GCSE BUSINESS STUDIES REVISION TOPICS
YEAR 10 REVSION
UNIT 1
(Setting up a business)
1. Starting a business
What is an entrepreneur?
Niche marketing
Business aims and objectives
Business plans
Legal structure (Sole trader,
Partnership, Franchise, Social
enterprise and Ltd company)
Stakeholders
Risk and uncertainty
Location
3. Finance
Finance and support for small
businesses
Financial terms and calculations
Cash flow forecasts and survival
2. Marketing
Market research with limited budgets
Marketing mix (Product, price,
promotion, place)
4. People in business
Recruiting, selection and training
Motivation and reward
Protecting staff through legislation
5. Operations management
Production methods
Operational efficiency
Use of technology and ICT
Quality issues
Customer service
Consumer protection
GCSE BUSINESS STUDIES REVISION TOPICS
YEAR 11 REVSION
UNIT 1
(Setting up a business)
1. Starting a business
What is an entrepreneur?
Niche marketing
Business aims and objectives
Business plans
Legal structure (Sole trader,
Partnership, Franchise, Social
enterprise and Ltd company)
Stakeholders
Risk and uncertainty
Location
3. Finance
Finance and support for small
businesses
Financial terms and calculations
Cash flow forecasts and survival
2. Marketing
Market research with limited budgets
Marketing mix (Product, price,
promotion, place)
4. People in business
Recruiting, selection and training
Motivation and reward
Protecting staff through legislation
5. Operations management
Production methods
Operational efficiency
Use of technology and ICT
1
Quality issues
Customer service
Consumer protection
UNIT 2
(Growing as a business)
1. The business organisation
Methods of expansion
Public Limited Companies
Choosing the right legal structure
Changing aims and objectives
Conflict between stakeholders
Social costs and benefits
Location- global
3. Finance
Finance for large businesses
Profit and loss accounts and balance
sheets
Financial ratios
5. Operations management
Production methods for growing
businesses
Recognising challenges of growth
Quality assurance in growing
businesses
2. Marketing
Product, price, promotion and place,
based on large budgets
4. People in business
Organisational structure
Recruitment, training and appraisal of
workers
2
GCSE GEOGRAPHY REVISION TOPICS
The Restless Earth
Key Idea
The Earth’s crust is
unstable, especially at
plate margins.
Specification Content
Distribution of plates; contrasts between
continental and oceanic plates.
Case Studies
Destructive, constructive and
conservative plate margins.
Unique landforms occur
at plate margins.
Location and formation of fold mountains,
ocean trenches, composite volcanoes
and shield volcanoes.
People use these
landforms as a resource
and adapt to the
conditions within them.
A case study of one range of fold
mountains.
Volcanoes are hazards
resulting from tectonic
activity. Their primary and
secondary effects are
positive as well as
negative. Responses
change in the aftermath
of an eruption.
Characteristics of different types of
volcanoes.
The Andes OR
The Alps
The ways in which they are used –
farming, Hydro Electric Power, mining,
tourism and how people adapt to limited
communications, steep relief, poor soils.
Mt St Helens, USA.
A case study of a volcanic eruption – its
cause; primary and secondary effects;
positive and negative impacts;
immediate and long term responses.
Monitoring and predicting volcanic
eruptions.
Supervolcanoes are on a
much bigger scale than
other volcanoes and an
eruption would have
global consequences.
The characteristics of a supervolcano and
the likely effects of an eruption.
Earthquakes occur at
constructive, destructive
and conservative plate
margins.
Location and cause of earthquakes.
Features of earthquakes – epicentre,
focus, shock waves and the
measurement of earthquakes using the
Richter and Mercalli Scales.
The effects of
earthquakes and
responses to them differ
due to contrasts in levels
of wealth.
A case study of an earthquake in a rich
part of the world and one from a poorer
area – their specific causes; primary and
secondary effects; immediate and long
term responses – the need to predict,
protect and prepare.
The Kobe
Earthquake, Japan.
Haiti Earthquake
Contrasts in effects and responses will be
clear.
Tsunamis are a specific
secondary effect and
can have devastating
effects in coastal areas.
A case study of a tsunami – its cause,
effects and responses.
Japan Tsunami
3
Ice on the Land
Key Idea
The amount of ice on a
global and continental
level has changed in the
past.
Specification Content
The last Ice Age (Pleistocene) – time
scale and extent of maximum ice cover
in the northern hemisphere. Present
extent of ice cover.
Case Studies
Contrasts and evidence of changes –
global temperatures.
The amount of ice
depends on the glacial
budget. This has seen a
loss since 1950 and there
are seasonal changes
due to
fluctuations in
temperature.
Glacial budget: accumulation and
ablation, advance and retreat. Case
study of a glacier – recent retreat since
nineteenth century: causes and
evidence. Seasonal shifts in temperature
and glaciers.
Ice is a powerful force in
shaping the land as a
result of weathering,
erosion, transportation
and deposition.
