St Paul’s
Catholic School
Year 11
Revision Guide 2015
Introduction
Dear Pupils
This booklet is designed to provide you with the key revision information that you require to
achieve success in your Year 11 GCSE mock examinations.
This booklet contains a summary of each subject, topics that are being studied and subject
specific revision hints and websites.
I would like to remind you that mock examinations commence on Monday 7 December. You
will receive a mock examination timetable shortly. You will be on study leave for the period of
the mock examinations.
You will be able to discuss mock examination preparations on Mentoring Day on 24 November
2015.
Good luck, and remember that these mock examinations are important, so prepare thoroughly!
Phil Coldicott
Head of Year 11
Contents
The Faculty of Mathematics and Science
Mathematics
Science
Astronomy
The Faculty of RE and Humanities
RE
History
Geography
The Faculty of English and Modern Foreign Language
English
Modern Foreign Language
The Faculty of Performing Arts
Physical Education
Music
Art
The Faculty of Design and Technology
Business Studies
Health and Social Care
Technology
Electronic Products
Textiles Technology
Resistant Materials
Graphic Products
Food Technology
MATHS
GCSE MATHEMATICS
Exam Information
You must bring:
Pen
Pencil
Ruler
Protractor
Compasses
Rubber
Calculator
In the exam you may ask for:
Tracing Paper
Revision hints and useful websites
•
www.mymaths.co.uk. Go through the lessons and do the practice tasks.
•
www.corbettmaths.com
•
http://www.hegartymaths.com/
•
www.emaths.co.uk is another useful website.
List of Topics
On the next pages you will find a list of topics by grade. This is given as a guide only.
Ensure you are revising topics at your target grade as well as grades below it. For example, if your
target is a grade B then you must be confident with all of the C, D, E, F and G topics as well.
  
A grade A* student can …
Simplify surds, such as 4(3 + 3) and (2 - 3)(4 + 3) in the form a + b3
3
Number
Use index notation and index laws for fractional powers such as 16 4
Find the upper and lower bounds of more difficult calculations with quantities given to a various degrees of
accuracy
Simplify harder rational expressions
Solve fractional linear equations with the unknown in the denominator such as
4
3

2
x  2 2x  1
Solve harder quadratic equations (a1) such as 5x2 -3x + 5 = 0 by using the quadratic formula
Simplify quadratic expressions by completing the square
Use completing the square to solve quadratic equations
Use completing the square to find maximum and minimum values
Solve a pair of simultaneous equations where one is linear and one is non-linear such as
x + 4y = 15 and x2 + y 2 = 9
Solve cubic equations by drawing appropriate lines on graphs
Plot and sketch graphs of exponential functions
Algebra
Recognise the shapes of graphs of functions
Transform the graphs of y = f(x), such as linear, quadratic, cubic, sine and cosine functions, using the
transformations y = f(x) + a, y = f(x + a), y = f (ax) and y = af(x)
Solve simultaneous equations graphically, such as y = 2x – 1 and x2 + y 2 = 13
Use trigonometry to find sides and angles in three dimensions
Find the angle between a line and a plane
Understand the graphs of trigonometric functions for angles of any size
Shape
Find the volume of the frustum of a truncated cone
Solve more difficult vector geometry problems
Draw tree diagrams and use them to find probabilities of successive dependent events
Derive harder algebraic proofs using reasoning and logic
Top 3 grade A* topics I need to study further are:
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  
A grade A student can …
Rationalise the denominator of a surd such as
2
5
Number
1
Use index notation and index laws for simple fractional powers such as 16 4
Use index notation and index laws for simple negative powers such as 2 -3
Factorise harder quadratic expressions (a ª 1)
Solve direct and inverse proportion problems
Interpret the graphs of direct and inverse proportion relationships
Rearrange formulae where the variable appears twice
Explore the gradients of perpendicular straight-line graphs
Use the points of intersection of a quadratic graph such as y = x2 - 2x - 4 with lines such as y = 2x + 1 to
solve equations like x2 - 2x – 4 = 2x + 1 and simplify this to
x2 - 4x – 5 = 0
Solve quadratic equations (a=1) such as x2 -3x + 5 = 0 by using the quadratic formula
Solve a pair of simultaneous equations where one is linear and one is non-linear such as
y = x2
y = 3x – 5 and
lgebra
Construct the graphs of loci, including the circle x2 + y 2 = r2
Solve simultaneous equations graphically, such as y = x – 1 and x2 + y 2 = 9
Calculate the lengths of circular arcs
Calculate the areas of sectors
Calculate the surface areas of cylinders, cones and spheres
Calculate the volumes of cylinders, cones and spheres
Prove the angle properties of a circle
Prove the tangent / chord properties of a circle
Shape and Space
Use and prove the alternate segment theorem
Enlarge a shape by a negative scale factor
Compare areas and volumes of enlarged shapes
Find the upper and lower bounds of more difficult calculations with quantities given to a various
degrees of accuracy
Add, subtract and multiply vectors to solve vector geometry problems
Understand the relationship between parallel and perpendicular vectors
Find the area of a 2-D shape, given the area of a similar shape and the ratio
Find the volume of a 3-D solid, given the volume of a similar solid and the ratio
Prove that two triangles are congruent
Prove the construction theorems
Use Pythagoras’ theorem in 3-D problems
Sketch and draw trigonometric graphs
Use the sine rule to find the missing sides and missing angles in any triangle
Use the cosine rule to find the missing sides and missing angles in any triangle
Use the formula for the area of a non right-angled triangle
Use the conditions for congruent triangles in formal geometric proofs
Construct and interpret a histogram including unequal class intervals
Use stratified sampling methods
Data Handling
Understand dependent and independent outcomes
Understand probabilities associated with mutually exclusive events
Use tree diagrams to find probabilities of successive independent events
Derive simple algebraic proofs using reasoning
Top 3 grade A topics I need to study further are:
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  
A grade B student can …
Find the least common multiple (LCM) of two or more numbers
Find the highest common factor (HCF) of two or more numbers
Round to a given number of significant figures
Convert recurring decimals to fractions and fractions to recurring decimals
Identify recurring and terminating decimals
Convert between ordinary and standard index form representations
Use standard index form with and without a calculator
Work out reverse percentage problems
Number
Understand how to use successive percentages
Work out compound interest
Calculate proportional changes using a multiplier
Solve fractional linear equations such as 2x  1  x  3  5
6
3
2
Expand and simplify two expressions of the form (x  n)
Factorise quadratic expressions
Simplify rational expressions involving quadratic expressions
Solve quadratic equations such as x2+ 6x+ 8=0 by factorisation
Rearrange formulae that include brackets, fractions and square roots
Explore the gradients of parallel straight-line graphs
Solve more complex linear inequalities such as x + 13 > 5x – 3
Solve a set of linear inequalities in 2 variables & represent the solution as a region of a graph
Solve a pair of simultaneous equations in two unknowns such as 2x+y=5 and 3x+2y = 4
Know that each equation can be represented by a line on a graph and that the point of intersection of the lines
is the solution
Complete tables for, and draw graphs of cubic functions
Complete tables for, and draw graphs of reciprocal functions
Use reciprocal graphs to solve equations
Use the angle properties of a circle
e
an
d
Sp
ac
e
Algebra
Use cubic graphs to solve equations
Use the tangent / chord properties of a circle
Distinguish between formulae for perimeter, area and volume by considering dimensions
Find the upper and lower bounds of simple calculations (addition and subtraction) involving quantities given to a
particular degree of accuracy
Interpret velocity–time graphs
Discuss and interpret graphs modelling real situations
Match sides and angles of similar triangles, given some dimensions
Find the distance between two points from their coordinates
Use sine, cosine and tangent to calculate an angle in a right-angled triangle
Use sine, cosine and tangent to calculate a side in a right-angled triangle
Construct a time series graph and plot the moving average
Use the trend line to estimate other values
Construct and interpret a cumulative frequency diagram
Use a cumulative frequency diagram to estimate the median and interquartile range
Data Handling
Construct and interpret a box plot
Compare two sets of data using box plots
Use relative frequency to find probabilities
Complete a tree diagram
Show step-by-step deductions in providing a full mathematical explanation
Top 3 grade B topics I need to study further are:
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  
A grade C student can …
Find the least common multiple (LCM) of two simple numbers
Find the highest common factor (HCF) of two simple numbers
Write a number as a product of prime factors
Find the reciprocal of a number
Estimate answers to calculations
Solve numerical problems involving multiplication and division with numbers of any size using a calculator
efficiently and appropriately
Find minimum and maximum values
Understand the effects of multiplying by numbers between 0 and 1
Divide a number by a decimal such as 1 ÷ 0·2 and 2·8 divided by 0·07
Work out a percentage increase or decrease
Express one quantity as a percentage of another
Do calculations with mixed numbers
Number
Do calculations with simple fractions involving division
Solve more complex ratio and proportion problems, such as sharing out money between two groups in
the ratio of their numbers
Solve ratio and proportion problems using the unitary method
Multiply out expressions with brackets such as y(3y – 8)
Expand and simplify two expressions of the form (x + n)
Use index notation and index laws for positive and negative powers
Write the nth term of a sequence or a series of diagrams
Solve more complex linear equations such as 3x – 12 = 2(x – 5)
Solve linear equations involving fractions such as 7  x  2 or 2x  x  5
3
3
4
Algebra
Find a solution to a problem by forming an equation and solving it
Form and solve equations such as x3 + x = 12 using trial and improvement methods
Rearrange linear formulae such as s = 4q - 7
Recognise the equations of straight-line graphs such as y = 3x - 5
Find the gradients of straight-line graphs
Draw graphs of harder quadratic functions such as y = x 2 + 3x -5
Find the points of intersection of quadratic graphs with lines
Use graphs to find the approximate solutions of quadratic equations
Solve inequalities such as 3x < 9 and 12 ≤ 3n < 20
Solve linear inequalities such as 4x – 3 < 10 and 4x < 2x + 7
Represent sets of solutions on the number line
Solve problems involving circles such as finding the perimeter of a semicircle
Solve problems involving circles such as finding the area of a semicircle
Calculate volumes of triangular prisms, parallelogram-based prisms and cylinders
Solve problems involving surface areas of prisms and cylinders
Convert between measures of area
Convert between measures of volume
Classify a quadrilateral by geometric properties
Solve problems using angle and symmetry properties of polygons and properties of intersecting and
parallel lines
Calculate exterior and interior angles of a regular polygon
Find the midpoint of a line segment
Shape and Space
Use and understand coordinates in three dimensions
Rotate shapes about any point
Describe fully reflections and rotations about any point
Find the centre of a rotation and describe it fully
Space
Combine reflections and rotations
and
Translate a shape by a vector such as  4 
  3


Transform shapes by a combination of translation, reflection and rotation
(continued)
Shape
Reflect shapes in the lines y = x and y = –x
Compare the area of an enlarged shape with the original shape
Enlarge a shape by a positive whole number or fractional scale factor
Solve more difficult speed problems
Understand and use compound measures such as speed and density
Recognise accuracy in measurements given to the nearest whole unit
Calculate complex average speeds from distance–time graphs
Construct the perpendicular bisector of a line
Construct the perpendicular from a point to a line
Construct the perpendicular from a point on a line
Construct angles of 60° and 90°
Construct the bisector of an angle
Match one side and one angle of congruent triangles, given some dimensions
Use Pythagoras’ theorem to find the hypotenuse of a right-angled triangle
Use Pythagoras’ theorem to find any side of a right-angled triangle
Use Pythagoras’ theorem to find the height of an isosceles triangle
Use Pythagoras’ theorem in practical problems
Construct accurately loci, such as those of points equidistant from two fixed points
Solve loci problems, such as identifying points less than 3 cm from a point P
Find the mean for grouped data
Find the median class for grouped data
Find the modal class for grouped data
Use measures of average and range to compare distributions and make inferences
Draw a line of best fit on the scatter graph by inspection
Data Handling
Identify possible sources of bias in the design and use of data collection sheets & questionnaires
Specify hypotheses and test them
Understand relative frequency as an estimate of probability
Use relative frequency to compare outcomes of experiments
Understand the difference between a demonstration and a proof
Show step-by-step deductions in providing a basic algebraic explanation
Top 3 grade C topics I need to study further are:
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A grade D student can …
Estimate answers to calculations involving division
Use the terms square, positive and negative square root, cube and cube root
Recall integer squares from 2×2 to 15×15 and the corresponding square roots
Recall the cubes of 2, 3, 4, 5 and 10
Multiply two decimals such as 2·4 × 0·7
Number
Convert decimals to fractions and fractions to decimals
Do calculations with simple fractions involving subtraction
Increase or decrease a quantity by a given percentage
Multiply out expressions with brackets such as 5(3x – 2)
Factorise expressions
Write the terms of a sequence or a series of diagrams given the nth term
Draw lines such as y = 2x + 3
Solve problems involving straight lines
Solve linear equations with unknowns on each side such as 3x – 4 = 5 + x
Solve linear equations with brackets such as 2(5x + 1) = 28
Algebra
Substitute numbers into more complicated formulae such as C  ( A  1)D
9
Solve problems involving graphs, such as finding where the line y = x + 5 crosses the line y = 1
Draw graphs of simple quadratic functions such as y = 2x2 and y = x2 + 2
Find the area of a triangle, parallelogram, kite and trapezium
Find the area and perimeter of compound shapes
Calculate the circumference of a circle to an appropriate degree of accuracy
Shape and Space
Calculate the area of a circle to an appropriate degree of accuracy
Reflect shapes in lines such as x = 2 or y = –1
Rotate shapes about the origin
Describe fully reflections and rotations about the origin
Identify reflection symmetry in 3-D solids
  
