

• decline of the traditional family

3 Education

3.1 Sociological theories of the role of education

• conflict view of Marxism

• Marxist theory of education serving the needs of capitalism

• conflict versus consensus debate on the role of education

• consensus view of Functionalism

• Functionalist theory of education o serving the needs of society and the

economy facilitating social mobility and fostering social cohesion including the work of Durkheim on education as the transmission of norms and values o achieved status and education operating on

meritocratic principles, with reference to the work of Parsons o education maintaining inequality, including

the work of Bowles and Gintis on the correspondence theory

• conflict view of Feminism

• Feminist theory of education perpetuating patriarchy, including the work of Becky Francis on the patriarchal nature of schools

3.2 Processes inside schools.

• processes within schools affecting educational achievement o labelling, including the work of Hargreaves

o hidden curriculum

o streaming, banding

o anti-school sub-cultures including the work

of Willis

o teacher expectations, including the work of

Ball o self-fulfilling prophecy

3.3 Patterns of educational achievement

• patterns of attainment by o gender

o social class

o ethnicity

3.4 Factors affecting educational achievement

• social class o contribution of material factors, including

the work of Halsey on class based inequalities o cultural factors

o labelling

o catchment areas

o types of school, including the work of Ball

on streaming, choice and competition between schools o counter school cultures, including the work

of Willis

• ethnicity o contribution of material and cultural factors

o curriculum

o labelling

o racism

3.5 Factors affecting Educational achievement

• gender o contribution of more employment

opportunities for females o feminism

o feminisation of schools

o crisis of masculinity

o peer pressure and sub cultures

4 Sociology Research Methods

4.1 Usefulness of different types of data

• primary and secondary data

• qualitative and quantitative data

• sources of secondary data, including diaries, journals, official and non-official statistics

• usefulness of these types of data to sociologists

4.2 Methods of research

• qualitative and quantitative methods including o questionnaires

o structured and unstructured interviews

o different types of observations

• the value, practical application and strengths and weaknesses of different methods in terms of o validity,

o reliability,

o ethics

o representativeness

• mixed methods approaches

4.3 Sampling processes

• representative and non-representative sampling techniques

4.4 Practical issues affecting research

• access to subjects of research

• gatekeeper to allow access

• time and cost of research

4.5 Ethical issues affecting research

• informed consent

• confidentiality

• harm to participants

• deception

• strategies used by sociologists to address issues

Unit 2 5 Social differentiation and stratification

Content Confidence Red/Yellow/Green

5.1 Sociological theories of stratification

• conflict versus consensus debate on stratification

• consensus view of Functionalism

• Functionalist theory of stratification o Davis and Moore's theory on the role of

stratification in terms of effective role allocation and performances linked to the promise of rewards o meritocracy

• conflict view of Marxism

• Marxist theory of social stratification o socio-economic classifications and two class

system o power of bourgeoisie to exploit the

proletariat and to maintain their position o false class consciousness

• conflict view of Weber

• Weberian theory of stratification o socio-economic classifications

o theory of class, status and party

• conflict view of Feminism o Feminist views on patriarchy and

stratification

5.2 Different forms and sources of power and authority

• formal and informal sources of power

• agencies of social control

• Weberian theory of authority: o traditional

o charismatic and

o rational-legal

5.3 Equality/inequality in relation to class, gender, ethnicity, age, disability and sexuality

• evidence and examples should be used to demonstrate equality/inequality in contemporary UK drawn from the following areas: o education

o crime

o income and wealth

o health

o family

o work

o media

5.4 Factors which may influence access to life chances and power

• factors which may influence class, gender, ethnicity, age, disability and sexuality o social construction of identity/roles, status

o prejudice, discrimination

o stereotyping, labelling

o scapegoating

o media representation

o legislation

o moral panics

o sub-cultures

• with specific reference to social class o private schooling

o old boys’ network

o affluent worker, including the work of Devine

• with specific reference to gender o sexism

o glass ceiling

o patriarchy, including the work of Walby

o crisis of masculinity

• with specific reference to ethnicity o racism, institutional racism

• with specific reference to age o ageism

• with specific reference to disability o medical and social models of disability

• with specific reference to sexuality o homophobia

• religion and belief

5.5 Poverty as a social issue

• absolute and relative poverty, including the work of Townsend on relative deprivation

• material deprivation

• groups prone to poverty

• culture of poverty, including the work of Murray on the underclass

• cycle of deprivation

• social exclusion and inclusion

• impact of globalisation

6 Crime and Deviance 6.1 Social construction of concepts of crime and deviance

• what is crime?

• what is deviance?

