Year 11 Revision Booklet - Gumley House Convent School · · 2017-02-10Year 11 Revision Booklet 2016-2017 ... read the front of the exam booklet and check how many ... How long

1

Year 11 Revision Booklet 2016-2017

Gumley House Convent School FCJ

Year 11 Revision Booklet

Support Booklet: September 2016 – June 2017

2



3



CONTENTS

Page

4 Introduction

5 Prayers

7 KS4 Key Dates: Year 11

8 Provisional Exam Dates

9 Exam Techniques

10 Exam Skills: Literacy Focus

14 Gumley Resources & In school Activities

14 Reflection: What type of learner are you? (VAK)

19 REVISION SKILLS & TIPS (Getting Started & General Strategies)

22 General Principles

Time Management

Organisation

Key Techniques

Positive Thinking

Parents’ Guide – How they can support you

29 Subject Revision Guides

4



Introduction Year 11 is an exciting, demanding and challenging year for students. It is an opportunity to realise and exceed their potential and provide a gateway into Post 16 education and beyond. Staying focused, determined, up to date with work, and having a desire to succeed is what is required in order for students to maximise their true potential. At Gumley House we support all students in achieving their best. Students are encouraged through assemblies and with their tutors & academic mentors to discuss any issues that may arise throughout the year, and they have a number of people that they can go to for advice. The pace of Year 11 can seem relentless with examinations and controlled assessments. Students need to ensure they remain organised in order to meet deadlines. Students need to plan their homework schedule in addition to setting time aside for on-going revision and review. They need to ensure they are working to the desired standard in class and in their homework tasks throughout the year. Whilst we strive for each student to meet, and exceed their potential academically, we emphasise the development of the whole person. Many opportunities to develop a range of skills outside the classroom to deepen their understanding and develop wider interests and provide enriching experiences through clubs, trips, liturgies, guest speakers and drama. The aims of this booklet are to:

Prepare students thoroughly for their GCSE examinations and controlled assessment

Ensure students have developed skills for a post 16 pathway into future education, including A levels, and career pathways

To support each student in achieving their potential

To develop the whole person

5



Prayers

Lord, help me to be sporting in the game of life. Help me to give my best and to tackle others well and safely.

Teach me not to overeact when I am badly challenged,

but to keep my cool and stay focused on the game.

When the opposition seems tough, Help me to work harder with my team.

Keep me aware of their struggles and not just my own.

Make me always ready to encourage, to forgive and to start again.

Teach me to celebrate success when the goal is scored And help me to recognise all who helped me along the way.

Amen

On this day, Lord, I welcome you into my heart. I create a space within and acknowledge your presence at the core of my being.

Thank you for the gift of this day,

For the restful sleep that has prepared me for the day’s journey. Thank you for the rising sun that has invited me

to enter into the delights and opportunities that lie ahead.

May this joy encourage me to embrace the opportunities of this day May it enable me to venture into the unknown, into the new,

With a courageous heart and calm spirit.

In my coming and my going this day May I greet everyone I meet with goodness.

Give me the vision to see the many ways Christ will be present to me. Let me not pass him by in stranger or in friend.

Let my words and actions make my world a better place this day.

Amen

6



Prayer Before a Test

My God, enable me to trust in the good outcome

of the test I am about to take; help me to contribute my own share

of optimism and confidence.

With your grace, my God, I hope to crown my efforts with success.

Keep far from me at this moment any presumption that it all depends

exclusively on me.

You are next to me, my God,

the necessary and welcome presence in all the moments of my life.

I will take this test, my God, because it is important

for my personal development.

My God, be the source of my inspiration in my doubts and uncertainties,

supporting me with your blessing.

Amen.

7



KS4 Key Dates For Year 11

1. Assessment week begins 10th October 2016

2. Mock Exams commence 30th November 2016

3. Parent/Carers’ Meeting – 4th January 2017

4. GCSE Exams Start – 15th May 2017

5. Celebration Mass – Monday 19th June 2017

6. Awards Evening – December 2017

8



Provisional Exam Dates Please be aware: The first and last dates of the 2017 summer exam series are:

Monday 15th May – Friday 30th June The full exam timetables are also easily accessible from the separate exam board websites if you wish to know the exact dates in advance.

www.aqa.org.uk www.edexcel.com

www.ocr.org.uk www.wjec.co.uk

School Centre Number: 13120

http://www.aqa.org.uk/

http://www.edexcel.com/

http://www.ocr.org.uk/

9



Exam Techniques

Get a good night’s sleep

Have a nourishing breakfast and drink water – dehydration and lack of food to start the day damages concentration

Get to school early. You’ll be in a state if you arrive late. Remember panic is pointless.

Make sure you have all the equipment you will need for each exam, such as colouring pencils, calculator, anthology, texts etc.

While you are waiting for everyone to settle, read the front of the exam booklet and check how many questions you have to answer. How many from each section?

How long does this allow for each question?

Underline important information

Read the question paper carefully all the way through at least twice

Choose carefully which questions to answer. If you haven’t studied it, don’t attempt to write about it!

Underline keywords in the questions, this tells you which points the examiner wants you to write about

Don’t panic if your mind goes blank. Once you start jotting down ideas, it will all come back to you

Decide which question you can do best and do it first; this will boost your confidence

Start first with the questions that carry the most marks

Jot relevant ideas in the answer book – you can cross these notes out later. Examiners like planning! Sort these ideas into a logical order. Put a number by each point to indicate the order

State the obvious! The examiner won’t assume you know something that is not written down

If there are four lines in the answer book, try to fill the space with your answer

Try to write legibly – if the examiners can’t read it they can’t give you marks!

Make sure you leave at least five minutes at the end of the exam to go over what you have written. You can save marks by correcting mistakes

Don’t bother with post mortems outside the exam hall. You’ve done your best. Physically and mentally, pack up your revision notes for that subject and move on to the next subject.

