GUIDE 2013

EXAM & REVISION

Useful Websites for GCSE revision Wikipedia http://en.wikipedia.org This website says what it does on the tin - "the free encyclopaedia that anyone can edit." BBC GCSE Bitesize http://www.bbc.co.uk/schools/gcsebitesize BBC Bitesize is a well-publicised, well-known thorough revision guide. It offers re-vision for every GCSE subject, and mock exams. Learnthings http://www.learn.co.uk/ Learnthings is a service from the Guardian. It requires subscription to the premi-um service to really utilise it, but there is a free trial available. Take out the free trial, and see if you can utilise some of the massive database of information. Onion Street Revision Tips http://www.bbc.co.uk/schools/communities/onionstreet/skills BBC Onion Street offers revision tips, advice, and skills. S-Cool http://www.s-cool.co.uk S-Cool is a similar website to BBC Bitesize, offering revision for every GCSE and A Level Subject. Schools Net Revision http://www.schoolsnet.co.uk/revision Schools Net also offers a revision website, similar to BBC Bitesize and S-Cool, alt-hough with less material. Worth a visit if you are preparing for exams. BBC SkillsWise http://www.bbc.co.uk/skillswise This BBC website offers tests and technique information to teach a certain skill to you, ranging from listening, to fractions. http://www.deblogan.com/note.html Worthing High School VLE/Moodle http://www.worthinghigh.net The school’s resource contains materials for all GCSE subjects, links to exam boards, and past papers.

How Parents Can Help Encourage without pressure. • Be interested in your child’s revision. Ask your child to explain certain topics to you. • Provide drinks, snacks, treats to break up revision. • Have a copy of your son’s/daughter’s revision and exam timetables. • Help plan the day’s revision and encourage your son/daughter to stick to the plan. Make sure your child has access to a quiet, comfortable work environment. If she/he associates the area with work, it helps to ‘get on’. • Provide highlighters, blank postcards, post its etc. • Check the school’s Moodle resource together and make full use of the revision resources there. • Be there for testing, if he/she wants. • Time past paper questions for her/him .

Revision Notes Examinations can help you to consolidate your knowledge and bring together lots of dif-ferent strands from your subjects. During revision time you may find that the ‘penny will drop’ for you on some topic that you found puzzling during the GCSE course. Making ef-fective revision notes will help in this process and will ultimately give you an indication of what you understand and where the gaps are in your knowledge. You will have gathered lots of notes and topic revision during the GCSE courses. You should use Easter to: organize and read through your notes; write down questions for your teachers on areas you are unclear on and start to break your notes down into re-vision cards and brain frames/mind maps.

Good notes will help you to:

understand new (and at times) difficult concepts get an overview of the topic or unit by you changing the information which is in a linear format (i.e. written text) to one which will provide links and connections (i.e. use of diagrams/flow charts/time lines) remember new terminology (use highlighters for key words) group the information in a useful format for quick access when preparing for examinations – use as a handy memoriser or something visual. About revising Revision boils down to personal preference. However, you may not have thought about how you revise before, but now consider how you have been doing this and start thinking of alternative ways of revising. Consider now the location aspects of how you revise – your revision scenario. Remember; be honest with yourself at all times. Just because you’re sitting with your notes open, it doesn’t mean you’re actually revising! Revision techniques It is important to find a method that suits your learning style and a particular topic. You may find you want to change your method depending on the topic you are revising – just be alert to this. Remember to revise effectively you will need to remember facts and fig-ures, understand concepts/theories and the critical debates of your topic. Some common approaches include: Summarising notes or handouts into ‘distilled’ notes (key words, phrases) of no more than one side of A4 for each possible question topic.

Some people find flash cards useful for this. Flash cards can incorporate colour for dif-ferent layers of information and for making links.

If you are a very visual learner, you could draw charts/maps of key ideas using visual symbols/shapes, which act as a trigger for key concepts and ways in which they relate to one another.

If you would rather listen, because you have a preferred style of learning which is audito-ry, you could use iPods/MP3 players to read key notes onto, then play them back several times so that you can become more familiar with the language of your subject and with the key ideas relevant to the exam.

It can really help to enlist the help of a friend in any or all of these approaches, as long as you promise not to distract each other from the task in hand! Some students enjoy working with others and can learn by discussing ideas and explaining concepts to consoli-

date knowledge and picks out where the gaps in understanding occur. Whichever revision methods you use, work towards a situation where you can imagine a map of the topics needed for the exam: which are the bigger and smaller areas? How do they relate to one another? Are there themes running across different areas? Become a cartographer of your subject. This is where mind mapping and brain framing can really help. Use spaces around your room/ the whole house to display your notes and mind maps. Use post it notes to write down key words and stick them in prominent places to remind you of topics. Ask family members at home to test you on an area. This will ensure that you’re not dis-tracted and will get clear feedback on where the gaps are in your learning. Aids to Memorizing However effective we are at revising and gaining an understanding of the material, we have to commit it to memory for an exam. The more thoroughly we understand a topic, the more easily we can deal with unexpected and/or complex exam questions. So, don’t rely totally on pure memory recall or rote learning. However, we need to develop strate-gies to help us remember. Memory strategies Why do some people seem to have good memories and others struggle to remember what day it is? Perhaps, those with good memories have developed strategies for remembering and they have worked out ways of remembering which suit them best. Rote-learning (learning chunks of information by heart) may work for some topics in certain subjects, but most of your exams require a thorough level of understanding. Think about how you remember. Answer the following questions:

What was your first day at school like? (episode)

What is your mobile phone number? (fact)

Where did you have your last meal? (episode)

How do you open a document on the computer? (procedure)

A key topic area in your favourite subject (knowledge)

Our long term memory is organised so we can remember facts, episodes, knowledge and procedures. These use different aspect of our memory. In addition, how facts and knowledge are remembered (written text, diagram, mindmap etc) could reflect your abil-ity to recall that information. Certain subjects can be remembered effectively by draw-ing and labelling diagrams, e.g. the intricacies of the blood system, but this would not be suitable for learning the causes of poverty in the last century where a flow chart may be better. You may find yourself better at remembering some types of things than others. Can you identify your memory strengths and weaknesses?

Final Thoughts

If you are still learning information right up to the last few hours before the exami-nation, you will NOT remember all of this in the examination. You must begin your revision programme over the Easter holiday to ensure you are up to date with all of your work and to ensure that you have the best possible chance of success in the summer exams.

Adrenaline is good in examinations – at the right levels. Too much adrenaline can cause stress which means that you will under-perform on the day. Leaving your revision to the last minute will unsettle you before the exam; try to lay off the energy drinks too! Relaxation is a vital part of the revision process. During revision make sure that you have some rest periods. Concentrated spells of revi-sion followed by short breaks are best. Physical activity, such as going for a walk or playing sport, can stimulate your brain into more activity when you are trying to remember all the information. A healthy, balanced diet and the correct amount of sleep are vital in keeping you pre-pared and alert during the exam period.

Mind-mapping/Brain framing These subject headings are a guide to the main topic areas that you need to revise. You will need to use your revision guides to help you break down the content into learnable chunks.

English

English Language Section A: Understanding non-fiction texts English Language Section B: Producing non-fiction Texts English Literature Paper 1: Exploring Modern Texts (Of Mice and Men and An In-spector Calls) English Literature Paper 2: Poetry Across Time (Character and Voice and Unseen Poetry) Here are just a few ways that you can revise English Language and Literature. They have been divided up into the three key areas.

Read newspaper articles, preferably broadsheets, and identify the main line of argument.

Look for the use of persuasive features in newspaper articles or adverts and think what effect the writer is trying to achieve.

Try to identify the purpose and target audience of different texts such as adverts, articles, leaflets etc.

Get a selection of adverts and try to find the hidden meaning behind the images used.

Learn the definitions of key terms.

Play key term bingo.

Read the poem and try to identify the meaning, tone, language used and structure from memory.

Mind maps identifying things such as theme, language, structure, and imagery. Try to use quotes.

Put the key information about each poem onto an index card. .

Plan essays detailing the most important information. Complete timed essays at home so you can get your timings right.

Mind maps on main themes, characters and key events.

Produce index cards about the different characters with some key quotes.

Learn five facts about the historical background of the novel.

Revise what happens in each chapter or act and practice finding quotes. Try to become really quick at this!

Plan essays

Practise timed essays

English Language

English Literature: Poetry

English Literature: Novel and Play

REVISE WHAT YOU DO NOT KNOW

When practising past paper questions follow this foolproof procedure:- HIGHLIGHT question information (not the question instruction) CIRCLE the question instruction (not question information) UNDERLINE further parts of the question instruction E.g.:- For the following sequences add the next two terms. Use the Mock Exam analysis and other Assessed Task feedback to be fully

aware of your weak topics. (Use the contents page of the Revision Guide (Higher or Foundation) to help name these topics)

Identify in the following resources A. CGP Revision Guide and Workbook (Higher / Foundation)

B. MyMaths.co.uk (Login: worthing , Password: square) - Booster Packs (A-A*, B-A, D-C, 6 Booster)

C. MathsWatch CDs D. Practice Papers E. Notes from class in exercise books (A to D are available to buy from the Maths Department) Where: i) revision materials are available . ii) practice questions can be found to deal with your weaknesses.

Equipment needed for the exams:

Compass Pencil

Protractor Eraser

Ruler Sharpener

Black pen

Maths

Follow the “study skills” advice in this booklet, but there are a few extra things that you could do for Science: 1. Get yourself a revision guide & workbook—order from Amazon now ! 2. Create a glossary of key words in each module, stick them up on your wall 3. Write equations and units on index cards, keep these to hand - great for the journey to school and tutor time Practice answering questions – instruction word then keys words followed by “bottom upwards” is a good model; this is where the workbook fits into the grand scheme of things. And I need to revise? How?

