year 11 autumn mock form application timeline sixth form ......monday 28th october - friday 1st...
TRANSCRIPT
Year 11 Autumn mock information and Sixth
Form application timeline
Contents:
Sixth form application timelineMock timetableRules for examsExam informationRevision guidanceRevision timetables
POST-16 APPLICATION CALENDAR 2019/2020
Sept Guidance interviews with Mrs Simpson continue – referrals via form tutor.
Sept-Oct CitCom lessons (including starting the personal statement)
19th Sept Welcome to Yr 11 Parents’ Evening
26th Sept Cottenham Sixth Form Open Evening (6.00pm – 8.30pm)
26th Sept Further Education Parents’ Information Evening (6.30pm – 8pm)
12th Oct Cambridge Regional College Open Morning (9.30am – 12.30pm)
15th Oct The Oakes College (Netherhall) Open Evening (6pm – 8.30pm)
17th Oct Impington International College Open Evening (6pm – 8pm)
28th Oct MOCKS START
28th Oct CAST Open Evening (5.30pm-8pm)
30th Oct Bishop Laney Sixth Form Open Evening (6pm – 9pm)
30th Oct Comberton Sixth Form Open Evening (6.30pm – 9pm)
Nov-Dec References written by form tutors
Students complete personal statement and online application form
9th Nov College of West Anglia Open Morning (9.30am – 12.30pm)
23rd Nov Cambridge Regional College Open Morning (9.30am – 12.30pm)
25th Nov Cambridge Regional College Open Evening (4.30pm – 7.00pm)
21st Nov Yr 11 reports including projected grades completed by subject teachers.
5th Dec Year 11 Parents’ Evening – Subject Consultations (5pm – 7.30pm)
6th Dec STUDENT DEADLINE FOR POST-16 APPLICATIONS
9th Jan APPLICATION FORMS SENT TO FE CENTRES
25th Jan Cambridge Regional College Open Morning (10.30am – 12.30pm)
Feb/Mar Students interviewed by FE centres. Invitations to interview come direct from centre to students.
Feb-Mar Apprenticeship workshops
End of March Offers of places, usually conditional on GCSE grades, start to arrive. Students respond to FE centres to accept/decline offers (more than one offer can – and should – be accepted and held until results day)
11th May- 26th June GCSE WRITTEN EXAMS
GCSE results published; students send results to centres. 20th Aug
From 20th Aug Students confirm places with FE centres or negotiate alternative courses
Monday 28th October - Friday 1st November: Week B Year 11 PPE / Mock Exams 2019
Date Subject Minutes Lessons Arrive Exam start
Monday 28th Mathematics 1 90 1 & 2 8.40 9.00 [Non-calculator]
Biology Combined Sc 75 3 & 4 11.25 11.40 Biology Single Science 105
Tuesday 29th History 120 1 & 2 8.40 9.00
Economics 60 3 & 4 11.25 11.40 Physical Education GCSE 60 Food & Nutrition Option B 60
Wednesday 30th English 120 1 & 2 8.40 9.00
French Writing (F) 60 3 & 4 11.25 11.40 German Writing (F) 60 French Writing (H) 75 German Writing (H) 75
Thursday 31st Chemistry Combined Sc 75 1 & 2 8.40 9.00 Chemistry Single Science 105
Mathematics 2 90 3 & 4 11.25 11.40 [Calculator]
Friday 1st Geography 90 1 & 2 8.40 9.00
Music (Listening Exam) 60 3 & 4 11.25 11.40 [G1 not Sports Hall]
Monday 4th - Friday 8th November: Week A
Date Subject Minutes Lessons Exam start
Exam start
Monday 4th Mathematics 3 90 1 &
2 8.40 9.00 [Calculator]
Physics Combined Sc 75
3 & 4 11.25 11.40
Physics Single Science 105
Tuesday 5th EAL 120 1 &
2 8.40 9.00
Computer Science 90
Drama 90 Religious Studies 60
Food & Nutrition Option C 60
DT Product Design 60
3 & 4 11.25 11.40
DT Graphics 60 Business Studies 60
Health & Social Care 60
Wednesday 6th French Reading (F) 45
1 & 2 8.40 9.00
German Reading (F) 45
French Reading (H) 60
German Reading (H) 60
Media Studies 90 3 &
4 11.25 11.40 Thursday 7th Art All Day 1 - 5 8.40 9.00
Rooms A12, A13, A14
Friday 8th Art All Day 1 - 5 8.40 9.00
Rooms A12, A13, A14
Other assessments Music - performance unit -
w/b 14th October - the real exam not a mock or practice run
French German and EAL Listening tests before half-term
Speaking tests w/b 11th November
PE Cambridge National In-class assessments ICT Cambridge National In-class assessments
© JCQ 2018 – Effective from 1 September 2018
AQA City & Guilds CCEA OCR Pearson WJEC
Information for candidates For written examinations – effective from 1 September 2018
This document has been written to help you. Read it carefully and follow the instructions. If there is anything you do not understand, especially which calculator you may use, ask your teacher.
A Regulations – Make sure you understand the rules 1 Be on time for all your exams. If you are late, your work might not be accepted. 2 Do not become involved in any unfair or dishonest practice during the exam. 3 If you try to cheat, or break the rules in any way, you could be disqualified from all your subjects. 4 You must not take into the exam room:
a) notes; b) potential technological/web enabled sources of information such as an iPod, a mobile phone,
a MP3/4 player or similar device, a smartwatch or a wrist watch which has a data storage device.
Any pencil cases taken into the exam room must be see-through.
Remember: possession of unauthorised material is breaking the rules, even if you do not intend to use it, and you will be subject to penalty and possible disqualification.
5 If you wear a wrist watch the invigilator will ask you to remove it and place it on your desk. 6 Do not use correcting pens, fluid or tape, erasable pens, highlighters or gel pens in your answers. 7 Do not talk to or try to communicate with, or disturb other candidates once the exam has started. 8 You must not write inappropriate, obscene or offensive material. 9 If you leave the exam room unaccompanied by an invigilator before the exam has finished, you will not be allowed to return. 10 Do not borrow anything from another candidate during the exam. B Information – Make sure you attend your exams and bring what you need 1 Know the dates and times of all your exams. Arrive at least ten minutes before the start of each exam. 2 If you arrive late for an exam, report to the invigilator running the exam. 3 If you arrive more than one hour after the published starting time for the exam, you may not be allowed to take it. 4 Only take into the exam room the pens, pencils, erasers and any other equipment which you need for the exam. 5 You must write clearly and in black ink.
Coloured pencils or inks may only be used for diagrams, maps, charts, etc. unless the instructions printed on the front of the question paper state otherwise.
C Calculators, Dictionaries and Computer Spell-checkers 1 You may use a calculator unless you are told otherwise. 2 If you use a calculator:
a) make sure it works properly; check that the batteries are working properly; b) clear anything stored in it; c) remove any parts such as cases, lids or covers which have printed instructions or formulas; d) do not bring into the exam room any operating instructions or prepared programs.
3 Do not use a dictionary or computer spell checker unless you are told otherwise. D Instructions during the exam 1 Always listen to the invigilator. Follow their instructions at all times. 2 Tell the invigilator at once if:
a) you think you have not been given the right question paper or all of the materials listed on the front of the paper; b) the question paper is incomplete or badly printed.
3 Read carefully and follow the instructions printed on the question paper and/or on the answer booklet. 4 Fill in all the details required on the front of the question paper and/or the answer booklet before you start the exam.
Make sure you fill these details in on any additional answer sheets that you use. 5 Remember to write your answers within the designated sections of the answer booklet. 6 Do your rough work on the proper exam stationery. Cross it through and hand it in with your answers.
Make sure you add your candidate details to any additional answer sheets that you use. E Advice and assistance 1 If on the day of the exam you feel that your work may be affected by ill health or any other reason, tell the invigilator. 2 Put up your hand during the exam if:
a) you have a problem and are in doubt about what you should do; b) you do not feel well; c) you need more paper.
