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TRANSCRIPT
For Students studying COMBINED SCIENCE
For exams taken in Summer 2019
Year 11 GCSE Revision Checklist & Course Companion
THE KNOWLEDGE
Externally Set Assignment Timetable
Component 2 (40%) will be completed over 10 weeks
Sketchbook and loose work MUST be handed in at the beginning of the 10 hours this can be referred to during the 10 hours but NOT worked into
Final Piece and any work completed in the 10 hours MUST be handed in at the end of the 10 hours
Week
AO
Classroom Activity
Home Learning
1
07/01/19
(2 lessons)
AO3
Record
Choose Exam Question
Observational Studies Drawing and painting around theme
2 x blind studies
1 x pencil
1 x biro or pen
Complete a title page and mind map with drawings and found images included
2
14/01/19
(2 lessons)
AO3
Record
Observational Studiesusing varied art materials
1 x ink
1 x watercolour
1 x continuous line
PHOTOGRAHY - in lesson x 10 good quality photos of objects linked to your theme
Choose Artist 1: Create artist reference page (2 x A4 pages) include images, drawings and artist information
EXT: write analysis
3
21/01/19
(2 lessons)
AO1
Develop
Experiments
Printmaking - complete mono print experiments onto mixed media backgrounds (linked to your theme) work into these prints with watercolour and/or oil pastel
Present photography and work so far, observational studies, print making with good quality annotation reviewing and evaluating as you go- use the annotation guide
4
28/01/19
(2 lessons)
AO1
Develop
Mixed Media Observational studies
Using a choice of media complete observational studies drawn directly from your photographs in the spaces around your photos
Choose Artist 2: Create artist reference page (2 x A4 pages) include images, drawings and artist information
EXT: write analysis
5
04/02/19
(2 lessons)
AO2
Refine
Experiments
Printmaking - complete lino, poly or collagraph prints onto mixed media backgrounds (linked to your theme) work into these prints with watercolour and/or oil pastel
Present work so far, observational studies, print making with good quality annotation reviewing and evaluating as you go - use the annotation guide
6
11/02/19
(2 lessons)
AO2
Refine
Initial Ideas:
Develop at least 10 quick ideas
DRAW OUT x 4 initial ideas good quality ideas in colour with annotation
Present 10 quick ideas and 4 x initial ideas.
Make sure you explain and evaluate your ideas and choices
Half Term
Choose Artist 3: Create artist reference page (2 x A4 pages) include images, drawings and artist information
EXT: write analysis
7
25/02/19
(2 lessons)
AO2
Refine
Final Idea Experimentation choose one idea and start experimenting with materials
Continue with individual experiments 2 x A4 double pages
8
04/03/19
(2 lessons)
AO2
Refine
Experimenting with materials - develop your experiments even further
Continue with individual experiments 2 x A4 double pages
Draw out final chosen idea 1 x A4 drawing
9
11/03/19
(2 lessons)
AO4
Present
Final Experiments - develop experiments further and start testing materials try things out exactly how you would do it in the exam
Finish ALL experiments and sketchbook work
10
18/03/19
AO4
Present
Prepare for exam:
Scale-up final idea
Refine composition
Refine skills/ techniques
Prepare art materials needed
Use checklist to ensure you have enough evidence for all of the Assessment Objectives
Refine sketchbook work to boost mark make sure you have COMPLETED AND IMPROVED ALL YOUR WORK
11
25/03/19
10 hour Sustained Focus
AO4
Present
EXAM SESSION:
Tuesday 26th March
Wednesday 27th March
Thursday 28th March
Friday 29th March
You hand in all sketchbook and prep work/loose work at the beginning of day one
Final piece is handed in at the end of day two
ASSESSMENT OBJECTIVES
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.
Business Studies
Separate Guidance will be issued
GCSE Dance
Exam board: AQA GCSE Dance 8236
Website link: http://www.aqa.org.uk/subjects/dance/gcse
Recommended books:
Students will be provided with all resource packs and fact files for the course.
You will be sitting one written exam and completing three practical tasks.
Component 1
Performance and Choreography
Performance:
40 marks
30% of GCSE
Choreography:
40 marks
30% of GCSE
Performance:
Sets phrases through a solo performance (1 minute in duration)
Duet/trio performance
Choreography:
Solo or group choreography
Component 2
Dance appreciation
80 marks
40% of GCSE
Knowledge and understanding of choreographic processes and performing skills.
Critical appreciation of own work
Critical appreciation of professional works
Revision Checklist
Dance appreciation (Component 2) is assessed through a written exam of 1 hour 30 minutes. You will be assessed on your own performance and choreography through describing, analyzing, interpreting, evaluating and reflecting.
Key knowledge & understanding:
Performance:
The meaning of relevant performance terminology
The contribution of performance to audience understanding of the choreographic intent of the work including the mood, meaning, idea, theme and/or style/style fusion.
Choreography:
The meaning of relevant choreography terminology
The contribution of choreography to audience understanding of the choreographic intent of the work including the mood, meaning, idea, theme and/or style/style fusion.
Appreciation of six set works:
Artificial Things
A Linha Curva
Infra
Shadows
Within her eyes
Emancipation of Expressionism
You must know and understand the defining characteristics of each set professional work, including:
Features of production: Staging/set, lighting, properties, costume, dancers, aural setting and dance for camera.
Performance environments: Proscenium arch, end stage, site-sensitive and in-the-round.
Choreographic approaches
Choreographic content: movement content, structuring devices & form, and choreographic devices.
Choreographic intent: mood, meaning, idea, theme & style/style fusion.
Professional work
Got notes
(features of production, performance environment, choreographic approaches, choreographic content, choreographic intent)
Understand notes
Key words/revision sheets/cards completed
Any questions/notes/handouts missing?
Artificial things
A Linha Curva
Infra
Shadows
Within her eyes
Emancipation of Expressionism
GCSE Drama
We follow the OCR GCSE Drama course: http://www.ocr.org.uk/qualifications/gcse-drama-j316-from-2016/
There are 3 Components to study. Component 1 is competed in Year 10 (devised performance and portfolio).
In Year 11 we are working to complete Component 2 and Component 3.
Component 2: Presenting and Performing Texts
You will work in groups to stage 2 extracts from a play. The exam board will confirm the date of the performance early in the Spring Term and letters will sent home to inform students and parents as soon as we know the date.
To be successful in this unit students must:
Task:
Completed:
Have read the entire play-text
Have researched the S/C/H/P contexts of the play-text
Have chosen 2 extracts to perform which meet the time requirements
Considered what are the demands of the 2 extracts
Decided upon a directors intention for each extract
Developed their role/s
Rehearsed with their group members each week at lunch/afterschool
Leant all lines
Completed a teacher assessed rehearsal/dress rehearsal
Completed a draft written concept pro-forma
Completed a written concept pro-forma
Component 3: Performance and Response
This is a written exam paper. There are 2 sections to the written exam. Section A focuses on the set-text of Blood Brothers and Section B asks you to evaluate a live performance that you have seen during the course. The exam paper is marked out of 80 and is worth 40% of your overall GCSE. The paper is 1 hour and 30 minutes in length (a mark per minute with 10 mins reading and reviewing time). It is recommended that you have your own copy of Blood Brothers to revise from.
Section B
We recommend that you start with Section B first! Aim to write for 30 mins. Remember to use:
An essay style structure
Detailed examples from the production
Subject-specific vocabulary
Evaluations of the use of production elements and their impact on the audience.
Section A (Blood Brothers). Write bullet point/brief answers, read the questions very carefully!
Do/Know/Understand
Achieved:
Social Context
Historical Context
Cultural Context
Theatrical conventions of 1970s/1980s
Characteristics of the text:
Genre
Structure
Characters
Form and style
Theatrical setting
Plot and subplot
Dialogue
Stage directions
How meaning is communicated:
Performance space
Spatial relationships
Relationship between audience and performer
Design of set/costume/lighting/sound
An actors vocal interpretation
An actors physical interpretation
Use of performance conventions
Development of Drama and performance:
Contemporary Staging
Role of theatre makers
Acting skills
Vocal techniques
Non-verbal communication
Use of semiotics
Design and use of set
Character development: Costume/Hair/Make-Up
Use of lighting
Use of sound
Performance Styles
Features of a performance text:
Acts and scenes
Antagonist
Character
Dialogue
Duologue
Flashback
Monologue
Plot and subplot
Protagonist
Stage directions
English Language Paper 1
Length of Exam: 1 hour 45 minutes
Exam Board: AQA
Question number
Question
Skills
1
List 4 things
4 marks
Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts
2
How does the writer use language to?
8 marks
Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.
3
How the writer use structure to?
8 marks
Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.
4
Personal response to a statement based on the extract. To what extent.
