Key topics for Revision
ENGLISH
Y11 Final GCSE Exams Revision
English Language and Literature pathway:
English Language
Unit 2 – The Writer’s Voice
Section A - Of Mice and Men
 Key themes, characters and events
 The writer’s use of language and structural techniques
Section B - Writing Task
 Accuracy of spelling, punctuation & grammar
 Structuring texts – paragraphing & sentence variety
 Appropriateness for audience and purpose (vocabulary, tone & form)
English Literature
Unit 1 – Understanding Prose
Section A - Animal Farm or Dr. Jekyll and Mr. Hyde
 Key themes, characters and events.
 Writer’s use of language and structural techniques
Section B - Of Mice and Men
 Key themes, characters and events.
 Writer’s use of language and structural techniques
 Links between the events/characters/themes of the book and the context in
which it was written (The Depression, itinerant workers, the American Dream
etc)
English Literature
Unit 2 – Understanding Poetry
Section A – Unseen Poem & Section B - Comparison of poems from the Edexcel
Anthology (studied in class)
 How poets use language, structure and form to convey ideas
 How to compare key similarities and differences between texts
English Pathway
Unit 2 – The Writer’s Craft
Section A – Romeo and Juliet (Act 3 focus)
 Key themes, characters and events
 The writer’s use of language and structural techniques
 Use of staging and how performance could take place
Section B - Of Mice and Men
 Key themes, characters and events
 The writer’s use of language and structural techniques
 Links between the events/characters/themes of the book and the context in
which it was written (The Depression, itinerant workers, the American Dream
etc)
Section C - Writing Task
 Accuracy of spelling, punctuation & grammar
 Structuring texts – paragraphing & sentence variety
 Appropriateness for audience and purpose (vocabulary, tone & form)
MATHS
Maths Foundation – Unit 3
Measures - Content
K

Read and construct scale drawings

Convert measurements from one unit to
another using metric units

Use three figure-bearings to specify
direction & position
Number - Content




Add, subtract, multiply and divide whole
numbers, integers, negative numbers,
fractions, decimals and numbers in index
form
Recall the fraction-to-decimal conversion
of familiar simple fractions
Express a given number as a fraction of
another number
Express a given number as a percentage of
another number
Algebra - Content

Simplify algebraic expressions by collecting
like terms, by multiplying a single term over
a bracket, and by taking out common
factors
A
G


Solve linear equations
Solve linear equations which contain
brackets, including those that have
negative signs occurring anywhere in the
equation, and those with a negative solution

Substitute numbers into a formula and
change the subject of that formula

Solve linear inequalities and represent the
solution set on a number line

Use systematic trial and improvement to
find approximate solutions for equations

Use the convention for coordinates in the
plane and plot points in all four quadrants,
including using geometric information

Discuss, plot and interpret graphs

Generate points and plot graphs of simple
quadratic functions, and use these to find
approximate solutions
Geometry- Content


Calculate and use the sums of the interior
and exterior angles of polygons
Understand and use bearings

Use tessellations of regular and irregular
polygons

Identify shapes which are similar and those
which are congruent

Use Pythagoras’ theorem in 2-D

Use 2-D representation of 3-D shapes

Draw nets and show how they fold to make
a 3-D solid

Understand and draw front and side
elevations and plans of shapes made from
simple solids

Given the front and side elevations and the
plan of a solid draw a sketch of the 3-D
solid

Describe and transform 2-D shapes using
single rotations

Understand that rotations are specified by
a centre and an angle (cw or acw)

Find the centre of rotation

Rotate the shape about the origin, or any
other point

Describe and transform 2-D shapes using
single reflections

Understand that reflections are specified
by a mirror line

Translate a given shape by the vector

Describe and transform 2-D shapes using
single translations

Understand that an enlargement is
specified by a centre and a scale factor

Draw an enlargement

Enlarge shapes with a centre other then (0,
0)

Find the centre of enlargement

Recognise that enlargements preserve
angle but not length
Geometry- Content (continued)

Understand that distances and angles are
preserved under rotations, reflections and
translations, so that any figure is congruent
under any of these transformations.