Translate a shape using a description such as 4 units right and 3 units down
Enlarge a shape by a positive scale factor from a given centre
Calculate simple average speeds from distance–time graphs
Draw a quadrilateral such as a kite or a parallelogram with given measurements
Understand that the lengths of two sides & a non-included angle do not define a unique triangle
Construct and recognise the nets of 3-D solids such as pyramids and triangular prisms
Draw plans and elevations of 3-D solids
Understand the idea of a locus
Calculate the mean for a frequency distribution
Construct a stem-and-leaf diagram (ordered)
Construct a frequency diagram
Interpret a time series graph
Draw a scatter graph by plotting points on a graph
Interpret the scatter graph
Classify and know the difference between various types of data
Design and use data collection sheets and questionnaires
Data Handling
Use a variety of different sampling methods
Use a two-way table to find a probability
Understand mutually exclusive events
Use the fact that the probabilities of mutually exclusive events add up to 1
Decide with a reason whether a harder statement is true or false
Identify a counter example
Top 3 grade D topics I need to study further are:
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A grade E student can …
Round a number to one significant figure
Multiply and divide negative integers
Add and subtract decimals
Find one number as a fraction of another
Do calculations with simple fractions involving addition
Do calculations with simple fractions involving multiplication
Number
Calculate cubes and cube roots (with and without the use of a calculator)
Use function keys on a calculator for powers and roots
Compare percentages, fractions and decimals
Find a particular term in a sequence involving negative or fractional numbers
Write the term-to-term rule in a sequence involving negative or fractional numbers
Simplify expressions with more than one variable such as 2a + 5b + a – 2b
Draw lines such as x = 3 and y = x + 2
Solve equations such as x  9 or 4x – 2 = 22
2
Read from a conversion graph for negative values
Interpret distance–time graphs
Write an expression from a problem
Substitute negative numbers into a simple formula
Algebra
Use formulae from mathematics and other subjects
Plot the graphs of straight lines such as x = 3 and y = 4
Complete a table of values for equations such as y = 3x + 3 and draw the graph
Shape and Space
Show that the angles of a triangle add up to 180° and use this to find angles
Show that an exterior angle of a triangle is equal to the sum of the interior opposite angles
Use angle properties of isosceles, equilateral and right-angled triangles
Find the area and perimeter of compound shapes
Find the area and perimeter of compound shapes
  
Calculate interior and exterior angles of a quadrilateral
Investigate tessellations
Find the volume of a cube or cuboid
Find the height of a cuboid, given volume, length and breadth
Reflect shapes in the axes of a graph
Enlarge a shape by a positive scale factor
Find the measurements of the dimensions of an enlarged shape
Use map scales to find distance
Solve simple speed problems
Draw a triangle given three sides, or two angles and a side, or two sides and the included angle
Draw a cuboid on an isometric grid and mark its dimensions
Compare the mean and range of two distributions
Calculate the ‘fx’ column for a frequency distribution
Construct a pie chart
Data Handling
Interpret a stem-and-leaf diagram
Design and use two-way tables for discrete and grouped data
Understand the difference between experimental and theoretical probabilities
Understand and use relative frequency
Decide with a reason whether a simple statement is true or false
Top 3 grade E topics I need to study further are:
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A grade F student can …
Add and subtract negative integers
Round numbers to given powers of 10 and to given numbers of decimal places
Write down the place value of a digit, for example, what is the value of the 4 in 0·24?
Order decimals, for example, which is bigger, 0·24 or 0·3?
Multiply any three digit number by any two digit number without a calculator
Divide any three digit number by any two digit number without a calculator
Multiply whole numbers and decimals by 10, 100 and 1000
Divide whole numbers and decimals by 10, 100 and 1000
Add decimals to two places
Subtract decimals to two places
Multiply decimals to two places
Divide decimals to two places
Simplify fractions such as 12
20
Arrange fractions in order of size
Work out fractions of quantities such as 3 of £20
5
Estimate square roots
Calculate squares and square roots (with and without the use of a calculator)
Understand that percentage means ‘out of 100’
Number
Change a percentage to a fraction or a decimal and vice versa
Work out a percentage of a given quantity
Solve simple ratio and direct proportion problems
Find a particular term in a sequence involving positive numbers
Write the term-to-term rule in a sequence involving positive numbers
Describe number patterns and relationships including multiple, factor and square
Algebra
Simplify expressions with one variable such as a + 2a + 3a
Use coordinates in all four quadrants
Plot points of a conversion graph and read off positive values



Use a simple formula such as P = 2w + 2h
Substitute positive numbers into a simple formula
Solve equations such as 4x = 24 and x – 3 = 7
Express fractions of full turns in degrees and vice versa
Recognise acute, obtuse and reflex angles
Estimate angles
Measure and draw angles accurately to the nearest degree
Understand the terms ‘perpendicular lines’ and ‘parallel lines’
Know angles on a straight line add up to 180°, and angles at a point add up to 360°
Know angles in a triangle add up to 180°
Work out the perimeter of a simple rectangle
Work out the area of a simple rectangle
Draw all the lines of symmetry on a 2-D shape
Give the order of rotations symmetry of a 2-D shape
Name, draw or complete 2-D shapes from information about their symmetry
Draw the line of reflection for two shapes
Give a scale factor of an enlarged shape
Convert one metric unit to another
Convert between imperial and metric units
Make sensible estimates of a range of measures in everyday settings
Draw the net of a simple solid such as a cuboid
Work out the range for a set of numbers
Calculate the mean for a set of numbers
Find the median for an even set of numbers
Write down the mode from a graph
Shape and Space
Compare two distributions using the range and one of the mode, median or mean
Interpret a pie chart
Understand and use a probability scale
Express a probability as a fraction
Display outcomes systematically
Top 3 grade F topics I need to study further are:
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A grade G student can …
Understand positive and negative integers
Round to the nearest integer
Write an integer correct to the nearest 10 or the nearest 100
Number
Find the factors of a number
Estimate answers to problems involving decimals
Find equivalent fractions
Continue a sequence of numbers or diagrams
Algebra
Write down terms of a simple sequence
Use coordinates in the first quadrant, such as plot the point (3, 2)
Use a formula written in words, such as cost = 20 x distance travelled
Identify isosceles, equilateral and right-angled triangles
Use the word ‘congruent’ when triangles are identical
Find the perimeter of a shape by counting sides of squares
Find the area of a square by counting squares
Estimate the area of an irregular shape by counting squares and part squares
Name the parts of a circle
Recognise and name shapes, such as isosceles triangle, parallelogram, rhombus, trapezium and hexagon
Draw the reflection of a shape in a mirror line
Draw a line of symmetry on a 2-D shape
Decide which metric unit to use for everyday measurements
Shape and Space
Measure a line accurately to the nearest millimetre
Recognise the net of a simple solid such as a cuboid
Find the volume of a solid by counting cubes and stating units
Recognise and name three-dimensional (3-D) solids
Sketch three-dimensional (3-D) solids
 

Find the mode for a set of numbers
Find the median for an odd set of numbers
Construct and interpret a pictogram
Interpret a pictogram
Construct and interpret a bar chart
Data Handling
Interpret a bar chart
Design and use tally charts for discrete data
Design and use tally charts for grouped data
Understand and use the vocabulary of probability
Top 3 grade G topics I need to study further are:
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SCIENCE
GCSE SCIENCE AND ADDITIONAL SCIENCE
Exam Information
Exam board: OCR Gateway
The full specification (revision list) and past papers can be found at: http://www/ocr.org.uk/qualifications/gcsegateway-science-suite-science-b-j261-from-2012/ (Core Science) and http://www.ocr.org.uk/qualifications/gcsegateway-science-suite-additional-science-b-j262-from-2012/ (Additional Science)
You should bring a scientific calculator with you to ALL science exams.
Double Award Science
Title
Content
Science Paper 1
a.
Fitness and Health
a.
75 minutes
b.
Human Health and
Diet
Making Crude Oil
Useful
b.
Using Carbon
Fuels
c.
Clean Air
d.
e.
Unit B711
c.
Staying Healthy
a.
Heating Houses
b.
Keeping Homes
Warm
c.
A Spectrum of
Waves
Making Polymers
d.
Designer
Polymers
Lights and
Lasers
e.
Cooking and
Communicating
with Waves
f.
Data
Transmission
g.
Wireless Signals
h.
Stable Earth
a.
Collecting
energy from
the Sun
Modules
d.
The Nervous System
B1C1P1
e.
Drugs and You
f.
Staying in Balance
g.
Controlling Plant
Growth
f.
Cooking and
Food Additives
h.
Variation and
Inheritance
g.
Smells
h.
Paints and
Pigments
Science Paper 2
a.
Classification
85 minutes
b.
Energy flow
c.
Recycling
d.
Interdependence
e.
Adaptations
f.
Natural selection
g.
Population and
pollution
h.
Sustainability
Unit B712
Modules B2C2P2 +
Section D
a.
The structure of
the Earth
b.
Construction
materials
b.
Metals and
alloys
Generating
electricity
c.
Global warming
d.
Making cars
d.
Fuels for power
e.
Chemicals from
the air-making
ammonia
e.
f.
Acids and bases
Nuclear
radiations:
Exploring our
Solar System
g.
Fertilisers and
crop yield
f.
Threats to
Earth
h.
Chemicals from
the sea: the
g.
The Big Bang
c.
chemistry of
sodium chloride
Additional Science Paper
a.
Molecules of life
a.
1
b.
Proteins and
mutations
Rate of reaction
(1)
b.
Rate of reaction
(2)
c.
Rate of reaction
(3)
d.
Reacting masses
e.
Percentage yield
and atom
economy
75 minutes
Unit B721
Modules B3C3P3
c.
Respiration
d.
Cell division
e.
The circulatory
system
f.
Additional Science Paper
Unit B722
Modules B4C4P4 +
Speed
b.
Changing speed
c.
Forces and
motion
d.
Work and
Power
e.
Energy on the
move
f.
Crumple zones
g.
New genes for old
f.
Energy
g.
Falling safely
h.
Cloning
g.
Batch or
continuous?
h.
The energy of
games and
theme rides
h.
Allotropes of
carbon and
nanochemistry
a.
Atomic Structure
a.
Sparks
b.
Ionic bonding
b.
c.
The Periodic
Table and
covalent bonding
Uses of
electrostatics
c.
Safe electricals
a.
Ecology in the local
environment
b.
Photosynthesis
c.
Leaves and
photosynthesis
d.
Ultrasound
d.
Diffusion and
osmosis
d.
The Group 1
elements
e.
What is
radioactivity?
e.
Transport in plants
e.
f.
f.
Plants need minerals
The Group 7
elements
Uses of
radioisotopes
g.
Decay
f.
Transition
elements
g.
Treatment
g.
Metal structure
and properties
h.
Fission and
fusion
h.
Purifying and
testing water
2
85 minutes
Growth and
development
a.
Section D
Farming
Triple Award Science: Physics
Exam board: OCR Gateway
The full specification (revision list) and past papers can be found at: http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-physics-b-j265-from-2012/
You should bring a scientific calculator with you to ALL science exams.
Title
Content
P1
Physics Paper 1
75 minutes
a.
Heating Houses.
b.
Keeping Homes
Warm.
c.
A Spectrum of
Waves.
d.
Lights and Lasers.
e.
Cooking and
Communicating
with Waves.
Unit B751
Modules P1 P2 P3
P2
a.
Collecting
energy from the
Sun.
a.
Speed.
b.
Changing speed.
b.
Generating
electricity.
c.
Forces and
motion.
c.
Global warming.
d.
Work and
Power.
d.
Fuels for power.
e.
e.
Nuclear
radiations:
Exploring our
Solar System.
Energy on the
move.
f.
Crumple zones.
g.
Falling safely.
h.
The energy of
games and
theme rides.
f.
Data Transmission.
g.
Wireless Signals.
f.
Threats to Earth.
h.
Stable Earth.
g.
The Big Bang.
P4
Physics Paper 2
a.
Sparks.
60 minutes (in the
b.
Uses of
electrostatics.
full 85 minutes)
c.
Safe electricals.
Unit B752
d.
Ultrasound.
e.
Modules P4 P5 +
Section D
P5
a.
Satellites, gravity
and circular
motion.
b.
Vectors and
equations of
motion.
What is
radioactivity?
c.
Projectile
motion.
f.
Uses of
radioisotopes.
d.
Action and
reaction.
g.
Treatment.
e.
Satellite
communication.
h.
Fission and fusion.
f.
Nature of waves.
g.
Refraction of
waves.
h.
Optics.
Summer it will be a
P3
Section D
Section D is
questions based
on analysis of
graphs and
tables on
physics based
topics.
Triple Award Science: Biology
Exam board: OCR Gateway
The full specification (revision list) and past papers can be found at: http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-biology-b-j263-from-2012/
You should bring a scientific calculator with you to ALL science exams.
Paper
Topics on the paper
Unit 1
Unit 2
Paper 1
a.
Fitness and Health
a.
Classification
a.
Molecules of life
75 mins
b.
Human Health and
Diet
b.
Energy flow
b.
c.
Recycling
Proteins and
mutations
c.
Staying Healthy
d.
Interdependence
c.
Respiration
d.
The Nervous
System
e.
Adaptations
d.
Cell division
Drugs and You
f.
Natural selection
e.
e.
The circulatory
system
f.
Staying in Balance
g.
Population and
pollution
f.
g.
Controlling Plant
Growth
Growth and
development
h.
Sustainability
g.
New genes for old
h.
Cloning
Biology B731
Units B1 B2& B3
h.
Variation and
Inheritance
Unit 4
Paper 2
Biology B732
Units B4 & 5
a.

