Recommended books - The King's School · Web view2019-03-13 · This is a written exam paper. There are 2 sections to the written exam. Section A focuses on the set-text of Blood

For Students studying TRIPLE SCIENCE (Separates)

For exams taken in Summer 2019

Year 11 GCSE Revision Checklist & Course Companion

THE KNOWLEDGE

Externally Set Assignment Timetable

· Component 2 (40%) will be completed over 10 weeks

· Sketchbook and loose work MUST be handed in at the beginning of the 10 hours – this can be referred to during the 10 hours but NOT worked into

· Final Piece and any work completed in the 10 hours MUST be handed in at the end of the 10 hours

Week

AO

Classroom Activity

Home Learning

1

07/01/19

(2 lessons)

AO3

Record

Choose Exam Question

Observational Studies Drawing and painting around theme

2 x blind studies

1 x pencil

1 x biro or pen

Complete a title page and mind map with drawings and found images included

2

14/01/19

(2 lessons)

AO3

Record

Observational Studiesusing varied art materials

1 x ink

1 x watercolour

1 x continuous line

PHOTOGRAHY - in lesson x 10 good quality photos of objects linked to your theme

Choose Artist 1: Create artist reference page (2 x A4 pages) –include images, drawings and artist information

EXT: write analysis

3

21/01/19

(2 lessons)

AO1

Develop

Experiments

Printmaking - complete mono print experiments onto mixed media backgrounds (linked to your theme) work into these prints with watercolour and/or oil pastel

Present photography and work so far, observational studies, print making with good quality annotation reviewing and evaluating as you go- use the annotation guide

4

28/01/19

(2 lessons)

AO1

Develop

Mixed Media Observational studies

Using a choice of media complete observational studies drawn directly from your photographs in the spaces around your photos


EXT: write analysis

5

04/02/19

(2 lessons)

AO2

Refine

Experiments

Printmaking - complete lino, poly or collagraph prints onto mixed media backgrounds (linked to your theme) work into these prints with watercolour and/or oil pastel

Present work so far, observational studies, print making with good quality annotation reviewing and evaluating as you go - use the annotation guide

6

11/02/19

(2 lessons)

AO2

Refine

Initial Ideas:

Develop at least 10 quick ideas

DRAW OUT x 4 initial ideas – good quality ideas in colour with annotation

Present 10 quick ideas and 4 x initial ideas.

Make sure you explain and evaluate your ideas and choices

Half Term


EXT: write analysis

7

25/02/19

(2 lessons)

AO2

Refine

Final Idea Experimentation – choose one idea and start experimenting with materials

Continue with individual experiments – 2 x A4 double pages

8

04/03/19

(2 lessons)

AO2

Refine

Experimenting with materials - develop your experiments even further

Continue with individual experiments – 2 x A4 double pages

Draw out final chosen idea 1 x A4 drawing

9

11/03/19

(2 lessons)

AO4

Present

Final Experiments - develop experiments further and start testing materials – try things out exactly how you would do it in the exam

Finish ALL experiments and sketchbook work

10

18/03/19

AO4

Present

Prepare for exam:

Scale-up final idea

Refine composition

Refine skills/ techniques

Prepare art materials needed

Use checklist to ensure you have enough evidence for all of the Assessment Objectives

Refine sketchbook work to boost mark – make sure you have COMPLETED AND IMPROVED ALL YOUR WORK

11

25/03/19

10 hour Sustained Focus

AO4

Present

EXAM SESSION:

Tuesday 26th March

Wednesday 27th March

Thursday 28th March

Friday 29th March

You hand in all sketchbook and prep work/loose work at the beginning of day one

Final piece is handed in at the end of day two

ASSESSMENT OBJECTIVES

AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

AO3: Record ideas, observations and insights relevant to intentions as work progresses.

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Business Studies

Separate guidance will be issued

GCSE Dance

Exam board: AQA GCSE Dance 8236

Website link: http://www.aqa.org.uk/subjects/dance/gcse

Recommended books:

Students will be provided with all resource packs and fact files for the course.

You will be sitting one written exam and completing three practical tasks.

Component 1

Performance and Choreography

Performance:

40 marks

30% of GCSE

Choreography:

40 marks

30% of GCSE

Performance:

· Sets phrases through a solo performance (1 minute in duration)

· Duet/trio performance

Choreography:

· Solo or group choreography

Component 2

Dance appreciation

80 marks

40% of GCSE

· Knowledge and understanding of choreographic processes and performing skills.

· Critical appreciation of own work

· Critical appreciation of professional works

Revision Checklist

Dance appreciation (Component 2) is assessed through a written exam of 1 hour 30 minutes. You will be assessed on your own performance and choreography through describing, analyzing, interpreting, evaluating and reflecting.

Key knowledge & understanding:

Performance:

· The meaning of relevant performance terminology

· The contribution of performance to audience understanding of the choreographic intent of the work including the mood, meaning, idea, theme and/or style/style fusion.

Choreography:

· The meaning of relevant choreography terminology

· The contribution of choreography to audience understanding of the choreographic intent of the work including the mood, meaning, idea, theme and/or style/style fusion.

Appreciation of six set works:

· Artificial Things

· A Linha Curva

· Infra

· Shadows

· Within her eyes

· Emancipation of Expressionism

You must know and understand the defining characteristics of each set professional work, including:

Features of production: Staging/set, lighting, properties, costume, dancers, aural setting and dance for camera.

Performance environments: Proscenium arch, end stage, site-sensitive and in-the-round.

Choreographic approaches

Choreographic content: movement content, structuring devices & form, and choreographic devices.

Choreographic intent: mood, meaning, idea, theme & style/style fusion.

Professional work

Got notes

(features of production, performance environment, choreographic approaches, choreographic content, choreographic intent)

Understand notes

Key words/revision sheets/cards completed

Any questions/notes/handouts missing?

Artificial things

A Linha Curva

Infra

Shadows

Within her eyes

Emancipation of Expressionism

GCSE Drama

We follow the OCR GCSE Drama course: http://www.ocr.org.uk/qualifications/gcse-drama-j316-from-2016/

There are 3 Components to study. Component 1 is competed in Year 10 (devised performance and portfolio).

In Year 11 we are working to complete Component 2 and Component 3.

Component 2: Presenting and Performing Texts

You will work in groups to stage 2 extracts from a play. The exam board will confirm the date of the performance early in the Spring Term and letters will sent home to inform students and parents as soon as we know the date.

To be successful in this unit students must:

Task:

Completed:

Have read the entire play-text

Have researched the S/C/H/P contexts of the play-text

Have chosen 2 extracts to perform which meet the time requirements

Considered what are the demands of the 2 extracts

Decided upon a director’s intention for each extract

Developed their role/s

Rehearsed with their group members each week at lunch/afterschool

Leant all lines

Completed a teacher assessed rehearsal/dress rehearsal

Completed a draft written concept pro-forma

Completed a written concept pro-forma

Component 3: Performance and Response

This is a written exam paper. There are 2 sections to the written exam. Section A focuses on the set-text of Blood Brothers and Section B asks you to evaluate a live performance that you have seen during the course. The exam paper is marked out of 80 and is worth 40% of your overall GCSE. The paper is 1 hour and 30 minutes in length (a mark per minute with 10 mins reading and reviewing time). It is recommended that you have your own copy of Blood Brothers to revise from.

Section B

We recommend that you start with Section B first! Aim to write for 30 mins. Remember to use:

· An essay style structure

· Detailed examples from the production

· Subject-specific vocabulary

· Evaluations of the use of production elements and their impact on the audience.

Section A (Blood Brothers). Write bullet point/brief answers, read the questions very carefully!