Construct triangles – sss/asa/sas

Construct the perpendicular bisector of a
given line

Construct the bisector of a given angle

Construct loci for:
a point /a line,/two points/two lines corner

Find circumferences and areas of circles
including semicircles

Find the volume of a cylinder

Find the volume of a prism
Maths Higher
Number - Content

Interpret, order and calculate with
numbers written in standard index form

Understand a recurring decimal to fraction
proof

Use percentage, repeated proportional
change

Compound interest
Number – Content (continued)

Depreciation

Percentage profit and loss

Calculate an original amount when given the
transformed amount after a percentage
change

Calculate repeated proportional change

Calculate an unknown quantity from
quantities that vary in direct or inverse
proportion

Represent repeated proportional change
using a multiplier raised to a power

Find reciprocals

Understand that the inverse operation of
raising a positive number to a power n is
raising the result of this operation to the
power

Use reverse percentage calculations

Calculate upper and lower bounds
Algebra - Content

Set up and solve simple equations including
simultaneous equations

Solve quadratic equations

Substitute numbers into a formula and
change the subject of a formula

Solve linear inequalities in one or two
variables, and represent the solution set on
a number line or coordinate grid
Algebra – Content (continued)

Use systematic trial and improvement to
find approximate solutions of equations
where there is no simple analytical method
of solving them

Find the gradient of lines given by
equations of the form y = mx + c

Analyse problems and use gradients to see
how one variable changes in relation to
another

Find the intersection points of the graphs
of a linear and quadratic function, knowing
that these are the approximate solutions of
the corresponding simultaneous equations
representing the linear and quadratic
functions

Draw, sketch, recognise graphs of simple
cubic function, the reciprocal function y=
with x ≠ 0, the function y=kx for integer
values of x and simple positive values of k,
the trigonometric functions y = sin x and y
= cos x

Interpret and analyse a range of
mathematical functions and be able to draw
them, recognising that they are of the
correct shape

Construct the graphs of simple loci
including the circle x2 + y2 = r2 for a circle
of radius r centred at the origin of
coordinates

Find graphically the intersection points of a
given straight line with this circle.

Apply to the graph of y = f(x) the
transformations y = f(x) + a, y = f(ax),
y = f(x + a), y = af(x) for linear, quadratic,
sine and cosine functions f(x)
Algebra – Content (continued)

Interpret and analyse transformations of
functions and write the functions
algebraically
Geometry- Content

Understand congruence and similarity

Use Pythagoras’ theorem in 2-D and 3-D

Use the trigonometric ratios and the sine
and cosine rules to solve 2-D and 3-D
problems

Understand and construct geometrical
proofs using circle theorems

Describe and transform 2-D shapes using
single or combined rotations, reflections,
translations, or enlargements by a positive
fractional or negative scale factor and
distinguish propertied that are preserved
under particular transformations

Construct a triangle

Construct the perpendicular bisector of a
given line

Construct the perpendicular from a point to
a line

Construct the perpendicular from a point on
a line

Construct the bisector of a given angle

Construct loci

Calculate the area of triangle using
C
ab sin
Geometry- Content (continued)

Find circumferences and areas of circles

Calculate the lengths of arcs and the areas
of sectors of circles

Answers in terms of π may be required

Find the surface area of a cylinder

Calculate volumes of right prisms and
shapes made from cubes and cuboids

Solve problems involving more complex
shapes and solids, including segments of
circles and frustums of cones

Find the surface areas and volumes of
compound solids constructed from cubes,
cuboids, cones, pyramids, spheres,
hemispheres, cylinders

Use vectors to solve problems

Use and interpret maps and scale drawings

Use the effect of enlargement on areas and
volumes of shapes and solids

Know the relationships between linear, area
and volume scale factors of mathematically
similar shapes and solids

Understand and use bearings

Understand and used compound measures,
including density
SCIENCE
Additional Science
From the Y11 Additional Revision Guide pupils should revise:
 Additional Physics P2
 Additional Chemistry C2
 Additional Biology B2

