Dear Students/Parents/Carers
Enclosed in this booklet is information relating to the forthcoming A2 & AS public
examinations. These will commence on Wednesday 6th May 2015, with study leave for Year
12 beginning Friday 8th May at 3pm and for Year 13 Friday 22nd May at 1pm. An exam
timetable is included within the booklet for your information.
The main purpose of this pamphlet is to give students information on what topics they
need to revise prior to the examinations. Some departments have given students revision
topics in more depth through individual leaflets.
In order to be successful, students should try to set aside time every day to revise; in this
booklet are some suggested revision techniques. Students must make sure they are fully
prepared for each exam with several black pens, pencils, ruler, rubber and calculator when
required.
Teachers are running after school, weekend and half revision sessions. Please encourage
your son/daughter to attend. It is important that students take note of the start times for
their exams and arrive early for each. All A2 & AS exams take place in the Sixth Form
Block. On the morning or afternoon of an examination they will be met outside Mrs Kelly’s
office, given bottles of water to take into the exam centre, some sweets for sustenance and
be reminded of the demands of the exam by their subject teacher.
During study leave students will come into school for lessons and examinations only. They
MUST sign in and sign out with Mrs Kelly in the C block when on site for either a lesson or
an examination. BTEC students will need to be in school for all lessons but in study
periods may go home to work, as the study centre will be used for examinations
throughout this period. If a student wishes to remain on site to revise or complete
coursework, provision will be made in either the C block or the LRC for them to do so.
Whilst in school for lessons or examinations ALL Year 12 & Year 13 students MUST follow
the sixth form dress code and wear their lanyards.
I wish all students the very best in their exams and if you have any queries please contact
me at doherty@shirley.croydon.sch.uk.
Yours faithfully
Ms B Doherty
Assistant Headteacher – KS5
Recommended Revision Techniques
•
Drawing ‘spider maps’ on large pieces of paper – to show how different parts of a
subject hang together.
•
Use pictures and big flip-chart sheets and colour to make posters with key points
and display these on walls or where you will see them regularly.
•
Put revision aids up around the house – especially for ‘rote learning’ – chemical or
mathematical formulae, French verbs – read them at every opportunity.
•
Record yourself making 10 key points about a particular topic, then play it back when
you are travelling, running etc.
•
Highlight key areas of notes or book (if yours), picking out the key points or
summaries.
•
Read a page and shut the book – what can you remember?
•
Tell someone about what you have learned – explain how the heart works over a
meal (or perhaps stick to something less gory)
•
Get people around you to test you on ‘rote knowledge’ – have a family quiz.
•
Mnemonics are also useful – make up a silly sentence to help you remember the
order of something e.g. never eat shredded wheat (north, east, south, west).
•
Flash cards – use index (small) cards to write down key points on a topic, questions
with answers on the back and test yourself or test someone else. Highlight key words.
•
When you have revised and revisited each topic, have a go at some old exam
questions – subject teachers will happily give these out. These can also be found on the
exam board websites:
o
Web.aqa.org.uk/exams-office/exams-guidance/qp-ms_finder.php
o
Elewebvip.edexcel.org/pastpapers
o
www.oce.org.uk/i-want-to/prepare-and-practice/past-papers-finder
TIMETABLE
Season : Summer 2015
Len
Board
Component
Code
Date
Start
TBA
TBA
Fine Art Exam AS
TBA
TBA
Fine Art Exam A2
TBA
TBA
Photography Exam AS
TBA
TBA
Photography Exam A2
Mon 04 May
BANK HOLIDAY
Wed 6 May
13:30
02:15
CIE
9093/11
Eng Lang Passages 11 (CIE AS)
Mon 11 May
08:30
00:45
AQA
DRAM1A
GCE Drama & Theatre Studies Unit 1A
Mon 11 May
09:20
00:45
AQA
DRAM1B
GCE Drama & Theatre Studies Unit 1B
Mon 11 May
13:30
01:30
AQA
PSYA1
GCE Psychology A Unit 1
Tue 12 May
08:30
01:30
OCR
F761/01
Geog: Mangng Physcl Envrnmnts Wrttn
Tue 12 May
13:30
01:30
AQA
SC02
GCE Applied Science Unit 2
Tue 12 May
13:30
01:00
AQA
SCLY1
GCE Sociology Unit 1
Wed 13 May
08:30
01:30
EDEXL/GCE
6663 01
GCE Core Mathematics C1
Wed 13 May
13:30
01:20
EDEXL/GCE
6HI01D
HIST Communism & Democracy 20C
Thu 14 May
08:30
02:00
AQA
GERM1
GCE German Unit 1
Thu 14 May
13:30
02:00
CIE
9093/21
Eng Lang Writing 21 (CIE AS)
Fri 15 May
08:30
02:00
AQA
LTA1B
GCE English Literature A Unit 1B
Fri 15 May
13:30
01:30
OCR
F762/01
Geog: Mngng Chng in Human Envts Wrtn
Mon 18 May
08:30
01:00
OCR
F291/01
Bus Studies: Intro to Business Wrtn
Mon 18 May
13:30
01:30
AQA
PSYA2
GCE Psychology A Unit 2
Wed 20 May
08:30
01:30
EDEXL/GCE
6664 01
GCE Core Mathematics C2
Wed 20 May
13:30
01:20
EDEXL/GCE
6HI02E
HIST Responding to Change 20C
Thu 21 May
08:30
02:00
AQA
SCLY2
GCE Sociology Unit 2
Thu 21 May
13:30
01:30
EDEXL/GCE
6BI0101
BIOLOGY Transport Genes & Health
Fri 22 May
08:30
02:00
OCR
G322/01
Media Studies: Media Cncpts TV Writn
Mon 01 Jun
08:30
02:15
WJEC/GCE
12410001
Component Title
IT1 Info. & Communication Tech.
Mon 01 Jun
13:30
01:30
EDEXL/GCE
6BI0201
BIOLOGY Dev Plants & Environment
Tue 02 Jun
08:30
01:30
AQA
DANC1
GCE Dance Unit 1
Tue 02 Jun
08:30
02:00
AQA
PROD1
GCE D & T: Product Des [3D-Des] Unit 1
Wed 03 Jun
13:30
02:30
OCR
F889/01
Turkish: Listen/Read/Write 1 Written
Thu 04 Jun
08:30
02:00
OCR
F292/01
Bus Studies: Business Functns Wrttn
Fri 05 Jun
08:30
01:30
EDEXL/GCE
6683 01
GCE MATHS Statistics S1
Fri 05 Jun
08:30
02:00
OCR
G325/01
Media Studies: Crtl Prspt Media Wrtn
Mon 08 Jun
08:30
02:00
AQA
PROD3
GCE D & T: Product Des [3D-Des] Unit 3
Mon 08 Jun
08:30
02:00
EDEXL/GCE
6HI03D
GCE History The Challenge of Fascism
Tue 09 Jun
13:30
01:30
AQA
PSYA3
GCE Psychology A Unit 3
Wed 10 Jun
08:30
02:00
OCR
F297/01
Bus Studies: Strategic Mngmnt Wrttn
Wed 10 Jun
13:30
01:30
AQA
SC14
GCE Applied Science Unit 14 Healthy Body
Thu 11 Jun
08:30
02:30
AQA
LITA3
GCE English Literature A Unit 3
Thu 11 Jun
13:30
01:30
AQA
DANC3
GCE Dance Unit 3
Mon 15 Jun
08:30
02:00
AQA
DRAM3
GCE Drama and Theatre Studies Unit 3
Mon 15 Jun
13:30
01:30
AQA
SCLY3
GCE Sociology Unit 3
Tue 16 Jun
08:30
02:00
AQA
PSYA4
GCE Psychology A Unit 4
Wed 17 Jun
13:30
02:00
OCR
F295/01
Bus Studies: People in Orgnstns Wrtn
Thu 18 Jun
08:30
02:00
AQA
SCLY4
GCE Sociology Unit 4
Tue 23 Jun
08:30
02:30
WJEC/GCE
12430001
IT3 Info. & Communication Tech.
CONTENTS
APPLIED SCIENCE
BIOLOGY
BUSINESS STUDIES
D&T – PRODUCT DESIGN
DANCE
DRAMA AND THEATRE STUDIES
ENGLISH LANGUAGE
ENGLISH LITERATURE
GEOGRAPHY
HISTORY
ICT
MATHEMATICS
MEDIA STUDIES
PSYCHOLOGY
SOCIOLOGY
AS Applied Science Unit 2
Exam Board AQA
Specification AQA AS Applied Science Unit 2 Energy transfer systems
Examination 12th May 2015
What must be known
• the structure of the heart and the characteristic features of arteries, veins and capillaries; how heart rate is
affected by nervous inputs; how blood pressure changes with the activity of the body;
the structure of the lungs, how breathing movements are brought about by muscles; how gases are exchanged
between the atmosphere and the blood, through the respiratory surfaces of the lungs;
how pulse rate, breathing rate and tidal volume change in response to changes in carbon dioxide and oxygen
levels in the blood; how the vital capacity of the lungs may be affected by regular exercise or by lack of
exercise; homeostatic mechanisms for controlling body temperature; how to plan laboratory investigations to
investigate the above and evaluate their effectiveness.
You should be aware of how the following physiological indicators are measured:
pulse rate and/or heartbeat; blood pressure (using a manual or an electronic digital sphygmomanometer);
breathing rate; tidal volume and vital capacity of the lungs (using a simple spirometer, which can also be used
to measure the rate of oxygen consumption); peak expiratory flow rate (using a peak flow meter).
These normal values have to be known by heart
Breathing:
breathing rate 12–15 breaths per min
tidal volume 400–500 cm3
vital capacity (male) 4.8 dm3 vital capacity (female) 3.1 dm3 peak flow 400–600 dm3 min−1 Blood pressure:
18-year-old male 120/80 mm Hg
20-year-old male 125/80 mm Hg
40-year-old male 135/85 mm Hg
Females usually have slightly lower blood pressure:
20-year-old female 123/80 mm Hg
40-year-old female 133/85 mm Hg
Pulse rate: typical range of pulse rate is 60–80 beats per minute
For each instrument you should be able to:
recognise a normal trace, or the average value in the case of a peak flow meter, and describe what it shows;
recognise traces for a normal heartbeat, sinus tachycardia, bradycardia, sinus arrhythmia and ventricular
fibrillation; describe what such traces show
The range of body temperatures measured in the mouth:
normal 36.8°C ; range 36.5–37.2°C
death below 25°C
hypothermia 32°C
fever above 37.2°C
heat exhaustion or heat stroke likely if above 38°C in absence of infection
high temperatures that above 43°C would lead to death
How temperature is controlled and regulated by the nervous system, the circulatory system
and the skin. You should be able to describe the temperature control mechanisms of
sweating, vasodilation, vasoconstriction and shivering; the circumstances in which particular
individuals may be at risk of hypothermia, heat exhaustion or heat stroke.
The process of respiration
You should know:
• that respiration involves chemical reactions that use oxygen;
• the balanced chemical equation for aerobic respiration and be able to identify any waste
products produced;
• how respiration can be investigated in the laboratory.