Little and often use our revision plan timetable on the Moodle ! If revision guides aren’t your thing, then check out the following websites :-

www.bbc.co.uk/bitesize a good general site which also has hyperlinks to many others, can email a real human being and get answers to diffi-cult questions www.docbrown.org.uk Www.skoool.co.uk

Additional Candidates Yr11 EDEXCEL http://www.edexcel.com Please see the revision cards you were given of all the topics to revise. Your revision checklist can either be created from the Edexcel revision textbook and/or using the revision guide. You can also use Active learn. Only P2 and C2 left now ! (Physics and Chemistry) Past papers are in the Moodle Year 11 EDEXCEL PAST Papers Triple Candidates Please see the revision cards you were given of all the topics to revise. Utilise Active learn and your revision books. You have only the unit 3 exams left for these final exams … Good Luck. Use Active learn and http://eduvee.com/ to revise. Past papers are in the Moodle Year 11 EDEXCEL PAST Papers

Remember—Equipment for the exams !

2 Black pens Pencil Calculator Ruler Eraser Sharpener

Science

Students need to have produced approximately 4 x A1 sheets of research (drawings, copies of art work, notes, design ideas etc.) This work constitutes around 75% of the exam mark (the exam itself constitutes 40% of the total GCSE mark). These A1 sheets of research need to be completed, mounted and submit-ted by the end of the second day of the controlled test element of the exam.

Towards the end of the exam period (late April early May) students will sit 2 x 1 day controlled test sessions lasting 5 hours each. During this time stu-dents work in exam conditions and are expected to produce a final outcome for their exam project – this could be a painting, illustration, piece of tex-tiles, sculpture etc.

On the next page is an example of the sort of activities, and a suggested lay-

out, that students could engage with for their exam research.

Art

Drama written paper = 40% of total marks

The exam lasts 1h30. You must answer Section A and section B. Section A 4 questions worth 10 marks each. You should spend 10mins on each question. You are answering on your Devising War work. The questions will follow a set format:

DESCRIBE e.g. performance space, genre, style etc. EXPLAIN e.g. first ideas, creating a role, using a particular skill ANALYSE e.g. improvements in rehearsal process EVALUATE e.g. strengths and weaknesses in final performance

Section C 2 questions on the live performance of Warhorse. Each question is worth 20 marks. You should spend 20mins on each question. We have prepared answers for the acting section of this part so answer the questions geared towards the act-ing. Ways to revise:

Complete practice question booklets Timed practice papers Mindmaps/bullet points on practical pieces Detailed breakdowns of how you performed certain scenes Detailed notes on improvements/changes made in rehearsal Learning key vocabulary to use in the exam Re-read the revision guide for section C, selecting specific moments from the piece to write about. Prepare answer for a couple of actors.

To get a C or above, you need to write in lots of detail and refer to specific mo-ments in your answers. Make sure you know which different bits you are going to refer to in the different questions.

Drama

You will sit one exam that is 1 1/2 hours in length. It will have a mixture of multiple choice, describe and explain questions and extended writing questions. The exam is worth 40% of your GCSE grade. There are lots of revision resources and practise exam questions on the year 11 Moodle page. Topics you need to revise and learn: Nutrition- Carbohydrates, protein, fats, vitamins and minerals. The eat-well plate and 8 government

guidelines for a healthy diet. Nutritional labelling Special dietary needs for – infants ( up to 1 year) toddlers, school children, adolescents, adults and

those who are ill and convalescing (getting better after illness and operations). This may be in the form of looking at a recipe and adapting it to suit the needs of one of these groups

Faith and diets e.g. Hindu faith, Muslim faith, Jewish faith. Primary foods – including eggs, wheat, milk and dairy, fish, butter and oils, fruits and vegetables

(types e.g. root vegetable) and sugar. Secondary foods – made from primary foods and reasons for processing e.g. to improve nutritional

qualities, change appearance, texture and flavour. You should be able to give examples. Food spoilage/food poisoning/food hygiene (including cross contamination) Food Safety act and Food

Hygiene Act. Key temperatures and conditions for bacterial growth, high risk foods. Preservation – hot (pasteurisation, sterilisation, UHT, canning) cold (chill, cook-chill, freezing, cook-

freeze), dry (sun dried, spray drying, AFD Accelerated Freeze Drying), chemical (use of preservatives) and specialist packaging (MAP – Modified Atmospheric Packaging and vacuum packaging) and irradia-tion.

Additives used at home and in industry – colours, flavours, artificial sweeteners, herbs and spices,

emulsifiers, stabilisers, gelling and setting agents, thickening agents (flour, cornflour), raising agents, preservatives, anti-oxidants, food fortification.

