year 10 revision pack - starbankschool.co.uk

Preparation for DC5 Assessments

Summer Term 2021

The revision guides included in this pack have been produced by your teachers in order for you to

prepare for your summer term assessments.

Your teachers care about you and want you to do well, use this revision pack to put yourself in the

best possible position to be successful and achieve assessment results that show just how good you

are.

You should:

1. Complete all the revision activities in this pack 2. Do all your revision work in your knowledge organiser exercise book 3. When you have revised a subject: take a blank page, close this pack and write

down everything you know about the topics you have revised. Then open the pack and check what you have got right and what you have missed out.

Year 10

Revision

Pack

Nurturing Today’s Young People, Inspiring Tomorrow’s Leaders

Year 10 DC5 English Revision

English Language Paper 1 – Question 1

Read the section indicated by the question (such as lines 1-10). You will then be asked to pick out four ideas or

quotes to answer a specific focus.

You CAN use short quotes.

You CAN summarise the quote.

CHECK you only put ONE idea per line. If there’s another idea within the sentence, put it on another line!

CHECK you are actually answering the question, and your answer comes from the right section.


You will be instructed to read another section of the extract. You have to write about three different areas (three

paragraphs): words/phrases; devices; sentence structures.

There may be more than one device or word/phrase you want to use to answer the question – USE THE

RELEVANT INFORMATION, even if it is more than one example per bullet point.

Things to remember

1. TERMINOLOGY – Verb/Adjective/noun

phrase/list/simile/metaphor/personification/connotations/juxtaposition/repetition etc

2. A MINIMUM of 3-4 quotes within the whole answer. Use the bullet points to structure the order of your

analysis.

3. You must refer to the effect on the reader. What do we think about the question as a result of the quote itself

– what is the quote DOING?

4. Demonstrate you understand the language and how it’s being used. Look for underlying meaning.

Sentence starters

• This suggests…

• The writer uses (terminology) to show…(link to question) shown by… (evidence from text).

• The use of the _____ implies…

• The impact of the language is…

• The ______ evokes…

• The reader believes…

• It is used to show the reader…

• This creates the effect of…

• This makes the reader…

• This has the impact of…

How to achieve in Language Paper 1 - Question 3

We must write about the way a text is ‘built’ or ‘put together’ and the choices the writer makes. You might think of

structure as being the ‘building blocks’ of a text. However, the structure is very important in helping us to see the

meaning of a text.

The building blocks to discuss are:

• Narrative perspective – outside to inside or vice versa

• Paragraphing including introductions and developments

• Chronology or sequence

• Topic shifts

• Sentence structures

• Tense

• Use of time

• Pace of events

• Patterns such as repetition, listing or contrast

To comment on the EFFECT of structure, you should be exploring what different structural features can actually

do to a text, their purpose and so therefore the reason why the writer may have chosen them. That means talking

about:

CREATING

a pattern, a sound effect, an impression?

ADDING

a new place, a new character?

CHANGING

the narrator, the location, the speaker?

SHIFTING the time,

the topic, the focus?

In summary:

What does the feature do to the text (the storyline or character), and what does it make the reader think of?

• What does this feature make me think of?

• What am I imagining in my mind’s eye?

• What feeling do these words/images give me and why?

Useful Language to include:

• repeats

• spotlight

• perspective

• beginning

• middle

• end

• foregrounding

• perspectives

• speech

• sentence types and functions

• tense

• contrasts

• climax

• zooming in or out

• shifts

• gradually changes

• moves inside

• moves outside

• cyclical structure

• moves between different points of view

• developing a point of view

• reiterates

• mirrors

• echoes

• reflects

• narrows down to

• widens to

Useful sentence starters:

• At the beginning of the extract the writer focuses the reader’s attention on… The impact of this is…

• In the second paragraph the focus shifts to…The impact of this is…

• Structure is initially used to…

• One way structure has been used is to…

• The impact of the complex sentence is…

• The opening line is structurally interesting because…

• The contrast created between…

• The continued shift in focus allows the audience to…

• The climax of the piece is… and the impact of this is…

• The writer has foregrounded the idea of…

• Direct speech is used so that…

• The narrative voice is significant because…

• The use of the present/past tense allows the writer to…

• The third/first person narration creates a sense of…

Strategies to answer the question

1) Think about the sequence – Think of the writer as if they are in charge of a camera. The writer has decided who

and what they want the camera to focus on and your job is to identify how and why the writer has done this.