If you are resitting Core Science you need to revise B1 / P1 / C1 from the Core
Science Revision Guide.
-
Core + Additional Revision guides available from the department
£2.75 each
Practice paper available from the department - £2.25 each
Specification available – 30p each
Past papers available to download www.aqa.org.uk
-
Work to be studied is clearly laid out in the Core + Additional Revision Guide.
Physics & Chemistry → TRIPLE SCIENCE STUDENTS
Physics
From the Physics Revision Guide pupils should revise:
 All the Physics P1 / P2 / P3 for REAL exams.
Chemistry
From the Chemistry Revision Guide pupils should revise:
 Chemistry C1 /C2 /C3 for REAL exams.
-
Revision guides available from the department - £2.75 each
Specification available – 30p each
Practice papers are available from the department - £2.25 each.
Past papers available to download www.aqa.org.uk
GEOGRAPHY
REAL EXAM TOPICS
UNIT 1
1.
2.
3.
4.
Restless Earth
Rocks, Resources and Scenery(MY’s Group)
The Coastal Zone
Ice on the Land (RP’s Group)
UNIT 2
5. Changing Urban Environments
6. Tourism
7. The Development Gap
Paper 1 – Physical 1.30hr
 Unit 1 – 3 questions
Paper 2 – Human Geography 1.30hr
 Unit 2 – 3 questions
HISTORY
What do I need to learn for my History exams in June?
Paper 1 – 2 hours – 45% of total mark
Paper 2 – 1.5 hours – 30% of total mark
(Controlled Assessment Essay : 25% of total mark)
Paper 1 :The Cold War 1945 – 1975

Who was to blame for the Cold War?

Who won the Cuban Missile Crisis?

Why did USA fail in Vietnam?
Paper 1 : The USA, 1945 – 1975 – Land of Freedom?

Why was there a Red Scare in the USA?

How successful was the struggle for civil rights in the 1950s?

Who improved civil rights the most in the 1960s and 1970s?

How far did other groups achieve civil rights in America?
(e.g. Women, Native Americans, Hispanics)
Paper 2 : How far did British Society change, 1939 – 1975?



Youth Culture/Teenagers
Immigration
Role of Women (and NHS)
50% of your marks in Paper 2 are allocated on how you interpret and evaluate sources.
Revision ideas and more syllabus detail in the History Revision Guide published March
2013.
ICT
Students are entered for the OCR Level 2 Nationals in ICT. All work for this course
has to be produced in ICT lessons. There are no examinations. Students have to
ensure that they take responsibility for completing the Units of Work to secure the
qualification. The current year 11 are working for either the First Award (equivalent
to 1 GCSE grade A-C) or the National Award (equivalent to 2 GCSEs grade A*-C).
The final deadline for all work to be moderated this year is Friday 6th June 2014.
MODERN LANGUAGES: French and German
Speaking - Wk beg 11th March (6 mins)
Prepare really thoroughly using all your notes and the textbook and recommended
websites. Do not try to write anything totally new at this point.
Use the mark scheme to ensure you have included what you need.
About 4-5 days before the assessment, reduce what you have been preparing to 30
key words and 5 symbols. These should not be phrases. Record your work onto your
Ipod or phone. Practise as often as you can, just using your 30 words. Try to predict
what questions you might be asked and practise answering them spontaneously. Use the
following text to speech sites to help with pronunciation: www.naturalreaders.com and
www.ivona.com
Writing - March and / or April (1 hour)
As with the speaking assessment, make sure you have 30 words to use as an aidememoire. Learn your work in chunks practise writing it out just using these words. Use
the website www.textivate.com to help you create activities to learn it (though you can’t
save them).
Tiered Listening and Reading papers.
For these you need to revise the vocabulary from the Edexcel Core Vocabulary List.
Much of this vocabulary can be found at the end of each chapter in the Edexcel text
book. You also need to be able to understand verbs (including modals) in the present,
past, future and conditional tenses, opinions, time phrases, descriptions.
The papers for listening and reading skills refer to the content areas below and
feature scenarios set in a country where French or German is spoken.
Aim to revise one or two vocabulary sections at a time, starting with the ones you feel
the least confident with.
Out and about
Visitor information
Basic weather
Local amenities
Accommodation
Public transport
Directions
Customer service and transactions
Cafés and restaurants
Shops
Dealing with problems
Personal information
General interests
Leisure activities
Family and friends
Lifestyle (healthy eating and exercise)
Future plans, education and work
Basic language of the internet
Simple job advertisements
Simple job applications and CV
School and college
Work and work experience
Use websites recommended by your teachers to help revise vocabulary and in
particular to practise your listening skills eg:
www.vocabexpress.com
www.linguascope.com
www.klar.com
www.samlearning.com
P.E.
PE Exam – OCR Revision Guide recommended – ‘My Revision Notes OCR GCSE PE’ by
John Honeybourne
Paper 1 – Unit 451: An Introduction to Physical Education
4 Key Concepts, 5 Key Processes
Developing Skills and Techniques
6 Fundamental motor skills
Decision Making
Identify and give examples of the 3 roles in sport – Performer, Coach/Leader, Official
Rules and conduct
Physical and mental capacity
Components of Fitness – cardiovascular endurance, Muscular endurance, Speed,
Strength, Flexibility
The importance of a warm up/Cool down
Evaluating and Improving
The characteristics of a skilful movement
Performance and outcome goals
Assessing the body’s readiness for exercise – health screening
Making Informed Choices about active, healthy lifestyle
Diet
Characteristics of a healthy active lifestyle – non smoking/excessive drinking, balanced
lifestyle, sufficient exercise – 1 hour 5 times a week
Factors affecting Fitness – Age, gender, disability, smoking, alcohol, over/under eating,
drugs
Indicators of health and well being
Methods of exercise – Circuit training, Aerobics, Spin, Body pump, Pilates, Yoga, Dance
Opportunities & Pathways
Levels of participation, reasons for participation/non participation, social and cultural
factors, School influences
Reasons for Participation/ non participation
Reasons affecting participation – Age, gender, education, family, disability, ethnicity,
religion, environment, climate
B453 – Developing Knowledge of Physical Education
Paper 2
1. Developing skills, techniques and motivation
 Types of feedback & motivation – intrinsic, extrinsic, knowledge of results,
knowledge of performance
 Learning skills – trial & error, practice & rehearsal, copying others
 Types of goal setting including SMARTER
2. Developing physical and mental capacity
 Functions of skeletal system – bones, synovial joints
 Developing and maintaining healthy joints, effect on performance and
lifestyles
 Muscular system and effect on performances – antagonistic parts,
synergists, movements
 Short and long term effects of exercise on the body
 Tendons, health problems and effects of lactic acid
 Mental preparation
3.