• historical and cultural variations

• social construction of crime and deviance

6.2 Social control

• informal and formal social control and unwritten rules

• agencies of informal social control o family

o peer group

o education

o religion

o media

• sanctions

• formal social control o role of the police and courts

6.3 Patterns of criminal and deviant behaviour

• patterns of criminal behaviour by: o social class

o ethnicity

o age

o gender

6.4 Sociological theories and explanations of

• conflict versus consensus debate

• consensus view of Functionalism

deviance and criminal behaviour (structural, subcultural, interactionist and feminist)

o functions of crime

o anomie, including the work of Merton and

strain theory

• Subcultural theory o Albert Cohen and delinquent sub-cultures

• conflict view of Marxism o Chambliss and differential enforcement of

the law o white collar and corporate crime

• Interactionism o notion of the typical offender

o labelling

o self-fulfilling prophecy, including the work of

Becker and the deviant career o moral panics

• conflict view of Feminism o social control, including the work of

Heidensohn on female conformity in a male dominated society o women and poverty including the work of

Carlen o chivalry thesis

• ethnicity and crime o racism

o institutional racism

o scapegoating

6.5 Sources of data on crime

• patterns and trends of criminal behaviour

• official statistics

• victim and self-report studies

• usefulness of sources of data on crime o dark figure of crime

o unreported and unrecorded crime

o police bias and labelling

o moral panics

o invisible crime

7 Applied methods of sociological enquiry

7.1 The process of research design

• choosing a research area

• establishing an aim and/or hypothesis

• choosing a method

• use of pilot study

• selection of sampling techniques

• analysis of data

• usefulness of mixed methods approach

7.2 Interpreting data

• how to interpret graphs, diagrams, charts and tables in order to discern patterns and trends

GCSE History Content Checklist

ELIZABETHAN ENGLAND: 1568 TO 1603

Topic Fact

Revision

Exam

Revision

Student

Choice

Who were the Tudors

Tudor Religious Upheaval

Tudor Government

Problems Elizabeth Faced

Elizabethan Religious Settlement

Mary Queen of Scots to 1572

Mary Queen of Scots to 1587

Plots and Mary Queen of Scots

Causes and Impact of Mary’s Execution

Being Catholic in Elizabeth’s England

Being Puritan in Elizabeth’s England

Why did the Spanish Attack

Events of the Armada

Impact of the Armada

Walter Raleigh and Francis Drake

Rise of the Gentry

Poverty in Elizabethan England

Reaction to Poverty and the Poor Law

Elizabethan Plays and Theatre

William Shakespeare

Growth of the Elizabethan Empire

Local Study

Political Structure: Council & Parliament

Elizabeth’s Control Methods

Controlling the Privy Council

Controlling the Parliaments

Marriage and Politics

Succession and Politics

Challenges to Elizabeth (Essex Rebellion)

Elizabeth’s Relationship with Parliament

Key Questions Fact

Revision

Exam

Revision

Student

Choice

What problems did Elizabeth face when she became Queen?

How did Elizabeth deal with religious upheaval in England?

How did Mary Queen of Scots threaten Elizabeth?

How did Elizabeth deal with the threat of Spain?

How did Elizabeth deal with the problem of poverty?

How far did England succeed in becoming a global empire?

Was the Elizabethan Period a ‘golden age’ for everyone?

How far does the local study show the experience of people in England?

How successfully did Elizabeth control her Privy Council and Parliament?

How did Elizabeth successfully avoid the problem of marriage?

Who controlled the government of England?

HEALTH AND THE PEOPLE: 1250 TO PRESENT DAY

Topic Fact

Revision

Exam

Revision

Student

Choice

Ancient Medicine

Medieval World and the Church

Christian and Muslim Medicine

Medieval Medical Schools

Medieval Hospitals

Medieval Surgery

Medieval Public Health

Causes & Treatments of the Black Death

The Impact of the Black Death

Social Impact of the Renaissance

Vesalius and Fabric of the Human Body

Harvey and Circulation

Pare, Hunter and Developing Surgery

Causes & Treatments of Great Plague

Renaissance Treatments & Quackery

Renaissance Hospitals and Doctors

Jenner and Vaccination

Opposition to Jenner and Change

The Hazards of Industrialisation

Germ Theory, Pasteur, Koch and Ehrlich

Nightingale and Industrial Hospitals

The Appearance of Women Doctors

Industrial Cure Alls

Development of Anaesthetic Surgery

Development of Antiseptic Surgery

John Snow and Cholera

Victorian Public Health and Individuals

Victorian Public Health and Government

20th Century Liberal Public Health Reforms

Impact of World Wars on Medicine

Development of Penicillin and Drugs

Forming and Development of the NHS

20th Century Surgery

21st Century Alternative Medicines

21st Century Medicine and Problems

Key Questions Fact

Revision

Exam

Revision

Student

Choice

Which factors allowed causes of disease to be discovered?

Which factors allowed treatments of disease to be discovered?

Which factors allowed surgery to improve?

How and why did Public Health improve?

Why is the discovery of Germ Theory so important?

Why did the Renaissance allow for a change of medical thought?

Why did the government become less laissez-faire?

How did the government change medicine in the 20th Century?

