Art and Design: Edexel 2FAO1
ART CHECKLIST
TASKS:
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Assessment
Objectives
INITIAL RESPONSE
BRAINSTORM
MOOD BOARD
RELEVANT IMAGES
(DRAWINGS / PHOTOS /
INTERNET
6X ARTISTS FROM EXAM
PAPER
FIRST ARTIST STUDY COPY
DECONSTRUCTION
FIRST ARTIST RESPONSE
IDEAS
RESPONSE
IDEAS – TRY TO MAKE A
FINAL PIECE
SECOND ARTIST STUDY COPY
DECONSTRUCTION
SECOND ARTIST RESPONSE
IDEAS
RESPONSE
IDEAS – TRY TO MAKE AN
EXAMPLE FINAL PIECE
THRID ARTIST LINK
IDEAS
TEST MATERIALS
DEVELOP IDEAS
FINAL IDEA
DEVELOP FINAL IDEA
FIANL PIECE (EXAM)
EVALUATION
Coursework
Unit 1
PROJECT 1 PROJECT 2
Exam
Unit 2
PROJECT 3
AO3
A01
AO1/AO2
A01/AO3
AO1
AO1/ AO2
AO3
AO1
AO2 / AO3
AO2 / AO3
AO4
http://www.edexcel.com/subjects/Art-Design/Pages/Default.aspx
General web references
www.tate.org.uk
www.nationalgallery.org.uk
www.britishmuseum.org
www.saatchi-gallery.co.uk
www.vam.ac.uk
www.guggenheim.org
www.africanart.org
www.textilesarts.net
www.craftscouncil.org.uk
General apps
Louvre HD: Evolution Games LLP Art History Flashcards: Virtual Flashcards Art HD Great Artists Gallery and Quiz: ADS Software Group, inc The Life
of Art: J Paul Getty Trust Cropped: A Brief History of Graphic Design: Cheryl Pell Soviet Posters HD: Evolution Games The V&A: The Victoria and
Albert Museum Wikipaintings Encyclopaedia of Fine Art: Katerina Nerush National Gallery London HD: Evolution Games LLP
EACH PROJECT PAPER / ARTIST ALSO HAS ITS / THEIR OWN SUPPORTING RELEVANT CONTEXTUAL REFRENCES.
Business Studies
Unit 1 – Setting up a Business