20 marks
Evaluate texts critically and support with appropriate quotations
5
Extended writing
Narrative or descriptive writing. The opening to a story or response to a picture.
24 marks for content and organisation
16 marks for accuracy
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence.
You need to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
English Language Paper 2
1 hour 45 mins
Exam Board: AQA
Question number
Question
Skills
1
Choose 4 true/false statements
4 marks
Identify and interpret explicit and implicit information and ideas.
Select and synthesise evidence from different texts
2
Using BOTH sources write a summary of the differences between
8 marks
Identify and interpret explicit and implicit information and ideas
Select and synthesise evidence from different texts
3
Only use Source B
Comment on how language is used
12 marks
Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.
4
Use both Source A and B
Compare how the writers convey their different attitudes and perspectives. Focus on writers perspective.
16 Marks
Compare writers ideas and perspectives, as well as how these are conveyed, across two or more texts.
5
Writing to Explain /Argue/persuade
24 marks for content and organisation
16 marks for accuracy
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
Organise information and ideas, using structural and grammatical features to support coherence.
You need to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
English Literature Paper 1
Length of Exam: 1 hour 45 mins
Exam Board: AQA
This is a closed book examination which means you will have an extract to look at but you will have to use your memory when writing about the play as a whole.
Top Tip:
Revise quotations from important sections of the texts. Revise themes and characters.
TEXTS TO REVISE: Romeo & Juliet and A Christmas Carol or Dr Jekyll and Mr Hyde
Answer ONE question from Section A- Shakespeare. You need to answer the question on the text we have studied- Romeo and Juliet.
You are given an extract from the text. The question will relate specifically to the extract and the play as a whole.
30 marks
4 marks: SPAG
Answer ONE question from Section B- 19th Century Novel. You need to answer the question on the text we have studied- A Christmas Carol or Dr Jekyll and Mr Hyde
You are given an extract from the text. The question will relate specifically to the extract and the play as a whole.
30 marks
English Literature Paper 2
Length of Exam: 2 hour 15 mins
Exam Board: AQA
Modern Texts and Poetry
Section A - An Inspector Calls
Answer one question based on a theme or character from the text. You will always have a choice from two bullet points.
30 Marks
4 Marks: SPAG
Section B - Poetry
Answer one question from the appropriate cluster- Power and Conflict or Love and Relationships. Compare the supplied poem with one of your choice.
30 marks
Section C - Unseen Poetry
Question 1- focus on how the poet presents ideas.
24 Marks
Question 2- Another unseen poem comparing how poets present their attitudes. Read the question first because it always tells you what the poem is about!
8 Marks
Skills for Literature:
Read and understand and respond to texts
Maintain a critical style and develop and informed, personal response
Use quotations to support interpretations
Analyse the language, form and structure used by a writer
Show an understanding of the relationships between texts and the contexts in which they were written
Use a range of vocabulary and sentence structure
Accurate spelling
Revision topics for Food Preparation and Nutrition GCSE.
You will be assessed on three of the four assessment objectives in the written exam.
Percentage
Assessment Objectives
What does this mean ?
AO1
20%
Demonstrate knowledge and understanding of nutrition, food, cooking and preparation
Give facts and information, add layers of facts i.e.
Basic fact: protein is for growth, maintenance and repair.
Layer one: It is found in animal and plant forms.
Layer two: HBV proteins give all of the essential amino acids
AO2
20%
Apply knowledge and understanding of nutrition, food, cooking and preparation
Give examples and explain why i.e.
Protein is an essential part of the diet, it enables us to develop muscle and repair our bodies. It is easy to provide if you eat a wide range of foods. Vegans and vegetarians would need to eat a wider range of sources to ensure they got all of the essential amino acids. For example, beans on toast with cheese would provide all of the essential amino acids. Eating just the cheese would do the same.
AO3
-
Plan prepare, cook and present dishes, combining appropriate techniques
This is NOT examined in the written paper it is your PRACTICAL cooking session.
AO4
10%
Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by yourself and others
Analyse why things happen, explain what is going on in a dish. Explain and evaluate which product/method would be best. For example:
Using plain flour in choux pastry would give you a good result as it has a reasonably high gluten content. However, using bread flour, which has a higher gluten content would give you a better result as the protein would give a stronger structure and trap more air. This would give a lighter and crisper product.
The Exam:
You will be tested on the six areas of content:
1. Food Commodities
2. Principles of Nutrition
3. Diet and good health
4. The science of food
5. Where food comes from
6. Cooking and food preparation
Area of content
Revision areas within this topic
Food Commodities
Dairy products
Eggs
Meat and fish
Cereals
Fruit and vegetables
Alternative proteins
Fats, oils and sugars
For all of the above you should know the following:
How much we should eat
Methods of cooking
Range of standard recipes
Provenance
Methods of production
Seasonality where appropriate
Range of colours flavours and textures provided by them
Alternatives you could use instead
Principles of nutrition
Five main nutrient group proteins/fats/carbohydrates/vitamins/minerals
Name of nutrient
Is it a macro or micro nutrient?
Functions
Deficiency
Food sources
Proper names (for B vitamins and names of amino acids make sure you know at least 3 specific ones ,no more)
Diet and good health
Healthy eating guidelines
Government legislation that supports healthy eating
What are terms such as GI/ NSP/PAL/EAR/RDA
Different factors that affect the food we eat/choose to eat. For example: religion/climate/age/sex/disease/allergies/finance etc.
The science of food
Functional properties and working characteristics of all of the food groups in the commodities section. What do they do in recipes and how? I.e. flour is high in starch and gluten how does this work in a range of recipes. Use examples.
Food spoilage pathogenic bacteria
What are pathogenic bacteria? Name some, know about their symptoms and where they are found and why they are dangerous.
Preventing food spoilage
Food hygiene and storage of food
Core temperatures
Methods of cooking baking/roasting/boiling/steaming etc.
Methods of making creaming/all in one/melting/rubbing in etc.
Methods of heat transfer radiation/convection/conduction
Where food comes from
Food provenance
Primary and secondary processing
Food miles
Reduction of packaging and waste
EU regulations about where food comes from and how it can be labelled Champagne can only come from the Champagne region in France
Cooking and presentation of food
Basic recipes and scientific understanding of methods for:
Sauces roux, blended, reduction, starch thickened, emulsions
Cakes all in one, creamed, whisked, melting, rubbed in
Pastry choux, shortcrust, sweet pastry, rough puff,
Bread yeast (leavened) and unleavened
Batters
Biscuits creamed, rubbed in
Presenting food what makes it look good colour, height, range of textures, the plate it is on etc.
Seasoning
Tasting as you go
Who your audience is target market. Very different in a two Michelin star restaurant to home cooking or Mc Donalds
Year 10 & 11 French
Exam Board: AQA Specification can be found: http://www.aqa.org.uk/subjects/languages/gcse/french-8658
Writing
1 hour (Foundation Tier)
1h15 (Higher Tier)
25% of the final mark
Foundation Tier Question 1 message (student produces four sentences in response to a photo) 8 marks
Question 2 short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) 16 marks
Question 3 translation from English into French (minimum 35 words) 10 marks
Question 4 structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) there is a choice from two questions 16 marks words essay
Higher Tier
Question 1 structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) there is a choice from two questions 16 marks
Question 2 open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) there is a choice from two questions 32 marks
Question 3 translation from English into French (minimum 50 words) 12 marks
Speaking
79 mn (Foundation Tier) + preparation time
1012 mn. (Higher Tier) + preparation time
25% of the final mark
Role-play 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)
Photo card 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)
General conversation 30 marks (35 minutes at Foundation Tier; 57 minutes at Higher Tier)
Listening
Written exam: 35 minutes (Foundation Tier)
45 minutes (Higher Tier)
25% of the final mark
Foundation Tier and Higher Tier
Section A questions in English, to be answered in English or non-verbally
Section B questions in French, to be answered in French or non-verbally
Reading
Written exam: 45 minutes (Foundation Tier)
1 hour (Higher Tier)
25% of the final mark
Section A questions in English, to be answered in English or non-verbally
Section B questions in French, to be answered in French or non-verbally
Section C translation from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)
The following topics could be found in the final exam:
Vocabulary area
Theme 1: Identity and culture
Relationships with family and friends
Marriage/partnership
Social media
Mobile technology
Music
Cinema and TV
Food and eating out
Sport
Customs and festivals in French-speaking countries/communities
Theme 2:
Local, national, international and global areas of interest
Home, town, neighbourhood and region
Charity/voluntary work
Healthy/unhealthy living
The environment
Poverty/homelessness
Travel and tourism
Theme 3:
Current and future study and employment
My studies
Life at school/college
Education post-16
Jobs, career choices and ambitions
Grammar area
Example
I can recognise this area in texts
I can recognise this area in listening tasks
I can use this area accurately in a writing
I can use this area accurately in a speaking
Pronouns
Je/ tu/ il/ nous
Connectives
Donc/ mais/ et/ cependant/ pourtant
Reflexive verbs
Je me lave/nous nous brossons les dents
Present tense
Je mange/ nous allons/ ils font
Perfect tense (past1)
Jai mang/ je suis all/ nous sommes alls
Imperfect tense
Je mangeais/ nous allions
Immediate Future
Je vais manger/ nous allons aller
Simple Future
Jirai/ je mangerai/ nous ferons
Conditional
Je voudrais/ jaimerais/ nous ferions
Pluperfect
Javais mang ( I had eaten) jtais descendu (I had gone down)
Subjunctive present in common expressions (higher)
Il faut que jaille travailler (I have to go working)/ il est possible que je sois en retard (it is possible that I am late)
Idioms/ saying (higher)
quand les poules auront des dents
Recommended book: CGP GCSE French complete revision and practice
Recommended websites: Kerboodle, memrise, BBC Bitesize, linguascope, languagesonline
Exam papers: http://www.aqa.org.uk/subjects/languages/gcse/french-8658/assessment-resources
Year 11 Geography Exam 2019
We study the EDUQAS Specification B course.