Freeze thaw weathering. Processes of
erosion – abrasion and plucking.
The Rhone Glacier
OR the South
Cascade Glacier
Processes of movement and
transportation – rotational slip and
bulldozing.
Deposition and the reasons for it.
Distinctive landforms
result from different
processes.
Landforms resulting from erosion –
characteristics
and formation of corries, arêtes,
pyramidal peaks,
truncated spurs, glacial troughs, ribbon
lakes and
hanging valleys.
Landforms resulting from transportation
and
deposition – drumlins, lateral, medial,
ground
and terminal moraine.
Landscapes that are
actively affected by
snow and ice attract
tourists. This leads to
conflict and issues over
the use of such areas.
Case study of an Alpine area for winter
sports
and an area for sightseeing of glaciers –
the attractions for tourists; economic,
social and environmental impact.
Chamonix, The Alps.
The need for management and the
management strategies used and their
level of success. Avalanche hazards.
Glacial retreat can pose
a threat to the
economies of areas
relying on tourism and
result in damage to
fragile environments.
The impact of retreat and unreliability of
snowfall in some resorts.
The economic, social and environmental
impact – including the concept of fragile
environments.
4
The Coastal Zone
Key Idea
The coast is shaped by
weathering, mass
movement, erosion,
transportation and
deposition.
Specification Content
Weathering processes – mechanical,
chemical. Mass movement – sliding and
slumping. Constructive and destructive
waves.
Case Studies
Processes of erosion – hydraulic power,
abrasion, attrition and solution. Processes
of transportation – longshore drift,
traction, saltation, suspension and
solution. Deposition and the reasons for it.
Distinctive landforms
result from different
processes.
Landforms resulting from erosion –
characteristics and formation of
headlands and bays, cliffs and wave cut
platforms, caves, arches and stacks.
Landforms resulting from deposition –
characteristics and formation of
beaches, spits and bars.
Rising sea level will have
important consequences
for people living in the
coastal zone.
Reasons for rising sea level.
Coastal erosion can lead
to cliff collapse.
A case study of an area of recent or
threatened cliff collapse – rates of
coastal erosion; reasons why some areas
are susceptible to undercutting by the
sea and collapse; how people may
worsen the situation; the impact on
people’s lives and the environment.
This causes problems for
people and the
environment.
A case study to illustrate the economic,
social, environmental and political
impact of coastal flooding.
There is discussion about
how the coast should be
managed.
Management strategies:
Hard engineering – sea walls, groynes,
rock armour.
There is debate about
the costs and benefits of
‘hard’ and ‘soft’
engineering.
Soft engineering – beach nourishment,
dune regeneration and marsh creation.
Managed retreat.
Coastal areas provide a
unique
environment and
habitat. There is a need
for conservation and this
leads to conflict with
other land uses.
The South East of the
UK.
Poole Harbour
Barton-on-Sea,
Hampshire
The Holderness
Coast.
Barton-on-Sea,
Hampshire
A case study of coastal management to
assess the costs and benefits of strategies
adopted.
The Holderness Coast
A case study of a coastal habitat – its
environmental characteristics; the
resulting habitat and species that inhabit
it and reasons why.
Keyhaven Marshes,
Hampshire.
Strategies to ensure the environment is
conserved, but also allow sustainable use
of the area.
5
Population Change
Key Idea
Over time the global
population increases and
the population structures
of different countries
change.
Specification Content
The exponential rate of world population
growth.
Case Studies
Countries pass through different stages of
population growth as shown in the five
stages of the Demographic Transition
Model (birth rate, death rate and natural
population changes).
Changing population structure.
The impact of increasing urbanisation,
agricultural change, education and the
emancipation of women on the rate of
population growth.
A range of strategies has
been tried by countries
experiencing rapid
population growth.
The social, economic and political
implication of population change and the
need to achieve sustainable
development.
The effectiveness of population policies
adopted in different countries since the
1990s to include birth control programmes
and other strategies adopted.
The China One Child
Policy
Kerala, India.
A case study of China’s policy since the
1990s and one of a non birth control
population policy.
An ageing population
impacts on the future
development of a
country.
The relationship between the population
structure and population decline and the
impact on the future economic
development.
The problems associated with an ageing
dependent population.
Government strategies to cope with an
ageing population and the incentives
suggested for encouraging an increase in
a country’s birth rate.
The UK.
A case study of the problems and
strategies in one EU country with an
ageing population.
Population movements
impact on both the
source regions of
migrants and the
receiving countries.
