2018
Cayman Prep &
High School
Year 7 June Exams Study Guide
Name: ................................................
10 October 2019
11
PRIZE GIVING AWARDS
Principal’s Award
History
To be awarded to the top student in each year group for overall top academic performance.
This will be based on the summer examination performance.
Subject Prizes
To be awarded to the top student of each year group in each subject by their subject teacher.
This will be based on the summer examination performance.
Honours Certificate
To be awarded to students who, in the summer exams, gained the hhighest averaged results across all
subjects:
Top 10% of cohort – 1st Honours
Top 20% of cohort – 2nd Honours
Industry Awards
Awarded to the students who have gained the highest amount of Excellents for Attitude to Learning,
Contribution to Learning and Organisation.
Citizenship Award
To be awarded by the Tutor to one student in each tutor group according to the following criteria:
Someone who has consistently and enthusiastically contributed to the life of the school; is reliable, honest and
a genuine ambassador of CPHS.
Outstanding contribution to the community award
To be awarded to one Middle School student (Years 7,8 or 9) and one Upper School (Year 10 or 11) student
for outstanding service to the community.
Sports Award
To be awarded to a boy and a girl from each year group
Art Award
To be awarded to one student from each year group
Music Award
To be awarded to one student from each year group
Drama Award
To be awarded to one student from each year group
10
Year 7 June 2018 exams
All exams for Years 7 will take place in the hall unless a student has exam accommodations.
Extra time is indicated in red.
Students are to study in the given classroom before the exam starts. If they are not sitting an exam
they will go to the library.
P1 - 4
Tuesday 12th
June
Wednesday
13th June
Thursday
14th June
Friday 15th
June
7.55 – 9.15
7C in room 63
7P in room 14
7H in room 12
P5 - 8
10.30 – 12.00
7C in room 63
7P in room 14
7H in room 12
9.15 – 10.15
Science 1hr
(+15mins 9.00 – 10.15)
12.00 – 1.00
Spanish reading and
writing 1hr
(+15mins 11.45 – 12.00)
7.55 – 9.15
7C in room 67
7P in room 14
7H in room 12
10.35 – 12.45
PTM
9.15 – 10.15
Geography 1hr
(+15mins 9.00 – 10.15)
7C in room 16
7P in room 44
7H in room 45
7.55 – 9.00
7C in room 63
7P in room 14
7H in room 12
10.35 – 11.30
7C in room 63
7P in room 14
7H in room 12
9.00 – 10.15
English 1hr 15mins
(+19mins 8.41 – 10.15)
11.30 – 1.00
Maths 1hr 30mins
(+23mins 11.07 – 1.00)
Normal Lessons
Normal Lessons
P9 - 10
2.00 – 3.00
History 1hr
(+15mins 2.00 – 3.15)
2.00 – 3.00
French reading and writing
1hr
(+15mins 2.00 – 3.15)
2.00 – 3.00
RE 1hr
(+15mins 2.100 – 3.15)
Normal Lessons
Practical assessments for Year 7 in the following subjects will take place during lessons in the week beginning
the 4th June.




Art
Music
Drama
ICT
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CPHS
HIGH SCHOOL
YEARS 7 – 13
INFORMATION ON EXAMINATIONS

It is your responsibility to have all the necessary equipment for examinations. In most cases this includes
at least two pens, two pencils, coloured pencils, a ruler and any maths equipment you are told to have.
You will not be allowed to borrow any of these items once you are in the examination room unless it
is something previously agreed with the teacher setting the paper.

You should have been revising your work for some time. You will not be allowed to take notes into the
examination room unless time has been specifically allocated for it.

You will NOT be allowed to take bags into the hall, please leave them tidily where your form tutor tells
you.

If you need to ask a question during the examination, silently put up your hand and an invigilator will
come to you. At no time should you leave your seat until told to do so at the end of the
examination. Please go to the bathroom before the exam.

The invigilator will give you any special instructions regarding the paper. It is up to you to read and follow
the written instructions. Read these very carefully.

When you have finished, check your work carefully for errors and make sure that you have answered in
the way you were instructed.

If a study period is scheduled in the examination room, ONLY studying may be done.

You should pace yourself so that you complete the paper in the time allocated. Do not rush through your
work. If you do finish a little early, take the opportunity to check your work, using the question paper to
guide you as to whether you have followed instructions carefully and done your best.

Students who talk or seek to gain the attention of another, or in any way seek to gain an unfair
advantage, will have their paper cancelled at the end of the examination and their parents will be
informed.
Date of policy: May 2007
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Different Ways to Actively Revise
Moving information from your short term memory to your long term memory requires Active Learning
Here are some ideas…

Remind yourself over and over
If you revise something tonight, by this time tomorrow you'll have forgotten at least some of it.
So take another quick look at it tomorrow, to "top up" your memory.
Take another quick look next week, and keep "topping up" until the night before the exam.
This doesn't take long to do, and is usually quite comforting - you feel good because you find that the
stuff looks familiar each time you look at it; because it's quick you can easily fit it in with all your other
revision.

"Look, Cover, Write, Check"
This is probably the way that you learned spellings in Primary School.
1) read it,
2) hide it away,
3) write it out,
4) check to see if you got it right.
This technique is good for spellings, diagrams, equations, lists of facts and much more.

Remembering labelled diagrams
Draw a copy of the diagram - but without the labels, then fill in the labels from memory.

Highlighting
Go through your books highlighting key words / key ideas. Not only does this make it easier to revise
later, but the act of scanning through your books looking for the key stuff helps you to remember it.

Make summaries of the information
For example, try to get the whole topic onto one side of A4 paper. It's the act of making the sheet
which fixes the information in your mind. You might like to use mind maps - they really help to show
what's in a topic. For more information on how to create mind maps look at Tony Buzan on YouTube:
http://www.youtube.com/watch?v=MlabrWv25qQ

Make your own "Flash Cards"
These can help you to remember facts and equations. The idea is to carry them with you, and look at
them when you have a spare moment (lunch queues or break times, in the car...) you could put
headings on one side and details on the other.
https://www.youtube.com/watch?v=6yzeN9oXNS0