1. Starting a Business
1.1 Starting a Business Enterprise (sources of business ideas; looking for a gap in the
market; identification of a product or market niche; reasons for starting a business;
franchises)
1.2 Setting Business Aims and Objectives (types of business aims and objectives; purpose
of setting objectives; using business objectives to measure success; influence of
stakeholders on business objectives)
1.3 Business Planning (the purpose of business planning; the main sections within a
business start-up plan; uncertainty and risk for start-up businesses)
1.4 Choosing the Appropriate Legal Structure for the Business (sole trader; partnership;
private limited company (ltd))
1.5 Choosing the Location of the Business (factors influencing start-up location decisions)
2. Marketing
2.1 Conducting Market Research with Limited Budgets (reasons for conducting market
research; market research methods)
2.2 Using the Marketing Mix (elements of the marketing mix; selecting an appropriate
marketing mix for a small business; the use of ICT in assisting international marketing)
3. Finance
3.1 Finance and Support for a Small Business (sources of finance; sources and types of
advice available to small businesses)
3.2 Financial Terms and Simple Calculations (basic financial terms; calculating profit and
loss)
3.3 Using Cash Flow (interpreting simple cash flow statements; the importance of cash flow
statements; identifying solutions to cash flow problems)
4. People in Businesses
4.1 Recruiting (the need for recruitment; recruitment methods; remuneration; monetary
and non-monetary benefits)
4.2 Motivating Staff (benefits to the business of motivated staff; methods of motivation
used by small businesses)
4.3 Protecting Staff through Understanding Legislation (equal pay and minimum wage
laws; discrimination; employment rights; health and safety)
5. Operations Management
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5.1 Production Methods for Manufacturing and Providing a Service (methods of
production; efficiency and technology; quality issues)
Unit 2 – Growing as a Business
1. The Business Organisation
1.1 Expanding a Business (benefits and risks of expansion; methods of expansion; conflict
between stakeholders)
1.2 Choosing the Right Legal Structure for the Business (private limited companies (ltd);
public limited companies (plc).)
1.3 Changing Business Aims and Objectives (reasons for changing aims and objectives as
businesses grow; ethical and environmental considerations)
1.4 Choosing the Best Location (the importance of location to growing businesses; issues
relating to overseas location)
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2. Marketing
2.1 The Marketing Mix – Product (product portfolio/mix; product life cycle)
2.2 Using the Marketing Mix – Price (pricing decisions for growth; factors affecting pricing
decisions)
2.3 Using the Marketing Mix – Promotion (promotional activities to enable growth;
selecting the promotional mix)
2.4 Using the Marketing Mix – Place (channels of distribution to enable growth; selecting
channels of distribution)
3. Finance
3.1 Finance for Large Businesses (sources of finance available; appropriateness of the
sources)
3.2 Profit and Loss Accounts and Balance Sheets (purpose of financial statements;
components of financial statements; interpretation of data given on financial statements)
4. People in Businesses
4.1 Reorganising Organisational Charts and Management Hierarchies (internal
organisational structures; Appropriateness of centralisation/decentralisation for growing
businesses)
4.2 Recruitment and Retention of Staff (the staff recruitment process; appraisal and
training; methods of motivation; retention of staff)
5. Operations Management
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5.1 Production Methods for Growing Businesses (use of flow production; efficient
production methods; lean production techniques)
5.2 Recognising Challenges of Growth (advantages of growth; disadvantages of growth)
5.3 Maintaining Quality Assurance in Growing Businesses (identifying quality problems;
methods of maintaining consistent quality).
Unit 3 Controlled Assessment.
Set by the exam board and changes every year.
We aim to do this in Year 11 usually in September/October although this is subject to
change (due to clashes on the school calendar).
Recommended books - Students will be provided with a revision book.
TEXT BOOK NELSON THORNES AQA BUSINESS STUDIES ISBN987-1-4085-0435-2
URL for where to find syllabus -Y10/11 AQA GCSE Business Studies
http://www.aqa.org.uk/subjects/business-studies/gcse/business-subjects-andeconomics-4130
Recommended websites –
MOODLE RESOURCES;
http://bit.ly/1oBxf80 - Many links on site for revision and research
www.bized.co.uk
www.businessstudiesonline.co.uk
Zondle revision games site. – Get a class code from your teacher.
GCSE Dance
Exam board: AQA GCSE Dance 4230
Website link: http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230
Past papers: http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230/past-papers-and-markschemes
Recommended books:
Book title
Essential Guide to Dance
GCSE Dance
Unit 1
Critical
Appreciation of
Dance
Unit 2
Set Dance
Unit 3
Performance in
a duo/group
dance
Unit 4
Choreography
Written by
Ashley L
Clunie M, Dale L &
Paine L
Published by
London, Hodder & Stoughton,
2002
Nelson Thornes, 2009
You will be sitting one written exam and completing three practical units
50 marks
Written exam based on two professional works from the
20% of final mark
following list: Still Life at the Penguin Café, Swansong, Ghost
Dances or Nutcracker.
30 marks
20% of final mark
30 marks
20% of final mark
4a: Solo
Composition 20
marks: 15%
4b: Choreography
40 marks: 25%
Unit total: 60
marks: 40%
Perform one of the two set dances learnt: Impulse or Find it.
Perform in a group dance that relates to a professional work.
4a: Select 3 motifs from a professional work & develop them to
create a short solo dance of between 1 and 1 ½ minutes.
4b: Select a starting point or stimulus from the prescribed list.
Choreograph a solo or a group dance for 2, 3, 4 or 5 dancers.
Solo Dance: 1 ½ to 2 minutes
Group Dance: 2 ½ to 3 minutes
Revision Checklist
These are the things you really need to know for your written exam
Dance work 1
Choreographer
Lighting Designer
Costume Designer
Composer
Who performs the
accompaniment?
Date of first performance
How many performers?
Starting point
Dance styles
Subject matter
Got
notes
Understand
notes
Keywords / revision
sheet / cards
completed
Any questions that
need to be asked?
The structure
Describe the lighting,
costume, set design and
music
How does the lighting,
costume, set design and
music contribute to the
dance piece?
Describe Action, Space,
Dynamics and Relationship
elements in motifs used
How do these elements
and motifs contribute to
the dance? What do they
show?
Evaluate your performance
Evaluate your choreography
Dance work 2
Choreographer
Lighting Designer
Costume Designer
Composer
Who performs the
accompaniment?
Date of first performance
How many performers?
Starting point
Dance styles
Subject matter
The structure
Describe the lighting,
costume, set design and
music
How does the lighting,
costume, set design and
music contribute to the
dance piece?
Describe Action, Space,
Dynamics and Relationship
elements in motifs used
How do these elements and
motifs contribute to the
dance? What do they
show?
Evaluate your performance
Evaluate your choreography
Got
notes
Understand
notes
Keywords / revision
sheet / cards
completed
Any questions that
need to be asked?
GCSE Drama
Website link for the course: http://www.edexcel.com/quals/gcse/gcse09/drama/Pages/default.aspx
You will complete two coursework units and one examined unit over the course of Yr 10 and 11.
Unit 1: Drama Exploration
30% of
GCSE
6 hours of practical assessment
2000 word evaluation of practical
work.
Unit 2: Exploring Play
Texts
30% of
GCSE
6 hours of practical assessment
1000 word evaluation of practical
work
2000 word response to a live
production.
Unit 3: Drama
Performance
40% of
GCSE
Group performance to a visiting
examiner.
The performance can be devised,
scripted or an adapted script.
Student may offer a technical design
rather than performing.
Key Skills for Coursework:
Practical assessment
 Focus and commitment
 Confidence in using drama devices
 Knowledge and understanding of the topic or play
 Ability to contribute ideas to the group work
Written assessment
 Detailed examples
 Justified opinions
 Evaluation throughout
Key Skills for Exam:
Performers
 Know lines
 Use variation in voice and movement
 Perform with commitment and confidence
Technical Support
 Detailed documentation
 Prepared presentation
 Creative use of materials/equipment
All work is completed in class
time under controlled
conditions. Topics vary each
year.
Usually completed at the end
of Year 10
All work is completed in class
time under controlled
conditions.
Play Texts will vary each year.
Usually completed at the start
of Yr 11
Students are marked
