Markethill High School

Summer Examinations

2015

Year 11 Revision Lists

ART and DESIGN

GCSE students are given a period of 1 ½ hours to execute a ceramic piece for their current Controlled Assessment project. This piece will have been previously planned out on paper, and should demonstrate some of the ceramic techniques demonstrated in the class workshop. All planning work and experimental work should be submitted for assessment. Work is marked holistically, and should show evidence of :

Assessment Objective 1(recording ideas, observations, experiences and imagination)

Assessment Objective 2(analysing and evaluating images, objects and artefacts)

Assessment Objective 3(using media to investigate and develop ideas)

BUSINESS and COMMUNICATION SYSTEMS

Practical ActivitySpreadsheetsDatabasesBusiness lettersData Capture Form

TheoryHuman ResourcesMarketing.

BUSINESS STUDIES

Year 11 Business Studies pupils have no internal examination due to external module examination.

CONSTRUCTION

Chapters 10 & 16-23 from textbook plus drawings of Mortise and Tenon joints.

DRAMA

The practical component will take place during class time on the previously agreed date focusing on their devised performance for controlled assessment (30%/60%)

This will include line learning, costume efforts and appropriate props/accessories to reflect their characters

The written element will incorporate two questions from the paper (one on costume, the other a character essay) which will reflect our recent teaching and learning focus in relation to costume design, annotation and justification for the seven main characters of the play as well as focusing on improvisation and a rehearsal method when portraying a lead role. Students are advised to revise all written notes and completed questions to date.

*It is recommended that all students re-read the script of ‘Blood Brothers’ to refresh their knowledge and understanding of the play*

ENGLISH LANGUAGE

Preparation for Controlled Assessment:

be familiar with J K Rowling interview and speech; listen to both examples via web links; know the context of each sample of spoken language; know purpose and audience of each situation; be able to identify a range of spoken language features eg.

filler, contraction,abbreviation, emotive language; be able to identify and explain the effect of language

techniques eg. alliteration, exaggeration, rhetorical question, repetition;

show awareness of the audience’s response; be able to comment on the tone of voices, speed and volume; use the PEE chain effectively – point/evidence/explanation to

write the essay; have a first draft completed well in advance of the final writing.

FRENCH

All work covered during the year, including language and topic areas, and 1st three modules of GCSE textbook.

See summary page 3-5 of textbook for overview Health, Diet and Well-being Alcohol and Drugs

Family Relationships Equal Opportunities Future Plans Racism Poverty Free Time and Media Home life Money and Shopping Fashion New Technologies Holidays Special Occasions Preparation for reading/ listening test Preparation for Oral Controlled Assessment All tenses and language work covered during the year

GEOGRAPHY

External Module: 19th May 2015.Unit 1: Theme A: The Dynamic LandscapeTheme B: Our Changing Weather and ClimateTheme C: The Restless Earth

GRAPHUIC PRODUCTS

Topics

Tools & Equipment Materials Smart Materials Manufacturing Processes DTP - Desktop Publishing Printing Processes ICT – Information Communication Technology

HISTORY

GERMANY SECTION A

Question 2 Nazi Germany, 1933–1939 Content Focus

Elaboration

□ Nazi Consolidation of Power, 1933–1934 The removal of opposition by

Hitler – the significance of:□ The Reichstag Fire□ The Enabling Act□ The banning of other parties and trade unions□ The threat from Röhm and

the SA□ The Night of the Long Knives□ The death of von Hindenburg

□ Economic Policies, 1933–1939 □ Hitler’s policies to reduce

unemployment including the Public works and the creation of the National Labour Service (RAD), rearmament and conscription

□ Actions to improve the lives of workers through the German Labour Front (DAF), Strength through Joy (KDF), prices and wages

□ Social Policies: Women, Young People and the Churches

□ Nazi aims and changes in the role of women in the family and employment, and the impact of these changes on the lives of women

