year 10 ppe revision lists january 2019 what should i revise? · 2018-12-07 · page 1 of 26 year...

of 26

Year 10 PPE Revision Lists January 2019

What should I revise? • Start with anything specific staff have highlighted from previous tests and exams

• Then work through each of these check lists and anything specific from your teacher.

• Use electronic highlighting to RAG assess your progress.

Contents – Click the subject to take you to that section

Maths – Higher Grades 4 to 9 .......................................................................................................................................... 2

Maths – Foundation Grades 5 to 1 .................................................................................................................................. 3

English Language and Literature ...................................................................................................................................... 3

Science – Combined ......................................................................................................................................................... 4

Science - Triple .................................................................................................................................................................. 4

Religious Education .......................................................................................................................................................... 5

Geography ........................................................................................................................................................................ 7

History ............................................................................................................................................................................. 10

BTEC Engineering Revision list ....................................................................................................................................... 11

Business Studies ............................................................................................................................................................. 13



Computer Science ........................................................................................................................................................... 17

Creative iMedia .............................................................................................................................................................. 18

Food Technology ............................................................................................................................................................ 19

Design and Technology .................................................................................................................................................. 20

Construction ................................................................................................................................................................... 21

Health and Social Care ................................................................................................................................................... 22

French and German ........................................................................................................................................................ 23

French Grammar ......................................................................................................................................................... 23

German Grammar ...................................................................................................................................................... 24

Physical Education .......................................................................................................................................................... 25

of 26

Maths – Higher Grades 4 to 9

Higher Topic List I can do

this Adding, Subtracting, Multiply, Divide Fractions

Algebra and Proof

Algebraic Fractions

Box Plots

Circle Theorems

Composite Functions

Coordinates in Four Quadrants

Direct and Inverse Proportion

Enlargements Fractional SF

Equation of A Circle

Estimation

Expand the Product of Two Or More Binomials (brackets)

Factorising Difficult Quadratic Expressions

Gradient and Area Under Graphs

Graphs of Linear Functions

Graphs, Charts and Tables

Growth and Decay

Histograms with Unequal Class Widths

Higher Topic List I can do

this

Index Laws

Interpret Proportion

LCM And HCF

Percentage Changes

Percentage Increase & Decrease

Perpendicular Lines

Plans and Elevations

Probability of Independent Events

Problems with Compound Units

Pythagoras and Trigonometry in 3D

Quadratic Equations (graphical Methods)

Ratio Sharing

Simplify Indices

Solve Quadratic Inequalities

Surds

Surface Area

Transformations

Trigonometric Graphs

Upper and Lower Bounds

Vectors

of 26

Maths – Foundation Grades 5 to 1

Foundation Topic List I can do

this Adding, Subtracting, Multiply, Divide Fractions

Alternate & Corresponding Angles

Calculating with Fractions

Circle Terminology

Circumference of A Circle

Collecting Like Terms

Compare Fractions, Decimals, Percentages

Compound Units

Converting Metric Units

Coordinates in Four Quadrants

Estimation

Expanding Binomials (brackets)

Express One Quantity as A Percentage of Another

Finance

Frequency Trees

Graphs of Linear Functions

Graphs, Charts and Tables

Index Laws

Interpreting y = mx + c

LCM And HCF

Solving Linear Equations

Listing Outcomes

Multiples and Factors

Ordering Numbers

Foundation Topic List I can do

this Percentage Changes

Percentage Increase & Decrease

Pie Charts

Place Value

Plans and Elevations

Powers and Roots

Prime Numbers

Probability of Equally Likely Outcomes

Probability of Independent Events

Problems Involving Ratio

Properties of Triangles

Proportion and Ratio

Quadratic Equations (graphical Methods)

Ratio Sharing

Rounding

Simplify Indices

Substitution

Surface Area

Transformations

Use Ratio Notation

Vectors

Venn Diagrams

Volume of Prisms

English Language and Literature English Language Paper 1 English Literature Paper 1

