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Sheffield Park Academy

Revision Guide

How can you revise for your GCSE exams? Effective revision can make all the difference between fulfilling your potential and missing out on the course or place you have set your heart on. Some students are very good at revising: they are organised, imaginative and determined. Others are not as confident and unsure what to do. Evidence shows that simply flicking through your notes is not good revision: good revision is active. So how can you revise for your different subjects? In this booklet you will find details of the examinations and coursework for each subject, with some suggestions of ways in which you might revise. Make sure you look carefully at the subjects you are taking, and use the advice given. Start organising your revision materials. Use the VLE to find other advice – and if you come up with good ideas, then share them with staff who can use them to help others. Don’t think by sharing you are losing out: remember, we are not competing with other students at Sheffield Park Academy: all our students can pass the exam, or get the top grades. We are competing with nearly half a million students across the country and many more across the world. Contents

Art GCSE Edexcel

English GCSE Edexcel

English GCSE WJEC

Expressive Arts GCSE Edexcel

Catering GCSE Edexcel

Geography GCSE AQA

Graphic GCSE AQA

History GSCE AQA

ICT GCSE Edexcel

Leisure and Tourism GCSE AQA

Maths GCSE Edexcel

Maths GCSE OCR

French GCSE WJEC

Spanish GCSE WJEC

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Subject: Art

Date Exam Length Notes Preparation time: Monday 20th January till Friday 14th March Exam: Monday 17th March till Friday 21st March

Split into 2 or 3 hours sessions across the week

10 hours

You have only eight weeks to prepare for your exam. During this time you must complete the following tasks: Create a title page (homework). Complete a mind map on the theme. The mind map should explore ideas and issues which link with the theme – explore words and images (AO1, AO3). Make a double-page collage of contextual images i.e. images that link to the ideas and possibilities in your mind map (AO1) – include your own drawings and photographs. Research at least 3 artists linking with the theme and present a double page (minimum) of research on each on them (AO1, AO3). Remember that you must quote your sources of information and images (i.e. for a book include: title/author/publisher/date published; for a webpage/website include: full web address/date accessed). Make sure you use reliable sources and that images are actually by the artists you have chosen. For each artist your research should include: Information about the artist: keep biographical information to a minimum, include genre of work; media and materials used e.g. sculpture, painting etc. which other artists they have worked with or were/are inspired by etc. Use your own words. Look at www.theartstory.org – it is a good, reliable source of information about modern art. Also look at Tate and National Gallery websites. Good quality images of different work by the artist that is relevant to your chosen theme. Annotation to show your understanding of their work using correct language to describe it (formal elements) and your own thoughts about the artist’s work – why did you choose them? A copy of at least one or part of one of the artist’s pieces or a section of it or produce similar work in response. This could also be explored in several different mediums (materials) to extend your work further and gain better marks. Produce a minimum of 3 double pages of observational studies relevant to the theme using a variety of materials (AO2/AO3). You must include drawing from primary sources (i.e. Real life and your own photographs). Develop your ideas using the information you have found from your research (AO1). Select your favourite images and say why you have chosen them. Experiment with different media (materials AO2) and show how you have reviewed, modified and refined work as it progresses e.g. by trying different materials, changing composition etc. Annotation will help to indicate your thought process to the examiner (AO3). While developing your ideas you should consider several different ideas for your final piece. This might include different compositional ideas for a painting or print or Marquette’s for a sculpture. You might want to even try a practice one. Your outcome (AO4) will be produced during the exam. It can be produced in any 2D or 3D medium of your choice. Remember that you will only have 10 hours to complete it. Make sure that you have thoroughly explored the making

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process in advance to make certain of success. Remember that this is a personal presentation and should not be a copy of an artist’s work.

Examination Dates List of when you will do your practical exam will be communicated to you in your lessons the week before. 4 days in 2 or 3 hour blocks between the dates of 17th March and 21st March. All preparation work must be handed in on Friday 15th March. There is no extension possible as marking takes place immediately. How can you prepare for the exam? In your preparation time prepare a scaled drawing of your final piece which you can copy from in the exam

Complete an hour by hour plan for how you are going to complete your piece in the 10 hours

Ensure you have told your teacher what material you will need for your exam, e.g. paints, chalk, MDF boards, etc.

Talk to your teacher about the grade boundaries and how many marks you need to gain in your exam to get your

target grade overall.

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Subject: Expressive Arts AQA

Date Exam Length Notes Preparation time: Monday 3rd February till Friday 7th March Exam: Monday 10th March till Friday 11th April

3 hours sessions across the week (lessons)

15 hours

Written evidence: All written evidence (AO2: Working processes) must be completed by 11th April and carried out within lesson time. Materials available to help you A guide to the examination criteria AO2 and AO3 which breaks down where you can achieve marks and how to move from one grade boundary to the next (Available from your teacher). Although there is not a website for GCSE Expressive Arts; GCSE Bitesize: Drama website offers useful videos of example performance work and drama conventions. http://www.bbc.co.uk/schools/gcsebitesize/drama/ Watching live performance is very advantageous as you can incorporate ideas that you have seen within your own devised performance work. www.digitaltheatre.com has a range of filmed professional performances online that could help inspire the direction or style of your performance. You could always watch past year groups and look at where they picked up marks (Ask your teacher) What can you do to help achieve the highest possible grade? Working processes (AO2) You must include the following in your written evidence: Initial ideas linked to the stimulus/theme, art forms Brainstorm initial ideas linked to the chosen art form of dance and drama?

How do they link to the stimulus?

How can you link the two art forms?

What are the feelings evoked from your ideas?

Selection of ideas Give at least 3 ideas of what you can do with your chosen stimulus

Identity of intended target audience Who do you think the piece is suitable for and why?

Identify aims What is you main aim?

How do you want your audience to react?

What kinds of techniques will you use?

Identify ideas to be used Which ideas have you settled on?

Why have you chosen them?

How will you realise them?

Identify skills/techniques to realise aims

How are you using:

Drama techniques (mime, blocking, narration, facial expressions, body language, voice, split scene, etc. I will give you

a list with definitions)

Dance techniques (types of dance, posture, alignment, motif, etc. I will give you a list with definitions)

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Exploration of potential ideas: Initial practical response to art forms How are you going to link your dance and drama?

How are your initial intentions being shown?

What is helping your to achieve your end goal?

Identifying dramatic structure of the piece How did you decide how to structure the piece?

Where does the piece start, what happens in between, how does it end?

Working methods; analysing other practical process and development methods used in the piece Script

Music, song lyrics

Dance

Drama

How does it structure, drama, dance, drama or dance, drama, dance?

Evaluation How do you feel about your piece?

How does it link back to the original stimulus?