Write important information on Post it Notes and place them where you can easily see them.
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Year 7-9 Revision Advice
You must schedule time to:
o
o
o
o
o
o
Collect what you need: highlighters, files, dividers, study cards, post it notes, rings etc.. (See your Student Planner)
Organise all your notes in order by subject and by topic using your binders.
Make sure you have a complete set of notes and photocopy anything that is missing by borrowing a friend’s book.
Find an area that you can use for revising where you will not be disturbed. Preferably an area where you can leave
your revision things, an area which doesn’t need to be used for anything else and with good lighting.
Identify when you will study on the weekly timetable on Timetable 1, so you know when you will be Actively
Revising/Reviewing.
Also remember to plan to do the other things you enjoy doing; fitting these around your homework and revision study
periods and review times. If you schedule your revision and work effectively during that time, then you can then really
enjoy your time when you are not studying!
Timetable 1
Study Schedule: Week …… Of …….
Dates…………………………………
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Before School
8.00-8.30
8.30-9:00
9:00-9:30
9:30-10:00
10.00-10:15
During Break
10.35-11:00
11.00-11:30
11.30-12:00
12.00-12:30
12.30-1:00
Lunch
Lunch
2.00 – 2:30
2.30 – 3:00
3.00 – 3:30
3.30 – 4:00
4.00 – 4:30
4.30 – 5:00
5.00 – 5:30
5.30 – 6:00
6.00 – 6:30
6.30 – 7:00
7.00 – 7:30
7.30 – 8:00
8.00 – 8:30
8.30 – 9:00
Key
X = Busy (Eg: Eating/Sport)
H/W = Homework
AR = Active Revision
RV = Review
B = Break
Countdown – from 5 weeks before the June exams
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Get organised with your time, do not leave everything until the last minute!
You need to create an Effective 6 Week Revision Timetable
You may wish to use the timetable included OR devise one of your own OR use a timetabling app on your tablet OR computer
OR phone as there are some great ones available.
How To Create an Effective Revision Timetable
Outcomes – find out how will you be assessed? (Note: written exams are not for every subject)
Activities – find out how many topics you have to revise for each subject - it does vary.
Time – decide approximately how long it will take you to make study material & review each subject.
Schedule – times on your revision TT to make the study material & to review your notes for each subject.
SUBJECT
(add your
own
subjects
below)
The number
of topics I
must learn
for this
subject are:
The approximate length of
time (in hours) I need to
make the study cards/mind
maps /notes needed for this
subject are:
Active Revision can be completed
in 30 – 60 minute slots
The number of times I
will need to review the
study material for this
subject are:
Review can be completed in
10 – 15 minute slots
The
number of
study
sessions I
need each
week is:
The
number of
review
sessions I
need each
week is:
Maths
English
Science
RE
History
Geography
Drama
Art
Music
ICT
French
Spanish
REMEMBER
YOU WILL NOT BE TAKING YOUR BOOKS INTO THE EXAMS WITH YOU.
ALL THAT YOU WILL BE TAKING IS WHAT IS INSIDE YOUR HEAD!
You know the best time when your concentration is at its fullest – use this knowledge so your revision is effective.
Use this plan to make sure you revise ALL the topics for EACH subject.
Please write the subject & topic you are studying in each box.
Use the abbreviations: Maths /Eng /Science /ICT /CS/Span /Hist /Fren /Dram/Geog /Music /RS /Art
Fill in the subjects and topics you are going to study each day.
Creating a schedule will allow you to ensure you are revising all of the subjects, not just your favourite ones!
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My Daily Schedule
Which topics will you study each day?
Week 1- Commencing 30th April
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Wednesday
Thursday
Friday
Saturday
Sunday
Wednesday
Thursday
Friday
Saturday
Sunday
Thursday
Friday
Saturday
Sunday
Week 2 - Commencing 7th May
Monday
Tuesday
Week 3 - Commencing 14th May
Monday
Tuesday
Week 4 - Commencing 21st May (Monday is a Public Holiday)
Monday
Tuesday
Wednesday
Public Holiday
10 October 2019
11
Week 5 - Commencing 28th May
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Wednesday
Thursday
Friday
Saturday
Sunday
Week 6 - Commencing 4th June
Monday
Tuesday
Week 7 - Commencing 11th June (Monday is a Public Holiday – Exams start on Tuesday)
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Wednesday
Thursday
Friday
Saturday
Sunday
Public Holiday
Week 8 - Commencing 18th June
Monday
Tuesday
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Weeks 1, 2, 3 & 4
Using the list of which topics need to be learnt (see this guide) and your study schedule and work through the topics in each
subject applying Steps 1 -3 of The 5 Steps (The 5 Steps to Effective Revision is also in your school planner)
When completing Steps 1 - 3 you should be able to study in longer bursts, e.g. 30-60 minutes before taking a break.
Weeks 5 & 6
Step 4 Frequent Review Remember that you memorise best in 10-15 minute bursts of effort.
Step 5 Test Yourself The more you keep testing yourself the better - ask a parent or a friend to test you.
After completing Step 4 & 5 take a break for 5 - 10 minutes During your break, do something that does not require too
much concentration or do something which is physical in order to get more oxygen to your brain. While you take a break, your
brain will process what you’ve just learned, so it has time to move the information into your long-term memory.
How much time should you spend studying for your exams each day?
2 hours, or at the most 2½ hours work, in this concentrated way is probably enough revision for each day.
Use the rest of your time to relax, take exercise, eat healthy food and get lots of sleep. You will learn efficiently this way. If you
undertake long sessions of revision, what you cover in the middle of the session may be forgotten and lost very easily.
If you can, make one/some of your sessions buddy revision. Find a friend, chose a topic each, meet and teach each other.
Laying out facts and asking questions is a good way to learn.
Exam Week
Your subject teachers and this Study Guide will explain the exam format – sections, compulsory questions, short answers,
multiple choice, essays and diagrams. Make sure you are clear about this before the exams.
All your learning should make you alert, confident and fluent, so that you can think clearly and answer relevantly in the exams.
Positive Reinforcement of Good Study Habits – Things to Remember:
If the goals, you set yourself are too difficult (eg Learn everything I need to know in one week) you will become disheartened
and overwhelmed. If the goals are too easy, you will deceive yourself into thinking you are working hard when in actual fact
you are not. Be outcome driven – look at what you have achieved to measure the reward.
Rewards should be earnt when you achieve something eg when you complete a set of study cards. The reward does not have
to be big. It can be as simple as watching 30 mins of your favourite TV show or phoning a friend and chatting for 15 minutes.
What is important it that it is something you WANT and ENJOY, and it is linked with the task you just completed and it is guilt
free time. When you complete the work you have scheduled, you will begin to enjoy the feeling of having achieved something.
Use rewards sensibly, for example, if you get to watch your favourite TV show even though you didn’t complete the work you
set yourself, you are going to be disappointed later when you do not get the grades you were hoping for.
5 Steps to Effective Revision
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Step 1 Read and Understand
You won’t be able to learn what you don’t understand, so the first step in successful revision is to
read the information and make sure it all makes complete sense. You should understand every word
and all the detail. If there is anything you don’t understand, now is the time to look it up or ask
someone to explain it to you – before you start to try to learn it! At exam time use the syllabus or
study guide to identify the topics which you need to cover.
Step 2 Highlight Important Information
Read the text again, but this time use your highlighters to shrink the information down, by picking
out only the information you need to learn and ignoring the rest. Make sure you also pick out any
Key Words for the topic you are studying.
What are Key Words?
Words unlock meaning. A Key Word is any word which does this. It could be a subject-specific word or
any word which you don’t understand. You must know how to spell them and what they mean!
Step 3 Active Learning
You’ve found out what you need to know, so now you need to begin the learning process. Find out
what works for you for different subjects. The important thing is that you are actively involved in
the process. If all you do is read your notes, you will only remember approximately 10% of the
information the following day. Be creative; this step is about beginning to encode the information
in your brain. Take your highlighted information and make study materials for use in Step 4 by
creating any of the following:
 Mind Maps
 Online Study Cards
 Linear Notes
 MP3 Recordings
 Study Cards
 etc…
There are so many different ways to study!
Don’t Stop Here!
The next two steps are critical to the learning process.
Step 4 Frequent Review – to Memorise the Information
Once you understand the topic and you’ve created your study materials, you need to memorise the
information. Review all the study materials in short frequent bursts. You might find useful websites
to help you. The more times you repeat your review the more effective your learning will be. The
aim is to move the information from your short term memory into your long term memory so it
becomes knowledge.
Step 5 Test Yourself
Once you’ve learnt the information, it’s important to test that you can recall it quickly when you
need to. Ask friends, parents or siblings to test you, use online testing tools or, when you are
studying for I/GSCEs and A levels, use past papers with mark schemes to test your knowledge. Check,
that you can recall all the necessary detail. Completing past papers and using mark schemes to check
them will allow you to better understand what is expected by the examiner, so the more past papers
you complete the better prepared you will be. Don’t be tempted to use past papers as your only
form of revision. You need to cover the whole syllabus, not just the areas that have come up in
previous exams.
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YOU WILL BE A FASTER REVISER…
YOU WILL BE A SLOWER REVISER…
When you are motivated
When you are relaxed
When you are eating and sleeping well
When you use both sides of your brain
When you are bored
When you are worried
When you are tired, hungry and thirsty
When you revise in an uncomfortable
place
When you cannot see the point of what
you are revising
When you do not like the subject
When you believe you are going to do
well in your exams
When you like the subject
SUBJECT GUIDES
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English
What does the exam involve?
There is one paper which focuses on nonfiction and
media texts. There are two sections:
 Section A – Reading
 Section B – Writing
Section A: Reading – What is it testing?
You will read two short nonfiction passages which give
information on particular topics. The questions will focus
on:
 Showing you have understood the passage by:
 selecting specific details from the text,
You can highlight key words to help you.
 filling in a form using information from the text,
 selecting specific words, or explaining the meaning of
words as used in the passage,
Break the words into semi-words that you know the
meanings to and then add the meanings together.
 summarising main ideas in your own words.
 Explaining why words, language techniques or
presentational features are interesting or important
by:
 giving reasons for the author’s choices – explaining
how techniques engage the reader.
Try and use evidence or examples from the text.
 identifying the effects of presentational features, e.g.
grab the reader’s attention, persuade the reader to
do something
Use persuasive techniques and you can also use structure
and in some cases use language techniques.
TOP TIPS
o Read the questions and instructions carefully before
you begin.
o Be very precise and accurate in your responses.
o Underline/annotate your extract, picking out key
Key Vocabulary
ideas as indicated by the questions.
You should know the following key words and phrases
o Use the number of marks and the space provided for
before the exam:
your answer to tell you how long you should spend
You can look back at the keywords if you don’t
on each question. Do NOT use PEE aragraphs.
remember them to get yourself some cheeky extra
marks.
 presentational features = colour, layout, font (style &
size), images, graphics, etc.
U can use:
 Texts boxes
 Facts/flattery
 Statistacts
 Images
 Font(bold)
 Color-contrast
 Logos
 Superlative
 Slogan
The exam is 1 hour and 15 minutes long. You should
spend about:




5 minutes reading and planning
30 minutes on Section 1
30 minutes on Section 2
5 minutes checking and correcting your work.
Section B: Writing – What is it testing?
You will be asked to write your own media text giving
information and/or advice on a given topic. You will not be
asked to use presentational features. In your response,
you should:
 Think about what information is important for your
reader to know.
Get straight to the point
 Choose language techniques (including vocabulary
and sentence structure) to make your work engaging
and lively for your reader.
O M.I.S.H.A.P= Onamatopia, Metaphor, Idiom, Hyperbole,
Alliteration and Personification
 Structure your work carefully, using paragraphs and
other techniques (like headings, if appropriate) to
organise your ideas clearly.
U can use:
 Texts boxes
 Facts/flattery
 Statistacts
 Triplets
 Imperative
 Images
 Font(bold)
 Color-contrast
 Logos
 Superlative
 Slogan
 Personal pronouns
TOP TIPS
o Plan your work carefully and ensure that you know
how what you will include in your article and the
sequence of ideas.
o Write in as much detail as possible (about 5 detailed
paragraphs).
o Read through your work carefully to check for
mistakes.
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Science
Requirements:
Pupils should bring the following equipment.
 Pens
 Pencils
 Eraser
 Ruler
 Calculator
Format:
The exam will be one hour in duration and will test all of the topics covered this year. Students will encounter four
general types of questions in the exam.
1.
Comprehension – Test understanding of key concepts.
2.
Evaluation – Test ability to interpret data.
3.
Investigative – Test ability to plan fair tests and to produce tables and graphs.
4.
Calculations – Test ability to use formulae and to calculate values.
Students should use their class notes and textbooks, and homework booklets to study, as well as revision checklists,
summary notes, quizzes and weblinks.
Pupils may also find the following websites useful during their science revision:
http://www.bbc.co.uk/schools/ks3bitesize/science/
http://www.scibermonkey.org/
http://www.brainpop.com/
Topics:
 Particle theory
Particle theory is used to explain the propierties of solids, liquids and gases.
Solids:
 Particles in solids are close together
 Arranged in a regular way
 Can vibrate in a fixed position
 Particles are very close
 Cannot move from place to place
 Cannot be compressed
 Have a fixed shape and cannot flow
Liquids:
 The particles are close together
 Arranged randomely
 Move around each other
 Flow and take the shape of their container (the bottom)
 Cannot be compressed because there is no space to move into
Gases:
 Far apart
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