healthy
Decision making of principles of training and safe exercise
Aerobic/Anaerobic energy and training methods – intensity of exercise
Potential hazards of sport (location/surfaces)
Reduce risk and injury
SPORV & FITT
Types of training – continuous, weight, pylometrics, flexibility, Fartlek, interval
4. Pathways, opportunities and participation 2
 Reasons for participation (+ve & -ve), local and national provision - National
Governing Bodies, BOA (Team GB), voluntary, private, public



Levels of participation – media & promotion & funding
Current and latest government initiatives of raising participation – Change 4 Life,
5-a-day.
School influences on promoting healthy lifestyles
FINE ART Edexcel 2FA01 and GRAPHIC COMMUNICATION AQA 4203
In early January the Externally Set Assignment is given out to students. This will
account for 40% of the total mark.
Students will have about 8 to 9 weeks to prepare a body of work in response to the
chosen question/theme within the within the assignment. At the end of this period
students will sit a 10 hour timed task where they would be expected to present their
final personal, informed and meaningful response to the question/theme.
Students final mark for the Externally Set Assignment will be judged against 4
assessment objectives. Each of these will carry 20 marks to make up a total mark out
of 80.
The 4 assessment objectives are as follows:
AO1 Develop their ideas through investigations informed by contextual and other
sources demonstrating analytical and cultural understanding
AO2 Refine their ideas through experimenting and selecting appropriate resources,
media, materials, techniques and processes
AO3 Record ideas, observations and insights relevant to their intentions in visual
and/or other forms
AO4 Present a personal, informed and meaningful response demonstrating
analytical and critical understanding, realising intentions and where appropriate,
making connections between visual, written, oral or other elements.
To achieve highly in both the Portfolio unit and the Externally Set Assignment
students must:

creatively develop and explore ideas through investigations.

perceptively and effectively analyse and evaluate images, artefacts and
products.