How can you prepare for the exam? Practical Preparation (AO3): Ensure you are well-prepared leading up to the 15 hour practical examination and that you utilise the time to the best of your ability, working productively within your allocated performance group. Develop your character using drama techniques such as ‘split scenes’ and ‘hot-seating’. Consider the impact your character choices are likely to make on an audience. Develop your dance techniques such as ‘motif’ and ‘style’. Consider the impact on your dance and how they will link with your drama. Consider your selected genre and style early on in the process and how it could be incorporated within your performance work. You have up to 15 hours preparation time prior to your exam – ensure you utilise this fully. Know your lines early on so that you can develop your characterisation fully. Make sure your dances are fully choreographed so you can just practice them ready for performance Actively direct members of your group and keep notes for your working processes. When you are not performing/ needed within a scene – ensure you are added to the preparation notes that you can take into the exam.

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Subject: English Edexcel and WJEC

Date Exam Length Notes Tuesday 3rd June WJEC: Unit 1 Reading. Unit

2 writing Edexcel: Unit 2 The Writers Craft

WJEC Unit 1: 1 hour WJEC Unit 2: 1 hour Edexcel Unit 2: 2hours

Students will have a short supervised break in between the WJEC and Edexcel papers.

WJEC Overview

Unit 1 Reading Paper (1 hour) 30% 4 questions 10 marks each (approximately 15 minutes per question- obviously this amount of time may not be needed if students are required only to provide a list as is the case with question (a) of the foundation paper. Unit 2 Writing Paper (1 hour) 30% 2 questions 20 marks each (30 minutes per question) NB: SEC C of Edexcel and the Unit 2 Writing paper (WJEC) draw upon the same skills; this should be reiterated to students when they are being taught these parts.

Edexcel Overview

Unit 2 Writer’s Craft 60% Sec A- Romeo and Juliet 24 marks. Approximately 35 minutes should be spent on this question. Sec B- Of Mice and Men 24 marks. Approximately 35 minutes should be spent on this question. Sec C Writing 48 marks of which 32 for content and a mark out of 16 for sentence structure, punctuation and spelling. Approximately 50 minutes should be spent on this question. NB: For Edexcel, teachers to emphasise the difference between higher and foundation questions for the Romeo and Juliet and Of Mice and Men sections, as this will affect the way that they start their answers; For question (b) of Romeo and Juliet and Of Mice and Men, students must ensure that students write about the effect on audience/reader; For question (c) of Of Mice and Men students to ensure they include historical context of the novel- this is not needed in part c of Romeo and Juliet.

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Subject: Catering

Date Exam Length Notes 4th June 2014 GCSE Catering 1 ¼ Hours

Assessment Weighting

Unit 1: Catering skills related to food preparation and service Two practical tasks selected from a bank of six WJEC set tasks. Internally assessed using WJEC set criteria and externally moderated. Controlled task 1: Afternoon teas are very popular and are an excellent way for chefs to demonstrate their skills at producing baked products. Prepare, cook and serve four items, at least one of which must be savoury that could be offered as part of an afternoon tea menu. Controlled task 2 Celebrity chefs have been promoting the importance of a healthy diet. As a school/college caterer you have been asked to produce and serve a two- course meal that would encourage healthy eating in the school/college restaurant. All controlled tasks must be completed by a date given by your teacher Ensure you complete all the tasks using the support sheets on masterfolder to help you and feedback from your teacher.

60% 20% 40%

Unit 2: Catering, food and the customer Written exam paper 1¼ hours One paper, which will be externally set and marked. All questions compulsory. . The paper will contain short-answer, structured and free response questions drawn from the catering content. Some questions will require extended writing and will assess the quality of written communication. The paper will be presented in the form of a question and answer booklet. Assessment of written communication will include:

Legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning;

Selection of a form and style of writing appropriate to purpose and to complexity of subject matter;

Organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

40%

How can you revise for the exam? Below is some information you might find useful to help you prepare for the GCSE Catering exam

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1.Revise the areas of study using the following materials available to help you Areas of study: The industry – food and drink. Job roles, employment opportunities and relevant training. Health, safety and hygiene Food preparation, cooking and presentation. Nutrition and menu planning. Costing and portion control. Specialist equipment. Communication and record keeping. Environmental considerations. Materials

Attend all revision lessons and complete tasks set each week for homework. The tasks will be related to the lesson content. They will help you to remember the areas of study and also help your teacher in assessing your understanding as well as identifying any gaps in your knowledge.

Read and complete exemplar questions in the WJEC GCSE Catering revision guidebook. This book will be used in lessons and work set from it.

You have your own exercise book in school; we will continue to add to this over the coming weeks.

Find and use past papers. Past papers and mark schemes are on the WJEC website. http://www.wjec.co.uk/index.php?subject=38&level=7&list=paper

Copies of resources used in lessons or for revision can be found in; Masterfolder/Foundation subjects/Food /GCSE Revision folder.

Revision power point presentations on the VLE.

Revision Links: These links are the websites where there is useful information and resources that you will find:

GCSE Bitesize Food Technology BBC Bitesize,

Jamie Oliver Home cooking skills,

Change 4 Life

www.foodafactoflife.org.uk

www.food.gov.uk

www.bbc.co.uk/learning/subjects/food_and_catering.shtml

http://www.nhs.uk/Change4Life/Pages/healthy-eating.aspx

http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx

Revision lessons after school on Thursdays in 4A1

Complete the revision checklist given to you by your subject teacher. 2 Be prepared for any aspect of the course to be examined. The paper layout is as follows:

This exam is 1hour and 15 minutes long and is worth 40% of your GCSE mark.

The paper consists of nine questions that focus on the areas of study listed above. The paper will be presented in the form of a question and answer booklet.

The paper will contain short-answer, structured and free response questions.

Some questions will require extended writing and will assess the quality of written communication. Assessment of written communication will include:

Legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning;

Selection of a form and style of writing appropriate to purpose and to complexity of subject matter;

Organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

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3. Look carefully at the types of question used in the exam……… a) Give/State This normally requires you to give a one or two word answer, at the very most a short sentence. b) Name / Name the specific This is similar to the above question, but requires specific detail to be given. General answers will gain no marks. c) Describe This requires you to write normally one or two sentences, which form a description, making reference to two linked points. d) Explain You will have to write one or two sentences/ paragraphs, which form an explanation. This requires a clear or detailed account of something, which includes a relevant justification reason or example. e) Use notes and sketches/annotated sketches This is mainly a sketched answer with notes to support/ explain or clarify a certain point you want to make. Sketch means a quick freehand drawing. Marks will be awarded for the information you annotate rather than the drawing skills. f) Complete the flow chart/ order of work/production steps. Mainly one or two word answers, written in the appropriate boxes or correct order. Marks will be awarded for each correctly identified step plus marks for getting them in the right order. g) Evaluate One or two sentences where the quality, suitability or value of something is judged. This can include both positive and negative point with each point normally requiring a relevant reason or example. 4 Use technical terms wherever possible in your answers Avoid using phrases such as healthy, fattening, bad for you, good for you, good for the environment. These terms are too vague and will not gain any marks. Be specific with your answers and give examples where possible. Be able to define HACCP. Know the sources and functions of the key nutrients: Protein, Fat, Carbohydrates, Vitamins and Minerals. Know and understand the Eatwell Plate model for Healthy Eating. Know how to change recipes to meet the healthy eating guidelines. You will be asked to do this in your exam so have lots of ideas ready to show how you can reduce fat, sugar and salt and increase fibre. 5 Know the ingredients, quantities and method/production steps used for a variety of recipes Shortcrust pastry. Bread Victoria Sandwich cake. Whisked sponge Roux sauce. Scones Shortbread. Basic ragu sauce 6 Keep up-to-date with the news There are often food-related articles and programmes on television, which may help you and keep jogging your memory especially on food safety