The exam is made up of three parts. Paper 1, is 1 hour 45 mins long. It is based on questions from Theme 1, 2 and 3. Each theme contains a series of compulsory questions which start off short and then build in length and complexity. Paper 2, is 1 hour 30 mins long. It is made up of three sections and is a problems solving or Decision Making Exercise (DME) where you learn about an issue or problem and attempt to solve it. You then work through a series of questions to help you to decide upon a project to support and then write an extended letter or report to make your views/decision clear. Paper 3, is 1 hour 30 mins and tests your fieldwork skills and your ability to apply what you have learnt at Dawlish Warren and in Exeter to a series of scenarios.
Suggested books:
My Revision Notes WJEC B GCSE Geography, Hodder Education ISBN: 9781471887376
Our textbook is: WJEC EDUQAS GCSE (9-1) Geography B, Hodder Education ISBN: 9781471857874
IT resources:
Great videos on https://timeforgeography.co.uk
http://www.bbc.co.uk/schools/gcsebitesize/geography/
Unit Ref
Topic
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Theme 1:
CHANGING PLACES - CHANGING ECONOMIES
Key Idea 1.1:
Urbanisation in contrasting global cities like Mumbai and Sydney.
1.1.1
To what extent is urbanisation a global issue?
1.1.2
What are the ways of life and current challenges created by urbanisation in two global cities? Mumbai and Sydney.
1.1.3
What strategies can be used to manage the impacts of urbanisation in global cities?
Key Idea 1.2:
Urban and rural processes and change in the UK
1.2.1
What changes are taking place in where people live in both urban and rural areas of the UK?
1.2.2
What are the distinctive features of urban areas in the UK? Housing in Exeter
1.2.3
What factors help to drive urban and rural change across the UK?
1.2.4
What is the cause and effect of change in retail provision across the UK? Shopping in Exeter.
1.2.5
What are the issues associated with leisure use in urban and rural areas across the UK? Cardiff and Haytor.
Key Idea 1.3:
A global view of development issues
1.3.1
What are global patterns of development?
1.3.2
What are the global processes that connect countries at different levels of development including the UK? Globalisation.
1.3.3
What are the causes and consequences of uneven development?
1.3.4
What are the advantages of different types of aid project?
Theme 2:
CHANGING ENVIRONMENTS
Key Idea 2.1:
Shaping the landscape - coasts and coastal management South Devon coast, Dawlish Warren.
2.1.1
How do people and processes contribute to the development of distinctive coastal landscapes in the UK?
2.1.2
How are coastlines managed?
2.1.3
Why is coastal management often controversial?
2.1.4
What are the predicted impacts of climate change on coastal landscapes and communities? Baharmas
Key Idea 2.2:
Shaping the landscape - rivers and river management Boscastle.
2.2.1
How do people and processes contribute to the development of distinctive river landscapes in the UK?
2.2.2
Why do rivers flood and what are the consequences of flooding?
2.2.3
How can rivers be managed to reduce the risk of flooding? Boscastle.
2.2.4
Why is river flood management often controversial?
Key Idea 2.3:
Weather and climate California and Cyclone Pam
2.3.1
Why is the UK climate so variable?
2.3.2
How does the global circulation of the atmosphere create distinctive climate zones?
2.3.3
How are weather hazards distributed at a global scale and how does this pattern change over time?
2.3.4
What are the causes, impacts and responses to two contrasting extreme weather events?
Key Idea 2.4:
Climate change - cause and effect Bahamas.
2.4.1
How has climate changed during the Quaternary period?
2.4.2
What are the causes of global warming?
2.4.3
What are the consequences of climate change?
2.4.4
How and why do attitudes to climate change vary?
2.4.5
What role can individuals and government in the UK play in reducing the risk of climate change?
Theme 3:
ENVIRONMENTAL CHALLENGES
Key Idea 3.1:
How ecosystems function Dawlish Warren.
3.1.1
What is the relationship between climate and biomes at a global scale?
3.1.2
What physical processes and interactions operate within ecosystems?
3.1.3
How are small scale ecosystems in the UK used and managed?
Key Idea 3.2
Ecosystems under threat Dawlish Warren. Rainforests
3.2.1
How are ecosystems used by people?
3.2.2
How are ecosystems damaged by human activity?
3.2.3
Why and how are ecosystems managed in a sustainable way?
Key Idea 3.3
Water resources and management Katse Dam.
3.3.1
Why does supply and demand for water vary over time and space?
3.3.2
What happens when demand for water exceeds supply?
3.3.3
What are the challenges of managing water supplies?
Key Idea 3.4:
Desertification Burkina Faso
3.4.1
What are the physical processes operating in hot semi-arid regions that make them vulnerable to desertification?
3.4.2
To what extent does human activity contribute to the problem of desertification?
3.4.3
How can environments vulnerable to desertification be managed?
Fieldwork paper
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Concept
Mitigating risk
I understand the meaning of mitigating risk. I know how areas and people might be at risk. I know how risks might be managed
Fieldwork method
Measurement of flows
I know what a flow is.
I know how I have used one.
I know other uses it could be put to.
I know some strengths and weaknesses of measuring flows.
Mathematical skills
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Calculate distance from maps using the scale line and estimate area.
Sample using random, systematic, opportunistic and/or stratified techniques.
Median, mean, range, quartiles and interquartile range, mode and modal class.
calculate percentage increase/decrease in population from a line graph.
Draw a histogram of a normal/skewed distribution and use it to calculate percentiles.
Sketch trend lines through scatter plots; draw estimated lines of best fit.
Interpret evidence to make predictions. Interpolate and extrapolate trends on a line graph.
Identify weaknesses in selective statistical presentation of data.
Map and Graph skills
Got notes and understand them
I have gaps in my understanding of this topic. I must get answers.
Use and understand gradient, contour and spot height on OS maps and other isoline maps.
Interpret cross sections and transects.
Use and understand coordinates, scale and distance. Give 4 and 6 figure grid references. Measure distance accurately and estimate area from maps.
Describe location, distribution and other spatial patterns as shown on a map.
Select and construct appropriate graphs and charts to present data, using appropriate scales. Bar and line charts, pie charts, proportional circles, pictograms, histograms with equal class intervals, star and radial graphs, kite diagrams, dispersion graphs, triangular graphs and scatter graphs.
Interpret population pyramids, choropleth maps and flow-line maps.
HISTORY GCSE REVISION BOOKLET
Exam board Edexcel
URL for where to find syllabushttps://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
Recommended books Revise Edexcel GCSE (9-1) History Weimar and Nazi Germany Revision Guide Revise Edexcel GCSE (9-1) History Crime and Punishment Revision Guide Revise Edexcel GCSE (9-1) History Henry VIII and his ministers Revision Guide Revise Edexcel GCSE (9-1) History Superpower relations and the Cold War revision guide
Recommended websiteswww.activehistory.co.uk
www.bbc.co.uk/schools/gcsebitesize/history
www.historygcse.org
www.historylearningsite.co.uk
www.learningcurvegov.uk
www.schoolhistory.co.uk
www.schoolshistory.org.uk
www.spartacus.schoolnet.co.uk
www.thinkinghistory.co.uk
Exam arrangements - you will be sitting 3 examination papers
Unit 1 Crime and Punishment
1 hour 15 minutes
30% of final mark
6 questions
Unit 2 Superpower Relations and the Cold War and Henry VIII and his ministers
1 hour 45 minutes
40% of final mark
6 questions
Unit 3 Weimar and Nazi Germany 1918-1939
1 hour 20 minutes
30% of final mark
6 questions
Checklist
Topic
Got notes
Understand notes
Keywords / revision sheet / cards completed
Any questions that need to be asked?
