Year 10

Effective Revision Tips from your Teachers!

Guidance for Students & Parents

Contents

1. Planning your revision

2. Exam Timetable 2018

3. Revision for each subject including ‘Bitesize Topic Checklists’: Science & Computing Faculty Science Computing English & Languages Faculty English Language English Literature French/Spanish Media Maths & PE Faculty Maths PE Humanities Geography History Creative Arts Faculty 3D Design Food and Nutrition Hospitality and Catering Art Drama

4. General Revision Techniques & Tips

5. Revision Classes Timetable

Planning your revision

• How many weeks until your exams start?

• With 7 hours of revision a week in term time and 20 hours in the holidays, how many hours do you have in total?

• List the subjects that you need to spend time revising/practicing for. Share out your hours.

• Use the templates on the following pages to plan out your time. (More of these blanks can be picked up from resources)

The Revision Hour

20 mins Revise a new topic 5 mins BREAK 15 mins Re-Revise a topic you have done before 5 mins BREAK 10 mins Write up revision notes for the new topic

you did at the start 5 mins Pack away ☺

Still struggling….

Take a look at this revision timetabling tool: www.myrevisionplan.com

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Icknield Community College A Specialist College in the Humanities

Exam Timetable 2019 - TBC

Science & Computing

Science

The Challenges • Volume of content to revise

• Applying the theory to the questions and using the correct scientific terminology To support you with the volume of content, the science curriculum is arranged across the 3 years so that each of the 10 ‘Big Ideas’ are reviewed and revisited throughout the GCSE course. Each time a ‘Big Idea’ is revisited in a new topic, prior learning is recapped before being built upon with new content.

To revise effectively in Science:

1. Identify areas of weakness Use the mock exam feedback sheets completed in class to choose the areas that you struggle the most with.

Year 9 Year 10 Year 11

Forces

Motion

Mains electricity

Magnetism and

electromagnets

Energy

Energy resources and

conservation

Electromagnetic waves

Atoms and radiation

Atomic structure, and

purification

Properties and

StructuresStructures

The periodic table and

bonding Particle model Analysis

Acids and Alkalis Metals and masses Rates

Organic

Energy

Cells Transport in cells

Communicable diseases

Organ systems

Photosynthesis

Respiration

Homeostasis

Variation

Reproduction Genes DNA

Organisms Nervous system Enzymes

Ecosystems Earth Changes Biodiversity

Heat packs Equilibria

Earth Earth Changes LCA

Matter

Reactions

Energy

Waves Waves

Forces Motion- acceleration Motion - momentum

Electromagnets Electricity

2. Develop that area

i) Use GCSEpod and watch podcasts on that topic ii) Use a revision guide to recap the same topic. iii) Repeat this for all identified areas of weakness.

3. Test it

Use a revision Guide Workbook and complete the topic and mark it.

Other Tips

• Use revision cards as flashcards for recall topics eg. Key words/definitions, ions tests, physics equations. Keep them brief and then use them often.

• Use the myGCSE channel on you tube for topics that you can’t grasp on you own.

• Even better – attend science revision classes.

Useful Resources Revision Classes

• Thursday After school all science rooms with the Science Team.

• If these times don’t fit with other commitments please speak to your science teacher and we will find a way to give you support at a different time.

Revision Guides

• There are various Science revision guides that can be bought from the shops or internet. If you are going to purchase revision guides you should ensure you buy the guides for the correct course and exam board (either AQA Separates science: Biology, Chemistry and Physics or AQA Combined science: Trilogy). The Science Team highly recommend the workbooks of exam style questions that go with them.

• Revision guides can be purchased from the Oxford University Press website, please find details below.

Combined Science:

Title Price Web-link to preview

Biology for GCSE Combined Science: Trilogy

5.50 https://global.oup.com/education/product/9780198359302/?region=uk

Chemistry for GCSE Combined Science: Trilogy

5.50 https://global.oup.com/education/product/9780198359319/?region=uk

Physics for GCSE Combined Science: Trilogy

5.50 https://global.oup.com/education/product/9780198359326/?region=uk

Separate Science:

Title Price Web-link to preview

Biology 7.25 https://global.oup.com/education/product/9780198359401/?region=uk

Chemistry 7.25 https://global.oup.com/education/product/9780198359418/?region=uk

Physics 7.25 https://global.oup.com/education/product/9780198359425/?region=uk

If you have decided to buy the OUP revision guides, please find a topic overview below so you can match-up the topics in the book with the specification and when this will be taught across your 3 year GCSE course:

Year

taughtTopic name

Revision guide and textbook

chapter

Revision guide

Pages

1.1 Cell structure Y9 Cells B1:Cell structure and transport P2-5

1.2 Cell division Y9 DNA B2:Cell Division P13-17

1.3 Transport in cells Y10 Transport in cells B1: Cell structure and transport P6-12

2.1 principles of

organisationY10 Organ systems

B3: Organisation and the

digestive systemP18-25

2.2 Animal tissues organs

and organ systemsY9/Y10

Organ systems +

Enzymes

B3 Organisation and the

digestive system + B7: non

communicable disease

P18-25 / 55-59

2.3 Plant tissues organs

and systems Y10 Photosynthesis

B4 Organising animals and

plants.P31-33

3.1 Communicable

disease

B5: Communicable disease + B6

Preventing and treating diseaseP38-46 P50-51

3.2 Monoclonal antibodiesB6: Preventing and Treating

diseaseP51-52

3.3 Plant disease B5: Communicable disease P46-48

4.1 Photosynthesis Y10 Photosynthesis B8: Photosynthesis P60-64

4.2 Respiration Y10 Respiration B9: Respiration P65-70

5.1 Homeostasis Y10 HomeostasisB10 the human nervous system

+ B11 Hormonal controlP73-94

5.2 Human nervous

systemY11 Nervous system B10 the human nervous system P73-79

5.3 Hormonal control Y10/11 HomeostasisB11: Hormonal coordination +

B12 Homeostasis in actionP80-87 P91-95

5.4 Plant hormones Y10 Homeostasis B11: Hormonal control P88-89

6.1 Reproduction Y9/11Cell division

Reproduction B13: Reproduction P99-109

6.2 Variation and

reproductionY11 Reproduction

B13: Reproduction + B14

Variation and evolutionP110-117

6.3 Development and

understandingY11 Inheritance

B14 Variation and evolution B15

Genetics and evolution.P118-115

6.4 Classifications Y11 Inheritance B15 Genetics and evolution P126

7.1 Adaptations

interdependenceY9 Biodiversity

B16 adaptations,

interdependence and

competition.

P131-137

7.2 Organisation of

ecosystemY9

Biodiversity + Earth

changes

B16 adaptations,

interdependence and

competition. B18 Biodiversity and

ecosystems

P138-142 P148

7.3 Biodiversity Y9/Y11

7.4 Trophic levels Y9/Y11

7.5 Food production Y11

Working

Scientifically

Practical support and Working

scientificallyP155-161

Communicable

diseaseY10

Separate Biology

Throughout

5.

Homeostasis

and response

6. Inheritance,

variation and

evolution

7. Ecology

AQA Specification

1. Cell Biology

2.

Organisation

3. Infection

and response

4.

Bioenergetics.

Paper 2 - Topics 5 - 8

Paper 1 - Topics 1- 4

Biodiversity B18 Biodiversity and ecosystem P143-151

Year

taughtTopic name

Revision guide and

textbook chapter

Revision guide

pages

1.1 A simple model of the

atom, Year 9 Atomic structure

C1 Atoms, bonding and

moles P4 - 8

1.2 The periodic table

Year 9

(next

time

Year 10)

The periodic table P9 - 13

1.3 Properties of the

transition metalsYear 11 Analysis P14 - 15

Acid reactions P16 - 17 and

The periodic table P18 and P22

2.2 Bonding, structure and

properties Year 10 Properties of structures

P15, 17, 19, 20

and 22

2.3 Structure and bonding

of carbonYear 11 Structures P21 and 23

3.1 Chemical reactions,

RFM, conservation of

mass

Year 10 Metals and masses P27 - 29

3.2 Moles, amounts of

substanceP32 - 37

3.3 Yield and atom

economyP31

4.1 Reactivity of metals Year 10 Metals and masses P40 - 42

4.2 Reactions of acids Year 9

and 11Acid reactions and P43 - 46

4.3 Electrolysis Year 10

and 11

Metals and masses and

StructuresC6 Electrolysis P41 - 45

5. Energy changes5.1 Exothermic and

endothermicYear 10 Energy changes C7 Energy changes P46 - 51

6.1 Rate of reactionYear

10/11Rates of reaction P64 - 68

6.2 Reversible reactions

and dynamic equilibriumYear 11 Equilibria P69 - 72

7.1 Carbon compounds as

fuelsYear 10 Organic Chemistry C9 Crude oil and fuels P73 - 77

7.2 Reactions of alkenes

and alcoholsYear 11 Organic Chemistry part 2 C10 Organic reactions P78 - 82

7.3 Synthetic and naturally

occurring polymersYear 11 Structures C11 Polymers P83 - 88

8.1 Purity, formulation and

chromatographyYear 11 Analysis P91 - 92

8.2 Identification of

common gasesYear 9

Acid reactions and The

Periodic tableP93 -

8.3 Identification of ions Year 11 Analysis P93 - 95

9.1 Composition and

evolution of the

atmosphere

Year 9 Earth Changes P96 -97

9.2 GHGs Year 9 Earth Changes P98 - 99

9.3 Atmospheric pollutants Year 10 Organic Chemistry P100 -101

10.1 Potable water Year 10 LCA P103 - 104

10.2 LCA and recycling Year 10 LCAP102 and 105 -

107

10.3 Using materials

(corrosion, alloys,

ceramics, polymers,

composites

Year 11 Structures P108 - 111

10.4 The Haber process Year 11 Equilibria P112- 117

Working

Scientifically

Practical support and

Working scientificallyP89 - 95Throughout

10. Using

resources

C3 Structure and

bonding

C5 Chemical changes

Paper 2 - Topics 6–10

4. Chemical

changes

6. The rate and

extent of chemical

change

7. Organic

chemistry

2. Bonding,

structures and the

properties of

matter

2.1 Bonds ionic, covalent,

Metallic Year 9

C15 Using our

resources

C14 The Earth's

resources

Separate Chemistry

8. Chemical

analysis

9. Chemistry of the

atmosphere

AQA Specification

1. Atomic structure

and the periodic

table C2 The Periodic table

3. Quantitative

chemistry

C4 Chemical

calculations

Analysis Year 11

C8 Rates and

equilibrium

C13 The Earth's

atmosphere

C12 Chemical analysis

Paper 1 - Topics 1- 5

Year taught Topic nameRevision guide and

textbook chapter

Revision guide

pages

P1 Conservation and

dissipation of energy P1-4

P2 Energy transfer by

heating P9

1.2 conservation and dissipation

1.3 National and global energy resources

2.1 current, p.d. and resistance

2.2 series and parallel circuits

2.3 domestic uses and safety

2.4 energy transfers

2.5 static electricity Year 10 Electrical Circuits P4 Electric circuits P25

3.1 Changes of state and the particle

model

P6 Molecules and

matterP38-40

P2 Energy transfer by

heatingP13

3.3 Particle model and pressure

4.1 Atoms and Isotopes

4.2 Atoms and radiation

4.3 Hazards and uses of radiation

4.4 Nuclear fission and fusion

5.1 Forces and their interactions Year 9 Forces P8 Forces in balance P57 and 62-63

5.2 Work done and energy transfer Year 9

Forces or energy

changes and stores

(for work done)