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Subject: Geography

The specification at a glance Controlled assessment = 25% Paper 1, Physical Geography, 1hour 30 minutes = 37.5% Paper 2, Human Geography , 1 hour 30 minutes = 37.5% The controlled assessment has been completed; it is now a case of preparing for the two written examinations, one on Physical Geography and the other on Human Geography Unit 1: Physical Geography 37.5% of the full GCSE Section A – Module options • The Restless Earth • Rocks, Resources and Scenery • Challenge of Weather and Climate • Living World It is suggested that students concentrate on revising for “The Restless Earth” and “Challenges of Weather and Climate” Section B – Module options • Water on the Land • Ice on the Land • The Coastal Zone It is suggested that students concentrate on revising for “Water on the Land” and “The Coastal Zone” Style of Assessment • 1 hour 30 minute examination • Candidates answer three questions, one from Section A and one from Section B plus a free choice of one other from either section A or section B It is suggested that students spend 30 minutes per question Unit 2: Human Geography 37.5% of the full GCSE Section A – Module options • Population Change • Changing Urban Environments • Changing Rural Environments It is suggested that students concentrate on revising for “Population Change” and “Changing Urban Environments” Section B – Module options • The Development Gap • Globalisation • Tourism It is suggested that students concentrate on revising for “The Development Gap” and “Globalisation”

Date Exam Length Notes Tuesday 13th May Thursday 22nd May

Unit 1 Unit 2

1.5 hours 1.5 hours

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Style of Assessment • 1 hour 30 minute examination • Candidates answer three questions, one from Section A and one from Section B plus a free choice of one other from either section A or section B It is suggested that students spend 30 minutes per question • Spelling, punctuation and grammar will be assessed in this unit. Revision guidance All students already have the following revision sources and materials to prepare fully for both examinations

AQA Geography A “Revision Guide”. Students have had these since September 2013 to use throughout the

year. There is a short section for each of the modules studied in Y10 and Y11. It is important that each of

these sections are worked through

AQA Geography A “Work book”. Again students have had these since September to work through. There are

examination style questions for each of the modules undertaken throughout the course. Answers are in the

back of the book!

Kerboodle.com. This is the online resource that all students have had access to throughout Y10 and Y11.

Each student has their own log in and password. This resource has the online version of the AQA syllabus A

text book written for the course and which has been used throughout the course in class, as well as

interactive activities and case studies for each of the modules studied. It is vitally important that students

work through each of the resource materials for each of the modules. There are also quick online tests with

feedback for all the modules studied for students to check their progress

Students also need to revisit their exercise books from Y10 as well as revising from their Y11 exercise books

Additional support

Students are being given a weekly examination question to complete. It is vitally important that these are

completed and handed in each week for marking and feedback

Mr Mackenzie will be holding revision sessions after school 3.15 – 4.15 on a Tuesday and a Thursday each

week in the run up to the examination

Mr Mackenzie will also be available every lunchtime in 1B7, 1.40-2.00, for students to ask any questions they

may have regarding their revision and examination preparation

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Subject: Graphic Products

Date Exam Length Notes 11th June 2014 GCSE Graphics 1 ¼ Hours

Assessment Weighting

Unit 1: Design and Make Assignment. Practical design and make activity – Point of Sale (based upon Olympic Gifts). Design task: To research, analyse and design a POS that promotes, sells and holds a product Making Task: To plan the manufacture, make and evaluate the Point of Sale product All controlled tasks must be completed by a date given by your teacher. Ensure you complete all the tasks using the support sheets on masterfolder to help you and feedback from your teacher.

60%

Unit 2: Knowledge and Understanding of Graphic Products Written exam paper 1 ½ hours One paper, which will be externally set and marked. All questions compulsory. The examination paper will consist of multiple-choice, short-answer and extended-writing Some questions will require extended writing and will assess the quality of written communication. The paper will be presented in the form of a question and answer booklet. Assessment of written communication will include: 1. Legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning; 2. Selection of a form and style of writing appropriate to purpose and to complexity of subject

matter; 3. Organisation of information clearly and coherently; use of specialist vocabulary where

appropriate.

40%

How can you revise for the exam? Below is some information you might find useful to help you prepare for the GCSE Catering exam 1.Revise the areas of study using the following materials available to help you. Areas of study: • materials and components • industrial and commercial processes • analysing products • designing products • technology

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• sustainability • ethical design and manufacture Materials

1. Attend all revision lessons and complete tasks set each week for homework. The tasks will be related to the lesson content. They will help you to remember the areas of study and also help your teacher in assessing your understanding as well as identifying any gaps in your knowledge.

2. Read and complete exemplar questions as given to you each week for homework

3. You have your own exercise book in school; we will continue to add to this over the coming weeks.

4. Find and use past papers. Past papers and mark schemes are on the EDEXCEL website. http://www.wjec.co.uk/index.php?subject=38&level=7&list=paper

1. Copies of resources used in lessons or for revision can be found in; Masterfolder/Foundation subjects/Graphics /GCSE Revision folder.

2. Revision power point presentations on the VLE.

3. Revision Links: These links are the websites where there is useful information and resources that you will find: 4. GCSE Bitesize Graphic Products BBC Bitesize, 5. http://www.designandtech.com/graphicsrevision/ 6. www.mr-dt.com 7. http://www.bbc.co.uk/education/subjects/zdqmhyc 8. http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/designsocialrev9.shtml

9. Catch up + Revision lessons after school on Thursdays in 1A2

10. Complete the revision checklist given to you by your subject teacher.

2 Be prepared for any aspect of the course to be examined. The paper layout is as follows: 1. This exam is 1hour and 30 minutes long and is worth 40% of your GCSE mark. 1. The paper consists of nine questions that focus on the areas of study listed above. The paper will be

presented in the form of a question and answer booklet. 2. The paper will contain short-answer, structured and free response questions. 3. Some questions will require extended writing and will assess the quality of written communication. Assessment of written communication will include: 4. Legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning; 5. Selection of a form and style of writing appropriate to purpose and to complexity of subject matter; 6. Organisation of information clearly and coherently; use of specialist vocabulary where appropriate. 3. Look carefully at the types of question used in the exam……… a) Give/State This normally requires you to give a one or two word answer, at the very most a short sentence. b) Name / Name the specific This is similar to the above question, but requires specific detail to be given. General answers will gain no marks. c) Describe This requires you to write normally one or two sentences, which form a description, making reference to two linked points.