Do/Know/Understand

Achieved:

Social Context

Historical Context

Cultural Context

Theatrical conventions of 1970’s/1980’s

Characteristics of the text:

Genre

Structure

Characters

Form and style

Theatrical setting

Plot and subplot

Dialogue

Stage directions

How meaning is communicated:

Performance space

Spatial relationships

Relationship between audience and performer

Design of set/costume/lighting/sound

An actor’s vocal interpretation

An actor’s physical interpretation

Use of performance conventions

Development of Drama and performance:

Contemporary Staging

Role of theatre makers

Acting skills

Vocal techniques

Non-verbal communication

Use of semiotics

Design and use of set

Character development: Costume/Hair/Make-Up

Use of lighting

Use of sound

Performance Styles

Features of a performance text:

Acts and scenes

Antagonist

Character

Dialogue

Duologue

Flashback

Monologue

Plot and subplot

Protagonist

Stage directions

English Language Paper 1

Length of Exam: 1 hour 45 minutes

Exam Board: AQA

Question number

Question

Skills

1

List 4 things…

4 marks

Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts

2

How does the writer use language to…?

8 marks

Explain, comment on and analyse how writers use language and structure to achieve effects and influence, using relevant subject terminology to support your views.

3

How the writer use structure to…?

8 marks


4

Personal response to a statement based on the extract. To what extent….

20 marks

Evaluate texts critically and support with appropriate quotations

5

Extended writing

Narrative or descriptive writing. The opening to a story or response to a picture.

24 marks for content and organisation

16 marks for accuracy

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Organise information and ideas, using structural and grammatical features to support coherence.

You need to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

English Language Paper 2

1 hour 45 mins

Exam Board: AQA

Question number

Question

Skills

1

Choose 4 true/false statements

4 marks

Identify and interpret explicit and implicit information and ideas.

Select and synthesise evidence from different texts

2

Using BOTH sources write a summary of the differences between…

8 marks

Identify and interpret explicit and implicit information and ideas

Select and synthesise evidence from different texts

3

Only use Source B

Comment on how language is used …

12 marks


4

Use both Source A and B

Compare how the writers convey their different attitudes and perspectives. Focus on writer’s perspective.

16 Marks

Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

5

Writing to Explain /Argue/persuade

24 marks for content and organisation

16 marks for accuracy

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.

Organise information and ideas, using structural and grammatical features to support coherence.

You need to use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

·

English Literature Paper 1

Length of Exam: 1 hour 45 mins

Exam Board: AQA

This is a closed book examination which means you will have an extract to look at but you will have to use your memory when writing about the play as a whole.

Top Tip:

Revise quotations from important sections of the texts. Revise themes and characters.

TEXTS TO REVISE: Romeo & Juliet and A Christmas Carol or Dr Jekyll and Mr Hyde

Answer ONE question from Section A- Shakespeare. You need to answer the question on the text we have studied- Romeo and Juliet.

You are given an extract from the text. The question will relate specifically to the extract and the play as a whole.

30 marks

4 marks: SPAG

Answer ONE question from Section B- 19th Century Novel. You need to answer the question on the text we have studied- A Christmas Carol or Dr Jekyll and Mr Hyde

You are given an extract from the text. The question will relate specifically to the extract and the play as a whole.

30 marks

English Literature Paper 2

Length of Exam: 2 hour 15 mins

Exam Board: AQA

Modern Texts and Poetry

Section A - An Inspector Calls

Answer one question based on a theme or character from the text. You will always have a choice from two bullet points.

30 Marks

4 Marks: SPAG

Section B - Poetry

Answer one question from the appropriate cluster- Power and Conflict or Love and Relationships. Compare the supplied poem with one of your choice.

30 marks

Section C - Unseen Poetry

Question 1- focus on how the poet presents ideas.

24 Marks

Question 2- Another unseen poem comparing how poets present their attitudes. Read the question first because it always tells you what the poem is about!

8 Marks

Skills for Literature:

Read and understand and respond to texts

Maintain a critical style and develop and informed, personal response

Use quotations to support interpretations

Analyse the language, form and structure used by a writer

Show an understanding of the relationships between texts and the contexts in which they were written

Use a range of vocabulary and sentence structure

Accurate spelling

Revision topics for Food Preparation and Nutrition GCSE.

You will be assessed on three of the four assessment objectives in the written exam.

Percentage

Assessment Objectives

What does this mean ?

AO1

20%

Demonstrate knowledge and understanding of nutrition, food, cooking and preparation

Give facts and information, add layers of facts i.e.

Basic fact: protein is for growth, maintenance and repair.

Layer one: It is found in animal and plant forms.

Layer two: HBV proteins give all of the essential amino acids

AO2

20%

Apply knowledge and understanding of nutrition, food, cooking and preparation

Give examples and explain why i.e.

Protein is an essential part of the diet, it enables us to develop muscle and repair our bodies. It is easy to provide if you eat a wide range of foods. Vegans and vegetarians would need to eat a wider range of sources to ensure they got all of the essential amino acids. For example, beans on toast with cheese would provide all of the essential amino acids. Eating just the cheese would do the same.

AO3

-

Plan prepare, cook and present dishes, combining appropriate techniques

This is NOT examined in the written paper it is your PRACTICAL cooking session.

AO4

10%

Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by yourself and others

Analyse why things happen, explain what is going on in a dish. Explain and evaluate which product/method would be best. For example:

Using plain flour in choux pastry would give you a good result as it has a reasonably high gluten content. However, using bread flour, which has a higher gluten content would give you a better result as the protein would give a stronger structure and trap more air. This would give a lighter and crisper product.

The Exam:

You will be tested on the six areas of content:

1. Food Commodities

2. Principles of Nutrition

3. Diet and good health

4. The science of food

5. Where food comes from

6. Cooking and food preparation

Area of content

Revision areas within this topic

Food Commodities

· Dairy products

· Eggs

· Meat and fish

· Cereals

· Fruit and vegetables

· Alternative proteins

· Fats, oils and sugars

For all of the above you should know the following:

· How much we should eat

· Methods of cooking

· Range of standard recipes

· Provenance

· Methods of production

· Seasonality – where appropriate

· Range of colours flavours and textures provided by them

· Alternatives you could use instead

Principles of nutrition

· Five main nutrient group – proteins/fats/carbohydrates/vitamins/minerals

· Name of nutrient

· Is it a macro or micro nutrient?

· Functions

· Deficiency

· Food sources

· Proper names (for B vitamins and names of amino acids make sure you know at least 3 specific ones ,no more)

Diet and good health

· Healthy eating guidelines

· Government legislation that supports healthy eating

· What are terms such as GI/ NSP/PAL/EAR/RDA

· Different factors that affect the food we eat/choose to eat. For example: religion/climate/age/sex/disease/allergies/finance etc.

The science of food

· Functional properties and working characteristics of all of the food groups in the commodities section. What do they do in recipes and how? I.e. flour is high in starch and gluten – how does this work in a range of recipes. Use examples.

· Food spoilage – pathogenic bacteria

· What are pathogenic bacteria? Name some, know about their symptoms and where they are found and why they are dangerous.

· Preventing food spoilage

· Food hygiene and storage of food

· Core temperatures

· Methods of cooking – baking/roasting/boiling/steaming etc.

· Methods of making – creaming/all in one/melting/rubbing in etc.

· Methods of heat transfer – radiation/convection/conduction

Where food comes from

· Food provenance

· Primary and secondary processing

· Food miles

· Reduction of packaging and waste

· EU regulations about where food comes from and how it can be labelled – Champagne can only come from the Champagne region in France

Cooking and presentation of food

Basic recipes and scientific understanding of methods for:

· Sauces – roux, blended, reduction, starch thickened, emulsions

· Cakes – all in one, creamed, whisked, melting, rubbed in

· Pastry – choux, shortcrust, sweet pastry, rough puff,

· Bread – yeast (leavened) and unleavened

· Batters

· Biscuits – creamed, rubbed in

· Presenting food – what makes it look good – colour, height, range of textures, the plate it is on etc.