P1 Conservation and

dissipation of energy P3

5.3 Forces and elasticity Year 9 Forces P10 Force and motion P76

5.4 Moments, levers and gears Year 11 Moments P8 Forces in balance P59-61

5.5 Pressure and pressure differences in

fluidsYear 11 Pressure in fluids

P11 Force and

pressureP78 -80

Year 9 Motion P9 Motion P65-66

P9 Motion P67-68

P10 Force and motion P70-71

Year 11 P10 Force and motion P72

5.7 Momentum Year 11 P10 Force and motion P72-75

6.1 Waves in air, fluids and solids Year 10 Waves P12 Wave properties P85-91

Year 11Electromagnetic

spectrum

P13 Electromagnetic

spectrumP93-97

Year 11 Light and Lenses P14 Light P99-103

6.3 Black body radiation Year 11 Black body radiationP2 Energy transfer by

heatingP10-11

7.1 Permanent and induced magnetism

7.2 The motor effect

7.3 Induced potential, transformers,

national grid

8.1 Our solar system

8.2 Red shift

Working

Scientifically

Practical support and

Working scientificallyP89 - 95Throughout

4. Atomic structure P7 Radioactivity

P114 - 118Year 11

Year 11 P105-1127. Magnetism and

electromagnetism Electromagnetism

P15

Electromagnetism

8. Space physics Space P16 Space

6. Waves6.2 Electromagnetic waves

P46-52RadioactivityYear 11

3. Particle model of

matterYear 10 Particle model

P6 Molecules and

matterP41-44

2. Electricity

3.2 Internal energy and energy transfers

Paper 2 - Topics 5 - 8

5. Forces

5.6 Forces and motionYear 10

Motion and

acceleration

Motion and

momentum

Mains electricityP5 Electricity in the

homeP32- 36Year 11

Year 10 Electrical Circuits P4 Electric circuits P25-30

Separate Physics

AQA Specification

Paper 1- Topics 1 - 4

1. Energy

1.1 Energy changes Year 9Energy changes and

stores

Year 9Conservation and

resourcesP3 Energy resources P15-22

Year

taughtTopic name

Revision guide and textbook

chapter

Revision

guide Pages

1.1 Cell structure Y9 Cells B1:Cell structure and transport P2-5

1.2 Cell division Y9 DNA B2:Cell Division P13-17

1.3 Transport in cells Y10 Transport in cells B1: Cell structure and transport P6-12

2.1 principles of

organisationY10 Organ systems

B3: Organisation and the digestive

systemP18-25

2.2 Animal tissues

organs and organ

systems

Y9/Y10 Organ systems +

Enzymes

B3 Organisation and the digestive

system + B7: non communicable

disease

P18-25 / 55-59

2.3 Plant tissues organs

and systems Y10 Photosynthesis B4 Organising animals and plants. P31-33

3.1 Communicable

disease

B5: Communicable disease + B6

Preventing and treating diseaseP38-46

3.3 Plant disease B5: Communicable disease P46-48

4.1 Photosynthesis Y10 Photosynthesis B8: Photosynthesis P54-57

4.2 Respiration Y10 Respiration B9: Respiration P59-62

5.1 Homeostasis Y10 HomeostasisB10 the human nervous system +

B11 Hormonal controlP67, P71-78

5.2 Human nervous

systemY11 Nervous system B10 the human nervous system P68-69

5.3 Hormonal control Y10/11 HomeostasisB11: Hormonal coordination + B12

Homeostasis in actionP71-78

6.1 Reproduction Y9/11Cell division

Reproduction B13: Reproduction P83-85

6.2 Variation and

reproductionY11 Reproduction

B13: Reproduction + B14 Variation

and evolutionP91-96

6.3 Development and

understandingY11 Inheritance

B14 Variation and evolution B15

Genetics and evolution.P85-89

6.4 Classifications Y11 Inheritance B15 Genetics and evolution P97-101

7.1 Adaptations

interdependenceY9 Biodiversity

B16 adaptations, interdependence

and competition.P105-111

7.2 Organisation of

ecosystemY9

Biodiversity + Earth

changes

B16 adaptations, interdependence

and competition. B18 Biodiversity

and ecosystems

P106-113

7.3 Biodiversity Y9/Y11

7.4 Trophic levels Y9/Y11

Working

Scientific

ally

Practical support and Working

scientificallyP125-131

4.

Bioenerg

etics. Paper 2 - Topics 5 - 8

5.

Homeost

asis and

respons

e

6.

Inheritan

ce,

variation

and

evolution

Combined Science Trilogy - Biology

AQA Specification

Paper 1 - Topics 1- 4

1. Cell

Biology

2.

Organis

ation

3.

Infection

and

respons

e

Y10 Communicable

disease

7.

Ecology

Biodiversity B18 Biodiversity and ecosystemP113-115+117-121

Throughout

Year

taughtTopic name

Revision guide and

textbook chapter

Revision

guide pages

1.1 A simple model of the

atom Year 9 Atomic structure C1 Atomic structure P4 - 8

1.2 The periodic table Year 9 The periodic table C2 The Periodic table P9 - 14

Acid reactions P16 - 17 and

The periodic table P18 and P22

2.2 Bonding, structure and

properties Year 10 Properties of structures

P15, 17, 19, 20

and 22

2.3 Structure and bonding of

carbonYear 11 Structures P21 and 23

3.1 Chemical reactions,

RFM, conservation of massYear 10 Metals and masses P24 - 26

3.2 Moles, amounts of

substanceYear 11 C9 Analysis P27-29

4.1 Reactivity of metals Year 10 Metals and masses P32-34

4.2 Reactions of acids Year 9

and 11Acid reactions and P35 - 40

4.3 Electrolysis Year 10

and 11

Metals and masses and

StructuresC6 Electrolysis P41 - 45

5. Energy changes5.1 Exothermic and

endothermicYear 10 Energy changes C7 Energy changes P46 - 51

6.1 Rate of reaction Year 11 Rates of reaction C8 Rates and equilibrium P54 - 58

6.2 Reversible reactions and

dynamic equilibriumYear 11 Equilibria C8 Rates and equilibrium P58 - 62

7. Organic chemistry7.1 Carbon compounds as

fuelsYear 10 Organic Chemistry C9 Crude oil and fuels P63 - 68

8.1 Purity, formulation and

chromatographyYear 11 Analysis P71 - 72

8.2 Identification of common

gasesYear 9

Acid reactions and The

periodic table P73

9.1 Composition and

evolution of the atmosphereYear 9 Earth Changes P75 - 76

9.2 GHGs Year 9 Earth Changes P77 - 78

9.3 Atmospheric pollutants Year 10 Organic Chemistry P79 - 80

10.1 Potable water Year 10 LCAC12 The Earth's

resourcesP82-83

10.2 LCA and recycling Year 10 LCAP81 and 84 -

87

Working ScientificallyPractical support and

Working scientificallyP89 - 95

6. The rate and extent of

chemical change

Combined Science Trilogy - Chemistry

AQA Specification

1. Atomic structure and

the periodic table

2. Bonding, structures

and the properties of

matter

2.1 Bonds ionic, covalent,

Metallic Year 9

C3 Structure and bonding

3. Quantitative chemistry C4 Chemical calculations

4. Chemical changes

C5 Chemical changes

Paper 2 - Topics 6–10

Paper 1 - topics 1- 5

Throughout

8. Chemical analysis

9. Chemistry of the

atmosphere

10. Using resources

C10 Chemical analysis

C11 The Earth's

atmosphere

Year taught Topic nameRevision guide and

textbook chapter

Revision guide

pages

P1 Conservation and

dissipation of energy P1-8

P2 Energy transfer by

heating P 9

1.2 conservation and dissipation

1.3 National and global energy resources

2.1 current, p.d. and resistance

2.2 series and parallel circuits

2.3 domestic uses and safety

2.4 energy transfers

3.1 Changes of state and the particle

model

P6 Molecules and

matterP35-37

P2 Energy transfer by

heatingP10

P6 Molecules and

matterP38-39

3.3 Particle model and pressureP6 Molecules and

matterP40

4.1 Atoms and Isotopes

4.2 Atoms and radiation

5.1 Forces and their interactions Year 9 Forces P8 Forces in balance P50 and 52-53

5.2 Work done and energy transfer Year 9Forces and energy

changes and stores

P1 Conservation and

dissipation of energy P3

5.3 Forces and elasticity P10 Force and motion P64

P9 Motion P55-56

P9 Motion P57-58

P10 Force and motion P60-61

5.7 Momentum

6.1 Waves in air, fluids and solids Year 10 Waves P11 Wave properties P69-72

6.2 Electromagnetic waves Year 11 Electromagnetic

spectrum

P12 Electromagnetic

Spectrum P74-78

7.1 Permanent and induced magnetism

7.2 The motor effect

Working

Scientifically

Practical support and

Working scientificallyP89 - 95

P29-33

Particle modelYear 10

P80-82

Year 11

Year 9

Year 11 ElectromagnetismP13

Electromagnetism

Motion and

acceleration Year 10

Year 10

Year 9

Year 11 Mains electricityP5 Electricity in the

home

Combined Science Trilogy - Physics

Paper 1- Topics 1 - 4

1.1 Energy changes Year 9Energy changes and

stores

1. Energy

AQA Specification

Conservation and

resourcesP3 Energy resources P13-18

2. Electricity

5.6 Forces and motion

3.2 Internal energy and energy transfers

Paper 2 - Topics 5 - 8

5. Forces

P42-45Radioactivity P7 RadioactivityYear 11

Motion and

momentum P10 Force and motion P62 - 63

Motion

Electrical Circuits P4 Electric circuits P23-27

Throughout

6. Waves

7. Magnetism and

electromagnetism

3. Particle model of

matter

4. Atomic structure

Websites/Video Channels

• http://www.bbc.co.uk/education/levels/z98jmp3 Revision notes, animations and quizzes based on the GCSE content.

• https://www.youtube.com/user/myGCSEscience Videos on all science topics with a real science teacher to explain everything.

• www.docbrown.info Interactive quizzes and multiple choice exam questions as well as revision notes.

• www.schoolscience.co.uk Interactive resources and interesting articles on all science topics.

• www.chem4kids.com Interesting, easy to access info on the basics and fun experiments to try at home.

• http://phet.colorado.edu/en/simulations/category/new Simulations demonstrating different areas of Biology, Chemistry and Physics (and Maths)

• http://www.cyberphysics.co.uk/index.html Revision notes and flash cards to revise physics at KS3, KS4 and KS5

Science Topic Checklists

Planned

date AQA Specification Topic

Title Activity Time RAG Done

BIOLOGY

B1 Cell biology

2 hours

B2 Organisation 2 hours

B3 Infection and

response 2 hours

B4 Bioenergetics 2 hours

B5 Homeostasis and

response 2 hours

B6 Inheritance, variation

and evolution 2 hours

B7 Ecology 2 hours

Chemistry

C1 Atomic structure and

the periodic table 2 hours

C2 Bonding, structure,

and the properties of matter

2 hours

C3 Quantitative

chemistry 2 hours

C4 Chemical changes 2 hours

C5 Energy changes 2 hours

C6 The rate and extent

of chemical change 2 hours

C7 Organic chemistry 2 hours

C8 Chemical analysis 2 hours

C9 Chemistry of the

atmosphere 2 hours

C10 Using resources 2 hours

Physics

P1 Energy 2 hours

P2 Electricity 2 hours

P3 Particle model of

matter 2 hours

P4 Atomic structure 2 hours

P5 Forces 2 hours

P6 Magnetism and

electromagnetism 2 hours

P7 Space physics

(physics only) 2 hours

English & Languages

English Language

The Challenges

• Exam technique: It is important that you know how to target each of the Assessment Objectives (AOs 1-6). Think about the regular assessments that you have done in class and the feedback you have had on each AO. AO1 (reading): identifying and interpreting information AO2 (reading): exploring language, structure and form AO3 (reading): comparing ideas and texts AO4 (reading): crafting a critical response showing your opinion AO5 (writing): writing for a particular purpose and audience AO6 (writing): making sure that your writing is technically accurate

To revise effectively in English Language:

• Use the feedback you have been given in your English books over the four units we have studied.