3 You must not ask for, and will not be given, any explanation of the questions. F At the end of the exam 1 If you have used more than one answer booklet and/or any supplementary answer sheets, place them in the correct order.
Place any loose additional answer sheets inside your answer booklet. Make sure you add your candidate details to any additional answer sheets that you use.
2 Do not leave the exam room until told to do so by the invigilator. 3 Do not take from the exam room any stationery. This includes the question paper, answer booklets used or unused, rough
work or any other materials provided for the exam.
English LanguageGCSE English Language Component 2: 19th and 20th Century Non-Fiction Reading Study and Transactional/ Persuasive Writing.
The exam will be 2 hours long and will take the following format:
Section A: You will be required to answer 6 questions in relation to 2 unseen extracts. Within these questions you will need to show your comprehension of the texts and ability to identify key information. You will also receive questions requiring you to critically analyse the text by inferring meaning, purpose and evaluating the writer’s choices. You will then be required to compare the two extracts critically.
Section B: You will be asked to complete two equally weighted transactional writing tasks, while displaying your ability to communicate clearly, accurately and effectively according to audience and purpose.
You will be assessed using the following objectives:
This is what you should use to revise: • Your class notes and practice question feedback.• Schoology where you will find resources shared by your teachers• BBC Bitesize (https://www.bbc.co.uk/bitesize/topics/ztpy7hv)• The sample paper attached as an appendix within this pack (your teachers will be expecting you to
use this resource)
You could also use: • WJEC Eduqas GCSE: English Language by Paula Adair, Jane Sheldon and Jamie Rees. Published by
Hodder Education• New Grade 9-1 GCSE English Language WJEC Eduqas Complete Revision & Practice (with Online
Edition) (CGP GCSE English 9-1 Revision)
For more information please contact:
Your English teacher or Miss Sherrit ([email protected])
GCSE ENGLISH LANGUAGE Specimen Assessment Materials 9
© WJEC CBAC Ltd.
GCSE ENGLISH LANGUAGE
COMPONENT 2
19th and 21st Century Non-fiction Reading andTransactional/Persuasive Writing
SPECIMEN PAPER
2 hours
ADDITIONAL MATERIALS Resource Material for use with Section A. A 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen. Answer all questions in Sections A and B Write your answers in the separate answer book provided. You are advised to spend your time as follows: Section A - about 10 minutes reading - about 50 minutes answering the questions Section B spend 30 minutes on each question
- about 5 minutes planning - about 25 minutes writing INFORMATION FOR CANDIDATES
Section A (Reading): 40 marks Section B (Writing): 40 marks The number of marks is given in brackets at the end of each question or part-question.
GCSE ENGLISH LANGUAGE Specimen Assessment Materials 10
© WJEC CBAC Ltd.
SECTION A: 40 MARKS
Answer all of the following questions
The separate Resource Material for use with Section A is a newspaper article, ‘Waste not, Want not’, by John Humphrys. The extract opposite is from a housekeeping book, ‘The American Frugal Housewife’, written in 1832 by Lydia M. Child. Read the newspaper article by John Humphrys in the separate Resource Material. A1. (a) How much food is wasted by the British every year? [1] (b) How much does it cost to get rid of wasted food? [1] (c) How much food is thrown away by an average supermarket every year? [1] A2. John Humphrys is trying to persuade us to be less wasteful. How does he try to do
this? [10] You should comment on:
what he says to influence readers; his use of language and tone; the way he presents his argument.
To answer the following questions you will need to read the extract opposite by Lydia M. Child. A3. (a) What does the writer mean by “Time is money” in line 2? [1] (b) What does the writer suggest family members should do to help in the
house? [2] A4. What do you think and feel about Lydia M. Child’s views about running a household? [10] You should comment on:
what is said; how it is said.
You must refer to the text to support your comments To answer the following questions you will need to use both texts. A5. According to these two writers, why should Americans change their attitudes to
leftover food? [4] A6. Both of these texts are about waste. Compare the following:
the writers’ attitudes to waste; how they get across their arguments.
[10]
You must use the text to support your comments and make it clear which text you are referring to.
GCSE ENGLISH LANGUAGE Specimen Assessment Materials 11
© WJEC CBAC Ltd.
The American Frugal Housewife
The true economy of housekeeping is simply the art of gathering up all the fragments, so that nothing be lost. I mean fragments of time, as well as materials. 'Time is money.' For this reason, cheap as stockings are, it is good economy to knit them. Cotton and woollen yarn are both cheap; stockings that are knit wear twice as long as woven ones; and they can be done at odd minutes of time, which would not be otherwise employed. Where there are children, or aged people, it is sufficient to recommend knitting, that it is an employment. Nothing should be thrown away so long as it is possible to make any use of it, however trifling that use may be; and whatever be the size of a family, every member should be employed either in earning or saving money. Buy merely enough to get along with at first. It is only by experience that you can tell what will be the wants of your family. If you spend all your money, you will find you have purchased many things you do not want, and have no means left to get many things which you do want. Have all the good bits of vegetables and meat collected after dinner, and minced before they are set away; that they may be in readiness to make a little savoury mince meat for supper or breakfast. Take the skins off your potatoes before they grow cold. Economy is generally despised as a low virtue, tending to make people ungenerous and selfish. This is true of avarice; but it is not so of economy. The man who is economical, is laying up for himself the permanent power of being useful and generous. He who thoughtlessly gives away ten dollars, when he owes a hundred more than he can pay, deserves no praise,— he obeys a sudden impulse, more like instinct than reason: it would be real charity to check this feeling; because the good he does maybe doubtful, while the injury he does his family and creditors is certain. It would be better to ensure that no opportunity for economy is overlooked. Use the shopping list for a family for a week to make sure nothing – food nor money – is wasted.
Weekly shopping list Cost
Meat for Sunday, etc. (3 lbs of salt beef at 2½ cents per lb.) 7½ cents Tea, sugar and milk 15 cents Vegetables 6 cents Oil 6 cents Coals 2 cents Bread 22 cents Meat, vegetables, etc. for a stew (six persons) 9½ cents Soap, soda, and other sundries 6 cents Potatoes and lard (a "baked dinner") 4 cents Total expenditure for the week 78 cents
The American Frugal Housewife, by Lydia M. Child 1832
GCSE ENGLISH LANGUAGE Specimen Assessment Materials 12
© WJEC CBAC Ltd.
‘WASTE NOT, WANT NOT’ The Proverb We All Forgot
In the wilds of Texas I once went to a restaurant called the Big Texan. Its name derives partly from the size of the waiters – you have to be at least 6ft 6in to work there – and partly from the size of the portions. The speciality of the house is a steak that weighs 72oz. That is approximately the size of the average Sunday joint, with enough left over for at least another family meal.
Most people give up and what they leave is, of course, thrown away. The whole place is one great temple dedicated to the worship of waste and if you ever feel the need for a swift dose of British moral superiority, I strongly recommend a visit to the Big Texan. When it comes to waste, the Americans are the unquestioned champions of the world.
But the British are beginning to challenge them. An official report has revealed that we waste 500,000 tons of food every year. Now that is not food that has grown mould in the back of the fridge and lurks there threatening to take over the world; it is edible food that has merely passed its sell by date on the supermarket shelves.
It is worth about £400 million and it costs another £50 million just to get rid of it. Here is what happens to most of it.
When we buy our food in the supermarket we rummage around the shelves to find the product with the latest sell by date. The stuff with the earliest dates is left on the shelf and, because the barmy rules and regulations would have us believe that we shall die in agony if we eat a spoonful of yoghurt 30 seconds after the date on the carton, it ends up in the landfill site. It is shameful nonsense. Every year a typical supermarket chucks out 50 tons of perfectly good food. Still feel so smug about the wasteful Americans?