Ethical issues relating to the monitoring, diagnosis and treatment of the circulatory and
respiratory systems .
Examples of some ethical issues you should be aware of are:
• treatment of self-inflicted problems;
• whether the cost of treatment should affect treatment options;
• turning off life support systems;
• transplants;
• withholding distressing information from patients;
• using human beings as subjects for investigations and clinical trials.
Imaging methods used in monitoring and diagnosis
• X-rays (including CAT scans);
• ultrasound;
• magnetic resonance imaging (MRI);
• radioactive tracers.
For each of these you should know the advantages and disadvantages of using each method
and suggest, with reasons, which methods could be used in particular situations.
Applications of Energy transfer.
You should be able to design, carry out and evaluate investigations related to forces, momentum, power,
energy, energy transfer, efficiency and thermal transfer linked to the content given below.
You should:
• know about the role of energy in respiration;
• be able to apply knowledge of energy transfer involving other forms of energy, for example, sound, kinetic,
potential, electrical and chemical to a variety of situations;
• use the formulae given below to calculate energy change and comment on the significance of the results
obtained in any calculations
potential energy (Ep) = mass (m) × acceleration (g) × height (h) due to gravity
kinetic energy (Ek) = ½ × mass (m) × velocity2 (v2)
• explain the effects of friction on effective energy transfer;
• understand how momentum changes in collisions;
• understand the effect of impulse in a collision, how materials and products are manufactured to increase the
impact time and reduce the overall effect of the collision;
• compare the energy input and work done in a variety of real-life situations and understand that the work
done is equal to the energy transferred;
• understand that power is the rate of transferring energy. Power can be calculated using the formula
power (P) = energy transferred or work done
time taken
be able to calculate the cost of using electrical appliances using the formula
cost (C) = power (P) × time (t) × cost per unit (u)
and compare the cost of using a variety of appliances;
• understand the meaning of the term efficiency, how it is calculated and the use and manipulation of the
formula
efficiency (%) = Useful energy output
total energy input
You should be able to plan, carry out and evaluate simple experiments relating to the calculation of efficiency.
You will need to be aware of the limits to the efficiency of energy transfer and consider the most economical
methods of transferring energy:
• know that when designing various machines and heating systems, consideration of the most economical
methods of transferring energy will be required;
• know that there is a fundamental limit to the efficiency of some systems – such as heat exchangers and
refrigerators – which depends on the limiting temperatures in which they are working;
• know how the rate of energy transfer and temperature of a system can be controlled;
• know and understand how energy is transferred in the three thermal transfer mechanisms – conduction,
convection and radiation;
• know which types of materials are good at transferring heat energy by each of these mechanisms and how
heat loss through each of these mechanisms can be controlled;
• know which types of materials are poor at transferring heat energy by each of these mechanisms and how
heat loss through each mechanism can be controlled;
• be able to apply this knowledge to temperature regulation in the body, in buildings and in the wider
environment. A knowledge of U-values, as used in the construction industry, is a requirement for this;
• be able to describe how automatic feedback can control the temperature of a system;
• know how electricity is generated from a variety of energy sources – including coal, nuclear power,
hydroelectric power, biogas and solar power – and comment of the relative advantages and disadvantages of
each;
• know some of the problems, both large and small scale, caused by wasteful energy transfer and be able to
suggest some methods of reducing this waste;
• be able to discuss practical methods of reducing wasteful energy transfer and consider the social,
environmental and financial consequences of using energy inefficiently.
Revision strategies
1) Use the Unit 2 Workbook and your question packs to ensure you know all the information (A01). All our
lesson powerpoints are on Fronter as well. Make revision cards/ post it notes for key processes and
definitions. Learn them. Make sure you only use correct scientific vocabulary when answering questions.
2) Make mindmaps to link the information in a topic together and then use these to make connections required
for A03 and A04. This is essential if you are to achieve a C and above. Then use these to complete the
practice papers. Don’t use the mark schemes. Practice finding and highlighting the key command words and
numeric information in questions so that you focus in on what the question requires you to do. Get a
member of staff to check longer answers to ensure you are writing in a scientific way.
3) List all the practicals and review these on You tube so you review how the practical was carried out, what the
findings were and any ethical issues.
4) Experience has shown that students MUST know the content covered thoroughly to ensure that a C pass
grade can be achieved. Particular issues are normal body data, cardiac cycle, homeostatic processes, the
formulae, heat transfer processes and the meaning of U values. Students also find momentum questions
challenging.
5) Work as a team to revise, use some of the revision games and strategies you learned in the revision
conference so parents can test your knowledge.
Make sure you have a functioning calculator, a pencil and a ruler for both examinations.
Revision for Unit 1 will be held on Wednesday’s in C12 pd 5 and 6 until 12th May.
Year 13 APPLIED SCIENCE UNIT 14 THE HEALTHY BODY (AQA)
Year 13 Applied Science Unit 14 The Healthy Body (AQA)
Exam date 10/6/15 1 hour 30 mins
Students need:
Black pen
Pencil
Ruler
Calculator
Topics to revise:
Section 1 - How basic homeostatic mechanisms maintain a healthy body includes
cardiovascular and pulmonary systems, role of hormones (ADH, insulin, glucagon,
aldosterone), diseases of all mentioned.
Section 2 - Cellular respiration includes details of aerobic respiration, comparison of
aerobic and anaerobic respiration, BMR and direct and indirect calorimetry.
Section 3 - How to monitor concentrations of substances in the blood including pH
range of blood, buffering of blood pH, diseases of acidic or alkaline blood, oxygen
saturation, normal saturation range of oxygen in blood, diseases and effect on
saturation, diabetes and testing for diabetes.
Section 4 - How a healthy diet helps to maintain a healthy body includes healthy
diet components, energy needs of individuals.
Section 5 - Monitoring the levels of cholesterol, vitamins and minerals in the body
includes regulation of blood cholesterol, testing and normal range, deficiencies of
vitamins B,C,D and E and how they are detected, effects of excess vitamins B, D
and E, normal levels of minerals iron, sodium and calcium and effects of their
deficiencies.
Section 6 - The structure and function of the digestive system includes function of
teeth, saliva and tongue, chemical and mechanical digestion, differnet regions of the
digestive system, role of enzymes in digestion, structure of the gut in relation to its
function, regulation of water intake and balance by the digestive system.
Best revision strategies is to go over past exam questions (homework booklet
students have been working on all year) plus focussing on the extended writing
questions.
Revision session - extra revision session on Thurs of half term 10-1pm plus thursday
after school.
AS Biology Revision information
Examination Board
Edexcel
Specification
Salters –Nuffield AS Biology
Examinations
Unit 1 May 21st Lifestyle, Health and risk, Genes and Health 90 minutes
Unit 2 June 1st Voice of the genome, biodiversity and natural resources 90 minutes
What must be revised
Unit 1
Topic 1
Topic 2
Unit 2
Topic 3
Topic 4
What must be revised
What is cardiovascular disease
Who is at risk of cardiovascular disease
Risk factors of cardiovascular disease
Reducing the risks of cardiovascular disease
The effects of CF on the lungs
Why CF mucus is so sticky
How does CF affect other body systems
How is the CFTR protein made
What goes wrong with DNA
How is CF inherited
How is CF treated and tested for
What must be revised
In the beginning
From 1 to many the cell cycle
How development is controlled
Genes and the environment
Why are there so many different species
How did organisms become so well adapted
Quantifying biodiversity
Making use of biodiversity
On the brink
Revision strategies
1) Use the Edexcel AS biology revision guide and your SNAB book to ensure you know all the information (A01).
All our lesson powerpoints are on Fronter as well. Make revision cards/ post it notes for key processes and
definitions. Learn them. Make sure you only use correct scientific vocabulary when answering questions.
2) Use the SNAB website and review all the interactive activities. Make mindmaps to link the information in a
topic together and then use these to make connections required for A03 and A04. This is essential if you are
to achieve a C and above. Then use these to complete the practice papers on Fronter. Don’t use the mark
schemes. Practice finding and highlighting the key command words and numeric information in questions so
that you focus in on what the question requires you to do. Get a member of staff to check longer answers to
ensure you are writing in a scientific way.
3) List all the core practicals and review these on You tube so you review how the practical was carried out,
what the findings were and any ethical issues.
4) Use your study guide and the Snab mathematical skills help to review the mathematical skills required in the
examination and make sure you can complete the calculations. Learn any formulae you have been given. You
know that you have to be able to calculate percentage risk and Simpsons biodiversity index.
5) Experience has shown that students MUST know the content covered thoroughly to ensure that a D pass
grade can be achieved. Particular issues are blood clotting, the cardiac cycle, atherosclerosis, oedema,
structure and formation of carbohydrates, lipids, protein structure and transcription and translation, the
detailed structure of a membrane. The ultra structure of animal and plant cells, meiosis, the cell cycle
polygenic inheritance, classification systems, Work of Woese and peer review, cellulose structure, genetic
drift and studbooks
6) Work as a team to revise, use some of the revision games and strategies you learned in the revision
conference so parents can test your knowledge.
Make sure you have a functioning calculator, a pencil and a ruler for both examinations.
Revision for Unit 1 will be held on Wednesday’s in C01 after school for two hours until 21 May.
OCR AS BUSINESS STUDIES
Assessment
F291: Mon 18th May AM – 40% of As Mark – 20% of A2 Mark – 60 marks – 1 hour written paper
F292: Thurs 4th June AM – 60% of As Mark – 30% of A2 Mark – 90 marks – 2 hour written paper
F291: Introduction to Business
1. THE NATURE OF BUSINESS
→ The role of the business
→ Stakeholders
→ Business resources
→ Finance
→ Human resources
→ Sampling
4. THE MARKET
→ The market
→ Supply – increase, decrease, excess, deficit
→ Demand – increase, decrease, excess, deficit
→ Equilibrium
→ Classification of Markets
2. CLASSIFICATION OF BUSINESS
→ Private & Public sector businesses
→ Primary, secondary & tertiary sectors of the
economy
→ Privatisation
→ Measuring the size of a business
5. OTHER INFLUENCES
→ Technology
→ Social demographics
→ Ethics
→ Corporate social responsibility
3. OBJECTIVES
→ Strategic & Tactical
→ Opportunity Cost
→ Constraints
→ Social Objectives
F292: Business Functions1.
→ Marketing objectives
→ Market analysis
→ Marketing strategy
→ Final accounts
3. PEOPLE
MARKETING
→ Labour Turnover
→ Motivation & Leadership
→ Organisation structure
4. OPERATIONS MANAGEMENT
2. ACCOUNTNIG & FINANCE
→ Budgeting
→ Cash-flow forecasting
→ Costing
→ Break-even analysis
→ Investment decisions
→ Operational Efficiency
→ Organising production
→ Quality
→ Stock Control
→ Production Approaches
Exam Equipment
You must bring to the exam a black pen (and a spare just incase!), a pencil, rubber & ruler (supply & demand
diagrams!) & a simple calculator (PED, stock control, investment appraisal).
