year 13 revision timetable summer 2020

Year 13 Revision Guide – Summer 2020

YEAR 13 REVISION TIMETABLE

SUMMER 2020


ART & DESIGN

Week Beginning Topic(s) to Revise Monday 23 March 2020

Complete all elements of Experimental Portfolio and Personal Response as per personalised checklist

Monday 30 March 2020


Monday 6 April 2020


Monday 13 April 2020







BIOLOGY


Biochemistry Cell


Cell Physiology - Osmosis Mitosis/Meiosis

Monday 6 April 2020

Ileum/Leaf Gas Exchange and Respiratory Systems Adaptations/Classification/Biodiversity


Circulation Transport Plants


Learn all practicals – italics on specification


Learn all practicals – italics on specification


BUSINESS STUDIES


Enterprise and Entrepreneurship Central purpose of Business Activity Forms of Business Ownership Stakeholder groups Markets and Markey Forces


Quality Management Approaches to and measures of Quality Productivity and investment

Monday 6 April 2020

Organisational Design Investing in people Motivation Principals of Management and leadership


Spectrum of competition Market structures Market Research Marketing Mix


Elasticity of Demand Product Life Cycle Market Planning and Strategy E business/E Commerce Sources of finance


Break Even Analysis Cash Flow and cash flow forecasts Budgeting Financial Statements Final Accounts


CHEMISTRY


AS1: Redox AS1: The Halogens AS1: Titrations


AS2: Formulae and amounts of substance AS2: Nomenclature and isomerism in organic compounds AS2: Alkanes


AS2: Alkenes AS2: Halogenoalkanes AS2: Alcohols

Monday 6 April 2020 [AS3A and AS3B Mock Exams during class]

AS2: Infrared Spectroscopy AS2: Energetics AS2: Kinetics


AS2: Equilibrium AS2: Group II elements and their compounds


AS1: Qualitative Tests AS1: Formulae, equations and amounts


AS1: Atomic Structure AS1: Bonding

Monday 4 May 2020 AS1: Intermolecular forces AS1: Structures AS1: Shapes of Molecules and ions


DIGITAL TECHNOLOGY

Week Beginning Topic(s) to Revise


AS 1 Reasons for Systems Development

Explain the impact of the ‘software crisis’ Explain the need for software systems that

meet the needs of organisations and/or individuals

Explain the main factors affecting systems development: the user needs, time and cost

Understand that a computer system consists of a user interface, processes and data

Describe the roles of the following during systems development: the systems analyst; the project manager; and the programmer

Analysis Describe the purpose of analysis Evaluate different fact-finding techniques:

interviews, questionnaires, observation and document sampling

Distinguish between functional and non-functional user requirements in systems, such as stock control, reservation, payroll and billing

Explain the purpose of a data flow diagram (DFD)

Produce context and level 1 DFDs for simple scenarios

Design, Developing and Testing Describe the use of storyboarding in developing

the user interface Describe the use of prototyping in the design

of the user interface and the data model Understand the importance of testing

throughout the development of a system in ensuring system quality

Distinguish between different types of testing: system, acceptance, alpha and beta

Understand the purpose of a test plan


Describe the main components of a test plan Distinguish between different types of test

data


Implementation Describe the purpose of system implementation Evaluate different changeover methods: parallel,

direct, pilot and phased Describe the different types of documentation:

user documentation and technical documentation, and explain how they are used

Explain what is meant by data conversion Describe the purpose of system maintenance;

and evaluate different forms of maintenance: corrective, adaptive and perfective

Alternative Development Approaches Describe the main features of different

approaches to systems development: the waterfall model, Rapid Application Development (RAD) and Agile

Evaluate different approaches to systems development: the waterfall model, RAD and Agile

Monday 6 April 2020

Software Projects Describe the main elements in the organisation

of a software project: resources, constraints and risks

Explain the main features of project management for a software project

Evaluate the use of project management tools: Gantt charts and critical path analysis

Describe the importance of version management during systems development

Security Issues Explain why data is archived Explain the need for backup and recovery Evaluate methods of backup: full backup,

differential backup and incremental backup Explain the purpose of a disaster recovery plan


Describe the contents of a typical disaster recovery plan


Programming Environment Describe the purpose of a computer program Describe the main features of an integrated

development environment (IDE) Explain the process of translation

Program Structure Explain the terms algorithm, syntax, data type

and variable;

Describe the fundamental programming concepts of sequence, selection and iteration, including count-controlled and condition-controlled loops

Describe how algorithms can be represented using flowcharts

Explain object-oriented programming terminology: objects, classes, methods and inheritance;

Evaluate the use of the object-oriented approach


Data Validation and Verification Describe and apply the following data validation

methods: range; type; length; format; presence; Modulus 11 check digit; and lookup

Understand the purpose of the following data validation methods: check digits; and batch totals (hash and controls)

Understand the purpose of data verification methods: double entry and proofreading

Explain the limitations of data validation and data verification

Architecture Describe the internal components of a

computer system: processor, clock, main memory, cache memory, buses


(address, data and control), input/output (I/O) controllers, registers and ports

Describe the fetch-execute cycle Evaluate the factors that can influence the

speed of processing: processor type and clock speed

Explain the need for secondary storage Describe secondary storage media: magnetic,

optical and flash

Evaluate the use of secondary storage media for common applications


The User Interface Interface: windows, icons, menu, pointer

(WIMP), command line and forms dialogue Evaluate different types of user interface:

WIMP, command line and forms dialogue Describe how text, sound and video can be

input using a range of devices, such as personal computers, laptops, tablets or smartphones

Data Compression Explain the need for data compression Describe how zipping is used to compress data Evaluate common data file formats: txt, wav,

bitmap, Joint Photographic Experts Group (JPEG), Motion Picture Experts Group (MPEG) and Graphics Interchange Format (GIF)

System Software Describe the purpose of an operating system Describe different types of operating system:

single user, multi-user, multiprocessing, multitasking and multithreading

Explain the need for utility programs

Describe some common utility programs: data compression, file backup, archive software and disk defragmenters


Monday 4 May 2020

Application Software Explain what is meant by application software Explain the difference between generic

software and special purpose software Compare the use of custom-built software with

off-the-shelf software Explain how application software can be

delivered on Different platforms, for example downloaded to

a device or accessed using the web Evaluate different methods of obtaining

software: proprietary and open source Processing Systems

Describe batch processing and real-time processing;

Evaluate the use of batch processing and real-time processing for common applications

Describe the input, output and processing involved in a range of common devices: automatic teller machines (ATMs), point of sale (POS) terminals and smartphones

Monday 11 May 2020

Web Applications Rxplain the following terms: the World Wide

Web (WWW), the internet, Uniform Resource Locator (URL), Hypertext Transfer Protocol (HTTP), Internet Protocol (IP) address, web browser, web server, web hosting, File Transfer Protocol (FTP), internet service provider (ISP), search engine, cache, cookies, portal, website and web page

Explain how domain names are organised Describe the role of the International

Telecommunications Union (ITU) and World Wide Web Consortium (W3C) in agreeing web standards

Evaluate the use of an intranet by an organisation

Website Development Explain how web pages are created using

Hypertext Markup Language (HTML)


Understand the purpose of a range of HTML tags: paragraph, image, anchor, ordered list, unordered list and hyperlinks

Explain how cascading style sheet (CSS) is used in web development

Distinguish between client-side and server-side processing

Evaluate methods of ensuring security over the internet: encryption (including public and private keys), hypertext transfer protocol secure (https), Secure Sockets Layer (SSL), digital signature or digital certificate


ECONOMICS


Key Economic Concepts Basic Economic problem Demand and Supply Markets and Equilibrium


Elasticity of demand and supply Factor Markets Labour Market Failures and Imperfections

Monday 6 April 2020

Market Failures and Imperfections continued

Government Intervention


Government Intervention continued The circular flow of Income Measuring National income Aggregate Demand and Aggregate supply


Macroeconomic Equilibrium Macroeconomic objectives Inflation Unemployment


Economic Growth Fiscal and Monetary Policy Supply Side Polices Exchange Rates


ENGLISH LITERATURE Module 2: A Streetcar named Desire & the Poetry of Frost and Heaney (60%) Length of exam: 2 hours *A clean copy of the poems will be provided for you*


A Streetcar named Desire: Revise all Contexts: biographical, social,

historical, cultural and political – use your Research Portfolio

Revise American Civil war, Southern belles, Deep South, Cavalier Thesis etc.