Standard component parts used at home and in industry – pizza bases, pasta, powder mixes (cake, bis-

cuit, pastry, scone and bread, soups, sauces, gravy, desserts e.g. custard, cream, lemon meringue pie mix), stock cubes, baking powder, pre-blended spices, dried and tinned fruit.

Production methods including scales of manufacture (one-off e.g. wedding/celebration cakes, batch

e.g. biscuits, sandwiches, ready meals, desserts and soups and high volume e.g. bread, crisps, soft drinks) product and recipe development including scaling up and storage/distribution of products.

Moral issues e.g. factory farming, GM, food miles, Fairtrade, sustainability, organic, seasonal foods,

pollution, packaging. Use of ICT to make products safer, improve quality and consistency and speed up manufacturing– in-

cluding CAD/CAM/CIM/ ICT and CAM in single product – e.g. microwave ovens, bread makers and edible icing

Quality assurance and quality control Packaging and labelling e.g. what must be included on food labels by law and what information is vol-

untary. You must be able to explain how food labelling informs and protects the consumer. Product Analysis and design questions Tools and equipment. Industrial equipment and processes and equipment that is used in the home.

Food Technology

One source-based question made up of 3 parts A choice of one other question from a choice of 3, each

question being made up of 3 parts

Geography

Geography Exam Preparation AQA Syllabus A

The Exam Structure

This year’s exam consists of two papers, which are as follows;

Paper One –

The paper is worth 37.5% of the final GCSE

The paper is one and a half hours long.

Students are to answer all of the questions on;

Weather and Climate

Living World

Coastal Processes

Paper Two –

The paper is worth 37.5% of the final GCSE

The paper is one and a half hours long.

Students are to answer all of the questions on;

Population Issues

Globalisation

Tourism

All of these topics have been covered in class and will be revisited during the depart-

ment’s revision classes, which take place after school during Period 6 on Fridays.

In addition to these classes, your child has access to the schools Virtual Learning

Environment - the Moodle. Here, you and your child will find a wealth of revision

materials, which include department revision guides, collections of past exam questions

and the exam papers from the last two years.

For those interested in purchasing a revision guide, the departments revision materials

should ideally be used in conjunction with the course textbook, which is titled

AQA GCSE Geography A: Student Book

Written and edited by Simon Ross

ISBN: 1408502716

Should a copy of this book be purchased, the department is willing to purchase

used, but well kept copies of the textbook for £12, on completion of the

course.

Key Content

Paper 1

Weather and Climate

Your child should be able to:

Tell you about the characteristics of the UK climate

Explain the reasons for the UK’s climate and why it varies, depending on;

latitude, altitude, pressure, winds and distance from the sea

Explain with diagrams the sequence of weather associated with a weather

depression.

Describe the weather generated by anticyclones and how the weather

differs between summer and winter.

Give you examples of how the weather in the UK is becoming more extreme

Describe how extreme weather impacts upon homes, lives, agriculture,

health, transport

Outline how the UK maybe able to plan for a deal with extreme weather.

Outline the evidence for and against climate change.

Explain the causes of climate change.

Explain how climate change can be addressed through global strategies such

as: reducing carbon emissions, the Kyoto Protocol, carbon credits

Explain how climate change can be addressed through local strategies such

as: transport strategies, taxation, congestion charging, conserving energy

and recycling.

Explain the sequence of events leading to the formation of a hurricane.

Use a case study to tell you about the social, economic and environmental

effects of a hurricane in a rich country, as well as the short and long term

responses (e.g. Hurricane Katrina — USA)

Use a case study to tell you about the social, economic and environmental

effects of a hurricane in a poor country, as well as the short and long term

responses (e.g. Cyclone Sida — Bangladesh)

Key Content

Paper 1

Living World

Your child should be able to:

Define the concept of an ecosystem and how it works with reference to the

following key terms: consumers, decomposers, food chain/web, nutrient cy-

cling and producers.

Explain how an ecosystem can change as a consequence of natural factors

such as fire, floods or droughts and human induced factors such as

species introduction, chemical use, farming and fishing.

Describe the global distribution of the world’s temperate deciduous for-

ests, deserts and tropical rainforests can be found.

Describe the characteristics of a deciduous forest

Use a case study to outline the uses of a deciduous woodland for timber,

recreation and conservation.

Use a case study of a deciduous woodland to discuss the ways in which it

can be managed through controlled felling, replanting, planning for recrea-

tional use and conservation.

Describe the characteristics of a Tropical Rainforest

Use a case study to outline the causes of deforestation: farming, slash and

burn, commercial ranching, logging, road building, mineral extraction and

population pressure (e.g. Malaysia).