CONFLICT AND TENSION: 1894 TO 1918

Topic Fact

Revision

Exam

Revision

Student

Choice

Splendid Isolation and Alliances

Kaiser Wilhelm and Weltpolitik

Colonial Tensions and Imperial Rivalries

Anglo-German Rivalry and Naval Race

First and Second Moroccan Crisis

Crisis of the Balkans Wars

Assassination of Archduke Ferdinand

Consequences of the Assassination

July Crisis and Declaration of War

Schlieffen Plan and Belgium

Escalating the War

Failure of Schlieffen Plan

Development of Stalemate in Europe

Developing Weaponry of the War

Air War and Red Baron

Trench Warfare

Causes of the Somme

The Battle of Somme

Impact of the Somme

Leading to Passchendaele

War at Sea and U-Boat Campaign

Battle of Jutland

Withdrawal of Russia

Zimmermann Telegraph and Lusitania

Why did America Enter the War

Changing Military Technology in 1918

German Spring Offensive 1918

Hundred Days Offensive and the Advance of America, Britain and France

Reasons for Germany Surrenders

Abdication of Kaiser Wilhelm

Armistice and the End of the War

Key Questions Fact

Revision

Exam

Revision

Student

Choice

Why did the First World War begin?

Why did the war become a Stalemate by December 1914?

Why did the Battle of the Somme happen?

Why did the Battle of the Somme fail to achieve a breakthrough?

What were the differences between the Somme and Passchendaele?

Why was the Sea War important?

Why did the Americans enter the War by 1917?

Why did the Russians leave the War by 1918?

Why was the Spring Offensive 1918 important?

Why did the Germans lose the First World War?

What were the differences in military technology from 1914 to 1918?

Was General Haig a butcher or a hero?

GROWTH OF DEMOCRACY AND DICTATORSHIP IN GERMANY: 1894 TO 1945

Topic Fact

Revision

Exam

Revision

Student

Choice

Autocracy in Germany

Prussian Militarism and Growth of Parliamentary Government

Industrial, Social and Domestic Change in Pre-War Germany

Impact of the First World War on Germany

Founding of the Weimar

Treaty of Versailles

Post-War Problems and Reparations

Occupation of Ruhr and Hyperinflation

Munich Putsch

Recovery during Stresemann Era

Economic Recovery in Germany

Weimar Culture

Impact of the Great Depression on Germany

Growth of the Nazi Party

Failures of the Weimar Government, Brunel, Papen and Hindenburg

Factors in Hitler becoming the Chancellor in 1933

Creation of the Nazi Dictatorship

Factors in Hitler becoming the Fuhrer in 1933

Use of Propaganda and Censorship in Nazi Germany

Use of Fear and Repression in Nazi Germany

Role of Himmler and the SS

Creation of the social policies towards women

Education and Nazi Schooling

Hitler Youth and creation of Youth groups

Control of Churches and religion

Aryan ideals and race science

Persecution of Minorities

The Final Solution

Economic changes, benefits and drawbacks

Employment and Public Works

Rearmament and Self-Sufficient Economy

Youth Opposition to the Nazis

Church Opposition to the Nazis

Army Opposition to the Nazis

Impact of the Second World War on Nazi Germany

End of the Nazi Dictatorship

Key Questions Fact

Revision

Exam

Revision

Student

Choice

How far did the German government change under the Kaiser?

What effect did the First World War have on Germany?

Why was the Weimar Republic so unstable?

Did Stresemann fix the problems or cover the cracks in Germany?

Why did Hitler become the Chancellor?

Why did Hitler become the Fuhrer?

How did the Nazis control Germany?

How successful were Nazi social policies?

OCR Music (9-1) J536

Website: http://www.ocr.org.uk/qualifications/gcse/gcse-music-j536-from-2016/

Revision Guide: http://rhinegoldeducation.co.uk/product/ocr-gcse-music-study-guide/

Unit Revised?

My

Mu

sic

Learners should study the capabilities and limitations of their instrument, voice or technology including:

• its range and characteristic timbre

• the techniques required to play it and any techniques that are specific to it

• how it might be used in different genres

• what type of ensembles it might be used in

• how its use is influenced by context and culture.

The

co

nce

rto

th

rou

gh t

ime

Learners should study and develop an understanding of:

• what a concerto is and the way it has developed through time

• the instruments that have been used for the solo part in the concerto and how they have developed through time

• the growth and development of the orchestra through time

• the role of the soloist(s)

• the relationship between the soloist(s) and the orchestral accompaniment

• how the concerto has developed through time in terms of length, complexity and virtuosity

• the characteristics of Baroque, Classical and Romantic music as reflected in The Concerto.

Learners should study and understand how composers of concertos use musical elements and compositional devices in their concertos

including:

• instruments and timbre

• pitch and melody

• rhythm and metre

• tempo

• dynamics, expression and articulation

• texture

• structure, phrasing and cadences

• harmony and tonality

• repetition, sequence and imitation

• ornamentation.

Learners should have some knowledge of:

• the names and intentions of composers who wrote concertos in each period

• the historical and social context of the concerto in each period

• the need for a larger venue over time as the genre expanded and developed

• the changing nature of commissioner and audience over time.