That food could be used by any number of needy people, but we throw it out. Only a fraction is handed over to charities, who are constantly begging for more. Some of us might cluck a little over the wickedness of a world in which we waste food while Ethiopian children starve, but we get over it. We smile at memories of our mothers telling us it’s wrong not to eat all your dinner when children are starving in Africa. The truth is, we only care about waste in the context of money. Our attitude seems to be, if we can afford to waste things, then why the hell shouldn’t we?
I know a woman who is reasonably well off and a keen cook, who will not use a recipe calling for egg whites unless she can find use for the yolks at the same time. She would rather slit her wrists than throw out perfectly good egg yolks.
But then, she is 70 and, as she says, she came to hate waste during the war years and rationing. She thinks it is plain wrong to waste. She is right.
I am still smarting from an interview I did last year. I confessed to the interviewer that I turned off lights when I left the room and boiled only a mug-full of water if that was all I needed. Could this really be true? I’m afraid so, I said. Such ridicule was heaped on me in her article that I bought all the papers in my local shop, dumped them in the recycling bin (naturally) and went into hiding. If only I had admitted to being a serial murderer instead.
Now, if you will excuse me, I need to pop outside because a police horse has just deposited a great pile of manure in the road in front of my house. It will do wonders for my vegetables and it would be such a waste to leave it there to be squashed by a passing car. However, I shall cover my head with a balaclava just in case anybody sees me with my shovel. They would think I was crazy.
John Humphrys
The Sunday Times, 9th April 2000
GCSE ENGLISH LANGUAGE Specimen Assessment Materials 13
© WJEC CBAC Ltd.
SECTION B: 40 marks
Answer Question B1 and Question B2.
In this section you will be assessed for the quality of your writing skills.
For each question, 12 marks are awarded for communication and organisation; 8 marks are
awarded for vocabulary, sentence structure, punctuation and spelling.
Think about the purpose and audience for your writing.
You should aim to write about 300-400 words for each task. B1. Your school/college is keen to reduce waste.
Write a report for the Headteacher/Principal suggesting ways this might be done.
You could include:
• examples of waste at the moment; • your ideas about how the situation could be improved. [20]
B2. A proposal has been made to hold a motorcycle race on the roads in your area.
You have decided to write an article for your community magazine to share your views on this proposal. You could write in favour or against this proposal.
Write a lively article for the magazine giving your views. [20] The space below can be used to plan your work.
Mathematics AQA GCSE Mathematics
One non-calculator and one calculator exam.
What you need to revise: For groups 2, 3 and 4 see the foundation checklist attached
For groups 1 see the Higher checklist attached
This is what you should use to revise: Mathswatch.co.uk
Corbettmaths.com
Onmaths.com
For more information please contact: Your Child’s maths teacher
FOUNDATION - Grades 1 - 5
Foundation - Geometry and Measures
I can do this Grade Title 5 Arc lengths and sectors 5 Derive triangle results 5 Enlargements and negative SF 5 Loci 5 Pythagoras 5 Similarity and Congruence 5 Standard constructions 5 Surface Area 5 Trigonometric ratios 5 Volume 4 Alternate and corresponding angles 4 Area of a circle 4 Areas of composite shapes 4 Areas of triangles, trapezia and parallelograms 4 Bearings 4 Circle terminology 4 Circumference of a circle 4 Congruent triangles 4 Enlargements and fractional SF 4 Perimeter of 2D shapes 4 Plans and elevations 4 Polygons 4 Solve geometrical problems 4 Vector arithmetic 4 Volume of prisms 3 3-D Shapes 3 Congruent and similar shapes 3 Geometrical terminology and diagrams 3 Measuring lines and angles 3 Properties of quadrilaterals 3 Properties of triangles 3 Translations and vectors 3 Using standard units
Foundation - Algebra
I can do this Grade Title 5 Algebraic terminology 5 Cubic and Reciprocal graphs 5 Deduce quadratic roots algebraically 5 Derive an equation 5 Equation of a line 5 Expand the product of two binomials 5 Factorising quadratic expressions
5 Fibonacci, quadratic and simple geometric sequences
5 Graphical solution to equations 5 Inequalities on number lines 5 Linear equations 5 Quadratic graphs 5 Reciprocal real-life graphs 5 Simplify indices 5 Simplify surds 5 Solve linear inequalities in one variable 5 Writing formulae and expressions 4 Changing the subject 4 Collecting like terms 4 Expressions 4 Factorise single bracket 4 Finding the equation of a line 4 Graphs of linear functions 4 Graphs of quadratic functions 4 Linear equations one unknown 4 Multiplying single brackets 4 Non-standard real life graphs 4 nth term of a linear sequence 4 Number machines 4 Substitution 4 Using "y = mx + c" 3 Coordinates in four quadrants 3 Plotting straight line graphs 3 Position to term rules
3 Sequences of square, triangular and cube numbers
3 Using Formulae 2 Sequences and Rules
Foundation - Statistics
I can do this Grade Title
5 Histograms with equal class widths 5 Scatter graphs 4 Comparing data using graphs 4 Comparing Distributions 4 Correlation 4 Population 4 Sampling 4 Scatter Diagrams 4 Time series 3 Charts and Diagrams 3 Pie Charts 3 Types of data 3 Vertical Line Charts
Foundation - Ratio, Proportion and rates of change
I can do this Grade Title 5 Compound Units 5 Gradient & the rate of change 5 Growth and decay 5 Interpret Proportion 5 Percentage change 5 Problems with compound units 5 Scale factors and similarity 5 Simple Interest and Financial Maths 5 Solve Proportion Problems 4 Compare Fractions, Decimals and Percentages 4 Compare lengths, area, volume 4 Comparing quantities as a ratio 4 Division of a quantity as a ratio 4 Express one quantity as a % of another 4 Percentage change 4 Problems involving ratio 4 Proportion and ratio 4 Ratio and fractions 4 Ratio Sharing 3 Convert standard units 3 Express one quantity as a fraction of another 3 Use ratio notation 3 Use scale factors, diagrams and maps
Foundation - Number
I can do this Grade Title 5 Calculating with fractions 5 Error intervals 5 Index Laws 5 Limits of accuracy 4 Adding and subtracting fractions 4 Checking calculations 4 Compound measures 4 Converting metric units 4 Estimation 4 Fractions and percentages 4 Fractions and ratio problems 4 Interpret calculator displays 4 LCM and HCF 4 Multiples and factors 4 Multiplying fractions 4 Operations 4 Order of operations 4 Powers 4 Rounding 4 Standard Form 4 Terminating decimals and fractions 3 Decimals 3 Listing outcomes 3 Prime numbers 3 Using standard units 2 Add and Subtract integers 2 Dividing integers 2 Multiplying integers 2 Ordering numbers 2 Place value