Re-read the entire play

Revise all quotes you have learned- Remember it is Closed Book!


Revise Mind Maps on all Characters; Blanche, Stanley, Stella, Mitch

Revise Mind maps on key Themes: Desire, Social class, Mental illness, Violence, illusion/fantasy etc.

Revise notes on all Staging Methods

Read Exemplar A grade responses Monday 6 April 2020

The Poetry of Robert Frost & Seamus Heaney: Revise biographical notes on Robert Frost –

Book 1

Revise all biographical notes on Seamus Heaney – Book 1

Revise your Critics’ Log – learn key quotes you could use in any essay

Re-read and learn all notes /annotation on 4 poems: Out, Out, Lost Rachel, Acquainted with the night, The Peninsula)


Re-read and learn all notes /annotation on 4 poems: Mowing, The Baler, Desert Places and Postscript


Re-read and learn all notes /annotation on 4 poems: Personal Helicon, For Once, Then Something, Into My own, The Conway Stewart


Re-read and learn all notes /annotation on 4 poems: The Railway Children, Going For Water, Birches and The Road Not Taken

Re-read and learn all notes /annotation on 4 poems: The Forge, The Wife’s Tale, Bogland, After Apple Picking


Re-read and learn all notes /annotation on 4 poems: Mending Wall, Gathering Leaves, Had I not Been awake, The Harvest Bow

Read exemplar A grade essays – highlight Assessment Objectives.

Complete essay responses in timed conditions

Revise all context on both poets again.

Unit Module 2 - Frankenstein (40%) Length of exam: 1 hour


The various settings that are used in Frankenstein. In Frankenstein, the setting is vital to the story.

How far and in what ways do you agree with this comment on the novel?

Revise key quotations and context relating to the Gothic Horror- including the double/doubling and setting.

As with all Gothic texts, Frankenstein challenges set oppositions, in particular, the opposition between the monstrous and human. Discuss.


Revise key quotations and contextual information relating to a Feminist Reading of the novel. “They are chewed up by the plot and ground down, disassembled… the way Victor, the scientist, dismembers the second brain-child of his


imagination, the she-monster. They are martyrs and victims.” In light of this comment, discuss the extent to which women are presented as victims in Frankenstein

Monday 6 April 2020

Revise key quotations and contextual information relating to literary, Classical and Biblical allusions – including intertextuality. “Did I request thee, Maker, from my clay/ To mould me man? Did I solicit thee/ From darkness to promote me?” (John Milton, Paradise Lost) In light of this comment, discuss how Shelley presents the act of creation and the responsibilities it occasions in Frankenstein?


Revise Scientific/ technological developments of Enlightenment. Learn contextual information on Revolutionary politics in Europe and America. “It seem to me as if nothing would or could ever be known.” (Shelley, Frankenstein) How far and in what ways is knowledge presented as dangerous and destructive


Revise mind maps for Victor, Creature and Walton. Focus on narrative voice and structure. “The point of using an unreliable narrator is indeed to reveal an interesting gap between appearance and reality, and to show how human beings distort or conceal the latter. This need not be a conscious, or mischievous intention on their part.” (David Lodge) In light of this comment, explore the function of the narrators in Frankenstein.


Revise key quotations and contextual information relating to Hero/Anti-Hero. The true hero of the story is not Victor: it is his creature. How far and in what ways do you agree with this comment on the novel? Revise key quotations and contextual information relating to the Sci-Fi novel. Frankenstein has been described as the first sci-fi novel. To what extent do you accept this view?


GEOGRAPHY

Week Beginning Topic(s) to Revise Monday 17 February

PHYSICAL TOPIC: Fluvial Environments (i) explain how the drainage basin operates as an open

system with inputs, outputs, stores and transfers of energy and matter;

explain what a system is; explain the difference between an open and closed

system; define inputs, stores, transfers, outputs; and learn hydrological processes such as precipitation,

surface run off (overland flow), evaporation, condensation, interception, infiltration, throughflow, percolation, groundwater flow (baseflow) and water table.

PHYSICAL TOPIC: Atmosphere

Temperature – global energy balance, vertical heat transfers (conduction, convection)

horizontal heat transfers –(latitude, ocean currents, prevailing winds)

Motion – factors controlling wind speed – pressure gradient force, Coriolis force

General circulation – Hadley, Ferrel, Polar cells (jet stream and upper westerlies; tri-cellular model)

Pressure/wind surface patterns (wind blows from high to low pressure, low pressure at Equator, NE trade winds etc)

Monday 24 February PHYSICAL TOPIC: Fluvial Environments Understand storm and annual hydrographs (regimes)

and explain the factors that influence them − relief, basin size and shape, soil, geology, land use, drainage density and precipitation;

define discharge and understand how it is calculated; draw and label a storm hydrograph; define river regimes;


identify and explain how river regimes change over a year; and

explain each of the factors which influence discharge and regimes;

PHYSICAL TOPIC: Atmosphere Moisture – know definitions for absolute humidity,

relative humidity, dew point temperature.

Explain the factors that influence temperature, including latitude, continentality, altitude and seasonality

Precipitation – orographic, frontal and convectional.

Account for global patterns of precipitation, surface temperature, pressure and winds.

Monday 2 March PHYSICAL TOPIC: Fluvial Environments Understand river processes – erosion (abrasion/corrasion,

attrition, hydraulic action, solution/corrosion), transportation (suspension, solution, saltation, traction), and deposition (Hjulström curves).

Explain the formation of river landforms – waterfalls, rapids, meanders, pools and riffles, oxbow lakes, levees, floodplains and deltas (arcuate and bird’s foot).

For each be able to describe their formation and draw a series of fully labelled diagrams to show their formation.

Monday 9 March PHYSICAL TOPIC: Fluvial Environments

Human interaction in fluvial environments Explain why some rivers need to be channelised and how

this is achieved through realignment, re-sectioning and dredging;

Understand how and why environmentally sensitive and sustainable management strategies are needed to manage river channels;

Explain why some rivers need to be channelised and how this is achieved through realignment, re ‐ sectioning and dredging;

Understand how and why environmentally sensitive and sustainable management strategies are needed to manage river channels;



explain the formation of precipitation (orographic or relief, cyclonic and convectional) air masses –

of mid-latitude weather systems (depressions and anticyclones) and their formation with reference to air masses and the Polar Front Jet Stream;

Know definition, know air masses that affect the British Isles and typical characteristics

Depressions- -be able to draw cross-section, describe formation along Polar front, recognise on a synoptic chart/satellite image, know sequence of weather at warm front, warm sector, cold front – (include cloud type, pressure, precipitation, temp, wind speed & direction, air mass) Regional Scale -England –Oct 1987

Monday 16 March

PHYSICAL TOPIC: Fluvial Environments Investigate the causes of recent flooding (human and

physical) and its effects on people, property and the land (positive and negative impacts).

