Effective Revision Tips from your Teachers!

Guidance for Students & Parents

Contents

1. Planning your revision

2. Exam Timetable 2018

3. Revision for each subject including ‘Bitesize Topic Checklists’: Science & Technology Faculty Science Design & Technology (Food Tech & RM) Computing English & Languages Faculty English Language English Literature French/Spanish Media Maths & PE Faculty Maths PE Humanities & Creative Arts Faculty Geography History Art Music Drama

4. General Revision Techniques & Tips

5. Revision Classes Timetable

Planning your revision

How many weeks until your exams start?

With 7 hours of revision a week in term time and 20 hours in the holidays, how many hours do you have in total?

List the subjects that you need to spend time revising/practicing for. Share out your hours.

Use the templates on the following pages to plan out your time. (More of these blanks can be picked up from resources)

The Revision Hour

20 mins Revise a new topic 5 mins BREAK 15 mins Re-Revise a topic you have done before 5 mins BREAK 10 mins Write up revision notes for the new topic

you did at the start 5 mins Pack away

Still struggling….

Take a look at this revision timetabling tool: www.myrevisionplan.com

5am

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SCHOOL

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Icknield Community College A Specialist College in the Humanities

Exam Timetable 2018 - TBC

Science & Technology

Science

The Challenges Volume of content to revise

Applying the theory to the questions and using the correct scientific terminology

To revise effectively in Science:

1. Identify areas of weakness Use the mock exam feedback sheets completed in class to choose the areas that you struggle the most with.

2. Develop that area

i) Use GCSEpod and watch podcasts on that topic ii) Use a revision guide (available at a later date) to recap the same topic. iii) Repeat this for all identified areas of weakness.

3. Test it

Use a revision Guide Workbook (available at a later date) and complete the topic and mark it.

Other Tips

Use revision cards as flashcards for recall topics eg. Key words/definitions, ions tests, physics equations. Keep them brief and then use them often.

Use the myGCSE channel on you tube for topics that you can’t grasp on you own.

Even better – attend science revision classes.

Useful Resources Revision Classes

Thursday After school all science rooms with the Science Team.

Tuesday After school with Dr Masters Rm 32

If these times don’t fit with other commitments please speak to your science teacher and we will find a way to give you support at a different time.

Revision Guides

Science Revision guides are available to buy in resources. The Science Team highly recommend the workbooks of exam style questions that go with them. These need to be ordered through classroom teachers and can then be picked up from resources.

Websites/Video Channels

www.my-gcsescience.com Videos on all science topics with a real science teacher to explain everything.

www.docbrown.info Interactive quizzes and multiple choice exam questions as well as revision notes.

www.schoolscience.co.uk Interactive resources and interesting articles on all science topics.

www.chem4kids.com Interesting, easy to access info on the basics and fun experiments to try at home.

http://phet.colorado.edu/en/simulations/category/new Simulations demonstrating different areas of Biology, Chemistry and Physics (and Maths)

http://www.cyberphysics.co.uk/index.html Revision notes and flash cards to revise physics at KS3, KS4 and KS5

Science Topic Checklists

Planned

date Topic Activity Time RAG Done

BIOLOGY

B1 Cell biology

2 hours

B2 Organisation 2 hours

B3 Infection and

response 2 hours

B4 Bioenergetics 2 hours

B5 Homeostasis and

response 2 hours

B6 Inheritance, variation

and evolution 2 hours

B7 Ecology 2 hours

Chemistry

C1 Atomic structure and

the periodic table 2 hours

C2 Bonding, structure,

and the properties of matter

2 hours

C3 Quantitative

chemistry 2 hours

C4 Chemical changes 2 hours

C5 Energy changes 2 hours

C6 The rate and extent

of chemical change 2 hours

C7 Organic chemistry 2 hours

C8 Chemical analysis 2 hours

C9 Chemistry of the

atmosphere 2 hours

C10 Using resources 2 hours

Physics

P1 Energy 2 hours

P2 Electricity 2 hours

P3 Particle model of

matter 2 hours

P4 Atomic structure 2 hours

P5 Forces 2 hours

P6 Magnetism and

electromagnetism 2 hours

P7 Space physics

(physics only) 2 hours

Design and Technology

The Challenges Volume of content to revise

Applying the theory to the questions and using the correct technical terminology

Explaining why you have made decisions

Working independently to problem solve and produce the necessary work.

To revise effectively in Design and Technology:

1. Identify areas of weakness Choose one unit e.g. Q1. etc. and complete a past paper by downloading one from the Edexcel website or getting one from your teacher. Mark it and identify topics that you struggle the most with.

2. Develop that area

iv) Use GCSEpod and watch podcasts on that topic v) Use GCSE Bite Size to revise/ recap / test the necessary subject content. vi) Re cap on the theory work and exam questions done each week in class. vii) Use the theory related HWs to recap on exam content.

3. Test it

Complete another past paper and mark it to see if you have improved. Work with others to test each other’s skills and knowledge.

4. Repeat this for another unit

Other Tips

Use revision cards as flashcards for recall topics such as eg. Key words/definitions, Technology terminology. Keep them brief and then use them often.

Use the myGCSE channel on you tube for topics that you can’t grasp on your own.

Even better – attend Design and Technology revision classes.

Use various internet sites – STUDENT TECHNOLOGY, BBC Bite size

Useful Resources Use the PC to access the internet Speak to your teacher Revision Classes

Lunch and after-school revision as required.

Thursday after-school with Mr Calder /Miss Marshall Rm 28 and 26. If these times don’t fit with other commitments please speak to your Design and technology teacher and we will find a way to give you support at a different time. Revision Guides

Design and technology subject specific Revision guides are available to buy from any reputable book shop. The Design and Technology Team highly recommend the workbooks of exam style questions that go with them.

Technology Revision

Useful Websites/Video Channels RMT www.technologystudent.com www.britishstandards.co.uk www.gcsepod.com www.Edexcel.co.uk

Useful Websites/Video Channels Food http://www.s-cool.co.uk/gcse/food-technology/ingredients-and-nutrition http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/ http://projectgcse.co.uk/gcse_food http://www.revisiontime.com/gCSEFood.htm

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Theory - Resisitant Materials

Theory - Resisitant Materials X2

Computing The Challenges

The broad range of content covered in Computer Science

Using algorithms to answer long answer questions

Develop programming techniques as well as understand theory element

To revise effectively in Computing:

1. Identify your weaknesses and address them: Use end of unit tests, teacher feedback and questioning in lessons to identify areas you struggle.

2. Test yourself. Use exam questions to practice answering whilst using key terms, algorithm structures, mathematical skills.

3. Code, code, code. Find a problem, design an algorithm, code it!

Other Tips

Use revision cards as flashcards for recall topics such as eg. Key words/definitions, algorithm steps, data representation conversion.

Please use exam questions, use the mark scheme to see where you have dropped marks

CODE!

Useful Websites http://craigndave.org/flipped-classroom-videos-ocr-cross-reference-

gcse/ - Great, easy to understand revision videos on key topics. https://pythonroom.com/book/learn - Coding learning and revision

made easy http://www.teach-ict.com/ - Quality website with detailed content http://ocr.org.uk/qualifications/gcse-computer-science-j276-from-

2016/ - Search the tabs to find practice questions

Revision Guides Use the black books in the classroom. Also the resources and websites above are excellent.