HIGHER - Grades 4 – 9
Higher - Algebra
I can do this Grade Title
9 Approximate solutions to equations using iteration.
9 Equation of a circle 9 Equation of a tangent 8 Algebra and Proof 8 Gradients and area under a graph 8 Graphs of trigonometric functions
8 Quadratic equations (completing the square)
7 Composite functions
7 Expand the product of two or more binomials
7 Factorising difficult quadratic expressions
7 Geometric Sequences 7 Graphs of exponential functions
7 Quadratic equations (needing re-arrangement)
7 Quadratic equations (quadratic formula)
7 Real-life exponential graphs 7 Represent quadratic inequalities 7 Simultaneous equations (non-linear) 7 Solve quadratic inequalities
7 Translations and reflections of a function
7 Turning points & completing the square 6 Algebraic fractions 6 Identifying parallel lines 6 Inverse functions 6 Linear inequalities in two variables 6 nth term of a quadratic sequence 6 Quadratic equations (factorisation)
I can do this Grade Title
6 Quadratic equations (graphical methods)
6 Represent linear inequalities 6 Simultaneous equations (linear) 5 Algebraic argument 5 Algebraic terminology 5 Cubic and Reciprocal graphs 5 Deduce quadratic roots algebraically 5 Derive an equation 5 Equation of a line 5 Expand the product of two binomials 5 Factorising quadratic expressions
5 Fibonacci, quadratic and simple geometric sequences
5 Graphical solution to equations 5 Inequalities on number lines 5 Linear equations 5 Quadratic graphs 5 Reciprocal real-life graphs 5 Simplify indices 5 Simplify surds 5 Solve linear inequalities in one variable 5 Writing formulae and expressions 4 Changing the subject 4 Collecting like terms 4 Expressions 4 Factorise single bracket 4 Finding the equation of a line 4 Graphs of linear functions 4 Graphs of quadratic functions 4 Linear equations one unknown 4 Multiplying single brackets 4 Non-standard real life graphs 4 nth term of a linear sequence 4 Number machines 4 Substitution 4 Using "y = mx + c"
Higher - Geometry and Measures
I can do this Grade Title
8 Circle theorems 8 Vector arguments and proof 7 Area of a triangle 7 Cosine Rule 7 Pythagoras and trig 2D and 3D 7 Sine Rule 6 Combined transformations 6 Congruence and Similarity 6 Standard trigonometric ratios 5 Arc lengths and sectors 5 Derive triangle results 5 Enlargements and negative SF 5 Loci 5 Pythagoras 5 Similarity and Congruence 5 Standard constructions 5 Surface Area 5 Trigonometric ratios 5 Volume 4 Alternate and corresponding angles 4 Area of a circle 4 Areas of composite shapes 4 Areas of triangles, trapezia and parallelograms 4 Bearings 4 Circle terminology 4 Circumference of a circle 4 Congruent triangles 4 Enlargements and fractional SF 4 Perimeter of 2D shapes 4 Plans and elevations 4 Polygons 4 Solve geometrical problems 4 Vector arithmetic 4 Volume of prisms
Higher - Statistics
I can do this Grade Title 6 Boxplots 6 Cumulative frequency 6 Histograms with unequal class widths 6 Quartiles and Interquartile Range 5 Histograms with equal class widths 5 Scatter graphs 4 Comparing data using graphs 4 Comparing Distributions 4 Correlation 4 Population 4 Sampling 4 Scatter Diagrams 4 Time series
Higher - Probability
I can do this Grade Title 7 Conditional Probability 5 Probability of dependent events 5 Probability of independent events 4 Mutually exclusive sum 4 Relative Frequency 4 Tables and Grids 4 Theoretical Probability 4 Unbiased Samples 4 Venn Diagrams
Higher - Number
I can do this Grade Title 8 Surds 7 Index Laws (negative and fractional) 7 Product rule 7 Recurring Decimals 7 Upper and lower bounds 6 Finance 1 6 Powers and Roots 6 Product of prime factors 6 Using Pi 5 Calculating with fractions 5 Error intervals 5 Index Laws 5 Limits of accuracy 4 Adding and subtracting fractions 4 Checking calculations 4 Compound measures 4 Converting metric units 4 Estimation 4 Fractions and percentages 4 Fractions and ratio problems 4 Interpret calculator displays 4 LCM and HCF 4 Multiples and factors 4 Multiplying fractions 4 Operations 4 Order of operations 4 Powers 4 Rounding 4 Standard Form 4 Terminating decimals and fractions
Higher - Ratio, Proportion and rates of change
I can do this Grade Title 9 Gradients and the rate of change 7 General iterative processes 6 Direct and inverse proportion 5 Compound Units 5 Gradient & the rate of change 5 Growth and decay 5 Interpret Proportion 5 Percentage change 5 Problems with compound units 5 Scale factors and similarity 5 Simple Interest and Financial Maths 5 Solve Proportion Problems 4 Compare Fractions, Decimals and Percentages 4 Compare lengths, area, volume 4 Comparing quantities as a ratio 4 Division of a quantity as a ratio 4 Express one quantity as a % of another 4 Percentage change 4 Problems involving ratio 4 Proportion and ratio 4 Ratio and fractions 4 Ratio Sharing
Biology [AQA 9-1]
[Biology Paper 1: 1 Hour 45 Minutes excluding extra time]
[Higher Tier Grades 4-9]
[Foundation Tier Grades 1-5]
What you need to revise: Biology Topics B1-4 (Cell Biology, Organisation, Infection and Response, Bioenergetics)
These topics can be found in your son/daughter’s CGP revision guides/workbooks
This is what you should use to revise: CGP Green Biology Revision Guide/Workbook (topics B1-4) Practice Papers and Mark schemes on your son/daughters Homework System (Free)
https://www.senecalearning.com/ (Free)
Get Started for Free-> Sign Up -> AQA Triple Biology
Doddle Quizzes (Free): Institution: The Netherhall School CB1 8NN
Username: FullName15
Password: netherhall
YouTube (Free): Freesciencelessons
Primrose Kitten
Schoology (Free)
Username: netherhallscience Password:netherhall
BBC Bitesize Website (AQA GCSE Science)
https://www.bbc.com/bitesize/subjects/zrkw2hv
For more information please contact: Mr C Suddick: Head of Science Faculty
[Chemistry] [AQA 9-1]
[Chemistry Paper 1: 1 Hour 45 Minutes excluding extra time]
[Higher Tier Grades 4-9]
[Foundation Tier Grades 1-5]
What you need to revise: Chemistry Topics C1-5 (Atomic Structure and Periodic Table, Bonding, Structure and Properties of Matter, Quantitative Chemistry, Chemical Changes, Energy Changes)
These topics can be found in your son/daughter’s CGP revision guides/workbooks
This is what you should use to revise: CGP Orange Chemistry Revision Guide/Workbook (topics C1-5) Practice Papers and Mark schemes on your son/daughters Homework System (Free)
https://www.senecalearning.com/ (Free)
Get Started for Free-> Sign Up -> AQA Triple Biology
Doddle Quizzes (Free): Institution: The Netherhall School CB1 8NN
Username: FullName15
Password: netherhall
YouTube (Free): Freesciencelessons
Primrose Kitten
Schoology (Free)
Username: netherhallscience Password: netherhall
BBC Bitesize Website (AQA GCSE Science)
https://www.bbc.com/bitesize/subjects/zrkw2hv
For more information please contact: Mr C Suddick: Head of Science Faculty
Physics AQA 9-1
Physics Paper 1: 1 Hour 45 Minutes excluding extra time
Higher Tier Grades 4-9
Foundation Tier Grades 1-5
What you need to revise: Physics Topics P1-4 (Energy,Electricity,Particle Model of Matter, Atomic Structure)
These topics can be found in your son/daughter’s CGP revision guides/workbooks
This is what you should use to revise: CGP Purple Physics Revision Guide/Workbook (topics P1-4) Practice Papers and Mark schemes on your son/daughters Homework System (Free)
https://www.senecalearning.com/ (Free)
Get Started for Free-> Sign Up -> AQA Triple Biology
Doddle Quizzes (Free): Institution: The Netherhall School CB1 8NN
Username: FullName15
Password: netherhall
YouTube (Free): Freesciencelessons
Primrose Kitten
Schoology (Free)
Username: netherhallscience Password: netherhall
BBC Bitesize Website (AQA GCSE Science)
https://www.bbc.com/bitesize/subjects/zrkw2hv
For more information please contact: Mr C Suddick: Head of Science Faculty
Combined Science (Double Award) AQA 9-1
Biology, Chemistry and Physics Paper 1 (All 3 papers are 1 Hour 15 minutes excluding extra time)
Higher Tier Grades 4-9
Foundation Tier Grades 1-5
What you need to revise: Biology Paper 1 -4 Cell Biology, Organisation, Infection and Response, Bioenergetics
Chemistry Paper 1 – C1-5 (Atomic Structure and Periodic Table, Bonding, Structure and Properties of Matter, Quantitative Chemistry, Chemical Changes, Energy Changes)
Physics Paper 1 – P1-4 (Energy, Electricity, Particle Model of Matter, Atomic Structure)
These topics can be found in your son/daughters corresponding CGP revision guides/workbooks
This is what you should use to revise: CGP Revision Guides/Workbooks (Biology topics 1-4, Chemistry 1-5, Physics 1-4) Practice Papers and Mark schemes on your son/daughters Homework System (Free)
https://www.senecalearning.com/ (Free)
Get Started for Free-> Sign Up -> AQA Triple Biology
Doddle Quizzes (Free): Institution: The Netherhall School CB1 8NN
Username: FullName15
Password: netherhall
YouTube (Free): Freesciencelessons
Primrose Kitten
Schoology (Free) Username: netherhallscience Password: netherhall
BBC Bitesize Website (AQA GCSE Science)
https://www.bbc.com/bitesize/subjects/zrkw2hv
For more information please contact: Mr C Suddick: Head of Science Faculty
ART & DESIGN Create a visual interpretation of the theme: IDENTITY over 2 days in the art studio for a total of 10 hours.