Arranged randomely
Can move quickly in all directions
Flow and completely fill their container
Can be compressed
When gas particles hit the walls of their container they cause pressure
If the temperature is increased the particles in a gas move faster and hit the wall more often, making the
pressure rise
Changes of state:
 Melting- solid to liquid
 Condensing-gas to liquid
 Boiling- liquid to gas
 Freezing- liquid to ice
 Cells
-The basic building blocks of all animals and plants.
7 life proceses
 Movement
 Respiration
 Sensitivity
 Growth
 Reproduction
 Excretion
 Nutrition
Animal cells have irregular shapes while plant cells have regular shapes
The table summarises the functions of these parts:
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Part
Function
Found in
Cell
membrane
Controls the movement of substances into and out of the cell
Plant and animal cells
Cytoplasm
Jelly-like substance, where chemical reactions happen
Plant and animal cells
Nucleus
Carries genetic information and controls what happens inside
the cell
Plant and animal cells
Mitochondria
Where most respiration reactions happen
Plant and animal cells
Vacuole
Contains a liquid called cell sap, which keeps the cell firm
Plant cells only
Cell wall
Made of a tough substance called cellulose, which supports
the cell
Plant cells only
The tables show examples of some specialised animal and plant cells, with their functions and special features:
Humans are multicellular. That means we are made of lots of cells, not just one cell. The cells
in many multicellular animals and plants are specialised, so that they can share out the
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processes of life. They work together like a team to support the different processes in an
organism.
A unicellular organism is a living thing that is just one cell. There are different types of unicellular
organism, including bacteria.
Multicellular organisms are organised into increasingly complex parts. In order, from least complex to most
complex:





cells
tissues
organs
organ systems
organism
Tissues
Animal cells and plant cells can form tissues, such as muscle tissue in animals. A living tissue is made from a
group of cells with a similar structure and function, which all work together to do a particular job. Here are
some examples of tissues:




muscle
the lining of the intestine
the lining of the lungs
xylem (tubes that carry water in a plant)
Organs
An organ is made from a group of different tissues, which all work together to do a particular job. Here are
some examples of organs:






heart
lung
stomach
brain
leaf
root
Organ systems
An organ system is made from a group of different organs, which all work together to do a particular job. Here
are some examples of organ systems:





circulatory system
respiratory system
digestive system
nervous system
reproductive system

Variation
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All people are human. They belong to the same species. Your friends and classmates may
have different eye colour and hair colour. Some will be boys and some will be girls. Some will
be tall and some will be shorter. The presence of differences between living things of the same
species is called variation.
Some variation within a species is inherited, and some variation is due to the environment.
Variation in a characteristic that is a result of genetic information from the parents is called inherited variation
(eye colour, hair colour, skin colour, lobed or lobeless ears, ability to roll your tongue). Gender is inherited
variation too, because whether you are male or female is a result of the genes you inherited from your parents.
Characteristics of animal and plant species can be affected by factors such as: climate, diet, accidents, culture,
lifestyle.
Variation caused by the surroundings is called environmental variation (your language, your religion, flower
colour).
For any species a characteristic that changes gradually over a range of values shows continuous
variation (height, weight).
A characteristic of any species with only a limited number of possible values shows discontinuous
variation (blood group, gender, eye colour).

Energy
Energy stored in food can be released by combustion(burning) or by respiration in our cells.
The amount of energy available may be shown in a unit called the calorie. However, the scientific
unit for energy is the joule, which has the symbol J.
Power is the rate at which energy is used. The unit of power is the watt, which has the symbol W.
Fossil fuels
We get energy from many different types of energy resources, including fuels, food and stores of energy such as
batteries or the wind. We can divide energy resources into two categories:

non-renewable energy resources cannot be replaced once they are all used up
 renewable energy resources can be replaced, and will not run out
Fossil fuels are non-renewable energy resources.
Fossil fuels
Crude oil, coal and gas are fossil fuels. They were formed over millions of years, from the remains of dead
organisms:


coal was formed from dead trees and other plant material
crude oil and gas were formed from dead marine organisms
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The use of fossil fuels releases pollution, including:


carbon dioxide, which is a greenhouse gas and increases global warming
sulfur dioxide and nitrogen oxides, which cause acid rain
Nuclear fuels release energy through nuclear reactions, rather than through chemical reactions. The main
nuclear fuels are uranium and plutonium. In a nuclear power station, the energy released is used to boil water.
The expanding steam spins turbines, which then drive generators to produce electricity.
Advantages

Unlike fossil fuels, nuclear fuels do not produce carbon dioxide or sulfur dioxide.
Disadvantages


Like the fossil fuels, nuclear fuels are non-renewable energy resources. They will run out one day if we keep
on using them.
If there is an accident, large amounts of radioactive material could be released into the environment. In
addition, nuclear waste remains dangerously radioactive and harmful to health for thousands of years. It must
be stored safely.
Wind energy
Advantages

Wind is a renewable energy resource. There are no fuel costs and no harmful polluting gases are produced.
Disadvantages


Wind farms are noisy and may spoil the view for people living near them.
The amount of electricity generated depends on the strength of the wind. If there is no wind, there is no
electricity.
Water energy
Advantages



Water power in its various forms is a renewable energy resource.
There are no fuel costs and no harmful polluting gases are produced.
Tidal barrages and hydroelectric power stations are very reliable and can be easily switched on.
Disadvantages




It has been difficult to scale up the designs for wave machines to produce large amounts of electricity.
Tidal barrages destroy the habitats of estuary species, including wading birds.
Dams flood farmland and push people from their homes.
The rotting vegetation underwater releases methane, which is a greenhouse gas.
geothermal energy - Hot water and steam from deep underground can be used to drive turbines.
Advantages
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


Geothermal energy is a renewable energy resource.
There are no fuel costs and no harmful polluting gases are produced.
The hot water and steam can be used to heat buildings directly.
Disadvantages

Most parts of the world do not have suitable areas where geothermal energy can be exploited.
Solar energy
Advantages



Solar energy is a renewable energy resource.
There are no fuel costs and no harmful polluting gases are produced.
Solar cells can provide electricity in remote locations where there is no mains electricity.
Disadvantages


Solar cells are expensive and inefficient, so the cost of their electricity is high.
Solar cells do not work at night and not as well when it is cloudy.
Stores of energy
Energy can be stored in different ways, including:






kinetic energy
internal energy
elastic potential energy
gravitational potential energy
electrical energy
magnetic energy
Kinetic energy
Moving things have kinetic energy. The more mass a thing has and the faster it moves, the more kinetic energy
it has. All moving things have kinetic energy, even very large things like planets, and very small ones like
atoms.
Internal energy
All objects have internal energy. This includes:

energy caused by the movement of particles in the object, sometimes called thermal energy
 energy due to the bonds between particles, sometimes called chemical energy
Elastic potential energy
Some objects can change shape reversibly. Rubber balls, springs and elastic bands are like this. When a rubber
ball is stretched or squashed, it can regain its shape again. Elastic potential energy is stored in stretched or
squashed materials.
Gravitational potential energy
When an object is moved higher, it gains gravitational potential energy. The amount of energy it gains
depends upon:
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


the mass of the object
the extra height it gains
the gravitational field strength
Electrical energy
Some objects carry electrical charges and create electric fields. These charged objects can exert forces on each
other. You get an electric current when charged particles move through a wire.
Magnetic energy
Some objects can be magnetised and create magnetic fields. They can exert forces on other magnetised objects,
or on magnetic materials.