show understanding of culture and context in their responses, interpretations
and subsequent developments

thoughtfully develop and refine their ideas through experimentation,
confidently manipulating and exploiting a wide range of relevant resources,
media, material, techniques and processes.

combine their knowledge, skills and understanding in resourceful, discriminating
and purposeful ways.

show significant relationships between process and their work while continuously
evaluating, planning and modifying their work as it progresses.

sensitively and skilfully record ideas and interpret observations and
experiences.

present imaginative and personal responses, communicating the results of
thorough research and enquiry in appropriate forms that clearly relate to and
facilitate the realisation of intentions. They make perceptive and informed
connections between personal lines of enquiry and the work of others.
MUSIC
The Listening Examination: worth 40% of your total marks. The examination takes
an hour and a half. The questions will be based on your 12 set works. You will
listen to a CD and answer questions in the answer booklet provided.
Set works are as follows:
AREA OF STUDY 1 WESTERN CLASSICAL MUSIC 1600-1899
HANDEL: chorus ‘And the Glory of the Lord’ from the oratorio MESSIAH (1742)
MOZART: 1st movement from Symphony no 40 in G minor (1788)
CHOPIN: Piano Prelude no 15 in D flat major, op 28 (1838)
AREA OF STUDY 2 MUSIC IN THE 20TH CENTURY
SCHOENBERG: ‘PERIPETIE’ from Five Orchestral Pieces, op 16 (1909)
BERNSTEIN ‘Something’s Coming’ from West Side Story (1958)
REICH: 3rd Movement (Fast) from Electric Counterpoint (1987)
AREA OF STUDY 3 POPULAR MUSIC IN CONTEXT
MILES DAVIS:’ All Blues’ from Kind of Blue (1959)
JEFF BUCKLEY ‘Grace’ from Grace (1994)
MOBY: ‘Why Does My Heart Feel So Bad?’ from Play (1999)
AREA OF STUDY 4 WORLD MUSIC
CAPERCAILLIE: Skye Waulking Song from Nadurra.
A/SHANKAR/CL TANWAR/WERTHEIMER & GORN: Rag Desh
KOKO: Yiri
Use your study guide for revision.
PLEASE NOTE THERE IS A LINK TO SPOTIFY TO YOUR SET WORKS ON THE
SCHOOL WEBSITE:
Go to Teaching and Learning, and then- Departments look under Music. See
Edexcel starter pack you will find links straight through to spotify if you have
this at home. So you can easily listen to your set works. Please see Ms Griffiths
for help with this.
PRODUCT DESIGN AQA 4555 and FOOD TECHNOLOGY AQA 4545
Deadline for the Design & Make Controlled Assessment Unit is 27th March 2014 for
Food Technology and for Product Design. This makes up 60% of the total mark.
In June students will take an externally set Written Paper that will last 2 hours which
will make up 40% of the total mark. In March students will be given some pre-release
material that will give them a theme to help them prepare for the written exam.
About 25% of the Written Paper will be set on the theme of the pre-release material
and 75% will be on the specification content of the subject.
In both subjects students Design and Make Controlled Assessment Unit will be judged
against the following 5 assessment criteria:
1.
2.
3.
4.
5.
Investigating the design opportunity
Development of design proposals (including modelling)
Making
Testing and Evaluation
Communication
To achieve highly in both the Design and Make unit and the Written Paper
students must:
Recall, select and communicate their knowledge and understanding in design and
technology
Apply knowledge, understanding and skills in a variety of contexts and in designing and
making products.
Analyse and evaluate products, including their design and production.
Specifically for Product Design
Students must have an understanding of:
Materials & Components
Students should know the classifications and working properties of Paper and Card,
Timber Based Materials and Ferrous and Non-Ferrous materials. They should also
know how materials can be manipulated and combined.
Design and Market Influences
Students should know the following; the evolution of Product Design, design in
practice and product development, how ideas are communicated and represented
including traditional drawing techniques and the use of CAD, be able to develop ideas
from a number of starting points including nature, geometric shapes, work of artists
and designers, product analysis and religious and cultural influences, the variety of
materials and processes used in packaging and the function of packaging. Product
marketing, design in the Human Context including factors relating to aesthetics,
safety issues, quality issues, ethical, environmental and sustainability issues and
consumer issues.
Processes and Manufacture
Students should know; how different materials are processed so they can be used in