10



Exam Skills: Literacy Focus

1) How to write a good essay & Connective terms 2) Linking Words for Analysis 3) Evaluation terms 4) Key (or directive) Verbs

How to write a good essay: An essay is an argument – you have to convince someone, using evidence, of your point of view. You might be asked to do a number of things in an essay for example:

Analyse Define Evaluate Investigate

Argue Demonstrate Examine Justify

Assess Describe Explain Outline

Compare Discuss Identify

You will be asked to write different types of essay for different subjects. All essays have 3 parts:

1. INTRODUCTION 2. MAIN BODY 3. CONCLUSION

1. INTRODUCTION

An introduction does three things: i. Shows that you have understood the title and what you are being asked to do. ii. States your objectives in the essay (i.e. says what you are going to do). iii. Indicates what you are going to argue

2. MAIN BODY

In your main body, you develop your argument by using ideas, opinions, facts, evidence, theories, models and quotations. Your main body will be comprised of a number of paragraphs. Paragraphs: How long should they be? All paragraphs do not have to be exactly the same length but 150- 250 words is a good rule to follow when you first start writing essays (between a third and two thirds of an A4 page). A paragraph that is longer than this gets harder to follow. A paragraph that is shorter looks scrappy. How to structure a paragraph: Making points – PEE (Point/Evidence/Explanation) First make a point, then use evidence (facts, figures or quotations) to back it up, then explain the point you are making in more detail and how it relates to your argument.

11



Paragraphs should link together: Use connective words and phrases that show the relationship of one point to the next. For example:

These phrases all introduce a new beginning while referring to what has gone before.

3. CONCLUSION

A conclusion should: i. Sum up your argument. ii. Go back to the essay title and show that it has been answered. iii. Offer a judgement in light of the evidence, opinions, ideas or theories that have been examined in the

essay.

consequently additionally furthermore moreover although

despite therefore in conclusion whilst thus

importantly on the other hand however It follows that evidently

despite the fact that

This helps explain why

However, what is most important is significantly alternatively

for this reason it could be argued despite this

12



Key Verbs (including Command Words)

Using the glossary will help you to understand what is expected in class work, homework, examinations and assessment tasks.

Account: Account for: state reasons. Give an account or narrate a series of events.

Analyse: Identify parts and how they relate to each other.

Apply: Use in a particular situation.

Appreciate: Judge the value of something.

Appropriated Text: A text which has been taken from one context and translated into another to gain new insights into the original text and to highlight the contextual differences.

Assess: Judge the value, quality, outcomes results or size of something.

Calculate: To work out from facts, figures or information.

Clarify: Make clear or plain.

Classify: Put into classes or categories.

Compare: Show how things are similar or different.

Composer: Whoever creates a text.

Construct: Make, build, and put together items or arguments.

Context: The circumstance or environment in which a text is composed, set or responded to

e.g., historical, social, cultural, economic. In Visual Arts, context is referred to as “frame”.

Contrast: Show how things are different or opposite.

Critically: A logical and reflective approach which increases accuracy, depth, knowledge, understanding and quality.

Deduce: Draw conclusions.

Define: State meaning and identify basic qualities.

Demonstrate: Show through examples.

Describe: Provide characteristics and features.

Discuss: Identify issues and provide arguments for and against.

Distinguish: Indicate or show differences between.

Evaluate: Judge using criteria; determine the value of.

Examine: Look at closely to identify information.

Explain: Show cause and effect, identify relationships between things, state how and/or why.

Extract: Choose relevant and/or appropriate details.

Extrapolate: Identify, recognise and name new information based on what is already known.

Font: Size and style of print e.g., bold, italics.

Genre: The classification of a text by subject matter, e.g. romance, thriller, mystery, fable or science fiction.

Globalisation: The blurring of national identities into a worldwide grouping, e.g. economic, cultural, social or ethnic.

Graphics: A visual form of communication, e.g. drawings, diagrams, photographs, cartoons, angles of boxed items, shading which can be used to communicate with the responder.

Interpret: Make clear the intended meaning.

13



Investigate: Form plan of action to look closely and identify information and draw conclusions about it.

Justify: Support an argument or conclusion with evidence.

Language Features & Structures The details of language:

· Prose Texts – paragraph structure, sentence structures, punctuation, language level (register), word choice e.g., subjective, objective, emotive, persuasive and biased.

· Poetry texts – stanzas, imagery, rhyme and rhythm.

· Visual Texts – framing, use of colour, positioning of people and objects, shape, size and the relationship between parts.

· Spoken Texts – idioms, pauses, use of silence, questions and speaker interaction.

Layout: The arrangement or plan of the page, e.g. headings, subheadings, graphics and fonts.

Medium of Production: Text form, written, spoken or visual.

Outline: Briefly and generally state the main ideas or features or give a general description.

Post-modern: Approach, particularly in Visual Arts and literature, in which traditional ideas are challenged or blended. All texts are open to individual interpretation and no idea is regarded as fact.

Predict: Suggest what may happen based on available information.

Propose: Put forward a point, idea, argument or suggestion for consideration or action.

Purpose: Why a text is created, e.g. its desired result, i.e. to inform, to persuade, to educate.

Recall: State remembered ideas, facts or experiences.

Recommend: Give reasons in favour of.

Recount: Retell a series of events.

Register: Use of language that is appropriate to the purpose, audience and context. Different levels of language include:

· Formal – Correct use of language.

· Informal – A more relaxed use of language, e.g. conversational, colloquial (everyday) or slang.

· Jargon – Language used by and among a particular group of people, e.g. doctors, lawyers and computer users.

Responder: Whoever receives and reacts to a text, e.g. reads, sees and hears.

Structure of text: How the different parts of a text are organised to achieve a purpose, e.g. narrative structure – orientation, complication, resolution; visual structure – angles, left-right/top-bottom positioning, vectors.

Style: Manner of communicating through choice of language, spoken, written or visual.

Subject Matter: What a text is about.

Summarise: State briefly the relevant details.

Synthesise: Connect the parts to make a whole.

Target Audience: A group of responders for whom a text is composed/created.

Tone: The composer’s attitude towards the subject and audience of the text revealed through style e.g., emotional, sympathetic and ironic.

Transformation: The use of an existing text to create a new text.