• Make sure that you use the RAG sheets in the assessment booklets to help you identify which areas you need to develop the most.

• Read through the past paper questions you have and ensure that you are familiar with what they are asking you to do.

Other Tips Read! A good reader is always a good writer. We have a reading list for Key Stage Four students on the ‘KS4 Board’ (on the stairs in the English Block) and also in the library as well as here: http://www.icknield.oxon.sch.uk/attachments/article/16/English%20-%20Extending%20Confident%20Readers%20List.pdf

Useful Resources Revision Classes The E Team: Wednesdays after school in the English block. Bring any issues / questions you have and we will help you. Websites/Video Channels

Murphy’s English Language In-Use app www.yourdictionary.com www.english-zone.com

English Literature

The Challenges

• Exam technique: As with Language, it is important that you are aware of the Assessment Objectives (AOs 1-3) and that you reflect on the assessments we have done in class to target them. AO1: read and respond to texts using references AO2: analyse language, structure and form AO3: show understanding of context AO4: write with a good level of technical accuracy

To revise effectively in English Literature:

• Re-read the novel and plays and make notes on key plot development, characters, settings, themes and ideas. Build up a set of quotes from the texts for each of these.

For the novel, students will either study: Jekyll and Hyde or Great Expectations The plays are: An Inspector Calls (all students) and Romeo and Juliet or Macbeth (all students)

• Use your Poetry Anthology to revise the important areas of poetry: what the poem is about, the themes and ideas of the poem, language and structural analysis.

The poems are: Power and Conflict – 15 poems (all students)

Other Tips Reading some other work by the same author will give you useful insight into the sorts of ideas featured in their work. If you need support in doing this, please visit the library and speak to the team.

Useful Resources Revision Classes The E Team: Wednesdays after school in the English block. Bring any issues / questions you have and we will help you.

Revision Guides There are lots of revision guides available for the Literature texts. York Notes are always good. In Year 11, you will be able to borrow a revision guide from the library for each of the literature texts you study for the entire year. Websites/Video Channels

The audio books for the texts are available at: Jekyll and Hyde: https://www.youtube.com/watch?v=wlvcbhgD9mM Great Expectations: https://www.youtube.com/watch?v=uE4SUro0gqM A live performance of An Inspector Calls is at: https://www.youtube.com/watch?v=dMUHU-2lfZk Romeo and Juliet can be found at: https://www.youtube.com/watch?v=rwUl1m6VLb4&list=PLHjupXLQMoCRgBf2axGDcMVKVZI0NLuEr Macbeth is at: https://www.youtube.com/watch?v=a_IH0EH2Oak&t=914s There are also a number of excellent literature resources available to watch at: https://www.youtube.com/channel/UC4KN50fal7f45fx2DqG7ttg/playlists?shelf_id=5&view=50&sort=dd BBC Bitesize is also good: http://www.bbc.co.uk/schools/gcsebitesize/english_literature/ Also, the English Literature Success app is particularly useful and there are some useful literature notes available at http://www.sparknotes.com/sparknotes/ You just put the text into the search bar and it will find it for you.

English Bitesize Topic Checklists English

Language Time

(mins) Topic RAG Planned Date Done

15 Practise picking out key information from a text

20 Write a summary of a longer piece of text

20 Analyse use of language in a text

20 Analyse use of structure in a text

30 Compare two different articles for effect

45 Write critically about an opinion text

50 Write creative and descriptive narrative writing

50 Write to explain your viewpoint on an issue

20 Be able to use a variety of vocabulary and sentence structures

5 Accurately paragraph a piece of writing

5 Effectively use a range of punctuation

10 Spell with accuracy

60

Re-read your Language assessments in your class book and ensure that you have acted on all feedback

English Literature

Time (mins)

Topic RAG Planned Date Done

240 Re-read Victorian prose novel (Great Expectations / Jekyll and Hyde)

180 Re-read Drama text (An Inspector Calls)

240 Re-read Shakespeare text (Romeo and Juliet or Macbeth)

30 Re-read all Power and Conflict poems

120

For the novel, play and Shakespeare texts make timelines to cover main events in all chapters / acts

60 For the poems, make notes to cover message / theme; language and structure

30 For all texts, memorise short quotes which help to sum up the main themes and ideas of the text

30 Use BBC Bitesize website to revise all Literature texts

30

Re-read your Literature assessments in your class book and ensure that you have acted on all feedback

French & Spanish

The Challenges:

• Volume of content to revise.

• Exam techniques

• Being able to recognise and use a wide range of vocabulary.

• Speaking and writing spontaneously

• Translate from/to the Foreign Language To revise effectively in French & Spanish:

i) Use the feedback you have been given in your French/Spanish books over the units we have studied.

ii) A little bit every day will take you a long way: make sure you revise vocab and grammar points regularly rather than doing it all last minute!

iii) Learn thoroughly for the weekly vocabulary reviews. The more you learn over time, the easier it will be at the end!

iv) Use the Grammar and Translation workbook to revise the grammar and practise your translation skills.

v) Read in French using the books in the library… Even Peppa Pig may give you a couple of useful phrases! Miss Morton loved reading Harry Potter in French in year 11…

vi) Use: Your vocabulary book The recommended websites to practice your listening and your reading. A revision guide for the new GCSE Your AQA vocabulary booklet

Other Tips

• Pay special attention to most difficult vocabulary on WEATHER / ENVIRONMENT / HOUSE CHORES / FURNITURE But don’t underestimate PLACES / FOOD AND DRINK / DIRECTIONS

▪ Make sure you know: 1. Your numbers 2. Linking words 3. Likes/dislikes 4. Negatives 5. Questions words 6. Opinions

• Time phrases

Useful Resources

Revision Classes

• Wednesday after school and Thursday Lunch, Lunch Rm 44 (Miss Morton). If these times don’t fit with other commitments please speak to your teacher and we will find a way to give you support at a different time. Revision Guides French and Spanish Revision guides and workbooks will available to buy in Resources soon. When they are, the MFL team highly recommends that you purchase them as soon as possible Websites/Video Channels www.memrise.com - log into the site and work through the different sections of the Studio modules as well as the course of AQA vocabulary. www.quizlet.com - lots of resources https://lyricstraining.com/fr/ or https://lyricstraining.com/es/ :practise your Listening skills through listening to songs and completing the gap filling exercises. http://www.bbc.co.uk/education/guides/zgnthyc/revision : vocabulary revision. http://www.tv5.org/index.php: Watch French TV

French/Spanish Bitesize Topic Checklist

What to revise What to use How long for

RAG Date Done

Use your speaking booklet to prepare your answers for the general conversation in the speaking exam

Vocabulary booklets, Class time then regular practice at home

General language – opinions, conjunction, time expressions, numbers,

www.memrise.com AQA GCSE vocabulary booklet AQA revision guide Active Learn Studio vocabulary

Try 20 minutes per day at all times (with the odd day off) Spread your time across the various topics, focusing on what you need to know

Me, my family and friends

Technology in everyday life

Free-time activities

Customs and festivals

Home, town, neighbourhood and region

Social issues

Global issues

Travel and tourism

My studies

Life at school/college

Education post-16

Jobs, career choices and admissions

Translation English into French / French into English

Grammar and translation work booklet

Media The Challenges

- There is a lot of content in Media, so it is important that you are creating suitable revision materials as you go along so that when you revise before the exam, you are simply recapping information.

- You must keep an eye on the time spent on each question; don’t spend too long answering the one mark answers, it’s much more important that you focus on the longer analytical questions.

- You are assessed for different key concepts in the two exams, so ensure that you stay focused on the key concept for the relevant exam.

To revise effectively in Media:

- Ensure that you know each of the four key concepts (media language, audience, representation and industries) and the things you need to consider when analysing a text for these media forms (on the attached grid, the media forms are listed and the different aspects of each key concept)

- Test yourself on the key words little and often and select a few from each key concept so that you are clear on which words relate to each concept.

- Create a revision card for each of the key texts we study in class (this will be signaled to you) and ensure that it includes: context, media language, audience, representation and industry.

Useful Resources Revision Classes Come along any Wednesday after school to Rm 18 if you need any further support. Revision Guides As this is a new specification, there aren’t any revision guides available yet; your exercise books will be the most useful tool for you! Websites/Video Channels

• Research any Podcasts for the set texts as they explore a range of key issues surrounding the text.

• Read reviews of the texts we study in class as this will allow you to develop your understanding of audience and representation.

• Explore the cross media forms of a text. For example, if we are looking at Taylor Swift’s music video, you could research her website, social media, album reviews etc. to develop your understanding of the artiste/text.

• Imbd.com is a good website to find out basic information about any of the TV series or films we learn about.

Media Topic Checklist

Revision Checklist

Media Forms: Magazines, film posters, newspapers, print advertisements, films (trailers) radio, video games, TV series, music videos and online media.

Key Concepts Time

Audience: You should create a revision resources for each of the points below: -What is audience? -What does the word demographics mean? -What different types of audience are there? -Revise media theories: Blumler and Katz, Todorov, Propp, Barthes

3 hours

Representation: You should create a revision resources for each of the points below: -What is representation? -How are specific character archetypes presented in each of the set texts? -How is gender presented in the set texts? -How are social classes represented in the set texts? -How are stereotypes presented in the set texts?

2.5 hours

Institution: You should create a revision resources for each of the points below: -What is institution? -Revise the different institutions that produce the set texts (BBC, Eon, Big Machine Records etc) -Revise the different ways an institution can market a product/artiste (website, moving image, advert, trailer etc) -Practise designing an advert (moving image and still) for one of the set texts. -Practise designing a website design for one of the set texts. -Practise designing a storyboard for a music video or trailer.

4 hours

Media Language: You should create a revision resources for each of the points below: -Create a revision card for each mise en scene code and give an example from the different media forms we study. -Practise writing an analysis of how each code and convention is used in each of the set texts we study.

2.5 hours

Context Time

-Create a timeline of the key cultural, social, historical and political events that take place from the 1950s – 2010s. -How have the different media forms changed over the decades? Create a timeline for each form and the key developments in its history.

5 hours

Maths & PE

Maths

The Challenges • Volume of content to revise

• Being able to memorise and recall formula/conversions

• Applying the theory to the questions and ensuring all working is present to get full marks.

To revise effectively in Maths:

1. Identify areas of weakness Either use your mock to identify topics, use a paper from your revision materials in class, download a paper from the AQA website or ask your teacher for an additional paper. Mark it and identify topics that you struggle the most with.

2. Develop that area/topic

iv) Use GCSEpod or additional sites that explain how to… v) Use the revision guide to recap the same topic vi) Complete the Revision Guide Workbook section on that topic and mark it. Or use websites

like BBCbitesize for practice questions. vii) Repeat this for other identified areas of weakness

3. Test it

Complete another past paper and mark it to see if you have improved.

4. Repeat this for another topic

Other Tips

• Use revision cards as flashcards for recall topics such as eg. Key words/definitions, ions tests, physics equations. Keep them brief and then use them often.

• Use the video websites for help with topics that you can’t grasp on you own.

• Even better – attend revision classes.

Useful Resources Revision Classes

• Tuesday after school Revision Guides

• Maths Revision guides are available to buy in resources. The Maths Team highly recommend the workbooks of exam style questions that go with them. These are also available from resources – if they have run out, ensure you see Miss Carvel to order more. They normally arrive in a week.