Acids and Bases
Ecology
Chemical reactions

Electrical circuits
Electric charge
Some particles carry an electric charge. In electric wires these particles are electrons. We get an electric
current when these charged particles move from place to place.
Electric current
An electric current is a flow of charge, and in a wire this will be a flow of electrons. We need two things for an
electric current to flow:
1. something to transfer energy to the electrons, such as a battery or power pack
2. a complete path for the electrons to flow through (an electric circuit)
Electric circuits
The simplest complete circuit is a piece of wire from one end of a battery to the other. An electric current can
flow in the wire from one end of the battery to the other, but nothing useful happens. The wire just gets very hot
and the battery loses stored internal energy – it ‘goes flat’ and stops working.
To do something useful with the electric current, you need to put an electrical component into the circuit (such
as a lamp), that can use the current in a useful way.
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when you have two or more of these cells connected together that you call it a battery
Current is measured in amperes. The symbol for ampere is A. an ammeter is used to
measure current. To measure the current flowing through a component in a circuit, you must
connect the ammeter in series with it. Potential difference is measured in volts. The symbol
for volts is V. Potential difference is measured using a device called a voltmeter. In a series
circuit, if a lamp breaks or a component is disconnected, the circuit is broken and all the
components stop working. The current is the same everywhere in a series circuit. It does not
matter where you put the ammeter, it will give you the same reading. If you put more lamps
into a series circuit, the lamps will be dimmer than before because less current will flow
through them.
Resistance

The wires and the other components in a circuit reduces the flow of charge through them. The unit
of resistance is the ohm. The resistance increases when you add more components in series.
Different materials have different resistances: an electrical conductor has a low resistance, an
electrical insulator has a high resistance.
Conductors
Insulators
Metal elements
Most non-metal elements, e.g. sulfur, oxygen
Graphite (a form of carbon, a non-metal element)
Diamond (a form of carbon, a non-metal element)
Mixtures of metals, e.g. brass, solder
Plastic
Salt solution
Wood
Liquid calcium chloride
Rock

Reproduction
The human male reproductive system contains these parts:


glands
sperm ducts
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

urethra
penis
testes
The parts of the
human male reproductive system. The bladder empties into the urethra but is not part of the reproductive system
Testes
The two testes (one of them is called a testis) are contained in a bag of skin called the scrotum. The testes have
two functions:

to produce millions of male gametes (sex cells) called sperm
 to make male sex hormones, which affect the way a man's body develops
Sperm duct and glands
The sperm pass through the sperm ducts, and mix with fluids produced by the glands. The fluids provide the
sperm cells with nutrients. The mixture of sperm and fluids is called semen.
Penis and urethra
The penis has two functions:

to pass urine out of the man's body
 to pass semen out of the man's body
The urethra is the tube inside the penis that can carry urine or semen. A ring of muscle makes sure that there is
no chance of urine and semen getting mixed up.
The human female reproductive system contains these parts:





oviducts
ovaries
uterus
cervix
vagina
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The parts of the
human female reproductive system. The bladder empties into the urethra but they are not part of the reproductive system
Ovaries
The two ovaries (one of them is called an ovary) contain hundreds of undeveloped female gametes (sex cells).
These are called ova (one of them is called an ovum) or egg cells. Women have these cells in their bodies from
birth, whereas men produce new sperm continually.
Oviducts
Each ovary is connected to the uterus by an oviduct. This is sometimes called a Fallopian tube or egg tube. The
oviduct is lined with cilia, which are tiny hairs on cells. Every month, an egg develops, becomes mature and is
released from an ovary. The cilia waft the egg along inside the oviduct and into the uterus.
Uterus and cervix
The uterus, also called the womb, is a muscular bag with a soft lining. The uterus is where a baby develops
until its birth.
The cervix is a ring of muscle at the lower end of the uterus. It keeps the baby in place while the woman is
pregnant.
Vagina
The vagina is a muscular tube that leads from the cervix to the outside of the woman's body. A man's penis
goes into the woman's vagina during sexual intercourse.
The menstrual cycle
The female reproductive system includes a cycle of events called the menstrual cycle. It lasts about 28 days,
but it can be slightly less or more than this. The cycle stops while a woman is pregnant. These are the main
features of the menstrual cycle:



The start of the cycle, day 1, is when bleeding from the vagina begins. This is caused by the loss of the lining
of the uterus, with a little blood. This is called menstruation or having a period.
By the end of about day 5, the loss of blood stops. The lining of the uterus begins to re-grow and an egg cell
starts to mature in one of the ovaries.
At about day 14, the mature egg cell is released from the ovary. This is called ovulation. The egg cell travels
through the oviduct towards the uterus.
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
If the egg cell does not meet with a sperm cell in the oviduct, the lining of the uterus begins to break down
and the cycle repeats.
The thickness of
the uterus lining varies during the menstrual cycle. An egg is released at about day 14
Fertilisation happens if the egg cell meets and joins with a sperm cell in the oviduct. The fertilised egg attaches
to the lining of the uterus. The woman becomes pregnant, the lining of the uterus does not break down and
menstruation does not happen.
Gametes and fertilisation
Humans typically reproduce through sexual reproduction. Sexual reproduction produces offspring that are
unique individuals. Half of their genes come from each parent.
Gametes
Gametes are the sex cells:

eggs are female gametes
 sperm are male gametes
Gametes have adaptations to increase the chances of fertilisation and successful development of an embryo. For
example, sperm cells are produced in large numbers to increase the chance of fertilisation. Sperm cells have
these adaptations:

a tail to move them towards an egg cell
 many mitochondria to provide energy
 an acrosome (part of the tip of the head) that releases enzymes to digest the egg membrane
Fertilisation
In sexual reproduction, a male gamete and a female gamete join together. This is fertilisation.
Fetal development and birth
Fetal development
Fertilisation happens when an egg cell meets with a sperm cell and joins with it. The fertilised egg divides to
form a ball of cells called an embryo. The embryo attaches to the lining of the uterus. It begins to develop into a
fetus and finally into a baby.
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Development of the fetus
A fetus develops in the uterus into a baby ready to be born
The fetus relies upon its mother as it develops. These are some of the things it needs:

protection against knock and bumps, and temperature changes
 oxygen for respiration
 nutrients (food and water)
The developing fetus also needs its waste substances removing.
The fetus is protected by the uterus and the amniotic fluid, a liquid contained in a bag called the amnion.
The placenta
The placenta is an organ responsible for providing oxygen and nutrients, and removing waste substances. It
grows into the wall of the uterus and is joined to the fetus by the umbilical cord.
The mother's blood does not mix with the blood of the fetus, but the placenta lets substances pass between the
two blood supplies:
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

oxygen and nutrients diffuse across the placenta from the mother to the fetus
carbon dioxide and other waste substances diffuse across the placenta from the fetus to the mother
The blood of the
mother and fetus do not mix, but substances diffuse across the placenta
The mother’s lifestyle can affect the developing fetus. For example, smoking reduces the amount of oxygen in
the bloodstream. This can lead to low birth weight and premature birth (when a baby is born too soon).
Drinking alcohol during pregnancy can harm the developing baby’s nervous system, especially its brain.
Birth
It takes about 40 weeks for a baby to develop in the uterus. This time is called gestation. After this, the baby is
ready to be born. The cervix relaxes and muscles in the wall of the uterus contract. Waves of muscle contraction
push the baby out of the mother's body through the vagina.
Puberty
The reproductive system of a child is not mature. It needs to change as a boy or girl develops into an adult, so
that the system is fully working. The time when the changes happen is called puberty.
Most girls begin puberty between ages 8 and 14, with an average of 11. Girls develop more quickly than boys
and most finish puberty within four years. Most boys begin puberty between ages 9 and 14, with an average of
12. Most boys finish puberty within six years.
The changes happen because of sex hormones produced by the testes in boys and by the ovaries in girls. Some
changes happen in boys and girls, while others just happen in boys or girls. Here are some changes that happen
to both boys and girls:




underarm hair grows
pubic hair grows
body smell gets stronger
emotional changes
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
growth rate increases
Girls and boys grow at different rates as they mature
The time between puberty and adulthood is called adolescence.
Boys
Here are some changes that happen only to boys:





voice breaks (gets deeper)
testes and penis get bigger
testes start to produce sperm cells
shoulders get wider
hair grows on face and chest
Girls
Here are some changes that happen only to girls:



breasts develop
ovaries start to release egg cells (the menstrual cycle starts)
hips get wider

Forces
A force can be a push or a pull. For example, when you push open a door you have to apply a force to the door.
You also have to apply a force to pull open a drawer.
You cannot see a force but often you can see what it does. When a force is exerted on an object, it can change
the object’s:



speed
direction of movement
shape (for example, an elastic band gets longer if you pull it)
A force meter, also called a newton meter, is used to measure forces
Forces can be contact forces, where objects must touch each other to exert a force. Other forces are non-contact
forces, where objects do not have to touch each other. These include:



gravity
magnetism
forces due to static electricity
Measuring forces
Forces can be measured using a force meter, also called a newton meter. Force meters contain a spring
connected to a metal hook. The spring stretches when a force is applied to the hook. The bigger the force
applied, the longer the spring stretches and the bigger the reading.
The unit of force is called the newton, and it has the symbol N. The greater the force, the bigger the number, so
100 N is a greater force than 5 N.
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Balanced forces
When two forces acting on an object are equal in size but act in opposite directions, we say that they are
balanced forces.
If the forces on an object are balanced (or if there are no forces acting on it), this is what happens:

a stationary object stays still
 a moving object continues to move at the same speed and in the same direction
Remember that an object can be moving, even if there are no forces acting on it.
Force diagrams
We can show the forces acting on an object using a force diagram. In a force diagram, an arrow represents each
force. The arrow shows:

the size of the force (the longer the arrow, the bigger the force)
 the direction in which the force acts
The arrow should be labelled with the name of the force and its size in newtons. Textbooks often show a force
with a thick coloured arrow so that it looks nice, but it is more accurate if you just use a ruler and pen or pencil
to draw an arrow with a single line.
Here are some examples of situations involving balanced forces.
Hanging objects
The forces on this hanging crate are equal in size but act in opposite directions. The weight pulls down and the
tension in the rope pulls up.
The weight of the crate is balanced by the tension in the rope
Floating in water
Objects float in water when their weight is balanced by the upthrust from the water. The object will sink until
the weight of the water it pushes out of the way is the same as the weight of the object.
The weight of the boat is balanced by the upthrust from the water
Standing on the ground
When an object rests on a surface such as the ground, the reaction force from the ground balances its weight.
The ground pushes up against the object. The reaction force is what you feel in your feet as you stand still.
Without this balancing force you would sink into the ground.
Unbalanced forces
When two forces acting on an object are not equal in size, we say that they are unbalanced forces. The overall
force acting on the object is called the resultant force. If the forces are balanced, the resultant force is zero.
If the forces on an object are unbalanced, this is what happens:


a stationary object starts to move in the direction of the resultant force
a moving object changes speed and/or direction in the direction of the resultant force
The change in the motion of an object depends upon:


the size of the resultant force
the direction of the resultant force
10
The greater the resultant force, the greater the change in the motion of the object. Whether a moving object
speeds up, or slows down, depends on the direction of the resultant force:


the object speeds up if the resultant force acts in the direction of movement
the object slows down if the resultant force acts opposite to the direction of movement
Frictional forces
Whenever an object moves against another object, it feels frictional forces. These forces act in the opposite
direction to the movement. Friction makes it more difficult for things to move.
Helpful frictional forces
Friction can be useful. For example:

friction between our shoes and the floor stop us from slipping
 friction between tyres and the road stop cars from skidding
 friction between the brakes and wheel help bikes and cars to slow down
Frictional forces are much smaller on smooth surfaces than on rough surfaces, which is why we slide on ice but
not on concrete.
Unhelpful frictional forces
Friction can also be unhelpful. If you do not lubricate your bike regularly with oil, the friction in the chain and
axles increases. Your bike will be noisy and difficult to pedal.
When there is a lot of friction between moving parts, energy is transferred to the surroundings, causing heating.
Think of what happens when you rub your hands together quickly. The friction warms them up.
Air resistance
Bikes, cars and other moving objects experience air resistance as they move. Air resistance is caused by the
frictional forces of the air against the vehicle. The faster the vehicle moves, the bigger the air resistance
becomes. The top speed of a vehicle is reached when the force from the cyclist or engine is balanced by air
resistance.
Streamlining
Streamlining reduces air resistance
Racing cyclists crouch down low on their bikes to reduce the air resistance on them. This helps them to cycle
faster. They also wear streamlined helmets. These have special, smooth shapes that allow the air to flow over
the cyclist more easily.
Modern vehicles are also streamlined. Their smooth shapes make the air resistance smaller, which allows them
to travel further on the same amount of fuel.
Moments
A moment is a turning effect of a force. Forces can make objects turn if there is a pivot.
Think of a playground see-saw. The pivot is the part in the middle. The see-saw is level when no-one is on it,
but the see-saw tips up if someone gets onto one end. It is possible to balance the see-saw again if someone else
gets onto the other end and sits in the correct place. This is because the turning forces are balanced - we say the
moments are equal and opposite.
10
Calculating moments
To calculate a moment, you need to know two things:

the distance from the pivot that the force is applied
 the size of the force applied
moment = force × distance
Simple machines
A see-saw is an example of a simple machine. A force is exerted in one place, causing movement and a force at
another place in the see-saw.
Simple machines give a bigger force but with a smaller movement
If you multiply the force by the distance travelled, you get the same value for the effort and for the
load.
Deformation
Elastic materials, and objects such as springs, change shape when a force is exerted on them:

stretching happens when the material or object is pulled
 compression happens when the material or object is squashed
A change in shape like this is called deformation. In general, the greater the force exerted, the greater the
amount of deformation. This is why an elastic band gets longer the harder you pull it, and why a rubber ball
squashes more the harder you squeeze it.
Remember that if you pull or squeeze too hard, the object may not return to its original size and shape
afterwards, and it may even snap. Until you reach this point, a special case called Hooke’s Law applies.
Hooke's Law
The extension of a material or a spring is its increase in length when pulled. Hooke’s Law says that the
extension of an elastic object is directly proportional to the force applied to it. In other words:


if the force applied is doubled, the extension doubles
if no force is applied, there is no extension
10
Mathematics:
Examinations: Paper 1
Section A- non calculator 1 hour
Section B - calculator allowed 30 minutes
Paper 2- Progress Test in Maths electronic test, 45 minutes
Equipment needed: Geometrical instruments, pen, pencil, eraser and ruler, calculator for Section B of paper 1
Revision websites:
 www.mymaths.co.uk/
 www.khanacademy.org
 http://www.bbc.co.uk/schools/gcsebitesize/
Topics
1. Sequences
 Function machines
A function machine takes a set of numbers and changes it into another set
using a mathematical operation. (addition, subtraction, multiplication,
division) These are only represented by as a box. If you reverse the flow of
the function machine it just means that you do the opposite of the function
at
the start so in this case it was multiply by 3 so you do the opposite and
divide by 3 for the reverse function machine.
 Sequences and rules
Sequences are a list of numbers that follow a similar pattern. A term is something in the sequence. The
common difference is the rate at which the sequence increases or decreases. 5, 8, 11, 14, 17, 20, 23 The
term to term rule is how the sequence changes from one term to the next, include addition, subtraction,
multiply, division.
 Finding missing terms
4=n-2
N= 6
Finding the numerical value of the letter. (n)
Other sequences – square numbers and triangular numbers
Square number
Multiply the number by itself once.
Eg 4 squared= 16
Triangular number
Multiply the number by itself twice.
Eg 3 cubed=27
2. Using Number & Decimal numbers
 Decimals – multiplying by 10, 100 and 1000
The decimal points must be aligned before you start division or the multiplication process. To multiply by decimals first
remove any decimal places and multiply as normal. Put back in the same number of the decimal places in your answer as
there were in the question or information.
 Ordering decimals
To order decimals in order of size you compare PLACE VALUE comlums. Start with the TENTHS, if identical move onto
the hundreds and so on until all are ordered.
 Estimates
Estimation is done mathamaticaly but is a guessed answer. But it must rouphly be the right answer. Round to one
significant figue, the first significant figure cannot be zero
 Adding and subtracting decimals
10
When you add or subtract decimals you must keep the denominators the same but change the numerators so that both
of them can be identical denominators. Firstly you make the fractions have equivalent denominators. Then add or
subtract the numerators. The denominator does not change.
 Multiplying and dividing decimals
Do the normal equasion without the decimals and then add in the amount of digits behind the point and then place your
decimal.
 Directed numbers
In negative numbers if you add 2 possitive numbers it makes a positive number, add 2 negative and it makes a positive
number, add negative and positive it makes a negative number.
3. Perimeter, Area & Volume
 Perimeter and area
Perimeter is the measurement of how big the outside of the shape is. Are is the measurement of how big the inside of
the shape is. To add up the perimeter you add up the total of measurement for each side of the shape. Perimeter is
measured in inches, feet, yards, miles, centimetres, metres and kilometres.
 Perimeter and area of rectangles
The area of triangles are half its base times by the height. And the perimeter of triangles are base time height times
width.
 Perimeter and area of compound shapes
For area split the shape into different parts(ordinary shapes) and add up the multiply the different sides and then add
them together.
 Naming and drawing 3D shapes
 Using nets to construct 3D shapes
A net is the 2d representation of the 3d shape. All faces are shown.
4. Fractions, Decimals & Percentages
 Equivalent fractions
Find a times table that both denominators can go into and then divide or multiply the denominators to get the same
denominators for both fractions and then theyre equal.
 Comparing fractions
To orderfractions make then equivalent and then it will be very easy to tell witch one is larger by the numerators being
more or less, to put the fractions equivalent you need to make sure the denominators are in atleast one times table and
then divide or multiply to make the denominators the same, REMMEBER WHAT EVER YOU DO TO THE BOTTOW YOU
MUST DO TO THE TOP.
 Adding and subtracting fractions
To add and subtract fraction you must make them both equivalent and then just divide or subtract like normal.
 Mixed numbers and improper fractions
Mixed fraction are where you convert and improper fraction where there is more than there is supposed to be for
example 45/30 and then tio make a mixed number you would then convert that into 1 whole and 15/30 and 15/30 can
also be simplified to ½ so the final answer would be 1 whole and ½ which in decimals is 1.5.
 Adding and subtracting mixed numbers
You first just add or subtract the whole number if there is one regularly and then make the fraction an equivalent
fraction and then just subtract or add like normal, BUT REMEMBER THAT YOU DO NOT ADD OR SUBTRACT THE
DENOMINATOR.
 Equivalences of fractions, decimals and percentages
¼ equals 25 percent and 0.25 as a decimal. ½ equals 50 percent and 0.50 as a decimal.
 Fractions of a quantity
¼ of 200 is 50 because firstly you divide the number by the denominator and then times it by the numerator but in this
case it was 1 so its going to be the same answer so therefore I didn’t need to do do the equasion.
 Percentages of a quantity
25 percent of 200 equals 50 because I know that 25 percent is 14 so then I didve the number by 4 and there is o need to
times by 1 because its going to give us the same answer.
 Simple percentage increase/decrease
10
Increase 200 by 25 percent: again we know that 25 percent is ¼ so we divide by 4 times by 1 equals 50 and then since its
an INCREASE then you add 50 (the increase) to the regular amount which in the end would add up to 250.
5. Angles
 Labelling lines, line segments and angles.
 Estimate the size of acute, obtuse and reflex angles.
Acute angles are angles less than 90 degress and obtuse are angles more than 90 degress but less than 180. Reflex
angles are over 180 but less than 360.
 Parallel and perpendicular lines.
 Use conventions and notation for 2D coordinates.
 Find and plot points using coordinates in all four quadrants.
 Calculating angles – angles in a triangle, angles at a point, vertically opposite angles, angles on a
straight line
 Properties of triangles
 Measuring and drawing angles
6. Statistics & Probability
 Mode, median and range
The mode is the number in the sequence or item that appears the most. Median is the number or item in the middle of a
sequence and if there is two numbers then you find the middle of them and that is your median. Range is the amount
the is between the least and the most.
 The mean
The mean is the average of the sequence, you add all the numbers up in the sequence and then divide it by how many
numbers there are in the sequence and that is the average(mean)
 Statistical diagrams including pie charts
First split the chart/diagram into 4 parts and then fill in the biggest information first.
 Comparing mean and range
 Collecting and using data
 Probability words and scales
 Experimental probability
Decide whether or not it is and even chance, mostlikely, probably, certain, impossible
7. Working with numbers
 Square numbers and square roots
The square root of 49 is 7
The square root of 81 is 9
29, 9, 4 and 16 are all square numbers
 Rounding
When rounding up the 2nd figure if your rounding to 10 is if its 5 or over you round up but if 4 or below then you must
round down.
 Order of operation
BIDMAS=Brackets, Indicies, Division, Multiplication, Addition and Subtraction
 Long and short multiplication
 Long and short division
 Calculating with measurements
8. Coordinates & Graphs
 Coordinates
The bottom left of the graph is negative and the top left is negative aswell.
 Graphs for fixed values of x and y
 Graphs of the form y = ax
 Graphs of the form x + y = a
 Real-life graphs
9. Ratio
 Introduction to ratios
10
 Simplifying ratios
 Ratios and sharing
 Solving problems using ratios
10. Algebra
 Expressions & Substitution
 Simplifying expressions
 Solving simple linear equations
Revision
All of the work is covered in your maths text book, Framework 7 maths. Look at each unit carefully and attempt the Test
Yourself sections. Read through your notes in your exercise books or workbooks. Read through your unit assessment
papers. Re-do any questions you got wrong and ask your teacher to check your work.
10
Religious Education
Exam
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