14



Gumley Revision Resources 1. SAM Learning 8. Past Papers 2. Autology 9. Subject websites (recommendations) 3. Doddle (Science) 10. KS4 Learning Booklet

(download from Gumley website) 4. Journal

(Thinking Hats, Subject Key Words) 11. Revision checklist per subject 5. Google Classroom 12. KS4 Journal

Revision advice, thinking skills Subject based key terms 6. Gumley on Twitter & Facebook 13. Subject Apps – used on smart phones 7. Subject Revision Guides

and Specifications

In school Activities

1. Subject revision sessions 5. School Trips

2. Clubs 6. Curriculum Extension days (October)

3. Wider activities 7. Tutor Time

4. Enrichment sessions

Reflection - What type of learner are you? (VAK)

15



VISUAL

WHEN I NEED TO TRY HARDER When the lesson involves the teacher talking a lot

Not interrupting people Studying with the TV or radio on

Sitting near a window

WAYS I CAN INCREASE MY LEARNING POWER

Use coloured pens and pencils Use Mind Maps

Imagine words in your head when trying to spell them Stick post it notes all around your room to remind you

AUDITORY

WHEN I NEED TO TRY HARDER Being scared of asking questions Playing music in the background

Waiting too long without contacting others


Take part in class discussions Talk to friends about homework

Ask, ask and ask again until you understand

KINESTHETIC

WHEN I NEED TO TRY HARDER When a teacher talks too quickly

Being asked to sit for too long Not being allowed to get physically involved


Take short breaks when studying Be comfortable when you are working

Eat healthy food and drink lots of water

16



Learning Style Revision Strategies

Revision Strategies for Auditory Learners

o Reading aloud

o Underlining interesting points and quotations

o Make up word games and mnemonics to help you. Persuading someone to test and re-test you on what you have learned

o Work with others to revise. You have to be very disciplined about this. (Don’t just chat! Do

revision!) This works best with other auditory learners. Talk your way through a learned topic or ask each other to explain difficult areas

o Read texts aloud, paying close attention to the way it sounds. Now try reading it under your

breath

o Make up questions to ask about the text and then question someone about it

o Talk aloud to recall what you have just learned

o Go somewhere where you won’t bother anyone and read your notes and text book out loud

o Impersonate someone while learning different subjects, for example Peter Kay does Science or Victor Meldrew does History. Decide on keywords/concepts you will need to learn

o Experiment with different ways of saying the keywords out loud (emphasise different parts of the

word, use different voices)

o Record your revision, pause the recording and re-record when you have made a mistake

o Listen to your notes on a recording when exercising, doing the washing up, on the way to school

o When learning technical or mathematical information, talk your way through it. State what you have learned to yourself or a study partner

o Reason through solutions/thoughts by talking out loud or to a study partner

o When learning sequences, write out in sentence form and then read them aloud

o Make up a funny rhyme to remember important facts/concepts

17



Revision Strategies for Visual Learners

o Make use of colour coding when studying new information in your notes o Use highlighter pens and highlight different kinds of information in contrasting colours o Trace each word in the air o Write out key information obtained from your notes o Draw a mind map (see example) o Make flash cards (3 by 5 inches) of words and ideas that need to be learned o Use highlighter pens to emphasise the key points o Limit the information per card so that your mind can take a mental ‘picture’ of the information o Write out explanations for diagrams or draw illustrations (in diagram form) from facts o When learning technical or mathematical information, write out in sentences and key phrases

your understanding of the material. When learning sequences, write out in detail how to do each step

o Experiment with diagrams o A funny mental picture will certainly help you to remember facts and patterns o Use chronological lists of events o Flow charts use the consequences of each action to jog your memory about the next stage o Use split lists to compare and contrast the similarities and differences between things o Make use of computer word processing o Copy key information from your notes and textbooks on to a computer o Use the print outs to re-read your notes o Make visual reminders of information that must be learned. Use post-it notes in highly visible

places – on your mirror, notebook, bedroom door

18



Revision Strategies for Kinaesthetic Learners

o Walk backwards and forwards with your textbook, notes or flash cards and read the information out loud

o Learn different subjects by walking and reading in different places

o Jot down keywords, draw pictures or make charts to help you remember your notes

o Make flash cards (3 by 5 inches) for every step of a sequence you have to learn

o Put words, symbols or pictures on your flash cards – anything that helps you remember

o Use highlighter pens in contrasting colours to emphasise the important points but limit the amount of detail so you do not have too much to remember

o Practise putting out the cards in the right order until it becomes automatic

o Copy key points on to a chalkboard, whiteboard or large piece of paper. Make up actions to go with the keywords

o Write down the main points on post-it notes. Assemble the post-its on the wall to see how the different areas relate to one another

o Use the computer to reinforce learning by touch. Copy out information that must be learned into a word processing package on the computer

o Use graphics, clip art, tables and databases to organise material that must be learned

o Listen to your notes of topics when exercising, doing the washing up, walking to school, and so on

19



REVISION SKILLS AND TIPS

GETTING STARTED

Before you start revising, it is worth making sure you have everything you need readily available. This reduces time wasted trying to find things!

WHAT DO YOU NEED TO REVISE?

Revision timetable An up-to-date set of class notes Any revision materials given out by departments Revision lists and Specifications Any study guides which have been bought (but check the guide is covering the content of your course).

There are many guides already available on Autology accessible via the school website.

Highlighters Coloured pens Post-it notes or cards for formula/key words

Different coloured paper for different subjects (you will need lots of this)

Apps / Programs for revision materials

Not in front of the T.V. At a table, preferably in a quiet place In a clear space in a well-organised

bedroom Keep all the materials for each subject

in one place to save time

EQUIPMENT: WHERE TO REVISE?

20



Revision Timetables

Topics need to be revised more than once based on what we know about the brain.

THINK ABOUT THE FOLLOWING

Be realistic – remember sessions should only be for 30 – 40 minutes with 10 minute breaks Start NOW 1 session on a week night 3-4 sessions a day at the weekend During holidays/study leave, revision should be far more intensive Build in treats – time with friends, evenings out etc. Social time is vital in the overall scheme, as

long as there is a balance between work and play Try and get a variety of subjects across each day (see below about topics) Build in slots to review the learning of the day When you write next week’s timetable, remember to include review slots for the work covered last

week Discuss with someone at home how you are going about your revision

BREAKING IT DOWN:

If you’re thinking, “I’m doing Maths for 40 minutes and then half an hour of French”, think again! It means you haven’t broken the subject down into key areas to tackle your work in an organised manner; e.g., “I’m doing algebra and poetry.”

You need to use those key headings to:

Identify those topics you feel weak in – the danger is you push these to the back of your mind Use each heading to break the topic down further. On the next page is one way of doing this.

TIP

At first, the big picture may look and feel totally overwhelming. You need to prioritise your

workload. You need to be aware of the fact that revision takes time and for a few months, the

social life has to give a bit. Why don’t you arrange with friends to have “time off” session together?

21



General Revision Strategies

The following 21 ideas can be used for turning

class notes into revision notes across all subject areas.