Paper 1: Crime and Punishment
Topic 1: C.1000-1500 Medieval England
1.1 Crime, punishment and law enforcement in Anglo-Saxon England
1.2 Crime, punishment and law enforcement in Norman England
1.3 Crime, punishment and law enforcement in the later Middle Ages
1.4 Case study: the influence of the Church on crime and punishment
Topic 2: C. 1500-1700 Early Modern England
2.1 Changing definitions of crime, c1500-1700
2.2 Law enforcement and punishment, c1500-1700
2.3 Case Study: The crimes and punishment of the Gunpowder plotters, 1605
2.4 Witchcraft and the law, c1500-1700
Topic 3 c1700-1900
3.1 Changing definitions of crime, c1700-c1900
3.2 Changing attitudes to punishment, c1700-c1900
3.3 Law enforcement, c1700-c1900
3.4 Case study: The separate system at Pentonville Prison
3.5 Case Study: The reforms of Robert Peel
Topic 4: c1900-present
4.1 Crime and definitions of crime, c1900-present
4.2 Law enforcement, c1900-present
4.3 Changes in punishment, c1900-present
4.4 Case study: Conscientious Objectors in the First and Second World Wars
4.5 Case Study: The Derek Bentley case and the abolition of capital punishment
Topic 5: Whitechapel, c1870-1900: Crime policing and the inner city
5.1 Context: policing the nation
5.2 The local context of Whitechapel
5.3 Tensions in Whitechapel
5.4 Police organization in Whitechapel
5.5 Investigative policing in Whitechapel
Paper 2: Superpower relations and the Cold War and Henry VIII and his ministers
The Cold War
Topic 1 The origins of the Cold War
Ideological differences: communism and capitalism
Tehran, Yalta and Potsdam Conferences
Impact of the atomic bomb and Soviet satellite states
Truman Doctrine and Marshall Aid
Comecon and Cominform
1948 Berlin Blockade and Airlift
The creation of the Warsaw Pact and Nato
The arms race
The Hungarian Uprising
Topic 2 Cold War Crises, 1958-70
The Berlin Crisis
The Cuban Missile Crisis
The Invasion of Czechoslovakia
Topic 3 The end of the Cold War
Dtente
The Soviet Invasion of Afghanistan
Reagan and the Second Cold War
Gorbachevs New Thinking (Glasnost and Perestroika)
The end of the Soviet hold on Eastern Europe
The fall of the Berlin Wall
Henry VIII and his ministers
Topic 1 Henry VIII and Wolsey, 1509-29
1.1 Henry VIII renaissance Prince
1.2 The rise of Wolsey and his policies
1.3 Wolseys foreign policy
1.4 Wolsey, Catherine, the succession and annulment
Topic 2 Henry VIII and Cromwell, 1529-40
2.1 Cromwells rise to power, 1529-34
2.2 Cromwell and the Kings marriages
2.3 Cromwell and government, 1534-40
2.4 The fall of Cromwell
Topic 3: The Reformation and its impact, 1529-40
3.1 The break with Rome
3.2 Opposition to, and impact of, the Reformation, 1534-40
3.3 The dissolution of the monasteries
3.4 The Pilgrimage of Grace
Paper 3: Weimar and Nazi Germany, 1918-1939
Topic 1 The Weimar Republic, 1918-29
The impact of WW1 and setting up of the Weimar Republic
The Strengths and weaknesses of the Weimar Constitution
The Treaty of Versailles and its impact
Economic challenges to the Weimar Republic
Political challenges to the Weimar Republic
Stresemann and the recovery of Germany, 1924-29
Changes in society, 1924-29
Topic 2 Hitlers rise to power, 1919-33
Early development of the Nazi party
Munich Putsch and the lean years
Reasons for limited support for the Nazis in the 1920s
The Wall Street Crash and Depression
Why did people support the Nazis?
How did Hitler become Chancellor?
Topic 3 Nazi control and dictatorship, 1933-39
The Reichstag Fire
Enabling Act
Removal of opposition
The Night of the Long Knives
The Death of Hindenburg and establishment of a dictatorship
The creation of a police state
Controlling religious views
Propaganda and Censorship
Church opposition to the Nazis
Youth opposition to the Nazis
Topic 4 Life in Nazi Germany, 1933-39
Nazi policies towards women
Nazi policies towards young people
Employment and living standards
The persecution of minorities
ICT
Separate guidance will be provided
Mathematics
Exam Board:- Edexcel
Course Code:- 1MA0
Three papers :- One non-calculator, Two calculator
Both 1.5 hours long
Highlighted light gray means additional foundation content.
Highlighted dark gray means higher.
Higher Grades 9-3 and Foundation Grades 5-1. SEPARATE BOOKLET TO FOLLOW
Unit
Syllabus Reference
Topic
Understand it
Number
N1 N2 N3 N4 N6 N12 N14 N15
Read, write and order whole numbers
Order, perform 4 operations, solve problems involving negative numbers
Use symbols , =, , and
Recognise types of number including factors, multiples; prime, square, cube and triangular numbers
Know square numbers up to 15 x 15 and recognise powers of 2,3,4 and 5
Know that 10 cubed = 1000 and 10 to the power of 6 is a million
Calculate with positive integer powers and associated real roots (square, cube and higher)
Use order of operations
Express a number as a product of its prime factors including unique factorisation theorem
Find a highest common factor and lowest common multiple including problem solving
Add and subtract with whole numbers and decimals
Multiply and divide with whole numbers and decimals
Round to the nearest whole number, ten, hundred or thousand
Round to decimal places and significant figures including appropriate rounding for contextual problems
Know not to round values during intermediate steps of a calculation
Estimate answers to calculations including powers
Find answers to related calculations using place value
Expressions
A1 A2 A3 A4 A5 A18 R6
Recognise expressions, equations, formulae and identities
Translate simple situations into algebraic expressions or formulae
Substitute integers into formulae
Simplify expressions by collecting like terms
Simplify expressions involving sums, products and powers including using the laws of indices
Expand single brackets
Expand double brackets (FOIL)
Expand more than two binomials
Factorise expressions into single brackets
Factorise quadratic expressions (a=1) including the difference of two squares
Factorise quadratic expressions (a 1)
Solve quadratic equations by factorising (introduction)
Fractions
N2 N3 N8 N10 N12 A4 R3
Express one quantity as a fraction of another
Find equivalent fractions, simplify fractions, convert between improper fractions and mixed numbers
Order fractions
Find the reciprocal of a fraction
Add and subtract fractions including where both denominators are changed and mixed numbers
Multiply and divide fractions(FLAM) including mixed numbers
Find a fraction of a quantity
Simplify algebraic fractions by factorising
Add and subtract simple algebraic fractions
Convert between fractions, decimals and percentages
Convert recurring decimals to fractions
Ratio and Proportion 1
N11 R4 R5 R6 R7 R8 R10
Simplify ratios including expressing the division of a quantity into parts as a ratio
Divide a quantity into a given ratio
Express a multiplicative relationship between two quantities as a ratio or a fraction
Solve problems involving direct proportion including best buy, conversion, scales and mixtures
Solve problems involving inverse proportion
Statistics 1
S6
Plot a scatter diagram from a data set
Recognise and describe correlation including commenting on its strength
Know correlation does not indicate causation
Construct a line of best fit and use to make predictions
Know the limitations of extrapolation
Linear Equations and Inequalities
A17 A18 A21 A22
Solve linear equations in one unknown
Solve linear equations in one unknown including with the unknown on both sides of the equation
Rearrange formulae to change the subject
Rearrange harder formulae to change the subject to include factorisation, powers and reciprocals
Solve two simultaneous equations in two variables (linear/linear) algebraically and graphically
Set up an equation or two simultaneous equations from a word problem, solve and interpret the solution
Use symbols , =, , and
Solve linear inequalities in one variable
Represent the solution set of an inequality on a number line
Indices and Surds
N6 N7 N8 N9 A4
Calculate with roots, integer indices and using the laws of indices
Calculate with fractional indices
Simplify expressions using the laws of indices
Simplify surds
Calculate exact values using surds
Estimate roots of any given positive number
Rationalise denominators
Simplify algebraic expressions involving surds
Expand products of binomials involving surds
Interpret and calculate with standard index form notation with and without a calculator
Straight line graphs
A7 A8 A9 A10 R14
Interpret simple expressions as functions with inputs and outputs
Use function notation
Interpret the reverse process as the inverse function
Interpret the succession of two functions as a composite function
Work with coordinates in all four quadrants
Solve geometric problems on coordinate axes
Plot straight line graphs from their equations
identify and interpret gradients and intercepts of linear functions graphically and algebraically
Interpret the gradient of a straight line graph as a rate of change
Use y = mx + c to identify parallel lines
Find the equation of a line through two given points or through one point with a given gradient
Use y = mx + c to identify perpendicular lines
Solve linear inequalities in two variables
Represent the solution set of an inequality using set notation and graphically
Percentages
N12 R9
Express one quantity as a percentage of another
Calculate a percentage of a quantity
Increase or decrease a quantity by a percentage without and with a calculator (decimal multiplier)
Calculate a percentage increase or decrease
Solve problems involving simple interest
Solve problems involving repeated percentage change including compound interest
Calculate an original value
Solve mixed percentage problems
Quadratic functions
A4 A11 A12 A18 A19 A22
Solve quadratic equations by factorising (review)
Solve quadratic equations requiring rearrangement by factorising
Solve quadratic equations by completing the square including using surds in exact solutions