Migration is a result of decision making
push and pull factors which can have
positive and negative impacts.
Economic movements within the EU,
refugee movements to the EU and the
impacts of such movements.
6
Changing Urban Environments
Key Idea
Urbanisation is a global
phenomenon.
Urban areas have a
variety of
functions and land
uses.
There are aspects of
urban
living in a richer part of
the
world that need careful
planning in order to
support the
population and
environment of
cities and towns.
Specification Content
Students should appreciate the
different pace and causes of
urbanisation in the rich and poor world.
Students should gain an appreciation of
different functional parts of a settlement
including locations of CBD, inner city,
suburbs and rural – urban fringe.
Overview of the issues facing many
urban areas.
Case Studies
Cambridge
Housing – the attempts to satisfy the
increased housing
needs of the population in different
parts of the city. Impact of
Government strategies from the 1990s
on the inner city.
London Docklands
Traffic – impact of increased use of
road transport on the environment and
solutions aimed at reducing the impact.
London
Cambridge
Bury St Edmunds
Revitalising the image of the CBD by
improving the physical environment.
Rapid urbanisation has
led to
the development of
squatter
settlements and an
informal sector to the
economy.
Cultural Mix – factors causing ethnic
segregation within urban areas.
Strategies aimed at supporting the
multicultural nature of many urban
areas.
Characteristics of squatter settlements.
Effect on the lives of the people of living
in squatter settlements.
Attempts by the inhabitants themselves
to improve squatter settlements over
time.
Self Help, Site and Service and Local
Authority schemes to improve squatter
settlements.
Rapid urbanisation in a
poorer
part of the world
requires
the management of
the environmental
problems caused.
Attempts can be made
to
ensure that urban living
is sustainable.
Rocinha, Rio de Janeiro.
OR Kibera, Nirobi.
A case study of a squatter settlement
redevelopment.
Effects of rapid urbanisation and
industrialisation.
Difficulties of disposal of waste, much of
which is toxic.
Effects and management of air and
water pollution.
Characteristics of a sustainable city.
Environmental – the importance of
conserving the historic and natural
7
environment. Use of Brownfield sites.
Reducing and safely disposing of waste.
Providing adequate open spaces.
Social – including local people in the
decision-making process. Provision of an
efficient public transport system.
Curitiba, Brazil.
Cambridge
A case study of sustainable urban living.
Tourism
Key Idea
The global growth of
tourism
has seen the
exploitation of a
range of different
environments
for holiday makers.
Specification Content
Reasons for the global increase in
tourism.
Case Studies
The potential of cities, mountains and
coastal areas for the
development of tourism.
The economic importance of tourism to
countries in
contrasting parts of the world.
Effective management
strategies are the key
to the
continuing prosperity of
tourist
areas in the UK.
Contribution of tourism to the UK
economy.
Impact of external factors on visitor
numbers to the UK.
Tourist area/resort life cycle model.
The Lake District.
Blackpool, UK.
A case study of either a UK National
Park or a UK coastal resort. The reasons
for its growth as a tourist destination.
The effectiveness of strategies to cope
with the impact of large numbers of
tourists. Plans to ensure the continuing
success of the tourism industry in the
area.
Mass tourism has
advantages
for an area but
strategies
need to be in place to
reduce
the likelihood of longterm
damage.
The meaning of mass tourism.
A case study of an established tropical
tourist area which attracts large
numbers of visitors.
The Caribbean.
The positive and negative effects of
mass tourism on the
economy and environment.
Strategies for maintaining the
importance of tourism in the
area and reducing its negative effects.
8
Extreme environments
are
susceptible to
environmental
damage from the
development
of tourism.
The attractions of extreme environments
to tourists.
The increased demand for adventure
holidays.
Antarctica
The impact of tourism on an extreme
environment.
A case study of one extreme area and
the extent to which it can cope with the
development of a tourist industry.
Sustainability requires
the
development of
ecotourism.
The need for stewardship and
conservation.
A case study of the ways that
ecotourism can benefit
the environment, the local economy
and the lives of the
people.
Kigio, Kenya
The Galapagos Islands
A consideration that this form of tourism
can contribute to
sustainable development.
GCSE ENGLISH REVISION TOPICS
Set 1
To Kill A Mockingbird
An Inspector Calls
Poetry Cluster - Relationships
Unseen Poetry.
Set 2
Of Mice and Men
An Inspector Calls
Poetry Cluster - relationships
Unseen Poetry
Set 3
Of Mice and Men
A Inspector Calls
Poetry Cluster - Conflict
Unseen Poetry
Revision Guides are on the VLE
9
GCSE HISTORY REVISION TOPICS
OCR History B (Modern World) J714.
Aspects of International Relations 1919-2003 - Section B The Cold War, 1945 – 1975 (Paper 1)
Who was to blame for the Cold War?