Unit 5
Ecology in the local
environment
b.
Photosynthesis
c.
Leaves and
photosynthesis
d.
Diffusion and
osmosis
e.
Transport in plants
f.
Plants need
minerals
g.
Decay
h.
Farming
60 mins

Unit 3
Section D
a.
Skeletons
b.
Circulatory systems
and the cardiac cycle
c.
Running repairs
d.
Respiratory systems
e.
Digestion (if covered
in lesson time before
the mock exam)
Section
D
is
questions
based on analysis of graphs
and tables on biology based
topics.
The (6) after a topic indicates that there is an extended writing question about that on the
paper.
Remember within each question you will be asked about How Science Works skills as well
as theoretical Science.
Triple Award Science: Chemistry
Exam board: OCR Gateway
The full specification (revision list) and past papers can be found at: http://www.ocr.org.uk/qualifications/gcse-gatewayscience-suite-chemistry-b-j264-from-2012/
You should bring a scientific calculator with you to ALL science exams.
Title
Content
C1
Chemistry Paper 1
75 minutes
Units C1 C2 C3
C2
a.
Making Crude Oil
Useful
a.
The structure of
the Earth
a.
Rate of reaction
(1)
b.
Using Carbon Fuels
b.
b.
c.
Clean Air
Construction
materials
Rate of reaction
(2)
d.
Making Polymers
c.
Metals and
alloys
c.
Rate of reaction
(3)
e.
Designer Polymers
d.
Making cars
d.
Reacting masses
f.
Cooking and Food
Additives
e.
e.
g.
Smells
Chemicals from
the air-making
ammonia
Percentage
yield and atom
economy
h.
Paints and Pigments
f.
Acids and bases
f.
Energy
g.
Fertilisers and
crop yield
g.
Batch or
continuous?
h.
Chemicals from
the sea: the
chemistry of
sodium chloride
h.
Allotropes of
carbon and
nanochemistry
C4
Chemistry Paper 2
a.
Atomic Structure
60 minutes (in the
b.
Ionic bonding
Summer it will be a
c.
The Periodic Table
and covalent
bonding
d.
The Group 1
elements
e.
The Group 7
elements
f.
Transition elements
g.
Metal structure and
properties
h.
Purifying and
testing water
full 85 minutes)
Units C4 C5 & Section
D
C3
C5
a.
Moles and molar
mass
b.
Percentage
composition and
empirical
formula
c.
Quantitative
analysis (if
covered in
lesson time
before the mock
exam)
d.
Titrations (if
covered in
lesson time
before the mock
exam)
e.
Gas volumes (if
Section D
Section D is
questions based
on analysis of
graphs and
tables on
chemistry based
topics.
covered in
lesson time
before the mock
exam)
f.
Equilibria
g.
Strong and weak
acids
h.
Ionic equations
and precipitation
Revision Hints and Useful Websites
All pupils have been issued with a revision guide and workbook. The chapters of the workbook
are set out in the order above.
With supportive websites, the BBC bitesize site now has direct board-related material at:
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/
This has summary revision activities (with mini films and animations) on each of the topic units and
self-tests which can be taken on either higher or foundation with direct feedback.
Most of this material can be accessed on mobile devices such as “Apple” and “Android-based”
phones and media players.
The exam board website has past papers to support revision:
www.ocr.org.uk
GCSE ASTRONOMY
Exam Information
Edexcel Astronomy (from 2012)
Title
Content
Earth, moon and sun
Stars
Planetary systems
Astronomy
a.
The features of the
a.
Constellations and
Earth, the Moon and the
objects in the night
Sun
sky
a.
Objects within the
solar system
(this is the smallest
b.
Eclipses and lunar
b.
phases
Apparent and
absolute magnitudes
including log
calculations
c.
Longitude adjustments
to solar noon and EOT
c.
Paralax
d.
Star types and life
cycles related to the
HR diagram
Useful Websites
www.edexcel.org.uk
www.starlearner.com
(username: stpauls password: space)
part of the paper)
RELIGIOUS
EDUCATION
RELIGIOUS EDUCATION
Exam Information

You will only sit two papers for RE.

Unit 3 paper will last for 1 hour and 30 minutes and Unit 10 will last for 1 hour and 15
minutes.

This will mean you will have approximately 23 minutes to answer each set of questions on
both papers.

Each set of questions will consist of an A, B, C and D question.
What to do in each question:
A TYPE QUESTIONS (2 marks)
An A type answer should only ever be one sentence long as there are only two marks available for
it.
You must write a clear definition for the key word, it must be the definition that you have learnt in
class.
This means you need to learn all key words!!
B TYPE QUESTIONS (4 marks)
Here you will be asked a question that asks you what you think about an issue you have learned
about.
You MUST state your view clearly.
You MUST give two reasons for your beliefs or view.
You SHOULD develop and support your view with evidence and examples.
Your answer needs to be at least 6 lines in length as there are 4 marks available.
You should not write in bullet points.
C TYPE QUESTION (8 marks)
You must explain in these questions and not describe.
You must explain at least four points about the topic that you are talking about.
You should try to use ‘because’ or a similar connective to ensure that you are explaining why.
You should try to use PEE in your answers to ensure you make a point explain it and support it
with evidence from the bible or other sources you have looked at.
Your answer needs to be at least 10 lines long as there are 8 marks available to you.
Explain questions are where your quality of written communication is tested.
You should answer these questions in a formal style or English and ensure your spelling is correct.
Try to use key words in this answer too.
D TYPE QUESTION (6 marks)
In these questions you will be given a statement and there are two parts to your answer- you will
be able to get three marks for each part.
i) Here you will need to say whether you agree or not with the statement
ii) Here you will need to give reasons why others may disagree with you
As a minimum guide you should make at least two points in each part of the answer and use
evidence and key words to support what you are saying.
Your answer should be at least 10 lines as there are 6 marks available.
Topic List
UNIT 3 EXAM
Revised
Believing in God
1. The main features of a catholic upbringing and how it may lead to belief in God.
2. How religious experience may lead to belief in God.
3. The argument from design and belief in God.
4. The argument for causation and belief in God.
5. Scientific explanations of the world and agnosticism and atheism.
6. How Catholics respond to scientific explanation of the world.
7. Why answered prayers may lead to agnosticism or atheism.
8. How Catholics respond to unanswered questions.
9. Evil and suffering.
10. How Catholics respond to the problem of evil and suffering.
11. How two programmes about religion may affect a person’s attitude to belief in God?
Tested
and
revisited
Revised
Tested
and
revisited
Revised
Tested
and
revisited
Matters of Life and Death
1. Why Catholics believe in life after death and how this affects their lives.
2. Non-religious reasons for believing in life after death.
3. Why some people do not believe in life after death.
4. The nature of abortion
5. Different Christian attitudes towards abortion.
6. The nature of euthanasia.
7. Christian attitudes to euthanasia.
8. The media and matters of life and death.
9. How an issue from matters of life and death has been presented in one form of the
media.
10. The causes of world poverty.
11. How and why CAFOD is trying to remove world poverty.
Marriage and Family Life
1. Changing attitudes to marriage and divorce, family life and homosexuality in the UK.
2. Christian attitudes to sex outside marriage.
3. The purpose of marriage in Catholic Christianity.
4. Christian’s attitudes to divorce.
5. Why family life is important for Catholics.
6. How catholic parishes help with the upbringing of children.
7. How catholic parishes help to keep families together.
8. Christian attitudes to homosexuality.
9. Different methods of contraception.
10. Different Christian attitudes to contraception.
11. How an issue from marriage and the family has been presented in one form of the
media.
Revised
Tested
and
revisited
Revised
Tested and
revisited
Religion and Community Cohesion
1. How and why attitudes to the roles of men and women have changed in the United
Kingdom.
2. Different Christian attitudes to equal rights for women in religion.
3. The nature of the UK as a multi-ethnic society.
4. Government action to promote community cohesion in the United Kingdom.
5. Why Catholics should help to promote racial harmony.
6. The work of the Catholic Church to help asylum seekers and immigrant workers.
7. The United Kingdom as a multi-faith society.
8. Differences among Christians in their attitudes to other religion.
9. Issues raised for religion by a multi-faith society.
10. Ways in which religions work to promote community cohesion in the United
Kingdom.
11. How an issue from religion and community cohesion has been presented in one form
of the media.
UNIT 10 EXAM
Hints Year 11 revision list for the Final Exam
Beliefs and values

The meaning and importance for Christians, of believing in God as Unity and
Trinity.

The meaning, and importance for Christians, of believing in God as Father.

The meaning, and importance for Christians, of believing in God as the
Creator.

The meaning, and importance for Christians, of believing that Jesus is the
Son of God.

The meaning, and importance for Christians, of believing in the Holy Spirit.

The meaning and importance of Christian beliefs about salvation from sin.

The meaning and importance of loving God and how love of God affects
Christians' lives.

The meaning and importance of Christian teachings on the love of others
(Mark 12:29-31, Luke 10:25-37, Matthew 25:31-46).

How love of God is expressed in the life of a religious community.

How love of others is expressed in the life of a religious community.

How a Christian church shows love of God and love of others in the local area
Revised
Tested and
revisited
Revised
Tested and
revisited
Community and Tradition

The meaning, and importance for Roman Catholics, of the Church as a means
to faith and salvation.

The meaning, and importance for Roman Catholics, of the Church as the Body
of Christ.

The meaning, and importance for Roman Catholics, of the Church as the
communion of saints.

Why the Bible has authority and importance for Roman Catholics.

The meaning of the Apostolic Tradition and Apostolic Succession and their
importance for Roman Catholics.

The role and importance of the Magisterium for Roman Catholics.

The meaning of Protestant beliefs about the authority of the Church and
their importance for Protestant Christians.

The role and importance of the Pope and bishops in the Roman Catholic
Church.

The role and importance of the priest in the local parish.

Why Christians have different attitudes to the celibacy of the clergy.

Role and importance of the Virgin Mary for Roman Catholics
Worship and Celebration

The meaning and importance of the sacrament of baptism for Roman
Catholics.