Computer Science Specification

Computer Systems RAG

1.1 Systems Architecture

Purpose of the CPU

Von Neumann Architecture:

CPU Components:

Characteristics of CPUs performance:

Embedded Systems:

1.2 Memory

Difference between RAM and ROM

Purpose of ROM

Purpose of RAM

Virtual Memory

Flash Memory

1.3 Storage

The need for secondary storage

Data capacity in secondary storage

Types of storage

Suitable storage devices using characteristics

1.4 Wired and Wireless Networks

Types of Networks (LAN and WAN)

Performance of Networks

Client-Server v Peer-to-Peer Networks

Hardware used in LANS

Internet

Virtual Networks

1.5 Network Topologies, protocols and layers

Star and Mesh topologies

WIFI frequency and encryption

Ethernet

IP Addressing, MAC addressing and protocols

Concept of Layers

Packet Switching

1.6 System Security

Forms of attack

Threats posed to networks

Identifying and Preventing Vulnerabilities

1.7 Systems Software

Purpose of systems software

Operating systems

Utility System software

1.8 Ethical, Legal, Cultural and Environmental Concerns

Ethical, legal, Cultural, Environmental and Privacy Issues

How Key Stakeholders are affected by technologies

Open Source v Proprietary Software

Legislation in Computer Science

Computational Thinking RAG

2.1 Algorithms

Computational Thinking

Standard Searching Algorithms

Standard Sorting Algorithms

Writing Algorithms

2.2 Programming Techniques

Variables, Constants, Operators, Inputs, Outputs and Assignments

Programming Constructs

Basic String Manipulation

File Handling Operations

Store Data

Search for Data using SQL

Use Arrays

Sub Programs

Data Types

Arithmetic Operators

Boolean Operators

2.3 Producing Robust Programs

Design Considerations

Maintainability

Purpose of Testing

Syntax and Logic Errors

Types of Testing

Using test data

2.4 Computational Logic

Why data is represented in Binary

Logic Diagrams

Truth Tables

Combining Boolean Operators

Logical Operators

Mathematical Operators

2.5 Translators and Facilities of Languages

Levels of Programming Language

Translators

Assembler, Compiler and Interpreter

Integrated development environment

2.6 Data Representation

Units (bits, nibbles, bytes)

Converting between denary, binary and hexadecimal

Use of characters

How images are represented through binary

How sound is represented through binary

Types of compression

English & Languages

English Language

The Challenges

Exam technique: It is important that you know how to target each of the Assessment Objectives (AOs 1-6). Think about the regular assessments that you have done in class and the feedback you have had on each AO. AO1 (reading): identifying and interpreting information AO2 (reading): exploring language, structure and form AO3 (reading): comparing ideas and texts AO4 (reading): crafting a critical response showing your opinion AO5 (writing): writing for a particular purpose and audience AO6 (writing): making sure that your writing is technically accurate

To revise effectively in English Language:

Use the feedback you have been given in your English books over the four units we have studied.

Make sure that you use the RAG sheets in the assessment booklets to help you identify which areas you need to develop the most.

Read through the past paper questions you have and ensure that you are familiar with what they are asking you to do.

Other Tips Read! A good reader is always a good writer. We have a reading list for Key Stage Four students on the ‘KS4 Board’ (on the stairs in the English Block) and also in the library as well as here: http://www.icknield.oxon.sch.uk/attachments/article/16/English%20-%20Extending%20Confident%20Readers%20List.pdf

Useful Resources Revision Classes The E Team: Tuesdays after school in the English block. Bring any issues / questions you have and we will help you. Websites/Video Channels

Murphy’s English Language In-Use app www.yourdictionary.com www.english-zone.com

English Literature

The Challenges

Exam technique: As with Language, it is important that you are aware of the Assessment Objectives (AOs 1-3) and that you reflect on the assessments we have done in class to target them. AO1: read and respond to texts using references AO2: analyse language, structure and form AO3: show understanding of context AO4: write with a good level of technical accuracy

To revise effectively in English Literature:

Re-read the novel and plays and make notes on key plot development, characters, settings, themes and ideas. Build up a set of quotes from the texts for each of these.

For the novel, students have either studied: Jekyll and Hyde or Great Expectations (taught in terms one and two of Year 10) The plays are: An Inspector Calls (all students – taught in terms three and four of Year 10) and Romeo and Juliet or Macbeth (depending on teaching group – taught in terms five and six of Year 10)

Use your Poetry Anthology to revise the important areas of poetry: what the poem is about, the themes and ideas of the poem, language and structural analysis.

The poems are: Power and Conflict: 15 poems (all students – taught in terms one and two of Year 11)

Other Tips Reading some other work by the same author will give you useful insight into the sorts of ideas featured in their work. If you need support in doing this, please visit the library and speak to the team.

Useful Resources Revision Classes The E Team: Tuesdays after school in the English block. Bring any issues / questions you have and we will help you. Revision Guides We have copies of York Notes revision guides for all of the literature elements of the course (novel, plays and poetry). We lend these to students through the school library in Year 11. There are enough that all students in the year group can borrow all four guides for the year. Websites/Video Channels

The audio books for the texts are available at: Jekyll and Hyde: https://www.youtube.com/watch?v=wlvcbhgD9mM Great Expectations: https://www.youtube.com/watch?v=uE4SUro0gqM A live performance of An Inspector Calls is at: https://www.youtube.com/watch?v=dMUHU-2lfZk A BBC production at: https://www.youtube.com/watch?v=Vukp3EFVweQ’ Romeo and Juliet can be found at: https://www.youtube.com/watch?v=FZBjlKf3AW4&list=PLjT3Z589ba7OpE9o1zsLA1U3Q3HLHCtBq Macbeth is here: https://www.youtube.com/watch?v=1urw2cGpMXs&t=2555s Also, the English Literature Success app is particularly useful and there are also some useful literature notes available at http://www.sparknotes.com/sparknotes/ You just put the text into the search bar and it will find it for you. ‘There are also numerous revision videos for all literature texts available at BBC Bitesize: http://www.bbc.co.uk/education/subjects/zckw2hv’

English Bitesize Topic Checklists

English Language

Time (mins)

Topic RAG Planned Date Done

15 Practise picking out key information from a text

20 Write a summary of a longer piece of text

20 Analyse use of language in a text

20 Analyse use of structure in a text

30 Compare two different articles for effect

45 Write critically about an opinion text

50 Write creative and descriptive narrative writing

50 Write to explain your viewpoint on an issue

20 Be able to use a variety of vocabulary and sentence structures

5 Accurately paragraph a piece of writing

5 Effectively use a range of punctuation

10 Spell with accuracy

60

Re-read your Language assessments in your class book and ensure that you have acted on all feedback

English Literature

Time (mins)

Topic RAG Planned Date Done

240 Re-read Victorian prose novel (Jekyll and Hyde or Great Expectations)

180 Re-read Drama text (An Inspector Calls)

240 Re-read Shakespeare text (Romeo and Juliet or Macbeth)

30 Re-read all Power and Conflict poems

120

For the novel, play and Shakespeare texts make timelines to cover main events in all chapters / acts

60 For the poems, make notes to cover message / theme; language and structure

30 For all texts, memorise short quotes which help to sum up the main themes and ideas of the text

30 Use BBC Bitesize website to revise all Literature texts

30

Re-read your Literature assessments in your class book and ensure that you have acted on all feedback

French & Spanish

The Challenges:

Volume of content to revise.

Exam techniques

Be able to recognize and use a wide range of vocab.

Translate from/to the Foreign Language To revise effectively in French & Spanish:

i) Use the feedback you have been given in your French/Spanish books over the units we have studied.

ii) A little bit every day will take you a long day: make sure you revise vocab and grammar points regularly rather than wait for the exams to be round the corner!

iii) Use the Grammar and Translation workbook to revise the grammar and practise your translation skills.

iv) Practise the Listening. v) Read in French using the Mary Glasgow magazine vi) Use: Your notes

The recommended websites to practice your listening and your reading. Ask!

Other Tips

Pay special attention to most difficult vocabulary on WEATHER / ENVIRONMENT / HOUSE CHORES / FURNITURE But don’t underestimate PLACES / FOOD AND DRINK / DIRECTIONS

Make sure you know: 1. Your numbers 2. Linking words 3. Likes/dislikes 4. Negatives 5. Questions words 6. Opinions

Time phrases

Even better – attend the French clinic.

Useful Resources Revision Classes

Wednesday and Thursday, Lunch Rm 45 (Mrs Loomes). If these times don’t fit with other commitments please speak to your teacher and we will find a way to give you support at a different time. Revision Guides French and Spanish Revision guides and workbooks will available to buy in Resources soon. When they are, the MFL team highly recommends that you purchase them as soon as possible Websites/Video Channels www.thisislanguage.com: Vocabulary/grammar/Listening practice and revision through videos in the target language https://www.vocabexpress.com/login/ : Vocabulary practice (organised following GCSE themes) https://lyricstraining.com/fr/ or https://lyricstraining.com/es/ :practise your Listening skills through listening to songs and completing the gap filling exercises. www.languagesonline.co.uk www.linguascope.com http://www.bbc.co.uk/education/guides/zgnthyc/revision : vocabulary revision. http://zut.languageskills.co.uk/intermediate/year10.html: French/Spanish GCSE revision practice available after 4pm for free http://www.tv5.org/index.php: Watch French TV

French/Spanish Bitesize Topic Checklist

What to do How long for

RAG Date Done

Complete any outstanding controlled assessment to an acceptable standard (2 for each skill need to be sent to the board)

Writing and / or Speaking 2 weeks + 1hour to sit writing 2 weeks + 4-6min to record speaking

Learn vocab’ (ask teacher or it can also be found online)

Students taking the Foundation papers learn the Foundation vocabulary. If they are entered for Higher, they must learn the Foundation and the Higher vocabulary.