Brainstorm a topic using a spider diagram

Make a chart to fit the information

Put key words onto Post-It Notes, stick them around the house to learn them

Make up tests to try later

Put notes onto revision cards

Make your own flash cards – questions one side/answers on the back

Create a Mind Map (see later section)

Use different colours to represent different things

Use Mnemonics for difficult spellings/sequences (e.g. Richard Of York Gave Battle In Vain – colours

of rainbow)

Make a flow chart

Make a timeline

Use pictures to represent key ideas

List two sides of an argument

Identify similarities/differences

Plan an exam answer and write the first paragraph

Create an exam answer and write the first paragraph

Create a dictionary for each subject

Turn headings into questions

Fill the bedroom walls with posters for key ideas

Make up cartoons

Label pictures

Record key quotations/foreign language vocab

22



General Revision Principles Focus on areas including:

1. Time management & Stress management

2. Organisation

3. Memory, reading and note taking etc.

4. Positive Thinking

5. Parent Support

Key Skills: Time Management Every human on this earth has the same

60 seconds

in a minute

60 minutes

in an hour

24 hours in

a day

7 days in a

week

52 weeks a

year

SOME EVENTS/ACTIVITIES ARE EXTERNALLY CONTROLLED

meetings family obligations work duties

OTHER ACTIVITIES ARE INTERNALLY CONTROLLED

chatting on the phone, commitment to a club or project,

or just ‘having fun’

23



Study Skills: Revision Time Table

Top 10 Time Management Tips

1. Establish routines and stick to them as much as possible

2 Get in the habit of setting time limits for tasks

3. Do not waste time waiting

4. Find out where you are wasting time

5. Implement a time management plan

6. Make a “To Do” list every day

7. Get a good night’s sleep

8. Do not waste time agonising

9. Keep things in perspective

10. Find the right time

24



1. Key Skills: Organisation

Key techniques: Revision Timetable & Time Management

Organisation: Space, light, resources etc.

Exam preparation: Food, sleep, resources (pencil case etc.)

Transforming Information: Mind maps, Revision Cards, Cartoons, Adverts, Flow diagrams, Venn diagrams

Other Techniques: Mnemonics. Using colour. Using sound.

Sharing information: Hot seat, speaking to others

O S C A R Organisation – sort through your notes before you begin Selection – Start with topics you are less sure of Creativity – Use colours, images, sound, rhymes or songs Association - Create links between topics or studies Repetition – Review your notes regularly

Revision Timetable Example for a non-school day

Time (spend up to 50

minutes on each session)

Morning Afternoon Evening

Session 1

Session 2

Session 3

Session 4

Remember to schedule time for review

PLAN for times of:

REST

Hobbies/Sport

Time with

family and

friends

25



Planning your revision

THINK LEVELS!

LEVEL ONE IS THE SUBJECT

LEVEL TWO IS THE TOPICS WITHIN THAT SUBJECT

LEVEL THREE IS THE INDIVIDUAL TOPIC DIVIDED INTO STUDY UNITS

SUBJECT

TOPIC

TOPIC

TOPIC

TOPIC

TOPIC

STUDY UNITS

1 2 3 4 5

STUDY UNITS

1 2 3 4 5

STUDY UNITS

1 2 3 4 5

STUDY UNITS

1 2 3 4 5

STUDY UNITS

1 2 3 4 5

26



2. Key revision techniques (overview)

Revision Strategies can include: Images: You can use images or photos from the internet which relate to the topics or ideas and paste them into blank PowerPoint slides. You can then annotate the images with facts from the study to help you form associations. The more bizarre or surreal the association, the more likely it is to stick in your mind!

Mnemonics : Mnemonics are systems to help you remember facts or processes. For example: Never Eat Soggy Weetabix = points of the compass. You could even add images to help you remember:

Acronyms: BBC, BRB, ASAP, LOL

Using colour: Colouring your revision notes can help you to distinguish different kinds of information. Your use of colour could be as simple as using green and red pens to underline positive and negative points for evaluation. You could experiment with using different coloured paper to group similar ideas or topics

Using sound: Create your own podcast to listen to

Story Telling: I was crossing the Atlantic on……….

Using transformation: Transform your notes from one format to another. It’s not necessarily the finished product that’s important, but the way you process the material to create it. The process of having to think about the material will help you remember!

Rhymes & Song: re-write the lyrics of a song to include information about a study.

Cartoon: pick out key visual images from a study or approach and draw them as cartoons. You don’t need to be artistic; simple stick figures will do. Of course you can then annotate your cartoons with facts from a study or approach.

Adverts: write a radio jingle to sell a key topic or formula, using the key strengths.

Flow diagrams: these can be easier to understand than blocks of text.

Venn diagrams: these are particularly useful for highlighting the differences and similarities between two topics or ideas.

Post it Notes / Flash Cards: Key words and definitions

Chunking: The power of 3. Stop look listen. The good, the bad and the ugly. Friends, Romans countrymen

Mind Maps (as above)

Past Papers: Exams are like anything else – the more you do, the better you get. That’s why past papers are so important to your exam preparation. Get to know:

• Their layout, names/numbers of questions? • The format of instructions? • The range of questions: multiple choice, short answers, essays, etc.? • The marking scheme? • The pace of the paper, how should you allocate time? • Which type of question turns up most often?

27



3. The Power of Positive Thinking Key Point: You are what you think. You feel what you want Why think positively? All of our feelings, beliefs and knowledge are based on our internal thoughts, both conscious and subconscious. We are in control, whether we know it or not. We can be positive or negative, enthusiastic or dull, active or passive. The biggest difference between people is their attitudes. For some, learning is enjoyable and exciting. For others, learning is drudgery. For many, learning is just okay, something required on the road to a job.

"Most folks are about as happy as they make up their minds to be."

Abraham Lincoln Our present attitudes are habits, built from the feedback of parents, friends, society and ourselves, that form our self-image and our world-image. These attitudes are maintained by the inner conversations we constantly have with ourselves, both consciously and subconsciously.

The first step in changing our attitudes is to change our inner conversations. What Should We Be Saying? One approach is called the three C's: Commitment, Control and Challenge.

Commitment Make a positive commitment to yourself, to learning, work, family, friends, nature and other worthwhile causes. Praise yourself and others. Dream of success. Be enthusiastic.

Control Keep your mind focused on important things. Set goals and priorities for what you think and do. Visualize to practice your actions. Develop a strategy for dealing with problems. Learn to relax. Enjoy successes. Be honest with yourself.

