Year 10 PPE Revision Lists June 2019

What should I revise? • Many of these are for prep for Exams in the Sports Hall. Some are for Class Based Exam preparation

• Start with anything specific staff have highlighted from previous tests and exams including Smith Proformas

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

Contents – Click the subject to take you to that section

Examination Boards 2019 (Provisional for other Year Groups) ...................................................................................... 2

Maths ................................................................................................................................................................................ 3

10 Set 1 – Paper 1 and 2 ............................................................................................................................................... 3

10 Set 2 – Paper 1 and 2 ............................................................................................................................................... 3

All Other Sets – Paper 1 and 2 ..................................................................................................................................... 4

English Language .............................................................................................................................................................. 5

English Literature.............................................................................................................................................................. 6

Science – Combined ......................................................................................................................................................... 7

Science - Triple .................................................................................................................................................................. 7

Religious Education .......................................................................................................................................................... 8

Geography ...................................................................................................................................................................... 10

History ............................................................................................................................................................................. 12

Engineering ..................................................................................................................................................................... 13

Business Studies ............................................................................................................................................................. 15

Computer Science ........................................................................................................................................................... 16

Creative iMedia .............................................................................................................................................................. 17

Food Technology ............................................................................................................................................................ 18

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

Physical Education .......................................................................................................................................................... 21

Examination Boards 2019 (Provisional for other Year Groups)