Assessment Objectives
Mark Allocation
Each question will have a word which will show you the level of detail you need in your answer;
Revision Strategies
Ladders to practice analysis – Diamonds to practice evaluation - Mind maps – key term tests –
practice papers – practice use of connectives to achieve L3 analysis – case studies – revision guide
– reading – highlight notes – look at the feedback from your previous test paper – make
judgements (L4) and list the most important reasons – summarise on flash cards – test each
other – diagrams to represent theories - plan
14/18 mark answers using +&OCR A2 BUSINESS STUDIES
OCR A2 BUSINESS STUDIES
Assessment
F295: Wed 17th June PM – 40% of A2 Mark – 20% of A Level – 60 marks – 2 hr written paper
F297: Wed 10th June AM – 60% of A2 Mark – 30% of A Level – 90 marks – 2 hr written paper
F295: People in Business
1. COMMUNICATION OF BUSINESS OBJECTIVES
6. METHODS OF REMUNERATION
→ Types of communication
→ Channels of communication
→ Communication media
→ Barriers to effective communication
→ Monetary methods
→ Non-Monetary methods
2. THE NATURE OF MANAGEMENT
→ Management Styles
→ Types of Managers
→ Management structures
3. MANAGEMENT & MOTIVATION
→ Motivational theorists
4. EMPLOYMENT LAW
→ Recruitment Legislation
→ Employee’s at work Legislation
→ Termination of employment Legislation
5. EMPLOYEE PARTICIPATION
→ Types of EP
→ Problems with EP
→ Reasons for EP
7. RECRUITMENT & TRAINING
→ Recruitment Process
→ Methods of Training
8. APPRAISAL
→ Benefits
→ The process
→ How to introduce
9. EVALUATING WORKFORCE PERFROMANCE
→ Labour turnover
→ Absenteeism
→ Lateness
→ Workforce productivity
→ Wastage rates
→ Other methods
F297: Strategic Management
1. BUSINESS OBJECTIVES & STRATEGY
→ Tactical & strategic objectives & strategy
→ Corporate plans & mission statements
→ Impact of stakeholder objectives on business
decisions
→ Conflict between risk & reward
→ SWOT analysis
2. BUSINESS ANALYSIS
→ Forecasting – time series analysis
→ How to analyse data
→ Ansoff’s Matrix
→ Decision trees
→ Critical path analysis
→ Using ICT to make decisions
→ Employee performance measures
→ Business performance measures – ratios
→ Budgets
→ Adverse & favourable variances
3. EXTERNAL INFLUENCES
→ Interest/Exchange/Taxation Rates
→ Market failure
→ Labour markets
→ Inflation & deflation
→ Business & Economic cycle
→ Legislation & its impact
→ Political issues (local, national, EU, international)
→ Corporate social responsibility
→ Technological change
→ Environmental issues
4. CHANGE
→ Communication
→ Management of change
→ Contingency management
→ Organisational culture
→ Trade unions, Conflict, ACAS
→ Flexible working & zero hour contracts
→ Changing location
Assessment Objectives
Mark Allocation
Each question will have a word which will show you the level of detail you need in your answer;
Revision Strategies
Ladders to practice analysis – Diamonds to practice evaluation - Mind maps – key term tests –
practice papers – practice use of connectives to achieve L3 analysis – case studies – revision guide
– reading – highlight notes – look at the feedback from your previous test paper – make
judgements (L4) and list the most important reasons – summarise on flash cards – test each
other – diagrams to represent theories - plan 14/18 mark answers using +&-
Exam Equipment
You must bring to the exam a black pen (and a spare just incase!), a pencil, rubber & ruler (forecasting diagrams)
& a simple calculator (ratios, forecasting, PED, stock control, investment appraisal).
AS Product Design
Exam Board: AQA DT Product Design (3-D Design) Prod 1
Date of Exam: Tuesday 2nd June (am)
Length of Mock Paper: 2 Hours
Topics for Revision: Given by class teacher.
Equipment Needed: Black pen, pencil, ruler and a rubber. (no colour pencils or
pens)
Useful Resources:
WWW.focuselearning.co.uk/u/3037/wjmrlrbBBbkCBcgvwthlsvkvAuorduzzD (site
and password)
www.technologystudent.com
www.aqa.org.uk (past papers, subject content and more)
AQA Product Design Text Book. Chapters 1, 2 and 3.
Exam Tips: (from the exam board)
•
Generally 6 mark questions require 3 relevant properties and 3 explanations.
•
8 mark questions require 4 relevant properties and 4 explanations.
•
Manufacturing process diagrams need to have step by step descriptions with line diagrams.
Moulds/dies must resemble product for max marks.
•
List of generic properties only will achieve max 2-3 marks.
•
Section C design modification/development will only achieve 2-4 marks if students produce a
complete redesign.
•
You answer section ‘C’ first. (You could ask why it is not first in paper then!)
Exam Day Breakfast: We will provide a light breakfast and revison session from 8am in G05
R J B 12/4/15
A2 Product Design
Exam Board: AQA DT Product Design (3-D Design) Prod 3
Date of Exam: Monday 8th June (am)
Length of Mock Paper: 2 Hours
Topics for Revision: Given by class teacher.
Equipment Needed: Black pen, pencil, colour pencils, ruler and a rubber.
Useful Resources:
www.technologystudent.com
www.aqa.org.uk (past papers, subject content and more)
WWW.focuselearning.co.uk/u/3037/wjmrlrbBBbkCBcgvwthlsvkvAuorduzzD (site
and password)
AQA Product Design Text Book. Chapters 4, 5 and 6.
Note: For relaxation you should be watching design/business programs such as:
George Clarke’s Amazing Spaces (C4), The Apprentice (BBC1), Kevin McCloud –
Grand Designs and on 4OD Kevin McCloud’s program on ‘upcycling’ an airplane.
Exam Day Breakfast: We will provide a light breakfast and revision session from 8am in G05
DANCE AS and A2 General Information
Welcome to your AS/2 Dance Revision Guide. By completing this work book you
will have made a start on the revision you should be doing in preparation for the final
units of your course.
How to revise
Remember that our brains can only concentrate on one task for our age plus two
minutes. The maximum you should spend on one subject in 20 minutes.
The advice in this book offers you tasks that are designed to take no longer than
that. You can complete a few short tasks or one large one before you move on to
another subject for a while.
Points to remember:
• Plan your revision - make a timetable and stick to it
• Little and often is best
• Take regular breaks
• Reward yourself
• Use colour, diagrams, flash cards - a variety of tasks to stimulate your brain
• Don’t cheat - if you set out not to use your notes then don’t. You will only cheat
yourself.
• Ask for help if there are gaps in your knowledge or notes
• Revise somewhere away from distractions like the TV or your phone
• Have everything you need before you begin - just popping to get some coloured
paper is an excellent excuse to stop working
• NEVER sit and read your notes for hours on end. It just doesn't work!
• Get started now. Putting off the inevitable only leaves you with less time and more
pressure - the clock is ticking...
Vital Statistics
Exam Board: AQA
AS Unit Title:
DANC1—Understanding Dance
Duration of Paper:
1hr 30mins
Weighting of Paper:
40% of AS Level
Structure of Paper:
Section A—Short answer questions 20 marks
Section B—2 Essay questions 40 marks
Answer all questions
A2 Unit Title:
DANC3—Dance Appreciation Content and Context
Duration of Paper:
1hr 30mins
Weighting of Paper:
25% of A Level
Structure of Paper:
Section A—Alvin Ailey American Dance Theatre 1958-current
Section B—West Side Story (Robbins 1961)
Answer one question from each section
Additional revision sessions will be provided for you and tailored to your needs,
these will be discussed with you in your lessons with Miss Kerley and Mrs
Loughnane.
For Revision: You will need...
This is a list of resources you might want to have for completing this revision book
and also revision for your other subjects:
• Different
coloured post it notes
• A4
and A3 plain paper
• A4
coloured paper
• Colouring
pens and pencils
• Highlighter
pens
• Note
cards
• Files
for each subject’s notes
• Blank
•A
timetables
calendar or wall planner with key dates on it in a bright colour
• Blue
tack
• Relaxing
• An
music (with no lyrics)
egg timer/alarm clock (for timing short periods of revision)
• Sticky
labels, coloured stickers (use traffic light colours on notes to help you see
which ones you are confident with)
• The
extended reading materials you have been given in lessons
• Your
folder, with your notes organised into clear sections for each area of study
These things will help you plan your time and make revision more
interesting.
For the Exam: You will need
• Several
• Pencil,
•A
black pens
eraser and ruler for diagrams
watch
Ways to Work
Remember a key point was to vary the tasks you complete so here are a few hints
about how to complete some of the structured tasks included in this book.
1. Mind Mapping
This mind map is a great example. It uses curved lines which are more interesting
to look at, it has the key ideas along the lines and uses pictures as well as words.
To improve it you should add colour.
Front Line
Both
Flesh & Blood
2. Venn Diagrams
Perfect for sections two and three of the dance paper, Venn diagrams are the idea
way to display information which compares two or more things.
Information which is shared by the two dances goes into the overlap of the circles.
3. List key points
This is easy and you can make it more interesting by making the bullet points
relevant to the topic like a light bulb when listing key points about lighting design.
Keep information as brief as possible - just enough to jog your memory
4. Flash Cards
These are great for testing your knowledge. Two sets are included with this book,
but that shouldn’t stop you making your own.
5. Link maps
Create a map on A3 of one element of a choreography (like lighting), link in every
example you can think of from the professional works
studied and ensure you give clear specific detail. Highlight similarities and link other
elements in like set or structure.
Manage Your Time
You need to plan when you will revise! Remember, small blocks of
time are best, plan 20 minute sessions when you know you have the time to do it.
Make your timetable realistic, plan breaks and include social activities as no one
expects your life to stop and all work and no play makes for a dull dancer.
Use the timetable example below to help you and use the template on the next page
to begin planning your own. Remember to include revision for all your subjects and
put exam dates on too!
Dance Exam Date:
This timetable is colour coded to show where this student is tackling things she is
less confident with.