2) Change each of the bullet points given in the question into sentence starters/the focus of the paragraph. You

will use these to guide your answer and they will help you to stay focused on the exam question.


EVALUATE. You’ll be given a sentence or two that establishes a point of view. Your job in this answer is to agree

with it and explore how the effect is created. You are essentially being TOLD the point you have to make, and you

prove with quotation and analysis. There are bullet points to support your paragraphing structure. Make sure you

AGREE every time; keep linking back to storyline and how the language/device backs the question focus up.

The things you have to do

1. USE TERMINOLOGY. Talk about how the writer presents the points – ie. Words/phrases/devices/structure.

Identify a whole RANGE of different examples that prove the point.

2. Connect the method with the effect on the reader. Why use the method…what does it do for the reader in

terms of the question focus. See sentence starters below.

3. Use lots and lots of mini quotations! For one point, use all of the little one word/two word phrases which

support it. Embed within a sentence.

4. Write in third person – talk about the character or subject of the extract… ‘Mary’s isolation is a large indicator

of tension from the start.’

5. Connectives to link your ideas together. You want to discuss the point as you would do in conversation.

6. Develop ideas beyond a statement using extender clauses – ‘which suggests…’ / ‘which is intended to’ /

‘which is achieved by’…

Sentence starters:

• I agree with this statement because…

• One of the key ideas to support this interpretation would be fact that…

• This is interpretation could be said to be true due to…

• The writer creates this impression through the use of…

• One of the key methods the writer uses here is…

• Furthermore,

• This idea is reinforced when…

• The use of ______ acts as…

• The verb/adjective/adverb ‘______’ suggests…

• The writer further conveys…

• This guides the audience’s response by…

• This has the impact of encouraging the reader to consider…

• This presents the viewpoint of…

• The writer has chosen this image to suggest the…

• This repeated image conveys the idea that…

• The writer uses a metaphor to…

• The pattern of negative adjectives is effective because…

• This short, simple, monosyllabic sentence emphasises…

• The writer wanted to create this effect by…

• The reader feels…

Language Paper 2 Section B (Speeches)

Time: 45 mins

Marks: 40

Paragraphs: 2 ½ sides of A4 max

Skill assessed: Content, Organisation and Technical Accuracy

Task: Write to Persuade, Argue, Advise, Explain or Inform

24 marks for content and organization (AO5)

AO5- 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 and cohesion of texts.

16 marks for technical accuracy (AO6)

AO6- Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with

accurate spelling and punctuation.

Content:

• Communication is convincing and compelling.

• Tone, register and style assuredly matched to purpose.

• Extensive and ambitious vocabulary with sustained crafting of linguistic devices.

Organisation:

• Varied and inventive use of structural features.

• Writing is compelling, incorporating a range of convincing and complex ideas.

• Fluently linked paragraphs with seamlessly integrated discourse markers.

Technical Accuracy:

• Sentence demarcation is consistently secure and consistently accurate.

• Wide range of punctuation is used with a high level of accuracy.

• Uses a full range of appropriate sentence forms for effect.

• Uses Standard English consistently and appropriately with secure control of complex grammatical

structures.

• High level of accuracy in spelling, including ambitious vocabulary.

• Extensive and ambitious use of vocabulary.

Structure:

• Engaging opening hook.

• Powerful end to writing.

• A carefully chosen and crafted order of ideas.

• Use of effective discourse markers.

• Coherent and cohesive line of argument.

Structure is also about linking your ideas, so you will a connecting phrase where the arrows are.