□ Nazi aims and policies towards young people, including control of education and youth movements and the impact of these policies on the lives of young people

□ Persecution of the Churches

□ Propaganda and Censorship □ Joseph Goebbels, the

Ministry of Propaganda and the use of the radio, cinema, rallies, newspapers, books and censorship to spread Nazi ideas

□ The Creation of the Police State □ The role of the Gestapo, SS

and concentration camps

□ Resistance to Nazi policies within Germany

□ The Persecution of Minorities □ The persecution of

minorities, particularly Jews

□ Nazi policies towards the Jews, 1933–1939 and the impact of these policies on the lives of Jews

Question 3

Nazi Policies and Actions in Europe, 1933–1939 ContentFocus

Elaboration

□ Foreign Policy Aims Aims of Hitler’s foreign policy and the reasons for these

□ The Early Years, 1933–1936 Actions from 1933 to 1936,

including:□ withdrawal from the League of Nations, 1933□ secret increases in military and rearmament between 1933–1934□ first attempt to bring about Anschluss with Austria, 1934□ non-aggression pact with Poland, 1934□ public announcement of conscription and creation of the Luftwaffe in 1935□ reaction of other states to Nazi actions

□ Increasing Ambitions, 1936–1937 □The significance of the

remilitarisation of the Rhineland in 1936, including the actions and reactions of other states

□ The policy of appeasement by Britain and France, reasons and effects

□ The increase in tempo of foreign policy, 1936–1937

□ Alliances with other states

□ Austria, 1938□ Reasons for attempts to take over Austria and the response of the Austrian government

□ Nazi invasion and takeover, March 1938

□ The Sudetenland and Czechoslovakia, 1938–1939 □ Events surrounding the

Sudetenland and Czechoslovakia

□ Attempts to negotiate a solution, including the Munich Conference

□ The handover of the Sudetenland and Hitler’s reaction

□ The invasion of Czechoslovakia, March 1939 and the consequences

SECTION B Question 10PEACE WAR and NEUTRALIY

□ Dismantling of the Anglo–Irish Treaty

□ De Valera and his role in the dismantling of the Anglo–Irish Treaty, including the 1937 Constitution

□ The Economic War□ Causes and effects of the Economic War on Britain, Northern Ireland and the Free State

□ The end of the Economic War

□ The Anglo–Irish Agreements, 1938 □ The terms of the Anglo–

Irish Agreements of 1938 and reasons for signing

□ The significance of these agreements for relations between Britain, Northern Ireland and Éire

□ Responses to the Threat and Declaration of War □ Responses to the threat of

war in Britain, Northern Ireland and Éire – rearmament and neutrality

□ Responses of Northern Ireland and Éire to the declaration of war

□ Reasons for Northern Ireland’s support, reasons for Éire’s neutrality and attitude of Britain to each

□ Northern Ireland’s Role in the Second World War □ The war effort in Northern

Ireland

□ Northern Ireland’s industrial, agricultural, military and strategic

contributions to the war

□ The Effects of the Second World War on the Lives of People in Northern Ireland

and Éire

□ The impact of war on Northern Ireland, including blackouts, rationing and evacuation

□ The issue of conscription in Northern Ireland and the enlistment of people from Northern Ireland and Éire

□ German Attacks and their Impact on Britain, Northern Ireland and Éire

□ The events and significance of the Battle of Britain

□ The Blitz on Northern Ireland: reasons, effects and events

□ Éire and the Blitz: the State of Emergency, banning of the Irish Republican Army (IRA) and the effects of the Second World War on the lives of the people in Éire

□ Éire’s Neutrality □ The neutrality of Éire – benevolent neutrality in practice, attempts to persuade Éire to enter the war

□ Northern Ireland’s attitude towards Éire’s neutrality

□ The Welfare State and its Impact

□ The reasons for the establishment of the Welfare State in Britain and Northern Ireland