Section 1 7 weeks (starting w/c 2nd Feb)

Section 2:

2.1: Out and about

2.2: Customer services and transaction/Café and restaurants/Shops

2.2: Dealing with problems+ 2.3: personal information/general interest

2.3: leisure activities/ family and friends/ lifestyle

2.4: Future plans, education and work/ basic language of the internet/ Simple jobs adverts.

2.4: simple jobs applications and CV/ School and college/ Work and work experience

2 weeks 1 weeks 1 week 1 week 1 week 1 week

Use the recommended websites

Languages online Linguascope BBC Bitesize etc…

1 hour a week

Past papers practice

Edexcel website 30/45 min per paper

Media The Challenges

- In the exam, you only have 1 ½ hours to answer 4 equally weighted questions. - You must keep an eye on the time spent on each question. - You need to demonstrate knowledge and understanding of audience, institutions,

representation and media language.

To revise effectively in Media:

- Prepare thoroughly for any practice that we do in class by revising the codes and conventions of Serial Television Drama.

- Revise the media language that is appropriate to Serial Television Drama. - Make sure you have a good background knowledge of Serial Television

Drama. - Watch a variety of Serial Television Dramas that are aimed at different audiences

so that you have a secure understanding of the key concepts.

Other Tips

- The brief will be released in Term 5 of year 11. I will put a range of possible questions on the Common Drive as we lead up to this.

- Don’t get caught out by putting loads of time into the design task. - Once the brief is out make good use of the 4 weeks you have to prepare a range

of responses to the task - Remember to write in role!

Useful Resources Revision Classes Come along any Tuesday after school to Rm 18 if you need any further support. Revision Guides As the exam topic changes each year, there is no commercial revision guide- your exercise in books in class will be your most useful form of revision! Websites/Video Channels

Watch a range Serial Television Dramas so that you have a broad repertoire of examples to draw from. Serial Television Dramas include: Game of Thrones, Dexter, Homeland, Prison Break etc.

GCSE Media Studies Exam

Media Topic Checklist

Revision Checklist

Key Concepts Time

Audience: You should create a revision resources for each of the points below: -What is audience? -What does the word demographics mean? -What different types of audience are there? -Revise media theories: Blumler and Katz, Todorov, Propp, Barthes, two step flow. -Which different audiences watch different sub genres of game show?

3 hours

Representation: You should create a revision resources for each of the points below: -What is representation? -How are the contestants represented in game shows across the 90s-present day? -How are the hosts represented in game shows across the 90s –present day? -How are the audience represented in game shows across the 90s-present day? -Are there any examples of game shows that have challenged stereotypes of different game shows?

3 hours

Institution: You should create a revision resources for each of the points below: -What is institution? -Revise the types of values different institutions promote. -Revise the different ways an institution can market a game show. -Practise designing an advert (moving image and still) for a range of game shows (including your own!) -Practise designing a website design for a game show of your choice. -Practise designing a storyboard for the opening sequence of your own game show.

4 hours

Media Language: You should create a revision resources for each of the points below: -Create a revision card for each code and convention of a game show. You should include a definition and an example from 4 different game shows (two of these should be from the same sub- genre) -Practise writing an analysis of how each code and convention is used. You should only spend 20 minutes doing this.

2.5 hours

Revising Game Shows Time

-Create a timeline that details how game shows have developed from the 1980s-the present day. -Write a list of the codes and conventions you would expect to see in a game show. -Revise the different sub genres of game shows -Mind map a range of ideas that you have for each sub- genre of game shows.

3 hours

Maths & PE

Maths

The Challenges Volume of content to revise

Being able to memorise and recall formula/conversions

Applying the theory to the questions and ensuring all working is present to get full marks.

To revise effectively in Maths:

1. Identify areas of weakness Either use your mock to identify topics, use a paper from your revision materials in class, download a paper from the AQA website or ask your teacher for an additional paper. Mark it and identify topics that you struggle the most with.

2. Develop that area/topic

viii) Use GCSEpod or additional sites that explain how to… ix) Use the revision guide to recap the same topic x) Complete the Revision Guide Workbook section on that topic and mark it. Or use websites

like BBCbitesize for practice questions. xi) Repeat this for other identified areas of weakness

3. Test it

Complete another past paper and mark it to see if you have improved.

4. Repeat this for another topic

Other Tips

Use revision cards as flashcards for recall topics such as eg. Key words/definitions, ions tests, physics equations. Keep them brief and then use them often.

Use the video websites for help with topics that you can’t grasp on you own.

Even better – attend revision classes.

Useful Resources Revision Classes

Tuesday after school Revision Guides

Maths Revision guides are available to buy in resources. The Maths Team highly recommend the workbooks of exam style questions that go with them. These are also available from resources – if they have run out, ensure you see Miss Carvel to order more. They normally arrive in a week.

Websites/Video Channels

www.Mathspad.co.uk (see teacher for login)

www.mangaghigh.com (see teacher for login)

http://studymaths.co.uk

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

http://www.mrbartonmaths.com/ks3and4.htm

http://www.mathsrevision.net/gcse-maths-revision

http://corbettmaths.com/contents/

www.mathswebsite.com

www.mathsbot.com/topiclader

www.diagnosticquestions.com

Maths Topic Checklists

Foundation Tier

Foundation and Higher

Use the four operations, including formal written methods, applied to integers, decimals, all both positive and negative

Use the four operations with proper and improper fractions, and mixed numbers, all both positive and negative

Use algebraic methods to solve linear equations in one variable(unknowns on both sides)

Simplify and manipulate algebraic expressions to maintain equivalence by expanding products of two or more binomials

Understand and use the relationship between parallel lines and alternate and corresponding angles

Derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons

Understand and use sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams

Generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

Interpret fractions and percentages as operators Understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction

Define percentage as number of parts per hundred, interpret percentages and percentage changes as a fraction or a decimal, use multipliers, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100%

Solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics

recognise arithmetic sequences and find the nth term Use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement); e.g. including fractional coefficients, algebraic fractions with unknown in numerator or denominator

Describe, sketch and draw regular polygons, and other polygons with symmetrical properties

Apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras Theorem, and use known results to obtain simple proofs

Derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line

Describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

Describe, interpret and compare observed distributions involving discrete, continuous data; and find the mean, mode, median and spread (range)

Model situations or procedures by translating them into algebraic expressions or formulae and by using graphs

Describe simple mathematical relationships between two variables (bivariate data) and illustrate using scatter graphs.

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

Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation

Recognise, sketch and produce graphs of quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane

Recognise, sketch and produce graphs of linear functions of one variable with appropriate scaling, y = mx + c

Use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations

Calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically

Use Pythagoras' Theorem and trigonome+G6tric ratios in similar triangles to solve problems involving right-angled triangles

Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation

Interpret and compare numbers in standard form where n is a positive or negative integer or zero

Calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes

Appreciate the infinite nature of the sets of integers, real and rational numbers.

Derive and apply formulae to calculate and solve problems involving prisms and cylinders, including volume and surface area

Recognise geometric sequences and appreciate other sequences that arise.

Divide a given quantity into two parts express the division of a quantity into two parts as a ratio

Use compound units such as speed, unit pricing and density to solve problems.

Simplify and manipulate algebraic expressions by factorising Construct similar shapes by enlargement, with and

without coordinate grids

Identify properties of, and describe the results of, translations, rotations and reflections applied to given figures

Use scale factors, scale diagrams and maps

Higher Tier

Higher Tier

Fractions and Ratios - problem solving, including scale and similar shapes

Estimate and calculate gradients of graphs and areas under graphs. Interpret in real life.

Writing ratio in the form 1:n /inverse and direct proportion Interpret gradient as a rate of change find gradients of chords and tangents

Gradient of a straight line as a rate of change, interpret and draw graphs of inverse and direct proportion

Growth and Decay, including compound interest

Percentage change and reverse percentage, repeated changes (compound interest)

Find rules for Quadratic Sequences and Geometric Progressions

Scale factors and effects on length, area and volume Construct diagrams for grouped data, such as Histograms

and Cumulative Frequency

nth term of a linear sequence, simple arithmetic progressions and recognise triangular square and cube numbers, Fibonacci type sequences

Compare distributions using quartiles, the IQR and box plots.

Probability - all mutually exclusive outcomes add up to 1, predict outcomes of experiments, know that more trials will give reliable results and tend towards the theoretical probability. List outcomes systematically

Use and interpret scatter graphs, recognise and interpret correlation, draw lines of best fit

Calculate probabilities for independent and dependent events, using tree diagrams.