· Seasoning

· Tasting as you go

· Who your audience is – target market. Very different in a two Michelin star restaurant to home cooking or Mc Donald’s

Year 10 & 11 French

Exam Board: AQA –Specification can be found: http://www.aqa.org.uk/subjects/languages/gcse/french-8658

Writing

· 1 hour (Foundation Tier)

· 1h15 (Higher Tier)

25% of the final mark

Foundation Tier • Question 1 – message (student produces four sentences in response to a photo) – 8 marks

• Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks

• Question 3 – translation from English into French (minimum 35 words) – 10 marks

• Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks words essay

Higher Tier

• Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

• Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks

• Question 3 – translation from English into French (minimum 50 words) – 12 marks

Speaking

· 7–9 mn (Foundation Tier) + preparation time

· • 10–12 mn. (Higher Tier) + preparation time


· Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)

• Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)

• General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)

Listening

· Written exam: 35 minutes (Foundation Tier)

· 45 minutes (Higher Tier)


Foundation Tier and Higher Tier

• Section A – questions in English, to be answered in English or non-verbally

• Section B – questions in French, to be answered in French or non-verbally

Reading

· Written exam: 45 minutes (Foundation Tier)

· 1 hour (Higher Tier)


· Section A – questions in English, to be answered in English or non-verbally

• Section B – questions in French, to be answered in French or non-verbally

• Section C – translation from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)

The following topics could be found in the final exam:

Vocabulary area

Theme 1: Identity and culture

Relationships with family and friends

Marriage/partnership

Social media

Mobile technology

Music

Cinema and TV

Food and eating out

Sport

Customs and festivals in French-speaking countries/communities

Theme 2:

Local, national, international and global areas of interest

Home, town, neighbourhood and region

Charity/voluntary work

Healthy/unhealthy living

The environment

Poverty/homelessness

Travel and tourism

Theme 3:

Current and future study and employment

My studies

Life at school/college

Education post-16

Jobs, career choices and ambitions

Grammar area

Example

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

Pronouns

Je/ tu/ il/ nous…

Connectives

Donc/ mais/ et/ cependant/ pourtant

Reflexive verbs

Je me lave/nous nous brossons les dents

Present tense

Je mange/ nous allons/ ils font

Perfect tense (past1)

J’ai mangé/ je suis allé/ nous sommes allés

Imperfect tense

Je mangeais/ nous allions

Immediate Future

Je vais manger/ nous allons aller

Simple Future

J’irai/ je mangerai/ nous ferons

Conditional

Je voudrais/ j’aimerais/ nous ferions

Pluperfect

J’avais mangé ( I had eaten) j’étais descendu (I had gone down)

Subjunctive present in common expressions (higher)

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)

Idioms/ saying (higher)

‘quand les poules auront des dents’

· Recommended book: CGP GCSE French complete revision and practice

· Recommended websites: Kerboodle, memrise, BBC Bitesize, linguascope, languagesonline

· Exam papers: http://www.aqa.org.uk/subjects/languages/gcse/french-8658/assessment-resources

·

Year 11 Geography Exam 2019

We study the EDUQAS Specification B course.

The exam is made up of three parts. Paper 1, is 1 hour 45 mins long. It is based on questions from Theme 1, 2 and 3. Each theme contains a series of compulsory questions which start off short and then build in length and complexity. Paper 2, is 1 hour 30 mins long. It is made up of three sections and is a problems solving or Decision Making Exercise (DME) where you learn about an issue or problem and attempt to solve it. You then work through a series of questions to help you to decide upon a project to support and then write an extended letter or report to make your views/decision clear. Paper 3, is 1 hour 30 mins and tests your fieldwork skills and your ability to apply what you have learnt at Dawlish Warren and in Exeter to a series of scenarios.

Suggested books:

My Revision Notes WJEC B GCSE Geography, Hodder Education ISBN: 9781471887376

Our textbook is: WJEC EDUQAS GCSE (9-1) Geography B, Hodder Education ISBN: 9781471857874

IT resources:

Great videos on https://timeforgeography.co.uk

http://www.bbc.co.uk/schools/gcsebitesize/geography/

Unit Ref

Topic

Got notes and understand them

I have gaps in my understanding of this topic. I must get answers.

Theme 1:

CHANGING PLACES - CHANGING ECONOMIES

Key Idea 1.1:

Urbanisation in contrasting global cities like Mumbai and Sydney.

1.1.1

To what extent is urbanisation a global issue?

1.1.2

What are the ways of life and current challenges created by urbanisation in two global cities? Mumbai and Sydney.

1.1.3

What strategies can be used to manage the impacts of urbanisation in global cities?

Key Idea 1.2:

Urban and rural processes and change in the UK

1.2.1

What changes are taking place in where people live in both urban and rural areas of the UK?

1.2.2

What are the distinctive features of urban areas in the UK? Housing in Exeter

1.2.3

What factors help to drive urban and rural change across the UK?

1.2.4

What is the cause and effect of change in retail provision across the UK? Shopping in Exeter.

1.2.5

What are the issues associated with leisure use in urban and rural areas across the UK? Cardiff and Haytor.

Key Idea 1.3:

A global view of development issues

1.3.1

What are global patterns of development?

1.3.2

What are the global processes that connect countries at different levels of development including the UK? Globalisation.

1.3.3

What are the causes and consequences of uneven development?

1.3.4

What are the advantages of different types of aid project?

Theme 2:

CHANGING ENVIRONMENTS

Key Idea 2.1:

Shaping the landscape - coasts and coastal management South Devon coast, Dawlish Warren.

2.1.1

How do people and processes contribute to the development of distinctive coastal landscapes in the UK?

2.1.2

How are coastlines managed?

2.1.3

Why is coastal management often controversial?

2.1.4

What are the predicted impacts of climate change on coastal landscapes and communities? Baharmas

Key Idea 2.2:

Shaping the landscape - rivers and river management Boscastle.

2.2.1

How do people and processes contribute to the development of distinctive river landscapes in the UK?

2.2.2

Why do rivers flood and what are the consequences of flooding?

2.2.3

How can rivers be managed to reduce the risk of flooding? Boscastle.

2.2.4

Why is river flood management often controversial?

Key Idea 2.3:

Weather and climate California and Cyclone Pam

2.3.1

Why is the UK climate so variable?

2.3.2

How does the global circulation of the atmosphere create distinctive climate zones?

2.3.3

How are weather hazards distributed at a global scale and how does this pattern change over time?

2.3.4

What are the causes, impacts and responses to two contrasting extreme weather events?

Key Idea 2.4:

Climate change - cause and effect Bahamas.

2.4.1

How has climate changed during the Quaternary period?

2.4.2

What are the causes of global warming?

2.4.3

What are the consequences of climate change?

2.4.4

How and why do attitudes to climate change vary?

2.4.5

What role can individuals and government in the UK play in reducing the risk of climate change?

Theme 3:

ENVIRONMENTAL CHALLENGES

Key Idea 3.1:

How ecosystems function Dawlish Warren.

3.1.1

What is the relationship between climate and biomes at a global scale?

3.1.2

What physical processes and interactions operate within ecosystems?

3.1.3

How are small scale ecosystems in the UK used and managed?

Key Idea 3.2

Ecosystems under threat Dawlish Warren. Rainforests

3.2.1

How are ecosystems used by people?

3.2.2

How are ecosystems damaged by human activity?

3.2.3

Why and how are ecosystems managed in a sustainable way?

Key Idea 3.3

Water resources and management Katse Dam.

3.3.1

Why does supply and demand for water vary over time and space?

3.3.2

What happens when demand for water exceeds supply?

3.3.3

What are the challenges of managing water supplies?

Key Idea 3.4:

Desertification Burkina Faso

3.4.1

What are the physical processes operating in hot semi-arid regions that make them vulnerable to desertification?

3.4.2

To what extent does human activity contribute to the problem of desertification?

3.4.3

How can environments vulnerable to desertification be managed?

Fieldwork paper



Concept

Mitigating risk

I understand the meaning of mitigating risk. I know how areas and people might be at risk. I know how risks might be managed

Fieldwork method

Measurement of flows

I know what a flow is.

I know how I have used one.

I know other uses it could be put to.

I know some strengths and weaknesses of measuring flows.

Mathematical skills



Calculate distance from maps using the scale line and estimate area.

Sample using random, systematic, opportunistic and/or stratified techniques.

Median, mean, range, quartiles and interquartile range, mode and modal class.

calculate percentage increase/decrease in population from a line graph.

Draw a histogram of a normal/skewed distribution and use it to calculate percentiles.