What you need to revise: Through your sketch pad research ideas and artists A01, experiment and explore materials A02, record and develop ideas A03 and present an informed, imaginative and original final outcome A04.
This is what you should use to revise: Ensure that you have covered A01 develop: that you have looked at a variety of artists and that has informed your work. A02; refine: that you have used a variety of materials skilfully and selected appropriate to intentions, A03: record: selected your subject matter and drawn and annotated your ideas and developments, A04: present: your pad should through A01-4 show a sequential development that leads to your final piece.
For more information please contact: Miss Schofield/Mrs Williams
GCSE Business (Edexcel specification)
1 hour exam; a combination of Multiple Choice, Short Answer, and Long Answer Questions
What you need to revise: Topic 1.1 Enterprise and entrepreneurship
Topic 1.2 Spotting a business opportunity
Topic 1.3 Putting a business idea into practice
Topic 1.4 Making the business effective
Topic 1.5 Understanding external influences on business
Topic 2.1 Growing the Business
This is what you should use to revise: Year 10 and 11 Folder (tabs 1-6) including your exercise book and printed worksheets
GCSE Edexcel Business revision available here: https://www.senecalearning.com/
CGP green book ‘The Revision Guide’
CGP white book ‘Exam Practice Workbook’
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html
For more information please contact: Mr Adrian Weston
OCR Computer Science (9-1) 90 minute written exam paper covering both components
• Component 1 – Computer Systems • Component 2 – Computational thinking, algorithms and programming
What you need to revise: Component 1 Topics
1.1 - System Architecture 1.2 – Memory 1.3 – Storage 1.4 - Wired and wireless networks 1.5 – Network topologies, protocols and layers
Component 2 Topics
2.1 – Algorithms 2.2 – Programming Techniques 2.4 – Computational Logic 2.6 – Data representation
This is what you should use to revise: Websites
https://www.bbc.com/bitesize/examspecs/zmtchbk https://cambridgegcsecomputing.org/ https://www.senecalearning.com/ - Class code 3lw5v3e8e2
Workbooks on google Classroom Homework videos on https://edpuzzle.com/
Text books
OCR Computer Science (9-1) by George Rouse and Sean O’Byrne ISBN 978-1-4718-6614-2
For more information please contact: Miss Pascoe
Drama GCSE
Component 3: Theatre Makers in Practice.
You will answer 5 questions, ranging from 4 to 14 marks each, in response to an extract of DNA.
During the exam you will be given 5 questions and an extract from a key moment in the play.
You will answer questions from the perspective of an Actor, Director and Designer.
What you need to revise: The extract that you will answer under exam conditions will be ‘unseen’ – however, as a class we will read through and analyse the play in full, before the examination.
You must use the correct subject terminology for your answers and so must revise the correct use of Drama language.
Additionally, you must revise the answer structure, Themes and appropriate Drama Strategies available to you.
This is what you should use to revise: BBC Bitesize, secondary subjects / Drama - https://www.bbc.com/bitesize/subjects/zbckjxs
Edexcel GCSE Drama revise book – supplied by Drama Dept.
CGP GCSE Drama Revision Guide – supplied by Drama Dept
For more information please contact: L.Parry – [email protected]
TUnthank – [email protected]
GCSE Economics (AQA specification)
1 hour exam; a combination of Multiple Choice, Short Answer, and Long Answer Questions
What you need to revise: Year 10: Economic Foundations
Resource Allocation
Determining Prices
Production, Costs, Revenue and Profit
Competitive and Concentrated Markets
Market Failure
Year 11: Introduction to the National Economy
Government Objectives
This is what you should use to revise: Year 10 Folder (tabs 1-6) including printed worksheets and Course Companion Chapters
Year 11 Folder (tabs 1-3) including printed worksheets and Course Companion Chapters
Tutor2u Electronic Course Companion PDF file
Weblink to OCR Electronic Textbook sent out via student email*
Classroom Sample OCR Textbook*
*we do not follow the OCR specification, however these are very good sources that cover the same material taught in the AQA course.
For more information please contact: Mr Adam Fraser
GCSE Food Preparation and Nutrition
Year 11 Mock Revision List
Choux Pastry
Roux Sauce making
Bread Making
Methods of Heat Transference (Conduction, convection and Radiation)
Primary Food Processing
Carbohydrates including Fibre NSP
Fat in the diet
B vitamins
Protein
Vegetarian diets
Other dietary needs
Food waste and how to avoid it
Safety when cooking
Factors that contribute towards food waste • buy one get one free (BOGOF) offers at the supermarket encourage wastage if the second item is not needed • lack of planning in what is purchased so food does not get used • buying food on impulse that no one likes in the family just because it is on offer • storing food correctly so it does not deteriorate. • not using up the oldest food first in the fridge so it "goes off "/not checking best before dates/use by dates • buying large packs of food because it seems better value that is the not all used • cooking too much food for the number eating the meal • not cooking food that people like so it becomes waste/is not eaten • panic buying due to weather forecast • panic buying due to shortage scares
Ways to reduce waste • plan weekly meals and make a list of things needed, only buy what is needed • correct storage of food/read labels to store correctly • do not buy BOGOF unless you need the second item or can store/freeze it • check dates on foods stored in the fridge and use them in meals/make dishes and freeze them for later • check on who is going to be in for meals so you don't make too much • check sizes/portions/pack size of food so you don't overbuy • freeze leftovers for another day • use leftover ingredients for another dish • make soups/stews with left over vegetables • make dishes that everyone likes • shop on-line less tempting to overstock • use gluts of fruits etc to produce preserved products eg. jams, jellies • use bones/carcuses/vegetable peelings to make stocks • Do not purchase pre–packed fruit products e.g. fruit vegetables, buy individual items
The reasons why complex carbohydrates and foods with a high dietary fibre content should
be included in the daily diet.