Be able to find samples and know the limitations of sampling

Calculate conditional probabilities including the use of a Venn diagram

Construct line graphs for time series

Round to decimal places and significant figures. Use upper and lower bounds.

Describe a population using appropriate statistics

Calculate with roots and use fractional indices. Use negative and fractional scale factors

Estimate powers and roots Combine transformations and describe the result

Use standard form Use vectors to describe translations

Calculate with surds and fractions, rationalise denominators and add or multiply out expressions with surds.

Add and subtract vectors, multiply vectors by a scalar and use column vectors. Prove geometric statements using vectors.

Simplify algebraic expressions with surds or powers construct and interpret plans and elevations of 3D shapes

Construct and solve algebraic equations Use 3D coordinates

Use y = mx + c , recognise parallel and perpendicular lines Solve linear and quadratic inequalities and represent the solution on a number line or as a set.

Solve and form simultaneous equations - graphically and algebraically

Know the difference between equations, expressions and identities, use algebra to prove statements

Use iteration to solve equations Use algebra and geometry to construct a proof.

Use functions and find the inverse function Change recurring decimals to fractions.

Know exact values of sin and cos for standard angles (0, 30, 60 ,45)

Calculate lengths of arcs and areas or angles of sectors.

Plot, interpret and sketch graphs of linear, reciprocal, quadratic and simple cubic functions. Sketch trigonometric functions.

Calculate surface areas and volumes of spheres, pyramids, cones and composite solids

PE The Challenges

The large quantity and the varied content to revise.

Correctly interpreting the question (Understanding command words such as ‘explain’, ‘describe’, ‘interpret’ and ‘analyses’.

Use of correct sporting examples to support answers

To revise effectively in PE:

Identify areas of weakness using RAG booklet

Test yourself – use past papers (look on the AQA website or use the bank of questions and answers from Mrs Gibson).

Make sure you read the question properly and underline command words.

Read mark schemes – this will give you a better understanding of what the examiner is looking for and how to gain more marks.

Other Tips Use key terminology within all PE lessons to help support your understanding and application of knowledge – it will become second nature. What type of leaver do you use when throwing a javelin? Which energy system do you use when sprinting? Watch as much sport as often as you can. This will help you come up with a range of sporting examples.

Useful Resources OneNote Teachers will aim to have all PowerPoint and class resources onto OneNote as soon as possible after each lesson. As well as that, there will also be exam questions, practice papers and other revision resource for you to use to support your learning Websites/Video Channels Teach PE is a useful website as it has many revision resources and simple definitions. www.teachpe.com Revision World (AQA Full Course) www.revisionworld.com Slide Share (revision cards) http://www.slideshare.net/mytonpe/gcse-pe-revision-booklet PE 4 Learning (short videos) http://www.pe4learning.com/flippedlearning/

PE RAG sheet

Paper 1 Applied anatomy and physiology – Paper 1: The human body and movement in physical activity and sport.

RAG

Bones and the functions of the skeleton.

Structure of the skeletal system/functions of the skeleton.

Muscles of the body.

Structure of a synovial joint.

Types of freely moveable joints that allow different movements.

How joints differ in design to allow certain types of movement.

How the major muscles and muscle groups of the body work antagonistically on the major joints of the skeleton to affect movement in physical activity at the major movable joints.

Movement analysis – Paper 1: The human body and movement in physical activity and sport

First, second and third class levers.

Mechanical advantage.

Analysis of basic movements in sporting examples.

Analysis of basic movements in sporting examples.

Planes and axes.

Applied anatomy and physiology – Paper 1: The human body and movement in physical activity and sport.

The pathway of air and gaseous exchange.

Blood vessels.

Structure of the heart and the cardiac cycle (pathway of blood).

Cardiac output and stroke volume (including the effects of exercise).

Mechanics of breathing and interpretation of a spirometer trace.

Aerobic and anaerobic exercise.

Recovery/EPOC.

The short and long term effects of exercise.

Applied anatomy and physiology – Paper 1: The human body and movement in physical activity and sport.

The pathway of air and gaseous exchange.

Blood vessels.

Structure of the heart and the cardiac cycle (pathway of blood).

Cardiac output and stroke volume (including the effects of exercise).

Mechanics of breathing and interpretation of a spirometer trace.

Aerobic and anaerobic exercise.

Recovery/EPOC.

The short and long term effects of exercise.

Physical training – Paper 1: The human body and movement in physical activity and sport.

Health and fitness recap, including the relationship between health and fitness.

The components of fitness.

Linking sports and activities to the required components of fitness.

Reasons for and limitations of fitness testing.

Measuring the components of fitness and demonstrating how data is collected.

The principles of training and overload.

Applications of the principles of training.

Types of training- including an introduction to the analysis and evaluation task.

Types of training (continued) with reference to the advantages and disadvantages of using these types for different sports.

Calculating intensity.

Considerations to prevent injury.

High altitude training and seasonal aspects.

Warming up and cooling down.

Application of the principles to the analysis and evaluation task.

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

Health, fitness and well-being – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

RAG

The meaning of health and fitness: physical, mental/emotional and social health- linking participation in physical activity to exercise, sport to health and well-being.

The consequences of a sedentary lifestyle.

Obesity and how it may affect performance in physical activity and sport.

Somatotypes.

Energy use.

Reasons for having a balanced diet and the role of nutrients.

The role of carbohydrates, fat, protein, vitamins and minerals.

Reasons for maintaining water balance (hydration) and further applications of the topic area.

Types of training (continued) with reference to the advantages and disadvantages of using these types for different sports.

Calculating intensity.

Considerations to prevent injury.

High altitude training and seasonal aspects.

Warming up and cooling down.

Application of the principles to the analysis and evaluation task.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Examples of and evaluation of the types of feedback and guidance.

Arousal and the Inverted U theory.

Application of how optimal arousal has to vary in relation to the skill/stress management techniques.

Aggression and personality.

Intrinsic and extrinsic motivation, including evaluation of their merits.

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

Engagement patterns and the factors affecting them.

Commercialisation, sponsorship and the media.

Positive and negative impacts of sponsorship and the media.

Positive and negative impacts of technology.

Conduct of performers and introduction to drugs.

Sporting examples of drug taking.

Advantages/disadvantages to the performer/the sport of taking PED’s.

Spectator behaviour and hooliganism, including strategies to combat hooliganism.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Skill and ability, including classification of skill.

Definitions and types of goals.

The use and evaluation of setting performance and outcome goals, including the use of SMART targets to improve/optimise performance.

Basic information processing.

Sports psychology – Paper 2: Socio-cultural influences and well-being in physical activity and sport.

Examples of and evaluation of the types of feedback and guidance.

Arousal and the Inverted U theory.

Application of how optimal arousal has to vary in relation to the skill/stress management techniques.

Aggression and personality.

Intrinsic and extrinsic motivation, including evaluation of their merits.

Humanities & Arts

Geography

The Challenges Remembering and effectively using all the key terms

Understanding both the physical and human aspects of geography

Learning facts and details about the case studies of each topic

To revise effectively in Geography: 1. Identify areas of weakness. Do you need to focus more on the physical or the human

side of the subject? Is there a particular topic you need to revise? Follow this link to the specification, it will tell you what is covered in each topic: http://filestore.aqa.org.uk/subjects/AQA-9030-W-SP-14.PDF 2. Revise! Use an information source – your exercise book, a revision guide, a textbook, and Internet resources. Do something proactive with that information – create a mindmap, flashcards, poster, bullet pointed notes, case study information file. Colour, diagrams and maps will all help. 3. Test yourself. Do a past paper, answer questions in your revision guide, ask your teacher to give yourself some exam-style questions. Before you start can you write a rough mark scheme for what the examiner will be looking for? This will sharpen and focus your answer. Past papers: http://www.aqa.org.uk/subjects/geography/gcse/geography-a-9030/past-papers-and-mark-schemes 4. Mark your answer. Use the mark scheme or ask your teacher for help. 5. Repeat steps 1-4!

Other Tips

Remember that lesson time is gold. Get the most out of each and every lesson. Badger your teacher for advice and feedback, all the time!

Don’t switch off from what is happening in the real world just because your exams are on. Listen to what’s happening in the news and if it is relevant don’t be afraid to use it in your geography exams.

The exam period will be stressful but try to keep perspective and keep some balance in your life. Go for a walk up Watlington Hill, enjoy the views and reconnect with Mother Earth!

Revision Classes

Wednesdays and Thursday after school- check with Miss Hamilton.