Sketch trend lines through scatter plots; draw estimated lines of best fit.

Interpret evidence to make predictions. Interpolate and extrapolate trends on a line graph.

Identify weaknesses in selective statistical presentation of data.

Map and Graph skills



Use and understand gradient, contour and spot height on OS maps and other isoline maps.

Interpret cross sections and transects.

Use and understand coordinates, scale and distance. Give 4 and 6 figure grid references. Measure distance accurately and estimate area from maps.

Describe location, distribution and other spatial patterns as shown on a map.

Select and construct appropriate graphs and charts to present data, using appropriate scales. Bar and line charts, pie charts, proportional circles, pictograms, histograms with equal class intervals, star and radial graphs, kite diagrams, dispersion graphs, triangular graphs and scatter graphs.

Interpret population pyramids, choropleth maps and flow-line maps.

HISTORY GCSE REVISION BOOKLET

Exam board Edexcel

URL for where to find syllabushttps://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

Recommended books Revise Edexcel GCSE (9-1) History Weimar and Nazi Germany Revision Guide Revise Edexcel GCSE (9-1) History Crime and Punishment Revision Guide Revise Edexcel GCSE (9-1) History Henry VIII and his ministers Revision Guide Revise Edexcel GCSE (9-1) History Superpower relations and the Cold War revision guide

Recommended websiteswww.activehistory.co.uk

www.bbc.co.uk/schools/gcsebitesize/history

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 Crime and Punishment

1 hour 15 minutes

30% of final mark

6 questions

Unit 2 Superpower Relations and the Cold War and Henry VIII and his ministers

1 hour 45 minutes

40% of final mark

6 questions

Unit 3 Weimar and Nazi Germany 1918-1939

1 hour 20 minutes

30% of final mark

6 questions

Checklist

Topic

Got notes

Understand notes

Keywords / revision sheet / cards completed

Any questions that need to be asked?

Paper 1: Crime and Punishment

Topic 1: C.1000-1500 Medieval England

1.1 Crime, punishment and law enforcement in Anglo-Saxon England

1.2 Crime, punishment and law enforcement in Norman England

1.3 Crime, punishment and law enforcement in the later Middle Ages

1.4 Case study: the influence of the Church on crime and punishment

Topic 2: C. 1500-1700 Early Modern England

2.1 Changing definitions of crime, c1500-1700

2.2 Law enforcement and punishment, c1500-1700

2.3 Case Study: The crimes and punishment of the Gunpowder plotters, 1605

2.4 Witchcraft and the law, c1500-1700

Topic 3 c1700-1900

3.1 Changing definitions of crime, c1700-c1900

3.2 Changing attitudes to punishment, c1700-c1900

3.3 Law enforcement, c1700-c1900

3.4 Case study: The separate system at Pentonville Prison

3.5 Case Study: The reforms of Robert Peel

Topic 4: c1900-present

4.1 Crime and definitions of crime, c1900-present

4.2 Law enforcement, c1900-present

4.3 Changes in punishment, c1900-present

4.4 Case study: Conscientious Objectors in the First and Second World Wars

4.5 Case Study: The Derek Bentley case and the abolition of capital punishment

Topic 5: Whitechapel, c1870-1900: Crime policing and the inner city

5.1 Context: policing the nation

5.2 The local context of Whitechapel

5.3 Tensions in Whitechapel

5.4 Police organization in Whitechapel

5.5 Investigative policing in Whitechapel

Paper 2: Superpower relations and the Cold War and Henry VIII and his ministers

The Cold War

Topic 1 The origins of the Cold War

Ideological differences: communism and capitalism

Tehran, Yalta and Potsdam Conferences

Impact of the atomic bomb and Soviet satellite states

Truman Doctrine and Marshall Aid

Comecon and Cominform

1948 Berlin Blockade and Airlift

The creation of the Warsaw Pact and Nato

The arms race

The Hungarian Uprising

Topic 2 Cold War Crises, 1958-70

The Berlin Crisis

The Cuban Missile Crisis

The Invasion of Czechoslovakia

Topic 3 The end of the Cold War

Détente

The Soviet Invasion of Afghanistan

Reagan and the Second Cold War

Gorbachev’s New Thinking (Glasnost and Perestroika)

The end of the Soviet hold on Eastern Europe

The fall of the Berlin Wall

Henry VIII and his ministers

Topic 1 Henry VIII and Wolsey, 1509-29

1.1 Henry VIII renaissance Prince

1.2 The rise of Wolsey and his policies

1.3 Wolsey’s foreign policy

1.4 Wolsey, Catherine, the succession and annulment

Topic 2 Henry VIII and Cromwell, 1529-40

2.1 Cromwell’s rise to power, 1529-34

2.2 Cromwell and the King’s marriages

2.3 Cromwell and government, 1534-40

2.4 The fall of Cromwell

Topic 3: The Reformation and its impact, 1529-40

3.1 The break with Rome

3.2 Opposition to, and impact of, the Reformation, 1534-40

3.3 The dissolution of the monasteries

3.4 The Pilgrimage of Grace

Paper 3: Weimar and Nazi Germany, 1918-1939

Topic 1 The Weimar Republic, 1918-29

The impact of WW1 and setting up of the Weimar Republic

The Strengths and weaknesses of the Weimar Constitution

The Treaty of Versailles and its impact

Economic challenges to the Weimar Republic

Political challenges to the Weimar Republic

Stresemann and the recovery of Germany, 1924-29

Changes in society, 1924-29

Topic 2 Hitler’s rise to power, 1919-33

Early development of the Nazi party

Munich Putsch and the lean years

Reasons for limited support for the Nazis in the 1920s

The Wall Street Crash and Depression

Why did people support the Nazis?

How did Hitler become Chancellor?

Topic 3 Nazi control and dictatorship, 1933-39

The Reichstag Fire

Enabling Act

Removal of opposition

The Night of the Long Knives

The Death of Hindenburg and establishment of a dictatorship

The creation of a police state

Controlling religious views

Propaganda and Censorship

Church opposition to the Nazis

Youth opposition to the Nazis

Topic 4 Life in Nazi Germany, 1933-39

Nazi policies towards women

Nazi policies towards young people

Employment and living standards

The persecution of minorities

ICT Revision Guide

Separate Guidance will be issued

Mathematics

Exam Board:- Edexcel

Course Code:- 1MA0

Three papers :- One non-calculator, Two calculator

Both 1.5 hours long

Highlighted light gray means additional foundation content (grade 5).

Highlighted dark gray means higher.

SEPARATE REVISION RESOURCES TO FOLLOW FROM THE MATHS TEAM.

Unit hhhhh

Topic

Maths Watch Clip

Understand it

Number

Read, write and order whole numbers

2

Order, perform 4 operations, solve problems involving negative numbers

2,23,68

Use symbols <,>, =, ≠, ≤ and ≥

Recognise types of number including factors, multiples; prime, square, cube and triangular numbers

28

Know square numbers up to 15 x 15 and recognise powers of 2,3,4 and 5

81

Know that 10 cubed = 1000 and 10 to the power of 6 is a million

Calculate with positive integer powers and associated real roots (square, cube and higher)

Use order of operations

75

Express a number as a product of its prime factors including unique factorisation theorem

78

Find a highest common factor and lowest common multiple including problem solving

79,80

Add and subtract with whole numbers and decimals

17,18

Multiply and divide with whole numbers and decimals

19,20,66, 67

Round to the nearest whole number, ten, hundred or thousand

31

Round to decimal places and significant figures including appropriate rounding for contextual problems

32, 90

Know not to round values during intermediate steps of a calculation

Estimate answers to calculations including powers

91

Find answers to related calculations using place value

92

Expressions

Recognise expressions, equations, formulae and identities

Translate simple situations into algebraic expressions or formulae

137

Substitute integers into formulae

95

Simplify expressions by collecting like terms

33

Simplify expressions involving sums, products and powers including using the laws of indices

34,35

Expand single brackets

93, 134a

Expand double brackets (FOIL)