Day Morning
Afternoon Evening
Sat West
Side
Story Cool
Ailey Style
Sun
Work
Night Out—
Birthday party
Anatomy Flesh &
- Hip and Blood –
knee joint Exam Qs
Revision timetable
TIMES
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY
AS Dance—Essential revision topics
This is a list of topics you might want to use for completing your revision, consider
using red amber and green to indicate your confidence in answering exam questions
on that topic:
• The choreographic process
• How to improve performance (including anatomical vocabulary)
• The physical setting components of Flesh & Blood, Front Line, Soda Lake and
Revelations
• The structure and devices used in Flesh & Blood, Front Line, Soda Lake and
Revelations
• The aural setting of Flesh & Blood, Front Line, Soda Lake and Revelations
• The choreographic intention communicated in Flesh & Blood, Front Line, Soda
Lake and Revelations with movement examples to support analysis
• Key information including dates, names and background to gain the vital K marks
for each of the professional works
A2 Dance—essential revision topics
• General
information about West Side Story to gain valuable K marks including key
features of Robbins’ style
• Detailed
description of key moments in : Prologue, Mambo/Dance at the Gym,
America, Cool and Rumble
• The
use of physical setting and aural elements to communicate within each of the
dances
• The
use and interaction with the Acting and Singing elements of the musical and
your evaluation of their success
• What
external factors impacted Ailey’s origins and how can we see this in his
works/company ethos
• How
did Alvin Ailey American dance theatre change though it’s timeline
• Titles
• Key
and dates of key works by Ailey, Jamison and Battle
features of the style of Ailey, Jamison and Battle’s styles
DRAMA AS - STUDENT INFORMATION
EXAM BOARD: AQA
FINAL A2 GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK
EXAMINATION PAPER (known as DRAM 1a & 1b) each paper is 45 minutes long and follow each other making the exam 1 hour
and 30 minutes in length
RESOURCES TO HELP YOU REVISE
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Teachers guide on ‘Oh What A Lovely War’ (OWALW)
Notes made in class
Fronter materials focusing on Act 1 & 2
Website on ww1 and the key figures
Blackeyed Theatre Companies booklet on ‘OWALW’
PLC on OWALW
Feedback on essays
Exemplar answers
AQA exam board past papers
Live theatre evaluation notes for ‘The 39 Steps’ (39 Steps)
Copy of the program for ’39 Steps’
The Criterion Theatre Education Pack for production of ’39 Steps’
Class notes
Exemplar live theatre evaluations
Examiner reports
ESSENTIAL TOPICS TO REVISE
•
•
•
•
•
•
•
•
•
•
Acts 1&2 of OWALW
Research into Music Hall, WW1, theatre Workshop’s original production, Peirrot, Joan Littlewood, the class system ,
key figures in Acts 1&2
The process of writing an essay – What, Why, How – quotes, vocal & physical examples
MC, Henry Wilson, Haig, British General, the Drill Sergeant and the soldiers in the ‘Christmas eve in the trenches’,
French soldiers & all female roles Reread the play in conjunction with the teacher’s pack, making notes on each
section of Acts 1 & 2 of OWALW
Ideas for set, costume, light & sound design
The performance of 2 actors in at least 3 scenes in detail
Design of the production to create intended effect for an audience
A4 Sketch carefully labelled of the set/ costumes/ props in the production
Effectiveness of the piece in communicating message
How mood and atmosphere were created physically
STRATEGIES FOR REVISION
•
Reread the play in conjunction with the teachers pack - making notes and using the scene breakdown sheet to help
organise your ideas
• Do cue cards for each role (with the basics and key scenes) and test with a buddy
• Look at all past questions and plan 5 minute essays for each
• Reread the introduction and afterword of the play
• Memorise your A4 Sketch of your set for OWALW which you must carefully label
• Recap ideas from the original production
• Buddy up and share visions for directing each section of Acts 1&2 of OWALW - getting your partner to FULLY justify
choices – purpose, vision, response
• Attend revision sessions on the schedule
• Look at the feedback from previous essays and make notes (avoid the same mistakes)
• Read exemplar materials
• Check the Assessment Objectives on the marking criteria on Fronter or the AQA website for DRAM 1
• Buddy up and discuss the production, it’s effect on you, the atmosphere created and it’s immersive staging.
• Write up notes of the production into a review of the piece
• Read the play ’39 Steps’ (copies available from Mr Willis)
• Watch clips of scenes on Youtube/ Criterion Theatre Website
• Practice exam papers
EXAM EQUIPMENT
A black pen, copies of the play, a pencil & ruler for sketches
DRAMA A2 - STUDENT INFORMATION
EXAM BOARD: AQA
FINAL A2 GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK PLUS UMS POINTS FROM AS
EXAMINATION PAPER (known as DRAM 3) is 2 hours long
RESOURCES TO HELP YOU REVISE
•
•
•
•
•
•
•
•
•
•
•
•
Your overviews and notes of each play
Notes from A2 guide & Max Stafford-Clark’s guide on Our Country’s Good (OCG)
Teacher’s booklet on OCG
Exemplar answers
PLC for OCG
AQA exam board past papers
Notes from A2 guide on A Servant to Two Masters (Servant)
Creative overview and character profiles for Servant
Teacher’s booklet on ‘Servant’
‘Pintrest’ page
PLC for Servant
Research materials
ESSENTIAL TOPICS TO REVISE
•
•
•
•
•
•
•
•
•
Acts 1&2 of OCG
Creative overviews for Acts 1&2 of OCG
A4 Sketch carefully labelled of all scenes of OCG
Character studies for OCG
Acts 1 , 2 and 3 of Servant
Creative overview for the Acts 1, 2 & 3 of Servant
A4 Sketch carefully labelled of Acts 1, 2 & 3 scenes in Servant
Character profiles for Servant
Creating comedy and comedic conventions
STRATEGIES FOR REVISION
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Recap ideas from the original production of OCG by watching clips from the ‘Out of Joint’ website
Trip to V&A to see the 1998 revival of OCG making notes describing the action on stage
Buddy up and share visions for all scenes of OCG, getting your partner to FULLY justify their choices
Recap notes from the teacher’s pack and study guides and cross reference with your ideas for each scene of OCG
Plan a director’s essay – it is ALWAYS THE SAME QUESTION – for all scenes in OCG
Plan transitions for each scene change in both Acts of OCG
Do timed essays (1hr) – practice explaining ideas fully
Look at the feedback from previous essays
Look at the AQA materials on fronter
Attend revision sessions on Friday after school
Do cue cards for each character and each scene
Check the Assessment Objectives on the marking criteria on Fronter or the AQA website for DRAM 3
Watch clips from ‘One Man Two Guvnors’ on Youtube
Recap notes on Goldoni, socio-historical context and original intentions
Buddy up and share visions for Act 1 of Servant with a partner – they MUST be able to perform any part of the first
act in detail and know WHY through your direction/ description
Exemplar material on AQA website
Establish 3 of the best quotes for each character in relation to creating comedy - Servant
Be clear with your creative overview and its justification/ intention
Read over and reflect on feedback given from previous essays, identify common mistakes to avoid
Attend revision session on Wednesday after school for Servant
Revise from your character cards and profiles
EXAM EQUIPMENT
A black pen, copies of both plays, a pencil & ruler for sketches
ENGLISH LANGUAGE AS
Exam board details Cambridge 9093 English Language
Information about the exam – duration and modules
Wed 06 May
13:30
02:15 CIE
9093/11
Eng Lang Passages 11 (CIE AS)
G
Thu 14 May
13:30
02:00 CIE
9093/21
Eng Lang Writing 21 (CIE AS)
G
Essential topics to revise
Topics:
Analyse/ commentary
Directed writing
Imaginative writing
Discursive and argumentative writing
Key areas:
Purpose
Audience
Format/ text type
Context
Voice
Style
Language
Terminology
Revision strategies
Practice papers
Specific equipment needed.
Highlighters?
Revision sessions (after school, May half term and/or weekends)
ENGLISH LITERATURE
YEAR 12 AND YEAR 13
For AS:
Board – AQA, specification A
Exam – WWI – texts in context and poetry (2 questions). Two hours (split time
equally between the two questions)
Essential topics to revise – wider reading in prose, poetry and drama for
question 1 (texts in context) and ‘Oxford Book of War Poetry’ for question 2
Revision strategies – Consider links that can be made between texts by themes,
literary techniques, form, structure, gender, time of writing etc.
Specific equipment needed – highlighters would be useful. They can bring in a
clean copy of the poems for the exam but nothing else.
Revision sessions – drop in sessions after school on Thursday with RP
For A2
Board – AQA, specification A
Exam – Love Across the Ages – two questions, 2 ½ hours (split time equally
between the two questions)
Essential topics to revise – wider reading in prose, poetry and drama
Revision strategies – Consider links that can be made between texts by themes,
literary techniques, form, structure, gender, time of writing etc.
Specific equipment needed – highlighters would be useful. This is a closed book
exam so no texts may be taken in.
Revision sessions – drop in sessions after school on Thursday with RP
AS Geography
Exam information:
Exam board: OCR Unit F761 and F762
Information about the exam:
Managing physical environments 1hour 30 minutes Tuesday 12th May am
Managing Change in Human Environments 1 hour 30 minutes Friday 15th May pm
Essential topics to revise – As shown on PLC’s and Case study sheets
Revision strategies: Mind maps, case studies PLC’s
Revision sessions/ resources; To be arranged with Students. You have a specific revision
book, PLC’s and case study checklists, also the digital library has purchased copies of 2
revision books (enough for each pupil).
What the exam involves (the Rubric!)
F761 Managing Physical Environments
Section A: Two structured questions, one from either River environments or Coastal environments,
AND one from either Cold environments or Hot arid and semi-arid environments.
Section B: One extended-writing question, chosen from a topic not selected for the two structured
questions.
Given these restrictions on choice of questions, it is clear that to maximise your score you must, at the
outset, read all of the questions in Sections A and B. For instance, if you found that you could
answer the structured questions on River environments and Coastal environments equally well, but that
the extended-writing question on Coastal environments was the easiest of the four, the sensible option
would be to select the structured question on River environments and the essay on Coastal environments.
F762 Managing Change in Human Environments
Section A: Two structured questions, one from either Urban or Rural
AND one from either Energy or Growth of Tourism.
Section B: One extended-writing question, chosen from a topic not selected for the two structured
questions.
Given these restrictions on choice of questions, it is clear that to maximise your score you must, at the
outset, read all of the questions in Sections A and B. For instance, if you found that you could
answer the structured questions on River environments and Coastal environments equally well, but that
the extended-writing question on Coastal environments was the easiest of the four, the sensible option
would be to select the structured question on River environments and the essay on Coastal environments.
Structured questions
The structured questions are divided into four sub-questions, worth 4, 6, 6 and 9 marks respectively.
Two of these sub-questions require knowledge of one or more geographical examples, and two are usually
linked to stimulus materials, such as maps, charts, photographs and diagrams.
Structured questions are worth 50 out of the 75 raw marks available for each unit. Thus, in a 1.5-hour
exam, you should devote approximately 30 minutes to each structured question.
Around one-third of this time (10 minutes) should be used to answer the 9-mark sub-question.
Extended-writing questions
Section B in Units F761 and F762 requires you to answer an extended-writing or essay-style question. You
should allow yourself approximately 30 minutes to do this. The questions demand description, explanation,
some evaluation and, most importantly, detailed reference to examples and case studies.
Mark scheme criteria
Examination answers are assessed against a number of criteria. For AS Geography there are three
criteria or assessment objectives (AOs).These are as follows:
1 Demonstrate knowledge and understanding of the specification content, concepts and processes.
2 Analyse, interpret and evaluate geographical information, issues and viewpoints, and apply them in
unfamiliar contexts.
3 Investigate, conclude and communicate, by selecting and using a variety of methods, skills and
techniques to investigate questions and issues, reach conclusions and communicate findings.
It is useful for you to know exactly how your answers will be judged. If you look at the mark
Table 1.2 Assessment objective weightings at AS% of AS
Unit
F761
F762
Total
Title
Managing Physical Environments
Managing Change in Human Environments
AO1
25
25
50
AO2
10
10
20
AO3
15
15
30
Total
50
50
100
The importance of case studies
An important feature of the OCR AS Geography specification is its emphasis on exemplification through
in-depth case studies. All of the extended-writing questions in Section B, and at least one structured
question in Section A, require examples that refer to specific geographical areas.