□ Attitudes in Northern Ireland to the introduction of the Welfare State

□ Impact of the Welfare State in Northern Ireland: family allowances, unemployment benefit, national assistance, housing and the NHS

□ The 1947 (Northern Ireland) Education Act and its social impact

□ Life in Éire, 1945–1949 □ Interparty government and its reforms

□ Social and economic developments in Éire after 1945

□ Constitutional Changes and Effects on Relations

□ Declaration of the Republic in 1949: reactions in Northern Ireland and Britain, effects on relationships between Britain, Northern Ireland and the new Irish Republic

□ The Ireland Act 1949:

HOME ECONOMICS CHILD DEVELOPMENT

Unit 1 Family and Parenting1. Family Structures2. Changing patterns of family life3. Children in care4. Pre-conceptual health and care 5. Family planning 16. Family planning 27. Family planning 3

Unit 2 Preparation for the pregnancy and Birth1. Reproduction2. the development of the embryo and foetus3. infertility4. Health and well being in pregnancy5. Antenatal provision (1)6. Antenatal provision (2)7. Birth (18. Birth (2)9. Preparing for the baby10. Postnatal care

Unit 3 Physical Development1. The newborn baby2. The needs of the newborn baby3. Stages of development (1)4. Stages of development (2)5. Stages of development (3)6. Physical development milestones (birth to 5 years)7. Clothing and footwear for babies and children8. Developmental conditions9. Child safety10. Accident prevention11. Safety outside the home12. Safety Issues

Unit 4 : Nutrition and Health1. Feeding the newborn baby2. Bottle feeding3. Mixed feeding4. Nutrition 15. Nutrition 26. Nutrition 37. Healthy eating8. A balanced diet

HOME ECONOMICS FOOD

Convenience foods Food spoilageFood hygieneMethods of food preservationNutritional needs during pregnancy/ toddlers & elderlyVegetarianismFood commodities– eggs/ cerealsNutrients

ICT

1. A typical home computer system2. The CPU3. Input Devices – manual and direct data entry4. Output Devices5. Storage Devices6. The Internet – internet services7. Networks8. Data and Information – databases9. Spreadsheets10. Presentations11. Specialist Terms12. Acronyms

There are many resources Year 11 ICT on the school VLE which will help with revision.There are also some presentations in the Year 12 ICT revision section which would be useful to look at.

LEARNING FOR LIFE AND WORK

Year 11 LLW no internal examination as undertaking Controlled assessment.

MOTOR VEHICLE AND ROAD USER STUDIES

Motoring MathsSecuring the scene of an Accident

2 Stroke Cycle4 Stroke CycleBrake SystemInsuranceDevelopments in Road SystemsDevelopment in the Motor Car & TransportLegal Documents – Road Tax/MOT/ SORN/Licence

MOVING IMAGE ARTS

This 1 ½ hour exam will be based on work covered in the new REVISED GCSE Moving Image spec from September.

Pupils will be tested on all of the areas listed below. They will also be asked to view clips from a variety of film genres, then answer questions relating to the film language used in each. Answers must be detailed and full, as quality of written communication is very important.

Pupils will sit this exam in the Mac Suite and type their answers into a word document for marking. Pupils will gain experience in both Component 1 (Critical Understanding of MIA production) and Component 2 (Acquisition of Skills in MIA production.)

Revision List :

1. GENRE Horror, Western, Action/Adventure, Romantic Comedy, Science Fiction, Crime.

Recognition of the main genre conventions and typical elements within these and their impact on the audience. ICONOGRAPHY, SETTING, NARRATIVE, STYLE, CHARACTER STEREOTYPES.

2. FILM LANGUAGE A) CAMERA FRAMING. Shot types, positioning, angles. CAMERA

MOVEMENT. B) LIGHTING. Natural and pictorial lighting. Principles of three-point

lighting, high and low key lighting, chiaroscuro lighting, other directional lighting and use of shadows.