134b

Expand more than two binomials

178

Factorise expressions into single brackets

94

Factorise quadratic expressions (a=1) including the difference of two squares

157, 158

Factorise quadratic expressions (a ≠1)

192

Solve quadratic equations by factorising (introduction)

Fractions

Express one quantity as a fraction of another

Find equivalent fractions, simplify fractions, convert between improper fractions and mixed numbers

24,25,26

Order fractions

70

Find the reciprocal of a fraction

76

Add and subtract fractions including where both denominators are changed and mixed numbers

71,

Multiply and divide fractions(FLAM) including mixed numbers

73,74

Find a fraction of a quantity

72

Simplify algebraic fractions by factorising

210

Add and subtract simple algebraic fractions

210

Convert between fractions, decimals and percentages

84, 85

Convert recurring decimals to fractions

3, 177, 189

Ratio and Proportion 1

Simplify ratios including expressing the division of a quantity into parts as a ratio

Divide a quantity into a given ratio

106

Express a multiplicative relationship between two quantities as a ratio or a fraction

Solve problems involving direct proportion including best buy, conversion, scales and mixtures

39, 41, 105

Solve problems involving inverse proportion

42

Statistics 1

Plot a scatter diagram from a data set

129

Recognise and describe correlation including commenting on its strength

Know correlation does not indicate causation

Construct a line of best fit and use to make predictions

Know the limitations of extrapolation

Linear Equations and Inequalities

Solve linear equations in one unknown

100, 135

Solve linear equations in one unknown including with the unknown on both sides of the equation

Rearrange formulae to change the subject

101, 136

Rearrange harder formulae to change the subject to include factorisation, powers and reciprocals

190

Solve two simultaneous equations in two variables (linear/linear) algebraically and graphically

140, 162

Set up an equation or two simultaneous equations from a word problem, solve and interpret the solution

137

Use symbols <,>, =, ≠, ≤ and ≥

Solve linear inequalities in one variable

139

Represent the solution set of an inequality on a number line

138

Indices and Surds

Calculate with roots, integer indices and using the laws of indices

82

Calculate with fractional indices

188

Simplify expressions using the laws of indices

29, 82, 131, 154

Simplify surds

207

Calculate exact values using surds

207

Estimate roots of any given positive number

207

Rationalise denominators

207

Simplify algebraic expressions involving surds

Expand products of binomials involving surds

Interpret and calculate with standard index form notation with and without a calculator

83

Straight line graphs

Interpret simple expressions as functions with inputs and outputs

36

Use function notation

Interpret the reverse process as the inverse function

214

Interpret the succession of two functions as a composite function

215

Work with coordinates in all four quadrants

Solve geometric problems on coordinate axes

113, 133

Plot straight line graphs from their equations

96

identify and interpret gradients and intercepts of linear functions graphically and algebraically

97

Interpret the gradient of a straight line graph as a rate of change

Use y = mx + c to identify parallel lines

Find the equation of a line through two given points or through one point with a given gradient

159

Use y = mx + c to identify perpendicular lines

208

Solve linear inequalities in two variables

198

Represent the solution set of an inequality using set notation and graphically

Percentages

Express one quantity as a percentage of another

40

Calculate a percentage of a quantity

86, 87

Increase or decrease a quantity by a percentage without and with a calculator (decimal multiplier)

88, 89, 108

Calculate a percentage increase or decrease

109

Solve problems involving simple interest

111

Solve problems involving repeated percentage change including compound interest

164

Calculate an original value

110

Solve mixed percentage problems

Quadratic functions

Solve quadratic equations by factorising (review)

157, 158, 192

Solve quadratic equations requiring rearrangement by factorising

Solve quadratic equations by completing the square including using surds in exact solutions

209

Solve quadratic equations using the quadratic formula including using surds in exact solutions

191

Recognise, sketch and plot graphs of quadratic functions appreciating symmetrical property

98

Identify and interpret roots, intercepts and turning points of quadratic functions graphically, making link with equation

160

Find approximate solutions to quadratic equations using a graph

Find turning points of quadratic functions by completing the square

Solve two simultaneous equations (linear/quadratic) algebraically and graphically

211

Solve quadratic inequalities in one variable

212

Represent the solution set of quadratic inequalities using set notation and graphically

Angles

Use standard convention for labelling and referring to sides and angles

13

Draw diagrams from written descriptions

Measure line segments and angles in geometric figures

46

Apply properties of angles at a point, on a straight line and vertically opposite angles

45,

Apply property of alternate and corresponding angles

120

Derive and apply property of the angles in a triangle including for isosceles triangles

121, 122

Derive and apply the definitions and properties of special types of quadrilaterals and other 2D shapes

Derive and apply property of angle sum in any polygon

123

Probability

Use appropriate language and the 0 to 1 probability scale

14

Apply the property that the probabilities of exhaustive sets of outcomes add up to 1

59

Apply the property that the probabilities of exhaustive sets of mutually exclusive events add up to 1

59, 60

Apply ideas of randomness, fairness and equally likely events to calculate expected outcomes

125,

Enumerate sets and combinations of sets systematically, using tables, two way tables and Venn diagrams

58, 61, 127

Use sample space diagrams for single and combined experiments with equally likely outcomes

126

Calculate the probability of independent and dependent combined events including using tree diagrams

151, 204

Calculate and interpret conditional probability using two way tables, tree diagrams and Venn Diagrams

175, 185

Use set theory notation and relate to Venn diagrams

127

Apply systematic listing strategies

65

Use the product rule for counting and listing

Record, describe and analyse the frequency of outcomes using tables and frequency trees

57

Relate relative expected frequencies to theoretical probability

Understand that empirical unbiased samples tend towards theoretical probabilities with increasing sample size

152

Circles 1

Know the names of parts of a circle

116

Know the names of parts of a circle including tangent, arc, sector and segment

149

Know and apply formula to calculate the circumference of a circle

118

Know and apply formula to calculate the area of a circle

117

Know and apply formulae to calculate the perimeter and area of compound shapes involving circles

Calculate arc lengths, angles and areas of sectors

167

Calculate exactly with multiples of π

Sequences

Generate terms of a sequence from either a term-to-term or a position-to-term rule

37, 102

Recognise and use sequences of triangular, square and cube numbers and simple arithmetic progressions

104

Recognise and use Fibonacci type sequences, quadratic sequences and simple geometric sequences

141, 163

Recognise and use simple geometric progressions where r is a surd

Find the nth term of linear sequences and link with straight line graphs

103

Find the nth term of quadratic sequences and link with quadratic graphs

213

Transformations and Similarity

Construct and describe rotations, reflections, translations and enlargements

48,49, 50, 148

Use vector notation to describe translations

Enlarge shapes using fractional scale factors

148

Enlarge shapes using negative scale factors

181

Describe the changes and invariance achieved by a combination of rotations, reflections and translations

182

Use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

166

Apply angle facts, triangle congruence and similarity to construct simple proofs

144

Compare lengths, areas and volumes using ratio notation

Use length, area and volume scale factors with similar shapes

200

Measures

Use standard units of mass, length, time, money

Use scale factors, scale diagrams and maps

Convert between related standard units and compound units in numerical contexts

112,

Use compound units such as speed, rates of pay, unit pricing

142, 41

Use compound units for density and pressure in numerical and algebraic contexts

Convert between metric units for length, area, volume and capacity

Apply and interpret limits of accuracy

155

Use inequality notation to specify simple error intervals due to truncation or rounding

132,

Apply and interpret bounds

206

Pythagoras and Trigonometry

Know and apply the formula for Pythagoras in 2D

150

Know and apply the formula for Pythagoras in 3D

217

Calculate exact answers to Pythagoras problems using surds

Know and apply the trig ratios to find angles and lengths in 2D problems making links with similarity

168

Know and apply the trig ratios to find angles and lengths in 3D problems

218

Know the exact values of sin θ, cos θ and tan θ for 0, 30,45,60 and 90 degrees

173

Recognise, sketch and interpret the graphs of y = sin x, y = cos x and y = tan x for angles of any size

195

Know and apply the sine rule to find angles and lengths

201

Know and apply the cosine rule to find angles and lengths

202

know and apply the formula Area = 1/2absinC to find areas, lengths and angles including area of a segment