You are welcome to use the geography classrooms every lunchtime to access textbooks and computers.

Revision Guides

Geography Revision guides will be available to buy in resources as well as question and answer books.

Websites/Video Channels http://www.bbc.co.uk/education/subjects/zkw76sg Loads of useful videos, helpfully grouped by topic. Include some good case studies. http://www.gatm.org.uk/ Geography videos made by geography teachers. http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm This is a great website as it covers all our topics and many of our case studies. www.bbc.co.uk/education/gcsebitesize The old favourite – lots of useful geography notes.

Geography Topic Checklist Paper 1: physical unit (Living wit the physical

environment) RAG PLANNED DATE DONE

Section A: the challenge of natural hazards

In section A you answer all the questions.

What are natural hazards?

Tectonic hazards

Distribution of earthquakes and volcanoes

Physical processes at plate margins

Effects and responses of earthqaukes- 2 case studies

Reasons for living in area of natural hazard

MPPP of earthquakes

Weather hazards Global atmospheric circulation patterns

Tropical storm formation and physical conditions/features

Typhoon Haiyan – effects and responses

MPPP of tropical storms

UK weather hazards

Somerset Level floods 2014 case study- causes, effects, responses

Extreme weather in the UK

Climate change Evidence for climate change

Human and natural causes of climate change

Managing climate change- mitigation and adaptation- need examples

Section B: the living world

In this section you will answer 3 of the questions (Ecosystems, tropical rainforests and hot deserts)

Ecosystems Example of UK scale eccosystem- understand interelationship and key terms, e.g. producer, decomposers.

Balance in ecosystem- how change can impact on ecosystem

Distribution and characteristics of global ecosystems.

Tropical rainforests

Physical characteristics of rainforests and the interdepence of the different features, e.g. climate, soil, water, animals and people.

Plant and animal adapatations to the physical conditions

Issues affecting biodiversity

Case study- Amazon rainforest. Causes and impacts of deforestation

Sustainable management of rainforests- value of them and the strateiges used.

Hot deserts Physical characteristics of a hot desert and the interdependence of the different features, e.g. climate, soil, water, animals and people

Plant and animal adaptations

Issues related to biodiversity

Case study- Thar desert Pakistan. Development opportunities and challenges of developing hot desert environments

Causes of desertification- climate change, population growth, removal of fuel wood, overgrazing, over-cultivation and soil erosion

Strategies used to reduce the risk of desertification – water management, tree planting and use of appropriate technology.

Section C: Physical landscapes in the UK

In this section you will need to answer 2 questions (coastal environments and river landscapes)

UK landscapes UK’s relief and landscape

Coastal landscape Wave types and characteristics

Coastal processes- weathering, mass movement, erosion, transportation and deposition

Distinctive coastal landforms due to rock type, structure and physical processes

Case study example- Swanage

Costs and benefits of management strategies- hard and soft

Case study- Lyme Regis coastal management

River landscapes in the UK

The shape of river valleys changes as rivers flow downstream

Long and cross profile of rivers

Fluvial processes- erosion, transportation and deposition

Fluvial landforms results from different processes

Example location- River Tees

How physical and human factors affect the flood risk- precipitation, geology, relief and land use

Flood hydrographs and relationship between precipitation and discharge

Costs and benefits of management strategies- hard and soft

Example location- Banbury flood management

Paper 2: Challenges in the human environment RAG PLANNED DATE DONE

Section A: Urban issues and challenges

In section A students need to answer ALL the questions (the urban world, urban change in the UK and urban sustainability)

The Urban world Growing percentage of the world’s population lives in urban areas- global pattern, trends in HICs and LICs, factors affecting the rate of urbanisation, emergance of megacities

Case study- Rio, Brazil. Location, importance, causes of growth, opportunities created, challenges

Ways to manage and improve the quality of life for urban poor

Urban change in the UK

Distribution of population and major cities in the UK

Case study- Bristol. Location and character of city, impacts of migration on growth, opportunities and challenges created.

Regeneration project – freatures, reasons needs

Urban sustainability

Features of sustainable urban living

Urban transport strategies are used to reduce traffic congestion.

Section B: The changing economic world

You will need to answer ALL the questions in this section of the exam (the development gap, Nigeria: a newly-emerging economy, and the changing UK economy)

The development gap

Ways of classifying parts of the world according to their level of economic development and quality of life

Limitations of measures

Links between DTM and level of development

Causes of uneven development and consequences.

Strategies to help reduce the global development gap

Nigeria: A newly emerging economy

Case study- location and importance, wider context of country, changing industrial structure, role of TNCs in relation to industrial development.

The changing UK economy

Changes in the UK economy have affected, and will continue to affect, employment patterns and regional growth

Section C- The challenge of resource management

In this section you will answer 2 questions (resource management and water)

Resource management

Global distribution of resources; significance of food, water and energy to economic and social well-being.

Global inequalities in the supply and consumption of resources

Provision of resources in the UK; food, water and energy

Water management

Demand for water resources is rising globally but supply can be insecure, which may lead to conflict

Strageies to increase water supply and moving towards a sustainable future

Paper 3- Geographical applications and skills

Section A: issue evaluation

An issue booklet will be released 12 weeks before the exam so that you can become familiar with the content. NB. You will be given a clean copy in the exam. You will receive a series of questions related to the contemporary issue (hence the importance of keeping up to date with current news). You will need to answer a series of shorter questions before the main extended piece of evaluative writing at the end.

Section B: ‘fieldwork’

Two geographical fieldtrips- human and physical

You need to know; your fieldwork techniques, title of investigation, stages of investigation, analyse data, use skills and techniques to communicate findings. Stages of investigation you must know about; Question, data collection, data presentation, data analysis, conclusions and evaluations

EXTRA! Cartographic, graphical and statistical skills

Cartographic: atlas, OS and maps with photographs Graphical: how to construct and interpret Statistical: tendancy, measures of spread, percentage change, describing relationships,

History

The Challenges

There is a lot of content, with some units assessed in the same exam

Each paper tests different skills

Some papers are depth studies whilst others span a long period of time

The Medicine paper is about change and continuity. It is not so much about

dates as about being aware of patterns of similarity and difference. You do,

however, need to be aware of what time period everything fits in.

As well as needing to know the detail, you will also need to be able to comment

on concepts such as change over time

To revise effectively in History:

Stage 1 – Get to grips with the knowledge. Reduce the information in your

exercise books down to key words on record cards. You should get to the stage

where just one key word can unlock a treasure trove of knowledge. If you have

gaps in your class notes or you simply don’t feel confident about a topic then ask

for help.

Stage 2 – Apply your knowledge to the questions. Use the practice exam papers

to practise writing plans to questions and your teacher will be happy to mark any

full answers that you want to write.

Websites/Video Channels: You tube has films and clips relevant to all of the topics. The BBC website is useful as a revision aid. Use a range of resources to help you learn about the topics.

Paper 1: Medicine in Britain, c1250-present and The British sector of

the Western Front, 1914-18: injuries, treatment and the trenches

Key

topic

Specification content RA

G

Pla

nne

d

dat

e

Do

ne

c1250–c1500: Medicine in medieval England

1 Ideas

about

the

cause of

disease

and

illness in

the

Middle

ages

● Supernatural and religious explanations of the cause of

disease.

● Rational explanations: the Theory of the Four Humours

and the miasma theory; the continuing influence of

Hippocrates and Galen.

2

Approac

hes to

preventi

on and

treatmen

t

● Approaches to prevention and treatment and their

connection with ideas about disease and illness:

religious actions, bloodletting and purging, purifying the

air, and the use of remedies.

● New and traditional approaches to hospital care in the

thirteenth century. The role of the physician, apothecary

and barber surgeon in treatment and care provided

within the community and in hospitals, c1250–1500.

3 Case

study

● Dealing with the Black Death, 1348–49; approaches to

treatment and attempts to prevent its spread.

c1500–c1700: The Medical Renaissance in England

1 Ideas

about

the

cause of

disease

and

illness

● Continuity and change in explanations of the cause of

disease and illness. A scientific approach, including the

work of Thomas Sydenham in improving diagnosis. The

influence of the printing press and the work of the

Royal Society on the transmission of ideas.

2

Approac

hes to

preventi

on and

treatmen

t

● Continuity in approaches to prevention, treatment and

care in the community and in hospitals.

● Change in care and treatment: improvements in

medical training and the influence in England of the

work of Vesalius.

3 Case

studies

Review

● Key individual: William Harvey and the discovery of the

circulation of the blood.