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Your end of year exam will be 1 hour.
You should answer every question on your exam.
Questions will be worth from 2 – 8 marks.
You should look at the number of marks each question is worth as a guide for how much you should write.
High level answers will contain correct key words and refer to religious teachings.
For an 8 mark question you will need to write paragraph answers. (Remember x2 PEE paragraphs).
You should refer to the notes in your exercise book to help you revise.
Revision
You will be tested on these topics:
1. Christianity
 The life of Jesus
He was born in a stable in Bethlehem, was visited by angels, shepherds and three wise men. King Herod tries
to kill him so Mary and Joseph flee from Nazareth to live in Egypt. Jesus works with his father as a carpenter
until he is 30 years old. Jesus is baptized by John the Baptist in the river Jordan. Jesus tells the story of the
good Samaritan. Jesus cures a man of leprosy. Jesus calms a storm and saves his disciples. Jesus teaches his
disciples the Lord's prayer. Jesus sits down for the last supper with his disciples. Jesus prays in the garden of
Gethsemane. Jesus asks god to forgive his killers before he dies on the cross. Jesus is resurrected, He appears
to his disciples and tells them to continue his work.

The Parables and Miracles of Jesus
Jesus tells the story of the Good Samaritan
Jesus cures a man of Leprosy
Jesus calms a storm
 The Apostles’ Creed
Is an early statement of Christian belief, a creed or symbol
2. Islam
 The Life of Muhammad
Pbuh stands for peace be upon him
He was born in Mekkah, Saudi Arabia in 570 CE and died at 632 AD. His father died before he was born and was raised
by his grandfather and then uncle. He belonged to a poor but respectable family of the Quraysh tribe. The family was
active in Meccan politics and trade.
The Five Pillars of Islam
– Shahadah (declaration of faith), Salat (prayer), Zakat (charity), Sawm (fasting) and Hajj (pilgrimage)
The first pillar- Shahadah
The first pillar is about what they say to show their face to Allah. “I believe that there is no god like Allah and Muhamad
is his messenger
The second pillar- salah
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They was their selves before Salah, they have a specific process that they go through. Salah is their prayer that they
recite five times a day daily.
The third pillar- Zakah
A duty performed regularly but is not charity. Paid in secret, no false praise or admiration. Zakah means to
purify or cleanse.
The fourth pillar- Sawm
Sawm is the time of giving that lasts a month (30 days), they also don’t eat when the sun is up. During this
month they fast (not eating when the sun is up), at school after lunch when the sun goes up the school sends
them home because since they cannot eat they believe that they can’t focus entirely on the work at hand.
The fifth pillar- Hajj
Hajj is an extremely expensive trip that is located in Saudi Arabia and the internet states that Saudi Arabi
brings in around 8.5 billion dollars from this specific event. The women wear regular clothes that cover from
head to foot. The rules during Hajj are no having sex, no smoking and no drinking. They preform Hajj because
they believe that Allah has stated that you must perform this journey ATLEAST once in their lifetime.
3. Rites of Passage
 How Christians and Muslims celebrate rites of passage in birth.
7 days after theyre born the birth rite begins and they shave the babies hair off, say shahadah when their born
because that’s the first this their supposed to hear. Also the parents and god parents have to make a promise. But
this birth rite is not only for babies. The ceromy after the babies are born is called the Aqiquah ceremony.
 How Christians and Muslims celebrate rites of passage in marriage.
There is a contract that the couple signs when they’re going to get married and its called the Niqah. There is also a
sum of money given to the bride by the husband before a Muslim couple marry, and this is called Mahr.Walimah is a
celebration of Muslim marriage. The couple are not considered to husband and wife until they have had a walimah.
 How Christians and Muslims celebrate rites of passage in death.
White robes that Muslims wear on the Hajj and are buried in. They symbolize equality before Allah.
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Geography
The June exam is 1 hour and you will be tested on everything from September. The main skills you will need to apply
include: defining, identifying, comparing, describing, explaining and evaluating. You should use the learning objectives
below to help revise the content for each topic.
The exam will include questions that ask for short and long answers. You should be prepared to write in greater detail
using key terms, when answering questions worth higher marks. Please bring a pen or two, lead pencils, a ruler,
coloured pencils and a calculator to the exam as you may need them. Good luck!
Unit 1 – Geography Matters
Students should be able to:
1. Name, define and give examples of the three types of geography
 Physical
 Environmental
 Human
2. Describe the physical and human geography of Cayman, giving named examples
 Physical geography in the cayman islands are to do with natural features of the earth such as iron shore at
sunset house bar and grill.
 Human geography in the cayman islands is to do with where and how people live such as the kimpton sea
fire hotel and George town.
3. Name and locate the world continents and oceans
 Asia
 Africa
 Oceana
 Antartica
 Europe
 North America
 South America
 Pacific
 Atlantic
 Indian
 Arctic
 Southern
4. Name and locate major lines of latitude and longitude
 Prime meridian is 0 degrees on longitude
 Equator is 0 degress in lattitute
 Tropic of cancer is 23.5 degrees north
 Tropic of Capricorn is 23.5 degrees south
 Artic circle is 66.5 degrees south
 Antartic circle is 66.5 degrees north
5. Use latitude and longitude coordinates to find and describe places around the world. Include use of hemispheres
Cayman islands is in the northern and western hemispheres
6. Locate and describe the location of Cayman in the world (national, regional and global)
Cayman islands is in the northern and western hemispheres and located in the gulf of mexico and in south America.
Unit 2 – Mapping Madness
Students should be able to:
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1. Name the important parts of a map (e.g. compass, scale…)
 Compass/north arrow
 Scale
 Key
 Title
 Frame
2. Label an 8-point compass rose
3. Use an 8-point compass rose to give and find directions
4. Use 4 figure grid references
5. State why symbols are used on maps
Because there is not a lot of space on the map for a lot of words
so they use symbols so its easier to read else it would be crowded and
harder to read.
6. Identify symbols on an OS map using a key
7. Measure straight-line distances on a map using
a scale
8. Name and identify different ways of showing
height of land on an OS map: spot height,
triangulation pillars, layer colouring and
contour lines
 Spot heights
 Triangular pillars
 Layer colouring
 And contour lines
9. Identify patterns of relief on a map (high/low
land, gentle/steep slope)
10. Identify settlement patterns (linear, dispersed, nucleated)
Nuclear
- refers to a town with buildings clustered together around a center.
Dispersed
-Buildings that are quite spaced out.
Linear
- group of buildings that is formed in a long line. Many follow a transport route, such as a road, river,
or canal though some form due to physical restrictions, such as coastlines, mountains, hills or valleys.
Unit 3 – Our Home, The Caribbean
Students should be able to:
1. Explain why tourism has grown
Because as the population grows and people introduce more countries than more people will travel for work, medical,
etc.
2. Describe and explain the positive and negative impacts of tourism in the Caribbean
Positive effects:
 Brings in money to reinvest back into the attractions to increase even more tourism.
 Creates more job opportunities.
Negative effects:
 Ruin the culture
 Destroy the beaches and reef
 Pollution
3. Define “sustainable development”
economic development that is conducted without reduction of natural resources.
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Development that will not lower our quality of life or harm the environment.
4. Define “sustainable tourism” as a means to improve quality of life in the Caribbean
Tourism that benefits local people and does as little harm as possible to the environment.
5. For a named country or area, describe how tourism is becoming more sustainable
In Cayman the government is starting to reinfornce laws about littering and also do a good job of distributing recycling
bins.
6. Compare differences in development between two Caribbean countries using development indicators
Development idicators could be:
 Tourism
 Health
 Economy
 Education
7. Suggest why there are different levels of development
 Money
 Infastructure
 Crime
8. Describe the global supply chain and free trade
The global supply chain is the network created among different world wide companies producing, handling, and
distributing specific goods and/ or products. Free trade is a policy followed by some international markets in which
countries’ governments do not restrict imports from, or exports to, other countries.
9. Explain problems with the global supply chain and free trade
Problems with the global supply chain:
 Expensive to send other places
 Takes time to send places
 Takes materials to send places
10.
Define the term ‘fair trade’.
Where the producer of the goods gets a fair share of the profits.
11.
Evaluate the importance of fair trade in the Caribbean as a means to improve quality of life.
So that they can have a fair share of what they’ve earnt by working hard on the farms.
Continued on the next page…
Geography Continued
Unit 4: The Underworld: Coral Reefs
Students should be able to:
1. Describe the location of coral reefs around the world
Coral reefs are located in shallow warm and clear waters between the tropics of cancer and Capricorn.
2. Label a coral polyp
 Mouth
 Tentacles
 Stomach cavity
 Outer base
 Lime stone skeleton
3. Describe the formation of the 3 types of coral reefs
 Fringing
 Atoll
 Barrier
4. Describe the uses of coral reefs
 Homes
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 Food
5. Explain the threats facing coral reefs
 Overfishing
 Pollution
6. Evaluate to what extent can coral reefs can be managed sustainably
 Don’t touch them
 Watch where you are pushing your anchor down
 Have a human free zone where you cannot go in with coral but can see
Unit 6 – Extreme Flooding
Students should be able to:
1. Label, describe and explain the hydrological (water) cycle
This cycle is the never ending movement of water between the sea, the land and the air.
2. Describe and label the features of a drainage basin
A drainage basin is a region of land where water from rain or snowmelt drains downhill into a body of water, such as a
river, lake, dam, estuary, wetland, sea or ocean.
3. Describe the long profile of a river
shows changes in the height (altitude) of the course of a river from its source to its mouth.
4. Explain how rainfall reaches a river
Rock that lets water through is permeable. Rock that doesn’t let water through is impermeable. Water held in the rock,
underground is called groundwater. When water soaks down through the ground: Infilltration. Rainwater that flows
along the surface of the ground: Surface runoff. Rainwater that flows sideways through the soil, above the water table:
Throughflow.
5. List examples of ways that humans use rivers
 Transport
 Water
 Generate electricity
6. List examples of ways that humans harm/abuse rivers
 Straightining the river
 Pollution
7. Define the term ‘hazard’
Take a risk or dangerous
8. List examples of human and physical hazards
Physical:
 Hurricanes
 Tournadoes
 Tsunames
Human:
 Fires
 Burning bushes
9. Explain why floods happen
Floods happen when the land is normally dry.
10. Explain the physical and human factors that increase the risk of a flood
 Heavy rainfall
 Snowmelt
 Steepslopes
11. For a named country or area
- explain why flooding happens in the country or area.
Where the impermeable rock cannot soak up the water.
- describe and explain the positive and negative impacts of flooding
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Possitive:
- Make the land fertile and great for agriculture.
Negative:
- Nowhere to live
12. Describe a variety of flood prevention schemes