Use a case study to examine the economic, social, political and

environmental impacts of deforestation (e.g. Malaysia)

Use a case study of a tropical rainforest to discuss the ways in which it can

be sustainably managed through selective logging, replanting, education,

ecotourism, protection, reducing demand for tropical hardwoods, reducing

national debt (e.g. Malaysia)

Describe the characteristics of a hot desert

Use a case study of a desert in a rich country to discuss its uses for

commercial farming, irrigation, mineral extraction, retirement migration and

tourism. What challenges do these uses present and how can these uses be

managed sustainably (e.g. Sonoran Desert— Arizona, USA)

Use a case study of a desert in a poor country to discuss its uses for

Hunting and gathering, farming and irrigation. What challenges do these uses pre-

sent and how can these uses be managed sustainably (e.g. Thar Desert — Paki-

stan/India).

Key Content

Paper 1

The Coastal Zone

Your child should be able to:

Tell you about how the waves form and what happens when they reach the coast

Describe the differences between the features of a:

destructive and constructive wave

Describe how the 3 different processes of weathering affect the coastline

(mechanical, biological and chemical)

Describe how the 4 processes of mass movement operate at the coast

(rockfall, landslides, mudflow and rotational slip)

Tell you what the 4 processes of erosion mean:

hydraulic power, abrasion, solution and attrition

Tell you what the 4 processes of transportation mean:

solution, suspension, traction and saltation

Explain what is meant by longshore drift

Explain why deposition takes place in some areas of the coast

Use diagrams to explain how headlands and bays are formed

Explain the formation of cliffs and wave-cut platforms

Explain the sequence of formation of caves, arches, stacks and stumps

Explain the formation of the features of deposition of beaches, spits and bars

Tell you the cause of sea level rises

Tell you the possible effects of the sea level rises referring to specific places

Be able to categorise these possible effects into;

economic (money), social (people), environmental (natural) and political (Government)

Use a case study to tell you about the causes and effects of cliff collapse for

people living in a coastal zone (e.g. Holderness)

Tell you what Shoreline Management Plans (SMPs) are

Tell you about the advantages and disadvantages of hard engineering strategies

Tell you about the advantages and disadvantages of soft engineering strategies

Be able to tell you about the sea defences in a named location (e.g. Worthing)

Describe the characteristics of a saltmarsh including; salt marsh succession

Explain how this saltmarsh is managed in a sustainable way

Use a specific case study to talk about salt marshes. (Pagham Harbour)

Key Content

Paper 2

Population

Your child should be able to:

Define the following key population terms:

Zero Growth,

Natural Decrease,

Exponential Growth,

Birth Rate

Death Rate

Natural Change

Natural Increase

Life Expectancy

Describe and explain the 5 stages of the Demographic Transition Model

Explain the major factors that affect population growth:

(agricultural change, urbanisation, education, status of women)

Interpret population characteristics from a population pyramid

Understand, and be able to outline the points made for and against, the

Chinese One Child Policy and can draw their own conclusion

Describe a different population policy such as Kerala in India

Describe the issues surrounding an ageing population

(health care, social services, pensions crisis, opportunities)

Describe the measures France has taken in order to solve these problems

Tell you about migration and push/pull factors

Discuss the positive and negative impacts of international migration

Describe the types and reasons of migration within the EU (Poland to UK)

Describe the types and reasons of migration from outside the EU

Key Content Paper 2

Globalisation

Your child should be able to:

Explain the terms of; Globalisation, Interdependence and Transnational Corporation (TNC) Explain how developments in ICT have encouraged globalisation including; satellites and submarine cables Explain how specialist localised industrial areas such as Motorsport Valley

(UK) have developed global connections Describe and explain the factors behind the development of call centres in

countries such as India Explain at least 3 advantages and disadvantages of a transnational corpora-

tion such as Nike or Toyota Define the terms multiplier effect and leakage Explain how government legislation has influenced the growth or decline of manufacturing industry Describe how health and safety regulations, prohibition of strikes, tax incentives and tax free zones can influence the growth or decline of manufacturing industry Explain why China has become one of the world’s most powerful economies.

(government legislation, home market, the Olympics factor and the Three Gorges Dam) Explain why the demand for energy is increasing Describe the social effects of increased energy use e.g. lung disease, smog Describe the economic effects of increased energy use e.g. rising cost of pet-

rol Describe the environmental effects of increased energy use e.g. global warming and rising sea levels (and the detailed effects of this) Explain how the use of renewable energy is sustainable Describe the case study of wind power in the UK. Arguing both for and against wind power. Describe the importance of international directives for sustainability Describe the importance of local initiatives for sustainability Give examples of attempts at achieving sustainable development operating

at international and local scales Describe the environmental impacts of increasing food production Describe the political impacts of increasing food production Describe the social impacts of increasing food production Describe the economic impacts of increasing food production Argue both for and against transporting food very long distances

Outline how we can support locally produced food.

Key Content Paper 2 Tourism

Your child should be able to:

Describe the factors affecting tourism growth

(social and economic factors, improvements in technology and holiday choice)

Identify factors that attract tourists to an area

Describe the economic importance of tourism to selected countries

Recite and explain with an example the six stages of the

Butler tourist resort life cycle model

Describe the attractions, problems and the management strategies of

Worthing as a coastal resort.