● Dealing with the Great Plague in London, 1665:

approaches to treatment and attempts to prevent its

spread.

● How much changed in the ‘medical renaissance’ in

understanding of the cause of disease and illness, and

in approaches to prevention, treatment and care?

● How much changed in understanding of the cause of

disease and illness, and in approaches to prevention,

treatment and care c1250-1700?

● Summary of the influence of key factors on change and

continuity in the years c1500-1700

c1700–c1900: Medicine in eighteenth- and nineteenth-century

Britain

1 Ideas

about

the

cause of

disease

and

illness

● Continuity and change in explanations of the cause of

disease and illness. The influence in Britain of Pasteur’s

Germ Theory and Koch’s work on microbes.

2

Approac

hes to

preventi

on and

treatmen

t

● The extent of change in care and treatment:

improvements in hospital care and the influence of

Nightingale. The impact of anaesthetics and antiseptics

on surgery.

● New approaches to prevention: the development and

use of vaccinations and the Public Health Act 1875.

3 Case

studies

Review

● Key individual: Jenner and the development of

vaccination.

● Fighting Cholera in London, 1854; attempts to prevent

its spread; the significance of Snow and the Broad

Street Pump.

● How much did ideas about the causes of disease and

illness change between 1700 and 1900?

● How much did ideas about approaches to prevention

and treatment change between 1700 and 1900?

● How much changed in understanding of the cause of

disease and illness, and in approaches to prevention,

treatment and care c1250-1900?

● Summary of the influence of key factors on change and

continuity in the years c1700-c1900

c1900–present: Medicine in modern Britain

● Brief overview of the period: Britain 1900 to present.

1 Ideas

about

the

cause of

disease

and

illness

● Advances in understanding the causes of illness and

disease: the influence of genetic and lifestyle factors on

health.

● Improvements in diagnosis: the impact of the

availability of blood tests, scans and monitors.

2

Approac

hes to

preventi

on and

treatmen

t

● The extent of change in care and treatment. The impact

of the NHS and science and technology: improved

access to care; advances in medicines, including magic

bullets and antibiotics; high-tech medical and surgical

treatment in hospitals.

● New approaches to prevention: mass vaccinations and

government lifestyle campaigns.

3 Case

studies

Review

● Key Individuals: Fleming, Florey and Chain’s

development of penicillin.

● The fight against lung cancer in the twenty-first

century: the use of science and technology in diagnosis

and treatment; government action.

● How much have ideas about the causes of disease and

illness changed between 1900 and the present?

● How much have ideas about approaches to prevention

and treatment changed between 1900 the present?

● How much has changed in understanding of the cause

of disease and illness, and in approaches to prevention,

treatment and care c1250-present?

● Summary of the influence of key factors on change and

continuity in the years c1900-present day

The British sector of the Western Front, 1914–18: surgery and treatment

● The context of the British sector of Western Front and

the theatre of war in Flanders and northern France: the

Ypres salient, the Somme, Arras and Cambrai. The

trench system - its construction and organisation,

including frontline and support trenches. The use of

mines at Hill 60 near Ypres and the expansion of

tunnels, caves and quarries at Arras. Significance for

medical treatment of the nature of the terrain and

problems of the transport and communications

infrastructure.

● Types of source relevant to this option.

● Conditions requiring medical treatment on the Western

Front, including the problems of ill health arising from

the trench environment. The nature of wounds from

rifles and explosives. The problem of shrapnel, wound

infection and increased numbers of head injuries. The

effects of gas attacks.

● Source utility

● The work of the RAMC and FANY. The system of

transport: stretcher bearers, horse and motor

ambulances. The stages of treatment areas: aid post

and field ambulance, dressing station, casualty clearing

station, base hospital. The underground hospital at

Arras.

● Following up a source

● The significance of the Western Front for experiments in

surgery and medicine: new techniques in the treatment

of wounds and infection, the Thomas splint, the use of

mobile x-ray units, the creation of a blood bank for the

Battle of Cambrai.

● Source utility

● The historical context of medicine in the early twentieth

century: the understanding of infection and moves

towards aseptic surgery; the development of x-rays;

blood transfusions and developments in the storage of

blood.

● Following up a source

● Review and assessment of Medicine in Britain, c1250–

present and The British sector of the Western Front,

1914–18: surgery and treatment

Paper 2

1) Anglo-Saxon and Norman England, 1060-88

Specification content RAG Planned

date

Done

Anglo-Saxon

society

● Monarchy and government. The power of the

English monarchy. Earldoms, local

government and the legal system.

● The economy and social system. Towns and

villages. The influence of the Church.

The last

years of

Edward the

Confessor

and the

succession

crisis

● The house of Godwin. Harold Godwinson’s

succession as Earl of Wessex. The power of

the Godwins.

● Harold Godwinson’s embassy to Normandy.

The rising against Tostig and his exile. The

death of Edward the Confessor.

The rival

claimants for

the throne

● The motives and claims of William of

Normandy, Harald Hardrada and Edgar.

● The Witan and the coronation and reign of

Harold Godwinson.

● Reasons for, and significance of, the

outcome of the battles of Gate Fulford and

Stamford Bridge.

The Norman

invasion

● The Battle of Hastings.

● Reasons for William’s victory, including the

leadership skills of Harold and William,

Norman and English troops and tactics.

Establishing

control

● The submission of the earls, 1066.

● Rewarding followers and establishing control

on the borderlands through the use of earls.

The Marcher earldoms.

● Reasons for the building of castles; their key

features and importance.

The causes

and

outcomes of

Anglo-Saxon

resistance,

1068–71

● The revolt of Earls Edwin and Morcar in

1068.

● Edgar the Aethling and the rebellions in the

North, 1069.

● Hereward the Wake and rebellion at Ely,

1070–71.

Specification content RAG Planned

date

Done

The legacy of

resistance

to 1087

● The reasons for and features of Harrying of

the North, 1069–70. Its immediate and

long-term impact, 1069–87.

● Changes in landownership from Anglo-Saxon

to Norman, 1066–87.

● How William I maintained royal power.

Revolt of the

Earls, 1075

● Reasons for and features of the revolt.

● The defeat of the revolt and its effects.

The feudal

system and

the Church

● The feudal hierarchy. The role and

importance of tenants-in-chief and knights.

The nature of feudalism (landholding,

homage, knight service, labour service);

forfeiture.

● The Church in England: its role in society

and relationship to government, including

the roles of Stigand and Lanfranc. The

Normanisation and reform of the Church in

the reign of William I.

● The extent of change to Anglo-Saxon society

and economy.

Norman

government

● Changes to government after the Conquest.

Centralised power and the limited use of

earls under William I. The role of regents.

● The office of sheriff and the demesne.

Introduction and significance of the ‘forest’.

● Domesday Book and its significance for

Norman government and finance.

The Norman

aristocracy

● The culture and language of the Norman

aristocracy.

● The career and significance of Bishop Odo.

William and

his sons

● Character and personality of William I and

his relations with Robert. Robert and revolt

in Normandy, 1077–80.

● William’s death and the disputed succession.

William Rufus and the defeat of Robert and

Odo.

2) The American West, c1835-c1895

Specification content

The Plains

Indians:

their beliefs

and way of

life

● Social and tribal structures, ways of life and means of

survival on the Plains.

● Beliefs about land and nature and attitudes to war and

property.

● US government policy: support for US westward

expansion and the significance of the Permanent

Indian Frontier. The Indian Appropriations Act 1851.

Migration

and early

settlement

● The factors encouraging migration, including economic

conditions, the Oregon Trail from 1836, the concept of

Manifest Destiny, and the Gold Rush of 1849.

● The process and problems of migration, including the

experiences of the Donner Party and the Mormon

migration, 1846–47.

● The development and problems of white settlement

farming.

Conflict and

tension

● Reasons for tension between settlers and Plains

Indians. The significance of the Fort Laramie Treaty

1851.

● The problems of lawlessness in early towns and

settlements. Attempts by government and local

communities to tackle lawlessness.

The

development

of

settlement

in the West

● The significance of the Civil War and post war

reconstruction, including the impact of the Homestead

Act 1862, the Pacific Railroad Act 1862, and the

completion of the First Transcontinental Railroad,

1869.

● Attempts at solutions to problems faced by

homesteaders: the use of new methods and new

technology; the impact of the Timber Culture Act 1873

and of the spread of the railroad network.

● Continued problems of law and order in settlements,

and attempted solutions, including the roles of law

officers and increases in federal government influence.

Ranching

and the

cattle

industry

● The cattle industry and factors in its growth, including

the roles of Iliff, McCoy and Goodnight and the use of

the railroad network.