Websites/Video Channels

• www.Mathspad.co.uk (see teacher for login)

• www.mangaghigh.com (see teacher for login)

• http://studymaths.co.uk

• http://www.s-cool.co.uk/gcse/maths

• http://www.mrbartonmaths.com/ks3and4.htm

• http://www.mathsrevision.net/gcse-maths-revision

• http://corbettmaths.com/contents/

• www.mathswebsite.com

• www.mathsbot.com/topiclader

• www.diagnosticquestions.com

Maths Topic Checklists

Foundation Tier

Foundation and Higher

Use the four operations, including formal written methods, applied to integers, decimals, all both positive and negative

Use the four operations with proper and improper fractions, and mixed numbers, all both positive and negative

Use algebraic methods to solve linear equations in one variable(unknowns on both sides)

Simplify and manipulate algebraic expressions to maintain equivalence by expanding products of two or more binomials

Understand and use the relationship between parallel lines and alternate and corresponding angles

Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons

Understand and use sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams

Generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

Interpret fractions and percentages as operators Understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction

Define percentage as number of parts per hundred, interpret percentages and percentage changes as a fraction or a decimal, use multipliers, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100%

Solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics

recognise arithmetic sequences and find the nth term Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement); e.g. including fractional coefficients, algebraic fractions with unknown in numerator or denominator

Describe, sketch and draw regular polygons, and other polygons with symmetrical properties

Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras Theorem, and use known results to obtain simple proofs

Derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line

Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

Describe, interpret and compare observed distributions involving discrete, continuous data; and find the mean, mode, median and spread (range)

Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs

Describe simple mathematical relationships between two variables (bivariate data) and illustrate using scatter graphs.

Solve problems involving direct and inverse proportion, including graphical and algebraic representations

Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation

Recognise, sketch and produce graphs of quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane

Recognise, sketch and produce graphs of linear functions of one variable with appropriate scaling, y = mx + c

Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations

Calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically

Use Pythagoras' Theorem and trigonome+G6tric ratios in similar triangles to solve problems involving right-angled triangles

Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation

Interpret and compare numbers in standard form where n is a positive or negative integer or zero

Calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes

Appreciate the infinite nature of the sets of integers, real and rational numbers.

Derive and apply formulae to calculate and solve problems involving prisms and cylinders, including volume and surface area

Recognise geometric sequences and appreciate other sequences that arise.

Divide a given quantity into two parts express the division of a quantity into two parts as a ratio

Use compound units such as speed, unit pricing and density to solve problems.

Simplify and manipulate algebraic expressions by factorising Construct similar shapes by enlargement, with and

without coordinate grids

Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures

Use scale factors, scale diagrams and maps

Higher Tier

Higher Tier

Fractions and Ratios - problem solving, including scale and similar shapes

Estimate and calculate gradients of graphs and areas under graphs. Interpret in real life.

Writing ratio in the form 1:n /inverse and direct proportion Interpret gradient as a rate of change find gradients of chords and tangents

Gradient of a straight line as a rate of change, interpret and draw graphs of inverse and direct proportion

Growth and Decay, including compound interest

Percentage change and reverse percentage, repeated changes (compound interest)

Find rules for Quadratic Sequences and Geometric Progressions

Scale factors and effects on length, area and volume Construct diagrams for grouped data, such as Histograms

and Cumulative Frequency

nth term of a linear sequence, simple arithmetic progressions and recognise triangular square and cube numbers, Fibonacci type sequences

Compare distributions using quartiles, the IQR and box plots.

Probability - all mutually exclusive outcomes add up to 1, predict outcomes of experiments, know that more trials will give reliable results and tend towards the theoretical probability. List outcomes systematically

Use and interpret scatter graphs, recognise and interpret correlation, draw lines of best fit

Calculate probabilities for independent and dependent events, using tree diagrams.

Be able to find samples and know the limitations of sampling

Calculate conditional probabilities including the use of a Venn diagram

Construct line graphs for time series

Round to decimal places and significant figures. Use upper and lower bounds.

Describe a population using appropriate statistics

Calculate with roots and use fractional indices. Use negative and fractional scale factors

Estimate powers and roots Combine transformations and describe the result

Use standard form Use vectors to describe translations

Calculate with surds and fractions, rationalise denominators and add or multiply out expressions with surds.

Add and subtract vectors, multiply vectors by a scalar and use column vectors. Prove geometric statements using vectors.

Simplify algebraic expressions with surds or powers construct and interpret plans and elevations of 3D shapes

Construct and solve algebraic equations Use 3D coordinates

Use y = mx + c , recognise parallel and perpendicular lines Solve linear and quadratic inequalities and represent the solution on a number line or as a set.

Solve and form simultaneous equations - graphically and algebraically

Know the difference between equations, expressions and identities, use algebra to prove statements

Use iteration to solve equations Use algebra and geometry to construct a proof.

Use functions and find the inverse function Change recurring decimals to fractions.

Know exact values of sin and cos for standard angles (0, 30, 60 ,45)

Calculate lengths of arcs and areas or angles of sectors.

Plot, interpret and sketch graphs of linear, reciprocal, quadratic and simple cubic functions. Sketch trigonometric functions.

Calculate surface areas and volumes of spheres, pyramids, cones and composite solids

PE The Challenges

• The large quantity and the varied content to revise.

• Correctly interpreting the question (understanding command words such as ‘explain’, ‘describe’, ‘interpret’ and ‘analyses’).

• Use of correct sporting examples to support answers

To revise effectively in PE:

• Identify areas of weakness using RAG booklet

• Test yourself – use past papers (look on the AQA website or use the bank of questions and answers that can be found on OneNote).

• Make sure you read the question properly and underline command words.

• Read mark schemes – this will give you a better understanding of what the examiner is looking for and how to gain more marks.

• Kerboodle has all the information you need to help you revise. It includes worksheets, exam style questions and key definitions to complete as well as having access to the AQA text book.

Other Tips Use key terminology within all PE lessons to help support your understanding and application of knowledge – it will become second nature. What type of leaver do you use when throwing a javelin? Which energy system do you use when sprinting? Watch as much sport as often as you can. This will help you come up with a range of sporting examples.

Useful Resources OneNote Teachers will aim to have all PowerPoint and class resources onto OneNote as soon as possible after each lesson. As well as that, there will also be exam questions, practice papers and other revision resource for you to use to support your learning Websites/Video Channels Teach PE is a useful website as it has many revision resources and simple definitions. www.teachpe.com Revision World (AQA Full Course) www.revisionworld.com Slide Share (revision cards) http://www.slideshare.net/mytonpe/gcse-pe-revision-booklet PE 4 Learning (short videos) http://www.pe4learning.com/flippedlearning/

PE RAG sheet

Paper 1 Applied anatomy and physiology – Paper 1: The human body and movement in physical activity and sport.

RAG

Bones and the functions of the skeleton.

Structure of the skeletal system/functions of the skeleton.

Muscles of the body.

Structure of a synovial joint.

Types of freely moveable joints that allow different movements.

How joints differ in design to allow certain types of movement.

How the major muscles and muscle groups of the body work antagonistically on the major joints of the skeleton to affect movement in physical activity at the major movable joints.

Movement analysis – Paper 1: The human body and movement in physical activity and sport

First, second and third class levers.

Mechanical advantage.

Analysis of basic movements in sporting examples.

Analysis of basic movements in sporting examples.

Planes and axes.

Applied anatomy and physiology – Paper 1: The human body and movement in physical activity and sport.

The pathway of air and gaseous exchange.

Blood vessels.

Structure of the heart and the cardiac cycle (pathway of blood).

Cardiac output and stroke volume (including the effects of exercise).

Mechanics of breathing and interpretation of a spirometer trace.

Aerobic and anaerobic exercise.

Recovery/EPOC.

The short and long term effects of exercise.

Applied anatomy and physiology – Paper 1: The human body and movement in physical activity and sport.

The pathway of air and gaseous exchange.

Blood vessels.

Structure of the heart and the cardiac cycle (pathway of blood).

Cardiac output and stroke volume (including the effects of exercise).

Mechanics of breathing and interpretation of a spirometer trace.

Aerobic and anaerobic exercise.

Recovery/EPOC.

The short and long term effects of exercise.

Physical training – Paper 1: The human body and movement in physical activity and sport.

Health and fitness recap, including the relationship between health and fitness.

The components of fitness.

Linking sports and activities to the required components of fitness.

Reasons for and limitations of fitness testing.

Measuring the components of fitness and demonstrating how data is collected.

The principles of training and overload.

Applications of the principles of training.

Types of training- including an introduction to the analysis and evaluation task.

Types of training (continued) with reference to the advantages and disadvantages of using these types for different sports.

Calculating intensity.

Considerations to prevent injury.

High altitude training and seasonal aspects.

Warming up and cooling down.

Application of the principles to the analysis and evaluation task.

Paper 2 – Socio-cultural influences and well-being in physical act

Health, fitness and well-being – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

RAG

The meaning of health and fitness: physical, mental/emotional and social health- linking participation in physical activity to exercise, sport to health and well-being.

The consequences of a sedentary lifestyle.

Obesity and how it may affect performance in physical activity and sport.

Somatotypes.

Energy use.

Reasons for having a balanced diet and the role of nutrients.

The role of carbohydrates, fat, protein, vitamins and minerals.

Reasons for maintaining water balance (hydration) and further applications of the topic area.

Types of training (continued) with reference to the advantages and disadvantages of using these types for different sports.

Calculating intensity.

Considerations to prevent injury.

High altitude training and seasonal aspects.

Warming up and cooling down.

Application of the principles to the analysis and evaluation task.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Examples of and evaluation of the types of feedback and guidance.

Arousal and the Inverted U theory.

Application of how optimal arousal has to vary in relation to the skill/stress management techniques.

Aggression and personality.

Intrinsic and extrinsic motivation, including evaluation of their merits.

Socio-cultural influences – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Engagement patterns and the factors affecting them.

Commercialisation, sponsorship and the media.

Positive and negative impacts of sponsorship and the media.

Positive and negative impacts of technology.

Conduct of performers and introduction to drugs.

Sporting examples of drug taking.

Advantages/disadvantages to the performer/the sport of taking PED’s.

Spectator behaviour and hooliganism, including strategies to combat hooliganism.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Skill and ability, including classification of skill.

Definitions and types of goals.

The use and evaluation of setting performance and outcome goals, including the use of SMART targets to improve/optimise performance.

Basic information processing.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Examples of and evaluation of the types of feedback and guidance.

Arousal and the Inverted U theory.

Application of how optimal arousal has to vary in relation to the skill/stress management techniques.

Aggression and personality.

Intrinsic and extrinsic motivation, including evaluation of their merits.

Humanities

Geography

The Challenges • Remembering and effectively using key terms

• Understanding both the physical and human aspects of geography

• Learning facts and details about the case studies of each topic

• Responding to the range of command words in questions

To revise effectively in Geography: 1. Identify areas of weakness. Do you need to focus more on the physical or the human side of the subject? Is there a particular topic you need to revise? Use the geography topic checklist below to see what you need to cover. 2. Revise! Use an information source – your exercise book, a revision guide, a textbook, and Internet resources. Do something proactive with that information – create a mindmap, flashcards, poster, bullet pointed notes, case study information file. Colour, diagrams and maps will all help. 3. Test yourself. Do a practice question, answer questions in your revision guide, ask your teacher to give yourself some exam-style questions. Before you start can you write a rough mark scheme for what the examiner will be looking for? This will sharpen and focus your answer. 4. Mark your answer. Use the mark scheme or ask your teacher for help. 5. Repeat steps 1-4!