individually. Groupings are
decided upon by the teacher in
consultation with students.
The unit will begin in the
Spring Term of Yr 11 and
exams take place at the end of
the spring term and at the very
start of the summer term.
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English Language
Unit 1 – 2 ¼ Hour exam 60%
Section A reading non-fiction texts (30%)
Section B – Writing non-fiction texts (30%)
Unit 2 – Speaking and Listening
1. Individual Presentation
2. Roleplay
3. Group Discussion
Unit 3 – Controlled Assessments – 40%
a) Of Mice & Men (15%)
b) 2 Creative Writing Pieces (15%)
c) Spoken Language investigation
English Literature
Unit 1 – Exam 40%
Unit 2 – 1 ¼ hour exam (35%)
Section A = 15 poems in Anthology (20%- 45 minutes)
Section B = unseen poem (15% - 30 minutes)
Unit 3 – Controlled Assessment – (25%)
1. Macbeth and a selection of poetry
How English Literature and English Language are Delivered in Year 10 &
year 11
Outline of Year 10 English Lessons
Autumn Term:
1. Macbeth and a selection of poetry – Controlled Assessment completed week after half term (English
Literature unit 3) – feedback on Controlled Assessment
2. Creative piece and skills – Controlled Assessment completed by Christmas - English Language Unit 3bi
( 14 weeks)
Spring Term
1. Feedback and targets from 3bi
2. Spoken Language – Controlled Assessment completed by half term (English Language unit 3c)
3. Read Of Mice and Men. Plan and draft (11 weeks)
Summer Term
1. Of Mice and Men;– Controlled Assessment (English language unit 3a)
2. Revision of targets set for creative 3b
3. Creative Writing – Controlled Assessment (English Language 3bii)
4. Feedback & target setting for novel work. (6 weeks finishing at half term)
Outline of Year 11 English Lessons
Autumn Term:
1. Read “An Inspector Calls” – 6 weeks – English Literature unit 1a
2. Reading and Writing non-fiction – 4 weeks up to December Mock Exam – English Language Unit 1a & b
Spring Term
1. English Literature Relationship Cluster Poetry – 6 weeks – English Literature unit 2
2. English Literature Unseen Poetry – 5 weeks – English Literature unit 2
Summer Term
1. Revision - 2 weeks – Literature unit 1a &b (“Of Mice and Men”; An Inspector Calls”)
2. Revision – 1 week – Literature Unit 2 ( Literature Poetry)
3. Revision – 1 week – Language Unit 1 a & b (reading and Writing Non Fiction)
What students can do independently to support their English Progress.
Year 10 & 11 French
The world
of work
Local community
Personal and social life
Exam Board: WJEC –Specification can be found: http://www.wjec.co.uk/uploads/publications/16184.pdf
Writing Controlled
1 hour
30% of
Best 2 essays are
assessments
the final
submitted- 2 weeks to
mark
prepare and memorise
once title is issued.
Speaking Controlled
1. 5 min.
30% of
5 min: structured
7 min: Student delivers a
assessments
2. 7 min.
the final
conversation on a topicpresentation in French
mark
answers to questions – 2
on a topic (e.g. work
weeks to prepare
experience) and answers
questions on the
presentation
Listening exam paper
45 min.
20% of
Foundation
Higher
(end of Yr11)
the final
(Multiple choice, True/
(Multiple choice, True/
mark
False, fill the blanks, short False, fill the blanks,
answers in English)
short answers in English)
Reading exam paper
50 min.
20% of
Foundation
Higher
(end of Yr11)
the final
(Multiple choice, True/
(Multiple choice, True/
mark
False, fill the blanks, short False, fill the blanks,
answers in English)
short answers in English)
The following topics could be found in the final exam papers (reading and listening):
Vocabulary
area
Self, family, friends
home life
shopping
meals
healthy living
illness and accident
free time
fashion
relationships
future plans
Home town
school, education
local environment
pollution
recycling
local facilities
comparisons with other
towns and regions
weather and seasons
Work experience
part-time jobs
future careers
new technology (sending
messages, accessing
information)
The wider world
Travel and holidays
Media
social issues (e,g, life of
young people today,
homelessness, crime, drugs,
healthy living, religion,
politics)
life in the countries and
communities where the
language is spoken.
Grammar area
Example
Pronouns
Connectives
Je/ tu/ il/ nous…
Donc/ mais/ et/
cependant/ pourtant
Je me lave/nous nous
brossons les dents
Je mange/ nous allons/ ils
font
J’ai mangé/ je suis allé/
nous sommes allés
Je mangeais/ nous allions
Reflexive
verbs
Present tense
Perfect tense
(past1)
Imperfect
tense
Immediate
Future
Simple Future
Conditional
Pluperfect
Subjunctive
present in
common
expressions
(higher)
Idioms/ saying
(higher)
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I can
recognise
this area
in texts
I can
recognise
this area in
listening
tasks
I can use this
area
accurately in a
writing
I can use this
area
accurately in
a speaking
Je vais manger/ nous
allons aller
J’irai/ je mangerai/ nous
ferons
Je voudrais/ j’aimerais/
nous ferions
J’avais mangé ( I had
eaten) j’étais descendu (I
had gone down)
Il faut que j’aille travailler
(I have to go working)/ il
est possible que je sois en
retard (it is possible that I
am late)
‘quand les poules auront
des dents’
Recommended book: CGP GCSE French complete revision and practice
Recommended websites: Kerboodle, BBC Bitesize, linguascope, languagesonline
Exam papers: http://www.wjec.co.uk/index.php?subject=57&level=21&list=paper
Year 11 Geography Exam
We study the WJEC Specification B course.
The exam is made up of two parts. Paper 1 is 1 hour long. It is based on questions from Theme 1 and Theme
2. Each theme contains a series of compulsory questions then a choice between two case study questions.
Paper 2 is 2 hours long. It is made up of two sections. Section 1 is based on Theme 3 and follows the same
format as Paper 1. Section 2 is the Decision Making Exercise where you have to learn about then decide on a
project to support in a letter or report supported with evidence.
Suggested books:
My Revision Notes WJEC B GCSE Geography, Hodder Education ISBN: 9781 444 193909
Foundation Tier Workbook GCSE Geography for WJEC B, Hodder Education ISBN: 978 14441 80 527
Our textbook is: GCSE Geographyy for WJEC B, Hodder Education ISBN: 97814441 87250
Past Paper are at:
http://www.wjec.co.uk/students/past-papers/
IT resources:
School Moodle page has loads of revision information. Enter via the school portal page.
http://www.bbc.co.uk/schools/gcsebitesize/geography/
The concepts of tenure, formal and informal housing, and socio-economic group.
Factors affecting access to housing including tenure, house prices, age, gender, socio-economic status.
Influence of local and national government policies on housing access.
Factors that affect quality of life. Ways of measuring standard of living.
Case Study 1- Exeter – Comparison of Housing across 5 areas of the city
2. Access to services and changing service provision.
Distribution of, and changes in, provision of retail services plus one other service.
Concepts of range, threshold and catchment.
Factors that may determine access: socio-economic status, age, gender, disability
Case Study 2 - Exeter - shopping
Case Study 3 - Barcelona- Mosques
3. Urbanisation.
Concepts of urbanisation, re-urbanisation and gentrification.
Compare quality of life / standards of living between urban and rural areas within one country where
urbanisation is occurring.
Push / pull factors of migration.
Social and economic impacts
Case Study 4 - Brazil – Caatinga to Golden Triangle
+ Brazil – Sao Paulo / Heliopolis (Impacts on Rural and Urban area of migration)
4. Planning issues in built environments.
The concepts of greenbelt, greenfield and brownfield sites.
The appreciation that different viewpoints, values and attitudes are held on planning issues by different
stakeholders.
Strategies for sustainable communities including transport and building design.
Case Study 6 -Tourism Management - Haytor
THEME 2: PHYSICAL PROCESSES & RELATIONSHIPS BETWEEN PEOPLE AND ENVIRONMENTS
I have gaps in my
understanding of this
topic. I must get
answers.
1. Variation in quality of life and access to housing.
Case study sheets
complete
THEME 1: CHALLENGES OF LIVING IN A BUILT ENVIRONMENT
Got notes and
understand them
Topic
4. River processes and landforms.
Key terms to include stores and flows of water through a drainage basin
Characteristics of the drainage basin must include geology, vegetation, land use.
Comparison of precipitation and hydrographs.
Processes of erosion (attrition, solution, hydraulic action, and corrasion), deposition and transportation
(bed load, suspended load, solution).
Landforms created by erosion and those created by deposition.
Factors that influence flooding to include intensity of rainfall, saturation of soils, snow melt.
Human factors including deforestation and urbanisation.
Causes and effects of a river flood hazard on people, the economy and the environment.
Flood prevention and protection.
Advantages / disadvantages of different river management strategies and their sustainability