Define the term mass tourism

Tell you about mass tourism in the country of Kenya

Understand what is meant by extreme environments

Describe how and why tourism is growing in Antarctica

Describe how Antarctica controls tourism

State the difference between stewardship and conservation

Use an example to explain how ecotourism can contribute to sustainable

development. (case study: Kenya)

Below is the exam boards description of how longer answers are marked in the exam. Levels Marking - General Criteria Where answers are assessed using a level of response marking system the following gen-

eral criteria should be used.

Level 1: Basic Knowledge of basic information Simple understanding Little organization; few links; little or no detail; uses a limited range of specialist terms Level 2: Clear Knowledge of accurate information Clear understanding Organised answers, with some linkages; occasional detail/exemplar; uses a good range of specialist terms where appropriate Level 3: Detailed Knowledge of accurate information appropriately contextualised and/or at correct scale Detailed understanding, supported by relevant evidence and exemplars Well organized, demonstrating detailed linkages and the inter-relationships between fac-tors Clear and fluent expression of ideas in a logical form; uses a wide range of specialist terms where appropriate

for full marks.

1. Revise Around the Theme: Packaging that is used to promote products This is a broad theme but basically the design question will be about packag-ing a product in a way that promotes it. Make yourself aware of different types of card and plastic packaging (visit a supermarket or look around your kitchen!). Research the theme by looking at the rich picture diagram. Famil-iarise yourself with the information. Visit www.technologystudent.com and click on GRAPHICS to find relevant information on this exam theme. Use your revision guide. 2. Packaging (this will form a large part of our revision sessions) Materials – Plastics and Paper. Board. Advantages/Disadvantages. How plastics are shaped, eg. vacuum forming and injection blow moulding. Treatments and finishes (see no. 6.). Nets. The environment. Sustainable materials. Recycling. Ergonomics. Information graphics and symbols. Suitable print techniques. 3. Rendering/Drawing Isometric and perspective sketching. Shading 3D objects. Using a fine liner to outline shapes. Accurate sharp pencil drawing. Neat colour pencil rendering. Drawing to BS (British Standards). Orthographic drawing. Exploded drawing. Quick rendering of Serif/Sans typefaces. Practice drawing letter styles that are thicker than a single line. 4. Scale Drawing objects at full size, half size, quarter size. Understand what the fig-ures mean eg. 1:1? 1:2? 1:4? etc. Reason for drawing to scale. 5. Print Techniques/Production Methods Lithography, Flexography, Digital Printing, Screen Printing. How they work. Advantages and disadvantages (Suits materials, long/short runs, economy). Know the difference between One off, Batch, Continuous and Mass produc-tion. Advantages and disadvantages. 6. Finishing Techniques for Packaging Scoring, Die cutting, Perforating, Varnishing (Spot and UV), Embossing, Laminating. Foil blocking. When to choose these. 7. The Design Process Client/designer roles (who pays for design, who owns designs?). The purpose of a Specification. Specification headings; Function, Aesthetics/Style, Target Market, Materials/Processes, Size, Ergonomics, Safety, Cost. Product Analysis headings (can be same as Specification headings). Remember your coursework sheet headings and contents and why you did each sheet. 8. CAD/CAM Where to use it, e.g. vehicles/shop fronts/signage or one off graphics (or exhibitions). Cuts graphics/lettering and prototype nets. Lasers can cut finer shapes than die cutters in card.

Graphics

9. Typography Difference between Serif and Sans Serif. Uses for Decorative fonts. Uses for Script fonts. Names of some standard typefaces that fit into these categories. 10. Computers and Studio Equipment Use of computers and design software (DTP). Name leading page layout, image manipula-tion, drawing, and word processing software. Input devices. Studio tools such as craft knives, glues, tapes, drawing aids etc. Be aware of advantages and disadvantages. 11. Smart/Modern Materials Thermochromic ink, Phosphorescent (8 hour glow) ink that prints using flexography. 12. Exam Tricks • Developing an idea means sketching a design that is different to the first idea. • Work on only the areas indicated (of a card for example). • Stick to the specification, especially if you have written it! • A Development is another word for a Net (flat plan of a box).

Spot colour is a time saving way of adding colour to a design (colouring a small section and indicating that the rest of the area will be coloured).

Surface graphics are pictures/type/patterns/shapes etc. Only add these if you are asked to.

When you answer a question make sure you give a reason for your answer. Eg. Copyright symbol (answer) The design is protected by law and permission is needed to use it (reasoning behind answer).