For this reason, generalised answers cannot achieve the highest levels of attainment. Your revision of
content for each topic must therefore include one, or sometimes two, case studies.
In your textbook, each option topic is illustrated with several case studies. However, you should note that
many of these case studies are appropriate for more than one topic
How to answer exam questions
Answering structured questions
Structured questions have a gradient of difficulty. The initial sub-questions are less demanding than the
later ones, and therefore carry fewer marks. Thus sub-question (a) often uses command words such as
‘describe’ or ‘outline’, while subsequent questions may require explanation, examples and evaluation.
Stimulus materials are used both directly and indirectly. For direct use, OS maps and
photographs are provided to assess key skills, such as map reading and interpretation. Charts and sketch
maps may be supplied, to assess your ability to summarise and recognise spatial patterns and trends. For
indirect use, stimulus materials are presented as a catalyst for assessing your wider knowledge and
understanding of a topic.
All mark schemes for structured questions are levels-based, with two levels of attainment for 4- and 6mark questions,
EXAMPLE Identify and describe the main fluvial features shown in Figure 2.1.
The main features are: meander, point bar, river cliff, floodplain, bluff.
Level
2
Mark
3–4 marks
1
0–2 marks
Descriptor
Candidates use clear description of landscape and individual features within
it.Use of accurate terminology to describe the features.
Candidates use basic descriptions that identify the whole nature of the
landscape. Limited or inaccurate appreciation of individual features and
limited use of terminology
and three levels for 9-markers.
Level
Mark
3
8-9
2
5-7
1
0-4
Descriptor
Candidates use well-chosen examples to explain in detail why some river
basins are more naturally vulnerable to flooding than others.Answers are
well structured,with accurate use of spelling and grammar.Geographical
terminology is used accurately.
Candidates use examples to explain why some river basins are more naturally
vulnerable to flooding than others.Answers may have poor structure with
some inaccurate spelling and grammar.Use of geographical terminology
shows some inaccuracy.
Candidates make limited use of examples.Answers are largely descriptive
and generalised.Communication is basic,with little structure and inaccurate
spelling.
You will notice that marks are loaded towards the top end. So, for example, in a 9-mark question a level 3
answer will achieve 8 or 9 marks.
When answering structured questions, you should follow these guidelines:
Read through all parts of the question before attempting to answer. This will help you to avoid repetition
in later answers and allow you to get an overview of how the topic is developed.
_ Study any stimulus material carefully.
_ Before you start writing, make sure that you understand precisely what each question is asking you to
do.
_ For 9-mark questions, which may run to 20 answer lines, you will need to plan. Make a list of the key
points and specific examples you want to include in your answer.
_ Divide your time realistically and adjust the length of your answers to the mark weighting. A 4-mark
question is unlikely to require more than 10 lines, whereas for a 9-mark question you would need to write
approximately twice as much.
Answering extended-writing questions
Have a close look at the mark schemes to appreciate the criteria against which
your extended writing will be assessed. You will see that each assessment objective is divided into three
attainment levels, with
• a maximum of 13 marks for knowledge and understanding,
• 5 for analysis and application and
• 7 for skills and communication.
The relatively large weighting given to skills and communication emphasises the importance of accurate
spelling and grammar, as well the ability to structure your answer and provide a clear conclusion
AO1 Knowledge and understanding
Level
Mark
Descriptor
11–13 marks Detailed knowledge and understanding of how management can help resolve
3
conflicts between development and flood risk issues.Cause and
effect are well understood, and there is effective use of detailed examples.
7–10 marks
Some knowledge and understanding of how management can help resolve
2
conflicts between development and flood risk issues.Cause and effect are
understood and some examples are given
1–6 marks
Limited knowledge and understanding of how management can help resolve
1
conflicts between development and flood risk issues.Cause and effect are not
well understood and there is limited use of examples.
AO2 Analysis and application
Level
Mark
Descriptor
3
5 marks
Clear analysis of how management can help resolve conflicts between
development and flood risk issues.
2
3-4 marks
Some analysis of how management can help resolve conflicts between
1
1-2 marks
development and flood risk issues
Limited analysis of how management can help resolve conflicts between
development and flood risk issues.
AO3 Skills and communication
Level
Mark
Descriptor
3
6-7 marks
Answer is well structured, with effective use of grammar and spelling.
Geographical terminology is used accurately. There is a clear conclusion
2
4-5 marks
Answer may have poor structure, with some inaccurate spelling and
inaccurate use of geographical terminology. There is a limited conclusion
1
1-3 marks
Communication is basic, with little structure and inaccurate spelling. There is
no attempt at a conclusion.
All extended-writing questions are based on the content of the last two ‘questions for investigation’ for
each topic in the specification. As a result, they focus mainly on geographical problems, opportunities and
management responses.
Extended-writing questions have a number of common features:
_ They require description and explanation.
_ They require some evaluation (i.e. the questions often include some conditional words, such as ‘might’,
‘may’, ‘could’or ‘can’).
_ They always require detailed exemplification using at least two (sometimes contrasting) geographical case
studies.
An example of a typical extended-writing question is given in Figure 1.3. It shows how, within the question,
there are opportunities to assess knowledge and understanding, evaluation and exemplification.
8
You should reserve 4 or 5 minutes for thinking time and for writing a brief plan of your answer.
The plan should outline the general content of each paragraph and the geographical examples you intend to
use to support your answer. Remember that the structure of your answer (including spelling, punctuation
and conclusion) will be measured against AO3.
Careful planning, therefore, is of particular importance. Your answer should have three main components:
an introduction, a main body and a conclusion.
_ Introduction The introduction should (a) define any key terms used in the question, such as ‘human
activities’ and ‘conflict’, and (b) indicate the broad structure of your answer. In this example, you might list
the human activities and the conflicts they create. The introduction should be brief and businesslike: four
or five lines should be sufficient.
_ Main body This is where you develop the list of points in your introduction. For example, you could
write a paragraph to show how the offshore mining oil in a coastal area might give rise to the loss of
habitats or environmental damage. The connection between mining and damage would be explained and
then illustrated with reference to specific examples, such as Isle of Purbeck in Dorset. Other paragraphs
could concentrate on: the impact of hard-engineered coastal defences on sediment supplies and beach
erosion (e.g. Happisburgh in Norfolk, Holderness in east Yorkshire); managed retreat leading to planned
flooding of lowland coasts; and coastal industrial development in environmentally sensitive areas.
_ Conclusion This should be a brief summary of the points developed in your answer. Where
appropriate, it may need to include some evaluation. In this example, there may be scope for arguing that
human activities do not necessarily result in conflict.
Command words and phrases
Command words and phrases in examination questions are crucial because they tell you what you have to
do. You must respond precisely to their instructions. For example, the instruction :‘describe’ is very different from ‘explain’. Ignoring command words and phrases is a fundamental error,
and is a common cause of under-achievement. Table 3 lists the common command words and phrases used
in questions in the OCR AS Geography examination and explains what they require you to do.
With reference to named examples,
explain the ways in which human activities
Command word/phrase Requirements
Describe Provide a picture in words of a feature, pattern or process. Descriptions in short-answer
questions are likely to be worth 4 or 6 marks and will require some detail.
Outline The same as ‘describe’ but requiring less detail. The idea is to identify
the basic characteristics of a feature, pattern or process.
Compare Describe the similarities and differences of at least two features,
patterns and processes.
Examine Describe and comment on a pattern, process or idea. ‘Examine’
often refers to ideas or arguments, which demand close scrutiny from different viewpoints.
Why?/Explain/Account for/ Give reasons Provide the causes of a feature, phenomenon or pattern.
This usually requires an understanding of processes. Explanation is a higher-level skill than description and
this is reflected in its greater
mark weighting in examinations.
To what extent?/Assess/ Discuss These commands are evaluative. You need to consider the evidence
connected to an issue or problem and make reasoned judgements. This is the highest-level skill required by
the AS examination and is
more appropriate for extended writing answers in Section B.
Practise writing your own answers
Before sitting the final examination you will need plenty of practice answering structured and extendedwriting questions. In total, your textbook and your CD contain many structured questions and extendedwriting questions. Together, these cover most of the themes that are likely to appear in the final
examination.
You should integrate the answering of examination questions with your revision of each topic.
GOOD LUCK!
History Year 12
Exam board details: Edexcel
http://www.edexcel.com/quals/gce/gce08/history/Pages/default.aspx
Paper 1: Option D - A World Divided: Communism and Democracy in the 20th Century
Answer TWO questions: ONE question on each of the TWO topics for which
you have been prepared. You may only answer ONE question on each topic. Both are 30 mark
questions
Topics
• Alexander II
• Alexander III
• Economic and social change
• Radical parties
• Stolypin
• 1905 revolution
• The First World War
• The February revolution
• The provisional government
• The return of Lenin
• July days and Kornilov
• Bolshevik seizure of power
• Stalin’s defeat of his rivals
• Ideological conflict
• The 5 year plans
• Collectivisation
• Women, Family < education and society
• The early Purges
• The Great Terror
• And its consequences
• The Cult of Personality
• Socialist realism
• The Fuhrer and the Vozhd
• The course and cost of war
• Why Russia won
• The New World Order
Paper 2: Option E: Britain in the Later 20th Century: Responding to Change
Answer question part (a) and part (b) of the topic for which you have been
Prepared. There is a choice of questions in part (b).
Question A is 20 mark questions
Question B is 40 mark questions required your own knowledge as well as source skills
Topics
Mass media moulder or mirror of popular culture
How austere was austerity Britain
Did Rock and roll change British Society?
The Beatles
Did mass media undermine deference and growth of a permissive society?
Anarchy n the Uk, Media, popular culture and society in the 20th century
How far was the mass media and popular culture ‘Thatcherised’
How far has the mass media undermined figures of authority?
How far has the mass media moulded or mirrored British attitudes?
Revision strategies
For Paper 1
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from website
above).
• Read over your notes and makes notes on cards or produce mind maps.
• Pay close attentions to exam questions done during the year and revise main
factors from exam question
• Consider type of question
• Remember SPAG
For Paper 2
•
•
•
•
•
Read through your notes to get a general view of the material.
Make key notes on areas of importance for contextual knowledge
Make sure you understand reliability, utility, cross referencing and
provenance of a source
Remember NOP when answering source based questions
Remember SPAG
NOP
• NATURE – What kind of source is it? What tone and language is being used?
• ORIGIN – Who produced it? When was it produced? Where was it
produced?
• PURPOSE – Why has it been written?(Motive) Who for?(audience)
Types of questions
How far do sources………. Support the opinion given in…….. (20)
Do you agree with the view expressed in Source ………. (40)
What can you learn from this source?(7)
Wednesday after school Revision drop in (3.30). Exam questions provided for timed practice
and individual feedback. Room Bo5
History Year 13
Exam board details: Edexcel
http://www.edexcel.com/quals/gce/gce08/history/Pages/default.aspx
Option D - The Challenge of Fascism
2 hours - 30 mark 1 question, 40 marks 1 question
Topics
• The main issues in the second Reich
• Controversy To what extent was Germany responsible for the First World War
• What was the impact of the First World War on Germany?