Different viewpoints, values and attitudes are held on the effectiveness of river management.
Case Study 7 - Ottery St Mary – River Otter and Furze Brook and catchment area 1997
Case Study 8 - Ottery St Mary – River Otter and Furze Brook management
5. Coastal processes and coastal management.
Processes of coastal erosion, cliff recession, sediment transport and deposition.
The creation of both depositional and erosional (including recessional) coastal landforms.
Alternate futures: the threat of rising sea levels and more frequent storms.
Management strategies to hold the line or retreat the line.
The concept of cost benefit analysis.
Examine the impact of management on coastal processes, including unintended consequences.
Different viewpoints, values and attitudes are held on the
Case Study 9 - Dawlish Warren
1. Weather and climate.
The difference between weather and climate.
Factors influencing climate to include altitude, latitude, maritime/continental.
The characteristics of one European climate and one tropical climate type.
Frontal rainfall, relief rainfall and convectional rainfall.
Pressure systems in the atmosphere
The cause, effect and response to weather hazards relating to high pressure, must include drought.
The cause, effect and response to weather hazards relating to low pressure, must include tropical storms.
Case Study 10 – Typhoon Haiyan
2 Ecosystems.
The relationship between climate zones and biomes, illustrated using one European and one tropical biome.
Processes that operate within ecosystems and link living (biotic) and non-living (abiotic) components to
include nutrient stores and flows, energy flows and food webs.
The economic and environmental benefits provided by ecosystems at small and international scales.
Ecosystem processes that regulate the atmosphere and water cycle and that prevent soil erosion.
How human activity affects ecosystem processes, includes impacts on nutrient cycles, water cycles and
food chains within one ecosystem.
The benefits of sustainable management and the problems in achieving sustainable management of
ecosystems includes small scale and international scales.
Case Study 11 - TRF – Location – Solomon Islands
3. The issue of desertification.
An investigation of the various causes of desertification. Natural processes to include high pressure
systems, seasonal rainfall patterns and high rates of evapo-transpiration.
Human processes to include over-grazing, poor land management and use of fire wood.
The appreciation that different viewpoints, values and attitudes are held on the process of
desertification by different stakeholders.
Both local community and international strategies to manage the situation.
Case Study 12 - Sahel in Mali and Niger
THEME 3: UNEVEN DEVELOPMENT AND SUSTAINABLE ENVIRONMENTS
1. Employment structures and opportunities.
A range of ways of categorising employment must be studied; coverage must include formal / informal
and private / public sectors as well as primary / secondary / tertiary / quaternary.
A comparative investigation of recent changes in employment structures of countries at two
contrasting stages of economic development, and the reasons for these changes.
Factors influencing current change and alternate futures, to include changing
industrial technology and working practices.
2. The location of economic activities.
Physical and human factors influencing location and changes in location to include: raw materials, labour, energy,
transport and communication, markets, government policy and globalization and footloose industries.
Global distribution patterns. Key terminology to include MNC (TNC), NIC, BRIC
Concepts of positive and negative multiplier effects.
Case Study 13 - Met Office, Exeter – Tertiary
Case Study 14 - Nokia
3. Economic activity and the environment.
At a local scale, pollution of water, atmosphere. Degradation and damage to the land.
Management strategies to:
1. reduce impacts of economic activity on the environment;
2. restore the environment;
create alternate future uses to include leisure use, and creation of new habitats.
Physical processes of the atmosphere that drive climate change.
Consider alternate futures, both positive and negative, of climate change for people in different environments.
An exploration of the consequences of climate change for people and economies.
A consideration of how governments and non-government organisations (NGOs) tackle the causes and
consequences of climate change.
The appreciation that different viewpoints, values and attitudes are held on the effects of climate
change and how it can be managed.
Case Study 15 - TRF – Location – Logging in the Solomon Islands
Case Study 16 - UK vs Pacific Islands – e.g. Cartaret Islands
4. Development.
Defining the changing concepts of development to include:
1. economic development;
2. human / social development;
sustainable development.
The concept of the development gap.
Consideration of the use of traditional economic divisions of the world and their validity as compared
with other human development indicators to include economic and social indicators.
Different viewpoints, values and attitudes are held about the development gap.
5. Development issues and water.
Key processes and terminology of the hydrological cycle to include throughflow, groundwater, aquifer.
Access to, and use of, clean water in countries at different stages of economic development.
The concept of local, sustainable water projects.
The concepts of multi-purpose use of water and trans-boundary water supply. An investigation of a
trans-boundary water issue.
Different viewpoints, value and attitudes are held about water supplies.
Case Study 17 - Lesotho – Katse Dam
6. Interdependence.
The factors that drive interdependence: migration, trade, business/investment, culture and technology.
Concepts of trade must include import, export, tariffs and trade blocs to include EU and its trade relationships.
Examine trade patterns that over rely on one form of foreign income. Consider the social and economic
impacts of such trade patterns.
Concept of Fair Trade.
Sources of aid: governments and non- government organisations (NGOs). The concept of tied aid.
The difference between short term / emergency aid and long term / development aid.
The concept of closing the development gap and the Millennium Development Goals.
Case Study 18 - Create your own – Oxfam unwrapped
HISTORY GCSE REVISION BOOKLET
Exam board
Syllabus code
URL for where to find syllabus
URL for where to find exam papers
Recommended books
Recommended websites
Edexcel
2HB01
www.edexcel.com/gcse
www.edexcel.com/gcse/past papers
Edexcel GCSE History B Schools History Project - Life in Germany 1918-1945
Edexcel GCSE History B Schools History Project - American West 1840-1895
Edexcel GCSE History B Schools History Project - Crime and Protest
www.activehistory.co.uk
www.bbc.co.uk/schools/gcsebitesize/history/shp
www.historygcse.org
www.historylearningsite.co.uk
www.learningcurvegov.uk
www.schoolhistory.co.uk
www.schoolshistory.org.uk
www.spartacus.schoolnet.co.uk
www.thinkinghistory.co.uk
Exam arrangements - you will be sitting 3 examination papers
Unit 1 B Crime and Punishment
1 hour 15 minutes
25% of final mark
4 questions
Unit 2 B The American West
I hour 15 minutes
25% of final mark
4 questions
OR
Unit 2 C Life in Germany
1 hour 15 minutes
25% of final mark
4 questions
Unit 3 B – Protest, Law and Order in the
1 hour 15 minutes
25% of final mark
5 questions
Twentieth Century
Checklist
Topic
Unit 1
Roman, Saxon and Norman Crime
and Punishment
Medieval Crime and Punishment
Punishing the Poor
Beliefs and Actions of the Ruling
Classes – the Bloody Code
The Impact of Industrial and
Agricultural Change
Smugglers and Poachers
The creation of the Modern Police
Force
Transportation
Got notes
Understand notes
Keywords /
revision sheet /
cards completed
Any questions that
need to be asked?
Topic
Prisons
Policing and Prisons since 1900
The Abolition of Capital
Punishment
‘New Crimes’
Terrorism
Witchcraft
Conscientious Objectors
Domestic Violence
Unit 2
American West (c1840 – c 1895)
The Plains Indians – Beliefs and
Way of Life
Migrants and Settlers in the West
Farming on the Plains
The Construction of the Railroads
The Rise and Fall of the Cattle
Industry
Law and Order
The Indian Wars
Destroying the Indian Way of life
and Life on the Reservations
Life in Germany (c1919-c1945)
The Weimar Republic
The Impact of Economic Problems
The Rise of the Nazi party
Creation of the Nazi State
Nazi Methods of Control
Opposition to the Nazis
Nazi Policies towards Women and
the Young
Economic Changes in Germany
Nazi Treatment of Minorities
Unit 3
Protest, Law and Order in the
Twentieth Century
The Suffragettes
The General Strike 1926
The Miners’ Strike 1984-85
The Poll Tax Protests 1990
Got notes
Understand notes
Keywords /
revision sheet /
cards completed
Any questions that
need to be asked?
Mathematics
Exam Board:- Edexcel
Course Code:- 1MA0
Two papers :- One non-calculator, One calculator
Both 1 ¾ hours long
Foundation Grades C - G
Bold type indicates C grade material
Topic
NUMBER