Solve quadratic equations using the quadratic formula including using surds in exact solutions
Recognise, sketch and plot graphs of quadratic functions appreciating symmetrical property
Identify and interpret roots, intercepts and turning points of quadratic functions graphically, making link with equation
Find approximate solutions to quadratic equations using a graph
Find turning points of quadratic functions by completing the square
Solve two simultaneous equations (linear/quadratic) algebraically and graphically
Solve quadratic inequalities in one variable
Represent the solution set of quadratic inequalities using set notation and graphically
Angles
G1 G3 G4 G6 G9
Use standard convention for labelling and referring to sides and angles
Draw diagrams from written descriptions
Measure line segments and angles in geometric figures
Apply properties of angles at a point, on a straight line and vertically opposite angles
Apply property of alternate and corresponding angles
Derive and apply property of the angles in a triangle including for isosceles triangles
Derive and apply the definitions and properties of special types of quadrilaterals and other 2D shapes
Derive and apply property of angle sum in any polygon
Probability
N5 P1 P2 P3 P4 P5 P6 P7 P8 P9
Use appropriate language and the 0 to 1 probability scale
Apply the property that the probabilities of exhaustive sets of outcomes add up to 1
Apply the property that the probabilities of exhaustive sets of mutually exclusive events add up to 1
Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes
Enumerate sets and combinations of sets systematically, using tables, two way tables and Venn diagrams
Use sample space diagrams for single and combined experiments with equally likely outcomes
Calculate the probability of independent and dependent combined events including using tree diagrams
Calculate and interpret conditional probability using two way tables, tree diagrams and Venn Diagrams
Use set theory notation and relate to Venn diagrams
Apply systematic listing strategies
Use the product rule for counting and listing
Record, describe and analyse the frequency of outcomes using tables and frequency trees
Relate relative expected frequencies to theoretical probability
Understand that empirical unbiased samples tend towards theoretical probabilities with increasing sample size
Circles 1
N8 G9 G17 G18
Know the names of parts of a circle
Know the names of parts of a circle including tangent, arc, sector and segment
Know and apply formula to calculate the circumference of a circle
Know and apply formula to calculate the area of a circle
Know and apply formulae to calculate the perimeter and area of compound shapes involving circles
Calculate arc lengths, angles and areas of sectors
Calculate exactly with multiples of
Sequences
A23 A24 A25
Generate terms of a sequence from either a term-to-term or a position-to-term rule
Recognise and use sequences of triangular, square and cube numbers and simple arithmetic progressions
Recognise and use Fibonacci type sequences, quadratic sequences and simple geometric sequences
Recognise and use simple geometric progressions where r is a surd
Find the nth term of linear sequences and link with straight line graphs
Find the nth term of quadratic sequences and link with quadratic graphs
Transformations and Similarity
R12 G5 G7 G8 G19 G24
Construct and describe rotations, reflections, translations and enlargements
Use vector notation to describe translations
Enlarge shapes using fractional scale factors
Enlarge shapes using negative scale factors
Describe the changes and invariance achieved by a combination of rotations, reflections and translations
Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)
Apply angle facts, triangle congruence and similarity to construct simple proofs
Compare lengths, areas and volumes using ratio notation
Use length, area and volume scale factors with similar shapes
Measures
N13 N16 A14 R1 R2 R11 R15 G14
Use standard units of mass, length, time, money
Use scale factors, scale diagrams and maps
Convert between related standard units and compound units in numerical contexts
Use compound units such as speed, rates of pay, unit pricing
Use compound units for density and pressure in numerical and algebraic contexts
Convert between metric units for length, area, volume and capacity
Apply and interpret limits of accuracy
Use inequality notation to specify simple error intervals due to truncation or rounding
Apply and interpret bounds
Pythagoras and Trigonometry
G20 G21 G22 G23 A12 N8
Know and apply the formula for Pythagoras in 2D
Know and apply the formula for Pythagoras in 3D
Calculate exact answers to Pythagoras problems using surds
Know and apply the trig ratios to find angles and lengths in 2D problems making links with similarity
Know and apply the trig ratios to find angles and lengths in 3D problems
Know the exact values of sin , cos and tan for 0, 30,45,60 and 90 degrees
Recognise, sketch and interpret the graphs of y = sin x, y = cos x and y = tan x for angles of any size
Know and apply the sine rule to find angles and lengths
Know and apply the cosine rule to find angles and lengths
know and apply the formula Area = 1/2absinC to find areas, lengths and angles including area of a segment
Statistics 2
S1 S4 S5
Know and understand terms: primary, secondary, discrete and continuous data
Find mean, median and mode averages for a list of data
Find range, upper and lower quartiles and inter-quartile range for a list of data
Find mean, median and mode average and range for data presented in a frequency table
Estimate the mean, find the interval in which the median lies and the modal class for data presented in a grouped frequency table
Consider effect of outliers on measures of average and spread
Interpret, analyse and compare distributions of data sets
Infer properties of populations from samples including limitations
Other Graphs
A12 A13 A13 A14 A15 A20 R15
Plot and interpret graphs of non-standard functions to find approximate solutions to problems such as simple kinematic problems
Interpret the gradient at a point on a curve as the instantaneous rate of change
Apply the concepts of average and instantaneous rate of change in numeric, algebraic and graphical contexts
Calculate or estimate gradients of graphs and areas under graphs and interpret including in kinematic and financial contexts
Recognise, plot, sketch and interpret simple cubic functions and the reciprocal function y=1/x, x0
Recognise, plot, sketch and interpret exponential functions y=k^x for k>0
Set up, solve and interpret the answers in growth and decay problems, including compound interest problems
Sketch translations and reflections of a given function
find approximate solutions to equations numerically using iteration
Proportion 2
R10 R13 R14
Solve problems involving direct and inverse proportion including graphical and algebraic representations
Recognise and interpret graphs that illustrate direct and inverse proportion
Understand that x is inversely proportional to y is equivalent to x is proportional to 1/y
Interpret equations that describe direct and inverse proportionality
Construct and interpret equations that describe direct and inverse proportionality
Surface Area & Volume
G12 G16 G17 N8
Identify properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres
Know and apply the formulae to calculate the area of triangles, parallelograms and trapezia
Know and apply formulae to calculate the surface area and volume of cuboids and other right prisms including cylinders
Calculate the surface area and volume of spheres, pyramids, cones and composite solids (note which formulae are provided)
Calculate the surface area and volume of frustums
Calculate exactly with multiples of
Statistics 3
S1 S2 S3 S4
Select appropriate graphical representation of discrete, continuous and ungrouped and grouped data
Construct and interpret frequency tables, bar charts, pie charts, pictograms and line charts for ungrouped discrete data
Construct and interpret tables and line graphs for time series data
Construct and interpret histograms with equal class intervals for grouped data
Construct and interpret histograms with unequal class intervals for grouped data
Construct and interpret cumulative frequency graphs for grouped data
Find estimates of quartiles and inter-quartile range for grouped data
Construct and interpret box plots for grouped data
Interpret, analyse and compare distributions of data sets
Infer properties of populations from samples including limitations
Circles 2
A16 G10
Prove and apply the standard circle theorems
Recognise and use the equation of a circle with centre at the origin
Find the equation of a tangent to a circle at a given point
Proof
A6
Distinguish between equations and identities
Argue mathematically to show algebraic expressions are equivalent
Use algebra to support and construct arguments
Construct formal proofs
Constructions, Plans and Elevations, Bearings
G2 G13 G15
Use standard ruler and compass constructions: perpendicular bisector, perpendicular to a line at/from a point, angle bisector, 60 degree angle
Know that the perpendicular distance from a point to line is the shortest distance to the line
Construct given figures
Solve loci problems
Interpret plans and elevations of 3D shapes
Construct and interpret plans and elevations of 3D shapes
Measure line segments and angles in geometric figures
Interpret maps and scale drawings
Use eight compass point and three figure bearings
Vectors
G25
Use diagrammatic and column representations of vectors
Add and subtract vectors
Multiply a vector by a scalar
Use vectors to construct geometric arguments and proofs
MUSIC GCSE
You will be taking one exam:
Edexcel Listening Exam1h 45m
Written response to extracts played on a CD, based on the 8 Set Works and one extended writing question.