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d) Explain You will have to write one or two sentences/ paragraphs, which form an explanation. This requires a clear or detailed account of something, which includes a relevant justification reason or example. e) Use notes and sketches/annotated sketches This is mainly a sketched answer with notes to support/ explain or clarify a certain point you want to make. Sketch means a quick freehand drawing. Marks will be awarded for the information you annotate rather than the drawing skills. f) Complete the flow chart/ order of work/production steps Mainly one or two word answers, written in the appropriate boxes or correct order. Marks will be awarded for each correctly identified step plus marks for getting them in the right order. g) Evaluate One or two sentences where the quality, suitability or value of something is judged. This can include both positive and negative point with each point normally requiring a relevant reason or example. 4 Use technical terms wherever possible in your answers. Avoid using phrases such as healthy, fattening, bad for you, good for you, good for the environment. These terms are too vague and will not gain any marks. Be specific with your answers and give examples where possible.

Be able to define 6R’s Reduce, Recycle, Reuse, Rethink, Refuse, Repair

Know Graphic Materials and their properties Plastics: Cards:

Systems and Production Methods Input – Process – Output – Feedback

Printing Process + Finishing Methods Block Printing, Lithography, Screen Printing 5 Refer to the Sustainability of Products and Materials wherever possible in your answers. Reduce, Recycle, Reuse, Rethink, Refuse, Repair Reduce: - Do we make too many products, design in way the cuts down on material and energy that is used Recycle: - Reprocess a material or product and make something else Reuse: - Use a product to make something else with it or with part of it Rethink: - Do we make too many products, design in way that considers people and the environment Refuse: - Don’t buy a material or product if it is bad for the environment or people or you don’t need it Repair: - When a product breaks down or doesn’t work properly try to fix it 6 Be Knowledgeable: Graphic Materials and their Properties Know the most common forms of plastics and cards plus their properties and uses; you must know how to spell the main plastics and cards 7 Be Knowledgeable: System Processes and Production Methods

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Know the most common forms of printing and finishing including Vacuum Forming, Die Cutting and Injection Moulding and be able to draw a simple diagram 8 Be Knowledgeable: Printing Processes and Production Methods Know the most common forms of printing and finishing including Lithography, Screen Printing, and Block Printing 9 Be Knowledgeable: Design Questions There will be at least one DESIGN question that includes a specification. Make sure you read the specification and design to each point, add annotations too! There will be lots of marks for these questions

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Subject: History WJEC Route B Date Exam Length Notes Friday 16th May Monday 2nd June Monday 2nd June

Crime and Punishment The American West Role/Status of Women

1 ¼ Hours 1 ¼ Hours 1 ¼ Hours

The two exams on 2nd June will run consecutively.

The specification at a glance Controlled assessment = 25% Unit 1= 1hour 15 minutes = 25% Unit 2, 1 hour 15 minutes = 25% Unit 3, 1 hour 15 minutes = 25% The controlled assessment has been completed; it is now a case of preparing for the three written examinations, THEMES AND DEVELOPMENTS IN ENGLISH AND WORLD HISTORY Route B UNIT 1: A study in depth focusing on the evaluation of historical sources and interpretations of the past (25%) Westward migration: the American West, 1840-1895 There will be one examination paper of 1 hour 15 minutes There are additional marks for spelling, punctuation and the accurate use of grammar Route B UNIT 2: A thematic study focusing on specific aspects of social change in the history of Wales and England (25%) The changing role and status of women in Wales and England, 1900 to the present day There will be one examination paper of 1 hour 15 minutes There are additional marks for spelling, punctuation and the accurate use of grammar Route B UNIT 3: A development study focusing on a major area of change over time (25%) Changes in crime and punishment in Wales and England, 1530 to the present day There will be an examination paper of 1 hour 15 minutes There are additional marks for spelling, punctuation and the accurate use of grammar Revision guidance Please note that there is not an official revision guide for the units studied in this syllabus

Students need to revise from their exercise books from both Y10 and Y11

Students need to use the revision guides created by Mr Cain

Students need to complete all the examination questions set in preparation for the examinations

Additional support

Mr Cain will be holding revision sessions after school 3.15 – 4.15 on a Tuesday and a Thursday each week in

the run up to the examination

Mr Cain will also be available every lunchtime in 1B7, 1.40-2.00, for students to ask any questions they may

have regarding their revision and examination preparation

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Subject: ICT Edexcel

Date Exam Length Notes Wednesday 14th May Unit 1 – Living in a digital

age 1.5 Hours

Additional revision guide for the exam has been handed out. Controlled Assessment The controlled assessment task is 40 hours long and is based on a brief called ‘Get Up, Get Moving!’ Unit 2 – Using Digital Tools (5IT02) The controlled assessment must be completed by 10th May and the following tasks should have been completed: Activity 1: Investigation: find out about measures of fitness, such as BMI, and facts about calories Profile: identify the target audience for each of your products Logo: produce a simple logo for the campaign Fitness database: carry out research using reliable sources and update the database Quiz: create a quiz to support the ‘Get Up, Get Moving’ campaign Review: answer questions about this activity. Activity 2: Model: create a spreadsheet model that shows an individual how activityand diet affect their BMI and encourages them to 'get moving' Report: create a personalised report and fitness plan Digital poster: produce a digital poster that promotes healthy eating Review: answer questions about this activity. Activity 3: Podcast: create a podcast that can be downloaded from the campaignwebsite Website: create a website for the campaign Overview: check requirements, gather information Design: produce a structure chart and storyboards Build: gather content and build the website Review: answer questions about this activity. Activity 4 Evaluation: about your finished products and your own performance Materials available to help you • Links to help videos on the VLE course ICT Controlled Assessment • Textbooks available in the room during each lesson • Help menu within each piece of software • Online search facility. What can you do to help achieve the highest possible grade? • Ensure that draft work is checked by your teacher and a test buddy and that the all comments are

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recorded and dated. • Ensure that you have a selected a test buddy who has a good understanding of the mark scheme and requirements of the task. • Read the controlled assessment brief in advance and identify all of the software skills that are going to be used. If necessary practice these skills in a similar context during preparation lessons.

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Subject: Maths Edexcel and OCR

Date Exam Length Notes Monday 9th June Monday 9th June Friday 13th June Friday 13th June

Edexcel Non-Calculator OCR Non-Calculator Edexcel Calculator OCR Calculator

1 ¾ Hours F -1 ½ Hours H 1 ¾ Hours 1 ¾ Hours F -1 ½ Hours H 1 ¾ Hours

Students will have a short supervised break in between the OCR and Edexcel papers.