• complex carbohydrates (that is, starches), rather than simple carbohydrates (i.e.,sugars), are a good source of energy and the main source of a range of nutrients in our diet. As well as starch, they contain fibre, calcium, iron and B vitamins • many complex carbohydrates have increased wholemeal/wholegrain values which are a good source of carbohydrates in the form of starch/NSP as they include the bran part and have had nothing removed • starches take longer for the body to digest so they provide an even release of energy over a sustained period of time • gram for gram they contain fewer than half the calories of fat • they are bulking food so will fill you up for longer • wholemeal/wholegrain versions of products have a higher nutritional value than ‘white alternatives’–they contain B vitamins, Iron, vitamin E so therefore can make achieving a balanced diet easier to achieve • these foods can help if someone is trying to lose weight, if eaten and sufficient water is drank the food e.g. bread can soak up the liquid and swell – act like a sponge keeping you fuller for longer/less foods are consumed/avoids overeating which could lead to obesity • they provide NSP which can help with digestion, prevent constipation/efficient removal of waste products to prevent various bowel disorders • Some types of dietary fibre (present in fruits and vegetables such as apples, turnips, sweet potatoes, oats and pulses) can only be partly digested and may help to reduce the amount of cholesterol in the blood • Some, such as wholegrain foods, fruit, vegetables, beans and lentils, have a low glycaemic index (GI). Individuals with diabetes can benefit from eating some low GI foods as eating foods with low GI ratings can help control blood glucose
Good examples of Complex carbohydrates are potatoes, bread, cereals, rice and pasta
High dietary fibre products are Whole grain Ingredients eg. • brown rice • buckwheat • bulgur • millet • oatmeal • quinoa • rolled oats • whole-grain barley • whole-grain corn • whole oats • whole rye • whole wheat • wild rice
Whole grain products/examples of dishes: • whole-wheat bread instead of white bread (wholemeal) • brown rice instead of white rice • whole-wheat pasta • use whole grains in mixed dishes, such as barley in vegetable soup or stews and bulgur wheat in casserole or stir-fries • substitute whole wheat or oat flour for up to half of the flour in pancakes, waffles, muffins or other flour-based recipes • use whole-grain bread or savoury biscuits in meatloaf. • try rolled oats or a crushed, unsweetened whole grain cereal as breading for baked chicken, fish, veal cutlets
• try an unsweetened, whole grain ready-to eat cereal as croutons in salad
Food Spoilage and preservation The visible signs that food has gone off are, enzymic browning • mould growth • colour change e.g. bananas go brown/black • texture change e.g. soggy tomato
Types of preservation (in the home and commercial):
Freezing: Freeze foods to slow growth/make organisms dormant. Most products can be preserved in a freezer kept at the correct temperature e.g. frozen fish, meat products, ready meals, fruit and vegetables. Shelf lives vary according to product type. Use by dates identify shelf life. Chilling: Keeping food in the fridge or a chiller cabinet slows down growth of microorganisms. A wide range of products can be preserved in a refrigerator e.g. margarine, salad dressings, salad ingredients. Shelf lives vary according to product type. Use by dates identify shelf life. Drying: removes the moisture which stops bacterial growth e.g. herbs, packet sauces. Curing: removes the moisture which stops bacterial growth e.g. meats. Jam Making/Jelly Making/Marmalade: provides a sugary medium which inhibits growth of bacteria and mould e.g. blackcurrants, gooseberries. Heat also plays a part. Shelf life varies depending on storage. Pickling: alters the pH levels inhibiting growth of bacteria and moulds e.g. onions, cabbage, and hard boiled eggs. Shelf life varies between products. Bottling/chutneys: Acidity is crucial in chutneys and some bottled foods because it prevents the growth of the bacteria Clostridium botulinium. Acidity level of the products used can be adjusted by adding lemon juice, citric acid or vinegar. Fruits may be bottled in sugar solutions e.g. gooseberries, cherries. Heat also plays a part in destroying bacteria. Salting: the salt draws moisture from the food which therefore prevents/inhibits growth of bacteria and moulds e.g. fish. Smoking: Dries the food, removing some moisture and thus inhibits growth of bacteria.e.g. smoked fish, meats. Canning: food contents are processed and sealed in an airtight container. Canning provides a shelf life typically ranging from one to five years, although under specific circumstances it can be much longer. Vacuum Packing: Removes air so no bacteria/moulds can grow e.g. cheese, bacon. Irradiation: is the exposure of food to ionizing radiation. (high-energy electrons and gamma rays) The treatment has a range of effects, including killing bacteria, molds, insect pests, reducing the ripening and spoiling of fruits, and at higher doses inducing sterility. e.g. strawberries. Modified atmosphere packaging Salad vegetables are now being packaged in sealed bags with an atmosphere modified to reduce the oxygen (O2) concentration and increase the carbon dioxide (CO2) concentration. Some concern this may not retain nutrients, especially vitamins.
Factors that cause food spoilage Time Available: Food left in a suitable environment for a period of time will allow growth of yeasts/bacteria/moulds. Temperature: (warm conditions needed) Bacteria are most active between 5 and 65 degrees Celsius, which is known as the danger zone. Optimum temperature for bacterial growth 37 degrees, ie body temperature. Below 0 degrees bacteria will become dormant. Most cannot survive above 72 degrees. Water/Moisture: is necessary for growth of bacteria and moulds. pH levels affect growth: Most bacteria are unable to grow in acid or alkaline conditions. Air/Oxygen: Anaerobic and aerobic: Some bacteria can grow in anaerobic conditions, but none can grow in a vacuum.
Vegetarian Diets
Sources of Protein are:
• cheese e.g. cheddar, edam, red Leicester • Eggs
• milk, • TVP (Textured Vegetable protein) • Quorn, • pulses e.g. soya beans, red kidney beans, baked beans, chick peas • lentils e.g. red, yellow • tofu
Reasons why people become vegetarians include: Religious reasons: many religions and Buddhists eat a vegetarian diet • ethical reasons: people are concerned about the way animals are treated; they do not want animals reared to be killed; factory farming; love animals; • environmental reasons: amount of land required to rear animals v's crop production of soya etc. deforestation to graze cattle • health benefits: a vegetarian diet contains less saturated fat, more vitamins, more fibre, therefore person is less likely to develop heart disease, cancers etc. • family upbringing: the family has always been vegetarian so the child is raised that way • personal preference: do not like the taste/texture of meat/fish • food scares BSE:CHD, food poisoning, addition of hormones/chemicals to meat • peer pressure/fads and phases teenagers go through
How to have a balanced Lacto vegetarian diet.
need adequate High Biological Value (HBV) protein source from cheese and milk, also eggs. • soya products provide Low Biological Value (LBV) • if eating LBV foods need to have a variety to provide all the necessary amino acids • variety of fruit and vegetables to provide vitamins and minerals • high proportion of eggs being used so diet could be high in cholesterol may rely on ready-made vegetarian meals/takeaways which may be high in fat • possible lack of iron as one of the best sources is red meat, so need to eat spinach, dried apricots, pulses, black treacle, dark green leafy vegetables. • reference to the friend needing iron as female: menstruation • need to eat foods high in Vitamin C to help iron absorption • reference to Vitamin B12 found in meat, so need to eat marmite, yeast extract or fortified breakfast cereals/ take a supplement • ensure diet is not too high in fat due to eating cheese as the primary protein source
Bread and bread making
B vitamins found in bread are thiamine and riboflavin white flour is fortified by law with calcium • during extraction (production of wholemeal flour) minerals are removed Strong plain flour function: • provides gluten, (formed by combining gliadin and glutenin, natural proteins in wheat) • forms an elastic stretchy dough – when mixed with a liquid • gluten stretches to hold the carbon dioxide bubbles produced by the yeast • provides structure to the cooked bread as it coagulates when cooked at high temperature • enables dextrinization of starch: brown colour Yeast function: • it uses both respiration and fermentation (mostly the latter) to develop • it produces gas bubbles/carbon dioxide which is trapped by the dough and makes the bread rise • it uses available sugar for growth Water function: • binds dry ingredients together • if warm provides suitable condition for yeast to activate/fermentation • provides moist conditions for the yeast How the ingredients work together • the flour (starch and sugar) provide food for the yeast • the water provides moisture and warmth within the dough • the yeast is distributed throughout the mixture during mixing • as bread dough is kneaded, natural proteins in the flour line up and strands of gluten form to create a matrix within the bread dough • the gluten becomes elastic when developed by kneading and can be pushed up by the carbon dioxide produced by the yeast during fermentation • carbon dioxide expands when heated and releases alcohol which provides the aroma produced when bread is cooked • the gluten entangles the bubbles of carbon dioxide and when heated sets giving bread its open texture • heat causes the sugar to caramelize which gives the crust a good colour (dextrinisation) Primary Processing When raw foods are changed or converted into foods that can be eaten immediately or into ingredients that can be used to produce other food products. Good Examples of Primary Processing are: • washing salad vegetables e.g. spring onions/radishes • squeezing fruit e.g. fruit juice • chopping, slicing or cutting e.g. meats or poultry- chicken breasts • sorting, shelling, peeling vegetables e.g. carrots, potatoes, peas • heat treatments e.g. pasteurisation of milk • milling, rolling, sieving e.g. cereals – wheat • refining e.g. sugar beet/cane