Fiction Reading Analysis Macbeth

Creative Writing Christmas Carol

An Inspector Calls

of 26

Science – Combined One paper per subject (3 total) - Each paper is 1hr 10 minutes

Biology Topics

Paper 1: topics 1-4

• Key concepts in biology

• Cells and control

• Genetics

• Natural selection and genetic modification

Chemistry Topics

Paper 1: topics 1-4

• Key concepts in chemistry

• States of matter and mixtures

• Chemical changes

• Extracting metals and equilibria

Physics Topics

Physics 1 – topics 1-6

• Key concepts of physics

• Motion and forces

• Conservation of energy

• Waves

• Light and the electromagnetic spectrum

• Radioactivity

Science - Triple

One paper per subject (3 total) - Each paper is 1hr 45mins – 100 marks (50% of the GCSE)

Biology Topics

Paper 1: topics 1-5

• Key concepts in biology

• Cells and control

• Genetics

• Natural selection and genetic modification

• Health, disease and the development of medicines

Chemistry Topics

Paper 1: topics 1-5

• Key concepts in chemistry

• States of matter and mixtures

• Chemical changes

• Extracting metals and equilibria

• Separate chemistry 1

Physics Topics

Physics 1 – topics 1-7

• Key concepts of physics

• Motion and forces

• Conservation of energy

• Waves

• Light and the electromagnetic spectrum

• Radioactivity

• Astronomy

of 26

Religious Education Component 1: The study of religions: beliefs, teachings and practices

3.1.1 Buddhism

Students should be aware that Buddhism is one of the diverse religious traditions and beliefs in Great Britain today and that the

main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the

specified content.

Students should study the beliefs, teachings and practices of Buddhism specified below and their basis in Buddhist sources of

wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are

prescribed for study in the content set out below and questions may be set on them. Students may refer to any relevant text in

their answers and AQA will publish a list of appropriate texts as part of the supporting material for this specification. These

additional texts will not be required for study, alternatives may be used, and questions will not be set on them.

Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

Common and divergent views within Buddhism in the way beliefs and teachings are understood and expressed should be

included throughout. Students may refer to a range of Buddhist perspectives in their answers, for example, Theravada,

Mahayana, Zen and Pure Land. They must study the specific differences identified below.

3.1.1.1 Key Beliefs - The Dhamma (Dharma)

• The concept of Dhamma (Dharma).

• The concept of dependent arising (paticcasamupada).

• The Three Marks of Existence:

• anicca (impermanence)

• anatta (no fixed self)

• dukkha (unsatisfactoriness of life, suffering).

• The human personality, in the Theravada and Mahayana

traditions:

• Theravada: the Five Aggregates (skandhas) of form,

sensation, perception, mental formations, consciousness

• Mahayana: sunyata, the possibility of attaining

Buddhahood and Buddha-nature.

• Human destiny:

• different ideals in Theravada and Mahayana traditions:

Arhat (a ‘perfected person’) and Bodhisattva ideals

• Buddhahood and the Pure Land.

•

The Buddha and the Four Noble Truths • The Buddha’s life and its significance:

• the birth of the Buddha and his life of luxury

• the Four Sights: illness, old age, death, holy man (Jataka

075)

• the Buddha’s ascetic life

• the Buddha’s Enlightenment.

The Four Noble Truths: • suffering (dukkha) including different types of suffering

• the causes of suffering (samudaya); the Three Poisons,

ignorance, greed and hate

• the end of craving (tanha), interpretations of nibbana

(nirvana) and Enlightenment

• the Eightfold Path (magga) to nibbana/nirvana; the pathas

the Threefold Way: ethics (sila), meditation (samadhi) and

wisdom (panna). Dhammapada 190–191.

3.1.1.2 Practices - Worship and festivals • The nature, use and importance of Buddhist places of

worship including temples, shrines, monasteries (viharas),

halls for meditation or learning (gompas) and their key

features including Buddha rupa, artefacts and offerings.