Other Tips

• Remember that lesson time is gold. Get the most out of each and every lesson. Badger your teacher for advice and feedback, all the time!

• Don’t switch off from what is happening in the real world just because your exams are on. Listen to what’s happening in the news and if it is relevant don’t be afraid to use it in your geography exams.

• The exam period will be stressful but try to keep perspective and keep some balance in your life. Go for a walk up Watlington Hill, enjoy the views and reconnect with Mother Earth!

Revision Classes

• Monday lunchtimes with Miss Hamilton and Mr Barringer (general revision)

• Wednesday lunchtimes with Mr Moden (writing practice)

• You are welcome to use the geography classrooms every lunchtime to access textbooks and computers.

Revision Guides

• Geography Revision guides will be available to buy in resources as well as question and answer books.

Websites/Video Channels http://www.s-cool.co.uk/gcse/geography topic by topic revision notes https://www.bbc.co.uk/education/examspecs/zy3ptyc revision notes followed by tests

Geography Topic Checklist Paper 1: physical unit (Living wit the physical

environment) RAG PLANNED DATE DONE

Section A: the challenge of natural hazards

In section A you answer all the questions.

• What are natural hazards?

Tectonic hazards

• Distribution of earthquakes and volcanoes

• Physical processes at plate margins

• Effects and responses of earthqaukes- 2 case studies

• Reasons for living in area of natural hazard

• MPPP of earthquakes

Weather hazards • Global atmospheric circulation patterns

• Tropical storm formation and physical conditions/features

• Typhoon Haiyan – effects and responses

• MPPP of tropical storms

• UK weather hazards

• Somerset Level floods 2014 case study- causes, effects, responses

• Extreme weather in the UK

Climate change • Evidence for climate change

• Human and natural causes of climate change

• Managing climate change- mitigation and adaptation- need examples

Section B: the living world

In this section you will answer 3 of the questions (Ecosystems, tropical rainforests and hot deserts)

Ecosystems • Example of UK scale eccosystem- understand interelationship and key terms, e.g. producer, decomposers.

• Balance in ecosystem- how change can impact on ecosystem

• Distribution and characteristics of global ecosystems.

Tropical rainforests

• Physical characteristics of rainforests and the interdepence of the different features, e.g. climate, soil, water, animals and people.

• Plant and animal adapatations to the physical conditions

• Issues affecting biodiversity

• Case study- Amazon rainforest. Causes and impacts of deforestation

• Sustainable management of rainforests- value of them and the strateiges used.

Hot deserts • Physical characteristics of a hot desert and the interdependence of the different features, e.g. climate, soil, water, animals and people

• Plant and animal adaptations

• Issues related to biodiversity

• Case study- Thar desert Pakistan. Development opportunities and challenges of developing hot desert environments

• Causes of desertification- climate change, population growth, removal of fuel wood, overgrazing, over-cultivation and soil erosion

• Strategies used to reduce the risk of desertification – water management,

tree planting and use of appropriate technology.

Section C: Physical landscapes in the UK

In this section you will need to answer 2 questions (coastal environments and river landscapes)

UK landscapes • UK’s relief and landscape

Coastal landscape • Wave types and characteristics

• Coastal processes- weathering, mass movement, erosion, transportation and deposition

• Distinctive coastal landforms due to rock type, structure and physical processes

• Case study example- Swanage

• Costs and benefits of management strategies- hard and soft

• Case study- Lyme Regis coastal management

River landscapes in the UK

• The shape of river valleys changes as rivers flow downstream

• Long and cross profile of rivers

• Fluvial processes- erosion, transportation and deposition

• Fluvial landforms results from different processes

• Example location- River Tees

• How physical and human factors affect the flood risk- precipitation, geology, relief and land use

• Flood hydrographs and relationship between precipitation and discharge

• Costs and benefits of management strategies- hard and soft

• Example location- Banbury flood management

Paper 2: Challenges in the human environment RAG PLANNED DATE DONE

Section A: Urban issues and challenges

In section A students need to answer ALL the questions (the urban world, urban change in the UK and urban sustainability)

The Urban world • Growing percentage of the world’s population lives in urban areas- global pattern, trends in HICs and LICs, factors affecting the rate of urbanisation, emergance of megacities

• Case study- Rio, Brazil. Location, importance, causes of growth, opportunities created, challenges

• Ways to manage and improve the quality of life for urban poor

Urban change in the UK

• Distribution of population and major cities in the UK

• Case study- Bristol. Location and character of city, impacts of migration on growth, opportunities and challenges created.

• Regeneration project – freatures, reasons needs

Urban sustainability

• Features of sustainable urban living

• Urban transport strategies are used to reduce traffic congestion.

Section B: The changing economic world

You will need to answer ALL the questions in this section of the exam (the development gap, Nigeria: a newly-emerging economy, and the changing UK economy)

The development gap

• Ways of classifying parts of the world according to their level of economic development and quality of life

• Limitations of measures

• Links between DTM and level of development

• Causes of uneven development and consequences.

• Strategies to help reduce the global development gap

Nigeria: A newly emerging economy

• Case study- location and importance, wider context of country, changing industrial structure, role of TNCs in relation to industrial development.

The changing UK economy

• Changes in the UK economy have affected, and will continue to affect, employment patterns and regional growth

Section C- The challenge of resource management

In this section you will answer 2 questions (resource management and water)

Resource management

• Global distribution of resources; significance of food, water and energy to economic and social well-being.

• Global inequalities in the supply and consumption of resources

• Provision of resources in the UK; food, water and energy

Water management

• Demand for water resources is rising globally but supply can be insecure, which may lead to conflict

• Strageies to increase water supply and moving towards a sustainable future

Paper 3- Geographical applications and skills

Section A: issue evaluation

An issue booklet will be released 12 weeks before the exam so that you can become familiar with the content. NB. You will be given a clean copy in the exam. You will receive a series of questions related to the contemporary issue (hence the importance of keeping up to date with current news). You will need to answer a series of shorter questions before the main extended piece of evaluative writing at the end.

Section B: ‘fieldwork’

Two geographical fieldtrips- human and physical You need to know; your fieldwork techniques, title of investigation, stages of investigation, analyse data, use skills and techniques to communicate findings. Stages of investigation you must know about; Question, data collection, data presentation, data analysis, conclusions and evaluations

EXTRA! Cartographic, graphical and statistical skills

Cartographic: atlas, OS and maps with photographs Graphical: how to construct and interpret Statistical: tendancy, measures of spread, percentage change, describing relationships,

History

The Challenges

• There is a lot of content, with some units assessed in the same exam

• Each paper tests different skills

• Some papers are depth studies whilst others span a long period of time

• The Medicine paper is about change and continuity. It is not so much about

dates as about being aware of patterns of similarity and difference. You do,

however, need to be aware of what time period everything fits in.

• As well as needing to know the detail, you will also need to be able to comment

on concepts such as change over time

To revise effectively in History:

• Stage 1 – Get to grips with the knowledge. Reduce the information in your

exercise books down to key words on record cards. You should get to the stage

where just one key word can unlock a treasure trove of knowledge. If you have

gaps in your class notes or you simply don’t feel confident about a topic then ask

for help.

• Stage 2 – Apply your knowledge to the questions. Use the practice exam papers

to practise writing plans to questions and your teacher will be happy to mark any

full answers that you want to write.

Websites/Video Channels: You tube has films and clips relevant to all of the topics. The BBC website is useful as a revision aid. Use a range of resources to help you learn about the topics.

Paper 1: Medicine in Britain, c1250-present and The British sector of

the Western Front, 1914-18: injuries, treatment and the trenches

Key

topic

Specification content RA

G

Pla

nne

d

dat

e

Do

ne

c1250–c1500: Medicine in medieval England

1 Ideas

about

the

cause of

disease

and

illness in

the

Middle

ages

● Supernatural and religious explanations of the cause of

disease.

● Rational explanations: the Theory of the Four Humours

and the miasma theory; the continuing influence of

Hippocrates and Galen.

2

Approac

hes to

preventi

on and

treatmen

t

● Approaches to prevention and treatment and their

connection with ideas about disease and illness:

religious actions, bloodletting and purging, purifying the

air, and the use of remedies.

● New and traditional approaches to hospital care in the

thirteenth century. The role of the physician, apothecary

and barber surgeon in treatment and care provided

within the community and in hospitals, c1250–1500.

3 Case

study

● Dealing with the Black Death, 1348–49; approaches to

treatment and attempts to prevent its spread.

c1500–c1700: The Medical Renaissance in England

1 Ideas

about

the

cause of

disease

and

illness

● Continuity and change in explanations of the cause of

disease and illness. A scientific approach, including the

work of Thomas Sydenham in improving diagnosis. The

influence of the printing press and the work of the

Royal Society on the transmission of ideas.

2

Approac

hes to

preventi

on and

treatmen

t

● Continuity in approaches to prevention, treatment and

care in the community and in hospitals.

● Change in care and treatment: improvements in

medical training and the influence in England of the

work of Vesalius.

3 Case

studies

Review

● Key individual: William Harvey and the discovery of the

circulation of the blood.

● Dealing with the Great Plague in London, 1665:

approaches to treatment and attempts to prevent its

spread.

● How much changed in the ‘medical renaissance’ in

understanding of the cause of disease and illness, and

in approaches to prevention, treatment and care?

● How much changed in understanding of the cause of

disease and illness, and in approaches to prevention,

treatment and care c1250-1700?

● Summary of the influence of key factors on change and

continuity in the years c1500-1700

c1700–c1900: Medicine in eighteenth- and nineteenth-century

Britain

1 Ideas

about

the

cause of

disease

and

illness

● Continuity and change in explanations of the cause of

disease and illness. The influence in Britain of Pasteur’s

Germ Theory and Koch’s work on microbes.

2

Approac

hes to

preventi

on and

treatmen

t

● The extent of change in care and treatment:

improvements in hospital care and the influence of

Nightingale. The impact of anaesthetics and antiseptics

on surgery.

● New approaches to prevention: the development and

use of vaccinations and the Public Health Act 1875.

3 Case

studies

Review

● Key individual: Jenner and the development of

vaccination.

● Fighting Cholera in London, 1854; attempts to prevent

its spread; the significance of Snow and the Broad

Street Pump.

● How much did ideas about the causes of disease and

illness change between 1700 and 1900?

● How much did ideas about approaches to prevention

and treatment change between 1700 and 1900?

● How much changed in understanding of the cause of

disease and illness, and in approaches to prevention,

treatment and care c1250-1900?

● Summary of the influence of key factors on change and

continuity in the years c1700-c1900

c1900–present: Medicine in modern Britain

● Brief overview of the period: Britain 1900 to present.

1 Ideas

about

the

cause of

disease

and

illness

● Advances in understanding the causes of illness and

disease: the influence of genetic and lifestyle factors on

health.

● Improvements in diagnosis: the impact of the

availability of blood tests, scans and monitors.

2

Approac

hes to

preventi

on and

treatmen

t

● The extent of change in care and treatment. The impact

of the NHS and science and technology: improved

access to care; advances in medicines, including magic

bullets and antibiotics; high-tech medical and surgical

treatment in hospitals.

● New approaches to prevention: mass vaccinations and

government lifestyle campaigns.

3 Case

studies

Review

● Key Individuals: Fleming, Florey and Chain’s

development of penicillin.

● The fight against lung cancer in the twenty-first

century: the use of science and technology in diagnosis

and treatment; government action.

● How much have ideas about the causes of disease and

illness changed between 1900 and the present?

● How much have ideas about approaches to prevention

and treatment changed between 1900 the present?

● How much has changed in understanding of the cause

of disease and illness, and in approaches to prevention,

treatment and care c1250-present?