Challenge Be courageous. Change and improve each day. Do your best and don't look back. See learning and change as opportunities. Try new things. Consider several options. Meet new people. Ask lots of questions. Keep track of your mental and physical health. Be optimistic.

Studies show that people with these characteristics are winners in good times and survivors in hard times.

Research shows that, "... people who begin consciously to modify their inner conversations and assumptions report an almost immediate improvement in their performance. Their energy increases and things seem to go better ..."

Commitment, control and challenge help build self-esteem and promote positive thinking. Here are some other suggestions. 7 Suggestions for Building Positive Attitudes

28



In every class, look for positive people to associate with.

In every class, look for one or more interesting idea.

In every chapter, find one more concept important to you.

With every friend, explain a new idea you've just learned.

With every teacher, ask a question.

With yourself, keep a list of your goals, positive thoughts and actions.

Remember, you are what you think, you feel what you want.

4. Parents’ Guide – How they can support you

Attendance to school

Make sure your daughter is well equipped for both exams and lessons

Study Buddy – provide question and answer sessions. Quiz them

Entertainment – time to work, time to play. Ensure that there is a balance between study and rest (monitor social networking/media time). The balance of social time versus focused revision time will change as your daughter gets nearer to the exam period

Reward effort (not bribery!)

Act as a go-between – contact the school for support

Keep your daughter focused on work

Make sure all work is up to date – check journals; time is always needed to revise and review work as even when homework is being set

Revision timetable – help them plan ahead

Students must have ‘downtime’ throughout

29



Subject Revision Guides

& Subject Tips

30



Art

Exam Board & Web Address (for your subject area on the site)

Edexcel

Modular Exams:

GCSE Fine Art 60% coursework 40% Exam

20 hours Examination Prep work, 10 hours Exam

Key Assessment Objectives

AO1. Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding. AO2. Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes. AO3. Record ideas, observations and insights relevant to their intentions in visual and/or other forms. AO4 present a personal, informed and meaningful response demonstrating analytical and critical understanding realising intentions and (where appropriate) making connections between visual, written, oral and other elements

What to bring to the Exam Room Exam Prep work/sketchbook Inspirational images and any specialist equipment not normally used at school.

Subject tips for Exam Preparation

Meet department deadlines for preparatory tasks. Experiment broadly with materials. Work demonstrates original, imaginative and inventive qualities with highly appropriate connections to artists and other sources.

Top 3 revision sites for your subject GCSE Bitesize. Learn/Tate Education/National Gallery

Additional Reading Visit galleries to see work first hand as well as the written supporting material featured next to the work.

Any other information relevant

Technique Videos Lightbox http://www.lightboxresource.co.uk/ Lightbox is an online resource and supportive tool for art teachers and students. It brings together contemporary art, artists, current teaching practice, a range of assessment tools, including video assessment guides, all of which feed directly into the objectives of the Art and Design programme.

http://www.lightboxresource.co.uk/

31



Business Studies


Edexcel (Pearson) http://www.edexcel.com/quals/gcse/gcse09/Business/Business/Pages/default.aspx

Modular Exams:

Title

Format

Length

Unit 1: Introduction to Small Business • (25% of final grade) • Multiple Choice • 45 minutes

Unit 3: Building a Business • (50% of final grade) • Short & extended answers • 1 Hour and 30 minutes


A01: Knowledge A02: Application A03: Analysis A04: Evaluation

What to bring to the Exam Room

Pens Pencils Calculator Ruler


Past Paper questions (complete all) Learn all definitions & formulas Review exam command words

Key formula and/or connective words

Profit = Total Revenue – Total Cost Total Cost = Fixed Cost + Variable Cost Sales Revenue = price x quantity Net Cash Flow = Cash Inflow – Cash Outflow Closing Balance = Opening Balance + Net Cash Flow

Top 3 revision sites for your subject

BBC Bitesize: http://www.bbc.co.uk/schools/gcsebitesize/business/

Business Studies Online http://www.businessstudiesonline.co.uk/live/

Revision World: http://revisionworld.co.uk/gcse-revision/business-studies

Additional Reading

Enrichment programs:

BBC’s ‘The Apprentice’

BBC’s ‘Dragon’s Den

http://www.edexcel.com/quals/gcse/gcse09/Business/Business/Pages/default.aspx

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

http://www.businessstudiesonline.co.uk/live/

http://revisionworld.co.uk/gcse-revision/business-studies

32



Drama


WJEC

Modular Exams:

Title

Format

Length

Written exam. 40% of final grade 1 hour 30 minutes


AO1 recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas.

AO3 analyse and evaluate their own work and that of others using appropriate terminology.

What to bring to the Exam Room Black pens to write with. Notes and texts are not allowed.


Write your drama diary notes after every lesson under the following headings: Describe what you did and for what purpose Explain how you went about the task, with a focus on skills and techniques used in a chosen moment Analyse a key moment of challenge and how it was overcome Evaluate your contribution to the group piece, including the skills you learnt and used

Key formula and/or connective words Make every sentence count. Do not waffle. You have a limited time to answer each section. Practise writing under timed conditions. Have key vocabulary and examples from your controlled assessments in your revision notes.

Top 3 revision sites for your subject www.wjec.co.uk/

Additional Reading All the handouts you have been given Any play text you have studied and may write about in the exam, eg: Blue Remembered Hills; Shakers; Laundry Girls; Gum and Goo etc.

Any other information relevant Do not underestimate the written paper. It is tough so be prepared!

http://www.wjec.co.uk/

33



English

Exam Board: AQA http://www.aqa.org.uk/subjects/english/gcse

AQA English Language 4705 AQA English Literature 9710 AQA English Only 4700* IGCSE 0522*

English Language Summer Exams: Unit 1:Understanding and Producing non-fiction Texts External examination: 60% of the total GCSE marks 2hours 15 minutes 80 marks (Reading: 40 marks, Writing: 40 marks) Internally Assessed Work: Unit 2: Speaking and Listening (45 marks) A separate certificate will be issued Controlled assessments: Unit 3: Understanding spoken and written texts and writing creatively 40% of the total GCSE marks Unit 3a Extended reading:15% (30 marks) Unit 3b Creative writing:15% (30 marks) Unit 3c Spoken Language study:10% (20 marks)