• Puja, the significance and role of puja/devotional ritual in

the home and in the temple, including chanting, both as a

devotional practice and as an aid to mental concentration,

mantra recitation, use of malas.

• Meditation, the different aims, significance and methods

of meditation:

• Samatha (concentration and tranquillity) including

mindfulness of breathing

• Vipassana (insight) including zazen

• the visualisation of Buddhas and Bodhisattvas.

• The practice and significance of different ceremonies and

rituals associated with death and mourning in Theravada

communities and in Japan and Tibet.

• Festivals and retreats and their importance to Buddhists in

Great Britain today, including the celebrations, origins and

significance of:

• Wesak

• Parinirvana Day.

Buddhist ethics • Ethical teaching: • kamma (karma) and rebirth • compassion (karuna)

of 26

• loving kindness (metta).

• The five moral precepts:

• do not take life

• do not take what is not given

• do not misuse the senses

• do not speak falsehoods

• do not take intoxicants that cloud

the mind.

• The six perfections in the

Mahayanan tradition:

• generosity

• morality

• patience

• energy

• meditation

• wisdom, including how the

individual develops these

perfections within themselves.

3.1.2 Christianity Students should be aware that Christianity is one of the diverse religious traditions and beliefs in Great Britain today and that

the main religious tradition in Great Britain is Christianity. This knowledge may be applied throughout the assessment of the

specified content.

Students should study the beliefs, teachings and practices of Christianity specified below and their basis in Christian sources of

wisdom and authority. They should be able to refer to scripture and/or sacred texts where appropriate. Some texts are

prescribed for study in the content set out below and questions may be set on them. Students may refer to any relevant text in

their answers and AQA will publish a list of appropriate texts as part of the supporting material for this specification. These

additional texts will not be required for study, alternatives may be used, and questions will not be set on them.

Students should study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

Common and divergent views within Christianity in the way beliefs and teachings are understood and expressed should be

included throughout. Students may refer to a range of different Christian perspectives in their answers including Catholic,

Orthodox and Protestant. They must study the specific differences identified below.

3.1.2.1 Beliefs and teachings - Key beliefs

The nature of God:

• God as omnipotent, loving and just, and the problem of evil

and suffering

• the oneness of God and the Trinity: Father, Son and Holy

Spirit.

• Different Christian beliefs about creation including the role

of Word and Spirit (John 1:1-3 and Genesis 1:1-3).

• Different Christian beliefs about the afterlife and their

importance, including: resurrection and life after death;

judgement, heaven and hell.

Jesus Christ and salvation Beliefs and teachings about:

• the incarnation and Jesus as the

Son of God

• the crucifixion, resurrection and

ascension

• sin, including original sin

• the means of salvation, including

law, grace and Spirit

• the role of Christ in salvation

including the idea of atonement.

3.1.2.2 Practices - Worship and festivals Different forms of worship and their significance:

• liturgical, non-liturgical and informal, including the use of

the Bible

• private worship.

• Prayer and its significance, including the Lord’s Prayer, set

prayers and informal prayer.

• The role and meaning of the sacraments:

• the meaning of sacrament

• the sacrament of baptism and its significance for

Christians; infant and believers' baptism; different beliefs

about infant baptism

• the sacrament of Holy Communion/Eucharist and its

significance for Christians, including different ways in

which it is celebrated and different interpretations of its

meaning.

• The role and importance of pilgrimage and celebrations

including:

• two contrasting examples of Christian pilgrimage: Lourdes

and Iona

• the celebrations of Christmas and Easter, including their

importance for Christians in Great Britain today.

• The role of the church in the local and worldwide

community

• The role of the Church in the local community, including

food banks and street pastors.

• The place of mission, evangelism and Church growth.