You are required to study the following pieces of Music: 1. Instrumental Music: J.S Bach & Beethoven2. Vocal Music: Purcell & Queen 3. Music for Stage & Screen: Defying Gravity & Star Wars4. Fusions: Afro Celt Sound System & Esperanza Spalding
You will explore the structure, rhythm, melody, harmony, use of instruments, tonality and texture of each set work.
Variety of question styles Section A:
6 x set works questions, 1 x Musical Dictation (rhythm and melody), 1 x unfamiliar (but related to a set work)
Musical analysis question
Section B:
Compare in detail a set work and an unfamiliar listening piece. You will be asked to evaluate, conclude, refer to other music and be aware of the musical context(s).
You will be marked on your spelling and grammar in this question.
Language for learning
You know and understand that use of specific vocabulary is crucial to demonstrate that you have a clear understanding of the questions in the listening exam. You also know that for descriptive questions you need to give a reason and back it up with musical knowledge.
Listening revision: Set Work 1 J.S. Bach 3rd Movement from Brandenburg Concerto no.5 in D major (1711)
Set Work 1
Researched answers and written them down as notes/
revision sheet
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Secular
Chamber music
Continuo
Harpsichord
Figured Bass
Virtuoso
Scalic
Trills
Ripieno
Concertino
Concerto Grosso
Dynamics
Ternary
Cadence
Dominant
Fugal
Diatonic
Semiquaver
Listening revision: Set Work 2 L. Van Beethoven 1st Movement from Piano Sonata no.8 in C minor Pathetique (1796)
Set Work 2
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Sonata
Cirtuoso
Movements
Tempo
Classical
Romantic
Crescendo
Fortepiano
Homophonic
Grave
Descending Chromatic
Scalic
Sforzando
Sequence
Dominant
Trills
Octaves
Diminished 7ths
Broken Chord
Acciaccatura
Melody Dominated Homophony
Listening revision: Set Work 3 - H Purcell Music for a While (1692)
Set work 3
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Continuo
Soprano
Harpsichord
Bass Viol
Realisation
Sequence
Melisma
Dissonance
Ornaments
Passing notes
Conjunct
Melody Dominated Homophony
Diatonic
Functional
Quadruple
Modulates
Cadence
False Relation
Listening revision: Set Work 4 Queen Killer Queen (1974)
Set Work 4
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Slides
Bends
Pull Offs
Vibrato
Flanger
Distortion
Reverb
Wah-wah
Overdubbing
Tenor
Falsetto
Descending sequence
Portamento
EQ
Imitation
Three Part
Thirds
Homophonic
Circle of Fifths
Extended chords
Listening revision: Set Work 5 - S. Schwartz Defying Gravity from Wicked (2003)
Set Work 5
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Dialogue
Overdrive
Homophonic
Angular
Sequence
Conjunct
Vocalisation
Syllabic
Legato
Dissonant
Hook
Unison
Syncopated
Counterpoint
Melody Dominated Homophony
Contrapuntal
Chromatic
Pedal
Rallendtando
Triple Time
Listening revision: Set Work 6 - J. Williams Main Title Rebel Blockade Runner From Star Wars IV A New Hope (1977)
Set Work 6
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Bar-by-bar analysis
Context
Links to other composers
Keywords (below)
Timpani
Pedal
Tremolando
Imitation
Leitmotif
Syncopated
Triplet
Glockenspiel
Sequential
Arpeggio
Diminuendo
Piccolo
Ritardando
Ostinato
Triple Time
Quartal Harmony
Tertiary Relationship
Tritone
Dissonance
Auxiliary
Listening revision: Set Work 7 - Afro Celt Sound System: Release (1999)
Set Work 7
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Section-by-section analysis
Context
Links to other composers
Keywords (below)
Celtic
Looping
Verse
Solos
Break
Talking Drum
Free Time
Drone
Modal
Syllabic
Hurdy-Gurdy
Uilleann Pipe
Bodhran
Samples
Drum Machine
Glissando
Ornamentation
Heterophonic
Riff
Ostinato
Listening revision: Set Work 8 - Esperanza Spalding Samba Em Preludio From Esperanza (2008)
Set Work 8
Researched and written down answers
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Structure
Rhythm
Melody
Harmony
Use of instruments
Tonality
Texture
Section-by-section analysis
Context
Links to other composers
Keywords (below)
Bossa Nova
Chest register
Triplets
Syllabically
Mordent
Harmonic
Rubato
Double Stop
Diminished 7th
Flattened 5th chord
Modulate
Cadences
Polyphonic
Homophonic
Sequence
Shape
Arpeggio
Leading Note
Quadruple
Descending
Blue note
Listening revision You will also need general musical vocab relating to the musical elements
General Elements vocab
Notes/
Revision sheet
Understand vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Pitch / Melody
Dynamics
Harmony
Tonality
Texture
Structure
Rhythm, tempo and metre
Sonority/Instrumentation
Coursework:
Performance 1 performance (solo, min. length 1 minute), 1 performance (ensemble min. length 1 minute) Both pieces must equal 4 minutes when combined. Marked according to technical control, expression, interpretation, accuracy and fluency. The standard level of difficulty is grade 4.
Composition 1 Free Composition (min. length 1 minute), 1 Composition to a Set Brief (min. length 1 minute). Both pieces must equal 3 minutes when combined. You will need to make use of techniques, resources and structures as well as thinking carefully about rhythm, melody, harmony, tonality and texture. You must present a score and recording of your composition.
Physical Education 2017
Exam Board - Edexcel
Syllabus Codes
Edexcel GCSE in Physical Education Unit Code 2PE01
Unit 1: The Theory of Physical Education Unit Code 5PE01
Unit 2: Performance in Physical Education Unit Code 5PE02
Recommended books
Essential reading:
Edexcel GCSE Physical Education Student Book- ISBN: 978- 1-84690-372-4
Results Plus Revision Edexcel Physical Education- ISBN: 978-1-84690-588-9
Revise Edexcel GCSE Physical Education Revision Guide- ISBN: 978-1-4469-0362-9
Revise Edexcel GCSE Physical Education Revision Workbook- ISBN: 978-1-4469-0363-6
Others:
GCSE PE for Edexcel 2nd edition- ISBN- 978-1-85008-399-3
Edexcel PE for GCSE New Edition ISBN- 978-0521802123
URL for where to find syllabus http://www.edexcel.com/subjects/physical-education-sport/pages/default.aspx
URL for where to find exam papers http://www.edexcel.com/quals/gcse/gcse09/pe/Pages/default.aspx
Recommended websites
http://www.bbc.co.uk/schools/gcsebitesize/pe/
www.teachpe.com
www.brianmac.co.uk
http://www.bbc.co.uk/science/humanbody/
http://nutrition.about.com/library/blwatercalculator.htm
http://www.what2learn.com/content/samples/PESamples/dietHealth.html
http://www.what2learn.com/content/samples/PESamples/skeleton.html
http://www.what2learn.com/content/samples/PESamples/muscles1.html
http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx
Exam arrangements -You have already completed 60% of the practical aspect of the exam.
Written exam
1 hour 30 mins
40% of final mark
Multiple choice, short answers and 6 mark question (essay)
Topic
Got Notes
Understand Notes
Keywords / revision sheet / cards completed
Any Questions that need to be asked?
Section 1: Healthy, active lifestyle
1.1.1 Healthy and Active lifestyles and how they could benefit you
3 categories of a healthy active lifestyle
Topic
Got Notes
Understand Notes
Keywords / revision sheet / cards completed
Benefits of taking part in physical activity
Reasons for taking part in physical activity
1.1.2 Influences on your healthy, active lifestyle
Influences on taking part in Physical Activity
Opportunities for getting involved in sport
Sports participation pyramid
1.1.3 Exercise and fitness as part of your healthy, active lifestyle
Health, exercise, fitness and performance
The five components of health-related exercise
The six components of skill-related fitness
1.1.4 Physical activity as part of your healthy, active lifestyle
Assessing your fitness levels
The principles of training
Goal setting
Methods of training
The exercise session
Comparing two types of training session
Analysing training sessions
1.1.5 Your personal health and well-being
The link between exercise, diet, work and rest
Dietary intake
Section 2: Your healthy, active body
1.2.1 Physical activity and your healthy mind and body
Different body types
Optimum weight
Weight related conditions
Performance enhancing and recreational drugs
Risk assessment and preventing injuries
1.2.2 A healthy, active lifestyle and your cardiovascular system
The cardiovascular system during exercise
Regular exercise and the cardiovascular system
The effect of lifestyle on the cardiovascular system
1.2.3 A healthy, active lifestyle and your respiratory system
The respiratory system
Immediate and long term effects of exercise on the respiratory system
1.2.4 A healthy, active lifestyle and your muscular system
The muscular system
Exercising the muscular system
Lifestyle, performance enhancing drugs and the muscular system
1.2.5 A healthy, active lifestyle and your skeletal system
The skeletal system
Joints and movement
Exercise and the skeletal system
Injuries to the skeletal system and the importance of diet
GCSE Religious Studies (Philosophy and Ethics)
Specification content AQA Religious Studies A short course:
Christian beliefs unit
Islamic beliefs unit
Religion, families & relationships unit
Religion, peace & conflict unit
Each unit will have one section in the exam paper with a: 1 mark, 2 mark, 4 mark, 5 mark and a 12-mark question. Each section is marked out of 24 marks.