Why did the USA/USSR alliance begin to break down in 1945?
How had the USSR gained control of Eastern Europe by 1948?
How did the USA react to Soviet expansionism?
Who was more to blame for the start of the Cold War, the USA or the USSR?
Specified Content
The origins of the Cold War; the 1945 summit
conferences including the parts played by
Churchill, Roosevelt, Stalin and Truman, and
the breakdown of the USA-USSR alliance in
1945–6; Soviet expansion in Eastern Europe; the
Iron Curtain; the Truman Doctrine and the
Marshall Plan; the Berlin Blockade and its
immediate consequences.
Who won the Cuban Missile Crisis?

Background

How did the USA react to the Cuban Revolution?

Why did Khrushchev put missiles into Cuba?

How and why did Kennedy react in the way that he did?
Specified Content
The Cuban Revolution and the USA’s reaction
to it; the Bay of Pigs; the events of the Crisis
including the roles of Khrushchev and
Kennedy; the resolution and the
consequences of the Crisis.
Why did the USA fail in Vietnam?
Why did the USA get increasingly involved in Vietnam?
What were the different ways that the USA and the Communists fought the war?
Whose tactics were the most effective – the USA’s or the Communists’?
Why did the USA withdraw from Vietnam?
Specified Content
Increasing American involvement in Vietnam
under Eisenhower, Kennedy and Johnson; the
main events of the war and the tactics used
by the two sides; reasons for American
withdrawal.
10
British Depth Study: Britain 1939 to the mid 1970s - Paper 2 (The Source Paper).
Key Question: How far did British society change between 1939 and the mid 1970s?
Focus points
What impact did the Second World War have on the British people?
What immigrants were living in Britain in 1945?
Why did different groups migrate to Britain between 1948 and 1972?
What were the experiences of immigrants in Britain?
What contribution had immigrants made to British society by the early 1970s?
What was the impact of the National Health Service on people’s lives?
What was life like for most women in the 1950s?
How were women discriminated against in the 1960s and early 1970s?
What factors led to changes in the roles of women?
How much change had taken place for women by 1975?
What was it like growing up in the 1950s?
Why were there changes in the lives of teenagers in the 1960s?
How did teenagers and students behave in the 1960s and early 1970s?
How far did the lives of all teenagers change in the 1960s and early 1970s?
Specified Content
Britain as a multi-cultural society in 1939. The experiences and impact of groups such as Italian
and German prisoners of war, GIs and Commonwealth soldiers. Immigration from the Caribbean,
India, Pakistan and Uganda. The experiences of these immigrants and attitudes towards them.
The contribution made to British society by immigrants. The riots in 1958 and the activities of the
British National Party (National Front). Legislation relating to immigration and race in the 1960s
and early 1970s. Enoch Powell in 1968. The emergence of a multi-cultural society by the mid
1970s.
Depth Study: The Causes and Events of the First World War 1890-1918 (Paper 1)
Key Question 1: Why was there increasing tension between the Great Powers, 1890–1914?
Focus Points
• Did the Alliance System make war more
likely?
• How far did colonial problems create
tensions between the Great Powers?
• Why were problems in the Balkans so difficult
for the Great Powers to solve?
• How important was the Kaiser in causing the
worsening international situation?
• Why did the arms race escalate, 1900–1914?
Specified Content
The Alliance System; the arms race; the
Moroccan Crises of 1905 and 1911; colonial
rivalries; developments in the Balkans; the role
of the Kaiser.
Key Question 2: Why did the First World War break out in 1914?
Focus Points
• Why was Franz Ferdinand assassinated?
• How did the assassination of Franz Ferdinand
lead to the outbreak of war?
• How far were the actions of Austria-Hungary,
11
Britain, Germany and Russia responsible for the
outbreak of war?
• How far did the Schlieffen Plan contribute to
the outbreak of war?
Specified Content
The assassination of Franz Ferdinand; the crisis
of June–July 1914; the Schlieffen Plan; the
outbreak of war.
Key Question 3: What happened on the Western Front?
Focus Points
• Why did the war get bogged down in the
trenches?
• What was living and fighting in the trenches
like?
• How far did General Haig mismanage the
Battle of the Somme?
• How important were new developments such
as tanks, machine guns, aircraft and gas?
• What was the importance of America’s entry
into the war?
• Why did Germany agree to an armistice in
1918?
Specified Content
The main battles on the Western Front
including the Somme; the nature and
problems of trench warfare; the leadership of
General Haig; American entry into the war;
the German offensive of 1918 and the Allied
advance; conditions in Germany towards the
end of the war; the Armistice.
Key Question 4: How important were the other fronts?
Focus Points
• Who won the war at sea?
• What happened in the Gallipoli campaign
of 1915?
• Why was Russia defeated in 1918?
Specified Content
The Battle of Jutland and its consequences;
the blockading of Germany; the use of
convoys and submarines; the reasons for the
Gallipoli campaign and the main events of
the campaign; events on the Eastern Front
and the defeat of Russia.
Please go to the History VLE page for a more detailed revision guide on each topic and
guides on how to answer Paper 1 and Paper 2 style questions.
12
GCSE MATHEMATICS REVISION TOPICS
A list of useful resources, ideas, points to be aware of and suggestions.
Resources
There are many resources that you can use to help you revise. A few are mentioned below:

Your own exercise books
I would suggest that these are a great place to start. Don’t forget that you have
notes in more than one book. Remember that your GCSEs will test you on topic from
Years 11, 10 and further back.

Your text book and your homework book
Make sure you take it home with you! It also contains lots of notes on the same topics
that you have studied, and they will often be written differently to your own notes.
This may help to reinforce points.
The text book also has every topic (and more) in it, so you can use it to practise a
great number of topics.
The texts also have the answers in the back, so you can see how you are getting on if
you choose to try an exercise.

Revision Guides and Revision Workbooks
Companies like CGP, Letts and Collins produce carefully created books to help with
revision. These are usually priced at about £4.50. Many pupils choose to buy these as
it provides a complete overview of all that they need. Do make sure that you buy
your guide for ‘Edexcel Linear GCSE’ as that is what you are doing. Also, there are
Higher guides and Foundation guides – so make sure you buy the right one. The
workbooks are sets of questions covering each topic that some pupils like to work
through.

Mathswatch and MathsBuster DVDs
There are also DVDs that you can now buy to help you revise. Companies such as
CGP (MathsBuster) and Mathswatch sell these. They are priced at around £6. The
way Mathswatch work is this – you put the disc in your computer and then click on
the topic you want from the list available. Then you get a ‘mini-lesson’ to watch. This
will show you a number of fully worked solutions on the topic of your choice. You can
pause and replay these clips as many times as you wish. The MathsBuster DVD also
has video tutorials with worked solutions on a topic of your choice. This DVD also
contains timed tests, Mock exam papers, levelled practice and challenges.

Practice questions which have full worked solutions
If you followed the advice of your teacher and showed all your working out, then you
should be able to select a question that you have done before and try it again.
What I suggest is this – find a question that you have a solution for, and try to do it
again on a new page. Don’t look at your solutions until you have either completed
the question or you have got stuck. You can then use your worked solution to help
you, or to check that it is correct. This is another reason why it is helpful to title your
work clearly and to give page references to exercises.
Your text book will also have fully worked solutions given as examples throughout the
chapters. Do the same with these examples. Write down the question somewhere
new and try to find a solution. When you have finished you can see whether you got
it right or not.
13

Websites
There are a number of useful websites to help you revise. For example the BBC
provides a GCSE Bitesize site, which may be helpful. Other possible revision sites
include www.mrbartonmaths.com, www.gcsemathstutor.com, www.s-cool.co.uk,
www.revisionworld.co.uk and www.examsolutions.co.uk. We understand that these
sites are free, although you may be required to register with them. (Please note that
we only provide these addresses in the hope that they are useful. We cannot accept
responsibility for the content of these sites, or their suitability. If you encounter any
issues regarding these please inform the Maths dept.) If you know of any good sites to
use then let me know too, and I will add them to this document.

Past Paper Revision
In my opinion, one of the best ways to revise Maths is to practise past paper after past
paper after past paper. There are many papers, so get on with them right away and
keep asking for more. The department has a significant number of these which you
can use. Some students choose to put them on a USB stick as it is a handy way to
keep them all in one place. Remember that you can keep revisiting papers you have
already tried until you get a mark you think is acceptable. You will do some of these
papers in lessons, but you can always do more!