Unit Revised? R

hyt

hm

s o

f th

e w

orl

d

Learners should study the traditional rhythmic roots from four geographical regions of the world:

• India and Punjab

• Eastern Mediterranean and Middle East

• Africa

• Central and South America. Learners should study and develop an understanding of the characteristic rhythmic features of:

• Indian Classical Music and traditional Punjabi Bhangra

• Traditional Eastern Mediterranean and Arabic folk rhythms, with particular focus on traditional Greek, Palestinian and Israeli music

• Traditional African drumming

• Traditional Calypso and Samba

Learners should study and develop an understanding of the following for each geographical region including:

• characteristic rhythms and metres

• the origins and cultural context of the traditional music

• the musical characteristics of the folk music

• the impact of modern technology on traditional music

• the names of performers and groups

• ways in which performers work together. Learners will study and understand how a range of musical elements is combined in

traditional music, including:

• instruments and timbre

• pitch and melody

• rhythm and metre

• tempo

• dynamics, expression and articulation

• texture • structure and phrasing

• harmony and tonality

• repetition, ostinato

• ornamentation. Learners should have some knowledge of:

• techniques of performing traditional drums

• traditional rhythm patterns (including regular and irregular metres, syncopation and cross rhythms)

• how texture builds with added parts

• improvised melodic lines based on traditional scales (including modal and microtonal melodic ideas)

Film

Mu

sic

Learners should study a range of music used for films including:

• music that has been composed specifically for a film

• music from the Western Classical tradition that has been used within a film

• music that has been composed as a soundtrack for a video game.

Unit Revised? Fi

lm M

usi

c Learners should study how composers create music to support, express, complement and enhance:

• a mood or emotion being conveyed on the screen

• a significant character(s) or place

• specific actions or dramatic effects. Learners should study and understand how composers use music dramatically and expressively

through a variety of musical elements and compositional devices, including:

• instruments and timbre

• pitch and melody

• rhythm and metre

• tempo

• dynamics, expression and articulation

• texture

• structure and phrasing

• harmony and tonality

• repetition, ostinato, sequence and imitation

• ornamentation

• motif, leitmotif. Learners should have some knowledge of:

• how music can develop and/or evolve during the course of a film or video game

• the resources that are used to create and perform film and video soundtracks, including the use of technology

• the names of composers of music for film and/or video games.

C

on

ven

tio

ns

of

po

p

Learners should study a range of popular music from the 1950s to the present day, focussing on:

• Rock ‘n’ Roll of the 1950s and 1960s

• Rock Anthems of the 1970s and 1980s

• Pop Ballads of the 1970s, 1980s and 1990s

• Solo Artists from 1990 to the present day

Learners should study and demonstrate an understanding of:

• vocal and instrumental techniques within popular music

• how voices and instruments interact within popular music

• the development of instruments in popular music over time

• the development and impact of technology over time

• the variety and development of styles within popular music over time

• the origins and cultural context of the named genres of popular music

• the typical musical characteristics, conventions and features of the specified genres. Learners should study and understand how

composers of popular music use and develop musical elements and compositional devices, including:

• instruments and timbre (acoustic and electric)

• pitch and melody (including bass lines and riffs)

• rhythm and metre

• tempo

• dynamics, expression and articulation

• texture

• structure and phrasing

• harmony and tonality

• dynamics, expression and articulation

• ornamentation

• repetition, ostinato and sequence

• technology including amplification and recording techniques. Learners should have some knowledge of:

• names of solo artists and groups who composed and/or performed in each genre

• the changing nature of song structure

• the historical and social context of the named genres of popular music

• the growth of the popular music industry.

MFL - German

Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/german-2016.html

Listening and Reading – Things to have a go at

• Memrise – You can access this at home, but will need a log in from your teacher

• Vocab tests

• Practise for specimen papers

Topics:

Theme 1: Local area, holiday and travel

Theme 2: Identity and Culture

Theme 3: School

Theme 4: Future aspirations, study and work

Theme 5: International and global dimension

Vocab module to revise:

1. Auf in die Schule/Desconéctate

2. Zeit für Freizeit/Mi vida en el insti

3. Menschliche Beziehungen/Mi gente

4. Willkommen bei mir/ Intereses e influencias

5. Ich liebe Wien/ Ciudades

6. Im Urlaub und zu Hause/De costumbre

7. Rund um die Arbeit/A currar

8. Eine wunderbare Welt/Hacia un mundo mejor

Writing

• Understand key grammar

• Learn key phrases to use in the exam

• Practise in writing booklets

• Memrise – You can access this at home, but will need a log in from your teacher

• Use past papers/specimen paper

• Work through grammar workbook

Speaking

• Understand key grammar

• Learn key phrases to use in the exam

• Complete speaking booklets with answers to conversation questions

• Memrise – You can access this at home, but will need a log in from your teacher

• Use past papers/specimen papers to practise role-play and picture-based questions

• Work through grammar workbook

MFL - Spanish

Website: https://qualifications.pearson.com/en/qualifications/edexcel-

gcses/spanish-2016.html

Listening and Reading – Things to have a go at

• Memrise – You can access this at home, but will need a log in from your

teacher

• Vocab tests

• Practise for specimen papers

Topics:

Theme 1: Local area, holiday and travel

Theme 2: Identity and Culture

Theme 3: School

Theme 4: Future aspirations, study and work

Theme 5: International and global dimension

Vocab modules to revise:

9. Desconéctate

10. Mi vida en el insti

11. Mi gente

12. Intereses e influencias

13. Ciudades

14. De costumbre

15. ¡A currar!