C) MISE-EN-SCENE. Scenery and settings, props, characters, costumes and acting style.

D) EDITING. Soviet Montage and Continuity Editing (Classical Hollywood.) Conventions of Continuity Editing – 180 degree rule, directional continuity, shot/reverse shot, match-ons, crosscutting, etc.

E) SOUND. Production and post-production sound. Diagetic and non-diagetic sound. Layering of audio (music/backtracks, dialogue/voiceover, sound effects, wild track.) Foley sound.

3. PRE-PRODUCTION PLANNING Scripts, storyboards and shotlists.

4. ANIMATION Types of animation (stop-motion, hand-drawn, cut-outs, CGI) and further examples of these within each type. Pre-production, shooting and post-production in animation.

5. CREATIVE PRODUCTION, MANAGEMENT AND INDUSTRY CONTEXTSIndustry funding, roles and responsibilities on set, legal responsibilities, health and safety issues.

MUSIC

GENERAL POINTS

you should be able to recognise any of the set works (all on your CD, and now all on the VLE)

be conscious of the different styles of music and how they differ in periods of history

look at how the orchestra expanded by comparing the studied works from the Baroque, Classical and 20th Century eras

make sure you know the (sur)names of all the composers and how to spell them; the dates of their births/deaths are not important for GCSE but you MUST know the period of music history that they belonged to

ANY word of musical terminology that we have defined or discussed in class (e.g. imitation, homophony, polyphony)

REPEATED PATTERNS IN MUSIC

Johann Pachelbel: Canon in D Majoro characteristics of music from the Baroque periodo musical structure of a “canon”o use of a ground basso limited orchestration in this piece; what complications

may this lead to for the listener?

o the differences between, and characteristics of, homophony and polyphony

o how the composer is able to sustain the listener’s interest in a piece which simply involves a 4-bar, 8-chord repeated pattern

Ludwig van Beethoven: Symphony No. 7, 2nd Movement – Allegrettoo use of repeated patterns, both melodic and rhythmico the size of the orchestra (compare this with the Händel

and Holst pieces)o notation of the main themes and any extracts quoted as

examples in the CCEA pageso the tonality of the movement and how this changeso structure of the worko the definition of fugal style as demonstrated in the middle

of the movemento the differing instrumentation used in the various playing of

the main theme

Gustav Holst: The Planets Suite – ‘Mars, The Bringer Of War’o use of an irregular time signatureo Holst’s use of the orchestra; listen particularly for the

percussion instrumentso notation of all themes and extracts quoted as examples in

the CCEA pageso which elements are repeated through the work (themes

and rhythms)o structure of the work and the purpose behind ito the tonality of the music

Karl Jenkins: Requiem – ‘Dies Irae’o use of the modern orchestra and choir and their combined

effecto the use of the voice for both rhythm and melodyo notation of all themes and extracts quoted as examples in

the CCEA pageso which elements are repeated through the work (themes

and rhythms)o structure of the work and the purpose behind ito the translation of the words and how effective you feel the

composer has been in setting these to music

INCIDENTAL MUSIC

Felix Mendelssohn: Overture to A Midsummer Night’s Dream

o characteristics of music from the Romantic periodo the purpose of “incidental” musico the structure of Sonata Form and how Mendelssohn varies

it in this pieceo the pattern of keys as the piece unfoldso the name and purpose of each of the various themes

within the piece

Edvard Grieg: Peer Gynt: Morning Mood and In The Hall Of The Mountain King

o characteristics of music from the Romantic periodo the purpose of “incidental” musico the relationship between music and dramao how characters and stories can be expressed through

music/soundo the dramatic qualities of film scoreso the use of instrumentation and pacing to affect the music’s

impactVOCAL MUSIC

George Frideric Händel: Messiah – 6 Excerptso characteristics of music from the Baroque periodo notation of all extracts quoted as examples in the CCEA