Coursework There is no coursework for Mathematics Materials available to help you • Past papers are available on the VLE in the file named Maths KS4/Year 11/Edexcel linear exam papers • There are revision resources on the VLE in the file named Maths KS4/Year 11/Revision materials What can you do to help achieve the highest possible grade? • Annotate your work and learning objectives to draw attention to the things youneed to understand or are having difficulty with. Always have a marking pen with you. • Ensure your Maths exercise book is well-organised and notes are neatly kept and clear • Complete all IS to the best of your ability. If you can’t do it, make the effort to see your teacher to help you. • Show all your working out and tell the examiner exactly what you are doing at each stage. You especially need to show your working on the calculator paper! • Make sure you bring the correct equipment to each lesson – you need to be confident in using it in the exam. How can you revise for the exam? • Do past paper questions – there is no substitute for trying to answer questions • Make revision notes on all your topics: either as notes or as revision cards • Try writing examination questions for your friends to answer • Learn the formulas that aren’t given to you on the formula sheet; and learn how to use the ones that are • Attend the Thursday after-school study clubs • Work through the Mymaths booster activities. • Use Mathswatch revision clips to review all topics. Ten specific revision activities you might use to help you prepare for the Mathematics GCSE exam 1. Complete as many past papers as you can find: Use the VLE for resources for past papers from the Edexcel syllabus (1MA0) including the older outdated syllabus (1380) which still has perfectly valid questions. 2. Teach someone else how to use a particular technique: Pick a topic and someone else (friend or relative) and explain how to solve a particular problem or how a particular method works. This works well even if the other person already knows how to do the work. 3. Write your own exam questions: Think about what the topic you are testing and create your own question. Answer the question and make up your own mark scheme. 4. Make revision cards for different methods: For each topic, produce a revision card. On the front put the general method and on the reverse put an example. Use colour to highlight key points.

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5. Use Mymaths boosters to review topics which you are unsure: Login to mymaths (username: Sheffield Park Academy, password: factor). You need not login using your own unique password, although this will give your teacher more information which can help to support your progress. Click on the booster packs and choose the levels appropriate. 6. Watch and listen to the Mathswatch clips. Go to the Sheffield Park Academy School website and under links click on MathsWatch (Username: Sheffield Park Academy, password: pen). The clips go in order of grade so the lower numbered clips relate to the lower grades ranging to the higher numbered clips which extend to A*. Choose clips which relate to topics which you have identified. 7. Improve your times tables It may seem ridiculous at this stage in your life, but errors in multiplication often lead to easy marks being lost in both Foundation and Higher tier examinations. Write down your times table you are going to learn with the answers. Ask a parent/friend to test you until you have all correct 3 days in a row. 8. Prepare a starter activity for your class on a topic Using the mock examination / notes / topic lists from the teachers / a revision guide, go through each topic and identify difficulty areas. Ask your teacher to give you time in a lesson and deliver a 5 minute starter to review a topic. 9. When you have completed a question, read your method again Have you answered the question? Have you put in the relevant units? Have you rounded where necessary? Have you explained your answer? If not, make sure you do. 10. Be punctual to all lessons and complete all i/s If you are in all lessons on time and ready to begin, you can get through more work and develop your skills more efficiently.

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Subject: MFL WJEC

Date Exam Length Notes Monday 12th May Monday 12th May Wednesday 14th May Wednesday 14th May

French Listening French Reading Spanish Listening Spanish Reading

F – 35 Mins H – 45 Mins F – 35 Mins H – 45 Mins F – 35 Mins H – 45 Mins F – 35 Mins H – 45 Mins

Written Controlled Conditions Assessments – two pieces of 250-300 words = 30% of your final GCSE grade By now you should have already completed at least four written controlled conditions assessments in lessons, the best two marks will be put forward to represent 30% of your final GCSE grade. **Action: If you have not yet achieved a grade C or above in at least two of these written assessments you MUST attend the after-school booster sessions available to prepare and/or complete the assessment. Remember to bring your 40 words with you if you wish to use them. If you have difficulty in attending at the timetabled slot then see your teacher to arrange an alternative time at lunch or after school.

Y11 Spanish – Friday 3:05-4:05 in 3A8 with Mrs Raistrick

Y11 French – Friday 3:05-4:05 in 3A2 with Miss Vickers

Speaking Controlled Conditions Assessments – two assessments are recorded and sent off = 30% of your final grade

1) Structured Conversation = 15% of your final GCSE grade (4-5 minutes long with at least one unpredictable question)

You have already had at least two opportunities to complete a structured conversation assessment to a grade C or above and should already understand what you need to do to achieve this grade. **Action: If you have not completed this to the required standard you MUST revise the town topic again immediately and speak to your teacher to arrange a time to record this assessment. Remember to bring your 30 words to help you if you wish to use them.

2) Presentation and Discussion = 15% of your final GCSE grade (a presentation by you for 2-3 minutes followed by a discussion of 3-4 minutes on what you say)

**Action: Prepare thoroughly, this is going to be vital to your final overall GCSE grade. Your teacher will have now explained how to start preparing for this assessment. Make sure you check the topic with your teacher before you start preparing so that she can check that it is from a different area to your best structured conversation. Tips:

You MUST show you have researched your chosen topic – include facts and statistics when possible.

Be sure to time yourself talking aloud at a reasonable pace and allow a little time for ‘nerves on the day’. Try to prepare 2 minutes 30 seconds worth of content for your presentation to allow yourself enough to say if you forget anything but not too much if you pause a few times.

Remember to check the quality of your presentation against the checklist to ensure a good range of language and tenses are used.

Remember to ‘revise smart’ – revise the first few lines until you know it then add an extra line and continue to build up your presentation in this way. After 20 minutes take a short break then come back to it, if you still know it move on and continue to ‘build it up’ – don’t look at the next paragraph or point you want to make as a separate bit.

Use your own chosen revision technique as discussed: Keep writing it out Use fan folds to help you build up a line at a time – keep unfolding it. Talk partners (or ask a family member to just listen to you – just speaking aloud and in front of people

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helps with nerves) Record it and listen to it over and over even when on the bus/going to sleep and so on. (Ask your

teacher how to pronounce words/phrases to improve accuracy/intonation marks) Make a mind map, cue/flash cards as prompts – remember you can have 30 words to help you Use post-it notes around the room – walk and talk, keep talking out loud (even if to yourself)

**Action: When you have learned your presentation prepare a list of all possible questions you can think of that your teacher could ask you relating to what you have said and the topic you have chosen. Make sure you would understand these questions in Spanish/French and then practise answering them. Reading and Listening Exams = 40% of your final GCSE grade. (Reading and Listening Exams are each worth 20% of your final grade) You will sit either foundation or higher tier. You will need to revise extra vocabulary for the higher tier. General Tips:

• Answer the questions in the same language the question is in. • Look at the questioning word carefully (you must revise them) – is it asking where/who/when/why etc? • If a question asks for a certain number of points or details, you can’t score full marks unless you give that

number. The number of marks for each question will be shown in the margin. • If you are asked to choose a set number of lettered pictures or tick a set number of sentences, make sure

you only choose the number asked for. If you are asked to tick 3 sentences and you tick 4 you will lose one mark from your score of correct ticks. Even if 3 of your 4 were correct you would only score 2 marks.

• Be as precise as you can. If you are asked when something happened and you know that it happened on Monday morning then don’t just put Monday in your answer.