Board TITLE

QAN

Special Examination

Codes

AQA Computer Science 601/8301/9

AQA Design and Technology 603/0984/2

AQA English Language 601/4292/3

AQA French 601/8157/6

AQA German 601/8159/X

AQA Religious Studies A 601/8400/0

Edexcel Biology 601/8610/0

Edexcel BTEC Level 1/Level 2 Tech Award in Performing Arts 603/0406/6

Edexcel Business Studies 603/0121/1

Edexcel Chemistry 601/8611/2

Edexcel Chinese (Cantonese) 603/1048/0

Edexcel Combined Science 601/8612/4

Edexcel Engineering (BTEC-T) - Level 1/2 Tech Award 603/0829/1

Edexcel Level 1/2 Tech Award in Health & Social Care 603/0395/5

Edexcel Maths 601/4700/3

Edexcel Physical Education 601/8161/8

Edexcel Physics 601/8609/4

EDUQAS Geography B 601/8153/9

EDUQAS Music 601/8131/X

OCR Fine Art 60180869

OCR Food Preparation and Nutrition 601/8379/2

OCR Level 1/2 Cambridge National Certificate in Creative iMedia 600/7043/2

OCR Photography 60180869

Pearson History 601/8092/4

WJEC Level 1/2 Vocational Award in Constructing the Built Environment 603/3068/5

Maths 10 Set 1 – Paper 1 and 2

Higher paper 1 Higher Paper 2 Algebraic Proof Angles in polygons

Angles in parallel lines Area of a sector

Area of a circle Circumference

Box Plot Quadratic Formula

Direct proportion Compound Interest

Distance Speed Time Expanding a double bracket

Estimate mean Factorise

Form and solve equations Histogram

Fractional Indices Inverse proportion

Ordering Decimals Law of indices

Problem Solving Percentage profit

Product of primes Pie Chart

Quadratic Graphs Probability

Ratio Probability

Rationalise Denominator Product rule

Recurring Decimals Pythagoras

Reverse percentage Solving equations with brackets

Similar Triangles Time graph

Simultaneous Equations Transformations

Solving equations unknown both sides Trigonometry

Using a calculator

10 Set 2 – Paper 1 and 2

Foundation Paper 1 Higher Paper 2 Adding Fractions Angles in polygons

Angles in parallel lines Area of a sector

Area Circumference

Area of a circle Quadratic Formula

Best Buy Compound Interest

Bidmas Expanding a double bracket

Co-ordinates Factorise

Conversions Histogram

Directed Numbers Inverse proportion

Division Law of indices

Estimate mean Percentage profit

Estimation Pie Chart

Factors Probability

Form and solve equations Probability

Forming equations Product rule

Negative Indices Pythagoras

Ordering Fractions Solving equations with brackets

Percentage problems Time graph

Probability Transformations

Product of primes Trigonometry

Proportion Using a calculator

Quadratic Graphs

Ratio

Reverse percentage

Sequences

Solving equations unknown both sides

Solving Equations

Standard form

Stem and Leaf Diagrams

Surface area

Two way table

Volume

All Other Sets – Paper 1 and 2

Foundation Paper 1 Foundation Paper 2 Adding Fractions Bearings

Angles in parallel lines Circumference

Area Collecting like terms

Area of a circle Conversions

Best Buy Decimals to percentages

Bidmas Expanding a double bracket

Co-ordinates Expanding a single bracket

Conversions Factorise

Directed Numbers Frequency tree

Division Law of indices

Estimate mean Line graphs

Estimation Money problems

Factors Multiples

Form and solve equations Percentage profit

Forming equations Pie charts

Negative Indices Prime numbers

Ordering Fractions Probability

Percentage problems Problem Solving

Probability Pythagoras

Product of primes Ratio

Proportion Shape

Quadratic Graphs Solving equations with brackets

Ratio Transformations

Reverse percentage Trigonometry

Sequences Using a calculator

Solving equations unknown both sides

Solving Equations

Standard form

Stem and Leaf Diagrams

Surface area

Two way table

Volume

English Language

Reading Skills ☺

I am able to identify and interpret explicit and implicit information and ideas

I am able to show clear understanding when explaining the effects of writer's choices of language/structure

I am able to select a range of relevant quotations

I am able to use subject terminology accurately

I am able to clearly evaluate the text

I am able to offer examples from the text to explain views clearly

I am able to show a clear understanding by beginning to interpret both texts

I am able to show a clear understanding by demonstrating clear connections between texts

I am able to select relevant quotations/references from both texts to support my response

I am able to show a clear understanding by comparing ideas and perspectives in a clear and relevant way

I am able to explain clearly how methods are used to convey ideas and perspectives

Writing Skills ☺

I am able to communicate in a way that is consistently clear and effective

I am able to match tone, style and register to purpose, form and audience

I am able to use increasingly sophisticated vocabulary and phrasing chosen for effect with a range of linguistic devices

I am able write in an engaging way with a range of detailed connected ideas

I am able to use coherent paragraphs with integrated discourse markers

I am able to make effective use of structural features

I am able to mark sentences in a way that is mostly secure and accurate

I am able to make use of a range of punctuation, mostly with success

I am able to make use of a variety of sentence forms for effect

I am able to use Standard English mostly accurately, including control of grammatical structures

I am able to be generally accurate with my spelling, including complex and irregular words

I am able to make use of increasingly sophisticated vocabulary

English Literature

Macbeth- Aspects of the play ☺

1. Key themes: ambition, supernatural, fate, violence, guilt, retribution

2. Historical/social context (links to King James I)

3. The Natural Order/hierarchy/kingship

4. Plot structure

5. How the characters are connected to each other

6. Relationship of Macbeth and Lady Macbeth

7. How they change throughout the play and why

8. Role of the witches and significance of witchcraft

9. Friendship of Macbeth and Banquo

10. Role of men and women (links to context)

11. King Duncan/how other thanes view him (especially Macduff)

12. Key quotes and significant scenes

13. Key terms: aside, soliloquy, dramatic tension, dramatic irony 14. 15. 16.

17. How Shakespeare’s audience would have reacted compared to modern audiences 18. 19. 20.

Aspects of the poetry anthology: ☺

1. Meaning of each poem- the story of what happens 1. 2. 3.

2. Historical/social context of each poem 4. 5. 6.

3. Poet’s message (linked to his the context) 7. 8. 9.

4. Links to Power (Power of Nature, Power of Memories, Power of People, Lack of Power) 10. 11. 12.

5. Links to Conflict (War, Inner Conflict, Effect of Conflict on Soldiers, Effect of Conflict on

Civilians)

13. 14. 15.

6. Key Language Terms: Simile, Metaphor, Personification, Imagery 16. 17. 18.

7. Key Word Classes: Adjective, Adverb, Verb, Pronoun 19. 20. 21.

8. Key Structural Devices: Repetition, Enjambment, Caesura, Alliteration, Sibilance, Assonance 22. 23. 24.

9. Key Form Terms: Sonnet, Quatrains, Blank Verse, Free Verse, Stanza, Rhythm, Rhyme

Scheme

25. 26. 27.