Beneficial and detrimental effects of floods on people, property and land

1 X Regional scale case study of flooding: Somerset Levels 2014.


Explain how the El Niño Southern Oscillation and La Niña events affect global wind and rainfall patternshurricanes – formation (location, sea temp)

Understand how hurricanes, tropical cyclones or typhoons form and explain their structure; Structure of hurricanes – recognise key features – eye.

Describe the impacts of a recent hurricane, tropical cyclone or typhoon and evaluate the management strategies that were in place to reduce its impacts on people and property. For C/S know effects of people, property and protective measures to reduce loss of life and damage to property Regional Scale - Cyclone Haiyan (2013 (know formation, dates)


Monday 23 March

PHYSICAL TOPIC: Ecosystems Identify the global distribution of biomes − tundra,

tropical rainforest, hot desert and temperate grassland. How ecosystems function, Biotic / abiotic Open system/input, outputs/transfers and stores of

energy and matter Trophic structure, autotrophs, heterotrophs, decomposers Trophic level and trophic pyramids General cycling of nutrients (including the nutrient

cycling model) Local scale case study – Breen Wood (know physical

features and food chain). The climate and soils associated with tundra and

temperate grassland biomes; Case study - Alaska Evaluate the actual and potential impacts of climate

change on tundra ecosystems. Nutrient cycling – between soil, litter & biomass – know

general model Apply to Mollisols.

Monday 30 March

GEOGRAPHICAL SKILLS: Statistical techniques – Nearest Neighbour, Spearman’s

Rank Measures of Central tendency - Mean, Median, Mode Measure of Dispersion - Range. Questionnaire Design – types of questions (open and

closed and Likert scales) and advantages and disadvantages of different types of questions

FIELDWORK Know reasons for conducting a pilot study. Sampling techniques – systematic, stratified, random

and pragmatic. Data presentation techniques: maps - choropleth. Dot

distribution, isoline, flow line; Graphs – Scatter, line, bar, pie, proportional circles and squares, triangular, population pyramids, divided bar graphs.


Satellite images (to map urban growth, monitor deforestation, map hazards etc)

Be able to draw a sketch map from a photograph Know the planning sequence when undertaking a

geographical investigation GIS Identify geographical questions and issues, select

appropriate sources and methods, and establish effective approaches to inquiry in their geographical studies.

Know reasons for conducting a pilot study.

Describe and evaluate the data collection methods selected for geographical investigation;

Monday 6 April

PHYSICAL TOPIC: Ecosystems Vegetation succession – seral stages, climatic climax

vegetation, plagioclimax vegetation Know C/S – Psammosere succession – embryo/fore

dune/yellow/dune slacks//mature dunes Local scale –Magilligan Umbra Dunes

GEOGRAPHICAL SKILLS: Maps - choropleth. Dot distribution, isoline, flow line

Graphs – Scatter, line, bar, pie, proportional circles and squares, triangular, population pyramids, divided bar graphs.

Satellite images (to map urban growth, monitor deforestation, map hazards etc)

Be able to draw a sketch map from a photograph FIELDWORK

Show awareness of fieldwork safety both in preparation and in the field by: − completing investigative work safely in the field; − showing awareness of hazards and risks and demonstrating how their planning involves discussing strategies to avoid accident or injury while collecting data; and − describing contingencies they have made for dealing with accidents while in the field;


Organise, record and present evidence in cartographic, diagrammatic and graphical form, making use of ICT and GIS where appropriate;

Choose and apply appropriate statistical techniques to their own data and/or data presented to them (formulae and statistical tables and graphs will be provided);

Describe, analyse, evaluate and interpret evidence and draw conclusions;

Evaluate their methods and approaches to enquiry and the limitations of the evidence collected and conclusions drawn; Sampling techniques – systematic, stratified, random and pragmatic.

Know the planning sequence when undertaking a geographical investigation

GIS

Monday 13 April

HUMAN TOPIC: Development issues. The nature and measurement of development. Defining development – be able to explain the problems.

Be able to explain and evaluate 2 economic, 2 social and 2 composite measures of development.

The aims of the Millennium Development Goals and evaluate the impact of any two of them as a means of improving global development;

The aims of the 2030 Agenda for Sustainable Development and explain how the Global Goals build on the Millennium Development Goals;

Explain the different roles that globalisation and aid can have in influencing development in LEDCs. Case study - Tanzania

Describe and explain ‘emerging markets’ in the context of LEDCs;

How and why emerging markets such as Brazil, Russia, India, China and South Africa (BRICS) and Mexico, Indonesia, Nigeria and Turkey (MINT) markets have grown in recent years. Case study - China

Monday 20 April

HUMAN TOPIC: Settlements Distinguish between rural and urban settlement, with

reference to the rural–urban continuum;


Know the issues in the rural urban fringe – greenfield developments, suburbanisation, Counterurbanisation

Understand why planning is important to protect the countryside and explain how different measures can be used to manage it: ASSIs or SSSIs, AONBs and National Parks;

Evaluate the arguments for and against the development of a National Park in Northern Ireland.

Explain the main issues and challenges found in the MEDC inner city in relation to economic and social deprivation, re‐urbanisation and gentrification. MEDC urban case study - Dublin

Explain the main issues and challenges found in the LEDC city, including the growth of informal settlements, service provision and economic activity. LEDC urban Case study –Mumbai

Monday 27 April

HUMAN TOPIC: Population Know the difference between census taking and vital

registration. Contrasts between LEDCs and MEDCs in terms of data

reliability and collection and the use made of the data. Two contrasting national case studies, one from an

MEDC, for example UK and one from an LEDC, Nigeria Know the demographic transition model and the

epidemiological transition. The main fertility and mortality measures − crude birth

rate, crude death rate, total fertility rate and infant mortality rate

The differences between underpopulation, overpopulation and optimum population;

Evaluate the theories and issues of population sustainability put forward by Malthus and Boserup; and

Show knowledge and understanding of the need for fertility policies (anti-natalist and pro-natalist). Case study - China

Monday 4 May

Recap on all topics

Monday 11 May Recap on all topics


HEALTH & SOCIAL CARE

Week Beginning Topic(s) to Revise Monday 23 March

• Concepts of health and wellbeing – define the following:

− health; − ill-health; − disease; − stress-related illness; − mental health; and − mental illness; • demonstrate knowledge and understanding of the physical, intellectual, emotional and social needs of service users such as children, older people, those with illnesses, physical disabilities, learning disabilities or mental health needs; • demonstrate knowledge and understanding of how to meet these needs in a range of health, social care and early years settings; • evaluate the potential impact of physical health and ill-health on psychological well-being; and • assess the potential effects of ill-health for both individuals and their families on: − education; − employment; − income; − leisure activities; and

− relationships.

Monday 30 March

Factors affecting health and well-being –

• discuss how the following socio-economic factors can affect the physical, social and psychological health and well-being of individuals: − gender; − social class; − housing; and − culture and ethnicity; • discuss how the following physical factors can affect the physical, social and psychological health and well-being of


individuals: − a genetically inherited condition; and − a chronic illness or disease associated with the ageing process;

Monday 6 April

Factors affecting health and well-being –

• discuss how the following environmental factors can affect the physical, social and psychological health and well-being of individuals: − geographical location; − pollution; and − occupational hazards; • discuss how the following behavioural factors can affect the physical, social and psychological health and well-being of individuals: − exercise and lack of exercise; − poor diet and healthy diet; − smoking; − alcohol misuse; and − illegal drug use;

Monday 13 April

Health promotion

• describe and evaluate the following approaches to health promotion: − medical; − social change; − educational; − behaviour change; and − fear arousal.