The meaning and importance of the sacrament of confirmation for Roman
Catholics.

The meaning and importance of the sacrament of reconciliation for Roman
Catholics.

The meaning and importance of the sacrament of anointing of the sick for
Roman Catholics.

The nature and importance of the Mass for Roman Catholics.

The meaning of the Eucharist in other Christian traditions.

Why Roman Catholic churches have certain features.

The meaning and importance of Christmas.

The meaning and importance of Lent.

The meaning and importance of Holy Week

The meaning and importance of Easter.
Revised
Living the Christian life

The meaning of vocation and why it is important for Christians.

How and why Christians show vocation in daily life and work.

How and why some Christians show vocation by taking holy orders.

How and why some Christians are involved in working for social and community
cohesion.

How and why Christians use the Ten Commandments (respect for God and
respect for others) as a guide for living.

How and why Christians use the teachings of the Sermon on the Mount on the
re-interpretation of the Law of Moses (Matthew 5:21-42) as a guide for
living.

How and why Christians use the teachings of the Sermon on the Mount on
displaying religion (Matthew 6:1-18) as a guide for living.

How and why Christians use the teachings of the Sermon on the Mount on
Christians and money (Matthew 6:19-34) as a guide for living.

How and why Christians use the teachings of the Sermon on the Mount on
Judgment and the Golden Rule (Matthew 7:1-12) as a guide for living.

How one Roman Catholic organisation helps to relieve poverty and/or
suffering in the UK.

The reason why the organisation does this work Christian teachings on charity
and the relief of suffering)
Tested and
revisited
Hints and Useful Resources

You should ensure that you devote an equal amount of time to each topic area in your
revision.

Reflect on the feedback and targets you have been given after assessments in lesson and
use these to guide your preparation.

Ensure you complete practice questions at home in time conditions and hand them to your
teacher to mark.
Look on the learning platform for useful revision resources and quizzes to assist you with
revision.



Use the A3 handout sheets that the RE department provide for you to assist revision.
Buy the revision guide from school to support you this is available from the RE Office after
you have paid the relevant fee to the finance office.
HISTORY
HISTORY
Exam Information
You will have 1 exam for History which will last 2 HOURS. It will be in TWO parts as below.
PART 1. Aspects of International Relations – Section B: Cold War 1945-75
You are advised to spend 50 minutes on this section
PART 2. World Depth Study: Cause and events of the First World War
You are advised to spend 70 minutes on this section.
Important information for the PART 1: Section B exam on the Cold War, 1945 - 1975
Question 1 is COMPULSORY. You should spend 15 minutes on this question.
Important information for the exam on the Cold War, 1945 – 1975
Question 1 is COMPULSORY. You should spend 15 minutes on this question.
Question 1:
a. What is the message…(7)
b. Explain why…(8)
You then answer EITHER question 2 OR 3. You should spend 35 minutes on this question.
Question 2 or 3:
a. What was…(4)
b. Explain why…(6)
c. “How far do you agree with this statement? Or which was more important? (10)
Use any remaining time to proof read your exam and check you have included precise,
detailed contextual knowledge.
For the summer exams - make sure you revise EVERYTHING you have learnt on the COLD
WAR as you cannot predict what will be compulsory and what will be on the optional
questions.
For the MOCK EXAM in December follow the guided revision schedule given to you as
homework for the first half term (September to October). This follows the main topic lists
below.
Topic List for PART 1: Section B - Cold War; 1945 – 1975:
Who was to blame for the Cold War?




Why did the USA-USSR alliance begin to break down in 1945?

Background distrust

1945 summit conferences including the part played by Churchill, Roosevelt, Stalin
and Truman

Breakdown of USA-USSR alliance in 1945-6
How had the USSR gained control of Eastern Europe by 1948?

Soviet Expansion into Eastern Europe

Iron Curtain
How did the USA react to Soviet Expansion?

Truman Doctrine

Marshall Plan

Berlin Blockade and immediate consequences
Who was more to blame for the start of the Cold War, the USA or the USSR?
Who won the Cuban Missile Crisis?




How did the USA react to the Cuban Revolution?

Key events of the Cuban Revolution

The USA’s reaction to it

Bay of Pigs incident
Why did Khrushchev put missiles into Cuba?

Khrushchev’s motivations
Why did Kennedy react as he did?

Events of the 13 days

Role played by Khrushchev and Kennedy
Who won the Cuban Missile Crisis?

The resolution of the Crisis

The consequences of the Crisis
Why did the USA fail in Vietnam?

Why did the USA get increasingly involved in Vietnam?

Methods of involvement under:
Eisenhower, Kennedy, Johnson and Nixon

What were the different ways that the USA and the Communists fought the war?

The main events of the war

USA tactics / VC tactics
Whose tactics were the most effective – the USA’s or the Communists’?

US weaknesses

Vietcong strengths
Why did the USA withdraw from Vietnam?

Reasons for USA withdrawal

Consequences of withdrawal



Important information for the PART 2: Causes and events of the First World War
Questions 4a, 4b and 4c are compulsory:
Spend 35 minutes on Question 4
They will probably consist of THREE of the following five types of questions –





What is the message of this source (usually a cartoon)? Use MSCK as your guide
Study source B – ‘Statement of opinion the content of the source’ How far do you agree with
this interpretation (statement)? Use the Source B and your knowledge to explain your answer.
How far does this source explain….? Use contextual knowledge to explain the source and
explain the reasons/information not in the source with evaluation of how far.
Are you surprised by this source? You need to write TWO paragraphs – ONE to show how you
are surprised by the source using CK to support this AND then ANOTHER paragraph to show
how you are not surprised by the source using CK to support. Think about the date of sources
i.e. what was happening at the time, who produced it, who was the intended audience, the
purpose of it etc…
Why was this source produced? Use MSCK as your guide.
You choose from Question 5 and 6. You must complete all 3 sub questions within Q5 or Q6.
Spend 35 minutes on Question 5 or 6
5/6(a) Description question. Either offer FOUR points or focus on TWO and develop them more.
5/6(b) Explanation question. TWO well developed and explained reasons supported by accurately
selected knowledge are required here.
5/6(c) Either a ‘Statement’ then How far do you agree with this statement question or just a ‘How far
were the…’ question. Here you need to explain by agreeing and then disagreeing with clear
evaluation of how far (state this in a short introduction and then stick to it)
N.B Remember that the 10 mark answers also have an additional 6 marks for Spelling, Punctuation
and Grammar (SPaG). If you do not write a full response for these questions you do not allow
yourself access to these additional 6 marks.
ALLOW YOURSELF TIME DO THE 10 MARKERS!
Topic list for PART 2. World Depth Study: Causes and events of the First World War
Key Question 1: Why was there increasing tension between the Great Powers, 1890-1914?
Focus
Points





Specified
Content
The Alliance System; the arms race; the Moroccan Crises of 1905 and 1911 colonial rivalries;
developments in the Balkans; the role of the Kaiser.
Did the Alliance System make war more likely?
How far did colonial problems create tensions between the Great Powers?
Why were problems in the Balkans so difficult for the Great Powers to solve?
How important was the Kaiser in causing the worsening international situation?
Why did the arms race escalate, 1900-14?
Key Question 2: Why did the First World War break out in 1914?
Focus
Points




Specified
Content
Why was Franz Ferdinand assassinated?
How did the assassination of Franz Ferdinand lead to the outbreak of war?
How far were the actions of Austria-Hungary, Britain, Germany and Russia responsible for the
outbreak of war?
How far did the Schlieffen Plan contribute to the outbreak of war?
The assassination of Franz Ferdinand; the crisis of June-July 1914; the Schlieffen Plan; the outbreak of
war.
Key Question 3: What happened on the Western Front?
Focus
Points






Specified
Content
The main battles on the Western Front including the Somme; the nature and problems of trench
warfare; the leadership of General Haig; American entry into the war; the German offensive of 1918
and the Allied advance; conditions in Germany towards the end of the war; the Armistice.
Why did the war get bogged down in the trenches?
What was living and fighting in the trenches like?
How far did General Haig mismanage the Battle of the Somme?
How important were new developments such as tanks, machine guns, aircraft and gas?
What was the importance of America's entry into the war?
Why did Germany agree to an armistice in 1918?
Key Question 4: How important were the other fronts?
Focus
Points



Specified
Content
The Battle of Jutland and its consequences; the blockading of Germany; the use of convoys and
submarines; the reasons for the Gallipoli campaign and the main events of the campaign; events on the
Eastern Front and the defeat of Russia.
Who won the war at sea?
What happened in the Gallipoli campaign of 1915?
Why was Russia defeated in 1918?
Revision for the MOCKS in DECEMBER:
PAPER 1 – Part 1: SECTION B on COLD WAR
Complete revision notes on the following:
Must do
• Truman Doctrine and Marshall Aid – why it was needed, why USA helped, what Aid was
given and impact of it
• Berlin blockade (reasons for it).and Airlift (US and GB response)
Complete revision notes on either
• The Vietcong
• Why the USA became involved in Vietnam
• Reasons for USA’s failure in Vietnam
OR
• Bay of Pigs invasion
• Why Soviet Union became involved in Cuba
• How much of a threat to World peace was the Cuban Missile Crisis – reasons for actions
of Kennedy and Khrushchev and did both want war with each other
PAPER 1 – Part 2: Depth Study on FIRST WORLD WAR
Complete revision notes on the following:
Must do:
 Western Front with a focus on the Battle of the Somme (aims, events and level of
success
 US entry to the war in 1917
Complete revision notes on either
• Colonial rivalry of the Great Powers by 1900
• The Moroccan Crisis of 1905 and 1911
• The causes of the First World War
OR
• War at Sea – blockade and U Boats (Britain’s response)
• Gallipoli campaign – aims, events and outcome
H O W B E S T TO R E V I S E I N HI S T O R Y
There are many methods to try and choose from when you revise for exams and tests. The key is to vary your
methods of revision and use the ones that work for you best. This list gives you some suitable methods that can
and may work for you. Try them out and keep using the ones which are best for you.
1. Past paper questions: The best method and a must for everyone. If you can succeed at the old papers
you will be able to do this year’s. You can go into the exam confident that you know your stuff. For best
use – time yourself under exam conditions. If you look at a question and you are completely stuck then
you know what you need to go back and look at. This stage should only be attempted when the
knowledge is learnt through effective revision. http://www.ocr.org.uk/qualifications/gcse-history-b-modernworld-j418-from-2013/
2. Cover and Recall: Read, cover, write as it says. Re-read your notes, cover them over and try and write
them out again but in a summed up and briefer version! Not the most fun but essential when self-testing!
3. Topic summaries: Take each topic of the course, highlight the key points/dates/facts on it in your book,
then produce a summary card or sheet with only the key points on it. Make sure it is neat and
understandable, because afterwards you can put your book aside and just use the summaries.
4. Mind Maps: Put the main sections of a topic in the centre of a large plain page and allow your mind to
make links putting down brief phrases, words or pictures. If not much ends up on the paper you know
what to re-study.
5. Verbal tests: Get your parents/friends to test you on your factual knowledge. How? Write a series of
quiz questions with the answers on it – try this on the way that life changed for Women from 1939-1975.
6. Put up lists: of key events, words, people around your room at home e.g 10 facts per area such as the
Battle of the Somme 1916 OR the impact of the NHS on the youth of Britain from 1948! The back of a
door is a good place to leave them! Have a topic wall!
7. Use useful websites: The best ones are http://www.johndclare.net/ OR
http://www.bbc.co.uk/schools/gcsebitesize/history/ OR http://www.schoolhistory.co.uk/
AND https://sites.google.com/a/st-pauls.me.uk/history/past-papers/year-11
8. Journey and Peg: ONE way to remember a chain of information is to peg each bit on a landmark from a
familiar journey or from your bedroom to the front door. Try this with the causes of the First World War.
9. Cartoons/pictures: try and draw a cartoon/picture strip (i.e. a storyboard) of a major event you have
studied or a cartoon that sums up an event or topic. Especially useful for revising the chronology of
events E.G. The events of the Cuban Missile crisis.
10. Revision games: make up and try out different games such as Pictionary or Taboo. Really good for
vocabulary memory.
DO NOT SIMPLY RE-READ YOUR EXERCISE BOOKS. IT DOES NOT ACTIVELY USE YOUR BRAIN AND IT
IS BORING.
GEOGRAPHY
GEOGRAPHY
Mock Exam Information
You are studying AQA A GCSE Geography.
There will be two mock exams in December and each will last for 1 hour each.
Paper 1 – Physical Geography
Paper 2 – Human Geography
You must answer ALL questions on the 2 topics you have studied.
Paper 1 – Physical Geography
You have studied 2 topics for this paper – Living World and The Coastal Zone.
There are 7 different topics on this paper. Each topic has a different question number. You must
answer all parts of questions 4 and 7.
Living world – Question 4
•
•
Ecosystems on varying scales, food chains and food webs. Changes to ecosystems.
3 biomes:
The Coastal Zone – Question 7
•
•
•
•
•
•
•
•
•
Weathering – mechanical, chemical
Mass Movement – slump, slide
Constructive and destructive waves
Processes of erosion, transportation and deposition
Landforms of erosion and deposition
Cliff collapse and case study: Happisburgh
Coastal habitats and case study: Blakeney Point
Coastal management – hard and soft engineering and case study: North Norfolk (Cromer,
Happisburgh, Overstrand)
Sea level rise and case study: Maldives and North Norfolk Coast
Paper 2 – Human Geography
You have studied 2 topics for this paper, Changing Urban Environments and
Tourism.
There are 6 different topics on this paper. Each topic has a different question number. You must
answer all parts of questions 2 and 6.
Changing Urban Environments – Question 2