• What were the problems faced by the Weimar Republic?
• How stable were the Stresemann years?
• What are the reasons for the rise in the Nazis party, 1920-33?
• Controversy How popular was the Nazis regime in the years 1933-39?
• How effectively did the Nazis regime operate from 1933-1939?
• What was life like in wartime Germany, 1939-45?
.
Revision strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
Make notes of key points
Test yourself on the key points.
Use the key points to help you answer practice questions (from website
above).
Read over your notes and makes notes on cards or produce mind maps.
Pay close attentions to exam questions done during the year and revise main
factors from exam question
Consider type of question
Remember SPAG
Read through your notes to get a general view of the material.
Make key notes on areas of importance for contextual knowledge
Make sure you understand reliability, utility, cross referencing and
provenance of a source
Remember NOP when answering source based questions
Consider interpretations when answering controversy questions
Remember SPAG
NOP
• NATURE – What kind of source is it? What tone and language is being used?
• ORIGIN – Who produced it? When was it produced? Where was it
produced?
• PURPOSE – Why has it been written?(Motive) Who for?(audience)
Wednesday after school Revision drop in (3.30). Exam questions provided for timed
practice and individual feedback. Room Bo5
ICT AS - STUDENT INFORMATION
EXAM BOARD: WJEC AS Information and Communication Technology GCE
FINAL AS GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK
EXAMINATION PAPER (known as Unit 1) is 2 hours 15 minutes long
You must have printed out your Wage Calculator Evidence and signed the front cover sheet
for Mrs Rixson by 22nd May 2015.
RESOURCES TO HELP YOU REVISE
Your theory notes.
AS Revision Guide – already given
AS ICT Textbook – pdf copy in user area on network
AS ICT Topic Videos – in user area on network
AS Past Papers – available from Fronter
Model Answers from AS questions studied in lessons
ESSENTIAL TOPICS TO REVISE
Functions used in your Wage Calculator spreadsheet (what calculating and purpose in your
model)
Simulations & Modelling
Data, Information and Knowledge (inc encoding)
Value & Importance of Information
Quality of Information
Validation and Verification
Capabilities and Limitations of ICT
Uses of ICT – Health Uses
Uses of ICT in the Home
Uses of ICT in Business (CAD/CAM & in shops – EFTPOS)
Uses of ICT in Education
Networks
Human Computer Interfaces
Databases
Presenting Information (Mailmerge, Templates, Powerpoints etc)
Social Issues (Computer Misuse Act, Data Protection Act, Health & Safety Laws)
STRATEGIES FOR REVISION
Mind maps
Practice papers – practice explaining concepts fully
Revision guide – reading – highlight notes
Look at the feedback from previous tests paper
EXAM EQUIPMENT
You must bring to the exam a black pen (and a spare just incase)!
ICT A2 - STUDENT INFORMATION
EXAM BOARD: WJEC A2 Information and Communication Technology GCE
FINAL A2 GRADE MADE UP OF 40% COURSEWORK AND 60% EXAM MARK PLUS UMS
POINTS FROM AS
EXAMINATION PAPER (known as Unit 3) is 2 hours 30 minutes long
RESOURCES TO HELP YOU REVISE
Your theory notes.
A2 Revision Guide – already given
A2 ICT Textbook – pdf copy in user area on network
A2 ICT Topic Videos – in user area on network
A2 Past Papers – already given
Model Answers from A2 questions studied in lessons
ESSENTIAL TOPICS TO REVISE
Relational Databases
Networks
Human Computer Interfaces
System Development Life Cycle
The Internet
Management Information Systems
Working With ICT (Teleworking etc)
Management of Change
Security Policies
STRATEGIES FOR REVISION
Mind maps
Practice papers – practice explaining concepts fully
Revision guide – reading – highlight notes
Look at the feedback from previous tests paper
EXAM EQUIPMENT
You must bring to the exam a black pen (and a spare just incase)!
Maths AS
a. Exam board details – Edexcel
b. Information about the exam – duration and modules –
core 1 on 13/5/15 , core 2 on 20/5/15 and S1 on
5/06/15
c. Essential topics to revise – pack given to students.
d. Revision strategies – hand out and strategies given to
students this week. Student can also use following
websites: Examsolutions.net for revision and practise
on previous exam papers, and
Mathsandphysicstutor.com for extra exam paper and
practise on topics that they are struggling on.
e. Specific equipment needed. Calculator
f. Revision sessions (after school, May half term and/or
weekends)- every week Thursday and Fridays from 34.30, revision form May half term TBC.
AS Media Studies revision guide
1. Exam Board - OCR
2. Exam details:
a. The exam takes place on May 22nd 2015. It starts at 8.30 am and lasts for two
hours.
b. There are two sections for the exam, both worth 50 marks each. You should spend 45
minutes answering each question. The first 30 minutes of the exam is for you to view
Part A extract and write your notes.
PART A:
Discuss the ways in which an extract constructs representations of a social group using the
following:
• Camera shots, angles, movement and composition
• Editing
• Sound
• Mise-en-scene
PART B:
Audiences and Institutions: You will need to learn and remember a range of facts and
figures about the production, distribution (and marketing), Exhibition (and consumption)
practices of Disney and Steel Mill Pictures (or another British independent company) and
their audiences
3. Essential topics to revise:
a. All terminology relating to moving image areas above (see fronter as well as your
handouts)
b. All terminology relating to Audiences and Institutions (see fronter as well as your
handouts)
c. Technological convergence and its impact on the way audiences have changed their
consumption habits
d. Facts and figures about Disney and your chosen small independent company. Keep
researching and gathering information relating to the production /.distribution and
exhibition of these organisations
4. Revision Strategies:
a. Watch a variety of TV drama programmes (e.g. Holby City, Monarch of the Glen,
Skins, Waterloo Road) and see if you can determine which of the 7 social group are
being represented (age/gender/disability/sexuality/regional identity/social class and
status/ethnicity)
b. There are past papers on the OCR website (Paper G322). Do as many timed questions
as you can – Parts A and B. (Extracts for Part A can be found on YouTube)
5. Revision sessions:
a. PART A – Wednesday May 6th 2015 (3 - 4.30pm)
b. PART B – Wednesday May 13th 2015 (3 – 4.30pm)
MEDIA A2 Revision Guide
g. Exam board details – OCR
h. Information about the exam
• 120 minutes duration.
• Section A: Two questions – 30 minutes each (sample answer about 1200 words for both = 600
words each) – 25 marks per question
• Section B: You will answer ONE question from a range of SIX topics offered by OCR – 50 marks (1
hour). There will be TWO questions from each topic area.
i.
Essential topics to revise:
QUESTION 1
• Question 1 of Section A is essentially an evaluation of your skills development over the course of the Foundation
and Advanced Media Portfolio.
Question 1 will focus on one or two of the following:
1. Digital Technology
2. Creativity
3. Research & Planning
4. Post- Production
5. Generic Media Conventions
Digital Technology
•
•
•
•
•
What software was used?
What equipment was used?
What were the technical pros and cons of the software and hardware?
In what ways was technology used to create the production?
In what ways did the technology constrain or enable the production to be developed?
Creativity
• What was the intended outcome of the production?
• How were these outcomes achieved in terms of page layout and camera shot choices?
• What stylistic techniques were used to appeal to the audience?
Research and Planning
• What primary and secondary research was undertaken? How did it inform the production?
• What quantitative and qualitative analysis methods were employed? How did the results from these inform the
production?
• How effectively were storyboards and magazine flat plans followed?
Post-Production
• What editing decisions were made? How did they inform the production?
• What particular editing tools were used and to what effect?
• How did the post production process enhance the overall production?
Generic Media Conventions
• In what ways were media conventions adhered to? For example did a music video have fast paced editing? Did the
performers act to the camera?
• What media theories were utilized? Were the representations involved appropriate to the product?
To do well:
You should be looking at charting the skills development from your initial state in the Foundation Portfolio to the
level you have attained in the Advanced Portfolio.
• Specific and in depth descriptions of the skills in question must be included i.e. how was the razor blade tool used
in Serif MoviePlus x6 to edit a clip placed on the timeline?
• Explicit descriptions of progress between the 2 units MUST be shown.
QUESTION 2 • Question 2 is an evaluation of any one of your production pieces i.e. either the Foundation Portfolio production,
the main production of the Advanced Portfolio or any of the 2 ancillary productions in relation to a theoretical
media concept. It MUST include links between the theorists and your chosen production piece.
Question 2 will focus on only one of the following:
1. Genre
2. Narrative
3. Representation
4. Audience
5. Media Language
Genre
• What genre is the production?
• What are the codes and conventions of the production?
• How is the genre established?
• How does the mise en scene support the genre?
• What is the role of the specific elements of the mise en scene? Refer to props, costume, makeup, location, theme
etc.
• Have generic conventions been adhered to or subverted?
• How will the generic elements of the production appeal to the audience?
Theories:
Katie Wales - “Genre is... an intertextual concept” meaning that we understand genres because of what we already
know about them. Links nicely to your trailer – it is not hard for your audience to understand your genre because
they are familiar with the generic codes. This can also be linked to story vs plot.
David Buckingham - “Genre is not simply given by the culture, rather, it is in a constant process of negotiation and
change.” Genres develop and change over time, usually to reflect changes in social values (e.g. the developing role of
women in society).
Denis McQuail - “The genre may be considered as a practical device for helping any mass medium to produce
consistently and efficiently and to relate its production to the expectations of its customers.” Links to audience as
well. Using generic conventions helps you to be sure that you can effectively target your audience.
Gunther Kress - Genre is “a kind of text that derives its form from the structure of a (frequently repeated) social
occasion, with its characteristic participants and their purposes.”
Narrative
• What is the narrative structure of the product?
• How do the specific elements of the production relate to the narrative structure?
• Does the production adhere to or subvert narrative conventions?
• How does the narrative support the establishment of the chosen genre of the production?
• How have narrative techniques been used to appeal to the audience? Refer to enigma, multi strand, restricted,
unrestricted, non-linear etc.
Vladimir Propp - Argued that narratives always have certain character types who perform certain actions. Characters
are agents of action. You should know which character types you have included in your work.
Claude Levi-Stauss - Argues that human cultural understanding is based upon a system of binary opposites (good/
bad; black/ white; male/ female…). Narratologists have taken this theory and applied it to narrative, arguing that
binary opposition forms a fundamental way of understanding narrative.
Tzetvan Todorov - Argues that narratives always have a structure of Equilibrium/ Disequilibrium/ New equilibrium.
This is not the case in a trailer.
Story vs Plot - Many of us don’t realize that there is a difference between a plot and a story, because we refer to the
plot as a story. However, the plot should correctly be referred to as the storyline, which is different to the story
itself.
The plot is the meat and bones of the story. It can be charted and outlined to highlight the critical events during a
movie, book, or TV show. The plot is developed in order to create a better story.
The story is the idea, the general theme, and the loose interpretation of the event in its entirety. You can easily
create the same story over and over, and adjust the plot in order to create differences. This happens all the time in
TV series, and within genre movies and books.