• extraction and refining e.g. vegetable oils
Fat in the Diet Function /Explanation Fat is used for; energy provides a concentrated source 1g of fat yields 9 kcals helps insulate body/keep warm layer stored under the skin prevents heat loss protects the vital organs liver, heart etc helps to protect them from physical injury/stored in the adipose tissues which are found around the vital organs works with other vitamins provides fat soluble vitamins A,D,E and K and accommodates the absorption of these vitamins bulks up the diet helps promote a feeling of satiety /fullness enhances food gives food, flavour and texture moistness Reducing the amount of saturated fat in the diet will have a positive impact on health
because: • too much saturated fat can be linked to high blood cholesterol- too much cholesterol in the blood deposited on walls of arteries causes them to narrow restricting blood flow and making them less efficient which can lead to a heart attack and if severe can cause death • excess saturated fat is linked to coronary heart disease (CHD) hence by reducing saturated fat intake the risk of CHD is reduced. • too much is linked to obesity (excessive fatness measured as a ratio of weight to height), which causes additional physical and emotional risks to health • too much saturated fat can cause weight gain/obesity which can cause strain on joints/heart/ lead to mobility problems • too much saturated fat is also linked to diabetes: glucose in blood stream not being balanced correctly • reducing the amount of saturated fat eaten will ensure no excess fat is stored in the liver which could reduce the risk of poor liver function and liver disease • may reduce the chance of cancer (there has been some connections made between eating too much saturated fat and bowel/breast cancer but evidence is limited, however there are links between obesity and cancers such as bowel, pancreatic, uterus and kidneys) examples of saturated fats • saturated fat is found in butter and lard, pies, cakes and biscuits, fatty cuts of meat, sausages and bacon, and cheese and cream
People with different dietary needs: low cholesterol diet: replace full fat butter with polyunsaturated fat, full fat cheese with half fat, full fat milk with semi skimmed, skimmed or evaporated milk to reduce cholesterol level • reduced fat diet: use low fat margarine or half fat butter; use semi skimmed or skimmed milk instead of full fat; use almond milk, as has a lower fat content than cow's milk; use low fat cheese/edam instead of full fat cheddar • high fibre diet: replace white flour with wholemeal flour to increase the dietary fibre (NSP) content • low sodium diet: remove the salt and use herbs to season or lo-salt as an alternative • lactose intolerance use soya products • vegetarian/vegan: replace: cheese, milk , butter with non-dairy/vegetarian alternatives
Science of Making a Cheese Sauce Cooking the combination of butter and flour (the roux) on the heat source before pouring in the liquid, cooks out the raw flour taste, and gives a good colour • when the starch and water combination is heated, the starch molecules expand and press up against one another • when starches are heated to above 150F (65oC), they begin to absorb liquids and swell (This is called “gelatinization of starches” and the scientific principle on how fat and flour thickens liquids) • cooking the roux allows moisture to evaporate leaving a stronger bond between flour and fat
Choux Pastry
Choux pastry is the dough that makes profiteroles and also éclairs. The main characteristic of choux pastry is that it forms a very airy structure with large holes that can be filled with any filling. Choux pastry itself is savoury and doesn’t have a lot of flavour, it’s quite neutral, therefore the filling tends to be the element that makes a snack with choux pastry really stand out, and you can add chocolate/ caramel topping for the sweet version. Plain or strong plain flour is used, with margarine or butter. The mixture should be cooled before adding the eggs. Safety Points Always wear oven gloves Do not use metal spoons to beat in the hot pan, but use the plastic one instead. Do not put the hot pan straight onto the work top, but use the trivet/ heat proof tray instead. Methods of heat transference Conduction Convection
Step 1: Boiling butter & water
Choux pastry is made of only a few ingredients, and each of these has a clear role in the recipe:
• The water is required to make a flexible dough. • The butter serves to give the dough a richer feel and flavour. If no butter would be
added, the choux would have more of a bread like consistency.
Why heat the butter and water?
There are two reasons here. First of all, the butter has to melt, else we won’t get a soft and flexible dough and won’t be able to mix it in. Second, we need the two ingredients to be warm to make sure the starch in the flour of the next step will gelatinize.
Gelatinization? Flour contains starch and when starch is mixed in hot water, it will absorb water and start swelling. This will give a nice thick gluey consistency. This is very similar to what happens when using flour to thicken the filling in a pie or when making a roux for a bechamel sauce or for donuts.
Step 2: Mixing flour with warm liquids
It’s time to add the flour now. Just about all recipes say to add all in at once and stir quickly. It should be stirred until the dough forms a ball. This will give the right consistency to continue and shows that enough water has been absorbed and starch gelatinized.
Step 3: Adding the eggs
Ok, we’ve finally made our ball of nearly-finished choux pastry. Now it’s time to take a break and leave it to cool down. Unfortunately, no short cuts here, do not skip cooling! Why?
Eggs contain proteins .These proteins will curdle and set when the egg is heating. This is what happens when boiling or frying an egg. You want this curdling to happen once the eggs are in the oven (more about that later), not before. By cooling down the mixture before adding the eggs curdling of the eggs is prevented. The reason eggs are added are various. First of all, it adds extra moisture to the mixture and makes it more flexible. It needs flexibility to expand.
Secondly, the proteins will form a sturdy structure when heated, this will support the airy shape of the profiteroles. This is the curdling and denaturation I was just talking about when discussing the moment at which to add the eggs.
Third, eggs contain fat and prevent the puff from becoming dry.
Step 4: Baking the profiteroles/choux pastry
Now that the eggs have been added, it’s time for the final step: baking the pastry. Make little balls of the dough and place these on a baking tray. The choux pastry should be baked at 220°C, probably 10-12 minutes (if you’re making small profiteroles, else it will be longer).
During baking, the doughy, heavy pastry is converted into a light and airy puff, as is shown below. The dough is such that it is very flexible but also contains a lot of water. Because the flour has already firmed up during gelatinization it won’t break but expand because of all the evaporation of moisture inside the puff.
Geography AQA GCSE Geography
Elements will be taken from:
Paper 1 – Living with the physical environment
Paper 2 – Challenges in the human environment
What you need to revise: 1A – The challenge of natural hazards: Tectonic hazards
Weather hazards
Climate change
1B – The living world: Ecosystems
Tropical rainforests
Cold environments
1C – Physical landscapes in the UK: UK landscapes
Coastal landscapes
River landscapes
2A – Urban issues and challenges Urban change and growth
This is what you should use to revise: Revise AQA GCSE (9-1) Geography Revision guide
Revise AQA GCSE (9-1) Geography Revision workbook
(Both of these publications are available from the Geography Department)
Seneca Geography app
BBC Bitesize GCSE AQA Geography
For more information please contact: Mr J. Hill
DT Graphics GCSE
Written exam
What you need to revise: Designers and design
Types of movement
Designing and making principles
Ergonomics & anthropometrics
Working drawings
Materials and their properties
This is what you should use to revise: Your book and materials given to you in class
For more information please contact: Ms Heard
Health and Social Care – Revision for Mocks Course title : BTEC Level 1/ Level 2 Tech Award in Health and Social Care
Exam board: Pearson/Edexcel
Component 3: Health and Well-being
Your mock exam will be a 1 hour paper – your actual (real!) exam on 2/2/20 will be 2 hours
What you need to revise: Your mock exam will only cover work based on Learning Aim A, these topics include:
Health and wellbeing Genetic inheritance
Ill health Accident and injury
Balanced diet Exercise
Substance abuse Personal hygiene
Social interactions Stress
Environmental conditions Housing
Life changing events Accessing services
This is what you should use to revise: Notes from your lessons with Mrs Duncan
Text books – BTEC Tech Award Health and Social Care Student Book
BTEC Tech Award Revision Guide
For more information please contact: Mrs Kay Duncan
Mrs Janet Underwood
History GCSE
2 hour exam- a combination of source, knowledge and essay based questions
What you need to revise: Section A: Germany, 1890-1945: Democracy and Dictatorship:
1) How the Kaiser ruled, 1890-1918 2) Problems affecting the Kaiser, 1890-1918 3) The Problems of 1923 - hyperinflation 4) The consequences of the signing of the Treaty of Versailles for Germany 5) The extent to which Stresemann improved Germany in the years 1924-9 6) How Hitler became Chancellor in January 1933 7) The Nazi economy- improvements and limits to success
Section B: Conflict and Tension, 1918-1939
1) The key terms of the Treaty of Versailles and their effects- military, land losses, reparations and war guilt.