SECTION A – The context for this year’s exam is to design storage for small items

around the work of Charles Rennie Mackintosh. You will need to research into as many existing products as possible. Students need to be able to: Produce 5 different design ideas that meet the design brief: Read the brief carefully Show creativity – each idea has to be different Draw in pencil Sketch in isometric Spot colour Write a specification to design to: Function/User needs Target market Materials & Finishes Ergonomics & Anthropometrics Aesthetics Develop your best idea – can be developed in terms of design features, materials,

construction Reflect on design brief and your specification Draw in isometric Fully render in colour Label and annotate – detailed notes and analysis of developed idea Give three important sizes Evaluate developed design Analyse design – Examples: environmental factors (recyclable – renewable re-

source, materials – e.g polypropylene suitable for outdoor use as waterproof, strong and durable, lightweight and easy to move around – aluminium and ply-wood.

SECTION B Equipment and processes Tools –You will be expected to name tools and their specific process. Materials, properties and finishes You will need to know the following types of materials and their properties Hardwood – e.g Oak Softwood – Scots pine Composites – e.g MDF, plywood Thermoplastic – e.g Acrylic Thermosetting plastic – e.g HIPS Ferrous metal – e.g Steel

Product Design

Non Ferrous metal – e.g Aluminium Smart materials – e.g Polymorph Nano Materials Finishes – you need to have knowledge of a variety of finishes Oils Wax Lacquer Varnish HEALTH & SAFETY You will need to be aware of Health and Safety requirements of tools and work-shop machinery, identifying hazards and precautions needed for safety. British Standards; symbols and meanings PROCESS OF MAKING – Wood metal & plastic You will be expected to draw and make detailed notes of processes and construc-tion methods naming tools and equipment needed in production for a third party to make design in quantity using templates, jigs or formers. All tools and equip-ment will need to be given at each stage. Marking out Cutting and shaping Drilling Bending/joining – metal forming, wood joints Casting and moulding – different types of moulding techniques e.g. vacuum form-

ing, injection moulding Applying surface finishes CAD/CAM/CIM/laser cutter/Router – What can these be used for in production? QA/QC – what tools can you use for Quality Control checks? Why is it important

to the consumer? Tolerance – what is the importance of tolerance in manufacturing component

parts? INDUSTRIAL PRACTICES You will need to have knowledge of how products are produced for various mar-kets and understand the roles of the client, designer and manufacturer in indus-trial manufacture. Manufacturing Systems One off – single product Batch – hundreds/thousands Mass and continuous – thousands/hundreds of thousands Systems and Control – you will need knowledge of basic systems below Mechanisms Electrical systems Quality control systems – understand how to apply quality control checks during

the making of a product ERGONOMICS & ANTHROPOMETRICS Have knowledge of how ergonomics and anthropometric data are used within de-sign. E.g. comfort, safety, ease of use, correct size parts for the parts of the body using the product (5th, 50th, 95th percentiles).

SUSTAINABILITY, ENVIRONMENTAL AND MORAL ISSUES 6 Rs - repair, reduce, recycle, reuse, rethink, refuse Social and moral issues and considerations in design Sustainable forests Waste reduction Renewable resources

DESIGN INFLUENCES You will need to have knowledge of: Form vs function Market pull vs technology push Social, moral and cultural issues SUSTAINABILITY, ENVIRONMENTAL AND MORAL ISSUES 6 Rs - repair, reduce, recycle, reuse, rethink, refuse Social and moral issues and considerations in design Sustainable forests Waste reduction Renewable resources DESIGN INFLUENCES You will need to have knowledge of: Form vs function Market pull vs technology push Social, moral and cultural issues

Two main Subject Areas for the summer exam paper: Medicine and Public Health Through Time Who provided medical care? What caused diagnoses and treatments to remain the same or to change? How far did new ideas and treatments affect the majority of the population?

What caused people to be healthy or unhealthy? What ideas did people have about the causes and treatment of illness and injuries? Time Periods:

Pre-Historic Medicine Ancient Civilizations: Egyptian, Greek, Roman Middle Ages Renaissance Industrial Age Modern World American West

Topic Areas:

Plains Indians The Early Settlers (Including Pioneers, The Mormons, Mountain Men and Miners) The Cowboys The Homesteaders Law and Order The Struggle for the Plains ALL TOPICS MUST BE REVISED THOROUGHLY USING ANY TECHNIQUE YOU ARE COMFORTABLE WITH. MAKE SURE YOU USE THE TICK LISTS THAT YOU HAVE BEEN GIVEN.

Exam Paper Structure 2 hours Worth 75 marks 45% of the total GCSE marks

Section A — Medicine Through Time One source-based question made up of 3 parts A choice of one other question from a choice of 3, each question being made up of 3

parts

Section B — American West

History

List of topics to revise for final exam.

Section A Exercise and Training

1. Reasons for taking part in physical activity 2. Health, fitness, exercise and performance 3. Skill related fitness 4. Principles of training 5. Methods of training 6. Diet, health and hygiene

Section B Safety aspects and risk assessment in physical activities

1. Prevention of injury 2. Sports injury

Section C Applied anatomy and physiology

1. The cardiovascular system (circulatory system) 2. The respiratory system 3. The skeletal system (bones) 4. joints, tendons and ligaments 5. The muscular system

Physical Education

Media

Media Studies

Exam Topic – TV Crime Drama (40% of the final mark)

Revision/research Character Types

Officers of the law

Victims and criminals

Propp’s theory

Setting

Specific settings e.g. interview room etc.