pageso differences between Recitativo Secco and Recitativo

Stromentatoo differences between the Aria and the Recitativeo the keys and tonality of the musico the definition of imitationo fugal style as demonstrated in the Choruso use of Soprano, Alto, Tenor, Bass (SATB) Chorus; consider

the ranges of the voiceso the frequent use of “word painting” through the excerptso the technical performance difficulties that may be faced by

the soloist in the “Why Do The Nations” aria

Franz Schubert: Die Erl-König (The Erl-King)o characteristics of music from the Romantic periodo notation of all extracts quoted as examples in the CCEA

pageso the history and style of the Liedo the structure of the composition (through-composed)o how the music has been structured to fit the story-lineo the technical difficulties faced by the performerso the levels of emotion portrayed in the music

Stephen Schwartz: Wicked – 2 Songso the nature and style of musicals and how they developed

through the 20th Centuryo the quality of the melody writing and the use of the

orchestra for a staged performanceo how a theatre director might consider staging these songso the contrasting styles of music used through the song,

“One Short Day”o how the characters are portrayed through the musico how the story is continued through the songso how songs from musicals differ from those (e.g.) in the pop

charts

Snow Patrol: Runo the style of this genre within “popular” musico the use of repetition throughout the songo the instrumentation and use of vocals

P.E.

ConceptsCheck List

1. Define the term Health2. Explain what physical, mental and social health means3. Explain the importance of maintaining physical, mental and

social health4. Explain the consequences of not maintaining physical,

mental and social health5. Define the term Physical fitness6. Explain the term ‘Fit for What’7. Explain the difference between physical health and physical

fitness explain the term exercise8. Explain the term training9. Define the term skill or skilled performance.

Key InfluencesCheck List

1. Explain the key influences that impact on participation in physical activities

Personal characteristics Motivation Arousal Competition Affluence Work-leisure balance for example, occupation or type of

work; cultural heritage; Facilities such as availability, location, access public or

private sector; Experiences in physical activities, for example, school, club,

coaching, excitement, enjoyment, release and success;2. Parents, siblings and peers;3. Cultural Heritage4. Media5. Alternative leisure activities, for example, cinema electronic

games, Internet and shopping; andDiet

6. Define the term diet and explain why we need to eat food;7. Know and understand the components of food:

carbohydrates, fats, proteins, vitamins, minerals, dietary fibre and water;

8. Explain the factors that can affect energy needs, for example, metabolism, age, body size, body composition, gender, physical activity levels and climate;

9. Know and understand the characteristics of balanced, healthy diets and explain how to compose balanced, healthy meals or snacks, such as breakfasts, lunches, dinners or snacks;

10. Compare and contrast diets for health and diets for peak physical fitness;

11. Understand the characteristics and effects of unbalanced, unhealthy diets

Tobacco12. Explain the effects of nicotine, tar and carbon monoxide

on physical performance;13. Explain the long-term effects of smoking on health;

Alcohol14. Explain the effects of alcohol on physical performance;15. Explain the long-term effects of alcohol on health;16. Analyse, interpret and evaluate information on alcohol

The impact of exercise and trainingCheck List

1. Explain why we need to plan sufficient and appropriate physical activity to keep our bodies healthy and in good working order. E.g. consider people’s lifestyles today compared to years ago.

2. Explain the benefits that regular and appropriate exercise can have on:

the body systems; weight control; posture; self-confidence; controlling negative habits; rest and sleep; reducing the risk of some illnesses and diseases; relieving stress; and extending a healthy, active life;

3. Be able to know and understand the components of exercise and physical fitness: aerobic energy production

anaerobic energy production muscular power muscular strength muscular speed muscular endurance flexibility

4. Be able to give examples of activities that demonstrate each of them;

5. Explain what DETERMINES potential in each of the exercise and physical fitness components;

6. Explain the relative importance of the exercise and physical fitness components for health-related exercise programmes based on the physical demands of balanced, healthy lifestyles; Aerobic energy production Muscular endurance Muscular strength Flexibility

7. Explain the relative importance of the exercise and physical fitness components for training programmes for tasks, events, sports or positions within sports, based on their physical demands.