2) The structure and membership of the League of Nations- strengths and weaknesses 3) Abyssinia and Manchuria- why did the League of Nations fail? 4) Events of Hitler’s foreign policy- 1935 5) The remilitarisation of the Rhineland, 1936 6) Anschluss 1938 7) Sudetenland Crisis 1938 8) Nazi Soviet Pact 1939
This is what you should use to revise: Exercise books
Revision guide you can purchase made by the History department - this will cost just £1 to cover printing costs and will be ideal to also use in the November mocks and the real exam next year.
BBC Bitesize - https://www.bbc.com/bitesize/topics/zskcg82
For more information please contact: Mr A Williams
Media CNAT
Practical exam
What you need to revise: How to plan media products
Work plans.
Mind maps
Script formats
Resources and equipment needed for sound recording
This is what you should use to revise: Your book and lessons / materials given to you in class
For more information please contact: Ms samuels
GCSE PE OCR GCSE PE
Paper 1: Physical Factors Affecting Performance
1 hour paper worth 60 marks
What you need to revise: Applied Anatomy and Physiology
The structure and function of the skeletal system
o Location of major bones o Function of the skeleton o Types of synovial joint o Types of movement at hinge joints and ball and socket joints o Other components of joints- ligament, cartilage, tendons
The structure and function of the muscular system
o Location of major muscle groups o Roles of muscle in movement
Movement analysis
o Lever systems o Planes of movement and axes of rotation
The cardiovascular and respiratory systems
o Structure and function of the cardiovascular system o Structure and function of the respiratory system o Aerobic and anaerobic exercise
Effects of exercise on body systems
o Short term effects of exercise o Long term (training) effects of exercise
Physical Training
Components of fitness
Applying the principles of training
o Principles of training o Optimising training
Preventing injury in physical activity and training
This is what you should use to revise:
https://www.bbc.com/bitesize/examspecs/ztrcg82
Your exercise book!
The address below is for a new text book that we do not have in school but is brilliant to use for revision!
https://www.amazon.co.uk/OCR-GCSE-Physical-Education-Student/dp/0198423772/ref=sr_1_4?keywords=ocr+gcse+pe&qid=1559581074&s=gateway&sr=8-4 The address below is for a revision guide that gives brief notes on each topic. https://www.amazon.co.uk/My-Revision-Notes-OCR-GCSE/dp/1510405259/ref=sr_1_1?keywords=ocr+gcse+pe&qid=1559581127&s=gateway&sr=8-1
If you want to sign up for an online video resource The Everlearner is brilliant. This does however cost the individual. Normally schools sign up to this package however if you email [email protected] she will be able to put you onto an individual membership. It is unclear how much this would be according to the website. Remember it is the OCR GCSE course!
For more information please contact: Mr Brocklebank
DT Product Design GCSE
Written exam
What you need to revise: Designers and design
Types of movement
Designing and making principles
Ergonomics & anthropometrics
Working drawings
Materials and their properties
Essential Maths Skills.
This is what you should use to revise: Your book and materials given to you in class plus additional web addresses for revision.
For more information please contact: Ms Heard
MR R Driscoll
Religious Studies GCSE Religious Studies A
Paper 1 Christianity: The study of Religions (8062/13)
What you need to revise: 1. Christian: Beliefs
2. Christian: Practices
This is what you should use to revise: • Revision guide handouts (Christian Beliefs & Practices) • CGP GCSE AQA A Religious Studies Revision Guide • AQA website: Section - Assessment Resources – Paper 1 – Option A (see below)
https://filestore.aqa.org.uk/resources/rs/AQA-806213-EX.PDF https://filestore.aqa.org.uk/resources/rs/AQA-806213-SMS-S2.PDF
(Above are links to sample questions on Paper 1 Christianity with answers included).
For more information please contact: Mr K Abbas (Head of Religious Education, Philosophy & Ethics)
Which subjects to
prioritise? Go to the intranet, what are your anticipated grades?
Which subjects are you furthest off your targets with?
THESE ARE THE ONES YOU SHOULD PRIORITISE.
Subject Anticipated
Grade
Target
I will revise these subjects mainly:
Where do I start with the
revision? Check your target sheet in the front of your books
Look at your test scores
Are there any areas that are weak?
Make a table/list like this one:
Most important things to revise go at the top (these
are the things you are weakest on), least important
things go at the bottom
What sort of activities
should you be doing?
DON’T JUST READ, DO QUESTIONS, PAPERS, TELL
SOMEONE ABOUT IT, GET SOMEONE TO TEST
YOU AND MAKE VIDEOS…
BE ACTIVE!
Revision timetable
Dos
• Include free time
• Include breaks
• Focus on priority (weakest) subjects
• Do different subjects each day
• Build in reviews of the work you did the previous day/session
Don'ts
• Block one subject for the whole day or 3 or 4 sessions in one day
• Make a timetable that is unrealistic
• Plan to do more than 6x30 minutes a day
• Plan to do less than an average of 2x30 minutes per day
• Focus on your strongest subjects only
How to plan your revision
Or
How to build the ultimate revision timetable
1. Which subjects are you going to study?
You should pick the subjects based on which are your weakest topics and which ones you need for
college. You can pick all subjects, but you should still pick 4 or 5 most important ones.
2. Count the number of days between now and you exams
3. Multiply the number of days by 4 to get number of sessions.
This means you will study for 2 hours a day (half an hour a session), which is a balanced amount. If
this is too high try one hour (2 sessions) or too low try 3 hours (6 sessions). This is because each day
you should study 4 different things; variety keeps you focused and prevents you glazing over.
4. Split up your subjects depending on how many sessions you have
So, if you have 4 subjects divide the number of sessions by 4. If you have 5 subjects divide the
number of sessions by 5. If you have 10 subjects of which 4 are key subject divide the number of
sessions by 14 (10+4) and assign double the number you get to each key subject and just the number
you get to each normal subject.
5. Use the information from the exams booklet (published before each set of exams), revision
guides, your reports, your books or your teachers to assign a topic to each session.
6. You can fill this in on your revision timetable, a blank copy of which is at the back of this
booklet; photocopy it if you need more than 1.
7. Success
Worked example
1. Tom decides to focus on Maths, Biology, Chemistry and History. He got the lowest grades in
History in his mocks and wants to study the other 3 at college. However, he studies another
5 subjects and doesn’t want to ignore them entirely.
2. There are 32 days until Tom’s mocks.
3. 32 X 4 = 128
4. Tom wants to focus on 4 subjects and in total he has 9 subjects. He does 128 divided by 13
and gets just under 10. He has 20 sessions for each focus topic and 10 sessions for each
normal subject. He checks his maths (20 x 4 = 80, 5 x 10 = 50, 50 + 80 = 130, which is about
right).
5. He assigns a topic he is weak on to each of the 20 sessions for his 4 key subjects from the
exam booklet. He assigns a topic he is weak on to each of the 10 sessions for his 5 other
subjects.
6. He fills in his revision timetable saying what topic he will study on each day.
7. He starts revising, gets amazing grades and goes to college for the courses he wanted.
The Revision Timetable of …………………………...
You do not need to study from 8am-10pm; decide which hours of the day you can concentrate best.
Time
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00