13. Evaluate the advantages and disadvantages of a variety of flood prevention schemes
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History
Content
The 1 hour exam will cover all content since September and will involve skills that have been developed throughout the
school year such as reliability and utility of sources, causation and interpretation. Students are expected to be familiar
with historical language and use this in their answers.
Unit 1: History Mysteries
Students should be able to:
1. Identify long and short term causes for the death of Thomas Becket.
Long:
 King henry made Thomas Becket his advisor
 The church courts were unfair
 Henry makes Becket the archbishop of Canterbury
 Henry loses his temper
Short:
 Becket upsets Henry by expelling Barons
 In 1170 Henry tried to replace Becket
2. Decide who was to blame for the death of Thomas Becket and justify their answer.
This PEE paragraph will tell you all about who and why they were to blame for the death of Becket.
I think that it was Beckets fault because he kept on provoking henry, also this is not a good combination because
henry has a terrible temper and with Becket provoking him that doesn’t end well. For example Becket expelled
multiple barons from the church courts, this sent henry into flames and later on in 1170 henry tried to repleca e
becket.
However, I think that it was henrys fault becuas ehe had a bad temper and he should have calmed himself because
he should’ve known that Becket was trying to provoke him. However, henry had the advantage as he was the king
the church courts were biased towards him, so then becket complained and henry was tired of it, the kings soldiers
overheard a conversation and they wanted the king to be pleased with them so they rode of on their horses to the
Cathedral in Canterbury where becket worked and they murdered him.
In conclusion, I think that henry was responsible for beckets death because he actually made becket physically die,
however becket didn’t even harm henry in any way but he did provoke him in someway. Henry should’ve kept his
anger in because becket didn’t physically do anything to him.
3. Know the key people involved in the Gunpowder Plot.
 Catesby
 Guido (Guy) Fawkes
 Thomas percy
 John and Christopher Wright
4. Know the debate around whether the plotters were framed.
Unit 2: Civil Wars
Students should be able to:
1. What was the English Civil War?
A war between the southern and northern side of England, that started in 22 August 1642
2. Causes of the English Civil War
 Charles was arrogant and would not listen to the opinions of others
 Charles used fines and ship money to raise money without parliaments agreement. The people were very
mad
3. Consequences of the English Civil War
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 Cromwell took power away and from parliament and ruled by himself.
What was the American Civil War
A war between the round heads and the calvaliers in able to gain power, this happened in one country in 22 august
1642.
4. Causes of American Civil War
 Slavery argument
The southern side of America wanted slavery to keep going but the northern side thought that it is unfair
5. Consequences of American Civil War
 Economy-the confederates economy got destroyed when slavery got abollished
Unit 3: Civil Rights Movement
Students should be able to:
1. What was the Civil Rights movement?
This was done so that black American could gt their civil rights because in this time black American were very limited
on what they can actually do, such as:
 Go to school at an only black school
 Drink from different water fountain from white people
 Sit in a different café then white people
2. What was the Mongomery bus-boycott
All the black Americans refused to use the bus as they were the majority of the passenger and this was because the
black people had to sit at the back of the bus, so then since they were the majority of the passengers the bus
company had to change the rules as they were going to get shut down due to money.
3. Who was Rosa Parks?
She was a black female who didn’t follow the rules on the bus and she sat at the front and then the bus company
said that they were going to call the police and she said that they can arrest her and she is not moving, so then the
cops came and she still didn’t move, and she said “I don’t care what I have to do to get our human rights”. Then, she
went to jail and while she was in jail Martin Luther kind jr started the montgommery bus boycott after rosa parks
influenced him.
4. What were the different tactics used to gain civil rights?
 Private organization- organizing protests that were private and the white people didn’t know about.
 Media- advertising non-violent protest that thyre holding
 Strategic guilt- used in speeches and protests
5. What challenges did the Civil Rights movement face?
Unit 4: Comparrison of Empires (Roman and Aztec)
Students shouls be able to:
1. Describe what life was like in the Roman and Aztec Empire.
Roman:
 Empire started in 27BC-395AD
 The romans were renowed for excellent public healthfacilities. The romans introduced aqueducts, public
bathes, sewers and drains.
Aztec:
 Empire started in 1325AD-1519AD and in Technochtitan
 agriculture, cultivating all available land, introducing irrigation, draining swamps, and
creating artificial islands in the lakes.
2. Outline the key features of religion in the Roman and Aztec Empire.
Aztec:
 Poor were most farmers
 Rich lived in homes built on sundried brick
 All people including children had to follow a set code of behaviour
Roman:
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 Rich lived in beautiful houses away from the noise and the smell.
 Poorer lived in shabby, squalid houses that could collapse or burn at any moment.
3. To identify the role of warriors in both the Roman and Aztec Empire
Aztec
Success depended on bravery in battle, tactical skill, heroic deeds and most of all, in capturing enemy warriors.
Since every boy and man received military training, all were called for battle when war was in the offing. Both
commoners and nobles who captured enemy warriors moved up in military rank or became members of military
orders. Many nobles joined the army professionally and functioned as the command core of the army.
Roman
Only men could be in the Roman Army. No women. Every Roman soldier was a Roman citizen. He had
to be at least 20 years old. He was not supposed to get married while he was a soldier.
4. To be able to compare the two Empires in a variety of areas.
Both had gods that they made sacrifices to to keep happy, have armies that fought civilisations and tribes,
have leaders and gods.
Differences roman empire happened before Aztec empire, Aztec in mexcico and romans in rome, they
worship different gods, the romans had more gods than the Aztecs.
Unit 5: Medicine through time
Students should be able to understand the significance and impact of technology and society in the development of
Medicine and Healthcare:
1. Medicine in ancient Rome.
They believed in opposites, eg if you hat a cold theyde give you a hot pepper. Continues in four humours theory
but extends it to have the humours in opposition to each other. This meant that an illness coulb be treated in one
of two ways, either removing the “excess” humour or by adding more to its opposite. Galen aslo proves the
brain is important in the body. (operation on the pig)
2. Medicine in the Middle Ages. (Case Study of the Black Death)
In the black death there were a lot of ‘cures’ (attempts) but however there were symtoms of the black death:
 Buboes (big round things in your skin as hard as a stone- people say that if you manage to pop it then you
have a slight chance of survival.
 Vomiting uncontrollably
 Muscular spasms
3. Industrial Revolution on Medicine
 In 1848 the first public health act caused the setting up of a board of health, and gave towns the right to appoint
a medical officer of health.
 In 1853 vaccination against small pox was made compulsory
 In 1854 improvements in the hospital hygene were introduced
 In 1875 public health act enforced laws about slum clearance, provision of sewers and clean water, and the
removal of nuisance.
 In 1902 training for midwives was compulsory
 In 1906 meals provide free for school children in need.
 In 1907 all births had to be notified to the local officer of health. A health visitor visited each mother to make
sure she knew how to protect her baby’s health.
 In 1908 Old age pensions paid to people over 70 who didn’t have enough money to live on
 In 1909 back to back housing banned new regulations enforced higher standards of house building.
 In 1911 national ensureance act provided for the poor
 In 1912 clinics held in schools to give children free medical treatment.
4. The Welfare State and NHS.
The NHS act started to provide for the poor in 1911
Why did the NHS come into being?
 Because William Beveridge was asked to find out what was needed to take the basic needs of the people of
Britain.
 He created a set of reformes that would give everyone a basic standard of living.
How did the NHS come into being?
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In 1942 Beveridge published. He proposed a new system of social security, to provide everyone with benefits
from the cradle to the grave.
May 2018
Tips
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May 2018
Read all questions carefully
If you get stuck miss out the question and come back to it at the end
Plan your time. Don’t just revise facts; you need to know how to write a good answer. Look back at the
comments and targets on your classwork.
Make sure you practice working with sources. Look back at the work you have done involving the reliability
questions on the Civil rights.
Make sure your paragraphs PEE – Point, Evidence, Explain.
It should be noted that the primary focus of the assessment is the use historical skills rather than just
content.
Revision materials will be provided in class. Teachers will also help you practise writing answers to exam
style questions.
French
The end of year exam will centre around Module 5 (Ma Journée) which has been covered since Easter, yet will take
into account all prior knowledge (from the beginning of Year 7 French) for the reading and listening papers.
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Speaking exam (in class): students will be given questions to prepare, and will conduct an assessed conversation
with another member of the class.
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Listening exam (in class): pupils will tick boxes and match letters and sentences according to the French they
hear.
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Reading & Writing exam (1 hour): for the reading section of the paper, pupils will tick boxes and write singleword answers. They will have to read in order to match phrases to pictures and decide whether statements are
true or false. For the writing part of the exam, pupils will be required to write an 80-90 word composition,
covering 5 different bullet points on the subject of My School Day. Students must answer all bullet points in
order to achieve full marks.
Topic
Page nos.
Key Ideas
Ma Journée
80-81
Mes Matières
82-83
Pourquoi?
84-85
Mon Emploi de Temps
86-87
Après le Collège
88-89
Vocabulary pages
96-97
Using reflexive verbs to describe your routine
Using clock times to add details
Saying which school subjects you like and dislike
Using different parts of the verb table
Giving reasons for your opinions
Using intensifiers (very, quite, a bit) to add complexity
Describing your timetable and school day
Using days, times and school vocabulary to add details
Describing what you do after school
Using numbers up to 100
Vocabulary for the topic
Extra practice
91-95
124-125
134-137
142-143
Extra practice exercises
Extra practice exercises
Grammar practice (verbs)
Grammar practice (connectives and intensifiers)
We recommend that students use www.quizlet.com and www.linguascope.com (username: mflcphs, password: hola18)
to practise vocabulary in the lead-up to the examinations. Students should also construct practice responses for
speaking and writing using the vocabulary pages.
Students should consult the speaking mark scheme and the writing mark scheme to ensure that they know what
features to include in their responses to attain the highest grades.
May 2018
Spanish
The end of year exam will centre around Module 5 (Mi Tiempo Libre) which has been covered since
Easter, yet will take into account all prior knowledge (from the beginning of Year 7 Spanish) for the reading and
listening papers.