In media texts, the STORIES are OFTEN the same and it is only the PLOT that changes.
Representation
• Identify characters, events or issues within the production to discuss.
• What representational concepts are highlighted? i.e. race, gender, cultural attitudes etc.
• What representations have been generated?
• discuss the specific elements of character representation i.e. mode of address, facial expressions, clothing,
behaviour etc.
• Have any stereotypical representations been generated?
• Does the production conform to or subvert any dominant ideologies?
David Gauntlett - “The genre may be considered as a practical device for helping any mass medium to produce
consistently and efficiently and to relate its production to the expectations of its customers.”
Antonio Gramsci (from Marxist theory) – Hegemony - Marxist theory states that a small ruling, elite group have
control. This group dominate the poorer, less powerful mass - the workforce, the larger group. Gramsci took classic
Marxist ideas further. He theorised that the mass are in a way ‘complicit’ with the ruling power. The mass accept this
power, with the belief that the ruling class know what is best for them. They agree to maintain or keep ‘the status
quo’ on the condition that they have the opportunity to negotiate or fight against restrictions that they do not agree
with. This is called Hegemony.
Gramsci took classic Marxist ideas further. He theorised that the mass are in a way ‘complicit’ with the ruling power.
The mass accept this power, with the belief that the ruling class know what is best for them. They agree to maintain
or keep ‘the status quo’ on the condition that they have the opportunity to negotiate or fight against restrictions
that they do not agree with. This is called Hegemony.
John Fiske - “A representation of a car chase only makes sense in relation to all the others we have seen - after all,
we are unlikely to have experienced one in reality, and if we did, we would, according to this model, make sense of it
by turning it into another text, which we would also understand intertextually, in terms of what we have seen so
often on our screens. There is then a cultural knowledge of the concept 'car chase' that any one text is a prospectus
for, and that it used by the viewer to decode it, and by the producer to encode it.”
Laura Mulvey - Argues that cinema positions the audience as male. The camera gazes at the female object on
screen. It also frames the male character watching the female.
We watch the girl; we see the male watching the girl; we position ourselves within the text as a male objectively
gazing at the female.
Audience
• Who is the target audience for the production? Define by age, race gender, social class etc.
• What are the social classifications of the audience i.e. ABC1, youth tribe, ACORN classification etc.
• Why will the production appeal to this target audience?
• What techniques and lines of appeal has the production used to attract the target audience?
• What uses and pleasures will the target audience get from the production?
• How does the production use narrative theory? i.e. uses and gratification, hypodermic needle etc.
* See the PowerPoint on Fronter for relevant theoretical ideas *
Blumler and Katz - Uses and Gratifications Theory (UGT) is an approach to understanding why and how people
actively seek out specific media to satisfy specific needs.
According to the research, goals for media use can be grouped into five uses. The audience wants to:
1.
2.
3.
4.
5.
be informed or educated
identify with characters of the situation in the media environment
simple entertainment
enhance social interaction
escape from the stresses of daily life
Stuart Hall – Encoding/Decoding - According to Hall, “a message must be perceived as meaningful discourse and be
meaningfully de-coded before it has an effect, a use, or satisfies a need”.
Stuart Hall (1980) argued that the dominant ideology is typically inscribed as the 'preferred reading' in a media text,
but that this is not automatically adopted by readers. The social situations of readers/viewers/listeners may lead
them to adopt different stances. 'Dominant' readings are produced by those whose social situation favours the
preferred reading; 'negotiated' readings are produced by those who inflect the preferred reading to take account of
their social position; and 'oppositional' readings are produced by those whose social position puts them into direct
conflict with the preferred reading
Media Language
• Identify the elements or ‘signs’ within the production that are going to be discussed.
• What connotations and significations are apparent?
• What codes and conventions have been used?
• What semiotic techniques have been used to generate meaning?
• Identify and describe the meanings generated.
A Media Text = the sum of its many parts. These parts include every element within it ......mise-en-scene; sound;
camera angles; editing etc.
Semiotics is the study of the language of signs. It deals with the meanings we attach to signs. Signs consist of a
Signifier (the thing or sign itself) and the Signified (the meaning we attach to the sign).
Other important terms include:
Denotation = the literal meaning of a thing or a sign
Connotation = the second level of meaning agreed by the community but not an inherent quality in the thing itself.
Media Language, also known as Codes, or Form, can be split into technical; symbolic and written. It is concerned
with the way the text addresses the audience and can be linked to any of the theories, but you should begin with
Stuart Hall.
Stuart Hall – Encoding/Decoding - According to Hall, “a message must be perceived as meaningful discourse and be
meaningfully de-coded before it has an effect, a use, or satisfies a need”.
Stuart Hall (1980) argued that the dominant ideology is typically inscribed as the 'preferred reading' in a media text,
but that this is not automatically adopted by readers. The social situations of readers/viewers/listeners may lead
them to adopt different stances. 'Dominant' readings are produced by those whose social situation favours the
preferred reading; 'negotiated' readings are produced by those who inflect the preferred reading to take account of
their social position; and 'oppositional' readings are produced by those whose social position puts them into direct
conflict with the preferred reading.
You should then go onto explain how you have encoded your trailer so that the audience decode it in a particular
way. Generic theories are very closely linked to media language, and representation fits well too.
Section B
There are two separate but related issues in this part of the exam:
A. How are groups of people (young people) represented? How are these representations constructed?
B. How do these representations impact upon our sense of identity? How do audiences use these
representations to create/ understand their identity?
So:
● Is identity something we construct or something we discover?
● Is identity something we share with others?
● How do media texts impact on our sense of identity?
● Is identity fixed or does it change?
● Is identity something we are or something we do?
Make sure you read all of the notes on youth culture; This is England and Quadrophenia on Fronter. You must also
make sure you are familiar with the theories of
•
David Gauntlett “Identity is complicated- everybody thinks they’ve got one” “Identities are not ‘given’ but
are constructed and negotiated.”
•
•
•
•
•
David Buckingham - “A focus on Identity requires us to pay closer attention
to the ways in which media and technologies are used in
everyday life and their consequences for social groups”
Antonio Gramsci (see above)
Stan Cohen - Stanley Cohen's Theory
Stanley Cohen’s ideas stem from his study of ‘Folk Devils and Moral Panics’ in 1972. This study focuses on the way
popular UK media and society reacted to the mods and rockers phenomenon.
Cohen is credited with coining the term ‘Moral Panic’ as a way to describe the way members of society or a culture
becomes ‘morally sensitized’ to the challenges posed to their accepted values by the activities of a group defined as
‘deviant’
His theory underscored the importance of mass media in providing, maintaining and ‘policing’ the available
frameworks and definitions of the ‘deviants’. The media is then able to create a moral panic through the way
‘deviants’ are portrayed.
Deviance Amplification is often utilised by the mass media when portraying ‘deviants’. This is the process by which
the mass media exaggerate the extent and seriousness of deviant behaviour. This causes greater awareness and
interest in deviance, which results in more deviance being uncovered. Thus allowing the media to report on the
deviance more and more until a Moral Panic is created. – This could be viewed as a way for media, such as
newspapers, to sell copies.
The media’s ability to create ‘Moral Panic’ means they are defined as ‘Moral Entrepreneurs’. Cohen’s theory is based
on Mods and Rockers but can be applied to any subculture labelled as ‘deviant’’
ANSWERING THE COLLECTIVE IDENTITY QUESTION
Some key things to consider:
-
-
-
-
-
-
As far back as we can remember young people have been represented negatively in the media. They are
often represented as rebellious, anti-social and violent. This can be seen in Quadrophenia.
Stan Cohen says that the media represents young people as folk-devils, and this is in effect a self-fulfilling
prophecy, as they them imitate what they see on the screen, leading to widespread social problems. This
supports David Gauntlett’s idea that ‘identities are not given – they are constructed and negotiated’.
Young people are often represented as lost, and needing to ‘find themselves’, as can be seen in both
‘Quadrophenia’ and ‘This is England’. There is often hope – in that generally they ultimately reject the
negative influences of youth subcultures and grow up (again, reflected in both films). Rebellion can be seen
as a ‘right of passage’ through which young people have to pass before they can be admitted to the world of
adulthood. This is also reflected in modern TV (Think ‘Eastenders’) where most of the young people go
through some kind of rebellious identity crisis (Whitney; Lauren) before they become ‘grown ups’.
‘Quadrophenia’ leaves us with little sympathy for the young people (although we may be envious of their
carefree lifestyles), however in ‘This is England’ we are much more understanding. Why? What is the
difference? You could link this to Ill Manors.
This links to the idea that IDENTITY and finding oneself is often a theme in texts about youth cultures and
young people (If you have seen Bend it Like Beckham this is another example – however the representation
of young people is less stereotypical here)
This links into David Gauntlett’s idea that ‘identities are complicated – everybody thinks they’ve got one’.
This has not changed much over the years. Discuss the representation of young people in the news during
and after the London riots.
Modern media gives young people more of a voice than they had in the past. Thisnk about music/music
videos – discuss Ill Manors.
In modern times, where technology makes it easier than ever for young people to communicate with likeminded people, more consideration that ever before needs to be given to the idea that identity is a social
construction. (Gauntlett – identity is not given, it is constructed and negotiated)
Talk about the changes Web 2.0 has made to the way young people are represented and represent
themselves to the world. Example?
Discuss Buckingham’s idea that “A focus on identity requires us to pay closer attention to the ways in which
media and technologies are used in everyday life and their consequences for social groups”
Talk about the lack of regulation and the fact that anyone can publish their opinions and ideas and that these
can come back to haunt you years later.
This is not all negative – teenagers these days are encouraged to think for themselves and develop individual
identities, rather than to just exist as part of a subculture. To what extent do you think Web 2.0 is
responsible for this? Why?
-
What is likely to happen in the future? Can you see the representation of young people in the media
changing? What impact is technology likely to have on this? Why do we like a ‘coming of age’ story so much?
Web 2.0
From Wikipedia, the free encyclopedia
The term Web 2.0 was coined in 1999 to describe web sites that use technology beyond the static pages of earlier
web sites. It is closely associated with Tim O'Reilly because of the O'Reilly Media Web 2.0 conference which was held
in late 2004.[1][2] Although Web 2.0 suggests a new version of the World Wide Web, it does not refer to an update to
any technical specification, but rather to cumulative changes in the ways software developers and end-users use the
Web.
A Web 2.0 site may allow users to interact and collaborate with each other in a social media dialogue as creators of
user-generated content in a virtual community, in contrast to websites where people are limited to the passive
viewing of content. Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted
services, web applications, mashups and folksonomies.[3]
Whether Web 2.0 is substantively different from prior web technologies has been challenged by World Wide Web
inventor Tim Berners-Lee, who describes the term as jargon.[4] His original vision of the Web was "a collaborative
medium, a place where we [could] all meet and read and write"
To do well in this question YOU MUST:
1) Refer to a number of texts across at least two mediums.
2) Make reference to media theory and link it to your examples.
3) Refer to examples for the past; contemporary texts and make reference to the future.
j.
Revision strategies
• Draft and re-draft your practise essays and give them to your teacher for feedback as often as
possible. This is the best preparation you can do. Write under timed, exam conditions.