• The importance of the worldwide Church including:

• working for reconciliation

• how Christian churches respond to persecution

• the work of one of the following: Catholic Agency For

Overseas Development (CAFOD), Christian Aid, Tearfund.

of 26

Geography

of 26

Use of mathematics and statistics in geography

of 26

History Paper 2; Option B4: Early Elizabethan England, 1558–88

Section 1: Queen, government and religion, 1558–69

1 The situation on Elizabeth’s accession

● Elizabethan England in 1558: society and government.

● The Virgin Queen: the problem of her legitimacy, gender,

marriage. Her character and strengths.

● Challenges at home and from abroad: the French threat,

financial weaknesses.

2 The ‘settlement’ of religion

● Religious divisions in England in 1558.

● Elizabeth’s religious settlement (1559): its features and

impact.

● The Church of England: its role in society.

3 Challenge to the religious settlement

● The nature and extent of the Puritan challenge.

● The nature and extent of the Catholic challenge, including

the role of the nobility, Papacy and foreign powers.

4 The problem of Mary, Queen of Scots

● Mary, Queen of Scots: her claim to the English throne, her

arrival in

England in 1568.

● Relations between Elizabeth and Mary, 1568–69.

Section 2: Challenges to Elizabeth at home and abroad, 1569–88

1 Plots and revolts at home ● The reasons for, and significance of, the Revolt of the

Northern Earls, 1569–70.

● The features and significance of the Ridolfi, Throckmorton

and Babington plots. Walsingham and the use of spies.

● The reasons for, and significance of, Mary Queen of Scots’

execution

in 1587.

2 Relations with Spain

● Political and religious rivalry.

● Commercial rivalry. The New World, privateering and the

significance of the activities of Drake.

3 Outbreak of war with Spain, 1585–88 ● English direct involvement in the Netherlands, 1585–88.

The role of

Robert Dudley.

● Drake and the raid on Cadiz: ‘Singeing the King of Spain’s

beard’.

4 The Armada

● Spanish invasion plans. Reasons why Philip used the

Spanish

Armada.

● The reasons for, and consequences of, the English victory.

of 26

BTEC Engineering Revision list

A Carry out a process to meet the needs of an engineering brief

A1 Carry out a process

· Following planned procedures.

· Using and testing a prototype/model.

· Assembling, handling and using materials, equipment and machinery.

A2 Recording the process

· Measuring and recording data with accuracy and precision, using appropriate units.

· Tabulating appropriate data in the correct format accurately and to a suitable degree of precision.

· Displaying appropriate data graphically with accuracy:

o chart/graph

o line/curve of best fit

o axis

o scaling

o labelling.

· Observation skills, e.g. noting problems with practical activities.

A3 Interpretation of data

· Identifying anomalous results or sources of error.

· Comparison of trends/patterns in data, to include tables, charts and graphs.

· Evaluating the process, to include testing process used, recording/processing results.

· Drawing valid conclusions.

· Making recommendations related to engineering briefs.

B Provide a design solution for an engineered product against the needs of an engineering brief

B1 Interpretation of a given brief for an engineered product

· Analysing the existing product with reference to the brief.

· Dimensions and tolerances, to include linear, radial, surface finish.

· Physical form, to include 2D, 3D, flat, curved.

· Attributes, to include low resistance, sharp corners, moisture traps.

· Materials, e.g. aluminium, steels, polymers.

· Processes, e.g. fabrication, drilling.

B2 Redesign

· Identifying relevant issues with existing design.

· Design sketching, to include 2D, 3D, exploded diagrams, annotation, circuit diagrams.

· Design for manufacture, e.g. fabricate, forge, cast, machined.

· Design ideas, e.g. variation in form, variation in approach, use of different methods, use of different componentry.

B3 Evaluation

· Reviewing the credibility of the design ideas given the needs of the brief.

· Selecting the most appropriate design solution.

· Justification of the design solution.