Monday 20 April Health promotion

• identify objectives of a current health promotion campaign by the Public Health Agency (PHA) in Northern Ireland and analyse how the campaign gets its message across to meet its objectives; • demonstrate understanding of how individuals can take responsibility for their own health and well-being through: − lifestyle choices; − accessing health and social care services; and − self-advocacy;


Monday 27 April • The roles of organisations responsible for health and well being

discuss how the World Health Organisation (WHO) contributes to health and well-being; • discuss how the following statutory organisations contribute to health and well-being: − Department of Health (DoH); − Public Health Agency; and − Health and Social Care Trusts; • discuss how voluntary organisations contribute to health and well-being for people in Northern Ireland, for example Marie Curie, Age NI, Northern Ireland Chest, Heart and Stroke, Praxis, ChildLine, Simon Community or Mencap; and • discuss how private or commercial organisations contribute to health and well-being, including pharmacies, drug companies, holistic therapists, private practitioners, private nursing homes and home care providers.

Monday 4 May • Discrimination and anti-discriminatory practice in health, social

care and early years’ settings.

• define the terms prejudice and discrimination; • describe examples of discrimination and anti-discriminatory practice relevant to: − race; − beliefs; − gender; − disability; − cognitive ability; − mental health; and − sexuality;

• Discrimination and anti-discriminatory practice in health, social

care and early years’ settings.

• analyse how managers may promote anti-discriminatory practice in health, social care and early years’ settings, for example through: − policies such as complaints and whistle-blowing; − practices such as training and supervising staff; − setting examples in their own practice; and − directly challenging discriminatory practices and using


disciplinary procedures or reporting staff to their professional bodies; and • demonstrate understanding of how both discriminatory and anti-discriminatory practice can impact on the physical, social and psychological health and well-being of service users.


HISTORY


February revolution

• The short-term factors that led to the downfall of the Tsar in February 1917

• The economic, political and military effects of the First World War on Russia

• The misjudgements and mistakes of Tsar Nicholas II, such as leaving government in the hands of the Tsarina and Rasputin October Revolution

• The factors that led to the downfall of the Provisional Government and the Bolshevik seizure of power in October 1917

• The weaknesses and failures of the Provisional Government, the Petrograd Soviet and dual authority

• The strengths of the Bolsheviks: the leadership of Lenin, the April Theses, the role of Trotsky and the Military Revolutionary Committee

Monday 30 March

Civil war The relative importance of the various factors that led to the Bolshevik victory in the Civil War 1918–21 • The strengths of the Bolsheviks: the role of Trotsky, the Red Army, economic and geographical advantages and the weaknesses of the Whites: divisions and foreign intervention Lenin’s economy and culture The aims and degree of success of Lenin’s economic policies 1917–24 • State Capitalism, War Communism and the New Economic Policy • Soviet society and culture under Lenin: the position of women and the family, religion and the position of the church, popular culture and the arts


Monday 6 April

Stalin’s rise to power and how he maintained his power – culture terror, cult of personality

• The reasons for Stalin’s rise to power, including the relative importance of Stalin’s strengths and the weaknesses of his opponents during the power struggle

• The significance of Lenin’s Testament, Stalin’s position as General Secretary of the Party and the limitations of Stalin’s opponents

• The relative importance of the various factors that formed the basis of Stalin’s power: terror, propaganda and the cult of personality

• Stalin’s use of terror, including the post-Kirov purges 1934–36 and the Great Purge 1936–39

• Culture in Stalinist Russia, including the use of the arts and the media as a means of control, propaganda and the cult of personality

Stalin’s economy: The aims and degree of success of Stalin’s economic policies

• The policies of collectivisation and industrialisation

• The aims of the Five Year Plans and the extent to which they were successful

• The social impact of Stalin’s economic policies Monday 13 April

The Weimar Republic 1919-29 • The National Constituent Assembly, the Weimar Constitution and the main terms of the Treaty of Versailles • The political threats to the Weimar Republic from left and right 1919–23 • The reasons for the economic instability of the Weimar Republic 1919–23 • The strengths and weaknesses of the economy 1924–29 and the extent of economic recovery •The development of the Nazi Party 1923–29, including the Munich Beer Hall Putsch, the significance of the Bamberg


Nazi Party conference, the creation of the national party structure and the contributions of Strasser and Goebbels Nazi rise to power • The economic and political impact of the Wall Street Crash on the Weimar Republic 1929–33 • The decline of parliamentary government and the rise of presidential government • The collapse of Müller’s Grand Coalition and the impact of Brüning’s policies • The electoral breakthrough of the Nazis in Presidential and Reichstag elections 1929–33 • The roles of von Schleicher, von Hindenburg and von Papen and ‘political intrigue’, leading to Hitler’s appointment as Chancellor on 30 January 1933

Monday 20 April Nazi consolidation of power The creation of the Nazi dictatorship 1933–34: the ‘Legal Revolution’, co-ordination, creation of a one party state and the Nazi Anti Semitic policies • Anti-Semitism, including legal discrimination, emigration, propaganda and indoctrination, and terror and violence, including the Night of Broken Glass, 1938 • The policies towards the Jews during the war, including Polish Jews and the ghettos, the consequences of Operation Barbarossa for Jews in the Soviet Union, the Wannsee Conference and genocide Nazi economic policies • The economic recovery of 1933–36, including the role of Schacht, and the main aims and impact of the ‘New Plan’ • The introduction, aims and impact of the Four Year Plan, including the role of Göring 1936–39 • The war economy, including the roles of Speer and Todt, and the start of ‘Total War’ defeat of the ‘Second Revolution’

Monday 27 April Opposition to the Nazis • The extent of German opposition and resistance to the Nazis in wartime, including youth and student protest, the Christian Churches, the conservatives and the military The impact of war • The consequences of the war for the German people, including rationing, indoctrination, propaganda and morale


• The impact of allied bombing, the mobilisation of the labour force, the use of foreign labour and prisoners of war Culture in Nazi Germany • Culture in the Third Reich as a means of control, such as the use of the arts, including music, literature and visual arts, and the media, including radio, the press and cinema


IRISH


Cur i láthair Oral Topic: Mé Féin An Aimsir Chaite & Saorbhriathar An Aimsir Láithreach & Saorbhriathar Comhthéacs 1 Review


Cur i láthair Oral Topic: An Teaghlach An Aimsir Ghnáthchaite & caint indíreach An t-ainm briathar & an aidiacht bhriathartha Comhthéacs 1 Review

Monday 6 April 2020

Cur I láthair Oral Topic: Caitheamh Aimsire An Aimsir Fháistineach & Saorbhriathar Réamhfhocail & Aidiachtaí Comhthéacs 1 Review


Cur I láthair Oral Topic: Laethanta Saoire An Modh Coinníollach & Saorbhriathar Ainmfhocail- Bain & Fir leis an alt Comhthéacs 1 Review Essay Preparation (YMIAD)


Oral Topic: An Ghaeltacht An Tuiseal Tabharthach Comhthéacs 2 Review Essay Preparation (YMIAD)


Oral Topic: Fadhbanna ag Daoine Óga Uimhir Uatha/ Iolra/ Firinscneach/

Baininscneach Ginideach Comhthéacs 2 Review Essay Preparation (YMIAD)