Wider settings – urban/rural

Narrative

Opening teaser

Enigma code

Set pieces

Viewpoint

Binary oppositions

Dramatic irony

Todorov’s theory

Style

Camera work

Editing

Dialogue

Music

Lighting

Mise-en-scene

Realism

Special effects

Themes

Opposition

idealogy

Representation

gender

race and ethnicity

disabled people

sexuality

Audience

popularity

engagement

audience theory

the effects debate

Institutions

terrestrial channels

satellite/cable channels

scheduling

From script to screen

The future of the genre

Useful Websites

http://media.edusites.co.uk

http://www.englishandmedia.co.uk

http://crimetimepreviews.com

http://www.guardian.co.uk/tv

FRENCH / GERMAN

Listening Exam: 20% & Reading Exam: 20% Vocabulary and grammar from every topic in the GCSE course should be revised You need to revise vocabulary from all of the key topic areas for the final listening and reading exams. You should also revise from all of the resources and past papers which are on the VLE/Moodle or handed out by class teachers Subject specific revision booklets are provided by class teachers. These include key vocabulary lists and lists of useful revision sites for each language (www.linguascope.com log in: worthing, password: polyglot has a complete list of exam topics with exercises). The easiest way to learn vocabulary is to complete a little revision every day and to ask someone at home to test you. The key units of study are listed below: Personal and social life Self, family, friends, home life, shopping, meals, healthy living, free time, fashion, relationships, future plans. Local community Home town, school, education, local environment, pollution, recycling, local facilities, comparisons with other towns and regions, weather and seasons. The world of work Work experience, part-time jobs, future careers, technology The wider world Travel and holidays, media, social issues life in the countries and communities where the language is spoken.

There of the Areas of Study are assessed in the B354 Listening Paper: AOS 2—Shared music Solo, Duet, Orchestra, Concerto, String Quartet, Jazz Combo, Lieder, Choral music AOS3—Music for Dance Waltz, Tango, Salsa, Bhangra, Disco, Club Dance, Line Dance, Irish Jig and Reel AOS 4—Descriptive Music Romantic Concert Overtures eg. Hebrides/1812, Impressionism, Expressionism, Minimalism, Music for Films. Make sure you learn all the keywords from the specification. Listen to extracts and analyse them using the Elements of music as a good starting point. MATCH EACH HOUR OF CLASS TIME WITH ONE HOUR OF REVISION consolidating notes and/or practising exam questions

Music

MFL

The exam is on May 22nd. The paper is 1 1/2 hours and you will answer 3 questions Crime and deviance Mass Media Social Inequality There is also a 4th question on the paper on Politics only answer this as a last resort. Revision Revise all the key words from the exam board glossary sheets You need to be able to answer these essay questions Crime and deviance Discuss how far sociologists would agree that was is seen as deviance arises from labelling by society. Discuss how far sociologists would agree that most anti social behaviour is carried out by young men. Mass Media Discuss how far sociologists would agree that the mass media are the most important agent of socialisation shaping peoples political opinions Discuss how far sociologists would agree that representations of women by the mass media are still largely stereotypical Discuss how far sociologists would agree that the political views presented by the mass media are those of the rich and powerful in society Social Inequality Discuss how far sociologists would agree that there is a traditional working class in the UK to-day. Discuss how far sociologists would agree that the causes of poverty lie in the attitudes and values of the poor themselves. Discuss how far sociologists would agree that a person’s ethnicity is the most important factor affecting his or her life chances. Revision activities 1. Complete past papers and give them to Mr Millington to mark 2. Watch Channel 4 News 3. Attend all the period 6’s and morning sessions

Sociology

Unit 3 – Building a Business This paper is worth 50% of the final GCSE grade, so it is vital that you revise fully for the exam and understand how the paper is structured: Time: 1 ½ hours Questions: The paper is broken down into 3 sections: Section A consists of multiple choice and short answer questions. You are normal-ly advised to answer all questions and spend 40 minutes on completing them. Section B consists of short and extended answer questions based upon a case study at the start of the section. You may be asked to analyse some financial da-ta such as a cash flow forecast or a break even chart, so ensure that you bring a calculator and a ruler along with your normal exam equipment. You are normally advised to answer all questions and spend 30 minutes on completing this section. Section C is very similar to section B as it consists of short and extended answer questions based upon a case study at the start of the section. You are normally advised to answer all questions and spend 20 minutes on completing this section. When revising use the text book you have been provided and remember to go online (remote login) and access the Edexcel Exam Zone resources on the net-work.

Business Studies