Round numbers to the nearest 10, 100, 1000, etc

Round numbers to decimal places and significant figures

Negative numbers : +, -, x and ÷


Factors, multiples, common factors, highest common factor, lowest common multiple,
product of prime factors
Square numbers, square roots, cube

rules of indices

standard index form with and without a calculator

Fractions: equivalent, simplify, order, fraction of an amount, giving a comparison as a fraction,
e.g. a test score, add and subtract fractions, convert to decimals, multiply and divide
fractions
Decimals : change to fractions, order



Convert between metric units
Percentages : finding % of an amount, using in problems, e.g. VAT, increase or decrease a
number by a %, compound and simple interest
Ratio : simplest form, sharing

X & ÷ by 10, 100, 1000

Brackets and BIDMAS

Be able to add, subtract, multiply and divide without a calculator, including numbers with
decimal points
Solve problems including speed

ALGEBRA

Collect up like terms (simplify expressions)

Open brackets in an expression or an equation

Open double brackets to form a quadratic equation (FOIL)

Factorise simple expressions

Substitute numbers into expressions, including with powers

Solve linear equations including with unknown on both sides

Use formula, both in words and symbols

Derive formulae

Continue sequences

Continue sequences

Form simple equations

Plot coordinates in 4 quadrants

Plot simple graphs of straight line equations
Understand
it?

Plot and use graphs of real life situations, e.g. distance/time graphs

Change the subject of a formula which may include factorisation

Solve simultaneous equations

Solve simple linear inequalities

Shade the area for simple inequalities in two variables

Trial and Improvement

nth term of a linear sequence by looking at differences

Plot straight lines and use y = mx + c. Find gradients of straight lines and find parallel lines

Plot quadratic and cubic graphs and use graphs to give some solutions

Simple loci problems
SHAPE & SPACE

Identify acute, obtuse, reflex and right angles



Know and justify angle facts: at a point, on a straight line, in a triangle, opposite angles,
corresponding (F) and alternate(Z)
Be able to find missing angles in equilateral, isosceles and scalene triangles

Pythagoras Theorem

Similarity of 2D shapes by finding Scale factor and using it to find missing lengths

Know the parts of a circle : radius, diameter, chord, arc, circumference, tangent

Find the circumference of a circle, given the radius or diameter and vice versa

Find the area of a circle

Draw on isometric paper and know the plan, side and front views or elevations

Rotate, reflect, enlarge and translate a shape

Describe rotations, reflections and translations fully

Find the scale factor of an enlargement and know that angles are not enlarged

Read scales

Know rough metric equivalents for pounds, feet, miles, pints and gallons

Estimate measurements

Use a protractor, compasses and a ruler to draw and measure angles, lines and shapes

Find the perimeter of a shape

The area of a rectangle, triangle, parallelogram and compound shapes

Find the surface area of a solid

Know special quadrilaterals: square, rectangle, parallelogram, trapezium, rhombus, kite

Calculate and use the angles of regular polygons by finding the interior and exterior angles

Find volumes of cuboids, prisms and cylinders
DATA HANDLING








Design and use data collection sheets
Use two-way tables
Construct and interpret bar charts, pie charts, line graphs, scatter diagrams including line of
best fit, stem-and-leaf diagrams
Recognise positive and negative correlation and use the line of best fit to make predictions
Calculate and use the mean, median, mode and range
Find averages from tabled data
Probabilty : probability scale (impossible, unlikely, evens, likely, certain), exact probability,
probability of some event not happening, relative frequency
Listing all outcomes of a combined event
Mathematics : Higher Grades A* - C
Bold type indicates A and A* material
NUMBER
Round numbers to decimal places and significant figures
Negative numbers : =/-//
Factors, multiples, common factors, highest common factor, lowest common multiple, product of prime factors
Square numbers, square roots, cube
rules of indices, including fractional and negative indices
standard index form with and without a calculator
Fractions: equivalent, simplify, order, fraction of an amount, giving a comparison as a fraction, e.g. a test score,
add and subtract fractions, convert to decimals, multiply and divide fractions, convert recurring decimals to
fractions
Multiply or divide any number by a number between 0 and 1
Decimals : change to fractions, order
Convert between metric units
Percentages : finding % of an amount, using in problems, e.g. VAT, increase or decrease a number by a %,
compound and simple interest, find an original amount after a % increase or decrease
Ratio : simplest form, sharing
/ by 10, 100, 1000
Brackets and BIDMAS
Be able to add, subtract, multiply and divide without a calculator, including numbers with decimal points
Solve problems including speed
Rationalise a denominator with surds in it
Upper and lower bounds, including using these in calculations
Proportionality including inverse,i.e.direct is yx  y = kx, etc.
Solve problems with surds
Irrational knowledge including definition and identification
ALGEBRA
Collect up like terms (simplify expressions)
Open brackets in an expression or an equation
Open double brackets to form a quadratic equation (FOIL)
Factorise simple expressions
Factorise and solve quadratic equations, difference of two squares,
i.e. x2 – y2 = (x – y)(x + y)
Solve quadratic equations by the use of the formula
Complete the square
Substitute numbers into expressions, including with powers
Solve linear equations including with unknown on both sides with fractional or negative answers
Use formula, both in words and symbols
Derive formulae
Continue sequences
Form simple equations
Plot simple graphs of straight line equations
Plot and use graphs of real life situations, e.g. distance/time graphs
Change the subject of a formula which may include factorisation
Solve simultaneous equations
Solve simultaneous equations by substitution where one equation is quadratic
Solve simple linear inequalities
Shade the area for simple inequalities in two variables
Trial and Improvement
nth term of a linear sequence by looking at differences
Plot straight lines and use y = mx + c. Find gradients of straight lines and find parallel
lines and perpendicular lines
Plot quadratic and cubic graphs and use graphs to give some solutions, including needing to draw in a straight
line to find a solution
Simple loci problems
Know what happens to graphs of y=f(x) when transformed by y=f(x)+a, y=f(x+a), y=af(x), y=f(ax), icluding
graphs of sin, cos and tan
SHAPE & SPACE
Pythagoras Theorem including 3D problems
Similarity of 2D shapes by finding a scale factor and using it to find missing lengths
Trigonometry including 3D problems
Advanced trigonometry – A = ½ab sinC, sine rule, cosine rule.
Use trig to solve areas of segments
Know trig graphs and use them to find all solutions
Angle facts in a circle : angle between tangent and radius is 90, tangents from a point to a circle are equal, angle
at centre is twice angle at circumference, angle in a semicircle is 90, angles in same segment are equal, alternate
segment theorem
Construct a perpendicular bisector, angle bisector and perpendiculars from a point on and to a line
Convert between volume measurements, e.g. from cm3 tom3
Know the parts of a circle : radius, diameter, chord, arc, circumference, tangent. Find the length of an arc and
the area of a segment and sector
use SSS, SAS, ASA and RHS conditions to show congruence of triangles
Rotate, reflect, enlarge and translate a shape
Describe rotations, reflections and translations fully
Find the scale factor of an enlargement, including negative scale factors and know that angles are not enlarged
Use the fact that if a length has a scale factor of k, then the area has a scale factor of k2 and the volume would
have a scale factor of k3
Calculate and use the angles of regular polygons by finding the interior and exterior angles
Find volumes of cuboids, prisms and cylinders, pyramids, cones and spheres
Vectors: add, subtract, scalar multiples, problems involving vectors, parallel, length
DATA HANDLING
Construct and interpret line graphs, scatter diagrams including line of best fit
Histograms
Recognise positive and negative correlation and use the line of best fit to make predictions
Calculate and use the mean, median, mode and range
Find averages from tabled data
Probability : exact probability, probability of some event not happening, relative frequency
Use tree diagrams to show compound events – when to add or multiply events
Listing all outcomes of a combined event
Cumulative frequency including upper and lower quartiles and the interquartile range
Box and whisker plots
Stratified sampling
MUSIC GCSE
You will be taking two exams:
Creative Task
45 mins
Individual work either with laptop (Sibelius) or
with your instrument/voice. You have to either
send a recording or a score of your creative
task, this must indicate instrument, dynamics,
tempo & any other relevant information
Listening
1 hour +
Written response to extracts played on a CD,
based on the AoS 2 Shared Music (how
instruments/voices interact), AoS3 Dance Music
(including context) & AoS4 Descriptive Music.
One question will include assessment on your
quality of written English. This question will be
written in continuous prose, the others can be
written as bullet points
Complete a short composition
to your choice of the 6 given
stimuli (a chord sequence, a
note row, a rhythm, a set of
lyrics, a “story”, (or add a
second part to the 8 bar
melody you are given)
Variety of question styles –
most v short answers, some in
a grid. One question will
require you to complete
missing notes
Language for learning
You know and understand that use of specific vocabulary is crucial to demonstrate that you have a clear understanding
of the questions in the listening exam. You also know that for descriptive questions you need to give a reason and back
it up with musical knowledge.
Listening revision
Area of Study 2
(“Shared Music”
How instruments work
together)
Leider
German Voice & Piano
Accompaniment
Pop Ballads
Voice & Accompaniment
Concerto
Solo instrument &
Orchestral
accompaniment
Jazz
Solo instrument (s),
(Vocal) & band
Gamelan
Instrumental ensemble
Indian Classical
Instrumental ensemble
Baroque & Classical
Chamber Music
Instrumental ensembles
Choral Classics
Soloist(s),Large vocal
ensembles with
Orchestra
African Acapella singing
Vocal ensembles
Notes/
Revision
sheet
Understand
vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Listening revision
Area of Study 3
(Dance Music)
Notes/
Revision
sheet
Understand
vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Notes/
Revision
sheet
Understand
vocab/terms/
devices
1st Revision
2nd Revision
Any queries
Waltz
Paired Dance
Salsa
Paired Dance
Tango
Paired Dance
American Line Dance
Synchronised Dance
Irish Jigs & Reels
Synchronised Dance
Bhangra
Synchronised &
Improvised Dance
Club Dance
Improvised Dance
Disco
Improvised Dance
Listening revision
Area of Study 4
(Descriptive Music)
Programme Music
(1820 onwards)
Film music
Listening revision –You will also need general musical vocab relating to the musical elements ie Pitch,
Dynamics, Tempo, Texture, Timbre, Duration, Instrumentation
Notes/
Understand
1st Revision
General Elements
Revision
vocab/terms/
vocab
sheet
devices
2nd Revision
Any queries
Coursework:
B351 – 1 performance (solo or ensemble), 1 Composition based on the elements in the piece you performed
B352 – 1 ensemble performance, 1 Composition based on AoS 2,3,or 4
Physical Education