• Refer to the Powerpoints on Fronter; particularly when you are looking at the theories.
• Your teacher will give you some revision notes.
• Make sure you are familiar with the mark scheme and the requirements of the question (see
PPTs or your draft essays).
• Ask your teacher if you need help!
k. Specific equipment needed – just a pen (preferably two or three!) and a highlighter to highlight
media terminology in your answer.
HINTS FOR TOP MARKS
•
•
•
•
•
•
•
•
Use media terminology with confidence in your answers. Highlight it to draw it to the attention
of the examiner and make sure you spell it correctly.
Give specific examples from the texts to support your answer in all three questions.
Talk about progress over time in Q1a.
Make sure you can talk about at least one original text in section B.
Give the names of the director and the year of release for each film and the specific headline (if
print) and the date and name of the publication (print or TV) for the news examples (section B).
Make sure you talk about the past and the future in section B.
Make sure you cover at least two mediums in section B.
Time your responses well!
Psychology Year 12 Revision – 2014/2015
Exam board details - AQA
Information about the exam
UNIT
TIMING
EXAM DETAILS
PSYA1
1 ½ hours
PSYA2
1 ½ hours
25% of total A level mark (50% of total AS mark)
You must answer a series of structured questions (including an
essay ) on:
• Cognitive Psychology – Memory
• Developmental Psychology – Attachment
• Research Methods
25% of total A level mark (50% of total AS mark)
You must answer a series of structured questions (including an
essay ) on:
• Biological Psychology – Stress
• Social Psychology – Social influence
• Individual differences – Pscyhopathology (abnormality)
Essential topics to revise (please refer to PLCs for further details)
Memory
The nature of memory, Multi-store model of memory, Working Memory Model, EWT and misleading
information, EWT and age, EWT and anxiety, Cognitive Interview, Memory strategies.
Attachment
The learning theory of attachment, Bowlby’s theory of attachment, The strange situation, Cultural
variations in attachment, Disruption of attachment, Privation, The impact of day care, Influence of
research into attachment and day care.
Research Methods
Validity and reliability
Experiments, aims and hypotheses
Experimental design
Extraneous variables
Sampling techniques
Lab, field and natural experiments
Observational methods and techniques
Self-report techniques
Studies using correlational techniques
Case studies
Content analysis
Quantitative data
Qualitative data
Ethical issues
Stress
The body’s response to stress, stress related illness and the immune system, Life changes, Daily
hassles, Workplace stress, Personality factors and stress, Psychological methods of stress
management, Biological methods of stress management.
Social influence
Conformity, Informational Social influence and Normative Social influence, Obedience, Explanations
of why people obey, Explanations of independent behaviour, Understanding social change.
Psychopathology (abnormality)
Definitions of abnormality, Limitations of definitions of abnormality, The biological approach to
abnormality, Psychological approaches to abnormality (including Psychodynamic, Behavioural and
Cognitive), Biological therapies of abnormality, Psychological therapies of abnormality (including
Psychoanalysis, Systematic De-sensitisation and REBT).
Revision strategies
1.
Mindmaps – organised, with use of colour and doodles to aid memory recall
2.
Flashcards – look, cover, then recall the content
3.
Play what’s in the box with other students to recall researcher names and key terms
4.
Practice paper questions
5.
Rhyming games
6.
Post-it notes of studies, theories, models put up at home
7.
Use the method of loci to recall models such as the Working Memory Model
8.
Use acronyms e.g. ASSMICC and acrostics to help remember a number of features of a
theory or model.
Specific equipment needed
•
Black/Blue ink pens
•
Ruler (students could be required to draw graphs)
Revision sessions
Every Thursday afternoon (3.15pm – 4.30pm)
PSYA1 revision – Friday 8th May (3.15pm - 6pm)
PSYA2 revision – Friday 15th May (3.15pm - 6pm)
Psychology Year 13 Revision – 2014/2015
Exam board details - AQA
Information about the exam
UNIT
TIMING
PSYA3
1 ½ HOURS
EXAM DETAILS
25% OF TOTAL A LEVEL MARK
YOU MUST ANSWER 3 ESSAY QUESTIONS ON:
PSYA4
2 HOURS
- RELATIONSHIPS
- AGGRESSION
- EATING BEHAVIOUR
25% OF TOTAL A LEVEL MARK
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ESSAY QUESTION/S ON PSYCHOPATHOLOGY: OCD
ESSAY QUESTION AND 1 QUESTION BASED ON STIMULUS
MATERIAL ON MEDIA PSYCHOLOGY
1 COMPULSORY STRUCTURED QUESTION (BASED ON STIMULUS
MATERIAL) ON RESEARCH METHODS
Essential topics to revise (please refer to PLCs for further details)
Relationships
The formation of romantic relationships, The maintenance of romantic relationships, the breakdown
of romantic relationships, The relationship between sexual selection and human reproductive
behaviour, Sex differences in parental investment.
Eating behaviour
Attitudes to food and eating behaviour, Explanations for the success and failure of dieting, Neural
mechanisms in eating behaviour, Evolutionary explanations of food preferences, Psychological
explanations of Anorexia Nervosa, Biological explanations of Anorexia Nervosa.
Aggression
Social psychological explanations of aggression including Social Learning Theory, Deindividuation,
Institutional aggression. Biological explanations of aggression including Neural and hormonal
mechanisms and genetic factors. Evolutionary explanations of human aggression including infidelity
and jealousy and Evolutionary explanations of groups display in humans e.g. sport and warfare.
Psychopathology: OCD
Clinical characteristics of OCD, Issues surrounding the classification and diagnosis of OCD including
reliability and validity, Biological explanations and Psychological explanations of OCD, Biological
therapies and Psychological therapies for OCD.
Media psychology
Media influences on pro-social behaviour, Media influences on anti-social behaviour, The positive
and negative effects of computers and video games on behaviour. The application of Hovland-Yale
and Elaboration Likelihood models in explaining the persuasive effects of the media, Explanations for
the persuasiveness of television advertising, The attraction of celebrity including social-psychological
and evolutionary explanations, Research into intense fandom, including celebrity worship and
celebrity stalking.
Research Methods
The major features of science including replicability, objectivity, theory construction, hypothesis
testing and the use of empirical methods
Peer review
Assessing and improving validity
Reliability – types of reliability, assessing reliability, improving reliability.
Experiments, aims and hypotheses
Experimental design
Extraneous variables
Sampling techniques
Lab, field and natural experiments
Observational methods and techniques
Self-report techniques
Studies using correlational techniques
Case studies
Content analysis
Ethical issues
Quantitative data
Qualitative data
Probability and significance including the interpretation of Type 1 and Type 2 errors
Select an appropriate statistical test and justify reasons why
Use of inferential analysis e.g. be able to work with data and a table of critical values to work out if a
result is significant
Conventions of reporting on psychological investigations
Revision strategies
1.
Mindmaps – organised, with use of colour and doodles to aid memory recall
2.
Flashcards – look, cover, then recall the content
3.
Play what’s in the box with other students to recall researcher names and key terms
4.
Play pairs or card-sort tasks
5.
Practice paper questions
6.
Rhyming/rhythm games e.g. to recall the role of the hypothalamus in eating behaviour
7.
Post-it notes of studies, theories, models put up at home
8.
Use acronyms and acrostics to help remember features of a theory or model
Specific equipment needed
•
Black/Blue ink pens
•
Ruler (students could be required to draw graphs)
Revision sessions
Every Thursday afternoon (3.15pm – 4.30pm)
PSYA3 revision – Monday 8th June (3.15pm - 6pm)
PSYA4 revision – Monday 15th June (3.15pm - 6pm)
Information for students retaking PSYA1 and/or PSYA2
PSYA1 revision – Friday 8th May (3.15pm - 6pm)
PSYA2 revision – Friday 15th May (3.15pm - 6pm)
Sociology Year 12
Exam board details: AQA
http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-2190
Paper 1 Family and Households
1 hour
Answer all questions in your section -no choices
Topics
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Nuclear family
Differences between functionalist and feminist perspectives of the family
Reasons increase in divorce rate since 1969
Marxist views of the role of the family.
Family diversity and lifestyles, compare past to now.
1 Changing patterns of marriage, cohabitation, separation, divorce, child-bearing
and the life-course, and the diversity of contemporary family and household
structures
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2 The relationship of the family to the social structure and social change, with
particular reference to the economy and to state policies
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3 The nature and extent of changes within the family, with reference to gender
roles, domestic labour and power relationships
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4 The nature of childhood, and changes in the status of children in the family
and society
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5 Demographic trends in the UK since 1900; reasons for changes in birth rates,
death rates and family size
Paper 2 education
2 hours
Answer all questions in section
Topics
• Education and research methods
• The role of education in society
• Marxist view of education
• Functionalist and Interpretivist view of education
• Social policy and education
•
A history of education since 1944
Choices in research methods
Ethics
Quantitative and qualitative methods of research
Questionnaires
Interviews
Experiments
Statistics
Secondary and Primary evidence
PET
Revision strategies
• Make notes of key points
• test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG
Wednesday after school Revision drop in (3.30). Exam questions provided for
timed practice and individual feedback. Room Bo5
Sociology Year 13
Exam board details: AQA
http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-2190
Paper 3 Media
Answer all questions in section
Topics
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•
•
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Selection and presentation of the news including sociological views.
How governments influence and control media output.
Marxist theories to our understanding of the organisation and role of the
mass media in the world today.
Representations of ethnicity.
•
The relationship between ownership and control of the mass media
•
The mass media, globalisation and popular culture
•
The processes of selection and presentation of the content of the news
•
Media representations of age, social class, ethnicity, gender, sexuality and
disability
•
The relationship between the mass media, media content and presentation,
and audiences
•
The new media and their significance for an understanding of the role of the
media in contemporary society.
Paper 4 Crime and deviance
2 hours
Answer all questions in section
Topics
• Causes of crime and deviance
• Marxist views of crime
• Functionalist and sub cultural views
• Interpretivist Views
• Labelling and social construction
• Realist views
• Post Modernist views
• Social control
•
•
•
•
•
•
•
•
•
•
•
Feminist views of crime
Patterns of crime (ethnicity, Gender, age and social class)
Locality and crime
Crime statistics
Suicide
The Criminal Justice System
Human rights and state crime
Globalisation and crime
Green crime
The media and crime
Victims of crime
Theories and methods
•
•
•
•
•
•
•
•
•
•
•
•
d.
Modernity and post modernity, Views
Feminist views
Structuralism
Structure and action
Symbolic internationalism
Social Policy
Values in sociology
Is Sociology a Science?
Choices in research methods
Quantitative and qualitative methods of research
Research Methods
Sources of evidence
Revision strategies
• Make notes of key points
• Test yourself on the key points.
• Use the key points to help you answer practice questions (from
website above).
• Read over your notes and makes notes on cards or produce mind
maps.
• Pay close attentions to exam questions done during the year and
revise main factors from exam question
• Consider type of question
• Remember SPAG
Wednesday after school Revision drop in (3.30). Exam questions provided for
timed practice and individual feedback. Room Bo5