203

Statistics 2

Know and understand terms: primary, secondary, discrete and continuous data

63

Find mean, median and mode averages for a list of data

62

Find range, upper and lower quartiles and inter-quartile range for a list of data

Find mean, median and mode average and range for data presented in a frequency table

130

Estimate the mean, find the interval in which the median lies and the modal class for data presented in a grouped frequency table

Consider effect of outliers on measures of average and spread

Interpret, analyse and compare distributions of data sets

Infer properties of populations from samples including limitations

152

Other Graphs

Plot and interpret graphs of non-standard functions to find approximate solutions to problems such as simple kinematic problems

99, 143

Interpret the gradient at a point on a curve as the instantaneous rate of change

Apply the concepts of average and instantaneous rate of change in numeric, algebraic and graphical contexts

Calculate or estimate gradients of graphs and areas under graphs and interpret including in kinematic and financial contexts

216

Recognise, plot, sketch and interpret simple cubic functions and the reciprocal function y=1/x, x≠0

161

Recognise, plot, sketch and interpret exponential functions y=k^x for k>0

194

Set up, solve and interpret the answers in growth and decay problems, including compound interest problems

Sketch translations and reflections of a given function

196

find approximate solutions to equations numerically using iteration

179, 180

Proportion 2

Solve problems involving direct and inverse proportion including graphical and algebraic representations

105, 107

Recognise and interpret graphs that illustrate direct and inverse proportion

Understand that x is inversely proportional to y is equivalent to x is proportional to 1/y

Interpret equations that describe direct and inverse proportionality

Construct and interpret equations that describe direct and inverse proportionality

199

Surface Area & Volume

Identify properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres

43

Know and apply the formulae to calculate the area of triangles, parallelograms and trapezia

53, 54, 55, 56

Know and apply formulae to calculate the surface area and volume of cuboids and other right prisms including cylinders

114, 115, 119,

Calculate the surface area and volume of spheres, pyramids, cones and composite solids (note which formulae are provided)

169, 170, 171

Calculate the surface area and volume of frustums

172

Calculate exactly with multiples of π

Statistics 3

Select appropriate graphical representation of discrete, continuous and ungrouped and grouped data

63, 64

Construct and interpret frequency tables, bar charts, pie charts, pictograms and line charts for ungrouped discrete data

15, 16, 128

Construct and interpret tables and line graphs for time series data

153

Construct and interpret histograms with equal class intervals for grouped data

205

Construct and interpret histograms with unequal class intervals for grouped data

Construct and interpret cumulative frequency graphs for grouped data

186

Find estimates of quartiles and inter-quartile range for grouped data

Construct and interpret box plots for grouped data

187

Interpret, analyse and compare distributions of data sets

Infer properties of populations from samples including limitations

Circles 2

Prove and apply the standard circle theorems

183, 184

Recognise and use the equation of a circle with centre at the origin

197

Find the equation of a tangent to a circle at a given point

Proof

Distinguish between equations and identities

193

Argue mathematically to show algebraic expressions are equivalent

Use algebra to support and construct arguments

Construct formal proofs

Constructions, Plans and Elevations, Bearings

Use standard ruler and compass constructions: perpendicular bisector, perpendicular to a line at/from a point, angle bisector, 60 degree angle

145, 146

Know that the perpendicular distance from a point to line is the shortest distance to the line

Construct given figures

47, 147

Solve loci problems

165

Interpret plans and elevations of 3D shapes

51

Construct and interpret plans and elevations of 3D shapes

Measure line segments and angles in geometric figures

Interpret maps and scale drawings

Use eight compass point and three figure bearings

124

Vectors

Use diagrammatic and column representations of vectors

174

Add and subtract vectors

Multiply a vector by a scalar

Use vectors to construct geometric arguments and proofs

219

MUSIC GCSE

You will be taking one exam:

Edexcel Listening Exam

1h 45m

Written response to extracts played on a CD, based on the 8 Set Works and one extended writing question.

You are required to study the following pieces of Music: 1. Instrumental Music: J.S Bach & Beethoven2. Vocal Music: Purcell & Queen 3. Music for Stage & Screen: Defying Gravity & Star Wars4. Fusions: Afro Celt Sound System & Esperanza Spalding

You will explore the structure, rhythm, melody, harmony, use of instruments, tonality and texture of each set work.

Variety of question styles – Section A:

6 x set works questions, 1 x Musical Dictation (rhythm and melody), 1 x unfamiliar (but related to a set work)

Musical analysis question

Section B:

Compare in detail a set work and an unfamiliar listening piece. You will be asked to evaluate, conclude, refer to other music and be aware of the musical context(s).

You will be marked on your spelling and grammar in this question.

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: Set Work 1 J.S. Bach 3rd Movement from Brandenburg Concerto no.5 in D major (1711)

Set Work 1

Researched answers and written them down as notes/

revision sheet

Understand vocab/terms/

devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Bar-by-bar analysis

Context

Links to other composers

Keywords (below)

Secular

Chamber music

Continuo

Harpsichord

Figured Bass

Virtuoso

Scalic

Trills

Ripieno

Concertino

Concerto Grosso

Dynamics

Ternary

Cadence

Dominant

Fugal

Diatonic

Semiquaver

Listening revision: Set Work 2 L. Van Beethoven 1st Movement from Piano Sonata no.8 in C minor ‘Pathetique’ (1796)

Set Work 2

Researched and written down answers


devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Bar-by-bar analysis

Context


Keywords (below)

Sonata

Cirtuoso

Movements

Tempo

Classical

Romantic

Crescendo

Fortepiano

Homophonic

Grave

Descending Chromatic

Scalic

Sforzando

Sequence

Dominant

Trills

Octaves

Diminished 7ths

Broken Chord

Acciaccatura

Melody Dominated Homophony

Listening revision: Set Work 3 - H Purcell ‘Music for a While’ (1692)

Set work 3



devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Bar-by-bar analysis

Context


Keywords (below)

Continuo

Soprano

Harpsichord

Bass Viol

Realisation

Sequence

Melisma

Dissonance

Ornaments

Passing notes

Conjunct


Diatonic

Functional

Quadruple

Modulates

Cadence

False Relation

Listening revision: Set Work 4 Queen ‘Killer Queen’ (1974)

Set Work 4



devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Bar-by-bar analysis

Context


Keywords (below)

Slides

Bends

Pull Offs

Vibrato

Flanger

Distortion

Reverb

Wah-wah

Overdubbing

Tenor

Falsetto

Descending sequence

Portamento

EQ

Imitation

Three Part

Thirds

Homophonic

Circle of Fifths

Extended chords

Listening revision: Set Work 5 - S. Schwartz Defying Gravity from Wicked (2003)

Set Work 5



devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Bar-by-bar analysis

Context


Keywords (below)

Dialogue

Overdrive

Homophonic

Angular

Sequence

Conjunct

Vocalisation

Syllabic

Legato

Dissonant

Hook

Unison

Syncopated

Counterpoint


Contrapuntal

Chromatic

Pedal

Rallendtando

Triple Time

Listening revision: Set Work 6 - J. Williams ‘Main Title Rebel Blockade Runner’ From Star Wars IV A New Hope (1977)

Set Work 6



devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Bar-by-bar analysis

Context


Keywords (below)

Timpani

Pedal

Tremolando

Imitation

Leitmotif

Syncopated

Triplet

Glockenspiel

Sequential

Arpeggio

Diminuendo

Piccolo

Ritardando

Ostinato

Triple Time

Quartal Harmony

Tertiary Relationship

Tritone

Dissonance

Auxiliary

Listening revision: Set Work 7 - Afro Celt Sound System: ‘Release’ (1999)

Set Work 7



devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Section-by-section analysis

Context


Keywords (below)

Celtic

Looping

Verse

Solos

Break

Talking Drum

Free Time

Drone

Modal

Syllabic

Hurdy-Gurdy

Uilleann Pipe

Bodhran

Samples

Drum Machine

Glissando

Ornamentation

Heterophonic

Riff

Ostinato

Listening revision: Set Work 8 - Esperanza Spalding ‘Samba Em Preludio’ From Esperanza (2008)