Urbanisation is a global phenomenon – it occurs at different paces and has different
causes.
Urban areas have a variety of functions and land uses – Burgess Land Use model.
There are aspects of urban living in a richer part of the world that need careful planning in
order to support the population and environment of cities and town – the issue of housing,
traffic and the London Congestion Charge; inner city regeneration – City Challenge in
Hulme, Urban Development Corporation in London Docklands; CBD improvements in
Newcastle; Sustainable Communities in New Islington, Manchester;
Attempts can be made to ensure that urban living is sustainable – criteria to be a
sustainable city, Stratford in London.
Rapid urbanisation has led to the development of squatter settlements and an informal
sector to the economy – characteristics of squatter settlements, the impacts on the lives of
people, and how these areas can be improved through self-help schemes in Favela
Rocinha, Site and Service Schemes in Favela Bairro and Local authority Schemes in Barra
da Tijuca.
Rapid urbanisation in a poorer part of the world requires the management of the
environmental problems caused – disposal of waste, air and water pollution. India case
studies.
Attempts can be made to ensure that urban living is sustainable – Curitiba.
Tourism – Question 6





Reasons for the global increase in tourism.
The potential of cities, mountains and coastal areas for the development of tourism.
The economic importance of tourism to countries in contrasting parts of the world.
Contribution of tourism to the UK economy. Impact of external factors on visitor numbers to
the UK.
Tourist area/resort life cycle model.







A case study of a UK coastal resort (Blackpool). The reasons for its growth as a tourist
destination. The effectiveness of strategies to cope with the impact of large numbers of
tourists. Plans to ensure the continuing success of the tourism industry in the area.
The meaning of mass tourism. The positive and negative effects of mass tourism on the
economy and environment.
A case study of an established tropical tourist area (Kenya) which attracts large numbers of
visitors. Strategies for maintaining the importance of tourism in the area and reducing its
negative effects.
The attractions of extreme environments to tourists. The increased demand for adventure
holidays. The impact of tourism on an extreme environment.
A case study of one extreme area (Antarctica) and the extent to which it can cope with the
development of a tourist industry.
The need for stewardship and conservation.
A case study of the ways that ecotourism can benefit the environment, the local economy and
the lives of the people (Kenya). A consideration that this form of tourism can contribute to
sustainable development.
Tips and Hints:
☺ Learn your GKWs – Geographical Key Words – you will be given a book.
☺ Attend the revision lessons Miss Rutherford / Miss Irshad will run after half term.
☺ Pace your revision – You should aim to revise each topic on at least 2 occasions between now
and the Mock exam.
☺ You should spend at least 14 hours revising Geography at home between now and the Mock
(this equates to 2 hours a week).
☺ Complete all the exam questions that you are being given for homework.
☺ Keep an eye on the news and read national newspapers.
Useful Websites
http://www.s-cool.co.uk/gcse/geography
http://www.bbc.co.uk/gcsebitesize/geography/
http://revisionworld.com/gcse-revision/geography
ENGLISH
YEAR 11 ENGLISH GCSE
Exam Information
English Unit 1 – the paper will last for 2 hours and 15 minutes
What do I need to know?
This exam has two sections:
1. Media and non-fiction: you will answer a series of short questions which will test your ability
to:

Distil information from texts

Interpret and infer information from texts

Identify and analyse presentational features found in texts (colour, images, font,
layout)

Identify and analyse language features found in texts (rhetorical questions,
alliteration, use of facts and statistics)

Compare the language/presentational features found in two texts
2. Writing: you will have to complete two tasks. One shorter task which will ask you to inform,
explain and describe and a longer one in which you have to argue or persuade. You must
do the following:

Write to the appropriate form. This is not fictional writing, this is functional writing so
you may be asked to write a leaflet, newspaper or magazine article, web-page, letter,
speech or travel writing piece. Be aware of who your audience is and write in a tone
that suits the purpose and form

Write in paragraphs linked by discourse markers

Use appropriate and varied punctuation

Use appropriate and varied vocabulary

Check spelling carefully
What do I have to do to achieve the grades?
Media/Non-fiction
Writing
A* You do all the below, but show the
ability
to
develop
unique
interpretations and base all your
analysis
in
a
sophisticated
understanding of linguistic and
presentational features.
You do all the below, but show a
confident and sophisticated command of
language and punctuation. You might
also have successfully taken a unique
approach to the task.
A
You can recognise alternative
interpretations in a text; you refer in
detail to how the texts construct
meaning
using
language
and
presentational techniques, using
terminology fluently; you refer fluently
to key detail to prove answers
You have full control over your writing
and it is matched to form and purpose;
you engage your reader skilfully and
sustain their interest; you have used
sophisticated vocabulary for impact and
effect; your spelling, punctuation and
grammar is consistently accurate.
C
You can give personal comments on
texts and say why you have come to
your conclusions; you can use
quotation to support key ideas; you
can say how the writer creates
meaning by using some language
and presentational techniques, using
some terminology.
You have confidently written in a given
form and for a given audience; your
writing is successfully structured and
organised; you use paragraphs correctly
and you use more adventurous
vocabulary and punctuation.
E
You respond to texts and understand
some of the ways meaning has been
created; you can comment on the
way
language
and
some
presentational features have been
used; you can express a clear point
of view.
The style is attempted to be matched to
form and audience; you are beginning to
organise and structure your writing
clearly; you are beginning to develop
ideas beyond the basic; you use simple
vocabulary and punctuation accurately,
as well as beginning to use paragraphs
accurately.
YEAR 11 ENGLISH LANGUAGE GCSE
Exam Information
English Unit 1 – the paper will last for 2 hours and 15 minutes
What do I need to know?
This exam has two sections:
3. Media and non-fiction: you will answer a series of short questions which will test your ability
to:

Distil information from texts

Interpret and infer information from texts

Identify and analyse presentational features found in texts (colour, images, font,
layout)

Identify and analyse language features found in texts (rhetorical questions,
alliteration, use of facts and statistics)

Compare the language/presentational features found in two texts
4. Writing: you will have to complete two tasks. One shorter task which will ask you to inform,
explain and describe and a longer one in which you have to argue or persuade. You must
do the following:

Write to the appropriate form. This is not fictional writing, this is functional writing so
you may be asked to write a leaflet, newspaper or magazine article, web-page, letter,
speech or travel writing piece. Be aware of who your audience is and write in a tone
that suits the purpose and form

Write in paragraphs linked by discourse markers

Use appropriate and varied punctuation

Use appropriate and varied vocabulary

Check spelling carefully
What do I have to do to achieve the grades?
Media/Non-fiction
Writing
A* You do all the below, but show the
ability
to
develop
unique
interpretations and base all your
analysis
in
a
sophisticated
understanding of linguistic and
presentational features.
You do all the below, but show a
confident and sophisticated command of
language and punctuation. You might
also have successfully taken a unique
approach to the task.
A
You can recognise alternative
interpretations in a text; you refer in
detail to how the texts construct
meaning
using
language
and
presentational techniques, using
terminology fluently; you refer fluently
to key detail to prove answers
Your have full control over your writing
and it is matched to form and purpose;
you engage your reader skilfully and
sustain their interest; you have used
sophisticated vocabulary for impact and
effect; your spelling, punctuation and
grammar is consistently accurate.
C
You can give personal comments on
texts and say why you have come to
your conclusions; you can use
quotation to support key ideas; you
can say how the writer creates
meaning by using some language
and presentational techniques, using
some terminology.
You have confidently written in a given
form and for a given audience; your
writing is successfully structured and
organised; you use paragraphs correctly
and you use more adventurous
vocabulary and punctuation.
E
You respond to texts and understand
some of the ways meaning has been
created; you can comment on the
way
language
and
some
presentational features have been
used; you can express a clear point
of view.
The style is attempted to be matched to
form and audience; you are beginning to
organise and structure your writing
clearly; you are beginning to develop
ideas beyond the basic; you use simple
vocabulary and punctuation accurately,
as well as beginning to use paragraphs
accurately.
YEAR 11 ENGLISH LITERATURE GCSE
Exam Information
For English Literature you will have two exams
Literature – Unit 1 – This paper will last for 1hour and 30 minutes
What do I need to know?
This exam has two sections –
1. Play (45 minutes): You will answer one question on the play you have studied in class –
‘The Crucible’ or ‘An Inspector Calls’.
This question will be about character, relationships, themes and ideas. You must:

Use quotes to support all points

Analyse language devices used by the author


Analyse dramatic devices used by the author
Discuss what language or dramatic choices the author has made, how these are
presented to the audience and why they did this
2. Novel from a different culture (45 minutes): You will answer one question on the novel
you have studied in class – ‘Of Mice and Men’.

The question will have two parts – make sure you follow the instructions and answer
both parts.

Part A will ask you about an extract from the text. You must:
o Use quotes from the extract
o Refer to what language choices the author has made, how these are presented to
the reader and why they did this

Part B will ask you to discuss contextual factors of the novel and link ideas to the novel
as a whole. You must:
o Refer to your contextual knowledge and link it to events, characters or ideas in the
text
o Use quotes from the text to support your ideas
You will have a clean copy of the novel and the play in the exam.
Revision Hints

You should refresh yourself of the notes you’ve made in class on character, action, themes
and context.

You re-read the novel and play or its key sections,

You should create a quote bank for key themes, relationships and characters
What do I have to do to achieve the grades?
Play
Novel
A*
You do all the below, but show a
confident
and
sophisticated
understanding of the writer’s craft
and technique; you can also offer
unique and alternative ideas within
your analysis and answer.
You do all the below, but show a
confident
and
sophisticated
understanding of the writer’s craft
and technique; you can also offer
unique and alternative ideas within
your analysis and answer.
A
You discuss the themes and
characters in the novel with fluency
and insight, offering a justified,
personal conclusion; you always
offer detailed quotation to support
points; you discuss the techniques
and structures the novelist has
employed and to what effect; you
cross-reference different passages
or sections of the novel in answering
the question.
You discuss the themes, context and
characters in the novel with fluency
and insight, offering a justified,
personal conclusion; you always
offer detailed quotation to support
points; you discuss the techniques
and structures the novelist has
employed and to what effect; you
cross-reference different passages
or sections of the novel in answering
the question.
C
You show a clear and detailed You show a clear and detailed
understanding
of
the
novel’s understanding
of
the
novel’s
characters, action and themes; you characters, action, themes and
E
use quotation regularly to support
the key points; you can discuss the
writer’s use of particular words,
phrases or techniques for effect; you
are moving towards being able to
cross-reference between passages
in the novel.
context; you use quotation regularly
to support the key points; you can
discuss the writer’s use of particular
words, phrases or techniques for
effect; you are moving towards being
able to cross-reference between
passages in the novel.
You understand the main ideas in
the novel, including the central
characters and the main themes;
you sometimes use quotation to
support your argument, but are
more comfortable paraphrasing; you
deal
with
the
novel
more
chronologically,
rather
than
thematically or conceptually; you
occasionally lapse into describing
the action.
You understand the main ideas in
the novel, including the central
characters, the main themes and
some of the novel’s context; you
sometimes use quotation to support
your argument, but are more
comfortable paraphrasing; you deal
with the novel more chronologically,
rather
than
thematically
or
conceptually; you occasionally lapse
into describing the action.
Literature Unit 2 – This paper will last for 1 hour and 15 minutes
What do I need to know?
This exam has two sections:
1. Poetry from the Anthology (45 minutes): You will answer one question on the poems
you have studied in class from the Character and Voice Cluster.
This question will name one poem and ask you to compare the poem with another of your
choice. You must:


Use quotes to support your points
Refer to language devices the poet has used


Compare the poems throughout
Say what the poet has done, how they have done it through language choices and
why they did it
2. Unseen Poem (30 minutes): You will answer one question on a poem you will not have
seen before. You must:


Use quotes to support your points
Refer to language devices the poet has used

Say what the poet has done, how they have done it through language choices and
why they did it
You will have a clean copy of the Anthology in the exam.
Revision Hints

You should refresh yourself of the notes you’ve made in class on all of the poems in the
Cluster ‘Character and Voice’

You should find new poems in the rest of the anthology and in texts or online and practice
interpreting meaning from poems you have not been taught.
What do I have to do to achieve the grades?
Anthology Poetry
Unseen Poetry
A*
You do all the below, but show the
ability
to
develop
unique
interpretations of the poems and
base all your analysis in a
sophisticated
understanding
of
linguistic and poetic techniques.
You do all the below, but show a
confident
and
sophisticated
understanding of the writer’s craft
and technique; you can also offer
unique and alternative ideas within
your analysis and answer.
A
You can recognise alternative
interpretations in poems; you refer in
detail to how the poems construct
meaning using language and poetic
techniques,
using
terminology
fluently; you refer fluently to quotation
to support answers. You can
compare many features of the poems
successfully.
You discuss the themes and ideas
in the poem with fluency and
insight, offering a justified, personal
conclusion; you always offer
detailed quotation to support points;
you discuss the techniques and
structures the writer has employed
and to what effect.
C
You can give personal comments on
poems and say why you have come
to your conclusions; you can use
quotation to support key ideas; you
can say how the poets create
You show a clear and detailed
understanding of the poem’s
themes and ideas; you use
quotation regularly to support the
key points; you can discuss the
meaning by using some language writer’s use of particular words,
and poetic techniques, using some phrases or techniques for effect.
terminology.
E
You respond to poems and
understand some of the ways
meaning has been created; you can
comment on the way language and
some poetic features have been
used; you can express a clear point
of view.
You understand the main ideas in
the poem, including the main
theme;
you
sometimes
use
quotation to support your ideas, but
are more comfortable paraphrasing;
you deal with the poem more
chronologically,
rather
than
thematically or conceptually; you
occasionally lapse into describing
the content.
YEAR 11 ENGLISH IGCSE
Exam Information
English IGCSE – the paper will last for 2 hours
What do I need to know?
Candidates answer three questions on two passages which may be on a similar topic.
Passage A will be 650–750 words and Passage B will be 550–650 words in length.
This exam has three questions:
1. Question One - Candidates read Passage A - a mark is awarded out of 20
In response to passage A candidates write about 250–350 words, responding in one of the
following text types:

Letter

Report

Journal

Speech

Newspaper report or magazine article.
15 marks are available for Reading:

demonstrate understanding of explicit meanings

demonstrate understanding of implicit meanings and attitudes

analyse, evaluate and develop facts, ideas and opinions.
5 marks are available for writing:

articulate experience and express what is thought, felt and imagined

sequence facts, ideas and opinions

use a range of appropriate vocabulary

use register appropriate to audience and context
2. This is a Language question. This question is again in response to Passage A. They are
often asked to focus on two specific paragraphs and explain why words or phrases have
been chosen. This can be awarded up to 10 marks.

demonstrate understanding of how writers achieve effects.
3. This Questions is split into Part A and Part B. This question is in response to Passage B.
This is a 20 mark question
Part A - Candidates are asked to write 15 content points in note form
Part B - Candidates are asked to write a summary of their notes as continuous writing of
200–250 words.
There are 15 marks available for reading:
•
demonstrate understanding of explicit meanings
•
demonstrate understanding of implicit meanings and attitudes
•
select for specific purposes.
There 5 marks available for writing (part B – summary)
•
articulate experience and express what is thought, felt and imagined
•
sequence facts, ideas and opinions
•
use a range of appropriate vocabulary
Revision Hints

Read lots of non-fiction texts – blogs/articles/newspaper
articles/biographies/autobiographies/non-fiction adventure/journals/speeches – after
reading try:
1. Looking up words you are unsure of and make a new vocabulary word bank
2. Pick 10 words out of each text and make a list of possible synonyms that could be used
instead
3. Try to summarise the text into 15 bullet points
4. Try to summarise the fifteen bullet points using only your own words (none from the text)
5. Pick 2 paragraphs to focus on and analyse language using the QMEA acronym (Quote,
Meaning, Effect, Association)
6. Pick a character from the text and write in their voice (250+ plus words) Remember you
must use ideas from the text but add detail and put it into your own words.
YEAR 11 ENGLISH KETO LITERATURE GCSE
For English Literature you will have two exams
Literature – Paper 1 Drama and Prose – This paper will last for 1hour and 45 minutes. It is a
closed text exam. 60 marks are available for this paper.
What do I need to know?
This exam has two sections –
3. Drama: You will answer one question on the drama you have studied in class – ‘A View
From the Bridge’ or ‘Romeo and Juliet’. 30 marks are available for this question.
This question will be about character, themes, plot or settings. You must:

Use quotes/paraphrases to support all points

Analyse language devices used by the author


Analyse dramatic devices used by the author
Discuss what language or dramatic choices the author has made, how these are
presented to the audience and why they did this
Provide a balanced answer if considering more than one character/theme/plot or
setting

4. Prose: You will answer one question on the prose novel you have studied in class – ‘Of
Mice and Men’. 30 marks are available for this question
This question will be about character, themes, plot or settings. You must:



Use quotes/paraphrases to support all points
Analyse language devices used by the author
Analyse dramatic devices used by the author

Discuss what language or dramatic choices the author has made, how these are
presented to the audience and why they did this

Provide a balanced answer if considering more than one character/theme/plot or
setting
Revision Hints

You should refresh yourself of the notes you’ve made in class on character, themes, setting
and plot.

You re-read the prose and drama or its key sections,

You should create a quote bank for key themes, characters, setting and plot.
Paper 2
Literature Paper 2 – Unseen texts and Poetry anthology - This paper will last for 1 hour and
30 minutes. 40 marks are available in this exam.
What do I need to know?
This exam has two sections:
1. Unseen Poetry (45 minutes): You will answer one question on a choice of an unseen
poem or an unseen piece of prose. 20 marks are available for this question.
You must:


Use quotes to support your points
Refer to language devices the author has used and how they create a literary effect

Explore the form and structure the author has used and how they create a literary
effect

Say what the poet has done, how they have done it through language choices and
why they did it linking to ideas, themes or settings
2. Poetry Anthology (45 minutes): You will choose to answer one question based on the
anthology studied in class. You can choose a question which names the two poems you
must discuss or a question which picks one poem and allows you to pick the second poem
to discuss. The anthology will be printed in the exam. 20 marks are available for this
question.
You must:

Use quotes to support your points


Refer to language devices the author has used and how they create a literary effect
Explore the form and structure the author has used and how they create a literary
effect

Make connections between techniques used by the author in presentation of ideas,
themes and settings.
Revision Hints

You should refresh yourself of the notes you’ve made in class on all of the poems in the
anthology.

You should find new poems online and practise interpreting meaning from poems you have
not been taught.
MODERN
FOREIGN
LANGUAGES
YEAR 11 MODERN FOREIGN LANGUAGES GCSE
Exam Information
You are undertaking Controlled Assessments in Unit 2 (Speaking) and Unit 4 (Writing)
throughout Year 11.
You have already had the chance to do the following assignments:
Speaking: 1) Past Holidays and 2) Someone I admire (currently preparing for this)
Writing: 1) A job application and 2) Healthy lifestyles.
If you have not achieved your overall target grade for Speaking or Writing, you will have to do
at least another assessment before February.
These two units (Speaking and Writing) are worth 60% of your final grade, so it is essential that
you hit your target grade in both of them.
You already took mock examinations in Unit 1 (Listening) and Unit 3 (Reading) in Year 10.
You will be doing many past papers between now and your actual GCSE exams next May.
Once you have hit your target grade for Speaking and Writing, you will focus on learning lots of
vocabulary and on practising your examination skills. Before going on study leave, you will
also be given a comprehensive vocabulary list that will help you to learn many of the words and
phrases that often crop up in the Listening and Reading exams.
Topics List
For Unit 2 (Speaking) and Unit 4 (Writing), you will need to revise the following topics:
-
Media and Culture
-
Sport and Leisure
-
Business, Work and Employment
Should you re-sit Unit 1 (Listening) or Unit 3 (Reading) you will need to revise the following
topics:
-
Out and about (e.g. town, weather, public transport)
-
Customer service and transactions (e.g. cafes, shops)
-
Personal information (e.g. family and friends, lifestyle)
-
Future plans, education and work (e.g. school, work experience)
Useful Websites
www.edexcel.com – choose “I am a…” and click on “student” to find revision resources from the
exam board. Click on “looking for question papers and mark schemes?” and follow the
instructions to access past papers and mark schemes for all languages. Please be aware that it is
likely that you will also be completing some of these past papers in class as part of in-class
revision.
www.bbc.co.uk/schools/gcsebitesize/ revision activities for MFL – choose your subject from the list
at the top of the page.
www.linguascope.com – games and revision activities for all levels.
Username: stplangsmk
Password: mk6mfl2012
www.s-cool.co.uk – for revision activities.
www.ashcombe.surrey.sch.uk/curriculum/modlang - this is the website of a Language College with
many videos, gap fill exercise, resources for your iphone. Click on Student Resources then find
your language.
www.gcse.com – go to the French and German sections to get practice papers.
www.listenlive.eu - definitive list of European radio stations streaming live over the internet.
Listening to these for even 5 minutes per day will help with listening.
http://www.netmasters.co.uk/european_newspapers - a definitive list of European newspapers.
Reading these for even 5 minutes per day will help with reading.
REMEMBER WE HAVE LOTS OF MAGAZINES AND NEWSPAPERS FROM FRANCE,
GERMANY, ITALY AND SPAIN IN THE LIBRARY AND IN THE DEPARTMENT. ASK IF YOU
CAN’T FIND THEM!!
Revision Tips
1. Visual Learning – Stick vocabulary, answers to questions, anything you want to
remember, all over your house. Think about the MFL classroom at school where there are
lots of displays with tenses, verbs, connectives and nice phrases and try to replicate it at
home. Around the mirror, above the light switch are good places as they are places you
look at or use every day.
2. Be the Teacher – “You remember 90-95% of what you teach someone else.” Teach
mum/dad/the dog, anything you want to remember yourself. If mum and dad want to make
sure that you are getting stuff right, they can make sure by doing the following:
a. Have the text/exercise book in their hand.
b. Take notes and check them afterwards with you.
c. Record you and play back for clarification later.
3. Mini Whiteboards: Remembering how you learn in class and using the same techniques,
you can buy a mini whiteboard and pen or you can laminate a sheet of A4 paper and use a
felt tip. Mum/dad should give you one of the topics above and you need to write down as
much as you can about the topic, you can then use these notes to give a presentation
about it.
4. Colour coding:
RED – I don’t understand and need help.
ORANGE – This is alright. I’m getting the hang of it.
GREEN – This is easy. I don’t need to revise this again.
5. Look, cover, write, check – time limited – Use this excellent technique for vocabulary
learning. Limit your vocabulary learning to 10-15 minutes per day.
6. Highlight problem areas – Bring them back into school and your teacher will go over them
with you.
7. Gimme 5 – Play this game with anyone, anywhere, in the car, supermarket. Mum/dad
must ask for 5 of something, words relating to a topic, connectives, opinions, sentences in
the past tense.
8. Do past papers with parent as invigilator – Use the websites above to find resources,
chat about the paper afterwards.
PHYSICAL
EDUCATION
PHYSICAL EDUCATION
Exam Information
The GCSE PE Mock exam will last for 1hour and 30 minutes.
Topic List
1.1.1 Healthy, active lifestyles and how they could benefit you.
1.1.2 Influences on your healthy, active lifestyle.
1.1.3 Exercise and fitness as part of your healthy, active lifestyle.
1.1.4 Physical activity as part of your healthy, active lifestyle.
1.1.5 Your personal health and wellbeing
1.2.1 Physical activity and your healthy mind and body.
1.2.2 A healthy, active lifestyle and your cardiovascular system.
1.2.3 A healthy, active lifestyle and your respiratory system.
1.2.4 A healthy, active lifestyle and your muscular system.
1.2.5 A healthy, active lifestyle and your skeletal system.
Revision Hints and Resources
Pupils will be given the opportunity to purchase a revision guide by the PE department after half
term.
www.bbc.co.uk/schools/gcsebitesize/
www.brianmac.co.uk
www.edexcel.com
Healthy, active lifestyles and how they could benefit
you
Self-assessment
Objectives
You should know…
 What constitutes a
healthy active lifestyle
 How to classify the
benefits of a healthy
active lifestyle as
physical, social or
mental
 How a healthy lifestyle
can:
 increase individual
wellbeing
 help the individual to
feel good
 help relieve stress and
prevent stress-related
illness
 increase self-esteem
and confidence
 contribute to good
health
 contribute to
enjoyment of life.
 How participation in
physical activity can
stimulate:
 co-operation
 competition
 physical challenge
 aesthetic
appreciation
 the development of
friendships and
 social mixing.
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Influences on your healthy, active lifestyle
Self-assessment
Objectives
You should know…
 How to identify the key
influences and opportunities
that affect involvement in
physical activity. These
include:
 people: family, peers, role
models
 image: fashion, media
coverage
 cultural factors: disability,
age, gender, race, religion
 resources: availability,
location, access, time
 health and wellbeing: illness
and health problems
 socio-economic: cost, status.
 How to explain opportunities
to become involved in
physical activity, including:
 minimum involvement in PE
 PE school sport and club links
(PESSCL)
 school sport partnerships
 Sport England’s Start, Stay,
Succeed initiative
 and the Youth Sport Trust’s
TOP and
 Active Kids Programme.