E.G Anaerobic energy production, muscular power and

flexibility for a 100m sprint Aerobic energy production, muscular endurance for a

10km road race.

MethodsCheck List1. Explain the different types of exercise that develop aerobic

and anaerobic energy production for example, rowing, running, cycling, swimming.

2. Explain the different types of exercise that develop muscular fitness for example Sit ups, Press ups, star jumps and bicep curls.

3. Be able to suggest appropriate types of exercise for balanced, healthy lifestyles

4. Explain how these are used effectively to develop physical well-being.

5. Explain the following methods of training: continuous steady-pace training; fartlek training; interval training; circuit training; isotonic weight training; assault course-type training; isometric training; static flexibility training (performed actively or passively); ballistic/dynamic flexibility training

6. Explain how continuous steady-pace training, fartlek training, interval training and circuit training are used effectively to develop aerobic or anaerobic fitness. You will need to discuss the following

Percentage of MHR Time Distance Time and Distance Combined Rest/Recovery Repetitions and Sets

7. Explain how isotonic weight training, circuit training, assault course-type training and isometric training are used effectively to develop muscular power, muscular strength, muscular speed or muscular endurance. You will need to discuss the following

Repetition Maximum or Exercise Intensity

Weight (% of 1 RM) Repetitions Sets Rest Frequency

8. Explain how static flexibility training (performed actively or passively), and ballistic/dynamic flexibility training are used effectively to develop flexibility

9. Analyse, interpret and evaluate information on: the use of exercise to develop physical well-being;

or the use of training methods to develop aerobic or anaerobic

fitness, muscular power, muscular strength, muscular speed, muscular endurance or flexibility

PrinciplesCheck List1. Explain the Principles for Developing Physical Well-Being 2. Explain how physical activity can be built into the working

day, for example using the stairs instead of the lift; walking to and from school and/or work, walking at lunchtime; lifting or carrying objects; and bending, stretching and twisting;

3. Identify how 30–60 minutes of moderate exercise or physical activity can be incorporated each day into people’s lifestyles, for example by gardening, cleaning, walking, cycling or swimming and how this can reduce the time spent on sedentary activities such as watching television or playing video games; and

4. Analyse, interpret and evaluate lifestyle patterns with regard to balanced, healthy lifestyles and be able to make recommendations for improvement

5. Explain the Principles for Developing Peak Physical Fitness: (FITT) and (SPORT)

Frequency, Intensity, Type and Time (FITT) principle;

the principle of specificity; the principle of progressive overload; the principle of overload; the principle of rest and recovery the principle of time (SPORT) principle of variety; the principle of peaking; the principle of reversibility and maintenance;6. Explain how the principles of training are applied safely and

effectively to workouts or training programmes to develop fitness in the components of exercise and physical fitness

Monitoring and AssessmentCheck List

1. explain the purpose of monitoring and assessment2. explain the different ways to monitor and assess the

effectiveness of your training programme listening to your body resting pulse rate recovery rate distance and time repetitions completed measuring range of movement

3. Explain the principles underpinning fair assessment4. List and explain the tests used to assess levels of physical

fitness Progressive shuttle run (bleep test) Sit up test Standing broad jump Sit and reach 30 metre dash Stork stand Ruler test Grip test

5. Be able to explain the components that each test measures6. Describe the equipment needed for each test7. describe the protocol for each test8. explain how the test is measured and recorded9. explain how progress can be measured using the test

regularly during your training programme.Effects

Check List1. Explain the main function of the respiratory system2. Be able to name the main parts of the respiratory system3. Explain how oxygen gets from the outside air into the blood