English Only Summer Exams: Unit 1:Understanding and Producing non-fiction Texts External examination: 60% of the total GCSE marks 2hours 15 minutes 80 marks (Reading: 40 marks, Writing: 40 marks) Internally Assessed Work: Unit 2: Speaking and Listening A separate certificate will be issued Unit 3: Understanding and producing creative texts Part a: Understanding creative text (45 marks) Part b:producing creative texts: (45 marks)

English Literature Summer Exams: two papers- Unit 1 and Unit 2 Unit 1: Exploring modern texts External examination: 40% of the total GCSE marks 1 hour 30 minutes 68marks Section A: Modern prose: 34 marks Section B: Exploring cultures: 34 marks Unit 2: Poetry across time External examination: 35% of the total GCSE marks 1 hour 15 minutes 54 marks Section A: Poetry cluster from the Anthology: 23% (36) Section B: Responding to an unseen poem : 12% (18) Internally Assessed Work: Controlled assessments: Unit 3: The significance of Shakespeare and the English Literary Heritage 25% of the total GCSE marks (40 marks)


English

English Literature

http://www.aqa.org.uk/subjects/english/gcse

34



AO1: Speaking and Listening Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences, use standard English and a variety of techniques as appropriate. Listen and respond to speakers’ ideas and perspectives, and how they construct and express meanings. Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together. Create and sustain different roles. AO2:Study of spoken language Understand variations in spoken language, explaining why language changes in relation to contexts. Evaluate the impact of spoken language choices in their own, and others’ use. AO3: Studying written language Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate. Develop and sustain interpretations of writers’ ideas and perspectives. Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader. AO4:Writing Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader. Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence. Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

AO1: respond to texts critically and imaginatively; select and evaluate relevant textual details to illustrate and support interpretations. AO2: explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings. AO3: make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects. AO4: relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times.

Quality of Written Communication Spelling, punctuation and grammar

What to bring to the Exam Room Black or blue pen

Subject tips for Exam Preparation Do past exam papers, use the mark scheme to mark your own work and retake the same paper a week later. (Past papers are available on the AQA website)

Top 3 revision sites for your subject BBC bitesize and TES

Additional Reading Newspapers and magazines Poems by poets studied for English Literature Fiction and non-fiction text for pleasure

Any other information relevant Visit the theatre (Shakespeare’s Globe, the National Theatre etc.), watch DVD of film adaptations of texts.

35



Food Technology


AQA

Modular Exams:

Title

Format

Length

D&T: Food Technology 4545 60% controlled assessment 40% Exam 2 hours


Investigating the design content Development of the design proposal Making Testing and evaluating communication


Black pen Pencil Colouring pencils Eraser Ruler Clear plastic Pencil case


Exam practice questions Use of CGP work book and revision guide Extended revision time Fronter BBC Bite size

Key formula and/or connective words -

Top 3 revision sites for your subject BBC bite size www.nutrition.org.uk

Additional Reading

BBC Good Food Guide The Food Bible Food and cooking an encyclopaedia of kitchen science Flavour Thesaurus

Any other information relevant -

36



French


AQA (http://www.aqa.org.uk) http://www.aqa.org.uk/subjects/french/gcse/french-4655

Modular Exams:

Title

Format

Length

Listening and Reading exam: 20% each skill. Available at either Foundation or Higher tier. Speaking: 30% (untiered) 2 dialogues recorded with your teacher lasting 4-6 minutes each. Writing: 30% (untiered) 2 pieces of writing. Students aiming at grades G – D should aim to write 200 – 350 words in total. Students aiming at grades C – A* should aim to write 400 – 600 words in total.


Writing Controlled Assessment – 30% Speaking Controlled Assessment - 30% Reading exam – 20% Listening exam – 20%

What to bring to the Exam Room Pen

Subject tips for Exam Preparation See revision booklets handed out in class. Attend Language club – use the prep time effectively in class.

Key formula and/or connective words See vocab lists handed out in class. A/A* structures booklet handed out in class Grammar and tenses booklet handed out in class.

Top 3 revision sites for your subject http://www.kerboodle.com/ http://www.linguascope.com/ www.languagesonline.org.uk

Additional Reading http://www.bbc.co.uk/schools/gcsebitesize/french/ http://www.voki.com/

Any other information relevant Foreign Language assistant available at language club every

Wednesday.


http://www.aqa.org.uk/subjects/french/gcse/french-4655

http://www.kerboodle.com/

http://www.linguascope.com/

http://www.languagesonline.org.uk/

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

http://www.voki.com/

37



Geography


Edexcel

Modular Exams:

Title

Format

Length

Global Geographical Issues

Written exam 1 hour 30 minutes

37.5%

Geographical Issues

Written Exam 1 hour 30 minutes

37.5%

People & environment issues

Written exam 1 hour 30 minutes

25%


AO1: Recall, select and communicate their knowledge and understanding of places, environments and concepts A02: Apply their knowledge and understanding in familiar and unfamiliar contexts A03: Select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues.

What to bring to the Exam Room Black pen for writing, HB pencil for diagrams/graphs, calculator, ruler, rubber


Know which of the Themes are being examined in each Learn all the key words and definitions Learn your case studies thoroughly including the ‘key facts’ for each one Make revision cards for each case study Practice drawing and labelling diagrams and sketches so you are confident going in to the exam Use the revision materials available on Fronter

Top 3 revision sites for your subject http://www.bbc.co.uk/schools/gcsebitesize/geography/ https://www.samlearning.com/ http://www.s-cool.co.uk/gcse/geography

Additional Reading

‘Wide World’ magazine (available in the Library) Read a quality newspaper or watch news/documentaries to keep up to date with current affairs relevant to the course e.g flooding, earthquakes, inequalities in development, migration

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

https://www.samlearning.com/

http://www.s-cool.co.uk/gcse/geography

38



History


Edexcel http://www.edexcel.com/quals/gcse/gcse09/history/a/Pages/default.aspx

Modular Exams:

Title

Format

Length

Paper 1: Thematic study and historic environment: Crime and Punishment in Britain, c1000-present and Whitechapel, c1870-c1900: crime, policing and the inner city. Written examination, 1 hour and 15 minutes, 30% of the qualification

Paper 2: (Section a) Early Elizabethan England (Section b) Superpower relations and the Cold War, 1941-91. Written examination, 1 hour and 45 minutes, 40% of the qualification

Paper 3 Modern Death Study: Weimar and Nazi Germany, 1918-1939. Written examination, 1 hour and 20 minutes, 30% of the qualification.