16. Hacia un mundo mejor

Writing

• Understand key grammar

• Learn key phrases to use in the exam

• Practise in writing booklets

• Memrise – You can access this at home, but will need a log in from your teacher

• Use past papers/specimen paper

• Work through grammar workbook

Speaking

• Understand key grammar

• Learn key phrases to use in the exam

• Complete speaking booklets with answers to conversation questions

• Memrise – You can access this at home, but will need a log in from your teacher

• Use past papers/specimen papers to practise role-play and picture-based questions

• Work through grammar workbook

MFL - French

Website: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2016.html

Listening and Reading – Things to have a go at

• Memrise – You can access this at home, but will need a log in from your teacher

• Vocab tests

• Practise for specimen papers

• Active Learn/Library- You have access to lots of listening and reading activities at foundation and

higher level

Topics:

Theme 1: Identity and Culture

Theme 2: Local area, holiday and travel

Theme 3: School

Theme 4: Future aspirations, study and work

Theme 5: International and global dimension

Vocab module to revise:

17. Qui suis-je ?

18. Le temps des loisirs

19. Jours ordinaires, jours de fête

20. De la ville à la campagne

21. Le grand large...

22. Au collège

23. Bon travail ! 24. Un œil sur le monde

Writing

• Understand key grammar

• Learn key phrases to use in the exam

• Practise in writing booklets

• Memrise – You can access this at home

• Use past papers/specimen paper

• Work through grammar workbook

Speaking

• Understand key grammar

• Learn key phrases to use in the exam

• Complete speaking booklets with answers to conversation questions

• Memrise – You can access this at home

• Use past papers/specimen papers to practise role-play and picture-based questions

• Work through grammar workbook

English Language 8700

Website: https://www.aqa.org.uk/subjects/english/gcse/english-language-8700

Revision guide: Workbooks are available from the finance office

Below is a table of activities that you could do to aid revision in English Language.

Language Paper 1A: Reading

fiction

Language Paper 1B:

Writing to describe/narrate Language 2A: Reading non-fiction Language 2B: Writing to

express an opinion

Read and annotate a practice extract Plan a Q2 response Write a Q2 response Plan a Q3 response Write a Q3 response Plan a Q4 response Write a Q4 response Read the opening two pages to a novel – what features of an opening can you identify? How is setting/character/them e introduced? Create a glossary of language features Create a glossary for structural features Create a vocabulary bank for possible reader responses Read the openings to your literature texts to see how language and structural devices are used to engage Read. Just read. Label the different sentence types on the first page of a book Work through tasks in CGP pupil workbook. Read a model answer. . Watch Mr Bruff… Complete individual questions or whole of section A under timed conditions. Use the mark scheme to assess your own/swap with a buddy

Read model answers and assess.

Plan a practice task Write three short openings for the same task – one focused on character, one of setting, one with dialogue Create a word bank of synonyms for good/bad/happy/unhappy Write an opening in response to the task. Change it – change narrative viewpoint or tense. Use a picture from www.literacyshed.com/th e-images-shed. Plan a response based on the picture. Write a list of good descriptive techniques. Write a list of interesting colours e.g. acid green, vermillion, azure blue. Look at paint charts for inspiration. Write an opening from a non-human perspective Create a passage of writing that uses weather to create mood. Find a story and use a thesaurus to change as many words as you can - how does it change the effect? Create ten complex sentences using subordinate clauses. Create ten sentences using an ing/ed or ly word at the start and two using a simile starter. Revise speech punctuation. Create a poster of the full range of punctuation – with rules and examples Plan and write a response to a practice task under timed conditions.

Use the mark scheme to assess

your own/swap with a buddy.

Challenge yourself to improve

previously written tasks – change

5 words/openers/punctuatio n

marks.

Read an article from The Guardian: https://www.the guardian.com/uk /commentisfree. Ask yourself how the writer uses language and expresses their opinion. Sign up to The Guardian daily email and read at least one link. Plan a Q2 response Write a Q2 response Plan a Q3 response Write a Q3 response Plan a Q4 response Write a Q4 response Read a non-fiction text from the C19th: www.bl.uk/learning/langlit/texts/conte xt www.bl.uk/victorian-britain List the conventions of C19th nonfiction text Create a Q1 for a newspaper article

you’ve read – 8 statement containing 4 truths and 4 lies List persuasive/argumentative language methods and possible effects Learn 15 words to identify a writer’s tone/point of view. E.g. outraged, sympathetic. Look at the openings of opinion pieces to see how writers create strong openings with a clear point of view expressed. Practise reading and annotating two sources in 15 minutes. Read and annotate pre 1900 sources Work through tasks in CGP pupil workbook. Read a model answer and identify strengths/weakneesses . Watch Mr Bruff Complete individual questions or whole of section A under timed conditions. Use the mark scheme to assess your own/swap with a buddy

Write a vocabulary list – adjectives for something you love/hate Produce a plan for a practice task (15mins) Read a good example of opinion writing. Use the mark scheme to assess it. Create a revision poster (with examples) of different punctuation types Write your own question and attempt/swap with a friend Watch/listen speeches on YouTube – how do they engage through language? Create checklists of features for speeches/articles/blogs/lette rs Use a practice question to write the opening of a task. Then change the format, e.g. blog to article Make/learn a list of techniques to use in argue and persuade pieces e.g. emotive language. Identify ways to start a strong opinion piece and practise your own openings. Look at how writers conclude opinion pieces and try to write your own strong endings. Work through tasks in hCGP pupil workbook or other study guides. Plan as many questions as possible – 10-15 mins for each. Read and assess a model answer. Plan and write a response under timed conditions Self-assess your own responses Challenge yourself to improve writing tasks – e.g. 5 better words, 5 more effective punctuation marks

Watch Mr Bruff…

English Literature 8702

Website: https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

Revision guide: Workbooks are available from the finance office

Below is a table of activities that you could do to aid revision in English Literature.