1. Many people believe…

2. Others may argue…

3. To begin with…

4. Following on from…

5. Finally,…

6. Naturally,….

7. Of course,…

8. Subsequently…

9. Above all…

10. Most importantly…

11. For instance…

12. Otherwise…

13. In contrast…

Communication:

• Your points/arguments are clear.

• Writing is engaging and genuinely interesting to the reader.

• Writing feels personal and not robotic throughout

Opening hooks:

1. Controversial statement.

2. Get the reader to put themselves in a situation through direct address.

3. Ask them a question.

4. A bold statement using a triple.

5. Start with a theory.

6. Repeat a word or phrase.

Methods:

• Direct address

• Alliteration

• Facts

• Opinion

• Rhetorical Q/Repetition

• Emotive Language

• Statistics

• Triples

Unseen Poetry

What to expect:

• 2 questions

• AO1 and AO2

• 2 poems linked by a theme

• Question 1 (15 marks)

• Write about Poem A and its effect on you.

You are advised to consider:

• what the poem is about and how it is organised;

• the ideas the poet may have wanted us to think about;

• the poet’s choice of words, phrases and images and the effects they create;

• how you respond to the poem.

Discourse Markers and Comparative Vocabulary:

• Addressing the Question:

• How does the title communicate ideas linked to the question?

• The theme of _______ can be explored immediately through an interpretation of the title, as…

• How does the use of language in the opening of the poem link to the question?

• By introducing the idea of _____ through the quotation ‘___________’, the writer is…

• What tone is created at the start of the poem?

• Initially, the poet establishes a tone of _______ through their use of __________ in order to…

• How are the ideas introduced at the start of the poem developed in the middle section? Which

techniques are used here?

• As the poem progresses, the theme of _______ is explored through the writer’s use of…

• Is the poem structured in order to achieve a particular effect? How are ideas shifting between stanzas?

• The poet effectively manipulates the structure of the poem, in order to explore the idea of _______,

through their use of…

• Is there rhyme? What words are linked for emphasis? If there isn’t one, why not?

• It can be interpreted that the ______ rhyme scheme has been used in order to highlight…

• Can you identify the form of the poem? If so, how does this link with the main ideas expressed?

• The poem’s form, that of a ___________, links to the theme / idea of ________ because…

• Is there a change in tone / attitude by the end of the poem?

• The poet’s decision to shift the tone from _______ to ________, towards the end of the poem, can be

interpreted to represent…

• What does the last line / word of the poem suggest about the main idea? Can you link it back to the

start?

• By closing the poem with the quotation ‘_________’, the writer is hoping to leave the audience with a

sense of…

• What do you think the poet is trying to communicate in the poem? How should the reader feel / what

should they think at the end?

• Throughout the poem, the poet attempts to communicate the idea of ___________, in order to make the

reader consider…

Describing Atmosphere, Mood and Tone:

Year 10 DC5 Maths Revision Year 10 DC5 Higher Assessment Revision List. Number

• Using the laws of indices. • Percentage increase and decreases. • Standard form. • Direct and inverse proportion. • Density, mass and volume. • Simplifying surds, manipulating with surds and rationalising the denominator. • Ratio. • Using a calculator. • Growth and decay. • Upper and lower bounds.

Algebra

• Solving simultaneous equations. • Quadratic factorisation. • Completing the square. • Quadratic inequalities. • Difference of two squares. • Simplifying algebraic fractions. • Substitution. • Changing the subject of a formula. • Recognising quadratic, cubic, reciprocal, exponential, square root, trigonometrical and circle graphs. • Iteration.

Geometry.

• Volume of a cuboid, pyramid and sphere. • Understanding that 1000cm³ = 1 litre. • Properties of quadrilaterals including the following: trapezium, parallelogram, rhombus and kite. • Area of circles, triangles and parallelograms. • Arcs and sectors. • Forming equations with angles in quadrilaterals. • Interior and exterior angles in regular polygons. • Angles in parallel lines. • Vectors. • Transformations: reflections, rotations, enlargements, and translation • Right angled trigonometry. • Sine and cosine rule and area of a triangle. • Similarity of 2D and 3D shapes.