1 Knowledge Recall 2A Knowledge recall 3C Source analysis CA11 Source analysis

What to bring to the Exam Room Pen

Subject tips for Exam Preparation Timelines, past papers, knowledge tests, mindmaps


http://www.bbc.co.uk/schools/gcsebitesize/history/ http://www.schoolhistory.co.uk/

Additional Reading E-book for each unit that is provided by Gumley. Edexcel GSCE Modern World History, Ben Walsh, ISBN 978-0-340-98182-5

http://www.edexcel.com/quals/gcse/gcse09/history/a/Pages/default.aspx

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

http://www.schoolhistory.co.uk/

39



Italian


AQA (http://www.aqa.org.uk) http://www.aqa.org.uk/subjects/italian/gcse/italian-4630

Modular Exams:

Title

Format

Length

Listening and Reading exam: 20% each skill. Available at either Foundation or Higher tier. Speaking: 30% (untiered) 2 dialogues recorded with your teacher lasting 4-6 minutes each. Writing: 30% (untiered) 2 pieces of writing.

Students aiming at grades G – D should aim to write 200 – 350 words in total.

Students aiming at grades C – A* should aim to write 400 – 600 words in total.



What to bring to the Exam Room Writing equipment

Subject tips for Exam Preparation See revision booklets handed out in class.


See vocab lists handed out in class.


http://www.languagesonline.org.uk/ http://www.education.vic.gov.au/languagesonline/italian/italian.htm http://www.aqa.org.uk/subjects/italian/gcse/italian-4630/past-papers-and-mark-schemes

Additional Reading http://www.repubblica.it/


http://www.aqa.org.uk/subjects/italian/gcse/italian-4630


http://www.education.vic.gov.au/languagesonline/italian/italian.htm

http://www.aqa.org.uk/subjects/italian/gcse/italian-4630/past-papers-and-mark-schemes

http://www.aqa.org.uk/subjects/italian/gcse/italian-4630/past-papers-and-mark-schemes

http://www.repubblica.it/

40



Mandarin


AQA (http://www.aqa.org.uk) http://www.aqa.org.uk/subjects/chinese-mandarin-4670

Modular Exams:

Title

Format

Length

Listening and Reading exam: 20% each skill. Available at either Foundation or Higher tier. Speaking: 30% (untiered) 2 dialogues recorded with your teacher lasting 4-6 minutes each. Writing: 30% (untiered) 2 pieces of writing.

Students aiming at grades G – D should aim to write 100 – 150 words in total.

Students aiming at grades C – A* should aim to write 200 – 300 words in total.



What to bring to the Exam Room Writing equipment

Subject tips for Exam Preparation See revision booklets handed out in class.


See vocab lists handed out in class.


http://www.memrise.com/courses/english/chinese-4 http://www.quizlet.com/subject/highdown http://www.aqa.org.uk/subjects/chinese-mandarin-4670/past-papers-and-mark-schemes

Additional Reading http://www.bbc.co.uk/learningzone/clips http://www.hellomylo.com


http://www.aqa.org.uk/subjects/chinese-mandarin-4670

http://www.memrise.com/courses/english/chinese-4

http://www.quizlet.com/subject/highdown

http://www.quizlet.com/subject/highdown

http://www.aqa.org.uk/subjects/chinese-mandarin-4670/past-papers-and-mark-schemes

http://www.aqa.org.uk/subjects/chinese-mandarin-4670/past-papers-and-mark-schemes

http://www.bbc.co.uk/learningzone/clips

41



Maths


www.edexcel.com

Linear Examination:

Title

Format

Length

GCSE Mathematics Linear Foundation or Higher 3 papers, two calculator and one non-calculator 1 hour 30 minutes each

Key Assessment Objectives Number, Algebra, Geometry and Measures, Statistics and Probability

What to bring to the Exam Room Calculator, protractor, compasses, ruler, pencil, rubber, sharpener and pen.

Subject tips for Exam Preparation Use the revision guide and work thoroughly through practice papers given. Use the MathsWatch clips.

Key formula and/or connective words Show, Evaluate, Solve, Simplify, Explain, Prove, Calculate

Top 3 revision sites for your subject www.mymaths.co.uk www.examsolutions.co.uk mathswatchvle.com

Additional Reading Fronter GCSE room

Any other information relevant The key to success is to ensure that you are able to do all the questions on the practice papers set. Your teachers can help you with this more effectively if you are well organised.

http://www.edexcel.com/

http://www.examsolutions.co.uk/

42



Music


Edexcel http://www.edexcel.com/quals/gcse/gcse09/music/Pages/default.aspx

Modular Exams:

Title

Format

Length

Paper 1 (Performance)

Paper 2 (Composition)

Paper 3 (Listening Paper – 1 hour 45 minute exam taken at end of course)


To perform a solo piece (15%) and ensemble piece (15%) with fluency, accuracy and to demonstrate musicality

Compositions to last about 2 minutes each & to show student has understood how to compose melodies and chord sequences and also how to structure compositions. Compositions can be in any genre

What to bring to the Exam Room Black pen, pencil & rubber (for the dictation)


Learn the key facts for each set work (instrumentation, structure, textures, dynamics, tonality, harmony, musical features etc.)

Make sure you can recognise the themes from each set work

Practise writing out the main themes on manuscript paper to prepare for dictation (dictations are usually 4 marks)

Practise writing essays in timed conditions (essays are worth 10 out of the 80 possible marks)

Key Words See PowerPoint presentations for the key words

associated with each of the 12 set works

Top 3 revision sites for your subject BBC Bitesize

Edexcel – past papers

Additional Reading GCSE Music Revision guides (Published Pearson)

http://www.edexcel.com/quals/gcse/gcse09/music/Pages/default.aspx

43



PE


Edexcel http://www.edexcel.com/quals/gcse/gcse09/pe/Pages/default.aspx

Modular Exams:

Title

Format

Length

No Modules

1x 1 ½ hr written paper 40%

1x practical moderation in 4 sports

1x analysis of performance in 1 sport

Key Assessment Objectives To perform to the criteria in the 4 sports

To be able to analyse a sport through observation skills

To answer the exam questions on the paper


Theory- pens/ highlighters/pencil Practical- PE kit (black shorts/polo shirt/ white socks/ trainers) lots of energy and water.