manufacturing, the different methods of production, manufacturing systems and how
ICT is used within Product Design.
Specifically for Food Technology
Students must understand the functional properties of food
 Starch to thicken, sugar to flavour, colour, aerate and caramelize.
 Protein to aerate and coagulate.
 Fats to shorten and emulsification and cake making.
Understand the following:
 Gelatinisation – sauce making
 Elasticity – bread making
 Shortening – pastry making
 Aeration – raising agent
 Emulsification – salad dressings
 Coagulation – setting of egg mixtures.
Understand the nutritional properties of food
- The main nutrients proteins, fats, carbohydrates – sugars and starches, vitamins
and minerals – Vitamins A, B, C and D. The minerals Calcium and Iron.
- Eat well plate
- ‘5 a day’
- Dietary needs of target groups – vegetarians, diabetics, coeliacs, calorie
controlled, nut allergies, lactose intolerance.
- Understand the effects of Acids and Alkalis.
- Understand the advantages and disadvantages of standard components in food
processing.
- Understand the use, need and effect of additives e.g. preservatives, colourings,
flavourings, emulsifiers.
- Understand how different foods should be stored and temperatures.
- Understand technological advances such as GM foods, functional foods, modified
starches.
- Know the social, environmental and moral issues relating to food and its
production, such as food miles and organic food.
RELIGIOUS EDUCATION
The main topics for the Full Course exam are:
Ethics Paper 1:
Religion and Human Relationships: men’s & women’s roles in the family,
Christian views about marriage, divorce and remarriage, Christian views about
homosexuality, sexual relationships and contraception. Biblical examples for
each view.
Religion and Medical Ethics: Christian views about abortion, fertility treatment,
cloning, suicide, euthanasia and animal testing, sanctity of life versus quality of
life arguments. Biblical examples for each section.
Religion, Poverty and Wealth: causes of hunger, poverty, Bible teachings and
Christian views about caring for others, use of money and moral/immoral jobs.
Ethics Paper 2:
Religion and Equality: Christian views about equality, racism and sexism (women’s
roles in the Church). Christian attitudes to other religions. Christian views about
forgiveness. Biblical examples for each section.
Religion and the Media: What is the media, what influence does the media have,
positive & negative portrayal of Christianity in films and books, what is
censorship, freedom of speech and blasphemy and how do Christians respond to
these things. How are key religious figures shown in the media? Biblical
examples for each view.
Philosophy Paper 1:
Belief about Deity: nature of God, arguments for and against God’s existence,
miracles and Christian teachings, beliefs about Jesus and the Holy Trinity.
The End of Life: Christian and Philosophical beliefs about the soul, life after
death – heaven, hell, purgatory, Christian views about salvation and the
suffering of Jesus, Christian funerals – what happens.
Philosophy Paper 2:
Good and Evil: God & the devil, the fall and original sin, the problem of evil, how
Christians cope with suffering, sources and reasons for moral behaviour for
religious and non-religious believers.
Religion and Science: origins of world/ humans, how we should treat the world,
Christian teachings about stewardship and dominion, environmental issues and
the treatment and misuse of animals.
* Remember to revise Biblical examples and stories *
For the Short Course the topics are:
Ethics Paper 1:
Religion and Human Relationships: men’s & women’s roles in the family,
Christian views about marriage, divorce and remarriage, Christian views about
homosexuality, sexual relationships and contraception. Biblical examples for
each view.
Religion and Medical Ethics: Christian views about abortion, fertility treatment,
cloning, suicide, euthanasia and animal testing, sanctity of life versus quality of
life arguments. Biblical examples for each section.
Religion, Poverty and Wealth: causes of hunger, poverty, Bible teachings and
Christian views about caring for others, use of money and moral/immoral jobs.
Philosophy Paper 1:
Belief about Deity: nature of God, arguments for and against God’s existence,
miracles and Christian teachings, beliefs about Jesus and the Holy Trinity.
The End of Life: Christian and Philosophical beliefs about the soul, life after
death – heaven, hell, purgatory, Christian views about salvation and the
suffering of Jesus, Christian funerals – what happens.
A school revision guide is given to all students and a Monday lunchtime revision
session is in H1.