Speak to your teachers
When you get stuck, you can use a number of strategies to help you (many are
mentioned above). Don’t forget that your teachers can help too. Remember that
there are lunchtime Maths Clinics on Mondays, Tuesdays, Wednesdays and Thursdays
as well as a clinic on a Friday after school till 5.15pm if you cannot see them in the
lesson. With prior arrangement, there are other after school opportunities.

Practice, practice, practice!
Many maths teachers abide by the following two points –
(i)
“Little and often” – do small amounts of work frequently. Small amounts help
to avoid getting overwhelmed. Doing work frequently means you cover it all.
This means you need to be organised and disciplined.
(ii)
“I am good at maths because I do it every day” – this is essentially the same
point as above, but I include it to reinforce its importance. Sports men and
women, musicians and a whole host of other professions put in a huge
amount of preparation to perform at the level they want. You must do the
same for your exams.

Draw up a timetable, and stick to it
This is good advice for any subject (and you have probably heard it before) so make
sure you follow it. As mentioned before, I suggest you divide up you revision into (a
lot) of small chunks that are dedicated to Maths only. Make sure you cover all of the
topics and give yourself enough time to do this.
14

Make sure you have the right maths equipment
Don’t leave this until the last minute. You must bring your own calculator (although
you will only need this for the second exam, of course). Don’t borrow someone else’s
because you must be familiar with your own. Don’t use a phone in its place when
revising – they are not allowed in the exam. Make sure you know how to use all of
the keys that you think you will need.
 In the exam, your calculator must be set in “D” mode (for degrees). If
you are not sure about this then ask your teacher.
 In the exam, you are not allowed to bring the calculator case into the
exam room.
You must also have – pens (blue or black), pencils, rubber, sharpener, a pair of
compasses and a protractor. You must bring all of this equipment into each
examination, as you do not know when you will need them.

Remember to give clear solutions
Show each stage of your working, as you have been shown in lessons.
Don’t miss stages out; the examiner wants you to show clearly each step.
Write down formulas clearly before you start using them
e.g.
Rather than just writing π × 52 = 78.5 to answer a circles question on area, you
should instead write
Area, A = πr2
A = π × 52
A = 78.5 cm (to 3 sig figs)
(Can you think what question might have been asked?)
i.e. Quote what formula you are using first, then
show the numbers going into the formula,
then solve the problem.
You will be required to provide clear solutions that include a short sentence or two,
explaining why you have written down your particular calculations. These questions
test the Quality of your written communication (QWC) and are marked in the exam
by a “*” next to the relevant question number.