· Justification of the processes to be used.

of 26

C Provide solutions to meet the needs of an engineering brief

C1 Analysing engineering information associated with the problem

· Types of engineering information, to include production data, engineering drawings, job cards.

· Interpreting patterns and trends related to the engineering information.

· Identifying issues and causes associated with the problem.

C2 Selecting a solution

· Possible solutions for current and/or potential issues, e.g. design, tooling, process

· Extent to which these solutions have fulfilled their primary purpose.

· Any wider factors that need to be considered in order to meet the brief, e.g. resources, need for batch production,

safety restrictions, and environmental impact.

· Ways in which the solution might be improved on against its primary purpose and/or other factors.

· Using the best fit approach to select the best solution.

· Identifying advantages and disadvantages/limitations/constraints.

· Justifying the best solution.

· Reflecting on processes and making recommendations for improvements to the best solution.

C3 Problem solution

· Resources required and their use, to include materials, tools, components, equipment, apparatus, e.g. instruments,

sensors.

· Designs of solution, to include diagrams, sketches, including measurements, labels/annotation.

· Make processes to include the steps needed to follow to create a prototype solution, e.g. rapid prototyping.

· Processes to follow, e.g. in relation to using tools and equipment, and health and safety.

· Manufacturing processes to use, e.g. casting, forging, welding, use of jigs and tools.

· Data collection requirements, to include what quantitative and qualitative data must be recorded, resource material,

data sources.

· Data analysis and quality, to include trends, meeting specifications, possible solutions.

· Safety considerations, to include hazards and requirements of Control of Substances

Hazardous to Health (COSHH) Regulations 2002 where appropriate.

COMPONENT 3: RESPONDING TO AN ENGINEERING BRIEF

Pearson BTEC Level 1/Level 2 Tech Award in Engineering – Specification –

Final PRE PUBLICATION version 1.1 – December 2016 © Pearson Education Limited 2016 33

· Considering timescales.

of 26

Business Studies Key Points and Questions to Ask:

of 26

Computer Science Topic What you need to know Revision

completed Questions you would like to ask

Binary and Hexadecimal

Converting between the two

Huffman Coding How to create and traverse a Huffman tree

The CPU

The fetch execute cycle

Computer Memory

RAM, ROM and embedded memory

Cloud Storage

Advantages and Disadvantages

Magnetic and SS Drives

Advantages and Disadvantages. How Data is stored on each

Image Representation

Black and white image sizes Working out image sizes

Networking and Protocols

Wireless Networks The benefits of networking What the various protocols do (e.g. HTTP), TCP/IP

Operating Systems What an OS does

Cyber Security Testing and Social Engineering

Ethical, legal and data privacy issues of an organisation

What are they? How can they be prevented?

of 26

Creative iMedia Topic Revised?

Yes/No Issues/Support you need

Areas you are unsure about

Storyboard Theory Being able to create a Storyboard

Know the elements of a Script

Work plan Theory

The benefits of planning meetings

Choosing the right location

Risk assessing locations

Using target audience to make a planning document

Video file formats

Compressing video files

What makes a good visualisation diagram?

of 26

Food Technology

8 questions on the paper cover these topics Revised

Ok Know well

The Eatwell guide- food groups- Carbohydrates, Protein, fruit & Vegetables, dairy, Oils & spreads

Fibre/cereals

Fats

Vitamins- water soluble and fat soluble- foods found in, functions in the body and deficiencies

Specialist Diets- lactose intolerant Coeliac Vegan/vegetarian

Diabetes

Food needs at different ages

High risk foods= what they are- precautions to take during preparation and cooking and consequences if rules not followed