How to explain the sports
participation pyramid with
regard to the foundation,
participation, performance
and elite stages.
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Exercise and fitness as part of your healthy, active
lifestyle
Self-assessment
Objectives
 Understand the terms
 health,
 fitness,
 exercise
 and understand how
they relate to
performance in
physical activities and
a healthy lifestyle
 Know and understand
the components of
health related exercise:
 cardiovascular fitness,
 muscular strength,
 muscular endurance,
 flexibility,
 body composition
 and understand how
they relate to different
physical activities
 Learn about the six
components of skillrelated fitness and be
able to define them:
 agility,
 balance,
 coordination,
 power,
 reaction time,
 speed
 and be able to identify
the importance of
each to different
individual physical
activities
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Physical activity as part of your healthy, active
lifestyle
Self-assessment
Objectives
You should know…

What is meant by a PAR-Q.

How to assess health-related
fitness, and skill-related
exercise using a number of
tests.

How to explain the principles
of training – individual needs
/differences, progressive
overload, specificity, rest
and recovery, the FITT
principle, and reversibility.

How to use these principles
to improve your fitness
and/or skills in a personal
exercise programme.

How components
overlap with other
principles of training.

How application of
the FITT principle can
improve
performance and
competence.

The term ‘reversibility’.

How to describe and explain
the principles of setting
SMART targets.

How to apply SMART goals
(specific, measurable,
achievable, realistic, timebound) when setting up a
personal exercise
programme in order to gain
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maximum benefit from it.

The six different training
methods: interval,
continuous, fartlek, circuit,
weight, and cross.

Which sports and
activities each is
most suited to.

How each can
improve health and
fitness.

Their relationships
with the components
of fitness.

How to explain a warm-up,
main activity and cooldown and the importance
of each in connection with
a training session.

How methods of training
can be used to create
different effects and
improve physical
performance and how they
can be used to match
individual needs and
differences.

What is meant by resting
heart rate, working heart
rate, and recovery rate, and
be able to evaluate results
on a graph.

How to use graphs to
demonstrate and explain
the use of target zones and
the thresholds of training.
Your personal health and wellbeing
Self-assessment
Objectives
You should know…

The links between exercise,
diet, work and rest and how
these factors influence your
personal health and
wellbeing.

The requirements of a
balanced diet.

The factors of a balanced
diet.

How each of these factors
fits into a balanced, healthy
lifestyle.

The importance of the right
timing of dietary intake for
optimum performance.

About blood flow (blood
shunting) during exercise.
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Physical activity and your healthy mind and body
Self-assessment
Objectives
You should know…

The different body types
(somatotypes): endomorph,
mesomorph, ectomorph.

The effect each can have
on participation and
performance

Be able to identify activities
where different body types
are an advantage.

Understand optimum
weight, why it varies
according to height,
gender, bone structure and
muscle girth, and how it can
affect performance and
participation in physical
activity.

You should also be able to
explain the terms: anorexic,
obese, overfat, overweight,
underweight (and how
these conditions may affect
physical activity), risk
assessment, kit, equipment,
readiness, rules, clothing
and balanced competition
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A healthy, active lifestyle and your cardiovascular
system
Self-assessment
Objectives
You should know…

The impact of a healthy
active lifestyle on your
cardiovascular system.

The immediate and shortterm effects of participation
in exercise and physical
activity.

The effects of regular and
long-term participation in
exercise and physical
activity.

The need for rest and
recovery time.

About diet and the
cardiovascular system, HDL
and LDL.

The effects of recreational
drugs.
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revise this
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of this
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confident at
this
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A healthy, active lifestyle and your
respiratory system
Self-assessment
Objectives
You should know…

The immediate and shortterm effects of participation
in exercise and physical
activity.

The long-term effects of
regular participation in
exercise and physical
activity.

The need for rest and
recovery time.

The effects of recreational
drugs on the respiratory
system.
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A healthy, active lifestyle and your
muscular system
Self-assessment
Objectives
You should know…

The major muscle groups
and which physical activities
benefit them.

The role of muscles in
movement.

The immediate and shortterm effects of participation
in exercise and physical
activity on the muscular
system.

The effects of regular
participation in – and long
term effects of participation
in – exercise and physical
activity on the muscular
system.

The potential for injuries such
as muscle strain and muscle
atrophy and their treatment
using common techniques.

The need for rest.

The effects of diet.

The effects of performance
enhancing drugs, such as
steroids.
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revise this
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of this
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I am
confident at
this

A healthy, active lifestyle and your
skeletal system
Self-assessment
Objectives
You should know…

The functions of the skeleton
and how they relate to
physical activity.

The ranges of movement
possible at a hinge and ball
and socket joint (flexion,
extension, abduction,
adduction and rotation).

The effects of long-term and
regular participation in
exercise and physical
activity on the skeletal
system.

The importance of weightbearing exercise in
preventing osteoporosis,

The potential for injuries such
as fractures and their
treatment.

The importance of diet,
including the effect of
calcium on the skeletal
system.
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MUSIC
MUSIC
Exam Information
The GCSE Music Exam will last for 1 hour and 30 minutes.
List of Topics
All set works:
Chopin Piano Prelude No 15 in D flat major Op 28
Mozart 1st Movement from Symphony No 40 in G minor
Handel Chorus And the Glory of the Lord from Messiah
Schoenberg ‘Peripetie’ from Five Orchestral Pieces Op 16
Bernstein ‘Something’s Coming’ from West Side Story
Steve Reich 3rd movement from Electric Counterpoint
Miles Davis ‘All Blues’ from Kind of Blue
Jeff Buckley
Moby ‘Why Does My Heart Feel So Bad?’ from Play
Capercaillie ‘Skye Waulking Song’ from Nadurra
Rag Desh
Koko: Yiri
Revision hints and useful websites

We have some spare revision guides in the office – first come, first served

GCSE Bitesize is useful

Youtube; some people have created little revision videos to go with the piece of music.
Do a search on the youtube channel of the set work.
It’s amazing how much better students do who have a good knowledge of theory, so using the
GCSE Bitesize website you should swot up on harmony, tonality, rhythm etc.
ART
GCSE ART AND DESIGN
Exam Information
In order to prepare for the Art mock examination, pupils should be working to plan and develop a
piece of work to execute within the timed examination (approximately 5 hours). The preparation
work should include evidence of meeting assessment objectives AO1, AO2 and AO3. The final
piece of work is AO4 and this is completed in the exam. The Assessment Objectives are outlined
below with examples of evidence the students should provide to meet them.
This year the topic title is “Apart and Together”.
To support students in preparation for their exam we are running supported study sessions after
school on Mondays and Thursdays which we would like to invite students to attend.
Assessment Objectives
AO1:
Develop ideas through investigations informed by contextual and other sources,
demonstrating analytical and cultural understanding.
Evidence:
3 x artists researched and analysed. Mood boards which visually explore the title. A
mind map exploring the title. Student’s own photographs exploring their topic which
provides first hand source to work from.
AO2:
Refine their ideas through experimenting and selecting appropriate resources,
media, materials, techniques and processes.
Evidence:
A range of experimentations with different materials. Work in the style of each artist
they have studied for the title. Developments of their experiments, showing
improvement and refinement, demonstrating how they have improved their skill.
AO3:
Record ideas, observations and insights relevant to their intentions in visual and/or
other forms.
Evidence:
Planning for at least 2 – 3 different ideas that link to their gathered resources and the
artists they have researched. Annotations that explain their ideas, and how they link
to the title, the artists and their research. Experimentations for their ideas.
Annotation explaining how their experiments have worked and what they have
learned. Planning for final exam piece.
AO4:
Present a personal, informed and meaningful response demonstrating analytical and
critical understanding, realising intentions and making connections between visual,
written, oral or other elements.
Evidence:
Produce a final piece to the best of their ability that links to their research, resources,
artists, planning and work produced for the other Assessment Objectives.
BUSINESS
STUDIES
BUSINESS STUDIES AND ICT
There will not be any mock or external examinations for pupils in Year 11 studying the following
courses:
BTEC First Certificate in Business
BTEC First Award in I&CT
GCSE BUSINESS STUDIES
There will be two mock examinations for pupils taught GCSE Business Studies by Mrs Tomkins,
Mrs Appleby/Miss Ward.
Paper 1 ‘Setting up a Business’ will be a one hour written paper. The content to be revised will be:
Starting a Business Enterprise
• sources of business ideas
• looking for a gap in the market
• identification of a product or market niche
• reasons for starting a business
• franchises.
Setting Business Aims and Objectives
• types of business aims and objectives
• purpose of setting objectives
• using business objectives to measure success
• influence of stakeholders on business objectives.
Business Planning
• the purpose of business planning
• the main sections within a business start-up plan
• uncertainty and risk for start-up businesses.
Choosing the Appropriate Legal Structure for the Business
• sole trader
• partnership
• private limited company (ltd).
Choosing the Location of the Business
• factors influencing start-up location decisions.
Conducting Market Research with Limited Budgets
• reasons for conducting market research
• market research methods.
Using the Marketing Mix
• elements of the marketing mix
• selecting an appropriate marketing mix for a small business.
• the use of ICT in assisting international marketing.
Finance and Support for a Small Business
• sources of finance
• sources and types of advice available to small businesses.
Financial Terms and Simple Calculations
• basic financial terms
• calculating profit and loss.
Using Cash Flow
• interpreting simple cash flow statements
• the importance of cash flow statements
• identifying solutions to cash flow problems.
Recruiting
• the need for recruitment
• recruitment methods
• remuneration
• monetary and non-monetary benefits.
Motivating Staff
• benefits to the business of motivated staff
• methods of motivation used by small businesses.
Protecting Staff through Understanding Legislation
• equal pay and minimum wage laws
• discrimination
• employment rights
• health and safety.
Production Methods for Manufacturing and Providing a Service
• methods of production
• efficiency and technology
• quality issues.
Customer Service
• importance of customer service
• consumer protection
• impact of ICT.
Unit 2 ‘Growing as a Business’ will be a one hour written paper. The content to be revised will be:
Expanding a Business
• benefits and risks of expansion
• methods of expansion
• conflict between stakeholders.
Choosing the Right Legal Structure for theBusiness
• private limited companies (ltd)
• public limited companies (plc).
Changing Business Aims and Objectives
• reasons for changing aims and objectives as businesses grow
• ethical and environmental considerations.
Choosing the Best Location
• the importance of location to growing businesses
• issues relating to overseas location.
The Marketing Mix – Product
• product portfolio/mix
• product life cycle.
Using the Marketing Mix – Price
• pricing decisions for growth
• factors affecting pricing decisions.
Using the Marketing Mix – Promotion
• promotional activities to enable growth
• selecting the promotional mix.
Using the Marketing Mix – Place
• channels of distribution to enable growth
• selecting channels of distribution.
Finance for Large Businesses
• sources of finance available
• appropriateness of the sources.
Profit and Loss Accounts and Balance Sheets
• purpose of financial statements
• components of financial statements
• interpretation of data given on financial statements.
Reorganising Organisational Charts and Management Hierarchies
• internal organisational structures
• appropriateness of centralisation/decentralisation for growing businesses.
Recruitment and Retention of Staff
• the staff recruitment process
• appraisal and training
• methods of motivation
• retention of staff.
Production Methods for Growing Businesses
• use of flow production
• efficient production methods
• lean production techniques.
Recognising Challenges of Growth
• advantages of growth
• disadvantages of growth.
Maintaining Quality Assurance in Growing Businesses
• identifying quality problems
• methods of maintaining consistent quality.
Each examination will test the full range of assessment objectives, namely:
1. Recall, select and communicate their knowledge and understanding of concepts, issues
and terminology.
2. Apply skills, knowledge and understanding in a variety of contexts and in planning and
carrying out investigations and tasks.
3. Analyse and evaluate evidence, make reasoned judgements and present appropriate
conclusions.
Revision should be completed using the notes taken/supplied and activities that have been
undertaken during lessons (each pupil has their own exercise book). An additional revision book
will also be supplied by the department prior to the mock examination period.
HEALTH &
SOCIAL CARE
HEALTH & SOCIAL CARE GCSE
Unit 4 – Health, Social Care and Early Years in Practice
What will be
in the
Summer
H&SC exam?
The Unit 4 exam lasts for 1 hour and 15 minutes.
This is the synoptic paper and therefore will develop the knowledge that you have already gained
from studying Units 1, 2 and 3. You are expected to answer ALL questions set and they will
require a range of short and long responses.
The paper consists of three compulsory structured questions based on case studies and short
scenarios requiring short and extended answers. The scenarios will be related to settings and
service users. They can be drawn from any of the following: Health, Early Years, Care of the
Older People, Individuals with Specific Needs.
Topics
The range of care needs of major client groups
Care values commonly used in practitioner work
The development of self-concept and personal relationships
Promoting and supporting health improvement
Need extra help?
Use the checklist below to see what areas you have covered and those which you may feel less
confident in and may need to revise more.
Every Thursday after school until 5pm there will be a health and social care support session. Feel
free to come along and ask a teacher specific questions about the exam or get some general
advice.
www.edexcel.com is also a useful website where you will find past question papers.
Unit 1 – Understanding Personal Development and Relationships
Topic Area
Covered
Understanding
The range of care needs of major client groups
The range of care needs of major client groups
12345
The basic needs of service users split into the following areas:

Physical needs (basic needs of humans such as food, water,
shelter clothing)

12345
Intellectual needs (the ability to learn and develop new
skills)

Emotional needs (the expression of feelings, giving and
12345
receiving love and security)

Social needs (the ability to develop and maintain
12345
relationships including friendships, intimate and sexual
relationships and work relationships)
12345
The factors which affect human growth and development divided
into:

Life course events

Lifestyle choices
How expected and unexpected events impact on individuals during
their life course
How these events affect an individual physically, intellectually,
12345
12345
12345
Revised
emotionally and socially, focusing on:

Lifestyle choices people make (such as diet, exercise,
12345
socializing with others, recreational activities undertaken)

Expected events (such as starting school, marriage/
partnership formation, employment, death/ bereavement)

Unexpected events (such as serious illness, relationship
12345
breakdown, financial difficulty, loss of job)

How these factors/events affect human growth and
development (physical, intellectual, emotional and social)
and how they can lead to new learning
12345
12345
Care values commonly used in practitioner work
How health, social care and early years practitioners promote care
12345
values through their work with service users
The effects and consequences of these care values not being
12345
implemented
A range of care values through interaction with service users to
include:

Promoting anti-discriminatory practice

Promoting and supporting individual rights to dignity,
independence, health and safety

Promoting effective communication and relationships

Maintaining confidentiality of information

Acknowledging individual personal beliefs and identity
How these care values are reflected through practitioner
12345
12345
12345
12345
12345
12345
interaction with service users in their attitudes and behaviour,
and through professional training and development of care
practitioners
How these care values are implemented in a care practitioner’s
work
Analysis and evaluation of the consequences if service
practitioners have not effectively implemented care values,
12345
including:

The possibility of discrimination
12345

The possibility of social exclusion
12345
The effect of poor care practices on the self-esteem and self-
12345
concept of service users, for example disempowerment, lack of
self-worth
The development of self-concept and personal relationships
The factors affecting self-concept and how self-concept is linked
12345
to personal relationships
How self-esteem, self-image and self-concept are formed
12345
Factors that affect an individual’s self-concept including:

Age
12345

Appearance
12345

Gender
12345

Social class
12345

Ethnicity/culture
12345

Emotional development
12345

Education
12345

Relationships with other
12345

Sexual orientation
12345

Life experiences, for example employment status
12345
How care practitioners can build self-esteem and influence the
self-concept of service users through care practice, including:

Relationship building with service users

Empowerment of service users

Promoting positive relationships with family, partners, work
colleagues and friends
12345
12345
12345
Promoting and supporting health improvement
Factors affecting health and wellbeing throughout the life course
and the effects of these factors on the individual’s health and
12345
wellbeing
The different ways health professionals can support service users
to change their lifestyles in order to improve health, including
considering the importance of:

Diet

Regular exercise

Supportive relationships

Work

Rest and sleep

Stress

Recreational activities

Financial resources
12345
12345
12345
12345
12345
12345
12345
12345
How these factors can influence health in both a positive (health
improvement, longevity, reduced morbidity rates) or negative
(increase in sickness rates, premature death, poor mental health)
12345
way
Health promotion, including:

The aims of health promotion (to include raising awareness,
12345
preventing ill health, improving fitness levels and improving
life expectancy)

The approaches used in health promotion to improve health
and wellbeing (to include disease prevention, adoption of
12345
healthier lifestyles and actions taken at national level to
improve the nation’s health)

How health professionals support individuals to change
health-related behaviour (to include diagnosis, monitoring
progress, health planning, advice and counseling and
12345
evaluating progress against targets)
How effective promotion and support for health improvement is
built upon through the careful implementation of care values,
including:

Promotion of choice

Respecting identity and culture
12345

Empowerment
12345

Promoting independence
12345

Respecting individual right to choice
12345
12345
DESIGN &
TECHNOLOGY
GCSE DESIGN AND TECHNOLOGY – ELECTRONIC
PRODUCTS
Exam Information
Exam Board: AQA
Exam Duration: 2 hours
The exam will be in two parts:
Section A is worth 30 marks – Design question based around pre-release materials.
Pupils will have to write specification, produce creative design ideas quickly, evaluate own
ideas, develop an idea in detail.
Section B is worth 90 marks – Pupils will be asked questions on the topics listed below.
Topic List
AREA OF KNOWLEDGE
Power Supplies
Mechanical Switches
Resistors
Diodes
LED's
Bi-polar transistors
FET's
Thyristors
Relay
Opto Isolators
Operational Amplifiers
Logic
Fully
Aware
Needs
Revision
Microcontrollers
Potential Divider
Electronic Switches
Timers
Integrated Circuits
Monostable
Astable
Counters
Interface Devices
Output Devices
Transducer Inputs
Materials
Smart Materials
Preparing Materials
Processes
Applying Finishes
Commercial Manufacture
Systems & Control Procedures
Social, Cultural, Moral, Environmental and
Sustainability Issues
Computer Aided Design
Computer Aided Manufacture
Health and Safety
Construction Techniques
Test Equipment
Useful Websites
www.aqa.or.uk
www.bbc.co.uk/schools/gcsebitesize/
www.Technologystudent.com
GCSE DESIGN AND TECHNOLOGY – TEXTILES
TECHNOLOGY
Exam Information
Exam Board: AQA
Exam Duration: 2 hours
The exam will be in two sections.
Section A –Design Brief – Africa
Research fabrics, components, pattern, decorative techniques and fair trade textiles.
Section B is worth 90 marks. Pupils will be asked questions on the topics listed below.
Topic List
Fibres/fabrics – Polyester and natural, interfacing, smart fabrics.
Decorative techniques – Screen printing, batik, CAD
Sustainability – Plastic bottles and fleece
Moral – Fair-trade
Components – Electronic, ribbon, buckles, eyelets
Construction – Seams constructing and neatening, recognize darts, hems, cuffs, buttonholes and
collars
Health & Safety – Industrial production
Manufacturing – Specification, sub assembly, methods of production in industry, prototypes,
CAM
Testing – Quality assurance and quality control
Labelling – Care, fibre, fabric and environmental symbols/logos
Useful Websites
www.aqa.org.uk
www.bbc.co.uk/schools/gcsebitesize/
www.Technologystudent.com
GCSE DESIGN AND TECHNOLOGY – RESISTANT
MATERIALS TECHNOLOGY
Exam Information
Exam Board: AQA
Exam Duration: 2 hours
The exam will be in two sections.
Section A is worth 36 marks – Design question based around pre-release materials.
You will be given the pre-release design theme a few weeks before the exam. You should
research the theme and practice some designs and drawing techniques before the exam.
Section B is worth 84 marks. Pupils will be asked questions on the topics listed below.
Topic List
Properties of materials (Woods, Metals, Plastics, Composites, Smart Materials).
Components, adhesives (glues) and finishes.
Design and market influences (product analysis, design specification, evaluation of ideas)
Detailed planning for manufacture using knowledge of manufacturing processes including
CAD/CAM and quality control.
Tools and equipment.
Health and Safety
Social, moral, environmental and sustainability issues.
Product life cycle.
Industrial production scales and techniques.
www.technologystudent.com is a very useful website that covers all of the above topics and
also includes some practice questions.
The Letts and Lonsdale Essentials GCSE Design and Technology Resistant Materials Revision
Guide can be purchased from www.lettsandlonsdale.com
for £4.99 and is a very useful revision tool.
GCSE DESIGN AND TECHNOLOGY – GRAPHICS
PRODUCTS
Exam Information
Exam Board: AQA
Exam Duration: 2 hours
The exam will be in two parts.
Section A is worth 30 marks. Design question based around pre-release materials.
Pre-release: Promotional packaging of confectionery.
Pupils will have to use the given design brief and specification to sketch creative design ideas
quickly, evaluate their own ideas, develop an idea in detail.
Section B is worth 90 marks. Pupils will be asked questions on the following topics.
Topics List
Nets for packaging (surface developments)
Materials – Papers, Cards, Plastics, Modelling
Moulding Plastics – Injection, Blow, Vacuum
Drawing Methods
Scale
Flow Diagrams
Ergonomics & Anthropometrics
Equipment used in Graphics Studio – Names, Uses, Safety
Designers Studied X 5 and their areas of expertise
Signage and Logos
Packaging – Main 5 reasons for, materials used and symbols on packaging
Sustainability – 6 R’s
Moral, Social, Cultural Issues of Design
Useful Websites
www.bbc.co.uk/schools/gcsebitesize/
www.Technologystudent.com
www.aqa.org.uk
GCSE DESIGN AND TECHNOLOGY – FOOD
TECHNOLOGY
Exam Information
Exam Board: AQA (www.aqa.org.uk)
Exam Duration: The exam will last for 2 hours and has two parts.
Section A is worth 30 marks. Design question based around pre-release materials.
Pupils will have to write a specification, produce creative design ideas quickly, evaluate own
ideas, develop an idea in detail.
Section B is worth 90 marks. Pupils will be asked questions on the following topics .
Food Safety and Hygiene

Contamination
hazards
and
microbiological

Spoilage and Preservation

Temperature Control

Personal Hygiene

Cleaning and disinfection
Properties of Foods
Food Processes

Combining Ingredients

Standard Components

Scale of Production

Quality Control

Domestic and Industrial Equipment
Marketing and Environment

Carbohydrates (sugars and starches)

Proteins (meat, poultry, fish, eggs)

Fats & Oils

Vitamins and minerals

Additives

Healthy Eating

New Technology
nanotechnology
–
GM
foods,

Social issues

Environmental and Ethical issues

Labelling

Packaging
Useful Websites
www.aqa.org.uk
www.bbc.co.uk/schools/gcsebitesize/
www.Technologystudent.com