Exam Board - Edexcel
Syllabus Codes
Edexcel GCSE in Physical Education Unit Code 2PE01
Unit 1: The Theory of Physical Education Unit Code 5PE01
Unit 2: Performance in Physical Education Unit Code 5PE02

Recommended books
Essential reading:
Edexcel GCSE Physical Education Student Book- ISBN: 978- 1-84690-372-4
Results Plus Revision Edexcel Physical Education- ISBN: 978-1-84690-588-9
Revise Edexcel GCSE Physical Education Revision Guide- ISBN: 978-1-4469-0362-9
Revise Edexcel GCSE Physical Education Revision Workbook- ISBN: 978-1-4469-0363-6
Others:
GCSE PE for Edexcel 2nd edition- ISBN- 978-1-85008-399-3
Edexcel PE for GCSE New Edition – ISBN- 978-0521802123



URL for where to find syllabus http://www.edexcel.com/subjects/physical-educationsport/pages/default.aspx
URL for where to find exam papers
http://www.edexcel.com/quals/gcse/gcse09/pe/Pages/default.aspx
Recommended websites
http://www.bbc.co.uk/schools/gcsebitesize/pe/
www.teachpe.com
www.brianmac.co.uk
http://www.bbc.co.uk/science/humanbody/
http://nutrition.about.com/library/blwatercalculator.htm
http://www.what2learn.com/content/samples/PESamples/dietHealth.html
http://www.what2learn.com/content/samples/PESamples/skeleton.html
http://www.what2learn.com/content/samples/PESamples/muscles1.html
http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx
Exam arrangements -You have already completed 60% of the practical aspect of the exam.
Written exam
Topic
1 hour 30 mins
40% of final mark
Got
Notes
Multiple choice, short answers and 6
mark question (essay)
Understand
Notes
Keywords /
revision
sheet /
cards
completed
Any
Questions
that need to
be asked?
Section 1: Healthy, active lifestyle
1.1.1 Healthy and Active lifestyles and how they could benefit you
3 categories of a healthy active lifestyle
Topic
Got
Understand
Keywords / revision sheet
Notes
Notes
/ cards completed
Benefits of taking part in physical activity
Reasons for taking part in physical activity
1.1.2 Influences on your healthy, active lifestyle
Influences on taking part in Physical Activity
Opportunities for getting involved in sport
Sports participation pyramid
1.1.3 Exercise and fitness as part of your healthy, active lifestyle
Health, exercise, fitness and performance
The five components of health-related exercise
The six components of skill-related fitness
1.1.4 Physical activity as part of your healthy, active lifestyle
Assessing your fitness levels
The principles of training
Goal setting
Methods of training
The exercise session
Comparing two types of training session
Analysing training sessions
1.1.5 Your personal health and well-being
The link between exercise, diet, work and rest
Dietary intake
Section 2: Your healthy, active body
1.2.1 Physical activity and your healthy mind and body
Different body types
Optimum weight
Weight related conditions
Performance enhancing and recreational drugs
Risk assessment and preventing injuries
1.2.2 A healthy, active lifestyle and your cardiovascular system
The cardiovascular system during exercise
Regular exercise and the cardiovascular system
The effect of lifestyle on the cardiovascular system
1.2.3 A healthy, active lifestyle and your respiratory system
The respiratory system
Immediate and long term effects of exercise on the
respiratory system
1.2.4 A healthy, active lifestyle and your muscular system
The muscular system
Exercising the muscular system
Lifestyle, performance enhancing drugs and the
muscular system
1.2.5 A healthy, active lifestyle and your skeletal system
The skeletal system
Joints and movement
Exercise and the skeletal system
Injuries to the skeletal system and the importance of
diet
GCSE Religious Studies (Philosophy and Ethics)
Specification content
The following units form the specification for the full GCSE Religious Studies course (J621) and the RE
Short Course (J121).
Specification content
Philosophy 1: Beliefs about God; religious and spiritual experience; the end of life
Philosophy 2: Concepts of good and evil; reason and revelation; religion and science
Ethics 1: Religion and human relationships; medical ethics; wealth and poverty
Ethics 2: Religion, peace and justice; religion and equality; religion and the media
Short Course Candidates will sit two papers (Philosophy 2 and Ethics 1), each lasting 1 hour each.
Full Course Candidates will sit papers in all four units, each lasting one hour.
GCSE RS (Philosophy and Ethics) OCR
PHILOSOPHY 1 (B601 Full Course J621 only)
Christianity
Belief about deity
Beliefs about the nature of God.
Nature of God
Belief in God
Miracles
Reasons given in support of belief.
• Concept of miracles, including different
• God intervening in the world through:
beliefs within the religion
Miracles
Jesus
Holy Spirit.
Religious and spiritual experience
Concept of worship
Public and
Worship in a Christian place of worship and at home
private worship
The use and significance of symbolism in worship
Use of art and music to express beliefs about God.
Concept of prayer
Prayer and
The purpose and use of prayer to deepen faith
meditation
The power of prayer and answered prayers.
Concept of fasting
Food and fasting
Responses to God
Food for festivals.
The end of life
Concept of soul
Body and soul
The relationship between the body and soul.
• Concept of life after death
Life after death
• Beliefs about:
Heaven
Hell
Purgatory
Salvation
Redemption
The suffering of Christ
Relationship
between God the judge, life on earth and the afterlife.
God as judge
Funeral rites
Funeral rites
The ways funeral rites reflect belief and aim to support the
bereaved.
GCSE RS (Philosophy and Ethics) OCR
PHILOSOPHY 2 (B602 Full Course J621 and Short Course J121)
Christianity
Good and evil
Concepts of good and evil
Good and evil
God and the Devil (Satan)
The Fall, original sin and redemption.
Concepts of natural and moral evil
The problem of evil
Approaches to why there is evil and suffering in the world
Responses to the problem.
Understanding ways of coping with suffering.
Coping with
suffering
The Bible
Sources and
Conscience
reasons for moral
Faith in Christ.
behaviour
Religion, reason and revelation
Concept of revelation
Form and nature of
Revelation through mystical and religious experience
revelation
Revelation of God through the world
Revelation of God in the person of Jesus.
Authority of the Bible and reasons for it
Authority and
Significance and importance of the Bible.
importance of
sacred texts
Religion and science
Origins of the
world and life
People and
animals
Scientific theories about the origins of the world and
humanity
Teachings about the origins of the world and humanity
The relationship between scientific and religious
understandings of the origins of the world and humanity.
The place of humanity in relation to animals
Attitudes to animals and their treatment.
Responses to environmental issues
Concept of stewardship
Religious teachings relating to environmental issues.
Environmental
issues
GCSE RS (Philosophy and Ethics) OCR
ETHICS 1 (B603 Full Course J621 and Short Course J121)
Christianity
Religion and human relationships
Roles of men and women in a Christian family
Roles of men and
Roles of men and women in the Church family.
women in the family
Marriage and marriage
ceremonies
Divorce
Sexual relationships
and contraception
Marriage ceremonies
The ways in which the ceremonies reflect and emphasise
Christian teaching about marriage
Responses to civil partnerships.
Beliefs about the ethics of divorce
Beliefs about the ethics of re-marriage.
Beliefs about sexual relationships
Beliefs about contraception.
Religion and medical ethics
Attitudes to abortion
Attitudes to fertility
treatment
Different attitudes towards abortion
Reasons for different attitudes.
Responses to issues raised by fertility treatment and
cloning.
Attitudes to
euthanasia and
suicide
Different attitudes towards euthanasia
Different attitudes towards suicide
Reasons for different attitudes.
Using animals in
medical research
Beliefs about the use of animals in medical research.
Religion, poverty and wealth
Religious views of
wealth and of the
causes of hunger,
poverty and disease
Concern for others
The uses of money
Moral and immoral
occupations
Wealth
Causes of hunger, poverty and disease
Responses to the needs of the starving, the poor and the
sick.
Biblical teaching about caring for others
Understandings of ‘charity’
Different ways charity is put into practice.
Teachings about the use of money (eg gambling, lending)
Giving to charity.
Concept of moral and immoral
Teachings about moral and immoral occupations
Impact of teachings on believers.
GCSE RS (Philosophy and Ethics) OCR
ETHICS 2 (B604 Full Course J621 only)
Christianity
Religion, peace and justice
Attitudes towards war
Attitudes to war
The Just War theory.
Attitudes towards the use of violence
Violence and
Attitudes towards pacifism
pacifism
Reasons for these attitudes.
Concept of justice
Crime and
Aims of punishment
punishment
Attitudes towards capital punishment
Beliefs about the treatment of criminals
Responses to the treatment of criminals.
Concept of social justice and injustice
Social injustice
Beliefs about social injustice
Responses to social injustice.
Religion and equality
Biblical teaching about equality.
Principle of
equality
Different views about prejudice and equality in relation to race
Attitudes towards
Practices in relation to racism.
racism
Different views about prejudice and equality in relation to
Attitudes towards
gender
gender
The role of women in Christian society.
Attitudes to religion • Attitudes towards other religions with reference to:
Missionary work
Evangelism
Ecumenism.
Beliefs about forgiveness
Forgiveness and
Impact of beliefs about forgiveness on believers