Keep up fitness for moderation; it is a long day if you are doing 4 hours of sport. You will need a good night’s sleep and a good meal the night before. Practice your sports as much as you can beforehand. For the theory do lots of practise questions using the purple pearsons revision book or the past questions booklet given to you by PE

Key formula and/or connective words -

Top 3 revision sites for your subject Use Edexcel website to do past papers.

Additional Reading -

Any other information relevant If you are doing an external sport make sure you have done yo ur recorded video by Christmas of Year 11

44



RE

Exam Board & Web Address Edexcel http://www.edexcel.com/quals/gcse/gcse09/rs/Pages/default.aspx

Modular Exams:

Title

Format

Length

Pper 1: Catholic Christianity 1hour 45 mins 50% of qualification Paper 2: Judaism 50 Minutes 25% of qualifiction Paper 3: Pilosophy & Ethics 50 minutes 2%


Catholic Christianity examines beliefs and values, Community and Tradition, celebration and worship and Living the Christian Life Judaism examines beliefs and teachings in Judaism and also Jewish practises. Philosophy and Ethics examines arguments for the existence of God and Religious teachings on relationships and families in the 21st Century.

What to bring to the Exam Room Pencil case (as per exam hall instructions)


Know all key words & use throughout longer answers Remember timing – 1minute per mark! Spend no longer than 20mins per full question Always read over your answers and develop your responses fully with examples/reference to sources

Key formula and/or connective words There are 12 key words for each of the 8 modules. These will be printed off for each unit.

Top revision sites for your subject

http://www.sprowstonhigh.org/cms/year-1011-revision-zone/religious-studies.html http://www.rsrevision.com/GCSE/christianity/revision.pdf http://www.gumleyre.weebly.com http://mikeanderson.net/recuthies/GCSE%20Zone.htm

Additional Reading See websites above

Any other information relevant Skills/Revision sessions will be offered by RE teachers throughout the year

http://www.sprowstonhigh.org/cms/year-1011-revision-zone/religious-studies.html

http://www.sprowstonhigh.org/cms/year-1011-revision-zone/religious-studies.html

http://www.rsrevision.com/GCSE/christianity/revision.pdf

http://www.gumleyre.weebly.com/

http://mikeanderson.net/recuthies/GCSE%20Zone.htm

45



Science


AQA Science: http://www.aqa.org.uk/subjects/science/gcse/science-a-4405 Additional Science: http://www.aqa.org.uk/subjects/science/gcse/additional-science-4408

Modular Exams:

Title

Format

Length

Dual Science students: Science ISA: Controlled assessment Exams (1hr each): Unit B1, C1, P1. Additional Science ISA: Controlled assessment Exams (1hr each): Unit B2, C2, P2. Triple award students: Biology: Biology ISA: Controlled assessment Exams (1hr each): Unit B1, B2, B3 Chemistry: Chemistry ISA: Controlled assessment Exams (1hr each): Unit C1, C2, C3 Physics: Physics ISA: Controlled assessment Exams (1hr each): Unit P1, P2, P3

Key Assessment Objectives ISA: Assess investigative skills.

What to bring to the Exam Room Calculator, Black pen, Pencil, Ruler


Kerboodle: complete the exam style questions which are on kerboodle Watch the animations Listen to the podcasts Fronter: complete the exam style questions uploaded by your teachers (and use the mark scheme for model answers)


Your journal includes all of the key words needed for the ISA/Exam. It is essential that you know the definition of each word.


1. www.doddlelearn.co.uk 2. www.kerboodle.com 3. www.my-gcsescience.com/

Additional Reading Biology for You, Chemistry for You, Physics for You

http://www.aqa.org.uk/subjects/science/gcse/science-a-4405

http://www.aqa.org.uk/subjects/science/gcse/additional-science-4408

http://www.doddlelearn.co.uk/


http://www.my-gcsescience.com/

46



Spanish


AQA (http://www.aqa.org.uk)

Modular Exams:

Title

Format

Length

Listening and Reading exam: 20% each skill. Available at either Foundation or Higher tier. Speaking: 30% (untiered) 2 dialogues recorded with your teacher lasting 4-6 minutes each. Writing: 30% (untiered) 2 pieces of writing. Students aiming at grades G – D should aim to write 200 – 350 words in total. Students aiming at grades C – A* should aim to write 400 – 600 words in total.



What to bring to the Exam Room 40 words AQA sheet - Pens

Subject tips for Exam Preparation See revision booklets handed out in class. Attend Language club – use the prep time effectively in class.

Key formula and/or connective words See vocab lists handed out in class. A/A* structures booklet handed out in class Grammar and tenses booklet handed out in class.


http://www.kerboodle.com/ http://www.linguascope.com/

www.languagesonline.org.uk

Additional Reading http://www.elmundo.es/

Any other information relevant Foreign Language assistant available at Language club every

Wednesday.

Booster sessions run in S01/S04 and S02 4 days a week.



http://www.linguascope.com/


http://www.elmundo.es/

47



Textiles Technology


AQA www.aqa.org.uk/.../design-and-technology-textiles-technology-4570

Exams:

Title

Format

Length

Design and Technology: Textiles Technology (4570) Unit 1 (45701) Written Paper - 2 hours - 120 marks - 40% Candidates answer all questions in two sections Pre-release material issued


This two-unit specification requires students to develop their ability to make textile products, a vital feature of candidates' experience of taking this specification. This course has 60 per cent controlled assessment as a reflection of the importance of practical work within the subject.

What to bring to the Exam Room Colour pencils, black fine liner pen to outline designs, rubber, sharp pencil for sketching, and black pen for writing.

Subject tips for Exam Preparation Use the revision section on Fronter. Learn your labelled final design. Complete your revision workbook.

Key formula and/or connective words Use the key words in the exam that are in your key words booklet to demonstrate your knowledge of technical terms.

Top 3 revision sites for your subject http://textiles4u.wikispaces.com/ www.bbc.co.uk/bitesize/gcse/design/textiles/ http://getrevising.co.uk/resources/gcse_aqa_textiles_revision_notes

Additional Reading Textiles magazines such as “Sew” or “Sewing World” Textiles revision guides Newspaper articles on new technologies in textiles.

http://textiles4u.wikispaces.com/

http://www.bbc.co.uk/bitesize/gcse/design/textiles/

http://getrevising.co.uk/resources/gcse_aqa_textiles_revision_notes

Documents

Year 11 Revision Booklet - Gumley House Convent School · · 2017-02-10Year 11 Revision Booklet 2016-2017 ... read the front of the exam booklet and check how many ... How long