MATHEMATICS


AS1 Topic 1 – Algebra & Indices and Surds

AS1 Topic 2 – Quadratic equations and inequalities

AS2 Topic 1 – Kinematics


AS1 Topic 3 – Algebraic fractions & Remainder and Factor

Theorem

AS1 Topic 4 – Coordinate and Circle geometry

AS2 Topic 2 – Forces and Newton's laws

Monday 6 April 2020

AS1 Topic 5 – Binomial expansion

AS1 Topic 6 – Graphs and Transformations

AS2 Topic 3 – Sampling


AS1 Topic 7 – Trigonometry

AS1 Topic 8 – Exponentials and logarithms

AS2 Topic 4 – Data presentation/interpretation


AS1 Topic 9 – Differentiation

AS2 Topic 5 – Probability


AS1 Topic 10 – Integration

AS1 Topic 11 – Vectors

AS2 Topic 6 – Statistical distributions

Examinations dates: AS 1: Pure Mathematics: Wednesday 13 May: 9.15 – 11.00 (1 hour 45 mins) AS 2: Applied Mathematics: Wednesday 20 May: 9.15 – 10.30 (1 hour 15 mins)


MOVING IMAGE ARTS Week Beginning Topic(s) to Revise Monday 23 March 2020

Classical Hollywood Style

• Storytelling conventions & Techniques: − invisible editing; − linear continuity; − the 180 degree rule; − eye line matches; − shot/reverse-shot; and − use of establishing shots

Alfred Hitchcock - The Auteur - Cinematic style: − point-of-view (POV) camera and editing technique; − dynamic camera movements; − high-angle shots; − expressive use of the close-up; − cross-cutting; − montage editing; − expressionist lighting techniques; and − using music to create emotion - Pure Cinema - Suspense - Influence on contemporary filmmakers


Realism in Hollywood

• Hollywood Realist Narrative - Conventions of realist narrative - Andre Bazin concept of Realism - Key realist techniques and explain their purpose:

− the long take; − deep focus cinematography; − hand held camera technique; − continuity of time and space; − use of CCTV cameras or television news footage to create a feeling of realism; − location shooting; − naturalistic acting; and


− the use of only diegetic sound and music on the soundtrack

Monday 6 April 2020

Hollywood Studio System

- Industrial Model of Hollywood Film Making

- Hollywood Studio System


German Expressionism

- German Expressionist Cinema of the 1920s - German film industry’s own studio system - Relationship between German Expressionist Cinema

and the expressionist movement in art - German Expressionism and how it challenged the

conventions of the continuity style - Elements of German Expressionist cinema: − iconography; − setting; − narrative; − style; − characters; and − themes German Expressionist Influence on horror, crime and sci-fi - German Expressionist Influence on contemporary

film Monday 20 April 2020

Film Noir & American Expressionism

- Identify and explain the terms Film Noir and American Expressionism

- The origins of Film Noir and the influence of German Expressionism on Hollywood film-makers

- Collaboration between the director and the cinematographer in Film Noir and American Expressionism

- Elements of Film Noir and explain their purpose: − iconography; − setting; − narrative; − style;


− characters; and − themes - Influence of hard-boiled crime fiction on Film Noir - Influence of Film Noir on later cinema


Soviet Montage

Origins of Soviet Montage and the new approaches to editing

Soviet Montage and photomontage

- Formalist style of Soviet Montage and how it challenged the conventions of the continuity style

- Key examples of Soviet cinema - Influence of Soviet Montage on the work of

subsequent film-makers


MUSIC


Vivaldi: Concerto in G for 2 Mandolins – movements 1 and 2

Gibbons: This is the record of John Kern: Ol Man River


Mozart: Symphony No 39 movement 1 Handel: Zadok the Priest Rogers and Hammerstein: Soliloquy

Monday 6 April 2020

Beethoven: ‘Eroica’ Symphony, movement 4 Bernstein: Tonight Quintet Boubil and Schönberg: One day more


Brahms: Violin Concerto in D major, movement 3 Mendelssohn: Hear my prayer Rutter: ‘A Clare Benediction’ and ‘For the Beauty

of the Earth’


All Secular Vocal Music Vivaldi: Concerto in G for 2 Mandolins –

movements 1 and 2 Mozart: Symphony No 39 movement 1


All Sacred Vocal Music Beethoven: ‘Eroica’ Symphony, movement 4 Brahms: Violin Concerto in D major, movement 3


NUTRITION & FOOD SCIENCE

Nutrition and Food Science Unit 1


Protein demonstrate knowledge and understanding of the functions

of protein as a nutrient; identify plant, animal and novel sources of protein in the diet; compare and contrast plant, animal and novel sources of

protein in relation to nutrition, health, versatility and cost; demonstrate knowledge and understanding of the following

terms: – dispensable and indispensable amino acids; – biological value; and – complementation; and

explain nitrogen balance in relation to protein requirements. Monday 30 March

Fat demonstrate knowledge and understanding of the functions

of fat as a nutrient; demonstrate knowledge and understanding of the structure,

sources and effects on blood cholesterol of the following fatty acids: – saturated; – monounsaturated; and – polyunsaturated, (Omega 3 and Omega 6, trans-fatty

acids); demonstrate knowledge and understanding of the role of

essential fatty acids in the diet. Monday 6 April

demonstrate knowledge and understanding of the sources and functions of carbohydrate as a nutrient;

demonstrate knowledge and understanding of the nutritional significance of the following carbohydrates: – sugars – intrinsic, extrinsic and non-milk extrinsic sugars

(NMES); – starch; and – non-starch polysaccharides (NSP); and

demonstrate knowledge and understanding of the effects of different carbohydrates on blood sugar levels; and


explain the term glycaemic index and glycaemic loading in relation to carbohydrate absorption.

Monday 13 April Vitamin A (retinol), Vitamin D(cholecalciferol), Vitamin E (tocopherol), Vitamin K (phylloquinone), Vitamin B1 (thiamine), Vitamin B2 (riboflavin), Niacin,Vitamin B6 (pyridoxine), Vitamin B12, (cobalamin), Folate and Vitamin C

Vitamins describe the role of fat-soluble and water-soluble vitamins in

the body; identify valuable food sources of the listed vitamins; describe the effects on health of deficiencies and excesses

of each vitamin; and demonstrate knowledge and understanding of factors

affecting bioavailability and absorption of vitamins.

demonstrate knowledge and understanding of factors affecting bioavailability and absorption of vitamins.

Monday 20 April Major minerals: calcium; magnesium; phosphorus; potassium; and sodium Trace mineral: fluorine; iodine; iron; selenium; and zinc.

Minerals describe the functions of the listed major minerals and trace

minerals; identify valuable sources of the listed major minerals and

trace minerals;

describe the effects on health of deficiencies and excesses of each major mineral and trace mineral; and

demonstrate a knowledge and understanding of factors affecting bioavailability and absorption of major minerals and trace minerals.

Monday 27 April Water and other fluids demonstrate knowledge and understanding of the sources

and functions of water and other fluids in the diet; consider the nutritional benefits derived from consuming

fluids other than water; discuss factors that impact on hydration; and


demonstrate knowledge and understanding of the effects of dehydration and water intoxication.

Monday 4 May Nutrition through life

– demonstrate knowledge and understanding of the specific nutritional needs and energy requirements for:

– pre-conception, pregnancy and lactation; – infants and pre-school children; – school-age children and teenagers; – adult men and women; – older adults and the frail elderly; and – explain how to achieve these specific nutritional needs

and energy requirements through appropriate food choices and/or the use of supplements.

Nutrient Requirements – describe Dietary Reference Values (DRVs) for nutrients

and Estimated Average Requirements (EARs) for energy; and

– demonstrate knowledge and understanding of how DRVs and EARs should be used to evaluate diets.