List of poems to revise: ☺

Exposure

Bayonet

Charge

Remains

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

Page 8 of 22

Religious Education 3.2.1.2 Theme B: Religion and life

Students should study religious teachings, and religious, philosophical and ethical arguments, relating to

the issues that follow, and their impact and influence in the modern world. They should be aware of

contrasting perspectives in contemporary British society on all of these issues.

They must be able to explain contrasting beliefs on the following three issues with reference to the main

religious tradition in Britain (Christianity) and one or more other religious traditions:

• Abortion.

• Euthanasia.

• Animal experimentation.

The origins and value of the universe

• The origins of the universe, including:

• religious teachings about the origins of the universe, and different interpretations of these

• the relationship between scientific views, such as the Big Bang theory, and religious views.

• The value of the world and the duty of human beings to protect it, including religious teaching about

stewardship, dominion, responsibility, awe and wonder.

• The use and abuse of the environment, including the use of natural resources, pollution.

• The use and abuse of animals, including:

• animal experimentation

• the use of animals for food.

The origins and value of human life

• The origins of life, including:

• religious teachings about the origins of human life, and different interpretations of these

• the relationship between scientific views, such as evolution, and religious views.

• The concepts of sanctity of life and the quality of life.

• Abortion, including situations when the mother's life is at risk.

• Ethical arguments related to abortion, including those based on the sanctity of life and quality of life.

• Euthanasia.

• Beliefs about death and an afterlife, and their impact on beliefs about the value of human life.

3.2.1.5 Theme E: Religion, crime and punishment

Students should study religious teachings, and religious, philosophical and ethical arguments, relating to

the issues that follow, and their impact and influence in the modern world. They should be aware of

contrasting perspectives in contemporary British society on all of these issues.

They must be able to explain contrasting beliefs on the following three issues with reference to the main

religious tradition in Britain (Christianity) and one or more other religious traditions:

• Corporal punishment.

• Death penalty.

• Forgiveness.

Religion, crime and the causes of crime

• Good and evil intentions and actions, including whether it can ever be good to cause suffering.

• Reasons for crime, including:

• poverty and upbringing

• mental illness and addiction

Page 9 of 22

• greed and hate

• opposition to an unjust law.

• Views about people who break the law for these reasons.

• Views about different types of crime, including hate crimes, theft and murder.

Religion and punishment

• The aims of punishment, including:

• retribution

• deterrence

• reformation.

• The treatment of criminals, including:

• prison

• corporal punishment

• community service.

• Forgiveness.

• The death penalty.

• Ethical arguments related to the death penalty, including those based on the principle of utility and

sanctity of life.

Page 10 of 22

Geography THEME 2 KEY IDEA: 2.2 Shaping the landscape – rivers and river management G

reen

Am

ber

Re

d

My knowledge domain I can…

Give the meaning of each of these terms: Interception, transpiration, infiltration, surface run-off and throughflow.

Give the meaning of each erosion term: hydraulic action, abrasion, attrition, and solution.

Give the meaning of each transport term: traction, saltation, suspension, and solution.

Describe the main features of each of the following river landforms: V–shaped valley, waterfall, gorge, meander, ox-bow lake, floodplain, estuary.

Describe the main processes that can change the shape of two river landforms.

Recall three facts about one flash flood that I studied.

Describe one type of hard engineering, and one type of soft engineering, used to manage rivers.

My understanding domain I can…

Explain why water moves through one drainage basin more quickly than another because of the geology

Explain why cutting down and planting trees can alter the stores/flows in a drainage basin.

Explain why building towns and roads can alter the stores/flows in a drainage basin.

Give two different reasons why people alter rivers.

Explain why flood risk can be reduced by: Building dams; changing river channels (eg dredging); and land-use zoning in towns.

My analysis domain I can…

Compare the shape of two contrasting hydrographs and use them to identify possible reasons for the differences in discharge that I have noted.

Identify a range of impacts of flooding and sort these into positive and negative; social and economic consequences.

Suggest why stakeholders (different groups of people) hold different views on river management and then explain why they have these views.

My evaluation domain I can…

Weigh up the relative social, economic and environmental costs and benefits of river management.