Food poisoning

Food storage

Adapting diet/recipe

of 26

Design and Technology

Design and Technology Revised

Ok Know well

New and emerging technologies

Developments in new materials

Systems approach to designing

Mechanical devices

Material categories

Material properties

Specialist technical principles

Selection of materials or components

Ecological and social footprint

Ecological and social footprint

Specialist techniques and processes

Surface treatments and finishes

Designing and making principles

Investigation, primary and secondary data

The work of other designers

Communication of design ideas

Prototype development

Tolerances

Material management

Specialist tools and equipment

Specialist techniques and processes

Using and working with materials

Scales of production

Using and working with materials

of 26

Construction Revised

Ok Know well

• Summarise responsibilities of health and safety legislation

• Identify safety signs used by construction industry

• Identify fire extinguishers used in different situations

• Describe role of the Health and Safety Executive

• Identify hazards to health and safety in different situations

• Describe potential effects of hazards in different situations

• Explain the risk of harm in different situations

• Explain existing health and safety control measures in different situations

• Recommend health and safety control measures in different situations

• Identify risks to security in construction in different situations

• Describe measures used in construction to minimise risk to security

of 26

Health and Social Care Revised

Ok Know well

Component 1: Learning Aim A

Main Life stages

Areas of growth and development

PIES

Physical: infancy and early childhood

Physical: adolescence and early adulthood

Physical: middle and later adulthood

Intellectual development

Language development

Emotional: infancy and early childhood

Social: infancy and early childhood

Social adolescence and adulthood

Physical factors

Lifestyle choices

Social and cultural factors

Relationships and isolation

Economic factors

Component 1: Learning Aim B

Life events

Physical events

Relationships changes

Life circumstances

Dealing with life events

Adapting to change

Types of support

Informal support

Professional sources of support

Voluntary sources of support

of 26

French and German Covering everything in the syllabus in a full exam

3.1 Themes The specification covers three distinct themes. These themes apply to all four question papers. Students are expected to understand and provide information and opinions about these themes relating to their own experiences and those of other people, including people in countries/communities where French is spoken.

3.1.1 Theme 1: Identity and culture Theme 1: Identity and culture covers the following four topics with related sub-topics shown as bullet points: Topic 1: Me, my family and friends

• Relationships with family and friends

• Marriage/partnership Topic 2: Technology in everyday life

• Social media

• Mobile technology Topic 3: Free-time activities

• Music

• Cinema and TV

• Food and eating out

• Sport Topic 4: Customs and festivals in French-speaking

countries/communities

3.1.2 Theme 2: Local, national, international and

global areas of interest Theme 2: Local, national, international and global areas of interest covers the following four topics with related sub-topics shown as bullet points: Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues

• Charity/voluntary work

• Healthy/unhealthy living Topic 3: Global issues

• The environment

• Poverty/homelessness Topic 4: Travel and tourism

3.1.3 Theme 3: Current and future study and

employment Topic 1: My studies

Topic 2: Life at school/college

Topic 3: Education post-16

Topic 4: Jobs, career choices and ambitions

French Grammar

3.3.1 Foundation Tier 3.3.1.1 Nouns gender singular and plural forms 3.3.1.2 Articles definite, indefinite and partitive, including use of de after negatives 3.3.1.3 Adjectives agreement position comparative and superlative: regular and meilleur demonstrative (ce, cet, cette, ces) indefinite (chaque, quelque) possessive interrogative (quel, quelle) 3.3.1.4 Adverbs comparative and superlative regular interrogative (comment, quand) adverbs of time and place (aujourd’hui, demain, ici, là-bas) common adverbial phrases 3.3.1.5 Quantifiers/intensifiers très, assez, beaucoup, peu, trop 3.3.1.6 Pronouns personal: all subjects, including on reflexive relative: qui relative: que (R)

object: direct (R) and indirect (R) position and order of object pronouns (R) disjunctive/emphatic demonstrative (ça, cela) indefinite (quelqu’un) interrogative (qui, que) use of y, en (R) 3.3.1.7 Verbs regular and irregular verbs, including reflexive verbs all persons of the verb, singular and plural negative forms interrogative forms modes of address: tu, vous impersonal verbs (il faut) verbs followed by an infinitive, with or without a preposition Tenses:

• present

• perfect

• imperfect: avoir, être and faire

• other common verbs in the imperfect tense (R)

• immediate future

• future (R)

• conditional: vouloir and aimer

• pluperfect (R)

• passive voice: present tense (R)

• imperative

• present participle.

of 26

3.3.1.8 Prepositions common prepositions e.g. à, au, à l', à la, aux; de, du, de l', de la, des; après; avant; avec; chez; contre; dans; depuis; derrière; devant; entre; pendant; pour; sans; sur; sous; vers common compound prepositions eg à côté de; près de; en face de, à cause de; au lieu de 3.3.1.9 Conjunctions common coordinating conjunctions eg car; donc; ensuite; et; mais; ou, ou bien, puis common subordinating conjunctions eg comme; lorsque; parce que; puisque; quand; que; si 3.3.1.10 Number, quantity, dates and time including use of depuis with present tense

3.3.2 Higher Tier Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier. 3.3.2.1 Adjectives comparative and superlative, including meilleur, pire 3.3.2.2 Adverbs

comparative and superlative, including mieux, le mieux 3.3.2.3 Pronouns use of y, en relative: que relative: dont (R) object: direct and indirect position and order of object pronouns demonstrative (celui) (R) possessive (le mien) (R) 3.3.2.4 Verbs Tenses:

• future

• imperfect

• conditional

• pluperfect

• passive voice: future, imperfect and perfect tenses (R)

• perfect infinitive

• present participle, including use after en

• subjunctive mood: present, in commonly used expressions (R). 3.3.2.5 Time including use of depuis with imperfect tense.

German Grammar

3.3.1 Foundation Tier The case system 3.3.1.1 Nouns gender singular and plural forms, including genitive singular and dative plural weak nouns: nominative and accusative singular (Herr, Junge, Mensch, Name) (R) adjectives used as nouns (ein Deutscher) 3.3.1.2 Articles definite and indefinite kein 3.3.1.3 Adjectives adjectival endings: predicative and attributive usage, singular and plural, used after definite and indefinite articles, demonstrative and possessive adjectives adjectival endings after etwas, nichts, viel, wenig, alles (R) comparative and superlative, including common irregular forms (besser, höher, näher) demonstrative (dieser, jeder) possessive interrogative (welcher) 3.3.1.4 Adverbs comparative and superlative, including common irregular forms (besser, lieber, mehr) interrogative (wann, warum, wo, wie, wie viel) adverbs of time and place (manchmal, oft, hier, dort) common adverbial phrases (ab und zu, dann und wann, letzte Woche, nächstes Wochenende, so bald wie möglich) 3.3.1.5 Quantifiers/intensifiers

sehr, zu, viel, ganz, ziemlich, ein wenig, ein bisschen 3.3.1.6 Pronouns personal, including man reflexive: accusative reflexive: dative (R) relative: nominative relative: other cases (R) and use of was (R) indefinite: jemand, niemand interrogative: wer, was, was für interrogative: wen, wem (R) 3.3.1.7 Verbs regular and irregular verbs reflexive modes of address: du, Sie modes of address: ihr (R) impersonal (most common only eg es gibt, es geht, es tut weh) separable/inseparable modal: present and imperfect tenses, imperfect subjunctive of mögen infinitive constructions (um…zu…; verbs with zu…) (R) negative forms interrogative forms Tenses:

• present

• perfect: excluding modals

• imperfect/simple past: haben, sein and modals

• imperfect/simple past: other common verbs (R)

• future

• pluperfect (R)

• imperative forms. 3.3.1.8 Prepositions fixed case and dual case with accusative and/or dative with genitive (R)

3.3.1.9 Clause structures main clause word order subordinate clauses, including relative clauses 3.3.1.10 Conjunctions coordinating (most common eg aber, oder, und)

of 26

subordinating (most common eg als, obwohl, weil, wenn) 3.3.1.11 Number, quantity, dates and time including use of seit with present tense