Statistics and probability.

• Mean of a subset. • Statistical diagrams such as Stem and leaf diagrams, box plots, histograms, cumulative frequency diagrams. • Creating and using probability trees. • Combinations. • Scatter graphs.

Year 10 DC5 Foundation Assessment Revision List. Number

• Ordering positive and negative integers, and decimals. • Converting fractions, decimals and percentages. • Finding the midpoint of two integers. • Multiplication using decimals. • Long multiplication. • Estimation. • Simple interest. • Using the laws of indices. • Percentage of an amount, and increase and decreases. • Percentage change. • Number properties: squares, cubes, powers, multiples and factors. • Ratio: simplifying and sharing. • Exchange rates.

Algebra

• Equations of horizonal and vertical lines such as x= -2. • Solving simultaneous equations. • Drawing quadratic and cubic graphs. • Using the nth term of a sequence. • Substitution.

Geometry.

• Recognising and drawing polygons including the following: quadrilaterals, pentagons, hexagons, octagons. • Properties of quadrilaterals including the following: trapezium, parallelogram, rhombus and kite. • Properties of 3D shapes including the following: cuboids, prisms, cylinders, pyramids, cones and spheres. • Scale drawings. • Enlargement of similar shapes. • Area of circles, triangles and parallelograms.

• Volume of cuboids. • Understanding that 1000cm³ = 1 litre. • Forming equations with angles in quadrilaterals. • Interior and exterior angles in regular polygons. • Angles in triangles. • Transformations: reflections, rotations, enlargements, and translation. • Pythagoras theorem

Statistics and probability.

• Probability of an event. • Scatter graphs. • Statistical diagrams such as Stem and leaf diagrams, dual bar charts, pie charts. • Estimating the mean average from grouped and ungrouped frequency tables. • Completing and using probability tree diagrams.

Year 10 DC5 Science Revision Bioenergetics – Quick Fire Questions

This worksheet is fully supported by a video tutorial; https://youtu.be/1nuYpKaQ3jA

1. What is the word equation for photosynthesis?

2. What is the chemical symbol for carbon dioxide?

3. What is the chemical symbol for water?

4. What is the chemical symbol for oxygen gas?

5. What is the chemical symbol for glucose?

6. What is the symbol equation for photosynthesis?

7. How is energy transferred in photosynthesis?

8. What factors might affect photosynthesis?

9. How does temperature affect photosynthesis?

10. How does light intensity affect photosynthesis?

11. How does carbon dioxide concentration affect photosynthesis?

12. Sketch the graph to show how light intensity affect photosynthesis (Higher tier only)

13. Sketch the graph to show how temperature affects photosynthesis (Higher tier only)

14. Sketch the graph to show how carbon dioxide concentration affects photosynthesis (Higher tier only)

15. Is respiration exothermic or endothermic?

16. What is the word equation for respiration?

17. What is the symbol equation for respiration?

18. What is anaerobic respiration?

19. What is equation for anaerobic respiration?

20. What is anaerobic respiration in yeast cells?

21. How are the products of anaerobic respiration useful in the food industry?

22. What is oxygen debt?

23. Define metabolism.

24. What do sugars do?

25. What do amino acids do?

26. What do fatty acids do?

27. What does glycerol do?

28. What do carbohydrates do?

29. What do proteins do?

30. What do lipids do?

31. What can glucose be converted to?

32. What are lipids formed from?

33. What are proteins formed from?

34. What are amino acid formed from?

35. What do proteins are broken down into

https://youtu.be/1nuYpKaQ3jA

https://youtu.be/1nuYpKaQ3jA

Cell structure – Quick fire questions

This worksheet is fully supported by a video tutorial https://youtu.be/E9ZiTAaRC-E