● The impact of changes in ranching on the work of the

cowboy.

● Rivalry between ranchers and homesteaders.

Specification content

Changes in

the way of

life of the

Plains

Indians

● The impact of railroads, the cattle industry and gold

prospecting on the Plains Indians.

● The impact of US government policy towards the

Plains Indians, including the continued use of

reservations. President Grant’s ‘Peace Policy’, 1868.

● Conflict with the Plains Indians: Little Crow’s War

(1862) and the Sand Creek Massacre (1864), the

significance of Red Cloud’s War (1866–68) and the

Fort Laramie Treaty (1868).

Changes in

farming, the

cattle

industry and

settlement

● Changes in farming: the impact of new technology

and new farming methods.

● Changes in the cattle industry, including the impact of

the winter of 1886–87. The significance of changes in

the nature of ranching: the end of the open range.

● Continued growth of settlement: the Exoduster

movement and Kansas (1879), the Oklahoma Land

Rush of 1893.

Conflict and

tension

● Extent of solutions to problems of law and order:

sheriffs and marshals. The significance of Billy the Kid,

OK Corral (1881), Wyatt Earp.

● The range wars, including the Johnson County War of

1892.

● Conflict with the Plains Indians: the Battle of the Little

Big Horn, 1876 and its impact; the Wounded Knee

Massacre, 1890.

The Plains

Indians: the

destruction

of their way

of life

● The hunting and extermination of the buffalo.

● The Plains Indians’ life on the reservations.

● The significance of changing government attitudes to

the Plains Indians, including the Dawes Act 1887 and

the closure of the Indian Frontier.

Paper 3 Weimar and Nazi Germany, 1918-39

Specification content RAG Planned

date

Done

The origins

of the

Republic,

1918–19

● The legacy of the First World War. The

abdication of the Kaiser, the armistice and

revolution, 1918–19

● The setting up of the Weimar Republic. The

strengths and weaknesses of the new

Constitution.

The early

challenges

to the

Weimar

Republic,

1919–23

● Reasons for the early unpopularity of the

Republic, including the ‘stab in the back’

theory and the key terms of the Treaty of

Versailles.

● Making inferences from a source

● Analysis of interpretations on Germany and

the legacy of the First World War

● Challenges to the Republic Left and Right:

Spartacists, Freikorps, the Kapp Putsch.

● The challenges of 1923: hyperinflation; the

reasons for, and effects of, the French

occupation of the Ruhr.

The

recovery of

the

Republic,

1924–29

● Reasons for economic recovery, including the

work of Stresemann, the Rentenmark, the

Dawes and Young Plans and American loans

and investment.

● The impact on domestic policies of

Stresemann’s achievements abroad: the

Locarno Pact, joining the League of Nations

and the Kellogg-Briand Pact.

● Analysis of interpretations on Germany's

recovery 1924–29

Changes in

society,

1924–29

● Changes in the standard of living, including

wages, housing, unemployment insurance.

● Changes in the position of women in work,

politics and leisure.

● Making inferences from a source

● Cultural changes, including developments in

architecture, art, literature and the cinema.

Specification content RAG Planned

date

Done

Early

development

of the Nazi

Party, 1920–

22

● Hitler’s early career: joining the German

Workers’ Party and setting up the Nazi Party,

1919–20.

● The early growth and features of the Party.

The Twenty-Five Point Programme. The role

of the SA.

The Munich

Putsch and

the lean

years,

1923–29

● The reasons for, events and consequences of

the Munich Putsch.

● Reasons for limited support for the Nazi

Party, 1924–28. Party reorganisation and

Mein Kampf. The Bamberg Conference of

1926.

● Source utility

● Analysis of interpretations on the Munich

Putsch

The growth

in support

for the

Nazis,

1929–32

● The growth of unemployment – its causes

and impact. The failure of successive Weimar

governments to deal with unemployment

from 1929 to January 1933. The growth of

support for the Communist Party.

● The reasons for growth of support for the

Nazi Party, including the appeal of Hitler and

the Nazis, the effects of propaganda and the

work of the SA.

How Hitler

became

Chancellor,

1932–33

● Political developments in 1932. The roles of

Hindenburg, Brüning, von Papen and von

Schleicher.

● The part played by Hindenburg and von

Papen in Hitler becoming Chancellor in 1933.

● Evaluation of interpretations on Hitler

becoming Chancellor 1932–33

The creation

of a

dictatorship,

1933–34

● The Reichstag Fire. The Enabling Act and the

banning of other parties and trade unions.

● The threat from Röhm and the SA, the Night

of the Long Knives and the death of von

Hindenburg. Hitler becomes Führer, the army

and oath of allegiance.

● Making inferences from a source

Specification content RAG Planned

date

Done

The police

state

● The role of the Gestapo, the SS, the SD and

concentration camps.

● Nazi control of the legal system, judges and

law courts.

● Nazi policies towards the Catholic and

Protestant Churches, including the Reich

Church and the Concordat.

Controlling

and

influencing

attitudes

● Goebbels and the Ministry of Propaganda:

censorship. Nazi use of media, rallies and

sport, including the Berlin Olympics of 1936.

● Nazi control of culture and the arts, including

art, architecture, literature and film.

● Evaluation of interpretations on Nazi control

and the influencing of attitudes

Opposition,

resistance

and

conformity

● The extent of support for the Nazi regime.

● Opposition from the Churches, including the

role of Pastor Niemöller.

● Opposition from the young, including the

Swing Youth and the Edelweiss pirates.

● Making inferences from a source

Nazi policies

towards

women

● Nazi views on women and the family.

● Nazi policies towards women, including

marriage and family, employment and

appearance.

● Source utility

● Analysis of interpretations on Nazi policies

towards women

Nazi policies

towards the

young

● Nazi aims and policies towards the young.

The Hitler Youth and the League of Maidens.

● Nazi control of the young through education,

including the curriculum and teachers.

● Source utility

● Evaluation of interpretations on Nazi policies

towards the young

Specification content RAG Planned

date

Done

Employment

and living

standards

● Nazi policies to reduce unemployment,

including labour service, autobahns,

rearmament and invisible unemployment.

● Changes in the standard of living, especially

of German workers. The Labour Front,

Strength Through Joy, Beauty of Labour.

● Making inferences from a source

● Evaluation of interpretations on employment

and living standards

The

persecution

of minorities

● Nazi racial beliefs and policies and the

treatment of minorities: Slavs, ‘gypsies’,

homosexuals and those with disabilities.

● The persecution of the Jews, including the

boycott of Jewish shops and businesses

(1933), the Nuremberg Laws and

Kristallnacht.

Art The Challenges

Volume of exam preparation to complete

Making purposeful and effective connections with your own ideas and observations to the artist’s research to create a personal response (your final piece in 10hr exam)

To prepare effectively in Art: Stick to the timeframe below and manage your time effectively. Use the Preparation Calendar given to you to set yourself targets for each lesson and for homework.

Week Assessment

Objective What should I be doing /working on?

My Target: In lesson I will…

1 Start of T3 Exam Paper handed out and group discussion to aid selection of personal question/title

Consider my personal interests and skills as I select the question/title I will create a project for

2 A01

Artist Research Pages from the paper and responses

3 A01

My own Artist Research Pages and responses

4 A03

Observation studies, drawing, photo, collecting

5 A02/3

Media experiments from observations

6 A02/3

Media experiments from observations

Half Term

Idea developments /Media experiments from your own visits/galleries

8 Start of T4 A02/3

Idea developments /Media experiments you’re your own visits/galleries

9 A02/3/4

Making connections visual: Artist+idea+me+ experiment

10 A02/3/4

Making connections visual: Artist+idea+me+ experiment

11 A03/4

Exploring final ideas, selection, planning

12 A03/4 Planning, experimenting, reviewing and refining final idea

Easter Holiday

10th April – 21st April

A03/4

Reviewing and refining final idea – final experimentation for final piece

Exam Day

5hrs Create final outcome

Exam Day

5hrs Create final outcome and evaluation

Other Tips

Remember to ‘signpost’ your observations – the things which you notice about the artists’ work you choose to study, the images and visits you make and the media and techniques you choose to experiment with.

Remember that your IDEAS need to flow, develop and be connected from one page in your sketchbook to the next – make it visual.