Nutrition and Food Science Unit 2


Energy and energy balance explain why the body needs energy; explain factors affecting energy expenditure; interpret and comment on the EARs for energy through life;

and demonstrate knowledge and understanding of the concept of energy balance.

Monday 30 March

Eating patterns explore the trends in food consumption that have led to

increased prevalence of diet-related disorders for example: – demographics; – social change; – employment; and


– leisure patterns; and discuss the barriers that prevent consumers from making

healthy food choices, for example: – resources; – availability; – food labelling; and

food advertising. Monday 6 April

Cardiovascular disease (CVD) define cardiovascular disease (CVD) and describe its

development; outline the non-modifiable risk factors for CVD:

– genetics; – gender; – age; – socio-economic status; – ethnicity; and – low birth weight; and

explain how the following non-modifiable risk factors may be involved in the development of CVD: – smoking; – reduced physical activity; – low fruit and vegetable intake; – excessive alcohol intake; – high blood cholesterol; – low antioxidant status; – high sodium intake; and – low soluble fibre intake.

discuss the effects of the following on the development of CVD: – overweight and obesity; – hypertension; – Type 2 diabetes; – saturated and unsaturated fatty acids; and – homocysteine; and –

Propose and justify dietary and lifestyle recommendations to prevent CVD.

Monday 13 April

Physical activity


identify the current guidelines for physical activity for children and adults;

discuss the health benefits of regular physical activity for children and adults such as: – cardiovascular function; – bone and joint health; – skeletal muscular health; – energy balance; and – mental health. –

Monday 20 April Overweight and Obesity define overweight and obesity and describe ways they can be

measured; interpret and comment on possible reasons for trends in

childhood and adult obesity; discuss possible barriers to achieving a healthy weight; demonstrate knowledge and understanding of the health

problems associated with being overweight and obesity in children and adults; and

Propose and justify dietary and lifestyle recommendations to achieve a healthy weight in childhood and adulthood.

Monday 27 April Cancer define cancer and outline how it can develop; explain how the following may influence an individual’s cancer

risk – fat; – salt; – meat; – wholegrain plant foods; – fruit and vegetables; and – antioxidant nutrients; and

consider the possible influence of the following in the development of cancer: – body fat; – physical activity; – alcohol; – breastfeeding; – smoking; and


– sun exposure; and

– Propose and justify dietary and lifestyle recommendations to reduce the risk of cancer.

Monday 4 May Type 2 Diabetes

define Type 2 diabetes and outline its symptoms; outline the risk factors for Type 2 diabetes:

– obesity; – diet; – genetics; and – physical inactivity; and

Propose and justify dietary and lifestyle recommendations for the prevention and management of Type 2 diabetes. Alcohol

demonstrate knowledge and understanding of the relationship between alcohol and: – obesity; – cardiovascular disease; and – cancer.

explain how alcohol consumption in pregnancy can affect the baby; and

explain the nutritional consequences for adult men and women of excessive alcohol consumption, for example: – fat metabolism; – control of blood glucose levels; – impact on vitamin K, vitamin D and B vitamins; and

impact on zinc and iron.


PHYSICAL EDUCATION


Performance analysis in sport The coaching process and its limitations: the need for performance analysis technology. Qualitative and quantitative approaches to analysing performance: choosing the correct method and analysing data. Video analysis: its advantages, disadvantages and uses. Fitness testing: laboratory-based testing and its application. Notational analysis: its advantages, disadvantages and uses. Levers Components of a lever system: pivot/fulcrum, effort and load/resistance. 1st, 2nd and 3rd order levers. Mechanical advantages and disadvantages of different types of lever.


Analysis of movement in physical activities Planes and axes of rotation: frontal, sagittal and horizontal/transverse planes of the body. Movement patterns: longitudinal, horizontal/transverse and frontal/anterior-posterior axes of rotation. Flexion/extension, abduction/adduction, circumduction, pronation/supination, rotation, plantar flexion/dorsi flexion, lateral flexion and horizontal adduction and abduction. Joints and articulations Classification of joints: fibrous, cartilaginous and synovial. Types of joints: hinge, pivot, ball and socket, gliding and ellipsoid. Musculo-skeletal system Overview of the skeletal systems: functions and the axial and appendicular skeleton.


Structure and functions of skeletal muscle. Major skeletal muscles of the human body. Muscle fibres: slow twitch (Type I) and fast twitch (Type IIa and IIb) and their associated characteristics. Antagonistic muscle action: prime mover (agonist), antagonist, fixator and synergist. Types of muscle contractions: isotonic; concentric and eccentric, Isometric.

Monday 6 April 2020

Preparation and training methods Components of fitness: health-related components (aerobic capacity, muscular strength, muscular endurance, body composition, flexibility) and skillrelated components (agility, balance, co-ordination, speed, power and reaction time). Methods of training: weight, continuous, fartlek, interval including high intensity training (HIT), plyometrics, circuit and mobility/flexibility. Environmental training. Periodisation. Setting goals. Energy systems and their application to training principles Role of adenosine triphosphate (ATP) and how it is restored through the use of creatine phosphate (ATPPC system), anaerobic glycolysis (lactic acid system) and aerobic glycolysis. Principles of training: specificity, progressive overload, reversibility and variance. Energy systems and their application in planning training programmes.


Fatigue and the recovery process The importance of an effective warm-up and cooldown.


Causes of fatigue and its effect on physical activity and sporting performance. Onset of blood lactate accumulation (OBLA) and delayed onset of muscle soreness (DOMS). Excess post-exercise oxygen consumption (EPOC). Factors that can potentially speed up the recovery processes: active cool down, ice baths, compression clothing, nutrition and supplementation and massage and their effects on recovery. Rehabilitation and recovery. Diet and nutrition and performance Constituents of a balanced diet: relative proportions of carbohydrate, fat and protein. Kilo joules/calorific intake and energy balance for health and performance purposes. Basic functions of carbohydrates, fats and proteins in relation to health and sport specific performance. Glycaemic index (GI). Variations in diets for different activities and sports and types of training. Hydration in sport and the detrimental effects of dehydration on performance. Isotonic, hypotonic and hypertonic drinks.


Personality Personality theories; trait, interactionist and social learning theories. Personality types: extrovert, introvert, stable and neurotic, Type A and Type B. Personality profiling: observation, questionnaires, interviews, profile of mood states (POMS). The relationship between personality theories and sport. Possible impacts of personality types on sporting performance. The different methods used in personality profile and the benefits and limitations of each method. Stress, arousal and anxiety in sport Definition of stress, arousal and anxiety.


Theories of arousal: drive theory, inverted-U and catastrophe theories. Zone of optimal functioning (ZOF) and peak flow experiences. Measurement of stress, arousal and anxiety. Methods of controlling stress, arousal and anxiety. Different types of anxiety. Motivation Intrinsic and extrinsic motivation: the use of tangible and intangible rewards. Achievement motivation and links with personality and situation. Competitiveness: sport-specific achievement motivation and its links with competitive trait anxiety. Self-efficacy, motivation and self-confidence. Skill, ability and application to practical activity Definitions of skill, ability, learning and performance. Characteristics of skilled performance. Abilities: gross motor and psychomotor. Skill continuums: pacing (internal/external), difficulty (complex/simple), organisation (low/high), continuity (discrete, serial, continuous, muscular involvement (fine/gross) and environmental influence (open/closed). The role skill acquisition plays in participating in physical activity, examples of what a skilled performance would look like. Examples of different abilities used within sport. How the classification of skills can be used to aid teaching and coaching such as the use of variable practice for open skills.