3. Label a bacteria cell.

1. Label a plant cell.

2. Label an animal cell.

https://youtu.be/E9ZiTAaRC-E






3. Give two different specialist cells.

4. What is differentiation?

5. How do you calculate magnification?

6. Where are chromosomes?

7. What do chromosomes do?

8. What is mitosis?

9. What is a stem cell?

10. What is diffusion?

11. What is osmosis?

12. What is active transport?

2


Infection and Response – Quick Fire Questions

This worksheet is fully supported by a video tutorial; https://youtu.be/pq3B_sozPCo

1. Define pathogen.

2. What is a virus?

3. What is bacteria?

4. What is a protist?

5. What is fungi?

6. How can diseases be spread in plants?

7. How can diseases be spread in animals?

8. How do bacteria reproduce inside the body?

9. How do viruses reproduce inside body?

10. How can bacteria make a person feel ill?

11. How can a virus make a person feel ill?

12. What is measles?

13. What is HIV?

14. What is TMV?

15. What is salmonella?

16. What is gonorrhoea?

17. What is Rose Black Spot?

18. What is malaria?

19. How does the skin help protect the body?

20. How does the nose help protect the body?

21. How does the trachea help protect the body?

22. How does the bronchi help protect the body?

23. How does the stomach help protect the body?

24. What is the role of the immune system?

25. What do white blood cells do?

26. How do vaccinations work?

27. What are antibiotics?

28. What is antibiotic resistance?

29. What are painkillers for? 1

30. Where it is digitalis come from?

https://youtu.be/pq3B_sozPCo

https://youtu.be/pq3B_sozPCo


31. Where does aspirin come from?

32. Where does penicillin come from?

33. What are the three things that new drugs need to be tested for?


Year 10 DC5 History Revision

Question stems

Describe the importance of...

• In this question you will need to explain why the theme was important in history.

• You will need to provide reasons for why the theme was important to support your response.

• Include at least two examples to support your response.

• 2x Paragraphs are required (one paragraph for each example)

How useful is source A for an enquiry into...?

• Firstly, work out MNOPR (Message, Nature, Origin, Purpose and Reliability)

• Remember, you must write one paragraph about why the source IS useful and a paragraph explaining why

the source IS NOT useful for an enquiry into...

• 2x paragraphs are required.

How far do you agree?

• The question is asking your opinion, you need to ensure that you have made a judgement regarding the

quote throughout your response.

• You will need to discuss how far you agree with the theme in the quote and two other themes that are

relevant to the question.

• 3x paragraphs are required.

Catholic Plots against Elizabeth

The 1570s and 1580s were dangerous decades for Elizabeth; she faced four big Catholic plots against her. All had the

aim of getting the Catholic Mary, Queen of Scots on the throne and returning England to Catholic rule. Mary, Queen

of Scots had arrived in England in 1568 having fled Scotland. Due to her claim to the throne Elizabeth had no choice

but to imprison her and keep her under strict surveillance. The two women never met in the 19 years Mary was in

England.

Date Plot Elizabeth's action

1569 - The Northern Earls’

Rebellion

The Catholic Earls of Northumberland

and Westmoreland hatched a plan to

get Mary, Queen of Scots out of

imprisonment and on to the throne.

They gathered an army of 6,000

soldiers in their attempt to return

England to Catholicism.

Elizabeth got wind of the plan and

sent a huge army to crush the

rebellion. Elizabeth put 800 rebels to

death and the two Earls fled to

Scotland.

1571 - The Ridolfi Plot

Roberto Ridolfi, an Italian banker,

planned to assassinate Elizabeth and

make Mary Queen. He had the

support of King Philip II of Spain, the

The plot was uncovered by

Elizabeth’s advisor, Cecil. Ridolfi and

the Spanish ambassador were

arrested and expelled from the


Duke of Norfolk, and Mary, Queen of

Scots herself.

country and Norfolk was executed as

a result.