• Make your spelling as accurate as possible – you will still get a mark for an incorrectly spelled answer, but not if the spelling makes your meaning unclear.

• Don’t leave answers blank, especially multi-choice ones. You might guess correctly and a blank space will never score any marks.

• Don’t give alternative answers. The examiner will mark the first one only. • If you change your mind about an answer clearly cross it out completely and write the correct answer next

to it. If the examiner can’t tell what you have written or can’t make out which letter you have chosen they will mark it wrong.

• Don’t spend too long on one question so that you don’t have enough time to finish the exam. • Make use of the example if there is one. This will show you how much detail is needed -– will one word be

enough or do you need more? Do you need an infinitive verb? Is it a noun/phrase/letter? • If you write more than will fit into the space provided the chances are your answer is too long. • Make use of pictures if there are any, but don’t rely too heavily on them. • Watch out for negatives, they are usually in bold but make sure you spot them. • Look out/listen for time frames to help you with past/present/future.

Reading Exam

• Always cross off the example from the list of answers in multi choice tasks. • Do the ones you are sure about first and then work out the rest from what is left over. Keep crossing them

off as you go through. • Don’t use any letter/picture/answer more than once (unless it tells you to eg in true/false sections) and

don’t use the example answer. • Use process of elimination to help you work words out. Eg. If you are left with a choice of 3 and one

unknown answer, look carefully at the words and see if you know what it definitely isn’t. Eg You need the word for mushroom and you don’t know it but you know that one word is apple and another means grape, therefore the word left over is mushroom.

• Use logic and English to help with meanings of words.

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• If all these fail then ….. GUESS! Don’t leave a blank space. • Check a question against the whole passage. Usually the questions follow the same order as the passage,

but not always. • Use synonyms and word association to help you. Revise groups of words your teacher will give you. Eg

cinema always goes with film – one in the question and the other is the answer. • In gap fill exercises check what kind of word you need – a verb, a noun, an adjective, singular or plural.

Listening Exam:

• Listening is more difficult than reading because you can’t keep going back over what is said. You hear it

twice, then it’s gone. Unless you are certain, don’t answer until you have heard it twice. If you do answer

the first time then make sure you listen the second time and double-check your answer.

• Use the five minutes at the start of the exam to check through all questions. Watch out for times when you

need to answer more than one part of a question in one go – this is when questions are divided into ‘a / b’

etc, or when there is a ‘1st/2nd part’ etc. Use the five minutes before the test starts to locate these – they

can go over two pages.

• Always use the pause on the CD to be reading the next question.

• You will often hear things, which will push you into giving the wrong answer – negatives / opposites are a

favourite way of doing this. Also more than one of the options may be mentioned when doing the multi-

choice answers – read the question carefully – what exactly are you listening for? Listen to the whole thing

before you answer – don’t opt for the first thing you hear. It may be that they say no and give another

suggestion which is the answer. (If guessing choose the last option as this is more common)

• Don’t choose a word just because you hear it on the recording. Often a picture / word will be a choice

simply because it’s heard clearly on the recording, as a distracter. Listen to the whole passage.

• Don’t get the speakers mixed up. All speakers are introduced at the start of the exam – if listening to a

conversation focus on which speaker will give you the answer.

• In a long item you will hear bits that you don’t understand. Don’t allow this to put you off. Speakers often

say the same thing in 2 or 3 different ways, the other speaker may repeat it, you don’t always have to

understand every word to get the answer.

• One of the most common errors in listening is mis-hearing numbers. Practise numbers carefully. Similarly,

problems occur with the alphabet, especially with vowels – learn them well.

• The information you are listening for will usually come in the same order as the questions, so you won’t

need to be looking backwards and forwards at the questions.

Remember to revise the following: (Your teacher will give them out in class)

• Questioning words • Negatives • False friends • Synonyms and common groups of words • Vocabulary packs – higher candidates need to know foundation AND higher • Tips worksheets • Your own books, topic revision sheets and booklets given to you • Past papers – look at common tasks and vocabulary. Look where you have previously lost marks.

Buy a revision guide. The CGP is divided into Foundation and Higher and you can buy workbooks and CD tasks to practise. The Letts is just one revision guide and has a few practice activities at the end. Have a look at both and choose the one which you feel most comfortable with.

Useful Revision Sites:

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www.languagesonline.org.uk – Spanish and French

http://www.bbc.co.uk/schools/gcsebitesize – Spanish and French

http://oye.languageskills.co.uk/ - Spanish only. Can only be used free before 9am and after 4pm

http://zut.languageskills.co.uk/ - French only. Can only be used free before 9am and after 4pm

http://www.linguascope.com/ - Spanish and French. Username = sheffpa / Password = global

http://www.bbc.co.uk/learningzone/clips/ - Spanish and French

http://www.wjec.co.uk/uploads/publications/5205.pdf - Spanish Vocabulary Pack from WJEC exam board

(ignore the Welsh!)

http://www.wjec.co.uk/uploads/publications/5208.pdf - French Vocabulary Pack from WJEC exam board

(ignore the Welsh!)

Various You Tube clips/videos are available in Spanish and French.

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Subject: Leisure and Tourism AQA

Date Exam Length Notes Friday May 23rd pm Unit 1 : Understanding

Leisure and Tourism Destinations

1 hour You must answer all questions. This is worth 40% of your qualification

Coursework 21st Feb is the final lesson for coursework. You must have completed all 6 strands (A B C D E F) to the best of your ability, and as a minimum to 1 grade above your target grade. Strand A –explain why the resources you used were useful Strand B –explain why and how tourists make use of the facilities you are describing Strand C –describe a range of facilities, explained the reason for their provision, and drawn a conclusion about the range of facilities on offer. Strand D – explain what the major changes are on International drive, and why you think they have been made. Use evidence to back up your conclusions. Strand E – explain a range of promotional materials and methods used by Universal. Why do you think they are appropriate, successful, and how do they attract Universals target audience? Strand F – Describe the jobs on offer. What does this mean for the young people of International Drive? If you need to improve your grades on coursework the following sessions are offered to help you upgrade your coursework. You are welcome to attend even if you are not on the session 6 register.

Monday o Mrs Taylor o Mrs Saxton

Tuesday o Miss Molson o Mrs Saxton

Wednesday o Mrs Taylor o Miss Molson

Thursday o Mrs Taylor o Mrs Saxton

Friday o Mrs Saxton

Exam Unit

Prepare for the exam by completing past exam papers

Make sure you understand what the question is asking – look at the command words listed below.

Command What the Examiner is looking for.

Account (for) Give an explanation for. The matter being questioned may be complex and some clarification and description may be needed to reason why something happens in the way that it does.

Analyse To break down a situation or information and look at it in detail. This may be indicating an understanding of different aspects of a subject or examining information in detail to discover meaning(s) or essential features.

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Compare/Contrast To examine two or more examples in order to establish ways in which they are similar and/or different.

Complete To fill in gaps in a table or paragraph

Describe To explain what something is, looks like, or give a simple analysis of trends indicated in a graph or piece of data.