● Summary of the influence of key factors on change and

continuity in the years c1900-present day

The British sector of the Western Front, 1914–18: surgery and treatment

● The context of the British sector of Western Front and

the theatre of war in Flanders and northern France: the

Ypres salient, the Somme, Arras and Cambrai. The

trench system - its construction and organisation,

including frontline and support trenches. The use of

mines at Hill 60 near Ypres and the expansion of

tunnels, caves and quarries at Arras. Significance for

medical treatment of the nature of the terrain and

problems of the transport and communications

infrastructure.

● Types of source relevant to this option.

● Conditions requiring medical treatment on the Western

Front, including the problems of ill health arising from

the trench environment. The nature of wounds from

rifles and explosives. The problem of shrapnel, wound

infection and increased numbers of head injuries. The

effects of gas attacks.

● Source utility

● The work of the RAMC and FANY. The system of

transport: stretcher bearers, horse and motor

ambulances. The stages of treatment areas: aid post

and field ambulance, dressing station, casualty clearing

station, base hospital. The underground hospital at

Arras.

● Following up a source

● The significance of the Western Front for experiments in

surgery and medicine: new techniques in the treatment

of wounds and infection, the Thomas splint, the use of

mobile x-ray units, the creation of a blood bank for the

Battle of Cambrai.

● Source utility

● The historical context of medicine in the early twentieth

century: the understanding of infection and moves

towards aseptic surgery; the development of x-rays;

blood transfusions and developments in the storage of

blood.

● Following up a source

● Review and assessment of Medicine in Britain, c1250–

present and The British sector of the Western Front,

1914–18: surgery and treatment

Paper 2

1) Anglo-Saxon and Norman England, 1060-88

Specification content RAG Planned

date

Done

Anglo-Saxon

society

● Monarchy and government. The power of the

English monarchy. Earldoms, local

government and the legal system.

● The economy and social system. Towns and

villages. The influence of the Church.

The last

years of

Edward the

Confessor

and the

succession

crisis

● The house of Godwin. Harold Godwinson’s

succession as Earl of Wessex. The power of

the Godwins.

● Harold Godwinson’s embassy to Normandy.

The rising against Tostig and his exile. The

death of Edward the Confessor.

The rival

claimants for

the throne

● The motives and claims of William of

Normandy, Harald Hardrada and Edgar.

● The Witan and the coronation and reign of

Harold Godwinson.

● Reasons for, and significance of, the

outcome of the battles of Gate Fulford and

Stamford Bridge.

The Norman

invasion

● The Battle of Hastings.

● Reasons for William’s victory, including the

leadership skills of Harold and William,

Norman and English troops and tactics.

Establishing

control

● The submission of the earls, 1066.

● Rewarding followers and establishing control

on the borderlands through the use of earls.

The Marcher earldoms.

● Reasons for the building of castles; their key

features and importance.

The causes

and

outcomes of

Anglo-Saxon

resistance,

1068–71

● The revolt of Earls Edwin and Morcar in

1068.

● Edgar the Aethling and the rebellions in the

North, 1069.

● Hereward the Wake and rebellion at Ely,

1070–71.

Specification content RAG Planned

date

Done

The legacy of

resistance

to 1087

● The reasons for and features of Harrying of

the North, 1069–70. Its immediate and

long-term impact, 1069–87.

● Changes in landownership from Anglo-Saxon

to Norman, 1066–87.

● How William I maintained royal power.

Revolt of the

Earls, 1075

● Reasons for and features of the revolt.

● The defeat of the revolt and its effects.

The feudal

system and

the Church

● The feudal hierarchy. The role and

importance of tenants-in-chief and knights.

The nature of feudalism (landholding,

homage, knight service, labour service);

forfeiture.

● The Church in England: its role in society

and relationship to government, including

the roles of Stigand and Lanfranc. The

Normanisation and reform of the Church in

the reign of William I.

● The extent of change to Anglo-Saxon society

and economy.

Norman

government

● Changes to government after the Conquest.

Centralised power and the limited use of

earls under William I. The role of regents.

● The office of sheriff and the demesne.

Introduction and significance of the ‘forest’.

● Domesday Book and its significance for

Norman government and finance.

The Norman

aristocracy

● The culture and language of the Norman

aristocracy.

● The career and significance of Bishop Odo.

William and

his sons

● Character and personality of William I and

his relations with Robert. Robert and revolt

in Normandy, 1077–80.

● William’s death and the disputed succession.

William Rufus and the defeat of Robert and

Odo.

2) The American West, c1835-c1895

Specification content

The Plains

Indians:

their beliefs

and way of

life

● Social and tribal structures, ways of life and means of

survival on the Plains.

● Beliefs about land and nature and attitudes to war and

property.

● US government policy: support for US westward

expansion and the significance of the Permanent

Indian Frontier. The Indian Appropriations Act 1851.

Migration

and early

settlement

● The factors encouraging migration, including economic

conditions, the Oregon Trail from 1836, the concept of

Manifest Destiny, and the Gold Rush of 1849.

● The process and problems of migration, including the

experiences of the Donner Party and the Mormon

migration, 1846–47.

● The development and problems of white settlement

farming.

Conflict and

tension

● Reasons for tension between settlers and Plains

Indians. The significance of the Fort Laramie Treaty

1851.

● The problems of lawlessness in early towns and

settlements. Attempts by government and local

communities to tackle lawlessness.

The

development

of

settlement

in the West

● The significance of the Civil War and post war

reconstruction, including the impact of the Homestead

Act 1862, the Pacific Railroad Act 1862, and the

completion of the First Transcontinental Railroad,

1869.

● Attempts at solutions to problems faced by

homesteaders: the use of new methods and new

technology; the impact of the Timber Culture Act 1873

and of the spread of the railroad network.

● Continued problems of law and order in settlements,

and attempted solutions, including the roles of law

officers and increases in federal government influence.

Ranching

and the

cattle

industry

● The cattle industry and factors in its growth, including

the roles of Iliff, McCoy and Goodnight and the use of

the railroad network.

● The impact of changes in ranching on the work of the

cowboy.

● Rivalry between ranchers and homesteaders.

Specification content

Changes in

the way of

life of the

Plains

Indians

● The impact of railroads, the cattle industry and gold

prospecting on the Plains Indians.

● The impact of US government policy towards the

Plains Indians, including the continued use of

reservations. President Grant’s ‘Peace Policy’, 1868.

● Conflict with the Plains Indians: Little Crow’s War

(1862) and the Sand Creek Massacre (1864), the

significance of Red Cloud’s War (1866–68) and the

Fort Laramie Treaty (1868).

Changes in

farming, the

cattle

industry and

settlement

● Changes in farming: the impact of new technology

and new farming methods.

● Changes in the cattle industry, including the impact of

the winter of 1886–87. The significance of changes in

the nature of ranching: the end of the open range.

● Continued growth of settlement: the Exoduster

movement and Kansas (1879), the Oklahoma Land

Rush of 1893.

Conflict and

tension

● Extent of solutions to problems of law and order:

sheriffs and marshals. The significance of Billy the Kid,

OK Corral (1881), Wyatt Earp.

● The range wars, including the Johnson County War of

1892.

● Conflict with the Plains Indians: the Battle of the Little

Big Horn, 1876 and its impact; the Wounded Knee

Massacre, 1890.

The Plains

Indians: the

destruction

of their way

of life

● The hunting and extermination of the buffalo.

● The Plains Indians’ life on the reservations.

● The significance of changing government attitudes to

the Plains Indians, including the Dawes Act 1887 and

the closure of the Indian Frontier.

Paper 3 Weimar and Nazi Germany, 1918-39

Specification content RAG Planned

date

Done

The origins

of the

Republic,

1918–19

● The legacy of the First World War. The

abdication of the Kaiser, the armistice and

revolution, 1918–19

● The setting up of the Weimar Republic. The

strengths and weaknesses of the new

Constitution.

The early

challenges

to the

Weimar

Republic,

1919–23

● Reasons for the early unpopularity of the

Republic, including the ‘stab in the back’

theory and the key terms of the Treaty of

Versailles.

● Making inferences from a source

● Analysis of interpretations on Germany and

the legacy of the First World War

● Challenges to the Republic Left and Right:

Spartacists, Freikorps, the Kapp Putsch.

● The challenges of 1923: hyperinflation; the

reasons for, and effects of, the French

occupation of the Ruhr.

The

recovery of

the

Republic,

1924–29

● Reasons for economic recovery, including the

work of Stresemann, the Rentenmark, the

Dawes and Young Plans and American loans

and investment.

● The impact on domestic policies of

Stresemann’s achievements abroad: the

Locarno Pact, joining the League of Nations

and the Kellogg-Briand Pact.

● Analysis of interpretations on Germany's

recovery 1924–29

Changes in

society,

1924–29

● Changes in the standard of living, including

wages, housing, unemployment insurance.

● Changes in the position of women in work,

politics and leisure.

● Making inferences from a source

● Cultural changes, including developments in

architecture, art, literature and the cinema.

Early

development

of the Nazi

Party, 1920–

22

● Hitler’s early career: joining the German

Workers’ Party and setting up the Nazi Party,

1919–20.

● The early growth and features of the Party.

The Twenty-Five Point Programme. The role

of the SA.

Specification content RAG Planned

date

Done

The Munich

Putsch and

the lean

years,

1923–29

● The reasons for, events and consequences of

the Munich Putsch.

● Reasons for limited support for the Nazi

Party, 1924–28. Party reorganisation and

Mein Kampf. The Bamberg Conference of

1926.

● Source utility

● Analysis of interpretations on the Munich

Putsch

The growth

in support

for the

Nazis,

1929–32

● The growth of unemployment – its causes

and impact. The failure of successive Weimar

governments to deal with unemployment

from 1929 to January 1933. The growth of

support for the Communist Party.

● The reasons for growth of support for the

Nazi Party, including the appeal of Hitler and

the Nazis, the effects of propaganda and the

work of the SA.

How Hitler

became

Chancellor,

1932–33

● Political developments in 1932. The roles of

Hindenburg, Brüning, von Papen and von

Schleicher.

● The part played by Hindenburg and von

Papen in Hitler becoming Chancellor in 1933.

● Evaluation of interpretations on Hitler

becoming Chancellor 1932–33

The creation

of a

dictatorship,

1933–34

● The Reichstag Fire. The Enabling Act and the

banning of other parties and trade unions.

● The threat from Röhm and the SA, the Night

of the Long Knives and the death of von

Hindenburg. Hitler becomes Führer, the army

and oath of allegiance.

● Making inferences from a source

The police

state

● The role of the Gestapo, the SS, the SD and

concentration camps.

● Nazi control of the legal system, judges and

law courts.

● Nazi policies towards the Catholic and

Protestant Churches, including the Reich

Church and the Concordat.

Controlling

and

influencing

attitudes

● Goebbels and the Ministry of Propaganda:

censorship. Nazi use of media, rallies and

sport, including the Berlin Olympics of 1936.

● Nazi control of culture and the arts, including

art, architecture, literature and film.

● Evaluation of interpretations on Nazi control

and the influencing of attitudes

Specification content RAG Planned

date

Done

Opposition,

resistance

and

conformity

● The extent of support for the Nazi regime.

● Opposition from the Churches, including the

role of Pastor Niemöller.

● Opposition from the young, including the

Swing Youth and the Edelweiss pirates.

● Making inferences from a source

Nazi policies

towards

women

● Nazi views on women and the family.

● Nazi policies towards women, including

marriage and family, employment and

appearance.

● Source utility

● Analysis of interpretations on Nazi policies

towards women

Nazi policies

towards the

young

● Nazi aims and policies towards the young.

The Hitler Youth and the League of Maidens.