reconciliation
Beliefs about reconciliation
Impact of beliefs about reconciliation on believers.
Religion and the media
The different forms of media
Relationship with
The influence of the media
the media
Portrayal of Christianity in the media
Use of the media
Censorship/freedo
m of speech
Portrayal of important religious figures
Responses and attitudes towards films which focus on
religious/philosophical messages
Responses and attitudes towards books and comics which
focus on religious/philosophical messages.
Using the media to represent Christianity
To educate both Christians and non-Christians.
Concept of censorship and freedom of speech
Beliefs and attitudes towards the portrayal of violence and sex
Attitudes and responses to issues raised by freedom of
speech.
Science
Triple scientists – revise all 3 units of each science
Additional scientists revise Unit 1 & Unit 2 of each science
Biology
Topic
Got
Notes
Understand Notes
Keywords / revision
sheet / flash cards
Any Questions to be
asked?
Keywords / revision
sheet / flash cards
Any Questions to be
asked?
Unit 1
Nervous System
Reflex Ations
Drugs
Immunity and fighting disease
Vaccination
Antibiotics
Plant hormones
A Balanced diet
Menstrual cycle
Controlling fertility
Adaptations
Competition and survival
Genetic variation
Genetic Engineering
Theories of evolution
Natural Selection
Energy Flow & Pyramids
Acid rain & Bioindicators
Global warming and carbon cycle
Unit 2
Cells
Diffusion and osmosis
Photosynthesis
Limiting factors on plant growth
Plant Minerals
Measuring and Distribution of
organisms
Enzymes and digestion
Respiration
Exercise
Cell division and stem cells
Mendel to understand DNA
Inheritance of disease
Speciation
Unit 3
Active Transport
Exchange in lungs and gut
Topic
Got
Notes
Understand Notes
Exchange in other organisms
Exchange in plants
Transpiration
Transport in Humans
The effect of exercise
Anaerobic respiration
The human kidney
Transplant v Dialysis
Growing microbes
Food Production using microorganisms
Fermenters
Anti-biotic production
Biogas and Biofuels
Historical view of microbes
Chemistry
Topic
Got
Notes
Understand Notes
Unit 1
Atoms and atomic structure
Position of elements in the
periodic table
Chemical reactions
The chemistry of limestone
Extraction of metals
Alloys
Properties and uses of metals
Crude Oil
Hydrocarbons
Hydrocarbon fuels
Cracking
Polymers
Ethanol
Vegetable Oils
Emulsions
The Earth’s crust
The Earth’s atmosphere
Unit 2
Atoms and atomic structure
Ionic Bonding
Covalent Bonding
Metallic Bonding
The properties of compounds
Structure & properties of
polymers
Nanomaterials
Rates of Reaction
Acids and Bases
Keywords / revision
sheet / flash cards
Any Questions to be
asked?
Methods for making salts
Electrolysis
Exothermic & endothermic
reactions
Empirical formulae (Higher)
Molar Masses and % masses
Percentage Yield - Calculation
(H)
Reacting Masses calculations (H)
Analysis by chromatography and
mass spectrometry
Unit 3
The Periodic Table and its
development
Group 1 chemistry
Group 7 Chemistry - Halogens
Transition metals
Titrations. Calculations (H)
Hard and soft water
Purifying water
Solubility of solids and gases
Energetics : calculating energy
changes. Bond data calcs (H)
Calorimetry : measuring energy
changes
Chemical Tests for ions
Equilibria & the Haber Process
Alcohols
Carboxylic acids
Esters
Physics
Topic
Got
Notes
Flashcards /
Understand Keywords / Revision
Notes
sheet completed?
Unit 1
1.1.1Infra Red radiation
1.1.2 Surfaces and radiation
1.1.3 States of Matter
1.1.4 Conduction
1.1.5 Convection
1.1.6 Evaporation and condensation
1.1.7 Energy Transfer by Design
1.1.8 Specific Heat Capacity
1.1.9 Heating & Insulating
1.2.1 Forms of Energy
1.2.2 Conservation of Energy
1.2.3 useful Energy
Any Questions that
need addressing?
1.2.4 Energy and Efficiency
1.3.1 Electrical Appliances
1.3.2 Electrical Power
1.3.3 Using Electrical Energy
1.3.4 Cost Effectiveness matters
1.4.1 Fuel for Electricity
1.4.2 Energy from Wind
1.4.3 Power from the Sun & Earth
1.4.4 Energy & Environment
1.4.5 The National grid
1.4.6 Big Energy Issues
1.5.1 The Nature of Waves
1.5.2 Measuring Waves
1.5.3 Wave properties: Reflection
1.5.4 Wave properties: Refraction
1.5.5 Wave properties: Diffraction
1.5.6 Sound
1.5.7 Musical Sounds
1.6.1 Electromagnetic Spectrum
1.6.2 Light, infra red, microwaves &
radio waves
1.6.3 Communications
1.6.4 The expanding Universe
1.6.5 The Big bang
How to manipulate formulae
Standard Form
How to Interpret Graphs & Charts
Topic
Got
Notes
Understand Notes
Keywords / revision
sheet / flash cards
Any Questions to be
asked?
Keywords / revision
Any Questions to be
Unit 2
Forces and their Effects
Forces and Elasticity
Force and acceleration
Velocity and distance-time
graphs
Weight, mass and gravity
Frictional forces and terminal
velocity
Stopping distances
Work Done
Potential Energy
Kinetic Energy
Power
Momentum and collisions
Topic
Got
Understand Notes
Notes
sheet / flash cards
Car safety
Static Electricity
Current and potential Difference
Circuits - simple
Resistance
Circuits – series and parallel
Circuit devices (Diode,
thermistor, LDR)
Alternating current
Cables and plug wiring
Work out which fuse to use
Electrical power and potential
difference
Electrical energy and charge
Background radiation sources
Alpha scattering experiment
Balancing Nuclear equations
Alpha, Beta and gamma uses
Half life
Nuclear fission
Nuclear Fusion
How the Universe was formed
Life cycle of a star
How all the elements were made
Unit 3
X-rays
Ultrasound
How to work out refractive index
How endoscopes work
Lenses and magnification, real &
virtual images
How to draw ray diagrams
The eye structure and lens power
How to correct eye defects
How to work out moments
Centre of mass
Equilibrium and balancing
Stability & toppling
Hydraulics
Circular motion and centripetal
acceleration
The pendulum, time period
Electromagnets, bell, relay and
circuit breaker
The electric motor & loudspeaker
Electromagnetic induction
Transformers – how they work
switch mode transformers
Transformer equation
asked?
Science Tips
Syllabuses can be found here: http://www.aqa.org.uk/subjects/science
Triple scientists use physics 4403, biology 4401 and chemistry 4402
Additional science 4408
Single science 4405 Science A
Past papers can be found here: http://bit.ly/1fKYBBF
Make sure you enter GCSE Science
Triple scientists can search for physics 4403, biology 4401 and chemistry 4402
Additional science 4408
Single science 4405 Science A
Books you can see the whole textbook on www.Kerboodle.com
You can use your revision book
You should have revision cards for each module you studied – available on moodle too
You can buy an app from www.cgpbooks.co.uk/pages/apps.asp costing £1.49
Great Video website - http://www.my-gcsescience.com/
Has lessons on the whole of Triple science, additional science and single science courses
What the examiner wants
Describe – use figures with units to describe data and graphs. Don’t explain the data –
comment on the pattern (as x increases y….) comment on changes of gradient and quote
numbers. Good words, increase, decrease, rapidly, slowly, doubled , plateau
Explain – Use keywords to provide a reason
Comment – describe and Explain see above!
Evaluate – list the pros and cons. You will probably have to draw a conclusion too
Year 10 & 11 Spanish
relationships
future plans
Home town
school, education
local environment
pollution
recycling
local facilities
comparisons with other
towns and regions
weather and seasons
Work experience
part-time jobs
future careers
w
o
r
l
d
new technology (sending
messages, accessing
information)
w
i
d
e
r
T The world of work
h
e
Local community
Personal and social life
Exam Board: WJEC –Specification can be found: http://www.wjec.co.uk/uploads/publications/16188.pdf
Writing Controlled
1 hour
30% of
Best 2 essays are
assessments
the final
submitted- 2 weeks to
mark
prepare and memorise
once title is issued.
Speaking Controlled
3. 5 min.
30% of
5 min: structured
7 min: Student delivers a
assessments
4. 7 min.
the final
conversation on a topicpresentation in Spanish
mark
answers to questions – 2
on a topic (e.g. work
weeks to prepare
experience) and answers
questions on the
presentation
Listening exam paper
45 min.
20% of
Foundation
Higher
(end of Yr11)
the final
(Multiple choice, True/
(Multiple choice, True/
mark
False, fill the blanks, short False, fill the blanks,
answers in English)
short answers in English)
Reading exam paper
50 min.
20% of
Foundation
Higher
(end of Yr11)
the final
(Multiple choice, True/
(Multiple choice, True/
mark
False, fill the blanks, short False, fill the blanks,
answers in English)
short answers in English)
The following topics could be found in the final exam papers (reading and listening):
Vocabulary
area
Self, family, friends
home life
shopping
meals
healthy living
illness and accident
free time
fashion
Travel and holidays
Media
social issues (e.g., life of
young people today,
homelessness, crime, drugs,
healthy living, religion,
politics)
life in the countries and
communities where the
language is spoken.
Grammar area
Example
Pronouns
Connectives
Yo/tú/nosotros…
Donc/ pero/ y/ sin
embargo/sino/ luego/
aunque…
Me lav o/ nos
llamamos
Como/ Bebo/
bebemos/ vivo
He llagado/ hemos
hecho
Fui/ hablé/ comí/viví
Hablaba/ comía/ vivía
Voy a comer/ vamos a
bailar
Hablaré/ hablaremos
Hablaría/ comería
/viviría
Estoy hablando/
estamos comiendo
Había vivido/
Habíamos vivido
No dudo que usted va
al Perú en diciembre
Reflexive verbs
Present tense
Perfect tense
(past1)
Preterit
Imperfect tense
Immediate Future
Simple Future
Conditional
Present continous
Pluperfect
Subjunctive
present in
common
expressions
(higher)
Idioms/ saying
(higher)