Literature 1A:

Shakespeare

Literature 1B: C19th

novel

Literature 2A: Modern

text

Literature 2B:

Anthology poetry

Literature 2C: Unseen

poetry Watch a movie version – whilst watching, follow the text version or make notes on characters/key quotations Read the play Find key quotations on a particular character or theme Turn your key quotations into flash cards Annotate a key extract from the play Write a PEC paragraph about an annotated extract Produce an essay plan Plan and write an essay under timed conditions Read and assess an example essay Paint the skills of your own/an example essay Read extracts – get your family involved as characters Storyboard key events. Add quotations to your storyboard Summarise the story in no more than 250 words Create a character timeline – consider how they change over the play Add supporting quotations to your character timeline Create a timeline of key events Identify the 6-8 most important moments from the play Identify and study a soliloquy

– focus on characterisation and themes Create a quiz and answers – buddy up to test. Plan a past question(s) and annotate the text accordingly. Use your study guide – CGP, York notes etc. Use websites like BBC Bitesize, Schmoop. Watch Mr Bruff on YouTube. Read and assess a model response. Write a full essay response to a practice question in timed conditions. Share essays with a buddy and peer- mark/feedback/improve Try

and list Shakespeare’s big

messages presented through

the play. Write down everything you know about the time the play was written.

Try to link your contextual

knowledge to specific

moments in the play.

Listen to an audio version of the novel Read the novel Find key quotations on a particular character or theme Turn your key quotations into flash cards Annotate a key extract from the novel Write a PEC paragraph about an annotated extract Produce an essay plan Plan and write an essay under timed conditions Read and assess an example essay Paint the skills of your own/an example essay Storyboard key events. Add quotations to your storyboard Summarise the story in no more than 250 words Create a character timeline – consider how they change through the novel Add supporting quotations to your character timeline Create a timeline of key events Identify the 6-8 most important moments from the novel Create a quiz and answers – buddy up to test. Plan a practice question Use your study guide – CGP, York notes etc. Use websites like BBC Bitesize, Schmoop. Watch Mr Bruff

on YouTube. Read and assess a model response. Share essays with a buddy and peermark/feedback/improve Try and list the writer’s big messages presented through

the novel Write down everything you know about the time the novel was written Try to link your contextual knowledge to specific moments in the novel

If studying a play, watch a stage version – make notes on key quotations/ characters/themes If studying a novel, listen to an audio version Read a review (The Independent/The Guardian) on the novel/play Read the text Find key quotations on a particular character or theme

Turn your key quotations into flash cards Annotate a key extract from the novel/play Write a PEC paragraph about an annotated extract Produce an essay plan Plan and write an essay under timed conditions Read and assess an example essay Paint the skills of your own/an example essay Storyboard key events. Add quotations to your storyboard Summarise the story in no more than 250 words Create a character timeline – consider how they change through the novel/play Add supporting quotations to your character timeline Create a timeline of key events Identify the 6-8 most important moments from the novel/play Create a quiz and answers – buddy up to test. Plan a practice question Use your study guide – CGP, York notes etc. Use websites like BBC Bitesize, Schmoop. Watch Mr Bruff on YouTube. Read and assess a model response. Share essays with a buddy and peer- mark/feedback/improve Try

and list the writer’s big

messages presented

through the novel/play

Annotate a blank version of the poem to test your memory Choose two poems at random and see how many similarities and differences you can find Select 5 words from a poem and analyse them in detail Select a theme and see how many poems fit the theme Add quotations to the theme challenge above Flashcards

– key quotations of poems Select one quotation that ‘represents’ each poem. Make a comic strip of the poem Draw symbols and pictures to

visualise the poem’s imagery Read and assess an example essay Paint the skills of your own/an example essay Create sets of flashcards (6 quotations per poem). Select two poems randomly and see if you can match quotations Try to devise a game with flashcards – e.g. snap/guess who Read the poems Watch/listen to the poems Highlight ‘neon phrases’ in a poem and analyse Revise a glossary of literary terms and techniques Find examples of literary techniques in the cluster Annotate the poems with focus on what is learned about the speaker Plan a practice question Watch Mr Bruff on YouTube Use your revision books e.g. York notes, CGP etc. Use websites like BBC Bitesize. Create a quiz and answers – buddy up Write a full essay response to

a practice question in timed conditions. Share essays with a buddy and peer- mark/feedback/improve