● Nazi control of the young through education,

including the curriculum and teachers.

● Source utility

● Evaluation of interpretations on Nazi policies

towards the young

Employment

and living

standards

● Nazi policies to reduce unemployment,

including labour service, autobahns,

rearmament and invisible unemployment.

● Changes in the standard of living, especially

of German workers. The Labour Front,

Strength Through Joy, Beauty of Labour.

● Making inferences from a source

● Evaluation of interpretations on employment

and living standards

The

persecution

of minorities

● Nazi racial beliefs and policies and the

treatment of minorities: Slavs, ‘gypsies’,

homosexuals and those with disabilities.

● The persecution of the Jews, including the

boycott of Jewish shops and businesses

(1933), the Nuremberg Laws and

Kristallnacht.

Creative Arts

3D Design

Remember that your exam period for 3D Design doesn’t start until January of year 11. Therefore from the start of year 10 until January of year 11 you should be working in your coursework sketchbook as well as completing the 3 final outcomes from the coursework unit. The information below is primarily for supporting with the exam unit however there are useful tips and websites that will be useful for both units. The biggest question to ask yourself is “how can I improve my work?” If you don’t know how then please speak with Mr Kelly.

Exam unit tips…

• Working more independently than you have before.

• Volume of exam preparation to complete in a short period of time.

• Making purposeful and effective connections with your research to your own ideas. This should then link seamlessly into your final outcome (your final piece in 10hr exam)

• To create a powerful, meaningful or personal final outcome that is finished with a high degree of accuracy in just 10 hours (2 days) without any help.

To prepare effectively in 3D Design: Stick to the timeframe below and manage your time effectively. Use the Preparation Calendar given to you to set yourself targets for each lesson and for homework.

Week Assessment

Objective What should I be doing /working on?

My Target: In lesson I will…

1 Start of T3 Exam Paper handed out and group discussion to aid selection of personal question/title

Consider my personal interests and skills as I select the question/title I will create a project for

2 A01

Artist Research Pages from the paper and responses

3 A01

My own Artist Research Pages and responses

4 A03

Observation studies, drawing, photo, collecting

5 A02/3

Generating ideas.

6 A02/3

Developing ideas through drawing and experiments.

Half Term

Developing ideas through drawing and experiments.

8 Start of T4 A02/3

Refining ideas through drawing and more refined experiments

9 A02/3/4

Creating final designs

10 A02/3/4

Creating final designs Plan of making.

11 A03/4

Practice final piece. Choose the most difficult parts to practice on.

12 A03/4 Practice final piece. Choose the most difficult parts to practice on.

Easter Holiday

10th April – 21st April

A03/4

Sketchbook improvements. Look back through previous pages and make improvements.

Exam Day 1

5hrs Create final outcome

Exam Day 2

5hrs Create final outcome

Other Tips

• Try to introduce and summarise each page when you start it and when you finish it. It helps to keep the project flowing and lets the moderator know your though process.

• Remember to ‘signpost’ your observations – the things which you notice about the designer’s work you choose to study, the images and visits you make and the experiments and techniques you choose to experiment with.

• Remember that your IDEAS need to flow, develop and be connected from one page in your sketchbook to the next – make it visual.

• Don’t leave any blank spaces in your book.

• Each page in your sketchbook should have 3 ingredients; Annotation, photographs and your work. This could be drawings, photos of your experiments of your own research photos that you have taken. Make this part dominate the page.

Useful Resources Follow Mr Kelly’s Pinterest account (https://www.pinterest.co.uk/barry1592/) where you will find detailed boards for each of the exam questions, plus boards of other products and ideas that might inspire you. Have a look at other boards too. Collect images of things that will inspire you and get them in your book. Revision Classes Lunchtime sessions – organise with Mr Kelly Afterschool sessions – Every Wednesday till 4.30 other days organise with Mr Kelly Websites/Video Channels www.pinterest.com www.studentartguide.com www.vam.ac.uk/ https://designmuseum.org/

3D Design Sketchbook Checklist

o Keep your sketchbook looking professional – only embellish pages if it adds to

what you are trying to say. Work SMART and use your time wisely - do not

decorate for no reason.

o Annotate your work as you go along. Use technical vocabulary and descriptive

analysis of the observations and experiments which you create. Use the DOD

system.

o Primary photographs - Take your own pictures relating to your theme, consider

angle, composition, light.

o Secondary images – Range of images from the internet/magazines relating to

your theme. Remember to record the source of the image. Use these sparingly.

Your own images are more important.

o Own drawings/studies of your primary images from direct observation. The

drawings can be in a range of media but must have a purpose to develop your

ideas/observations.

o Two or Three Artist Research studies – Include for each artist:

o 3 or 4 images of their work relating to your theme

o 5Ws Information about the artist and their work

o Analysis of their work using descriptive vocabulary

o A response (not a copy) to their work, style, media, intention. This could

be a drawing of an idea in their style or a card model.

o Initial final piece ideas – 4 – 6 ideas relating to your own photos, observations

and experiments in your sketch book, linked to your researched artists.

o Final Piece Refinement – Choose your best idea to develop. Experiment with

different materials and techniques.

o Final Piece time/materials planning – plan the materials and media and test

the techniques and timing of what you plan to create during your final exam

10hrs. It should be challenging but achievable.

Food Preparation & Nutrition The Challenges

• Volume of content to revise

• High mark exam questions

• Analysing in detail using subject terminology

To revise effectively in Food Preparation & Nutrition:

1st use your exercise books and revision guides to revise subject topics, focus on one section at a time. 2nd reinforce the information by using the online revision guide to complete quizzes, watch videos. 3rd connect the topic to a practical example, find how a food product is effected or is reliant on each matter. 4th use the exam question books to test your understanding 5th mark your own questions and identify three ways you could have improved your answers.

Other Tips

• Use revision cards as flashcards for recall topics such as eg. Key words/definitions, Food science terminology. Keep them brief and then use them often.

• Buy the WJEC Eduqas Food Preparation & Nutrition Revision guides

• Even better – attend Food Preparation & Nutrition revision classes.

Useful Websites

• Use www.my.dynamic-learning.co.uk and www.illuminate.digital/eduqasfood

• http://www.foodafactoflife.org.uk/ Revision Classes

• Lunch and after-school revision as required. If times don’t fit with other commitments please speak to Mrs Koziol and we will find a way to give you support at a different time.

Revision Guides Available online (illuminate – as mentioned above) and CPG work books (letters sent home).

Food Preparation & Nutrition Topic Checklist

Topic Date Planned

RAG Done

1. Food commodities

- The value of the commodity with in the diet

- Origins - Features and

characteristics - Correct storage - Contamination risks

- Working characteristics linking to skills and techniques

• Starchy carbohydrates Bread, cereals, flour, oats, rice, potatoes, pasta

• Fruit and vegetables

• Dairy Milk, cheese, yoghurt

• Animal protein Meat, fish, poultry, eggs

• Protein alternatives Soya, tofu, beans, nuts, seeds

• Fats and sugars Butter, oils, margarine, sugar, syrup

2. Principles of nutrition

Macronutrients & Micronutrients - The specific functions - The main sources - Dietary reference values - Consequences of malnutrition

(too much and too little) - Benefits of the nutrients Water Dietary Fibre

3. Diet and good health

• Energy

requirements of individuals

- Recommended daily intakes (RDI) and percentage values of protein, fat and carbohydrates

• Plan balanced diets

- Recommend

guidelines, identify how needs change, plan a diet

- Recommended daily intakes (RDI) and percentage values of protein, fat and carbohydrates

• Range of life stages: toddlers, teenagers, early, middle and late adulthood

• Individuals with specific dietary needs or nutritional deficiencies: coeliac, diabetes, dental caries anaemia, obesity, cardiovascular disease, cholesterol, liver disease, coronary heart disease, calcium deficiency, nut or dairy intolerances

• Individuals with specific lifestyle needs: vegetarians (lacto, lacto-ovo, vegan), and also religious beliefs: Hindu, Muslim, Jewish

Diet and good health (cont) Calculate energy and nutrition values of recipes, meals and diets

• Calculate the energy and main nutrients in: a recipe, a meal, an individual diet

• Use data to determine why, when and how to make changes to: a recipe (e.g. to increase dietary fibre), a menu (e.g. to reduce saturated fat), a diet (e.g. to increase intake for sports activities)

• Show understanding of energy balance and maintaining a healthy body weight

4. The science of food

• Why food is cooked (digestion, taste, texture, appearance, and to avoid food contamination)

• Heat transference: conduction, convection, radiation

• Selecting appropriate forms of cooking methods

• Identifying causes of issues/problems

• Remedy problems in cooking Gelatinisation Dextrinization Shortening Aeration (biological, physical, chemical) Plasticity Emulsification Coagulation Foam formation Gluten formation Denaturation (physical, heat & acid) Enzymic browning Oxidisation

Food Spoilage:

• Correct storage

• Importance of labelling & dates

• Growth conditions

• Signs of food spoilage

• Bacteria and cross contamination

• Preservation methods

• Food poisoning

• Food wastage

5. Where food comes from

• Food Origins – where and how foods are grown, reared or caught

• Food miles

• Impact of packaging on the environment

• Sustainability

• Multicultural foods Food Manufacture

• Primary processing

• Secondary processing

• How processing changes sensory and nutritional properties

• Fortification

• Modified foods

• Additives

6. Cooking and food preparation

Factors affecting food choice

• How perception guides food choice

• Sensory qualities – tasting panels

• Factors that influence: cost, seasonality, time, celebration, culture

• Awareness of portion sizes

• Customer information – labelling, marketing

Preparation and cooking techniques

• Understand a range of techniques

• Select appropriate tools and equipment

• Safe and hygienic practises Developing recipes and meals

• Adapt recipes to dietary needs

• Consider nutritional needs

• Review and suggest improvements

• Manage timing and costs for recipes

• Evaluate sensory properties

Hospitality & Catering The Challenges

• On-screen exam

• Key terminology

• Large amount of coursework

To revise effectively in Catering & Hospitality:

o Use your exercise books and revision guides to revise subject topics, focus on one section at a time.

o Highlight and annotate key information as you read it.

o Mindmap key points and then see if you can recall the detail later.

o Use the exam questions and revision activities in the book to test your

understanding

o Mark your own questions and identify three ways you could have improved your answers.

Other Tips

• Use revision cards as flashcards for recall topics such as eg. Key words/definitions, Food science terminology. Keep them brief and then use them often.

• Attend Food revision classes.

Revision Classes

• Lunch and after-school revision as required. If times don’t fit with other commitments please speak to Mrs Koziol and Mrs Pickford and we will find a way to give you support at a different time.

Revision Guides

• WJEC GCSE Hospitality & Catering: My Revision Notes – can be bought on Amazon.