Discuss To present the two sides of a case or argument/issue and make a conclusion based on evaluation of the values of both.

Draw To depict or sketch a map or diagram to indicate spatial understanding or the understanding of a relationship between two or more objects/ideas.

Evaluate To judge or assess the worth of something, normally in terms of its effectiveness in fulfilling its purpose in either a real (now) or future situation.

Explain Giving the reasons and causes of. To give reasons for why something is. To clarify something that will be of varying complexity. It is normally followed by an interrogative which will define exactly what is required of a simple analysis.

Identify To recognise or classify one object or idea in a grouping of objects or ideas.

Justify Give good reasons for offering an opinion or reaching a conclusion.

Outline To give a brief general overview of the most important features or any given situation, event or concept.

Recommend To give advice on the best option out of many, based on an evaluation of their respective merits.

Suggest To put forward an idea or solution to explain or fix any given situation. Again further classified by any following interrogative.

Learn all the key vocabulary. Key terms are included in the table below

Key Term Meaning

Attractions (built and natural)

An attraction is a feature or facility that makes tourists go to a place. Tourist destinations may include a range of attractions. Attractions may be natural (beaches & waterfalls) or built (theme parks & zoos). Some buildings and places (castles and cathedrals) were not built as tourist attractions but have become attractions over time. Other attractions may be historic sites, theme parks or major sports/entertainment venues

Domestic Tourist Domestic tourists travel within their own country. They do not cross international borders.

Economic Impacts Impacts upon the economy result in changes to jobs, income and prices These may be negative or positive, seasonal or long-term.

Ecotourism Ecotourism is visiting a leisure and tourism destination because of the appeal of its natural environment while negatively affecting the environment as little as possible. Ecotourism is normally tourism on a small scale because mass tourism is likely to affect a destination’s natural environment. Ecotourists try to be responsible tourists and to benefit the local communities they visit socially and economically.

Environmental impact These can be positive or negative changes to a location (environment) due to the presence of tourism in an area, e.g. vegetation trampling is a negative environmental impact.

Facilities Facilities are places, sites or buildings that are provided to allow customers to access leisure & tourism products and services. Examples of leisure and tourism facilities include:

Sports centres

Libraries

Country parks

Art galleries

Travel agencies

Hotels

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Leisure and tourism facilities usually provide a range of products and services.

Gateways These are the international entry and exit points to a country. In the UK, London Heathrow airport, the port of Dover and Eurostar’s St Pancras International are examples of gateways.

Historic Site A historic site is an attraction known for its intrinsic historic or heritage value- e.g. Stonehenge and Canterbury Cathedral in the UK, Machu Picchu and The Pantheon (Rome) overseas

Impacts The effects that tourists have upon the environment, society and economy of a destination. They can be positive and / or negative.

International Tourist These are tourists who travel across borders between different countries. (international borders). All tourists who enter or leave the UK are international tourists.

Leisure Leisure is the term used to describe those free-time activities people choose when they are not at work or in education.

Long Haul Flights or trips to destinations beyond Europe and the Mediterranean Basin, usually with a flight time of 6-7 hours or more.

Major Sports/entertainment venues

A place (venue) where major sporting / entertainment events may be held. Many major sports venues also host entertainment events, e.g. pop concerts at Old Trafford, home of Manchester United Football Club. Major sports / entertainment venues such as Madison Square Gardens, New York also combine these joint purposes.

Product A product is sold by the organisation. It can be tangible such as a souvenir from an attraction, or intangible, such as riding a roller coaster in a theme park.

Resort Resorts are places tourists visit for holidays or recreation and where tourism is an important part of the local economy

Responsible Tourism Responsible tourism is visiting destinations in ways that harm the environment and local people as little as possible. Tourism that is responsible is therefore sustainable. Responsible tourists act in destinations in ways that maximise the positive impact of tourism. For example, UK visitors to long-haul destinations in the Less Economically Developed World (LEDW) can act responsibly by buying products and services directly from local people.

Routes A transport pathway between two places; for example the route by road from central London to Bath travels along the A4 to the M4, then the A46 south into Bath.

Service Many leisure and tourism businesses provide services such as hiring of sports equipment in leisure centres or catering services in a range of businesses.

Short-haul Flights or trips to destinations within Europe and the Mediterranean Basin, usually with a flight time of 4 hours or less.

Social impacts The impacts of tourism in a social context might be negative such as second home ownership leading to loss of affordable homes for local communities in National Parks. They may also be positive such as the development of facilities in destinations that local community residents may use as well as tourists.

Sustainability Sustainability in tourism means meeting the needs of the present tourists and their host communities and environments whilst protecting and enhancing tourist, community and environmental needs in the future

Terminals The beginning and end points of transport links, for example railway stations such as London Paddington and Edinburgh Waverley

Theme Park These are purpose-built tourist attractions containing rides and amusements as well as a range of other products and services, such as fast food outlets. They appeal mainly to younger people and families. Theme Parks usually feature ‘white-knuckle rides’ which give people an exciting experience.

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Tour Operator Tour operators are organisations that put together(‘build’) holidays (accommodation, transport, excursions, transfers) and sell them through travel agents or directly to the public. Tour operators commonly produce brochures that people can choose and buy their holiday from.

Transport Modes The means of travel available to tourists such as road, rail, air and sea.

Travel Agents High street and online travel agents give advice to customers and sell holidays on behalf of tour operators as well as other products such as insurance, currency and car hire.

Attend the Conway Weekend to brush up on your exam skills (March 28th)

Attend the Easter revision sessions – the 1st Monday and Tuesday of the Easter holidays.

Ensure your note book is well organised and easy to revise from

The exam is out of 60 marks and lasts an hour. You therefore need to work on the ‘mark a minute’ rule. A 4 mark question should take you 4 minutes to answer. A 12 mark question should take approximately 12 minutes to answer.

When you’ve finished go through your exam paper. Check your answers.

Make revision an on-going process and not something you do the night before the exam.

Unit 1 – Understanding Leisure and Tourism Destinations This unit is 40% of the final grade and is assessed by a 1 hour written examination paper, marked out of 60. The questions are a variety of styles multiple choice, short answer questions and evaluation questions of around 6-8 marks.

Ways to travel

British Port European port Country

1 Portsmouth Le Havre Cherbourg

France France

2 Hull Zeebrugge Belgium

3 Ramsgate Ostend Belgium

4 Plymouth Santander Spain

5 Dover Calais France

6 Harwich Gothenburg Sweden

7 Newhaven Dieppe France

8 Holyhead Dublin Ireland

Ferry boat – a boat used to ferry passengers, sometimes vehicles and goods over

Leisure – a range of activities that people do in their spare time when they are not at work or school. E.g. Bowling, cinema or a meal.

Tourism – temporary travel away from home for one or more nights, with the intent to return. E.g. A business trip in London, a holiday in Spain or America, visit friends in Liverpool.

1

1

2

1

3

8

4

6

5 7

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water from one place to another. Usually over short distances. The table above covers the most popular British ferry ports and their destinations in Europe.