Show that I can make connections between the impact of river management in one place and the effects of the management further downstream.

My decision making domain I can…

Rank the effectiveness of different strategies that attempt to reduce the flood risk.

Use evidence to demonstrate why one river management strategy is more sustainable than another.

Make suggestions to reduce tension between different groups of people (stakeholders) when management decisions are controversial.

THEME 2 KEY IDEA: 2.4 Climate change – cause and effect G

reen

Am

ber

Re

d

My knowledge domain

Page 11 of 22

I can… Give the meaning of glacial and interglacial periods Give the meaning of quaternary period Describe the features of carbon sinks Recall the main greenhouse gases Recall the main types of renewable energy My understanding domain I can…

Explain how the global climate has changed due to natural reasons: sun spots, tilt/axis, volcanic eruptions

Explain the natural greenhouse effect works Explain how human activity can enhance the greenhouse effect Explain how different regions of the world be affected by sea level rise, glacial melt and changing weather patterns

Explain how different regions of the world will be affected by TWO of the following: Farming and food supply (p200-2, 204-5) Wildlife and habitats (p200-202, 205 Water and water supplies (p204-7) Where people live and population movement (p204-7) Tourism and tourist destinations (p208-9)

Explain what low carbon means My analysis domain I can…

Interpret a range of graphs as evidence for climate change (CO2 levels, temperature etc). Suggest why there are different attitudes to climate change My evaluation domain I can…

Compare the effectiveness of different renewable energies Show that I can make connections between my actions and climate change My decision making domain I can…

Weigh up the advantages and disadvantages of different solutions to tackle climate change in the UK and internationally

Page 12 of 22

History Superpower Relations and the Cold War Revision Checklist

Content

Revision/Date

Revision/Date

I can identify the two Superpowers and the differences between Communism and Capitalism

I understand what happened at the Tehran, Yalta and Potsdam Conferences and can explain the impact of these on relations between the USA and USSR

I can describe the attitudes of Stalin, Truman and Churchill

I can explain the impact on international relations of the atomic bomb, Long and Novikov telegrams and the creation of satellite states in eastern Europe.

I can describe the Truman Doctrine and Marshall Plan and can explain the impact of these on relations between the USA and USSR

I understand what Cominform (1947), Comecon (1949) and NATO (1949) are, and how their development affected relations between the USA and USSR

I can explain the significance of Berlin; its division into zones. the Berlin Crisis of 1948-49 (blockade and airlift) and its impact. The formation of the Federal Republic of Germany and German Democratic Republic

I can explain the significance of the arms race and development of the Warsaw Pact 1955

I can explain short and long-term causes of the Hungarian Uprising 1956

I can explain the consequences of the Hungarian uprising and the impact this had on relations between the USA and USSR

I have an understanding of the refugee problem in Berlin, Khrushchev’s Berlin ultimatum (1958), and the summit meetings of 1959–61

I am confident in explaining two consequences of an event

I am confident in structuring paragraphs using PEE (Point, Evidence, Explanation)

I am able to write a narrative account that links events together into a chronological sequence

I am able to identify and explain the importance of events on international relations

I understand what is meant by the terms cause, consequence, significance and importance

I have a clear chronological understanding of key events in the Cold War

I have a clear understanding of the key leaders involved in the Cold War period

I understand what is meant by the term ‘international relations’

R

A

G

R

A

G

R

A

G

Page 13 of 22

Engineering

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.

Page 14 of 22

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.

Page 15 of 22

Business Studies

Page 16 of 22

Computer Science Topic What you need to know Revision

completed Questions you would like to ask

CPU

Components of a CPU

Data Representation

Binary Shifts; Sound Representation – Sample Rate and Sample Resolution; Ascii, Huffman Encoding

Computer Systems

Embedded systems and operating systems; penetration testing; logic gates; memory and storage unit;

Source Code

Copyright

Networks Bus and Star; general advantages and disadvantages of networks; protocols; security; verification

Malware and cyber- security

Malware types

Page 17 of 22

Creative iMedia Topic Revised?

Yes/No Issues/Support you need

Areas you are unsure about

Visualisation Theory

Theory - when to use certain pre-production documents

Legislation in relation to images

Primary and secondary research

Choosing the right target audience

Using a target audience to create a mood board

Creating mind maps

Hardware and software in website design

Work Plan theory

What makes a good visualisation diagram?