Learning processes and variables Learning/performance curves: positive, negative, linear and plateau. Theories of Learning: observational learning –


demonstration, attention, retention, motor reproduction, motivation, matching performance (DARMMM). Reinforcement: positive, negative and punishment; drive reduction theory. Stages of learning (Fitts and Posner): cognitive, associative and autonomous. Transfer of learning: positive/negative, proactive/retroactive, bilateral. Methods of practice: whole/part/progressive part; variable/fixed; massed/distributed; mental rehearsal and practice. Methods of guidance – visual, verbal, manual and mechanical. Types of feedback: intrinsic, extrinsic, knowledge of results, knowledge of performance. Sport, culture and society Definitions of culture, society and social institution. The role of sport within society. Sport as a means of social control; as a social institution, as a mechanism of socialisation and as a form of national identity. The importance of sport as a vehicle for the promotion of societal and cultural values such as (but not limited to) respect for authority, conforming to rules and regulations and importance of competition. The use that governments make of sport. Emergence of modern sport The role of the 19th century English public school and university system (three stages of development) in the codification and rationalisation of modern sport. The movement from amateurism to professionalism to commercialisation of modern sport. Amateurism and Olympism. Issues of shamateurism. Use of sport as a political tool. Boycotts, protests, diplomacy and promotion of national identity. Social differentiation within sport Definition of social stratification and its application


to sport. Prejudice, stereotyping and discrimination towards ethnic minorities, women, disabled and socially deprived. Barriers to participation: issues of opportunity, provision and esteem for all disadvantaged groups. Economic and socio cultural factors and their impact on sporting participation and achievement for disadvantaged groups. Strategies for improving participation among disadvantaged groups.


PHYSICS

AS3 – Practical (in lab) Revise the list of experiments for practical exam so that you can write a very short summary of what is being measured and how and that you know how to carry them out. Also revise uncertainties and practical techniques from notes and textbook chapter AS3 Practical paper in hall Revise data analysis and carry out practice questions from Past papers. Use booklet and textbook chapter.

Week Beginning Topic(s) to Revise AS1 and carry out PPQ

Topic(s) to Revise AS2 and carry out PPQ


1.1 Physical quantities and units

1.2 Scalars and Vectors 1.3 Principle of Moments

PPQ

2.1 Waves PPQ


1.4 Linear Motion 1.5 Dynamics

PPQ

2.2 Refraction PPQ

Monday 6 April 2020

1.6 Newton’s Laws of Motion 1.7 Linear Momentum and

Impulse

PPQ

2.3 Lenses PPQ


1.8 Work done, PE and KE

PPQ

2.4 Superposition, interference and diffraction PPQ


1.9 Electric current, charge, p.d. and electromotive force 1.10 Resistance and Resistivity PPQ

2.5 Quantum Physics 2.6 Wave-particle duality PPQ


1.11 Internal resistance/emf 1.12 Potential Divider Circuits AS3 Data Analysis – Practical paper 3B PPQ

2.7 Astronomy PPQ AS3 Data Analysis and practical paper 3B questions


RELIGION

Week Beginning

Topic(s) to Revise for AS5 Celtic Church

Topic(s) to revise for AS1 The Gospel of Luke


Pre-Patrician Ireland The Social, Political and

Religious background to arrival of Patrick

The Channels of Christianity The Evidence for the existence

of Christianity The significance of references

to Palladius Human Experience: Religion in contemporary society (social, political and cultural context)

UNDERSTANDING THE GOSPEL OF LUKE Religious and political situation in

Palestine Beliefs and practices of the

Pharisees and Sadducees How and why the Gospel of Luke

was written Authorship, date, purposes and

characteristics of the Gospel; The historical accuracy and

reliability of Luke’s Gospel Human Experience: The problems posed by religious divisions and the opportunity for religious and ethical enrichment. The role of the sacred text for religious believers in any age.


Patrick’s Confession and Letter Patrick’s Confession - CONTENT,

THEMES & PURPOSE Patrick’s Letter - CONTENT,

THEMES & PURPOSE Human Experience: The portrait and characteristics of Patrick which emerges from his writings

KEY NARRATIVES IN LUKE’S GOSPEL THE INFANCY NARRATIVE The importance of the opening two

chapters of the Gospel The annunciations of the births of

Jesus and John - the birth stories of Jesus and John - the visit of the shepherds

The Presentation in the Temple The boy Jesus at the Temple

EARLY MINISTRY OF JESUS The baptism and temptation of

Jesus The rejection at Nazareth


Controversy with the religious authorities

Human Experience: The relevance of initiation and ritual in religion.

Monday 6 April 2020

Patrick’s Mission through his writings The call, nature, dangers,

difficulties, challenges and success of Patrick’s mission

Human Experience: Faith, prayer and religious authority in contemporary society

THE KINGDOM OF GOD Meaning, purpose, characteristics

and theological interpretation of parables in Luke;

PARABLES OF MERCY: The Good Samaritan The Forgiving Father The Rich Man and Lazarus

PARABLES OF THE KINGDOM: The Sower The Great Banquet

Human Experience: The importance of mercy in the life of the religious believer.


Celtic Monasticism The Origins of Monasticism Nature and development of

Celtic monasticism The life/background

careers/mission of monastic founders

Human Experience: -Characteristics of religious leadership in any age- positive and negative religious leadership -The role of self-denial and asceticism in religious life.

MIRACLES: The meaning, purpose, theology and

credibility of miracles in Luke; HEALING MIRACLES: The Centurion’s Servant The Ten Lepers

RAISING TO LIFE: The Widow’s Son

NATURE MIRACLES: Calming of the Storm Feeding of the Five Thousand

Human Experience: The importance of Christian outreach to those who are marginalised. The debate about the validity and relevance of miracles;



Penitentials Origins and development of

Penitential Practice in Celtic Church

Content and features of Celtic penitential texts

The features of Celtic Penitential Practice

The impact and value of the Penitentials

Human Experience: -Relevance of Penitentials today -Issues of sin and forgiveness in contemporary society (religious and secular challenges)

THEMES IN LUKE’S GOSPEL DISCIPLESHIP: The call to discipleship The nature of mission The demands of discipleship Teachings to disciples The role of Peter

Human Experience: The demands of discipleship in any age.


Hagiography The features and conventions of

hagiographical writing The content and features of

hagiographical writing with reference to: Murichu & Cogitosus

Human Experience: -Moral, spiritual and religious example of Saints -Value of spiritual and devotional religious writings today

SALVATION HISTORY: An overview of the concept of

Salvation History; Luke's portrayal of Salvation History;

and Contribution and critique of the

work of relevant scholars; Human Experience: The relevance of the claims of the Gospel in a multi-religious world to both Salvation and Resurrection.


TECHNOLOGY Revise using your two theory booklets and jotter summary notes. Ensure you can answer all the questions at the back of each CCEA fact files and do as many past-paper questions as possible, identifying key terms and vocabulary so you can target your answers.