The UK Motorway system

UK Airports Airports are for either European flights (Short Haul) or International (Long Haul) airports. The main international airports in the UK are Heathrow or Manchester. These will take passengers to places such as America, Bangladesh or Australia. The other airports are often described as regional airports such as East Midlands where you will take flights to Spain, Jersey or other European countries. Main airports in the UK and Ireland are: Heathrow international airport London Manchester International airport Gatwick London Stansted London East Midlands Birmingham Luton Bristol

AQA website has lots of past exam papers that you can use to practice and mark yourself. Marking them yourself will help you to know what information the examiner is looking for and will improve your grade massively.

http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes Select leisure and tourism/ GCSE/ L&T 4840/Chose an exam date from the list. Unit 1

papers and mark schemes are below in PDF files.

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Leeds Liverpool Belfast Cardiff Glasgow Dublin Edinburgh Learn the position of the first 10. Plan different ways to get to Paris, by rail, road and Plane. Which airports, ferry ports, coach stations or rail stations would you use? E.g. Sheffield train station to St Pancras international London to catch the Eurostar to Paris. Leisure and tourism destinations in the UK and abroad There are 5 main types of holiday: Package: this is when the customer pays a set price for a complete holiday. This includes transport to and from the resort, accommodation and the services of a rep. Independent holidays: customers choose and book different part of their holiday, transport, accommodation and catering. Domestic: people take their holidays in the country that they live in. Inbound or outbound holidays: inbound means tourists coming in from abroad. Outbound is a UK resident going abroad. Short-haul or long haul holidays: short haul holidays are within 5 hours flying time usually in the Mediterranean and long haul are over 5 hours e.g. America The reasons for tourism, which is at least one night away from home with the intention to return, include:

Holiday Sightseeing Visiting an attraction Visiting friends or relatives Going to a sports event as a spectator or to participate Business

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Jargon Buster

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The UK National Parks A national park is a large area of attractive countryside that is legally protected for the enjoyment of the public. Leisure activities such as walking, climbing, windsurfing, canoeing, climbing, mountain biking, horse riding, painting and photography, and bird watching are often the appeal to visitors. The map shows the national parks, you need to know the name and location of some.

The Peak district is a national park close to

Sheffield. It has lots of attractions such as rock-

climbing, horse riding and walking. There are a

number of reservoirs that are used for water

sports such as canoeing, sailing, wind surfing and swimming. The Monsal Trail is a traffic free route for

walkers, cyclists, horse riders and wheelchair users through some of the Peak District’s most spectacular

limestone dales. The trail runs along the former Midland Railway line for 8.5 miles between Blackwell Mill,

in Chee Dale and Coombs Road, at Bakewell.

For your exam you must know the following information

Destination Type UK Example Overseas Example

Beach or Seaside resort 1 example- Skegness/Blackpool 1 example- Benidorm/Daytona

Beach Florida

City destination 1 example- York/London 1 example- New York/Paris

Ski/Snowsports resorts Not required, Aviemore 1 example- Aspen USA/ Chamonix

France

National Park 1 example- Snowdonia Not required, Yellowstone, USA

National Park County or City

1 Cairngorms

2 Loch Lomond and the Trossachs

West Dunbartonshire

3 Northumberland national park

Newcastle-upon-tyne

4 Lake District National Park Cumbria

5 North Yorkshire Moors North Yorkshire

6 Yorkshire Dales Leeds

7 Peak District Sheffield

8 Snowdonia North Wales

9 The Broads Norfolk/Norwich

10 Brecon Beacons Mid Wales

11 Pembrokeshire National Park

West Wales

12 Exmoor North Devon

13 New Forest Hampshire

14 Dartmoor South Devon

15 South Downs West Sussex

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For each you must know what facilities these destinations have. You may be expected to talk about one

attraction. Also consider what is there for different groups of people eg Families, retired couples, single

people, business travellers. If you have visited any of these destinations think about how you used it and

what you did.eg At Blackpool an attraction for a retired couple could be the ballroom dancing at Blackpool

tower, they would enjoy it to meet people, enjoy the music and to participate in the dancing, taking tea as

part of the visit. A family or younger person may enjoy Pleasure beach to go on the rides and have fun,

they may also want a meal together and a drink in a pub to spend time together and relax. (this is in most

exams)

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Impacts of Tourism

Sea side Towns

Brighton, Blackpool, Bournemouth, Torquay, Tenby, Filey, Llandudno, Scarborough. Choose a town and answer the following: 1) Which motorways would you use to get there from Manchester? 2) Find at least 4 visitor attractions to visit in the resort. 3) Where is the nearest National Park? 4) Which sporting events could you visit? 5) Which is the nearest theme park to your chosen resort? 6) What types of accommodation are available within the resort? 7) Give examples of Arts and Entertainment available in the evenings. 8) What catering facilities are found within seaside towns? 9) What products and services would be available for holidaymakers at the resort’s Leisure Centre?

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Visitor Attractions A leisure facility that customers visit and which are a natural, historic or built site, a theme park or a major sports or entertainment venue. Natural attractions have physical features such as waterfalls, mountains and valleys that attract visitors. UK examples are - The giants Causeway (A rock formation on the Antrim Coast. High Force - A waterfall - Teeside) Abroad - The grand Canyon- (Valley USA) Mount Vesuvius (Volcano - Italy) Historical - Historically interesting areas or buildings, places such as ancient monuments and old buildings have become attractions for visitors UK- Stonehenge - (prehistoric stone circle, Salisbury Plain) Tower of London - Fortress beside Tower bridge. - London has many examples Abroad - Notre Dame (Cathedral Paris) Machu Picchu (Ruined Inca City Peru) - Ancient Eygypt (Pyramids, tomb of Tutankhamun) Sports venues Nationally important sports facilities such as stadiums. UK- Wembley stadium- Donnington Park - motor racing Abroad- San Siro (Stadium Milan Italy) Theme Parks Large attractions, including rides that are spread over a large site. UK - Alton towers, Abroad - Universal studios/ Seaworld- USA Built attractions - Facilities that have been built to attract visitors, such as museums and galleries. It does not include theme parks or sports venues. UK- London eye, Natural history museum London Abroad - Eiffel Tower (Paris) Kennedy Space centre visitors complex (Florida) Barcelona Cathedral (Spain) Main Factors (Leisure) There are 6 main factors affecting Leisure time use:

Age group

Special needs

Gender

Culture

Type of household

Social group Learn these factors as in an exam question you will need to apply at least two of these factors to your answer. For example, you could be asked to identify age groups and gender for activities and interests. Try to do this for the list below:

Youth club

Crown green bowling

Ten pin bowling

Day at local art gallery

Day at theme park

Playing computer games

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Aerobics class

Gardening There are also some other important factors that will vary according to a persons interests and circumstances. These are:

Availability of local facilities

Availability of transport

Personal interests

Fashion

The influence of friends and family

Money Select a sport that is not played in your town and write down four reasons why it is not popular in your area.