Useful Resources Follow Mrs Parker’s Pinterest account where you will find detailed boards for each of the exam questions. Revision Classes Lunchtime sessions – organise with Mrs Parker Afterschool sessions – Every Wednesday till 4.30 other days organise with Mrs Parker Half Term & Easter Holiday Studio sessions – watch the GCSE Helpdesk for dates. Websites/Video Channels www.pinterest.com www.studentartguide.com www.bbc.co.uk/schools/gcsebitesize/art/ www.tate.org.uk www.npg.org.uk www.vam.ac.uk/

Art Sketchbook Checklist

o Keep your sketchbook looking professional – only embellish pages if it adds to

what you are trying to say. Work SMART and use your time wisely - do not

decorate

o Annotate your work as you go along. Use technical vocabulary and descriptive

analysis of the observations and experiments which you create.

o Formal Elements – when you annotate make sure you analyse your work and

the work of artists using the language of the formal elements

LINE, TONE, SHAPE, FORM, COLOUR, TEXTURE, PATTERN

o Primary photographs - Take your own pictures relating to your theme, consider

angle, composition, light.

o Secondary images – Range of images from the internet/magazines relating to

your theme. Remember to record the source of the image. Use these sparingly.

Your own images are more important.

o Own drawings/studies of your primary images from direct observation. The

drawings can be in a range of media but must have a purpose to develop your

ideas/observations.

o Two or Three Artist Research studies – Include for each artist:

o 3 or 4 images of their work relating to your theme

o 5Ws Information about the artist and their work

o Analysis of their work using descriptive vocabulary

o A response (not a copy) to their work, style, media, intention

o Initial final piece ideas – 3 or 4 ideas relating to your own photos, observations

and experiments in your sketch book, linked to your researched artists.

o Final Piece Refinement – Choose your best idea to develop. Experiment with

different media/colours/artist styles or techniques.

o Final Piece time/materials planning – plan the materials and media and test

the techniques and timing of what you plan to create during your final exam

10hrs.

Music

The Challenges - The number of set works to revise. - Using correct musical vocabulary to explain your answers.

To revise effectively in Music: - Revise the set works one at a time. - Try to revise works from one Area of Study sequentially before moving on to the

next Area of Study. This will help you to learn the vocabulary. - Use the S.H.I.R.T.O. headings in order to make notes on the features of each set

work. - Use past exam papers to help you revise for the long question at the end of the

exam.

Other Tips When you revise for the set works, be sure to actually listen to the music whilst reading and making notes on the features. You can find recordings of all 12 set works on the music class blog: http://mrdobsonsmusic.wordpress.com

Useful Resources Revision Classes Wednesday lunch at 1.30 in Mr. Dobson’s room and Thursday 3-4. Revision Guides Revision guides and Anthologies containing the scores for all the set works are available to borrow from the music department Websites/Video Channels www.youtube.com http://www.bbc.co.uk/schools/gcsebitesize/music

Music Bitesize Topic Checklist

Music RAG TimePlanned

dateDone

Western Classical Music

And the Glory of the Lord Handel

Symphony 40 in G Minor (1st

Mov) Mozart

Prelude No 15 in Db Major (Raindrop) Chopin

Music in the 20th

Century

‘Peripetie’ from 5 Orchestral Pieces Schoenberg

‘Somethings Coming’ from West Side Story Bernstein

Electric Counterpoint (3rd

Mov) Reich

Popular Music in Context

All Blues Davis

Grace Buckley

Why Does My Heart Feel So Bad Moby

World Music

Skye Walking Song Capercaille

Rag Desh

Shankar/Tanw

ar /Gorn &

Wertheimer

Yiri Koko

Drama The Challenges

Limited number of facts to learn

Different style of question to other exams

To revise effectively in Drama: You will need to know the following:

For Section A Students need to know working definitions for all of the following terms Practical terms genre structure character form style language sub-text character motivation and interaction the creation of mood and atmosphere the development of pace and rhythm dramatic climax stage directions the practical demands of the text.

Stage positioning: o upstage (left, right, centre) o downstage (left, right, centre) o Centre stage.

Staging configuration:

o theatre in the round o proscenium arch o thrust stage o traverse o end on staging o Promenade.

Theatre roles and responsibilities:

playwright performer understudy

lighting designer sound designer set designer costume designer puppet designer technician director stage manager Theatre manager. Students need to know what each of the above do and how they contribution to a successful rehearsal and production process. For Section B – on Blood Brothers

What the performs might be wearing

What the set might look like

Any props that might be on stage

How your character might be played

How your character might react to the others around them

How your character might create tension/humour/sympathy etc.

Other Tips The drama exam is assessing you as a performer through the way you describe the moments from stage. Be creative, interesting and mention all the elements (facial expression, body language etc). Close your eyes and imagine yourself on stage and then write down in detail what you would do.

Useful Resources Your custom made revision guide has all you need in it; practice question, exemplar answers, mark schemes and lots of other useful information. Revision Classes

Every Thursday after school (or any other day if you arrange it with me). Revision Guides Will be provided Websites/Video Channels http://www.aqa.org.uk/subjects/drama/gcse/drama-8261

Drama Bitesize Topic Checklist

Topic Content R A G Practical

terms

genre structure character form style language sub-text character motivation and interaction the creation of mood and atmosphere the development of pace and rhythm dramatic climax stage directions the practical demands of the text.

Stage positioning

upstage (left, right, centre) downstage (left, right, centre) Centre stage.

Staging configuration

theatre in the round proscenium arch thrust stage traverse end on staging Promenade.

Theatre roles and

responsibilities

playwright performer understudy lighting designer sound designer set designer costume designer puppet designer technician director stage manager Theatre manager. Students need to know what each of the above do and how they contribution to a successful rehearsal and production process.

For Section B – on Blood Brothers

What the performs might be wearing

What the set might look like

Any props that might be on stage

How your character might be played

How your character might react to the others around them

How your character might create tension/humour/sympathy etc.

General Revision

A Summary of General Revision Techniques Repetition At least 5 times to move information into your long term memory. Look again at the work later that day, a day later, a week later and a week after that. Bare minimal notes Write the main points down on paper, no flashy colours/cards. Mind mapping Remember to use a unique picture as the centre, no bubbles/rectangles. Use a different colour for each branch. Make the branch as long as the

word/picture on it. Try to use pictures instead of words if you can. Revision Cards

Remember these are to test your knowledge. So put the title/a question/a picture with labels removed on the front, and the answers/info on the back. Test yourself or get others to rest you.

Post-it notes Good for learning formulae/words. Stick the post-it somewhere you walk past a

few times every day (your bedroom door) and read it every time. After a week, put a plain posit over the top. Can you still remember what it says even if you can’t see it?

Mnemonics Good for learning lists in a certain order. Use the first letter of each word/point and make a funny sentence. (e.g. colours of the rainbow - Richard Of York Gave Battle In Vain = Red, Orange, Yellow, Green, Blue, Indigo, Violet)

The Journey / Story Technique Good for learning lists in a certain order. Best way to learn this method is to watch this quick video: https://www.youtube.com/watch?v=ez8GTrtp81I&list=PL8E0562B305B43B1D&index=2

Practice questions Use websites suggested by your teacher, or a text book / revision guide. Past papers Check with your teacher which exam board you and doing and make sure you

know how to access past papers.

Revision Classes See attached Revision Timetable for all Yr 11 Revision Classes. These classes are for Yr 11 as a priority but Yr 10 are welcome in many cases (please speak to your teacher). These classes give you much needed small group or even 1 to 1 help from your teachers, use them as much as you can. If the time doesn’t work for you due to other commitments – go to see the teacher and see if they will offer you an alternative.

Revision Guides Revision guides for most subjects are available to buy in resources at a much lower price than in high street shops. Make sure you have the ones you need, especially if the notes in your exercise books are not brilliant or complete for whatever reason.

General Websites/Video Channels www.gcsepod.com A wide range of teacher-written, audio-visual podcasts for mobile devices with revision information and quizzes on all subject areas. www.bbc.co.uk/education/gcsebitesize www.bbc.co.uk/schools/bitesize Revision notes, tutorials, quizzes and games on all subject areas in both KS3 and KS4. www.revisionworld.co.uk Downloadable revision notes, cue cards, exam questions, powerpoints on all subject areas. www.samlearning.com Interactive quizzes on all subject areas. www.gcse.com Interactive revision notes and activities in a variety of subject areas. http://www.bbc.co.uk/programmes/p005khm5 A website with how to use different revision techniques. https://tinycards.duolingo.com/ A flashcard App for your iphone or ipad www.quizlet.com A revision card app where you can make revision cards or use other peoples and then turn them into games. Exam Board websites can also be useful for downloading past papers, markschemes and specifications to help target revision: Edexcel, AQA, OCR.

Happy Revising!!!

Good Luck