Week Beginning Topic(s) to Revise


Students should be able to: consider the following when selecting a material:

– functional requirements (properties and characteristics); – manufacturing demands (scale of production and suitability of manufacturing process); – environment (corrosion resistance and stability); – availability (common forms and sizes); – cost; and – appropriate joining techniques; demonstrate knowledge and understanding of:

– physical properties: density, electrical and thermal conductivity; and – mechanical properties: strength, elasticity, plasticity, toughness, hardness, durability and brittleness; 1.2 Wood demonstrate knowledge of hardwoods and softwoods; demonstrate knowledge and understanding of the

properties, working characteristics and uses of pine, ash, beech, oak and mahogany; demonstrate knowledge of the available form of supply

of woods (common lengths, rough sawn and planed all round (PAR) sizes); demonstrate an understanding of the main advantages and

uses of manufactured boards: plywood, blockboard, chipboard, hardboard and medium density fibreboard (MDF); and demonstrate an understanding of the main purposes and

types of finishes for wood stains, oils, polishes, paints and synthetic resins, veneers (such as beech, ash, oak,) and laminates (such as Formica). 1.3 Metal Students should be able to: demonstrate knowledge of the available form of supply of

metals;


understand the difference between ferrous and non-ferrous metals and alloys; demonstrate knowledge and understanding of the

properties, working characteristics and uses of: aluminium, aluminium alloys, copper, brass, zinc, steel (mild, medium and high) and stainless steel; demonstrate an understanding of the main purposes and

types of finishes for metals: painting, plastic coating, electroplating, anodising, enamelling and lacquering; 1.4 Plastic understand the difference between thermoplastic and

thermosetting plastics; demonstrate knowledge and understanding of the

properties, working characteristics and uses for the following polymers: – high-density polyethylene (HDPE); – low-density polyethylene (LDPE); – polyethylene terephthalate (PET); – polystyrene; – polyvinyl chloride (PVC); – acrylic, nylon, acrylonitrile butadiene styrene (ABS); – melamine-formaldehyde; and – epoxy resins; and 1.5 Modern composite and emerging technologies demonstrate knowledge, understanding and applications

for the following modern materials, and their application in product design, to include: – thermochromic and photochromic materials; – phosphorescent pigments; – reflective films and holograms; – liquid crystal displays; – polyether ether ketone (PEEK); – polyphenylsulfone (PPSU); and – graphene.


1.6 Methods of processing materials Students should be able to: demonstrate knowledge and understanding of:

– wasting, including workshop hand tools, manual and computer numerical control (CNC) machine tools; – forming, including rolling, blanking, press forming and forging;


– moulding, including injection moulding, blow moulding, rotational moulding, vacuum forming, sand casting and pressure die casting; and – extrusion; 1.7 Product analysis and improvement analyse, evaluate and produce redesign proposals for

existing products under the following headings: – form; – cost; – manufacture; – materials; – function; – performance; – aesthetics; – marketing constraints, target audience; – ergonomics and anthropometrics; – cultural, ethnic and moral issues; – environmental issues; and – user safety; 1.8 Design and communication demonstrate knowledge and understanding of the design

process, including: – design briefs; – research leading to the development of a specification; – generation of ideas; – design development and refining ideas; and – product review and testing; demonstrate knowledge and understanding of the design

process, in particular: – sustainability; and – creativity, flair and innovation; and communicate designs using 2D methods, to include

freehand sketching and mixed media. **Design Questions**

Monday 6 April 2020

1.9 Design and manufacture Students should be able to: demonstrate knowledge and understanding of the following:

– computer-aided design (CAD), to include drawing, solid modelling, virtual imaging and rapid prototyping; – computer-aided manufacture (CAM) computers used to assist in a manufacturing process;


– computer-integrated manufacture (CIM) computers used for stock control, quality control, manufacturing and assembly; and – the advantages of using CAD, CAM and CIM; 1.10 Quality and safety demonstrate knowledge and understanding of the use of:

– factor of safety; and – tolerances; demonstrate knowledge and understanding of the purpose

of testing and inspection of components or products; and demonstrate knowledge and understanding of the risks

associated with common manufacturing and hand processes and methods used to minimise these.


1.24 Designing As well as the requirements of 1.8 of the compulsory section of the specification, students should be able to: demonstrate knowledge and understanding of the design

process, including: – research methods (primary and secondary sources); – questionnaires and surveys; – purpose and information included in specifications – design, engineering and manufacturing specifications; – generation of ideas – thought showers, lateral thinking, attribute analysis, SCAMPER and inversion, design critiques and how to use these to produce innovative design solutions; – design and development and refinement of ideas; – 2D and 3D computer simulations; – a work order or schedule; – planning for manufacture using flow process charts, Gantt charts and critical path analysis; – selection of processes and techniques used in manufacture to produce products for different production levels; – formative and summative evaluation techniques used for evaluation and testing; – identifying and stating strengths and weaknesses of a product design; – fitness for purpose; and – product review and testing;

1.25 Compliant, composite and smart materials demonstrate knowledge, understanding and applications



for the following composites; – carbon fibre reinforced plastic (CFRP); – glass reinforced plastic (GRP); – Kevlar; and – tungsten carbide; and demonstrate knowledge and understanding of

developments in the following emerging technologies: – nanotechnology and its applications; and – biophotovoltaics. 1.25 Compliant, composite and smart materials (cont.) Students should be able to: demonstrate knowledge and understanding of the

characteristics and uses for the following smart materials: – shape memory alloys; – piezoelectric materials; and – light-emitting polymers. 1.26 Design and communication As well as the requirements of part 1.8 of the compulsory section of the specification, students should be able to: communicate designs using 2D and 3D methods, including:

– freehand sketching; – pictorial, orthographic projection (third angle only); – isometric projection; – perspective; – assembly; – exploded drawings; and – modelling, including rapid prototyping; and use these illustrations to communicate innovative design

ideas. Monday 27 April 2020

1.27 Methods of processing materials Students should be able to: demonstrate knowledge and understanding of the

following processes: – laminating; – steam bending; – die cutting; – water jet cutting; – laser cutting; – CNC router, milling and lathes; – 3D printing; and – dye sublimation.


1.28 Quality and safety As well as the requirements of part 1.10 of the compulsory section of the specification, students should be able to: demonstrate knowledge and understanding of safety

requirements and how these relate to contemporary products, to include: – five stage risk assessment; – Health and Safety at Work Act (HASAWA); – Control of Substances Hazardous to Health (COSHH); – employee and consumer safety; – Trades Description Act; and – British Standards. 1.29 Manufacturing production and quality systems Students should be able to: demonstrate knowledge and understanding of scales of

production, to include: – continuous production; – mass production; – batch production; and – one-off production; demonstrate knowledge and understanding of how

manufacturing is organised, to include: – cell production; – flexible manufacturing systems (FMS); – just in-time (JIT); – quick response manufacturing (QRM); and – Kanban and concurrent engineering; demonstrate knowledge and understanding of the use of:

– quality assurance (QA) and quality control (QC) systems; – ISO 9001 standards; and – statistical testing methods; demonstrate knowledge and understanding of ‘right first

time’ and continuous improvement; and 1.30 Influences on product design demonstrate knowledge and understanding of:

– changes in fashion (miniaturisation; portability; flexibility); – cultural and social changes; and – scientific advances. 1.31 Intellectual property rights Students should be able to: demonstrate knowledge and understanding of intellectual


property rights and how these relate to contemporary products, to include the key issues of: – design rights; – registered design; – patents; – trademarks;


THEATRE STUDIES Week

Beginning


Medea Plot Characters Historical, social and cultural

context Euripides and traditional Greek

Theatre

Revise Live Theatre Notes


Extracts from a performance angle, key extracts and exam style questions/ mind maps.

Linking ideas to live theatre for each extract.

. Revise Live Theatre Notes

Monday 6 April 2020

Extracts from a direction angle, key extracts and exam style questions/ mind maps.




Extracts from a design angle, key extracts and exam style questions/ mind maps.




Exam technique, timed responses.

Revise all live theatre logs/notes from performances: Medea- NT version, Splendid Version, Antigone, Under the Hawthorne Tree, Playboy of the Western World and Blackout.




Exam technique, timed responses.

Revise all live theatre logs/notes from performances: Medea- NT version, Splendid Version, Antigone, Under the Hawthorne Tree, Playboy

of the Western World and Blackout.


year 13 revision timetable summer 2020

Documents