Inspiration Diffusion

4. Explain the factors influencing performance (controlled by genetic potential) Vital Capacity Ventilation

5. Explain the short-term or immediate effects of exercise on the respiratory system

6. Explain the physical changes that can occur in the respiratory system as a result of long-term, effective training and how these changes affect health and physical fitness performances

7. Explain the main function of the circulatory system8. Name the things that blood transports and explain what they

do9. Explain how blood flows around the body10. Explain the factors influencing performance (controlled

by genetic potential) Stoke Volume Cardiac Output

11. Explain the short-term or immediate effects of exercise on the circulatory system

12. Explain the physical changes that can occur in the circulatory system as a

result of long-term, effective training and how these changes affect health and physical fitness performances13. Explain the main function of the muscular system

Skeletal Cardiac Smooth

14. Explain the terms used to describe the skeletal muscles working Antagonistic pair Flexor muscle Extensor muscle Isometric contraction Isotonic contraction Concentric contraction Eccentric contraction

15. Explain the factors influencing performance Fast twitch and slow twitch fibres Muscle tone

16. Explain the short-term or immediate effects of exercise on the muscular system Aerobic energy production Anaerobic energy production

17. Explain the physical changes that can occur in the muscular system as a

result of long-term, effective training and how these changes affect health and physical fitness performances18. Explain the main functions of the skeletal system19. Explain the main parts of the skeleton20. Explain the different types of joints

Fibrous Cartilaginous Synovial (moveable)

21. Explain the different types of synovial joints Ball and socket Hinge Pivot

22. Explain the factors influencing performance23. Explain the short-term or immediate effects of exercise

on the skeletal system24. Explain the physical changes that can occur in the

skeletal system as a result of long-term, effective training and how these changes affect health and physical fitness performances25. Explain the main function of the digestive system26. Explain the main parts of the digestive system27. Explain how digestion works28. Explain the short-term or immediate effects of exercise

on the digestive system29. Explain the physical changes that can occur in the

digestive system as a result of long-term, effective training and how these changes affect health and physical fitness performances30. Analyse, interpret and evaluate the immediate or long-

term effects that specific exercise or training would have on the respiratory system, the circulatory system, the muscular

R.E.

Personal and Family issues, Abortion, Euthanasia, Capital Punishment

SCIENCE

Year 11 Double Award

Biology – Photosynthesis & PlantsNutrition & HealthEnzymes & DigestionBreathing & Respiratory SystemNervous System & HormonesEcological Relationships & Energy Flow

Chemistry – Elements, compounds and mixturesThe atomIonic, covalent and metallic bondingPeriodic tableAcids and BasesSolubility

The following Physics Topics need to be revised for the GCSE Unit exam on 20th May 2015 - Force & Motion

Mass & Density Kinetic Theory Forms of Energy & Energy

Resources Efficiency, Work & Power Moments Radioactivity

In addition to these topics there will also be questions for which you cannot revise e.g.Drawing & interpreting line graphsBar chartsTables

Single Award

Biology Unit 1 – Food & Energy

Human Activity on the Earth

Chemistry Unit 2 – Hazard symbols, Acids and alkalisRocks, volcanoes and earthquakesPeriodic table

Physics Unit 3 - ElectricityEnergy Resources

WavesSound & Hearing, Echoes & UltrasoundElectromagnetic Spectrum and CommunicationVision

In addition to these topics there will also be questions for which you cannot revise e.g.Drawing & interpreting line graphsBar chartsTablesAlso make sure you can spell and understand the meaning of the key words.

SPANISH

Unit 2:

Talking about leisure activities at home Discussing free-time activities outside the home Talking about money and shopping Discussing your views on fashion and trends Talking about the advantages and disadvantages of new technology Talking about holiday preferences and experiences Talking about holiday plans Talking about what to see and do on holidays Talking about getting around on holiday

Revision section – Sports, other leisure activities, clothes, places in town, transport, compass points, directions

Pupils will also be expected to know work from Year 9, Year 10 and Year 11 first term.