1583 - The Throckmorton Plot

A young Catholic man, Francis

Throckmorton, organised a plan for a

French army to invade England and

replace Elizabeth with Mary, Queen

of Scots, paid for by the Pope and

King Philip II of Spain.

Throckmorton was executed and

Mary was moved to Tutbury Castle in

Staffordshire, where she was held in

isolation and allowed no visitors.

1586 - The Babington Plot

Sir Anthony Babington planned to

rescue Mary, Queen of Scots from jail

and murder Elizabeth. Secret letters

between the plotters and Mary were

discovered which gave the evidence

needed to prove Mary’s guilt.

This finally led to the execution of

Mary, Queen of Scots, Babington and

six other plotters

Early problems for the reign of Elizabeth I

The Succession:

Despite Henry VIII’s best attempts to secure the Tudor line, Edward VI and Mary I had died childless. Elizabeth had

yet to produce an heir and in 1562 she contracted smallpox and nearly died. This drew attention to how uncertain

the future was. Parliament were keen for Elizabeth to marry and have a child as soon as possible.

Mary Queen of Scots:

Without a direct heir, Elizabeth’s cousin, Mary, Queen of Scots was next in line to the throne. In 1568, Mary was

exiled from Scotland to England and became a real threat to Elizabeth. Catholics had an alternative queen to fight

for.

Religion:

England had changed from Catholic to Protestant under Henry VIII (needing his divorce) and Edward VI and back to

Catholicism under Mary I. Elizabeth was a Protestant, but she was also practical. She did not want to make enemies

immediately. She allowed Catholics to follow their faith privately, but many Catholics remained unhappy, with some

believing she had no right to be Queen. They did not recognise Henry’s marriage to Anne Boleyn.

Foreign Policy:

Elizabeth had to deal with powerful countries that wanted influence over England. Catholic France and Spain had the

support of the Pope and saw England as a target. Elizabeth’s main priority was keeping England safe.

Taxation:

The government needed money and one of the few ways to get it was through taxes. Unfortunately, at a time of

great poverty, taxes would be very unpopular with the people of England, so raising taxes would be very dangerous

for a new Queen.

Ireland:


Elizabeth considered herself Queen of Ireland. However, many Irish disagreed. She spent thousands of

pounds and sent many of her best soldiers to try to limit an Irish rebellion in 1559, but in the long term, nothing

seemed to work.


Year 10 DC5 Geography Revision Use Study Rocket and the knowledge organiser included to complete the revision tasks.

https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/uk-human-landscape/who-lives-where

https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/uk-human-landscape/the-impact-of-globalisation

https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/uk-human-landscape/economic-structure-of-the-uk

https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/uk-human-landscape/who-lives-where

https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/uk-human-landscape/the-impact-of-globalisation

https://studyrocket.co.uk/revision/gcse-geography-b-edexcel/uk-human-landscape/economic-structure-of-the-uk


Year 10 DC5 RE Revision

Summer Term: Thematic

Family and Gender

Lesson Sequence:

1. Purpose of families

2. The nature that families take

3. Roles within the family

4. Same sex parent families

5. Polygamy and families

6. Gender equality between men and women

7. Gender and examples of prejudice and discrimination

8. Marriage, Divorce and Contraception

9. Assessment

10. DIRT lesson

J K L

Useful Websites

www.request.org.uk/issues/family-and-relationships/life-in-a-christian-family/

www.islamic-world.net/parenting/parenting_page

/family_life.htm


www.un.org/sustainabledevelopment/gender-equality/

Unit Reflections

How do you react when you find the work

complicated/challenging?

What do you still want to find out about

this topic?

How have you acted on feedback given

from the last topic assessment?

Have you progressed during this topic?

How do you know?

Which methods did you use to revise for

the assessment?

Are you pleased with your assessment

level for this unit? Why?


Key terms Write your definitions in each box.

contemporary

discrimination

equality

extended

gender

nuclear

polygamy

prejudice

procreation

role

stability


traditional

year 10 revision pack - starbankschool.co.uk

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