Hospitality and Catering Checklist

Learning Outcomes

Assessment Criteria

Detail RAG Done

LO1 Understand the environment in which hospitality and catering providers operate

AC1.1 describe the structure of the hospitality and catering industry

Hospitality and catering industry

• Types of provider

• Types of service

• Commercial establishments

• Non-commercial catering establishments

• Services provided

• Suppliers

• Where hospitality is provided at non-catering venues

• Standards and ratings

• Job roles within the industry (management, kitchen brigade, front of house, housekeeping, administration)

AC1.2 analyse job requirements within the hospitality and catering industry

Requirements

• Supply and demand (availability of trained staff, seasonality, location)

• Jobs for specific needs

• Rates of pay

• Training

• Qualifications and experience

• Personal attributes

AC1.3 describe working conditions of different job roles across the hospitality and catering industry

Working conditions

• Different types of employment contracts

• Working hours

• Rates of pay

• Holiday entitlement

• Remuneration (tips, bonus payments, rewards)

AC1.4 explain factors affecting the success of hospitality and catering providers

Factors

• Costs

• Profit

• Economy

• Environmental

• Technology

• Emerging and innovative cooking techniques

• Customer demographics and lifestyle and expectations

• Customer service and service provision generally

• Competition

• Trends

• Political factors

• Media

LO2 Understand how hospitality and catering provision operates

AC2.1 describe the operation of the kitchen

Operation

• Layout

• Work Flow

• Operational activities

• Equipment and materials

• Stock control

• Documentation and administration

• Staff allocations

• Dress code

• Safety and security

AC2.2 describe the operation of front of house

AC2.3 explain how hospitality and catering provision meet customer requirements

Customer

• Leisure

• Business/corporate

• Local residents Requirements

• Customer needs

• Customer expectations

• Customer trends

• Equality

• Customer rights

LO3 Understand how hospitality and catering provision meets health and safety requirements

AC3.1 describe personal safety responsibilities in the workplace

Responsibilities

• Of employees

• Of employers In relation to: ➢ Health and Safety at Work Act ➢ Reporting of Injuries, Diseases and

Dangerous Occurrences Regulations (RIDDOR)

➢ Control of Substances Hazardous to Health Regulations (COSHH)

➢ Manual Handling Operations Regulations

➢ Personal Protective Equipment at Work Regulations (PPER)

AC3.2 identify risks to personal safety in hospitality and catering

Risks

• To health

• To security

• Level of risk (low, medium, high) in relation to employers, employees, suppliers and customers

AC3.3 recommend personal safety control measures for hospitality and catering provision

Control measures

• For employees

• For customers

AC4.1 describe food related

Causes

• Bacteria

LO4 Know how food can cause ill health

causes of ill health

• Microbes

• Chemicals

• Metals

• Poisonous plants

• Allergies

• Intolerances WJEC

AC4.2 describe the role and responsibilities of the Environmental Health Officer (EHO)

Role

• Enforcing environmental health laws Responsibilities

• Inspecting business for food safety standards

• Follow up complaints

• Follow up outbreaks of food poisoning

• Collecting samples for testing

• Giving evidence in prosecutions

• Maintaining evidence

• Submitting reports

AC4.3 describe food safety legislation

Legislation

• Food Safety Act

• Food Safety (General Food Hygiene Regulations)

• Food Labelling Regulations

AC4.4 describe common types of food poisoning

Common types

• Campylobacter

• Salmonella

• E-coli

• Clostridium perfringens

• Listeria

• Bacillius cereus

• Staphylococcus aureus

AC4.5 describe the symptoms of food induced ill health

Symptoms

• Visible symptoms

• Signs

• Non-visible symptoms

• Length of time until symptoms appear

• Duration of symptoms Food induced ill health

• Intolerances

• Allergies

• Food poisoning

LO5 Be able to propose a hospitality and catering provision to meet specific requirements

AC5.1 review options for hospitality and catering provision

Review

• Summarise different options

• Advantages/disadvantages of different options

• Use of supporting information which justify how this meets specified needs

AC5.2 recommend options for

Recommend

• Propose ideas

hospitality provision

• Justify decisions in relation to specified needs

• Use of supporting information e.g. structured proposal

Art The Challenges

• Volume of exam preparation to complete

• Making purposeful and effective connections with your own ideas and observations to the artist’s research to create a personal response (your final piece in 10hr exam)

To prepare effectively in Art:

• Stay on top of your classwork and homework ensuring it is high quality and that each little detail is complete.

• If you do have unfinished work in your sketchbook – stay at lunch or after-school to complete it, don’t let it build up!

Other Tips

• Remember to ‘signpost’ your observations – the things which you notice about the artists’ work you choose to study, the images and visits you make and the media and techniques you choose to experiment with.

• Remember that your IDEAS need to flow, develop and be connected from one page in your sketchbook to the next – make it visual.

Useful Resources Follow Mrs Parker’s Pinterest account where you will find detailed boards for each of the exam questions. Revision Classes Lunchtime sessions – organise with Mrs Parker Afterschool sessions – Every Wednesday till 4.30 other days organise with Mrs Parker Half Term & Easter Holiday Studio sessions – watch the GCSE Helpdesk for dates. Websites/Video Channels www.pinterest.com www.studentartguide.com www.bbc.co.uk/schools/gcsebitesize/art/ www.tate.org.uk www.npg.org.uk www.vam.ac.uk/

Art Sketchbook Checklist

o Keep your sketchbook looking professional – only embellish pages if it adds to

what you are trying to say. Work SMART and use your time wisely - do not

decorate

o Annotate your work as you go along. Use technical vocabulary and descriptive

analysis of the observations and experiments which you create.

o Formal Elements – when you annotate make sure you analyse your work and

the work of artists using the language of the formal elements

LINE, TONE, SHAPE, FORM, COLOUR, TEXTURE, PATTERN

o Primary photographs - Take your own pictures relating to your theme, consider

angle, composition, light.

o Secondary images – Range of images from the internet/magazines relating to

your theme. Remember to record the source of the image. Use these sparingly.

Your own images are more important.

o Own drawings/studies of your primary images from direct observation. The

drawings can be in a range of media but must have a purpose to develop your

ideas/observations.

o Two or Three Artist Research studies – Include for each artist:

o 3 or 4 images of their work relating to your theme

o 5Ws Information about the artist and their work

o Analysis of their work using descriptive vocabulary

o A response (not a copy) to their work, style, media, intention

o Initial final piece ideas – 3 or 4 ideas relating to your own photos, observations

and experiments in your sketch book, linked to your researched artists.

o Final Piece Refinement – Choose your best idea to develop. Experiment with

different media/colours/artist styles or techniques.

o Final Piece time/materials planning – plan the materials and media and test

the techniques and timing of what you plan to create during your final exam

10hrs.

Drama The Challenges

• Limited number of facts to learn

• Different style of question to other exams

To revise effectively in Drama: You will need to know the following:

For Section A Students need to know working definitions for all of the following terms Practical terms • genre • structure • character • form • style • language • sub-text • character motivation and interaction • the creation of mood and atmosphere • the development of pace and rhythm • dramatic climax • stage directions • the practical demands of the text.

Stage positioning: o upstage (left, right, centre) o downstage (left, right, centre) o Centre stage.

Staging configuration:

o theatre in the round o proscenium arch o thrust stage o traverse o end on staging o Promenade.

Theatre roles and responsibilities:

• playwright • performer • understudy • lighting designer • sound designer • set designer

• costume designer • puppet designer • technician • director • stage manager • Theatre manager. Students need to know what each of the above do and how they contribution to a successful rehearsal and production process. For Section B – on Blood Brothers

• What the performs might be wearing

• What the set might look like

• Any props that might be on stage

• How your character might be played

• How your character might react to the others around them

• How your character might create tension/humour/sympathy etc.

Other Tips The drama exam is assessing you as a performer through the way you describe the moments from stage. Be creative, interesting and mention all the elements (facial expression, body language etc). Close your eyes and imagine yourself on stage and then write down in detail what you would do.

Useful Resources Your custom made revision guide has all you need in it; practice question, exemplar answers, mark schemes and lots of other useful information. Revision Classes

Every Thursday after school (or any other day if you arrange it with me). Revision Guides Will be provided Websites/Video Channels http://www.aqa.org.uk/subjects/drama/gcse/drama-8261

Drama Bitesize Topic Checklist

Topic Content R A G Practical

terms

• genre • structure • character • form • style • language • sub-text • character motivation and interaction • the creation of mood and atmosphere • the development of pace and rhythm • dramatic climax • stage directions • the practical demands of the text.

Stage positioning

• upstage (left, right, centre) • downstage (left, right, centre) • Centre stage.

Staging configuration

• theatre in the round • proscenium arch • thrust stage • traverse • end on staging • Promenade.

Theatre roles and

responsibilities

• playwright • performer • understudy • lighting designer • sound designer • set designer • costume designer • puppet designer • technician • director • stage manager • Theatre manager. Students need to know what each of the above do and how they contribution to a successful rehearsal and production process.

For section B – on Blood Brothers

• What the performs might be wearing

• What the set might look like

• Any props that might be on stage

• How your character might be played

• How your character might react to the others around them

• How your character might create tension/humour/sympathy etc.

For section C Live

performance

• Students should aim to understand productions in terms of the relevant content listed in Knowledge and understanding and in addition consider:

• How the play has been interpreted in the production seen and what messages the company might be trying to communicate

• The skills demonstrated by the performers and how successfully meaning was communicated to the audience by the performers

• The design skills demonstrated in the production and how successfully meaning was communicated to the audience through design.

• To aid their analysis students should carry out background research into the production.

• They may read the play and reviews of the production and should develop an understanding of:

• The plot and characters

• Specific features or hallmarks of the style/genre of the production

• The context of the play/production.

General Revision

A Summary of General Revision Techniques Repetition At least 5 times to move information into your long term memory. Look again at the work later that day, a day later, a week later and a week after that. Bare minimal notes Write the main points down on paper, no flashy colours/cards. Mind mapping Remember to use a unique picture as the centre, no bubbles/rectangles. Use a different colour for each branch. Make the branch as long as the

word/picture on it. Try to use pictures instead of words if you can. Revision Cards

Remember these are to test your knowledge. So put the title/a question/a picture with labels removed on the front, and the answers/info on the back. Test yourself or get others to rest you.

Post-it notes Good for learning formulae/words. Stick the post-it somewhere you walk past a

few times every day (your bedroom door) and read it every time. After a week, put a plain posit over the top. Can you still remember what it says even if you can’t see it?

Mnemonics Good for learning lists in a certain order. Use the first letter of each word/point and make a funny sentence. (e.g. colours of the rainbow - Richard Of York Gave Battle In Vain = Red, Orange, Yellow, Green, Blue, Indigo, Violet)

The Journey / Story Technique Good for learning lists in a certain order. Best way to learn this method is to watch this quick video: https://www.youtube.com/watch?v=ez8GTrtp81I&list=PL8E0562B305B43B1D&index=2

Practice questions Use websites suggested by your teacher, or a text book / revision guide. Past papers Check with your teacher which exam board you and doing and make sure you

know how to access past papers.

Revision Classes See attached Revision Timetable for all Yr 11 Revision Classes. These classes are for Yr 11 as a priority but Yr 10 are welcome in many cases (please speak to your teacher). These classes give you much needed small group or even 1 to 1 help from your teachers, use them as much as you can. If the time doesn’t work for you due to other commitments – go to see the teacher and see if they will offer you an alternative.

Revision Guides

Revision guides are a crucial resource for you during your exam preparation. Make sure that you have checked which ones your teachers are recommending you buy from the subject information. Speak to your teacher if you are having any trouble finding them.

General Websites/Video Channels www.gcsepod.com A wide range of teacher-written, audio-visual podcasts for mobile devices with revision information and quizzes on all subject areas. www.bbc.co.uk/education/gcsebitesize www.bbc.co.uk/schools/bitesize Revision notes, tutorials, quizzes and games on all subject areas in both KS3 and KS4. www.revisionworld.co.uk Downloadable revision notes, cue cards, exam questions, powerpoints on all subject areas. www.samlearning.com Interactive quizzes on all subject areas. www.gcse.com Interactive revision notes and activities in a variety of subject areas. http://www.bbc.co.uk/programmes/p005khm5 A website with how to use different revision techniques. https://tinycards.duolingo.com/ A flashcard App for your iphone or ipad www.quizlet.com A revision card app where you can make revision cards or use other peoples and then turn them into games. Exam Board websites can also be useful for downloading past papers, markschemes and specifications to help target revision: Edexcel, AQA, OCR.

Happy Revising!!!

Good Luck ☺