One exam of 1 hour and 45 minutes
A comprehensive specification checklist will be given to students during revision.
Short course students can purchase the following AQA revision guide from the amazon website the RPE Department recommends this revision guide:
Specification content AQA Religious Studies A full course:
Christian beliefs unit
Christian practices unit
Islamic beliefs unit
Islamic practices unit
Philosophy & existence of God unit
Religion & life unit
Religion, families & relationships unit
Religion, peace & conflict unit
Each unit will have one section in the exam paper with a: 1 mark, 2 mark, 4 mark, 5 mark and a 12 mark question. Each section is marked out of 24 marks.
Two exams of 1 hour and 45 minutes
A comprehensive specification checklist will be given to students during revision.
All Year 11 full course RPE students will be loaned an AQA revision guide to be returned to the RPE Department after the exam.
Science
The numbers correspond to a GCSEpod Video
Title / pod
Red / amber / Green
Watched Pod/ revision notes / revision cards / questions?
4.1.1.1 Eukaryotes & Prokaryote
s
4.1.1.2 Animal & Plant cells
4.1.1.3 Cell Specialisation
4.1.1.4 Cell differentiation
4.1.1.5 Microscopy
4.1.2.2 Mitosis & the cell cycle
4.1.2.3 Stem Cells
4.1.3.1 Diffusion
4.1.3.2 Osmosis
4.1.3.3 Active Transport
4.2.1 Principles of organisation
4.2.2.1 Human digestive system
4.2.2.2 Heart & Blood Vessels
4.2.2.3 Blood
4.2.2.4 Coronary heart disease
4.2.2.5 Health Issues
4.2.2.6 The effect of Lifestyle on some non-communicable diseases
4.2.2.7 Cancer
4.2.3.1 Plant tissues
4.2.3.2 Plant organ system
4.3.1.1 Communicable diseases
4.3.1.2 Viral Diseases
4.3.1.3 Bacterial Diseases
4.3.1.4 Fungal diseases
4.3.1.5 Protist diseases
4.3.1.6 Human defence systems
4.3.1.7 Vaccination
4.3.1.8 Antibiotics & painkillers
4.3.1.9 Discovery & development of drugs
4.3.2.1 Producing monoclonal antibodies
4.3.2.2 uses of monoclonal antibodies
4.4.1.1 Photosynthesis reaction
4.4.1.2 Rate of photosynthesis
4.4.1.3 Uses of glucose from photosynthesis
4.4.2.1 Aerobic and anaerobic respiration
4.4.2.2 Response to exercise
4.4.2.3 Metabolism
4.5.1 Homeostasis
4.5.2 Human nervous system
4.5.3.1 Human endocrine system
4.5.3.2 Control of blood glucose concentration
4.5.3.3 Hormones in human reproduction
4.5.3.4 Contraception
4.5.3.5 The use of hormones to treat infertility
4.5.3.6 Negative feedback HT Only
4.6.1.1 Sexual and asexual reproduction
4.6.1.2 Meiosis
4.6.1.3 DNA and the genome
4.6.1.4 Genetic inheritance
4.6.1.5 Inherited disorders
4.6.1.6 Sex determination
4.6.2.1 Variation
4.6.2.2 Evolution
4.6.2.3 Selective breeding
4.6.2.4 Genetic engineering
4.6.2.5 Cloning
4.6.3.1 Theory of evolution
4.6.3.2 Fossils
4.6.3.3 Extinction
4.6.3.4 Resistant bacteria
4.6.4 Classification of living organisms
4.7.1.1 Communities
4.7.1.2 Abiotic factors
4.7.1.3 Biotic factors
4.7.1.4 Adaptations
4.7.2.1 Levels of organisation
4.7.2.2 How materials are cycled
4.7.3.1 Biodiversity
4.7.3.2 Waste management
4.7.3.3 Land use
4.7.3.4 Deforestation
4.7.3.5 Global warming
4.7.3.6 Maintaining biodiversity
Chemistry
GCSEPod / unit title
Red / amber / Green
Watched Pod/ revision notes / revision cards / questions?
5.1.1.1 Atoms, elements and compounds
5.1.1.2 Mixtures
5.1.1.3 The development of the model of the atom
5.1.1.4 Relative electrical charges of subatomic particles
5.1.1.5 Size and mass of atoms
5.1.1.6 Relative atomic mass
5.1.1.7 Electronic structure
5.1.2.1 The periodic table
5.1.2.2 Development of the periodic table
5.1.2.3 Metals and non-metals
5.1.2.4 Group 0
5.1.2.5 Group 1
5.1.2.6 Group 7
5.2.1.1 Chemical bonds
5.2.1.2 Ionic bonding
5.2.1.3 Ionic compounds
5.2.1.4 Covalent bonding
5.2.1.5 Metallic bonding
5.2.2.1 The three states of matter
5.2.2.2 State symbols
5.2.2.3 Properties of ionic compounds
5.2.2.4 Properties of small molecules
5.2.2.5 Polymers
5.2.2.6 Giant covalent structures
5.2.2.7 Properties of metals and alloys
5.2.2.8 Metals as conductors
5.2.3.1 Structure and bonding of carbon - diamond
5.2.3.2 Structure and bonding of carbon - graphite
5.2.3 Structure and bonding of carbon - graphene & fullerenes
5.2.4.1 Sizes of particles and their properties
5.2.4.2 Uses of nanoparticles
5.3.1.1 Conservation of mass and balanced chemical equations
5.3.1.2 Relative formula mass
5.3.1.3 Mass changes when a reactant or product is a gas
5.3.1.4 Chemical measurements
5.3.2.1 Moles
5.3.2.2 Amounts of substances in equations
5.3.2.3 Using moles to balance equations
5.3.2.4 Limiting reactants
5.3.2.5 Concentration of solutions
5.4.1.1 Metal oxides
5.4.1.2 The reactivity series
5.4.1.3 Extraction of metals and reduction
5.4.1.4 Oxidation and reduction in terms of electrons
5.4.2.1 Reactions of acids with metals
5.4.2.2 Neutralisation of acids and salt production
5.4.2.3 Soluble salts
5.4.2.4 The pH scale and neutralisation
5.4.2.5 Titrations
5.4.2.6 Strong and weak acids HTonly
5.4.3.1 The process of electrolysis
5.4.3.2 Electrolysis of molten ionic compounds
5.4.3.3 Using electrolysis to extract metals
5.4.3.4 Electrolysis of aqueous solutions
5.4.3.5 Representation of reactions at electrodes as half equations
5.5.1.1 Energy transfer during exothermic and endothermic reactions
5.5.1.2 Reaction profiles
5.5.1.3 The energy change of reactions
5.6.1.1 Calculating rates of reactions
5.6.1.2 Factors which affect the rates of chemical reactions
5.6.1.3 Collision theory and activation energy
5.6.1.4 Catalysts
5.6.2.1 Reversible reactions
5.6.2.2 Energy changes and reversible reactions
5.6.2.3 Equilibrium
5.6.2.4 The effect of changing conditions on equilibrium
5.6.2.5 The effect of changing concentration
5.6.2.6 The effect of temperature changes on equilibrium
5.6.2.7 The effect of pressure changes on equilibrium
5.7.1.1 Crude oil, hydrocarbons and alkanes
5.7.1.2 Fractional distillation and petrochemicals
5.7.1.3 Properties of hydrocarbons
5.7.1.4 Cracking and alkenes
5.8.1.1 Pure substances
5.8.1.2 Formulations
5.8.1.3 Chromatography
5.8.2.1 Test for hydrogen
5.8.2.2 Test for oxygen
5.8.2.3 Test for carbon dioxide
5.8.2.4 Test for chlorine
5.9.1.1 The proportions of different gases in the atmosphere
5.9.1.2 The Earth's early atmosphere
5.9.1.3 How oxygen increased
5.9.1.4 How carbon dioxide decreased
5.9.2.1 Greenhouse gases
5.9.2.2 Human activities which contribute to an increase in greenhouse gases in the atmosphere
5.9.2.3 Global climate change
5.9.2.4 The carbon footprint and its reduction
5.9.3.1 Atmospheric pollutants from fuels
5.9.3.2 Properties and effects of atmospheric pollutants
5.10.1.1 Using the Earth's resources and sustainable development
5.10.1.2 Potable water
5.10.1.3 Waste water treatment
5.10.1.4 Alternative methods of extracting metals (HT only
5.10.2.1 Life cycle assessment
5.10.2.2 Ways of reducing the use of resources
Physics
keywords / concepts - HT is in BOLD, Separate Physics is in italics
6.1 Energy 6.1.1.1
Energy Stores and systems
work done, systems, scenarios
6.1.1.2
Changes in Energy
Equations for KE, Elastic Potential Energy, GPE
6.1.1.3
Energy changes in systems
SHC E= mc, required practical on SHC
6.1.1.4
Power
P=E/t
6.1.2.1
Conservation and dissipation of Energy
Insulation, lubrication, wasted energy, thermal conductivity, required practical - the effectiveness of different materials as insulators
6.1.2.2
Efficiency
Efficiency = Useful Energy Output / Total Energy Input OR useful power output/ Total power input. HT only need to explain how to increase the efficiency of an intended energy transfer
6.1.3
National and global; Energy resources
fossil fuels, nuclear fuels, biofuel, wind, tidal, hydroelectric, geothermal, solar, wave. Environmental impact, global warming, acid rain
6.2 Electricity 6.2.1
Current, potential difference and resistance
circuit symbols, charge, current, Q=It, Coulombs, amperes, V=IR, Required practical 3 - factors affecting the resistance in a circuit including length of resistance wire, resistors in series and parallel, VI graphs for ohmic component, filament lamp and diode, required practical 4 - investigate I-V characteristics for a lamp, filament lamp & diode
6.2
Series and parallel circuits
Work out resistance in series circuits, describe differences between circuits, know why putting resistors in series increases resistance but placing them in parallel decreases resistance
6.2.3
Domestic Uses of circuits
230V, 50Hz ac, know the difference between ac & dc, how to wire an electric plug, live wire is at 230 V, Neutral close to 0V, role of Earth wire.