Annotate an example unseen poem (you can use the unused cluster in your anthology) Print off a favourite song and analyse as if it were a poem Create a poster glossary of poetic terms Plan and write an essay under timed conditions Using the unused cluster, select two poems at random and

bullet point similarities and

differences

AQA GCSE Physical Education 8582

Website: https://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

Revision Guide: Pearson Revise AQA GCSE (9-1) Physical Education Revision Guide

(Purple book available from finance £2.50)

Paper 1 revision topics:

Paper 2 Revision topics:

Unit Revision topic A01

Definitions

A02

Practical

examples

A03 Impact

on performer

Spo

rts

Psy

cho

logu

Skill classification

Goal setting

Information Processing & Memory

Inverted U theory and stress management

Unit Revision topic A01

Definitions

A02

Practical

examples

A03 Impact

on performer

Ap

plie

d A

nat

om

y an

d

Ph

ysio

logy

Bones & Joint

Muscle

Respiratory System

Cardiovascular System

Effects of Exercise

Mo

vem

en

t

An

alys

is Planes

Axis

Ph

ysic

al T

rain

ing

Components of fitness

Fitness Testing

Types of training

Principles of training

Seasonal training

Injury prevention, warm ups and cool down

Training intensities

Aggression, Personality & Motivation

Guidance & Feedback

Unit Revision topic A01

Definitions

A02

Practical

examples

A03 Impact

on performer

Soci

o-C

ult

ura

l In

flu

en

ces Socio Groups (family, friends, peers) plus Gender, Race, Age &

Disability

Commercialisation – Advantages and disadvantages

Technology – Advantages & disadvantages

Timber

Conduct of performers & spectators

Performance enhancing drugs

He

alth

, Fit

ne

ss &

We

llbe

ing Fitness plus Physical, Mental & Social Health

Effects of a sedentary lifestyle

Obesity

Somatotypes

Energy use, Diet and Water balance

Use

of

Dat

a &

Exa

m

Tech

niq

ue

Interpreting and reading graphs

Plotting graphs

Extended answer technique (PEEL or IDEEL)

Short answer questions technique

Command words – what do they mean?

GCSE History Paper Overview

Paper 1: 1A Germany & 1B Conflict & Tension

Paper 1 (1 hour 45 minutes; 84 marks [4 SPAG]; 50% of GCSE) Section A – Germany – 6 compulsory questions (40 marks) – 50 minutes

Q Aspect Question focus M

1 Aspect 2 How do 2 interpretations differ

e.g. How does Interpretation B differ from Interpretation A about X…

Developed analysis of interpretations to explain differences based on their content

4 5

mins

2 Aspect 2 Why do 2 interpretations differ e.g. Why might the authors of Interpretations A and B have a different interpretation about X…

Analyses provenance of interpretation based on use of time / author / place to determine purpose, to explain reasons for differences

4 5

mins

3 Aspect 2 Which of the 2 interpretations is most convincing e.g. Which

interpretation do you find more convincing about X…

Use relevant knowledge and understanding of the period in order to evaluate which interpretation is more convincing. Students are not expected to evaluate provenance.

8 10

mins

4 Aspect 1 Describe e.g. Describe two

problems about X… Identify features indicated in the question (could be issues, difficulties, features, problems or solutions), and show some understanding of them.

4 5

mins

5 Aspect 1 Explaining concepts e.g. In what

ways were the lives of women in Germany affected by Nazi social policies?

Identify and explain. Will focus on causes, consequences, similarities, differences, changes, continuity or significance.

8 10

mins

6 Aspect 1 Evaluate 2 main factors e.g.

Which of the following was the more important reason why X…

Identify and explain factors using second-order concepts; make a sustained judgement.

12 15 mins

Section B – Conflict & Tension – 4 compulsory questions (40 marks) – 50 minutes

1 Aspect 2 How do you know? e.g. Source A

opposes Kaiser Wilhelm II. How do you know?

Analyse the source using the context and/or provenance of the source to identify and explain how the source supports the statement.

4 5 mins

2 Aspect 2 Utility e.g. How useful are Sources B and C to a historian studying X…

Draw on broader contextual knowledge to evaluate the usefulness of both sources. Use content and provenance to identify, explain and evaluate how useful the sources are.

12 15 mins

3 Aspect 1 Write an account e.g. Write an

account of… Demonstrate knowledge and understanding of a sequence of events and use cause and/or consequence to demonstrate how these events link to the wider context. Very similar to the ‘explain’ questions, but require a greater understanding of sequencing and/or connections.

8 10 mins

Aspect 1: knowledge, understanding, analysis and explanation (AO1 and AO2). 3 key ideas being tested: 1. Identify: Students state and/or describe relevant causes, consequences, similarities. 2. Explain: Extended reasoning & knowledge to show understanding of 2nd order concepts; includes sequencing &

connections. 3. Evaluate: Students reach a balanced, relevant and justified judgement.

GCSE History Paper Overview

Paper 2: 2A Health & 2B Elizabeth

Paper 2 (1 hour 45 minutes; 84 marks [4 SPAG]; 50% of GCSE) Section A – Health – 4 compulsory questions (40 marks) – 50 minutes

Q Aspect Question focus Key ideas M

1 Aspect 2 Utility e.g. How useful is Source A to a historian studying X…

Draw on broader contextual knowledge to evaluate the usefulness of the source. Use content and provenance to identify, explain and evaluate how useful the source is.