Speaking exam (in class): students will be given questions to prepare, and will conduct an assessed conversation
with another member of the class.

Listening exam (in class): pupils will tick boxes and match letters and sentences according to the Spanish they
hear.

Reading & Writing exam (1 hour): for the reading section of the paper, pupils will tick boxes and write singleword answers. They will have to read in order to match phrases to pictures and decide whether statements are
true or false. For the writing part of the exam, pupils will be required to write an 80-90 word composition,
covering 5 different bullet points on the subject of My Free Time. Students must answer all bullet points in order
to achieve full marks.
Topic
Page nos.
Key Ideas
Mi Tiempo Libre
78-79
¿Qué hora es?
80-81
¿Qué deportes haces?
82-83
Me gusta ir al cine
84-85
Vocabulary pages
94-95
Describing what activities you do in your free time
Using time connectives to add detail
Using clock times to say what time it is now
Using clock times to describe when you do activities
Describing what sports you do and how often
Using “jugar” for sports with a ball and “hacer” for others
Using me gusta + infinitive to give opinions about activities
Justifying your opinions by giving reasons
Vocabulary for the topic
Extra practice
89-93
122-123
129-134
Extra practice exercises
Extra practice exercises
Grammar practice (verbs)
We recommend that students use www.quizlet.com and www.linguascope.com (username: mflcphs, password: hola18)
to practise vocabulary in the lead-up to the examinations. Students should also construct practice responses for
speaking and writing using the vocabulary pages.
Students should consult the speaking mark scheme and the writing mark scheme to ensure that they know what
features to include in their responses to attain the highest grades.
May 2018
ICT
The ICT exams are 1 hour each. The practical will done in lesson time the week before exams start. The practical exam
will be completed on the computer and printed or submitted online at the end of the exam. Students must print their
names on each printout. The theory exam will have multiple choice questions which will be done on the computer after
the exam week. Questions will be based on the topics they have studied in class.
Units studied in class
For the unit on Flash students should
 Recognise layers and frames
 Be familiar with the tools used in flash
 Be familiar with Tweens
For the unit on Renegade Hero students should
 Be able to recognise tools within a spreadsheet
 Be familiar with the features of presentation software
 Recognise key features of websites
For the unit ‘Internet and Social Networking’ students have:
 Researched and discussed some of the dangers of the internet particularly social networking
 Researched and discussed some methods for e-Safety
 Used Desktop publishing (Microsoft Publisher) to combine text and images to produce a document that is
informative, fit for purpose and suitable for the audience
For the unit ‘Robotics’ students have:
• Identified the parts of a robot
• Explained the advantages and disadvantages of using robots
• Programmed robots to do simple tasks using EV3 programs
Practical
For the Animation unit students should:
 Be able to create a simple animation using Adobe Flash
 Use Layers to add new objects to the animation
 Use Key Frames and Tweening to animate objects
Revision help
The following website resource is useful for revision
 Yacapaca.com
Students have login information for this site.
May 2018
Music
Exam format:
1.Practical performance exam
2. Theory examination.
Topic:
Grade 1 Theory based material.
Students shall prepare for the practical aspect of the exam during the class music lesson’s leading up to the exam.
Students will be continuously assessed on their instrumental progress through the Level tests .
Students will sit a theory paper ( equivalent to Trinity Grade 1 standard). The following list of topics should be studied
for the exam.
 Naming of notes in both Treble and Bass Clef.
 Note and rest values, bar lines, Time-signatures
 Accidentals
 Keys C, F, and G major Scales , and Key-signatures
 Tonic Triads and Arpeggios
 Note and rest groupings
 Ostinato patterns
 Musical words and Symbols
May 2018
Drama
Exam Format:
The exam will be a practical, in-class assessment where students will work in small groups to devise a 5 - 8 minute piece
of drama based on the play they have been studying titled ‘Ernie’s Incredible Illucinations’. Students will have to include
a range of dramatic techniques such as:
 hot seating
 posture
 improvisation
 gesture
 soundscape
 levels
 tableaux
 proxemics (proximity, distance)
 thought-tracking
 script
 physical theatre
 dialogue
 mime
 choral cascading
 facial expression
 split scene
 spatial awareness (use of space)
 spotlighting
 transitions
 stylized sequencing
 neutral positioning
 conscience alley/ corridor
The exam will be assigned during the week of 21st May, allowing one lesson for Creating the performance piece and one
lesson for Rehearsing and Polishing the performance piece. The Performing and Assessment of the piece will take place
in classes during the week of 28th May and will be filmed with full lighting, props and costume. Following the students
practical assessment there will be an opportunity for them to Evaluate their own performance work and that of others.
Attendance is strongly advised during these weeks to allow students maximum preparation and assessment time.
Assessment Criteria:
Students will be assessed on:
 Creating: working as a group, using drama techniques, structuring drama and rehearsing.
 Performing: staying in role, physical theatre, vocal skills and supporting others on stage.
 Evaluating: identifying strengths and weakness in own work and that of others and use of appropriate drama
terminology.
Revision/Preparation:
All of the preparation and revision of dramatic techniques will take place in class leading up to the assessment as we are
currently studying the play, its themes, characters and context. Groups will be allowed to use the Drama Studio or
classrooms to rehearse at lunchtimes during the week leading up to the exam.
May 2018
Art
Exam: in class.
Duration: 1 hour.
Drawing: from direct observation of a first-hand source object or group.
Subject: an extension of their most recent coursework.
KS3 Exams will generally be based on the following Term 3 workYEAR 7- Pop Art & Graphics
Revision/Preparation: Students prepare for the exam by practicing during lessons in the weeks leading up to the exam.
Assessment criteria:
1. Evidence of sustained & careful observation
2. Evidence of skilled & sensitive use of; media, line, shading, colour & texture
3. Evidence of spatial understanding in the use of shape, form, negative space & proportion
May 2018