6.2.4.1
Power
P=VI, P= IR
6.2.4.2
Energy transfer in everyday appliances
E=Pt, E=VQ
6.2.4.3
National Grid
Step up / Step down transformers, heat loss in cables
6.3 Particle model of matter 6.3.1
Changes of state and the particle model
Density = mass/volume, = m/V, diagrams showing particles in solids, liquids and gases. Required practical 5 - measuring density of regular and irregular shaped objects, eureka can, displacement, melting, freezing, boiling, evaporating, condensing, sublimation, conservation of mass.
6.3.2
Internal Energy
E=mc, definition of SHC, & Specific latent Heat, e=mL, Specific latent heat of Fusion / vaporisation, cooling and heating graphs including changes of state
6.3.3.1
Particle motion in gases
constant random motion of gases, temperature is the average Kinetic Energy of the molecules, The link between temp, pressure and volume.
6.4 Atomic Structure 6.4.1.1
Atoms and Isotopes
Size of atom 1x 10-10m, protons, neutrons, nucleus, electrons, nucleus is less than 1/10,000 radius of atom, energy levels, emission and absorbtion of EM Spectrum using electron shells
6.4.1.2
Mass number, Atomic Number & Isotopes
atomic mass, atomic number, how to write down atoms, isotopes, ions
6.4.1.3
Development of the model of the atom
Atoms previously thought of as tiny spheres until discovery of electrons, plum pudding model, alpha scattering experiment, Niels Bohr, protons as subdivisions of positive charge, Chadwick discovery of neutrons (method not needed), how new evidence leads to a change in models, the differences between plum pudding model and nuclear model
6.4.2
Atoms and Nuclear Radiation
Unstable, random process, activity, becquerel Bq, count rate, alpha, beta & gamma - how made and their properties with regards to penetration, range in air and ionising power, uses of
6.4.2.2
Nuclear equations
Be able to use nuclear equations to describe radioactive emissions of , what happens to mass number , atomic number during decay
6.4.2.3
Half lives
define half life, be able to work out half life. HT only should be able to calculate the net decline expressed as a ratio after a given number of half lives
6.4.2.4
Radioactive contamination
the presence of unwanted materials, irradiation, hazards of contamination and irradiation and suitable safety precautions
6.5 Forces 6.5.1.1
Scalar and vector quantities
scalar quantities have magnitude only, vectors have magnitude and direction
6.5.1.2
contact and non-contact forces
push or pull, contact forces eg, friction, air resistance, tension and normal contact force. Non contact forces eg gravitational, electrostatic and magnetic force. Force is a vector quantity.
6.5.1.3
gravity
Weight. W=mg. Weight depends on where you are in the Earth's gravitational field. Centre of mass
6.5.1.4
Resultant forces
A number of forces can be replaced by a single force called the resultant. Must be able to calculate the resultant of two forces acting in a straight line. HT only - be able to resolve a single force into horizontal and vertical components. Draw vector diagrams to illustrate resolution of forces.
6.5.2
Work done and energy transfer
Work = force x distance. Distance moved along the line of the force. W=Fs. 1 Joule = 1 newton-metre. Be able to covert between Nm and Joules. Work done against friction causes a rise in temperature of the object.
6.5.3
Forces and Elasticity
Examples, changing shape, elastic deformation and inelastic deformation, extension, limit of proportionality, f=ke, spring constant, work done on a spring, elastic potential energy in a spring, linear & non linear relationships, calculating the spring constant. Use of elastic energy =0.5 x spring constant x (extension), Ee= 1/2ke, Required practical - Investigate the relationship between force and extension for a spring
6.5.4
Moments, levers and gears
Examples of moments, Moment=force a distance, M=Fd, balanced, perpendicular distance, pivot, clockwise and anticlockwise moments
6.5.4.1.1
Distance and displacement
distance is a scalar quantity, displacement is measured by a straight line from the starting point to the finish point, displacement is a vector
6.5.4.1.2
Speed
speed does not involve direction, it is scalar. Walking = 1.5m/s, running 3m/s, cycling = 6m/s, speed of sound = 330m/s, distance travelled = speed x time. How to calculate average speed, uniform & non uniform motion.
6.5.4.1.3
velocity
velocity is speed in a given direction, HT only - be able to explain how something moving in a circle has constant speed but changing velocity
6.5.4.1.4
distance-time relationship
distance v time graph, using gradient to calculate speed. Interpret dist v time graphs. HT only - if an object is accelerating you can work out its speed at a particular time by drawing a tangent and measuring the gradient.
6.5.4.1.5
Acceleration
acceleration= change in velocity/ time taken, a = v/t, deceleration, estimate everyday accelerations, acceleration due to gravity near the Earth's surface is 9.8 m/s, using gradient to work out acceleration, Draw velocity time graphs HT only - work out the distance travelled using the area under the line of a velocity-time graph - including the system of counting squares. Use v-u=2as. v is final velocity, u is the initial velocity. Know how an object falling through a fluid intially accelerates and eventually reaches terminal velocity when the forces are balanced. Free fall. Parachutists
6.5.4.2.1
Newton's 1st law
If the resultant force is zero, a stationary object will stay still, a moving object will keep moving at the same speed in the same direction ie same velocity. Inertia - the tendency of objects to continue to either stay still or keep moving.
6.5.4.2.2
Newton's 2nd law
The acceleration of an object is proportional to the resultant forceacting on the object, and inversely proportional to the mass of theobject. F=ma. HT only inertial mass is a measure of how difficult it is to change the velocity of an object, inertial mass is defined as the ratio of force over acceleration m=f/a. Required practical - the effect of changing the force on an object of constant mass and the effect of changing the mass of an object when constant force is applied.
6.5.4.2.3
Newton's 3rd law
Whenever two objects interact, the forces they exert on each other are equal and opposite. Equilibrium examples
6.5.4.3.1
Stopping distance
stopping distance = thinking distance + braking distance. The faster the object, the longer the stopping distance ( if the braking force is constant). Separate physics - estimate the stopping distance of vehicles for different speeds - learn them!
6.5.4.3.2
Reaction time
Typical reaction time is between 0.2-0.9 seconds, factors affecting reaction time - distraction, drugs, tiredness. How to measure reaction time.
6.5.4.3.3
Factors affecting braking distance 1
weather, car ( brakes, tyres) & road conditions
6.5.4.3.4
Factors affecting braking distance 2
higher speed with equal braking forces = longer stopping distance. Higher braking force lowers stopping distance. When a force is applied by brakes, work is done against the friction force and energy is transferred as heat. Brakes can over heat and cars can lose control. Explain the dangers of large decelerations
6.5.5.1
Momentum is a property of moving objects (HT only)
momentum = mass x velocity, p=mv
6.5.5.2
Conse