3.3.2 Higher Tier

Students entering for Higher Tier assessments will be required to apply all grammar and structures listed for Foundation Tier, in addition to the new grammar and structures listed for Higher Tier. 3.3.2.1 Nouns weak nouns 3.3.2.2 Adjectives adjectival endings after etwas, nichts, viel, wenig, alles 3.3.2.3 Pronouns reflexive: dative relative: all cases, and use of was interrogative: wen, wem 3.3.2.4 Verbs mode of address: ihr

impersonal infinitive constructions (ohne…zu…; um…zu…); verbs with zu… eg beginnen, hoffen, versuchen modal: imperfect subjunctive of können, sollen Tenses:

• imperfect/simple past of common verbs

• future

• conditional: würde with infinitive

• pluperfect

• imperfect subjunctive in conditional clauses: haben and sein. 3.3.2.5 Prepositions with genitive (most common eg außerhalb, statt, trotz, während, wegen) 3.3.2.6 Conjunctions coordinating and subordinating 3.3.2.7 Time use of seit with imperfect tense

Physical Education Paper 1: 1 hour 45mins GCSE Physical Education Exam – Revision list • Components of fitness - Key words from definitions and sporting examples

• Match most relevant components to specific sports

• Knowledge of fitness tests for each component (and how tests are used to measure performance)

• Principles of Training

• definitions and benefits to the performer

• Link to PEP

• Methods of Training

• Knowledge of different methods, advantages and disadvantages and the fitness components / types of sport benefitted

by each one

• Preventing injuries

• Methods of preventing injury (safety equipment for some sports)

• common types of injuries, fractures/breaks/pulled muscles

• treatments (RICE)

• The skeletal system - functions (jobs) of the skeleton

- types of bone link to function, eg long bones for movement, flat bones for protection

- names of bones (including the structure of the vertebral column) - - -

movement terms

- joint types

- structure of a synovial joint – tendons, ligaments, synovial fluid and cartilage

• The Muscular system - Muscle types (voluntary, involuntary, and cardiac) -

Muscle names and functions -

Antagonistic muscles – agonist, antagonist and synergist -

Different types of muscle fibre (Fast - Type IIa, Type IIx, and slow - Type I)

Movement analysis

from sporting

picture eg rugby

question

Movement analysis

from sporting picture

eg running question

of 26

• The Cardio-vascular system -

Functions (Transport of substances, Temperature Control, Clotting) -

Structure (Heart, Blood vessels, Blood) -

understanding of how the heart pumps blood around the body

- The difference between and structure of veins, arteries and capillaries

- The different components of blood – plasma, red cells, white cells and platelets

- short and long term effects of exercise (vascular shunt, vasodilation, increased number of red blood cells, capillarisation,

cardiac hypertrophy)

• The Respiratory System – functions, structure, lung volumes, gaseous exchange, spirographs, short and long term effects of

exercise

Paper 2: 1 hour 15 mins GCSE Physical Education Exam – Revision list

• Health Fitness and Wellbeing

• Sedentary lifestyle and its impact

• Classifications of weight because of lifestyle Overweight/Overfat/Obese

• Eat Well Plate- The diet and energy balance

• What different sportsmen and women need from their diet in order to perform.

• Food groups including Macronutrients and Micronutrients

• Optimum Weight understanding its definition and explaining it and also how certain sports performers, and their bodies

perform out of the Optimum weight category and why eg a heavy weight boxer may seem overfat but needs the weight to

overpower his opponent

• How sportsmen/women prepare for big events-Carbo loading, Protein intake, Hydration

Each paper has two, 9 mark questions:

Marks awarded for:

KNOWLEDGE – definitions, lists, descriptions

APPLICATION – link to sports / sporting examples

EVALUATION – making a judgement about the importance of something / deciding which is best

year 10 ppe revision lists january 2019 what should i revise? · 2018-12-07 · page 1 of 26 year...

Documents