Make sure you know what to revise
Follow the list of revision topics that you have been given. It covers all the topics you
need to know. More copies are available from your teacher.
15
GCSE EXAMS REVISION TIPS FOR MFL (FRENCH/GERMAN)
1. THE EXAMS
Your French/German exams in the summer consist of a Listening Test (Unit 1) and a Reading
Test (Unit 2).
Speaking (Unit 3) and Writing (Unit 4) are assessed by Controlled Assessments completed
during the GCSE course.
2. TOPICS TO REVISE
The Listening and Reading Tests in the summer exams session are based on all four
‘CONTEXTS’ (i.e. the topic areas) from the AQA GCSE French/German specifications (see the
contents pages of your textbook for details).
3. HOW TO REVISE
(i)- use your GCSE Textbook
You can use your GCSE textbook to find texts, exercises and vocabulary lists for each topic
covered in the GCSE French and German courses. Try to complete some reading exercises
for each topic by reading the texts given in the textbook. Try to answer reading exercise
questions (or try to summarise the text briefly in English) first without looking up words in the
vocabulary lists or a dictionary. Then use the vocabulary lists and/or a dictionary to help you
check your work.
(ii) - Kerboodle … the best way to tackle revision! See the instructions below:
You can use the online Kerboodle resources to help you with all your foreign language
revision. It is ideal as it gives you all the content and practice you need to revise your GCSE
French/German course at your own pace. It also gives you the opportunity to practise your
Listening skills via your PC’s speakers/head-phones.
Reminder for accessing Kerboodle.
1. Just log-in at www.kerboodle.com with your username and password (username =
first initial plus your surname as one word, password = password or one that you have
set) and enter the organisation code for TGS which is yis3.
2. Choose your course (French or German) and then select ‘Resources’ to access all the
content and exercises.
Which topics should I revise on Kerboodle? You can revise all the topics by opening any of
the four ‘Contexts’ (topic areas). You can then work through as many exercises as you wish
(most of these appear in your textbook as well).
How can I test myself? Each context has an ‘Assessment’ section which provides practice
tests for you. Try the ‘Test Yourself’ activities as these will actually be marked by the
Kerboodle website as you submit them!
What about all the vocabulary we need? Select the ‘Vocabulary’ section within each
context for detailed vocabulary lists. Select ‘Vocabulary Practice’ and you can set-up your
own interactive vocabulary test with the ‘Vocabulary Builder’ (again to be marked
immediately online).
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GCSE MUSIC REVISION TOPICS
for the Listening Exam
There are two sections in the exam: A and B
For section A you will answer short questions based on some of the set works. So far the exam
has taken two set works from each of the four areas of study, but we do not know which
ones, so you need to have studied them all.
Section B will give two set works and ask you to answer an essay style question on one of the
works given. You should have twelve ‘grid’ style writing frames, one for each set work, from
notes taken during lessons. (There are 3 works in each of the four Areas of Study, making
twelve in all.)
Resources:
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You should have a grid and accompanying notes for each set work in your folder.
GCSE Music Edexcel Specification CGP Revision Guide (purple book), provided by
the Music Department.
Edexcel GCSE Music by John Arkell and Jonny Martin, provided by the Music
Department.
Edexcel GCSE Anthology of Music ed. By Julia Winterson, provided by the Music
Department.
Listen to the set works on the CDs that you have been given or on Youtube so that
you become familiar with them during your revision. This will help with Section A.
‘GCSE Studies’ revision notes booklet.
Booklet containing essay mark schemes from past papers.
There will be a Revision Day during the Easter Holidays on Tues 24th March in the Music Room
from 9.30am-3pm. We will work through several practice papers together. Non school
uniform. Please bring lunch, snacks and all books, folders and revision materials.
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GCSE PE REVISION TOPICS
PAPER 1
Key concepts
Fundamental Motor Skills
Decision making in physical activities
Abiding by the rules, etiquette and sportsmanship
The components of fitness and a healthy, balanced lifestyle
The importance of the warm up and cool down
The characteristics of skilful movement
Performance and outcome goals
Assessing the bodies readiness for exercise
Components of a healthy diet
Factors affecting performance and participation
Indicators of health and well-being
Methods of training
Levels of participation
Reasons for participation and non-participation
Social, cultural and locational reasons affecting participation
School key processes and influences on participation
Pathways for involvement in physical activity
PAPER 2
Learning Skills
Feedback and motivation
Goal setting
The skeletal system
Joints
Muscles and movement
Tendons and lactic acid
Mental preparation
Short-term effects of exercise
Long-term effects of exercise
Exercise and training principles
Aerobic and anaerobic exercise
Hazards
Reducing the risks
Media and sponsorship
Local and national provision
Government initiatives
School influences
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GCSE PRODUCT DESIGN REVISION TOPICS
Materials – Know your main materials, basic properties and their source.
Timber –
o Hardwoods/Softwoods/Manufactured boards
 Metals –
o Ferrous/Non‐Ferrous/Alloys
 Plastics –
o Thermoplastics/Thermosetting Plastics
 Revise names and the uses of commonly used materials.
 Where they come from and in what form they are sold/manufactured for selling.
 Manufacturing –
o Joints and fixings for the above materials.
 Manufacturing processes –
o Machines and tools
 Scales of production
 Human factors and how they affect design and making. Ergonomics, anthropometric
s user research etc.
 Composite materials.
 Practise your sketching.
 CAD/CAM
 The Design Process
 Design Brief
 Target audience research
 Initial Designing
 Modelling/Development
 Testing and Trialling
 Making/ Manufacturing drawings and specifications.
 Evaluation and testing/ User tests
 Card and Paper
 Printing processes
o Screen printing
o Offset Lithographic printing
o Embossing
o Varnishing
o Die Cutting
 Existing Product Analysis
o Function
o Aesthetics
o Materials
o Manufacture
Themed question- This information will given to students after 1st March and some revision will
be targeted towards this theme.
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GCSE RS REVISION TOPICS
Revision Morning: Wednesday 25th March 9am-1pm
Bring lunch – light refreshments included as well as fun and engaging revision activities – an
opportunity for you to bring any topics you are unsure about to the table.
All students have been provided with:
1. Past paper booklets for ‘Religion & Life’
2. Revision booklets for ‘Revision & Life’
Note: booklets will be made available on the VLE. Resources for Mark’s Gospel will be printed
for students before the Easter holidays and students will be expected to use these and keep
them safe.
All past papers and mark schemes between 2009 and 2013 are available on the Edexcel
website: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies2009.html
Click on ‘exam materials’. You need to look only at units ‘2’ and ‘16’ – do NOT attempt other
papers!
Teacher email: dsd@thetgram.norfolk.sch.uk
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GCSE SCIENCE REVISION TOPICS
DUAL AWARD
B3/C3/P3 – TUESDAY 9TH JUNE
B4/C4/P4 – FRIDAY 12TH JUNE