Set Work 8



devices

1st Revision

2nd Revision

Any queries

Structure

Rhythm

Melody

Harmony

Use of instruments

Tonality

Texture

Section-by-section analysis

Context


Keywords (below)

Bossa Nova

Chest register

Triplets

Syllabically

Mordent

Harmonic

Rubato

Double Stop

Diminished 7th

Flattened 5th chord

Modulate

Cadences

Polyphonic

Homophonic

Sequence

Shape

Arpeggio

Leading Note

Quadruple

Descending

Blue note

Listening revision –You will also need general musical vocab relating to the musical elements

General Elements vocab

Notes/

Revision sheet


devices

1st Revision

2nd Revision

Any queries

Pitch / Melody

Dynamics

Harmony

Tonality

Texture

Structure

Rhythm, tempo and metre

Sonority/Instrumentation

Coursework:

Performance – 1 performance (solo, min. length 1 minute), 1 performance (ensemble – min. length 1 minute) Both pieces must equal 4 minutes when combined. Marked according to technical control, expression, interpretation, accuracy and fluency. The standard level of difficulty is grade 4.

Composition – 1 Free Composition (min. length 1 minute), 1 Composition to a Set Brief (min. length 1 minute). Both pieces must equal 3 minutes when combined. You will need to make use of techniques, resources and structures as well as thinking carefully about rhythm, melody, harmony, tonality and texture. You must present a score and recording of your composition.

Physical Education

Exam Board - AQA

Syllabus Code: 8582

Specification at a glance:

· Component 1 (Paper 1):

The human body and movement in physical activity and sport

Written Paper – 30%

1 hour 15 minutes written paper

78 marks

Combination of multiple choice, short answer and extended writing questions

Applied anatomy and physiology, movement analysis, physical training and use of data

· Component 2 (Paper 2):

Socio-cultural influences and well-being in physical activity and sport

Written Paper – 30%

1 hour 15 minutes written paper

78 marks

Combination of multiple choice, short answer and extended writing questions

Sports psychology, socio-cultural influences, health, fitness and well-being and use of data

· Component 3:

Practical performance in physical activity and sport

NEA – 40%

100 marks

Internal assessment, external moderation

· Recommended books

Essential reading:

AQA GCSE (9-1) PE, R Howitt and M Murray, ISBN 9781471858526

AQA GCSE Physical Education, K Bizley, ISBN 9780198370253

Others:

My Revision Notes: AQA GCSE (9-1) PE 2nd Edition Paperback, Kirk Bizley ISBN 9781510405233

· URL for where to find syllabus:

http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

· URL for where to find exam papers:

http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

· Recommended websites

https://www.gcsepod.com/

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

Topic

Got Notes

Understand Notes

Keywords / revision sheet / cards completed

Any Questions that need to be asked?

Paper 1 - 3.1 The human body and movement in physical activity and sport

3.1.1 Applied anatomy and physiology

3.1.1.1 The structure and functions of the musculoskeletal system

3.1.1.2 The structure and functions of the cardio-respiratory system

3.1.1.3 Anaerobic and aerobic exercise

3.1.1.4 The short and long term effects of exercise

3.1.2 Movement analysis

3.1.2.1 Lever systems, examples of their use in activity and the mechanical advantage they provide in movement

3.1.2.2 Planes and axes

3.1.3 Physical Training

3.1.3.1 The relationship between health and fitness and the role that exercise plays in both

3.1.3.2 The components of fitness, benefits for sport and how fitness is measured and improved

3.1.3.3 The principles of training and their application to personal exercise/training programmes

3.1.3.4 How to optimise training and prevent injury

3.1.3.5 Effective use of warm up and cool down

3.1.4 Use of data

3.1.4.1 Demonstrate an understanding of how data are collected – both qualitative and quantitative

3.1.4.2 Present data (including tables and graphs)

3.1.4.3 Analyse and evaluate data

Paper 2 – Socio-cultural influences and well-being in physical activity and sport

3.2.1 Sports psychology

3.2.1.1 Classification of skills

3.2.1.2 The use of goal setting and SMART targets to improve and/or optimise performance

3.2.1.3 Basic information goal setting

3.2.1.4 Guidance and feedback on performance

3.2.1.5 Mental preparation for performance

3.2.2 Socio-cultural influences

3.2.2.1 Engagement patterns of different social groups in physical activity

3.2.2.2 Commercialisation of physical activity and sport

3.2.2.3 Ethical and socio-cultural issues in physical activity and sport

3.2.3 Health, fitness and well-being

3.2.3.1 Physical, emotional and social health, fitness and well-being

3.2.3.2 The consequences of a sedentary lifestyle

3.2.3.3 Energy use, diet, nutrition and hydration

GCSE Religious Studies (Philosophy and Ethics)

Specification content – AQA Religious Studies A short course:

· Christian beliefs unit

· Islamic beliefs unit

· Religion, families & relationships unit

· Religion, peace & conflict unit

Each unit will have one section in the exam paper with a: 1 mark, 2 mark, 4 mark, 5 mark and a 12-mark question. Each section is marked out of 24 marks.

One exam of 1 hour and 45 minutes

A comprehensive specification checklist will be given to students during revision.

Short course students can purchase the following AQA revision guide from the amazon website – the RPE Department recommends this revision guide:

Specification content – AQA Religious Studies A full course:

· Christian beliefs unit

· Christian practices unit

· Islamic beliefs unit

· Islamic practices unit

· Philosophy & existence of God unit

· Religion & life unit

· Religion, families & relationships unit

· Religion, peace & conflict unit

Each unit will have one section in the exam paper with a: 1 mark, 2 mark, 4 mark, 5 mark and a 12 mark question. Each section is marked out of 24 marks.

Two exams of 1 hour and 45 minutes

A comprehensive specification checklist will be given to students during revision.

All Year 11 full course RPE students will be loaned an AQA revision guide to be returned to the RPE Department after the exam.

Science

The numbers correspond to a GCSEpod Video

Biology

Title / pod

Red / amber / Green

Watched Pod/ revision notes / revision cards / questions?