8 10 mins

2 Aspect 1 Explaining concepts e.g. Explain

the significance of X in… Identify and explain. Will focus on causes, consequences, similarities, differences, changes, continuity or significance.

8 10 mins

3 Aspect 1 Explaining concepts e.g. Compare event X with event Y. In what ways were they similar / different?

Identify and explain. Will focus on causes, consequences, similarities, differences, changes, continuity or significance.

8 10 mins

4 Aspect 1 Evaluation e.g. Has X been the main factor in causing Y? Explain your answer referring to X and other factors.

Identify and explain factors using second-order concepts; make a sustained judgement.

SPAG

16 + 4

20 mins

Section B – Elizabeth – 4 compulsory questions (40 marks) – 50 minutes

1 Aspect 2 How convincing is an interpretation. E.g. How

convincing is Interpretation C about…?

Evaluate how convincing an interpretation is using contextual knowledge of the specified period. Students are not expected to evaluate provenance.

8 10 mins

2 Aspect 1 Explaining concepts e.g. Explain

what was important about X… Identify and explain. Will focus on causes, consequences, similarities, differences, changes, continuity or significance.

8 10 mins

3 Aspect 1 Write an account e.g. Write an

account of… Demonstrate knowledge and understanding of a sequence of events and use cause and/or consequence to demonstrate how these events link to the wider context. Very similar to the ‘explain’ questions, but require a greater understanding of sequencing and/or connections.

8 10 mins

4 Aspect 1 Evaluation – SITE (iceberg) e.g. ‘The main change that Elizabethan manor houses demonstrated was the greater prosperity of their owners.’ How far does a study of Speke Hall support

Identify and explain factors using second-order concepts; make a sustained judgement.

16 20 mins

4 Aspect 1 Evaluation e.g. ‘X was the main

reason for Y.’ How far do you agree?

Identify and explain factors using second-order concepts; make a sustained judgement.

SPAG

16 + 4

20 mins

Aspect 1: knowledge, understanding, analysis and explanation (AO1 and AO2). 3 key ideas being tested: 1. Identify: Students state and/or describe relevant causes, consequences, similarities. 2. Explain: Extended reasoning & knowledge to show understanding of 2nd order concepts; includes sequencing & connections. 3. Evaluate: Students reach a balanced, relevant and justified judgement. 4.

this statement? Explain your answer.

GCSE History assessment tracker

Aspect 1: Knowledge, understanding, analysis and explanation (AO1 and AO2). 3 key ideas being tested: 1. Identify: Students state and/or describe relevant causes, consequences, similarities. 2. Explain: Extended reasoning &

knowledge to show understanding of 2nd order concepts; includes sequencing & connections. 3. Evaluate: Students reach a balanced, relevant and justified judgement.

Question type

Score 1

Target 1 Score 2

Target 2 Score 3

Target 3

Write an account

Explaining concepts

Evaluation

Aspect 2: Sources & Interpretations (AO3 & AO4). 3 key ideas being tested: 1. Analysis: What is the source/interpretation saying? What is the message or inference? 2. Provenance: Using author,

place, time it was created etc. to determine purpose 3. Historical context: How does source/interpretation relate to contextual knowledge of historical period?

Question type

Score 1

Target 1 Score 2

Target 2 Score 3

Target 3

How do they differ?

Why do they differ?

How convincing?

How do you know?

Utility

I media

https://www.ocr.org.uk/qualifications/45ambridge-nationals/creative-imedia-level-1-2-award-

certificate-j807-j817/

☺ LO1: Understand the purpose and content of pre-production 1.1 I understand the purpose and uses for moodboards

1.2 I can create a moodboard

1.3 I understand the purpose and uses for mind maps/spider diagrams

1.4 I can create a mins map/spider diagram

1.5 I understand the purpose and uses for visualisation diagrams

1.6 I can create visualisation diagrams

1.7 I understand the purpose and uses for storyboards

1.8 I can create a storyboard

1.9 I understand the purpose and uses for scripts

1.10 I can create a script

LO2: Be able to plan pre-production 2.1 I can interpret client requirements for pre-production

2.2 I understand what primary and secondary research is

2.3 I can produce a work plan and production schedule

2.4 I understand how to categorise audiences, including:

• gender

• age

• ethnicity

• income

• location

• accessibility

2.5 I understand the hardware techniques and software used for, including:

• Digitising paper-based documents

• Creating electronic pre-production documents

2.6 I understand the health and safety considerations when creating digital media products

2.7 I understand the legislation regarding any assets to be sourced, including:

• copyright

• trademarks

• intellectual property

2.8 I can identify how legislation applies to creative media production, including:

• data protection

• privacy

• defamation

• certification and classification

• use of copyrighted material

• intellectual property

LO3: Be able to produce pre-production documents 3.1 I understand the properties and limitations of file formats for still images

3.2 I understand the properties and limitations of file formats for audio

3.3 I understand the properties and limitations of file formats for moving images

3.4 I can identify appropriate file formats needed to produce pre-production documents

LO4: Be able to review pre-production documents

4.1 I understand how to review a pre-production document

4.2 I can identify areas for improvement in a pre-production document