I can
recognise
this area
in texts
I can
recognise
this area in
listening
tasks
I can use this
area
accurately in a
writing
I can use this
area
accurately in a
speaking
‘Me estás tomando el
pelo’
Recommended book: CGP GCSE Spanish complete revision and practice
Recommended websites: Kerboodle, BBC Bitesize, linguascope, languagesonline
Exam papers: http://www.wjec.co.uk/index.php?subject=103&level=7&list=paper
Useful websites
TECHNOLOGY
GCSE Resistant Materials – Revision Information
Exam Board: AQA.
60% Major Project (Controlled Assessment), 40% 2 hours final Exam.
Exam in 2 parts:
Section A – Design Question that includes the use of sketches to explore design ideas.
Section B – Materials, tools, Manufacturing techniques, Health and Safety, use of ICT/CAD/CAM, product
analysis, scales of production and a range of questions from the theory work covered throughout the course.
Revision Topics:
Read
Understood
Practised
Checked
Woods
Metals
Plastics
Composites
Smart/Modern materials
Materials manufacturing methods
Jointing methods in all materials
Adhesives
Finishing techniques
Applied finishes
Health and Safety
Use of jigs and Formers
CAD/CAM
Use of ICT in Technology
Sustainability and the 6Rs
Design specifications
Sketching techniques
Evaluating products
Product analysis
Basic electronics and symbols
Simple mechanisms
Scales of production
Fixtures and fittings
Temporary and permanent
jointing
Materials properties
Fabrication and wasting
Ergonomics and Anthropometrics
Aesthetics
Text book AQA Design and Technology Resistant materials Technology
WWW.technologystudent.com (Resistant Materials)
Section A Examination research topic: ‘The storage of computer gaming equipment’
Catering GCSE WJEC Unit 1 4731 and Unit 2
4732
WJEC website particularly useful www.wjec.co.uk
Revision book and text book are done by the board
Text book = Hospitality and Catering for GCSE second edition by Judy Gardiner and Jacqui Housley ISBN : 9780-340-98682-0
Revision book = CGP GCSE WJEC Catering Study and exam practice ISBN: 978-1-84762-988-3
40% terminal paper in summer yr 11 1 ¼ hrs a staged paper access for all
60% practical assessment made up of 20% in yr 10 (June) and 40% yr 11 (March) in each case written element
of supporting evidence makes up half of the marks . Internally assessed and moderated externally
September to October half
term
Skills based practical work to cover;
 Meat cookery
 Deboning a chicken
 Sauces – blended and roux
 Pastry – short crust, sweet pastry, choux, puff, handling of filo
 Gelatine
Theory work to cover;
 Nutrition
 Sauces and thickening
 Eat well plate and healthy eating
 Commodities
 Basic food hygiene – this will be completed independently on line
and awarded a certificate on completion of the course
 Knife skills and buying a knife
October half term to February
half term
Practical skills;
These will be linked to restaurant planning. Students will be put into groups
and set a restaurant challenge. They will be required to design everything
from the menu to the front of house service. Students will set their own
practical work linked to; starters/mains/desserts/canapés and petit fours.
They will be required to trial taste and make decisions on their groups
options.
Theory work will cover;
 Costing
 Portion control
 Environmental issues linked to restaurants
 Team management
 Table lay
 Service
 Order taking
 Presentation and service
The Culmination of this portion of the course will be a restaurant night
where parents and other invited guests will be able to pay to join us and see
the fruits of the student’s labours.
There are clearly many other underlying life skills involved here – team
work/leadership/communication/organisation/planning/discussion/problem
solving etc.
February half term to Easter
Practical skills based;
 Fish cookery
 Risottos
 Presentation skills
 Veg prep
 Bread
 Piped biscuits
 Piping
Theory work will cover;
 Types of service – buffet/silver/free flow
 Job roles in a kitchen
 Equipment
 Re check nutrition
Easter to summer term
Practical work;
This will be based on ideas and trialling for task 1 controlled assessment
There will be a parents evening for this to launch the work and explain the
requirements to parents and students.
Theory work;
 Research based on task 1 (currently afternoon tea or dairy product)
 Planning for reasons for choice and time plans
Year 11 September to
November
There will be a collapsed day for students to write up the written element .
Practical assessment will in groups of no more than 6 and be a two and a
half hour practical exam cooking four dishes to meet the brief.
Practical work;
This will follow a varied route where we will reinforce skills and build a
menu for our Salty Monk Restaurant – charity event in November.
The menu will come from the students restaurant menus (yr 10) and we will
look closely at the way in which we present food for restaurant service.
We will have visits from Christopher Piper wines and other chefs to support
our learning and develop front of house skills.
Theory will relate to;
 Salty Monk
 Costing
 Portion sizes
 Storage of food
 Ordered prep of food
 Styles of service
 Use of large equipment
 Correct terminology
 Methods of cooking
 HACCP
 Ordering and storage of food
 Seasoning and flavouring
 Communication and record keeping
This project based work will culminate in a restaurant experience at The
Salty Monk for 40-50 covers and will be order on the night. Students will
have the day off timetable to cook and prepare all of the food from scratch
and prepare the restaurant area. They will not anticipate being home before
midnight. It is a long day but a massive learning curve and a real life
experience.
November to Christmas
Practical work;
This will cover skills orientated dishes students will plate up for service and
photograph and taste dishes.
 A Starter showing at least one high and one medium order skill
 A Main showing at least one high and one medium order skill
 A Dessert showing at least one high and one medium order skill
Theory work; will be linked to TASK 2 CA currently based on International
cookery or special dietary needs. Students will be researching independently
for their chosen task and will be asked to bring information into class. All
students will be seen individually to assess progress.
January to February half term
Practical work ;
This will be student led trialling and testing dishes for their controlled
assessment. Notes need to be taken each time they cook to enable them to
make informed choices.
Theory work;
This will be linked to TASK 2 and will also cover specialised tasks.
 Electrical equipment
 Presentation
 Spun sugar master class
 Visits from local chefs
February half term to Easter
Easter to May half term
Practical work;
This will be led by students again for the first two weeks ensuring they have
a complete working knowledge of their dishes for exam and tweaking
presentation and service.
Practical Assessments will take place in mid-March and will, as in year 10,
involve no more than 6 students per session producing a two course meal
with all accompaniments for two covers.
Theory work;
This will be based on revision topics.
Students will have approximately 4-6 weeks left depending on where Easter
falls and this will be solely dedicated to revision based activities and exam
technique. There will be a wide range of past papers to do along with
specific teacher led activities.
GCSE Electronic Products – Revision Information
Exam Board: AQA. 60% Major Project (Controlled Assessment), 40% 2 hours final Exam.
Exam in 2 parts:
Section A – Design Question that includes drawing a case and inside layout.
Section B – Circuits, Components, Calculations and Programming.
A calculator is required for the exam.
Revision materials:
 Printed Revision Guide: All students should have their printed revision guide for exam preparation.
 Revision cards – centre of the revision guide.
 Moodle course “Year 11 GCSE Electronic Products Revision” which includes links to YouTube revision
videos and an electronic version of the revision guide.
 Past papers and Mark Schemes in Moodle.
 Class notes and workbooks.
 www.technologystudent.com
Revision Topics:
Read
Understood
Practised
Checked
Formulae
Power supplies / batteries
Voltage, Current and Resistance
Ohm’s law
Resistor Colour Codes
Large and small numbers
Switches
Potential Dividers
Capacitors
Diodes and LEDs
Transistors, Current Amplifier
Voltage Controlled Switch
Darlington Pair Transistors
Thyristors
Field Effect Transistors
Relays
Op Amp—Comparator
Op Amp—Inverting Amplifier
555 Monostable
555 Astable
Digital Logic
4017 Decade Counter
PCB Design
PCB Production—Photo Etching
Microcontrollers
Binary and Decimal
Drawing Case Designs
Smart materials
Section A Examination research topic: ‘Temperature monitoring in a retail environment’
GCSE Textiles – Revision Information 4570
Exam Board: AQA. 60% Major Project (Controlled Assessment), 40% 2 hours final Exam.
Exam in 2 parts:
Section A – Design Questions that include the use of sketches to explore design ideas.
Section B – Fibres and Fabrics, Finishing Processes, Components, Design and Market Influences, Product
Analysis, Social, Cultural, Moral, Health and Safety and Environmental, Processes and Manufacture including
Production Planning. Full details are listed on the syllabus.
Revision Topics:
Read
Understood
Practised
Checked
Properties & characteristics of
fibres
Properties & characteristics of
fabrics
Weaves, Knits, Non-woven fabrics
Smart/modern materials
Product maintenance & care
Finishing processes
Dyeing & printing
Decoration & enhancement
Components
Product design
Quality assurance & control
Market forces/consumer market
CAD/CAM
Use of ICT in Textiles technology
Sustainability/environment
Social & cultural issues
Ethical/moral trading
Health & Safety/risk assessment
Product analysis
Tools & equipment
Types of manufacture
Production planning
Production systems/flow
diagrams
Prototypes/modelling
Methods of joining fabric
Methods of shaping fabric
Ergonomics and Anthropometrics
Labelling used in textiles
Text books: D & T Textiles Technology by Alison Bartle & Bernie O’Connor
Lonsdale Essentials Textiles Technology Revision Guide
Design & Make It Textiles Technology by McArthur, Etchells & Shepard
AQA Design & Technology Textiles Technology by Davies, Dick & Hardy
There are exemplar papers and resources on Moodle.
General useful sites for all subjects
www.s-cool.co.uk
www.gcse.com
www.bbc.co.uk/schools/gcsebitesize/
http://revisioncentre.co.uk/gcse
www.thestudentroom.co.uk
www.revision-notes.co.uk/
https://moodle.thekings.devon.sch.uk/
Subject
English
URL
www.bbc.co.uk/schools/gcsebitesize/
Maths
www.mymaths.co.uk
Science
www.bbc.co.uk/schools/gcsebitesize/
www.bbc.co.uk/schools/gcsebitesize/
http://www.my-gcsescience.com/
www.kerboodle.com
Business
http://bit.ly/1oBxf80
www.bized.co.uk
Design and www.bbc.co.uk/schools/gcsebitesize/design
Technology www.design-technology.org
French/Germ www.Linguascope.com
an
www.bbc.co.uk/schools/gcsebitesize/
www.languagesonline.org.uk
Geography www.bbc.co.uk/schools/gcsebitesize/geography
www.schoolsnet.com
http://revisioncentre.co.uk/gcse/geography
www.revision-notes.co.uk/gcse/geography
History
www.activehistory.co.uk
www.bbc.co.uk/schools/gcsebitesize/history/shp
www.historygcse.org
www.historylearningsite.co.uk
www.learningcurvegov.uk
www.schoolhistory.co.uk
www.schoolshistory.org.uk
www.spartacus.schoolnet.co.uk
www.thinkinghistory.co.uk
ICT
www.bbc.co.uk/schools/gcsebitesize/ICT
Music
www.bbc.co.uk/schools/gcsebitesize/music
www.musiced.co.uk
Details
BBC bitesize revision
Good for all levels and topics,
contains online lessons & self
mark exercises
Good for basics but not for
A/A* material
Good for basics but not for
A/A* material
Short video lessons on all
sciences
Online text book
Many links on site for revision
and research
RE
PE
www.bbc.co.uk/schools/gcsebitesize/re
www.request.org.uk
http://www.bbc.co.uk/schools/gcsebitesize/pe/
www.teachpe.com
www.brianmac.co.uk
http://www.bbc.co.uk/science/humanbody/
http://nutrition.about.com/library/blwatercalculator.htm
http://www.what2learn.com/content/samples/PESamples/
dietHealth.html
http://www.what2learn.com/content/samples/PESamples/
skeleton.html
http://www.what2learn.com/content/samples/PESamples/
muscles1.html
http://www.nhs.uk/Change4Life/Pages/change-for-life.aspx
Top revision tips
Study when you are wide-awake – Morning? /afternoon / evening
Study in blocks of an hour then have a break between blocks
Go for a walk / physical activity to recharge your brain between studying sessions
Schedule time each day for you to enjoy yourself – Me time – you’ve earnt it.
Don’t work / study beyond 9pm – give your brain a chance to wind down before sleeping
Give your brain the fuel it needs to work. Have breakfast, eat fruit and drink water.
You don’t need Good Luck – you are in charge of your future.
Do the Best that YOU can - that is more important than thinking how well you did compared
to others.
How to use this booklet
1. Cross out all the pages of subjects you aren’t doing . Suddenly it looks a lot easier!
2. Set yourself a STUDY TIMETABLE that you stick by. See example on next page. It will
be tough to start with but after you’ve done it 30 times or so it will be a habit.
3. The SYLLABUS is the document teachers follow & examiners set exams by. You may
find it useful. Most subjects have given you URLs
4. PAST PAPERS are a great way of training and learning. Use mark schemes to help you.
Most subjects have given URLs to past papers
5. Use colours to show what you know and don’t know. Green – got it. Red – need to
study. Remember to colour lightly as hopefully many will change from red to green!
6. Make revision cards, mind maps or notes of notes to “burn” knowledge into your
brain.
7. Study when you are wide-awake – Morning? /afternoon / evening
8. Study in blocks of an 45-60 mins then have a break between blocks
9. Go for a walk / physical activity to recharge your brain between studying sessions
10.Schedule time each day for you to enjoy yourself – Me time – you’ve earnt it.
11.Don’t work / study beyond 9pm – give your brain a chance to wind down before
sleeping
12.Give your brain the fuel it needs to work. Have breakfast, eat fruit and drink water.
13.You don’t need Good Luck – you are in charge of your future.
14. Do the best that YOU can - that is more important than thinking how well you did
compared to others.
A typical study timetable – Design your own, stick it on the fridge and your parents can
help you stick to it
4pm
5pm
6pm
7pm
8pm
9pm
10pm
hwk
Break +
hwk/study
Tea + chill
Study
TV /
Internet
TV /
Internet
Chill
Tue
hwk
Break +
hwk/study
Tea + chill
Air Cadets
Air Cadets
Air Cadets
Chill
Wed
hwk
Break +
hwk/study
Tea + chill
Study
TV /
Internet
TV /
Internet
Chill
Thu
hwk
Break +
hwk/study
Tea + chill
Air Cadets
Air Cadets
Air Cadets
Chill
Mon
Fri
Sat
Sun
Break +
Voluntary
Voluntary
TV /
hwk
hwk/study Tea + chill
work
work
Internet
Chill
Study 2hrs things. Chill (10) The rest of day with friends. You've earned and you need down
time
3 Hours Sport , 2 hours hwk & 10 hours chill
This is a typical study timetable.
By doing a little each day you learn
the course better as you go along.
There is plenty of time to be with
friends, gaming and surfing.
Still time to do sport , volunteer and
get a job
This is a stress free way but it does
need discipline.
hours spent each
week
Total time
studying
6.5
Total Chill
time +
TV/internet
9.5
9
27.5
2
Voluntary
hours
Job/Cadets /
Sports
homework
If you revise non-stop for 2 hours it has been shown that your effectiveness at
retaining information decreases quickly and your time has not been used
effectively
It is best to revise in 45-50 minute chunks. Your brain gets tired bored but it
looks forward to the breaks. 10 minutes of chucking a ball against the wall cup
of tea anything other than studying resets & refreshes your brain
You can do this 