4.1.1.1 Eukaryotes & Prokaryote

s

4.1.1.2 Animal & Plant cells

4.1.1.3 Cell Specialisation

4.1.1.4 Cell differentiation

4.1.1.5 Microscopy

4.1.1.6 Culturing Micro-organisms

4.1.2.1 Chromosomes

4.1.2.2 Mitosis & the cell cycle

4.1.2.3 Stem Cells

4.1.3.1 Diffusion

4.1.3.2 Osmosis

4.1.3.3 Active Transport

4.2.1 Principles of organisation

4.2.2.1 Human digestive system

4.2.2.2 Heart & Blood Vessels

4.2.2.3 Blood

4.2.2.4 Coronary heart disease

4.2.2.5 Health Issues

4.2.2.6 The effect of Lifestyle on some non-communicable diseases

4.2.2.7 Cancer

4.2.3.1 Plant tissues

4.2.3.2 Plant organ system

4.3.1.1 Communicable diseases

4.3.1.2 Viral Diseases

4.3.1.3 Bacterial Diseases

4.3.1.4 Fungal diseases

4.3.1.5 Protist diseases

4.3.1.6 Human defence systems

4.3.1.7 Vaccination

4.3.1.8 Antibiotics & painkillers

4.3.1.9 Discovery & development of drugs

4.3.2.1 Producing monoclonal antibodies

4.3.2.2 uses of monoclonal antibodies

4.3.3.1 Detection and identification of plant diseases

4.3.3.2 Plant defence responses

4.4.1.1 Photosynthesis reaction

4.4.1.2 Rate of photosynthesis

4.4.1.3 Uses of glucose from photosynthesis

4.4.2.1 Aerobic and anaerobic respiration

4.4.2.2 Response to exercise

4.4.2.3 Metabolism

4.5.1 Homeostasis

4.5.2.1 Structure and function of human nervous system

4.5.2.2 The brain

4.5.2.3 The eye

4.5.2.4 Control of body temperature

4.5.3.1 Human endocrine system

4.5.3.2 Control of blood glucose concentration

4.5.3.3 Maintaining water and nitrogen balance in the body

4.5.3.4 Hormones in human reproduction

4.5.3.5 Contraception

4.5.3.6 The use of hormones to treat infertility

4.5.3.7 Negative feedback

4.5.4.1 Control and coordination

4.5.4.2 Use of plant hormones

4.6.1.1 Sexual and asexual reproduction

4.6.1.2 Meiosis

4.6.1.3 Advantages and disadvantages of sexual and asexual reproduction

4.6.1.4 DNA and the genome

4.6.1.5 DNA structure

4.6.1.6 Genetic inheritance

4.6.1.7 Inherited disorders

4.6.1.8 Sex determination

4.6.2.1 Variation

4.6.2.2 Evolution

4.6.2.3 Selective breeding

4.6.2.4 Genetic engineering

4.6.2.5 Cloning

4.6.3.1 Theory of evolution

4.6.3.2 Speciation

4.6.3.3 The understanding of genetics

4.6.3.4 Evidence for evolution

4.6.3.5 Fossils

4.6.3.6 Extinction

4.6.3.7 Resistant bacteria

4.6.4 Classification of living organisms

4.7.1.1 Communities

4.7.1.2 Abiotic factors

4.7.1.3 Biotic factors

4.7.1.4 Adaptations

4.7.2.1 Levels of organisation

4.7.2.2 How materials are cycled

4.7.2.3 Decomposition

4.7.2.4 Impact of environmental change

4.7.3.1 Biodiversity

4.7.3.2 Waste management

4.7.3.3 Land use

4.7.3.4 Deforestation

4.7.3.5 Global warming

4.7.3.6 Maintaining biodiversity

4.7.4.1 Trophic levels

4.7.4.2 Pyramids of biomass

4.7.4.3 Transfer of biomass

4.7.5.1 Factors affecting food security

4.7.5.2 Farming techniques

4.7.5.3 Sustainable fisheries

4.7.5.4 Role of biotechnology

Chemistry

GCSEPod / unit title

Red / amber / Green

Watched Pod/ revision notes / revision cards / questions?

4.1.1.1 Atoms, elements and compounds

4.1.1.2 Mixtures

4.1.1.3 The development of the model of the atom

4.1.1.4 Relative electrical charges of subatomic particles

4.1.1.5 Size and mass of atoms

4.1.1.6 Relative atomic mass

4.1.1.7 Electronic structure

4.1.2.1 The periodic table

4.1.2.2 Development of the periodic table

4.1.2.3 Metals and non-metals

4.1.2.4 Group 0

4.1.2.5 Group 1

4.1.2.6 Group 7

4.1.3.1 Transition metals - Comparison with Group 1 elements

4.1.3.2 Typical properties of transition metals

4.2.1.1 Chemical bonds

4.2.1.2 Ionic bonding

4.2.1.3 Ionic compounds

4.2.1.4 Covalent bonding

4.2.1.5 Metallic bonding

4.2.2.1 The three states of matter

4.2.2.2 State symbols

4.2.2.3 Properties of ionic compounds

4.2.2.4 Properties of small molecules

4.2.2.5 Polymers

4.2.2.6 Giant covalent structures

4.2.2.7 Properties of metals and alloys

4.2.2.8 Metals as conductors

4.2.3 Structure and bonding of carbon - diamond

4.2.3 Structure and bonding of carbon - graphite

4.2.3 Structure and bonding of carbon - graphene & fullerenes

4.2.4.1 Sizes of particles and their properties

4.2.4.2 Uses of nanoparticles

4.3.1.1 Conservation of mass and balanced chemical equations

4.3.1.2 Relative formula mass

4.3.1.3 Mass changes when a reactant or product is a gas

4.3.1.4 Chemical measurements

4.3.2.1 Moles

4.3.2.2 Amounts of substances in equations

4.3.2.3 Using moles to balance equations

4.3.2.4 Limiting reactants

4.3.2.5 Concentration of solutions

4.3.3.1 Percentage yield

4.3.3.2 Atom economy

4.3.4 Using concentrations of solutions in mol/dm3

4.3.5 Use of amount of substance in relation to volumes of gases

4.4.1.1 Metal oxides

4.4.1.2 The reactivity series

4.4.1.3 Extraction of metals and reduction

4.4.1.4 Oxidation and reduction in terms of electrons

4.4.2.1 Reactions of acids with metals

4.4.2.2 Neutralisation of acids and salt production

4.4.2.3 Soluble salts

4.4.2.4 The pH scale and neutralisation

4.4.2.5 Titrations

4.4.2.6 Strong and weak acids

4.4.3.1 The process of electrolysis

4.4.3.2 Electrolysis of molten ionic compounds

4.4.3.3 Using electrolysis to extract metals

4.4.3.4 Electrolysis of aqueous solutions

4.4.3.5 Representation of reactions at electrodes as half equations

4.5.1.1 Energy transfer during exothermic and endothermic reactions

4.5.1.2 Reaction profiles

4.5.1.3 The energy change of reactions

4.5.2.1 Cells and batteries

4.5.2.2 Fuel cells

4.6.1.1 Calculating rates of reactions

4.6.1.2 Factors which affect the rates of chemical reactions

4.6.1.3 Collision theory and activation energy

4.6.1.4 Catalysts

4.6.2.1 Reversible reactions

4.6.2.2 Energy changes and reversible reactions

4.6.2.3 Equilibrium

4.6.2.4 The effect of changing conditions on equilibrium

4.6.2.5 The effect of changing concentration

4.6.2.6 The effect of temperature changes on equilibrium

4.6.2.7 The effect of pressure changes on equilibrium

4.7.1.1 Crude oil, hydrocarbons and alkanes

4.7.1.2 Fractional distillation and petrochemicals

4.7.1.3 Properties of hydrocarbons

4.7.1.4 Cracking and alkenes

4.7.2.1 Structure and formulae of alkenes

4.7.2.2 Reactions of alkenes

4.7.2.3 Alcohols

4.7.2.4 Carboxylic acids

4.7.3.1 Addition polymerisation

4.7.3.2 Condensation polymerisation (HT only)

4.7.3.3 Amino acids (HT only

4.7.3.4 DNA (deoxyribonucleic acid) and other naturally occurring polymers

4.8.1.1 Pure substances

4.8.1.2 Formulations

4.8.1.3 Chromatography

4.8.2.1 Test for hydrogen

4.8.2.2 Test for oxygen

4.8.2.3 Test for carbon dioxide

4.8.2.4 Test for chlorine

4.8.3.1 Flame tests

4.8.3.2 Identifying - Metal hydroxides

4.8.3.3 Identifying -Carbonates

4.8.3.4 Identifying -Halides

4.8.3.5 Identifying - Sulfates

4.8.3.6 Instrumental methods

4.8.3.7 Flame emission spectroscopy

4.9.1.1 The proportions of different gases in the atmosphere

4.9.1.2 The Earth's early atmosphere

4.9.1.3 How oxygen increased

4.9.1.4 How carbon dioxide decreased

4.9.2.1 Greenhouse gases

4.9.2.2 Human activities which contribute to an increase in greenhouse gases in the atmosphere

4.9.2.3 Global climate change

4.9.2.4 The carbon footprint and its reduction

4.9.3.1 Atmospheric pollutants from fuels

4.9.3.2 Properties and effects of atmospheric pollutants

4.10.1.1 Using the Earth's resources and sustainable development

4.10.1.2 Potable water

4.10.1.3 Waste water treatment

4.10.1.4 Alternative methods of extracting metals (HT only

4.10.2.1 Life cycle assessment

4.10.2.2 Ways of reducing the use of resources

4.10.3.1 Corrosion and its prevention

4.10.3.2 Alloys as useful materials

4.10.3.3 Ceramics, polymers and compo

Documents

Recommended books - The King's School · Web view2019-03-13 · This is a written exam paper. There are 2 sections to the written exam. Section A focuses on the set-text of Blood