CGP Biology revision guide
pages 45 -64

CGP Biology revision guide
pages 65 -84

CGP Chemistry revision guide
pages 46 – 57

CGP Chemistry revision guide
pages 58 - 73

Lonsdale Chemistry revision guide
pages 39 – 52

Lonsdale Chemistry revision guide
pages 53 - 69

CGP Physics revision guide
pages 53 - 69

CGP Physics revision guide
pages 70 - 85

Lonsdale Physics revision guide
pages 37 - 53

Lonsdale Physics revision guide
pages 54 - 69
GCSE SCIENCE REVISION TOPICS
TRIPLE AWARD
B1/B2/B3 – WEDNESDAY 20TH MAY
 CGP Biology revision guide
pages 8 - 64
B4/B5/B6 – FRIDAY 12TH JUNE
 CGP Biology revision guide
pages 65 - 121
C1/C2/C3 – FRIDAY 5TH JUNE
 CGP Chemistry revision guide
pages 8 - 57
C4/C5/C6 – MONDAY 15TH JUNE
 CGP Chemistry revision guide
pages 58 - 105

Lonsdale Chemistry revision guide
pages 7 - 52
P1/P2/P3 – TUESDAY 9TH JUNE
 CGP Physics revision guide
pages 10 - 69

Lonsdale Physics revision guide
pages 3 - 53

Lonsdale Chemistry revision guide
pages 53 - 98
P4/P5/P6 – WEDNESDAY 17TH JUNE
 CGP Physics revision guide
pages 70 - 121

Lonsdale Physics revision guide
pages 54 – 102
There are some extra Biology revision modules posted on the VLE too.
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GCSE Physics REVISION TOPICS
Dual
You will have two exams. The first on P3 (with B3 and C3) and the second on P4 (with B4 and
C4).
The following headings correspond to the learning checklist you should have at the front of
your folders. I have summarised the topics within each section below. Consult your CGP
revision guide pp 53 – 69 (P3) AND pp 70-85 (P4) for further details.
P3a: Speed.
 Speed distance time calculations
 Interpret distance time graphs
P3b: Changing Speed.
 Interpret speed time graphs
 Acceleration
 Difference between Speed and Velocity
P3c: Forces and Motion.
 Force mass and acceleration
 Stopping distance
 Factors that affect thinking distance
 Factors that affect braking distance
P3d: Work and Power .
 Weight = mass x gravitational field strength
 Work done = force x distance
 Power = work done / time
 Power = force x speed
P3e: Energy on the Move.
 Kinetic energy
 Pros and cons of electric cars
 Factors that affect fuel consumption
P3f: Crumple Zones.
 Force = change in momentum / time taken
 How to reduce force in a collision
 How crumple zones, seatbelts and airbags reduce injuries
 ABS brakes
P3g: Falling Safely.
 Balanced and Unbalanced forces
 Gravitational potential energy
P3h: The energy of games and theme rides.
 GPE to Kinetic energy when an object falls
 Effect of doubling speed on kinetic energy (it goes up by doubled2)
Module P4
P4a: Sparks.
 What is static Electricity?
 How can static be dangerous?
 How can the dangers of static electricity be reduced?
P4b: Uses of Electrostatics.
 Electrostatic Paint Spraying
 Electrostatic Dust Precipitator ( to clean smoke from chimneys)
 Defibrillators
P4c: Safe Electricals.
 Ohm’s law (Resistance = Voltage / Current)
 Wires inside a plug
 What are fuses and how do they work?
P4d: Ultrasound.
 Features of waves – Transverse vs Longitudinal
 What is ultrasound?
 Uses of Ultrasound
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P4e: What is Radioactivity?.
 The three radioactive particles (alpha, beta and gamma)
 What is ionisation?
 Nuclear decay equations
P4f: Uses of radioisotopes.
 Background radiation
 Uses of tracers in industry
 How smoke detectors work
 Radiocarbon dating
P4g: Treatment.
 Properties of X-rays
 Radioisotopes in medicine to treat cancer and as a tracer
P4h: Fission and Fusion.
 How do nuclear power stations work?
 What is nuclear fission?
 What is nuclear fusion?
 What are the advantages and disadvantages of nuclear fusion for supplying our
energy needs?
GCSE Physics REVISION TOPICS
Triple
You will have two exams. The first on P1, P2 and P3 and the second on P4, P5 and P6. Use
your module checklist in your folders for full details together with the module headings below.
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