Page 18 of 22

Food Technology

8 questions on the paper cover these topics Revised

Ok Know well

Choux pastry Ingredients and functions of each Scientific Method for making Qualities for excellent choux pastry Dishes made with choux pastry Dishes made with flaky pastry

Health and safety when making cakes / buns

Methods of heat transfer with examples of cooking methods

Sources and functions of carbohydrates Complex carbohydrates

Importance of fibre in the diet

Sources and functions of B group vitamins

Why white bread has more calcium than wholemeal

What is fortification?

Science behind breadmaking – stages for making, ingredients and how they perform, what happens

Primary processing of wheat

Primary processing of milk

Saturated fat and polyunsaturated fats – types. uses/ dietary guidelines

Describe the process of gelatinisation in sauce making

Examples of Different dietary needs

Sources of HBV and LBV protein Why we need protein Alternatives to animal protein sources

Reasons for being vegetarian

Dietary advice for a lacto vegetarian

Causes of food spoilage

Methods of preserving food and what happens- Canning Cook chill AFD Freezing Using acids e.g.: pickles

What contributes to food waste and how we can reduce food waste

Page 19 of 22

Safety rules using a mixer, electrical kitchen equipment Revised

Ok Know well

For / against for using a food processor

Value of fruit and vegetables in our diet. Advice on eating fruit and vegetables

Sources and functions of vitamin C, B group vitamins (B group and C are water soluble)

Sources and functions of vitamins A D E K (fat soluble)

For / Against for buying local produce and fruit / vegetables grown in UK

Functions of water in the diet Effects of too little water

Sources and functions of nutrients in cheese

Secondary processing of: milk in to cheese, yoghurt, cream

Types of flour / gluten content and examples of uses

Stages and science of breadmaking

Examples of food fortified by law

Types of fat and dishes made with them eg: Olive oil, vegetable oil, lard, butter, white vegetable fat, hard margarine, soft margarine

What is meant by saturated / polyunsaturated fat

Functions of fats in pastry making

Dietary guidelines

Dietary advice/ healthy eating in life stages eg in pregnancy, Coeliac lactose intolerant Diabetic

Ways food can be marketed to appeal to families

Information required on packaging label by law

Value of nutritional labels on food

Ways of making food look attractive eg: plate of biscuits, cheese flan, curry, pasties, bread rolls, lasagne

Temperature of fridge, freezer, in the danger zone , What is a probe Why should you check the cooked temperature of meat

What is cross contamination

Examples of high and low risk foods and safe storage and food preparation

Page 20 of 22

Design and Technology The content for revision can be found in your Yellow folders in the form of work you have covered and Homework completed. You can also use the CGP Revision guide.

• New and emerging technologies

• Energy storage and generation

• Developments in new materials

• Systems approach to designing

• Mechanical devices

• Material categories

• Material properties

• Specialist technical principles

• Selection of materials or components

• Forces and stresses

• Sources and origins

• Using and working with materials

• Specialist techniques and processes

• Stock forms, types and sizes

• Surface treatments and finishes

• Designing and making principles

• Investigation, primary and secondary data

• Environmental, social and economic challenge

• Design strategies

• Communication of design ideas

• Selection of materials and components

• Material management

• Specialist tools and equipment

• Specialist techniques and processes

Page 21 of 22

Physical Education Paper 1, 1 hour 45 mins

• 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)

• 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

• Aerobic and Anaerobic functions- Short and Long term effects on the body

• Levers, Axes and Planes- Functions ,definitions and practical applications, analysis of pictures

Movement analysis

from sporting

picture eg rugby

question

Movement analysis

from sporting picture

eg running question

Page 22 of 22

Paper2 1 hour, 15mins

• 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 body’s 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

• Goal Setting - SMART Goals- definitions of the acronym

-Value of Goal setting

-Practical applications

• Classification of Skills -Classification of skills

-What is a Continuum? How do we use them to measure skills?

-Open and Closed skills with practical applications and definitions

-Basic and Complex skills with applied sporting examples and definitions

-Types of practise including knowledge understanding and practical application

for examples for Massed practice, Distributed practise, Fixed and Variable

practises

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